Month: March 2024

Reading Passage 1: Land of the Rising Sum

Questions 1-5: (List of headings):

[In this question type, IELTS candidates are provided with a list of headings, usually identified with lower-case Roman numerals (i, ii, iii, etc,). A heading will refer to the main idea of the paragraph or section of the text. Candidates must find out the equivalent heading to the correct paragraphs or sections, which are marked with alphabets A, B, C and so forth. Candidates need to write the appropriate Roman numerals in the boxes on their answer sheets. There will always be two or three more headings than there are paragraphs or sections. So, some of the headings will not be used. It is also likely that some paragraphs or sections may not be included in the task. Generally, the first paragraph is an example paragraph that will be done for the candidates for their understanding of the task.

TIPS: Skimming is the best reading technique. You need not understand every word here. Just try to gather the gist of the sentences. That’s all. Read quickly and don’t stop until you finish each sentence. ]

Question 1: Section B

Section B is clearly an overview of lower secondary schools or middle-years education in Japan.

The very first lines talk about the lower secondary schools, “Lower secondary schools in Japan cover three school years, from the seventh grade (age 13) to the ninth grade (age 15). . . .. .” So, obviously, this section covers the explanation of lower secondary schools and its background. 

The writer then gives a description of the number of years, the different facilities, timing of lessons, break-time and description of the class-size, etc.

So, the answer is: vii (Background to middle-years education in Japan)

Special tip: Most of the time in ‘List of headings/Matching headings’ questions, the answers are found from the first few lines as they give an idea about the main topic. However, this is not applicable to all questions, so sometimes you need to skim the whole section/paragraph. 

Question 2: Section C

In paragraph C, look at lines 3-4, “Everyone has their own copy of the textbook supplied by the central education authority, Monbusho, as a part of the concept of free compulsory education up to the age of 15.” Therefore, Monbusho, which is Japan’s central education authority, supplies textbooks to the students for free.

Again, the last sentence in paragraph C says, “Besides approving textbooks, Monbusho also decides the highly centralized national curriculum and how it is to be delivered”.

These lines suggest that Monbusho has such a great effect/influence on Japan’s education that it not only designs textbooks but also the national curriculum.

So, the answer is: i (The influence of Monbusho)

Question 3: Section D

This section describes the format of every lesson in Monbusho system. However, it seems that none of the ‘headings’ from the list matches with this section.

Again, if you look at lines 11-12, the author writes, “. .. Only rarely are supplementary worksheets distributed in a maths class.” This means supplementary worksheets are rarely distributed in maths class only, and this makes the maths class format typical.

So, the answer is: v (The typical format of a maths lesson)

Question 4: Section E

In the first part of section E, the writer says lines 3-4, “. .. In observed lessons, any strugglers would be assisted by the teacher or quietly seek help from their neighbour.” Here, strugglers mean less successful students.

Then, in the next part of section E, the author says, “This scarcely seems adequate help to enable slow learners to keep up. However, the Japanese attitude towards education runs along the lines of ‘if you work hard enough, you can do almost anything’.” This means slow learners get help which may seem inadequate but Japanese people believe hard work essential to get success.

So, the answer is: ii (Helping less successful students)

Question 5: Section F

The first lines of parts 1 and 2 of section F give us the answer to this question. At the beginning of part 1, “So what are the major contributing factors in the success of maths teaching? Clearly, attitudes are important.”

And then, at the beginning of part 2, “Other relevant points relate to the supportive attitude of a class towards slower pupils, the lack of competition within a class and a positive emphasis on learning for oneself and improving one’s own standard.”

So, the answer is: viii (The key to Japanese successes in maths education)

Questions 6-9: YES, NO, NOT GIVEN

[In this type of question, candidates are asked to find out whether:

The statement in the question agrees with the claims of the writer in the passage – YES
The statement in the question contradicts the claims of the writer in the passage – NO
If there is no information on this  – NOT GIVEN

For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question 6: There is a wider range of achievement amongst English pupils studying maths than amongst their Japanese counterparts.

Keywords for the question: wider range of achievement, English pupils, studying maths, Japanese counterparts,

In paragraph A, take a look at lines 4-6, where the writer says, “… .. . but there was also a larger proportion  of ‘low’ attainers in England, where, incidentally, the variation in attainment scores was much greater.” The lines suggest that even though Japan has a much better record in average mathematical achievement than England and Wales, England has a much wider range of achievement scores than Japan.

Here, wider means greater, achievement means attainment,

So, the answer is: YES

Question no. 7: The percentage of Gross National Product spent on education generally reflects the level of attainment in mathematics.

Keywords for the question: percentage, Gross National Product, spent, reflects, level of attainment,

Take a look at the last sentence of Section A,”. .. . The percentage of Gross National Product spent on education is reasonably similar in the two countries, so how is this higher and more consistent attainment in maths achieved?”

Now have a look at the sentence of section A, “Japan has significantly better record in terms of average mathematical attainment than England and Wales.”

Therefore, the writer is asking the question about the role of GNP in relation to higher scores in maths by Japan. This suggests that the percentage of GNP spent on education doesn’t necessarily reflect the level of scoring in maths. Had it been like that, England would have the same result in maths as Japan.

So, the answer is: NO

Question no. 8: Private schools in Japan are more modern and spacious than state-run lower secondary schools.

Keywords for the question: private schools in Japan, modern, spacious, state-run lower secondary schools,

In section B, the writer indicates in lines 2-3, “. .. . all pupils at this stage attend state schools; only 3 percent are in the private sector. Schools are usually modern in design, set well back from the road and spacious inside”. 

However, we don’t find any comparison between the facilities of private schools and state-run schools here.

So, the answer is: NOT GIVEN

Question no. 9: Teachers mark homework in Japanese schools.

Keywords for the question: teachers, mark, homework, Japanese schools,  

In section D, take a look at lines 3-5, “Pupils mark their own homework: this is an important principle in Japanese schooling as it enables pupils to see where and why they made a mistake so that these can be avoided in future”. 

So, the homework is marked by the pupils, not by their teachers.

So, the answer is: NO

Questions 10-13: Multiple-choice questions

[This type of question asks you to choose a suitable answer from the options using the knowledge you gained from the passage. Generally, this question is found as the last question so you should not worry much about it. Finding all the answers to previous questions gives you a good idea about the title.]

Question no. 10: Maths textbooks in Japanese schools are –

Keywords for the question: Maths textbooks, Japanese schools,   

In section C, find this line, “These textbooks are, on the whole, small, presumably inexpensive to produce, but well set out and logically developed.”

Here, well set out and logically developed = well organised and adapted to the needs of the pupils

So, the answer is: B (Well organised and adapted to the needs of the pupils)

Question 11: When a new maths topic is introduced,

Keywords for this question: new maths topic, introduced,     

In section D, the writer says in lines 7-10, “…. the teacher explains the topic of the lesson, slowly and with a lot of repetition and elaboration. Examples are demonstrated on the board; questions from the textbook are worked through first with the class….”.  This means that the teacher patiently explains any new maths topic with repetition and elaborates on the topic to the students so that they can understand it easily.

So, the answer is: C (It is carefully and patiently explained to the students)

Question 12: How do schools deal with students who experience difficulties?

Keywords for this question: schools, deal with, students, experience difficulties,

In section E, the author of the text says in lines 2-5, “. .. . . Teachers say that they give individual help at the end of a lesson or after school, setting extra work if necessary. In observed lessons, any strugglers would be assisted by the teacher or quietly seek help from their neighbour”.
Furthermore, the schools also inspire the parents and guardians to help as the writer explains in lines 10-13, “. .. . .. Parents are kept closely informed of their children’s progress and will play a part in helping their children to keep up with class, sending them to ‘Juku’ (private evening tuition) if extra help is needed and encouraging them to work harder”.

This means the students are encouraged to take extra lessons in ‘Juku’ (supplementary tuition)

So, the answer is: A (They are given appropriate supplementary tuition)

Question 13: Why do Japanese students tend to achieve relatively high rates of success in maths?

Keywords for this question: Japanese students, tend to achieve, relatively high rates of success, maths,  

In section F, the writer says in lines 3-4, “.. . .. . maths is recognised as an important compulsory subject throughout schooling, and the emphasis is on hard work coupled with a focus on accuracy.”

This means Japanese students and teachers give more importance to hard work and accuracy in maths and as a result, the students get relatively high scores in maths.

Here, hard work = effort, accuracy = correct answers,

So, the answer is: C (Much effort is made and correct answers are emphasised)

Reading Passage 2: Biological control of pests 

Questions 14-17: Multiple choice questions

[This type of question asks you to choose a suitable answer from the options using the knowledge you gained from the passage. Generally, this question is found as the last question so you should not worry much about it. Finding all the answers to previous questions gives you a good idea about the title.]

Question 14: The use of pesticides has contributed to –

Keywords for this question: use of pesticides, contributed to,    

In paragraph no. 1, the writer says in lines 2-4, “.. .  Apart from engendering widespread ecological disorders, pesticides have contributed to the emergence of a new breed of chemical-resistant, highly lethal superbugs. .”

Here, around the world = widespread, imbalance = disorders,

So, the answer is: B (an imbalance in many ecologies around the world.)

Question 15: The Food and Agriculture Organisation has counted more than 300 agricultural pests which –

Keywords for this question: The Food and Agriculture Organisation, counted, more than 300, agricultural pests,    

In paragraph no. 2, lines 1-2, the writer says, “According to a recent study by the Food and Agriculture Organisation (FAO), more than 300 species of agricultural pests have developed resistance to a wide range of potent chemicals”.  

This means that pesticides are no longer effective on these 300 species of agricultural pests.

Here, no longer responding to = have developed resistance to, pesticides = potent chemicals

So, the answer is: A (are no longer responding to most pesticides in use.)

Question 16: Cotton farmers in Central America began to use pesticides –

Keywords for this question: Cotton farmers, Central America, began, use pesticides,     

We find the reference of ‘Cotton farmers’ in paragraph no. 4. In lines 1-4, the author says, “. . .. . well illustrated by what happened to cotton farmers in Central America. In the early 1940s, basking in the glory of chemical-based intensive agriculture, the farmers avidly took to pesticides as a sure measure to boost crop yield.”

Here, began to use = took to, boost = to make something increase

So, the answer is: D (to ensure more cotton was harvested from each crop)

Question 17: By the mid-1960s, cotton farmers in Central America found that pesticides –

Keywords for this question: mid-1960s, cotton farmers, Central America, found, pesticides,     

In paragraph no. 5, the author says in the beginning, “By the mid-1960s, the situation took an alarming turn with the outbreak of four more new pests, necessitating pesticides spraying to such an extent that 50% of the financial outlay on cotton production was accounted for by pesticides”.

This means that pesticides accounted for 50% of the amount of money spent on cotton production.
Here, financial outlay = the money that need to be spent in order to produce cotton,

So, the answer is: D (were costing 50% of the total amount they spent on their crops)

Questions 18-21 YES, NO, NOT GIVEN

[In this type of question, candidates are asked to find out whether:

The statement in the question agrees with the claims of the writer in the passage – YESThe statement in the question contradicts the claims of the writer in the passage – NOIf there is no information on this  – NOT GIVEN

For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question 18: Disease-spreading pests respond more quickly to pesticides than agricultural pests do.

Keywords for this question: disease-spreading pests, respond, more quickly, pesticides, agricultural pests,

In paragraph 2, we find a statement made by the FAO, “. . .. . more than 300 species of agricultural pests have developed resistance to a wide range of potent chemicals. Not to be left behind are the disease-spreading pests, about 100 species of which have become immune to a variety of insecticides now in use”. 

In this statement, the writer talks about the response by different pests to different pesticides. However, we find no comparison on any pests responding more quickly or less quickly than other pests.

So, the answer is: NOT GIVEN

Question 19: A number of pests are now born with an innate immunity to some pesticides.

Keywords for this question: pests, born, innate immunity, pesticides,    

In paragraph no. 3, the writer states in lines 3-5, “Because of their tremendous breeding potential and genetic diversity, many pests are known to withstand synthetic chemicals and bear offspring with a built-in resistance to pesticides”.  

The lines suggest the fact that these species are born with an innate immunity to insecticides.

Here, built-in = innate, resistance = immunity,

So, the answer is: YES

Question 20: Biological control entails using synthetic chemicals to try and change the genetic make-up of the pests’ offspring.

Keywords for this question: biological control, synthetic chemicals, change, genetic make-up, pests’ offspring,    

In paragraph no. 7, the author says in lines 1-4, “In the face of the escalating perils from indiscriminate applications of pesticides, a more effective and ecologically sound strategy of biological control, involving the selective use of natural enemies of the pest population, is fast gaining popularity – though, as yet, it is a new field with limited potential.”

Here, involving the selective use of natural enemies of the pest population means using natural enemies instead of using synthetic chemicals.

Here, synthetic means artificial.

Therefore, the question contradicts the statement given in the passage.

So, the answer is: NO

Question 21: Bio-control is free from danger under certain circumstances.

Keywords for this question: bio-control, free from, danger, circumstances,

In paragraph 7, the writer states in lines 4-7, “. . .. . .. the advantage of biological control in contrast to other methods is that it provides a relatively low-cost, perpetual control system with a minimum of detrimental side-effects. When handled by experts, bio-control is safe, non-polluting and self-dispersing”.

Here, with a minimum of detrimental side-effects = free from danger

So, the answer is: YES

Questions 22-26: (Completing sentences with correct endings)

[For this type of question, candidates need to match the beginning and ending of sentences. Candidates need to look for keywords in the sentence beginnings and find the relative paragraphs and then sentences in the passage. Skimming and scanning, both reading skills are essential for this question type.]

Question 22: Disapene scale insects feed on –

Keywords for this question: Disapene scale insects, feed on,

The last sentence in paragraph no. 9 gives us the answer to this question. The writer says here, “CIBC is also perfecting the technique for breeding parasites that prey on ‘disapene scale’ insects – notorious defoliants of fruit trees in the US and India.”

The lines suggest that disapene scale insects cause harm to fruit trees, so they feed on fruit trees.

Here, notorious = well known for being bad,

So, the answer is: D (fruit trees)

Question 23: Neodumetia sangawani ate –

Keywords for this question: Neodumetia sangawani, ate,

In paragraph no. 10, take a look at these lines, “Neodumetia sangawani, was found useful in controlling the Rhodes grass-scale insect that was devouring forage grass in many parts of the US.” 

This means that Neodumetia sangawani devoured or ate Rhodes grass-scale insect to control it from devouring forage grass. Here, ate = was devouring

So, the answer is: H (grass-scale insects)

Question 24: Leaf-mining hispides blighted –

Keywords for this question: Leaf-mining hispides, blighted,

In paragraph no. 10, the writer mentions, “In the late 1960s, when Sri Lanka’s flourishing coconut groves were plagued by leaf-mining hispides, a larval parasite imported from Singapore brought the pest under control.” 

This suggests the fact that Sri Lanka’s coconut groves were damaged by leaf-mining hispides.
Here, blight = plague, flourishing = developing quickly or being productive, grove = a small garden or group of trees,

So, the answer is: C (coconut trees)

Question 25: An Argentinian weevil may be successful in wiping out –

Keywords for this question: Argentinian weevil, may be, successful, wiping out,

In paragraph no. 9, the author mentions, “Similarly the Hyderabad-based Regional Laboratory (RRL), supported by CIBC, is now trying out an Argentina weevil (a kind of small beetle) for the eradication of water hyacinth.”

The lines suggest that an Argentinian weevil has a possibility of being successful in destroying all of the water hyacinth plants. We can guess that the weevils will eat the water hyacinth.

Here, destroying = wiping out,

So, the answer is: E (water hyacinth)

Question 26: Salvinia molesta plagues

Keywords for this question: Salvinia molesta, plagues,

Again, in paragraph 10, the writer says, “By using Neochetina bruci, a beetle native to Brazil, scientists at Kerala Agricultural University freed a 12-kilometer-long canal from the clutches of the weed Salvinia molesta. About 30,000 hectares of rice fields in Kerala are infested by this weed.”

Here, plagues = are infested by,

So, the answer is: B (rice fields)

Reading Passage 3: Collecting Ant Specimens

Questions 27-30 (TRUE, FALSE, NOT GIVEN)

In this type of question, candidates are asked to find out whether:

The statement in the question agrees with the information in the passage – TRUE
The statement in the question contradicts the information in the passage – FALSE
If there is no information on this  – NOT GIVEN

[For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question 27: Taxonomic research involves comparing members of one group of ants.   

Keywords for this question: Taxonomic research, comparing members, one group of ants,

In paragraph 1, the writer says in lines 4-6, “For taxonomy, or classification, long series, from a single nest, which contain all castes (workers, including majors and minors, and, if present, queens and males) are desirable, to allow the determination of variation within species.”

These lines explain that taxonomic research entails classifying different ants from a particular nest, which holds all the different castes, or different members of a single group.

Here, one group of ants = a single nest, which contain all castes,

So, the answer is: TRUE

Question 28: New species of ant are frequently identified by taxonomists.  

Keywords for this question: new species, frequently, identified, by taxonomists,

Only paragraph no. 1 details about taxonomic research of ants. However, no information is found here about how often/frequently taxonomists identify new species of ants.

So, the answer is: NOT GIVEN

Question 29: Range is the key criterion for ecological collections.

Keywords for this question: Range, key criterion, ecological collections, 

In paragraph no. 1, the author says in lines 7-8, “For ecological studies, the most important factor is collecting identifiable samples of as many of the different species present as possible.” 

The lines suggest that it is absolutely vital/ important to gather a variety or range of present species.

Here, as many of the different species = range, the most important factor = key criterion, 

So, the answer is: TRUE

Question 30: A single collection of ants can generally be used for both taxonomic and ecological purposes.  

Keywords for this question: single collection, generally, used for, both, taxonomic, ecological purposes,  

The last few lines of paragraph no. 1 gives us hint to the answer, “The taxonomist sometimes overlooks whole species in favour of those groups currently under study, while the ecologist often collects only a limited number of specimens of each species, thus reducing their value for taxonomic investigations.”

This means the taxonomists sometimes don’t consider a large collection (whole species) so important while ecologists often collect a very inadequate number of specimens of ever species of ants. This often makes the taxonomic investigation insignificant. Thus, a single collection cannot be used for both taxonomic and ecological purposes.

So, the answer is: FALSE

Questions 31-36 (Classifying statements)

[This type of question asks candidates to classify information from the given reading text. Candidates are given some statements from the text, and a list of options, which are listed as A, B, C, etc. They must match the correct statements with the correct options.

N.B.: This question doesn’t follow any sequence. So, they should be answered after all other questions in the passage.]

Question 31: It is preferable to take specimens from groups of ants.

Keywords for this question: preferable, take specimens, groups of ants,

In paragraph no. 2, where the author talks about hand collecting method, it says in lines 6-8, “. . .. .. when possible, collections should be made from nests or foraging columns and at least 20 to 25 individuals collected. This will ensure that all individuals are from the same species and so increase their value for detailed studies”.

Here, at least 20 to 25 individuals = groups of ants,

So, the answer is: A (hand collecting)

Question 32: It is particularly effective for wet habitats.

Keywords for this question: particularly effective, wet habitats,

The answer can be found in paragraph no. 4, where the writer gives details about ground litter sampling method, “. . .. .. .this method works especially well in rain forests and marshy areas”.  Rain forests and marshy areas are wet habitats.

Here, works well = effective, rain forests and marshy area = wet habitats, 

So, the answer is: C (sampling ground litter)

Question 33: It is a good method for species which are hard to find.

Keywords for this question: good method, hard to find,  

In paragraph no. 3, where the writer details about using baits, it says, “. . . . Baits can be used to attract and concentrate foragers. This often increases the number of individuals collected and attracts species that are otherwise elusive”. 

Here, elusive = hard to find,

So, the answer is: B (using bait)

Question 34: Little time and effort is required.

Keywords for this question: little time and effort, required,  

In paragraph no. 5, where the author explains the pitfall trap method, it says, “One advantage of pitfall traps is that they can be used to collect over a period of time with minimal maintenance and intervention”.

That means pitfall traps require little time and effort to look after.

Here, minimal maintenance and intervention = little time and effort,

So, the answer is: D (using a pitfall trap)

Question 35: Separate containers are used for individual specimens.

Keywords for this question: separate containers, used, individual specimens,

Again, in paragraph no. 2, where the hand collecting method is explained, the writer says in lines 11-12, “Individual insects are placed in plastic or glass tubes (1.5 – 3.0 ml capacity for small ants, 5-8 ml for larger ants) containing 75% to 95% ethanol.”

Here, plastic or glass tubes = containers,

So, the answer is: A (hand collecting)

Question 36: Non-alcoholic preservative should be used.

Keywords for this question: non-alcoholic preservatives,  

In paragraph no. 5, in the pitfall trap method, the writer says, “ . .. . . . .. the preservative used is usually ethylene glycol or propylene glycol, as alcohol will evaporate quickly and the traps will dry out”.

Here, the writer explains the use of ethylene glycol or propylene glycol because if alcohol is used, it will evaporate and the trap will dry out quickly and will not have any effect.

So, the answer is: D (using a pitfall trap)

Questions 37-40 (Labeling a diagram)

[In this type of question, candidates are asked to label a diagram with NO MORE THAN TWO WORDS from the passage. Keywords are important to find answers correctly. Generally, this type of question maintains a sequence. However, we should not be surprised if the sequence is not maintained. Find the keywords in the passage and you are most likely to find the answers.]

Title: One method of collecting ants

Special tip: To answer this question easily, we need to get an idea about which method of collecting ants is displayed in this diagram and find out the paragraph in the passage where the answers for questions 37-40 can be traced.

In this diagram, we find only one word which seems to be our KEYWORD and the word is ‘funnel’. Therefore, we need to find out the paragraph where the word ‘funnel’ can be found.

This passage has only five paragraphs and paragraphs 2 3, 4 and 5 talk about different methods of collecting the ant specimens.

If we look at paragraph no. 4, we can find the word ‘funnel’ in different lines. So, we can find all the answers in this paragraph.

Question 37: some _________

Question 38: _________

Question 39: a _________

Question 40: some _________

Now, let’s have a close look at paragraph no. 4,

“Many ants are small and forage primarily in the layer of leaves and other debris on the ground. Collecting these species by hand can be difficult. One of the most successful ways to collect them is to gather the leaf litter in which they are foraging and extract the ants from it. This is most commonly done by placing leaf litter on a screen over a large funnel, often under some heat. As the leaf litter dries from above, ants (and other animals) move downward and eventually fall out the bottom and are collected in alcohol placed below the funnel. This method works especially well in rainforests and marshy areas. A method of improving the catch when using a funnel is to sift the leaf litter through a coarse screen before placing it above the funnel. This will concentrate the litter and remove larger leaves and twigs. It will also allow more litter to be sampled when using a limited number of funnels.”

Now, as the picture suggests, the answer to question no. 28 will be leaf litter (they look like leaf and garbage), and as the thing above the leaf litter indicates to question no. 27, the answer will be heat (the heat covers the leaf litter).  “This is most commonly done by placing leaf litter on a screen over a large funnel, often under some heat.”(lines 4 and 5)

Then, question no. 39 in the picture shows a covering above the funnel which holds the leaf litter. So, the answer to question no. 39 will be coarse screen. “A method of improving the catch when using a funnel is to sift the leaf litter through a coarse screen before placing it above the funnel.”(lines 7-9)

Finally, for question no. 40, it looks like something below the funnel. So, the answer will be alcohol. “As the leaf litter dries from above, ants (and other animals) move downward and eventually fall out the bottom and are collected in alcohol placed below the funnel.” (lines 5-6)

So, the answers are:

• heat
• leaf litter
• (coarse) screen
• alcohol

Reading Passage 1: Striking Back at Lightning with Lasers

Questions 1-5: Multiple choice questions

[This type of question asks you to choose a suitable answer from the options using the knowledge you gained from the passage. Generally, this question is found as the last question so you should not worry much about it. Finding all the answers for previous questions gives you a good idea about the title.]

Question 1: The main topic discussed in the text is –

Keywords for the question: main topic,  

A very quick reading (skimming) of the passage will let us know about the following facts:

Paragraph no. 1: Lightning and its adverse effects

Paragraph no. 2: Researchers has found a way to control lightning’s effects with laser

Paragraph no. 3: A project to strike back at lightning survived

Paragraph no. 4: Lightning may change its own course and hit somewhere else

Paragraph no. 5: Research needs to be risk-free

Paragraph no. 6: How the new research idea may work and be used in events

Paragraph no. 7: The mammoth size of the laser

Paragraph no. 8: The much needed money for producing the laser at a cheaper price

Paragraph no. 9: The project can be helpful for other scientists and experts  

Paragraph no. 10: The laser has a good chance to work against hailstorms

Now, we can decide that option A is not a match because this passage is not about the damage lightning does to US golf course and players; option B is not a match because the passage does not talk about supplying power to US and Japan; and option C is not a match because we find only one way of trying to control lightning strikes.

Option D is our answer as the main topic is ‘A laser technique that may work to control lightning strikes.

So, the answer is: D (a laser technique used in trying to control lightning strikes.)

Special tip: As the question asks to find out the main topic of the passage, this question should be answered after all the 12 questions of this passage.

Question 2: According to the text, every year lightning –

Keywords for the question: every year, lightning,  

Take a look at the last lines of paragraph A, “. . .. And there is damage to property too. Lightning damage costs American power companies more than $100 million a year.” This means that every year lightning causes a great amount of damage to buildings.

Here, damage to property = damage to buildings, a year = every year,

So, the answer is: A (does considerable damage to buildings during thunderstorms.)

Question 3: Researchers at the University of Florida and at the University of New Mexico –

Keywords for the question: Researchers, University of Florida, University of New Mexico,

The answer can be found in two paragraphs.

First take a look at lines 3-5 of paragraph no. 3, “The technique survives to this day at a test site in Florida run by the University of Florida, with support from the Electrical Power Research Institute (EPRI), based in California.” So, Researchers at the University of Florida receive funds from EPRI.

Now, go to paragraph no. 5 and look at lines 2-3, “. . . points out Jean-Claude Diels of the University of New Mexico. Diels is leading a project, which is backed by EPRI,. ..  .” So, researchers at the University of New Mexico also receive funds from EPRI.

So, the answer is: A (receive funds from the same source.)

Questions 4-6: (Completing sentences with NO MORE THAN TWO WORDS)

[For this type of question, candidates need to complete the sentences with NO MORE THAN TWO WORDS from the passage. Candidates need to look for keywords in the sentence beginnings and find the relative paragraphs and then sentences in the passage. Skimming and scanning, both reading skills are essential for this question type.]

Question 4: EPRI receives financial support from ______________.

Keywords for the question: EPRI receives, financial supports,

Have a close look at paragraph no. 3, lines 5-6, “. . . .. with support from the Electrical Power Research Institute (EPRI), based in California. EPRI, which is funded by power companies, . . .. .”

Here, funded by means receives financial support from,  

So, the answer is: power companies

Question 5: The advantage of the technique being developed by Diels is that it can be used ____________.

Keywords for the question: advantage, technique, Diels, can be used,  

In paragraph no. 5, lines 2-4 say, “. …. .. points out Jean-Claude Diels of the University of New Mexico. Diels is leading a project, which is backed by EPRI, to try to use lasers to discharge lightning safely- and safety is a basic requirement since no one wants to put themselves or their expensive equipment at risk.”

So, the answer is: safely (you must use the adverb form of the noun ‘safety’)

Question 6: The main difficulty associated with using the laser equipment is related to its ____________.

Keywords for the question: main difficulty, using the laser equipment, related to,  

In paragraph no. 7, the writer talks about the main problem related to the laser equipment. “However, there is still a big stumbling block. The laser is no nifty portable: it’s a monster that takes up a whole room. Diels is trying to cut down the size and says that a laser around the size of a small table is in the offing.”

Here, big stumbling block = main difficulty, it’s a monster that takes up a whole room = size,

So, the answer is: size

Questions 7-10: (Completing summary with a list of words)

[In this type of question, candidates are asked to complete a summary with a list of words taken from the passage. Candidates must write the correct letter (not the words) as the answers. Keywords and synonyms are important to find answers correctly. Generally, this type of question maintains a sequence. Find the keywords in the passage and you are most likely to find the answers.]

Question no. 7: In this method, a laser is used to create a line of ionisation by removing electrons from __________.

Keywords for the question: laser, used, create, a line of ionisation, removing electrons from,

In paragraph no. 6, the author of the passage writes in lines 1-4, “The idea began some 20 years ago, when high-powered lasers were revealing their ability to extract electrons out of atoms and create ions. If a laser could generate a line of ionisation. .. ..”

Here, generate a line of ionisation = create a line of ionisation, removing electrons from = extract electrons out of,

So, the answer is: B (atoms)

Question no. 8 and 9: This laser is then directed at 8. __________ in order to control electrical charges, a method which is less dangerous than using 9. __________.  

Keywords for the question: laser, directed, control electrical charges, a method, less dangerous than,  

Again, in paragraph no. 6, carefully look at lines 2-3, “If a laser could generate a line of ionisation in the air all the way up to a storm cloud, this conducting path could be used to guide lightning to Earth . … . ”

Now, paragraph no. 6 is an explanation of using lasers in a populated area by Jean-Claude Diels of the University of New Mexico. If you take a look at the first line of paragraph no. 5, you’ll find the reason for using lasers, “And anyway, who would want to fire streams of rockets in a populated area?”

This means lasers are less dangerous than rockets.

So, the answers are:

• C (storm clouds)
• G (rockets)

Question no. 10: As a protection for the lasers, the beams are aimed firstly at __________.

Keywords for the question: protection, for the lasers, beams, aimed firstly,  

For this question, we have to look at lines 5-6 of paragraph no.6, “. . .. To stop the laser itself being struck, it would not be pointed straight at the clouds. Instead it would be directed at a mirror and from there into the sky”.

So, mirrors will give the much needed protection for the lasers.

Here, directed at =  aimed . . . at,  

So, the answer is: D (mirrors)

Questions 11-13: YES, NO, NOT GIVEN

[In this type of question, candidates are asked to find out whether:

The statement in the question agrees with the claims of the writer in the passage – YES
The statement in the question contradicts the claims of the writer in the passage – NO
If there is no information on this  – NOT GIVEN

For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question 11: Power companies have given Diels enough money to develop his laser.

Keywords for this question: power companies, given, Diels, enough money, to develop his laser,    

In paragraph no. 8 the writer says in lines 1-3, “Bernstein says that Diels’s system is attracting lots of interest from the power companies. But they have not yet come up with the 5 million dollars that EPRI says will be needed to develop a commercial system…”.

This means even though power companies are fascinated by Diels’s system, they have not yet provided him with the money that he needs.

So, the answer is: NO

Question 12: Obtaining money to improve the lasers will depend on tests in real storms.

Keywords for this question: obtaining money, improve the lasers, depend on, tests, real storm,    

In paragraph no. 8, lines 3-6 the author says, “He reckons that the forthcoming field test will be the turning point – and he’s hoping for good news. Bernstein predicts ‘an avalanche of interest and support’ if all goes well. He expects to see cloud – zappers eventually costing 50,000 dollars to 100,000 dollars each.”

Here, the forthcoming field test will be the turning point indicates that the coming tests in real storms will determine whether he will obtain the money or not.

So, the answer is: YES

Question 13: Weather forecasters are intensely interested in Diels’s system.

Keywords for this question: Weather forecasters, intensely interested, Diels’s system,   

We find the mention of ‘meteorology’ in both paragraphs no. 9 and 10. However, neither of the paragraphs indicates anything about weather forecasters’ interest in Diels’s system.

So, the answer is: NOT GIVEN

Reading Passage 2: The Nature of Genius

Questions 14-18 (Choosing from list of factors):

[In this question type, IELTS candidates are provided with a list of factors with a question. Candidates must find out three/four or five factors that matches with the questions. Most of the time, the answers can be found in one or two paragraphs.

TIPS: Both skimming and scanning are needed for this kind of question. You need to skim the passage to find out the paragraph where the answers can be found. Then you can scan it to find all the answers. The answers can be written in any order.]

Question for 14-18: Below are listed some popular beliefs about genius and giftedness.

Which FIVE of these beliefs are reported by the writer of the text?

For this question, we have to find out the paragraph where popular beliefs about genius and giftedness are reported.

A quick skimming of paragraph A indicates that the answers can’t be found there. Now, in paragraph B, take a look at lines 2-3, “. . .In the mythology of giftedness. . ..”

Here, mythology = popular beliefs.

Now, let’s match the answers:

In lines 4-5, “.. . .. that intellectuals are impractical, that prodigies burn too brightly too soon and burn out, … ..”.

Here, prodigies = gifted people/genius people, burn out = exhausted,

This information matches with the answer B. 

In lines 10-11, “… . that people with gifts have a responsibility to use them. . . ”.

Here, have a responsibility = should, use them = use their gifts,

This information matches with the answer C.

In lines 6-7, “… . that genius runs in families. . . ”.

Here, genius runs in families = Genius is inherited, 

This information matches with the answer F.

In line no. 9, “… . that genius goes unrecognized and unrewarded. . . ”.

Here, genius goes unrecognized and unrewarded = People never appreciate true genius,

This information matches with the answer H.

In line no. 10, “… . that adversity makes men wise . . . ”.

Here, adversity = difficulties, develop their greatness = makes men wise,

This information matches with the answer J.

The other options such as A, D, E, G, I, K, do not match with the information provided in paragraph B.

So the answers are: (in any order)

B

C

F

H

J

Questions 19-26 (TRUE, FALSE, NOT GIVEN)

In this type of question, candidates are asked to find out whether:

The statement in the question agrees with the information in the passage – TRUEThe statement in the question contradicts the information in the passage – FALSEIf there is no information on this – NOT GIVEN

[For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question 19: Nineteenth-century studies of the nature of genius failed to take into account the uniqueness of the person’s upbringing.

Keywords for this question: Nineteenth-century studies, failed to take into account, uniqueness, person’s upbringing,

We find the reference of 19th century studies in paragraph no. 3. Now, take a look at lines 7-9, “. . However, the difficulty with the evidence produced by these studies, fascinating as they are in collecting together anecdotes and apparent similarities and exceptions, is that they are not what we would today call norm-referenced.”

Here, norm-referenced means followed by a fixed principle.  Here, the principle is to maintain standard in upbringing a genius person, which was not maintained properly as “. … the cases studied were members of the privileged classes” (line no. 16). Therefore, the information matches with the question.

So, the answer is: TRUE

Question 20: Nineteenth-century studies of genius lacked both objectivity and a proper scientific approach.

Keywords for this question: Nineteenth-century studies, lacked, objectivity, proper scientific approach,    

The last sentence of paragraph no. 3 points us to the answer, “It was only with the growth of paediatrics and psychology in the twentieth century that studies could be carried out on a more objective, if still not always very scientific, basis.”

This sentence directly indicates that 19th century studies on genius could not be conducted on an objective basis and that scientific approach was not so proper.

So, the answer is: TRUE

Question 21: A true genius has general powers capable of excellence in any area.

Keywords for this question: true genius, general powers, excellence in any area,   

Let’s have a look at paragraph no. 4 for this question’s answer. In lines 9-10, the writer gives reference to Dr. Samuel Johnson’s observation, “ ‘The true genius is a mind of large general powers, accidentally determined to particular direction’. We may disagree with the ‘general’, for we doubt if all musicians of genius could have become scientists of genius or vice versa, …. ..”

This means a genius person does not have general powers which make him or her capable of excellence in any area; otherwise musicians could easily be become scientists. So, the information is contradictory to the question.

So, the answer is: FALSE

Question 22: The skills of ordinary individuals are in essence the same as the skills of prodigies.

Keywords for this question: skills, ordinary individuals, in essence, same, prodigies,   

Take a look at lines 1-2 of paragraph no. 5, “.. …the achievements of prodigies are the manifestations of skills or abilities which are similar to, but also much superior to, our own.”

Here, are similar to = the same as

Remember, the line means that the skills of ordinary people are mainly the same as the genius people, only genius people can use them in a superior way.

So, the answer is: TRUE

Question 23: The ease with which truly great ideas are accepted and taken for granted fails to lessen their significance.

Keywords for this question: ease, truly great ideas, accepted and taken for granted, fails, lessen, significance,   

In paragraph no. 5, in lines 4-8, the writer illustrates that “. .. .the hard-won discoveries of scientists like Kepler or Einstein become the commonplace knowledge of schoolchildren and the colours of an artist like Paul Klee so soon appear on the fabrics we wear. This does not minimise the supremacy of their achievements….”

Here, This does not = fails, lessen = minimize, commonplace knowledge = the ease,

Therefore, great ideas (hard-won discoveries) are accepted and taken for granted means that even schoolchildren can learn them. 

So, the answer is: TRUE

Question 24: Giftedness and genius deserve proper scientific research into their true nature so that all talent may be retained for the human race.

Keywords for this question: Giftedness and genius, deserve, proper scientific research, true nature, all talent, retained for the human race,

In the passage we do not find any information regarding what genius really is, in order for all talent to be retained.

So, the answer is: NOT GIVEN

Question 25: Geniuses often pay a high price to achieve greatness.

Keywords for this question: Geniuses, often, pay, high price, achieve greatness,    

In paragraph 6, lines 7-10, the writer talks about what genius people have to go through to achieve greatness, “We may envy their achievements and fame, but we should also recognise the price they may have paid in terms of perseverance, single-mindedness, dedication, restrictions on their personal lives, the demands upon their energies and time, and how often they had to display great courage to preserve their integrity or to make their way to the top.”

This means genius people have to pay a great price to reach the top of their success.  

So, the answer is: TRUE

Question 26: To be a genius is worth the high personal cost.

Keywords for this question: to be a genius, worth, high personal cost,   

In paragraph 6, the writer mentions about the high price that genius people may have paid to achieve greatness. However, we find no reference to whether all the personal costs, restrictions on their personal lives, demands on their time, dedication, energy and all other matters, are quite worthy of becoming a genius.”

So, the answer is: NOT GIVEN

Reading Passage 3: How does the biological clock tick?

Questions 27-32 (List of headings):

[In this question type, IELTS candidates are provided with a list of headings, usually identified with lower-case Roman numerals (i, ii, iii, etc,). A heading will refer to the main idea of the paragraph or section of the text. Candidates must find out the equivalent heading to the correct paragraphs or sections, which are marked with alphabets A, B, C and so forth. Candidates need to write the appropriate Roman numerals in the boxes on their answer sheets. There will always be two or three more headings than there are paragraphs or sections. So, some of the headings will not be used. It is also likely that some paragraphs or sections may not be included in the task. Generally, the first paragraph is an example paragraph which will be done for the candidates for their understanding of the task.

TIPS: Skimming is the best reading technique. You need not understand every word here. Just try to gather the gist of the sentences. That’s all. Read quickly and don’t stop until you finish each sentence.]

Question 27: Paragraph B   

Look at lines 1-6 first, the writer talks about the ageing of ‘dead’ products/ objects and that of organisms, “Our ‘dead’ products are ‘static’, closed systems. It is always the basic material which constitutes the object and which, in the natural course of things, is worn down and becomes ‘older’. Ageing in this case must occur according to the laws for a living organism, the result of this law is not inexorable in the same way. At least as long as a biological system has the ability to renew itself it could actually become older without ageing; .. .. .”  

Therefore, it can be clearly understood that dead objects are worn down and become older; for a living organism, becoming older can happen without ageing.

So, the answer is: ix (Fundamental differences in ageing of objects and organisms)

Question 28: Paragraph C  

The answer is in the last few lines of paragraph C, “.. .. . Because of changes in the genetic material (mutations) these have new characteristics and in the course of their individual lives they are tested for optimal or better adaptation to the environmental conditions. Immortality would disturb this system – it needs room for new and better life.. … .”

 The lines suggest that changes in genetic materials characterize them with new features and these new characteristics need to be tested so that organisms can adapt to the environment. If organisms don’t die, the expectation of new and better life becomes impossible.

So, the answer is: ii (Why dying is beneficial)

Question 29: Paragraph D

The answer can be found in the first few lines, “Every organism has a life span which is highly characteristic. There are striking differences in life span between different species, but within one species the parameter is relatively constant.”

Here, constant = stable, but = despite,

So, the answer is: vii (A stable life span despite improvements)

Question 30: Paragraph E  

In paragraph E, again, the first few lines provide us with the answer, “If a life span is a genetically determined biological characteristic, it is logically necessary to propose the existence of an internal clock, which in some way measures and controls the ageing process and which finally determines death as the last step in a fixed programme.”

This is the description of the biological clock.

So, the answer is: i (The biological clock)

Question 31: Paragraph F

Paragraph F mainly deals with the effect of energy consumption by organisms and animals, “Animals which save energy… . ..  .. live much longer than those which are always active”.

We find examples of what happens to different animals like crocodiles, tortoises, and birds which do not use much energy. Then we find comparisons between women and men who use different levels of energy.

So, the answer is: viii (Energy consumption)

Question 32: Paragraph G

The first line of paragraph G gives us the answer, “It follows from the above that sparing use of energy reserves should tend to extend life.”

Here, extend = prolong,

So, the answer is: iv (Prolonging your life)

Questions 33-36: (Completing notes)

[In this type of question, candidates are asked to complete different notes with NO MORE THAN TWO WORDS from the passage. Keywords are important to find answers correctly. Generally, this type of question maintains a sequence. However, we should not be surprised if the sequence is not maintained. Find the keywords in the passage and you are most likely to find the answers.]

Question 33 & 34:

• Objects age in accordance with principles of 33. ________ and of 34. _________

Keywords for this question: objects, age, principles of,  

The answers lie in paragraph B. In lines 3-4, the writer talks about the ageing of objects, “. . .Ageing in this case (case of objects) must occur according to the laws of physical chemistry and thermodynamics.”

Here, the laws = principles,

So, the answers are:

• physical chemistry
• thermodynamics

Question 35: Through mutations, organisms can ________ better to the environment

Keywords for this question: through mutations, organisms, better, environment,   

In paragraph C, take a look at lines 6-8, “Because of changes in the genetic material (which means mutations) these (which means organisms) have new characteristics and in the course of their individual lives they are tested for optimal or better adaptation to the environmental conditions”.

Here, for the question, we cannot write ‘adaptation’ as our answer. The question has a modal verb ‘can’ for which our answer had to be a main verb. The verb for ‘adaptation’ is ‘adapt’.

So, the answer is: adapt

Question 36: ________ would pose a serious problem for the theory of evolution

Keywords for this question: pose a serious problem, theory of evolution,

In paragraph C, take a look at the last line: “Immortality would disturb this system – it needs room for new and better life. This is the basic problem of evolution”.

Here, disturb this system = pose a serious problem,

So, the answer is: Immortality   

Questions 37-40 (YES, NO, NOT GIVEN)

[In this type of question, candidates are asked to find out whether:

The statement in the question matches the claim of the writer in the text- YES
The statement in the question contradicts the claim of the writer in the text- NO
The statement in the question has no clear connection with the account in the text- NOT GIVEN

[TIPS: For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question 37: The wear and tear theory applies to both artificial objects and biological systems.

Keywords for this question: wear and tear theory, artificial objects and biological systems, 

In paragraph A line no. 3-4, the writer talks about ‘the wear and tear theory’, “. . .. products which are subjected to natural wear and tear during use.” Then, in the end of this paragraph, the writer raises a big question on whether the theory applies to both living things and artificial objects, “. . .But are the wear and tear and loss of function of technical objects and the death of living organisms really similar or comparable?”

Here, the raised question gives us the indication that the theory does not apply to both.

So, the answer is: NO

Question 38: In principle, it is possible for a biological system to become older without ageing.

Keywords for this question: principle, possible, biological system, become older without ageing,  

In paragraph B, take a look at lines 6-7, “ . . . . At least as long as a biological system has the ability to renew itself it could actually become older without ageing; … ..”

The sentence is a clear match with the question.

So, the answer is: YES

Question 39: Within seven years, about 90 per cent of a human body is replaced as new.

Keywords for this question: seven years, 90 per cent of human body, replaced as new,

In this passage, we don’t find any reference to seven years or 90 percent.

So, the answer is: NOT GIVEN

Question 40: Conserving energy may help to extend a human’s life.

Keywords for this question: conserving energy, extend, life,

In paragraph G, the very first lines give us the answer to this question, “It follows from the above that sparing use of energy reserves should tend to extend life.”

Here, conserving energy = sparing use of energy reserves,

The sentence is a clear match with the question. So, the answer is: YES

Reading Passage 1: Sheet glass manufacture: the float process

Questions 1-5: (Table completion):

[In this type of question, candidates are asked to complete different gaps in a table with NO MORE THAN TWO WORDS from the passage. Keywords are important to find answers correctly. Generally, this type of question maintains a sequence. However, we should not be surprised if the sequence is not maintained. Find the keywords in the passage and you are most likely to find the answers.]

Here is the table with the title: Early methods of producing flat glass

Question 1 & 2:

Method: 1. _________

Advantages:

• Glass remained 2. __________

Keywords for the question: method, advantages, remained,

Tips: To answer this question, we need to have a look at the whole table first and apply a trick.

As you can see from the given picture, there are two early methods of producing float glass in this table. One is ‘Ribbon’ and we have to find the other one. You should probably know by now that most of the IELTS Reading question types follow a sequence; so we can figure out easily that the description of ‘Ribbon method’ is given in the text/passage right after the description of the method’s name we are looking for. Now, the mention of the ‘Ribbon method’ is found in the very beginning of Paragraph no. 2. So, we can safely assume that we’ll find the answer for question no. 1, 2 and 3 in paragraph no. 1.

Let’s have a look. Remember the word ‘early’ in the table? This word suggests that the methods were the first methods of producing clear flat glass. Take a look at lines 3-6 of paragraph no. 1, “. . . .The first successful method for making clear, flat glass involved spinning. This method was very effective as the glass had not touched any surfaces between being soft and becoming hard, so it stayed perfectly unblemished, with a ‘fire finish’.”

Here, The first successful method indicates that the name of the first method is spinning.

Also, stayed = remained.

So, the answers are:

1. spinning
2. (perfectly) unblemished

Question 3:
Disadvantages:

• Slow
• ____________

Keywords for the question: disadvantages, slow,

Take a look at line no. 6 of paragraph no. 1. “However, the process took a long time, and was labour intensive.”

So, here we find the disadvantages/ pitfalls/ problems related to this ‘spinning’ process. The first problem was that the process was slow (took a long time). The second problem was that it was labour intensive.

So, the answer is: labour intensive

Question 4:  

Advantages:

• Could produce glass sheets of varying ___________
• Non-stop process

Keywords for the question: Ribbon, advantages, produce glass sheets, varying, non-stop process,     

The answer is found in paragraph no. 2. In lines 2-4 the writer says, “. .. .The first continuous ribbon process involved squeezing molten glass through two hot rollers, similar to an old mangle. This allowed glass of virtually any thickness to be made non-stop. . .. .”

Here, virtually any means nearly any kind of or varying

So, the answer is: thickness

Question 5: 

Disadvantages:

• Glass was ___________
• 20% of glass rubbed away
• Machines were expensive

Keywords for the question: disadvantages, 20, rubbed away, machines, expensive,

Again, the answer is found in paragraph no. 2 in lines 4-6, “. .. . but the rollers would leave both sides of the glass marked, and these would then need to be ground and polished. This part of the process rubbed away around 20 percent of the glass, and the machines were very expensive”.

So, the answer is: marked

Questions 6-8: (Labeling a diagram)

[In this type of question, candidates are asked to label a diagram with NO MORE THAN TWO WORDS from the passage. Keywords are important to find answers correctly. Generally, this type of question maintains a sequence. However, we should not be surprised if the sequence is not maintained. Find the keywords in the passage and you are most likely to find the answers.]

\

Here is the diagram with the title: Pilkington’s float process

To answer a diagram, we need to understand the concept of a diagram. In this diagram, we have to fill in the gaps for the model of Pilkington’s float process.

In paragraph no. 3 we find the explanation of ‘Pilkington’s float process’.

Let’s take a look:

“The float process for making flat glass was invented by Alistair Pilkington. This process allows the manufacture of clear, tinted and coated glass for buildings, and clear and tinted glass for vehicles. Pilkington had been experimenting with improving the melting process, and in 1952 he had the idea of using a bed of molten metal to form the flat glass, eliminating altogether the need for rollers within the float bath. The metal had to melt at a temperature less than the hardening point of glass (about 600°C), but could not boil at a temperature below the temperature of the molten glass (about 1500°C). The best metal for the job was tin.”

Then, in paragraph no. 4 we find further explanation of ‘Pilkington’s float process’ and we find all answers for the diagram in this paragraph. Take a close look at lines 2-6, “Consequently, when pouring molten glass onto the molten tin, the underside of the glass would also be perfectly flat. If the glass were kept hot enough, it would flow over the molten tin until the top surface was also flat, horizontal and perfectly parallel to the bottom surface. Once the glass cooled to 604°C or less it was too hard to mark and could be transported out of the cooling zone by rollers.

So, for question no. 6, the answer has to be glass/ molten glass. (The picture indicates that molten glass is poured on the float bath.)

Then, for question no. 7, the answer is molten metal/tin. (The picture indicates that molten glass is poured on the float bath which is made from some material that could not boil below 1500°C).

And, for question no. 8, the answer is rollers. (The picture indicates that two small wheels helps to transport the molten glass from the float bath’s melting zone to cooling zone).

So, the answers are:

• (molten) glass
• (molten) metal/tin
• rollers

Questions 9-13: TRUE, FALSE, NOT GIVEN

[In this type of question, candidates are asked to find out whether:

The statement in the question agrees with the information in the passage – TRUE
The statement in the question contradicts the information in the passage – FALSE
If there is no information on this  – NOT GIVEN

For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question 9: The metal used in the float process had to have specific properties.

Keywords for this question: metal, float process, specific properties,  

In paragraph no. 3, in lines 5-7, the author describes the Pilkington’s float process, “The metal had to melt at a temperature less than the hardening point of glass (about 600°C), but could not boil at a temperature below the temperature of the molten glass (about 1500°C). The best metal for the job was tin.”

The lines clearly indicate that float process required a specific metal which was tin.

So, the answer is: TRUE

Question 10: Pilkington invested some of his own money in his float plant.

Keywords for this question: Pilkington, invested, own money, float plant,

In paragraph no. 5, the writer only mentions, “Pilkington built a pilot plant in 1953 and by 1955 he had convinced his company to build a full-scale plant.” However, there is no indication of whether he invested some of his own money on that project.

So, the answer is: NOT GIVEN

Question 11: Pilkington’s first full-scale plant was an instant commercial success.

Keywords for this question: first full-scale plant, instant commercial success,   

In paragraph no. 5 the author says, “Pilkington built a pilot plant in 1953 and by 1955 he had convinced his company to build a full-scale plant. However, it took 14 months of non-stop production, costing the company £100,000 a month, before the plant produced any usable glass. Furthermore, once they succeeded in making marketable flat glass, the machine was turned off for a service to prepare it for years of continuous production. When it started up again it took another four months to get the process right again. They finally succeeded in 1959. …”

So, the plant was built in 1953 but it became successful in 1959, after 6 years. Therefore, it was not an instant or immediate success.

So, the answer is: FALSE

Question 12: The process invented by Pilkington has now been improved.

Keywords for this question: process, invented by Pilkington, improved,   

For this question, you need to compare the original Pilkington process which is explained in paragraph no. 3 and 4 with the modern Pilkington process which is explained in paragraph no. 6. You’ll find a number of improvements in the modern Pilkington process including refining, homogenizing, continuous melting process etc.

So, the answer is: TRUE

Question 13: Computers are better than humans at detecting faults in glass.

Keywords for this question: Computers, better, humans, detecting, faults in glass,    

The last few lines of paragraph no. 7 gives us the answer, “Inspection technology allows more than 100 million measurements a second to be made across the ribbon, locating flaws the unaided eye would be unable to see. Secondly, it enables computers downstream to steer cutters around flaws.”

This means computers can detect such faults in glass that naked eyes of human cannot detect.

So, the answer is: TRUE

Reading Passage 2: The Little Ice Age

Questions 14-17 (List of headings):

[In this question type, IELTS candidates are provided with a list of headings, usually identified with lower-case Roman numerals (i, ii, iii, etc.). A heading will refer to the main idea of the paragraph or section of the text. Candidates must find out the equivalent heading to the correct paragraphs or sections, which are marked with alphabets A, B, C and so forth. Candidates need to write the appropriate Roman numerals in the boxes on their answer sheets. There will always be two or three more headings than there are paragraphs or sections. So, some of the headings will not be used. It is also likely that some paragraphs or sections may not be included in the task. Generally, the first paragraph is an example paragraph which will be done for the candidates for their understanding of the task.

TIPS: Skimming is the best reading technique. You need not understand every word here. Just try to gather the gist of the sentences. That’s all. Read quickly and don’t stop until you finish each sentence. ]

Question 14: Paragraph B

In paragraph B, in lines 3-5, the writer says, “The climate events of the Little Ice Age did more than help shape the modern world. They are the deeply important context for the current unprecedented global warming”.

The lines suggest that the climate events of the Little Ice Age are very important or relevant for the modern world / current state of global warming.

So, the answer is: ii (The relevance of the Little Ice Age today)

Question 15: Paragraph D

Take a look at the first sentence of paragraph D is: “This book is a narrative history of climate shifts during the past ten centuries.”

Here, ten centuries means a thousand years, narrative history means study,

So, the answer is: vii (A study covering a thousand years)

Question 16: Paragraph E   

Take a look at the last sentence of paragraph E states: “The increased productivity from farmland made some countries self-sufficient in grain and livestock and offered effective protection against famine”.

The lines clearly indicate that some countries now have enough food to tackle famine, thanks to the productivity from farmland.

Here, self-sufficient = adequate to survive from their own resources, grain and livestock = foods and animals such as cows, sheep, horse, buffalos, buffalos, goats, etc. 

So, the answer is: ix (Enough food at last)

Question 17: Paragraph F

In general, paragraph F deals with how present human civilization is responsible for different types of problems that have affected our climate. For instance, we can find the reference of the famine caused by the Irish potato blight (lines 2-4), deforestation because of intensive farming (lines 4-5), and the rise in temperature because of excessive use of fossil fuel (lines 9-10).

All these activities are done by humans and it has affected the climate seriously.

So, the answer is: iv (Human impact on the climate)

Questions 18-22 (Completing summary with list of words)

[In this type of question, candidates are asked to complete a summary with list of words taken from the passage. Candidates must write the correct letter (not the words) as the answers. Keywords and synonyms are important to find answers correctly. Generally, this type of question maintains a sequence. Find the keywords in the passage and you are most likely to find the answers.]

Title of the summary: Weather during the Little Ice Age

Questions 18 and 19: Documentation of past weather conditions is limited: our main sources of knowledge of conditions in the distant past are 18. ________ and 19. _________.

Keywords for this question: documentation, past weather conditions, limited, main source of knowledge,

In paragraph C the writer talks about how limited the documentation of the past weather is.

In lines 1-2 the writer says, “Reconstructing the climate changes of the past is extremely difficult, because systematic weather observations began only a few centuries ago. . . .”

Then, in lines 4-5, the writer says, “For the time before records began, we have only ‘proxy records’ reconstructed largely from tree rings and ice cores, . … ..”

Here, For the time before records began = distant past,

So, the answers are: (in either order)

C (tree rings)

B (ice cores)

Question 20: We can deduce that the Little Ice Age was a time of ________, rather than of consistent freezing.

Keywords for this question: Little Ice Age, time of, rather than, consistent freezing,  

For this question, we need to go back a little bit to paragraph B first, in lines 6-7. Here, the author says, “. . . The little Ice Age was far from a deep freeze, however; rather an irregular seesaw of rapid climatic shifts, few lasting more than a quarter-century, . . ..”.

Now, in paragraph C, the writer says in the first line, “This book is a narrative history of climatic shifts during the past ten centuries, . . . .”

Here, far from a deep freeze = rather than of consistent freezing

So, the book shows that The Little Ice Age was, in fact, a time of climatic shifts.

So, the answer is: A (climatic shifts)

Questions 21 & 22: Within it there were some periods of very cold winters, others of 21. _________ and heavy rain, and yet others that saw 22. _________ with no rain at all.

Keywords for this question: some periods, very cold winters, others of, heavy rain,  

As paragraph B (lines 6-7) gave us the answer for question no. 20, we need look for the answer of this question in paragraph B. In lines 9-13, “The seesaw brought cycles of intensely cold winters and easterly winds; then switched abruptly to years of heavy spring and early summer rains, mild winters, and frequent Atlantic storms, or to periods of droughts, light northeasterly winds, and summer heat waves.”

So, the answers are:

• H (storms)
• G (heat waves)

Questions 23-26 (Classifying events to periods)

[In this kind of questions, candidates are asked to classify different events to their occurring periods and write the correct letters corresponding to the answers.]

Question 23: Many Europeans started farming abroad.

Keywords for this question: Many Europeans, farming, abroad,  

In paragraph F The author explains in the very beginning, “Global temperature began to rise slowly after 1850, with the beginning of the Modern Warm Period. There was a vast migration from Europe by land-hungry farmers and others, to which the famine caused by the Irish potato blight contributed. . .. .” 

Here, a vast migration from Europe by land-hungry farmers and others = Europeans started farming abroad,

So, the answer is: C (Modern Warm Period)

Question 24: The cutting down of trees began to affect the climate.

Keywords for this question: cutting down of trees, affect the climate,  

In paragraph F, the writer explains in lines 5-7, “. . . Millions of hectares of forest and woodland fell before the newcomers’ axes between 1850 and 1890, as intensive European farming methods expanded across the world. The unprecedented land clearance released vast quantities of carbon dioxide into the atmosphere, triggering for the first time humanly caused global warming.”

Here, Millions of hectares of forest and woodland fell and unprecedented land clearance = the cutting down of trees,

So, the answer is: C (Modern Warm Period)

Question 25: Europeans discovered other lands.

Keywords for this question: Europeans, discovered, other lands, 

In paragraph D, the author says in lines 2-5, “.. .. . Part one describes the Medieval Warm Period, roughly 900 to 1200. During these three centuries, Norse voyagers from Northern Europe explored northern seas, settled Greenland, and visited North America.”

So, the answer is: A (Medieval Warm Period)

Question 26: Changes took place in fishing patterns.

Keywords for this question: Changes, fishing patterns, 

Have a careful look at lines 9-12 of paragraph E, which talks about the Little Ice Age, “Dried cod and herring were already staples of the European fish trade, but changes in water temperature forced fishing fleets to work further offshore. The Basques, Dutch and English developed the first offshore fishing boats adapted to a colder and stormier Atlantic…”

This means the boats were redesigned for the change in fishing practice in the Atlantic.

So, the answer is: B (Little Ice Age)

Reading Passage 3: The meaning and power of smell

Questions 27-32 (List of headings):

[In this question type, IELTS candidates are provided with a list of headings, usually identified with lower-case Roman numerals (i, ii, iii, etc,). A heading will refer to the main idea of the paragraph or section of the text. Candidates must find out the equivalent heading to the correct paragraphs or sections, which are marked with alphabets A, B, C and so forth. Candidates need to write the appropriate Roman numerals in the boxes on their answer sheets. There will always be two or three more headings than there are paragraphs or sections. So, some of the headings will not be used. It is also likely that some paragraphs or sections may not be included in the task. Generally, the first paragraph is an example paragraph which will be done for the candidates for their understanding of the task.

TIPS: Skimming is the best reading technique. You need not understand every word here. Just try to gather the gist of the sentences. That’s all. Read quickly and don’t stop until you finish each sentence. ]

Question 27: Paragraph A   

The third and last lines of paragraph A give us the answer,

Third line: “… It became apparent that smell can evoke strong emotional responses.”

Last lines: “. . . The perception of smell, therefore, consists not only of the sensation of the odours themselves, but of the experiences and emotions associated with them”.

Here, strong emotional responses and experiences and emotions = feelings, associated with them = relationship,

So, the answer is: viii (The relationship between smell and feelings)

Question 28: Paragraph B  

Take a look at lines no. 1-4, “Odours are also essential cues in social bonding. One respondent to the survey believed that there is no true emotional bonding without touching and smelling a loved one. In fact, infants recognise the odours of their mothers soon after birth and adults can often identify their children or spouses by scent.. . .. .. . .”

Here, infants recognise the odours of their mothers soon after birth = personal relationship

So, the answer is: ii (The role of smell in personal relationship)

Question 29: Paragraph C

The first few lines give us the answer, “In spite of its importance to our emotional and sensory lives, smell is probably the most undervalued sense in many cultures. The reason often given for the low regard in which smell is held is that, in comparison with its importance among animals, the human sense of smell is feeble and undeveloped.”

Here, smell is probably the most undervalued sense = sense of smell is not appreciated

So, the answer is: vi (Why our sense of smell is not appreciated)

Question 30: Paragraph D  

In paragraph D, again, the first few lines provide us with the answer, “Odours, unlike colours, for instance, cannot be named in many languages because the specific vocabulary simply doesn’t exist.”

The lines suggest that there are difficulties to describe smell verbally.

Here, the specific vocabulary simply doesn’t exist = difficulties of talking about smells

So, the answer is: i (The difficulties of talking about smells)

Question 31: Paragraph E

Lines 3-5 of paragraph E give a hint to our answer, “ . . . .. but many fundamental questions have yet to be answered. Researchers have still to decide whether smell is one sense or two – one responding to odours proper and the other registering odourless chemicals in the air.”

Here, Researchers have still to decide = Future studies

So, the answer is: iii (Future studies into smell)

Question 32: Paragraph F

In paragraph F, we can find out that the author provides a link between cultures and smell in lines 8-9, “Importantly,  our commonly held feelings about smells can help distinguish us from other cultures”.

This line suggests that smell or odour can be exercised as a factor to define one person/culture from another.

Here, define = distinguish, groups = other cultures,

So, the answer is: v (The interpretation of smells as a factor in defining groups)

Questions 33-36: Multiple-choice questions

[This type of question asks you to choose a suitable answer from the options using the knowledge you gained from the passage. Generally, this question is found as the last question so you should not worry much about it. Finding all the answers for previous questions gives you a good idea about the title.]

Question 33: According to the introduction, we become aware of the importance of smell when –

Keywords for this question: introduction, aware, importance of smell, when,

The last lines of the introduction give us the answer for this question, “It is only when the faculty of smell is impaired for some reason that we begin to realise the essential role the sense of smell plays in our sense of well-being.”

This means we become aware of the importance of smell when this faculty is impaired or damaged.

So, the answer is: C (our ability to smell is damaged)

Question 34: The experiment described in paragraph B –

Keywords for this question: experiment, paragraph B, 

Read the last half part of paragraph B, “ . .. In one well-known test, women and men were able to distinguish by smell alone clothing worn by their marriage partners from similar clothing worn by other people. Most of the subjects would probably never have given much thought to odour as a cue for identifying family members before being involved in the test, but as the experiment revealed, even when not consciously considered, smells register.”

This means the experiment shows how our sense of smell is in use even though we don’t realise it.

So, the answer is: A (shows how we make use of smell without realising it)

Question 35: What is the writer doing in paragraph C?

Keywords for this question: writer doing, paragraph C, 

The common belief is given in lines 1-4, “.. . .. . smell is probably the most undervalued sense in many cultures. The reason often given for the low regard in which smell is held is that, in comparison with its importance among animals, the human sense of smell is feeble and undeveloped.” This means smell is extremely undervalued.

Then, in the next few lines, “.. . .. While it is true that the olfactory powers of humans are nothing like as fine as those possessed by certain animals, they are still remarkably acute. Our noses are able to recognise thousands of smells, and to perceive odours which are present only in extremely small quantities.” Here, the writer discards the common belief about the undervalued sense of smell.  

So, the answer is: C (rejecting a common belief)

Question 36: What does the writer suggest about the study of smell in the atmosphere in paragraph E?

Keywords for this question: writer suggest, study of smell, atmosphere, paragraph E,

In lines 3-4, we have our answer for this question, “ . . . but many fundamental questions have yet to be answered. Researchers have still to decide whether smell is one sense or two – . . ..”

This means the definition of smell is yet to come to light.

So, the answer is: D (Smell is yet to be defined)  

Questions 37-40 (Completing sentences with ONE WORD ONLY)

[For this type of question, candidates need to complete the sentences with ONE WORD ONLY from the passage. Candidates need to look for keywords in the sentence-beginnings and find the relative paragraphs and then sentences in the passage. Skimming and scanning, both reading skills are essential for this question type.]

Question 37: Tests have shown that odours can help people recognise the _______ belonging to their husbands and wives.

Keywords for this question: can help, recognise, belonging to, husbands and wives, 

In paragraph B, take a look at lines, “In one well-known test, women and men were able to distinguish by smell alone clothing worn by their marriage partners from similar clothing worn by other people”. This means that the special smell in clothing worn by husbands or wives can be used to recognize their marriage partners.

Here, odours = smell, recognize = distinguish, their husbands and wives = their marriage partners,

So, the answer is: clothing  

Question 38: Certain linguistic groups may have difficulty describing smell because they lack the appropriate __________.

Keywords for this question: Certain linguistic groups, have difficulty, describing smell, lack, appropriate,  

In paragraph D, lines 1-4 say, “Odours, unlike colors, for instance, cannot be named in many languages because the specific vocabulary simply does not exist. “It smells like . . .” we have to say when describing an odour, struggling to express our olfactory experience”.

The lines suggest that it is quite hard for people to talk about smells because of the lack of specific vocabulary in their languages.

Here, linguistic groups = languages, lack = does not exist,

So, the answer is: vocabulary  

Question 39: The sense of smell may involve response to _________ which do not smell, in addition to obvious odours.

Keywords for this question: sense of smell, involve, and do not smell,

Take a look at paragraph E. In lines 4-5 the writer says, “Researchers have still to decide whether smell is one sense or two  – one responding to odours proper and the other registering odourless chemicals in the air.”

Therefore, it can be understood that chemicals are the things which do not smell in the air.

Here, do not smell = odourless,

So, the answer is: chemicals

Question 40: Odours regarded as unpleasant in certain ________ are not regarded as unpleasant in others.

Keywords for this question: unpleasant, regarded as, not unpleasant in others,

In paragraph F, read the following lines, “Odours are invested with cultural values: smells that are considered to be offensive in some cultures may be perfectly acceptable in others”.

The lines suggest that certain smells may be acceptable in some cultures, but in other cultures they are not acceptable.

Here, unpleasant = offensive, regarded as = considered, not unpleasant = acceptable,

So, the answer is: cultures

Reading Passage 1: Sheet glass manufacture: the float process

Questions 1-5: (Table completion):

[In this type of question, candidates are asked to complete different gaps in a table with NO MORE THAN TWO WORDS from the passage. Keywords are important to find answers correctly. Generally, this type of question maintains a sequence. However, we should not be surprised if the sequence is not maintained. Find the keywords in the passage and you are most likely to find the answers.]

Here is the table with the title: Early methods of producing flat glass

Question 1 & 2:

Method: 1. _________

Advantages:

• Glass remained 2. __________

Keywords for the question: method, advantages, remained,

Tips: To answer this question, we need to have a look at the whole table first and apply a trick.

As you can see from the given picture, there are two early methods of producing float glass in this table. One is ‘Ribbon’ and we have to find the other one. You should probably know by now that most of the IELTS Reading question types follow a sequence; so we can figure out easily that the description of ‘Ribbon method’ is given in the text/passage right after the description of the method’s name we are looking for. Now, the mention of the ‘Ribbon method’ is found in the very beginning of Paragraph no. 2. So, we can safely assume that we’ll find the answer for question no. 1, 2 and 3 in paragraph no. 1.

Let’s have a look. Remember the word ‘early’ in the table? This word suggests that the methods were the first methods of producing clear flat glass. Take a look at lines 3-6 of paragraph no. 1, “. . . .The first successful method for making clear, flat glass involved spinning. This method was very effective as the glass had not touched any surfaces between being soft and becoming hard, so it stayed perfectly unblemished, with a ‘fire finish’.”

Here, The first successful method indicates that the name of the first method is spinning.

Also, stayed = remained.

So, the answers are:

1. spinning
2. (perfectly) unblemished

Question 3:
Disadvantages:

• Slow
• ____________

Keywords for the question: disadvantages, slow,

Take a look at line no. 6 of paragraph no. 1. “However, the process took a long time, and was labour intensive.”

So, here we find the disadvantages/ pitfalls/ problems related to this ‘spinning’ process. The first problem was that the process was slow (took a long time). The second problem was that it was labour intensive.

So, the answer is: labour intensive

Question 4:  

Advantages:

• Could produce glass sheets of varying ___________
• Non-stop process

Keywords for the question: Ribbon, advantages, produce glass sheets, varying, non-stop process,     

The answer is found in paragraph no. 2. In lines 2-4 the writer says, “. .. .The first continuous ribbon process involved squeezing molten glass through two hot rollers, similar to an old mangle. This allowed glass of virtually any thickness to be made non-stop. . .. .”

Here, virtually any means nearly any kind of or varying

So, the answer is: thickness

Question 5: 

Disadvantages:

• Glass was ___________
• 20% of glass rubbed away
• Machines were expensive

Keywords for the question: disadvantages, 20, rubbed away, machines, expensive,

Again, the answer is found in paragraph no. 2 in lines 4-6, “. .. . but the rollers would leave both sides of the glass marked, and these would then need to be ground and polished. This part of the process rubbed away around 20 percent of the glass, and the machines were very expensive”.

So, the answer is: marked

Questions 6-8: (Labeling a diagram)

[In this type of question, candidates are asked to label a diagram with NO MORE THAN TWO WORDS from the passage. Keywords are important to find answers correctly. Generally, this type of question maintains a sequence. However, we should not be surprised if the sequence is not maintained. Find the keywords in the passage and you are most likely to find the answers.]

\

Here is the diagram with the title: Pilkington’s float process

To answer a diagram, we need to understand the concept of a diagram. In this diagram, we have to fill in the gaps for the model of Pilkington’s float process.

In paragraph no. 3 we find the explanation of ‘Pilkington’s float process’.

Let’s take a look:

“The float process for making flat glass was invented by Alistair Pilkington. This process allows the manufacture of clear, tinted and coated glass for buildings, and clear and tinted glass for vehicles. Pilkington had been experimenting with improving the melting process, and in 1952 he had the idea of using a bed of molten metal to form the flat glass, eliminating altogether the need for rollers within the float bath. The metal had to melt at a temperature less than the hardening point of glass (about 600°C), but could not boil at a temperature below the temperature of the molten glass (about 1500°C). The best metal for the job was tin.”

Then, in paragraph no. 4 we find further explanation of ‘Pilkington’s float process’ and we find all answers for the diagram in this paragraph. Take a close look at lines 2-6, “Consequently, when pouring molten glass onto the molten tin, the underside of the glass would also be perfectly flat. If the glass were kept hot enough, it would flow over the molten tin until the top surface was also flat, horizontal and perfectly parallel to the bottom surface. Once the glass cooled to 604°C or less it was too hard to mark and could be transported out of the cooling zone by rollers.

So, for question no. 6, the answer has to be glass/ molten glass. (The picture indicates that molten glass is poured on the float bath.)

Then, for question no. 7, the answer is molten metal/tin. (The picture indicates that molten glass is poured on the float bath which is made from some material that could not boil below 1500°C).

And, for question no. 8, the answer is rollers. (The picture indicates that two small wheels helps to transport the molten glass from the float bath’s melting zone to cooling zone).

So, the answers are:

• (molten) glass
• (molten) metal/tin
• rollers

Questions 9-13: TRUE, FALSE, NOT GIVEN

[In this type of question, candidates are asked to find out whether:

The statement in the question agrees with the information in the passage – TRUE
The statement in the question contradicts the information in the passage – FALSE
If there is no information on this  – NOT GIVEN

For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question 9: The metal used in the float process had to have specific properties.

Keywords for this question: metal, float process, specific properties,  

In paragraph no. 3, in lines 5-7, the author describes the Pilkington’s float process, “The metal had to melt at a temperature less than the hardening point of glass (about 600°C), but could not boil at a temperature below the temperature of the molten glass (about 1500°C). The best metal for the job was tin.”

The lines clearly indicate that float process required a specific metal which was tin.

So, the answer is: TRUE

Question 10: Pilkington invested some of his own money in his float plant.

Keywords for this question: Pilkington, invested, own money, float plant,

In paragraph no. 5, the writer only mentions, “Pilkington built a pilot plant in 1953 and by 1955 he had convinced his company to build a full-scale plant.” However, there is no indication of whether he invested some of his own money on that project.

So, the answer is: NOT GIVEN

Question 11: Pilkington’s first full-scale plant was an instant commercial success.

Keywords for this question: first full-scale plant, instant commercial success,   

In paragraph no. 5 the author says, “Pilkington built a pilot plant in 1953 and by 1955 he had convinced his company to build a full-scale plant. However, it took 14 months of non-stop production, costing the company £100,000 a month, before the plant produced any usable glass. Furthermore, once they succeeded in making marketable flat glass, the machine was turned off for a service to prepare it for years of continuous production. When it started up again it took another four months to get the process right again. They finally succeeded in 1959. …”

So, the plant was built in 1953 but it became successful in 1959, after 6 years. Therefore, it was not an instant or immediate success.

So, the answer is: FALSE

Question 12: The process invented by Pilkington has now been improved.

Keywords for this question: process, invented by Pilkington, improved,   

For this question, you need to compare the original Pilkington process which is explained in paragraph no. 3 and 4 with the modern Pilkington process which is explained in paragraph no. 6. You’ll find a number of improvements in the modern Pilkington process including refining, homogenizing, continuous melting process etc.

So, the answer is: TRUE

Question 13: Computers are better than humans at detecting faults in glass.

Keywords for this question: Computers, better, humans, detecting, faults in glass,    

The last few lines of paragraph no. 7 gives us the answer, “Inspection technology allows more than 100 million measurements a second to be made across the ribbon, locating flaws the unaided eye would be unable to see. Secondly, it enables computers downstream to steer cutters around flaws.”

This means computers can detect such faults in glass that naked eyes of human cannot detect.

So, the answer is: TRUE

Reading Passage 2: The Little Ice Age

Questions 14-17 (List of headings):

[In this question type, IELTS candidates are provided with a list of headings, usually identified with lower-case Roman numerals (i, ii, iii, etc.). A heading will refer to the main idea of the paragraph or section of the text. Candidates must find out the equivalent heading to the correct paragraphs or sections, which are marked with alphabets A, B, C and so forth. Candidates need to write the appropriate Roman numerals in the boxes on their answer sheets. There will always be two or three more headings than there are paragraphs or sections. So, some of the headings will not be used. It is also likely that some paragraphs or sections may not be included in the task. Generally, the first paragraph is an example paragraph which will be done for the candidates for their understanding of the task.

TIPS: Skimming is the best reading technique. You need not understand every word here. Just try to gather the gist of the sentences. That’s all. Read quickly and don’t stop until you finish each sentence. ]

Question 14: Paragraph B

In paragraph B, in lines 3-5, the writer says, “The climate events of the Little Ice Age did more than help shape the modern world. They are the deeply important context for the current unprecedented global warming”.

The lines suggest that the climate events of the Little Ice Age are very important or relevant for the modern world / current state of global warming.

So, the answer is: ii (The relevance of the Little Ice Age today)

Question 15: Paragraph D

Take a look at the first sentence of paragraph D is: “This book is a narrative history of climate shifts during the past ten centuries.”

Here, ten centuries means a thousand years, narrative history means study,

So, the answer is: vii (A study covering a thousand years)

Question 16: Paragraph E   

Take a look at the last sentence of paragraph E states: “The increased productivity from farmland made some countries self-sufficient in grain and livestock and offered effective protection against famine”.

The lines clearly indicate that some countries now have enough food to tackle famine, thanks to the productivity from farmland.

Here, self-sufficient = adequate to survive from their own resources, grain and livestock = foods and animals such as cows, sheep, horse, buffalos, buffalos, goats, etc. 

So, the answer is: ix (Enough food at last)

Question 17: Paragraph F

In general, paragraph F deals with how present human civilization is responsible for different types of problems that have affected our climate. For instance, we can find the reference of the famine caused by the Irish potato blight (lines 2-4), deforestation because of intensive farming (lines 4-5), and the rise in temperature because of excessive use of fossil fuel (lines 9-10).

All these activities are done by humans and it has affected the climate seriously.

So, the answer is: iv (Human impact on the climate)

Questions 18-22 (Completing summary with list of words)

[In this type of question, candidates are asked to complete a summary with list of words taken from the passage. Candidates must write the correct letter (not the words) as the answers. Keywords and synonyms are important to find answers correctly. Generally, this type of question maintains a sequence. Find the keywords in the passage and you are most likely to find the answers.]

Title of the summary: Weather during the Little Ice Age

Questions 18 and 19: Documentation of past weather conditions is limited: our main sources of knowledge of conditions in the distant past are 18. ________ and 19. _________.

Keywords for this question: documentation, past weather conditions, limited, main source of knowledge,

In paragraph C the writer talks about how limited the documentation of the past weather is.

In lines 1-2 the writer says, “Reconstructing the climate changes of the past is extremely difficult, because systematic weather observations began only a few centuries ago. . . .”

Then, in lines 4-5, the writer says, “For the time before records began, we have only ‘proxy records’ reconstructed largely from tree rings and ice cores, . … ..”

Here, For the time before records began = distant past,

So, the answers are: (in either order)

C (tree rings)

B (ice cores)

Question 20: We can deduce that the Little Ice Age was a time of ________, rather than of consistent freezing.

Keywords for this question: Little Ice Age, time of, rather than, consistent freezing,  

For this question, we need to go back a little bit to paragraph B first, in lines 6-7. Here, the author says, “. . . The little Ice Age was far from a deep freeze, however; rather an irregular seesaw of rapid climatic shifts, few lasting more than a quarter-century, . . ..”.

Now, in paragraph C, the writer says in the first line, “This book is a narrative history of climatic shifts during the past ten centuries, . . . .”

Here, far from a deep freeze = rather than of consistent freezing

So, the book shows that The Little Ice Age was, in fact, a time of climatic shifts.

So, the answer is: A (climatic shifts)

Questions 21 & 22: Within it there were some periods of very cold winters, others of 21. _________ and heavy rain, and yet others that saw 22. _________ with no rain at all.

Keywords for this question: some periods, very cold winters, others of, heavy rain,  

As paragraph B (lines 6-7) gave us the answer for question no. 20, we need look for the answer of this question in paragraph B. In lines 9-13, “The seesaw brought cycles of intensely cold winters and easterly winds; then switched abruptly to years of heavy spring and early summer rains, mild winters, and frequent Atlantic storms, or to periods of droughts, light northeasterly winds, and summer heat waves.”

So, the answers are:

• H (storms)
• G (heat waves)

Questions 23-26 (Classifying events to periods)

[In this kind of questions, candidates are asked to classify different events to their occurring periods and write the correct letters corresponding to the answers.]

Question 23: Many Europeans started farming abroad.

Keywords for this question: Many Europeans, farming, abroad,  

In paragraph F The author explains in the very beginning, “Global temperature began to rise slowly after 1850, with the beginning of the Modern Warm Period. There was a vast migration from Europe by land-hungry farmers and others, to which the famine caused by the Irish potato blight contributed. . .. .” 

Here, a vast migration from Europe by land-hungry farmers and others = Europeans started farming abroad,

So, the answer is: C (Modern Warm Period)

Question 24: The cutting down of trees began to affect the climate.

Keywords for this question: cutting down of trees, affect the climate,  

In paragraph F, the writer explains in lines 5-7, “. . . Millions of hectares of forest and woodland fell before the newcomers’ axes between 1850 and 1890, as intensive European farming methods expanded across the world. The unprecedented land clearance released vast quantities of carbon dioxide into the atmosphere, triggering for the first time humanly caused global warming.”

Here, Millions of hectares of forest and woodland fell and unprecedented land clearance = the cutting down of trees,

So, the answer is: C (Modern Warm Period)

Question 25: Europeans discovered other lands.

Keywords for this question: Europeans, discovered, other lands, 

In paragraph D, the author says in lines 2-5, “.. .. . Part one describes the Medieval Warm Period, roughly 900 to 1200. During these three centuries, Norse voyagers from Northern Europe explored northern seas, settled Greenland, and visited North America.”

So, the answer is: A (Medieval Warm Period)

Question 26: Changes took place in fishing patterns.

Keywords for this question: Changes, fishing patterns, 

Have a careful look at lines 9-12 of paragraph E, which talks about the Little Ice Age, “Dried cod and herring were already staples of the European fish trade, but changes in water temperature forced fishing fleets to work further offshore. The Basques, Dutch and English developed the first offshore fishing boats adapted to a colder and stormier Atlantic…”

This means the boats were redesigned for the change in fishing practice in the Atlantic.

So, the answer is: B (Little Ice Age)

Reading Passage 3: The meaning and power of smell

Questions 27-32 (List of headings):

[In this question type, IELTS candidates are provided with a list of headings, usually identified with lower-case Roman numerals (i, ii, iii, etc,). A heading will refer to the main idea of the paragraph or section of the text. Candidates must find out the equivalent heading to the correct paragraphs or sections, which are marked with alphabets A, B, C and so forth. Candidates need to write the appropriate Roman numerals in the boxes on their answer sheets. There will always be two or three more headings than there are paragraphs or sections. So, some of the headings will not be used. It is also likely that some paragraphs or sections may not be included in the task. Generally, the first paragraph is an example paragraph which will be done for the candidates for their understanding of the task.

TIPS: Skimming is the best reading technique. You need not understand every word here. Just try to gather the gist of the sentences. That’s all. Read quickly and don’t stop until you finish each sentence. ]

Question 27: Paragraph A   

The third and last lines of paragraph A give us the answer,

Third line: “… It became apparent that smell can evoke strong emotional responses.”

Last lines: “. . . The perception of smell, therefore, consists not only of the sensation of the odours themselves, but of the experiences and emotions associated with them”.

Here, strong emotional responses and experiences and emotions = feelings, associated with them = relationship,

So, the answer is: viii (The relationship between smell and feelings)

Question 28: Paragraph B  

Take a look at lines no. 1-4, “Odours are also essential cues in social bonding. One respondent to the survey believed that there is no true emotional bonding without touching and smelling a loved one. In fact, infants recognise the odours of their mothers soon after birth and adults can often identify their children or spouses by scent.. . .. .. . .”

Here, infants recognise the odours of their mothers soon after birth = personal relationship

So, the answer is: ii (The role of smell in personal relationship)

Question 29: Paragraph C

The first few lines give us the answer, “In spite of its importance to our emotional and sensory lives, smell is probably the most undervalued sense in many cultures. The reason often given for the low regard in which smell is held is that, in comparison with its importance among animals, the human sense of smell is feeble and undeveloped.”

Here, smell is probably the most undervalued sense = sense of smell is not appreciated

So, the answer is: vi (Why our sense of smell is not appreciated)

Question 30: Paragraph D  

In paragraph D, again, the first few lines provide us with the answer, “Odours, unlike colours, for instance, cannot be named in many languages because the specific vocabulary simply doesn’t exist.”

The lines suggest that there are difficulties to describe smell verbally.

Here, the specific vocabulary simply doesn’t exist = difficulties of talking about smells

So, the answer is: i (The difficulties of talking about smells)

Question 31: Paragraph E

Lines 3-5 of paragraph E give a hint to our answer, “ . . . .. but many fundamental questions have yet to be answered. Researchers have still to decide whether smell is one sense or two – one responding to odours proper and the other registering odourless chemicals in the air.”

Here, Researchers have still to decide = Future studies

So, the answer is: iii (Future studies into smell)

Question 32: Paragraph F

In paragraph F, we can find out that the author provides a link between cultures and smell in lines 8-9, “Importantly,  our commonly held feelings about smells can help distinguish us from other cultures”.

This line suggests that smell or odour can be exercised as a factor to define one person/culture from another.

Here, define = distinguish, groups = other cultures,

So, the answer is: v (The interpretation of smells as a factor in defining groups)

Questions 33-36: Multiple-choice questions

[This type of question asks you to choose a suitable answer from the options using the knowledge you gained from the passage. Generally, this question is found as the last question so you should not worry much about it. Finding all the answers for previous questions gives you a good idea about the title.]

Question 33: According to the introduction, we become aware of the importance of smell when –

Keywords for this question: introduction, aware, importance of smell, when,

The last lines of the introduction give us the answer for this question, “It is only when the faculty of smell is impaired for some reason that we begin to realise the essential role the sense of smell plays in our sense of well-being.”

This means we become aware of the importance of smell when this faculty is impaired or damaged.

So, the answer is: C (our ability to smell is damaged)

Question 34: The experiment described in paragraph B –

Keywords for this question: experiment, paragraph B, 

Read the last half part of paragraph B, “ . .. In one well-known test, women and men were able to distinguish by smell alone clothing worn by their marriage partners from similar clothing worn by other people. Most of the subjects would probably never have given much thought to odour as a cue for identifying family members before being involved in the test, but as the experiment revealed, even when not consciously considered, smells register.”

This means the experiment shows how our sense of smell is in use even though we don’t realise it.

So, the answer is: A (shows how we make use of smell without realising it)

Question 35: What is the writer doing in paragraph C?

Keywords for this question: writer doing, paragraph C, 

The common belief is given in lines 1-4, “.. . .. . smell is probably the most undervalued sense in many cultures. The reason often given for the low regard in which smell is held is that, in comparison with its importance among animals, the human sense of smell is feeble and undeveloped.” This means smell is extremely undervalued.

Then, in the next few lines, “.. . .. While it is true that the olfactory powers of humans are nothing like as fine as those possessed by certain animals, they are still remarkably acute. Our noses are able to recognise thousands of smells, and to perceive odours which are present only in extremely small quantities.” Here, the writer discards the common belief about the undervalued sense of smell.  

So, the answer is: C (rejecting a common belief)

Question 36: What does the writer suggest about the study of smell in the atmosphere in paragraph E?

Keywords for this question: writer suggest, study of smell, atmosphere, paragraph E,

In lines 3-4, we have our answer for this question, “ . . . but many fundamental questions have yet to be answered. Researchers have still to decide whether smell is one sense or two – . . ..”

This means the definition of smell is yet to come to light.

So, the answer is: D (Smell is yet to be defined)  

Questions 37-40 (Completing sentences with ONE WORD ONLY)

[For this type of question, candidates need to complete the sentences with ONE WORD ONLY from the passage. Candidates need to look for keywords in the sentence-beginnings and find the relative paragraphs and then sentences in the passage. Skimming and scanning, both reading skills are essential for this question type.]

Question 37: Tests have shown that odours can help people recognise the _______ belonging to their husbands and wives.

Keywords for this question: can help, recognise, belonging to, husbands and wives, 

In paragraph B, take a look at lines, “In one well-known test, women and men were able to distinguish by smell alone clothing worn by their marriage partners from similar clothing worn by other people”. This means that the special smell in clothing worn by husbands or wives can be used to recognize their marriage partners.

Here, odours = smell, recognize = distinguish, their husbands and wives = their marriage partners,

So, the answer is: clothing  

Question 38: Certain linguistic groups may have difficulty describing smell because they lack the appropriate __________.

Keywords for this question: Certain linguistic groups, have difficulty, describing smell, lack, appropriate,  

In paragraph D, lines 1-4 say, “Odours, unlike colors, for instance, cannot be named in many languages because the specific vocabulary simply does not exist. “It smells like . . .” we have to say when describing an odour, struggling to express our olfactory experience”.

The lines suggest that it is quite hard for people to talk about smells because of the lack of specific vocabulary in their languages.

Here, linguistic groups = languages, lack = does not exist,

So, the answer is: vocabulary  

Question 39: The sense of smell may involve response to _________ which do not smell, in addition to obvious odours.

Keywords for this question: sense of smell, involve, and do not smell,

Take a look at paragraph E. In lines 4-5 the writer says, “Researchers have still to decide whether smell is one sense or two  – one responding to odours proper and the other registering odourless chemicals in the air.”

Therefore, it can be understood that chemicals are the things which do not smell in the air.

Here, do not smell = odourless,

So, the answer is: chemicals

Question 40: Odours regarded as unpleasant in certain ________ are not regarded as unpleasant in others.

Keywords for this question: unpleasant, regarded as, not unpleasant in others,

In paragraph F, read the following lines, “Odours are invested with cultural values: smells that are considered to be offensive in some cultures may be perfectly acceptable in others”.

The lines suggest that certain smells may be acceptable in some cultures, but in other cultures they are not acceptable.

Here, unpleasant = offensive, regarded as = considered, not unpleasant = acceptable,

So, the answer is: cultures

Reading Passage 1: A Chronicle of Timekeeping

Questions 1-4: (Identifying information):

[This question asks you to find information from the passage and write the number of the paragraph (A, B, C or D … .. ) in the answer sheet. Now, if the question is given in the very first part of the question set, I’d request you not to answer them. It’s mainly because this question will not follow any sequence, and so it will surely kill your time. Rather, you should answer all the other questions first. And just like List of Headings, only read the first two lines or last two lines of the expected paragraph initially. If you find the answers, you need not read the middle part. If you don’t find answers yet, you can skim the middle part of the paragraph. Keywords will be a useful matter here.]

Question 1: a description of an early timekeeping invention affected by cold temperatures

Keywords for the question: early, timekeeping, affected by, cold temperatures,

In paragraph D, the author says in lines 3-7, “One of the first water clocks was a basin. . .. .. . Although these devices performed satisfactorily around the Mediterranean; they could not always be depended on in the cloudy and freezing weather of northern Europe.”

Here, early means one of the first, cold means freezing,

So, the answer is: D

Question 2: an explanation of the importance of geography in the development of the calendar in farming communities

Keywords for the question: importance of geography, development, calendar, farming communities

In paragraph B, the author mentions, “Before the invention of artificial light, the moon had greater social impact. And, for those living near the equator in particular, its waxing and waning was more conspicuous than the passing of the seasons. Hence, the calendars that were developed at the lower latitudes were influenced more by the lunar cycle than by the solar year. In more northern climes, however, where seasonal agriculture was practised, the solar year became more crucial.”

Here, the moon had greater social impact means the importance of geography, agriculture means farming,

So, the answer is: B

Question 3:  a description of the origins of the pendulum clock

Keywords for the question: origins, pendulum clock,   

We have to skim paragraphs for ‘pendulum clock’. In paragraph F we find the mention of ‘pendulum clock’. In this paragraph, the author says in lines 7-8, “By the 16th century, a pendulum clock had been devised, but the pendulum swung in a large arc and thus was not very efficient.”

The lines suggest that ‘pendulum clock’ originated (devised) in the 16th century.

So, the answer is: F    

Question 4:  details of the simultaneous efforts of different societies to calculate time using uniform hours

Keywords for the question: simultaneous efforts, different societies, calculate time, uniform hours,    

In paragraph E, the writer indicates in lines 3-7, “…. in the early14th century, a number of systems evolved.  The schemes that divided the day into 24 equal parts varied according to the start of the count: Italian hours began at sunset, Babylonian hours at sunrise, astronomical hours at midday and ‘great clock’ hours, used for some large public clocks in Germany, at midnight. Eventually these were superseded by ‘small clock’, or French, hours, which split the day into two 12-hour periods commencing at midnight.”

Here, these efforts all occurred at around the same time means simultaneously, based on 24 equal parts means uniform hours, in different countries means different societies,

So, the answer is: E

Questions 5-8: (Matching statements with correct nationality):

(The rules for finding answers to this sort of question are simple. Just find the keywords and read around different nationalities carefully. Then, give a quick look to check whether there is another statement or idea provided by the same nationality in the text. If there is, check the reference carefully and decide your answer. Remember, the questions may not follow any sequential order. )

Question 5: They devised a civil calendar in which the months were equal in length.

Keywords for the question: civil calendar, months, equal in length,

In paragraph C, the writer describes in the beginning, “Centuries before the Roman Empire, the Egyptians had formulated a municipal calendar having 12 months of 30 days, with five days added to approximate the solar year.”

Here, devised means formulated, civil means municipal, the months were equal in length means 12 months of 30 days,

This means the Egyptians devised a civil calendar in which the months were equal.

So, the answer is: B (Egyptians)

Question 6:  They divided the day into two equal halves.

Keywords for the question: divided, two equal halves,    

In paragraph E, the writer indicates in the last lines, “Eventually, these were superseded by ‘small clock’, or French, hours, which split the day into two 12-hour periods commencing at midnight.”

Here, divided means split, two equal halves means two 12-hour periods,

So, it was the French, who divided the day into 12-hour periods.

So, the answer is: F (French)

Question 7:  They developed a new cabinet shape for a type of timekeeper.

Keywords for the question: new, cabinet shape, timekeeper,

In paragraph G, the writer explains that the anchor escapement was invented in England in 1670 allowed the pendulum to travel in a very small arc. “. . . . It was called the anchor escapement, which was lever-based device shaped like a ship’s anchor.” “…. and thus led to the development of a new floor-standing case design, which became known as the grandfather clock.”

Here, new floor-standing case design means cabinet shape,

So, it was the English who designed this cabinet shape for this kind of timekeeper.

So, the answer is: D (English)

Question 8: They created a calendar to organize public events and work schedules.

Keywords for the question: calendar, organize public events, work schedules,

In the first paragraph, in lines 2-3, the author says, “ .. . … the Babylonians began to measure time, introducing calendars to co-ordinate communal activities, to plan the shipment of goods and, in particular, to regulate planting and harvesting.”

Here, organize public events means co-ordinate communal activities,

So, the answer is: A (Babylonians)

Questions 9-13: (Labeling a diagram)

[In this type of question, candidates are asked to label a diagram with NO MORE THAN TWO WORDS from the passage. Keywords are important to find answers correctly. Generally, this type of question maintains a sequence. However, we should not be surprised if the sequence is not maintained. Find the keywords in the passage and you are most likely to find the answers.]

Title of the diagram: How the 1670 lever-based device worked

How the 1670 lever-based device worked

The title indicates that all the answers can be found in Paragraph G.

Questions 9-11:

• escapement (resembling _____________)
• the __________
• the __________

Keywords for the question: escapement, resembling,  

In paragraph G, the writer says in lines 2-3, “.. . . . It was called the anchor escapement, which was a lever-based device shaped like a ship’s anchor.. . .”

So, the answer to question no. 9 is: (ship’s) anchor

Again, in the same paragraph, in lines 3-4, “The motion of a pendulum rocks this device (escapement) so that it catches and releases each tooth of the escape wheel …  …  . .”

So, the answer for question no. 10 is: (escape) wheel (the big second bracket indicates the whole shape)

And the answer for question no. 11 is: tooth (each of the pointy edge which looks like tooth)

Question 12 & 13: a _________ which beats each __________

Keywords for the question: beats each,      

Once again, in paragraph G, the writer says, “Moreover, this invention allowed the use of a long pendulum which could beat once a second and thus led to the development of a new floor-standing case design.”

Here, beat once means beats each

So, the answer to question no. 12 is: (long) pendulum

So, the answer for question no. 13 is: second   

Reading Passage 2: Air traffic control in the USA

Questions 14-17 (List of headings):

[In this question type, IELTS candidates are provided with a list of headings, usually identified with lower-case Roman numerals (i, ii, iii, etc,). A heading will refer to the main idea of the paragraph or section of the text. Candidates must find out the equivalent heading to the correct paragraphs or sections, which are marked with alphabets A, B, C and so forth. Candidates need to write the appropriate Roman numerals in the boxes on their answer sheets. There will always be two or three more headings than there are paragraphs or sections. So, some of the headings will not be used. It is also likely that some paragraphs or sections may not be included in the task. Generally, the first paragraph is an example paragraph which will be done for the candidates for their understanding of the task.

TIPS: Skimming is the best reading technique. You need not understand every word here. Just try to gather the gist of the sentences. That’s all. Read quickly and don’t stop until you finish each sentence. ]

Question 14: Paragraph A

In the first lines of paragraph A the writer says, “An accident that occurred in the skies over the Grand Canyon in 1956 resulted in the establishment of the Federal Aviation Administration (FAA) to regulate and oversee the operation of aircraft in the skies over the United States.”

Here, the lines suggest that the accident (disaster) in 1956 resulted (prompts) in the establishment of FAA.

So, the answer is: ii (Aviation disaster prompts action)

Question 15: Paragraph C

In paragraph C, take a look at lines 3-5 where the author says, “.. .. .. It was only after the creation of the FAA that full-scale regulation of America’s airspace took place, and this was fortuitous, for the advent of the jet engine suddenly resulted in a large number of very fast planes… .”

Here, fortuitous means chance, accidental or coincidental.

So, the answer is: iii (Two coincidental developments)

Question 16: Paragraph D   

Take a close look at lines no. 3 and read this sentence, “. . .This is a very incomplete part of the picture.”

The line suggests that the role of ATC, as in many people’s thoughts, is a very incomplete picture/ oversimplified view.

So, the answer is: v (An oversimplified view)

Question 17: Paragraph E

In paragraph E, the writer details about setting a controlled airspace which is commonly known as altitude zones: “In general, from 365m above the ground and higher, the entire country is blanketed by controlled airspace. In certain areas, mainly near airports, controlled airspace extends down to 215m above the ground . . . … .  In this way, the recreational pilot who simply wishes to go flying for a while without all the restrictions composed by the FAA has only to stay in uncontrolled airspace, below 365m, . .. ..”

Here, the lines clearly indicate that the writer is discussing here about setting altitude zones.

So, the answer is: iv (Setting altitude zones)

Question 18: Paragraph F   

It is very easy to find out what the writer discusses in Paragraph F if we study the first few lines, “In good meteorological conditions, flying would be permitted under Visual Flight Rules (VFR), which suggests a strong reliance on visual cues to maintain an acceptable level of safety. Poor visibility necessitated a set of Instrumental Flight Rules (IFR)…”

Here, meteorological conditions = weather conditions,

So, the answer is: viii (Setting rules to weather conditions)

Question 19: Paragraph G

The first 3-4 lines of paragraph G indicates that the writer categorises open airspace in this paragraph. “Controlled airspace is divided into several types, designated by letters of the alphabet. Uncontrolled airspace is designated Class F, while controlled airspace below 5,490m above sea level and not in the vicinity of an airport is Class E. All airspace above 5,490m is designated Class A. .. . ..”

Here, Class F, Class E, and Class A are the different airspace categories.

So, the answer is: vii (Defining airspace categories)

Questions 20-26 (YES, NO, NOT GIVEN)

[In this type of question, candidates are asked to find out whether:

The statement in the question matches the claim of the writer in the text- YESThe statement in the question contradicts the claim of the writer in the text- NOThe statement in the question has no clear connection with the account in the text- NOT GIVEN

[TIPS: For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question 20: The FAA was created as a result of the introduction of the jet engine.

Keywords for this question: FAA, created, jet engine

The first lines of paragraph A give us the answer to this question. The writer says here, “An accident that occurred in the skies over the Grand Canyon in 1956 resulted in the establishment of the Federal Aviation Administration (FAA).”

This means the FAA was created as a result of an accident, not as a result of the introduction of the jet engine.

So, the answer is: FALSE

Question 21: Air Traffic Control started after the Grand Canyon crash in 1956.

Keywords for this question: ATC, started, after Grand Canyon crash, 1956,

Paragraph B starts with this line, “Rudimentary air traffic control (ATC) existed well before the Grand Canyon disaster.”

The line clearly contradicts the question.  

So, the answer is: FALSE

Question 22: Beacons and flashing lights are still used by ATC today.   

Keywords for this question: Beacons, flashing lights, still used,

In this passage, we find no mention of whether beacons and flashing lights are still used by ATC today. Beacons and flashing lights are referred to in paragraph B, but whether this system has been abandoned completely or is still used is not mentioned anywhere. 

So, the answer is: NOT GIVEN

Question 23: Some improvements were made in radio communication during World War II.    

Keywords for this question: improvements, radio communication, World War II,

In paragraph C, the writer describes in lines 1-3 “In the 1940s, ATC centres could and did take advantage of the newly developed radar and improved radio communication brought about by the Second World War.”

The lines mean that there had been some improvements in radio communication during World War II.

So, the answer is: TRUE

Question 24: Class F airspace is airspace which is below 365m and not near airports.

Keywords for this question: Class F, below 365m, not near airports,

First, take a look at these lines from Paragraph E, “Elsewhere, in uncontrolled airspace, pilots are bound by fewer regulations. In this way, the recreational pilot who simply wishes to go flying for a while without all the restrictions composed by the FAA has only to stay in uncontrolled airspace, below 365m.”

The last paragraph details the categorisation of different airspace. Here in line no. 2 the writer says, “Uncontrolled airspace is designated Class F.”

So, this is clear that uncontrolled airspace is Class F which is below 365m and it is elsewhere, not in airports.

So, the answer is: TRUE

Question 25: All aircraft in Class E airspace must use IFR.

Keywords for this question: All, Class E, must use IFR,

In the last paragraph, Paragraph G, the writer says in lines 9-10, “The difference between Class E and A airspace is that in Class A, all operations are IFR . .  …”

This means that aircraft in Class A airspace must use IFR, not Class E.

So, the answer is: FALSE

Question 26: A pilot entering Class C airspace is flying over an average-sized city.

Keywords for this question: Class C, an average-sized city,

In the last paragraph, the writer states that in lines 13-15, “Three other types of airspace, Classes D, C and B, govern the vicinity of airports. These correspond roughly to small municipal, medium-sized metropolitan and major metropolitan airports respectively.” This means that Class C airspace indicates to medium-sized metropolitan airport areas.

Here, city = metropolitan and average-sized = medium-sized

So, the answer is: TRUE

Reading Passage 3: Telepathy

Questions 27-30 (Completing sentences/sentence completion)

[Here, candidates have to complete sentences by matching one part of the sentence with the other. Candidates need to check the keywords from the question parts and try to match those keywords with the information given in the passage.]

Question 27: Researchers with differing attitudes towards telepathy agree on   

Keywords for this question: differing attitudes, agree on,

The author mentions in lines 1-5 of paragraph no. 2, “Some researchers say the results constitute compelling evidence that telepathy is genuine. Other parapsychologists believe the field is on the brink of collapse, having tried to produce definitive scientific proof and failed. Sceptics and advocates alike do concur on one issue, however: that the most impressive evidence so far has come from the so-called ‘ganzfeld experiments’, a German term that means ‘whole field’.”

Here, Researchers with differing attitudes = Sceptics and advocates, agree on = concur on,

So, the answer is: E (the significance of the ganzfeld experiments.)

Question 28: Reports of experiences during meditation indicated  

Keywords for this question: experiences, during, meditation,   

The answer is found in paragraph no. 2. Here in lines 5-10, the author says, “. . . . Reports of telepathic experiences had by people during meditation led parapsychologists to suspect that telepathy might involve ‘signals’ passing between people that were so faint that they were usually swamped by normal brain activity. In this case, such signals might be more easily detected by those experiencing meditation-like tranquility in a relaxing ‘whole- field’ of light, sound and warmth.”

The lines suggest that a suitable environment such as tranquility in a relaxing ‘whole- field’ of light, sound and warmth needs to be created for telepathy.

So, the answer is: B (the need to create a suitable environment for telepathy.)

Question 29: Attitudes to parapsychology would alter drastically with

Keywords for this question: Attitudes to parapsychology, alter drastically,

The answer lies in the first few lines of the final paragraph. Here, in lines 4-6 the writer says, “While physicists have demonstrated entanglement with specially prepared atoms, no-one knows if it also exists between atoms making up human minds. Answering such questions would transform parapsychology.”  

Here, transform = alter drastically

The lines suggest that attitudes to parapsychology would completely change if any results can be found on whether specially prepared atoms are making up human minds or not.

So, the answer is: A (the discovery of a mechanism for telepathy.)

Question 30: Recent autoganzfeld trials suggest that success rates will improve with  

Keywords for this question: Recent autoganzfeld trials, success rates, improve with,

In the final paragraph, in lines 8-13, the answer can be found. Here, the author writes, “Some work has begun already, with researchers trying to identify people who are particularly successful in autoganzfeld trials. Early results show that creative and artistic people do much better than average: in one study at the University of Edinburgh, musicians achieved a hit-rate of 56 percent. Perhaps more tests like these will eventually give the researchers the evidence they are seeking and strengthen the case for the existence of telepathy.”

Here, hit rate = success rate, creative and artistic people or musicians = careful selection of subjects,

So, the answer is: F (a more careful selection of subjects.)

Questions 31-40: (Completing table)

[In this type of question, candidates are asked to complete different gaps in a table with NO MORE THAN THREE WORDS from the passage. Keywords are important to find answers correctly. Generally, this type of question maintains a sequence. However, we should not be surprised if the sequence is not maintained. Find the keywords in the passage and you are most likely to find the answers.]

Here is the table with the title: Telepathy Experiments

Question 31, 32 & 33:

Description:

Involved a person acting as a 31. ________ who picked out one 32. ________ from a random selection of four, and a 33. _________ , who then tried to identify it.

Keywords for this question: Ganzfeld studies 1982, person acting as,

In paragraph 3, in the paragraph where the writer explains the early Ganzfeld experiments in 1982, in lines 3-6, the writer says, “In early ganzfeld experiments, the telepathy test involved identification of a picture chosen from a random selection of four taken from a large image bank. The idea was that a person acting as a ‘sender’ would attempt to beam the image over to the ‘receiver’ relaxing in the sealed room.”

The lines indicate that the 1982 Ganzfeld studies involved a person, who acted as a ‘sender’, picked out one picture from a random selection of four pictures, and a receiver tried to identify it.

So, the answers are:

• sender
• picture/image
• receiver

Question 34 & 35:

Flaw:

Positive results could be produced by factors such as 34. __________  or 35. __________ .

Keywords for this question: flaw, positive results could be produced, factors,    

In lines 4-6 of paragraph 4, the writer explains the flaw of the experiments, “ . . .. . . . there were many other ways of getting positive results. These ranged from ‘sensory leakage’ – where clues about the pictures accidentally reach the receiver – to outright fraud.”

Here, sensory leakage and outright fraud are the factors the range is explained here using the prepositions ‘from’ and ‘to’.

So, the answers are:

• sensory leakage
• (outright) fraud

Question 36 & 37:

Description:

• ________ were used for key tasks to limit the amount of 37. _________ in carrying out the tests.

Keywords for this question: Autoganzfeld studies 1987, key tasks, limit the amount of,    

In paragraph 5, the writer says in the beginning, “After this, many researchers switched to autoganzfeld tests – an automated variant of the technique which used computers to perform many of the key tasks such as random selection of images. By minimising human involvement, the idea was to minimise the risk of flawed results.”

Here, limit = minimise,

So, they used computers to limit the amount of human involvement.

So, the answers are:

• computers
• human involvement

Question 38:

Results:

The results were then subjected to ________.

Keywords for this question: results, subjected to,

The answer lies in lines 4-6 of paragraph 5, the writer says, “In 1987, results from hundreds of autoganzfeld tests were studied by Honorton in a ‘meta-analysis’, a statistical technique for finding the overall results from a set of studies.”

Here, tests were studied by Honorton in = the results were then subjected to,

So, the answer is: meta-analysis

Question 39 & 40:

Flaw:

• ________ between different test results was put down to the fact that sample groups were not 40. ________ (as with most ganzfeld studies)

Keywords for this question: different test results, put down, sample groups were not,   

In paragraph 6, the writer says in lines 1-6, “Yet some parapsychologists remain disturbed by the lack of consistency between individual ganzfeld tests. Defenders of telepathy point out that demanding impressive evidence from every study ignores one basic statistical fact: it takes large samples to detect small effects. If, as current results suggest, telepathy produces hit-rates only marginally above the 25 percent expected by chance, it’s unlikely to be detected by a typical ganzfeld study involving around 40 people: the group is just not big enough.”

Here, different test results = individual ganzfeld tests,

So, the answer is:

• lack of consistency
• big enough

Reading Passage 1: Pulling strings to build pyramids

Questions 1-7: TRUE, FALSE, NOT GIVEN

[In this type of question, candidates are asked to find out whether:

The statement in the question matches with the account in the text- TRUE
The statement in the question contradicts the account in the text- FALSE
The statement in the question has no clear connection with the account in the text- NOT GIVEN

[For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question 1: It is generally believed that large numbers of people were needed to build the pyramids.

Keywords for the question: generally believed, large numbers of people, needed, build the pyramids,   

At the beginning of paragraph no. 1 the writer says, “The pyramids of Egypt were built more than three thousand years ago, and no one knows how. The conventional picture is that tens of thousands of slavesdragged stones on sledges.”

Here, the conventional picture = generally believed, tens of thousands of slaves = large numbers of people,

So, the answer is: TRUE

Question 2: Clemmons found a strange hieroglyph on the wall of an Egyptian monument.

Keywords for the question: Clemmons, found, strange hieroglyph, wall, Egyptian monument,  

In paragraph no. 1, lines 7-9, the writer mentions, “While perusing a book on the monuments of Egypt, she noticed a hieroglyph that showed a row of men standing in odd postures.” 

Here, odd postures = strange postures, noticed = found,

So, the hieroglyph was found in a book, not in a wall.

So, the answer is: FALSE

Question 3:  Gharib had previously done experiments on bird flight.

Keywords for the question: Gharib, previously, experiments, bird flight,    

The reference to Morteza Gharib is found in paragraph no. 2. However, there is no mention of whether he previously did experiments on bird flight or not.

So, the answer is: NOT GIVEN       

Question 4:  Gharib and Graff tested their theory before applying it.

Keywords for the question: Gharib and Graff, tested, theory, before, applying,

Paragraph no. 3 presents details about how Gharib and Graff prepared for some experiments to test their theory and paragraph no. 4 shows the results of those experiments. Here, in paragraph no. 3, take a look at lines 2-4, “Their initial calculations and scale-model wind-tunnel experiments convinced them they wouldn’t need a strong wind to lift the 33.5-tonne column.”

This means they did experiments on their theory before applying it.

So, the answer is: TRUE

Question 5:  The success of the actual experiment was due to the high speed of the wind.

Keywords for the question: success, actual experiment, due to, high speed, wind,      

The answer can be found in lines 1-2 of paragraph no. 5. The writer says here, “The wind was blowing at a gentle 16 to 20 kilometres an hour, little more than half what they thought would be needed.”

Here, little more than half what they thought would be needed means the wind had a speed of a little more than half of what they thought would be needed.

So, it was the low speed of wind, not the high speed of wind what gave the experiment a success.

So, the answer is: FALSE

Question 6: They found that, as the kite flew higher, the wind force got stronger.

Keywords for the question: kite, flew, higher, wind force, got stronger,        

The result of the experiment with kites can be found in paragraph no. 5. There is no information about what happened when the kite flew higher or lower.

So, the answer is: NOT GIVEN

Question 7: The team decided that it was possible to use kites to raise very heavy stones.

Keywords for the question: team, decided, was possible, use kites, to raise, very heavy stones,        

Take a look at this line from paragraph no. 5, “ . .. . So Clemmons was right: the pyramid, builders could have used kites to lift massive stones into place.”

So, the researchers decided that it was possible to use kites to raise very heavy stones.

So, the answer is: TRUE

Questions 7-13: (Summary completion)

(In this kind of questions candidates are given a summary for one, two or three paragraphs with some fill in the blanks questions. Candidates need to find out the related paragraphs by correctly studying the keywords form the questions. Then, they should follow the similar steps of finding answers to fill in the gaps and write the correct answer.)

The title of the summary: Additional evidence for theory of kite-lifting

All the answers are found in paragraph no. 7 as the title of the summary says ‘Additional evidence’ and paragraph no. 7 starts with the sentence, “Others feel there is more of a case for the theory.”

Here, more of a case = additional evidence,  

Questions 8, 9 & 10: The Egyptians had 8. _________ which could lift large pieces of 9. _________ and they knew how to use the energy of the wind from their skill as 10. __________. 

Keywords for the question: Egyptians, had, could lift, large pieces of, knew, how to use, energy of the wind, their skill as,  

In paragraph no. 7, in lines 1-4, the author says, “ . .. .. Harnessing the wind would not have been a problem for accomplished sailors like the Egyptians. And they are known to have used wooden pulleys, which could have been made strong enough to bear the weight of massive blocks of stone.”

Here, massive blocks of = large pieces of,   

So, wooden pulleys were used to lift large pieces of stone.

Also, from their skill as indicates to the skill of the Egyptians as sailors.

So, the answers are:

• (wooden) pulleys
• stone
• (accomplished) sailors

Questions 11 & 12: The discovery on one pyramid of an object which resembled a 11. ___________ suggests they may have experimented with 12. _________.  

Keywords for the question: discovery, one pyramid, an object, resembled, suggests, may have, experimented with,  

In lines 5-8 of the same paragraph, the author writes, “ . . .. A wooden artefact found on the step pyramid at Saqqara looks uncannily like a modern glider. Although it dates from several hundred years after the building of the pyramids, its sophistication suggests that the Egyptians might have been developing ideas of flight for a long time.”

Here, looks uncannily like = resembled, might have been developing ideas = may have experimented,

So, the answers are:

1. (modern) glider
2. flight

Questions 13: In addition, over two thousand years ago kites were used in China as weapons, as well as for sending 13. _________.

Keywords for the question: over two thousand years ago, kites, used, China, weapons, as well as, sending,   

In the last lines of this paragraph, the writer says, “ .. .. . And other ancient civilisations certainly knew about kites; as early as 1250 BC, the Chinese were using them to deliver messages and dump flaming debris on their foes.”  

Here, as early as 1250 BC = over two thousand years ago, kites were used … . as weapons = dump flaming debris on their foes, deliver = sending,

So, the answer is: messages

Reading Passage 2: Endless Harvest

Questions 14-20: TRUE, FALSE, NOT GIVEN

[In this type of question, candidates are asked to find out whether:

The statement in the question matches with the account in the text- TRUEThe statement in the question contradicts the account in the text- FALSEThe statement in the question has no clear connection with the account in the text- NOT GIVEN

[For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question 14: The inhabitants of the Aleutian islands renamed their islands ‘Aleyska’.

Keywords for the question: inhabitants, Aleutian islands, renamed, ‘Aleyska’,

Let’s take a look at the very beginning of the passage. In paragraph no. 1 we find some information about naming the islands. The author says here, “More than two hundred years ago, Russian explorers and fur hunters landed on the Aleutian Islands, a volcanic archipelago in the North Pacific, and learned of a land mass that lay farther to the north. ‘The islands’ native inhabitants called this land mass Aleyska, the ‘Great Land’; today, we know it as Alaska.”

From these lines, we can realise that native inhabitants of the islands named it (called) ‘Aleyska’. They did not rename it. Nowadays, we know it as ‘Alaska’, it’s newly named (renamed).

So, the answer is: FALSE

Question 15: Alaska’s fisheries are owned by some of the world’s largest companies.

Keywords for the question: Alaska’s fisheries, owned by, world’s largest companies,

Paragraph no. 2 talks about fisheries in Alaska; however, there is no information on the ownership of Alaska’s fisheries. The last lines of this paragraph only say, “ . .. Taking advantage of this rich bounty, Alaska’s commercial fisheries have developed into some of the largest in the world.”

So, it talks about the size of the commercial fisheries, not the ownership.

So, the answer is: NOT GIVEN

Question 16: Life in Alaska is dependent on salmon.

Keywords for the question: life, Alaska, dependent on, salmon,  

The answer lies in paragraph no. 3, lines 3-6, “ . . .. The true cultural heart and soul of Alaska’s fisheries, however, is salmon. ‘Salmon,’ notes writer Susan Ewing in The Great Alaska Nature Factbook, ‘pump through Alaska like blood through a heart, bringing rhythmic, circulating nourishment to land, animals, and people.”

The lines clearly match the statement in question no. 16.

So, the answer is: TRUE

Question 17: Ninety percent of all Pacific salmon caught are sockeye or pink salmon.

Keywords for the question: Ninety percent, all Pacific salmon caught, sockeye, pink salmon,

In paragraph no. 3, take a look at lines 8-10. The writer mentions, “ . . . . All five species of Pacific salmon – chinook, or king; chum, or dog; coho, or silver; sockeye, or red; and pink, or humpback – spawn** in Alaskan waters, and 90% of all Pacific salmon commercially caught in North America are produced there.”

Here, the writer says that 90% of all salmon caught commercially in North America comes from Alaska. It doesn’t mention about the percentage of particular types.

So, the answer is: NOT GIVEN

Question 18: More than 320,000 tonnes of salmon were caught in Alaska in 2000.

Keywords for the question: More than, 320,000 tonnes of salmon, caught, Alaska, 2000,

The last lines of paragraph no. 3 gives us information about the total weight of salmon caught in 2000 in Alaska, “ . … . During 2000, commercial catches of Pacific salmon in Alaska exceeded 320,000 tonnes, with an ex-vessel value of over $US 260 million.”

Here, exceeded = more than,

So, the answer is: TRUE

Question 19: Between 1940 and 1959, there was a sharp decrease in Alaska’s salmon population.

Keywords for the question: between 1940 and 1959, sharp decrease, Alaska’s, salmon population,

In the very beginning of paragraph no. 4, the writer says, “.. .. . Between 1940 and 1959, overfishing led to crashes in salmon populations so severe that in 1953 Alaska was declared a federal disaster area.”

Here, crashes in salmon populations so severe = there was a sharp decrease in Alaska’s salmon populations.

So, the answer is: TRUE

Question 20: During the 1990s, the average number of salmon caught each year was 100 million.

Keywords for the question: During, 1990s, average number of salmon, caught each year, 100 million,  

Take a look at the last few lines of paragraph no. 4, “ . . .. . . until, during the 1990s, annual harvests were well in excess of 100 million, and on several occasions over 200 million fish.”

Here, well in excess of = way over / way more than,

So, the answer is: FALSE

Questions 21-26 (Completing sentences with correct endings)

[For this type of question, candidates need to match the beginning and ending of sentences. Candidates need to look for keywords in the sentence-beginnings and find the relative paragraphs and then sentences in the passage. Skimming and scanning, both reading skills are essential for this question-type.]

Question 21: In Alaska, biologists keep a check on adult fish –

Keywords for the question: Alaska, biologists, check on, adult fish, 

In paragraph no. 5 the writer says, “.. … . There are biologists throughout the state constantly monitoring adult fish as they show up to spawn. The biologists sit in streamside counting towers, study sonar, watch from aeroplanes, and talk to fishermen. The salmon season in Alaska is not pre-set. The fishermen know the approximate time of year when they will be allowed to fish, but on any given day, one or more field biologists in a particular area can put a halt to fishing. Even sport fishing can be brought to a halt. It is this management mechanism that has allowed Alaska salmon stocks – and, accordingly, Alaska salmon fisheries — to prosper, . . .. .. .”

Here, the writer indicates that biologists keep monitoring adult salmons so that fish numbers can improve and fishing can be permitted on a large scale.  

So, the answer is: G (to ensure that fish numbers are sufficient to permit fishing.)

Question 22: Biologists have the authority –            

Keywords for this question: Biologists, authority,  

In paragraph no. 5, we can see the authority that biologists can apply on fishing. Take a look at lines 5-7, “ . .. but on any given day, one or more field biologists in a particular area can put a halt to fishing. Even sport fishing can be brought to a halt.”

Here, put a halt / can be brought to halt = to stop,

So, the answer is: E (to stop people fishing for sports.)

Question 23: In-Season Abundance-Based Management has allowed the Alaska salmon fisheries –

Keywords for this question: In-season, Abundance-Based Management, allowed, Alaska salmon fisheries,  

Paragraph no. 5 starts citing about In-Season Abundance-Based Management. Then, in lines 7-8, the author says, “. . ..  .. It is this management mechanism that has allowed Alaska salmon stocks – and, accordingly, Alaska salmon fisheries — to prosper, .. . .”

Here, to prosper = to be successful,

So, the answer is: B (to be successful.)

Question 24: The Marine Stewardship Council (MSC) was established –

Keywords for this question: Marine Stewardship Council (MSC), established,   

In paragraph no. 6, lines 1-3 says, “In 1999, the Marine Stewardship Council (MSC)*** commissioned a review of the Alaska salmon fishery. The Council, which was founded in 1996, certifies fisheries that meet high environmental standards, enabling them to use a label that recognises their environmental responsibility.”

Here, founded = established, certifies = to recognise, recognises their environmental responsibility = care for the environment,

So, the answer is: A (to recognise fisheries that care for the environment.)

Question 25: As a result of the collapse of the salmon runs in 1999, the state decided –

Keywords for this question: As a result of, collapse, salmon, runs, 1999, state decided,   

In paragraph no. 7 we find the reference to the collapse of the salmon number in 1999, “Some observers thought the Alaska salmon fisheries would not have any chance of certification when, in the months leading up to MSC’s final decision, salmon runs throughout western Alaska completely collapsed.”  

Then in the next paragraph, the writer explained what happened as a result of this collapse, and in the last lines of this paragraph, the writer mentions, “. .. . However, the state reacted quickly, closing down all fisheries, even those necessary for subsistence purposes.”

So, the answer is: K (to close down all fisheries.)

Question 26: In September 2000, the MSC allowed seven Alaska salmon companies –

Keywords for this question: September 2000, MSC, allowed, seven Alaska salmon companies,   

In the last paragraph, the first lines say, “In September 2000, MSC announced that the Alaska salmon fisheries qualified for certification. Seven companies producing Alaska salmon were immediately granted permission to display the MSC logo on their products.”

Here, granted permission = allowed, display = label,

So, the answer is: F (to label their products using the MSC logo.)

Reading Passage 3: EFFECTS OF NOISE

Questions 27-29: Multiple choice questions

[This type of question asks you to choose a suitable answer from the options using the knowledge you gained from the passage. Generally, this question is found as the last question so you should not worry much about it. Finding all the answers to previous questions gives you a good idea about the title.]

Question 27: The writer suggests that people may have difficulty sleeping in the mountains because –

Keywords for this question: may have difficulty, sleeping, mountains, because,   

The writer says in lines 1-4 of paragraph no. 2-4, “ . . . . And yet most of us have had the experience of having to adjust to sleeping in the mountains or the countryside because it was initially ‘too quiet’, an experience that suggests that humans are capable of adapting to a wide range of noise levels.”

Here, humans = they, wide range of noise levels = higher noise level,

So, the answer is: D (they may have adapted to a higher noise level in the city.)

Question 28: In noise experiments, Glass and Singer found that –

Keywords for this question: noise experiments, Glass and Singer, 

In lines 7-8 of paragraph no. 1 the writer states, “The noise was quite disruptive at first, but after about four minutes the subjects were doing just as well on their tasks as control subjects who were not exposed to noise.”

This means that bursts of noise do not disrupt problem-solving ultimately (subjects were doing just as well on their tasks).

So, the answer is: C (bursts of noise do not seriously disrupt problem-solving in the long run.)

Question 29: Researchers discovered that high noise levels are not likely to interfere with the –

Keywords for this question: Researchers, discovered, high noise levels, not likely, interfere with,

Take a look at paragraph no. 2, line no. 1-2 where the writer states, “But there are limits to adaptation and loud noise becomes more troublesome if the person is required to concentrate on more than one task.”

The lines suggest that there is a low chance of interference by high noise levels if a person is required to do one task. But if there is more than one task, the chance of interference becomes higher.

So, the answer is: A (successful performance of a single task.)

Questions 30-34: (Completing summary with a list of words)

[In this type of question, candidates are asked to complete a summary with a list of words taken from the passage. Candidates must write the correct letter (not the words) as the answers. Keywords and synonyms are important to find answers correctly. Generally, this type of question maintains a sequence. Find the keywords in the passage and you are most likely to find the answers.]

Question 30: Glass and Singer (1972) showed that situations in which there is intense noise have less effect on performance than circumstances in which _____________ noise occurs.

Keywords for this question: Glass and Singer (1972), situations, intense noise, less effect, performance, than circumstances, noise occurs,

In lines 2-4 of paragraph no. 3, the writer describes, “. . . . . We are much more able to ‘tune out’ chronic background noise, even if it is quite loud, than to work under circumstances with unexpected intrusions of noise.”

Here, quite loud = intense,

So, the answer is: B (unexpected)

Question 31: Subjects were divided into groups to perform a task. Some heard loud bursts of noise, others sort. For some subjects, the noise was predictable, while for others its occurrence was random. All groups were exposed to __________  noise. 

Keywords for this question: subjects, divided, perform a task, loud burst of noise, predictable, occurrence was random, all groups, exposed to,

In paragraph no. 3, the writer states in lines 6-8, “.. .. . For some subjects, the bursts were spaced exactly one minute apart (predictable noise); others heard the same amount of noise overall, but the bursts occurred at random intervals (unpredictable noise).”

The lines suggest that though for some subjects the bursts of noise were exactly at one-minute intervals and for others the intervals were random, the amount of noise was the same.

So, the answer is: D (the same amount of)

Question 32: The predictable noise group ___________ the unpredictable noise group on this task.

Keywords for this question: predictable noise group, unpredictable noise group,

Again, in paragraph no. 3, the author states in lines 8-10, “ . . . Subjects reported finding the predictable and unpredictable noise equally annoying, and all subjects performed at about the same level during the noise portion of the experiment . .. .”  

So, the answer is: F (performed at about the same level as)

Question 33: In the second part of the experiment, the four groups were given a proofreading task to complete under conditions of no noise. They were required to check written material for errors. The group which had been exposed to unpredictable noise ___________ the group which had been exposed to predictable noise. 

Keywords for this question: second part of the experiment, four groups, proofreading task, under conditions of no noise, check written material, errors, exposed to, unpredictable noise, predictable noise,

In paragraph no. 3, the writer talks about the second part of the experiment in lines 10-14, “. . . . But the different noise conditions had quite different after-effects when the subjects were required to proofread written material under conditions of no noise. As shown in Table 1 the unpredictable noise produced more errors in the later proofreading task than predictable noise; and soft, unpredictable noise actually produced slightly more errors on this task than the loud, predictable noise.”

Here, produced .. .. more errors = make more mistakes,  

So, the answer is: I (made more mistakes than)

Question 34: The group which had been exposed to loud predictable noise performed better than those who had heard soft, unpredictable bursts. The results suggest that __________ noise produces fatigue but that this manifests itself later.

Keywords for this question: results suggest, noise, produces fatigue, manifests itself later,

In paragraph no. 4, the writer discusses the results found from the experiments in paragraph no. 3, “Apparently, unpredictable noise produces more fatigue than predictable noise, but it takes a while for this fatigue to take its toll on performance.”

Here, unpredictable = unexpected,

So, the answer is: B (unexpected)

Questions 35-40 (Matching statements with the correct researchers)

(In this type of question, candidates need to relate statements which are given by or links to some researchers in the passage. The rules for finding answers to this sort of question are simple. Just find the name of the researchers and read around them carefully. Then, give a quick look to check whether there is another statement or idea provided by the same researchers in the text. If there is, check the reference carefully and decide your answer. Remember, the questions may not follow any sequential order.)

Question 35: Subjects exposed to noise find it difficult at first to concentrate on problem-solving tasks.

Keywords for this question: subjects, exposed to noise, difficult, concentrate, problem-solving tasks,

Have a look at paragraph no. 1 where the writer says in lines 5-7, “ . .. .. For example, Glass and Singer (1972) exposed people to short bursts of very loud noise and then measured their ability to work out problems and their physiological reactions to the noise. The noise was quite disruptive at first,. . .”

Here, disruptive = difficult to concentrate,

So, the answer is: A (Glass and Singer)

Question 36: Long-term exposure to noise can produce changes in behaviour which can still be observed a year later.

Keywords for this question: long-term exposure, changes, behaviour, still be observed, a year later,

In the final paragraph the writer explains, “A follow-up study showed that children who were moved to less noisy classrooms still showed greater distractibility one year later than students who had always been in the quiet schools (Cohen et al, 1981).”

Here, one year = long-term exposure,

So, the answer is: D (Cohen et al.)

Question 37: The problems associated with exposure to noise do not arise if the subject knows they can make it stop.

Keywords for this question: problems, exposure to noise, do not arise, if, subject knows, can make it stop,

In paragraph no. 5, we find the writer arguing that, “ .. . If the individual knows that he or she can control the noise, this seems to eliminate both its negative effect at the time and its after-effects. This is true even if the individual never actually exercises his or her option to turn the noise off (Glass and Singer, 1972).”

Here, control = stop,

So, the answer is: A (Glass and Singer)

Question 38: Exposure to high-pitched noise results in more errors than exposure to low-pitched noise.

Keywords for this question: exposure to high-pitched noise, result in more errors, than, low-pitched noise,   

In paragraph no. 2, the writer explains the fact that it was found by Broadbent that loud noise becomes a problem, and we make more mistakes, when a person has to concentrate on more than one task. However, this gives us idea about the limit on how bad or how well we can adapt to exposure to loud noise.

We find no reference of any researchers about high-pitched noise gives birth to more noise.

So, the answer is: E (None of the above)

Question 39: Subjects find it difficult to perform three tasks at the same time when exposed to noise.

Keywords for this question: subjects, difficult to perform, three tasks, same time, when, exposed to noise,

We can find this answer in paragraph no. 2. Here, in lines 2-4, the writer states, “ . .. . For example, high noise levels interfered with the performance of subjects who were required to monitor three dials at a time, a task not unlike that of an aeroplane pilot or an air-traffic controller (Broadbent, 1957).”

Here, required to monitor three dials at a time = perform three tasks at the same time,

So, the answer is: B (Broadbent)

Question 40: Noise affects a subject’s capacity to repeat numbers while carrying out another task.

Keywords for this question: noise affects, subject’s capacity, to repeat numbers, while, another task,  

Again, in paragraph no. 2, the author writes in lines 5-7, “ . .. . Similarly, noise did not affect a subject’s ability to track a moving line with a steering wheel, but it did interfere with the subject’s ability to repeat numbers while tracking (Finkelman and Glass, 1970).”

Here, tracking = carrying out another task,

So, the answer is: C (Finkelman and Glass)

Reading Passage 1: Ant Intelligence

Questions 1-6: TRUE, FALSE, NOT GIVEN

[In this type of question, candidates are asked to find out whether:

The statement in the question matches with the account in the text- TRUE
The statement in the question contradicts the account in the text- FALSE
The statement in the question has no clear connection with the account in the text- NOT GIVEN

[For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question 1: Ants use the same channels of communication as humans do.

Keywords for the question: ants use, same channels of communication, as humans, 

At the beginning of paragraph no. 2 the writer says, “Ant store food, repel attackers and use chemical signals to contact one another in case of attack. Such chemical communication can be compared to the human use of visual and auditory channels (as in religious chants, advertising images and jingles, political slogans and martial music) to arouse and propagate moods and attitudes.”

This means ants use chemical signals while humans use visual and auditory channels which are not similar but they can be compared.

So, the answer is: FALSE

Question 2: City life is one factor that encourages the development of intelligence.

Keywords for the question: city life, factor, encourages, development of intelligence,

In paragraph no. 7, the writer mentions about the impact of city life in developing intelligence, “Whereas prehistoric man had no exposure to urban lifestyles – the forcing house of intelligence – the evidence suggests that ants have lived in urban settings for close on a hundred million years … .  . . .” 

Here, urban lifestyles = city life, the forcing house = factor that encourages the development,

So, the answer is: TRUE

Question 3:  Ants can build large cities more quickly than humans do.

Keywords for the question: ants, can build, large cities, more quickly, than humans,    

In paragraphs no. 7 and 8, the author talks about building cities by ants and humans. However, there is no comparison on whether ants build large cities more quickly than humans or not.

So, the answer is: NOT GIVEN       

Question 4:  Some ants can find their way by making calculations based on distance and position.

Keywords for the question: some ants, find, way, making calculations, based on, distance, position,     

In paragraph no. 11, the author mentions in lines 1-6, “Research conducted at Oxford, Sussex and Zurich Universities has shown that when desert ants return from a foraging trip, they navigate by integrating bearings and distances, which they continuously update in their heads.”

Here, navigate = find their way, integrating = assimilate/making calculations, bearings and distances = distance and position,

So, the answer is: TRUE

Question 5:  In one experiment, foraging teams were able to use their sense of smell to find food.

Keywords for the question: one experiment, foraging teams, able to use, sense of smell, find food,      

In paragraph no. 12, we can find the mention of ‘the experiment’. Here, in lines 11-12, the writer mentions, “. . . Elaborate precautions were taken to prevent the foraging team using odour clues.”

The line suggests that necessary actions were taken before to stop the foraging team to use odour (sense of smell).

So, the answer is: FALSE

Question 6: The essay, ‘In the company of ants’, explores ant communication.

Keywords for the question: essay, In the company of ants, explores, ant communication,      

The last paragraph gives reference to the essay ‘In the company of ants’. The writer says here, in lines 5-9, “It’s no surprise that Edward Wilson, in his essay, ‘In the company of ants’, advises readers who ask what to do with the ants in their kitchen to: ‘Watch where you step. Be careful of little lives.’”

Here, the writer of the essay ‘In the company of ants’ advises us to be careful and not to step on the little creatures. However, the line doesn’t indicate anything about the subject of the essay.

So, the answer is: NOT GIVEN

Questions 7-13: (Summary completion with list of words)

(In this kind of questions candidates are given a summary for one, two or three paragraphs with some fill in the blanks questions form a list of words given in a box. Candidates need to find out the related paragraphs by correctly studying the keywords form the questions. Then, they should follow the steps of finding answers for fill in the gaps and write the correct letter corresponding to the answer.)

The title of the summary: Ants as farmers  

All the answers are found in paragraph D.

Question 7: Ants have sophisticated methods of farming, including herding livestock and growing crops, which are in many ways similar to those used in human agriculture. The ants cultivate a large number of different species of edible fungi which convert ________ into a form which they can digest.

Keywords for the question: sophisticated methods of farming, herding livestock, growing crops, similar, human agriculture, cultivate, large number, different species, edible fungi, convert, can digest,   

In paragraph no. 5, the author states in lines 2-6, “Ants can’t digest the cellulose in leaves- but some fungi can. The ants, therefore, cultivate these fungi in their nests, bringing them leaves to feed on, and then use them as a source of food.”

So, the answer is: C (cellulose)

Questions 8 and 9: They use their own natural 8. ___________ as weed-killers and also use unwanted materials as 9. _________. 

Keywords for the question: use, own, natural, weed-killers, unwanted materials,

Again, in paragraph no. 5, in lines 6-9, the author says, “ . .. Farmer ants secrete antibiotics to control other fungi that might act as ‘weeds’, and spread waste to fertilise the crop.”

Here, to control other fungi that might act as ‘weeds’ means weed killers, unwanted materials = waste,   

Now, the word ‘use’ before question no. 8 and the word ‘spread’ before question no. 9 restrict us to use the word ‘secrete’ and ‘fertilise’, because they don’t fit here grammatically.

So, the answers are:

• M (secretions)
• F (fertilizers)

Question 10: Genetic analysis shows they constantly upgrade these fungi by developing new species and by ________ species with neighbouring ant colonies.

Keywords for the question: genetic analysis, constantly upgrade, fungi, developing, new species, neighbouring ant colonies,  

In paragraph no. 6 line no. 6 we find the word ‘genetically’ that matches with keywords ‘genetic analysis’. So, we need to scan this paragraph carefully.

In lines 7-13, the writer says, “. . . . These turned out to be highly diverse: it seems that ants are continually domesticating new species. Even more impressively, DNA analysis of the fungi suggests that the ants improve or modify the fungi by regularly swapping and sharing strains with neighbouring ant colonies.”

Here, upgrade = improve or modify, exchange = swapping and sharing,

So, the answer is: D (exchanging)

Questions 11, 12 & 13: In fact, the farming methods of ants could be said to be more advanced than human agribusiness, since they use 11. ________ methods, they do not affect the 12. _______ and do not waste 13. ________.

Keywords for the question: farming methods of ants, more advance than, human agribusiness, they use, methods, do not affect, do not waste,

These questions give a clear hint to the comparison of farming methods between humans and ants. So, we need to go to paragraph no. 4, where the comparison of farming methods between humans and ants can be found. In lines 1-4 of this paragraph, the writer says, “The farming methods of ants are at least sustainable. They do not ruin environments or use enormous amounts of energy.”  

Here, The farming methods of ants are least sustainable = they use sustainable farming methods,  do not ruin = do not affect/do not waste,

So, the answers are:

1. N (sustainable)
2. O (environment)
3. E (energy)

Reading Passage 2: Population movements and genetics

Questions 14-19 (List of headings):

[In this question type, IELTS candidates are provided with a list of headings, usually identified with lower-case Roman numerals (i, ii, iii, etc,). A heading will refer to the main idea of the paragraph or section of the text. Candidates must find out the equivalent heading to the correct paragraphs or sections, which are marked with alphabets A, B, C and so forth. Candidates need to write the appropriate Roman numerals in the boxes on their answer sheets. There will always be two or three more headings than there are paragraphs or sections. So, some of the headings will not be used. It is also likely that some paragraphs or sections may not be included in the task. Generally, the first paragraph is an example paragraph that will be done for the candidates for their understanding of the task.

TIPS: Skimming is the best reading technique. You need not understand every word here. Just try to gather the gist of the sentences. That’s all. Read quickly and don’t stop until you finish each sentence. ]

Question 14: Section A

We should quickly read the whole paragraph because it is a very short one.

The first sentence deals with how the study of human population movements was in the past (based on archaeological and fossil evidence).

Then in lines 4-7, the writer mentions, “A number of techniques developed since the 1950s, however, have placed the study of these subjects on a sounder and more objective footing.”

After that in lines 8-11, the writer mentions how the study of human population movements is done in the present time using genetic material.

So, the answer is: iv (Developments in the methods used to study early population movements)

Question 15: Section B

Section B raises some questions about migration to America and they are found in the middle of the section.

In lines 8-12 the author asks, “… .. . But was there one major wave of migration across the Bering Strait into the Americas, or several? And when did this event, or events, take place?”

So, the answer is: vii (Long-standing questions about prehistoric migration to America)

Question 16: Section C

Have a look at the first and last few lines of section C.

In lines 1-6 the writer mentions, “An important project, led by the biological anthropologist Robert Williams, focused on the variants (called Gm allotypes) of one particular protein -immunoglobin G – found in the fluid portion of human blood. .”

Then in lines 11-16 the writer mentions, “ . . . . . Thus, by comparing the Gm allotypes of two different populations (e.g. two Indian tribes), one can establish their genetic ‘distance’, which itself can be calibrated to give an indication of the length of time since these populations last interbred.”

Here, blood-variants = the variants found in human blood, measure corresponds to = give an indication of the length of, closeness of the relationship = interbred,

So, the lines suggest that the project was an analysis of blood variants and it measures the distance (closeness) of the link between different populations.

So, the answer is: x (How analysis of blood-variants measures the closeness of the relationship between different populations)

Question 17: Section D

Section D shows the outcomes of the project by Robert Williams and his colleagues.

In the first lines the writer says, “Williams and his colleagues sampled the blood of over 5,000 American Indians in western North America during a twenty-year period.”

Then in lines 4-7 the writer mentions, “ .. . . They found that their Gm allotypes could be divided into two groups, one of which also corresponded to the genetic typing of Central and South American Indians. Other tests showed that the Inuit (or Eskimo) and Aleut³ formed a third group.”

Therefore, we can guess that section D talks about the results of the research into blood-variants.

So, the answer is: i (The results of the research into blood-variants)

Question 18: Section E

In section E, the first lines say, “How far does other research support these conclusions?”

The lines suggest that other research has been done on blood-variants.

Then, in lines 2-9, the writer says, “ . .. Geneticist Douglas Wallace has studied mitochondrial DNA⁴ in blood samples from three widely separated Native American groups: Pima-Papago Indians in Arizona, Maya Indians on the Yucatán peninsula, Mexico, and Ticuna Indians in the Upper Amazon region of Brazil.”

These lines mean that Douglas Wallace is a scientist who works with genes and other genetic matters. He has studied the DNA in blood samples of three groups of people; Pima-Papago, Maya Indians and Ticuna Indians.

So, the answer is: vi (Further genetic evidence relating to the three-wave theory)

Question 19: Section F

Section F opens with these lines, “There are two other kinds of research that have thrown some light on the origins of the Native American population; they involve the study of teeth and of languages.”

Then, in the next few lines we find words like teeth, tooth crown and roots, single-rooted, triple-rooted etc.

So, the answer is: ii (Dental evidence)

Questions 20 and 21: (Completing Table)

(In this type of question candidates need to fill in the gaps in a table. For this table candidates need to write the letter that corresponds to the correct migration routes out of six routes.)

These questions are related to Robert Williams’ research results which can be traced in Section D.

Question 20: Route _____________

Keywords for the question: 15,000 or more, years ago,

In section D, the author says in lines 10-16, “ .. . . From this evidence, it was deduced that there had been three major waves of migration across the Bering Strait. The first, Paleo-lndian, wave more than 15,000 years ago was ancestral to all Central and South American Indians.”

Now, if we look closely at the given picture, we can find out that only route E (marked with red arrows) starts somewhere from Asia, crossing the Bering Strait and then continues to Central and South America.

So, the answer is: E

Question 21: Route _____________

Keywords for the question: 600 to 700, years ago,

In section D, the author says in lines 16-21, “ . .. . The second wave, about 14,000-12,000 years ago, brought Na-Dene hunters, ancestors of the Navajo and Apache (who only migrated south from Canada about 600 or 700 years ago).”

Again, if we look closely at the given picture, we can find out that route C (marked with pink arrows) starts from Asia, crossing the Bering Strait and then stops in South Canada (first period – 14,000-12,000 years ago). Then, in the second period (600 to 700 years ago) they took route D (marked with blue arrows) to the south from Canada.

So, the answer is: D

Questions 22-25 (Classifying groups)

[This type of question asks candidates to classify information from the given reading text. Candidates are given some groups from the text, and a list of options, which are listed as A, B, C etc. They must match the correct groups with the correct options.

N.B.: This question doesn’t follow any sequence. So, they should be answered after all other questions in the passage.]

Question 22: Name of group: Inuit                 Wave number: ________

Keywords for this question: Inuit,

Take a close look at section D, where we find the reference of the three waves for the first time. Here, in the last lines, the writer says, “ . . . The third wave, perhaps 10,000 or 9,000 years ago, saw the migration from North-east Asia of groups ancestral to the modern Eskimo and Aleut.”

So, the group name is Eskimo and Aleut. But, Eskimo and Aleut is not an option in the question.

What should we do now?

In section D, take a look at lines 8-10, “… .. . Other tests showed that the Inuit (or Eskimo) and Aleut³ formed a third group.”

Therefore, Eskimo means Inuit.

So, the answer is: C (the third wave)

Question 23: Name of group: Apache           Wave number: ________

Keywords for this question: Apache,

Again, in section D, the author writes in lines 16-21, “ . .. The second wave, about 14,000-12,000 years ago, brought Na-Dene hunters, ancestors of the Navajo and Apache (who only migrated south from Canada about 600 or 700 years ago).”

So, the answer is: B (the second wave)

Question 24: Name of group: Pima-Papago   Wave number: ________

Keywords for this question: Pima-Papago, 

Question 25: Name of group: Ticuna Wave number: ________

Keywords for this question: Ticuna, 

First, take a look at lines 13-16 in section D, “.. . .. The first, Paleo-lndian, wave more than 15,000 years ago was ancestral to all Central and South American Indians.”

This means Paleo-Indians were originated from the first wave (A).

Now, in section E, read lines 2-13, the writer explains the Paleo-Indian group, “Geneticist Douglas Wallace has studied mitochondrial DNA⁴ in blood samples from three widely separated Native American groups: Pima-Papago Indians in Arizona, Maya Indians on the Yucatán peninsula, Mexico, and Ticuna Indians in the Upper Amazon region of Brazil. As would have been predicted by Robert Williams’ work, all three groups appear to be descended from the same ancestral (Paleo-lndian) population.”

These lines suggest that Pima-Papago Indians, Maya Indians and Ticuna Indians are all descendants of Paleo-Indian population.

So, the answers are:

• A (the first wave)
• A (the first wave)

Question 26: Multiple choice questions

[This type of question asks you to choose a suitable answer from the options using the knowledge you gained from the passage. Generally, this question is found as the last question so you should not worry much about it. Finding all the answers to previous questions gives you a good idea about the title.]

Question 26: Christy Turner’s research involved the examination of –

Keywords for this question: Christy Turner’s research, examination of, 

We find the reference of Christy Turner’s research in section F.
Here, in lines 10-14, the writer says, “ . . . Studies carried out by Turner of many thousands of New and Old World specimens, both ancient and modern, . .. . .. .”

Therefore, it can be understood from these lines that Christy Turner’s research involved the examination of teeth from both ancient (prehistoric) and modern Americans and Asians.

So, the answer is: A (teeth from both prehistoric and modern Americans and Asians)

Reading Passage 3: Saving European forests

Questions 27-33:  TRUE, FALSE, NOT GIVEN

[In this type of question, candidates are asked to find out whether:

The statement in the question agrees with the information in the passage – TRUEThe statement in the question contradicts the information in the passage – FALSEIf there is no information on this  – NOT GIVEN

For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question 27: Forest problems of Mediterranean countries are to be discussed at the next meeting of experts.

Keywords for this question: forest problems, Mediterranean countries, to be discussed, next meeting of experts,   

The reference of the Mediterranean countries is found in the last lines of paragraph no. 1. Let’s read the line, “Those confined to particular geographical areas, such as countries bordering the Mediterranean or the Nordic countries therefore had to be discarded. However, this does not mean that in future they will be ignored.”

These lines suggest that the first two meetings of experts had no chance to discuss the problems of the Mediterranean or the Nordic countries. However, they are hopeful that they might discuss it in the future but they are not sure when exactly that is going to happen. 

So, the answer is: NOT GIVEN

Question 28: Problems in Nordic countries were excluded because they are outside the European Economic Community.

Keywords for this question: problems, Nordic countries, excluded, because, outside, European Economic Community,  

Take a look at paragraph no. 1, lines 16-19 where the writer states, “ . .. . Their initial task was to decide which of the many forest problems of concern to Europe involved the largest number of countries and might be the subject of joint action. Those confined to particular geographical areas, such as countries bordering the Mediterranean or the Nordic countries, therefore, had to be discarded.”

This means the reason is to involve countries of Europe that involved largest number of countries and share the same issue. So, the action can be linked easily. The reason is not that Nordic countries are outside the European Economic Community.

Here, excluded = discarded,

So, the answer is: FALSE

Question 29: Forests are a renewable source of raw material.

Keywords for this question: forests, renewable source, raw material,  

Take a look at paragraph no. 2, line no. 4-5 where the writer states, “.. . .. At the same time, forests provide raw materials for human activities through their constantly renewed production of wood.”

Here, the lines clearly and easily match the question.

So, the answer is: TRUE

Question 30: The biological functions of forests were recognised only in the twentieth century.

Keywords for this question: biological functions, forests, recognised, only, twentieth century,   

Paragraph no. 2 starts with this line, “As a whole, European countries see forests as performing a triple function: biological, economic and recreational.”

Then the author goes on to explain the time of recognising the functions in lines 8-10, “ . .. . The economic importance of forests has been understood since the dawn of man – wood was the first fuel. The other aspects have been recognised only for a few centuries. . . . .”

Here, other aspects = biological and recreational aspects of forests,

This means the biological functions of forests were recognised for a few centuries, not in the twentieth century only.

So, the answer is: FALSE

Question 31: Natural forests still exist in parts of Europe.

Keywords for this question: natural forests, still, exist, parts of Europe,

The answer can be traced at the beginning of paragraph no. 3. The writer says here, “The myth of the ‘natural’ forest has survived, yet there are effectively no remaining ‘primary’ forests in Europe. All European forests are artificial. . . .. ”

Here, myth = falsehood, primary forests = natural forests, artificial = not natural,

This means there are no primary or natural forests in Europe. All of them are artificial.

So, the answer is: FALSE

Question 32: Forest policy should be limited by national boundaries.

Keywords for this question: forest policy, should be limited, national boundaries,

In paragraph no. 3, the writer explains in lines 3-4, “ . . . This means that a forest policy is vital, that it must transcend national frontiers and generations of people, . .. .”

Here, transcend = rise above / go beyond, national frontiers = national boundaries,

The lines indicate that forest policy should not be limited by national frontiers or boundaries; it must transcend national boundaries.

So, the answer is: FALSE

Question 33: The Strasbourg conference decided that a forest policy must allow for the possibility of change.

Keywords for this question: Strasbourg conference, decided, forest policy, must allow, possibility of change,  

In paragraph no. 3, the writer explains, “. . . . a forest policy is vital, that it must transcend national frontiers and generations of people, and that it must allow for the inevitable changes that take place in the forests, in needs, and hence in policy. The Strasbourg conference was one of the first events on such a scale to reach this conclusion.”

Therefore, the Strasbourg conference decided/ reached the conclusion that a forest policy must allow for the inevitable changes (the possibility of change).

So, the answer is: TRUE

Questions 34-39: (Matching statements with appropriate information)

[In this type of question candidates are asked to match some statements with some information given from the passage. This type of question generally appears in passage 3. These questions will not follow any sequential order. So, skimming first for the keywords and then scanning to match the information is the best option to find answers to these questions.]

All the answers will be in the last paragraph because this paragraph talks about all the six resolutions.

Question 34: Resolution 1

Keywords for this question: Resolution 1,  

In the first line, the writer introduces the resolutions, “That general declaration was accompanied by six detailed resolutions to assist national policymaking.”

Then, in the next lines, the writer says, “ .. . The first proposes the extension and systematisation of surveillance sites to monitor forest decline.” Then in the next few lines, the author describes how forests are declining fast without proper monitoring.

Here, the extension and systematisation of surveillance sites = information is to be systematically gathered, forest decline = decline in the condition of forests,

So, the answer is: J (Information is to be systematically gathered on any decline in the condition of forests.)

Question 35: Resolution 2

Keywords for this question: Resolution 2, 

In lines 10-12 of paragraph no. 4, the writer says, “ . . . The second resolution concentrates on the need to preserve the genetic diversity of European forests. The aim is to reverse the decline in the number of tree species or at least to preserve the ‘genetic material’ of all of them.”

The lines suggest that the genetic material of all kinds of tree species need to be preserved.

So, the answer is: A (All kinds of species of trees should be preserved.)

Question 36: Resolution 3

Keywords for this question: Resolution 3, 

We find the mention of Resolution 3 in lines 11-15 which deals with forest fires, “ .. .. . Although forest fires do not affect all of Europe to the same extent, the amount of damage caused the experts to propose as the third resolution that the Strasbourg conference consider the establishment of a European databank on the subject. All information used in the development of national preventative policies would become generally available.”

Here, establishment of a European databank = information on forest fires should be preserved, all information . . . .would become generally available  = all information should be shared,

So, the answer is: E (Information on forest fires should be collected and shared.)

Question 37: Resolution 4

Keywords for this question: Resolution 4,   

In lines 15-19, the author talks about the fourth resolution on mountain forests, “ . .. .. The subject of the fourth resolution discussed by the ministers was mountain forests. In Europe, it is undoubtedly the mountain ecosystem which has changed most rapidly and is most at risk. A thinly scattered permanent population and development of leisure activities, particularly skiing, have resulted in significant long-term changes to the local ecosystems. Proposed developments include a preferential research program on mountain forests.”

So, the answer is: B (Fragile mountain forests should be given priority in research programs.)

Question 38: Resolution 5

Keywords for this question: Resolution 5, 

Lines 19-21 talk about the fifth resolution that discusses research into tree diseases, “ . . .. The fifth resolution  relaunched the European research network on the physiology of trees, called Eurosilva. Eurosilva should support joint European research on tree diseases and their physiological and biochemical aspects.”

Therefore, the statement indicates that necessary resources should be allocated to research into tree diseases and their physiological and biochemical matters.

So, the answer is: G (Resources should be allocated to research into tree diseases.)

Question 39: Resolution 6

Keywords for this question: Resolution 6, 

Lines 23-25 of paragraph no. 4 says, “ . . . . Finally, the conference established the framework for a European research network on forest ecosystems. This would also involve harmonising activities in individual countries as well as identifying a number of priority research topics relating to the protection of forests.”

Here, harmonising = co-ordinating,

The lines indicate that a research network is a much better way if harmonized or co-ordinated throughout Europe.

 So, the answer is: D (Research is to be better co-ordinated throughout Europe.)

Question 40: Multiple choice questions (Identifying the main purpose/aim of the passage)

[This type of question asks you to choose a suitable answer from the options that shows the main aim/purpose using the knowledge you gained from the passage. Generally, this question is found as the last question so you should not worry much about it. Finding all the answers to previous questions gives you a good idea about the title.]

What is the best title for Reading Passage 3?

Keywords for this question: best title, Reading Passage 3, 

If we closely look at the main ideas for all four paragraphs, we can find out the followings:

Paragraph no. 1 deals with the need for new policies by European nations to save their forests.

Paragraph no. 2 talks about the main work or function of forests.

Paragraph no. 3 describes the importance of policies that are coordinated.

Paragraph no. 4 talks about the six resolutions proposed in the Strasbourg conference to protect European forests.

Therefore, we can come to the conclusion that the purpose or aim of the passage is to provide plans to protect European forests.

So, the answer is: B (Plans to protect the forests of Europe)

Reading Passage 1: Why pagodas don’t fall down

Questions 1-4: (YES, NO, NOT GIVEN)

[In this type of question, candidates are asked to find out whether:

The statement in the question matches the claim of the writer in the text- YES
The statement in the question contradicts the claim of the writer in the text- NO
The statement in the question has no clear connection with the account in the text- NOT GIVEN

[TIPS: For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question 1: Only two Japanese pagodas have collapsed in 1400 years.  

Keywords for the question: only two, Japanese pagodas, collapsed, 1400 years,

In paragraph no. 1, the author says in lines 2-3, “ . .. . Records show that only two have collapsed during the past 1400 years.”

The sentence is a clear match with the statement in the question.

So, the answer is: YES

Question 2: The Hanshin earthquake of 1995 destroyed the pagoda at the Toji temple.

Keywords for the question: Hanshin earthquake, 1995, destroyed, pagoda, Toji temple,  

In paragraph no. 1, the author says in lines 4-7, “The disastrous Hanshin earthquake in1995 killed 6,400 people . . .. .. . Yet it left the magnificent five-storey pagoda at the Toji temple in nearby Kyoto unscathed, though  . ..” 

These liens suggest that the Hanshin earthquake did not destroy the pagoda at the Toji temple.

Here, unscathed = unharmed, untouched,

So, the lines contradict the statement made in the question.

So, the answer is: NO

Question 3:  The other buildings near the Toji pagoda had been built in the last 30 years.

Keywords for the question: other buildings, near, Toji temple, built, last 30 years,     

Only paragraph no. 1 talks about the making of the Toji temple. However, in this passage we cannot find any information that gives us idea whether other buildings near Toji temple were built in the last 30 years or not.  

So, the answer is: NOT GIVEN       

Question 4:  The builders of pagodas knew how to absorb some of the power produced by severe weather conditions.

Keywords for the question: builders, knew, how to absorb, some of the power, produced by, severe weather conditions,   

Moving to paragraph no. 4 we find information about the builders’ knowledge about designing pagodas. Here, in lines 4-8, the author says, “When the pagoda reached Japan, however, its architecture was freely adapted to local conditions – they were built less high, typically five rather than nine storeys, made mainly of wood and the staircase was dispensed with because the Japanese pagoda did not have any practical use but became more of an art object. Because of the typhoons that batter Japan in the summer, Japanese builders learned to extend the eaves of buildings further beyond the walls.”

Here, typhoons = severe weather conditions, Japanese builders learned to extend the eaves of buildings further beyond the walls = The builders of pagodas knew how to absorb some of the power,

So, the answer is: YES

Questions 5-10: (Classifying statements)

[This type of question asks candidates to classify information from the given reading text. Candidates are given some statements from the text, and a list of options, which are listed as A, B, C etc. They must match the correct statements with the correct options.

N.B.: This question doesn’t follow any sequence. So, they should be answered after all other questions in the passage.]

Question 5:  easy interior access to top

Keywords for the question: easy interior access, top,     

In paragraph no. 4, lines 4-7 talk about the difference between Chinese and Japanese pagoda designs, “The Chinese built their pagodas in brick or stone, with inner staircases, and used them in later centuries mainly as watchtowers. When the pagoda reached Japan, however, its architecture was freely adapted to local conditions – they were built less high, typically five rather than nine storeys, made mainly of wood and the staircase was dispensed with because the Japanese pagoda did not have any practical use but became more of an art object.”

The lines suggest that Chinese pagodas had inner staircases for easy access to top. However, Japanese pagodas had no staircases because they did not have any practical use of staircases.

So, the answer is: B (only Chinese pagodas)

Question 6: tiles on eaves

Keywords for the question: tiles, eaves,

In the last sentence of paragraph no. 5, the writer mentions: “For the same reason, the builders of Japanese pagodas seem to have further increased their weight by choosing to cover these extended eaves not with the porcelain tiles of many Chinese pagodas but with much heavier earthenware tiles.”

So, both Chinese and Japanese pagodas use tiles on eaves, but they are different in styles.

So, the answer is: A (both Chinese and Japanese pagodas)

Question 7: use as observation post

Keywords for the question: used, observation post,   

In paragraph no. 4, the writer says in lines 2-4, “.. . . The Chinese built their pagodas . . .. . … and used them in later centuries as watchtowers.”

Here, watchtowers = observation post,

However, no Japanese pagodas are or were used as watchtowers.

So, the answer is: B (only Chinese pagodas)

Question 8: size of eaves up to half the width of the building

Keywords for the question: size of eaves, up to, half the width,

In paragraph no. 5 lines 1-2, the writer says, “The roof of a Japanese temple building can be made to overhang the sides of the structure by fifty per cent or more of the building’s overall width.”

In the description of Chinese pagodas, we do not find this about the size of eaves (roof-top).

Here, fifty per cent or more = up to half the width,

So, the answer is: C (only Japanese pagodas)

Question 9: original religious purpose

Keywords for the question: original, religious, purpose,  

At the beginning of paragraph no. 4 the writer states, “The multi-storey pagoda came to Japan from China in the sixth century. As in China, they were first introduced with Buddhism and were attached to important temples.”

Here, As in China = just like in China,

This means multi-storey pagoda has the original purpose of Buddhism in Japan as in China.  

So, the answer is: A (both Chinese and Japanese pagodas)

Question 10: floors fitting loosely over each other

Keywords for the question: floors, fitting, loosely, over, each other,  

Take a look at paragraph no. 7; this paragraph talks about the design of Japanese Pagoda’s central pillar known as shinbashira. Here, in lines 8-10, the author says, “ .. . What those early craftsmen had found by trial and error was that under pressure a pagoda’s loose stack of floors could be made to slither to and fro independent of one another.”

Here, loose stack of floors = floors fitting loosely over each other,

In the description of Chinese Pagodas, we do not find such conditions on floors.

So, the answer is: C (only Japanese pagodas)

Questions 11-13: (Multiple choice questions)

[This type of question asks you to choose a suitable answer from the options using the knowledge you gained from the passage. Generally, this question is found as the last question so you should not worry much about it. Finding all the answers to previous questions gives you a good idea about the title.]

Question 11: In a Japanese pagoda, the shinbashira –

Keywords for the question: Japanese pagoda, shinbashira,

We find the details about shinbashira in paragraph no. 6 and 7.

In paragraph no. 6, the writer says, “Is the answer that, like a tall pine tree, the Japanese pagoda – with its massive trunk-like central pillar known as shinbashira – simply flexes and sways during a typhoon or earthquake? For centuries, many thought so. But the answer is not so simple because the startling thing is that the shinbashira actually carries no load at all. In fact, in some pagoda designs, it does not even rest on the ground,. . .. .” 

Here, carries no load at all and in some pagoda designs, it does not even rest on the ground mean that options A, B, and C are not correct.

Then, in paragraph no. 7, the writer says, “.. . The shinbashira, running up through a hole in the centre of the building, constrained individual storeys from moving too far… ..”

Here, constrained individual storeys from moving too far = stops the floors moving too far,

So, the answer is: D (stops the floors moving too far.)

Question 12: Shuzo Ishida performs experiments in order to –

Keywords for the question: Shuzo Ishida, performs, experiments, to,

In paragraph no. 7, the writer mentions about Shuzo Ishida in lines 3-5, “Mr Ishida, known to his students as ‘Professor Pagoda’ because of his passion to understand the pagoda, has built a series of models and tested them on a ‘shake-table’ in his laboratory.” 

Therefore, this can be understood from the lines that the reason for the experiment is to understand the pagoda.

We can gather that the possible answers are:

C. learn about the dynamics of pagodas  

Or,

D. understand ancient mathematics.

Then, in lines 5-6 of the same paragraph, the writer says, “The ancient craftsmen, apparently without the assistance of very advanced mathematics… . .. . ”

Therefore, it is clear that no ‘ancient mathematics’ was involved here. So, option D is not correct. 

So, the answer is: C (learn about the dynamics of pagodas.)

Question 13: The storeys of a Japanese pagoda are –

Keywords for the question: storeys, Japanese pagoda,  

The answer will be option C because we’ve already found it question no. 10. Take a look at paragraph no. 7; this paragraph talks about the design of Japanese Pagoda’s central pillar known as shinbashira. Here, in lines 8-10, the author says, “ .. . What those early craftsmen had found by trial and error was that under pressure a pagoda’s loose stack of floors could be made to slither to and fro independent of one another.”

Here, loose stack of floors = floors fitting loosely over each other,

So, the answer is: C (fitted loosely on top of each other.)

Reading Passage 2: The True Cost of Food

Questions 14-17 (Identifying information):

[This question asks you to find information from the passage and write the number of the paragraph (A, B, C or D … .. ) in the answer sheet. Now, if the question is given in the very first part of the question set, I’d request you not to answer them. It’s mainly because this question will not follow any sequence, and so it will surely kill your time. Rather, you should answer all the other questions first. And just like List of Headings, only read the first two lines or last two lines of the expected paragraph initially. If you find the answers, you need not read the middle part. If you don’t find answers yet, you can skim the middle part of the paragraph. Keywords will be a useful matter here.]

Question 14: a cost involved in purifying domestic water

Keywords for this question: cost, purifying, domestic water,

Here, ‘cost’ means the amount of money spent on something.

We can use a short technique here. Let’s find out some symbols such as $, £ or € that indicate ‘cost’.

If you scan the passage for these symbols, we can find out that paragraphs D and E contain the ‘$’ symbol. Now, we need to scan the information around the symbol and look for something that indicates ‘the purification of water’.

In paragraph E, take a look at these lines, “ . . . . £23m for the removal of the bug Cryptosporidium from drinking water by water companies; . . . .”

Here, the removal of the bug . . .. from drinking water = purifying domestic water,

So, the answer is: E

Question 15: the stages in the development of the farming industry

Keywords for this question: stages, development, farming industry,

The keyword here is ‘the stages’ which means we need to look for some linkers indicating ‘process’ such as First, Then, Next, After that etc.

In paragraph B, the writer says at the beginning, “First mechanisation, then mass use of chemical fertilisers and pesticides, then monocultures, then battery rearing of livestock, and now genetic engineering – the onward march of intensive farming has seemed unstoppable in the last half-century, as the yields of produce have soared.”

The linkers indicate that the development of the farming industry started with mechanisation; then came the mass use of chemical fertilisers and pesticides and after that came monocultures. Next, it was battery rearing of livestock and presently it is genetic engineering.

So, the answer is: B

Question 16: the term used to describe hidden costs

Keywords for this question: term, describe, hidden costs,

Here, we need to look for the term – word or phrase – that describes ‘hidden cost’.

Looking at paragraph C, we can find out the following sentences, “.. . . That is mainly because the costs of all this damage are what economists refer to as externalities: they are outside the main transaction …. . .”

Therefore, we can see that the term ‘externalities’ means the extra cost (they are outside the main transaction).

So, the answer is: C

Question 17: one effect of chemicals on water sources

Keywords for this question: effect, chemicals, water sources,

In paragraph B, take a look at the last lines, “. .. … Natural soil fertility is dropping in many areas because of continuous industrial fertiliser and pesticide use, while the growth of algae is increasing in lakes because of the fertiliser run-off.”

Here, industrial fertiliser and pesticide = chemicals, the growth of algae is increasing = one effect,

So, the answer is: B

Questions 18-21 (YES, NO, NOT GIVEN)

[In this type of question, candidates are asked to find out whether:

The statement in the question matches the claim of the writer in the text- YESThe statement in the question contradicts the claim of the writer in the text- NOThe statement in the question has no clear connection with the account in the text- NOT GIVEN

[TIPS: For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question 18: Several species of wildlife in the British countryside are declining.

Keywords for this question: several species, wildlife, British countryside, declining, 

We can find the answer in paragraph B, take a close look at lines 4-7, “ . .. . But the damage it has caused has been colossal. In Britain, for example, many of our best-loved farmland birds, such as the skylark, the grey partridge, the lapwing and the corn bunting, have vanished from huge stretches of countryside, as have even more wild flowers and insects. 

Here, have vanished =  declining,

So, the answer is: YES

Question 19: The taste of food has deteriorated in recent years.

Keywords for this question: taste of food, deteriorated, recent years,  

There is a reference to the cost of food in recent years is found in paragraph A. However, no reference to the quality of food, especially the taste is found in this passage.

So, the answer is: NOT GIVEN

Question 20: The financial costs of environmental damage are widely recognised.

Keywords for this question: financial costs, environmental damage, widely recognised,

In paragraph C, in line no. 2, the author talks about the financial costs or environmental damage, “. . .. That is mainly because the costs of all this damage . . . .”

Then, in lines 5-6, the writer says, “ . .. . . To many, the costs may not even appear to be financial at all, but merely aesthetic- a terrible shame, but nothing to do with money.”

These lines suggest that many people may not recognise these costs as financial at all.

So, the answer is: NO

Question 21: One of the costs calculated by Professor Pretty was illness caused by food.

Keywords for this question: one, costs calculated, Professor Pretty, illness, caused by food, 

Paragraph E gives the detailed costs calculated by Professor Pretty. In line no. 6, the author mentions one of the calculations, “… £169m from food poisoning; … . .”

Here, food poisoning = illness caused by food,  

So, the answer is: YES

Questions 22-26 (Completing summary with NO MORE THAN THREE WORDS)

[In this type of question, candidates are asked to complete a summary using information from the passage with NO MORE THAN THREE WORDS. Keywords and synonyms are important to find answers correctly. Generally, this type of question maintains a sequence. Find the keywords in the passage and you are most likely to find the answers.]

Question 22: Professor Pretty concludes that our __________ are higher than most people realise, because we make three different types of payment.

Keywords for this question: Professor Pretty, concludes, higher than, most people realise, because, make three, types, payment,  

Let’s have a look at paragraph E. Here the writer says in lines 6-11, “Professor Pretty draws a simple but memorable conclusion from all this: our food bills are actually threefold. We are paying for our supposedly cheaper food in three separate ways: once over the counter, secondly through our taxes which provide the enormous subsidies propping up modern intensive farming, and thirdly to clean up the mess that modern farming leaves behind.”

Here, higher corresponds to threefold = three times as much/ triple, conclude = draw a conclusion, three different types= three separate ways, make payment = paying for, over the counter = in the shops,  

So, the answer is: food bills / food costs

Question 23: He feels it is realistic to suggest that Britain should reduce its reliance on _________.

Keywords for this question: feels, realistic, suggest, Britain, should reduce, reliance on,  

In paragraph F, the writer states in lines 1-4, “Breaking away from industrial agriculture as the solution to hunger may be very hard for some countries, but in Britain, where the immediate need to supply food is less urgent, and the costs and the damage of intensive farming have been clearly seen, it may be more feasible.” 

Here,

These lines indicate that Professor Pretty shows the attitude that breaking away from industrial agriculture is possible (realistic) though it may be very hard. This is because the need for food in Britain is not so urgent. However, the damage done by intensive farming has been more apparent.

So, the answer is: (modern) intensive farming / agriculture  

Question 24: Although most farmers would be unable to adapt to __________.

Keywords for this question: Although, most farmers, unable to adapt,  

Let’s have a look at paragraph G where the writer says in lines 2-3, “.. .. . Professor Pretty feels that organic farming would be too big a jump in thinking and in practices for many farmers.”

Here, would be too big a jump in thinking and in practices = would be unable to adapt

So, the answer is: organic farming

Question 25: Professor Pretty wants the government to initiate change by establishing what he refers to as a ___________.

Keywords for this question: Professor Pretty, wants, government, initiate change, establishing, refers to as,    

Again in paragraph G, the author states in lines 4-7, “.. . He is recommending the immediate introduction of a ‘Greener Food Standard’, which would push the market towards more sustainable environmental practices than the current norm, while not requiring the full commitment to organic production.”

Therefore, the lines indicate that Professor Pretty wants the government to start making change by introducing (establishing) Greener Food Standard.

So, the answer is: Greener Food Standard

Question 26: He feels this would help to change the attitudes of both __________ and ___________.

Keywords for this question: feels, would help, change, attitudes, both,  

In paragraph G, the writer says in the last lines, “… .. . It could go a long way, he says, to shifting consumers as well as farmers towards a more sustainable system of agriculture.”  

Here, shifting = change, a more sustainable system of agriculture = the attitudes… changed,

So, the answer is: (in either order)

farmers,

consumers,

Reading Passage 3: Makete Integrated Rural Transport Project

Questions 27-30: (List of headings):

[In this question type, IELTS candidates are provided with a list of headings, usually identified with lower-case Roman numerals (i, ii, iii, etc,). A heading will refer to the main idea of the paragraph or section of the text. Candidates must find out the equivalent heading to the correct paragraphs or sections, which are marked with alphabets A, B, C and so forth. Candidates need to write the appropriate Roman numerals in the boxes on their answer sheets. There will always be two or three more headings than there are paragraphs or sections. So, some of the headings will not be used. It is also likely that some paragraphs or sections may not be included in the task. Generally, the first paragraph is an example paragraph that will be done for the candidates for their understanding of the task.

TIPS: Skimming is the best reading technique. You need not understand every word here. Just try to gather the gist of the sentences. That’s all. Read quickly and don’t stop until you finish each sentence. ]

Question 27: Section B

Section B contains two paragraphs.

In paragraph no. 1, the existing communication situation of Makete district has been explained which shows the need for an integrated transport system.

Then paragraph no. 2 starts with these lines, “Before solutions could be proposed, the problems had to be understood. Little was known about the transport demands of the rural households, so Phase I, between December 1985 and December 1987, focused on research.” 

Here, the problems had to be understood = the problems had to understood/ identified,  

So, the answer is: ii (Identifying the main transport problems)

Question 28: Section C

Section C contains four paragraphs which mostly talk about the primary solutions to the problems related to building a proper transport system.

Take a look at paragraph no. 1 where the writer states, “Having determined the main transport needs, possible solutions were identified which might reduce the time and burden. During Phase II, from January to February 1991, a number of approaches were implemented in an effort to improve mobility and access to transport.”

Here, possible solutions were identified = initial solutions had been identified,

Then, in the following paragraphs, the writer describes the initial improvements that came about.

So, the answer is: v (Initial improvements in mobility and transport modes)

Question 29: Section E

Section E contains one paragraph only.

In the last lines of section E the writer says, “….. . . It would have been difficult to respond to the requests of villagers and other rural inhabitants without the support and understanding of district authorities.”

Here, district authorities = district officials,

This means the project became a success because villagers and other rural inhabitants got support (co-operation) from district officials.

So, the answer is: x (Co-operation of district officials)

Question 30: Section F

Section F contains two small paragraphs.

The first paragraph explains how important this MIRTP has been for the rural people of Makete district of south-western Tanzania.

Then, in the last lines of the final paragraph, the author explains, “. . . The experiences from Makete will help in this initiative, and Makete District will act as a reference for future work.”

Here, will act as a reference for future work = as a future model,

So, the answer is: i (MIRTP as a future model)

Questions 31-35: (YES, NO, NOT GIVEN)

[In this type of question, candidates are asked to find out whether:

The statement in the question matches with the claim of the writer in the text- YES

The statement in the question contradicts with the claim of the writer in the text- NO

The statement in the question has no clear connection with the account in the text- NOT GIVEN]

[TIPS: For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question 31: MIRTP was divided into five phases.

Keywords for this question: MIRTP, divided into, five phases,  

If we skim all the sections of the passages, we can find only three phases in MIRTP.

Phase I is mentioned in Section B (line no. 6).

Phase II is mentioned in Section C (line no. 2).

Phase III is mentioned in Section D (line no. 2).

So, the answer is: NO

Question 32: Prior to the start of MIRTP, the Makete district was almost inaccessible during the rainy season.

Keywords for this question: prior to, start, MIRTP, Makete district, almost inaccessible, rainy season,

Take a close look at section B. In the first sentence the author states, “When the project began, Makete District was virtually totally isolated during the rainy season.”

Here, virtually totally isolated = almost inaccessible,

So, the answer is: YES

Question 33: Phase I of MIRTP consisted of a survey of household expenditure on transport.

Keywords for this question: Phase I, MIRTP, consisted of, survey, household expenditure, on transport,

The reference of the survey in Phase I is given in section B, paragraph no. 2. Here, in lines 3-4, the author mentions, “. .. . The socio-economic survey of more than 400 households in the district indicated that a household in Makete spent, on average, seven hours a day on transporting themselves and their goods, .. .. ..”

Therefore, the statement is a clear indication that the survey was on the time spent transporting the people of Makete and their goods, not on household expenditure on transport.

So, the answer is: NO

Question 34: The survey concluded that one-fifth or 20% of the household transport requirement as outside the local area.

Keywords for this question: survey, concluded, one-fifth, 20%, household transport requirement, outside the local area,  

In the last lines of section B paragraph no. 2, the author writes, “.. .. .. Interesting facts regarding transport were found: 95% was on foot; 80% was within the locality; and 70% was related to the collection of water and firewood and travelling to grinding mills.”

Here, 80% was within the locality = 20% was outside the locality,

So, the answer is: YES

Question 35: MIRTP hoped to improve the movement of goods from Makete district to the country’s capital.

Keywords for this question: MIRTP, hoped to, improved, movement of goods, Makete, country’s capital,

At first glance, it may seem that the answer might be in Section C.

However, in section C, the author says in the second paragraph, “However the difference from the conventional approach was that this time consideration was given to local transport needs outside the road network.”

The lines show the purpose of the MIRTP which is to make transportation of goods riskless and safer by improving the roads. However, there is no mention of hoping to improve to movement of goods from Makete to the capital of Tanzania, Dodoma.

So, the answer is: NOT GIVEN

Questions 36-39 (Completing sentences with correct endings)

[For this type of question, candidates need to match the beginning and ending of sentences. Candidates need to look for keywords in the sentence-beginnings and find the relative paragraphs and then sentences in the passage. Skimming and scanning, both reading skills are essential for this question-type.]

Question 36: Construction of footbridges, steps and handrails –

Keywords for this question: construction, footbridges, steps, handrails,

In section C, the author says in paragraph no. 3, “Most goods were transported along the paths that provide short-cuts up and down the hillsides, but the paths were a real safety risk and made the journey on foot even more arduous. It made sense to improve the paths by building steps, handrails and footbridges.”

Therefore, the sentences indicate that by constructing footbridges, steps and handrails, transportation up and down hillsides became easier using the improved paths.

So, the answer is: D (improved paths used for transport up and down hillsides.)

Question 37: Frequent breakdown of buses and trucks in Makete –

Keywords for this question: frequent, breakdown, buses and trucks,

Have a close look and Section D paragraph no. 4 where you will find the keywords ‘breakdown’ and ‘buses and trucks’. In lines 1-2 the writer mentions, “The efforts to improve the efficiency of the existing transport services were not very successful because most of the motorised vehicles in the district broke down and there were no resources to repair them.”

Here, were not very successful means the breaking down of vehicles hindered/hampered the attempts to make the prevailing transport services more efficient.

So, the answer is: I (hindered attempts to make the existing transport services more efficient.)

Question 38: The improvement of secondary roads and paths –

Keywords for this question: improvement, secondary roads, paths,

In section D, in paragraph no. 3, the author says, “Paths and secondary roads were improved only at the request of communities who were willing to participate in construction and maintenance.”

Here, willing to participate in construction and maintenance = willing to lend a hand / willing to co-operate.

So, the answer is: G (was done only at the request of local people who were willing to lend a hand.)

Question 39: The isolation of Makete for part of the year –

Keywords for this question: isolation, Makete, for part of the year,

In section D, paragraph no. 2, the writer says, “The road improvements and accompanying maintenance system had helped make the district centre accessible throughout the year.”

The lines suggest that road improvements have made it possible to access Makete in particular months of the year. So, it was no problem to go to Makete during the rainy season, thanks to the road improvements.

So, the answer is: E (was no longer a problem once the roads had been improved.)

Question 40: Multiple choice questions (Identifying the main purpose/aim of the passage)

[This type of question asks you to choose a suitable answer from the options that shows the main aim/purpose using the knowledge you gained from the passage. Generally, this question is found as the last question so you should not worry much about it. Finding all the answers to previous questions gives you a good idea about the title.]

Which of the following phrases best describes the main aim of Reading Passage?

Keywords for this question: best describes, the main aim,  

Having a look at the different sections of the passage for all the questions (27-39), it is clear that the passage talks about Makete Integrated Rural Transport Project or MIRTP. The sections deal with the history behind the projects, the problems related to successfully execute the project, the importance of road improvements for Makete and the successful implementation and outcomes of the projects.

Therefore, the main aim of the passage is to show how MIRTP was implemented and how successful it was to change the lifestyle of the people of Makete.   

So, the answer is: B (to describe how MIRTP was implemented and how successful it was)

Reading Passage 1: Let’s Go Bats

Questions 1-4: (Identifying information):

[This question asks you to find information from the passage and write the number of the paragraph (A, B, C or D … .. ) in the answer sheet. Now, if the question is given in the very first part of the question set, I would request you not to answer them. It’s mainly because this question will not follow any sequence, and so it will surely kill your time. Rather, you should answer all the other questions first. And just like List of Headings, only read the first two lines or last two lines of the expected paragraph initially. If you find the answers, you need not read the middle part. If you don’t find answers yet, you can skim the middle part of the paragraph. Keywords will be a useful matter here.]

Question 1: examples of wildlife other than bats which do not rely on vision to navigate by   

Keywords for the question: wildlife other than bats, do not rely on, vision, to navigate

In paragraph B, the author says in lines 3-4, “Obviously, the night-flying insects that they prey on must find their way about somehow. Deep-sea fish and whales have little or no light by day or by night. Fish and dolphins that live in extremely muddy water cannot see because, although there is light, it is obstructed and scattered”

Here, the writer talks about other insects and animals which don’t depend on eyesight, e.g. night flying insects, Deep-sea fish and whales, fish and dolphins who don’t depend on vision to navigate by.

So, the answer is: B

Question 2: how early mammals avoided dying out

Keywords for the question: early mammals, avoided, dying out,

In paragraph A, the author mentions in lines 8-11, “In the time when the dinosaurs dominated the daytime economy, our mammalian ancestors probably only managed to survive at all because they found ways of scraping a living at night.”

Here, our mammalian ancestors = early mammals, managed to survive = avoided dying out,

So, the answer is: A

Question 3:  why bats hunt in the dark

Keywords for the question: why, bats hunt, dark,    

In paragraph A, the author says in lines 5-6, “Given that there is a living to be made at night, and given that alternative daytime trades are thoroughly occupied, natural selection has favored bats that make a go of the night-hunting trade.”

The lines suggest that nature has favoured by selecting bats to go for a hunt at night time. It means bats are naturally night-hunters.

So, the answer is: A   

Question 4:  how a particular discovery has helped our understanding of bats

Keywords for the question: particular discovery, helped, understanding, bats,   

In paragraph E, the writer talks about the discovery of SONAR in lines 6-9, ” the underlying mathematical theories of radar and sonar are very similar; and much of our scientific understanding of the details of what bats are doing has come from applying radar theory to them.” 

So, the answer is: E

Question 5:  early military uses of echolocation

Keywords for the question: early military use, echolocation,    

In Paragraph D, lines 12-14 talk about the use of ‘echolocation’/ sonar/ radar in The Second World War. “.. .. . . Both sides in the Second World War relied heavily on these devices, under such codenames as Asdic (British) and Sonar (American), as well as Radar (American) or RDF (British), which uses radio echoes rather than sound echoes.”

So, the answer is: D

Questions 6-9: (Summary completion)

(In this kind of question candidates are given a summary for one, two or three paragraphs with some fill in the blanks questions. Candidates need to find out the related paragraphs by correctly studying the keywords form the questions. Then, they should follow the steps of finding answers to fill in the gaps.)

The title of the summary: Facial Vision

Blind people report that so-called ‘facial vision’ is comparable to the sensation of touch on theface. In fact, the sensation is more similar to the way in which pain from a 6. ________ arm or leg might be felt. The ability actually comes from perceiving 7. ________ through the ears. However, even before this was understood, the principle had been applied in the design of instruments which calculated the 8. _________ of the seabed. This was followed by a wartime application in devices for finding 9. _________ .

All the answers are found in paragraph D.

Question 6: Blind people report that so-called ‘facial vision’ is comparable to the sensation of touch on theface. In fact, the sensation is more similar to the way in which pain from a ________ arm or leg might be felt.

Keywords for the question: blind people, facial vision, sensation of touch, more similar to, pain, arm or leg, might be felt,     

In paragraph D lines 6-7, the writer says, “Experiments showed that, in fact, facial vision is nothing to do with touch or the front of the face, although the sensation may be referred to the front of the face, like the referred pain in a phantom limb.”

Here, may be referred to = more similar to, limb = arm or leg,

So, the answer is: phantom

Question 7: The ability actually comes from perceiving _________ through the ears.

Keywords for the question: ability, actually, comes from, perceiving, through, ears,  

In paragraph D lines 8-9, the author says, “The sensation of facial vision, it turns out, really goes in through the ears. Blind people, without even being aware of the fact, are actually using echoes of their own footsteps and of other sounds, to sense the presence of obstacles.”

Here, actually using / to sense the presence of = perceiving,  

So, the answer is: echoes/ obstacles

Question 8: However, even before this was understood, the principle had been applied in the design of instruments which calculated the _________ of the seabed.

Keywords for the question: before, this was understood, principle, applied, design of instruments, calculated, of the seabed,

In paragraph D lines 9-11 the writer says, “Before this was discovered, engineers had already built instruments to exploit the principle, for example, to measure the depth of the sea under a ship.”

Here, measure = calculated, sea under a ship = seabed,  

So, the answer is: depth

Question 9: This was followed by a wartime application in devices for finding _________ .

Keywords for the question: followed, by, wartime, application, devices, for finding,

In paragraph D lines 11-12, the writer states, “After this technique had been invented, it was only a matter of time before weapons designers adapted it for the detection of submarines.”

Here, weapon designers adapted = wartime application, detection = finding,  

So, the answer is: submarines

Questions 10-13: (Completing sentences with NO MORE THAN TWO WORDS)

[For this type of question, candidates need to complete the sentences with NO MORE THAN TWO WORDS from the passage. Candidates need to look for keywords in the sentence-beginnings and find the relative paragraphs and then sentences in the passage. Skimming and scanning, both reading skills are essential for this question-type.]

Question 10: Long before the invention of radar, ___________ had resulted in a sophisticated radar-like system in bats.

Keywords for the question: long before, invention, radar, resulted, sophisticated, radar-like system, bats,  

In paragraph E lines 1-3, the author mentions, “The Sonar and Radar pioneers didn’t know it then, but all the world now knows that bats, or rather natural selection working on bats, had perfected the system tens of millions of years earlier; and their ‘radar’ achieves feats of detection and navigation that would strike an engineer dumb with admiration.”

Here, millions of years earlier = long before, The Sonar and Radar pioneers didn’t know it then = before the invention of radar, had perfected = had resulted, the system = radar-like system,

So, the answer is: natural selection

Question 11: Radar is an inaccurate term when referring to bats because __________ are not used in their navigation system.

Keywords for the question: Radar, inaccurate term, referring to, bats, because, not used in, navigation system,   

Again, in paragraph E lines 4-5, the writer mentions, “It is technically incorrect to talk about bat ‘radar’, since they do not use radio waves.”

Here, technically incorrect = an inaccurate term, talk about bat = when referring to bats, since = because,

In this passage, radio waves also refer to echoes.

So, the answer is: radio waves/ echoes

Question 12: Radar and sonar are based on similar ___________.

Keywords for the question: Radar and sonar, based on, similar,

In paragraph E lines 5-6, the author says, “.. . . . But the underlying mathematical theories of radar and sonar are very similar; .. . … .”

So, the answer is: mathematical theories

Question 13: The word ‘echolocation’ was first used by someone working as a ___________.

Keywords for the question: ‘echolocation’, first used by, working, as a,

In paragraph E lines 7-9, the writer says, “The American zoologist Donald Griffin, who was largely responsible for the discovery of sonar in bats, coined the term ‘echolocation‘ to cover both sonar and radar; . . . ..  .”

Here, coined the term = first used,  

So, the answer is: zoologist

Reading Passage 2: MAKING EVERY DROP COUNT

Questions 14-20 (List of headings):

[In this question type, IELTS candidates are provided with a list of headings, usually identified with lower-case Roman numerals (i, ii, iii, etc,). A heading will refer to the main idea of the paragraph or section of the text. Candidates must find out the equivalent heading to the correct paragraphs or sections, which are marked with alphabets A, B, C and so forth. Candidates need to write the appropriate Roman numerals in the boxes on their answer sheets. There will always be two or three more headings than there are paragraphs or sections. So, some of the headings will not be used. It is also likely that some paragraphs or sections may not be included in the task. Generally, the first paragraph is an example paragraph that will be done for the candidates for their understanding of the task.

TIPS: Skimming is the best reading technique. You need not understand every word here. Just try to gather the gist of the sentences. That’s all. Read quickly and don’t stop until you finish each sentence. ]

Question 14: Paragraph A

In the first lines of paragraph A, the writer says, “The history of human civilisation is entwined with the history of the ways we have learned to manipulate water resources.”

Then in lines 4-7, the writer mentions, “At the height of the Roman Empire, nine major systems, with an innovative layout of pipes and well-built sewers, supplied the occupants of Rome with as much water per person as is provided in many parts of the industrial world today.”

Here, the Roman Empire, nine major systems = ancient water supplies,

So, the answer is: xi (A description of ancient water supplies)

Question 15: Paragraph C

Paragraph C narrates the dangers to physical condition as the result of a shortage of pure water. The writer mentions in lines 4-7, “.. … . . more than one billion people lack access to clean drinking water: some two and half billion do not have adequate sanitation services. Preventable water-related diseases kill an estimated 10,000 to 20,000 children every day, .. . .. . .”

So, the answer is: vii (the relevance to health)

Question 16: Paragraph D

Paragraph D details about the environmental effects of water-shortage.

In lines 4-7 the writer mentions, “. . .. … . more than 20% of all freshwater fish species are now threatened or endangered because dams and water withdrawals have destroyed the free-flowing river ecosystems where they thrive. Certain irrigation practices degrade soil quality and reduce agricultural productivity.”

So, the answer is: v (Environmental effects)

Question 17: Paragraph E

In paragraph E, take a look at the following sentences.

“. .. … however, the resource planners think about water is beginning to change.” (lines 1-2).

“The focus is slowly shifting back to the provision of basic human and environmental needs as top priority – .. ..” (lines 2-3)

“Some water experts are now demanding that existing infrastructure be used in smarter ways rather than building new facilities,. .. ..” (lines 4-5)

Here, resource planners/water experts = scientists, demanding = call, beginning to change/slowly shifting back, existing infrastructure be used in smarter ways = revision of policy,

So, the answer is: i (Scientists’ call for a revision of policy)

Question 18: Paragraph F

In paragraph F, take a close look at the following sentences.   

In lines 1-2 the writer mentions, “Fortunately – and unexpectedly – the demand for water is not rising as rapidly as some predicted.”

Then, in lines 3-5, the writer says, “Although population, industrial output, and economic productivity have continued to soar in developed nations, the rate at which people withdraw water from aquifers, rivers and lacks has slowed.”

Here, unexpectedly = surprising, the rate.. .. has slowed = downward trend,

So, the answer is: ix (A surprising downward trend in demand for water)

Question 19: Paragraph G

Paragraph G opens with this question, “What explains this remarkable turn of events?”

This suggests that the author will give an explanation of the reasons behind this reduced use of water.

In lines 1-2 the writer mentions, “Two factors: people have figured out how to use water more efficiently, and communities are rethinking their priorities for water use.”

This means that there are two reasons behind reduced water use; first, people have found out ways to use water efficiently, and second, communities now think twice about their priorities for how to use water.

So, the answer is: ii (An explanation for reduced water use)

Question 20: Paragraph H

In paragraph H, we find that the writer feels the need to raise standards in use of water and planning for better infrastructure, “On the other hand, dams, aqueducts and other kinds of infrastructure will still have to be built, particularly in developing countries where basic human needs have not been met. But such projects must be built to higher specifications and with more accountability to local people and their environment than in the past. And even in regions where new projects seem warranted, we must find ways to meet demands with fewer resources, respecting ecological criteria and to smaller budget.”

Here, higher specifications = raise standards,

So, the answer is: x (The need to raise standards)

Questions 21-26 (YES, NO, NOT GIVEN)

[In this type of question, candidates are asked to find out whether:

The statement in the question matches the claim of the writer in the text- YESThe statement in the question contradicts the claim of the writer in the text- NOThe statement in the question has no clear connection with the account in the text- NOT GIVEN

[TIPS: For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question 21: Water use per person is higher in the industrial world than it was in Ancient Rome.

Keywords for this question: water use, per person, higher, industrial world, Ancient Rome,

The last lines of paragraph A give us the answer to this question. The writer says here, “At the height of the Roman Empire, nine major systems, with an innovative layout of pipes and well-built sewers, supplied the occupants of Rome with as much water per person as is provided in many parts of the industrial world today.”

Here, as much water per person . .. . . as is provided.. .. today means the supply of water is not higher; it is rather equal.

So, the answer is: NO

Question 22: Feeding increasing populations is possible due primarily to improved irrigation systems.

Keywords for this question: feeding, increasing populations, possible, due to, improved irrigation system,

In paragraph B the writer says in lines 5-7, “Food production has kept pace with soaring populations mainly because of the expansion of artificial irrigation systems that make possible the growth of 40% of the world’s food.”

Here, soaring = increasing, because of = due primarily to, artificial irrigation systems = improved irrigation systems,

So, the answer is: YES

Question 23: Modern water systems imitate those of the ancient Greeks and Romans.

Keywords for this question: modern water systems, imitate, ancient Greeks and Romans,

In paragraph C the writer says in lines 2-3, “.. . … half of the world’s population still suffers, with water services inferior to those available to the ancient Greeks and Romans.”

However, we do not find any information that says modern water systems are a copied version of the Ancient Greek and Roman water systems.

So, the answer is: NOT GIVEN

Question 24: Industrial growth is increasing the overall demand for water.

Keywords for this question: industrial growth, increasing, overall demand, water,  

In paragraph F the writer argues in lines 3-5, “.. .. . Although population, industrial output and economic productivity have continued to soar in developed nations, the rate at which people withdraw water from aquifers, rivers and lakes has slowed.”

Here, the rate . .. . has slowed = demand of water is decreasing.

Therefore, the lines directly contradict the information provided in question 24.

So, the answer is: NO

Question 25: Modern technologies have led to reduction in the domestic water consumption.

Keywords for this question: modern technologies, led to, reduction, domestic water consumption,   

In paragraph G the author states in lines 5-7, “.. . . . But since 1980, the amount of water consumed per person has actually decreased, thanks to a range of new technologies that help to conserve water in homes and industry.”

Here, thanks to a range of new technologies = modern technologies have led to,

Therefore, the lines directly match with the statement in question 25.  

So, the answer is: YES

Question 26: In the future, governments should maintain ownership of water infrastructures.

Keywords for this question: future, governments, should maintain, ownership, water infrastructures,

Information relating to government and water infrastructures can only be traced in paragraphs H and E.

In paragraph E, the writer only says: “Some water experts are now demanding that existing infrastructure be used in smarter ways rather than building new facilities.” There is no discussion about ownership whatsoever. 

In paragraph H:  “…dams, aqueducts and other kinds of infrastructure will still have to be built….”.  But again there is a clear indication of ownership here. Therefore, the sentences lack information about whether governments should maintain ownership of water infrastructures or not.

So, the answer is: NOT GIVEN

Reading Passage 3: The headline of the passage: EDUCATING PSYCHE

Questions 27-30: Multiple choice questions

[This type of question asks you to choose a suitable answer from the options using the knowledge you gained from the passage. Generally, this question is found as the last question so you should not worry much about it. Finding all the answers to previous questions gives you a good idea about the title.]

Question 27: The book Educating Psyche is mainly concerned with –

Keywords for this question: book, Educating Psyche, mainly, concerned with,  

The first line of paragraph no. 1 gives us the answer to this question, “Educating Psyche by Bernie Neville is a book which looks at radical new approaches to learning, describing the effects of emotion, imagination and the unconscious on learning.”

The answer can also be traced from paragraph no. 3 line no. 4-5, where the writer says, “. . .. . In suggestopedia, as he called his method, consciousness is shifted away from the curriculum. . .. . .”

Here, radical new approaches to learning = ways of learning which are not traditional, shifted away from the curriculum = out of traditional ways,

So, the answer is: D (ways of learning which are not traditional)

Question 28: Lozanov’s theory claims that then we try to remember things, –

Keywords for this question: Lozanov’s theory, claims, we try to remember things,

Take a look at paragraph no. 2 where the writer states, “Lozanov’s instructional technique is based on the evidence that the  connections made in the brain through unconscious processing are more durable than those made through conscious processing.”

Then he maintains to elucidate more about the theory  “ …we know from our experience that we often remember what we have perceived peripherally, long after we have forgotten what we set out to learn.”

Here, what we have perceived peripherally = unimportant details,

So, the answer is: A (unimportant details are the easiest to recall.)

Question 29: In this passage, the author uses the examples of a book and a lecture to illustrate that –

Keywords for this question: examples of a book and a lecture,

Again, take a look at paragraph no. 2, line no. 6-11 where the writer states, “.. . .. . If we think of a book we studied months or years ago, we find it easier to recall peripheral details… . .. than the content on which we were concentrating. If we think of a lecture we listened to with great concentration, we will recall the lecturer’s appearance and mannerism.. .. . .much more easily than the ideas we went to learn.”

These examples provided by the writer indicate that we remember insignificant things more easily than we remember things we aim to learn.  This supports Lozanov’s theory. Therefore, these examples agree with the idea that his theory is valid.

So, the answer is: B (his theory about methods of learning is valid.)

Question 30: Lozanov claims that teachers should train students to –

Keywords for this question: Lozanov claims, teachers should, train students, 

In lines 3-6 of paragraph no. 3, the writer maintains, “Lozanov, therefore, made indirect instruction (suggestion) central to his teaching system. In suggestopedia, as he called his method, consciousness is shifted away from the curriculum to focus on something peripheral. The curriculum then become peripheral and is dealt with by the reserve capacity of the brain.”

These lines indicate that he suggests making the curriculum unimportant by focusing on something else, in order to bear in mind the curriculum better.

So, the answer is: C (think about something other than the curriculum content.)

Questions 31-36: TRUE, FALSE, NOT GIVEN

[In this type of question, candidates are asked to find out whether:

The statement in the question agrees with the information in the passage – TRUE
The statement in the question contradicts the information in the passage – FALSE
If there is no information on this  – NOT GIVEN

For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question 31: In the example of suggestopedic teaching in the fourth paragraph, the only variable that changes is the music.

Keywords for this question: suggestopedic teaching, fourth paragraph, only variable, changes, music,

In paragraph no. 4, the writer states, “… In the first part, the music is classical and the teacher reads the text slowly and solemnly, with attention to the dynamic of the music.”

“In the second part, they listen to baroque music while the teacher reads the text in a normal speaking voice.”

Moreover, the paragraph also informs us that in the initial part, students “follow the text in their books…. .” but in the second part “… they have their books closed.”

So, music is not the only variable that changes, their reading styles also change.

So, the answer is: FALSE

Question 32: Prior to the suggestopedia class, students are made aware that the language experience will be demanding.

Keywords for this question: prior to, suggestopedia class, students, made aware, language experience, will be demanding,

In paragraph no. 5, the author states, “ . . . Beforehand, the students have been carefully prepared for the language learning experience.  Through meeting with the staff and satisfied students they develop the expectation that learning will be easy and pleasant…”

Here, Beforehand = Prior to, learning will be easy and pleasant = learning will not be demanding,

The lines indicate that the students believe that the language experience will not require much effort or will not be so demanding.

So, the answer is: FALSE

Question 33: In the follow-up class, the teaching activities are similar to those used in conventional classes.

Keywords for this question: follow-up class, teaching activities, similar to, conventional classes,

In paragraph no. 6, the writer states, “. . . .There is a follow-up class at which the students are stimulated to recall the material presented.  The students… . . ..  focus on using the language to communicate (e.g. through games or improvised dramatisations).  Such methods are not unusual in language teaching.”

Here, teaching activities = methods, not unusual = similar to,

Therefore, the statement is a clear match to the question.

So, the answer is: TRUE

Question 34: As an indirect benefit, students notice improvements in their memory.

Keywords for this question: indirect benefit, students notice, improvements, memory,

Information speaking about the ‘benefit’ of the method for students only originates in paragraph no. 6.

However, the writer only states in the last lines of paragraph no. 6 that the students can learn more words: “ ..  …students can regularly learn 1000 new words of a foreign language during a suggestopedic session.”

Nothing is cited about any benefit to the memory of students.

So, the answer is: NOT GIVEN

Question 35: Teachers say they prefer suggestopedia to traditional approaches to language teaching.

Keywords for this question: teachers say, prefer, suggestopedia, to traditional approaches, language teaching,

Only paragraph no. 6 and the last paragraph inform us about suggestopedia and traditional approaches. However, in paragraph no. 6 we find out only the job of the teacher in the suggestopedia approach.  In the final paragraph, we learn that “…few teachers are able to emulate the spectacular results of Lozanov..” 

There is no clear reference to the exact approach or method of the teacher.

So, the answer is: NOT GIVEN

Question 36: Students in a suggestopedia class retain more new vocabulary than those in ordinary classes.

Keywords for this question: students, suggestopedia class, retain, more, new vocabulary, than, ordinary class,  

The last sentence of paragraph no. 6 says: “Another difference from conventional teaching is the evidence that students can regularly learn 1000 new words of a foreign language during a suggestopedic session, as well as grammar and idiom.” Therefore, the writer implies that this total of 1000 words is more than they would learn in an ordinary class.

Therefore, the statement is a clear match to the question.

So, the answer is: TRUE

Questions 37-40 (Completing summary with a list of words)

[In this type of question, candidates are asked to complete a summary with a list of words taken from the passage. Candidates must write the correct letter (not the words) as the answers. Keywords and synonyms are important to find answers correctly. Generally, this type of question maintains a sequence. Find the keywords in the passage and you are most likely to find the answers.]

Questions 37 and 38: Suggestopedia uses a less direct method of suggestion than other techniques such as hypnosis. However, Lozanov admits that a certain amount of 37. ___________ is necessary in order to convince students, even if this is just a 38. ___________.

Keywords for this question: suggestopedia, less direct method, than other techniques, hypnosis, Lozanov, admits, certain amount, necessary, to convince students, even, just,

The answers are found in paragraph no. 7, lines 5-8, “Lozanov acknowledges that the ritual surrounding suggestion in his own system is also a placebo, but maintains that without such a placebo people are unable or afraid to tap the reserve capacity of their brain. Like any placebo, it must be dispensed with authority to be effective.”

Here, acknowledges = admits,

So, the answers are:

• F (rituals)
• H (placebo)

Questions 39 and 40: Furthermore, if the method is to succeed, teachers must follow a set procedure. Although Lozanov’s method has become quite 39. ____________ , the result of most other teachers using this method have been 40. _____________.

Keywords for this question: furthermore, if, the method, to succeed, teachers must follow, set procedure, Lozanov’s methods, become, result, most other teachers, using this method,

The answers are found in Paragraph 8. This last paragraph starts with the writer saying, “While suggestopedia has gained some notoriety through success in the teaching of modern languages, few teachers are able to emulate the spectacular results of Lozanov and his associates.”

Here, notoriety = well-known (in a bad way),

So, the author explains to us that even though Lozanov’s method is successful/well known, the results obtain by most of the teachers using his system have not been very good/spectacular. Here we need 2 adjectives, one to describe Lozanov’s ‘method’, and the other for ‘the results.’

So, the answers are:

• K (well known)
• G (unspectacular)

Reading Passage 1 : Doctoring sales 

Questions 1-7: List of headings:

[In this question type, IELTS candidates are provided with a list of headings, usually identified with lower-case Roman numerals (i, ii, iii, etc,). A heading will refer to the main idea of the paragraph or section of the text. Candidates must find out the equivalent heading to the correct paragraphs or sections, which are marked with alphabets A, B, C and so forth. Candidates need to write the appropriate Roman numerals in the boxes on their answer sheets. There will always be two or three more headings than there are paragraphs or sections. So, some of the headings will not be used. It is also likely that some paragraphs or sections may not be included in the task. Generally, the first paragraph is an example paragraph that will be done for the candidates for their understanding of the task.

TIPS: Skimming is the best reading technique. You need not understand every word here. Just try to gather the gist of the sentences. That’s all. Read quickly and don’t stop until you finish each sentence.]

Question no. 1: Paragraph A

The last lines of the paragraph talk about what doctors expect from drug companies, “ . .. . ‘The last rep offered me a trip to Florida. What do you have?’ the physician asked. He was only half joking.”

Here, The last rep offered me a trip to Florida = the kind of offers the doctors get from drug companies, He was only half joking = He really expects a big offer,

So, the answer is: v (An example of what doctors expect from drug companies)

Question no. 2: Paragraph B

Paragraph B explains the different types of gifts that doctors get from pharmaceutical companies that include financial incentives. Take a look at the phrases and clauses like ‘a pair of tickets for a NY musical’, ‘a car trunk full of promotional gifts and gadgets’, ‘a budget that could buy lunches and dinners for a smell county’, ‘$200’, ‘a few $1000 honoraria to offer’.

Here, $200 and $1000 = financial incentives,

So, the answer is: vi (Gifts include financial incentives)

Question no. 3: Paragraph C

Paragraph C mainly raises the question of who is responsible for the promotions offered to the doctors; we find about the salespeople, the doctors or the industry but the writer is not sure who to blame. So, he/she raises the question, “ .. .. so are doctors to blame for the escalating extravagance of pharmaceutical marketing? Or is it the industry’s responsibility to decide the boundaries?

Here, refutes = the example directly contradicts the previous statement / Higher incomes need not mean more cars,

So, the answer is: iii (Who is responsible for the increase in promotions?)

Question no. 4: Paragraph D

Paragraph D clearly deals with the advantages of drug promotions as we find statements such as  ‘provide much-needed information and education to physicians’ (line 4), ‘primary sources of drug education for healthcare givers’(lines 5-6),  ‘salespeople have essentially become specialists in one drug or group of drugs’(lines7-8).

So, the answer is: ix (The positive side of drugs promotion)

Question no. 5: Paragraph E

Take a close look at the last few lines of paragraph E. The writer includes a comment made by a doctor, “ . .. Money well spent? It’s hard to tell. ‘I’ve been the recipient of golf balls from one company and I use them, but it doesn’t make me prescribe their medicine,’ says one doctor. ‘I tend to think I’m not influenced by what they give me.’”

Here, not influenced = not . . .. .persuaded,

So, the answer is: i (Not all doctors are persuaded)

Question no. 6: Paragraph F

This paragraph cites research done by the University of Washington and the author provides the result at the end of the paragraph, “ .. .. – the conclusion was that the availability of samples led them to dispense and prescribe drugs that differed from their preferred drug choice.”

Here, availability of samples led them to dispense and prescribe drugs = promotion works,

So, the answer is: vii (Research shows that promotion works)

Question no. 7: Paragraph G

The second and third lines of paragraph G give us the answer, “ . .. ..  And patients are the ones who pay – in the form of sky-rocketing prescription prices – for every pen that’s handed out, every free theatre ticket, and every steak dinner eaten.”

Here, patients are the ones who pay = patients are the real payers,

So, the answer is: x (Who really pays for doctors’ free gifts?)

Question 8-13: YES, NO, NOT GIVEN

[In this type of question, candidates are asked to find out whether:

The statement in the question matches with the claim of the writer in the text- YES
The statement in the question contradicts with the claim of the writer in the text- NO
The statement in the question has no clear connection with the account in the text- NOT GIVEN

[TIPS: For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question no. 8: Sales representatives like Kim Schaefer work to a very limited budget.

Keywords for the question: Sales representatives, Kim Schaefer, work, very limited budget,   

In paragraph B, as we’ve already read for the previous question type, the writer gives a detailed explanation of the types of promotions sales representatives like Kim Schaefer offer to the doctors, “. .. . . a car trunk full of promotional gifts and gadgets, a budget that could buy lunches and dinners for a small country, hundreds of free drug samples and the freedom to give a physician $200 to prescribe her new product to the next six patients who fit the drug’s profile. And she also has a few $ 1,000 honoraria .. .. .. .. .”

These lines clearly indicate that sales representatives have a very big budget.

So, the answer is: NO

Question no. 9: Kim Schaefer’s marketing technique may be open to criticism on moral grounds. 

Keywords for the question: Kim Schaefer’s marketing technique, open to criticism, moral grounds,   

The answer can be found in paragraph C where the author mentions in the very beginning, “ .. .. Selling pharmaceuticals is a daily exercise in ethical judgement. .. …”

Here, daily exercise = may be open to, ethical judgement = criticism on moral judgement,

So, the answer is: YES

Question no. 10: The information provided by drug companies is of little use to doctors.

Keywords for the question: information, provided by, drug companies, of little use, doctors,   

The answer to this question can be found in paragraph D, in lines 3-4 “ … . . Salespeople provide much-needed information and education to physicians. .. .. . .” 

Here, much-needed information and education = information and education is of great use, physicians = doctors,

So, the answer is: NO

Question no. 11: Evidence of drug promotion is clearly visible in the healthcare environment.

Keywords for the question: evidence, drug promotion, clearly visible, healthcare environment,  

Take a look at these lines paragraph E, “. . .. Rarely do patients watch a doctor write with a pen that isn’t emblazoned with a drug’s name, or see a nurse use a tablet not bearing a pharmaceutical company’s logo.  . .. …”

The lines mean that patients watch a doctor to write a pen that is emblazoned (marked) with a drug’s name most of the time or see a nurse use a tablet that bears the pharmaceutical company’s logo most of the time. So, the evidence of drug promotion is clearly visible.

So, the answer is: YES

Question no. 12: The drug companies may give free drug samples to patients without doctors’ prescriptions.  

Keywords for the question: drug companies, may give, free drug samples, patients, without doctors’ prescriptions,   

In paragraph F we find about ‘free drug samples’ in the beginning. However, it is not mentioned whether the drug companies may give them to patients without doctors’ prescriptions or not.

So, the answer is: NOT GIVEN

Question no. 13:  It is legitimate for drug companies to make money.

Keywords for the question: legitimate, drug companies, make money,  

In paragraph G the writer says in lines 4-5, “ . .. . In the end the fact remains that pharmaceutical companies have every right to make a profit . .. .. .”

Here, have every right = it is legitimate, make a profit = make money,

So, the answer is: YES

Reading Passage 2 : Do literate women make better mothers?

Questions 14-18: Completing summary with list of words

[In this type of question, candidates are asked to complete a summary with a list of words taken from the passage. Candidates must write the correct letter (not the words) as the answers. Keywords and synonyms are important to find answers correctly. Generally, this type of question maintains a sequence. Find the keywords in the passage and you are most likely to find the answers.]

Question no. 14: The Nicaraguan National Literacy Crusade aimed to teach large numbers of illiterate ___________ to read and write.

Keywords for the question: Nicaraguan National Literacy Crusade, aimed to teach, large numbers of illiterate, read and write,

Let’s scan the passage to find the KEYPHRASE ‘Nicaraguan National Literacy Crusade’. Paragraph no. 3 talks about this KEYPHRASE. So, there’s a high possibility to find the answers from here.

The writer says here, “In 1979, the government of Nicaragua established a number of social programmes, including a National Literacy Crusade. By 1985, about 300,000 illiterate adults from all over the country, many of whom had never attended primary school, had learnt how to read, write and use numbers.”

Here, adults = men and women,

So, the answer is: B (men and women)

Question no. 15: Public health experts have known for many years that there is a connection between child health and _________.

Keywords for the question: Public health experts, known, many years, connection between, child health and,  

The answer can be found in paragraph no. 1 (this happens rarely as this type of question generally follows a sequence). Anyway, in lines 1-2 the author of the text says, “Children in developing countries are healthier and more likely to survive past the age of five when their mothers can read and write. Experts in public health accepted this idea decades ago, . . . .”

Here, when their mothers can read and write = maternal literacy, Experts in public health = Public health experts, accepted this idea decades ago = have known for many years,

So, the answer is: F (maternal literacy)

Question no. 16: However, it has not previously been known whether these two factors were directly linked or not. This question has been investigated by __________ in Nicaragua.

 Keywords for the question: not previously been known, two factors, directly linked or not, This question, investigated by, Nicaragua,

First, take a look at lines 2-3 of paragraph no. 1, “. . .. . but until now no one has been able to show that a woman’s ability to read in itself improves her children’s chances of survival.”

Here, until now no one has been able to show = it has not previously been known, a woman’s ability to read & improves her children’s chances of survival = these two factors were directly linked,

Then, in paragraph no. 4, the writer mentions about the investigation, “… researchers from the Liverpool School of Tropical Medicine, the Central American Institute of Health in Nicaragua, the National Autonomous University of Nicaragua and the Costa Rican Institute of Health interviewed nearly 3,000 women, some of whom had learnt to read as children, some during the literacy crusade and some who had never learnt at all.”

Here, the research institutes are from a number of countries.

So, the answer is: C (an international research team)

Questions no. 17 & 18: As a result, factors such as 17. _________ and attitudes to children have been eliminated, and it has been shown that 18. __________ can in itself improve infant health and survival.

Keywords for the question: as a result, factors such as, attitudes to children, eliminated, shown that, itself improve, infant health and survival,

The answers can be found in paragraph no. 2. First, the writer says in the beginning, “. .. . . the fact that a woman has had an education may simply indicate her family’s wealth or that it values its children more highly. Now a long-term study carried out in Nicaragua has eliminated these factors .. . .. .”  

Then, the writer says, “. . .. . that teaching reading to poor adult women, who would otherwise have remained illiterate, has a direct effect on their children’s health and survival.”

Here, teaching reading to poor adult women = maternal literacy,

So, the answers are:

1. J (family wealth)
2. F (maternal literacy)

Questions 19-24: YES, NO, NOT GIVEN

[In this type of question, candidates are asked to find out whether:

The statement in the question matches with the claim of the writer in the text- YES
The statement in the question contradicts with the claim of the writer in the text- NO
The statement in the question has no clear connection with the account in the text- NOT GIVEN

[TIPS: For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question no. 19: About a thousand of the women interviewed by the researchers had learnt to read when they were children.

Keywords for the question: about a thousand, women, interviewed by, researchers, learnt to read, when, children,   

The mention of women interviewed by researchers can be found in paragraph no. 4. The writer says here, “. . .. . interviewed nearly 3,000 women, some of whom had learnt to read as children, …  .”  

However, the number of women who learnt to read when being children is not mentioned.

So, the answer is: NOT GIVEN

Question no. 20: Before the National Literacy Crusade, illiterate women had approximately the same levels of infant mortality as those who had learnt to read in primary school.

Keywords for the question: Before, National Literacy Crusade, illiterate women, approximately the same levels of infant mortality, as, who had learnt to read, primary school,

Have a look at these lines in paragraph no. 5, “ . .. . In the late 1970s, the infant mortality rate for the children of illiterate mothers was around 110 deaths per thousand live births. At this point in their lives, those mothers who later went on to learn to read had a similar level of child mortality (105/1000). For women educated in primary school, however, the infant mortality rate was significantly lower, at 80 per thousand.”

So, the lines confirm that the levels of infant mortality were different for illiterate (110 per thousand) and literate women (80 per thousand); they weren’t the same.

So, the answer is: NO

Question no. 21: Before and after the National Literacy Crusade, the child mortality rate for the illiterate women stayed at about 110 deaths for each thousand live births.

Keywords for the question: before and after, National Literacy Crusade, child mortality rate, illiterate women, stayed, about 110 deaths, each thousand live births,  

To find the answer to this question we have to read from two paragraphs. First, take a look at paragraph no. 5, “ .. . . . . In the late 1970s, the infant mortality rate for the children of illiterate mothers was around 110 deaths per thousand live births. . .. .”

Here, In the late 1970s = before,

Then, in paragraph no. 6, the author says, “In 1985, after the National Literacy Crusade had ended, .. .. .. the infant mortality figures for those who remained illiterate and for those educated in primary school remained more or less unchanged.”

Here, remained more or less unchanged = stayed at about 110 deaths for each thousand live births,

The lines are a clear match to the question.

So, the answer is: YES

Question no. 22: The women who had learnt to read through the National Literacy Crusade showed the greatest change in infant mortality levels.

Keywords for the question: women, had learnt to read, through National Literacy Crusade, showed, greatest change, infant mortality levels,  

Take a look at lines 3-5 of paragraph no.6, “ . .. . . For those women who learnt to read through the campaign, the infant mortality rate was 84 per thousand, an impressive 21 points lower than for those women who were still illiterate. … .. .”

This is a clear match with the question as literate women showed a great decreasing change of 21 points in infant mortality rate.

So, the answer is: YES

Question no. 23: The women who had learnt to read through the National Literacy Crusade had the lowest rates of child mortality.

Keywords for the question: women, who, learnt to read, through, National Literacy Crusade, had, lowest rates, child mortality,  

In the sixth paragraph, the writer says, “ . .. .For those women who learnt to read through the campaign, the infant mortality rate was 84 per thousand . .. . ”

Again, in the fifth paragraph, the writer says that the rate before the Crusade was ‘80 per thousand’ for women educated in primary school. Then, in the sixth paragraph, the writer says that it “remained more or less unchanged”. 

So, it can be understood from those points that the women who got educated in primary school had the lower rates of child mortality than who had learnt to read through the National Literacy Crusade. Therefore, the question contradicts the information in the passage.

So, the answer is: NO

Question no. 24: After the National Literacy Crusade, the children of the women who remained illiterate were found to be severely malnourished.

Keywords for the question: After, National Literacy Crusade, children of the women, remained illiterate, found, severely malnourished,

In the last line of paragraph no.6 the writer mentions, “ . .. . . . The children of the newly-literate mothers were also better nourished than those of women who could not read.”

However, we find no information which indicates that those children were severely malnourished.

So, the answer is: NOT GIVEN

Questions 25-26: Multiple choice questions

[This type of question asks you to choose a suitable answer from the options using the knowledge you gained from the passage. Generally, this question is found as the last question so you should not worry much about it. Finding all the answers for previous questions gives you a good idea about the title.]

Question no. 25 & 26: Which TWO important implications drawn from the Nicaraguan study are mentioned by the writer of the passage?

Keywords for the question: TWO, important implications, drawn from, Nicaraguan study, mentioned, by the writer,

A. It is better to educate mature women than young girls.
B. Similar campaigns in other countries would be equally successful.
C. The effects of maternal literacy programmes can be seen very quickly.
D. Improving child health can quickly affect a country’s economy.
E. Money spent on female education will improve child health.

Let’s have a look at paragraphs no. 8, 9 and 10 as they talk about the Nicaraguan study.

In paragraph no. 8, the writer says in lines 2-4, “ . .. . there is increasing evidence that female education, at any age, is “an important health intervention in its own right’.” So, women of all ages can be educated. Therefore, option A is wrong.

In paragraph no. 10, in the beginning, the writer says, “Cleland warns that the Nicaraguan crusade was special in many ways, and similar campaigns elsewhere might not work as well.” Therefore, option B is wrong.

In paragraph no. 9, the writer says, “We’ve known for a long time that maternal education is important,’ says John Cleland of the London School of Hygiene and Tropical Medicine. ‘But we thought that even if we started educating girls today, we’d have to wait a generation for the pay off. The Nicaraguan study suggests we may be able to bypass that.” Here, we may be able to bypass that = the effects of maternal literacy programmes can be seen really soon. Therefore, option C is correct.

In paragraph no. 8 the writer says in the end, “ .. . .. The results of the study lend support to the World Bank’s recommendation that education budgets in developing countries should be increased, not just to help their economies, but also to improve child health.”

There is no information about the link between improving child health and a country’s economy. Therefore, option D is wrong and option E is correct.

So, the answers are: (in either order)

C (The effects of maternal literacy programmes can be seen very quickly.)

E (Money spent on female education will improve child health.)

Reading Passage 3 : Questions 27-30: List of headings:

[In this question type, IELTS candidates are provided with a list of headings, usually identified with lower-case Roman numerals (i, ii, iii, etc,). A heading will refer to the main idea of the paragraph or section of the text. Candidates must find out the equivalent heading to the correct paragraphs or sections, which are marked with alphabets A, B, C and so forth. Candidates need to write the appropriate Roman numerals in the boxes on their answer sheets. There will always be two or three more headings than there are paragraphs or sections. So, some of the headings will not be used. It is also likely that some paragraphs or sections may not be included in the task. Generally, the first paragraph is an example paragraph that will be done for the candidates for their understanding of the task.

TIPS: Skimming is the best reading technique. You need not understand every word here. Just try to gather the gist of the sentences. That’s all. Read quickly and don’t stop until you finish each sentence.]

Question no. 27: Section A

In Section A the writer mentions the survey he conducted in lines 3-5, “ . .. ..  A survey I conducted with Irene Whitney found that in British primary schools up to a quarter of pupils reported experience of bullying, which in about one in ten cases was persistent. … . .”

Here, A survey = research, a quarter of pupils reported experience of bullying, which in about one in ten cases was persistent = how common bullying is,

So, the answer is: iv (Research into how common bullying is in British schools)

Question no. 28: Section B

Section B highlights the effect of bullying on children. Take a look at lines 1-3, “ . .. .  Bullying is clearly unpleasant, and can make the child experiencing it feel unworthy and depressed. In extreme cases it can even lead to suicide, though this is thankfully rare. .. . .  …”

Here, unpleasant, feel unworthy and depressed & it can even lead to suicide = effect of bullying on the children involved,

So, the answer is: vi (The effect of bullying on the children involved)

Question no. 29: Section C

For this question, we have to skim the whole section and we will find the reactions from schools to enquiries about bullying. Take a look at these lines, ‘schools would often deny the problem’, ‘There is no bullying at this school’ has been a common refrain’, ‘There is not much bullying here, but when it occurs we have a clear policy for dealing with it’.

So, the answer is: v (The reaction from schools to enquiries about bullying)f

Question no. 30: Section D

This particular section starts with this line, “Three factors are involved in this change.”

Here, this change = developments that have led to a new approach,

If we scan the lines, we find the factors being “an awareness of the severity of the problem”, “a number of resources to help tackle bullying” and “evidence that these materials work and that schools can achieve something”.

So, the answer is: vii (Developments that have led to a new approach by schools)

Questions 31-34: Multiple choice questions

[This type of question asks you to choose a suitable answer from the options using the knowledge you gained from the passage. Generally, this question is found as the last question so you should not worry much about it. Finding all the answers to previous questions gives you a good idea about the title.]

Question no. 31: A recent survey found that in British secondary schools –

Keywords for the question: recent survey, British secondary schools,

The writer says at the end of section A, “A Survey I conducted . .. . . .. . . . There was less bullying in secondary schools, with about one in twenty-five suffering persistent bullying, but these cases may be particularly recalcitrant.”

So, the answer is: B (there was less bullying than in primary schools.)

Question no. 32: Children who are bullied –

Keywords for the question: children, bullied,

In paragraph B, take a look at lines 3-5, “. .. . Victimised pupils are more likely to experience difficulties with interpersonal relationships as adults,  .. .. .”

Here, experience difficulties with interpersonal relationship = difficulty forming relationship, adults = later life,

So, the answer is: D (may have difficulty forming relationships in later life.)

Question no. 33: The writer thinks that the declaration ‘There is no bullying at this school’ –

Keywords for the question: writer thinks, declaration, ‘There is no bullying at this school’,

The answer can be found in the beginning of paragraph C. The writer says here, “ .. . .. and little help was available to teachers to deal with bullying. Perhaps as a consequence, schools would often deny the problem. ‘There is no bullying at this school’ has been a common refrain, almost certainly untrue.. .. .”

Here, little help was available = lack of knowledge and resources,

So, the answer is: D (reflected a lack of knowledge and resources.)

Question no. 34: What were the findings of research carried out in Norway?

Keywords for the question: findings, research, carried out in Norway,    

The writer says in paragraph C in lines 10-12, “. .. .. In Norway, after an intervention campaign was introduced nationally, an evaluation of forty-two schools suggested that, over a two-year period, bullying was halved.. .. .. .”

Here, was halved = declined by 50%,  

So, the answer is: A (Bullying declined by 50% after an anti-bullying campaign.)

Questions 35-39: Summary completion:

[In this kind of question candidates are given a summary for one, two or three paragraphs with some fill in the blanks questions. Candidates need to find out the related paragraphs by correctly studying the keywords form the questions. Then, they should follow the steps of finding answers for fill in the gaps.]

Question no. 35: The most important step is for the school authorities to produce a ________ which makes the school’s attitude towards bullying quite clear.

Keywords for the question: most important step, for, school authorities, produce, makes, school’s attitude, towards, bullying, quite clear,   

The answer can be found at the beginning of paragraph E. The writer says here, “Evidence suggests that a key step is to develop a policy on bullying, saying clearly what is meant by bullying,. . .”

Here, a key step = the most important step, to develop = to produce, saying clearly = makes. . .. . ..attitude towards bullying quite clear,

So, the answer is: policy

Question no. 36: It should include detailed _________ as to how the school and its staff will react if bullying occurs.

Keywords for the question: it, should include, detailed, how, school and its staff, will react, bullying occurs,    

The answer can be found at the end of paragraph E. The writer says here, “. . .. and giving explicit guidelines on what will be done if it occurs, what records will be kept, who will be informed, what sanctions will be employed, . .”

Here, what will be done if it occurs = how the school and its staff will react if bullying occurs,

So, the answer is: (explicit) guidelines  

Question no. 37: In addition, action can be taken through the ___________. This is particularly useful in the early part of the process, as a way of raising awareness and encouraging discussion. On its own, however, it is insufficient to bring about a permanent solution.

Keywords for the question: in addition, action, can be taken, through, particularly, useful, if, early part, process, as a way, raising awareness, and encouraging discussion, however, insufficient, bring about, permanent solution,   

In the second paragraph of section E, the author mentions, “Other actions can be taken to back up the policy. There are ways of dealing with the topic through the curriculum, using video, drama and literature. These are useful for raising awareness, and can best be tied in to early phases of development, while the school is starting to discuss the issue of bullying… .”

Here, Other actions can be taken = In addition, action can be taken, useful for raising awareness = a way of raising awareness,

So, the answer is: (school) curriculum

Question no. 38: Effective work can also be done with individual pupils and small groups. For example, potential ___________of bullying can be trained to be more self-confident. Or again, in dealing with group bullying, a ‘no blame’ approach, which avoids confronting the offender too directly, is often effective.

Keywords for the question: effective work, individual pupils, small groups, potential, bullying, trained, more self-confident, dealing, group bullying, ‘no blame’ approach, avoids, confronting, offender, too directly, often effective,     

The answer can be found in the third paragraph in section E. The writer says here, “. . .. There are also ways of working with individual pupils, or in small groups. Assertiveness training for pupils who are liable to be victims is worthwhile, . .”

Here, There are also ways of working = Effective work can also be done, liable to be = potential, Assertiveness training = can be trained to be more self-confident,

So, the answer is: victims

Question no. 39: Playground supervision will be more effective if members of staff are trained to recognise the difference between bullying and mere ___________.

Keywords for the question: playground supervision, more effective, if, members of staff, trained, recognise, difference, between bullying,  

In section E, take a look at paragraph no. 4 where the author mentions, “ . .. One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting, and help them break up conflicts. 

Here, supervisors to distinguish = members of staff are trained to recognise the difference,

So, the answer is: playful fighting

Question no. 40: Multiple choice questions (choosing a title for the passage)

[This type of question asks you to choose a suitable answer from the options using the knowledge you gained from the passage. Generally, this question is found as the last question so you should not worry much about it. Finding all the answers to previous questions gives you a good idea about the title.]

Question no. 40: Which of the following is the most suitable title for Reading Passage 3?

Keywords for the question: most suitable title,

If we study the subheading closely, we can find the main idea of the passage which is ‘How can it (bullying) be prevented?’ In this passage, the writer first discusses the problem of persistent bullying in British Education institutions and then proposes some preventive measures.

So, the answer is: D (Bullying: from crisis management to prevention)