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:
- J (family wealth)
- 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)
