Table of Contents
- IELTS Academic Reading Multiple Choice Questions Mock Test
- IELTS Academic Reading Multiple Choice Questions Mock Test - Question 1
- IELTS Academic Reading Multiple Choice Questions Mock Test - Question 2
- IELTS Academic Reading Multiple Choice Questions Mock Test - Question 3
- IELTS Academic Reading Multiple Choice Questions Mock Test - Question 4
- Answers for IELTS Academic Reading Multiple Choice Questions Mock Test
In this IELTS Academic Reading Multiple Choice Questions Mock Test, you will be given multiple choice questions to practice solving this question type. Here the questions with a list of options followed by the reading text will be given. You need to choose the correct answer from the list of options by reading the passages that are provided. These are the steps that you need to follow to finish this task. Just a simple tip, Read in detail rather than skimming and scanning.
IELTS Academic Reading Multiple Choice Questions Mock Test - Question 1
Answer questions 1 - 5 which are based on the reading passage below.
Single-Sex vs Coeducational High Schools
Female graduates of single-sex high schools demonstrate stronger academic orientations than their coeducational counterparts across a number of different categories, including higher levels of academic engagement, SAT scores, and confidence in mathematical ability and computer skills, according to a UCLA report.
The report's findings, drawn from multiple categories, including self-confidence, political and social activism, life goals, and career orientation, reveal that female graduates of single-sex schools demonstrate greater academic engagement: Nearly two-thirds (62 percent) of single-sex independent school alumnae report spending 11 or more hours per week studying or doing homework in high school, compared with less than half (42 percent) of female graduates of coeducational independent schools.
This research draws data from the annual Freshman Survey, administered by the Cooperative Institutional Research Program at the Higher Education Research Institute at UCLA. The report, which separately considers female students from independent and Catholic high schools nationwide, is based on a comparison of the responses of 6,552 female graduates of 225 private single-sex high schools with those of 14,684 women who graduated from 1,169 private coeducational high schools.
Linda J. Sax, associate professor of education at the UCLA Graduate School of Education & Information Studies and the principal investigator of the study, said: "The generally stronger academic orientations of girls-school alumnae ought to serve them well as they arrive at college, though it remains to be seen whether these advantages are sustained once they are immersed in a coeducational college environment."
Female graduates of single-sex high schools also show higher levels of political engagement, greater interest in engineering careers, measurably more self-confidence in public speaking and a stronger predisposition towards co-curricular engagement.
"The culture, climate and community of girls' schools as a transforming force speaks loud and clear in the results of this study and confirms that at girls' schools it's 'cool to be smart'— there's a culture of achievement in which a girl's academic progress is of central importance, and the discovery and development of her individual potential is paramount," said Meg Milne Moulton, executive director of the National Coalition of Girls' Schools, which commissioned the study. Among the report's key findings was that women who attended single-sex schools tended to outperform their coeducational counterparts: Mean SAT composite scores (verbal plus math) were 43 points higher for female single-sex graduates in the independent school sector and 28 points higher for single-sex alumnae in the Catholic school sector.
Graduates of single-sex schools also enter college with greater confidence in their mathematical and computer abilities. The gap in math confidence is most pronounced in the independent school sector, where 48 percent of female graduates of single-sex independent schools rate their math ability "above average" or in the "highest 10 percent," compared with 37 percent of independent coeducational female graduates.
Confidence in computer skills is also higher among female graduates of single-sex independent schools, with 36 percent rating themselves in the highest categories, compared with 26 percent of female graduates of coeducational independent schools. Additionally, 35 percent of female graduates of single-sex catholic schools rate their computer skills as "above average" or in the "highest 10 percent," compared with 27 percent of their coeducational counterparts. In an indication of greater, though still low, interest in the field of engineering, alumnae of single-sex independent schools are three times more likely than those from coeducational independent schools to report that they intend to pursue a career in engineering (4.4 percent vs. 1.4 percent).
"Though generally small, many of the favourable outcomes for single-sex alumnae are in areas that have historically witnessed gender gaps favouring men, such as in mathematics, computer science and engineering,” Sax said. “Research is needed to clarify whether these benefits are due specifically to gender composition or to the climate and pedagogy that exist in all-girls schools."
In addition to providing descriptive comparisons between single-sex and coeducational alumnae, the study also reports on the many ways in which the single-sex effect remains significant after accounting for key differences between these groups in terms of school characteristics (such as enrolment, location and course offerings) and the demographic backgrounds of the women who attend all-girls schools (such as race/ethnicity, family income and parental education).
These results provide further evidence of the role of single-sex education in promoting women's academic and political engagement, confidence in math and computer skills, and interest in engineering careers.
Choose the correct letter, A, B, C or D.
- The UCLA research focuses on
- Non-academic areas only.
- Academic areas only.
- Graduate studies.
- More than one area.
- The UCLA report compares
- Female and male graduates.
- Female graduates with high school students.
- Female students from two types of schools.
- Independent schools with catholic schools.
- According to Linda J Sax, the graduates from only-girls school
- Perform better at coeducational colleges.
- Are expected to benefit from their stronger academic orientations.
- Find it hard to adjust to the coeducational environment.
- Must retain their academic inclinations in college.
- Which of the following is NOT mentioned as a culture of only-girl schools?
- Academic development
- Dressing smartly
- Identifying own talents
- Enhancing the capabilities
- The proportion of girls interested in an engineering career
- Is relatively low.
- Is higher in independent schools.
- Is three times higher compared to boys.
- Is higher in coeducational schools compared to single-sex schools.
Also read: IELTS academic reading tips
IELTS Academic Reading Multiple Choice Questions Mock Test - Question 2
Answer questions 1 - 3 which are based on the reading passage below.
Teaching English as a Foreign Language
Have you ever thought about teaching the English language in a foreign country? It certainly is a feasible option for those who would like to spend an extended amount of time in a certain country, whose jobs require overseas experience, or who need to move to a country due to a family situation.
If you have ever wanted to spend some time in a foreign country, yet lack the funds to make this a reality, teaching English on the side can make your sojourn a kind of "working vacation". Suppose a family situation has resulted in you taking residence in another country. In that case, you can use this time to your advantage, gaining teaching experience while building up a small nest egg for such necessities as food, lodging, and possibly the return trip home.
Getting started is relatively easy, but does require that the candidate obtain either a TEFL (Teaching English as a Foreign Language) or the more involved TESOL (Teaching English to Speakers of Other Languages) certificate in order to demonstrate the ability to speak and instruct students in the English language. There is also something called the CELTA (Certificate in English Language Teaching to Adults), which is the Cambridge University equivalent of the TEFL.
The cost is about $US 2,300 for the TEFL. Much like with university degrees, cheaper options abound, especially online. However, as more and more overseas schools become aware of these buy-it-online certificate programs, it will not be worth even the paltry sum paid to these Websites if you cannot find employment later.
It will take approximately five weeks (about 130 hours) of classroom instruction time in order to obtain one of the aforementioned certificates. Most universities and community colleges offer TEFL or TEFL equivalent certificates. The courses address proper oral (speaking and listening) and non-oral (reading and writing) communication. You will not be required to know the language of the country to which you apply, and some foreign schools even forbid that the instructor speaks the local language.
Once you obtain your certificate, the fun begins. First, decide in which countries you would like to teach. You may already have a few candidates in mind; if so, research how much the respective schools pay per course and how adequately they handle such matters as housing, class-to-class transportation, teaching time slots, and work visas. Then, send out several resumes. Some certificate-granting colleges and universities will even help you out in this regard, offering career advice and resume writing workshops, for example.
At this point, acceptances to various overseas institutions may start coming in. However, before you sign on for a 10-month stint in Rome, read all the fine print. Find out just how much you will be paid for your services, whether your housing will be subsidized, and whether or not any travel will be required. Find out just how many rupees, or lire, or zloty you will spend just to do your job. If too many of these coins are required, then not only will you never make back the investment on your certificate, but working will actually put you in debt!
Many overseas English schools are notorious for underpaying their staff and for having draconian work policies. Some instructors report being paid as little as $US 15,000 a year, all while being required to teach, plan lessons, grade papers, travel from class-to-class (with gas in some countries costing over $US 5/gallon), and purchase and wear professional clothing.
The alternative to working under a school is to teach privately. However, you must have a loyal client base (or be able to set one up). This will require time and money for the making and posting of ads, both online and on paper. Your success (or lack thereof) will also depend a lot upon prior clients who give good referrals, as well as on current clients who actually show up to class.
When all is said and done, teaching English as a foreign language is a (semi) lucrative way to pay for an extended stay in a foreign country. You will need to be creative if you plan on making any additional money for yourself or others, however. Workload will vary depending upon how savvy you are in finding and negotiating with private clients. While teaching English will not necessarily make you rich, it will allow you to experience the world, appreciate different cultures, and not break your own bank account in the process.
Choose the correct letter, A, B, C or D.
- Teaching English overseas gives the opportunity to
- Be the resident of that country.
- Go on a vacation.
- Earn work experience.
- Move your family to another country.
- English Teaching Certificate programs available online are
- Equivalent to university degrees.
- Cheaper and better.
- Popular in overseas schools.
- Unable to ensure a job.
- A TEFL course
- From community colleges is less valued.
- Develop verbal and written communication skills.
- Requires knowledge of the local language.
- Is delivered in the local language.
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IELTS Academic Reading Multiple Choice Questions Mock Test - Question 3
Answer questions 1-5 which are based on the passage below.
Auroras, also known as ‘polar lights’, are a natural display of lights in the sky of Arctic and Antarctic regions. This is a breathtaking show of lights that can be in yellow, white, green or red. When this phenomenon occurs in the northern hemisphere, it is called ‘Northern lights’ or ‘aurora borealis’ and in the southern hemisphere, it is known as ‘Southern lights’ or ‘aurora australis’.
From ancient times, humans have been enthralled by this mysterious phenomenon of waning and waxing of the auroral lights. This has given birth to folktales revolving around mythological creatures and has also influenced art, religion and history. The oldest auroral citation dates back to 2600 B.C. in China. It was Fu-Pao, mother of Shuan-Yuan of the Yellow Empire, who saw strong lights moving about the star Su in the Bei-Dou constellation illuminating the whole area. Much later, in 1570 A.D., a drawing recorded the aurora, portraying it as candles burning in the sky. It was Galileo Galilei, who coined the term ‘aurora borealis’ in 1619 A.D. after the Roman goddess of morning, Aurora. However, he wrongly believed that the auroras were caused by the reflection of sunlight from the atmosphere.
So what causes auroras? The sun discharges a lot of energy and small particles continuously through solar wind and sometimes through solar storms. When these energetic particles interact with the atoms or molecules of oxygen, nitrogen or other elements present in the upper atmosphere of the earth, it results in the spectacular show of lights. These interactions usually take place in high latitudes, at around 70 degrees, in oval-shaped zones surrounding the magnetic poles of the earth. When there is low solar activity, the aurora zones move towards the poles. When the solar intensity increases, the auroras sometimes stretch to the middle latitude areas. For example, the northern lights have been observed as far south as 40 degrees latitude in the US. Typically, auroral emissions occur at 100 km altitudes, but they can occur anywhere between 80 to 250 kilometres above the earth.
The sunspots and the solar storms happen every eleven years, and they cause the most breathtaking display of the aurora borealis. In 2013, there was a peak in the solar cycle, but this solar peak was the weakest in the century. Ron Turner, Senior Science Advisor to NASA’s programme on Innovative Advanced Concepts, says, ‘This solar cycle continues to rank among the weakest on record.’ There have been as many as 22 full cycles ever since 1749 when the documentation of the ebb and flow of the sun's activity began. Researchers are keen on monitoring space weather events because they can affect the orbiting space ships and disturb the power grids and the communication links on Earth. Scientists are also investigating how fluctuations in solar activity affect the weather on earth.
Alaska and northern Canada are the ideal locations for a view of the northern lights. Other good viewing locations are Sweden, Finland and Norway. When the solar flares are especially active, the lights can be clearly seen in places such as the north of Scotland and sometimes even northern England.
Choose the correct letter, A, B, C or D.
- Auroras are named according to
- Their colours.
- Their location.
- The intensity of lights.
- The time of occurrence.
- People’s attraction towards auroral lights has
- Created several stories.
- Developed into various artforms.
- Created many mysteries.
- Led to historical events.
- Galileo Galilei was the first to
- Draw the phenomenon.
- Observe the phenomenon.
- Name the phenomenon.
- Believe in the phenomenon.
- Auroras occur
- Mostly during solar storms.
- Due to interaction between energetic particles and atmospheric gases.
- Exclusively at high latitudes.
- Usually at middle latitudes.
- In 2013,
- The most spectacular aurora was observed.
- Solar activity was at its lowest.
- No solar activity was recorded.
- The weakest solar peak was recorded.
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IELTS Academic Reading Multiple Choice Questions Mock Test - Question 4
Sir Isaac Newton and Alchemy
Sir Isaac Newton is most famous for the quantification of gravitational attraction, discovering that white light is actually a mixture of immutable spectral colours and the formulation of calculus. However, it is less well documented that Newton spent 30 years engaged in the study of the mysterious art of alchemy, or as it was more commonly known then, chemistry.
Only a tiny fraction of Newton’s work on alchemy has been published, but he wrote around a million words on the subject, including laboratory notes, indexes of alchemical substances and transcripts from other sources. On his death in 1727, Newton had over 100 manuscripts filled with alchemical material, sold by auctioneers Sotheby as part of a larger collection in 1936. This side of Newton was often an embarrassment to his admirers. His first biographer, John Conduitt, like many commentators who followed, played down the role of alchemy (and other pursuits) in Newton’s work, stating, ‘When he was tired with his severer studies his only relief and amusement was going to some other as History and Chronology or Divinity and Chymistry’.
Just how important the study of alchemy was to Newton only began to be recognised in 1947, when John Maynard Keynes, who bought much of the work from Sotheby, declared in his essay, ‘Newton, the Man’ ;Newton was not the first of the age of reason. He was the last of the magicians’.
Questions 1 – 3
Choose the correct letter, A, B, or C.
- Newton realised that white light
- Is a result of gravitational forces.
- Is a combination of colours.
- Can be defined with formulas.
- Is less documented.
- It is largely unknown that Newton was interested in the study of
- John Conduitt considered Newton’s interest in alchemy as
- An embarrassment
- A tiring activity.
- A leisure activity.
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