IELTS Academic Reading Multiple Choice Questions

IELTS Academic Reading Multiple Choice Questions is one of the vital question types in the reading section. In this question type you are required to choose “one” correct answer from the options given. The questions are formed based on the passages provided. Knowing several tips and practising sample exercises can help you to avoid the traps in solving this question type.

In multiple choice questions, you need to read the question comprehensively and scan the text to find out the portion of the passage which fits your understanding of the question. Then, read that portion to choose the suitable option for the question. Multiple choice questions assess your skill of scanning for specific information and comprehension skills. 

According to experts, this is one of the essential IELTS academic reading question types. Here, you’ll find tips and exercises, which will guide you to crack the IELTS academic reading multiple choice questions. It will definitely help you to do well in this question type and to get a high score in IELTS academic reading section. 

Table of Contents

1. IELTS Academic Reading Multiple Choice Questions - Tips & Strategies to Solve
2. Challenges faced while answering Multiple choice Questions
3. Skills required for clearing Multiple Choice Questions
4. Multiple Choice Questions Practice Exercise 1
5. Multiple Choice Questions Practice Exercise 2
6. Multiple Choice Questions Practice Exercise 3
7. Multiple Choice Questions Practice Exercise 4
8. Multiple Choice Questions Practice Exercise 5
9. Multiple Choice Questions Practice Exercise 6
10. Multiple Choice Questions Practice Exercise 7
11. Multiple Choice Questions Practice Exercise 8
12. Multiple Choice Questions Practice Exercise 9
13. Answers for Practice Exercises
14. Conclusion

IELTS Academic Reading Multiple Choice Questions - Tips & strategies to Solve

In this blog, we offer you 12 IELTS academic reading multiple choice questions tips and strategies to prevent the complications that you could face in this question type. Experts crafted these tips for students who want to perform well in IELTS academic reading multiple choice questions and they are as follows:

• In this task, you are required to choose one correct answer.
  
  
• Read the first question (the incomplete statement) and identify the keywords. If the question statement does not have enough information, it is advisable to read the options also at the same time and pick up keywords from them.
  
  
• Now, go to the passage and with the help of keywords, locate the relevant place.
  
  
• Read this portion carefully and relate with each option one by one.
  
  
• Often, the Process of Elimination is helpful in identifying the correct answer. You will find that incorrect options only contain the keywords, but do not convey the same meaning as in the passage or may be partially true or contradictory. Eliminate such options.
• Get the correct answer by matching the meaning rather than matching the words.
  
  
• Repeat the procedure with the next question. The questions are in progressive order, but the options under a question are not necessarily in order.
  
  
• Sometimes, the last Multiple Choice question will be based on the overall understanding of the text or the key idea of the text. 
  
  
• Read with utmost attention. Read the passage in a detailed fashion. Compared to others, Details are important in this question type.
  
  
• Underlining keywords is also a good technique. Locate the area of the text that relates to the keywords and understand it in its context. It helps you to choose the correct answer.
  
  
• Answer all the questions. Even if you don’t know the correct answer, guess it. There will be a possibility that the guessed answer could be right. If you didn’t answer the question and leave it blank, then the examiner will mark it wrong. 
  
  
• Make sure you have chosen the required number of answers. Sometimes, the question asks to choose more than one answer.

Hope these IELTS Academic Reading Multiple Choice Questions tips and strategies will help you to achieve a 7+ band score.

Also read: IELTS academic reading tips

Challenges faced while answering Multiple choice Questions

• Sometimes, options in the list carry a similar kind of meaning. It could trick the students to pick up the wrong answer.
• For this question type, skimming is not sufficient. Text needs to be read in a detailed manner.
• Students could choose the option with a superficial understanding of the text.
   

Skills required for clearing Multiple Choice Questions 

• Ability to comprehend the text
• Ability to scanning for specific information
• Ability to being attentive while answering questions

Multiple Choice Questions Practice Exercise 1

Answer questions 1-5 which are based on the reading passage below.

Travel is the best form of education Reading Passage

One learns a lot while serving in the United States Army. Foreing places, stressful conditions, and absence from home can foster an out-of-the-classroom education that crosses the boundary of the odd and unusual. Today, tales of strange sea creatures and haunted islands seem like a bad Sci-Fi marathon. But these were realities for one U.S. Army soldier stationed overseas at the thrun of the 20th century.

The art of journal keeping, letter writing and daily diary entries are becoming extinct as methods of memory management are changing in today's technology driven world. What once was detailed on paper with memory fresh at hand is now posted on YouTube Today, blogs replace diary entries. Hand-written letters to loved ones are far slower than a quick Facebook 'poke' or a cell phone text message.

Historians enjoy a deep appreciation for the written word. They savour the ability to see the world through the eyes of someone who never had satellite TV, the Internet or cell phone. Where explanation was not readily at hand in the strange lands of the Philippine Islands, the environment was ripe for adventure and the unknown. Placing one's self in such situations fosters an education that cannot be duplicated in any classroom, book or blockbuster movie. A survivor of deadly and savage situations, Colonel Horace P. Hoobs recorded these well-documented experiences that lend a degree of depth to the retelling and re-imagining of Army history.

The odd education of Colonel Horace P. Hobbs is revealed in his voluminous personal papers held at the U.S. Army Military History Institute. A letter of August 16, 1918, soothes his wife while he is stationed in France during World War I. "You see it is the women who suffer most during a war. Now I know you and mother are worrying about me and I am living in the most luxurious comfort and perfect safety just now." He goes to great lengths to explain his lush surroundings and the comfort he is experiencing, from bathing in a nearby brook to the size of his room and the servants who provide for him, as he attempts to console a worry-sick wife. It would seem, however, that Mrs Hobbs had been through worse as a military spouse.

Her husband was stationed in the Philippines during the insurrection from 1899 to 1901. Colonel Hobbs wrote a book from his collected journals and memoirs entitled, "Kris and Krag: Adventures among the Moros of the Southern Philippine Islands”. Among his many tales, the Colonel tells about a strange native custom on one of the small islands of taking their boats across a narrow strait to another island and returning before dark. They explained to him that the island was the home of the 'wok-wok', a powerful ghost who must be appeased with gifts of rice so they will not harm the people. Upon further inspection, the Army discovered the 'wok-wok’ to be large apes.

Another bizarre chapter in the Colonel's education came when he was asked by some villagers to kill a sea creature which wreaked havoc among the people whenever they Slaughtered an animal for food. The blood would run into the water, and out would come the creature. The Colonel waited for the apparition to appear after a slaughter, and he was not disappointed. Upon further inspection he described the animal as being some kind of mix between an alligator and a crocodile, but one he had never seen before.

Experience in foreign places, blended with curiosity and a desire to learn, enabled Colon to obtain a far greater grasp of the world. These traits provided him with an education that the average person today cannot obtain from watching television or searching the web.

Questions 1-5

Choose the correct letter, a, b, c or d.

1. What offers a non-traditional form of education?

1. 1. Being away from home
      
   2. Being in foreign countries
      
   3. Situations that cause stress
      
   4. All of the above
      
      
2. Historians enjoy the chance to see
   
   
   1. Satellite TV.
      
   2. The world through other's eyes.
      
   3. The world.
      
   4. Popular documented experiences.
      
      
3. While in France, the Colonel
   
   
   1. Looked after his sick wife.
      
   2. Lived with his wife.
      
   3. Wrote letters to the U.S. Army Military History Institute,
      
   4. Comforted his wife with his letters.
      
      
4. A sea creature would appear
   
   
   1. Whenever the Colonel was in the village.
      
   2. And make the Colonel disappointed.
      
   3. When blood from a dead animal ran into the water.
      
   4. And slaughter an animal.
      
      
5. What traits helped a Colonel to get a good education?
   
   
   1. A desire to travel to foreign places
      
   2. Curiosity and a good grasp of the world
      
   3. Watching TV and using the Internet 
      
   4. Curiosity and a desire to learn

Multiple Choice Questions Practice Exercise 2 

Answer questions 1-5 which are based on the reading passage below.

Tropical Rainforests Reading Passage

Deforestation in the tropical areas of the world is following a course similar to the earlier clearing of the forests in Europe and North America, only advancing more rapidly. Today, more than 3 billion people live in the tropics alone; less than that lived in the entire world in 1950. To provide food, wood, fuel and resources for the world's rapidly growing population and to make room for the exploding tropical population, the world's tropical rainforests are literally disappearing.

Tropical hardwood prices continue to climb as world demand for tropical hardwoods continues to grow. A single teak log, for example, can now bring as much as $20,000. Annual world consumption of tropical hardwoods is now more than 250 million cubic meters, over 100 billion board feet, per year. Southeast Asia until recently has been the largest source of tropical hardwoods, but that area will largely be depleted within the next five years.

All of the primary forests in India, Sri Lanka and Bangladesh are gone, and Ivory Coast's forests are essentially non-existent. Nigeria's forests have been decimated as well. As Asia's and Africa's tropical forests are depleted, consuming countries are turning increasing attention to Latin America and the Amazon, whose own rapidly growing population is also a source of pressure on the rainforests.

Also, trillions of dollars worth of oil, gas, uranium, gold, iron, bauxite and other minerals, and millions of acres of potential farmland lie under the Amazon, the largest area of rainforest remaining on Earth. Amazon rainforests are being cleared on a vast scale for settlements, logging, gold mining, petroleum, cattle ranching, sugar cane, large hydroelectric dams, and charcoal for smelting ore. Peasant farmers also clear the rainforest to have land for planting, and then in the dry season, burning what they have cut.

During one month in 1995 for example, NASA satellite surveys of Brazil recorded 39,889 individual fires, up 370 percent from the same month of the prior year. In neighbouring Bolivia, the smoke is sometimes so thick that schools have to close and flights have to be delayed or cancelled. Scientists estimate that until as recently as 10,000 years ago, the world had 6 billion acres of tropical rainforests. By 1950, we had a little less than 2.8 billion acres of rainforest. It was then being cut down at the rate of about 10 to 15 million acres per year.

Today we have less than 1.5 billion acres left, and we are clearing this remaining rainforest at the rate of 30 to 50 million acres per year, two to three times as rapidly as just a few decades ago. If the present rate of tropical deforestation continues, in only three decades from now, scientists anticipate that tropical rainforests will no longer exist.

One important way to help is to plant tropical hardwood trees for harvests to produce hardwoods so that they are not taken from the natural rainforest. It is also vitally important to get the message out to others about the importance, and the wisdom, of planting tropical Hardwood trees for profit, not just because of the profit but also because of the benefit to the world.

Some countries are beginning to listen. Thailand, for example, banned logging in 1988, and Costa Rica has now protected nearly 26% of its country in national parks or reserves. The trend is unmistakable, and the facts are compelling. The world's rainforests will be either protected or destroyed. 

Questions 1-5

Choose the correct letter a, b, c or d.

1. One reason people are cutting down the tropical rainforests is 

1. 1. To be like Europe and North America.
   2. To progress rapidly.
   3. To live alone in tropical areas.
   4. To accommodate the growing population.
      
      
2. The Amazon rainforests are being decimated to
   
   
   1. Improve tourism.
   2. Raise cattle, dig mines and build dams.
   3. Clear the settlements.
   4. Build millions of farms.
      
      
3. Scientists claim that within 10,000 years, the rainforests have
   
   
   1. Reduced to 6 billion acres.
   2. Diminished by 2.8 billion acres.
   3. Diminished to a quarter.
   4. Been  cut at a yearly rate of 30 to 40 million acres.
      
      
4. Some positive changes can be made by
   
   
   1. Admitting the mistakes we have made.
   2. Growing trees for commercial purposes.
   3. Making more profit.
   4. Each country decides what to do.
      
      
5. What is the purpose of the passage?

1. 1. To suggest different places for holiday destinations.
   2. To explain why people are so greedy.
   3. To offer possible solutions to an environmental problem.
   4. To detail the destruction of the rainforests.

Multiple Choice Questions Practice Exercise 3 

Answer questions 1-5 which are based on the reading passage below.

A Complex Relationship Reading Passage

Ants and aphids are known to have a complex relationship. Aphids provide ants with a food source the - sugar-rich honeydew they excrete when eating plants - and, in return, the ants protect the aphids from ladybirds and other insects that prey on them.

To ensure a constant supply of honeydew, some ant species cultivate large numbers of aphids and prevent them from straying too far from the colony by biting and damaging, or even completely removing, their wings. The ants also secrete a chemical from their mandibles which inhibits wing development in juvenile aphids.

Ants communicate with each other using a large repertoire of chemical signals, which are actively secreted onto surfaces from exocrine glands on the legs. These signals can recruit nestmates to food sources and are also used to mark a colony's territory. Ants secrete chemicals passively too. As an ant moves, hydrocarbons are shed from the cuticle (the waterproof outer lining of the exoskeleton), leaving a chemical trail.

Ants use behavioural signals called semiochemicals to manipulate aphids' nervous systems. Ant's own behaviour can be manipulated too, by parasitic fungi. Earlier work has shown that the presence of ants can somehow tranquilize aphids and limit their motor functions, but
whether or not this required direct contact between the ants and aphids is unclear.

Using digital video cameras to measure the walking speeds of aphids, Tom Oliver of Imperial College London and colleagues from Royal Holloway and the University of Reading have shown that aphids move much more slowly on paper that has previously been walked on by
ants. They believe that the chemicals laid down in the ants' footprints are used to maintain an aphid farm near the ant colony.

Maintaining a populous aphid farm in a small area is obviously beneficial to the ants, as it would provide them with large quantities of honeydew. However, the relationship between the two species is complex, and it seems that the ants' manipulation of the aphids behaviour is exploitative.

Normally, aphids wander off to new locations when conditions become crowded, to establish new populations nearby. And although ant-attended aphid populations are bigger and live longer than those not attended by ants, the ants prevent the aphid dispersal that is necessary to maintain a stable meta-population and makes the aphids more vulnerable to parasites.

Questions 1-5

Choose the correct letter, a, b, c or d.

1.  Honeydew is naturally produced by
   
   
   1. Ants.
   2. Plants.
   3. Aphids.
   4. Ladybirds.
      
      
2. How do ants ensure they have regular supplies of honeydew?
   
   
   1. They provide food to aphids.
   2. They maintain a large population of aphids.
   3. They force aphids to secrete a chemical.
   4. They find more juvenile aphids.
      
      
3. Studies have shown that the nervous system of aphids is affected by
   
   
   1. The behaviour of ants.
   2. Using parasitic fungi.
   3. Direct contact with ants.
   4. Chemicals secreted by ants.
      
      
4. According to the writer, the relationship between ant and aphids
   
   
   1. Beneficial for both.
   2. Easy to explain.
   3. Natural.
   4. Not beneficial to aphids.
      
      
5. What do aphids do if the area becomes overpopulated?

1. 1. Start a new colony
   2. Start a stable meta-population
   3. They grow bigger
   4. They live longer than ants

Multiple Choice Questions Practice Exercise 4

Answer questions 1-4 which are based on the reading passage below.

Recovering a Damaged Reputation 

1. In 2009, it was revealed that some of the information published by the University of East Anglia’s Climatic Research Unit (CRU) in the UK, concerning climate change, had been inaccurate. Furthermore, it was alleged that some of the relevant statistics had been withheld from publication. The ensuing controversy affected the reputation not only of that institution, but also of the Intergovernmental Panel on Climate Change (IPCC), with which the CRU is closely involved, and of climate scientists in general. Even if the claims of misconduct and incompetence were eventually proven to be largely untrue, or confined to a few individuals, the damage was done. The perceived wrongdoings of a few people had raised doubts about the many.
2. The response of most climate scientists was to cross their fingers and hope for the best, and they kept a low profile. Many no doubt hoped that subsequent independent inquiries into the IPCC and CRU would draw a line under their problems. However, although these were likely to help, they were unlikely to undo the harm caused by months of hostile news reports and attacks by critics.
3. The damage that has been done should not be underestimated. As Ralph Cicerone, the President of the US National Academy of Sciences, wrote in an editorial in the journal Science: ‘Public opinion has moved toward the view that scientists often try to suppress alternative hypotheses and ideas and that scientists will withhold data and try to manipulate some aspects of peer review to prevent dissent.’ He concluded that ‘the perceived misbehaviour of even a few scientists can diminish the credibility of science as a whole.’
4. An opinion poll taken at the beginning of 2010 found that the proportion of people in the US who trust scientists as a source of information about global warming had dropped from 83 percent, in 2008, to 74 percent. Another survey carried out by the British Broadcasting Corporation in February 2010 found that just 26 percent of British people now believe that climate change is confirmed as being largely human-made, down from 41 percent in November 2009.
5. Regaining the confidence and trust of the public is never easy. Hunkering down and hoping for the best - climate science’s current strategy - makes it almost impossible. It is much better to learn from the successes and failures of organisations that have dealt with similar blows to their public standing.
6. In fact, climate science needs professional help to rebuild its reputation. It could do worse than follow the advice given by Leslie Gaines-Ross, a ‘reputation strategist’ at Public Relations (PR) company Webef Shandwick, in her recent book Corporate Reputation: 12 Steps to Safeguarding and Recovering Reputation. Gaines-Ross’s strategy is based on her analysis of how various organisations responded to crises, such as desktop-printer firm Xerox, whose business plummeted during the 1990s, and the USA’s National Aeronautics and Space Administration (NASA) after the Columbia shuttle disaster in 2003.
7. The first step she suggests is to ‘take the heat - leader first’. In many cases, chief executives who publicly accept responsibility for corporate failings can begin to reverse the freefall of their company’s reputations, but not always. If the leader is held at least partly responsible for the fall from grace, it can be almost impossible to convince critics that a new direction can be charted with that same person at the helm.
8. This is the dilemma facing the heads of the IPCC and CRU. Both have been blamed for their organisations’ problems, not least for the way in which they have dealt with critics, and both have been subjected to public calls for their removal. Yet both organisations appear to believe they can repair their reputations without a change of leadership.
9. The second step outlined by Gaines-Ross is to ‘communicate tirelessly’. Yet many climate researchers have avoided the media and the public, at least until the official enquiries have concluded their reports. This reaction may be understandable, but it has backfired. Journalists following the story have often been unable to find spokespeople willing to defend climate science. In this case, ‘no comment’ is commonly interpreted as an admission of silent, collective guilt.
10. Remaining visible is only a start, though; climate scientists also need to be careful what they say. They must realise that they face doubts not just about their published results, but also about their conduct and honesty. It simply won’t work for scientists to continue to appeal to the weight of the evidence, while refusing to discuss the integrity of their profession. The harm has been increased by a perceived reluctance to admit even the possibility of mistakes or wrongdoing.
11. The third step put forward by Gaines-Ross is ‘don’t underestimate your critics and competitors’. This means not only recognising the skill with which the opponents of climate research have executed their campaigns through Internet blogs and other media, but also acknowledging the validity of some of their criticisms. It is clear, for instance, that climate scientists need better standards of transparency, to allow for scrutiny not just by their peers, but also by critics from outside the world of research.
12. It is also important to engage with those critics. That doesn’t mean conceding to unfounded arguments which are based on prejudice rather than evidence, but there is an obligation to help the public understand the causes of climate change, as well as the options for avoiding and dealing with the consequences.
13. To begin the process of rebuilding trust in their profession, climate scientists need to follow these three seeps. But that is just the start. Gaines-Ross estimates that it typically takes four years for a company to rescue and restore a broken reputation. 
14. Winning back public confidence is a marathon, not a sprint, but you can’t win at all if you don’t step up to the starting line.

Questions 1-4

Choose the correct letter, A, B, C or D.

1. In accordance with Gaines-Ross’s views, the heads of the CRU and IPCC should have  ________.

1. Resigned from their posts.
2. Accepted responsibility and continued in their posts.
3. Shifted attention onto more junior staff.
4. Ignored the criticisms directed at them.

2. Which mistake have staff at the CRU and IPCC made?

1. They have blamed each other for problems.
2. They have publicly acknowledged failings.
3. They have avoided interviews with the press.
4. They have made conflicting public statements.

3. People who challenge the evidence of climate change have generally.

1. Presented their case poorly.
2. Missed opportunities for publicity.
3. Made some criticisms which are justified.
4. Been dishonest in their statements.

4. What does the reference to ‘a marathon’ indicate in the final paragraph?

1. The rate at which the climate is changing.
2. The competition between rival theories of climate change.
3. The ongoing need for new climate data.
4. The time it might take for scientists to win back confidence.

Multiple Choice Questions Practice Exercise 5

Answer questions 1-5 which are based on the reading passage below.

The risk agriculture faces in developing countries Reading Answers

A 
Two things distinguish food production from all other productive activities: first, every single person needs food each day and has a right to it; and second, it is hugely dependent on nature. These two unique aspects, one political, the other natural, make food production highly vulnerable and different from any other business. At the same time, cultural values are highly entrenched in food and agricultural systems worldwide.

B 
Farmers everywhere face major risks; including extreme weather, long-term climate change, and price volatility in input and product markets. However, smallholder farmers in developing countries must in addition deal with adverse environments, both natural, in terms of soil quality, rainfall, etc. and human, in terms of infrastructure, financial systems, markets, knowledge and technology. Counter-intuitively, hunger is prevalent among many smallholder farmers in the developing world.

C 
Participants in the online debate argued that our biggest challenge is to address the underlying causes of the agricultural system’s inability to ensure sufficient food for all, and they identified as drivers of this problem our dependency on fossil fuels and unsupportive government policies.

D 
On the question of mitigating the risks farmers face, most essayists called for greater state intervention.
In his essay, Kanayo F. Nwanze, President of the International Fund for Agricultural Development, argued that governments can significantly reduce risks for farmers by providing basic services like roads to get produce more efficiently to markets, or water and food storage facilities to reduce losses. Sophia Murphy, senior advisor to the Institute for Agriculture and Trade Policy, suggested that the procurement and holding of stocks by governments can also help mitigate wild swings in food prices by alleviating uncertainties about market supply.

E 
Shenggen Fan, Director General of the International Food Policy Research Institute, held up social safety nets and public welfare programmes in Ethiopia, Brazil and Mexico as valuable ways to address poverty among farming families and reduce their vulnerability to agriculture shocks. However, some commentators responded that cash transfers to poor families do not necessarily translate into increased food security, as these programmes do not always strengthen food production or raise incomes.
 
Regarding state subsidies for agriculture, Rokeya Kabir, Executive Director of Bangladesh Nari Progati Sangha, commented in her essay that these ‘have not compensated for the stranglehold exercised by private traders.
In fact, studies show that sixty percent of beneficiaries of subsidies are not poor, but rich landowners and non-farmer traders.
 
F 
Nwanze, Murphy and Fan argued that private risk management tools, like private insurance, commodity futures markets, and rural finance can help small-scale producers mitigate risk and allow for investment in improvements. Kabir warned that financial support schemes often encourage the adoption of high-input agricultural practices, which in the medium term may raise production costs beyond the value of their harvests.
 
Murphy noted that when futures markets become excessively financialised they can contribute to short-term price volatility, which increases farmers’ food insecurity. Many participants and commentators emphasised that greater transparency in markets is needed to mitigate the impact of volatility, and make evident whether adequate stocks and supplies are available. Others contended that agribusiness companies should be held responsible for paying for negative side effects.

G 
Many essayists mentioned climate change and its consequences for small-scale agriculture. Fan explained that in addition to reducing crop yields, climate change increases the magnitude and the frequency of extreme weather events, which increase smallholder vulnerability. The growing unpredictability of weather patterns increases farmers’ difficulty in managing weather-related risks.

According to this author, one solution would be to develop crop varieties that are more resilient to new climate trends and extreme weather patterns. Accordingly, Pat Mooney, co-founder and executive director of the ETC Group, suggested that ‘if we are to survive climate change, we must adopt policies that let peasants diversify the plant and animal species and varieties/breeds that make up our menus.

H 
Some participating authors and commentators argued in favour of community- based and autonomous risk management strategies through collective action groups, co-operatives or producers’ groups. Such groups enhance market opportunities for small-scale producers, reduce marketing costs and synchronise buying and selling with seasonal price conditions.

According to Murphy, ‘collective action offers an important way for farmers to strengthen their political and economic bargaining power, and to reduce their business risks. One commentator, Giel Ton, warned that collective action does not come as a free good. It takes time, effort and money to organise, build trust and to experiment. Others, like Marcel Vernooij and Marcel Beukeboom, suggested that in order to ‘apply what we already know’, all stakeholders, including business, government, scientists and civil society, must work together, starting at the beginning of the value chain.

I
Some participants explained that market price volatility is often worsened by the presence of intermediary purchasers who, taking advantage of farmers’ vulnerability, dictate prices. One commentator suggested farmers can gain greater control over prices and minimise price volatility by selling directly to consumers.

Similarly, Sonali Bisht, founder and advisor to the Institute of Himalayan Environmental Research and Education (INHERE), India, wrote that copipunity-supported agriculture, where consumers invest in local farmers by subscription and guarantee producers a fair price, is a risk-sharing model worth more attention. Direct food distribution systems not only encourage small-scale agriculture but also give consumers more control over the food they consume, she wrote.
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Great thanks to volunteer Ngoc Nguyen  has contributed these explanations and question markings.
If you want to make a better world like this, please contact us.

Questions 1-4

Choose TWO letters, A-E.
Write the correct letters in boxes 10-11 on your answer sheet.
Which TWO problems are mentioned which affect farmers with small farms in developing countries?

A  lack of demand for locally produced food
B  lack of irrigation programmes
C  being unable to get insurance
D  the effects of changing weather patterns
E  having to sell their goods to intermediary buyers

Which TWO actions are recommended for improving conditions for farmers?
A  reducing the size of food stocks
B  attempting to ensure that prices rise at certain times of the year
C  organising co-operation between a wide range of interested parties
D  encouraging consumers to take a financial stake in farming
E  making customers aware of the reasons for changing food prices

Multiple Choice Questions Practice Exercise 6

Answer questions 1-5 which are based on the reading passage below.

For hundreds of years humans thought that tool making was a uniquely human trait. In 1960, Jane Goodall observed chimpanzees using tools in the wild, a discovery to which Goodall’ mentor Louis Leakey famously responded, “We must redefine tool, redefine man, or accept chimpanzees as human.” It is now commonly accepted the various primates engage in tool making, and there is a growing body of evidence that many corvids, a group of bird specs that includes crows, jays, rooks, ravens, and magpie, are also tool makers, and that they show many other signs of possessing high intelligence.
Scientists have observed wild New Caledonian crows making hooks out of twigs to pull grubs from tree holes that are too deep for their beaks. New Caledonian crows also sometimes use their beaks to create small spears from leaves for collecting insects. Because New Caledonian crows are highly social and because tool design varies from area to area, most researchers assume the birds tool use is cultural; that is, the tool use is learned from other crows.
In 2002, however, three researchers at Oxford University reported in Science a starting new twist to tool making in corvids. A New Caledonian crow that had been captured in 2000 as a juvenile had invented a new tool from materials not found in her natural habitat without observing the behavior in other crows. The Crow, named Betty, shared space with a male crow named Abel. The researchers had set up an experiment in which both crows were presented with a straight wire and a hooked wire and food that could most easily be retrieved with a hooked wire. When Abel flew away with the hooked wire, Betty bent the straight wire and successfully lifted the bucket of food with her hook. The researchers then set out to see whether they could get Betty to replicate the behavior. Ten times, they set out a single straight wire and food to be retrieved. Betty retrieved the food nine times by bending the wire; once she managed to retrieve the food with the straight wire. Alex Kacelik, one of the researchers who worked with the crows, noted that she had solved a new problem by doing something she had never done before.
Professor John Marzloff, at the University of Washington in Seattle, demonstrated another interesting ability in American crows: recognizing faces of individual humans. In 2005, he and other researchers each wore a Caveman mask when they captured, tagged, and then released crows on campus. Then Marzloff and other researchers took turns wearing the mask and walking around campus. Over time, increasing numbers of crows flocked together and cawed at anyone wearing the caveman mask, regardless of the size, gender, and skin color of the mask wearer or whether the wearer was one of the researchers who had originally captured crows. When the same people did not wear the mask, they got no reaction from the crows. This showed that it was clearly the face that was identified as a threat to the flock. Crows that had not originally been captured were joining the harassment of the perceived threat. When Marzloff suggested that researchers try wearing the caveman mask upside down, some crows actually turned their heads upside down to better identify the face of the “enemy.”
In their studies of western scrub jays published in Science in May 2006, Johann Daly, Nathan Emery, and Nicola Clayton showed that jays have the ability to remember whether a specific other day saw them hide food for later use. When it became clear that a jay that observed the hiding might have access to the cache, the hiders retrieved their food and re-hid it when given the opportunity to do so without observation. “They did not re-hide food when other Jays were introduced to the situation. Similarly, ravens in the wild have been observed misleading other ravens by pretending to hide food in one location then flying off to hide it elsewhere when the other raven goes to investigate the false cache.
Corvids are also capable of fooling humans. Marzloff tells the story of a pair of crows that built a fake nest that they always flew to when researchers were in their area. The crows’ actual nest with their young was nearby, but the humans never saw the crows actually fly to it.
In an experiment to test social cooperation in rooks, University of Cambridge researchers found that pairs of rooks quickly figured out how to pull on ropes at the same time to bring food that could not be gained through the individual effort of one rook.
Otto Koehler tested the ability of captive jackdaws to count, a skill apparently related to their communication often being based on the number of calls. First, Koehler trained jackdaws to expect five food rewards. Then the jackdaws were given a number of boxes, some of which contained food. They proceeded to open the boxes until they had found five pieces of food, at which point they stopped opening boxes because they knew they had reached five. In another experiment, Koehler also trained Jackdaws to choose a box with the same number of dots on the Id as the number of dots on a cue card.
“Tool makers, tricksters, cooperators, mathematicians—the corvids are far from “bird brains”. In fact, their intelligence, in many cases, appears to equal or even surpass that of many of our primate “cousins.”

Questions 1 – 3

• Choose the correct answer.

1. Researchers wore a mask when working with crows in order to………..
     A conceal their true dent from the crows
     B find out whether crows would recognize the mask In another situation
     C protect their faces from aggressive crows

2. Crows harassed researchers wearing the mask because the researchers ………..
     A were of a size and skin color that crows feared
     B had worn the mask when handling cows
     C took turns wearing the mask while walking around campus

3. When researchers removed the mask, ………
     A they could more easily tag the crows
     B the crows did not harass them
     C they were attacked by the entire flock of crows

Multiple Choice Questions Practice Exercise 7

Answer questions 1-5 which are based on the reading passage below.

Lost Cards Reading Answers

If you lose your credit card, chequebook, debit card, or cash card, reach your credit card provider or bank as soon as possible. This should be done with a letter. Inform the police as well if you suspect theft. In most cases, if you reach early enough, you will not be responsible for any costs that a thief has racked up on your account. Even this minor risk is usually covered by most homeowners' insurance policies.

Because plastic money has become so universal, programs like Credit Card Shield and Card Protection System exist to help customers whose cards have been lost or stolen. For a nominal annual charge, you can register all of your cards, including cash cards and store-issued account cards, with a central registry. If any or all of your cards are taken, you only need to call the register once, which is open 24 hours a day, 365 days a year. As soon as you call, you are no longer responsible for any bills incurred by the thief, and the scheme's staff will inform all of the companies whose cards you used.

CARD OF CREDIT You will not be liable for more than £50 of the bills incurred by a thief using your card. You won't have to spend anything if you report the loss before the card is used.

CHEQUES AND CERTIFICATE CARD You won't have to pay for any fake cheques used by a thief unless you were careless, such as signing blank cheques. The loss will be borne by the bank or shop that takes them.

CARD OF DEBIT (Switch or Visa Delta) Banks use a system similar to credit cards in which you are responsible for invoices up to £50.

Unless the bank can prove extreme negligence, such as writing your personal identification number on your card, you can be compelled to spend back any sums a thief withdraws using your card, but only up to the moment you report the loss and up to £50.
Keep your card and a note of your personal number (which isn't on the card) separate at all times.

If at all possible, remember your personal phone number. If you have to make a note of it, make it out to be something else, like a phone number.
When a credit card is used as a cash card, the same rules and concerns apply.

Question 1 - 5

Choose the correct letter, A - D.

1. Inform the police as well if 

A. you lost your credit card
B. you suspect theft
C. you forget to bring the card
D. your card is not working 

2. Even this minor danger is usually covered by most homeowners' 

A. insurance policies
B. bank policies
C. security policies
D. safety policies

3. You can register all of your cards, including cash cards and store-issued account cards, 

A. with the bank authorities
B. with the insurance company
C. with the higher officials
D. with a central registry.

4. You won't have to pay anything if you notify the loss

A. after the card is used 
B. before the card lost
C. before the card is used
D. after the card lost

5. When a credit card is used as a cash card,

A. the same regulations and concerns apply
B. a lot of benefits waiting for you
C. you will have more offers
D. debit card usage will be reduced

Multiple Choice Questions Practice Exercise 8

Answer questions 1-5 which are based on the reading passage below.

Is bilingualism a crime?

Immigrants encounter the chance of culture being lost along with the language, as their kids no longer desire to speak, in New Zealand. Tiffany’s mother, Susanne Dvorak, has undergone this. When she and her husband Dieter vacated Germany six years ago to begin a fresh life in New Zealand, they felt it would be the ideal chance to raise their two-year-old as a bilingual. After all, bilingual Turkish families in Germany were normal and Susanne had read all the books she could discover on the topic.

The concept was to have a house with a German-language environment and for Tiffany to learn English at nursery school. But when Tiffany moved to nursery school she stopped talking totally. She was silent for nearly two or three months. Then, when she brought up speaking again, it was only in English. Concerned for her language growth, Dieter began speaking English to his daughter while Susanne continued in German. Today, when Susanne speaks to her daughter in German, she still responds in English. ‘Or sometimes she speaks half and half. I checked with her teacher and she very rarely mixes up German and English at school. She speaks English like a New Zealander. 

Professor Halford, also a mother of two bilingual children, says, ‘It’s usual for children to deny speaking their mother tongue at the stage when they begin to socialise with other children in kindergarten or school’. But, she says, this relies a lot on the perspectives of the societies in question. In monolingual societies, like New Zealand, ‘ children desire to be like all the others and sometimes use bilingualism as one of the battlefields for discovering their own uniqueness in contrast to that of their parents.’

She supports Susanne’s method of not pressuring her daughter. ‘Never force the child to use a particular language, just keep using it yourself. The child will accept that. There is usually a time when children or teenagers will need to show their own individuality as different from their schoolmates and they may use their other language to do so.’ Cathie Elder believes immigrant parents should only talk English to their kids if they are able to use English well themselves. ‘What parents should do is provide rich language knowledge for their kids in whatever language they speak well. They may feel like strangers and want to speak the local language, but it is more important for the child’s language growth to provide a lot of language knowledge in any language.’

Question 1 - 5

Choose the correct letter, A - D.

1. Immigrants encounter the chance of culture being lost along with the language, as their kids 

A. speaking the language with mistakes
B. not liked the language
C. forgot the language
D. no longer desire to speak

2.  They felt it would be the ideal chance to raise their two-year-old as a 

A. bilingual 
B. good soul
C. lawyer
D. brave girl

3. Tiffany was silent for nearly two or 

A. four months
B. four years
C. three years
D. three months

4. In monolingual societies, children desire to be like all the others and sometimes use 

A. only english
B. bilingualism
C. only their mother tongue
D. english and their mother tongue

5. It is more important for the child’s language growth to provide a lot of language knowledge

A. at any cost
B. at any situation
C. in any language
D. other than their known language

Multiple Choice Questions Practice Exercise 9

Answer question 1 which are based on the reading passage below.

A.
Economists accept that if people describe themselves as happy, then they are happy. However, psychologists differentiate between levels of happiness. The most immediate type involves a feeling; pleasure or joy. But sometimes happiness is a judgment that life is satisfying, and does not imply an emotional state. Esteemed psychologist Martin Seligman has spearheaded an effort to study the science of happiness. The bad news is that we’re not wired to be happy. The good news is that we can do something about it. Since its origins in a Leipzig laboratory 130 years ago, psychology has had little to say about goodness and contentment. Most psychologists have concerned themselves with weakness and misery. There are libraries full of theories about why we get sad, worried, and angry. It hasn’t been respectable science to study what happens when lives go well. Positive experiences, such as joy, kindness, altruism and heroism, have mainly been ignored. For every 100 psychology papers dealing with anxiety or depression, only one concerns a positive trait.
B.
A few pioneers in experimental psychology bucked the trend. Professor Alice Isen of Cornell University and colleagues have demonstrated how positive emotions make people think faster and more creatively. Showing how easy it is to give people an intellectual boost, Isen divided doctors making a tricky diagnosis into three groups: one received candy, one read humanistic statements about medicine, and one was a control group. The doctors who had candy displayed the most creative thinking and worked more efficiently. Inspired by Isen and others, Seligman got stuck in. He raised millions of dollars of research money and funded 50 research groups involving 150 scientists across the world. Four positive psychology centres opened, decorated in cheerful colours and furnished with sofas and baby-sitters. There were get-togethers on Mexican beaches where psychologists would snorkel and eat fajitas, then form “pods” to discuss subjects such as wonder and awe. A thousand therapists were coached in the new science.
C.
But critics are demanding answers to big questions. What is the point of defining levels of haziness and classifying the virtues? Aren’t these concepts vague and impossible to pin down? Can you justify spending funds to research positive states when there are problems such as famine, flood and epidemic depression to be solved? Seligman knows his work can be belittled alongside trite notions such as “the power of positive thinking”. His plan to stop the new science floating “on the waves of self-improvement fashion” is to make sure it is anchored to positive philosophy above, and to positive biology below.
D.
And this takes us back to our evolutionary past. Homo sapiens evolved during the Pleistocene era (1.8 m to 10,000 years ago), a time of hardship and turmoil. It was the Ice Age, and our ancestors endured long freezes as glaciers formed, then ferocious floods as the ice masses melted. We shared the planet with terrifying creatures such as mammoths, elephant-sized ground sloths and sabre-toothed cats. But by the end of the Pleistocene, all these animals were extinct. Humans, on the other hand, had evolved large brains and used their intelligence to make fire and sophisticated tools, to develop talk and social rituals. Survival in a time of adversity forged our brains into a persistent mould. Professor Seligman says: “Because our brain evolved during a time of ice, flood and famine, we have a catastrophic brain. The way the brain works is looking for what’s wrong. The problem is, that worked in the Pleistocene era. It favoured you, but it doesn’t work in the modern world”.
E.
Although most people rate themselves as happy, there is a wealth of evidence to show that negative thinking is deeply ingrained in the human psyche. Experiments show that we remember failures more vividly than success. We dwell on what went badly, not what went well. Of the six universal emotions, four anger, fear, disgust and sadness are negative and only one, joy, is positive. (The sixth, surprise, is neutral). According to psychologist Daniel Nettle, author of Happiness, and one of the Royal Institution lectures, the negative emotion each tells us “something bad has happened” and suggest a different course of action.
F.
What is it about the structure of the brain that underlies our bias towards negative thinking? And is there a biology of joy? At Iowa University, neuroscientists studied what happens when people are shown pleasant and unpleasant pictures. When subjects see landscapes or dolphins playing, part of the frontal lobe of the brain becomes active. But when they are shown unpleasant images, a bird covered in oil, or a dead soldier with part of his face missing, the response comes from more primitive parts of the brain. The ability to feel negative emotions derives from an ancient danger-recognition system formed early in the brain’s evolution. The prefrontal cortex, which registers happiness, is the part used for higher thinking, an area that evolved later in human history.
G.
Our difficulty, according to Daniel Nettle, is that the brain systems for liking and wanting are separate. Wanting involves two ancient regions the amygdala and the nucleus accumbens that communicate using the chemical dopamine to form the brain’s reward system. They are involved in anticipating the pleasure of eating and in addiction to drugs. A rat will press a bar repeatedly， ignoring sexually available partners, to receive electrical stimulation of the “wanting” parts of the brain. But having received brain stimulation, the rat eats more but shows no sign of enjoying the food it craved. In humans, a drug like nicotine produces much craving but little pleasure.
H.
In essence, what the biology lesson tells us is that negative emotions are fundamental to the human condition and it’s no wonder they are difficult to eradicate. At the same time, by a trick of nature, our brains are designed to crave but never really achieve lasting happiness.

Question 1

Choose the correct letter, A, B, C or D.
Write your answers in box 1 on your answer sheet.

According to Daniel Nettle in the last two paragraphs, what is true as the scientists can tell us about happiness

1. Brain systems always mix liking and wanting together.
2. Negative emotions can be easily rid of if we think positively.
3. Happiness is like nicotine we are craving for but get little pleasure from.
4. The inner mechanism of human brains does not assist us to achieve durable happiness

Answers for Practice exercises 

Travel is the best form of education Reading Answers

(Note: The text in italics is from the reading passage and shows the location from where the answer is taken or inferred. The text in the regular font explains the answer in detail.)

1. d. All the above 

   Explanation: Paragraph 1 - One learns olor while serving in the United States Army. Foreign places, stressful conditions, and absence from home can foster an out-of-the-classroom education (non-traditional education) that crosses the boundary of the odd and unusual.

2. b. The world through other’s eyes 

   Explanation: Paragraph 3 - Historians enjoy a deep appreciation for the written word. They savour the ability to see the world through the eyes of someone who never had satellite TV, the Internet or a cell phone.
   
   A and C are the wrong options as they only contain the words from the passage and do not convey the main idea. In fact, the passage states that historians study the time when there was no satellite TV. Also, C is less informative as compared to B. It does not mention how they like to see the world. D may confuse you because the passage mentions 'the written word' but not that these documents are popular.

3. d. Comforted his wife with his letters. 

   Explanation: Paragraph 4 - A letter of August 16, 1918, soothes his wife while he is stationed in France during World War I. ...bathing in a nearby brook, to the size of his room and the servants who provide for him, as he attempts to console a worry-sick wife.
   
   A and B are wrong answers as the Colonel was away from his wife. C is wrong as Colonel did not write letters to the U.S. Army Military History Institute, but his letters are preserved in this institute

4. c. When blood from a dead animal ran into the water. 

   Explanation: Paragraph 6- The blood would run into the water, and out would come the creature.

5. d. Curiosity and a desire to learn 

   Explanation: Paragraph 7 - Experience in foreign places, blended with curiosity and a desire to learn, enabled Colonel Hobbs to obtain a far greater grasp of the world. These  traits provided him with an education that the average person today cannot obtain from watching television  or searching the web.
   
   A is wrong as the passage mentions his experience in foreign places and not the desire to travel to foreign places. B is wrong as the grasp of the world was the consequence and not the cause. C is wrong because the passage mentions that such education cannot be obtained by watching TV or through the internet.

Tropical Rainforests Reading Answers

(Note: The text in italics is from the reading passage and shows the location from where the answer is taken or inferred. The text in the regular font explains the answer in detail.)

1. d. To accommodate the growing population. 

   
   Explanation: Paragraph 1 - To provide food, wood, fuel and resources for the growing population, and to make room for the exploding tropical population, the world's rainforests are literally disappearing.
   
   A is incorrect as paragraph 1 states that the trend of deforestation in tropical areas is similar to that of Europe and North America and not that people want to be like them. B is incorrect as according to the paragraph the rapid progress is in the context of deforestation and not for people. C is also not the answer because there is no such information in the passage.

2. b. Raise cattle, dig mines and build dams. 

   Explanation: Paragraph 4 - Amazon rainforests are being cleared on a vast scale for settlements, logging, gold mining, petroleum, cattle ranching, sugar cane, large hydroelectric dams, and charcoal for smelting ore.
   
   A is incorrect as it is not mentioned in the passage. C states that the  settlements are cleared whereas the information in the passage says that Amazon rainforests are cleared to establish settlements. So wrong. D is also wrong as the passage does not mention it as one of the reasons for clearing forests. It says there is a potential for farmlands in the Amazon.

3. c. Diminished to a quarter. 

   Explanation: Paragraph 5 - Scientists estimate that until as recently as 10,000 years the world had 6 billion acres of tropical rainforests.
   
   Paragraph 6 - Today we have less than 1.5 billion acres left, ...
   
   6 billion acres of rainforest has reduced to 1.5 billion acres during 10,000 years. So it is a reduction to one-fourth of the total area.
   
   A, B and D are wrong interpretations of numbers quoted in the passage

4. b. Growing trees for commercial purposes. 

   Explanation: Paragraph 7 - One important way to help is to plant tropical hardwood tree for harvests to produce hardwoods so that they are not taken from the natural rainforest… the importance, and the wisdom, of planting tropical hardwood trees for profit, not just because of the profit but also because of the benefit to the world.
   
   It can be inferred from Paragraph 7 that if tropical hardwood trees are grown specifically for harvesting, that is, for commercial purposes, there will be no need to cut the forests.
   
   A and D are not mentioned C, i.e. making a profit is mentioned as a consequence of growing hardwood trees and not referred to as a way of bringing about positive changes.
   
   

5. d. To detail the destruction of the rainforests. 

   Explanation: The answer can be obtained from the gist of the whole passage.
   
   A is not mentioned in the passage. B - Paragraph 4 refers to the various resources for which rainforests are being cut, but there is no mention of the reason for this greed. C - Paragraph 7 suggests one way to protect tropical rainforests, but that cannot be inferred as the gist of the passage or the writer's purpose. So A, B and C are not the answers. 

A Complex Relationship Reading Answers

(Note: The text in italics is from the reading passage and shows the location from where the answer is taken or inferred. The text in the regular font explains the answer in detail.)

1. c. Aphids 

   Explanation: Paragraph 1 - Aphids provide ants with a food source the sugar-rich honeydew they excrete when eating plants…

2. b. They maintain a large population of aphids. 

   Explanation: Paragraph 2 - To ensure a constant supply of honeydew, some ant species cultivate large numbers of aphids and prevent them from straying too far from the colony..

3. d. Chemicals secreted by ants. 

   Explanation: Paragraph 4 - Ants use behavioural signals called semiochemicals to manipulate aphids' nervous systems..Earlier work has shown that the presence of ants can somehow tranquilize aphids and limit their motor functions,...
   
   Paragraph 5 - Using digital video cameras to measure the walking speeds of aphids, Tom Oliver ... have shown that aphids move much more slowly on paper that has previously been walked on by ants.

4. d. Not beneficial to aphids. 

   Explanation: Paragraph 6 - Maintaining a populous aphid farm in a small area is obviously beneficial to the ants, .. the relationship between the two species is complex, and it seems that the ants' manipulation of the aphids' behaviour is exploitative.

5. a. Start a new colony 

   Explanation: Paragraph 7 - Normally, aphids wander off to new locations when conditions become crowded, to establish new populations nearby.

Recovering a Damaged Reputation Reading Answers

(Note: The text in italics is from the reading passage and shows the location from where the answer is taken or inferred. The text in the regular font explains the answer in detail.)

7. Answer: A

Explanation: In Paragraph 7, line 1, it is said that the first step she suggests is to ‘take the heat—leader first’. This signifies Gaines-Ross' opinions from the section are in line with what she stated, where she claimed that since CRU and IPCC leaders should have carried the majority of the criticism. The right response from the list of options above is that this implies they resign from their position.

8. Answer: C

Explanation: In Paragraph 9, it is clearly stated in the second line that many climate researchers have avoided the media and the public, at least until the official inquiries have concluded their reports. Hence, the second mistake staff at the CRU and IPCC made was avoiding interviews with the press.

9. Answer: C

Explanation: C is the appropriate option, and it is justified in Paragraph 12 about the criticisms conceding to unfounded arguments that are based on prejudice rather than evidence, but there is an obligation to help the public understand the causes of climate change as well as the options for avoiding and dealing with the consequences.

10. Answer: D

Explanation: In the last paragraph, it is said that winning back public confidence is a marathon, not a sprint, but you can’t win at all if you don’t step up to the starting line. It is apparent from the sentence that the time it might take for scientists to win back confidence is a reference to a ‘marathon’.

The risk agriculture faces in developing countries Reading Answers

(Note: The text in italics is from the reading passage and shows the location from where the answer is taken or inferred. The text in the regular font explains the answer in detail.)

10. Answer: D,E 

Explanation:  Located in the first line of paragraph G, “climate change and its consequences for small-scale agriculture”.

11. Answer: D,E

Explanation:  Located in the first two lines of paragraph I, “the presence of intermediary purchasers who, taking advantage of farmers’ vulnerability, dictate prices”.

12. Answer: C,D

Explanation: Located in the first two lines of paragraph H, “Some participating authors and commentators argued in favour of community- based and autonomous risk management strategies through collective action groups, co-operatives or producers’ groups”.

13. Answer: C,D

Explanation: Located in the last two lines of paragraph H, “all stakeholders, including business, government, scientists and civil society, must work together, starting at the beginning of the value chain”

The intelligence of corvids Reading Answers

(Note: The text in italics is from the reading passage and shows the location from where the answer is taken or inferred. The text in the regular font explains the answer in detail.)

1. Answer:B

 Explanation: Professor John Marzloff, at the University of Washington in Seattle, demonstrated another interesting ability in American crows: recognizing faces of individual humans. In 2005, he and other researchers each wore a Caveman mask when they captured, tagged, and then released crows on campus. Then Marzloff and other researchers took turns wearing the mask and walking around campus. The given answer is located in the 1-6 lines of  paragraph 4.

2. Answer:A

Explanation: Over time, increasing numbers of crows flocked together and cawed at anyone wearing the caveman mask, regardless of the size, gender, and skin color of the mask wearer or whether the wearer was one of the researchers who had originally captured crows. When the same people did not wear the mask, they got no reaction from the crows. This showed that it was clearly the face that was identified as a threat to the flock. The given answer is located in the 6-11 lines of paragraph 4. 

3. Answer:B

Explanation: When the same people did not wear the mask, they got no reaction from the crows. The given answer is located in the 9-10 lines of  paragraph 4. 

Lost Cards Reading Answers Reading Answers

(Note: The text in italics is from the reading passage and shows the location from where the answer is taken or inferred. The text in the regular font explains the answer in detail.)

1. B. you suspect theft 

Explanation: Paragraph 1 - Inform the police as well if you suspect theft. 

2. A. insurance policies

Explanation: Paragraph 1 - Even this minor risk is usually covered by most homeowners' insurance policies.

3. D. with a central registry 

Explanation: Paragraph 2 -   For a nominal annual charge, you can register all of your cards, including cash cards and store-issued account cards, with a central registry.

4. B. before the card is used 

Explanation: Paragraph 3- You won't have to spend anything if you report the loss before the card is used.

5. A. the same regulations and concerns apply

Explanation: Paragraph 7 -  When a credit card is used as a cash card, the same rules and concerns apply.

Is bilingualism a crime? Reading Answers

(Note: The text in italics is from the reading passage and shows the location from where the answer is taken or inferred. The text in the regular font explains the answer in detail.)

1. D. no longer desire to speak 

Explanation: Paragraph 1 - Immigrants encounter the chance of culture being lost along with the language, as their kids no longer desire to speak, in New Zealand.

2. A. bilingual

Explanation: Paragraph 1 - When she and her husband Dieter vacated Germany six years ago to begin a fresh life in New Zealand, they felt it would be the ideal chance to raise their two-year-old as a bilingual.

3. D. three months 

Explanation: Paragraph 2 - But when Tiffany moved to nursery school she stopped talking totally. She was silent for nearly two or three months. 

4. B. bilingualism 

Explanation: Paragraph 3-  In monolingual societies, like New Zealand, ‘ children desire to be like all the others and sometimes use bilingualism as one of the battlefields for discovering their own uniqueness in contrast to that of their parents.’

5. C. in any language

Explanation: Paragraph 4 - They may feel like strangers and want to speak the local language, but it is more important for the child’s language growth to provide a lot of language knowledge in any language.’

Can Scientists tell us: What happiness is? Reading Answers

(Note: The text in italics is from the reading passage and shows the location from where the answer is taken or inferred. The text in the regular font explains the answer in detail.)

13. Answer: D

Explanation: Located in the last line of paragraph H, “At the same time, by a trick of nature, our brains are designed to crave but never really achieve lasting happiness”.

Also check IELTS academic reading Summary Completion

Conclusion

Tips, strategies and exercises that you’ve found here have helped many students in skill Building and answering IELTS academic reading multiple choice questions with minimal difficulties. And, we think that this will be true for you also. You can also try our mock tests and the practice test questions available to make yourself comfortable with the topic.