IELTS Academic (AC)
Passage 1: History of Wallpaper
(13 Questions + Explained Answers)
PASSAGE 1
The History of Wallpaper
Wallpaper, now a commonplace element of interior decoration, began as a luxury substitute for woven tapestries in Europe during the late Middle Ages. Wealthy households used large fabric wall hangings to insulate stone buildings and to display status. However, as trade networks expanded and paper-making techniques improved, decorative paper panels became a cheaper and more flexible alternative.
The earliest known European wallpapers date from the 15th century, though China had been producing decorative wall coverings long before that. Early European versions were often hand-painted or block-printed, imitating textile designs. Because printing technology was limited, each colour required a separate carved block, making production time-consuming and expensive. As a result, wallpaper remained largely confined to affluent homes.
The 18th century marked a turning point. Advances in engraving and copperplate printing enabled manufacturers to produce detailed scenic designs, including landscapes and architectural illusions. These panoramic wallpapers became fashionable among the elite, reflecting growing interest in travel and exotic imagery. At the same time, increased mechanisation gradually lowered costs.
The Industrial Revolution accelerated wallpaper production dramatically. Machine printing, steam-powered presses, and synthetic dyes allowed mass manufacture at affordable prices. By the late 19th century, wallpaper was no longer a symbol of aristocratic taste but a feature of middle-class domestic life. Designs diversified to suit varying social preferences, from ornate Victorian patterns to minimalist motifs.
Despite its popularity, wallpaper periodically fell out of favour. In the early 20th century, modernist architects rejected elaborate ornamentation, favouring plain painted walls. Later, concerns about hygiene and flammability also reduced its appeal. However, technological improvements eventually addressed many safety issues, and wallpaper experienced revivals in different decades.
Today, wallpaper occupies a niche between tradition and innovation. Digital printing allows customised designs, while environmental awareness has prompted the use of sustainable materials. Far from disappearing, wallpaper has continually adapted to shifting aesthetic and technological landscapes.
Questions 1–5
Do the following statements agree with the information in the passage?
Write:
TRUE
FALSE
NOT GIVEN
Wallpaper first appeared in Europe as a decorative innovation unrelated to tapestries.
Chinese wall coverings existed before European wallpaper.
Early wallpaper production required multiple printing blocks for different colours.
Scenic wallpapers became popular mainly because travel was affordable for most people.
Wallpaper completely disappeared in the 20th century.
Questions 6–9
Multiple Choice
Choose the correct letter A, B, C or D.
6. Why were early wallpapers expensive?
A. They were imported from China
B. They required hand techniques and separate blocks
C. They used rare pigments
D. They were restricted by law
7. What was a key effect of the Industrial Revolution on wallpaper?
A. It reduced design diversity
B. It eliminated hand printing
C. It made wallpaper affordable to the middle class
D. It replaced wallpaper with paint
8. Modernist architects disliked wallpaper because they preferred:
A. natural fabrics
B. plain surfaces
C. bright colours
D. imported materials
9. Contemporary wallpaper production benefits from:
A. synthetic tapestries
B. digital customisation
C. lower-quality dyes
D. reduced consumer interest
Questions 10–13
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage.
Wallpaper began as a substitute for (10) __________ in wealthy homes.
In the 18th century, copperplate printing enabled the creation of detailed (11) __________ designs.
During the Industrial Revolution, wallpaper became part of (12) __________ domestic life.
Today, manufacturers focus on sustainable materials due to increased (13) __________ awareness.
Passage 2: Playing with Science
In recent decades, educators have increasingly questioned the effectiveness of traditional science instruction based solely on lectures and textbook memorisation. Research in cognitive psychology suggests that passive absorption of information rarely produces durable understanding. As a result, many schools have introduced inquiry-based learning, encouraging students to explore scientific concepts through experimentation and problem-solving rather than rote learning.
The idea that “playing” supports learning is not new. Developmental theorists have long argued that children construct knowledge actively, particularly when engaged in open-ended tasks. In science education, this philosophy has translated into hands-on laboratories, interactive simulations, and collaborative projects. Rather than simply observing demonstrations, students are expected to test hypotheses, gather data, and draw conclusions independently.
However, the implementation of playful science learning has not been without controversy. Critics contend that excessive emphasis on exploration may weaken foundational knowledge. Without structured guidance, students may develop misconceptions or fail to grasp essential theoretical principles. Some researchers therefore advocate a balanced model combining guided instruction with investigative activities.
Empirical studies reveal mixed outcomes. In classrooms where teachers carefully scaffold experiments, students often demonstrate deeper conceptual understanding and improved retention. Conversely, poorly designed activities may lead to confusion or superficial engagement. The effectiveness of playful science appears to depend less on the activity itself than on the pedagogical framework supporting it.
Technological advancements have further transformed science education. Virtual laboratories and interactive software now allow students to simulate complex experiments that would be impractical or dangerous in physical classrooms. While such tools expand accessibility, they also raise questions about whether digital experiences can replicate the cognitive benefits of tactile, real-world experimentation.
Ultimately, debates about playful science reflect broader tensions in education: whether learning should prioritise efficiency and content coverage, or curiosity and intellectual autonomy. Most experts now agree that effective science instruction must integrate both structure and exploration rather than treating them as mutually exclusive approaches.
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Questions 14–18
Do the following statements agree with the information in the passage?
Write:
TRUE
FALSE
NOT GIVEN
14. Traditional lecture-based science teaching always results in strong long-term understanding.
15. Inquiry-based learning encourages students to participate actively in experiments.
16. All researchers agree that playful science learning is superior to structured teaching.
17. Poorly designed experiments can reduce learning effectiveness.
18. Virtual laboratories completely replace the need for physical experiments.
---
Questions 19–22
Matching Headings
Choose the correct heading for each paragraph (A–D).
A. The role of technology in modern science education
B. The need for balance between guidance and exploration
C. Historical roots of learning through play
D. Concerns about the limits of unstructured exploration
Paragraph 2 → ______
Paragraph 3 → ______
Paragraph 4 → ______
Paragraph 5 → ______
Questions 23–26
Summary Completion
Choose NO MORE THAN TWO WORDS from the passage.
Recent reforms in science education aim to move beyond (23) __________ memorisation.
Hands-on activities require students to form and test (24) __________ independently.
Some critics argue that too much exploration may undermine (25) __________ knowledge.
Most experts believe science instruction should combine structure with (26) __________.
Passage 3: Insect Intelligence
For much of scientific history, insects were regarded as instinct-driven organisms whose behaviour could be explained entirely through simple stimulus–response mechanisms. Their small brains were assumed to lack the neural complexity necessary for higher cognitive processes. However, a growing body of research has challenged this assumption, suggesting that some insect species exhibit forms of learning, memory, and even problem-solving previously thought to be exclusive to vertebrates.
Studies of bees have provided particularly striking evidence. In controlled experiments, bees have demonstrated the ability to navigate mazes, recognise human faces, and communicate complex spatial information through symbolic movement patterns. Such behaviours imply a level of abstraction and memory integration that exceeds mere reflexive action. Researchers now argue that cognitive sophistication cannot be measured solely by brain size, but must also consider neural efficiency and adaptive function.
Ants, too, have revealed unexpected behavioural flexibility. Certain species adjust foraging strategies in response to environmental variability, optimising routes and reallocating labour depending on colony needs. While these patterns were once attributed to collective instinct, recent experiments suggest that individual ants may contribute learned information to the colony’s overall behaviour. This raises questions about the boundary between individual intelligence and emergent group dynamics.
Sceptics caution against anthropomorphism, warning that researchers may overinterpret insect behaviour through a human lens. They argue that complex outcomes do not necessarily imply conscious reasoning, and that highly specialised evolutionary adaptations can produce sophisticated behaviour without reflective thought. The debate therefore centres not only on evidence, but also on how intelligence itself should be defined.
Advances in neurobiology have further complicated the issue. Imaging technologies reveal intricate neural circuits within insect brains that, while small, are densely interconnected. These findings suggest that cognitive capacity may depend less on absolute neuron count and more on structural organisation. If so, long-standing assumptions about the relationship between brain size and intelligence may require revision.
Ultimately, the study of insect intelligence forces scientists to reconsider fundamental questions about cognition. Rather than viewing intelligence as a hierarchical trait possessed only by certain species, researchers increasingly describe it as a spectrum shaped by ecological demands. In this framework, insects are not primitive automatons but highly specialised problem-solvers adapted to their environments.
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Questions 27–31
Do the following statements agree with the claims of the writer?
Write:
YES
NO
NOT GIVEN
27. Early scientists believed insects were incapable of complex cognition.
28. Bee experiments prove that insects possess consciousness.
29. Some researchers think intelligence should not be judged purely by brain size.
30. All ant behaviour is controlled by collective instinct alone.
31. The definition of intelligence influences how insect behaviour is interpreted.
---
Questions 32–36
Matching Information
Which paragraph contains the following information?
A reference to the risk of interpreting animal behaviour using human standards → ______
Evidence that neural structure may be more important than size → ______
An example of insects adapting strategies based on conditions → ______
A historical assumption about insect cognition → ______
A broader reconsideration of how intelligence is conceptualised → ______
(Write the paragraph number 1–6.)
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Questions 37–40
Multiple Choice
37. What do bee experiments suggest?
A. Bees rely purely on instinct
B. Brain size determines intelligence
C. Bees can integrate memory and spatial information
D. Bees imitate vertebrate behaviour
38. According to sceptics, complex insect behaviour may result from:
A. conscious planning
B. accidental learning
C. specialised evolutionary mechanisms
D. social hierarchy
39. Neurobiological studies indicate that intelligence may depend on:
A. environmental temperature
B. neuron quantity alone
C. structural organisation
D. species classification
40. The writer’s overall view is that insect intelligence:
A. has been exaggerated by scientists
B. challenges traditional assumptions
C. remains scientifically untestable
D. is identical to human cognition
Academic ANSWER KEY + EXPLANATIONS
TRUE / FALSE / NOT GIVEN
FALSE
It began as a substitute for tapestries, directly related to them.
TRUE
China produced decorative wall coverings long before Europe.
TRUE
Each colour required a separate carved block.
FALSE
Popularity was linked to fashion and exotic imagery, not affordability of travel.
FALSE
It fell out of favour but never disappeared.
Multiple Choice
B
Hand painting and multiple blocks made it expensive.
C
Mass production made wallpaper accessible to the middle class.
B
Modernists preferred plain painted walls.
B
Digital printing allows custom designs.
Summary Completion
woven tapestries
Direct reference to opening paragraph.
scenic
“Detailed scenic designs” appears exactly.
middle-class
“Middle-class domestic life” is directly stated.
environmental
“Environmental awareness” appears in final paragraph.
14. FALSE
The passage says passive learning rarely produces durable understanding. “Always” makes it incorrect.
15. TRUE
Inquiry-based learning involves testing hypotheses and drawing conclusions.
16. FALSE
The passage says researchers advocate balance, not superiority.
17. TRUE
Poorly designed activities may cause confusion and superficial engagement.
18. FALSE
Technology raises questions; it does not completely replace physical experiments.
---
Matching Headings
Paragraph 2 → C
Discusses developmental theorists and roots of play-based learning.
Paragraph 3 → D
Highlights criticism and risks of unstructured exploration.
Paragraph 4 → B
Explains the importance of scaffolding and balanced pedagogy.
Paragraph 5 → A
Focuses on virtual labs and technological change.
---
Summary Completion
23. textbook
“Lecture and textbook memorisation.”
24. hypotheses
Students test hypotheses independently.
25. foundational
“Foundational knowledge” appears directly.
26. exploration
“Integrate both structure and exploration.”
YES / NO / NOT GIVEN
27. YES
Paragraph 1 states insects were assumed to lack neural complexity.
28. NO
The passage never claims proof of consciousness. That is an overstatement.
29. YES
Paragraph 2 says intelligence cannot be measured solely by brain size.
30. NO
Recent experiments suggest individuals contribute learned information.
31. YES
Debate centres on how intelligence should be defined.
---
Matching Information
Risk of human interpretation → Paragraph 4
Neural structure vs size → Paragraph 5
Adapting strategies → Paragraph 3
Historical assumption → Paragraph 1
Reconceptualising intelligence → Paragraph 6
---
Multiple Choice
37. C
Bees show memory integration and symbolic communication.
38. C
Sceptics attribute behaviour to specialised adaptations.
39. C
Structural organisation matters more than absolute neuron count.
40. B
The writer argues that insect intelligence challenges traditional views.
IELTS General Training Reading
Section 1
Swimming Centre Information
Passage 1
Riverside Community Swimming Centre
Riverside Community Swimming Centre offers facilities for both recreational and competitive swimmers. The centre is open seven days a week, from 6:00 am to 9:00 pm on weekdays and 8:00 am to 6:00 pm on weekends.
There are three pools available:
• A 25-metre lap pool for lane swimming
• A heated leisure pool suitable for families
• A shallow teaching pool for children under 10
Children under 8 must be supervised in the water by an adult at all times. Children aged 8–12 may swim independently but must remain within designated areas.
Swimming lessons are available for all age groups. Beginner classes for adults run on Tuesday and Thursday evenings. Junior development sessions are held on Saturday mornings. All lessons must be booked in advance online.
Lockers are available for a refundable deposit of £1. Visitors must bring their own padlocks or purchase one at reception. The centre is not responsible for lost belongings.
Annual membership provides unlimited access during public swim hours but does not include entry to special fitness classes or swimming lessons.
The café is open daily from 9:00 am and closes one hour before the centre shuts. Outside food is not permitted in the pool area.
---
Questions 1–5
Choose NO MORE THAN THREE WORDS AND/OR A NUMBER
1. What time does the centre open on weekdays?
2. Which pool is intended for serious swimmers?
3. Who must always be accompanied in the water?
4. How are swimming lessons reserved?
5. What is required to use a locker besides the deposit?
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Questions 6–10
TRUE / FALSE / NOT GIVEN
6. The centre closes at the same time every day.
7. Children aged nine can swim alone anywhere in the pool area.
8. Adult beginner lessons take place twice a week.
9. Annual members can attend fitness classes for free.
10. The café remains open until the centre closes.
---
Questions 11–13
Multiple Choice
11. The teaching pool is mainly for:
A. competitive swimmers
B. adults learning to swim
C. young children
D. fitness classes
12. Membership allows unlimited access during:
A. all hours
B. lesson times
C. public swim hours
D. weekends only
13. What rule applies to food?
A. Only café food is allowed poolside
B. Food is banned inside the centre
C. Outside food cannot be taken to the pool area
D. Members may bring snacks
Section 2
Class Rules & Enrolment Details
CitySkills Adult Learning Centre
CitySkills Adult Learning Centre provides vocational and personal development courses for adults over 18. Courses run in three terms per year: Spring (January–April), Summer (May–August), and Autumn (September–December). Most courses last between 8 and 12 weeks.
Enrolment Procedures
Students must complete the online application form before the published deadline. Late applications are accepted only if places remain available. Payment must be made in full within five working days of receiving confirmation; otherwise, the place will be offered to another applicant.
Students enrolling in accredited courses may be required to attend an assessment session to determine suitability. This does not apply to short hobby courses.
Attendance Policy
Students are expected to attend at least 80% of scheduled sessions. Failure to meet this requirement may result in withdrawal from the course without refund. In cases of illness, medical documentation must be submitted within seven days of absence.
Course Materials
Basic materials are included in the course fee. However, specialist equipment (e.g., photography lenses or culinary tools) must be purchased independently unless otherwise stated in the course description.
Refund Policy
Refunds are available only if cancellation occurs at least ten working days before the course start date. After this point, no refund will be issued except in exceptional circumstances approved by the Centre Director.
Code of Conduct
All students must follow health and safety regulations. Disruptive behaviour may lead to immediate suspension pending review. Smoking is strictly prohibited anywhere on the premises.
---
Questions 14–18
Choose NO MORE THAN THREE WORDS AND/OR A NUMBER
14. How many terms are there each year?
15. When must course fees be paid after confirmation?
16. What minimum attendance percentage is required?
17. Within how many days must medical proof be provided?
18. Who decides on refunds in exceptional cases?
---
Questions 19–23
TRUE / FALSE / NOT GIVEN
19. All courses require an entry assessment.
20. Students can pay in instalments.
21. Some equipment costs are not included in course fees.
22. Students who miss too many classes automatically receive a refund.
23. Smoking is permitted in designated outdoor areas.
---
Questions 24–26
Matching Information
Match the statement with the correct section:
A. Enrolment Procedures
B. Attendance Policy
C. Course Materials
D. Refund Policy
E. Code of Conduct
24. Explains consequences of inappropriate behaviour → ____
25. Describes deadline conditions for cancelling → ____
26. Mentions items learners must buy themselves → ____
Section 3
Workplace Information: Staff Performance & Conduct Policy
GreenBridge Retail Group employs over 300 staff across multiple branches. To ensure consistent standards of service and professional conduct, the company operates a formal Performance and Conduct Policy applicable to all employees, including part-time and probationary staff.
Performance Reviews
Employees undergo formal performance reviews twice a year. These reviews assess customer service, teamwork, punctuality, and adherence to company procedures. Managers provide written feedback and identify development goals. Underperforming staff may be placed on a four-week improvement plan. Failure to meet agreed targets during this period may result in disciplinary action.
Training Requirements
All new employees must complete mandatory induction training within their first month. Additional role-specific training is required for supervisory positions. Refresher workshops are offered annually but are compulsory only if a manager identifies performance concerns.
Code of Professional Conduct
Employees must maintain a professional appearance and treat customers respectfully at all times. Mobile phone use is prohibited on the shop floor unless authorised for business purposes. Confidential company information must not be disclosed to external parties under any circumstances.
Absence and Leave
Employees must notify their branch manager before the start of their scheduled shift if they are unable to attend work. Medical certificates are required for absences exceeding three consecutive days. Repeated unauthorised absence may trigger formal disciplinary procedures.
Grievance Procedure
If employees experience workplace concerns, they are encouraged to raise the matter informally with their line manager. If unresolved, a written complaint may be submitted to Human Resources. All grievances will be investigated confidentially and fairly.
Disciplinary Measures
Disciplinary action follows a staged approach: verbal warning, written warning, final warning, and dismissal. Serious misconduct, such as theft or harassment, may lead to immediate termination without prior warning.
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Questions 27–32
Do the following statements agree with the information in the text?
Write:
TRUE
FALSE
NOT GIVEN
27. All employees are subject to the Performance and Conduct Policy.
28. Employees are reviewed once per year.
29. Improvement plans last approximately one month.
30. Refresher workshops are mandatory for all staff annually.
31. Staff may use personal phones on the shop floor during breaks.
32. A medical certificate is required for any sick leave.
---
Questions 33–36
Choose the correct letter A, B, C or D
33. If an employee fails an improvement plan, the company may:
A. immediately dismiss them
B. reduce their salary
C. begin disciplinary action
D. transfer them to another branch
34. Supervisors must complete:
A. no additional training
B. optional workshops
C. role-specific training
D. customer-only training
35. If a complaint is unresolved informally, employees should:
A. resign immediately
B. contact customers
C. submit a written complaint
D. appeal to colleagues
36. Serious misconduct can result in:
A. automatic salary reduction
B. immediate termination
C. probation extension
D. reduced working hours
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Questions 37–40
Complete the sentences below
Choose NO MORE THAN THREE WORDS from the text.
37. Performance reviews evaluate punctuality and __________.
38. Employees must notify their __________ if they cannot attend work.
39. Confidential information must not be disclosed to __________.
40. Disciplinary action follows a __________ approach.
ANSWER KEY + EXPLANATIONS
Questions 1–5
6:00 am
Direct detail.
25-metre lap pool
For lane swimming → serious swimmers.
Children under 8
Must be supervised at all times.
online
“All lessons must be booked in advance online.”
padlock
Visitors must bring their own padlocks.
Questions 6–10
FALSE
Weekend closing time differs.
FALSE
They must remain within designated areas.
TRUE
Tuesday and Thursday evenings.
FALSE
Membership does not include fitness classes.
FALSE
Café closes one hour before centre shuts.
Questions 11–13
C
Shallow teaching pool for children under 10.
C
Unlimited access during public swim hours only.
C
Outside food is not permitted in the pool area.
14. Three
Direct detail.
15. five working days
Exact phrase.
16. 80%
Attendance requirement.
17. seven days
Medical documentation rule.
18. Centre Director
Approval required for exceptional refunds.
---
Questions 19–23
19. FALSE
Only accredited courses may require assessment.
20. NOT GIVEN
No mention of instalments.
21. TRUE
Specialist equipment must be purchased independently.
22. FALSE
Withdrawal occurs without refund.
23. FALSE
Smoking strictly prohibited anywhere on premises.
---
Questions 24–26
24. E
Suspension and behaviour rules.
25. D
Refund conditions and deadlines.
26. C
Specialist equipment clause.
27. TRUE
Applies to all employees, including part-time and probationary.
28. FALSE
Reviews occur twice a year.
29. TRUE
Four-week improvement plan ≈ one month.
30. FALSE
Refresher workshops compulsory only if manager identifies concerns.
31. NOT GIVEN
Text says mobile phones prohibited unless authorised; break usage not mentioned.
32. FALSE
Certificate required only if absence exceeds three consecutive days.
---
Multiple Choice
33. C
May result in disciplinary action.
34. C
Supervisory positions require additional role-specific training.
35. C
Submit a written complaint to HR.
36. B
Serious misconduct may lead to immediate termination.
---
Sentence Completion
37. teamwork
Listed among review criteria.
38. branch manager
Must notify branch manager.
39. external parties
Exact phrase used.
40. staged approach
“Disciplinary action follows a staged approach.”
