Thursday, 19 February 2026

IELTS Reading passages similar to 14 Feb 2026 AC/ GT

IELTS Reading passages similar to 14 Feb 2026 AC/ GT




IELTS Academic Reading Passage 1: The Growth of Oil Production


The discovery and commercial exploitation of petroleum transformed the global economy more profoundly than almost any other resource in modern history. Although oil seeps were known in ancient civilisations, large-scale extraction began only in the mid-19th century, when technological innovation enabled systematic drilling. The 1859 well drilled in Pennsylvania is frequently cited as the birth of the modern oil industry, marking a shift from small-scale collection to industrial production.

Early oil demand was primarily linked to lighting. Kerosene rapidly replaced whale oil, reducing pressure on marine ecosystems while lowering household costs. However, the invention of the internal combustion engine in the late 19th century expanded petroleum’s importance exponentially. By the early 20th century, oil had become indispensable to transportation, mechanised warfare, and industrial manufacturing.

Production increased dramatically as new reserves were identified across North America, the Middle East, and later offshore environments. Advances in seismic surveying and drilling technologies allowed companies to access previously unreachable deposits. In particular, the discovery of vast reserves in Saudi Arabia during the 1930s shifted the geopolitical centre of oil production toward the Middle East.

The rapid expansion of oil output was not without volatility. Periodic oversupply caused price collapses, while geopolitical conflicts triggered sharp price spikes. The 1973 oil embargo, imposed by Arab members of OPEC, exposed the vulnerability of oil-importing nations and demonstrated the strategic power of resource control. In response, many countries began diversifying energy supplies and investing in domestic exploration.

By the late 20th century, global oil production had reached unprecedented levels. Yet concerns about resource depletion, environmental degradation, and climate change increasingly shaped policy debates. Although proven reserves remain substantial, extraction costs are rising as easily accessible fields decline. Unconventional sources such as shale oil and deepwater drilling have extended supply but introduced environmental risks and economic uncertainty.

Today, oil continues to dominate global energy consumption despite growing investment in renewable alternatives. Analysts disagree on whether production has peaked or will continue to expand due to technological innovation. What remains clear is that oil’s trajectory has been defined as much by political forces as by geological constraints.


---

Questions 1–5

Do the following statements agree with the information in the passage?

Write:
TRUE
FALSE
NOT GIVEN

1. Large-scale oil extraction began in ancient civilisations.


2. The internal combustion engine increased global demand for oil.


3. The Middle East became central to oil production before 1900.


4. The 1973 embargo revealed weaknesses in oil-importing countries.


5. Proven oil reserves are expected to run out within the next decade.




---

Questions 6–9

Matching Headings
Choose the correct heading for paragraphs B–E.

A. Environmental and economic challenges
B. Early industrial development
C. Oil as a geopolitical tool
D. Expansion through technological advancement
E. Initial commercial breakthrough

Paragraph 1 → _____
Paragraph 3 → _____
Paragraph 4 → _____
Paragraph 5 → _____


---

Questions 10–13

Summary Completion
Choose NO MORE THAN TWO WORDS from the passage.

The first major commercial oil well was drilled in (10) __________.
Oil initially replaced whale oil for (11) __________ purposes.
The discovery of reserves in Saudi Arabia shifted the geopolitical centre toward the (12) __________.
Although renewable energy investment is growing, oil still dominates global (13) __________.



Passage 2: Benefits of Listening to Music


For centuries, music has been regarded primarily as a cultural and artistic expression. However, scientific interest in its psychological and physiological effects has grown substantially over the past three decades. Researchers now examine how music influences cognition, emotion, and even biological processes.

One widely studied area concerns music’s impact on cognitive performance. Some experiments suggest that listening to certain types of music can temporarily enhance spatial reasoning and memory. Early studies popularised the so-called “Mozart effect,” claiming that exposure to classical compositions improved intellectual performance. Later research, however, clarified that such improvements are modest and short-lived, often linked more to mood enhancement than to lasting neurological change.

Music also plays a significant role in emotional regulation. Neuroimaging studies demonstrate that listening to preferred music activates brain regions associated with reward and dopamine release. This biochemical response can reduce stress levels and alleviate symptoms of anxiety. Hospitals increasingly incorporate music therapy to assist patients undergoing surgery or long-term treatment, reporting measurable reductions in perceived pain and stress.

Beyond individual psychology, music contributes to social cohesion. Collective musical activities, such as choirs or concerts, synchronise participants’ physiological responses, including heart rate and breathing patterns. Some scholars argue that this synchronisation fosters empathy and strengthens group identity, offering evolutionary explanations for music’s persistence across cultures.

Nevertheless, not all effects are universally positive. Excessive exposure to high-volume music can damage hearing, while certain types of background music may impair concentration during complex tasks. Furthermore, cultural context shapes musical interpretation; what is calming in one society may be unsettling in another.

Although research continues, most scholars agree that music’s influence extends beyond entertainment. Its capacity to affect cognition, emotion, and social interaction underscores its multifaceted role in human life.


---

Questions 14–18

Do the following statements agree with the information in the passage?

Write:
TRUE
FALSE
NOT GIVEN

14. Scientists have only recently begun studying the effects of music.


15. The Mozart effect produces permanent increases in intelligence.


16. Music therapy is sometimes used in medical settings.


17. All cultures interpret music in the same emotional way.


18. High-volume music can cause physical harm.




---

Questions 19–22

Matching Information
Which paragraph contains the following information?

A. A clarification of earlier exaggerated claims
B. A biological explanation for social bonding
C. Evidence involving brain chemistry
D. A limitation related to concentration

Paragraph 2 → _____
Paragraph 3 → _____
Paragraph 4 → _____
Paragraph 5 → _____


---

Questions 23–26

Summary Completion
Choose NO MORE THAN TWO WORDS from the passage.

Research suggests music may enhance short-term (23) __________ performance.
Positive emotional effects are partly linked to (24) __________ release.
Group musical participation can promote (25) __________ among participants.
However, background music may reduce performance during (26) __________ tasks.



Passage 3: Urban Wildlife Conservation


Urban expansion has historically been associated with biodiversity loss. As cities expand, natural habitats are fragmented or eliminated entirely, reducing ecological resilience. Yet in recent decades, conservationists have begun to reassess the relationship between urbanisation and wildlife. Rather than viewing cities solely as ecological threats, some researchers now argue that urban environments can provide unexpected opportunities for biodiversity.

One contributing factor is habitat adaptation. Certain species, particularly birds, insects, and small mammals, demonstrate remarkable behavioural flexibility. Urban foxes, peregrine falcons, and raccoons have adjusted feeding patterns and nesting behaviours to exploit artificial structures and human food sources. These adaptations challenge the assumption that wildlife requires pristine wilderness to survive.

Municipal policy has also shifted. Green corridors, rooftop gardens, and protected wetlands within city limits aim to reconnect fragmented ecosystems. Urban planners increasingly incorporate biodiversity targets into infrastructure development. However, critics caution that such initiatives may prioritise charismatic species while neglecting less visible organisms essential to ecosystem stability.

The ecological benefits of urban wildlife are measurable. Pollinators contribute to urban agriculture, while wetlands mitigate flood risk by absorbing excess rainfall. Moreover, access to biodiverse green spaces correlates with improved mental health among residents. This intersection of ecological and social value strengthens the case for conservation within metropolitan settings.

Nevertheless, challenges persist. Urban environments expose wildlife to pollution, artificial lighting, and vehicle traffic. Genetic isolation remains a concern where habitat corridors are insufficient. Some ecologists argue that conservation efforts within cities should complement, rather than replace, large-scale protection of rural ecosystems.

Ultimately, urban wildlife conservation reflects a broader redefinition of environmental stewardship. Instead of separating human development from ecological preservation, contemporary models seek integration. The debate is no longer whether cities can support biodiversity, but how effectively they can balance competing demands.


---

Questions 27–32

Matching Headings

Choose the correct heading for each paragraph (1–6).

A. Risks that remain despite conservation efforts
B. Changing perceptions of cities and biodiversity
C. Evidence of social and environmental advantages
D. Behavioural flexibility of certain species
E. Policy responses and potential limitations
F. A new philosophy of environmental management

Paragraph 1 → _____
Paragraph 2 → _____
Paragraph 3 → _____
Paragraph 4 → _____
Paragraph 5 → _____
Paragraph 6 → _____


---

Questions 33–36

Multiple Choice

33. What assumption is challenged by urban-adapted species?
A. Cities lack food resources
B. Wildlife requires untouched habitats
C. Urban planners ignore biodiversity
D. Predators cannot survive in cities


34. Critics of urban conservation argue that it may:
A. eliminate rural ecosystems
B. focus on visually appealing species
C. increase pollution levels
D. reduce public support


35. According to the passage, urban wetlands can:
A. prevent genetic mutation
B. increase rainfall
C. reduce flood risk
D. attract tourism


36. The writer suggests urban conservation should:
A. replace rural conservation
B. prioritise economic development
C. integrate with broader environmental protection
D. exclude human activity




---

Questions 37–40

Matching Information

Which paragraph contains the following information?

37. A warning about limited genetic exchange


38. A link between biodiversity and psychological well-being


39. An example of infrastructure designed to reconnect habitats


40. A statement redefining the role of cities in conservation




ANSWER KEY + EXPLANATIONS

TRUE / FALSE / NOT GIVEN

1. FALSE
Large-scale extraction began in the mid-19th century, not ancient times.


2. TRUE
The engine expanded petroleum’s importance exponentially.


3. FALSE
Middle East prominence came after the 1930s discovery in Saudi Arabia.


4. TRUE
The embargo exposed vulnerability of importing nations.


5. NOT GIVEN
No timeline for depletion is mentioned.




---

Matching Headings

Paragraph 1 → E
Discusses 1859 well and birth of industry.

Paragraph 3 → D
Focus on technological advances and new reserves.

Paragraph 4 → C
Geopolitical conflict and oil embargo.

Paragraph 5 → A
Environmental degradation and economic uncertainty.


---

Summary Completion

10. Pennsylvania
Exact reference.


11. lighting
Early demand linked to lighting.


12. Middle East
Shift after Saudi reserves discovery.


13. energy consumption
Oil dominates global energy consumption.

14. FALSE
Interest has grown over three decades, not only recently.


15. FALSE
Improvements are modest and short-lived.


16. TRUE
Hospitals incorporate music therapy.


17. FALSE
Cultural context shapes interpretation.


18. TRUE
High-volume exposure can damage hearing.




---

Matching Information

Paragraph 2 → A
Clarifies exaggerated claims of Mozart effect.

Paragraph 3 → C
Discusses dopamine release and neuroimaging.

Paragraph 4 → B
Explains synchronisation and evolutionary reasoning.

Paragraph 5 → D
Mentions impaired concentration.


---

Summary Completion

23. cognitive
“Impact on cognitive performance.”


24. dopamine
“Dopamine release.”


25. empathy
Synchronisation fosters empathy.


26. complex
“Impair concentration during complex tasks.”

27 → B
Reassessment of cities as ecological opportunities.

28 → D
Species adapting behaviourally.

29→ E
Policy shifts + criticism.

30 → C
Pollinators, flood control, mental health.

31→ A
Pollution, traffic, genetic isolation.

32→ F
Integration philosophy.


---

Multiple Choice

33 → B
Wildlife requiring pristine wilderness is challenged.

34 → B
“Charismatic species” criticism.

35 → C
Wetlands absorb excess rainfall.

36 → C
Complement, not replace, rural ecosystems.


---

Matching Information

37 → Paragraph 5
Genetic isolation concern.

38 → Paragraph 4
Improved mental health.

39 → Paragraph 3
Green corridors and rooftop gardens.

40 → Paragraph 6
Redefinition of environmental stewardship.





IELTS General Training Reading

Section 1

Passage 1

Summer Activities at London’s Kew Gardens

This summer, Kew Gardens is offering a range of outdoor and indoor activities suitable for families and individual visitors.

Family Discovery Walks take place every Saturday at 11:00 am and 2:00 pm. These guided tours last approximately 60 minutes and are included in the standard admission price. Advance booking is recommended during peak holiday periods.

Children’s Nature Workshops run on weekdays throughout July and August. Each session lasts 90 minutes and costs £8 per child. Children must be aged between 6 and 12 years. Parents are required to remain within the Gardens during the workshop but do not need to attend the session.

Evening Film Screenings will be held on selected Fridays in August. Gates open at 6:30 pm, and films begin at sunset. Tickets must be purchased online at least 48 hours in advance.

Visitors are reminded that bicycles are not permitted inside the Gardens, and picnics are allowed only in designated areas. Refunds are not provided in the event of bad weather.


---

Passage 2

City Park and Ride Scheme

The City Park and Ride service operates from three outer-city car parks: Northgate, Riverside, and Hilltop.

Buses run every 15 minutes from 6:30 am to 10:00 pm, Monday to Saturday. On Sundays and public holidays, services operate every 30 minutes between 8:00 am and 6:00 pm.

A return ticket costs £3.50 for adults and £1.50 for children under 16. Children under 5 travel free. Tickets may be purchased at the parking terminal or directly from the bus driver (card payment only).

Parking at all three sites is free for Park and Ride users. However, vehicles left overnight will incur a £10 charge.

Passengers must keep their ticket for inspection throughout the journey. Lost tickets cannot be replaced.


---

Questions 1–7

Complete the sentences.
Choose NO MORE THAN TWO WORDS.

1. Family Discovery Walks last about ________.


2. Children attending workshops must be between ________ years old.


3. Parents do not need to ________ the workshop.


4. Film tickets must be bought at least ________ in advance.


5. Bicycles are not allowed inside the ________.


6. Sunday bus services run every ________.


7. Children under five travel ________.




---

Questions 8–13

TRUE / FALSE / NOT GIVEN

8. Family Discovery Walks require compulsory advance booking.


9. Parents may leave the Gardens while their child attends a workshop.


10. Film screenings start at 6:30 pm.


11. The Park and Ride operates seven days a week.


12. Passengers can pay cash on the bus.


13. Overnight parking is free for Park and Ride users.





IELTS General Training Reading

Section 2


---

Passage 1

How to Organise a Successful Business Conference

Organising a business conference requires careful planning and coordination. The first stage involves defining the purpose of the event and identifying the target audience. A clear objective will determine the size, venue, and format of the conference.

Venue selection should be finalised at least six months in advance for large-scale events. Organisers must consider accessibility, technical facilities, and accommodation options for out-of-town participants. Contracts with venues should specify cancellation terms and insurance coverage.

Speakers should be confirmed early and provided with written guidelines outlining time limits and presentation requirements. It is advisable to prepare a detailed programme schedule, including breaks and networking sessions.

Promotion plays a crucial role in attendance levels. Marketing strategies may include email campaigns, professional networking platforms, and industry partnerships. Registration systems should allow participants to receive immediate confirmation and invoices.

Finally, post-event evaluation is essential. Feedback forms should be distributed to attendees to assess overall satisfaction and identify areas for improvement.


---

Passage 2

Employee Handbook: Performance Review and Promotion Criteria

All permanent employees are subject to an annual performance review conducted each March. Staff who have completed less than six months of service will participate in an informal assessment but will not receive a full evaluation report.

Performance is measured against five core criteria: productivity, teamwork, punctuality, compliance with company policies, and contribution to organisational goals. Supervisors provide written feedback and may recommend professional development training where standards are not achieved.

Promotion opportunities are reviewed twice annually. To be eligible, employees must have completed at least one full performance cycle and demonstrated consistent achievement of agreed targets. Completion of mandatory training modules for the higher role is required before an application can be submitted.

Applications for promotion must be lodged with Human Resources before the internal deadline. Late submissions will not be considered. Candidates may be required to attend an interview panel. Decisions of the panel are final.


---

Questions 14–20

Matching Information
Which passage contains the following information?

Write A (Conference) or B (Performance Handbook).

14. A requirement to complete training before applying


15. Advice about gathering opinions after the event


16. Reference to insurance arrangements


17. Details about informal assessment


18. Mention of marketing methods


19. A rule about late submissions


20. Guidance on confirming speakers




---

Questions 21–26

Multiple Choice

21. Large conferences should secure venues
A. one month in advance
B. at least six months beforehand
C. after marketing begins
D. only once speakers are confirmed


22. Written guidelines for speakers mainly help to
A. reduce venue costs
B. clarify presentation expectations
C. increase ticket sales
D. shorten networking sessions


23. Employees with less than six months’ service
A. receive full written evaluations
B. are eligible for promotion
C. have only an informal review
D. skip assessment entirely


24. Performance is evaluated according to
A. customer complaints only
B. three core criteria
C. five specific areas
D. supervisor preference


25. Promotion eligibility requires
A. two years of service
B. completion of one review cycle
C. external recommendation
D. automatic seniority


26. According to the handbook, promotion decisions
A. can be formally appealed
B. depend on peer voting
C. are subject to HR revision
D. cannot be challenged



IELTS General Training Reading

Section 3

The Rise of Eco-Friendly Packaging in Retail

Over the past decade, the retail sector has experienced increasing pressure to reduce its environmental footprint, particularly in relation to packaging waste. Conventional materials such as single-use plastics and polystyrene were historically favoured because of their durability, lightweight properties, and low manufacturing costs. However, their resistance to decomposition has led to widespread criticism, with growing concern about their long-term accumulation in landfills and marine environments.

In response, many retailers have adopted alternative packaging solutions, including recycled cardboard, compostable bioplastics, and refillable container systems. While these initiatives are frequently promoted as evidence of corporate responsibility, their effectiveness varies. Certain biodegradable materials require specialised industrial facilities to break down properly, and if disposed of incorrectly, they may offer limited environmental benefit. Additionally, recycled materials can sometimes compromise structural strength, increasing the likelihood of damage during transportation.

Financial considerations further complicate the transition. Sustainable packaging often involves higher production costs and adjustments to established supply chains. Larger multinational companies may absorb these expenses more easily and leverage sustainability claims as part of brand positioning strategies. Smaller retailers, by contrast, report difficulty implementing similar measures without raising prices for consumers.

Regulatory intervention is accelerating change. Governments in several regions have introduced levies on plastic packaging and mandatory recycling targets. Retailers that fail to comply risk both monetary penalties and reputational harm. As environmental standards tighten and consumer expectations evolve, eco-friendly packaging is increasingly regarded not as a voluntary initiative, but as a commercial necessity.


---

Questions 27–31

Matching Headings

Choose the correct heading for each paragraph.

i. Financial barriers to sustainable packaging
ii. Government influence on retail practices
iii. Early advantages of traditional materials
iv. Questioning the effectiveness of new solutions

27. Paragraph 1


28. Paragraph 2


29. Paragraph 3


30. Paragraph 4




---

Questions 31–35

YES / NO / NOT GIVEN

(Do the following statements agree with the writer’s views?)

31. Traditional packaging materials were selected mainly for environmental reasons.


32. All biodegradable packaging breaks down naturally in ordinary household conditions.


33. Large companies find it easier to invest in sustainable packaging.


34. Smaller retailers universally refuse to adopt eco-friendly materials.


35. Government policies are contributing to changes in retail packaging.




---

Questions 36–40

Summary Completion

Choose NO MORE THAN TWO WORDS from the passage.

The retail industry has faced criticism because conventional packaging does not easily (36) __________.
Retailers have introduced materials such as recycled cardboard and (37) __________.
However, some alternatives may require specialised (38) __________ to decompose effectively.
Sustainable packaging often increases (39) __________ and alters supply chains.
Failure to comply with regulations may lead to financial penalties and (40) __________ damage.




ANSWERS WITH EXPLANATIONS

1. 60 minutes
“last approximately 60 minutes”.


2. 6 and 12
“Aged between 6 and 12 years.”


3. attend
“do not need to attend the session.”


4. 48 hours
“at least 48 hours in advance.”


5. Gardens
“not permitted inside the Gardens.”


6. 30 minutes
“every 30 minutes between 8:00 am and 6:00 pm.”


7. free
“Children under 5 travel free.”


8. FALSE
Booking is “recommended”, not compulsory.


9. FALSE
Parents must remain within the Gardens.


10. FALSE
Gates open at 6:30 pm; films begin at sunset.


11. TRUE
Operates Monday–Saturday + Sundays + public holidays.


12. FALSE
Card payment only.


13. FALSE
Overnight vehicles incur a £10 charge.

14. B
“Completion of mandatory training modules… required before an application.”


15. A
“Feedback forms should be distributed… post-event evaluation.”


16. A
“Contracts… should specify cancellation terms and insurance coverage.”


17. B
“Informal assessment” for under six months.


18. A
“Email campaigns, networking platforms, industry partnerships.”


19. B
“Late submissions will not be considered.”


20. A
“Speakers should be confirmed early and provided with written guidelines.”




---

21. B
“Venue selection… at least six months in advance.”


22. B
“Written guidelines outlining time limits and presentation requirements.”


23. C
They receive “informal assessment.”


24. C
“Five core criteria.”


25. B
“Completed at least one full performance cycle.”


26. D
“Decisions… are final.”

Matching Headings

27. iii
Paragraph 1 explains why traditional materials were favoured.


28. iv
Paragraph 2 questions how effective new materials actually are.


29. i
Paragraph 3 discusses higher production costs and supply issues.


30. ii
Paragraph 4 focuses on government levies and regulation.




---

YES / NO / NOT GIVEN

31. NO
They were chosen for durability and low cost, not environmental reasons.


32. NO
The passage states they require specialised industrial facilities.


33. YES
“Larger multinational companies may absorb these expenses more easily.”


34. NOT GIVEN
It says they report difficulty, but not that they universally refuse.


35. YES
“Regulatory intervention is accelerating change.”




---

Summary Completion

36. decompose
“resistance to decomposition.”


37. bioplastics
“compostable bioplastics.”


38. industrial facilities
“require specialised industrial facilities.”


39. production costs
“Sustainable packaging often involves higher production costs.”


40. reputational
“monetary penalties and reputational harm.”




Thursday, 12 February 2026

IELTS 7 Feb 2026 Reading passages for practice.

IELTS 7 Feb 2026 Reading passages for practice.



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.


---

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.


---

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.)


---

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?




---

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.


---

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




---

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.”



IELTS Reading passages similar to 14 Feb 2026 AC/ GT

IELTS Reading passages similar to 14 Feb 2026 AC/ GT IELTS Academic Reading Passage 1: The Growth of Oil Production The discovery and commer...