IELTS Reading Exam Practice Test — 3 Passages, 40 Questions

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IELTS READING PRACTICE

This free IELTS reading exam practice test has three original Academic-style passages and 40 questions, with a full answer key and an explanation for every answer. It covers six question types: True/False/Not Given, sentence completion, matching headings, multiple choice, matching features and Yes/No/Not Given.

The passages were written for this practice test and are shorter than a real Academic Reading test, whose texts total 2,150–2,750 words, so treat your score as a guide rather than a prediction. See the official Academic Reading format.


QUICK ANSWER

A free 60-minute practice test: three original Academic-style passages and 40 questions in six question types, with an answer key and an explanation for every answer. Spend about 20 minutes on each passage and answer every question, because wrong answers cost nothing. The passages are shorter than the real test’s, so treat your score as a guide.

How to Take This IELTS Reading Exam Practice Test

BEFORE YOU START

Set a 60-minute timer and don’t pause it. Spend about 20 minutes on each passage, answer all 40 questions (there’s no penalty for a wrong answer), and write your answers on paper as you go. Check the answer key only when you’ve finished all three passages.


Passage 1: The Urban Heat Island Effect

Reading Passage 1 — You should spend about 20 minutes on Questions 1–13
The Urban Heat Island Effect

ACities are measurably warmer than the rural areas that surround them — a well-documented phenomenon known as the Urban Heat Island (UHI) effect. The temperature difference can be significant: on a calm, clear night, urban centres may register temperatures 1 to 7 degrees Celsius higher than the surrounding countryside. This is not a new discovery. Luke Howard published comparative observations in The Climate of London in 1818–1820. Science Museum Group catalogue record.

BThe primary driver of the UHI effect is the replacement of natural surfaces with artificial ones. Vegetation, soil, and water absorb solar energy and release much of it through evapotranspiration — a cooling process in which water evaporates from plant surfaces. When these natural surfaces are replaced by asphalt, concrete, and brick, this cooling mechanism is eliminated. Instead, dark urban surfaces absorb solar radiation during the day and re-emit it as heat during the night, preventing temperatures from falling as they would in a natural landscape.

CBuilding geometry also plays a significant role. In dense urban environments, tall buildings create what researchers call “urban canyons” — narrow corridors between structures that trap heat and restrict the flow of cooling breezes. The geometry of these canyons affects how much solar radiation reaches street level and how easily heat can escape into the atmosphere. Streets oriented east to west receive significantly more direct sunlight than those running north to south, creating measurable temperature variation within the same city block.

DVehicles, air conditioning, industry, and domestic heating release waste heat (anthropogenic heat), whose contribution to urban warmth varies by place and season. Review of urban heat-island mechanisms and impacts.

EThe consequences of the UHI effect extend beyond simple discomfort. Elevated urban temperatures increase energy demand for cooling, which in turn generates more waste heat from power generation — creating a feedback loop that intensifies the problem. Air quality deteriorates as higher temperatures accelerate the chemical reactions that produce ground-level ozone. Heat-related illness and mortality increase, with elderly populations and those without access to air conditioning bearing a disproportionate burden. During the 2003 European heatwave, estimated excess deaths exceeded 70,000 across the countries studied. This figure is not a city-versus-rural comparison; urban heat can add to heat exposure in cities. Robine et al. (2008) and an urban heat-island review.

FUrban planners and policymakers have developed a range of strategies to mitigate the UHI effect. Green roofs — rooftop gardens covered with vegetation — reduce heat absorption and provide evaporative cooling. Reflective or “cool” roofing materials with high albedo values reflect solar radiation rather than absorbing it, with studies suggesting they can reduce roof surface temperatures by up to 30 degrees Celsius. U.S. EPA overview of cool roofs. Urban tree-planting initiatives provide shade, reduce surface temperatures, and restore some of the evapotranspiration that is lost when natural landscapes are built over.

GMore experimental approaches include the use of permeable pavements that allow water to infiltrate the surface rather than running off, maintaining moisture in the urban environment and enabling evaporative cooling. Some cities have begun painting road surfaces white or light grey to increase their reflectivity. For this constructed practice passage only, suppose a reflective-pavement trial recorded a difference of 5.5 degrees Celsius in measured surface temperature compared with untreated asphalt. This is fictional exercise data, not a real Los Angeles finding.

Do the following statements agree with the information given in Reading Passage 1? Write TRUE if the statement agrees with the information, FALSE if the statement contradicts the information, or NOT GIVEN if there is no information on this.
1Luke Howard’s book on London climate observations was first published in the twentieth century.
2Natural surfaces release heat through a process involving water evaporation.
3Street orientation within a city has no impact on localised temperature differences.
4Human-generated heat contributes to urban warmth.
5The 2003 European heatwave resulted in more deaths in rural areas than in cities.
6Cool roofing materials can reduce roof surface temperatures by as much as 30 degrees Celsius.
Complete the sentences below. Choose NO MORE THAN THREE WORDS from the passage for each answer.
7In cities, dark surfaces absorb solar radiation in the daytime and release it as heat during the .
8Dense urban buildings create that restrict cooling breezes and trap heat.
9Heat produced by vehicles, air conditioning, and machinery is called heat.
10Higher urban temperatures accelerate reactions that produce ozone.
11Rooftop gardens that reduce heat absorption are known as .
12 pavements allow water to pass through the surface rather than running off.
13In the constructed example, treated road surfaces recorded a difference of in surface temperature compared with untreated asphalt.

Passage 2: The Science of Sleep

Reading Passage 2 — You should spend about 20 minutes on Questions 14–26
The Science of Sleep

AFor most of human history, sleep was regarded as a passive state — a temporary suspension of consciousness during which the body rested and recovered. Modern neuroscience has overturned this view entirely. Far from being a period of inactivity, sleep is now understood to be a complex, actively regulated biological process during which the brain performs functions that are essential to health, memory, and cognitive performance. The consequences of insufficient sleep extend far beyond feeling tired: they include impaired judgement, weakened immune function, and elevated risk of chronic diseases including diabetes, cardiovascular disease, and depression.

BSleep is not a single uniform state but a cycle of distinct stages that the brain passes through repeatedly throughout the night. The two principal categories are Non-Rapid Eye Movement (NREM) sleep and Rapid Eye Movement (REM) sleep. NREM sleep itself is divided into three stages of increasing depth. During Stage 1, the individual is drowsy and easily wakened. Stage 2 involves deeper relaxation, reduced heart rate, and the appearance of characteristic brainwave patterns known as sleep spindles. Stage 3 — deep or slow-wave sleep — is the most physically restorative phase, during which growth hormone is released, immune function is consolidated, and tissue repair occurs.

CREM sleep, which typically begins approximately 90 minutes after falling asleep, is characterised by rapid movement of the eyes beneath closed lids, temporary paralysis of the major muscle groups, and intense dreaming. Neuroimaging studies have shown that the brain is highly active during REM sleep — in some regions, more so than during waking hours. Researchers now believe that REM sleep plays a critical role in emotional regulation and in the consolidation of procedural memories — skills, habits, and learned behaviours.

DThe regulation of sleep is controlled by two interacting systems. The first is the circadian rhythm — an internal biological clock, driven by the suprachiasmatic nucleus in the brain’s hypothalamus, that cycles approximately every 24 hours. It responds primarily to light and darkness, signalling wakefulness when light is detected and promoting the release of melatonin — a sleep-inducing hormone — as darkness falls. The second system is homeostatic sleep pressure: the longer one remains awake, the greater the accumulation of adenosine, a chemical that promotes sleepiness. When one sleeps, adenosine is cleared, reducing sleep pressure.

ESleep needs vary with age. Recommendations differ among age groups; for adults, a consensus recommendation is at least seven hours of sleep regularly. Individual needs and sleep patterns vary, and older adults may experience changes in sleep architecture. American Academy of Sleep Medicine and Sleep Research Society adult consensus recommendation.

FThe modern world has created conditions profoundly hostile to adequate sleep. Artificial lighting — particularly the blue-spectrum light emitted by smartphones, tablets, and computer screens — suppresses melatonin production and delays the onset of sleep. Shift work disrupts circadian rhythms by requiring workers to be awake during the biological night. Cultural attitudes in many professional environments glorify sleeplessness as a marker of productivity and dedication, despite overwhelming evidence that chronically sleep-deprived individuals perform significantly below their rested capacity on virtually every measured cognitive task.

GResearchers studying sleep loss have identified a particularly troubling phenomenon: individuals who are chronically sleep-deprived consistently underestimate their degree of impairment. Studies in which subjects underwent progressive sleep restriction found that their subjective sense of sleepiness stabilised after a few days — even as objective measures of cognitive performance continued to deteriorate. This disconnect between perceived and actual impairment means that sleep-deprived individuals are often unaware of how significantly their abilities have declined — a finding with serious implications for professions requiring sustained attention and rapid decision-making.

Reading Passage 2 has seven paragraphs, A–G. Choose the correct heading for each paragraph from the list of headings below. Write the correct number i–x in the spaces provided. There are more headings than paragraphs — you will not use all of them.

List of Headings
i. The role of dreaming in brain development
ii. How the body regulates the timing of sleep
iii. Revised understanding of what sleep actually is
iv. The specific functions of deep sleep
v. Why modern life interferes with healthy sleep
vi. The stages through which sleep progresses
vii. Sleep requirements at different ages
viii. The dangers of sleeping too much
ix. The brain during REM sleep
x. Why people cannot accurately judge their own tiredness
14Paragraph A
15Paragraph B
16Paragraph C
17Paragraph D
18Paragraph E
19Paragraph F
Choose the correct letter, A, B, C or D.
20 According to the passage, modern neuroscience has shown that sleep is
A   a state of temporary unconsciousness needed for physical recovery only B   an actively managed process with essential functions for health and brain performance C   a period during which the brain is almost entirely inactive D   less important than previously believed for cognitive function
21 Which of the following happens during Stage 3 NREM sleep?
A   The eyes move rapidly beneath closed lids B   The individual is easily woken by external stimuli C   Growth hormone is released and tissue repair occurs D   Brainwave patterns called sleep spindles appear
22 The suprachiasmatic nucleus is responsible for
A   clearing adenosine from the brain during sleep B   producing melatonin in response to physical activity C   controlling the body’s approximately 24-hour internal clock D   regulating the transition between NREM and REM sleep
23 According to the passage, adenosine
A   is released by the brain during REM sleep B   builds up in the brain the longer a person stays awake C   is a hormone that promotes wakefulness in the morning D   is suppressed by exposure to blue-spectrum light
24 What does the passage say about older adults and sleep?
A   They require significantly more sleep than younger adults B   They spend more time in deep sleep than younger people C   They may experience changes in the structure of their sleep D   They are unaffected by the problems that affect younger sleepers
25 The passage implies that cultural attitudes towards sleep in professional environments
A   have improved significantly in recent years B   are aligned with the scientific evidence on performance C   actively encourage behaviour that reduces productivity D   only affect people in shift work professions
26 The finding described in Paragraph G is described as troubling because
A   sleep-deprived people feel more tired than they actually are B   people cannot reliably detect how impaired they have become C   objective tests of sleep quality are not yet reliable D   cognitive performance improves after several days of sleep restriction

Passage 3: The Economics of Attention

Reading Passage 3 — You should spend about 20 minutes on Questions 27–40
The Economics of Attention

AIn 1971, the economist and Nobel laureate Herbert Simon observed something that would prove to be remarkably prescient. “A wealth of information,” he wrote, “creates a poverty of attention.” Simon recognised that as information became more abundant, the scarce resource would no longer be information itself but the human attention required to process it. Decades before the internet, before social media, before the smartphone, he had identified the central tension of the modern information economy: attention is finite; information is not.

BThe concept of the attention economy — the idea that human attention is a scarce commodity that can be harvested and sold — has gained considerable academic and popular traction since the mid-1990s. Economists and media theorists including Michael Goldhaber and Tim Wu have argued that in an information-saturated world, business models built around capturing and retaining attention have become structurally dominant. The most commercially successful digital platforms of the twenty-first century — search engines, social media networks, streaming services — are, at their core, attention-harvesting machines. Their product is not information or entertainment but the focused attention of their users, which they then sell to advertisers.

CCritics of the attention economy argue that its effects extend well beyond commerce. The design principles employed by attention-maximising platforms — variable reward mechanisms, infinite scrolling, personalised content feeds, notification systems — are deliberately engineered to exploit psychological vulnerabilities and override the user’s capacity for self-regulation. Psychologist B.J. Fogg’s influential Persuasive Technology model, developed at Stanford University, provided a theoretical framework that technology companies have since applied at industrial scale to design products that capture and retain attention with maximum efficiency.

DThe public health implications are a subject of ongoing and often heated debate. Some researchers argue that heavy social media use is associated with increased rates of anxiety, depression, and loneliness — particularly among adolescents. Some survey analyses, including work by psychologist Jean Twenge, have reported associations between heavier device use and adolescent mental-health indicators, but observational findings do not establish that screen use caused those outcomes. Other large-scale analyses, such as one by Amy Orben and Andrew Przybylski, found only a small association between digital technology use and adolescent wellbeing; a small association should not be read as proof of no harm or of causation. Twenge et al. (2018); Orben & Przybylski (2019).

EThe debate over individual harm, however, may obscure a broader concern about collective effects. Cognitive scientist and author Daniel Levitin argues that the fragmentation of attention produced by constant digital interruption has measurable costs for the quality of thinking itself. Computer scientist and author Cal Newport goes further: deep work — the capacity to focus without distraction on cognitively demanding tasks — is, he contends, increasingly rare and therefore increasingly valuable, and the ability to perform it is becoming the defining skill of the twenty-first century professional economy, precisely because it is being systematically eroded by the design of the attention economy’s platforms.

FSome scholars take a more sceptical position on the attention economy narrative. Economist Tyler Cowen argues that rather than destroying attention, digital abundance is producing a bifurcation: a minority of highly engaged, deeply attentive readers and thinkers who use digital tools to access more information more effectively than any previous generation, alongside a larger group who consume content superficially. On this view, the attention economy does not uniformly degrade cognition — it polarises it. Historian and writer Jill Lepore has questioned whether the moral panic surrounding digital attention is substantively different from similar panics about the novel, the telegraph, and television in previous centuries.

GRegulatory responses have been slow to materialise. The European Union’s Digital Services Act and Digital Markets Act represent the most substantive legislative attempts to impose obligations on large digital platforms, requiring transparency about algorithmic recommendation systems and prohibiting certain practices deemed exploitative. Critics argue these measures are insufficient and that meaningful change requires either structural separation of platforms’ attention-harvesting and data businesses, or the establishment of attention as a protected public resource — an approach that would require rethinking fundamental assumptions about information markets and individual autonomy.

Look at the following statements and the list of people below. Match each statement with the correct person. Write the correct letter A–G in the spaces provided. NB: You may use any letter more than once.

List of People
A   Herbert Simon
B   Michael Goldhaber / Tim Wu
C   B.J. Fogg
D   Jean Twenge
E   Amy Orben and Andrew Przybylski
F   Daniel Levitin / Cal Newport
G   Tyler Cowen
27Identified the tension between information abundance and finite human attention before the digital age.
28Provided a theoretical model that technology companies have used to design habit-forming products.
29Whose work is cited in connection with survey research on adolescent device use and mental-health indicators?
30Argued that digital technology is creating a division between highly attentive and superficial consumers rather than uniformly degrading attention.
31Suggested that the capacity for sustained, focused work is becoming both rarer and more economically valuable.
Do the following statements agree with the views of the writer in Reading Passage 3? Write YES if the statement agrees with the writer’s views, NO if the statement contradicts the writer’s views, or NOT GIVEN if it is impossible to say what the writer thinks about this.
32Herbert Simon’s observation about information and attention has proven to be accurate.
33The primary purpose of major digital platforms is to provide users with high-quality information.
34The research conducted by Orben and Przybylski definitively disproves any link between social media and mental health problems.
35Concerns about the effects of new media on attention are unique to the digital era.
36The European Union has introduced legislation that addresses some practices of large digital platforms.
37Most experts agree that current regulatory responses to the attention economy are adequate.
Answer the questions below. Choose NO MORE THAN THREE WORDS from the passage for each answer.
38What term did Herbert Simon use for the scarcity of attention amid abundant information?
39According to critics of the attention economy, what features of digital platforms exploit psychological weaknesses in users? Give one example from the passage.
40What two legislative acts does the passage identify as the EU’s main regulatory response to large digital platforms?

IELTS Reading Practice Answer Key

Check your answers only after you’ve finished all 40 questions and stopped your timer. For completion questions and short answers, spelling counts, and an answer over the word limit is marked wrong.

Complete Answer Key
Passage 1 — The Urban Heat Island Effect (Questions 1–13)
1FALSE
2TRUE
3FALSE
4TRUE
5NOT GIVEN
6TRUE
7night
8urban canyons
9anthropogenic
10ground-level
11green roofs
12permeable
135.5 degrees Celsius
Passage 2 — The Science of Sleep (Questions 14–26)
14iii
15vi
16ix
17ii
18vii
19v
20B
21C
22C
23B
24C
25C
26B
Passage 3 — The Economics of Attention (Questions 27–40)
27A
28C
29D
30G
31F
32YES
33NO
34NO
35NO
36YES
37NOT GIVEN
38poverty of attention
39variable reward mechanisms / infinite scrolling / notification systems / personalised content feeds (any one)
40Digital Services Act / Digital Markets Act
Approximate raw-score reference for a full official Academic Reading test

Official raw-to-band conversions vary by test version. This page is shorter than the official test, so this table cannot estimate your score on this practice exercise. See IELTS scoring guidance.

39 – 40 correctBand 9.0
37 – 38 correctBand 8.5
35 – 36 correctBand 8.0
33 – 34 correctBand 7.5
30 – 32 correctBand 7.0
27 – 29 correctBand 6.5
23 – 26 correctBand 6.0
19 – 22 correctBand 5.5
15 – 18 correctBand 5.0
13 – 14 correctBand 4.5

The band table is for a full official Academic Reading test. These passages are shorter, so use it as a rough guide only. To combine your Reading with your other skills, try our IELTS band calculator.


Answer Explanations

Read the explanation for every question you got wrong. Knowing why an answer is right teaches you more than the answer itself.

Q1 — FALSE Paragraph A dates Howard’s book to 1818–1820, which is the nineteenth century, not the twentieth.
Q2 — TRUE Paragraph B explicitly describes evapotranspiration as “a cooling process in which water evaporates from plant surfaces.”
Q3 — FALSE Paragraph C states streets oriented east to west receive more direct sunlight than those running north to south — directly contradicting the claim of no impact.
Q4 — TRUE Paragraph D states that human-generated heat contributes to urban warmth.
Q5 — NOT GIVEN Paragraph E gives an estimate of more than 70,000 excess deaths across the countries studied, but says “this figure is not a city-versus-rural comparison”, so the passage doesn’t say where more people died.
Q6 — TRUE Paragraph F states cool roofing materials “can reduce roof surface temperatures by up to 30 degrees Celsius.”
Q7 — night Paragraph B: dark urban surfaces “absorb solar radiation during the day and re-emit it as heat during the night.”
Q8 — urban canyons Paragraph C: “tall buildings create what researchers call ‘urban canyons.'”
Q9 — anthropogenic Paragraph D: vehicles, air conditioning, industry and domestic heating “release waste heat (anthropogenic heat).”
Q10 — ground-level Paragraph E: “accelerate the chemical reactions that produce ground-level ozone.”
Q11 — green roofs Paragraph F: “Green roofs — rooftop gardens covered with vegetation.”
Q12 — permeable Paragraph G: “permeable pavements that allow water to infiltrate the surface.”
Q13 — 5.5 degrees Celsius The passage explicitly labels this figure as fictional data supplied for this practice exercise.
Q14 — iii Paragraph A overturns the old view of sleep as passive — “revised understanding of what sleep actually is.”
Q15 — vi Paragraph B describes NREM and REM stages — “the stages through which sleep progresses.”
Q16 — ix Paragraph C focuses entirely on REM sleep and brain activity — “the brain during REM sleep.”
Q17 — ii Paragraph D covers the circadian rhythm and adenosine — “how the body regulates the timing of sleep.”
Q18 — vii Paragraph E covers sleep needs across age groups — “sleep requirements at different ages.”
Q19 — v Paragraph F covers artificial light, shift work, and cultural attitudes — “why modern life interferes with healthy sleep.”
Q20 — B Paragraph A: “an actively regulated biological process during which the brain performs functions that are essential to health, memory, and cognitive performance.”
Q21 — C Paragraph B: “growth hormone is released, immune function is consolidated, and tissue repair occurs” — all in Stage 3. Option D (sleep spindles) describes Stage 2.
Q22 — C Paragraph D: “an internal biological clock, driven by the suprachiasmatic nucleus… that cycles approximately every 24 hours.”
Q23 — B Paragraph D: “the longer one remains awake, the greater the accumulation of adenosine.”
Q24 — C Paragraph E: “older adults may experience changes in sleep architecture”, meaning the structure of their sleep. The passage doesn’t say they need more sleep (A), get more deep sleep (B) or are unaffected (D).
Q25 — C Paragraph F: environments that “glorify sleeplessness” despite evidence that sleep-deprived people “perform significantly below their rested capacity” — these attitudes undermine productivity.
Q26 — B Paragraph G: “sleep-deprived individuals are often unaware of how significantly their abilities have declined.” Option A is the opposite of what the passage says.
Q27 — A Herbert Simon made this observation in 1971 — “decades before the internet.”
Q28 — C Paragraph C: “B.J. Fogg’s influential Persuasive Technology model… provided a theoretical framework that technology companies have since applied.”
Q29 — D Paragraph D: “survey analyses, including work by psychologist Jean Twenge, have reported associations between heavier device use and adolescent mental-health indicators.”
Q30 — G Paragraph F: “Tyler Cowen argues… digital abundance is producing a bifurcation” — division between deep and superficial consumers.
Q31 — F Paragraph E: Newport argues that deep work is “increasingly rare and therefore increasingly valuable”, building on Levitin’s point about the costs of fragmented attention.
Q32 — YES The writer calls Simon’s observation “remarkably prescient” — meaning accurate and ahead of its time.
Q33 — NO Paragraph B states their product “is not information or entertainment but the focused attention of their users, which they then sell to advertisers.”
Q34 — NO Paragraph D: Orben and Przybylski found “only a small association”, and the writer adds that “a small association should not be read as proof of no harm”. That contradicts the idea that their work definitively disproves any link.
Q35 — NO Paragraph F: Jill Lepore “questioned whether the moral panic surrounding digital attention is substantively different from similar panics about the novel, the telegraph, and television in previous centuries” — implying such concerns are not unique to the digital era.
Q36 — YES Paragraph G explicitly mentions the Digital Services Act and Digital Markets Act as EU legislative responses.
Q37 — NOT GIVEN Paragraph G reports that critics consider the measures insufficient, but it does not say whether most experts agree they are adequate.
Q38 — poverty of attention Simon’s exact phrase from Paragraph A: “creates a poverty of attention.”
Q39 — Any one of: variable reward mechanisms / infinite scrolling / personalised content feeds / notification systems All four are listed in Paragraph C as design features that exploit psychological vulnerabilities.
Q40 — Digital Services Act and Digital Markets Act Both named in Paragraph G.

What Your Mistakes Tell You

If you lost most marks onPractise this
TRUE / FALSE / NOT GIVEN (1–6) and YES / NO / NOT GIVEN (32–37)Telling “says the opposite” from “isn’t mentioned”. For YES / NO, look for the writer’s opinion, not just facts
Sentence completion (7–13) and short answers (38–40)Word limits, and copying the words from the passage exactly
Matching headings (14–19)Reading for the main idea of a whole paragraph, not one detail in it
Multiple choice (20–26)Paraphrase, and ruling out options that are only partly true
Matching features (27–31)Scanning for names, then reading exactly what each person claims

Most students lose marks in the same few places. Find yours, then practise that question type on its own.

Our guide to IELTS reading question types has a method for each one. Want to know your band in all four skills? Our free IELTS level check estimates it, with Writing and Speaking marked within 24 hours.


Frequently Asked Questions

Is this an official IELTS reading test?
No. The three passages were written for this practice test and are shorter than a real Academic Reading test. It does have 40 questions in six common IELTS question types, with a full answer key and explanations.
How long should I spend on each IELTS Reading passage?
About 20 minutes each. The real test gives you 60 minutes for all three passages and 40 questions, with no extra time at the end.
How many correct answers do I need for Band 7 in Academic Reading?
About 30 out of 40, on average, according to IELTS; the exact number varies slightly between test versions. Use your score on this shorter practice test as a guide only.
What’s the difference between FALSE and NOT GIVEN?
FALSE means the passage says the opposite of the statement. NOT GIVEN means the passage doesn’t say either way. YES / NO / NOT GIVEN questions work the same way, but they ask about the writer’s views.
Is there a penalty for wrong answers in IELTS Reading?
No. A wrong answer scores the same as a blank, so answer every question.
Can I use this test for General Training Reading?
The passages are Academic-style, but the skills are the same. General Training Reading uses everyday and workplace texts and converts raw scores differently: on average, 30 correct is Band 6 rather than Band 7.
Practice Is Good. Guided Practice Is Better.

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1 thought on “IELTS Reading Exam Practice Test — 3 Passages, 40 Questions”

  1. This is a very helpful paper that accurately reflects the IELTS Reading section format. Practising with it can significantly improve a person’s proficiency level and reading skills.

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