IELTS Reading Practice Test 9 - Enhance Your Skills with Authentic Exercises

The IELTS reading practice is a vital component of the IELTS preparation journey, demanding both diligent preparation and keen attention to detail to excel in the reading section of the IELTS examination.

In the IELTS examination Reading section, candidates encounter three passages of varying difficulty levels, making a total of 40 questions. Careful reading through these passages is essential, and candidates must provide accurate answers to the questions. This skill can be developed through dedicated attempts at extensive IELTS reading practice tests.

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This Story also Contains

1. Passage - 1
2. Passage - 2
3. Passage - 3
4. TIPS AND TRICKS FOR IELTS WRITING

To facilitate candidates in their preparation, this article presents a practice set for each Reading section, featuring authentic questions from previous years of the IELTS examination. The aim is to familiarize students with the examination pattern and the expected level of questions. We hope that this article will serve as the ideal companion for candidates in their IELTS preparation journey.

Passage - 1

Ants Could Teach Ants

A. The ants are tiny and usually nest between rocks on the south coast of England.

Transformed into research subjects at the University of Bristol, they raced along with

a tabletop foraging for food - and then, remarkably, returned to guide others. Time

and again, followers trailed behind leaders, darting this way and that along the route,

presumably to memorise landmarks. Once a follower got its bearings, it tapped the

leader with its antennae, prompting the lesson to proceed to the next step. The ants

were only looking for food, but the researchers said the careful way the leaders led

followers 一 thereby turning them into leaders in their own right -marked the

Temnothorax albipennis ant as the very first example of a non-human animal

exhibiting teaching behaviour.

B. "Tandem running is an example of teaching, to our knowledge the first in a

non-human animal, that involves bidirectional feedback between teacher and pupil,”

remarks Nigel Franks, professor of animal behaviour and ecology, whose paper on

the ant educators was published last week in the journal Nature.

C. No sooner was the paper published, of course, than another educator questioned

it. Marc Hauser, a psychologist and biologist and one of the scientists who came up

with the definition of teaching, said it was unclear whether the ants had learned a

new skill or merely acquired new information.

D. Later, Franks took a further study and found that there were even races between

leaders. With the guidance of leaders, ants could find food faster. But the help comes

at a cost for the leader, who normally would have reached the food about four times

faster if not hampered by a follower. This means the hypothesis that the leaders

deliberately slowed down in order to pass the skills on to the followers seems

potentially valid. His ideas were advocated by the students who carried out the video

project with him.

E. Opposing views still arose, however. Hauser noted that mere communication of

information is commonplace in the animal world. Consider a species, for example,

that uses alarm calls to warn fellow members about their presence. Sounding the

alarm can be costly, because the animal may draw the attention of the predator to

itself. But it allows others to flee to safety. “Would you call this teaching? “wrote

Hauser. “The caller incurs a cost. The naive animals gain a benefit and new

knowledge that better enables them to learn about the predator’s location than if the

caller had not called. This happens throughout the animal kingdom, but we don’t call

it teaching, even though it is clearly a transfer of information.”

F. Tim Caro, a zoologist, presented two cases of animal communication. He found

that cheetah mothers that take their cubs along on hunts gradually allow their cubs to

do more of the hunting —going, for example, from killing a gazelle and allowing

young cubs to eat merely tripping the gazelle and letting the cubs finish it off. At one

level, such behaviour might be called teaching — except the mother was not really

teaching the cubs to hunt but merely facilitating various stages of learning. In another

instance, birds watching other birds using a stick to locate food such as insects and

so on, are observed to do the same thing themselves while finding food later.

G. Psychologists study animal behaviour in part to understand the evolutionary roots

of human behaviour, Hauser said. The challenge in understanding whether other

animals truly teach one another, he added, is that human teaching involves a “theory

of mind” teachers are aware that students don’t know something. He questioned

whether Franks’ leader ants really knew that the follower ants were ignorant. Could

they simply have been following an instinctive rule to proceed when the followers

tapped them on the legs or abdomen? And did leaders that led the way to food 一

only to find that it had been removed by the experimenter - incur the wrath of

followers? That, Hauser said, would suggest that the follower ant actually knew the

leader was more knowledgeable and not merely following an instinctive routine itself.

H. The controversy went on and for a good reason. The occurrence of teaching in

ants, if proven to be true, indicates that teaching can evolve in animals with tiny

brains. It is probably the value of information in social animals that determines when

teaching will evolve, rather than the constraints of brain size.

I. Bennett Galef Jr., a psychologist who studies animal behaviour and social learning

at McMaster University in Canada, maintained that ants were unlikely to have a

"theory of mind” 一 meaning that leaders and followers may well have been following

instinctive routines that were not based on an understanding of what was happening

in another ant’s brain. He warned that scientists may be barking up the wrong tree

when they look not only for examples of humanlike behaviour among other animals

but humanlike thinking that underlies such behaviour. Animals may behave in ways

similar to humans without a similar cognitive system, he said, so the behaviour is not

necessarily a good guide into how humans came to think the way they do.

Extracted from - IELTS Reading Practice Sets. Copyright © 2017 by IDP education, British Council and Cambridge Assessment English

QUESTIONS

Questions 1-5

Look at the following statements (Questions 1-5) and the list of people in the box below. Match each statement with the correct person, A, B, C or D.

Write the correct letter, A, B,C or D, in boxes 1-5 on your answer sheet

NB You may use any letter more than once.

1 Animals could use objects to locate food.

2 Ants show two-way, interactive teaching behaviours.

3 It is risky to say ants can teach other ants as human beings do,

4 Ant leadership makes finding food faster.

5 Communication between ants is not entirely teaching.

Questions 6-9

Choose FOUR letters, A-H.

Write your answers in boxes 6-9 on your answer sheet.

Which FOUR of the following behaviours of animals are mentioned in the passage?

A touch each other with antenna

B alert others when there is danger

C escape from predators

D protect the young

E hunt food for the young

F fight with each other

F use tools like twigs

G feed on a variety of foods

Questions 10-13

Do the following statements agree with the claims of the writer in Reading Passage 1?

In boxes 10-13 on your answer sheet, write

TRUE if the statement is true

FALSE if the statement is false

NOT GIVEN if the information is not given in the passage

10 Ants,’ tandem running involves only one-way communication.

11 Franks’s theory got many supporters immediately after publicity.

12 Ants’ teaching behaviour is the same as that of human.

13 Cheetah share hunting gains to younger ones

SOLUTIONS

1. Answer: C. Tim Caro

Process to Attempt the Solution:

Identify the statement mentioning animals using objects to locate food.

Recall that Tim Caro discusses cases of animal communication, including birds using a stick to locate food.

2. Answer: A. Nigel Franks

Process to Attempt the Solution:

Look for the statement discussing ants exhibiting two-way, interactive teaching behaviours.

Recall that Nigel Franks is mentioned in connection with a paper on ants showing bidirectional teaching behaviours.

3. Answer: D. Bennett Galef Jr.

Process to Attempt the Solution:

Identify the statement expressing scepticism about ants having a "theory of mind" similar to humans.

Remember that Bennett Galef Jr. is mentioned in this context.

4. Answer: A. Nigel Franks

Process to Attempt the Solution:

Find the statement discussing ant leadership and its impact on finding food faster.

Recall that Nigel Franks is associated with studying ant leadership.

5. Answer: B. Marc Hauser

Process to Attempt the Solution:

Locate the statement challenging the idea that communication between ants is teaching.

Remember that Marc Hauser questions whether the observed behaviour qualifies as teaching.

6 - 9

The behaviours mentioned in the passage are:

A. Touch each other with antenna

B. Alert others when there is danger

E. Hunt food for the young

F. Fight with each other

Process to attempt the solution:

Identify Relevant Behaviours:

Review the list of behaviours (A-H).

Look for mentions of these behaviours in the passage.

Match with Passage Information:

For each behaviour, check if there is any explicit or implicit mention in the passage.

Eliminate options that are not discussed in the passage.

Consider Context:

Be mindful of the context in which behaviours are discussed.

Some behaviours might be implied or indirectly referred to.

Select Four Correct Options:

Choose the options that align with the behaviours discussed in the passage.

Refer to specific sections or statements in the passage to confirm your choices.

10. Answer: FALSE

Process to Attempt the Solution:

Look for information about ants' tandem running in the passage.

Pay attention to details regarding the communication involved in tandem running.

Identify whether tandem running involves one-way or bidirectional communication.

Based on the information, determine if the statement is true, false, or not given.

11. Answer: NOT GIVEN

Process to Attempt the Solution:

Search for details on the response or support Franks's theory received after being publicized.

Check if the passage provides information about the immediate reaction or support for the theory.

If there is no explicit information, the answer is "not given."

12. Answer: NOT GIVEN

Process to Attempt the Solution:

Look for information comparing the teaching behaviour of ants with human teaching behaviour.

Check if there are statements drawing parallels or distinctions between ants' teaching behaviour and human teaching behaviour.

If there is no explicit information, the answer is "not given."

13. Answer: TRUE

Process to Attempt the Solution:

Search for information about cheetahs sharing hunting gains with younger ones.

Focus on details related to how cheetah mothers facilitate various stages of learning in their cubs, particularly in the context of hunting and sharing gains.

Determine if the passage supports the statement as true.

NOTE

The "Ants Could Teach Ants" passage introduces the idea of teaching behaviour in ants, emphasizing bidirectional feedback between leaders and followers. True/False/Not Given and Multiple Choice questions are crucial in IELTS Reading practice. The match-the-statement questions focus on ants' learning processes, highlighting the ongoing debate among scientists about whether the behaviour qualifies as teaching or information sharing. This passage explains the need for focused comprehension in IELTS reading practice tests, concentrating on distinctions between animal and human cognitive systems. In summary, it encourages candidates to engage in comprehensive IELTS reading practice for better understanding and interpretation.

Passage - 2

Wealth in a Cold Climate

A. Dr. William Masters was reading a book about mosquitoes when inspiration struck.

"There was this anecdote about the great yellow fever epidemic that hit Philadelphia

in 1793," Masters recalls. "This epidemic decimated the city until the first frost came."

The inclement weather froze out the insects, allowing Philadelphia to recover

B. If the weather could be the key to a city's fortunes, Masters thought, then why not

to the historical fortunes of nations? And could frost lie at the heart of one of the most

enduring economic mysteries of all — why are almost all the wealthy, industrialised

nations to be found at altitudes above 40 degrees? After two years of research, he

thinks that he has found a piece of the puzzle. Masters, an agricultural economist

from Purdue University in Indiana, and Margaret McMillan at Tufts University, Boston,

show that annual frosts are among the factors that distinguish rich nations from poor

ones. Their study was published this month in the Journal of Economic Growth. The

pair speculates that cold snaps have two main benefits — they freeze pests that

would otherwise destroy crops and also freeze organisms, such as mosquitoes, that

carry disease. The result is agricultural abundance and a big workforce

C. The academics took two sets of information. The first was the average income for

countries, and the second was climate data from the University of East Anglia. They found a

curious tally between the sets. Countries having five or more frosty days a month are

uniformly rich; those with fewer than five are impoverished. The authors speculate

that the five-day figure is important; it could be the minimum time needed to kill pests

in the soil. Masters says: "For example, Finland is a small country that is growing

quickly, but Bolivia is a small country that isn't growing at all. Perhaps climate has

something to do with that." In fact, limited frosts bring huge benefits to farmers. The

chills kill insects or render them inactive; cold weather slows the break-up of plant

and animal material in the soil, allowing it to become richer; and frosts ensure a

build-up of moisture in the ground for spring, reducing dependence on seasonal

rains. There are exceptions to the "cold equals rich" argument. There are well-heeled

tropical countries such as Hong Kong and Singapore (both city-states, Masters

notes), a result of their superior trading positions. Likewise, not all European

countries axe money — in the former communist colonies, the economic potential

was crushed by politics.

D. Masters stresses that climate will never be the overriding factor 一 the wealth of

nations is too complicated to be attributable to just one factor. Climate, he feels,

somehow combines with other factors — such as the presence of institutions,

including governments, and access to trading routes — to determine whether a

country will do well. Traditionally, Masters says, economists thought that institutions

had the biggest effect on the economy because they brought order to a country in the

form of, for example, laws and property rights. With order, so the thinking went, came

affluence. "But there are some problems that even countries with institutions have not

been able to get around," he says. "My feeling is that, as countries get richer, they get

better institutions. The accumulation of wealth and improvement in governing

institutions are both helped by a favourable environment, including climate.

E. This does not mean, he insists, that tropical countries are beyond economic help

and destined to remain penniless. Instead, richer countries should change how

foreign aid is given. Instead of aid being geared towards improving governance, it

should be spent on technology to improve agriculture and combat disease.

Masters cites one example: "There are regions in India that have been provided with

irrigation — agricultural productivity has gone up and there has been an improvement

in health." Supplying vaccines against tropical diseases and developing crop varieties

that can grow in the tropics would break the poverty cycle.

F. Other minds have applied themselves to the split between poor and rich nations,

citing anthropological, climatic and zoological reasons for why temperate nations are

the most affluent. In 350BC, Aristotle observed that "those who live in a cold climate .

. . are full of spirit". Jared Diamond, from the University of California at Los Angeles,

pointed out in his book Guns, Germs and Steel that Eurasia is broadly aligned

east-west, while Africa and the Americas are aligned north-south. So, in Europe,

crops can spread quickly across latitudes because climates are similar. One of the

first domesticated crops, einkorn wheat, spread quickly from the Middle East into

Europe; it took twice as long for corn to spread from Mexico to what is now the

eastern United States. This easy movement along similar latitudes in Eurasia would

also have meant faster dissemination of other technologies such as the wheel and

writing, Diamond speculates. The region also boasted domesticated livestock, which

could provide meat, wool and motive power in the fields. Blessed with such natural

advantages, Eurasia was bound to take off economically.

G. John Gallup and Jeffrey Sachs, two US economists, have also pointed out striking

correlations between the geographical location of countries and their wealth. They

note that tropical countries between 23.45 degrees north and south of the equator

are nearly all poor. In an article for the Harvard International Review, they concluded

that "development surely seems to favour the temperate-zone economies, especially

those in the northern hemisphere, and those that have managed to avoid both

socialism and the ravages of war". But Masters cautions against geographical

determinism, the idea that tropical countries are beyond hope: "Human health and

agriculture can be made better through scientific and technological research," he

says, "so we shouldn't be writing off these countries. Take Singapore: without air

conditioning, it wouldn't be rich."

Extracted from - IELTS Reading Practice Sets. Copyright © 2017 by IDP education, British Council and Cambridge Assessment English

QUESTIONS

Questions 14- 20

The reading passage has seven paragraphs, A-G

Choose the correct heading for paragraph A-G from the list below.

Write the correct number, i-x, in boxes 10-16 on your answer sheet.

List of Headings

i The positive correlation between climate and wealth

ii Other factors besides climate that influence wealth

iii Inspiration from reading a book

iv Other researchers’ results do not rule out exceptional cases

v different attributes between Eurasia and Africa

vi Low-temperature benefits people and crops

vii The importance of the institution in traditional views.

viii The spread of crops in Europe, Asia and other places

ix The best way to use aid

x confusions and exceptional

14 Paragraph A

15 Paragraph B

16 Paragraph C

17 Paragraph D

18 Paragraph E

19 Paragraph F

20 Paragraph G

Questions 21-26

Summary

Complete the following summary of the paragraphs of Reading Passage, using no more than two words from the Reading Passage for each answer. Write your answers in boxes 21-26 on your answer sheet.

Dr. William Master read a book saying that a(an) 21………………………….. which struck an American city of years ago was terminated by a frost. Academics found that there is a connection between climate and a country’s wealth as in the rich but small country of 22……………………….; Yet besides excellent surroundings and climate, one country still needs to improve their 23…………………………….. to achieve long prosperity,

Thanks to resembling weather condition across latitude in the continent of 24………………….. ’crops such as 25 ………………….. is bound to spread faster than from South America to the North. Other researchers also noted that even though geographical factors are important, a tropical country such as 26………………………………. still became rich due to scientific advancement.

SOLUTIONS

14. Answer: iii. Inspiration from reading a book

Process to Attempt the Solution:

Identify the main theme or content of paragraph A.

Note any information related to inspiration from reading a book.

Match the theme with the most appropriate answer.

15. Answer: vi. Low-temperature benefits people and crops

Process to Attempt the Solution:

Examine the key ideas presented in paragraph B.

Look for information discussing the benefits of low temperatures for people and crops.

Select the answer that best encapsulates the main concept of the paragraph.

16. Answer: i. The positive correlation between climate and wealth

Process to Attempt the Solution:

Focus on the central idea conveyed in paragraph C.

Check for information linking climate to wealth.

Choose the answer that aligns with the primary message of the paragraph.

17. Answer: ii. Other factors besides climate that influence wealth

Process to Attempt the Solution:

Analyze the content of paragraph D.

Identify any factors mentioned besides climate that affect wealth.

Match the identified factors with the most suitable answer.

18. Answer: ix. The best way to use aid

Process to Attempt the Solution:

Explore the main points in paragraph E.

Look for information related to the optimal use of aid.

Select the answer that best captures the essence of the paragraph.

19. Answer: v. Different attributes between Eurasia and Africa

Process to Attempt the Solution:

Examine the key ideas presented in paragraph F.

Identify information discussing distinct attributes between Eurasia and Africa.

Choose the answer that aligns with the primary content of the paragraph.

20. Answer: iv. Other researchers’ results do not rule out exceptional cases

Process to Attempt the Solution:

Scrutinize the content of paragraph G.

Look for information about other researchers' results and exceptional cases.

Match the identified elements with the most fitting answer.

21. Answer: Epidemic

Process to Attempt the Solution:

Identify the key event mentioned in the passage related to an American city of years ago.

Recognize the term used to describe this event.

Choose the term that succinctly represents the event, which is "epidemic."

22. Answer: Finland

Process to Attempt the Solution:

Look for information about a rich but small country in the passage.

Identify the country mentioned in the context of wealth and climate.

Select the country's name as the answer, which is "Finland."

23. Answer: Government Institutions

Process to Attempt the Solution:

Focus on the information discussing what a country needs besides excellent surroundings and climate.

Identify the term used in the passage to refer to these necessary components for long prosperity.

Choose the term that represents these necessary components, which is "institutions."

24. Answer: Europe

Process to Attempt the Solution:

Explore information about the continent with resembling weather conditions across latitudes.

Identify the term used to represent this continent.

Choose the term that corresponds to the continent mentioned, which is "Europe."

25. Answer: Einkorn Wheat

Process to Attempt the Solution:

Look for information about crops spreading faster across latitudes in a continent.

Identify the specific crop mentioned in this context.

Choose the term that represents the mentioned crop, which is "einkorn wheat."

26. Answer: Singapore

Process to Attempt the Solution:

Find information about a tropical country mentioned in the passage.

Identify the specific tropical country that became rich due to scientific advancement.

Choose the name of the country, which is "Singapore," as the answer.

NOTE

The "Wealth in a Cold Climate" passage explores the relationship between climate, specifically frost, and the economic prosperity of nations. IELTS Reading practice is crucial, emphasizing comprehension of the link between frost, agricultural abundance, and workforce. Match the headings and summary completion questions should be practised for a better understanding of factors distinguishing rich and poor nations, with an acknowledgement of exceptions like tropical city-states. The passage explains the complexity of wealth determinants, combining climate with institutions and access to trading routes. In terms of IELTS reading practice tests, candidates should engage in a lot of IELTS reading practice sets to distinguish between contributing factors. It also suggests a shift in foreign aid focus towards technology for agriculture and disease combat in tropical countries. Overall, this passage highlights the multifaceted nature of wealth determination in nations and the importance of climate-related factors.

Passage - 3

Compliance or Noncompliance for Children

A. Many Scientists believe that socialization takes a long process, while compliance

is the outset of it. Accordingly, compliance with the education of children is the priority.

Motivationally distinct forms of child compliance, mutually positive affect, and

maternal control observed in 3 control contexts in 103 dyads of mothers and their

26-41-month-old children, were examined as correlates of internalization, assessed

using observations of children while alone with prohibited temptations and maternal

ratings. One form of compliance (committed compliance), when the child appeared

committed wholeheartedly to the maternal agenda and eager to endorse and accept

it, was emphasized. Mother-child mutually positive affect was both a predictor and a

concomitant of committed compliance. Children who shared positive effects with their

mothers showed a high level of committed compliance and were also more

internalized. Differences and similarities between children's compliance with requests

and prohibitions ("Do〃 vs. "Don't" demand contexts) were also explored. Maternal

"Dos" appeared more challenging to toddlers than the "Don'ts." Some individual

coherence of behaviour was also found across both demand contexts. The

implications of committed compliance for emerging internalized regulators of conduct

are discussed.

B. A number of parents were not easy to be aware of the compliance, some even

overlooked their children's noncompliance. Despite good education, these children

did not follow the words of their parents on several occasions 'especially boys in

certain ages. Fortunately, this rate was acceptable; some parents could be patient

with the noncompliance. Someone held that noncompliance is probably not a wrong

thing. In order to determine the effects of different parental disciplinary techniques on

young children's compliance and noncompliance, mothers were trained to observe

emotional incidents involving their own toddler-aged children. Reports of disciplinary

encounters were analyzed in terms of the types of discipline used (reasoning, verbal

prohibition, physical coercion, love withdrawal, and combinations thereof) and

children's responses to that discipline (compliance/ non-compliance and avoidance).

The relation between compliance/ noncompliance and the type of misdeed (harm to

persons, harm to property, and lapses of self-control) was also analyzed. Results

indicated that love withdrawal combined with other techniques was most effective in

securing children's compliance and that its effectiveness was not a function of the

type of technique with which it was combined. Avoidant responses and affective

reunification with the parent were more likely to follow love withdrawal than any other

technique. Physical coercion was somewhat less effective than love withdrawal,

while reasoning and verbal prohibition were not at all effective except when both

were combined with physical coercion.

C. Noncompliant Children sometimes prefer to say no directly as they are younger,

they are easy to deal with the relationship with contemporaries. when they are

growing up. During the period that children are getting older, they may learn to use

more advanced approaches for their noncompliance. They are more skilful to

negotiate or give reasons for refusal rather than show their opposite idea to parents

directly/' Said Henry Porter, a scholar working at the Psychology Institute of UK. He

indicated that noncompliance means growth in some way, and may have benefits for

children. Many Experts held different viewpoints in recent years, they tried drilling

compliance into children. His collaborator Wallace Friesen believed in Organizing a

child's daily activities so that they occur in the same order each day as much as

possible. This first strategy for defiant children is ultimately the most important.

Developing a routine helps a child to know what to expect and increases the chances

that he or she will comply with things such as chores, homework, and hygiene

requests. When undesirable activities occur in the same order at optimal times

during the day, they become habits that are not questioned but done without thought.

Chances are that you have developed some type of routine for yourself in terms of

showering, cleaning your house, or doing other types of work. You have an idea in

your mind when you will do these things regularly and this helps you to know what to

expect. In fact, you have probably already been using most of these compliance

strategies for yourself without realizing it. For children, without setting these

expectations daily by making them part of a routine, they can become very upset.

Just like adults, children think about what they plan to do that day and expect to be

able to do what they want. So, when you come along and ask them to do something

they weren’t already planning to do that day, this can result in automatic refusals and

other undesirable defiant behaviour. However, by using this compliance strategy with

defiant children, these activities are done almost every day in the same general order

and the child expects to do them.

D. Doctor Steven Walson addressed organizing fun activities to occur after

frequently refused activities. This strategy also works as a positive reinforcer when

the child complies with your requests. By arranging your day so that things often

refuse to occur right before highly preferred activities, you can eliminate defiant

behaviour and motivate your child behaviour of doing the undesirable activity. This

is not to be presented in a way that the preferred activity is only allowed if a defiant

child does the non-preferred activity. However, you can word your request in a way

so that your child assumes that you have to do the non-preferred activity before

moving on to the next preferred activity. For example, you do not want to say

something such as, "If you clean your room we can play a game." Instead of the

word your request like this, "As soon as you are done cleaning your room we will be

able to play that really fun game you wanted to play."

E. Psychologist Paul Edith insisted praise is the best way to make children comply

with. This is probably a common term you are used to hearing by now. If you praise

your child's behaviour, he or she will be more likely to do that behaviour. So, it is

essential to use praise when working with defiant children. It also provides your child

with positive attention. However, it is important to know how to praise children in a

way that encourages future automatic reinforcement for your child when doing a

similar behaviour.

Extracted from - IELTS Reading Practice Sets. Copyright © 2017 by IDP education, British Council and Cambridge Assessment English

QUESTIONS

Questions 27-31

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

Write the correct letter in boxes 27-31 on your answer sheet,

27 The children, especially boys who received a good education may

A always comply with their parents, words.

B be good at math

C have a high score at school

D disobey their parents’ order sometimes

28 Face their children’s compliance and noncompliance, parents

A must be aware of the compliance

B ask for help from their teachers

Csome of them may ignore their noncompliance

Dpretend not to see

29 According to Henry Porter noncompliance for children

Aare entirely harmful

B may have positive effects

C needs medicine assistance

D should be treated by an expert doctor

30 When children are growing up. they

A always try to directly say no

B are more skilful at negotiating

C learn to cheat instead of noncompliant

D tend to keep silent

31 Which is the possible reaction the passage mentioned for elder children and younger ones if they don’t want to comply with the order

A elder children prefer to refuse directly

B elder ones refuse to answer

C younger children may reject directly

D younger ones may save any words

Questions 32-35

Look at the following people and list of statements below.

Match each person with the correct statement.

Write the correct letter A-G in boxes 32-35 on your answer sheet.

32 Henry Porter

33 Wallace Friesen

34 Steven Walson

35 Paul Edith

Questions 36-40

Do the following statements agree with the claims of the writer in Reading Passage 3?

In boxes 36-40 on your answer sheet, write

TRUE if the statement is true

FALSE if the statement is false

NOT GIVEN if the information is not given in the passage

36 Socialization takes a long process, while compliance is the beginning of it.

37 Many parents were difficult to be aware of compliance or noncompliance.

38 Noncompliant Children are simple to deal with the relationship with the people of the same age when they are growing up.

39 Experts never tried drilling compliance into children.

40 Psychologist Paul Edith negated the importance that knowing how to praise children encouragingly.

SOLUTIONS

27. Answer: D. disobey their parents’ orders sometimes

Process to Attempt the Solution:

Read the Question:

Understand the question, which is asking about the behavior of children, especially boys who received a good education.

Identify Relevant Information:

Recall information from the passage regarding the behaviour of well-educated children.

Eliminate Incorrect Options:

Eliminate options that do not align with the information from the passage.

Select the Correct Answer:

Choose the option that matches the information in the passage, indicating that well-educated children may disobey their parents' orders sometimes.

28. Answer: C. some of them may ignore their noncompliance

Process to Attempt the Solution:

Read the Question:

Understand the question related to how parents face their children's compliance and noncompliance.

Identify Relevant Information:

Recall information from the passage about how parents deal with their children's behaviour.

Eliminate Incorrect Options:

Eliminate options that do not align with the information from the passage.

Select the Correct Answer:

Choose the option that matches the information in the passage, indicating that some parents may ignore their children's noncompliance.

29. Answer: B. may have positive effects

Process to Attempt the Solution:

Read the Question:

Understand the question about the potential effects of noncompliance for children according to Henry Porter.

Identify Relevant Information:

Recall information from the passage about Henry Porter's perspective on noncompliance.

Eliminate Incorrect Options:

Eliminate options that do not align with the information from the passage.

Select the Correct Answer:

Choose the option that matches the information in the passage, indicating that noncompliance for children may have positive effects.

30. Answer: B. are more skillful to negotiate

Process to Attempt the Solution:

Read the Question:

Understand the question regarding the behavior of children as they grow up.

Identify Relevant Information:

Recall information from the passage about how children become more skilful in their approach to non-compliance.

Eliminate Incorrect Options:

Eliminate options that do not align with the information from the passage.

Select the Correct Answer:

Choose the option that matches the information in the passage, indicating that as children grow up, they become more skilful in negotiating.

31. Answer: C. Younger children may reject directly

Process to Attempt the Solution:

Read the Question:

Understand the question asking about the possible reaction of older and younger children if they don't want to comply with an order.

Identify Relevant Information:

Recall information from the passage about how younger children may respond to noncompliance.

Eliminate Incorrect Options:

Eliminate options that do not align with the information from the passage.

Select the Correct Answer:

Choose the option that matches the information in the passage, indicating that younger children may reject it directly.

32. Henry Porter

Statement: B. Elder children tend to negotiate rather than show noncompliance.

Process for attempting the solution:

Locate information about Henry Porter in the passage.

Identify details related to how children, as they grow older, may use advanced approaches like negotiation for noncompliance.

Match this information with the statement.

33. Wallace Friesen

Statement: E. Organizing a child’s daily activities in the same order as much as possible.

Process for attempting the solution:

Find the section of the passage discussing Wallace Friesen and his views or strategies.

Look for information regarding how organizing a child's daily activities in the same order is emphasized.

Match this information with the statement.

34. Steven Walson

Statement: D. Organizing fun activities to occur after frequently refused activities.

Process for attempting the solution:

Search for the part of the passage where Steven Walson is mentioned.

Identify details about arranging fun activities following frequently refused activities as a strategy.

Match this information with the statement.

35. Paul Edith

Statement: F. Use praise to make children compliant.

Process for attempting the solution:

Locate the information about Paul Edith in the passage.

Identify details related to using praise as a method for making children compliant.

Match this information with the statement.

36: TRUE

Process to attempt the solution: Socialization takes a long process, while compliance is the beginning of it.

37: TRUE

Process to attempt the solution: Many parents found it difficult to be aware of compliance or noncompliance.

38: TRUE

Process to attempt the solution: Noncompliant Children are simple to deal with the relationships with people of the same age when they are growing up.

39: FALSE

Process to attempt the solution: Experts never tried drilling compliance into children.

40: FALSE

Process to attempt the solution: Psychologist Paul Edith negated the importance that knowing how to praise children encouragingly.

NOTE

The passage on compliance and noncompliance in children emphasizes the significance of parental approaches and understanding the developmental aspects of such behaviors. For IELTS Reading, the practice should focus on True/False/Not Given and Matching Information questions. These cover topics such as the correlation between positive affect and compliance, the effectiveness of different disciplinary techniques, and the evolution of noncompliance as children grow older. Additionally, it suggests a variety of strategies for managing noncompliance, including the importance of routine, organizing fun activities, and the role of praise. IELTS candidates should engage in comprehensive IELTS practice to grasp the complexities of parental strategies and their impact on children's behaviour.

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