IELTS Academic Reading Archives - IELTS.CLOUD https://ielts.cloud/tag/ielts-academic-reading/ IELTS Exam Preparation Mon, 23 Oct 2023 09:08:21 +0000 en-GB hourly 1 https://wordpress.org/?v=6.7.5 https://ielts.cloud/wp-content/uploads/cropped-i-logo-e1614858454761-1-150x150.png IELTS Academic Reading Archives - IELTS.CLOUD https://ielts.cloud/tag/ielts-academic-reading/ 32 32 197101789 Reading Sample#9 https://ielts.cloud/reading/ielts-academic-reading/sample-9/ https://ielts.cloud/reading/ielts-academic-reading/sample-9/#respond Mon, 11 Jan 2021 05:14:01 +0000 https://ielts.cloud/?p=7924 The post Reading Sample#9 appeared first on IELTS.CLOUD.

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IELTS Reading Tip: Match Headings

One IELTS Reading task is to match headings to sections of the text. There is one appropriate heading for each section, but there are some additional headings that do not match any of the sections.

  • Reading the whole text quickly before attempting any of the tasks will help you to do them more easily. Don’t try to save time by starting the tasks and reading the text in small chunks.
  • Even the unsuitable heading(s) may contain words that are the same or similar to words used in the text. But unlike the suitable headings, they don’t match the topic of the whole section.

Welcome to your IELTS READING#9

Questions 1-8

The Reading Passage has six paragraphs A-H.

Choose the correct heading for each paragraph from the list of headings below.

Write your answers in boxes 1-8 on your answer sheet.

List of Headings

i

Obesity in animals

ii

Hidden dangers

iii

Proof of the truth

iv

New perspective on the horizon

v

No known treatment

vi

Rodent research leads the way

vii

Expert explains energy requirements of obese people

viii

A very uncommon complaint

ix

Nature or nurture

x

Shifting the blame

xi

Lifestyle change required despite new findings

 

1) Paragraph A

2) Paragraph B 

3) Paragraph C

4) Paragraph D

5) Paragraph E 

6) Paragraph F

7) Paragraph G

8) Paragraph H

Questions 9-13

Complete the summary below using ONE WORD ONLY from the box for each answer.

Write your answers in boxes 9-13 on your answer sheet.

weight

genetic

use

exercise

less

metal

sleep

behaviour

consume

mind

more

metabolism

body

physical

 

 

They do this by seeking to blame their (9) for the fact that they are overweight and erroneously believe that they use

(10)  energy than thin people to stay alive.

However, recent research has shown that a (11) problem can be responsible for obesity

as some people seem programmed to (12) more than others.

The new research points to a shift from trying to change people's (13) to seeking an answer to the problem in the laboratory.

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Reading Sample#8 https://ielts.cloud/reading/ielts-academic-reading/sample-8/ https://ielts.cloud/reading/ielts-academic-reading/sample-8/#comments Mon, 11 Jan 2021 05:14:01 +0000 https://ielts.cloud/?p=7915 The post Reading Sample#8 appeared first on IELTS.CLOUD.

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Reading Test Strategies

In preparing for IELTS, try to read as widely as possible. Read articles or reports on a range of subjects, so that you become more familiar with the type of academic vocabulary that is used.

When doing a Reading test it is very important to read the texts carefully before you start answering the questions, but don’t worry if there are some words that you don’t know. Practise trying to guess the meaning of unknown words from the context.

Decide how much time you will spend on each section and keep to your plan, so that you don’t run out of time. Remember to allow time to check that you have filled in your answers correctly on the Answer Sheet.

Welcome to your IELTS READING#8

Questions 1-6

Do the following statements agree with the information given in Reading Passage?

In boxes 1-6 on your answer sheet, write

YES                    if the statement agrees with the writer's claims
NO                     if the statement contradicts the writer's claims
NOT GIVEN     if there is impossible to say what the writer thinks about this

1) Much media comment ignores the impact that video games can have on many people’s lives.

2) The publication of the Byron Report was followed by a worthwhile discussion between those for and against video games.

3) Susan Greenfield’s way of writing has become more complex over the years.

4) It is likely that video games will take over the role of certain kinds of books in the future.

5) More sociable games are being brought out to satisfy the demands of the buying public.

6) Being afraid of technological advances is a justifiable reaction.

Questions 7-11

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

7) According to the writer, what view about video games does Susan Greenfield put forward in tier new book?

8) According to the writer, what problems are faced when regulating video games?

9) What main point does Adam Martin make about video games?

10) Which of the following does Steven Johnson disagree with?

11) Which of the following is the most suitable subtitle for Reading Passage?

Questions 12-14

Complete each sentence with the correct ending, A-E, below.

A young people have no problem separating their own lives from the ones they play on the screen.

B levels of reading ability will continue to drop significantly.

C new advances in technology have to be absorbed into our lives.

D games cannot provide preparation for the skills needed in real life.

E young people will continue to play video games despite warnings against doining so.

 

12) There is little evidence for the traditionalists’ prediction that

13) A recent study by the US government found that

14) Richard Battle suggests that it Is important for people to accept the fact that

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Reading Sample#7 https://ielts.cloud/reading/ielts-academic-reading/sample-7/ https://ielts.cloud/reading/ielts-academic-reading/sample-7/#respond Mon, 11 Jan 2021 05:14:01 +0000 https://ielts.cloud/?p=7901 The post Reading Sample#7 appeared first on IELTS.CLOUD.

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IELTS Reading Tips
  • What are global reading skills and how important are they for IELTS?
    IELTS Academic Reading passages are long and reflect the type of reading you have to do on a course of academic study. You need to form a global idea of each passage: a mental summary of the content and overall structure.
  • How are these skills tested?
    Global multiple choice questions test how well you understand the purpose/theme of the whole passage. Paragraph headings test your understanding of the main themes of each paragraph.

Welcome to your IELTS READING#7

Questions 1-5

Reading Passage has six paragraphs of A-F.

Choose the most suitable headings for paragraphs B-F from the list of headings below.

NB There are more headings than paragraphs, so you will not use them all.

List of Headings

i

The spy in the sky

ii

The spread of technology

iii

The limitations of cameras

iv

The cost of cameras

v

Robots solving serious crimes

vi

Lack of conclusive evidence

vii

Cars and cameras

viii

Advantages and disadvantages

ix

A natural progression

x

A feeling of safety

1) Paragraph B

2) Paragraph C

3) Paragraph D

4) Paragraph E

5) Paragraph F

Questions 6-8

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

Write your answres in boxes 6-8 on your answer sheet.

6) Britain has already got

7) Professor Press

8) The Microdrone is

Questions 9 and 10

Complete the summary below.

Choose NO MORE THAN THREE WORDS from the passage for your answer.

9) Give examples of 2 events where technology is used to watch crowds.

10) According to the passage, who do we not want to use the Microdrone?

Questions 11-13

Do the following statements agree with the information given in Reading Passage?

In boxes 10-13 on your answer sheet, write

YES                   if the statement agrees with the writer's claims
NO                     if the statement contradicts the writer's claims
NOT GIVEN  if there is impossible to say what the writer thinks about this

11) The British authorities use too much technology to monitor their citizens.

12) Microdrone is currently not used to check drivers.

13) Technology should not be used to check on people's private affairs.

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Reading Sample#4 https://ielts.cloud/reading/ielts-academic-reading/sample-4/ https://ielts.cloud/reading/ielts-academic-reading/sample-4/#respond Mon, 11 Jan 2021 05:14:01 +0000 https://ielts.cloud/?p=7678 The post Reading Sample#4 appeared first on IELTS.CLOUD.

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Reading Tip

To help you decide if information is NOT GIVEN, read the statement first and then scan the text to find the topic you are looking for. You should not always expect to find the words or phrases used in the statement; instead look for synonyms. If you can find no information at all, then the answer is probably ‘not given’. If there is information, then you need to work out if it actually expresses the writer’s opinion.

Welcome to your IELTS READING#4

Questions 1-5

Do the following statements agree with the information given in Reading Passage?

In boxes 1-5 on your answer sheet write

  • TRUE               if the statement agrees with the information
  • FALSE              if the statement contradicts the information
  • NOT GIVEN     if there is no information on this

1. Learning a foreign language makes people consider the relationship between language and thought.

2. In the last century cognitive scientists believed that linguistic differences had a critical effect on communication. 

3. Dan Slobin agrees with Chomsky on how we perceive the world. 

4. Boroditsky has conducted gender experiments on a range of speakers.

5. The way we perceive colour is a well-established test of the effect of language on thought. 

Questions 6-10

Look at the following features (Questions 6-10) and the list of languages below.

Match each feature with the correct language, A–E.

Write the correct letter, A-E, in boxes 6-10 on your answer sheet.

A Russian

D Spanish

B Japanese

E Yucatec Maya

C Korean

 

6. the importance of the relative age of speakers

7. the use of adjectives to distinguish the names of objects or things

8. a need to use some numbers with the correct gender

9. a relationship between form and number

10. the need to know how friendly your relationship is with the person you are addressing

Questions 11-14

Complete the summary below using ONE WORD ONLY from the box for each answer.

Write your answers in boxes 11-14 on your answer sheet.

method

wood

purpose

material

similarity

box

language

design

gender

cardboard

In the likeness task, Lucy gave his subjects three combs. Two of these were made of the same 11.

and two were alike in that they had the same 12. .

In another experiment, plastic and 13. items were used.

The 14.  that English and Yucatec speakers used to group these objects helped him show that speakers of different languages think about things differently.

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Reading Sample#3 https://ielts.cloud/reading/ielts-academic-reading/sample-3/ https://ielts.cloud/reading/ielts-academic-reading/sample-3/#respond Mon, 11 Jan 2021 05:14:01 +0000 https://ielts.cloud/?p=7344 The post Reading Sample#3 appeared first on IELTS.CLOUD.

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Reading Tip: Scanning

You will need to use different scanning skills in the Reading test. Sometimes, you will be looking for a name, number, or title, for example. This is the least difficult task to do successfully, as you will be able to use capital letters, numbers, and italicised words.

Candidates aiming at a higher score should be able to scan a passage for synonyms or full paraphrases of the keywords or ideas in a question. It could be that you need to find a single word, but the more difficult questions require you to search for a phrase, or a sentence, that corresponds with those keywords or ideas. This requires a greater range of vocabulary and understanding of meaning and suggestions.

The Birth of Blue

Blue

As a primary colour, blue has been the most difficult for artists and scientists to create.

Artists have always been enhanced by blue, yet fine blues have long been difficult to obtain. Blues are relatively rare in nature, and painters throughout the ages have therefore found themselves at the mercy of what contemporary chemical technology could offer. Some blues have been prohibitively expensive, others were unreliable. The quest for a good blue has driven some crucial technological innovations, showing that the interaction of art and science has not always been a one-way affair.

The first pigments were simply ground-up coloured minerals dug from the earth. But few blue minerals are suitable as pigments – so there are no blues in cave art. Ancient Egyptian artists used blue prominently, however, because they knew how to make a fine artificial pigment, now known as Egyptian blue.

The discovery of Egyptian blue, like that of many other artificial pigments, was almost certainly an accident. The Egyptians manufactured blue-glazed stones and ornaments called faience using a technique they inherited from the Mesopotamians. Faience manufacture was big business in the ancient world-it was traded all over Europe by 1500 BC. Faience is made by heating stone ornaments in a kiln with copper minerals such as malachite. Egyptian blue, which was made from at least 2500 BC, comes from firing chalk or limestone with sand and copper minerals, and probably appeared by the chance mixture of these ingredients in a faience kiln.

Scientists recently deduced the secrets of another ancient blue: Maya blue, used for centuries throughout central America before the Spanish Conquest. This is a kind of clay – a mineral made of sheets of atoms – with molecules of the blue dye indigo wedged between the sheets. Using indigo in this way makes it less liable to decompose. No one has made colours this way since the Mayas, and no one knows exactly how they did it. But technologists are now interested in using the same trick to make stable pigments from other dyes.

The finest pigment available to mediartists was ultramarine, which began to appear in Western art in the 13th century. It was made from the blue mineral lapis lazuli, of which only one source was known: the remote mines of Badakshan, now in Afghanistan. In addition to the difficulty of transporting the mineral over such distances, making the pigment was a tremendously laborious business. Lapis lazuli turns greyish when powdered because of impurities in the mineral. To extract the pure blue pigment, the powder has to be mixed to a dough with wax and kneaded repeatedly in water.

As a result, ultramarine could cost more than its weight in gold, and medieval artists were very selective in using it. Painters since the Renaissance craved a cheaper, more accessible, blue to compare with ultramarine. Things improved in 1704, when a Berlin-based colour maker called Diesbach discovered the first “modern” synthetic pigment: Prussian blue. Diesbach was trying to make a red pigment, using a recipe that involved the alkali potash. But Diesbach’s potash was contaminated with animal oil, and the synthesis did not work out as planned. Instead of red, Diesbach made blue.

The oil had reacted to produce cyanide, a vital ingredient of Prussian blue. Diesbach kept his recipe secret for many years, but it was discovered and published in 1724, after which anyone could make the colour. By the 1750s, it cost just a tenth of ultramarine. But it wasn’t such a glorious blue, and painters still weren’t satisfied. They got a better alternative in 1802, when the French chemist Louis Jacques Thenard invented cobalt blue.

Best of all was the discovery in 1826 of a method for making ultramarine itself. The French Society for the Encouragement of National Industry offered a prize of 6,000 francs in 1824 to anyone who could make artificial ultramarine at an affordable price. The Toulouse chemist Jean-Baptiste Guimet was awarded the prize two years later, when he showed that ultramarine could be made by heating china clay, soda, charcoal, sand and sulphur in a furnace. This meant that there was no longer any need to rely on the scarce natural source, and ultramarine eventually became a relatively cheap commercial pigment (called French ultramarine, as it was first mass-produced in Paris).

In the 1950s, synthetic ultramarine became the source of what is claimed to be the world’s most beautiful blue. Invented by the French artist Yves Klein in collaboration with a Parisian paint manufacturer, Edouard Adam, International Klein Blue is a triumph of modern chemistry. Klein was troubled by how pigments lost their richness when they were mixed with liquid binder to make a paint. With Adam’s help, he found that a synthetic resin, thinned with organic solvents, would retain this vibrant texture in the dry paint layer. In 1957, Klein launched his new blue with a series of monochrome paintings, and in 1960 he protected his invention with a patent.

Welcome to your IELTS READING#3

Questions 1-4

Complete the summary below. Choose NO MORE THAN TWO WORDS from the passage for each answer.

The colours used in cave paintings and other early art were made by crushing .

However, later artists have generally had to rely on the of the day for their supplies of blue.

Among the first examples of the widespread use of blue was in art.

Over the centuries, many more attempts to create acceptable blues have been made, some of which have led to significant .

Questions 5-6

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

5. What was the main disadvantage in using ultramarine for medieval artists?

6. The discovery of Prussian blue was the result of

Questions 7-12

Look at the following notes that have been made about the types of blue described in Reading Passage.

Match each description with a type of blue.

colors headings


7) derived from a scarce natural resource

8) specially designed to retain its depth of colour when used in paint

9) was cheap to produce but had limited appeal for artists 

10) made using a technique which is not yet fully understood

11) thought to have been produced during another manufacturing process 

12) came to be manufactured inexpensively in large quantities 

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Reading Sample#2 https://ielts.cloud/reading/ielts-academic-reading/sample-2/ https://ielts.cloud/reading/ielts-academic-reading/sample-2/#comments Mon, 11 Jan 2021 05:14:01 +0000 https://ielts.cloud/?p=6571 The post Reading Sample#2 appeared first on IELTS.CLOUD.

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IELTS Reading Tip

Before you read any IELTS Reading text, you should quickly think about the things you already know about the topic. You won’t be able to guess any answers like this, but this will help you understand the general idea of the text.

On the move

Economic analysis sheds light on the history of migration and on its future

 

A.  DURING successive waves of globalisation in the three centuries leading up to the first world war, migration of labour was consistently one of the biggest drivers of economic change. Since 1945 the world has experienced a new era of accelerating globalisation, and the international movement of labour is proving once again to be of the greatest economic and social significance. As a new study by Barry Chiswick of the University of Illinois at Chicago and Timothy Hatton of the University of Essex makes plain, it is economic factors that have been uppermost throughout the history of migration.

B.  For many years after the discovery of America, the flow of, free migrants from Europe was steady but quite small: transport costs were high, conditions harsh and the dangers of migration great. In 1650 a free migrant’s passage to North America cost nearly half a year’s wages for a farm labourer in southern England. Slavery predominated until the slave trade was stopped in the first half of the 19th century. By around 1800, North America and the Caribbean islands had received some 8m immigrants. Of these, about 7m were African slaves.

C.  The first era of mass voluntary migration was between 1850 and 1913. Over 1m people a year were drawn to the new world by the turn of the 20th century. Growing prosperity; falling transport costs and lower risk all pushed in the same direction. Between 1914 and 1945, war, global depression and government policy reduced migration. During some years in the 1930s, people returning to Europe from the United States, even though comparatively few, actually outnumbered immigrants going the other way. After the second world war the cost of travel fell steeply. But now the pattern changed. Before long Europe declined as a source of immigration and grew as a destination. Emigration from developing countries expanded rapidly: incomes there rose enough to make emigration feasible, but not enough to make it pointless. Many governments began trying to control immigration. Numbers, legal and illegal, surged nonetheless, as economics had its way.

D.  Migration, it is safe to assume, is in the interests of (voluntary) migrants: they would not move otherwise. The evidence suggests that it is also very much in the overall interests of the receiving countries. But, as Mr Chiswick and Mr Hatton point out, there are losers in those countries. The increase in the supply of labour means that the wages of competing workers may fall, at least to start with.

E.  The economic conditions now seem propitious for an enormous further expansion of migration. On the face of it, this will be much like that of a century ago. As before, the main expansionary pressures arc rising incomes in the rich countries and rising incomes in the poor ones. (This second point is often neglected: as poor countries get a little less poor, emigration tends to increase, because people acquire the means to move.) The study emphasises, however, two crucial differences between then and now.

F.  One is that, in the first decade of the 20th century, the receiving countries needed lots of unskilled workers in industry and farming. In the first decade of the 21st century, in contrast, opportunities for unskilled workers are dwindling. In the United States, wages of unskilled workers are falling. The fall is enough to hurt the workers concerned, but not to deter new immigrants.

G.  And the other big difference between now and a century ago? It is that the affected rich-country workers are in a stronger position to complain, and get something done. The most likely result is that a trend that is already well established will continue: countries will try to restrict the immigration of unskilled workers, giving preference to workers with skills.

H.  This does help, in one way, quite apart from narrowing the rich countries’ shortage of skilled workers: it reduces the pressure to make low wages even lower. However, the idea has drawbacks too. It turns away many of the poorest people who want to migrate, which is hard to justify in humanitarian terms. Also, it pushes others from this group into illegal immigration, which exposes them to dangers, makes integration more difficult and may even make the wages of low-paid workers even lower than if the same migrants entered legally. On top of all this is the loss of skilled workers in the sending countries. Already some of the world’s poorest nations lose almost all the doctors they train to jobs in Europe or North America. Money immigrants send home offsets some of that loss, but not all.

I.  Today’s migration, much more than the migration of old, poses some insoluble dilemmas. Belief in individual freedom suggests that rich countries should adopt more liberal immigration rules, both for unskilled migrants and skilled ones. With or without such rules, more migrants are coming. And in either case, the question of compensation for the losers, in rich countries and poor countries alike, will demand some attention.

Welcome to your IELTS READING#2

1. Until the early 19th century the majority of migrants to North America were

2. However, in the second half of the 19th century,

and cheaper travel meant that more people could afford to emigrate voluntarily.

3. At the beginning of the 20th century, immigrants to receiving countries found jobs as

in factories and on farms.

4. After the second world war there was a great increase in emigrants from

5. Nowadays, receiving countries generally prefer immigrants

Questions 6-11

Which paragraphs in the passage contain the following information?

Write the correct letter, A-I, in boxes 6-11 on your answer sheet.

6. changing departure points and destinations for migrants

7. disadvantages of present immigration policies

8. the immigrants who rich countries find more acceptable

9. how earning more money affects migration

10. migration was mainly compulsory

11. changing the laws on immigration

Questions 12-13

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

12. Pressure to migrate is increasing now because

13. Lower incomes for unskilled workers in receiving countries have

Questions 14-16

The list below gives some of the effects of immigration restrictions.

14-16. Which THREE effects are mentioned in the passage?

Questions 17-18

The list below gives reasons for relaxing immigration restrictions.

17-18. Which TWO reasons are mentioned in the passage?

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Reading Sample#1 https://ielts.cloud/reading/ielts-academic-reading/sample-1/ https://ielts.cloud/reading/ielts-academic-reading/sample-1/#comments Mon, 11 Jan 2021 05:14:01 +0000 https://ielts.cloud/?p=5896 The post Reading Sample#1 appeared first on IELTS.CLOUD.

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SKIMMING AND SCANNING

Skimming and scanning are important reading techniques which are very useful in IELTS. As time is limited in the exam, skimming and scanning help you to find the answers you need quickly.

  • You skim a text quickly to understand the general idea.
  • You scan a text quickly in order to find specific information.

Australia’s Convict Colonies

A.  The 1700s in Britain saw widespread poverty and rising crime, and those convicted of crimes faced harsh penalties, including transportation to one of Britain’s overseas colonies. Since 1615, convicts had been transported to Britain’s American colonies, both as punishment and a source of labour, but this practice was halted by the Revolutionary War in America (1775-1783). The British government decided to establish a new prison colony, and Botany Bay in New South Wales was chosen as the site, (Captain Cook, exploring the southeast coast of Australia in 1770, had named the land New South Wales and claimed it for Britain.) Between 1787 and 1868, almost 160,000 convicts, of whom about 25,000 were women, were sent to Australia to serve sentences ranging from 7 years to life.

B.  Eleven ships set sail from England in 1787 to take the first group of about 750 British convicts to Australia. The fleet reached Botany Bay in January 1788, but nearby Sydney Cove was selected as a more suitable site for the new settlement, which later became the city of Sydney. The first few years were difficult, with severe food shortages; by 1792, however, there were government farms and ovate gardens. Convicts worked on these farms, or on construction projects such as building roads and bridges. Although the settlement was a prison colony, few convicts served their sentences in jail. They lived in houses they had built themselves, and established families, businesses and farms. A settlement was also established on Norfolk Island, where some convicts were sent for crimes committed after arrival in the colony. Two more settlements were established on Van Diemen’s Land (now Tasmania), in 1803 and 1804.

C.  Convicts not involved in public work were assigned to free settlers, providing labour in exchange for food, clothing and shelter. Some masters treated the convicts cruelly, and the punishment of convicts, particularly in the early days, could be arbitrary and savage. Lachlan Macquarie, governor of New South Wales from 1809 to 1819, adopted a more humane approach. He encouraged convicts to reform by rewarding good behaviour, even granting pardons to convicts before their sentence was completed. These emancipists, as they were called, were given land and government assistance to help them start farming. His policies were unpopular both with British authorities and wealthy free settlers, however, and the next governors were under orders to ensure that life for convicts became much stricter and more controlled. There were harsher punishments for second offenders, such as working in the ‘iron gangs’, where men were chained together to carry out exhausting work on the roads, or being sent to penal settlements where punishment was deliberately brutal so that it would act as a deterrent.

D.  In the early years of settlement, the convicts greatly outnumbered free immigrants and settlers. In 1810, convicts made up almost 60 percent of the population, and over 20,000 new convicts arrived between 1821 and 1830. Even in 1831, convicts still comprised 45 percent of the population, with ex-convicts and emancipists making up another 30 percent. 25 percent of the population now consisted of people born in the colonies, and free people outnumbered convicts.

E.  The first group of free settlers had arrived in Australia in 1793 to seek their fortune in the new land. Their numbers grew, with about 8,000 free settlers arriving in the 1820s to take advantage of free land grants and cheap convict labour. In 1831, the British government offered money to support new settlers, hoping to attract skilled workers and single women as immigrants. Between 1831 and 1840, more than 40,000 immigrants arrived in Australia.

F.  During the 1820s there was a lengthy campaign to win certain rights for emancipists, which was opposed by wealthy free settlers. In the 1830s, free immigrants to New South Wales and Van Diemen’s Land, unhappy about living in a prison colony where civil liberties were restricted and convict labour resulted in low wages, increasingly voiced their opposition to transportation. Again, wealthy landowners disagreed, but a growing number of reformers in England were also opposed to convicting transportation. In 1838, a committee set up by the British Parliament recommended that the government end transportation to New South Wales and Van Diemen’s Land, and abolish assignment. The British duly abolished assignment, and transportation – at least to New South Wales – was halted in 1840.

G.  Transportation continued, however, to other colonies and settlements. In the 1840s, most British convicts were sent to Van Diemen’s Land, where the British government introduced a convict system based on stages of reform, with the convicts gaining increasing levels of freedom for continued good behaviour. Transportation to the eastern colonies was abolished in 1852. In contrast, the convict system in Western Australia began in 1850, at the request of the Western Australian government, and continued until 1868. Convicts served part of their sentences in Britain before being transported to the colony, where they worked on badly-needed public construction projects under a system similar to that tried in Van Diemen’s Land.

Welcome to your IELTS Reading Sample (Academic) #1

Questions 1-3

Which THREE of the following statements are true of free settlers in the Australian prison colonies, according to the text? Choose THREE letters A-H.

Questions 4-9

The Reading Passage has seven paragraphs A-G. Choose the correct heading for each paragraph from the list of headings below. Write your answers in boxes 4-9 on your answer sheet.


Example Paragraph A ii

Question 4

Paragraph
Question 5

Paragraph C 

Question 6

Paragraph D

Question 7

Paragraph E

Question 8

Paragraph F

Question 9

Paragraph G

Questions 10-13

Complete the notes below.

Choose NO MORE THAN THREE WORDS from the passage for each answer.

Write your answers in boxes 10-13 on your answer sheet.

Australia's Convict Colonies

Events preceding first settlement

Question 10)
1615 - convicts first transported to controlled by Britain
Question 11

1770 - Cook claims SE Australian coast for Britain, calling it

1775 - 1783 - Revolutionary War in America halts transportation there

Question 12

1787 - Botany Bay chosen as site for new ; first convict fleet sets sail

Question 13

1788 - fleet reaches Botany Bay but  chosen instead

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