Wednesday, 22 January 2025

Cosmetics in Ancient Past | Actual exam reading pdf | Past exam ielts reading pdf | 25 January ielts reading pdf for free | 21 January 2025 ielts reading pdf for free

 Passage 2 Cosmetics in Ancient Past

1





SECTION 2

READING PASSAGE 2

You should spend about 20 minutes on Questions 15-27 which are based on Reading Passage 2 below.

Cosmetics in Ancient Past

A

Since cosmetics and perfumes are still in wide use today, it is interesting to compare the attitudes, customs and beliefs related to them in ancient times to those of our own day and age. Cosmetics and perfumes have been popular since the dawn of civilization; it is shown by the discovery of a great deal of pertinent archeological material, dating from the third millennium BC. Mosaics, glass perfume flasks, stone vessels, ovens, cooking-pots, clay jars, etc., some inscribed by the hand of the artisan. Evidence also appears in the Bible and other classical writings, where it is written that spices and perfumes were prestigious products known throughout the ancient world and coveted by kings and princes. The written and pictorial descriptions, as well as archaeological findings, all show how important body care and aesthetic appearance were in the lives of the ancient people. The chain of evidence spans many centuries, detailing the usage of cosmetics in various cultures from the earliest period of recorded history.

B

In antiquity, however, at least in the onset, cosmetics served in religious ceremonies and for healing purposes. Cosmetics were also connected with cultic worship and witchcraft: to appease the various gods, fragrant ointments were applied to the statuary images and even to their attendants. From this, in the course of time, developed the custom of personal use, to enhance the beauty of the face and the body, and to conceal defects.

C

Perfumes and fragrant spices were precious commodities in antiquity, very much in demand, and at times even exceeded silver and gold in value. Therefore they were luxury products, used mainly in the temples and in the homes of the noble and wealthy. The Judean kings kept them in treasure houses (2 Kings 20:13). And the Queen of Sheba brought to Solomon “camels laden with spices, gold in great quantity and precious stones.” (1 Kings 10:2, 10). However, within time, the use of cosmetics became the custom of that period. The use of cosmetics became widespread among the lower classes as well as among the wealthy; in the same way they washed the body, so they used to care for the body with substances that softened the skin and anoint it with fragrant oils and ointments.

D

Facial treatment was highly developed and women devoted many hours to it. They used to spread various scented creams on the face and to apply makeup in vivid and contrasting colors. An Egyptian papyrus from the 16th century BC contains detailed recipes to remove blemishes, wrinkles, and other signs of age. Greek and Roman women would cover their faces in the evening with a “beauty mask” to remove blemishes, which consisted mainly of flour mixed with fragrant spices, leaving it on their face all night. The next morning they would wash it off with asses’ milk. The very common creams used by women in the ancient Far East, particularly important in the hot climate and prevalent in that area of the globe, were made up of oils and aromatic scents. Sometimes the oil in these creams was extracted from olives, almonds, gourds, sesame, or from trees and plants; but, for those of limited means, scented animal and fish fats were commonly used.

E

Women in the ancient past commonly put colors around their eyes. Besides beautification, its purpose was also medicinal as covering the sensitive skin of the lids with colored ointments that prevented dryness and eye diseases: the eye-paint repelled the little flies that transmitted eye inflammations. Egyptian women colored the upper eyelid black and the lower one green, and painted the space between the upper lid and the eyebrow gray and blue. The women of Mesopotamia favored yellows and reds. The use of kohl for painting the eyes is mentioned three times in the Bible, always with disapproval by the sages (2 Kings, 9:30; Jeremiah 4:30; Ezekiel 23:40). In contrast, Job named one of his daughters “Keren Happukh”- “horn of eye paint” (Job 42:14)

F

Great importance was attached to the care for hair in ancient times. Long hair was always considered a symbol of beauty, and kings, nobles and dignitaries grew their hair long and kept it well-groomed and cared for. Women devoted much time to the style of the hair; while no cutting, they would apply much care to it by arranging it skillfully in plaits and “building it up” sometimes with the help of wigs. Egyptian women generally wore their hair flowing down to their shoulders or even longer. In Mesopotamia, women cherished long hair as a part of their beauty, and hair flowing down their backs in a thick plait and tied with a ribbon is seen in art. Assyrian women wore their hair shorter, braiding and binding it in a bun at the back. In Ancient Israel, brides would wear their hair long on the wedding day as a sign of their virginity. Ordinary people and slaves, however, usually wore their hair short, mainly for hygienic reasons, since they could not afford to invest in the kind of treatment that long hair required.

G

From the Bible and Egyptian and Assyrian sources, as well as the words of classical authors, it appears that the centers of the trade in aromatic resins and incense were located in the kingdoms of Southern Arabia, and even as far as India, where some of these precious aromatic plants were grown. “Dealers from Sheba and Rammah dealt with you, offering the choicest spices…” (Ezekiel 27:22). The Nabateans functioned as the important middlemen in this trade; Palestine also served as a very important component, as the trade routes crisscrossed the country. It is known that the Egyptian Queen Hatsheput (15th century BC) sent a royal expedition to the Land of Punt (Somalia) in order to bring back myrrh seedlings to plant in her temple. In Assyrian records of tribute and spoils of war, perfumes and resins are mentioned; the text from the time of Tukulti-Ninurta II (890-884 BC) refers to balls of myrrh as part as part of the tribute brought to the Assyrian king by the Aramaean kings. The trade in spices and perfumes is also mentioned in the Bible as written in Genesis (37:25-26), “Camels carrying gum tragacanth and balm and myrrh”.



Questions 15-21

Reading Passage 2 has 7 paragraphs A-G

Which paragraph contains the following information?

Write your answers in boxes 15-21 on your answer sheet.



15 recipes to conceal facial defects caused by aging

16 perfumes were presented to conquerors in war

17 long hair of girls had special meanings in marriage

18 evidence exists in abundance showing cosmetics use in ancient times

19 protecting eyes from fly-transmitted diseases

20 from witchcraft to beautification

21 more expensive than gold




Questions 22-27

Do the following statements agree with the information given in Reading Passage 2?

In boxes 22-27 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


22 The written record for cosmetics and perfumes dates back to the third millennium BC.

23 Since perfumes and spices were luxury products, their use was exclusive to the noble and the wealthy.

24 In ancient Far East, fish fats were used as cream by woman from poor households.

25 The teachings in the Bible were repeatedly against the use of kohl for painting the eyes.

26 Long hair as a symbol of beauty was worn solely by women of ancient cultures

27 The Egyptian Queen Hatsheput sent a royal expedition to Punt to establish a trade route for myrrh



Reasons and Locations for Answers:


Questions 15-21

15. Recipes to conceal facial defects caused by aging
Answer: D
Reason: Paragraph D describes the facial treatments used by women, including recipes to remove blemishes and wrinkles, and their beauty masks.
Location: "An Egyptian papyrus from the 16th century BC contains detailed recipes to remove blemishes, wrinkles, and other signs of age."


16. Perfumes were presented to conquerors in war
Answer: G
Reason: Paragraph G mentions that perfumes and resins were presented as tribute or spoils of war in Assyrian records.
Location: "...perfumes and resins are mentioned; the text from the time of Tukulti-Ninurta II (890-884 BC) refers to balls of myrrh as part of the tribute brought to the Assyrian king by the Aramaean kings."


17. Long hair of girls had special meanings in marriage
Answer: F
Reason: Paragraph F highlights that in Ancient Israel, brides wore their hair long on the wedding day as a sign of virginity.
Location: "In Ancient Israel, brides would wear their hair long on the wedding day as a sign of their virginity."


18. Evidence exists in abundance showing cosmetics use in ancient times
Answer: A
Reason: Paragraph A discusses the archaeological evidence (e.g., vessels, jars, mosaics) that demonstrates the widespread use of cosmetics in ancient times.
Location: "It is shown by the discovery of a great deal of pertinent archeological material, dating from the third millennium BC."


19. Protecting eyes from fly-transmitted diseases
Answer: E
Reason: Paragraph E explains that eye-paint was used to protect against eye diseases caused by flies.
Location: "Its purpose was also medicinal...the eye-paint repelled the little flies that transmitted eye inflammations."


20. From witchcraft to beautification
Answer: B
Reason: Paragraph B states that cosmetics were originally used in religious ceremonies and witchcraft before evolving into tools for beautification.
Location: "Cosmetics were also connected with cultic worship and witchcraft...in the course of time, developed the custom of personal use, to enhance the beauty of the face and the body."


21. More expensive than gold
Answer: C
Reason: Paragraph C describes how perfumes and spices were precious commodities and were sometimes more valuable than gold and silver.
Location: "Perfumes and fragrant spices...at times even exceeded silver and gold in value."


Questions 22-27

22. The written record for cosmetics and perfumes dates back to the third millennium BC.
Answer: NOT GIVEN
Reason: While archaeological material dates back to the third millennium BC, there is no specific mention of written records from this period.


23. Since perfumes and spices were luxury products, their use was exclusive to the noble and the wealthy.
Answer: FALSE
Reason: Paragraph C notes that while perfumes were initially used by the wealthy, their use eventually became widespread among the lower classes.
Location: "...the use of cosmetics became widespread among the lower classes as well as among the wealthy."


24. In ancient Far East, fish fats were used as cream by women from poor households.
Answer: TRUE
Reason: Paragraph D mentions that women of limited means in the Far East used scented animal and fish fats for creams.
Location: "...for those of limited means, scented animal and fish fats were commonly used."


25. The teachings in the Bible were repeatedly against the use of kohl for painting the eyes.
Answer: TRUE
Reason: Paragraph E mentions three disapproving references in the Bible about the use of kohl for painting eyes.
Location: "The use of kohl for painting the eyes is mentioned three times in the Bible, always with disapproval by the sages."


26. Long hair as a symbol of beauty was worn solely by women of ancient cultures.
Answer: FALSE
Reason: Paragraph F describes that both men and women in ancient cultures considered long hair a symbol of beauty.
Location: "Long hair was always considered a symbol of beauty, and kings, nobles and dignitaries grew their hair long."


27. The Egyptian Queen Hatsheput sent a royal expedition to Punt to establish a trade route for myrrh.
Answer: NOT GIVEN
Reason: Paragraph G mentions Queen Hatsheput sent an expedition to bring myrrh seedlings, but it does not specify establishing a trade route.
Location: "It is known that the Egyptian Queen Hatsheput (15th century BC) sent a royal expedition to the Land of Punt (Somalia) in order to bring back myrrh seedlings."



The Cacao: a Sweet History | Actual exam reading pdf | Past exam ielts reading pdf | 25 January ielts reading pdf for free | 21 January 2025 ielts reading pdf for free

 Passage 1 The Cacao: a Sweet History

1




SECTION 1

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-14 which are based on Reading Passage 1 below.

The Cacao: a Sweet History

A Chapter 1

Most people today think of chocolate as something sweet to eat or drink that can be easily found in stores around the world. It might surprise you that chocolate was once highly treasured. The tasty secret of the cacao (Kah Kow) tree was discovered 2,000 years ago in the tropical rainforests of the Americas. The story of how chocolate grew from a local Mesoamerican beverage into a global sweet encompasses many cultures and continents.

B Chapter 2

Historians believe the Maya people of Central America first learned to farm cacao plants around two thousand years ago. The Maya took cacao trees from the rainforests and grew them in their gardens. They cooked cacao seeds, the crushed them into a soft paste. They mixed the paste with water and flavorful spices to make an unsweetened chocolate drink. The Maya poured the chocolate drink back and forth between two containers so that the liquid would have a layer of bubbles, or foam.

Cacao and chocolate were an important part of Maya culture. There are often images of cacao plants on Maya buildings and art objects. Ruling families drank chocolate at special ceremonies. And, even poorer members of the society could enjoy the drink once in a while. Historians believe that cacao seeds were also used in marriage ceremonies as a sign of the union between a husband and a wife.

The Aztec culture in current-day Mexico also prized chocolate. But, cacao plants could not grow in the area where the Aztecs lived. So, they traded to get cacao. They even used cacao seeds as a form of money to pay taxes. Chocolate also played a special role in both Maya and Aztec royal and religious events. Priests presented cacao seeds and offerings to the gods and served chocolate drinks during sacred ceremonies. Only the very wealthy in Aztec societies could afford to drink chocolate because cacao was so valuable. The Aztec ruler Montezuma was believed to drink fifty cups of chocolate every day. Some experts believe the word for chocolate came from the Aztec word “xocolatl” which in the Nahuatl language means “bitter water.” Others believe the word “chocolate” was created by combining Mayan and Nahuatl words.

C Chapter 3

The explorer Christopher Columbus brought cacao seeds to Spain after his trip to Central America in 1502. But it was the Spanish explorer Hernando Cortes who understood that chocolate could be a valuable investment. In 1519, Cortes arrived in current-day Mexico. He believed the chocolate drink would become popular with Spaniards. After the Spanish soldiers defeated the Aztec empire, they were able to seize the supplies of cacao and send them home. Spain later began planting cacao in its colonies in the Americans in order to satisfy the large demand for chocolate. The wealthy people of Spain first enjoyed a sweetened version of chocolate drink. Later, the popularity of the drink spread throughout Europe. The English, Dutch and French began to plant cacao trees in their own colonies. Chocolate remained a drink that only wealthy people could afford to drink until the eighteenth century. During the period known as the Industrial Revolution, new technologies helped make chocolate less costly to produce.

D Chapter 4

Farmers grow cacao trees in many countries in Africa, Central and South America. The trees grow in the shady areas of the rainforests near the Earth’s equator. But these trees can be difficult to grow. They require an exact amount of water, warmth, soil and protection. After about five years, cacao trees start producing large fruits called pods, which grow near the trunk of the tree. The seeds inside the pods are harvested to make chocolate. There are several kinds of cacao trees. Most of the world’s chocolate is made from the seed of the forastero tree. But farmers can also grow criollo or trinitario cacao plants. Cacao trees grown on farms are much more easily threatened by diseases and insects than wild trees. Growing cacao is very hard work for farmers. They sell their harvest on a futures market. This means that economic conditions beyond their control can affect the amount of money they will earn. Today, chocolate industry officials, activists, and scientists are working with farmers. They are trying to make sure that cacao can be grown in a way that is fair to the timers and safe for the environment.

E Chapter 5

To become chocolate, cacao seeds go through a long production process in a factory. Workers must sort, clean and cook the seeds. Then they break off the covering of the seeds so that only the inside fruit, or nibs, remain. Workers crush the nibs into a soft substance called chocolate liquor. This gets separated into cocoa solids and a fat called cocoa butter. Chocolate makers have their own special recipes in which they combine chocolate liquor with exact amounts of sugar, milk and cocoa fat. They finely crush this “crumb” mixture in order to make it smooth. The mixture then goes through two more processes before it is shaped into a mold form.

Chocolate making is a big business. The market value of the yearly cacao crop around the world is more than five billion dollars. Chocolate is especially popular in Europe and the United States. For example, in 2005, the United States bought 1.4 billion dollars worth of cocoa products. Each year, Americans eat an average of more than five kilograms of chocolate per person. Specialty shops that sell costly chocolates are also very popular. Many offer chocolate lovers the chance to taste chocolates grown in different areas of the world.


Questions 1-5

Reading passage 1 has 5 chapters.

Which chapter contains the following information?

Write your answers in boxes 1-5 on your answer sheet


1 the part of cacao trees used to produce chocolate

2 average chocolate consumption by people in the US per person per year

3 risks faced by fanners in the cacao business

4 where the first sweetened chocolate drink appeared

5 how ancient American civilizations obtained cacao



Question 6-10

Do the following statements agree with the information given in Reading Passage 1?

In boxes 6-10 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


6 use cacao and chocolate in ceremonies was restricted Maya royal families

7 The Spanish explorer Hernando Cortes invested in chocolate and chocolate drinks.

8 The forastero tree produces the best chocolate.

9 some parts in cacao seed are get rid of during chocolate process

10 Chocolate is welcomed more in some countries or continents than other parts around the world.


Questions 11-14

The flow chart below shows the steps in chocolate making.

Complete the flow chart using NO MORE THAN THREE WORDS from the passage for each blank

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

Cacao seeds

↓ sorting, cleaning and cooking ridding seeds of their 11 …………………..

Nibs

↓ crushing

12 ……………………….

↓ Add sugar, milk and 13 ………………..

Crumb mixture

↓ Crush finely then come into a shape in a 14 ……………….

chocolate




Questions 1–5: Chapter Location

  1. The part of cacao trees used to produce chocolate
    Answer: D
    Reason: Chapter 4 discusses how cacao pods grow on the tree trunks, and the seeds inside the pods are used to make chocolate.
    Location: "After about five years, cacao trees start producing large fruits called pods, which grow near the trunk of the tree. The seeds inside the pods are harvested to make chocolate."

  2. Average chocolate consumption by people in the US per person per year
    Answer: E
    Reason: Chapter 5 mentions specific statistics about American chocolate consumption.
    Location: "Each year, Americans eat an average of more than five kilograms of chocolate per person."

  3. Risks faced by farmers in the cacao business
    Answer: D
    Reason: Chapter 4 explains how cacao farmers are affected by economic conditions and environmental challenges.
    Location: "Growing cacao is very hard work for farmers. They sell their harvest on a futures market. This means that economic conditions beyond their control can affect the amount of money they will earn."

  4. Where the first sweetened chocolate drink appeared
    Answer: C
    Reason: Chapter 3 explains that the Spanish created the first sweetened chocolate drink after discovering cacao in Central America.
    Location: "The wealthy people of Spain first enjoyed a sweetened version of chocolate drink."

  5. How ancient American civilizations obtained cacao
    Answer: B
    Reason: Chapter 2 explains how the Aztecs traded for cacao since it did not grow in their region.
    Location: "The Aztec culture in current-day Mexico also prized chocolate. But, cacao plants could not grow in the area where the Aztecs lived. So, they traded to get cacao."


Questions 6–10: True/False/Not Given

  1. Use of cacao and chocolate in ceremonies was restricted to Maya royal families.
    Answer: FALSE
    Reason: The passage states that cacao and chocolate were significant in Maya culture and were not exclusive to royals; even poorer members of society could enjoy the drink occasionally.
    Location: "Cacao and chocolate were an important part of Maya culture... even poorer members of the society could enjoy the drink once in a while."

  2. The Spanish explorer Hernando Cortes invested in chocolate and chocolate drinks.
    Answer: NOT GIVEN
    Reason: The passage mentions Cortes recognized the potential value of chocolate but does not specify whether he personally invested in it.
    Location: "But it was the Spanish explorer Hernando Cortes who understood that chocolate could be a valuable investment."

  3. The forastero tree produces the best chocolate.
    Answer: NOT GIVEN
    Reason: While the passage states that most chocolate comes from the forastero tree, it does not say whether it produces the best chocolate.
    Location: "Most of the world’s chocolate is made from the seed of the forastero tree."

  4. Some parts in cacao seed are removed during the chocolate process.
    Answer: TRUE
    Reason: The passage describes how the covering of cacao seeds is removed during the production process.
    Location: "Then they break off the covering of the seeds so that only the inside fruit, or nibs, remain."

  5. Chocolate is welcomed more in some countries or continents than other parts around the world.
    Answer: TRUE
    Reason: The passage notes that chocolate is especially popular in Europe and the United States, implying varying levels of popularity worldwide.
    Location: "Chocolate is especially popular in Europe and the United States."


Questions 11–14: Flow Chart Completion

  1. Covering
    Reason: The passage mentions breaking off the seed covering as part of the process.
    Location: "Then they break off the covering of the seeds."

  2. Chocolate liquor
    Reason: The nibs are crushed to produce chocolate liquor.
    Location: "Workers crush the nibs into a soft substance called chocolate liquor."

  3. Cocoa fat
    Reason: The recipe includes cocoa fat as one of the ingredients.
    Location: "Chocolate makers have their own special recipes in which they combine chocolate liquor with exact amounts of sugar, milk and cocoa fat."

  4. Mold (form)
    Reason: The final step involves shaping the mixture into a mold.
    Location: "The mixture then goes through two more processes before it is shaped into a mold form."

Tuesday, 21 January 2025

Animal minds: Parrot Alex | Actual exam reading pdf | Past exam ielts reading pdf | 25 January ielts reading pdf for free | 21 January 2025 ielts reading pdf for free

 Passage 1 Animal minds: Parrot Alex


SECTION 1

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below.



Test 2 
PASSAGE 2 
PASSAGE

Animal minds: Parrot Alex

A

In 1977 Irene Pepperberg, a recent graduate of Harvard University did something very bold. At a time when animals still were considered automatons, she set out to find what was on another creature’s mind by talking to it. She brought a one-year-old African gray parrot she named Alex into her lab to teach him to reproduce the sounds of the English language. “I thought if he learned to communicate, I could ask him questions about how he sees the world.”

B

When Pepperberg began her dialogue with Alex, who died last September at the age of 31, many scientists believed animals were incapable of any thought. They were simply machines, robots programmed to react to stimuli but lacking the ability to think or feel. Any pet owner would disagree. We see the love in our dogs’ eyes and know that, of course, they have thoughts and emotions. But such claims remain highly controversial. Gut instinct is not science, and it is all too easy to project human thoughts and feelings onto another creature. How, then, does a scientist prove that an animal is capable of thinking – that it is able to acquire information about the world and act on it? “That’s why I started my studies with Alex,” Pepperberg said. They were seated – she at her desk, he on top of his cage – in her lab, a windowless room about the size of a boxcar, at Brandeis University. Newspapers lined the floor; baskets of bright toys were stacked on the shelves. They were clearly a team – and because of their work, the notion that animals can think is no longer so fanciful.

C

Certain skills are considered key signs of higher mental abilities: good memory, a grasp of grammar and symbols, self-awareness, understanding others’ motives, imitating others, and being creative. Bit by bit, in ingenious experiments, researchers have documented these talents in other species, gradually chipping away at what we thought made human beings distinctive while offering a glimpse of where our own abilities came from. Scrub jays know that other jays are thieves and that stashed food can spoil; sheep can recognize faces; chimpanzees use a variety of tools to probe termite mounds and even use weapons to hunt small mammals; dolphins can imitate human postures; the archerfish, which stuns insects with a sudden blast of water, can learn how to aim its squirt simply by watching an experienced fish perform the task. And Alex the parrot turned out to be a surprisingly good talker.

D

Thirty years after the Alex studies began; Pepperberg and a changing collection of assistants were still giving him English lessons. The humans, along with two younger parrots, also served as Alex’s flock, providing the social input all parrots crave. Like any flock, this one – as small as it was – had its share of drama. Alex dominated his fellow parrots, acted huffy at times around Pepperberg, tolerated the other female humans, and fell to pieces over a male assistant who dropped by for a visit. Pepperberg bought Alex in a Chicago pet store where she let the store’s assistant pick him out because she didn’t want other scientists saying later that she’d particularly chosen an especially smart bird for her work. Given that Alex’s brain was the size of a shelled walnut, most researchers thought Pepperberg’s interspecies communication study would be futile.

E

“Some people actually called me crazy for trying this,” she said. “Scientists thought that chimpanzees were better subjects, although, of course, chimps can’t speak.” Chimpanzees, bonobos, and gorillas have been taught to use sign language and symbols to communicate with us, often with impressive results. The bonobo Kanzi, for instance, carries his symbol-communication board with him so he can “talk” to his human researchers, and he has invented combinations of symbols to express his thoughts. Nevertheless, this is not the same thing as having an animal look up at you, open his mouth, and speak. Under Pepperberg’s patient tutelage, Alex learned how to use his vocal tract to imitate almost one hundred English words, including the sounds for various foods, although he calls an apple a “banerry.” “Apples taste a little bit like bananas to him, and they look a little bit like cherries, so Alex made up that word for them,” Pepperberg said.

F

It sounded a bit mad, the idea of a bird having lessons to practice, and willingly doing it. But after listening to and observing Alex, it was difficult to argue with Pepperberg’s explanation for his behaviors. She wasn’t handing him treats for the repetitious work or rapping him on the claws to make him say the sounds. “He has to hear the words over and over before he can correctly imitate them,” Pepperberg said, after pronouncing “seven” for Alex a good dozen times in a row. “I’m not trying to see if Alex can learn a human language,” she added. “That’s never been the point. My plan always was to use his imitative skills to get a better understanding of avian cognition.”

G

In other words, because Alex was able to produce a close approximation of the sounds of some English words, Pepperberg could ask him questions about a bird’s basic understanding of the world. She couldn’t ask him what he was thinking about, but she could ask him about his knowledge of numbers, shapes, and colors. To demonstrate, Pepperberg carried Alex on her arm to a tall wooden perch in the middle of the room. She then retrieved a green key and a small green cup from a basket on a shelf. She held up the two items to Alex’s eye. “What’s same?” she asked. Without hesitation, Alex’s beak opened: “Co-lor.” “What’s different?” Pepperberg asked. “Shape,” Alex said. His voice had the digitized sound of a cartoon character.

Since parrots lack lips (another reason it was difficult for Alex to pronounce some sounds, such as ba), the words seemed to come from the air around him, as if a ventriloquist were speaking. But the words – and what can only be called the thoughts – were entirely his.

H

For the next 20 minutes, Alex can through his tests, distinguishing colors, shapes, sizes, and materials (wool versus wood versus metal). He did some simple arithmetic, such as accounting the yellow toy blocks among a pile of mixed hues. And, then, as if to offer final proof of the mind inside his bird’s brain, Alex spoke up. “Talk clearly!” he commanded, when one of the younger birds Pepperberg was also teaching talked with wrong pronunciation. “Talk clearly!” “Don’t be a smart aleck,” Pepperberg said, shaking her head at him. “He knows all this, and he gets bored, so he interrupts the others, or he gives the wrong answer just to be obstinate. At this stage, he’s like a teenager; he’s moody, and I’m never sure what he’ll do.”



Questions 1-6

Do the following statements agree with the information given in Reading Passage 1?

In boxes 1-6 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


1 Firstly, Alex has grasped quite a lot of vocabulary.

2 At the beginning of the study, Alex felt frightened in the presence of humans.

3 Previously, many scientists realized that the animal possesses the ability of thinking.

4 It has taken a long time before people get to know cognition existing in animals.

5 As Alex could approximately imitate the sounds of English words, he was capable of roughly answering Irene’s questions regarding the world.

6 By breaking in other parrots as well as producing the incorrect answers, he tried to be focused.


Questions 7-10

Complete the following summary of the paragraphs of Reading Passage.

Using NO MORE THAN THREE WORDS from the Reading Passage for each answer.

Write your answers in boxes 7-10 on your answer sheet.


After the training of Irene, Parrot Alex can use his vocal tract to pronounce more than 7…………………….., while other scientists believe that animals have no this advanced ability of thinking, they would rather teach 8………………………. Pepperberg clarified that she wanted to conduct a study concerning 9……………………….. but not to teach him to talk. The store’s assistant picked out a bird at random for her for the sake of avoiding other scientists saying that the bird is 10……………………. afterwards.



Questions 11-13

Answer the questions 11-13 below.


Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.

11 What did Alex reply regarding the similarity of the subjects showed to him?

12 What is the problem of the young parrots except for Alex?

13 To some extent, through the way, he behaved what we can call him?


Questions 1-6

1. Firstly, Alex has grasped quite a lot of vocabulary.
Answer: TRUE
Explanation: The passage states that Alex learned to use his vocal tract to imitate almost 100 English words. This demonstrates that he grasped a substantial amount of vocabulary.

2. At the beginning of the study, Alex felt frightened in the presence of humans.
Answer: NOT GIVEN
Explanation: The passage does not provide any information about Alex's feelings or fear at the beginning of the study.

3. Previously, many scientists realized that the animal possesses the ability of thinking.
Answer: FALSE
Explanation: The passage mentions that, at the time of the study, many scientists believed animals were incapable of thought and were like automatons, reacting only to stimuli.

4. It has taken a long time before people get to know cognition existing in animals.
Answer: TRUE
Explanation: The passage discusses how researchers gradually documented evidence of animal cognition over time, chipping away at the belief that humans were unique in these abilities.

5. As Alex could approximately imitate the sounds of English words, he was capable of roughly answering Irene’s questions regarding the world.
Answer: TRUE
Explanation: The passage explains that Alex could imitate sounds well enough to answer questions about colors, shapes, and numbers.

6. By breaking in other parrots as well as producing the incorrect answers, he tried to be focused.
Answer: FALSE
Explanation: The passage states that Alex interrupted other parrots or gave wrong answers because he was bored, not because he was trying to focus.


Questions 7-10

7. After the training of Irene, Parrot Alex can use his vocal tract to pronounce more than...
Answer: ONE HUNDRED WORDS
Explanation: The passage mentions Alex learned to imitate almost 100 English words, which includes various food names and other terms.

8. While other scientists believe that animals have no this advanced ability of thinking, they would rather teach...
Answer: CHIMPANZEES
Explanation: The passage states that other scientists believed chimpanzees, bonobos, and gorillas were better subjects for studying communication.

9. Pepperberg clarified that she wanted to conduct a study concerning...
Answer: AVIAN COGNITION
Explanation: Pepperberg emphasized that her study was about understanding avian cognition, not teaching Alex to talk.

10. The store’s assistant picked out a bird at random for her for the sake of avoiding other scientists saying that the bird is...
Answer: ESPECIALLY SMART
Explanation: The passage states that Pepperberg let the store assistant select the bird to ensure no one could claim she chose an exceptionally intelligent bird.


Questions 11-13

11. What did Alex reply regarding the similarity of the subjects showed to him?
Answer: COLOR
Explanation: When Pepperberg asked Alex what was the same between the key and the cup, he responded, “Color.”

12. What is the problem of the young parrots except for Alex?
Answer: WRONG PRONUNCIATION
Explanation: The passage mentions that younger parrots were not able to pronounce words clearly, leading Alex to command them to “Talk clearly!”

13. To some extent, through the way, he behaved what we can call him?
Answer: TEENAGER
Explanation: The passage describes Alex as moody and obstinate, comparing his behavior to that of a teenager.


CHILDREN’S LITERATURE | Actual exam reading pdf | Past exam ielts reading pdf | 25 January ielts reading pdf for free | 21 January 2025 ielts reading pdf for free

 Passage 2 CHILDREN’S LITERATURE

SECTION 2



PASSAGE 1 

PASSAGE 3 

READING PASSAGE 2



You should spend about 20 minutes on Questions 14-26 which are based on Reading Passage 2 below.

CHILDREN’S LITERATURE

A

Stories and poems aimed at children have an exceedingly long history: lullabies, for example, were sung in Roman times, and a few nursery games and rhymes are almost as ancient. Yet so far as written-down literature is concerned, while there were stories in print before 1700 that children often seized on when they had the chance, such as translation of Aesop’s fables, fairy-stories and popular ballads and romances, these were not aimed at young people in particular. Since the only genuinely child-oriented literature at this time would have been a few instructional works to help with reading and general knowledge, plus the odd Puritanical tract as an aid to morality, the only course for keen child readers was to read adult literature. This still occurs today, especially with adult thrillers or romances that include more exciting, graphic detail than is normally found in the literature for younger readers.

B

By the middle of the 18th century there were enough eager child readers, and enough parents glad to cater to this interest, for publishers to specialize in children’s books whose first aim was a pleasure rather than education or morality. In Britain, a London merchant named Thomas Boreham produced Cajanus, The Swedish Giant in 1742, while the more famous John Newbery published A Little Pretty Pocket Book in 1744. Its contents – rhymes, stories, children’s games plus a free gift (‘A ball and a pincushion’) – in many ways anticipated the similar lucky-dip contents of children’s annuals this century. It is a tribute to Newbery’s flair that he hit upon a winning formula quite so quickly, to be pirated almost immediately in America.

C

Such pleasing levity was not to last. Influenced by Rousseau, whose Emile (1762) decreed that all books for children save Robinson Crusoe were a dangerous diversion, contemporary critics saw to it that children’s literature should be instructive and uplifting. Prominent among such voices was Mrs Sarah Trimmer, whose magazine The Guardian of Education (1802) carried the first regular reviews of children’s books. It was she who condemned fairy-tales for their violence and general absurdity; her own stories, Fabulous Histories (1786) described talking animals who were always models of sense and decorum.

D

So the moral story for children was always threatened from within, given the way children have of drawing out entertainment from the sternest moralist. But the greatest blow to the improving children’s book was to come from an unlikely source indeed: early 19th-century interest in folklore. Both nursery rhymes, selected by James Orchard Halliwell for a folklore society in 1842, and collection of fairy-stories by the scholarly Grimm brothers, swiftly translated into English in 1823, soon rocket to popularity with the young, quickly leading to new editions, each one more child-centered than the last. From now on younger children could expect stories written for their particular interest and with the needs of their own limited experience of life kept well to the force.

E

What eventually determined the reading of older children was often not the availability of special children’s literature as such but access to books that contained characters, such as young people or animals, with whom they could more easily empathize, or action, such as exploring or fighting, that made few demands on adult maturity or understanding.

F

The final apotheosis of literary childhood as something to be protected from unpleasant reality came with the arrival in the late 1930s of child-centered best-sellers intend on entertainment as its most escapist. In Britain novelists such as Enid Blyton and Richmal Crompton described children who were always free to have the most unlikely adventures, secure in the knowledge that nothing bad could ever happen to them in the end. The fact that war broke out again during her books’ greatest popularity fails to register at all in the self-enclosed world inhabited by Enid Blyton’s young characters. The reaction against such dream-worlds was inevitable after World War II, coinciding with the growth of paperback sales, children’s libraries and a new spirit of moral and social concern. Urged on by committed publishers and progressive librarians, writers slowly began to explore new areas of interest while also shifting the settings of their plots from the middle-class world to which their chiefly adult patrons had always previously belonged.


G

The critical emphasis, during this development, has been divided. For some, the most important task was to rid children’s books of social prejudice and exclusiveness no longer found acceptable. Others concentrated more on the positive achievements of contemporary children’s literature. That writers of these works are now often recommended to the attention of adult as well as child readers echo the 19th-century belief that children’s literature can be shared by the generations, rather than being a defensive barrier between childhood and the necessary growth towards adult understanding.


Questions 14-18

Complete the table below.

Choose NO MORE THAN TWO WORDS from Reading Passage 2 for each answer.

Write your answers in boxes 14-18 on your answer sheet.





Questions 19-21

Look at the following people and the list of statements below.

Match each person with the correct statement.

Write the correct letter A-E in boxes 19-21 on your answer sheet


19 Thomas Boreham

20 Mrs Sarah trimmer

21 Grimm Brothers


List of statements

A Wrote criticisms of children’s literature

B Used animals to demonstrate the absurdity of fairy tales

C Was not a writer originally

D Translated a book into English

E Didn’t write in the English language


Questions 22-26

Do the following statements agree with the information given in Reading Passage 2?

In boxes 22-26 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



22 Children didn’t start to read books until 1700.

23 Sarah Trimmer believed that children’s books should set good examples.

24 Parents were concerned about the violence in children’s books.

25 An interest in the folklore changed the direction of the development of children’s books.

26 Today children’s book writers believe their works should appeal to both children and adults.




Table Completion (Questions 14-18)

14. Stories

  • Reason: The passage mentions that "A Little Pretty Pocket Book" contained rhymes, stories, and games.
  • Location: Paragraph B: "Its contents – rhymes, stories, children’s games plus a free gift..."

15. America

  • Reason: The passage explains that John Newbery's book was pirated in America.
  • Location: Paragraph B: "...pirated almost immediately in America."

16. Folklore

  • Reason: The passage highlights a growing interest in folklore in the early 19th century, particularly nursery rhymes and fairy stories.
  • Location: Paragraph D: "...early 19th-century interest in folklore. Both nursery rhymes... and fairy-stories..."

17. Fairy-stories

  • Reason: Nursery rhymes and fairy stories were popularized in the 19th century and tailored for children.
  • Location: Paragraph D: "...fairy-stories by the scholarly Grimm brothers... swiftly translated into English..."

18. Adventures

  • Reason: Stories in the late 1930s were centered on harm-free adventures, as seen in the works of Enid Blyton.
  • Location: Paragraph F: "...described children who were always free to have the most unlikely adventures..."

Matching People with Statements (Questions 19-21)

19. Thomas Boreham (C)

  • Reason: Thomas Boreham, though not an author by profession, produced a children's book as a merchant.
  • Location: Paragraph B: "In Britain, a London merchant named Thomas Boreham produced Cajanus, The Swedish Giant..."

20. Mrs. Sarah Trimmer (A)

  • Reason: Sarah Trimmer critiqued children's literature and wrote reviews in her magazine.
  • Location: Paragraph C: "...whose magazine The Guardian of Education (1802) carried the first regular reviews of children’s books."

21. Grimm Brothers (E)

  • Reason: The Grimm brothers collected fairy tales and wrote in German, not English.
  • Location: Paragraph D: "...collection of fairy-stories by the scholarly Grimm brothers, swiftly translated into English in 1823."

True/False/Not Given (Questions 22-26)

22. FALSE

  • Reason: The passage indicates that children read adult books before 1700 because children's literature wasn’t widely available.
  • Location: Paragraph A: "...children often seized on when they had the chance... these were not aimed at young people in particular."

23. TRUE

  • Reason: Sarah Trimmer believed children's books should promote morality and good examples.
  • Location: Paragraph C: "...Mrs Sarah Trimmer... condemned fairy-tales... described talking animals who were always models of sense and decorum."

24. NOT GIVEN

  • Reason: While critics like Sarah Trimmer opposed fairy tales, there is no mention of parents being concerned about violence in children’s books.
  • Location: Not explicitly mentioned.

25. TRUE

  • Reason: Interest in folklore, like nursery rhymes and fairy stories, influenced the direction of children’s literature.
  • Location: Paragraph D: "...interest in folklore... nursery rhymes... swiftly translated into English... leading to new editions..."

26. TRUE

  • Reason: The passage states that contemporary children's books are often shared by adults and children alike.
  • Location: Paragraph G: "...children’s literature can be shared by the generations, rather than being a defensive barrier..."




The Rainmaker design | Actual exam reading pdf | Past exam ielts reading pdf | 25 January ielts reading pdf for free | 21 January 2025 ielts reading pdf for free

 Passage 3 The Rainmaker design

1


Passage 1 

Passage 2

SECTION 3

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 below.



The Rainmaker design

A

Sometimes ideas just pop up out of the blue. Or in Charlie Paton’s case, out of the rain. ‘I was on a bus in Morocco traveling through the desert,’ he remembers. ‘It had been raining and the bus was full of hot, wet people. The windows steamed up and I went to sleep with a towel against the glass. When I woke, the thing was soaking wet. I had to wring it out. And it set me thinking. Why was it so wet?

B

The answer, of course, was condensation. Back home in London, a physicist friend, Philip Davies, explained that the glass, chilled by the rain outside, had cooled the hot humid air inside the bus below its dew point, causing droplets of water to form on the inside of the window. Intrigued, Paton – a lighting engineer by profession – started rigging up his own equipment. ‘I made my own solar stills It occurred to me that you might be able to produce water in this way in the desert, simply by cooling the air. I wondered whether you could make enough to irrigate fields and grow crops.’

C

Today, a decade on, his dream has taken shape as a giant greenhouse on a desert island off Abu Dhabi in the Persian Gulf – the first commercially viable version of his ‘seawater greenhouse’. Local scientists, working with Paton, are watering the desert and growing vegetables in what is basically a giant dew-making machine that produces freshwater and cool air from sun and seawater. In awarding Paton first prize in a design competition two years ago, Marco Goldschmied, president of the Royal Institute of British Architects, called it ‘a truly original idea which has the potential to impact on the lives of millions of people living in coastal water-starved areas around the world’.

D

The seawater greenhouse as developed by Paton has three main parts. They both air-condition the greenhouse and provide water for irrigation. The front of the greenhouse faces into the prevailing wind so that hot dry air blows in through a front wall. The wall is made of perforated cardboard kept moist by a constant trickle of seawater pumped up from the ocean. The purpose is to cool and moisten the incoming desert air. The cool moist air allows the plants to grow faster. And, crucially, because much less water evaporates from the leaves, the plants need much less moisture to grow than if they were being irrigated in the hot dry desert air outside the greenhouse.

E

The air-conditioning of the interior of the greenhouse is completed by the second feature: the roof. It has two layers: an outer layer of clear polyethylene and an inner coated layer that reflects infrared radiation. This combination ensures that visible light can stream through to the plants, maximizing the rate of plant growth through photosynthesis but at the same time heat from the infrared radiation is trapped in the space between the layers, and kept away from the plants. This helps keep the air around the plants cool.

F

At the back of the greenhouse sits the third elements. This is the main water production unit. Here, the air hits a second moist cardboard wall that increases its humidity as it reaches the condenser, which finally collects from the hot humid air the moisture for irrigating the plants. The condenser is a metal surface kept cool by still more seawater. It is the equivalent of the window on Paton’s Morcoccan bus. Drops of pure distilled water from on the condenser and flow into a tank for irrigating the crops.

G

The Abu Dhai greenhouse more or less runs itself. Sensors switch everything on when the sun rises and alter flows of air and seawater through the day in response to changes in temperature, humidity, and sunlight. On windless days, fans ensure a constant flow of air through the greenhouse. ‘Once it is turned to the local environment, you don’t need anymore there for it to work,’ says Paton. “We can run the entire operation of one 13-amp plug, and in the future, we could make it entirely independent of the grid, powered from a few solar panels.’

H

Critics point out that construction costs of around $4 a square foot are quite high. By illustration, however, Paton presents that it can cool as efficiently as a 500-kilowatt air conditioner while using less than 3 kilowatts of electricity. Thus the plants need only an eighth of the volume of water used by those grown conventionally. And so the effective cost of the desalinated water in the greenhouse is only a quarter that of water from a standard desalinator, which is good economics. Besides it really suggests an environmentally-friendly way of providing air conditioning on a scale large enough to cool large greenhouses where crops can be grown despite the high outside temperatures.



Questions 27-31

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

In boxes 27-31 on your answer sheet, write

YES if the statement is true

NO if the statement is false

NOT GIVEN if the information is not given in the passage

27 The idea just came to Charlie Paton by accident.

28 The bus was well ventilated.

29 After waking up, Paton found his towel was wet.

30 The fan on the bus did not work well.

31 Paton immediately operated his own business in the Persian Gulf after talking with Philip Davies.




Questions 32-36

Label the diagram below.

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

Write your answers in boxes 32-36 on your answer sheet.











Questions 37-40

Complete the summary below.

Using NO MORE THAN TWO WORDS from the Reading Passage for each answer.

Write your answers in boxes 37-40 on your answer sheet.

To some extent, the Abu Dhai greenhouse functions automatically. When the day is sunny, the equipment can respond to the changes in several natural elements. When there is no wind, 37………………….. help to retain the flow of air. Even in the future, we have an ideal plan to power the greenhouse from 38………………………. However, there are still some critics who argue that 39………………………. are not good economics. To justify himself, Paton presents favorable arguments against these critics and suggests that it is an 40……………………… approach to provide air conditioning in a scale large sense.



Questions 27-31

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

27. The idea just came to Charlie Paton by accident.

Answer: YES
Explanation: In paragraph A, it is mentioned, "Sometimes ideas just pop up out of the blue. Or in Charlie Paton’s case, out of the rain." This indicates that the idea was accidental.
Location: Paragraph A.


28. The bus was well ventilated.

Answer: NO
Explanation: The passage says, "The bus was full of hot, wet people. The windows steamed up." This suggests poor ventilation.
Location: Paragraph A.


29. After waking up, Paton found his towel was wet.

Answer: YES
Explanation: It is explicitly stated, "When I woke, the thing was soaking wet. I had to wring it out."
Location: Paragraph A.


30. The fan on the bus did not work well.

Answer: NOT GIVEN
Explanation: The passage does not mention anything about the fan or its condition.


31. Paton immediately operated his own business in the Persian Gulf after talking with Philip Davies.

Answer: NO
Explanation: After speaking to Philip Davies, Paton started experimenting with solar stills at home, and his greenhouse was developed a decade later, as mentioned in paragraph B and C.
Location: Paragraphs B and C.


Questions 32-36

Label the diagram below.
(No specific diagram is provided, but the answers correspond to the description of the greenhouse components in the passage.)

32. Front wall purpose

Answer: Cool and moisten the air
Explanation: The front wall is described as being made of moist cardboard, cooling and moistening incoming desert air.
Location: Paragraph D.


33. Roof purpose

Answer: Maximize photosynthesis
Explanation: The roof lets visible light pass through for photosynthesis but reflects infrared to keep the air cool.
Location: Paragraph E.


34. Back wall purpose

Answer: Increase humidity
Explanation: The back wall raises humidity levels as it increases moisture before the air reaches the condenser.
Location: Paragraph F.


35. Condenser purpose

Answer: Collect moisture
Explanation: The condenser collects moisture from humid air for irrigation.
Location: Paragraph F.


36. Output from condenser

Answer: Pure distilled water
Explanation: Drops of distilled water are collected from the condenser.
Location: Paragraph F.


Questions 37-40

Complete the summary below.

37. When there is no wind,

Answer: fans
Explanation: Fans ensure a constant flow of air in windless conditions.
Location: Paragraph G.


38. Plan to power the greenhouse from

Answer: solar panels
Explanation: Paton suggests that solar panels can make the greenhouse entirely independent of the grid.
Location: Paragraph G.


39. Critics argue that

Answer: construction costs
Explanation: Critics highlight the high construction costs of $4 per square foot.
Location: Paragraph H.


40. It is an

Answer: environmentally friendly
Explanation: Paton argues that the design provides an environmentally friendly method for large-scale air conditioning.
Location: Paragraph H.