Listening Module. Audio has been re-encoded to mono 22.05 kHz at 32 kbps to reduce file size.
Listening Part 1 · Questions 1–10
Driving lessons
Complete the notes below. Write NO MORE THAN ONE WORD OR A NUMBER.
Q1
Address: Road
Q2
Drive: the city centre, above the city.
Q3
Teacher’s name: Allen
Q4
Popular type of car on roads:
Q5
Had better practise during the
Q6
Safe driving depends on good
Q7
Obtain a driving
Q8
Final test fee: $
Q9
Duration of test: approximately minutes
Q10
More advice: keep a driving
Listening Part 2 · Questions 11–20
Mount Rushmore and visitor map
Questions 11–15: Complete the sentences. Write ONE WORD AND/OR A NUMBER.
Q11
The government finally paid to complete the heads of four United States Presidents.
Q12
The purpose of the construction was to develop
Q13
The carvings face to receive maximum sunlight.
Q14
In 1885, the mountain was renamed after a
Q15
It took years to finish the project.
Questions 16–20: Label the map below. Write the correct letter A–E.
Listening map for Questions 16 to 20
Q16
information centre
Q17
refreshment centre
Q18
gift shop
Q19
workshop
Q20
visitor centre
Listening Part 3 · Questions 21–30
Choosing courses
Questions 21–25: Choose the correct letter A, B or C.
Q21
Why does the student want to study Tourism?
A good future · B good pay · C parents’ will
Q22
What kind of skill will the student gain in the course?
A time-management · B financial planning · C note-taking
Q23
The student has the ability of
A independence · B communication · C coping with statistics
Q24
The teacher believes the tourism industry is
A shrinking · B seeing a bright future · C growing popular
Q25
How does the student compare the university course with polytechnics?
A summer schools · B modules · C reasonable price
Questions 26–30: Match courses to features A–G.
A limited value · B useful · C relevant to career · D flexible admission · E intensive · F improving leadership · G self-control and time management
Q26
Travel and business
Q27
Japanese
Q28
Medical care
Q29
Computer
Q30
Public relations
Listening Part 4 · Questions 31–40
Company outsourcing
Complete the notes below. Write NO MORE THAN TWO WORDS.
Q31
Main target: to create a environment.
Q32
Every month grades are published on an
Q33
Cultural openness improved the level of of the company.
Q34
Staff satisfaction has led to growth of 32% in the
Q35
Manjeet’s motto is
Q36
A can be from any other company.
Q37
Grades are not used for
Q38
The complaint form is known as a
Q39
Complaints can concern air conditioning, food quality and entitlement.
Q40
A on the anonymous complaint was introduced in the new system.
Reading Module. Three IELTS Academic-style passages with 40 interactive questions.
Reading Passage 1

Plant Survival in Extreme Environments

Plants are often imagined as passive organisms, but many species survive in environments that appear almost impossible for life. In deserts, high mountains and salty coastal areas, plants must cope with limited water, intense sunlight, poor soil and sudden temperature changes. Their survival depends on adaptations that reduce loss, increase storage and protect delicate tissues.

One of the most important problems is drought. Many plants lose water through tiny openings in their leaves called stomata. Some desert plants open these openings mainly at night, when temperatures are lower and evaporation is reduced. This allows them to take in carbon dioxide while limiting water loss during the hottest part of the day.

Leaf structure is also important. Thick or waxy leaves can reduce evaporation, while very small leaves expose less surface area to the air. In some species, leaves have become spines, leaving the stem to carry out photosynthesis. A protective outer membrane can also prevent water escaping from plant tissues.

Roots provide another strategy. Some plants produce extremely deep roots that reach underground water, while others spread shallow roots over a wide area to absorb brief rainfall quickly. Several desert species store water in underground organs or swollen stems, allowing them to survive long dry periods.

Plants must also defend themselves. In harsh environments, replacing damaged tissue is costly, so many species use chemical defences to discourage pests and grazing animals. Such adaptations show that plant survival is not based on a single solution but on a combination of structures and behaviours.

Reading Passage 2

The Changing Purpose of Maps

A. Maps are often treated as neutral pictures of the world, but they have always involved choices. A mapmaker decides what to include, what to leave out and what to emphasise. For this reason, maps can reveal as much about human priorities as about geography.

B. Early maps were shaped by belief, trade and politics. Some placed religious centres at the middle of the world; others exaggerated the size of powerful territories. Accuracy mattered, but it was not the only purpose. A map could also express identity, ambition or authority.

C. During the age of empire, maps became closely connected with political power. Drawing borders, naming regions and measuring land were ways of claiming control. Local names and traditional understandings of territory were often replaced by official labels.

D. Digital mapping has transformed the field again. Online maps combine satellite images, traffic information, business listings and user location data. Instead of being fixed objects, maps now change constantly according to time, movement and individual preference.

E. This personalisation is convenient, but it raises questions. When a map recommends one route, restaurant or neighbourhood over another, it may influence choices without users noticing. Commercial interests can therefore become hidden inside simple navigation.

F. Maps can also be powerful tools in emergencies. After floods or earthquakes, crisis maps built from reports, satellite images and volunteer updates can show blocked roads, damaged buildings and urgent needs. These maps help organisations decide where to send resources first.

G. The history of mapping shows that maps do more than represent space. They organise knowledge, guide movement and shape decisions. Whether drawn on paper or generated by algorithms, maps are active tools in social life.

Reading Passage 3

Fermentation: An Ancient Technology Reconsidered

Fermentation is one of humanity’s oldest food technologies. It occurs when microbes such as bacteria, yeasts or moulds change the chemistry of food. The process can produce bread, yoghurt, cheese, soy sauce, kimchi and many other foods central to different cuisines.

Historically, fermentation was valuable because it helped preserve food before refrigeration existed. By increasing acidity, producing alcohol or encouraging beneficial microbes, fermentation made it harder for harmful organisms to grow. This allowed communities to store seasonal produce and survive periods when fresh food was limited.

Fermentation also transformed flavour. Many fermented foods have strong, complex tastes that cannot be created simply by adding salt or sugar. The process may produce sourness, sweetness, bitterness or savoury depth. It can also change texture, making food softer, lighter or easier to digest.

With modern refrigeration and industrial food production, some traditional fermentation practices declined. Packaged foods offered consistency and convenience, while home fermentation came to seem old-fashioned or risky. In many places, knowledge that had once been passed through families became less common.

Recently, however, fermentation has attracted renewed attention. Chefs value it for flavour, scientists study it for its effects on microbes in the human body, and environmental thinkers see it as a way to reduce food waste. The return of fermentation shows that an ancient technique can remain relevant when people reconsider the relationship between food, health and culture.

Passage 1 Questions 1–13

Q1
What is the main focus of Passage 1?
A how deserts are formed · B how plants survive dry conditions · C why forests are disappearing · D how insects damage crops
Q2
Why do some desert plants open their stomata at night?
A to attract birds · B to store sunlight · C to reduce water loss · D to grow taller
Q3
What is one function of waxy leaves?
A reducing evaporation · B producing fruit · C increasing wind speed · D absorbing salt
Q4
Why are deep roots useful?
A they make flowers brighter · B they stop photosynthesis · C they reach underground water · D they remove minerals
Q5
What does the passage suggest about plant adaptation?
A it is always rapid · B it involves different survival strategies · C it only happens in deserts · D it is controlled by farmers
Q6
Plants in dry regions must survive long periods of .
Q7
Some plants have thick or waxy .
Q8
A protective outer can reduce water loss.
Q9
Chemical defences may protect plants against .
Q10
Some plants use underground organs for water .
Q11
Some plants reduce water loss by opening stomata at night.
Q12
All desert plants have the same root system.
Q13
The passage says desert plants grow faster than tropical plants.

Passage 2 Questions 14–26

Q14
a reason why older maps were not always objective
Q15
a description of digital mapping using personal data
Q16
an example of mapping used during an emergency
Q17
the role of maps in showing political power
Q18
a conclusion about maps as active tools
Q19
What does the writer say about early maps?
A they were always exact · B they could reflect beliefs and priorities · C they were only used at sea · D they contained no symbols
Q20
What can online maps combine?
A satellite images, traffic data and user locations · B only paper records · C weather poems · D museum labels
Q21
What is one concern about personalised maps?
A they cannot show roads · B they are never updated · C they remove landmarks · D they may influence choices invisibly
Q22
How can crisis maps help after disasters?
A by replacing rescue workers · B by stopping storms · C by showing blocked roads and urgent needs · D by predicting earthquakes exactly
Q23
Maps can express political authority.
Q24
The passage says paper maps are now illegal.
Q25
All online maps are produced by governments.
Q26
Digital maps can shape how people move through cities.

Passage 3 Questions 27–40

Q27
What is fermentation?
A freezing food · B cooking food in oil · C microbes changing food chemistry · D drying food only
Q28
Why was fermentation important historically?
A it helped preserve food · B it made food heavier · C it removed flavour · D it required electricity
Q29
What does the writer say about taste?
A fermentation never changes taste · B it can create complex flavours · C taste is always reduced · D taste depends only on salt
Q30
Why is refrigeration mentioned?
A to show fermentation is impossible today · B to explain ancient farming · C to describe a microbe · D to show modern preservation changed food habits
Q31
What is the writer’s overall view of fermentation?
A both old technique and modern interest · B always dangerous · C only used in labs · D no cultural meaning
Q32
Fermentation depends on the activity of .
Q33
Before modern technology, helped food last longer.
Q34
The process can increase the of food.
Q35
Modern changed how people preserved food.
Q36
Fermentation can also affect the of food.
Q37
Fermentation has been used in many different cultures.
Q38
The writer believes fermented foods are only useful in poor countries.
Q39
The passage says every fermented food tastes sour.
Q40
Interest in fermentation has returned in some modern food cultures.
Reading score: 0 / 40
  1. 1: b
  2. 2: c
  3. 3: a
  4. 4: c
  5. 5: b
  6. 6: drought
  7. 7: leaves
  8. 8: membrane
  9. 9: pests
  10. 10: storage
  11. 11: true
  12. 12: false
  13. 13: not given
  14. 14: b
  15. 15: d
  16. 16: f
  17. 17: c
  18. 18: g
  19. 19: b
  20. 20: a
  21. 21: d
  22. 22: c
  23. 23: true
  24. 24: false
  25. 25: not given
  26. 26: true
  27. 27: c
  28. 28: a
  29. 29: b
  30. 30: d
  31. 31: a
  32. 32: microbes
  33. 33: fermentation
  34. 34: acidity
  35. 35: refrigeration
  36. 36: texture
  37. 37: yes
  38. 38: no
  39. 39: not given
  40. 40: yes
Writing Module. Task 1 has been updated with the enhanced IELTS Writing Test 8 graph.
Writing Task 1
Spend about 20 minutes. Write at least 150 words.

The graph below shows average carbon dioxide (CO₂) emissions per person in the United Kingdom, Sweden, Italy and Portugal between 1967 and 2007.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Line graph of average carbon dioxide emissions per person from 1967 to 2007
Words: 0
Writing Task 2
Spend about 40 minutes. Write at least 250 words.

Some people believe that governments should introduce stricter rules to reduce pollution, while others think individuals and companies should be responsible for protecting the environment. Discuss both views and give your own opinion.

Words: 0
Speaking Module. Full IELTS Speaking practice.
Part 1 · 4–5 minutes

Transport, driving and the environment

  • Do many people drive in your city?
  • Would you like to learn to drive?
  • How can transport affect the environment?
  • Do you prefer public transport or travelling by car?
Part 2 · Long turn

Describe a journey you took by car or public transport

  • where you went
  • how you travelled
  • who you travelled with
  • and explain why you remember this journey
Part 3 · Discussion

Transport and environmental change

  • What can governments do to reduce transport emissions?
  • Should people be encouraged to use public transport?
  • How important is technology in reducing pollution?
  • Do you think cities will become cleaner in the future?