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Free IELTS Academic Reading Practice Test

Three exam-length passages, 40 questions and the real 60-minute time limit, laid out like the computer-delivered test. When you finish you get your score, an indicative band and the reason behind every answer.

  • 3 passages
  • 40 questions
  • 60 minutes
  • Instant band score
  • Free

Before you start

Academic Reading · three passages · 40 questions · 60 minutes · free.

  • The passages get harder as you go: aim for about 20 minutes each.
  • The clock counts down from 60 minutes and your answers are sent automatically when the time is up. As in the computer-delivered test, there is no extra time to transfer answers.
  • For completion questions, copy the words exactly from the passage and keep to the word limit. Spelling counts.
  • Your answers are saved in this browser as you go.

Passage 1 · Questions 1–13

Lichens: the great survivors

They are easy to overlook, but these small organisms have a remarkable story to tell

Look closely at almost any old stone wall, gravestone or tree trunk in Britain and you are likely to find patches of colour: flat grey-green circles, bright orange crusts, or small leafy growths that look a little like dried seaweed. Most people who notice them at all assume that they are some kind of moss or small plant. In fact, they are lichens, and they are among the most unusual living things on Earth. Lichens are found on every continent, from the edges of hot deserts to the frozen rocks of Antarctica, and Britain alone is home to well over a thousand different species.

What makes lichens so unusual is that a lichen is not a single organism at all. Each one is a partnership between a fungus and a partner that can make its own food from sunlight – usually a green alga, or a type of bacterium known as a cyanobacterium. The fungus forms the body of the lichen and provides shelter, protecting its partner from strong light and from drying out. In return, the partner uses the energy of sunlight to produce sugars, which feed the fungus. In many of the places where lichens grow, neither partner could survive on its own. Scientists first suggested this explanation in the 1860s, and the idea was so surprising that many experts at the time refused to accept it. More recently, researchers have found that many lichens also contain a third partner, a kind of yeast, which suggests that the relationship is even more complicated than was once believed.

This cooperation allows lichens to live in conditions that would kill most plants. Lichens have no roots and do not need soil, so they can grow on bare rock, metal and even glass. They take in water directly through their surface, and when there is no rain they can dry out almost completely, remaining in a resting state for long periods. When water returns, they quickly become active again. The price of this toughness is extremely slow growth. Many of the flat, crusty lichens found on rocks spread by only a millimetre or so each year, and some individual patches are thought to be hundreds or even thousands of years old.

Because they grow at a slow and fairly steady rate, lichens can be used as a kind of natural clock. When glaciers melt and retreat, for example, they leave behind areas of bare rock that lichens begin to colonise. By measuring the largest lichens on these rocks, geologists can estimate how long ago the ice disappeared, and so build up a picture of the movement of glaciers over time. This technique, known as lichenometry, has also been used to estimate the age of stone monuments and old buildings, although it works best when the results can be checked against dates from other sources.

Lichens are also extremely sensitive to the quality of the air. Because they absorb most of what they need from rain and the air, they also take in whatever pollution the air contains. During the nineteenth and twentieth centuries, smoke from factories and household coal fires filled the air of British cities with sulphur dioxide, a gas that is harmful to many lichens. As a result, large areas in and around industrial towns became so-called ‘lichen deserts’, where only a handful of tolerant species could grow. After laws were introduced in the 1950s to reduce smoke, the air slowly became cleaner, and many lichens have since returned to towns and cities.

Today, scientists are paying closer attention to a different kind of pollution. Nitrogen compounds from vehicle exhausts and from farming encourage the growth of certain lichens, often bright yellow or orange species, while other types become less common. By recording which species are present on the trees in a particular area, it is possible to build up a picture of local air quality without the need for expensive equipment. Several surveys in the UK have invited schoolchildren and other members of the public to take part, using simple identification charts.

People have made use of lichens for thousands of years. In the far north, reindeer depend on them for food through the long winter, when little else is available. Lichens have also been used to make dyes: in parts of Scotland, a reddish-brown dye produced from rock lichens was traditionally used to colour wool. Litmus, the substance that turns red in acid and blue in alkali, was originally obtained from lichens. In some regions, certain species have even been eaten by people at times when other food was scarce.

Despite this long history, lichens are still not fully understood. New species are described every year, and scientists believe that many more are waiting to be discovered, particularly in tropical forests. The next old wall you walk past may be home to a community of lichens that has been growing quietly there since long before you were born.

Questions 1–6

Do the following statements agree with the information given in Reading Passage 1? Choose TRUE if the statement agrees with the information, FALSE if the statement contradicts the information, or NOT GIVEN if there is no information on this.

1There is no continent on which lichens are absent.

2Scientists accepted the idea of lichens as a partnership as soon as it was proposed.

3The yeast found in many lichens helps them to survive in dry conditions.

4Lichenometry is most reliable when there is other evidence about the age of a surface.

5Members of the public who took part in lichen surveys produced results as accurate as those of professional scientists.

6Reindeer eat lichens mainly during the summer months.

Questions 7–13

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

Lichens

What a lichen is

  • a partnership between a fungus and a partner (usually a green alga or a cyanobacterium)
  • the fungus gives shelter and protection
  • the partner uses sunlight to produce 7, which feed the fungus

Survival

  • no roots and no need for soil
  • can dry out almost completely and stay in a 8 state for long periods
  • very slow growth – some patches may be thousands of years old

Lichenometry

  • measuring the largest lichens on rocks helps geologists to study the movement of 9
  • also used to date stone monuments and old buildings

Lichens and pollution

  • smoke from factories and coal fires contained 10, which harms many lichens
  • areas where only a few tolerant species survived were called 11
  • nitrogen from vehicle exhausts and 12 helps some yellow and orange species to grow

Uses

  • an important food for reindeer
  • in Scotland, a reddish-brown dye made from lichens was used to colour 13
  • the original source of litmus

Passage 2 · Questions 14–26

Railway time

How the coming of the railways persuaded Britain – and eventually the world – to agree on what time it was

AUntil the middle of the nineteenth century, few people in Britain had any reason to know the exact time in another town. Each community kept its own time, based on the position of the sun. When the sun reached its highest point in the sky, it was midday, and church and town-hall clocks were set accordingly. Because the Earth turns from west to east, midday arrives slightly later the further west you go – about four minutes later for every degree of longitude. Bristol therefore ran roughly ten minutes behind London. For people travelling on horseback or by stagecoach, these differences hardly mattered. A journey between two cities could take a day or more, and no traveller was in a position to notice that a few minutes had been gained or lost on the way.

BThe arrival of the railways changed this. By the 1840s, trains were covering in a few hours journeys that had once taken days, and railway companies needed to publish timetables that passengers could trust. But a timetable is of little use if the stations along a line do not agree on the time. A train might leave London at noon by the London clock and reach a town where the local clock showed a different time altogether, leaving passengers unsure whether they had missed their connection. For railway staff, the problem was more serious than inconvenience. On lines where trains shared a single track, safety depended on knowing precisely when other trains would pass, and any confusion about the time could end in a collision.

CThe solution the railway companies adopted was simple: they would ignore local time altogether. In 1840, one of the largest companies began running all its services on London time, and others gradually followed. By the end of the decade, most of Britain’s railways were working to the time kept at the Royal Observatory in Greenwich, which came to be known as Greenwich Mean Time, or GMT. Because many towns still used their own time for everything else, some public clocks were given two minute hands, one showing local time and the other railway time. A clock of this kind can still be seen on the front of an old trading hall in Bristol.

DKeeping clocks across the country in step was itself a technical challenge. Before the 1850s, the most reliable way of obtaining the correct time was to observe it directly. From 1833, a large ball on a mast above the observatory at Greenwich was dropped at exactly one o’clock every afternoon, so that the officers of ships on the River Thames could check the instruments they would rely on at sea. In London, one family even made a living for around a century by carrying a carefully adjusted watch to Greenwich, having it checked, and then visiting customers who paid to set their own clocks by it. The real breakthrough, however, came with the electric telegraph, whose wires often ran beside the railway lines. From the early 1850s, signals sent from Greenwich allowed clocks in distant towns to be checked, and in some cases corrected automatically.

ENot everyone welcomed the change. To some, railway time seemed like an attempt by London to dictate to the rest of the country, and a number of towns kept their clocks on local time for years. In Oxford, one college still rings its great bell each evening at five past nine rather than on the hour, a reminder of the days when the city kept its own time. There was also a legal difficulty. Although the railways and most public clocks had switched to Greenwich time by the mid-1850s, the law continued to recognise local time, and courts were occasionally asked to decide which of the two counted. This situation lasted until 1880, when Parliament finally passed an act making Greenwich time the legal standard throughout Great Britain.

FOther countries faced the same difficulty on a much larger scale. In the United States, railway companies were at one stage using dozens of different times. On 18 November 1883, the railways of the United States and Canada introduced a system of standard time zones, each one hour apart. The occasion became known as ‘the day of two noons’, because in many places the clocks were put back at midday and twelve o’clock came round twice. The following year, delegates from twenty-five countries met in Washington to choose a single line from which longitude, and ultimately time, would be measured around the globe. They chose the line passing through Greenwich, largely because most of the world’s shipping already used sea charts based on it.

GAgreement in principle did not lead to immediate change. Several countries took decades to adopt time based on Greenwich; France, for instance, continued to use the time of Paris until 1911. Nor did governments regard the new system as fixed. During the First World War, a number of countries, including Britain, began moving their clocks forward in summer to make better use of daylight and save fuel. Today, when phones adjust themselves automatically as their owners cross a border, it is easy to forget that the idea of a whole country sharing a single time is less than two centuries old – and that it was the railway timetable, rather than the movement of the sun, that first made it necessary.

Questions 14–19

Reading Passage 2 has seven paragraphs, A–G. Choose the correct heading for each paragraph from the list of headings below.

List of Headings

i Resistance and a delay in the law
ii Railway accidents lead to new safety rules
iii The railways choose a single time
iv A time when local differences went unnoticed
v The rising cost of accurate timekeeping
vi Spreading the correct time across the country
vii Faster travel creates confusion and risk
viii A shared problem prompts an international decision
ix Slow progress abroad, and an idea now taken for granted

Example: Paragraph A: iv

14Paragraph B15Paragraph C16Paragraph D17Paragraph E18Paragraph F19Paragraph G

Questions 20–23

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

20According to paragraph A, why did differences in local time cause few problems before the railways?

21Why does the writer mention a clock in Bristol?

22The ball dropped at Greenwich each afternoon was mainly intended to help

23According to the writer, Greenwich was chosen at the meeting in Washington mainly because

Questions 24–26

Complete the summary using the list of words, A–H, below.

Opposition and gradual change

The move to railway time was not universally popular: some people saw it as an effort by London to 24 its will on other places, and several towns continued to use local time. Greenwich time did not become the legal standard until 1880, when it was confirmed by 25. Beyond Britain, adoption was often slow, and the introduction of summer time during the First World War showed that governments were willing to change the clocks for 26 reasons.
Ascientific
BParliament
Cimpose
Djudges
Epractical
Freligious
Grailways
Haccept

Passage 3 · Questions 27–40

The puzzle of the tip

Why do so many people pay extra for a service they have already received? The answer reveals as much about social pressure as about economics.

Every day, millions of people leave restaurants, taxis and hairdressers having handed over more money than they were obliged to pay. Viewed through the lens of conventional economics, this is a curious act. The meal has been eaten and the journey completed; nothing the customer does at this point can improve either. In the textbook account of human behaviour, in which individuals act rationally to advance their own interests, the tip ought to be a rarity, confined perhaps to regular customers hoping to secure better treatment on their next visit. Yet tipping is commonplace even among travellers passing through a town they have no intention of returning to. For economists working within this traditional framework, the custom has long been something of an embarrassment: a widespread behaviour that their models suggest should barely exist.

The practice is, in any case, considerably older than the theories that struggle to account for it. Its precise origins are disputed, but tipping was well established in parts of Europe before it spread to the United States in the second half of the nineteenth century. There, it initially met with fierce hostility. Critics condemned it as an aristocratic import that had no place in a democracy, since it appeared to cast one citizen in the role of a servant waiting for the favour of another, and in the early twentieth century several states passed laws prohibiting it. None of these measures lasted. Within two decades every one had been repealed, and the United States went on to become the country where tipping is arguably more deeply entrenched than anywhere else.

The most intuitive defence of tipping is that it rewards good service. Since a manager cannot observe every exchange between staff and diners, the argument runs, it makes sense to hand the task of supervision to customers, who are ideally placed to judge whether they have been well treated. It is an elegant theory, but the evidence for it is surprisingly thin. Researchers in hospitality management who have analysed large numbers of restaurant bills have repeatedly found that the quality of service, as rated by the customers themselves, accounts for only a small part of the variation in the amounts they leave. Far more influential, it seems, are the size of the bill, the customer’s habitual practice and a range of minor gestures – a server introducing herself by name, say, or crouching beside the table to take an order – that have little bearing on the standard of the service itself. If tipping is a system of quality control, it is a remarkably imprecise one.

A more persuasive account is offered by social psychologists, who argue that the tip is motivated less by a desire to reward than by a wish to avoid discomfort. Leaving nothing, or too little, invites the disapproval of the server and perhaps of one’s companions, and even diners who will never see the server again seem to experience something close to guilt at the prospect of breaking a widely shared rule. On this view, the tip is not so much a payment for service as a fee for social ease. This also helps to explain why tipping norms are so resistant to change: once a particular percentage has become customary, falling below it feels like a deliberate statement, whatever the quality of the meal.

For employers, meanwhile, the custom has obvious attractions. It allows a restaurant to display menu prices that are lower than the real cost of a meal, and it shifts part of the wage bill onto customers in a form that rises and falls with demand. Labour campaigners point out that this flexibility is achieved at the expense of staff. On a quiet evening it is the worker, not the business, who absorbs the loss, and an income that varies unpredictably from week to week makes it hard to budget or to borrow. Campaigners also note that tips depend on customers’ judgements and can therefore reflect their prejudices. A further question is whether tips reach staff at all: in Britain, a law requiring employers to pass on tips to workers in full came into force only in 2024.

Why, then, do businesses not simply abolish tipping and raise their prices to fund higher wages? Over the past decade, a number of restaurants in the United States have tried exactly that, and their experience has been instructive. Many owners reported that customers compared menus as though no tip would be added elsewhere, and therefore concluded that the restaurant without tipping was expensive, even when the final bill came to much the same. Some employees were also unenthusiastic, particularly those in the most visible roles, who had earned more from tips than they did under fixed wages. Several of the best-known experiments were quietly abandoned within a few years.

The persistence of tipping, then, says less about its merits than about the difficulty of escaping it. A single restaurant that gives up the custom bears the costs of change, while its competitors do not; the obstacle is one of coordination rather than of public preference. Where tipping has been successfully limited, it has usually been through rules applying to all businesses at once, or through long-established cultural norms, as in Japan, where tipping is not customary and an attempt to leave money may simply cause confusion. None of this means that the tip is about to disappear: a habit sustained by both guilt and convenience is not easily dislodged. It does suggest, however, that the familiar justification of tipping as a reward for good service deserves considerable scepticism.

Questions 27–31

Do the following statements agree with the claims of the writer in Reading Passage 3? Choose YES if the statement agrees with the claims of the writer, NO if the statement contradicts the claims of the writer, or NOT GIVEN if it is impossible to say what the writer thinks about this.

27Tipping is largely limited to customers who expect to return to the same business.

28The laws against tipping in some American states proved difficult to enforce.

29There is little evidence that tipping is an effective way of monitoring the quality of service.

30The explanation offered by social psychologists is more convincing than the idea that tips reward good service.

31Tipping is likely to come to an end in the near future.

Questions 32–36

Look at the following statements (Questions 32–36) and the list of groups below. Match each statement with the correct group, A–E. You may use any letter more than once.

List of Groups

Aeconomists working within the traditional framework
Bresearchers in hospitality management
Csocial psychologists
Dlabour campaigners
Erestaurant owners who abolished tipping
32Customers’ own assessments of the service explain little of the difference between one tip and another.33Tipping by people who do not plan to return is hard to reconcile with standard theory.34People who rely on tips find it difficult to plan their finances.35Customers wrongly assumed that a restaurant without tipping was more costly.36Small actions by staff can make customers more generous.

Questions 37–40

Complete each sentence with the correct ending, A–F, below.

Endings

Ahad already been abolished in most of Europe.
Bis only weakly related to the quality of the service.
Ctend to struggle because their competitors do not bear the same costs.
Dwas incompatible with a society of equal citizens.
Eare rarely able to set their own menu prices.
Fare required to pass on tips to staff in full.
37Early American critics of tipping argued that the practice38Studies of restaurant bills suggest that the amount a customer tips39Under a law that came into force in Britain in 2024, employers40The writer believes that individual restaurants which stop accepting tips

How the IELTS Academic Reading test works

You have 60 minutes to read three passages and answer 40 questions. The passages come from books, journals, magazines and newspapers, and they get harder as the test goes on. In the computer-delivered test there is no extra time to transfer answers, so this practice test stops at 60 minutes too.

This test uses the question types you are most likely to meet: TRUE / FALSE / NOT GIVEN, YES / NO / NOT GIVEN, note completion, matching headings, multiple choice, summary completion, matching features and sentence endings.

From raw score to band score

Your raw score out of 40 is converted to a band. The conversion below is the one widely used for Academic Reading practice; official conversions vary slightly between test versions, so treat any practice band as indicative.

Correct answers (out of 40)Indicative band
39–409.0
37–388.5
35–368.0
33–347.5
30–327.0
27–296.5
23–266.0
19–225.5
15–185.0
13–144.5
10–124.0

For strategy, read IELTS Reading strategies that actually work and how to finish every section on time.

Frequently asked questions

Is this IELTS Reading practice test free?

Yes, completely. There is no account to create: when you finish, you tell us your first name and email address and your result appears straight away, with a copy sent to your inbox.

Is it Academic or General Training?

This is an Academic Reading test. The Listening and Speaking tests are the same for both versions of IELTS; Reading and Writing differ.

How is my band worked out?

Your raw score out of 40 is converted with the widely used Academic Reading conversion shown on this page. It is an indicative band, not an official IELTS score.

Can I take it on my phone?

Yes. On a computer the passage and the questions sit side by side, as in the computer-delivered test; on a phone the questions appear under the passage.

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