Category Archives: IELTS Reading (lessons)

Speed reading for IELTS

Speed reading for IELTS

An essential skill to help you read faster in the IELTS reading test

To read faster in the IELTS reading test, you need to increase you speed reading for IELTS. There are a number of points that you need to consider:

1. Keep going!

speed-readingWhen reading, a lot of people stop and go back, reading the same words again. This is often simply a habit and one that does not necessarily help you understand any better. Spend some time reading forward only, even if you feel that you missed something or that you didn’t understand. With practice, you will find that you are spending less time reading the same words twice but can get just as good an understanding of what you are reading.

2. Use ‘chunking’ techniques

When you read, try to focus not on individual words, but on small groups of words (about 3 or 4 words) each time your eyes move. This technique is called ‘chunking’ – looking at a chunk of words at one time. On this page, for example, your eyes should be moving a maximum of 4 times. Here is an example (your eyes should move to each different ‘block’ of text):

This is an example sentence to help you practice your speed reading techniques.

3. Stop reading to yourself

When reading, many people actually ‘say’ the words as they read them. This might be silently or a very quiet mumble, but this slows your reading speed down. Your eyes and brain can absorb information much more quickly that your mouth and brain can form the words.

4. Use a marker

To keep an even pace and to stop your self re-reading words (see point #1), try using a marker to keep you focussed. This can be another piece of paper that you move at a consistent speed, or even something simple like your finger or a pen. The main aim is to keep the marker moving, even though you might want to stop or slow down. When you first try this technique, you may find that you don’t remember anything of what you have read. Keep trying! Remember that you are re-teaching your brain how to read!

5. Read vertically, not horizontally

When reading slowly, it is common in western languages to read from the left to the right. However, when speed reading, you will eventually be able to read straight down the page, with your eyes chunking once to the left and once to the right of the centre as you move your finger, a pen or other marker straight down the page.

6. Be prepared

Before attempting to speed read any text, try to get as much information as you can about what you are reading. Look for a title, any subheadings, images or text captions. Also very quickly scan for any bold, underlined or italicised text. Having some idea of what you are reading will help your reading speed.

7. Practice!

None of the techniques above will work by the end of today. You need to keep practising and using these techniques wherever you can. Newspapers, magazines, textbooks – all of these are good practice material.

IELTS reading practice (single text)

IELTS reading practice (single text)

The Populating of New Zealand

populating-new-zealandThere are many myths and legends surrounding New Zealand’s history, but what is certain is that Maori settled in the country long before the arrival of the Europeans. It is generally believed that Kupe, an explorer from Hawaiki, accompanied by a small group of others in canoes discovered the country about AD800. The country was named Aotearoa, which means the Land of the Long White Cloud, and soon more fleets of canoes brought not only people but dogs, rats, kumura and other introduced foods and animals to the country. These original settlers lived in tribes, called iwi, and soon learned to live comfortably in the new land. These early Maori were warriors, and tribal wars were common.

The population was undisturbed for over 300 years until 1642, when the Dutch explorer Abel Tasman arrived on the west coast of the country. He christened it Nieuw Zeeland, after the province of Zeeland from his own country, but Tasman’s stay was short lived and his contact with the population at the time ended in a number of his crew being killed. Some hundred years later, in 1769, the British explorer Captain James Cook sailed around New Zealand. With the help of his Tahitian interpreter, Cook had the opportunity to explore the country on much friendlier terms than Tasman.

The first European settlers, named Pakeha by the Maori, arrived in the form of traders, looking to make their fortunes from the natural resources of New Zealand. The practice of exchanging firearms for goods paved the way for ever more deadly battles between Maori tribes, but armed warfare was not the only thing the settlers imported into the country; they also brought other social problems in the form of disease and prostitution.

Next came the missionaries, intent on bringing Christianity to the country. The first missionary church was established by Samuel Marsden in 1814, in an area heavily populated by Pakeha.

By the late 1830s, British intervention in New Zealand was becoming stronger, and eventually lead to the signing of a famous treaty, now referred to as The Treaty of Waitangi. Much has been written about the treaty, and it remains a heavily debated issue even to this day.

Meanwhile, colonisation continued on the South Island due to the discovery of gold and developments in farming. The North Island wasn’t long behind as Wellington was named capital of the country in 1865. In 1947, New Zealand became fully independent, although clear signs of its connection with Britain still remain.

  1. According to Maori legend, which explorer landed in New Zealand first?
  2. When did the first settlers arrive?
  3. What is the Maori name for New Zealand?
  4. What is the Maori word for tribe?
  5. When did Tasman arrive on the shores of New Zealand?
  6. What did he name the country?
  7. Who arrived in 1769?
  8. What nationality was his interpreter?
  9. What did early European settlers exchange firearms for?
  10. When did British involvement in New Zealand become noticeable?
  11. What two factors made settlers go to the South Island?
  12. What happened in 1865?
  13. When did New Zealand become independent?

Scroll down to see the answers:









  1. Kupe
  2. 800AD
  3. Aotearoa
  4. Iwi
  5. 1642
  6. Nieuw Zeeland
  7. Captain James Cook
  8. Tahitian
  9. Goods
  10. 1830s
  11. Gold and developments in farming
  12. Wellington became the capital
  13. 1947
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Skimming and scanning in IELTS reading

Skimming and scanning in IELTS reading

One of the most common problems with the IELTS reading test is the time limit. You have 60 minutes to find 40 answers over three sections with a total of up to 3000 words. Two essential skills for getting a good IELTS result are skimming and scanning.

Skimming and scanning in IELTS readingSkimming

Skimming is when you very quickly look though a text looking for a general understanding of what it is about, how it is structured and how it is written. You are not looking for specific information, just an overview. A common time you may have used skimming skills is when you deciding to buy a newspaper or magazine – you quickly look through to see if there is anything in there you may be interested in reading closely.


Scanning is when you are looking for a specific piece of information in a text. This could be a name, a place, a date or any specific detail. A common time for scanning would be looking through a telephone directory, looking for a specific name.


So what are good strategies to help you skim and scan faster?

1. Reading the title / looking at any illustrations

This is a GOOD strategy. Not all IELTS reading texts have titles, but if there is one it can often be a good indicator of what the text is about. The same is true for illustrations, which can often give you a good idea of what at least part of the text is about.

2. Reading every word

This is a BAD strategy. The IELTS test does not give you time to read every word of the complete text, and trying to do so will often mean you do not finish all three sections. The only time you should reading every word is when you think you have found the an answer and want to read the surrounding sentences carefully. Otherwise, you should either be skimming the text for a general understanding or scanning for something in particular.

3. Reading the first and last sentence of each paragraph

This is a BAD strategy. The IELTS test has developed to test your English level and skills, and shortcuts like this simply do not work anymore. You will miss vital information or even be led astray by sentences designed deliberately to mislead you.

4. Underlining/circling names as you skim

This is a GOOD strategy. People, places and other kinds of names can often give you a good guide for where information is in the text, and can help you come back to a specific point much faster.

3. Concentrating on difficult vocabulary

This is a BAD strategy. It is very common to get stuck on a word or phrase when you don’t know the meaning, but this is wasting precious time when you should be moving on. It’s possible that you may lose a point because of a word you didn’t know, but it’s better to answer easier questions first and if you have time, go back to that word at the end.

Practice your skimming and scanning skills

Click here to try exercise 1

Click here to try exercise 2

IELTS practice tests

About the IELTS reading test

About the IELTS reading test

The IELTS reading test takes 60 minutes to complete, has three sections and a total of 40 questions. You need to make sure that your answers are transferred to the answer sheet within the 60 minutes as no extra time is given at the end of the test.

*Note that there are differences in the first two sections for the General Training and Academic Module test for Passages 1 and 2.

Differences between the Academic and General reading test:

About the IELTS reading testThe Academic Module

The Academic Module has three passages, generally ranging between 700 to 1000 words, with between 12 and 18 questions per passage. The passages are all equal in levels of difficulty, and do not get progressively more difficult. The topics are based on articles from journals, academic magazines, articles and other sources.

The General Training Module

Although there are still three parts to the General Training reading test, the first two sections are broken into two (sometimes three) subsections, with between 5 and 9 questions per sub section. The first section is survival level English, and may require you to read a timetable, notice or short piece of information, and will generally be quite short (less than 300 words). The second section is a little more difficult and will a workplace related topic, such as interview techniques or the first day at work.

The third section (Passage 3) is the same as the Academic Module.

IELTS reading test question types

  1. Headings style questions
  2. Locating information in a paragraph
  3. True / False / Not Given questions
  4. Short answer questions
  5. Sentence completion questions
  6. Form/summary/table/flowchart/notes completion questions
  7. Labelling a diagram
  8. Matching and classifying
  9. Multiple choice

Headings questions in IELTS

Headings questions in IELTS reading

One of the most common – and most difficult – types of question you are likely to face in the IELTS reading test are Headings style questions, where you are required to match a heading (much the same as a title) to a paragraph from the text.

Here are some facts about Headings questions in IELTS:

  • There are always more headings than paragraphs.
  • There can be up to ten paragraphs in an IELTS reading text
  • Some of the headings are similar
  • Matching words and phrases directly from the heading and the text is not a good technique – you need to focus on parallel expressions (that is, the same meaning written in a different way with different vocabulary)
  • The same heading is never used more than once.
  • You need to write the Roman numerals (i, ii, iii, iv, v etc) not the heading itself
  • You are often given an example, but this is not necessarily the first paragraph

For many IELTS candidates, Headings style questions and True, False, Not Given style questions are the most difficult question types, so if you’re having difficulty, you’re not alone!

Here’s an example of a headings style question.

Which of the three headings given do you think matches best (the answer is below the text)?

a Disappointment in GM foods.
b GM foods could be the answer.
c The history of GM foods.

When the idea was first put forward, the concept of genetically modified (GM) food seemed to be the answer to so many problems. The ability to harvest foods that could grow in specific climates and were resistant to disease would end famine in many countries, saving millions, even making fortunes for farmers. The truth, however, is a little different. Lower yields, expensive research and general public distrust of ‘tampered’ food have not made genetic modification the solution it promised to be. 

Click here to see the answer and explanation
The correct answer is A. Although the paragraph does refer to some positive things, these were only the hopes for GM food, not what actually happened.

B is not correct – although the text does talk about some of the hopes for GM food, the end of paragraph shows that these hopes did not come try. The text is written in the past tense, but the heading would be looking for the present or future tense (‘Could be’ is referring to the future).

C is not the correct answer because the text is written in the past tense, but it is about what people hoped or expected would happen. The last sentence of the paragraph refers to the current situation, not the history.

Here are some useful tips to help answer Headings questions in IELTS:

  1. Read the first and last part of the paragraph carefully.
  2. Underline key words, phrases or sentences.
  3. Pick more than one heading for each passage if you are not
    sure. When you have completed this for all paragraphs, you can
    see if any have been used twice.
  4. Make sure the meaning of the complete heading matches, not just single words.
  5. Look for what is different between each paragraph, not what is
    the same.
  6. If an example is given, cross it off the list of headings.

Now practice with a complete text.

The GM controversy – is it worth it?

A Four genetically modified foods are currently being tested in the UK in the hope that they will be resistant to the most common herbicides. The aim is to create a crop which can be sprayed to kill everything around it, allowing more room and an easier harvest. Yet the project has been under heavy pressure, as it promotes the use of broad spectrum herbicides which have already been linked with the decline in farmland wildlife, a result of its highly efficient removal of weeds and a consequent decrease in food supplies for invertebrates and birds.

B In order to pacify the environmentalists, the experiment into herbicidal side effects will be run on four fields, all divided into two – one half growing the GM crop and the other half growing a non-GM variety – with numbers of insects, wild flowers and birds being compared in each half of the field. However, the GM crop will be grown for only one year and each trial field will be monitored for only a further two years. Farmland ecology is poorly understood and the wildlife in these fields will never have been studied before. Soil type is an important factor in determining what lives in the field, yet it may vary from one part of the field to another. Modern fields are often two or three older fields joined together, each of which may have a different history, soil structure and wildlife. Insect numbers vary naturally from one year to the next, so effects would have to be large, otherwise they would not be detected. Earthworms, fungi and bacteria are vital to the health of the soil, yet their numbers are not being monitored.

C Naturally, those who are opposed to the experiment claim that the effects of GM crops and their herbicides are likely to be subtle. It took many years for the devastating effects of DDT on birds to be realised and over 50 years for scientists to discover the damage caused to the ozone layer by CFCs, previously thought to be inert. Three years of limited studies is simply not long enough to say that GM crops are ‘safe’. DNA from GM crops may spread into the wider environment through the transfer of genetic material to soil microbes. DNA from GM sugar beet persists for up to two years in the soil. In laboratory experiments DNA from GM plants was taken up by both fungi and bacteria. Agricultural soils are often very mobile, so it is likely that soil contaminated by GM crops will spread to other fields. In addition, sugar beet seeds can remain in the ground, dormant but fertile, for at least 10 years, giving rise to GM sugar beet plants long after monitoring of the fields has stopped.

D GM contamination will affect livelihoods of other farmers, especially organic farmers, who will be unable to sell contaminated crops. Honey contaminated with GM pollen from last year’s crop trials has already been found. Beekeepers provide a vital service to fruit growers but will be forced to move their hives from areas near GM crop trials if they wish to avoid GM contamination, and this will affect land values.

E But perhaps the most persuasive reason to abandon GM food is that nature is already evolving beyond our advances in the field. GM insect-resistant crops are starting to become less effective, as the insect pests they were designed to resist rapidly develop tolerance. Similarly, weeds will develop herbicide tolerance as they are exposed to more of the same few herbicides, and as nature adapts to the new environment, another weakness of GM foods is exposed – it cannot change. By being manipulated and modified, GM crops have lost their ability to adapt as natural crops would, and are unable to cope with the environmental changes the planet is experiencing.

Questions 1-5. Match the headings below with a paragraph from the text above. Write i – viii in the boxes provided.

List of headings

I. Looking at the long term
II. The weaknesses of upcoming tests
III. Benefits to farming
IV. Subsidiary effects
V. Controversial experiments for easier farming
VI. GM food remains highly adaptable
VII. The flexibility of nature
VIII. The science of genetic modification

1. Paragraph A:
Show answerV

2. Paragraph B:
Show answerII

3. Paragraph C:
Show answerI

4. Paragraph D:
Show answerIV

5. Paragraph E:
Show answerVII


Show All correct answers

Looking for another exercise to practice headings questions? Click here!

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5 tips to improve your IELTS reading

5 tips to improve your IELTS reading

Are you taking practice test after practice, but not seeing your score improve? Stuck on the same level with your reading for ages? You’re not alone – this is a very common problem, especially when you are studying on your own without a teacher or other students to help you.

The most important factor in improving your result is to spend a considerable amount of time in reflection, analysing practice tests you have taken to identify where your strengths and weakness are. Here are 5 handy tips for how to improve your IELTS reading result – ask yourself each of these questions at the end of every reading practice test you take and you’ll be on your way to a better score!

Tip 1: Am I making mistakes on the same question type?

For many IELTS candidates, Headings style questions and True / False / Not Given style questions cause the most difficulty. If you find that there is one particular question that is causing you to lose more points than any other, then that’s the one you should focus on. We have tips and hints for all the IELTS question types, as well as practice exercises and tests – keep practising, keep reviewing and if needed, ask question on the comments form at the bottom of each page until you improve!

Tip 2: When I see the correct answer, do I realise where I went wrong?

Simply accepting your answer was wrong and moving on will not help you improve. You need to look at the correct answer and consider why your answer was not correct. Did you misunderstand the question? Was there a negative prefix (UNimportant, NONflammable) that meant you misunderstood the question or text? Was there a qualifying word that you overlooked?

Tip 3: Am I taking too long to read the text or questions?

Remember that in the IELTS reading test, you don’t actually have time to read – you need to be able to skim and scan, and use speed reading techniques to absorb the information as fast as possible.You also need to be disciplined – if you are spending 30 minutes on one text and questions, then you will not have time to complete the other 2 sections accurately, so get in the habit of moving on if you can’t find the answer. It’s better to lose one point on a difficult question than to lose two or more points on easy questions because you ran out of time!

Tip 4: Is it the text or the questions that I am misunderstanding?

Depending on your technique, you might first skim the text then turn to the questions, or start with the questions then turn to the text. When you find an incorrect answer, spend some time considering whether you misunderstood the text or the question, and change the amount of time you spend on each part respectively. For example, if your answer is wrong because you misunderstood the question, then allow a little extra time in the next practice test to read the questions a second or third time before deciding on the answer.

Tip 5: Is it a vocabulary, syntax (sentence order) or another reason why I have not understood?

So you have an incorrect answer because you did not understand a section of text. Now look back at the text and decide why you had problems with it. If it was because of some vocabulary you didn’t understand, then did you apply the skills for unknown vocabulary? If it was the sentence structure – perhaps it was a long, academic sentence – did you break it down into smaller pieces? Turning longer, academic sentences into shorter, simple sentences can often help you understand a lot more clearly. This takes practice, so start doing that from today! Or was there another problem – qualifying words, prefixes or indirect sentences? By spending some time analysing your own errors, you will improve your skills not just for IELTS but for your general level of English.

Parallel expressions in IELTS – examples

Before looking at this page, we recommend looking at the parallel expressions page first.

In the IELTS test (especially in the reading), finding the correct answer often depends on understanding that the same sentence can be written in different ways, using different word groups or even different vocabulary. Take a look a look at the sentences below and try to think of another way the same information could be written.

I know it’s tempting to just click the links in red, but try to think of your own sentence first before seeing the possible answer!

Parallel expressions in IELTS - examplesA The environmental impact of the increasing number of cars on the road is devastating.
Could be written as:
Show a possible re-write of the sentence above The rise in the volume of cars being used is highly destructive to the environment.

B Without a convenient and economical public transport system, most people will continue to use their cars to get to work.
Could be written as:
Show a possible re-write of the sentence above The majority of commuters will not abandon their own private vehicle until mass transit options become more flexible and better priced.

C The situation is intensified by the rising number of two-car families.
Could be written as:
Show a possible re-write of the sentence above The problem has been heightened by the increasing number of households that own two vehicles.

D Car-sharing schemes, where people travel together in one vehicle, have not been particularly successful.
Could be written as:
Show a possible re-write of the sentence above Reducing the number of single occupant cars have not been a great success.

E Although contaminants in petrol have been reduced, they still pose a significant threat.
Could be written as:
Show a possible re-write of the sentence above Despite now having lower levels of contamination, petrol is still a notable concern.

F The lack of government legislation to control exhaust fumes, especially from older cars, has exacerbated the problem.
Could be written as:
Show a possible re-write of the sentence above The problem has been heightened, to a large extent from older vehicles, because there are insufficient laws to govern this.

G In addition to environmental damage, increased air pollution has direct health consequences.
Could be written as:
Show a possible re-write of the sentence above Airborne pollutants can have a clear impact on health as well as the effect on the environment as a whole.

H Respiratory diseases have increased, especially within inner-city areas.
Could be written as:
Show a possible re-write of the sentence above Those residing in urban areas are increasingly likely to suffer with breathing related conditions.

I Benzene, a by-product of the combustion of petrol, has been linked to birth defects.
Could be written as:
Show a possible re-write of the sentence above Complications arising from birth have been connected to benzene, a specific secondary result of burning gas.

J Yet while the car retains its image of freedom and individuality, it is unlikely that people will opt to take the bus.
Could be written as:
Show a possible re-write of the sentence above Public transport will probably not be used commonly until the use of private vehicles is no longer considered to represent a feeling of being unique and allowing people to travel freely.




This is a text completion exercise. Before you begin, we recommend you take a look at the Text completion information page.

The home office

A Can you feel your anxiety and stress levels increasing every time you get caught in a traffic jam? Do you find it difficult to control your tongue when your boss points out your shortcomings yet again? Do you just not have the right kind of office attire, hate spending hours shopping for it and, frankly, would feel much better if you only had more independence, more freedom, more flexible hours and fewer people on your back? Do you yearn for state-of-the-art technology in your home, that … wait for it … you haven’t had to pay for? If you are shouting an enthusiastic ‘Yes!’ in answer to these questions, then it could be time to make a career and life change that may not even require you to quit your job. Just suggest to your boss that you wish to become one of the new breed of executives whose office is based at home.

B Working from home is a relatively new phenomenon, but is becoming an increasingly popular option with both businesses and employees. The technology available to us now means that we no longer need to be in the same office building as our colleagues to communicate effectively with each other. E-mail, video conferencing, mobile telephones and more, mean that we can do business just as efficiently, regardless of our location.

C Companies may choose to employ a proportion of their staff as home-based workers, as, of course, a workforce set up in such a way requires far less office space and fewer parking facilities. The fixed costs of a business can be dramatically reduced. Employees can enjoy the added benefits of freedom to schedule the day as they choose and freedom to spend more time at home with their families. Working from home can be a particularly valid option for young mothers who wish to pursue their careers but find it impossible to be out of the house for nine or ten hours per day.

D We can even go so far as to say that the working-from-home phenomenon could be one of the answers to the pollution problems which the modern world has inflicted upon itself. Fewer people travelling to work every day equals fewer cars. Fewer cars, of course, equates to lower CO2 levels in the atmosphere. Governments have been trying for years to change how we commute to work, attempting to persuade us to forsake our private car journey to work each day for the hideous experience of a crowded bus or train. Most of us have been resistant, even when parking fees in city areas have been on the rise and unpredictable traffic patterns mean we have to leave our house 30 minutes earlier than necessary anyway. But working from home gives us no excuse whatsoever to emit CO2 into the atmosphere twice a day in our working week.

E But what are the drawbacks to working from home? There must be some or everybody would be doing it. For many of us, work is a means of escaping our nearest and dearest and making our own mark on the world. The relationships we have with our colleagues, be they good or bad, are a significant part of our life – after all, full-time workers spend a third of their day in their workplace. After-hours pursuits of a game of squash or a pint in the pub become part of our daily routine. We cement sound friendships at work and an astounding percentage of us meet our life partner at our place of work. The people there have similar ambitions and business interests and we are, after all, social animals. The majority of us become depressed and withdrawn if we do not have enough interaction with others. Some people who work from home feel that, because they do spend a large proportion of the day at home alone with few distractions, they are actually much more productive and can get tasks done in a much shorter time than in an office environment. Others, however, may be demotivated by the isolation and find it difficult to get down to tasks which have a more intangible deadline.

F As with most aspects of life, a balance is probably the best solution for the majority of workers – a job based at home which requires regular contact with colleagues at regular meetings. Management surveys show that successful business is easier if we operate as a team: brainstorming and sharing ideas and offering support and motivation to each other. After all, we are only human and we need others to complain to if we have a bad day at work!

Complete the sentences below. Use NO MORE THAN TWO WORDS.

1 Working from home has been made possible by advances in .
Show answer TECHNOLOGY

2 With fewer requirements for space, businesses can reduce their .
Show answer (FIXED) COSTS

3 Despite political pressure, most people have not changed how they to work.
Show answer COMMUTE

4 For some people, working at home can have a negative impact as the can cause them to lose motivation.
Show answer ISOLATION


Complete the summary by using words from the box below.

Technology has allowed us to (5) at home instead of the office. For the company, there are (6) incentives and for the employee there is more (7) . There are even (8) for the environment. However, there is a (9) factor to be considered.

benefits flexibility workplace survive conduct business
release psychological financial friendships environment
Show answerTechnology has allowed us to (5) CONDUCT BUSINESS at home instead of the office. For the company, there are (6) FINANCIAL incentives and for the employee there is more (7) FLEXIBILITY. There are even (8) BENEFITS for the environment. However, there is a (9) PSYCHOLOGICAL factor to be considered.

Show All correct answers


Text completion questions practice

This is a text completion exercise. Before you begin, we recommend you take a look at the Text completion information page.

Read the text below and complete the questions that follow.



Every now and again, amid the doom and gloom of war, violence and poverty, our attention is drawn to the achievements of individuals who have overcome substantial difficulties and serve as an inspiration to us all. One such man is New Zealander Mark Inglis.

Until the 1980s, Mr Inglis worked as a Search and Rescue mountaineer in the Mount Cook National Park. He began his career as a professional climber in 1979 and proved himself courageous and determined even then. However, in November 1982, an event occurred which was to change his life forever. Called out on what first appeared to be a routine rescue operation, Mark Inglis and his partner Philip Doole were caught in a storm near the summit of Mount Cook. For the following 14 days, the two men were trapped by some of the worst weather the mountain has, forcing them to seek shelter in an ice cave which has since become known as ‘Middle Peak Hotel’. Incredibly, as the weather cleared, the two men were found still alive in their cave, but two weeks of freezing conditions had taken their toll. Both men had succumbed to frostbite, and, as Inglis recounts in his book No Mean Feat, they both lost their lower legs.

It is not just as an author that Inglis has managed to carve a new life for himself. Since his time in Middle Peak Hotel, he has graduated from Lincoln University with a first class degree in Biochemistry and has also developed a successful career with Montana wines as a Senior Wine Maker. Montana Wines hails from the Marlborough region of New Zealand, as does Inglis himself, and the brands from the company – including Deutz and Lindauer – have achieved international recognition.

An impressive effort for a double amputee, but nowhere near as impressive as Inglis’s contributions to sport. He remains a keen mountaineer, cyclist and skier, having learned to ski using two prosthetic legs. He has been skiing at an international level since the 1990s and won a silver medal in the one kilometre cycling pursuit race in the Sydney Paralympic Games of 2000. In 2002, Inglis faced his biggest challenge to date as he once again went to the Mount Cook National Park and climbed the very mountain that caused his disability. Not content with this one success, Inglis has since gone on to higher peaks and, in August 2004, Inglis reached the summit of Cho Oyo in the Himalayas, an accomplishment worthy of the title ‘no mean feat’ considering that it is the world’s sixth highest mountain.

With so many achievements in the face of what many would consider to have been overwhelming odds, it is perhaps not surprising that Inglis has also made a name for himself as a motivational speaker. He believes that we can all achieve success with a positive attitude, but perhaps his strongest message is that disability is an inaccurate term for people who simply have, in his own words, ‘different opportunities’. In 2003, Inglis was awarded the New Zealand Order of Merit for his services to the community. It was in the same year that he travelled around the country with his inspirational roadshow ‘INZONE’, speaking to over 50 000 people with words of encouragement and support.

Inglis’s affiliations to charities and societies are endless. He is the National Ambassador for the CCS, and is also the Ambassador for Outward Bound programmes offered to people with special needs. Inglis also devotes time to the Marlborough First Light Programme, which promotes and funds Outward Bound programmes to local youth.

In addition, Inglis is also involved in Work Choice Day (a programme designed to assist school leavers in making career choices), is a patron of the Cambodia Trust Aotearoa and associated with Back-Up New Zealand. With so many demands on his time, it’s little wonder that he likes to get away to the top of a mountain every now and again.

Now complete the text below using NO MORE THAN THREE WORDS AND/OR A NUMBER FROM THE TEXT

Mark Inglis’s challenges first began back in the 1980s when he climbed Mount Cook on a (1). He and his partner, trapped by bad weather, were forced to spend two weeks in what became known as (2) . This resulted in amputation and, for many people, would have been the end of an active life. But Inglis has gone on to countless other successes. He has (3) from Lincoln University, became a well-known winemaker and has even turned his hand to writing. Perhaps more impressive are Inglis’s achievements in sport; with the help of (4), he has won medals for cycling and skiing and, in (5), actually climbed again the mountain that caused his disability, two years later going on to higher altitudes in (6). For Inglis, there is no disability, only (7), an inspirational message he has shared with thousands of others on his travelling tour of the country under the name of (8). He has become an (9) for two associations, and is affiliated to an international organisation, the (10).

Question 1
Show answer(Routine) rescue operation

Question 2
Show answerMiddle Peak Hotel

Question 3
Show answerGraduated

Question 4
Show answer(Two) prosthetic legs

Question 5
Show answer2002

Question 6
Show answer(The) Himalayas

Question 7
Show answerDifferent opportunities

Question 8
Show answerINZONE

Question 9
Show answerAmbassador

Question 10
Show answerCambodia Trust Aotearoa – the question asked specifically about an international organisation

Show All correct answers

Text completion IELTS reading

Text completion IELTS reading

Text completion questions in IELTS are one of the most common question types. You need to be able to complete either a sentence or a short summary of the text, using either words from the text or words provided in a box.

There are two different types of instruction for text-completion questions.

  • Use words from the text
  • Use words from a box

Here’s a short example:

Text: The importance that used to be attached to ‘working in the city’ is slowly becoming less significant. Apart from a few remaining areas like Wall Street in New York, the actual place where most of the work is completed has little or no impact on whether the work is successful. On occasions when appearance is important, many business people often prefer to meet clients in a more neutral environment such as a restaurant or conference room.

Question 1 (use words from the text)

Complete the sentence below with words taken from the passage. Use NO MORE THAN THREE WORDS.
a Having an office in the city is _____________________.
Show answer(becoming) less significant

Question 2 (use words from a box)

Complete the sentence below. Choose your answer from the box.




b _____________________ is one of the exceptions to this trend.
Show answerWall Street Here are some points that will help with this question type:

  • The text you are completing will not be in the same order as the reading text. For example, the reading text may start by talking about the history of a company, then move on to discuss their products, whereas the completion passage may ask first about products and then about the history.
  • The most useful skill with these questions is the ability to identify synonyms and parallel expressions – that is, the same information but presented using different words or constructions. For example, the text may say ‘This is now known as…’ but the text completion passage ‘This has more recently been referred to as’.
  • Looking for names of people or places, as well as dates and times, will often help you identify the approximate area for the answer. For example, the text may say ‘New Zealand is considered by many to be an ideal tourist destination’ – in that case, it is worth scanning the text for references to New Zealand.
  • Look closely at the instructions – they could range from USE NO MORE THAN ONE WORD FROM THE BOX to USE NO MORE THAN THREE WORDS AND/OR A NUMBER FROM THE TEXT. Writing too many words than the limit given will mean your answer is automatically wrong! A useful hint though – if the instructions state ‘WORDS AND/OR A NUMBER’, then at least one of the answers will be or contain a number.
  • Once you have found what you think is the answer, read the summary with your answer included and check the grammar – obviously the summary you are completing must be accurate or it isn’t the correct answer!

Now try the practice exercises:


TEXT COMPLETION QUESTIONS: Working from home (reading)