IELTS General Reading Practice Test 10 with Answers

This IELTS General Reading Practice Test consists of multiple reading passages in 3 sections. Section 1 consists of 2 passages, such as "Outdoor Activities for All the Family" and “Hinchingbrooke School Sixth Form”; Section 2 covers "Tree Cutters at Work" along with “Plumbing Skills”; and finally, Section 3 focuses on "Why It Is Important To Save Species Like the Dormouse?". The test includes a variety of question types such as True/False/Not Given, Matching Information, Matching Features, Flow Chart, Table Completion, Multiple Choice and Summary Completion. You have  60 minutes to complete the entire test.

Section 1 {Q1–Q14}

Outdoor Activities For All The Family, Hinchingbrooke School Sixth Form
IELTS Matching Information (Q1–Q7)
IELTS True/False/Not Given (Q8–Q14)

Section 2 {Q15–Q27}

Tree Cutters at Work, Plumbing Skills
IELTS Flowchart Completion (Q15–Q21)
IELTS Table Completion (Q22–Q27)

Section 3 {Q28–Q40}

Why It Is Important To Save Species Like the Dormouse?
IELTS Summary Completion (Q28–Q31)
IELTS Multiple Choice Questions (Q32–Q36)
IELTS Matching Features (Q37–Q40)

READING GENERAL: TEST PAPER 10

Section 1

Read the text below and answer Questions 1–7

Outdoor Activities for All the Family

A. Perry Forest

Our walks cater for all ages and fitness levels. They are suitable for both children and adults. Every Saturday and Sunday throughout the year, our experts lead several walks. Whether you prefer a short stroll on level ground or a more challenging walk to the top of Shepherds Hill, we have something for everyone.

B. Pugsley Beach Nature Reserve

The reserve has plenty of wildlife all year round, including numerous species of birds and rare plants that grow almost nowhere else. However, autumn is a particularly special time, as hundreds of grey seals arrive on the beach to give birth. The covered viewing area offers spectacular close-up views, and hot drinks and snacks are available to help visitors keep warm.

C. Marston Hill

If you have ever wondered what wildlife trusts do for the environment, visit Marston Hill. Our rangers demonstrate how they manage wildlife habitats, from providing feeding boxes for squirrels to creating ponds for frogs and many other creatures. They also lead a short walk through the ancient pine forest to look for animal tracks and signs.

D. Craven Discovery Centre

At the Discovery Centre, young visitors are introduced to the animals in the petting zoo, where they can stroke or feed sheep, rabbits, ponies, and other animals. Afterwards, they are taken on a walk through the woodland. Meanwhile, adults can join woodland activities, such as learning basic woodworking skills.

E. Shelford Family Wild Outing

Take part in birdwatching or catch insects as daylight fades. Then enjoy a gentle jog along the River Wale by moonlight, finishing the evening by toasting marshmallows around a campfire. This Family Wild Outing in Shelford is organised by the local wildlife trust and is ideal for both adults and children.

F. Garston Park

Visit Garston Park after sunset to explore the solar system. This event is perfect for children and their parents who are interested in astronomy. Our experts will guide you among the stars, and afterwards everyone gathers in the visitor centre for refreshments. Please note that events are cancelled if the weather is cloudy.

Questions 1–7

The text above contains six advertisements (A–F).
Match each statement below with the correct advertisement.

1. Mentions running during the evening

2. Mentions seeing baby animals

3. Mentions parents and children doing separate activities at the same time

4. Mentions having a choice of different routes

5. Mentions learning about how people protect or care for animals

6. Mentions an event that happens only at a particular time of year

7. Mentions finding signs that animals have been in an area

Read the text below and answer Questions 8–14

Hinchingbrooke School Sixth Form

Hinchingbrooke School consists of a lower school for students aged 11 to 16 and a sixth form for students aged 16 to 18 and above. In the sixth form, we provide a strong programme of guidance for students who plan to go to university, enter training, or move directly into the workplace. We have a high success rate with university applications, including increasing success in recent years for medical school applicants.

Although most sixth form students progress from the lower school, the recent expansion of the sixth form has mainly resulted from a rise in applications from other schools in the area. We take pride in offering these external students a particularly warm welcome. We are pleased that you are considering joining our sixth form and look forward to offering you a place if you meet the minimum entry requirements.

Internal students should apply through the MyChoice16 application system. External students can also use this system to view course information. If an external student’s current school does not use this online system, they should visit our website to obtain an application form. We also hold an annual open evening during the autumn term, where prospective students can tour the facilities and ask any questions.

We are especially proud of the care, guidance, and support provided in the sixth form, where each student is treated as an individual. Every student is assigned a professional sixth form tutor who offers support and advice and helps them make sensible decisions about their future career path.

Questions 8–14

Do the following statements agree with the information in the text?

Write:

8. Some sixth-form students plan to enter employment immediately after finishing school.

9. The number of students gaining places at medical school is increasing.

10. The majority of sixth form students join from other schools.

11. External applicants must attend an interview before being offered a place.

12. All applications to the sixth form must be submitted through the MyChoice16 website.

13. External applicants have the opportunity to speak with current students during the open evening.

14. Students arrange meetings with their tutor only when either person requests one.

Section 2

Read the text below and answer Questions 15–21

Tree Cutters at Work

Today, the tree-cutting team consists of me, Gary, and Mikael. We are going to cut down a tall tree located inside a busy timber yard. Since it’s Saturday, a non-working day for the yard, it is much easier to remove the tree when no one else is around.

As a supervisor, I first go to the office to complete the day’s paperwork, including risk assessments. I also check the latest weather forecast because wind and rain make our work more difficult. Fortunately, we have chosen a good day.

Next, we load all the necessary equipment onto the truck. This includes petrol-driven chainsaws of different sizes, helmets, waterproof clothing, spades, rakes, and other tools. Once ready, the three of us set off to the site. Upon arrival, we have a quick discussion about the day's procedure.

Gary climbs the tree to select his anchor point, which must be high enough to reach all the branches and strong enough to support him. We start by cutting the large, accessible branches and dropping them into the yard to start our woodpile.

After removing the larger branches, we have lunch, then set up a pulley system to reach the smaller upper branches. Thick ropes are used to lower these branches, which fall outside the yard’s boundary onto a grass verge. I place signs along the footpath to alert the public to our work. Working near a road requires constant attention, so I monitor pedestrians while Gary works in the tree.

Finally, once the branches are on the ground, I throw them over the fence to Mikael, who cuts them and feeds them into a machine that turns them into small pieces called wood chippings.

Questions 15–21

Complete the flowchart below.

Cutting down a big tree

• The site supervisor first checks the paperwork and the latest 15. _______.
• Chainsaws, clothing, and all 16. _______ are loaded onto the lorry.
• The team talks briefly at the site about the overall 17. _______ before starting work.
• The climber’s anchor point must have the right height and 18. _______.
• The first branches are cut and placed in a pile in the yard.
• A pulley and some 19. _______ help remove the top branches.
• Signs are placed on the 20. _______.
• For safety, the actions of both the tree cutter and 21. _______ are monitored.
• A special machine turns some of the wood into 22. _______.

Read the text below and answer questions 22-27

Plumbing Skills

In a residential building, such as a block of flats, underfloor plumbing, mechanical, and electrical work is common. These tasks often need to be done in narrow spaces, sometimes only about 35 cm deep. Floors are usually covered with engineered wood that looks like solid wood, which has strict rules for drilling and cutting. A plumber cannot simply cut holes and lay pipes. They must first plan carefully, read and understand the cutting chart for each tool, and consider how their work will affect other tradespeople before starting.

Commercial plumbers working in office buildings, hotels, restaurants, and similar places face the same challenges as residential plumbers, but they often install more complex equipment. This is because mechanical and plumbing systems are integrated. Equipment comes with specific installation instructions, so the plumber must be able to understand them. Structures are often complex, and floors or walls may need to be X-rayed before drilling to avoid damaging critical elements such as reinforcing steel.

Service plumbers work in buildings where plumbing systems were installed by others and often need to troubleshoot problems. To do this effectively, they must fully understand a system, such as a customer’s shower, even if they did not install it. They must translate visible symptoms, such as leaks or blockages, into the underlying problem and then fix it quickly and cost-effectively. Service plumbers also deal with customers who may be very inconvenienced or whose operations have been disrupted. Therefore, successful service plumbers need not only strong mechanical skills but also excellent people skills to provide support and reassurance.

Questions 22–27

Complete the table below.

The Work Of Plumbers

Section 3

Read the text below and answer questions 28-40

Why It Is Important To Save Species Like The Dormouse?

More than 100 years after they were last recorded in the Wensleydale valley, northern England, rare dormice have returned to a secret woodland location. Twenty breeding pairs of hazel dormice were recently reintroduced as part of a national scheme to reverse the decline of one of Britain’s most threatened mammals. This reintroduction, led by the People’s Trust for Endangered Species (PTES) and supported by conservation groups, is the 22nd in the last 23 years. Dormice depend on well-managed woodlands and connected hedgerows for survival, but changes in land use since the 1940s have limited their living space and isolated populations.

Before release, PTES found a site of dense, high-quality woodland while the captive-bred dormice waited in quarantine. After a veterinary check, the dormice were placed in soft release accommodation—secure wooden boxes on trees surrounded by a small cage. For 10 days, they were fed daily, and then a small opening was made to allow exploration while retaining security. The cages were removed in October as the dormice prepared to hibernate.

Ian White of PTES explained: “The hope is to have a free-living population, but we won’t know until next year.” Success depends on suitable habitat, correct management, and careful handling of captive-bred animals. A key factor in this release is linking the population with another dormouse population 3 miles away by managing the land in between, creating a larger and more robust habitat.

Traditionally, woodlands were managed by coppicing, cutting certain trees to ground level to stimulate growth and provide timber. Coppicing also benefited dormice by providing varied food and light. However, much woodland has been lost or fragmented by roads, railways, and fields. Over 50% of hedgerows were removed between 1946 and 1993, further reducing dormouse habitats.

White added, “Reintroducing dormice is important because they engage people with conservation. They are fascinating, rare, and visible, and their protection benefits many other species.”

Helen Meech, director of Rewilding Britain, said reintroductions increase people’s experience with wildlife. Every day, wildlife now mostly includes grey squirrels and pigeons. She suggested starting with species that have minimal impact, paving the way for larger reintroductions like wolves, bison, or moose in the future.

Over centuries, Britain has lost key species crucial for healthy ecosystems. Some species that have been or are being reintroduced include:

• Lynx: Disappeared about 1000 years ago; would control red deer populations, allowing forests to regenerate. Being shy, lynx pose little threat to humans or livestock.

• Beaver: Absent for 400 years; reintroduced in Devon (2011) and Scotland (2009), improving biodiversity and water quality. Some unlicensed populations have caused issues.

• Wolf: Lost in the 1700s; controversial due to livestock risk, but critical for restoring overgrazed ecosystems. The Scottish Highlands are ideal for reintroduction and could boost tourism.

• Sea eagle (white-tailed eagle): Extinct earlier this century; successfully reintroduced to Mull. Eastern England reintroduction failed due to landowner concerns. European schemes offer compensation.

• Wild boar: Disappeared in the 13th century; increases biodiversity and creates space for plants, but can damage crops and gardens. Slowly re-establishing in British woodlands over decades.

Questions 28-31

Complete the summary below.

The procedure for the dormouse reintroduction in Wensleydale

It was necessary to do some preparation before the 40 dormice could be released in Wensleydale. First, members of PTES had to choose a suitable wooded area for themselves. Then 28. _______ gave them a thorough check. The team divided the animals into 29. _______ before introducing them to their temporary tree homes. These were boxes which were enclosed by cages. Initially, the dormice could not get out, but the team brought 30. _______ on a regular basis.

Once the dormice got used to their new environment, a gap was cut in the netting so they could go out and return when they wanted. Then, before the animals were ready to start their annual 31._______ in the autumn, the team removed their temporary homes; they intended to return and review the project's success next year.

Questions 32-36

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

32. Ian White says that one aim of releasing 40 dormice in Wensleydale is to:

A. Allow the public to observe the animals in the future

B. Test whether the area is sufficient for a large group

C. Experiment with new methods of caring for them

D. Get the group to mix with others who live nearby

33. Coppicing is mentioned in the fourth paragraph as an example of:

A. How changes in their natural habitat have affected dormouse numbers

B. What was often found in woodland in the past to help dormice survive

C. The relative importance of woodland and hedges in the countryside

D. The particular types of trees that grow best in the English climate

34. Why does Ian White support the widespread reintroduction of dormice?

A. They are animals that can easily be bred in captivity

B. The steps taken to help them will also benefit many other animals

C. The public will be more likely to go for walks in woods and fields

D. They are animals that should particularly attract younger children

35. What does Helen Meech hope that the dormice project will lead to?

A. An increase in the populations of the most common species

B. A public who are used to sharing their environment with wildlife

C. A general awareness of the need to reintroduce larger animals soon

D. A willingness to spend time improving natural landscapes in the UK

36. What is suggested about wolves returning to the UK?

A. The best solution would be to keep them in a secure wildlife park

B. They would definitely need to be kept far away from humans

C. There is only one area of the UK which would accept them

D. Their presence could revive some damaged environments

Questions 37-40

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

Match each statement with the correct animal A–E.

List of Animals

A. The lynx

B. The beaver

C. The wolf

D. The sea eagle

E. The wild boar

37. This species has already begun to settle in the UK without human assistance.

38. This species would be particularly suitable for reintroduction, as it is unlikely to come into contact with people.

39. It is possible that reintroducing this species could bring considerable financial benefits to one area.

40. Some countries that have already reintroduced this species have systems in place to compensate farmers if it kills any of their animals.

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