Reading 2026-02 Test 25 — IELTS Academic Reading Practice Test with Answers

About this set: compiled and lightly cleaned up from real test material that test-takers recalled. IELTS draws from a global question pool, so this material circulates worldwide. To give you a complete, sittable test, material reported around the same period is assembled together — so a set may combine content from several exam dates, not one single sitting. Any audio is a recreation for practice. Organized for study convenience. Based on test-taker recalls — not official IELTS material.

Reading Passage 1: The Sense of Flavour

A Scientists now believe that human beings acquired the sense of taste as a way to avoid being poisoned. Edible plants generally taste sweet; deadly ones, bitter. Taste is supposed to help us differentiate food that’s good for us from food that’s not. The taste buds on our tongues can detect the presence of half a dozen or so basic tastes, including sweet, sour, bitter, salty, and umami (a taste discovered by Japanese researchers, a rich and full sense of deliciousness triggered by amino acids in foods such as shellfish, mushrooms, potatoes, and seaweed). Tastebuds offers a limited means of detection, however, compared with the human olfactory system, which can perceive thousands of different chemical aromas. Indeed, ‘flavor’ is primarily the smell of gases being released by the chemicals you’ve just put in your mouth. The aroma of food can be responsible for as much as 90% of its flavor.

B The act of drinking, sucking or chewing a substance releases its volatile gases. They flow out of the mouth and up the nostrils, or up the passageway at the back of the mouth, to a thin layer of nerve cells called the olfactory epithelium, located at the base of the nose, right between the eyes. The brain combines the complex smell signals from the epithelium with the simple taste signals from the tongue, assigns a flavor to what’s in your mouth, and decides if it’s something you want to eat.

C Babies like sweet tastes and reject bitter ones; we know this because scientists have rubbed various flavors inside the mouths of infants and then recorded their facial reactions. A person’s food preferences, like his or her personality, are formed during the first few years of life, through a process of socialization. Toddlers can learn to enjoy hot and spicy food, bland health food, or fast food, depending upon what the people around them eat. The human sense of smell is still not fully understood. It is greatly affected by psychological factors and expectations. The mind filters out the overwhelming majority of chemical aromas that surround us, focusing intently on some, ignoring others. People can grow accustomed to bad smells or good smells; they stop noticing what once seemed overpowering.

D Aroma and memory are somehow inextricably linked. A smell can suddenly evoke a long-forgotten moment. The flavours of childhood foods seem to leave an indelible mark, and adults often return to them, without always knowing why. These ‘comfort foods’ become a source of pleasure and reassurance a fact that fast-food chains work hard to promote. Childhood memories of Happy Meals can translate into frequent adult visits to McDonald’s, like those of the chain’s ‘heavy users’, the customers who eat there four or five times a week.

E The human craving for flavour has been a large unacknowledged and unexamined force in history. Royal empires have been built, unexplored lands have been traversed, great religions and philosophies have been forever changed by the spice trade. In 1492, Christopher Columbus set sail in order to try to find new seasonings and thus to make his fortune with this most desired commodity of that time. Today, the influence of flavour in the world marketplace is no less decisive. The rise and fall of corporate empires – soft-drink companies, snack-food companies, and fast-food chains – is frequently determined by how their products taste.

F The flavor industry emerged in the mid-1800s, as processed foods began to be manufactured on a large scale. Recognizing the need for flavor additives, the early food processors turned to perfume companies that had years of experience working with essential oils and volatile aromas. The great perfume houses of England, France, and the Netherlands produced many of the first flavor compounds. In the early part of the 20th century, Germany’s powerful chemical industry assumed the lead in flavour production. Legend has it that a German scientist discovered methyl anthranilate, one of the first artificial flavours, by accident while mixing chemicals in his laboratory. Suddenly, the lab was filled with the sweet smell of grapes. Methyl anthranilate later became the chief flavoring compound of manufactured grape juice.

G The quality that people seek most of all in a food, its flavour, is usually present in a quantity too infinitesimal to be measured by any traditional culinary terms such as ounces or teaspoons. Today’s sophisticated spectrometers, gas chromatograph, and headspace vapor analyzers provide a detailed map of a food’s flavour components, detecting chemical aromas in amounts as low as one part per billion. The human nose, however, is still more sensitive than any machine yet invented. A nose can detect aromas present in quantities of a few parts per trillion. Complex aromas, such as those of coffee or roasted meat, may be composed of gases from nearly a thousand different chemicals. The chemical that provides the dominant flavour of bell pepper can be tasted in amounts as low as 0.02 parts per billion; one drop is sufficient to add flavour to the amount of water needed to fill five average-sized swimming pools.

1
The brain determines which aromas we are aware of.
2
The sense of taste is as efficient as the sense of smell.
3
Personal tastes in food are developed in infancy.
4
Christopher Columbus found many different spices on his travels.
5
In the mid-1880s, man-made flavors were originally invented on purpose.
6
It is thought that the sense of taste was ________ in order to ________ the foods which are harmless to us from those that are not ________.
7
The sense of smell, which gives us the flavour we detect in our food, helps us to take pleasure in our food. Indeed this ________ for flavour was, in the past, the reason why so many explorers ventured to distant lands to bring back new ________ which were greatly sought after in Europe. Here they were used in cooking to enhance the usual ________ and unappetizing dishes eaten by rich and poor alike.
8
We associate certain smells with the past as they are ________.
9
Modern technology is able to help determine the minute quantities of ________ found in food.

Reading Passage 2: The Purpose of Facial Expressions

A The use of facial expressions for measuring people’s emotions has dominated psychology since the late 1960s. This was when Paul Ekman of the University of California pioneered the idea that, by carefully measuring facial expression, he could evaluate people’s true emotions. Ekman carried out experiments in which people were asked to label photos of basic facial expressions - such as a smile, frown or scowl - with words for emotions. He found, for example, that a smile represented joy and a scowl represented anger. In fact, since the 1970s Ekman has dominated the field of emotion research with his theory that when an emotion occurs, a large number of electrical impulses also occur, creating specific facial expressions and other physiological changes, such as increased or decreased heart rate or heightened blood pressure.

B Many took Ekman’s work to imply that facial expressions precisely indicated people’s feelings. However, this theory has been attacked by a number of psychologists, such as Alan Fridlund of the University of California, who claim that there is no one-to-one correspondence between facial expressions and emotions. Expressions evolved to set off certain behaviors in other people, says Fridlund. So a smile may prompt people to approach, a scowl may warn them to stay away, and a look of sadness may elicit words of sympathy and reassurance. In other words, in Fridlund’s view, facial expressions are inherently social - they involve not one, but two or more people. Even when people are alone they are holding a dialog with another person internally, or imagining themselves in a social situation.

C Thus Fridlund thinks of facial expressions as tools for influencing social interactions, a view which, he claims, enables us to begin predicting when certain facial expressions will occur. This in turn will allow more precise theories about social interactions. His studies find that expressions occur most often during pivotal points, the turning points in social interactions - during greetings, social crises, or times of appeasement, for example. At these pivotal points there is an approach, or closeness, or more intimacy, and facial expressions, as well as gestures, open up the possibilities of various social interactions.

D Although much work on the emotions relies on a link between facial expression and emotions, psychologist James Russell, of the University of British Columbia, says there is very little evidence supporting such a connection. ‘There’s some sense in which faces express emotion, but only in the sense that everything expresses emotion,’ says Russell, a long-time critic of the expression-emotion link. ‘Music does, posture does, words do, tone of voice does, your behavior does. The real question is, “Is there anything special about faces?” And there we really do not know much. What is more likely, argues Russell, is that facial expressions tell others something about a person’s overall mood and context, rather than provide details about specific emotions.’

E Others, including Ekman, argue that the face can display information about emotions, but they admit that it is not reliable one hundred percent of the time. And those who only examine faces when trying to study emotion will jump to false conclusions. But according to Ekman, to say, as Fridlund does, that there is no connection at all between facial expressions and emotions is simply wrong. ‘There is a link between facial expression and emotion,’ agrees developmental psychologist Linda Camras of DePaul University, ‘but it’s not a one-to-one kind of relationship as many once thought.’ She believes there are many situations where emotion is experienced, yet no basic facial expression is displayed. And there are times when a facial expression appears with no corresponding emotion.

F Ekman’s theory states that if the emotion comes on slowly or is rather weak, the feeling might not be strong enough to trigger the expression. This would explain why there can sometimes be emotion without expression, he argues. In addition, cultural rules - which determine when and whether people of certain cultures display emotional expressions - can prevent this otherwise automatic process from being completed. Facial expressions evolved in humans as signals to others about how they feel, says Ekman. At times, though, it may be uncomfortable or inconvenient for us to let others know our emotions. But in the long run, over the course of evolution, it was useful to us as signalers: an angry look on someone’s face may be a warning that they are preparing to behave in an angry fashion.

G Although Fridlund disagrees with Ekman on certain matters, the two basically share the opinion that facial expressions indicate people’s future actions. The area of dispute between Fridlund and Ekman draws attention away from their major areas of agreement, says Joseph Campos of the University of California. Indeed, he says, ‘there is profound agreement that the face, along with the voice, body posture and hand gestures, forecasts to outside observers what people will do next.’ He goes on to say, ‘The face is a component [of emotion], but to make it the center of study of the human being experiencing an emotion is like saying the only thing you need to study in a car is the transmission. Not that the transmission is unimportant, but it’s only part of an entire system.’

10
14 a recognition that facial expressions do not always provide a true guide to feelings
11
15 examples of ways that a person’s facial expression can affect someone else’s actions
12
16 a reference to reasons for hiding emotions
13
17 examples of times when facial expressions are used especially frequently
14
18 examples of changes inside the body when an emotion is felt
15
19 Focusing on the face in researching emotions is similar to researching a large structure by looking at just one small unit of it.
- A. Paul Ekman
- B. Alan Fridlund
- C. James Russell
- D. Linda Camras
- E. Joseph Campos
16
20 Facial expressions developed in order to encourage other people to react in particular ways.
17
21 Although certain researchers have different opinions about various points, they share some important ideas.
18
22 Both emotion and expression can exist independently of each other in certain circumstances.
19
23 It cannot be proved that there is a connection between facial expression and real emotion.
20
24 In Fridlund’s view _______ on someone’s face may be intended as an invitation to come nearer.
21
25 According to Fridlund, when we are by ourselves we still use facial expressions because we are having a _______ with someone in our minds.
22
26 Fridlund considers facial expressions to be _______ that can affect our contact with other people.

Reading Passage 3: Sign, Baby, Sign!

A Language is a powerful tool that humans use for a wide variety of purposes—from expressing emotions and sharing ideas to passing down cultural values and acquiring knowledge. It is not limited to spoken words; gestures, facial expressions, and even posture all contribute to how we communicate. Language, whether signed or spoken, plays a vital role in how we engage with the world around us.

B In recent years, many American schools have begun to recognize American Sign Language (ASL) as a valid foreign language credit, just like Spanish or French. This change has opened the door for hearing students to choose ASL as an academic subject, which not only gives them a practical skill but also increases their awareness of and empathy toward the Deaf community. Some educators believe this early exposure may even influence students to pursue careers in special education, speech therapy, or interpreting.

C One clear benefit of learning ASL for hearing children is the opportunity for broader social interaction. Children who understand ASL can communicate with deaf peers, making their social circles more inclusive. Additionally, they may find it easier to express complex ideas or emotions non-verbally, which is helpful in noisy environments or when verbal speech isn’t possible.

D Dr. Marilyn Daniels, a researcher and advocate for baby sign language, has spent over two decades studying the impact of signing on early communication. While she promotes the use of sign language with infants, she emphasizes that there is no need for parents to invent their own signs. Instead, she suggests that parents use ASL or another standardized system to ensure consistency and eventual recognition by others.

E Very young children often develop motor skills before verbal skills. Dr. Daniels notes that even babies as young as six months can learn to use simple signs like “milk” or “more” with their hands, long before they can articulate those words. This early form of communication can reduce frustration—for both babies and their parents—and may even accelerate speech development.

F Studies have shown that hearing children exposed to sign language from an early age tend to have stronger reading skills by the time they enter primary school. It is believed that learning sign language can strengthen understanding of symbolic representation and grammar, both of which are foundational to literacy. These cognitive advantages suggest that signing benefits not only communication but academic success as well.

G There remains some debate about the best approach to language instruction for deaf children. Some educators argue that speech and lip-reading should come first, while others advocate for immediate exposure to sign language. Dr. Daniels believes the latter is more effective and less frustrating for the child. She calls the idea that children must learn to lip-read before learning sign language “an outdated notion.” She, along with other advocates, stresses that deaf children have a right to a full, accessible language from birth—and that language is often sign.

23
27 A statement about the different things people use language for
24
28 How knowing ASL may benefit students in their future subject choices
25
29 An assertion that deaf children have a right to be taught a sign language
26
30 An observation regarding the ability of small children to use their hands
27
31 The advantage for hearing children of knowing ASL for wider social interaction
28
32 Different views on when deaf children should be taught to speak
29
33 An observation about the reading ability of primary-school-age hearing children who have been taught ASL
30
34 Dr. Daniels believes that parents should make up their own gestures to communicate with their babies.
- TRUE. TRUE
- FALSE. FALSE
- NOT GIVEN. NOT GIVEN
31
35 American Sign Language is the most widely used sign language in the world.
32
36 For hearing children in America, learning American Sign Language is an equivalent option to learning a foreign language.
33
37 Brain research indicates that vocabulary is more easily learned than grammar.
34
38 First and second languages are stored on different sides of the brain.
35
39 Children have less difficulty learning to make signs than learning to make sounds.
36
40 According to Dr. Daniels, the view that deaf children must learn lip-reading before sign language is old-fashioned.

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1. NOT GIVEN
NOT GIVEN is correct because there is no information in the passage about the brain choosing which aromas we notice.
2. NOT GIVEN
NOT GIVEN is correct because the passage does not compare how efficient taste and smell are.
3. TRUE
TRUE is correct because the passage says personal tastes in food 'are developed in infancy,' matching the statement.
4. NOT GIVEN
NOT GIVEN is correct because the passage does not say what spices Columbus found, only that explorers brought back new seasonings.
5. FALSE
FALSE is correct because the passage says man-made flavors were discovered by accident, not invented on purpose.
6. acquired / differentiate / good
The answer is 'acquired / differentiate / good' because the passage says taste was acquired to 'differentiate the foods which are harmless to us from those that are not good.'
7. aroma / seasonings / flavour
The answer is 'aroma / seasonings / flavour' because the passage says the sense of smell gives us 'aroma,' explorers brought back 'seasonings,' and these were used to enhance the 'flavour' of food.
8. indelible
'Indelible' is correct because the passage says we associate certain smells with the past as they are 'indelible' (cannot be forgotten).
9. chemical aromas
'Chemical aromas' is correct because the passage says modern technology can detect minute quantities of 'chemical aromas' in food.
10. E
E is correct because this section discusses how facial expressions do not always show true feelings, so we cannot always trust them.
11. B
B is correct because it gives examples of how one person's facial expression can influence another's actions.
12. F
F is correct because it mentions reasons why people might hide their emotions, such as social rules or personal reasons.
13. C
C is correct because it gives examples of situations when facial expressions are used more often, like in social interactions.
14. A
A is correct because it describes physical changes inside the body (like heart rate) when emotions are felt.
15. E
E is correct because Campos says focusing only on the face is like studying a building by looking at just one brick, meaning it is too limited.
16. B
B is correct because Fridlund says facial expressions developed to influence others, not just to show feelings.
17. E
E is correct because it says that even though researchers disagree on some things, they share important ideas.
18. D
D is correct because Camras says emotion and expression can exist separately in some cases.
19. C
C is correct because Russell argues there is no proof that facial expressions always match real emotions.
20. smile
'Smile' is correct because Fridlund says a smile can be an invitation for someone to come closer.
21. dialog
'Dialog' is correct because Fridlund says we use facial expressions even alone because we have an inner dialog with someone in our minds.
22. tools
'Tools' is correct because Fridlund considers facial expressions as tools to affect how we interact with others.
23. A
A is correct because this section talks about the different purposes language can serve, like asking for things or expressing feelings.
24. B
B is correct because it explains how knowing ASL can help students with future subjects, such as linguistics or interpreting.
25. G
G is correct because it states that deaf children have a right to be taught a sign language.
26. E
E is correct because it observes that small children can use their hands to communicate before they can speak.
27. C
C is correct because it says hearing children who know ASL can interact with a wider group of people.
28. G
G is correct because it discusses different opinions about when deaf children should learn to speak.
29. F
F is correct because it observes that hearing children taught ASL in primary school have better reading skills.
30. FALSE
FALSE is correct because Dr. Daniels does not say parents should make up their own gestures; she supports using ASL.
31. NOT GIVEN
NOT GIVEN is correct because the passage does not say if American Sign Language is the most widely used in the world.
32. TRUE
TRUE is correct because the passage says learning ASL is accepted as a foreign language option for hearing children in America.
33. NOT GIVEN
NOT GIVEN is correct because the passage does not compare how easily vocabulary and grammar are learned.
34. NOT GIVEN
NOT GIVEN is correct because the passage does not say where first and second languages are stored in the brain.
35. TRUE
TRUE is correct because the passage says children find it easier to make signs with their hands than to make sounds with their mouths.
36. TRUE
TRUE is correct because Dr. Daniels says the idea that deaf children must learn lip-reading before sign language is old-fashioned.

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Reading Passage 1: The Sense of Flavour

Reading Passage 2: The Purpose of Facial Expressions

Reading Passage 3: Sign, Baby, Sign!

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Answer key