Reading 2026-07 Test 31 — IELTS Academic Reading Practice Test with Answers

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Reading Passage 1: The Cacao: a Sweet History

Most people today think of chocolate as something sweet to eat or drink that can be easily found in stores around the world. It might surprise you that chocolate was once highly treasured. The tasty secret of the cacao (Kah Kow) tree was discovered 2,000 years ago in the tropical rainforests of the Americas. The story of how chocolate grew from a local Mesoamerican beverage into a global sweet encompasses many cultures and continents.

Historians believe the Maya people of Central America first learned to farm cacao plants around two thousand years ago. The Maya took cacao trees from the rainforests and grew them in their gardens. They cooked cacao seeds, then crushed them into a soft paste. They mixed the paste with water and flavorful spices to make an unsweetened chocolate drink. The Maya poured the chocolate drink back and forth between two containers so that the liquid would have a layer of bubbles or foam.

Cacao and chocolate were an important part of Maya culture. There are often images of cacao plants on Maya buildings and art objects. Ruling families drank chocolate at special ceremonies. And, even poorer members of society could enjoy the drink once in a while. Historians believe that cacao seeds were also used in marriage ceremonies as a sign of the union between a husband and a wife.

The Aztec culture in current-day Mexico also prized chocolate. But, cacao plants could not grow in the area where the Aztecs lived. So, they traded to get cacao. They even used cacao seeds as a form of money to pay taxes. Chocolate also played a special role in both Maya and Aztec royal and religious events. Priests presented cacao seeds and offerings to the gods and served chocolate drinks during sacred ceremonies. Only the very wealthy in Aztec societies could afford to drink chocolate because cacao was so valuable. The Aztec ruler Montezuma was believed to drink fifty cups of chocolate every day. Some experts believe the word for chocolate came from the Aztec word “xocolatl” which in the Nahuatl language means “bitter water.” Others believe the word “chocolate” was created by combining Mayan and Nahuatl words.

The explorer Christopher Columbus brought cacao seeds to Spain after his trip to Central America in 1502. But it was the Spanish explorer Hernando Cortes who understood that chocolate could be a valuable investment. In 1519, Cortes arrived in current-day Mexico. He believed the chocolate drink would become popular with Spaniards. After the Spanish soldiers defeated the Aztec empire, they were able to seize the supplies of cacao and send them home. Spain later began planting cacao in its colonies in the Americans in order to satisfy the large demand for chocolate. The wealthy people of Spain first enjoyed a sweetened version of chocolate drink. Later, the popularity of the drink spread throughout Europe. The English, Dutch and French began to plant cacao trees in their own colonies. Chocolate remained a drink that only wealthy people could afford to drink until the eighteenth century. During the period known as the Industrial Revolution, new technologies helped make chocolate less costly to produce.

Farmers grow cacao trees in many countries in Africa, Central and South America. The trees grow in the shady areas of the rainforests near the Earth’s equator. But these trees can be difficult to grow. They require an exact amount of water, warmth, soil and protection. After about five years, cacao trees start producing large fruits called pods, which grow near the trunk of the tree. The seeds inside the pods are harvested to make chocolate. There are several kinds of cacao trees. Most of the world’s chocolate is made from the seed of the forastero tree. But farmers can also grow criollo or trinitario cacao plants. Cacao trees grown on farms are much more easily threatened by diseases and insects than wild trees. Growing cacao is very hard work for farmers. They sell their harvest on a futures market. This means that economic conditions beyond their control can affect the amount of money they will earn. Today, chocolate industry officials, activists, and scientists are working with farmers. They are trying to make sure that cacao can be grown in a way that is fair to the farmers and safe for the environment.

To become chocolate, cacao seeds go through a long production process in a factory. Workers must sort, clean and cook the seeds. Then they break off the covering of the seeds so that only the inside fruit, or nibs, remain. Workers crush the nibs into a soft substance called chocolate liquor. This gets separated into cocoa solids and fat called cocoa butter. Chocolate makers have their own special recipes in which they combine chocolate liquor with exact amounts of sugar, milk and cocoa fat. They finely crush this “crumb” mixture in order to make it smooth. The mixture then goes through two more processes before it is shaped into a mold form.

Chocolate making is big business. The market value of the yearly cacao crop around the world is more than five billion dollars. Chocolate is especially popular in Europe and the United States. For example, in 2005, the United States bought 1.4 billion dollars worth of cocoa products. Each year, Americans eat an average of more than five kilograms of chocolate per person. Speciality shops that sell costly chocolates are also very popular. Many offer chocolate lovers the chance to taste chocolates grown in different areas of the world.

1
the part of cacao trees used to produce chocolate
2
average chocolate consumption by people in the US per person per year
3
risks faced by farmers in the cacao business
4
where the first sweetened chocolate drink appeared.
5
how ancient American civilizations obtained cacao
6
use cacao and chocolate in ceremonies were restricted Maya royal families
7
The Spanish explorer Hernando Cortes invested in chocolate and chocolate drinks
8
The forastero tree produces the best chocolate
9
some parts in cacao seed are get rid of during the chocolate process.
10
Chocolate is welcomed more in some countries or continents than other parts around the world.
11
sorting, cleaning and cooking ridding seeds of their ________
12
Crushing ________
13
Add sugar, milk and ________
14
Crush finely then come into a shape in a ________ chocolate

Reading Passage 2: Urban Regeneration: an award-winning redevelopment project in Berlin

A Just over a kilometer south of Berlin’s Potsdamer Platz, near the left bank of the Landwehr Canal, an extensive, triangular-shaped area of waste ground once separated the neighbourhoods of Kreuzberg to the east and Schöneberg to the west. Known as Gleisdreieck, meaning ‘triangle of rails’, it was formed by the intersection of different railway lines built in the mid-nineteenth century that entered Berlin from the south. Tracks, sheds and warehouses belonging to three old railway stations – Dresdner Bahnhof (1875-1882), Potsdamer Bahnhof (1838-1944) and Anhalter Bahnhof (1839-1952) – are situated on a raised area some twenty hectares in size, at a height of four metres above the surrounding ground level.

B As the railway infrastructure gradually ceased to be used, the whole area of Gleisdreieck became increasingly run down and abandoned, to the point of being used as a rubbish tip after 1945. Meanwhile, vegetation took over, turning it into a surprising, natural haven in the middle of built-up areas. The closeness of the wall which divided the city of Berlin between 1961 and 1990 also contributed to the fact that Gleisdreieck was for decades clearly identified as no-man’s-land. Only a station of the same name in Berlin’s underground railway system testified to its existence. Shortly before the fall of the Berlin Wall, however, the German Museum of Technology was established there, attracting large numbers of visitors and giving visibility to the site. More importantly, the unification of the formerly divided city gave the zone more centrality, at which point it became imperative to identify a purpose for it.

C After 2006, the State of Berlin put forward the proposal of converting Gleisdreieck into a large urban park that would integrate the different urban zones which converged there. The decades-long isolation of the site, which had formerly presented a problem, now represented an opportunity for joining the southern area of Potsdamer Platz with Kreuzberg and Schöneberg. The creation of the park would trigger one of the biggest urban expansions inside Berlin, all within a framework of multiple uses and social characteristics. It was necessary to stimulate the development of sixteen new hectares of local amenities that would be capable of integrating different generations and social groups in a sustainable way, and in harmony with nature. Following intense discussion with local proprietors and residents, the need to reconcile these goals with the conservation of railway heritage also emerged.

D Once the area had been subjected to a process of undergrowth clearance and decontamination, it was then organized around a combination of existing and added elements. The project as a whole was planned around a large central meadow, intersected from east to west by a concrete footpath, and from north to south by a pair of railway lines. Once a month, a train slowly travels along these lines from its parking shed to the German Museum of Technology. The concrete footpath, which is a continuation of one of the main Kreuzberg boulevards, starts in the east, bridges the four-metre difference in ground level by means of a stairway, and suddenly ends in the west on reaching the underground lines.

E North of the meadow, there is a large concrete slab with rounded edges. Being south-facing, this functions as a big sunny terrace, full of benches complete with footrests. In the south, the meadow overlooks Yorckstrasse, an underpass crossed by more than fifteen former railway bridges. To the east of the meadow there is quite a dense forest of pre-existing maples, oaks and birches, as well as newly planted trees of the same species. In this area, a couple of large metal frames each hold two swings. The edges of the park are finished with a collection of distinctive, functional spaces, for example a nursery, sports fields, concave surfaces for skateboards, stages for dancing, community gardens, or simply areas covered in gravel obtained from the site itself.

F Although initially the regeneration of Gleisdreieck Park was the subject of disagreement between those who were in favour of safeguarding the railway heritage and those who wanted to regenerate the adjacent neighbourhoods, it was opened to the public in September 2011. The heart of Berlin now has a new green lung, in which the atmosphere of various small, very different corners fits neatly into a large-scale, wide-ranging and robust general order. This has been possible precisely because the intervention was not limited to conserving industrial remains in order to promote railway history. And as a reminder of the six decades of human absence, during which nature took over, the park has been able to conserve to some extent the spirit of the non-place that preceded it.

15
Paragraph A
- i. Objectives of the regeneration project
- ii. Architectural details of the station buildings
- iii. Features and facilities of the completed development
- iv. The remains of a railway system
- v. A positive evaluation of the finished project
- vi. A way of controlling development costs
- vii. Ways of crossing the site
- viii. Reasons why the area had become neglected
16
Paragraph B
17
Paragraph C
18
Paragraph D
19
Paragraph E
20
Paragraph F
21
Which TWO reasons are given for the choice of Gleisdreieck as a site for a park?
- A. It was a habitat for some rare wildlife species.
- B. It contained a particular tourist attraction.
- C. It lay at the heart of the reunited city.
- D. It was served by a major rail network.
- E. It contained buildings which could be easily converted.
22
Which TWO things did the State of Berlin hope to achieve with the Gleisdreieck development?
- A. to bring people of different ages together
- B. to encourage tourism
- C. to improve transport links
- D. to preserve industrial remains
- E. to generate income for the city
23
In the middle of the new park is a _______, where there is a path for pedestrians and two railway lines. A slow train uses these lines to make a regular journey between its base and a _______. Benches have been provided on the north side, so that people can relax and enjoy the sunshine, and to the east is an area with mature trees of various kinds, as well as sets of swings. A range of sports and leisure areas are situated around the _______ of the site.

Reading Passage 3: Practical Learning in the Classroom

The way we think about architecture in schools has come a long way. Once, studying architecture in the art class meant learning to appreciate great buildings art-history style, through slide presentations. In recent years, though, the American Institute of Architects has fostered the idea that the process of architectural design, not just the appreciation of architecture, is a beneficial aspect of the art curriculum (Sandler, 1989).

The value of architectural design is that it is the concrete training ground for a broadly applicable creative process. Architectural training can help people design structures to meet needs. It can help teachers design lessons to meet needs, help representatives design laws to meet needs, or help farmers design crop rotations to meet needs. Furthermore, it provides hands-on experiences that reinforce learning in various other subjects, from math to social studies.

In the ongoing dialogue about architecture in one middle school art curriculum, many believe students should actually build the structures they design in their courses. Although the technology and expertise required of modern architecture can prohibit students from actually realizing their designs, traditional architectural materials and methods remain quite accessible to the art classroom. Traditional architectural materials, such as earth, clay and straw, are cheap, easy to work with and readily available. Further, when students participate in the construction or preservation of a traditional earthen structure in their local community, they engage in a form of experiential learning and they are motivated to invest in the project. This is evident in a case study of an adobe conservation project with middle school students in the town of Zuni, New Mexico, in the Southwestern United States.

Traditional architecture reaches back to preindustrial America, when local resources and cultures produced structures in styles unique to each region. In New Mexico, examples of hand-built earthen structures still abound. The region has seen some decline in traditional architecture as industrialization has brought new building codes and materials; however, the traditional, non-industrial home, either preserved from earlier generations or newly built, remains in use. Traditional building materials and the land that supplies them are so accessible that handcrafting a house still remains feasible.

Thus, with no technical expertise and little cost, middle school students can participate in the construction or preservation of a traditional earthen structure. During the project, a student will get to know the materials, understand the chemistry, solve problems, work with classmates, and exercise muscles. The student can apply knowledge of design principles and the creative process while participating in a cooperative effort. But most significantly, this type of project-based activity motivates students to invest intellectually.

The benefits extend beyond academic knowledge. Students develop a tangible connection to their local heritage and environment. They learn the value of sustainable, low-impact building practices and gain respect for craftsmanship. Such projects can foster community pride and intergenerational learning when local elders or artisans share their knowledge. While modern construction techniques dominate the professional world, the educational power of traditional, hands-on building offers a unique way to teach problem-solving, teamwork, and cultural appreciation in a manner that is both engaging and deeply meaningful.

24
Historically, architecture was taught through ________ presentations focusing on appreciation.
25
Now, the focus has shifted to the design ________ itself.
26
In middle school, there is a belief that students should ________ their designs.
27
Modern architecture is often too complex, but ________ materials like earth and clay are accessible.
28
A case study in Zuni, New Mexico, involved students in an ________ conservation project.
29
The American Institute of Architects believes only the appreciation of architecture should be part of the art curriculum.
- YES. YES
- NO. NO
- NOT GIVEN. NOT GIVEN
30
Architectural design skills can only be applied to designing buildings.
31
Traditional earthen architecture has completely disappeared in New Mexico.
32
The main advantage of using traditional materials in school projects is their low cost and availability.
33
What is the main purpose of the first paragraph?
- A. To criticize old teaching methods
- B. To show how architecture education has changed
- C. To list famous architectural works
- D. To promote the American Institute of Architects
34
According to the passage, why are traditional building methods suitable for school projects?
- A. They require advanced technical expertise.
- B. They are cheap, easy, and connect students to local heritage
- C. They are the most modern construction techniques.
- D. They are mandated by new building codes.
35
The writer mentions that students "exercise muscles" (Paragraph 5) to emphasize that the project involves:
- A. Physical education classes.
- B. Physical, as well as intellectual, engagement.
- C. Training for professional construction work.
- D. The need for students to be very strong.
36
What is described as the "most significant" benefit of such projects for students?
- A. They learn specific chemistry facts.
- B. They become motivated to invest intellectually.
- C. They get to work outdoors.
- D. They can avoid other school subjects.
37
What broader benefit is mentioned in the final paragraph?
- A. Students learn to dislike modern architecture.
- B. Students develop a connection to local heritage and sustainability.
- C. Students are guaranteed jobs in architecture.
- D. Such projects are cheaper than all other teaching methods.

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1. D
The answer is D because it says that the seeds of cacao trees are used to make chocolate.
2. E
The answer is E because it gives the average chocolate consumption in the US per person per year.
3. D
The answer is D because it mentions that farmers face risks such as disease and weather problems.
4. C
The answer is C because it states that the first sweetened chocolate drink appeared in Spain.
5. B
The answer is B because the passage says ancient American civilizations obtained cacao by trading with neighboring regions.
6. FALSE
The answer is FALSE because the passage says that ceremonies with cacao and chocolate were not only for Maya royal families, but also for others.
7. NOT GIVEN
The answer is NOT GIVEN because there is no information about Hernando Cortes investing in chocolate and chocolate drinks.
8. NOT GIVEN
The answer is NOT GIVEN because the passage does not say if the forastero tree produces the best chocolate.
9. TRUE
The answer is TRUE because it says that some parts of the cacao seed are removed during the chocolate-making process.
10. TRUE
The answer is TRUE because the passage mentions that chocolate is more popular in some countries or continents than others.
11. covering
The answer is 'covering' because the process involves sorting, cleaning, and cooking to remove the covering of the seeds.
12. chocolate liquor
The answer is 'chocolate liquor' because crushing the seeds produces chocolate liquor.
13. cocoa fat
The answer is 'cocoa fat' because sugar, milk, and cocoa fat are added in the process.
14. mold
The answer is 'mold' because after crushing finely, the chocolate is shaped in a mold.
15. iv
The answer is iv because Paragraph A describes the remains of a railway system.
16. viii
The answer is viii because Paragraph B explains why the area had become neglected.
17. i
The answer is i because Paragraph C talks about the objectives of the regeneration project.
18. vii
The answer is vii because Paragraph D discusses ways of crossing the site.
19. iii
The answer is iii because Paragraph E describes features and facilities of the completed development.
20. v
The answer is v because Paragraph F gives a positive evaluation of the finished project.
21. B / C
The answers are B and C because the passage says the site contained a tourist attraction and was at the heart of the reunited city; option D is tempting but the focus is on location and attraction, not the rail network.
22. A / D
The answers are A and D because the passage says the development aimed to bring people of different ages together and to preserve industrial remains; encouraging tourism is not mentioned as a main goal.
23. meadow / museum / edges
The answers are 'meadow', 'museum', and 'edges' because the passage describes a meadow in the middle, a train going to a museum, and sports areas around the edges.
24. slide
The answer is 'slide' because architecture was taught through slide presentations focusing on appreciation.
25. process
The answer is 'process' because now the focus is on the design process itself.
26. build
The answer is 'build' because it says students should build their designs in middle school.
27. traditional architectural
The answer is 'traditional architectural' because traditional materials like earth and clay are accessible for students.
28. adobe
The answer is 'adobe' because the case study in Zuni involved an adobe conservation project.
29. NO
The answer is NO because the passage says the American Institute of Architects supports more than just appreciation in the curriculum.
30. NO
The answer is NO because the passage says architectural design skills can be used for more than just buildings.
31. NO
The answer is NO because the passage says traditional earthen architecture still exists in New Mexico.
32. YES
The answer is YES because the passage says traditional materials are low cost and easy to get, making them good for school projects.
33. B
The answer is B because the first paragraph shows how architecture education has changed over time.
34. B
The answer is B because traditional building methods are cheap, easy, and help students connect with local heritage.
35. B
The answer is B because 'exercise muscles' means students use both their bodies and minds in the project.
36. B
The answer is B because the most significant benefit is that students become motivated to invest intellectually.
37. B
The answer is B because the final paragraph says students develop a connection to local heritage and sustainability.

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Reading Passage 1: The Cacao: a Sweet History

Reading Passage 2: Urban Regeneration: an award-winning redevelopment project in Berlin

Reading Passage 3: Practical Learning in the Classroom

Answer sheet

Answer key