Sunday, 22 February 2026

Language Strategy In Multinational Company | Real exam ielts reading Passage 2026 |

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SECTION 3

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 below.

Language Strategy

In

Multinational Company

A

The importance of language management in multinational companies has never been greater than today. Multinationals are becoming ever more conscious of the importance of global coordination as a source of competitive advantage and language remains the ultimate barrier to aspirations of international harmonization. Before attempting to consider language management strategies, companies will have to evaluate the magnitude of the language barrier confronting them and in doing so they will need to examine it in three dimensions: the Language Diversity, the Language Penetration and the Language Sophistication. Companies next need to turn their attention to how they should best manage language. There is a range of options from which MNCs can formulate their language strategy.

B

Lingua Franca: The simplest answer, though realistic only for English speaking companies, is to rely on ones native tongue. As recently as 1991 a survey of British exporting companies found that over a third used English exclusively in dealings with foreign customers. This attitude that “one language fits all” has also been carried through into the Internet age. A survey of the web sites of top American companies confirmed that over half made no provision for foreign language access, and another found that less than 10% of leading companies were able to respond adequately to emails other than in the company’s language. Widespread though it is however, reliance on a single language is a strategy that is fatally flawed. It makes no allowance for the growing trend in Linguistic Nationalism whereby buyers in Asia, South America and the Middle East in particular are asserting their right to “work in the language of the customer”. It also fails to recognize the increasing vitality of languages such as Spanish, Arabic and Chinese that overtime are likely to challenge the dominance of English as a lingua franca. In the IT arena it ignores the rapid globalization of the Internet where the number of English-language e-commerce transactions, emails and web sites, is rapidly diminishing as a percentage of the total. Finally, the total reliance on a single language puts the English speaker at risk in negotiations. Contracts, rules and legislation are invariably written in the local language, and a company unable to operate in that language is vulnerable.

C

Functional Multilingualism: Another improvised approach to Language is to rely on what has been termed “Functional Multilingualism”. Essentially what this means is to muddle through, relying on a mix of languages, pidgins and gestures to communicate by whatever means the parties have at their disposal. In a social context such a shared effort to make one another understand might be considered an aid to the bonding process with the frustration of communication being regularly punctuated by moments of absurdity and humor. However, as the basis for business negotiations it appears very hit-and-nuts. And yet Hagen’s recent study suggests that 16% of international business transaction; are conducted in a “cocktail of languages.” Functional Multilingualism shares the same defects as reliance on a lingua franca and increases the probability of cognitive divergence between the parties engaged in the communication.

D

External Language Resources: A more rational and obvious response to the language barrier is to employ external resources such as translators and interpreters, and certainly there are many excellent companies specialized in these fields. However, such a response is by no means an end to the language barrier. For a start these services can be very expensive with a top Simultaneous Interpreter, commanding daily rates as high as a partner in an international consulting company. Secondly, any good translator or interpreter will insist that to be fully effective they must understand the context of the subject matter. This is not always possible. In some cases it is prohibited by the complexity or specialization of the topic. Sometimes by lack of preparation time but most often the obstacle is the reluctance of the parties to explain the wider context to an ‘outsider’. Another problem is that unless there has been considerable pre-explaining between the interpreter and his clients it is likely that there will be ambiguity and cultural overtones in the source messages the interpreter has to work with. They will of course endeavor to provide a hi-fidelity translation but in this circumstance the interpreter has to use initiative and guess work. This clearly injects a potential source of misunderstanding into the proceedings. Finally while a good interpreter will attempt to convey not only the meaning but also the spirit of any communication, there can be no doubt that there is a loss of rhetorical power when communications go through a third party. So in situations requiring negotiation, persuasion, humor etc. the use of an interpreter is a poor substitute for direct communication.

E

Training: The immediate and understandable reaction to any skills-shortage in a business is to consider personnel development and certainly the language training industry is well developed. Offering programs at almost every level and in numerous languages. However, without doubting the value of language training no company should be deluded into believing this to be assured of success. Training in most companies is geared to the economic cycle. When times are good, money is invested in training. When belts get tightened training is one of the first “luxuries” to be pared down. In a study conducted across four European countries, nearly twice as many companies said they needed language training in coming years as had conducted training in past years. This disparity between “good intentions” and “actual delivery”, underlines the problems of relying upon training for language skills. Unless the company is totally committed to sustaining the strategy even though bad times, it will fail.

F

One notable and committed leader in the field of language training has been the Volkswagen Group. They have developed a language strategy over many years and in many respects can be regarded as a model of how to manage language professionally. However, the Volkswagen approach underlines that language training has to be considered a strategic rather than a tactical solution. In their system to progress from “basics” to “communications competence” in a language requires the completion of 6 languages stages each one demanding approximately 90 hours of refresher course, supported by many more hours of self-study, spread over a 6-9 months period. The completion of each stage is marked by a post-stage achievement test, which is a pre-requisite for continued training. So even this professionally managed program expects a minimum of three years of fairly intensive study to produce an accountant. Engineer, buyer or salesperson capable of working effectively in a foreign language. Clearly companies intending to pursue this route need to do so with realistic expectations and with the intention of sustaining the program over many years. Except in terms of “brush-up” courses for people who were previously fluent in a foreign language, training cannot be considered a quick fix.


Questions 27-32

Complete the following summary of the Whole Paragraphs of Reading Passage, choosing A-L words from the following options.

Write your answers in boxes 27-32 on your answer sheet.

MNCs often encounter language barrier in their daily, strategy, then they seek several approaches to solve such problems. First, native language gives them a realistic base in a different language speaking country, but problem turned up when they deal with oversea 27 ………………….. For example, operation on translation of some key 28..…………………, it is inevitable to generate differences by rules from different countries. Another way is to rely on a combination of spoken language and 29……………………, yet a report written that over one-tenth business 30……………………. Processed in a party language setting. Third way: hire translators. However, firstly it is 31………………………, besides if they are not well-prepared, they have to resort to his/her own 32..………………….. work.

A gestures                    B clients              C transaction

D understanding and assumption             E accurate

F documents               G managers                         H body language

I long-term                J effective                      K rivals           L costly


Questions 33-39

Answer the questions below.

Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.

33 What understandable reactions does Training pay attention to according to the author?

34 In what term does the writer describe training during economy depression?

35 What contribution does Volkswagen Group set up for multinational companies?

36 What does Volkswagen Group consider language training as in their company?

37 How many stages are needed from basic course to advanced in training?

38 How long does a refresher course (single stage) need normally?

39 At least how long is needed for a specific professional to acquire a foreign language?

Question 40

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

Write your answers in boxes 40 on your answer sheet.

What is the Main function of this passage?

A to reveal all kinds of language problems that companies may encounter

B to exhibits some well known companies successfully dealing with language difficulties

C to evaluate various approaches for language barrier in multinational companies

D to testify that training is only feasible approach to solve language problem


ANSWER

27. B

28. F

29. A

30. C

31. L

32. D

33. personnel development

34. (the first) luxury

35. developed/set

36. strategic solution

37. 6 stages

38. 90 hours (for one single stage)

39. three years

40. C

Password: Realexamreading

Thursday, 12 February 2026

An international company is opening a branch in your town and you would like to work for this company. Write a letter to the Human Resource Manager of the company. In your letter: say what kind of work you are interested in explain why you want to work for the company ask some questions about the company | Real exam ielts writing task 1 |

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location:
Canada (IELTS General Training)

Task Type: Writing Task 1 – Formal Letter


Question:

An international company is opening a branch in your town and you would like to work for this company.

Write a letter to the Human Resource Manager of the company. In your letter:

  • say what kind of work you are interested in

  • explain why you want to work for the company

  • ask some questions about the company


Sample Answer (Band 8 Level)

Dear Sir or Madam,

I am writing to express my keen interest in potential employment opportunities at your newly established branch in our town. I recently learned about your company’s expansion, and I would be grateful for the opportunity to contribute to your organisation.

I am particularly interested in working in the customer service or administrative department. I hold a bachelor’s degree in Business Administration and have over three years of experience in client handling and office coordination. In my previous role, I was responsible for managing customer inquiries, maintaining records, and assisting in daily operational tasks. I believe these skills would enable me to make a meaningful contribution to your team.

I am eager to work for your company because of its strong international reputation and commitment to professional excellence. Your organisation is widely recognised for maintaining high standards and offering career development opportunities to employees. Being part of such a dynamic and globally recognised company would allow me to enhance my skills and grow professionally.

I would appreciate it if you could kindly provide further details regarding the recruitment process and the qualifications required for the available positions. I would also like to know whether there will be training programmes for new employees and what the expected working hours would be.

Thank you for considering my application. I look forward to your response.

Yours faithfully,
[Your Name]


High-Level Vocabulary & Collocations

Advanced Vocabulary

  • Express my keen interest

  • Employment opportunities

  • Newly established branch

  • Contribute to your organisation

  • Professional excellence

  • International reputation

  • Career development opportunities

  • Globally recognised company

  • Recruitment process

Strong Collocations

  • Hold a bachelor’s degree

  • Relevant work experience

  • Client handling

  • Office coordination

  • Manage customer inquiries

  • Make a meaningful contribution

  • Enhance my skills

  • Grow professionally

  • Kindly provide further details



Some people think that children should not do activities which are dangerous. Do you agree or disagree? | Real exam ielts writing task 2 |

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Question:

Some people think that children should not do activities which are dangerous. Do you agree or disagree?


Sample Answer

Introduction

In recent years, there has been an ongoing debate about whether children should be completely prevented from engaging in dangerous activities. While some people argue that young individuals must be shielded from all forms of risk, I partially disagree with this view. Although safety should undoubtedly be a priority, controlled exposure to certain risky activities can contribute significantly to a child’s overall development.


Body Paragraph 1

On the one hand, it is understandable why many parents oppose allowing children to take part in hazardous activities. Youngsters are often unaware of potential consequences and may act impulsively, which can lead to serious injuries. For instance, extreme sports or unsupervised outdoor adventures may result in accidents that could have long-term physical or psychological effects. Moreover, parents have a moral obligation to safeguard their children’s well-being. From this perspective, restricting dangerous pursuits appears to be a responsible and protective measure.


Body Paragraph 2

On the other hand, completely eliminating all forms of risk may hinder a child’s personal growth. Engaging in supervised adventurous activities, such as rock climbing or cycling, can foster resilience, self-confidence, and problem-solving skills. Taking calculated risks allows children to step out of their comfort zones and develop independence. Furthermore, minor setbacks or injuries often teach valuable life lessons about caution and responsibility. Therefore, rather than imposing an absolute ban, it would be more beneficial to ensure proper supervision and safety precautions.


Conclusion

In conclusion, although protecting children from serious harm is essential, preventing them from participating in all dangerous activities may do more harm than good. I believe that carefully monitored risk-taking experiences play a crucial role in shaping confident and capable individuals.


High-Level Vocabulary & Collocations

Advanced Vocabulary

  • Ongoing debate

  • Shielded from risk

  • Hazardous activities

  • Impulsive behaviour

  • Moral obligation

  • Long-term consequences

  • Personal growth

  • Resilience

  • Calculated risks

  • Step out of one’s comfort zone

  • Independence

  • Absolute ban

  • Safety precautions

Useful Collocations

  • Prioritise children’s safety

  • Engage in adventurous activities

  • Supervised environment

  • Physical and psychological effects

  • Foster self-confidence

  • Impose strict restrictions

  • Strike a balance between safety and freedom

  • Promote holistic development

  • Face real-world challenges

Sunday, 8 February 2026

Playing with Science | Real exam ielts reading test | New Ielts reading test 2026 | Hard ielts reading test with answers |

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7th FEB 2026 ACADEMIC READING PASSAGE 2

Playing with Science

A. The connection between science and play is not often discussed, perhaps because scientists take it for granted, or because they are a little self-conscious about it and therefore try to hide it. In this context, it might describe a number of different activities. Play might involve the exploration of new uses for everyday objects just for curiosity; it could also include word jokes, or the playing of jokes or tricks upon other scientists; the element of play in science is thus an elusive and difficult topic, but it is fundamental to the experience of scientists.

B. One example of this connection is the jigsaw puzzle. Such puzzles present their players with two-dimensional fragments, each with a characteristic shape, from which to reconstruct an overall picture. Guessing the solution of a scientific problem has many similarities to completing a jigsaw puzzle. The scientists inspect each piece of data for a possible fit with its neighbours and, bit by bit, construct a whole argument. People who are good at jigsaw puzzles are able to guess which piece will fit even before trying it. In the same way, the best scientists are those who make the best guesses.

C. But scientists do not play only at out-guessing each other, or at putting together pieces to complete a puzzle. They also regard their work as ‘playing with toys’. Joseph Lister, a professor of chemistry at Northwestern University in the US, shed some light on this tendency. In a letter he wrote the following:
When I grew up, every kid put in some serious sandbox time, and it often involved building… complex sand structures around which fantasies were composed… The organic chemistry lab at Yale, and chemical transformations took place. The odours were pleasant, and the physical process of working with our hands, with sand, was satisfying. By the end of the year, I knew that I wanted to be an organic chemist, as I realised one could play in the sandbox for a living.

Indeed, many scientists amuse themselves by ‘playing’ with various ‘toys’ of their trade, perhaps coming up with ingenious devices to get a particular job done, or diverting a piece of commercial equipment for novel scientific purposes. The apparatus put together by Robert Millikan and Harvey Fletcher to measure the charge of the electron, which involved a perfume atomiser bought at a local pharmacy, is a classic example of such inspired tinkering.

D. Whereas society often keeps a lid on playfulness, science encourages and nurtures it. Take, for example, the funny names that scientists have given to various chemical substances: trisactane, widowpane, penguinone or megaphone. Each class of organic molecules includes a few such humorous names. Similar fun is had in other fields of science.

E. Hoaxes are a further aspect of the playfulness of scientists. A relatively recent example concerns the ‘Plate of Brass’, which stated England’s claim to California and was supposedly left by the English navigator Sir Francis Drake during his visit in 1579. A brass plate thought to be Drake’s was discovered in the 1930s. But in 1977, Helen Michel and Frank Asaro, of the Lawrence Berkeley National Laboratory, showed that the copper and zinc used in the plate were of a higher quality than would have been available in the 1500s. They concluded that Drake’s plate was most likely crafted much closer to the time when it was first brought to light.

F. Shortly afterwards, staff at the University of California announced that the artefact was devised as a practical joke by a group of friends of Herbert E. Bolton, who directed the Bancroft Library at the University’s Berkeley campus. Bolton, it seems, was intrigued by tales of Drake having installed a plate to record his visit to California, and often urged his students to look for it. Some of his friends decided to play a joke on him, but things misfired after Bolton went public and announced that the relic was authentic before he could be told about the joke.

G. Sometimes hoaxes serve a useful purpose. Some years ago, Nathan Lewis, a professor of chemistry at California Institute of Technology, and a graduate student were doing experiments in the laboratory at a senior professor, Harry Gray. Another co-worker had the habit of going through their data and rushing to Gray with his interpretation. Lewis decided to set a trap for the co-worker. He recalled that his lab manufactured an NMR spectrum. ‘We left it out as bait. Our colleague took it and wrote up a paper on how important this result was. He was ready to go right to the Journal of the American Chemical Society… We did not let him mail it [but] this stopped him temporarily from taking our data and interpreting it before making sure that it was right.’

H. But is the playfulness of science usually so helpful? One might argue that to play a practical joke is a waste of time. So why do it? Perhaps play is an inherent part of the human condition. The psychologist’s answer might be that scientists tend to play because science presents them with too much seriousness. Another possibility might be that scientists like to play because they tend to be very young. Some disciplines, mathematics especially, have a reputation for the narrow window of creativity in youth. But it may also be that there is something else at work here. Playing with ideas, after all, is what science is all about. A playful, childlike attitude may be extremely fruitful, and scientists should not be too embarrassed to acknowledge that play is often what motivates them.


Questions 14–26

You should spend about 20 minutes on Questions 14–26, which are based on Reading Passage 2.

Questions 14–20

Reading Passage 2 has eight paragraphs, A–H. Which paragraph contains the following information? Choose the correct letter, A–H, in boxes 14–20.

  1. a description of how a test showed evidence to be fake

  2. reasons why scientists may be unwilling to admit that they play

  3. the result of a trick going wrong

  4. the similarity between a skill used in play and one used in science

  5. how a group of scientists stopped a colleague misusing their results

  6. some examples of the playful nature of scientific language

  7. an example of an everyday object put to a scientific use


Questions 21–22

Choose TWO correct answers.

21–22. Which TWO of the following reasons are given as possible explanations of scientists’ play behaviour?

A. Play may provide relief from their work.
B. Scientists sometimes spend time as teachers.
C. The age of scientists predisposes them to play.
D. Scientists get ideas from children’s questions.
E. Scientists are secretive about their work.


Questions 23–26

Complete the summary below. Write NO MORE THAN THREE WORDS from the passage for each answer.

  1. Researchers at Caltech found that a colleague had been stealing data by using a hoax involving a fake NMR spectrum to trap the offender.

  2. A mystery concerns a plate which a famous ________ is said to have left behind on a visit to California.

  3. The ________ that the plate was made of later revealed that it was a fake.

  4. A hoax carried out by friends of the director of the ________.


Questions 14–20

  1. E

  2. A

  3. F

  4. B

  5. G

  6. D

  7. C


Questions 21–22

(Choose TWO answers)

21–22. A and C


Questions 23–26

(NO MORE THAN THREE WORDS)

  1. fake NMR spectrum

  2. Sir Francis Drake

  3. copper and zinc

  4. Bancroft Library


PASSWORD: 7FEBIELTSREADING


You have seen an advertisement in the local newspaper for swimming lessons at your community sports centre. You want to find out more about these lessons. Write a letter to the manager of the sports centre. In your letter: describe how well you can swim at the moment explain why you want to learn to swim better enquire about the time and cost of the swimming lessons |

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IELTS General Training – Writing Task 1 (Letter)

Question

You have seen an advertisement in the local newspaper for swimming lessons at your community sports centre. You want to find out more about these lessons.

Write a letter to the manager of the sports centre. In your letter:

  • describe how well you can swim at the moment

  • explain why you want to learn to swim better

  • enquire about the time and cost of the swimming lessons

You should write at least 150 words.


Dear Sir or Madam,

I am writing to enquire about the swimming lessons that were recently advertised in the local newspaper at your community sports centre. I am interested in joining the course and would like some further information.

At present, I have a basic level of swimming ability. I am able to swim short distances using simple strokes; however, I lack proper technique and confidence, particularly in deeper water. As I have never received formal training, I feel that professional instruction would help me improve significantly.

The main reason I would like to enhance my swimming skills is to improve my overall fitness and personal safety. Swimming is an excellent full-body exercise, and I also wish to feel more confident when visiting swimming pools or beaches with my family. Furthermore, strong swimming skills are an important life-saving ability.

I would appreciate it if you could provide details regarding the lesson schedule, including class timings and duration. I would also like to know the cost of the course and whether there are any beginner-level classes available on weekends.

Thank you for your time and assistance. I look forward to your reply.

Yours faithfully,
Yadwinder Singh