Katherine Mansfield | REAL EXAM IELTS READING | ACTUAL EXAM IELTS READING

 

Reading Practice

 

Katherine Mansfield

Katherine Mansfield was a modernist writer of short fiction who was born and brought up in New Zealand

Katherine Mansfield Beauchamp Murry was born in 1888, into a prominent family in Wellington, New Zealand. She became one of New Zealand's best-known writers, using the pen name of Katherine Mansfield. The daughter of a banker, and born into a middleclass family, she was also a first cousin of Countess Elizabeth von Arnim, a distinguished novelist in her time. Mansfield had two older sisters and a younger brother. Her father,

Harold Beauchamp, went on to become the chairman of the Bank of New Zealand. In 1893, the Mansfield family moved to Karori, a suburb of Wellington, where Mansfield would spend the happiest years of her childhood; she later used her memories of this time as an inspiration for her Prelude story.

Her first published stories appeared in the High School Reporter and the Wellington Girls7 High School magazine in 1898 and 1899. In 1902, she developed strong feelings for a musician who played the cello, Arnold Trowell, although her feelings were not, for the most past, returned. Mansfield herself was an accomplished cellist, having received lesion from Trowell's father. Mansfied wrote in her journals of feeling isolated to some extent in New Zealand, and, in general terms of her interest in the Maori people ( New Zealand's native people), who were often portrayed in a sympathetic light in her later stories, such as How Pearl Button was Kidnapped

She moved to London in 1903, where she attended Queen's college, along with her two sisters. Manfield recommenced playing the cello, an occupation that she believed, during her time at Queen's, she would take up professionally. She also began contributing to the college newspaper, with such a dedication to it that she eventually became its editor. She was particularly interested in the works of the French writers of this period and on the 19thcentury British writer, Oscar Wilde, and she was appreciated amongst fellow students at Queen's for her lively and charismatic approach to life and work. She met follow writer Ida Baker, a South African, at the college, and the pair became lifelong friends. Mansfield did not actively support the suffragette movement in the Uk. Women in New Zeland had gained the right to vote in 1893.

Mansfield first began journeying into the other parts of Europe in the period 1903-1906, mainly to Belgium and Germany. After finishing her schooling in England, she returned to her New Zealand home in 1906, only then beginning to write short stories in a serious way. She had several works published in Australia in a magazine called Native Comparison, which was her first paid writing work, and by this time she had her mind set on becoming a professional writer. It was also the first occasion on which she used the pseudonym "k.Mansfied".

Mansfield rapidly grew discontented with the provincial New Zealand lifestyle, and with her family. Two years later she headed again in London. Her father sent her an annual subsidy of €100 for the rest of her life. In later years, she would express both admiration and disdain for New Zealand in her journals.

In 1911, Mansfield met John Middleton Murry, the Oxford scholar and editor of the literary magazine Rhythm. They were later to marry in 1918. Mansfield became a co-editor of Rhythm, which was subsequently called The Blue Review, in which more of her works were published. She and Murry lived in various houses in England and briefly in Paris. The Blue Review failed to gain enough readers and was no longer published. Their attempt to set up as writers in Paris was cut short by Murry's bankruptcy, which resulted from the failure of this and other journals. Life back in England meant frequently changed addresses and very limited funds.

Between 1915 and 1918, Mansfield moved between England and Bandoi, France. She and

Murry developed close contact with other well-known writers of the time such as DH Lawrence, Bertrand Russell and Aldous Huxley. By October 1918 Mansfield had become seriously ill; she had been diagnosed with tuberculosis and was advised to enter a sanatorium. She could no longer spend time with writers in London. In the autumn of 1918 she was so ill that she decided to go to Ospedale in Italy. It was the publication of Bliss and Other Stories in 1920 that was to solidify Mansfield's reputation as a writer.

Mansfied also spent time in Menton, France, as the tenant of her father's cousin at " The Villa Isola Bella". There she wrote she pronounced to be "...the only story that satisfies me to any extent".

Mansfield produced a great deal of work in the final years of her life, and much of her prose and poetry remained unpublished at her death in 1923. After her death, her husband, Murry, took on the task of editing and publishing her works. His efforts resulted in two additional volumes of short stories. The Doves' Nest and Something Childish, published in 1923 and 1924 respectively, the publication of her Poems as well as a collection of critical writings (Novels and Novelist) and a number of editions of Mansfield's previously unpublished letters and journals.

Questions 1-6

Do the following statements agree with the information given in Reading Passage 1?

In boxes 1 - 6 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

 

1.....................                   The name Katherine Mansfield, that appears on the writer's book, was exactly the same as her origin name

2.....................                   Mansfield won a prize for a story she wrote for the High School Reporter.

3.....................                   How Pearl Button Was Kidnapped portrayed Maori people in a favorable way.

4.....................                   when Mansfield was at Queen's college, she planned to be a professional writer.

5.....................                   Mansfield was unpopular with the other students at Queen's college

6.....................                   In London, Mansfield showed little interest in politics.

Questions 7-13

Complete the notes below

Choose ONE WORD AND/OR A NUMBER from the passage for each answer Write your answers in boxes 7-13 on your answer sheet Katherine Mansfield's adult years

-         7.....................

-         moved from England back to New Zealand

-         first paid writing work was in a publication based in 8.....................

-         her 9..................... and the New Zealand way of life made her feel dissatisfied

-         1908: returned to London-      1911-1919:

-         Met John Middleton Murry in 1911

-         10..................... perverted.... Mansfield and Murry from staying together in Paris - spent time with distinguished 11.....................

-         from 1916, tuberculosis restricted the time she spent in London

-         1920her 12..................... was consolidated when Bliss and Other Stories was published wrote several stories at "Villa Isola Bella

-         1923-1924

Mansfield's 13..................... published more of her works after her death

Solution:

1. FALSE	8. Australia
2. NOT GIVEN	9. family
3. TRUE	10. bankruptancy
4. FALSE	11. writers
5. FALSE	12. reputation
6. TRUE	13. husband

7. 1906




PASSWORDS: IELTSONESTOP22

The Thylacine | Real exam ielts reading | 31 may ielts reading

 

Reading Passage

The Thylacine

The extinct thylacine, also known as the Tasmanian tiger, was a marsupial that bore a superficial resemblance to a dog. Its most distinguishing feature was the 13-19 dark brown stripes over its back, beginning at the rear of the body and extending onto the tail. The thylacine’s average nose- to-tail length for adult males was 162.6 cm, compared to 153.7 cm for females.

The thylacine appeared to occupy most types of terrain except dense rainforest, with open eucalyptus forest thought to be its prime habitat. In terms of feeding, it was exclusively carnivorous, and its stomach was muscular with an ability to distend so that it could eat large amounts of food at one time, probably an adaptation to compensate for long periods when hunting was unsuccessful and food scarce. The thylacine was not a fast runner and probably caught its prey by exhausting it during a long pursuit. During long-distance chases, thylacines were likely to have relied more on scent than any other sense. They emerged to hunt during the evening, night and early morning and tended to retreat to the hills and forest for shelter during the day. Despite the common name ‘tiger’, the thylacine had a shy, nervous temperament. Although mainly nocturnal, it was sighted moving during the day and some individuals were even recorded basking in the sun.

The thylacine had an extended breeding season from winter to spring, with indications that some breeding took place throughout the year. The thylacine, like all marsupials, was tiny and hairless when born. New-borns crawled into the pouch on the belly of their mother, and attached themselves to one of the four teats, remaining there for up to three months. When old enough to leave the pouch, the young stayed in a lair such as a deep rocky cave, well-hidden nest or hollow log, whilst the mother hunted.

Approximately 4,000 years ago, the thylacine was widespread throughout New Guinea and most of mainland Australia, as well as the island of Tasmania. The most recent, well-dated occurrence of a thylacine on the mainland is a carbon-dated fossil from Murray Cave in Western Australia, which is around 3,100 years old. Its extinction coincided closely with the arrival of wild dogs called dingoes in Australia and a similar predator in New Guinea. Dingoes never reached Tasmania, and most scientists see this as the main reason for the thylacine’s survival there.

The dramatic decline of the thylacine in Tasmania, which began in the 1830s and continued for a century, is generally attributed to the relentless efforts of sheep farmers and bounty hunters with shotguns. While this determined campaign undoubtedly played a large part, it is likely that various other factors also contributed to the decline and eventual extinction of the species. These include competition with wild dogs introduced by European settlers, loss of habitat along with the disappearance of prey species, and a distemper-like disease which may also have affected the thylacine.

There was only one successful attempt to breed a thylacine in captivity, at Melbourne Zoo in 1899. This was despite the large numbers that went through some zoos, particularly London Zoo and Tasmania’s Hobart Zoo. The famous naturalist John Gould foresaw the thylacine’s demise when he published his Mammals of Australia between 1848 and 1863, writing, ‘The numbers of this singular animal will speedily diminish, extermination will have its full . way, and it will then, like the wolf of England and Scotland, be recorded as an animal of the past.’

However, there seems to have been little public pressure to preserve the thylacine, nor was much concern expressed by scientists at the decline of this species in the decades that followed. A notable exception was T.T. Flynn, Professor of Biology at the University of Tasmania. In 1914, he was sufficiently concerned about the scarcity of the thylacine to suggest that some should be captured and placed on a small island. But it was not until 1929, with the species on the very edge of extinction, that Tasmania’s Animals and Birds Protection Board passed a motion protecting thylacines only for the month of December, which was thought to be their prime breeding season. The last known wild thylacine to be killed was shot by a farmer in the north-east of Tasmania in 1930, leaving just captive specimens. Official protection of the species by the Tasmanian government was introduced in July 193′, 59 days before the last known individual died in Hobart Zoo on 7th September, 1936.

There have been numerous expeditions and searches for the thylacine over the years, none of which has produced definitive evidence that thylacines still exist. The species was declared extinct by the Tasmanian government in 1986.

Questions 1-5

Complete the notes below.
Choose ONE WORD ONLY from the passage for each answer.

The thylacine

Appearance and behaviour

·         Looked rather like a dog

·         Had a series of stripes along its body and tail

·         Ate an entirely 1 ……………… diet

·         Probably depended mainly on 2 ………………. when hunting

·         Young spent the first months of life inside its mother’s 3 …………………..

Decline and extinction

·         Last evidence in mainland Australia is a 3100-year-old 4 ………………

·         Probably went extinct in mainland Australia due to animals known as dingoes

·         Reduction in 5 ………………. and available sources of food were partly responsible for the decline in Tasmania

Questions 6-13

Do the following statements agree with the information given in the Reading Passage? In boxes 6-13 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

6. Significant numbers of thylacines were killed by humans from the 1830s onwards.

7. Several thylacines were born in zoos during the late 1800s.

8. John Gould’s prediction about thylacine surprised some biologists.

9. In the early 1900s, many scientists became worried about the possible extinction of the thylacine.

10. T. T. Flynn’s proposal to rehome captive thylacines on an island proved to be impractical.

11. There were still reasonable numbers of thylacines in existence when a piece of legislation protecting the species during their breeding season was passed.

12. From 1930 to 1936, the only known living thylacines were all in captivity.

13. Attempts to find living thylacine’ are now rarely made.

 


ANSWERS:

1.Carnivorous
2. Scent
3. Pouch 
4. Fossil
5. Habitat
6. True 
7. False 
8. Not given 
9. False 
10. Not given 
11. False 
12. True 
13. Not given 



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The Adolescents | REAL EXAM IELTS READING PASSAGE | PAST EXAM IELTS READING PASSAGE WITH ANSWERS | REAL EXAM IELTS READING PASSAGES 2025 |

 Reading Practice

The Adolescents

A

The American Academy of Pediatrics recognizes three stages of adolescence. These are early, middle and late adolescence, and each has its own developmental tasks. Teenagers move through these tasks at their own speed depending on their physical development and hormone levels. Although these stages are common to all teenagers, each child will go through them in his or her own highly individual ways.

B

During the early years young people make the first attempts to leave the dependent, secure role of a child and to establish themselves as unique individuals, independent of their parents. Early adolescence is marked by rapid physical growth and maturation. The focus of adolescents’ self-concepts is thus often on their physical self and their evaluation of their physical acceptability. Early adolescence is also a period of intense conformity to peers. ‘Getting along,’ not being different, and being accepted seem somehow pressing to the early adolescent. The worst possibility, from the view of the early adolescent, is to be seen by peers as ‘different’.

C

Middle adolescence is marked by the emergence of new thinking skills. The intellectual world of the young person is suddenly greatly expanded. Their concerns about peers are more directed toward their opposite sexed peers. It is also during this period that the move to establish psychological independence from one’s parents accelerates. Delinquency behavior may emerge since parental views are no longer seen as absolutely correct by adolescents. Despite some delinquent behavior, middle adolescence is a period during which young people are oriented toward what is right and proper. They are developing a sense of behavioral maturity and learning to control their impulsiveness.

D

Late adolescence is marked by the final preparations for adult roles. The developmental demands of late adolescence often extend into the period that we think of as young adulthood. Late adolescents attempt to crystallize their vocational goals and to establish a sense of personal identity. Their needs for peer approval are diminished and they are largely psychologically independent from their parents. The shift to adulthood is nearly complete.

E

Some years ago, Professor Robert Havighurst of the University of Chicago proposed that stages in human development can best be thought of in terms of the developmental tasks that are part of the normal transition. He identified eleven developmental tasks associated with the adolescent transition. One developmental task an adolescent needs to achieve is to adjust to a new physical sense of self. At no other time since birth does an individual undergo such rapid and profound physical changes as during early adolescence. Puberty is marked by sudden rapid growth in height and weight. Also, the young person experiences the emergence and accentuation of those physical traits that make him or her a boy or girl. The effect of this rapid change is that young adolescent often becomes focused on his or her body.

F

Before adolescence, children’s thinking is dominated by a need to have a concrete example for any problem that they solve. Their thinking is constrained to what is real and physical. During adolescence, young people begin to recognize and understand abstractions. The adolescent must adjust to increased cognitive demands at school. Adults see high school in part as a place where adolescents prepare for adult roles and responsibilities and in part as preparatory for further education. School curricula are frequently dominated by the inclusion of more abstract, demanding material, regardless of whether the adolescents have achieved formal thought. Since not all adolescents make the intellectual transition at the same rate, demands for abstract thinking prior to achievement of that ability may be frustrating.

G

During adolescence, as teens develop increasingly complex knowledge systems and a sense of self, they also adopt an integrated set of values and morals. During the early stages of moral development, parents provide their child with a structured set of rules of what is right and wrong, what is acceptable and unacceptable. Eventually, the adolescent must assess the parents’ values as they come into conflict with values expressed by peers and other segments of society. To reconcile differences, the adolescent restructures those beliefs into a personal ideology.

H

The adolescent must develop expanded verbal skills. As adolescents mature intellectually, as they face increased school demands, and as they prepare for adult roles, they must develop new verbal skills to accommodate more complex concepts and tasks. Their limited language of childhood is no longer adequate. Adolescents may appear less competent because of their inability to express themselves meaningfully.

I

The adolescent must establish emotional and psychological independence from his or her parents. Childhood is marked by a strong dependence on one’s parents. Adolescents may yearn to keep that safe, secure, supportive, dependent relationship. Yet, to be an adult implies a sense of independence, of autonomy, of being one’s own person. Adolescents may vacillate between their desire for dependence and their need to be independent. In an attempt to assert their need for independence and individuality, adolescents may respond with what appears to be hostility and lack of cooperation.

J

Adolescents do not progress through these multiple developmental tasks separately. At any given time, adolescents may be dealing with several. Further, the centrality of specific developmental tasks varies with early, middle, and late periods of the transition.

Questions 1-6

Match the following characteristics with the correct stages of the adolescent.

Write the correct letter, A, B or C, in boxes 1-6 on your answer sheet.

A early adolescence

B middle adolescence

C later adolescence

1..................... interested in the opposite sex

2..................... exposure to danger

3..................... the same as others

4..................... beginning to form individual thinking without family context

5..................... less need the approval of friends

6..................... intellectual booming

Questions 7-10

Complete each sentence with the correct ending, A-F, below.

Write the correct letters, A-F, in boxes 7-10 on your answer sheet.

7..................... One of Havighurst’s research

8..................... High School Courses

9..................... Adolescence is a time when young people

10..................... The developmental speed of thinking patterns

List of the statements

A form personal identity with a set of morals and values

B develops a table and productive peer relationships

C are designed to be more challenging than some can accept

D varies from people to people

E focuses on creating a self-image

F become an extension of their parents

Questions 11-13

Access http://mini-ielts.com for more practices 3

Do the following statements agree with the information given in Reading Passage 1?

In boxes 11-13 on your answer sheet, write

TRUE if the statement is true

FALSE if the statement is false

NOT GIVEN if the information is not given in the passage

11..................... The adolescent lacks the ability to think abstractly.

12..................... Adolescents may have a deficit in their language ability.

13..................... The adolescent experiences a transition from reliance on his parents to

independence.

Solution:

1. B 8. C

2. A 9. A

3. A 10. D

4. A 11. FALSE

5. C 12. TRUE

6. B 13. TRUE

7. E

PASSWORD; 17MAY2025

Voynich Manuscript reading answers | REAL EXAM IELTS READING PASSAGE | PAST EXAM IELTS READING PASSAGE WITH ANSWERS | REAL EXAM IELTS READING PASSAGES 2025 |

 

Passage

Check out the given passage for a Voynich Manuscript reading answers with location, it helps you to get some important keywords to answer the questions. 

Voynich Manuscript reading answers

1. The Starkly modern Beinecke Library at Yale University is home to some of the most valuable books in the world first folios of Shakespeare, Gutenberg Bibles and manuscripts from the early Middle Ages, Yet the library’s most controversial possession is an unprepossessing vellum manuscript about the size of hardback book, containing 240-odd pages of drawings and text of unknown age and authorship. Catalogued as MS408, the manuscript would attract little attention were it not for the fact that the drawings hint at esoteric knowledge, while the text seems to be some sort of code- one that no-one has been able to break. It’s known to scholars as the voynich manuscript, after the American book dealer Wilfrid Voynich, who bought the manuscript from a Jesuit college in Italy in 1912. 
2. Over the years, the manuscript has attracted the attention of everyone from amateur dabblers to top codebreakers, all determined to succeed where countless others have failed. Academic research papers, books and websites are devoted to making sense of the contents of the manuscript. Which are freely available to all ‘Most other mysteries involve secondhand reports.’ says Dr Gordon Rugg of Keele University, a leading Voynich expert. But this is one that you can see for yourself. 
3. It is certainly strange: page after page of drawings of weird plants, astrological symbolism and human figures, accompanied by a script that looks like some form of shorthand. What does it say and what are the drawings about? Voynich himself believed that the manuscript was the work of the 13th century English monk Roger Bacon, famed for his knowledge of alchemy, philosophy and science. In 1921 Voynich’s view that Bacon was the writer appeared to win support from the work of william Newbold, professor of philosophy at the University of Pennsylvania, who claimed to have found the key to the cipher system used by Bacon. According to Newbold, the manuscript proved that Bacon had access to microscopes centuries before they were supposedly first invented. They claim that this mediaeval monk had observed living cells created a sensation. It soon became clear. However, that Newbold had fallen victim to wishful thinking. Other scholars showed that his ‘decoding’ methods produced a host of possible interpretations. The Voynich manuscript has continued to defy the efforts of world-class experts. In 1944, a team was assembled to tackle the mystery, led by William Friedman, the renowned American codebreaker. They began with the most basic code breaking task: analysing the relative frequencies of the characters making up the test, looking for signs of an underlying structure. Yet Friedman’s team soon found themselves in deep water. The precise size of the ‘alphabet’ of the Voynich manuscript was unclear: it’s possible to make out more than 70 distinct symbols among the 170,000-character text. Furthermore, Friedman discovered that some words and phrases appeared more often than expected in a standard language, casting doubt on claims that the manuscript concealed a real language, as encryption typically reduces word frequencies. 
4. Friedman concluded that the most plausible resolution of this paradox was that “Voynichese is some sort of specially created artificial language, whose words are devised from concepts, rather than linguistics. So, could the Voynich manuscript be the earliest known example of an artificial language? Friedman’s hypothesis commands respect because of the lifetime of crypt analytical expertise he brought to bear,’ says Rob Churchill, co- author of the Voynich Manuscript, that still leaves a host of questions unanswered, however, such as the identity of the author and the meaning of the bizarre drawings. ‘It does little to advance our understanding of the manuscript as a whole,’ says Churchill. Even though Friedman was working more than 60 years ago, he suspected that major insights would come reality that the device that had already transformed codebreaking: the computer. In this he was right-it is now the key tool for uncovering clues about the pleasure from manuscript’s language. 
5. The insights so far have been perplexing. For example, in 2001 another leading Voynich scholar, Dr Gabriel Landin of Birmingham University in the UK, published the results of his study of the manuscript using a pattern-detecting method called spectral analysis. This revealed evidence that the manuscript contains genuine words, rather than random nonsense, consistent with the existence of some underlying natural language. Yrt the following year, Voynich expert Ren Zandbergen of the European SPace Agency in Darmstadt, Germany showed that the entropy of the text (a measure of the rate of transfer of information was consistent with Friedman’s suspicions that an artificial language had been used. 
6. Many are convinced that the Voynich manuscript isn’t a hoax. For how could a medieval hoaxer create so many telltale signs of a message from random nonsense? Yet even this has been challenged in new research by Rugg. 
7. Using a system, first published by the Italian mathematician Girolama Cardano in 1150 in which a specially constructed grille issued to pick out symbols from a table, Rugg found he could readily generate text with many of the basic traits of the Voynich manuscript Publishing his results in 2004 Rugg stresses that he hadn’t set out to prove the manuscript. Publishing his results in that it’s feasible to hoax something this complex in a few months, he says. Inevitably, others beg to differ. Some scholars, such as Zandbergen, still suspect the text has genuine meaning, though believe it may never be decipherable. Others, such as Churchill, have suggested that the sheer weirdness of the illustrations and text hint at an author who had lost touch with reality. What is clear is that the book-sized manuscript kept under lock and key at Yale University has none of its fascination. “Many derive great intellectual pleasure from solving puzzles,’ says Rugg. The Voynich manuscript is as challenging a puzzle as anyone could ask for.

Questions

Questions 27-30

• Do the following statements agree with the information given in Reading passage 3?
• In boxes 27-30 on your answer sheet, write

27. It is uncertain when the Voynich manuscript was written.
28. Wilfrid Voynich donated the manuscript to the Beinecke LIbrary.
29. Interest in the Voynich manuscript extends beyond that of academics and professional codebreakers. 
30. The text of the Voynich manuscript contains just under 70 symbols.

Questions 31-34

• Look at the following statements (questions 31-34) and the list of people below.
• Match each statement with the correct person A-H
• Write the correct letter A-H in boxes 31-34 on your answers sheet.

31. The number of times that some words occur make it unlikely that the manuscript is based on an authentic language.
32. Unlike some other similar objects of fascination, people can gain direct access to the Voynich manuscript. 
33. The person who wrote the manuscript may not have been entirely sane.
34. It is likely that the author of the manuscript is the same person as suggested by Wilfrid Voynuch. 

List of people

1. Gordon Rugg
2. Roger Bacon
3. William Newbold
4. William Friedman
5. Rob Churchill
6. Gabriel Landini
7. Ren Zandbergen
8. Girolamo Cardano

Questions 35-39

• Choose no more than two words from the passage for each answer.
• Write your answers in boxes 35-39 on your answer sheet

Voynich Researchers

William Newbold believed that the author of the Voynich manuscript had been able to look at cells through a 35_______. Other researchers later demonstrated that there were flaws in his argument. William Friedman concluded that the manuscript was written in an artificial language that was based on 36_______. He couldn’t find out the meaning of this language but he believed that the 37_________ would continue to bring advances in code breaking.
Dr Gabriel Landini used a system known as 38__________ in his research, and claims to have demonstrated the presence of genuine words. 
Dr Gordon Rugg’s system involved a grille that made it possible to quickly select symbols that appeared in a 39_________. Rugg’s conclusion was that the manuscript lacked genuine meaning. 

Question 40

• Choose the correct letter A,B, C or D
• Write the correct letter in box 40 on your answer sheet.

40. The writer’s main aim in this passage is to

1. Explain the meaning of the manuscript
2. Determine the true identity of the manuscript’s author
3. Describe the numerous attempts to decode the manuscript
4. Identify which research into the manuscript has had the most media coverage.
   

27. True
28. Not given
29. True
30. False
31. D
32. A
33. E
34. C
35. Microscope
36. Concepts
37. Computer
38. Spectral analysis
39. Table
40. C




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