Friday, 8 August 2025

Clothing that young people wear has a great impact on confidence, so fashion lessons can be taught in school. To what extent do you agree or disagree? | Real exam ielts writing task 2 | computer based ielts writing task 2 |

Question

Clothing that young people wear has a great impact on confidence, so fashion lessons can be taught in school. To what extent do you agree or disagree?


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✅ Introduction

In today’s image-conscious society, it is often believed that clothing can greatly influence how young people perceive themselves. Based on this belief, some argue that fashion should be included as a subject in schools to enhance students' self-esteem. While I acknowledge that the way teenagers dress may affect their confidence to some extent, I personally do not support the idea of teaching fashion in schools.


✅ Body Paragraph 1

Admittedly, dressing well can boost a student’s confidence and self-expression. When young individuals wear clothes they feel comfortable and stylish in, it often helps them feel more self-assured in social settings. For instance, students who are allowed to dress in trendy or culturally appropriate clothing tend to engage more actively in school life. Therefore, it is understandable why some may believe that fashion education could help students develop their personal style and self-image.


✅ Body Paragraph 2

However, incorporating fashion as a school subject might not be a practical or necessary step. The primary aim of education is to build academic and life skills, and introducing fashion could divert attention from essential subjects. Moreover, fashion is subjective and rapidly changing, which makes it difficult to formalize in a curriculum. Schools can instead focus on building confidence through communication skills, extracurricular activities, and personal development sessions, which offer more lasting benefits.


✅ Conclusion

To conclude, although wearing certain clothes may give young people a temporary boost in confidence, teaching fashion in schools is not the ideal solution. In my opinion, there are more effective ways to support students' self-esteem and growth without adding an unnecessary subject to the academic system.


💡 Useful Vocabulary & Collocations

  • Image-conscious society

  • Self-perception / self-esteem / self-assurance

  • Personal style / cultural identity

  • Confidence boost

  • Practical or necessary step

  • Divert attention from

  • Subjective and rapidly changing

  • Build academic and life skills

  • Extracurricular activities

  • Long-term development



The iceman | Real exam ielts reading passages 2025 | actual exam ielts reading passage 2025 |

 

Reading Practice

 

The iceman

A.  It was late spring or early summer. The man hurried through a forest he knew well, wincing from the pain in his injured right hand and pausing occasionally to listen for sounds that he was being pursued. As he fled up the slope, the yellow pollen of the hornbeam blossoms fell like an invisible rain, salting the water and food he consumed when he stopped to rest. Five thousand years later, the Neolithic hunter we call the Iceman would still bear traces of this ancient dusting inside his body-a microscopic record of the time of year it was when he passed through this forest and into the nearby mountains, where fate would finally catch up with him.

B.  Since hikers discovered his mummified corpse in 1991 in a rocky hollow high in the Otztal Alps on Italy's border with Austria, scientists have used ever more sophisticated tools and intellectual cunning to reconstruct the life and times of the Iceman, the oldest intact member of the human family. We know that he was a small, sinewy, and, for his times, rather elderly man in his mid-40s. Judging from the precious, copper-bladed ax found with him, we suspect that he was a person of considerable social significance. He set off on his journey wearing three layers of garments and sturdy shoes with bearskin soles. He was well equipped with a flinttipped dagger, a little fire-starting kit, and a birchbark container holding embers wrapped in maple leaves. Yet he also headed into a harsh wilderness curiously under-armed: The arrows in his deerskin quiver were only half finished, as if he had recently fired all his munitions and was in the process of hastily replenishing them. And he was traveling with a long, roughly shaped stalk of yew-an unfinished longbow, yet to be notched and strung. Why?

C.  When it comes to the Iceman, there has never been a shortage of questions, or theories to answer them. During the 16 years that scientists have poked, prodded, incised, and x-rayed his body, they have dressed him up in speculations that have not worn nearly as well as his rustic garments. At one time or another, he has been mistakenly described as a lost shepherd, a shaman, a victim of ritual sacrifice, and even a vegan. But all these theories fade in the face of the most startling new fact scientists have learned about the Iceman. Although we still don't know exactly what happened up there on that alpine ridge, we now know that he was murdered, and died very quickly, in the rocky hollow where his body was found.

D.  "Even five years ago, the story was that he fled up there and walked around in the snow and probably died of exposure," said Klaus Oeggl, an archaeobotanist at the University of Innsbruck. "Now it's all changed. It's more like a paleo crime scene."

E.  The object of all this intense scientific attention is a freeze-dried slab of human jerky, which since 1998 has resided in a refrigerated, high-tech chamber in the South Tyrol Museum of Archaeology in Bolzano, Italy. The temptation to conduct fresh experiments on the body rises with every new twist of technology, each revealing uncannily precise details about his life. Using a sophisticated analysis of isotopes in one of the Iceman's teeth, for example, scientists led by Wolfgang Muller (now at the Royal Holloway, University of London) have shown that he probably grew up in the Valle Isarco, an extensive north-south valley that includes the modern- day town of Bressanone. Isotope levels in his bones, meanwhile, match those in the soil and water of two alpine valleys farther west, the Vai Senales and the Vai Venosta. Muller's team has also analyzed microscopic chips of mica recovered from the Iceman's intestines, which were probably ingested accidentally in food made from stone-ground grain; geologic ages of the mica best match a small area limited to the lower Vai Venosta. The Iceman probably set off on his final journey from this very area, near where the modern-day Adige and Senales Rivers meet.

F.   We also know that he was not in good health when he headed up into the mountains. The one surviving fingernail recovered from his remains suggests that he suffered three episodes of significant disease during the last six months of life, the last bout only two months prior to his death. Doctors inspecting the contents of his intestines have found eggs of the whipworm parasite, so he may well have suffered from stomach distress. But he was not too sick to eat. In 2002, Franco Rollo and colleagues at the University of Camerino in Italy analyzed tiny amounts of food residue from the mummy's intestines. A day or two before his death, the Iceman had eaten a piece of wild goat and some plant food.

G.  Archaeobotanists have used equally clever analyses of pollen and plant fragments to plot the Iceman's last movements. James Dickson of the University of Glasgow has identified no less than 80 distinct species of mosses and liverworts in, on, or near the Iceman's body. The most prominent moss, Neckera complanata, still grows at several sites in the valleys to the south, in some cases quite near known prehistoric sites. According to Dickson, a clot of stems found in the Iceman's possession suggests he was probably using the moss to wrap food, although other ancient peoples used similar mosses as toilet paper.

H.  Taken together, the evidence strongly indicates that the Iceman’s last journey began in the low-altitude deciduous forests to the south, in the springtime when the hop hornbeams were in bloom. But it may not have been a straight hike into the mountains. Oeggl has also found traces of pine pollen in the Iceman's digestive tract, both above and below the hornbeam pollen. This suggests that he may have climbed to a higher altitude where pine trees grow in mixed coniferous forests, then descended to the lower altitude of the hop hornbeams, and finally ascended again into the pine forests in his last day or two. Why? No one knows. But perhaps he wanted to avoid the steep, thickly wooded gorge of the lower Vai Senales-especially if he was in a hurry.

Questions 1-5

The reading passage has eight paragraphs A-H . Which paragraph contains the following information?

Write the correct letter A-H, in boxes 1-5 on your answer sheet.

NB you may use any letter more than once

1..................... the last area in which the iceman might live and stay.

2..................... a mass of special plant was discovered and used to analyze the iceman's movements.

3..................... a scientist analyzes the iceman's last hike depending on pollen.

4..................... the time and area the iceman was found.

5..................... the iceman's body had been out of condition for months before his death.

Questions 6-9

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

In boxes 6-9 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

6..................... According to the author, there must be another complete human corpse older than the iceman

7..................... The iceman might be the leader of his society, and he was very rich.

8..................... Scientists guessed the iceman's Information perfectly, and finally got the real cause of his death.

9..................... By testing the iceman's body, we know where he came from

Question 10-13

Complete the sentences below

Choose NO MORE THAN TWO WORDS from the passage for each answer.

Write your answers in boxes 10-13 on your answer sheet.

10.  The iceman has been placed in a 10..................... room since 1998.

11.  The iceman might get 11..................... for eggs of the whipworm parasite were found in his gut.

12.  There are a variety of mosses and liverworts found around the iceman such as

12.....................

13.  The route of the iceman’s last movement might not be 13.....................

Solution:

1. E

8. FALSE

2. G

9. TRUE

3. H

10. refrigerated high-tech

4. B

11. stomach distress

5. F

12. Neckera complanata

6. FALSE

13. straight

7. NOT GIVEN


PASSWORD: SHAREIELTSONESTOP

Your son has recently joined a new school, and you want to write a letter to his class teacher to give some information about him. Write a letter to the teacher. In your letter: Introduce yourself and your son Provide some information about your son's interests and hobbies Explain how you think the teacher can help him adjust to the new environment | Real exam ielts writing task 1 | Hard topics for ielts writing |

✅ Full IELTS General Training Task 1 Question:

Your son has recently joined a new school, and you want to write a letter to his class teacher to give some information about him.
Write a letter to the teacher. In your letter:

  • Introduce yourself and your son

  • Provide some information about your son's interests and hobbies

  • Explain how you think the teacher can help him adjust to the new environment


📑 Formal Letter Template (with placeholders):

Dear [Title + Teacher’s Last Name],

[Paragraph 1 – Purpose]
I am writing to [state the purpose – e.g., introduce myself and share some details about my son who has recently joined your class].

[Paragraph 2 – Personal Details]
My name is [Your Full Name], and my son, [Son's Name], has just started [mention grade/class] at your school. [Briefly mention when he joined and your impressions of the school].

[Paragraph 3 – Interests and Hobbies]
[Talk about your son’s personality, interests, and hobbies]. For example, he enjoys [hobby/sport/subject], and he is particularly enthusiastic about [specific interest]. He is generally [personality trait], but [mention anything relevant like shyness, enthusiasm, etc.].

[Paragraph 4 – Adjustment Suggestions]
As this is a new environment for him, I would appreciate it if you could [mention any suggestions – e.g., keep an eye on him during the first few weeks or encourage group activities]. Your support would go a long way in helping him feel comfortable and settle in quickly.

[Closing Statement]
Thank you for your time and understanding. Please feel free to contact me if you need any additional information.

Yours sincerely,  
[Your Full Name]

📝 Sample Answer:

Dear Ms. Sharma,

I am writing to introduce myself and provide you with some information about my son, Aarav, who recently joined your class.

My name is Sandeep Kaur, and Aarav has just begun Grade 6 at your school this past week. We recently moved to the city due to a job transfer, and we are quite impressed with the school's warm atmosphere and academic approach.

Aarav is a bright and curious child who has a keen interest in science and computers. In his free time, he enjoys playing chess and reading detective novels. While he is generally outgoing and friendly, he may appear a bit reserved initially in a new setting.

As he is adjusting to this new environment, I would greatly appreciate it if you could encourage him to participate in group activities or pair him with supportive classmates. Your guidance and encouragement would certainly help him feel more at ease and develop confidence in the new surroundings.

Thank you very much for your time and support. Please do not hesitate to contact me if you need any further details.

Yours sincerely,
Sandeep Kaur


💡 Useful Formal Vocabulary & Collocations:

  • I am writing to...

  • Recently joined your class/school

  • Keen interest in...

  • In his free time...

  • May appear a bit reserved

  • Adjusting to the new environment

  • Encourage participation

  • Settle in smoothly

  • Appreciate your support

  • Feel free to contact me



Thursday, 7 August 2025

Crossing the Threshold | 7 August ielts exam | 7 august ielts reading passage | 23 August ielts exam prediction | 23 August ielts reading prediction

 

Crossing the Threshold

The renovated Auckland Art Gallery in New Zealand unites old and new, creating an irresistible urge to step inside.

Architects are finding it very difficult in today's cultural landscape. The profession faces a three-way threat: a public that apparently doesn't understand what architects do, developers who couldn't care less what they do, and overbearing councils micromanaging every single aspect of what they do. According to sources within the architectural profession, the situation is much worse when architects work on municipal buildings, as architects FIMT and Archimedia discovered with their Auckland Gallery makeover, where a vast number of external pressures threatened the project, and with so many bureaucratic difficulties it looked doomed to fail.

The major challenge of the gallery renovation project was that it involved two parts. The first was to restore the heritage building, dating back to 1888, which contained a network of small spaces, refurbished so often it contained 17 different floor heights. The second was to deliver a new extension that would not only double floor and exhibition space but also attract new patrons, a total necessity. While the old building's circulation was off-putting, so was something intangible yet just as powerful: its atmosphere. For many, Auckland Art Gallery was just an old building that served a limited range of patrons with highbrow interests, missing its chance to engage with new audiences.

A 2003 survey of young people's impressions of the gallery confirmed this opinion, sounding more like references to an abandoned building. For the survey authors, "threshold fear"—where certain groups are intimidated from entering certain spaces by their off-putting atmosphere—was the institution's undoing, something no architect wants anything to do with. For those young people, Auckland Art Gallery was "undemocratic, dusty" and "cold—the epitome of threshold fear." Also, 16% of the sample group had no idea where it even was, despite being interviewed on the pavement right outside it. Clearly, the gallery was fatally out of step at a time when New Zealand's national museum in Wellington was successfully engaging broader audiences with contemporary branding and marketing, interactive displays, and temporary events.

The decision to evolve the gallery was actually made in 2000, although it took eight years for building to commence, as the architects fought off heritage committees and conservationists trying to stop them. The architects were not just dealing with a disillusioned public, but also with precious timber and the parkland which surrounds the building. Pushing the design through the Environment Court, the body which approves renovations of this scale, alone took three years. During this time, the budget blew out by several million dollars, the funding dried up, and the new wing had to be completely redesigned. Even after the redesigns, the use of kauri timber, with its significance to New Zealand's Maori people, stirred up political debate. In the new building, the architects have used kauri to produce a canopy with a curving interior roof supported by tapered steel columns, also clad in kauri. The canopy represents a signature public face, its curvature filtering light to the forecourt to the west and creating a visual echo of the canopy of pohutukawa trees in Albert Park to the east. The park also has cultural significance to Maori as it was the site of early settlements.

Another success is the refurbishment of the heritage building, especially the Mackelvie Gallery, in disrepair after its characteristic early twentieth-century Edwardian decoration had been stripped out or walled away in previous renovations. Remarkably, the Mackelvie space has been reconstructed from two old photos, although the problem of multiple floor levels was so serious that scaffolding had to be erected at the highest level, with work progressing downwards—the reverse of normal practice. When it was over, a fascinating detail was retained: the lowest level visible under glass embedded in the new floor, the building itself as artwork, while elsewhere columns from the old gallery have been exposed in the walls of the new wing.

The connection is reinforced by sculptures from Maori artist Arnold Wilson decorating the columns, while fellow artist Bernard Makoare was a consultant, ensuring the gallery emphasized Maori beliefs. Still, that didn't stop the conservationist Stephen King from accusing the architects of 'throwing' kauri at a 'mediocre building' and of misappropriating the 'mana' (spiritual energy) of the precious material (which is almost extinct: harvesting of both petrified and swamp kauri has been likened to a gold rush). However, the kauri that was used here was from the forest floor, and King's misconceptions sum up the prejudice that surrounded the project.

Objections also came from the Auckland Regional Council, worrying about the extension's impact on Albert Park, yet the project's relationship with parkland is one of the most successful outcomes. Impact is not only minimal, but it improves the park's social function. The extension's enormous glass atrium opens up the building by directing the gaze from street level to the parkland beyond, while inside, the new art space is fronted along the east by a continuous glass wall incorporating the park into the gallery. The glass becomes a "screen" for viewing the outside world and makes the art accessible to those in the park, a far cry from both "white cube" galleries worldwide, the plain boxes where paintings are hung in antiseptic walls, and also the dusty, impermeable Auckland Gallery of old.

In 2008, the gallery averaged just 190,000 visitors annually. After reopening, it had 300,000 in five months. Cynics will chalk that up to the novelty of the new, but the fact is the gallery is now an alluring cultural space which is crawling with young people.

Questions 27-31
Choose the correct letter, A, B, C, or D.
Write the correct letter in boxes 27-31 on your answer sheet.

  1. What is the writer's main point in the first paragraph?
    A. Criticism of architects by different groups is unfair.
    B. The architectural profession is generally well respected.
    C. The most difficult projects for architects are public buildings.
    D. Failure to deliver buildings is a result of poor communication.
  2. The Auckland Gallery project was particularly difficult because
    A. the existing building was old and parts of it had fallen down.
    B. there was a high number of floors in the building.
    C. it involved renovating the existing building and adding a new one.
    D. it needed to satisfy the requirements of the existing patrons.
  3. What disturbing information did the architects find out from the survey of young people?
    A. They did not visit the gallery because of the way it made them feel.
    B. They thought that the gallery buildings were not in use.
    C. The gallery had the reputation of being dirty.
    D. They did not like the entrance.
  4. What point is the writer making when he says that 16% of the sample group did not know where the museum was?
    A. Young people are not interested in galleries.
    B. The gallery was not reaching out to involve young people.
    C. The entrance to the gallery was not well signposted.
    D. The location of the gallery was difficult to access.
  5. Maori artists were used on this project to
    A. satisfy the concerns of conservationists.
    B. protect sacred materials in the Albert Park site.
    C. make sure the gallery respects Maori culture.
    D. ensure that certain sources of kauri were not used.

Questions 32-36
Do the following statements agree with the claims of the writer in Reading Passage 3?
In boxes 32-36 on your answer sheet, write
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this

  1. Before the renovation, the Auckland Art Gallery was regarded as an elitist institution.
  2. Stephen King's intervention in the project shows his understanding of the architects' use of kauri.
  3. The way the building interacts with its surroundings is a triumph.
  4. The glass flooring in the Mackelvie Gallery which reveals old features
  5. The design of the extension to the Auckland Art Gallery is similar to the design of white cube galleries in other parts of the world.

Questions 37-40
Complete each sentence with the correct ending. A-F, below.
Write the correct letter, A-F, in boxes 37-40 on your answer sheet.

  1. The destruction of Edwardian ornamentation
  2. It is extraordinary that a limited number of photographs
  3. The problem of having so many floor levels to deal with
  4. The glass flooring in the Mackelvie Gallery which reveals old features

A. resulted in work being done in the opposite direction to that usually followed.
B. is more than cosmetic and has improved the circulation.
C. was the clue to rebuilding the Mackelvie Gallery successfully.
D. has resulted in the building itself becoming a work of art.
E. means that you should be able to tell whether you are in the old wing or the new one.
F. was the result of earlier attempts to modernise the building.

 

  • C
  • D
  • A
  • B
  • C
  • no
  • no
  • yes
  • ng
  • no
  • f
  • c
  • a
  • e

PASSWORD: ACTUALEXAM

Some think the best way to motivate and encourage people to work hard is to pay them based on how much they produce and sell. To what extent do you agree or disagree with this opinion? | Computer based ielts writing task 2 |

✅ Question

Some think the best way to motivate and encourage people to work hard is to pay them based on how much they produce and sell.
To what extent do you agree or disagree with this opinion?


📄 Sample Answer (Agree to some extent)

In today’s fast-paced and highly competitive work environment, many believe that offering performance-based pay is the most effective way to boost employee motivation and productivity. While I agree that financial incentives can drive people to work harder, I believe they are not the only solution, and a more balanced approach should be considered.

On the one hand, linking income directly to performance can certainly encourage employees to be more productive and results-oriented. For instance, in sales-driven industries such as real estate or insurance, individuals who earn commission-based salaries often outperform those on fixed wages. This is because the more they sell, the more they earn — a concept that creates a direct relationship between effort and reward. Additionally, performance-based pay can help companies identify top performers, improve competitiveness among staff, and align personal goals with organizational objectives.

However, relying solely on monetary rewards has its downsides. Not all jobs can be measured in terms of tangible output or sales. For example, teachers, healthcare workers, and customer service staff play critical roles in society, yet their performance cannot always be quantified in numbers. Moreover, excessive focus on money might lead to unhealthy competition, burnout, and unethical practices, especially if employees are under constant pressure to meet unrealistic targets. In the long run, this could reduce job satisfaction and damage workplace morale.

In my opinion, while performance-linked salaries can be effective in certain sectors, motivation should be nurtured through a variety of methods. Providing opportunities for professional growth, recognizing efforts, maintaining a healthy work-life balance, and fostering a positive work culture are equally essential in encouraging employees to perform well consistently.

To conclude, paying employees based on their output is a powerful motivator in some contexts, but it is not a one-size-fits-all strategy. A combination of financial and non-financial incentives is the most sustainable way to boost both performance and satisfaction in the workplace.


🔑 Useful Vocabulary & Collocations:

Word / Phrase Meaning / Use
performance-based pay Salary linked to employee’s productivity or sales
financial incentive Monetary reward to motivate behavior
results-oriented Focused on achieving outcomes or goals
commission-based salary Income dependent on sales or results
align goals with objectives Ensure personal efforts match company targets
unhealthy competition Excessively aggressive rivalry
burnout Extreme physical or emotional exhaustion
quantify performance Measure how well someone is doing in numbers
non-financial incentives Motivation strategies that do not involve money
professional growth opportunities Chances for career advancement or skill development
healthy work-life balance Maintaining proper time between job and personal life
sustainable motivation Long-term encouragement and enthusiasm