IELTSFever Computer Based General Reading Test 10 is a forty-question practice session built around fitness information, community activities, employment procedures, a receptionist vacancy and a longer environmental passage about emperor penguins. The opening text, Gold’s Gyms, may appear easy because its language is promotional and familiar. Yet its True, False and Not Given questions demand careful attention to membership, schedules, prize information, fitness levels and the exact scope of each statement.
The rest of the test asks you to make several sharp changes in reading behaviour. You compare five activity notices, rebuild a recruitment procedure from a company announcement, extract details from a job description and connect scientific claims with the researchers who made them. The final passage, The Last March, then tests whether you can follow the relationship between emperor penguins, breeding cycles, sea ice, food sources and climate projections.
Set aside sixty uninterrupted minutes and. Complete the test before checking its solution. A clean first attempt gives you honest information about your timing, screen navigation and evidence decisions.
Start IELTSFever Computer Based General Reading Test 10
This guide will not reproduce the test passages or reveal the answers. Its purpose is to help you understand the reading work behind each group, recognise the most likely traps and review your attempt in a way that improves your next unfamiliar test.
Why Test 10 Requires a Fresh Strategy
The distribution of questions is unusual. Questions 1–21 all belong to the first broad section, Questions 22–27 form a short workplace section, and Questions 28–40 are attached to the final passage. If you automatically reserve twenty minutes for each numbered section, you may rush the largest section or give too much time to the six-question middle section.
The output formats also change repeatedly:
- Questions 1–6 require True, False or Not Given.
- Questions 7–14 require letters matched to activity notices.
- Questions 15–21 require words from a recruitment text.
- Questions 22–27 are another completion task with a different word limit.
- Questions 28–33 match statements with named experts.
- Questions 34–37 return to True, False or Not Given.
- Questions 38–40 end with short summary gaps.
Accuracy therefore depends on more than understanding English. You must know what kind of answer belongs in the active box and which portion of the text is allowed to provide it.
What Appears in Computer Based General Reading Test 10?
| Questions | Text | Response format | Main reading demand |
|---|---|---|---|
| 1–6 | Gold’s Gyms | True, False or Not Given | Testing promotional claims against precise details |
| 7–14 | Activities and Classes, A–E | Match each statement to a notice | Comparing suitability, outcome, timing and participation |
| 15–21 | Employment at ABC, Inc. | Completion, no more than three words | Reconstructing an application process in order |
| 22–27 | Job brief: Receptionist | Completion, no more than two words | Separating duties, qualities and requirements |
| 28–33 | The Last March | Match statements to people A–E | Linking an attributed claim to the correct expert |
| 34–37 | The Last March | True, False or Not Given | Checking roles, evidence and cause carefully |
| 38–40 | The Last March | Summary completion, no more than two words | Following the closing summary in passage order |
The table is a preparation map, not an answer guide. Read the live instructions again whenever the task changes.
Read Gold’s Gyms as a Set of Claims and Boundaries
Promotional writing combines broad promises with specific conditions. The gym text discusses the overall fitness experience and then introduces particular offerings such as a transformation challenge, personal training, group classes and bootcamp sessions. Keep those subsections separate. A feature of bootcamp cannot automatically be applied to every class, and a condition for challenge participants cannot be extended to all members.
For each statement in Questions 1–6, identify four elements:
- the programme or service being discussed;
- the person or group affected;
- the exact claim; and
- any limit involving time, access, quantity or location.
The first matching word you see may establish only the topic. Continue reading until every element has been checked.
Treat “Only,” “All” and “Total” as Decision Words
Short words often create the real question. A programme designed for all fitness levels does not become a beginners-only programme. A prize pool shared across several awards is not the same as one prize of the full amount. A service available at participating locations is not necessarily available everywhere.
Imagine this original notice:
The eight-week wellness course is open to all adult members. Six regional winners will share awards worth $12,000 in total. Visitors may attend one trial class at selected centres.
Now compare three invented statements:
- “Only new members may join the course.” This conflicts with the stated group.
- “The six awards together are worth $12,000.” This preserves the total relationship.
- “Every centre offers a visitor trial.” The notice limits the offer to selected centres.
These examples are not taken from Test 10. They demonstrate why the noun, number and limiting expression must stay together.
Find Contradiction Before Choosing False
Choose False only when the passage gives an incompatible fact. If a statement mentions a timetable that the text never supplies, the missing schedule is not automatically a contradiction. Ask whether you can point to an opposite or conflicting detail.
Use this final test:
- True: the entire statement agrees with the passage.
- False: an essential part conflicts with the passage.
- Not Given: the passage leaves an essential part unresolved.
Avoid using current knowledge about any real gym or fitness programme. The practice passage is the only evidence source for these questions.
Filter the Activity Notices by Fit
Questions 7–14 present five activities with overlapping promises. Several welcome beginners, build confidence or involve performance. Instead of reading each notice as a miniature advertisement, treat the question as a request for a particular kind of fit.
Use five filters:
- Entry level: Is prior experience required, preferred or unnecessary?
- Audience: Is the activity designed for adults, families, beginners or people of mixed ability?
- Personal outcome: Could it build confidence, improve mood or produce rapid progress?
- Participation style: Is it a class, intensive workshop, public performance or group event?
- Practical detail: When is it held, what must a participant bring, and is individual attention promised?
Reduce each notice to two memorable features. For example, one could become “beginner acting + confidence,” while another becomes “small art class + close attention.” These are navigation labels, not answers from the test.
Translate the Question into a Human Need
Many matching statements paraphrase the notice rather than repeat it. “Could help a shy person” may correspond to language about confidence or apprehension. “Suitable for different ages” may be expressed through a family audience. “Could improve your mood” may appear as an invitation to lift your spirits.
Before scanning, rewrite the statement as a simple need:
- “I want personal guidance.”
- “I can attend only in the evening.”
- “I have no experience.”
- “I want to join a performance.”
Then find the notice that meets that need most precisely.
Distinguish Preferred Skills from Essential Skills
Notices often soften requirements with words such as desirable, helpful or not essential. Do not convert a preference into an entry condition. Likewise, a class that welcomes beginners does not necessarily exclude experienced participants.
Here is an original comparison:
Workshop P: Previous photography experience is useful but not required. Participants will display one image at the closing event.
Workshop Q: No experience is needed. Class size is limited to eight so that every learner receives detailed feedback.
Workshop R: The evening choir welcomes confident singers who can read music.
P is connected with optional experience and public display, Q with individual feedback, and R with an evening musical activity and a stated skill. The method is to match the decisive combination, not one shared word.
More questions than notices means a letter may be used again. Repeat it whenever a different sentence is independently supported by the same notice.
Rebuild the ABC Recruitment Journey
The employment text is procedural. It explains what applicants do first, what happens after an application is submitted and what may occur at an interview. Questions 15–21 compress that procedure into a shorter sequence.
Before filling any gap, sketch the journey mentally:
search → apply → wait → contact → interview → documents → possible assessment
This sequence helps you locate evidence without rereading the announcement from the beginning for every question. The completion questions generally follow the source order, so once an answer is found, the next search can continue below it.
Respect Negative Instructions
Recruitment notices often explain what not to do. A company may reject general applications, limit the number of positions applied for at one time or ask candidates not to contact staff after submitting a form. These are not minor details; they define the process.
If the summary describes an action taken by the employer, do not supply an action forbidden to the applicant. Keep the actor clear: applicant, company or interviewer.
Predict the Missing Grammar
Questions 15–21 allow no more than three words from the text. Study the sentence around each blank before searching:
- after the, expect a noun or noun phrase;
- after send you, expect an object;
- after until, expect a time expression;
- after go to, expect a place; and
- after asked for, expect a person, document or item.
Grammar narrows the search and helps you avoid copying a nearby phrase that expresses the right topic in the wrong form.
Consider this invented recruitment notice:
Review the available roles online and submit the candidate form. Suitable applicants will receive a message within ten business days.
If a summary says, “Suitable candidates will receive a ______,” the source phrase must fit both the meaning and the article already supplied. Copying an entire clause would exceed the need and may break the word limit.
After entering each answer, count the words, check the spelling and reread the completed sentence.
Read the Receptionist Brief in Three Layers
The middle section contains only six questions, but its job description is packed with similar workplace language. Organise it into three layers:
Layer 1: Purpose of the Role
This explains why the receptionist exists in the organisation—welcoming visitors, serving as a point of contact and helping the front desk operate effectively.
Layer 2: Daily Responsibilities
This includes actions performed during the job: dealing with visitors and calls, distributing information or deliveries, maintaining records, arranging practical matters and carrying out office tasks.
Layer 3: Requirements and Personal Qualities
This contains the experience, software knowledge, communication ability, professional manner, organisation and flexibility expected from a successful applicant.
Questions 22–27 may paraphrase information from any of these layers. Locate the layer first, then choose the smallest exact phrase that completes the new sentence.
Do Not Confuse a Duty with a Quality
“Managing several tasks” is an activity, while “flexibility” is a quality. “Recording costs” is a responsibility, while software proficiency is a requirement. The words may appear close together, but their grammatical roles differ.
Use the question frame to decide what belongs in the blank. If the gap follows a ___ role, a noun phrase describing the role is likely. If the sentence asks what must be tracked, look for an object in the responsibility list. If it asks what software the applicant should know, search the requirements rather than the duties.
The word limit changes here: Questions 22–27 permit no more than two words. Do not carry the earlier three-word rule into this section.
Build a Speaker Register for “The Last March”
The final passage combines the writer’s narrative with observations, estimates and predictions attributed to several researchers. Questions 28–33 ask you to match statements with people, not paragraphs. A correct idea attached to the wrong speaker is still incorrect.
Create a simple speaker register while skimming:
| Speaker record | What to note |
|---|---|
| Research method | Census, field observation, modelling or long-term monitoring |
| Main subject | Colony numbers, breeding, moulting, sea ice or future change |
| Strength of claim | Direct observation, estimate, prediction or possibility |
| Memorable number | A percentage, time period or temperature linked to that person |
Do not try to memorise every sentence. Give each expert one short research label and return to the line when a question demands detail.
Separate the Narrator from the Named Expert
Some information is reported directly by the writer; other information follows a name and a reporting verb such as explains, says, estimates or predicts. Only an attributed idea can answer a person-matching statement.
Pronouns can create difficulty. If one paragraph mentions two researchers, identify which name the later he or she refers to. Read one sentence before and after the quotation rather than isolating the matching phrase.
Keep Observation, Explanation and Projection Apart
The passage moves between different evidence types:
- observation of what happened in a particular colony;
- explanation of how researchers found or counted birds;
- a link between stable sea ice and part of the penguin life cycle; and
- future projections based on warming or greenhouse-gas scenarios.
A past observation cannot automatically support a future percentage. A method that improves population estimates does not necessarily show whether the population is rising or falling. Preserve the time frame and the purpose of the evidence.
Handle the Final True, False and Not Given Set Carefully
Questions 34–37 focus on relationships: which parent performs a role, what a comparison actually says, what satellite evidence can establish and how winds affect sea ice. These statements are short, but each can change the direction of a relationship.
Use a two-line comparison:
Question relationship: subject → action/result
Passage relationship: subject → action/result
If the subjects or directions differ, the statement may be False. If the passage mentions the two topics without establishing the claimed relationship, consider Not Given.
Be particularly cautious with similarity claims. If one group treats penguins as role models, that does not prove the group lives in the same way. A connection is not automatically an equivalence.
Outside knowledge about climate change or penguin biology should not decide the answer. The reading passage must confirm or contradict the claim.
Finish the Penguin Summary with Passage Words
Questions 38–40 ask for no more than two words. The summary brings together physical ability, a yearly biological process and a food source associated with sea ice. The gaps generally follow the order of ideas in the passage.
Before searching, identify the required word class:
- after are not, an adjective may be needed;
- after need to, a base-form verb may be needed; and
- after food called, a noun may be needed.
This grammatical forecast makes the correct source word easier to recognise. Copy the passage form unless the completed sentence clearly requires the same word in a different allowed form. Do not add explanatory words merely to make the answer look complete.
Run four checks before leaving the section:
- no answer contains more than two words;
- each answer fits the grammar of the summary;
- the three answers follow the correct passage locations; and
- spelling matches the source.
Use Question Milestones Instead of Equal Sections
Because the three sections contain 21, 6 and 13 questions, equal twenty-minute blocks are not the best starting plan. Try these milestones during practice:
- Minute 8: finish Questions 1–6.
- Minute 19: finish Questions 7–14.
- Minute 29: finish Questions 15–21.
- Minute 37: finish Questions 22–27.
- Minute 48: finish Questions 28–33.
- Minute 57: finish Questions 34–40.
- Final 3 minutes: check response types, word limits and unanswered boxes.
These are training targets, not official rules. Record your real times and adjust the milestones without sacrificing the longer final passage.
If one matching item remains unclear after a targeted search, enter a provisional letter and continue. Spending four minutes on a single activity or expert can prevent you from reaching easier completion gaps later.
Protect Marks on the Computer Screen
The CBT format makes labels important. In the activities task, A–E refer to notices. In the expert task, A–E refer to people. The letters look identical but belong to different lists. Reset the meaning of the letters when the section changes.
Keep the active label list visible whenever possible. Before clicking an answer, say the label and its meaning silently: “C, the third activity,” or “B, the second researcher.” This reduces letter-name swaps.
Highlight only decision language: exclusively, all levels, desirable, within, no more than, percentages, dates, reporting verbs and cause signals. Highlighting full paragraphs makes later scanning slower.
For typed answers, keep the source phrase on screen until entry is complete. A spelling mistake or unnecessary extra word can lose a mark even when the correct idea was found.
Perform a Three-Part Exit Check
Use the final three minutes in this order:
1. Response-Type Check
Confirm that Questions 1–6 and 34–37 contain True, False or Not Given; matching groups contain letters; and completion groups contain passage words.
2. Word-Limit Check
Questions 15–21 allow up to three words. Questions 22–27 and 38–40 allow up to two. Count any answer sitting at the limit.
3. Label Check
Review flagged activity and expert matches. Make sure the selected letter belongs to the correct list and that repeated letters are supported rather than accidental.
Do not change answers to create a balanced pattern. Correct answer sequences can contain repeated letters or several identical judgements.
Review with a Difference Log
After submission, compare your interpretation with the decisive passage wording. Record errors as differences rather than as vague failures.
| Question meaning | Passage meaning | Difference that caused the error | Rule for next time |
|---|---|---|---|
| One prize has the full amount | The amount belongs to a larger pool | individual versus total | Attach every number to its exact noun |
| A skill is required | A skill is only preferred | essential versus desirable | Mark strength words in notices |
| A method proves a trend | A method improves a count | total versus change over time | Ask what the research method can actually establish |
| A benefit applies everywhere | It applies at selected locations | universal versus limited | Check location and eligibility boundaries |
The entries above illustrate the format; they are not a substitute for reviewing your own questions. Your final column should contain a short action that can be used on a new passage.
Replay the Error Without the Answer Table
Two days later, cover the solution and redo only the questions recorded in the log. For each response, point to the line that proves it. If you remember the answer but cannot explain the evidence, the question has not yet become a transferable skill.
Then choose one fresh matching or completion set from the IELTSFever General Reading practice collection and apply the same rule. Fresh transfer is more valuable than repeatedly recalling Test 10.
Common Mistakes Specific to Test 10
Applying One Gym Programme’s Features to Another
The opening text contains several programmes under one brand. Keep challenge details, training credentials, group classes and bootcamp access in their own subsections.
Confusing a Prize Total with a Single Award
Numbers need labels. Check whether a figure describes one prize, several prizes together, a duration or a number of winners.
Inventing a Class Timetable
A passage may describe a class without saying how often it runs. Familiarity with gym schedules is not evidence.
Ignoring “Desirable but Not Essential”
A preferred ability does not become a strict requirement. Read the full condition before matching an activity.
Missing Two Events Under One Activity Label
One labelled notice can contain more than one event. Read the complete option before deciding that it cannot answer another statement.
Reversing Applicant and Employer Actions
The recruitment passage gives instructions to applicants and describes later actions by the company. Identify who sends, contacts, waits or arranges.
Carrying the Three-Word Limit into the Receptionist Task
The word limit changes between question groups. Check the instruction beside the active set rather than relying on memory.
Copying a Responsibility When the Gap Needs a Quality
Job descriptions mix duties, skills and personal traits. Let the grammar of the new sentence identify the correct layer.
Matching a Scientific Idea to the Nearest Name
The correct expert may be named in a neighbouring sentence or later cited through a pronoun. Trace the attribution carefully.
Treating a Better Census as Proof of Population Growth
Finding more colonies or improving a count does not automatically reveal whether numbers are increasing over time.
Replacing Passage Evidence with Environmental Knowledge
Even accurate outside knowledge cannot answer True, False and Not Given unless the passage states the relevant claim.
Continue Your IELTSFever Practice Sequence
Use earlier guides to practise different combinations of text and question type:
- IELTSFever Computer Based General Reading Test 1
- IELTSFever Computer Based General Reading Test 2: London Underground
- IELTSFever Computer Based General Reading Test 3: A Penny That Saved A Life
- IELTSFever Computer Based General Reading Test 4: Swimming Pool Rules and Regulations
You can also complete the previous CBT General Reading Test 9 or browse the full IELTSFever General Reading test collection.
For a wider study plan, read IELTSFever Reading Test Tips and Information and use the IELTSFever collection of 30 General Reading practice tests.
Frequently Asked Questions
Question 1:- Where can I take IELTSFever Computer Based General Reading Test 10?
Use the official IELTSFever CBT Test 10 page. Begin when you can complete a continuous sixty-minute practice session.
Question 2:- How many questions are in Test 10?
The test contains forty questions. The first broad section has Questions 1–21, the middle section has Questions 22–27, and the final passage covers Questions 28–40.
Question 3:- Which passages are included?
The test contains Gold’s Gyms, Activities and Classes, Employment at ABC, Inc., a Receptionist job brief and The Last March, a longer passage about emperor penguins and sea ice.
Question 4:- Which question types will I practise?
You will practise True, False and Not Given, matching statements to notices, completion with two different word limits, matching statements to people and summary completion.
Question 5:- How do I distinguish False from Not Given in the gym passage?
Choose False when the text gives a conflicting detail. Choose Not Given when an essential detail, such as a schedule or comparison, is absent. A statement is not False merely because you cannot confirm it immediately.
Question 6:- Can an activity letter be used more than once?
Yes. There are more statements than activity notices, so one notice may support several questions. Each repeated use still needs separate evidence.
Question 7:- What should I do before answering the employment summary?
Read the complete summary and reconstruct the recruitment order. Predict the grammar of each blank, then copy the shortest exact phrase from the relevant part of the source.
Question 8:- What are the completion word limits?
Questions 15–21 allow no more than three words. Questions 22–27 and 38–40 allow no more than two words. Always confirm the live instruction before typing.
Question 9:- How should I match statements with researchers?
Create a short register linking each person to a research method, subject and type of claim. Check reporting verbs and pronouns so that an idea is not assigned to the nearest visible name.
Question 10:- Do I need specialist knowledge about gyms, recruitment or penguins?
No. All necessary evidence is contained in the test. Outside knowledge may help with general understanding, but it should never decide an answer.
Question 11:- How much time should I reserve for The Last March?
Aim to reach Question 28 with roughly twenty-three minutes remaining and finish Question 40 by about minute 57. Adjust this after reviewing your own section times.
Question 12:- Where can I check the Test 10 answers?
After submitting your attempt, open the official IELTSFever Test 10 solution page. Review the decisive evidence for every mistake and every correct guess.
Take IELTSFever Computer Based General Reading Test 10
Test 10 rewards controlled changes of focus. In Gold’s Gyms, protect the boundaries between programmes. In the activity notices, match the learner’s need with the complete offer. In the employment texts, follow sequence and grammar. In The Last March, keep expert attribution, observed facts and future projections separate.
Use the milestones to reach all forty questions, then build a Difference Log from the result. The aim is not to remember a set of answers. It is to become faster at noticing the one changed word, condition or relationship that decides a new question.
When you are ready, open IELTSFever Computer Based General Reading Test 10 and begin.
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