IELTSFever Computer Based General Reading Test 13 is a complete practice set with 40 questions and three distinct sections. This Morpeth IELTS Reading guide helps you prepare for each section without revealing the answer key. You will learn how to follow a heritage route, compare accommodation, organise course data, judge a writer’s claims and rebuild a business-planning process.
The test starts with short, practical texts. First, you read a brief history of Morpeth. Next, you compare places to stay and follow a heritage walk on a map. Section 2 changes the setting to a Numeracy Centre, where course facts and student needs must be matched precisely. Finally, Section 3 presents a longer text about business planning, followed by Yes, No or Not Given statements and a flow chart.
This variety makes the test valuable. It does not reward one fixed reading technique. A date question needs exact retrieval. A map task needs sequence and direction. A student-course match needs a complete eligibility check. Meanwhile, a Yes, No or Not Given statement requires careful logic. Therefore, your method must change when the task changes.
When you have 60 uninterrupted minutes. Complete all three sections before checking the solution. Your first attempt should measure real decisions, not remembered answers.
Start IELTSFever Computer Based General Reading Test 13
Why IELTSFever Computer Based General Reading Test 13 Feels Different
Some reading sets move from one paragraph to the next in a predictable way. Test 13 is more physical. You move through a town, trace a walking route, compare accommodation facilities, inspect a training timetable and then follow the stages of a business plan.
As a result, location and structure matter as much as vocabulary. The position of a place on a route can settle a map answer. The position of a detail inside a course description can show whether it is a fee, prerequisite or teaching method. In the final passage, section labels reveal the order of a process.
The test contains:
- 11 short-answer or chart-completion questions;
- 21 matching questions;
- 7 Yes, No or Not Given questions; and
- 1 multiple-selection question that requires two choices.
The main challenge is control. You must keep dates attached to events, facilities attached to the correct property and requirements attached to the right course. Later, you must separate the writer’s opinion from assumptions that merely sound sensible.
General Reading Test 13 Structure at a Glance
| Questions | Text and task | Response style | Core skill |
|---|---|---|---|
| 1–3 | Short description of Morpeth | Short answers | Retrieving dates and geographical facts |
| 4–7 | Four accommodation advertisements | One two-answer choice plus matching | Comparing facilities, prices and services |
| 8–14 | Morpeth Heritage Walk | Match map locations with A–K | Following sequence and spatial language |
| 15–22 | Numeracy Centre course chart | Short answers | Extracting costs, hours, methods and prerequisites |
| 23–27 | Five student profiles | Match each person to Course A–D or N | Testing complete suitability |
| 28–34 | Business Planning | Yes, No or Not Given | Comparing claims with the writer’s position |
| 35–40 | Business-planning flow chart | Choose labels A–J | Reconstructing a process and its hierarchy |
Always follow the wording shown on the live screen. Instructions control whether you should type words, enter a number or select a letter.
This overview shows why IELTSFever Computer Based General Reading Test 13 needs several reading methods rather than one fixed technique.
Use the Route–Role–Rule–Review Method
Test 12 used advertisements and functional language. Therefore, Test 13 needs a different system. Use four new checkpoints throughout this paper.
Route: Where Does the Information Move?
Look for order. In the heritage walk, order is physical. In the course chart, it is organised by rows and fields. In business planning, it is procedural. Ask what comes before, beside, opposite or after the target.
Role: What Job Does This Detail Perform?
A number could be a year, price, duration or level. A room could be a facility or the main type of accommodation. A computer reference could describe a subject, a teaching tool or a learner’s need. Identify the detail’s role before using it.
Rule: What Must Be True for the Answer to Fit?
Every question carries a rule. “Which TWO” needs two independent choices. A course match must satisfy all essential needs. Yes requires agreement with the writer, while Not Given means the text does not settle the full claim.
Review: Can You Prove the Choice in One Line?
Before moving on, state the proof in a few words. For example: “later date marks transport change,” “full cooking facility,” “prerequisite named,” or “writer says plan remains flexible.” These examples show proof style only; they are not an answer list.
This method keeps the task active. You follow the route, identify the detail’s role, apply the rule and review the proof.
Questions 1–3: Build a Timeline Before Answering
The opening description of Morpeth is brief. However, it contains several dates and stages of Morpeth’s development. Reading them as unrelated numbers increases the chance of mixing them.
Create a simple mental timeline:
land and early settlement → growth as a river centre → arrival of a new transport link → modern tourism
Now attach each date to an event rather than trying to remember a bare number. The question may use different wording. For instance, received land and was given land express the same relationship. Likewise, trains first arrived may be paraphrased as a railway reaching the town.
Separate Person, Place and Event
The paragraph includes a person, a town, an area of land, a river and transport history. Before typing, ask which category the question requests:
- when requires a date;
- where or on what river requires a place name; and
- what happened requires an event.
Do not include a complete sentence when the answer box needs only a date or name. Short, exact answers reduce both typing time and spelling risk.
Read the Question’s Verb
Dates are easy to confuse when the same paragraph covers ownership, construction and transport. The verb is your best locator. Underline words such as given, grew, reached or became. Then find the sentence where the same event is described, even if the vocabulary changes.
This timeline habit gives the Morpeth IELTS Reading opening a clear structure. It also protects time for the more demanding map task.
Questions 4–7: Compare Accommodation by Evidence, Not Atmosphere
The accommodation notices promote four different places. Each description tries to sound attractive. Therefore, general positive language such as comfortable, quiet, quality or beautiful is not enough to choose an answer.
Instead, create a compact comparison grid:
| Evidence field | What to record |
|---|---|
| Food | Restaurant, nearby meal option, breakfast or self-catering |
| Recreation | Pool, sports area, spa or quiet rural setting |
| Price claim | Lowest rate, package or no comparison stated |
| Contact | Ordinary number or free-call option |
| Room style | Motel unit, inn room or independent cottage |
| Cooking | Meals purchased or kitchen available to guests |
You do not need to write the full grid during the test. However, thinking in fields prevents one property’s features from drifting into another.
One Question Needs Two Properties
Question 4 requires two selections. First, identify the facility being tested. Next, prove that each selected property offers it directly. A nearby business is not always the same as a facility inside the accommodation. Read the exact relationship.
After selecting the first property, continue through all remaining options. Then check that two boxes are active before moving forward.
Marketing Claims Are Still Evidence
An advertisement may claim to offer the lowest rate. You do not need to verify that claim using outside knowledge. Within a reading test, the advertisement’s wording is the evidence.
However, distinguish a direct comparison from vague language. Affordable does not necessarily mean cheapest. Special package does not prove the lowest normal tariff. The strength of the wording must match the strength of the question.
Self-Contained Has a Practical Meaning
Property descriptions often use compact phrases that imply several facilities. Instead of guessing, read the details that follow. If a question asks whether guests can prepare food, look for actual cooking equipment or a kitchen, not merely a sitting area or restaurant.
Here is an original example:
Hillview Lodge: Breakfast is delivered to each room. Guests can use a shared lounge.
Orchard Cabins: Each cabin has a small kitchen, dining table and private deck.
For a self-catering question, the kitchen is decisive. Breakfast delivery concerns food service, but it does not prove that guests can cook. This example is original and does not reproduce Test 13.
In Morpeth IELTS Reading, this evidence-first comparison is more reliable than choosing the property with the most attractive description.
Why Morpeth IELTS Reading Requires Route Awareness
Questions 8–14 turn a written walking description into map locations. This is not ordinary matching. The answer depends on movement through space.
Start by finding three anchors:
- the starting point;
- the direction or sequence of movement; and
- the final destination.
Once those anchors are secure, fill the middle locations in travel order. Do not begin by matching isolated place names to random numbers.
Convert Route Language into Actions
Route descriptions contain verbs and position phrases. Turn them into simple movements:
- start at = first fixed point;
- walk or stroll past = the place appears along the route;
- from there = continue from the last named point;
- opposite = paired locations face one another;
- turn into = a change of street or direction;
- on your right or left = side position;
- continue up = remain on the current route;
- finish at = final mapped stop.
Sequence words are more reliable than your idea of what the real Morpeth route should look like.
Not Every Place Name Is a Map Stop
The passage may mention a location because materials came from there, because an older form of transport once existed or because a wider region is being described. Such a name can appear in the option list even though the walking route does not stop there.
Ask: Does the walker physically reach or pass this place?
If the name only explains history or origin, it may be a distractor. This single check is especially useful when the option list is longer than the number of blanks.
Use Neighbour Pairs
If the text says one building is opposite another, treat them as a pair. If the map shows two numbered points facing each other, you have a strong structural match. Likewise, a place named immediately after a turn should appear close to that junction.
Do not rely only on compass direction. The text may give sequence more clearly than north, south, east or west.
Draw a Tiny Route Strip
On your rough paper, write only initials:
Start → P1 → P2 ↔ P3 → turn → P4 → shops → finish
The strip is not a second map. It is a memory aid. Fill it with location initials as you read, then transfer the matching letters to the screen.
Check the Number and the Letter
Map questions create two layers: a numbered blank and a lettered place option. Before clicking, say both silently: “location number ___ equals option ___.” This reduces accidental shifts where every later answer moves one box.
Therefore, treat the Morpeth IELTS Reading map as a connected journey rather than seven unrelated matching questions.
Questions 15–22: Read the Numeracy Course Chart Vertically
Section 2 introduces several courses. Questions 15–22 ask for chart details such as cost, teaching method, hours or previous study. The task becomes easier when you read one field at a time.
For example, first compare all costs. Next, compare teaching formats. Then check duration and prerequisites. This vertical reading method is faster than rereading every complete course for each blank.
Attach Every Number to a Unit
The course text contains hours, days, school levels and fees. Never store a bare number. Keep it in a pair:
- number + hours;
- number + days;
- amount + course fee; or
- school year + maths level.
If a course runs for several days with a fixed number of hours each day, the chart may require a total. Write the multiplication before entering the result:
days × hours per day = total hours
Then reverse-check the total. This takes a few seconds and prevents a simple arithmetic loss.
Distinguish Teaching Methods
A course description may mention a lecture, tutorial, workshop, group discussion or hands-on computer activity. These are not interchangeable.
If the chart asks what follows a lecture, locate the sequence inside the session. If it asks for the general method used by another course, select the label that describes how learners are taught, not the software or topic they use.
Follow Prerequisite Language Backwards
Words such as previous course, must be completed first or required before enrolment create a backward link. Identify the current course, then move to the course immediately named or logically referenced as the prerequisite.
Do not confuse a recommended skill with a compulsory earlier course. Strong obligation language matters.
Copy the Right Amount of Text
Chart answers should be brief. If the field is “teaching method,” enter the method, not a full clause. If the field is “cost,” check whether the currency symbol already appears beside the blank. If it does, do not duplicate it.
After Questions 15–22, run a mini audit:
- Are all costs attached to the right course?
- Did you calculate rather than copy when a total was needed?
- Are teaching methods singular or plural as shown in the source?
- Is the prerequisite a course name rather than a general subject?
Questions 23–27: Match the Whole Student, Not One Keyword
Five student profiles must be matched with Course A–D or N, meaning no suitable course. Each profile contains a need, background and level. All essential parts must fit.
Use a three-part learner card:
| Learner factor | Question to ask |
|---|---|
| Goal | What does the student need to do? |
| Starting point | What do they already know or lack? |
| Level or condition | Is the need basic, advanced, language-related or subject-specific? |
Then compare the card with the course’s audience, content and entry condition.
A Shared Word Does Not Prove Suitability
A student may mention computers, while a course also uses computers. Yet the program may use them only as a teaching tool for another subject. Similarly, a course can include statistics without serving someone who needs only basic maths revision.
Read the relationship around the keyword. Ask whether the subject is the course’s main outcome or merely part of its delivery.
Use N Confidently
The N option is not a last resort. It is correct whenever no course satisfies the complete need. Do not force a learner into the closest available program.
An invented example shows the logic:
A learner wants advanced animation software. The listed courses cover basic spreadsheets, beginner typing and data interpretation.
All options mention computers, but none teaches advanced animation. The exact goal is missing. Therefore, “no suitable course” is a valid evidence-based decision.
Respect Course Level
Words such as elementary, revision, bridging, advanced and practitioner matter. A course may cover the correct broad subject at the wrong depth. Match both topic and level.
Check Prerequisites Before Choosing
Even when a course meets the student’s goal, it may require earlier study. If the profile does not show that requirement, examine whether another course should come first. Suitability includes entry conditions, not just final content.
This full-fit method is one of the most transferable lessons in General Reading Test 13. It works for courses, jobs, services, accommodation and event matching.
The same method also makes the Morpeth IELTS Reading course section faster because it removes weak options before you compare fine details.
Questions 28–34: Judge the Writer’s Position Precisely
Section 3 begins with seven Yes, No or Not Given statements about business planning. These labels test the writer’s claims:
- Yes: the statement agrees with the passage.
- No: the passage expresses an incompatible idea.
- Not Given: the passage does not provide enough information to decide the full statement.
Do not replace these labels with True, False and Not Given in the answer box. The logic is similar, but the required response words matter.
Break Each Statement into Meaning Units
Consider a statement with three parts:
A plan is needed / only for new firms / before opening.
The passage must support the full combination for Yes. If it says plans also guide established or expanding firms, one limiting word creates a contradiction. If it never discusses timing, that missing element may lead to Not Given.
Underline qualifiers such as:
- only;
- must;
- all;
- once;
- never;
- enough;
- first; and
- no further changes.
Small words often decide the answer.
“Not Mentioned” Is Not Always Not Given
Suppose a statement says a plan never changes. The passage may not use the word never, but it might state that plans must be revised when conditions change. That is direct contradiction, so the decision is No rather than Not Given.
Not Given applies only when the text remains neutral on an essential part of the claim.
Separate Recommendation from Absolute Rule
The writer may say a plan should include something, can help with a task or must define a responsibility. These modal verbs have different strength.
A statement that changes can to must may overstate the passage. Likewise, turning advice into a guaranteed result can create a mismatch.
Use Only the Business Planning Passage
You may know that businesses need particular licences, layouts, software or advertising. Ignore that knowledge. The question is not asking what a good business owner usually does. It asks whether the writer confirms the exact claim.
For each answer, write a tiny evidence mark on paper:
- = same meaning;
- × conflicting meaning; or
- ? essential information absent.
Then convert the mark to Yes, No or Not Given.
Questions 35–40: Rebuild the Business-Planning Flow Chart
The last six questions ask you to choose labels for a flow chart. The passage is organised into stages, so headings and sequence do much of the work.
First, scan the section labels. Next, identify the beginning, the main analysis question, the creation of the plan, the areas within it and the ongoing update stage. Finally, compare those roles with options A–J.
Predict the Grammar of Each Blank
Flow-chart boxes may require different grammatical forms:
- an action, such as finding or creating;
- a question, often ending with a question mark;
- an area of a plan, usually a noun phrase; or
- an ongoing maintenance step.
If a blank sits after “key question,” a question-shaped option is more likely than a plain noun. If two boxes sit beneath “areas to describe,” both should name parallel parts of a plan.
Grammar cannot prove the answer alone. However, it removes options that cannot fit the box.
Follow the Passage’s Hierarchy
The business-planning text contains both major stages and details inside those stages. Do not place a minor example into a top-level flow box.
Ask whether the option represents:
- a major step;
- a decision within that step;
- a component of the written plan; or
- the final habit of updating it.
The layout of the chart tells you which level is needed.
Expect Unused Options
The option list contains more labels than the six blanks require. Some distractors sound reasonable in real business life but are not part of the process described in the passage. Select only ideas supported by the supplied text.
Recheck the Last Box
The final stage may describe an ongoing activity rather than a one-time finish. Look for language about changing markets, methods or circumstances. The process can continue after the first written plan is produced.
This final task rewards structural reading. Instead of searching for six isolated words, rebuild the writer’s process from beginning to continuation.
A 60-Minute Timing Plan
Use the real test length for your first attempt. The following plan protects enough time for Section 3 while allowing careful map work.
| Time | Goal |
|---|---|
| Minutes 0–5 | Questions 1–3: timeline and short answers |
| Minutes 5–10 | Questions 4–7: accommodation comparison |
| Minutes 10–18 | Questions 8–14: heritage map |
| Minutes 18–27 | Questions 15–22: course chart |
| Minutes 27–35 | Questions 23–27: student-course matching |
| Minutes 35–46 | Questions 28–34: Yes, No or Not Given |
| Minutes 46–57 | Questions 35–40: business flow chart |
| Minutes 57–60 | Final format and evidence check |
If a map location or statement remains uncertain after a targeted search, choose a provisional answer and move on. Mark the number on your rough paper. Return during the final review with a specific question, such as “Is this place on the route or only background?”
CBT Screen Strategy for Morpeth IELTS Reading
Computer-based practice should reduce paper habits gradually. You do not need to copy the entire text onto rough paper.
Highlight Only Decision Words
Useful highlights include:
- verbs attached to dates in the Morpeth history;
- facilities and comparison claims in accommodation;
- route markers such as past, opposite, turn and finish;
- costs, duration and prerequisites in course descriptions;
- qualifiers in Yes, No or Not Given statements; and
- stage labels in the business-planning passage.
Avoid colouring complete paragraphs. A highlight should make the next search faster.
Reset at Every New Code List
Letters A–D first refer to accommodation. Later, A–D refer to courses. The letter N becomes an extra course-matching option. Finally, A–J refer to flow-chart labels.
At each task change, pause and say: “What do these letters represent now?” This prevents answers from being carried into the wrong code system.
Protect Typed Answers
For short answers, copy spelling from the passage. Check singular and plural forms. Also, inspect whether a number box already includes a symbol or unit. Do not add unnecessary explanation.
Use the Map and Passage Together
Do not stare at the map until it makes sense by itself. Read one route sentence, trace the movement, locate the matching number and then continue. The text supplies the journey; the map confirms its shape.
The Final Three-Minute Check
Review by risk, not by question order:
- Confirm that the two-answer accommodation item has two selections.
- Check all typed dates, names, costs and calculated hours.
- Verify that map answers follow one continuous route.
- Revisit any student profile where only one keyword matched.
- Check statements containing only, must, once, never or another strong limiter.
- Ensure flow-chart choices fit both sequence and grammar.
- Fill every empty answer box.
Do not change an answer because the same letter appears more than once. Repetition is allowed unless an instruction says otherwise.
Review Errors with the L–L–F System
After the test, open the official Test 13 solution page. For every wrong or guessed response, assign one error label:
- Locator error: you searched the wrong advertisement, route point, course or paragraph.
- Logic error: you found the correct area but misread a comparison, condition or writer claim.
- Format error: you knew the answer but entered the wrong number of choices, code, spelling or answer form.
Then write one fix.
| Error | Example cause | Specific repair |
|---|---|---|
| Locator | Followed a place name that was only historical background | Trace only locations physically reached by the walker |
| Logic | Matched a student from the word “computer” | Compare goal, starting point and level |
| Format | Typed True instead of Yes | Copy the required response labels before starting the group |
This review method is deliberately different from the proof-phrase ledger used for Test 12. It shows which stage of your process failed. Therefore, the next practice session can target the real weakness.
Seven-Day Practice Plan After Test 13
Day 1: Complete the Full Test
Use the 60-minute timer. Record uncertain question numbers without stopping for long explanations.
Day 2: Rebuild the Heritage Route
Read the route again and draw a simple chain from start to finish. Explain why unused place names do not belong to numbered stops.
Day 3: Make Course Cards
Give each course four fields: audience, level, method and prerequisite. Then rematch the learner profiles without looking at your first answers.
Day 4: Practise Claim Strength
Take the seven business statements and underline limiting words. For each one, identify agreement, conflict or missing information.
Day 5: Recreate the Flow
Cover the answer choices and summarise the business-planning stages in your own words. Then reopen the options and match them by role.
Day 6: Retest Only Weak Questions
Use your L–L–F labels. Complete a short drill on the error type that appeared most often.
Day 7: Move to a Fresh Test
Try IELTSFever Computer Based General Reading Test 14: Daily Work Record. Apply the same route, role, rule and review checkpoints to unfamiliar content.
Common Mistakes in General Reading Test 13
Remembering a Date Without Its Event
Attach every year to a verb or development. A bare date is easy to swap with another date in the same paragraph.
Treating Nearby Food as an On-Site Restaurant
Read whether the meal facility belongs to the property or is simply located next door.
Selecting Only One Property for “Which TWO”
Both choices need separate proof. Check the number of selected boxes before moving on.
Mapping Every Place Name
Some names explain origin or history. A map stop must be physically reached or passed on the walk.
Ignoring “Opposite” and “Turn Into”
These phrases often fix two map points at once. Treat them as structural clues.
Copying Daily Hours Instead of Calculating the Total
When a course runs for several days, check whether the chart needs the total number of hours.
Mixing Teaching Tools with Course Subjects
A computer program used during a statistics class does not turn it into a general computer course.
Forcing Every Student into a Course
Use N when no option meets the complete goal and level. A partial match is not enough.
Turning a Recommendation into a Requirement
Words such as should, can and must carry different strength. Preserve that strength in Yes, No or Not Given questions.
Using Outside Business Knowledge
The final answers must come from the passage, even when an unused option sounds sensible in real life.
Matching a Flow-Chart Detail at the Wrong Level
Separate major steps, key questions and components of the final plan. The chart layout shows the required level.
Forgetting to Update the Active Letter Key
The meaning of A–D changes between tasks. Reset the option key at every new instruction block.
IELTSFever Practice Tests
Continue your preparation with these IELTSFever resources:
- Complete the previous IELTSFever CBT General Reading Test 12: Jaspar’s Macquarie Plaza.
- Continue with IELTSFever CBT General Reading Test 14: Daily Work Record.
- Browse 50+ IELTSFever General Reading practice tests.
- Use the IELTSFever collection of 30 General Reading tests for a structured routine.
- Review IELTSFever Reading Test tips and information before another timed attempt.
- Try IELTSFever Computer Based General Reading Test 3 for a different mix of passages.
- Visit IELTSFever CBT Pro for more on-screen practice.
These links remain within the IELTSFever website network. No outside preparation website is linked in this article.
Frequently Asked Questions
Question 1:- Where can I take IELTSFever Computer Based General Reading Test 13?
Open the official IELTSFever Test 13 page. Begin only when you can work for 60 uninterrupted minutes.
Question 2:- How many questions are in the test?
The test contains 40 questions across three sections. It can be used as a complete timed reading practice set.
Question 3:- What topics appear in Morpeth IELTS Reading?
The sections cover Morpeth history, accommodation, a heritage-walk map, Numeracy Centre courses, student-course matching and business planning.
Question 4:- Which question types will I practise?
You will practise short answers, chart completion, matching, a two-answer selection, map labelling, Yes, No or Not Given and flow-chart completion.
Question 5:- How should I solve the Morpeth map questions?
Find the start and finish first. Next, follow movement words in order. Treat opposite locations as pairs, and exclude names that provide background but are not physical stops.
Question 6:- Can a location option remain unused?
Yes. The map option list is longer than the number of blanks. Do not force every place name onto the route.
Question 7:- How do I compare the accommodation advertisements?
Compare one evidence field at a time, such as food, price claim, contact number, cooking facility or accommodation style. Ignore general promotional language unless it answers the exact question.
Question 8:- What should I do when a course duration needs calculation?
Attach each number to its unit. Multiply the number of days by the teaching hours per day, then check the total in reverse.
Question 9:- When should I choose N in the student matching task?
Choose N when no course satisfies the learner’s complete goal, level and background. Do not accept a course because it shares only one keyword.
Question 10:- What is the difference between No and Not Given?
Choose No when the passage contains a conflicting idea. Choose Not Given when an essential part of the statement is neither confirmed nor contradicted.
Question 11:- How can I solve the final flow chart faster?
Use the passage headings to identify the main stages. Then predict whether each blank requires an action, question, plan component or continuing step before comparing options.
Question 12:- How much time should I spend on each section?
Aim for about 18 minutes on Section 1, 17 minutes on Section 2 and 22 minutes on Section 3. Keep the final three minutes for checking.
Question 13:- Should I check answers after each section?
No. Finish the complete test first. Afterwards, use the official IELTSFever Test 13 solution and review wrong as well as guessed answers.
Question 14:- Does the article contain the Test 13 answer key?
No. This is a spoiler-free strategy guide. It explains how to find and verify answers without displaying the answer table.
Take IELTSFever Computer Based General Reading Test 13
IELTSFever Computer Based General Reading Test 13 becomes manageable when you treat structure as evidence. Build a timeline for Morpeth, compare accommodation by field and trace the Morpeth heritage walk as one continuous route. Next, organise the Numeracy Centre information by role and match each student only when the complete need fits. Finally, test the writer’s exact claims and rebuild the business plan in sequence.
Use Route–Role–Rule–Review from the first question to the last. This approach gives the Morpeth IELTS Reading material a clear shape and stops small details from becoming mixed. More importantly, it creates a method you can reuse in future General Training tests.
When you are ready, Take IELTSFever Computer Based General Reading Test 13: Morpeth.
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