Wild Foods Of Australia IELTS Reading Answers

Janice Thompson,

Updated On Sep 12, 2023

Wild Foods Of Australia IELTS Reading Answers

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Contents

1 Wild Foods Of Australia
2 Answers
- 2.1 Check More IELTS Reading Answers

Wild Foods of Australia is a real Reading test passage that appeared in the IELTS.

With diligent practice, the Reading Module can be the top-scoring category for IELTS aspirants. To score well, you must understand how to approach and answer the different question types in the Reading Module.

By solving and reviewing Sample Reading Questions from past IELTS papers, you can ensure that your Reading skills are up to the mark. Take the reading passage ‘Wild Foods of Australia’ below and try more IELTS reading practice tests from IELTSMaterial.com.

In this Academic Reading passage, we have three types of questions:

Yes/No/Not Given
Multiple Choice Questions
Summary Completion (without suggested options)

For some expert tips on how to solve IELTS Reading True/False/Not Given questions, check out the video below!

Wild Foods Of Australia

You should spend about 20 minutes on Questions 1-13, which are based on the Reading Passage below.

Find the practice test with the Wild Foods Of Australia PDF here.

Answers

Question number	Answer	Keywords	Location of keywords
1	NO	The picture is no doubt mostly incomplete. We can only speculate on the number of edible plants on which no observation was recorded.	Paragraph C; Lines 4 – end
2	NOT GIVEN	–	–
3	NO	Not all our information on the subject comes from the Aborigines.	Paragraph D; Line 1

Question number

Answer

Keywords

Location of keywords

The picture is no doubt mostly incomplete. We can only speculate on the number of edible plants on which no observation was recorded.

Paragraph C;

Lines 4 – end

NOT GIVEN

–

Not all our information on the subject comes from the Aborigines.

Paragraph D;

Line 1

4	NO	So far as is known, the Aborigines made no use of Leptospermum or Dodonaea as food plants, yet the early settlers found that one could be used as a substitute for tea and the other for hops.	Paragraph D; Line 4
5	YES	There are many species from northern Australia which occur also in Southeast Asia, where they are used for food.	Paragraph E; Last line
6	YES	Tribes on the coast, and particularly those in the vicinity of coastal rainforests, had a more varied vegetable diet with a higher proportion of fruits and tubers. Some of the coastal plants, even if they had grown inland, probably would have been unavailable as food since they required prolonged washing or soaking to render them non-poisonous; many of the inland tribes could not obtain water in the quantities necessary for such treatment.	Paragraph F; Lines 3 – 4
7	NOT GIVEN	–	–
8	A	The conquering Europeans displaced the Aborigines, killing many, driving others from their traditional tribal lands, and eventually settling many of the tribal remnants on government reserves, where flour and beef replaced nardoo and wallaby as staple foods.	Paragraph B; Line 1
9	D	Probably some experiments had less happy endings	Paragraph D; Line 6
10	C	They ground these seeds between flat stones to make a coarse flour.	Paragraph F; Line 2
11	Queensland Nut	With all the hundreds of plant species used for food by the Australian Aborigines, it is perhaps surprising that only one, the Queensland nut, has entered into commercial cultivation as a food plant.	Paragraph G; Line 1
12	selection	In Europe and Asia, for example, the main food plants have had the benefit of many centuries of selection and hybridisation, which has led to the production of forms vastly superior to those in the wild.	Paragraph G; Line 3
13	Native raspberry	Undoubtedly, the native raspberry, for example, could, with suitable selection and breeding programs, be made to yield a high-class fruit; but Australians already enjoy good raspberries from other areas of the world	Paragraph H; Last line

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Janice Thompson

Soon after graduating with a Master’s in Literature from Southern Arkansas University, she joined an institute as an English language trainer. She has had innumerous student interactions and has produced a couple of research papers on English language teaching. She soon found that non-native speakers struggled to meet the English language requirements set by foreign universities. It was when she decided to jump ship into IELTS training. From then on, she has been mentoring IELTS aspirants. She joined IELTSMaterial about a year ago, and her contributions have been exceptional. Her essay ideas and vocabulary have taken many students to a band 9.