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IELTSAcademic ReadingPráctica13

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This reading practice simulates one part of the IELTS General Reading test. You should spend about twenty minutes on it. Read the passage and answer questions 1-13.

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The secret of staying youngPheidole dentata, an ant native to the south-eastern United States, is not immortal. Yet scientists have discovered that it appears to avoid the normal signs of ageing. Older workers can perform tasks as effectively as young ants, and their brains seem equally sharp. Ysabe...
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Questions 1-8
Complete the notes below.

Choose ONE WORD ONLY from the passage for each answer from the passage for each answer.

Write your answers in 1-8 on your answer sheet.

Ysabel Giraldo's research

Examined ants from (1) separate age categories, looking at:

Behaviour:

How effectively ants fed and carried their (2).

How well they could find (3) by following a scent trail.

How (4) affected them.

Their reactions when attacking prey.

Brains:

A comparison of ant age with the (5) of dying brain cells.

The condition of brain contact points in the mushroom bodies, where (6) meet.

Amounts of two brain (7) linked with ageing.

Use "4" because Giraldo studied four stated age ranges.

Associated Text:
Giraldo studied 4 age ranges: 20 to 22 days, 45 to 47 days, 95 to 97 days and 120 to 122 days.

Use "young" because the passage says ants cared for the young of the colony.

Associated Text:
She then tested them in several ways.

Use "food" because the scent trail normally leads to food.

Associated Text:
She compared 20-day-old and 95-day-old ants in their ability to follow the scent trail that ants normally leave to food.

Use "light" because Giraldo tested the ants' response to light.

Associated Text:
She also tested their response to light and measured activity by counting how often ants crossed a line in a small dish.

Use "aggressively" because this describes how old ants attacked prey.

Associated Text:
When facing prey, the old ants attacked the fruit fly just as aggressively as the young ants, opening their mandibles or pulling at its legs.

Use "location" because there was no difference in the location of dying brain cells.

Associated Text:
She found no major age-related differences, and there was no difference in the location of dying cells, suggesting that particular brain functions were not affected by age.

Use "neurons" because synaptic complexes are regions where neurons meet.

Associated Text:
Giraldo also checked whether ageing changed the density of synaptic complexes in these structures, the regions where neurons meet.

Use "chemicals" because serotonin and dopamine are described as brain chemicals.

Associated Text:
In addition, the old ants showed no fall in serotonin or dopamine, brain chemicals whose decline often accompanies ageing.

Questions 9-13
Do the following statements agree with the information given in the reading passage? In boxes 9-13 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.

9. Pheidole dentata ants are the only known animals which remain active for althe majority of their whole lives.

10. Ysabel Giraldo was the earliest person to study Pheidole dentata ants using precise data about the insects' ages.

11. The ants in Giraldo's experiments acted as she had predicted that they would.

12. The recent research of bees used different methods of measuring age- related decline.

13. Pheidole dentata ants kept in lab conditions tend to live longer lives.

The answer is FALSE because the statement contradicts the passage. The key evidence is: "Naked mole rats, for example, can live for nearly thirty years while remaining healthy for most of that time; they can still reproduce when old and do not develop cancer.". This evidence gives a different meaning from the question statement, so the statement is not correct.

Associated Text:
Naked mole rats, for example, can live for nearly thirty years while remaining healthy for most of that time; they can still reproduce when old and do not develop cancer.

The answer is TRUE because the statement agrees with the passage. The key evidence is: "Earlier studies had only estimated ant ages, but she followed the insects from the moment the pupae became adults, giving her exact age data.". This evidence says the same thing as the question statement, so the statement is supported.

Associated Text:
Earlier studies had only estimated ant ages, but she followed the insects from the moment the pupae became adults, giving her exact age data.

The answer is FALSE because the statement contradicts the passage. The key evidence is: "Finally, she observed their reaction to live prey, a tethered fruit fly.". This evidence gives a different meaning from the question statement, so the statement is not correct.

Associated Text:
Finally, she observed their reaction to live prey, a tethered fruit fly.

The answer is NOT GIVEN because the passage does not give enough information to confirm the statement. The closest relevant evidence is: "Similar aspects have been studied in bees, but recent bee results have been mixed: some show age-related decline, known as senescence, while others do not.". This may discuss a related idea, but it does not prove the statement in the question.

Associated Text:
Similar aspects have been studied in bees, but recent bee results have been mixed: some show age-related decline, known as senescence, while others do not.

The answer is TRUE because the statement agrees with the passage. The key evidence is: "In the wild, they probably fail to reach the full 140 days because of predators, disease and environmental conditions much harsher than the laboratory.". This evidence says the same thing as the question statement, so the statement is supported.

Associated Text:
In the wild, they probably fail to reach the full 140 days because of predators, disease and environmental conditions much harsher than the laboratory.

Answer Sheet
1
2
3
4
5
6
7
8
9
10
11
12
13
14
N/A
15
N/A
16
N/A
17
N/A
18
N/A
19
N/A
20
N/A
21
N/A
22
N/A
23
N/A
24
N/A
25
N/A
26
N/A
27
N/A
28
N/A
29
N/A
30
N/A
31
N/A
32
N/A
33
N/A
34
N/A
35
N/A
36
N/A
37
N/A
38
N/A
39
N/A
40
N/A
Resumen de puntuaciones
0 / 1
Multiple Choice
Matching Sentence Endings
Note Completion
Table Completion
Flow Chart Completion
Summary Completion
Multiple Selection
Short Answer
Matching Headings
Matching Features
Matching Information
Identifying Information
Identifying Viewer Claims
Sentence Completion
Diagram Labelling
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Tips to improve your reading speed
To get a high score on the IELTS reading section, you need to have a fast reading speed. To have a fast reading speed, you need to improve your vocabulary and practice dissecting sentences. One strategy to dissect a sentence is to look for the subject and verb of the sentence. Finding the subject and verb will help you better understand the main idea of said sentence. Keep in mind, a common feature of a IELTS reading passage is to join strings of ideas to form long compound sentences. This produces large chunks that students have a hard time absorbing. Do not get overwhelmed by its length, just look for the subject and verb, the rest of the ideas will flow.

Keep in mind, having a slow reading speed makes skimming or scanning a reading passage more difficult. The process of quickly skimming through a reading passage for specific keywords or main ideas is a requirement for you to employ successful reading strategies to improve your IELTS reading score. In other words, skimming and scanning are critical skills to ensure you complete all questions in the allotted time frame.
IELTS Reading Strategies
Once you can read and comprehend a passage with a rate of, at least, 220 words per minute, you'll be ready to start implementing our strategies. All too often, students spend too much time reading the passages and not enough time answering the questions. Here is a step by step guide for tackling the reading section.

  1. Step 1: Read questions first

    One of the most common mistakes that candidates make when approaching the reading exam is reading every single word of the passages. Although you can practice for the exam by reading for pleasure, "reading blindly" (reading without any sense of what the questions will ask) will not do you any favors in the exam. Instead, it will hurt your chances for effectively managing your time and getting the best score.

    The main reason to read the questions first is because the type of question may determine what you read in the passage or how you read it. For example, some question types will call for the "skimming" technique, while others may call for the "scanning" technique.

    It is important to answer a set of questions that are of the same question type. You'll need to determine which question type you want to tackle first. A good strategy would be to start with the easier question type and move on to more difficult question types later. The Easiest question types are the ones where you spend less time reading. For example, the Matching Heading question type is an easier one because you only need to find the heading that best describes the main idea of a paragraph. An example of a difficult question type would be Identifying Information. For this question type, you'll need to read each paragraph to find out if each statement is TRUE, FALSE, or NOT GIVEN according to the passage.

    Here is a table that lists the difficulty levels for each question type. Use this table as a reference when choosing which question type you want to tackle first.

    Difficulty level Question Type
    Easy Sentence Completion
    Short answer
    Medium Matching Features
    Multiple choice
    Matching Headings
    Summary, Table, Flow-Chart Completion
    Difficult Matching Sentence Endings
    Matching Information
    Identifying Information (TRUE/FALSE/NOT GIVEN)
    Identifying Viewer's claims (YES/NO/NOT GIVEN)

  2. Step 2: Read for an objective

    After you've read the questions for the passage, you will be able to read for an objective. What does this mean? For example, if you come across a question that includes the year "1896", you can make a note of when this year comes up in the text, using it to answer the question later on. There are two reading techniques that will help you stay on track with reading for an objective. The first one, skimming, is best defined as reading fast in order to get the "gist", or general idea, or a passage. With this technique, you are not stopping for any unfamiliar words or looking for specific details. The second technique, scanning, is best defined as reading for specific information. With this technique, you are not reading for the overall gist, but rather, specific information. Notice how each of these techniques has a specific objective in mind. This will help you find information more quickly.

  3. Step 3: Take notes

    As you're reading for an objective, you should also be making notes on the margins of the passage, placing stars next to key information, or underlining things that you believe will help you answer the various questions. This will make it easier for you to check back when you are asked certain things in the questions. Choose whichever note-taking system is right for you - just make sure you do it!

  4. Step 4: Answer wisely

    After you've read the questions, read the passage, and have taken any appropriate notes, you you should have located the part of the text where you where you need to read carefully. Then just read carefully and think critically to determine the correct answer.

IELTS Reading Question Types

The IELTS reading test contains many different question types:

Matching HeadingsIELTS Reading Lesson: Matching Headings
Matching InformationIELTS Reading Lesson: Matching Information
Matching FeaturesIELTS Reading Lesson: Matching Features
Summary CompletionIELTS Reading Lesson: Summary Completion
Identifying InformationIELTS Reading Lesson: Identifying Information
Identifying Writer's claimsIELTS Reading Lesson: Identifying Writer's claims
Multiple ChoiceIELTS Reading Lesson: Multiple Choice
Short AnswerIELTS Reading Lesson: Short Answer
Match Sentence EndingIELTS Reading Lesson: Match Sentence Ending
Sentence CompletionIELTS Reading Lesson: Sentence Completion
Table CompletionIELTS Reading Lesson: Table Completion
 
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