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IELTS® Academic Reading Practice 59

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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 14-26.

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Section ABitterns, which are heron-like birds, once prized as a dish for medieval banquets, were considered extinct as a breeding species in the UK by the 1870s. They recolonised the UK in the early 20th century, with a peak of about 80 booming males in the 1950s, but then numbers slid to fewer tha...
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Questions 14-22
The reading passage has nine sections, A-I.

Choose the correct heading for sections A-I from the list of headings below.

Write the correct number i-xii in boxes 14-22 on your answer sheet.

List of Headings
  1. Collection of data on the habitat
  2. The decline of the bittern population
  3. A focus on food for young bitterns
  4. Developing new sites to improve successful breeding
  5. Boom vocalizations used to evaluate population
  6. Positive outcome of bittern population and reedbed area
  7. Management technique implemented proved successful
  8. Identifying the habitat
  9. Bittern present throughout one season and into the next
  10. fluctuation in bittern population
  11. Distinct boom of the male bittern
  12. Preferred habitats for female bitterns

14. Section A

15. Section B

16. Section C

17. Section D

18. Section E

19. Section F

20. Section G

21. Section H

22. Section I

The answer is x. Section A describes the fluctuation of the bittern population over time: from being considered extinct in the UK, to recolonization, decline, and finally increasing numbers thanks to conservation efforts. The passage traces the rise and fall and rise again of the population, which matches heading (x) 'fluctuation in bittern population'.

Associated Text:
Bitterns, which are heron-like birds, once prized as a dish for medieval banquets, were considered extinct as a breeding species in the UK by the 1870s. They recolonised the UK in the early 20th century, with a peak of about 80 booming males in the 1950s, but then numbers slid to fewer than 20 in the 1990s. By 1997, the species was facing extinction in the UK again, with there being just 11 males, mainly in Norfolk and Suffolk, with a small outlying population at Leighton Moss, Lancashire. In 2007, the bittern numbers are at a record high.

The answer is v. Section B discusses how researchers developed methods to monitor bittern numbers, focusing on their distinctive 'boom' vocalization during the breeding season. This perfectly matches heading (v) 'Boom vocalizations used to evaluate population'.

Associated Text:
The call, or boom of the male bittern is its most distinctive feature during the breeding season, and we developed a method to count them using the sound patterns unique to each individual one. This not only allows us to be much more certain of the number of booming males in the UK, but also enables us to estimate local survival of males from one year to the next.

The answer is viii. Section C describes how researchers compared different reedbed sites to understand the habitat needs of breeding bitterns and make recommendations for management. This is consistent with heading (viii) 'Identifying the habitat'.

Associated Text:
Our first direct understanding of the habitat needs of breeding bitterns came from comparisons of reedbed sites that had lost their booming birds with those that retained them. This research showed that bitterns had been retained in reedbeds where the natural process of succession, or drying out, had been slowed through management.

The answer is i. Section D details the data collected on the habitat preferences for both male and female bitterns, including nest locations and feeding areas, which clearly aligns with heading (i) 'Collection of data on the habitat'.

Associated Text:
To refine these recommendations and provide fine-scale, quantitative habitat prescriptions on the bitterns preferred feeding habitat, we radio-tracked male bitterns on the RSPB’s Minsmere and Leighton Moss reserves...Over the course of our research, we located 87 bittern nests and found that female bitterns preferred to nest in areas of continuous vegetation, well into the reedbed, but where water was still present during the driest part of the breeding season.

The answer is vii. Section E describes the results after implementing reedbed management techniques, specifically highlighting the technique of 'reedbed lowering' and the subsequent increase in booming bittern numbers. This aligns directly with heading (vii) 'Management technique implemented proved successful'.

Associated Text:
The success of the habitat prescriptions developed from this research has been spectacular. For instance, at Minsmere, booming bittern numbers gradually increased from one to 10 following reedbed lowering, a management technique designed to halt the drying out process.

The answer is iii. Section F focuses on young bitterns, explaining research on chick survival, feeding, and the importance of food (fish) for their survival. This is described in heading (iii) 'A focus on food for young bitterns'.

Associated Text:
The final phase of research involved understanding the diet, survival and dispersal of bittern chicks. To do this we fitted small radio tags to young bittern chicks in the nest, to determine their fate through to fledging and beyond. Many chicks did not survive to fledging and starvation was found to be the most likely reason for their demise.

The answer is iv. Section G covers the development of a network of 19 new sites designed to provide sustainable breeding areas for bitterns beyond their traditional range, aligning with heading (iv) 'Developing new sites to improve successful breeding'.

Associated Text:
A network of 19 sites developed through this partnership project will secure a more sustainable UK bittern population with successful breeding outside of the core area, less vulnerable to chance events and sea level rise.

The answer is vi. Section H provides evidence for a positive trend: increased bittern numbers and extensive reedbed restoration, showing the successful outcome of management efforts, matching heading (vi) 'Positive outcome of bittern population and reedbed area'.

Associated Text:
By 2004, the number of booming male bitterns in the UK had increased to 55, with almost all the increase being on those sites undertaking management based on advice derived from our research...To date nearly 275,000 seedlings have been planted and reed cover is extensive.

The answer is ix. Section I describes the presence of bitterns throughout the winter season and their lingering into the spring, which matches heading (ix) 'Bittern present throughout one season and into the next'.

Associated Text:
Bitterns now regularly winter on the site and there is some indication that they are staying longer into the spring. No breeding has yet occurred, but a booming male was present in the spring of 2004.

Questions 23-26
Complete the short answers below.

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

Write your answers in 23-26 on your answer sheet.

23. How many bittern nests were found over the course of the research?

24. What management technique was used to halt the drying out process of the reedbed?

25. What was the main reason for chicks not surviving?

26. How many new sites were developed through partnership projects?

The answer is 87. The passage states in Section D that 'Over the course of our research, we located 87 bittern nests', clearly providing the answer to this question.

Associated Text:
Over the course of our research, we located 87 bittern nests and found that female bitterns preferred to nest in areas of continuous vegetation, well into the reedbed, but where water was still present during the driest part of the breeding season.

The answer is reedbed lowering. Section E mentions 'booming bittern numbers gradually increased from one to 10 following reedbed lowering, a management technique designed to halt the drying out process', directly providing the management technique used.

Associated Text:
booming bittern numbers gradually increased from one to 10 following reedbed lowering, a management technique designed to halt the drying out process.

The answer is starvation. Section F states that 'Many chicks did not survive to fledging and starvation was found to be the most likely reason for their demise', explicitly identifying starvation as the main cause of chick mortality.

Associated Text:
Many chicks did not survive to fledging and starvation was found to be the most likely reason for their demise.

The answer is 19. Section G notes that 'A network of 19 sites developed through this partnership project will secure a more sustainable UK bittern population', providing the exact number of new sites.

Associated Text:
A network of 19 sites developed through this partnership project will secure a more sustainable UK bittern population with successful breeding outside of the core area, less vulnerable to chance events and sea level rise.

Answer Sheet
1
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2
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3
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4
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5
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6
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7
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8
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9
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10
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11
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12
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13
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14
15
16
17
18
19
20
21
22
23
24
25
26
27
N/A
28
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29
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30
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31
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32
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33
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34
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35
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36
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37
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38
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39
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40
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Score Summary
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
 
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