This Academic IELTS Reading post focuses on solutions for IELTS Reading Test 1, specifically Reading Passage 2, which is titled “Forest Management in Pennsylvania, USA”. It is designed for IELTS candidates who struggle to find and understand the Reading answers in the Academic module. This post will help you understand each Reading answer more easily using effective techniques. Discovering the answers in IELTS Reading is a gradual process, and this post will assist you in that endeavor.
AC Reading Module: Test 1
Reading Passage 2: Questions 14-26
The headline of the passage: Forest management in Pennsylvania, USA
Questions 14-18: Identifying information
[This question requires you to find information from the passage and write the number of the paragraph (A, B, C or D … .. ) in the answer sheet. Now, if the question is provided in the very first part of the question set, I’d request you not to answer it. It’s mainly because this question will not follow any sequence, and so it will surely waste your time. Rather, you should answer all the other questions first. And just like the List of Headings, only read the first two or the last two lines of the expected paragraph initially. If you find the answers, you need not read the middle part. If you don’t find answers yet, you can skim the middle part of the paragraph. Keywords will be a useful matter here.]
Question no. 14: bad outcomes for a forest when people focus only on its financial reward
Keywords for the question: bad outcomes, a forest, focus only on, financial reward,
The answer to this question is in paragraph B. Here, the writer of the text says, “In the past, Pennsylvania landowners were solely interested in the value of their trees as high-quality timber. The norm was to remove the stems of highest quality and leave behind poorly formed trees that were not as well suited to the site where they grew. This practice, called ‘high-grading’, has left a legacy of ‘low-use wood’ in the forests. . .. . .”
Here, the lines focus on people targeting high-quality timber trees for financial reward.
Then the writer explains in lines 5-8, “ . . .. . …. . . . These trees have lower economic value for traditional timber markets, compete for growth with higher-value trees, shade out desirable regeneration and decrease the health of a stand leaving it more vulnerable to poor weather and disease. . .. . .”
Here, leaving it more vulnerable to poor weather and disease = bad outcomes,
So, the answer is: B
Question no. 15: reference to the aspects of any tree that contribute to its worth
Keywords for the question: aspects of any tree, contribute, its worth,
In paragraph A, read the first lines carefully.
Let’s read here, “A tree’s ‘value’ depends on several factors including its species, size, form, condition, quality, function, and accessibility… . .. . . .”
Here, “value” → directly matches “worth”
“depends on several factors” → matches “aspects”
“species, size, form, condition, quality, function, and accessibility” → these are the aspects that contribute to a tree’s worth
The rest of the paragraph gives examples showing that different people may value the same tree differently.
So, the answer is: A
Question no. 16: mention of the potential use of wood to help run vehicles
Keywords for the question: potential use of wood, help run, vehicles,
In paragraph C, read carefully the first three lines, “Wood energy markets can accept less expensive wood material of lower quality than would be suitable for traditional timber markets. Most wood used for energy in Pennsylvania is used to produce heat or electricity through combustion.. . .. … ..”
So, we can learn from here that trees can help produce energy.
Now, read lines 6-7, “ . .. … .. . . Wood can also be gasified for electrical generation and can even be made into liquid fuels like ethanol and gasoline for lorries and cars. . .. . . ..”
Here, Wood can also be gasified & can even be made into = potential use of wood,
ethanol and gasoline for lorries and cars = help run vehicles,
So, the answer is: C
Question no. 17: examples of insects that attack trees
Keywords for the question: examples, insects, attack trees,
Let’s approach this question differently. Instead of reading through different paragraphs, let’s go for keywords. In the question, it says, ‘examples of insects’. Let’s find out the names of some insects. Where can we find them? Scan through each paragraph for words like pests, worms, beetles, flies, moths, etc.
Lines 2-5 of paragraph E say, “ . .. . .. .. .. With the many pests and pathogens visiting forests including hemlock wooly adelgid, Asian longhomed beetle, emerald ash borer, and gypsy moth, to name just a few, it is important to remember that those working in the forests can help ease these issues through cutting procedures. . .. . . . .”
Here, hemlock wooly adelgid, Asian longhomed beetle, emerald ash borer, and gypsy moth = examples of insects,
many pests and pathogens visiting forests & these issues = attack trees,
So, the answer is: E
Question no. 18: an alternative name for trees that produce low-use wood
Keywords for the question: alternative name, produce, low-use wood,
Lines 4-5 of paragraph B say, “ . .. . .. This practice, called ‘high-grading’, has left a legacy of ‘low-use wood’ in the forests. Some people even call these ‘junk trees’, and they are abundant in Pennsylvania..”
Here, junk trees = alternative name for ‘low-use wood’
So, the answer is: B
Questions 19-21: Classifying groups
[This type of question asks candidates to classify information from the given reading text. Candidates are given some groups from the text, and a list of options, which are listed as A, B, C etc. They must match the correct groups with the correct options.
N.B.: This question doesn’t follow any sequence. So, we should answer them after all other questions in the passage.]
Question no. 19: to remove trees that are diseased
Keywords for the question: remove trees, diseased,
Paragraph E talks about Salvage Cut.
Here, lines 5-6 of Paragraph E says, “ . . .. . These types of cut reduce the number of sick trees and seek to manage the future spread of a pest problem. . .. .”
Here, These types of cut = a Salvage Cut,
reduce = remove,
sick trees = diseased,
So, the answer is: B (a Salvage Cut)
Question no. 20: to generate income across a number of years
Keywords for the question: generate income, across a number of years,
Paragraph F talks about Shelterwood Cut.
Here, have a close look at the final lines, where the writer says, “ . . .. . It can also be used to develop a two-tier forest so that there are two harvests and the money that comes in is spread out over a decade or more.”
Here, the money that comes in = generate income,
over a decade or more = across a number of years,
So, the answer is: C (a Shelterwood Cut)
Question no. 21: to create a forest whose trees are close in age
Keywords for the question: create a forest, trees, close in age,
Paragraph F talks about Shelterwood Cut.
Here, line no. 4 says, “ . .. . . It leaves a young forest where all trees are at a similar point in their growth. . .. . .. .. ..”
Here, all trees are at a similar point in their growth = trees are close in age,
So, the answer is: C (a Shelterwood Cut)
Questions 22-26: Completing sentences with ONE WORD ONLY
In this type of question, candidates are asked to write a maximum of one word to complete sentences on the given topic. For this type of question, first, skim the passage to find the keywords in the paragraph concerned with the answer, and then scan to find the exact word.
[TIPS: Here scanning technique will come in handy. Target the keywords of the questions to find the answers. Remember to focus on Proper nouns, random Capital letters, numbers, special characters of text etc.]
Question no. 22: Some dead wood is removed to avoid the possibility of ___________.
Keywords for the question: some dead wood, removed, avoid, possibility of,
The first lines of Paragraph G say, “Thinnings and dense and dead wood removal for fire prevention also center on the production of low-use wood. .. . .. .”
Here, dense and dead wood removal = Some dead wood is removed,
prevention = avoid the possibility,
So, the answer is: fire
Question no. 23: The ___________ from the tops of cut trees can help improve soil quality.
Keywords for the question: from, tops of cut trees, can help, improve, soil quality,
Lines 3-4 of Paragraph G say, “ . . .. The tops of trees that have been cut down should be left on the site so that their nutrients cycle back into the soil. .. . .. .”
Here, cycle back into the soil = can help improve soil quality, (cycle back means going back to earth’s cycle of revitalizing itself using the nutrients.)
So, the answer is: nutrients
Questions no. 24: Some damaged trees should be left, as their ___________ provide habitats for a range of creatures.
Keywords for the question: some damaged trees, should be left, as, provide habitats, for, a range of creatures,
The writer says in lines 5-6 of Paragraph G, “ .. .. .. In addition, trees with many cavities are extremely important habitats for insect predators like woodpeckers, bats and small mammals.. … .. .”
Here, are extremely important habitats = provide habitats, insect predators like woodpeckers, bats and small mammals = a range of creatures,
So, the answer is: cavities
Question no. 25: Some trees that are small, such as ___________ , are a source of food for animals and insects.
Keywords for the question: some trees, small, such as, source of food, animals and insects,
Lines 7-8 of Paragraph G say, “ .. .. .. It is also important to remember that not all small trees are low-use. For example, many species like hawthorn provide food for wildlife.. … .. .”
Here, small trees = Some trees that are small, provide food for wildlife = a source of food for animals and insects, like = such as,
So, the answer is: hawthorn
Question no. 26: Any trees that are _________ should be left to grow, as they add to the variety of species in the forest.
Keywords for the question: any trees, should be left, to grow, add, variety of species, in the forest,
The final lines of Paragraph G say, “ .. .. .. Finally, rare species of trees in a forest should also stay behind as they add to its structural diversity.”
Here, should also stay behind = should be left to grow, its structural diversity = the variety of species in the forest,
So, the answer is: rare
Click here for complete solutions to Test 1 Reading Passage 1: Urban farming
