IELTS Academic Reading · Lesson 9 of 11

Summary, note, table and flow-chart completion

Four formats, one strategy. Use the information you are given to find what is missing, and never break the word limit.

  • 50–70 minutes
  • Level B1+
  • 9 exercises

In this lesson you will

  • recognise the four formats: summary, note, table and flow-chart completion
  • use the words around each gap to predict what is missing
  • practise each format with a real IELTS-style text
  • build one strategy that works for every completion question

The question type

Introduction: summary completion

You don't need any specialist knowledge for completion questions. It is all about locating the right information in the text. First, read about the question type and complete a summary of it.

Information

Summary, note, table and flow-chart completion

Test takers are given a summary of a section of the text, and are required to complete it with information from the text. The summary will usually be of only one part of the passage rather than the whole. The given information may be in the form of: several connected sentences (referred to as a summary), several notes (referred to as notes), a table with some of its cells empty or partially empty (referred to as a table), a series of boxes or steps linked by arrows to show a sequence of events, with some of the boxes or steps empty or partially empty (referred to as a flow chart). The answers tend to, but do not always, occur in the same order as in the text.

If test takers write more than the number of words asked for, they will lose the mark. Numbers can be written using figures or words. Contracted words are not tested. Hyphenated words count as single words. Where a list of answers is provided, they most frequently consist of a single word.

Exercise 1

Before you read: use the questions

Look at the summary below before you read the information text.

  1. a) What type of completion question is this?
  2. b) How many words can you write in each gap?
  3. c) Gap 3 is “a table with some of its cells ______ or partially empty”. What kind of word is missing?
Exercise 2

Complete the summary

Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the text for each answer.

Test takers are given a summary of a section of the text, and are required to complete it with 1 from the text. The summary will usually be of only 2 part of the passage rather than the whole. A table may have some of its cells 3 or partially empty, and a flow chart may have some boxes or steps empty or 4 empty. The answers tend to, but do not always, occur in the 5 as in the text.

Format 1

Note completion

Reading passage

The life and work of Marie Curie

This is an extract from a text about the scientist Marie Curie. Adapted with permission from Encyclopaedia Britannica, © 2007 by Encyclopaedia Britannica, Inc.

The marriage of Pierre and Marie Curie in 1895 marked the start of a partnership that was soon to achieve results of world significance. Following Henri Becquerel’s discovery in 1896 of a new phenomenon, which Marie later called ‘radioactivity’, Marie Curie decided to find out if the radioactivity discovered in uranium was to be found in other elements. She discovered that this was true for thorium.

Turning her attention to minerals, she found her interest drawn to pitchblende, a mineral whose radioactivity, superior to that of pure uranium, could be explained only by the presence in the ore of small quantities of an unknown substance of very high activity. Pierre Curie joined her in the work that she had undertaken to resolve this problem, and that led to the discovery of the new elements, polonium and radium. While Pierre Curie devoted himself chiefly to the physical study of the new radiations, Marie Curie struggled to obtain pure radium in the metallic state. This was achieved with the help of the chemist André-Louis Debierne, one of Pierre Curie’s pupils. Based on the results of this research, Marie Curie received her Doctorate of Science, and in 1903 Marie and Pierre shared with Becquerel the Nobel Prize for Physics for the discovery of radioactivity.

The births of Marie’s two daughters, Irène and Eve, in 1897 and 1904 failed to interrupt her scientific work. She was appointed lecturer in physics at the École Normale Supérieure for girls in Sèvres, France (1900), and introduced a method of teaching based on experimental demonstrations. In December 1904 she was appointed chief assistant in the laboratory directed by Pierre Curie.

The sudden death of her husband in 1906 was a bitter blow to Marie Curie, but was also a turning point in her career: henceforth she was to devote all her energy to completing alone the scientific work that they had undertaken. On May 13, 1906, she was appointed to the professorship that had been left vacant on her husband’s death, becoming the first woman to teach at the Sorbonne. In 1911 she was awarded the Nobel Prize for Chemistry for the isolation of a pure form of radium.

During World War I, Marie Curie, with the help of her daughter Irène, devoted herself to the development of the use of X-radiography, including the mobile units which came to be known as ‘Little Curies’, used for the treatment of wounded soldiers. In 1918 the Radium Institute, whose staff Irène had joined, began to operate in earnest, and became a centre for nuclear physics and chemistry. Marie Curie, now at the highest point of her fame and, from 1922, a member of the Academy of Medicine, researched the chemistry of radioactive substances and their medical applications.

In 1921, accompanied by her two daughters, Marie Curie made a triumphant journey to the United States to raise funds for research on radium. Women there presented her with a gram of radium for her campaign. Marie also gave lectures in Belgium, Brazil, Spain and Czechoslovakia and, in addition, had the satisfaction of seeing the development of the Curie Foundation in Paris, and the inauguration in 1932 in Warsaw of the Radium Institute, where her sister Bronia became director.

One of Marie Curie’s outstanding achievements was to have understood the need to accumulate intense radioactive sources, not only to treat illness but also to maintain an abundant supply for research. The existence in Paris at the Radium Institute of a stock of 1.5 grams of radium made a decisive contribution to the success of the experiments undertaken in the years around 1930. This work prepared the way for the discovery of the neutron by Sir James Chadwick and, above all, for the discovery in 1934 by Irène and Frédéric Joliot-Curie of artificial radioactivity. A few months after this discovery, Marie Curie died as a result of leukaemia caused by exposure to radiation. She had often carried test tubes containing radioactive isotopes in her pocket, remarking on the pretty blue-green light they gave off.

Her contribution to physics had been immense, not only in her own work, the importance of which had been demonstrated by her two Nobel Prizes, but because of her influence on subsequent generations of nuclear physicists and chemists.

Source: IELTS Academic Reading sample tasks (ielts.org).

Exercise 3

Before you read

Choose ONE WORD ONLY from the passage for each answer.

Marie Curie's research on radioactivity

  • When uranium was discovered to be radioactive, Marie Curie found that the element called 1 ______ had the same property.
  • Marie and Pierre Curie's research into the radioactivity of the mineral known as 2 ______ led to the discovery of two new elements.
  • In 1911, Marie Curie received recognition for her work on the element 3 ______.
  • Marie and Irène Curie developed X-radiography, which was used as a medical technique for 4 ______.
  • Marie Curie saw the importance of collecting radioactive material both for research and for cases of 5 ______.

Predict: what kind of answer goes in each gap?

1
2
4
5
Exercise 4

Questions 1–5

Write ONE WORD ONLY from the passage.

  1. the element called
  2. the mineral known as
  3. her work on the element
  4. a medical technique for
  5. for cases of

Format 2

Table completion

In a table, the row and column headings tell you what type of information is missing. The other cells give you examples of what a correct answer looks like.

Reading passage

A Remarkable Beetle

A Introducing dung1 beetles into a pasture is a simple process: approximately 1,500 beetles are released, a handful at a time, into fresh cow pats2 in the cow pasture. The beetles immediately disappear beneath the pats digging and tunnelling and, if they successfully adapt to their new environment, soon become a permanent, self-sustaining part of the local ecology. In time they multiply and within three or four years the benefits to the pasture are obvious.

B Dung beetles work from the inside of the pat so they are sheltered from predators such as birds and foxes. Most species burrow into the soil and bury dung in tunnels directly underneath the pats, which are hollowed out from within. Some large species originating from France excavate tunnels to a depth of approximately 30 cm below the dung pat. These beetles make sausage-shaped brood chambers along the tunnels. The shallowest tunnels belong to a much smaller Spanish species that buries dung in chambers that hang like fruit from the branches of a pear tree. South African beetles dig narrow tunnels of approximately 20 cm below the surface of the pat. Some surface-dwelling beetles, including a South African species, cut perfectly-shaped balls from the pat, which are rolled away and attached to the bases of plants.

C For maximum dung burial in spring, summer and autumn, farmers require a variety of species with overlapping periods of activity. In the cooler environments of the state of Victoria, the large French species (2.5 cms long) is matched with smaller (half this size), temperate-climate Spanish species. The former are slow to recover from the winter cold and produce only one or two generations of offspring from late spring until autumn. The latter, which multiply rapidly in early spring, produce two to five generations annually. The South African ball-rolling species, being a sub-tropical beetle, prefers the climate of northern and coastal New South Wales where it commonly works with the South African tunneling species. In warmer climates, many species are active for longer periods of the year.

Glossary
1 dung: the droppings or excreta of animals  ·  2 cow pats: droppings of cows

Source: IELTS Academic Reading sample tasks (ielts.org).

Exercise 5

Before you read

Look at the table in the next exercise.

  1. Gap 2 is in the column “Start of active period”. The French example is “late spring”. What will the answer be?
  2. Gap 3 is in the column “Number of generations per year”. The example is “one to two”. What will the answer look like?
  3. Gap 5 is in the column “Complementary species” (the species it works with). What will the answer be?
Exercise 6

Questions 1–5

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

SpeciesSizePreferred climateComplementary speciesStart of active periodGenerations per year
French2.5 cmcoolSpanishlate springone to two
Spanish1.25 cm1 French2 3
South African ball roller4 5

Format 3

Flow-chart completion

A flow chart shows a process or a sequence of causes and effects. Follow the arrows: each box is a result of the one before it.

Reading passage

The search for an anti-ageing pill

This is an extract from a text about the effect of a low-calorie diet on the ageing process. Adapted from ‘The Serious Search for an Anti-Aging Pill’. © 2006 Scientific American.

No treatment on the market today has been proved to slow human aging. But one intervention, consumption of a low-calorie yet nutritionally balanced diet, works incredibly well in a broad range of animals, increasing longevity and prolonging good health. Those findings suggest that caloric restriction could delay aging and increase longevity in humans, too. But what if someone could create a pill that mimicked the physiological effects of eating less without actually forcing people to eat less, a ‘caloric restriction mimetic’?

The best-studied candidate for a caloric-restriction mimetic, 2DG (2-deoxy-D-glucose), works by interfering with the way cells process glucose. It has proved toxic at some doses in animals and so cannot be used in humans. But it has demonstrated that chemicals can replicate the effects of caloric restriction; the trick is finding the right one.

Cells use the glucose from food to generate ATP (adenosine triphosphate), the molecule that powers many activities in the body. By limiting food intake, caloric restriction minimizes the amount of glucose entering cells and decreases ATP generation. When 2DG is administered to animals that eat normally, glucose reaches cells in abundance but the drug prevents most of it from being processed and thus reduces ATP synthesis. Researchers have proposed several explanations for why interruption of glucose processing and ATP production might retard aging. One possibility relates to the ATP making machinery’s emission of free radicals, which are thought to contribute to aging and to such age-related diseases as cancer by damaging cells. Reduced operation of the machinery should limit their production and thereby constrain the damage. Another hypothesis suggests that decreased processing of glucose could indicate to cells that food is scarce (even if it isn’t) and induce them to shift into an anti-aging mode that emphasizes preservation of the organism over such ‘luxuries’ as growth and reproduction.

Source: IELTS Academic Reading sample tasks (ielts.org).

Exercise 7

Questions 1–3

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

How a caloric-restriction mimetic works

CR mimetic
↓
less 1 is processed
↓
production of ATP is decreased
↓
Theory 1: cells are less damaged by disease because fewer 2 are emitted
Theory 2: cells focus on 3 because food is in short supply

Strategy

One strategy for all completion questions

The common thread in every format: use the information that is there to help you find what is missing.

Exercise 8

Complete the strategy

Fill each gap with one word: answer, clues, instructions, keywords, question, text.

  1. Familiarise. Quickly read the question set to get an overall idea. Pay attention to order.
  2. Check . How many words can you write?
  3. Find . Read around the gaps carefully. Think about the part of speech and possible answers.
  4. Identify in the question and match them with the text. You might be looking for the same word, a different form of the word, or a synonym.
  5. Locate the right part of the . Read around it and choose the answer.
  6. Cross-check and write the . Make sure it fits grammatically and is the right number of words.
Exercise 9

Odd one out

Step 6 is important: if you write more words than you are allowed, you lose the mark. In each group, which answer does not follow the instructions?

  1. Choose ONE WORD ONLY from the text for each answer.
  2. Choose NO MORE THAN TWO WORDS from the passage for each answer.
  3. Choose NO MORE THAN THREE WORDS from the passage for each answer.
  4. Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the text for each answer.

Activities adapted from British Council IELTS teaching materials (takeielts.britishcouncil.org).