IELTS Academic Reading · Understanding the writer's opinion and reading for inference · Lesson 12 of 12
Matching features
Match statements to people, theories or categories from the text, even when the answers are not in text order.
In this lesson you will
- understand how matching features questions work
- review surveying, skimming and scanning
- tell the difference between findings and opinions in a text
- practise a strategy for matching features, even when the answers are not in text order
The question type
What is matching features?
You match a set of statements to a list of options (A, B, C…) taken from the text. For example, you might match research findings to the researchers, events to historical periods, or characteristics to the things they describe.
- Some options may not be used, and some may be used more than once. The instructions will tell you.
- It tests whether you can see the relationships and connections between facts, opinions and theories in the text.
- The answers are NOT in the same order as the text. Read all the statements first and keep them in mind, because you may find one while looking for another.
Warm-up: match the characteristics
Each characteristic belongs to one item. Each item has two characteristics.
- a) can flow
- b) cannot flow
- c) have a surface
- d) do not have a surface
- e) have a rigid shape
- f) do not have a definite volume
Part A
Survey, skim and scan
Survey the text
You have 20 seconds. Then answer without looking.
The Triune1 Brain
1 The first of our three brains to evolve is what scientists call the reptilian cortex. This brain sustains the elementary activities of animal survival such as respiration, adequate rest and a beating heart. We are not required to consciously “think” about these activities. The reptilian cortex also houses the “startle centre”, a mechanism that facilitates swift reactions to unexpected occurrences in our surroundings. That panicked lurch you experience when a door slams shut somewhere in the house, or the heightened awareness you feel when a twig cracks in a nearby bush while out on an evening stroll are both examples of the reptilian cortex at work. When it comes to our interaction with others, the reptilian brain offers up only the most basic impulses: aggression, mating, and territorial defence. There is no great difference, in this sense, between a crocodile defending its spot along the river and a turf war between two urban gangs.
2 Although the lizard may stake a claim to its habitat, it exerts total indifference toward the well-being of its young. Listen to the anguished squeal of a dolphin separated from its pod or witness the sight of elephants mourning their dead, however, and it is clear that a new development is at play. Scientists have identified this as the limbic cortex. Unique to mammals, the limbic cortex impels creatures to nurture their offspring by delivering feelings of tenderness and warmth to the parent when children are nearby. These same sensations also cause mammals to develop various types of social relations and kinship networks. When we are with others of “our kind” – be it at soccer practice, church, school or a nightclub – we experience positive sensations of togetherness, solidarity and comfort. If we spend too long away from these networks, then loneliness sets in and encourages us to seek companionship.
3 Only human capabilities extend far beyond the scope of these two cortexes. Humans eat, sleep and play, but we also speak, plot, rationalise and debate finer points of morality. Our unique abilities are the result of an expansive third brain – the neocortex – which engages with logic, reason and ideas. The power of the neocortex comes from its ability to think beyond the present, concrete moment. While other mammals are mainly restricted to impulsive actions (although some, such as apes, can learn and remember simple lessons), humans can think about the “big picture”. We can string together simple lessons (for example, an apple drops downwards from a tree; hurting others causes unhappiness) to develop complex theories of physical or social phenomena (such as the laws of gravity and a concern for human rights).
4 The neocortex is also responsible for the process by which we decide on and commit to particular courses of action. Strung together over time, these choices can accumulate into feats of progress unknown to other animals. Anticipating a better grade on the following morning’s exam, a student can ignore the limbic urge to socialise and go to sleep early instead. Over three years, this ongoing sacrifice translates into a first-class degree and a scholarship to graduate school; over a lifetime, it can mean ground-breaking contributions to human knowledge and development. The ability to sacrifice our drive for immediate satisfaction in order to benefit later is a product of the neocortex.
5 Understanding the triune brain can help us appreciate the different natures of brain damage and psychological disorders. The most devastating form of brain damage, for example, is a condition in which someone is understood to be brain dead. In this state a person appears merely unconscious – sleeping, perhaps – but this is illusory. Here, the reptilian brain is functioning on autopilot despite the permanent loss of other cortexes.
6 Disturbances to the limbic cortex are registered in a different manner. Pups with limbic damage can move around and feed themselves well enough but do not register the presence of their littermates. Scientists have observed how, after a limbic lobotomy2, “one impaired monkey stepped on his outraged peers as if treading on a log or a rock”. In our own species, limbic damage is closely related to sociopathic behaviour. Sociopaths in possession of fully-functioning neocortexes are often shrewd and emotionally intelligent people but lack any ability to relate to, empathise with or express concern for others.
7 One of the neurological wonders of history occurred when a railway worker named Phineas Gage survived an incident during which a metal rod skewered his skull, taking a considerable amount of his neocortex with it. Though Gage continued to live and work as before, his fellow employees observed a shift in the equilibrium of his personality. Gage’s animal propensities were now sharply pronounced while his intellectual abilities suffered; garrulous or obscene jokes replaced his once quick wit. New findings suggest, however, that Gage managed to soften these abrupt changes over time and rediscover an appropriate social manner. This would indicate that reparative therapy has the potential to help patients with advanced brain trauma to gain an improved quality of life.
Glossary
1 triune = three-in-one · 2 lobotomy = surgical cutting of brain nerves
Source: IELTS Academic Reading practice test (British Council teaching materials).
- What is the title?
- Does it have sub-headings?
- Does it have a glossary?
The Triune1 Brain
1 The first of our three brains to evolve is what scientists call the reptilian cortex. This brain sustains the elementary activities of animal survival such as respiration, adequate rest and a beating heart. We are not required to consciously “think” about these activities. The reptilian cortex also houses the “startle centre”, a mechanism that facilitates swift reactions to unexpected occurrences in our surroundings. That panicked lurch you experience when a door slams shut somewhere in the house, or the heightened awareness you feel when a twig cracks in a nearby bush while out on an evening stroll are both examples of the reptilian cortex at work. When it comes to our interaction with others, the reptilian brain offers up only the most basic impulses: aggression, mating, and territorial defence. There is no great difference, in this sense, between a crocodile defending its spot along the river and a turf war between two urban gangs.
2 Although the lizard may stake a claim to its habitat, it exerts total indifference toward the well-being of its young. Listen to the anguished squeal of a dolphin separated from its pod or witness the sight of elephants mourning their dead, however, and it is clear that a new development is at play. Scientists have identified this as the limbic cortex. Unique to mammals, the limbic cortex impels creatures to nurture their offspring by delivering feelings of tenderness and warmth to the parent when children are nearby. These same sensations also cause mammals to develop various types of social relations and kinship networks. When we are with others of “our kind” – be it at soccer practice, church, school or a nightclub – we experience positive sensations of togetherness, solidarity and comfort. If we spend too long away from these networks, then loneliness sets in and encourages us to seek companionship.
3 Only human capabilities extend far beyond the scope of these two cortexes. Humans eat, sleep and play, but we also speak, plot, rationalise and debate finer points of morality. Our unique abilities are the result of an expansive third brain – the neocortex – which engages with logic, reason and ideas. The power of the neocortex comes from its ability to think beyond the present, concrete moment. While other mammals are mainly restricted to impulsive actions (although some, such as apes, can learn and remember simple lessons), humans can think about the “big picture”. We can string together simple lessons (for example, an apple drops downwards from a tree; hurting others causes unhappiness) to develop complex theories of physical or social phenomena (such as the laws of gravity and a concern for human rights).
4 The neocortex is also responsible for the process by which we decide on and commit to particular courses of action. Strung together over time, these choices can accumulate into feats of progress unknown to other animals. Anticipating a better grade on the following morning’s exam, a student can ignore the limbic urge to socialise and go to sleep early instead. Over three years, this ongoing sacrifice translates into a first-class degree and a scholarship to graduate school; over a lifetime, it can mean ground-breaking contributions to human knowledge and development. The ability to sacrifice our drive for immediate satisfaction in order to benefit later is a product of the neocortex.
5 Understanding the triune brain can help us appreciate the different natures of brain damage and psychological disorders. The most devastating form of brain damage, for example, is a condition in which someone is understood to be brain dead. In this state a person appears merely unconscious – sleeping, perhaps – but this is illusory. Here, the reptilian brain is functioning on autopilot despite the permanent loss of other cortexes.
6 Disturbances to the limbic cortex are registered in a different manner. Pups with limbic damage can move around and feed themselves well enough but do not register the presence of their littermates. Scientists have observed how, after a limbic lobotomy2, “one impaired monkey stepped on his outraged peers as if treading on a log or a rock”. In our own species, limbic damage is closely related to sociopathic behaviour. Sociopaths in possession of fully-functioning neocortexes are often shrewd and emotionally intelligent people but lack any ability to relate to, empathise with or express concern for others.
7 One of the neurological wonders of history occurred when a railway worker named Phineas Gage survived an incident during which a metal rod skewered his skull, taking a considerable amount of his neocortex with it. Though Gage continued to live and work as before, his fellow employees observed a shift in the equilibrium of his personality. Gage’s animal propensities were now sharply pronounced while his intellectual abilities suffered; garrulous or obscene jokes replaced his once quick wit. New findings suggest, however, that Gage managed to soften these abrupt changes over time and rediscover an appropriate social manner. This would indicate that reparative therapy has the potential to help patients with advanced brain trauma to gain an improved quality of life.
Glossary
1 triune = three-in-one · 2 lobotomy = surgical cutting of brain nerves
Source: IELTS Academic Reading practice test (British Council teaching materials).
Skim: where would you look?
Skim the text in : read the topic sentence and final sentence of each paragraph. In paragraphs 2 and 3, the topic sentence is the third sentence: the first two just make a contrast or a link with the paragraph before. Which paragraph is about…
- a particular example of brain damage
- damage to the brain
- damage to the limbic brain
- the limbic brain
- the neocortex
- the reptilian brain
Questions 14–22
Classify the following as typical of
- A the reptilian cortex
- B the limbic cortex
- C the neocortex
Example: 19 guarding areas of land → synonyms defending / territorial, in paragraph 1 → A
- 14 giving up short-term happiness for future gains
- 15 maintaining the bodily functions necessary for life
- 16 experiencing the pain of losing another
- 17 forming communities and social groups
- 18 making a decision and carrying it out
- 19 guarding areas of land (example)
- A
- 20 developing explanations for things
- 21 looking after one's young
- 22 responding quickly to sudden movement and noise
- 14 C “…a student can ignore the limbic urge to socialise and go to sleep early instead.” (para 4)
- 15 A “This brain sustains the elementary activities of animal survival such as respiration, adequate rest and a beating heart.” (para 1)
- 16 B “…the anguished squeal of a dolphin separated from its pod… elephants mourning their dead” (para 2)
- 17 B “…cause mammals to develop various types of social relations and kinship networks.” (para 2)
- 18 C “…the process by which we decide on and commit to particular courses of action.” (para 4)
- 20 C “…to develop complex theories of physical or social phenomena” (para 3)
- 21 B “…the limbic cortex impels creatures to nurture their offspring” (para 2)
- 22 A “…a mechanism that facilitates swift reactions to unexpected occurrences in our surroundings.” (para 1)
Put the strategy in order
- Close-read around those words to find the answer.
- From your skimming, note down which paragraphs or parts of the text are relevant to each option (A, B, C…).
- Read the statements and underline the key words: the words you will try to find in the text.
- Scan the relevant parts of the text and underline the key words or their synonyms.
- Think of synonyms of the key words, or other ways they could be expressed.
Part B
Findings, opinions and assumptions
Matching features questions often ask you to tell the difference between what a study proved and what people think:
- Findings of a study are facts that have been shown: the study shows / reveals / proves / found / demonstrates.
- Opinions are ideas without proof: the researchers believe / argue / claim / maintain.
The Risks of Cigarette Smoke
1 Discovered in the early 1800s and named ‘nicotianine’, the oily essence now called nicotine is the main active ingredient of tobacco. Nicotine, however, is only a small component of cigarette smoke, which contains more than 4,700 chemical compounds, including 43 cancer-causing substances. In recent times, scientific research has been providing evidence that years of cigarette smoking vastly increases the risk of developing fatal medical conditions.
2 In addition to being responsible for more than 85 per cent of lung cancers, smoking is associated with cancers of, amongst others, the mouth, stomach and kidneys, and is thought to cause about 14 per cent of leukaemia and cervical cancers. In 1990, smoking caused more than 84,000 deaths, mainly resulting from such problems as pneumonia, bronchitis and influenza. Smoking, it is believed, is responsible for 30 per cent of all deaths from cancer and clearly represents the most important preventable cause of cancer in countries like the United States today.
3 Passive smoking, the breathing in of the side-stream smoke from the burning of tobacco between puffs or of the smoke exhaled by a smoker, also causes a serious health risk. A report published in 1992 by the US Environmental Protection Agency (EPA) emphasized the health dangers, especially from side-stream smoke. This type of smoke contains more smaller particles and is therefore more likely to be deposited deep in the lungs. On the basis of this report, the EPA has classified environmental tobacco smoke in the highest risk category for causing cancer.
4 As an illustration of the health risks, in the case of a married couple where one partner is a smoker and one a non-smoker, the latter is believed to have a 30 per cent higher risk of death from heart disease because of passive smoking. The risk of lung cancer also increases over the years of exposure and the figure jumps to 80 per cent if the spouse has been smoking four packs a day for 20 years. It has been calculated that 17 per cent of cases of lung cancer can be attributed to high levels of exposure to second-hand tobacco smoke during childhood and adolescence.
5 A more recent study by researchers at the University of California at San Francisco (UCSF) has shown that second-hand cigarette smoke does more harm to non-smokers than to smokers. Leaving aside the philosophical question of whether anyone should have to breathe someone else’s cigarette smoke, the report suggests that the smoke experienced by many people in their daily lives is enough to produce substantial adverse effects on a person’s heart and lungs.
6 The report, published in the Journal of the American Medical Association (AMA), was based on the researchers’ own earlier research but also includes a review of studies over the past few years. The American Medical Association represents about half of all US doctors and is a strong opponent of smoking. The study suggests that people who smoke cigarettes are continually damaging their cardiovascular system, which adapts in order to compensate for the effects of smoking. It further states that people who do not smoke do not have the benefit of their system adapting to the smoke inhalation. Consequently, the effects of passive smoking are far greater on non-smokers than on smokers.
7 This report emphasizes that cancer is not caused by a single element in cigarette smoke; harmful effects to health are caused by many components. Carbon monoxide, for example, competes with oxygen in red blood cells and interferes with the blood’s ability to deliver life-giving oxygen to the heart. Nicotine and other toxins in cigarette smoke activate small blood cells called platelets, which increases the likelihood of blood clots, thereby affecting blood circulation throughout the body.
8 The researchers criticize the practice of some scientific consultants who work with the tobacco industry for assuming that cigarette smoke has the same impact on smokers as it does on non-smokers. They argue that those scientists are underestimating the damage done by passive smoking and, in support of their recent findings, cite some previous research which points to passive smoking as the cause for between 30,000 and 60,000 deaths from heart attacks each year in the United States. This means that passive smoking is the third most preventable cause of death after active smoking and alcohol-related diseases.
9 The study argues that the type of action needed against passive smoking should be similar to that being taken against illegal drugs and AIDS (SIDA). The UCSF researchers maintain that the simplest and most cost-effective action is to establish smoke-free work places, schools and public places.
Source: IELTS Academic Reading sample passage (© UCLES 2009, Cambridge English teaching activities).
Classify the words
Seeing links between words helps you scan. Put each word from the text into a group.
- evidence
- kidneys
- leukaemia
- spouse
- journal
- bronchitis
- consultant
- stomach
- publish
- pneumonia
- lungs
- non-smoker
Finding or opinion?
Does each verb usually introduce a finding or an opinion?
- The study shows that…
- The researchers argue that…
- The report reveals that…
- Researchers believe that…
- The experiment proved that…
- The UCSF researchers maintain that…
Questions 11–13
Classify the following statements as being
- A a finding of the UCSF study
- B an opinion of the UCSF study
- C a finding of the EPA report
- D an assumption of consultants to the tobacco industry
First find the parts of the text about the UCSF study, the EPA report and the tobacco consultants. Think of synonyms: adapt → change, make fit · harmful → dangerous, toxic.
- 11 Smokers' cardiovascular systems adapt to the intake of environmental smoke.
- 12 Smoke-free public places offer the best solution.
- 13 The intake of side-stream smoke is more harmful than smoke exhaled by a smoker.
- 11 A “The study suggests that people who smoke… their cardiovascular system… adapts in order to compensate” (para 6, the UCSF report).
- 12 B “The UCSF researchers maintain that the simplest and most cost-effective action is to establish smoke-free… public places” (opinion).
- 13 C The EPA report “emphasized the health dangers, especially from side-stream smoke” (para 3).
- D is not used. The consultants assume smoke “has the same impact on smokers as it does on non-smokers”.
Strategy summary
- Skim the text and the task.
- Analyse the options: what is the difference between them (e.g. finding vs opinion, one researcher vs another)?
- Think of other language that could express the statements: synonyms and paraphrases.
- Scan for the relevant section for each statement. Remember they are not in order, so keep all the statements in mind.
- Close-read that section and classify the statement.
Want to practise this further? Lesson 2 has more practice in reading in detail and in telling facts from opinions.
Activities adapted from British Council IELTS teaching materials (takeielts.britishcouncil.org).