Reading 2026-04 Test 16 — IELTS Academic Reading Practice Test with Answers

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Reading Passage 1: Health in the Wild

A For the past decade Dr Engel, a lecturer in environmental sciences at Britain’s Open University, has been collating examples of self-medicating behaviour in wild animals. She recently published a book on the subject. In a talk at the Edinburgh Science Festival earlier this month, she explained that the idea that animals can treat themselves has been regarded with some scepticism by her colleagues in the past. But a growing number of animal behaviourists now think that wild animals can and do deal with their own medical needs.

B One example of self-medication was discovered in 1987. Michael Huffman and Mohamedi Seifu, working in the Mahale Mountains National Park in Tanzania, noticed that local chimpanzees suffering from intestinal worms would dose themselves with the pith of a plant called Veronia. This plant produces poisonous chemicals called terpenes. Its pith contains a strong enough concentration to kill gut parasites, but not so strong as to kill chimps (nor people, for that matter; locals use the pith for the same purpose). Given that the plant is known locally as “goat-killer”, however, it seems that not all animals are as smart as chimps and humans. Some consume it indiscriminately and succumb.

C Since the Veronia-eating chimps were discovered, more evidence has emerged suggesting that animals often eat things for medical rather than nutritional reasons. Many species, for example, consume dirt a behaviour known as geophagy. Historically, the preferred explanation was that soil supplies minerals such as salt. But geophagy occurs in areas where the earth is not a useful source of minerals, and also in places where minerals can be more easily obtained from certain plants that are known to be rich in them. Clearly, the animals must be getting something else out of eating earth.

D The current belief is that soil—and particularly the clay in it—helps to detoxify the defensive poisons that some plants produce in an attempt to prevent themselves from being eaten. Evidence for the detoxifying nature of clay came in 1999, from an experiment carried out on macaws by James Gilardi and his colleagues at the University of California, Davis. Macaws eat seeds containing alkaloids, a group of chemicals that has some notoriously toxic members, such as strychnine. In the wild, the birds are frequently seen perched on eroding riverbanks eating clay. Dr Gilardi fed one group of macaws a mixture of harmless alkaloid and clay, and a second group just the alkaloid. Several hours later, the macaws that had eaten the clay had 60% less alkaloid in their bloodstreams than those that had not, suggesting that the hypothesis is correct.

E Other observations also support the idea that clay is detoxifying. Towards the tropics, the amount of toxic compounds in plants increases—and so does the amount of earth eaten by herbivores. Elephants lick clay from mud holes all year round, except in September when they are bingeing on fruit which, because it has evolved to be eaten, is not toxic. And the addition of clay to the diets of domestic cattle increases the amount of nutrients that they can absorb from their food by 10-20%.

F A third instance of animal self-medication is the use of mechanical scours to get rid of gut parasites, in 1972 Richard Wrangham, a researcher at the Gombe Stream Reserve in Tanzania, noticed that chimpanzees were eating the leaves of a tree called Aspilia. The chimps chose the leaves carefully by testing them in their mouths. Having chosen a leaf, a chimp would fold it into a fan and swallow it. Some of the chimps were noticed wrinkling their noses as they swallowed these leaves, suggesting the experience was unpleasant. Later, undigested leaves were found on the forest floor.

G Dr Wrangham rightly guessed that the leaves had a medicinal purpose—this was, indeed, one of the earliest interpretations of a behaviour pattern as self-medication. However, he guessed wrong about what the mechanism was. His (and everybody else’s) assumption was that Aspilia contained a drug, and this sparked more than two decades of phytochemical research to try to find out what chemical the chimps were after. But by the 1990s, chimps across Africa had been seen swallowing the leaves of 19 different species that seemed to have few suitable chemicals in common. The drug hypothesis was looking more and more dubious.

H It was Dr Huffman who got to the bottom of the problem. He did so by watching what came out of the chimps, rather than concentrating on what went in. He found that the egested leaves were full of intestinal worms. The factor common to all 19 species of leaves swallowed by the chimps was that they were covered with microscopic hooks. These caught the worms and dragged them from their lodgings.

I Following that observation, Dr Engel is now particularly excited about how knowledge of the way that animals look after themselves could be used to improve the health of livestock. People might also be able to learn a thing or two, and may, indeed, already have done so. Geophagy, for example, is a common behaviour in many parts of the world. The medical stalls in African markets frequently sell tablets made of different sorts of clays, appropriate to different medical conditions.

J Africans brought to the Americas as slaves continued this tradition, which gave their owners one more excuse to affect to despise them. Yet, as Dr Engel points out, Rwandan mountain gorillas eat a type of clay rather similar to kaolinite—the main ingredient of many patent medicines sold over the counter in the West for digestive complaints. Dirt can sometimes be good for you, and to be “as sick as a parrot” may, after all, be a state to be desired.

1
It is for 10 years that Dr Engel has been working on animal self-medication.
2
In order to find plants for medication, animals usually need to walk a long distance.
3
Birds such as Macaw, are seen eating clay because it is a part of their natural diet.
4
According to Dr Engel, it is exciting that research into animal self-medication can be helpful in the invention of new painkillers.
5
1987, Michael Huffman and Mohamedi Seifu, Chimpanzee, ________ of Veronia, Contained chemicals named ________ which can kill parasites.
6
1999, James Gilardi and his colleagues, Macaw, Seeds (contain ________) and clay, Clay can ________ the poisonous contents in food.
7
1972, Richard Wrangham, Chimpanzee, Leaves with tiny ________ on surface, Such leaves can catch and expel worms from intestines.
8
One piece of evidence particularly deals with ________, a soil-consuming behaviour commonly found across animals species, because the earth, often clay, can neutralize the ________ content of their diet. Such behaviour can also be found among humans in Africa, where people purchase ________ at market stalls as a kind of medication to their illnesses. Another example of this is found in chimps eating leaves of often ________ taste but with no apparent medicinal value until its unique structure came into light. (Choose from: A. mineral, B. plants, C. unpleasant, D. toxic, E. clay tablets, F. nutritional, G. geophagy, H. harmless)
- A. mineral
- B. plants
- C. unpleasant
- D. toxic
- E. clay tablets
- F. nutritional
- G. geophagy
- H. harmless

Reading Passage 2: The Culture of Chimpanzee

A. Researchers have studied the similarities between chimpanzees and humans for years, but in the past decade they have determined that these resemblances run much deeper than anyone first thought. For instance, the nut cracking observed in the Tai Forest is far from a simple chimpanzee behaviour; rather it is a singular adaptation found only in that particular part of Africa and a trait that biologists consider to be an expression of chimpanzee culture. Scientists frequently use the term “culture” to describe elementary animal behaviours, but as it turns out, the rich and varied cultural traditions found among chimpanzees are second in complexity only to human traditions.

B. During the past two years, an unprecedented scientific collaboration, involving every major research group studying chimpanzees, has documented a multitude of distinct cultural patterns extending across Africa, in actions ranging from the animals’ use of tools to their forms of communications and social customs. This emerging picture of chimpanzees not only affects how we think of these amazing creatures but also alters human beings’ conception of our own uniqueness and hints at ancient foundations for extraordinary capacity for culture.

C. Homo sapiens and Pan troglodytes have coexisted for hundreds of millennia and share more than 98 percent of their genetic material, yet only 40 years ago we still knew next to nothing about chimpanzee behaviour in the wild. That began to change in the 1960s, when Toshisada Nishida of Kyoto University in Japan and Jane Goodall began their studies of wild chimpanzees at two field sites in Tanzania. Goodall’s research station at Gombe—the first of its kind—is more famous.

D. In these initial studies, as the chimpanzees became accustomed to close observation, the remarkable discoveries began. Researchers witnessed a range of unexpected behaviours, including fashioning and using tools, hunting, meat eating, food sharing and lethal fights between members of neighbouring communities. In the years that followed, other primatologists set up camp elsewhere, and, despite all the financial, political and logistical problems that can beset African fieldwork, several of these out-posts became truly long-term projects. As a result, we live in an unprecedented time, when an intimate and comprehensive scientific record of chimpanzees’ lives at last exists not just for one but for several communities spread across Africa.

E. As early as 1973, Goodall recorded 13 forms of tool use as well as eight social activities that appeared to differ between the Gombe chimpanzees and chimpanzee populations elsewhere. She ventured that some variations had what she termed a cultural origin. But what exactly did Goodall mean by “culture”? The diversity of human cultures extends from technological variations to marriage rituals, from culinary habits to myths and legends. Animals do not have myths and legends, of course. But they do have the capacity to pass on behavioural traits from generation to generation, not through their genes but by learning. For biologists, this is the fundamental criterion for a cultural trait: it must be something that can be learned by observing the established skills of others and thus passed on to future generations.

F. What of the implications for chimpanzees themselves? We must highlight the tragic loss of chimpanzees, whose populations are being decimated just when we are at last coming to appreciate these astonishing animals more completely. The bushmeat trade is particularly alarming: logging has driven roadways into the forests that are now used to ship wild-animal meat—including chimpanzee meat—to consumers as far afield as Europe. Such destruction threatens not only the animals themselves but also a host of fascinatingly different ape cultures.

G. Perhaps the cultural richness of the ape may yet help in its salvation, however. Some conservation efforts have already altered the attitudes of some local people. A few organizations have begun to show videotapes illustrating the cognitive prowess of chimpanzees. One Zairian viewer was heard to exclaim, “Ah, this ape is so like me, I can no longer eat him.”

H. How an international team of chimpanzee experts conduct the most comprehensive survey of the animals ever attempted? Scientists have been investigating chimpanzee culture for several decades, but too often their studies have contained a crucial flaw. Most attempts to document cultural diversity among chimpanzees have relied solely on officially published accounts of the behaviours recorded at each research site. But this approach probably overlooks a good deal of cultural variation for three reasons.

I. Firstly, scientists typically don’t publish an extensive list of all the activities they do not see at a particular location. Yet this is exactly what we need to know—which behaviours were and were not observed at each site. Second, many reports describe chimpanzee behaviours without saying how common they are; without this information, we can’t determine whether a particular action was a once-in-a-lifetime aberration or a routine event that should be considered part of the animals’ culture. Finally, researchers’ descriptions of potentially significant chimpanzee behaviour frequently lack sufficient detail, making it difficult for scientists working at other spots to record the presence or absence of the activities.

J. To remedy these problems, the two of us decided to take a new approach. We asked field researchers at each site for a list of all the behaviours they suspected were local traditions. With this information in hand, we pulled together a comprehensive list of 65 candidates for cultural behaviours.

K. Then we distributed our list to the team leaders at each site. In consultation with their colleagues, they classified each behaviour in terms of its occurrence or absence in the chimpanzee community studied. The key categories were customary behaviour, habitual, present, absent, and unknown. We should note, however, that certain cultural traits are no doubt passed on by a combination of imitation and simpler kinds of social learning. Either way, learning from elders is crucial to growing up as a competent wild chimpanzee.

9
A problem of research on chimpanzee culture which is only based on official sources.
10
A new system designed by two scientists aiming to solve the problem.
11
Reasons why previous research on ape culture is inadequate.
12
Classification of data observed or collected.
13
An example showing cognitive powers of animals leading to indication of change in local people’s attitude toward preservation.
14
Research found that chimpanzees will possess the same complex culture as humans.
15
Human and apes ancestors lived together long ago and share most of their genetic substance.
16
Jane Goodall has observed many surprising features of complex behaviours among chimpanzees.
17
Chimpanzees, like humans, derive cultural behaviours mostly from genetic inheritance.
18
When did the unexpected discoveries of chimpanzee behaviour start?
19
Which country is the research site of Toshisada Nishida and Jane Goodall?
20
What did the chimpanzees have to get used to in the initial study?
21
What term did Jane Goodall use in 1973 to explain groups of chimpanzees using tools differently?

Reading Passage 3: Practical Learning in the Classroom

The way we think about architecture in schools has come a long way. Once, studying architecture in the art class meant learning to appreciate great buildings art-history style, through slide presentations. In recent years, though, the American Institute of Architects has fostered the idea that the process of architectural design, not just the appreciation of architecture, is a beneficial aspect of the art curriculum (Sandler, 1989). The value of architectural design is that it is the concrete training ground for a broadly applicable creative process. Architectural training can help people design structures to meet needs. It can help teachers design lessons to meet needs, help representatives design laws to meet needs, or help farmers design crop rotations to meet needs. Furthermore, it provides hands-on experiences that reinforce learning in various other subjects, from math to social studies.

In the ongoing dialogue about architecture in one middle school art curriculum, many believe students should actually build the structures they design in their courses. Although the technology and expertise required of modern architecture can prohibit students from actually realizing their designs, traditional architectural materials and methods remain quite accessible to the art classroom. Traditional architectural materials, such as earth, clay and straw, are cheap, easy to work with and readily available. Further, when students participate in the construction or preservation of a traditional earthen structure in their local community, they engage in a form of experiential learning and they are motivated to invest in the project. This is evident in a case study of an adobe conservation project with middle school students in the town of Zuni, New Mexico, in the Southwestern United States.

Traditional architecture reaches back to preindustrial America, when local resources and cultures produced structures in styles unique to each region. In New Mexico, examples of hand-built earthen structures still abound. The region has seen some decline in traditional architecture as industrialization has brought new building codes and materials; however, the traditional, non-industrial home, either preserved from earlier generations or newly built, remains in use. Traditional building materials and the land that supplies them are so accessible that handcrafting a house still remains feasible.

Thus, with no technical expertise and little cost, middle school students can participate in the construction or preservation of a traditional earthen structure. During the project, a student will get to know the materials, understand the chemistry, solve problems, work with classmates, and exercise muscles. The student can apply knowledge of design principles and the creative process while participating in a cooperative effort. But most significantly, this type of project-based activity motivates students to invest intellectually.

The benefits extend beyond academic knowledge. Students develop a tangible connection to their local heritage and environment. They learn the value of sustainable, low-impact building practices and gain respect for craftsmanship. Such projects can foster community pride and intergenerational learning when local elders or artisans share their knowledge. While modern construction techniques dominate the professional world, the educational power of traditional, hands-on building offers a unique way to teach problem-solving, teamwork, and cultural appreciation in a manner that is both engaging and deeply meaningful.

22
Historically, architecture was taught through ________ presentations focusing on appreciation.
23
Now, the focus has shifted to the design ________ itself.
24
In middle school, there is a belief that students should ________ their designs.
25
Modern architecture is often too complex, but ________ materials like earth and clay are accessible.
26
A case study in Zuni, New Mexico, involved students in an ________ conservation project.
27
The American Institute of Architects believes only the appreciation of architecture should be part of the art curriculum.
28
Architectural design skills can only be applied to designing buildings.
29
Traditional earthen architecture has completely disappeared in New Mexico.
30
The main advantage of using traditional materials in school projects is their low cost and availability.
31
What is the main purpose of the first paragraph?
- A. To criticize old teaching methods
- B. To show how architecture education has changed
- C. To list famous architectural works
- D. To promote the American Institute of Architects
32
According to the passage, why are traditional building methods suitable for school projects?
- A. They require advanced technical expertise.
- B. They are cheap, easy, and connect students to local heritage.
- C. They are the most modern construction techniques.
- D. They are mandated by new building codes.
33
The writer mentions that students "exercise muscles" (Paragraph 5) to emphasize that the project involves:
- A. Physical education classes.
- B. Physical, as well as intellectual, engagement.
- C. Training for professional construction work.
- D. The need for students to be very strong.
34
What is described as the "most significant" benefit of such projects for students?
- A. They learn specific chemistry facts.
- B. They become motivated to invest intellectually.
- C. They get to work outdoors.
- D. They can avoid other school subjects.
35
What broader benefit is mentioned in the final paragraph?
- A. Students learn to dislike modern architecture.
- B. Students develop a connection to local heritage and sustainability.
- C. Students are guaranteed jobs in architecture.
- D. Such projects are cheaper than all other teaching methods.

Phiếu trả lời

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Hiện đáp án

1. TRUE
The passage states Dr Engel has been working on animal self-medication for 10 years, so this is TRUE.
2. NOT GIVEN
There is no information in the passage about animals needing to walk a long distance to find medicinal plants, so the answer is NOT GIVEN.
3. FALSE
The passage explains that Macaws eat clay to neutralize toxins, not because it is a natural part of their diet, so this is FALSE.
4. FALSE
Dr Engel does not say it is exciting that animal self-medication research could help invent new painkillers; the passage suggests she is cautious about this, so the answer is FALSE.
5. pith / terpenes
In 1987, Huffman and Seifu observed chimpanzees eating the pith of Veronia, which contains terpenes that can kill parasites.
6. alkaloids / detoxify
In 1999, Gilardi and colleagues found Macaws eat seeds with alkaloids and clay, and the clay can detoxify the poisonous contents in food.
7. hooks
In 1972, Wrangham found chimpanzees eat leaves with tiny hooks on the surface, which help catch and expel worms from intestines.
8. G / D / E / C
The evidence deals with geophagy (G), because earth or clay can neutralize the toxic (D) content of diets; in Africa, people buy clay tablets (E), and chimps eat leaves of unpleasant (C) taste.
9. H
The problem with research based only on official sources is that it is 'harmless' (H), meaning it may miss important details or insights.
10. J
A new system designed by two scientists to solve the problem is described in section J.
11. I
Section I explains why previous research on ape culture is inadequate.
12. K
Section K discusses the classification of data observed or collected.
13. G
Section G gives an example of animal cognitive powers leading to a change in local people's attitude toward preservation.
14. NOT GIVEN
There is no information in the passage stating that chimpanzees will have the same complex culture as humans, so the answer is NOT GIVEN.
15. TRUE
The passage says human and ape ancestors lived together long ago and share most of their genetic substance, so this is TRUE.
16. TRUE
Jane Goodall has observed many surprising features of complex behaviours among chimpanzees, so this is TRUE.
17. FALSE
Chimpanzees do not get cultural behaviours mostly from genetic inheritance; the passage says they learn from each other, so this is FALSE.
18. in the 1960s
The unexpected discoveries of chimpanzee behaviour started in the 1960s.
19. Tanzania
The research site of Toshisada Nishida and Jane Goodall is Tanzania.
20. close observation
Chimpanzees had to get used to close observation in the initial study.
21. cultural origin
Jane Goodall used the term 'cultural origin' in 1973 to explain groups of chimpanzees using tools differently.
22. slide
Historically, architecture was taught through slide presentations focusing on appreciation.
23. process
Now, the focus has shifted to the design process itself.
24. build
In middle school, there is a belief that students should build their designs.
25. traditional architectural
Modern architecture is often too complex, but traditional architectural materials like earth and clay are accessible.
26. adobe
A case study in Zuni, New Mexico, involved students in an adobe conservation project.
27. NO
The passage says the American Institute of Architects does not believe only appreciation should be in the curriculum, so the answer is NO.
28. NO
Architectural design skills can be used for more than just buildings, so the answer is NO.
29. NO
Traditional earthen architecture has not completely disappeared in New Mexico, so the answer is NO.
30. YES
The main advantage of using traditional materials is their low cost and availability, so the answer is YES.
31. B
The first paragraph's main purpose is to show how architecture education has changed (B).
32. B
Traditional building methods are suitable for school projects because they are cheap, easy, and connect students to local heritage (B).
33. B
'Exercise muscles' means the project involves physical as well as intellectual engagement (B).
34. B
The most significant benefit is that students become motivated to invest intellectually (B).
35. B
The broader benefit mentioned is that students develop a connection to local heritage and sustainability (B).

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Reading Passage 1: Health in the Wild

Reading Passage 2: The Culture of Chimpanzee

Reading Passage 3: Practical Learning in the Classroom

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