IELTS Reading · Lesson 8 of 9

Full Practice — Academic Passage

Academic ⏱️ ~20 min (timed)

One full Academic reading passage on how forest trees share resources underground, with thirteen questions across five IELTS question types. Answer under timed conditions, then check every explanation.

What you'll be able to do

  • Complete a full Academic passage and 13 questions in about 20 minutes
  • Handle True/False/Not Given, Matching Headings, multiple choice and completion in one sitting
  • Locate the exact sentence in a passage that proves each answer
  • Diagnose why plausible distractors are wrong so you stop losing marks to them

This is a timed practice, not a lesson. Treat it like the real thing: set a clock for roughly 20 minutes — the pace you'd need for one of the three passages on test day — and do not stop to check anything until the time is up. Read the passage once for the shape of it, then work through the thirteen questions in order, writing each answer down as you reach it rather than saving them for the end. If a question resists you, put your best guess and move on.

When the timer stops, and only then, reveal the answers one at a time and read the explanation for each. The official test-maker guidance at ielts.org is worth a look for the marking rules, but the fastest way to improve is to understand why each answer is what it is.

How to use this practice

Set a 20-minute timer. Read the passage, answer all questions, THEN reveal answers one by one and read the explanation for every question — including the ones you got right.

📄 The Wood Wide Web

A walk through a mature forest gives the impression of a slow, silent competition. Each tree pushes its crown a little higher than its neighbour's, racing for light, and the losers are shaded out. For most of the twentieth century that was how forest ecologists described what they saw. The picture below the soil, it turns out, is far less lonely. Beneath a single footstep can lie hundreds of kilometres of fungal thread, knitting the roots of different trees — and often different species — into a shared network. Researchers have taken to calling it the "wood wide web".

The threads belong to mycorrhizal fungi, which wrap around or grow inside tree roots. The relationship is a trade. The fungus cannot photosynthesise, so it draws sugars from the tree; in return, its vast, hair-thin filaments reach into pockets of soil that roots are too coarse to enter, harvesting water and mineral nutrients such as phosphorus and nitrogen and passing them back. A teaspoon of forest soil may hold several kilometres of these filaments. Because one fungus can connect to many trees at once, and one tree to many fungi, the result is not a set of private partnerships but a genuine web.

That much has been accepted for decades. The bolder claim — that trees use the network to move resources to one another — is more recent, and it is largely associated with the Canadian ecologist Suzanne Simard. In a series of field experiments beginning in the 1990s, Simard fed paired seedlings carbon dioxide made with distinguishable carbon isotopes, one heavier than the other, and then tracked where the carbon ended up. She found that carbon fixed by one tree could later be detected in a neighbour connected through the same fungal network. Crucially, the flow was not random: more carbon moved toward seedlings growing in shade, which needed it most, than toward those in full sun.

Simard went further, describing large, old trees as "mother trees" or hub trees — nodes with unusually many connections that appear to channel carbon and nitrogen toward nearby seedlings, including their own offspring. In one striking result, a dying tree was recorded shunting a pulse of its stored carbon into the network shortly before it expired, as though emptying its account before closing it. Other work has suggested that a tree under insect attack can release chemical warning signals that travel through fungal connections, prompting neighbours to raise their own chemical defences before the pest arrives.

The findings caught the public imagination, and the language did too. Talk of trees that "nurture" their young or "warn" their neighbours makes for good headlines. It also makes many scientists uneasy. A 2023 review by a group of forest researchers argued that popular accounts had raced ahead of the evidence. Yes, they agreed, mycorrhizal networks exist and carbon can move through soil — but proving that a mother tree deliberately favours its kin, in a real forest rather than a controlled pot, is much harder. Carbon detected in a neighbour might have travelled through the fungus for the fungus's own purposes, or leaked into the soil and been taken up separately, rather than being a gift from one tree to another. The critics were careful to say the phenomenon is real; their complaint was about how confidently its purpose has been described.

Distinguishing between these explanations matters, because the network has become an argument in how forests should be managed. If old hub trees really do sustain the seedlings around them, then clear-cutting a stand and leaving a few scattered survivors may sever connections that a young forest depends on to establish itself. Some foresters now argue for retaining clusters of mature trees precisely to keep the underground network intact, and a handful of forestry companies in British Columbia have begun trialling exactly this approach on working land. That is a reasonable precaution even under the cautious reading of the evidence, since mature trees plainly benefit a forest in other ways — stabilising soil, storing carbon and sheltering wildlife. The counter-argument is cost: leaving valuable timber standing is money left uncut, and a firm needs a solid reason to accept the loss.

What is not in dispute is that the tidy image of trees as lone competitors was too simple. Whether the fungi are generous messengers or self-interested traders running their own economy, the forest floor is a marketplace of astonishing reach, and the trees above it are quietly plugged into it. The debate now is not whether the wood wide web exists, but how much of the story we have been telling about it the evidence can actually bear.

1. (Matching Headings) Which heading best fits the second paragraph ("The threads belong to mycorrhizal fungi...")?

  1. A A discovery that divided scientists
  2. B How the fungus and tree trade with each other
  3. C Why old trees matter to a forest
  4. D Evidence from isotope experiments

Answer: B

The paragraph describes a mutual trade — the fungus takes sugars and supplies the tree with water and nutrients — so B captures its whole point. A and D describe later paragraphs, and C describes the management/mother-tree discussion, none of which appear here.

2. (True/False/Not Given) Forest ecologists throughout the twentieth century believed trees mainly competed with one another.

Answer: TRUE

Paragraph 1 states that "for most of the twentieth century" ecologists described the forest as "a slow, silent competition" for light. This directly supports the statement.

3. (True/False/Not Given) Mycorrhizal fungi are able to make their own food by photosynthesis.

Answer: FALSE

Paragraph 2 says plainly that "the fungus cannot photosynthesise, so it draws sugars from the tree." The statement claims the opposite, so it is False, not Not Given.

4. (True/False/Not Given) A single mycorrhizal fungus can only ever connect to one tree at a time.

Answer: FALSE

The end of paragraph 2 states "one fungus can connect to many trees at once," which is why the result is a web rather than private partnerships. The statement contradicts this.

5. (True/False/Not Given) Suzanne Simard was born in Canada.

Answer: NOT GIVEN

Paragraph 3 calls her "the Canadian ecologist Suzanne Simard," which describes her nationality or where she works, but the passage never states where she was born. Do not infer a birthplace from a nationality label.

6. (Multiple choice) In Simard's isotope experiments, what did she find about how carbon moved between connected seedlings?

  1. A It moved equally in both directions between all trees
  2. B More of it moved toward seedlings growing in shade
  3. C It only moved from young trees to old trees
  4. D No measurable carbon moved between the trees

Answer: B

Paragraph 3 says "more carbon moved toward seedlings growing in shade, which needed it most, than toward those in full sun," making B correct. A is ruled out by "the flow was not random," and D contradicts the finding that carbon was detected in a neighbour.

7. (Multiple choice) Why does the 2023 review say carbon found in a neighbouring tree does not prove trees deliberately help their kin?

  1. A Because the carbon may have come from the air, not the soil
  2. B Because the fungus may move carbon for its own purposes, or the carbon may leak and be taken up separately
  3. C Because the isotopes used were unreliable
  4. D Because mother trees do not actually exist

Answer: B

Paragraph 5 gives exactly these two alternative explanations — carbon travelling "through the fungus for the fungus's own purposes" or leaking into the soil and taken up separately. A, C and D are never stated; the critics accept the phenomenon is real.

8. (Yes/No/Not Given) The critics in the 2023 review claim that mycorrhizal networks do not exist.

Answer: NO

Paragraph 5 states "they agreed... mycorrhizal networks exist" and "were careful to say the phenomenon is real." Their objection was only about how its purpose is described, so the claim is No.

9. (Yes/No/Not Given) The writer thinks retaining clusters of mature trees is sensible even if the mother-tree theory turns out to be overstated.

Answer: YES

Paragraph 6 calls it "a reasonable precaution even under the cautious reading of the evidence," because mature trees help a forest in other ways. This matches the writer's view.

10. (Sentence completion, ONE WORD) The fungal filaments reach into pockets of soil that tree roots are too ________ to enter.

Answer: coarse

Paragraph 2 says the filaments "reach into pockets of soil that roots are too coarse to enter." The single word required is "coarse."

11. (Note completion, TWO WORDS) Simard described large, old, highly connected trees as "mother trees" or ________.

Answer: hub trees

Paragraph 4 states she described such trees "as 'mother trees' or hub trees." The two-word answer is "hub trees."

12. (Summary completion, ONE WORD) A tree under insect attack can release chemical ________ signals that travel through the fungal connections to neighbouring trees.

Answer: warning

Paragraph 4 says a tree under attack "can release chemical warning signals that travel through fungal connections." The missing word is "warning."

13. (Multiple choice) Which statement best expresses the main idea of the final paragraph?

  1. A The wood wide web has been proven not to exist
  2. B Trees are certainly generous toward their neighbours
  3. C The network clearly exists, but the story told about its purpose may go beyond the evidence
  4. D Foresters should always clear-cut old trees

Answer: C

The final paragraph says the debate "is not whether the wood wide web exists, but how much of the story... the evidence can actually bear." C captures this. A and B overstate opposite positions, and D contradicts paragraph 6.

Score check

Count your correct answers out of 13 and scale to the 40-question test. Roughly 11–13 here is a band 8 pace, 9–10 is around band 7, 7–8 sits near band 6, and 5–6 is closer to band 5. One passage is a small sample, so don't over-read a single score — but if the same question type keeps tripping you (say, Not Given versus False), that's the pattern worth drilling. Next, try the General Training practice to see how the everyday texts differ.

Frequently asked questions

How long should this Academic practice passage take?

Aim for about 20 minutes, which is the pace you need per passage in the real 60-minute test with three passages. If you go much over, practise skimming first and hunting for keywords rather than reading every line.

What is the difference between False and Not Given?

False means the passage states the opposite of the statement, so you can point to a contradicting sentence. Not Given means the passage neither confirms nor contradicts it — the information simply is not there, so no sentence proves it either way.

Do I have to spell completion answers correctly?

Yes. In IELTS Reading, a misspelled word is marked wrong even if you found the right place in the text. Copy the word exactly as it appears in the passage and respect any word limit, such as ONE WORD ONLY.

Is this practice the same difficulty as the real IELTS Academic test?

It is written to be exam-realistic in length, topic style and question mix, but it is original Vidaara material, not a past paper. Use it to build technique, then sit official practice tests from ielts.org closer to your test date.