My Progress Support us

IELTS band 8 plan, week 3: Matching and summary completion

Focus this week: Reading. About 140 minutes in total, over 5 days.

By Team EnglishCoach · How we check our content · Updated 2026-10-23

This week's sessions

Tick each session when you finish it. Your ticks are saved only in this browser.

  1. Day 1 · 📖 Reading · about 30 minMatching information and featuresRead this week's lesson, then do the matching set below. Read all the items before the passage, and mark every mention of each group.
  2. Day 2 · 📖 Reading · about 25 minSummary completion, no word listDo the summary set below. Before you fill each gap, write the word class it needs, then check that the completed sentence is grammatical.
  3. Day 3 · 📖 Reading · about 25 minReading practice test 6Do the passage in 19 minutes, leaving time to check word limits and spelling. Log each lost mark by question type.
  4. Day 4 · 🎧 Listening · about 25 minListening Parts 3 and 4Do Parts 3 and 4 of this full test. For each matching or multiple-choice question, note the paraphrase and any option that was mentioned and then rejected.
  5. Day 5 · 📖 Reading · about 35 minReading mock testDo the first two passages in 35 minutes (16 and 19), or the full test if you have an hour. Compare your lost marks by type with day 3.

This week's lesson: matching and summary completion without a word list

Band 8 in Academic Reading needs about 35 correct answers out of 40, in 60 minutes. Most band 7.5 readers handle True/False/Not Given and headings well. The marks they lose are usually in three question types that test location and precision at the same time.

1. Matching information: "Which paragraph contains…?"

These questions ask you to find a detail in a paragraph, not its main idea, which is why they're harder than headings.

  • Paragraphs can be used more than once, and some aren't used at all. Read the instructions every time.
  • The questions aren't in passage order. Don't work down the list. Read all the items first, then go through the passage paragraph by paragraph, asking: Does this paragraph contain any of them?
  • Notice the kind of information: an example of, a comparison between, a reason for, a limitation of. A comparison needs two things compared; a limitation needs a weakness, not just a fact.

Item: a mention of a method that was later abandoned Paragraph C: "...the practice continued until the 1990s, when cheaper sensors made it unnecessary."

No words match, but continued until... made it unnecessary = later abandoned.

Do these questions after the other questions on the passage, when you already know roughly what each paragraph says.

2. Matching features: people, groups or dates

You match statements to a list of options such as researchers, organisations or periods.

  • Find every mention of each option first and mark it. One group may appear in two paragraphs, sometimes as they or some.
  • The statements paraphrase views, and a passage may report one group's comment about another. Check who actually holds the view.
  • Watch for contrast: "Unlike engineers, ecologists argue that..." The view belongs to the ecologists.

3. Summary completion with no word list

You must copy the exact words from the passage, so this is the strictest question type in the test.

  • Find the section first. A summary usually covers one or two paragraphs, in order. The first and last gaps show where it begins and ends.
  • Predict the word class before you look: noun, adjective, plural noun, an -ing form?
  • Use the form the gap needs. If the passage has thins and the gap follows too, you need the adjective thin. If you can't make the word fit without changing it, check whether a different word in the passage is the answer.
  • Respect the limit. With NO MORE THAN TWO WORDS, a three-word answer is wrong even if the meaning is right.
  • Read the completed sentence: it should be grammatical and true to the passage.

Timing: build in checking time

Aim for about 16, 19 and 21 minutes for the three passages, and use the last four minutes to check every word-limit answer and spelling. If a matching question is taking too long, guess, mark it and come back.

Listening uses the same skills

Listening matching and note completion follow the same logic: options are paraphrased, and one may be mentioned and then rejected. Day 4 applies your reading habits to Parts 3 and 4. By Friday, you should know your two weakest question types.

Practice for this week

Matching information and features

Loading questions…

Summary completion, no word list

Loading questions…

Weekly check: Academic Reading full test 2

Three passages in 60 minutes; aim for about 35 out of 40, with four minutes left to check.

Start the weekly check

When you finish, come back to your plan home: your dashboard updates with the new score.

Answers, explanations and transcripts

Finish the test first, then open each section to check your answers. Every answer has an explanation.

Matching information and features

Passage text

Trees in the city

A For much of the twentieth century, street trees were planted mainly for their appearance. City engineers and planners tended to regard them as decoration, to be removed whenever a road needed widening or a pipe needed replacing. That view has been challenged as researchers have begun to measure what trees actually do.

B The clearest benefit is shade. On a summer afternoon, an unshaded footpath can be many degrees hotter than one beneath a full canopy, and the air under large trees is noticeably cooler. Ecologists point out, however, that the effect depends heavily on the size of the canopy. A young tree may take fifteen years or more to provide meaningful shade, which is why they argue that protecting existing mature trees should come before planting new ones.

C Claims about air quality are less straightforward. Leaves do trap some fine particles, but in narrow streets lined with tall buildings, a dense canopy can slow the movement of air and hold traffic fumes close to the ground. Public health researchers have therefore cautioned against presenting trees as a remedy for pollution, although they note that the link between green streets and lower stress levels is well supported.

D Trees also intercept rain. Water caught on leaves or taken up by roots does not reach the drains, which can ease the load on stormwater systems during heavy storms. Engineers, once among the strongest critics of street trees because roots lift pavements and crack pipes, have in some cities become their advocates, designing underground soil cells that give roots room to grow while also holding water.

E Putting a value on these services has proved difficult. Economists have tried to estimate the worth of a single street tree by adding up energy savings, reduced drainage costs and higher property prices, but they acknowledge that such totals leave out benefits that are hard to price, such as the pleasure of a shaded walk. Some also warn that rising property values can push out the very residents a planting programme was meant to help.

F That concern reflects a wider pattern. In many cities, tree cover is lowest in poorer neighbourhoods, often because they were built with narrow streets and little open space. Programmes to correct this have found that planting alone is not enough: young trees that are not watered through their first summers frequently die, so the most successful schemes involve local residents in their care from the start.

Answer key (8 answers)
#QuestionAnswerWhy
1Which paragraph contains an example of a supposed benefit that can have the opposite effect in some conditions?CParagraph C: trees are thought to improve air quality, but in narrow streets a canopy can 'hold traffic fumes close to the ground'. Paragraph B also has a condition (canopy size), but the benefit is only smaller, not reversed.
2Which paragraph contains a reference to a group of professionals who moved from opposing trees to promoting them?DParagraph D: engineers were 'once among the strongest critics' and 'have in some cities become their advocates'. Paragraph A is the distractor: it mentions engineers' old attitude, but not a change to promoting trees.
3Which paragraph contains a mention of how long it takes before a benefit can be felt?BParagraph B: 'A young tree may take fifteen years or more to provide meaningful shade.'
4Which paragraph contains the main reason why newly planted trees fail?FParagraph F: 'young trees that are not watered through their first summers frequently die'. It's a detail in a paragraph about unequal tree cover: matching information questions often test details, not main ideas.
5Who expresses this view? 'Mature trees should be a higher priority than new planting.'A. ecologistsParagraph B: ecologists 'argue that protecting existing mature trees should come before planting new ones'.
6Who expresses this view? 'Trees should not be promoted as a solution to polluted air.'B. public health researchersParagraph C: public health researchers 'cautioned against presenting trees as a remedy for pollution'. Remedy = solution.
7Who expresses this view? 'Some of the benefits of trees cannot easily be given a monetary value.'D. economistsParagraph E: economists 'acknowledge that such totals leave out benefits that are hard to price'.
8Who expresses this view? 'Planting programmes can unintentionally harm the people they were designed to help.'D. economistsParagraph E: 'Some also warn that rising property values can push out the very residents a planting programme was meant to help.' 'Some' refers back to the economists. Paragraph F discusses planting schemes too, but gives no group's view on this risk.

Summary completion, no word list

Passage text

Reading the ice

A The great ice sheets of Greenland and Antarctica are built from snow that has fallen over many thousands of years. As each year's snow is buried by the next, it is compressed into firn, a dense, granular material, and eventually into solid ice. Crucially, as firn turns to ice, small pockets of air are sealed inside, preserving samples of the atmosphere.

B Scientists recover this record by drilling cores: cylinders of ice extracted in short sections, which together may be several kilometres long. In the upper part of a core, individual years can often be counted, because summer and winter snow differ in density and chemistry, rather like the rings of a tree. Deeper down, however, the weight of the ice above thins the layers until they can no longer be told apart, and researchers must instead rely on models of how the ice flows and on markers of known age.

C Among the most useful markers are the traces of volcanic eruptions. A large eruption leaves a thin layer of ash or acid over a wide area, and where the date of the eruption is known from other sources, that layer fixes a point in the core. Identifying the same layer in cores drilled at different sites also allows their records to be aligned with one another.

D One complication is that the air in the bubbles is younger than the ice around it. Because air can still move through firn until its pores close, the gas is sealed decades or even centuries after the snow fell, and the gap is greatest where snowfall is low. Researchers correct for this difference, but it adds uncertainty to any comparison between temperature, which is inferred from the ice itself, and the concentration of gases in the trapped air.

E Despite these difficulties, ice cores have provided one of the most detailed records of past climate. The longest continuous cores reach back hundreds of thousands of years, and they show that carbon dioxide levels and temperature have tended to rise and fall together over that period.

Answer key (12 answers)
#QuestionAnswerWhy
9As snow is buried, it becomes ___firnThe summary follows paragraphs A to C in order. Gap 3 needs only density, because 'chemistry' is already in the summary. Gap 4 needs an adjective after 'too': the passage has the verb 'thins', and its adjective form is thin. Gap 6: the passage says 'a thin layer of ash or acid', so either word fits.
10before turning into ice, and ___airThe summary follows paragraphs A to C in order. Gap 3 needs only density, because 'chemistry' is already in the summary. Gap 4 needs an adjective after 'too': the passage has the verb 'thins', and its adjective form is thin. Gap 6: the passage says 'a thin layer of ash or acid', so either word fits.
11…layers can be identified because summer and winter snow differ in ___densityThe summary follows paragraphs A to C in order. Gap 3 needs only density, because 'chemistry' is already in the summary. Gap 4 needs an adjective after 'too': the passage has the verb 'thins', and its adjective form is thin. Gap 6: the passage says 'a thin layer of ash or acid', so either word fits.
12and chemistry. Further down, the layers become too ___thinThe summary follows paragraphs A to C in order. Gap 3 needs only density, because 'chemistry' is already in the summary. Gap 4 needs an adjective after 'too': the passage has the verb 'thins', and its adjective form is thin. Gap 6: the passage says 'a thin layer of ash or acid', so either word fits.
13to distinguish, so scientists use models of ice ___flow (also accepted: flows)The summary follows paragraphs A to C in order. Gap 3 needs only density, because 'chemistry' is already in the summary. Gap 4 needs an adjective after 'too': the passage has the verb 'thins', and its adjective form is thin. Gap 6: the passage says 'a thin layer of ash or acid', so either word fits.
14and markers such as volcanic ___ash (also accepted: acid)The summary follows paragraphs A to C in order. Gap 3 needs only density, because 'chemistry' is already in the summary. Gap 4 needs an adjective after 'too': the passage has the verb 'thins', and its adjective form is thin. Gap 6: the passage says 'a thin layer of ash or acid', so either word fits.
15The air in the bubbles is ___youngerAll four answers come from paragraph D. Gap 4 needs a noun after 'creates': the passage has 'adds uncertainty', so uncertain (an adjective) would be wrong. Check every completed sentence for grammar as well as meaning.
16…that surrounds it, because gas can still move through firn until its ___poresAll four answers come from paragraph D. Gap 4 needs a noun after 'creates': the passage has 'adds uncertainty', so uncertain (an adjective) would be wrong. Check every completed sentence for grammar as well as meaning.
17close. This age difference is largest at sites with low ___snowfallAll four answers come from paragraph D. Gap 4 needs a noun after 'creates': the passage has 'adds uncertainty', so uncertain (an adjective) would be wrong. Check every completed sentence for grammar as well as meaning.
18Although researchers correct for it, it creates ___uncertaintyAll four answers come from paragraph D. Gap 4 needs a noun after 'creates': the passage has 'adds uncertainty', so uncertain (an adjective) would be wrong. Check every completed sentence for grammar as well as meaning.
19According to paragraph C, how are volcanic layers used?B. To line up records from cores drilled at different sites'Identifying the same layer in cores drilled at different sites also allows their records to be aligned.' A reverses the logic: the eruption dates are 'known from other sources' and are used to date the core, not the other way round.
20What does the writer say about carbon dioxide and temperature?B. They have generally risen and fallen together.'Have tended to rise and fall together' = generally changed together. A goes further than the passage: it describes a pattern, not a cause. D contradicts the passage, which says the comparison is uncertain, not impossible.

Found this useful? Buy us a coffee on Ko-fi to help keep English Coaching free.