A unique golden textile | ielts reading passage | 7 December ielts exam | 7 December ielts reading passage | 7 December ielts exam prediction | 7 December ielts reading prediction

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A unique golden textile

A two-man project to use spider silk is achieved after 4 years

A. A rare textile made from the silk of more than a million wild spiders has been on display at the American Museum of Natural History in New York City. To produce this golden cloth, 70 people spent four years collecting golden orb spiders from telephone poles in Madagascar, while another dozen workers carefully extracted about 80 feet of silk filament from each of the arachnids. The resulting 11-foot by 4-foottextile is the only large piece of cloth made from natural spider silk existing in the world today. 

B. Spider silk is very elastic and strong compared with steel or Kevlar, said textile expert Silom Peers, who co-led the project. Kevlar is a lightweight synthetic fabric which is chemically related to nylon. It is very tough and durable and used in bullet-proof vests. Kevlar is also resistant to wear, tear, and heat and has absolutely no melting point. But the tensile strength of spider silk is even greater than Kevlar's aramid filaments, and greater than that of high-grade steel. Most importantly, spider silk is extremely lightweight: a strand of spider silk long enough to circle the Earth would weigh less than 500 grams (18 02). Spider silk is also especially ductile, able to stretch up to 140 per cent of its length without breaking. It can hold its strength below-40c. This gives it a very high toughness, which equals that of commercial fibres.

C. Researchers have long been intrigued by the unique properties of spider silk. Unfortunately, spider silk is extremely hard to mass produce. Unlike silkworms, which are easy to raise in captivity, spiders have a habit of chomping off each other’s heads when housed together. According to Peers, there's scientific research going on all over the world right now trying to replicate the tensile properties of spider silk and apply it to all sorts of areas in medicine and industry, but no one up until now has succeeded in replicating100 per cent of the properties of natural spider silk. 

D. Peers came up with the idea of weaving spider silk after learning about the French missionary Jacob Paul Cambium, who worked with spiders in Madagascar during the 1880s and 1890s. Cambium built a small, hand-driven machine to extract silk from up to 24 spiders at once, without harming them. The spiders were temporarily restrained their silk extracted, and then let go, Peers managed to build a replica of this 24-spider sulking machine that was used at the turn of the century, said Nicholas Godley, whose-led the project with Peers. As an experiment, the pair collected an initial batch of about 20 spiders. When we stuck them in the machine and started turning it, lo and behold, this beautiful gold-coloured silk started coming out’, Godley said. 

E. But to make a textile of any significant size, the silk experts had to drastically scale up their plan. Fourteen thousand spiders yield about an ounce of silk, Godley said, and the textile weighs about 2.6pounds. The numbers are overwhelming. To get as much silk as they needed, Godley and Peers began hiring dozens of spider handlers to collect wild arachnids and carefully harness them to the silk-extraction machine. We had to find people who were willing to work with spiders, Godley said, because they bite 'By the end of the project, Godley and Peers extracted silk from more than 1 million female golden orb spiders, which are abundant throughout Madagascar and known for the rich golden colour of their silk, Because the spiders only produce silk during the rainy season, workers collected all the spiders between October and June. Then an additional 12 people used hand-powered machines to extract the silk and weave it into 96-filament thread. Once the spiders had been sulked, they were released back into the wild, where Godley said it takes them about a week to regenerate their skill. We can go back and re-silk the same spiders, he said. It’s like the gift that never stops giving. 

F. Of course, spending four years to produce a single textile of spider silk isn’t very practical for scientists trying to study the properties of spider silk, or companies that want to manufacture the fabric for the uses a biomedical product, or an alternative to Kevlar Armor. Several groups have tried inserting spider genes into bacteria or even cows and goats to produce silk, but so far, the attempts have been only moderately successful. Part of the reason it’s so hard to generate spider silk in the lab is that it starts out as a liquid protein that’s produced by a special gland in the spider’s abdomen. Using their spinneret, spiders apply force to rearrange the protein’s molecular structure and transform it into solid silk. When we talk about a spider spinning silk, we’re talking about how the spider applies forces to produce a transformation from liquid to solid, said spider silk expert Todd Blackledge of the University of Akron, Ohio, US, who was not involved in creating the textile. Scientists simply can’t replicate the efficiency with which a spider produces silk. Every year we’re getting closer and closer to being able to mass-produce it, but we’re not there yet. For now, it seems we'll have to be content with one incredibly beautiful cloth, graciously provided by more than a million spiders.

Question 14-19

Choose the correct heading for each paragraph from the list of heading below. White the correct number, I-ix, in boxes 14-19 on your answer sheet.

Question 14-19

Choose the correct heading for each paragraph from the list of heading below. White the correct number, I-ix, in boxes 14-19 on your answer sheet.

List of Headings

I Experimenting with an old idea
ii Life cycle of Madagascar spiders
iii Advances in the textile industry
iv Resources needed to meet the project’s demands
v The physical properties of spider silk
vi A scientific analysis of spider silk
vii A unique work of art
viii Importance of the silk textile market
ix Difficulties of raising spiders in captivity
14 Paragraph A.___________
15 Paragraph B.___________
16 Paragraph C.___________
17 Paragraph D.___________
18 Paragraph E.___________
19 Paragraph F.___________

Questions 20-23

Match each statement with the correct researcher, A, B or C

NB You may use any letter more than once

20 It takes a tremendous number of spiders to make a small amount of silk
21 Scientists want to use the qualities of spider silk for medical purposes
22 Scientists are making some progress in their efforts to manufacture spider silk
23 Spider silk compares favourably to materials known for their strength


List of Researchers

A Simon Peers
B Nicholas Godley u
C Todd Blackledge

Questions 24-26

Choose

ONE WORD ONLY

from the passage for each answer

Producing spider silk in the lab

Both scientists and manufacturers are interested in producing silk for many different purposes. Some researchers have tried to grow silk by introducing genetic material into 24. ____________ and some animals. But these experiments have been somewhat disappointing. It is difficult to make spider silk in alba setting because the silk comes from a liquid protein made in a 25. ____________ inside the spiders’ body. When a spider spins silk, it causes a 26. ____________ that turns this liquid into solid silk. Scientists cannot replicate this yet.

Questions 14-19: Headings

1. Paragraph A: vii (A unique work of art)

   • Explanation: Paragraph A describes the rare golden textile made from spider silk, highlighting its uniqueness and the effort behind its creation.
   • Location: First paragraph of the text.

2. Paragraph B: v (The physical properties of spider silk)

   • Explanation: This paragraph discusses the properties of spider silk, such as its strength, elasticity, and light weight.
   • Location: Second paragraph of the text.

3. Paragraph C: ix (Difficulties of raising spiders in captivity)

   • Explanation: It explains why spider silk is hard to mass-produce, focusing on spiders' inability to coexist peacefully.
   • Location: Third paragraph of the text.

4. Paragraph D: i (Experimenting with an old idea)

   • Explanation: The idea of using spider silk for textiles is based on historical practices, specifically referencing a French missionary's work.
   • Location: Fourth paragraph of the text.

5. Paragraph E: iv (Resources needed to meet the project’s demands)

   • Explanation: This paragraph outlines the resources and effort required, such as the number of spiders and workers needed.
   • Location: Fifth paragraph of the text.

6. Paragraph F: vi (A scientific analysis of spider silk)

   • Explanation: It provides details on the challenges of replicating spider silk in the lab, including its molecular transformation process.
   • Location: Sixth paragraph of the text.

---

Questions 20-23: Match the Statement

1. 20: B (Nicholas Godley)

   • Explanation: The paragraph mentions the overwhelming number of spiders needed and attributes this fact to Godley.
   • Location: Paragraph E.

2. 21: A (Simon Peers)

   • Explanation: Peers discusses the scientific interest in spider silk for applications in medicine and industry.
   • Location: Paragraph C.

3. 22: C (Todd Blackledge)

   • Explanation: Blackledge mentions ongoing progress in replicating spider silk properties but acknowledges the challenges.
   • Location: Paragraph F.

4. 23: A (Simon Peers)

   • Explanation: Peers compares spider silk's strength and ductility favorably to materials like Kevlar and steel.
   • Location: Paragraph B.

---

Questions 24-26: Fill in the Blanks

1. 24: bacteria

   • Explanation: Scientists have used bacteria and animals in attempts to produce silk.
   • Location: Paragraph F.

2. 25: gland

   • Explanation: The silk originates from a gland in the spider’s abdomen.
   • Location: Paragraph F.

3. 26: transformation

   • Explanation: The silk undergoes a transformation from liquid to solid during the spinning process.
   • Location: Paragraph F.
   • 
     

Implication of False Belief Experiments | ielts reading passage | 23 November ielts exam | 23 November ielts reading passage | 23 November ielts exam prediction | 23 November ielts reading prediction

Implication of False Belief Experiments

READING PASSAGE 2

You should spend about 20 minutes on Question 14-26 which are based on Reading Passage 2 below.

                                               Implication of False Belief Experiments

A

A considerable amount of research since the mid 1980s has been concerned with what has been termed children’s theory of mind. This involves children’s ability to understand that people can have different beliefs and representations of the world– a capacity that is shown by four years of age. Furthermore, this ability appears to be absent in children with autism. The ability to work out that another person is thinking is clearly an important aspect of both cognitive and social development. Furthermore, one important explanation for autism is that children suffering from this condition do not have a theory of mind(TOM). Consequently, the development of children’s TOM has attracted considerable attention.

B

Wimmer and Perner devised a ‘false belief task’ to address this question. They used some toys to act out the following story. Maxi left some chocolate in a blue cupboard before he went out. When he was away his mother moved the chocolate to a green cupboard. Children were asked to predict where Maxi willlook for his chocolate when he returns. Most children under four years gave the incorrect answer, that Maxi will look in the green cupboard. Those over four years tended to give the correct answer, that Maxi will look in the blue cupboard. The incorrect answers indicated that the younger children did not understand that Maxi’s beliefs and representations no longer matched the actual state of the world, and they failed to appreciate that Maxi will act on the basis of his beliefs rather than the way that the world is actually organised.

C

A simpler version of the Maxi task was devised by Baron-Cohen to take account of criticisms that younger children may have been affected by the complexity and too much information of the story in the task described above. For example, the child is shown two dolls, Sally and Anne, who have a basket and a box， respectively. Sally also has a marble, which she places in her basket，and then leaves to take a walk. While she is out of the room, Anne takes the marble from the basket, eventually putting it in the box. Sally returns，and child is then asked where Sally will look for the marble. The child passes the task if she answers that Sally will look in the basket, where she put the marble; the child fails the task if she answers that Sally will look in the box，where the child knows the marble is hidden， even though Sally cannot know, since she did not see it hidden there. In order to pass the task, the child must be able to understand that another’s mental representation of the situation is different from their own, and the child must be able to predict behavior based on that understanding. The results of research using false-belief tasks have been fairly consistent: most normally-developing children are unable to pass the tasks until around age four.

D

Leslie argues that, before 18 months, children treat the world in a literal way and rarely demonstrate pretence. He also argues that it is necessary for the cognitive system to distinguish between what is pretend and what is real. If children were not able to do this, they would not be able to distinguish between imagination and reality. Leslie suggested that this pretend play becomes possible because of the presence of a de-coupler that copies primary representations to secondary representations. For example, children, when pretending a banana is a telephone, would make a secondary representation of a banana. They would manipulate this representation and they would use their stored knowledge of ‘telephone’ to build on this pretence.

E

There is also evidence that social processes play a part in the development of TOM. Meins and her colleagues have found that what they term mind mindedness in maternal speech to six-month old infants is related to both security of attachment and to TOM abilities. Mind Mindedness involves speech that discusses infants’ feelings and explains their behaviour in terms of mental stages(e.g “you1 re feeling hungry”)

F

Lewis investigated older children living in extended families in Crete and Cyprus. They found that children who socially interact with more adults，who have more friends. And who have more older siblings tend to pass TOM tasks at a slightly earlier age than other children. Furthermore, because young children are more likely to talk about their thoughts and feelings with peers than with their mothers, peer interaction may provide a special impetus to the development of a TOM. A similar point has been made by Dunn, who argues that peer interaction is more likely to contain pretend play and that it is likely to be more challenging because other children, unlike adults, do not make large adaptations to the communicative needs of other children.

G

In addition, there has been concern that some aspects of the TOM approach underestimate children’s understanding of other people. After all，infants will point to objects apparently in an effort to change a person’s direction of gaze and interest; they can interact quite effectively with other people; they will express their ideas in opposition to the wishes of others; and they will show empathy for the feeling of others. Schatz studied the spontaneous speech of three-year-olds and found that these children used mental terms，and used them in circumstances where there was a contrast between, for example, not being sure where an object was located and finding it, or between pretending and reality. Thus the social abilities of children indicate that they are aware of the difference between mental states and external reality at ages younger than four.

H

A different explanation has been put forward by Harris. He proposed that children use ‘simulation’. This involves putting yourself in the other person’s position, and then trying to predict what the other person would do. Thus success on false belief tasks can be explained by children trying to imagine what they would do if they were a character in the stories, rather than children being able to appreciate the beliefs of other people. Such thinking about situations that do not exist involves what is termed counterfactual reasoning.

I

A different explanation has been put forward by Harris. He proposed that children use "simulation”. This involves putting yourself in the other person’s position, and then trying to predict what the other person would do. Thus, success on false belief tasks can be explained by children trying to imagine what they would do if they were a character in the stories, rather than children being able to appreciate the beliefs of other people. Such thinking about situations that do not exist involves what is termed counterfactual reasoning.

Questions 14-20

Look at the following statements (Questions 14-20) and the list of researchers below.

Match each statement with the correct researcher, A-G.

Write the correct letter, A-G, in boxes 14-20 on your answer sheet.

List of Researchers

A Baron-Cohen

B Meins

C Wimmer and Pemer

D Lewis E Dunn F Schatz G Harris

E Dunn

F Schatz

G Harris

14 gave an alternative explanation that children may not be understanding other’s belief

15 found that children under certain age can tell difference between reality and mentality

16 conducted a well-known experiment and drew conclusion that young children were unable to comprehend the real state of the world

17 found that children who get along with adults often comparatively got through the test more easily

18 revised an easier experiment to rule out the possibility that children might be influenced by sophisticated reasoning

19 related social factor such as mother-child communication to capability act in TOM

20 explained children are less likely to tell something interactive to their mother than to their friends

Questions 21-26

Complete the summary below.

Choose ONE WORD ONLY from the passage for each answer.

Write your answers in boxes 21-26 on your answer sheet.

In 1980s, research studies were designed to test the subject called Theory of Mind that if children have the ability to represent the reality. First experiments were carried out on this subject on a boy. And questions had been made on where the boy can find the location of the 21 ……………………. But it was accused that it had excessive 22……………………. So second modified experiment was canducted involving two dolls, and most children passed the test at the age of 23……………………. Then Lewis and Dunn researched 24 ………………………. children in a certain place, and found children who have more interaction such as more conversation with 25……………………. have better performance in the test, and peer interaction is 26………………………. because of consisting pretending elements.

ANSWER

 Questions 14-20: Researchers 

1. Question 14: Gave an alternative explanation that children may not be understanding others' beliefs. 

   - Answer: G (Harris) 

   - Location: Passage H, Line 3-6 

     Harris proposed that children use simulation rather than understanding others’ beliefs.

 

2. Question 15: Found that children under a certain age can tell the difference between reality and mentality. 

   - Answer: F (Schatz) 

   - Location: Passage G, Line 7-11 

     Schatz observed that three-year-olds used mental terms in a way that contrasted between pretending and reality.

 

3. Question 16: Conducted a well-known experiment and drew the conclusion that young children were unable to comprehend the real state of the world. 

   - Answer: C (Wimmer and Perner) 

   - Location: Passage B, Line 7-12 

     Wimmer and Perner's Maxi experiment demonstrated this inability in children under four.

 

4. Question 17: Found that children who get along with adults often comparatively got through the test more easily. 

   - Answer: D (Lewis) 

   - Location: Passage F, Line 1-5 

     Lewis discovered that children interacting with adults and siblings passed TOM tasks earlier.

 

5. Question 18: Revised an easier experiment to rule out the possibility that children might be influenced by sophisticated reasoning. 

   - Answer: A (Baron-Cohen) 

   - Location: Passage C, Line 1-7 

     Baron-Cohen’s simplified Sally-Anne experiment addressed this concern.

 

6. Question 19: Related social factors such as mother-child communication to capability act in TOM. 

   - Answer: B (Meins) 

   - Location: Passage E, Line 2-6 

     Meins found a connection between maternal speech (mind-mindedness) and TOM abilities.

 

7. Question 20: Explained children are less likely to tell something interactive to their mother than to their friends. 

   - Answer: E (Dunn) 

   - Location: Passage F, Line 7-11 

     Dunn argued peer interactions are more interactive and challenging than those with adults.

 

---

 

 Questions 21-26: Summary Completion 

1. Question 21: Where the boy can find the location of the ___? 

   - Answer: Chocolate 

   - Location: Passage B, Line 3-6 

     Refers to the Maxi experiment where children predicted where Maxi would look for his chocolate.

 

2. Question 22: It was accused that it had excessive ____. 

   - Answer: Information 

   - Location: Passage C, Line 1-4 

     Baron-Cohen simplified the task due to criticisms about complexity and too much information.

 

3. Question 23: Most children passed the test at the age of ____. 

   - Answer: Four 

   - Location: Passage C, Line 8-10 

     Research confirmed that children around the age of four pass the false-belief test.

 

4. Question 24: Lewis and Dunn researched ___ children in a certain place. 

   - Answer: Older 

   - Location: Passage F, Line 1 

     Research focused on older children in extended families.

 

5. Question 25: Found children who have more interaction such as more conversation with ____. 

   - Answer: Adults 

   - Location: Passage F, Line 2-4 

     Interaction with adults and older siblings was linked to earlier success in TOM tasks.

 

6. Question 26: Peer interaction is ____. 

   - Answer: Challenging 

   - Location: Passage F, Line 7-10 

     Peer interactions were described as more challenging due to fewer adaptations by peers.

14. G

15. F

16. C

17. D

18. A

19. B

20. E

21. chocolate

22. information

23. four

24. older

25. adults

26. challenging

16 November Ielts exam evening slot answers and review | 16 November exam listening & reading answer

 

16 NOVEMBER IELTS EXAM REVIEW FOR AC AND GT



LISTENING ANSWERS  

1. Email/ international
2. Sandwiches

3. Project
4. Station

5. closed

6. Bridge

7. noisy

8. views

9. hospital

10. restaurants

31. Tunnel

32. hiking

33. internet

34. magazine

 

35. names

Fires

Group

Reputation

Museum

Articles

READING ANSWERS

Dust and the American west

True

False

False

Not given

Not given

False

True

Cattle herds

Winds

Lake

Sediments

Size

Nutrition’s
glaciers

why was he so smart?

14. x

15. v

16. ii

17. viii

18. ix

19. iii

20. vi

21. c

22. b

23. a

24. b

 

Resin
planning

Daily life of ancient Rome 

27. D

28. B

29. C

30. B

31. YES

32. YES

33. NOT GIVEN

34. YES

35. YES

36. NO

37. I

38. H

39. E

40. C

WRITING TASK 2

Some people think mobile phones should be banned in public places such as libraries, shops and public transport. To what extent do you agree or disagree with this statement?

WRITING TASK 1





Task1
You and your colleague want to use a company room.  Write a letter to your manager and ask for permission. In your letter, you should:

·      Explain why you need the room

·      Describe which room you need and why

·      Let me know what changes you’ll need in the room

Task 2

Some people say that the Olympic games are not relevant in the 21st century. To what extent do you agree or disagree?

Location: Oman and india

26 October Ielts exam evening slot answers and review | 26 October exam listening & reading answer

 

26 OCTOBER IELTS EXAM REVIEW

ACADAMIC AND GT


LISTENIGN ANSWERS

Gardening
gloves
seeds
sand
pump
blocks
wood
personality
meeting


part 2 mcq

birth
move
change
website
shared
feelings


Reading answers

 HISTORY OF CAKES AT WEDDINGS

1. True
2. False
3. NG
4. True
5. False
6. True

7. Pastry
8. Ovens
9. Hobby
10. Boxes
11. Columns
12. Design
13. Icing

GEO DIVERSITY

14. IV
15. I
16. V
CAVES
GOLF
LANDSCAPE
EROSION

What makes a musical expert
27. C
28. C
29. A
30. A
31. NG
32. YES
33. NO
34. NO
35. YES
37. E
38. D
39. A
40. G


IELTS WRITING TASK 2 TOPIC

The best way to make the road transport of goods safer is to ask drivers to take a driving test each year. To what extent do you agree or disagree?


Some people think that countries should produce food their population eats and import less food as much as possible. To what extent do you agree or disagree?
(Bangladesh)

TASK 1

PIE CHART

The pie charts below show the different types of courses, which were followed by the students during the years of 1984, 1994 and 2004.

IELTS GT

WRITING TASK 1 (INDIA)
YOU SAW A STUDENT WITH DANGEROUS BEHAVIOUR IN THE SCHOOL. WRITE A LETTER TO THE PRINCIPAL

WRITING TASK 1(CANADA)

write to city council about the issue where you get disturb from near play ground
- explain what the issue is
- how it impacts you
- request to take action


writing task 2 (india)

In many cities, many people are living in large apartment blocks. Does this accommodation have more advantages or disadvantages?

writing task 2 (Canada)
Some people prefer one on one lessoning new skill from private tutor while others like to learn in group lessons. Discuss both views and give your opinion

Today's GT reading sections-

 

# How to choose the best summer festival

# Best places to eat breakfast in leeds

# Sheep searing in new zealand - guidelines for employers

# Form for Job change

# A new role for dogs

 

Listening

# Children's Toys

# music effect on childrens

5 OCTOBER 2024 IELTS EXAM REVIEW WITH READING PASSAGE NAMES AND WRITING TASKS | IELTS | IDP & BC | IELTS ONESTOP REVIEW |

 

05 OCTOBER 2024 IELTS EXAM REVIEW


WRITING TASK 2

Nowadays people use bicycles less as a form of transport. Why is this the case? What can we do to encourage people to use bicycles more?

WRITING TASK 1
The charts below show the percentage of workers in three sectors across four countries in 1980 and 2010.

READING
EASY TO MODERATE

LISTENING
EASY

 repeated from past exam 

writing task 2 and reading passage