TABLE, FLOW CHART AND DIAGRAM COMPLETION

Here we can apply previous strategies in addition,

Tips to follow:
 Read the instructions carefully and focus on the word limit of a fill-up.
 Read whether numbers can be the answer? If yes, then one can find numbers too.
 Read the sentences or questions carefully before moving towards the passage.
 While reading the questions, try to understand the content or main topic out it. It will
help you further, in reading the passage.
 Skim & Scan the Information
 For a flow chart, it is easier to go on matching a synonym of 1st sentence only and start
reading from that sentence afterward in the passage. Ongoing, as you read, the process
will be clear and you will be able to solve the questions.
 For a table, while reading the questions first, one has to keep in mind the major
keywords of all the sentences given. Go on for reading the passage, and whichever
keyword you will strike in between, you can locate and write the answer.

Raising the Mary Rose

How a sixteenth-century warship was recovered from the seabed

On 19 July 1545, English and French fleets were engaged in a sea battle off the coast of
southern England in the area of water called the Solent, between Portsmouth and the Isle
of Wight. Among the English vessels was a warship by the name of Mary Rose. Built in
Portsmouth some 35 years earlier, she had had a long and successful fighting career, and
was a favourite of King Henry VIII. Accounts of what happened to the ship vary: while
witnesses agree that she was not hit by the French, some maintain that she was outdated,
overladen and sailing too low in the water, others that she was mishandled by undisciplined
crew. What is undisputed, however, is that the Mary Rose sank into the Solent that day,
taking at least 500 men with her. After the battle, attempts were made to recover the ship,
but these failed.
The Mary Rose came to rest on the seabed, lying on her starboard (right) side at an angle of
approximately 60 degrees. The hull (the body of the ship) acted as a trap for the sand and
mud carried by Solent currents. As a result, the starboard side filled rapidly, leaving the
exposed port (left) side to be eroded by marine organisms and mechanical degradation.
Because of the way the ship sank, nearly all of the starboard half survived intact. During the
seventeenth and eighteenth centuries, the entire site became covered with a layer of hard
grey clay, which minimised further erosion.
Then, on 16 June 1836, some fishermen in the Solent found that their equipment was
caught on an underwater obstruction, which turned out to be the Mary Rose. Diver John
Deane happened to be exploring another sunken ship nearby, and the fishermen
approached him, asking him to free their gear. Deane dived down, and found the
equipment caught on a timber protruding slightly from the seabed. Exploring further, he
uncovered several other timbers and a bronze gun. Deane continued diving on the site
intermittently until 1840, recovering several more guns, two bows, various timbers, part of
a pump and various other small finds.
The Mary Rose then faded into obscurity for another hundred years. But in 1965, military
historian and amateur diver Alexander McKee, in conjunction with the British Sub-Aqua
Club, initiated a project called ‘Solent Ships’. While on paper this was a plan to examine a
number of known wrecks in the Solent, what McKee really hoped for was to find the Mary
Rose. Ordinary search techniques proved unsatisfactory, so McKee entered into
collaboration with Harold E. Edgerton, professor of electrical engineering at the
Massachusetts Institute of Technology. In 1967, Edgerton’s side-scan sonar systems
revealed a large, unusually shaped object, which McKee believed was the Mary Rose.
Further excavations revealed stray pieces of timber and an iron gun. But the climax to the
operation came when, on 5 May 1971, part of the ship’s frame was uncovered. McKee and
his team now knew for certain that they had found the wreck, but were as yet unaware that
it also housed a treasure trove of beautifully preserved artefacts. Interest ^ in the project
grew, and in 1979, The Mary Rose Trust was formed, with Prince Charles as its President
and Dr Margaret Rule its Archaeological Director. The decision whether or not to salvage
the wreck was not an easy one, although an excavation in 1978 had shown that it might be
possible to raise the hull. While the original aim was to raise the hull if at all feasible, the
operation was not given the go-ahead until January 1982, when all the necessary
information was available.
An important factor in trying to salvage the Mary Rose was that the remaining hull was an
open shell. This led to an important decision being taken: namely to carry out the lifting
operation in three very distinct stages. The hull was attached to a lifting frame via a network
of bolts and lifting wires. The problem of the hull being sucked back downwards into the
mud was overcome by using 12 hydraulic jacks. These raised it a few centimetres over a
period of several days, as the lifting frame rose slowly up its four legs. It was only when the
hull was hanging freely from the lifting frame, clear of the seabed and the suction effect of
the surrounding mud, that the salvage operation progressed to the second stage. In this
stage, the lifting frame was fixed to a hook attached to a crane, and the hull was lifted
completely clear of the seabed and transferred underwater into the lifting cradle. This
required precise positioning to locate the legs into the stabbing guides’ of the lifting cradle.
The lifting cradle was designed to fit the hull using archaeological survey drawings, and was
fitted with air bags to provide additional cushioning for the hull’s delicate timber
framework. The third and final stage was to lift the entire structure into the air, by which
time the hull was also supported from below. Finally, on 11 October 1982, millions of
people around the world held their breath as the timber skeleton of the Mary Rose was
lifted clear of the water, ready to be returned home to Portsmouth.

Questions 9-13
Label the diagram below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 9-13 on your answer sheet.

Raising the hull of the Mary Rose: Stages one and two
 The Benefits of Being Bilingual
A
According to the latest figures, the majority of the world’s population is now bilingual or
multilingual, having grown up speaking two or more languages. In the past, such children
were considered to be at a disadvantage compared with their monolingual peers. Over the
past few decades, however, technological advances have allowed researchers to look more
deeply at how bilingualism interacts with and changes the cognitive and neurological
systems, thereby identifying several clear benefits of being bilingual.
B
Research shows that when a bilingual person uses one language, the other is active at the
same time. When we hear a word, we don’t hear the entire word all at once: the sounds
arrive in sequential order. Long before the word is finished, the brain’s language system
begins to guess what that word might be. If you hear ‘can’, you will likely activate words like
‘candy’ and ‘candle’ as well, at least during the earlier stages of word recognition. For
bilingual people, this activation is not limited to a single language; auditory input activates
corresponding words regardless of the language to which they belong. Some of the most
compelling evidence for this phenomenon, called ‘language co-activation’, comes from
studying eye movements. A Russian-English bilingual asked to ‘pick up a marker’ from a set
of objects would look more at a stamp than someone who doesn’t know Russian, because
the Russian word for ‘stamp’, marka, sounds like the English word he or she heard, ‘marker’.
In cases like this, language co-activation occurs because what the listener hears could map
onto words in either language.
C
Having to deal with this persistent linguistic competition can result in difficulties, however.
For instance, knowing more than one language can cause speakers to name pictures more
slowly, and can increase ‘tip-of-the-tongue states’, when you can almost, but not quite,
bring a word to mind. As a result, the constant juggling of two languages creates a need to
control how much a person accesses a language at any given time. For this reason, bilingual
people often perform better on tasks that require conflict management. In the classic
Stroop Task, people see a word and are asked to name the colour of the word’s font. When
the colour and the word match (i.e., the word ‘red’ printed in red), people correctly name
the colour more quickly than when the colour and the word don’t match (i.e., the word ‘red’
printed in blue). This occurs because the word itself (‘red’) and its font colour (blue) conflict.
Bilingual people often excel at tasks such as this, which top into the ability to ignore
competing perceptual information and focus on the relevant aspects of the input. Bilinguals
are also better at switching between two tasks; for example, when bilinguals have to switch
from categorizing objects by colour (red or green) to categorizing them by shape (circle or
triangle), they do so more quickly than monolingual people, reflecting better cognitive
control when having to make rapid changes of strategy.
D
It also seems that the neurological roots of the bilingual advantage extend to brain areas
more traditionally associated with sensory processing. When monolingual and bilingual
adolescents listen to simple speech sounds without any intervening background noise, they
show highly similar brain stem responses. When researchers play the same sound to both
groups in the presence of background noise, however, the bilingual listeners’ neural
response is considerably larger, reflecting better encoding of the sound’s fundamental
frequency, a feature of sound closely related to pitch perception.

E
Such improvements in cognitive and sensory processing may help a bilingual person to
process information in the environment, and help explain why bilingual adults acquire a
third language better than monolingual adults master a second language. This advantage
may be rooted in the skill of focussing on information about the new language while
reducing interference from the languages they already know.
F
Research also indicates that bilingual experience may help to keep the cognitive
mechanisms sharp by recruiting alternate brain networks to compensate for those that
become damaged during aging. Older bilinguals enjoy improved memory relative to
monolingual people, which can lead to real-world health benefits. In a study of over 200
patients with Alzheimer’s disease, a degenerative brain disease, bilingual patients reported
showing initial symptoms of the disease an average of five years later than monolingual
patients. In a follow-up study, researchers compared the brains of bilingual and
monolingual patients matched on the severity of Alzheimer’s symptoms. Surprisingly, the
bilinguals’ brains had more physical signs of disease than their monolingual counterparts,
even though their outward behaviour and abilities were the same. If the brain is an engine,
bilingualism may help it to go farther on the same amount of fuel.
G
Furthermore, the benefits associated with bilingual experience seem to start very early. In
one study, researchers taught seven-month-old babies growing up in monolingual or
bilingual homes that when they heard a tinkling sound, a puppet appeared on one side of a
screen. Halfway through the study, the puppet began appearing on the opposite side of the
screen. In order to get a reward, the infants had to adjust the rule they’d learned; only the
bilingual babies were able to successfully learn the new rule. This suggests that for very
young children, as well as for older people, navigating a multilingual environment imparts
advantages that transfer far beyond language.
Questions 27-31
Complete the table below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 27-31 on your answer sheet.
 Test Findings
Observing the 27 .................... of Russian- Bilingual people engage both languages
English bilingual people when asked to select simultaneously: a mechanism known as
certain objects 28…………………..
A test called the 29.................. , focusing on Bilingual people are more able to handle
naming colours tasks involving a skill called 30…………………
A test involving switching between tasks When changing strategies, bilingual people
have superior 31…………………..

Memory
We’ll begin our discussion of memory with a comprehensive and influential model of how
human memory works. The model is called the modal model and was developed by Atkinson
and Shiffrin (1968) to describe how information is encoded, stored, and retrieved from
memory. The model is not the only one proposed and models have since become even more
complex and specific, but this model will help you understand some of the important processes
that are part of our memory, as well as introduce some of the major terms and concepts
important for understanding how memory works.
The first part of the model involves sensory input from the environment in the form of stimuli
that we encounter in our everyday lives. For example, suppose that you are having a
conversation with a friend. Your senses automatically register everything in the environment in
different ways. You can hear what your friend is saying to you, the cars passing by the street,
and the chirps of the birds flying overhead. You can see your friend standing in front of you, the
people passing by behind, and the building even further in the distance. You can smell the
mulch in the planter, your friend’s cologne, and the sawdust from a construction site.
All of this information is registered in sensory stores, each compartmentalized by mode: visual,
auditory and haptic, according to Atkinson and Shiffrin. These sensory stores hold the
information for a very short period of time (e.g., a few seconds) and then the information is
either sent to a short-term store or disappears to make room for new information as it comes
in. This is necessary, because we are constantly bombarded with new information and if this
was all stored in our memory for more than a few seconds, we would quickly run out of storage
space. Information that gets processed in some way (e.g., we pay particular attention to it or
we rehearse it) is forwarded from the sensory stores to the short-term store. This also has a
limited capacity, but the capacity can be increased by storing information in different ways
(e.g., organization strategies).
The short-term store can hold information for up to about a minute, but this time limit can also
be increased by certain techniques (e.g., rehearsal). For example, suppose you call the operator
for a phone number you want. The operator gives you the phone number, but you have nothing
to write it on before you redial. What do you do? Well, one obvious strategy is to repeat the
number to yourself over and over. You are rehearsing the number and keeping it in the short-
term store until you need to dial it (called response output from the short-term store).
If you were to rehearse the number for a long time, it might get stored in a more permanent
place in memory called the long-term store. According to Atkinson and Shiffrin, the long-term
store is the place in our memory where information can be held for long periods of time
(minutes up to many years). This does not mean that information can always be accessed from
the long-term store.
There are many factors that contribute to our ability to retrieve memories. According to the
model though, to retrieve information, it must be accessed from the long-term store and
moved into the short-term store for a response output. This process can be aided or impeded,
depending on the way in which we try to retrieve the memory. But because the retrieval
process involves moving the information back to the short-term store, a response needs to be
made within about a minute or else it will be lost from your memory.

Questions 1 – 12
Complete the flow chart below.
Choose NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
labelling flow charts processes ielts reading test
Sample Academic Reading Flow-chart Completion (selecting words from the
text)
[Note: This is an extract from a Part 3 text about the effect of a low-calorie diet on the
ageing process.]
Adapted from ‘The Serious Search for an Anti-Aging Pill’. Copyright © 2006 Scientific
American, a division of Nature America, Inc. All rights reserved.

No treatment on the market today has been proved to slow human aging. But one
intervention, consumption of a low-calorie yet nutritionally balanced diet, works
incredibly well in a broad range of animals, increasing longevity and prolonging good
health. Those findings suggest that caloric restriction could delay aging and increase
longevity in humans, too. But what if someone could create a pill that mimicked the

physiological effects of eating less without actually forcing people to eat less, a
'caloricrestriction mimetic'?

The best-studied candidate for a caloric-restriction mimetic, 2DG (2-deoxy-D-glucose),

works by interfering with the way cells process glucose. It has proved toxic at some doses
in animals and so cannot be used in humans. But it has demonstrated that chemicals

can replicate the effects of caloric restriction; the trick is finding the right one.
Cells use the glucose from food to generate ATP (adenosine triphosphate), the molecule
that powers many activities in the body. By limiting food intake, caloric restriction

minimizes the amount of glucose entering cells and decreases ATP generation. When
2DG is administered to animals that eat normally, glucose reaches cells in abundance

but the drug prevents most of it from being processed and thus reduces ATP synthesis.
Researchers have proposed several explanations for why interruption of glucose
processing and ATP production might retard aging. One possibility relates to the ATP making
machinery’s emission of free radicals, which are thought to contribute to aging
and to such age-related diseases as cancer by damaging cells. Reduced operation of the
machinery should limit their production and thereby constrain the damage. Another

hypothesis suggests that decreased processing of glucose could indicate to cells that food
is scarce (even if it isn’t) and induce them to shift into an anti-aging mode that emphasizes
preservation of the organism over such ‘luxuries’ as growth and reproduction.

Questions 1 – 3
Complete the flow-chart below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 1-3 on your answer sheet.

How a caloric-restriction mimetic works