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Saving the British Bitterns Reading Answers
Candidates can check all the solutions for IELTS Reading Practice Test, and passage named "Saving the British Bitterns".
| Question Number | Answers |
|---|---|
| 1 | II |
| 2 | V |
| 3 | I |
| 4 | VIII |
| 5 | VI |
| 6 | III |
| 7 | IV |
| 8 | 1950s |
| 9 | (BEING) SHY//SHYNESS |
| 10 | STARVATION |
| 11 | (NATIVE) FISH |
| 12 | PARTNERSHIP PROJECT/ NETWORK (OF SITIES)/ PARTNERSHIP PROJECT NETWORK |
| 13 | OTTER AND BROWN-HARE |
| 14 | B |
Saving the British Bitterns Reading Passage
Saving The British Bitterns is inspired by passage 1 of IELTS Practice Tests. You should spend 20 minutes on Questions 1-13. The reading answers with detailed explanations are available here. Download the "Saving The British Bitterns Reading Answers PDF " for self prep.
- Breeding bitterns became extinct in the UK by 1886, but following re-colonisation early last century, numbers rose to a peak of about 70 booming (singing) males in the 1950s, falling to fewer than 20 by the 1990s. In the late 1980s, it was clear that the bittern was in trouble, but there was little information on which to base recovery actions.
- Bitterns have cryptic plumage and shy nature, usually remaining hidden within the cover of reedbed vegetation. Our first challenge was to develop standard methods to monitor their numbers. The boom of the male bittern is its most distinctive feature during the breeding season, and we developed a method to count them using the sound patterns unique to each individual. This not only allows the US to be much more certain of the number of booming males in the UK but also enables us to estimate the local survival of males from one year to the next.
- Our first direct understanding of the habitat needs of breeding bitterns came from comparisons of reedbed sites that had lost their booming birds with those that retained them. This research showed that bitterns had been retained in reedbeds where the natural process of succession, or drying out, had been slowed through management. Based on this work, broad recommendations on how to manage and rehabilitate reedbeds for bitterns were made, and funding was provided through the EU LIFE Fund to manage 13 sites within the core breeding range. This project, though led by the RSPB, involved many other organisations.
- To refine these recommendations and provide fine-scale, quantitative habitat prescriptions on the bitterns’ preferred feeding habitat, we radio-tracked male bitterns on the RSPB’s Minsmere and Leighton Moss reserves. This showed clear preferences for feeding in the wetter reedbed margins, particularly within the reedbed next to larger open pools. The average home range sizes of the male bitterns we followed (about 20 hectares) provided a good indication of the area of reedbed needed when managing or creating habitat for this species.
- Female bitterns undertake all the incubation and care of the young, so it was important to understand their needs as well. Over the course of our research, we located 87 bittern nests and found that female bitterns preferred to nest in areas of continuous vegetation, well into the reedbed, but where water was still present during the driest part of the breeding seaso
The success of the habitat prescriptions developed from this research has been spectacular. For instance, at Minsmere, booming bittern numbers gradually increased from one to 10 following reedbed lowering, a management technique designed to halt the drying out process. After a low point of 11 booming males in 1997, bittern numbers in Britain responded to all the habitat management work and started to increase for the first time since the 1950s. - The final phase of research involved understanding the diet, survival and dispersal of bittern chicks. To do this, we fitted small radio tags to young bitter chicks in the nest to determine their fate, from fledging to beyond. Many chicks did not survive to fledge, and starvation was found to be the most likely reason for their demise. The fish prey fed to chicks was dominated by those species penetrating into the reed edge. So, an important element of recent studies (including a PhD with the University of Hull) has been the development of recommendations on habitat and water conditions to promote healthy native fish populations.
- Once independent, radio-tagged young bitterns were found to seek out new sites during their first winter; a proportion of these would remain on new sites to breed if the conditions were suitable. A second EU LIFE-funded project aims to provide these suitable sites in new areas. A network of 19 sites developed through this partnership project will secure a more sustainable UK bittern population with successful breeding outside of the core area, less vulnerable to chance events and sea level rise.
- By 2004, the number of booming male bitterns in the UK had increased to 55, with almost all of the increase being on those sites undertaking management based on advice derived from our research. Although science has been at the core of the bittern story, success has only been achieved through the trust, hard work and dedication of all the managers, owners and wardens of sites that have implemented, in some cases very drastic, management to secure the future of this wetland species in the UK.
The constructed bunds and five major sluices now control the water level over 82 ha, with a further 50 ha coming under control in the winter of 2005/06. Reed's establishment has principally used natural regeneration or planted seedlings to provide small core areas that will, in time, expand to create a bigger reed area. To date, nearly 275,000 seedlings have been planted, and reed cover is extensive. Over 3 km of new ditches have been formed, 3.7 km of existing ditch have been re-profiled and 2.2 km of old meander (former estuarine features) have been cleaned out. - Bitterns now regularly winter on the site with some indication that they are staying longer into the spring. No breeding has yet occurred, but a booming male was present in the spring of 2004. A range of wildfowl breeds, as well as a good number of reedbed passerines, including reed bunting, reed, sedge and grasshopper warblers. Numbers of wintering shovelers have increased so that the site now holds a UK important wintering population. Malltraeth Reserve now forms part of the UK network of key sites for water vole (a UK priority species), and 12 monitoring transects have been established. Otter and brown-hare occur on the site, as does the rare plant pillwort.
Saving the British Bitterns Reading Mock Test
Saving the British Bitterns Reading Questions & Answers
Questions 1-6
The Reading Passage has NINE sections: A-I.
Which section contains the following information?
Write the correct letter, A-I, in boxes 1-6 on your answer sheet.
1. Research findings into habitats and decisions made.
Answer: C
Explanation:
Paragraph C explains how bittern habitats were compared (with and without booming males), leading to key management decisions. It also mentions funding and partnerships for rehabilitation.
Tip:
When a question asks about research influencing action, look for where the text shifts from observation to recommendations, management, or policy changes.
2. Research into the reedbed.
Answer: D
Explanation:
Paragraph D describes radio-tracking male bitterns and shows detailed observations of where and how they feed in reedbed habitats.
Tip:
If you see habitat-specific terms like reed margins, open pools, nesting zones, that’s your cue it’s about environmental research.
3. Began the calculation of the number.
Answer: B
Explanation:
Paragraph B outlines the development of a standard method to count bitterns by listening for their unique booming calls.
Tip:
For any question asking about number tracking, look for words like "monitoring," "counting," "estimate," or "developed method."
4. Protect the young bittern.
Answer: G
Explanation:
G discusses how young bitterns explore new habitats. The creation of a network of 19 sites helps ensure their survival and reduces risk.
Tip:
When the question is about young or future generations, scan for future planning, site networks, or new breeding areas.
5. International cooperation works.
Answer: H
Explanation:
H celebrates the success achieved through collaboration (e.g., RSPB and EU LIFE Fund). It states success came from trust and hard work by various groups.
Tip:
For questions about teamwork or cooperation, look for names of organizations, joint projects, or shared responsibilities.
6. Importance of food.
Answer: F
Explanation:
F details a study into the diet of young bitterns and how lack of food (fish) caused chick deaths. It connects habitat quality to food availability.
Tip:
Look for words like diet, feeding, starvation, prey, fish. Food-related topics are usually presented with reasons for survival/failure.
7. Fluctuation in bittern number.
Answer: A
Explanation:
Paragraph A tracks the population history of bitterns: extinct in 1886 → return → peak in 1950s → decline → near disappearance in the 1990s.
Tip:
Numbers over time = population trend. Scan for years, decades, and verbs like rose, dropped, peaked, declined.
Saving the British Bitterns Reading Questions for Practice
Questions 7-12
Complete the sentences below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
Write your answers in boxes 7-12 on your answer sheet.
7. The bird of bitten reached its peak of number in ________.
Answer: 1950s
Explanation: Paragraph A: “...numbers rose to a peak of about 70 booming males in the 1950s.”
Tip: For timeline-based questions, always scan for decades or years + extreme verbs like "peak", "plummet", "increase".
8. The author describes the bittern’s character as ________.
Answer: SHY
Explanation: Paragraph B: “...bitterns have cryptic plumage and shy nature, usually remaining hidden…”
Tip: Look in the early paragraphs for personality descriptions or adjectives. The introduction often defines the species.
9. ________ is the leading cause of the chick bittern’s death.
Answer: STARVATION
Explanation: Paragraph F: “...starvation was found to be the most likely reason for their demise.”
Tip: Cause-effect clues often follow “found that,” “main reason,” “most likely cause.”
10. ________ is the leading food for chick bittern.
Answer: NATIVE FISH
Explanation: Paragraph F: “...fish prey fed to chicks was dominated by those species penetrating into the reed edge.”
Tip: For diet-related questions, scan for what species eat and what helps promote their food (like habitat or water conditions).
11. ________ secures the stability of bittern’s population.
Answer: PARTNERSHIP PROJECT/ NETWORK OF SITES/PARTNERSHIP PROJECT NETWORK
Explanation: Paragraph G: “...a network of 19 sites developed through this partnership project will secure a more sustainable population…”
Tip: Stability and sustainability answers usually mention site networks, breeding ranges, or dispersal strategies.
12. Besides bittern and rare vegetation, ________ mammal does the protection plan benefit.
Answer: OTTER and BROWN HARE
Explanation: Paragraph I: “...Otter and brown hare occur on the site, as does the rare plant pillwort.”
Tip: When asked who else benefits, look for a list of other species in the conclusion or site result section.
Saving the British Bitterns Reading for IELTS
Questions 13
Choose the correct letter: A, B, C or D.
Write your answers in box 13 on your answer sheet.
13. What is the main purpose of this passage?
A. Main characteristic of a bird is called a bittern.
B. Cooperation can protect an endangered species,
C. The difficulty of accessing information on bittern’s habitat and diet.
D. To save wetlands and reedbeds in the UK.
Answer for Question 13
Answer: B
Explanation: The passage shows how research + cooperation led to saving the bittern. The focus is on collaboration and species protection, not just wetlands or bird traits.
Tip: Main idea = what the entire passage is trying to do. Eliminate answers that are too narrow or too broad. Focus on the central goal or achievement.
IELTS Prep Tips for Saving the British Bitterns Reading Passage
| Reading Tip | Explanation |
|---|---|
| Skim for Key Ideas | Read the first and last sentences of each paragraph to get the main points. |
| Look for Dates & Numbers | Notice important years (e.g., 1886, 1950s, 1997, 2004) to understand trends. |
| Identify Cause & Effect | Pay attention to how habitat management affected bittern numbers. |
| Spot Keywords | Words like "reedbed," "booming males," and "management" indicate important topics. |
| Recognise Structure | The passage follows a problem-solution pattern, showing how conservation efforts helped bitterns. |
| Use Context for Vocabulary | Words like "cryptic plumage" can be understood through surrounding sentences. |
| Make Connections | Link information from different sections, such as habitat preferences and conservation actions. |
| Look for Comparisons | Notice phrases like "preferred feeding habitat" and "larger open pools" to understand choices. |
| Understand Research Methods | Identify techniques like radio-tracking and sound analysis to track bitterns. |
| Summarise Key Findings | After reading, recap the main results, such as population recovery and habitat success. |
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