تحلیل ریدینگ آیلتس آکادمیک کمبریج 16 - تست 3: بررسی سوالات، نکات کلیدی و استراتژی‌های پاسخ‌دهی

مقدمه: 

بخش ریدینگ آیلتس آکادمیک یکی از مهارت‌های حیاتی در آزمون آیلتس است که نیازمند درک سریع و دقیق متون علمی، مدیریت زمان و تسلط بر انواع سوالات می‌باشد. در این مقاله، تحلیل تست ۳ ریدینگ از کتاب آیلتس کمبریج ۱۶ (Cambridge IELTS 16) را ارائه می‌دهیم. هدف ما بررسی ساختار متن‌ها، استراتژی‌های پاسخ‌دهی و نکات کلیدی برای کمک به داوطلبان در کسب نمره بهتر در این بخش است. این تست شامل سه متن آکادمیک است که به ترتیب سطح دشواری آن‌ها افزایش می‌یابد. داوطلبان باید با انواع سوالات مانند True/False/Not Given، Matching Headings، Multiple Choice و Summary Completion آشنا باشند و استراتژی‌های مناسبی برای هر نوع سوال اتخاذ کنند. در این مقاله، به بررسی نکات کلیدی متن‌ها، تحلیل دقیق سوالات، شناسایی اشتباهات رایج و ارائه روش‌های بهینه برای بهبود سرعت و دقت در پاسخ‌دهی خواهیم پرداخت. با مطالعه این راهنما، می‌توانید نقاط ضعف خود را تقویت کرده و عملکرد بهتری در بخش ریدینگ آیلتس داشته باشید. 

برای دیدن بقیه‌ی تحلیل‌ها به لینک زیر بروید:

پالت ناوبری سوالات

QUESTIONS 1-5 (Passage 1: Roman Ships)

📝 Question 1:

The Romans were the first civilisation to use wood for shipbuilding.

🔹 Correct Answer: FALSE
📍 Location in Passage: Paragraph 1
🔹 Analysis of the Answer: The text states Romans "learned to build ships from the people that they conquered, namely the Greeks and the Egyptians." Since they learned from others, they were not the first to use wood for shipbuilding (a practice long established in the region).
⚠️ Potential Traps: Assuming a powerful naval force must have originated the technique.
⭐ Key Learning Point: The phrase "learned to build ships from" is the evidence for FALSE against the "first" claim.

📝 Question 2:

The mortise and tenon technique required highly skilled craftsmen to carry it out.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Paragraph 1
🔹 Analysis of the Answer: The passage describes the technique itself (one plank locked into another), but provides no information about the skill level (highly skilled) of the craftsmen who used it.
⚠️ Potential Traps: Inferring high skill from the technical nature of the method.
⭐ Key Learning Point: An assessment of the skill level of the workers is a specific detail that is NOT GIVEN.

📝 Question 3:

Roman ships built during the first century CE were constructed starting with the hull.

🔹 Correct Answer: FALSE
📍 Location in Passage: Paragraph 1
🔹 Analysis of the Answer: The passage states that in the first centuries CE, shipbuilders shifted to a method that "consisted of building the frame first and then proceeding with the hull." This means they did not start with the hull.
⚠️ Potential Traps: Missing the "shifted to" and focusing only on the description of the new method.
⭐ Key Learning Point: The order of construction is explicitly given as "frame first" followed by the hull, proving the statement FALSE.

📝 Question 4:

The Romans called the Mediterranean Sea ‘Mare Nostrum’ because they had control over it.

🔹 Correct Answer: TRUE
📍 Location in Passage: Paragraph 2
🔹 Analysis of the Answer: The text links the control to the name: "the Romans had control over what they therefore called Mare Nostrum meaning ‘our sea’." The word "therefore" indicates the reason.
⚠️ Potential Traps: None. This is a direct cause-and-effect relationship confirmed by "therefore."
⭐ Key Learning Point: The word "therefore" is key to establishing the reason.

📝 Question 5:

Most of the Roman ship rowers were not slaves.

🔹 Correct Answer: TRUE
📍 Location in Passage: Paragraph 2
🔹 Analysis of the Answer: The passage explicitly states: "contrary to popular perception, rowers were not slaves but mostly Roman citizens enrolled in the military." "Mostly Roman citizens" means the majority were not slaves.
⚠️ Potential Traps: None. This is a direct contradiction of a popular misconception.
⭐ Key Learning Point: The phrase "mostly Roman citizens" is the definitive evidence for TRUE.

QUESTIONS 6-13 (Passage 1: Roman Ships)

📝 Question 6:

Warships were built to be 6.... and fast.

🔹 Correct Answer: Lightweight
📍 Location in Passage: Paragraph 3
🔹 Analysis of the Answer: The text states: "Warships were built to be lightweight and very speedy." "Speedy" is a synonym for fast.
⚠️ Potential Traps: Using "speedy" (already covered by fast).
⭐ Key Learning Point: Look for the adjective paired with "speedy" to describe the warships' structure.

📝 Question 7:

They contained a battering ram, made of 7...., for attacking enemy ships.

🔹 Correct Answer: Bronze
📍 Location in Passage: Paragraph 3
🔹 Analysis of the Answer: The text states: "They had a bronze battering ram, which was used to pierce the timber hulls or break the oars of enemy vessels."
⚠️ Potential Traps: Using "battering ram" (the object) or "timber hulls" (the target). The question asks for the material.
⭐ Key Learning Point: The material for the battering ram is explicitly stated as Bronze.

📝 Question 8:

The trireme warship had rowers positioned on three 8....

🔹 Correct Answer: Levels
📍 Location in Passage: Paragraph 4
🔹 Analysis of the Answer: The passage says the trireme "had rowers in the top, middle and lower levels, and approximately 50 rowers in each bank."
⚠️ Potential Traps: Using "top, middle and lower" (too many words) or "banks." The general term for the positions is required.
⭐ Key Learning Point: The word "levels" describes the vertical positioning of the rowers.

📝 Question 9:

Merchant ships had a wider 9...., double planking and a solid interior for stability.

🔹 Correct Answer: Hull
📍 Location in Passage: Paragraph 5
🔹 Analysis of the Answer: The text states merchant ships "had a wider hull, double planking and a solid interior for added stability."
⚠️ Potential Traps: None. The hull is the main structural component being described.
⭐ Key Learning Point: The main body of the ship, which is "wider," is the Hull.

📝 Question 10:

Their sails consisted of large square sails and a small 10.... sail at the bow.

🔹 Correct Answer: Triangular
📍 Location in Passage: Paragraph 5
🔹 Analysis of the Answer: The passage mentions they had "large square sails and a small triangular sail at the bow."
⚠️ Potential Traps: Using "square" (the other type of sail) or "small" (the size). The question asks for the shape.
⭐ Key Learning Point: The adjective describing the shape of the second type of sail is Triangular.

📝 Question 11:

The rowers were assisted by 11.... to help them keep time with their oars.

🔹 Correct Answer: Music
📍 Location in Passage: Paragraph 5
🔹 Analysis of the Answer: The method of coordination was: "In order to assist them, music would be played on an instrument, and oars would then keep time with this."
⚠️ Potential Traps: Using "instrument" (the means of playing) or "oarsmen" (the users). The synchronizing medium is required.
⭐ Key Learning Point: The noun that follows the key verbs "keep time with this" and "would be played" is Music.

📝 Question 12:

Agricultural goods transported by merchant ships included 12.... from Egypt.

🔹 Correct Answer: Grain
📍 Location in Passage: Paragraph 6
🔹 Analysis of the Answer: The list of cargo includes: "agricultural products (e.g. grain from Egypt’s Nile valley)."
⚠️ Potential Traps: Using "raw materials" or a non-agricultural product like "iron bars." The question specifies agricultural goods from Egypt.
⭐ Key Learning Point: The product explicitly paired with "Egypt" in the "agricultural products" list is Grain.

📝 Question 13:

Upon arrival at port, large ships were towed to the quay by 13....

🔹 Correct Answer: Towboats
📍 Location in Passage: Paragraph 6
🔹 Analysis of the Answer: The text says ships would be "intercepted by a number of towboats that would drag them to the quay."
⚠️ Potential Traps: Using "quay" (the destination) or "number" (the quantity). The object doing the towing is required.
⭐ Key Learning Point: The proper noun for the object that "drag" the ships is Towboats.

QUESTIONS 14-19 (Passage 2: Glacial Archaeology in Norway)

📝 Question 14:

an explanation for weapons being left behind in the mountains

🔹 Correct Answer: D
📍 Location in Passage: Paragraph D
🔹 Analysis of the Answer: The text offers two reasons: "Hunters would have easily misplaced arrows, and they often discarded broken bows rather than take them all the way home." This explains why the weapons (arrows, bows) were abandoned.
⚠️ Potential Traps: None. The paragraph directly addresses the reason for leaving weapons.
⭐ Key Learning Point: Look for verbs like "misplaced" or "discarded" to explain why objects were left behind.

📝 Question 15:

a reference to the physical difficulties involved in an archaeological expedition

🔹 Correct Answer: C
📍 Location in Passage: Paragraph C
🔹 Analysis of the Answer: Archaeologist James Barrett says: "‘Fieldwork is hard work – hiking with all our equipment, often camping on permafrost – but very rewarding." This describes the harsh physical conditions.
⚠️ Potential Traps: None. The quote directly outlines the hardships.
⭐ Key Learning Point: Look for descriptive phrases involving physical exertion and environmental difficulty (e.g., "hiking with equipment," "permafrost").

📝 Question 16:

an explanation of why less food may have been available

🔹 Correct Answer: F
📍 Location in Passage: Paragraph F
🔹 Analysis of the Answer: This paragraph explains how "A colder turn in the Scandinavian climate would likely have meant widespread crop failures, so more people would have depended on hunting..." Crop failure is a direct explanation for less food being available.
⚠️ Potential Traps: Confusing the effect (more hunting) with the cause (crop failures).
⭐ Key Learning Point: Look for the phrase "crop failures" to explain food scarcity.

📝 Question 17:

a reference to the possibility of future archaeological discoveries

🔹 Correct Answer: H
📍 Location in Passage: Paragraph H
🔹 Analysis of the Answer: The paragraph discusses the melting ice and states: "That means archaeologists could be extracting some of those artefacts from retreating ice in years to come." This confirms the possibility of future discoveries.
⚠️ Potential Traps: None. The phrase "in years to come" and "could be extracting" is clear evidence.
⭐ Key Learning Point: Look for phrases indicating future events (e.g., "in years to come," "potential").

📝 Question 18:

examples of items that would have been traded

🔹 Correct Answer: G
📍 Location in Passage: Paragraph G
🔹 Analysis of the Answer: The paragraph mentions that demand was created "for hides to fight off the cold, as well as antlers to make useful things like combs." Hides and antlers are the examples of traded goods.
⚠️ Potential Traps: None. The list of items created a "booming demand."
⭐ Key Learning Point: Look for a list of resources/materials associated with "demand" or "export markets."

📝 Question 19:

a reference to the pressure archaeologists are under to work quickly

🔹 Correct Answer: B
📍 Location in Passage: Paragraph B
🔹 Analysis of the Answer: The paragraph mentions: "With climate change shrinking ice cover around the world, glacial archaeologists need to race the clock to find newly revealed artefacts..." "Race the clock" is an idiom meaning to work quickly under pressure.
⚠️ Potential Traps: None. The urgency is clearly stated.
⭐ Key Learning Point: Look for idioms or phrases that convey a sense of urgency or limited time (e.g., "race the clock").

QUESTIONS 20-22 (Passage 2: Glacial Archaeology in Norway)

📝 Question 20:

They have little protection against 20...., which means that they decay relatively quickly.

🔹 Correct Answer: Microorganisms
📍 Location in Passage: Paragraph B
🔹 Analysis of the Answer: The text explains organic materials decay because they are not protected from the "microorganisms that cause decay."
⚠️ Potential Traps: Using "decay" (the result) or "fungi and bacteria" (too many words). The single-word cause is requested.
⭐ Key Learning Point: The noun preceding the phrase "that cause decay" is the answer.

📝 Question 21:

and 21.... gathered there in the summer months to avoid being attacked by 22.... on lower ground.

🔹 Correct Answer: Reindeer
📍 Location in Passage: Paragraph C
🔹 Analysis of the Answer: The animals that congregated to avoid attack were: "Reindeer once congregated on these ice patches in the later summer months..."
⚠️ Potential Traps: None. The identity of the animal is clearly stated.
⭐ Key Learning Point: The question asks for the animal that gathered in the mountains.

📝 Question 22:

to avoid being attacked by 22.... on lower ground.

🔹 Correct Answer: Insects
📍 Location in Passage: Paragraph C
🔹 Analysis of the Answer: The reindeer gathered there to "escape biting insects." The source of the attack is Insects.
⚠️ Potential Traps: Using "biting insects" (too many words). The single-word cause is required.
⭐ Key Learning Point: The word that describes the creature that was being avoided is Insects.

QUESTIONS 23 & 24 (Passage 2: Glacial Archaeology in Norway)

📝 Question 23 & 24:

Which TWO statements are made about Barrett’s team’s discoveries?

🔹 Correct Answers: B (Hunters went into the mountains even during periods of extreme cold) and C (The number of artefacts from certain time periods was relatively low)
📍 Location in Passage: Paragraphs E & F
🔹 Analysis of the Answer (B): Paragraph F states, "hunters kept regularly venturing into the mountains even when the climate turned cold..." This supports the claim that they went during extreme cold.
🔹 Analysis of the Answer (C): Paragraph E notes, "some periods had produced lots of artefacts... But there were few or no signs of activity during other periods." "Few or no signs" is synonymous with a "relatively low" number.
⚠️ Potential Traps: Option A is contradicted by the fact they found "lots of artefacts" in some periods. Option D is the reason for leaving weapons, not a discovery itself.
⭐ Key Learning Point: Look for the two contrasting facts presented in the results: the continuity of hunting (even in cold) and the variation in artefact numbers (low/few signs in some periods).

QUESTIONS 25 & 26 (Passage 2: Glacial Archaeology in Norway)

📝 Question 25 & 26:

Which TWO statements are made about the Viking Age?

🔹 Correct Answers: A (Hunters at this time benefited from an increased demand for goods) and C (Vikings did not rely on ships alone to transport goods)
📍 Location in Passage: Paragraph G
🔹 Analysis of the Answer (A): The growth of towns and export markets "would have created a booming demand for hides... as well as antlers... Business must have been good for hunters." Booming demand meant they benefited.
🔹 Analysis of the Answer (C): The text states, "Although we usually think of ships... these recent discoveries show that plenty of goods traveled on overland routes, like the mountain passes of Oppland." This means they did not rely on ships alone.
⚠️ Potential Traps: Option D is contradicted; the hunting was good, not reduced. Option B discusses trade routes, not necessarily a new development unique to this age.
⭐ Key Learning Point: Look for the two distinct characteristics of the Viking Age economy: the economic boom for hunters and the use of overland routes.

QUESTIONS 27-32 (Passage 3: Plants are so much more sophisticated than we’re used to thinking)

📝 Question 27:

The Cambridge scientists’ discovery of the ‘thermometer molecule’ caused surprise among other scientists.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Not stated in the text.
🔹 Analysis of the Answer: The passage highlights the significance of the discovery, but it does not mention the reaction of other scientists, specifically whether they were surprised or not.
⚠️ Potential Traps: Assuming a significant discovery must be surprising.
⭐ Key Learning Point: The reaction or emotion of others must be explicitly stated to be TRUE.

📝 Question 28:

The target for agricultural production by 2050 could be missed.

🔹 Correct Answer: TRUE
📍 Location in Passage: Paragraph 1
🔹 Analysis of the Answer: The text states: "agricultural yields will need to double by 2050, but climate change is a major threat to achieving this." A major threat means the target could be missed.
⚠️ Potential Traps: None. The "major threat" indicates the potential for failure.
⭐ Key Learning Point: The word "threat" is the definitive clue for TRUE.

📝 Question 29:

Wheat and rice suffer from a rise in temperatures.

🔹 Correct Answer: TRUE
📍 Location in Passage: Paragraph 1
🔹 Analysis of the Answer: The text states: "Key crops such as wheat and rice are sensitive to high temperatures." Being sensitive to high temperatures means they suffer from a rise in temperatures.
⚠️ Potential Traps: None. "Sensitive to high temperatures" is synonymous with suffering from rising temperatures.
⭐ Key Learning Point: The term "sensitive to high temperatures" confirms TRUE.

📝 Question 30:

It may be possible to develop crops that require less water.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Not stated in the text.
🔹 Analysis of the Answer: The focus of the passage is on temperature stress. There is no mention of water requirements or research aimed at reducing water dependency in crops.
⚠️ Potential Traps: Confusing the related problem of climate change with a specific unmentioned research goal.
⭐ Key Learning Point: The specific goal of developing crops requiring less water is NOT GIVEN.

📝 Question 31:

Plants grow faster in sunlight than in shade.

🔹 Correct Answer: FALSE
📍 Location in Passage: Paragraph 4
🔹 Analysis of the Answer: The passage describes the plant's mechanism: "If a plant finds itself in shade, phytochromes are quickly inactivated – enabling it to grow faster to find sunlight again." Plants grow faster in the shade to escape it, not faster in the sun.
⚠️ Potential Traps: Relying on general knowledge rather than the specific, counter-intuitive mechanism described in the text.
⭐ Key Learning Point: The plant's action of "grow faster to find sunlight" proves the statement FALSE.

📝 Question 32:

Phytochromes change their state at the same speed day and night.

🔹 Correct Answer: FALSE
📍 Location in Passage: Paragraphs 4 & 5
🔹 Analysis of the Answer: The passage contrasts the speeds: "Light-driven changes... occur very fast, in less than a second" (day). But at night, "the molecules gradually change from their active to inactive state." "Very fast" is not the same as "gradually."
⚠️ Potential Traps: Missing the contrast between the rapid daytime speed and the gradual nighttime speed.
⭐ Key Learning Point: The contradictory descriptors "very fast" versus "gradually" confirm FALSE.

QUESTIONS 33-37 (Passage 3: Plants are so much more sophisticated than we’re used to thinking)

📝 Question 33:

Mention of specialists who can make use of the research findings

🔹 Correct Answer: H
📍 Location in Passage: Paragraph H
🔹 Analysis of the Answer: The text mentions "scientists are able to rapidly identify the genes..." and later that the researchers have "outstanding collaborators nearby who work on more applied aspects of plant biology, and can help us transfer this new knowledge into the field." The geneticists and applied biologists are the specialists.
⚠️ Potential Traps: None. The collaboration with applied specialists is the key.
⭐ Key Learning Point: Look for a reference to other experts who will use the findings ("collaborators... who work on more applied aspects").

📝 Question 34:

A reference to a potential benefit of the research findings

🔹 Correct Answer: D
📍 Location in Passage: Paragraph D
🔹 Analysis of the Answer: The paragraph states the discovery "has the potential to accelerate the breeding of crops resilient to thermal stress and climate change." This is a clear potential benefit.
⚠️ Potential Traps: None. The phrase "has the potential to accelerate" is clear evidence.
⭐ Key Learning Point: Look for words like "potential" or "aid" combined with a positive outcome.

📝 Question 35:

Scientific support for a traditional saying

🔹 Correct Answer: G
📍 Location in Passage: Paragraph G
🔹 Analysis of the Answer: The text mentions the rhyme "oak before ash we’ll have a splash, ash before oak we’re in for a soak," and states the discovery "provides the science behind a well-known rhyme."
⚠️ Potential Traps: None. The direct link between "science" and "rhyme" is the key.
⭐ Key Learning Point: The question requires a connection between science and tradition (rhyme).

📝 Question 36:

A reference to people traditionally making plans based on plant behaviour

🔹 Correct Answer: C
📍 Location in Passage: Paragraph C
🔹 Analysis of the Answer: The text mentions "Farmers and gardeners have known for hundreds of years... something humans have long used to predict weather and harvest times for the coming year." Predicting harvest times is making plans.
⚠️ Potential Traps: None. The prediction of harvest times confirms making plans.
⭐ Key Learning Point: Look for the reference to predicting/planning future events based on plant behavior.

📝 Question 37:

A reference to where the research has been reported

🔹 Correct Answer: A
📍 Location in Passage: Paragraph A
🔹 Analysis of the Answer: The text states: "The new findings, published in the journal Science, show that phytochromes control genetic switches..." The journal is where the research was reported.
⚠️ Potential Traps: None. The term "published in the journal" is clear evidence.
⭐ Key Learning Point: The question requires the specific publication where the findings were made public.

QUESTIONS 38-40 (Passage 3: Plants are so much more sophisticated than we’re used to thinking)

📝 Question 38:

Daffodils are likely to flower early in response to 38.... weather.

🔹 Correct Answer: Warm
📍 Location in Passage: Paragraph G
🔹 Analysis of the Answer: The text states daffodils "can flower months in advance during a warm winter."
⚠️ Potential Traps: Using "winter" (the time) or "months in advance" (the timing). The temperature is required.
⭐ Key Learning Point: The adjective describing the type of winter that triggers early flowering is Warm.

📝 Question 39:

If ash trees come into leaf before oak trees, the weather in 39.... will probably be wet.

🔹 Correct Answer: Summer
📍 Location in Passage: Paragraph G
🔹 Analysis of the Answer: The rhyme is linked to the weather prediction: "ash before oak we’re in for a soak." This soaking is explained: "As the British know only too well, a colder summer is likely to be a rain-soaked one." The soak (wet) occurs in the summer.
⚠️ Potential Traps: Using "spring" (the time of the leafing) or "rain-soaked" (the condition). The season of the wet weather is required.
⭐ Key Learning Point: The season being predicted is the Summer.

📝 Question 40:

The research was carried out using a particular species of 40....

🔹 Correct Answer: Mustard plant
📍 Location in Passage: Paragraph H
🔹 Analysis of the Answer: The text identifies the subject: "The work was done in a model system, using a mustard plant called Arabidopsis..."
⚠️ Potential Traps: Using the scientific name "Arabidopsis" or "model system." The common name is required.
⭐ Key Learning Point: The common name for the species used in the model system is the Mustard plant.