تحلیل ریدینگ آیلتس آکادمیک کمبریج 15 - تست 2: 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 ۲ ریدینگ از کتاب آیلتس کمبریج ۱۵ (Cambridge IELTS 15) 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 1-6 (Passage 1: Bringing Dance into City Planning)

📝 Question 1:

reference to an appealing way of using dance that the writer is not proposing

🔹 Correct Answer: B
📍 Location in Passage: Paragraph B
🔹 Analysis of the Answer: The writer states: "That is not to suggest everyone should dance their way to work, however healthy and happy it might make us..." Dancing to work is an appealing idea that the author explicitly says they are not proposing.
⚠️ Potential Traps: Focusing only on the proposed idea (choreography techniques) and missing the explicit disclaimer.
⭐ Key Learning Point: The phrase "That is not to suggest" is the definitive clue for the idea that is being rejected.

📝 Question 2:

an example of a contrast between past and present approaches to building

🔹 Correct Answer: C
📍 Location in Passage: Paragraph C
🔹 Analysis of the Answer: The paragraph explicitly contrasts: "Whereas medieval builders improvised... building designs are now conceived and stored in media technologies that detach the designer..." This is a clear contrast between past improvisation and present detachment.
⚠️ Potential Traps: None. The use of "Whereas" sets up the direct contrast.
⭐ Key Learning Point: Look for transition words of contrast (e.g., whereas, but, now) to find comparisons in time.

📝 Question 3:

mention of an objective of both dance and engineering

🔹 Correct Answer: F
📍 Location in Passage: Paragraph F
🔹 Analysis of the Answer: The paragraph states that dance "shares with engineering the aim of designing patterns of movement within limitations of space." This objective is common to both.
⚠️ Potential Traps: None. The shared "aim" is explicitly stated.
⭐ Key Learning Point: The core commonality is the design of movement within limitations.

📝 Question 4:

reference to an unforeseen problem arising from ignoring the climate

🔹 Correct Answer: D
📍 Location in Passage: Paragraph D
🔹 Analysis of the Answer: The Peachtree Center designers "failed to take into account that purpose-built street cafes could not operate in the hot sun without the protective awnings..." The resulting need for energy-consuming air conditioning was an unforeseen problem stemming from ignoring the climate.
⚠️ Potential Traps: Focusing only on the computer modeling and missing the actual flaw (ignoring the sun/heat).
⭐ Key Learning Point: The design error related to the "hot sun" is the definitive clue.

📝 Question 5:

why some measures intended to help people are being reversed

🔹 Correct Answer: E
📍 Location in Passage: Paragraph E
🔹 Analysis of the Answer: Guard rails, intended for safety, are having the opposite effect (creating psychological barriers, encouraging dangerous crossings). Consequently, "many are now being removed, causing disruption, cost, and waste." The negative, unintended consequences are the reason for the reversal.
⚠️ Potential Traps: None. The unintended consequences leading to removal is a clear case of reversal.
⭐ Key Learning Point: Look for the sequence of unintended negative consequences leading to a change in policy/design.

📝 Question 6:

reference to how transport has an impact on human lives

🔹 Correct Answer: A
📍 Location in Passage: Paragraph A
🔹 Analysis of the Answer: The paragraph states: "The ways we travel affect our physical and mental health, our social lives, our access to work and culture, and the air we breathe." This is a list of ways transport impacts human lives.
⚠️ Potential Traps: None. This is a clear introductory statement of impact.
⭐ Key Learning Point: The question asks for the consequences of transport (physical health, social lives, etc.).

QUESTIONS 7-13 (Passage 1: Bringing Dance into City Planning)

📝 Question 7:

The guard rails were originally introduced as an engineering solution to pedestrian 7....

🔹 Correct Answer: Safety
📍 Location in Passage: Paragraph E
🔹 Analysis of the Answer: The passage refers to guard rails as "an engineering solution to pedestrian safety based on models that prioritize the smooth flow of traffic."
⚠️ Potential Traps: Using "engineering solution" (the type of measure). The goal is required.
⭐ Key Learning Point: The noun that follows "pedestrian" and describes the goal of the measure is Safety.

📝 Question 8:

Their designs were based on models that prioritized the smooth flow of 8....

🔹 Correct Answer: Traffic
📍 Location in Passage: Paragraph E
🔹 Analysis of the Answer: The models prioritize "the smooth flow of traffic."
⚠️ Potential Traps: None. This is a direct factual statement about the models' priority.
⭐ Key Learning Point: The noun following "smooth flow of" that was prioritized is Traffic.

📝 Question 9:

They use staggered access points to divide the crossing into two, one for each 9....

🔹 Correct Answer: Carriageway
📍 Location in Passage: Paragraph E
🔹 Analysis of the Answer: The text mentions the staggered access points "divide the crossing in two, one for each carriageway."
⚠️ Potential Traps: Using "crossing" (the area) or "access points" (the divider). The thing being divided in two is required.
⭐ Key Learning Point: The two parts of the road that are separated are the Carriageways.

📝 Question 10:

Guard rails introduce psychological barriers that greatly affect those who are the least 10....

🔹 Correct Answer: Mobile
📍 Location in Passage: Paragraph E
🔹 Analysis of the Answer: The barriers introduce "psychological barriers greatly impacting those that are the least mobile."
⚠️ Potential Traps: Using "psychological barriers" (the effect). The group most affected is required.
⭐ Key Learning Point: The adjective describing the movement ability of the most affected group is Mobile.

📝 Question 11:

The barriers can also encourage people to make 11.... crossings.

🔹 Correct Answer: Dangerous
📍 Location in Passage: Paragraph E
🔹 Analysis of the Answer: The barriers can encourage "others to make dangerous crossings to get around the guard rails."
⚠️ Potential Traps: Using "crossings" (the noun). The adjective describing the type of crossing is required.
⭐ Key Learning Point: The barriers incentivize the opposite of safety, leading to Dangerous crossings.

📝 Question 12:

They divide 12.... and decrease opportunities for healthy transport.

🔹 Correct Answer: Communities
📍 Location in Passage: Paragraph E
🔹 Analysis of the Answer: The adverse social effect is that "they divide communities and decrease opportunities for healthy transport."
⚠️ Potential Traps: None. The noun being divided is required.
⭐ Key Learning Point: The social unit that is split by the barriers is Communities.

📝 Question 13:

As a result, many are now being removed, causing disruption, cost, and waste.

🔹 Correct Answer: Waste
📍 Location in Passage: Paragraph E (Final sentence).
🔹 Analysis of the Answer: The removal causes "disruption, cost, and waste."
⚠️ Potential Traps: Using "disruption" or "cost." The third item in the list of negative consequences is required.
⭐ Key Learning Point: The three negative consequences of removal are listed in a sequence (disruption, cost, and Waste).

QUESTIONS 14-17 (Passage 2: De-Extinction)

📝 Question 14:

a reason for trying to prevent species from becoming extinct in the future

🔹 Correct Answer: F
📍 Location in Passage: Paragraph F
🔹 Analysis of the Answer: Beth Shapiro suggests using technology to understand why extinctions happened "which could then help us make genetic modifications which could prevent mass extinctions in the future." The prevention of future extinctions is a reason for the research.
⚠️ Potential Traps: Confusing the reason (prevention of future extinctions) with the method (genetic modifications).
⭐ Key Learning Point: Look for a forward-looking statement of purpose or goal (prevent mass extinctions).

📝 Question 15:

a method for producing an embryo of an extinct species

🔹 Correct Answer: A
📍 Location in Passage: Paragraph A
🔹 Analysis of the Answer: This paragraph describes the "de-extinction" process using cloning technology: DNA is sequenced, then modified, and the resulting genetic material is used to "create a fertilized embryo."
⚠️ Potential Traps: None. The description of DNA sequencing and cloning is the method required.
⭐ Key Learning Point: Look for the technical process involving DNA, cloning, and fertilization.

📝 Question 16:

a reference to how the disappearance of a species affects its environment

🔹 Correct Answer: D
📍 Location in Passage: Paragraph D
🔹 Analysis of the Answer: The paragraph discusses the passenger pigeon's disappearance and the subsequent harm: "forest ecosystems in the eastern U.S. have suffered... with tree diseases taking hold and the forests becoming stagnant." This shows the negative environmental effect.
⚠️ Potential Traps: Confusing this with the effect on other species (Paragraph B). This is about the *ecosystem*.
⭐ Key Learning Point: Look for phrases describing a decline in the health of the environment (e.g., "suffered," "stagnant").

📝 Question 17:

the exact date when a particular species became extinct

🔹 Correct Answer: A
📍 Location in Passage: Paragraph A
🔹 Analysis of the Answer: The text provides the precise date for the passenger pigeon: "on 1 September 1914, when the last living specimen died at Cincinnati Zoo."
⚠️ Potential Traps: None. The date is explicitly stated.
⭐ Key Learning Point: The question asks for the precise date, which is provided in the opening paragraph.

QUESTIONS 18-22 (Passage 2: De-Extinction)

📝 Question 18:

The Woolly Mammoth Revival Project is trying to work out the 18.... that enabled mammoths to survive in the cold.

🔹 Correct Answer: Genetic traits
📍 Location in Passage: Paragraph E
🔹 Analysis of the Answer: George Church's team is figuring out "which genetic traits made it possible for mammoths to survive the icy climate of the tundra."
⚠️ Potential Traps: Using a single word like "traits" or "genes." The combined two words used in the text is the safest choice given the context.
⭐ Key Learning Point: The inherited characteristics that enabled survival are the Genetic traits.

📝 Question 19:

The project’s goal is to produce a hybrid animal, to reduce 19.... in the icy habitat.

🔹 Correct Answer: Heat loss
📍 Location in Passage: Paragraph E
🔹 Analysis of the Answer: The adaptations (smaller ears, thicker hair, etc.) are "all for the purpose of reducing heat loss in the tundra."
⚠️ Potential Traps: Using "tundra" (the location). The physiological goal is required.
⭐ Key Learning Point: The combined term for the physiological goal is Heat loss.

📝 Question 20:

The adaptations would include smaller 20...., thicker hair, and more fat.

🔹 Correct Answer: Ears
📍 Location in Passage: Paragraph E
🔹 Analysis of the Answer: The list of physical adaptations includes "smaller ears, thicker hair, and extra insulating fat."
⚠️ Potential Traps: Using one of the other adaptations. The first item in the list is required.
⭐ Key Learning Point: The question asks for the first physical trait listed for the new hybrid.

📝 Question 21:

The adaptations would include smaller ears, thicker hair, and more 21....

🔹 Correct Answer: Insulating fat
📍 Location in Passage: Paragraph E
🔹 Analysis of the Answer: The full list of physical adaptations includes "smaller ears, thicker hair, and extra insulating fat."
⚠️ Potential Traps: Using only "fat" or "extra." The specific type of fat is required.
⭐ Key Learning Point: The final physical adaptation is Insulating fat.

📝 Question 22:

The project is also intended to help with the reduction of 22....

🔹 Correct Answer: Carbon emissions
📍 Location in Passage: Paragraph E
🔹 Analysis of the Answer: The paragraph concludes that bringing back large mammals "could also be a useful factor in reducing carbon emissions."
⚠️ Potential Traps: Using a single word like "carbon" or "emissions." The complete phrase is required.
⭐ Key Learning Point: The phrase for the environmental goal is Carbon emissions.

QUESTIONS 23-26 (Passage 2: De-Extinction)

📝 Question 23:

Reintroducing an extinct species to its original habitat could make a particular species living there healthier.

🔹 Correct Answer: B (Michael Archer)
📍 Location in Passage: Paragraph B
🔹 Analysis of the Answer: Archer argues that bringing back the thylacine "could help protect Tasmanian devils" from a tumor syndrome, thus making the surviving species healthier.
⚠️ Potential Traps: None. The benefit to the Tasmanian Devil is clearly stated.
⭐ Key Learning Point: Archer's argument focuses on the ecological benefit to the Tasmanian devil population.

📝 Question 24:

It is important to focus on why animals went extinct.

🔹 Correct Answer: C (Beth Shapiro)
📍 Location in Passage: Paragraph F
🔹 Analysis of the Answer: Shapiro states she wants to use technology to understand "why various species went extinct in the first place." This indicates the importance of understanding the cause of extinction.
⚠️ Potential Traps: None. The quote directly supports the statement.
⭐ Key Learning Point: Shapiro's focus is on the cause of extinction to prevent future ones.

📝 Question 25:

Bringing back an extinct species could benefit the vegetation of its habitat.

🔹 Correct Answer: A (Ben Novak)
📍 Location in Passage: Paragraph D
🔹 Analysis of the Answer: Novak believes reintroducing the passenger pigeon would re-establish the "forest disturbance... that is good for the health of a forest." Forest health is a benefit to the vegetation.
⚠️ Potential Traps: None. The effect on tree-breaking and regrowth supports the benefit to vegetation.
⭐ Key Learning Point: Novak's argument highlights the pigeon's keystone role in forest ecology.

📝 Question 26:

We are not doing enough to protect biodiversity.

🔹 Correct Answer: C (Beth Shapiro)
📍 Location in Passage: Paragraph F
🔹 Analysis of the Answer: Shapiro concludes: "We know that what we are doing today is not enough, and we have to be willing to take some calculated and measured risks.” "Not enough" confirms the concern that current protection efforts are insufficient.
⚠️ Potential Traps: None. The quote directly expresses the concern.
⭐ Key Learning Point: The definitive statement "not enough" is the evidence for the concern.

QUESTIONS 27-31 (Passage 3: The Science of Laughter)

📝 Question 27:

What is the writer’s main purpose in the first paragraph?

🔹 Correct Answer: C. its value to scientific research.
📍 Location in Passage: Paragraph 1
🔹 Analysis of the Answer: The paragraph states laughter is a "valuable tool for psychological scientists" for "studying human psychology" and lists examples (language, social perception). This highlights its value to scientific research.
⚠️ Potential Traps: Option B is too vague. The focus is specifically on the scientific utility of laughter.
⭐ Key Learning Point: The phrases "valuable tool" and "psychological scientists" confirm the research value.

📝 Question 28:

Insights into Charley Douglass's Approach

🔹 Correct Answer: A. He understood the importance of enjoying humor in a group setting.
📍 Location in Passage: Paragraph 2
🔹 Analysis of the Answer: Douglass's laugh tracks were "intended to help people at home feel like they were in a social situation, such as a crowded theatre." This demonstrates his understanding of the social context (group setting) for humor.
⚠️ Potential Traps: Option C focuses on his personal feelings ("hated dealing with..."), missing the reason for his technique.
⭐ Key Learning Point: The creation of a "social situation" feeling at home confirms the importance of the group setting.

📝 Question 29:

Significance of the Santa Cruz Study

🔹 Correct Answer: B. the similar results produced by a wide range of cultures.
📍 Location in Passage: Paragraph 3
🔹 Analysis of the Answer: The study included listeners from "24 diverse societies" (wide range of cultures), and the results were "remarkably consistent: worldwide" (similar results).
⚠️ Potential Traps: Option D is wrong; the accuracy was 60%, not 100%.
⭐ Key Learning Point: The key finding is the cross-cultural consistency of laughter recognition.

📝 Question 30:

Key Element of the San Diego Study

🔹 Correct Answer: B. Participants exchanged roles.
📍 Location in Passage: Paragraph 4
🔹 Analysis of the Answer: The study on social hierarchy involved students taking turns "being teased by the others." This setup ensured that participants experienced both the "high-status" (teaser) and "low-status" (teased) roles, which is a role exchange.
⚠️ Potential Traps: Option C is too narrow; the purpose was to observe the effect of status differences on laughter.
⭐ Key Learning Point: The experimental design involved all participants taking turns being teased (a method of role exchange).

📝 Question 31:

Findings of the San Diego Study

🔹 Correct Answer: D. High-status individuals can always be identified by their way of laughing.
📍 Location in Passage: Paragraph 5
🔹 Analysis of the Answer: The finding showed high-status individuals were "rated as high-status whether they produced their natural dominant laugh or tried to do a submissive one." This means the quality of their laughter makes them always identifiable.
⚠️ Potential Traps: Option A is true for low-status individuals, but D is the broader finding about high-status individuals.
⭐ Key Learning Point: The persistence of the high-status rating despite attempts to change the laugh (submissive) confirms the distinct quality.

QUESTIONS 32-36 (Passage 3: The Science of Laughter)

📝 Question 32:

In one study at Australian National University, randomly chosen groups of participants were shown one of three videos, each designed to generate a different kind of 32....

🔹 Correct Answer: Emotion
📍 Location in Passage: Paragraph 19
🔹 Analysis of the Answer: The participants watched a video clip eliciting either humour, contentment, or neutral feelings. Feelings are a type of Emotion (F).
⚠️ Potential Traps: Using "feelings" if it's not an option. Match "feelings" to "emotion."
⭐ Key Learning Point: The experiment manipulated the participants' emotional state.

📝 Question 33:

When all participants were then given a deliberately frustrating task to do, it was found that those who had watched the 33.... video persisted with the task for longer and tried harder to accomplish the task than either of the other two groups.

🔹 Correct Answer: Amusing
📍 Location in Passage: Paragraph 20
🔹 Analysis of the Answer: The group that persisted longer watched the clip of the BBC comedy Mr. Bean (designed to elicit humour). The best adjective from the list to describe the comedy is Amusing (H).
⚠️ Potential Traps: Using "Mr. Bean" (the title) or "humorous" (the state). The word "amusing" fits the context of the clip watched.
⭐ Key Learning Point: The key finding is the link between the humorous/amusing clip and increased persistence.

📝 Question 34:

A second study in which participants were asked to perform a particularly 34.... task produced similar results.

🔹 Correct Answer: Boring
📍 Location in Passage: Paragraph 21
🔹 Analysis of the Answer: The first task was described as "tedious." The second task was to complete long multiplication questions by hand. The closest word in the options for this tedious task is Boring (C).
⚠️ Potential Traps: Using "tedious." The option "boring" is the available synonym.
⭐ Key Learning Point: The nature of long multiplication problems in this context is best described as Boring.

📝 Question 35:

According to researchers David Cheng and Lu Wang, these findings suggest that humour not only reduces 35.... and helps build social connections, but it may also have a 36.... effect on the body and mind.

🔹 Correct Answer: Anxiety
📍 Location in Passage: Final paragraph
🔹 Analysis of the Answer: Cheng and Wang refer to the traditional view that humour helps "relieve stress and facilitate social relationships." Relieving stress is synonymous with reducing Anxiety (D).
⚠️ Potential Traps: Using "stress." The option "anxiety" is the suitable synonym.
⭐ Key Learning Point: The traditional benefit of humour is to reduce negative emotional states like Anxiety.

📝 Question 36:

but it may also have a 36.... effect on the body and mind.

🔹 Correct Answer: Stimulating
📍 Location in Passage: Final paragraph
🔹 Analysis of the Answer: The researchers conclude: "‘We suggest that humour is not only enjoyable but more importantly, energising.’" Energizing is synonymous with Stimulating (E).
⚠️ Potential Traps: Using "energising." The option "stimulating" is the correct adjective for the effect.
⭐ Key Learning Point: The novel finding is that humour has an energising/stimulating effect.

QUESTIONS 37-40 (Passage 3: The Science of Laughter)

📝 Question 37:

Participants in the Santa Cruz study were more accurate at identifying the laughs of friends than those of strangers.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Paragraph 3
🔹 Analysis of the Answer: The study found an average accuracy of 60% worldwide, but does not provide separate accuracy rates for identifying friends versus strangers (a comparative detail).
⚠️ Potential Traps: None. The specific comparative data is missing.
⭐ Key Learning Point: The comparative claim ("more accurate at identifying X than Y") requires explicit data that is not provided.

📝 Question 38:

The researchers in the San Diego study were correct in their predictions regarding the behavior of the high-status individuals.

🔹 Correct Answer: YES
📍 Location in Passage: Paragraph 5
🔹 Analysis of the Answer: The findings confirmed the predictions: "In line with predictions, laughers producing dominant laughs were perceived to be significantly higher in status..." The predictions were correct.
⚠️ Potential Traps: None. The phrase "In line with predictions" confirms the answer.
⭐ Key Learning Point: The use of "In line with predictions" is the definitive proof that the predictions were correct.

📝 Question 39:

The participants in the Australian National University study were given a fixed amount of time to complete the task focusing on employee profiles.

🔹 Correct Answer: NO
📍 Location in Passage: Paragraph 20
🔹 Analysis of the Answer: The text states: "Participants were allowed to quit the task at any point." This freedom to quit contradicts the idea that they were given a fixed amount of time.
⚠️ Potential Traps: None. The instruction to participants is clear evidence.
⭐ Key Learning Point: The phrase "allowed to quit the task at any point" is the definitive contradiction for NO.

📝 Question 40:

Cheng and Wang’s conclusions were in line with established notions regarding task performance.

🔹 Correct Answer: NO
📍 Location in Passage: Final paragraph
🔹 Analysis of the Answer: The researchers note that the "traditional view of task performance implies that individuals should avoid things such as humour." Their findings (that humour is energizing) suggests the traditional view is wrong. Therefore, their conclusions were not in line with established notions.
⚠️ Potential Traps: None. Their conclusion challenges the traditional view.
⭐ Key Learning Point: The traditional view suggests avoiding humour, which is the opposite of the researchers' conclusions.