تحلیل ریدینگ آیلتس آکادمیک کمبریج 15 - 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 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 1-7 (Passage 1: The Life of Henry Moore)

📝 Question 1:

On leaving school, Moore did what his father wanted him to do.

🔹 Correct Answer: TRUE
📍 Location in Passage: Paragraph 1
🔹 Analysis of the Answer: The text states Moore "complied with his father’s wish that he train as a schoolteacher," instead of becoming a sculptor. "Complied with" means he did what his father wanted.
⚠️ Potential Traps: None. The phrase "complied with" is the key.
⭐ Key Learning Point: The phrase "complied with his father’s wish" is definitive evidence for TRUE.

📝 Question 2:

Moore began studying sculpture in his first term at the Leeds School of Art.

🔹 Correct Answer: FALSE
📍 Location in Passage: Paragraph 2
🔹 Analysis of the Answer: The text notes he "spent most of his time drawing" in his first year and had to wait until his second year because no sculpture teacher had been appointed. This contradicts starting in his first term.
⚠️ Potential Traps: None. The time discrepancy (first year vs. second year) is clear.
⭐ Key Learning Point: The phrase "until his second year" is the evidence for FALSE.

📝 Question 3:

When Moore started at the Royal College of Art, its reputation for teaching sculpture was excellent.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Not stated in the text.
🔹 Analysis of the Answer: The passage describes Moore's studies and external visits while at the Royal College of Art, but it provides no information about the institution's reputation for teaching sculpture.
⚠️ Potential Traps: None. Information about the college's reputation is missing.
⭐ Key Learning Point: The specific detail about the reputation of the college is NOT GIVEN.

📝 Question 4:

Moore became aware of ancient sculpture as a result of visiting London Museums.

🔹 Correct Answer: TRUE
📍 Location in Passage: Paragraph 2
🔹 Analysis of the Answer: The text states Moore "visited many of the London museums... During these visits, he discovered the power and beauty of ancient Egyptian and African sculpture." This links the visits directly to his awareness.
⚠️ Potential Traps: None. This is a clear cause-and-effect relationship.
⭐ Key Learning Point: The phrase "During these visits, he discovered" confirms TRUE.

📝 Question 5:

The Trocadero Museum’s Mayan sculpture attracted a lot of public interest.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Paragraph 3
🔹 Analysis of the Answer: The passage focuses on Moore's personal "fascination" with the sculpture, but it does not mention whether the public showed any interest in the artwork.
⚠️ Potential Traps: Assuming Moore's interest implies general public interest.
⭐ Key Learning Point: Information about public interest is absent.

📝 Question 6:

Moore thought the Mayan sculpture was similar in certain respects to other stone sculptures.

🔹 Correct Answer: FALSE
📍 Location in Passage: Paragraph 3
🔹 Analysis of the Answer: Moore became fascinated with the sculpture because he thought it had a power and originality that "no other stone sculpture possessed." This is a statement of unique difference, contradicting the idea of similarity.
⚠️ Potential Traps: None. The phrase "no other" is a definitive contradiction.
⭐ Key Learning Point: The phrase "no other... possessed" is the definitive evidence for FALSE.

📝 Question 7:

The artists who belonged to Unit One wanted to make modern art and architecture more popular.

🔹 Correct Answer: TRUE
📍 Location in Passage: Paragraph 4
🔹 Analysis of the Answer: The aim of Unit One was "to convince the English public of the merits of the emerging international movement in modern art and architecture." Convincing the public of its merits means aiming to increase its popularity.
⚠️ Potential Traps: None. The intention of convincing the public is clear.
⭐ Key Learning Point: The objective "to convince the English public" confirms TRUE.

QUESTIONS 8-13 (Passage 1: The Life of Henry Moore)

📝 Question 8:

Moore is urged to offer his 8.... and leave the Royal College.

🔹 Correct Answer: Resignation
📍 Location in Passage: Paragraph 4
🔹 Analysis of the Answer: The public criticism led to "calls for his resignation from the Royal College."
⚠️ Potential Traps: Using "calls" (the pressure). The voluntary act being urged is required.
⭐ Key Learning Point: The formal term for voluntarily quitting a position is Resignation.

📝 Question 9:

Moore turns to drawing because 9.... for sculpting are not readily available.

🔹 Correct Answer: Materials
📍 Location in Passage: Paragraph 5
🔹 Analysis of the Answer: Moore's shift was due to "A shortage of materials [that] forced him to focus on drawing."
⚠️ Potential Traps: Using "shortage" (the cause of unavailability). The item that was unavailable is required.
⭐ Key Learning Point: The noun for the scarce resource during wartime is Materials.

📝 Question 10:

While visiting his hometown, Moore does some drawings of 10....

🔹 Correct Answer: Miners
📍 Location in Passage: Paragraph 5
🔹 Analysis of the Answer: Moore returned to Castleford "to make a series of sketches of the miners who worked there."
⚠️ Potential Traps: Using "sketches" (the medium) or "Castleford" (the location). The subject of the drawings is required.
⭐ Key Learning Point: The subject of his sketches in his hometown were the Miners.

📝 Question 11:

Moore is employed to produce a sculpture of a 11....

🔹 Correct Answer: Family
📍 Location in Passage: Paragraph 6
🔹 Analysis of the Answer: Harlow offered Moore a commission for a sculpture "depicting a family."
⚠️ Potential Traps: Using "Harlow" (the town). The subject of the commissioned sculpture is required.
⭐ Key Learning Point: The subject of the commission was a Family.

📝 Question 12:

12.... start to buy Moore's work

🔹 Correct Answer: Collectors
📍 Location in Passage: Paragraph 6
🔹 Analysis of the Answer: The clay studies were cast in bronze, and "In this way, Moore’s work became available to collectors all over the world."
⚠️ Potential Traps: Using "bronze" (the medium) or "editions" (the quantity). The buyer audience is required.
⭐ Key Learning Point: The expanding market consisted of Collectors.

📝 Question 13:

Moore's increased 13.... makes it possible for him to do more ambitious sculptures.

🔹 Correct Answer: Income
📍 Location in Passage: Paragraph 6
🔹 Analysis of the Answer: The final result was that "The boost to his income enabled him to take on ambitious projects..."
⚠️ Potential Traps: Using "boost" (the rate of increase). The financial benefit is required.
⭐ Key Learning Point: The financial factor that enabled more ambitious work is Income.

QUESTIONS 14-20 (Passage 2: The Desolenator)

📝 Question 14:

Section A

🔹 Correct Answer: iii. From initial inspiration to a new product
📍 Location in Passage: Paragraph A
🔹 Analysis of the Answer: The paragraph describes Janssen's initial inspiration from solar heating systems in Thailand and the subsequent 20-year development that led to the portable device, the new product (Desolenator).
⚠️ Potential Traps: None. The structure of the paragraph clearly follows this chronology.
⭐ Key Learning Point: The focus is on the timeline from the "basic idea" to the functioning "portable device."

📝 Question 15:

Section B

🔹 Correct Answer: vi. Cleaning water from a range of sources
📍 Location in Passage: Paragraph B
🔹 Analysis of the Answer: The paragraph details the Desolenator's versatility: it "can take water from different places, such as the sea, rivers, boreholes and rain, and purify it for human consumption."
⚠️ Potential Traps: None. The explicit list of sources confirms the "range of sources."
⭐ Key Learning Point: The list of water sources (sea, rivers, boreholes, rain) is the evidence for the range of sources.

📝 Question 16:

Section C

🔹 Correct Answer: v. What makes the device different from alternatives
📍 Location in Passage: Paragraph C
🔹 Analysis of the Answer: The main selling point is that "unlike standard desalination techniques, it doesn’t require a generated power supply: just sunlight." This power independence is the key factor that makes the Desolenator different.
⚠️ Potential Traps: Focusing only on the operational details (how it works) and missing the core comparison ("unlike standard desalination").
⭐ Key Learning Point: The phrase "unlike standard desalination techniques" is the definitive clue for the difference from alternatives.

📝 Question 17:

Section D

🔹 Correct Answer: x. The number of people affected by water shortages
📍 Location in Passage: Paragraph D
🔹 Analysis of the Answer: This paragraph quotes statistics on the problem: "at least two-thirds of the world’s population lives with severe water scarcity" and predicts that "by 2030 half of the world’s population will be living with water stress."
⚠️ Potential Traps: None. The statistics clearly quantify the problem.
⭐ Key Learning Point: Look for the numerical data (two-thirds, half) used to illustrate the severity of the problem.

📝 Question 18:

Section E

🔹 Correct Answer: iv. The range of potential customers for the device
📍 Location in Passage: Paragraph E
🔹 Analysis of the Answer: The device is aimed at a "wide variety of users – from homeowners in the developing world... to people living off the grid in rural parts of the US." The list of diverse users defines the range of potential customers.
⚠️ Potential Traps: None. The paragraph's focus is clearly on the user groups.
⭐ Key Learning Point: The statement about a "wide variety of users" is the key to this heading.

📝 Question 19:

Section F

🔹 Correct Answer: viii. Profit not the primary goal
📍 Location in Passage: Paragraph F
🔹 Analysis of the Answer: The company states: "We are a venture with a social mission... mainly finding application in the developing world and humanitarian sector..." while also acknowledging the need for a "bottom line to keep in mind." The social mission outweighs pure profit.
⚠️ Potential Traps: None. The balance between social mission and profitability is the theme.
⭐ Key Learning Point: The focus on the "social mission" indicates profit is secondary.

📝 Question 20:

Section G

🔹 Correct Answer: i. Getting the finance for production
📍 Location in Passage: Paragraph G
🔹 Analysis of the Answer: The paragraph mentions that the company "has raised £340,000 in funding so far" and details their sales targets. Raising funding is the first step toward enabling large-scale production.
⚠️ Potential Traps: None. The information about the funding amount and sales targets confirms the goal of scaling up.
⭐ Key Learning Point: The figure on "funding" is the evidence for the finance goal.

QUESTIONS 21-26 (Passage 2: The Desolenator)

📝 Question 21:

The Desolenator can be moved between locations due to its 21....

🔹 Correct Answer: Wheels
📍 Location in Passage: Paragraph C
🔹 Analysis of the Answer: The text states: "it easy to transport, thanks to its two wheels."
⚠️ Potential Traps: Using "portable" or "transport" (the function). The specific object enabling movement is required.
⭐ Key Learning Point: The means of transportation is the Wheels.

📝 Question 22:

Water flows over the solar panel as a thin 22....

🔹 Correct Answer: Film
📍 Location in Passage: Paragraph C
🔹 Analysis of the Answer: Water "flows as a thin film between a sheet of double glazing and the surface of a solar panel..."
⚠️ Potential Traps: Using "thin" (the adjective) or "glazing" (the material). The form of the flowing water is required.
⭐ Key Learning Point: The form of the flowing water is a thin Film.

📝 Question 23:

The device has a simple 23.... for catching particles in the water.

🔹 Correct Answer: Filter
📍 Location in Passage: Paragraph C
🔹 Analysis of the Answer: The device "has a very simple filter to trap particles..."
⚠️ Potential Traps: Using "particles" (the object caught). The component is required.
⭐ Key Learning Point: The component used to "trap particles" is the Filter.

📝 Question 24:

One of the tubes for liquid coming out expels 24....

🔹 Correct Answer: Waste
📍 Location in Passage: Paragraph C
🔹 Analysis of the Answer: The text notes: "There are two tubes for liquid coming out: one for the waste – salt from seawater, fluoride, etc. – and another for the distilled water."
⚠️ Potential Traps: Using "salt" or "fluoride" (examples of waste). The general term is required.
⭐ Key Learning Point: The general term for the undesirable output is Waste.

📝 Question 25:

The screen on the unit displays its 25....

🔹 Correct Answer: Performance
📍 Location in Passage: Paragraph C
🔹 Analysis of the Answer: The information displayed is: "The performance of the unit is shown on an LCD screen..."
⚠️ Potential Traps: Using "LCD screen" (the location). The information displayed is required.
⭐ Key Learning Point: The measure of how well the unit is working is its Performance.

📝 Question 26:

The company receives this information to know when the unit needs 26....

🔹 Correct Answer: Servicing
📍 Location in Passage: Paragraph C
🔹 Analysis of the Answer: The performance is transmitted to the company "which provides servicing when necessary."
⚠️ Potential Traps: Using "necessary" (the timing). The action provided is required.
⭐ Key Learning Point: The action provided by the company is Servicing.

QUESTIONS 27-31 (Passage 3: The Evolutionary Power of Fairy Tales)

📝 Question 27:

In fairy tales, details of the plot show considerable global variation.

🔹 Correct Answer: C (show considerable global variation)
📍 Location in Passage: Paragraph 1
🔹 Analysis of the Answer: The paragraph states: "the same story often takes a variety of forms in different parts of the world." The "variety of forms" in "different parts of the world" confirms considerable global variation.
⚠️ Potential Traps: Option B is too narrow, as it refers only to a hunter's action.
⭐ Key Learning Point: The statement about "variety of forms in different parts of the world" is the definitive evidence for global variation.

📝 Question 28:

Tehrani rejects the idea that useful lessons for life in fairy tales are the reason for their survival.

🔹 Correct Answer: B (are the reason for their survival)
📍 Location in Passage: Paragraph 2
🔹 Analysis of the Answer: The appeal is frequently attributed to the idea that they contain cautionary messages, "But his research suggests otherwise." "Suggests otherwise" means he rejects the commonly attributed reason for their appeal/survival.
⚠️ Potential Traps: None. The phrase "suggests otherwise" confirms the rejection.
⭐ Key Learning Point: The core idea is that the lessons (cautionary messages) are not the reason for their survival.

📝 Question 29:

Various theories about the social significance of fairy tales have been developed without a factual basis.

🔹 Correct Answer: F (have been developed without a factual basis)
📍 Location in Passage: Paragraph 2
🔹 Analysis of the Answer: Tehrani states there's a "huge gap in our knowledge about the history and prehistory of storytelling." Yet, academics have still devised theories. The gap in knowledge suggests the theories lack a strong factual basis.
⚠️ Potential Traps: None. The existence of the "huge gap" and the creation of theories is the evidence.
⭐ Key Learning Point: The existence of a "huge gap in our knowledge" confirms the theories lack a solid foundation.

📝 Question 30:

Insights into the development of fairy tales may be provided through methods used in biological research.

🔹 Correct Answer: A (may be provided through methods used in biological research)
📍 Location in Passage: Paragraph 3
🔹 Analysis of the Answer: The paragraph mentions that biologists use "phylogenetic analysis" to study evolution, and then states that Tehrani used "the same approach" for fairy tales. This confirms using methods from biological research.
⚠️ Potential Traps: None. The explicit phrase "the same approach" is the key.
⭐ Key Learning Point: The application of "phylogenetic analysis" from biology to fairy tales confirms this statement.

📝 Question 31:

All the fairy tales analyzed by Tehrani were originally spoken rather than written.

🔹 Correct Answer: E (were originally spoken rather than written)
📍 Location in Passage: Paragraph 3
🔹 Analysis of the Answer: Tehrani ended up with 58 stories "recorded from oral traditions." The oral tradition means they were originally spoken.
⚠️ Potential Traps: None. The term "oral traditions" is the definitive proof.
⭐ Key Learning Point: The phrase "recorded from oral traditions" confirms the spoken nature of the stories.

QUESTIONS 32-36 (Passage 3: The Evolutionary Power of Fairy Tales)

📝 Question 32:

Tehrani was trying to see if there were evolutionary 32.... between 58 stories from around the world.

🔹 Correct Answer: Links
📍 Location in Passage: Paragraph 3
🔹 Analysis of the Answer: Tehrani used phylogenetic analysis to work out the "evolutionary history, development and relationships" among related versions. These terms are synonymous with finding Links (D).
⚠️ Potential Traps: Using a broader term like "evolutionary history." The noun "links" best fits the context.
⭐ Key Learning Point: The concepts of "evolutionary history" and "relationships" are evidence for finding Links.

📝 Question 33:

First, he tried to identify the aspects of the stories that had the fewest 33....

🔹 Correct Answer: Variations
📍 Location in Passage: Paragraph 4
🔹 Analysis of the Answer: Tehrani "tested some assumptions about which aspects of the story alter least as it evolves." Altering least means having the fewest Variations (F).
⚠️ Potential Traps: Using a word like "alter." The noun "variations" is required.
⭐ Key Learning Point: The core idea is finding the most stable elements, i.e., those with the fewest Variations.

📝 Question 34:

He found that, contrary to common belief, the 34.... in the stories could change over time.

🔹 Correct Answer: Events
📍 Location in Passage: Paragraph 5
🔹 Analysis of the Answer: Tehrani states: "‘Certain episodes are very stable... but there are lots of other details that can evolve quite freely.’" Episodes are individual Events (B) in the story.
⚠️ Potential Traps: Using "episodes" (if not in the list) or "details" (too vague). The noun "events" best fits the context.
⭐ Key Learning Point: The changeability of the individual dramatic units, or Events, was the finding.

📝 Question 35:

Tehrani was surprised to find that the parts of the story that seemed to provide some sort of 35.... were unimportant.

🔹 Correct Answer: Warning
📍 Location in Passage: Paragraph 6
🔹 Analysis of the Answer: The cautionary elements of the story (lessons) are synonymous with a Warning (C). The universal appeal is often attributed to these cautionary elements, but Tehrani found them flexible/unimportant.
⚠️ Potential Traps: Using "lessons" or "cautionary elements." The direct noun "warning" is the best fit.
⭐ Key Learning Point: The flexible nature of the cautionary elements (warnings) was the main surprise.

📝 Question 36:

He concluded the aspect that is most important to a fairy tale's survival is 36....

🔹 Correct Answer: Horror
📍 Location in Passage: Paragraph 6
🔹 Analysis of the Answer: Tehrani concluded: "The answer, it would appear, is fear – blood-thirsty and gruesome aspects of the story... turned out to be the best preserved of all." Gruesome aspects are a type of Horror (G).
⚠️ Potential Traps: Using "fear" or "gruesome aspects." The noun "horror" is the best fit from the list.
⭐ Key Learning Point: The preservation of fearful/gruesome elements points to the importance of Horror.

QUESTIONS 37-40 (Passage 3: The Evolutionary Power of Fairy Tales)

📝 Question 37:

The writer mentions that Tehrani analyzed multiple versions of the story.

🔹 Correct Answer: B (He looked at many different forms of the same basic story)
📍 Location in Passage: Paragraph 3
🔹 Analysis of the Answer: The text states Tehrani compared "related versions of fairy tales" and ended up with 58 stories. This directly confirms he looked at many different forms of the same basic story.
⚠️ Potential Traps: None. The process of comparison confirms the use of multiple versions.
⭐ Key Learning Point: The comparison of "related versions" is the evidence.

📝 Question 38:

Jack Zipes suggests that features of stories only survive if they have a deeper significance.

🔹 Correct Answer: D (features of stories only survive if they have a deeper significance)
📍 Location in Passage: Paragraph 7
🔹 Analysis of the Answer: Zipes states: "‘Even if they’re gruesome, they won’t stick unless they matter,’ he says." Things that "matter" are those with deeper significance.
⚠️ Potential Traps: Option B is too narrow; the survival criterion is the deep meaning, not just the focus on women.
⭐ Key Learning Point: The phrase "unless they matter" is the definitive evidence for deeper significance.

📝 Question 39:

Tehrani refers to Chinese and Japanese fairy tales in order to indicate that Jack Zipes’ theory is incorrect.

🔹 Correct Answer: A (to indicate that Jack Zipes’ theory is incorrect)
📍 Location in Passage: Paragraph 7
🔹 Analysis of the Answer: Tehrani uses the examples to counter Zipes: "But Tehrani points out that although this is often the case in Western versions, it is not always true elsewhere." The examples (Chinese, Japanese) show Zipes's theme is not universal, thus challenging his theory.
⚠️ Potential Traps: None. The intent is clearly to counter Zipes's argument.
⭐ Key Learning Point: The phrase "not always true elsewhere" confirms Tehrani is challenging the universality of Zipes's theory.

📝 Question 40:

Mathias Clasen suggests that fairy tales are a safe way of learning to deal with fear.

🔹 Correct Answer: A (They are a safe way of learning to deal with fear)
📍 Location in Passage: Paragraph 8
🔹 Analysis of the Answer: Clasen believes scary stories "teach us what it feels like to be afraid without having to experience real danger, and so build up resistance..." This is the definition of a safe way to deal with fear.
⚠️ Potential Traps: Option B is too narrow; the focus is on the mechanism of resistance to fear.
⭐ Key Learning Point: The statement that scary stories are effective "without having to experience real danger" is the definitive evidence for a safe way.