تحلیل ریدینگ آیلتس آکادمیک کمبریج 14 - 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 ۱۴ (Cambridge IELTS 14) 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. 

Question Navigation Palette

QUESTIONS 1-3 (Passage 1: The Concept of Intelligence)

📝 Question 1:

information about how non-scientists’ assumptions about intelligence influence their behavior towards others

🔹 Correct Answer: Section B
📍 Location in Passage: Section B, entire paragraph.
🔹 Analysis of the Answer: This section directly addresses how people's **implicit theories of intelligence** (non-scientists' assumptions) drive their perceptions and evaluations of others. It specifically lists actions: parents' theories determine when their children are ready for tasks, job interviewers make **hiring decisions**, and people decide who to be **friends with** based on these theories.
⚠️ Potential Traps: Mistaking this for the general definition (Section A) rather than the **consequences** of the assumptions on behavior.
⭐ Key Learning Point: Look for evidence of **action and influence** (e.g., "drive the way," "determine," "make decisions") to match a question about **behavior**.

📝 Question 2:

a reference to **lack of clarity** over the **definition of intelligence**

🔹 Correct Answer: Section A
📍 Location in Passage: Section A, first sentence.
🔹 Analysis of the Answer: The very first sentence states: "Looked at in one way, everyone knows what intelligence is; looked at in another way, **no one does**." This statement clearly points to the **ambiguity** and **lack of a universally agreed-upon definition** (lack of clarity) that surrounds the concept of intelligence.
⚠️ Potential Traps: Overlooking the initial sentence and scanning for the word "definition" or "unclear." The opening sentence serves as the rhetorical hook.
⭐ Key Learning Point: The introduction (Section A) often contains a **statement of the problem** or the **central ambiguity** of the passage's topic.

📝 Question 3:

the point that a researcher’s implicit and explicit theories may be very **different**

🔹 Correct Answer: Section D
📍 Location in Passage: Section D, sentences 2-4.
🔹 Analysis of the Answer: This section explicitly discusses the potential for a "little **correspondence** between the extant implicit and explicit theories." The possibility that "the explicit theories are wrong" further highlights the potential for a significant **disconnect** (difference) between a researcher's intuitive understanding (implicit) and their formal concept (explicit).
⚠️ Potential Traps: Confusing the *use* of implicit theories (Section C) with the *discrepancy* between the two types of theories (Section D).
⭐ Key Learning Point: Look for **comparative or contrastive language** ("little correspondence," "wrong") when a question asks about a **difference** or lack of alignment.

QUESTIONS 4-6 (Passage 1: The Concept of Intelligence)

📝 Question 4:

Slow language development in children is likely to prove **disappointing** to their parents.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Section B (Implicit theories of parents).
🔹 Analysis of the Answer: Section B states that parents' implicit theories "will determine at what ages they believe their children are ready to perform various cognitive tasks." The passage discusses **parental action** (their response/timing) but **never addresses the emotional reaction** of **disappointment** if development is slow. The link between slow development and disappointment is missing.
⚠️ Potential Traps: Assuming a natural emotional reaction; in True/False/Not Given, the **explicit statement** or implication must be present.
⭐ Key Learning Point: Be cautious of questions that introduce **emotional or judgmental terms** (e.g., disappointing, surprising, beneficial) that are not **directly supported** by the text.

📝 Question 5:

People’s expectations of what children should gain from education are **universal**.

🔹 Correct Answer: NO
📍 Location in Passage: Section E (Context of intelligence).
🔹 Analysis of the Answer: Section E explicitly states: "For example, expectations for children who participate in Western-style schooling are almost certain to be **different** from those for children who do not participate in such schooling." The existence of different expectations **directly contradicts** the claim that expectations are **universal**.
⚠️ Potential Traps: Scanning for "universal" and missing the clear evidence for "different" and "context-specific" expectations.
⭐ Key Learning Point: Look for definitive adverbs or adjectives that **negate absolute claims** (e.g., "almost certain to be different" negates "universal").

📝 Question 6:

Scholars may discuss theories without fully **understanding** each other.

🔹 Correct Answer: YES
📍 Location in Passage: Section J, second sentence.
🔹 Analysis of the Answer: The final section states: "Until scholars are able to discuss their implicit theories... they are likely to **miss the point** of what others are saying." "Missing the point" is a clear synonym for **not fully understanding** the essence of the other person's discussion.
⚠️ Potential Traps: Focusing only on the "implicit theories" and missing the consequence on communication ("miss the point").
⭐ Key Learning Point: When a question uses an interpretive verb (e.g., "understand"), look for **synonymous phrases** or **consequences** in the text (e.g., "miss the point").

QUESTIONS 7-13 (Passage 1: The Concept of Intelligence - Views on Democracy)

📝 Question 7:

It is desirable for the **same possibilities** to be open to everyone.

🔹 Correct Answer: B. Jeffersonian
📍 Location in Passage: Section H (Jeffersonian View).
🔹 Analysis of the Answer: The Jeffersonian view states that people "should have **equal opportunities**," which is a clear synonym for the **same possibilities** being open to everyone. This is the foundation of their belief system.
⚠️ Potential Traps: Confusing this with the Jacksonian view, which focuses on equal outcomes/non-favoritism, not just the starting opportunities.
⭐ Key Learning Point: The **Jeffersonian** view emphasizes **equal opportunity**, while the Hamiltonian focuses on innate difference, and the Jacksonian on essential equality/substitutability.

📝 Question 8:

**No section of society** should have **preferential treatment** at the expense of another.

🔹 Correct Answer: C. Jacksonian
📍 Location in Passage: Section I (Jacksonian View).
🔹 Analysis of the Answer: The Jacksonian view states: "we do not need or want any institutions that might lead to **favoring one group over another**." "Favoring" is a synonym for **preferential treatment** for any section of society.
⚠️ Potential Traps: Selecting Hamiltonian, which actively supports favoring the high-IQ elite (preferential treatment).
⭐ Key Learning Point: The **Jacksonian** view is the **most egalitarian**, explicitly rejecting all forms of social or institutional favoritism.

📝 Question 9:

People should only gain benefits on the basis of what they **actually achieve**.

🔹 Correct Answer: B. Jeffersonian
📍 Location in Passage: Section H (Jeffersonian View).
🔹 Analysis of the Answer: Section H states: "People are **rewarded for what they accomplish**... Low achievers are not rewarded to the same extent as high achievers." This directly supports the concept of **merit-based benefits** based on actual achievement.
⚠️ Potential Traps: This is a consequence of the equal-opportunity focus, not the main focus itself.
⭐ Key Learning Point: The **Jeffersonian** view links **equal opportunity** to **meritocratic outcomes** (rewards based on accomplishment).

📝 Question 10:

Variation in intelligence **begins at birth**.

🔹 Correct Answer: A. Hamiltonian
📍 Location in Passage: Section G (Hamiltonian View).
🔹 Analysis of the Answer: The Hamiltonian view holds that people are "**born with different levels of intelligence**," which means the variation is **innate** and present from birth.
⚠️ Potential Traps: Both Jeffersonian and Jacksonian views focus on development/learning post-birth, making the **Hamiltonian** view distinct in its focus on **innate ability**.
⭐ Key Learning Point: The **Hamiltonian** view is characterized by the belief in **innate differences** in intelligence.

📝 Question 11:

The more intelligent people should be in **positions of power**.

🔹 Correct Answer: A. Hamiltonian
📍 Location in Passage: Section G (Hamiltonian View).
🔹 Analysis of the Answer: This view is expressed by the need for the less intelligent to have the "**good offices of the more intelligent to keep them in line**," which is a clear call for the intelligent elite to hold positions of **governance and authority** (power).
⚠️ Potential Traps: The question asks who *should* be in power, not who *is* in power.
⭐ Key Learning Point: The concept of an **"IQ elite"** having responsibility for the "irresponsible masses" is central to the **Hamiltonian** view.

📝 Question 12:

**Everyone** can develop the **same abilities**.

🔹 Correct Answer: C. Jacksonian
📍 Location in Passage: Section I (Jacksonian View).
🔹 Analysis of the Answer: The Jacksonian view holds that people are "intersubstitutable except for specialized skills, all of which **can be learned**." This implies that **everyone** can **acquire** (develop) the **same skills** (abilities) through learning.
⚠️ Potential Traps: Confusing the Jacksonian emphasis on **learnability** with the Jeffersonian emphasis on **opportunity**.
⭐ Key Learning Point: The **Jacksonian** view is the only one that stresses the **essential equality and high potential for learning** in all people.

📝 Question 13:

People of **low intelligence** are likely to lead **uncontrolled lives**.

🔹 Correct Answer: A. Hamiltonian
📍 Location in Passage: Section G (Hamiltonian View).
🔹 Analysis of the Answer: The Hamiltonian view states that the "largely **irresponsible masses** of non-elite (low-IQ) people cannot take care of themselves. Left to themselves, the unintelligent would create... a kind of **chaos**." "Irresponsible" and "chaos" strongly imply a lack of control.
⚠️ Potential Traps: This is an extension of the Hamiltonian's fear of the unguided masses.
⭐ Key Learning Point: The **Hamiltonian** view is built on a lack of trust in the **self-sufficiency** and **self-control** of the less intelligent.

QUESTIONS 14-20 (Passage 2: Insect Defenses)

📝 Question 14:

mention of factors driving a **renewed interest** in natural medicinal compounds.

🔹 Correct Answer: Paragraph C
📍 Location in Passage: Paragraph C.
🔹 Analysis of the Answer: This paragraph discusses the "prompted... development of new approaches focusing **once again** on natural products." It lists two reasons for this resurgence: 1) the ability to **mine genomes** (showing vast untapped diversity) and 2) **looming health crises**, such as **antibiotic resistance**.
⚠️ Potential Traps: Confusing this with the *reason* for the *initial shift away* from natural products (Paragraph B).
⭐ Key Learning Point: Look for keywords indicating **change or return** ("once again," "prompted the development") to locate reasons for renewed interest.

📝 Question 15:

how **recent technological advances** have made insect research **easier**.

🔹 Correct Answer: Paragraph H
📍 Location in Passage: Paragraph H, first sentence.
🔹 Analysis of the Answer: Paragraph H explicitly states: "**Fortunately**, it is now possible to **snip out the stretches of the insect’s DNA**... and insert them into cell lines that allow **larger quantities to be produced**." This genetic engineering method is the technological advance that solves the problem of small insect size (making it easier).
⚠️ Potential Traps: Focusing on the general challenges (Paragraph F) rather than the **solution** provided by technology.
⭐ Key Learning Point: Look for words indicating **positive solutions or breakthroughs** ("fortunately," "now possible") when a question asks about making something easier.

📝 Question 16:

examples of **animals** which use **medicinal substances** from nature.

🔹 Correct Answer: Paragraph A
📍 Location in Passage: Paragraph A, first two examples.
🔹 Analysis of the Answer: This paragraph provides the examples of **capuchin monkeys** rubbing themselves with **toxin-oozing millipedes** (to deter mosquitoes) and **chimpanzees** using **noxious forest plants** (to rid themselves of intestinal parasites). These are clear examples of animals using natural medicinal substances.
⚠️ Potential Traps: Focusing only on the human/ancient ancestors reference and missing the key animal examples used as context.
⭐ Key Learning Point: The introduction (Paragraph A) often sets the stage with **analogous examples** to the main topic (here, animals using natural medicine).

📝 Question 17:

reasons why it is **challenging** to use insects in **drug research**.

🔹 Correct Answer: Paragraph F
📍 Location in Passage: Paragraph F.
🔹 Analysis of the Answer: Paragraph F explicitly lists the challenges (obstacles): 1) The **huge variety of species** is a "daunting task." 2) Insects are **very small** (glands smaller still), making it difficult to obtain **sufficient quantities**. 3) Many species are **difficult to rear in captivity** (again, limiting material).
⚠️ Potential Traps: Confusing the *initial* shift away from natural products (Paragraph B's general hurdles) with the *specific* challenges of insect research (Paragraph F).
⭐ Key Learning Point: Look for **sequential listing** ("Firstly," "Secondly," "Thirdly") or clear statements of difficulty (e.g., "daunting task," "significant hurdles").

📝 Question 18:

reference to how interest in drug research may benefit **wildlife**.

🔹 Correct Answer: Paragraph I
📍 Location in Passage: Paragraph I.
🔹 Analysis of the Answer: The author states that their **main motivation** is **conservation** and that by exploring the useful chemistry, "we can make people **think differently about the value of nature**." This increased perceived value of nature, driven by the search for medicines, is the benefit to wildlife.
⚠️ Potential Traps: Focusing only on the personal motivation rather than the **intended public outcome** (changing perception of nature's value).
⭐ Key Learning Point: The author's **ultimate goal** or **stated side-effect** often answers questions about broader benefits or implications.

📝 Question 19:

a reason why **nature-based medicines** fell out of **favour for a period**.

🔹 Correct Answer: Paragraph B
📍 Location in Passage: Paragraph B.
🔹 Analysis of the Answer: Paragraph B explains the shift to laboratory-based drug discovery, stating that the main cause was the **difficulty** of **finding, isolating, characterizing, and producing large quantities** of natural compounds. These "significant hurdles" made the nature-based approach less favorable.
⚠️ Potential Traps: Focusing on the later resurgence (Paragraph C) rather than the earlier decline.
⭐ Key Learning Point: Look for the phrase that explains a **"shift"** or **"main cause"** for a change in scientific focus over time.

📝 Question 20:

an **example of an insect-derived medicine** in **use at the moment**.

🔹 Correct Answer: Paragraph E
📍 Location in Passage: Paragraph E.
🔹 Analysis of the Answer: Paragraph E provides the specific example of "**alloferon**," an antimicrobial compound from **blow fly larvae**, and states that it "**is used** as an antiviral and antitumor agent in South Korea and Russia." "Is used" confirms it is a current example.
⚠️ Potential Traps: Confusing the known examples in use (Paragraph E) with the vast, unknown potential still to be discovered.
⭐ Key Learning Point: Look for phrases that confirm **current application** ("is used," "currently available") when the question asks for a present-day example.

QUESTIONS 21 & 22 (Passage 2: Insect Defenses - Multiple Choice)

📝 Question 21 & 22:

Which **TWO** of the following reasons does the writer give for the **value of insects in drug research**?

🔹 Correct Answers: B. the variety of substances insects have developed to protect themselves and C. the potential to extract and make use of insects' genetic codes
📍 Location in Passage: Paragraphs D and H.
🔹 Analysis of the Answer (B): Paragraph D states that insects have "an enormous **range of very interesting compounds** for defensive and offensive purposes." This **variety of self-protection substances** is a core value.
🔹 Analysis of the Answer (C): Paragraph H, discussing new technology, confirms the ability to "**snip out the stretches of the insect’s DNA** that carry the codes" and use them in cell lines, showing the value of their **genetic potential**.
⚠️ Potential Traps: Option E is incorrect, as small size is mentioned as a *challenge* (Paragraph F), not an advantage.
⭐ Key Learning Point: Read the entire passage to distinguish between a **problem** (small size, large variety of species) and a **value/benefit** (compound variety, genetic potential).

QUESTIONS 23-26 (Passage 2: Insect Defenses - Summary Completion)

📝 Question 23:

Research at Aberystwyth University... using their expertise in **.........** when undertaking bioprospecting with insects.

🔹 Correct Answer: ecology
📍 Location in Passage: Paragraph G.
🔹 Analysis of the Answer: Paragraph G states: "My colleagues and I at Aberystwyth University... use our knowledge of **ecology** as a guide to target our efforts." Knowledge is a synonym for **expertise**.
⚠️ Potential Traps: Using "knowledge" instead of the single-word answer "ecology."
⭐ Key Learning Point: Look for the **specific field of study** or knowledge base that guides the research strategy.

📝 Question 24:

They are especially interested in the compounds that insects produce to overpower and preserve their **.........**.

🔹 Correct Answer: prey
📍 Location in Passage: Paragraph G.
🔹 Analysis of the Answer: The text mentions insects that "secrete powerful poison for subduing **prey** and keeping it fresh for future consumption." **Subduing** and **preserving** link to the killing and storage of **prey**.
⚠️ Potential Traps: This is a direct match, but ensure the word fits the surrounding context and meaning.
⭐ Key Learning Point: Use the surrounding words ("overpower," "preserve") to confirm the nature of the object in question.

📝 Question 25:

They are also interested in compounds which insects use to protect themselves from pathogenic bacteria and fungi found in their **.........**.

🔹 Correct Answer: habitats
📍 Location in Passage: Paragraph G.
🔹 Analysis of the Answer: The text refers to insects that "are masters of exploiting filthy **habitats**... where they are regularly challenged by thousands of micro-organisms." The compounds are used to deal with pathogens in their **living environment**.
⚠️ Potential Traps: Using synonyms like "faeces" or "carcasses," which are examples *of* the habitat, not the general term.
⭐ Key Learning Point: When examples are given, often the required answer is the **general category** (like "habitats") that the examples belong to.

📝 Question 26:

Piper hopes that these substances will be useful in the development of drugs such as **.........**.

🔹 Correct Answer: antibiotics
📍 Location in Passage: Paragraph G, final sentence.
🔹 Analysis of the Answer: The paragraph concludes by suggesting the compounds can "serve as or inspire new **antibiotics**." This is the specific type of drug mentioned in the context of fighting bacteria and fungi.
⚠️ Potential Traps: Using a general term like "compounds" or "drugs." The question asks for a specific *example* of a drug.
⭐ Key Learning Point: Pay attention to phrases like "**such as**" or "**for example**" in the summary, as they signal the need for a **specific item** from the text.

QUESTIONS 27-31 (Passage 3: The Importance of Play - Matching Features)

📝 Question 27:

Play can be divided into a **number of separate categories**.

🔹 Correct Answer: B. Miller & Almon
📍 Location in Passage: Paragraph 3.
🔹 Analysis of the Answer: Paragraph 3 refers to the definition of play ranging from "discrete descriptions of **various types of play** such as physical, construction, language, or symbolic play (**Miller & Almon 2009**)." **Discrete descriptions** of types is equivalent to dividing play into **separate categories**.
⚠️ Potential Traps: Not all references to play define it by categories; ensure the researcher is linked to the **classification/categorization** concept.
⭐ Key Learning Point: When matching names, isolate the **specific action or concept** attributed to that researcher in the text (e.g., categories to Miller & Almon).

📝 Question 28:

Adults’ **intended goals** affect how they **play with children**.

🔹 Correct Answer: G. Girsch-Pasek et al.
📍 Location in Passage: Paragraph 7 (Guided Play).
🔹 Analysis of the Answer: Paragraph 7, discussing guided play, states: "The adult’s role in play varies as a function of their **educational goals** and the child’s developmental level (**Hirsch-Pasek et al. 2009**)." Educational goals are the **intended goals** that affect their interaction (play with children).
⚠️ Potential Traps: Missing the link between "educational goals" and "intended goals."
⭐ Key Learning Point: The concept of **Guided Play** is key here, and the researcher is linked to the **adult's conscious influence** based on objectives.

📝 Question 29:

Combining **work with play** may be the **best way for children to learn**.

🔹 Correct Answer: F. Joan Goodman
📍 Location in Passage: Paragraph 6.
🔹 Analysis of the Answer: Paragraph 6 states that **Joan Goodman (1994)** suggested that "**hybrid forms of work and play**... can provide **optimal contexts for learning**." **Optimal** is a synonym for the **best way**.
⚠️ Potential Traps: The entire paragraph discusses the continuum; ensure you select the researcher who makes the strongest claim for the *benefit* of the hybrid form.
⭐ Key Learning Point: Look for **superlative or strong claims** ("optimal contexts") to identify the researcher's key contribution.

📝 Question 30:

**Certain elements of play** are **more significant** than others.

🔹 Correct Answer: E. Pellegrini
📍 Location in Passage: Paragraph 6.
🔹 Analysis of the Answer: Paragraph 6 notes that researchers like "**Pellegrini (2009)**" suggest that "**process orientation** and a **lack of obvious functional purpose** may be the **most important aspects of play**." "Most important" is a synonym for **more significant**.
⚠️ Potential Traps: The elements listed ("process orientation," "lack of functional purpose") are the "certain elements" that are highlighted as more significant.
⭐ Key Learning Point: The use of a **superlative phrase** ("most important aspects") directly answers the question about **significance**.

📝 Question 31:

Activities can be classified on a **scale of playfulness**.

🔹 Correct Answer: C. Rubin et al.
📍 Location in Passage: Paragraph 5 and 6.
🔹 Analysis of the Answer: Paragraph 6 explicitly states that **Rubin and colleagues (1983)** used their criteria to place children's activities on a **continuum** ranging from 0% to 100% playful. A continuum is essentially a **scale**.
⚠️ Potential Traps: The criteria are mentioned in paragraph 5, but the *application* of the criteria to the "continuum" is the key.
⭐ Key Learning Point: Match the researcher with the concept of **measurement or grading** ("continuum," "0% to 100%").

QUESTIONS 32-36 (Passage 3: The Importance of Play - Yes/No/Not Given)

📝 Question 32:

Children **need toys** in order to play.

🔹 Correct Answer: NO
📍 Location in Passage: Paragraph 1, second sentence.
🔹 Analysis of the Answer: The text states children will play "in any circumstances, for instance when they have **no real toys**." This directly **contradicts** the idea that toys are **needed**.
⚠️ Potential Traps: Misinterpreting the meaning of "no real toys" or the absolute nature of the claim "need toys."
⭐ Key Learning Point: The strongest counter-evidence is often an **absolute negative** ("no real toys") against an absolute claim ("need toys").

📝 Question 33:

It is a **mistake** to treat play and learning as **separate types of activities**.

🔹 Correct Answer: YES
📍 Location in Passage: Paragraph 2, first sentence.
🔹 Analysis of the Answer: The writer states: "Our society has created a **false dichotomy** between play and learning." A "false dichotomy" is a flawed division, implying that it is a **mistake** to separate them.
⚠️ Potential Traps: The phrase "false dichotomy" is the key to matching the idea of "mistake."
⭐ Key Learning Point: Look for the writer's **opinion or critique** ("false dichotomy") to confirm a "YES" or "NO" answer in a writer's claim question.

📝 Question 34:

Play helps children to develop their **artistic talents**.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Paragraph 4 (Benefits of Play).
🔹 Analysis of the Answer: The passage lists numerous benefits (social, cognitive, physical, emotional) but **never specifically mentions artistic talents** or creativity. This specific detail is absent from the text.
⚠️ Potential Traps: Inferring that play leads to artistic development because it helps cognitive/emotional development; inference is not sufficient for a "YES."
⭐ Key Learning Point: Do not use **common knowledge or inference**; the specific term ("artistic talents") or a close synonym must be **explicitly stated** in the text.

📝 Question 35:

Researchers have **agreed** on a **definition of play**.

🔹 Correct Answer: NO
📍 Location in Passage: Paragraph 3, first sentence.
🔹 Analysis of the Answer: The text explicitly states: "**Full consensus** on a formal definition of play **continues to elude** the researchers." "Elude" means to escape or fail to be achieved, which directly **contradicts** the claim that they have **agreed**.
⚠️ Potential Traps: The presence of many definitions could be misleading; the key is the statement about *agreement* (consensus).
⭐ Key Learning Point: Words like "**consensus**" or "**agree**" must be checked against definitive verbs like "**elude**" to determine the answer.

📝 Question 36:

Work and play differ in terms of whether or not they have a **target**.

🔹 Correct Answer: YES
📍 Location in Passage: Paragraph 6.
🔹 Analysis of the Answer: Paragraph 6 contrasts work: "work... is **extrinsically motivated** (i.e. it is **goal oriented**)." **Goal oriented** means it has a **target**. Play, by contrast, is described as having a **lack of obvious functional purpose**, which indicates the difference (the absence of a clear target).
⚠️ Potential Traps: Look for the explicit contrast between "goal oriented" (work) and the "lack of obvious functional purpose" (play).
⭐ Key Learning Point: Pay attention to **explicit definitions** and **contrasts** provided in the text, especially for key terms like "work" and "play."

QUESTIONS 37-40 (Passage 3: The Importance of Play - Summary Completion)

📝 Question 37:

In the first type, adults may participate in the game and succeed in **.........** the child to investigate different aspects of their game.

🔹 Correct Answer: encouraging
📍 Location in Passage: Paragraph 7 (Guided Play).
🔹 Analysis of the Answer: The text describes adults in guided play who "encourage **further exploration or new facets** to the child’s activity." **Encouraging** fits the context of getting the child to **investigate different aspects**.
⚠️ Potential Traps: The question requires a verb; ensure the chosen word correctly functions as a verb modifying the action.
⭐ Key Learning Point: In summary completion, match the **grammatical form** and **semantic role** (here, a present participle verb).

📝 Question 38:

...it should still be based on the child's **.........** to play.

🔹 Correct Answer: desire
📍 Location in Passage: Paragraph 7, final sentence.
🔹 Analysis of the Answer: The text concludes the guided play section with: "Play should stem from the child’s own **desire**." **Desire** is the noun that expresses the child's own inclination to play.
⚠️ Potential Traps: Using a synonym like "inclination" or "will," which are not the exact word from the text.
⭐ Key Learning Point: For fill-in-the-blank questions, **direct word-for-word** transfer from the passage is required.

📝 Question 39:

Play without the intervention of adults gives children real **.........**.

🔹 Correct Answer: autonomy
📍 Location in Passage: Paragraph 8 (Free Play).
🔹 Analysis of the Answer: The passage states: "Intrinsically motivated free play provides the child with true **autonomy**." **Free play** is play without adult intervention, and **autonomy** means independence/self-direction.
⚠️ Potential Traps: The entire phrase "intrinsically motivated free play" describes the play *type*; the answer is the *benefit* of that play.
⭐ Key Learning Point: Identify the **result** or **benefit** being described for the specified type of play (free play).

📝 Question 40:

In contrast, with adults, play can be **.........** at particular goals.

🔹 Correct Answer: targeted
📍 Location in Passage: Paragraph 8.
🔹 Analysis of the Answer: The contrast is made: "guided play is an avenue through which parents and educators can provide more **targeted** learning experiences." To be **targeted** at particular goals is the key feature of adult-led, **guided play**.
⚠️ Potential Traps: The question asks for the word describing the *focus* of the play, which is **targeted**.
⭐ Key Learning Point: Look for the word that describes **goal-orientation** in the context of guided play.