تحلیل ریدینگ آیلتس آکادمیک کمبریج 13 - تست 1: بررسی سوالات، نکات کلیدی و استراتژی‌های پاسخ‌دهی

مقدمه

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 ۱ ریدینگ از کتاب آیلتس کمبریج ۱۳ (Cambridge IELTS 13) 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: Tourism Website)

📝 Question 1:

allowed businesses to...information regularly

🔹 Correct Answer: Update
📍 Location in Passage: Paragraph 2.
🔹 Analysis of the Answer: The text states businesses were able to "update" their details on a regular basis to ensure accuracy. This is a direct match.
⚠️ Potential Traps: None, as the synonym is explicitly provided in the text.
⭐ Key Learning Point: Look for the action verb that describes how businesses manage their information.

📝 Question 2:

provided a country-wide evaluation of businesses, including their impact on the...

🔹 Correct Answer: Environment
📍 Location in Passage: Paragraph 2.
🔹 Analysis of the Answer: The evaluation scheme included considering "the effect of each business on the environment."
⚠️ Potential Traps: Focusing on "businesses" or "evaluation" instead of the object of the impact study.
⭐ Key Learning Point: The phrase "impact on the..." requires a noun representing a sphere of influence.

📝 Question 3:

e.g. an interview with a former sports...

🔹 Correct Answer: Captain
📍 Location in Passage: Paragraph 3.
🔹 Analysis of the Answer: The example given is Tana Umaga, a former New Zealand All Blacks rugby "captain."
⚠️ Potential Traps: Using "rugby" or "sportsman" when the specific title is available and most appropriate.
⭐ Key Learning Point: Look for the professional title that follows the person's name.

📝 Question 4:

and an interactive tour of various locations used in...

🔹 Correct Answer: Films
📍 Location in Passage: Paragraph 3.
🔹 Analysis of the Answer: The second feature mentioned is an interactive journey through locations chosen for blockbuster "films."
⚠️ Potential Traps: Using "scenery" or "locations" which are already implied in the question.
⭐ Key Learning Point: The question asks what the locations were used in.

📝 Question 5:

varied depending on the...

🔹 Correct Answer: Season
📍 Location in Passage: Paragraph 3 (Start of the driving routes section).
🔹 Analysis of the Answer: The site highlighted different routes "according to the season" (time of year).
⚠️ Potential Traps: Using "routes" or "distances," which are the things that are highlighted, not the variable they depend on.
⭐ Key Learning Point: Look for the keyword "according to the" to find the independent variable.

📝 Question 6:

included a map showing selected places, details of public transport and local...

🔹 Correct Answer: Accommodation
📍 Location in Passage: Paragraph 4.
🔹 Analysis of the Answer: The Travel Planner included links to "accommodation" in the area, which fits the category of local services alongside public transport.
⚠️ Potential Traps: Using "links" or "area."
⭐ Key Learning Point: The context suggests a service required by travelers, fitting accommodation.

📝 Question 7:

travelers could send a link to their...

🔹 Correct Answer: Blog
📍 Location in Passage: Paragraph 4 (Your Words section).
🔹 Analysis of the Answer: The "Your Words" section allowed anyone to submit a "blog" of their New Zealand travels for inclusion.
⚠️ Potential Traps: Using "travels" or "section."
⭐ Key Learning Point: The answer is the type of content travelers submitted.

QUESTIONS 8-13 (Passage 1: Tourism Website)

📝 Question 8:

The website www.newzealand.com aimed to provide ready-made itineraries and packages for travel companies and individual tourists.

🔹 Correct Answer: FALSE
📍 Location in Passage: Paragraph 6.
🔹 Analysis of the Answer: The text states the site allowed users to "create their own itineraries" and packages. This contradicts the claim that it provided "ready-made" ones.
⚠️ Potential Traps: Confusing "create their own" with "ready-made."
⭐ Key Learning Point: Look for the difference between a customizable tool and a pre-made product.

📝 Question 9:

It was found that most visitors started searching on the website by geographical location.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Paragraph 6.
🔹 Analysis of the Answer: The text says users "could search" by location, but it makes no mention of the *frequency* or *majority* of visitors starting their search this way.
⚠️ Potential Traps: Assuming ability implies majority usage.
⭐ Key Learning Point: The superlative claim "most visitors" must be explicitly supported by data in the text.

📝 Question 10:

According to research, 26% of visitor satisfaction is related to their accommodation.

🔹 Correct Answer: FALSE
📍 Location in Passage: Paragraph 6.
🔹 Analysis of the Answer: The passage states that activities contribute 74%, and "transport and accommodation making up the other 26%." The 26% figure relates to both transport *and* accommodation, not accommodation alone.
⚠️ Potential Traps: Misattributing a combined percentage to only one factor.
⭐ Key Learning Point: Be precise with numerical/statistical details and the subjects they refer to.

📝 Question 11:

Visitors to New Zealand like to become involved in the local culture.

🔹 Correct Answer: TRUE
📍 Location in Passage: Paragraph 6.
🔹 Analysis of the Answer: The text states: "visitors enjoy cultural activities most when they are interactive, such as visiting a marae... to learn about traditional Maori life." This confirms they like to be involved.
⚠️ Potential Traps: None, the examples clearly support the statement.
⭐ Key Learning Point: The examples of interactive cultural activities confirm the visitors' desire for involvement.

📝 Question 12:

Visitors like staying in small hotels in New Zealand rather than in larger ones.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Paragraph 6.
🔹 Analysis of the Answer: The passage mentions accommodation but does not provide any information or preference regarding the *size* of hotels (small versus large).
⚠️ Potential Traps: None, the detail is missing.
⭐ Key Learning Point: The answer must be NOT GIVEN if the specific comparison element (size preference) is absent.

📝 Question 13:

Many visitors feel it is unlikely that they will return to New Zealand after their visit.

🔹 Correct Answer: TRUE
📍 Location in Passage: Paragraph 6.
🔹 Analysis of the Answer: The text states that visiting New Zealand is "often seen as a once-in-a-lifetime visit." This is a synonym for the feeling that it is unlikely they will return.
⚠️ Potential Traps: Looking for a direct quote about "unlikely to return" instead of the strong implication of "once-in-a-lifetime."
⭐ Key Learning Point: The idiomatic phrase "once-in-a-lifetime" is a direct substitute for the concept in the question.

QUESTIONS 14-19 (Passage 2: Boredom)

📝 Question 14:

Paragraph A

🔹 Correct Answer: iv Problems with a scientific approach to boredom
📍 Location in Passage: Paragraph A.
🔹 Analysis of the Answer: This paragraph discusses the difficulty in "defining boredom" for study, the lack of agreement over its characteristics (low-energy vs. restless), and the challenge of isolating it—all are problems with a scientific approach.
⚠️ Potential Traps: Focusing on the comparison to disgust and missing the main point about scientific difficulty.
⭐ Key Learning Point: The presence of terms like "defining," "lack of agreement," and "in the lab" indicates a discussion of scientific methodology issues.

📝 Question 15:

Paragraph B

🔹 Correct Answer: vi Creating a system of classification for feelings of boredom
📍 Location in Passage: Paragraph B.
🔹 Analysis of the Answer: The paragraph details how Goetz's team "identified five distinct types" of boredom and explained how "These can be plotted on two axes." This is the description of creating a classification system.
⚠️ Potential Traps: Focusing on the result ("reactant boredom" is most damaging) and missing the overarching purpose of the research.
⭐ Key Learning Point: When a paragraph lists types and discusses plotting on axes, the main idea is classification.

📝 Question 16:

Paragraph C

🔹 Correct Answer: i The productive outcomes that may result from boredom
📍 Location in Passage: Paragraph C.
🔹 Analysis of the Answer: The paragraph focuses on Mann's finding that "being bored makes us more creative" and describes the experiments that proved this. Creativity is a productive outcome.
⚠️ Potential Traps: None, the paragraph is entirely dedicated to the positive result of boredom.
⭐ Key Learning Point: The core idea is the unexpected benefit of boredom (creativity).

📝 Question 17:

Paragraph D

🔹 Correct Answer: v A potential danger arising from boredom
📍 Location in Passage: Paragraph D.
🔹 Analysis of the Answer: This paragraph discusses Eastwood’s view that boredom is due to a "failure to put our ‘attention system’ into gear" and that efforts to improve the situation can make you "feel worse," leading to frustration and irritability—a potential psychological danger.
⚠️ Potential Traps: Confusing this with the productive outcomes in Paragraph C.
⭐ Key Learning Point: Words like "worse," "frustration," and "irritability" signal a discussion of negative outcomes or danger.

📝 Question 18:

Paragraph E

🔹 Correct Answer: viii Identifying those most affected by boredom
📍 Location in Passage: Paragraph E.
🔹 Analysis of the Answer: This paragraph explores why the attention system fails, suggesting it comes down to "personality." It names specific traits ("motivated by pleasure" vs. "curiosity") that make people more or less "boredom prone," thus identifying those most affected.
⚠️ Potential Traps: Confusing this with the cure in Paragraph F.
⭐ Key Learning Point: A discussion of personality traits (pleasure, curiosity) is used to categorize individuals based on their susceptibility to boredom.

📝 Question 19:

Paragraph F

🔹 Correct Answer: iii A new explanation and a new cure for boredom
📍 Location in Passage: Paragraph F.
🔹 Analysis of the Answer: The paragraph offers a "new source" (over-connected lifestyles) and suggests a "cure": giving yourself "some unplugged time," which is a new explanation/remedy.
⚠️ Potential Traps: None, the paragraph clearly presents a modern cause and an antithetical solution.
⭐ Key Learning Point: Look for a modern context/cause and an actionable step (cure) as the main idea.

QUESTIONS 20-23 (Passage 2: Boredom)

📝 Question 20:

Peter Toohey

🔹 Correct Answer: E Boredom may encourage us to avoid an unpleasant experience.
📍 Location in Passage: Paragraph A.
🔹 Analysis of the Answer: Toohey compares boredom to disgust, arguing that just as disgust avoids infection, boredom may protect us from "infectious social situations," which he suggests are unpleasant experiences.
⚠️ Potential Traps: None, the comparison to disgust and its function is explicit.
⭐ Key Learning Point: The comparison to disgust is the key; both function as evolutionary avoidance mechanisms.

📝 Question 21:

Thomas Goetz

🔹 Correct Answer: B One sort of boredom is worse than all the others.
📍 Location in Passage: Paragraph B.
🔹 Analysis of the Answer: Goetz identified five types and specifically states that the "most damaging is ‘reactant’ boredom" with its "explosive combination." This identifies one type as worse than the rest.
⚠️ Potential Traps: Missing the superlative "most damaging."
⭐ Key Learning Point: Look for superlative claims within a classification system (e.g., worst, best, most severe).

📝 Question 22:

John Eastwood

🔹 Correct Answer: D Trying to cope with boredom can increase its negative effects.
📍 Location in Passage: Paragraph D.
🔹 Analysis of the Answer: Eastwood states: "your efforts to improve the situation can end up making you feel worse." This is a clear statement that coping attempts can worsen the effects.
⚠️ Potential Traps: Confusing "efforts to improve" with genuine solutions.
⭐ Key Learning Point: Look for the irony or counter-intuitive finding presented by the researcher (effort leading to worsening).

📝 Question 23:

Francoise Wemelsfelder

🔹 Correct Answer: A The way we live today may encourage boredom.
📍 Location in Passage: Paragraph F.
🔹 Analysis of the Answer: Wemelsfelder "speculates that our over-connected lifestyles might even be a new source of boredom." "Over-connected lifestyles" is the modern way of life that encourages boredom.
⚠️ Potential Traps: None, the language is quite clear.
⭐ Key Learning Point: The use of "over-connected lifestyles" and "new source" points directly to the impact of modern living.

QUESTIONS 24-26 (Passage 2: Boredom)

📝 Question 24:

For John Eastwood, the central feature of boredom is that people cannot 24...., due to a failure in what he calls the ‘attention system’, and as a result they become frustrated and irritable.

🔹 Correct Answer: Focus
📍 Location in Passage: Paragraph D.
🔹 Analysis of the Answer: Eastwood's view is that failure in the attention system "causes an inability to focus on anything." The verb "focus" is the action that the inability prevents.
⚠️ Potential Traps: Using "connect" which is mentioned later as an unsuccessful *attempt* to cope.
⭐ Key Learning Point: The phrase "inability to focus" is the direct definition of the core feature.

📝 Question 25:

His team suggests that those for whom 25.... is an important aim in life may have problems in coping with boredom, whereas those who have the characteristic of 26.... can generally cope with it.

🔹 Correct Answer: Pleasure
📍 Location in Passage: Paragraph E.
🔹 Analysis of the Answer: The text states: "People who are motivated by pleasure seem to suffer particularly badly." The word fits the blank as a synonym for "important aim in life."
⚠️ Potential Traps: None, the personality trait is clearly identified.
⭐ Key Learning Point: The phrase "motivated by pleasure" is a direct link to the answer.

📝 Question 26:

His team suggests that those for whom 25.... is an important aim in life may have problems in coping with boredom, whereas those who have the characteristic of 26.... can generally cope with it.

🔹 Correct Answer: Curiosity
📍 Location in Passage: Paragraph E.
🔹 Analysis of the Answer: The text states: "Other personality traits, such as curiosity, are associated with a high boredom threshold." This means they can generally cope.
⚠️ Potential Traps: None, the contrasting trait is explicitly provided.
⭐ Key Learning Point: "High boredom threshold" is a direct synonym for "can generally cope."

QUESTIONS 27-31 (Passage 3: Computer Art)

📝 Question 27:

What point does the writer make about computer art in the first paragraph?

🔹 Correct Answer: B A great deal of progress has already been attained in this field.
📍 Location in Passage: Paragraph 1.
🔹 Analysis of the Answer: The paragraph lists several achievements: music that "tricked them into believing a human was behind the score," art sold for thousands, and software creating unimagined art. These examples show "a great deal of progress."
⚠️ Potential Traps: None, the paragraph is a summary of successful advancements.
⭐ Key Learning Point: The introductory paragraph often provides a summary of current achievements or the scope of the field.

📝 Question 28:

According to Geraint Wiggins, what is the main reason why people are worried about computer art?

🔹 Correct Answer: C It undermines a fundamental human quality.
📍 Location in Passage: Paragraph 2.
🔹 Analysis of the Answer: Wiggins states, "It scares a lot of people. They are worried that it is taking something special away from what it means to be human." Creativity is a special, fundamental human quality.
⚠️ Potential Traps: Option A (computers taking over the art world) is a consequence, but C is the philosophical reason for the worry.
⭐ Key Learning Point: Look for the deeper, existential reason cited by the researcher, not just the surface concern.

📝 Question 29:

The Painting Fool is superior to the Aaron program in terms of

🔹 Correct Answer: C the source of its subject matter
📍 Location in Passage: Paragraph 3.
🔹 Analysis of the Answer: Aaron only realizes the programmer's ideas, but the Painting Fool "can come up with its own concepts by going online for material." This ability to autonomously find subject matter is the superiority.
⚠️ Potential Traps: Option A (ability to paint) is shared by both. The difference is the *source* of the ideas.
⭐ Key Learning Point: The core distinction between a tool (Aaron) and an autonomous system (Painting Fool) lies in the source of inspiration/subject matter.

📝 Question 30:

What is Simon Colton’s defence of the Painting Fool?

🔹 Correct Answer: D People tend to judge computer art and human art according to different criteria.
📍 Location in Passage: Paragraph 4 (Start).
🔹 Analysis of the Answer: Colton argues that critical reactions arise from people’s "double standards" and compares a child's praised imagination to a machine's often-skeptical reception for similar work.
⚠️ Potential Traps: Option A is a fact, but D is the argument/defence that Colton makes about the difference in *judgment*.
⭐ Key Learning Point: Look for the phrase "double standards" as a synonym for "different criteria."

📝 Question 31:

The black and white pictures of a chair were published because the writer believed the artwork

🔹 Correct Answer: A achieves a particularly striking effect.
📍 Location in Passage: Paragraph 4 (End).
🔹 Analysis of the Answer: Despite the black and white being caused by a "technical glitch," the writer notes it gave the work an "eerie, ghostlike quality," which is a positive, striking effect.
⚠️ Potential Traps: Option C (had a flaw) is true, but A is the *reason* the writer included it, focusing on the positive aesthetic result.
⭐ Key Learning Point: Focus on the aesthetic description ("eerie, ghostlike quality") as the reason for its inclusion.

QUESTIONS 32-37 (Passage 3: Computer Art)

📝 Question 32:

Which statement summarises the views of Simon Colton and other researchers?

🔹 Correct Answer: D comparing the artistic achievements of humans and computers.
📍 Location in Passage: Paragraph 4.
🔹 Analysis of the Answer: Colton states that it is "not right to measure machine creativity directly to that of humans" who have had millennia to develop. This suggests an opposition to direct comparison.
⚠️ Potential Traps: Choosing A (comparing to a child); the core issue is the unequal nature of human vs. machine history.
⭐ Key Learning Point: Look for the statement that best captures the researcher's caveat regarding evaluation (i.e., the *lack* of direct comparison).

📝 Question 33:

David Cope’s EMI software was praised for...

🔹 Correct Answer: A generating work that was virtually indistinguishable from that of humans.
📍 Location in Passage: Paragraph 4.
🔹 Analysis of the Answer: EMI's music "tricked them into believing a human was behind the score" and "fooled classical music experts" into thinking they heard genuine Bach. This means it was indistinguishable.
⚠️ Potential Traps: None, the deceptive quality of the music is the main praise point.
⭐ Key Learning Point: The verb "fooled" is the key synonym for "indistinguishable."

📝 Question 34:

Geraint Wiggins disliked Cope’s work because Cope avoided...

🔹 Correct Answer: E revealing the technical details of his program.
📍 Location in Passage: Paragraph 4.
🔹 Analysis of the Answer: Wiggins "condemned him for his deliberately vague explanation of how the software worked." This means he criticized the lack of technical detail.
⚠️ Potential Traps: Option F (lacking originality) was Hofstadter's criticism, not Wiggins'.
⭐ Key Learning Point: Look for the researcher's name (Wiggins) and the direct complaint he made about Cope's explanation/transparency.

📝 Question 35:

Douglas Hofstadter was disappointed by EMI’s lack of originality, arguing that the music was...

🔹 Correct Answer: C producing work entirely dependent on the imagination of its creator.
📍 Location in Passage: Paragraph 4.
🔹 Analysis of the Answer: Hofstadter said EMI created replicas which "still rely completely on the original artist’s creative impulses." This means it was dependent on the human creator's imagination/impulses.
⚠️ Potential Traps: Confusing "replicas" (the type of work) with the core criticism (dependency on the creator).
⭐ Key Learning Point: The core idea is the lack of autonomy; the music was still reliant on the human input.

📝 Question 36:

Cope received an angry public reaction when they realized the true composer, suggesting people disliked...

🔹 Correct Answer: G discovering that it was the product of a computer program.
📍 Location in Passage: Paragraph 4.
🔹 Analysis of the Answer: The text states: "When audiences found out the truth they were often outraged with Cope." The truth was that the music was composed by a computer program.
⚠️ Potential Traps: None, the outrage is explicitly linked to the revelation of the machine's authorship.
⭐ Key Learning Point: The contrast between enjoyment and outrage is centered on the identity of the composer (human vs. machine).

📝 Question 37:

David Moffat’s study avoided prejudice in the assessments because participants were unaware of...

🔹 Correct Answer: B knowing whether it was the work of humans or software.
📍 Location in Passage: Paragraph 5.
🔹 Analysis of the Answer: Moffat's study states: "The participants weren’t told beforehand whether the tunes were composed by humans or computers." This eliminated prejudice based on authorship.
⚠️ Potential Traps: None, the condition of the experiment is clearly stated.
⭐ Key Learning Point: The defining factor for "avoiding prejudice" in art is withholding the artist's identity.

QUESTIONS 38-40 (Passage 3: Computer Art)

📝 Question 38:

Moffat’s results offer a possible explanation for the public’s reaction to the EMI compositions.

🔹 Correct Answer: YES
📍 Location in Passage: Paragraph 5 (Start).
🔹 Analysis of the Answer: The paragraph asks: "But why did so many people love the music, yet recoil when they discovered how it was composed? A study by David Moffat... provides a clue." A clue provides a possible explanation.
⚠️ Potential Traps: None, the text explicitly links the study's results to the EMI controversy as an explanation.
⭐ Key Learning Point: The word "clue" is a clear synonym for "possible explanation."

📝 Question 39:

All the non-experts in Moffat’s study responded in a predictable way.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Paragraph 5.
🔹 Analysis of the Answer: The text says that people who thought the composer was a computer "tended to dislike" it more. "Tended to" does not mean "all" responded that way; individual variance is possible. The claim that "all" responded predictably is not supported.
⚠️ Potential Traps: Confusing the general finding ("tended to") with a universal finding ("all").
⭐ Key Learning Point: The categorical qualifier "All" makes the statement impossible to verify given the statistical language used.

📝 Question 40:

Justin Kruger’s findings contradict Paul Bloom’s theory about the enjoyment of art.

🔹 Correct Answer: NO
📍 Location in Passage: Paragraph 6.
🔹 Analysis of the Answer: Bloom suggests pleasure stems from the "creative process" (human effort). Kruger's work shows enjoyment increases if people think "more time and effort was needed." Both findings suggest value in *perceived human effort*, which means they reinforce, not contradict, each other.
⚠️ Potential Traps: Seeing two researchers mentioned and assuming their work is in opposition.
⭐ Key Learning Point: The core ideas of "creative process" and "time and effort" align, resulting in a NO answer for contradiction.