تحلیل ریدینگ آیلتس آکادمیک کمبریج 10 - 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 ۱۰ (Cambridge IELTS 10) 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: Matching Headings - The Industrial Revolution)

📝 Question 1:

Paragraph A

🔹 Correct Answer: iv (The time and place of the Industrial Revolution)
📍 Location in Passage: Paragraph A.
🔹 Analysis of the Answer: The paragraph introduces the main questions: "Why did this particular Big Bang... happen in Britain? And why did it strike at the end of the 18th century?" This sets the context of time and place for the main event.
⚠️ Potential Traps: The paragraph is introductory, clearly establishing the subject's context.
⭐ Key Learning Point: Look for the identification of the "who, what, where, when" in introductory paragraphs.

📝 Question 2:

Paragraph B

🔹 Correct Answer: viii (Conditions required for industrialization)
📍 Location in Passage: Paragraph B.
🔹 Analysis of the Answer: The paragraph lists necessary elements: "technology and power," "large urban populations," "easy transport," "affluent middle-class," "market-driven economy," and a suitable "political system." These are the required conditions.
⚠️ Potential Traps: The core idea is the list of prerequisites.
⭐ Key Learning Point: The phrase "For industry to take off, there needs to be..." is a direct signal for required conditions.

📝 Question 3:

Paragraph C

🔹 Correct Answer: vii (Two keys to Britain’s industrial revolution)
📍 Location in Passage: Paragraph C.
🔹 Analysis of the Answer: The paragraph focuses on Macfarlane’s proposal that "Tea and beer, two of the nation’s favourite drinks, fuelled the revolution." These two beverages are presented as the crucial missing factors (two keys).
⚠️ Potential Traps: The importance of the two beverages is the focus.
⭐ Key Learning Point: The two key elements are presented as the solution to the historical puzzle: Tea and Beer.

📝 Question 4:

Paragraph D

🔹 Correct Answer: i (The search for the reasons for an increase in population)
📍 Location in Passage: Paragraph D.
🔹 Analysis of the Answer: The paragraph focuses on the "burst in population growth" after 1740 and discusses various historical theories (viruses, medicine, environment, food) that tried to explain it.
⚠️ Potential Traps: The search for the cause of the population increase is the core activity described.
⭐ Key Learning Point: The key phrase is "Historians had alighted on one interesting factor... that required explanation."

📝 Question 5:

Paragraph E

🔹 Correct Answer: vi (Changes in drinking habits in Britain)
📍 Location in Passage: Paragraph E.
🔹 Analysis of the Answer: The paragraph discusses how the malt tax led the poor to stop drinking beer and turn to "water and gin" instead, causing mortality to rise—a clear link between taxes and changed drinking habits.
⚠️ Potential Traps: The rise in disease is a consequence, but the change in drinking habit is the focus of the historical record mentioned.
⭐ Key Learning Point: The malt tax forcing a switch in beverages is the central idea.

📝 Question 6:

Paragraph F

🔹 Correct Answer: ix (Comparisons with Japan lead to the answer)
📍 Location in Passage: Paragraph F.
🔹 Analysis of the Answer: Macfarlane intentionally "looked to Japan" to understand the lower incidence of disease there (due to tea). This comparison was key to his deduction about the impact of tea in Britain.
⚠️ Potential Traps: The comparative analysis with Japan is the methodology Macfarlane used to confirm his idea about tea.
⭐ Key Learning Point: The explicit mention of "Macfarlane looked to Japan" is the key to this heading.

📝 Question 7:

Paragraph G

🔹 Correct Answer: ii (Industrialization and the fear of unemployment)
📍 Location in Passage: Paragraph G.
🔹 Analysis of the Answer: The paragraph uses Japan as a counter-example, noting it "had turned its back on the essence of any work-based revolution by giving up labor-saving devices... afraid that they would put people out of work." Fear of unemployment halted its potential for industrialization.
⚠️ Potential Traps: The focus is on the *reason* Japan didn't industrialize (fear of unemployment), which is a key social factor.
⭐ Key Learning Point: The phrase "afraid that they would put people out of work" is the core idea.

QUESTIONS 8-13 (Passage 1: True/False/Not Given - The Industrial Revolution)

📝 Question 8:

China’s transport system was not suitable for industry in the 18th century.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Not discussed.
🔹 Analysis of the Answer: The text mentions China had a market-driven economy, an affluent middle class, and science (factors similar to Britain). However, it does not mention the suitability or unsuitability of China’s transport system.
⚠️ Potential Traps: Do not infer that China’s transport system must have been unsuitable because it didn't industrialize.
⭐ Key Learning Point: The specific detail about China’s transport system is missing.

📝 Question 9:

Tea and beer both helped to prevent dysentery in Britain.

🔹 Correct Answer: TRUE
📍 Location in Passage: Paragraph C.
🔹 Analysis of the Answer: Both beverages contained antiseptic properties (tannin and hops) and were made with boiled water, which together prevented water-borne diseases such as dysentery.
⚠️ Potential Traps: The question is a direct summary of the two-part reason for disease prevention.
⭐ Key Learning Point: The text explicitly states both beverages contributed to the prevention of dysentery.

📝 Question 10:

Roy Porter disagrees with Professor Macfarlane’s findings.

🔹 Correct Answer: FALSE
📍 Location in Passage: Paragraph C.
🔹 Analysis of the Answer: Roy Porter wrote a "favourable appraisal" of Macfarlane’s research, which means he agrees with the findings, or at least supports the idea, contradicting the statement that he disagrees.
⚠️ Potential Traps: The question tries to reverse the explicit support. A "favourable appraisal" is positive.
⭐ Key Learning Point: "Favourable appraisal" is a strong indicator of agreement or support.

📝 Question 11:

After 1740, there was a reduction in population in Britain.

🔹 Correct Answer: FALSE
📍 Location in Passage: Paragraph D.
🔹 Analysis of the Answer: The passage states that after 1740, "there was a burst in population growth." This is the opposite of a reduction.
⚠️ Potential Traps: The question uses the correct date but the wrong directional verb.
⭐ Key Learning Point: The word "burst" implies a rapid increase.

📝 Question 12:

People in Britain used to make beer at home.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Not discussed.
🔹 Analysis of the Answer: The passage discusses beer consumption and a tax on malt (the ingredient), but provides no information about whether the beer was brewed commercially or at home.
⚠️ Potential Traps: Do not guess based on historical context; the text must be explicit.
⭐ Key Learning Point: The location of the brewing activity is a missing detail.

📝 Question 13:

The tax on malt indirectly caused a rise in the death rate.

🔹 Correct Answer: TRUE
📍 Location in Passage: Paragraph E.
🔹 Analysis of the Answer: The tax led the poor to stop drinking safe beer and switch to unsafe water and gin, causing the mortality rate to rise. The tax was an indirect cause via the change in drinking habits.
⚠️ Potential Traps: The cause-and-effect chain is crucial: Tax $\rightarrow$ Switch Drink $\rightarrow$ Disease $\rightarrow$ Death Rate Rise.
⭐ Key Learning Point: The word "indirectly" is accurate because the effect was mediated by drinking unsafe water.

QUESTIONS 14-17 (Passage 2: Locating Information - Gifted Children)

📝 Question 14:

A reference to the influence of the domestic background on the gifted child.

🔹 Correct Answer: A
📍 Location in Passage: Paragraph A.
🔹 Analysis of the Answer: Paragraph A discusses the "home educational provision" and the importance of "reported verbal interactions with parents," "number of books and activities in their home," linking it to higher IQ scores.
⚠️ Potential Traps: The question is a direct summary of Freeman's findings about the home environment.
⭐ Key Learning Point: "Home educational provision" is the key phrase for domestic background influence.

📝 Question 15:

Reference to what can be lost if learners are given too much guidance.

🔹 Correct Answer: D
📍 Location in Passage: Paragraph D.
🔹 Analysis of the Answer: The warning about "spoon-feeding" states that "Too much dependence on the teachers risks loss of autonomy and motivation to discover." Loss of autonomy/motivation is what is lost.
⚠️ Potential Traps: The statement is about the negative consequences of over-guidance.
⭐ Key Learning Point: The phrase "risks loss of autonomy and motivation" is the direct evidence.

📝 Question 16:

A reference to the damaging effects of anxiety.

🔹 Correct Answer: F
📍 Location in Passage: Paragraph F.
🔹 Analysis of the Answer: The paragraph mentions that "Fear, for example, can limit the development of curiosity." Fear/anxiety is an emotion with a damaging effect (limiting curiosity).
⚠️ Potential Traps: Fear is used as the specific example of anxiety.
⭐ Key Learning Point: "Fear... can limit the development of curiosity" is the key quote.

📝 Question 17:

Examples of classroom techniques which favor socially-disadvantaged children.

🔹 Correct Answer: D
📍 Location in Passage: Paragraph D.
🔹 Analysis of the Answer: Paragraph D lists "child-initiated learning, ability-peer tutoring" as methods particularly useful for "bright children from deprived areas" (socially-disadvantaged).
⚠️ Potential Traps: The techniques are listed to show their benefit to the disadvantaged group.
⭐ Key Learning Point: The examples are listed alongside the target group: "bright children from deprived areas."

QUESTIONS 18-22 (Passage 2: Matching People to Statements)

📝 Question 18:

Less time can be spent on exercises with gifted pupils who produce accurate work.

🔹 Correct Answer: B (Shore and Kanevsky)
📍 Location in Passage: Paragraph C.
🔹 Analysis of the Answer: Shore and Kanevsky are quoted: "If they merely make fewer errors, then we can shorten the practice" (less time on exercises).
⚠️ Potential Traps: The question is a direct quote/paraphrase of one of the researchers' conclusions.
⭐ Key Learning Point: The conclusion is about tailoring practice length to error rate.

📝 Question 19:

Self-reliance is a valuable tool that helps gifted students reach their goals.

🔹 Correct Answer: D (Simonton)
📍 Location in Passage: Paragraph E.
🔹 Analysis of the Answer: Simonton's work suggests that characteristics such as "independence" (self-reliance) contribute more to reaching the highest levels of expertise than intellectual skills.
⚠️ Potential Traps: The question asks for the quality that leads to the highest level of success.
⭐ Key Learning Point: The core idea is that independence is more important than raw IQ for elite achievement.

📝 Question 20:

Gifted children know how to channel their feelings to assist their learning.

🔹 Correct Answer: E (Boekaerts)
📍 Location in Passage: Paragraph F.
🔹 Analysis of the Answer: Boekaerts found "emotional forces in harness"—meaning emotions were being channeled (e.g., curiosity, desire to control environment) to improve their learning.
⚠️ Potential Traps: The phrase "emotional forces in harness" is the figurative language indicating control/channeling.
⭐ Key Learning Point: "Emotional forces in harness" suggests effective emotional management for learning.

📝 Question 21:

The very gifted child benefits from appropriate support from close relatives.

🔹 Correct Answer: A (Freeman)
📍 Location in Passage: Paragraph A.
🔹 Analysis of the Answer: Freeman's research linked higher IQ scores to better "educational backup" measured by interactions with "parents" (close relatives) and home resources.
⚠️ Potential Traps: The question is a clear synonym match for the findings in Paragraph A.
⭐ Key Learning Point: "Parents" and "home educational provision" point to the role of relatives.

📝 Question 22:

Really successful students have learnt a considerable amount about their subject.

🔹 Correct Answer: C (Elshout)
📍 Location in Passage: Paragraph E.
🔹 Analysis of the Answer: Elshout found that individuals who "know a great deal about a specific domain will achieve at a higher level" (successful students).
⚠️ Potential Traps: The question is a straightforward restatement of Elshout's finding.
⭐ Key Learning Point: The key finding links extensive domain knowledge to high achievement.

QUESTIONS 23-26 (Passage 2: Summary Completion - Gifted Children)

📝 Question 23:

One study found a strong connection between children’s IQ and the availability of ______ at home.

🔹 Correct Answer: Books and activities
📍 Location in Passage: Paragraph A.
🔹 Analysis of the Answer: Higher IQ scores were linked to "educational backup, measured in terms of... number of books and activities in their home..."
⚠️ Potential Traps: The answer should include both elements listed in the text.
⭐ Key Learning Point: The phrase "measured in terms of" introduces the factors needed for the blank.

📝 Question 24:

Children of average ability seem to need more direction from teachers because they do not have ______.

🔹 Correct Answer: Internal regulation / self-regulation
📍 Location in Passage: Paragraph B.
🔹 Analysis of the Answer: For average-ability pupils, "external regulation by the teacher often compensates for lack of internal regulation." The missing factor is internal regulation.
⚠️ Potential Traps: The text is explicit that external guidance makes up for the lack of internal control.
⭐ Key Learning Point: The core difference is the capacity for internal control (self-regulation).

📝 Question 25:

Meta-cognition involves children understanding their own learning strategies, as well as developing ______.

🔹 Correct Answer: Emotional awareness
📍 Location in Passage: Paragraph B.
🔹 Analysis of the Answer: The passage explicitly states: "Emotional awareness is also part of metacognition..."
⚠️ Potential Traps: The question asks for the other key component of metacognition besides strategies.
⭐ Key Learning Point: The phrase "is also part of" introduces the second required component.

📝 Question 26:

Teachers who rely on what is known as ______ often produce sets of impressive grades in class tests.

🔹 Correct Answer: Spoon-feeding
📍 Location in Passage: Paragraph D.
🔹 Analysis of the Answer: "Although ‘spoon-feeding’ can produce extremely high examination results..."
⚠️ Potential Traps: The question asks for the name of the teaching style.
⭐ Key Learning Point: The inverted commas around 'spoon-feeding' suggest it is a specific term/name.

QUESTIONS 27-31 (Passage 3: Summary Completion - Art in Museums)

📝 Question 27:

People do not go to museums to read original manuscripts of novels, perhaps because the availability of novels has depended on ______ for so long...

🔹 Correct Answer: B (Mass production)
📍 Location in Passage: Paragraph 2.
🔹 Analysis of the Answer: The novel evolved because of technology that made it possible to "print out huge numbers of texts." Printing huge numbers is synonymous with mass production.
⚠️ Potential Traps: The key is the ability to produce many copies cheaply.
⭐ Key Learning Point: The contrast is between the painting as a unique object and the novel as a product of mass production.

📝 Question 28:

...and also because with novels, the ______ are the most important thing.

🔹 Correct Answer: H (Underlying ideas)
📍 Location in Passage: Paragraph 2.
🔹 Analysis of the Answer: The reader attends mainly to the "meaning of words rather than the way they are printed on the page." The meaning/essence of words refers to the underlying ideas.
⚠️ Potential Traps: The question asks for the central focus of interpretation, which is the idea, not the physical form.
⭐ Key Learning Point: The phrase "meaning of words" is the key source.

📝 Question 29:

In historical times artists such as Leonardo were happy to instruct ______ to produce copies of their work...

🔹 Correct Answer: L (Assistants)
📍 Location in Passage: Paragraph 3.
🔹 Analysis of the Answer: Artists were content to assign the reproduction of their creations to their "workshop apprentices." Apprentices are a type of assistant.
⚠️ Potential Traps: The question is a clear synonym match for "apprentices."
⭐ Key Learning Point: The historical role of apprentices fits the role of assistants.

📝 Question 30:

...new methods of reproduction allow excellent replication of surface relief features as well as colour and ______.

🔹 Correct Answer: G (Size)
📍 Location in Passage: Paragraph 3.
🔹 Analysis of the Answer: Reprographic techniques allow the production of prints made exactly to the "original scale" (size), with faithful colour values and duplication of surface relief.
⚠️ Potential Traps: The question asks for the third element in the list of what can be reproduced (relief, colour, and size/scale).
⭐ Key Learning Point: The phrase "original scale" is synonymous with size.

📝 Question 31:

It is regrettable that museums still promote the superiority of original works of art since this may not be in the interests of the ______.

🔹 Correct Answer: D (Public)
📍 Location in Passage: Paragraph 4.
🔹 Analysis of the Answer: Promoting originals places severe limitations on the kind of experience offered to "visitors" (the public).
⚠️ Potential Traps: The question asks for the general group being disadvantaged.
⭐ Key Learning Point: The focus is on the negative impact on the museum-going visitors.

QUESTIONS 32-35 (Passage 3: Multiple Choice - Art in Museums)

📝 Question 32:

The writer mentions London’s National Gallery to illustrate

🔹 Correct Answer: C (the negative effect a museum can have on visitors’ opinions of themselves).
📍 Location in Passage: Paragraph 4.
🔹 Analysis of the Answer: The high value and grandeur make it "difficult not to be impressed by one’s own relative ‘worthlessness’" in such an environment, referring to the visitors' self-perception.
⚠️ Potential Traps: The question asks for the emotional/psychological impact on the visitor.
⭐ Key Learning Point: The feeling of "worthlessness" is the key emotional effect.

📝 Question 33:

The writer says that today, viewers may be unwilling to criticize a work because

🔹 Correct Answer: D (they feel their personal reaction is of no significance).
📍 Location in Passage: Paragraph 5.
🔹 Analysis of the Answer: The huge monetary value assigned to the work by powerful people impresses upon the viewer that "nothing the viewer thinks about the work is going to alter that value." This leads the viewer to feel their opinion is insignificant.
⚠️ Potential Traps: The established value of the art (A) is the *cause* of the viewer's feeling that their opinion is irrelevant (D).
⭐ Key Learning Point: The viewer is "deterred from trying to extend that spontaneous, immediate, self-reliant kind of reading."

📝 Question 34:

According to the writer, the ‘displacement effect’ on the visitor is caused by

🔹 Correct Answer: A (the variety of works on display and the way they are arranged).
📍 Location in Passage: Paragraph 6.
🔹 Analysis of the Answer: The effect is caused by "seeing such diverse paintings... brought together in an environment for which they were not originally created," and is "further heightened by the sheer volume of exhibits." Diversity and arrangement are the cause.
⚠️ Potential Traps: The question asks for the museum's role in changing the art's context.
⭐ Key Learning Point: The effect is due to the removal of the original context and the grouping of diverse works.

📝 Question 35:

The writer says that unlike other forms of art, a painting does not

🔹 Correct Answer: D (have a specific beginning or end).
📍 Location in Passage: Paragraph 6.
🔹 Analysis of the Answer: For a painting, "there is no prescribed time over which a painting is viewed" and "no clear place at which to start viewing, or at which to finish." This means no specific beginning or end.
⚠️ Potential Traps: Other arts (opera, novels) have prescribed time/sequence; painting is the exception.
⭐ Key Learning Point: The defining difference is the lack of a prescribed temporal sequence.

QUESTIONS 36-40 (Passage 3: Yes/No/Not Given - Writer's Opinions)

📝 Question 36:

Art history should focus on discovering the meaning of art using a range of media.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Paragraph 7.
🔹 Analysis of the Answer: The writer describes the dominant approach of art historians (seeking original meaning) but does not offer an opinion on whether they should use a range of media.
⚠️ Potential Traps: The text discusses multiple media but doesn't prescribe the use of multiple media in art history.
⭐ Key Learning Point: The specific opinion about the use of multiple media is missing.

📝 Question 37:

The approach of art historians conflicts with that of art museums.

🔹 Correct Answer: NO
📍 Location in Passage: Paragraph 7.
🔹 Analysis of the Answer: The writer explicitly states that the historian's approach "is in perfect harmony with the museum’s function," contradicting the idea of conflict.
⚠️ Potential Traps: The question tries to reverse the explicit harmony/agreement.
⭐ Key Learning Point: "Perfect harmony" is a strong indicator of NO.

📝 Question 38:

People should be encouraged to give their opinions openly on works of art.

🔹 Correct Answer: YES
📍 Location in Passage: Paragraph 8.
🔹 Analysis of the Answer: The writer argues that the public experiences art more rewardingly "when given the confidence to express their views." This implicitly supports encouraging open opinions.
⚠️ Potential Traps: The question is an inferred opinion from the writer's final proposal.
⭐ Key Learning Point: The idea that art is more rewarding when views are expressed supports encouragement.

📝 Question 39:

Reproductions of fine art should only be sold to the public if they are of high quality.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Paragraph 8.
🔹 Analysis of the Answer: The writer advocates for "high-fidelity reproductions" to increase accessibility but does not make a definitive claim about whether lower quality ones should be restricted from sale.
⚠️ Potential Traps: The preference for high quality does not necessarily imply a sales restriction on low quality.
⭐ Key Learning Point: The restriction/regulation aspect of selling reproductions is missing.

📝 Question 40:

In the future, those with power are likely to encourage more people to enjoy art.

🔹 Correct Answer: NO
📍 Location in Passage: Paragraph 8.
🔹 Analysis of the Answer: The writer is pessimistic, concluding that providing high-fidelity reproductions "may be too much to ask from those who seek to maintain and control the art establishment." This implies resistance, not encouragement.
⚠️ Potential Traps: The question tries to reverse the writer's final pessimistic prediction.
⭐ Key Learning Point: The phrase "too much to ask" indicates the writer expects resistance from the establishment.