تحلیل ریدینگ آیلتس آکادمیک کمبریج 8 - 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 ۸ (Cambridge IELTS 8) 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 1-8 (Passage 1: The Float Process)

📝 Question 1:

The first successful method for making clear, flat glass involved ...

🔹 Correct Answer: spinning
📍 Location in Passage: Paragraph 1.
🔹 Analysis of the Answer: The text states: "The first successful method for making clear, flat glass involved **spinning**." This is a direct factual answer.
⚠️ Potential Traps: None, if the keyword **"first successful method"** is correctly located.
⭐ Key Learning Point: Look for **superlatives** (first, best) to locate historical milestones.

📝 Question 2:

An advantage of the spinning method was that the glass stayed perfectly ...

🔹 Correct Answer: (perfectly) unblemished
📍 Location in Passage: Paragraph 1.
🔹 Analysis of the Answer: The text notes: "it stayed perfectly **unblemished**, with a ‘fire finish’." This characteristic is presented as an advantage because the glass didn't touch any surfaces.
⚠️ Potential Traps: Using "fire finish" instead of the adjective describing the glass's condition.
⭐ Key Learning Point: Match the term to the description of the **quality** of the glass produced.

📝 Question 3:

A disadvantage of the spinning method was that it was time-consuming and ...

🔹 Correct Answer: labour intensive
📍 Location in Passage: Paragraph 1.
🔹 Analysis of the Answer: The disadvantage is listed directly: "However, the process took a long time and was **labour intensive**." The question provides "time-consuming" (synonym for "took a long time").
⚠️ Potential Traps: None; this is a direct word-for-word completion.
⭐ Key Learning Point: Look for contrasting conjunctions like **"However"** or **"but"** to find disadvantages.

📝 Question 4:

An advantage of the ribbon method was that it could produce glass of virtually any ...

🔹 Correct Answer: thickness
📍 Location in Passage: Paragraph 2.
🔹 Analysis of the Answer: Paragraph 2 states that the ribbon process "allowed glass of virtually any **thickness** to be made non-stop."
⚠️ Potential Traps: None, if the keyword **"any"** is correctly noted.
⭐ Key Learning Point: Focus on the specific dimension that the method could vary (**thickness**).

📝 Question 5:

A disadvantage of the ribbon method was that the rollers left the glass ...

🔹 Correct Answer: marked
📍 Location in Passage: Paragraph 2.
🔹 Analysis of the Answer: The text mentions: "but the rollers would leave both sides of the glass **marked**... and these would then need to be ground and polished."
⚠️ Potential Traps: Using "ground" or "polished," which are subsequent steps to *remove* the mark.
⭐ Key Learning Point: Identify the immediate **negative result** of the rollers' action.

📝 Question 6:

Float Process: Molten Glass

🔹 Correct Answer: (molten) glass
📍 Location in Passage: Paragraph 4 (Implied in the process description).
🔹 Analysis of the Answer: The process begins with **molten glass** being poured onto the tin bath, as described by the phrase "**pouring molten glass** onto the molten tin."
⚠️ Potential Traps: The question asks for the material starting the process; the diagram confirms this is the first stage.
⭐ Key Learning Point: In flow diagram questions, look for the **first action/input** in the sequence.

📝 Question 7:

Float Process: Molten Tin

🔹 Correct Answer: (molten) tin / metal
📍 Location in Passage: Paragraph 3.
🔹 Analysis of the Answer: Pilkington's idea was "using a bed of **molten metal** to form the flat glass... The best metal for the job was **tin**." This is the medium the glass floats on.
⚠️ Potential Traps: Using "bed" or "bath" instead of the material itself.
⭐ Key Learning Point: Identify the **medium** on which the glass is poured.

📝 Question 8:

Float Process: Rollers

🔹 Correct Answer: rollers
📍 Location in Passage: Paragraph 4.
🔹 Analysis of the Answer: Paragraph 4 describes the end of the float stage: "Once the glass cooled to 604°C or less... it could be transported out of the cooling zone by **rollers**." Rollers are used for the final transport.
⚠️ Potential Traps: Confusing the final transport rollers with the undesirable rollers from the ribbon method.
⭐ Key Learning Point: The question asks for the final equipment used to **move** the cooled glass.

QUESTIONS 9-13 (Passage 1: The Float Process)

📝 Question 9:

The metal used in the float process had to have specific properties.

🔹 Correct Answer: TRUE
📍 Location in Passage: Paragraph 3.
🔹 Analysis of the Answer: The text states: "The metal had to **melt at a temperature less than** the hardening point of glass... but could not **boil at a temperature below** the temperature of the molten glass." These are specific, required properties.
⚠️ Potential Traps: None, as the specific temperature requirements are given as necessary conditions.
⭐ Key Learning Point: Look for descriptive words or conditions that indicate a **mandatory requirement** (**had to**).

📝 Question 10:

Pilkington invested some of his own money in his float plant.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Not stated (Paragraph 5 mentions the company's cost).
🔹 Analysis of the Answer: The text states Pilkington convinced "**his company** to build a full-scale plant" and details the company's cost. It **does not mention** whether Pilkington, the individual, invested any **personal funds**.
⚠️ Potential Traps: Confusing the company's financial commitment with Pilkington's personal investment.
⭐ Key Learning Point: Be careful to distinguish between the **company** and the **individual** in financial questions.

📝 Question 11:

Pilkington's first full-scale plant was an instant commercial success.

🔹 Correct Answer: FALSE
📍 Location in Passage: Paragraph 5.
🔹 Analysis of the Answer: The text says it took "**14 months of non-stop production**... before the plant produced any usable glass" and cost the company significantly. This directly contradicts the idea of an **"instant commercial success."**
⚠️ Potential Traps: Confusing the *eventual* success (1959) with the *instant* result.
⭐ Key Learning Point: Look for **time indicators** (14 months, eventually) to test claims about speed (**instant**).

📝 Question 12:

The process invented by Pilkington has now been improved.

🔹 Correct Answer: TRUE
📍 Location in Passage: Paragraph 7.
🔹 Analysis of the Answer: Paragraph 7 states, "The principle of float glass is unchanged... However, the **product has changed dramatically**... to almost optical perfection." A dramatic change/improvement in the product implies the *overall process* has been improved, even if the core principle is the same.
⚠️ Potential Traps: Confusing "principle" (unchanged) with "product" (dramatically changed/improved).
⭐ Key Learning Point: "**Changed dramatically**" and achieving "**optical perfection**" are strong synonyms for improvement.

📝 Question 13:

Computers are better than humans at detecting faults in glass.

🔹 Correct Answer: TRUE
📍 Location in Passage: Paragraph 7.
🔹 Analysis of the Answer: The text mentions automated inspection "locating flaws the **unaided eye would be unable to see**." Since the computer-assisted inspection can see what the human eye cannot, it is better at detection.
⚠️ Potential Traps: None; the comparison is explicitly made.
⭐ Key Learning Point: The phrase "**unable to see**" is definitive proof of the computer's superiority in flaw detection.

QUESTIONS 14-17 (Passage 2: The Little Ice Age)

📝 Question 14:

Paragraph B

🔹 Correct Answer: ii. The relevance of the Little Ice Age today
📍 Location in Passage: Paragraph B, first sentence.
🔹 Analysis of the Answer: The paragraph states that the climatic events of the Little Ice Age "are the deeply important **context for the current unprecedented global warming**." This directly establishes the **relevance** of the historical period to **today's** climate concerns.
⚠️ Potential Traps: Choosing a heading that only describes the Little Ice Age's weather (irregular seesaw).
⭐ Key Learning Point: The introductory sentences often reveal the main **purpose** or **relevance** of the paragraph's content.

📝 Question 15:

Paragraph D

🔹 Correct Answer: vii. A study covering a thousand years
📍 Location in Passage: Paragraph D, first sentence.
🔹 Analysis of the Answer: The paragraph states the book is a "narrative history of climatic shifts during the past **ten centuries**." Ten centuries equals one thousand years, making this a direct match for the time span covered.
⚠️ Potential Traps: None; the numerical time span is clearly stated.
⭐ Key Learning Point: Look for **explicit numbers or time frames** when a heading refers to duration (e.g., "ten centuries" = "a thousand years").

📝 Question 16:

Paragraph E

🔹 Correct Answer: ix. Enough food at last
📍 Location in Passage: Paragraph E.
🔹 Analysis of the Answer: The paragraph details agricultural advancements ("new ways of farming") that led to "increased productivity" and the ability of some countries to achieve "self-sufficiency in grain and livestock." This overcoming of food scarcity is summarized by the heading **"Enough food at last."**
⚠️ Potential Traps: Focusing only on the *methods* (new ways of farming) and missing the *result* (self-sufficiency/enough food).
⭐ Key Learning Point: The paragraph details a problem (**food concerns**) and its **successful resolution** (**self-sufficiency**).

📝 Question 17:

Paragraph F

🔹 Correct Answer: iv. Human impact on the climate
📍 Location in Passage: Paragraph F.
🔹 Analysis of the Answer: Paragraph F describes the "vast migration" leading to "**land clearance**" and the "unprecedented land clearance released... carbon dioxide... **triggering for the first time humanly caused global warming**." Human actions (**land clearance**) causing a climate change (**global warming**) is a direct statement of human impact.
⚠️ Potential Traps: Missing the "for the first time" and thinking it's just general climate change.
⭐ Key Learning Point: Look for **active verbs** describing human actions (**land clearance**) paired with **consequences** on the climate (**global warming**).

QUESTIONS 18-22 (Passage 2: The Little Ice Age)

📝 Question 18:

Primary sources of knowledge about past weather conditions (Select TWO)

🔹 Correct Answer: C. tree rings
📍 Location in Passage: Paragraph C.
🔹 Analysis of the Answer: Paragraph C states, "For the time before records began, we have only ‘proxy records’ reconstructed largely from **tree rings** and **ice cores**...". Tree rings are one of the two main sources listed.
⚠️ Potential Traps: Selecting "written accounts," which are mentioned as "incomplete" and supplementary, not the primary "proxy records."
⭐ Key Learning Point: The term "**proxy records**" refers to the natural, primary data sources.

📝 Question 19:

Primary sources of knowledge about past weather conditions (Select TWO)

🔹 Correct Answer: B. ice cores
📍 Location in Passage: Paragraph C.
🔹 Analysis of the Answer: As noted above, the primary proxy records are "reconstructed largely from **tree rings** and **ice cores**." Ice cores are the second source listed.
⚠️ Potential Traps: None, if the correct location for the proxy records is found.
⭐ Key Learning Point: The question requires **two answers**; identify the pair of primary sources.

📝 Question 20:

Weather patterns in the Little Ice Age (Select THREE)

🔹 Correct Answer: A. shifting
📍 Location in Passage: Paragraph B.
🔹 Analysis of the Answer: Paragraph B describes the period as an "irregular **seesaw of rapid climatic shifts**." "**Shifting**" is a direct synonym for "climatic shifts."
⚠️ Potential Traps: Selecting "constant cold" (B), which the text explicitly denies ("far from a deep freeze").
⭐ Key Learning Point: Look for the **overall nature** of the climate described, which is change (**shifting**).

📝 Question 21:

Weather patterns in the Little Ice Age (Select THREE)

🔹 Correct Answer: H. storms
📍 Location in Passage: Paragraph B.
🔹 Analysis of the Answer: The text mentions the period included "years of heavy spring and early summer rains, mild winters, and frequent Atlantic **storms**."
⚠️ Potential Traps: None; this is a direct word-for-word match.
⭐ Key Learning Point: Look for **specific examples** of weather events listed.

📝 Question 22:

Weather patterns in the Little Ice Age (Select THREE)

🔹 Correct Answer: G. droughts
📍 Location in Passage: Paragraph B.
🔹 Analysis of the Answer: The paragraph also notes that the period contained "sudden, unpredictable plunges into cold, short growing seasons, and severe **droughts**...".
⚠️ Potential Traps: None; this is a direct word-for-word match.
⭐ Key Learning Point: All three characteristics (**shifting**, **storms**, and **droughts**) are explicitly stated in Paragraph B.

QUESTIONS 23-26 (Passage 2: The Little Ice Age)

📝 Question 23:

European farmers began farming abroad.

🔹 Correct Answer: C. Modern Warm Period
📍 Location in Passage: Paragraph F.
🔹 Analysis of the Answer: Paragraph F states, "Global temperatures began to rise slowly after 1850, with the beginning of the **Modern Warm Period**." This led to a "vast migration from Europe by land-hungry farmers... to North America, Australia, New Zealand, and southern Africa."
⚠️ Potential Traps: None; the sequence of the period and the action is clearly stated.
⭐ Key Learning Point: Link the **vast migration** and subsequent farming to the start of the **Modern Warm Period**.

📝 Question 24:

The cutting down of trees had a climatic impact.

🔹 Correct Answer: C. Modern Warm Period
📍 Location in Passage: Paragraph F.
🔹 Analysis of the Answer: Paragraph F, describing the **Modern Warm Period**, states, "**forest and woodland fell** before the newcomers' axes... The unprecedented land clearance released vast quantities of carbon dioxide... triggering... humanly caused global warming." Cutting down trees (**land clearance**) led to **climatic impact** (**global warming**).
⚠️ Potential Traps: None; the entire cause-and-effect is confined to this period.
⭐ Key Learning Point: This is the specific period when the text attributes **human activity** as the cause of global warming.

📝 Question 25:

New lands were discovered by Norse voyagers.

🔹 Correct Answer: A. Medieval Warm Period
📍 Location in Passage: Paragraph D.
🔹 Analysis of the Answer: Paragraph D states, "Part One describes the **Medieval Warm Period**... During these three centuries, **Norse voyagers** from Northern Europe explored northern seas, settled Greenland, and visited North America."
⚠️ Potential Traps: Confusing the Norse voyagers (Medieval) with the later migration of European farmers (Modern).
⭐ Key Learning Point: Link the specific action (**Norse voyagers**) to the period in which it occurred (**Medieval Warm Period**).

📝 Question 26:

Changes in fishing patterns took place.

🔹 Correct Answer: B. Little Ice Age
📍 Location in Passage: Paragraph E.
🔹 Analysis of the Answer: Paragraph E, discussing the **Little Ice Age**, states, "changes in water temperatures forced fishing fleets to **work further offshore**... The Basques, Dutch, and English developed the first **offshore fishing boats**..." This describes a clear change in fishing patterns.
⚠️ Potential Traps: None; the paragraph details the impact on the fishing industry during this period.
⭐ Key Learning Point: The **offshore fishing** development is the key change linked to the **Little Ice Age** cold.

QUESTIONS 27-32 (Passage 3: The Science of Smell)

📝 Question 27:

Paragraph A

🔹 Correct Answer: viii. The relationship between smell and feelings
📍 Location in Passage: Paragraph A, first two sentences.
🔹 Analysis of the Answer: The paragraph opens by noting that smell "can evoke **strong emotional responses**" and discusses how scents trigger feelings of "**joy or disgust**." This clearly establishes the **relationship between smell and emotions/feelings**.
⚠️ Potential Traps: None, as the focus is immediately set on emotional response.
⭐ Key Learning Point: The word "**emotional**" in the text directly signals the correct heading.

📝 Question 28:

Paragraph B

🔹 Correct Answer: ii. The role of smell in personal relationships
📍 Location in Passage: Paragraph B.
🔹 Analysis of the Answer: Paragraph B details how smell is crucial in "**emotional bonding**," citing examples of infants and mothers, and adults identifying their "**marriage partners**" and "**family members**" by scent. These are all examples of **personal relationships**.
⚠️ Potential Traps: None; the examples are highly specific to familial and spousal bonds.
⭐ Key Learning Point: The examples of **spouses** and **family members** are the key to this heading.

📝 Question 29:

Paragraph C

🔹 Correct Answer: vi. Why our sense of smell is not appreciated
📍 Location in Passage: Paragraph C.
🔹 Analysis of the Answer: The paragraph starts by calling smell the "**most undervalued sense** in many cultures" and then explains this is due to the belief that human olfaction is **inferior** to animals. This provides the reason (**why**) for the lack of appreciation (**undervalued**).
⚠️ Potential Traps: Missing the central argument that the sense is **undervalued** (not appreciated).
⭐ Key Learning Point: The word "**undervalued**" is the explicit signal for this heading.

📝 Question 30:

Paragraph D

🔹 Correct Answer: i. The difficulties of talking about smells
📍 Location in Passage: Paragraph D.
🔹 Analysis of the Answer: The paragraph focuses on the difficulty of verbally expressing smell: "Odours... **cannot be named** in many languages because the specific **vocabulary simply doesn’t exist**." This inability to name or describe smells is a key **difficulty of talking** about them.
⚠️ Potential Traps: Focusing on the *study* of smell rather than the **linguistic difficulty**.
⭐ Key Learning Point: The core problem is the **lack of vocabulary** to describe odours.

📝 Question 31:

Paragraph E

🔹 Correct Answer: iii. Future studies into smell
📍 Location in Passage: Paragraph E.
🔹 Analysis of the Answer: Paragraph E lists the **unanswered questions** about olfaction, such as whether it's one sense or two and how to measure smells objectively. These questions outline the **direction for future research/studies** into smell.
⚠️ Potential Traps: Choosing a heading about *past* research, when the focus is on *what is still unknown* (future studies).
⭐ Key Learning Point: The paragraph is structured around **questions** that need to be answered by **future research**.

📝 Question 32:

Paragraph F

🔹 Correct Answer: v. The interpretation of smells as a factor in defining groups
📍 Location in Passage: Paragraph F.
🔹 Analysis of the Answer: The text states, "Smell is **cultural**... Odours are invested with **cultural values**" and that "shared feelings about smells contribute to **cultural distinctions**." Shared feelings (**interpretation**) leading to distinctions (**defining groups**) is the core idea.
⚠️ Potential Traps: Stopping at "Smell is cultural" and missing the conclusion about **distinctions/defining groups**.
⭐ Key Learning Point: The link is established between **cultural values** and **cultural distinctions**.

QUESTIONS 33-36 (Passage 3: The Science of Smell)

📝 Question 33:

The writer suggests that the importance of smell is recognised when

🔹 Correct Answer: C. our ability to smell is damaged.
📍 Location in Passage: Paragraph A.
🔹 Analysis of the Answer: The text states: "**It is only when the faculty of smell is impaired** for some reason that we begin to **realize the essential role**...". "Impaired" is a synonym for damaged, and "realize the essential role" means recognizing the importance.
⚠️ Potential Traps: None; the sentence structure "**It is only when X that Y**" provides the direct answer.
⭐ Key Learning Point: The phrase "**is impaired**" is the key to this question.

📝 Question 34:

The experiment described in Paragraph B showed that people

🔹 Correct Answer: A. are generally unaware of how much they rely on smell.
📍 Location in Passage: Paragraph B.
🔹 Analysis of the Answer: The text notes that participants "would probably **never have given much thought to odour** as a cue... but as the experiment revealed, **even when not consciously considered, smells register**." This proves people rely on it **unconsciously/unaware**.
⚠️ Potential Traps: Focusing on the *result* (distinguishing clothing) instead of the *conclusion* drawn (unconscious reliance).
⭐ Key Learning Point: The contrast between "**never given much thought**" and "**smells register**" is the central point.

📝 Question 35:

The writer is of the opinion that the sense of smell

🔹 Correct Answer: C. is better than generally believed.
📍 Location in Passage: Paragraph C.
🔹 Analysis of the Answer: The paragraph states smell is "**undervalued**" and directly refutes the common idea that human olfaction is feeble by pointing out its ability to recognize "**thousands of smells**," implying it is **better than commonly believed**.
⚠️ Potential Traps: None; the author clearly takes a position against the popular, negative view.
⭐ Key Learning Point: The refutation of the idea that olfaction is "**feeble**" confirms the writer's view.

📝 Question 36:

What point does the writer make about the definition of smell?

🔹 Correct Answer: D. It is yet to be fully defined.
📍 Location in Passage: Paragraph E.
🔹 Analysis of the Answer: The author raises the unresolved questions: "whether smell is **one sense or two**" and how to measure it objectively. The fact that the basic nature/definition of the sense is still debated means it is **yet to be fully defined**.
⚠️ Potential Traps: Confusing the *physical* mechanism with the *nature* of the sense itself.
⭐ Key Learning Point: The **unanswered questions** about the sense's components mean its definition is incomplete.

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

📝 Question 37:

... used as a cue to distinguish marriage partners.

🔹 Correct Answer: clothing
📍 Location in Passage: Paragraph B.
🔹 Analysis of the Answer: The text mentions an experiment where participants could "distinguish by smell alone **clothing** worn by their marriage partners...". The clothing was the item being smelled.
⚠️ Potential Traps: Using "marriage partners," which is the *person* being identified.
⭐ Key Learning Point: The question asks for the **object** used in the experiment.

📝 Question 38:

The inability to describe smells is due to a lack of ...

🔹 Correct Answer: vocabulary
📍 Location in Passage: Paragraph D.
🔹 Analysis of the Answer: Paragraph D states, "Odours... cannot be named... because the specific **vocabulary** simply doesn’t exist."
⚠️ Potential Traps: None; this is a direct word-for-word completion.
⭐ Key Learning Point: The problem is rooted in the **lack of descriptive language**.

📝 Question 39:

A debate exists as to whether smell registers odours or odourless ...

🔹 Correct Answer: chemicals
📍 Location in Passage: Paragraph E.
🔹 Analysis of the Answer: Paragraph E asks "whether smell is one sense or two – one responding to odours proper and the other registering odourless **chemicals** in the air."
⚠️ Potential Traps: None; the word is used explicitly in the description of the debate.
⭐ Key Learning Point: The focus is on the **substance** that may be registered instead of the smell itself.

📝 Question 40:

Feelings about smells help establish distinctions between ...

🔹 Correct Answer: cultures
📍 Location in Passage: Paragraph F.
🔹 Analysis of the Answer: The paragraph states: "shared feelings about smells contribute to **cultural distinctions**." The distinction is between different **cultures**.
⚠️ Potential Traps: Using "distinctions" or "feelings," which are already in the question's context.
⭐ Key Learning Point: The question asks for the **group** that is being defined and distinguished.