تحلیل ریدینگ آیلتس آکادمیک کمبریج 8 - تست 4: 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 ۴ 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 1-5 (Passage 1: Japanese Education)

📝 Question 1:

Section B

🔹 Correct Answer: vii. Background to middle-years education in Japan
📍 Location in Passage: Section B.
🔹 Analysis of the Answer: Section B details the context of lower secondary schools: types of schools, classroom environment, teacher-student relationships, and lesson duration. This information provides the necessary **background** about the educational setting for middle-year students.
⚠️ Potential Traps: None, as the section is purely descriptive and foundational.
⭐ Key Learning Point: The paragraph sets the **scene** by describing the general structures and environment of the schools.

📝 Question 2:

Section C

🔹 Correct Answer: i. The influence of Monbusho
📍 Location in Passage: Section C.
🔹 Analysis of the Answer: Section C repeatedly highlights how **Monbusho** (the Ministry of Education) sets the curriculum, approves all textbooks, and determines teaching methodologies. This control establishes the extensive **influence of Monbusho**.
⚠️ Potential Traps: Focusing only on curriculum/textbooks and missing the central authority behind them.
⭐ Key Learning Point: Look for the **name of the powerful entity** whose role is described throughout the section.

📝 Question 3:

Section D

🔹 Correct Answer: v. The typical format of a maths lesson
📍 Location in Passage: Section D.
🔹 Analysis of the Answer: Section D details the step-by-step structure of a lesson: homework check, teacher explanation, practice problems, and self-correction. This structured sequence is the **typical format** of a math lesson.
⚠️ Potential Traps: None, as the focus is clearly on the procedural structure.
⭐ Key Learning Point: The phrase "**lessons follow the same pattern**" at the start of the section is the explicit cue for this heading.

📝 Question 4:

Section E

🔹 Correct Answer: ii. Helping less successful students
📍 Location in Passage: Section E.
🔹 Analysis of the Answer: Section E focuses on strategies for pupils who cannot cope: individual help, extra work, and peer assistance. These are all methods for **helping less successful students** keep up with the curriculum.
⚠️ Potential Traps: None, as the focus is entirely on remedial strategies.
⭐ Key Learning Point: Look for words like "**individual help**," "**extra work**," and "**cannot cope**" to identify the subject of this section.

📝 Question 5:

Section F

🔹 Correct Answer: viii. The key to Japanese successes in maths education
📍 Location in Passage: Section F.
🔹 Analysis of the Answer: Section F opens with the question "**So what are the major contributing factors in the success** of maths teaching?" It then summarizes the reasons: cultural value, hard work, and supportive classrooms. This identifies the **key to Japanese successes**.
⚠️ Potential Traps: None, as the paragraph is structured to answer the question of **why** the system is successful.
⭐ Key Learning Point: The heading should summarize the **factors** that contribute to the positive outcomes.

QUESTIONS 6-9 (Passage 1: Japanese Education)

📝 Question 6:

There is a wider range of achievement in maths scores amongst English pupils than amongst Japanese pupils.

🔹 Correct Answer: YES
📍 Location in Passage: Section A.
🔹 Analysis of the Answer: The text states that in England, "the **variation in attainment scores was much greater**." Since the variation is greater, the range is wider. This supports the statement.
⚠️ Potential Traps: None, as "variation" is a direct synonym for "range of achievement."
⭐ Key Learning Point: "**Variation**" is the key comparative word here.

📝 Question 7:

The percentage of Gross National Product spent on education is higher in Japan than in England.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Section A.
🔹 Analysis of the Answer: The text states the percentage is "**reasonably similar** in the two countries." It does **not** specify which country is higher or lower, only that the difference is small.
⚠️ Potential Traps: Misinterpreting "reasonably similar" as meaning equal, or guessing which is slightly higher.
⭐ Key Learning Point: The text only provides a comparative adjective (**similar**), not the specific quantitative comparison (**higher**).

📝 Question 8:

Private schools in Japan are more modern and well equipped than state schools.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Section B.
🔹 Analysis of the Answer: Section B mentions that **3%** of students are in private schools. It **does not provide any information** about the comparative quality of the **facilities** or equipment between private and state schools.
⚠️ Potential Traps: None, as the information for comparison is entirely absent.
⭐ Key Learning Point: Be careful not to assume a difference in quality based merely on the existence of private schools.

📝 Question 9:

Teachers rarely make eye contact with pupils in Japanese classrooms.

🔹 Correct Answer: NO
📍 Location in Passage: Section B.
🔹 Analysis of the Answer: The text states that in Japanese classrooms, the teachers "**pay less attention to the class as a whole**" but **"spend more time with individual pupils"** including making **"eye contact"** when speaking to them. This directly contradicts the idea that they rarely make eye contact.
⚠️ Potential Traps: Confusing the reduced attention to the whole class with reduced attention to individuals.
⭐ Key Learning Point: The passage explicitly confirms the use of **eye contact** when interacting with individual students.

QUESTIONS 10-13 (Passage 1: Japanese Education)

📝 Question 10:

Japanese math textbooks are considered to be

🔹 Correct Answer: B. well organized and easy to follow.
📍 Location in Passage: Section C.
🔹 Analysis of the Answer: Section C describes the textbooks as "**well set out and logically developed**." "Well set out" and "logically developed" are direct synonyms for **well organized and easy to follow**.
⚠️ Potential Traps: Focusing on "small" and "inexpensive" (Option D), which are structural features, not the quality of organization.
⭐ Key Learning Point: Look for the adjectives describing the **quality of the content** and layout.

📝 Question 11:

The teaching of new math concepts in Japan is characterized by

🔹 Correct Answer: C. a thorough, unhurried approach.
📍 Location in Passage: Section D.
🔹 Analysis of the Answer: Section D states the teacher explains the topic "**slowly and with a lot of repetition and elaboration**." This patient and detailed approach describes a **thorough, unhurried approach**.
⚠️ Potential Traps: None, as the listed adverbs/nouns are clear synonyms for this option.
⭐ Key Learning Point: The adverbs "**slowly**" and "**a lot of repetition**" are the key clues.

📝 Question 12:

Students who are falling behind typically receive

🔹 Correct Answer: A. supplementary tuition provided by the teacher.
📍 Location in Passage: Section E.
🔹 Analysis of the Answer: Section E explains teachers "**give individual help at the end of a lesson or after school, setting extra work**." This describes **supplementary tuition** provided by the teacher.
⚠️ Potential Traps: Selecting Option B (parental pressure) or D (peer groups), which are mentioned, but the direct *provision of tuition* is by the teacher.
⭐ Key Learning Point: The focus of the question is the **formal support** provided by the school system (the teacher).

📝 Question 13:

The success of maths education in Japan is attributed to

🔹 Correct Answer: C. the diligence and positive attitude of students.
📍 Location in Passage: Section F.
🔹 Analysis of the Answer: Section F attributes success to "**attitudes** are important," "Education is **valued greatly**," and "**the emphasis is on hard work** coupled with a focus on accuracy." Hard work is **diligence**, and valuing education is a **positive attitude**.
⚠️ Potential Traps: Focusing on the government's role (Monbusho), which is structural (Section C), not the final factor for success (Section F).
⭐ Key Learning Point: The section emphasizes **student characteristics** (**hard work** and **attitudes**) as the major contributing factor.

QUESTIONS 14-17 (Passage 2: Biological Control)

📝 Question 14:

Continuous use of pesticides has led to

🔹 Correct Answer: B. an imbalance in many ecologies.
📍 Location in Passage: Paragraph 1.
🔹 Analysis of the Answer: The text states that pesticides are "proving to be counter-productive," and one result is "**engendering widespread ecological disorders**." This is a direct synonym for creating an imbalance in many ecologies.
⚠️ Potential Traps: Focusing on the "superbugs" (Option C), which is one effect, but "ecological disorders" describes the larger imbalance.
⭐ Key Learning Point: "**Ecological disorders**" is the key phrase pointing to imbalance.

📝 Question 15:

The FAO study shows that more than 300 species of agricultural pests

🔹 Correct Answer: A. are no longer affected by most chemicals.
📍 Location in Passage: Paragraph 2.
🔹 Analysis of the Answer: The FAO study found that over 300 species "**have developed resistance to a wide range of potent chemicals**." To develop resistance means they are no longer affected.
⚠️ Potential Traps: None; "developed resistance" is the explicit evidence.
⭐ Key Learning Point: The core finding of the FAO study is **resistance**.

📝 Question 16:

Central American cotton farmers first used pesticides because they wanted to

🔹 Correct Answer: D. produce more cotton.
📍 Location in Passage: Paragraph 3.
🔹 Analysis of the Answer: The text explains the farmers "**avidly took to pesticides as a sure measure to boost crop yield**." "Boost crop yield" means to increase the amount produced, which is to produce more cotton.
⚠️ Potential Traps: None, as the motivation is clearly stated.
⭐ Key Learning Point: The goal was explicitly to **"boost crop yield"** (produce more).

📝 Question 17:

By the mid-1960s, cotton farmers in Central America found that pesticides

🔹 Correct Answer: D. were costing them half the money they spent on production.
📍 Location in Passage: Paragraph 4.
🔹 Analysis of the Answer: The text states that "**50% of the financial outlay on cotton production was accounted for by pesticides**." 50% is half, and financial outlay is the money spent on production.
⚠️ Potential Traps: None, as the percentage is a clear quantitative match.
⭐ Key Learning Point: The key is converting the **percentage (50%)** to the equivalent fraction (**half**).

QUESTIONS 18-21 (Passage 2: Biological Control)

📝 Question 18:

Disease-spreading pests have a faster breeding rate than agricultural pests.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Paragraph 2.
🔹 Analysis of the Answer: The text states that both types of pests develop resistance and lists the number of resistant species for each. However, it **does not provide any information** about the comparative **breeding rate** or speed of resistance development between the two groups.
⚠️ Potential Traps: None, as the comparative data on breeding speed is absent.
⭐ Key Learning Point: The comparison element (**faster breeding rate**) is missing from the text.

📝 Question 19:

Some pests are born with an immunity to a variety of pesticides.

🔹 Correct Answer: YES
📍 Location in Passage: Paragraph 2.
🔹 Analysis of the Answer: The text states that pests "bear offspring with a **built-in resistance** to pesticides." "Built-in resistance" means they are **born with an immunity**.
⚠️ Potential Traps: None, as the phrase "built-in resistance" is explicit evidence.
⭐ Key Learning Point: "**Built-in resistance**" is the key to verifying the statement.

📝 Question 20:

Biological control involves the use of synthetic chemicals to restrict pest reproduction.

🔹 Correct Answer: NO
📍 Location in Passage: Paragraph 4.
🔹 Analysis of the Answer: Biological control is defined as "the selective use of **natural enemies** of the pest population." This is explicitly contrasted with the "indiscriminate applications of pesticides" (synthetic chemicals).
⚠️ Potential Traps: Confusing "biological" (natural enemies) with "chemical" (synthetic chemicals).
⭐ Key Learning Point: The definition uses the term "**natural enemies**" to confirm the method is not chemical.

📝 Question 21:

In the right circumstances, bio-control is safe, non-polluting and self-dispersing.

🔹 Correct Answer: YES
📍 Location in Passage: Paragraph 4.
🔹 Analysis of the Answer: The text states: "**When handled by experts**, bio-control is **safe, non-polluting and self-dispersing**." "When handled by experts" is the right circumstance, and the three attributes are a direct match.
⚠️ Potential Traps: None, as this is a direct word-for-word verification.
⭐ Key Learning Point: The three positive attributes are explicitly listed as long as the condition (**handled by experts**) is met.

QUESTIONS 22-26 (Passage 2: Biological Control)

📝 Question 22:

Disapene scale insects

🔹 Correct Answer: D. feed on fruit trees.
📍 Location in Passage: Paragraph 5.
🔹 Analysis of the Answer: The disapene scale insects are described as "**notorious defoliants of fruit trees**." Defoliants cause leaves to fall, and they target **fruit trees**.
⚠️ Potential Traps: None, as the food source (**fruit trees**) is clearly stated.
⭐ Key Learning Point: Look for the noun that is being damaged by the pest.

📝 Question 23:

Neodumetia sangawani

🔹 Correct Answer: H. ate grass-scale insects.
📍 Location in Passage: Paragraph 6.
🔹 Analysis of the Answer: Neodumetia sangawani was found useful in controlling the "**Rhodes grass-scale insect** that was devouring forage grass." As a natural predator, it feeds on the grass-scale insect.
⚠️ Potential Traps: Linking it to the forage grass, which was the *victim* of the pest, not the prey of the predator.
⭐ Key Learning Point: Identify the **prey** of the predator (**Neodumetia sangawani**).

📝 Question 24:

Leaf-mining hispides

🔹 Correct Answer: C. blighted coconut trees.
📍 Location in Passage: Paragraph 6.
🔹 Analysis of the Answer: The text notes that Sri Lanka’s "**coconut groves were plagued by leaf-mining hispides**." To be plagued by the pest means to be blighted by it.
⚠️ Potential Traps: None; the relationship between the pest and the coconut grove is clear.
⭐ Key Learning Point: **Coconut trees** were the victim of this pest.

📝 Question 25:

An Argentinian weevil

🔹 Correct Answer: E. may be successful in wiping out water hyacinth.
📍 Location in Passage: Paragraph 5.
🔹 Analysis of the Answer: The Regional Research Laboratory is "**now trying out an Argentinian weevil for the eradication of water hyacinth**." Trying it out for eradication implies the hope that it **may be successful in wiping out** the weed.
⚠️ Potential Traps: None, as the action (**trying out for eradication**) matches the result (**may be successful in wiping out**).
⭐ Key Learning Point: The weed is the target of the **Argentinian weevil**.

📝 Question 26:

Salvinia molesta

🔹 Correct Answer: B. plagues rice fields.
📍 Location in Passage: Paragraph 6.
🔹 Analysis of the Answer: The text mentions that "**About 30,000 hectares of rice fields in Kerala are infested by this weed** [Salvinia molesta]." To be infested by the weed means it **plagues** the fields.
⚠️ Potential Traps: Confusing the canal clearing with the major infestation problem.
⭐ Key Learning Point: The noun **rice fields** is the primary victim of the Salvinia molesta infestation.

QUESTIONS 27-30 (Passage 3: Ant Collection)

📝 Question 27:

Taxonomic research involves a study of the similarities between the members of an ant species.

🔹 Correct Answer: TRUE
📍 Location in Passage: Paragraph 1.
🔹 Analysis of the Answer: The text states that for taxonomy, long series are desirable "**to allow the determination of variation within species**." The study of variations necessarily involves observing and comparing similarities and differences between members.
⚠️ Potential Traps: None, as the goal of studying variations means similarities must be compared.
⭐ Key Learning Point: The determination of **variation within species** is the goal of taxonomic collection.

📝 Question 28:

New species of ant are frequently identified by taxonomists.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Not stated (No information on the frequency of new species).
🔹 Analysis of the Answer: The passage discusses the methods of collection for taxonomy, but it **never provides any information** regarding the **frequency** or rate at which new species are identified.
⚠️ Potential Traps: None, as the information on frequency is absent.
⭐ Key Learning Point: The specific detail about **frequency** (**frequently**) is missing.

📝 Question 29:

Range is the key criterion for ecological collections.

🔹 Correct Answer: TRUE
📍 Location in Passage: Paragraph 1.
🔹 Analysis of the Answer: The text states that for ecological studies, the most important factor is collecting samples of "**as many of the different species present as possible**." This collection of many **different species** is what is meant by **range**.
⚠️ Potential Traps: None, as the phrase "as many of the different species" is a direct synonym for emphasizing range.
⭐ Key Learning Point: The focus on **different species** confirms the emphasis on **range**.

📝 Question 30:

A single ant collection will be of equal use to both taxonomists and ecologists.

🔹 Correct Answer: FALSE
📍 Location in Passage: Paragraph 1.
🔹 Analysis of the Answer: The passage states that the two methods are "**not always compatible**." Taxonomists want many specimens of one species, while ecologists want few specimens of many species. This explicit incompatibility means they are **not** of equal use.
⚠️ Potential Traps: None, as the text clearly contrasts the two methods.
⭐ Key Learning Point: The phrase "**not always compatible**" is the key contradiction.

QUESTIONS 31-36 (Passage 3: Ant Collection)

📝 Question 31:

gathering specimens from ant groups to ensure that all specimens are of the same species

🔹 Correct Answer: A. Hand collecting
📍 Location in Passage: Paragraph 2.
🔹 Analysis of the Answer: The text for **Hand collecting** states: "**collections should be made from nests or foraging columns**... This will ensure that all individuals are of the **same species**."
⚠️ Potential Traps: None, as the description is a direct match.
⭐ Key Learning Point: The method requires actively **seeking the source** (nest/column) to ensure genetic consistency.

📝 Question 32:

a particularly effective method in rain forests and marshy areas

🔹 Correct Answer: C. Sampling ground litter
📍 Location in Passage: Paragraph 4.
🔹 Analysis of the Answer: The **Ground litter** method is described as working "**especially well in rain forests and marshy areas**."
⚠️ Potential Traps: None, as the specific environments are clearly mentioned.
⭐ Key Learning Point: The damp environment is crucial to the success of this method.

📝 Question 33:

used to attract ant species that are otherwise hard to find

🔹 Correct Answer: B. Using bait
📍 Location in Passage: Paragraph 3.
🔹 Analysis of the Answer: **Bait** "attracts species that are otherwise **elusive**." Elusive is a synonym for **hard to find**.
⚠️ Potential Traps: None, as the phrase "otherwise elusive" is explicit evidence.
⭐ Key Learning Point: The method's purpose is to draw out hidden or **elusive** ants.

📝 Question 34:

a method that demands minimal time and effort

🔹 Correct Answer: D. Using a pitfall trap
📍 Location in Passage: Paragraph 5.
🔹 Analysis of the Answer: **Pitfall traps** "can be used to collect over a period of time with **minimal maintenance and intervention**." Minimal maintenance and intervention is a direct synonym for **minimal time and effort**.
⚠️ Potential Traps: None, as the time-saving attribute is clearly stated.
⭐ Key Learning Point: The key advantage of this trap is its low requirement for **maintenance**.

📝 Question 35:

involves the placing of individual specimens in separate containers

🔹 Correct Answer: A. Hand collecting
📍 Location in Passage: Paragraph 2.
🔹 Analysis of the Answer: **Hand collecting** is the method where "**Individual insects are placed in plastic or glass tubes**." Individual insects in separate tubes constitutes the use of separate containers.
⚠️ Potential Traps: None, as the description is a direct match.
⭐ Key Learning Point: The focus on **individual** placement is key for this question.

📝 Question 36:

needs to include a non-alcoholic preservative

🔹 Correct Answer: D. Using a pitfall trap
📍 Location in Passage: Paragraph 5.
🔹 Analysis of the Answer: For **Pitfall traps**, the preservative used is "**usually ethylene glycol or propylene glycol, as alcohol will evaporate quickly**." These are non-alcoholic preservatives, which are necessary.
⚠️ Potential Traps: None, as the necessity for an alternative to alcohol is clearly explained.
⭐ Key Learning Point: The long-term nature of this trap requires a preservative that will **not evaporate**.

QUESTIONS 37-40 (Passage 3: Ant Collection)

📝 Question 37:

The element applied to the top of the leaf litter sampling apparatus.

🔹 Correct Answer: heat
📍 Location in Passage: Paragraph 4.
🔹 Analysis of the Answer: The method involves placing leaf litter on a screen over a funnel, "**often under some heat**." The heat dries the litter from above, forcing the ants downward.
⚠️ Potential Traps: None, as heat is the component applied to the top.
⭐ Key Learning Point: The purpose of the **heat** is to **dry** the litter and encourage movement.

📝 Question 38:

The material placed on the screen.

🔹 Correct Answer: leaf litter
📍 Location in Passage: Paragraph 4.
🔹 Analysis of the Answer: The objective is to extract ants from the "**leaf litter** in which they are foraging... This is most commonly done by placing **leaf litter** on a screen...".
⚠️ Potential Traps: None, as the material is named directly.
⭐ Key Learning Point: The method requires the **material** where the ants are currently foraging.

📝 Question 39:

The part that holds the leaf litter above the funnel.

🔹 Correct Answer: screen
📍 Location in Passage: Paragraph 4.
🔹 Analysis of the Answer: The setup involves placing leaf litter on a "**screen** over a large funnel." The screen acts as the sieve or holder.
⚠️ Potential Traps: Using "funnel," which is the next component.
⭐ Key Learning Point: The purpose of the **screen** is to contain the litter while allowing ants to pass through.

📝 Question 40:

The fluid in the collection jar below the funnel.

🔹 Correct Answer: alcohol
📍 Location in Passage: Paragraph 4.
🔹 Analysis of the Answer: Ants fall out of the bottom and "are collected in **alcohol** placed below the funnel." The alcohol is the preservation fluid.
⚠️ Potential Traps: None, as the specific fluid is named directly.
⭐ Key Learning Point: The fluid is used to **kill and preserve** the collected ants.