تحلیل ریدینگ آیلتس آکادمیک کمبریج 20 - تست 2: بررسی سوالات، نکات کلیدی و استراتژی‌های پاسخ‌دهی

مقدمه: (توجه: کتاب کمبریج ۲۰ هنوز به صورت رسمی تأیید و منتشر نشده است. این تحلیل بر اساس نسخه‌های غیررسمی موجود در اینترنت تهیه شده است. به محض انتشار رسمی، محتوا به‌روزرسانی خواهد شد. ما برای دسترسی کامل شما به منابع، این نسخه را نیز پوشش داده‌ایم.) بخش ریدینگ آیلتس آکادمیک نیازمند درک سریع متون علمی و تسلط بر انواع سوالات است. در این مقاله، تحلیل تست ۲ ریدینگ از کتاب (فرضی) آیلتس کمبریج ۲۰ (Cambridge IELTS 20) را ارائه می‌دهیم. هدف ما بررسی ساختار متن‌ها، استراتژی‌های پاسخ‌دهی و نکات کلیدی برای کمک به داوطلبان است.
برای دیدن بقیه‌ی تحلیل‌ها به لینک زیر بروید:

پالت ناوبری سوالات

QUESTIONS 1-6 (Passage 1: Manatees) - Summary Completion

📝 Question 1:

look similar to dugongs, but with a differently shaped Tail

🔹 Correct Answer: tail
📍 Location in Passage: Paragraph 1. "However, the manatee has a broad, rounded tail, whereas the dugong’s is fluked, like that of a whale."
🔹 Analysis of the Answer: The question requires a noun to complete the sentence about the difference in appearance between manatees and dugongs. The text states that while they are similar in many ways, the manatee has a "broad, rounded tail" and the dugong's is "fluked." This directly specifies the part of the body that is differently shaped.
⚠️ Potential Traps: Choosing a word like 'flippers' or 'size' which are mentioned as similarities, not differences. The phrase "differently shaped" points clearly to the word 'tail'.
⭐ Key Learning Point: For gap-fill questions, scan for the key topic (manatees vs. dugongs/shape difference) and then check the text for a word that fits the **grammatical and logical context** of the sentence (a noun describing a body part).

📝 Question 2:

need to use their flippers to help to turn their bodies around in order to look sideways

🔹 Correct Answer: flippers
📍 Location in Passage: Paragraph 2. "To see something on its left or its right, a manatee must turn its entire body, steering with its flippers."
🔹 Analysis of the Answer: The question asks what manatees use to turn their bodies to look sideways, since their neck movement is restricted. The text directly states they turn their entire body, "steering with its flippers." 'Steering' is a direct synonym for 'help to turn their bodies around'.
⚠️ Potential Traps: Students might focus on the neck bones information and miss the second part of the sentence describing how they do turn. 'Flippers' is the specific item used for steering/turning.
⭐ Key Learning Point: Pay attention to the **full idea in the text**, especially phrases connected by conjunctions like 'but' or 'to'. The initial constraint (short neck) leads to the required action (steering with flippers).

📝 Question 3:

sense vibrations in the water by means of hairs on their skin

🔹 Correct Answer: hairs
📍 Location in Passage: Paragraph 2. "They also have some hairs covering their bodies which help them sense vibrations in the water around them."
🔹 Analysis of the Answer: The question asks what is used to 'sense vibrations'. The text explicitly says, "hairs covering their bodies... help them sense vibrations." The structure of the gap-fill matches the structure of the text exactly.
⚠️ Potential Traps: The word 'skin' is mentioned, but the sensory organs are the 'hairs'. Students need to select the **most precise word**.
⭐ Key Learning Point: Identify the **means or mechanism** (the word for the gap-fill) mentioned in connection with the purpose (sensing vibrations).

📝 Question 4:

eat mainly aquatic vegetation, such as seagrasses

🔹 Correct Answer: Seagrasses
📍 Location in Passage: Paragraph 3. "Seagrasses and other marine plants make up most of a manatee’s diet."
🔹 Analysis of the Answer: The question asks for an example of the aquatic vegetation they eat. The text says "Seagrasses and other marine plants make up most of a manatee's diet." The word 'such as' in the question is a signal for an example, which the text provides with 'Seagrasses'.
⚠️ Potential Traps: Choosing 'marine plants' (too general) or 'molluscs and fish' (only African manatees eat this and it's a small part). 'Seagrasses' is the primary example given for most manatees.
⭐ Key Learning Point: Differentiate between the **general group** ('aquatic vegetation/marine plants') and the **specific example** ('Seagrasses').

📝 Question 5:

grasp and pull up plants with their lips

🔹 Correct Answer: lips
📍 Location in Passage: Paragraph 4. "Instead of having incisors to grasp their food, manatees have lips which function like a pair of hands to help tear food away from the seafloor."
🔹 Analysis of the Answer: The question asks what manatees use to 'grasp and pull up' (tear food away from the seafloor). The text states they have "lips which function like a pair of hands to help tear food away from the seafloor." The phrase 'grasp and pull up plants' is a paraphrase of 'tear food away from the seafloor'.
⚠️ Potential Traps: Focusing on 'teeth' or 'molars' (which are for grinding, not grasping) or 'hands' (used in the simile, but the actual part is the 'lips').
⭐ Key Learning Point: Do not confuse a simile or analogy (e.g., 'like a pair of hands') with the **actual noun** (e.g., 'lips') that performs the function.

📝 Question 6:

may regulate the buoyancy of their bodies by using muscles of diaphragm to store air internally

🔹 Correct Answer: buoyancy
📍 Location in Passage: Paragraph 5. "It’s thought that manatees use their muscular diaphragm and breathing to adjust their buoyancy."
🔹 Analysis of the Answer: The question asks what they 'regulate' or 'adjust'. The text clearly states they use their diaphragm and breathing "to adjust their buoyancy." The word 'regulate' is a synonym for 'adjust'.
⚠️ Potential Traps: Students might look for a word like 'air' or 'gas' which are mentioned but are the means (how they adjust), not the thing being adjusted. The **core concept** is 'buoyancy'.
⭐ Key Learning Point: Understand the relationship between the components: Diaphragm/breathing (means) $\rightarrow$ Adjust/regulate (verb) $\rightarrow$ **Buoyancy** (object).

QUESTIONS 7-13 (Passage 1: Manatees) - True/False/Not Given

📝 Question 7:

West Indian manatees can be found in a variety of different aquatic habitats.

🔹 Correct Answer: TRUE
📍 Location in Passage: Paragraph 6. "The West Indian manatee... moves between fresh water and salt water, taking advantage of coastal mangroves and coral reefs, rivers, lakes and inland lagoons."
🔹 Analysis of the Answer: The question states they are found in a "**variety of different aquatic habitats**." The text lists several specific and different habitats: "fresh water and salt water," plus "coastal mangroves and coral reefs, rivers, lakes and inland lagoons." This extensive list clearly confirms the idea of a "**variety**."
⚠️ Potential Traps: None, the text is a direct confirmation.
⭐ Key Learning Point: A **list of specific examples** (mangroves, rivers, lakes, etc.) is textual evidence for a general concept like "**variety**."

📝 Question 8:

The Florida manatee lives in warmer waters than the Antillean manatee.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Paragraph 6. "The West Indian manatee... takes refuge in naturally and artificially warmed water, such as at the warm-water outfalls from powerplants." and "The Antillean manatee is found in waters from the Bahamas to Brazil, whereas the Florida manatee is found in US waters..."
🔹 Analysis of the Answer: The text mentions Florida manatees seek refuge in warm water when it's cold, and lists the range of both subspecies. However, the text **never explicitly compares the average or typical water temperature** where the two subspecies live. The direct comparison required is missing.
⚠️ Potential Traps: Students might assume Florida manatees live in warmer waters because they are mentioned in relation to seeking warm-water outfalls. This is a **logical leap**.
⭐ Key Learning Point: Be strict with **comparisons**. If the text mentions A and B, but only describes a characteristic of A without a **direct comparison** to B on that characteristic, the answer is usually **NOT GIVEN**.

📝 Question 9:

The African manatee’s range is limited to coastal waters between the West African countries of Mauritania and Angola.

🔹 Correct Answer: FALSE
📍 Location in Passage: Paragraph 7. "The African manatee is also about 3.5 metres long and found in the sea along the west coast of Africa, from Mauritania down to Angola. The species **also makes use of rivers**, with the mammals seen in **landlocked countries** such as Mali and Niger."
🔹 Analysis of the Answer: The question states the range is "**limited to coastal waters**." The text explicitly states that the species "**also makes use of rivers**" and is seen in "**landlocked countries**." This directly contradicts the claim that the range is limited to coastal waters.
⚠️ Potential Traps: Students might stop reading after the first sentence which mentions the coastal range and incorrectly mark it as TRUE. The keyword "**limited**" is the key to proving it **FALSE**.
⭐ Key Learning Point: Read all relevant sentences. Look for **extreme qualifiers** in the question like "**only**," "**limited to**," "**all**," or "**never**," as they are often the source of contradiction.

📝 Question 10:

The extent of the loss of Amazonian manatees in the mid-twentieth century was only revealed many years later.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Paragraph 8. "It is estimated that 140,000. Amazonian manatees were killed between 1935 and 1954 for their meat, fat and skin..."
🔹 Analysis of the Answer: The text provides the historical fact (number killed and time period). However, it **does not mention when this estimate was created** or when the extent of the loss became known. The timeline of its discovery or revelation is missing.
⚠️ Potential Traps: Students see the historical fact and assume it was hidden or revealed later. The text simply presents the fact.
⭐ Key Learning Point: Check if **all components** of the statement are verifiable. The 'extent of loss' is verifiable, but 'only revealed many years later' is **not mentioned**.

📝 Question 11:

It is predicted that West Indian manatee populations will fall in the coming decades.

🔹 Correct Answer: TRUE
📍 Location in Passage: Paragraph 9. "Both [subspecies of West Indian manatee] are **also expected to undergo a decline** of 20% over the **next 40 years**."
🔹 Analysis of the Answer: The question uses the phrase "**predicted that... populations will fall in the coming decades**." The text states they are "**expected to undergo a decline**" over the "**next 40 years**." 'Expected' is a synonym for 'predicted', and 'decline' is a synonym for 'fall'. 'Over the next 40 years' clearly indicates the 'coming decades'.
⚠️ Potential Traps: None, this is a clear paraphrase.
⭐ Key Learning Point: Focus on understanding the meaning of phrases. 'Expected to undergo a decline' = '**predicted to fall**'.

📝 Question 12:

The risk to manatees from entanglement and plastic consumption increased significantly in the period 2009-2020.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Paragraph 9. "A review of almost 1,800 cases of entanglement in fishing nets and of plastic consumption among marine mammals in US waters from 2009 to 2020 found that at least 700 cases involved manatees."
🔹 Analysis of the Answer: The text provides the absolute number of cases (at least 700) within the specific time frame. However, it **does not give any data before this period** to allow for a comparison. Therefore, we cannot determine if the risk or the number of cases "**increased significantly**" during this time.
⚠️ Potential Traps: Students see the 700 cases and assume this is a high number, implying an increase. The text only provides data for the period, not a trend.
⭐ Key Learning Point: To confirm an **increase or decrease**, the text must provide **comparative data** (e.g., a number before 2009, or mention a rising trend).

📝 Question 13:

There is some legislation in place which aims to reduce the likelihood of boat strikes on manatees in Florida.

🔹 Correct Answer: TRUE
📍 Location in Passage: Paragraph 9. "The chief cause of death in Florida manatees is boat strikes. However, **laws in certain parts of Florida now limit boat speeds** during winter, allowing slow-moving manatees more time to respond."
🔹 Analysis of the Answer: The question claims there is "**some legislation in place to reduce the likelihood of boat strikes**." The text states "**laws** in certain parts of Florida now **limit boat speeds**" for the purpose of giving manatees more time to respond, which directly serves to reduce the likelihood of strikes. 'Laws' is a synonym for 'legislation'.
⚠️ Potential Traps: None, this is a clear confirmation.
⭐ Key Learning Point: Identify synonyms: 'laws' = 'legislation', 'limit boat speeds' = '**aims to reduce the likelihood of boat strikes**'.

QUESTIONS 14-16 (Passage 2: Procrastination) - Matching Information

📝 Question 14:

mention of false assumptions about why people procrastinate

🔹 Correct Answer: B
📍 Location in Passage: Paragraph B. "**Contrary to popular belief**, procrastination is not due to laziness or poor time management."
🔹 Analysis of the Answer: The question asks for mention of "**false assumptions**." The phrase "**Contrary to popular belief**" explicitly introduces an idea that is widely held but incorrect (a false assumption). The text then names the specific false assumptions: "**laziness** or **poor time management**."
⚠️ Potential Traps: Focusing on Paragraph A which generally discusses the habit, but Paragraph B is where the **refutation of the popular belief** occurs.
⭐ Key Learning Point: Look for language that signals a **counter-argument** or the correction of a common misconception, such as "**Contrary to popular belief**."

📝 Question 15:

reference to the realisation that others also procrastinate

🔹 Correct Answer: F
📍 Location in Passage: Paragraph F. "We should remind ourselves that **we’re not the first person to procrastinate, nor the last**."
🔹 Analysis of the Answer: The question asks for a "**realisation that others also procrastinate**." The advice in Paragraph F is to forgive ourselves and, in doing so, to remind ourselves that "**we’re not the first person to procrastinate, nor the last**," which means we are not alone; **others do it too**.
⚠️ Potential Traps: This is a subtle point. Students might focus on the general advice in F and miss this **specific sentence**.
⭐ Key Learning Point: Look for language that **generalizes the experience** from the individual to a larger group ('**not the first**,' '**nor the last**').

📝 Question 16:

neurological evidence of a link between procrastination and emotion

🔹 Correct Answer: B
📍 Location in Passage: Paragraph B. "Research involving **brain imaging** has found that areas of the **brain** linked to detection of threats and **emotion regulation** are actually different in people who chronically procrastinate..."
🔹 Analysis of the Answer: The question requires "**neurological evidence**." The text specifically mentions "**Research involving brain imaging**" and findings about areas of the "**brain**" related to "**emotion regulation**," which is direct neurological evidence linking the brain structure (neurological) to emotion in procrastinators.
⚠️ Potential Traps: Students might confuse this with Paragraph C, which discusses the role of emotion (avoiding negative emotions) but does **not contain the neurological evidence** (brain imaging).
⭐ Key Learning Point: Identify **technical terms**. "**Brain imaging**" and "**brain linked to... emotion regulation**" are the key terms for **neurological evidence**.

QUESTIONS 17-22 (Passage 2: Procrastination) - Summary Completion

📝 Question 17:

Many people think that procrastination is the result of laziness.

🔹 Correct Answer: laziness
📍 Location in Passage: Paragraph B. "**Contrary to popular belief**, procrastination is not due to **laziness** or poor time management."
🔹 Analysis of the Answer: The question states "Many people think that procrastination is the result of..." The text says, "Contrary to popular belief," but then names the belief: "**laziness** or poor time management." '**Laziness**' fits the structure and is one of the "false assumptions."
⚠️ Potential Traps: Choosing 'poor time management' (also correct, but 'laziness' is the most common stereotype).
⭐ Key Learning Point: The summary completion draws directly from the passage, often **paraphrasing the surrounding context**.

📝 Question 18:

The tasks we are most likely to put off are those that could damage our self-esteem or cause us to feel anxious when we think about them.

🔹 Correct Answer: anxious
📍 Location in Passage: Paragraph B. "If just thinking about the task threatens our sense of self-worth or makes us **anxious**, we will be more likely to put it off."
🔹 Analysis of the Answer: The question's structure "damage our self-esteem or cause us to feel [adjective]" is a paraphrase of the text: "threatens our sense of self-worth or makes us **anxious**." The required word is an adjective describing the feeling.
⚠️ Potential Traps: Choosing a word like 'threats' or 'guilt' (guilt comes after procrastinating).
⭐ Key Learning Point: Pay attention to the **grammatical class** of the missing word (here, an adjective that describes a feeling).

📝 Question 19:

...identifying threats.

🔹 Correct Answer: threats
📍 Location in Passage: Paragraph B. "...areas of the brain linked to detection of **threats** and emotion regulation are actually different..."
🔹 Analysis of the Answer: The question's structure "...in the brain regions associated with regulating emotions and identifying..." maps directly to the text: "...detection of **threats** and emotion regulation..." 'Detection of threats' is a paraphrase of 'identifying threats'.
⚠️ Potential Traps: Choosing 'emotion' (already mentioned).
⭐ Key Learning Point: Match the idea (identifying/detection) to the **object** (threats) mentioned in the text.

📝 Question 20:

Getting ready to take exams might be a typical example of one such task.

🔹 Correct Answer: exams
📍 Location in Passage: Paragraph C. "Tasks that are emotionally loaded or difficult, such as preparing for **exams**, are prime candidates for procrastination."
🔹 Analysis of the Answer: The question asks for a typical example. The text directly provides: "preparing for **exams**."
⚠️ Potential Traps: Choosing 'tasks' (too general).
⭐ Key Learning Point: Look for a **specific example** following a phrase like 'such as'.

📝 Question 21:

People who are likely to procrastinate tend to be either perfectionists or those with low self-esteem.

🔹 Correct Answer: perfectionists
📍 Location in Passage: Paragraph C. "People with low self-esteem are more likely to procrastinate. Another group of people who tend to procrastinate are **perfectionists**..."
🔹 Analysis of the Answer: The question lists two groups: [word] or "**those with low self-esteem**." The text lists "**People with low self-esteem**" and "**perfectionists**." The missing word is '**perfectionists**'.
⚠️ Potential Traps: None, a clear list is provided.
⭐ Key Learning Point: Identify the **multiple items in a list** related to the same category (people who procrastinate).

📝 Question 22:

It’s often followed by a feeling of guilt, which worsens our mood and leads to more procrastination.

🔹 Correct Answer: guilt
📍 Location in Passage: Paragraph C. "Afterwards, people tend to be left with a sense of **guilt** that not only increases their negative mood, but also reinforces their tendency to procrastinate."
🔹 Analysis of the Answer: The question asks for the feeling that follows the 'mood repair'. The text states this feeling is a sense of "**guilt**" that "**increases their negative mood**" (worsens our mood) and "**reinforces their tendency to procrastinate**" (leads to more procrastination).
⚠️ Potential Traps: Choosing 'negative mood' (too general; guilt causes the negative mood).
⭐ Key Learning Point: Understand the **cause-and-effect relationship**: temporary mood boost $\rightarrow$ **guilt** $\rightarrow$ negative mood $\rightarrow$ more procrastination.

QUESTIONS 23 & 24 (Passage 2: Procrastination) - Multiple Choice (Choose TWO)

📝 Question 23 & 24:

Which TWO comparisons between employees who often procrastinate and those who do not are mentioned in the text?

🔹 Correct Answers: A. Their salaries are lower. and C. They don’t keep their jobs for as long. (in either order)
📍 Location in Passage: Paragraph D. "In fact, in one US survey of over 22,000 employees, participants who said they regularly procrastinated had **less annual income** and **less employment stability**."
🔹 Analysis of the Answer (A): The text says they had "**less annual income**." (**Confirm**)
🔹 Analysis of the Answer (C): The text says they had "**less employment stability**," which means they are less likely to keep their jobs for a long time. (**Confirm**)
⚠️ Potential Traps: Options B, D, and E are plausible consequences but are **not explicitly mentioned comparisons** in the text. The student must stick only to the **evidence provided**.
⭐ Key Learning Point: For Multiple Choice Questions (MCQ) asking for TWO answers, check **all listed options** against the text to see which two are **explicitly supported**.

QUESTIONS 25 & 26 (Passage 2: Procrastination) - Multiple Choice (Choose TWO)

📝 Question 25 & 26:

Which TWO recommendations for getting out of a cycle of procrastination does the writer give?

🔹 Correct Answers: A. not judging ourselves harshly. and E. avoiding things that stop us concentrating on our tasks. (in either order)
📍 Location in Passage: Paragraph F.
🔹 Analysis of the Answer (A): The text says, "Forgiving ourselves and feeling compassion when we procrastinate can help break the procrastination cycle. We should admit that we feel bad, but **not be overly critical of ourselves**." (**Confirm**)
🔹 Analysis of the Answer (E): The text mentions strategies that can help us "**fend off distractions** that can occupy our minds when we should be focusing..." (**Confirm**)
⚠️ Potential Traps: Options B, C, and D are all plausible self-help strategies for procrastination, but they are **not the ones recommended by the author in this passage**. The student must only choose from the text.
⭐ Key Learning Point: Distinguish between **general knowledge/common sense** and the **specific information/recommendations** provided in the passage.

QUESTIONS 27-32 (Passage 3: Invasion of the Robot Umpires) - Yes/No/Not Given

📝 Question 27:

When DeJesus first used ABS, he shared decision-making about strikes with it.

🔹 Correct Answer: NO
📍 Location in Passage: Paragraph 1. "**Instead of making any judgments himself** about a strike”, DeJesus had decisions fed to him through an earpiece..."
🔹 Analysis of the Answer: The question states he "**shared decision-making**." The text states that he was making **no judgments himself**. This directly contradicts the idea of sharing; he was merely the announcer of the machine's decision.
⚠️ Potential Traps: Students might focus on the fact that he was still the one to announce the call and assume this constitutes sharing the decision. The text explicitly states he **made no judgments himself**.
⭐ Key Learning Point: Pay close attention to **action verbs and qualifiers**. 'Shared decision-making' contradicts '**Instead of making any judgments himself**.'

📝 Question 28:

MLB considered it necessary to amend the size of the strike zone when criticisms were received from players.

🔹 Correct Answer: YES
📍 Location in Passage: Paragraph 4. "During the first robo-umpire season, **players complained** about some strange calls. **In response**, MLB decided to **tweak the dimensions of the zone**..."
🔹 Analysis of the Answer: The question claims that MLB "**amend the size of the strike zone**" (tweak the dimensions of the zone) "**when criticisms were received**" (players complained). The text states the change was made "**In response**" to the complaints. This confirms the claim.
⚠️ Potential Traps: None, this is a clear confirmation.
⭐ Key Learning Point: Look for the **cause-and-effect relationship**: Complaint (cause) $\rightarrow$ **In response** $\rightarrow$ Tweak (effect).

📝 Question 29:

MLB is keen to justify the money spent on improving the accuracy of ABS’s calculations.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Paragraph 4. "MLB says the device is near-perfect, precise to within fractions of an inch. 'It’ll reduce controversy in the game, and be good for the game,' says Rob Manfred, who is Commissioner for MLB."
🔹 Analysis of the Answer: The text mentions MLB's claims about the system's accuracy and its intended benefits (**reducing controversy**). However, the text **does not mention anything about the cost** of the system or whether MLB is concerned with **justifying the money spent**.
⚠️ Potential Traps: Students see the claims of accuracy and the Commissioner's quote and assume MLB is justifying its investment. The text **never mentions the financial justification**.
⭐ Key Learning Point: Distinguish between the stated **benefits** (less controversy) and the **financial justification** for the benefits, which is **not mentioned**.

📝 Question 30:

The hundred-mile-an-hour fastball led to a more exciting style of play.

🔹 Correct Answer: NO
📍 Location in Passage: Paragraph 6. "This type of baseball [more action] essentially hasn’t existed since the 1960s, when the hundred-mile-an-hour fastball... entered the game. It **flattened the game** into strikeouts, walks, and home runs a type of play **lacking much action**."
🔹 Analysis of the Answer: The question states the fastball led to a "**more exciting**" style of play. The text says it led to a type of play "**lacking much action**" and "**flattened the game**." This directly contradicts the claim.
⚠️ Potential Traps: None, the text is a **direct contradiction**.
⭐ Key Learning Point: Identify **antonyms**: 'more exciting' is the opposite of 'lacking much action' and 'flattened the game.'

📝 Question 31:

The differing proposals for alterations to the baseball bat led to fierce debate on Sword’s team.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Paragraph 7. "Sword’s team brainstormed potential fixes. Any rule that existed, they talked about changing-from changing the bats to changing the geometry of the field. But while all of these were ruled out as potential fixes..."
🔹 Analysis of the Answer: The text confirms that changing the bats was a proposal that was discussed ("**talked about changing**") but was then "**ruled out**." The text **does not mention whether this discussion led to a "fierce debate**." The intensity of the discussion is not described.
⚠️ Potential Traps: Students see the mention of "changing the bats" and "talked about" and assume a debate occurred. The intensity ('**fierce**') is the **missing detail**.
⭐ Key Learning Point: Be precise with adjectives that describe **intensity or emotion** (e.g., fierce, intense, passionate). If the intensity is not mentioned, the statement is **Not Given**.

📝 Question 32:

ABS makes changes to the shape of the strike zone feasible.

🔹 Correct Answer: YES
📍 Location in Passage: Paragraph 7. "According to Sword, once you get the technology right, you can load **any strike zone you want** into the system. 'It might be a **triangle**, or a **blob**, or something shaped like Texas. Over time, as baseball evolves, ABS can allow the zone to change with it.'"
🔹 Analysis of the Answer: The question states ABS makes changes to the shape of the strike zone "**feasible**" (possible). Sword's quote says "you can load **any strike zone you want** into the system" and gives examples like a "**triangle, or a blob**." This explicitly confirms the possibility of changing the shape.
⚠️ Potential Traps: None, this is a clear confirmation.
⭐ Key Learning Point: Recognize that examples of **unusual shapes** (triangle, blob) are evidence for the **flexibility/feasibility** of changing the shape.

QUESTIONS 33-37 (Passage 3: Invasion of the Robot Umpires) - Summary Completion (Phrases)

📝 Question 33:

MLB still wanted human umpires to shout out decisions as they had in their former roles.

🔹 Correct Answer: F (former roles)
📍 Location in Passage: Paragraph 2. "Major League Baseball (MLB), who had commissioned the system, wanted human umpires to announce the calls, just as they would have done in the **past**."
🔹 Analysis of the Answer: The question states the umpires were wanted to announce the calls as they had in their [phrase]. The text states "**just as they would have done in the past**." '**Former roles**' is the best match for 'just as they would have done in the past.'
⚠️ Potential Traps: Choosing a less specific option. F is the best fit for 'in the past'.
⭐ Key Learning Point: Match the idea of a **past function or duty** ('in the past') to the best-fit summary phrase ('**former roles**').

📝 Question 34:

The umpire’s job had, at one time, required a subjective assessment about whether a ball was a strike.

🔹 Correct Answer: D (subjective assessment)
📍 Location in Passage: Paragraph 2. "Previously, calling a strike was a **judgment call** on the part of the umpire."
🔹 Analysis of the Answer: The question states the umpire's job required a [phrase] about the call. The text uses the phrase a "**judgment call**." A '**judgment call**' is synonymous with a '**subjective assessment**,' which is an opinion-based decision rather than an objective (automated) one.
⚠️ Potential Traps: Choosing a phrase that is too general or incorrect in meaning.
⭐ Key Learning Point: Identify **precise synonyms**: '**judgment call**' is a perfect match for '**subjective assessment**'.

📝 Question 35:

A ball is considered a strike when the batter does not hit it and it crosses through a perceived area extending approximately from the batter’s knee to his chest.

🔹 Correct Answer: H (perceived area)
📍 Location in Passage: Paragraph 2. "...a pitch that passes through the ‘strike zone’ (an **imaginary zone** about seventeen inches wide, stretching from the batter’s knees to the middle of his chest) is considered a strike."
🔹 Analysis of the Answer: The question refers to an 'area' (zone) which is "**imaginary**." '**Imaginary zone**' aligns best with a '**perceived area**' or 'strike zone' (as the definition of the 'strike zone' is provided as an 'imaginary zone'). '**Perceived area**' captures the subjective/non-physical nature best.
⚠️ Potential Traps: Choosing 'pitch boundary' (A) or 'subjective assessment' (D). The former is too general, the latter refers to the call, not the area.
⭐ Key Learning Point: Use context. The zone is described as "**imaginary**," making '**perceived area**' the most accurate fit.

📝 Question 36:

In the past, numerous disputes over strike calls were not uncommon...

🔹 Correct Answer: B (numerous disputes)
📍 Location in Passage: Paragraph 3. "For a hundred and fifty years or so, the strike zone has been the game’s animating force-**countless arguments** between a team’s manager and the umpire have taken place over its boundaries..."
🔹 Analysis of the Answer: The question states that [phrase] "**over strike calls were not uncommon**." The text states that "**countless arguments**" have taken place. '**Countless arguments**' is a clear paraphrase of '**numerous disputes**'.
⚠️ Potential Traps: Choosing 'team tactics' (C), which is unrelated.
⭐ Key Learning Point: The phrase "**not uncommon**" means '**frequent**' or '**numerous**', which matches '**countless arguments**'.

📝 Question 37:

One difference, however, is that during the first game DeJesus used ABS, strike calls were met with total silence.

🔹 Correct Answer: G (total silence)
📍 Location in Passage: Paragraph 2. "During that first game, when DeJesus announced calls, there was no heckling and no shouted disagreement. **Nobody said a word**."
🔹 Analysis of the Answer: The question refers to the reaction to the calls. The text states "**Nobody said a word**," which is a clear indication of '**total silence**', and contrasts with the previous mention of arguments and disagreement.
⚠️ Potential Traps: Choosing 'widespread approval' (E). While they didn't heckle, the text doesn't say they approved. It only says they were quiet.
⭐ Key Learning Point: Stick to the evidence. '**Nobody said a word**' is the evidence for '**total silence**'.

QUESTIONS 38-40 (Passage 3: Invasion of the Robot Umpires) - Multiple Choice (Choose the Best Answer)

📝 Question 38:

What does the writer suggest about ABS in the fifth paragraph?

🔹 Correct Answer: B. It may reduce some of the appeal of the game.
📍 Location in Passage: Paragraph 5. "A human, at least, yells back. When I spoke with Frank Viola, a coach... he said that ABS works as designed, but that it was also **unforgiving and pedantic**, almost legalistic... 'Throw it where you aimed, and it would be a strike, even if it was an inch or two outside. There was a **dialogue** between pitcher and umpire.'"
🔹 Analysis of the Answer: Viola's quotes suggest the absolute, "**unforgiving and pedantic**" accuracy **removes the 'dialogue'** and the human element (skill being rewarded). This loss of human interaction and judgment is suggested to remove some of the game's **appeal**.
⚠️ Potential Traps: Students might miss the nuance of the coach's perspective (**loss of dialogue**/reward for skill).
⭐ Key Learning Point: Inferences must be strongly supported. The coach's lament about the loss of 'dialogue' and the system being 'pedantic' strongly suggests a **reduction in the human appeal of the game**.

📝 Question 39:

Morgan Sword says that the introduction of ABS

🔹 Correct Answer: D. was an attempt to ensure baseball retained a young audience.
📍 Location in Passage: Paragraph 6. "According to Sword, ABS was part of a larger project to make baseball more exciting since **executives are terrified of losing younger fans**..."
🔹 Analysis of the Answer: Sword explains the project's motive is to make the game more exciting because they are "**terrified of losing younger fans**." This is a direct statement of his reason, which is an attempt to **retain a young audience**.
⚠️ Potential Traps: Focusing on the idea of 'making baseball more exciting' without linking it to the stated reason: to keep '**younger fans**.'
⭐ Key Learning Point: Identify the **ultimate goal or purpose** stated by the individual in the text.

📝 Question 40:

When the reviewer says the book ‘doesn’t quite hit the mark’, she is making the point that

🔹 Correct Answer: C. to indicate that accuracy is not the same thing as enjoyment
📍 Location in Passage: Paragraph 9. Noë: "This is part of a movement to use algorithms to take the hard choices of living out of life." Russo: "With technology, people just want everything to be perfect. That’s not reality. I think perfect would be weird. Your teams are always winning... What is there to talk about?"
🔹 Analysis of the Answer: Noë suggests the goal is taking the "hard choices" (judgement/human element) out of life, and Russo says "**people just want everything to be perfect**" and "**perfect would be weird**" because it removes the things we talk about (controversy/imperfection/fun). Both views argue that the pursuit of **accuracy (perfection) removes the human drama and talking points, which are sources of enjoyment**.
⚠️ Potential Traps: Students might stop at the general idea of varying attitudes. The expert explanation should capture the specific point being made by the quotes—that **perfection/accuracy is dehumanizing** and removes the **enjoyment/interest**.
⭐ Key Learning Point: Synthesize the point of two separate quotes. The common theme is the problem with '**perfection**' and '**algorithms**' in a context where imperfection and 'hard choices' (judgment) are sources of conversation and enjoyment.