تحلیل ریدینگ آیلتس آکادمیک کمبریج 18 - تست 3: بررسی دقیق متن‌ها، سوالات و استراتژی‌های پاسخ‌دهی

مقدمه

بخش ریدینگ آیلتس آکادمیک یکی از چالش‌های مهم برای داوطلبان این آزمون است که نیاز به مهارت‌های درک مطلب، تندخوانی و مدیریت زمان دارد. در این مقاله، تحلیل تست 3 ریدینگ از کتاب آیلتس کمبریج 18 (Cambridge IELTS 18) را ارائه می‌دهیم تا شما را با ساختار سوالات، تکنیک‌های پاسخ‌دهی و استراتژی‌های کاربردی برای افزایش نمره آشنا کنیم.

این تست شامل سه متن علمی و تحقیقاتی است که سطح دشواری آن‌ها به تدریج افزایش می‌یابد. داوطلبان در این بخش با سوالاتی همچون True/False/Not Given، Matching Headings، Multiple Choice و Summary Completion مواجه می‌شوند که هرکدام نیاز به رویکرد خاصی در پاسخ‌دهی دارند. ما در این مقاله به بررسی نکات کلیدی متن‌ها، اشتباهات رایج و بهترین روش‌ها برای بهبود سرعت و دقت در پاسخگویی خواهیم پرداخت.

با استفاده از این تحلیل، می‌توانید نقاط ضعف خود را شناسایی کرده و عملکرد خود را در بخش ریدینگ آیلتس بهبود دهید.

برای دیدن بقیه‌ی تحلیل‌ها به لینک زیر بروید:

Questions 1-4

📝 Question 1: 

An explanation of the industrial processes that create potential raw materials for concrete  

🔹 Correct Answer: G
📍 Location of the Answer: Section G
🔹 Text of the Answer: "Fly ash, a byproduct of coal-burning power plants, can be incorporated into concrete mixes..." and "Iron-ore slag, a byproduct of the iron-ore smelting process, can be used in a similar way."
🔹 Analysis of the Answer: This section describes how industrial byproducts, such as fly ash and iron-ore slag, can be transformed into raw materials for concrete.
⚠️ Potential Traps: The question asks about industrial processes, so avoid sections discussing general materials rather than their production methods.
⭐ Key Learning Point: Focus on keywords like industrial processes, byproducts, and raw materials to locate the right section efficiently.

📝 Question 2:

A reference to the various locations where high-rise wooden buildings can be found 

🔹 Correct Answer: D
📍 Location of the Answer: Section D
🔹 Text of the Answer: "Recent years have seen the emergence of tall buildings constructed almost entirely from timber. Vancouver, Vienna, and Brumunddal in Norway are all home to constructed tall, wooden buildings."
🔹 Analysis of the Answer: This section provides specific examples of cities with high-rise wooden structures, directly answering the question.
⚠️ Potential Traps: Avoid sections discussing wooden construction in general without mentioning specific locations.
⭐ Key Learning Point: Look for proper nouns (city names) when a question asks for locations.

📝 Question 3:

An indication of how widely available the raw materials of concrete are 

🔹 Correct Answer: C
📍 Location of the Answer: Section C
🔹 Text of the Answer: "Not only are the ingredients of concrete relatively cheap and found in abundance in most places around the globe, the stuff itself has marvelous properties..."
🔹 Analysis of the Answer: This section clearly states that concrete materials are both inexpensive and widely available, directly answering the question.
⚠️ Potential Traps: Some sections discuss the properties of concrete rather than the availability of its materials.
⭐ Key Learning Point: Pay attention to words like common, abundant, and cheap when searching for material availability.

📝 Question 4:

 The belief that more high-rise wooden buildings are needed before wood can be regarded as a viable construction material 

🔹 Correct Answer: F
📍 Location of the Answer: Section F
🔹 Text of the Answer: "But even treated wood has its limitations, and only when a wider range of construction projects has been proven in practice will it be possible to see wood as a real alternative to concrete in constructing tall buildings."
🔹 Analysis of the Answer: This section emphasizes that wood needs to be tested in more high-rise projects before it can be accepted as a reliable alternative to concrete.
⚠️ Potential Traps: Avoid sections that discuss existing wooden buildings rather than the future need for more.
⭐ Key Learning Point: Look for phrases indicating future conditions (e.g., only when, will it be possible) to identify predictions or requirements.

Questions 5-8

📝 Question 5:
 

🔹 Correct Answer: architects
📍 Location of the Answer: Section D
🔹 Text of the Answer: "Climate change is driving architects to turn to treated timber as a possible resource."
🔹 Analysis of the Answer: Climate change, an environmental concern, is motivating architects to explore wood as a sustainable building material.
⚠️ Potential Traps: Avoid assuming that all builders or construction companies are the focus— the passage specifically mentions architects.
⭐ Key Learning Point: When a question asks who is influenced by something, focus on the subject of the sentence rather than the action.

📝 Question 6:
 

🔹 Correct Answer: moisture
📍 Location of the Answer: Section E
🔹 Text of the Answer: "Wood expands as it absorbs moisture from the air and is susceptible to pests, not to mention fire."
🔹 Analysis of the Answer: This sentence clearly explains that moisture from the air is responsible for the expansion of wood.
⚠️ Potential Traps: Avoid choosing air or humidity— the passage specifically states moisture.
⭐ Key Learning Point: Look for verbs like absorbs or enters to determine the cause-and-effect relationship in summary completion questions.

📝 Question 7:
 

🔹 Correct Answer: layers
📍 Location of the Answer: Section E
🔹 Text of the Answer: "An adhesive is used to stick layers of solid-sawn timber together, crosswise, to form building blocks."
🔹 Analysis of the Answer: The passage explicitly states that layers of wood are glued together to create building blocks.
⚠️ Potential Traps: Avoid synonyms like pieces or sheets— the text specifically mentions layers.
⭐ Key Learning Point: Pay attention to how materials are described and processed—technical terms often have precise meanings in IELTS reading.

📝 Question 8:
 

🔹 Correct Answer: speed
📍 Location of the Answer: Section E
🔹 Text of the Answer: "Construction experts say that wooden buildings can be constructed at a greater speed than ones of concrete and steel and the process, it seems, is quieter."
🔹 Analysis of the Answer: The passage directly compares construction speeds, stating that wooden buildings can be built faster than concrete or steel structures.
⚠️ Potential Traps: Avoid selecting efficiency or ease— the passage specifically highlights speed.
⭐ Key Learning Point: When a comparison is made in a passage, focus on the specific characteristic being evaluated rather than general benefits.

Questions 9-13

📝 Question 9:

The environmental advantage of cement alternatives may not be as great as initially assumed.

🔹 Correct Answer: C
📍 Location of the Answer: Section G
🔹 Text of the Answer: "It's possible to replace the cement content in concrete with waste products to lower the overall carbon impact. But there are several calculations that need to be considered across the entire life cycle of the building—these include factoring in where these materials are being shipped from. If they are transported over long distances, using fossil fuels, the use of alternative materials might not make sense from an overall carbon reduction perspective."
🔹 Analysis of the Answer: This section highlights that transportation emissions could reduce the environmental benefits of cement alternatives.
⚠️ Potential Traps: Avoid assuming all alternative materials are automatically more eco-friendly—logistics matter.
⭐ Key Learning Point: Pay attention to life cycle considerations when evaluating environmental claims in IELTS readings.

📝 Question 10:

It would be hard to create a construction alternative to concrete that offers so many comparable benefits.

🔹 Correct Answer: A
📍 Location of the Answer: Section C
🔹 Text of the Answer: "Concrete is amazing stuff. Making anything with similar properties is going to be very difficult."
🔹 Analysis of the Answer: Chris Cheeseman argues that concrete's combination of affordability, availability, strength, and thermal expansion properties make it hard to replace.
⚠️ Potential Traps: Be careful not to confuse discussions of alternative materials with statements about their effectiveness compared to concrete.
⭐ Key Learning Point: When a question asks about difficulty, look for words like hard, challenging, or difficult in the passage.

📝 Question 11:
 Worries about the environment have led to increased interest in wood as a construction material.

🔹 Correct Answer: B
📍 Location of the Answer: Section F
🔹 Text of the Answer: "Stora Enso is Europe’s biggest supplier of cross-laminated timber, and its vice-president Markus Mannstrom reports that the company is seeing increasing demand globally for building in wood, with climate change concerns the key driver."
🔹 Analysis of the Answer: This section confirms that climate change concerns are driving the rise in interest in wooden construction.
⚠️ Potential Traps: Avoid sections that mention wood's technical properties rather than the reasons for its growing popularity.
⭐ Key Learning Point: When a question asks why something is happening, look for words like reason, driver, or cause in the passage.

📝 Question 12:
 Expense has been a factor in the negative response to the development of new cements. 

🔹 Correct Answer: D
📍 Location of the Answer: Section H
🔹 Text of the Answer: "Some novel cements have been discussed for more than a decade within the research community, without breaking through. At present, these alternatives are rarely as cost-effective as conventional cement, and they face raw-material shortages and resistance from customers."
🔹 Analysis of the Answer: The passage explains that new cements are expensive, leading to customer resistance.
⚠️ Potential Traps: Avoid assuming that resistance is due to technical issues rather than cost concerns.
⭐ Key Learning Point: In IELTS reading, negative responses are often linked to words like resistance, concerns, or hesitation.

📝 Question 13:
 The environmental damage caused by concrete is due to it being produced in large quantities.

🔹 Correct Answer: A
📍 Location of the Answer: Section B
🔹 Text of the Answer: "Concrete is not a high-carbon product. Cement is high carbon, but concrete is not. But it is the scale on which it is used that makes it high carbon. The sheer scale of manufacture is so huge, that is the issue."
🔹 Analysis of the Answer: The passage clarifies that the scale of concrete production, rather than its composition, is what makes it environmentally harmful.
⚠️ Potential Traps: Avoid assuming that all concrete-related emissions come from cement alone—volume matters.
⭐ Key Learning Point: When evaluating environmental impact, consider not just what is used but how much and how widely it is used.

Questions 14-20

📝 Question 14:
 

🔹 Correct Answer: iii
📍 Location of the Answer: Paragraph A
🔹 Text of the Answer: "When primitive automobiles first began to appear in the 1800s, their engines were based on steam power. Steam had already enjoyed a long and successful career in the railways, so it was only natural that the technology evolved into a miniaturized version which was separate from the trains. But these early cars inherited steam’s weaknesses along with its strengths. The boilers had to be lit by hand, and they required about twenty minutes to build up pressure before they could be driven. Furthermore, their water reservoirs only lasted for about thirty miles before needing replenishment."
🔹 Analysis of the Answer: This paragraph explains how steam technology used in early cars had both advantages and disadvantages.
⚠️ Potential Traps: Avoid headings that only focus on either the strengths or weaknesses of steam technology—this paragraph discusses both.
⭐ Key Learning Point: When a passage presents both pros and cons, look for a heading that reflects this balance.

📝 Question 15:
 

🔹 Correct Answer: viii
📍 Location of the Answer: Paragraph B
🔹 Text of the Answer: "But the glory days of steam cars were few. A new technology called the Internal Combustion Engine soon appeared, which offered the ability to drive down the road just moments after starting up. At first, these noisy gasoline cars were unpopular because they were more complicated to operate and they had difficult hand-crank starters, which were known to break arms when the engines backfired. But in 1912 General Motors introduced the electric starter, and over the following few years steam power was gradually phased out."
🔹 Analysis of the Answer: The paragraph describes how gasoline-powered cars replaced steam cars due to their greater convenience.
⚠️ Potential Traps: Don’t mistake this as a discussion of both steam and gasoline cars' merits—this paragraph mainly focuses on the superiority of gasoline engines.
⭐ Key Learning Point: When a paragraph introduces a replacement or improvement, look for headings that mention an alternative option.

📝 Question 16:
 

🔹 Correct Answer: vi
📍 Location of the Answer: Paragraph C
🔹 Text of the Answer: "Even as the market was declining, four brothers made one last effort to rekindle the technology. Between 1906 and 1909, while still attending high school, Abner Doble and his three brothers built their first steam car in their parents’ basement. It comprised parts taken from a wrecked early steam car but reconfigured to drive an engine of their own design. Though it did not run well, the Doble brothers went on to build a second and third prototype in the following years. Though the Doble boys’ third prototype, nicknamed the Model B, still lacked the convenience of an internal combustion engine, it drew the attention of automobile trade magazines due to its numerous improvements over previous steam cars. The Model B proved to be superior to gasoline automobiles in many ways. Its high-pressure steam drove the engine pistons in virtual silence, in contrast to clattering gas engines which emitted the aroma of burned hydrocarbons. Perhaps most impressively, the Model B was amazingly swift. It could accelerate from zero to sixty miles per hour in just fifteen seconds, a feat described as ‘remarkable acceleration’ by Automobile magazine in 1914."
🔹 Analysis of the Answer: The paragraph highlights the positive publicity received by the Model B for being quiet, clean, and fast.
⚠️ Potential Traps: Don’t focus too much on the early failures—the key idea here is the eventual recognition of its advantages.
⭐ Key Learning Point: When choosing a heading, prioritize the paragraph’s conclusion or main takeaway, not just its initial details.

📝 Question 17:
 

🔹 Correct Answer: v
📍 Location of the Answer: Paragraph D
🔹 Text of the Answer: "The following year Abner Doble drove the Model B from Massachusetts to Detroit in order to seek investment in his automobile design, which he used to open the General Engineering Company. He and his brothers immediately began working on the Model C, which was intended to expand upon the innovations of the Model B. The brothers added features such as a key-based ignition in the cabin, eliminating the need for the operator to manually ignite the boiler. With these enhancements, the Dobles’ new car company promised a steam vehicle which would provide all of the convenience of a gasoline car, but with much greater speed, much simpler driving controls, and a virtually silent powerplant. By the following April, the General Engineering Company had received 5,390 deposits for Doble Detroits, which were scheduled for delivery in early 1918."
🔹 Analysis of the Answer: This paragraph describes improvements in the Model C, which resulted in commercial success and pre-orders.
⚠️ Potential Traps: Avoid headings that only focus on technical advancements—this paragraph also emphasizes customer demand.
⭐ Key Learning Point: If a paragraph discusses both innovations and sales success, find a heading that covers both aspects.

📝 Question 18:
 

🔹 Correct Answer: vii
📍 Location of the Answer: Paragraph E
🔹 Text of the Answer: "Later that year Abner Doble delivered unhappy news to those eagerly awaiting the delivery of their modern new cars. Those buyers who received the handful of completed cars complained that the vehicles were sluggish and erratic, sometimes going in reverse when they should go forward. The new engine design, though innovative, was still plagued with serious glitches."
🔹 Analysis of the Answer: Customers were disappointed with the Model C due to performance issues.
⚠️ Potential Traps: Don’t mistake this for a discussion of engineering improvements—it mainly focuses on customer dissatisfaction.
⭐ Key Learning Point: If a paragraph emphasizes problems rather than success, pick a heading that reflects negative outcomes.

📝 Question 19:
 

🔹 Correct Answer: i
📍 Location of the Answer: Paragraph F
🔹 Text of the Answer: "The brothers made one final attempt to produce a viable steam automobile. In early 1924, the Doble brothers shipped a Model E to New York City to be road-tested by the Automobile Club of America. After sitting overnight in freezing temperatures, the car was pushed out into the road and left to sit for over an hour in the frosty morning air. At the turn of the key, the boiler lit and reached its operating pressure inside of forty seconds. As they drove the test vehicle further, they found that its evenly distributed weight lent it surprisingly good handling, even though it was so heavy."
🔹 Analysis of the Answer: The cold weather test played a key role in assessing the Model E’s performance.
⚠️ Potential Traps: Avoid headings that focus only on technical details—the emphasis here is on real-world testing conditions.
⭐ Key Learning Point: When a paragraph describes a test or experiment, choose a heading that reflects evaluation rather than just features.

📝 Question 20:
 

🔹 Correct Answer: iv
📍 Location of the Answer: Paragraph G
🔹 Text of the Answer: "Astonishingly, an unmodified Doble Model E runs clean enough to pass the emissions laws in California today, and they are pretty strict. It is true that the technology poses some difficult problems, but you cannot help but wonder how efficient a steam car might be with the benefit of modern materials and computers. Under the current pressure to improve automotive performance and reduce emissions, it is not unthinkable that the steam car may rise again."
🔹 Analysis of the Answer: This paragraph suggests that steam cars might be a solution for modern environmental concerns.
⚠️ Potential Traps: Don’t assume the focus is only on historical performance—this paragraph looks to the future.
⭐ Key Learning Point: If a paragraph connects past innovations to present challenges, choose a heading that hints at modern relevance.

Questions 21-23

📝 Question 21:
 What point does the writer make about the steam car in Paragraph B?

🔹 Correct Answer: A
📍 Location of the Answer: Paragraph B
🔹 Text of the Answer: "But the glory days of steam cars were few. A new technology called the Internal Combustion Engine soon appeared, which offered the ability to drive down the road just moments after starting up. At first, these noisy gasoline cars were unpopular because they were more complicated to operate and they had difficult hand-crank starters, which were known to break arms when the engines backfired. But in 1912 General Motors introduced the electric starter, and over the following few years steam power was gradually phased out."
🔹 Analysis of the Answer: The phrase "glory days of steam cars were few" suggests that their success was short-lived before being replaced by gasoline-powered cars.
⚠️ Potential Traps: Avoid choosing options that suggest steam cars were widely adopted or dominant for a long time—they were quickly replaced.
⭐ Key Learning Point: When looking for answers about historical trends, focus on words that indicate duration (e.g., short-lived, phased out, replaced).

📝 Question 22:
 When building their first steam car, the Doble brothers

🔹 Correct Answer: C
📍 Location of the Answer: Paragraph C
🔹 Text of the Answer: "Even as the market was declining, four brothers made one last effort to rekindle the technology. Between 1906 and 1909, while still attending high school, Abner Doble and his three brothers built their first steam car in their parents’ basement. It comprised parts taken from a wrecked early steam car but reconfigured to drive an engine of their own design. Though it did not run well, the Doble brothers went on to build a second and third prototype in the following years."
🔹 Analysis of the Answer: The first car did not run well, leading the Doble brothers to build multiple prototypes before achieving success.
⚠️ Potential Traps: Avoid assuming they succeeded immediately—the passage highlights several attempts before creating a competitive model.
⭐ Key Learning Point: Look for phrases that suggest iteration or multiple attempts, such as second and third prototype.

📝 Question 23:
 In order to produce the Model C, the Doble brothers

🔹 Correct Answer: B
📍 Location of the Answer: Paragraph D
🔹 Text of the Answer: "The following year Abner Doble drove the Model B from Massachusetts to Detroit in order to seek investment in his automobile design, which he used to open the General Engineering Company. He and his brothers immediately began working on the Model C, which was intended to expand upon the innovations of the Model B."
🔹 Analysis of the Answer: Abner Doble sought investment to establish his company and fund the development of the Model C.
⚠️ Potential Traps: Avoid options that focus only on technical improvements—this paragraph is about raising financial capital.
⭐ Key Learning Point: When a question asks about business actions, focus on terms related to investment, funding, or company formation.

Questions 24-26

📝 Question 24:
 

🔹 Correct Answer: speed
📍 Location of the Answer: Paragraph F
🔹 Text of the Answer: "As the new Doble steamer was further developed and tested, its maximum speed was pushed to over a hundred miles per hour, and it achieved about fifteen miles per gallon of kerosene with negligible emissions."
🔹 Analysis of the Answer: The passage clearly states that the Model E’s speed increased as it underwent further development.
⚠️ Potential Traps: Be careful not to confuse efficiency improvements (such as fuel consumption) with performance improvements like speed.
⭐ Key Learning Point: When a question asks about improvements, look for comparative phrases like increased, enhanced, pushed further, improved.

📝 Question 25:
 

🔹 Correct Answer: 50
📍 Location of the Answer: Paragraph G
🔹 Text of the Answer: "By the time the company folded in 1931, fewer than fifty of the amazing Model E steam cars had been produced."
🔹 Analysis of the Answer: The passage explicitly states "fewer than fifty", which means the correct answer is 50.
⚠️ Potential Traps: Avoid rounding the number up or down—stick with exact figures mentioned in the passage.
⭐ Key Learning Point: When answering numerical questions, always check for exact wording like fewer than, around, approximately to ensure accuracy.

📝 Question 26:
 

🔹 Correct Answer: strict
📍 Location of the Answer: Paragraph G
🔹 Text of the Answer: "Astonishingly, an unmodified Doble Model E runs clean enough to pass the emissions laws in California today, and they are pretty strict."
🔹 Analysis of the Answer: The passage directly states that California’s emissions laws are "pretty strict."
⚠️ Potential Traps: Avoid choosing synonyms like tough or rigid—always use the exact word from the passage.
⭐ Key Learning Point: In IELTS summary completion tasks, answers must be word-for-word matches from the passage.

Questions 27-30

📝 Question 27:
 The writer describes the Romeo and Juliet lesson in order to demonstrate

🔹 Correct Answer: B
📍 Location of the Answer: Paragraph 1
🔹 Text of the Answer: "He’s given some of the students copies of No Fear Shakespeare, a kid-friendly translation of the original. For three students, even these literacy demands are beyond them. Another girl simply can’t focus and he gives her pens and paper to draw with. The teacher can ask the No Fear group to identify the key characters and maybe provide a tentative plot summary. He can ask most of the class about character development, and five of them might be able to support their statements with textual evidence. Now two curious students are wondering whether Shakespeare advocates living a life of moderation or one of passionate engagement."
🔹 Analysis of the Answer: The paragraph demonstrates how the teacher adapts his lesson to suit students with different abilities and learning needs in a mixed-ability classroom.
⚠️ Potential Traps: Avoid choosing options that focus only on one aspect of the lesson—the key idea is differentiation in teaching.
⭐ Key Learning Point: In IELTS reading, when a paragraph describes varied approaches, the question likely asks about handling diversity in learning.

📝 Question 28:
 What does the writer say about streaming in the third paragraph?

🔹 Correct Answer: A
📍 Location of the Answer: Paragraph 3
🔹 Text of the Answer: "The practice of ‘streaming’, or ‘tracking’, involves separating students into classes depending on their diagnosed levels of attainment. At a macro level, it requires the establishment of academically selective schools for the brightest students, and comprehensive schools for the rest. Within schools, it means selecting students into a ‘stream’ of general ability, or ‘sets’ of subject-specific ability. The practice is intuitively appealing to almost every stakeholder."
🔹 Analysis of the Answer: The phrase "intuitively appealing to almost every stakeholder" suggests that many people favor the concept of streaming.
⚠️ Potential Traps: Be cautious of options that suggest only a specific group supports streaming—the passage states broad appeal.
⭐ Key Learning Point: When a passage mentions "stakeholders", it often refers to a wide range of people (e.g., teachers, parents, policymakers).

📝 Question 29:
 What idea is suggested by the reference to Mount Qomolangma in the fifth paragraph?

🔹 Correct Answer: C
📍 Location of the Answer: Paragraph 5
🔹 Text of the Answer: "Mixed-ability classes bore students, frustrate parents and bum out teachers. The brightest ones will never summit Mount Qomolangma, and the stragglers won’t enjoy the lovely stroll in the park they are perhaps more suited to. Individuals suffer at the demands of the collective, mediocrity prevails. So: is learning like hiking?"
🔹 Analysis of the Answer: The analogy compares learning to hiking, suggesting that bright students are held back and cannot reach their full potential.
⚠️ Potential Traps: Avoid selecting answers related to student engagement or discipline—this paragraph focuses on academic potential.
⭐ Key Learning Point: Pay attention to metaphors and analogies—they often hold the key to understanding the author's main argument.

📝 Question 30:
 What does the word ‘scaffolding’ in the sixth paragraph refer to?

🔹 Correct Answer: C
📍 Location of the Answer: Paragraph 6
🔹 Text of the Answer: "The current pedagogical paradigm is arguably that of constructivism, which emerged out of the work of psychologist Lev Vygotsky. In the 1930s, Vygotsky emphasised the importance of targeting a student’s specific ‘zone of proximal development’ (ZPD). This is the gap between what they can achieve only with support – teachers, textbooks, worked examples, parents and so on – and what they can achieve independently. The purpose of teaching is to provide and then gradually remove this ‘scaffolding’ until they are autonomous."
🔹 Analysis of the Answer: The passage explains scaffolding, where teachers provide support initially and then gradually remove it as students become independent.
⚠️ Potential Traps: Avoid answers that describe permanent support—scaffolding is about temporary assistance leading to independence.
⭐ Key Learning Point: Look for technical terms (e.g., scaffolding, ZPD) and make sure the chosen answer matches their definition in the passage.

Questions 31-35

📝 Question 31:
 

🔹 Correct Answer: H
📍 Location of the Answer: Paragraph 7
🔹 Text of the Answer: "Despite all this, there is limited empirical evidence to suggest that streaming results in better outcomes for students. Professor John Hattie, director of the Melbourne Education Research Institute, notes that ‘tracking has minimal effects on learning outcomes’."
🔹 Analysis of the Answer: The passage states that streaming does not significantly improve academic performance.
⚠️ Potential Traps: Avoid choosing an option that implies strong positive or negative effects—the passage highlights minimal impact.
⭐ Key Learning Point: In IELTS reading, when a passage questions the effectiveness of a system, look for phrases like limited evidence or minimal effects.

📝 Question 32:
 

🔹 Correct Answer: D
📍 Location of the Answer: Paragraph 7
🔹 Text of the Answer: "What is more, streaming appears to significantly – and negatively – affect those students assigned to the lowest sets."
🔹 Analysis of the Answer: The passage clearly states that students in the lowest sets suffer the most from streaming.
⚠️ Potential Traps: Be careful not to assume all students are equally affected—the lower sets are the focus.
⭐ Key Learning Point: When a question asks about negative impacts, look for words like significantly negatively affect.

📝 Question 33:
 

🔹 Correct Answer: F
📍 Location of the Answer: Paragraph 7
🔹 Text of the Answer: "These students tend to have much higher representation of low socioeconomic class."
🔹 Analysis of the Answer: The passage links disadvantaged backgrounds with placement in lower sets.
⚠️ Potential Traps: Avoid choosing answers that focus on academic ability alone—this is about socioeconomic status.
⭐ Key Learning Point: Pay attention to demographic factors mentioned in discussions about educational inequality.

📝 Question 34:
 

🔹 Correct Answer: E
📍 Location of the Answer: Paragraph 7
🔹 Text of the Answer: "Less significant is the small benefit for those lucky clever students in the higher sets."
🔹 Analysis of the Answer: The brightest pupils in top sets gain only minimal advantages from streaming.
⚠️ Potential Traps: Avoid assuming that higher sets experience major benefits—the passage emphasizes limited advantages.
⭐ Key Learning Point: When looking for comparisons, focus on phrases that indicate degree of impact (e.g., small benefit).

📝 Question 35:
 

🔹 Correct Answer: B
📍 Location of the Answer: Paragraph 8
🔹 Text of the Answer: "Streaming students by diagnosed achievement automatically limits what the teacher feels the student is capable of."
🔹 Analysis of the Answer: The passage suggests that teachers develop lower expectations for students based on their assigned stream.
⚠️ Potential Traps: Avoid options that suggest teachers provide less support—the passage focuses on expectations, not effort.
⭐ Key Learning Point: In IELTS reading, when teacher attitudes are discussed, look for phrases indicating bias or assumption.

Questions 36-40

📝 Question 36:
 

🔹 Correct Answer: NO
📍 Location of the Answer: Paragraph 6
🔹 Text of the Answer: "If we accept this model, it follows that streaming students with similar ZPDs would be an efficient and effective solution."
🔹 Analysis of the Answer: The passage states that grouping students with similar learning levels (ZPDs) would be efficient and effective, implying support for streaming rather than mixed-ability classes.
⚠️ Potential Traps: Be careful not to assume that all educational models favor mixed-ability classrooms—this model specifically supports grouping by ability.
⭐ Key Learning Point: When answering YES/NO/NOT GIVEN questions, ensure that the passage directly confirms or contradicts the statement.

📝 Question 37:
 

🔹 Correct Answer: NOT GIVEN
📍 Location of the Answer: Paragraph 9
🔹 Text of the Answer: "While teachers are traditionally the MKOs in classrooms, the value of knowledgeable student peers must not go unrecognised either."
🔹 Analysis of the Answer: The passage discusses the benefits of student MKOs but does not mention whether teachers feel uncertain or hesitant about this approach.
⚠️ Potential Traps: Avoid assuming teacher opinions unless explicitly mentioned in the passage.
⭐ Key Learning Point: If a statement is not directly addressed, the correct answer is NOT GIVEN, even if related topics are discussed.

📝 Question 38:
 

🔹 Correct Answer: YES
📍 Location of the Answer: Paragraph 10
🔹 Text of the Answer: "I find it amazing to watch students get over an idea to their peers in ways that I would never think of... There is also something exciting about passing on skills and knowledge that you yourself have just mastered – a certain pride and zeal."
🔹 Analysis of the Answer: The passage describes teaching recently learned knowledge as an exciting and rewarding experience for students.
⚠️ Potential Traps: Be cautious of partial agreement—in YES/NO questions, focus on whether the core idea is supported.
⭐ Key Learning Point: Look for emotive language (e.g., exciting, pride, zeal) that signals positive experiences in IELTS reading.

📝 Question 39:
 

🔹 Correct Answer: NO
📍 Location of the Answer: Paragraph 11
🔹 Text of the Answer: "Having a variety of different abilities in a collaborative learning environment provides valuable resources for helping students meet their learning needs... we need the many to flourish – not suffer at the expense of a few bright stars."
🔹 Analysis of the Answer: The passage rejects the idea of prioritizing high-achieving students, instead advocating for inclusive education that benefits all students.
⚠️ Potential Traps: Avoid assuming the passage promotes favoritism toward any group—the emphasis is on collaborative learning.
⭐ Key Learning Point: When a passage promotes equity over exclusivity, expect a NO answer to questions about prioritizing select groups.

📝 Question 40:
 

🔹 Correct Answer: YES
📍 Location of the Answer: Paragraph 11
🔹 Text of the Answer: "Once a year, I go on a hike with my class, a mixed bunch of students. It is challenging. The fittest students realise they need to encourage the reluctant... We make it – together."
🔹 Analysis of the Answer: The hike fosters teamwork and cooperation, which are valuable skills that can transfer to the classroom.
⚠️ Potential Traps: The passage does not explicitly state that academic performance improves, but it does suggest positive skill development that benefits learning.
⭐ Key Learning Point: If a passage implies a connection between two ideas (e.g., teamwork in outdoor activities → collaboration in the classroom), a YES answer is likely.