Cambridge ielts 1-15 series reading answers explained

CAMBRIDGE IELTS 10 – TEST 2 – PASSAGE 1
TEA AND THE INDUSTRIAL REVOLUTION 
QUESTIONS 14-17: READING PASSAGE 2 HAS SIX 
PARAGRAPHS, 
A-F
. 
14. A REFERENCE TO THE INFLUENCE OF THE DOMESTIC 
BACKGROUND ON THE GIFTED CHILD. 
Key words: influence, domestic background, gifted child 
We need to find out some information about “domestic background” in the text. In paragraph A, the 
author refers to the importance of “home educational provision” and “reported verbal interactions with 
parents, number of books and activities in their home etc”. “Giftedness” is related to 
“educational backup” at home. 
– domestic=home 
=>ANSWER:A 

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15. REFERENCE TO WHAT CAN BE LOST IF LEARNERS ARE GIVEN 
TOO MUCH GUIDANCE 
Keywords: what lost, too much guidance 
We need to find out some information about “too much guidance” provided. In paragraph D, 
the author indicates 
that “Conversely, teachers who have a tendency to “overdirect” can diminish their gifted 
pupils‟ learning autonomy…Too much dependence on the teacher risks loss of autonomy 
and motivation to discover.” This means that too much help from teachers causes students‟ autonomy 
and motivation to be lost. 
– overdirect=too much guidance 
ANSWER: D 
16. A REFERENCE TO THE DAMAGING EFFECTS OF ANXIETY. 
Keywords: effects, anxiety 
We need to find out some information about anxiety. In paragraph F, the author argues that 
“Fear, for example, can limit the development of curiosity, which is a strong force in scientific
advance, because it motivates problem-
solving behaviour. So, fear, or anxiety, has negative effects on the development of curiosity. 
– anxiety=fear 
=>ANSWER: F 
17. EXAMPLES OF CLASSROOM TECHNIQUES WHICH FAVOUR 
SOCIALLY-DISADVANTAGED CHILDREN. 
Keywords: techniques, socially-disadvantaged children. 
We need to find out some information about disadvantaged children. At the end of paragraph 
D, “There are quite a number of new methods which can help, such as child-initiated 
learning, ability-
peer tutoring, etc. Such practices have been found to be particularly useful for, or in other wo
rds “favour”, right children from deprived areas.” So, some classroom techniques such as child-
initiated learning, ability-peer tutoring, etc are very useful for socially-disadvantaged children. 
– techniques=methods=practices 
– socially-disadvantaged=deprived 
=>ANSWER:D 
QUESTIONS 18-22: LOOK AT THE FOLLOWING STATEMENTS 
(QUESTIONS 
18-
22) AND THE LIST OF PEOPLE BELOW. 
18. LESS TIME CAN BE SPENT ON EXERCISES WITH GIFTED PUPILS 
WHO PRODUCE ACCURATE WORK. 
Keywords: Less time, exercises 
In paragraph C, Shore and Kanevsky say “If the gifted merely think more quickly, then we need only 
teach more quickly. If they merely make fewer errors, then we can shorten the practice.” 
– produce accurate work=make fewer errors 
– less time spent on exercises=shorten the practice 
=>ANSWER: B 
19. SELF-RELIANCE IS A VALUABLE TOOL THAT HELPS GIFTED 
STUDENTS REACHTHEIR GOALS. 

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Keywords: self-reliance, reach goals 
In paragraph E, Simonton concludes that “above a certain high level, characteristics such as in
dependence seemed to contribute more to reaching the highest levels of expertise than 
intellectual skills, due to the great demands of effort and time needed for learning and practice.” 
– self-reliance=independence 
– goals=the highest levels of expertise 
=>ANSWER: D 
20. GIFTED CHILDREN KNOW HOW TO CHANNEL THEIR FEELINGS TO 
ASSIST THEIR LEARNING. 
Keywords: channel feelings, assist learning 
In the last paragraph, “In Boekaerts” (1991) review of emotion in the learning of very high IQ 
and highly achieving children, she found emotional forces in harness. They (gifted children) we
re not only curious, but often had a strong desire to control their environment, improve their l
earning efficiency, and increase their own learning resources.” 
– channel their feelings=emotional forces in harness 
– assist their learning=improve their learning efficiency 
=>ANSWER: E 
21. THE VERY GIFTED CHILD BENEFITS FROM APPROPRIATE 
SUPPORT FROM CLOSE RELATIVES. 
Keywords: benefits, support from relatives. 
In paragraph A, “A very close relationship was found when children‟s IQ scores were compared with 
their home educational provision. The higher the children‟s IQ scores, especially over IQ 
130, the better the quality of their educational backup, measured in terms of reported v
erbal interactions with parents, number of books and activities in their home, etc” The researc
her mentioned in this paragraph is Freeman. 
– support from close relatives=educational backup/ home educational provision 
=>ANSWER: A 
22. REALLY SUCCESSFUL STUDENTS HAVE LEARNT A 
CONSIDERABLE AMOUNT ABOUT THEIR SUBJECT. 
Keywords: learnt a considerable amount. 
In paragraph E, “individuals who know a great deal about a specific domain will achieve 
at a higher level than those who do not.” 
– Really successful=achieve at a higher level 
– learnt a considerable amount=know a great deal 
– subject =specific domain 
=>ANSWER: C 
QUESTIONS 23-26: COMPLETE THE SENTENCES BELOW. 
23. ONE STUDY FOUND A STRONG CONNECTION BETWEEN CHIL
DREN‟S IQ AND THE AVAILABILITY OF……AND…..AT HOME. 
Keywords: connection, children‟s IQ, at home. 
In paragraph A, the writer argues that “A very close… relationship was found when children‟s 
IQ scores were compared with their home educational provision. The higher the children‟s IQ

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scores, especially over IQ 130, the better the quality of their educational backup, measured in
terms of reported verbal interactions with parents, number of books and activities in their home, etc” 
– a strong connection=a very close relationship 
=>ANSWER: books-activities 
24. CHILDREN OF AVERAGE ABILITY SEEM TO NEED MORE DIRE
CTION FROM TEACHERS BECAUSE THEY DO NOT HAVE….. 
Keywords: average, more direction, they do not have 
We need to find out some information about average-ability children. In paragraph B, the 
author indicates that “There appears to be a qualitative difference in the way the intellectually
highly able think, compared with more average-
ability or older pupils, for whom external regulation by the teachers often compensates for lack 
of internal regulation.” 
– direction=regulation 
– do not have=lack(v) 
=>ANSWER: internal regulation 
25. METACOGNITION INVOLVES CHILDREN UNDERSTANDING T
HEIR OWN LEARNING STRATEGIES, AS WELL AS 
DEVELOPING….. 
Keywords: metacognition, developing 
We need to find out the information about metacognition. In paragraph B, “To be at their mo
st effective in their self-
regulation, all children can be helped to identify their own ways of learning- metacognition-
which include strategies of planning, monitoring, evaluation, and choice of what to 
learn. Emotional awareness is also part of metacognition, so children should be helped to be a
ware of their feelings around the area to be learned.” 
– understand=identify 
=>ANSWER: emotional awareness 
26. TEACHERS WHO RELY ON WHAT IS KNOWN AS…..OFTEN 
PRODUCE SETS OF IMPRESSIVE GRADES IN CLASS TESTS. 
Keywords: rely on, produce impressive grades, tests. 
In paragraph D, “Although „spoon-feeding‟ can produce 
extremely high examination results, these are not always followed by equally impressive life 
successes.” 
– extremely high=impressive 
– grades=results 
– test=examination 
=>ANSWER: spoon-feeding 

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