Cambridge IELTS Academic 10 Reading Test 2 Answers with Explanation / IELTS Academic Reading: Tea and the Industrial Revolution, Gifted children and learning , Museums of fine art and Their public

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1.

Tea and the Industrial Revolution

Question No.	Answer	Keywords	Location	Explanation
1	iv	The time and place of the Industrial Revolution	Paragraph A, Last lines	In paragraph A, the author poses the questions: “Why did this particular Big Bang—the world-changing birth of industry—happen in Britain? And why did it strike at the end of the 18th century?” These questions hint at the place and time of the Industrial Revolution.
2	viii	Conditions required for industrialisation	Paragraph B, Lines 1-2	Paragraph B mentions, “There are about 20 different factors and all of them need to be present before the revolution can happen.” The writer lists factors such as technology, power, cheap labour, easy transportation, market-driven economy, and political system as the required conditions for the Industrial Revolution.
3	vii	Two keys to Britain’s industrial revolution	Paragraph C, Lines 1-2	In paragraph C, the writer explains that tea and beer, because of their antiseptic properties, helped Britain avoid water-borne diseases like dysentery, making them key factors in urban communities flourishing during the revolution.
4	i	The search for the reasons for an increase in population	Paragraph D, Lines 1-4	In paragraph D, the writer mentions Macfarlane’s search for reasons behind the population increase in Britain between 1650 and 1740, followed by a sudden population growth after that period.
5	vi	Changes in drinking habits in Britain	Paragraph E, Lines 7-11	Paragraph E discusses how the tax on malt led people to turn to water and gin instead of beer, causing a rise in the mortality rate, which later dropped again. This illustrates changes in drinking habits and their effect on the death rate.
6	ix	Comparisons with Japan lead to the answer	Paragraph F, Lines 1-6	Paragraph F compares Japan and Britain, discussing how water-borne diseases affected populations differently in both countries. The comparison helped Macfarlane uncover the role of tea in Britain’s history.
7	ii	Industrialisation and the fear of unemployment	Paragraph G, Lines 3-5	In paragraph G, the writer mentions how fear of unemployment led people to oppose industrialization, particularly labor-saving devices like animals, which were thought to threaten jobs.
8	NOT GIVEN	China’s transport system was not suitable for industry in the 18th century	Not referenced	Though China is mentioned in paragraphs B and F, there is no information about China’s transport system in the text, so this statement is not given.
9	TRUE	Tea and beer both helped to prevent dysentery in Britain	Paragraph C, Lines 2-4	In paragraph C, the writer mentions that tea and beer, due to their antiseptic properties, helped prevent dysentery, especially in urban communities.
10	FALSE	Roy Porter disagrees with Professor Macfarlane’s findings	Paragraph C, Last lines	The text states that Roy Porter supported Macfarlane’s findings, directly contradicting the idea that he disagreed.
11	FALSE	After 1740, there was a reduction in population in Britain	Paragraph D, Lines 3-4	The text states that after 1740, Britain experienced a burst in population growth, not a reduction.
12	NOT GIVEN	People in Britain used to make beer at home	Not referenced	The text mentions beer consumption but does not provide information about whether people in Britain made beer at home.
13	TRUE	The tax on malt indirectly caused a rise in the death rate	Paragraph E, Lines 7-11	Paragraph E explains that the tax on malt led the poor to turn to water and gin instead of beer, which caused a rise in the mortality rate.

 

 

READING PASSAGE 2

You should spend about 20 minutes on Questions 14–26, which are based on Reading Passage 2 .

Gifted children and learning

Question No.	Answer	Explanation	Keywords for the Answer	Explanation of Answer
Question 14	A	The domestic background greatly influences gifted children, as per Freeman's study.	influence, domestic background, gifted child	In paragraph A, the author mentions the importance of ‘home educational provision’ and ‘reported verbal interactions with parents, number of books and activities in their home etc.’ These suggest the influence of a gifted child's home background.
Question 15	D	Giving too much guidance reduces a gifted learner's autonomy, as stated in paragraph D.	what can be lost, learners given, too much guidance	In paragraph D, the author says that teachers who overdirect diminish the learners’ autonomy.
Question 16	F	Anxiety, represented as fear, has a damaging effect on curiosity and scientific advancement.	effects, anxiety	In paragraph F, the author mentions how fear can limit curiosity and hinder problem-solving.
Question 17	D	These techniques are found to be beneficial for socially-disadvantaged children.	techniques, socially-disadvantaged children	In paragraph D, new methods like child-initiated learning and ability-peer tutoring help children from deprived areas.
Question 18	B	Shore and Kanevsky’s research supports the idea that less time is needed for gifted pupils who produce accurate work.	less time, exercises, gifted pupils, produce accurate work	In paragraph C, Shore and Kanevsky’s research states that if gifted pupils make fewer errors, less time should be spent on exercises.
Question 19	D	Simonton highlights self-reliance as key to reaching high levels of expertise.	self-reliance, valuable tool, reach, goals	In paragraph E, Simonton’s research concludes that independence contributes more to success than intellectual skills for highly gifted individuals.
Question 20	E	Boekaerts suggests gifted children can channel their emotions to enhance their learning.	channel feelings, assist learning	In paragraph G, Boekaerts' review shows that gifted children use emotional forces to control their environment and improve learning.
Question 21	A	Freeman indicates that close relatives’ support, especially parents, is crucial for the gifted child’s success.	benefits, support from close relatives	In paragraph A, Freeman discusses how the support from parents (close relatives) influences gifted children’s educational success.
Question 22	C	Elshout’s findings imply that success comes from deep knowledge in a specific domain.	learn, considerable amount, about their subject	In paragraph E, Elshout’s research shows that individuals who know more about a subject are more successful.
Question 23	books, activities	The availability of books and activities at home is linked to children’s IQ.	connection, children’s IQ, at home	In paragraph A, the author talks about the positive relationship between children’s IQ scores and the availability of books and activities at home.
Question 24	internal regulation	Average-ability children lack internal regulation, requiring more guidance from teachers.	average ability, more direction, they do not have	In paragraph B, the author mentions that average-ability children need more external guidance due to a lack of internal regulation.
Question 25	emotional awareness	Metacognition involves understanding learning strategies and being aware of emotions related to learning.	Metacognition, children understanding, learning strategies, developing	In paragraph B, metacognition includes emotional awareness, alongside learning strategies.
Question 26	spoon-feeding	‘Spoon-feeding’ is linked to high performance in tests, as per paragraph D.	rely on, produce impressive grades, tests	In paragraph D, the author discusses the effect of ‘spoon-feeding’ on producing impressive results in class tests.

READING PASSAGE 3

You should spend about 20 minutes on Questions 27–40, which are based on Reading Passage 3 .

Museums of fine art and Their public

Question No.	Answer	Keywords	Location	Explanation
Question 27	B	novels, mass production	Paragraph 2, lines 5-10	The writer explains that technological developments allow novels to be mass-produced, so people don’t need to visit museums for original manuscripts.
Question 28	H	novels, underlying ideas	Paragraph 2, lines 13-16	The writer emphasizes that readers focus on the meaning of words in novels rather than the physical appearance of the text.
Question 29	L	artists, instruct, copies, assistants	Paragraph 3	The writer states that artists in the 16th century were happy to assign reproduction tasks to their workshop apprentices (assistants).
Question 30	G	excellent replication, surface relief, size	Paragraph 3	The writer discusses how modern reprographic techniques allow faithful replication of the surface relief and size of the original painting.
Question 31	D	promote, original works, public	Paragraph 5	The writer suggests that promoting original works may not be in the best interest of the public, as it limits their experience of art.
Question 32	C	London’s National Gallery, worthlessness	Paragraph 6	The writer uses the example of the National Gallery to show how it can make visitors feel 'worthless' due to the material value of art.
Question 33	D	unwilling, criticize, no importance	Paragraph 7	The writer explains that viewers are deterred from criticizing works of art because they feel their opinions will not alter the value of the artworks.
Question 34	A	displacement effect, diverse, environment	Paragraph 8	The writer describes the 'displacement effect,' where diverse artworks are placed in environments for which they were not originally created.
Question 35	D	painting, prescribed time, no clear start	Paragraph 9	The writer contrasts paintings with other art forms, explaining that paintings do not have a prescribed time or clear place to begin and end viewing.
Question 36	NOT GIVEN	art history, meaning of art, media	Paragraph 10	The text discusses art historians focusing on the meaning of art but does not specify whether art history should focus on using various media.
Question 37	NO	art historians, conflict, art museums	Paragraph 10, lines 5-6	The text mentions that the approach of art historians and art museums is in harmony, not in conflict.
Question 38	YES	express opinions, encouraged	Last paragraph	The writer advocates for giving museum visitors confidence to express their opinions about art, enhancing their experience.
Question 39	NOT GIVEN	reproductions, high quality	Last paragraph	The text mentions reproductions but does not specify whether fine art reproductions should be sold based on their quality.
Question 40	NO	future, power, encourage	Last paragraph	The writer suggests that those in power are unlikely to encourage more people to enjoy art, as it may be too much to ask.