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Cambridge IELTS Academic 2 Reading Test 1 Answers with Explanation / IELTS Academic Reading: Cambridge 2 Test 1 Answer / Cambridge IELTS 2 Reading Test 1 Answers with Explanation

Writer: Fakhruddin BabarFakhruddin Babar

READING PASSAGE 1

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

Airports on water

Answers

Keywords

Location

Explanation

1 A

over 1000 hectares

P1, L 9

P2 L1

An island six kilometers long and with a total area of 1248 hectares is being created there.

The new island of Chek Lap Kok….

2 A

river delta

P1, L

The changes in China’s Pearl River delta, however, are more dramatic than these natural fluctuations.

3 B

open sea

P5, L 2

Kansai was supposed to be built just one kilometer offshore, where the seabed is quite solid. Fishermen protested, and the site was shifted a further five kilometers.

·         offshore= opensea

4 C

reclaiming land

P 4, L 1 and last sentence

The usual way to reclaim land is to pile sand rock on to the seabed………..

Kansai took the first approach; Chek Lap Kok is taking the second.

·         both used same approach just one being first and the other second.

5 B

conventional methods

P 4, L 14

You can engineer around these problems, or you can engineer them out. Kansai took the first…..

6 runways and taxiways


P 9, l 14

Most of the rock will become the foundations for the airport’s runways and its taxiways.

7 terminal building site


P 9 L 25

Most of the terminal buildings will be placed above the site of the existing island.

8 sand


P9 L 18

The sand dredged from the waters will also be used to provide a two-meter capping layer over the granite platform.

9 stiff clay


P 8, Last sentence

At the same time, sand was dredged from the waters and piled on top of the layer of stiff clay that the massive dredging had laid bare.

10 & 11 Lantau Islan | Sea Water (in either order)

partially protected

P last, L 6

The brunt of a typhoon will be deflected by the neighboring island of Lantau; the sea walls should guard against the rest.

·         deflect= avoid/protect

10 & 11 Lantau Islan | Sea Water (in either order)

partially protected

P last, L 6

The brunt of a typhoon will be deflected by the neighboring island of Lantau; the sea walls should guard against the rest.

·         guard against= avoid/ protect

12 rainfall

settlement by

P last, L 10

Gentler but more persistent bad weather – the downpours of the summer monsoon – is also being taken into account.

·         downpours= rainfall

13 geotextile

prevented, use

P last, L 14

A mat-like material called geotextile is being laid across the island to separate the rock and sand layers.


 

 



READING PASSAGE 2

You should spend about 20 minutes on Questions 15–26, which are based on Reading Passage 2 .


Changing our understanding of health

Keywords

Location

Explanation

14. viii


P B

This paragraph explains more about the medical definition of health than the physical definition.

15. ii


P C

WHO defined the holistic approach merging the physical and mental definition.

16. iv


P D

This paragraph explains two issues

i) healthy lifestyle approach

·         Given as the fourth option

ii) limitation of healthy lifestyle approach

·         Not given in the option

 

17. ix


P E

This whole paragraph explains the socio-ecological view of health.

18. vii


P F

This charter, known as the Ottawa Charter for Health Promotion ,remains as the backbone of health action today.

19. 1946

WHO

P C, last line

They stated that ‘health is a complete state of physical, mental and social well-being and is not merely the absence of disease‘ (WHO, 1946). 

20. (the) wealthy (members) (of) (society)

healthy lifestyle approach

P D, line 5

While this individualistic healthy lifestyles approach to health worked for some (the wealthy members of society), ………

·         worked for some= benefited

21. social, economic, environmental

socioecological view

P E, line 2

While lifestyle factors still remain important, health is being viewed also in terms of the social, economic and environmental contexts in which people live.

22. (the) 1970s

lifestyle risks

P D, line 1

The 1970s was a time of focusing on the prevention of disease and illness by emphasizing the importance of the lifestyle and behavior of the individual.

23. NOT GIVEN




24. YES

health awareness programs

P D, line 4

Creating health meant providing not only medical health care, but health promotion programs and policies which would help people maintain healthy behaviors and lifestyles.

·         health awareness programs= health promotion program

25. NO

socio-ecological

P E, paragraph 3, line 1

It is clear from this statement that the creation of health is about much more than encouraging healthy individual behaviors and lifestyles and providing appropriate medical care.

·         much more than= not only 

26. NO

Ottawa Charter

P F, line 2

This charter, known as the Ottawa Charter for Health Promotion, remains as the backbone of health action today. 

27. NOT GIVEN






READING PASSAGE 3

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


Children’s Thinking


Keywords

Location

Explanation

28 CH

famous, psychology

P 1, L 1

One of the most eminent of psychologists, Clark Hull, claimed that the essence ………..

·         most eminent= remarkable, famous

29 MC

button pressing marble, adults, children

P 4, L 1

In paragraph 2 you will see the experimental explanation.

In paragraph 3 you will see Kendler’s finding for children

In paragraph 4……..The mystery at first appears to deepen when we learn, from another psychologist, Michael Cole, and his colleagues, that adults in an African culture apparently cannot do the ‘ task either. 

 

·         task either= neither children nor adults

30 MC

without marble

P 5, line 1

Instead of the button-pressing machine, Cole used a locked box and two differently colored match-boxes, one of which contained a key that would open the box.

·         button-pressing machine= machine that contains marble(paragraph 3)

31 SH

improves, performance

P 2nd last, L 1

The two modifications together produced a jump in success rates from 30 per cent to 90 per cent for five-year-olds and from 35 per cent to 72.5 per cent for four-year-olds.

·         jump in success= improve

32 SH

drawer opening

P 7, L 2

First, he replaced the button-pressing mechanism in the side panels by drawers in these panels which the child could open and shut.

33 MC

encounter in everyday life

P 5 line 10

Instead of button pressing Cole used……

Now the subject is dealing not with a strange machine but with familiar meaningful objects; and it is clear to him what he is meant to do.

·         familiar meaningful objects= encounter in everyday life

·         Cole= Michael Cole

34 HTK

five-years-old, college

P 6, L 6

When these are changed in ways which do not at all affect the inferential nature of the problem, then five-year-old children solve the problem as well as college students did in the ‘ own experiments.

·         Both sets of subject= five-year-old children as well as college students

35 SH

wrong conclusion

P last, l 1

We may conclude, then, that children experience very real difficulty when faced with the Kendler apparatus; but this difficulty cannot be taken as proof that they are incapable of deductive reasoning.

·         wrong decision/conclusion

36 NOT GIVEN




37 YES

Kendlers, integrate

P 3,

Given the task of getting a marble by pressing the button they could get the marble; given the task of getting a toy when a marble was handed to them, they could use the marble. (All they had to do was put it in a hole.) But they did not for the most part ‘integrate’,

38 YES

Michael Cole, inductive reasoning

P 5, L10

Now the subject is dealing not with a strange machine but with familiar meaningful objects; and it is clear to him what he is meant to do.

39 YES

Hewson’s, marble

P 2nd last, line 3

How is he to know that any other marble of similar size will do just as well? ………….’swapping game’ with the children.

40 NO

modification, success rate

P 2nd last, line 5

For three-year- olds, for reasons that are still in need of clarification, no improvement—rather a slight drop in performance – resulted from the change.

·          no improvement= no success rate

·         change= modification

 







 
 
 

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