Cambridge IELTS Academic 4 Reading Test 3 Answers with Explanation / IELTS Academic Reading - Micro-Enterprise Credit for Street Youth , Volcanoes – earth-shattering news , Obtaining Linguistic Data

READING PASSAGE 1

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

Micro-Enterprise Credit for Street Youth

Question Number	Answer	Keywords	Location	Text
1	A (exemplify the effects of S.K.I.)	quotations in the box, beginning of the article	N/A	The quotations in the box at the beginning of the article exemplify the effects of S.K.I. program.
2	D (give business training and loans to street children)	main purpose, S.K.I.	Introduction, first paragraph; second paragraph	The main purpose of S.K.I. is to give business training and loans to street children, as mentioned in the introduction and second paragraph.
3	C (poverty)	reason, children, end up, living, on the streets	Background, first paragraph	One of the reasons why children end up living on the streets is poverty.
4	C (set up their own businesses)	become more independent, street children, may	Background, last lines of second paragraph	In order to become more independent, street children may choose to set up their own businesses.
5	Sudan, India (in any order)	S.K.I., courier service, provision of	Street Business Partnerships section, first bullet point	The countries involved in the courier service project provided by S.K.I. are Sudan and India.
6	bicycles	S.K.I., courier service, provision of	Street Business Partnerships section, first bullet point	The support provided for the courier service project by S.K.I. is bicycles.
7	Shoe Shine (Collective)	Dominican Republic, S.K.I., Y.W.C.A., loans, storage facilities, savings plans	Street Business Partnerships section, second bullet point	The project in the Dominican Republic involving S.K.I. and Y.W.C.A. is the Shoe Shine Collective, which provides loans, storage facilities, and savings plans.
8	life skills	Zambia, S.K.I., The Red Cross, Y.W.C.A., setting up small businesses, business training, access to credit	Street Business Partnerships section, third bullet point	The support provided for setting up small businesses in Zambia by S.K.I., The Red Cross, and Y.W.C.A. includes business training, access to credit, and life skills training.
9	NO	any street child, can set up, own small business, if given, enough support	Lessons learned section, beginning of first bullet point	Not every street child can set up their own small business even if given enough support, as mentioned in the first bullet point of the Lessons learned section.
10	NOT GIVEN	some cases, families of street children, may need, financial support, from S.K.I.	N/A	The passage does not provide information about whether the families of street children may need financial support from S.K.I.
11	NO	only one fixed loan, should be given, to each child	Lessons learned section, beginning of fifth bullet point	More than one fixed loan should be given to each child, contradicting the statement that only one fixed loan should be given.
12	YES	children, have to pay back, slightly, more money, than they borrowed	Lessons learned section, final bullet point	Children have to pay back slightly more money than they borrowed, as mentioned in the final bullet point of the Lessons learned section.
13	A (as part of a wider program of aid)	conclude, money, should only be lent to, street children	Conclusion, last lines	The writers conclude that money should not only be lent to street children but should be part of a wider program of aid, as mentioned in the conclusion of the passage. So, the answer is: A (as part of a wider program of aid).

 

READING PASSAGE 2

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

Volcanoes – earth-shattering news

Question no.	Answer	Keywords	Location in Passage	Text Associated with Answer
14	iii	Volcanoes, features of our planet	Section A, 2nd paragraph, lines 2-5	"Vulcanism, the name given to volcanic processes, really has shaped the world. Eruptions have rifted continents, raised mountain chains, constructed islands and shaped the topography of the earth. The entire ocean floor has a basement of volcanic basalt."
15	i	Causes of volcanic eruption	Section B, 2nd paragraph	"The flow, thought to be in the form of convection currents, is powerful enough to fracture the ‘eggshell’ of the crust into plates, and keep them bumping and grinding against each other, or even overlapping, at the rate of a few centimetres a year. These fracture zones, where the collisions occur, are where earthquakes happen. And, very often, volcanoes."
16	iv	Different types of volcanic eruption	Section C, 1st paragraph and next 3 paragraphs	Different types of eruptions explained in subsequent paragraphs.
17	vi	The unpredictability of volcanic eruptions	Section D, 1st paragraph	"But volcanoes are not very predictable..."
18	(the) (tectonic) plates	Sections of the earth’s crust, often associated with volcanic activity, called	Section C, 4th paragraph, lines 4-5	"...and you can see the rough outlines of what are called tectonic plates – the plates which make up the earth’s crust and mantle."
19	magma	Name given to molten rock from the mantle	Section C, 2nd paragraph	"vast bubbles of magma – molten rock from the mantle"
20	ring of fire	Earthquake zone on the Pacific Ocean called	Section C, 4th paragraph, lines 5-6	"The most dramatic of these is the Pacific ‘ring of fire’ where there have been the most violent explosions – .. ."
21	(for) 600 (years)	Years Mount Pinatubo remained inactive	Section D, 1st paragraph	"In the case of Mount Pinatubo, this took 600 years."
22	(the) water	Volcanic eruptions may also have produced the world’s atmosphere and __________	Section A, 3rd paragraph	"Volcanoes have not only made the continents, they are also thought to have made the world’s first stable atmosphere and provided all the water for the oceans, rivers and ice-caps."
23	magma/ molten rock	Sometimes the _________ moves slowly and forms outcrops of granite on the earth’s surface. When it moves more quickly it may flow out in thick horizontal sheets.	Section C, 2nd paragraph	"Sometimes it is slow: vast bubbles of magma – molten rock from the mantle – inch towards the surface, cooling slowly..."
24	(western) India	Examples of this type of eruption can be found in Northern Ireland, Wales, South Africa and _________.	Section C, 2nd paragraph	"In the Deccan plateau in western India, there are more than two million cubic kilometres of lava..."
25	explodes	A third type of eruption occurs when the lava emerges very quickly and _________ violently.	Section C, 3rd paragraph	"Sometimes the magma moves very swiftly indeed... it explodes with tremendous force."
26	(the) gases / trapped gases	This happens because the magma moves so suddenly that ________ are emitted.	Section C, 3rd paragraph	"The gases trapped inside the boiling rock expand suddenly..."

READING PASSAGE 3

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

Obtaining Linguistic Data

Question No.	Answer	Keywords	Location	Text
27	D	effect, recording, way people talk	Paragraph D, lines 8-10	People talk abnormally when they know they are being recorded.
28	E	importance, taking notes, body language	Paragraph E, first few lines	The recording has to be supplemented by the observer’s written comments on the non-verbal behaviour of the participants.
29	C	language, influenced by, social situation	Paragraph C, lines 10-14	The characteristics of the social setting are highly relevant, as are the personal qualities of the informants.
30	D	informants, helped, less self-conscious	Paragraph D, lines 14-21	Some recordings are made without the speakers being aware of the fact or attempts can be made to make the speaker forget about the recording.
31	F	various methods, generate specific data	Paragraph F	Linguists make use of structured sessions, translation techniques, interview worksheets, questionnaires, and other direct methods of elicitation.
32	Linguist acts	as informant, convenient, method of enquiry not objective enough	Paragraph B, lines 8-19	Often, linguists act as their own informants, but more objective methods of enquiry are needed.
33	Foreign languages	non-linguist as informant, necessary with, child speech, number of factors, to be considered	Paragraph B	Non-linguists as informants are necessary when working on foreign languages or child speech.
34	(The) (poor) quality	recording an informant, allows linguists’ claims to be checked	Paragraph D	Sound quality can be poor when recording informants.
35	Non-verbal behaviour / behavior / facial expression(s)	videoing an informant, allows speakers’ to be observed	Paragraph E	Video recordings capture non-verbal behaviour, such as facial expressions.
36	(Video) camera / (video) recording	videoing an informant, might miss certain things	Paragraph E	Video recordings have limitations and might miss certain things.
37	Usage frequency / Frequency of usage	a linguist, can use, corpus, comment objectively on	Paragraph G	A corpus enables the linguist to make unbiased statements about frequency of usage.
38	Particular linguistic feature	some corpora, include, wide range of language, while others, used to focus on	Paragraph G	Some corpora focus on a particular linguistic feature.
39	Size	length of time, process takes, will affect, of the corpus	Paragraph G	The size of the corpus depends on the time taken to collect, process, and store the data.
40	Intuitions	no corpus, can ever cover, whole language, so, linguists, often find themselves, relying on, additional information, can be gained from, those who speak, the language concerned	Paragraph G	Linguists rely on the additional information gained from the intuitions of native speakers.