Cambridge IELTS General Training 11 Reading Test 2 Answers with Explanation /Sustainable School.. ,Tips for giving presentation, Flu ,How to get a job , What is it like to run a large supermarket?

IELTS Cambridge 11 Test 2: GT Reading Module

Section 1

Questions 1-6 (TRUE/FALSE/NOT GIVEN):

Sustainable School Travel Strategy

Question Number	Question	Keywords	Answer	Location	Explanation
1	More children are injured when walking or cycling to school than when travelling by car.	children, injured, walking, cycling, to school, than travelling by car	NOT GIVEN	No specific location mentioned in the text.	There is no mention of "injury of children" in the text.
2	Children who are driven to school are more ready to learn than those who walk or cycle.	children, driven to school, more ready to learn, than, walk or cycle	FALSE	End of the first paragraph.	The text says that children who engage in active travel (walking or cycling) arrive more alert and ready to learn, meaning children who walk or cycle are more ready to learn.
3	Every year the Council gathers information about travel to schools.	every year, the Council, gathers information, travel to schools	TRUE	Beginning of the second paragraph.	The text mentions that the County Council collects data annually about how pupils get to school. This matches the question.
4	The Council is disappointed with the small reduction in number of cars taking children to school.	The Council, disappointed, small reduction, in number of cars, talking children to school	FALSE	Second paragraph (lines 5-7).	The Council is proud of the small reduction in cars, not disappointed. The reduction is 1% in each of the last three years, which contradicts the question.
5	The number of children in schools has risen in recent years.	number of children, in schools, has risen, in recent years	TRUE	Last line of paragraph 2.	The text mentions an increase in pupil numbers in recent years, which confirms the statement in the question.
6	Parents can get help with paying for their children to travel to school by public transport.	Parents, can get help, paying for, their children, to travel, to school, by public transport	NOT GIVEN	No specific location mentioned in the text.	The text does not mention anything about parents getting help with paying for public transport for their children.

Questions 7-14: Identifying information:

Flu: the facts  

Question Number	Question	Keywords	Answer	Location	Explanation
7	Examples of people who are likely to be particularly badly affected by flu.	examples of people, likely to be, particularly badly affected, by flu	D	Section D	Section D mentions groups at greater risk from flu, such as those over 65 years old or with conditions like asthma or diabetes.
8	How to get a vaccination if you choose to pay for it.	how to get, vaccination, if, choose, pay for it	E	Section E	Section E mentions that individuals who are not eligible for a free flu vaccination can get it at a local pharmacy.
9	Why new vaccines become available.	why, new vaccines, available	I	Section I	Section I explains that new vaccines are developed to fight the latest strains of the constantly changing influenza virus.
10	How long a vaccine remains effective.	how long, vaccine, remains, effective	F	Section F	Section F states that flu vaccine protection lasts about a year.
11	Reference to the possibility of catching a different type of flu from the ones in the vaccine.	reference, possibility, catching, different type of flu, the ones, in the vaccine	H	Section H	Section H refers to the possibility of catching a strain of flu not contained in the vaccine, acknowledging a small chance.
12	Categories of people who do not have to pay for vaccination.	categories of people, do not, have to pay, for vaccination	D	Last lines of Section D	Section D lists those eligible for a free flu vaccination, including 'at-risk' groups, pregnant individuals, and carers.
13	Information about what a vaccine consists of.	information, what, vaccine, consists of	G	Section G	Section G explains that a flu vaccination contains inactivated, killed virus strains, meaning it cannot give you the flu.
14	Signs that you might have flu.	signs, might have, flu	C	Section C	Section C outlines flu symptoms, including fever, chills, headache, muscle pain, fatigue, dry cough, sore throat, and stuffy nose.

IELTS Cambridge 11 Test 2: GT Reading Module

Section 2

Questions 15-22:

Tips for giving an effective business presentation   

Question Number	Question	Keywords	Answer	Location	Explanation
15	Practising your presentation on a ___________ or a family member is helpful.	practising, presentation, on, a family member, helpful	colleague	'Preparation' section, paragraph 1, lines 1-2	The writer suggests practicing the presentation in front of a colleague or relative, which matches the question.
16	Be prepared for a problem such as a ___________.	be prepared, problem such as	power cut	'Preparation' section, paragraph 3, last lines	The writer mentions preparing for problems like a power cut, which is the expected answer.
17	One way to overcome pre-presentation nerves is to make your _________ less rapid.	one way, overcome, pre-presentation nerves, to make, less rapid	breathing	'Dealing with presentation nervousness' section, paragraph 1, lines 1-3	The author suggests slowing down your breathing to overcome nerves, which matches the question.
18	It is acceptable to do something called a ________ at the start of the presentation to reassure you.	acceptable, to do, something called, start of the presentation, reassure	displacement activity	'Dealing with presentation nervousness' section, paragraph 2	The writer mentions doing a "displacement activity" like clicking a pen to feel calmer at the start, which is the correct answer.
19	Your presentation should be like a _________ with the people who have come to hear you.	presentation, should be like, people, who have come to hear	conversation	'Interacting with your audience' section, paragraph 1, line 1	The writer compares a presentation to a conversation with the audience.
20	Check constantly for ___________ to the points you are making.	check constantly, points you are making	reactions	'Interacting with your audience' section, paragraph 2, lines 1-2	The writer suggests checking for reactions to your ideas as you present, which fits the question.
21	Make sure you use plenty of ___________ to communicate your message effectively.	make sure, use plenty of, communicate, message effectively	examples	'Structuring effective presentations' section, paragraph 1, lines 1-2	The author states that using plenty of examples helps communicate your message effectively, which is the correct answer.
22	To keep the presentation short, use things like _________ to provide extra details.	keep, presentation, short, use, like, provide, extra details	handouts	'Structuring effective presentations' section, paragraph 1, last lines	The writer recommends using handouts for extra details if the presentation is too short for all the information, which matches the question.

Questions 23-27:

How to get a job in journalism   

Here are the answers for questions 23-27:

Question Number	Question	Keywords	Answer	Location	Explanation
23	Apply for temporary 23. __________ with local papers and acquire the extra _______ you’ll need.	apply, temporary, local papers, acquire, extra	internships, skills	First paragraph, lines 4-7	The author suggests applying for internships (temporary work) in local newspapers to acquire necessary skills.
24	Apply for temporary 23. __________ with local papers and acquire the extra _______ you’ll need.	apply, temporary, local papers, acquire, extra	internships, skills	First paragraph, lines 4-7	The first paragraph explains how internships will teach essential skills to journalists.
25	Build up a set of _________ in a portfolio, displaying how your writing ability has progressed over time.	build up, set, portfolio, displaying, writing ability, progressed	cuttings	Second paragraph	The writer advises keeping a portfolio of "cuttings" (published stories) to display writing progress over time.
26	Take time to do detailed__________ first, before applying for a post with a paper.	take time, do detailed, first, before applying, post, with a paper	research	Third paragraph	The writer emphasizes the importance of conducting detailed research before applying for a job.
27	Once you decide to apply, make sure your CV is short, makes sense and is without __________ of any kind.	once, decide to apply, make sure, CV, short, makes sense, without	errors	Fourth paragraph, lines 2-4	The writer advises that a CV should be short, clear, and without errors (spelling or typing).

IELTS Cambridge 11 Test 2: GT Reading Module

Section 3:

Questions 28-35: 

What is it like to run a large supermarket?

Question Number	Question	Keywords	Answer	Location	Explanation
28	Section A	Noticing, customers, need assistance	viii (Noticing when customers need assistance)	Beginning of Section A, lines 4-5	The writer explains how to help customers, starting with identifying when they need help, which is referred to as "Noticing when customers need assistance."
29	Section B	Prepare, customers, arrive	ii (Preparing for customers to arrive)	Section B, lines 2-4	The passage talks about how staff, including Perriss, arrive early to ensure the store is ready for the morning rush, preparing for customers.
30	Section C	Perriss, career, trolley boy	x (Perriss’s early career)	Section C, first lines	The section starts by describing Perriss’s early career, including when he became a trolley boy in 1982 and his salary at that time.
31	Section D	New concept, organising store	iv (Demonstrating a different way of organising a store)	Section D, lines about launching new stores	This section talks about how Perriss demonstrated a new concept in store management, like cooking pizzas in-store and having proper floral and produce markets.
32	Section E	Checking, products, quality, sale	vii (Making sure the items on sale are good enough)	Section E, lines about checking products	The section discusses how Perriss inspects products, like rejecting potatoes that aren't up to standard and checking the quality of lemons before selling them.
33	Section F	Sales, forecasting, accuracy	v (The benefits of accurate forecasting)	Section F, lines 4-6	This section explains how department heads use accurate forecasting based on sales records and factors like weather to predict sales.
34	Section G	Staff, development, talent day	iii (Helping staff to develop)	Section G, lines about staff development	Section G highlights how Perriss supports staff development, including holding a 'talent' day for employees interested in promotions.
35	Section H	Running, smoothly, problems	vi (Keeping everything running as smoothly as possible)	Section H, final lines	The final lines describe how Perriss focuses on minimizing problems and maintaining smooth operations in his role.

Questions 36-40: TRUE, FALSE, NOT GIVEN

Question Number	Question	Keywords	Answer	Location	Explanation
36	Perriss encourages staff to offer help to all customers.	Perriss, encourages staff, offer help, all customers	FALSE	Section A, lines 5-7	The passage indicates that staff only offer help to customers who look lost or perplexed, not to all customers.
37	Perriss is sometimes worried that customers will arrive before the store is ready for them.	Perriss, sometimes worried, customers, will arrive before, the store, ready for them	TRUE	Section B, lines 4-5	The passage mentions that Perriss sometimes walks in early and worries that the store may not be ready on time.
38	When Perriss first became a store manager, he knew the store was going to close.	Perriss, first became, store manager, knew, the store, going to close	NOT GIVEN	Section C	No information is provided in Section C about Perriss knowing that the store would close when he first became a manager.
39	On average, produce worth £4,200 is thrown away every week.	On average, produce worth £4,200, thrown away, every week	FALSE	Section F, lines 2-3	The passage states that only £400 worth of produce is thrown away, not £4,200.
40	Perriss was surprised how many staff asked about promotion on the ‘talent’ day.	Perriss, surprised, how many staff, asked, promotion, ‘talent’ day	NOT GIVEN	Section G	No mention is made of Perriss being surprised by the number of staff asking about promotions during the ‘talent’ day.