Cambridge IELTS General Training 11 Reading Test 3 Answers with Explanation /Summer activities.,City Park & Ride ,HOW TO ORGANISE A BUSINESS CONFERENCE,How to deal with.. ,Efforts to save special bird
- Fakhruddin Babar
- Mar 21
- 8 min read
IELTS Cambridge 11 Test 3: GT Reading Module
Section 1:
Question 1-6
Summer activities at London’s Kew Gardens
Question Number | Question | Keywords | Answer | Location | Explanation |
1 | learning what all the different sections of a plant do | learning, what, different sections of a plant, do | F | Paragraph F | The passage explains how children can learn about the functions of each part of a plant, which aligns with the question about learning what the different sections do. |
2 | seeing art showing plants from a different part of the world | seeing, art showing plants, different part of the world | H | Paragraph H | The writer mentions an exhibition of South American botanical paintings, showing plants from a different part of the world. |
3 | the possibility of having your work exhibited | possibility, having, work, exhibited | E | Paragraph E | The passage refers to entering a competition to have your work exhibited in the next show. |
4 | learning about why human beings need plants | learning, why, human beings, need, plants | G | Paragraph G | The writer talks about discovering what biodiversity means and why it matters, which explains why human beings need plants. |
5 | something that happens daily at the same times | something, happens daily, at the same times | D | Paragraph D | The passage mentions a sound installation that occurs on the hour throughout the day, indicating something that happens at the same times daily. |
6 | learning about the relationship between various creatures, insects and plants | learning, relationship between, various creatures, insects, plants | C | Paragraph C | The passage discusses sculptures of insects, birds, and bats that help explain how they interact with plants, reflecting the relationship between creatures and plants. |
Questions 7-14:
City Park and Ride
Question Number | Question | Keywords | Answer | Location | Explanation |
7 | This was one of the first UK cities to introduce a Park and Ride scheme. | one of the first, UK cities, introduce, Park and Ride scheme | NOT GIVEN | Paragraph 1 | The passage discusses Park and Ride but does not state whether London was one of the first cities to introduce it. |
8 | The amount of congestion in the city centre has fallen. | amount of congestion, city centre, fallen | TRUE | Paragraph 1 | The passage mentions that the Park and Ride scheme reduces congestion in the city centre. |
9 | There is a special section of the car park for heavy goods vehicles. | special section, of the car park, heavy goods vehicles | FALSE | Paragraph 2 | The passage says that heavy goods vehicles are not permitted at the Park and Ride site, implying there is no special section for them. |
10 | Bus drivers do not give change so you must have the correct money for a ticket. | bus drivers, do not give change, must have, correct money, for, ticket | FALSE | Paragraph 3 | The text suggests it is not compulsory to have correct change as it states "if possible," which contradicts the idea that it is a requirement. |
11 | Ticket prices vary depending on the time of day. | ticket prices, vary, depending on, time of day | TRUE | Paragraph 3 | The passage mentions that ticket prices differ depending on the time of day (before or after 12:30 hrs). |
12 | Children under 16 travelling alone are allowed free travel. | children under 16, travelling alone, allowed, free travel | FALSE | Paragraph 4 | The passage states that children under 16 travel free with an adult, meaning they are not allowed free travel when travelling alone. |
13 | The space for cycles, motorcycles and scooters is close to the site office. | space for cycles, motorcycles, scooters, close to, site office | NOT GIVEN | Paragraph 5 | The passage mentions the space for cycles, motorcycles, and scooters but does not specify its proximity to the site office. |
14 | People with concessionary bus passes must pay the full fare to travel at certain times. | people with concessionary bus passes, must pay, full fare, travel at certain times | TRUE | Paragraph 6 | The passage specifies that concessionary bus pass holders must pay full fare at certain times, such as outside specific hours on weekdays. |
IELTS Cambridge 11 Test 3: GT Reading Module
Section 2
Question 15-20
HOW TO ORGANISE A SUCCESSFUL BUSINESS CONFERENCE
Question Number | Question | Keywords | Answer | Location | Explanation |
15 | try to avoid scheduling the conference during ___________ times or when other annual conferences occur | venue and timing, try to avoid, scheduling, conference, during, or, when, other annual conferences occur | holiday | 'Where and when' section, lines 2-4 | The passage advises considering holiday periods, which might conflict with the conference, hence avoiding those times. |
16 | choose a place with a large hall and also _________ spaces for smaller meetings | choose a place, large hall, spaces for smaller meetings | breakout | 'Where and when' section, lines 6-8 | The passage mentions considering breakout areas for separating into smaller groups for discussions, hence "breakout" fits the blank. |
17 | give the speakers as much __________ as possible | speakers, give, the speakers, as much, as possible | notice | 'Who' section, lines 1-2 | The text states that speakers should be given ample notice, which is equivalent to giving them as much notice as possible. |
18 | request a _________ of their presentation | confirm, individual details, with speakers, check, request, their presentation | summary | 'Contacting people' section, lines 2-5 | The passage explains that speakers need to provide a written summary of their presentation for distribution to delegates. |
19 | make sure each person attending receives information about the conference and a __________ for identification | make sure, each person attending, receives information, conference, for identification | badge | 'Final arrangements' section, line 4 | The passage mentions preparing delegate packs that include a name badge, which serves as identification. |
20 | use __________ to get opinions on the conference | use, get opinions on, the conference | questionnaires | 'Final arrangements' section, lines 5-7 | The passage suggests using questionnaires to gather responses from delegates to gauge the conference's success. |
Questions 21-27
How to deal with the annual performance appraisal
Question Number | Question | Keywords | Answer | Location | Explanation |
21 | staff can improve their chances of getting ___________ | learning at an appraisal, areas of work, need improving, staff can improve, chances of getting | promotion | 'First paragraph', lines 3-4 | The passage mentions increasing the likelihood of being considered for promotion as a direct way of improving chances. |
22 | It is important to think of some ____________ that can be used during the appraisal | important, think of some, can be used, during, appraisal | questions | 'Preparation' section, line 5 | The text advises creating a list of questions to discuss during the appraisal. |
23 | The appraisal can be a good time to ask the boss for extra ___________ | appraisal, good time, ask the boss for, extra | responsibilities | 'Preparation' section, lines 5-7 | The passage suggests the appraisal is an excellent opportunity to ask for additional responsibilities. |
24 | React ________ to any criticism. | react, any criticism | calmly | 'During the appraisal' section, line 3 | The text advises reacting calmly to negative assessments, not taking them as a personal attack. |
25 | It is helpful to identify a number of individual __________ arising from the appraisal comments | helpful, identify, a number of individual, arising, appraisal comments | goals | 'After the appraisal' section, beginning | The passage suggests creating a list of personal goals based on the performance appraisal. |
26 | Staff can request a meeting half-way through the year to look at the ________ which has been achieved | staff, request, meeting, half-way through the year, look at, achieved | progress | 'After the appraisal' section, line 4 | The text mentions requesting a mid-term review to discuss progress after six months. |
27 | If staff act on any appraisal comments, they will demonstrate their _________ to their work | staff act, appraisal comments, demonstrate, to their work | dedication | 'After the appraisal' section, lines 5-7 | The passage indicates that checking in with your boss shows dedication to your job and helps remove potential criticisms. |
IELTS Cambridge 11 Test 3: GT Reading Module
Section 3: Questions 28-40
Efforts to save a special bird — the spoon-billed sandpiper
Question Number | Question | Keywords | Answer | Location | Explanation |
28 | Section A | unusual feature, flattened bill, flares out, spoon | vii (A very unusual feature of these birds) | Section A, lines 2-3 | The writer describes a bird's unique flattened bill that flares out into a "spoon," which makes it special. |
29 | Section B | stages, collect eggs, hatch in captivity, flown to Wildfowl and Wetlands Trust | iv (The main stages of the plan) | Section B, lines 6-10 | The main stages of the expedition involve collecting eggs, hatching them in captivity, and flying the chicks to the Wildfowl and Wetlands Trust. |
30 | Section C | reasons, long journey, worth it, hostile wintry weather, ideal conditions for raising chicks | ii (Reasons for continuing to make the long journey) | Section C, last part | The birds continue their journey because, despite wintry weather, they find fewer predators and ideal conditions for raising chicks in the Arctic summer. |
31 | Section D | threats, decline, habitat destruction, hunting | vi (Increasing threats) | Section D, beginning | The rapid decline of sandpipers is due to habitat destruction along their migration route and hunting on their wintering grounds. |
32 | Section E | disappointment, desirable outcomes, nests, predator loss | iii (A disappointment followed by desirable outcomes) | Section E, last lines | Nine nests were found, but the first was lost to a predator, highlighting both disappointment and future successes. |
33 | Section F | gamble, cautious optimism, survival of a species | viii (Cautious optimism) | Section F, last lines | The writer expresses cautious optimism, acknowledging the uncertainty but emphasizing the importance of trying to save the species. |
34 | What was the main purpose of the international expedition? | main purpose, international expedition, collect eggs, maintain population | B (to maintain a small group of sandpipers for future generations) | Section B, lines 5-10 | The main purpose of the expedition was to collect eggs and establish a small, self-sustaining population of sandpipers in the UK. |
35 | What do we learn about the drop in the sandpiper population? | drop, sandpiper population, decline, economic growth | D (Economic growth is one of the underlying causes of the decline.) | Section D, lines 1-4 | The decline is linked to habitat destruction caused by the development of new industrial cities and hunting. |
36 | Which feeling did the writer express when the sandpiper chicks hatched? | feeling, sandpiper chicks, hatched, concern | C (worry about birds of the same species.) | Section E, last lines | The writer expresses concern about the future survival of the sandpiper chicks, given the dangers they face during migration and in wintering areas. |
37 | The writer describes the sandpipers’ unit at WWT Slimbridge to emphasise – | sandpipers’ unit, WWT Slimbridge, emphasise, care devoted to their welfare | A (how much care is being devoted to their welfare.) | Section F, first and last lines | The writer emphasizes the care and effort put into the sandpipers' survival, despite the gamble involved in their rescue. |
38 | In early spring, spoon-billed sandpipers return to their breeding grounds in Russia in the area known as __________. | early spring, return, breeding grounds, Russia, area known as | tundra | Section C, lines 5-8 | The breeding grounds are referred to as tundra, a term used to describe the lowland areas where sandpipers breed. |
39 | Although the weather there is often very harsh, to begin with, there are obvious advantages to the sandpipers. There is above all a plentiful supply of _____________ , and this makes it possible for the sandpiper chicks to develop well. | harsh, obvious advantages, plentiful supply of, sandpiper chicks, develop well | insects | Section C, lines 5-8 | The passage highlights the abundance of insects in the Arctic summer as a major advantage for the chicks' development. |
40 | The lack of ___________ is another definite advantage. As a result, a good proportion of the chicks grow up to face the long flight to the South-East Asian coasts. | lack of, advantage, good proportion, chicks, long flight, South-East Asian coasts | predators | Section C, lines 6-8 | The passage states that there are relatively few predators in the breeding area, which is beneficial for the chicks’ survival. |
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