Cambridge IELTS Academic 20 Reading Test 1 Answers with Explanation / IELTS Academic Reading: Cambridge 20 Test 1 Answer / Cambridge IELTS 20 Reading Test 1 Answers with Explanation

Reading Passage 1: The kākāpō

Q	Answer	Keywords	Location	Analytical Explanation
1	FALSE	other parrots, share, inability to fly	Passage 1, Paragraph 2, lines 4–5	The text explicitly defines the kākāpō as "the world’s only flightless parrot." The absolute word "only" directly contradicts the statement that there are "other parrots" with this inability.
2	FALSE	Adult kakapo, produce chicks, every year	Passage 1, Paragraph 4, lines 1–2	The statement claims they breed annually ("every year"). However, the text restricts their breeding to "only in years when food is plentiful," making it conditional rather than annual.
3	FALSE	male kakapo, bring food, nesting females	Passage 1, Paragraph 4, lines 2–3	The question suggests males assist in feeding. The text negates this by stating, "Males play no part in incubation or chick-rearing – females alone... feed the chicks."
4	NOT GIVEN	Polynesian rat, greater threat, Polynesian settlers	Passage 1, Paragraph 5, lines 3–6	The passage states that settlers ate the kākāpō and that the introduced Polynesian rat "also preyed" on them. However, it never compares the two to declare which one caused more damage (a "greater threat").
5	TRUE	transferred, Rakiura Island, other locations, feral cats	Passage 1, Paragraph 8, lines 1–3	The text establishes a clear cause-and-effect: "predation by feral cats on Rakiura Island led to a rapid decline" and "As a result, the surviving population was evacuated to three island sanctuaries" (transferred to other locations).
6	TRUE	Recovery Plan initiative, caring for struggling young birds	Passage 1, Paragraph 9, lines 7–8	The question's phrase "caring for struggling young birds" is a direct paraphrase of the text's description of the Recovery Plan's intensive management, which involved "rescuing and hand-raising any failing chicks."
7	bulbs	diet consists of, various parts of a tree	Passage 1, Paragraph 3, last line	The notes list "fern fronds" and "parts of a tree" (leaves, roots, bark). The missing item in this list from the text is "bulbs", which completes the summary of their entirely vegetarian diet.
8	soil	nests are created, where eggs are laid	Passage 1, Paragraph 4, line 4	The prompt asks for the location where the eggs are laid to create nests. The text explicitly states: "The 1-4 eggs are laid in soil, which is repeatedly turned over..."
9	feathers	Polynesian settlers, used to make clothes	Passage 1, Paragraph 5, lines 3–4	The question requires the material used for "clothes". The text states early settlers used the bird's "feathers to make soft cloaks" (a synonym for clothes).
10	deer	animal, introduced, ate, food sources	Passage 1, Paragraph 5, lines 8–9	The prompt requires the name of the animal introduced by Europeans that consumed the kākāpō’s food. The text identifies "deer" as the species that "depleted the remaining forests of food."
11	1980	definite sighting, female kākāpō, Rakiura Island	Passage 1, Paragraph 7, lines 6–7	The notes require a specific year. The text explains that while males were found in 1977, it wasn't until "1980 it was confirmed females were also present."
12	funding	Recovery Plan, included an increase in	Passage 1, Paragraph 9, lines 1–3	The prompt looks for what was increased alongside the 1996 Recovery Plan. The text mentions a new committee and "a higher amount (increase) of funding."
13	stakeholders	current goal, Recovery Plan, maintain involvement	Passage 1, Paragraph 11, lines 4–5	The prompt asks who needs to maintain involvement. The text states the goal is to "ensure stakeholders continue to be fully engaged (maintain involvement) in the preservation."

Reading Passage 2: To Britain

Q	Answer	Keywords	Location	Analytical Explanation
14	C	research problems, few surviving large elms	Passage 2, Section C, Paragraph 2, lines 2–4	The writer notes that "opportunities are limited" (a research problem) specifically because the number of these "mature survivors is relatively small" (few surviving large elms).
15	G	difference of opinion, value, reintroducing	Passage 2, Section G, lines 3–9	This section contrasts two distinct views: Karen Russell argues the "environmental case... is strong," while Matt Elliot is "wary" and sees it as "replacing a native species with a horticultural analogue."
16	B	how Dutch elm disease, brought into Britain	Passage 2, Section B, lines 3–5	This paragraph traces the exact origin of the catastrophic second epidemic, explaining it was "triggered by shipments of elm from Canada" that came "in the form of logs."
17	E	conditions, enabled a location, escape	Passage 2, Section E, lines 6–8	The text explains the specific environmental condition—"Strong winds from the sea"—that protects the coastal city of Brighton (a location in Britain) from the beetle attacks.
18	C	stage, young elms, vulnerable	Passage 2, Section C, Paragraph 1, lines 4–6	The text specifies the exact developmental stage when the trees become a target: "Once the trunk of the elm reaches 10-15 centimetres or so in diameter, it becomes a perfect size for beetles..."
19	B	Karen Russell, infected, damage rapidly becomes visible	Passage 2, Section F, lines 7–9	Karen Russell states, "The effects are very quick" and notes that within just four to six weeks, susceptible trees "show leaf loss," meaning the visual damage is rapid.
20	A	Matt Elliot, better to wait and see, mature elms, flourish	Passage 2, Section G, lines 11–12	Matt Elliot advises against active planting of analogues, arguing instead for a 'wait and see' approach: "Sometimes the best thing you can do is just give nature time to recover..."
21	B	Karen Russell, explanation, survival, some mature elms	Passage 2, Section C, Paragraph 2, lines 4–6	Karen Russell questions the mechanics of survival (Avoidance, tolerance, resistance?) and insists there must be a logical explanation, stating, "I don't see how it can be entirely down to luck."
22	C	Peter Bourne, insects carrying disease, not very far away	Passage 2, Section E, last two lines	Peter Bourne highlights the proximity of the danger, warning that "the threat is right on our doorstep" and beetles could "just march in" if Brighton isn't careful.
23	A	Matt Elliot, understand the effect, prominent the tree once was	Passage 2, Section A, lines 6–8	Matt Elliot notes that people only truly grasp the devastation when they look at old 1960s photographs and "realise the impact [elms had]... They were significant, large trees."
24	oak	hundreds of years, more popular, elm	Passage 2, Section D, lines 1–2	The prompt asks for the only tree more popular than elm. The text states that "For centuries, elm ran a close second to oak," making oak the only one ahead of it.
25	flooring	18th century, grown to provide wood, boxes	Passage 2, Section D, lines 6–7	The text notes that in the 18th century, elm wood was utilized for "storage crates (boxes) and flooring."
26	keel	strength, mining equipment, Cutty Sark	Passage 2, Section D, lines 8–10	The prompt asks what part of the Cutty Sark was made of elm. The passage explicitly states elm "was used to build the keel of the 19th-century sailing ship Cutty Sark..."

Reading Passage 3: How stress affects our judgement

Q	Answer	Keywords	Location	Analytical Explanation
27	C	first paragraph, introduces the topic	Passage 3, Paragraph 1, lines 3–4	The writer hooks the reader by stating that "we are all sometimes required to weigh up information under stressful conditions." This frames decision-making under stress as a universal, shared challenge.
28	A	point, firefighters, second paragraph	Passage 3, Paragraph 2, lines 5–7	The writer explains they chose firefighters because their days range from "pretty relaxed" to "hectic" with life-threatening incidents. These regular fluctuations ("ups and downs") made them the "perfect setting for an experiment."
29	D	writer doing, fourth paragraph	Passage 3, Paragraph 4, lines 1–4	The paragraph outlines the procedural steps taken during the study: "We asked...", "We then gave them...", "and asked them to provide new estimates." This is a classic description of research methodology.
30	C	seventh paragraph, mechanism in the brain	Passage 3, Paragraph 7, lines 1–3	The writer notes that a physiological 'switch' triggers us to "take in warnings and focus on what might go wrong." This maps perfectly to producing a "heightened sensitivity" to external threats.
31	B	relaxed, firefighters usually	Passage 3, Paragraph 5, lines 1–2	The text notes that people are normally optimistic and "will ignore bad news." It immediately adds, "This is what happened when the firefighters were relaxed," matching the idea of taking "little notice" of it.
32	G	researchers noted, stressed	Passage 3, Paragraph 5, lines 4–6	When stressed, the firefighters became "hyper-vigilant to bad news" and "altered their beliefs in response." Since they took the bad news to heart, they "thought it more likely that they would experience something bad."
33	F	told good news, they always	Passage 3, Paragraph 5, lines 6–8	The passage explicitly states: "stress didn’t change how they responded to good news." Therefore, they reacted to good news the same way whether they were stressed or relaxed (behaved in a similar manner).
34	E	cortisol levels and heart rates, researchers	Passage 3, Paragraph 6, lines 1–3	The physical reactions (cortisol spikes, heart rate increases) occurred because researchers told the students they had to give a "surprise public speech." This action deliberately "put them in a stressful situation."
35	D	both experiments, negative information processed better	Passage 3, Paragraphs 3 & 6	In both the firefighter group (perceived threat acting as a trigger) and the student group (surprise speech), their ability to process bad/alarming news was enhanced only when they "were feeling under stress."
36	YES	tone, social media, reflect nature of posts in feeds	Passage 3, Paragraph 9, lines 4–7	The text confirms this mirroring effect: observing "positive feeds" leads us to post "uplifting messages," whereas observing "negative posts" leads us to create "more negative posts."
37	NOT GIVEN	Phones, greater impact, stress levels, other electronic media devices	Passage 3, Paragraph 10	While the passage cites a survey showing that "repeatedly checking your phone... is related to stress," it never introduces or compares this to "other electronic media devices" (like laptops or tablets).
38	NO	more we read, stressful public event, less able, take information in	Passage 3, Paragraph 11, lines 8–9	The passage claims the exact opposite. Spreading stress actually "temporarily enhances the likelihood that people will take in negative reports," meaning they are more able to absorb it, not less.
39	YES	Stress, social media posts, lead, unnecessary precautions	Passage 3, Paragraph 11, lines 9–11	The text explains that this collective stress leads to irrational behavior: "trips are cancelled, even if the disaster took place across the globe; stocks are sold, even when holding on is the best thing to do."
40	YES	tendency, affected by other people’s moods, positive way	Passage 3, Paragraph 11, lines 11–13	The writer concludes on an optimistic note, stating that "positive emotions, such as hope, are contagious too," and we can use this emotional mirroring to "find solutions" and "become conscientious agents of change."