Cambridge IELTS General Training 20 Reading Test 2 Answers with Explanation / IELTS GT Reading: Cambridge 20 Test 2 Answer / Cambridge GT IELTS 20 Reading Test 2 Answers

Section 1: Great cycling trails & What steps to take to become a fashion designer

Q	Answer	Keywords	Location	Analytical Explanation
1	D	industrial history, cycle trail	Section 1, Trail D	Industrial history points to mining. The path follows a former railway line from the period when “the area was involved in coal mining”, with sites from that era to visit en route.
2	C	advisable, get off bikes, on foot	Section 1, Trail C	The description mentions that "One hump-backed bridge is best walked across". Here: best walked across = advisable to get off their bikes and go on foot.
3	E	buy something to eat	Section 1, Trail E	The description notes that there are "plenty of cafés on the way", meaning it is possible to stop and buy food.
4	C	stop, see farm animals	Section 1, Trail C	The Birmingham description mentions “a family-friendly visitor attraction especially known for its sheep” at Woodgate Valley. Here: sheep = farm animals.
5	E	stop for a while, sit by the sea	Section 1, Trail E	Trail E suggests you "have a rest on the beach at Caldy or Thurstaston". Here: rest on the beach = sit by the sea.
6	B	very old building, open to public	Section 1, Trail B	The Montgomery Canal route offers a visit to “the nearby thirteenth-century Powis Castle and its beautiful gardens”. Here: thirteenth-century castle = very old building.
7	A	extend the distance	Section 1, Trail A	The Bo’ness trail lets you “continue on to South Queensferry for a longer day out” instead of returning by the same path. Here: longer day out = extend the distance.
8	accessories	specialise, less popular area, rather than clothing	Section 1, Fashion Designer, Paragraph 1	The text states there are "not as many menswear, sportswear or accessories designers" compared to womenswear, making accessories a less popular specialization.
9	fit	internship, good	Section 1, Fashion Designer, Paragraph 2	The advice is to “find the company that’s the right fit for you”. Here: right fit = a good match between what you offer and what they need.
10	expense	hand in personally, significant	Section 1, Fashion Designer, Paragraph 3	Graduates who travel to New York or Milan to hand over their projects learn that the trip “can lead to considerable expense”. Here: considerable = significant.
11	profile	get work seen, digital platforms	Section 1, Fashion Designer, Paragraph 4	The text advises graduates to "Make use of online fashion and business networking sites. Create your profile on each one". Here: digital platforms = online networking sites.
12	agencies	approach specialist, recruiting	Section 1, Fashion Designer, Paragraph 4	The advice is to "Apply to as many fashion hiring agencies as you can". Here: involved in recruiting = hiring.
13	training	review the, comprehensive	Section 1, Fashion Designer, Paragraph 5	The passage tells readers to "Consider your training and fill in any gaps in it." Here: review = consider; fill in any gaps = make sure it is as comprehensive as possible.
14	contacts	do not rely on ability, establish useful	Section 1, Fashion Designer, Paragraph 6	The text warns that talent is not enough and advises "developing new contacts and utilising the ones you already have." Here: establish = developing.

Section 2: Types of training in business & The small business lifecycle

Q	Answer	Keywords	Location	Analytical Explanation
15	hours	consulting, keeping a record	Section 2, Types of training, Paragraph 2	The text explains that technical training helps consultants know how to "input the number of hours that should be charged to a client." Here: keeping a record = input the number of.
16	orders	restaurants, computerised	Section 2, Types of training, Paragraph 2	A restaurant server might be trained to "process customers’ orders using a tablet." Here: computerised = tablet.
17	marketing	quality training, lower costs, effective	Section 2, Types of training, Paragraph 3	The text says quality training brings cost savings and “an edge in the marketing of the product”. Here: edge in = more effective.
18	phone	administrative assistant, using	Section 2, Types of training, Paragraph 4	The passage states an administrative assistant might be trained in "how to answer the phone".
19	needs	sales, evaluating	Section 2, Types of training, Paragraph 4	A salesperson might be trained in "assessment of customer needs". Here: evaluating = assessment of.
20	price	cashier, incorrect	Section 2, Types of training, Paragraph 4	The text explains a cashier must know “what to do if something has been given the wrong price”. Here: incorrect = wrong.
21	listening	communication, e.g.	Section 2, Types of training, Paragraph 5	Essential soft skills include "being good at different types of communication, including listening to colleagues and customers."
22	opinions	ask for different people's	Section 2, Business lifecycle, Paragraph 2	Before taking the plunge, you should "get as many opinions as possible from friends, family, colleagues". Here: get = ask for.
23	mistakes	affect future success, stage 2	Section 2, Business lifecycle, Paragraph 3	Stage 2 is called the riskiest stage because “mistakes made then can have an impact many years later”. Here: impact many years later = affect future success.
24	confused	don't worry, by all the changes	Section 2, Business lifecycle, Paragraph 3	The text says you might "start to feel a bit confused about what you’re doing. Don’t worry".
25	recruitment	personally involved with	Section 2, Business lifecycle, Paragraph 4	At Stage 3, employing the right people is essential, so you need to "take a major part in recruitment." Here: personally involved = take a major part.
26	quality	careful planning, not affected	Section 2, Business lifecycle, Paragraph 5	Stage 4 warns you to watch “how far expansion might affect the quality” of what you provide to existing customers.
27	leader	maintain growth, different	Section 2, Business lifecycle, Paragraph 6	To face new challenges and continue expanding, "Many companies in this situation bring in a new leader at this stage". Here: different = new.

Section 3: The nursery that took all the children’s toys away

Q	Answer	Keywords	Location	Analytical Explanation
28	D	Gisela Marti, criticise, nurseries, third paragraph	Section 3, Paragraph 3	Marti believes “children spend too much time being rushed around from one activity to another” and end up with a reduced space for life. This corresponds to the excessive amount of organisation children are exposed to (Option D).
29	B	danger, Gisela Marti suggests, teachers	Section 3, Paragraph 5	Marti accepts that limits vary: “some teachers will allow more dangerous and active play than others”. This indicates teachers adjust their response to danger (Option B).
30	D	children feel, getting toys back	Section 3, Paragraph 7	The text says: "The children were happy to get their toys back, but they were also aware that they had fun without them." This indicates they had mixed feelings (Option D).
31	C	poorer social skills, not part of project	Section 3, Paragraph 8	Elke Schubert states that children in the project "integrate better into groups and communicate better than the children who didn’t take part." Therefore, those not participating have poorer social skills.
32	A	goal, express agreement and disagreement	Section 3, Paragraph 3	Gisela Marti states a goal is to make children "able to say 'yes' as well as 'no'", matching the idea of expressing agreement and disagreement.
33	D	excess of toys, irritation	Section 3, Paragraph 9	Klaus’s father describes his child getting frustrated when toys were spread everywhere. After putting them away, "he gets much less frustrated." Here: irritation = frustration.
34	E	fail to appreciate, children deciding themselves	Section 3, Paragraph 10	Elsa Davies says: “Teachers often underestimate the power of that learning” when play is freely chosen by the child. Here: fail to appreciate = underestimate.
35	B	employees, found it hard, allow children	Section 3, Paragraph 4	Gudrun Huber states: "Initially it was difficult for the staff... it was difficult to hold back and let the children be." Here: allow children to do whatever = let the children be.
36	classroom	did not know what to do, contained no toys	Section 3, Paragraph 4	The video shows the children staring at each other and “looking apprehensively around the big, empty classroom” on the first day.
37	shoes	used tables, blankets, to build a den	Section 3, Paragraph 4	The children make a den by draping blankets over tables and "weighing them down with shoes".
38	games	adapted to new approach, make up	Section 3, Paragraph 6	Gisela Marti noted that once they settled down to the new regime, "they invented games". Here: make up = invented.
39	circus	imagined they were, travelling on a train	Section 3, Paragraph 6	The children enjoyed acting, "pretending to be in a circus or on a train". Here: imagined = pretending.
40	socialise	activities taught them how to	Section 3, Paragraph 6	Gisela Marti observed that while the children played their invented games, “they were learning to socialise”.