All answers on this page include the question number, correct answer and a brief explanation of where to find it in the passage or audio. Use these alongside the original Cambridge IELTS books for the best practice experience.
Test 2 Academic Reading Answers with Clear Explanations
Review all 40 Cambridge IELTS 16 Academic Reading Test 2 answers. Find the supporting passage evidence, understand misleading options and check the word limits before your next timed attempt.
Cambridge IELTS 16 Test 2 Academic Reading Answer Key
Use the key for quick marking, then read the explanations below. A slash separates accepted alternative forms. Where two letters are required, enter both letters across the two question numbers, in either order.
Passage 1: The White Horse of Uffington
Questions 1 to 13Passage 2: I contain multitudes
Questions 14 to 26Passage 3: How to make wise decisions
Questions 27 to 40Passage 1: The White Horse of Uffington
Questions 1-13. Use the evidence locations below to return to the relevant text and review each answer.
1Most geoglyphs in England are located in a particular area of the country.TRUE
Where to Look: Passage 1, paragraph 2
Why: The passage explains that there are 56 hill figures scattered around England, with the vast majority on the chalk downlands of the country’s southern counties. This directly agrees with the statement, so the answer is TRUE.
2There are more geoglyphs in the shape of a horse than any other creature.NOT GIVEN
Where to Look: Passage 1, paragraph 2
Why: The passage discusses the related point - the White Horse of Uffington The cutting of huge figures or “geoglyphs” into the earth of English hillsides has taken place for more than 3,000 years - but it does not provide the specific comparison or fact in the statement. The answer is therefore NOT GIVEN.
3A recent dating of the Uffington White Horse indicates that people were mistaken about its age.TRUE
Where to Look: Passage 1, paragraph 3
Why: The passage explains that the most famous of these figures is perhaps also the most mysterious - the Uffington White Horse in Oxfordshire. This directly agrees with the statement, so the answer is TRUE.
4Historians have come to an agreement about the origins of the Long Man of Wilmington.FALSE
Where to Look: Passage 1, paragraph 3
Why: The passage explains that more controversial is the date of the enigmatic Long Man of Wilmington in Sussex. That conflicts with the statement rather than merely omitting information, so the answer is FALSE.
5Geoglyphs were created by people placing white chalk on the hillside.FALSE
Where to Look: Passage 1, paragraph 4
Why: The passage explains that the method of cutting these huge figures was simply to remove the overlying grass to reveal the gleaming white chalk below. That conflicts with the statement rather than merely omitting information, so the answer is FALSE.
6Many geoglyphs in England are no longer visible.TRUE
Where to Look: Passage 1, paragraph 6
Why: The passage explains that the carving has been placed in such a way as to make it extremely difficult to see from close quarters, and like many geoglyphs is best appreciated from the air. This directly agrees with the statement, so the answer is TRUE.
7The shape of some geoglyphs has been altered over time.TRUE
Where to Look: Passage 1, paragraph 4
Why: The passage explains that furthermore, over hundreds of years the outlines would sometimes change due to people not always cutting in exactly the same place, thus creating a different shape to the original geoglyph. This directly agrees with the statement, so the answer is TRUE.
8The fame of the Uffington White Horse is due to its size.NOT GIVEN
Where to Look: Passage 1, paragraph 7
Why: The passage discusses the related point - due to the similarity of the Uffington White Horse to the stylised depictions of horses on 1st century BCE coins, it had been thought that the creature must also date... - but it does not provide the specific comparison or fact in the statement. The answer is therefore NOT GIVEN.
9The horse is near an ancient road known as the ____.Ridgeway
Where to Look: Passage 1, paragraph 5
Why: The passage states that 7th century BCE) hillfort of Uffington Castle and below the Ridgeway, a long-distance Neolithic track. The wording and grammar of the gap require Ridgeway; it also fits the printed word limit.
10The first reference to White Horse Hill appears in ____ from the 1070s.documents
Where to Look: Passage 1, paragraph 7
Why: The passage states that the earliest evidence of a horse at Uffington is from the 1070s CE when “White Horse Hill” is mentioned in documents from the nearby Abbey of Abingdon, and the first.... The wording and grammar of the gap require documents; it also fits the printed word limit.
11According to analysis of the surrounding ____, the Horse is Late Bronze Age or Early Iron Age.soil
Where to Look: Passage 1, paragraph 8
Why: The passage states that the result was a date for the horse’s construction somewhere between 1400 and 600 BCE - in other words, it had a Late Bronze Age or Early Iron Age origin. The wording and grammar of the gap require soil; it also fits the printed word limit.
12The goddess Epona was associated with protection of horses and ____.fertility
Where to Look: Passage 1, paragraph 9
Why: The passage states that some researchers see the horse as representing the Celtic horse-goddess Epona, who was worshipped as a protector of horses, and for her associations with fertility. The wording and grammar of the gap require fertility; it also fits the printed word limit.
13A Welsh goddess represented by the horse may have been called ____.Rhiannon
Where to Look: Passage 1, paragraph 9
Why: The passage states that it is possible that the carving represents a goddess in native mythology, such as Rhiannon, described in later Welsh mythology as a beautiful woman dressed in gold and riding a.... The wording and grammar of the gap require Rhiannon; it also fits the printed word limit.
Passage 2: I contain multitudes
Questions 14-26. Use the evidence locations below to return to the relevant text and review each answer.
14What point does the writer make about microbes in the first paragraph?D - They will continue to exist for longer than the human race.
Where to Look: Passage 2, paragraph 7
Why: The key idea in the passage is for most of human history we had no idea that microbes existed. This matches They will continue to exist for longer than the human race., while the other choices do not express the same point.
15In the second paragraph, the writer is impressed by the fact thatC - the average individual has more microbial cells than human ones.
Where to Look: Passage 2, paragraph 4
Why: The key idea in the passage is what is amazing is that while the number of human cells in the average person is about 30 trillion, the number of microbial ones is higher - about 39 trillion. This matches the average individual has more microbial cells than human ones., while the other choices do not express the same point.
16What is the writer doing in the fifth paragraph?A - explaining how a discovery was made
Where to Look: Passage 2, paragraph 6
Why: The key idea in the passage is writing with lightness and panache, he has a knack of explaining complex science in terms that are both easy to understand and totally enthralling. This matches explaining how a discovery was made, while the other choices do not express the same point.
17Many microbes have a beneficial effect, and only a relatively small number lead to ____.G - illness
Where to Look: Passage 2, paragraph 5
Why: The key idea in the passage is in each human there are microbes that live only in the stomach, the mouth or the armpit and by and large they do so peacefully. This matches illness, while the other choices do not express the same point.
18We should accept that our relationship with microbes is one based on ____.B - partnership
Where to Look: Passage 2, paragraph 8
Why: The key idea in the passage is instead we should realise we have a symbiotic relationship, that can be mutually beneficial or mutually destructive. This matches partnership, while the other choices do not express the same point.
19Our poor ____, our overuse of antibiotics, and our excessive focus on cleanliness are upsetting the bacterial balance.H - nutrition
Where to Look: Passage 2, paragraph 9
Why: The key idea in the passage is our obsession with hygiene, our overuse of antibiotics and our unhealthy, low-fibre diets are disrupting the bacterial balance and may be responsible for soaring rates of allergies and immune problems.... This matches nutrition, while the other choices do not express the same point.
20Our excessive focus on ____ is upsetting the bacterial balance.E - cleanliness
Where to Look: Passage 2, paragraph 9
Why: The key idea in the passage is our obsession with hygiene, our overuse of antibiotics and our unhealthy, low-fibre diets are disrupting the bacterial balance and may be responsible for soaring rates of allergies and immune problems.... This matches cleanliness, while the other choices do not express the same point.
21It is possible that using antibacterial products in the home fails to have the desired effect.YES
Where to Look: Passage 2, paragraph 10
Why: The passage explains that for example, there are studies indicating that the excessive use of household detergents and antibacterial products actually destroys the microbes that normally keep the more dangerous germs at bay. This directly agrees with the statement, so the answer is YES.
22It is a good idea to ensure that children come into contact with as few bacteria as possible.NO
Where to Look: Passage 2, paragraph 10
Why: The passage explains that other studies show that keeping a dog as a pet gives children early exposure to a diverse range of bacteria, which may help protect them against allergies later. That conflicts with the statement rather than merely omitting information, so the answer is NO.
23Yong’s book contains more case studies than are necessary.NOT GIVEN
Where to Look: Passage 2, paragraph 11
Why: The passage discusses the related point - the readers of Yong’s book must be prepared for a decidedly unglamorous world - but it does not provide the specific comparison or fact in the statement. The answer is therefore NOT GIVEN.
24The case study about bacteria that prevent squid from being attacked may have limited appeal.YES
Where to Look: Passage 2, paragraph 11
Why: The passage explains that another is about squid that carry luminescent bacteria that protect them from predators. This directly agrees with the statement, so the answer is YES.
25Efforts to control dengue fever have been surprisingly successful.NOT GIVEN
Where to Look: Passage 2, paragraph 11
Why: The passage discusses the related point - already, in an attempt to stop mosquitoes spreading dengue fever - a disease that infects 400 million people a year - mosquitoes are being loaded with a bacterium to block... - but it does not provide the specific comparison or fact in the statement. The answer is therefore NOT GIVEN.
26Microbes that reduce the risk of infection have already been put inside the walls of some hospital wards.NO
Where to Look: Passage 2, paragraph 11
Why: The passage explains that in the future, our ability to manipulate microbes means we could construct buildings with useful microbes built into their walls to fight off infections. That conflicts with the statement rather than merely omitting information, so the answer is NO.
Passage 3: How to make wise decisions
Questions 27-40. Use the evidence locations below to return to the relevant text and review each answer.
27What point does the writer make in the first paragraph?B - A basic assumption about wisdom may be wrong.
Where to Look: Passage 3, paragraph 2
Why: The key idea in the passage is how to make wise decisions Across cultures, wisdom has been considered one of the most revered human qualities. This matches A basic assumption about wisdom may be wrong., while the other choices do not express the same point.
28What does Igor Grossmann suggest about the ability to make wise decisions?C - The importance of certain influences on it was underestimated.
Where to Look: Passage 3, paragraph 2
Why: The key idea in the passage is although the truly wise may seem few and far between, empirical research examining wisdom suggests that it isn’t an exceptional trait possessed by a small handful of bearded philosophers after.... This matches The importance of certain influences on it was underestimated., while the other choices do not express the same point.
29According to the third paragraph, Grossmann claims that the level of wisdom an individual showsB - will be different in different circumstances.
Where to Look: Passage 3, paragraph 7
Why: The key idea in the passage is grossmann argues that even when we aren’t able to change the situation, we can still evaluate these experiences from different perspectives. This matches will be different in different circumstances., while the other choices do not express the same point.
30What is described in the fifth paragraph?D - a recommended strategy that can help people to reason wisely
Where to Look: Passage 3, paragraph 3
Why: The key idea in the passage is understanding the role of such contextual factors offers unique insights into understanding wisdom in daily life, as well as how it can be enhanced and taught.” It seems that it’s.... This matches a recommended strategy that can help people to reason wisely, while the other choices do not express the same point.
31It is important to have a certain degree of ____ regarding the extent of our knowledge.D - modesty
Where to Look: Passage 3, paragraph 5
Why: The key idea in the passage is one is intellectual humility or recognition of the limits of our own knowledge, and another is appreciation of perspectives wider than the issue at hand. This matches modesty, while the other choices do not express the same point.
32We need to take into account ____ which may not be the same as our own.A - opinions
Where to Look: Passage 3, paragraph 8
Why: The key idea in the passage is the students were instructed to imagine their career either “as if you were a distant observer” or “before your own eyes as if you were right there”. This matches opinions, while the other choices do not express the same point.
33We should also be able to take a broad ____ of any situation.C - view
Where to Look: Passage 3, paragraph 10
Why: The key idea in the passage is “Ego-decentering promotes greater focus on others and enables a bigger picture, conceptual view of the experience, affording recognition of intellectual humility and change,” says Grossmann. This matches view, while the other choices do not express the same point.
34Grossmann believes that it is better to regard scenarios with ____.F - objectivity
Where to Look: Passage 3, paragraph 6
Why: The key idea in the passage is grossmann and his colleagues have also found that one of the most reliable ways to support wisdom in our own day-to-day decisions is to look at scenarios from a third-party.... This matches objectivity, while the other choices do not express the same point.
35By avoiding the first-person perspective, we focus more on ____ and on other moral ideals.G - fairness
Where to Look: Passage 3, paragraph 6
Why: The key idea in the passage is research suggests that when adopting a first-person viewpoint we focus on “the focal features of the environment” and when we adopt a third-person, “observer” viewpoint we reason more broadly and.... This matches fairness, while the other choices do not express the same point.
36Students participating in the job prospects experiment could choose one of two perspectives to take.FALSE
Where to Look: Passage 3, paragraph 8
Why: The passage explains that for example, in one experiment that took place during the peak of a recent economic recession, graduating college seniors were asked to reflect on their job prospects. That conflicts with the statement rather than merely omitting information, so the answer is FALSE.
37Participants in the couples experiment were aware that they were taking part in a study about wise reasoning.NOT GIVEN
Where to Look: Passage 3, paragraph 11
Why: The passage discusses the related point - “That is, knowing how wisely a person behaves in a given situation is more informative for understanding their emotions or likelihood to forgive [or] retaliate as compared to knowing whether... - but it does not provide the specific comparison or fact in the statement. The answer is therefore NOT GIVEN.
38In the couples experiments, the length of the couples’ relationships had an impact on the results.NOT GIVEN
Where to Look: Passage 3, paragraph 11
Why: The passage discusses the related point - “That is, knowing how wisely a person behaves in a given situation is more informative for understanding their emotions or likelihood to forgive [or] retaliate as compared to knowing whether... - but it does not provide the specific comparison or fact in the statement. The answer is therefore NOT GIVEN.
39In both experiments, the participants who looked at the situation from a more detached viewpoint tended to make wiser decisions.TRUE
Where to Look: Passage 3, paragraph 6
Why: The passage explains that looking at problems from this more expansive viewpoint appears to foster cognitive processes related to wise decisions. This directly agrees with the statement, so the answer is TRUE.
40Grossmann believes that a person’s wisdom is determined by their intelligence to only a very limited extent.TRUE
Where to Look: Passage 3, paragraph 11
Why: The passage explains that we might associate wisdom with intelligence or particular personality traits, but research shows only a small positive relationship between wise thinking and crystallized intelligence and the personality traits of openness.... This directly agrees with the statement, so the answer is TRUE.
Using This Reading Answer Key
Is This the Academic or General Training Test?
This page covers Cambridge IELTS 16 Academic Reading Test 2. Academic and GT Reading use different texts and answer keys, so check the track before marking.
How Should I Review a Wrong Answer?
Return to the evidence location and compare the exact meaning, not just matching words. Check spelling and word limits. For NOT GIVEN, identify the information the text does not supply.
How Do I Estimate My Band?
Count one mark for each correct answer, then consult the Reading Band Score Guide. Academic and GT use different raw-score conversions, and an estimate is not an official IELTS result.
What to Do After Marking
Group your errors by misunderstanding, distractors, spelling and instructions. Review the difficult section, then try another complete test to check whether your accuracy improves.