تحلیل لیسنینگ آیلتس آکادمیک و جنرال کمبریج 14 - تست 1: بررسی سوالات، نکات کلیدی و استراتژی‌های پاسخ‌دهی

مقدمه

بخش لیسنینگ، اولین و یکی از مهم‌ترین چالش‌ها در آزمون آیلتس است که نیازمند تمرکز بالا و درک شنیداری دقیق می‌باشد. در این مقاله، به تحلیل جامع تست ۱ لیسنینگ از کتاب آیلتس کمبریج ۱۴ (Cambridge IELTS 14) می‌پردازیم. هدف ما شکستن ساختار سوالات، شناسایی تله‌های رایج و ارائه استراتژی‌های کاربردی برای کمک به شما در مدیریت زمان و افزایش دقت پاسخ‌دهی است. این تست شامل چهار بخش با موضوعات و فرمت‌های متنوع سوال است. داوطلبان باید با انواع سوالات مانند Multiple Choice، Form Completion، Matching و Map Labelling آشنا باشند. با ما همراه باشید تا با بررسی جزء به جزء این تست، با اطمینان بیشتری به سراغ آزمون اصلی بروید.

برای دیدن بقیه‌ی تحلیل‌ها به لینک زیر بروید:

Table of Contents

• Part 1: Questions 1-10 Analysis & Audio Script
• Part 2: Questions 11-20 Analysis & Audio Script
• Part 3: Questions 21-30 Analysis & Audio Script
• Part 4: Questions 31-40 Analysis & Audio Script

PART 1 Questions 1-10 + Audio Script

📝 Question 1: "Nationality"

🔹 Correct Answer: Canadian

📍 Location in Audio Script: "No, I’m actually Canadian. Though my mother was British."

🔹 Analysis of the Answer: The answer is explicitly stated. Louise clarifies her nationality as Canadian despite her mother being British.

⚠️ Potential Traps: The mention of her mother being British could mislead test takers into writing British as the answer, but Louise's nationality is what the question is asking for.

⭐ Key Learning Point: Pay close attention to the speaker’s direct answer to the question, and don't be distracted by additional, related information about other people.

📝 Question 2: "Reason for visit business (to buy antique .....)"

🔹 Correct Answer: furniture

📍 Location in Audio Script: "I come over to buy old furniture, antiques you know."

🔹 Analysis of the Answer: The audio script uses the phrase "old furniture" which is synonymous with the "antique" in the question stem. "Antique" describes the furniture.

⚠️ Potential Traps: The use of "antiques" might confuse test takers to write that. However, the text asks for what kind of antique, and the answer is furniture.

⭐ Key Learning Point: Focus on the specific information requested in the question. Here, "antique" is an adjective describing "furniture," which is the noun needed.

📝 Question 3: "Current address ..... Apartments (No 15)"

🔹 Correct Answer: Park

📍 Location in Audio Script: "Well at present I’ve got a place at Park Apartments, that’s on King Street."

🔹 Analysis of the Answer: The audio directly states "Park Apartments" as her current address.

⚠️ Potential Traps: The speaker mentions "Riverside Apartments" as a previous place of stay. However, the question asks for the *current* address.

⭐ Key Learning Point: Always listen for temporal cues (e.g., "at present," "currently") to determine the current state versus past or future states.

📝 Question 4: "Items stolen – a wallet containing approximately ..... £"

🔹 Correct Answer: 250

📍 Location in Audio Script: "But there was quite a bit of cash there … about £250 sterling, I should think."

🔹 Analysis of the Answer: The speaker clearly states that the wallet contained "about £250 sterling."

⚠️ Potential Traps: The speaker mentions withdrawing £300 initially and spending £50. This is a distraction; the question specifically asked about the amount stolen (cash in the wallet).

⭐ Key Learning Point: Be precise; numbers mentioned may have a context. Look for numbers associated directly with the item or event in the question (amount stolen).

📝 Question 5: "– a 5 ....."

🔹 Correct Answer: phone

📍 Location in Audio Script: "But then I realised my phone had gone as well."

🔹 Analysis of the Answer: The speaker mentions the phone as another item stolen.

⚠️ Potential Traps: The speaker mentions a wallet (already covered) and keys to the rental car (which were *not* stolen - "At least they didn’t take the keys..."), which is not the correct answer for *another item stolen*.

⭐ Key Learning Point: Look out for words like "also" and "as well" to indicate additional items in a list of stolen goods.

📝 Question 6: "Date of theft ....."

🔹 Correct Answer: 10(th) September

📍 Location in Audio Script: "So that was September the tenth."

🔹 Analysis of the Answer: The date of the theft is explicitly mentioned.

⚠️ Potential Traps: None, the date is clearly stated in the audio.

⭐ Key Learning Point: Dates, times, and other specific details will often be clearly articulated by the speaker. Be ready to write them in the format required.

📝 Question 7: "Location outside the ....."

🔹 Correct Answer: museum

📍 Location in Audio Script: "Anyway, I met up with a friend, and we spent a couple of hours in the museum. But I do remember that as we were leaving there..."

🔹 Analysis of the Answer: The location "outside the museum" is implied as where the incident occurred, as they were "leaving there" (the museum) when the boys approached.

⚠️ Potential Traps: There are other places mentioned, such as the park and apartment previously. The audio script leads you to the place where the incident occurred by describing the sequence of events.

⭐ Key Learning Point: Follow the sequence of the events and the transitions of locations to identify the answer for where an incident happened.

📝 Question 8: "– some boys asked for the ....."

🔹 Correct Answer: time

📍 Location in Audio Script: "a group of young boys ran up to us, and they were really crowding round us, and they were asking us that time it was"

🔹 Analysis of the Answer: The speaker mentions that the boys were asking for the "time".

⚠️ Potential Traps: The word "that" is added before "time" in the sentence, which makes it easy to miss if not listening for the full question the boys asked.

⭐ Key Learning Point: Be careful of extra words that make the sentence flow naturally but are not part of the core information needed for the blank.

📝 Question 9: "– he was about 12, slim build with ..... hair"

🔹 Correct Answer: blond(e)

📍 Location in Audio Script: "I do remember that – he was blond. All the others were dark-haired."

🔹 Analysis of the Answer: The speaker specifies the hair color of the boy (who did most of the talking) as blond.

⚠️ Potential Traps: The speaker mentioned the other boy's hair was dark, and this contrast could lead to confusion if not focusing on the description of the specific boy.

⭐ Key Learning Point: Note the contrast when the speaker mentions "all the others," which helps you focus on the specific description of the individual in question.

📝 Question 10: "Crime reference number allocated ....."

🔹 Correct Answer: 87954 82361

📍 Location in Audio Script: "So this is ten digits: 87954 82361."

🔹 Analysis of the Answer: The number is directly stated by the officer.

⚠️ Potential Traps: None, the number is clear and well articulated, though listeners need to capture all ten digits accurately.

⭐ Key Learning Point: Numbers are often clearly stated, so be ready to write them down accurately, especially long sequences.

OFFICER: Good morning. What can I do for you?

LOUISE: I want to report a theft. I had some things stolen out of my bag yesterday.

OFFICER: I’m sorry to hear that. Right, so I’ll need to take a few details. Can I start with your name?

LOUISE: Louise Taylor.

OFFICER: OK, thank you. And are you resident in the UK?

LOUISE: No, I’m actually Canadian 📍Q1. Though my mother was British.

OFFICER: And your date of birth?

LOUISE: December 14th, 1977.

OFFICER: So you’re just visiting this country?

LOUISE: That’s right. I come over most summers on business. I’m an interior designer and I come over to buy old furniture 📍Q2, antiques you know. There are some really lovely things around here, but you need to get out to the small towns. I’ve had a really good trip this year, until this happened.

OFFICER: OK. So you’ve been here quite a while?

LOUISE: Yes, I’m here for two months. I go back next week.

OFFICER: So may I ask where you’re staying now?

LOUISE: Well at present I’ve got a place at Park 📍Q3 Apartments, that’s on King Street. I was staying at the Riverside Apartments on the same street, but the apartment there was only available for six weeks so I had to find another one.

OFFICER: OK. And the apartment number?

LOUISE: Fifteen.

LOUISE: Right.

…………………………………………..

OFFICER: Now, I need to take some details of the theft. So you said you had some things stolen out of your bag?

LOUISE: That’s right.

OFFICER: And were you actually carrying the bag when the theft took place?

LOUISE: Yes, I really can’t understand it. I had my backpack on. And I went into a supermarket to buy a few things and when I opened it up my wallet wasn’t there.

OFFICER: And what did your wallet have in it?

LOUISE: Well, fortunately I don’t keep my credit cards in that wallet – I keep them with my passport in an inside compartment in my backpack. But there was quite a bit of cash there … about £250 📍Q4 sterling, I should think. I withdrew £300 from my account yesterday, but I did a bit of shopping, so I must have already spent about £50 of that.

OFFICER: OK.

LOUISE: At first I thought, oh I must have left the wallet back in the apartment, but then I realised my phone 📍Q5 had gone as well. It was only a week old, and that’s when I realised I’d been robbed. Anyway at least they didn’t take the keys to my rental car.

OFFICER: Yes. So you say the theft occurred yesterday?

LOUISE: Yes.

OFFICER: So that was September the tenth 📍Q6. And do you have any idea at all of where or when the things might possibly have been stolen?

LOUISE: Well at first I couldn’t believe it because the bag had been on my back ever since I left the apartment after lunch. It’s just a small backpack, but I generally use it when I’m travelling because it seems safer than a handbag. Anyway, I met up with a friend, and we spent a couple of hours in the museum 📍Q7. But I do remember that as we were leaving there, at about 4 o’clock, a group of young boys ran up to us, and they were really crowding round us, and they were asking us that time 📍Q8 it was, then all of a sudden they ran off.

OFFICER: Can you remember anything about them?

LOUISE: The one who did most of the talking was wearing a T-shirt with a picture of something … let’s see … a tiger.

OFFICER: Right. Any idea of how old he might have been?

LOUISE: Around twelve years old?

OFFICER: And can you remember anything else about his appearance?

LOUISE: Not much. He was quite thin …

OFFICER: Colour of hair?

LOUISE: I do remember that – he was blond 📍Q9. All the others were dark-haired.

OFFICER: And any details of the others?

LOUISE: Not really. They came and went so quickly.

OFFICER: Right. So what I’m going to do now is give you a crime reference number so you can contact your insurance company. So this is ten digits: 87954 82361 📍Q10.

LOUISE: Thank you. So should I …

PART 2 Questions 11-20 + Audio Script

📝 Question 11 & 12: "Which TWO pieces of advice for the first week of an apprenticeship does the manager give?"

🔹 Correct Answers: A get to know colleagues, C ask lots of questions

📍 Location in Audio Script: "The important thing is to check with someone if you’re not sure what to do... You’ll be spending time in different departments during your first week so make an effort to talk to as many people as possible about their work."

🔹 Analysis of the Answer: The manager advises to "check with someone if you’re not sure what to do," which means to ask lots of questions (C). They also advise to "make an effort to talk to as many people as possible," which is synonymous with "get to know colleagues (A)".

⚠️ Potential Traps: Choices B (be on time), D (offer to do overtime), and E (notify of absence) are all good general work advice but aren't specifically mentioned as key advice *for the first week* in this context.

⭐ Key Learning Point: Listen for specific advice given for the timeframe mentioned (e.g., "first week") to distinguish it from general guidance or expectations.

📝 Question 13 & 14: "Which TWO things does the manager say mentors can help with?"

🔹 Correct Answers: B making career plans, E reviewing progress

📍 Location in Audio Script: "...instead they’ll be asking you about what goals you’ve achieved so far, as well as helping you to identify any areas for improvement. You can also discuss your more long-term ambitions with them as well."

🔹 Analysis of the Answer: The audio script mentions mentors will ask about "what goals you’ve achieved so far" and "identify any areas for improvement," which relates to reviewing progress (E). They also help with discussing "more long-term ambitions," which is related to making career plans (B).

⚠️ Potential Traps: Options A (completing difficult tasks), C (resolving conflicts), and D (supervising work) are not stated as the direct purposes or primary functions of the mentors in this description.

⭐ Key Learning Point: Understand the exact role and responsibilities being described for a specific support person like a mentor, focusing on what they *will do* with or for the apprentice.

📝 Question 15: "Using the internet"

🔹 Correct Answer: B (There are some restrictions)

📍 Location in Audio Script: "As part of your job you’ll be doing some research online so obviously you’ll have unlimited access for that but please don’t use it for personal use"

🔹 Analysis of the Answer: The audio script specifies that use of the internet for job purposes is allowed ("unlimited access for that"), but "please don’t use it for personal use" clearly indicates a restriction.

⚠️ Potential Traps: The "unlimited access" mention for work might lead test takers to choose A (It is allowed). However, the subsequent clause about personal use introduces the restriction.

⭐ Key Learning Point: Be aware of qualifications and conditions ("but," "however," "as long as") within the information provided, as they often introduce restrictions or limitations.

📝 Question 16: "Flexible working"

🔹 Correct Answer: B (There are some restrictions)

📍 Location in Audio Script: "After your probationary three-month period – some of you will be eligible for this – but it will depend on which department you’re in and what your personal circumstances are."

🔹 Analysis of the Answer: The manager makes it clear that flexible working is not for everyone and there are specific conditions ("depend on which department... personal circumstances") for eligibility after a probationary period.

⚠️ Potential Traps: The phrase "some of you will be eligible" might suggest it is generally encouraged (A). However, the explicit mention of dependencies means there are clear restrictions.

⭐ Key Learning Point: Phrases like "it depends" or listing conditions often indicate that there are restrictions or specific criteria attached to something.

📝 Question 17: "Booking holidays"

🔹 Correct Answer: C (It is against the rules)

📍 Location in Audio Script: "we ask that you don’t book any holidays until after your six-month apprenticeship has finished"

🔹 Analysis of the Answer: The speaker explicitly says that holidays are not allowed ("don’t book any holidays") during the apprenticeship period.

⚠️ Potential Traps: The part about statutory public holidays (which are allowed) might be confusing if the listener doesn't focus on booking *additional* holidays.

⭐ Key Learning Point: Direct and explicit negative statements, such as "don’t book," are key indicators of rules or prohibitions.

📝 Question 18: "Working overtime"

🔹 Correct Answer: A (It is encouraged)

📍 Location in Audio Script: "Although you’re not required to do this, it can be a valuable experience – so we advise you to take it up if possible."

🔹 Analysis of the Answer: While not required, the company "advise you to take it up if possible," making it an encouraged practice.

⚠️ Potential Traps: The phrase "not required" may tempt test takers to believe it is restricted (B) or neutral, but "advise you to" indicates encouragement.

⭐ Key Learning Point: Words like "advise" or "recommend" often indicate encouragement even if something is not mandatory.

📝 Question 19: "Wearing trainers"

🔹 Correct Answer: A (It is encouraged)

📍 Location in Audio Script: "Comfortable shoes like trainers are preferable."

🔹 Analysis of the Answer: The audio script specifies trainers are "preferable," which implies encouragement over other less practical footwear, especially in the context of no formal dress code.

⚠️ Potential Traps: The phrase "no formal dress code" might lead test takers to believe this is a neutral policy for all casual wear, but the specific mention of trainers being "preferable" gives a positive leaning.

⭐ Key Learning Point: Note the word "preferable," which implies encouragement or a positive recommendation.

📝 Question 20: "Bringing food to work"

🔹 Correct Answer: C (It is against the rules)

📍 Location in Audio Script: "we’ve decided to introduce a no packed lunch policy"

🔹 Analysis of the Answer: The phrase "no packed lunch policy" clearly indicates that bringing food (packed lunches) is not allowed/against the rules.

⚠️ Potential Traps: The mention of the canteen being heavily subsidized explains the context for the policy but could be a slight distraction from the direct policy statement.

⭐ Key Learning Point: Policies are often introduced with phrases like "no ... policy" which implies that the action is not permitted or is restricted.

Good morning everyone. My name’s Janet Parker and I’m the human resources manager. We’re very happy to welcome you to your new apprenticeship. I hope that the next six months will be a positive and enjoyable experience for you.

I’d like to start with some general advice about being an apprentice. Most of you have very little or no experience of working for a big organisation and the first week or so may be quite challenging. There will be a lot of new information to take in but don’t worry too much about trying to remember everything. The important thing is to check with someone if you’re not sure what to do 📍Q11/Q12 – you’ll find your supervisor is very approachable and won’t mind explaining things or helping you out. You’re here to learn so make the most of that opportunity. You’ll be spending time in different departments during your first week so make an effort to talk to as many people as possible about their work 📍Q11/Q12 – you’ll make some new friends and find out lots of useful information.

As well as having a supervisor, you’ll each be assigned a mentor. This person will be someone who’s recently completed an apprenticeship and you’ll meet with them on a weekly basis. Their role is to provide help and support throughout your apprenticeship. Of course, this doesn’t mean they’ll actually do any of your work for you – instead they’ll be asking you about what goals you’ve achieved so far, as well as helping you to identify any areas for improvement. You can also discuss your more long-term ambitions with them as well. 📍Q13/Q14

————————–

Now I just want to run through a few company policies for our apprenticeship scheme with you… Most importantly, the internet. As part of your job you’ll be doing some research online so obviously you’ll have unlimited access for that but please don’t use it for personal use – 📍Q15 you’ll have your own phones for that.

Some of you have already asked me about flexible working. After your probationary three-month period – some of you will be eligible for this – but it will depend on which department you’re in and what your personal circumstances are. 📍Q16 So please don’t assume you’ll automatically be permitted to do this.

I want to make sure there’s no confusion about our holiday policy. Apart from any statutory public holidays we ask that you don’t book any holidays until after your six-month apprenticeship has finished. 📍Q17 Time off should only be taken if you are unwell. Please speak to your supervisor if this is going to be a problem.

JANET PARKER: You’ll be expected to work a 40-hour week but there may be opportunities to do overtime during busy periods. Although you’re not required to do this, it can be a valuable experience – so we advise you to take it up if possible. 📍Q18 Obviously, we understand that people do have commitments outside work, so don’t worry if there are times when you are unavailable.

As you know, we don’t have a formal dress code here – you may wear casual clothes as long as they’re practical – and the only restriction for shoes we have is on high heels for health and safety reasons. Comfortable shoes like trainers are preferable. 📍Q19

There’s a heavily subsidised canteen on site where you can get hot meals or salads cheaply. Snacks and drinks are also provided – so we’ve decided to introduce a no packed lunch policy. 📍Q20 This is partly to encourage healthy eating at work and partly to stop people from eating at their workstation, which is unhygienic.

OK moving on to …

PART 3 Questions 21-30 + Audio Script

📝 Question 21: "Carla and Rob were surprised to learn that coastal cities"

🔹 Correct Answer: B (include most of the world’s largest cities)

📍 Location in Audio Script: CARLA: "But most of the biggest cities are actually built by the sea. I’d not realised that before." ROB: "Nor me."

🔹 Analysis of the Answer: The speakers express surprise ("I’d not realised that before." / "Nor me.") about the fact that most major cities are located on the coast.

⚠️ Potential Traps: Option A states that "nearly half the world's population" live in coastal cities. The text says "more than half the world's population lives in cities," which is different from "coastal cities." Option C is not stated as a point of surprise.

⭐ Key Learning Point: Pay attention to qualifying words and specific details to ensure the answer accurately reflects what was said. Note expressions of surprise or prior lack of knowledge.

📝 Question 22: "According to Rob, building coastal cities near to rivers"

🔹 Correct Answer: A (may bring pollution to the cities)

📍 Location in Audio Script: ROB: "...it means more and more pollutants are discharged into the rivers." CARLA: "So these are brought downstream to the cities?" ROB: "Right."

🔹 Analysis of the Answer: Rob explains that industrial and agricultural expansion along rivers lead to pollution that gets carried downstream to the cities.

⚠️ Potential Traps: Option B (reduction of agricultural land) and C (spoiling the countryside) are mentioned as consequences of expansion along rivers, but the specific impact *on the cities* highlighted here is pollution.

⭐ Key Learning Point: Be aware of cause-and-effect relationships, and link the cause (building near rivers, expansion) to the specific effect on the cities mentioned.

📝 Question 23: "What mistake was made when building water drainage channels in Miami in the 1950s?"

🔹 Correct Answer: C (They did not allow for the effects of climate change)

📍 Location in Audio Script: "But what they didn’t take into account was global warming. So they built the drainage channels too close to sea level"

🔹 Analysis of the Answer: The speaker explicitly states the mistake was "not take into account... global warming" (which is related to climate change), and thus the drainage channels were built too close to sea level, rendering them less effective with rising sea levels.

⚠️ Potential Traps: Options A (number of channels) and B (materials used) are not mentioned as the mistake in the design or construction process.

⭐ Key Learning Point: Understand the specific mistake made and the direct implications of this mistake, especially when factors like "global warming" or "climate change" are mentioned as being overlooked.

📝 Question 24: "What do Rob and Carla think that the authorities in Miami should do immediately?"

🔹 Correct Answer: B (pay for a new flood prevention system)

📍 Location in Audio Script: ROB: "Really they just need to find the money for something to replace the drainage channels, in order to protect against flooding now."

🔹 Analysis of the Answer: Rob indicates that "finding the money for something to replace the drainage channels" is the immediate action needed for flood protection.

⚠️ Potential Traps: Option A (considering the whole ecosystem) is mentioned as a long-term solution. Option C (stopping waste disposal) is mentioned but in the context of a ten-year plan, not an immediate flood prevention measure.

⭐ Key Learning Point: Differentiate between short-term/immediate solutions and long-term strategies or actions. Look for keywords like "now" or "just need to."

📝 Question 25: "What do they agree should be the priority for international action?"

🔹 Correct Answer: A (greater coordination of activities)

📍 Location in Audio Script: CARLA: "coastal cities can’t deal with their problems on their own... they’ve got to start acting together at an international level instead of just doing their own thing"

🔹 Analysis of the Answer: Carla states, and Rob implicitly agrees, that international action needs to involve coordination ("acting together") rather than countries acting individually ("doing their own thing").

⚠️ Potential Traps: Options B (sharing information on problems) and C (agreeing on shared principles) are related to international cooperation but "greater coordination of activities" is the broader priority highlighted.

⭐ Key Learning Point: Recognize the need for collaboration and coordinated efforts over individual action when discussing international priorities.

📝 Question 26: "Historical background"

🔹 Correct Answer: B (keep it short)

📍 Location in Audio Script: ROB: "But we don’t want to spend too long on that, the other students will already know a bit about it."

🔹 Analysis of the Answer: The speakers decide to "not spend too long" on the historical background since it is something that students are already familiar with, meaning they will keep it short.

⚠️ Potential Traps: The options to use visuals or a handout are discussed later for different sections, not for keeping the historical background short.

⭐ Key Learning Point: Understand what the speakers agree to do regarding the length or depth of a particular section.

📝 Question 27: "Geographical factors"

🔹 Correct Answer: A (use visuals)

📍 Location in Audio Script: ROB: "On a handout you mean? Or some slides everyone can see?" CARLA: "Yeah, that’d be better."

🔹 Analysis of the Answer: The speakers decide to include maps on "slides everyone can see" which would provide a visual element for geographical factors.

⚠️ Potential Traps: Handouts were also mentioned as a possibility by Rob, but Carla confirms slides (visuals) would be better.

⭐ Key Learning Point: Listen for what the speakers choose as a final decision after considering alternatives.

📝 Question 28: "Past mistakes"

🔹 Correct Answer: F (focus on one example)

📍 Location in Audio Script: CARLA: "Yes, We could use that [New Orleans case study] as the basis for that part of the talk."

🔹 Analysis of the Answer: They decide to focus on the case study of New Orleans as an example ("the basis for that part") of past mistakes.

⚠️ Potential Traps: There was a case study mentioned (New Orleans), but the strategy is to use it to *focus on one example*, not just to present a case study broadly.

⭐ Key Learning Point: Recognize the strategic use of examples or case studies to illustrate a point, rather than covering multiple examples superficially.

📝 Question 29: "Future risks"

🔹 Correct Answer: G (do online research)

📍 Location in Audio Script: ROB: "No. We’ll need to look at some websites. Shouldn’t take too long."

🔹 Analysis of the Answer: They decide to "look at some websites" (do online research) to get information on future risks.

⚠️ Potential Traps: None specific; the use of websites is a clear indicator for online research.

⭐ Key Learning Point: Make the connection between the phrase "look at websites" and the action of "do online research."

📝 Question 30: "International implications"

🔹 Correct Answer: C (involve other students)

📍 Location in Audio Script: CARLA: "Maybe we could ask people in the audience. We’ve got people from quite a lot of different places."

🔹 Analysis of the Answer: They propose "asking people in the audience" for their opinions on international implications, which implies involving other students.

⚠️ Potential Traps: None specific; the discussion clearly mentions asking people in the audience.

⭐ Key Learning Point: Consider the implication of involving the audience or external participants when interpreting the meaning of the text for presentation strategies.

TUTOR: OK, so what I’d like you to do now is to talk to your partner about your presentations on urban planning. You should have done most of the reading now, so I’d like you to share your ideas, and talk about the structure of your presentation and what you need to do next.

CARLA: OK Rob. I’m glad we chose quite a specific topic – cities built next to the sea. It made it much easier to find relevant information.

ROB: Yeah. And cities are growing so quickly – I mean, we know that more than half the world’s population lives in cities now.

CARLA: Yeah, though that’s all cities, not just ones on the coast. But most of the biggest cities are actually built by the sea. I’d not realised that before. 📍Q21

ROB: Nor me. And what’s more, a lot of them are built at places where rivers come out into the sea. But apparently this can be a problem.

CARLA: Why?

ROB: Well, as the city expands, agriculture and industry tend to spread further inland along the rivers, and so agriculture moves even further inland up the river. That’s not necessarily a problem, except it means more and more pollutants are discharged into the rivers.

CARLA: So these are brought downstream to the cities? 📍Q22

ROB: Right. Hmm. Did you read that article about Miami, on the east coast of the USA?

CARLA: No.

ROB: Well, apparently back in the 1950s they build channels to drain away the water in case of flooding.

CARLA: Sounds sensible.

ROB: Yeah, they spent quite a lot of money on them. But what they didn’t take into account was global warming. So they built the drainage channels too close to sea level, and now sea levels are rising, they’re more or less useless. If there’s a lot of rain, the water can’t run away, there’s nowhere for it to go. The whole design was faulty. 📍Q23

CARLA: So what are the authorities doing about it now?

ROB: I don’t know. I did read that they’re aiming to stop disposing of waste into the ocean over the next ten years.

CARLA: But that won’t help with flood prevention now, will it?

ROB: No. Really they just need to find the money for something to replace the drainage channels, in order to protect against flooding now. 📍Q24 But in the long term they need to consider the whole ecosystem.

CARLA: Right. Really, though, coastal cities can’t deal with their problems on their own, can they? I mean, they’ve got to start acting together at an international level instead of just doing their own thing. 📍Q25

ROB: Absolutely. The thing is, everyone knows what the problems are and environmentalists have a pretty good idea of what we should be doing about them, so they should be able to work together to some extent. But it’s going to be a long time before countries come to a decision on what principles they’re prepared to abide by.

CARLA: Yes, if they ever do.

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CARLA: So I think we’ve probably got enough for our presentation. It’s only fifteen minutes.

ROB: OK. So I suppose we’ll begin with some general historical background about why coastal cities were established. But we don’t want to spend too long on that, the other students will already know a bit about it. It’s all to do with communications and so on. 📍Q26

CARLA: Yes. We should mention some geographical factors, things like wetlands and river estuaries and coastal erosion and so on. We could have some maps of different cities with these features marked.

ROB: On a handout you mean? Or some slides everyone can see?

CARLA: Yeah, that’d be better. 📍Q27

ROB: It’d be good to go into past mistakes in a bit more detail. Did you read that case study of the problems there were in New Orleans with flooding a few years ago?

CARLA: Yes, We could use that as the basis for that part of the talk. 📍Q28 I don’t think the other students will have read it, but they’ll remember hearing about the flooding at the time.

ROB: OK. So that’s probably enough background.

CARLA: So then we’ll go on to talk about what action’s being taken to deal with the problems of coastal cities.

ROB: OK. What else do we need to talk about? Maybe something on future risks, looking more at the long term, if populations continue to grow.

CARLA: Yeah. We’ll need to do a bit of work there, I haven’t got much information, have you?

ROB: No. We’ll need to look at some websites. Shouldn’t take too long. 📍Q29

CARLA: OK. And I think we should end by talking about international implications. Maybe we could ask people in the audience. We’ve got people from quite a lot of different places. 📍Q30

ROB: That’d be interesting, if we have time, yes. So now shall we …

PART 4 Questions 31-40 + Audio Script

📝 Question 31: "More energy required because of growth in population and ....."

🔹 Correct Answer: industry

📍 Location in Audio Script: "Demand is rising rapidly, because of the world’s increasing population and expanding industry."

🔹 Analysis of the Answer: The speaker states that the demand for energy is rising due to population growth and expanding industry.

⚠️ Potential Traps: None, the word "industry" is clearly mentioned as the second factor alongside population growth.

⭐ Key Learning Point: Note direct connection of industry to the growing population and increasing energy demand when listening for causes or contributing factors.

📝 Question 32: "Advantage: waves provide a ..... source of renewable energy"

🔹 Correct Answer: constant

📍 Location in Audio Script: "This form of energy has plenty of potential, as the source is constant"

🔹 Analysis of the Answer: The speaker mentions that the wave energy source is constant.

⚠️ Potential Traps: None, "constant" is a clear adjective describing the wave energy source as an advantage.

⭐ Key Learning Point: Be ready to capture the adjectives used to describe key concepts or advantages.

📝 Question 33: "● waves can move in any ....."

🔹 Correct Answer: direction

📍 Location in Audio Script: "the wind making them travel in every direction"

🔹 Analysis of the Answer: The speaker indicates that the waves move in different directions due to the wind.

⚠️ Potential Traps: None, the word "direction" is clearly stated in the context of wave movement.

⭐ Key Learning Point: Listen for words indicating movement and its characteristics, such as direction.

📝 Question 34: "● movement of sand, etc. on the ..... of the ocean may be affected"

🔹 Correct Answer: floor

📍 Location in Audio Script: "sand and other sediment on the ocean floor might be stopped from flowing normally"

🔹 Analysis of the Answer: The speaker states that the movement of sand and other sediments on the ocean floor is affected.

⚠️ Potential Traps: None, the phrase "ocean floor" is explicitly used to specify the location of the affected sediment.

⭐ Key Learning Point: Understand specific locations within larger environments (like the ocean floor) and their impacts.

📝 Question 35: "Tides are more ..... than waves"

🔹 Correct Answer: predictable

📍 Location in Audio Script: "One major advantage of using the tide, rather than waves, as a source of energy is that it’s predictable"

🔹 Analysis of the Answer: The speaker explains that unlike waves, tides are predictable.

⚠️ Potential Traps: None, the word "predictable" is clearly spoken as a contrasting advantage of tides.

⭐ Key Learning Point: Recognize comparative statements and contrasts made between different concepts or technologies.

📝 Question 36: "● will be created in a ..... at Swansea"

🔹 Correct Answer: bay

📍 Location in Audio Script: "This will be an area of water within a bay at Swansea"

🔹 Analysis of the Answer: The speaker mentions the lagoon will be created in a bay at Swansea.

⚠️ Potential Traps: None, "bay" is explicitly spoken in the audio as the location type for the lagoon.

⭐ Key Learning Point: Listen out for specific geographical locations or types of locations.

📝 Question 37: "● stored water is released through ....., driving the turbines in the reverse direction"

🔹 Correct Answer: gates

📍 Location in Audio Script: "in order to release the stored water, gates in the breakwater are opened."

🔹 Analysis of the Answer: The speaker explains that water is released through gates, which then drives the turbines.

⚠️ Potential Traps: None, "gates" is directly spoken as the mechanism for releasing water.

⭐ Key Learning Point: Focus on processes and the specific components or mechanisms involved in them.

📝 Question 38: "● no ..... is required to make it work"

🔹 Correct Answer: fuel

📍 Location in Audio Script: "the turbines are operated without the need for fuel"

🔹 Analysis of the Answer: The speaker states that no fuel is required to operate the turbines.

⚠️ Potential Traps: None, "fuel" is clearly mentioned as not being needed.

⭐ Key Learning Point: Understand concepts related to resource use and operational requirements, especially when something is stated as *not* needed.

📝 Question 39: "● likely to create a number of ....."

🔹 Correct Answer: jobs

📍 Location in Audio Script: "manufacturing the components would create more than 2,000 jobs"

🔹 Analysis of the Answer: The speaker explicitly mentions the job creation potential from manufacturing components.

⚠️ Potential Traps: The number "2,000" is mentioned, but "jobs" is what is being created.

⭐ Key Learning Point: Recognize economic impact phrases and outcomes like job creation.

📝 Question 40: "● may harm fish and birds, e.g. by affecting ....."

🔹 Correct Answer: migration

📍 Location in Audio Script: "lagoons might harm both fish and birds, for example by disturbing migration patterns"

🔹 Analysis of the Answer: The speaker refers to the disturbance of migration patterns of the birds and fish as a potential harm.

⚠️ Potential Traps: None, "migration" is explicitly stated as the affected pattern.

⭐ Key Learning Point: Pay close attention to environmental impact information and specific examples of harm or disturbance.

Producing enough energy to meet our needs has become a serious problem. Demand is rising rapidly, because of the world’s increasing population and expanding industry 📍Q31. Burning fossil fuels, like gas, coal and oil, seriously damages the environment and they’ll eventually run out. For a number of years now, scientists have been working out how we can derive energy from renewable sources, such as the sun and wind, without causing pollution. Today I’ll outline marine renewable energy – also called ocean energy – which harnesses the movement of the oceans.

Marine renewable energy can be divided into three main categories: wave energy, tidal energy and ocean thermal energy conversion, and I’ll say a few words about each one.

First, wave energy. Numerous devices have been invented to harvest wave energy, with names such as Wave Dragon, the Penguin and Mighty Whale, and research is going on to try and come up with a really efficient method. This form of energy has plenty of potential, as the source is constant 📍Q32, and there’s no danger of waves coming to s standstill. Electricity can be generated using onshore systems, using a reservoir, or offshore systems. But the problem with ocean waves is that they’re erratic, with the wind making them travel in every direction 📍Q33. This adds to the difficulty of creating efficient technology: ideally all the waves would travel smoothly and regularly along the same straight line. Another drawback is that sand and other sediment on the ocean floor 📍Q34 might be stopped from flowing normally, which can lead to environmental problems.

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The second category of marine energy that I’ll mention is tidal energy. One major advantage of using the tide, rather than waves, as a source of energy is that it’s predictable 📍Q35: we know the exact time of high and low tides for years to come.

For tidal energy to be effective, the difference between high and low tides needs to be at least five metres, and this occurs naturally in only about forty places on Earth. But the right conditions can be created by constructing a tidal lagoon, an area of sea water separated from the sea.

One current plan is to create a tidal lagoon on the coast of Wales. This will be an area of water within a bay 📍Q36 at Swansea, sheltered by a U-shaped breakwater, or dam, built out from the coast. The breakwater will contain sixteen hydro turbines, and as the tide rises, water rushes through the breakwater, activating the turbines, which turn a generator to produce electricity. Then, for three hours as the tide goes out, the water is held back within the breakwater, increasing the difference in water level, until it’s several metres higher within the lagoon than in the open sea. Then, in order to release the stored water, gates 📍Q37 in the breakwater are opened. It pours powerfully out of the lagoon, driving the turbines in the breakwater in the opposite direction and again generating thousands of megawatts of electricity. As there are two high tides a day, this lagoon scheme would generate electricity four times a day, every day, for a total of around 14 hours in every 24 – and enough electricity for over 150,000 homes.

This system has quite a lot in its favour: unlike solar and wind energy it doesn’t depend on the weather; the turbines are operated without the need for fuel 📍Q38, so it doesn’t create any greenhouse gas emissions; and very little maintenance is needed. It’s estimated that electricity generated in this way will be relatively cheap, and that manufacturing the components would create more than 2,000 jobs 📍Q39, a big boost to the local economy.

On the other hand, there are fears that lagoons might harm both fish and birds, for example by disturbing migration 📍Q40 patterns, and causing a build-up of silt, affecting local ecosystems.

There are other forms of tidal energy, but I’ll go on to the third category of marine energy: ocean thermal energy conversion. This depends on there being a big difference in temperature between surface water and the water a couple of kilometres below the surface, and this occurs in tropical coastal areas. The idea is to bring cold water up to the surface using a submerged pipe. The concept dates back to 1881, when …