تحلیل لیسنینگ آیلتس آکادمیک و جنرال کمبریج 10 - تست 3: بررسی سوالات، نکات کلیدی و استراتژی‌های پاسخ‌دهی

📝 Question 1: Child’s name: Kate Age: 1 .......

🔹 Correct Answer: 4

📍 Location in Audio Script: "She’s three now but she turns four next month...I’ll put four down because that’s how old she’ll be when she starts."

🔹 Analysis of the Answer: The audio states that Kate is currently three but will be four when she starts at the center. The question asks for the age at the time of enrollment, not her current age.

⚠️ Potential Traps: The candidate may incorrectly write "3" because it's the first age mentioned.

⭐ Key Learning Point: Pay attention to the specific timeframe the question is asking about. Words like "when she starts" can indicate the need to look for a future date.

📝 Question 2: Address: 2 ....... Road, Woodside, 4032

🔹 Correct Answer: Wombat

📍 Location in Audio Script: "It’s 46 Wombat Road, that’s W-O-M-B-A-T."

🔹 Analysis of the Answer: The audio provides the full address, and the answer is the name of the road, which is spelled out.

⚠️ Potential Traps: Candidates may miss the spelling out of "Wombat" or not know the word if they are not familiar with Australian animals.

⭐ Key Learning Point: Pay attention to spelling and try to write phonetically if necessary.

📝 Question 3: Days enrolled for: Monday and 3 .......

🔹 Correct Answer: Thursday

📍 Location in Audio Script: "Monday’s fine, but I think the centre is already full for Wednesday... We can offer you a Thursday or a Friday as well...I suppose Thursday would be all right"

🔹 Analysis of the Answer: The candidate initially wanted Wednesday but it was full, and the speaker then chose Thursday. This is an example of a change of preference.

⚠️ Potential Traps: The candidate might choose "Wednesday" as it is the first day mentioned.

⭐ Key Learning Point: Listen for changes in opinion or preference. Words like "but" can indicate a change from one thing to another.

📝 Question 4: Start time: 4 ....... am

🔹 Correct Answer: 8.30

📍 Location in Audio Script: "I need to get to work in the city by 9:00 so I’ll drop her off at 8:30."

🔹 Analysis of the Answer: The answer is directly stated in the audio as 8:30.

⚠️ Potential Traps: There's no real trap here, just listen carefully for the time.

⭐ Key Learning Point: Listen for precise details such as times and dates.

📝 Question 5: Childcare group: the 5 ....... group

🔹 Correct Answer: red

📍 Location in Audio Script: "There’s the green group... And then there’s the red group...Well, I’ll put her in the red group"

🔹 Analysis of the Answer: The director puts the child in the "red group" as she is advanced for her age.

⚠️ Potential Traps: The audio mentions both the "green group" and the "red group".

⭐ Key Learning Point: Pay attention to what is decided after alternatives are presented.

📝 Question 6: Which meal/s are required each day? 6 .......

🔹 Correct Answer: lunch

📍 Location in Audio Script: "she won’t need dinner, will you give her breakfast before she comes? ... Yes, she’ll only need lunch."

🔹 Analysis of the Answer: The audio confirms that Kate will not need breakfast or dinner, and therefore only needs lunch.

⚠️ Potential Traps: The audio mentions breakfast, lunch, and dinner.

⭐ Key Learning Point: Listen for what is specifically stated as being needed.

📝 Question 7: Medical conditions: needs 7 .......

🔹 Correct Answer: glasses

📍 Location in Audio Script: "But she does need to wear glasses."

🔹 Analysis of the Answer: The answer is explicitly stated.

⚠️ Potential Traps: The audio mentions "asthma or any hearing problems" which could be misleading.

⭐ Key Learning Point: Listen carefully for the specific answer after a list of options is mentioned.

📝 Question 8: Emergency contact: Jenny 8 .......

🔹 Correct Answer: BALL

📍 Location in Audio Script: "OK. That’d better be my sister … Jenny Ball. That’s B-A-double L."

🔹 Analysis of the Answer: The answer is the last name of the emergency contact, and it is spelled out.

⚠️ Potential Traps: Candidates may miss the spelling out of "Ball".

⭐ Key Learning Point: Pay attention to spelling, especially when names are mentioned.

📝 Question 9: Relationship to child: 9 ........

🔹 Correct Answer: aunt

📍 Location in Audio Script: "Great. So she is the child’s aunt?"

🔹 Analysis of the Answer: The director states "aunt" as the relationship to the child.

⚠️ Potential Traps: The speaker doesn't directly say "she is the child's aunt", but the director confirms it.

⭐ Key Learning Point: Listen for confirmations as well as direct answers.

📝 Question 10: Will pay each 10 .......

🔹 Correct Answer: month

📍 Location in Audio Script: "You can choose to pay at the end of each term or we do offer a slightly discounted rate if you pay every month...Oh, I’ll do that then."

🔹 Analysis of the Answer: The parent decides to pay monthly.

⚠️ Potential Traps: The audio mentions "term" and "month".

⭐ Key Learning Point: Listen for the final decision after multiple options have been given.

DIRECTOR: Good morning. Welcome to the Early Learning Childcare Centre. How may I help you?

CAROL: Hi. I spoke to you last week about enrolling my daughter to next year.

DIRECTOR: Oh, yes. I’ll just get some details from you. So, you’re her mother?

CAROL: That’s right.

DIRECTOR: And, can I have your name?

CAROL: It’s Carol, Carol Smith. (Example)

DIRECTOR: And your daughter’s name?

CAROL: It’s Kate.

DIRECTOR: Now, we have several groups at the centre and we cater for children from three to five years old. How old is your daughter?

CAROL: She’s three now but she turns four next month.

DIRECTOR: 📍Q1 I’ll put four down because that’s how old she’ll be when she starts.

CAROL: Fine, she’s so excited about her birthday and coming to the centre.

DIRECTOR: That’s good to hear. And what’s your address?

CAROL: 📍Q2 It’s 46 Wombat Road, that’s W-O-M-B-A-T. Woodside 4032.

DIRECTOR: And what’s the phone number?

CAROL: Oh … it’s … 3345 9865.

DIRECTOR: So, have you decided on the days you’d like to bring your daughter here?

CAROL: I’d prefer Monday and Wednesday if possible.

DIRECTOR: Mmm. I’ll check, Monday’s fine, but I think the centre is already full for Wednesday. Erm. Yes. Sorry. It seems to be a very popular day. We can offer you a Thursday or a Friday as well.

CAROL: 📍Q3 Oh dear. I suppose Thursday would be all right because she has swimming on Friday.

DIRECTOR: OK, got that. Because a lot of parents work, we do offer flexible start and finish times. We are open from 7:30 in the morning until 6 o’clock at night. What time would you like your daughter to start?

CAROL: 📍Q4 I need to get to work in the city by 9:00 so I’ll drop her off at 8:30. You’re pretty close to the city here so that should give me plenty of time to get there.

DIRECTOR: That’s fine. Now, we also need to decide which group she’ll be in. we have two different groups and they’re divided up according to age. There’s the green group. Which is for three- to four-year-olds. And then there’s the red group which is for four- to five-year-olds.

CAROL: She’s quite mature for her age and she can already write her name and read a little.

DIRECTOR: 📍Q5 Well, I’ll put her in the red group and we can always change her to the green one if there are any problems.

CAROL: That sounds fine.

DIRECTOR: OK. Let’s move on to meals. We can provide breakfast, lunch and dinner. As she’s finishing pretty early, she won’t need dinner, will you give her breakfast before she comes?

CAROL: 📍Q6 Yes, she’ll only need lunch.

DIRECTOR: Now, does she have any medical conditions we need to know about? Does she have asthma or any hearing problems for example?

CAROL: 📍Q7 No. But she does need to wear glasses.

DIRECTOR: Oh, I’ll make a note of that.

CAROL: Yes, she’s pretty good about wearing them, she can’t see much without them.

DIRECTOR: Right. OK. Now, I also need emergency contact details.

CAROL: So what sort of information do you need?

DIRECTOR: Just the name and number of a friend or family member we can contact in case we can’t get hold of you at any time.

CAROL: 📍Q8 OK. That’d better be my sister … Jenny Ball. That’s B-A-double L. Her phone number is 3346 7523.

DIRECTOR: 📍Q9 Great. So she is the child’s aunt?

CAROL: Yes, that’s right.

DIRECTOR: I’ll make a note of that as well. Now, is there anything you’d like to ask?

CAROL: What about payment? How much are the fees each term?

DIRECTOR: Well, for two days and the hours you’ve chosen, that will be $450 altogether.

CAROL: OK, and do I have to pay that now?

DIRECTOR: No, we send out invoices once the children start at the centre. You can choose to pay at the end of each term or we do offer a slightly discounted rate if you pay every month.

CAROL: 📍Q10 Oh, I’ll do that then. I find it easier to budget that way and I’m not used to the term dates just yet.

DIRECTOR: Good, it makes it a lot simpler for us as well. Well, that’s everything. Would you like me to show you around …?

📝 Question 11 & 12: Choose TWO letters, A-E. Which TWO things does Alice say about the Dolphin Conservation Trust?

🔹 Correct Answer: C and E

📍 Location in Audio Script: "The charity uses its money to support campaigns...Of course, many people give their services on a voluntary basis and we now have volunteers working in observation, office work and other things."

🔹 Analysis of the Answer: Option C is correct because the charity supports campaigns for changes in fishing policy. Option E is correct because the organization has volunteers doing various things.

⚠️ Potential Traps: Option B is incorrect as it's described as one of the fastest growing but still "fairly small", not large.

⭐ Key Learning Point: Be sure to identify the correct answers and recognize which are mentioned but don't answer the question (e.g., option D is a future hope, not a current fact).

📝 Question 13: Why is Alice so pleased the Trust has won the Charity Commission award?

🔹 Correct Answer: B (It has raised the profile of the Trust's work)

📍 Location in Audio Script: "Although it’s not meant an enormous amount of money for us, it has made our activities even more widely publicised and understood."

🔹 Analysis of the Answer: The audio states that the award has made their activities more "widely publicised and understood", which is equivalent to raising its profile.

⚠️ Potential Traps: While it might eventually bring in more members or money, the speaker does not indicate that is the reason for being pleased.

⭐ Key Learning Point: Listen carefully for the specific reason stated for a particular feeling or action.

📝 Question 14: Alice says oil exploration causes problems to dolphins because of

🔹 Correct Answer: A (the noise it creates)

📍 Location in Audio Script: "although there’ll be little pollution from oil, exploration creates a lot of underwater noise...It means the dolphins can’t rest and socialise."

🔹 Analysis of the Answer: The audio states that oil exploration creates "underwater noise" which prevents dolphins from resting.

⚠️ Potential Traps: Candidates may think it's about oil leaks but the speaker explicitly dismisses that.

⭐ Key Learning Point: Pay attention to qualifying words or phrases that change the meaning of the information given.

📝 Question 15: Alice became interested in dolphins when

🔹 Correct Answer: C (she read a book about them)

📍 Location in Audio Script: "Then I came across this story about a family of dolphins...I couldn’t put the book down – I was hooked."

🔹 Analysis of the Answer: Alice was hooked after reading a book about dolphins.

⚠️ Potential Traps: The audio mentions a story about dolphins, but does not say that she saw one or heard a speaker in person.

⭐ Key Learning Point: Do not assume information based on a similar topic, wait for the information to be explicitly stated.

📝 Question 16: It has not been seen this year.

🔹 Correct Answer: B (Echo)

📍 Location in Audio Script: "Unfortunately, Echo is being rather elusive this year and hasn’t yet been sighted by our observers"

🔹 Analysis of the Answer: Echo is the dolphin not sighted this year.

⚠️ Potential Traps: The names can be confusing, so listen carefully for the description that matches each one.

⭐ Key Learning Point: Be mindful of the details associated with each specific character.

📝 Question 17: It is photographed more than the others.

🔹 Correct Answer: C (Kiwi)

📍 Location in Audio Script: "it is Kiwi who’s our real ‘character’ as she seems to love coming up close for the cameras and we’ve captured her on film hundreds of times."

🔹 Analysis of the Answer: Kiwi is the dolphin that has been photographed the most.

⚠️ Potential Traps: The audio mentions that Samson and Moondancer are often photographed together.

⭐ Key Learning Point: Note the specific details that distinguish different entities, in this case, dolphins.

📝 Question 18: It is always very energetic.

🔹 Correct Answer: D (Samson)

📍 Location in Audio Script: "Samson has a lot of energy – he’s always leaping out of the water with great vigour."

🔹 Analysis of the Answer: Samson is described as energetic, always leaping out of the water.

⚠️ Potential Traps: Listen carefully for adjectives and descriptors for each dolphin.

⭐ Key Learning Point: Pay attention to descriptive words.

📝 Question 19: It is the newest one in the scheme.

🔹 Correct Answer: D (Samson)

📍 Location in Audio Script: "Samson’s the latest of our dolphins to be chosen for the scheme"

🔹 Analysis of the Answer: Samson is the most recent dolphin chosen for the adoption scheme, and is thus "the newest" one in the scheme.

⚠️ Potential Traps: The audio mentions "youngest" but that is Kiwi, not Samson.

⭐ Key Learning Point: Do not jump to conclusions, listen to the full description.

📝 Question 20: It has an unusual shape.

🔹 Correct Answer: A (Moondancer)

📍 Location in Audio Script: "Moondancer’s easy to find because she has a particularly large fin on her back, which makes her easy to identify"

🔹 Analysis of the Answer: Moondancer's large fin gives her an unusual shape.

⚠️ Potential Traps: The audio mentions that Echo and Moondancer are noisy too, but only Moondancer is described as having an unusual shape.

⭐ Key Learning Point: Again, be precise about which details are associated with which dolphin.

INTERVIEWER: Today we’re pleased to have on the show Alice Bussell from the Dolphin Conservation Trust. Tell us about the Trust, Alice.

ALICE: Well, obviously its purpose is to protect dolphins in seas all around the world. It tries to raise people’s awareness of the problems these marine creatures are suffering because of pollution and other threats. It started ten years ago and it’s one of the fastest growing animal charities in the country – although it’s still fairly small compared with the big players in animal protection. We are particularly proud of the work we do in education – last year we visited a huge number of schools in different parts of the country, going round to talk to children and young people aged from five to eighteen. In fact, about thirty-five per cent of our members are children. 📍Q11&Q12 The charity uses its money to support campaigns – for example, for changes in fishing policy and so forth. It hopes soon to be able to employ its first full-time biologist – with dolphin expertise – to monitor populations. Of course, many people give their services on a voluntary basis and we now have volunteers working in observation, office work and other things.

ALICE: 📍Q13 I should also tell you about the award we won from the Charity Commission last year – for our work in education. Although it’s not meant an enormous amount of money for us, it has made our activities even more widely publicised and understood. In the long term it may not bring in extra members but we’re hoping it’ll have this effect.

INTERVIEWER: Is it possible to see dolphins in UK waters?

ALICE: Yes. In several locations. And we have a big project in the east part of Scotland. This has long been a haven for dolphins because it has very little shipping. However, that may be about to change soon because oil companies want to increase exploration there. We’re campaigning against this because, although there’ll be little pollution from oil, exploration creates a lot of underwater noise. 📍Q14 It means the dolphins can’t rest and socialise.

ALICE: This is how I became interested in dolphin conservation in the first place. I had never seen one and I hadn’t been particularly interested in them at school. Then I came across this story about a family of dolphins who had to leave their home in the Moray Firth because of the oil companies and about a child who campaigned to save them. 📍Q15 I couldn’t put the book down – I was hooked.

INTERVIEWER: I’m sure our listeners will want to find out what they can do to help. You mentioned the ‘Adopt a Dolphin’ scheme. Can you tell us about that?

ALICE: Of course! People can choose one of our dolphins to sponsor. They receive a picture of it and news updates. I’d like to tell you about four which are currently being adopted by our members: Moondancer, Echo, Kiwi and Samson. 📍Q16 Unfortunately, Echo is being rather elusive this year and hasn’t yet been sighted by our observers but we remain optimistic that he’ll be out there soon. All the others have been out in force – Samson and Moondancer are often photographed together but 📍Q17 it is Kiwi who’s our real ‘character’ as she seems to love coming up close for the cameras and we’ve captured her on film hundreds of times. They all have their own personalities – Moondancer is very elegant and curves out and into the water very smoothly, whereas 📍Q18 Samson has a lot of energy – he’s always leaping out of the water with great vigour. You’d probably expect him to be the youngest – he’s not quite – that’s Kiwi – but 📍Q19 Samson’s the latest of our dolphins to be chosen for the scheme. Kiwi makes a lot of noise so we can often pick her out straightaway. Echo and Moondancer are noisy too, but 📍Q20 Moondancer’s easy to find because she has a particularly large fin on her back, which makes her easy to identify. So, yes, they’re all very different …

INTERVIEWER: Well, they sound a fascinating group …

📝 Question 21: What helped Rob to prepare to play the character of a doctor?

🔹 Correct Answer: C (imagining how his grandfather behaved at work)

📍 Location in Audio Script: "I’d … I’d visualise what he must have been like in the past, when he was sitting in his consulting room listening to his patients."

🔹 Analysis of the Answer: Rob imagined/visualized what his grandfather was like at work.

⚠️ Potential Traps: While he based the character on his grandfather, it was based on his imagining, not stories or observation.

⭐ Key Learning Point: Understand the difference between imagining, observing, and hearing stories.

📝 Question 22: In the play’s first scene, the boredom of village life was suggested by

🔹 Correct Answer: A (the repetition of words and phrases)

📍 Location in Audio Script: "there was that long silence before anyone spoke. And then people kept saying the same thing over and over, like ‘Cold, isn’t it?’"

🔹 Analysis of the Answer: The repetition of words and phrases indicated boredom.

⚠️ Potential Traps: The audio also mentions long pauses and dull scenery, but the question is about what *suggested* the boredom of village life, which was the repetition of phrases.

⭐ Key Learning Point: Focus on the most directly relevant details in the audio.

📝 Question 23: What has Rob learned about himself through working in a group?

🔹 Correct Answer: A (He likes to have clear guidelines)

📍 Location in Audio Script: "That was OK – she helped us work out exactly what to do, for the production. And that made me feel better, I suppose...When you understood what needed doing? Yes."

🔹 Analysis of the Answer: Rob felt better when he understood what needed doing, indicating that he likes clear guidelines.

⚠️ Potential Traps: The other options are not implied.

⭐ Key Learning Point: Understand implicit meanings, paying attention to the character's emotions.

📝 Question 24: To support the production, research material was used which described

🔹 Correct Answer: B (changing social attitudes)

📍 Location in Audio Script: "Well, she found these articles from the 1950s about how relationships between children and their parents, or between the public and people like bank managers or the police were shifting."

🔹 Analysis of the Answer: The research was about shifting relationships between different groups, which represents changing social attitudes.

⚠️ Potential Traps: The audio does not discuss political or economic changes.

⭐ Key Learning Point: Listen carefully to what was researched and understand how that informs the production of the play.

📝 Question 25: What problem did the students overcome in the final rehearsal?

🔹 Correct Answer: B (A piece of equipment was incorrectly set up.)

📍 Location in Audio Script: "and then that stuck somehow so it was shining on the wrong side of the stage… but anyway we got that fixed, thank goodness."

🔹 Analysis of the Answer: A spotlight malfunctioned during the final rehearsal (equipment issue).

⚠️ Potential Traps: The audio does not mention a character being injured or anyone forgetting their words.

⭐ Key Learning Point: Note specific issues that are mentioned and understand what the solution was.

📝 Question 26: in the second year of the course

🔹 Correct Answer: E (show your ability in theatre studies)

📍 Location in Audio Script: "Yes, so next year when you are in the second year of the course, you need to work really hard in all your theatre studies modules. Only students with good marks get places – you have to prove that you know your subject really well."

🔹 Analysis of the Answer: In the second year of the course, you have to prove that you know your subject really well, which means showing your ability.

⚠️ Potential Traps: The audio mentions working hard, which is an indirect reference to the need for good marks/ability.

⭐ Key Learning Point: Pay attention to indirect language that is related to the specific action required.

📝 Question 27: when first choosing where to go

🔹 Correct Answer: D (make sure the institution's focus is relevant)

📍 Location in Audio Script: "Well, I decided I wanted a programme that would fit in with what I wanted to do after I graduate, so I looked for a university with emphasis on acting rather than directing for example. It depends on you."

🔹 Analysis of the Answer: When choosing where to go, it is necessary to make sure the institution's focus (e.g., acting vs. directing) is relevant to your goals.

⚠️ Potential Traps: The other steps mentioned are important but do not involve choosing the location.

⭐ Key Learning Point: Understand what action is related to what step.

📝 Question 28: when sending in your choices

🔹 Correct Answer: A (be on time)

📍 Location in Audio Script: "Then about six months before you go, you have to email the scheme coordinator with your top three choices... I had a friend who missed the deadline"

🔹 Analysis of the Answer: When sending in your choices you need to be on time to avoid missing a deadline.

⚠️ Potential Traps: Candidates might think the audio is about sending the choices, but it emphasizes being on time.

⭐ Key Learning Point: Pay attention to the consequences of not taking specific actions.

📝 Question 29: when writing your personal statement

🔹 Correct Answer: G (ask for help)

📍 Location in Audio Script: "I’ll get some of the final year students to give me some tips… maybe see if I can read what they wrote."

🔹 Analysis of the Answer: In order to prepare a good personal statement, it is a good idea to ask for help/tips from final year students.

⚠️ Potential Traps: The audio mentions getting tips, which is not explicitly asking for help but is related.

⭐ Key Learning Point: Be prepared to interpret indirect references to the specific steps.

📝 Question 30: when doing the year abroad

🔹 Correct Answer: C (plan for the final year)

📍 Location in Audio Script: "Make sure you stay in touch so they know your choices for the optional modules. You don’t want to miss out doing your preferred specialisms."

🔹 Analysis of the Answer: While doing the year abroad, one needs to plan for the final year by choosing optional modules.

⚠️ Potential Traps: The audio mentions making arrangements, which may be a trap if not tied to the final year.

⭐ Key Learning Point: Understand that planning for the future, or the final year, is different than general arrangements.

MIA: Hi, Rob. How’s the course going?

ROB: Oh, hi, Mia. Yeah, great. I can’t believe the first term’s nearly over.

MIA: I saw your group’s performance last night at the student theatre. It was good.

ROB: Really? Yeah … but now we have to write a report on the whole thing, an in-depth analysis. I don’t know where to start. Like, I have to write about the role I played, the doctor, how I developed the character.

MIA: Well, what was your starting point?

ROB: Er … my grandfather was a doctor before he retired, and I just based it on him.

MIA: OK, but how? Did you talk to him about it?

ROB: He must have all sorts of stories, but he never says much about his work, even now. He has a sort of authority though.

MIA: So how did you manage to capture that?

ROB: 📍Q21 I’d … I’d visualise what he must have been like in the past, when he was sitting in his consulting room listening to his patients.

MIA: OK, so that’s what you explain in your report.

ROB: Right.

MIA: 📍Q22 Then there’s the issue of atmosphere – so in the first scene we needed to know how boring life was in the doctor’s village in the 1950s, so when the curtain went up on the first scene in the waiting room, there was that long silence before anyone spoke. And then people kept saying the same thing over and over, like ‘Cold, isn’t it?’

ROB: Yes, and everyone wore grey and brown, and just sat in a row.

MIA: Yes, all those details of the production.

ROB: And I have to analyse how I functioned in the group – what I found out about myself. I know I was so frustrated at times, when we couldn’t agree.

MIA: Yes. So did one person emerge as the leader?

ROB: 📍Q23 Sophia did. That was OK – she helped us work out exactly what to do, for the production. And that made me feel better, I suppose.

MIA: When you understood what needed doing? Yes.

ROB: Yes. And Sophia did some research, too. That was useful in developing our approach.

MIA: Like what?

ROB: 📍Q24 Well, she found these articles from the 1950s about how relationships between children and their parents, or between the public and people like bank managers or the police were shifting.

MIA: Interesting. And did you have any practical problems to overcome?

ROB: 📍Q25 Well, in the final rehearsal everything was going fine until the last scene – what’s where the doctor’s first patient appears on stage on his own. The one in the wheelchair? Yes, and he had this really long speech, with the stage all dark except for one spotlight – and then that stuck somehow so it was shining on the wrong side of the stage … but anyway we got that fixed, thank goodness.

MIA: Yes, it was fine on the night.

ROB: But while you’re here, Mia. I wanted to ask you about the year abroad option. Would you recommend doing that?

MIA: Yes, definitely. It’s a fantastic chance to study in another country for a year.

ROB: I think I’d like to do it, but it looks very competitive – there’s only a limited number of places.

MIA: 📍Q26 Yes, so next year when you are in the second year of the course, you need to work really hard in all your theatre studies modules. Only students with good marks get places – you have to prove that you know your subject really well.

ROB: Right. So how did you choose where to go?

MIA: 📍Q27 Well, I decided I wanted a programme that would fit in with what I wanted to do after I graduate, so I looked for a university with emphasis on acting rather than directing for example. It depends on you. Then about six months before you go, you have to email the scheme coordinator with your top three choices. 📍Q28 I had a friend who missed the deadline and didn’t get her first choice, so you do need to get a move on at that stage. You’ll find that certain places are very popular with everyone.

ROB: And don’t you have to write a personal statement at that stage?

MIA: Yes.

ROB: 📍Q29 Right. I’ll get some of the final year students to give me some tips … maybe see if I can read what they wrote.

MIA: I think that’s a very good idea. I don’t mind showing you what I did. And while you’re abroad don’t make the mistake I made. I got so involved I forgot all about making arrangements for when I came back here for the final year. 📍Q30 Make sure you stay in touch so they know your choices for the optional modules. You don’t want to miss out doing your preferred specialisms.

ROB: Right.

📝 Question 31: Promotion goals focus on 31 .......

🔹 Correct Answer: achievement / achievements

📍 Location in Audio Script: "Promotion goals in different life situations emphasise achievement."

🔹 Analysis of the Answer: Promotion goals focus on achievement.

⚠️ Potential Traps: None really, the answer is directly stated.

⭐ Key Learning Point: Look for the specific word used to describe the goal.

📝 Question 32: The Chronic Factor comes from one’s 32 .......

🔹 Correct Answer: personality / character

📍 Location in Audio Script: "This factor is connected to a person’s personality and says that each person has a basic tendency to either focus more on promotion goals or focus more on prevention goals as part of his or her personality."

🔹 Analysis of the Answer: The chronic factor comes from one's personality or character.

⚠️ Potential Traps: None, the answer is clearly mentioned in the audio.

⭐ Key Learning Point: Listen for specific associations or connections that tie one element to another.

📝 Question 33: The 33 ....... Factor

🔹 Correct Answer: Situational

📍 Location in Audio Script: "Second, there is a situational factor which means that the context we are in can make us more likely to focus on one set of goals or the other."

🔹 Analysis of the Answer: The other factor that affects a person's focus is the "situational" factor.

⚠️ Potential Traps: None, the word "situational" is explicitly stated.

⭐ Key Learning Point: Look for the specific terminology used in the lecture.

📝 Question 34: we are more likely to focus on promotion goals when with a 34 .......

🔹 Correct Answer: friend

📍 Location in Audio Script: "For example, we are more likely to be thinking about pleasure and to have promotion goals when we are spending time with a friend."

🔹 Analysis of the Answer: The speaker states that people are more likely to have promotion goals when they are with a friend.

⚠️ Potential Traps: The audio also mentions "boss" in a different context.

⭐ Key Learning Point: Pay attention to the specific context associated with each answer.

📝 Question 35: Promotion Focus: People think about an ideal version of themselves, their 35 .......

🔹 Correct Answer: aspirations / ambitions

📍 Location in Audio Script: "when focusing on promotion goals, people consider their ideal self, their aspirations and gains."

🔹 Analysis of the Answer: When focusing on promotion goals, people consider their aspirations.

⚠️ Potential Traps: None, the word is stated clearly.

⭐ Key Learning Point: Look for lists of items or qualities that are associated with a concept.

📝 Question 36: Leadership behaviour and 36 .......

🔹 Correct Answer: style

📍 Location in Audio Script: "Now that I have talked about the two focuses and how they affect people, I want to look at the idea that the way leaders behave, or their style of leading, can affect the focus that followers adopt"

🔹 Analysis of the Answer: Leadership behavior and style affect a followers' focus.

⚠️ Potential Traps: None, the word "style" is clearly mentioned.

⭐ Key Learning Point: Listen for connections between concepts.

📝 Question 37: pay special attention to the 37 .......

🔹 Correct Answer: development

📍 Location in Audio Script: "Transformational leaders, when interacting with their followers, focus on their development."

🔹 Analysis of the Answer: Transformational leaders focus on their follower's development.

⚠️ Potential Traps: None, the word is stated clearly.

⭐ Key Learning Point: Understand how one thing is associated with another.

📝 Question 38: passionately communicate a clear 38 .......

🔹 Correct Answer: vision

📍 Location in Audio Script: "Their speech is passionate and conveys a definitive vision."

🔹 Analysis of the Answer: Transformational leaders convey a clear vision.

⚠️ Potential Traps: None, the word "vision" is stated clearly in the audio.

⭐ Key Learning Point: Recognize how different ideas are linked.

📝 Question 39: create 39 .......

🔹 Correct Answer: structures

📍 Location in Audio Script: "transactional leaders focus on developing clear structures that tell their followers exactly what is expected of them."

🔹 Analysis of the Answer: Transactional leaders create clear structures.

⚠️ Potential Traps: None, the word is clearly mentioned.

⭐ Key Learning Point: Be aware of the particular qualities of different leadership styles.

📝 Question 40: Promotion Focus is good for jobs requiring 40 .......

🔹 Correct Answer: innovation / innovations

📍 Location in Audio Script: "For a designer who works in a field where a lot of innovation is needed, a promotion focus is probably better."

🔹 Analysis of the Answer: Promotion focus is useful in fields needing innovation.

⚠️ Potential Traps: None, the word is clearly stated.

⭐ Key Learning Point: Connect the type of work with the correct type of focus.

Today, I want to talk about self-regulatory focus theory and how the actions of leaders can affect the way followers approach different situations. Self-regulatory focus theory is a theory developed by Tori Higgins. He says that a person’ focus at any given time is to either approach pleasure or avoid pain. These are two basic motivations that each and every one of us has, and they cause us to have different kinds of goals. 📍Q31 Promotion goals in different life situations emphasise achievement. Prevention goals are oriented towards the avoidance of punishment.

In a specific situation, our thoughts might focus more on promotion goals or more on prevention goals. The theory suggests that two factors affect which goals we are focusing on. 📍Q32 First, there is a chronic factor. This factor is connected to a person’s personality and says that each person has a basic tendency to either focus more on promotion goals or focus more on prevention goals as part of his or her personality. 📍Q33 Second, there is a situational factor which means that the context we are in can make us more likely to focus on one set of goals or the other. 📍Q34 For example, we are more likely to be thinking about pleasure and to have promotion goals when we are spending time with a friend. In contrast, if we are working on an important project for our boss, we are more likely to try to avoid making mistakes and therefore have more prevention goals in our mind.

Research has shown that the goals we are focusing on at a given time affect the way we think. 📍Q35 For example, when focusing on promotion goals, people consider their ideal self, their aspirations and gains. They don’t think about what they can lose, so they think in a happier mode. They feel more inspired to change.

When people are focusing on prevention goals, they think about their “ought” self. What are they supposed to be? What are people expecting from them? They consider their obligations to others. As a result, they experience more anxiety and try to avoid situations where they could lose.

📍Q36 Now that I have talked about the two focuses and how they affect people, I want to look at the idea that the way leaders behave, or their style of leading, can affect the focus that followers adopt in a specific situation. In talking about leadership, we often mention transformational leaders and transactional leaders. 📍Q37 Transformational leaders, when interacting with their followers, focus on their development. In their words and actions transformational leaders highlight change. 📍Q38 Their speech is passionate and conveys a definitive vision. All of these things can encourage followers to think about what could be. In other words, they inspire a promotion focus in their followers.

📍Q39 In contrast, transactional leaders focus on developing clear structures that tell their followers exactly what is expected of them. While they do explain the rewards people will get for following orders, they emphasise more how a follower will be punished or that a follower won’t get rewarded if his or her behaviour doesn’t change. In short, they emphasise the consequences of making a mistake. This emphasis will clearly lead followers to focus on avoiding punishment and problems. This is clearly a prevention focus.

📍Q40 In conclusion, it is important to understand that one focus is not necessarily better than the other one. For a designer who works in a field where a lot of innovation is needed, a promotion focus is probably better. In contrast, a prevention focus which causes people to work more cautiously and produce higher quality work might be very appropriate for a job like a surgeon, for example. The main point of the research, though, is that the actions of leaders can greatly influence whether people approach a situation with more of a promotion focus or more of a prevention focus.