تحلیل لیسنینگ آیلتس آکادمیک و جنرال کمبریج 13 - تست 2: بررسی سوالات، نکات کلیدی و استراتژی‌های پاسخ‌دهی

📝 Question 1: "Full membership costs $260; this covers cycling and 1 **races** all over Australia"

🔹 Correct Answer: races

📍 Location in Audio Script: "That costs 260 dollars and that covers you not just for ordinary cycling but also for **races** (📍Q1) both here in the city and also in other parts of Australia."

🔹 Analysis of the Answer: The audio script directly states that the full membership covers "**cycling**" and "**races**". The question uses "**cycling and**" which suggests the answer is another activity, not a place.

⚠️ Potential Traps: The phrase "other parts of Australia" might mislead test-takers into thinking the answer is a location.

⭐ Key Learning Point: Pay close attention to the **grammatical structure** of the question and how it relates to the audio script. The word "**and**" indicates a word that is similar in type to "**cycling**" – that is an activity.

📝 Question 2: "Cost of membership includes the club fee and 2 **insurance**"

🔹 Correct Answer: insurance

📍 Location in Audio Script: "Now both types of membership include the club fee of 20 dollars. They also provide **insurance** (📍Q2) in case you have an accident"

🔹 Analysis of the Answer: The audio states that both memberships include a "**club fee**" and "**insurance**." The question format directly follows the audio's word order, making it easy to follow.

⚠️ Potential Traps: The phrase "in case you have an accident" might make some candidates think the answer should be "accident" or "accident cover", but the word used is "**insurance**".

⭐ Key Learning Point: Listen for words that indicate an **additional item or service** being offered in a list. The word 'also' is a clue.

📝 Question 3: "The club kit is made by a company called 3 **Jerriz**"

🔹 Correct Answer: Jerriz

📍 Location in Audio Script: "You can find them online: they’re called **Jerriz** (📍Q3). That’s J-E-R-R-I-Z."

🔹 Analysis of the Answer: The audio script explicitly gives the name of the company as "**Jerriz**." The question is straightforward and requires only that the listener hear and write the name correctly.

⚠️ Potential Traps: The name is unusual, so a listener might mishear and misspell it. The speaker **clarifies the spelling** 'J-E-R-R-I-Z'.

⭐ Key Learning Point: Pay close attention to specific **names or terms** and how they are spelled out.

📝 Question 4: "Level B: speed about 4 **25/twenty-five** kph"

🔹 Correct Answer: 25/twenty-five

📍 Location in Audio Script: "If you can do about **25 kilometres an hour** (📍Q4), you’d probably be level B"

🔹 Analysis of the Answer: The audio directly states the speed for level **B** as "**25 kilometres an hour**," matching the question's format.

⚠️ Potential Traps: The audio mentions Level A as **30 or 35 kph** and Level C as **15 kph**, which could be distracting if the listener isn't listening for the correct level.

⭐ Key Learning Point: Always be sure **which specific part** of the information stream is the response to the question. In this case, it is level B.

📝 Question 5: "Tuesdays at 5.30 am, meet at the 5 **stadium**"

🔹 Correct Answer: stadium

📍 Location in Audio Script: "There’s one on Tuesdays, and for that one you meet at 5.30 am, and the meeting point’s the **stadium** (📍Q5)"

🔹 Analysis of the Answer: The audio directly states "the meeting point's the **stadium**", matching the question structure of the prompt.

⚠️ Potential Traps: The audio mentions the **time**, which can be distracting.

⭐ Key Learning Point: Focus on the **specific detail** required by the question. In this case, it is a meeting place.

📝 Question 6: "Thursdays at 5.30 am, meet at the entrance to the 6 **park**"

🔹 Correct Answer: park

📍 Location in Audio Script: "That’s on Thursdays... but they meet at the main gate to the **park** (📍Q6)."

🔹 Analysis of the Answer: The audio specifies the meeting place as "the main gate to the **park**".

⚠️ Potential Traps: Similar to the previous question, the **time** could be distracting. The audio script mentions 'main gate' but the answer is the place.

⭐ Key Learning Point: Pay attention to how the answer is phrased in relation to the prompt - i.e., what follows "**meet at the entrance to the...**"

📝 Question 7: "Members often have 7 **coffee** together afterwards"

🔹 Correct Answer: coffee

📍 Location in Audio Script: "And the members often go somewhere for **coffee** (📍Q7) afterwards"

🔹 Analysis of the Answer: The audio clearly states that members "**go somewhere for coffee afterwards**" in response to the prompt.

⚠️ Potential Traps: The phrase "somewhere" is vague, but the word "**coffee**" is very clear and matches the question structure.

⭐ Key Learning Point: Listen for **specific activities** that follow a phrase such as "**afterwards**".

📝 Question 8: "There is not always a 8 **leader** with the group on these rides"

🔹 Correct Answer: leader

📍 Location in Audio Script: "And does each ride have a **leader**? (📍Q8) Sometimes, but not always."

🔹 Analysis of the Answer: The audio script directly provides the answer. It uses the phrase "**but not always**" which relates to the question prompt "**There is not always a...**".

⚠️ Potential Traps: The word '**sometimes**' is a distractor.

⭐ Key Learning Point: Be aware that the answer may be preceded by a word like 'sometimes' which might trick you into thinking the opposite.

📝 Question 9: "Check and print the 9 **route** on the website beforehand"

🔹 Correct Answer: route

📍 Location in Audio Script: "If you check the club website, you’ll see that the **route** (📍Q9) for each ride is clearly marked. So you can just print that out"

🔹 Analysis of the Answer: The audio explicitly mentions that the "**route**" is clearly marked on the website and can be printed out. The question context, asking about something to "**check and print**", makes "**route**" a logical response.

⚠️ Potential Traps: The phrase "clearly marked" could mislead listeners to think about a sign or a map.

⭐ Key Learning Point: Consider how the verb '**print**' relates to the question prompt and indicates the answer is likely to be a **document, map or an image** of some sort.

📝 Question 10: "Bikes must have 10 **lights**"

🔹 Correct Answer: lights

📍 Location in Audio Script: "And in winter, it’s well before sunrise when we set out, so you need to make sure your bike’s got **lights** (📍Q10)."

🔹 Analysis of the Answer: The audio directly states that bikes need "**lights**" because it's dark before sunrise. This matches the question's context of what bikes "**must have**".

⚠️ Potential Traps: The audio mentions "**bottle of water**" and "**your phone**" as things to bring, which are distractors.

⭐ Key Learning Point: The question prompt implies something **essential**, not just optional.

JIM:                   Hello, South City Cycling Club.

WOMAN:           Oh, hi. Er … I want to find out about joining the club.

JIM:                   Right. I can help you there. I’m the club secretary and my name’s **Jim Hunter** (Example).

WOMAN:           Oh, hi **Jim**.

JIM:                   So, are you interested in membership for yourself?

WOMAN:           That’s right.

JIM:                   OK. Well there are basically two types of adult membership. If you’re pretty serious about cycling, there’s the Full membership. That costs 260 dollars and that covers you not just for ordinary cycling but also for **races** (📍Q1) both here in the city and also in other parts of Australia.

WOMAN:           Right. Well, I’m not really up to that standard. I was more interested in just joining a group to do some cycling in my free time.

JIM:                   Sure. That’s why most people join. So, in that case you’d be better with the Recreational membership. That’s 108 dollars if you’re over 19, and 95 dollars if you’re under.

WOMAN:           I’m 25.

JIM:                   OK. It’s paid quarterly, and you can upgrade it later to the Full membership if you want to, of course. Now both types of membership include the club fee of 20 dollars. They also provide **insurance** (📍Q2) in case you have an accident, though we hope you won’t need that, of course.

WOMAN:           No. OK, well, I’ll go with the Recreational membership, I think. And that allows me to join in the club activities, and so on?

JIM:                   That’s right. And once you’re a member of the club, you’re also permitted to wear our kit when you’re out cycling. It’s green and white.

WOMAN:           Yes, I’ve seen cyclists wearing it. So, can I buy that at the club?

JIM:                   No, it’s made to order by a company in Brisbane. You can find them online: they’re called **Jerriz** (📍Q3). That’s J-E-R-R-I-Z. You can use your membership number to put in an order on their website.

WOMAN:           OK. Now, can you tell me a bit about the rides I can do?

JIM:                   Sure. So we have training rides pretty well every morning, and they’re a really good way of improving your cycling skills as well as your general level of fitness, but they’re different levels. Level A is pretty fast – you’re looking at about 30 or 35 kilometres an hour. If you can do about **25 kilometres an hour** (📍Q4), you’d probably be level B, and then level C are the novices, who stay at about 15 kilometres per hour.

WOMAN:           Right. Well I reckon I’d be level B. So, when are the sessions for that level?

JIM:                   There are a couple each week. They’re both early morning sessions. There’s one on Tuesdays, and for that one you meet at 5.30 am, and the meeting point’s the **stadium** (📍Q5) – do you know where that is?

WOMAN:           Yes, it’s quite near my home, in fact. OK, and how about the other one?

JIM:                   That’s on Thursdays. It starts at the same time, but they meet at the main gate to the **park** (📍Q6).

WOMAN:           Is that the one just past the shopping mall?

JIM:                   That’s it.

WOMAN:           So how long are the rides?

JIM:                   They’re about an hour and a half. So, if you have a job it’s easy to fit in before you go to work. And the members often go somewhere for **coffee** (📍Q7) afterwards, so it’s quite a social event.

WOMAN:           OK. That sounds good. I’ve only just moved to the city so I don’t actually know many people yet.

JIM:                   Well, it’s a great way to meet people.

WOMAN:           And does each ride have a **leader**? (📍Q8)

JIM:                   Sometimes, but not always. But you don’t really need one; the group members on the ride support one another, anyway.

WOMAN:           How would we know where to go?

JIM:                   If you check the club website, you’ll see that the **route** (📍Q9) for each ride is clearly marked. So you can just **print that out** and take it along with you. It’s similar from one week to another, but it’s not always exactly the same.

WOMAN:           And what do I need to bring?

JIM:                   Well, bring a bottle of water, and your phone. You shouldn’t use if while you’re cycling, buy have it with you.

WOMAN:           Right.

JIM:                   And in winter, it’s well before sunrise when we set out, so you need to make sure your bike’s got **lights** (📍Q10).

WOMAN:           That’s OK. Well, thanks **Jim**. I’d definitely like to join. So what’s the best way of going about it?

JIM:                   You can …

📝 Question 11: "How much time for volunteering does the company allow per employee?"

🔹 Correct Answer: C (8 hours per year)

📍 Location in Audio Script: "The company will pay for **eight hours of your time** (📍Q11)."

🔹 Analysis of the Answer: The audio specifies "**eight hours of your time**" paid for by the company, directly answering the question. The additional detail about the time not all having to be used at once can be a distractor.

⚠️ Potential Traps: The audio mentions volunteering for "**a couple of hours every week**" but this is not paid by the company, making it a distractor.

⭐ Key Learning Point: Focus on the specific information requested in the question (**company paid time**) and don't be distracted by additional information.

📝 Question 12: "In feedback almost all employees said that volunteering improved their"

🔹 Correct Answer: B (job satisfaction)

📍 Location in Audio Script: "nearly everyone agreed that volunteering made them feel **more motivated at work** (📍Q12)."

🔹 Analysis of the Answer: The audio uses the phrase "**more motivated at work**", which is a synonym for "**job satisfaction**".

⚠️ Potential Traps: The audio also mentions "building relationships with the people" and "a good thing to have on their CVs," but these are not the primary improvements mentioned.

⭐ Key Learning Point: Identify **synonyms and paraphrasing** used in the audio. "**More motivated at work**" can be equated to "**job satisfaction**".

📝 Question 13: "Last year some staff helped unemployed people with their"

🔹 Correct Answer: C (communication skills)

📍 Location in Audio Script: "Our staff were able to help them improve their **telephone skills** (📍Q13), such as writing down messages and speaking with confidence to potential customers, which they had found quite difficult."

🔹 Analysis of the Answer: The audio describes the help given to unemployed people as improving their "**telephone skills**" which includes "**writing down messages and speaking with confidence**". These examples refer to **communication skills**.

⚠️ Potential Traps: The audio mentions "**writing down messages**" which sounds like literacy skills and could be misleading. The audio mentions 'telephone skills' but the answer is '**communication skills**'.

⭐ Key Learning Point: The audio gives **examples**; the listener needs to identify the **category** they fall under.

📝 Question 14: "This year the company will start a new volunteering project with a local"

🔹 Correct Answer: B (park)

📍 Location in Audio Script: "But we’re also agreed to help out on a conservation project in **Redfern Park** (📍Q14)."

🔹 Analysis of the Answer: The audio clearly states that the new project will be in "**Redfern Park**".

⚠️ Potential Traps: The audio mentions "**reading project in schools**" and "**work with local charities**", which are distracting as they are ongoing projects from previous years.

⭐ Key Learning Point: Pay close attention to the **time frame** indicated in the question to pick out **new projects** as opposed to on-going ones.

📝 Question 15: "Where will the Digital inclusion Day be held?"

🔹 Correct Answer: B (at a college)

📍 Location in Audio Script: "we’re using the ICT suite at **Hill College** (📍Q15)"

🔹 Analysis of the Answer: The audio states that the Digital Inclusion Day will be held "**at Hill College**".

⚠️ Potential Traps: The audio mentions that the event used to be in "**our own training facility**" which is a distractor.

⭐ Key Learning Point: Be alert to **contrasts and changes** (this year vs previous years) and focus on the **new location** mentioned.

📝 Question 16: "What should staff do if they want to take part in the Digital Inclusion Day?"

🔹 Correct Answer: A (fill in a form)

📍 Location in Audio Script: "If you’re interested in taking part, please go to the volunteering section of our website and **complete the relevant form** (📍Q16)."

🔹 Analysis of the Answer: The audio directly states that staff should "**complete the relevant form**" if they want to participate, which maps to "**fill in a form**."

⚠️ Potential Traps: The audio mentions that "**We won’t be providing any training for this**", which could mislead you to the answer of attending training.

⭐ Key Learning Point: Focus on the **exact action** that is required to be taken, "**complete the form**" in this case.

📝 Questions 17 & 18: "Which **TWO** things are mentioned about the participants on the last Digital Inclusion Day?"

🔹 Correct Answers: C (their phones were mostly old fashioned) and E (they initially showed little interest)

📍 Location in Audio Script: "but these tended to be **outdated model** (📍Q17)...most were quite **dismissive at first** (📍Q18) – they couldn’t see the point of updating their skills"

🔹 Analysis of the Answer: The audio confirms that the participants' phones were "**outdated model**" and most were "**dismissive at first**" which suggests a lack of interest.

⚠️ Potential Traps: The audio mentions that "**The majority were in their seventies**" which sounds like "they were all over 70". The audio also mentions "**They generally knew how to do simple things, like send texts**", which sounds like 'they only used their phones for making calls'. These are distractors.

⭐ Key Learning Point: When selecting **two answers**, make sure both options are supported by the audio and not just partially.

📝 Questions 19 & 20: "What **TWO** activities on the last Digital Inclusion Day did participants describe as useful?"

🔹 Correct Answers: B (communicating with family) and D (playing online games)

📍 Location in Audio Script: "participants all said they felt much more confident about using social media to **keep in touch with their grandchildren** (📍Q19)...A lot of them also said **playing online games** (📍Q20) would help them make new friends and keep their brains active"

🔹 Analysis of the Answer: The audio mentions participants feeling more confident using "**social media to keep in touch with their grandchildren**" (**communicating with family**) and that "**playing online games** would help them...keep their brains active."

⚠️ Potential Traps: The audio mentions "**order their groceries online**" which is a distractor as it is not viewed as particularly useful by the participants.

⭐ Key Learning Point: Focus on the participants' reported **feelings or opinions** to answer a question about usefulness.

Thanks for coming everyone. OK, so this meeting is for new staff and staff who haven’t been involved with our volunteering projects yet. So basically, the idea is that we allow staff to give up some of their work time to help on various charity projects to benefit the local community. We’ve been doing this for the last five years and it’s been very successful.

Participating doesn’t necessarily involve a huge time commitment. The company will pay for **eight hours of your time** (📍Q11). That can be used over one or two days all at once, or spread over several months throughout the year. There are some staff who enjoy volunteering so much they also give up their own free time for a couple of hours every week. It’s completely up to you. Obviously, many people will have family commitments and aren’t as available as other members of staff.

Feedback from staff has been overwhelmingly positive. Because they felt they were doing something really useful, nearly everyone agreed that volunteering made them feel **more motivated at work** (📍Q12). They also liked building relationships with the people in the local community and felt valued by them. One or two people also said it was a good thing to have on their CVs.

One particularly successful project last year was the Get Working Project. This was aimed at helping unemployed people in the area get back to work. Our staff were able to help them improve their **telephone skills** (📍Q13), such as writing down messages and speaking with confidence to potential customers, which they had found quite difficult. This is something many employers look for in job applicants – and something we all do without even thinking about, every day at work.

We’ve got an exciting new project starting this year. Up until now, we’re mainly focused on projects to do with education and training. And we’ll continue with out reading project in schools and our work with local charities. But we’re also agreed to help out on a conservation project in **Redfern Park** (📍Q14). So if any of you fancy being outside and getting your hands dirty, this is the project for you.

I also want to mention the annual Digital Inclusion Day, which is coming up next month. The aim of this is to help older people keep up with technology. And this year, instead of hosting the event in our own training facility, we’re using the ICT suite at **Hill College** (📍Q15), as it can hold far more people.

We’ve invited over 60 people from the Silver Age Community Centre to take part, so we’ll need a lot of volunteers to help with this event.

If you’re interested in taking part, please go to the volunteering section of our website and **complete the relevant form** (📍Q16). We won’t be providing any training for this but you’ll be paired with an experienced volunteer if you’ve never done it before. By the way, don’t forget to tell your manager about any volunteering activities you decide to do.

The participants on the Digital Inclusion Day really benefited. The majority were in their seventies, though some where younger and a few were even in their nineties! Quite a few owned both a computer and a mobile phone, but these tended to be **outdated model** (📍Q17). They generally knew how to do simple things, like send texts, but weren’t aware of recent developments in mobile phone technology. A few were keen to learn but most were quite **dismissive at first** (📍Q18) – they couldn’t see the point of updating their skills. But that soon changed.

The feedback was very positive. The really encouraging thing was that participants all said they felt much more confident about using social media to **keep in touch with their grandchildren** (📍Q19), who prefer this form of communication to phoning or sending emails. A lot of them also said **playing online games** (📍Q20) would help them make new friends and keep their brains active. They weren’t that impressed with being able to order their groceries online, as they liked going out to the shops, but some said it would come in handy if they were ill or the weather was really bad. One thing they asked about was using tablets for things like reading newspapers – some people had been given tablets as presents but had never used them, so that’s something we’ll make sure we include this time …

📝 Question 21: "Russ says that his difficulty in planning the presentation is due to"

🔹 Correct Answer: B (his uncertainty about what he should try to achieve)

📍 Location in Audio Script: "Should I assume the other students don’t know much, and give them a kind of general introduction, or should I try and make them share my fascination with a particular aspect? (📍Q21)"

🔹 Analysis of the Answer: **Russ** is asking whether he should give a general introduction or focus on a particular aspect, indicating he is **uncertain of his goal**.

⚠️ Potential Traps: While **Russ** mentions "**I didn’t know much about it and wanted to learn more**", this is not the current difficulty.

⭐ Key Learning Point: Identify the **main problem** the speaker is facing at the moment.

📝 Question 22: "Russ and his tutor agree that his approach in the presentation will be"

🔹 Correct Answer: A (to concentrate on how nanotechnology is used in one field)

📍 Location in Audio Script: "Or another way would be to focus on its impact in **one particular area** (📍Q22)" and "**I think that would be a good idea**."

🔹 Analysis of the Answer: The tutor suggests focusing on **one particular area** and **Russ** agrees that this would make it easier to focus.

⚠️ Potential Traps: The tutor mentions "**work through developments in chronological order**" and "**talk about the numerous ways that nanotechnology is being applied**" which are both distractors as the speakers decide against using these approaches.

⭐ Key Learning Point: Note when the speakers **agree** on a particular approach, and discount alternatives mentioned.

📝 Question 23: "In connection with slides, the tutor advises Russ to"

🔹 Correct Answer: C (consider omitting slides altogether)

📍 Location in Audio Script: "You might find it better to **leave them out** (📍Q23)."

🔹 Analysis of the Answer: The tutor explicitly says that **Russ** might find it better to **leave the slides out altogether**, which matches the answer.

⚠️ Potential Traps: The tutor mentions "**tailoring what you say to fit whatever slides you can find**" and "**spending too long looking for suitable ones**", but these are reasons not to use slides, not advice on what to do with slides.

⭐ Key Learning Point: Pay close attention to the **advice the tutor actually gives** and not just the problem that they highlight.

📝 Question 24: "They both agree that the best way for Russ to start his presentation is"

🔹 Correct Answer: C (to provide an example)

📍 Location in Audio Script: "So, maybe I should **mention a particular way that nanotechnology is used** (📍Q24), to focus people’s attention. That sounds sensible"

🔹 Analysis of the Answer: **Russ** suggests mentioning a particular way that nanotechnology is used and the tutor responds that this '**sounds sensible**', thereby agreeing that this is a good idea.

⚠️ Potential Traps: **Russ** considers asking the audience what they know about nanotechnology, but they decide against this as it might "**eat into the short time**".

⭐ Key Learning Point: Pay attention to when the **tutor and student are in agreement**, as that indicates the correct answer.

📝 Question 25: "What does the tutor advise Russ to do next while preparing his presentation?"

🔹 Correct Answer: A (summarise the main point he wants to make)

📍 Location in Audio Script: "and write a **single short sentence that ties together the whole presentation** (📍Q25)"

🔹 Analysis of the Answer: The tutor advises **Russ** to "**write a single short sentence that ties together the whole presentation**", which is similar to **summarizing the main point**.

⚠️ Potential Traps: The tutor says to **ignore** "**all the notes you’ve made**" and doesn't advise him to read them. The tutor does not advise him to list the topics he wants to cover.

⭐ Key Learning Point: When looking for a summary, pay close attention to **key phrases** that relate to the overall message.

📝 Question 26: "structure"

🔹 Correct Answer: A (lacked a conclusion)

📍 Location in Audio Script: "With regard to the structure. I felt that you ended rather abruptly, without **rounding it off** (📍Q26)"

🔹 Analysis of the Answer: The tutor's comment that **Russ** "**ended rather abruptly, without rounding it off**" indicates that the presentation "**lacked a conclusion**".

⚠️ Potential Traps: There is no mention of the content of the structure.

⭐ Key Learning Point: Pay attention to **specific comments** about how a previous presentation was delivered.

📝 Question 27: "eye contact"

🔹 Correct Answer: C (not enough)

📍 Location in Audio Script: "And you made **very little eye contact** (📍Q27) with the audience, because you were looking down at your notes most of the time."

🔹 Analysis of the Answer: The tutor's comment that **Russ** made "**very little eye contact** with the audience" means that there was **not enough** eye contact.

⚠️ Potential Traps: There is no information about eye contact being useful in the future.

⭐ Key Learning Point: Understand the difference between the **amount** of something and its value. Here it is the amount that was insufficient.

📝 Question 28: "body language"

🔹 Correct Answer: D (sometimes distracting)

📍 Location in Audio Script: "And you kept scratching your head, so I found myself wondering when you were next to do that, instead of **listening to what you were saying**! (📍Q28)"

🔹 Analysis of the Answer: The tutor's comment that he found himself wondering when **Russ** was next going to scratch his head "**instead of listening to what you were saying**" indicates that **Russ's body language was distracting**.

⚠️ Potential Traps: The tutor's explanation is a **detailed example** of why he found the body language distracting.

⭐ Key Learning Point: When looking for comments on body language, pay attention to the **specific effects** they had on the listener.

📝 Question 29: "choice of words"

🔹 Correct Answer: G (not too technical)

📍 Location in Audio Script: "You used a few words that are specific to the field, but you always explained what they meant, so the audience wouldn’t have had any **difficulty understanding** (📍Q29)"

🔹 Analysis of the Answer: The tutor's comment that the audience "**wouldn’t have had any difficulty understanding**" because **Russ** explained any technical words means the presentation was **not too technical**.

⚠️ Potential Traps: The audio acknowledges **Russ** used some technical terms, but explains that he **defined them**.

⭐ Key Learning Point: Look for comments about how **accessible and easy** the language was to understand.

📝 Question 30: "handouts"

🔹 Correct Answer: B (useful in the future)

📍 Location in Audio Script: "They were a good summary of your presentation, which people would be able to **refer to later on** (📍Q30)"

🔹 Analysis of the Answer: The tutor says the handouts were "**a good summary...which people would be able to refer to later on**", therefore they would be **useful in the future**.

⚠️ Potential Traps: The tutor describes them as "**well thought out**" which could be a distractor, but does not indicate the handout's future usefulness.

⭐ Key Learning Point: Note the tutor's specific comments about how **useful the handouts would be later on**.

TUTOR:             Ah … come in, **Russ**.

RUSS:               Thank you.

TUTOR:             Now you wanted to consult me about your class presentation on nanotechnology – you’re due to give it in next week, aren’t you?

RUSS:               That’s right. And I’m really struggling. I chose the topic because I didn’t know much about it and wanted to learn more, but now I’ve read so much about it, in a way there’s too much to say – I could talk for much longer than the twenty minutes I’ve been allocated. Should I assume the other students don’t know much, and give them a kind of general introduction, or should I try and make them share my fascination with a particular aspect? (📍Q21)

TUTOR:             You could do either, but you’ll need to have it clear in your own mind.

RUSS:               Then I think I’ll give an overview.

TUTOR:             OK. Now, one way of approaching this is to work through developments in chronological order.

RUSS:               Uh-huh.

TUTOR:             On the other hand, you could talk about the numerous ways that nanotechnology is being applied.

RUSS:               You mean things like thin films on camera displays to make them water-repellent, and additives to make motorcycle helmets stronger and lighter.

TUTOR:             Exactly. Or another way would be to focus on its impact in **one particular area** (📍Q22), say medicine, or space exploration.

RUSS:               That would make it easier to focus. Perhaps I should do that.

TUTOR:             **I think that would be a good idea**.

RUSS:               Right. How important is it to include slides in the presentation?

TUTOR:             They aren’t essential, by any means. And there’s a danger of tailoring what you say to fit whatever slides you can find. While it can be good to includes slides, you could end up spending too long looking for suitable ones. You might find it better to **leave them out** (📍Q23).

RUSS:               I see. Another thing I was wondering about was how to start. I know presentations often begin with ‘First I’m going to talk about this, and then I’ll talk about that’, but I thought about asking the audience what they know about nanotechnology.

TUTOR:             That would be fine if you had an hour or two for the presentation, but you might find that you can’t do anything with the answers you get, and it simply eats into the short time that’s available.

RUSS:               So, maybe I should **mention a particular way that nanotechnology is used** (📍Q24), to focus people’s attention.

TUTOR:             **That sounds sensible**.

RUSS:               What do you think I should do next? I really have to plan the presentation today and tomorrow.

TUTOR:             Well, initially I think you should ignore all the notes you’ve made, take a small piece of paper, and write a **single short sentence that ties together the whole presentation** (📍Q25): it can be something as simple as ‘Nanotechnology is already improving our lives’. Then start planning the content around that. You can always modify that sentence later, if you need to.

RUSS:               OK.

TUTOR:             OK, now let’s think about actually giving the presentation. You’ve only given one before, if I remember correctly, about an experiment you’d been involved in.

RUSS:               That’s right. It was pretty rubbish!

TUTOR:             Let’s say it was better in some respects than in others. With regard to the structure. I felt that you ended rather abruptly, without **rounding it off** (📍Q26). Be careful not to do that in next week’s presentation.

RUSS:               OK.

TUTOR:             And you made **very little eye contact** (📍Q27) with the audience, because you were looking down at your notes most of the time. You need to be looking at the audience and only occasionally glancing at your notes.

RUSS:               Mmm.

TUTOR:             Your body language was a little odd. Every time you showed a slide, you turned your back on the audience so you could look at it – you should have been looking at your laptop. And you kept scratching your head, so I found myself wondering when you were next going to do that, instead of **listening to what you were saying**! (📍Q28)

RUSS:               Oh dear. What did you think of the language? I knew that not everyone was familiar with the subject, so I tried to make it as simple as I could.

TUTOR:             Yes, that came across. You used a few words that are specific to the field, but you always explained what they meant, so the audience wouldn’t have had any **difficulty understanding** (📍Q29).

RUSS:               Uh-huh.

TUTOR:             I must say the handouts you prepared were well thought out. They were a good summary of your presentation, which people would be able to **refer to later on** (📍Q30). So well done on that.

RUSS:               Thank you.

TUTOR:             Well, I hope that helps you with next week’s presentation.

RUSS:               Yes, it will. Thanks a lot.

TUTOR:             I’ll look forward to seeing a big improvement, then.

📝 Question 31: "The ability to recall details e.g. the time and 31 **location** of past events"

🔹 Correct Answer: location

📍 Location in Audio Script: "Episodic memories include various details about these events, for example, when an event happened and other information such as the **location** (📍Q31)"

🔹 Analysis of the Answer: The audio script directly states that episodic memories include details such as the "**time**" and "**location**".

⚠️ Potential Traps: The examples that follow in the audio are distractors and are not relevant to this question.

⭐ Key Learning Point: Listen for a **list of elements** in a sequence that is similar to the question prompt.

📝 Question 32: "Different to semantic memory- the ability to remember general information about the 32 **world**"

🔹 Correct Answer: world

📍 Location in Audio Script: "This is the type of factual memory that we have in common with everyone else – that is your general knowledge of the **world** (📍Q32)"

🔹 Analysis of the Answer: The audio states that semantic memory is the ability to remember "**general knowledge of the world**", directly matching the question.

⚠️ Potential Traps: The audio introduces the topic of cars but that is an example and not a definition.

⭐ Key Learning Point: When defining a term, pay attention to the **general statement** rather than the specific examples that follow.

📝 Question 33: "which does not involve recalling 33 **personal** information"

🔹 Correct Answer: personal

📍 Location in Audio Script: "Unlike episodic memory, semantic memory isn’t dependent on recalling **personal** (📍Q33) experiences."

🔹 Analysis of the Answer: The audio directly states that semantic memory "**isn’t dependent on recalling personal experiences**", which means it "**does not involve recalling personal information**".

⚠️ Potential Traps: The audio contrasts semantic memory with episodic memory but that does not make episodic information the answer.

⭐ Key Learning Point: Identify the element of the sentence that **makes it different** from another element. Here it is the '**personal**' experiences.

📝 Question 34: "The more 34 **attention** given to an event the more successfully it can be encoded"

🔹 Correct Answer: attention

📍 Location in Audio Script: "The degree to which you can successfully encode information depends on the level of **attention** (📍Q34) you give to an event while it’s actually happening"

🔹 Analysis of the Answer: The audio directly states that the degree of successful encoding depends on the level of "**attention**" given to the event.

⚠️ Potential Traps: The audio states "**Being distracted can make effective encoding very difficult**" but this is not the answer because the question prompt requires a **positive response** about encoding.

⭐ Key Learning Point: Pay close attention to how a question prompt that uses "**the more... the more**" is answered.

📝 Question 35: "To remember a 35 **name** it is useful to have a strategy for encoding such information"

🔹 Correct Answer: name

📍 Location in Audio Script: "For example, if you were introduced to someone called Charlie, you might make the connection that your uncle has the same **name** (📍Q35)."

🔹 Analysis of the Answer: The audio uses the example of remembering someone's "**name**" by making a connection, indicating that a **name** is something that requires a strategy for remembering.

⚠️ Potential Traps: The example refers to "**Charlie**" but the question asks for something that the example illustrates, in this case a **name**.

⭐ Key Learning Point: Pay attention to the **examples** that the audio uses to explain its points, as the key information may be in the example.

📝 Question 36: "Most effective when memories can be added to a 36 **network**"

🔹 Correct Answer: network

📍 Location in Audio Script: "Consolidation is most effective when the information being stored can be linked to an existing **network** (📍Q36) of information"

🔹 Analysis of the Answer: The audio directly states that consolidation is most effective when linked to "**an existing network of information**".

⚠️ Potential Traps: The audio mentions "**strengthened, stabilized and stored**", but the key point is "**linked to a network**".

⭐ Key Learning Point: The answer is a word that explains **how the information is to be used**, not how it is to be stored or stabilized.

📝 Question 37: "The 37 **frequency** of retrieval affects the strength of memories"

🔹 Correct Answer: frequency

📍 Location in Audio Script: "Forming strong memories depends on the **frequency** (📍Q37) with which you try to retrieve them"

🔹 Analysis of the Answer: The audio clearly states that the strength of memories depends on the "**frequency**" with which you try to retrieve them.

⚠️ Potential Traps: The audio also mentions that memories can "**fade or become harder to retrieve**", but that is not the answer.

⭐ Key Learning Point: Pay close attention to phrases such as "**depends on**".

📝 Question 38: "Memory retrieval often depends on using a prompt e.g. the 38 **colour/color** of an object near to the place where you left your car"

🔹 Correct Answer: colour/color

📍 Location in Audio Script: "For example, when recalling where you parked your car you may use the **colour** (📍Q38) of a sign close to where you parked"

🔹 Analysis of the Answer: The audio uses the example of recalling where you parked your car by using the "**colour**" of a sign nearby.

⚠️ Potential Traps: The phrase "**a sign close to where you parked**" might suggest the answer is 'sign'.

⭐ Key Learning Point: When examples are used, make sure to determine what the example is trying to **illustrate**.

📝 Question 39: "Games which stimulate the 39 **brain** have been found to help people with schizophrenia"

🔹 Correct Answer: brain

📍 Location in Audio Script: "Recent studies have shown that computer- assisted games designed to keep the **brain** (📍Q39) active can help improve their episodic memory."

🔹 Analysis of the Answer: The audio says that games "**designed to keep the brain active** can help improve their episodic memory" thereby linking the games to the **brain**.

⚠️ Potential Traps: The audio mentions "**episodic memory**" and "**schizophrenia**", but the answer is '**brain**'.

⭐ Key Learning Point: In a sentence with multiple elements, make sure you have identified the **correct element** that relates to the answer.

📝 Question 40: "Children with autism may have difficulty forming episodic memories – possibly because their concept of the 40 **self** may be absent"

🔹 Correct Answer: self

📍 Location in Audio Script: "This may be caused by an absence of a sense of **self** (📍Q40)"

🔹 Analysis of the Answer: The audio states that difficulties with episodic memory in children with autism may be due to "**an absence of a sense of self**".

⚠️ Potential Traps: The audio mentions "**social development**" but the answer is a concept of **self** that is needed for memory, rather than what the memory might help with.

⭐ Key Learning Point: Be sure you are listening for the **concept being described** rather than for its effects.

Today, we’ll be continuing the series of lectures on memory by focusing on what is called episodic memory and what can happen if this is not working properly.

Episodic memory refers to the memory of an event or ‘episode’. Episodic memories allow us to mentally travel back in time to an event from the past. Episodic memories include various details about these events, for example, when an event happened and other information such as the **location** (📍Q31). To help understand this concept, try to remember the last time you ate dinner at a restaurant. The ability to remember where you ate, who you were with and the items you ordered are all features of an episodic memory.

Episodic memory is distinct from another type of memory called semantic memory. This is the type of factual memory that we have in common with everyone else – that is your general knowledge of the **world** (📍Q32). To build upon a previous example, remembering where you parked your car is an example of episodic memory, but your understanding of what a car is and how an engine works are examples of sematic memory. Unlike episodic memory, semantic memory isn’t dependent on recalling **personal** (📍Q33) experiences.

Episodic memory can be thought of as a process with several different steps of memory processing: encoding, consolidation and retrieval.

The initial step is called encoding. This involves the process of receiving and registering information, which is necessary for creating memories of information or events that you experience. The degree to which you can successfully encode information depends on the level of **attention** (📍Q34) you give to an event while it’s actually happening. Being distracted can make effective encoding very difficult. Encoding of episodic memories is also influenced by how you process the event. For example, if you were introduced to someone called Charlie, you might make the connection that your uncle has the same **name** (📍Q35). Future recollection of Charlie’s name is much easier if you have a strategy to help you encode it.

Memory consolidation, the next step in forming an episodic memory, is the process by which memories of encoded information are strengthened, stabilised and stored to facilitate later retrieval. **Consolidation** is most effective when the information being stored can be linked to an existing **network** (📍Q36) of information. Consolidation makes it possible for you to store memories for later retrieval indefinitely. Forming strong memories depends on the **frequency** (📍Q37) with which you try to retrieve them. Memories can fade or become harder to retrieve if they aren’t used very often.

The last step in forming episodic memories is called retrieval, which is the conscious recollection of encoded information. Retrieving information from episodic memory depends upon semantic, olfactory, auditory and visual factors. These help episodic memory retrieval by acting as a prompt. For example, when recalling where you parked your car you may use the **colour** (📍Q38) of a sign close to where you parked. You actually have to mentally travel back to the moment you parked.

There are a wide range of neurological diseases and conditions that can affect episodic memory. These range from Alzheimer’s to schizophrenia to autism. An impairment of episodic memory can have a profound effect on individuals’ lives. For example, the symptoms of schizophrenia can be reasonably well controlled by medication; however, patients’ episodic memory may still be impaired and so they are often unable to return to university or work. Recent studies have shown that computer- assisted games designed to keep the **brain** (📍Q39) active can help improve their episodic memory.

Episodic memories can help people connect with others, for instance by sharing intimate details about their past; something individuals with autism often have problems with. This may be caused by an absence of a sense of **self** (📍Q40). This is essential for the storage of episodic memory, and has been found to be impaired in children with autism. Research has shown that treatments that improve memory may also have a positive impact on children’s social development.

One study looked at a …