تحلیل لیسنینگ آیلتس آکادمیک و جنرال کمبریج 13 - تست 4: بررسی سوالات، نکات کلیدی و استراتژی‌های پاسخ‌دهی

📝 Question 1: At first Alex did his training in the 1 **Finance** department.

🔹 Correct Answer: Finance

📍 Location in Audio Script: "Well, now I work in the customer services department but I did my initial training in **Finance** (📍Q1)."

🔹 Analysis of the Answer: **Alex** states that he "did my **initial training in Finance**" which is the direct answer.

⚠️ Potential Traps: The fact that **Alex** currently works in **customer services** could mislead test takers. The key is to listen for "**initial training**".

⭐ Key Learning Point: Pay attention to qualifiers like "**initial**," "**first**," or "**previous**" when a speaker is describing a sequence of events.

📝 Question 2: Alex did not have a qualification from school in 2 **Maths/Math/Mathematics**.

🔹 Correct Answer: Maths/Math/Mathematics

📍 Location in Audio Script: "I didn’t do well in my exams at school and I was really worried because I failed **Maths** (📍Q2)".

🔹 Analysis of the Answer: **Alex** explicitly states "**I failed Maths**", indicating a lack of qualification in that subject.

⚠️ Potential Traps: The phrase "**didn't do well in my exams**" could confuse test takers looking for a specific subject. The answer is made clear when he specifies, "**because I failed Maths**".

⭐ Key Learning Point: Be attentive to **specific examples or explanations** that follow a general statement.

📝 Question 3: Alex thinks he should have done the diploma in 3 **business** skills.

🔹 Correct Answer: business

📍 Location in Audio Script: "I took the one on IT skills but I **wish I’d done that one instead** [**business** skills] (📍Q3)".

🔹 Analysis of the Answer: The phrase "**I wish I’d done that one instead**" indicates that **Alex** prefers the diploma in **business skills**. The question is answered by contrasting his choice of IT skills and his preference for another one.

⚠️ Potential Traps: The mention of "**IT skills**" is a distractor. The key phrase is "**I wish I'd done that one instead**" to recognize a change in preference.

⭐ Key Learning Point: Listen for phrases that indicate **regret, preference, or a change of mind**, such as "**wish I'd**," "**should have**," or "**instead**."

📝 Question 4: Age of other trainees: the youngest was 4 **17/seventeen**.

🔹 Correct Answer: 17/seventeen

📍 Location in Audio Script: "I was 18 and there was only one person younger than me, how was **17** (📍Q4)".

🔹 Analysis of the Answer: **Alex** states "**there was only one person younger than me, how was 17**", making **17** the age of the **youngest trainee**.

⚠️ Potential Traps: The fact that **Alex** was **18** might distract test takers. The question explicitly asks for the age of the **youngest trainee**, not **Alex’s**.

⭐ Key Learning Point: Pay close attention to the **specific detail requested**, rather than making assumptions based on surrounding information.

📝 Question 5: Trainees receive the same amount of 5 **holiday(s)/vacation(s)** as permanent staff.

🔹 Correct Answer: holiday(s)/vacation(s)

📍 Location in Audio Script: "Buy you get the **same number of days’ holiday** (📍Q5) as everyone else".

🔹 Analysis of the Answer: **Alex** states that trainees "get the **same number of days’ holiday** as everyone else," indicating that **holidays** are the benefit trainees receive equally with permanent staff.

⚠️ Potential Traps: The discussion of "**lower minimum wage**" might be a trap as it contrasts with the equal benefit.

⭐ Key Learning Point: Be alert for **contrasting statements** that clarify the main point of the answer.

📝 Question 6: Trainees go to 6 **college** one day per month.

🔹 Correct Answer: college

📍 Location in Audio Script: "Yes, one day each month. So you get lots of support from both your **tutor** and your manager (📍Q6)".

🔹 Analysis of the Answer: **Alex** mentions "**one day each month**," and then mentions support from a "**tutor**" and "**manager**". Given it's a training program, this suggests **college** is the correct answer.

⚠️ Potential Traps: Test takers might expect the answer to be related to **work**, rather than education.

⭐ Key Learning Point: Consider the **context** and the **overall theme** of the conversation when answering a question.

📝 Question 7: The company is in a convenient 7 **location**.

🔹 Correct Answer: location

📍 Location in Audio Script: "Yes, it’s very close to the train station so the **location’s a real advantage** (📍Q7)."

🔹 Analysis of the Answer: **Alex** explicitly uses the word "**location**" as an advantage of the company.

⚠️ Potential Traps: Test takers might focus on "**train station**" but that is not what the question is asking for.

⭐ Key Learning Point: Pay attention to **direct statements** that include the answer as a key word.

📝 Question 8: Do not wear 8 **jeans**.

🔹 Correct Answer: jeans

📍 Location in Audio Script: "Nothing too casual – like **jeans** (📍Q8), for example."

🔹 Analysis of the Answer: **Alex** explicitly advises against wearing "**jeans**" as an example of something too casual for the interview.

⚠️ Potential Traps: The phrase "**nothing too casual**" might confuse listeners about what exactly not to wear.

⭐ Key Learning Point: Pay attention to **specific examples** given in the audio.

📝 Question 9: Do not be 9 **late**.

🔹 Correct Answer: late

📍 Location in Audio Script: "I know it’s really obvious but arrive in plenty of time. They hate people who are **late** (📍Q9)."

🔹 Analysis of the Answer: **Alex** says "**They hate people who are late**", giving that as a negative attribute.

⚠️ Potential Traps: The phrase "**arrive in plenty of time**" might confuse test takers with an appropriate action, as opposed to what **NOT** to do.

⭐ Key Learning Point: Listen for **specific advice on what not to do** in a situation, rather than what should be done.

📝 Question 10: Make sure you 10 **smile**.

🔹 Correct Answer: smile

📍 Location in Audio Script: "is to **smile** (📍Q10). Even if you feel terrified. It makes people respond better to you."

🔹 Analysis of the Answer: **Alex** specifically says, "**is to smile**" as useful advice before the interview.

⚠️ Potential Traps: The phrase "**even if you feel terrified**" may be distracting by focusing on the emotion, and not on what to do.

⭐ Key Learning Point: Focus on the **main action that is being advised**, not the emotional state of the person.

MARTHA:         Hi **Alex**. It’s **Martha Clines** here. **James White** gave me your number. I hope you don’t mind me calling you.

ALEX:                 Of course not. How are you, **Martha**?

MARTHA:         Good thanks. I’m ringing because I need a bit of advice.

ALEX:                 Oh yeah. What about?

MARTHA:         The training you did at JPNW a few years ago. I’m applying for the same thing.

ALEX:                 Oh right. Yes, I did mine in 2014 (Example). Best thing I ever did. I’m still working there.

MARTHA:         Really? What are you doing?

ALEX:                 Well, now I work in the customer services department but I did my initial training in **Finance** (📍Q1). I stayed there for the first two years and then moved to where I am now.

MARTHA:         That’s the same department I’m applying for. Did you enjoy it?

ALEX:                 I was pretty nervous to begin with. I didn’t do well in my exams at school and I was really worried because I failed **Maths** (📍Q2). But it didn’t actually matter because I did lots of courses on the job.

MARTHA:         Did you get a diploma at the end of your trainee period? I’m hoping to do the one in business skills.

ALEX:                 Yes. That sounds good. I took the one on IT skills but I **wish I’d done that one instead** (📍Q3).

MARTHA:         OK, that’s good to know. What about the other trainees? How did you get on with them?

ALEX:                 There were about 20 of us who started at the same time and we were all around the same age – I was 18 and there was only one person younger than me, how was **17** (📍Q4). The rest were between 18 and 20. I made some good friends.

MARTHA:         I’ve heard lots of good things about the training at JPNW. It seems like there are a lot of opportunities there.

ALEX:                 Yeah, definitely. Because of its size you can work in loads of different areas within the organisation.

MARTHA:         What about pay? I know you get a lower minimum wage than regular employees.

ALEX:                 That’s right – which isn’t great. Buy you get the same number of days’ **holiday** (📍Q5) as everyone else. And the pay goes up massively if they offer you a job at the end of the training period.

MARTHA:         Yeah, but I’m not doing it for the money – it’s the experience I think will be really useful. Everyone says by the end of the year you gain so much confidence.

ALEX:                 You’re right. That’s the most useful part about it. There’s a lot of variety too. You’re given lots of different things to do. I enjoyed it all – I didn’t even mind the studying.

MARTHA:         Do you have to spend any time in college?

ALEX:                 Yes, one day each month (📍Q6). So you get lots of support from both your tutor and your manager.

MARTHA:         That’s good. And the company is easy to get to, isn’t it?

ALEX:                 Yes, it’s very close to the train station so the **location’s a real advantage** (📍Q7).

ALEX:                 Have you got a date for your interview yet?

MARTHA:         Yes, it’s on the 23rd of this month.

ALEX:                 So long as you’re well prepared there’s nothing to worry about. Everyone’s very friendly.

MARTHA:         I am not sure what I should wear. What do you think?

ALEX:                   Nothing too casual – like **jeans** (📍Q8), for example. If you’ve got a nice jacket, wear that with a skirt or trousers.

MARTHA:         OK. Thanks. Any other tips?

ALEX:                 Erm, well I know it’s really obvious but arrive in plenty of time. They hate people who are **late** (📍Q9). So make sure you know exactly where you have to get to. And one other useful piece of advice my manager told me before I had the interview for this job – is to **smile** (📍Q10). Even if you feel terrified. It makes people respond better to you.

MARTHA:         I’ll have to practise doing that in the mirror!

ALEX:                 Yeah – well, good luck. Let me know if you need any more information.

MARTHA:         Thanks very much.

📝 Question 11: Annie recommends that when cross-country skiing, the visitors should

🔹 Correct Answer: A (get away from the regular trails)

📍 Location in Audio Script: "There are marked trails, but you can also leave these and **go off on your own** (📍Q11) and that’s an experience not to be missed"

🔹 Analysis of the Answer: **Annie** recommends going off the trails ("**go off on your own**") which means to "**get away from the regular trails**".

⚠️ Potential Traps: Option B is a distractor because it is a point she makes but **not the main advice** she gives.

⭐ Key Learning Point: Listen for the **main point or recommendation**, not just a mention of a related idea.

📝 Question 12: What does Annie tell the group about this afternoon’s dog-sled trip?

🔹 Correct Answer: B (Anyone has the chance to drive a team of dogs.)

📍 Location in Audio Script: "If you want, you can have your own team for the afternoon and **learn how to drive them** (📍Q12)"

🔹 Analysis of the Answer: **Annie** states "**you can have your own team for the afternoon and learn how to drive them**", which translates to "**Anyone has the chance to drive a team of dogs**."

⚠️ Potential Traps: Option A may be a distractor, because she talks about seeing the dogs on TV in the races, but the main information is about the **trip**, not the dog's racing history.

⭐ Key Learning Point: Focus on the **core information given** and not any extra or tangential details provided in the audio.

📝 Question 13: What does Annie say about the team relay event?

🔹 Correct Answer: A (It will not be very competitive.)

📍 Location in Audio Script: "**Participation rather than winning is the main focus**, and there’s a **medal for everyone** who takes part (📍Q13)"

🔹 Analysis of the Answer: **Annie** explicitly says "**Participation rather than winning is the main focus**" and "**there’s a medal for everyone who takes part**", which means it will **not be very competitive**.

⚠️ Potential Traps: Option B and C are distractors because although teachers participate, it is not mentioned that each team is lead by one, nor is the course length specified.

⭐ Key Learning Point: Be sure of a **complete match** between what the speaker says, and what is being asked in the question.

📝 Question 14: On the snow-shoe trip, the visitors will

🔹 Correct Answer: C (climb to the top of a mountain.)

📍 Location in Audio Script: "It’s a long ascent, though not too steep, and walkers generally take a couple of days to get to the **summit** (📍Q14)"

🔹 Analysis of the Answer: **Annie** mentions that "walkers generally take a couple of days to get to the **summit**", which translates to "**climb to the top of a mountain**."

⚠️ Potential Traps: The mention of a gold mine and flowers may mislead test takers, as that information does not address the question about **what visitors will do on the trip**.

⭐ Key Learning Point: Focus on the **core activity** that will be done, and not a tangential detail or item at the location.

📝 Question 15: The cost of accommodation in the mountain hut includes

🔹 Correct Answer: A (a supply of drinking water)

📍 Location in Audio Script: "It’s got cooking facilities, firewood and **water for drinking** (📍Q15)."

🔹 Analysis of the Answer: The audio states "**and water for drinking**", which matches the choice of "**a supply of drinking water**".

⚠️ Potential Traps: Other services are mentioned but are either not free (**luggage transport**) or not included (**cooked meals**).

⭐ Key Learning Point: Focus on the **key word or words that match the question exactly**, rather than making inferences about all the possible services provided.

📝 Question 16: If there is a storm while the visitors are in the hut, they should

🔹 Correct Answer: B (remain in the hut)

📍 Location in Audio Script: "In that case, **stay in the hut** – generally the storms don’t last long (📍Q16)"

🔹 Analysis of the Answer: **Annie** states that they should "**stay in the hut**" because "the storms don't last long".

⚠️ Potential Traps: Options A and C involve actions to take **outside of staying in the hut**, and thus are incorrect.

⭐ Key Learning Point: Pay attention to **direct instructions or advice** given by the speaker.

📝 Question 17: Highland trail

🔹 Correct Answer: B (suitable for all skill levels)

📍 Location in Audio Script: "This trail’s been designed to give **first-timers** an experience they’ll enjoy... but it’s also **ideal for experts** (📍Q17) to practise their technique"

🔹 Analysis of the Answer: The description of the Highland Trail indicates that it's suitable for **all skill levels**.

⚠️ Potential Traps: Other trails are mentioned, so it is important to listen for which description matches what is being said about this one.

⭐ Key Learning Point: Pay attention to the **specific details for each trail description**.

📝 Question 18: Pine trail

🔹 Correct Answer: D (demands a lot of skill)

📍 Location in Audio Script: "if you’re nervous about skiing, **leave this one to the experts**! You follow a steep valley looking right down on the river below – **scary**! (📍Q18)"

🔹 Analysis of the Answer: The description of Pine Trail mentions "**leave this one to the experts**", and it's "**scary**", indicating that it "**demands a lot of skill**".

⚠️ Potential Traps: Listeners might not focus on the specific detail of the trail only being for experts.

⭐ Key Learning Point: Focus on the descriptive words that indicate a **level of challenge, or difficulty**.

📝 Question 19: Stony trail

🔹 Correct Answer: A (a good place to stop and rest)

📍 Location in Audio Script: "There’s a **shelter** half-way where you can **sit and take a break** (📍Q19) and enjoy the afternoon sunshine."

🔹 Analysis of the Answer: The mention of a "**shelter**" where you can "**take a break**" implies a "**good place to stop and rest**."

⚠️ Potential Traps: While the audio mentions it is a good choice after "**basics**," that is not the focus of the question.

⭐ Key Learning Point: Focus on the **specific key word or words that connect to the question**.

📝 Question 20: Loser’s trail

🔹 Correct Answer: E (may be closed in bad weather)

📍 Location in Audio Script: "if it’s snowing or windy, **check with us before you set out to make sure the trail’s open that day** (📍Q20)."

🔹 Analysis of the Answer: The phrase "**check with us...to make sure the trail's open that day**" means that it "**may be closed in bad weather**."

⚠️ Potential Traps: Be careful not to be distracted by other details such as "**snow conditions can be challenging**" as it is not what determines whether it can be open.

⭐ Key Learning Point: Be very precise when **linking the spoken details with the correct written answer**.

Hi everyone, welcome to the Snow Centre. My name’s **Annie**. I hope you enjoyed the bus trip from the airport – we’ve certainly got plenty of snow today! Well, you’ve come to New Zealand’s premier snow and ski centre, and we’ve a whole load of activities for you during your week here.

Most visitors come here for the cross-country skiing, where you’re on fairly flat ground for most of the time, rather than going down steep mountainsides. There are marked trails, but you can also leave these and **go off on your own** (📍Q11) and that’s an experience not to be missed. You can go at your own speed – it’s great aerobic exercise if you really push yourself, or if you prefer you can just glide gently along and enjoy the beautiful scenery.

This afternoon, you’ll be going on a dog-sled trip. You may have seen our dogs on TV recently racing in the winter sled festival. If you want, you can have your own team for the afternoon and **learn how to drive them** (📍Q12), following behind our leader on the trail. Or if you’d prefer, you can just sit back in the sled and enjoy the ride as a passenger.

At the weekend, we have the team relay event, and you’re all welcome to join in. We have a local school coming along, and a lot of the teachers are taking part too. **Participation rather than winning is the main focus**, and there’s a **medal for everyone** (📍Q13) who takes part. Participants are in teams of two to four, and each team must complete four laps of the course.

For your final expedition, you’ll head off to Mount Frenner wearing a pair of special snow shoes which allow you to walk on top of the snow. This is an area where miners once searched for gold, though there are very few traces of their work left now. When the snow melts in summer, the mountain slopes are carpeted in flowers and plants. It’s a long ascent, though not too steep, and walkers generally take a couple of days to get to the **summit** (📍Q14) and return.

You’ll spend the night in our hut half-way up the mountain. That’s included in your package for the stay. It’s got cooking facilities, firewood and **water for drinking** (📍Q15). For washing, we recommend you use melted snow, though, to conserve supplies. We can take your luggage up on our snowmobile for you for just ten dollars a person. The hut has cooking facilities so you can make a hot meal in the evening and morning, but you need to take your own food.

The weather on Mount Frenner can be very stormy. In that case, **stay in the hut** – generally the **storms don’t last long** (📍Q16). Don’t stress about getting back here to the centre in time to catch the airport bus – they’ll probably not be running anyway. We do have an emergency locator beacon in the hut but only use that if it’s real emergency, like if someone’s ill or injured.

Now, let me tell you something about the different ski trails you can follow during your stay here.

**Highland Trail’s** directly accessible from where we are now. This trail’s been designed to give **first-timers** an experience they’ll enjoy regardless of their age or skill, but it’s also **ideal for experts** (📍Q17) to practise their technique.

Then there’s **Pine Trail** … if you’re nervous about skiing, **leave this one to the experts**! You follow a steep valley looking right down on the river below – **scary**! But if you’ve fully mastered the techniques needed for hills, it’s great fun (📍Q18).

**Stony Trail’s** a good choice once you’ve got a general idea of the basics. There are one or two tricky sections, but nothing too challenging. There’s a **shelter** half-way where you can **sit and take a break** (📍Q19) and enjoy the afternoon sunshine.

And finally, **Loser’s Trail**. This starts off following a gentle river valley but the last part is quite exposed so the snow conditions can be challenging – if it’s snowing or windy, **check with us before you set out to make sure the trail’s open that day** (📍Q20).

Right, so now if you’d like to follow me, we’ll get started …

📝 Question 21: What was Jack’s attitude to nutritional food labels before this project?

🔹 Correct Answer: A (He only read them for one purpose.)

📍 Location in Audio Script: "Well, I’ve always had to check labels for traces of peanuts in everything I eat because of my **allergy** (📍Q21). But beyond that I’ve never really been concerned enough to check how healthy a product is."

🔹 Analysis of the Answer: **Jack** says he never "been concerned enough to check how healthy a product is", which means he "**only read them for one purpose**" (his allergy) before the project.

⚠️ Potential Traps: It is easy to get confused with **Alice's** attitude, but the question focuses on **Jack**, and his concerns were only for a peanut allergy before the project.

⭐ Key Learning Point: Focus on **specific details and attitudes of the characters** being asked about, as their opinions may differ from others in the audio.

📝 Question 22: Alice says that before doing this project.

🔹 Correct Answer: A (she was unaware of what certain foods contained.)

📍 Location in Audio Script: "I tended to believe claims on packaging like ‘low in fat’. But I now realise that the ‘healthy’ yoghurt I’ve bought for years is full of **sugar** (📍Q22) and that it’s actually quite high in calories."

🔹 Analysis of the Answer: **Alice** states she has learned that her "**healthy yoghurt is full of sugar**," which implies that she was "**unaware of what certain foods contained**."

⚠️ Potential Traps: Option C focuses on the **number of calories**, but that was an after-effect, not her primary concern.

⭐ Key Learning Point: Listen to **how and why opinions have changed** and what was the original attitude, for an accurate answer.

📝 Question 23: When discussing supermarket brands of pizza, Jack agrees with Alice that

🔹 Correct Answer: C (the nutritional label is misleading.)

📍 Location in Audio Script: "Yes, because unless you read the label really carefully, you wouldn’t know that the nutritional values given are for **half a pizza** (📍Q23)."

🔹 Analysis of the Answer: The audio states that "**the nutritional values given are for half a pizza**", which means the "**nutritional label is misleading**" when most people eat the whole pizza.

⚠️ Potential Traps: Option B is incorrect since **Jack** states, "**Probably not, no!**" when asked if he will hesitate to buy pizza again.

⭐ Key Learning Point: Pay attention to **specific details**, and be careful with **negative statements**, which may require a different type of matching to the answer.

📝 Question 24: Jack prefers the daily value system to other labelling systems because it is

🔹 Correct Answer: C (more comprehensive.)

📍 Location in Audio Script: "I’m not sure it’s the easiest for people to use but at least you get the **full story** (📍Q24). I like to know all the ingredients in a product – not just how much fat, salt and sugar they contain."

🔹 Analysis of the Answer: **Jack** states "**at least you get the full story**", and he likes to know "**all the ingredients**," which means it is **more comprehensive** than other labels.

⚠️ Potential Traps: Options A and B may be distracting because it is **not the easiest to use**.

⭐ Key Learning Point: Focus on the **positive characteristics** that the speaker is indicating for an accurate match.

📝 Question 25: What surprised both students about one flavour of crisps?

🔹 Correct Answer: B (It did not contain the flavouring it claimed.)

📍 Location in Audio Script: "I don’t understand how they can get away with calling them chicken flavour when they only contain **artificial additives** (📍Q25)." and "I’d at least have expected them to contain a small percentage of real chicken."

🔹 Analysis of the Answer: The students note that the crisps are "**chicken flavour**" but they "**only contain artificial additives**" and **not actual chicken**, which is the main surprise, and matches the answer.

⚠️ Potential Traps: Option C may be a distractor because they discuss ingredients, but the **core point is the missing chicken**.

⭐ Key Learning Point: Identify the **key detail that is unexpected** by the speakers, to identify the correct answer.

📝 Question 26: What do the students think about research into the impact of nutritional food labelling?

🔹 Correct Answer: A (It did not produce clear results.)

📍 Location in Audio Script: "They only said that might be the case. Those **findings weren’t that conclusive** (📍Q26)"

🔹 Analysis of the Answer: **Alice** states, "**Those findings weren't that conclusive**", which means that "**It did not produce clear results**."

⚠️ Potential Traps: Option C is incorrect because the students agree that **more research needs to be done** and therefore it was not an "**unrealistic recommendation**".

⭐ Key Learning Point: Listen for whether the **results of something were definitive or not**.

📝 Questions 27 & 28: Which **TWO** things surprised the students about the traffic-light system for nutritional labels?

🔹 Correct Answers: B (It is not compulsory.), C (It was introduced without enough consultation.)

📍 Location in Audio Script: "**it’s not been adopted universally** (📍Q27&28)" and "I’d have thought it would have been compulsory. It seems ridiculous it isn’t." and "the fact that it was brought in without enough **consultation** – a lot of experts had deep reservations about it."

🔹 Analysis of the Answer: **Jack** is surprised that it isn't **compulsory** (B) and **Alice** is surprised that it wasn't introduced after proper **consultation** (C).

⚠️ Potential Traps: Options A, D, and E are **not mentioned as something the students were surprised about**.

⭐ Key Learning Point: Listen carefully for **details that indicate surprise or disbelief** to identify what exactly has made them feel that way.

📝 Questions 29 & 30: Which **TWO** things are true about the participants in the study on the traffic-light system?

🔹 Correct Answers: D (They came from different economic backgrounds.), E (They were interviewed in person.)

📍 Location in Audio Script: "**it’s good to get feedback from all socio-economic groups** (📍Q29&30)" and "if they hadn’t **interviewed participants face-to-face**, they could have used a much bigger sample size."

🔹 Analysis of the Answer: The audio mentions "**all socio-economic groups**" (D) and "**interviewed participants face-to-face**" (E).

⚠️ Potential Traps: The other options are **either not true, or are not mentioned**, in the text.

⭐ Key Learning Point: Look out for **direct statements from the text** and match them to the answers as closely as possible.

JACK:   I’ve still got loads to do for our report on nutritional food labels.

ALICE:   Me too. What did you learn from doing the project about your own shopping habits?

JACK:   Well, I’ve always had to check labels for traces of peanuts in everything I eat because of my allergy. But beyond that I’ve never really been concerned enough to check how healthy a product is (📍Q21).

ALICE:   This project has actually taught me to read the labels much more carefully. I tended to believe claims on packaging like ‘low in fat’. But I now realise that the ‘healthy’ yoghurt I’ve bought for years is full of **sugar** and that it’s actually quite high in calories (📍Q22).

JACK:   Ready meals are the worst … comparing the labels on supermarket pizzas was a real eye-opener. Did you have any idea how many calories they contain? I was amazed.

ALICE:   Yes, because unless you read the label really carefully, you wouldn’t know that the nutritional values given are for **half a pizza** (📍Q23).

JACK:   When most people eat the whole pizza. Not exactly transparent is it?

ALICE:   Not at all. But I expect it won’t stop you from buying pizza?

JACK:   Probably not, no! I thought comparing the different labelling systems used by food manufactures was interesting. I think the kind of labelling system used makes a big difference.

ALICE:   Which one did you prefer?

JACK:   I liked the traditional daily value system best – the one which tells you what proportion of your required daily intake of each ingredient the product contains. I’m not sure it’s the easiest for people to use but at least you get the **full story** (📍Q24). I like to know all the ingredients in a product – not just how much fat, salt and sugar they contain.

ALICE:   But it’s good supermarkets have been making an effort to provide reliable information for customers.

JACK:   Yes. There just needs to be more consistency between labelling systems used by different supermarkets, in terms of portion sizes, etc.

ALICE:   Mmm. The labels on the different brands of chicken flavour crisps were quite revealing too, weren’t they?

JACK:   Yeah. I don’t understand how they can get away with calling them chicken flavour when they only contain **artificial additives** (📍Q25).

ALICE:   I know. I’d at least have expected them to contain a small percentage of real chicken.

JACK:   Absolutely.

ALICE:   I think having nutritional food labeling has been a good idea, don’t you? I think it will change people’s behaviour and stop mothers, in particular, buying the wrong things.

JACK:   But didn’t that study kind of prove the opposite? People didn’t necessarily stop buying unhealthy products.

ALICE:   They only said that might be the case. Those **findings weren’t that conclusive** (📍Q26) and it was quite a small-scale study. I think more research has to be done.

JACK:   Yes, I think you’re probably right.

JACK:   What do you think of the traffic-light system?

ALICE:   I think supermarkets like the idea of having a colour-coded system – red, orange or green – for levels of fat, sugar and salt in a product.

JACK:   But it’s **not been adopted universally** (📍Q27&28). And not on all products. Why do you suppose that is?

ALICE:   Pressure from the food manufacturers. Hardly surprising that some of them are opposed to flagging up how unhealthy their products are.

JACK:   I’d have thought it would have been compulsory. It seems ridiculous it isn’t.

ALICE:   I know. And what I couldn’t get over is the fact that it was brought in without enough **consultation** – a lot of experts had deep reservations about it (📍Q27&28).

JACK:   That is a bit weird. I suppose there’s an argument for doing the research now when consumers are familiar with this system.

ALICE:   Yeah, maybe.

JACK:   The participants in the survey were quite positive about the traffic-light system.

ALICE:   Mmm. But I don’t think they targeted the right people. They should have focused on people with low literacy levels because these labels are designed to be accessible to them.

JACK:   Yeah. But it’s good to get feedback from **all socio-economic groups** (📍Q29&30). And there wasn’t much variation in their responses.

ALICE:   No. But if they hadn’t **interviewed participants face-to-face**, they could have used a much bigger sample size. I wonder why they chose that method?

JACK:   Dunno. How were they selected? Did they volunteer or were they approached?

ALICE:   I think they volunteered. The thing that wasn’t stated was how often they bought packaged food – all we know is how frequently they used the supermarket.

📝 Question 31: In Constantinople, the ruler ordered the 31 **destruction** of every coffee house.

🔹 Correct Answer: destruction

📍 Location in Audio Script: "in 1623 the ruler of Constantinople demanded the **destruction** (📍Q31) of all the coffee houses in the city"

🔹 Analysis of the Answer: The audio clearly states that the ruler demanded "**the destruction of all the coffee houses**", which is a **direct answer** to the question.

⚠️ Potential Traps: Test takers might try to think of synonyms, but this **direct term is given** in the audio.

⭐ Key Learning Point: Listen for **direct and explicit words** from the audio to give a concise answer.

📝 Question 32: Coffee shops were compared to 32 **universities/university**.

🔹 Correct Answer: universities/university

📍 Location in Audio Script: "some people said that these places performed a similar function to **universities** (📍Q32)"

🔹 Analysis of the Answer: The audio says "**these places performed a similar function to universities**," which is the answer.

⚠️ Potential Traps: Listeners may get confused with the other information provided in the audio, as well as social or political movements.

⭐ Key Learning Point: Focus on the **comparisons that are specifically made** in the audio and ignore details about the context.

📝 Question 33: They played an important part in social and 33 **political** changes.

🔹 Correct Answer: political

📍 Location in Audio Script: "many social movements and **political** (📍Q33) developments had their origins in coffee house discussions."

🔹 Analysis of the Answer: The audio links social impact with "**political developments**", which is the correct answer.

⚠️ Potential Traps: The phrase, "**social movements**" might be confusing for some, but the "**political developments**" is the correct and closest matching term in the audio.

⭐ Key Learning Point: Look for **direct connections** in the audio, especially those linked with "**and**."

📝 Question 34: Types of coffee were often named according to the 34 **port(s)** they came from.

🔹 Correct Answer: port(s)

📍 Location in Audio Script: "were often taken from the **port** (📍Q34) they were shipped to Europe from"

🔹 Analysis of the Answer: The audio says the names were "**taken from the port they were shipped to Europe from**".

⚠️ Potential Traps: The discussion of **types of coffee** could be confusing if you are not specifically listening for the source of the names.

⭐ Key Learning Point: Pay specific attention to **place names and where they come from**, and their function, in the audio.

📝 Question 35: In Brazil and the Caribbean, most cultivation depended on 35 **slaves/slavery**.

🔹 Correct Answer: slaves/slavery

📍 Location in Audio Script: "In Brazil and the various Caribbean colonies, coffee was grown in huge plantations and the workers there were almost all **slaves** (📍Q35)"

🔹 Analysis of the Answer: The audio states "**the workers there were almost all slaves**".

⚠️ Potential Traps: Be careful not to be distracted by **Java** and how it did things differently, as that is not being asked in the question.

⭐ Key Learning Point: Listen specifically for the **type of labor in each named location**.

📝 Question 36: In Java, coffee was used as a form of 36 **taxation**.

🔹 Correct Answer: taxation

📍 Location in Audio Script: "the peasants grew coffee and passed a proportion of this on to the Dutch, so it was used as a means of **taxation** (📍Q36)"

🔹 Analysis of the Answer: The audio says "**it was used as a means of taxation**".

⚠️ Potential Traps: Be careful not to mix the method of work in **Java** with **Brazil** and the **Caribbean**.

⭐ Key Learning Point: Focus on the **key word or phrase that fits most logically** with the blank.

📝 Question 37: Coffee became almost as important as 37 **sugar**.

🔹 Correct Answer: sugar

📍 Location in Audio Script: "it became nearly as important as **sugar** (📍Q37) production"

🔹 Analysis of the Answer: The audio directly compares it to "**sugar production**".

⚠️ Potential Traps: Test takers might be distracted by the discussion about the European powers or the colonization that follows.

⭐ Key Learning Point: Focus on the **key comparison that is made**, and ignore potentially distracting details.

📝 Question 38: The move towards the consumption of 38 **tea** in Britain did not also take place in the USA.

🔹 Correct Answer: tea

📍 Location in Audio Script: "In Britain, however, a new drink was introduced from China, and started to become popular...This was **tea** (📍Q38), and by the late 1700s it was being widely drunk... and coffee remained the preferred drink in the USA"

🔹 Analysis of the Answer: The audio says that **tea** "**was being widely drunk**" in Britain, while "**coffee remained the preferred drink in the USA**".

⚠️ Potential Traps: Test takers may be confused as **coffee** is also discussed in the text, but the question is about which drink was favored in **Britain** and not the USA.

⭐ Key Learning Point: Focus on key phrases that indicate **comparisons between different places or groups of people**.

📝 Question 39: Prices dropped because of improvements in 39 **transportation**.

🔹 Correct Answer: transportation

📍 Location in Audio Script: "This was partly because new types of **transportation** (📍Q39) had been developed which were cheaper and more efficient"

🔹 Analysis of the Answer: The audio states that "**new types of transportation had been developed**", which led to prices dropping.

⚠️ Potential Traps: The discussion about **industrial workers** might confuse some listeners, but it is not the reason prices dropped.

⭐ Key Learning Point: Focus on **cause-and-effect relationships** that are explicitly mentioned in the audio.

📝 Question 40: Industrial workers found coffee helped them to work at 40 **night**.

🔹 Correct Answer: night

📍 Location in Audio Script: "And sometimes this meant their work didn’t stop when it got dark; they might have to continue throughout the **night** (📍Q40)"

🔹 Analysis of the Answer: The audio mentions that industrial workers "**might have to continue throughout the night**", which indicates that they worked at **night**.

⚠️ Potential Traps: The discussion of **coffee being a stimulant** might be confusing, but it is not the answer for where they worked.

⭐ Key Learning Point: Pay attention to **specific details in each sentence** and match them to the best possible answer in the questions.

In my presentation, I’m going to talk about coffee, and its importance both in economic and social terms. We think it was first drunk in the Arab world, but there’s hardly any documentary evidence of it before the 1500s, although of course that doesn’t mean that people didn’t know about it before then.

However, there is evidence that coffee was originally gathered from bushes growing wild in Ethiopia, in the northeast of Africa. In the early sixteenth century, it was being bought by traders, and gradually its use as a drink spread throughout the Middle East. It’s also known that in 1522, in the Turkish city of Constantinople, which was the centre of the Ottoman Empire, the court physician approved its use as a medicine.

By the mid-1500s, coffee bushes were being cultivated in the Yemen and for the next hundred years this region produced most of the coffee drunk in Africa and the Arab world. What’s particularly interesting about coffee is its effect on social life. It was rarely drunk at home, but instead people went to coffee houses to drink it. These people, usually men, would meet to drink coffee and chat about issues of the day. But at the time, this chance to share ideas and opinions was seen as something that was potentially dangerous, and in 1623 the ruler of Constantinople demanded the **destruction** (📍Q31) of all the coffee houses in the city, although after his death many new ones opened, and coffee consumption continued. In the seventeenth century, coffee drinking spread to Europe, and here too coffee shops became places where ordinary people, nearly always men, could meet to exchange ideas. Because of this, some people said that these places performed a similar function to **universities** (📍Q32). The opportunity they provided for people to meet together outside their own homes and to discuss the topics of the day had an enormous impact on social life, and many social movements and **political** (📍Q33) developments had their origins in coffee house discussions.

In the late 1600s, the Yemeni monopoly on coffee production broke down and coffee production started to spread around the world, helped by European colonization. Europeans set up coffee plantations in Indonesia and the Caribbean and production of coffee in the colonies skyrocketed. Different types of coffee were produced in different areas, and it’s interesting that the names given to these different types, like Mocha or Java coffee, were often taken from the **port** (📍Q34) they were shipped to Europe from. But if you look at the labour system in the different colonies, there were some significant differences.

In Brazil and the various Caribbean colonies, coffee was grown in huge plantations and the workers there were almost all **slaves** (📍Q35). But this wasn’t the same in all colonies; for example in Java, which had been colonized by the Dutch, the peasants grew coffee and passed a proportion of this on to the Dutch, so it was used as a means of **taxation** (📍Q36). But whatever system was used, under the European powers of the eighteenth century, coffee production was very closely linked to colonisation. Coffee was grown in ever-increasing quantities to satisfy the growing demand from Europe, and it became nearly as important as **sugar** (📍Q37) production, which was grown under very similar conditions. However, coffee prices were not yet low enough for people to drink it regularly at home, so most coffee consumption still took place in public coffee houses and it still remained something of a luxury item. In Britain, however, a new drink was introduced from China, and started to become popular, gradually taking over from coffee, although at first it was so expensive that only the upper classes could afford it. This was **tea** (📍Q38), and by the late 1700s it was being widely drunk. However, when the USA gained independence from Britain in 1766, they identified this drink with Britain, and coffee remained the preferred drink in the USA, as it still is today.

So, by the early nineteenth century, coffee was already being widely produced and consumed. But during this century, production boomed and coffee prices started to fall. This was partly because new types of **transportation** (📍Q39) had been developed which were cheaper and more efficient. So now, working people could afford to buy coffee – it wasn’t just a drink for the middle classes. And this was at a time when large parts of Europe were starting to work in industries. And sometimes this meant their work didn’t stop when it got dark; they might have to continue throughout the **night** (📍Q40). So, the use of coffee as a stimulant became important – it wasn’t just a drink people drank in the morning, for breakfast.

There were also changes in cultivation …