تحلیل لیسنینگ آیلتس آکادمیک و جنرال کمبریج 12 - تست 4: بررسی سوالات، نکات کلیدی و استراتژی‌های پاسخ‌دهی

📝 Question 1: The library now has an expanded section for books on 1 **travel**

🔹 Correct Answer: travel

📍 Location in Audio Script: "Well, we’ve got a much larger section of the library devoted to **travel** (📍Q1) books now"

🔹 Analysis of the Answer: The answer is a **direct word match** from the audio script, with "**travel books**" directly answering the question about the section's focus. The word "**expanded**" in the question corresponds to "**much larger**" in the script.

⚠️ Potential Traps: None. This is a **straightforward word match** question.

⭐ Key Learning Point: Pay close attention to keywords in the question, and look for **direct word matches or synonyms** in the audio.

📝 Question 2: The library now has a new section on local 2 **history**

🔹 Correct Answer: history

📍 Location in Audio Script: "Yes, actually we’ve now got a new section with materials on the **history** (📍Q2) of the town and surrounding region."

🔹 Analysis of the Answer: The answer is found directly in the audio script. The phrase "**the history of the town**" directly addresses the "**local**" context mentioned in the question.

⚠️ Potential Traps: None. This question involves a **direct match** of the word "**history**".

⭐ Key Learning Point: Be alert for answers that relate to the **specific location** referenced in the question.

📝 Question 3: A community room for meetings (also possible to 3 **study** there)

🔹 Correct Answer: study

📍 Location in Audio Script: "It can be hired out for meetings, but at other times people can use it to **study** (📍Q3)."

🔹 Analysis of the Answer: The phrase "**use it to study**" directly provides the answer. The question is rephrased to "**also possible to ___ there**".

⚠️ Potential Traps: None. The answer is a **direct match** of the word **study**.

⭐ Key Learning Point: Listen for the **specific activities** that can take place in the described location.

📝 Question 4: A new section of books for 4 **teenagers**

🔹 Correct Answer: teenagers

📍 Location in Audio Script: "we’ve introduced a special section of fiction written specially for **teenagers** (📍Q4)"

🔹 Analysis of the Answer: The phrase "a special section of fiction written specially for **teenagers**" clearly identifies the **target audience**.

⚠️ Potential Traps: The question asks for a **noun** and not an adjective. While the answer is the noun form, '**teenagers**' many other sections in this audio script are described using adjectives such as the 'local' section.

⭐ Key Learning Point: Listen carefully for the **intended audience** of a given program or service.

📝 Question 5: The next Science club meeting: experiments using things from your 5 **kitchen**

🔹 Correct Answer: kitchen

📍 Location in Audio Script: "At the next meeting, they’re going to be doing experiments with stuff that everyone has in the **kitchen** (📍Q5)"

🔹 Analysis of the Answer: The answer is **directly stated** in the audio. The question requires an understanding of the phrase '**things from**'.

⚠️ Potential Traps: None. This is a **direct matching** question.

⭐ Key Learning Point: Focus on understanding the **context** of the experiments.

📝 Question 6: This Friday: a local author talks about a novel based on a real 6 **crime**

🔹 Correct Answer: crime

📍 Location in Audio Script: "It’s called ‘Catch the Mouse’ and she based the story on a **crime** (📍Q6) that actually took place here years ago."

🔹 Analysis of the Answer: The audio clearly states that the novel is based on a real "**crime**," answering the question **directly**.

⚠️ Potential Traps: None. This question is a **direct match** of the word "**crime**".

⭐ Key Learning Point: Be prepared for questions that focus on the **subject matter** of a talk or story.

📝 Question 7: IT support is available on Tuesday-no 7 **appointment** is necessary

🔹 Correct Answer: appointment

📍 Location in Audio Script: "It’s on Tuesday mornings – they don’t need to make an **appointment** (📍Q7) or anything, they just turn up."

🔹 Analysis of the Answer: The audio script states "**they don’t need to make an appointment**." This directly corresponds to the question's prompt of "**no _____ is necessary**".

⚠️ Potential Traps: The answer, '**appointment**' is not directly mentioned. Rather the **need to avoid making one**, is mentioned in the audio.

⭐ Key Learning Point: Pay attention to how words and concepts are phrased. A **negative statement in the audio might provide the answer to an affirmative question**.

📝 Question 8: Free check of blood 8 **sugar** and cholesterol levels

🔹 Correct Answer: sugar

📍 Location in Audio Script: "The hospital arranges for someone to come along and measure the level of **sugar** (📍Q8) in your blood, and they check cholesterol levels at the same time."

🔹 Analysis of the Answer: The audio explicitly mentions "measure the level of **sugar** in your blood" as one of the free health check services. The word "**check**" corresponds to "**measure**" and the phrase "**and cholesterol levels**" shows that the test is measuring more than one thing.

⚠️ Potential Traps: None. This is a **direct word match**.

⭐ Key Learning Point: Understand that the **order of information provided in the audio may not correspond to the way it is ordered in the answer**.

📝 Question 9: The library shop sells wall charts, cards and 9 **stamps**

🔹 Correct Answer: stamps

📍 Location in Audio Script: "well, we do have a little shop with things like wallcharts and greetings cards, and also **stamps** (📍Q9)"

🔹 Analysis of the Answer: The answer is a **direct word match** from the audio script.

⚠️ Potential Traps: None. This is a **straightforward word match** question.

⭐ Key Learning Point: Focus on listening for **lists of items**.

📝 Question 10: Evenings and weekends: free 10 **parking** is available

🔹 Correct Answer: parking

📍 Location in Audio Script: "Oh, one more thing – I’ll be bringing the car, is there **parking** available? (📍Q10)" / "Yes, and it’s free in the evening and at weekends."

🔹 Analysis of the Answer: The audio script explicitly states "**it’s free in the evening and at weekends**." The immediately preceding question from **Paul** is about the availability of **parking** which demonstrates that the free service being described is **parking**.

⚠️ Potential Traps: None. This is a **straightforward word match** question.

⭐ Key Learning Point: Questions about availability may require listening closely for **context and clarification from other speakers**.

SUSIE:   Hello?

PAUL:   Hi, **Susie**, it’s **Paul** here. How are you? Enjoying your new job? You’re working at the library, aren’t you?

SUSIE:   Yes. I started when the library re-opened a month ago (Example). It’s great.

PAUL:   Actually **Carol** and I have been meaning to join for a while.

SUSIE:   Oh, you should. It doesn’t cost anything, and the new library has all sorts of facilities. It’s not just a place where you borrow books. For instance, there’s an area with comfortable seats where you can sit and read the magazines they have there. Some people spend the whole morning there.

PAUL:   Mmm. Wish I had that amount of time to spend!

SUSIE:   Yes, you must be pretty busy at present, with the children and everything?

PAUL:   We are, yes. But we’re hoping to get away this summer. We’re thinking of going to Greece.

SUSIE:   Well, we’ve got a much larger section of the library devoted to **travel** (📍Q1) books now, so you should come and have a look. I can’t remember if there’s anything specifically on Greece, but I should think so.

PAUL:   OK. Now **Carol’s** organising a project for the history class she teaches at school – it’s about life in the town a hundred years ago. Do you have anything that might be useful?

SUSIE:   Yes, actually we’ve now got a new section with materials on the **history** (📍Q2) of the town and surrounding region.

PAUL:   Right. I’ll tell her. You can’t always find that sort of thing on the internet. Now in the old library there used to be a separate room with reference books. It was a really nice quiet room.

SUSIE:   Yes. We’ve put those books in the main part of the library now, but we do have a room called the community room. It can be hired out for meetings, but at other times people can use it to **study** (📍Q3).

PAUL:   I might use that. It’s hard to find anywhere quiet at home sometimes.

SUSIE:   I can’t remember how old your son and daughter are … we’ve introduced a special section of fiction written specially for **teenagers** (📍Q4), but they might be a bit young for that?

PAUL:   Yes, they would be.

SUSIE:   Well, we do have lots of activities for younger children.

PAUL:   Yes?

SUSIE:   For example we have a Science Club. At the next meeting, they’re going to be doing experiments with stuff that everyone has in the **kitchen** (📍Q5) – sugar and flour and so on.

PAUL:   They might be interested, yes.

SUSIE:   And we have a competition for children called Reading Challenge. That doesn’t begin until after the end of term. They have to read six books, and they get a certificate if they manage it.

PAUL:   So that gives them something to do while they’re on holiday, instead of getting bored.

SUSIE:   That’s the idea. And there’s special activities for adults too. On Friday we have a local author called **Tanya Streep** who’s going to be talking about her new novel. It’s called ‘Catch the Mouse’ and she based the story on a **crime** (📍Q6) that actually took place here years ago.

PAUL:   Right. We’re not free on Friday, but I’ll took out for the book.

SUSIE:   Now this probably isn’t for you, but we do have IT support available for members. We get quite a few older people coming along who are wanting to get up to speed with computer technology. It’s on Tuesday mornings – they don’t need to make an **appointment** (📍Q7) or anything, they just turn up.

PAUL:   Well, my mother might be interested, I’ll let her know.

SUSIE:   OK. And there’s another service which you wouldn’t expect from a library, which is a free medical check-up. The hospital arranges for someone to come along and measure the level of **sugar** (📍Q8) in your blood, and they check cholesterol levels at the same time.

PAUL:   Really?

SUSIE:   Yes, but that’s only for the over-60s, so you wouldn’t qualify.

PAUL:   OK. Well, I’ll tell my mother, she might be interested.

SUSIE:   What other information … well, we do have a little shop with things like wallcharts and greetings cards, and also **stamps** (📍Q9) so you can post the cards straightaway, which is really useful.

PAUL:   Yeah. Well, I’ll bring the children round at the weekend and we’ll join. Oh, one more thing – I’ll be bringing the car, is there **parking** available? (📍Q10)

SUSIE:   Yes, and it’s free in the evening and at weekends.

PAUL:   Perfect. Well, thanks, **Susie** see you …

📝 Questions 11 & 12: Choose **TWO** letters A-E. Which **TWO** age groups are taking **increasing numbers** of holidays with BC Travel?

🔹 Correct Answers: D (43-54) and E (55-64)

📍 Location in Audio Script: "In terms of age groups, the **over-65s** are an important market, and one that’s **increasing steadily** year on year... whereas there’s a **noticeable growth** in the number of holidays taken by the **55 to 64-year-olds** (📍Q11&Q12)."

🔹 Analysis of the Answer: The audio directly mentions two age groups: the "**over-65s**" and the "**55 to 64-year-olds**" as increasing their holiday numbers.

⚠️ Potential Traps: The audio mentions other age groups, such as the "**16 to 30s**" experiencing a **drop**.

⭐ Key Learning Point: Listen carefully for words and phrases like "**increasing**," "**growth**," "**drop**" and focus on identifying the **trends** associated with the age groups.

📝 Questions 13 & 14: Choose **TWO** letters A-E. Which **TWO** are the **main reasons** given for the popularity of activity holidays?

🔹 Correct Answers: A (to learn about local people and customs) and C (to form new relationships)

📍 Location in Audio Script: "But they do often take place outside the main tourist centres, which gives an opportunity for clients to **find out more about the local people and customs** (📍Q13&Q14)... it’s the chance to **create lasting relationships** with other like-minded people that’s the main draw."

🔹 Analysis of the Answer: The audio describes the benefits of activity holidays, that clients can "**find out more about the local people and customs**" and "**create lasting relationships with other like-minded people**".

⚠️ Potential Traps: The audio also mentions “the **chance to develop a new skill or talent**”, which could be a distraction.

⭐ Key Learning Point: The information may not be presented in the same order as in the question options. Understand that options in a multiple choice question are likely to be very similar and that a correct answer might have one or more **synonymous expressions or concepts**.

📝 Question 15: How does BC Travel plan to **expand** the painting holidays?

🔹 Correct Answer: C (by taking on more artists)

📍 Location in Audio Script: "and **five additional ones will be joining us this year** (📍Q15) so that we can offer a greater number of classes in each centre."

🔹 Analysis of the Answer: The audio explains that BC Travel is **expanding** its painting holidays by adding "**five additional**" artists to their team to lead the classes.

⚠️ Potential Traps: The audio mentions that the holidays "**take place in four different centres**" which may confuse a candidate into thinking that the answer is A, but the question asks **how** the company plans to **expand**.

⭐ Key Learning Point: Look for words like "**expand**", "**increase**" or "**add**" to identify how a service or program is being extended.

📝 Question 16: Why are BC Travel’s cooking holidays **unusual**?

🔹 Correct Answer: B (they teach a wide range of international recipes)

📍 Location in Audio Script: "but we focus on dishes from a **great many different ones** (📍Q16)."

🔹 Analysis of the Answer: The audio explains that BC Travel's cooking holidays are **unusual** because they "**focus on dishes from a great many different ones**" (countries).

⚠️ Potential Traps: The audio mentions the "**emphasis on good quality, organic ingredients**", which could be a distraction.

⭐ Key Learning Point: Look for words and phrases like "**unusual**", "**different**", or "**unlike**" when listening for what sets something apart.

📝 Question 17: What does the speaker say about the photography holidays?

🔹 Correct Answer: A (clients are taught individually)

📍 Location in Audio Script: "Groups are small, no more than eight, so clients can have **one-on-one tuition** (📍Q17) during the holiday"

🔹 Analysis of the Answer: The audio states that, due to small group sizes, clients receive "**one-on-one tuition**" during the holidays, which is equivalent to being "**taught individually**".

⚠️ Potential Traps: The audio also mentions that "**excursions are arranged with fully-trained guides**", which is not related to the question of tuition.

⭐ Key Learning Point: Pay attention to how the word '**tuition**' relates to teaching or instruction.

📝 Question 18: Location: Ireland and Italy; Main focus: general fitness; Other comments: also reduces **stress**

🔹 Correct Answer: stress

📍 Location in Audio Script: "As well as improving general fitness, clients find that they end up losing much of the **stress** (📍Q18) they’ve built up in their daily lives."

🔹 Analysis of the Answer: The audio explicitly states that the fitness holidays in Ireland and Italy help clients to reduce "**stress**." The phrase "**losing much of the stress**" is equivalent to "**reduces stress**".

⚠️ Potential Traps: None, this is a **fairly straightforward answer**.

⭐ Key Learning Point: Listen for the **benefits** associated with the main focus of a program or activity.

📝 Question 19: Location: Greece; Main focus: **weight** control; Other comments: includes exercise on the beach

🔹 Correct Answer: weight

📍 Location in Audio Script: "In Greece, we have a two-week holiday for clients who want to do something about their **weight** (📍Q19)."

🔹 Analysis of the Answer: The audio specifically states that the holiday in Greece is for "clients who want to do something about their **weight**," which directly relates to "**weight control**".

⚠️ Potential Traps: None. This is a **direct word match** question.

⭐ Key Learning Point: Pay attention to the **specific goals** of the holiday program.

📝 Question 20: Location: Morocco; Main focus: mountain biking; Other comments: one holiday that is specially designed for **families**

🔹 Correct Answer: families

📍 Location in Audio Script: "We offer one which is **tailored to the needs of families** (📍Q20), which is particularly popular."

🔹 Analysis of the Answer: The audio states that the mountain biking holiday in Morocco is "**tailored to the needs of families**".

⚠️ Potential Traps: None, this is a **straightforward answer**.

⭐ Key Learning Point: Look for words or phrases that indicate the **intended audience** for a specific activity.

In this session in your training day we’re going to look at home of the more specialised holidays we offer at **BC Travel**. Now, the travel business is very competitive and it’s important to be aware of how the market’s changing and developing. In terms of age groups, the **over-65s** are an important market, and one that’s **increasing steadily** year on year (📍Q11&Q12). The fewest holidays are taken by the 31 to 42-year-olds, and that figure shows no sign of rising. The biggest market at present is still the youngest group, the 16 to 30s, but this group’s also seen the biggest drop over the last few years, whereas there’s a **noticeable growth** in the number of holidays taken by the **55 to 64-year-olds** (📍Q11&Q12). As far as the 43 to 54-year-olds are concerned, bookings there are steady, but I have to say we haven’t seen the increase we expected.

One trend we’re noticing with nearly all age groups is the growing popularity of holidays in which clients do some kind of specialised activity. I’m not talking here about adventure holidays, where clients take part in high-risk activities like white water rafting just for the thrill of it. Activity holidays usually involve rather less high-risk sports, or things like art and music. They’re not necessarily cheaper than ordinary holidays, often the opposite, in fact. But they do often take place outside the main tourist centres, which gives an opportunity for clients to **find out more about the local people and customs** (📍Q13&Q14), and many say this is one of the most positive features of these holidays. Of course, they offer the chance to develop a new skill or talent, but clients often say that more than this, it’s the chance to **create lasting relationships** with other like-minded people that’s the main draw.

Let me give you some examples of **BC Travel** activity holidays. Our painting holidays take place in four different centres in France and Italy and they’re very popular with clients of all abilities from beginners onwards. We’ve got an excellent team of artists to lead the classes – some of them have been with us from the start, and **five additional ones will be joining us this year** (📍Q15) so that we can offer a greater number of classes in each centre.

As far as cooking holidays are concerned, I know a lot of agents offer holidays where clients cook recipes related to one particular country, usually the one they’re staying in, but we focus on dishes from a **great many different ones** (📍Q16). Apart from that you’ll find the usual emphasis on good quality, organic ingredients – that’s more or less a given nowadays – and there are generally some meat-free recipes included.

Our photography holidays take place in a wide range of countries from Iceland to Vietnam, and clients have the opportunity to see some stunning scenery. Groups are small, no more than eight, so clients can have **one-on-one tuition** (📍Q17) during the holiday, and excursions are arranged with fully-trained guides. At the end of each holiday an exhibition is held of the photographs taken so that clients can see one another’s work and receive valuable feedback from the tutor.

Finally, let me tell you about our fitness holidays. In **Ireland** and **Italy** we run one-week general fitness classes for all ages and levels of fitness. Clients start the course with a consultation with a trainer, and together they draw up an individual programme. As well as improving general fitness, clients find that they end up losing much of the **stress** (📍Q18) they’ve built up in their daily lives.

In **Greece**, we have a two-week holiday for clients who want to do something about their **weight** (📍Q19). This has all the features you’d expect, like a personalised diet programme, but one of its most popular features is that the exercise classes are all held on the beach. People say it’s far preferable to being in a gym.

Finally, we offer several holidays in **Morocco**. One very popular one is the mountain biking holiday. Bikes are provided and there are different routes according to people’s ability. We offer one which is **tailored to the needs of families** (📍Q20), which is particularly popular.

OK, so that’s about all the time I have today, so thank you very much …

📝 Question 21: RESEARCH: Locate and read relevant articles, noting key information and also 21 **sources**

🔹 Correct Answer: C (sources)

📍 Location in Audio Script: "Did you remember to keep a **record of where you got the information from**? (📍Q21)"

🔹 Analysis of the Answer: The audio refers to "**keep a record of where you got the information from**," implying that the **sources** need to be recorded during the research stage.

⚠️ Potential Traps: None. This is a **straightforward question**.

⭐ Key Learning Point: Pay attention to the **steps involved in research**.

📝 Question 22: RESEARCH: Select interviewees – these may be site 22 **employees**

🔹 Correct Answer: E (employees)

📍 Location in Audio Script: "So who’d that be? The **people who work there**? (📍Q22) And presumably some of the tourists too?"

🔹 Analysis of the Answer: The audio mentions "**the people who work there**" as potential interviewees, which corresponds to "**employees**" at the site.

⚠️ Potential Traps: The audio also mentions "**tourists**" and "**administrators**" who could be potential interviewees, but the question specifies '**site**' employees.

⭐ Key Learning Point: Listen for the **types of people** who are potential interview candidates.

📝 Question 23: RESEARCH: Select interviewees – these may be site employees, visitors for city 23 **officials**

🔹 Correct Answer: H (officials)

📍 Location in Audio Script: "we could even contact some people here in the city, like **administrators** involved in overseeing tourism (📍Q23)."

🔹 Analysis of the Answer: The audio refers to "**administrators** involved in overseeing tourism", which matches "**officials**".

⚠️ Potential Traps: None, this is a **straightforward answer**.

⭐ Key Learning Point: Focus on **titles of the personnel** being interviewed.

📝 Question 24: RESEARCH: Check whether 24 **names** of interviewees can be used

🔹 Correct Answer: B (names)

📍 Location in Audio Script: "But Dr Baker also said we have to establish with our interviewees whether we can identify them in our case study, or whether they want to be **anonymous** (📍Q24)."

🔹 Analysis of the Answer: The audio explains that the researchers must check if the "**names**" of interviewees can be used in the study or whether they need to be **anonymous**.

⚠️ Potential Traps: None, this is a **straightforward answer**.

⭐ Key Learning Point: Focus on the **ethics of research**.

📝 Question 25: ANALYSIS: Select relevant information and try to identify 25 **patterns**

🔹 Correct Answer: A (patterns)

📍 Location in Audio Script: "and analyse that carefully to find out if we can identify any **trends or regularities** (📍Q25) there."

🔹 Analysis of the Answer: The audio states that the researchers need to "**identify any trends or regularities**," which corresponds to "**patterns**".

⚠️ Potential Traps: None, this is a **straightforward answer**.

⭐ Key Learning Point: Be alert for **synonyms**.

📝 Question 26: WRITING THE CASE STUDY: Do not end with 26 **solutions**

🔹 Correct Answer: F (solutions)

📍 Location in Audio Script: "but in a case study we end up with a **question** or a series of questions to our readers, and they decide what ought to be done (📍Q26)."

🔹 Analysis of the Answer: The audio states that a case study does not end with suggestions or "**solutions**," but rather with a question for the readers.

⚠️ Potential Traps: None, this is a **straightforward answer**.

⭐ Key Learning Point: Note the **specific ways of concluding a study or analysis**.

📝 Question 27: Natalie and Dave agree one reason why so few people visit Horton Castle is that

🔹 Correct Answer: A (the publicity is poor)

📍 Location in Audio Script: "I think there’s plenty of fascinating stuff there for a really good day out, but you’d **never realise it from the castle website** – **maybe that’s the problem** (📍Q27)."

🔹 Analysis of the Answer: **Dave** states that he thinks that the castle **website is the problem**, suggesting that "**the publicity is poor**".

⚠️ Potential Traps: The audio discusses **transportation**, however this is a reference to a report that is 10 years old.

⭐ Key Learning Point: Pay attention to **changes of opinion** and phrases such as "**but**" and "**maybe that's the problem**."

📝 Question 28: Natalie and Dave agree that the greatest problem with a visitor centre could be

🔹 Correct Answer: C (planning restrictions)

📍 Location in Audio Script: "And as it’s on a historical site it’d need to get **special planning permission**, I expect. That might be hard (📍Q28)."

🔹 Analysis of the Answer: **Natalie** suggests that the need for "**special planning permission**" could be a significant problem, especially since it's on a historical site. This corresponds with "**planning restrictions**".

⚠️ Potential Traps: The audio mentions that setting up a visitor centre "**wouldn’t be cheap**" but the question specifies the '**greatest**' problem, rather than 'a' problem, which points to **planning restrictions** as the correct answer.

⭐ Key Learning Point: When several problems are identified, listen for **qualifiers** like "**greatest**," "**main**" or "**most important**".

📝 Question 29: What does Dave say about conditions in the town of Horton?

🔹 Correct Answer: B (there are few people of working age)

📍 Location in Audio Script: "Once they’ve left school... the **young people all get out as fast as they can** to get jobs in the city, and the only people left are **children and those who’ve retired** (📍Q29)."

🔹 Analysis of the Answer: **Dave** explains that the **young people leave**, leaving behind "**children and those who've retired**," indicating that "**there are few people of working age**".

⚠️ Potential Traps: None, this is a **straightforward answer**.

⭐ Key Learning Point: Focus on the **demographics** of the population.

📝 Question 30: According to Natalie, one way to prevent damage to the castle site would be to

🔹 Correct Answer: B (limit the areas visitors can walk through)

📍 Location in Audio Script: "but if numbers increase, there might have to be some restrictions, like **sticking to marked ways** (📍Q30)."

🔹 Analysis of the Answer: **Natalie** states that restrictions like "**sticking to marked ways**" would be necessary to prevent damage.

⚠️ Potential Traps: The audio also mentions needing "**guides and wardens**", but this is to enforce restrictions not the primary restriction itself, and the question asks specifically about "**one way**".

⭐ Key Learning Point: Identify the **primary action** taken to achieve a specific outcome.

NATALIE:             **Dave**, I’m worried about our case study. I’ve done a bit of reading, but I’m not sure what’s involved in actually writing a case study – I missed the lecture where **Dr Baker** talked us through it.

DAVE:               OK, well it’s quite straightforward. We’ve got our focus – that’s tourism at the **Horton Castle** site. And you said you’d done some reading about it.

NATALIE:             Yes, I found some articles and made notes of the main points.

DAVE:                   Did you remember to keep a **record of where you got the information from**? (📍Q21)

NATALIE:             Sure. I know what a pain it is when you forget that.

DAVE:               OK, so we can compare what we’ve read. Then we have to decide on a particular problem or need at our site. And then think about who we’re going to interview to get more information.

NATALIE:             OK. So who’d that be? The **people who work there** (📍Q22)? And presumable some of the tourists too?

DAVE:               Yes, both those groups. So we’ll have to go to the site to do that, I suppose. But we might also do some of our interviewing away from the site – we could even contact some people here in the city, like **administrators** involved in overseeing tourism (📍Q23).

NATALIE:             OK. So we’ll need to think about our interview questions and fix times and places for the meetings. It’s all going to take a lot of time.

DAVE:               Mmm. And if we can, we should ask our interviewees if they can bring along some numerical data that we can add to support our findings.

NATALIE:             And photographs?

DAVE:               I think we have plenty of those already. But **Dr Baker** also said we have to establish with our interviewees whether we can identify them in our case study, or whether they want to be **anonymous** (📍Q24).

NATALIE:             Oh, I wouldn’t have thought of that. OK, once we’ve got all this information, I suppose we have to analyse it.

DAVE:               Yes, put it all together and choose what’s relevant to the problem we’re focusing on, and analyse that carefully to find out if we can identify any **trends or regularities** (📍Q25) there. That’s the main thing at this stage, rather can concentrating on details or lots of facts.

NATALIE:             OK. And then once we’ve analysed that, what next?

DAVE:               Well, then we need to think about what we do with the data we’ve selected to make it as clear as possible to our readers. Things like graphs, or tables, or charts.

NATALIE:             Right.

DAVE:               Then the case study itself is mostly quite standard; we begin by presenting the problem, and giving some background, then go through the main sections, but the thing that surprised me is that in a normal report we’d end with some suggestions to deal with the problem or need we identified, but in a case study we end up with a **question** or a series of questions to our readers, and they decide what ought to be done (📍Q26).

NATALIE:             Oh, I hadn’t realised that.

NATALIE:             So basically, the problem we’re addressing in our case study of the **Horton Castle** site is why so few tourists are visiting it. And we’ll find out more from our interviews, but I did find one report on the internet that suggested that one reason might be because as far as transport goes, access is difficult.

DAVE:               I read that too, but that report was actually written ten years ago, when the road there was really bad, but that’s been improved now. And I think there’s plenty of fascinating stuff there for a really good day out, but you’d **never realise it from the castle website** – **maybe that’s the problem** (📍Q27).

NATALIE:             Yes, it’s really dry and boring.

DAVE:               I read somewhere a suggestion that what the castle needs is a visitor centre. So we could have a look for some information about that on the internet. What would we need to know?

NATALIE:             Well, who’d use it for a start. It’s be good to know what categories the visitors fell into too, like school parties or retired people, but I think we’d have to talk to staff to get that information.

DAVE:               OK. And as we’re thinking of suggesting a visitor centre we’d also have to look at potential problems. I mean, obviously it wouldn’t be cheap to set up.

NATALIE:             No, but it could be a really good investment. And as it’s on a historical site it’d need to get **special planning permission**, I expect. That might be **hard** (📍Q28).

DAVE:               Right, especially as the only possible place for it would be at the entrance, and that’s right in front of the castle.

NATALIE:             Mmm.

DAVE:               But it could be a good thing for the town of **Horton**. At present it’s a bit of a ghost town. Once they’ve left school... the **young people all get out as fast as they can** to get jobs in the city, and the only people left are **children and those who’ve retired** (📍Q29).

NATALIE:             Right. Something else we could investigate would be the potential damage that tourists might cause to the castle site, I mean their environmental impact. At present the tourists can just wander round wherever they want, but if numbers increase, there might have to be some restrictions, like **sticking to marked ways** (📍Q30). And there’d need to be guides and wardens around to make sure these were enforced.

DAVE:               Yes, we could look at that too. OK, well …

📝 Question 31: In water it may be consumed by fish. It has also recently been found to affect birds which feed on 31 **insects**

🔹 Correct Answer: insects

📍 Location in Audio Script: "but what wasn’t known until quite recently is that those that eat **insects** (📍Q31) can also be affected."

🔹 Analysis of the Answer: The audio mentions that, in addition to birds that eat fish, birds that eat **insects** can also be affected by mercury.

⚠️ Potential Traps: The audio mentions birds that **eat fish**, which could be a distraction.

⭐ Key Learning Point: Pay attention to **changes of opinion** and phrases such as "**but what was not known until quite recently**".

📝 Question 32: Claire Varian Ramos is investigating: The effects on birds’ 32 **behaviour/behavior** or mental processes e.g. memory.

🔹 Correct Answer: behaviour / behavior

📍 Location in Audio Script: "And these may be to do with the **behaviour** (📍Q32) of the birds, or with the effect of mercury on the way their brain works, so whether it leads to problems with memory, for example."

🔹 Analysis of the Answer: The audio states that the research includes effects on "**behaviour**" of the birds or their "**mental processes**".

⚠️ Potential Traps: The word "**memory**" is used in the audio, however the question prompt mentions that memory is an **example**.

⭐ Key Learning Point: Listen for **categories or types of effects** that are being discussed.

📝 Question 33: The effects on bird song (usually learned from a bird’s 33 **father** )

🔹 Correct Answer: father

📍 Location in Audio Script: "what you may not know is that a young bird seems to acquire this skill by listening to the songs produced by its **father** (📍Q33), rather than by any other bird."

🔹 Analysis of the Answer: The audio explains that young birds learn their songs from their "**father**."

⚠️ Potential Traps: The phrase "**rather than by any other bird**" could be misleading if a candidate focuses too much on who birds do not learn songs from.

⭐ Key Learning Point: Listen carefully to the **source** from which a bird learns something

📝 Question 34: Findings: Songs learned by birds exposed to mercury are less 34 **complex/complicated**

🔹 Correct Answer: complex / complicated

📍 Location in Audio Script: "then the songs they produce aren’t as **complex** (📍Q34) as those produced by other birds"

🔹 Analysis of the Answer: The audio states that the songs are "**not as complex**". This can be rephrased as "**less complex**".

⚠️ Potential Traps: None. This is a **straightforward answer**.

⭐ Key Learning Point: Be aware that **synonyms are common** in IELTS listening.

📝 Question 35: This may have a negative effect on birds’ 35 **reproduction/breeding**

🔹 Correct Answer: reproduction / breeding

📍 Location in Audio Script: "and so it can affect their chances of **reproduction** (📍Q35)."

🔹 Analysis of the Answer: The audio explains that less complex songs can affect birds' "**chances of reproduction**".

⚠️ Potential Traps: None. This is a **straightforward answer**.

⭐ Key Learning Point: Understand that phrases can be **rephrased to use synonymous words**.

📝 Question 36: Lab based studies: Allow more 36 **control** for the experimenter

🔹 Correct Answer: control

📍 Location in Audio Script: "so the experimenter has a much higher level of **control** (📍Q36)"

🔹 Analysis of the Answer: The audio states that in lab-based studies, the "**experimenter has a much higher level of control**."

⚠️ Potential Traps: None. This is a **direct word match** question.

⭐ Key Learning Point: Listen for **advantages of experimental approaches**.

📝 Question 37: Migrating birds such as 37 **duck(s)** containing mercury may be eaten by humans

🔹 Correct Answer: duck(s)

📍 Location in Audio Script: "For example, it’s been found that **ducks** (📍Q37) who’d been feeding at a contaminated site were later shot by hunters over a thousand kilometres away, and presumably eaten."

🔹 Analysis of the Answer: The audio provides an example using "**ducks**" as a type of bird that can transport mercury.

⚠️ Potential Traps: None. This is a **straightforward answer**.

⭐ Key Learning Point: Look for **specific examples** when general ideas are being presented.

📝 Question 38: Mercury also causes problems in learning 38 **language**

🔹 Correct Answer: language

📍 Location in Audio Script: "Well, we also know that in humans, mercury causes developmental delays in the acquisition of **language** (📍Q38)"

🔹 Analysis of the Answer: The audio explains that mercury causes "developmental delays in the acquisition of **language**".

⚠️ Potential Traps: None, this is a **straightforward answer**.

⭐ Key Learning Point: Listen carefully for **negative consequences** related to mercury contamination.

📝 Question 39: Mercury in a mother’s body from 39 **food** may affect the unborn child

🔹 Correct Answer: food

📍 Location in Audio Script: "It’s now known that an unborn child can be affected if the **food** (📍Q39) eaten by its mother contains high levels of mercury"

🔹 Analysis of the Answer: The audio states that the "**food** eaten by the mother" can affect the unborn child.

⚠️ Potential Traps: None. This is a **straightforward word match** question.

⭐ Key Learning Point: Pay close attention to **how mercury impacts unborn children**.

📝 Question 40: New regulations for mercury emissions will affect everyone’s energy 40 **cost(s)/price(s)/bill(s)**

🔹 Correct Answer: cost(s) / price(s) / bill(s)

📍 Location in Audio Script: "but these will need billions of dollars to implement, and **increase costs** (📍Q40) for everyone"

🔹 Analysis of the Answer: The audio mentions that regulations will "**increase costs for everyone**," which relates to the "**energy costs**".

⚠️ Potential Traps: None. This is a **straightforward answer**.

⭐ Key Learning Point: Focus on the **financial implications** of environmental regulations.

OK, so we’ve been looking at how man-made changes in our environment can affect wildlife. Now I’ll discuss a particular example. Let’s take a look at **mercury**. Mercury’s one of the 120 or so elements that make up all matter, and it has the symbol Hg. It’s a shiny, silvery substance. You may have seen it in old-fashioned thermometers, but it’s not used much for domestic purposes now because it’s highly toxic.

But the problem is that the amount of mercury in the environment’s increasing. The main reason for this is the power plants used to produce electricity. The main source of energy that most of them use is still coal, and when it’s burned it releases mercury into the atmosphere. Some of this gets deposited into lakes and rivers, and if it’s ingested by a fish it’s not excreted, it stays in the fish’s body and it enters the food chain. So it’s been known for some time that birds which eat fish may be affected, but what wasn’t known until quite recently is that those that eat **insects** (📍Q31) can also be affected.

So a woman called **Claire Varian-Ramos** is doing some research on how this is affecting birds.

And rather than looking at how many birds are actually killed by mercury poisoning, she’s looking for more subtle sub-effects. And these may be to do with the **behaviour** (📍Q32) of the birds, or with the effect of mercury on the way their brain works, so whether it leads to problems with memory, for example. And she’s particularly focusing on the effects of mercury on bird song. Now, the process of song learning happens at a particular stage in the birds’ development, and what you may not know is that a young bird seems to acquire this skill by listening to the songs produced by its **father** (📍Q33), rather than by any other bird.

And **Varian-Ramos** has already found in her research that if young male birds are exposed to mercury, if they eat food contaminated with mercury, then the songs they produce aren’t as **complex** (📍Q34) as those produced by other birds. So quite low-level exposure to mercury is likely to have an impact on male birds in a natural situation, because it can mean that they’re less attractive to female birds, and so it can affect their chances of **reproduction** (📍Q35).

Now the way she’s carrying out this research is worth thinking about. She’s using a mixture of studies using birds kept in laboratories, and studies carried out outdoors in the wild. The lab-based studies have the advantage that you don’t get all the variables you would in a natural setting, so the experimenter has a much higher level of **control** (📍Q36), and that means they can be more confident about their results in some ways. And of course they don’t have to worry about going out and finding the birds in order to observe them.

So what are the implications here for humans? Well, because many birds are migratory, they may be transporting mercury far from contaminated sites. For example, it’s been found that **ducks** (📍Q37) who’d been feeding at a contaminated site were later shot by hunters over a thousand kilometres away, and presumably eaten. But these birds likely had mercury levels high enough to warrant concern for human consumption.

In addition, going back to song learning by birds, we saw that this may be affected by mercury contamination. Well, we also know that in humans, mercury causes developmental delays in the acquisition of **language** (📍Q38), and in fact this process is very similar in the brain regions it involves and even the genes that are involved. But mercury contamination has other important implication for humans as well. It’s now known that an unborn child can be affected if the **food** (📍Q39) eaten by its mother contains high levels of mercury, and these effects can be quite substantial.

In the end, it comes down to whether more value is placed on human economic wellbeing or environmental wellbeing. It’s true there are new regulations for mercury emissions from power plants, but these will need billions of dollars to implement, and **increase costs** (📍Q40) for everyone. Some argue that’s too much to pay to protect wildlife. But as we’ve seen, the issues go beyond that, and I think it’s an issue we need to consider very carefully.