تحلیل لیسنینگ آیلتس آکادمیک و جنرال کمبریج 11 - تست 1: بررسی سوالات، نکات کلیدی و استراتژی‌های پاسخ‌دهی

📝 Question 1: Room and cost ● the 1 **Charlton** Room – seats 100

🔹 Correct Answer: Charlton

📍 Location in Audio Script: "Or there’s the **Charlton** (📍Q1) Room …"

🔹 Analysis of the Answer: The official mentions two rooms, the Main Hall and the **Charlton** Room, before specifying the seating capacity of the **Charlton** Room. The answer is **directly stated** as "the **Charlton** Room".

⚠️ Potential Traps: Test takers might initially focus on "**Main Hall**" due to it being mentioned first.

⭐ Key Learning Point: Pay attention to **all options presented** before making a choice.

📝 Question 2: Cost of Main Hall for Saturday evening: 2 **115** £

🔹 Correct Answer: 115

📍 Location in Audio Script: "So from six pm to midnight that’d be **£115** (📍Q2) – that’s the weekend price..."

🔹 Analysis of the Answer: The official explicitly states the cost for the Main Hall on a Saturday evening as **£115**.

⚠️ Potential Traps: The script also mentions a **weekday price of £75**, which could be distracting.

⭐ Key Learning Point: Listen carefully for **specific details** relating to the stated day and condition given in the question.

📝 Question 3: + £250 deposit ( 3 **cash** payment is required )

🔹 Correct Answer: cash

📍 Location in Audio Script: "But we do insist that this is paid in **cash** (📍Q3), we don’t take cards for that."

🔹 Analysis of the Answer: The official clearly states that the deposit payment must be made in **cash**, which is the answer.

⚠️ Potential Traps: The script mentions **other payment options** for the rent itself, which could confuse the test taker.

⭐ Key Learning Point: Focus on the **specific requirement for the deposit payment**.

📝 Question 4: Cost includes use of tables and chairs and also 4 **parking**

🔹 Correct Answer: parking

📍 Location in Audio Script: "And what about **parking**? (📍Q4) ... Yeah, that’s all included."

🔹 Analysis of the Answer: The conversation shifts to **parking** after discussing tables and chairs. The official states "**Yeah, that’s all included**" indicating that **parking** is included in the cost.

⚠️ Potential Traps: There are several things discussed, such as the **kitchen**, which are not included in the base charge for the room.

⭐ Key Learning Point: Listen to **changes in the topic** and how the official confirms the information the woman is asking about.

📝 Question 5: Before the event ● Will need a 5 **music** licence

🔹 Correct Answer: music

📍 Location in Audio Script: "For example, you’ll have to see about getting a licence if you’re planning to have any **music** (📍Q5) during the meal."

🔹 Analysis of the Answer: The official states that a license is needed specifically for **music** at the event, making it the correct answer.

⚠️ Potential Traps: The phrase "**before the event**" might distract test takers into looking for more things to do, when the key item in the sentence is the license for "**music**".

⭐ Key Learning Point: Pay attention to the **context clues** for the type of license being discussed.

📝 Question 6: Need to contact caretaker (Mr Evans) in advance to arrange 6 **entry**

🔹 Correct Answer: entry

📍 Location in Audio Script: "And about a week or ten days before your event you’ll need to contact the caretaker, that’s **Mr Evans**, to make the arrangements for **entry** (📍Q6) – he’ll sort that out with you."

🔹 Analysis of the Answer: The official clearly states that contacting the caretaker is for arranging **entry** into the premises.

⚠️ Potential Traps: The audio mentions contacting the caretaker about **payment**, which is misleading as the text confirms that this is not done by contacting the caretaker.

⭐ Key Learning Point: Focus on the **specific arrangement the caretaker will be making**.

📝 Question 7: During the event ● The band should use the 7 **stage** door at the back

🔹 Correct Answer: stage

📍 Location in Audio Script: "Well, they’ll have a lot of equipment, so rather than using the front door they should park their van round the back and use the **stage door** (📍Q7) there."

🔹 Analysis of the Answer: The official specifies that the band should use the "**stage door**" at the back, providing a clear answer to the question.

⚠️ Potential Traps: The script refers to the '**front door**', which may be a trap for inattentive listeners.

⭐ Key Learning Point: Listen for **specific details** about the location of the door the band should be using.

📝 Question 8: After the event ● Need to know the 8 **code** for the cleaning cupboard

🔹 Correct Answer: code

📍 Location in Audio Script: "So there’s a locked cupboard and you’ll be informed of the **code** (📍Q8) you need to open that."

🔹 Analysis of the Answer: The official clearly states that the user needs to be informed of the "**code**" to open the cleaning cupboard.

⚠️ Potential Traps: The word "**key**" is not used in this context, only the word '**code**' is used to refer to the answer.

⭐ Key Learning Point: Focus on the **specific mechanism** for opening the cupboard.

📝 Question 9: The 9 **floor/floors** must be washed and rubbish placed in black bags

🔹 Correct Answer: floor/floors

📍 Location in Audio Script: "Well, actually they have to be **washed**, not just swept (📍Q9)."

🔹 Analysis of the Answer: The script specifies that the **floors** must be **washed**, not just swept.

⚠️ Potential Traps: The script first mentions the possibility of **sweeping** the floors, which is misleading.

⭐ Key Learning Point: Note the **changes in the script** as the details are being confirmed by the official.

📝 Question 10: All 10 **decoration / decorations** Must be taken down

🔹 Correct Answer: decoration / decorations

📍 Location in Audio Script: "I presume we can have **decorations** in the room? ... Yes, but you must take them down afterwards (📍Q10)."

🔹 Analysis of the Answer: The official mentions that **decorations** are allowed but **must be taken down**, making it the answer.

⚠️ Potential Traps: Test takers may miss the important detail that the decorations must be **taken down** after the event.

⭐ Key Learning Point: Pay attention to **what must be done with the decorations**, not just the fact that they are allowed.

OFFICIAL:         Hello?

WOMAN:         Oh, hello. I wanted to enquire about hiring a room in the Village Hall, for the evening of September the first.

OFFICIAL:         Let me just see … Yes, we have both rooms available that evening. There’s our Main Hall – that’s got seating for 200 (Example) people. Or there’s the **Charlton** (📍Q1) Room …

WOMAN:         Sorry?

OFFICIAL:         The Charlton Room – C-H-A-R-L-T-O-N. That’s got seating for up to one hundred.

WOMAN:         Well, we’re organising a dinner to raise money for a charity, and we’re hoping for at least 150 people, so I think we’ll go for the Main Hall. How much would that cost?

OFFICIAL:         Let’s see. You wanted it for the evening of September 1st?

WOMAN:         Yes, that’s a Saturday.

OFFICIAL:         So from six pm to midnight that’d be **£115** (📍Q2) – that’s the weekend price, it’s £75 on weekdays.

WOMAN:         That’s all right.

OFFICIAL:         And I have to tell you there’s also a deposit of £250, which is returnable of course as long as there’s no damage. But we do insist that this is paid in **cash** (📍Q3), we don’t take cards for that. You can pay the actual rent of the room however you like though – cash, credit card, cheque …

WOMAN:         Oh, well I suppose that’s OK. So does the charge include use of tables and chairs and so on?

OFFICIAL:         Oh, yes.

WOMAN:             And what about **parking**? (📍Q4)

OFFICIAL:             Yeah, that’s all included. The only thing that isn’t includes is … you said you were organising a dinner?

WOMAN:         Yeah.

OFFICIAL:         Well, you’ll have to pay extra for the kitchen if you want to use that. It’s £25. It’s got very good facilities – good quality cookers and fridges and so on.

WOMAN:         OK, well I suppose that’s all right. We can cover the cost in our entry charges.

OFFICIAL:         Right. So I’ll make a note of that. Now there are just one or two things you need to think about before the event. For example, you’ll have to see about getting a licence if you’re planning to have any **music** (📍Q5) during the meal.

WOMAN:         Oh, really?

OFFICIAL:         It’s quite straightforward, I’ll give you the details later on. And about a week or ten days before your event you’ll need to contact the caretaker, that’s **Mr Evans**, to make the arrangements for **entry** (📍Q6) – he’ll sort that out with you.

WOMAN:         And do I give him the payment as well?

OFFICIAL:         No, you do that directly with me.

WOMAN:         Right. Now is there anything I need to know about what happens during the event?

OFFICIAL:         Well, as you’ll be aware, of course the building is no smoking throughout.

WOMAN:         Of course.

OFFICIAL:         Now, are you having a band?

WOMAN:         Yes.

OFFICIAL:         Well, they’ll have a lot of equipment, so rather than using the front door they should park their van round the back and use the **stage door** (📍Q7) there. You can open that from inside but don’t forget to lock it at the end.

WOMAN:         OK.

OFFICIAL:         And talking of bands, I’m sure I don’t need to tell you this, but you must make sure that no one fiddles about with the black box by the fire door – that’s a system that cuts in when the volume reaches a certain level. It’s a legal requirement.

WOMAN:         Sure. Anyway, we want people to be able to talk to one another so we don’t want anything too loud. Oh, that reminds me, we’ll be having speeches – are there any microphones available?

OFFICIAL:         Yeah. Just let the caretaker know, he’ll get those for you. Right, now when the event is over we do ask that the premises are left in good condition. So there’s a locked cupboard and you’ll be informed of the **code** (📍Q8) you need to open that. It’s got all the cleaning equipment, brushes and detergent and so on.

WOMAN:         Right. So what do we need to do after everyone’s gone? Sweep the floors I suppose?

OFFICIAL:             Well, actually they have to be **washed**, not just swept (📍Q9). Then you’ll be provided with black plastic bags, so all the rubbish must be collected up and left outside the door.

WOMAN:         Of course. We’ll make sure everything’s left tidy. Oh, and I forgot to ask, I presume we can have **decorations** in the room?

OFFICIAL:             Yes, but you must take them down afterwards (📍Q10).

WOMAN:         Sure.

OFFICIAL:         And the chairs and tables should be stacked up neatly at the back of the room

WOMAN:         I’ll make sure I’ve got a few people to help me.

📝 Question 11: Visitors should ● take care not to harm any 11 **animal/animals**

🔹 Correct Answer: animal/animals

📍 Location in Audio Script: "As it’s a working farm, please don’t frighten or injure the **animals** (📍Q11)."

🔹 Analysis of the Answer: The speaker explicitly advises visitors not to harm the **animals**.

⚠️ Potential Traps: The script mentions "**tools**" in a later section, but the correct answer is "**animals**."

⭐ Key Learning Point: Focus on **what the speaker advises visitors to take care not to harm**.

📝 Question 12: not touch any 12 **tool/tools**

🔹 Correct Answer: tool/tools

📍 Location in Audio Script: "And do stay at a safe distance from the **tools**: some of them have sharp points which can be pretty dangerous, so please don’t touch them (📍Q12)."

🔹 Analysis of the Answer: The speaker advises visitors to **not touch the tools** because of their sharp points.

⚠️ Potential Traps: While the script mentions other things visitors shouldn’t touch, such as the **animals**, "**tools**" is the answer, as per the instructions.

⭐ Key Learning Point: **Distinguish the details** for each piece of advice being provided by the speaker.

📝 Question 13: wear 13 **shoes**

🔹 Correct Answer: shoes

📍 Location in Audio Script: "...you might slip if you’re wearing sandals so I’m glad to see you’re all wearing **shoes** (📍Q13) – we always advise people to do that."

🔹 Analysis of the Answer: The speaker states visitors should wear **shoes**, not sandals, to avoid slipping on the uneven ground.

⚠️ Potential Traps: The script mentions **sandals**, but this is in the context of what visitors **shouldn't wear**.

⭐ Key Learning Point: Note the **contrast between sandals and shoes** and what is advised for safety.

📝 Question 14: not bring 14 **dog/dogs** into the farm, with certain exceptions.

🔹 Correct Answer: dog/dogs

📍 Location in Audio Script: "I don’t think any of you have brought **dogs** with you, but in case you have, I’m afraid they’ll have to stay in the car park unless they’re guide dogs (📍Q14)."

🔹 Analysis of the Answer: The speaker explains that **dogs** are **not allowed** on the farm, except for guide dogs.

⚠️ Potential Traps: Test takers should be careful as the phrase includes an "**exception**", which they should **not focus on**.

⭐ Key Learning Point: Focus on the **main rule** and not the exception.

📝 Question 15: Scarecrow

🔹 Correct Answer: F

📍 Location in Audio Script: "The **scarecrow** you can see in the **car park in the corner, beside the main path** (📍Q15), is a traditional figure for keeping the birds away from crops..."

🔹 Analysis of the Answer: The **scarecrow** is located in the **car park in the corner**, which corresponds to letter **F** on the map.

⚠️ Potential Traps: Test takers need to locate the **correct position** on the map.

⭐ Key Learning Point: **Combine the audio and the map** to make sure you understand the location correctly.

📝 Question 16: Maze

🔹 Correct Answer: G

📍 Location in Audio Script: "If you look ahead of you, you’ll see a **maze**. It’s **opposite the New Barn**, beside the side path that branches off to the **right** just over there (📍Q16)."

🔹 Analysis of the Answer: The **maze** is located **opposite the New Barn**, next to a path that branches off to the **right**, which matches the location indicated by letter **G** on the map.

⚠️ Potential Traps: Test takers may misinterpret the description, so focus on keywords such as "**opposite the New Barn**."

⭐ Key Learning Point: Understand **spatial language** and match the information to the given map.

📝 Question 17: Café

🔹 Correct Answer: D

📍 Location in Audio Script: "If you want to go to the **café**, go towards the bridge and **turn right just before it**. Walk along the side path and the café’s on the **first bend** (📍Q17) you come to."

🔹 Analysis of the Answer: The **café** is located near the bridge, which means you must turn right before the bridge and walk along the path until the **first bend**, which corresponds to location **D** on the map.

⚠️ Potential Traps: There are **multiple locations near the bridge**, which test takers may get confused about if they do not pay attention to the location details.

⭐ Key Learning Point: **Understand the directions** and find the correct position on the map by following the directions.

📝 Question 18: Black Barn

🔹 Correct Answer: H

📍 Location in Audio Script: "If you take the **side path to the right**, here, just by the New Barn, you’ll come to the **Black Barn** just where the path **first bends** (📍Q18)."

🔹 Analysis of the Answer: The **Black Barn** is reached by taking the **side path to the right** of the New Barn and is found just where the path **first bends**, matching location **H** on the map.

⚠️ Potential Traps: Test takers might **confuse the location** of the **Black Barn** with other structures.

⭐ Key Learning Point: Identify **spatial language** such as "**the first bend**" to locate the correct place on the map.

📝 Question 19: Covered picnic area

🔹 Correct Answer: C

📍 Location in Audio Script: "just **after you cross the bridge**, there’s a **covered picnic spot on the right** (📍Q19)."

🔹 Analysis of the Answer: The **covered picnic area** is located near the farmyard **after crossing the bridge**, which corresponds to location **C** on the map.

⚠️ Potential Traps: Test takers might **confuse the covered picnic area** with other areas mentioned.

⭐ Key Learning Point: **Understand and follow the directions** given to locate the right spot on the map.

📝 Question 20: Fiddy House

🔹 Correct Answer: A

📍 Location in Audio Script: "From here you can cross the bridge then walk along the footpath through the field to the **left of the farmyard**. That goes to the **house** (📍Q20)..."

🔹 Analysis of the Answer: **Fiddy House** is located by crossing the bridge and following the footpath through the field to the **left of the farmyard**, corresponding with position **A** on the map.

⚠️ Potential Traps: The house itself is **not directly on the path**, so test takers should focus on **where the path leads**.

⭐ Key Learning Point: Pay attention to **how the path leads to the building** and find the location on the map.

Welcome to the **Fiddy Working Heritage Farm**. This open-air museum gives you the experience of agriculture and rural life in the English countryside at the end of the nineteenth century. So you’ll see a typical farm of that period, and like me, all the staff are dressed in clothes of that time.

I must give you some advice and safety tips before we go any further. As it’s a working farm, please **don’t frighten or injure the animals** (📍Q11). We have a lot here, and many of them are breeds that are now quite rare.

And do stay at a safe distance from the **tools**: some of them have sharp points which can be pretty dangerous, so please **don’t touch them** (📍Q12). We don’t want any accidents, do we?

The ground is very uneven, and you might slip if you’re wearing sandals so I’m glad to see you’re all wearing **shoes** (📍Q13) – we always advise people to do that.

Now, children of all ages are very welcome here, and usually even very young children love the ducks and lambs, so do bring them along next time you come.

I don’t think any of you have brought **dogs** with you, but in case you have, I’m afraid they’ll have to stay in the car park unless they’re guide dogs (📍Q14). I’m sure you’ll understand that they could cause a lot of problems on a farm.

Now let me give you some idea of the layout of the farm. The building where you bought your tickets is the New Barn, immediately to your right, and we’re now at the beginning of the main path to the farmland – and of course the car park is on your left. The **scarecrow** you can see in the **car park in the corner, beside the main path** (📍Q15), is a traditional figure for keeping the birds away from crops, but our scarecrow is a permanent sculpture. It’s taller than a human being, so you can see it from quite a distance.

If you look ahead of you, you’ll see a **maze**. It’s **opposite the New Barn**, beside the side path that branches off to the **right** just over there (📍Q16). The maze is made out of hedges which are too tall for young children to see over them, but it’s quite small, so you can’t get lost in it!

Now, can you see the bridge crossing the fish pool further up the main path? If you want to go to the **café**, go towards the bridge and **turn right just before it**. Walk along the side path and the café’s on the **first bend** (📍Q17) you come to. The building was originally the schoolhouse, and it’s well over a hundred years old.

As you may know, we run skills workshops here, where you can learn traditional crafts like woodwork and basket-making. You can see examples of the work, and talk to someone about the courses, in the Black Barn. If you take the **side path to the right**, here, just by the New Barn, you’ll come to the **Black Barn** just where the path **first bends** (📍Q18).

Now I mustn’t forget to tell you about picnicking, as I can see some of you have brought your lunch with you. You can picnic in the field, though do clear up behind you, of course. Or if you’d prefer a **covered picnic area**, there’s one near the farmyard: just **after you cross the bridge**, there’s a **covered picnic spot on the right** (📍Q19).

And the last thing to mention is **Fiddy House** itself. From here you can cross the bridge then walk along the footpath through the field to the **left of the farmyard**. That goes to the **house** (📍Q20), and it’ll give you a lovely view of it. It’s certainly worth a few photographs, but as it’s a private home, I’m afraid you can’t go inside.

Right. Well, if you’re all ready, we’ll set off on our tour of the farm.

📝 Question 21: The students in Akira Miyake’s study were all majoring in

🔹 Correct Answer: C science, technology, engineering or mathematics.

📍 Location in Audio Script: "They weren’t actually majoring in physics – they were majoring in what’s known as the **STEM disciplines**. That’s **science, technology, engineering** and … (📍Q21) ... and **math**."

🔹 Analysis of the Answer: **Lisa** states that the students were majoring in **STEM disciplines** which include **science, technology, engineering and mathematics**.

⚠️ Potential Traps: Options A and B are **partially correct**, but option **C is the complete answer** according to the audio.

⭐ Key Learning Point: Listen for the **complete definition of the concept** being discussed.

📝 Question 22: The aim of Miyake’s study was to investigate

🔹 Correct Answer: B a way of improving women’s performance in physics.

📍 Location in Audio Script: "But what the researchers wanted to find out was basically what they could do about the relatively **low level of the women’s results** (📍Q22)."

🔹 Analysis of the Answer: **Greg** says that the researchers wanted to find a solution to the **low results of women**, which can be translated into **improving their performance in physics**.

⚠️ Potential Traps: Option C is mentioned in the script, but it is **not the main goal** of the study.

⭐ Key Learning Point: Focus on the **main intention** behind the study, not just background facts.

📝 Question 23: The female physics students were wrong to believe that

🔹 Correct Answer: B the male students expected them to do badly.

📍 Location in Audio Script: "That’s what the women thought, and that made them nervous, so they did get poor results. But actually **they were wrong** … **No one was making any assumption about the female students at all** (📍Q23)."

🔹 Analysis of the Answer: **Greg** states that the women believed the male students expected them to do badly, but that **this was not the case**.

⚠️ Potential Traps: The script includes information that is **partially accurate** but not entirely true about the belief of the female students.

⭐ Key Learning Point: Identify the part of the statement that is **actually proven to be false** and select your answer based on the facts.

📝 Question 24: Miyake’s team asked the students to write about

🔹 Correct Answer: C something that was important to them personally.

📍 Location in Audio Script: "Values-affirmation – they had to write an essay focusing on things that were **significant to them**, not particularly to do with the subject they were studying, but more general things like **music or people who mattered to them** (📍Q24)."

🔹 Analysis of the Answer: **Greg** explains the students wrote about things that were **significant to them**, which relates to things that were **important to them personally**.

⚠️ Potential Traps: Options A and B are **related to the subject matter** in the study, and are misleading.

⭐ Key Learning Point: Identify the **non-specific topic** that was assigned to the students.

📝 Question 25: What was the aim of the writing exercise done by the subjects?

🔹 Correct Answer: A to reduce stress

📍 Location in Audio Script: "And putting these thoughts into words can **relax them** and help them overcome the **psychological factors** that lead to poor performance (📍Q25)."

🔹 Analysis of the Answer: **Greg** explains that the writing task helps the students **relax**, which translates to **reducing their stress**.

⚠️ Potential Traps: Options B and C are related to the skills, but the writing exercise was **not used for improving those skills**.

⭐ Key Learning Point: Focus on the **primary outcome** of the writing exercise in this study.

📝 Question 26: What surprised the researchers about the study?

🔹 Correct Answer: B the positive impact it had on physics results for women

📍 Location in Audio Script: "But what the researchers in the study hadn’t expected was that this one activity **raised the women’s physics grades from the C to the B range** (📍Q26)."

🔹 Analysis of the Answer: **Lisa** says that the **unexpected positive result** of the study was the fact that it **raised the women's physics grades**.

⚠️ Potential Traps: Option C mentions the difference between male and female performance, but the results were **not directly compared to male students in this specific study**.

⭐ Key Learning Point: Identify the **key unexpected outcome** of the study.

📝 Question 27: Greg and Lisa think Miyake’s results could have been affected by

🔹 Correct Answer: C the information the students were given.

📍 Location in Audio Script: "And had they been **told why they were doing the writing**? That might have **affected the results** (📍Q27)."

🔹 Analysis of the Answer: **Greg** states that the fact that the students may have **known the intent of the writing task** would have **affected their results**.

⚠️ Potential Traps: Options A and B were mentioned but were **not the main concern** for why the results may have been affected.

⭐ Key Learning Point: Understand the **key factor about the methodology** that **Greg and Lisa** think may have impacted the results of the study.

📝 Question 28: Greg and Lisa decide that in their own project, they will compare the effects of

🔹 Correct Answer: A two different writing tasks.

📍 Location in Audio Script: "**Or even, half do the same writing task as in the original research and half do a factual writing task** (📍Q28). Then we’d see if it really is the topic that made the difference, or something else."

🔹 Analysis of the Answer: **Lisa** suggests that they could compare the original task to a **different writing task**, which leads them to the decision to investigate **two writing tasks**.

⚠️ Potential Traps: Options B and C are mentioned, but they are **not the focus of the experiment**.

⭐ Key Learning Point: Note the **shift in focus** and what they decide to experiment with, based on their discussion.

📝 Question 29: The main finding of Smolinsky’s research was that class teamwork activities

🔹 Correct Answer: B had no effect on the performance of men or women.

📍 Location in Audio Script: "That’s what I expected, but actually the **men and the women got the same results whether they were working in teams or on their own** (📍Q29)."

🔹 Analysis of the Answer: **Lisa** says that both **men and women got the same results** whether working alone or in teams, which translates into the finding that the activities **had no effect**.

⚠️ Potential Traps: Option A is **what Lisa expected**, and Option C was **not found to be accurate**.

⭐ Key Learning Point: Be careful about **what is expected** and the **actual findings of a study** when given multiple choice options.

📝 Question 30: What will Lisa and Greg do next?

🔹 Correct Answer: A talk to a professor

📍 Location in Audio Script: "We could have a look at the timetable for the science classes … or perhaps we should just **make an appointment to see one of the science professors**. That’d be better (📍Q30)."

🔹 Analysis of the Answer: **Lisa** initially suggests to look at the timetable, but then changes her mind to suggest that they should **talk to a professor**.

⚠️ Potential Traps: Option B and C are also mentioned, but they are **not the chosen option for their next step**.

⭐ Key Learning Point: Pay close attention when there is a **shift in the speaker's opinion**, which is made clear by using transition phrases.

LISA:     OK, **Greg**, so I finally managed to read the article you mentioned – the one about the study on gender in physics.

GREG:   About the study of college students done by **Akira Miyake** and his team? Yeah. I was interested that the researchers were actually a mix of psychologists and physicists. That’s an unusual combination.

LISA:     Yeah. I got a little confused at first about which students the study was based on. They weren’t actually majoring in physics – they were majoring in what’s known as the **STEM disciplines**. That’s **science, technology, engineering** and … (📍Q21)

GREG:   … and **math**. Yes, but they were all doing physics courses as part of their studies.

LISA:     That’s correct. So as I understood it, **Miyake** and co started from the fact that women are underrepresented in introductory physics courses at college, and also that on average, the women who do enrol on these courses perform more poorly than the men. No one really knows why this is the case.

GREG:   Yeah. But what the researchers wanted to find out was basically what they could do about the relatively **low level of the women’s results** (📍Q22). But in order to find a solution they needed to find out more about the nature of the problem.

LISA:     Right – now let’s see if I can remember … it was that in the physics class, the female students thought the male students all assumed that women weren’t any good at physics … was that it? And they thought that the men expected them to get poor results in their tests.

GREG:   That’s what the women thought, and that made them nervous, so they did get poor results. But actually **they were wrong** … **No one was making any assumption about the female students at all** (📍Q23).

LISA:     Anyway, what **Miyake’s** team did was quite simple – getting the students to do some writing before they went into the physics class. What did they call it?

GREG:   Values-affirmation – they had to write an essay focusing on things that were **significant to them**, not particularly to do with the subject they were studying, but more general things like **music or people who mattered to them** (📍Q24).

LISA:     Right. So the idea of doing the writing is that this gets the students thinking in a positive way.

GREG:     And putting these thoughts into words can **relax them** and help them overcome the **psychological factors** that lead to poor performance (📍Q25). Yeah. But what the researchers in the study hadn’t expected was that this one activity **raised the women’s physics grades from the C to the B range** (📍Q26).

LISA:     A huge change. Pity it wasn’t to an A, but still! No, but it does suggest that the women were seriously underperforming beforehand, in comparison with the men.

GREG:   Yes. Mind you, **Miyake’s** article left out a lot of details. Like, did the students to the writing just once, or several times? And had they been **told why they were doing the writing**? That might have **affected the results** (📍Q27).

LISA:     You mean, if they know the researchers thought it might help them to improve, then they’d just try to fulfil that expectation?

GREG:   Exactly.

GREG:     So anyway, I thought for our project we could do a similar study, but investigate whether it really was the writing activity that had that result.

LISA:     OK. So we could ask them to do a writing task about something completely different … something more factual? Like a general knowledge topic.

GREG:   Maybe … or we could have half the students doing a writing task and half doing something else, like an oral task.

LISA:     **Or even, half do the same writing task as in the original research and half do a factual writing task** (📍Q28). Then we’d see if it really is the topic that made the difference, or something else.

GREG:   That’s it. Good. So at our meeting with the supervisor on Monday we can tell him we’ve decided on our project. We should have our aims ready by then. I suppose we need to read the original study – the article’s just a summary.

LISA:     And these was another article I read, by **Smolinsky**. It was about her research on how women and men perform in mixed teams in class, compared with single-sex teams and on their own.

GREG:   Let me guess … the women were better at teamwork.

LISA:     That’s what I expected, but actually the **men and the women got the same results whether they were working in teams or on their own** (📍Q29). But I guess it’s not that relevant to us.

GREG:   What worries me anyway is how we’re going to get everything done in the time.

LISA:     We’ll be OK now we know what we’re doing. Though I’m not clear how we assess whether the students in our experiment actually make any progress or not …

GREG:   No. We may need some advice on that. The main thing’s to make sure we have the right size sample, not too big or too small.

LISA:     That shouldn’t be difficult. Right, what do we need to do next? We could have a look at the timetable for the science classes … or perhaps we should just **make an appointment to see one of the science professors**. That’d be better (📍Q30).

GREG:   Great. And we could even get to observe one of the classes.

LISA:     What for?

GREG:   Well … OK maybe let’s just go with your idea. Right, well …

📝 Question 31: ● important for locating targets for 31 **conservation**

🔹 Correct Answer: conservation

📍 Location in Audio Script: "These hotspots are significant because they allow us to locate key areas for focusing efforts at **conservation** (📍Q31)."

🔹 Analysis of the Answer: The speaker directly states that the hotspots are used to locate areas for **conservation**.

⚠️ Potential Traps: The term '**biodiversity**' has already been discussed, which makes it unlikely to be the answer.

⭐ Key Learning Point: Be sure to pay attention to the **details of the sentence** rather than focus on previous information.

📝 Question 32: – were not always rich in 32 **food/foods**

🔹 Correct Answer: food/foods

📍 Location in Audio Script: "The main thing he’d expected to find was that they had very high concentrations of **food**, but to his surprise that was only true for four of the hotspots – the remaining hotspots was quite badly off in that regard (📍Q32)."

🔹 Analysis of the Answer: The speaker explains that initially, they expected hotspots to be rich in **food**, but some were not, and that came as a surprise to them.

⚠️ Potential Traps: The main expectation was that the hotspots would have **food**, which test takers could confuse with the **actual results**.

⭐ Key Learning Point: Be sure to understand **expectations as well as the actual results**.

📝 Question 33: – had higher temperatures at the 33 **surface**

🔹 Correct Answer: surface

📍 Location in Audio Script: "But what he did find was that in all cases, the water at the **surface** (📍Q33) of the ocean had relatively high temperatures, even when it was cool at greater depths..."

🔹 Analysis of the Answer: The speaker explains that the ocean **surface** had relatively high temperatures.

⚠️ Potential Traps: The audio mentions **depths of the ocean** which can be misleading for test takers.

⭐ Key Learning Point: Focus on the details about **where the temperatures were the highest**.

📝 Question 34: – had sufficient 34 **oxygen/O2** in the water

🔹 Correct Answer: oxygen/O2

📍 Location in Audio Script: "However, this wasn’t enough on its own, because he also found that the water needed to have enough **oxygen** (📍Q34) in it..."

🔹 Analysis of the Answer: The speaker confirms that there needs to be sufficient **oxygen** in the water.

⚠️ Potential Traps: There are **no obvious traps** in this question, as it is a **direct answer**.

⭐ Key Learning Point: Listen for **key words that are stated as a requirement**.

📝 Question 35: ● looked for hotspots for marine 35 **mammals**

🔹 Correct Answer: mammals

📍 Location in Audio Script: "what she was interested in was marine **mammals**, things like seals (📍Q35)."

🔹 Analysis of the Answer: **Lisa Balance** was interested in marine **mammals**, such as seals.

⚠️ Potential Traps: The speaker mentions **plankton** as what the mammals feed on, but that is **not the answer**.

⭐ Key Learning Point: Focus on **what type of species the speaker is focusing on**.

📝 Question 36: – under the 36 **ice**

🔹 Correct Answer: ice

📍 Location in Audio Script: "One thing they found there which stunned other researchers was that there were large numbers of species which live **below the ice** (📍Q36) – sometimes under a layer up to 20 metres thick."

🔹 Analysis of the Answer: The speaker mentions that researchers found a large number of species living **under the ice**.

⚠️ Potential Traps: The speaker also mentions species found near **volcanoes**, so do not confuse the two.

⭐ Key Learning Point: Note the **specific environment** that the species were found in.

📝 Question 37: – rate of 37 **decline/declining/decrease**

🔹 Correct Answer: decline / declining / decrease

📍 Location in Audio Script: "...and then thirdly they calculate the **rate at which the decline of the species is happening** (📍Q37)."

🔹 Analysis of the Answer: The speaker says they assess the **rate at which the decline of the species is happening**, which is the answer.

⚠️ Potential Traps: The term **population size** is mentioned which could be a trap for the test taker, but "**decline**" is the answer based on the sentence being spoken.

⭐ Key Learning Point: Focus on the **rate of something**, not just the item itself, in this case.

📝 Question 38: ● Aim: to assess 20,000 species and make a distribution 38 **map**

🔹 Correct Answer: map

📍 Location in Audio Script: "For each one they assess, they use the data they collect on that species to produce a **map** (📍Q38) showing its distribution."

🔹 Analysis of the Answer: The speaker specifies that they create a distribution **map** for each of the species.

⚠️ Potential Traps: The script also refers to **distribution**, but that is **not the answer**, focus on the **result**.

⭐ Key Learning Point: Make sure to include the '**item**' that is part of the distribution in the answer.

📝 Question 39: ● establish 39 **migration** corridors (e.g. for turtles)

🔹 Correct Answer: migration

📍 Location in Audio Script: "we need to create corridors for **migration** (📍Q39), so they can get from one area to another safely."

🔹 Analysis of the Answer: The speaker confirms that there is a need to create corridors for **migration**, in order to help the turtles safely.

⚠️ Potential Traps: There is a lot of other information being discussed, so stay focused on the **main point of each specific recommendation** being provided in the lecture.

⭐ Key Learning Point: Understand the **reason why these corridors need to be created**.

📝 Question 40: ● catch fish only for the purpose of 40 **consumption**

🔹 Correct Answer: consumption

📍 Location in Audio Script: "so that only the fish wanted for **consumption** (📍Q40) were caught..."

🔹 Analysis of the Answer: The speaker mentions that fish should only be caught for **consumption**.

⚠️ Potential Traps: The speaker mentions "**by-catch**", which test takers could confuse as the answer.

⭐ Key Learning Point: Pay attention to the **purpose of why fish are being caught**.

I’ve been looking at ocean biodiversity, that’s the diversity of species that live in the world’s oceans. About 20 years ago biologists developed the idea of what they called ‘biodiversity hotspots’. These are the areas which have the greatest mixture of species, so one example is **Madagascar**. These hotspots are significant because they allow us to locate key areas for focusing efforts at **conservation** (📍Q31). Biologists can identify hotspots on land, fairly easily, but until recently, very little was known about species distribution and diversity in the oceans, and no one even knew if hotspots existed there.

Then a Canadian biologist called **Boris Worm** did some research in 2005 on data on ocean species that he got from the fishing industry. **Worm** located five hotspots for large ocean predators like sharks, and looked at what they had in common. The main thing he’d expected to find was that they had very high concentrations of **food**, but to his surprise that was only true for four of the hotspots – the remaining hotspots was quite badly off in that regard (📍Q32). But what he did find was that in all cases, the water at the **surface** (📍Q33) of the ocean had relatively high temperatures, even when it was cool at greater depths, so this seemed to be a factor in supporting a diverse range of these large predators. However, this wasn’t enough on its own, because he also found that the water needed to have enough **oxygen** (📍Q34) in it – so these two factors seemed necessary to support the high metabolic rate of these large fish.

A couple of years later, in 2007, a researcher called **Lisa Balance**, who was working in **California**, also started looking for ocean hotspots, but not for fish – what she was interested in was marine **mammals**, things like seals (📍Q35). And she found three places in the oceans which were hotspots, and what these had in common was that these hotspots were all located at boundaries between ocean currents, and this seems to be the sort of place that has lots of the plankton that some of these species feed on.

So now people who want to protect the species that are endangered need to get as much information as possible. For example, there’s an international project called the **Census of Marine Life**. They’ve been surveying oceans all over the world, including the **Arctic**. One thing they found there which stunned other researchers was that there were large numbers of species which live **below the ice** (📍Q36) – sometimes under a layer up to 20 metres thick. Some of these species had never been seen before. They’ve even found species of octopus living in these conditions. And other scientists working on the same project, but researching very different habitats on the ocean floor, have found large numbers of species congregating around volcanoes, attracted to them by the warmth and nutrients there.

However, biologists still don’t know how serious the threat to their survival is for each individual species. So a body called the **Global Marine Species Assessment** is now creating a list of endangered species on land, so they consider things like the size of the population – how many members of one species there are in a particular place – and then they look at their distribution in geographical terms, although this is quite difficult when you’re looking at fish, because they’re so mobile, and then thirdly they calculate the **rate at which the decline of the species is happening** (📍Q37).

So far only 1,500 species have been assessed, but they want to increase this figure to 20,000. For each one they assess, they use the data they collect on that species to produce a **map** (📍Q38) showing its distribution. Ultimately they will be able to use these to figure out not only where most species are located but also where they are most threatened.

So finally, what can be done to retain the diversity of species in the world’s oceans? Firstly, we need to set up more reserves in our oceans, places where marine species are protected. We have some, but not enough. In addition, to preserve species such as **leatherback turtles**, which live out in the high seas but have their nesting sites on the American coast, we need to create corridors for **migration** (📍Q39), so they can get from one area to another safely. As well as this, action needs to be taken to lower the levels of fishing quotas to prevent overfishing of endangered species. And finally, there’s the problem of ‘by-catch’. This refers to the catching of unwanted fish by fishing boats – they’re returned to the sea, but they’re often dead or dying. If these commercial fishing boats used equipment which was more selective, so that only the fish wanted for **consumption** (📍Q40) were caught, this problem could be overcome.

OK. So does anyone have any …