تحلیل لیسنینگ آیلتس آکادمیک و جنرال کمبریج 11 - تست 2: بررسی سوالات، نکات کلیدی و استراتژی‌های پاسخ‌دهی

📝 Question 1: Currently staying in a 1 **hostel** during the week.

🔹 Correct Answer: hostel

📍 Location in Audio Script: "At the moment I’m looking for a flat to rent here, so I’m in a **hostel** (📍Q1) from Monday to Friday..."

🔹 Analysis of the Answer: The answer is **directly stated** in the audio script. **Roger** mentions he's staying in a "**hostel**" during the week while looking for a flat.

⚠️ Potential Traps: Candidates might expect a more **permanent accommodation**, which could be misleading, as **Roger** is only staying in a hostel during the week.

⭐ Key Learning Point: Listen for **specific details regarding temporary situations** and be aware that speakers will state the correct answer directly.

📝 Question 2: Postal address: 2 17, **Buckleigh** Street, Stamford, Lincs

🔹 Correct Answer: Buckleigh

📍 Location in Audio Script: "Oh, to my parent’s address, please. That’s 17, **Buckleigh** (📍Q2) Street..."

🔹 Analysis of the Answer: The correct answer, "**Buckleigh**," is **clearly stated** as part of the address in the audio script.

⚠️ Potential Traps: The **spelling** of "**Buckleigh**" might be a trap for some candidates.

⭐ Key Learning Point: Pay close attention to the **spelling and pronunciation of names and addresses**.

📝 Question 3: Postcode: 3 **PE9 7QT**

🔹 Correct Answer: PE9 7QT

📍 Location in Audio Script: "And what’s the postcode? **PE9 7QT** (📍Q3)"

🔹 Analysis of the Answer: The **postcode** is given **directly** in the audio.

⚠️ Potential Traps: Candidates may **mistake the letters for numbers** or **mishear similar letters and numbers**.

⭐ Key Learning Point: Be prepared to write down **alphanumeric codes accurately**, paying close attention to pronunciation.

📝 Question 4: Occupation: student and part-time job as a 4 **waiter**

🔹 Correct Answer: waiter

📍 Location in Audio Script: "I’ve just finished a short-term contract as a courier, and now I’m working as a **waiter** (📍Q4) in one of the big hotels."

🔹 Analysis of the Answer: The audio script clearly states that **Roger** is now working as a "**waiter**".

⚠️ Potential Traps: Candidates might focus on his **previous job as a courier** and get confused.

⭐ Key Learning Point: Listen for the speaker’s **current or most recent job title**.

📝 Question 5: Studying 5 **politics** (major subject) and history (minor subject)

🔹 Correct Answer: politics

📍 Location in Audio Script: "My ambition is to go into parliament eventually, so my major subject is **politics** (📍Q5)."

🔹 Analysis of the Answer: The word "**politics**" is stated **directly** as the **major subject** of study.

⚠️ Potential Traps: The speaker mentions **economics** as a possible minor subject for other people but states **history** as his minor subject.

⭐ Key Learning Point: Identify the **major and minor subjects** carefully and don't be distracted by potential options.

📝 Question 6: Hobbies: does a lot of 6 **cycling**, and is interested in the 7 _________

🔹 Correct Answer: cycling

📍 Location in Audio Script: "Well, I spend quite a lot of time **cycling** (📍Q6) – both around town to get to university and to work, and also long-distance, from here to London, for instance."

🔹 Analysis of the Answer: The answer "**cycling**" is stated **directly** as one of his hobbies.

⚠️ Potential Traps: None

⭐ Key Learning Point: Be alert for a speaker's **hobbies and interests**.

📝 Question 7: Hobbies: does a lot of 6 _________, and is interested in the 7 **cinema**

🔹 Correct Answer: cinema

📍 Location in Audio Script: "For relaxation I’m also keen on the **cinema** (📍Q7) – I used to go at least once a week, but I can’t manage to go so often now."

🔹 Analysis of the Answer: "**Cinema**" is stated as something **Roger** is keen on for relaxation.

⚠️ Potential Traps: None

⭐ Key Learning Point: Focus on **leisure activities** when the question is about hobbies.

📝 Question 8: On Youth Council, wants to work with young people who are 8 **disabled**

🔹 Correct Answer: disabled

📍 Location in Audio Script: "...so I’m particularly interested in working with **disabled** (📍Q8) young people..."

🔹 Analysis of the Answer: The word "**disabled**" is stated **directly** in the audio in reference to the group of young people **Roger** wants to work with.

⚠️ Potential Traps: None

⭐ Key Learning Point: Pay close attention to **qualifiers** (such as "**particularly**") as they **highlight the specific subject or purpose**.

📝 Question 9: Will come to talk to the Elections Officer next Monday at 9 **4.30 (pm) or half past four**

🔹 Correct Answer: 4.30 (pm) or half past four

📍 Location in Audio Script: "Well, would **4.30** (📍Q9) be OK?"

🔹 Analysis of the Answer: The audio script provides the **exact time** of the meeting as **4.30**.

⚠️ Potential Traps: The time is stated after some **discussion**, so candidates must be listening carefully to the **final decision**.

⭐ Key Learning Point: Be aware of possible **conversational negotiation** that might include misleading information before the **final answer** is given.

📝 Question 10: Mobile number: 10 **07788 136711**

🔹 Correct Answer: 07788 136711

📍 Location in Audio Script: "Yes, my mobile number’s **07788 136711** (📍Q10)."

🔹 Analysis of the Answer: The **mobile number** is stated **directly** and clearly.

⚠️ Potential Traps: Candidates may **mishear the numbers**, or **get the sequence wrong**.

⭐ Key Learning Point: Be prepared to write down **numbers carefully and clearly**.

CAROLINE:         Good Morning. Youth Council. **Caroline** speaking.

ROGER:             Oh, hello, I’m interested in standing for election to the Youth Council, and I was told to give you a call.

CAROLINE:         That’s good. Could you I have your name, please?

ROGER:               Yes, it’s **Roger Brown**. (Example)

CAROLINE:         Thank you. I’m **Caroline**, the Youth Council administrator. So do you know much about what the Council does, **Roger**?

ROGER:             I’ve talked to **Stephanie** – I think she’s the chair of the Council.

CAROLINE:         That’s right.

ROGER:             And she told me a lot about it. How it’s a way for young people to discuss local issues, for example, and make suggestions to the town council. That’s what made me interested.

CAROLINE:         Fine. Well let me take down some of your details. First of all, how old are you? You know the Council is for young people aged from 13 to 18?

ROGER:             I’ve just turned 18.

CAROLINE:         And where do you live, **Roger**?

ROGER:             Well, that’s a bit complicated. At the moment I’m looking for a flat to rent here, so I’m in a **hostel** (📍Q1) from Monday to Friday. I go back to my parents’ place at the weekend.

CAROLINE:         OK, so where’s the best place to send you some information about the Council?

ROGER:             Oh, to my parent’s address, please. That’s 17, **Buckleigh** (📍Q2) Street – B-U-C-K-L-E-I-G-H Street, Stamford, Lincolnshire, though you don’t really need the country.

CAROLINE:         Oh, I know Stamford – it’s a lovely town. And what’s the postcode?

ROGER:               **PE9 7QT** (📍Q3)

CAROLINE:         Right, thank you. So are you working here, or are you a student?

ROGER:             I started studying at the university a couple of weeks ago, and I’ve got a part-time job for a few hours a week.

CAROLINE:         What do you do?

ROGER:             Well, I’ve done several different things. I’ve just finished a short-term contract as a courier, and now I’m working as a **waiter** (📍Q4) in one of the big hotels.

CAROLINE:         Uhuh. That can’t leave you much time for studying!

ROGER:             Oh, it’s not too bad. I manage to fit it all in.

CAROLINE:         What are you studying?

ROGER:             My ambition is to go into parliament eventually, so my major subject is **politics** (📍Q5). That’s partly why I think the Youth Council is important and want to be a part of it.

CAROLINE:         And I suppose you’re also taking a minor subject, aren’t you? I know a lot of people study economics too.

ROGER:             I chose history. To be honest, I’m not finding it as interesting as I expected!

CAROLINE:         OK, so with your studying and your part-time job, do you have time for any other interests or hobbies?

ROGER:             Well, I spend quite a lot of time **cycling** (📍Q6) – both around town to get to university and to work, and also long-distance, from here to London, for instance.

CAROLINE:         That’s pretty impressive! Anything else?

ROGER:             For relaxation I’m also keen on the **cinema** (📍Q7) – I used to go at least once a week, but I can’t manage to go so often now.

CAROLINE:         Right. Are you sure you’ll have enough time for the Youth Council?

ROGER:             Yes, I’ve worked out that I can afford to reduce my hours at work, and that will make the time.

CAROLINE:         So is there any particular aspect of the Youth Council’s work that appeals to you, **Roger**?

ROGER:             Well, my sister is blind, so I’m particularly interested in working with **disabled** (📍Q8) young people, to try and improve the quality of their lives.

CAROLINE:         That’s great. Well, the best way to get involved is to be nominated by some people who you know.

ROGER:             Right. Can you tell me how to set about organising that?

CAROLINE:         You should talk to **Jeffrey**, our Elections Officer. I can arrange a meeting in the council office with him, if you like.

ROGER:             Yes, please.

CAROLINE:         He’ll be here next Monday, if that suits you

ROGER:             That’s the 14th, isn’t it?

CAROLINE:         Yes.

ROGER:             I can manage late afternoon.

CAROLINE:         Would you like to suggest a time? He generally leaves around 5.30.

ROGER:             Well, would **4.30** (📍Q9) be OK? My last class finishes at 4, so I’d have plenty of time to get to your office.

CAROLINE:         Right, that’s fine. Oh, and could I have a phone number we can contact you on?

ROGER:             Yes, my mobile number’s **07788 136711** (📍Q10).

CAROLINE:         Thank you. Well, we’ll look forward to seeing you next week.

ROGER:             Thanks very much. Goodbye.

CAROLINE:         Bye.

📝 Questions 11 & 12: Choose **TWO** letters, A-E. Which **TWO** changes have been made **so far** during the refurbishment of the theatre?

🔹 Correct Answers: A (using storerooms for other purposes), B (replacing the seats)

📍 Location in Audio Script: "We’ve also turned a few **storerooms over to other purposes** (📍Q11&Q12) like using them for meetings... We’ve **replaced them with larger seats** (📍Q11&Q12)..."

🔹 Analysis of the Answer: Option A is correct because "**storerooms**" are being used for "**meetings**". Option B is correct as the speaker states "**We've replaced them with larger seats**."

⚠️ Potential Traps: Options C, D, and the latter part of E mention things that are **postponed or about to start**, not **already completed**.

⭐ Key Learning Point: Focus on **what is already completed** versus what will be done in the future.

📝 Questions 13 & 14: Choose **TWO** letters, A-E. Which **TWO** facilities does the theatre **currently** offer to the public?

🔹 Correct Answers: B (backstage tours), D (a bookshop)

📍 Location in Audio Script: "One way is by organising **backstage tours** (📍Q13&Q14) so people can be shown round the building... We have a **bookshop**, which specialises in books about drama and that attracts plenty of customers (📍Q13&Q14)."

🔹 Analysis of the Answer: Option B, "**backstage tours**," and Option D, "**a bookshop**," are **directly mentioned** as **current facilities** offered.

⚠️ Potential Traps: A **café** and **hiring costumes** are mentioned as **future possibilities**, not current options.

⭐ Key Learning Point: Listen carefully for the **present tense or current state** of activities and facilities, not **future plans**.

📝 Questions 15 & 16: Choose **TWO** letters, A-E. Which **TWO** workshops does the theatre **currently** offer?

🔹 Correct Answers: C (making puppets), E (lighting)

📍 Location in Audio Script: "A surprise success is the workshop on **making puppets** (📍Q15&Q16)... and our **lighting workshop** has already started with great success (📍Q15&Q16)."

🔹 Analysis of the Answer: Option C, "**making puppets**," and Option E, "**lighting**," are stated as **currently** offered workshops.

⚠️ Potential Traps: Workshops in "**acting**" and "**sound**" are **future** considerations. "**Make-up**" is also a **consideration**.

⭐ Key Learning Point: Pay attention to **adverbs like "already"** as they indicate that something is **already happening** or has already been started, and be aware of future plans versus current operations.

📝 Question 17: **box office**

🔹 Correct Answer: G

📍 Location in Audio Script: "...although it’s part of this building, it’s **next door with a separate entrance from the road** (📍Q17)."

🔹 Analysis of the Answer: The **box office** is located **next door** to the main theatre building, matching position **G**.

⚠️ Potential Traps: The box office is not in the foyer, which is where the audience might expect it.

⭐ Key Learning Point: Pay close attention to **spatial descriptions** such as "**next door**" in order to locate the place according to a diagram.

📝 Question 18: **theatre manager’s office**

🔹 Correct Answer: D

📍 Location in Audio Script: "For the theatre manager’s office, you go **across the foyer** and **through the double doors**, **turn right**, and it’s the **room at the end of the corridor, with the door on the left** (📍Q18)."

🔹 Analysis of the Answer: The directions given match position **D** on the diagram.

⚠️ Potential Traps: The directions need careful following. Getting **left and right mixed up** will lead to an incorrect letter.

⭐ Key Learning Point: Pay careful attention to **prepositions** (e.g., across, through, right, left) and **spatial descriptors**.

📝 Question 19: **lighting box**

🔹 Correct Answer: B

📍 Location in Audio Script: "When you’re through the double doors **turn left**, **turn right at the water cooler**, and **right again at the end**. It’s the **second room along that corridor** (📍Q19)"

🔹 Analysis of the Answer: The audio provides specific directions that lead to position **B** on the map.

⚠️ Potential Traps: The **series of left and right turns** could confuse some candidates.

⭐ Key Learning Point: **Visualize and follow the directions** given in the audio as if you were in the space.

📝 Question 20: **artistic director’s offices**

🔹 Correct Answer: F

📍 Location in Audio Script: "The artistic director’s office is **through the double doors**, **turn right** and it’s the **first room you come to on the right-hand side** (📍Q20)"

🔹 Analysis of the Answer: The location is given with clear directions that lead to position **F**.

⚠️ Potential Traps: The directions involve two steps, so candidates should pay close attention.

⭐ Key Learning Point: Be **precise** when following directions given in the audio and match them to the diagram.

Hi. Great to see you! I’m **Jody**, and I’ll be look after both of you for the first month you’re working here at the **Amersham Theatre**. I’ll tell you something about the theatre now, then take you to meet two of the other staff.

It’s an old building, and it’s been modernised several times. In fact, as you can see, we’re carrying out a major refurbishment at the moment. The interior has just been repainted, and we’re about to start on the exterior of the building – that’ll be a big job. The work’s running over budget, so we’ve had to postpone installing an elevator. I hope you’re happy running up and down stairs! When the theatre was built, people were generally slimmer and shorter than now, and the seats were very close together. We’ve **replaced them with larger seats** (📍Q11&Q12), with more legroom. This means fewer seats in total, but we’ve taken the opportunity to install seats that can easily be moved, to create different acting spaces. We’ve also turned a few **storerooms over to other purposes** (📍Q11&Q12) like using them for meetings.

We try hard to involve members of the public in the theatre. One way is by organising **backstage tours** (📍Q13&Q14) so people can be shown round the building and learn how a theatre operates. These are proving very popular. What we’re finding is that people want to have lunch or a cup of coffee while they’re here, so we’re looking into the possibility of opening a café in due course. We have a **bookshop**, which specialises in books about drama and that attracts plenty of customers (📍Q13&Q14). Then there are two large rooms that will be decorated next month, and they’ll be available for hire, for conferences and private functions, such as parties. We’re also considering hiring out costumes to amateur drama clubs.

Now I want to tell you about our workshops. We recently started a programme of workshops that anyone can join. Eventually we intend to run courses in acting, but we’re waiting until we’ve got the right people in place as trainers. That’s proving more difficult than we’d expected! There’s a big demand to learn about the technical side of putting on a production, and our **lighting workshop** has already started with great success (📍Q15&Q16). We’re going to start one on sound next month. A number of people have enquired about workshops on make-up, and that’s something we’re considering for the future. A surprise success is the workshop on **making puppets** – we happen to have someone working here who does it as a hobby, and she offered to run a workshop. It was so popular we’re now running them every month!

Now, a word about the layout of the building. The auditorium, stage and dressing rooms for the actors are all below ground level. Here on the ground floor we have most of the rooms that the public doesn’t see. The majority are internal, so they have windows in the roof to light them.

Standing here in the foyer, you’re probably wondering why the box office isn’t here, where the public would expect to find it. Well, you might have noticed it on your way in – although it’s part of this building, it’s **next door with a separate entrance from the road** (📍Q17).

For the theatre manager’s office, you go **across the foyer** and **through the double doors**, **turn right**, and it’s the **room at the end of the corridor, with the door on the left** (📍Q18).

The lighting box is where the computerised stage lighting is operated and it’s at the back of the building. When you’re through the double doors **turn left**, **turn right at the water cooler**, and **right again at the end**. It’s the **second room along that corridor** (📍Q19). The lighting box has a window into the auditorium, which of course is below us.

The artistic director’s office is **through the double doors**, **turn right** and it’s the **first room you come to on the right-hand side** (📍Q20). And finally, for the moment, the relaxation room. So if you’d like to come with me …

📝 Question 21: What do the students agree should be included in their aims?

🔹 Correct Answer: A the effect of the habitat on the species found there

📍 Location in Audio Script: "But we need something about **what causes different organisms to choose particular habitats** (📍Q21)."

🔹 Analysis of the Answer: **Colin** mentions that they need to include in their aims "...**what causes different organisms to choose particular habitats**."

⚠️ Potential Traps: **Helen** initially suggests including something about **protecting endangered species**, but **Colin** quickly dismisses this idea.

⭐ Key Learning Point: Pay attention to the **agreements and disagreements** between speakers, and be aware of the difference between **initial ideas and final decisions**.

📝 Question 22: What equipment did they forget to take on the Field Trip?

🔹 Correct Answer: A string

📍 Location in Audio Script: "...but **not the piece of string** (📍Q22) to hold up in the air! Didn’t **Mr Blake** make a fuss about us leaving that behind."

🔹 Analysis of the Answer: **Helen** clearly states that they forgot to bring the "**string**".

⚠️ Potential Traps: The audio mentions a **compass**, but that was **brought** on the field trip. A **ruler** was **not needed**.

⭐ Key Learning Point: Focus on the **things that were forgotten** and pay attention to how the different items of equipment are discussed.

📝 Question 23: In Helen’s procedure section, Colin suggests a change in

🔹 Correct Answer: C the amount of information provided

📍 Location in Audio Script: "Yeah. It was clear, but I don’t think we need **all these details** (📍Q23) of what time we left and what time we got back and how we divided up the different research tasks."

🔹 Analysis of the Answer: **Colin** suggests removing the **details of time and tasks**, indicating he wants a change in "**the amount of information provided**" which is option C.

⚠️ Potential Traps: **Colin** doesn't suggest a change to the **order** or to the way the information is **divided up**, so these two options are incorrect.

⭐ Key Learning Point: Pay close attention to the **specific suggestions** offered by the speaker in order to determine exactly what they want to change.

📝 Question 24: What do they say about the method they used to measure wave speed?

🔹 Correct Answer: B It was simple to carry out.

📍 Location in Audio Script: "I was surprised how **straightforward** (📍Q24) that was ... Not very precise, but I suppose it was good enough."

🔹 Analysis of the Answer: **Colin** says that the method was "**straightforward**," indicating it was **simple to carry out**, which is option B.

⚠️ Potential Traps: Although the method was **not precise**, it was still **acceptable**, so option A is incorrect. Option C is incorrect because the method was simple and did not require special equipment.

⭐ Key Learning Point: Listen for phrases and synonyms like "**straightforward**" to indicate **simplicity** and note that **accuracy is not the most important feature** here.

📝 Question 25: What mistake did Helen make when first drawing the map?

🔹 Correct Answer: B the starting location was wrong

📍 Location in Audio Script: "... the place I started it from was down on the beach, then **I realised I should have gone up higher** (📍Q25) to get better visibility..."

🔹 Analysis of the Answer: The location of where **Helen** started drawing the map was "**down on the beach**" and this was a mistake as she **should have gone up higher**.

⚠️ Potential Traps: Option A is incorrect because **Helen has squared paper**. Option C is incorrect as **Helen** states she drew the map when the tide was low and this was the correct time to do so.

⭐ Key Learning Point: Listen carefully to the **order of events** and pay attention to phrases that introduce mistakes such as "**I realised I should have done ...**"

📝 Question 26: What do they decide to do next with their map?

🔹 Correct Answer: B improve it using pictures

📍 Location in Audio Script: "OK. I’ll make my **amendments using those** [pictures], then I can **scan it into our report** (📍Q26)."

🔹 Analysis of the Answer: **Helen** states she will **amend the map using photographs** then she will **scan it into their report**. Option B is therefore the next logical step.

⚠️ Potential Traps: Option A is incorrect as the **next step** is to use photographs to **amend the map**. Option C is incorrect as **Helen** states that she **couldn't find anything useful on the internet**.

⭐ Key Learning Point: Be clear about the **correct sequence of actions or steps** in a process.

📝 Questions 27 & 28: Choose **TWO** letters, A-E. Which **TWO** problems affecting organisms in the splash zone are mentioned?

🔹 Correct Answers: A lack of water, D high temperatures

📍 Location in Audio Script: "But the shells prevent them from **drying out** because they’re in the open air for most of the time (📍Q27&Q28)... so they don’t get **too hot** (📍Q27&Q28)."

🔹 Analysis of the Answer: Options A and D are correct because the organisms in the splash zone face the problems of a **lack of water** (drying out) and **high temperatures** (**too hot**).

⚠️ Potential Traps: Options B, C and E are **not mentioned** as problems for organisms in the splash zone.

⭐ Key Learning Point: Make sure you understand the **key environmental challenges** for the organisms in specific areas.

📝 Questions 29 & 30: Choose **TWO** letters, A-E. Which **TWO** reasons for possible error will they include in their report?

🔹 Correct Answers: C incorrect identification of some organisms, E counting errors

📍 Location in Audio Script: "Yeah, we might have **missed some organisms** (📍Q29&Q30) – if they were hiding under a rock, for example... I’m not sure we **identified all the species correctly** though (📍Q29&Q30)."

🔹 Analysis of the Answer: Option C is correct as they acknowledge the possibility of "**incorrect identification of some organisms**." Option E is also correct as they recognise they may have **missed some organisms whilst counting** (**counting errors**).

⚠️ Potential Traps: Options A, B, and D are **not mentioned** or are **stated as being reliable**.

⭐ Key Learning Point: Recognize that the speakers are discussing **potential sources of error** in their study and be aware of their **specific concerns**.

HELEN:               I’ve brought my notes on our Biology Field Trip to **Rocky Bay**, **Colin**, so we can work on our report on the research we did together.

COLIN:             OK. I’ve got mine too. Let’s look at the aims of the trip first.

HELEN:                 Right. What did you have?

COLIN:             I just put something about getting experience of the different sorts of procedures used on a field trip. But we need something about **what causes different organisms to choose particular habitats** (📍Q21).

HELEN:                 I agree. And something about finding out how to protect organisms in danger of dying out?

COLIN:             In our aims? But we weren’t really looking at that.

HELEN:                 I suppose not. OK, now there’s the list of equipment we all had to bring on the field trip. What did they tell us to bring a ruler for?

COLIN:             It was something about measuring the slope of the shore, but of course we didn’t need it because we were measuring wind direction, and we’d brought the compass for that …

HELEN:                 But **not the piece of string** (📍Q22) to hold up in the air! Didn’t **Mr Blake** make a fuss about us leaving that behind.

COLIN:             Yeah. He does go on. Anyway it was easy to get one from another of the students.

HELEN:                 Now, the next section’s the procedure. I sent you the draft of that.

COLIN:             Yeah. It was clear, but I don’t think we need **all these details** (📍Q23) of what time we left and what time we got back and how we divided up the different research tasks.

HELEN:                 OK. I’ll look at that again.

COLIN:             Then we have to describe our method of investigation in detail. So let’s begin with how we measured wave speed. I was surprised how **straightforward** (📍Q24) that was.

HELEN:                 I’d expected us to have some sort of high-tech device, not just stand there and count the number of waves per minute. Not very precise, but I suppose it was good enough. But the way we measured the amount of salt was interesting.

COLIN:             In the water from the rock pools?

HELEN:                 Yeah, oh, I wanted to check the chemicals we used in the lab when we analysed those samples – was it potassium chromate and silver nitrate?

COLIN:             That’s right.

HELEN:                 OK. And we need the map of the seashore. You just left that to me. And I had to do in while the tide was low, well that was OK, but the place I started it from was down on the beach, then **I realised I should have gone up higher** (📍Q25) to get better visibility, so I had to start all over again. But at least I’d go the squared paper or I’d have had problems drawing it all to scale.

COLIN:             Yes. It looks good. We could get a map of the region off the internet and see if we need to make any changes.

HELEN:                 I had a look but I couldn’t find anything. But you took some pictures, didn’t you?

COLIN:             Yeah. I’ll email you them if you want.

HELEN:                 OK. I’ll make my **amendments using those**, then I can **scan it into our report** (📍Q26). Great.

HELEN:                 Now when we get to our findings I thought we could divide them up into the different zones we identified on the shore and the problems organisms face in each zone. So for the highest area …

COLIN:             … the splash zone?

HELEN:                 Yeah, we found mostly those tiny shellfish that have strong hard shells that act as protection.

COLIN:             But not from other organisms that might eat them, predators?

HELEN:                 No, that’s not the main danger for them. But the shells prevent them from **drying out** because they’re in the open air for most of the time (📍Q27&Q28).

COLIN:             Right. And since they’ve exposed, they need to be able to find some sort of shelter, or cover themselves up, so they don’t get **too hot** (📍Q27&Q28). Then in the middle and lower zones, nearer the sea, we need to discuss the effects of wave action …

HELEN:                 Yes, and how organisms develop structures to prevent themselves from being swept away, or even destroyed by being smashed against the rocks.

COLIN:             I haven’t done anything on the geological changes. I don’t know what to put for that.

HELEN:                 No, we weren’t concentrating on that. Maybe we need to find some websites.

COLIN:             Good idea. I’ve got the lecture notes from **Mr Blake’s** geology course, but they’re too general. But we could ask him which books on our **Reading List** might be most helpful.

HELEN:                 Right. OK, now I did a draft of the section of sources of possible error in our research, but I don’t know if you agree. For example, the size of the sample, and whether it’s big enough to make any general conclusions from. But I thought actually we did have quite a big sample.

COLIN:             We did. And our general method of observation seemed quite reliable. But we might not be all that accurate as far as the actual numbers go.

HELEN:                 Yeah, we might have **missed some organisms** – if they were hiding under a rock, for example (📍Q29&Q30). I wasn’t sure about the way we described their habitats. I decided it was probably OK.

COLIN:             Yeah, and the descriptions we gave of the smaller organisms, they weren’t very detailed, but they were adequate in this context. I’m not sure we **identified all the species correctly** thought (📍Q29&Q30).

HELEN:                 OK, we’d better mention that. Now, how …

📝 Question 31: The designer of a public building may need to consider the building’s function, physical and 31 **social** context

🔹 Correct Answer: social

📍 Location in Audio Script: "this includes its physical location obviously, but it also includes the **social** (📍Q31) meaning of the building..."

🔹 Analysis of the Answer: The speaker directly states that "**social meaning**" is part of the context that architects need to consider.

⚠️ Potential Traps: None

⭐ Key Learning Point: Pay close attention to a **clear statement** of what the speaker thinks should be considered when designing a building.

📝 Question 32: Location and concept of the Concert Hall, On the site of a disused 32 **factory**

🔹 Correct Answer: factory

📍 Location in Audio Script: "It was occupied by a **factory** (📍Q32) that had been empty for some years."

🔹 Analysis of the Answer: The audio clearly states that the concert hall was built on the site of a disused "**factory**."

⚠️ Potential Traps: None

⭐ Key Learning Point: Listen carefully to the **description of a place and its history**.

📝 Question 33: Beside a 33 **canal**

🔹 Correct Answer: canal

📍 Location in Audio Script: "The side itself was bordered to the north by a **canal** (📍Q33)..."

🔹 Analysis of the Answer: The speaker mentions the concert hall site was bordered by a "**canal**".

⚠️ Potential Traps: None

⭐ Key Learning Point: Note the **geographical details** around a specific place.

📝 Question 34: It’s approached by a 34 **bridge** for pedestrians

🔹 Correct Answer: bridge

📍 Location in Audio Script: "As people approach the entrance, they therefore have to cross over a **bridge** (📍Q34)."

🔹 Analysis of the Answer: A "**bridge**" is the route for pedestrians to approach the building.

⚠️ Potential Traps: None

⭐ Key Learning Point: Pay attention to the **means of access** in a location.

📝 Question 35: The building is the shape of a 35 **box**

🔹 Correct Answer: box

📍 Location in Audio Script: "...the initial impression he wanted to create from the shape of the building as a whole was that of a **box** (📍Q35)."

🔹 Analysis of the Answer: The shape of the building is directly described as a "**box**".

⚠️ Potential Traps: None

⭐ Key Learning Point: Identify and note the **shape of physical objects** such as buildings.

📝 Question 36: One exterior wall acts as a large 36 **screen**

🔹 Correct Answer: screen

📍 Location in Audio Script: "At night-time, projectors are switched on and it functions as a huge **screen** (📍Q36)..."

🔹 Analysis of the Answer: A specific wall is used as a "**screen**" for projecting images onto.

⚠️ Potential Traps: None

⭐ Key Learning Point: Note the **functional purpose** of different parts of a building.

📝 Question 37: In the auditorium: the floor is built on huge pads made of 37 **rubber**

🔹 Correct Answer: rubber

📍 Location in Audio Script: "These are constructed from **rubber** (📍Q37), and so are able to absorb any vibrations from outside..."

🔹 Analysis of the Answer: The pads which support the floor are made from "**rubber**".

⚠️ Potential Traps: None

⭐ Key Learning Point: Understand how **building materials** might be used for specific functional purposes.

📝 Question 38: the walls are made of local wood and are 38 **curved** in shape

🔹 Correct Answer: curved

📍 Location in Audio Script: "In order to improve the acoustic properties of the auditorium ... they are not straight, they are **curved** (📍Q38)."

🔹 Analysis of the Answer: The shape of the walls is described as "**curved**" in order to improve acoustics.

⚠️ Potential Traps: None

⭐ Key Learning Point: Note how the **shape of building components** can have an impact on the function of the building.

📝 Question 39: ceiling panels and 39 **curtains** on walls allow adjustment of acoustics

🔹 Correct Answer: curtains

📍 Location in Audio Script: "...and the walls also have **curtains** (📍Q39) which can be opened or closed to change the acoustics."

🔹 Analysis of the Answer: "**Curtains**" on the walls are used to adjust the acoustics of the hall.

⚠️ Potential Traps: None

⭐ Key Learning Point: Be aware of **all the different components** that make up the building and their purpose.

📝 Question 40: Some critics say the 40 **international** style of the building is inappropriate

🔹 Correct Answer: international

📍 Location in Audio Script: "they criticise the style of the design as being **international** (📍Q40) rather than local..."

🔹 Analysis of the Answer: The critics of the building describe it as "**international**".

⚠️ Potential Traps: None

⭐ Key Learning Point: Pay attention to the **final judgement or evaluation** of something.

We’ve been discussing the factors the architect has to consider when designing domestic buildings. I’m going to move on now to consider the design of public buildings, and I’ll illustrate this by referring to the new **Taylor Concert Hall** that’s recently been completed here in the city.

So, as with a domestic building, when designing a public building, an architect needs to consider the function of the building – for example, is it to be used primarily for entertainment, or for education, or for administration? The second thing the architect needs to think about is the context of the building, this includes its physical location obviously, but it also includes the **social** (📍Q31) meaning of the building how it relates to the people it’s built for. And finally, for important public buildings, the architect may also be looking for a central symbolic idea on which to base the design, a sort of metaphor for the building and the way in which it is used.

Let’s look at the new **Taylor Concert Hall** in relation to these ideas. The location chosen was a site in a run-down district that has been ignored in previous redevelopment plans. It was occupied by a **factory** (📍Q32) that had been empty for some years. The whole area was some distance from the high-rise office blocks of the central business district and shopping centre, but it was only one kilometre from the ring road. The side itself was bordered to the north by a **canal** (📍Q33) which had once been used by boats bringing in raw materials when the area was used for manufacturing.

The architect chosen for the project was **Tom Harrison**. He found the main design challenge was the location of the site in an area that had no neighbouring buildings of any importance. To reflect the fact that the significance of the building in this quite run-down location was as yet unknown, he decided to create a building centred around the idea of a mystery – something whose meaning still has to be discovered.

So how was this reflected in the design of the building? Well, **Harrison** decided to create pedestrian access to the building and to make use of the presence of water on the site. As people approach the entrance, they therefore have to cross over a **bridge** (📍Q34). He wanted to give people a feeling of suspense as they see the building first from a distance, and then close-up, and the initial impression he wanted to create from the shape of the building as a whole was that of a **box** (📍Q35). The first side that people see, the southern wall, is just a high, flat wall uninterrupted by any windows. This might sound off-putting, but it supports **Harrison’s** concept of the building – that the person approaching is intrigued and wonders what will be inside. And this flat wall also has another purpose. At night-time, projectors are switched on and it functions as a huge **screen**, onto which images are projected (📍Q36).

The auditorium itself seats 1500 people. The floor’s supported by ten massive pads. These are constructed from **rubber** (📍Q37), and so are able to absorb any vibrations from outside and prevent them from affecting the auditorium. The walls are made of several layers of hony-coloured wood, all sourced from local beech trees. In order to improve the acoustic properties of the auditorium and to amplify the sound, they are not straight, they are **curved** (📍Q38). The acoustics are also adjustable according to the size of orchestra and the type of music being played. In order to achieve this, there are nine movable panels in the ceiling above the orchestra which are all individually motorized, and the walls also have **curtains** (📍Q39) which can be opened or closed to change the acoustics.

The reaction of the public to the new building has generally been positive. However, the evaluation of some critics has been less enthusiastic. In spite of **Harrison’s** efforts to use local materials, they criticise the style of the design as being **international** (📍Q40) rather than local, and say it doesn’t reflect features of the landscape or society for which it is built.