تحلیل لیسنینگ آیلتس آکادمیک و جنرال کمبریج 19 - تست 2: بررسی کامل سوالات و نکات کلیدی

مقدمه

بخش لیسنینگ آزمون آیلتس یکی از مهارت‌های کلیدی در موفقیت داوطلبان هر دو نسخه آکادمیک (Academic) و جنرال (General Training) است. این بخش شامل چهار بخش (Section) است که از مکالمات عمومی تا سخنرانی‌های دانشگاهی را پوشش می‌دهد. برای موفقیت در این بخش، داوطلبان باید توانایی گوش دادن فعال، تشخیص اطلاعات کلیدی و پاسخ‌دهی سریع را در خود تقویت کنند.

در این مقاله، تحلیل تست 2 لیسنینگ از کتاب آیلتس کمبریج 19 (Cambridge IELTS 19) را ارائه خواهیم کرد. این تست مانند سایر تست‌های لیسنینگ آیلتس، شامل چهار بخش است:

1. بخش اول: مکالمه‌ای بین دو نفر در یک موقعیت اجتماعی روزمره
2. بخش دوم: یک سخنرانی کوتاه درباره یک موضوع عمومی
3. بخش سوم: گفت‌وگوی چند نفره در یک محیط آموزشی یا دانشگاهی
4. بخش چهارم: یک سخنرانی دانشگاهی با محتوای علمی و آکادمیک

در این تحلیل، به بررسی نوع سوالات (Multiple Choice، Form Completion، Matching و غیره)، نکات کلیدی برای درک بهتر مکالمات، استراتژی‌های مدیریت زمان و روش‌های جلوگیری از اشتباهات رایج خواهیم پرداخت تا شما بتوانید بهترین عملکرد را در آزمون لیسنینگ داشته باشید.

برای دیدن بقیه‌ی تحلیل‌ها به لینک زیر بروید:

PART 1 Questions 1-10

📝 Question 1:
"Coordinator: Gary 1 ...."

🔹 Correct Answer: Mathieson
📍 Location in Audio Script: "He’s called a ‘coordinator’ – his name’s Gary Mathieson."

🔹 Analysis of the Answer:
The question asks for the coordinator’s last name, which is clearly given as Mathieson.

⚠️ Potential Traps:
The audio first mentions "Gary," which could mislead some listeners, but the surname follows immediately.

⭐ Key Learning Point:
Pay attention to the full name and wait until the last name is mentioned.

📝 Question 2:
"Level: 2 ...."

🔹 Correct Answer: beginners
📍 Location in Audio Script: "...he said it was a class for beginners,..."

🔹 Analysis of the Answer:
The audio directly states that the class was for beginners.

⚠️ Potential Traps:
The speaker mentions he was worried that everyone would be better than him but that they were all "equally hopeless," which could confuse listeners.

⭐ Key Learning Point:
The level is directly stated, so listen for the specific term used to describe the group’s experience level.

📝 Question 3:
"Place: the 3 ...."

🔹 Correct Answer: college
📍 Location in Audio Script: "...he decided to book a room at the college in town."

🔹 Analysis of the Answer:
The group now meets at the college, making it the correct location.

⚠️ Potential Traps:
The audio mentions that the group used to meet at Gary’s home, which may mislead some listeners.

⭐ Key Learning Point:
Note any change in location, as it will likely be relevant to a question.

📝 Question 4:
"4 .... Street"

🔹 Correct Answer: New
📍 Location in Audio Script: "It’s just beyond there at the bottom of New Street..."

🔹 Analysis of the Answer:
The audio states that the college is located at the bottom of "New Street."

⚠️ Potential Traps:
Lock Street is mentioned, but the location is described as "just beyond" Lock Street.

⭐ Key Learning Point:
Listen carefully for words that indicate the relationship between named places, like "beyond" or "next to."

📝 Question 5:
"Time: Thursday morning at 5 ...."

🔹 Correct Answer: 11 / eleven
📍 Location in Audio Script: "It used to be 10.30 and that suited me well, but now we meet at 11."

🔹 Analysis of the Answer:
The correct time is 11. The time change is indicated by "but now."

⚠️ Potential Traps:
The audio mentions the original time of 10.30, which is a distractor.

⭐ Key Learning Point:
Focus on the final information given by the speaker when changes occur.

📝 Question 6:
"Recommended website: The perfect 6 ...."

🔹 Correct Answer: instrument
📍 Location in Audio Script: "There’s a website called ‘The perfect instrument’ that sells all kinds of guitars..."

🔹 Analysis of the Answer:
The website name is "The Perfect Instrument," so that is the correct answer.

⚠️ Potential Traps:
Other instruments besides guitars are mentioned, which may be confusing to the listener.

⭐ Key Learning Point:
Listen carefully for the exact name given as it is not paraphrased.

📝 Question 7:
"Time Activity Notes ... using an app or by 7 ...."

🔹 Correct Answer: ear
📍 Location in Audio Script: "Some people have an app they use, but others do it by ear."

🔹 Analysis of the Answer:
The answer is clearly stated, referring to tuning by ear, which is an alternative to using an app.

⚠️ Potential Traps:
The use of the word "app" could confuse the listener since it's a different approach to tuning the guitars.

⭐ Key Learning Point:
Focus on the contrast between two methods and what the "other" people use.

📝 Question 8:
"...keeping time while the teacher 8 ...."

🔹 Correct Answer: clapping
📍 Location in Audio Script: "Sometimes we all just start laughing because we’re so bad at keeping time, so Gary starts clapping to help us."

🔹 Analysis of the Answer:
The audio clearly states that the teacher helps with timing by clapping.

⚠️ Potential Traps:
There is a distraction due to the laughter of the group.

⭐ Key Learning Point:
Focus on the teacher’s action to help the group when they are not keeping time.

📝 Question 9:
"...often listening to a 9 .... of a song"

🔹 Correct Answer: recording
📍 Location in Audio Script: "He often brings a recording of the song and plays it to us first."

🔹 Analysis of the Answer:
The audio directly says that the teacher brings a recording of the song, so that is the correct answer.

⚠️ Potential Traps:
The word "song" in the question could be a distractor.

⭐ Key Learning Point:
Listen carefully to the object used to provide the song and not the name of the thing they are doing.

📝 Question 10:
"...playing together, then 10 ...."

🔹 Correct Answer: alone
📍 Location in Audio Script: "The only trouble is that he sometimes gets us to play one at a time – you know, alone."

🔹 Analysis of the Answer:
The answer is directly stated as "alone," which is the opposite of playing together.

⚠️ Potential Traps:
The phrase "one at a time" could be a distractor.

⭐ Key Learning Point:
Listen for words that relate to doing something by oneself versus a group.

WOMAN: Hi Coleman, how are you?

COLEMAN: Good, thanks.

WOMAN: I wanted to have a chat with you because our friend Josh told me that you’ve joined a guitar group, and it sounds interesting. I’d really like to learn myself.

COLEMAN: Why don’t you come along? I’m sure there’s room for another person.

WOMAN: Really? So – who runs the classes?

COLEMAN: He’s called a ‘coordinator’ – his name’s 📍Q1 Gary Mathieson.

WOMAN: Let me note that down. Gary… How do you spell his surname?

COLEMAN: It’s M-A-T-H-I-E-S-O-N.

WOMAN: Right, thanks.

COLEMAN: He’s retired, actually, but he’s a really nice guy, and he used to play in a lot of bands.

WOMAN: Thanks. So how long have you been going?

COLEMAN: About a month now.

WOMAN: And could you play anything before you started?

COLEMAN: I knew a few chords, but that’s all.

WOMAN: I’m sure everyone will be better than me.

COLEMAN: That’s what I thought too! When I first spoke to Gary on the phone, he said it was a class for 📍Q2 beginners, but I was still worried that everyone would be better than me—but we were all equally hopeless!

WOMAN: Oh, that’s reassuring. So where do you meet?

COLEMAN: Well, when I joined the group, they were meeting in Gary’s home, but as the group got bigger, he decided to book a room at the 📍Q3 College in town. I prefer going there.

WOMAN: I know that place! I used to go to tap dancing classes there when I was at secondary school. I haven’t been since, though, and I can’t remember what road it’s in… is it Lock Street?

COLEMAN: It’s just beyond there, at the bottom of 📍Q4 New Street near the city roundabout.

WOMAN: Yes, of course.

COLEMAN: The guitar club is on the first floor in Room T347.

WOMAN: Right. And when do you meet? Is it at the weekend?

COLEMAN: We meet on Thursdays. It used to be 10:30, and that suited me well, but now we meet at 📍Q5 11. The class that’s in there before us asked if they could have the room for another 30 minutes.

WOMAN: Oh, I see. Well, I’d love to come, but I don’t have a guitar.

COLEMAN: Well, you can always buy a second-hand one. There’s a website called ‘The 📍Q6 Perfect Instrument’ that sells all kinds of guitars, violins, and so on. I’m sure you’ll find something there.

WOMAN: So what’s a typical lesson like with Gary?

COLEMAN: Well, he always starts by getting us to tune our guitars. That takes about five minutes.

WOMAN: Uhuh.

COLEMAN: Some people have an app they use, but others do it by 📍Q7 ear. Gary goes around and helps them. And while he’s doing that, he tells us what he’s going to do during the lesson.

WOMAN: Right.

COLEMAN: First, we usually spend about ten minutes doing some strumming.

WOMAN: So is that using… what are they called… plectrums?

COLEMAN: No – we just use our thumbs.

WOMAN: Much easier.

COLEMAN: Gary reminds us where to put our fingers for each chord, and then we play them together. Sometimes we all just start laughing because we’re so bad at keeping time, so Gary starts 📍Q8 clapping to help us.

WOMAN: Do you learn to play any songs?

COLEMAN: Yes – we do at least one song with words and chords. I mean, that’s harder than you think.

WOMAN: Oh, I’m sure it is!

COLEMAN: That part of the lesson takes about 15 minutes. He often brings a 📍Q9 recording of the song and plays it to us first. Then he hands out the song, and if there’s a new chord in it, we practise that before we play it together—but really slowly.

WOMAN: Do you do any finger-picking?

COLEMAN: That’s the last ten minutes of the lesson, when we pick out the individual notes from a tune he’s made up. It’s always quite simple.

WOMAN: That must be hard, though.

COLEMAN: It is, but people like it because they can really concentrate, and if we’re all playing well, it sounds quite impressive. The only trouble is that he sometimes gets us to play one at a time—you know, 📍Q10 alone.

WOMAN: That’s scary.

COLEMAN: It is, but I’ve got used to it now. At the end, he spends about five minutes telling us what to practise for the following week.

WOMAN: Well, thanks, Coleman. I’ll go and have a look at that website, I think.

PART 2 Questions 11-20

📝 Question 11:
"What made David leave London and move to Northsea?"

🔹 Correct Answer: A) He was eager to develop a hobby.
📍 Location in Audio Script: "I’d been really keen on boats as a teenager, and I thought if I went to live by the sea, I might be able to pursue that interest a bit more in my free time."

🔹 Analysis of the Answer:
David moved to pursue his interest in boats, meaning he wanted to develop a hobby, making A the correct choice.

⚠️ Potential Traps:

• Option C (that he found his job in website design unsatisfying) is mentioned, but it is not the main reason for moving.

⭐ Key Learning Point:
Identify the main reason, not just a contributing factor.

📝 Question 12:
"The Lifeboat Institution in Northsea was built with money provided by"

🔹 Correct Answer: B) a local resident.
📍 Location in Audio Script: "It was built 15 years ago with funds provided by a generous member of the public, who’d lived here all her life."

🔹 Analysis of the Answer:
The funds came from "a generous member of the public," meaning a local resident.

⚠️ Potential Traps:

• Options A and C, which mention other organizations, could distract listeners.

⭐ Key Learning Point:
Listen for the specific source of funding.

📝 Question 13:
"In his health assessment, the doctor was concerned about the fact that David"

🔹 Correct Answer: A) might be colour blind.
📍 Location in Audio Script: "They gave me tests for colour blindness and they thought I might have a problem there..."

🔹 Analysis of the Answer:
Doctors were concerned that he "might have a problem" with colour blindness, making A correct.

⚠️ Potential Traps:

• The audio mentions that he used to be short-sighted and had laser eye surgery, which could confuse listeners.

⭐ Key Learning Point:
Identify the specific concern mentioned during the health assessment and disregard other health issues.

📝 Question 14:
"After arriving at the lifeboat station, they aim to launch the boat within"

🔹 Correct Answer: B) six to eight minutes.
📍 Location in Audio Script: "...then we try to get the boat off the dock and out to sea in another six to eight minutes."

🔹 Analysis of the Answer:
The aim is to launch the boat in "another six to eight minutes."

⚠️ Potential Traps:

• The audio mentions arriving in "five minutes" and a country average of "eight and a half minutes," which are distractors.

⭐ Key Learning Point:
Focus on the specific time frame for launching the boat, which is a distinct action after arriving.

📝 Question 15:
"As a ‘helmsman,’ David has the responsibility of deciding"

🔹 Correct Answer: C) if the lifeboat should be launched.
📍 Location in Audio Script: "And it’s ultimately my decision whether it’s safe to launch the boat."

🔹 Analysis of the Answer:
The decision to launch the boat is David’s responsibility, making C the correct answer.

⚠️ Potential Traps:

• Other responsibilities like checking equipment and knowing the crew might be mentioned but are not his primary responsibility.

⭐ Key Learning Point:
Listen carefully for the ultimate decision-making role of the helmsman.

📝 Question 16:
"As well as going out on the lifeboat, David"

🔹 Correct Answer: A) gives talks on safety at sea.
📍 Location in Audio Script: "...I speak to youth groups and sailing clubs in the area about the sorts of problems that sailors and swimmers can have if the weather suddenly gets bad."

🔹 Analysis of the Answer:
David gives talks on safety, particularly about dangers of changing weather.

⚠️ Potential Traps:

• The audio mentions fundraising, but that is done by other volunteers, not David.

⭐ Key Learning Point:
Differentiate between what David does and what others do.

📝 Questions 17 & 18:
"Which TWO things does David say about the lifeboat volunteer training?"

🔹 Correct Answers:
C) The training exercises have built up his mental strength.
E) The wave tank activities provided practice in survival techniques.

📍 Location in Audio Script:

• C: "The training we get is a continuous process... it’s given me the confidence to deal with extreme situations without panicking."
• E: "They had a wave-tank where they could create extreme weather conditions – so we could get experience at what to do if the boat turned over in a storm at night..."

🔹 Analysis of the Answer:

• C is correct because "confidence" implies mental strength.
• E is correct because the wave-tank provides survival training.

⚠️ Potential Traps:

• Option B mentions "ropes and knots" but does not say the training was brief.
• Option D mentions first aid, but not as something challenging to David.

⭐ Key Learning Point:
Focus on main ideas of the training and not just specific details.

📝 Questions 19 & 20:
"Which TWO things does David find most motivating about the work he does?"

🔹 Correct Answers:
A) working as part of a team
B) experiences when working in winter

📍 Location in Audio Script:

• A: "They’re a great group – we’re like a family really..."
• B: "But actually, it’s the colder months that can be the most rewarding time... you realise that you can make a huge difference to the outcome."

🔹 Analysis of the Answer:

• The phrase "like a family" relates to A (working as part of a team).
• The phrase "colder months... most rewarding time" relates to B (experiences in winter).

⚠️ Potential Traps:

• Other options are things David may have done, but they are not what he finds most motivating.

⭐ Key Learning Point:
Focus on explicit reasons for motivation, not just things he does.

 

I never really planned to be a lifeboat volunteer when I came to live in Northsea. I’d been working in London as a website designer, but although that was interesting, I didn’t like city life. 📍Q11 I’d been really keen on boats as a teenager, and I thought if I went to live by the sea, I might be able to pursue that interest a bit more in my free time. Then I found that the Lifeboat Institution was looking for volunteers, so I decided to apply.

The Lifeboat Institution building here in Northsea’s hard to miss; it’s one of the largest in the country. It was built 15 years ago with 📍Q12 funds provided by a generous member of the public, who’d lived here all her life. As the Lifeboat Institution is a charity that relies on donations, rather than government funding, that kind of help is much needed.

When I applied, I had to have a health assessment. The doctors were particularly interested in my vision. I used to be short-sighted, so I’d had to wear glasses, but I’d had laser eye surgery two years earlier, so that was OK. 📍Q13 They gave me tests for colour blindness and thought I might have a problem there, but it turned out I was OK.

When the coastguard gets an alert, all the volunteers are contacted and rush to the lifeboat station. Our target is to get there in five minutes, then 📍Q14 we try to get the boat off the dock and out to sea in another six to eight minutes. Our team’s proud that we usually achieve that – the average time across the country is eight and a half minutes. 📍Q14

As well as steering the lifeboat, as a ‘helmsman’, I have the ultimate responsibility for the lifeboat. I have to check that the equipment we use is in working order – we have special life jackets that can support up to four people in the water. 📍Q15 And it’s ultimately my decision whether it’s safe to launch the boat. But it’s very rare not to launch, even in the worst weather.

As well as going out on the lifeboat, my work involves other things too. A lot of people underestimate how windy conditions can change at sea, so 📍Q16 I speak to youth groups and sailing clubs in the area about the sorts of problems that sailors and swimmers can have if the weather suddenly gets bad. We also have a lot of volunteers who organise activities to raise money for us, and we couldn’t manage without them.

The training we get is a continuous process, focusing on technical competence and safe handling techniques, and it’s given me the confidence to deal with extreme situations without panicking. I was glad I’d done a first aid course before I started, as that’s a big help with the casualty care activities we do. We’ve done a lot on how to deal with ropes and tie knots – that’s an essential skill.

After a year, I did a one-week residential course, led by specialists. They had a wave-tank where they could create extreme weather conditions – so 📍Q17/18 we could get experience at what to do if the boat turned over in a storm at night, for example.

Since I started, I’ve had to deal with a range of emergency situations. But the work’s hugely motivating. It’s not just about saving lives – I’ve learned a lot about the technology involved. My background in IT’s been useful here, and I can use my expertise to help other volunteers. 📍Q19/20

They’re a great group – we’re like a family, really, which helps when you’re dragging yourself out of bed on a cold, stormy night. But actually, it’s the colder months that can be the most rewarding time. That’s when the incidents tend to be more serious, and you realise that you can make a huge difference to the outcome.

So if any of you listeners are interested…

PART 3 Questions 21-30

📝 Question 21:
"At first, Don thought the topic of recycling footwear might be too..."

🔹 Correct Answer: A) limited in scope.
📍 Location in Audio Script: "Well, before I started reading it, I thought recycling footwear, well, although it’s quite interesting, perhaps there isn’t enough to say about it..."

🔹 Analysis of the Answer:
Don initially thought there wasn’t enough to say about recycling footwear, implying he believed the scope was too limited.

⚠️ Potential Traps:

• Options B and C (boring or hard to research) may distract listeners, but the focus of the audio is on the scope of the project.

⭐ Key Learning Point:
Pay attention to first impressions or opinions given by the speaker.

📝 Question 22:
"When discussing trainers, Bella and Don disagree about..."

🔹 Correct Answer: B) how suitable they are for school.
📍 Location in Audio Script:

• Don: "I guess they are very hard-wearing, but don’t they look a bit casual for school uniform? I don’t think they’re right for that."
• Bella: "Actually, I think some of them look quite smart on pupils … better than a scruffy old pair of shoes."

🔹 Analysis of the Answer:

• Don thinks trainers look too casual for school.
• Bella disagrees, saying they look "quite smart."

⚠️ Potential Traps:

• Other aspects of trainers are discussed, but they do not disagree about how popular they are.

⭐ Key Learning Point:
Listen for explicit disagreements, often marked by phrases like "I think..." and "Actually..."

📝 Question 23:
"Bella says that she sometimes recycles shoes because..."

🔹 Correct Answer: B) she no longer likes them.
📍 Location in Audio Script: "I must admit, I’ve recycled some perfectly good shoes... just because they don’t look great on me anymore."

🔹 Analysis of the Answer:
Bella recycles shoes not because they are worn out but because she no longer likes how they look.

⚠️ Potential Traps:

• Other general reasons for recycling shoes (e.g., they no longer fit) are mentioned, but Bella gives a specific personal reason.

⭐ Key Learning Point:
Focus on the exact reason given rather than general statements.

📝 Question 24:
"What did the article say that confused Don?"

🔹 Correct Answer: B) Less footwear is recycled now than in the past.
📍 Location in Audio Script: "But then it said that the amount of recycled footwear has fallen: it’s 6 percent now compared to a previous level of 11 percent. That doesn’t seem to make sense."

🔹 Analysis of the Answer:
Don finds it confusing that the amount of recycled footwear has dropped.

⚠️ Potential Traps:

• The increase in sales is mentioned but is not what confused Don.

⭐ Key Learning Point:
Listen for explicit signs of confusion, like "That doesn’t make sense."

Questions 25 – 28 (Reasons for Rejection of Shoes)

📝 Question 25:
"The high-heeled shoes"

🔹 Correct Answer: E) the shoes were too dirty.
📍 Location in Audio Script: "...but in a very wet field, so the heels were too stained with mud and grass to re-sell them."

⭐ Key Learning Point:
The reason for rejection was due to stains, not price or condition.

📝 Question 26:
"The ankle boots"

🔹 Correct Answer: B) the colour of one shoe had faded.
📍 Location in Audio Script: "One of the shoes was a much lighter shade than the other one – it had obviously been left in the sun."

⭐ Key Learning Point:
The rejection was due to uneven fading, not wear on the heels.

📝 Question 27:
"The baby shoes"

🔹 Correct Answer: A) one shoe was missing.
📍 Location in Audio Script: "You’d think it would have been easy to find the other, but it wasn’t."

⭐ Key Learning Point:
The problem was a missing shoe, not its condition.

📝 Question 28:
"The trainers"

🔹 Correct Answer: C) one shoe had a hole in it.
📍 Location in Audio Script: "One of the soles was so worn under the foot that you could put your finger through it."

⭐ Key Learning Point:
A hole in the sole made the trainers unsellable.

📝 Question 29:
"Why did the project to make ‘new’ shoes out of old shoes fail?"

🔹 Correct Answer: C) The shoes in the ‘new’ pairs were not completely alike.
📍 Location in Audio Script: "It was because the pairs of shoes weren’t identical."

🔹 Analysis of the Answer:
The project failed because the shoes did not match.

⚠️ Potential Traps:

• Option A (hygiene concerns) was mentioned but was not the actual reason for failure.

⭐ Key Learning Point:
Listen for the specific cause of failure, not just concerns.

📝 Question 30:
"Bella and Don agree that they can present their topic..."

🔹 Correct Answer: A) from a new angle.
📍 Location in Audio Script: "It’s not as simple as you first think, and we can show that by taking a very different approach to it."

🔹 Analysis of the Answer:
The phrase "taking a very different approach" means "presenting from a new angle."

⚠️ Potential Traps:

• Bella mentions "the bigger picture," but that does not refer to their presentation approach.

⭐ Key Learning Point:
Focus on the conclusion and how they plan to approach their topic.

BELLA: Hi Don – did you get the copy of the article on recycling footwear that I emailed you?

DON: Yeah – it’s here … I’ve had a look at it.

BELLA: So do you think it’s a good topic for our presentation?

DON: Well, before I started reading it, I thought recycling footwear, well, although it’s quite interesting, perhaps there isn’t enough to say about it. 📍Q21 I mean, we put shoes in recycling bins, they go to charity shops, and that’s about it.

BELLA: … but there’s much more to it than that.

DON: I realise that now, and I’m keen to research the topic more.

BELLA: That’s great.

DON: One of the things I didn’t realise until I read the article was just how many pairs of trainers get recycled!

BELLA: Well, a lot of young people wear them all the time now. They’ve become more popular than ordinary shoes.

DON: I know. I guess they are very hard-wearing, but don’t they look a bit casual for school uniform? 📍Q22 I don’t think they’re right for that.

BELLA: Actually, I think some of them look quite smart on pupils … better than a scruffy old pair of shoes.

DON: So do you keep shoes a long time?

BELLA: Yes. Though I do tend to wear my old pairs for doing dirty jobs like cleaning my bike.

BELLA: I must admit, I’ve recycled some perfectly good shoes that haven’t gone out of fashion and still fit, just because they don’t look great on me anymore. 📍Q23 That’s awful, isn’t it?

DON: I think it’s common because there’s so much choice. The article did say that recent sales of footwear have increased enormously.

BELLA: That didn’t surprise me.

DON: No. But then it said that the amount of recycled footwear has fallen: it’s 6 percent now compared to a previous level of 11 percent. 📍Q24 That doesn’t seem to make sense.

BELLA: That’s because not everything goes through the recycling process. Some footwear just isn’t good enough to resell, for one reason or another, and gets rejected.

BELLA: So let’s find some examples in the article of footwear that was rejected for recycling.

DON: OK. I think there are some in the interview with the recycling manager. Yeah – here it is.

BELLA: Mmm. Let’s start with the ladies’ high-heeled shoes. What did he say about those?

DON: He said they were probably expensive – the material was suede, and they were beige in colour – it looked like someone had only worn them once, but in a very wet field so the heels were too stained with mud and grass to resell them. 📍Q25

BELLA: OK … and the leather ankle boots. What was wrong with them?

DON: Apparently, the heels were worn – but that wasn’t the problem. One of the shoes was a much lighter shade than the other one – it had obviously been left in the sun. 📍Q26 I suppose even second-hand shoes should look the same!

BELLA: Sure. Then there were the red baby shoes.

DON: Oh yes – we’re told to tie shoes together when we put them in a recycling bin, but people often don’t bother.

BELLA: You’d think it would have been easy to find the other, but it wasn’t. 📍Q27 That was a shame because they were obviously new.

DON: The trainers were interesting. He said they looked like they’d been worn by a marathon runner.

BELLA: Yeah – weren’t they split?

DON: Not exactly. One of the soles was so worn under the foot that you could put your finger through it. 📍Q28

BELLA: Well, we could certainly use some of those examples in our presentation to explain why 90 percent of shoes that people take to recycling centres or bins get thrown into landfill.

DON: Mmm. What did you think about the project his team set up to avoid this by making new shoes out of the good parts of old shoes?

BELLA: It sounded like a good idea. They get so many shoes, they should be able to match parts. I wasn’t surprised that it failed, though. I mean, who wants to buy second-hand shoes really? Think of all the germs you could catch!

DON: Well, people didn’t refuse them for that reason, did they? 📍Q29 It was because the pairs of shoes weren’t identical.

BELLA: They still managed to ship them overseas, though.

DON: That’s another area we need to discuss.

BELLA: You know, I used to consider this topic just from my own perspective, by thinking about my own recycling behaviour without looking at the bigger picture. So much happens once shoes leave the recycling area.

DON: 📍Q30 It’s not as simple as you first think, and we can show that by taking a very different approach to it.

BELLA: Absolutely. So let’s discuss …

PART 4 Questions 31-40

📝 Question 31:
"Also known as water ‘bears’ (due to how they 31 ....) and ‘moss piglets’"

🔹 Correct Answer: move
📍 Location in Audio Script: "...and ‘bear’ because of the way they move."

🔹 Analysis of the Answer:
Tardigrades are called "water bears" due to how they move.

⚠️ Potential Traps:

• Other details about tardigrades may be mentioned, but the question focuses on why they are called bears.

⭐ Key Learning Point:
Focus on the specific reason for a nickname.

📝 Question 32:
"A 32 .... round body and four pairs of legs"

🔹 Correct Answer: short
📍 Location in Audio Script: "They have a body which is short, and also rounded..."

🔹 Analysis of the Answer:
The audio directly states that the body of a tardigrade is "short" and rounded.

⚠️ Potential Traps:

• The word "rounded" could be a distractor if listeners do not focus on both attributes.

⭐ Key Learning Point:
Listen carefully to descriptions of physical attributes.

📝 Question 33:
"Claws or 33 .... for gripping"

🔹 Correct Answer: discs
📍 Location in Audio Script: "I should also say that some species don’t have any claws: what they have are discs..."

🔹 Analysis of the Answer:
Some species of tardigrades do not have claws but instead have discs.

⚠️ Potential Traps:

• The mention of claws might mislead listeners into thinking claws are the only gripping structure.

⭐ Key Learning Point:
Pay attention to clarifications like "some species."

📝 Question 34:
"Body filled with a liquid that carries both 34 .... and blood"

🔹 Correct Answer: oxygen
📍 Location in Audio Script: "...oxygen and also blood are transported in a fluid that fills the cavity of the body."

🔹 Analysis of the Answer:
Oxygen is carried along with blood in the body fluid.

⚠️ Potential Traps:

• Other substances may be mentioned in the audio, but the correct answer must be transported with blood.

⭐ Key Learning Point:
Listen carefully for what is carried along with blood.

📝 Question 35:
"Mouth shaped like a 35 ...."

🔹 Correct Answer: tube
📍 Location in Audio Script: "The tardigrade’s mouth is a kind of tube..."

🔹 Analysis of the Answer:
The shape of the tardigrade’s mouth is a tube.

⚠️ Potential Traps:

• The mouth is described as "squashed," which is not its shape.

⭐ Key Learning Point:
Focus on the specific shape, not general descriptions.

📝 Question 36:
"Very resilient and can exist in very low or high 36 ...."

🔹 Correct Answer: temperatures
📍 Location in Audio Script: "...and they’re also able to withstand temperatures as low as minus –200 degrees centigrade, or highs of more than 148 degrees centigrade..."

🔹 Analysis of the Answer:
Tardigrades survive extreme temperatures, both low and high.

⚠️ Potential Traps:

• The speaker uses "withstand", which is a synonym for "exist in."

⭐ Key Learning Point:
Be aware of synonyms in the audio.

📝 Question 37:
"A type of 37 .... ensures their DNA is not damaged."

🔹 Correct Answer: protein
📍 Location in Audio Script: "While in this state of cryptobiosis, tardigrades produce a protein that protects their DNA."

🔹 Analysis of the Answer:
Tardigrades produce a protein that protects their DNA in extreme conditions.

⚠️ Potential Traps:

• The specific type of protein is not mentioned, so do not overcomplicate the answer.

⭐ Key Learning Point:
Listen for protective substances in scientific descriptions.

📝 Question 38:
"Research is underway to find out how many days they can stay alive in 38 ...."

🔹 Correct Answer: space
📍 Location in Audio Script: "There are currently several tests taking place in space, to determine how long tardigrades might be able to survive there."

🔹 Analysis of the Answer:
Tests are being conducted in space to determine how long tardigrades can survive.

⚠️ Potential Traps:

• Past experiments (e.g., a 120-year-old tun experiment in 1948) may distract from the current research.

⭐ Key Learning Point:
Focus on current research rather than historical experiments.

📝 Question 39:
"Consume liquids, e.g., those found in moss or 39 ...."

🔹 Correct Answer: seaweed
📍 Location in Audio Script: "They suck the juices from moss, or extract fluid from seaweed..."

🔹 Analysis of the Answer:
Tardigrades extract fluid from seaweed, making it the correct answer.

⚠️ Potential Traps:

• Words like "juices" and "fluid" might be confusing.

⭐ Key Learning Point:
Listen carefully for examples of liquid sources.

📝 Question 40:
"They are not considered to be 40 ...."

🔹 Correct Answer: endangered
📍 Location in Audio Script: "...tardigrades have not been evaluated by the International Union for Conservation of Nature and are not on any endangered list."

🔹 Analysis of the Answer:
Tardigrades are not considered endangered.

⚠️ Potential Traps:

• The word "thriving" is used to describe them but does not answer the question.

⭐ Key Learning Point:
Focus on conservation status, not general descriptions of survival.

For my project on invertebrates, I chose to study tardigrades. These are microscopic—or, to be more precise, near-microscopic—animals. There are well over a thousand known species of these tiny animals, which belong to the phylum Tardigrada. Most tardigrades range in length from 0.05 to 1 millimetre, though the largest species can grow to be 1.2 millimetres in length.

They are also sometimes called ‘water bears’: ‘water’ because that’s where they thrive best, and ‘bear’ because of the way they move. 📍Q31 ‘Moss piglet’ is another name for tardigrades because of the way they look when viewed from the front. They were first discovered in Germany in 1773 by Johann Goeze, who coined the name Tardigrada.

As I say, there are many different species of tardigrade—too many to describe here—but, generally speaking, the different species share similar physical traits. They have a body which is short, 📍Q32 rounded, and a bit like a barrel—with the body comprising four segments. Each segment has a pair of legs, at the end of which are between four and eight sharp claws.

I should also say that some species don’t have any claws: what they have are 📍Q33 discs, which work by means of suction. These enable the tardigrade to cling to surfaces or grip its prey.

Within the body, there are no lungs or any organs for breathing at all. Instead, oxygen and blood are transported in a fluid that fills the cavity of the body. 📍Q34

As for the tardigrade’s head, the best way I can describe it is that it looks rather strange—a bit squashed even. Though many of the websites I looked at described its appearance as cute, that’s not exactly scientific. The tardigrade’s mouth is a kind of tube 📍Q35 that can open outwards to reveal teeth-like structures known as ‘stylets’. These are sharp enough to pierce plant or animal cells.

So, where are tardigrades found? Well, they live in every part of the world, in a variety of habitats: most commonly, on the bed of a lake, on many kinds of plants, or in very wet environments.

There’s been some interesting research showing that tardigrades are capable of surviving radiation and very high pressure. They’re also able to withstand temperatures as low as -200 degrees centigrade or highs of more than 148 degrees centigrade, 📍Q36 which is incredibly hot.

It has been said that tardigrades could survive long after human beings have been wiped out, even in the event of an asteroid hitting the Earth.

If conditions become too extreme, and tardigrades are at risk of drying out, they enter a state called cryptobiosis. They form a little ball, called a tun—that’s T-U-N—by retracting their head and legs, and their metabolism drops to less than one percent of normal levels.

They can stay in this state for decades, and if reintroduced to water, they come back to life in a matter of a few hours.

While in this state of cryptobiosis, tardigrades produce a protein that protects their DNA. 📍Q37 In 2016, scientists revived two tardigrades that had been tuns for more than 30 years.

There was a report that, in 1948, a 120-year-old tun was revived, but this experiment has never been repeated.

Currently, several tests are taking place in space, to determine how long tardigrades might be able to survive there. 📍Q38 I believe the record so far is 10 days.

So, erm, moving on.

In terms of their diet, tardigrades consume liquids in order to survive.

Although they have teeth, they don’t use these for chewing. Instead, they suck the juices from moss or extract fluid from seaweed. 📍Q39 But some species prey on other tardigrades, from other species or within their own.

I suppose this isn’t surprising, given that tardigrades are mainly comprised of liquid and are coated with a type of gel.

Finally, I’d like to mention the conservation status of tardigrades.

It is estimated that they have been in existence for approximately half a billion years, and in that time, they have survived five mass extinctions.

So, it will probably come as no surprise to you that tardigrades have not been evaluated by the International Union for Conservation of Nature and are not on any endangered list. 📍Q40 Some researchers have described them as thriving.

Does anyone have any questions they’d like to ask?