تحلیل لیسنینگ آیلتس آکادمیک و جنرال کمبریج 19 - تست 3: بررسی سوالات، نکات کلیدی و استراتژی‌های پاسخ‌دهی

مقدمه

بخش لیسنینگ آزمون آیلتس یکی از مهم‌ترین مهارت‌هایی است که داوطلبان برای کسب نمره بالا در این آزمون بین‌المللی باید بر آن تسلط داشته باشند. این بخش که برای هر دو نسخه آکادمیک (Academic) و جنرال (General Training) یکسان است، شامل چهار بخش است که توانایی داوطلب را در درک مکالمات و سخنرانی‌های انگلیسی ارزیابی می‌کند. تست 3 لیسنینگ از کتاب آیلتس کمبریج 19 (Cambridge IELTS 19) شامل چالش‌های متنوعی در قالب سوالات مختلف است.

این تست شامل چهار بخش زیر است:

1. بخش اول: مکالمه‌ای میان دو نفر در یک موقعیت روزمره (مانند رزرو هتل یا ثبت‌نام در یک مرکز)
2. بخش دوم: یک سخنرانی کوتاه درباره یک موضوع عمومی (مانند توضیحات درباره یک مکان توریستی یا دستورالعمل‌های کاری)
3. بخش سوم: گفت‌وگو بین چند نفر در یک محیط آموزشی (مانند مشاوره بین استاد و دانشجو یا بحث گروهی درباره یک پروژه)
4. بخش چهارم: یک سخنرانی دانشگاهی با اطلاعات تخصصی و علمی

در این مقاله، تحلیل کاملی از این تست ارائه خواهیم کرد و به بررسی نوع سوالات (مانند Multiple Choice، Form Completion، Matching و Note Completion)، نکات کلیدی، تکنیک‌های پاسخ‌دهی و روش‌های مدیریت زمان خواهیم پرداخت. این راهنما به شما کمک می‌کند تا مهارت‌های لیسنینگ خود را تقویت کنید و نمره بالاتری در آزمون کسب نمایید.

برای دیدن بقیه‌ی تحلیل‌ها به لینک زیر بروید:

PART 1 Questions 1-10

📝 Question 1:
"Where to go - Kite Place - near the 1 ____"
🔹 Correct Answer: harbour/harbor
📍 Location in Audio Script:
LEON: Well, there are plenty of places to buy food in Kite Place – it’s the area by the harbour.
🔹 Analysis of the Answer:
The answer "harbour" is directly stated in the audio as the area where Kite Place is located. There is no paraphrasing.
⚠️ Potential Traps: None. The audio clearly states "harbour".
⭐ Key Learning Point: Listen for direct answers to fill-in-the-blank questions.

📝 Question 2:
"Fish market - cross the 2 ____ and turn right"
🔹 Correct Answer: bridge
📍 Location in Audio Script:
LEON: It’s at the far end of Kite Place, so you have to go over the bridge and then it’s on the right.
🔹 Analysis of the Answer:
The word "bridge" is stated directly in the audio as the structure to cross to reach the fish market.
⚠️ Potential Traps: None. The audio clearly states "bridge".
⭐ Key Learning Point: Pay close attention to positional words and directions.

📝 Question 3:
"Fish market - best to go before 3 ____ pm, earlier than closing time"
🔹 Correct Answer: 3.30 / three thirty / ½ / half 3 / three
📍 Location in Audio Script:
LEON: It doesn’t close until four, but I’d recommend going earlier than that – it does run out of some things... As long as you get there by 3.30, you should be fine.
🔹 Analysis of the Answer:
Although the market closes at 4, Leon recommends going earlier, specifically by 3.30. This recommendation indicates the best time to go is before 3.30.
⚠️ Potential Traps: The closing time of 4 pm could mislead listeners.
⭐ Key Learning Point: Pay attention to recommendations that suggest optimal times or conditions.

📝 Question 4:
"Organic shop - called 4 ____"
🔹 Correct Answer: Rose / rose
📍 Location in Audio Script:
LEON: Well, there’s a really nice organic shop there. Now what’s it called … it’s the name of a flower. I know, it’s ‘Rose’.
🔹 Analysis of the Answer:
Leon directly states the name of the shop is 'Rose', relating it to the name of a flower as a clue.
⚠️ Potential Traps: None, the answer is stated clearly.
⭐ Key Learning Point: Focus on keywords that are names and be aware of clues provided that may lead to the answer.

📝 Question 5:
"Organic shop - look for the large 5 ____ outside"
🔹 Correct Answer: sign
📍 Location in Audio Script:
LEON: You can’t miss it – there’s also a big sign on the pavement so you can look for that.
🔹 Analysis of the Answer:
The audio clearly mentions a "big sign" outside the organic shop, which is the feature to look for.
⚠️ Potential Traps: None. The answer is clearly stated.
⭐ Key Learning Point: Listen for features that help to identify a place.

📝 Question 6:
"Supermarket - take a 6 ____ minibus, number 289"
🔹 Correct Answer: purple
📍 Location in Audio Script:
LEON: Yeah – you should be able to get everything you need, but there’s a minibus that goes to the supermarket if you need it. It’s purple and the number is 289.
🔹 Analysis of the Answer:
The audio explicitly mentions the color of the minibus as "purple," which is the missing word.
⚠️ Potential Traps: The number of the bus (289) might distract, but the color is needed.
⭐ Key Learning Point: Pay attention to descriptive details, like color.

📝 Question 7:
"Fish market - a handful of 7 .... (type of seaweed)"
🔹 Correct Answer: samphire
📍 Location in Audio Script:
LEON: Have you ever tried samphire?
🔹 Analysis of the Answer:
Leon introduces the type of seaweed with the name "samphire." Shannon then asks how it is spelled, so it is also clearly identified as samphire.
⚠️ Potential Traps: None. The answer is clear in the conversation.
⭐ Key Learning Point: Listen for names of specific items or products being introduced.

📝 Question 8:
"Organic shop - beans and a 8 ... for dessert"
🔹 Correct Answer: melon
📍 Location in Audio Script:
SHANNON: I’ll see what beans they have in the organic shop and I think I’ll get something for dessert there...
SHANNON: I’d prefer a melon – it’s bigger too.
🔹 Analysis of the Answer:
Shannon states she would prefer a "melon" as a dessert item from the organic shop.
⚠️ Potential Traps: A mango is also mentioned for dessert, but Shannon dismisses it and prefers a melon.
⭐ Key Learning Point: Be aware of changes in preference or opinion when answering.

📝 Question 9:
"Organic shop - spices and 9 ...."
🔹 Correct Answer: coconut
📍 Location in Audio Script:
LEON: The owner also sells a lot of spices there that you can put in a curry, and things like coconut.
🔹 Analysis of the Answer:
Leon explicitly mentions "coconut" as something sold in the organic shop alongside spices.
⚠️ Potential Traps: None. The answer is stated clearly.
⭐ Key Learning Point: Listen for lists of items or products being sold in a shop.

📝 Question 10:
"Bakery - a 10 .... tart"
🔹 Correct Answer: strawberry
📍 Location in Audio Script:
LEON: Well – not that, but they have a whole range of tarts and the best are the strawberry ones.
🔹 Analysis of the Answer:
Leon specifies that the best tarts are the "strawberry" ones, which is the answer.
⚠️ Potential Traps: Chocolate cake is mentioned, but it is stated that the bakery does not sell cakes, only tarts.
⭐ Key Learning Point: Pay attention to specific recommendations or favorites.

LEON: Hi Shannon – how are you settling into your new flat?
SHANNON: Really well, thanks.
LEON: You look like you’re going shopping.
SHANNON: Yes, I am. My cousins are coming to stay for a couple of days, and I have to cook for them.
LEON: Well, there are plenty of places to buy food in Kite Place – it’s the area by the harbour. 📍Q1
SHANNON: Oh. OK, I’ll find that on the map. Thanks.
LEON: What sort of food do you need to get?
SHANNON: Well, neither of them eats meat, but they both like fish.
LEON: Well, there’s a really good fish market there.
SHANNON: Oh great – where is it exactly?
LEON: It’s at the far end of Kite Place, so you have to go over the bridge, and then it’s on the right. 📍Q2
SHANNON: OK – is it open all day?
LEON: It doesn’t close until four, but I’d recommend going earlier than that – it does run out of some things.
SHANNON: Oh, I don’t want that to happen.
LEON: As long as you get there by 3:30, you should be fine. It’s only 11 now, so plenty of time. 📍Q3
SHANNON: Right.
LEON: Do you need to buy vegetables too?
SHANNON: I do, and I want to avoid all the plastic packaging in the supermarket!
LEON: Well, there’s a really nice organic shop there. Now, what’s it called … it’s the name of a flower. I know, it’s ‘Rose.’ 📍Q4
SHANNON: That’s a nice name.
LEON: Yeah – it sells vegetables and quite a lot of other stuff.
SHANNON: And where’s that?
LEON: Well, as you reach the market, you’ll see a big grey building on your left – I think it used to be a warehouse. Anyway, now it’s a restaurant upstairs, but the ground floor has two shops on either side of the entrance, and it’s the one on the left.
SHANNON: That’s easy enough.
LEON: You can’t miss it – there’s also a big sign on the pavement, so you can look for that. 📍Q5
SHANNON: Fine! I guess if I need anything else, I’ll have to go to the supermarket.
LEON: Yeah – you should be able to get everything you need, but there’s a minibus that goes to the supermarket if you need it. It’s purple, and the number is 289. 📍Q6
SHANNON: Thanks, that’s great.

LEON: So what do you need to get at the fish market? The salmon is always very good, and the shellfish.
SHANNON: I’m going to make a curry, I think, and I need about 12 prawns for that. 📍Q7
LEON: They’ll have plenty of those.
SHANNON: OK.
LEON: Have you ever tried samphire?
SHANNON: No – what’s that?
LEON: It’s a type of seaweed. I just ask for a handful, and you fry it in butter. It’s delicious!
SHANNON: Oh, I might try that. How do you spell it?
LEON: It’s S-A-M-P-H-I-R-E.
SHANNON: Great – it’s always good to try something different.
LEON: Yeah.
SHANNON: I’ll see what beans they have in the organic shop, and I think I’ll get something for dessert there.
LEON: How about a mango?
SHANNON: I’m not sure – they’re not always ripe. I’d prefer a melon – it’s bigger too. 📍Q8
LEON: Good idea. The owner also sells a lot of spices that you can put in a curry, and things like coconut. 📍Q9
SHANNON: Oh, that’s very helpful. I’ll have a look.
LEON: No problem.
SHANNON: I know bread doesn’t really go with curry, but I always like to have some just in case.
LEON: As I said – all the bread is homemade, and there’s lots of variety. I like the brown bread myself.
SHANNON: Mm, sounds good.
LEON: They sell other things there too.
SHANNON: Like cakes? I love chocolate cake.
LEON: Well – not that, but they have a whole range of tarts, and the best are the strawberry ones. 📍Q10
SHANNON: Perfect – hopefully, I won’t even have to go to the supermarket!

PART 2 Questions 11-20

📝 Question 11:
"Superheroes"
🔹 Correct Answer: C (is aimed at children with a disability)
📍 Location in Audio Script:
This is a chance for deaf children to share their reading experiences with author Madeleine Gordon, who is herself hearing impaired.
🔹 Analysis of the Answer:
The workshop is specifically for deaf children, meaning it is aimed at children with a disability.
⚠️ Potential Traps: None, this workshop is specifically designed for children with a disability.
⭐ Key Learning Point: Listen for specific audiences or participants that a workshop might target.

📝 Question 12:
"Just do it"
🔹 Correct Answer: D (involves a drama activity)
📍 Location in Audio Script:
He’ll take participants on a magical journey to faraway lands with an opportunity for aspiring actors to do some role play.
🔹 Analysis of the Answer:
The term "role play" indicates that the workshop involves a drama activity.
⚠️ Potential Traps: None, the term "role play" is directly linked with drama.
⭐ Key Learning Point: Look for activities within the workshop descriptions.

📝 Question 13:
"Count on me"
🔹 Correct Answer: F (is aimed at a specific age group)
📍 Location in Audio Script:
‘Count on me’ is an inspiring and entertaining look at the issues of friendship for 13–14-year-olds.
🔹 Analysis of the Answer:
The age group "13-14-year-olds" makes it clear that this workshop is intended for a specific age group.
⚠️ Potential Traps: None. The audio specifies a particular age group.
⭐ Key Learning Point: Pay attention to age restrictions or recommendations.

📝 Question 14:
"Speak up"
🔹 Correct Answer: G (explores an unhappy feeling)
📍 Location in Audio Script:
This is a creative writing workshop encouraging children to describe situations where young people experience loneliness.
🔹 Analysis of the Answer:
Loneliness is a state of unhappy feeling, making it the correct answer.
⚠️ Potential Traps: None, "loneliness" is a clear example of an unhappy feeling.
⭐ Key Learning Point: Listen for descriptions of the theme or topic of the workshop.

📝 Question 15:
"Jump for joy"
🔹 Correct Answer: B (will be led by a prize-winning author)
📍 Location in Audio Script:
It recently received the gold medal at the Waterford Awards. Nina will get children to celebrate the word ‘joy’ by writing a poem.
🔹 Analysis of the Answer:
The book received a gold medal, meaning the author is a prize-winning author.
⚠️ Potential Traps: None. It's clearly a workshop led by a prize-winning author.
⭐ Key Learning Point: Pay attention to information about the workshop leader or author.

📝 Question 16:
"Sticks and stones"
🔹 Correct Answer: H (raises awareness of a particular culture)
📍 Location in Audio Script:
...about a community who organise an African-Caribbean festival to help local children learn about their Jamaican roots.
🔹 Analysis of the Answer:
The workshop focuses on a Jamaican festival, meaning it raises awareness of a particular culture.
⚠️ Potential Traps: None, the audio clearly states that it's about Jamaican roots.
⭐ Key Learning Point: Note the cultural context or theme when a workshop is described.

📝 Questions 17 & 18:
"Which TWO reasons does the speaker give for recommending Alive and Kicking?"
🔹 Correct Answers: D (It is funny), E (It deals with an important topic)
📍 Location in Audio Script:
It deals with the serious issue of immigration... Usually, books like this are quite sad, but this one actually made me cry with laughter.
🔹 Analysis of the Answer:
The book is described as dealing with a "serious issue" (immigration) and as being funny.
⚠️ Potential Traps: Options A, B, and C are not mentioned.
⭐ Key Learning Point: Focus on reasons why a book is recommended, which will often describe either the topic or the writing style.

📝 Questions 19 & 20:
"Which TWO pieces of advice does the speaker give to parents about reading?"
🔹 Correct Answers: B (Allow children to listen to audiobooks), C (Get recommendations from librarians)
📍 Location in Audio Script:
If you don’t have time for this, then let them listen to audiobooks... Librarians should be able to help you with this.
🔹 Analysis of the Answer:
The speaker recommends using audiobooks and consulting librarians.
⚠️ Potential Traps: The other options are mentioned in the audio but not as direct advice to parents.
⭐ Key Learning Point: Distinguish between background information and specific advice.

PRESENTER: The children’s book festival is coming up again soon, and here to tell us all about it is the festival’s organiser, Jenny Morgan. So, tell us what we can expect this year, Jenny.

JENNY: Well, as usual, we’ve got five days of action-packed, exciting events for children, with writers coming from all over the country getting involved.

Just to give you an idea of what’s on offer in the workshops:

• First of all, there’s a very special event called Superheroes. This is a chance for deaf children to share their reading experiences with author Madeleine Gordon, who is herself hearing impaired. 📍Q11
• ‘Just do it’ is a practical workshop led by the well-known illustrator Mark Keane. He’ll take participants on a magical journey to faraway lands, with an opportunity for aspiring actors to do some role play. 📍Q12
• ‘Count on me’ is an inspiring and entertaining look at the issues of friendship for 13–14-year-olds. 📍Q13 It examines some of the friendships described in popular books and asks participants to compare these with their own experiences.
• ‘Speak up’ is part of a series of workshops on the subject of mental health. This is a creative writing workshop encouraging children to describe situations where young people experience loneliness. A recent survey revealed that children can feel lonely even when they’re at home with their families. 📍Q14
• ‘Jump for joy’ is the heart-warming, best-selling story by Nina Karan about a young girl’s trip to visit her relatives in India. It recently received the gold medal at the Waterford Awards. Nina will get children to celebrate the word ‘joy’ by writing a poem. 📍Q15
• ‘Sticks and stones’ is a beautifully illustrated picture book for young readers about a community that organises an African-Caribbean festival to help local children learn about their Jamaican roots. 📍Q16 This will be a musical event where children will have the chance to play steel drums. This is bound to be very popular, so please book as soon as possible.

PRESENTER: Thanks, Jenny. That all sounds really interesting. I’m just wondering if you have a favourite book you could recommend for our readers?

JENNY: It’s hard to choose, but Alive and Kicking is definitely worth mentioning. You won’t have heard of the writer as it’s her first book – which is really impressive.

• It’s the teenage diary of a boy from Somalia who comes to live in the UK. It deals with the serious issue of immigration 📍Q17/18 and all the challenges the boy has to face at school, with the language barrier, etc.
• Usually, books like this are quite sad, but this one actually made me cry with laughter. 📍Q17/18
• On each page, there are simple but hilarious black-and-white stick drawings of the boy with his friends and teachers.
• At the end of each diary entry, there are new English words the boy learns each day, which may help develop some children’s vocabulary.

PRESENTER: I think my kids would enjoy that! What about any advice for parents on how to encourage their children to read more?

JENNY: Well, this is something I get asked about a lot. There are so many distractions for kids these days that it can be hard to find time for reading. Here are a few tips:

• Make time to sit down with your child and share books with them.
• A lot of parents stop reading aloud to their children as soon as they learn to read independently, but this is a mistake. Reading more advanced books to them helps develop their vocabulary.
• If you don’t have time for this, let them listen to audiobooks. Often, they’ll want to read the books they’ve listened to for themselves.
• Keep track of the types of books your child is reading – often, they stick to the same genre, which can get boring.
• Introduce new authors and genres to them. Librarians can help with this. 📍Q19/20

PRESENTER: Well, Jenny, I think that’s really useful…

PART 3 Questions 21-30

📝 Question 21:
"How does Clare feel about the students in her Year 12 science class?"
🔹 Correct Answer: C (frustrated at their lack of interest in the subject)
📍 Location in Audio Script:
"It’s just that they don’t seem to think that science has anything to do with their lives. It’s depressing. There’s no real engagement."
🔹 Analysis of the Answer:
Clare expresses frustration, not worry or concerns about behavior, due to the students' lack of interest and engagement.
⚠️ Potential Traps: Although Clare mentions that the class listens, the main issue is their lack of engagement.
⭐ Key Learning Point: Pay attention to the speaker's feelings related to a situation.

📝 Question 22:
"How does Jake react to Clare's suggestion about an experiment based on children's diet?"
🔹 Correct Answer: B (He feels some of the data might be difficult to obtain)
📍 Location in Audio Script:
"You’d also need to have access to the children’s medical records and I don’t think people would be happy about that; confidentiality would be an issue. If you could get the right data, the conclusions might be significant, but I suspect it’s just not going to be easy."
🔹 Analysis of the Answer:
Jake raises concerns about the difficulty of accessing medical records and confidentiality issues, implying that the data is hard to obtain.
⚠️ Potential Traps: The issue is about data access, not about the meaningfulness or potentially upsetting conclusions.
⭐ Key Learning Point: Look for problems or obstacles a speaker identifies with a proposed plan.

📝 Question 23:
"What problem do they agree may be involved in an experiment involving animals?"
🔹 Correct Answer: A (Any results may not apply to humans)
📍 Location in Audio Script:
"But if we found out that, say, a particular diet affects the health of animals, the same thing wouldn’t necessarily be true for people, would it?"
🔹 Analysis of the Answer:
Clare and Jake agree that animal results may not be applicable to humans, limiting the conclusions that can be drawn.
⚠️ Potential Traps: The other options are mentioned but are not agreed upon as the main issue.
⭐ Key Learning Point: Identify the central problem of a suggested experiment.

📝 Question 24:
"What question do they decide the experiment should address?"
🔹 Correct Answer: A (Are mice capable of controlling their food intake?)
📍 Location in Audio Script:
"In fact, maybe the focus could be on whether mice can control their own diet."
🔹 Analysis of the Answer:
They decide to focus the experiment on whether mice can control their diet.
⚠️ Potential Traps: The other options are mentioned but are not what they agree on.
⭐ Key Learning Point: Understand the specific research focus of an experiment.

📝 Question 25:
"Clare might also consider doing another experiment involving..."
🔹 Correct Answer: C (varying amounts of exercise)
📍 Location in Audio Script:
"Like, you could give some of the mice the chance to be more active, running on a wheel or something, and the others just sit around and don’t do much."
🔹 Analysis of the Answer:
Jake suggests that they could give some mice the chance to be more active, meaning an experiment with varying amounts of exercise.
⚠️ Potential Traps: Other options are mentioned, but this is what is suggested as a follow-up experiment.
⭐ Key Learning Point: Pay attention to follow-up ideas or suggestions for further research.

📝 Question 26:
"Choose mice which are all the same 26 ...."
🔹 Correct Answer: C (age)
📍 Location in Audio Script:
"And all young ones, not a mixture of old and young."
🔹 Analysis of the Answer:
The audio clearly states that the mice should all be young, which means they should be the same age.
⚠️ Potential Traps: None, as "young ones" directly refers to age.
⭐ Key Learning Point: Understand the factors to control in an experiment, starting with the type of mice used.

📝 Question 27:
"Divide the mice into two groups, each with a different 27 ...."
🔹 Correct Answer: H (colour)
📍 Location in Audio Script:
"You could use food colouring, that wouldn’t hurt them."
🔹 Analysis of the Answer:
Food coloring would be used to make each group a different color for identification.
⚠️ Potential Traps: None. The answer is clearly supported by the use of food coloring.
⭐ Key Learning Point: Recognize the methods used to separate experimental groups.

📝 Question 28:
"Feed group B the same, but also sugar contained in 28 ...."
🔹 Correct Answer: E (cereal)
📍 Location in Audio Script:
"I might be better to give them something like cereal with it."
🔹 Analysis of the Answer:
The sugar supplement will be given in the form of "cereal."
⚠️ Potential Traps: None. The audio states that they should use cereal.
⭐ Key Learning Point: Note the methods of administering supplements or variables.

📝 Question 29:
"Place them in a weighing chamber to prevent 29 ...."
🔹 Correct Answer: B (escape)
📍 Location in Audio Script:
"So you need something called a weighing chamber to stop the mice from running away."
🔹 Analysis of the Answer:
The weighing chamber is used to prevent the mice from escaping.
⚠️ Potential Traps: None, the word "escape" is directly stated.
⭐ Key Learning Point: Understand the purpose of specific equipment used in experiments.

📝 Question 30:
"Do all necessary 30 ...."
🔹 Correct Answer: F (calculations)
📍 Location in Audio Script:
"So once we’ve measured the weight gain of each mouse we can work out the average for each group, as well as the standard deviation."
🔹 Analysis of the Answer:
The step involving measuring weight and working out the average and standard deviation refers to calculations.
⚠️ Potential Traps: None. The measurements, averages, and deviations clearly indicate calculations.
⭐ Key Learning Point: Listen for the steps in data analysis.

CLARE: Hi Jake. How are you getting on with the practical teaching?
JAKE: It’s harder than I expected, but I’ve got some great classes. How about you?
CLARE: Not brilliant. I’m really struggling with my Year 12 science class.
JAKE: Are they hard to control?
CLARE: Well, I don’t have discipline problems as such. It’s just that they don’t seem to think that science has anything to do with their lives. It’s depressing. They listen to what I say, and I gave them a test last week—the results weren’t too bad, but there’s no real engagement. 📍Q21
JAKE: Right.
CLARE: And as part of my teaching practice, I have to design an experiment for them to do. I was wondering about something on children’s diets… you know, asking them to record what they eat and maybe linking it to their state of health.
JAKE: Mmm. Let’s think. So your methodology would involve the children recording what they eat. OK, but you’d also need to have access to the children’s medical records, and I don’t think people would be happy about that; confidentiality would be an issue. If you could get the right data, the conclusions might be significant, but I suspect it’s just not going to be easy. 📍Q22
CLARE: Right.
JAKE: Have you thought about doing an experiment using animals?
CLARE: Wouldn’t that be upsetting for the children?
JAKE: Well, the animals don’t have to be harmed in any way. It could just be an experiment where they’re given a certain diet, and the effects are observed.
CLARE: Would I have to get permission to use animals?
JAKE: Yes, you’d have to submit an outline of the experiment and fill in a form, but it’s quite straightforward.
CLARE: But if we found out that, say, a particular diet affects the health of animals, the same thing wouldn’t necessarily be true for people, would it? 📍Q23
JAKE: No, that’s true, but the findings for any experiment are going to be limited. It’s inevitable.
CLARE: I suppose so. So what animals could I use to investigate the effects of diet? Mice?
JAKE: Yes. You’d need experimental mice—ones that have been specially bred for experiments. OK, so what will your experiment be investigating exactly?
CLARE: Well, something to do with nutrition. So maybe we could look at food supplements… things like extra iron and extra protein, and their impact on health.
JAKE: Mmm. That might be rather broad. Maybe just look at the effects of one supplement, like sugar, on the health of the mice?
CLARE: In fact, maybe the focus could be on whether mice can control their own diet. 📍Q24
JAKE: So, what happens when they have access to more sugar that they don’t really need?
CLARE: Exactly. Do they eat it or do they decide to leave it?
JAKE: Great. Then later on, you could do a follow-up experiment adding another variable. Like, you could give some of the mice the chance to be more active, running on a wheel or something, while the others just sit around and don’t do much. 📍Q25
CLARE: Or I could repeat the experiment but change the type of food I provided… or use mice with a different genetic structure. But I think your idea would be more interesting. I might think about that some more.

CLARE: So, can I talk through a possible procedure for the experiment where mice are given a sugar supplement?
JAKE: Sure. I did a similar experiment in college, actually.
CLARE: Great. So how many mice would I need?
JAKE: I’d say about 12. And all young ones, not a mixture of old and young. 📍Q26
CLARE: OK. And I’d need two groups of equal sizes, so six in each group. And how would I tell them apart? I suppose I could put some sort of tag on one group… or just mark them in some way?
JAKE: You could use food colouring—that wouldn’t hurt them. 📍Q27
CLARE: Perfect. Then each group would go into a separate cage, and one group—let’s call them Group A—would be the control group. So they’d just have ordinary mouse food. I suppose you can buy that?
JAKE: Yes, it comes in dry pellets.
CLARE: And the other group would have the same as the first group, but they’d also have the extra sugar.
JAKE: Would you just give them straight sugar?
CLARE: It might be better to give them something like cereal with it. 📍Q28
JAKE: Hmm. Then you’d need to weigh the mice—I should think once a week. And you’d need an electronic balance.
CLARE: But we can’t hold them on the balance, or it’d affect the reading.
JAKE: Exactly. So you need something called a weighing chamber to stop the mice from running away. It sounds complicated, but actually, you can just use a plastic box with holes in the top. 📍Q29
CLARE: OK. So once we’ve measured the weight gain of each mouse, we can work out the average for each group, as well as the standard deviation. And then see where we go from there. That sounds cool—I think the students will enjoy it. 📍Q30
JAKE: Yes. One thing…

PART 4 Questions 31-40

📝 Question 31:
"Where microplastics come from - fibres from some 31 ...."
🔹 Correct Answer: clothing
📍 Location in Audio Script:
"Threads and microfibres detach from synthetic clothing every time they’re put in a washing machine..."
🔹 Analysis of the Answer:
The audio clearly states that microfibers detach from clothing during washing.
⚠️ Potential Traps: None, the word "clothing" is directly stated.
⭐ Key Learning Point: Listen for the source of microplastics from daily activities.

📝 Question 32:
"Effects of microplastics - They cause injuries to the 32 .... of wildlife and affect their digestive systems."
🔹 Correct Answer: mouths
📍 Location in Audio Script:
"There is evidence that microplastics harm small creatures in a variety of ways, such as by damaging their mouths..."
🔹 Analysis of the Answer:
Microplastics can harm small creatures by damaging their mouths.
⚠️ Potential Traps: None. The audio specifically mentions that microplastics damage mouths.
⭐ Key Learning Point: Identify how microplastics cause injury.

📝 Question 33:
"They enter the food chain, e.g., in bottled and tap water, 33 .... and seafood."
🔹 Correct Answer: salt
📍 Location in Audio Script:
"What’s more, salt and many kinds of seafood have also been found to contain microplastics."
🔹 Analysis of the Answer:
The audio specifies salt as one of the items that contain microplastics, which enter the food chain.
⚠️ Potential Traps: None. The answer is directly stated in the audio.
⭐ Key Learning Point: Be aware of the range of products that may contain microplastics.

📝 Question 34:
"They may not affect human health, but they are already banned in skin cleaning products and 34 .... in some countries."
🔹 Correct Answer: toothpaste
📍 Location in Audio Script:
"In many countries, including here in the UK, there is legislation which prevents manufacturers from adding plastic microbeads to shower gels, facial cleansers and toothpaste."
🔹 Analysis of the Answer:
The audio states that microplastics are banned in toothpaste in some countries.
⚠️ Potential Traps: Other skin cleaning products are mentioned, but the question requires another specific banned product.
⭐ Key Learning Point: Pay attention to which products contain banned materials.

📝 Question 35:
"Microplastics enter the soil through the air, rain and 35 ...."
🔹 Correct Answer: fertilisers / fertilizers
📍 Location in Audio Script:
"What’s more, many of the fertilisers used by both farmers and gardeners contain microplastics."
🔹 Analysis of the Answer:
Microplastics are in fertilizers, meaning they enter the soil through their use.
⚠️ Potential Traps: None, the answer is clearly stated.
⭐ Key Learning Point: Identify ways microplastics enter the soil.

📝 Question 36:
"Earthworms are important because they add 36 .... to the soil."
🔹 Correct Answer: nutrients
📍 Location in Audio Script:
"By feeding on soil, they mix nutrients into it, thereby making it more fertile."
🔹 Analysis of the Answer:
Earthworms mix nutrients into the soil, which improves fertility.
⚠️ Potential Traps: None. The answer is given directly in the audio script.
⭐ Key Learning Point: Understand the function of earthworms in the soil.

📝 Question 37:
"The study aimed to find whether microplastics in earthworms affect the 37 .... of plants."
🔹 Correct Answer: growth
📍 Location in Audio Script:
"The researchers set out to discover whether the introduction of microplastics into the soil – and the subsequent ingestion of these by earthworms – would impact soil quality and ultimately inhibit plant growth."
🔹 Analysis of the Answer:
The study's goal is to determine if microplastics affect plant growth.
⚠️ Potential Traps: None, the answer is directly stated.
⭐ Key Learning Point: Identify the focus of a research study.

📝 Question 38:
"The study found that microplastics caused: 38 .... loss in earthworms."
🔹 Correct Answer: weight
📍 Location in Audio Script:
"The result was that the worms lost weight rapidly."
🔹 Analysis of the Answer:
The study found that earthworms experienced rapid weight loss.
⚠️ Potential Traps: None, the answer is directly stated.
⭐ Key Learning Point: Recognize the specific impacts of microplastics on earthworms.

📝 Question 39:
"The study found that microplastics caused: a rise in the level of 39 .... in the soil."
🔹 Correct Answer: acid
📍 Location in Audio Script:
"The team also discovered that there was an increase in the amount of acid found in the soil..."
🔹 Analysis of the Answer:
The study found an increase in the amount of acid in the soil.
⚠️ Potential Traps: None. The audio directly states the word "acid."
⭐ Key Learning Point: Understand how microplastics change soil composition.

📝 Question 40:
"The study concluded: changes to soil damage both ecosystems and 40 ...."
🔹 Correct Answer: society
📍 Location in Audio Script:
"That is, when soil becomes impoverished by the presence of microplastics, not only ecosystems but also the whole of society are negatively impacted."
🔹 Analysis of the Answer:
The study concludes that changes to soil damage both ecosystems and society.
⚠️ Potential Traps: None. The answer is directly stated.
⭐ Key Learning Point: Identify the wider implications of microplastic pollution.

In today’s lecture, I’m going to be talking about microplastics.

Microplastics are tiny pieces of plastic smaller than five millimetres in size. Recently, there has been greater awareness of the large quantities of plastic waste—both big and small—in the environment. The amount of plastic waste in the oceans has received widespread attention, but far less is known about the effects of microplastics in freshwater and particularly in soil.

Microplastics can enter the environment via a number of different sources:

• Threads and microfibres detach from synthetic clothing 📍Q31 every time they’re put in a washing machine, and these find their way into the water system.
• Other sources include big pieces of plastic waste that are already in the environment, which break down into microscopic particles over time.
• On a larger scale, factory waste is another route, as are tyres, which wear down as cars, lorries, and so on travel along road surfaces.

We already understand some of the impacts of microplastics from studies involving fish and other animals. There is evidence that microplastics harm small creatures in a variety of ways, such as:

• Damaging their mouths 📍Q32
• Impairing their ability to feed (for example, when microplastics get lodged in their digestive system.)

Surprisingly, perhaps, it is likely that humans consume microplastics, as these have been detected in a wide range of food and drink products, including bottled water, as well as in water that comes direct from the tap. What’s more, salt and many kinds of seafood have also been found to contain microplastics. 📍 Q33

However, it’s important to underline that there is not yet conclusive proof that microplastics cause significant harm to people. In many countries, including here in the UK, there is legislation that prevents manufacturers from adding plastic microbeads to shower gels, facial cleansers, and toothpaste. 📍Q34

It is very difficult to accurately estimate the total amount of microplastic particles in soil as they can be hard to detect. However, we do know that they are carried in the air and deposited in the soil by rain. What’s more, many of the fertilisers used by both farmers and gardeners contain microplastics. 📍Q35

A team from Anglia Ruskin University in Cambridge has carried out a study on the effects of microplastics on the digestive tracts of earthworms. These worms, which live in topsoil, are an essential component of our agricultural system. By feeding on soil, they mix nutrients into it, thereby making it more fertile. 📍Q36

The researchers set out to discover whether the introduction of microplastics into the soil—and the subsequent ingestion of these by earthworms—would impact soil quality and ultimately inhibit plant growth. 📍Q37 The short answer was: yes, it did.

After placing three different types of microplastic particles into the soil, they planted perennial rye grass. The particles of microplastic—including biodegradable PLA and conventional high-density polyethylene (HDPE)—were then ingested by the earthworms. The result was that the worms lost weight rapidly. 📍Q38

What’s more:

• A lower percentage than normal of the rye grass seeds germinated.
• The researchers concluded that this was a direct result of the earthworms being unable to fulfil their normal role in making soil more fertile.
• The team also discovered that there was an increase in the amount of acid found in the soil, 📍Q39 which was attributed mainly to the microplastic particles from conventional HDPE plastic.

The conclusions of the study make for very interesting reading—I’ve included the reference in the notes I’ll give you at the end of this session.

To summarise, the authors proposed the idea that we need to regard soil as we would regard any other process in nature. This means we should accept the implications of soil being dependent on decaying and dead matter constantly being passed through the bodies of earthworms. That is, when soil becomes impoverished by the presence of microplastics, not only ecosystems but also the whole of society are negatively impacted. 📍Q40