تحلیل لیسنینگ آیلتس آکادمیک و جنرال کمبریج 18 - تست 2: بررسی سوالات، نکات کلیدی و استراتژی‌های پاسخ‌دهی

مقدمه

بخش لیسنینگ، اولین و یکی از مهم‌ترین چالش‌ها در آزمون آیلتس است که نیازمند تمرکز بالا و درک شنیداری دقیق می‌باشد. در این مقاله، به تحلیل جامع تست ۲ لیسنینگ از کتاب آیلتس کمبریج ۱۸ (Cambridge IELTS 18) می‌پردازیم. هدف ما شکستن ساختار سوالات، شناسایی تله‌های رایج و ارائه استراتژی‌های کاربردی برای کمک به شما در مدیریت زمان و افزایش دقت پاسخ‌دهی است. این تست شامل چهار بخش با موضوعات و فرمت‌های متنوع سوال است. داوطلبان باید با انواع سوالات مانند Multiple Choice، Form Completion، Matching و Map Labelling آشنا باشند. با ما همراه باشید تا با بررسی جزء به جزء این تست، با اطمینان بیشتری به سراغ آزمون اصلی بروید. <br> برای دیدن بقیه‌ی تحلیل‌ها به لینک زیر بروید:

برای دیدن بقیه‌ی تحلیل‌ها به لینک زیر بروید:

PART 1 Questions 1-10 + Audio Script

📝 Question 1: Complete the notes below. Write ONE WORD ONLY for each answer. "Working at Milo’s Restaurants. Benefits ● 1 ..... provided for all staff."

🔹 Correct Answer: training

📍 Location in Audio Script: "For example, all employees get training – even temporary staff."

🔹 Analysis of the Answer: The audio clearly states that "all employees get training." The word "training" directly fits the blank in the notes.

⚠️ Potential Traps: This is a straightforward question with no significant traps. The information is given directly.

⭐ Key Learning Point: Often, the answer is explicitly stated. Listen for keywords from the question to help you locate the information.

📝 Question 2: Complete the notes below. Write ONE WORD ONLY for each answer. "Working at Milo’s Restaurants. Benefits ● 2 ..... during weekdays at all Milo’s Restaurants."

🔹 Correct Answer: discount

📍 Location in Audio Script: "But another benefit of working for a big company like this is that you can get a discount at any of their restaurants." (Later clarified: "No, but you’ll be working then anyway" refers to not having the discount on weekends).

🔹 Analysis of the Answer: The speaker mentions "get a discount" as a benefit. The question specifies "weekdays," and the audio later confirms the discount isn't available on weekends, aligning with this condition.

⚠️ Potential Traps: The clarification about the discount not being available on weekends might briefly cause confusion, but it reinforces that the standard discount applies on weekdays when staff are likely working.

⭐ Key Learning Point: Listen for all parts of the information, including clarifications or conditions, as they often help confirm or refine the answer.

📝 Question 3: Complete the notes below. Write ONE WORD ONLY for each answer. "Working at Milo’s Restaurants. Benefits ● 3 ..... provided after midnight."

🔹 Correct Answer: taxi

📍 Location in Audio Script: "But if you have to do a late shift and finish work after midnight, the company will pay for you to get a taxi home."

🔹 Analysis of the Answer: The audio explicitly states the company will pay for a "taxi" if staff finish after midnight.

⚠️ Potential Traps: The man mentions he might use his bike, but this is his personal preference and not what the company provides as a benefit.

⭐ Key Learning Point: Focus on what is offered by the subject of the notes (in this case, the company's benefits), not on individual preferences or alternative solutions mentioned by the speakers.

📝 Question 4: Complete the notes below. Write ONE WORD ONLY for each answer. "Person specification ● must care about maintaining a high standard of 4 ....."

🔹 Correct Answer: service

📍 Location in Audio Script: "We had to make sure we gave a really high level of service." and "That’s good to hear because that will be equally important at Milo’s."

🔹 Analysis of the Answer: The man describes needing to provide a "high level of service" in a previous job, and the woman confirms this is also essential at Milo's.

⚠️ Potential Traps: The word "detail" is mentioned shortly after "service," but it relates to a different aspect and doesn't fit the context of "high standard of..." in the same way.

⭐ Key Learning Point: When one speaker mentions a quality and another confirms its importance for the role in question, it’s a strong indicator of the correct answer.

📝 Question 5: Complete the notes below. Write ONE WORD ONLY for each answer. "Person specification ● must have a qualification in 5 ....."

🔹 Correct Answer: English

📍 Location in Audio Script: "So the only other thing that’s required is good communication skills, so you’ll need to have a certificate in English."

🔹 Analysis of the Answer: The speaker clearly states that a "certificate in English" is a requirement, linking it to good communication skills.

⚠️ Potential Traps: This requirement is mentioned at the end of a list of desirable attributes. Don't switch off too early!

⭐ Key Learning Point: Requirements can be listed out. Stay focused until the speaker signals they have finished listing them.

📝 Question 6: Complete the table below. Write ONE WORD AND/OR A NUMBER for each answer. "Location: 6 ..... Street. Job title: Breakfast supervisor."

🔹 Correct Answer: Wivenhoe

📍 Location in Audio Script: "The first one is in Wivenhoe Street... Wivenhoe. W-l-V-E-N-H-O-E."

🔹 Analysis of the Answer: The street name "Wivenhoe" is stated clearly, and the speaker even spells it out, which is a big clue.

⚠️ Potential Traps: No significant trap here as the spelling is provided, making it easier to catch unusual names.

⭐ Key Learning Point: If a word is spelled out, it’s almost certainly an answer you need to write down. Be ready to jot down letters.

📝 Question 7: Complete the table below. Write ONE WORD AND/OR A NUMBER for each answer. "Responsibilities include: ...Making sure 7 ..... is clean."

🔹 Correct Answer: equipment

📍 Location in Audio Script: "...and then things like checking all the procedures for cleaning the equipment are being followed."

🔹 Analysis of the Answer: The responsibility mentioned is "checking all the procedures for cleaning the equipment." The table asks what needs to be clean, which is the "equipment."

⚠️ Potential Traps: The word "procedures" appears just before "equipment" but refers to the methods of cleaning, not the item to be cleaned.

⭐ Key Learning Point: Understand the slight rephrasing between the audio and the question. "Cleaning the equipment" becomes "equipment is clean."

📝 Question 8: Complete the table below. Write ONE WORD AND/OR A NUMBER for each answer. "Pay and conditions: Starting salary 8 ..... £ per hour."

🔹 Correct Answer: 9.75 📍 Location in Audio Script: "Well, to begin with, you’d be getting £9.75 but that goes up to £11.25 after three months."

🔹 Analysis of the Answer: The speaker clearly states the starting salary is "£9.75."

⚠️ Potential Traps: Two figures are mentioned: the starting salary (£9.75) and the salary after three months (£11.25). The question specifically asks for the "starting salary."

⭐ Key Learning Point: For numbers, especially salaries or rates, listen for qualifying phrases like "to begin with," "initially," or "starting" to ensure you pick the correct figure.

📝 Question 9: Complete the table below. Write ONE WORD AND/OR A NUMBER for each answer. "Location: City Road. Job title: Junior chef. Responsibilities include: ...Maintaining stock and organising 9 ....."

🔹 Correct Answer: deliveries

📍 Location in Audio Script: "And you’d be responsible for making sure there’s enough stock each week – and sorting out all the deliveries."

🔹 Analysis of the Answer: The audio lists responsibilities, including "sorting out all the deliveries," which matches the table entry.

⚠️ Potential Traps: The phrase "making sure there's enough stock" comes first, but the blank in the table follows "organising," directly linking to "deliveries."

⭐ Key Learning Point: When responsibilities are listed, match the action word in the table (e.g., "organising") with the corresponding item in the audio.

📝 Question 10: Complete the table below. Write ONE WORD AND/OR A NUMBER for each answer. "Pay and conditions: ...No work on a 10 ..... once a month."

🔹 Correct Answer: Sunday

📍 Location in Audio Script: "There’s a lot of evening and weekend work, but they’re closed on Mondays. But you do get one Sunday off every four weeks."

🔹 Analysis of the Answer: The speaker states, "you do get one Sunday off every four weeks," which directly answers the question.

⚠️ Potential Traps: The mention of the restaurant being "closed on Mondays" is a distractor, as the question asks about a specific day off once a month for the employee.

⭐ Key Learning Point: Listen for contrasting words like "but." Here, "closed on Mondays. But you do get one Sunday off..." signals the specific information required.

Part 1: Audio Script

WOMAN: So, I understand you’re interested in restaurant work?

MAN: Yes. I’ve got a bit of experience and I can provide references.

WOMAN: That’s good. I can check all that later. Now, Milo’s Restaurants have some vacancies at the moment. They’re a really good company to work for. Lots of benefits.

MAN: Oh right.

WOMAN: Yes. They’ve got a very good reputation for looking after staff. 📍Q1 For example, all employees get training – even temporary staff.

MAN: Oh really? That’s quite unusual, isn’t it?

WOMAN: Certainly is.

MAN: And do staff get free uniforms too?

WOMAN: Um … you just need to wear a white T-shirt and black trousers, it says here. So I guess not … 📍Q2 But another benefit of working for a big company like this is that you can get a discount at any of their restaurants.

MAN: Even at weekends?

WOMAN: No, but you’ll be working then anyway.

MAN: Oh yes. I suppose so. Most of their restaurants are in the city centre, aren’t they? So, easy to get to by bus?

WOMAN: Yes. That’s right. 📍Q3 But if you have to do a late shift and finish work after midnight, the company will pay for you to get a taxi home.

MAN: I probably won’t need one. I think I’d use my bike.

WOMAN: OK. Now, they do have some quite specific requirements for the kind of person they’re looking for. Milo’s is a young, dynamic company and they’re really keen on creating a strong team. It’s really important that you can fit in and get on well with everyone.

MAN: Yeah. I’ve got no problem with that. It sounds good, actually. 📍Q4 The last place I worked for was quite demanding too. We had to make sure we gave a really high level of service.

WOMAN: That’s good to hear because that will be equally important at Milo’s. I know they want people who have an eye for detail.

MAN: That’s fine. I’m very used to working in that kind of environment.

WOMAN: Perfect. 📍Q5 So the only other thing that’s required is good communication skills, so you’ll need to have a certificate in English.

MAN: Sure.

WOMAN: OK. Let’s have a look at the current job vacancies at Milo’s. 📍Q6 The first one is in Wivenhoe Street.

MAN: Sorry, where?

WOMAN: Wivenhoe. W-l-V-E-N-H-O-E. It’s quite central, just off Cork Street.

MAN: Oh right.

WOMAN: They’re looking for a breakfast supervisor.

MAN: That would be OK.

WOMAN: So you’re probably familiar with the kind of responsibilities involved. 📍Q7 Obviously checking that all the portions are correct, etc., and then things like checking all the procedures for cleaning the equipment are being followed.

MAN: OK. And what about the salary? In my last job I was getting £9.50 per hour. I was hoping to get a bit more than that.

WOMAN: 📍Q8 Well, to begin with, you’d be getting £9.75 but that goes up to £11.25 after three months.

MAN: That’s not too bad. And I suppose it’s a very early start?

WOMAN: Mmm. That’s the only unattractive thing about this job. But then you have the afternoons and evenings free. So the restaurant starts serving breakfast from 7 a.m. And you’d have to be there at 5.30 to set everything up. But you’d be finished at 12.30.

MAN: Mmm. Well, as you say, there are advantages to that.

WOMAN: Now, you might also be interested in the job at the City Road branch. That’s for a junior chef, so again a position of responsibility.

MAN: I might prefer that, actually.

WOMAN: Right, well obviously this role would involve supporting the sous chef and other senior staff. 📍Q9 And you’d be responsible for making sure there’s enough stock each week – and sorting out all the deliveries.

MAN: I’ve never done that before, but I imagine it’s fairly straightforward, once you get the hang of it.

WOMAN: Yes, and you’d be working alongside more experienced staff to begin with, so I’m sure it wouldn’t be a problem. The salary’s slightly higher here. It’s an annual salary of £23,000.

MAN: Right.

WOMAN: I know that if they like you, it’s likely you’ll be promoted quite quickly. So that’s worth thinking about.

MAN: Yes. It does sound interesting. What are the hours like?

WOMAN: The usual, I think. There’s a lot of evening and weekend work, but they’re closed on Mondays. 📍Q10 But you do get one Sunday off every four weeks. So would you like me to send off your …

PART 2 Questions 11-20 + Audio Script

📝 Questions 11 & 12: Choose TWO letters, A-E. "What are the TWO main reasons why this site has been chosen for the housing development?"

🔹 Correct Answers: B, E

📍 Location in Audio Script: (For E) "But because of the new industrial centre in Nunston, there’s a lot of demand for housing for employees in the region..." (For B) "We were more interested in the fact that there’s an excellent hospital just 15 kilometres away, and a large secondary school even closer than that."

🔹 Analysis of the Answer: The speaker explicitly states the "demand for housing for employees" (linking to E: convenient for workers) and highlights the proximity to "an excellent hospital" and "a large secondary school" (linking to B: easy access to local facilities) as positive factors.

⚠️ Potential Traps: An airport is mentioned, but the speaker says it was "not one of our major criteria," ruling it out as a main reason. A "steep slope" is mentioned as a drawback, not a reason for choosing the site.

⭐ Key Learning Point: For "main reasons" questions, listen for emphasis or explicit statements of importance. Also, note when the speaker downplays or negates other factors.

📝 Questions 13 & 14: Choose TWO letters, A-E. "Which TWO aspects of the planned housing development have people given positive feedback about?"

🔹 Correct Answers: B, C

📍 Location in Audio Script: (For B) "...the majority of people saying it generally made a good impression and blended in well with the natural features of the landscape..." (For C) "...the design and facilities of the development make it seem a place where people of all ages can live together happily."

🔹 Analysis of the Answer: "Blended in well with the natural features" relates to B (impact on the environment). The idea of "a place where people of all ages can live together happily" due to design and facilities supports C (encouragement of good relations between residents). The audio also mentions people liked the "wide variety of accommodation types and prices."

⚠️ Potential Traps: The desire for "more facilities for cyclists" is a suggestion for improvement, not positive feedback on an existing aspect. "Rural location" (E) is mentioned as being a short drive away, not a feature of the development itself that received feedback.

⭐ Key Learning Point: Positive feedback is about what people liked. Differentiate this from suggestions for future additions or general site characteristics.

📝 Question 15: Label the map below. Write the correct letter, A-I, next to Questions 15-20. "School"

🔹 Correct Answer: G 📍 Location in Audio Script: "The school will be on that road, at the corner of the second turning to the left."

🔹 Analysis of the Answer: Following the description: find "that road" (likely the main road shown or previously mentioned), then locate the "second turning to the left," and the school is at the "corner." This matches G.

⚠️ Potential Traps: Miscounting the turnings (e.g., first instead of second) or misinterpreting "corner."

⭐ Key Learning Point: For map questions, trace the directions carefully with your finger or pen on the map as you listen. "Second turning" means you pass the first.

📝 Question 16: Label the map below. Write the correct letter, A-I, next to Questions 15-20. "Sports Centre"

🔹 Correct Answer: C

📍 Location in Audio Script: "This will be on the western side of the development, just below the road that branches off from London Road."

🔹 Analysis of the Answer: Identify London Road. Find the road that "branches off" from it. The Sports Centre is "below" this branch road and on the "western side" of the whole development. This fits location C.

⚠️ Potential Traps: Misorienting yourself (confusing west with east) or misunderstanding "below" in relation to the branch road.

⭐ Key Learning Point: Orient yourself on the map first (North, South, East, West if indicated, or use landmarks). Key roads are crucial reference points.

📝 Question 17: Label the map below. Write the correct letter, A-I, next to Questions 15-20. "Clinic"

🔹 Correct Answer: D

📍 Location in Audio Script: "Can you see the lake towards the top of the map? The clinic will be just below this, to the right of a street of houses."

🔹 Analysis of the Answer: Locate the lake. The clinic is "just below" it. Then, find a "street of houses" near that spot; the clinic is to the "right" of this street. This corresponds to D.

⚠️ Potential Traps: If there are multiple streets of houses, ensure you're referencing the correct one relative to the lake. "Just below" is a key spatial term.

⭐ Key Learning Point: Use prominent natural features (like a lake) as primary anchors, then use relative positions ("below," "to the right of") for finer placement.

📝 Question 18: Label the map below. Write the correct letter, A-I, next to Questions 15-20. "Community Centre"

🔹 Correct Answer: B

📍 Location in Audio Script: "On the northeast side of the development, there’ll be a row of specially designed houses specifically for residents over 65, and the community centre will be adjoining this."

🔹 Analysis of the Answer: Find the "northeast side" of the development. Locate the "row of specially designed houses." The community centre is "adjoining" (next to) this. This description fits B.

⚠️ Potential Traps: Incorrectly identifying the "northeast side." Understanding "adjoining" as immediately next to.

⭐ Key Learning Point: Compass directions (northeast, southwest, etc.) are critical. "Adjoining" means they share a boundary.

📝 Question 19: Label the map below. Write the correct letter, A-I, next to Questions 15-20. "Supermarket"

🔹 Correct Answer: H 📍 Location in Audio Script: "There’ll be a supermarket between the two entrances to the development...just to the south of these [three large trees near London Road]." 🔹 Analysis of the Answer: Identify the "two entrances." The supermarket is "between" them. As a further clue, it's "just to the south" of the three large trees near London Road. This matches H. ⚠️ Potential Traps: Misidentifying the entrances or the trees. Ensuring it fits both relational descriptions ("between entrances" AND "south of trees").

⭐ Key Learning Point: When multiple landmarks are given, use all of them to confirm the location. "Between" is a very specific spatial instruction.

📝 Question 20: Label the map below. Write the correct letter, A-I, next to Questions 15-20. "Playground"

🔹 Correct Answer: A

📍 Location in Audio Script: "If you look at the road that goes up from the South Entrance, you’ll see it curves round to the left at the top, and the playground will be in that curve."

🔹 Analysis of the Answer: Find the "South Entrance." Follow the road going "up" from it. Note where it "curves round to the left at the top." The playground is "in that curve." This accurately describes A.

⚠️ Potential Traps: Confusing the South Entrance with another, or misinterpreting the direction of the curve.

⭐ Key Learning Point: Tracing paths (roads) and identifying specific features of those paths (curves) is essential. "In that curve" means within the bend.

Part 2: Audio Script

Hello everyone. It’s good to see that so many members of the public have shown up for our presentation on the new housing development planned on the outskirts of Nunston. I’m Mark Reynolds and I’m Communications Manager at the development.

I’ll start by giving you a brief overview of our plans for the development. So one thing I’m sure you’ll want to know is why we’ve selected this particular site for a housing development. At present it’s being used for farming, like much of the land around Nunston. 📍Q11/12 But because of the new industrial centre in Nunston, there’s a lot of demand for housing for employees in the region, as many employees are having to commute long distances at present. Of course, there’s also the fact that we have an international airport just 20 minutes’ drive away, but although that’s certainly convenient, it wasn’t one of our major criteria for choosing the site. 📍Q11/12 We were more interested in the fact that there’s an excellent hospital just 15 kilometres away, and a large secondary school even closer than that. One drawback to the site is that it’s on quite a steep slope, but we’ve taken account of that in our planning so it shouldn’t be a major problem.

We’ve had a lot of positive feedback about the plans. People like the wide variety of accommodation types and prices, and the fact that it’s only a short drive to get out into the countryside from the development. 📍Q13/14 We were particularly pleased that so many people liked the designs for the layout of the development, with the majority of people saying it generally made a good impression and blended in well with the natural features of the landscape, with provision made for protecting trees and wildlife on the site. Some people have mentioned that they’d like to see more facilities for cyclists, and we’ll look at that, 📍Q13/14 but the overall feedback has been that the design and facilities of the development make it seem a place where people of all ages can live together happily.

So I’ll put a map of the proposed development up on the screen. You’ll see it’s bounded on the south side by the main road, which then goes on to Nunston. Another boundary is formed by London Road, on the western side of the development. Inside the development there’ll be about 400 houses and 3 apartment blocks.

There’ll also be a school for children up to 11 years old. If you look at the South Entrance at the bottom of the map, there’s a road from there that goes right up through the development. 📍Q15 The school will be on that road, at the corner of the second turning to the left.

A large sports centre is planned with facilities for indoor and outdoor activities. 📍Q16 This will be on the western side of the development, just below the road that branches off from London Road.

There’ll be a clinic where residents can go if they have any health problems. 📍Q17 Can you see the lake towards the top of the map? The clinic will be just below this, to the right of a street of houses.

There’ll also be a community centre for people of all ages. 📍Q18 On the northeast side of the development, there’ll be a row of specially designed houses specifically for residents over 65, and the community centre will be adjoining this.

We haven’t forgotten about shopping. 📍Q19 There’ll be a supermarket between the two entrances to the development. We’re planning to leave the three large trees near London Road, and it’ll be just to the south of these.

It’s planned to have a playground for younger children. 📍Q20 If you look at the road that goes up from the South Entrance, you’ll see it curves round to the left at the top, and the playground will be in that curve, with nice views of the lake.

OK, so now does anyone …

PART 3 Questions 21-30 + Audio Script

📝 Question 21: Choose the correct letter, A, B or C. "Why do the students think the Laki eruption of 1783 is so important?"

🔹 Correct Answer: C (It had a profound effect on society)

📍 Location in Audio Script: "But what I found more significant was how it impacted directly and indirectly on political events, as well as having massive social and economic consequences." 🔹 Analysis of the Answer: Michelle highlights the "massive social and economic consequences" and impact on "political events." This collection of impacts points to a "profound effect on society."

⚠️ Potential Traps: The audio mentions it was a "huge eruption" and people were "trying to make sense of the science," but Michelle specifically states the "more significant" aspect was its broader societal impact.

⭐ Key Learning Point: Listen for words that signal importance or significance from the speaker's perspective (e.g., "more significant," "what I found important was...").

📝 Question 22: Choose the correct letter, A, B or C. "What surprised Adam about observations made at the time?"

🔹 Correct Answer: A (The number of observation points)

📍 Location in Audio Script: "Yeah. I was surprised there were so many weather stations established by that time – so, you know, you can see how the weather changed, often by the hour."

🔹 Analysis of the Answer: Adam explicitly states, "I was surprised there were so many weather stations..." This directly relates to the number of observation points.

⚠️ Potential Traps: Michelle comments on the consistency of observations, but the question is specifically about what Adam found surprising.

⭐ Key Learning Point: When the question refers to a specific speaker ("What surprised Adam..."), focus only on what that individual says about their own reaction or thoughts.

📝 Question 23: Choose the correct letter, A, B or C. "According to Michelle, what did the contemporary sources say about the Laki haze?"

🔹 Correct Answer: B (It caused health problems)

📍 Location in Audio Script: "Reports from the period blamed the haze for an increase in headaches, respiratory issues and asthma attacks."

🔹 Analysis of the Answer: Michelle lists "headaches, respiratory issues and asthma attacks" as things blamed on the haze, which are all health problems.

⚠️ Potential Traps: The audio mentions the fog covering the sun, but Michelle's statement about what contemporary sources blamed the haze for focuses on the health impacts.

⭐ Key Learning Point: Pay attention to reporting verbs. "Reports... blamed the haze for..." indicates what the sources claimed.

📝 Question 24: Choose the correct letter, A, B or C. "Adam corrects Michelle when she claims that Benjamin Franklin..."

🔹 Correct Answer: B (was the first to identify the cause of the haze)

📍 Location in Audio Script: Michelle: "It was Benjamin Franklin who realised that before anyone else..." Adam: "He’s often credited with that, apparently. But a French naturalist beat him to it – I can’t remember his name."

🔹 Analysis of the Answer: Michelle claims Franklin realized it "before anyone else" (i.e., was the first). Adam corrects this by stating a "French naturalist beat him to it."

⚠️ Potential Traps: Adam initially seems to agree ("He's often credited...") before introducing the correction ("But..."). Don't jump to a conclusion based on the initial part of his response.

⭐ Key Learning Point: Listen for contrasting conjunctions like "but" or "however," as they often signal a correction, a change of mind, or an alternative viewpoint.

📝 Questions 25 & 26: Choose TWO letters, A-E. "Which TWO issues following the Laki eruption surprised the students?"

🔹 Correct Answers: A (the length of time the effects lasted), B (the geographical area affected)

📍 Location in Audio Script: "You’d expect that- and the fact that the volcanic ash drifted so swiftly – but not that the effects would go on for so long...Or that two years after the eruption, strange weather events were being reported as far away as North America and North Africa."

🔹 Analysis of the Answer: The speakers explicitly state they didn't expect "the effects would go on for so long" (A) and that weather events were reported "as far away as North America and North Africa" (B).

⚠️ Potential Traps: They mention the ash drifted "swiftly," but this is something they would expect, not something that surprised them.

⭐ Key Learning Point: Look for phrases indicating surprise or unexpectedness (e.g., "but not that...", "surprised that...", "didn't expect...").

📝 Question 27: What comment do the students make about the impact of the Laki eruption on the following countries? Choose FOUR answers from the box and write the correct letter, A-F, next to Questions 27-30. "Iceland"

🔹 Correct Answer: D (Animals suffered from a sickness)

📍 Location in Audio Script: "One of the most dramatic things there was the effect on livestock as they grazed in the fields. They were poisoned because they ate vegetation that had been contaminated with fluorine as a result of the volcanic fallout."

🔹 Analysis of the Answer: The audio states livestock were "poisoned" from contaminated vegetation. "Poisoned" is a form of sickness.

⚠️ Potential Traps: Devastating impact on farming is mentioned, but the specific option available is about animals suffering sickness.

⭐ Key Learning Point: Match the specific information in the audio to the closest available option, even if it's slightly paraphrased.

📝 Question 28: ... Egypt

🔹 Correct Answer: A (This country suffered the most severe loss of life)

📍 Location in Audio Script: "It’s so far from where the eruption happened and yet the famine there led to more people dying than any other country. It was worse than the plague."

🔹 Analysis of the Answer: The speaker explicitly states the famine in Egypt "led to more people dying than any other country," making it the most severe loss of life.

⚠️ Potential Traps: The audio mentions bizarre weather leading to drought and famine. While these are causes, the direct answer relates to the consequence of the most severe loss of life.

⭐ Key Learning Point: Distinguish between causes and effects. The question asks about the impact, which can be the final outcome.

📝 Question 29: ... UK

🔹 Correct Answer: C (There was a significant increase in deaths of young people)

📍 Location in Audio Script: "Then in the UK the mortality rate went up a lot- presumably from respiratory illnesses... included an unusually high percentage of people under the age of 25."

🔹 Analysis of the Answer: The audio mentions an "unusually high percentage of people under the age of 25" among the increased mortality, directly linking to an increase in deaths of young people.

⚠️ Potential Traps: A general increase in mortality is stated first, but the more specific detail about "people under the age of 25" is key to choosing option C.

⭐ Key Learning Point: When a general statement is followed by a more specific detail, the specific detail is often what the question is targeting, especially if it matches an option precisely.

📝 Question 30: ... USA

🔹 Correct Answer: F (It caused a particularly harsh winter)

📍 Location in Audio Script: "George Washington even makes a note in his diary that they were snowbound until March in Virginia...and there was ice floating down the Mississippi, which was unprecedented."

🔹 Analysis of the Answer: Being "snowbound until March" and "ice floating down the Mississippi" (unprecedented) are clear indicators of a particularly harsh winter.

⚠️ Potential Traps: The exact phrase "harsh winter" isn't used, so you need to infer it from the descriptive details provided.

⭐ Key Learning Point: Be prepared to synthesize information. Several descriptive details can collectively point to one of the answer options.

Part 3: Audio Script

ADAM: So, Michelle, shall we make a start on our presentation? We haven’t got that much time left.

MICHELLE: No, Adam. But at least we’ve done all the background reading. I found it really interesting – I’d never even heard of the Laki eruption before this.

ADAM: Me neither. I suppose 1783 is a long time ago.

MICHELLE: But it was a huge eruption and it had such devastating consequences.

ADAM: I know. It was great there were so many primary sources to look at. It really gives you a sense of how catastrophic the volcano was. People were really trying to make sense of the science for the first time.

MICHELLE: That’s right. 📍Q21 But what I found more significant was how it impacted directly and indirectly on political events, as well as having massive social and economic consequences.

ADAM: I know. That should be the main focus of our presentation.

MICHELLE: The observations made by people at the time were interesting, weren’t they? I mean, they all gave a pretty consistent account of what happened, even if they didn’t always use the same terminology.

ADAM: 📍Q22 Yeah. I was surprised there were so many weather stations established by that time – so, you know, you can see how the weather changed, often by the hour.

MICHELLE: Right. Writers at the time talked about the Laki haze to describe the volcanic fog that spread across Europe. They all realised that this wasn’t the sort of fog they were used to – and of course this was in pre-industrial times - so they hadn’t experienced sulphur-smelling fog before.

ADAM: No, that’s true.

MICHELLE: 📍Q23 Reports from the period blamed the haze for an increase in headaches, respiratory issues and asthma attacks. And they all describe how it covered the sun and made it look a strange red colour.

ADAM: Must have been very weird.

MICHELLE: It’s interesting that Benjamin Franklin wrote about the haze. Did you read that? He was the American ambassador in Paris at the time.

ADAM: Yeah. At first no one realised that the haze was caused by the volcanic eruption in Iceland.

MICHELLE: 📍Q24 It was Benjamin Franklin who realised that before anyone else.

ADAM: 📍Q24 He’s often credited with that, apparently. But a French naturalist beat him to it – I can’t remember his name. I’d have to look it up. Then other naturalists had the same idea – all independently of each other.

MICHELLE: Oh right. We should talk about the immediate impact of the eruption, which was obviously enormous - especially in Iceland, where so many people died.

ADAM: 📍Q25/26 Mmm. You’d expect that - and the fact that the volcanic ash drifted so swiftly – but not that the effects would go on for so long. 📍Q25/26 Or that two years after the eruption, strange weather events were being reported as far away as North America and North Africa.

MICHELLE: No. I found all that hard to believe too. It must have been terrible - and there was nothing anyone could do about it, even if they knew the ash cloud was coming in their direction.

MICHELLE: We should run through some of the terrible consequences of the eruption experienced in different countries. There’s quite a varied range.

ADAM: Starting with Iceland, where the impact on farming was devastating.

MICHELLE: 📍Q27 Mmm. One of the most dramatic things there was the effect on livestock as they grazed in the fields. They were poisoned because they ate vegetation that had been contaminated with fluorine as a result of the volcanic fallout.

ADAM: That was horrible. In Egypt, the bizarre weather patterns led to a severe drought and as a result the Nile didn’t flood, which meant the crops all failed.

MICHELLE: 📍Q28 It’s so far from where the eruption happened and yet the famine there led to more people dying than any other country. It was worse than the plague.

ADAM: 📍Q29 OK. Then in the UK the mortality rate went up a lot - presumably from respiratory illnesses. According to one report it was about double the usual number and included an unusually high percentage of people under the age of 25.

MICHELLE: Mmm. I think people will be surprised to hear that the weather in the USA was badly affected too. 📍Q30 George Washington even makes a note in his diary that they were snowbound until March in Virginia. That was before he became president.

ADAM: 📍Q30 Yes, and there was ice floating down the Mississippi, which was unprecedented.

MICHELLE: Astonishing, really. Anyway, what do you think …

PART 4 Questions 31-40 + Audio Script

📝 Question 31: Complete the notes below. Write ONE WORD ONLY for each answer. "Pockets. Reason for choice of subject. ● They are 31 ..... but can be overlooked by consumers and designers."

🔹 Correct Answer: convenient

📍 Location in Audio Script: "...nothing is quite as convenient as being able to pop your phone or credit card into your pocket"

🔹 Analysis of the Answer: The speaker directly states that pockets are very "convenient."

⚠️ Potential Traps: The speaker also mentions pockets are "overlooked," which is in the question stem. The word needed for the blank comes before this, describing a quality of pockets.

⭐ Key Learning Point: Ensure the word you choose for the blank fits the grammatical structure and meaning of the sentence in the notes. The order of information in the audio might slightly differ from the notes, but usually follows closely.

📝 Question 32: Complete the notes below. Write ONE WORD ONLY for each answer. "Pockets in men’s clothes. ● Men started to wear 32 ..... in the 18th century."

🔹 Correct Answer: suits

📍 Location in Audio Script: "In the 18th century, fashions were quite different from the way they are now, and pockets were too...that was the time when suits became popular."

🔹 Analysis of the Answer: The audio links the 18th century with when "suits became popular," and this is the context for the discussion of men's pockets.

⚠️ Potential Traps: The speaker mentions specific garments that made up a suit (waistcoat, jacket, trousers) later, but the question asks for the general term that became popular.

⭐ Key Learning Point: If a general term (like "suits") is introduced and then broken down into examples, the general term is often the answer if the question is broad.

📝 Question 33: Complete the notes below. Write ONE WORD ONLY for each answer. "Pockets in men’s clothes. ● A 33 ..... sewed pockets into the lining of the garments."

🔹 Correct Answer: tailor

📍 Location in Audio Script: "...pockets were sewn into this cloth by whichever tailor the customer used."

🔹 Analysis of the Answer: The audio explicitly states that the "tailor" sewed the pockets.

⚠️ Potential Traps: No other professions are mentioned in this direct context, making it a fairly clear answer.

⭐ Key Learning Point: Nouns for professions are often specific and directly stated.

📝 Question 34: Complete the notes below. Write ONE WORD ONLY for each answer. "Pockets in men’s clothes. ● Bigger pockets might be made for men who belonged to a certain type of 34 ....."

🔹 Correct Answer: profession

📍 Location in Audio Script: "...but they were often larger but plainer if the wearer was someone with a profession who needed to carry medical instruments – a doctor or physician, for example."

🔹 Analysis of the Answer: The audio uses the general term "profession" and then gives "doctor or physician" as examples. The note requires the general term.

⚠️ Potential Traps: Listing one of the examples (doctor, physician) would be incorrect as the question asks for the "type of" person. ⭐ Key Learning Point: If the audio provides a general category and then lists examples, the answer is usually the general category if the note is phrased broadly.

📝 Question 35: Complete the notes below. Write ONE WORD ONLY for each answer. "Pockets in women’s clothes. ● Women’s pockets were less 35 ..... than men’s."

🔹 Correct Answer: visible

📍 Location in Audio Script: "For one thing, they weren’t nearly as visible or as easy to reach as men’s."

🔹 Analysis of the Answer: The speaker directly says women's pockets "weren’t nearly as visible," which means they were "less visible."

⚠️ Potential Traps: "Easy to reach" is mentioned in the same comparative structure, but "visible" is the first adjective used and fits the context of appearance.

⭐ Key Learning Point: When two qualities are compared, ensure you pick the one that accurately completes the note. Sometimes the first one mentioned is the intended answer.

📝 Question 36: Complete the notes below. Write ONE WORD ONLY for each answer. "Pockets in women’s clothes. ● Pockets were produced in pairs using 36 ..... to link them together." 🔹 Correct Answer: string(s)

📍 Location in Audio Script: "So – what they did was to have a pair of pockets made that were tied together with string."

🔹 Analysis of the Answer: The audio clearly states the pockets were "tied together with string." ⚠️ Potential Traps: A straightforward answer with no significant paraphrasing or distractors.

⭐ Key Learning Point: Descriptions of how objects were made or used often contain direct, factual answers.

📝 Question 37: Complete the notes below. Write ONE WORD ONLY for each answer. "Pockets in women’s clothes. ● Pockets hung from the women’s 37 ..... under skirts and petticoats."

🔹 Correct Answer: waist(s)

📍 Location in Audio Script: "Women tied the pockets around their waist so that they hung beneath their clothes."

🔹 Analysis of the Answer: The audio explicitly says women "tied the pockets around their waist."

⚠️ Potential Traps: The phrases "under skirts and petticoats" or "beneath their clothes" describe where they hung relative to clothing, but the question asks what they hung from (part of the body/attachment point).

⭐ Key Learning Point: Prepositions are key! "Hung from the..." points to the attachment point (waist), not just the general location.

📝 Question 38: Complete the notes below. Write ONE WORD ONLY for each answer. "Pockets in women’s clothes. ● Items such as 38 ..... could be reached through a gap in the material."

🔹 Correct Answer: perfume

📍 Location in Audio Script: "They would have an opening in the folds of their skirts through which they could reach whatever they needed, like their perfume."

🔹 Analysis of the Answer: "Perfume" is given as a specific example of an item women could reach in their pockets.

⚠️ Potential Traps: The phrase "whatever they needed" is general, but the question asks for an example ("Items such as..."), which is then provided as "perfume."

⭐ Key Learning Point: When the notes ask for an example ("such as..."), listen for specific examples given after general statements like "whatever they needed."

📝 Question 39: Complete the notes below. Write ONE WORD ONLY for each answer. "● When dresses changed shape, hidden pockets had a negative effect on the 39 ..... of women." 🔹 Correct Answer: image

📍 Location in Audio Script: "That’s when dresses became tighter and less bulky, and the pairs of pockets became very noticeable – they stood out too much and detracted from the woman’s image."

🔹 Analysis of the Answer: The speaker directly states that the noticeable pockets "detracted from the woman’s image."

⚠️ Potential Traps: The fact that pockets became "very noticeable" is the cause, but the effect (which the question asks about) was on the woman's "image."

⭐ Key Learning Point: Differentiate between cause and effect. The notes are asking for the negative effect.

📝 Question 40: Complete the notes below. Write ONE WORD ONLY for each answer. "● Bags called ‘pouches’ became popular, before women carried a 40 ....."

🔹 Correct Answer: handbag

📍 Location in Audio Script: "That was when small bags, or pouches as they were known, came into fashion and, of course, they inevitably led on to the handbag of more modern times."

🔹 Analysis of the Answer: The audio states that pouches "led on to the handbag," indicating a sequence where the handbag came after pouches became popular.

⚠️ Potential Traps: "Pouches" is mentioned just before, but the note specifies what women carried after pouches became popular as a precursor.

⭐ Key Learning Point: Listen for sequential language ("led on to," "then," "after that") to understand the order of developments or items.

Part 4: Audio Script

Good morning. Now, we’ve been asked to choose an aspect of European clothing or fashion and to talk about its development over time.

I decided to focus on a rather small area of clothing and that’s pockets. I chose pockets for two reasons, really. We all have them – in jeans, jackets, coats, for example – and even though we often carry bags or briefcases as well, 📍Q31 nothing is quite as convenient as being able to pop your phone or credit card into your pocket. Yet, I suspect that, other than that, people don’t really think about pockets too much and they’re rather overlooked as a fashion item.

It’s certainly very interesting to go back in time and see how pockets developed for men and women. In the 18th century, fashions were quite different from the way they are now, and pockets were too. If we think about male fashion first … 📍Q32 that was the time when suits became popular. Trousers were knee-length only and referred to as ‘breeches’, the waistcoats were short and the jackets were long, 📍Q33 but all three garments were lined with material and pockets were sewn into this cloth by whichever tailor the customer used. The wearer could then carry small objects such as pencils or coins on their person and reach them through a gap in the lining. Coat pockets became increasingly decorative on the outside for men who wanted to look stylish, 📍Q34 but they were often larger but plainer if the wearer was someone with a profession who needed to carry medical instruments – a doctor or physician, for example.

The development of women’s pockets was a little different. 📍Q35 For one thing, they weren’t nearly as visible or as easy to reach as men’s. In the 18th and 19th centuries, women carried numerous possessions on their person and some of these could be worth a lot of money. Women were more vulnerable to theft and wealthy women, in particular, worried constantly about pickpockets. 📍Q36 So – what they did was to have a pair of pockets made that were tied together with string. The pockets were made of fabric, which might be recycled cloth if the wearer had little money or something more expensive, such as linen, sometimes featuring very delicate embroidery. 📍Q37 Women tied the pockets around their waist so that they hung beneath their clothes. Remember, skirts were long then and there was plenty of room to hide a whole range of small possessions between the layers of petticoats that were commonly worn. 📍Q38 They would have an opening in the folds of their skirts through which they could reach whatever they needed, like their perfume. Working women, of course, also needed to carry around items that they might use for whatever job or trade they were involved in, but their pairs of pockets still remained on the inside of their clothing, they just got bigger or longer sometimes reaching down to their knees!

So the tie-on pockets went well into the 19th century and only changed when fashion altered towards the end of that period. That’s when dresses became tighter and less bulky, and the pairs of pockets became very noticeable – 📍Q39 they stood out too much and detracted from the woman’s image. Women who had been used to carrying around a range of personal possessions – and still wanted to – needed somewhere to carry these items about their person. 📍Q40 That was when small bags, or pouches as they were known, came into fashion and, of course, they inevitably led on to the handbag of more modern times, particularly when fashion removed pockets altogether.