تحلیل لیسنینگ آیلتس آکادمیک و جنرال کمبریج 17 - تست 2: بررسی سوالات، نکات کلیدی و استراتژی‌های پاسخ‌دهی

مقدمه

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 ۱۷ (Cambridge IELTS 17) 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. 

برای دیدن بقیه‌ی تحلیل‌ها به لینک زیر بروید:

Table of Contents

• Part 1: Questions 1-10 Analysis & Audio Script
• Part 2: Questions 11-20 Analysis & Audio Script
• Part 3: Questions 21-30 Analysis & Audio Script
• Part 4: Questions 31-40 Analysis & Audio Script

PART 1 Questions 1-10 + Audio Script

📝 Question 1: "Complete the notes below. Write ONE WORD AND/OR A NUMBER for each answer. Beach: making sure the beach does not have 1 ______ on it"

🔹 Correct Answer: litter

📍 Location in Audio Script: "One of the regular ones is trying to keep the beach free of litter."

🔹 Analysis of the Answer: The answer "litter" is directly stated in the audio. The question asks what the group is trying to keep the beach free of, and the audio provides the answer.

⚠️ Potential Traps: None

⭐ Key Learning Point: Listen for direct answers to fill-in-the-blank questions.

📝 Question 2: "Complete the notes below. Write ONE WORD AND/OR A NUMBER for each answer. Beach: no 2 ______"

🔹 Correct Answer: dogs

📍 Location in Audio Script: "I’m afraid not, as they’re banned from the beach itself. You can take them along the cliffs, though."

🔹 Analysis of the Answer: The audio states dogs are banned from the beach. The question asks what is not allowed on the beach, so the answer is "dogs."

⚠️ Potential Traps: The audio mentions that dogs are allowed on the cliffs, which could be a distraction if the listener doesn't focus on the beach specifically.

⭐ Key Learning Point: Pay close attention to the specific location mentioned in the question.

📝 Question 3: "Complete the notes below. Write ONE WORD AND/OR A NUMBER for each answer. Nature reserve: next task is taking action to attract 3 ______ to the place"

🔹 Correct Answer: insects

📍 Location in Audio Script: "We’re just finished making and installing nesting boxes for birds to use, and next we’re going to work on encouraging insects"

🔹 Analysis of the Answer: The audio clearly states that the next task is to encourage insects.

⚠️ Potential Traps: The audio mentions nesting boxes for birds, which might be a distraction as it was a completed task.

⭐ Key Learning Point: Focus on the sequential information. The question asks about the next task.

📝 Question 4: "Complete the notes below. Write ONE WORD AND/OR A NUMBER for each answer. Nature reserve: identifying types of 4 ______"

🔹 Correct Answer: butterflies

📍 Location in Audio Script: "Oh, and we’re also running a project to identify the different species of butterflies that visit the reserve."

🔹 Analysis of the Answer: The audio uses the phrase "identifying the different species of," which is a direct match to the question stem. The answer is butterflies.

⚠️ Potential Traps: None

⭐ Key Learning Point: Look for synonyms or phrases that indicate identification of something.

📝 Question 5: "Complete the notes below. Write ONE WORD AND/OR A NUMBER for each answer. Nature reserve: building a new 5 ______"

🔹 Correct Answer: wall

📍 Location in Audio Script: "Another job we’re doing at the reserve is replacing the wall on the southern side,"

🔹 Analysis of the Answer: The audio uses the phrase "replacing the wall," which aligns with the question asking about building a new structure.

⚠️ Potential Traps: None

⭐ Key Learning Point: Recognize that "building a new" can be expressed as "replacing" in the audio when an old structure is involved.

📝 Question 6: "Complete the notes below. Write ONE WORD AND/OR A NUMBER for each answer. Forthcoming events: walk across the sands and reach the 6 ______"

🔹 Correct Answer: island

📍 Location in Audio Script: "The next walk is to Ruston Island... that’s when the sands are dry enough for us to walk to the island"

🔹 Analysis of the Answer: The audio states that the walk is to Ruston Island. It's stated that they walk across the sand to get to the island.

⚠️ Potential Traps: None

⭐ Key Learning Point: Listen for the destination after a description of how they get there.

📝 Question 7: "Complete the notes below. Write ONE WORD AND/OR A NUMBER for each answer. Forthcoming events: wear appropriate 7 ______"

🔹 Correct Answer: boots

📍 Location in Audio Script: "And of course it’ll be wet walking across and back, so make sure your boots are waterproof."

🔹 Analysis of the Answer: The audio mentions the need for waterproof boots due to wet conditions, thus completing the statement.

⚠️ Potential Traps: None

⭐ Key Learning Point: Pay attention to the equipment or attire recommended.

📝 Question 8: "Complete the notes below. Write ONE WORD AND/OR A NUMBER for each answer. Woodwork session: suitable for 8 ______ to participate in"

🔹 Correct Answer: beginners

📍 Location in Audio Script: "Is it OK for beginners to take part? Definitely"

🔹 Analysis of the Answer: The question asks who the woodwork session is suitable for, and the audio confirms that it is suitable for beginners.

⚠️ Potential Traps: None

⭐ Key Learning Point: Listen for confirmation or suitability of activities for specific groups.

📝 Question 9: "Complete the notes below. Write ONE WORD AND/OR A NUMBER for each answer. Woodwork session: making 9 ______ out of wood"

🔹 Correct Answer: spoons

📍 Location in Audio Script: "You’ll be starting with wooden spoons, and of course learning how to use the tools."

🔹 Analysis of the Answer: The audio explains that the participants will start by making wooden spoons.

⚠️ Potential Traps: The audio mentions chairs earlier as something Jan would love to make, which is a distraction from what they *will* be starting with.

⭐ Key Learning Point: Focus on the specific activity being introduced for the session, not just general possibilities or desires.

📝 Question 10: "Complete the notes below. Write ONE WORD AND/OR A NUMBER for each answer. Woodwork session: cost of session (no camping): 10 £______"

🔹 Correct Answer: 35

📍 Location in Audio Script: "There’s a charge of £35, including lunch, or £40 if you want to camp in the wood."

🔹 Analysis of the Answer: The audio clearly states the cost of the session without camping is £35.

⚠️ Potential Traps: The audio provides two costs, but the question asks specifically about the cost without camping.

⭐ Key Learning Point: Listen carefully for any conditions or options given about prices to choose the correct one.

PETER: Hello?

JAN: Oh hello. My name’s Jan. Are you the right person to talk to about the Buckworth Conservation Group?

PETER: Yes, I’m Peter. I’m the secretary.

JAN: Good. I’ve just moved to this area, and I’m interested in getting involved. I was in a similar group where I used to live. Could you tell me something about your activities, please?

PETER: Of course. Well, we have a mixture of regular activities and special events. One of the regular ones is trying to keep the beach free of 📍Q1 litter. A few of us spend a couple of hours a month on it, and it’s awful how much there is so clear. I wish people would be more responsible and take it home with them.

JAN: I totally agree. I’d be happy to help with that. Is it OK to take 📍Q2 dogs?

PETER: I’m afraid not, as they’re banned from the beach itself. You can take them along the cliffs, though. And children are welcome.

JAN: Right.

PETER: We also manage a nature reserve, and there’s a lot to do there all year round. For example, because it’s a popular place to visit, we spend a lot of time looking after the paths and making sure they’re in good condition for walking.

JAN: I could certainly help with that.

PETER: Good. And we have a programme of creating new habitats there. We’re just finished making and installing nesting boxes for birds to use, and next we’re going to work on encouraging 📍Q3 insects – they’re important for the biodiversity of the reserve.

JAN: They certainly are.

PETER: Oh, and we’re also running a project to identify the different species of 📍Q4 butterflies that visit the reserve. You might be interested in taking part in that.

JAN: Sure. I was involved in something similar where I used to live, counting all the species of months. I’d enjoy that.

PETER: Another job we’re doing at the reserve is replacing the 📍Q5 wall on the southern side, between the parking area and our woodshed. It was badly damaged in a storm last month.

JAN: OK.

PETER: Then as I said, we have a programme of events as well, both at the weekend, and during the week.

JAN: Right. I presume you have guided walks? I’d like to get to know the local countryside, as I’m new to the area.

PETER: Yes, we do. The next walk is to Ruston Island, a week on Saturday. We’ll be meeting in the car park at Dunsmore Beach at low tide – that’s when the sands are dry enough for us to walk to the 📍Q6 island without getting wet.

JAN: Sounds good.

PETER: The island’s a great place to explore. It’s quite small, and it’s got a range of habitats. It’s also an ideal location for seeing seals just off the coast, or even on the beach.

JAN: OK. And is there anything we should bring, like a picnic, for instance?

PETER: Yes, do bring one, as it’s a full-day walk. And of course it’ll be wet walking across and back, so make sure your 📍Q7 boots are waterproof.

JAN: I must buy a new pair – there’s a hole in one of my current ones! Well, I’d definitely like to come on the walk.

PETER: Great. Then later this month we’re having a one-day woodwork session in Hopton Wood.

JAN: I’ve never tried that before. Is it OK for 📍Q8 beginners to take part?

PETER: Definitely. There’ll be a couple of experts leading the session, and we keep the number of participants down, so you’ll get as much help as you need.

JAN: Excellent! I’d love to be able to make chairs.

PETER: That’s probably too ambitious for one day! You’ll be starting with wooden 📍Q9 spoons, and of course learning how to use the tools. And anything you make is yours to take home with you.

JAN: That sounds like fun. When is it?

PETER: It’s on the 17th, from 10 a.m. until 3. There’s a charge of £📍Q10 35, including lunch, or £40 if you want to camp in the wood.

JAN: I should think I’ll come home the same day. Well, I’d certainly like to join the group.

PART 2 Questions 11-20 + Audio Script

📝 Question 11: "What is the maximum number of people who can stand on each side of the boat?"

🔹 Correct Answer: A - 9

📍 Location in Audio Script: "But please note if there are more than nine people on either side of the boat, we’ll move some of you over"

🔹 Analysis of the Answer: The audio explicitly states that if there are more than nine people on either side of the boat, some people will need to move, which means the maximum is nine.

⚠️ Potential Traps: The audio mentions that 15 people can be transported, and there are 18 people including staff, which are both distractors.

⭐ Key Learning Point: Pay close attention to the specific condition mentioned in the audio (e.g., "on either side").

📝 Question 12: "What colour are the tour boats?"

🔹 Correct Answer: C - light green

📍 Location in Audio Script: "They used to be jet black, but our new ones now have these comfortable dark red seats and a light-green exterior."

🔹 Analysis of the Answer: The audio mentions that the exterior of the new boats is light green.

⚠️ Potential Traps: The audio mentions both jet black (former color) and dark red (seats color) as distractors.

⭐ Key Learning Point: Note the change in color and focus on the current description of the boats, specifically the exterior.

📝 Question 13: "Which lunchbox is suitable for someone who doesn’t eat meat or fish?"

🔹 Correct Answer: B - Lunchbox 2

📍 Location in Audio Script: "Lunchbox 1 contains ham and tomato sandwiches. Lunchbox 2 contains a cheddar cheese roll and Lunchbox 3 is salad-based and also contains eggs and tuna."

🔹 Analysis of the Answer: Lunchbox 2 (cheddar cheese roll) is the only option that doesn't contain meat or fish.

⚠️ Potential Traps: Lunchbox 3 contains salad, but also contains eggs and tuna, making it unsuitable.

⭐ Key Learning Point: Carefully analyze each option against the dietary restrictions provided in the question.

📝 Question 14: "What should people do with their litter?"

🔹 Correct Answer: B - hand it to a member of staff

📍 Location in Audio Script: "We don’t have any bins to put litter in, but Jess, myself or Ray, our other guide, will collect it from you"

🔹 Analysis of the Answer: The audio mentions that there are no bins and the staff will collect the litter, thus they must hand it to a member of staff.

⚠️ Potential Traps: The audio mentions the absence of bins, which could lead some to incorrectly infer they should take it home.

⭐ Key Learning Point: Focus on what is suggested or instructed by the speaker, rather than what is not available.

📝 Question 15 & 16: "Choose TWO letters. Which TWO features of the lighthouse does Lou mention?"

🔹 Correct Answers: A - why it was built, D - who staffed it

📍 Location in Audio Script: "It was built in 1838 to protect sailors as a number of shipwrecks had led to significant loss of life... These workers were mainly prison convicts until the middle of that century when ordinary families willing to live in such circumstances took over."

🔹 Analysis of the Answer: Lou explains why the lighthouse was built (to protect sailors - A) and who staffed it (initially prison convicts, then ordinary families - D), aligning with options A and D.

⚠️ Potential Traps: The audio mentions the complicated construction but doesn't discuss how long it took, the materials it was built with, or specifically who built it (other than it "was built").

⭐ Key Learning Point: When choosing two options, be sure that both are explicitly supported by distinct pieces of information in the audio script.

📝 Question 17 & 18: "Choose TWO letters. Which TWO types of creature might come close to the boat?"

🔹 Correct Answers: B - fur seals, C - dolphins

📍 Location in Audio Script: "When we get to the rocky area inhabited by fur seals, we’ll stop and watch them swimming around the coast. They’re inquisitive creatures so don’t be surprised if one pops up right in front of you... Dolphins, on the other hand, can sometimes approach on their own or in groups as they ride the waves beside us."

🔹 Analysis of the Answer: The audio states that fur seals might pop up close to the boat and that dolphins can approach close to the boat.

⚠️ Potential Traps: The audio mentions sea eagles and penguins but indicates they are generally seen at a distance or tend to hide, while orca whales are a rare sight.

⭐ Key Learning Point: Pay close attention to where and how animals might be seen (close to the boat or at a distance) and listen carefully for how common or likely the sightings are.

📝 Question 19 & 20: "Choose TWO letters. Which TWO points does Lou make about the caves?"

🔹 Correct Answers: D - Someone will explain what is inside them, E - They cannot be reached on foot.

📍 Location in Audio Script: "...from there we’ll be able to see the openings to the caves, and at that point we’ll talk to you about what lies beyond... They can only be approached by sea"

🔹 Analysis of the Answer: Lou says that the staff will explain what is beyond (inside) when they reach the openings (D) and that the caves can only be approached by sea, which means they cannot be reached on foot (E).

⚠️ Potential Traps: The audio stating "only be approached by sea" implies large tour boats might also be able to visit, but doesn't contradict the point. There is no mention of entrances being blocked or specific dangers for this question's options.

⭐ Key Learning Point: Focus on what is explicitly mentioned or directly implied by the speaker, and not what might be deduced more broadly or isn't covered by the options.

 So, hello everyone. My name’s Lou Miller and I’m going to be your tour guide today as we take this fantastic boat trip around the Tasmanian coast. Before we set off, I just want to tell you a few things about our journey.

 Our boats aren’t huge as you can see. We already have three staff members on board and on top of that, we can transport a further fifteen people – that’s you – around the coastline. But please note if there are more than 📍Q11 nine people on either side of the boat, we’ll move some of you over, otherwise all eighteen of us will end up in the sea!

We’ve recently upgraded all our boats. They used to be jet black, but our new ones now have these comfortable dark red seats and a 📍Q12 light-green exterior in order to stand out from others and help promote our company. This gives our boats a rather unique appearance, don’t you think?

We offer you a free lunchbox during the trip and we have three types. Lunchbox 1 contains ham and tomato sandwiches. Lunchbox 2 contains a 📍Q13 cheddar cheese roll and Lunchbox 3 is salad-based and also contains eggs and tuna. All three lunchboxes also have a packet of crisps and chocolate bar inside. Please let staff know which lunchbox you prefer.

I’m sure I don’t have to ask you not to throw anything into the sea. We don’t have any bins to put litter in, but Jess, myself or Ray, our other guide, will 📍Q14 collect it from you after lunch and put it all in a large plastic sack.

————————–

The engine on the boat makes quite a lot of noise so before we head off, let me tell you a few things about what you’re going to see.

This area is famous for its ancient lighthouse, which you’ll see from the boat as we turn past the first little island. It was built in 1838 📍Q15/16 to protect sailors as a number of shipwrecks had led to significant loss of life. The construction itself was complicated as some of the original drawings kept by the local council show. It sits right on top of the cliffs in a very isolated spot. In the nineteenth century there were many jobs there, such as polishing the brass lamps, chopping firewood and cleaning windows, that kept lighthouse keepers busy. These workers were mainly 📍Q15/16 prison convicts until the middle of that century when ordinary families willing to live in such circumstances took over.

Some of you have asked me what creatures we can expect to see. I know everyone loves the penguins, but they’re very shy and, unfortunately, tend to hide from passing boats, but you might see birds in the distance, such as sea eagles, flying around the cliff edges where they nest. When we get to the rocky area inhabited by 📍Q17/18 fur seals, we’ll stop and watch them swimming around the coast. They’re inquisitive creatures so don’t be surprised if one pops up right in front of you. Their predators, orca whales, hunt along the coastline too, but spotting one of these is rare. 📍Q17/18 Dolphins, on the other hand, can sometimes approach on their own or in groups as they ride the waves beside us.

Lastly, I want to mention the caves. Tasmania is famous for its caves and the ones we’ll pass by are so amazing that people are lost for words when they see them. They can 📍Q19/20 only be approached by sea, but if you feel that you want to see more than we’re able to show you, then you can take a kayak into the area on another day and one of our staff will give you more information on that. What we’ll do is to go through a narrow channel, past some incredible rock formations and from there we’ll be able to see the openings to the caves, and at that point 📍Q19/20 we’ll talk to you about what lies beyond.

PART 3 Questions 21-30 + Audio Script

📝 Question 21: "What problem did both Diana and Tim have when arranging their work experience?"

🔹 Correct Answer: A - make initial contact with suitable farms

📍 Location in Audio Script: DIANA: "But finding the right sort of farm to apply to wasn’t easy... " TIM: "No, they don’t seem to have websites, do they. I found mine through a friend of my mother’s, but it wasn’t easy."

🔹 Analysis of the Answer: Both Diana and Tim mention the difficulty of finding suitable farms to contact (Diana: "wasn't easy"; Tim refers to lack of websites and finding one "wasn't easy"), meaning it was hard to make initial contact.

⚠️ Potential Traps: Tim mentions the travel and duration of his placement but these were not shared by Diana as initial arrangement problems.

⭐ Key Learning Point: The question asks for a problem both students had, so listen for shared difficulties expressed by both speakers.

📝 Question 22: "Tim was pleased to be able to help"

🔹 Correct Answer: B - a sheep that was having difficulty giving birth.

📍 Location in Audio Script: "I was up most of one night helping a sheep deliver a lamb … It wasn’t a straightforward birth, but I managed."

🔹 Analysis of the Answer: Tim was pleased to help with a difficult sheep birth ("helping a sheep deliver a lamb... wasn't a straightforward birth").

⚠️ Potential Traps: The audio mentions a lamb with a broken leg, but Tim observed the vet helping it, he didn't help directly in the same way as the birth.

⭐ Key Learning Point: Listen for the specific details of the task the speaker actively helped with and their feeling about it.

📝 Question 23: "Diana says the sheep on her farm"

🔹 Correct Answer: B - were mainly reared for their meat.

📍 Location in Audio Script: TIM: "So were they bred for their meat?" DIANA: "Mostly, yes. They’re quite big and solid."

🔹 Analysis of the Answer: Diana indicates the sheep were mainly reared for meat by confirming "Mostly, yes" and describing them as "big and solid."

⚠️ Potential Traps: The audio mentions that Diana's farm had different breeds in the past, and that Tim's farm had a breed with sought-after wool, but Diana specifies her current sheep were "mostly" for meat.

⭐ Key Learning Point: Listen carefully to what the speaker says about their own specific experiences or situations, differentiating from others mentioned.

📝 Question 24: "What did the students learn about adding supplements to chicken feed?"

🔹 Correct Answer: A - These should only be given if specially needed.

📍 Location in Audio Script: DIANA: "And he didn’t give them as a matter of routine, just at times when the chickens seemed to particularly require them." TIM: "Yes, mine said the same."

🔹 Analysis of the Answer: Both students learned that supplements should only be given when needed (Diana: "just at times when the chickens seemed to particularly require them"; Tim agrees).

⚠️ Potential Traps: There is mention of expensive supplements and some breeds needing them more than others, but the main point agreed upon is their conditional use.

⭐ Key Learning Point: Note when speakers agree on a principle or practice, especially when it's about the condition or reason for an action.

📝 Question 25: "What happened when Diana was working with dairy cows?"

🔹 Correct Answer: C - She made a mistake when storing milk.

📍 Location in Audio Script: "But I got mixed up, and I poured some milk from the wrong cow in with the milk for humans, so the whole lot had to be thrown away."

🔹 Analysis of the Answer: Diana made a mistake when storing milk (pouring milk not suitable for humans into the wrong container), resulting in it being thrown away.

⚠️ Potential Traps: There is no mention of misidentifying cows (she knew which milk was wrong) or accidentally throwing away all milk (it was thrown away *because* of her mistake).

⭐ Key Learning Point: Pay attention to the cause and effect of actions described by the speaker.

📝 Question 26: "What did both farmers mention about vets and farming?"

🔹 Correct Answer: C - Some jobs could be done by the farmer rather than by a vet.

📍 Location in Audio Script: TIM: "...he said that actually some of the stuff the vets do, like minor operations, he’d be quite capable of doing himself." DIANA: "Yeah. My farmer said the same."

🔹 Analysis of the Answer: Both farmers mentioned that they could perform some of the minor operations that vets do themselves.

⚠️ Potential Traps: There is mention of pressure on the farmers and some vet skills being still needed, but the main point of agreement is the farmer's capability for some vet tasks.

⭐ Key Learning Point: Look for explicit agreement and shared opinions between the experiences described by the students regarding what their respective farmers said.

📝 Question 27: "What opinion do the students give about each of the following modules on their veterinary science course? Medical terminology"

🔹 Correct Answer: A - Tim found this easier than expected.

📍 Location in Audio Script: TIM: "I’d thought it’d be hard, but actually I found it all quite straightforward"

🔹 Analysis of the Answer: Tim thought it would be difficult but found it easier than expected ("quite straightforward").

⚠️ Potential Traps: There's mention of Diana struggling with it, but the question is asking about Tim's opinion.

⭐ Key Learning Point: Make sure to keep each speaker's experience distinct from each other, and answer the question based on the person they are asking about.

📝 Question 28: "What opinion do the students give about each of the following modules on their veterinary science course? Diet and nutrition"

🔹 Correct Answer: E - Tim was shocked at something he learned on this module.

📍 Location in Audio Script: TIM: "Do you remember what they told us about pet food and the fact that there’s such limited checking into whether or not it’s contaminated? I mean in comparison with the checks on food for humans – I thought that was terrible."

🔹 Analysis of the Answer: Tim was shocked ("I thought that was terrible") by the limited checking of pet food, which is what was taught on the module.

⚠️ Potential Traps: The audio indicates that Diana found the module OK ("OK, I suppose"), but that was not Tim's reaction.

⭐ Key Learning Point: Look for the emotional reaction a student has to a specific aspect of a module (e.g., shock, surprise).

📝 Question 29: "What opinion do the students give about each of the following modules on their veterinary science course? Animal disease"

🔹 Correct Answer: F - They were both surprised how little is known about some aspects of this.

📍 Location in Audio Script: DIANA: "...scientists don’t know much about the diseases that affect them." TIM: "Yes, I thought they’d know a lot about ways of controlling and eradicating those diseases, but that’s not the case at all."

🔹 Analysis of the Answer: Both Tim and Diana were surprised by how little is known (Diana: "don't know much"; Tim: "that's not the case at all" in response to expecting more knowledge) about the diseases in domesticated animals around the world.

⚠️ Potential Traps: None specific, the agreement on lack of knowledge is clear.

⭐ Key Learning Point: Look for expressions of surprise or lack of information shared by both speakers.

📝 Question 30: "What opinion do the students give about each of the following modules on their veterinary science course? Wildlife medication"

🔹 Correct Answer: C - Diana may do some further study on this.

📍 Location in Audio Script: DIANA: "Yeah, I thought I might write my dissertation on something connected with that."

🔹 Analysis of the Answer: Diana is considering writing her dissertation on this module, indicating potential further study.

⚠️ Potential Traps: Tim also liked the module ("I loved the wildlife medication unit"), but it doesn't indicate further study plans for him.

⭐ Key Learning Point: Pay attention to plans or future actions (like writing a dissertation) related to a particular subject for the specified student.

DIANA: So, Tim, we have to do a short summary of our work experience on a farm.

TIM: Right. My farm was great, but 📍Q21 arranging the work experience was hard. One problem was it was miles away and I don’t drive. And also, I’d really wanted a placement for a month, but I could only get one for two weeks.

DIANA: I was lucky, the farmer let me stay on the farm so I didn’t have to travel. But 📍Q21 finding the right sort of farm to apply to wasn’t easy.

TIM: No, 📍Q21 they don’t seem to have websites, do they. I found mine through a friend of my mother’s, but it wasn’t easy.

DIANA: No.

TIM: My farm was mostly livestock, especially sheep. I really enjoyed helping out with them. I was up most of one night 📍Q22 helping a sheep deliver a lamb …

DIANA: On your own?

TIM: No, the farmer was there, and he told me what to do. It wasn’t a straightforward birth, but I managed. It was a great feeling to see the lamb stagger to its feet and start feeding almost straightaway, and to know that it was OK.

DIANA: Mm.

TIM: Then another time a lamb had broken its leg, and they got the vet in to set it, and he talked me through what he was doing. That was really useful.

DIANA: Yes, my farm had sheep too. The farm was in a valley and they had a lowland breed called Suffolks, although the farmer said they’d had other breeds in the past.

TIM: So were they bred for their meat?

DIANA: 📍Q23 Mostly, yes. They’re quite big and solid.

TIM: My farm was up in the hills and they had a different breed of sheep, they were Cheviots.

DIANA: Oh, I heard their wool’s really sought after.

TIM: Yes. It’s very hardwearing and they use it for carpets.

DIANA: Right.

TIM: I was interested in the amount of supplements they add to animals’ feed nowadays. Like, even the chickens got extra vitamins and electrolytes in their feed.

DIANA: Yes, I found that too. And they’re not cheap. But my farmer said some are overpriced for what they are. And he didn’t give them as a matter of routine, 📍Q24 just at times when the chickens seemed to particularly require them.

TIM: Yes, mine said the same. He said certain breeds of chickens might need more supplements than the others, but the cheap and expensive ones are all basically the same.

DIANA: Mm.

TIM: So did your farm have any other livestock, Diana?

DIANA: Yes, dairy cows. I made a really embarrassing mistake when I was working in the milk shed. Some cows had been treated with antibiotics, so their milk wasn’t suitable for human consumption, and it had to be put in a separate container. But I got mixed up, and I 📍Q25 poured some milk from the wrong cow in with the milk for humans, so the whole lot had to be thrown away. The farmer wasn’t too happy with me.

TIM: I asked my farmer how much he depended on the vet to deal with health problems. I’d read reports that the livestock’s health is being affected as farmers are under pressure to increase production. Well, he didn’t agree with that, but he said that actually some of the stuff the vets do, like minor operations, 📍Q26 he’d be quite capable of doing himself.

DIANA: Yeah. 📍Q26 My farmer said the same. But he reckons vets’ skills are still needed.

DIANA: Now we’ve got to give a bit of feedback about last term’s modules – just short comments, apparently. Shall we do that now?

TIM: OK. So medical terminology.

DIANA: Well, my heart sank when I saw that, especially right at the beginning of the course. And I did struggle with it.

TIM: I’d thought it’d be hard, but actually 📍Q27 I found it all quite straightforward. What did you think about diet and nutrition?

DIANA: OK, I suppose.

TIM: Do you remember what they told us about pet food and the fact that there’s such 📍Q28 limited checking into whether or not it’s contaminated? I mean in comparison with the checks on food for humans – I thought that was terrible.

DIANA: Mm. I think the module that really impressed me was the animal disease one, when we looked at domesticated animals in different parts of the world, like camels and water buffalo and alpaca. The economies of so many countries depend on these, but 📍Q29 scientists don’t know much about the diseases that affect them.

TIM: Yes, 📍Q29 I thought they’d know a lot about ways of controlling and eradicating those diseases, but that’s not the case at all.

TIM: I loved the wildlife medication unit. Things like helping birds that have been caught in oil spills. That’s something I hadn’t thought about before.

DIANA: Yeah, 📍Q30 I thought I might write my dissertation on something connected with that.

TIM: Right. So …

PART 4 Questions 31-40 + Audio Script

📝 Question 31: "Complete the notes below. Write ONE WORD ONLY for each answer. Labyrinths compared with mazes: Mazes are a type of 31______"

🔹 Correct Answer: puzzle

📍 Location in Audio Script: "A maze is quite different as it is a kind of puzzle"

🔹 Analysis of the Answer: The audio script states that a maze is a kind of puzzle, which directly answers the question.

⚠️ Potential Traps: None

⭐ Key Learning Point: Listen for definitions or descriptions that define a specific term.

📝 Question 32: "Complete the notes below. Write ONE WORD ONLY for each answer. Labyrinths compared with mazes: ______ is needed to navigate through a maze"

🔹 Correct Answer: logic

📍 Location in Audio Script: "Entering a maze usually involves getting lost a few times before using logic to work out the pattern"

🔹 Analysis of the Answer: The audio explicitly says that "logic" is needed to navigate through a maze.

⚠️ Potential Traps: None

⭐ Key Learning Point: Listen for verbs or descriptions of how to navigate something or what skill is required.

📝 Question 33: "Complete the notes below. Write ONE WORD ONLY for each answer. Labyrinths compared with mazes: the word ‘maze’ is derived from a word meaning a feeling of 33 ______"

🔹 Correct Answer: confusion

📍 Location in Audio Script: "The word ‘maze’ is believed to come from a Scandinavian word for a state of confusion."

🔹 Analysis of the Answer: The audio states the word maze comes from a word meaning a state of confusion.

⚠️ Potential Traps: None

⭐ Key Learning Point: Focus on the origin of words and their meanings as explained in the audio.

📝 Question 34: "Complete the notes below. Write ONE WORD ONLY for each answer. Labyrinths represent a journey through life: they have frequently been used in 34 ______ and prayer"

🔹 Correct Answer: meditation

📍 Location in Audio Script: "Labyrinths are thought to encourage a feeling of calm and have been used as a meditation and prayer tool"

🔹 Analysis of the Answer: Labyrinths are said to have been used for meditation and prayer, which is the answer.

⚠️ Potential Traps: None

⭐ Key Learning Point: Pay attention to what something is used for or what purpose it serves.

📝 Question 35: "Complete the notes below. Write ONE WORD ONLY for each answer. Early examples of the labyrinth spiral: Ancient carvings on 35 ______ have been found across many cultures"

🔹 Correct Answer: stone

📍 Location in Audio Script: "The earliest examples of the labyrinth spiral pattern have been found carved into stone"

🔹 Analysis of the Answer: The audio states that early examples were found carved into stone, answering the question directly.

⚠️ Potential Traps: None

⭐ Key Learning Point: Be aware of the context where the earliest examples have been found, especially the material they were made on or from.

📝 Question 36: "Complete the notes below. Write ONE WORD ONLY for each answer. Early examples of the labyrinth spiral: Ancient Greeks used the symbol on 36 ______"

🔹 Correct Answer: coins

📍 Location in Audio Script: "In Ancient Greece, the labyrinth spiral was used on coins"

🔹 Analysis of the Answer: The audio explicitly mentions that Ancient Greeks used the symbol on coins.

⚠️ Potential Traps: None

⭐ Key Learning Point: Focus on the usage of symbols or patterns by different groups or in different contexts.

📝 Question 37: "Complete the notes below. Write ONE WORD ONLY for each answer. Walking labyrinths: The largest surviving example of a turf labyrinth once had a big 37 ______ at its centre"

🔹 Correct Answer: tree

📍 Location in Audio Script: "including the largest one at Saffron Walden, England, which used to have a large tree in the middle of it."

🔹 Analysis of the Answer: The audio mentions that the largest turf labyrinth used to have a tree in the middle.

⚠️ Potential Traps: None

⭐ Key Learning Point: Focus on elements found in physical locations or specific examples described.

📝 Question 38: "Complete the notes below. Write ONE WORD ONLY for each answer. Labyrinths nowadays: walking a maze can reduce a person’s 38 ______ rate"

🔹 Correct Answer: breathing

📍 Location in Audio Script: "which include slower breathing and a restored sense of balance and perspective."

🔹 Analysis of the Answer: The audio indicates that walking a labyrinth promotes slower breathing (the question asks about reducing a rate, "slower" implies a reduction in rate).

⚠️ Potential Traps: None, but note the phrasing "slower breathing" means "reduce breathing rate".

⭐ Key Learning Point: Pay attention to the physical or psychological benefits of an activity as described.

📝 Question 39: "Complete the notes below. Write ONE WORD ONLY for each answer. Labyrinths nowadays: patients who can’t walk can use ‘finger labyrinths’ made from 39 ______"

🔹 Correct Answer: paper

📍 Location in Audio Script: "In some hospitals, patients who can’t walk can have a paper ‘finger labyrinth’ brought to their bed."

🔹 Analysis of the Answer: The audio clearly states that finger labyrinths are made from paper.

⚠️ Potential Traps: None

⭐ Key Learning Point: Focus on the materials used to create something, especially when a specific type or variation is mentioned.

📝 Question 40: "Complete the notes below. Write ONE WORD ONLY for each answer. Labyrinths nowadays: research has shown that Alzheimer’s sufferers experience less 40 ______"

🔹 Correct Answer: anxiety

📍 Location in Audio Script: "For example, one study found that walking a labyrinth provided ‘short-term calming, relaxation, and relief from anxiety’ for Alzheimer’s patients."

🔹 Analysis of the Answer: Research indicates that walking a labyrinth gives relief from anxiety in Alzheimer's patients (experiencing less anxiety).

⚠️ Potential Traps: "Calming" and "relaxation" are also mentioned, but "relief from anxiety" directly matches the idea of experiencing "less anxiety".

⭐ Key Learning Point: Note the positive effects or reductions in negative symptoms as outcomes of an activity or treatment.

Labyrinths have existed for well over 4,000 years. Labyrinths and labyrinthine symbols have been found in regions as diverse as modern-day Turkey, Ireland, Greece, and India. There are various designs of labyrinth but what they all have in common is a winding spiral path which leads to a central area. There is one starting point at the entrance and the goal is to reach the central area. Finding your way through a labyrinth involves many twists and turns, but it’s not possible to get lost as there is only one single path.

 In modern times, the word labyrinth has taken on a different meaning and is often used as a synonym for a maze. A maze is quite different as it is a kind of 📍Q31 puzzle with an intricate network of paths. Mazes became fashionable in the 15th and 16th centuries in Europe, and can still be found in the gardens of great houses and palaces. The paths are usually surrounded by thick, high hedges so that it’s not possible to see over them. Entering a maze usually involves getting lost a few times before using 📍Q32 logic to work out the pattern and find your way to the centre and then out again. There are lots of dead ends and paths which lead you back to where you started. The word ‘maze’ is believed to come from a Scandinavian word for a state of 📍Q33 confusion. This is where the word ‘amazing’ comes from.

Labyrinths, on the other hand, have a very different function. Although people now often refer to things they find complicated as labyrinths, this is not how they were seen in the past. the winding spiral of the labyrinth has been used for centuries as a metaphor for life’s journey. It served as a spiritual reminder that there is purpose and meaning to our lives and helped to give people a sense of direction. Labyrinths are thought to encourage a feeling of calm and have been used as a 📍Q34 meditation and prayer tool in many cultures over many centuries.

 The earliest examples of the labyrinth spiral pattern have been found carved into 📍Q35 stone, from Sardinia to Scandinavia, from Arizona to India to Africa. In Europe, these spiral carvings date from the late Bronze Age. The Native American Pima tribe wove baskets with a circular labyrinth design that depicted their own cosmology. In Ancient Greece, the labyrinth spiral was used on 📍Q36 coins around four thousand years ago. Labyrinths made of mosaics were commonly found in bathhouses, villas and tombs throughout the Roman Empire.

In Northern Europe, there were actual physical labyrinths designed for walking on. These were cut into the turf or grass, usually in a circular pattern. The origin of these walking labyrinths remains unclear, but they were probably used for fertility rites which may date back thousands of years. Eleven examples of turf labyrinths survive today, including the largest one at Saffron Walden, England, which used to have a large 📍Q37 tree in the middle of it.

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More recently labyrinths have experienced something of a revival. Some believe that walking a labyrinth promotes healing and mindfulness, and there are those who believe in its emotional and physical benefits, which include slower 📍Q38 breathing and a restored sense of balance and perspective. This idea has become so popular that labyrinths have been laid into the floors of spas, wellness centres and even prisons in recent years.

A pamphlet at Colorado Children’s Hospital informs patients that ‘walking a labyrinth can often calm people in the midst of a crisis’. And apparently, it’s not only patients who benefit. Many visitors find walking a labyrinth less stressful than sitting in a corridor or waiting room. Some doctors even walk the labyrinth during their breaks. In some hospitals, patients who can’t walk can have a 📍Q39 paper ‘finger labyrinth’ brought to their bed. The science behind the theory is a little sketchy, but there are dozens of small-scale studies which support claims about the benefits of labyrinths. For example, one study found that walking a labyrinth provided ‘short-term calming, relaxation, and relief from 📍Q40 anxiety’ for Alzheimer’s patients.

So, what is it about labyrinths that makes their appeal so universal? Well …