تحلیل لیسنینگ آیلتس آکادمیک و جنرال کمبریج 16 - تست 1: 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 ۱ لیسنینگ از کتاب آیلتس کمبریج ۱۶ (Cambridge IELTS 16) 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: "Create a cover for an 1 .... so they can drop it from a height without breaking it."

🔹 Correct Answer: egg

📍 Location in Audio Script: "For example, they work together to design a special cover that goes round an egg, so that when it’s inside they can drop it from a height and it doesn’t break."

🔹 Analysis of the Answer: The answer "egg" is directly stated in the audio script.

⚠️ Potential Traps: None. The audio clearly states what is being covered.

⭐ Key Learning Point: Pay close attention to the words directly preceding and following the gap in fill-in-the-blank questions.

📝 Question 2: "Take part in a competition to build the tallest 2 ...."

🔹 Correct Answer: tower

📍 Location in Audio Script: "Well, they have a competition to see who can make the highest tower."

🔹 Analysis of the Answer: The answer "tower" is directly stated in the audio script.

⚠️ Potential Traps: None. The audio clearly states what is being built in the competition.

⭐ Key Learning Point: Listen for keywords like "competition" and "tallest" (or "highest") to identify the answer.

📝 Question 3: "Make a 3 .... powered by a balloon."

🔹 Correct Answer: car

📍 Location in Audio Script: "For example, one thing they do is to design and build a car that’s attached to a balloon, and the force of the air in that actually powers the car and makes it move along."

🔹 Analysis of the Answer: The answer "car" is directly stated in the audio script, along with the balloon power.

⚠️ Potential Traps: None. The connection between the car and the balloon is clear.

⭐ Key Learning Point: Be attentive to descriptions of how something works or is powered, not just the name of the object.

📝 Question 4: "Build model cars, trucks and 4 .... and learn how to program them so they can move."

🔹 Correct Answer: animals

📍 Location in Audio Script: "So they work out how to build model vehicles, things like cars and trucks, but also how to construct animals using the same sorts of material and technique, and then they learn how they can program them and make them move."

🔹 Analysis of the Answer: The answer "animals" is directly stated in the audio script as part of a list.

⚠️ Potential Traps: None. The audio clearly lists the items being built.

⭐ Key Learning Point: When listening to a list, be sure to note all items mentioned that fit the category, and not stop at the first few if the blank comes later in the list.

📝 Question 5: "Take part in a competition to build the longest 5 .... using card and wood."

🔹 Correct Answer: bridge

📍 Location in Audio Script: "Yes, with the Junior Engineers, it’s to use recycled materials like card and wood to build a bridge, and the longest one gets a prize."

🔹 Analysis of the Answer: The answer "bridge" is directly stated in the audio script.

⚠️ Potential Traps: None. The link between the competition, materials, and the structure is clear.

⭐ Key Learning Point: Recognize the keywords "competition," "longest," and the materials mentioned ("card and wood") to locate the answer.

📝 Question 6: "Create a short 6 .... with special software."

🔹 Correct Answer: movie

📍 Location in Audio Script: "Then they have something a bit different, which is to think up an idea for a five-minute movie and then film it, using special animation software."

🔹 Analysis of the Answer: The answer "movie" is directly stated in the audio script. "Film" is also mentioned as the action of creating it.

⚠️ Potential Traps: None, the answer is clear.

⭐ Key Learning Point: Be aware that related terms (like "film" and "movie") might be used, but the noun filling the blank is usually the product itself.

📝 Question 7: "Build, 7 .... and program a humanoid robot."

🔹 Correct Answer: decorate

📍 Location in Audio Script: "And then they also build a robot in the shape of a human, and they decorate it and program it so that it can move its arms and legs."

🔹 Analysis of the Answer: The answer "decorate" is directly stated in the audio script as one of the actions performed on the robot.

⚠️ Potential Traps: None. The audio states clearly what action is being taken along with building and programming.

⭐ Key Learning Point: Pay attention to the sequence of actions described in a sentence, especially when a list of verbs is given.

📝 Question 8: "Held on 8 .... from 10 am to 11 am."

🔹 Correct Answer: Wednesdays

📍 Location in Audio Script: "They used to be, but we found it didn’t give our staff enough time to clear up after the first workshop, so we moved them to Wednesdays."

🔹 Analysis of the Answer: The answer "Wednesdays" is directly stated in the audio script as the new day for the classes.

⚠️ Potential Traps: The speaker initially mentions that classes "used to be" on Mondays, which could be a trap if not listening carefully to the shift in information indicated by "moved them to."

⭐ Key Learning Point: Listen for phrases that indicate a change from a past situation to a current one, like "used to be" and "moved to."

📝 Question 9: "Building 10A, 9 .... Industrial Estate, Grasford"

🔹 Correct Answer: Fradstone

📍 Location in Audio Script: "They’re in building 10A – there’s a big sign on the door, you can’t miss it, and that’s in Fradstone Industrial Estate."

🔹 Analysis of the Answer: The answer "Fradstone" is directly stated in the audio script and spelled out.

⚠️ Potential Traps: The spelling of Fradstone might be confusing if not clearly heard or if the spelling provided (F-R-A-D-S-T-O-N-E) is missed.

⭐ Key Learning Point: Listen carefully to spelling or clarification of names of places and be prepared to write them down accurately.

📝 Question 10: "Plenty of 10 .... is available."

🔹 Correct Answer: parking

📍 Location in Audio Script: FATHER: "And will I have any parking problems there?" SARAH: "No, there’s always plenty available."

🔹 Analysis of the Answer: Although Sarah doesn't say the word "parking" in her response, the father's preceding question "And will I have any parking problems there?" makes it clear that her affirmative response "No, there’s always plenty available" refers to parking.

⚠️ Potential Traps: The word "parking" itself is not said by Sarah, making it a tricky question if one only listens to her response without the context of the father's question.

⭐ Key Learning Point: Infer the answer from the context, and pay attention to the questions implied by or directly preceding the responses given, especially in dialogues.

SARAH: Hello. Children’s Engineering Workshops.

FATHER: Oh hello. I wanted some information about the workshops in the school holidays.

SARAH: Sure.

FATHER: I have two daughters who are interested. The younger one’s Lydia, she’s four – do you take children as young as that?

SARAH: Yes, our Tiny Engineers workshop is for four to five-year-olds.

FATHER: What sorts of activities do they do?

SARAH: All sorts. For example, they work together to design a special cover that goes round an egg 📍Q1, so that when it’s inside they can drop it from a height and it doesn’t break. Well, sometimes it does break but that’s part of the fun!

FATHER: Right. And Lydia loves building things. Is there any opportunity for her to do that?

SARAH: Well, they have a competition to see who can make the highest tower 📍Q2. You’d be amazed how high they can go.

FATHER: Right.

SARAH: But they’re learning all the time as well as having fun. For example, one thing they do is to design and build a car 📍Q3 that’s attached to a balloon, and the force of the air in that actually powers the car and makes it move along. They go really fast too.

FATHER: OK, well, all this sounds perfect.

————————–

FATHER: Now Carly, that’s my older daughter, has just had her seventh birthday, so presumably she’d be in a different group?

SARAH: Yes, she’d be in the Junior Engineers. That’s for children from six to eight.

FATHER: And do they do the same sorts of activities?

SARAH: Some are the same, but a bit more advanced. So they work out how to build model vehicles, things like cars and trucks, but also how to construct animals 📍Q4 using the same sorts of material and technique, and then they learn how they can program them and make them move.

FATHER: So they learn a bit of coding?

SARAH: They do. They pick it up really quickly. We’re there to help if they need it, but they learn from one another too.

FATHER: Right. And do they have competition too?

SARAH: Yes, with the Junior Engineers, it’s to use recycled materials like card and wood to build a bridge 📍Q5, and the longest one gets a prize.

FATHER: That sounds fun. I wouldn’t mind doing that myself!

SARAH: Then they have something a bit different, which is to think up an idea for a five-minute movie 📍Q6 and then film it, using special animation software. You’d be amazed what they come up with.

FATHER: And of course, that’s something they can put on their phone and take home to show all their friends.

SARAH: Exactly. And then they also build a robot in the shape of a human, and they decorate 📍Q7 it and program it so that it can move its arms and legs.

FATHER: Perfect. So, is it the same price as the Tiny Engineers?

SARAH: It’s just a bit more: £50 for the five weeks.

FATHER: And are the classes on a Monday, too?

SARAH: They used to be, but we found it didn’t give our staff enough time to clear up after the first workshop, so we moved them to Wednesdays 📍Q8. The classes are held in the morning from ten to eleven.

FATHER: OK. That’s better for me actually. And what about the location? Where exactly are the workshops held?

SARAH: They’re in building 10A – there’s a big sign on the door, you can’t miss it, and that’s in Fradstone 📍Q9 Industrial Estate.

FATHER: Sorry?

SARAH: Fradstone – that’s F-R-A-D-S-T-O-N-E.

FATHER: And that’s in Grasford, isn’t it?

SARAH: Yes, up past the station.

FATHER: And will I have any parking 📍Q10 problems there?

SARAH: No, there’s always plenty available. So would you like to enrol Lydia and Carly now?

FATHER: OK.

SARAH: So can I have your full name …

PART 2 Questions 11-20 + Audio Script

📝 Question 11: "Stevenson’s was founded in"

🔹 Correct Answer: C 1926

📍 Location in Audio Script: "He set up this company when he finished his apprenticeship, in 1926."

🔹 Analysis of the Answer: The answer is directly stated in the audio script as 1926.

⚠️ Potential Traps: The speaker mentions 1923 (left school) and 1924 (started making plans), but these relate to other events, which could be misleading if not focusing on when the company was "set up" or "founded."

⭐ Key Learning Point: Pay attention to the specific time frame or event asked for in the question, making sure to select the one related to the founding, not any other dates mentioned for related but distinct events.

📝 Question 12: "Originally, Stevenson’s manufactured goods for"

🔹 Correct Answer: A the healthcare industry

📍 Location in Audio Script: "However, there was a delay of five years before that happened, because shortly before the company went into production, Stevenson was given the opportunity to make goods for hospitals and other players in the healthcare industry, so that’s what we did for the first five years."

🔹 Analysis of the Answer: The correct answer, healthcare industry, is clearly stated and is further clarified by "what we did for the first five years".

⚠️ Potential Traps: The speaker mentions the automotive industry as the original long-term plan, which could be confusing. The word "originally" in the question refers to what they *actually* did first.

⭐ Key Learning Point: Focus on the meaning of "originally manufactured" to identify that the order of information and actual initial production is important here, distinguishing from long-term plans.

📝 Question 13: "What does the speaker say about the company premises?"

🔹 Correct Answer: B The company has no plans to move

📍 Location in Audio Script: "we were lucky that the site is big enough, so moving to a new location has never been necessary."

🔹 Analysis of the Answer: The speaker explicitly states that "moving to a new location has never been necessary," which indicates no current or past plans to move, and implies no future ones given the site's adequacy.

⚠️ Potential Traps: The audio also mentions that the site "intend to carry out major refurbishment," which might lead to the incorrect answer of C (the company is going to move shortly) if refurbishment is confused with relocation.

⭐ Key Learning Point: Differentiate between refurbishment (improving an existing site) and relocation (moving to a new site). Focus on the negative phrasing ("never been necessary") to identify the correct answer about moving plans.

📝 Question 14: "The programme for the work experience group includes"

🔹 Correct Answer: C talks by staff

📍 Location in Audio Script: "Most mornings you’ll have a presentation from one of the managers, to learn about their department..."

🔹 Analysis of the Answer: The answer "talks by staff" is a synonym for "presentations from one of the managers".

⚠️ Potential Traps: The audio mentions time in each department for observing, but not for research. A teacher "used to come," implying they don't anymore, which can be misleading if not listening carefully to the tense.

⭐ Key Learning Point: Listen for synonyms and be prepared for information about past practices versus current ones. Keep listening to the full description to locate the correct response for the current programme.

📝 Question 15: "coffee room"

🔹 Correct Answer: H

📍 Location in Audio Script: "There’s a corridor running left from here, and if you go along that, the door facing you at the end is the entrance to the coffee room. This looks out onto the main road on one side, and some trees on the other"

🔹 Analysis of the Answer: The coffee room is described as being at the end of a corridor (left from reception) and having a view of the main road on one side and trees on the other, which matches location H on a typical map layout.

⚠️ Potential Traps: None, if the descriptions (end of corridor, views) are carefully matched to the map options.

⭐ Key Learning Point: Visualize the descriptions given in the audio to match them to the correct location on the map, paying attention to relative positions and views.

📝 Question 16: "warehouse"

🔹 Correct Answer: C

📍 Location in Audio Script: "You can get to the warehouse by crossing to the far side of the courtyard, and then the door is on your right."

🔹 Analysis of the Answer: The description (crossing courtyard, door on the right) leads to the correct location, 'C' on a typical map layout.

⚠️ Potential Traps: None. The description of the position of the warehouse is clear.

⭐ Key Learning Point: Use the directions and relative positions described in the audio script to track to the correct location on the map.

📝 Question 17: "staff canteen"

🔹 Correct Answer: G

📍 Location in Audio Script: "The staff canteen. This is right next to reception."

🔹 Analysis of the Answer: The audio states that the staff canteen is right next to reception, matching G on a typical map where reception is a starting point.

⚠️ Potential Traps: None. The description is straightforward and uses a clear landmark (reception).

⭐ Key Learning Point: Look for key spatial relationships, such as "next to," and use known points like "reception" as anchors.

📝 Question 18: "meeting room"

🔹 Correct Answer: B

📍 Location in Audio Script: "The meeting room is the last one on the right" (after walking along the corridor to the left of the courtyard and continuing to the end).

🔹 Analysis of the Answer: Using the direction "along the corridor to the left of the courtyard" and then "last one on the right," the audio indicates that B is the correct answer on a typical map layout.

⚠️ Potential Traps: None, if the directions ("left of courtyard," "continue to end," "last on right") are clear and easy to follow.

⭐ Key Learning Point: Listen carefully for the sequence of directions and positional terms (e.g., "last one on the right").

📝 Question 19: "human resources"

🔹 Correct Answer: I

📍 Location in Audio Script: "the human resources department is all the front of this building, so you head to the left along the corridor from reception, and it’s the second room you come to. It looks out onto the main road."

🔹 Analysis of the Answer: The audio describes the location of the human resources department as the second room on the left corridor from reception, looking out onto the main road, matching I on a typical map.

⚠️ Potential Traps: None, the spatial directions are clear and easy to follow with reference to reception and the main road.

⭐ Key Learning Point: Use directional information and the order of rooms (e.g., "second room") to select the correct location, cross-referencing with other details like views.

📝 Question 20: "boardroom"

🔹 Correct Answer: A

📍 Location in Audio Script: "Go along the corridor past the courtyard, right to the end. The boardroom is on the left, next to the factory."

🔹 Analysis of the Answer: The instructions, to go along the corridor past the courtyard to the end, then find the room on the left next to the factory, leads to location 'A' on a typical map.

⚠️ Potential Traps: None. The location is made clear using sequential directions and adjacency to another known area (factory).

⭐ Key Learning Point: Use spatial instructions and landmarks (like "past the courtyard," "next to the factory") to locate items on a map.

Good morning, everyone, and welcome to Stevenson’s, one of the country’s major manufacturers of metal goods. Thank you for choosing us for your two weeks of work experience. My name is Julia Simmons, and since the beginning of this year I’ve been the managing director.

Stevenson’s is quite an old company. Like me, the founder, Ronald Stevenson, went into the steel industry when he left school – that was in 1923. He set up this company when he finished his apprenticeship, in 1926 📍Q11, although he actually started making plans two years earlier, in 1924. He was a very determined young man!

Stevenson’s long-term plan was to manufacture components for the machine tools industry – although in fact that never came about – and for the automotive industry, that is, cars and lorries. However, there was a delay of five years before that happened, because shortly before the company went into production, Stevenson was given the opportunity to make goods for hospitals and other players in the healthcare industry, so that’s what we did for the first five years 📍Q12.

Over the years, we’ve expanded the premises considerably – we were lucky that the site is big enough, so moving to a new location has never been necessary 📍Q13. However, the layout is far from ideal for modern machinery and production methods, so we intend to carry out major refurbishment of this site over the next five years.

I’d better give you some idea of what you’ll be doing during your two weeks with us, so you know what to expect. Most mornings you’ll have a presentation from one of the managers 📍Q14, to learn about their department, starting this morning with research and development. And you’ll all spend some time in each department, observing what’s going on and talking to people – as long as you don’t stop them from doing their work altogether! In the past, a teacher from your school has come in at the end of each week to find out how the group were getting on, but your school isn’t able to arrange that this year.

————————-

OK, now I’ll briefly help you to orientate yourselves around the site. As you can see, we’re in the reception area, which we try to make attractive and welcoming to visitors. There’s a corridor running left from here, and if you go along that, the door facing you at the end is the entrance to the coffee room. This looks out onto the main road on one side, and some trees on the other 📍Q15, and that’ll be where you meet each morning.

The factory is the very big room on the far side of the site. Next to it is the warehouse, which can be accessed by lorries going up the road to the turning area at the end. You can get to the warehouse by crossing to the far side of the courtyard, and then the door is on your right 📍Q16.

Somewhere you’ll be keen to find is the staff canteen. This is right next to reception 📍Q17. I can confidently say that the food’s very good, but the view isn’t. The windows on one side look onto a corridor and courtyard, which aren’t very attractive at all, and on the other onto the access road, which isn’t much better.

You’ll be using the meeting room quite often, and you’ll find it by walking along the corridor to the left of the courtyard, and continuing along it to the end. The meeting room is the last one on the right 📍Q18, and I’m afraid there’s no natural daylight in the room.

Then you’ll need to know where some of the offices are. The human resources department is all the front of this building, so you head to the left along the corridor from reception, and it’s the second room you come to. It looks out onto the main road 📍Q19.

And finally, the boardroom, where you’ll be meeting sometimes. That has quite a pleasant view, as it looks out on to the trees. Go along the corridor past the courtyard, right to the end. The boardroom is on the left, next to the factory. 📍Q20

OK, now are there any questions before we …

PART 3 Questions 21-30 + Audio Script

📝 Question 21 & 22: "Which TWO parts of the introductory stage to their art projects do Jess and Tom agree were useful?"

🔹 Correct Answers: C the Natural History Museum visit, E the handouts with research sources

📍 Location in Audio Script: JESS: "Much less use than the trip to the Natural History Museum." TOM: "Yeah, I liked all the stuff about evolution there." JESS: "When they gave us all those handouts with details of books and websites to look at, I was really put off, but the more I read, the more interested I got." TOM: "Me too."

🔹 Analysis of the Answer: Jess states the Natural History Museum visit was more useful than the Bird Park (implying it was useful), and Tom agrees he liked it (C). Jess initially disliked the handouts but then found them useful ("the more I read, the more interested I got"), and Tom agrees ("Me too") (E).

⚠️ Potential Traps: The Bird Park visit is mentioned but explicitly stated as a "letdown" by Jess, making it an incorrect answer. Jess's initial negative reaction to the handouts could be misleading if one doesn't listen for her change of view and Tom's agreement.

⭐ Key Learning Point: Listen for agreement between the two speakers to determine a shared opinion of usefulness, and watch out for words like "but" or phrases indicating a change in view or initial misjudgment.

📝 Question 23 & 24: "In which TWO ways do both Jess and Tom decide to change their proposals?"

🔹 Correct Answers: B by being less specific about the outcome, E by making their notes more evaluative

📍 Location in Audio Script: TOM: "I’ve realised the notes from my research are almost all just descriptions, I haven’t actually evaluated anything. So I’ll have to fix that." JESS: "Someone told me it’s best not to be too precise about your actual outcome at this stage... So I’m going to do back to my proposal to make it a bit more vague." TOM: "Really? OK, I’ll change that too then."

🔹 Analysis of the Answer: Tom realizes he needs to make his notes more evaluative ("I haven’t actually evaluated anything. So I’ll have to fix that") (E). Jess decides she will be less specific about the outcome ("make it a bit more vague"), and Tom agrees to do the same ("I’ll change that too then") (B).

⚠️ Potential Traps: Other aspects of the proposal (timeline, mind map, action plan rationale) are discussed, but these are not things that *both* decide to change in the ways specified by options B and E.

⭐ Key Learning Point: Identify specific actions or decisions both speakers explicitly state they will take regarding changes to their proposals, looking for clear agreement or shared intentions.

📝 Question 25: "Falcon (Landseer)"

🔹 Correct Answer: D a potential threat

📍 Location in Audio Script: JESS: "You could talk about the possible danger suggested by the bird’s look."

🔹 Analysis of the Answer: Tom chose this painting because of the bird’s look ("staring straight at you," "a bit scary"). Jess then suggests that he could talk about the "possible danger" suggested by this look, which aligns with "a potential threat."

⚠️ Potential Traps: Tom’s own initial feeling "a bit scary" might be distracting, but Jess’s rephrasing into "possible danger" is what links to the option.

⭐ Key Learning Point: Synonyms or closely related concepts such as "possible danger" for "potential threat" are common. Listen to how a second speaker might interpret or rephrase an idea.

📝 Question 26: "Fish hawk (Audubon)"

🔹 Correct Answer: C fast movement

📍 Location in Audio Script: JESS: "Well actually I think I’ll concentrate on the impression of rapid motion it gives."

🔹 Analysis of the Answer: Jess explicitly states that she will concentrate on the "impression of rapid motion," which is the same as "fast movement."

⚠️ Potential Traps: The audio discusses "predators" and "food chains" in relation to this painting, which could be misleading if the listener doesn't focus on what Jess *decides to concentrate on*.

⭐ Key Learning Point: Focus on the final choice or specific aspect a speaker decides to emphasize about their selected artwork.

📝 Question 27: "Kingfisher (van Gogh)"

🔹 Correct Answer: A a childhood memory

📍 Location in Audio Script: JESS: "I’ve actually chosen it because I saw a real kingfisher once when I was little, I was out walking with my grandfather, and I’ve never forgotten it."

🔹 Analysis of the Answer: Jess explains that her choice of the kingfisher painting was because it reminds her of a specific event from when she was "little" with her grandfather, clearly a childhood memory.

⚠️ Potential Traps: Jess mentions the colours of the painting ("beautiful blue and red and black shades"), but this is not the primary reason she chose it.

⭐ Key Learning Point: Listen carefully for the explicit reason behind each choice, often introduced with words like "because."

📝 Question 28: "Portrait of William Wells"

🔹 Correct Answer: H a confused attitude to nature

📍 Location in Audio Script: TOM: "To me it’s about how ambiguous people are in the way they exploit the natural world."

🔹 Analysis of the Answer: Tom explains that the portrait shows "ambiguous" feelings/actions regarding nature (man shot a bird but looks unsure), which is a good match for the answer of "a confused attitude to nature."

⚠️ Potential Traps: None specifically, if "ambiguous" is understood in the context of conflicting or unclear attitudes.

⭐ Key Learning Point: Focus on understanding the underlying meaning of words like "ambiguous" to find an answer that reflects a complex or unclear attitude.

📝 Question 29: "Vairumati (Gauguin)"

🔹 Correct Answer: F the continuity of life

📍 Location in Audio Script: JESS: "Apparently, it’s a reference to the never-ending cycle of existence."

🔹 Analysis of the Answer: Jess explains that this painting refers to the "never-ending cycle of existence," which is another way to say "the continuity of life."

⚠️ Potential Traps: None, the audio script makes the symbolic meaning of the painting clear in relation to this option.

⭐ Key Learning Point: When symbolic meanings are being discussed, look for paraphrasing and synonyms to locate the answers that match the interpretation.

📝 Question 30: "Portrait of Giovanni de Medici"

🔹 Correct Answer: G protection of nature

📍 Location in Audio Script: TOM: "I like the way he’s holding it carefully so he doesn’t hurt it."

🔹 Analysis of the Answer: Tom chooses this portrait because the boy is "holding it carefully so he doesn’t hurt it" (referring to a tiny bird), suggesting "protection of nature."

⚠️ Potential Traps: None, the explanation offered by the speaker for liking the portrait is clear and directly relates to careful handling.

⭐ Key Learning Point: Use analysis of the speaker's explanation of why they chose or like a painting to find the correct personal meaning or interpretation linked to the options.

JESS: How are you getting on with your art project, Tom?

TOM: OK. Like, they gave us the theme of birds to base our project on, and I’m not really all that interested in wildlife. But I’m starting to get into it. I’ve pretty well finished the introductory stage.

JESS: So have I. When they gave us all those handouts with details of books and websites to look at 📍Q21/Q22, I was really put off, but the more I read, the more interested I got.

TOM: Me too. I found I could research so many different aspects of birds in art – colour, movement, texture. So I was looking forward to the Bird Park visit.

JESS: What a letdown! It poured with rain and we hardly saw a single bird. Much less use than the trip to the Natural History Museum 📍Q21/Q22.

TOM: Yeah, I liked all the stuff about evolution there. The workshop sessions with Dr Fletcher were good too, especially the brainstorming sessions.

JESS: I missed those because I was ill. I wish we could’ve seen the projects last year’s students did.

TOM: Mm. I suppose they want us to do our own thing, not copy.

JESS: Have you drafted your proposal yet?

TOM: Yes, but I haven’t handed it in. I need to amend some parts. I’ve realised the notes from my research are almost all just descriptions, I haven’t actually evaluated anything. So I’ll have to fix that 📍Q23/Q24.

JESS: Oh, I didn’t know we had to do that. I’ll have to look at that too. Did you do a timeline for the project?

TOM: Yes, and a mind map.

JESS: Yeah, so did I. I quite enjoyed that. But it was hard having to explain the basis for my decisions in my action plan.

TOM: What?

JESS: You know, give a rationale.

TOM: I didn’t realise we had to do that. OK, I can add it now. And I’ve done the video diary presentation, and worked out what I want my outcome to be in the project.

JESS: Someone told me it’s best not to be too precise about your actual outcome 📍Q23/Q24 at this stage, so you have more scope to explore your ideas later on. So I’m going to do back to my proposal to make it a bit more vague.

TOM: Really? OK, I’ll change that too then.

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TOM: One part of the project, I’m unsure about is where we choose some paintings of birds and say what they mean to us. Like, I chose a painting of a falcon by Landseer. I like it because the bird’s standing there with his head turned to one side, but he seems to be staring straight at you. But I can’t just say it’s a bit scary, can I?

JESS: You could talk about the possible danger suggested by the bird’s look 📍Q25.

TOM: Oh, OK.

JESS: There’s a picture of a fish hawk by Audubon I like. It’s swooping over the water with a fish in its talons, and with great black wings which take up most of the picture.

TOM: So you could discuss it in relation to predators and food chains?

JESS: Well actually I think I’ll concentrate on the impression of rapid motion it gives. 📍Q26

TOM: Right.

JESS: Do you know that picture of a kingfisher by van Gosh – it’s perching on a reed growing near a stream.

TOM: Yes, it’s got these beautiful blue and red and black shades.

JESS: Mm hm. I’ve actually chosen it because I saw a real kingfisher once when I was little, I was out walking with my grandfather 📍Q27, and I’ve never forgotten it.

TOM: So we can use a personal link?

JESS: Sure.

TOM: OK. There’s a portrait called William Wells. I can’t remember the artist but it’s a middle-aged man who’s just shot a bird. And his expression, and the way he’s holding the bird in his hand suggests he’s not sure about what he’s done. To me it’s about how ambiguous people are in the way they exploit the natural world. 📍Q28

JESS: Interesting. There’s Gauguin’s picture Vairumati. He did it in Tahiti. It’s a woman with a white bird behind her that is eating a lizard, and what I’m interested in is what idea this bird refers to. Apparently, it’s a reference to the never-ending cycle of existence. 📍Q29

TOM: Wow. I chose a portrait of a little boy, Giovanni de Medici. He’s holding a tiny bird in one fist. I like the way he’s holding it carefully so he doesn’t hurt it 📍Q30.

JESS: Ah right.

PART 4 Questions 31-40 + Audio Script

📝 Question 31: "Stoicism is still relevant today because of its 31 ..... appeal."

🔹 Correct Answer: practical

📍 Location in Audio Script: "Specifically, I am referring to Stoicism, which, in my opinion, is the most practical of all philosophies and therefore the most appealing."

🔹 Analysis of the Answer: The answer "practical" is directly stated in the audio script as the reason for its appeal.

⚠️ Potential Traps: None specific to this question; the description is clear.

⭐ Key Learning Point: Pay attention to the words directly surrounding the gap, and look out for adjectives that describe the nature of something's appeal.

📝 Question 32: "The Stoics’ ideas are surprisingly well known, despite not being intended for 32 ....."

🔹 Correct Answer: publication

📍 Location in Audio Script: "Amazingly, we still have access to these ideas, despite the fact that the most famous Stoics never wrote anything down for publication."

🔹 Analysis of the Answer: The answer "publication" is directly stated in the audio script as what the writings were not intended for.

⚠️ Potential Traps: None, the sentence is clear about the original intent (or lack thereof) of the writings.

⭐ Key Learning Point: Follow the meaning of the whole sentence to locate the missing word, especially when "despite" or "although" indicate a contrast.

📝 Question 33: "Epictetus said that external events cannot be controlled but the 33 ...... people make in response can be controlled."

🔹 Correct Answer: choices

📍 Location in Audio Script: "In the words of Epictetus: “external events I cannot control, but the choices I make with regard to them, I do control”."

🔹 Analysis of the Answer: The answer "choices" is directly stated in the quote from Epictetus.

⚠️ Potential Traps: None. The answer is clear within the quoted material.

⭐ Key Learning Point: Be aware of quotes that are being given, as they often contain direct answers or key information.

📝 Question 34: "A Stoic is someone who has a different view on experiences which others would consider as 34 ....."

🔹 Correct Answer: negative

📍 Location in Audio Script: "The modern day philosopher and writer Nassim Nicholas Taleb defines a Stoic as someone who has a different perspective on experience which most of us would see as wholly negative"

🔹 Analysis of the Answer: The answer "negative" is directly stated in the audio script as how most people would view certain experiences.

⚠️ Potential Traps: None specific, the definition provided is clear.

⭐ Key Learning Point: Understand words that relate to opinions, perspectives, and definitions.

📝 Question 35: "George Washington organised a 35 ..... about Cato to motivate his men."

🔹 Correct Answer: play

📍 Location in Audio Script: "George Washington was introduced to Stoicism by his neighbours at age seventeen, and later, put on a play based on the life of Cato to inspire his men."

🔹 Analysis of the Answer: The answer "play" is directly stated in the audio script as what Washington organized.

⚠️ Potential Traps: None, the answer is clear within the description of Washington's actions.

⭐ Key Learning Point: Listen carefully to descriptions of actions or events undertaken by historical figures.

📝 Question 36: "Adam Smith’s ideas on 36 .... were influenced by Stoicism."

🔹 Correct Answer: capitalism

📍 Location in Audio Script: "The economist Adam Smith’s theories on capitalism were significantly influenced by the Stoicism that he studied as a schoolboy..."

🔹 Analysis of the Answer: The answer "capitalism" is directly stated in the audio script as the subject of Smith's theories influenced by Stoicism.

⚠️ Potential Traps: None, the answer is clear and directly linked to Adam Smith.

⭐ Key Learning Point: Listen to specific nouns relating to ideas, theories, or subjects studied or developed by individuals.

📝 Question 37: "Cognitive Behaviour Therapy (CBT) the treatment for 37 ..... is based on ideas from Stoicism"

🔹 Correct Answer: depression

📍 Location in Audio Script: "Stoicism had a profound influence on Albert Ellis, who invented Cognitive Behaviour Therapy, which is used to help people manage their problems by changing the way that they think and behave. It’s most commonly used to treat depression."

🔹 Analysis of the Answer: The answer "depression" is directly stated in the audio script as what CBT is most commonly used to treat.

⚠️ Potential Traps: "Problems" is mentioned more generally, but "depression" is the specific condition highlighted for treatment by CBT.

⭐ Key Learning Point: Pay attention to context when looking for specific medical terms or conditions that a therapy is used for.

📝 Question 38: "people learn to base their thinking on 38 .... ."

🔹 Correct Answer: logic

📍 Location in Audio Script: "The idea is that we can take control of our lives by challenging the irrational belief that create our faulty thinking, symptoms and behaviours by using logic instead."

🔹 Analysis of the Answer: The answer "logic" is directly stated in the audio script as what people use instead of irrational beliefs.

⚠️ Potential Traps: None, the wording ("using logic instead") is clear.

⭐ Key Learning Point: Listen carefully when logical concepts or methods of thinking are being discussed as part of a therapeutic approach.

📝 Question 39: "In business, people benefit from Stoicism by identifying obstacles as 39 .... ."

🔹 Correct Answer: opportunity

📍 Location in Audio Script: "Stoic principles can build the resilience and state of mind required to overcome setbacks because Stoics teach turning obstacles into opportunity."

🔹 Analysis of the Answer: The answer "opportunity" is directly stated in the audio script as what obstacles are turned into.

⚠️ Potential Traps: None. The relationship between obstacles and opportunity is clear in the Stoic teaching mentioned.

⭐ Key Learning Point: Use understanding of meanings and transformations (e.g., "turning X into Y") to find the correct word.

📝 Question 40: "It requires a lot of 40 .... but Stoicism can help people to lead a good life."

🔹 Correct Answer: practice / practise

📍 Location in Audio Script: "This is not as easy as it sounds and will require considerable practice – it can take a lifetime to master."

🔹 Analysis of the Answer: The answer "practice" is directly stated in the audio script as what is required. The alternative spelling "practise" is also acceptable as it's a noun here in UK English or a common variant.

⚠️ Potential Traps: None, the answer is clear and directly relates to the effort needed.

⭐ Key Learning Point: Be aware that different spellings can be used interchangeably or are regional variants, especially for words like practice/practise.

LECTURER: Ancient philosophy is not just about talking or lecturing, or even reading long, dense books. In fact, it is something people have used throughout history – to solve their problems and to achieve their greatest triumphs.

LECTURER: Specifically, I am referring to Stoicism, which, in my opinion, is the most practical of all philosophies 📍Q31 and therefore the most appealing. Stoicism was founded in Ancient Greece by Zeno of Citium in the early 3rd century BC, but was practised by the likes of Epictetus, Cato. Seneca and Marcus Aurelius. Amazingly, we still have access to these ideas, despite the fact that the most famous Stoics never wrote anything down for publication 📍Q32. Cato definitely didn’t. Marcus Aurelius never intended his Meditations to be anything but personal. Seneca’s letters were, well, letters and Epictetus’ thoughts come to us by way of a note-taking student.

LECTURER: Stoic principles were based on the idea that its followers could have an unshakable happiness in this life and the key to achieving this was virtue. The road to virtue, in turn, lay in understanding that destructive emotions, like anger and jealousy, are under our conscious control – they don’t have to control us, because we can learn to control them. In the words of Epictetus: “external events I cannot control, but the choices I make with regard to them, I do control”. 📍Q33

LECTURER: The modern day philosopher and writer Nassim Nicholas Taleb defines a Stoic as someone who has a different perspective on experience which most of us would see as wholly negative 📍Q34; a Stoic “transforms fear into caution, pain into transformation, mistakes into initiation and desire into undertaking”. Using this definition as a model, we can see that throughout the centuries Stoicism has been practised in more recent history by kings, presidents, artists, writers and entrepreneurs.

———————

LECTURER: The founding fathers of the United States were inspired by the philosophy. George Washington was introduced to Stoicism by his neighbours at age seventeen, and later, put on a play based on the life of Cato to inspire his men 📍Q35. Thomas Jefferson kept a copy of Seneca beside his bed.

LECTURER: Writers and artists have also been inspired by the stoics. Eugène Delacroix, the renowned French Romantic artist (known best for his painting Liberty Leading the People) was an ardent Stoic, referring to it as his “consoling religion”.

LECTURER: The economist Adam Smith’s theories on capitalism were significantly influenced by the Stoicism 📍Q36 that he studied as a schoolboy, under a teacher who had translated Marcus Aurelius’ works.

LECTURER: Today’s political leaders are no different, with many finding their inspiration from the ancient texts. Former US president Bill Clinton rereads Marcus Aurelius every single year, and many have compared former President Obama’s calm leadership style to that of Cato. Wen Jiabao, the former prime minister of China, claims that Meditations is one of two books he travels with and that he has read it more than one hundred times over the course of his life.

LECTURER: Stoicism had a profound influence on Albert Ellis, who invented Cognitive Behaviour Therapy, which is used to help people manage their problems by changing the way that they think and behave. It’s most commonly used to treat depression. 📍Q37 The idea is that we can take control of our lives by challenging the irrational belief that create our faulty thinking, symptoms and behaviours by using logic instead. 📍Q38

LECTURER: Stoicism has also become popular in the world of business. Stoic principles can build the resilience and state of mind required to overcome setbacks because Stoics teach turning obstacles into opportunity 📍Q39. A lesson every business entrepreneur needs to learn.

LECTURER: I would argue that study Stoicism is as relevant today as it was 2,000 years ago, thanks to its brilliant insights into how to lead a good life. At the very root of the thinking, there is a very simple way of living – control what you can and accept what you can’t. This is not as easy as it sounds and will require considerable practice – it can take a lifetime to master 📍Q40. The Stoics also believed the most important foundation for a good and happy life is not money, fame, power or pleasure, but having a disciplined and principled character – something which seems to resonate with many people today.