تحلیل لیسنینگ آیلتس آکادمیک و جنرال کمبریج 16 - 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 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: "Photos must not be in a 1 ..... or an album."

🔹 Correct Answer: frame

📍 Location in Audio Script: "And some of them are in a frame – should I take them out before I send them? Yes please, we can’t copy them otherwise."

🔹 Analysis of the Answer: The answer is directly stated. The question asks what the photos should not be in, and the response clarifies they cannot be in a frame.

⚠️ Potential Traps: The phrase "or an album" is part of the question, so the listener needs to identify the other item mentioned by the speaker that's problematic.

⭐ Key Learning Point: Pay close attention to the specific instructions provided by the speaker in response to a question, especially regarding what to include or exclude.

📝 Question 2: "The cost for 360 photos is 2...... £ (including one disk)."

🔹 Correct Answer: 195

📍 Location in Audio Script: "We charge £195 for 300 to 400 photos for the basic service."

🔹 Analysis of the Answer: The audio script directly states the price (£195) for a service that includes 360 photos, as 360 falls within the provided range of 300-400 photos.

⚠️ Potential Traps: The audio mentions a range of photos (300-400), but the price given (£195) is explicitly for this range which covers the 360 photos mentioned in the question context.

⭐ Key Learning Point: Note down the exact numbers mentioned in the audio when price or quantity is discussed, and match it to the quantity specified in the question.

📝 Question 3: "Before the complete order is sent, 3 ...... is required."

🔹 Correct Answer: payment

📍 Location in Audio Script: "No, we won’t need anything until we’ve actually copied the pictures. Then we’ll let you know how much it is, and once we’ve received the payment, we’ll send the parcel off to you."

🔹 Analysis of the Answer: The audio script explains that the photos are sent once the "payment" has been received.

⚠️ Potential Traps: Listeners might focus on the "sending" aspect or the copying, instead of the action that must occur before sending.

⭐ Key Learning Point: Understand the sequence of events. Identify the specific action required before the order is sent (e.g., "once we've received X").

📝 Question 4: "Photos can be placed in a folder, e.g. with the name 4 ......."

🔹 Correct Answer: Grandparents

📍 Location in Audio Script: "So I could have one called ‘Grandparents’ for instance?"

🔹 Analysis of the Answer: The audio script uses "Grandparents" as an example of a folder name suggested by the customer and confirmed as possible.

⚠️ Potential Traps: There is no alternative, correct option provided here for this example.

⭐ Key Learning Point: Listen carefully to examples provided by speakers, as they often provide the answer directly, especially when the question uses "e.g." or "for instance."

📝 Question 5: "The 5 ...... and contrast can be improved if necessary."

🔹 Correct Answer: colour / color

📍 Location in Audio Script: "Yes, in the standard service each photo is checked, and we can sometimes touch up the colour a bit, or improve the contrast – that can make a big difference."

🔹 Analysis of the Answer: The audio states that colour and contrast can be adjusted.

⚠️ Potential Traps: The order of the information in the audio ("colour" then "contrast") matches the common phrasing, even if the question has the blank before "contrast."

⭐ Key Learning Point: Don't be confused by the order of information if the items are clearly listed as a pair. Listen for the two aspects that can be improved.

📝 Question 6: "Photos which are very fragile will be scanned by 6 ......."

🔹 Correct Answer: hand

📍 Location in Audio Script: "No, if any look particularly fragile, we’d do them by hand."

🔹 Analysis of the Answer: The audio specifies that fragile photos will be handled "by hand."

⚠️ Potential Traps: There are no misleading elements here; the method is clearly stated.

⭐ Key Learning Point: Focus on the method used for handling specific types of items, like fragile photos.

📝 Question 7: "It may be possible to remove an object from a photo, or change the 7 ...... ."

🔹 Correct Answer: background

📍 Location in Audio Script: "...so if you want to remove an object from a photo, or maybe alter the background, we can do that."

🔹 Analysis of the Answer: The audio directly mentions the possibility of changing the background of the photo.

⚠️ Potential Traps: There are no misleading elements; the two types of alterations are listed.

⭐ Key Learning Point: Pay attention to the specific alterations possible to an item, especially when listed as options.

📝 Question 8: "A photo which is not correctly in 8 ...... cannot be fixed."

🔹 Correct Answer: focus

📍 Location in Audio Script: "Oh, and talking of fixing photos – I’ve got a few that aren’t properly in focus. Can you do anything to make that better? No, I’m afraid that’s one thing we can’t do."

🔹 Analysis of the Answer: The conversation confirms that photos not "in focus" cannot be fixed.

⚠️ Potential Traps: The conversational style might make it easy to miss that "focus" is the specific issue that cannot be rectified.

⭐ Key Learning Point: Pay attention to what is explicitly stated as "not" possible or cannot be fixed.

📝 Question 9: "Orders are completed within 9 ......."

🔹 Correct Answer: ten / 10 days

📍 Location in Audio Script: "We aim to get the copying done in ten days."

🔹 Analysis of the Answer: The audio directly answers this question with a timeframe of ten days.

⚠️ Potential Traps: There are no misleading elements here; the timeframe is clear.

⭐ Key Learning Point: Listen carefully to timeframes and durations mentioned.

📝 Question 10: "Send the photos in a box (not 10 .......)."

🔹 Correct Answer: plastic

📍 Location in Audio Script: "If you’ve got a strong cardboard box, that’s best. We’ve found that plastic ones sometimes break in the post."

🔹 Analysis of the Answer: The speaker explicitly recommends a cardboard box and advises against plastic ones because they can break.

⚠️ Potential Traps: The use of the word “strong” before “cardboard” and “break” after “plastic” are descriptive but the core advice is against plastic.

⭐ Key Learning Point: Identify what is not recommended or advised against, especially when a preferred alternative is also mentioned.

EMPLOYEE: Hello, Picturerep. Can I help you?

WOMAN: Oh, hi. I saw your advertisement about copying pictures to disk and I’d like a bit more information about what you do.

EMPLOYEE: Sure. What would you like to know?

WOMAN: Well, I’ve got a box full of old family photos that’s been up in the attic for years, some of them must be 50 or 60 years old, and I’d like to get them converted to digital format.

EMPLOYEE: Sure, we can do that for you.

WOMAN: Right. And what about size? The photos are all sorts of sizes – are there any restrictions?

EMPLOYEE: Well the maximum size of photo we can do with our normal services is 30 centimetres. And each picture must be a least 4 centimetres, that’s the minimum we can cope with.

WOMAN: That should be fine. And some of them are in a frame 📍Q1 – should I take them out before I send them?

EMPLOYEE: Yes please, we can’t copy them otherwise. And also the photos must all be separate, they mustn’t be stuck into an album.

WOMAN: OK, that’s not a problem. So can you give me an idea of how much this will cost? I’ve got about 360 photos I think.

EMPLOYEE: We charge £195 for 300 to 400 photos 📍Q2 for the basic service.

WOMAN: OK. And does that include the disk?

EMPLOYEE: Yes, one disk – but you can get extra ones for £5 each.

WOMAN: That’s good. So do I need to pay when I send you the photos?

EMPLOYEE: No, we won’t need anything until we’ve actually copied the pictures. Then we’ll let you know how much it is, and once we’ve received the payment 📍Q3, we’ll send the parcel off to you.

WOMAN: Right.

—————————

EMPLOYEE: Is there anything else you’d like to ask about our services?

WOMAN: Yes. I’ve roughly sorted out the photos into groups, according to what they’re about – so can you keep them in those groups when you copy them?

EMPLOYEE: Sure. We’ll save each group in a different folder on the disk and if you like, you can suggest a name for each folder.

WOMAN: So I could have one called ‘Grandparents’ 📍Q4 for instance?

EMPLOYEE: Exactly.

WOMAN: And do you do anything besides scan the photos? Like, can you make any improvements?

EMPLOYEE: Yes, in the standard service each photo is checked, and we can sometimes touch up the colour a bit 📍Q5, or improve the contrast – that can make a big difference.

WOMAN: OK. And some of the photos are actually quite fragile – they won’t get damaged in the process, will they?

EMPLOYEE: No, if any look particularly fragile, we’d do them by hand 📍Q6. We do realise how precious these old photos can be.

WOMAN: Sure.

EMPLOYEE: And another thing is we can make changes to a photo if you want – so if you want to remove an object from a photo, or maybe alter the background 📍Q7, we can do that.

WOMAN: Really? I might be interested in that. I’ll have a look through the photos and see. Oh, and talking of fixing photos – I’ve got a few that aren’t properly in focus 📍Q8. Can you do anything to make that better?

EMPLOYEE: No, I’m afraid that’s one thing we can’t do.

WOMAN: OK.

EMPLOYEE: Any other information I can give you?

WOMAN: Er … oh, how long will it all take?

EMPLOYEE: We aim to get the copying done in ten days. 📍Q9

WOMAN: Fine. Right, well I’ll get the photos packed up in a box and post them off to you.

EMPLOYEE: Right. If you’ve got a strong cardboard box, that’s best. We’ve found that plastic ones sometimes break in the post. 📍Q10

WOMAN: OK. Right, thanks for your help. Bye.

EMPLOYEE: Bye.

PART 2 Questions 11-20 + Audio Script

📝 Question 11: "Dartfield House school used to be A a tourist information centre. B a private home. C a local council building."

🔹 Correct Answer: C a local council building.

📍 Location in Audio Script: "It was commissioned by a businessman. Neville Richards, and intended as his family home, but he died before it was completed. His heir chose to sell it to the local council, who turned it into offices."

🔹 Analysis of the Answer: The audio indicates the house was intended as a home (B), but was actually sold to the council and turned into offices (C) before becoming a school. A plan for a tourist information centre (A) didn't happen.

⚠️ Potential Traps: Option A is mentioned as a plan that didn't happen, and B is part of the house's intended purpose but not its actual use by the council before becoming a school.

⭐ Key Learning Point: Understand the history and sequence of uses of the building, distinguishing between intentions, actual past uses, and failed plans.

📝 Question 12: "What is planned with regard to the lower school? A All buildings on the main site will be improved. B The lower school site will be used for new homes. C Additional school buildings will be constructed on the lower school site."

🔹 Correct Answer: B The lower school site will be used for new homes.

📍 Location in Audio Script: "The lower school will move to new buildings that will be constructed on the main site. Developers will construct houses on the existing lower school site."

🔹 Analysis of the Answer: The audio specifies that the existing lower school site will be developed into houses, which aligns with option B.

⚠️ Potential Traps: Option C is incorrect as the new school buildings will be constructed on the main site, not the lower school site. Option A refers to improvements on the main site, not specifically the fate of the lower school site buildings.

⭐ Key Learning Point: Focus on the future plans specifically for the lower school site, differentiating it from plans for the main school site.

📝 Question 13: "The catering has been changed because of A long queuing times. B changes to the school timetable. C dissatisfaction with the menus."

🔹 Correct Answer: A long queuing times.

📍 Location in Audio Script: "But there’s only one serving point, so most pupils have to wait a considerable time to be served."

🔹 Analysis of the Answer: The audio clearly states that the change was due to long wait times ("wait a considerable time") at the canteen due to a single serving point.

⚠️ Potential Traps: There is no mention of changes to the timetable or dissatisfaction with menus as the reason for this specific catering change.

⭐ Key Learning Point: Listen for the explicit reason given for a change or problem being addressed.

📝 Question 14: "Parents are asked to A help their children to decide in advance which serving point to use. B make sure their children have enough money for food. C advise their children on healthy food to eat."

🔹 Correct Answer: A help their children to decide in advance which serving point to use.

📍 Location in Audio Script: "...one thing we ask you to do, to help in the smooth running of the Food Hall, is to discuss with your children each morning which type of food they want to eat that day, so they can go straight to the relevant serving point."

🔹 Analysis of the Answer: The audio requests parents to help their children decide what food they want so they use the correct serving point.

⚠️ Potential Traps: Options B and C are related to food and parenting, but are not the specific request made of parents in this context regarding the new Food Hall system.

⭐ Key Learning Point: Identify the specific request or action asked of a particular group (here, parents).

📝 Question 15: "What does the speaker say about the existing canteen? A Food will still be served there. B Only staff will have access to it. C Pupils can take their food into it."

🔹 Correct Answer: C Pupils can take their food into it.

📍 Location in Audio Script: "We’ll still have tables and chairs in there, and pupils can eat food from the Food Hall or lunch they’ve brought from home."

🔹 Analysis of the Answer: The audio specifies that pupils can eat in the old canteen using food from the Food Hall or their own lunch, meaning they can take their food into it.

⚠️ Potential Traps: Option A might be confused with food being served in the new Food Hall; the old canteen is for eating, not serving. Option B is incorrect as pupils will use it.

⭐ Key Learning Point: Note the changes in the function of existing facilities after new ones are introduced.

📝 Question 16: "World Adventures"

🔹 Correct Answer: D It has a different traditional meal each day.

📍 Location in Audio Script: "One serving point we call World Adventures. This will serve a different country’s cuisine each day, maybe Chinese one day and Lebanese the next."

🔹 Analysis of the Answer: The audio describes the World Adventures serving point as having "a different country’s cuisine each day," which aligns with option D.

⚠️ Potential Traps: None specific for this item; the description is clear.

⭐ Key Learning Point: Understand the menu pattern or theme for each specific serving point mentioned.

📝 Question 17: "Street Life"

🔹 Correct Answer: A Its menu is decided by students.

📍 Location in Audio Script: "We’ll ask pupils to make suggestions, so perhaps sometimes there’ll be food from Thailand, Ethiopia and Mexico..."

🔹 Analysis of the Answer: The audio specifies that pupils will help plan the menu ("ask pupils to make suggestions") for the "Street Life" serving point.

⚠️ Potential Traps: None specific; the student involvement is explicit.

⭐ Key Learning Point: Look out for references to student involvement or suggestions in menu planning.

📝 Question 18: "Speedy Italian"

🔹 Correct Answer: B It offers a wide choice of vegetarian dishes.

📍 Location in Audio Script: "The Speedy Italian serving point will cater particularly for the many pupils who don’t eat meat or fish: they can be sure that all the food served there is suitable for them."

🔹 Analysis of the Answer: The audio describes the food at the "Speedy Italian" as suitable for those who don’t eat meat or fish, which indicates it caters well for vegetarians (even if not exclusively vegetarian, it is a key feature for this group).

⚠️ Potential Traps: The phrase “plenty of variety” is mentioned generally for the Food Hall, not specifically here to confuse with a wide choice of general dishes versus its specific catering for non-meat/fish eaters.

⭐ Key Learning Point: Note what dietary requirements or preferences a specific food point caters to.

📝 Question 19 and 20: "Which TWO optional after-school lessons are new?"

🔹 Correct Answers: B drama, C piano

📍 Location in Audio Script: "… and we’re going to start drama classes in there, too… And a former pupil has given a magnificent grand piano to the school, so a few pupils will be able to learn [piano] at the school instead of going to the local college, as many of them do at the moment..."

🔹 Analysis of the Answer: The audio explains that drama classes are "going to start" (new) and piano lessons at the school are new (as pupils previously went to the local college).

⚠️ Potential Traps: Swimming and cycling (A, D, E are variations related to these) are mentioned as existing popular lessons, not new ones.

⭐ Key Learning Point: Identify the new after-school lessons being introduced, often signaled by phrases like "going to start" or contrasting with previous arrangements.

Good morning and thank you for coming here today. I’d like to bring you up to date with changes in the school that will affect your children.

As you know, the school buildings date from various times: some from the 1970s, some from the last five years, and of course Dartfield House is over a century old. It was commissioned by a businessman. Neville Richards, and intended as his family home, but he died before it was completed. His heir chose to sell it to the local council, who turned it into offices 📍Q11. A later plan to convert it into a tourist information centre didn’t come about, through lack of money, and instead it formed the nucleus of this school when it opened 40 years ago.

The school has grown as the local population has increased, and I can now give you some news about the lower school site, which is separated from the main site by a road. Planning permission has been granted for development of both sites. The lower school will move to new buildings that will be constructed on the main site. Developers will construct houses on the existing lower school site 📍Q12. Work on the new school buildings should start within the next few months.

A more imminent change concerns the catering facilities and the canteen. The canteen is always very busy throughout the lunch period – in fact it’s often full to capacity, because a lot of our pupils like the food that’s on offer there. But there’s only one serving point, so most pupils have to wait a considerable time to be served 📍Q13. This is obviously unsatisfactory, as they may have hardly finished their lunch before afternoon lessons start.

So we’ve had a new Food Hall built, and this will come into use next week. It’ll have several serving areas, and I’ll give you more details about those in a minute, but one thing we ask you to do, to help in the smooth running of the Food Hall, is to discuss with your children each morning which type of food they want to eat that day, so they can go straight to the relevant serving point 📍Q14. There won’t be any junk food – everything on offer will be healthy – and there’s no change to the current system of paying for lunches by topping up your child’s electronic payment card online.

You may be wondering what will happen to the old canteen. We’ll still have tables and chairs in there, and pupils can eat food from the Food Hall or lunch they’ve brought from home 📍Q15. Eventually we may use part of the canteen for storage, but first we’ll see how many pupils go in there at lunchtime.

————————-

OK, back to the serving points in the Food Hall, which will all have side dishes, desserts and drinks on sale, as well as main courses.

One serving point we call World Adventures. This will serve a different country’s cuisine each day, maybe Chinese one day and Lebanese the next. 📍Q16 The menus will be planned for a week at a time, so pupils will know what’s going to be available the whole of the week.

Street Life is also international, with food from three particular cultures. We’ll ask pupils to make suggestions 📍Q17, so perhaps sometimes there’ll be food from Thailand, Ethiopia and Mexico, and then one of them will be replaced by Jamaican food for a week or two.

The Speedy Italian serving point will cater particularly for the many pupils who don’t eat meat or fish: they can be sure that all the food served there is suitable for them. 📍Q18 There’ll be plenty of variety, so they shouldn’t get bored with the food.

OK, that’s all on the new Food Hall. Now after-school lessons. There are very popular with pupils, particularly swimming – in fact there’s a waiting list for lessons. Cycling is another favourite, and I’m delighted that dozens of pupils make use of the chance to learn to ride in off-road conditions. It means that more and more cycle to and from school every day. As you know, we have a well-equipped performance centre, and we’re going to start drama classes 📍Q19/Q20 in there, too. Pupils will be able to join in just for fun or work up to taking part in a play – we hope to put on at least one a year. We already teach a number of pupils to use the sound and lighting systems in the centre. And a former pupil has given a magnificent grand piano to the school, so a few pupils will be able to learn [piano] at the school instead of going to the local college, as many of them do at the moment. 📍Q19/Q20

PART 3 Questions 21-30 + Audio Script

📝 Question 21: "Luke read that one reason why we often forget dreams is that A our memories cannot cope with too much information. B we might otherwise be confused about what is real. C we do not think they are important."

🔹 Correct Answer: B we might otherwise be confused about what is real.

📍 Location in Audio Script: "...what it said was that if we remembered everything, we might get mixed up about what actually happened and what we dreamed."

🔹 Analysis of the Answer: The audio explains that forgetting dreams prevents confusion ("get mixed up") between reality ("what actually happened") and dreams ("what we dreamed"), aligning with option B.

⚠️ Potential Traps: Option A is what Luke previously thought ("I’d always assumed that it was just that we didn’t have room in our memories..."), not what the article suggested. Option C is not mentioned as the reason from the article.

⭐ Key Learning Point: Listen for the speaker's explanation for a phenomenon based on a source (like an article), distinguishing it from their previous beliefs or other unrelated ideas.

📝 Question 22: "What do Luke and Susie agree about dreams predicting the future? A It may just be due to chance. B It only happens with certain types of event. C It happens more often than some people think."

🔹 Correct Answer: A It may just be due to chance.

📍 Location in Audio Script: SUSIE: "…for each dream that comes true, we have thousands that don’t, but we don’t notice those... We just remember the ones where something in the real world...happens to trigger a dream memory." LUKE: "Right. So it’s just a coincidence really."

🔹 Analysis of the Answer: Susie explains it as noticing the few coincidences, and Luke explicitly agrees, "So it’s just a coincidence really," which corresponds to chance.

⚠️ Potential Traps: Options B and C are not supported by their shared conclusion that it's coincidental.

⭐ Key Learning Point: Understand the explanation given for a belief and look for explicit agreement between speakers (e.g., "Right. So it's just...").

📝 Question 23: "Susie says that a study on pre-school children having a short nap in the day A had controversial results. B used faulty research methodology. C failed to reach any clear conclusions."

🔹 Correct Answer: C failed to reach any clear conclusions.

📍 Location in Audio Script: "But they didn’t really find an answer… but the results didn’t seem to show any obvious patterns."

🔹 Analysis of the Answer: The audio says the study on children's naps "didn’t really find an answer" and showed "no obvious patterns," which means it did not reach a clear conclusion.

⚠️ Potential Traps: The research methodology is mentioned ("spent a lot of time working out the most appropriate methodology"), but it was not described as faulty.

⭐ Key Learning Point: Note the final outcome or finding (or lack thereof) of a study described.

📝 Question 24: "In their last assignment, both students had problems with A statistical analysis. B making an action plan. C self-assessment"

🔹 Correct Answer: C self-assessment

📍 Location in Audio Script: LUKE: "Last time I had problems with the final stage, where we had to describe and justify how successful we thought we’d been…" SUSIE: "...I got marked down for the self-assessment as well."

🔹 Analysis of the Answer: Luke describes struggling with justifying their success (a form of self-assessment). Susie explicitly states she "got marked down for the self-assessment as well," confirming it was a shared problem.

⚠️ Potential Traps: Luke says he "struggled a bit with the action plan too," and Susie mentions problems with "statistical stuff." The question asks what *both* students had problems with, and self-assessment is clearly confirmed for both.

⭐ Key Learning Point: Understand that different phrasings can refer to the same concept (Luke's description of justifying success is a form of self-assessment). For "both students," find the problem explicitly confirmed or described for each.

📝 Question 25: "Twelve students from the 25 .... department"

🔹 Correct Answer: history

📍 Location in Audio Script: LUKE: "Let’s use people from a different department. What about history?" SUSIE: "Yes, they might have interesting dreams! Or literature students?" LUKE: "I don’t really know any." (implying history is the agreed choice)

🔹 Analysis of the Answer: Luke proposes using students from the "history" department. Susie considers literature but Luke dismisses it, making history the chosen department for their sample.

⚠️ Potential Traps: "Literature" is mentioned as an alternative by Susie but is effectively rejected by Luke.

⭐ Key Learning Point: Pay attention to the final decision or agreed-upon choice after alternatives are discussed.

📝 Question 26: "Answers on 26 ...."

🔹 Correct Answer: paper

📍 Location in Audio Script: SUSIE: "But in this case, paper might be better as they’ll be doing it straight after they wake up…"

🔹 Analysis of the Answer: The audio states that "paper" would be better for collecting answers in this specific context.

⚠️ Potential Traps: "Online" is mentioned as an alternative but rejected in favor of paper for this particular study.

⭐ Key Learning Point: Note the decision made regarding methodology, especially when alternatives are considered and one is chosen as more appropriate.

📝 Question 27: "Check ethical guidelines for working with 27 ...."

🔹 Correct Answer: humans / people

📍 Location in Audio Script: SUSIE: "Mm, because our experiment involves humans, so there are special regulations."

🔹 Analysis of the Answer: The audio clearly explains that the research involves "humans," so ethical guidelines for this group need to be considered. "People" is an acceptable synonym.

⚠️ Potential Traps: None specific, the subject of the experiment is stated.

⭐ Key Learning Point: Focus on the need to check the ethical guidelines specifically for research involving humans/people.

📝 Question 28: "Ensure that risk is assessed and 28 .... is kept to a minimum"

🔹 Correct Answer: stress

📍 Location in Audio Script: LUKE: "...another section on making sure they aren’t put under any unnecessary stress."

🔹 Analysis of the Answer: The audio explains that one section of ethical guidelines is about ensuring participants are not put under unnecessary "stress."

⚠️ Potential Traps: The word "risk" is mentioned in the question (and Luke mentions "risk assessment"), but "stress" is what specifically needs to be minimized according to this line.

⭐ Key Learning Point: Focus on what specifically needs to be minimized or avoided according to the ethical considerations being discussed.

📝 Question 29: "Calculate the correlation and make a 29 ...."

🔹 Correct Answer: graph

📍 Location in Audio Script: SUSIE: "…and then present our results visually in a graph."

🔹 Analysis of the Answer: The audio describes the need to present the results visually in a "graph."

⚠️ Potential Traps: None specific; the method of visual presentation is clearly stated.

⭐ Key Learning Point: Note that the results will be presented in a graph as the method of visualization.

📝 Question 30: " 30 .... the research"

🔹 Correct Answer: evaluate

📍 Location in Audio Script: LUKE: "And the final thing is to think about our research and evaluate it."

🔹 Analysis of the Answer: The audio states that the final step is to "evaluate" the research.

⚠️ Potential Traps: None; the final step is explicitly mentioned.

⭐ Key Learning Point: Understand that the final step in their research process is to evaluate it.

SUSIE: So Luke, for our next psychology assignment we have to do something on sleep and dreams.

LUKE: Right. I’ve just read an article suggesting why we tend to forget most of our dreams soon after we wake up. I mean, most of my dreams aren’t that interesting anyway, but what it said was that if we remembered everything, we might get mixed up about what actually happened and what we dreamed 📍Q21. So it’s a sort of protection. I hadn’t heard that idea before. I’d always assumed that it was just that we didn’t have room in our memories for all that stuff.

SUSIE: Me too. What do you think about the idea that our dreams may predict the future?

LUKE: It’s a belief that you get all over the world.

SUSIE: Yeah, lots of people have a story of it happening to them, but the explanation I’ve read is that for each dream that comes true, we have thousands that don’t, but we don’t notice those, we don’t even remember them. We just remember the ones where something in the real world, like a view or an action, happens to trigger a dream memory.

LUKE: Right. So it’s just a coincidence really. 📍Q22 Something else I read about is what they call segmented sleeping. That’s a theory that hundreds of years ago, people used to get up in the middle of the night and have a chat or something to eat, then go back to bed. So I tried it myself.

SUSIE: Why?

LUKE: Well it’s meant to make you more creative. I don’t know why. But I gave it up after a week. It just didn’t fit in with my lifestyle.

SUSIE: But most pre-school children have a short sleep in the day don’t they? There was an experiment some students did here last term to see at what age kids should stop having naps. But they didn’t really find an answer… but the results didn’t seem to show any obvious patterns. 📍Q23

LUKE: Right. Anyway, let’s think about our assignment. Last time I had problems with the final stage, where we had to describe and justify how successful we thought we’d been. 📍Q24 I struggled a bit with the action plan too.

SUSIE: I was OK with the planning, but I got marked down for the self-assessment as well. 📍Q24 And I had big problems with the statistical stuff, that’s where I really lost marks.

LUKE: Right.

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SUSIE: So shall we plan what we have to do for this assignment?

LUKE: OK.

SUSIE: First, we have to decide on our research question. So how about ‘Is there a relationship between hours of sleep and number of dreams?’

LUKE: OK. Then we need to think about who we’ll do they study on. About 12 people?

SUSIE: Right. And shall we use other psychology students?

LUKE: Let’s use people from a different department. What about history? 📍Q25

SUSIE: Yes, they might have interesting dreams! Or literature students?

LUKE: I don’t really know any.

SUSIE: OK, forget that idea. Then we have to think about our methodology. So we could use observation, but that doesn’t seem appropriate.

LUKE: No. it needs to be self-reporting I think. And we could ask them to answer questions online.

SUSIE: But in this case, paper might be better 📍Q26 as they’ll be doing it straight after they wake up … in fact while they’re still half-asleep.

LUKE: Right. And we’ll have to check the ethical guidelines for this sort of research.

SUSIE: Mm, because our experiment involves humans, so there are special regulations. 📍Q27

LUKE: Yes, I had a look at those for another assignment I did. There’s a whole section on risk assessment, and another section on making sure they aren’t put under any unnecessary stress. 📍Q28

SUSIE: Let’s hope they don’t have any bad dreams!

LUKE: Yeah.

SUSIE: Then when we’ve collected all our data we have to analyse it and calculate the correlation between our two variables, that’s time sleeping and number of dreams and then present our results visually in a graph. 📍Q29

LUKE: Right. And the final thing is to think about our research and evaluate it 📍Q30. So that seems quite straightforward.

SUSIE: Yeah. So now let’s …

PART 4 Questions 31-40 + Audio Script

📝 Question 31: "...suggested that dance increases 31......"

🔹 Correct Answer: creativity

📍 Location in Audio Script: "The result showed that those who chose to dance showed much more creativity when doing problem-solving tasks."

🔹 Analysis of the Answer: The audio indicates that dance improved the participants' "creativity."

⚠️ Potential Traps: None specific; the outcome is clearly stated.

⭐ Key Learning Point: Understand the positive effects or outcomes of an activity as described in research findings.

📝 Question 32: "For those with mental illness, dance could be used as a form of 32......"

🔹 Correct Answer: therapy

📍 Location in Audio Script: "He thinks dance should be prescribed as therapy to help people overcome issues such as depression."

🔹 Analysis of the Answer: The audio states that dance could be used as a "therapy" for mental health issues.

⚠️ Potential Traps: None specific; the suggested use is clear.

⭐ Key Learning Point: Focus on the therapeutic or treatment value of an activity when discussed.

📝 Question 33: "accessible for people with low levels of 33......"

🔹 Correct Answer: fitness

📍 Location in Audio Script: "One of the great things about dance is that there are no barriers to participation. Anyone can have a go, even those whose standard of fitness is quite low."

🔹 Analysis of the Answer: The audio explains that dance is accessible even for people with low levels of "fitness."

⚠️ Potential Traps: None specific; the accessibility aspect is clear.

⭐ Key Learning Point: Understand that dance is accessible to everyone regardless of their initial level of fitness.

📝 Question 34: "better 34 ...... reduces the risk of accidents"

🔹 Correct Answer: balance

📍 Location in Audio Script: "...dancing lowers the risk of falls...by helping people to improve their balance."

🔹 Analysis of the Answer: The audio states that dance helps to improve "balance," thereby reducing the risk of falls (accidents).

⚠️ Potential Traps: None specific; the link between balance and accident reduction is clear.

⭐ Key Learning Point: Identify the specific physical benefit of dance (like improved balance) and its positive consequence (reduced risk of falls/accidents).

📝 Question 35: "improves 35 ...... function by making it work faster"

🔹 Correct Answer: brain

📍 Location in Audio Script: "For older people, this kind of activity is especially important because it forces their brain to process things more quickly..."

🔹 Analysis of the Answer: The audio confirms that dance improves "brain" function by making it process things more quickly.

⚠️ Potential Traps: None specific; the organ affected is clearly stated.

⭐ Key Learning Point: Note the impact on a specific organ or bodily function as described.

📝 Question 36: "gives people more 36 ..... to take exercise"

🔹 Correct Answer: motivation

📍 Location in Audio Script: "Participants report feeling less tired and having greater motivation to be more active..."

🔹 Analysis of the Answer: The audio explains that dance can increase the "motivation" to be more active (take exercise).

⚠️ Potential Traps: "Feeling less tired" is also mentioned, but "motivation" directly fits the idea of having more drive to exercise.

⭐ Key Learning Point: Focus on the increased drive or psychological incentive to engage in further activity.

📝 Question 37: "can lessen the feeling of 37 ..... , very common in older people"

🔹 Correct Answer: isolation

📍 Location in Audio Script: "This helps to develop new relationships and can reduce older people’s sense of isolation, which is a huge problem in many countries."

🔹 Analysis of the Answer: The audio states that dance can lessen the feeling of "isolation," particularly in older people.

⚠️ Potential Traps: "Developing new relationships" is mentioned as a mechanism, but "isolation" is the feeling reduced.

⭐ Key Learning Point: Note that dance reduces specific negative feelings like isolation, often through its social component.

📝 Question 38: "doing Zumba for 40 minutes uses up as many 38 ..... as other quite intense forms of exercise."

🔹 Correct Answer: calories

📍 Location in Audio Script: "...a class lasting 40 minutes burns about 370 calories. This is similar to moderately intense exercises like step aerobics or kickboxing."

🔹 Analysis of the Answer: The audio confirms that Zumba burns a significant number of "calories," comparable to other exercises.

⚠️ Potential Traps: The number "370" is the specific amount, but "calories" is what is being measured and compared.

⭐ Key Learning Point: Pay attention to the unit of measurement (calories) when energy expenditure is discussed and compared across activities.

📝 Question 39: "women suffering from 39 ..... benefited from doing Zumba."

🔹 Correct Answer: obesity

📍 Location in Audio Script: "A study in the American Journal of Health Behavior showed that when women with obesity did Zumba three times a week..."

🔹 Analysis of the Answer: The audio states that women with "obesity" benefitted from doing Zumba.

⚠️ Potential Traps: None specific; the group studied is clearly identified.

⭐ Key Learning Point: Note that Zumba benefited a specific group of women (those with obesity) in the study mentioned.

📝 Question 40: "Zumba became a 40 ..... for the participants."

🔹 Correct Answer: habit

📍 Location in Audio Script: "More importantly, the women enjoyed the class so much that they made it a habit and continued to attend classes at least once a week..."

🔹 Analysis of the Answer: The audio indicates that Zumba became a "habit" for the women in the study due to their enjoyment.

⚠️ Potential Traps: None specific; the outcome for the participants is stated.

⭐ Key Learning Point: Understand that enjoyment led to Zumba becoming a regular, continued activity (a habit) for the participants.

Dancing is something that humans do when they want to have a good time. It’s a universal response to music, found in all cultures. But what’s only been discovered recently is that dancing not only makes us feel good, it’s also extremely good for our health.

Dancing, like other forms of exercise, releases hormones, such as dopamine, which make us feel relaxed and happy. And it also reduces feelings of stress or anxiety.

Dancing is also a sociable activity, which is another reason it makes us feel good. One study compared people’s enjoyment of dancing at home in front of a video with dancing in a group in a studio. The people dancing in a group reported feeling happier, whereas those dancing alone did not.

In another experiment, university researchers at York and Sheffield took a group of students and sent each of them into a lab where music was played for five minutes. Each had to choose from three options: to sit and listen quietly to the music, to cycle on an exercise bike while they listened, or to get up and dance. All were given cognitive tasks to perform before and after. The result showed that those who chose to dance showed much more creativity 📍Q31 when doing problem-solving tasks.

Doctor Lovatt at the University of Hertfordshire believes dance could be a very useful way to help people suffering from mental health problems. He thinks dance should be prescribed as therapy 📍Q32 to help people overcome issues such as depression.

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It’s well established that dance is a good way of encouraging adolescent girls to take exercise but what about older people? Studies have shown that there are enormous benefits for people in their sixties and beyond. One of the great things about dance is that there are no barriers to participation. Anyone can have a go, even those whose standard of fitness is quite low. 📍Q33

Dance can be especially beneficial for older adults who can’t run or do more intense workouts, or for those who don’t want to. One 2015 study found that even a gently dance workout helps to promote a healthy heart. And there’s plenty of evidence which suggests that dancing lowers the risk of falls, which could result in a broken hip, for example, by helping people to improve their balance. 📍Q34

There are some less obvious benefits of dance for older people too. One thing I hadn’t realised before researching this topic was that dance isn’t just a physical challenge. It also requires a lot of concentration because you need to remember different steps and routines. For older people, this kind of activity is especially important because it forces their brain to process things more quickly 📍Q35 and to retain more information.

Current research also shows that dance promotes a general sense of well-being in older participants, which can last up to a week after a class. Participants report feeling less tired and having greater motivation to be more active 📍Q36 and do daily activities such as gardening or walking to the shops or a park.

Ballroom or country dancing, both popular with older people, have to be done in groups. They require collaboration and often involve touching a dance partner, all of which encourages interaction on the dance floor. This helps to develop new relationships and can reduce older people’s sense of isolation 📍Q37, which is a huge problem in many countries.

I also looked at the benefits of Zumba. Fifteen million people in 180 countries now regularly take a Zumba class, an aerobic workout based on Latin American dance moves. John Porcari, a professor of exercise and sport science at the University of Wisconsin, analysed a group of women who were Zumba regulars and found that a class lasting 40 minutes burns about 370 calories. This is similar to moderately intense exercises 📍Q38 like step aerobics or kickboxing.

 A study in the American Journal of Health Behavior showed that when women with obesity 📍Q39 did Zumba three times a week for 16 weeks, they lost an average of 1.2 kilos and lowered their percentage of body fat by 1%. More importantly, the women enjoyed the class so much that they made it a habit 📍Q40 and continued to attend classes at least once a week – very unusual for an aerobic exercise programme.

Dance is never going to compete with high-intensity workouts when it comes to physical fitness gains, but its popularity is likely to keep on rising because it’s such a fun way to keep fit.