تحلیل لیسنینگ آیلتس آکادمیک و جنرال کمبریج 16 - تست 3: 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 ۳ 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: "(Implied question relates to where children ride first at the camp)"

🔹 Correct Answer: park

📍 Location in Audioscript: "They start off practising on the site here, and we aim to get them riding on the road, but first they’re taken to ride in the park, away from the traffic."

🔹 Analysis of the Answer: The audioscript explicitly states that the children are first taken to ride in the park before potentially riding on the road. This directly supports the answer "park".

⚠️ Potential Traps: The speaker mentions practising "on the site here" and aiming for "riding on the road," but clarifies that the first place they ride is the park. Listen carefully for the initial activity location.

⭐ Key Learning Point: Listen for sequence indicators like "first" to identify the correct answer among multiple mentioned locations or activities.

📝 Question 2: "(Implied question relates to the color of the instructors' shirts)"

🔹 Correct Answer: blue

📍 Location in Audioscript: "Then the instructors themselves are in blue shirts, and one of these is responsible for each class."

🔹 Analysis of the Answer: The speaker clearly states that the instructors wear blue shirts. This matches the answer "blue".

⚠️ Potential Traps: The speaker also mentions supervisors wearing "red shirts". Be careful to distinguish between different roles mentioned and the color associated with the specific role asked about (instructors).

⭐ Key Learning Point: Pay attention to details associated with specific roles or categories mentioned by the speaker.

📝 Question 3: "(Implied question relates to a requirement for instructors)"

🔹 Correct Answer: reference

📍 Location in Audioscript: "In order to be accepted, all our instructors have to submit a reference from someone who’s seen them work with children..."

🔹 Analysis of the Answer: The audioscript states that instructors must submit a reference to be accepted. This directly confirms the answer "reference".

⚠️ Potential Traps: The speaker mentions other requirements like completing a training course. Ensure you identify the specific requirement mentioned in the context of the question (what they have to submit to be accepted).

⭐ Key Learning Point: Note down specific requirements listed for a role or process, distinguishing them from other details about the process.

📝 Question 4: "(Implied question relates to what instructors might do during quiet times)"

🔹 Correct Answer: story

📍 Location in Audioscript: "they have quiet times too, where their instructor might tell them a story that’s got something to do with cycling, or get them to play a game together."

🔹 Analysis of the Answer: The audioscript states that during quiet times, instructors might tell them a story. This matches the answer "story".

⚠️ Potential Traps: Playing a game is also mentioned as an activity during quiet times. Listen for the specific item needed for the single-word answer format if implied or to differentiate options if multiple choice.

⭐ Key Learning Point: When a list of possibilities is given, listen for the item that fits the required answer format (e.g., one word) or the specific focus of the implied question.

📝 Question 5: "(Implied question relates to what happens if there is rain)"

🔹 Correct Answer: rain

📍 Location in Audioscript: "Now, what happens if there’s rain? Do the classes still run?"

🔹 Analysis of the Answer: The audioscript directly phrases the question using the word rain. This indicates that the answer relates to the weather condition of rain, fitting a single-word answer requirement.

⚠️ Potential Traps: The answer is the condition itself that is being discussed (rain), not the response to the condition (putting on waterproofs). Pay attention to the specific word used in the question structure asked by the customer.

⭐ Key Learning Point: Sometimes the answer is the keyword that triggers the discussion or question in the audio, especially if the implied question is about a condition or situation.

📝 Question 6: "(Implied question relates to something children should bring for break time)"

🔹 Correct Answer: snack

📍 Location in Audioscript: "And a snack for break time."

🔹 Analysis of the Answer: The speaker tells the woman that Charlie should bring a snack for break time. This directly provides the answer "snack".

⚠️ Potential Traps: The speaker also mentions bringing "spare clothes" and ensuring "shoes, not sandals". "A drink" is mentioned but the speaker says they will provide it. Focus on what they are told to bring for *break time*.

⭐ Key Learning Point: Listen for specific items that are listed as things to bring for a particular purpose (like break time).

📝 Question 7: "(Implied question relates to something Charlie has to take every few hours)"

🔹 Correct Answer: medication

📍 Location in Audioscript: "And just at present Charlie has to take medication every few hours, so I’ll make sure he has that."

🔹 Analysis of the Answer: The woman mentions that Charlie has to take medication every few hours. This provides the answer "medication".

⚠️ Potential Traps: There are no significant traps here; the information is stated clearly as something Charlie needs to take.

⭐ Key Learning Point: Pay attention to specific personal needs mentioned for the child or individual.

📝 Question 8: "(Implied question relates to something checked carefully on Day 1)"

🔹 Correct Answer: helmet

📍 Location in Audioscript: "The most important is that we have a very careful check to make sure that every child’s helmet fits properly."

🔹 Analysis of the Answer: The speaker states that the most important extra thing on Day 1 is a careful check of each child's helmet. This matches the answer "helmet".

⚠️ Potential Traps: None obvious here; the check and the item are clearly linked and emphasized as "most important."

⭐ Key Learning Point: Listen for specific items that require checking or special attention, especially when words like "most important" are used.

📝 Question 9: "(Implied question relates to where instructors and classes meet up on Day 1)"

🔹 Correct Answer: tent

📍 Location in Audioscript: "Then after that, all the instructors will be waiting to meet their classes, and they’ll meet up in the tent – you can’t miss it."

🔹 Analysis of the Answer: The audioscript states that instructors and classes will meet up in the tent. This confirms the answer "tent".

⚠️ Potential Traps: None obvious; the meeting place is clearly specified.

⭐ Key Learning Point: Listen for names of specific locations mentioned in the context of meeting points or gathering places.

📝 Question 10: "(Implied question relates to the weekly cost of the camp)"

🔹 Correct Answer: 199

📍 Location in Audioscript: "One hundred ninety-nine dollars. We’ve managed to keep the price more or less the same as last year – it was one hundred ninety then."

🔹 Analysis of the Answer: The speaker explicitly states the cost is "One hundred ninety-nine dollars". The answer required is a number, so 199 is correct.

⚠️ Potential Traps: The speaker also mentions last year's price ("one hundred ninety"). Be sure to listen for the current cost. The currency ($) is mentioned, but often only the number is required in this type of question.

⭐ Key Learning Point: Listen carefully for numbers, especially costs or quantities, and identify the correct figure from any others mentioned (e.g., current vs. past).

JAKE: Hello, Junior Cycle camp, Jake speaking.

WOMAN: Hi. I’m calling for some information about the cycle camp – I’m thinking of sending my son.

JAKE: Great. Well, it’s held every weekday morning over the summer vacation and we focus on basic cycling skills and safety. We have eight levels for children from three years upwards. How old’s your son?

WOMAN: Charlie? He’s seven. He can ride a bike, but he needs a little more training before he’s safe to go on the road.

JAKE: He’d probably be best in Level 5. They start off practising on the site here, and we aim to get them riding on the road, but first they’re taken to ride in the park 📍Q1, away from the traffic.

WOMAN: Right. And can you tell me a bit about the instructors?

JAKE: Well, all our staff wear different coloured shirts. So, we have three supervisors, and they have red shirts. They support the instructors, and they also stand in for me if I’m not around. Then the instructors themselves are in blue shirts 📍Q2, and one of these is responsible for each class.

WOMAN: OK.

JAKE: In order to be accepted, all our instructors have to submit a reference 📍Q3 from someone who’s seen them work with children – like if they’ve worked as a babysitter, for example. Then they have to complete our training course, including how to do lesson plans, and generally care for the well-being of the kids in their class. They do a great job, I have to say.

WOMAN: Right. And tell me a bit about the classes. What size will Charlie’s class be?

JAKE: We have a limit of eight children in each class, so their instructor really gets to know them well. They’re out riding most of the time but they have quiet times too, where their instructor might tell them a story 📍Q4 that’s got something to do with cycling, or get them to play a game together. It’s a lot of fun.

WOMAN: It must be. Now, what happens if there’s rain? Do the classes still run? 📍Q5

JAKE: Oh yes. We don’t let that put us off – we just put on our waterproofs and keep cycling.

————————

WOMAN: And is there anything special Charlie should bring along with him?

JAKE: Well, maybe some spare clothes, especially if the weather’s not so good. And a snack 📍Q6 for break time.

WOMAN: How about a drink?

JAKE: No, we’ll provide that. And make sure he has shoes, not sandals.

WOMAN: Sure. And just at present Charlie has to take medication every few hours, so I’ll make sure he has that. 📍Q7

JAKE: Absolutely. Just give us details of when he has to take it and we’ll make sure he does.

WOMAN: Thanks.

JAKE: Now, there are a few things you should know about Day 1 of the camp. The classes normally start at 9.30 every morning, but on Day 1 you should aim to get Charlie here by 9.20. The finishing time will be 12.30 as usual. We need the additional time because there are a few extra things to do. The most important is that we have a very careful check to make sure that every child’s helmet fits properly 📍Q8. If it doesn’t fit, we’ll try to adjust it, or we’ll find him another one – but he must wear it all the time he’s on the bike.

WOMAN: Of course.

JAKE: Then after that, all the instructors will be waiting to meet their classes, and they’ll meet up in the tent 📍Q9 – you can’t miss it. And each instructor will take their class away and get started.

WOMAN: OK. Well that all sounds good. Now can you tell me how much the camp costs a week?

JAKE: One hundred ninety-nine dollars 📍Q10. We’ve managed to keep the price more or less the same as last year – it was one hundred ninety then. But the places are filling up quite quickly.

WOMAN: Right. OK, well I’d like to book for …

PART 2 Questions 11-20 + Audio Script

📝 Question 11 & 12: "(Implied questions relate to benefits of working in agriculture/horticulture)"

🔹 Correct Answers: A flexible working hours, C a healthy environment

📍 Location in Audioscript: "For a start, they often offer opportunities for those who don’t want to be stuck with a 40-hour week, but need to juggle work with other responsibilities such as child care... But there are certainly health benefits, especially in jobs where you’re not sitting all day looking at a screen..."

🔹 Analysis of the Answer: The speaker lists opportunities/benefits. Option A (flexible working hours) relates to juggling responsibilities like childcare ("need to juggle work with other responsibilities"). Option C (a healthy environment) relates to health benefits from not sitting looking at a screen ("health benefits, especially in jobs where you’re not sitting all day looking at a screen"). These are both explicitly mentioned as benefits/opportunities.

⚠️ Potential Traps: Several other potential benefits or drawbacks are mentioned (rural setting, salary, travel, cold weather, remote areas, finding accommodation). Listen specifically for the ones listed as distinct advantages or opportunities that match the options.

⭐ Key Learning Point: For multiple-choice questions asking for two answers, listen for two distinct points that match the provided options and are presented as advantages.

📝 Question 13 & 14: "(Implied questions relate to challenges of working outdoors in agriculture/horticulture)"

🔹 Correct Answers: B the weather, C the remote locations

📍 Location in Audioscript: "Of course, working outdoors does have its challenges. It’s fine in summer, but can be extremely unpleasant when it’s cold and windy... And if you like a lively city environment surrounded by lots of people, these jobs are probably not for you – they’re often in pretty remote areas."

🔹 Analysis of the Answer: The speaker lists challenges. Option B (the weather) relates to unpleasant weather conditions ("cold and windy"). Option C (the remote locations) relates to the location being in "pretty remote areas". These are both explicitly mentioned as challenges.

⚠️ Potential Traps: Being "pretty fit" was mentioned but downplayed due to technology. "Fewer work-related accidents" was mentioned as an improvement. "Finding a suitable place to live" was mentioned but the speaker felt it "usually turns out fine". Focus on the points presented as actual, significant challenges.

⭐ Key Learning Point: Distinguish between significant challenges or drawbacks and points that are presented as less problematic or even as improvements.

📝 Question 15: "(Implied question relates to the Fresh Food Commercial Manager position)"

🔹 Correct Answer: D It is a very busy workplace.

📍 Location in Audioscript: "One is for a fresh food commercial manager. Our client here is a very large fresh food producer supplying a range of top supermarkets. They operate in a very fast-paced environment – the staff there work hard, but they play hard as well, so if you’ve a sociable personality this may be for you."

🔹 Analysis of the Answer: The speaker describes the environment for this role as a "very fast-paced environment". This directly translates to "a very busy workplace" (D).

⚠️ Potential Traps: Mentions of "low profit margins" and being "sociable" are also characteristics of the role/environment, but option D specifically matches the "fast-paced environment" description of the workplace itself.

⭐ Key Learning Point: Pay close attention to the specific adjectives or characteristics used to describe a situation, environment, or role.

📝 Question 16: "(Implied question relates to the Agronomist position)"

🔹 Correct Answer: F It offers good prospects for promotion.

📍 Location in Audioscript: "There are good opportunities for the right person to quickly make their way up the career ladder, but a deep knowledge of the agricultural sector is expected of applicants."

🔹 Analysis of the Answer: The speaker highlights that there are "good opportunities for the right person to quickly make their way up the career ladder" for the agronomist role. This directly implies good prospects for promotion (F).

⚠️ Potential Traps: "Deep knowledge" is expected, but this is a requirement, not a benefit or opportunity for career progression for the right person. Focus on what is presented as a positive aspect or opportunity within the role.

⭐ Key Learning Point: Distinguish between job requirements and career opportunities or benefits offered by the position.

📝 Question 17: "(Implied question relates to the Fresh Produce Buyer position)"

🔹 Correct Answer: A It is for a fixed period of time.

📍 Location in Audioscript: "A leading supermarket is looking for a fresh produce buyer who is available for a 12-month maternity cover contract."

🔹 Analysis of the Answer: The audioscript explicitly states this position is for a "12-month maternity cover contract". This means it is for a fixed period of time (A).

⚠️ Potential Traps: Experience requirements are also mentioned ("administration, planning and buying"), as is the salary ("very competitive salary"). Focus on the specific nature of the contract's duration.

⭐ Key Learning Point: Listen for specific details about the duration or type of contract offered (e.g., "maternity cover," "fixed-term").

📝 Question 18: "(Implied question relates to the Sales Manager for Garden Centres position)"

🔹 Correct Answer: H It involves a lot of travelling in the area.

📍 Location in Audioscript: "You will be visiting centres in the region to ensure their high levels of customer service are maintained. This post is only suitable for someone who is prepared to live in the region."

🔹 Analysis of the Answer: The speaker mentions "visiting centres in the region" and that the post requires someone prepared to live "in the region". This clearly implies a lot of travelling in the area (H).

⚠️ Potential Traps: The focus is on maintaining customer service. However, the explicit mention of "visiting centres in the region" points towards the travel aspect.

⭐ Key Learning Point: Pay attention to geographical requirements or duties that involve travel within a defined area or a requirement to live there.

📝 Question 19: "(Implied question relates to the Tree Technician position)"

🔹 Correct Answer: C Relevant qualifications are acceptable instead of experience.

📍 Location in Audioscript: "A year’s experience would be preferred but the company might be prepared to consider someone who has just completed an appropriate training course."

🔹 Analysis of the Answer: The speaker states that while a year's experience is preferred, the company might consider someone who has just completed an "appropriate training course". This means relevant qualifications (from a training course) are acceptable instead of experience (C).

⚠️ Potential Traps: The preference for "a year's experience" is mentioned first. Listen for the alternative criterion the company is willing to consider.

⭐ Key Learning Point: Listen for conditions or alternatives that might apply to entry requirements for a position, often signaled by words like "but" or "might be prepared to consider."

📝 Question 20: "(Implied question relates to the Farm Worker position)"

🔹 Correct Answer: G Accommodation is available.

📍 Location in Audioscript: "Perks of the job include the possibility of renting a small cottage on the estate, and the chance to earn a competitive salary."

🔹 Analysis of the Answer: The speaker lists "Perks of the job," including the "possibility of renting a small cottage on the estate". This means accommodation is available (G).

⚠️ Potential Traps: A competitive salary is also mentioned as a perk. Focus on the specific perk that matches one of the provided options (G in this case, accommodation).

⭐ Key Learning Point: Pay attention to listed benefits or perks associated with a job role.

Hello everyone. My name’s Megan Baker and I’m a recruitment consultant at AVT Recruitment specialists.

Now, our company specialises in positions that involve working in the agriculture and horticulture sectors, so that’s fresh food production, garden and park maintenance and so on. And these sectors do provide some very special career opportunities. For a start, they often offer opportunities for those who don’t want to be stuck with a 40-hour week, but need to juggle work with other responsibilities such as child care 📍Q11/Q12 – and this is very important for many of our recruits. Some people like working in a rural setting, surrounded by plants and trees instead of buildings, although we can’t guarantee that. But there are certainly health benefits, especially in jobs where you’re not sitting all day looking at a screen 📍Q11/Q12 – a big plus for many people. Salaries can sometimes be good too, although there’s a lot of variety here. And you may have the opportunity in some types of jobs for travel overseas, although that obviously depends on the job, and not everyone is keen to do it.

Of course, working outdoors does have its challenges. It’s fine in summer, but can be extremely unpleasant when it’s cold and windy 📍Q13/Q14. You may need to be pretty fit for some jobs, though with modern technology that’s not as important as it once was. And standards of health and safety are much higher now than they used to be, so there are fewer work-related accidents. But if you like a lively city environment surrounded by lots of people, these jobs are probably not for you – they’re often in pretty remote areas 📍Q13/Q14. And some people worry about finding a suitable place to live, but in our experience, this usually turns out fine.

————————

Now let me tell you about some of the exciting jobs that we have on our books right now.

One is for a fresh food commercial manager. Our client here is a very large fresh food producer supplying a range of top supermarkets. They operate in a very fast-paced environment 📍Q15 with low profit margins – the staff there work hard, but they play hard as well, so if you’ve a sociable personality this may be for you.

We have an exciting post as an agronomist advising farmers on issues such as crop nutrition, protection against pests, and the latest legislation on farming and agricultural practices. There are good opportunities for the right person to quickly make their way up the career ladder 📍Q16, but a deep knowledge of the agricultural sector is expected of applicants.

A leading supermarket is looking for a fresh produce buyer who is available for a 12-month maternity cover contract 📍Q17. You need to have experience in administration, planning and buying in the fresh produce industry, and in return will receive a very competitive salary.

We have also received a request for a sales manager for a chain of garden centres. You will be visiting centres in the region 📍Q18 to ensure their high levels of customer service are maintained. This post is only suitable for someone who is prepared to live in the region.

There is also a vacancy for a tree technician to carry out tree cutting, forestry and conservation work. Candidates must have a clean driving licence and have training in safety procedures. A year’s experience would be preferred but the company might be prepared to consider someone who has just completed an appropriate training course. 📍Q19

Finally, we have a position for a farm worker. This will involve a wide range of farm duties including crop sowing and harvesting, machine maintenance and animal care. Perks of the job include the possibility of renting a small cottage on the estate 📍Q20, and the chance to earn a competitive salary. A driving licence and tractor driving experience are essential.

PART 3 Questions 21-30 + Audio Script

📝 Question 21 & 22: "(Implied questions relate to difficulties Adam faced in his experiment)"

🔹 Correct Answers: C deciding how to present the information, D processing a large amount of data

📍 Location in Audioscript: ADAM: "It took me ages to decide exactly how I’d organise it, especially how I could make sure that people didn’t know which drink I was giving them... It was hard to keep track of it all, especially as I had so many people doing it – I had to make sure I kept a proper record of what each person had had."

🔹 Analysis of the Answer: Adam describes difficulties. Ensuring people didn't know which drink they were getting ("how I could make sure that people didn’t know...") relates to deciding how to present/organize the information to maintain blinding (C). The difficulty of keeping track with many participants ("hard to keep track of it all, especially as I had so many people doing it" and needing "proper record") relates to processing a large amount of data (D).

⚠️ Potential Traps: He mentions having "so many people doing it," which implies a large sample size, contributing to the difficulty of keeping track (D), but C is about the organization of the blinding process.

⭐ Key Learning Point: Listen for explicit statements about difficulties or challenges encountered during a task or experiment, and match them to the conceptual meaning of the options.

📝 Question 23 & 24: "(Implied questions relate to problems Rosie encountered in her experiment)"

🔹 Correct Answers: C an error in the method for collecting data, E using equipment that was unsuitable

📍 Location in Audioscript: ROSIE: "My results were a bit problematic... I think I should probably have ground up the nuts more than I did. It’s possible that the scales for weighing the fat weren’t accurate enough, too."

🔹 Analysis of the Answer: Rosie discusses problems. She suggests she should have ground the nuts more ("I should probably have ground up the nuts more than I did"), which is an error in her method (C). She also states it's possible the scales for weighing the fat "weren’t accurate enough," indicating unsuitable equipment (E).

⚠️ Potential Traps: She mentions her results seemed "much lower than it said on the package," which is an observation resulting from the problem, not the cause of the problem itself.

⭐ Key Learning Point: Identify the potential reasons or causes given for problematic results, rather than just the results themselves.

📝 Question 25:
Adam suggests that restaurants could reduce obesity if their menus
A offered fewer options.
B had more low-calorie foods.
C were organised in a particular way.

🔹 Correct Answer: C

📍 Location in Audioscript: So, if you put the low-calorie items at the beginning and end of the menu, people will probably go for the food with fewer calories, without even realising what they’re doing.

🔹 Analysis of the Answer: Adam explains that the positioning of items on a menu influences people's choices. He suggests that putting low-calorie foods at the beginning and end of the menu would encourage people to choose them more often, thereby potentially helping to reduce obesity. This directly relates to how the menu is organised, supporting option C.

⚠️ Potential Traps: The options A (fewer options) and B (more low-calorie foods) touch upon related ideas about what a menu could contain, but they do not capture Adam's specific suggestion, which is about the layout or organisation of the menu itself influencing choices. Adam's point is not simply adding more low-calorie options, but strategically placing them.

⭐ Key Learning Point: This excerpt highlights how subtle changes in the environment, such as the layout of a menu, can unconsciously influence people's behaviour and choices related to diet. It demonstrates the idea that design and organisation can play a role in public health outcomes like obesity.

📝 Question 26:
The students agree that food manufacturers deliberately
A make calorie counts hard to understand.
B fail to provide accurate calorie counts.
C use ineffective methods to reduce calories.

🔹 Correct Answer: A

📍 Location in Audioscript: ROSIE: Well, when manufacturers put calorie counts of a food on the label, they’re sometimes really confusing and I suspect they do it on purpose. Because food that’s high in calories tastes better, and so they’ll sell more.

🔹 Analysis of the Answer: Rosie explicitly states that calorie counts on labels are "really confusing" and she suspects manufacturers do this "on purpose". Adam supports this point with an example of pizza calories being listed per quarter, highlighting how this makes the full calorie amount misleading. Both students agree that manufacturers make calorie counts confusing, aligning with option A.

⚠️ Potential Traps: Option B mentions inaccurate counts, but the discussion focuses on how the information is presented (confusingly, by portion size) rather than whether the calorie number itself is wrong. Option C is not discussed in this part of the dialogue.

⭐ Key Learning Point: Listen for shared opinions or points of agreement between speakers. Pay attention to specific examples given to support a claim.

📝 Question 27:
What does Rosie say about levels of exercise in England?
A The amount recommended is much too low.
B Most people overestimate how much they do.
C Women now exercise more than they used to.

🔹 Correct Answer: B

📍 Location in Audioscript: ROSIE: Right. In England, the current guidelines are for at least 30 minutes of brisk walking, five days a week. Now when you ask them, about 40% of men and 30% of women say they do this, but when you objectively measure the amount of walking they do with motion sensors, you find that only 6% of men and 4% of women do the recommended amount of exercise. 

🔹 Analysis of the Answer: Rosie presents a clear contrast between the percentage of people who say they meet the exercise guidelines (40% of men, 30% of women) and the much lower percentage who actually do according to objective measurement (6% of men, 4% of women). This comparison directly shows that most people believe they exercise more than they actually do, meaning they overestimate their activity levels, which supports option B.

⚠️ Potential Traps: Option A (recommended amount is too low) is not mentioned in Rosie's statement; she only reports the current guideline. Option C (women exercise more than they used to) is not discussed; the focus is on current reported vs. actual exercise levels, not historical trends.

⭐ Key Learning Point: Listen carefully when statistics or comparisons are presented, as they often highlight the speaker's main point. Pay attention to contrasts drawn between different sets of data (e.g., what people say vs. what is measured).

📝 Question 28:
Adam refers to the location and width of stairs in a train station to illustrate
A practical changes that can influence people’s behaviour.
B methods of helping people who have mobility problems.
C ways of preventing accidents by controlling crowd movement.

🔹 Correct Answer: A

📍 Location in Audioscript: ADAM: Well, for example, think of the location of stairs station. if people reach the stairs before they reach the escalator when they’re leaving the station, they’re more likely to take the stairs. And if you increase the width of the stairs, you’ll get more people using them at the same time. It’s an unconscious process and influenced by minor modifications in their environment.

🔹 Analysis of the Answer: Adam uses the example of stair placement and width in a train station to show how small changes in the environment (like putting stairs before the escalator or making them wider) can unconsciously encourage people to make a particular choice (take the stairs). He explicitly links this to influencing "people’s behaviour" through "minor modifications in their environment". This directly supports option A.

⚠️ Potential Traps: While stair design could potentially relate to mobility problems (B) or crowd control/accident prevention (C), Adam's explanation focuses specifically on how these design elements encourage or influence people's choices regarding exercise (taking stairs instead of an escalator) as a way to address the obesity issue. His stated purpose for the example aligns with influencing behaviour, not the other options.

⭐ Key Learning Point: Identify how speakers use examples to support a larger argument or point. Understand the connection the speaker makes between the example and the main idea.

📝 Question 29: 
What do the students agree about including reference to exercise in their presentation?
A They should probably leave it out.
B They need to do more research on it.
C They should discuss this with their tutor.

🔹 Correct Answer: A

📍 Location in Audioscript:
ADAM: Yes. But actually, I’m not sure if we should be talking about exercise in our presentation. (Q29)
ROSIE: Well, we’ve done quite a bit of reading about it.
ADAM: I know, but it’s going to mean we have a very wide focus, and our tutor did say that we need to focus on causes and solutions in terms of nutrition.
ROSIE: I suppose so. And we’ve got plenty of information about that. OK, well that will be simpler.

🔹 Analysis of the Answer: Adam suggests leaving exercise out because it would make the presentation too broad and their tutor told them to focus on nutrition. Rosie initially points out they have researched it but then agrees with Adam, saying "OK, well that will be simpler". Their agreement is to exclude exercise from the presentation, supporting option A.

⚠️ Potential Traps: osie mentions having done "quite a bit of reading", contradicting option B (need more research). While discussing with the tutor (C) is a possibility for clarification, their conversation shows they reach a decision to exclude exercise based on their understanding of the tutor's previous instruction, without planning to re-consult the tutor on this specific point

⭐ Key Learning Point: Follow the flow of a discussion to identify when speakers reach a decision or consensus, even if they initially have slightly different viewpoints.

📝 Question 30:
What are the students going to do next for their presentation?
A prepare some slides for it
B find out how long they have for it
C decide on its content and organisation

🔹 Correct Answer: C

📍 Location in Audioscript:
ADAM: So what shall we do now? We’ve still got half an hour before our next lecture.
ROSIE: Let’s think about what we’re going to include and what will go where (Q30). Then we can decide what slides we need.
ADAM: OK, fine.

🔹 Analysis of the Answer: Rosie proposes, "Let’s think about what we’re going to include and what will go where", which means determining the content and structure of the presentation. Adam agrees by saying, "OK, fine". This indicates their immediate next task is to decide on the content and organisation, aligning with option C.

⚠️ Potential Traps: Rosie mentions preparing slides, but clarifies this will happen after they decide the content and organisation ("Then we can decide what slides we need"), making option A incorrect as the immediate next step. They mention having "half an hour" before their next lecture, so they already know the time available; they don't need to find this out, ruling out option B.

⭐ Key Learning Point: Pay close attention to phrases that indicate immediate plans or next steps in a conversation. Distinguish between steps that will happen next and steps that are planned for a later stage.

ADAM: OK Rosie, shall we try to get some ideas together for our presentation on diet and obesity?

ROSIE: Sure.

ADAM: I can talk about the experiment I did to see if people can tell the difference between real sugar and artificial sweeteners.

ROSIE: Where you have people drinks with either sugar or artificial sweeteners and they had to say which they thought it was?

ADAM: Yeah. It took me ages to decide exactly how I’d organise it, especially how I could make sure that people didn’t know which drink I was giving them 📍Q21/Q22. It was hard to keep track of it all, especially as I had so many people doing it 📍Q21/Q22 – I had to make sure I kept a proper record of what each person had had.

ROSIE: So could most people tell the difference?

ADAM: Yeah – I hadn’t thought they would be able to, but most people could.

ROSIE: Then there’s that experiment I did measuring the fat content of nuts, to see if the nutritional information given on the packet was accurate.

ADAM: The one where you ground up the nuts and mixed them with a chemical to absorb the fat?

ROSIE: Yes. My results were a bit problematic – the fat content for that type of nut seemed much lower than it said on the package. But I reckon the package information was right. I think I should probably have ground up the nuts more than I did. It’s possible that the scales for weighing the fat weren’t accurate enough 📍Q23/Q24, too. I’d really like to try the experiment again some time.

———————-

ADAM: So what can we say about helping people to lose weight? There’s a lot we could say about what restaurants could do to reduce obesity. I read that the items at the start of a menu and the items at the end of a menu are much more likely to be chosen than the items in the middle. So, if you put the low-calorie items at the beginning and end of the menu, people will probably go for the food with fewer calories 📍Q25, without even realising what they’re doing.

ROSIE: I think food manufacturers could do more to encourage healthy eating.

ADAM: How?

ROSIE: Well, when manufacturers put calorie counts of a food on the label, they’re sometimes really confusing and I suspect they do it on purpose 📍Q26. Because food that’s high in calories tastes better, and so they’ll sell more.

ADAM: Yeah, so if you look at the amount of calories in a pizza, they’ll give you the calories per quarter pizza and you think, oh that’s not too bad. But who’s going to eat a quarter pizza?

ROSIE: Exactly.

ADAM: I suppose another approach to this problem is to get people to exercise more.

ROSIE: Right. In England, the current guidelines are for at least 30 minutes of brisk walking, five days a week. Now when you ask them, about 40% of men and 30% of women say they do this, but when you objectively measure the amount of walking they do with motion sensors, you find that only 6% of men and 4% of women do the recommended amount of exercise. 📍Q27

ADAM: Mm, so you can see why obesity is growing.

ROSIE: So how can people be encouraged to take more exercise?

ADAM: Well, for example, think of the location of stairs station. if people reach the stairs before they reach the escalator when they’re leaving the station, they’re more likely to take the stairs. And if you increase the width of the stairs, you’ll get more people using them at the same time 📍Q28. It’s an unconscious process and influenced by minor modifications in their environment.

ROSIE: Right. And it might not be a big change, but if it happens every day, it all adds up.

ADAM: Yes. But actually, I’m not sure if we should be talking about exercise in our presentation. 📍Q29

ROSIE: Well, we’ve done quite a bit of reading about it.

ADAM: I know, but it’s going to mean we have a very wide focus, and our tutor did say that we need to focus on causes and solutions in terms of nutrition.

ROSIE: I suppose so. And we’ve got plenty of information about that. OK, well that will be simpler.

ADAM: So what shall we do now? We’ve still got half an hour before our next lecture.

ROSIE: Let’s think about what we’re going to include and what will go where 📍Q30. Then we can decide what slides we need.

ADAM: OK, fine.

PART 4 Questions 31-40 + Audio Script

📝 Question 31:
🔹 Correct Answer: grandmother 
📍 Location in Audioscript: "When someone says the word ‘knitting’ we might well picture an elderly person – a grandmother perhaps – sitting by the fire knitting garments for themselves or other members of the family."
🔹 Analysis of the Answer: The speaker uses the image of a grandmother knitting as a common initial association people have with the activity.
⚠️ Potential Traps: The phrase includes "perhaps," indicating it's a common picture, not necessarily the only one.
⭐ Key Learning Point: Listen for common examples or typical associations used to introduce a concept.

📝 Question 32:
🔹 Correct Answer: decade 
📍 Location in Audioscript:  "...and, indeed, during the previous decade, it was one of the skills that was predicted to vanish from everyday life."
🔹 Analysis of the Answer: The speaker explicitly states that knitting was expected to disappear during the "previous decade."
⚠️ Potential Traps: None obvious in this specific phrase.
⭐ Key Learning Point: Pay attention to time references when discussing historical trends or predictions.

📝 Question 33:
🔹 Correct Answer: equipment 
📍 Location in Audioscript: "...we’re also seeing an increase in the sales figures for knitting equipment."
🔹 Analysis of the Answer: The speaker directly links the rising interest in knitting to increased sales of related "equipment."
⚠️ Potential Traps: You might think of specific items like needles or yarn, but the speaker uses the general term "equipment."
⭐ Key Learning Point: Listen for broader terms that encompass multiple items within a category.

📝 Question 34:
🔹 Correct Answer: economic
📍 Location in Audioscript: "While many people knitted garments in the past because they couldn’t afford to buy clothes, it’s still true today that knitting can be helpful if you’re experiencing economic hardship."
🔹 Analysis of the Answer: The speaker identifies "economic hardship" as a current reason why knitting can be beneficial.
⚠️ Potential Traps: The text also mentions "money" and "afford to buy clothes," which relate to the concept, but "economic" is the word used in the context of hardship.
⭐ Key Learning Point: Listen for summary terms that describe a situation or condition (e.g., economic, financial).

📝 Question 35:
🔹 Correct Answer: basic
📍 Location in Audioscript: "And the results of knitting your own clothes can be very rewarding, even though the skills you need to get going are really quite basic and the financial outlay is minimal."
🔹 Analysis of the Answer: The speaker describes the initial skills needed to start knitting as "basic."
⚠️ Potential Traps: You might listen for words like 'simple' or 'easy'.
⭐ Key Learning Point: Pay attention to adjectives used to describe the level of difficulty of a skill.

📝 Question 36:
🔹 Correct Answer: round
📍 Location in Audioscript: "One of the interesting things about knitting is that the earliest pieces of clothing that have been found suggest that most of the items produced were round rather than flat."
🔹 Analysis of the Answer: The speaker contrasts the shape of early knitted items ("round") with later ones ("flat").
⚠️ Potential Traps: The word "flat" is mentioned as a contrast, so ensure you select the correct word describing the early items.
⭐ Key Learning Point: Listen for words used to describe physical characteristics or shapes, especially when a contrast is highlighted.

📝 Question 37:
🔹 Correct Answer: bone
📍 Location in Audioscript: "What’s more, the very first needles people used were hand carved out of wood and other natural materials, like bone..."
🔹 Analysis of the Answer: The speaker lists "bone" as one of the natural materials used to carve early knitting needles.
⚠️ Potential Traps: Other materials like wood are also mentioned in the sentence.
⭐ Key Learning Point: Listen for specific examples provided within a list of items or materials.

📝 Question 38:
🔹 Correct Answer: rough
📍 Location in Audioscript: "Ancient people knitted using yarns made from linen, hemp, cotton and wool, and these were often very rough on the skin."
🔹 Analysis of the Answer: The speaker uses the adjective "rough" to describe the texture of the yarns used by ancient people.
⚠️ Potential Traps: The sentence lists the materials, but the question is about their feel or texture.
⭐ Key Learning Point: Listen for descriptive words that provide sensory details about items discussed.

📝 Question 39:
🔹 Correct Answer: style
📍 Location in Audioscript: "Another interesting fact about knitting is that because it was practised in so many parts of the world for so many purposes, regional differences in style developed."
🔹 Analysis of the Answer: The speaker states that regional differences in knitting "style" emerged over time.
⚠️ Potential Traps: Could potentially confuse with related concepts like 'pattern' or 'technique', but 'style' is the specific word used to describe the regional differences.
⭐ Key Learning Point: Pay attention to terms used to describe variations, patterns, or distinct characteristics.

📝 Question 40:
🔹 Correct Answer: sheep
📍 Location in Audioscript: "For many centuries, it seems, men, women and children took every opportunity to knit, for example, while watching over sheep, walking to market or riding in boats."
🔹 Analysis of the Answer: The speaker provides "watching over sheep" as an example of an activity people did while knitting.
⚠️ Potential Traps: Other activities like walking or riding are also listed as examples.
⭐ Key Learning Point: Listen for specific examples that illustrate a general point or list of activities.

Good morning everyone. So today we’re going to look at an important creative activity and that’s hand knitting. Ancient knitted garments have been found in many different countries, showing that knitting is a global activity with a long history.

When someone says the word ‘knitting’ we might well picture an elderly person – a grandmother perhaps – sitting by the fire 📍Q31 knitting garments for themselves or other members of the family. It’s a homely image, but one that may lead you to feel that knitting is an activity of the past – and, indeed, during the previous decade, it was one of the skills that was predicted to vanish 📍Q32 from everyday life. For although humans have sewn and knitted their own clothing for a very long time, many of these craft-based skills went into decline when industrial machines took over – mainly because they were no longer passed down from one generation to another. However, that’s all changing and interest in knitting classes in many countries is actually rising, as more and more people are seeking formal instruction in the skill. With that trend, we’re also seeing an increase in the sales figures for knitting equipment. 📍Q33

So why do people want to be taught to knit at a time when a machine can readily do the job for them? The answer is that knitting, as a handicraft, has numerous benefits for those doing it. Let’s consider what some of these might be. While many people knitted garments in the past because they couldn’t afford to buy clothes, it’s still true today that knitting can be helpful if you’re experiencing economic hardship 📍Q34. If you have several children who all need warm winter clothes, knitting may save you a lot of money. And the results of knitting your own clothes can be very rewarding, even though the skills you need to get going are really quite basic 📍Q35 and the financial outlay is minimal.

But the more significant benefits in today’s world are to do with well-being. In a world where it’s estimated that we spend up to nine hours a day online, doing something with our hands that is craft-based makes us feel good. It releases us from the stress of a technological, fast-paced life.

———————

Now, let’s look back a bit to early knitting activities. In fact, no one really knows when knitting first began, but archaeological remains have disclosed plenty of information for us to think about.

One of the interesting things about knitting is that the earliest pieces of clothing that have been found suggest that most of the items produced were round 📍Q36 rather than flat. Discoveries from the 3rd and 4th centuries in Egypt show that things like socks and gloves, that were needed to keep hands and feet warm, were knitted in one piece using four or five needles. That’s very different from most knitting patterns today, which only require two. What’s more, the very first needles people used were hand carved out of wood and other natural materials, like bone 📍Q37, whereas today’s needles are largely made of steel or plastic and make that characteristic clicking sound when someone’s using them. Ancient people knitted using yarns made from linen, hemp, cotton and wool, and these were often very rough on the skin 📍Q38. The spinning wheel, which allowed people to make finer yarns and produce much greater quantities of them, led to the dominance of wool in the knitting industry – often favoured for its warmth.

Another interesting fact about knitting is that because it was practised in so many parts of the world for so many purposes, regional differences in style developed 📍Q39. This visual identity has allowed researchers to match bits of knitted clothing that have been unearthed over time to the region from which the wearer came or the job that he or she did.

As I’ve mentioned, knitting offered people from poor communities a way of making extra money while doing other tasks. For many centuries, it seems, men, women and children took every opportunity to knit, for example, while watching over sheep 📍Q40, walking to market or riding in boats. So, let’s move on to take a …