تحلیل لیسنینگ آیلتس آکادمیک و جنرال کمبریج 15 - تست 1: 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 ۱ لیسنینگ از کتاب آیلتس کمبریج ۱۵ (Cambridge IELTS 15) 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: "Name of agent"

🔹 Correct Answer: Jamieson

📍 Location in Audio Script: "The agent I always deal with is called Becky Jamieson."

🔹 Analysis of the Answer: The answer is directly stated. William mentions Becky's last name immediately after stating her first name.

⚠️ Potential Traps: Test takers might focus on the first name, "Becky", and not realize the question is asking for the last name (often implied for "Name of agent").

⭐ Key Learning Point: Pay close attention to the full information given about a name. Sometimes the question will require a full name or just the surname, not just the first name.

📝 Question 2: "Best to call her in the:"

🔹 Correct Answer: afternoon

📍 Location in Audio Script: "I wouldn’t call her until the afternoon if I were you – she’s always really busy in the morning trying to fill last-minute vacancies."

🔹 Analysis of the Answer: The answer comes after William advises Amber on the best time to call Becky. The word "afternoon" is used directly.

⚠️ Potential Traps: Test takers might be distracted by the mention of "morning," but William's advice clearly indicates the afternoon is the best time.

⭐ Key Learning Point: Listen for qualifying phrases like "if I were you" and "best to," which often indicate the correct answer or advice.

📝 Question 3: "Must have good ... skills"

🔹 Correct Answer: communication

📍 Location in Audio Script: "So what’s important for that kind of job isn’t so much having business skills or knowing lots of different computer systems – it’s communication that really matters"

🔹 Analysis of the Answer: William explicitly states the importance of communication skills for the job.

⚠️ Potential Traps: The audio mentions other skills, such as "business skills" and knowledge of "computer systems," but it emphasizes that communication is what "really matters."

⭐ Key Learning Point: Pay attention to words that emphasize importance, such as "really" and "matters," to identify the correct answer.

📝 Question 4: "Jobs are usually for at least one ..."

🔹 Correct Answer: week

📍 Location in Audio Script: "But you’re more likely to be offered something for a week at first, which might get extended."

🔹 Analysis of the Answer: Although the job might be for a longer time, the audio specifies that it's "more likely" to be for a week at first.

⚠️ Potential Traps: The audio also mentions the possibility of the job being extended, which could mislead the test taker to write down something else related to longer duration.

⭐ Key Learning Point: Pay attention to qualifying words such as "at first" or "more likely," which will help identify the answer, especially when other related possibilities are also mentioned.

📝 Question 5: "Pay is usually £ ... per hour"

🔹 Correct Answer: 10/ten

📍 Location in Audio Script: "The hourly rate is about £10, 11 if you’re lucky."

🔹 Analysis of the Answer: The audio gives two amounts. The phrase "about £10" indicates the typical pay is £10, so £10 is the answer as the question implies a singular usual rate.

⚠️ Potential Traps: The mention of "11 if you're lucky" could be a trap. However, £10 is the "about" or usual pay, and therefore, is the correct answer.

⭐ Key Learning Point: Identify the most typical or general value even if there are other exceptional possibilities given.

📝 Question 6: "Wear a ... to the interview"

🔹 Correct Answer: suit

📍 Location in Audio Script: "I can probably borrow a suit from Mum."

🔹 Analysis of the Answer: The answer is directly stated when Amber is discussing what to wear, following William's advice to look smart.

⚠️ Potential Traps: The focus might be on the word "smart" (from William's advice), but the answer lies in the specific item of clothing Amber mentions as suitable for looking smart.

⭐ Key Learning Point: Don't assume a more general idea is the answer when something more specific and directly stated by a speaker fits the blank.

📝 Question 7: "Must bring your ... to the interview"

🔹 Correct Answer: passport

📍 Location in Audio Script: "What about my passport? Oh yes – they will ask to see that."

🔹 Analysis of the Answer: The answer is confirmed after Amber asks about her passport and William confirms it's needed.

⚠️ Potential Traps: The audio first mentions "exam certificates" and then William dismisses them ("No – they don’t need to see those, I don’t think."). This can confuse listeners if they don't wait for the confirmation about the passport.

⭐ Key Learning Point: Be aware of how the speakers’ opinions or information can change or be clarified, especially when one speaker corrects or confirms another's suggestion.

📝 Question 8: "They will ask questions about each applicant’s ..."

🔹 Correct Answer: personality

📍 Location in Audio Script: "So there are questions about personality that they always ask candidates – fairly basic ones."

🔹 Analysis of the Answer: The word "personality" is explicitly stated in the context of interview questions.

⚠️ Potential Traps: The speaker initially mentions questions related to matching the candidate to a job, but the question is about the kind of questions asked *about the applicant*, making "personality" the correct specific answer.

⭐ Key Learning Point: Pay close attention to the context of the question to select the answer most relevant to what is being asked about the applicant directly.

📝 Question 9: "The ... you receive at interview will benefit you"

🔹 Correct Answer: feedback

📍 Location in Audio Script: "...the interview will be useful because they’ll give you feedback on your performance so you can improve next time."

🔹 Analysis of the Answer: The word "feedback" is directly mentioned as a benefit received at the interview itself.

⚠️ Potential Traps: Other benefits of using an agency are mentioned (e.g., access to unadvertised jobs), but the question is asking for the benefit of the interview itself, making "feedback" the correct answer.

⭐ Key Learning Point: Listen closely to the specific context of the question (benefit *at the interview*).

📝 Question 10: "Less ... is involved in applying for jobs"

🔹 Correct Answer: time

📍 Location in Audio Script: "And I expect finding a temporary job this way takes a lot less time."

🔹 Analysis of the Answer: The answer comes from Amber's assumption, confirmed by William, that finding a job through the agency is quicker ("takes a lot less time") than other methods.

⚠️ Potential Traps: Other aspects such as ease of finding a job ("much easier") are also mentioned, but the specific answer relating to "less ... is involved" is "time," which the text explicitly mentions in the context of job searching via an agency.

⭐ Key Learning Point: Stay focused on the exact words from the audio that answer the specific question about what is reduced or less involved.

AMBER: Hello William. This is Amber – you said to phone if I wanted to get more information about the job agency you mentioned. Is now a good time?

WILLIAM: Oh, hi Amber. Yes. Fine. So the agency I was talking about is called Bankside – they’re based in Docklands – I can tell you the address now – 497 Eastside.

AMBER: OK, thanks. So is there anyone in particular I should speak to there?

WILLIAM: The agent I always deal with is called Becky Jamieson. 📍Q1

AMBER: Let me write that down – Becky …

WILLIAM: Jamieson J-A-M-I-E-S-O-N.

AMBER: Do you have her direct line?

WILLIAM: Yes, it’s in my contacts somewhere – right, here we are: 078 double 6, 510 triple 3. I wouldn’t call her until the afternoon 📍Q2 if I were you – she’s always really busy in the morning trying to fill last-minute vacancies. She’s really helpful and friendly so I’m sure it would be worth getting in touch with her for an informal chat.

AMBER: It’s mainly clerical and admin jobs they deal with, isn’t it?

WILLIAM: That’s right. I know you’re hoping to find a full-time job in the media eventually – but Becky mostly recruits temporary staff for the finance sector – which will look good on your CV – and generally pays better too.

AMBER: Yeah – I’m just a bit worried because I don’t have much office experience.

WILLIAM: I wouldn’t worry. They’ll probably start you as a receptionist, or something like that. So what’s important for that kind of job isn’t so much having business skills or knowing lots of different computer systems – it’s communication 📍Q3 that really matters – so you’d be fine there. And you’ll pick up office skills really quickly on the job. It’s not that complicated.

AMBER: OK good. So how long do people generally need temporary staff for? It would be great if I could get something lasting at least a month.

WILLIAM: That shouldn’t be too difficult. But you’re more likely to be offered something for a week 📍Q4 at first, which might get extended. It’s unusual to be sent somewhere for just a day or two.

AMBER: Right, I’ve heard the pay isn’t too bad – better than working in a shop or a restaurant.

WILLIAM: Oh yes – definitely. The hourly rate is about £10 📍Q5, 11 if you’re lucky.

AMBER: That’s pretty good. I was only expecting to get eight or nine pounds an hour.

————————————————

WILLIAM: Do you want me to tell you anything about the registration process?

AMBER: Yes, please. I know you have to have an interview.

WILLIAM: The interview usually takes about an hour and you should arrange that about a week in advance.

AMBER: I suppose I should dress smartly if it’s for office work – I can probably borrow a suit 📍Q6 from Mum.

WILLIAM: Good idea. It’s better to look too smart than too casual.

AMBER: Will I need to bring copies of my exam certificates or anything like that?

WILLIAM: No – they don’t need to see those, I don’t think.

AMBER: What about my passport? 📍Q7

WILLIAM: Oh yes – they will ask to see that.

AMBER: OK.

WILLIAM: I wouldn’t get stressed about the interview though. It’s just a chance for them to build a relationship with you – so they can try and match you to a job which you’ll like. So there are questions about personality 📍Q8 that they always ask candidates – fairly basic ones. And they probably won’t ask anything too difficult like what your plans are for the future.

AMBER: Hope not.

WILLIAM: Anyway, there are lots of benefits to using an agency – for example, the interview will be useful because they’ll give you feedback 📍Q9 on your performance so you can improve next time.

AMBER: And they’ll have access to jobs which aren’t advertised.

WILLIAM: Exactly – most temporary jobs aren’t advertised.

AMBER: And I expect finding a temporary job this way takes a lot less time 📍Q10 – it’s much easier than ringing up individual companies.

WILLIAM: Yes indeed. Well I think …

PART 2 Questions 11-20 + Audio Script

📝 Question 11: "According to the speaker, the company..."

🔹 Correct Answer: A (has been in business for longer than most of its competitors)

📍 Location in Audio Script: "...we believe in the importance of the personal touch, so we don’t aim to compete with other companies on the number of customers. What we do is build on our many years’ experience – more than almost any other rail holiday company..."

🔹 Analysis of the Answer: The speaker states that their company has "many years’ experience – more than almost any other rail holiday company." This is paraphrased as having been in business longer than most of its competitors (A).

⚠️ Potential Traps: The speaker mentions the company's small size and focus on personal touch, which might distract from the answer about their length of experience. Options B (offers the widest range of holidays) and C (is the largest of its kind) are specifically refuted or not supported in the audio ("we don't aim to compete... on the number of customers").

⭐ Key Learning Point: Recognize paraphrasing and pay attention to words that indicate comparisons or the length of time a company has been operating.

📝 Question 12: "Where can customers meet the tour manager before traveling to the Isle of Man?"

🔹 Correct Answer: B (Heysham)

📍 Location in Audio Script: "Our holiday starts in Heysham, where your tour manager will meet you..."

🔹 Analysis of the Answer: The speaker clearly says the tour manager meets the customers in Heysham.

⚠️ Potential Traps: The speaker mentions Liverpool and Luton as other options to begin the journey (by flying or taking a ferry from Liverpool), but Heysham is specifically stated as the meeting point with the tour manager for *this* holiday start.

⭐ Key Learning Point: Be careful to differentiate between options that are mentioned (like alternative travel start points) and the specific location that answers the question (the meeting point with the tour manager).

📝 Question 13: "How many lunches are included in the price of holiday?"

🔹 Correct Answer: A (three)

📍 Location in Audio Script: "...the price covers five breakfasts and dinners, and lunch on the three days when there are organised trips..."

🔹 Analysis of the Answer: The speaker states there's lunch on "three days" when there are organized trips.

⚠️ Potential Traps: The audio mentions "five breakfasts and dinners," which may confuse the listener, but the question is specifically about lunches.

⭐ Key Learning Point: Focus on the specific items or information the question is asking about, and filter out related but distinct details.

📝 Question 14: "Customers have to pay extra for..."

🔹 Correct Answer: C (transferring to another date)

📍 Location in Audio Script: "If you make a booking then need to change the start date...you’re welcome to change to an alternative date or a different tour, for a small administrative fee."

🔹 Analysis of the Answer: The speaker explicitly states that there's an "administrative fee" for changing the date, which is the same as paying extra for transferring to another date (C).

⚠️ Potential Traps: The audio explicitly states there are "no supplements" for single rooms (A) or for booking at short notice (B is not about short notice but changes). This use of negatives helps eliminate incorrect options.

⭐ Key Learning Point: Pay attention to the use of negative phrasing such as "no supplements" and use these details to eliminate incorrect answers. Also, note that "administrative fee" means paying extra.

📝 Question 15: "The hotel dining room has view of the ..."

🔹 Correct Answer: river

📍 Location in Audio Script: "The dining room looks out at the river..."

🔹 Analysis of the Answer: The speaker directly states that the dining room has a view of the river.

⚠️ Potential Traps: The audio also mentions the "harbor" in the same sentence ("close to where it flows into the harbour"), but the direct view from the dining room is specified as the "river".

⭐ Key Learning Point: Stay focused on the word that most directly answers what the dining room "looks out at".

📝 Question 16: "Tynwald may have been founded in ... not 979"

🔹 Correct Answer: 1422

📍 Location in Audio Script: "It’s claimed that this is the world’s oldest parliament that’s still functioning, and that it dates back to 979. However, the earliest surviving reference to it is from 1422..."

🔹 Analysis of the Answer: The speaker states a claim (979) and then refutes its certainty by providing an alternative date based on the earliest surviving reference ("However, the earliest surviving reference to it is from 1422"). The question's "not 979" guides to this alternative.

⚠️ Potential Traps: The question includes "not 979" which helps guide test takers to listen for the change in the speaker's assertion or the alternative information provided.

⭐ Key Learning Point: Be aware of words like “however” or “but,” which signify a contrast, correction, or alternative information to what was previously stated or commonly believed.

📝 Question 17: "train to ... of Snaefell"

🔹 Correct Answer: top

📍 Location in Audio Script: "From there it’s an eight-kilometre ride in the Snaefell Mountain Railway to the top."

🔹 Analysis of the Answer: The speaker clearly states the train goes to the "top" of Snaefell.

⚠️ Potential Traps: Other locations (Douglas, Laxey) are mentioned in the audio as part of the journey, but the question asks specifically where the Snaefell Mountain Railway goes to on the mountain.

⭐ Key Learning Point: Focus on specific details related to the destination of the item mentioned in the question (the mountain railway).

📝 Question 18: "Company provides a ... for local transport and heritage sites"

🔹 Correct Answer: pass

📍 Location in Audio Script: "...using the pass which we’ll give you. So you won’t have to pay for travel on local transport, or for entrance to the island’s heritage sites."

🔹 Analysis of the Answer: The word "pass" is used directly in connection with covering costs for local transport and heritage sites.

⚠️ Potential Traps: Test takers might mistakenly write "ticket" or think of general free access, but a "pass" is what the company specifically provides, according to the audio.

⭐ Key Learning Point: Listen carefully for the specific word used for an item or provision when information is provided.

📝 Question 19: "Take the ... railway train from Douglas to Port Erin"

🔹 Correct Answer: steam

📍 Location in Audio Script: "the last full day, day five, is...with a ride on the steam railway, from Douglas to Port Erin."

🔹 Analysis of the Answer: The specific type of train is stated as "steam railway."

⚠️ Potential Traps: The audio previously mentions an "electric train" (to Laxey), which is a distraction if the listener doesn't differentiate the train types for different journeys.

⭐ Key Learning Point: Keep the different details about modes of transport and their specific types in the audio separate and linked to the correct journey segment.

📝 Question 20: "Castletown - former ..."

🔹 Correct Answer: capital

📍 Location in Audio Script: "...continue to Castletown, which used to be the capital of the Isle of Man..."

🔹 Analysis of the Answer: The speaker directly states that Castletown "used to be the capital" of the Isle of Man.

⚠️ Potential Traps: The audio mentions other facts about Castletown such as its "mediaeval castle," but the question is asking for the former status of the town.

⭐ Key Learning Point: Stay focused on what the question is asking about a location – in this case, its former status or role.

Good morning. My name’s Erica Matthews, and I’m the owner of Matthews Island Holidays, a company set up by my parents. Thank you for coming to this presentation, in which I hope to interest you in what we have to offer. We’re a small, family-run company, and we believe in the importance of the personal touch, so we don’t aim to compete with other companies on the number of customers. What we do is build on our many years’ experience – more than almost any other rail holiday company 📍Q11 – to ensure we provide perfect holidays in a small number of destinations, which we’ve got to know extremely well.

I’ll start with our six-day Isle of Man holiday. This is a fascinating island in the Irish Sea, with Wales to the south, England to the east, Scotland to the north and Northern Ireland to the west. Our holiday starts in Heysham, where your tour manager will meet you 📍Q12, then you’ll travel by ferry to the Isle of Man. Some people prefer to fly from Luton instead, and another popular option is to go by train to Liverpool and take a ferry from there.

You have five nights in the hotel, and the price covers five breakfasts and dinners, and lunch on the three days when there are organised trips 📍Q13: day four is free, and most people have lunch in a café or restaurant in Douglas.

The price of the holiday includes the ferry to the Isle of Man, all travel on the island, the hotel, and the meals I’ve mentioned. Incidentally, we try to make booking our holidays as simple and fair as possible, so unlike with many companies, the price is the same whether you book six months in advance or at the last minute, and there’s no supplement for single rooms in hotels. If you make a booking then need to change the start date, for example because of illness, you’re welcome to change to an alternative date or a different tour, for a small administrative fee. 📍Q14

——————————-

OK, so what does the holiday consist of? Well, on day one you’ll arrive in time for a short introduction by your tour manager, followed by dinner in the hotel. The dining room looks out at the river 📍Q15, close to where it flows into the harbour, and there’s usually plenty of activity going on.

On day two you’ll take the coach to the small town of Peel, on the way calling in at the Tynwald Exhibition. The Isle of Man isn’t part of the United Kingdom, and it has its own parliament, called Tynwald. It’s claimed that this is the world’s oldest parliament that’s still functioning, and that it dates back to 979. However, the earliest surviving reference to it is from 1422 📍Q16, so perhaps it isn’t quite as old as it claims!

Day three we have a trip to the mountain Snaefell. This begins with a leisurely ride along the promenade in Douglas in a horse-drawn tram. Then you board an electric train which takes you to the fishing village of Laxey. From there it’s an eight-kilometre ride in the Snaefell Mountain Railway to the top 📍Q17. Lunch will be in the café, giving you spectacular views of the island.

Day four is free for you to explore, using the pass 📍Q18 which we’ll give you. So you won’t have to pay for travel on local transport, or for entrance to the island’s heritage sites. Or you might just want to take it easy in Douglas and perhaps do a little light shopping.

The last full day, day five, is for some people the highlight of the holiday, with a ride on the steam 📍Q19 railway, from Douglas to Port Erin. After some time to explore, a coach will take you to the headland that overlooks the Calf of Man, a small island just off the coast. From there you continue to Castletown, which used to be the capital 📍Q20 of the Isle of Man, and its mediaeval castle.

And on day six it’s back to the ferry – or the airport, if you flew to the island – and time to go home.

Now I’d like to tell you …

PART 3 Questions 21-30 + Audio Script

📝 Question 21-26: "What did findings of previous research claim about the personality traits of a child is likely to have because of their position in the family?"

🔹 Correct Answers:

• 21 (Oldest children): G (caring)
• 22 (Middle children): F (cooperative)
• 23 (Youngest children): A (outgoing)
• 24 (A twin): E (introverted)
• 25 (An only child): B (selfish)
• 26 (A child with much older siblings): C (independent)

📍 Location in Audio Script:

• RUTH: "...some studies claimed that they [oldest children] were thought to be good a nurturing…" (Q21 - caring)
• ED: "...one trait that a lot of the studies mention is that they [middle children] are easier to get on with..." RUTH: "Generally eager to please and helpful…" (Q22 - cooperative)
• ED: "I’m the youngest... I’m supposed to have been a sociable and confident child who made friends easily…" (Q23 - outgoing)
• ED: "...a twin is likely to be quite shy in social situations…" (Q24 - introverted)
• ED: "Only children have had a really bad press – a lot of studies have branded them as loners who think the world revolves around them…" (Q25 - selfish)
• RUTH: "...these children [with much older siblings] grow up more quickly and are expected to do basic things for themselves – like getting dressed." (Q26 - independent)

🔹 Analysis of the Answer: The answers are identified by relating each position in the family to the trait that the speakers claim is associated with it from previous research. The keyword "claimed" or discussion of "studies said" helps link the traits to the research findings being discussed.

⚠️ Potential Traps: The speakers are clear that these are stereotypical claims from *previous research* and may not be accurate or reflect their own experiences. Test takers must listen for which traits are associated with each position *according to those studies*.

⭐ Key Learning Point: Differentiate between the personal opinions or experiences of the speakers and the claims of previous research they are discussing. Listen for specific words like "claimed," "studies mention," or "supposed to have been" that help identify what the question is looking for.

📝 Question 27: "What do the speakers say about the evidence relating to birth order and academic success?"

🔹 Correct Answer: C (Some studies have neglected to include important factors such as family size)

📍 Location in Audio Script: ED: "Yes. Although what many of them didn’t take into consideration was family size."

🔹 Analysis of the Answer: The speakers discuss that family size has not been considered in many studies on birth order and academic success, and this is presented as a significant methodological issue.

⚠️ Potential Traps: Option A (robust evidence for oldest children being more successful) is mentioned but then qualified by the overlooked factor of family size. Option B (results are contradictory) is not the main issue they highlight about the *evidence itself* but more about interpretations or overlooked variables.

⭐ Key Learning Point: Listen for the main point of agreement or criticism regarding research methodology or overlooked variables.

📝 Question 28: "What does Ruth think is surprising about the difference in oldest children’s academic performance?"

🔹 Correct Answer: A (It is mainly thanks to their roles as teachers for their younger siblings)

📍 Location in Audio Script: RUTH: "But the main reason for the marginally higher academic performance of oldest children is quite surprising, I think. It’s not only that they benefit intellectually from extra attention at a young age – which is what I would have expected. It’s that they benefit from being teachers for their younger siblings, by verbalising processes."

🔹 Analysis of the Answer: Ruth explicitly states she finds it "quite surprising" that the main reason for higher academic achievement of older children is because they act as teachers for their siblings.

⚠️ Potential Traps: Option B (benefit from extra attention) is what Ruth *would have expected*, not what she finds surprising. Option C (intellectual abilities are greater) is not stated as the surprising reason.

⭐ Key Learning Point: Pay close attention to the word "surprising" and what specific reason or finding the speaker attaches this sentiment to, distinguishing it from expected reasons.

📝 Question 29 and 30: "Which TWO experiences of sibling rivalry do the speakers agree has been valuable for them?"

🔹 Correct Answers: B (learning to stand up for oneself), D (learning to be tolerant)

📍 Location in Audio Script: RUTH: "I think so – my younger brother was incredibly annoying and we found a lot but I think this has made me a stronger person. I know how to defend myself. We had some terrible arguments and I would have died rather than apologise to him – but we had to put up with each other and most of the time we co-existed amicably enough." ED: "Yes, my situation was pretty similar."

🔹 Analysis of the Answer: Ruth states sibling rivalry made her stronger and she knows how to "defend myself" (B - learning to stand up for oneself). She also mentions they "had to put up with each other" (D - learning to be tolerant). Ed agrees his situation was "pretty similar," indicating shared value in these experiences.

⚠️ Potential Traps: Options A (learning to share), C (learning to be a good loser), and E (learning how to be helpful) are not explicitly agreed upon by both speakers as valuable outcomes of *their* rivalry experiences in this section.

⭐ Key Learning Point: Focus on areas of agreement between the speakers regarding valuable lessons learned, and words that show this agreement (e.g., "my situation was pretty similar").

RUTH: Ed, how are you getting on with the reading for our presentation next week?

ED: Well, OK, Ruth – but there’s so much of it.

RUTH: I know, I hadn’t realised birth order was such a popular area of research.

ED: But the stuff on birth order and personality is mostly unreliable. From what I’ve been reading a lot of claims about how your position in the family determines certain personality traits are just stereotypes, with no robust evidence to support them.

RUTH: OK, but that’s an interesting point – we could start by outlining what previous research has shown. There are studies going back over a hundred years.

ED: Yeah – so we could just run through some of the typical traits. Like the consensus seems to be that oldest children are generally less well-adjusted because they never get over the arrival of a younger sibling.

RUTH: Right, but on a positive note, some studies claimed that they were thought to be good a nurturing – certainly in the past when people had large families they would have been expected to look after the younger ones. 📍Q21

ED: There isn’t such a clear picture for middle children – but one trait that a lot of the studies mention is that they are easier to get on with than older or younger siblings.

RUTH: Generally eager to please and helpful 📍Q22 – although that’s certainly not accurate as far as my family goes – my middle brother was a nightmare – always causing fights and envious of whatever I had.

ED: As I said – none of this seems to relate to my own experience. I’m the youngest in my family and I don’t recognise myself in any of the studies I’ve read about. I’m supposed to have been a sociable and confident child who made friends easily 📍Q23 – but I was actually terribly shy.

RUTH: Really? That’s funny. There have been hundreds of studies on twins but mostly about nurture versus nature…

ED: There was one on personality, which said that a twin is likely to be quite shy in social situations 📍Q24 because they always have their twin around to depend on for support.

RUTH: My cousins were like that when they were small – they were only interested in each other and found it hard to engage with other kids. They’re fine now though.

ED: Only children have had a really bad press – a lot of studies have branded them as loners who think the world revolves around them 📍Q25 because they’ve never had to fight for their parents’ attention.

RUTH: That does seem a bit harsh. One category I hadn’t considered before was children with much older siblings – a couple of studies mentioned that these children grow up more quickly and are expected to do basic things for themselves – like getting dressed. 📍Q26

ED: I can see how that might be true – although I expect they’re sometimes the exact opposite – playing the baby role and clamouring for special treatment.

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RUTH: What was the problem with most of these studies, do you think?

ED: I think it was because in a lot of cases data was collected from only one sibling per family, who rated him or herself and his or her siblings at the same time.

RUTH: Mmm. Some of the old research into the relationship between birth order and academic achievement has been proved to be accurate though. Performances in intelligence tests decline slightly from the eldest child to his or her younger siblings. This has been proved in lots of recent studies.

ED: Yes. Although what many of them didn’t take into consideration was family size 📍Q27. The more siblings there are, the likelier the family is to have a low socioeconomic status – which can also account for differences between siblings in academic performance.

RUTH: The oldest boy might be given more opportunities than his younger sisters, for example.

ED: Exactly.

RUTH: But the main reason for the marginally higher academic performance of oldest children is quite surprising, I think. It’s not only that they benefit intellectually from extra attention at a young age – which is what I would have expected. It’s that they benefit from being teachers for their younger siblings, by verbalising processes. 📍Q28

ED: Right, and this gives them status and confidence, which again contribute, in a small way, to better performance. So would you say sibling rivalry has been a useful thing for you?

RUTH: I think so – my younger brother was incredibly annoying and we found a lot but I think this has made me a stronger person. I know how to defend myself 📍Q29/Q30. We had some terrible arguments and I would have died rather than apologise to him – but we had to put up with each other 📍Q29/Q30 and most of the time we co-existed amicably enough.

ED: Yes, my situation was pretty similar. But I don’t think having two older brothers made me any less selfish – I was never prepared to let me brothers use any of my stuff …

RUTH: That’s perfectly normal, whereas …

PART 4 Questions 31-40 + Audio Script

📝 Question 31: "It provides ... and food for a wide range of species"

🔹 Correct Answer: shelter

📍 Location in Audio Script: "For example, it gives shelter to creatures like birds and bats, and these and other species also depend on it for food..."

🔹 Analysis of the Answer: The speaker directly says that the eucalyptus tree gives shelter.

⚠️ Potential Traps: The audio mentions food in the same sentence, but the question is asking what the tree provides *along with* food.

⭐ Key Learning Point: Make sure to listen for all details in a list or pairing before committing to a response, ensuring the answer fits the specific gap.

📝 Question 32: "Its leaves provide ... which is used to make a disinfectant"

🔹 Correct Answer: oil

📍 Location in Audio Script: "...we can kill germs with a disinfectant made from oil extracted from eucalyptus leaves."

🔹 Analysis of the Answer: The speaker mentions that oil is extracted from the leaves to make disinfectant, so "oil" is the correct answer.

⚠️ Potential Traps: The word "disinfectant" is the product made, not what the leaves provide directly to make it; "oil" is what is extracted.

⭐ Key Learning Point: Pay close attention to the specific thing that's extracted or provided by the source mentioned (leaves), not just the end product.

📝 Question 33: "lime used for making ... was absorbed"

🔹 Correct Answer: roads

📍 Location in Audio Script: "...cause of the problem was lime, or calcium hydroxide to give it its proper chemical name, which was being used in the construction of roads."

🔹 Analysis of the Answer: The speaker states the lime was used in the construction of roads, making "roads" the correct answer.

⚠️ Potential Traps: Test takers may be distracted by the chemical name of lime (calcium hydroxide) if they are not focused on what the lime was used for.

⭐ Key Learning Point: Listen for what item the substance (lime) was being used to make or construct.

📝 Question 34: "... feed on eucalyptus leaves"

🔹 Correct Answer: insects

📍 Location in Audio Script: "What happens is that insects settle on the leaves and eat their way round them..."

🔹 Analysis of the Answer: The speaker directly identifies "insects" as the creatures that feed on eucalyptus leaves.

⚠️ Potential Traps: The audio also mentions bell-miner birds, but they feed on a sugary solution secreted by the insects, not directly on the leaves themselves in this context, making "insects" the correct answer for what eats the leaves.

⭐ Key Learning Point: Pay close attention to who is doing the specific activity described (feeding on leaves).

📝 Question 35: "High-frequency bushfires have impact on vegetation, resulting in the growth of ..."

🔹 Correct Answer: grass(es)

📍 Location in Audio Script: "If there are very frequent bushfires in a region, this encourages grass to grow afterwards..."

🔹 Analysis of the Answer: The speaker indicates that high-frequency fires lead to the growth of grass.

⚠️ Potential Traps: Eucalyptus is mentioned as growing after mid-frequency fires, but grass is the answer for the question about *high-frequency* fires.

⭐ Key Learning Point: Pay close attention to the specific condition mentioned (e.g., high-frequency vs. mid-frequency fires) and the corresponding outcome.

📝 Question 36: "make more ... available to the trees"

🔹 Correct Answer: water

📍 Location in Audio Script: "Well, one reason is that the fire stops the growth of other species which would consume water needed by eucalyptus trees."

🔹 Analysis of the Answer: The speaker explains that the fire stops the growth of other plants that would use water, thereby making more water available to the eucalyptus trees.

⚠️ Potential Traps: Nutrients in the soil are mentioned later in a different context (other species removing them), which may confuse test takers if not focusing on what fire makes available.

⭐ Key Learning Point: Stay focused on the details and order in which information is given regarding the benefits of fire for eucalyptus.

📝 Question 37: "maintain the quality of the ..."

🔹 Correct Answer: soil

📍 Location in Audio Script: "...they harm the eucalyptus in another way, by affecting the composition of the soil, and removing nutrients from it." (This quote refers to *other species* harming the soil; the context of fire helping is that it prevents these other species, thus indirectly maintaining soil quality by preventing nutrient depletion by competitors. This might be a slightly indirect link for "maintain quality" but within the scope).

🔹 Analysis of the Answer: While the provided quote describes harm, the broader context of why fires are beneficial implies that by stopping competing species which degrade the soil (by removing nutrients), the fire helps maintain its quality for eucalyptus.

⚠️ Potential Traps: "Water" was mentioned as being made available by fire. The link to soil quality here is more about preventing degradation by competitors stopped by fire.

⭐ Key Learning Point: Listen carefully for the specific context in which each piece of information is mentioned and how it relates to the overall benefit being described.

📝 Question 38: "Low-frequency bushfires result in the growth of ... rainforest"

🔹 Correct Answer: dry

📍 Location in Audio Script: "Now scientists believe that this reduced frequency of bushfires to low levels had led to what’s known as ‘dry rainforest’"

🔹 Analysis of the Answer: The term "dry rainforest" is used directly in the context of low-frequency bushfires.

⚠️ Potential Traps: Test takers might think of the more common wet or tropical rainforest, but the answer is given explicitly in the text as "dry."

⭐ Key Learning Point: Always pay attention to any descriptive or specific qualifying terms used in the audio, especially when a common term is modified.

📝 Question 39: "a ... ecosystem"

🔹 Correct Answer: simple

📍 Location in Audio Script: "Well, unlike tropical rainforest which is a rich ecosystem, this type of ecosystem is usually a simple one."

🔹 Analysis of the Answer: The speaker directly says the dry rainforest ecosystem is a "simple" one, while making a comparison to a "rich" one (tropical rainforest).

⚠️ Potential Traps: Test takers may be confused by the earlier comparison to the tropical rainforest ecosystem ("rich") if they don't focus on the description of the *dry* rainforest.

⭐ Key Learning Point: Pay close attention to comparisons and descriptions of the specific type of ecosystem being discussed.

📝 Question 40: "an ideal environment for the ... of the bell-miner"

🔹 Correct Answer: nest(s)

📍 Location in Audio Script: "The vegetation provides lots of shade, so one species that does find it ideal is the bell-miner bird, which builds its nests in the undergrowth there."

🔹 Analysis of the Answer: The speaker states that the bell-miner bird builds its nests in the undergrowth there, indicating the correct answer is "nests."

⚠️ Potential Traps: The audio mentions other details about the bell-miner bird (finding shade ideal), but the focus of what the environment is ideal *for* in this specific sentence structure is building its nest.

⭐ Key Learning Point: Focus on the specific detail of the question related to what the environment is ideal for regarding the bell-miner.

Today I’m going to talk about the eucalyptus tree. This is a very common tree here in Australia, where it’s also sometimes called the gum tree. First I’m going to talk about why it’s important, then I’m going to describe some problems it faces at present.

Right, well the eucalyptus tree is an important tree for lots of reasons. For example, it gives shelter 📍Q31 to creatures like birds and bats, and these and other species also depend on it for food, particularly the nectar from its flowers. So it supports biodiversity. It’s useful to us humans too, because we can kill germs with a disinfectant made from oil 📍Q32 extracted from eucalyptus leaves.

The eucalyptus grows all over Australia and the trees can live for up to four hundred years. So it’s alarming that all across the country, numbers of eucalyptus are falling because the trees are dying off prematurely. So what are the reasons for this?

One possible reason is disease. As far back as the 1970s the trees started getting a disease called Mundulla Yellows. The trees’ leaves would gradually turn yellow, then the tree would die. It wasn’t until 2004 that they found the cause of the problem was lime, or calcium hydroxide to give it its proper chemical name, which was being used in the construction of roads 📍Q33. The lime was being washed away into the ground and affecting the roots of the eucalyptus trees nearby. What is was doing was preventing the trees from sucking up the iron they needed for healthy growth. When this was injected back into the affected trees, they immediately recovered.

But this problem only affected a relatively small number of trees. By 2000, huge numbers of eucalyptus were dying along Australia’s East Coast, of a disease known as Bell-miner Associated Die-back. The bell-miner is a bird, and the disease seems to be common where there are high populations of bell-miners. Again it’s the leaves of the trees that are affected. What happens is that insects 📍Q34 settle on the leaves and eat their way round them, destroying them as they go, and at the same time they secrete a solution which has sugar in it. The bell-miner birds really like this solution, and in order to get as much as possible, they keep away other creatures that might try to get it. So these birds and insects flourish at the expense of other species, and eventually so much damage is done to the leaves that the tree dies.

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But experts say that trees can start looking sick before any sign of Bell-miner Associated Die-back. So it looks as if the problem might have another explanation. One possibility is that it’s to do with the huge bushfires that we have in Australia. A theory proposed over 40 years ago be ecologist William Jackson is that the frequency of bushfires in a particular region affects the type of vegetation that grows there. If there are very frequent bushfires in a region, this encourages grass 📍Q35 to grow afterwards, while if the bushfires are rather less frequent, this results in the growth of eucalyptus forests.

So why is this? Why do fairly frequent bushfires actually support the growth of eucalyptus? Well, one reason is that the fire stops the growth of other species which would consume water 📍Q36 needed by eucalyptus trees. And there’s another reason. If these other quick-growing species of bushes and plants are allowed to proliferate, they harm the eucalyptus in another way, by affecting the composition of the soil 📍Q37, and removing nutrients from it. So some bushfires are actually essential for the eucalyptus to survive as long as they are not too frequent. In fact there’s evidence that Australia’s indigenous people practised regular burning of bush land for thousands of years before the arrival of the Europeans.

But since Europeans arrived on the continent, the number of bushfires has been strictly controlled. Now scientists believe that this reduced frequency of bushfires to low levels had led to what’s known as ‘dry 📍Q38 rainforest’, which seems an odd name as usually we associate tropical rainforest with wet conditions. And what’s special about this type of rainforest? Well, unlike tropical rainforest which is a rich ecosystem, this type of ecosystem is usually a simple 📍Q39 one. It has very thick, dense vegetation, but not much variety of species. The vegetation provides lots of shade, so one species that does find it ideal is the bell-miner bird, which builds its nests 📍Q40 in the undergrowth there. But again that’s not helpful for the eucalyptus tree.