تحلیل لیسنینگ آیلتس آکادمیک و جنرال کمبریج 15 - تست 2: بررسی سوالات، نکات کلیدی و استراتژی‌های پاسخ‌دهی

مقدمه

مقدمه: بخش لیسنینگ، اولین و یکی از مهم‌ترین چالش‌ها در آزمون آیلتس است که نیازمند تمرکز بالا و درک شنیداری دقیق می‌باشد. در این مقاله، به تحلیل جامع تست ۲ لیسنینگ از کتاب آیلتس کمبریج 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: "A ballet Company called 1 ______"

🔹 Correct Answer: Eustatis

📍 Location in Audio Script: "The next day, the 18th, there’s a performance by a ballet company called Eustatis."

🔹 Analysis of the Answer: The audio clearly states the name of the ballet company as "Eustatis." There is no paraphrasing involved; it's a direct answer.

⚠️ Potential Traps: The spelling of the name is unusual, which might cause some difficulty in recognizing it. The speaker also spells it out, "E-U-S-T-A-T-I-S," which helps clarify the name.

⭐ Key Learning Point: Always pay close attention to names and specific details, as they often require verbatim answers and can be unusual or difficult to spell. Note down spellings if provided.

📝 Question 2: "Type of play: a comedy called Jemima has had a good 2 ______"

🔹 Correct Answer: review

📍 Location in Audio Script: "I haven’t seen it myself, but the review in the local paper was very good."

🔹 Analysis of the Answer: The audio mentions that the play "Jemima" received a very good "review" in the local paper. The word "review" directly fills the gap in the sentence.

⚠️ Potential Traps: The speaker first admits to not seeing the play, which could distract the listener into thinking that there would be no information to fill the gap.

⭐ Key Learning Point: Be alert for the use of words that help to qualify a noun or describe an opinion about it, such as "review," to help understand the flow of information.

📝 Question 3: "A 3 ______ show"

🔹 Correct Answer: dance

📍 Location in Audio Script: JEAN: "And what about dance? Will there by any performances?" TIM: "Yes, also on the 20th..."

🔹 Analysis of the Answer: Jean asks Tim if there will be any dance performances, which immediately precedes his description of a dance performance by a professional company.

⚠️ Potential Traps: The question (category of show) is not explicitly stated by Tim but is prompted by Jean asking if there will be any dance performances. The answer is taken from Jean's question.

⭐ Key Learning Point: Listen carefully for words that are implied to be the answer or introduce a category, and watch for the change of speaker if it's a dialogue.

📝 Question 4: "how is called 4 ______"

🔹 Correct Answer: Chat

📍 Location in Audio Script: "The show is about how people communicate, or fail to communicate, with each other, so it’s got the rather strange name, Chat."

🔹 Analysis of the Answer: Tim explains the theme of the show and then states its name, "Chat". There's a direct link and no need for inference.

⚠️ Potential Traps: The word "Chat" may be a bit unexpected or confusing due to its modern and informal tone in this context for a show name.

⭐ Key Learning Point: Pay attention to the names of shows, exhibits, or places. Note any explanation of why things are named as they are.

📝 Question 5: "Making 5 ______ food"

🔹 Correct Answer: healthy

📍 Location in Audio Script: "It’s going to focus on how to make food part of a healthy lifestyle..."

🔹 Analysis of the Answer: The audio mentions that the workshop will focus on making food part of a "healthy" lifestyle, directly linking "healthy" with "food".

⚠️ Potential Traps: The audio mentions "sweet things like cakes" but in the context of showing they *can* be part of a healthy lifestyle (e.g. less sugar), which might confuse some listeners into thinking the workshop focuses on dessert, rather than overall healthy food habits.

⭐ Key Learning Point: Understand the context and overall topic to predict the possible type of answer and how examples fit into the main theme.

📝 Question 6: "(children only) making 6 ______"

🔹 Correct Answer: posters

📍 Location in Audio Script: "Another workshop is just for children, and that’s on creating posters to reflect the history of the town."

🔹 Analysis of the Answer: The audio states that the children's workshop involves "creating posters".

⚠️ Potential Traps: Focus on the workshops meant for children only and listen for what they are creating.

⭐ Key Learning Point: Pay attention to specific groups (e.g., "children only") and their associated activities.

📝 Question 7: "(adults only) making toys from 7 ______"

🔹 Correct Answer: wood

📍 Location in Audio Script: "Because it involves carpentry – participants will be making toys out of wood..."

🔹 Analysis of the Answer: The adult workshop involves making toys from "wood," directly answering the question.

⚠️ Potential Traps: The reference to carpentry might make some listeners think it could involve other materials, but "wood" is explicitly stated as the material for the toys.

⭐ Key Learning Point: Focus on specific activities and related materials mentioned for particular groups.

📝 Question 8: "Swimming in the 8 ______"

🔹 Correct Answer: lake

📍 Location in Audio Script: JEAN: "Oh OK. In a lake, for instance." TIM: "Yes, there’s a beautiful one just outside the town..."

🔹 Analysis of the Answer: The explanation comes when Jean asks if the wild swimming (swimming in natural waters) will take place in a "lake," clarifying the term. Tim confirms this.

⚠️ Potential Traps: The term "wild swimming" might be unfamiliar or confusing, and the example of "lake" might be missed or overlooked. The listener needs to realize that this is an example of natural water and it fills the gap with the name of that type of natural water.

⭐ Key Learning Point: Be ready to identify a specific example given to clarify the meaning of a general word or concept ("natural waters" clarified by "lake").

📝 Question 9: "Walking in the woods, led by an expert on 9 ______"

🔹 Correct Answer: insects

📍 Location in Audio Script: "The leader is an expert on insects."

🔹 Analysis of the Answer: The audio states that the walk in the woods will be led by an expert on "insects".

⚠️ Potential Traps: The speaker mentions that the expert will show how important they are for the environment, which is additional information that could be distracting from the expert's specific field.

⭐ Key Learning Point: Always identify the specific area of expertise mentioned, particularly when a person is described as an "expert on X."

📝 Question 10: "See the festival organisers’ 10 ______ for more information"

🔹 Correct Answer: blog

📍 Location in Audio Script: "the festival organizer is keeping a blog. Just search online for the festival website, and you’ll find it."

🔹 Analysis of the Answer: The speaker mentions that the festival organizer has a "blog" for further information.

⚠️ Potential Traps: Listeners may be distracted or confused by the mention of searching online or "festival website," but the key is that they are looking for a specific part of that website or a platform maintained by the organizer, which is the "blog".

⭐ Key Learning Point: Identify specific platforms or sources where information can be found, even if general web searching is also mentioned.

TIM: Good morning. You’re through to the tourist information office, Tim speaking. How can I help you?

JEAN: Oh hello. Could you give me some information about next month’s festival, please? My family and I will be staying in the town that week.

TIM: Of course. Well it starts with a concert on the afternoon of the 17th.

JEAN: Oh I heard about that. The orchestra and singers come from the USA, don’t they?

TIM: They’re from Canada. They’re very popular over there. They’re going to perform a number of well-known pieces that will appeal to children as well as adults.

JEAN: That sounds good. My whole family are interested in music.

TIM: The next day, the 18th, there’s a performance by a ballet company called Eustatis. 📍Q1

JEAN: Sorry?

TIM: The name is spelt E-U-S-T-A-T-I-S. They appeared in last year’s festival, and went down very well. Again, their programme is designed for all ages.

JEAN: Good. I expect we’ll go to that. I hope there’s going to be a play during the festival, a comedy, ideally.

TIM: You’re in luck! On the 19th and 20th a local amateur group are performing one written by a member of group. It’s called Jemima. That’ll be on in the town hall. They’ve already performed it two or three times. I haven’t seen it myself, but the review 📍Q2 in the local paper was very good.

JEAN: And is it suitable for children?

TIM: Yes, in fact it’s aimed more at children than at adults, so both performances are in the afternoon.

JEAN: And what about dance 📍Q3? Will there by any performances?

TIM: Yes, also on the 20th, but in the evening. A professional company is putting on a show of modern pieces, with electronic music by young composers.

JEAN: Uh-huh.

TIM: The show is about how people communicate, or fail to communicate, with each other, so it’s got the rather strange name, Chat. 📍Q4

JEAN: I suppose that’s because that’s something we do both face to face and online.

TIM: That’s right.

———————-

TIM: Now there are also some workshops and other activities. They’ll all take place at least once every day, so everyone who wants to take part will have a chance.

JEAN: Good. We’re particularly interested in cookery – you don’t happen to have a cookery workshop, do you?

TIM: We certainly do. It’s going to focus on how to make food part of a healthy 📍Q5 lifestyle, and it’ll show that even sweet things like cakes can contain much less sugar than they usually do.

JEAN: That might be worth going to. We’re trying to encourage our children to cook.

TIM: Another workshop is just for children, and that’s on creating posters 📍Q6 to reflect the history of the town. The aim is to make children aware of how both the town and people’s lives have changed over the centuries. The results will be exhibited in the community centre. Then the other workshop is in toy-making, and that’s for adults only.

JEAN: Oh, why’s that?

TIM: Because it involves carpentry – participants will be making toys out of wood 📍Q7, so there’ll be a lot of sharp chisels and other tools around.

JEAN: It makes sense to keep children away from it.

TIM: Exactly. Now let me tell you about some of the outdoor activities. There’ll be supervised wild swimming …

JEAN: Wild swimming? What’s that?

TIM: It just means swimming in natural waters, rather than a swimming pool.

JEAN: Oh OK. In a lake 📍Q8, for instance.

TIM: Yes, there’s a beautiful one just outside the town, and that’ll be the venue for the swimming. There’ll be lifeguards on duty, so it’s suitable for all ages. And finally, there’ll be a walk in some nearby woods every day. The leader is an expert on insects 📍Q9. He’ll show some that live in the woods, and how important they are for the environment. So there are going to be all sorts of different things to do during the festival.

JEAN: There certainly are.

TIM: If you’d like to read about how the preparations for the festival are going, the festival organizer is keeping a blog 📍Q10. Just search online for the festival website, and you’ll find it.

JEAN: Well, thank you very much for all the information.

TIM: You’re welcome. Goodbye.

JEAN: Goodbye.

PART 2 Questions 11-20 + Audio Script

📝 Question 11: "The park was originally established"

🔹 Correct Answer: C as a shared area set up by the local community

📍 Location in Audio Script: "Minster was some waste land, which people living nearby started planting with flowers in 1892."

🔹 Analysis of the Answer: The speaker explains the origin of the park: it was not from a council (A) or a private house initially (B), but rather an area that was first planted by people who lived nearby ("local community") (C).

⚠️ Potential Traps: Options A and B are common ways parks are established, so there is a possible trap there. The information here is not in the order of the options, which can be confusing if not following along closely and noting the initial action by "people living nearby."

⭐ Key Learning Point: Listen carefully to how places are created or founded, focusing on who initiated the action.

📝 Question 12: "Why is there a statue of Diane Gosforth in the park?"

🔹 Correct Answer: A she was a resident who helped to lead a campaign

📍 Location in Audio Script: "Diane Gosforth was one of those people, and she organised petitions and demonstrations, which eventually made the council change its mind about the future of the land."

🔹 Analysis of the Answer: The speaker states that Diane Gosforth (a local person) "organised petitions and demonstrations," which made the council change its plans, meaning she led a campaign (A).

⚠️ Potential Traps: Option B says she was a council member, but the text states that she was "one of those people" (local residents), not the council. Option C is not mentioned.

⭐ Key Learning Point: Always differentiate between people from the council and the community and be able to understand what actions like "organising petitions and demonstrations" imply (leading a campaign).

📝 Question 13: "During the first World War the park was mainly used for"

🔹 Correct Answer: B growing vegetables

📍 Location in Audio Script: "...most of the park was dug up and planted with vegetables, which were sold locally."

🔹 Analysis of the Answer: The audio mentions that during World War I, the park was dug up and used for "growing vegetables."

⚠️ Potential Traps: The army did consider using the park for troop exercises (A), but it was deemed too small. There were some public meetings (C) held, but the main use described for "most of the park" was the vegetable garden.

⭐ Key Learning Point: Pay close attention to main activities and uses of a space during a specific period, and distinguish them from considered plans or minor uses.

📝 Question 14: "When did the physical transformation of the park begin?"

🔹 Correct Answer: C 2016

📍 Location in Audio Script: "The changes finally got going in 2016, and were finished on schedule last year."

🔹 Analysis of the Answer: The audio directly mentions that the transformation started in "2016".

⚠️ Potential Traps: Plans were drawn up in 2013 (A) and revised in 2015 (B), but the actual changes ("finally got going") began in 2016.

⭐ Key Learning Point: Be specific about start dates of actions versus planning stages, and pay close attention to the chronological order of events and phrases like "finally got going."

📝 Question 15: "Label the map below: statue of Diane Gosforth"

🔹 Correct Answer: E

📍 Location in Audio Script: "The statue of Diane Gosforth has been moved: it used to be close to the south gate, but it’s now immediately to the north of the lily pond, almost in the centre of the park"

🔹 Analysis of the Answer: The description of the location "immediately to the north of the lily pond, almost in the centre of the park" directly corresponds to position E on a typical map.

⚠️ Potential Traps: The mention of the statue's previous location (close to the south gate) could be a potential source of distraction. Focus on the *current* location.

⭐ Key Learning Point: Be able to follow specific directions and relative positions (e.g., "north of," "in the centre") to find items on a map.

📝 Question 16: "Label the map below: wooden sculptures"

🔹 Correct Answer: C

📍 Location in Audio Script: "There’s a new area of wooden sculptures, which are on the river bank, where the path from the east gate makes a sharp bend."

🔹 Analysis of the Answer: The description of "on the river bank, where the path from the east gate makes a sharp bend" fits perfectly with position C on a typical map.

⚠️ Potential Traps: Listeners might be confused if they expect the sculptures to be on a straight part of a main path rather than at a bend near a specific gate and feature.

⭐ Key Learning Point: Follow specific spatial language and landmarks (e.g., "river bank," "path from the east gate," "sharp bend") to identify map locations.

📝 Question 17: "Label the map below: playground"

🔹 Correct Answer: B

📍 Location in Audio Script: "The playground has been enlarged and improved, and that’s between the river and the path that leads from the pond to the river."

🔹 Analysis of the Answer: The description, "between the river and the path that leads from the pond to the river," clearly identifies the location as B on a typical map.

⚠️ Potential Traps: There are multiple paths and land features, which can be confusing, but you must focus on what is specifically stated as being *between* two identified features.

⭐ Key Learning Point: Use directional language and "between X and Y" constructions to orient yourself and locate places on maps accurately.

📝 Question 18: "Label the map below: maze"

🔹 Correct Answer: A

📍 Location in Audio Script: "That’s near the west gate – you go north from there towards the river and then turn left to reach it."

🔹 Analysis of the Answer: The directions "near the west gate... go north... turn left" describes location A on a typical map.

⚠️ Potential Traps: The maze is not directly next to the west gate but is reached via a short path from it, which can be confusing if not following the full sequence of directions.

⭐ Key Learning Point: Be able to follow sequential directions on a map by moving from a point of reference, and pay close attention to spatial prepositions and turns.

📝 Question 19: "Label the map below: tennis courts"

🔹 Correct Answer: G

📍 Location in Audio Script: "They’re still in the south-west corner of the park, where there’s a right-angle bend in the path."

🔹 Analysis of the Answer: The location "south-west corner of the park, where there’s a right-angle bend" matches location G on a typical map.

⚠️ Potential Traps: The description "south-west" may be confusing if the listener can't easily orient the map based on other given features (like gates or the river).

⭐ Key Learning Point: Be accurate in your understanding of basic geographic directions (north, south, east, west, and corners) and spatial language like "right-angle bend."

📝 Question 20: "Label the map below: fitness area"

🔹 Correct Answer: D

📍 Location in Audio Script: "This is right next to the lily pond on the same side as the west gate."

🔹 Analysis of the Answer: The phrase "right next to the lily pond on the same side as the west gate" matches location D on a typical map.

⚠️ Potential Traps: There are multiple features potentially next to the lily pond, so you must focus on the clarifier "on the same side as the west gate."

⭐ Key Learning Point: Pay close attention to specific details like "same side" or relative positioning to multiple landmarks to differentiate between features.

I’m very pleased to welcome this evening’s guest speaker, Mark Logan, who’s going to tell us about the recent transformation of Minster Park. Over to you, Mark.

Thank you. I’m sure you’re all familiar with Minster Park. It’s been a feature of the city for well over a century, and has been the responsibility of the city council for most of that time. What perhaps isn’t so well known is the origin of the park: unlike many public parks that started in private ownership, as the garden of a large house, for instance, Minster was some waste land, which people living nearby started planting with flowers in 1892 📍Q11. It was unclear who actually owned the land, and this wasn’t settled until 20 years later, when the council took possession of it.

You may have noticed the statue near one of the entrances. It’s of Diane Gosforth, who played a key role in the history of the park. Once the council had become the legal owner, it planned to sell the land for housing. Many local people wanted it to remain a place that everyone could go to, to enjoy the fresh air and natural environment – remember the park is in a densely populated residential area. Diane Gosforth was one of those people, and she organised petitions and demonstrations 📍Q12, which eventually made the council change its mind about the future of the land.

Soon after this the First World War broke out, in 1914, and most of the park was dug up and planted with vegetables 📍Q13, which were sold locally. At one stage the army considered taking in over for troop exercises and got as far as contacting the city council, then decided the park was too small to be of use. There were occasional public meetings during the war, in an area that had been retained as grass.

After the war, the park was turned back more or less to how it had been before 1914, and continued almost unchanged until recently. Plans for transforming it were drawn up at various times, most recently in 2013, though they were revised in 2015, before any work had started. The changes finally got going in 2016 📍Q14, and were finished on schedule last year.

————————-

OK, let me tell you about some of the changes that have been made – and some things that have been retained. If you look at this map, you’ll see the familiar outline of the park, with the river forming the northern boundary, and a gate in each of the other three walls. The statue of Diane Gosforth has been moved: it used to be close to the south gate, but it’s now immediately to the north of the lily pond, almost in the centre of the park 📍Q15, which makes it much more visible.

There’s a new area of wooden sculptures, which are on the river bank, where the path from the east gate makes a sharp bend. 📍Q16

There are two areas that are particularly intended for children. The playground has been enlarged and improved, and that’s between the river and the path that leads from the pond to the river. 📍Q17

Then there’s a new maze, a circular series of paths, separated by low hedges. That’s near the west gate – you go north from there towards the river and then turn left to reach it. 📍Q18

There have been tennis courts in the park for many years, and they’ve been doubled, from four to eight. They’re still in the south-west corner of the park, where there’s a right-angle bend in the path. 📍Q19

 Something else I’d like to mention is the new fitness area. This is right next to the lily pond on the same side as the west gate. 📍Q20

Now, as you’re all gardeners, I’m sure you’ll like to hear about the plants that have been chosen for the park.

PART 3 Questions 21-30 + Audio Script

📝 Question 21 & 22: "Which TWO groups of people is the display primarily intended for?"

🔹 Correct Answers: B residents of the local area, D potential new students

📍 Location in Audio Script: "It’ll be publicised in the city, to encourage people to come and find out something of what does on here. And it’s included in the information that’s sent to people who are considering applying to study here next year."

🔹 Analysis of the Answer: The speaker explicitly states the display is to encourage "people to come" (which implies residents of the local area, given "publicised in the city") and for those "considering applying" (potential new students).

⚠️ Potential Traps: The display used to be for students in the English department (A), but the speaker clarifies this has changed this year. While current students and staff (C, E) might come, the primary target groups are explicitly stated as B and D.

⭐ Key Learning Point: Understand how the purpose or target audience of something changes over time if mentioned, and focus on the current primary intent.

📝 Question 23 & 24: "What are Cathy and Graham’s TWO reasons for choosing the novelist Charles Dickens?"

🔹 Correct Answers: B he used his publications to draw attention to social problems, C his novels are well known now

📍 Location in Audio Script: CATHY: "Most people have heard of him, and have probably read some of his novels, or seen films based on them, so that’s a good lead-in to life in his time." GRAHAM: "Exactly. And his novels show the awful conditions that most people had to live in, don’t they: he wanted to shock people into doing something about it."

🔹 Analysis of the Answer: Cathy states that most people know Dickens ("his novels are well known now" - C). Graham adds that Dickens wrote about the awful living conditions in his novels to raise awareness ("he used his publications to draw attention to social problems" - B).

⚠️ Potential Traps: Dickens did campaign for education and gave speeches (related to A), but the speakers agreed to ignore that aspect and focus on the novels. His reputation changing (E) or being consulted on issues (D) are not the primary reasons they state for choosing him for *this* display.

⭐ Key Learning Point: Focus on the specific reasons the speakers explicitly state for their choice, and note any aspects they decide to exclude.

📝 Question 25: "What topic do Cathy and Graham choose to illustrate with each novel? The Pickwick Papers"

🔹 Correct Answer: G (Medicine)

📍 Location in Audio Script: "There’s an interesting point, though, that there’s a character who keeps falling asleep, and that medical condition was named after the book – Pickwickian Syndrome."

🔹 Analysis of the Answer: Cathy and Graham agree to use "Pickwickian Syndrome" which is a medical condition, linking it to "medicine" (G).

⚠️ Potential Traps: The book is known to be entertaining, but they chose the syndrome as the specific topic and didn't choose entertainment for this novel.

⭐ Key Learning Point: Look for specific details, facts, or unique aspects associated with a book or topic that the speakers decide to highlight.

📝 Question 26: "What topic do Cathy and Graham choose to illustrate with each novel? Oliver Twist"

🔹 Correct Answer: B (Education)

📍 Location in Audio Script: "Well Oliver is taught how to steal, isn’t he? We could use that to illustrate the fact that very few children went to school, particularly not poor children, so they learnt in other ways."

🔹 Analysis of the Answer: They explain that Oliver learns to steal because he is poor and does not have any schooling, thus linking the book to the theme of (lack of) "education" (B) for poor children and how they learned as a result.

⚠️ Potential Traps: The book is known for its depiction of poverty, but that's not the specific illustrative topic they choose to focus on; rather, it's the *consequence* of poverty on education.

⭐ Key Learning Point: Distinguish the main theme of a novel from specific topics or social issues the speakers want to illustrate using it.

📝 Question 27: "What topic do Cathy and Graham choose to illustrate with each novel? Nicholas Nickleby"

🔹 Correct Answer: D (Entertainment)

📍 Location in Audio Script: "But there’s also the company of touring actors that Nicholas joins. We could do something on theatres and other amusements of the time."

🔹 Analysis of the Answer: The speakers agree to illustrate this book with the "company of touring actors" and "theatres and other amusements," which clearly relates to "entertainment" (D).

⚠️ Potential Traps: The book is known for its depiction of a cruel school, but that's not the specific topic they choose to illustrate it with for this display point.

⭐ Key Learning Point: Focus on the specific examples or aspects the speakers choose from a novel, and the broader category these examples might fall into (like entertainment).

📝 Question 28: "What topic do Cathy and Graham choose to illustrate with each novel? Martin Chuzzlewit"

🔹 Correct Answer: C (Dicken's Travels)

📍 Location in Audio Script: "He goes to the USA, doesn’t he? ... and Dickens himself had been there a year before, and drew on his experience there in the novel."

🔹 Analysis of the Answer: The speakers agree to focus on the fact that the character travels to the USA, and significantly, that Dickens himself had been there and used his experiences in the novel, linking it with "Dickens' travels" (C).

⚠️ Potential Traps: They considered using the theme of selfishness but did not choose that idea for this point.

⭐ Key Learning Point: Pay attention to how writers might use their own life experiences, such as travels, to create a story or inform their work.

📝 Question 29: "What topic do Cathy and Graham choose to illustrate with each novel? Bleak House"

🔹 Correct Answer: H (A woman's life)

📍 Location in Audio Script: "That’s true, but think about Esther, the heroine...she gets married and her guardian gives her and her husband a house, where of course they’re very happy."

🔹 Analysis of the Answer: The speakers focus on the life and experiences of Esther, the heroine, describing key events in her life, which directly links to the idea of a "woman's life" (H).

⚠️ Potential Traps: Graham mentions the "satire of the legal system," but Cathy steers the conversation to Esther's personal journey, which becomes the agreed focus.

⭐ Key Learning Point: Pay attention to the characters and specific life events that the speakers choose to focus on, as well as their gender if relevant to the options.

📝 Question 30: "What topic do Cathy and Graham choose to illustrate with each novel? Little Dorrit"

🔹 Correct Answer: F (Wealth)

📍 Location in Audio Script: "What about focusing on the part when Mr Dorrit inherits a fortune, and he starts pretending he’s always been rich?"

🔹 Analysis of the Answer: The speakers agree to focus on the part of the book where the character "inherits a fortune," which directly links the book with the theme of "wealth" (F).

⚠️ Potential Traps: The book is known for its depiction of a debtors' prison, but that's not what the speakers decided to focus on for this specific illustrative point.

⭐ Key Learning Point: Look for specific story elements and events related to financial status that the speakers select from a story.

CATHY: OK, Graham, so let’s check we both know what we’re supposed to be doing.

GRAHAM: OK.

CATHY: So, for the university’s open day, we have to plan a display on British life and literature in the mid-19th century.

GRAHAM: That’s right. But we’ll have some people to help us find the materials and set it up, remember – for the moment, we just need to plan it.

CATHY: Good. So have you gathered who’s expected to come and see the display? Is it for the people studying English, or students from other departments? I’m not clear about it.

GRAHAM: Nor me. That was how it used to be, but it didn’t attract many people, so this year it’s going to be part of an open day, to raise the university’s profile. It’ll be publicised in the city, to encourage people to come and find out something of what does on here 📍Q21/Q22. And it’s included in the information that’s sent to people who are considering applying to study here next year. 📍Q21/Q22

CATHY: Presumably some current students and lecturers will come?

GRAHAM: I would imagine so, but we’ve been told to concentrate on the other categories of people.

CATHY: Right. We don’t have to cover the whole range of 19th-century literature, do we?

GRAHAM: No, it’s entirely up to us. I suggest just using Charles Dickens.

CATHY: That’s a good idea. Most people have heard of him, and have probably read some of his novels, or seen films based on them 📍Q23/Q24, so that’s a good lead-in to life in his time.

GRAHAM: Exactly. And his novels show the awful conditions that most people had to live in, don’t they: he wanted to shock people into doing something about it. 📍Q23/Q24

CATHY: Did he do any campaigning, other than writing?

GRAHAM: Yes, he campaigned for education and other social reforms, and gave talks, but I’m inclined to ignore that and focus on the novels.

CATHY: Yes, I agree.

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CATHY: OK, so now shall we think about a topic linked to each novel?

GRAHAM: Yes. I’ve printed out a list of Dicken’s novels in the order they were published, in the hope you’d agree to focus on him!

CATHY: You’re lucky I did agree! Let’s have a look. OK, the first was The Pickwick Papers, published in 1836. It was very successful when it came out, wasn’t it, and was adapted for the theatre straight away.

GRAHAM: There’s an interesting point, though, that there’s a character who keeps falling asleep, and that medical condition was named after the book – Pickwickian Syndrome. 📍Q25

CATHY: Oh, so why don’t we use that as the topic, and include some quotations from the novel?

GRAHAM: Right, Next is Oliver Twist. There’s a lot in the novel about poverty. But maybe something less obvious …

CATHY: Well Oliver is taught how to steal, isn’t he? We could use that to illustrate the fact that very few children went to school, particularly not poor children, so they learnt in other ways. 📍Q26

GRAHAM: Good idea. What’s next?

CATHY: Maybe Nicholas Nickleby. Actually he taught in a really cruel school, didn’t he?

GRAHAM: That’s right. But there’s also the company of touring actors that Nicholas joins. We could do something on theatres and other amusements of the time. 📍Q27 We don’t want only the bad things, do we?

CATHY: OK.

GRAHAM: What about Martin Chuzzlewit? He goes to the USA, doesn’t he?

CATHY: Yes, and Dickens himself had been there a year before, and drew on his experience there in the novel. 📍Q28

GRAHAM: I wonder, though … The main theme is selfishness, so we could do something on social justice? No, too general, let’s keep to your idea – I think it would work well.

CATHY: He wrote Bleak House next – that’s my favourite of his novels.

GRAHAM: Yes, mine too. His satire of the legal system is pretty powerful.

CATHY: That’s true, but think about Esther, the heroine. As a child she lives with someone she doesn’t know is her aunt, who treats her very badly. Then she’s very happy living with her guardian, and he puts her in charge of the household. And at the end she gets married and her guardian gives her and her husband a house, where of course they’re very happy. 📍Q29

GRAHAM: Yes, I like that.

CATHY: What shall we take next? Little Dorrit? Old Mr Dorrit has been in a debtors’ prison for years …

GRAHAM: So was Dicken’s father, wasn’t he?

CATHY: That’s right.

GRAHAM: What about focusing on the part when Mr Dorrit inherits a fortune, and he starts pretending he’s always been rich? 📍Q30

CATHY: Good idea.

GRAHAM: OK, so next we need to think about what materials we want to illustrate each issue. That’s going to be quite hard.

PART 4 Questions 31-40 + Audio Script

📝 Question 31: "1507 – Portuguese ships transporting 31 _______ stopped at the island"

🔹 Correct Answer: Irrigation (Note: The provided answer "Irrigation" for Q31 of Part 4 does not match the provided audioscript for Part 4 about "Dodo". The audioscript for Part 4 Q31 refers to "spices". Using user's latest analysis answer.)

📍 Location in Audio Script: "To support agriculture in this dry region, the programme focused primarily on making use of existing water resources from the Limpopo River by setting up systems of irrigation"

🔹 Analysis of the Answer: The audio directly states that irrigation systems were set up to provide water for crops, linking it to the program's "main priority".

⚠️ Potential Traps: The region is arid which might suggest a focus on getting water by other means.

⭐ Key Learning Point: Listen for the direct names or labels given to something, like a system or program focus.

📝 Question 32: "Most of the work organised by farmer’s associations was done by 32 ______"

🔹 Correct Answer: women (Note: This answer is from the user's new analysis for Part 4, which seems to be for a different audio than the "Dodo" script.)

📍 Location in Audio Script: "and it was notable that in general, women formed the majority of the workforce."

🔹 Analysis of the Answer: The audio mentions that "women" were the majority of the workforce in the farmer's associations.

⚠️ Potential Traps: The speaker is focused on the types of projects that the farmers' associations did, which may cause some listeners to expect an answer more focused on that.

⭐ Key Learning Point: Focus on the categories of people that take on a task, especially when the majority is mentioned.

📝 Question 33: "The programme provided o 33 ______ for the fences"

🔹 Correct Answer: wire (Note: This answer is from the user's new analysis for Part 4.)

📍 Location in Audio Script: "The community was responsible for creating these fences, but the programme provided the necessary wire for making them."

🔹 Analysis of the Answer: The audio specifically states that the program provided the "wire" for making fences.

⚠️ Potential Traps: Listeners may think the program provided the posts as well, so may expect the answer to be a plural version such as "wires".

⭐ Key Learning Point: Focus on what item or material was provided and don't include what was not explicitly stated.

📝 Question 34: "The programme provided o 34 ______ for the suitable crops"

🔹 Correct Answer: seeds (Note: This answer is from the user's new analysis for Part 4.)

📍 Location in Audio Script: "the programme provided the necessary seeds for this."

🔹 Analysis of the Answer: The program provided "seeds" for suitable crops, and it is not implied that they also provided anything else for planting.

⚠️ Potential Traps: The audio mentions land was dug and cultivated but focuses on what item was provided, rather than the process that was used.

⭐ Key Learning Point: Focus on what item the program provided.

📝 Question 35: "The farmers provided o 35 ______ for the fences on their land"

🔹 Correct Answer: posts (Note: This answer is from the user's new analysis for Part 4.)

📍 Location in Audio Script: "they also provided and put up the posts that supported the fences around the fields."

🔹 Analysis of the Answer: The local farmers provided the "posts" for the fences on their land.

⚠️ Potential Traps: The focus is on what the farmers provided rather than the program, and listeners must understand the difference.

⭐ Key Learning Point: Be able to recognize who is responsible for providing what.

📝 Question 36: "The marketing of produce was sometimes difficult due to lack of 36 ______"

🔹 Correct Answer: transport (Note: This answer is from the user's new analysis for Part 4.)

📍 Location in Audio Script: "the farmers did not have access to transport, and this resulted in large amounts of produce, especially vegetables, being spoiled."

🔹 Analysis of the Answer: The lack of "transport" is directly mentioned as the reason for the difficulties in marketing produce.

⚠️ Potential Traps: The mention of spoiling food may make the listener think the answer is related to food safety or preservation, not transport.

⭐ Key Learning Point: Connect a cause with its effect in order to find the right answers.

📝 Question 37: "Training was therefore provided in methods of food 37 ______"

🔹 Correct Answer: preservation (Note: This answer is from the user's new analysis for Part 4.)

📍 Location in Audio Script: "it was decided that in order to prevent food from being spoiled, the farmers needed to learn techniques for its preservation."

🔹 Analysis of the Answer: The audio states the farmers needed training in food "preservation" because the food was being spoiled due to the lack of transport.

⚠️ Potential Traps: Listeners might mistakenly assume the answer is about storage or how to market food, rather than prevention of spoilage.

⭐ Key Learning Point: Understand why the farmers needed training by linking it to the problem previously mentioned.

📝 Question 38: "Farmers made special places where 38 ______ could be kept"

🔹 Correct Answer: fish (Note: This answer is from the user's new analysis for Part 4.)

📍 Location in Audio Script: "This was when farmers started to dig holes for tanks...and use them for breeding fish"

🔹 Analysis of the Answer: The audio states that farmers started to breed "fish" in tanks, so the special places were where "fish" could be kept.

⚠️ Potential Traps: The use of "tanks" might mislead listeners into thinking they were storing water or something else, if not listening for what was bred.

⭐ Key Learning Point: Pay attention to the specific things being raised or grown by the farmers in the new initiatives.

📝 Question 39: "Local people later suggested keeping 39 ______"

🔹 Correct Answer: bees (Note: This answer is from the user's new analysis for Part 4.)

📍 Location in Audio Script: "They decided to try setting up colonies of bees, which would provide honey both for their own consumption and to sell."

🔹 Analysis of the Answer: The audio states that local people decided to set up colonies of "bees".

⚠️ Potential Traps: The text focuses on food, and bees do provide honey, which could be a potential distraction from simply naming the animal itself.

⭐ Key Learning Point: Sometimes the answer is just a specific category or animal mentioned that was introduced or kept.

📝 Question 40: "Enough time must be allowed, particularly for the 40 ______ phase of the programme"

🔹 Correct Answer: design (Note: This answer is from the user's new analysis for Part 4.)

📍 Location in Audio Script: "it’s important to set realistic timelines for each phase of the programme, especially for its design"

🔹 Analysis of the Answer: The program needs realistic timelines, specifically for its "design" phase.

⚠️ Potential Traps: The text also talks about "monitoring," which could cause confusion if not focusing on the phase needing particular attention for timelines.

⭐ Key Learning Point: Pay attention to the specific stages or phases that are being discussed as requiring special consideration.

I’m going to report on a case study of a programme which has been set up to help rural populations in Mozambique, a largely agricultural country in South-East Africa.

The programme worked with three communities in Chicualacuala district, near the Limpopo River. This is a dry and arid region, with unpredictable rainfall. Because of this, people in the area were unable to support themselves through agriculture and instead they used the forest as a means of providing themselves with an income, mainly by selling charcoal. However, this was not a sustainable way of living in the long term, as they were rapidly using up this resource.

To support agriculture in this dry region, the programme focused primarily on making use of existing water resources from the Limpopo River by setting up systems of irrigation 📍Q31, which would provide a dependable water supply for crops and animals. The programme worked closely with the district government in order to find the best way of implementing this. The region already had one farmers’ association, and it was decided to set up two more of these. These associations planned and carried out activities including water management, livestock breeding and agriculture, and it was notable that in general, women 📍Q32 formed the majority of the workforce.

It was decided that in order to keep the crops safe from animals, both wild and domestic, special areas should be fenced off where the crops could be grown. The community was responsible for creating these fences, but the programme provided the necessary wire 📍Q33 for making them.

Once the area had been fenced off, it could be cultivated. The land was dug, so that vegetables and cereals appropriate to the climate could be grown, and the programme provided the necessary seeds 📍Q34 for this. The programme also provided pumps so that water could be brought from the river in pipes to the fields. However, the labour was all provided by local people, and they also provided and put up the posts 📍Q35 that supported the fences around the fields.

———————-

Once the programme had been set up, its development was monitored carefully. The farmers were able to grow enough produce not just for their own needs, but also to sell. However, getting the produce to places where it could be marketed was sometimes a problem, as the farmers did not have access to transport 📍Q36, and this resulted in large amounts of produce, especially vegetables, being spoiled. This problem was discussed with the farmers’ associations and it was decided that in order to prevent food from being spoiled, the farmers needed to learn techniques for its preservation. 📍Q37

There was also an additional initiative that had not been originally planned, but which became a central feature of the programme. This was when farmers started to dig holes for tanks in the fenced-off areas and to fill these with water and use them for breeding fish 📍Q38 – an important source of protein. After a time, another suggestion was made by local people which hadn’t been part of the programme’s original proposal, but which was also adopted later on. They decided to try setting up colonies of bees 📍Q39, which would provide honey both for their own consumption and to sell.

So what lessons can be learned from this programme? First of all, it tells us that in dry, arid regions, if there is access to a reliable source of water, there is great potential for the development of agriculture. In Chicualacuala, there was a marked improvement in agricultural production, which improved food security and benefited local people by providing them with both food and income. However, it’s important to set realistic timelines for each phase of the programme, especially for its design 📍Q40, as mistakes made at this stage may be hard to correct later on.

The programme demonstrates that sustainable development is possible in areas where …