تحلیل لیسنینگ آیلتس آکادمیک و جنرال کمبریج 15 - 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 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: "Administrative assistant in a company that produces 1......."

🔹 Correct Answer: furniture

📍 Location in Audio Script: "They’re called Home Solutions and they design and make furniture."

🔹 Analysis of the Answer: The audio script clearly states that the company "design and make furniture". The question asks for the type of product the company produces, which is explicitly stated as "furniture."

⚠️ Potential Traps: There are no significant traps. The audio directly states the answer, with no misleading information.

⭐ Key Learning Point: Listen carefully for direct answers to questions, as the audio often provides them explicitly.

📝 Question 2: "go to 2 ...... and take notes"

🔹 Correct Answer: meetings

📍 Location in Audio Script: "Then they expect the person they appoint to attend meetings and take notes there …"

🔹 Analysis of the Answer: The audio script indicates the administrative assistant needs to "attend meetings and take notes there." This clearly identifies "meetings" as the place where notes are taken.

⚠️ Potential Traps: None, the audio clearly states the answer.

⭐ Key Learning Point: Pay attention to the context in which words are used, especially the activities associated with a role.

📝 Question 3: "management of 3 ......"

🔹 Correct Answer: diary

📍 Location in Audio Script: "And in my last job I also had to manage the diary."

🔹 Analysis of the Answer: Joe mentions that he had to manage the diary in his last job. Sally confirms that this skill is required for the job, implying the management of the diary.

⚠️ Potential Traps: None.

⭐ Key Learning Point: Listen for specific skills and responsibilities mentioned, which often align with the required answers, especially when confirmed by another speaker.

📝 Question 4: "attention to 4 ......"

🔹 Correct Answer: detail(s)

📍 Location in Audio Script: "Then they mention that they want someone who is careful and takes care with details …"

🔹 Analysis of the Answer: The audio uses the phrase "takes care with details" which is directly linked to "attention to detail" in the question.

⚠️ Potential Traps: None, as the answer is stated directly.

⭐ Key Learning Point: Be aware that synonyms or closely related phrases might be used to convey the same meaning (e.g., "takes care with details" for "attention to detail").

📝 Question 5: "need a minimum of 5 ..... of experience of teleconferencing"

🔹 Correct Answer: 1 / one year

📍 Location in Audio Script: "In fact they’re only asking for at least one year, so that’s great."

🔹 Analysis of the Answer: The dialogue indicates the company requires "at least one year" of experience. The question is asking for a duration of experience.

⚠️ Potential Traps: While Joe has three years of experience, the question asks for the minimum required, which is one year.

⭐ Key Learning Point: Pay attention to qualifiers like "minimum" or "at least" in the questions or audio to ensure you select the correct figure.

📝 Question 6: "managing 6 ....."

🔹 Correct Answer: deliveries

📍 Location in Audio Script: "So as far as the responsibilities for this position go, they want someone who can manage the stock, obviously, and also deliveries."

🔹 Analysis of the Answer: The answer is given directly in the audio. The job involves stock and delivery management.

⚠️ Potential Traps: "Stock" is mentioned first, but "deliveries" is the second item in the list of management responsibilities.

⭐ Key Learning Point: Direct information is frequently given within the conversation to complete the sentence, especially when listing job responsibilities.

📝 Question 7: "very organised and 7 ......"

🔹 Correct Answer: tidy

📍 Location in Audio Script: "Then they mention organisational skills. They want someone who’s well organised." "And tidy?" "Yes, they go together really, don’t they?"

🔹 Analysis of the Answer: The audio script indicates that the company wants someone "well organised" and Sally then asks if the candidate is "tidy," which Joe confirms by implication, providing the second criteria.

⚠️ Potential Traps: None, the audio clearly states the answer through Sally's question and Joe's agreement.

⭐ Key Learning Point: Pay attention to questions that confirm information or add to a list in the audio, as these often contain the answer.

📝 Question 8: "used to working in a 8 ......"

🔹 Correct Answer: team

📍 Location in Audio Script: "one of the things I enjoyed most was being part of a team"

🔹 Analysis of the Answer: Joe expresses his enjoyment of being part of a team, this answer is also directly supported by the text as a desirable trait.

⚠️ Potential Traps: None, as the answer is directly stated as something he enjoyed and is relevant to job requirements.

⭐ Key Learning Point: Listen for personal opinions or past experiences which are often related to the answers about job requirements or suitability.

📝 Question 9: "able to cope with items that are 9 ......"

🔹 Correct Answer: heavy

📍 Location in Audio Script: "So you’re OK moving heavy things?"

🔹 Analysis of the Answer: Sally asks if Joe is okay with moving heavy things, which directly answers the question about what kind of items one must cope with.

⚠️ Potential Traps: None, the answer is stated directly in Sally's question confirming a job requirement.

⭐ Key Learning Point: Pay close attention to what the speakers explicitly ask or confirm as a job requirement.

📝 Question 10: "10 ........ service"

🔹 Correct Answer: customer

📍 Location in Audio Script: "And the final thing they mention is customer service."

🔹 Analysis of the Answer: The audio clearly specifies "customer service" as the final requirement mentioned.

⚠️ Potential Traps: None, as the answer is directly stated as the "final thing."

⭐ Key Learning Point: Be sure to listen for the final points in a list or discussion, as these may contain answers to concluding questions.

SALLY: Good morning. Thanks for coming in to see us here at the agency, Joe. I’m one of the agency representatives, and my name’s Sally Baker.

JOE: Hi Sally. I think we spoke on the phone, didn’t we?

SALLY: That’s right, we did. So thank you for sending in your CV. We’ve had quite a careful look at it and I think we have two jobs that might be suitable for you.

JOE: OK.

SALLY: The first one is in a company based in North London. They’re looking for an administrative assistant.

JOE: OK. What sort of company is it?

SALLY: They’re called Home Solutions and they design and make furniture. 📍Q1

JOE: Oh, I don’t know much about that, but it sounds interesting.

SALLY: Yes, well as I said, they want someone in their office, and looking at your past experience it does look as if you fit quite a few of the requirements. So on your CV it appears you’ve done some data entry?

JOE: Yes.

SALLY: So that’s one skill they want. Then they expect the person they appoint to attend meetings 📍Q2 and take notes there …

JOE: OK. I’ve done that before, yes.

SALLY: And you’d need to be able to cope with general admin.

JOE: Filling, and keeping records and so on? That should be OK. And in my last job I also had to manage the diary. 📍Q3

SALLY: Excellent. That’s something they want here too. I’d suggest you add it to your CV – I don’t think you mentioned that, did you?

JOE: No.

SALLY: So as far as the requirements go, they want good computer skills, of course, and they particularly mention spreadsheets.

JOE: That should be fine.

SALLY: And interpersonal skills – which would be something they’d check with your references.

JOE: I think that should be OK, yes.

SALLY: Then they mention that they want someone who is careful and takes care with details 📍Q4 – just looking at your CV, I’d say you’re probably alright there.

JOE: I think so, yes. Do they want any special experience?

SALLY: I think they wanted some experience of teleconferencing.

JOE: I’ve got three years’ experience of that.

SALLY: let’s see, yes, good. In fact they’re only asking for at least one year 📍Q5, so that’s great. So is that something that might interest you?

JOE: It is, yes. The only thing is, you said they were in North London so it would be quite a long commute for me.

SALLY: OK.

————————

SALLY: So the second position might suit you better as far as the location goes; that’s for a warehouse assistant and that’s in South London.

JOE: Yes, that would be a lot closer.

SALLY: And you’ve worked in a warehouse before, haven’t you?

JOE: Yes.

SALLY: So as far as the responsibilities for this position go, they want someone who can manage the stock, obviously, and also deliveries. 📍Q6

JOE: That should be OK. You’ve got to keep track of stuff, but I’ve always been quite good with numbers.

SALLY: Good, that’s their first requirement. And they want someone who’s computer literate, which we know you are.

JOE: Sure.

SALLY: Then they mention organisational skills. They want someone who’s well organised.

JOE: Yes, I think I am.

SALLY: And tidy? 📍Q7

JOE: Yes, they go together really, don’t they?

SALLY: Sure. Then the usual stuff; they want someone who can communicate well both orally and in writing.

JOE: OK. And for the last warehouse job I had, one of the things I enjoyed most was being part of a team 📍Q8. I found that was really essential for the job.

SALLY: Excellent. Yes, they do mention that they want someone who’s used to that, yes. Now when you were working in a warehouse last time, what sorts of items were you dealing with?

JOE: It was mostly bathroom and kitchen equipment, sinks and stoves and fridges.

SALLY: So you’re OK moving heavy 📍Q9 things?

JOE: Sure. I’m quite strong, and I’ve had the training.

SALLY: Good. Now as far as experience goes, they mention they want someone with a licence, and that you have experience of driving in London – so you can cope with the traffic and so on.

JOE: Yes, no problem.

SALLY: And you’ve got experience of warehouse work … and the final thing they mention is customer 📍Q10 service.

JOE: I think looking at your CV you’ve OK there.

SALLY: Right. So what about pay? Can you tell me a bit more about that, please …

PART 2 Questions 11-20 + Audio Script

📝 Question 11: "When did the Street Play Scheme first take place?"

🔹 Correct Answer: B three years ago

📍 Location in Audio Script: "So the scheme’s been up and running for three years now."

🔹 Analysis of the Answer: Alice states that "the scheme’s been up and running for three years now." This directly answers the question about when it first took place (relative to now), making B the correct choice.

⚠️ Potential Traps: Alice mentions the idea was six years ago ("my oldest child was still a toddler, so that’s about six years ago now"), but the scheme itself started three years ago after campaigning.

⭐ Key Learning Point: Distinguish between the inception of an idea and the actual implementation or start date of an event or scheme.

📝 Question 12: "How often is Beechwood Road closed to traffic now?"

🔹 Correct Answer: A once a week

📍 Location in Audio Script: "At the moment it’s just once a week."

🔹 Analysis of the Answer: Alice states that the road is closed "once a week" currently. This is a direct answer to the question.

⚠️ Potential Traps: The text mentions it was "only once a month" when it started. Focus on the word "now" in the question.

⭐ Key Learning Point: Pay close attention to the specific time frame in the question (e.g., "now," "currently") and listen for corresponding language in the audio.

📝 Question 13: "Who is responsible for closing the road?"

🔹 Correct Answer: C local wardens

📍 Location in Audio Script: "We have volunteer wardens, mostly parents but some elderly residents too, who block off our road at either end."

🔹 Analysis of the Answer: The audio states that "volunteer wardens" are the ones who block off the road, which makes C the correct answer as "local wardens" is a good paraphrase.

⚠️ Potential Traps: While the council provides special signs, they are not the ones physically closing the road; the volunteers do this.

⭐ Key Learning Point: Differentiate between those who provide resources or support and those who carry out the actual work or action.

📝 Question 14: "Residents who want to use their cars"

🔹 Correct Answer: B must drive very slowly

📍 Location in Audio Script: "If people really need to get in or out of Beechwood Road, it’s not a problem – as long as they drive at under 20 kilometres per hour."

🔹 Analysis of the Answer: The audio specifies that residents can use the road if they drive at "under 20 kilometres per hour" which indicates they "must drive very slowly."

⚠️ Potential Traps: Other options (contacting wardens, parking elsewhere) may sound plausible as general road closure rules, but the audio gives this specific condition for residents using their cars during the closure.

⭐ Key Learning Point: Pay attention to specific conditions or rules that are given for certain situations or groups of people.

📝 Question 15: "Alice says that Street Play Schemes are most needed in"

🔹 Correct Answer: C areas with heavy traffic.

📍 Location in Audio Script: "Absolutely – we want to include all kids in the city – especially those who live on busy roads. It’s here that demand is greatest."

🔹 Analysis of the Answer: The audio states that the demand is greatest in areas where children live on "busy roads," which directly means "areas with heavy traffic."

⚠️ Potential Traps: The audio indicates that wealthy areas and suburbs (A, B) have less demand because children there often have access to parks or large gardens.

⭐ Key Learning Point: Look for cues like "greatest demand" or "especially needed" to identify the area of highest need according to the speaker.

📝 Question 16: "What has been the reaction of residents who are not parents?"

🔹 Correct Answer: B They like seeing children play in the street.

📍 Location in Audio Script: "On the whole everyone is very supportive and say they’re very happy to see children out on the street."

🔹 Analysis of the Answer: The audio states that "everyone is very supportive and say they're very happy to see children out on the street," which includes residents who are not parents.

⚠️ Potential Traps: Some people do complain ("There are always a few who complain but they’re a tiny minority"), but this is not the *general* reaction of non-parents.

⭐ Key Learning Point: Pay attention to what the speaker says about the majority or the general reaction, not exceptions or minority views, unless the question specifically asks for it.

📝 Question 17 & 18: "Which TWO benefits for children does Alice think are the most important?"

🔹 Correct Answers: B increased sense of independence, D opportunity to be part of a community

📍 Location in Audio Script: "…for me the biggest advantage is that kids develop confidence in themselves to be outside without their parents. The other really fantastic thing is that children get to know the adults in the street – it’s like having a big extended family."

🔹 Analysis of the Answer: Alice emphasizes the importance of children developing confidence to be outside without parents ("increased sense of independence" - B) and children getting to know the adults in the street, creating a community feel ("opportunity to be part of a community" - D).

⚠️ Potential Traps: Other benefits like getting fresh air (A) or improved physical skills (C) are mentioned or implied but "biggest advantage" and "really fantastic thing" highlight B and D as most important to Alice.

⭐ Key Learning Point: Focus on the speaker's emphasis on the specific points they make, often using superlatives or strong positive language to indicate importance.

📝 Question 19 & 20: "Which TWO results of the King Street experiment surprised Alice?"

🔹 Correct Answers: A more shoppers, E less noise pollution

📍 Location in Audio Script: "…what I hadn’t expected was how much quieter it would be…we were actually amazed that sales in the shops went up considerably that day."

🔹 Analysis of the Answer: Alice states she "hadn’t expected... how much quieter it would be" (E - less noise pollution), and she was "actually amazed that sales in the shops went up considerably" (A - more shoppers).

⚠️ Potential Traps: While air quality was better, this was "as we’d predicted," so it was not a surprise. Improved safety (D) or more families shopping (B) are not mentioned as surprising outcomes.

⭐ Key Learning Point: Look for words like "surprised," "unexpected," or "amazed" to pinpoint the answers that reflect surprising results for the speaker.

PRESENTER: My guest on the show today is Alice Riches who started the Street Play Scheme where she lives in Beechwood Road. For those of you that don’t already know – Street Play involves local residents closing off their street for a few hours so that children have a chance to play in the street safely. She started it in her own street, Beechwood Road, and the idea caught on, and there are now Street Play Schemes all over the city. So when did you actually start the scheme, Alice?

ALICE: Well, I first had the idea when my oldest child was still a toddler, so that’s about six years ago now – but it took at least two years of campaigning before we were actually able to make it happen. So the scheme’s been up and running for three years now 📍Q11. We’d love to be able to close our road for longer – for the whole weekend, from Saturday morning until Sunday evening, for example. At the moment it’s just once a week 📍Q12. But when we started it was only once a month. But we’re working on it.

PRESENTER: So what actually happens when Beechwood Road is closed?

ALICE: We have volunteer wardens, mostly parents but some elderly residents too, who block off our road at either end 📍Q13. The council have provided special signs but there’s always a volunteer there to explain what’s happening to any motorists. Generally, they’re fine about it – we’ve only had to get the police involved once or twice.

ALICE: Now I should explain that the road isn’t completely closed to cars. But only residents’ cars are allowed. If people really need to get in or out of Beechwood Road, it’s not a problem – as long as they drive at under 20 kilometres per hour 📍Q14. But most people just decide not to use their cars during this time, or they park in another street. The wardens are only there to stop through traffic.

PRESENTER: So can anyone apply to get involved in Street Play?

ALICE: Absolutely – we want to include all kids in the city – especially those who live on busy roads. It’s here that demand is greatest 📍Q15. Obviously, there isn’t such demand in wealthier areas where the children have access to parks or large gardens – or in the suburbs where there are usually more places for children to play outside.

ALICE: I’d recommend that anyone listening who likes the idea should just give it a go. We’ve been surprised by the positive reaction of residents all over the city. And that’s not just parents. There are always a few who complain but they’re a tiny minority. On the whole everyone is very supportive and say they’re very happy to see children out on the street 📍Q16 – even if it does get quite noisy.

——————-

ALICE: There have been so many benefits of Street Play for the kids. Parents really like the fact that the kids are getting fresh air instead of sitting staring at a computer screen, even if they’re not doing anything particularly energetic. And of course it’s great that kids can play with their friends outside without being supervised by their parents – but for me the biggest advantage is that kids develop confidence in themselves to be outside without their parents 📍Q17/Q18. The other really fantastic thing is that children get to know the adults in the street – it’s like having a big extended family 📍Q17/Q18.

PRESENTER: It certainly does have a lot of benefits. I want to move on now and ask you about a related project in King Street.

ALICE: Right. Well this was an experiment I was involved in where local residents decided to try and reduce the traffic along King Street, which is the busiest main road in our area, by persuading people not to use their cars for one day. We thought about making people pay more for parking – but we decided that would be really unpopular – so instead we just stopped people from parking on King Street but left the other car parks open.

ALICE: It was surprising how much of a difference all this made. As we’d predicted, air quality was significantly better but what I hadn’t expected was how much quieter it would be 📍Q19/Q20 – even with the buses still running. Of course everyone said they felt safer but we were actually amazed that sales in the shops went up considerably that day 📍Q19/Q20 – we thought there’d be fewer people out shopping – not more.

PRESENTER: That’s really interesting so the fact that …

PART 3 Questions 21-30 + Audio Script

📝 Question 21: "what 21 ...... the item is on"

🔹 Correct Answer: page

📍 Location in Audio Script: "For example, there’s the question of which page of the newspaper the item appears on."

🔹 Analysis of the Answer: The audio directly states "which page of the newspaper the item appears on" as a factor to analyze.

⚠️ Potential Traps: No traps, the answer is straightforward and fits the context of newspaper analysis.

⭐ Key Learning Point: Listen carefully for how the speaker describes their point of analysis or factors to consider.

📝 Question 22: "the 22 ...... of the item, including the headline"

🔹 Correct Answer: size

📍 Location in Audio Script: "Then there’s the size – how many column inches the story is given, how many columns it spreads over."

🔹 Analysis of the Answer: The text mentions that the size of the story, including columns it spreads over and headline (implied as part of overall size/prominence), should be analyzed. This is directly given.

⚠️ Potential Traps: No traps, the answer is straightforward and the examples clarify what "size" refers to.

⭐ Key Learning Point: Focus on the aspects of an item that are directly mentioned in the audio as part of the analysis criteria.

📝 Question 23: "any 23 ...... accompanying the item"

🔹 Correct Answer: graphic(s)

📍 Location in Audio Script: "What about graphics – whether there’s anything visual in addition to the text?"

🔹 Analysis of the Answer: The audio mentions "graphics" as additional visual elements which accompany text.

⚠️ Potential Traps: No traps, the answer is stated explicitly and clarified with "anything visual."

⭐ Key Learning Point: Note that "visual" is used as a synonym or clarification for "graphics."

📝 Question 24: "the 24 ...... of the item, e.g. what’s made prominent"

🔹 Correct Answer: structure

📍 Location in Audio Script: "Then you’ll need to look at how the item is put together: what structure is it given?"

🔹 Analysis of the Answer: The audio uses the word "structure" which directly answers the question, and the example "what's made prominent" relates to structural choices.

⚠️ Potential Traps: No traps, as the answer is explicit in the question about how the item is "put together."

⭐ Key Learning Point: Pay attention to key words about the order, arrangement, and prominence of information within an item.

📝 Question 25: "the writer’s main 25 ......"

🔹 Correct Answer: purpose

📍 Location in Audio Script: "And that relates to a very important point: what’s the writer’s purpose, or at least the most important one, if they have several."

🔹 Analysis of the Answer: The audio states "what’s the writer’s purpose" as a key point to consider, which directly provides the answer.

⚠️ Potential Traps: No traps, the answer is explicit and highlighted as "a very important point."

⭐ Key Learning Point: Focus on key phrases related to understanding the underlying meaning or intent behind text.

📝 Question 26: "the 26 ...... the writer may make about the reader"

🔹 Correct Answer: assumption(s)

📍 Location in Audio Script: "And I suppose the writer may make assumptions about the reader."

🔹 Analysis of the Answer: The audio states that writers make "assumptions about the reader".

⚠️ Potential Traps: No traps, the answer is directly stated.

⭐ Key Learning Point: Note that "assumptions" is used in the audio as something writers make about their audience.

📝 Question 27: "national news item"

🔹 Correct Answer: A She will definitely look for a suitable article.

📍 Location in Audio Script: "And on that basis a national news item would be worth analysing – I’m quite keen on politics, so I’ll try and find a suitable topic."

🔹 Analysis of the Answer: Hazel states "I’ll try and find a suitable topic" within national news. This indicates that she will definitely look for an article.

⚠️ Potential Traps: There are no traps for this specific item; her intent is clear.

⭐ Key Learning Point: Listen for expressions of intent or decision when analyzing a speaker's plans for a task.

📝 Question 28: "editorial"

🔹 Correct Answer: C She definitely won’t look for an article.

📍 Location in Audio Script: TOM: "...I couldn’t find two on the same topic that I felt like analysing." HAZEL: "In that case, I won’t even bother to look."

🔹 Analysis of the Answer: Hazel says "I won’t even bother to look" at editorials after hearing Tom's difficulty, indicating she definitely won't look.

⚠️ Potential Traps: None; her decision is explicit and negative.

⭐ Key Learning Point: Negative words or phrases ("won't even bother") can be key indicators of a definite lack of action or interest.

📝 Question 29: "human interest"

🔹 Correct Answer: C She definitely won’t look for an article.

📍 Location in Audio Script: "Hmm, I usually find stories like that raise quite strong feelings in me! I’ll avoid that"

🔹 Analysis of the Answer: Hazel expresses she will "avoid that" (human interest stories) due to the strong feelings they evoke in her.

⚠️ Potential Traps: None; her intention to avoid is clearly stated.

⭐ Key Learning Point: Listen for words of avoidance or negative preference when understanding decisions about topic choices.

📝 Question 30: "arts"

🔹 Correct Answer: B She may look for a suitable article.

📍 Location in Audio Script: "Perhaps I’ll choose an arts topic, like different reviews of a film, or something about funding for the arts – I’ll think about that."

🔹 Analysis of the Answer: Hazel says "Perhaps I’ll choose an arts topic" and "I’ll think about that," suggesting she may look for an article but isn't decided with certainty.

⚠️ Potential Traps: None; the language used clearly indicates possibility rather than a definite decision.

⭐ Key Learning Point: Look for qualifiers like "perhaps" or "maybe," or phrases like "I'll think about that," which indicate possibility or consideration rather than a firm commitment.

HAZEL: Tom, could I ask you for some advice, please?

TOM: Yes of course, if you think I can help. What’s it about?

HAZEL: It’s my first media studies assignment, and I’m not sure how to go about it. You must have done it last year.

TOM: Is that the one comparing the coverage of a particular story in a range of newspapers?

HAZEL: That’s right.

TOM: Oh yes, I really enjoyed writing it.

HAZEL: So what sort of things do I need to compare?

TOM: Well, there are several things. For example, there’s the question of which page 📍Q21 of the newspaper the item appears on.

HAZEL: You mean, because there’s a big difference between having it on the front page and the bottom of page ten, for instance?

TOM: Exactly. And that shows how important the editor thinks the story is. Then there’s the size 📍Q22 – how many column inches the story is given, how many columns it spreads over.

HAZEL: And I suppose that includes the headline.

TOM: It certainly does. It’s all part of attracting the reader’s attention.

HAZEL: What about graphics 📍Q23 – whether there’s anything visual in addition to the text?

TOM: Yes, you need to consider those, too, because they can have a big effect on the reader’s understanding of the story – sometimes a bigger effect than the text itself. Then you’ll need to look at how the item is put together: what structure 📍Q24 is it given? Bear in mind that not many people read beyond the first paragraph, so what has the journalist put at the beginning? And if, say, three are conflicting opinions about something, does one appear near the end, where people probably won’t read it?

HAZEL: And newspapers sometimes give wrong or misleading information, don’t they? Either deliberately or by accident. Should I be looking at that, too?

TOM: Yes, if you can. Compare what’s in different versions, and as far as possible, try and work out what’s true and what isn’t. And that relates to a very important point: what’s the writer’s purpose 📍Q25, or at least the most important one, if they have several. It may seem to be to inform the public, but often it’s that they want to create fear, or controversy, or to make somebody look ridiculous.

HAZEL: Gosh, I see what you mean. And I suppose the writer may make assumptions 📍Q26 about the reader.

TOM: That’s right – about their knowledge of the subject, their attitudes, and their level of education, which means writing so that the readers understand without feeling patronised. All of that will make a difference to how story is presented.

———————-

HAZEL: Does it matter what type of story I write about?

TOM: No – national or international politics, the arts … Anything, as long as it’s covered in two or three newspaper. Though of course it’ll be easier and more fun if it’s something you’re interested in and know something about.

HAZEL: And on that basis a national news item would be worth analysing – I’m quite keen on politics, so I’ll try and find a suitable topic. 📍Q27

TOM: I was interested in how newspapers express their opinions explicitly, so I wanted to compare editorials in different papers, but when I started looking. I couldn’t find two on the same topic that I felt like analysing.

HAZEL: In that case, I won’t even bother to look. 📍Q28

TOM: So in the end I chose a human interest story – a terribly emotional story about a young girl who was very ill, and lots of other people – mostly strangers – raised money so she could go abroad for treatment. Actually, I was surprised – some papers just wrote about how wonderful everyone was, but others considered the broader picture, like why treatment wasn’t available here.

HAZEL: Hmm, I usually find stories like that raise quite strong feelings in me! I’ll avoid that 📍Q29. Perhaps I’ll choose an arts topic, like different reviews of a film, or something about funding for the arts – I’ll think about that. 📍Q30

TOM: Yes, that might be interesting.

HAZEL: OK, well thanks a lot for your help, Tom. It’s been really useful.

TOM: You’re welcome. Good luck with the assignment, Hazel.

PART 4 Questions 31-40 + Audio Script

📝 Question 31: "water was used to wash off 31 ......."

🔹 Correct Answer: mud

📍 Location in Audio Script: "...at least that it rinsed mud off their hands."

🔹 Analysis of the Answer: The audio states that water was used to rinse mud off of hands.

⚠️ Potential Traps: No traps, the answer is clear as it specifies what was rinsed off.

⭐ Key Learning Point: Pay attention to the specific substances the text refers to being removed or washed.

📝 Question 32: "soap-like material found in 32 ....... cylinders"

🔹 Correct Answer: clay

📍 Location in Audio Script: "Archaeologists discovered cylinders made of clay, with inscriptions on them saying that fats were boiled with askes."

🔹 Analysis of the Answer: The text indicates "cylinders made of clay" were discovered with inscriptions relating to soap making.

⚠️ Potential Traps: No traps; the material of the cylinders is explicitly stated.

⭐ Key Learning Point: Be sure to listen to the type of material a container or object is made from when referenced.

📝 Question 33: "strigil – scraper made of 33 ......"

🔹 Correct Answer: metal

📍 Location in Audio Script: "…and scraped off the oil and dirt with a metal instrument known as a strigil."

🔹 Analysis of the Answer: The audio explicitly mentions the strigil was a "metal" instrument.

⚠️ Potential Traps: No traps, as the answer is directly stated describing the strigil.

⭐ Key Learning Point: Listen for specific descriptions of the materials of tools or instruments.

📝 Question 34: "used soap to colour their 34 ......"

🔹 Correct Answer: hair

📍 Location in Audio Script: "They used this mixture to tint their hair red."

🔹 Analysis of the Answer: The text specifies that ancient Germans and Gauls used soap to tint their hair.

⚠️ Potential Traps: None; the part of the body affected is clearly stated.

⭐ Key Learning Point: Focus on what part of the body is mentioned in the text in relation to the action.

📝 Question 35: "water carried to Roman 35 ...... by aqueducts"

🔹 Correct Answer: bath(s)

📍 Location in Audio Script: "The first of the famous Roman baths, supplied with water from their aqueducts, was built around 312 BC."

🔹 Analysis of the Answer: The audio states that water from aqueducts was supplied to Roman baths.

⚠️ Potential Traps: None; the destination of the water is clearly linked to aqueducts.

⭐ Key Learning Point: Listen for how structures and places are associated with water supplies or other infrastructure.

📝 Question 36: "decline in bathing contributed to occurrence of 36 ....."

🔹 Correct Answer: disease(s)

📍 Location in Audio Script: "This lack of personal cleanliness and related unsanitary living conditions were major factors in the outbreaks of disease in the Middle Ages…"

🔹 Analysis of the Answer: The text indicates that a decline in bathing was a factor in outbreaks of disease.

⚠️ Potential Traps: "Black Death" is mentioned as a specific example, but "disease" is the general term fitting the blank.

⭐ Key Learning Point: Pay attention to the relationships between practices (or lack thereof) and health outcomes, noting general terms when specific examples are also given.

📝 Question 37: "37 ...... began to be added to soap"

🔹 Correct Answer: perfume

📍 Location in Audio Script: "...along with perfume, apparently for the first time."

🔹 Analysis of the Answer: The audio specifies that "perfume" was added to soap, apparently for the first time in that era.

⚠️ Potential Traps: None, the answer is explicit and highlighted with "for the first time."

⭐ Key Learning Point: Be aware that phrases like "apparently for the first time" can introduce new information or elements added to a product.

📝 Question 38: "1791: Leblanc invented a way of making soda ash from 38 ....."

🔹 Correct Answer: salt

📍 Location in Audio Script: "...when a French chemist, Nicholas Leblanc, patented a process for turning salt into soda ash..."

🔹 Analysis of the Answer: The text directly states that soda ash is made from salt using Leblanc's process.

⚠️ Potential Traps: "Soda ash" or "sodium carbonate" are the products, not the source material.

⭐ Key Learning Point: Direct answers are often provided for processes; listen closely for keywords indicating transformation from one substance to another.

📝 Question 39: "early 1800s: Chevreul turned soapmaking into a 39 ....."

🔹 Correct Answer: science

📍 Location in Audio Script: "His studies established the basis for both fat and soap chemistry, and soapmaking became a science."

🔹 Analysis of the Answer: The text indicates that through Chevreul's studies, soapmaking became a science.

⚠️ Potential Traps: "Chemistry" is mentioned as the basis, but "science" is what soapmaking itself became.

⭐ Key Learning Point: Focus on how practices are transformed into an academic field, subject, or systematic approach.

📝 Question 40: "from 1800s, there was no longer a 40 .... on soap."

🔹 Correct Answer: tax

📍 Location in Audio Script: "...a development that was reinforced when the high tax was removed."

🔹 Analysis of the Answer: The text states that the removal of the high tax was important for soap becoming more affordable and an everyday necessity.

⚠️ Potential Traps: None; the context of removal leading to wider availability points clearly to "tax."

⭐ Key Learning Point: Be sure to understand the impact of removal of a financial burden (like a tax or fee) on accessibility or affordability.

Nowadays, we use different products for personal cleanliness, laundry, dishwashing and household cleaning, but this is very much a 20th-century development.

The origins of cleanliness date back to prehistoric times. Since water is essential for life, the earliest people lived near water and knew something about its cleansing properties – at least that it rinsed mud off 📍Q31 their hands.

During the excavation of ancient Babylon, evidence was found that soapmaking was known as early as 2800 BC. Archaeologists discovered cylinders made of clay 📍Q32, with inscriptions on them saying that fats were boiled with askes. This is a method of making soap, though there’s no reference to the purpose of this material.

The early Greeks bathed for aesthetic reasons and apparently didn’t use soap. Instead, they cleaned their bodies with blocks of sand, pumice and ashes, then anointed themselves with oil, and scraped off the oil and dirt with a metal instrument known as a strigil. 📍Q33 They also used oil mixed with ashes. Clothes were washed without soap in streams.

The ancient Germans and Gauls are also credited with discovering how to make a substance called ‘soap’, made of melted animal fat and ashes. They used this mixture to tint their hair red. 📍Q34

Soap got its name, according to an ancient Roman legend, from Mount Sapo, where animals were sacrificed, leaving deposits of animal fat. Rain washed these deposits, along with wood ashes, down into the clay soil along the River Tiber. Women found that this mixture greatly reduced the effort required to wash their clothes.

As Roman civilisation advance, so did bathing. The first of the famous Roman baths, supplied with water from their aqueducts 📍Q35, was built around 312 BC. The baths were luxurious, and bathing became very popular. And by the second century AD, the Greek physician Galen recommended soap for both medicinal and cleaning purposes.

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After the fall of Rome in 467 AD and the resulting decline in bathing habits, much of Europe felt the impact of filth on public health. This lack of personal cleanliness and related unsanitary living conditions were major factors in the outbreaks of disease 📍Q36 in the Middle Ages, and especially the Black Death of the 14th century.

Nevertheless, soapmaking became an established craft in Europe, and associations of soapmakers guarded their trade secrets closely. Vegetable and animal oils were used with ashes of plants, along with perfume, apparently for the first time. 📍Q37 Gradually more varieties of soap became available for shaving and shampooing, as well as bathing and laundering.

A major step toward large-scale commercial soapmaking occurred in 1791, when a French chemist, Nicholas Leblanc, patented a process for turning salt into soda ash 📍Q38, or sodium carbonate. Soda ash is the alkali obtained from ashes that combines with fat to form soap. The Leblanc process yielded quantities of good-quality, inexpensive soda ash.

Modern soapmaking was born some 20 years later, in the early 19th century, with the discovery by Michel Eugène Chevreul, another French chemist, of the chemical nature and relationship of fats, glycerine and fatty acids. His studies established the basis for both fat and soap chemistry, and soapmaking became a science. 📍Q39 Further developments during the 19th century made it easier and cheaper to manufacture soap.

Until the 19th century, soap was regarded as a luxury item, and was heavily taxed in several countries. As it became more readily available, it became an everyday necessity, a development that was reinforced when the high tax was removed. 📍Q40 Soap was then something ordinary people could afford, and cleanliness standards improved.

With this widespread use came the development of milder soaps for bathing and soaps for use in the washing machines that were available to consumers by the turn of the 20th century.