Hi there, everyone.
It's great to be with you again.
We're going to now go over another Section four of the Isles listening exam.
Please note that the first set of questions are all multiple choice.
And I've put right here a note that explains how to really do a multiple choice question.
Some of you need a refresher about what to watch out for and how to really answer this type of multiple
choice question.
You can see I've already highlighted the keywords in the questions that I'm going to be listening for
because those those words are so important because the correct answer choice will connect to that key
word language from the question.
Now, in addition to multiple choice questions, we also have another type of multiple choice question,
which is where you have the answer choices in a box.
A.
B.
C.
D.
E.
F.
And then you have the information in the different questions below.
37, 38, 39 and 40.
Now again, here I have a note that explains the strategy for doing this question type in case you need
a refresher.
But let me tell you this.
We're in Section four, and I know you probably have seen this question type in Section two and Section
three, but what really makes it different in in section number four is that they will use synonym language
for the answers that are in the box and they will use synonym language for the question language.
Now it goes in order, but they're not going to say this exact language.
A person interviewed in the street, they're not going to say that exact language.
They're going to paraphrase it to try to disguise when they're giving the question.
But again, it goes in order 37, 38, 39 and 40.
So first of all, you have to recognize that they're saying the information in the question.
Then you have to recognize which answer choice they're connecting to that question.
And it's all about paraphrasing and synonyms.
All right.
So let's go ahead and get started.
I'm going to go ahead and do mine first.
This is from book eight, Test two, Section four.
This is from book eight.
Test two, Section four.
So you should go ahead and take out your book and do your.
Test right now.
And then you can come back and check for the analysis, for the questions that you got wrong or for
just more explanation about the tricks and the traps that they're using.
All right.
I'm going to get started right now.
I've been doing some research into what people in Britain think of doctors, the ones who work in general
practice, the first call for medical care and comparing this with the situation in a couple of other
countries.
I want to talk about the rationale behind what I decided to do.
Now I had to set up my program of research in three different countries.
So I approached postgraduates in my field in overseas departments, contacting them by email to organise
things for me at their end.
I thought I would have trouble recruiting help, but in fact everyone was very willing and sometimes
their tutors got involved too.
I had to give my helpers clear instructions about what kind of sample population I wanted them to use.
I decided that people under 18 should be excluded because most of them are students or looking for their
first job.
And also, I decided at this stage just to focus on men who were in employment and set up something
for people who didn't have jobs and for employed women later on as a separate investigation.
I specifically wanted to do a questionnaire and interviews with a focus group with the questionnaire,
rather than limiting it to one specific point.
I wanted to include as much variety as possible.
I know questionnaires are a very controlled way to do things, but I thought I could do taped interviews
later on to counteract the effects of this.
And the focus group may also prove useful in future by targeting subjects I can easily return to, as
the participants tend to be more involved.
So I'm just collating the results now.
At the moment it looks as if in the UK, despite the fact that newspapers continually report that people
are unhappy with medical care.
In fact, it is mainly the third level of care which takes place in hospitals that they are worried
about.
Government reforms have been proposed at all levels.
And although their success is not guaranteed, long term hospital care is in fact probably less of an
issue than the media would have us believe.
However, I've still got quite a bit of data to look at.
Certainly I will need to do more far reaching research than I had anticipated in order to establish
if people want extra medical staff invested in the community or if they want care to revert to fewer
but larger key medical units.
The solution may well be something that can be easily implemented by those responsible in local government
with central government support.
Of course, this first stage has proved very valuable, though I was surprised by how willing most of
the subjects were to get involved in the project.
I had expected some unwillingness to answer questions honestly, but I was taken aback and rather concerned
that something I thought I'd set up very well didn't necessarily seem that way to everyone in my own
department.
I thought you might also be interested in some of the problems I encountered in collecting my data.
There were odd cases that threw me.
One of the subjects who I had approached while he was out shopping in town decided to pull out when
it came to the second round.
It was a shame as it was someone who I would like to have interviewed more closely.
And one of the first year students I interviewed wanted reassurance that no names would be traceable
from the answers.
I was so surprised because they think nothing of telling you about themselves and their opinions in
seminar groups.
Then one of the people that I worked with got a bit funny.
The questions were quite personal.
And one minute he said he'd do it.
Then the next day he wouldn't.
And in the end, he did do it.
It's hard not to get angry in that situation.
But I tried to keep focused on the overall picture in order to stay calm.
The most bizarre case was a telephone interview I did with a teacher at a university in France.
He answered all my questions in great detail.
But then when I asked how much access he had to dangerous substances, he wouldn't tell me exactly what
his work involved.
Okay, let's go ahead and give the answer choices.
Number 31 is B.
The shift to the question was when she said I had to set up a programme of research.
Then she said in three different countries she approached postgraduates in her field in overseas departments.
That is a paraphrase for choice.
B Help from students.
Students is the synonym for of students is postgraduate.
Right.
Overseas departments is other countries.
Now, she said.
Sometimes their tutors got involved.
So the answer is not see because see, says her tutor.
But she said there tutors.
And he has not mentioned.
Number 32 is B.
First, we had the shift from 31 to 32.
She said she had to give clear instruction on the kind of sample population.
She said under 18 is excluded looking for their first job so it's not a.
She also said employed women later on so it's not C the answer is B because she said just focus on men
who were in employment.
And employment, which means working.
But that's very tricky because a lot of you may have heard unemployment, but they said in employment.
Number 33, the shift from 32 to 33 specifically wanted to do a questionnaire.
Now we know we're in question 33 include as much variety as possible.
That's why the answer is a she said taped interviews later.
That means that see rather than limit to one point.
That means the answer cannot be be.
Right.
Which says limit rather than limit is what she said.
Number 34.
These shifts, she said, collating results now.
That's how we know we're now doing number 34.
The answer is a, despite newspaper reports of people being unhappy.
In fact, the third level of care in hospital they're worried about.
So when she said despite newspaper reports of people being unhappy, that means that's the paraphrase
of current concerns are misrepresented by the press.
And then, of course, she said some words that can try to attract you to a wrong answer choice.
Like for number 34.
You probably heard her say the word government.
You heard her say the word reforms.
You heard her say the word hospital.
You heard her say the word level.
She said a lot of those exact words from choices B and C, but she did not say the full answer for B
or C, she just said some key words like the word reform and the word government were said in the same
sentence.
Right.
So you have to be aware of that be aware of that trap because they know a lot of students are thinking,
I heard this exact words.
That means the answer must be this correct answers will use synonyms.
The correct answer for 34 was paraphrased.
Number 35.
The correct answer is see the shift.
Quite a bit of data to look at.
That's how we know we're now in question 35.
The answer is C, because she said if people want extra medical staff invested in community or that
means prefer fewer larger medical units.
That's a paraphrase for choice.
C.
She said the solutions might be can be implemented by local government and central.
It's not a because she didn't say that she's going to present her findings to them.
You just heard the word government.
Right.
And also you heard the word extra, which some students might choose be because, hey, I heard the
word extra, but she did not say decide the level of extra funding needed.
So please stop picking exact language number 36.
The shift first stage proved very valuable.
That means she's going to talk about what she learned.
So we know we're shifting.
Answer C was taken aback or taken aback, which means that I was surprised in a negative way.
What she set up was it was not what she set up that didn't seem that way to the part, to the department.
She was surprised how willing people were to get involved.
I mean, the answer is not be and choice A was not mentioned.
Now for this one.
It happened exactly how I told you.
They paraphrased the question language approach while shopping in town.
That's how we knew.
We're doing 37, one of the first year students.
That's how we knew we're doing 38.
One of the people I work with, a colleague in her department, that was the paraphrase teacher at a
university in France paraphrase a tutor in a foreign university.
Right.
And maybe she said tutor in a foreign university number 37.
The paraphrase decided to pull out when it came to second round.
That is a paraphrase of choice.
B decided to stop participating.
38 wanted reassurance that no names are traceable.
That's a paraphrase of F was worried about confidentiality.
39 one minute said I do it.
Next minute, said Wooden.
Finally did it.
That is a paraphrase for choice.
DH kept changing their mind about participating and 40.
He wouldn't tell me what his work involved.
That's C a paraphrase for C refused to tell Shona about their job.
Now I hope you didn't fall for the trap that was said between question believe it was between two of
the questions.
Right?
There was a trap between, I think 39 and 40.
Or may have been between 38 and 39, but there was a trap that you should not have fallen for.
She said It's hard not to get angry, but I focused.
Right.
So some of you may have said, oh, she said the word angry, so I'm going to choose E, but she was
talking about herself when she said it's hard not to get angry, but I focused.
She was talking about herself, not one of the participants.
So you can't choose E as an answer choice.
All right.
So I hope this was very helpful for you.
Thank you so much for joining me.
I'm going to go ahead and play it one more time so you can listen to it with me as I'm going through
and checking my answer choices while looking at the trap language and the answer language that they
used.
I've been doing some research into what people in Britain think of doctors, the ones who work in general
practice, the first call for medical care and comparing this with the situation in a couple of other
countries.
I want to talk about the rationale behind what I decided to do.
Now I had to set up my program of research in three different countries.
So I approached postgraduates in my field in overseas departments, contacting them by email to organise
things for me at their end.
I thought I would have trouble recruiting help, but in fact everyone was very willing and sometimes
their tutors got involved too.
I had to give my helpers clear instructions about what kind of sample population I wanted them to use.
I decided that people under 18 should be excluded because most of them are students or looking for their
first job.
And also, I decided at this stage just to focus on men who were in employment and set up something
for people who didn't have jobs and for employed women later on as a separate investigation.
I specifically wanted to do a questionnaire and interviews with a focus group with the questionnaire,
rather than limiting it to one specific point.
I wanted to include as much variety as possible.
I know questionnaires are a very controlled way to do things, but I thought I could do taped interviews
later on to counteract the effects of this.
And the focus group may also prove useful in future by targeting subjects I can easily return to, as
the participants tend to be more involved.
So I'm just collating the results now.
At the moment it looks as if in the UK, despite the fact that newspapers continually report that people
are unhappy with medical care.
In fact, it is mainly the third level of care which takes place in hospitals that they are worried
about.
Government reforms have been proposed at all levels.
And although their success is not guaranteed, long term hospital care is in fact probably less of an
issue than the media would have us believe.
However, I've still got quite a bit of data to look at.
Certainly I will need to do more far reaching research than I had anticipated in order to establish
if people want extra medical staff invested in the community or if they want care to revert to fewer
but larger key medical units.
The solution may well be something that can be easily implemented by those responsible in local government
with central government support.
Of course.
This first stage has proved very valuable, though I was surprised by how willing most of the subjects
were to get involved in the project.
I had expected some unwillingness to answer questions honestly, but I was taken aback and rather concerned
that something I thought I had set up very well didn't necessarily seem that way to everyone in my own
department.
I thought you might also be interested in some of the problems I encountered in collecting my data.
There were odd cases that threw me.
One of the subjects who I had approached while he was out shopping in town decided to pull out when
it came to the second round.
It was a shame as it was someone who I would like to have interviewed more closely.
And one of the first years students I interviewed wanted reassurance that no names would be traceable
from the answers.
I was so surprised because they think nothing of telling you about themselves and their opinions in
seminar groups.
Then one of the people that I worked with got a bit funny and the questions were quite personal.
And one minute he said he'd do it.
Then the next day he wouldn't.
And in the end, he did do it.
It's hard not to get angry in that situation.
But I tried to keep focused on the overall picture in order to stay calm.
The most bizarre case was a telephone interview I did with a teacher at a university in France.
He answered all my questions in great detail.
But then when I asked how much access he had to dangerous substances, he wouldn't tell me exactly what
his work involved.
Now, let me say that when you are practising at home, don't be one of those students who just takes
one test, checks the answers, and jumps to the next test.
You're not improving that way.
The way you improve is by doing exactly what I just did here.
You take the test.
You can check your answers.
And then whether you got an answer wrong or right.
Break each question down.
Pull out the synonym language that was used.
Identify the traps that they used.
That's how you use these listening passages to get better.
Please take that advice.
All right.
Take care and have a great day.