IELTS CAM Inspired 16 - Listening Test 2 with Practice test, Audio, Transcript, And Explanation

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IELTS CAM Inspired 16 - Listening Test 2 with Practice test, Audio, Transcript, And Explanation

Section

👂️ Bài nghe section 1

Copying photos to digital format

Requirements
Standard photographs must measure between 4 cm and 30 cm.
Each picture must be removed from its 1.
            
﻿
 and from any album.
Cost
Digitising 360 pictures costs £2.
            
﻿
, including one disk.
The finished package is dispatched after 3.
            
﻿
 has been received.
Services included in the price
Picture groups may be saved in separately named folders, such as 4.
            
﻿
.
Staff can enhance the 5.
            
﻿
 and adjust the contrast when needed.
Particularly delicate photographs are processed by 6.
            
﻿
.
Special restore service (costs extra)
An unwanted item may be deleted, or the 7.
            
﻿
 may be altered.
Problems with 8.
            
﻿
 cannot be corrected.
Other information
The usual turnaround is 9.
            
﻿
 days.
Use a cardboard container rather than one made of 10.
            
﻿
.

❓ Tapescript section 1

Copying Photos To Digital Format

NARRATOR:

You will hear a woman asking an employee about a service that converts printed photographs into digital files.

NARRATOR:

First, you have some time to look at questions 1 to 3.

NARRATOR:

Now listen carefully and answer questions 1 to 3.

EMPLOYEE:

Good morning, picture app.

EMPLOYEE:

How can I help?

WOMAN:

Hello.

WOMAN:

I noticed your advert about transferring photographs onto a disk and I was hoping you could explain the service.

EMPLOYEE:

Of course.

EMPLOYEE:

What would you like to ask?

WOMAN:

I have a whole box of family pictures that has been stored in the attic for years.

WOMAN:

Some are probably 50 or 60 years old and I want them converted into digital files.

EMPLOYEE:

Yes, we can certainly do that.

WOMAN:

Great.

WOMAN:

They come in lots of different sizes.

WOMAN:

Do you have any limits?

EMPLOYEE:

For the standard service, a photograph can be no larger than 30 cm.

EMPLOYEE:

At the other end of the scale, 4 cm is the smallest size our equipment can manage.

WOMAN:

That sounds fine.

WOMAN:

A few are still inside a frame.

WOMAN:

Should I remove them before posting everything?

EMPLOYEE:

Yes, please.

EMPLOYEE:

We cannot copy a picture while it is framed.

EMPLOYEE:

Each photograph must also be loose rather than attached to a page in an album.

WOMAN:

No problem.

WOMAN:

Could you tell me roughly what the job would cost?

WOMAN:

I think there are about 360 pictures altogether.

EMPLOYEE:

The basic package for between 300 and 400 photographs costs £195.

WOMAN:

Does that price cover the disk as well?

EMPLOYEE:

It includes one disk.

EMPLOYEE:

Additional copies are available for £5 each.

WOMAN:

Good.

WOMAN:

Am I expected to pay when I send the pictures?

EMPLOYEE:

Not at that stage.

EMPLOYEE:

We copy them first and confirm the total charge.

EMPLOYEE:

Your completed parcel is dispatched as soon as we receive the payment.

WOMAN:

I see.

NARRATOR:

Before you hear the rest of the conversation, you have some time to look at questions 4 to 10.

NARRATOR:

Now listen and answer questions 4 to 10.

EMPLOYEE:

Is there anything else you would like to know about what we offer?

WOMAN:

Yes.

WOMAN:

I have already divided the pictures into broad subject groups.

WOMAN:

Can you preserve those groups when you digitise them?

EMPLOYEE:

Certainly.

EMPLOYEE:

Each group can go into its own folder on the disk, and you are welcome to choose a title for every folder.

WOMAN:

For example, could I label one grandparents?

EMPLOYEE:

Yes, exactly.

WOMAN:

Apart from scanning them, do you make any improvements to the images?

EMPLOYEE:

We examine every picture as part of the standard package.

EMPLOYEE:

Where necessary, we can improve the colour and adjust the contrast, which often makes a noticeable difference.

WOMAN:

Some of mine are rather delicate.

WOMAN:

Is there a risk of damaging them?

EMPLOYEE:

No.

EMPLOYEE:

If a print seems especially fragile, we process it by hand.

EMPLOYEE:

We understand that old family photographs are extremely valuable to their owners.

WOMAN:

That is reassuring.

EMPLOYEE:

We can also edit a picture if requested.

EMPLOYEE:

For instance, we may be able to take out an unwanted object or alter the background.

WOMAN:

Really?

WOMAN:

I may use that service after I have checked the pictures.

WOMAN:

One more thing.

WOMAN:

Several photographs are not properly in focus.

WOMAN:

Are you able to correct that?

EMPLOYEE:

Unfortunately, that is one problem we cannot repair.

WOMAN:

All right.

EMPLOYEE:

Can I give you any other details?

WOMAN:

Yes.

WOMAN:

How long does the whole process normally take?

EMPLOYEE:

We aim to finish the copying within ten days.

WOMAN:

Fine.

WOMAN:

I will pack the photographs into a box and send them to you.

EMPLOYEE:

A sturdy cardboard box is the safest choice.

EMPLOYEE:

Plastic containers sometimes crack while they are in the post.

WOMAN:

Understood.

WOMAN:

Thank you for your help.

WOMAN:

Goodbye.

EMPLOYEE:

Goodbye.

NARRATOR:

That is the end of part one.

NARRATOR:

You now have one minute to check your answers to part one.

🔥 Đáp án & giải thích section 1

frame

Giải thích chi tiết

❓ Câu hỏi: A few are still inside a ___.

🎯 Xác định loại từ cần điền:

Sau cụm inside a cần một danh từ số ít.
Nội dung đang nói về tình trạng của các bức ảnh trước khi gửi đi ⇒ từ cần điền có thể là vật chứa / vật bao quanh bức ảnh.

✅ Đáp án đúng: frame

▶️ Bắt đầu nghe ở: câu người phụ nữ nói về việc một vài bức ảnh vẫn còn ở trong cái gì đó trước khi hỏi có cần tháo ra trước khi gửi không.

☺️ Giải thích đáp án:

Đọc câu hỏi, ta thấy từ khóa quan trọng là still inside.
Khi nghe, chú ý ngay câu của người phụ nữ: “A few are still inside a frame.”
Từ được nói trực tiếp trong bài nghe là frame, khớp hoàn toàn với chỗ trống.
Câu hỏi sau đó là “Should I remove them before posting everything?” giúp xác nhận rằng đây là khung ảnh cần tháo ra trước khi gửi.
Vì vậy, đáp án đúng là frame.

🧐 Lưu ý: ❌ album => dễ nhầm vì ngay sau đó người nhân viên nói ảnh cũng không được attached to a page in an album, nhưng đây là một yêu cầu khác, không phải thứ mà ảnh đang ở “inside a …”.

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Section

👂️ Bài nghe section 2

Before it became part of the school, Dartfield House served as

an information centre for visitors.

the home of a wealthy family.

administrative premises for the local council.

What will happen during the redevelopment?

Every building on the main campus will be renovated.

Homes will replace the present lower-school buildings.

Extra teaching blocks will be added to the lower-school campus.

Why is the school replacing its present lunch arrangement?

Pupils spend too much time waiting to be served.

The timing of afternoon lessons has recently changed.

Pupils have complained about the meals available.

What should parents do each morning?

Agree in advance which food counter their child should visit.

Check that their child's lunch card has enough credit.

Recommend the healthiest dishes to their child.

What will happen to the old canteen?

It will continue to offer a small range of meals.

It will be used only by staff.

Pupils can eat food bought elsewhere there.

List of Findings

pupils influence the menu choices

all dishes are vegetarian-friendly

the selection varies each week

the national cuisine varies from day to day

World Adventures

Street Life

Speedy Italian

Which TWO optional after-school lessons will be introduced for the first time?

swimming coaching

piano tuition

acting workshops

off-road cycling

stage sound and lighting

❓ Tapescript section 2

Dartfield House School

You will hear the head teacher of Dartfield House School speaking to parents about changes at the school.

First, you have some time to look at questions 11 to 15.

Now listen carefully and answer questions 11 to 15.

Good morning and thank you for joining us.

I want to explain several developments at the school that will affect your children.

Our buildings were put up at very different times.

Some date from the 1970s while others are less than five years old and Dartfield House itself is more than a hundred years old.

A businessman named Neville Richards commissioned it as a residence for his family but he died before the work was finished.

The person who inherited it sold it to the local council which used the building as administrative offices.

There was later a proposal to turn it into a visitor information centre but funding was unavailable.

Instead, the house became the starting point for this school when it opened 40 years ago.

As the population nearby has expanded, the school has grown too.

I can now update you on the lower school campus which lies across the road from the main one.

We have received permission to develop both pieces of land.

The younger pupils will transfer to purpose-built accommodation on the main campus while the present lower school buildings will make way for a housing development.

Construction of the new school facilities should begin in the next few months.

A change that will happen sooner involves lunchtime catering.

Our current canteen remains popular and is frequently filled to capacity so the food itself is certainly not the issue.

The difficulty is that a single counter serves everyone.

Long queues means some pupils have very little time to eat before afternoon classes begin.

To solve this a new food hall will open next week with several separate counters.

To keep things moving smoothly, please talk to your children each morning and help them choose the kind of meal they want before they arrive.

They can then go directly to the appropriate counter.

All the meals will be healthy and the online system for adding money to each child's lunch card will continue unchanged.

You may also be wondering about the old canteen.

Its tables and chairs will remain and pupils may use the room to eat either a meal collected from the food hall or a packed lunch brought from home.

We may eventually use part of the space for storage but we will first monitor how many pupils continue to eat there.

Before you hear the rest of the talk you have some time to look at questions 16 to 20.

Now listen and answer questions 16 to 20.

Let me return to the individual counters in the food hall.

Each one will sell side dishes, desserts and drinks in addition to its main courses.

The first counter, World Adventures, will feature food from a different country every day.

It might offer Chinese dishes on Monday and Lebanese dishes on Tuesday for example.

The full schedule will be arranged a week ahead so pupils can see the choices for every day of that week.

Street life will also have an international focus, presenting food from three cultures at any one time.

Pupils will be invited to propose ideas for the menus.

We might begin with Thai, Ethiopian and Mexican dishes then replace one of those with Jamaican food for a week or two.

Speedy Italian is designed especially for pupils who avoid meat and fish.

Every item served at that counter will be suitable for vegetarians although there will still be enough variety to keep the menu interesting.

That covers the food hall so I will finish with our optional after school programme.

Swimming lessons are already so popular that there is a waiting list and off-road cycling remains another established favourite.

We also currently train pupils to operate the sound and lighting equipment in our performance centre.

Two additions are planned.

Acting sessions will begin in the centre where pupils can attend for enjoyment or prepare for an annual play.

In addition, a former pupil has donated a fine grand piano allowing us to offer piano tuition here for the first time rather than sending learners to the local college.

That is the end of part two.

You now have one minute to check your answers to part two.

🔥 Đáp án & giải thích section 2

Giải thích chi tiết

❓Câu hỏi: Before it became part of the school, Dartfield House served as

✅ Đáp án đúng: C. administrative premises for the local council.

▶️ Bắt đầu nghe ở: Đoạn người nói kể lại lịch sử sử dụng của Dartfield House sau khi chủ đầu tiên qua đời: “The person who inherited it sold it to the local council …”

☺️ Giải thích đáp án:

Đọc câu hỏi, xác định từ khóa cần nghe: before it became part of the school và served as (= trước khi trở thành một phần của trường, tòa nhà này được dùng làm gì).
Trong audio, người nói nhắc đến các giai đoạn khác nhau của Dartfield House theo trình tự thời gian, nên cần nghe kỹ mốc ngay trước khi nó trở thành trường học.
Đầu tiên, tòa nhà được xây làm “a residence for his family” → đây là mục đích ban đầu, nhưng không phải chức năng mà nó thực sự phục vụ ngay trước khi thành trường.
Sau đó, người thừa kế bán nó cho hội đồng địa phương, và audio nói rõ hội đồng “used the building as administrative offices”.
Tiếp theo mới có chi tiết: có đề xuất biến nó thành visitor information centre, nhưng kế hoạch này không thực hiện được vì thiếu kinh phí.
Vì vậy, chức năng thực tế của Dartfield House trước khi trở thành một phần của trường là trụ sở hành chính của hội đồng địa phương → chọn C.

🧐 Lưu ý: ❌ A. an information centre for visitors. => Đây chỉ là kế hoạch được đề xuất: “There was later a proposal … but funding was unavailable”, nên không hề trở thành hiện thực. ❌ B. the home of a wealthy family. => Đây là mục đích xây dựng ban đầu: “commissioned it as a residence for his family”, nhưng người chủ chết trước khi công trình hoàn thành, nên dễ nhầm với chức năng thực tế của tòa nhà.

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Section

👂️ Bài nghe section 3

According to the article Luke read, forgetting most dreams may prevent us from

overloading our memory with information.

confusing dreamed experiences with real events.

storing details that have little importance.

What conclusion do both students reach about dreams that seem to predict events?

Apparent matches may be accidental.

They occur only with particular kinds of event.

They are more common than people realise.

What does Susie say about the study of daytime naps among young children?

Its findings led to considerable disagreement.

Its research method was badly designed.

It produced no firm answer.

What difficulty did both students experience in their previous assignment?

dealing with statistical data

preparing an action plan

evaluating the quality of their own work

Assignment plan

STEP 1: Choose a research question

Is total sleep time related to the number of dreams recalled?

STEP 2: Select the participants

Twelve students from the ﻿ department

STEP 3: Choose the method

Self-reporting

STEP 4: Set the procedure

Responses recorded on ﻿﻿

STEP 5: Follow ethical requirements

- Check the rules for studies involving ﻿.
- Complete a risk assessment and minimise ﻿﻿

STEP 6: Process the data

Work out the correlation and present it in a ﻿.

STEP 7

﻿ the research

❓ Tapescript section 3

Assignment On Sleep And Dreams

NARRATOR:

You will hear two psychology students, Susie and Luke, discussing an assignment about sleep and dreams.

NARRATOR:

First, you have some time to look at questions 21 to 24.

NARRATOR:

Now listen carefully and answer questions 21 to 24.

SUSIE:

So, Luke, our next psychology assignment has to focus on sleep and dreams.

LUKE:

Yes.

LUKE:

I have just read an article explaining why so many dreams disappear from our minds shortly after we wake.

LUKE:

Most of mine are not especially interesting, but the writer's argument was that remembering every dream could make us confuse imagined experiences with events that really happened.

LUKE:

Forgetting them therefore acts as a kind of safeguard.

LUKE:

I had always thought the problem was simply that our memory had too little capacity for all that information.

SUSIE:

That was my assumption, too.

SUSIE:

What is your view of the claim that dreams can tell us what will happen in the future?

LUKE:

Belief in that idea appears in cultures all around the world.

SUSIE:

True, and many people can describe a dream that later seem to come true.

SUSIE:

But one explanation is that thousands of our dreams never match later events, and those are ignored or forgotten.

SUSIE:

We only notice the rare cases when something we see or do in real life brings an old dream back to mind.

LUKE:

Exactly, so the match is really down to chance.

LUKE:

I also read about segmented sleep.

LUKE:

According to the theory, people centuries ago would wake during the night, talk or have something to eat, and then return to bed.

LUKE:

I decided to try it.

SUSIE:

What made you do that?

LUKE:

Apparently it can improve creativity, though I am not sure why.

LUKE:

I stopped after a week because the routine simply did not suit my lifestyle.

SUSIE:

Young children often nap during the day, of course.

SUSIE:

Some students here carried out a study last term to discover the age when preschool children should stop.

SUSIE:

They spent a long time selecting an appropriate research method, but the data showed no clear pattern, so they could not reach a firm answer.

LUKE:

Right?

LUKE:

We should think about our own assignment now.

LUKE:

In the previous one, I found the final stage difficult, because we had to judge how successful our work had been and explain that judgment.

LUKE:

I also had some trouble producing the action plan.

SUSIE:

Planning was fine for me, but I lost marks on that self-assessment stage as well.

SUSIE:

My biggest difficulty, though, was the statistical analysis.

LUKE:

I see.

NARRATOR:

Before you hear the rest of the discussion, you have some time to look at questions 25 to 30.

NARRATOR:

Now listen and answer questions 25 to 30.

SUSIE:

Shall we work through the plan for this assignment?

LUKE:

Good idea.

SUSIE:

We need to begin with a research question.

SUSIE:

How about this?

SUSIE:

Is there a relationship between the number of hours someone sleeps and the number of dreams they remember?

LUKE:

That works.

LUKE:

Next, we have to select our participants.

LUKE:

Would about 12 students be enough?

SUSIE:

Yes.

SUSIE:

Should we recruit other people from the psychology department?

LUKE:

I would rather choose a different subject area.

LUKE:

What about history?

SUSIE:

History students might have some interesting dreams.

SUSIE:

We could also consider literature students.

LUKE:

I do not really know anyone studying literature.

SUSIE:

All right.

SUSIE:

We will drop that suggestion.

SUSIE:

Then we need to choose our methodology.

SUSIE:

Observation is one possibility, but it does not seem suitable here.

LUKE:

No, I think it has to be self-reporting.

LUKE:

We could ask the participants to complete the questions online.

SUSIE:

Since they need to respond immediately after waking, while they are still half asleep, paper would probably be more practical.

LUKE:

Agreed.

LUKE:

We must also consult the ethical guidelines for this kind of investigation.

SUSIE:

Yes, because the study involves humans, and research with people is governed by particular rules.

LUKE:

I checked those rules for an earlier assignment.

LUKE:

One section deals with assessing risk, and another says that any unnecessary stress for participants must be kept to a minimum.

SUSIE:

Let us hope the study does not give them nightmares.

LUKE:

Quite.

SUSIE:

After collecting the data, we will analyze it and calculate the correlation between our two variables, sleep duration and the number of dreams.

SUSIE:

Then we can display the findings visually in a graph.

LUKE:

Right.

LUKE:

The final step is to reflect on the research and evaluate it.

LUKE:

That all seems fairly straightforward.

SUSIE:

Yes.

SUSIE:

So now let's…

NARRATOR:

That is the end of part three.

NARRATOR:

You now have one minute to check your answers to part three.

🔥 Đáp án & giải thích section 3

Giải thích chi tiết

❓Câu hỏi: According to the article Luke read, forgetting most dreams may prevent us from

✅ Đáp án đúng: B. confusing dreamed experiences with real events.

▶️ Bắt đầu nghe ở: Đoạn Luke nhắc đến bài báo anh ấy vừa đọc và giải thích lý do nhiều giấc mơ biến mất sau khi thức dậy: “I have just read an article explaining why so many dreams disappear from our minds shortly after we wake.”

☺️ Giải thích đáp án:

Đọc câu hỏi, xác định từ khóa cần nghe: forgetting most dreams, may prevent us from (= việc quên phần lớn giấc mơ giúp ngăn chúng ta khỏi điều gì).
Ngay sau đó, Luke nói ý chính của bài báo: nếu nhớ mọi giấc mơ, chúng ta có thể “confuse imagined experiences with events that really happened”.
Cụm này tương đương với đáp án B: confusing dreamed experiences with real events.
Vì vậy, bài báo cho rằng việc quên bớt giấc mơ là một biện pháp bảo vệ, giúp ta không nhầm lẫn giữa điều mơ thấy và điều thực sự xảy ra.

🧐 Lưu ý: ❌ A. overloading our memory with information. => Đây là điều Luke từng nghĩ trước đây: “I had always thought…”, không phải kết luận của bài báo. ❌ C. storing details that have little importance. => Audio không nói việc quên mơ là để tránh lưu các chi tiết không quan trọng; đây là đáp án dễ đoán theo nghĩa chung nhưng không đúng thông tin nghe được.

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Section

👂️ Bài nghe section 4

Health benefits of dance

Recent findings
Every type of dance triggers hormones connected with positive feelings.
Taking part with other people improves mood more than dancing by oneself.
In an experiment involving university students, dancing increased 31.
            
﻿
.
For people with mental health conditions, dance might be prescribed as 32.
            
﻿
.
Benefits of dance for older people
People can participate even when their level of 33.
            
﻿
 is low.
Gentle dancing can support heart health.
Improved 34.
            
﻿
 makes falls and related injuries less likely.
Remembering sequences trains the 35.
            
﻿
 to work more quickly.
Participants can experience a broader improvement in well-being.
People gain more 36.
            
﻿
 to remain active in everyday life.
Group dancing can reduce the 37.
            
﻿
 often experienced in later life.
Benefits of Zumba
A forty-minute session uses approximately as many 38.
            
﻿
 as some demanding workouts.
Findings reported in the American Journal of Health Behavior
Women with 39.
            
﻿
 benefited from attending Zumba regularly.
For the participants, continued attendance became a 40.
            
﻿
.

❓ Tapescript section 4

Health Benefits Of Dance

You will hear part of a lecture about the health benefits of dancing.

First, you have some time to look at questions 31 to 40.

Now listen carefully and answer questions 31 to 40.

People everywhere dance when they are celebrating or simply enjoying themselves.

Moving in response to music is found in every culture.

What researchers have only recently begun to recognize, however, is that dance does more than lift our mood.

It can also have substantial benefits for our health.

Like other kinds of physical activity, dancing releases hormones such as dopamine, which help us feel calm and happy.

At the same time, it can lower levels of stress and anxiety.

Dance is usually a social experience as well, and that interaction appears to add to the positive feelings it creates.

One study compared two situations, people dancing alone at home while following a video, and people taking part together in a studio class.

Those who danced with a group said that their mood improved while the participants who danced by themselves reported no comparable change.

Researchers from the universities of York and Sheffield conducted another experiment with students.

Each participant spent five minutes in a laboratory listening to music and chose one of three activities, sitting still, pedaling an exercise bike or dancing.

Everyone completed thinking tasks both before and afterwards.

On the later problem-solving exercises, the dancers demonstrated a much higher level of creativity.

Dr. Lovat at the University of Hertfordshire has suggested another application.

He believes doctors could prescribe dance as therapy for people with mental health difficulties, including depression.

Dance is already known to encourage teenage girls to exercise, but it can be equally valuable for people in their 60s and older.

A major advantage is its accessibility.

Nearly anyone can join in, even when their level of fitness is quite low.

It is particularly useful for older adults who cannot or prefer not to run or complete demanding workouts.

A study published in 2015 found that even gentle dancing supports a healthy heart.

Other evidence shows that it can reduce falls and the resulting injuries, such as a broken hip, because regular practice improves balance.

Some benefits are less obvious.

Dance challenges the mind as well as the body, since participants must concentrate on remembering steps and sequences.

This is valuable in later life because it trains the brain to process information more quickly and retain more of it.

Current studies also indicate that older dancers experience an improved sense of well-being for as long as a week after a class.

They often feel less tired and report greater motivation to remain active through everyday tasks, such as gardening or walking to local shops and parks.

Ballroom and country dancing, which are both popular among older adults, take place in groups, partners cooperate, make physical contact and communicate on the dance floor.

These experiences help people form new relationships and can ease the isolation that affects many older people.

I also examined Zumba, an aerobic workout using Latin American dance movements.

Around 15 million people in 180 countries now attend classes regularly.

Professor John Porcari of the University of Wisconsin studied experienced female participants and found that a 40-minute class burns roughly 370 calories.

That is comparable with fairly demanding activities such as step aerobics and kickboxing.

Research published in the American Journal of Health Behavior followed women with obesity who attended Zumba three times a week for 16 weeks.

On average, they lost 1.2 kilograms and reduced their body fat percentage by one point.

More importantly, they enjoyed the sessions enough to make attendance a habit, continuing to go at least once a week.

That level of commitment is unusual in an aerobic exercise program.

Dance will not produce the same physical gains as a high-intensity workout, but it is likely to become even more popular because it offers such an enjoyable way to stay fit.

That is the end of part four.

You now have one minute to check your answers to part four.

🔥 Đáp án & giải thích section 4

creativity

Giải thích chi tiết

❓ Câu hỏi: Health benefits of dance – On the later problem-solving exercises, the dancers demonstrated a much higher level of ___.

🎯 Xác định loại từ cần điền:

Sau cụm a much higher level of cần một danh từ.
Cụm từ phía trước là problem-solving exercises nên thông tin cần điền sẽ là một khả năng tư duy / kỹ năng nhận thức được cải thiện sau khi nhảy.

✅ Đáp án đúng: creativity

▶️ Bắt đầu nghe ở: đoạn nói về một thí nghiệm với sinh viên của các nhà nghiên cứu từ đại học York và Sheffield.

☺️ Giải thích đáp án:

Trước khi nghe, xác định từ khóa chính là later problem-solving exercises và a much higher level of.
Khi nghe, chú ý đoạn mô tả thí nghiệm: sinh viên chọn một trong ba hoạt động như ngồi yên, đạp xe, hoặc nhảy.
Sau đó, bài nghe nói: “Everyone completed thinking tasks both before and afterwards.” → nghĩa là tất cả đều làm bài kiểm tra tư duy trước và sau hoạt động.
Thông tin đáp án xuất hiện ngay sau đó: “On the later problem-solving exercises, the dancers demonstrated a much higher level of creativity.”
Cụm trong bài nghe khớp trực tiếp với câu hỏi, nên đáp án đúng là creativity.

🧐 Lưu ý: ❌ brain => xuất hiện ở phần sau của bài nghe khi nói về older adults và việc khiêu vũ giúp rèn luyện não bộ, không phải kết quả của thí nghiệm này. ❌ fitness => dễ bị nhầm vì thí nghiệm có hoạt động exercise bike, nhưng câu hỏi hỏi về kết quả bài giải quyết vấn đề, không phải thể lực.

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