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Hi there.

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And thank you so much for taking this course.

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We're now going to go ahead and get into another analysis of Section three of the aisles listening exam.

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So this one is coming from book number seven and it's test three, section three from book number seven.

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As you know, I use books 7 to 14 when teaching this course.

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I like to give a mixture because there are many there are some question types that you only will see

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in the older books seven, eight, nine and ten.

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And those question types actually appear on the real exam.

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And so you want to be aware of every different type of question that you might see on the aisles listing

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exam.

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So now we're in book number seven and we're test three, section three.

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So let's go ahead and get started.

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Now, first of all, we have a field of blank question and we'll fill the blank questions.

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We always want to be aware of the language that is before and after the blank line.

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So for 21, I'm listening for language that means the same as shaped like.

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From 22.

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I'm trying to hear about where the scientists are from.

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I'm listening for that language.

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Now, this one is interesting because what we're dealing with here with this one is that we have a diagram

20
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in section three and most of the time you'll see a diagram in Section two.

21
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But that's not the same as what you have right here.

22
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This is just a diagram in section two.

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They have a map where you have to follow it.

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But here it's still a filled the blank question.

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But they're just presenting they're presenting it within a diagram format.

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And so it's very similar to the diagram question that you see for the child's reading test.

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It's the same principle.

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It's a field, a blank question within a diagram.

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But for number 23, we're going to be listening for if the float dropped into the ocean and blank by

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satellite.

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I'm listening for that language.

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Something happened by satellite 24.

33
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We're listening for the average distance.

34
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I can already predict.

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They are they're probably going to give us more than one number.

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Whenever you're dealing with an answer or a question that requires a number, you can expect them to

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give you more than one number.

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Number 25 is going to come after they mentioned something about the salinity of the water or changes

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in salinity of the water.

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And then we close it out by a multiple choice question, where you have to choose the correct answer

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choice from the box.

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So here we're dealing with at present in the near future and long term future.

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So we know these questions are going to go in order and they're going to give us synonyms for the correct

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answer choice.

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So when they give us when they talk about understanding El Nino, they're not going to say exactly at

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present or in the near future or long term future.

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They're going to paraphrase the correct answer choice of A, B or C.

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All right.

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So let's go ahead and get started.

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I'm going to go ahead and do my test right now.

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You should go ahead and pull out your book number seven and do your test on your own.

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And then you can come back and check your answers against mine.

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But I'm going to go ahead and do my test right now.

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And you can see me go through my answering process.

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And I'll go ahead also and point out for you the tricks and traps that they're doing on the exam to

56
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try to disguise when the answer is being said.

57
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So let's get started.

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Thanks to all of you for coming along today to hear about how the robotic float project is helping with

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ocean research.

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Well, first of all, we'll look at what a robotic float does and its use.

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So let's start with the device itself.

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It looks a bit like a cigar and it's about one and a half metres long.

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More importantly, it's full of equipment that's designed to collect data so it can help us in building

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up a profile of different factors which work together within the world's oceans.

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Sounds like a big project.

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Isn't it too big for one country to undertake?

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That's quite true.

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But this project is a really good example of international cooperation.

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Over the last five years, scientists from 13 countries have been taking part in the project and launching

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floats in their area of ocean control.

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And next year, this number will rise to 14 when Indonesia joins the project.

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That's impressive.

73
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But let's move on to how floats work.

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The operational cycle goes like this.

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Each of the floats is dropped in the ocean from a boat at a set point and activated from a satellite.

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Then the float immediately sinks about 2000 meters.

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That's two whole kilometers down in the water.

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It stays at this depth for about ten days and is carried around by the currents which operate in the

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ocean at this level.

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During this time, it's possible for it to cover quite large distances, but the average is 50 kilometers.

81
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So what is it actually recording?

82
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Well, at this stage, nothing.

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But as it rises to the surface, it collects all sorts of data, most importantly, variations in salinity.

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That's salt levels and the changes in temperature, a bit like underwater weather balloons.

85
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Then when it gets back to the surface, all the data is collected, is beamed up to the satellite.

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After about 5 hours on the surface, the float automatically sinks, beginning the whole process again.

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What happens to the data?

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Well, the information is transferred direct to onshore meteorological stations like our one in Hobart,

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and within 4 hours the findings can be on computers and they can be mapped and analysed.

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Before you hear the rest of the seminar, you have some time to look at questions.

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26 to 30.

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Now listen and answer questions.

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26 to 30.

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You say you're building models of the world's ocean systems, but how are they going to be used?

95
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And more importantly, when some of the data has already helped in completing projects, for example?

96
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Our understanding of the underlying causes of El Nino events is being confirmed by float data.

97
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Another way we are using float data is to help us to understand the mechanics of climate change like

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global warming and ozone depletion.

99
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That's part of an ongoing variability study, but the results are still a long way off.

100
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However, this is not the case with our ocean weather forecasting because we know from the floats what

101
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the prevailing weather conditions will be in certain parts of the ocean.

102
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We can advise the Navy on search and rescue missions.

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That's happening right now, and many yachtsmen owe their lives to the success of this project.

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In addition, the float data can help us to look at the biological implications of ocean processes.

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Would that help with preserving fish stocks?

106
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Yes, and advising governments on fisheries legislation.

107
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We're well on the way to completing a project on this.

108
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We hope it will help to bring about more sustainable fishing practices.

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We'll be seeing the results of that quite soon.

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It sounds like the data from floats has lots of applications.

111
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Yes, it does.

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It's also a powerful agricultural tool.

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If we were aware of what the weather would be like, say, next year, we could make sure that the farmers

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planted appropriate grain varieties to produce the best yield from the available rainfall.

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That sounds a bit like science fiction, especially when now we can't even tell them when a drought

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will break.

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I agree that this concept is still a long way in the future, but it will come eventually and the flow

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data will have made a contribution.

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Okay.

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So let's go ahead and go through the answer choices now.

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With this one, I'm going to go ahead and go through it question by question, doing a question by question

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analysis.

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Sometimes I do a question by question.

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At other times I'll just play it again and let you listen to the listen for the answer choices with

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the traps and tricks pointed out to you already.

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But this time we're going to go ahead and go through a question by question.

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So let's go ahead and get started.

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Thanks to all of you for coming along today to hear about how the robotic float project is helping with

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ocean research.

130
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Well, first of all, we'll look at what a robotic float does and its use.

131
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So let's start with the device itself.

132
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It looks a bit like a cigar.

133
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And it's about one and a half meters long.

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More.

135
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All right.

136
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So right there, they told us that it looks a bit like a cigar.

137
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So looks a bit like it's synonym for shaped like.

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So the answer is cigar.

139
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Now, you might not hear the word cigar that often, so it's a word that could be tricky to spell,

140
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but it's C, G, a, r, and it must be spelled exactly like that.

141
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Importantly, it's full of equipment that's designed to collect data so it can help us in building up

142
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a profile of different factors which work together within the world's oceans.

143
00:10:21,860 --> 00:10:23,980
Sounds like a big project, isn't it?

144
00:10:23,980 --> 00:10:26,380
Too big for one country to undertake?

145
00:10:26,410 --> 00:10:27,520
That's quite true.

146
00:10:27,520 --> 00:10:32,230
But this project is a really good example of international cooperation.

147
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Over the last five years, scientists from 13 countries have been taking part in the project and launching

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floats in their area of ocean control.

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And next year, this number will rise to 14.

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When?

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All right.

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And so here what we're dealing with is you're dealing with a situation where they are really trying

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to see, do you know the difference between 13 and 30?

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Can you tell the difference between 13 and 30?

155
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Now, they mentioned the word 14, but that was related to next year.

156
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Not dealing with scientists from 13 countries have worked, which means they have done it already.

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They have been working on it, but the number of 14 cannot be the answer.

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But the real trick here is, can the student tell the difference between the word 13 and the word 30?

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Indonesia joins the project.

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That's an impressive.

161
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But let's move on to how floats work.

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The operational cycle goes like this.

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Each of the floats is dropped in the ocean from a boat at a set point and activated from a satellite.

164
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We heard that one very directly and activate it from a satellite.

165
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Right.

166
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From a satellite by a satellite.

167
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Then the float immediately sinks about 2000 meters.

168
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That's two whole kilometers down in the water.

169
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It stays at this depth for about ten days and is carried around by the currents which operate in the

170
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ocean at this level.

171
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During this time, it's possible for it to cover quite large distances, but the average is 50 kilometers.

172
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So the average is 50 kilometers.

173
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Now, how did they try to trick you there?

174
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They gave several numbers.

175
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You heard 2000 kilometers.

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You heard to the two kilometers.

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You heard the number two, right.

178
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You heard several numbers, but the only number attached to the word average was 50, 50 kilometers.

179
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Now, you could just right here.

180
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CM If you spelled out kilometers, kilometers, that's fine also.

181
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So what is it actually recording?

182
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Well, at this stage, nothing.

183
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But as it rises to the surface.

184
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It collects all sorts of data.

185
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Most importantly, variations in salinity.

186
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That's salt levels and the changes in temperature a bit.

187
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So variations in salinity and then they mentioned changes in temperature.

188
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So here the real challenge is can you spell the word temperature sometimes in answer to a question.

189
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They don't try to really hide the answer because really the word they're giving you is more about your

190
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ability to spell the word.

191
00:13:28,630 --> 00:13:33,460
So sometimes they don't make it difficult to hear the answer because they're challenging challenging

192
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you on the spelling aspect of it.

193
00:13:39,960 --> 00:13:42,360
Like underwater weather balloons.

194
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Then when it gets back to the surface, all the data is collected, is beamed up to the satellite.

195
00:13:49,080 --> 00:13:55,470
After about 5 hours on the surface, the float automatically sinks, beginning the whole process again.

196
00:13:55,860 --> 00:13:57,570
What happens to the data?

197
00:13:57,960 --> 00:14:04,550
Well, the information is transferred direct to onshore meteorological stations like our one in Hobart,

198
00:14:04,560 --> 00:14:10,320
and within 4 hours the findings can be on computers and they can be mapped and analysed.

199
00:14:12,050 --> 00:14:14,360
Now listen and answer questions.

200
00:14:14,360 --> 00:14:16,220
26 to 30.

201
00:14:20,020 --> 00:14:25,350
You say you're building models of the world's ocean systems, but how are they going to be used?

202
00:14:25,360 --> 00:14:32,380
And more importantly, when some of the data has already helped in completing projects, for example?

203
00:14:32,410 --> 00:14:38,500
Our understanding of the underlying causes of El Nino events is being confirmed by float data.

204
00:14:39,430 --> 00:14:43,000
So they say that El Nino is being confirmed.

205
00:14:43,180 --> 00:14:45,940
That means right now at present.

206
00:14:48,330 --> 00:14:54,480
Now another way we are using float data is to help us to understand the mechanics of climate change

207
00:14:54,480 --> 00:14:57,330
like global warming and ozone depletion.

208
00:14:57,420 --> 00:15:02,070
That's part of an ongoing variability study, but the results are still a long way off.

209
00:15:02,830 --> 00:15:04,390
Results are a long way off.

210
00:15:04,390 --> 00:15:08,960
What is that a paraphrase for in the long term future choice.

211
00:15:08,980 --> 00:15:09,460
See?

212
00:15:11,070 --> 00:15:17,550
However, this is not the case with our ocean weather forecasting because we know from the floats what

213
00:15:17,550 --> 00:15:21,000
the prevailing weather conditions will be in certain parts of the ocean.

214
00:15:21,000 --> 00:15:27,780
We can advise the Navy on search and rescue missions that's happening right now and many yachts that's

215
00:15:27,780 --> 00:15:29,370
happening right now.

216
00:15:29,370 --> 00:15:31,990
That means what at present choice a.

217
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So you can see what these question types is all about.

218
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Listening for paraphrasing.

219
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Its men owe their lives to the success of this project.

220
00:15:41,700 --> 00:15:47,670
In addition, the flow data can help us to look at the biological implications of ocean processes.

221
00:15:47,760 --> 00:15:50,100
Would that help with preserving fish stocks?

222
00:15:50,130 --> 00:15:53,760
Yes, and advising governments on fisheries legislation.

223
00:15:53,970 --> 00:15:56,970
We're well on the way to completing a project on this.

224
00:15:57,000 --> 00:16:01,150
We hope it will help to bring about more sustainable fishing practices.

225
00:16:01,170 --> 00:16:03,510
We'll be seeing the results of that quite soon.

226
00:16:04,510 --> 00:16:07,180
We'll be seeing the results of that quite soon.

227
00:16:07,210 --> 00:16:10,930
That's a paraphrase for in the near future, the answer is be.

228
00:16:12,260 --> 00:16:15,890
It sounds like the data from floats has lots of applications.

229
00:16:15,920 --> 00:16:17,000
Yes, it does.

230
00:16:17,030 --> 00:16:20,060
It's also a powerful agricultural tool.

231
00:16:20,330 --> 00:16:26,420
If we were aware of what the weather would be like, say, next year, we could make sure that the farmers

232
00:16:26,420 --> 00:16:31,520
planted appropriate grain varieties to produce the best yield from the available rainfall.

233
00:16:31,550 --> 00:16:36,470
That sounds a bit like science fiction, especially when now we can't even tell them when a drought

234
00:16:36,470 --> 00:16:37,220
will break.

235
00:16:37,250 --> 00:16:41,660
I agree that this concept is still a long way in the future, but it will.

236
00:16:42,230 --> 00:16:42,680
All right.

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So it's a long way in the future.

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That is a paraphrase for in the long term future.

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Now, let me say this.

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Those are the answer choices, everybody.

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A, c, a, b, c.

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So I want to mention something to you about practicing very quickly.

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Many, many students don't practice the right way.

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They just take one test.

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Check the answers for right or wrong, then move to the next test.

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If you really want to get better, if you really, truly want to get better, you need to break down

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every listening test the exact same way that you see me doing it right now.

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Take the test, then go back and write out the synonym and paraphrase language that they're using.

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Point out the traps that they're using, whether they're using, referencing, or a word reordering

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or playing around with synonyms.

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Go back and break down every single listening test you do.

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Write out these tracks and trips, tricks and traps.

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Write out the way that they are using, paraphrasing.

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Do that.

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And I promise you you will get better.

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That's how you improve.

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Don't just take test.

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Check.

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Right or wrong.

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Then jump to another test.

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That's not going to make you that much better.

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All right.

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So thanks so much for joining me today.

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I hope that you've learned a lot more about how to handle Section three.

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Take care.