IELTS 雅思 聽力原創模擬試題 2

A: Welcome to Greenwood Nature Reserve. I'm Tomas. How can I help you today? B: Hi Tomas, I'm calling to enquire about the weekend photography workshop. My name is Aisha Al-Mansoori. That's A-L, hyphen, M-A-N-S-O-O-R-I. A: Thanks Aisha. Let me just type your surname into our booking system: A-L, hyphen, M-A-N-S-O-O-R-I. Got it. Now, we have a couple of dates available. Are you looking at the one on the 14th of October? B: Actually, I have a family event that day. I'd like to book the one on the 28th of October instead. A: Perfect, October 28th. That's our Landscape Masterclass. It runs from 1:30 to 5:00 in the afternoon. We used to finish at 4:30, but we've extended the session to give people more time. B: That sounds great. What's the price for the session? A: The standard fee is 85 pounds, but we have a student discount which makes it 65 pounds. B: Excellent, I have a valid student card, so 65 pounds is perfect. Can I give you my phone number for the registration? It's 07700 900342. A: Let me read that back: 07700 900342. Got it. And please remember you'll need to bring a tripod. We provide other equipment like professional lenses, but everyone must bring their own tripod. B: I have one of those, so that's fine. Is any food provided during the afternoon? A: Since it's an afternoon session, lunch isn't included, but we do offer a free snack. You can choose either a fruit platter or a slice of chocolate cake. B: Chocolate cake, definitely! I can't resist that. A: Excellent choice. For the workshop, we'll meet at the Lakeside Cafe. Don't go to the Visitor Centre, as that's where the morning session gathers. Also, since we'll be doing long exposures of the waterfall, make sure you wear waterproof boots as the path gets very wet. And it's a good idea to wear a warm jacket because it gets quite cold by the water. Don't bring an umbrella, though, as it gets in the way of the camera gear. B: Got it. Waterproof boots and a warm jacket. No umbrella. Thanks so much for your help, Tomas! [Q1] Surname: ________

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A：歡迎來到綠木自然保護區。我是湯瑪斯。今天有什麼我可以幫忙的嗎？ B：嗨，湯瑪斯。我打來是想諮詢週末攝影工作坊的事。我的名字是艾莎．阿勒曼蘇里（Aisha Al-Mansoori）。拼法是 A-L、連字號、M-A-N-S-O-O-R-I。 A：謝謝妳，艾莎。讓我把妳的姓氏輸入到我們的預約系統中：A-L、連字號、M-A-N-S-O-O-R-I。好了。目前我們有幾個日期可以選擇，妳考慮的是 10 月 14 日那一場嗎？ B：其實我那天有家族活動。我想改預約 10 月 28 日那一場。 A：好的，10 月 28 日。那是我們的風景大師班。時間是下午 1 點半到 5 點。我們以前是 4 點半結束，但為了讓大家有更多時間，我們延長了課程。 B：聽起來太棒了。這堂課的費用是多少呢？ A：一般費用是 85 英鎊，但我們有學生優惠，折抵後是 65 英鎊。 B：太好了，我有有效的學生證，所以 65 英鎊很可以。我可以給妳登記用的電話號碼嗎？號碼是 07700 900342。 A：我再確認一次：07700 900342。沒錯。還有請記得您需要自備三腳架。我們會提供專業鏡頭等其他設備，但每個人都必須帶自己的腳架。 B：我有一個腳架，所以沒問題。下午期間有提供任何食物嗎？ A：因為這是下午的課程，所以不包含午餐，但我們確實有提供免費點心。您可以選擇水果拼盤或一片巧克力蛋糕。 B：絕對是巧克力蛋糕！我無法抗拒那個。 A：很好的選擇。工作坊的集合地點在湖畔咖啡廳。請不要去遊客中心，因為那是上午場集合的地方。另外，因為我們會對瀑布進行長時間曝光拍攝，請務必穿著防水靴，因為步道會非常濕。此外，建議穿件保暖外套，因為水邊會蠻冷的。不過請不要帶雨傘，因為這會妨礙相機設備。 B：明白了。防水靴和保暖外套。不帶雨傘。非常感謝你的幫忙，湯瑪斯！

(Shared with Q1.) [Q2] Date of workshop: ________

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（與第 1 題共用。）[第 2 題] 工作坊日期：________

(Shared with Q1.) [Q3] Price: £________

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（與第 1 題共用）[第 3 題] 價格：£________

(Shared with Q1.) [Q4] Contact number: ________

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（與第 1 題共用。） [第 4 題] 聯絡電話：________

(Shared with Q1.) [Q5] Essential equipment to bring: a ________

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（與第 1 題共用）[第 5 題] 必須攜帶的裝備：________

(Shared with Q1.) [Q6] What time does the afternoon photography session finish?

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（與第 1 題共用音檔。）[第 6 題] 下午的攝影課程幾點結束？

(Shared with Q1.) [Q7] Which complimentary snack does Aisha choose?

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（與第 1 題共用。）[第 7 題] 艾莎選擇了哪一種免費附贈的點心？

(Shared with Q1.) [Q8] Where will Aisha's photography group meet?

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（與第 1 題共用。）[第 8 題] 艾莎的攝影小組將在哪裡集合？

(Shared with Q1.) [Q9] What is the main subject Aisha's group will photograph?

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（與第 1 題共用。）[第 9 題] Aisha 的小組主要要拍攝的主題是什麼？

(Shared with Q1.) [Q10] Which TWO items of clothing or gear does the booking agent recommend bringing or wearing?

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（與第 1 題共用）[第 10 題] 預訂專員建議攜帶或穿著哪兩樣衣物或裝備？

Hello everyone, and welcome back to the newly renovated Marigold Heritage Centre. I’m Amara, the head coordinator here, and I'm absolutely delighted to show you around our fresh new space today. Before we head off, let me give you a quick layout of the building so you don't get lost. Currently, we are standing in the main entrance foyer. As you step through the main entrance doors, the first room you'll see directly on your left, which used to be the old ticket booth, is now our newly designed Information Desk. Please head there to collect your maps and programmes. Now, right in the centre of the building, completely open to the sky, is our stunning Courtyard Garden, which is a lovely spot to sit and relax. If you walk just past the Information Desk, continuing along that left-hand wall towards the back, you'll find our expanded Gift Shop—we originally planned a multimedia room for that space but decided the shop needed more room for local crafts. On the opposite side of the building, occupying the entire long wing on your right-hand side, is the Local History Exhibition. We did think about putting the Children's Play Area there, but we really needed a vast area to display our historic artifacts properly. If you walk straight down the central corridor, passing right by the central garden, you'll reach the very back of the building. We initially planned to put the audio-visual theatre there, but instead, we've installed our brand new Cafeteria. Actually, let me correct myself, the theatre is actually in the quiet room next door to it on the left, but the room directly at the end of that main central corridor is indeed where you can sit down for a warm meal. Now, a bit about our journey... [Q11] Position 1 — the room immediately on your left upon entering

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大家好，歡迎回到全新翻修的金盞花歷史文化中心（Marigold Heritage Centre）。我是這裡的總協調員 Amara，今天非常高興能帶大家參觀我們煥然一新的空間。在我們出發之前，讓我先簡單介紹一下這棟建築的格局，以免大家迷路。目前我們正站在大門大廳。當您穿過大門口時，一進門左手邊會看到的第一個房間，也就是以前的舊售票處，現在是我們全新設計的服務台（Information Desk）。請前往該處領取導覽地圖與活動節目表。接著，在建築正中央、採全露天設計的是我們極具特色的中庭花園（Courtyard Garden），這是一個可以坐下來放鬆的愜意角落。如果您走過服務台，繼續沿著左側牆壁往後面走，就會看到擴建後的禮品店（Gift Shop）——我們原本計劃在那個空間設置多媒體室，但後來決定禮品店需要更多空間來展示當地的手工藝品。在建築的另一側，也就是您右手邊的整個長翼，是地方歷史展覽區（Local History Exhibition）。我們確實考慮過把兒童遊戲區（Children's Play Area）設在那裡，但我們真的需要一個寬敞的區域來妥善展示歷史文物。如果您沿著中央走廊直走，經過中央花園，就會到達建築的最深處。我們起初計劃在那裡設置視聽放映室，但後來改為設立全新的自助餐廳（Cafeteria）。事實上，讓我更正一下，放映室其實是在左邊隔壁的安靜房間裡，但中央主走廊盡頭的那個房間，確實是您可以坐下來享用熱騰騰餐點的地方。現在，來談談我們的旅程...

(Shared with Q11.) [Q12] Position 2 — the open area in the very centre of the building

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（與第 11 題共用音檔。）[第 12 題] 位置 2 — 建築物正中央的開放區域

(Shared with Q11.) [Q13] Position 3 — the space directly past the Information Desk, along the left-hand wall

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（與第 11 題共用音檔。）[第 13 題] 位置 3 — 剛好穿過服務台、沿著左手邊牆面的空間

(Shared with Q11.) [Q14] Position 4 — the entire long wing on the right-hand side of the building

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（與第 11 題共用。）[第 14 題] 位置 4 — 建築物右側的整個長側翼

(Shared with Q11.) [Q15] Position 5 — the room situated directly at the far end of the central corridor

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（與第 11 題共用） [Q15] 位置 5 — 位於中央走廊正底端的房間

(Shared with Q11.) [Q16] What was the main purpose of the recent six-month closure?

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（與第 11 題共用。）[第 16 題] 最近這六個月閉館的主要目的是什麼？

(Shared with Q11.) [Q17] What is required of participants in the new volunteering scheme?

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（與第 11 題共用）[Q17] 這項新志工計畫對參與者有何要求？

(Shared with Q11.) [Q18] What makes the upcoming 'Living History' workshops distinctive?

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（與第 11 題共用。）[第 18 題] 即將舉辦的「生活歷史」工作坊有何獨特之處？

(Shared with Q11.) [Q19] When is the outdoor sculpture trail now expected to open?

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（與第 11 題共用。）[第 19 題] 戶外雕塑步道現在預計何時開放？

(Shared with Q11.) [Q20] Which TWO activities can children do at the heritage centre today?

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（與第 11 題共用。）[第 20 題] 今天孩童在歷史文化中心可以進行哪兩項活動？

A: Welcome, Aisha, Lukas. Today we're reviewing the five core readings on research methods for your sociology project. Let's start with Patel's paper. How did you find it? B: Well, Dr. Ingrid, I initially thought it was going to be about ethical reviews because of the introductory chapter, but actually, it turned out to be an incredibly practical guide on how to design survey questionnaires. It really cleared up how we should phrase our open-ended questions. C: Yeah, I agree with Aisha. I thought it might help us select sample sizes, but the questionnaire design section was definitely its strongest point. We should definitely use it for that. A: Excellent. What about Gomez's study? Lukas? C: Gomez was quite dense. It had a long section on historical literature, which didn't feel very relevant to our modern project. But then it had these amazing case studies showing how to analyze qualitative interviews—you know, coding the transcripts and finding key themes. That's what I got out of it. B: Absolutely. I was struggling with how we'd handle our interview transcripts, and Gomez made the analytical process so clear. Let's definitely earmark that for qualitative interview analysis. A: Good. Now, Nguyen's chapter. That one is often a student favorite. B: Oh, it's brilliant for understanding data visualization. It has all these charts showing how to represent complex statistics visually. Lukas, didn't you think it was more about sampling? C: Well, there's a brief mention of sample sizes at the end, but yes, the core value is definitely how to present statistical data visually. The diagrams were so clear. So, yes, visualization is the main takeaway. A: Right. Moving on to Smith's article. Aisha, did you find that useful? B: To be honest, I got a bit lost. It covers a lot of ground—questionnaires, interviews... but then, wait, actually, they have a whole section dedicated to the ethical reviews process, which is mandatory for our university approval. I initially thought it was just general advice, but it really drills down into getting ethical clearance. C: Actually, Aisha, I think you're confusing Smith with O'Connor's report. Smith's article is the one that really focuses on selecting sample sizes mathematically. It had all those formulas for how many participants we need. The ethical part in Smith was just a minor appendix. B: Oh, silly me! You're totally right, Lukas. Smith is the math-heavy one about sample sizes. I got them mixed up because they both have blue covers. Yes, Smith is for sample sizes. A: And that leaves O'Connor's report. C: Right, so O'Connor must be the one Aisha was thinking of. It really focuses on the ethical side, doesn't it? B: Yes, sorry about that earlier. O'Connor's report is crucial for conducting ethical reviews. It details all the consent forms and participant protection guidelines we need to submit to the academic board. A: Excellent. Now that we've mapped those out, let's talk about your project timeline. You have the draft proposal due next Friday. How are you progressing with the primary data collection planning? C: We wanted to start interviewing local business owners next week, but we realized we need to finalize our pilot study first. We had originally planned to do a pilot with five people, but our tutor—oh, sorry Dr. Ingrid, you suggested three would be enough to test the questions. So we're doing a three-person pilot this Thursday instead. B: Yes, and once the pilot is done, we need to gather our secondary sources. I was going to use the university's digital archive, but it's offline for maintenance all of next week. So we've decided to head over to the city library's physical archives instead, even though it's a bit of a trek. Lukas thought about buying the digital databases online, but that's way too expensive. A: Good choice. A physical archive can be very rewarding. Now, what about your main theoretical framework? Are you sticking with the post-structuralist approach we discussed last month? C: We actually shifted away from that. We briefly flirted with critical theory because it's very popular right now, but after reading more deeply, we realized a constructivist framework aligns much better with our research questions on community identity. It allows us to focus on how participants construct meaning. A: A constructivist framework is perfect for community identity. Just make sure you don't overcomplicate the analysis. What are your thoughts on how to present the final findings? The department offers two options: a traditional written report or a poster presentation accompanied by a short talk. B: Well, we initially wanted to do the poster because it sounded easier, but we found out the poster session is open to the public, which makes me incredibly nervous! Lukas suggested we write the traditional report instead, and actually, I think that's a safer bet for us to get a high grade, even if it's longer. C: I agree. Although a poster would let us practice our public speaking, the written report lets us explain our methodology in much greater detail, which is our strength. So we've officially registered for the written report option. A: That sounds like a wise decision. Now, before our time is up, what are the next steps you need to complete before you submit the draft proposal next week? B: Well, we definitely need to get our supervisor's signature on the ethics form—though we can't do that until we draft the participant consent letter. That's a priority for tomorrow morning. And Lukas, you were going to email the business owners to request their participation, right? C: Yes, I'll send those recruitment emails out tomorrow. I was going to update our literature review section too, but since we decided to change our theoretical framework, we have to rewrite that entire section first, which will have to wait until the weekend. Oh, and we also need to print out the final draft for your review, Dr. Ingrid. A: Actually, please don't print anything. Just email me the digital copy. It saves paper! But do make sure you have formatted your bibliography correctly according to the department style guide. B: Right, no printing then. We'll make sure to double-check the bibliography formatting before we upload it. [Q21] Patel's paper

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A：歡迎，Aisha、Lukas。今天我們要來複習你們社會學專題研究方法中的五篇核心選讀。我們從 Patel 的論文開始吧。你們覺得這篇怎麼樣？ B：這個嘛，Ingrid 教授，因為前言的關係，我一開始以為這篇會跟倫理審查有關，但實際上，它是一本非常實用的調查問卷設計指南。它確實釐清了我們該如何設計開放式問題的措辭。 C：對，我同意 Aisha 的看法。我原本以為它能幫我們決定樣本數，但問卷設計的部分絕對是它最精彩的地方。我們一定要用這篇來做問卷設計。 A：太好了。那 Gomez 的研究呢？Lukas？ C：Gomez 的內容滿扎實的。裡面有一大段歷史文獻探討，感覺跟我們現在的專題不太相關。不過，它提供了一些很棒的案例分析，展示了如何分析質性訪談——像是把逐字稿編碼並找出核心主題。這是我最大的收穫。 B：沒錯。我之前一直在苦惱要怎麼處理訪談逐字稿，而 Gomez 把分析過程寫得非常清楚。我們一定要把這篇標記起來，用在質性訪談分析上。 A：很好。接下來是 Nguyen 的章節。那篇通常很受學生歡迎。 B：噢，這篇在理解資料視覺化方面非常棒。它裡面有很多圖表，展示了如何將複雜的統計數據視覺化呈現。Lukas，你之前不是覺得它比較偏向抽樣嗎？ C：嗯，最後確實有稍微提到樣本數，但沒錯，它核心的價值絕對在於如何以視覺化呈現統計數據。那些圖表非常清晰。所以，是的，資料視覺化是主要的收穫。 A：沒錯。接著來看 Smith 的文章。Aisha，妳覺得那篇有用嗎？ B：老實說，我有點抓不到重點。它涵蓋的範圍很廣——問卷、訪談……不過，等等，其實他們有整整一章在專門探討倫理審查程序，這也是我們學校審批所必須的。我本來以為這只是一些通用的建議，但它確實深入探討了如何取得倫理審查通過。 C：其實，Aisha，我覺得妳把 Smith 跟 O'Connor 的報告搞混了。Smith 的文章才是真正著重在用數學方法決定樣本數的。裡面有很多計算我們需要多少受訪者的公式。Smith 裡面關於倫理的部分只是個不重要的小附錄。 B：噢，我真笨！你完全說對了，Lukas。Smith 才是那篇偏重數學、探討樣本數的文章。我把它們搞混了，因為它們的封面都是藍色的。沒錯，Smith 是用來決定樣本數的。 A：那就剩下 O'Connor 的報告了。 C：對，所以 O'Connor 一定就是 Aisha 剛才想到的那篇。它真的很著重在倫理層面，對吧？ B：對，剛才很抱歉。O'Connor 的報告對於進行倫理審查至關重要。它詳細列出了我們需要提交給學術審查委員會的所有同意書和受試者保護指南。 A：太好了。既然我們已經把這些文獻理清楚了，那就來談談你們的專題時程吧。你們下週五要交計劃書草案。一手資料收集規劃進度如何？ C：我們本來想下週開始訪談當地的企業主，但我們意識到必須先完成預試。我們原先計劃對五個人進行預試，但我們的指導老師——噢，抱歉 Ingrid 教授，是您建議三個人就足夠測試問題了。所以我們改在週四進行一個三人的預試。 B：對，一旦預試完成，我們就需要收集二手資料。我原本打算使用學校的數位檔案庫，但整個下週它都因為系統維護而離線。所以我們決定改去市圖書館的實體檔案室，雖然路途有點遠。Lukas 曾想過在網路上購買數位資料庫，但那太貴了。 A：很好的選擇。實體檔案室有時會帶來豐富的收穫。那麼，你們的主要理論架構呢？你們打算繼續使用我們上個月討論的後結構主義方法嗎？ C：我們其實已經不用那個方法了。我們曾短暫考慮過批判理論，因為它現在很流行，但深入閱讀後，我們發現建構主義架構更契合我們關於社區認同的研究問題。這能讓我們專注於受訪者如何建構意義。 A：建構主義架構非常適合社區認同。只要確保不要把分析搞得太複雜就好。你們對於如何呈現最終的研究結果有什麼想法？系上提供了兩種選擇：傳統的書面報告，或是海報展示搭配簡短口頭發表。 B：這個嘛，我們起初想做海報，因為聽起來比較簡單，但我們發現海報展示是向大眾開放的，這讓我非常緊張！Lukas 建議我們改寫傳統報告，事實上，我覺得雖然篇幅較長，但這對我們拿到高分來說是個比較保險的選擇。 C：我同意。雖然海報展示能讓我們練習公開演講，但書面報告能讓我們更詳細地解釋研究方法，而這正是我們的強項。所以我們已經正式登記選擇書面報告了。 A：聽起來是個明智的決定。在時間結束前，你們下週提交計劃書草案之前，還需要完成哪些後續步驟？ B：這個嘛，我們絕對需要指導老師在倫理同意書上簽名——不過，在我們起草受試者同意書之前，是無法進行這一點的。這是明天早上的首要任務。還有 Lukas，你打算寄電子郵件給企業主邀請他們參與，對吧？ C：對，我明天會寄出那些招募信。我本來還想更新我們的文獻探討部分，但既然我們決定更改理論架構，就必須先重寫整個部分，這得等到週末了。噢，我們還需要把最終草案列印出來給您審閱，Ingrid 教授。 A：其實，請不要列印任何東西。寄電子郵件給我就好。這樣比較省紙！但一定要確保你們的參考文獻格式符合系上的格式指引。 B：好的，那就不列印了。我們在上傳前會再次確認參考文獻的格式。

(Shared with Q21.) [Q22] Gomez's study

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（與第 21 題共用）[Q22] Gomez 的研究

(Shared with Q21.) [Q23] Nguyen's chapter

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（與第 21 題共用。）[第 23 題] 阮的章節

(Shared with Q21.) [Q24] Smith's article

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（與第 21 題共用。）[第 24 題] Smith 的文章

(Shared with Q21.) [Q25] O'Connor's report

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（與第21題共用。）[第25題] 歐康納的報告

(Shared with Q21.) [Q26] What is the students' current plan for their pilot study?

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（與第 21 題共用。）[Q26] 學生們目前對其預試（pilot study）的計畫是什麼？

(Shared with Q21.) [Q27] How do the students plan to access secondary sources?

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（與第 21 題共用音檔。）[第 27 題] 學生們計劃如何獲取二手資料？

(Shared with Q21.) [Q28] Which theoretical framework have the students chosen for their project?

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（與第 21 題共用對話。）[第 28 題] 學生們選擇了哪一個理論框架來進行他們的專案？

(Shared with Q21.) [Q29] Why did the students decide to choose the traditional written report?

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（與第 21 題共用。）[第 29 題] 學生們為什麼決定選擇傳統的書面報告？

(Shared with Q21.) [Q30] Which TWO tasks do the students plan to complete tomorrow?

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（與第 21 題共用。）[第 30 題] 學生計劃明天完成哪兩項任務？

Good morning, everyone. Today, we're looking at a remarkable botanical adaptation in arid ecosystems: the Vesperis shrub. Now, you might expect desert plants to compete fiercely for water, but the Vesperis actually forms underground root networks, fusing their roots together in a process called grafting. Initially, researchers in 1998 hypothesized this was purely to share moisture during droughts. However, a landmark study led by Sofia in 2012—actually, wait, no, it was 2014, my apologies, the 2012 study was on soil microbes—showed that these connections primarily distribute nitrogen, a vital nutrient. Interestingly, this sharing isn't equal; the parent plants actively redirect nutrients to younger, struggling seedlings rather than healthy adult neighbors. While some botanists worried this network might make the plants more vulnerable to soil pathogens, recent field trials proved the opposite: the grafted system actually transmits early warning chemical signals, allowing distant plants to boost their defenses. To investigate this further, researchers monitored three distinct zones, which they labeled Zone Alpha, Zone Beta, and Zone Gamma. In Zone Alpha, they simulated an insect attack by pruning leaves, and observed an immediate chemical response in neighboring plants. In Zone Beta, they restricted water completely to observe hydraulic redistribution. Finally, in Zone Gamma, they introduced a non-harmful tracer dye to map the precise pathway of nutrient flow. Surprisingly, the dye traveled much faster than anticipated, proving that these networks function as highly active conduits rather than passive filters. [Q31] What was the primary focus of the 2014 study led by Sofia?

中文翻譯

大家早安。今天我們要探討乾旱生態系統中一種非凡的植物適應現象：Vesperis 灌木。大家可能會認為沙漠植物會為了爭奪水源而激烈競爭，但 Vesperis 實際上會在地下形成根系網路，將彼此的根融合在一起，這個過程稱為「嫁接」（grafting）。起初，研究人員在 1998 年假設這純粹是為了在乾旱期間分享水分。然而，由 Sofia 在 2012 年——喔不，等等，抱歉，是 2014 年，2012 年的研究是關於土壤微生物的——由她領導的一項具里程碑意義的研究顯示，這些連結主要用於輸送氮（nitrogen），這是一種極為關鍵的營養素。有趣的是，這種分享並非均等；母株會主動將營養物質引導給較年幼、生長困難的幼苗，而非身旁健康的成年植株。雖然有些植物學家擔心這種網路可能會使植物更容易受到土壤病原體的侵害，但最近的野外試驗證實了相反的結果：這種嫁接系統實際上能傳遞預警化學訊號，讓遠處的植物能夠增強防禦能力。為了進一步研究，研究人員監測了三個不同的區域，並將其標記為 Alpha 區、Beta 區和 Gamma 區。在 Alpha 區，他們藉由修剪葉片來模擬昆蟲襲擊，並觀察到鄰近植物立即產生的化學反應。在 Beta 區，他們完全限制水分，以觀察水分的重新分配。最後，在 Gamma 區，他們引入了一種無害的示蹤染料，以繪製出營養流動的精確路徑。令人驚訝的是，染料的傳播速度比預期快得多，這證明了這些網路的作用是高度活躍的管道，而非被動的過濾器。

(Shared with Q31.) [Q32] Which plants are the primary recipients of nutrients in the Vesperis network?

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（與第 31 題共用。）[第 32 題] 在 Vesperis 網路中，哪些植物是養分的主要接收者？

(Shared with Q31.) [Q33] What did recent field trials show regarding the threat of soil pathogens?

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（與第 31 題共用音檔。）[第 33 題] 關於土壤病原體的威脅，最近的田間試驗顯示了什麼？

(Shared with Q31.) [Q34] Why did the lecturer correct herself when mentioning the year 2012?

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（與第 31 題共用。）[第 34 題] 講師在提到 2012 年時，為什麼修正了自己的說法？

(Shared with Q31.) [Q35] What was the key finding from the experiment using tracer dye?

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（與第 31 題共用聽力文本。）[第 35 題] 使用示蹤染料的實驗中，最主要的發現是什麼？

(Shared with Q31.) [Q36] Which TWO benefits of root grafting in Vesperis shrubs does the lecturer highlight?

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（與第 31 題共用。）[第 36 題] 講師強調了 Vesperis 灌木的根部接合（root grafting）具有哪兩項好處？

(Shared with Q31.) [Q37] Pruning leaves to simulate an attack by insects

中文翻譯

(與第 31 題共用。) [第 37 題] 修剪葉子以模擬昆蟲襲擊

(Shared with Q31.) [Q38] Restricting the water supply entirely to observe distribution

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（與第 31 題共用）[Q38] 完全限制供水以觀察分布情況

(Shared with Q31.) [Q39] Introducing a harmless dye to map nutrient pathways

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（與第 31 題共用）[Q39] 引入無害染料以繪製養分輸送路徑

(Shared with Q31.) [Q40] Severing the roots of plants to measure signal speed

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（與第 31 題共用。）[第 40 題] 切斷植物根部以測量訊號傳遞速度