Stated details
Keep the requested person, time, place or amount attached to the correct event.
The doors open at eight. The class starts at nine.
A short lecture · B2. Keep the requested person, time, place or amount attached to the correct event.
Listen to the original script when local audio is available. Notice corrections and reasons; use the transcript after listening to check your evidence.

Listen to the original script when local audio is available. Notice corrections and reasons; use the transcript after listening to check your evidence.
Keep the requested person, time, place or amount attached to the correct event.
The doors open at eight. The class starts at nine.
Use the reason actually given; a plausible reason from outside the text is not enough.
We meet inside because it is raining.
Use the whole text: a true detail is not automatically the main point. Separate supported claims from what the evidence leaves unknown. No mention does not prove absence.
The whole message is about a change of plan.

Listen to the original script when local audio is available. Notice corrections and reasons; use the transcript after listening to check your evidence.
Why a prediction can change the result
Keep the requested person, time, place or amount attached to the correct event.
The doors open at eight. The class starts at nine.Use the whole text: a true detail is not automatically the main point. Separate supported claims from what the evidence leaves unknown. No mention does not prove absence.
The whole message is about a change of plan.Keep your first attempt, check the evidence and try another question. A follow-up on the same material does not prove transfer to a new text.
No practice notes yet. Try a short warm-up.
Keep the requested person, time, place or amount attached to the correct event.
The doors open at eight. The class starts at nine.Use the reason actually given; a plausible reason from outside the text is not enough.
We meet inside because it is raining.Use the whole text: a true detail is not automatically the main point. Separate supported claims from what the evidence leaves unknown. No mention does not prove absence.
The whole message is about a change of plan.Opening an answer records help for that question.
Why a prediction can change the result
The supported answer is “Little equipment breaks that summer.”. Evidence: “very little equipment breaks during the summer.”. Compare the alternative “The council postpones the extra maintenance until after the summer.”. This reverses the relationship stated in the passage. Compare the alternative “Visitor numbers fall despite the earlier maintenance.”. This adds a specific detail that the account does not provide; plausibility is not textual evidence.
Why a prediction can change the result
The supported answer is “The warning may have prompted action that prevented damage.”. Evidence: “The prediction helped trigger an intervention that may have prevented the damage.”. Compare the alternative “The final damage count is unaffected by the council’s response.”. This reverses the relationship stated in the passage. Compare the alternative “The prediction primarily assessed whether visitors would report defects.”. This substitutes a different outcome for the one that was measured or reported.
Why a prediction can change the result
The supported answer is “Whether recommendations improve on experienced staff decisions.”. Evidence: “improve decisions beyond what experienced staff would already have done.”. Compare the alternative “Whether the predicted damage appears even after staff intervene.”. This makes one indicator sufficient on its own, although the passage calls for a broader assessment. Compare the alternative “Whether enough reports make visits to quiet gardens unnecessary.”. This treats availability, completion or documentation as sufficient proof of practical quality.
Why a prediction can change the result
The supported answer is “Usefulness must be evaluated through decisions and effects as well as accuracy.”. Evidence: “Accuracy matters, but it is only one part of usefulness.”. Compare the alternative “Numerical accuracy should replace broader measures when staff intervene.”. This makes one indicator sufficient on its own, although the passage calls for a broader assessment. Compare the alternative “The fact that an intervention changes the result makes forecasts unevaluable.”. This extends a qualified finding into a claim without exceptions.
Why a prediction can change the result
The supported answer is “They may reflect active reporting rather than worse physical conditions.”. Evidence: “differences in reporting, rather than differences in actual condition.”. Compare the alternative “Their total establishes which gardens are in the worst physical condition.”. This claims more certainty or wider applicability than this evidence allows. Compare the alternative “Selection problems mean the individual reports have no practical value.”. This treats a limitation as a reason to discard the whole contribution, rather than distinguish its use from its limits.
Why a prediction can change the result
The supported answer is “Every warning was justified because staff responded to it.”. Evidence: “we should not assume every warning was justified merely because staff acted on it.”. Compare the alternative “That a response to a warning can change the outcome used to evaluate it.”. This statement is consistent with the account. It is not the answer because the question asks for a claim rejected, avoided or not justified by the evidence. Compare the alternative “That a site visit may identify a defect absent from the database.”. This statement is consistent with the account. It is not the answer because the question asks for a claim rejected, avoided or not justified by the evidence.