Passage Reference: So the first thing we have to do is find our seeds. I think vegetable seeds would be best. And obviously they mustn't all be the same size. So how many sorts do we need? About four different ones. I think that would be enough.

Common Mistake: Some students choose colour because labels and colours are mentioned later. But colour is about labeling pots, not choosing seeds. This is a context shift trap.

Paraphrasing: Transcript: 'four different ones' = Diagram: 'types'

Tips: At the beginning of a diagram, listen for words like 'first' or 'to start with' to catch the first label.

Key Vocabulary:

• different = not the same
• types = kinds

Question Focus: The diagram is asking what measurement they record for each seed.

Correct Answer: C

Passage Reference: Then for each seed, we need to find out how much it weighs, and also measure its dimensions.

Why this is correct: This part of the diagram is about measuring seeds. The speaker says they need to find out how much it weighs, which directly matches weight.

Common Mistake: Students sometimes choose height, but height is measured later after the plants grow. This is a sequence trap.

Paraphrasing: Transcript: 'how much it weighs' = Diagram: 'weight'

Tips: Measurements often come in groups. Listen carefully so you do not mix early measurements with later ones.

Key Vocabulary:

• weighs = has a weight
• measure = find the size or amount

Question Focus: The diagram wants to know what planting variable they must decide before planting.

Correct Answer: H

Passage Reference: And we also need to decide how deep we're going to plant the seeds, right on the surface a few millimetres down, or several centimetres. OK, so then we get planting.

Why this is correct: Here the diagram shows a decision about planting. The speaker talks about how deep to plant the seeds, giving examples of different levels. That clearly matches depths.

Common Mistake: Some students pick soil because planting usually involves soil, but soil is never discussed here. This is a paraphrase trap.

Paraphrasing: Transcript: 'how deep we're going to plant' = Diagram: 'depths'

Tips: When you hear choices like 'or' or different examples, it often signals the correct label.

Key Vocabulary:

• deep = far below the surface
• centimetres = a unit of length

Question Focus: The diagram is asking what each seed must be planted in.

Correct Answer: A

Passage Reference: Do you think we can plant several seeds together in the same plant pot? No, I think we need a different one for each seed. Hmm, right.

Why this is correct: The diagram shows where seeds are planted. The speaker says they need a different one for each seed, meaning a separate container or pot.

Common Mistake: Students sometimes choose soil, but the speaker is talking about pots, not what is inside them. This is a partial truth trap.

Paraphrasing: Transcript: 'a different one for each seed' = Diagram: 'container'

Tips: For diagram labels, picture what you see. Ask yourself what object the speaker is describing.

Key Vocabulary:

• pot = container
• plant in = put into soil or a pot

Question Focus: The diagram wants to know what they record after the seeds have grown.

Correct Answer: E

Passage Reference: Then we see if our plants have come up and write down how tall they've grown.

Why this is correct: This is the final stage of the diagram, after waiting for germination. The speaker says they write down how tall they've grown, which means the height of the plants.

Common Mistake: Some students choose condition because growth depends on conditions like weather. But condition is not measured or written down. This is a distractor trap.

Paraphrasing: Transcript: 'how tall they've grown' = Diagram: 'height'

Tips: The last labels usually come after time phrases like 'then' or 'after that'. Stay focused until the end.

Key Vocabulary:

• tall = having height
• grown = developed

General Tips:

• Diagram questions follow the order of the recording. Use the previous answer to predict the next one.
• Read all diagram labels before listening so you know what kind of words to expect.
• Listen for signpost words like 'first', 'then', and 'after that' to follow the sequence.
• Do not choose a word just because you hear it. Check that it answers the diagram sentence.
• Each option is used once only. If you use one, mentally cross it out.