Display On 19th Century’s British Life And Literature - IELTS Listening Answers & Explanations
From Cambridge IELTS 15 Academic Listening Test 2 · Part 3 · Questions 21–30
Audio
Questions
Questions 21–22 Multiple Choice (Two Answers)
Choose TWO letters, A-E.
Questions 23–24 Multiple Choice (Two Answers)
Choose TWO letters, A-E.
Questions 25–30 Matching
What topic do Cathy and Graham choose to illustrate with each novel?
Choose SIX answers from the box and write the correct letter, A-H, next to Questions.
Topics
A poverty
B education
C Dickens’s travels
D entertainment
E crime and the law
F wealth
G medicine
H a woman’s life
Novels by Dickens
Answers & Explanations Summary
| # | Answer | Evidence | Explanation |
|---|---|---|---|
| Q21 | — | — | |
| Q22 | B / D | It’ll be publicised in the city, to encourage people to come and find out something of what does on here. And it’s included in the information that’s sent to people who are considering applying to study here next year. |
Excerpt/Transcript Explanation: The transcript explains that the information about the display will be promoted in the city to attract people to learn about what happens at the university. It is also mentioned that the information will be included in materials sent to those thinking about applying to study at the university. Answer Explanation: The answer indicates that the display is primarily intended for residents of the local area and potential new students. Reason For Correctness: The correct answer is B (residents of the local area) and D (potential new students) because the transcript mentions the promotion of the display in the city to attract people, which would include local residents, and also indicates that the information is sent to those considering applying to study at the university, referring to potential new students. |
| Q23 | — | — | |
| Q24 | B / C | Most people have heard of him, and have probably read some of his novels, or seen films based on them And his novels show the awful conditions that most people had to live in, don’t they: he wanted to shock people into doing something about it. |
Excerpt/Transcript Explanation: The transcript talks about how most people know about Charles Dickens and his novels that highlight the bad living conditions many people faced. It mentions that Dickens aimed to shock people into taking action to improve these conditions. Answer Explanation: The answer states that Cathy and Graham's reasons for choosing Charles Dickens are that he used his publications to draw attention to social problems and that his novels are well-known now. Reason For Correctness: The correct answer is B and C because they align with the excerpt where it is discussed how Dickens used his novels to showcase terrible living conditions to urge people to make changes. This connects to him drawing attention to social problems through his publications and the fact that his novels are still famous today. |
| Q25 | G | that there’s a character who keeps falling asleep, and that medical condition was named after the book – Pickwickian Syndrome. | Excerpt/Transcript Explanation: The excerpt mentions that there is a character in the book who keeps falling asleep, and this medical condition is named after the book, known as Pickwickian Syndrome. Answer Explanation: The answer 'G' stands for medicine, referring to the medical condition related to a character in the novel. Reason For Correctness: The correct answer is 'G' (medicine) because the character's medical condition mentioned in the excerpt connects the novel 'The Pickwick Papers' to the topic of medicine. |
| Q26 | B | We could use that to illustrate the fact that very few children went to school, particularly not poor children, so they learnt in other ways. | Excerpt/Transcript Explanation: The transcript is saying that in Oliver Twist, the novel shows that not many children, especially poor ones, had the opportunity to go to school. Instead, they had to find other ways to learn. Answer Explanation: The answer 'B' refers to education, which means the topic chosen to illustrate with Oliver Twist is about schooling and learning. Reason For Correctness: The correct answer is 'B' because the excerpt mentions the lack of schooling for poor children in the novel, highlighting the educational challenges they faced. This aligns with the broader topic of education chosen for representation in Oliver Twist. |
| Q27 | D | But there’s also the company of touring actors that Nicholas joins. We could do something on theatres and other amusements of the time. | Excerpt/Transcript Explanation: The transcript suggests that Nicholas Nickleby is involved with touring actors and considers exploring theatres and various amusements of the time. Answer Explanation: The answer 'D' corresponds to entertainment, which involves activities like theaters and amusements. Reason For Correctness: The correct answer is 'D' because the excerpt mentions Nicholas being part of the company of touring actors and contemplating a focus on theatres and amusements, indicating a theme related to entertainment. |
| Q28 | C | Yes, and Dickens himself had been there a year before, and drew on his experience there in the novel. | Excerpt/Transcript Explanation: The transcript mentions that Dickens had visited the same place a year before and used that experience in writing the novel. Answer Explanation: The answer 'C' refers to Charles Dickens's travels, indicating that Dickens chose to illustrate the topic of his own travels in the novel Martin Chuzzlewit. Reason For Correctness: The correct answer is 'C' because the excerpt confirms that Dickens incorporated his firsthand experience of traveling into the novel, aligning with the topic of Dickens's travels. |
| Q29 | H | That’s true, but think about Esther, the heroine. As a child she lives with someone she doesn’t know is her aunt, who treats her very badly. Then she’s very happy living with her guardian, and he puts her in charge of the household. And at the end she gets married and her guardian gives her and her husband a house, where of course they’re very happy. | Excerpt/Transcript Explanation: The transcript talks about a woman named Esther who goes through various life stages, from a difficult childhood to a happy marriage and owning a house. Answer Explanation: The answer suggests that 'a woman's life' is the topic illustrated in the novel Bleak House. Reason For Correctness: The correct answer is 'H - a woman's life' because the excerpt discusses Esther's life journey, including her challenging childhood, fulfilling role in managing a household, and eventual happy marriage and home ownership. These aspects highlight the theme of 'a woman's life' in the novel, making it the suitable choice from the given topics. |
| Q30 | F | What about focusing on the part when Mr Dorrit inherits a fortune, and he starts pretending he’s always been rich? | Excerpt/Transcript Explanation: The transcript suggests that Mr. Dorrit pretends to be wealthy after inheriting a fortune. Answer Explanation: The answer 'F (wealth)' signifies that the novel 'Little Dorrit' illustrates the theme of wealth. Reason For Correctness: The correct answer is 'F' because the novel 'Little Dorrit' focuses on themes related to wealth, as seen in the excerpt where Mr. Dorrit's newfound fortune leads him to pretend to be rich. |
Transcript
CATHY: OK, Graham, so let’s check we both know what we’re supposed to be doing.
GRAHAM: OK.
CATHY: So, for the university’s open day, we have to plan a display on British life and literature in the mid-19th century.
GRAHAM: That’s right. But we’ll have some people to help us find the materials and set it up, remember – for the moment, we just need to plan it.
CATHY: Good. So have you gathered who’s expected to come and see the display? Is it for the people studying English, or students from other departments? I’m not clear about it.
GRAHAM: Nor me. That was how it used to be, but it didn’t attract many people, so this year it’s going to be part of an open day, to raise the university’s profile. It’ll be publicised in the city, to encourage people to come and find out something of what does on here. And it’s included in the information that’s sent to people who are considering applying to study here next year.
CATHY: Presumably some current students and lecturers will come?
GRAHAM: I would imagine so, but we’ve been told to concentrate on the other categories of people.
CATHY: Right. We don’t have to cover the whole range of 19th-century literature, do we?
GRAHAM: No, it’s entirely up to us. I suggest just using Charles Dickens.
CATHY: That’s a good idea. Most people have heard of him, and have probably read some of his novels, or seen films based on them, so that’s a good lead-in to life in his time.
GRAHAM: Exactly. And his novels show the awful conditions that most people had to live in, don’t they: he wanted to shock people into doing something about it.
CATHY: Did he do any campaigning, other than writing?
GRAHAM: Yes, he campaigned for education and other social reforms, and gave talks, but I’m inclined to ignore that and focus on the novels.
CATHY: Yes, I agree.
————————
CATHY: OK, so now shall we think about a topic linked to each novel?
GRAHAM: Yes. I’ve printed out a list of Dicken’s novels in the order they were published, in the hope you’d agree to focus on him!
CATHY: You’re lucky I did agree! Let’s have a look. OK, the first was The Pickwick Papers, published in 1836. It was very successful when it came out, wasn’t it, and was adapted for the theatre straight away.
GRAHAM: There’s an interesting point, though, that there’s a character who keeps falling asleep, and that medical condition was named after the book – Pickwickian Syndrome.
CATHY: Oh, so why don’t we use that as the topic, and include some quotations from the novel?
GRAHAM: Right, Next is Oliver Twist. There’s a lot in the novel about poverty. But maybe something less obvious …
CATHY: Well Oliver is taught how to steal, isn’t he? We could use that to illustrate the fact that very few children went to school, particularly not poor children, so they learnt in other ways.
GRAHAM: Good idea. What’s next?
CATHY: Maybe Nicholas Nickleby. Actually he taught in a really cruel school, didn’t he?
GRAHAM: That’s right. But there’s also the company of touring actors that Nicholas joins. We could do something on theatres and other amusements of the time. We don’t want only the bad things, do we?
CATHY: OK.
GRAHAM: What about Martin Chuzzlewit? He goes to the USA, doesn’t he?
CATHY: Yes, and Dickens himself had been there a year before, and drew on his experience there in the novel.
GRAHAM: I wonder, though … The main theme is selfishness, so we could do something on social justice? No, too general, let’s keep to your idea – I think it would work well.
CATHY: He wrote Bleak House next – that’s my favourite of his novels.
GRAHAM: Yes, mine too. His satire of the legal system is pretty powerful.
CATHY: That’s true, but think about Esther, the heroine. As a child she lives with someone she doesn’t know is her aunt, who treats her very badly. Then she’s very happy living with her guardian, and he puts her in charge of the household. And at the end she gets married and her guardian gives her and her husband a house, where of course they’re very happy.
GRAHAM: Yes, I like that.
CATHY: What shall we take next? Little Dorrit? Old Mr Dorrit has been in a debtors’ prison for years …
GRAHAM: So was Dicken’s father, wasn’t he?
CATHY: That’s right.
GRAHAM: What about focusing on the part when Mr Dorrit inherits a fortune, and he starts pretending he’s always been rich?
CATHY: Good idea.
GRAHAM: OK, so next we need to think about what materials we want to illustrate each issue. That’s going to be quite hard.