Julie and Trevor’s Presentation - IELTS Listening Answers & Explanations
From Cambridge IELTS 07 Academic Listening Test 4 · Part 3 · Questions 21–30
Audio
Questions
Questions 21–22 Sentence Completion
Complete the sentences below.
Write NO MORE THAN ONE WORD AND/OR A NUMBER for each answer.
- The presentation will last 15 minutes. There will be 21 minutes for questions.
- The presentation will not be 22 .
Questions 23–26 Matching
What do the students decide about each topic for the geography presentation?
Write the correct letter, A, B or C.
A. They will definitely include this topic.
B. They might include this topic.
C. They will not include this topic.
Questions 27–30 Table Completion
Complete the table below.
Write NO MORE THAN TWO WORDS for each answer.
| Information/visual aid | Where from? |
|---|---|
| Overhead projector | the 27 |
| Map of West Africa | the 28 |
| Map of the islands | a tourist brochure |
| Literacy figures | the 29 |
| 30 on school places | as above |
Answers & Explanations Summary
| # | Answer | Evidence | Explanation |
|---|---|---|---|
| Q21 | 5 / five | Well . . . it'll be fifteen minutes per presentation. And five minutes for questions | Excerpt/Transcript Explanation: The transcript shows Trevor explaining that while the main talk lasts fifteen minutes, there are an additional five minutes specifically for the audience to ask questions. Answer Explanation: The answer 5 means that the speakers will spend five minutes answering questions from the audience after they finish their talk. Reason For Correctness: The correct answer is found when Trevor clarifies the length of the presentation. He mentions that the talk itself takes fifteen minutes and is followed by five minutes for questions. The word 'questions' in the task matches 'questions' in the transcript, and the timing associated with it is 'five', which can be written as the digit '5'. |
| Q22 | assessed | JULIE: And is this one going to be assessed?TREVOR: No . . . not this time round . . . because it's the first one . . . you know. Good news | Excerpt/Transcript Explanation: The transcript shows Julie asking if the presentation is going to be graded (assessed). Trevor says no, it is not happening this time because it is their first presentation. Answer Explanation: The answer means that the teachers will not give a grade or a score to this presentation. Reason For Correctness: The correct answer is assessed because Julie asks Trevor if this specific presentation will be graded. Trevor says 'No' because it is their first one, which is good news for them. In school, when something is 'assessed', it means a teacher looks at the work to give it a mark or a score. |
| Q23 | A | TREVOR: OK . . . but I think we ought to say something about the geographical location . . . cos not a lot of people know where the islands are . . .JULIE: Yes . . . OK . . . I'll take notes, shall I?TREVOR: Yeah, that'll be a help . . .JULIE: So . . . geographical location . . | Excerpt/Transcript Explanation: The transcript shows Trevor proposing the idea of including the geographical location. Julie says 'Yes' and 'OK,' which means she agrees, and she starts writing it down in her notes for the presentation plan. Answer Explanation: The answer A means that Trevor and Julie decide they will for sure talk about where the islands are located during their presentation. Reason For Correctness: The correct answer is A because Trevor suggests that they should mention the location since many people might not know where the islands are. Julie agrees and notes it down as a topic to cover. They even discuss finding maps later in the conversation to help show this location. Words like 'ought to' (meaning should) and Julie's 'OK' show a clear decision to include this topic. |
| Q24 | B | TREVOR: Look . . . let's think about that one later shall we? Let's see how we're doing for time . . | Excerpt/Transcript Explanation: The transcript shows that Trevor wants to wait and decide later about the topic of the economy based on how much time they have for the whole presentation. Answer Explanation: The answer B means that the students have not decided for sure if তারা will talk about the economy in their presentation; they might include it if they have enough time. Reason For Correctness: The correct answer is B because Trevor and Julie do not reach a final decision on whether to include the economy. Julie thinks the economy is important because it affects education. However, Trevor suggests they decide later depending on how much time they have left. This uncertainty shows that the topic is not definitely included or excluded, making 'might include' the correct choice. Keywords like 'think about that one later' and 'see how we're doing for time' indicate that the decision is delayed and depends on a future condition. |
| Q25 | A | TREVOR: Then we ought to give an overview of the whole education system.JULIE: Shouldn't we say something about the economy . . . you know agricultural produce . . . minerals and so forth?TREVOR: Well . . . Dr White said we shouldn't go into that sort of detail.JULIE: But it's pretty important when you think about it . . . you know because it does influence the education system . . .TREVOR: Look . . . let's think about that one later shall we? Let's see how we're doing for time . . .JULIE: OK . . . so . . . general overview of education | Excerpt/Transcript Explanation: The transcript shows Trevor saying they should talk about the school system. Julie asks if they should talk about money and farming too, but Trevor says their teacher told them not to give too much detail. Finally, Julie says 'OK' and writes 'general overview of education' as one of the things they will definitely talk about. Answer Explanation: The answer A means that the two students, Trevor and Julie, definitely decide to talk about the education system in their presentation. Reason For Correctness: The correct answer is A because Trevor suggests giving a general look at the entire education system, and Julie agrees by writing it down. While they argue about whether to include the economy, they both accept that the 'general overview of education' is a main part of their talk. The word 'ought' shows Trevor thinks it is necessary, and Julie's repetition of the phrase 'general overview of education' confirms it is on their list of topics. |
| Q26 | C | TREVOR: Of course . . . and then the role of English language . . .JULIE: Nope . . . that goes in the Language Policy Seminar . . . don't you remember?TREVOR: Are you sure?JULIE: Positive | Excerpt/Transcript Explanation: The transcript shows Trevor suggesting the English language as a topic, but Julie says no because it belongs in a different class. She is very sure about this, and Trevor agrees. Answer Explanation: The answer means that Julie and Trevor will not talk about the role of the English language in their presentation. Reason For Correctness: The correct answer is C because when Trevor suggests including the English language, Julie says "Nope." She explains that this topic belongs in a different meeting called the "Language Policy Seminar," not their current geography presentation. Trevor accepts her explanation. The word "Nope" is a simple way to say "No," and saying it "goes in" another seminar means it belongs in a different class. |
| Q27 | media room | TREVOR: Well, the most important thing is the overhead projector . . .JULIE: No problem . . . we'll get that from the media room . . . must remember to book it . . | Excerpt/Transcript Explanation: The transcript shows Trevor mentioning the need for a projector, and Julie says they will take it from the media room after they reserve it. Answer Explanation: The answer is the location where Trevor and Julie can borrow a machine used to show pictures or words on a screen for their talk. Reason For Correctness: The correct answer is 'media room' because Trevor identifies the overhead projector as a necessary tool, and Julie immediately explains that they can get it from the room specifically dedicated to media equipment. This connects the equipment directly to its source location mentioned in the dialogue. |
| Q28 | resources room | Well, the West African one is no problem . . . There's one in the Resources Room | Excerpt/Transcript Explanation: The transcript shows Julie saying that the map of West Africa is available in a place called the Resources Room. Answer Explanation: The answer is the name of a place where students can find materials for their studies. Reason For Correctness: The correct answer is confirmed by Julie when she talks about the map showing West Africa. She mentions that finding this map is not a problem because they can get it from the Resources Room. This matches the table's requirement to identify where the map comes from. Key phrases to look for are 'West African one' and its location 'Resources Room'. |
| Q29 | embassy | TREVOR: Mmm . . . why don't we call the embassy | Excerpt/Transcript Explanation: The transcript shows Trevor asking if they should call the embassy to get the information they need for their presentation. Answer Explanation: The answer is 'embassy,' which is an official office of one country's government located in another country. Reason For Correctness: The correct answer is 'embassy' because Trevor suggests calling them to get current information. Julie and Trevor are looking for up-to-date statistics (numbers) about literacy rates and schools. Julie thinks the book they found is too old, so Trevor recommends the embassy as a better place to get the newest information. |
| Q30 | statistics / stats | TREVOR: We can find out statistics on school places from them as well | Excerpt/Transcript Explanation: The transcript shows Trevor telling Julie that they can get "statistics," which are number-based facts, about school places from the embassy. Answer Explanation: The answer "statistics" (or the shorter word "stats") refers to a group of numbers that provide information about something. Reason For Correctness: The correct answer is statistics or stats because Trevor specifically uses this word when discussing the information they need from the embassy. After talking about looking for literacy rates, he says they can get "statistics on school places" from that same source. In the table, "as above" indicates the source is the embassy, and the word describes the type of information relating to school places. |
Transcript
JULIE: Remind me, Trevor . . . how long is the presentation?
TREVOR: Dr White said three per hour.
JULIE: So about twenty minutes?
TREVOR: Well . . . it'll be fifteen minutes per presentation. And five minutes for questions.
JULIE: And is this one going to be assessed?
TREVOR: No . . . not this time round . . . because it's the first one . . . you know. Good news.
JULIE: Well, Trevor, what are we going to include?
TREVOR: Well . . . Do you think we ought to give some historical background?
JULIE: Oh no . . . definitely not . . . we won't have time!
TREVOR: OK . . . but I think we ought to say something about the geographical location . . . cos not a lot of people know where the islands are . . .
JULIE: Yes . . . OK . . . I'll take notes, shall I?
TREVOR: Yeah, that'll be a help . . .
JULIE: So . . . geographical location . . .
TREVOR: Then we ought to give an overview of the whole education system.
JULIE: Shouldn't we say something about the economy . . . you know agricultural produce . . . minerals and so forth?
TREVOR: Well . . . Dr White said we shouldn't go into that sort of detail.
JULIE: But it's pretty important when you think about it . . . you know because it does influence the education system . . .
TREVOR: Look . . . let's think about that one later shall we? Let's see how we're doing for time . . .
JULIE: OK . . . so . . . general overview of education
TREVOR: Of course . . . and then the role of English language . . .
JULIE: Nope . . . that goes in the Language Policy Seminar . . . don't you remember?
TREVOR: Are you sure?
JULIE: Positive.
TREVOR: All right . . . so those are the topics we're going to be . . . to be covering . . .
JULIE: We need to think about what to prepare . . . Dr White said he wanted us to use plenty of visuals and things and we might as well try them out when we're not being assessed . . .
TREVOR: Well, the most important thing is the overhead projector . . .
JULIE: No problem . . . we'll get that from the media room . . . must remember to book it . . .
TREVOR: Well . . . we'll need a map of course.
JULIE: Probably two . . . one of the islands . . . large scale.
TREVOR: And one of West Africa.
JULIE: Well, the West African one is no problem . . . There's one in the Resources Room.
TREVOR: Oh yeah, of course, the resources room; the islands are going to be more of a problem.
JULIE: Tell you what . . . there's a very clear map of Santiago in that tourist brochure I showed you last week. Don't you remember it?
TREVOR: Oh yeah . . . that's right; we can just use the tourist brochure.
JULIE: We also need statistics . . . on several different things.
TREVOR: Literacy rates.
JULIE: Yes, and school places.
TREVOR: How about the encyclopaedia?
JULIE: Nah . . . not up-to-date enough!
TREVOR: Mmm . . . why don't we call the embassy?
JULIE: Oh . . . someone's enthusiastic!
TREVOR: Well . . . if something's worth doing . . .
JULIE: I know . . . it's worth doing well . . . OK.
TREVOR: We can find out statistics on school places from them as well.
JULIE: Might as well.
TREVOR: Look, Julie, it's almost time for our tutorials . . . we can meet again on Monday . . . but we need to prepare some stuff before then . . .