Mark and Gina’s Extracurricular Project - IELTS Listening Answers & Explanations
From IELTS Recent Actual Test 2 Academic Listening Test 3 · Part 2 · Questions 11–20
Audio
Questions
Questions 11–14 Multiple Choice (One Answer)
Choose the correct letter, A, B or C.
Questions 15–20 Table Completion
Complete the table below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
| Topic | Time |
|---|---|
|
7 minutes |
|
6 minutes |
|
8 minutes |
|
nearly 20 |
Answers & Explanations Summary
| # | Answer | Evidence | Explanation |
|---|---|---|---|
| Q11 | C | It will be more broadly about the experience – the academics, accommodation, and social experience that comes with being a part of the business school | Excerpt/Transcript Explanation: The transcript shows that the project is not just about one rule or one place, but about many parts of life inside the school, like studying and living. Answer Explanation: The answer means that the video project will show what it is really like to be a student at the business school. Reason For Correctness: The correct answer is C because Mark and Gina explain that they want to cover many parts of student life. While the tutor first asks if it is about 'requirements' (Choice A), Mark clarifies that it is more about the 'experience,' including classes, living situations, and social activities. They want to show things they wish they knew before they started. |
| Q12 | B | GINA: Well, we would probably want more to focus on members of the institution – we would especially like to reach individual applicants to the business school | Excerpt/Transcript Explanation: The transcript shows Gina stating that their goal is to reach 'individual applicants' for the business school, meaning people who want to join the school. Answer Explanation: The answer identifies that the group of people the video is made for are those applying to enter business school. Reason For Correctness: The correct answer is B because the dialogue specifically names the target group. While discussing the audience, Gina mentions that they want to focus on reaching people who are applying to the business school. The term 'individual applicants' refers to those who are in the process of applying, which matches the choice 'business school applicants.' |
| Q13 | B | TUTOR: Most college students never check their mail. Maybe you could make a video and show it on campus? GINA: That’s a great idea. We’ll do the video | Excerpt/Transcript Explanation: The transcript shows the tutor suggesting a video instead of mail, and Gina agreeing to use that method. Answer Explanation: The answer is an educational or informational film (video). Reason For Correctness: The correct answer is B because, during their discussion with the tutor, the students consider several ways to share their information, such as giving a talk or sending letters (pamphlets). However, the tutor suggests that making a video would be a better way to reach students on campus. Gina agrees with this suggestion and confirms it is the method they will use. |
| Q14 | A | No, the idea actually came about because of how much students like us worry about their studies | Excerpt/Transcript Explanation: The transcript shows Mark explaining that the project was created because students feel a lot of stress and concern about their school work. Answer Explanation: The answer means that the students decided to do this project because people at their school feel nervous or stressed about their classes and school work. Reason For Correctness: The correct answer is A because Mark clearly explains why they started the project. When the teacher asks if they want to help the school attract more students, Mark says no. He explains that the idea started because students like them feel a lot of 'worry' (fear or stress) regarding their 'studies' (school work and lessons). Gina adds that they want to help others be better prepared than they were. This makes 'students worry about their studies' the correct reason. |
| Q15 | teaching methods | We want to focus especially on the approaches professors take – their teaching methods | Excerpt/Transcript Explanation: The transcript shows Gina stating that the academic part of their video will specifically highlight the ways professors teach their courses. Answer Explanation: The answer identifies the specific ways or styles that professors use to teach their students in the classroom. Reason For Correctness: The correct answer is teaching methods because, during the discussion about the academics section of their video, Gina explains that they want to focus on how professors approach teaching. She notes that these methods are very different from what students experienced in high school or other types of colleges, making it an important topic to cover. |
| Q16 | Accommodation | TUTOR: I think it would be suitable to title that section accommodation – what do you think? MARK: That could work. We’ll definitely describe the different dining options at the cafeteria, and then walk students through flats and the grueling process of finding one near the business school campus. GINA: Okay – so we would cover specifics on the cafeteria, as well as flats? MARK: I think those are both helpful. We could spend about 6 minutes on accommodation, and be sure to touch on those specifically | Excerpt/Transcript Explanation: The transcript shows the tutor suggesting the word 'accommodation' as a title. Mark and Gina then agree to use this title for the part of their video that lasts 6 minutes and covers the cafeteria and flats. Answer Explanation: The answer is the name of a section in the video about living arrangements like housing and food. Reason For Correctness: The correct answer is determined by the tutor's suggestion to group the topics of housing and food under one title. After Gina mentions talking about housing and food, the tutor suggests the title 'accommodation'. Mark agrees and specifies that they will talk about the cafeteria and flats for about 6 minutes in this section. Therefore, 'Accommodation' is the main topic for this part of the video. |
| Q17 | flats | We’ll definitely describe the different dining options at the cafeteria, and then walk students through flats and the grueling process of finding one near the business school campus | Excerpt/Transcript Explanation: The transcript shows that Mark wants to talk about two specific things in the living section of the video: the dining options at the cafeteria and the 'flats' (apartments) found near the school. Answer Explanation: The answer 'flats' refers to apartments or small homes where students live. Reason For Correctness: The correct answer is 'flats' because, in the part of the video about where students live and eat (which lasts 6 minutes), Mark mentions two main things: the cafeteria and 'flats'. He talks about describing the food options at the cafeteria and helping students understand how to find an apartment. |
| Q18 | disco | MARK: I think we are going to introduce new students to the disco that so many upperclassmen know and love. Maybe we’ll include a few other places too, but that’s the main one | Excerpt/Transcript Explanation: The transcript shows Mark explaining that they will show new students a popular dance club (the disco) that older students enjoy. He mentions it will be the most important place in the social part of their video. Answer Explanation: The answer 'disco' refers to a club or a party where students go to dance and listen to music as a social activity. Reason For Correctness: The correct answer is 'disco' because Mark identifies it as the primary social location they will highlight in their video project. This part of the video is dedicated to the social aspect of school life, which the students decide will last for 8 minutes. Key phrases like 'social aspect' and 'main one' link this location directly to the 'Social activity' section of the table. |
| Q19 | international evening | We’re also going to invite students to the international evening taking place in the first week of school as a great chance for our large international student population to meet a lot of other new students | Excerpt/Transcript Explanation: The transcript shows Gina's plan to include a party called the 'international evening' in the video to help students from different countries meet people when they start school. Answer Explanation: The answer "international evening" refers to a special event during the first week of school where students from different countries can meet and get to know each other. Reason For Correctness: The correct answer is based on the section of the video about social activities, which the students decide will last for 8 minutes. In this part of the conversation, Gina mentions that they want to include the 'international evening' because it gives students from all over the world a chance to meet new friends. Keywords like 'social aspect,' 'international student population,' and 'meet' show that this event is a key social activity for their project. |
| Q20 | 2 minutes / two minutes | The conclusion, though, can be shorter since it’s just a quick refresher of each of the topics. Give that not more than 2 minutes | Excerpt/Transcript Explanation: The transcript shows the tutor suggesting that the 'conclusion' (the ending) should be quick and last for two minutes or less. Answer Explanation: The answer is the amount of time in minutes that the students should spend on the final part of their video. Reason For Correctness: The correct answer is found when the tutor and students discuss the timeline for the video. While the students initially planned for a longer conclusion, the tutor advises them that because the final section is just a summary of what they already talked about, it should be kept short. Specifically, the tutor tells them to spend no more than 2 minutes on it. |
Transcript
TUTOR: Hi, Mark. Hi, Gina. What can I help you with?
MARK: So we were hoping you could help us with this extracurricular project.
TUTOR: Sure – what is the topic?
GINA: Attending business school.
TUTOR: This sounds like a great idea. So you’re going to explain the requirements for getting into business school?
MARK: Not exactly. It will be more broadly about the experience – the academics, accommodation, and social experience that comes with being a part of the business school.
TUTOR: I see. So would your audience be the general public?
GINA: Well, we would probably want more to focus on members of the institution – we would especially like to reach individual applicants to the business school.
TUTOR: I see. Now what form will this information be? You could give a talk to all the summer courses – all you would need is permission from the course director. Or you could pass out information outside the student union.
MARK: Those are both good ideas. What about sending out pamphlets in the mail?
TUTOR: Most college students never check their mail. Maybe you could make a video and show it on campus?
GINA: That’s a great idea. We’ll do the video.
TUTOR: Great. And as members of the business school, do you have an incentive to attract new students? If so, this idea is a great way to do that.
MARK: No, the idea actually came about because of how much students like us worry about their studies.
GINA: Yeah – when I got into business school, there were a lot of things I had not prepared for, so the video would cover a lot of things Mark and I wish we had known upon entering business school.
TUTOR: Right.
TUTOR: What would you talk about first?
MARK: The first and probably most important section would be academics.
TUTOR: Good idea. So would you provide guidance on what courses to take?
GINA: We want to focus especially on the approaches professors take – their teaching methods. It is far different than what students are used to in high school, and even in liberal arts college.
TUTOR: Good idea. And how long do you think you would spend explaining academics?
MARK: We’ll probably spend 7 minutes on it.
GINA: We also have some ideas for talking about housing, food options, and stuff like that. We’re not really sure how to tie it all together though.
TUTOR: I think it would be suitable to title that section accommodation – what do you think?
MARK: That could work. We’ll definitely describe the different dining options at the cafeteria, and then walk students through flats and the grueling process of finding one near the business school campus.
GINA: Okay – so we would cover specifics on the cafeteria, as well as flats?
MARK: I think those are both helpful. We could spend about 6 minutes on accommodation, and be sure to touch on those specifically.
TUTOR: Great. Is there anything else you would talk about?
GINA: We definitely want to go over the social aspect of attending school here.
TUTOR: Of course. I think it’s good to have a little fun once in a while when you’re working so hard in school.
MARK: I think we are going to introduce new students to the disco that so many upperclassmen know and love. Maybe we’ll include a few other places too, but that’s the main one.
GINA: We’re also going to invite students to the international evening taking place in the first week of school as a great chance for our large international student population to meet a lot of other new students.
TUTOR: It can definitely be hard to meet people as an international student. I think that is a great idea. You may want to spend slightly longer on this section than the other two.
MARK: Hm...how about 8 minutes?
GINA: That sounds reasonable. So overall, the introduction should take 3 minutes, and then the conclusion should take 4, giving us a total of 28 minutes.
TUTOR: I wouldn’t rush your introduction. Maybe give it between 4 and 6 minutes. The conclusion, though, can be shorter since it’s just a quick refresher of each of the topics. Give that not more than 2 minutes.
MARK: Okay. So in total the video should take about the same time, just more intro and less conclusion?
TUTOR: Precisely.
GINA: Alright – we are going to get to work on our video. Thanks for your help!