Presentation In A Botany Seminar - IELTS Listening Answers & Explanations
From IELTS Trainer 1 Academic Listening Test 6 · Part 3 · Questions 21–30
Audio
Questions
Questions 21–25 One Choice
Choose the correct letter, A, B or C.
Questions 26–30 Matching
What do Lee and Anita agree about their presentation skills with their tutor?
Write the correct letter, A, B or C, next to questions 26-30.
A. excellent
B. acceptable
C. poor
Answers & Explanations Summary
| # | Answer | Evidence | Explanation |
|---|---|---|---|
| Q21 | C | when we were looking into the area of domesticated species of plants for our presentation, we realised that the introduction of the apple with the settlers in the US would be a good case study | Excerpt/Transcript Explanation: The transcript shows that the students chose their topic because they were already looking for information about plants that humans grow. They realized that the story of how apples arrived in America was a perfect example for their university work. Answer Explanation: The answer means they picked John Chapman because he was a good example for the scientific subject they were learning about in school. Reason For Correctness: The correct answer is C because the students were researching "domesticated species of plants" (plants that people grow for food or use) for their university project. They decided that the history of apples in the US was a great "case study" or example for this topic. Since John Chapman is famous for spreading apple trees, his story was connected or "relevant" to their project. |
| Q22 | B | We've put them on the back of the handout we gave everyone at the end | Excerpt/Transcript Explanation: The transcript shows Anita explaining that the list of information sources was placed on the back of the paper handout they shared with the audience. Answer Explanation: The answer B means that the students listed the books and articles they used on a paper (a handout) that they gave to the people watching their presentation. Reason For Correctness: The correct answer is B because Anita explains to the tutor exactly where to find the list of their sources. She says they put them on the back of the handout given to everyone. While the tutor mentions that sources should be visible on things shown from a laptop in the future, the record of their information for this presentation was on that specific handout. Key words used are 'sources of information' and 'handout'. |
| Q23 | A | What your listeners wanted to understand was whether there were apples in the US before the Europeans started to live there. You told us the early settlers had brought young apple trees but that few of them had thrived because the climate was harsh, but what about native species? I don't think you were very clear about species already there | Excerpt/Transcript Explanation: The transcript shows the teacher telling the students that they did not explain well if apples existed in America before Europeans arrived. She says they were not 'clear' about the 'species already there,' which means the plants that were already growing in that land. Answer Explanation: The answer means that the teacher (tutor) felt the students did not explain clearly enough if apples were already growing in the United States before people from Europe moved there. Reason For Correctness: The correct answer is A because the tutor explicitly points out that the students' presentation was not clear regarding the apple species present in the US before European arrival. She mentions that the audience (and she as a listener) wanted to know if there were any 'native species'—or plants that grew there naturally—before settlers brought their own trees. Since the students didn't give a clear explanation about these original plants, the tutor identifies this as a point of confusion. |
| Q24 | C | what to me was fascinating — and I saw most members of your audience start to take notes — was when you discussed how the apple genes spread via the Silk Route into Europe from the wild apple woods of Kazakhstan | Excerpt/Transcript Explanation: The transcript shows the teacher telling the students that the audience members were so interested in the story of apples moving through the Silk Route that they began writing down notes about it. Answer Explanation: The answer means that the people watching the presentation found the information about how apples moved from place to place using the Silk Route to be very interesting. Reason For Correctness: The correct answer is C because the tutor mentions that the audience began taking notes specifically during the part of the presentation about the Silk Route. In a classroom setting, when students start writing things down (taking notes), it shows they find the information important or interesting. The tutor uses the word 'fascinating' and notes the audience's reaction to highlight this specific topic as a success. While Kazakhstan and grafting are mentioned, they are either part of the larger 'Silk Route' story or topics the students wanted to talk more about, rather than what the tutor identified as the audience's main interest. |
| Q25 | A | I think it would be enough to use the website. We can offer a link to our email for queries. That would save time and trees! Tutor: I think Lee's right. A poster would be nice, but it'd take too much time. Anita: OK | Excerpt/Transcript Explanation: The transcript shows Lee's proposal to use the website alone to save time and paper. The tutor agrees that Lee is right and that other options like a poster would be too slow, and Anita agrees to this plan. Answer Explanation: The answer means that the two students, Anita and Lee, will share their additional project work on the university department's website. Reason For Correctness: The correct answer is chosen because after discussing several ways to share their work, including a paper and a poster, Lee suggests that using only the website is sufficient because it is quick and environment-friendly. The tutor agrees with Lee's logic, noting that a poster would take too much time, and Anita accepts this decision. The phrase "enough to use the website" confirms they decided against the other options. |
| Q26 | A | You both managed the hardware, I mean the projector and things, very well indeed, which is always a great help | Excerpt/Transcript Explanation: The transcript shows the teacher telling the students that they used the equipment (hardware like the projector) in a very good way. The words 'very well indeed' mean they did an excellent job. Answer Explanation: The answer means that the tutor and the students agree that their ability to use the equipment during the presentation was very good or excellent. Reason For Correctness: The correct answer is A because the tutor praises the students by saying they handled the hardware, such as the projector, 'very well indeed.' Both Lee and Anita accept this praise with 'Good' and 'Thanks,' which shows they agree that their performance in this area was excellent. |
| Q27 | B | unfortunately we hadn't finished our maps when we did the practice on my computer at home, that's why there were some the wrong way up. Anita: We didn't realise the software on the laptop was a bit different from the one I have. Tutor: But you sorted out the problem very quickly and didn't let it fluster you, so it wasn't a big problem. We could all read the map when we needed to. Anita: So it was OK | Excerpt/Transcript Explanation: The transcript shows that while different software caused the maps to appear incorrectly at first, the students sorted out the issue so quickly that the tutor felt it wasn't a major problem, leading them to agree that the performance was fine or "OK." Answer Explanation: The answer means that the way the students used the computer programs was good enough, but it was not perfect. Reason For Correctness: The correct answer is B because even though there was a small mistake with the maps being upside down due to a software difference, the students fixed it fast. The tutor says it was not a big problem, and Anita says the result was "OK," which means it was acceptable. |
| Q28 | C | Lee: So sticking to the time limit for each part of our presentation is something we didn't manage at all. Which means we've definitely got to improve before we do another one. Anita: Yes | Excerpt/Transcript Explanation: The transcript shows Lee explaining that they did not follow the schedule for the different parts of their presentation. He believes they must get better at this in the future, and Anita agrees with him. Answer Explanation: The answer C means that Lee and Anita believe they did a bad job at managing the time for each part of their talk. Reason For Correctness: The correct answer is C because Lee admits that they failed completely to keep each section of their talk within the set time limits. He says they "didn't manage at all" and that they clearly need to "improve" this skill. Anita says "Yes" to show she agrees that they did not do a good job with the timing. |
| Q29 | B | the handout was perfectly adequate for a seminar like this, it gave all the key information, and of course, now I realise the sources are listed at the back. But you need to do those references in the correct format, as footnotes in future | Excerpt/Transcript Explanation: The transcript shows the teacher saying the handout was "perfectly adequate," which means it was good enough for the meeting. It had the main facts, but the way they listed their books and websites needs to be better next time. Answer Explanation: The answer is B, meaning the quality of the handout's design was okay or good enough. Reason For Correctness: The correct answer is B because the tutor describes the handout as 'perfectly adequate.' While it contained all the 'key information,' the tutor mentioned that the formatting of the references should be improved in the future. In English, 'adequate' is a synonym for 'acceptable,' meaning it meets the requirements but isn't necessarily exceptional or 'excellent.' |
| Q30 | A | I shall be reminding them how well you both spoke and that no one had any problem hearing or understanding either of you. In that respect your talk was a model that the others can follow | Excerpt/Transcript Explanation: The transcript shows the teacher telling the students that they spoke very well. He says that every person could hear and understand them easily, and their presentation is a perfect example for other students to use. Answer Explanation: The answer means that Anita and Lee's way of speaking was of very high quality or perfect. Reason For Correctness: The correct answer is 'excellent' because the tutor says that both students spoke very well. He explains that everyone in the room could hear them clearly and understand everything they said. He even calls their speech a 'model,' which means it was so good that other students should try to copy it. When someone is a 'model' for others, their performance is considered excellent. |
Transcript
[Pause the recording for 30 seconds.]
Now turn to section 3.
LISTENING SECTION 3
You will hear a university tutor talking to two students about a presentation they have made in a recent botany seminar. First you have some time to look at questions 21 to 25.
[Pause the recording for 30 seconds.]
Now listen carefully and answer questions 21 to 25.
Tutor: Well, Anita and Lee. That was an interesting presentation you made about John Chapman. There are a few points I'd like to run through before you write it up. One thing which you didn't explain was why you decided to do a presentation on this man who spread apple varieties across the US?
Anita: Well, ages ago, we were chatting about stuff we'd read as children, and I told Lee the Johnny Appleseed story - I had these American story books when I was small. Then when we were looking into the area of domesticated species of plants for our presentation, we realised that the introduction of the apple with the settlers in the US would be a good case study ...
Lee: And I remembered Chapman, so we looked up the real guy behind the legend.
Tutor: Right. I think that would have made a good intro.
Anita: I thought it was too personal.
Tutor: Just a couple of minutes would have drawn your listeners in. Anyway. Now a more serious point. You didn't mention the sources of some of your information.
Lee: We used some books and journal articles and did an internet search and found some good sites.
Anita: We've put them on the back of the handout we gave everyone at the end.
Tutor: Ah, let me see. Oh, here it is. Johnny Appleseed: Man and Myth, 1967. Well, the thing is, you really have to make this explicit when you talk. And anything you show, data you project from your laptop, etc., you must have the source on it.
Anita: Right, OK.
Tutor: At least you have got it all documented. I was a bit concerned about that.
Anita: Sorry.
Tutor: Anyway. Now, the content of your talk. What your listeners wanted to understand was whether there were apples in the US before the Europeans started to live there. You told us the early settlers had brought young apple trees but that few of them had thrived because the climate was harsh, but what about native species? I don't think you were very clear about species already there.
Lee: Um, according to what I've read, there were some crab apples, but that was all. Everything that people now think of as traditional American apples, were species that the Europeans either introduced or bred by chance.
Anita: Because they tended to sow seeds rather than use grafting.
Tutor: Yes, quite. But what to me was fascinating - and I saw most members of your audience start to take notes - was when you discussed how the apple genes spread via the Silk Route into Europe from the wild apple woods of Kazakhstan.
Lee: Yes, well, I'd like to have said more about the development of grafting in ancient China, as a way of producing predictable varieties. It was so early in history!
Tutor: But it's the natural development of the original wild apple into new species that people wanted more about. Which says a lot for your presentation. You enthused your audience! So, now we need to discuss the form your follow-up work will take. Are you going to produce a paper? Or are you thinking of putting it all up on the department website?
Anita: Um, I felt we could do both. And we could do a poster of some of the data. But Lee wasn't sure.
Lee: No, I think it would be enough to use the website. We can offer a link to our email for queries. That would save time and trees!
Tutor: I think Lee's right. A poster would be nice, but it'd take too much time.
Anita: OK.
Before you hear the rest of the conversation, you have some time to look at questions 26 to 30.
[Pause the recording for 30 seconds.]
Now listen and answer questions 26 to 30.
Tutor: Now I just want to give you a few pointers about the techniques of your presentation. Mostly it was good, but there are a few things you need to bear in mind next time you do one. You both managed the hardware, I mean the projector and things, very well indeed, which is always a great help.
Anita: Good.
Lee: Thanks.
Tutor: You'd obviously checked it out carefully.
Lee: Yes. But unfortunately we hadn't finished our maps when we did the practice on my computer at home, that's why there were some the wrong way up.
Anita: We didn't realise the software on the laptop was a bit different from the one I have.
Tutor: But you sorted out the problem very quickly and didn't let it fluster you, so it wasn't a big problem. We could all read the map when we needed to.
Anita: So it was OK, but we could have done better, we realise.
Tutor: Mm. There was a bit at the end where I felt something didn't go as you'd planned - am I right?
Lee: We had a few maps which we ended up leaving out, because we needed to get on to our conclusions.
Anita: Yes, it took longer to explain the technical aspects of grafting than we'd expected.
Lee: So sticking to the time limit for each part of our presentation is something we didn't manage at all. Which means we've definitely got to improve before we do another one.
Anita: Yes.
Tutor: Apart from that, well, the handout was perfectly adequate for a seminar like this, it gave all the key information, and of course, now I realise the sources are listed at the back. But you need to do those references in the correct format, as footnotes in future.
Anita: OK.
Lee: Yes, sorry, we will.
Tutor: And finally, other students will be presenting projects later in the course. I shall be reminding them how well you both spoke and that no one had any problem hearing or understanding either of you. In that respect your talk was a model that the others can follow.
Lee: Oh, thank you.
Anita: Yes, thanks very much. This feedback has been very helpful.
Tutor: Well done, both of you. See you in a fortnight.
Anita and Lee: Bye. Thanks.
That is the end of section 3. You now have half a minute to check your answers.