Spiros and Hiroko’s Study Experiences - IELTS Listening Answers & Explanations
From Cambridge IELTS 09 Academic Listening Test 1 · Part 3 · Questions 21–30
Audio
Questions
Questions 21–30 One Choice
Choose the correct letter, A, B or C.
Answers & Explanations Summary
| # | Answer | Evidence | Explanation |
|---|---|---|---|
| Q21 | B | In fact, I think that in relation to some of the other people in my group, I did quite a good job because my overall style was quite professional | Excerpt/Transcript Explanation: The transcript shows Spiros saying that he believes he did a good job because the way he behaved and presented himself (his style) was business-like and serious (professional). Answer Explanation: The answer means that Spiros was pleased with how he looked and acted while giving his speech. Reason For Correctness: The correct answer is B because Spiros explains that his presentation was successful specifically because of his "overall style." He mentions that his way of presenting was "professional" when compared to other students in his group. Although he was still a bit nervous, having a good style made him feel like he did a good job. |
| Q22 | C | In my group, I was really surprised by the way the students did their presentations – they just read their notes aloud! Can you believe that? They didn’t worry about their presentation style or keeping eye contact with their audience – and I remember that these things were really stressed to us in the course here | Excerpt/Transcript Explanation: The transcript shows that Hiroko felt surprised because the students only read from their papers. They did not care about looking at the audience, even though her teachers told her that eye contact is very important. Answer Explanation: The answer means Hiroko was shocked because the other students did not look at the people they were talking to while they were giving their talks. Reason For Correctness: The correct answer is C because Hiroko explicitly mentions her surprise at the students' lack of 'eye contact'. In a presentation, 'keeping eye contact' is a synonym for 'looking at the audience'. She notes that they simply read their notes aloud instead of engaging with the listeners, which was different from what she was taught in her preparation course. |
| Q23 | B | Well, to speak frankly, I read my notes too! At the time, it was a relief to do it this way, but actually when I had finished, I didn’t feel any real sense of satisfaction. I didn’t feel positive about the experience at all | Excerpt/Transcript Explanation: The transcript shows Hiroko admitting that although she felt relieved to read from her notes while presenting, she did not feel good or happy about it once she was finished. Answer Explanation: The answer is dissatisfied, which means Hiroko was not happy or pleased with how she did her presentation. Reason For Correctness: The correct answer is B because Hiroko mentions that after finishing her presentation, she did not feel any sense of satisfaction and she did not feel positive about it. Even though reading her notes made the task easier (a 'relief') at the moment, she was unhappy with the way she performed in the end. |
| Q24 | A | SPIROS: That’s a pity. You know, although I was pleased with my presentation, I am not so pleased with my actual performance right now in the tutorials – during the whole semester I’ve not said anything in our tutorial discussions. Not a word | Excerpt/Transcript Explanation: The transcript shows Spiros comparing his feelings about two different things: while he was happy (pleased) with his presentation, he was not happy with his participation in the small group discussions (tutorials) because he remained silent the whole time. Answer Explanation: The answer means that Spiros is unhappy with how he behaves and participates during small group classes. Reason For Correctness: The correct answer is choice A because Spiros explicitly states that he is 'not so pleased' with his work in tutorials. He explains that he has not spoken a single word during these class discussions for the entire semester, which shows he is not happy with his performance. In English, 'not so pleased' is a synonym for 'not very happy'. |
| Q25 | C | Also, they are very familiar with each other, so because they know each other’s habits, they can let each other into the discussion | Excerpt/Transcript Explanation: The transcript explains that since the students know each other well and understand how they usually behave, they can easily invite one another to speak during a group talk. Answer Explanation: The answer means that the other students find it easy to join the conversation because they are friends or have known each other for a long time. Reason For Correctness: The correct answer is correct because Spiros explains that the other students are very 'familiar' with one another. When people are familiar with each other, it means they know each other well. This comfort allows them to understand each person's 'habits' and makes it easier for them to invite one another into the conversation. |
| Q26 | B | But recently, I’ve been trying to speak up more and I just jump in, and I’ve noticed an interesting thing, I’ve noticed that if they thought my point was interesting or new, then the next time they actually asked for my opinion, and then it was much easier for me to be part of the discussion | Excerpt/Transcript Explanation: The transcript shows that Hiroko changed her behavior by deciding to talk more in her class discussions. When she started sharing new or interesting ideas, the other students began to ask for her opinion, making her feel like a real part of the group. Answer Explanation: The answer means that Hiroko feels better about her classes because she is talking and sharing her ideas more often now. Reason For Correctness: The correct answer is B because the transcript explains how Hiroko's behavior changed. Earlier in the semester, she said "nothing," but she decided to start "trying to speak up more." This act of speaking up and sharing ideas is what it means to make a contribution. By sharing interesting points, she found it "much easier" to be part of the group's talk, which is why she feels more positive about the experience now. Keywords to notice are "speak up more" and "jump in," which are synonyms for contributing to a conversation. |
| Q27 | A | At first I couldn’t understand what the lecturers were talking about, so I had to turn to the books and journals. Every night I read for hours, using the lists of references that were given, and I made pages of notes | Excerpt/Transcript Explanation: The transcript shows that Hiroko did not understand what her teachers said in class. To solve this, she read books and journals every night using a list of references provided by the school. Answer Explanation: The answer means Hiroko looked at books and other study materials to understand her school lessons better. Reason For Correctness: The correct answer is A because Hiroko explains that when she could not understand her teachers (lecturers) at first, she started reading books and journals. She used a list of 'references' given to her and spent many hours reading and taking notes. These books and journals are the 'reference materials' mentioned in the answer. This activity helped her understand the ideas from the lectures. |
| Q28 | B | My reading speed is still quite slow, though I’m much better at dealing with vocabulary than I used to be | Excerpt/Transcript Explanation: The transcript shows Spiros explaining that his reading is not fast yet. He says he is better at understanding words now, but he still reads slowly. Answer Explanation: The answer means that Spiros feels he reads at a slow pace and needs a lot of time to finish reading his assignments. Reason For Correctness: The correct answer is B because Spiros says that his reading speed is 'still quite slow.' This directly supports the idea that reading takes him a long time. He also mentions he is 'much better' at vocabulary now, which means he is not struggling with new words as much as before (making C incorrect). He does not say he reads faster than before (making A incorrect). |
| Q29 | C | Sometimes in the English class I felt frustrated when I had to read articles about the environment or health or education, because I wanted to concentrate on my own field, but we didn’t read anything about engineering | Excerpt/Transcript Explanation: The transcript shows Hiroko saying she wanted to focus on her "own field" (her subject of study) and complains that the class did not include reading materials about engineering. Answer Explanation: The answer is engineering, which is Hiroko's field of study. Reason For Correctness: The correct answer is engineering because Hiroko mentions that she felt unhappy during her English course. She had to read about generic topics like the environment or health, but she really wanted to read about her own specific area of study, which is engineering. This shows that her university major is engineering. |
| Q30 | B | Sometimes in the English class I felt frustrated when I had to read articles about the environment or health or education, because I wanted to concentrate on my own field, but we didn’t read anything about engineering | Excerpt/Transcript Explanation: The transcript shows that Hiroko was unhappy because she had to read about many different things, but she really wanted to read about her own special subject, engineering. Answer Explanation: The answer means Hiroko thinks students should read books and articles about the specific subjects they are studying, such as engineering or marketing, instead of general topics. Reason For Correctness: The correct answer is B because Hiroko mentions feeling frustrated that the English course included articles on general topics like the environment or health. She wanted to focus on her own 'field' (an English word for a specific area of study), which was engineering. She believes that reading materials related to her specific subjects would have been a better use of her time and would have helped her learn the vocabulary she actually needs. |
Transcript
TEACHER: Before we start, Spiros and Hiroko, thanks for coming in today to talk about your recent study experiences and congratulations to you both in doing so well in your first semester exams! I’d like to discuss with you the value of the English for Academic Purposes course you did here last year before starting your university course. Spiros, if I could start with you, what parts of the programme have now proved to be particularly valuable to you?
SPIROS: I think that having to do a seminar presentation really helped me. For example, a couple of weeks ago in our marketing subject, when it was my turn to give a presentation I felt quite confident. Of course, I was still nervous but because I had done one before, I knew what to expect. Also, I know I was well-prepared and I had practised my timing. In fact, I think that in relation to some of the other people in my group, I did quite a good job because my overall style was quite professional. What about you, Hiroko?
HIROKO: Mmm, that’s interesting. In my group, I was really surprised by the way the students did their presentations – they just read their notes aloud! Can you believe that? They didn’t worry about their presentation style or keeping eye contact with their audience – and I remember that these things were really stressed to us in the course here.
TEACHER: So, how did you approach your presentation, Hiroko?
HIROKO: Well, to speak frankly, I read my notes too! At the time, it was a relief to do it this way, but actually when I had finished, I didn’t feel any real sense of satisfaction. I didn’t feel positive about the experience at all.
SPIROS: That’s a pity. You know, although I was pleased with my presentation, I am not so pleased with my actual performance right now in the tutorials – during the whole semester I’ve not said anything in our tutorial discussions. Not a word.
HIROKO: Really, Spiros? Why’s that? Do the other students talk too much?
SPIROS: It’s partly that, but it’s mostly because I have had no confidence to speak out. Their style of speaking is so different – it’s not the style we were used to during the course. They use so many colloquialisms, they’re not very polite and sometimes there seems to be no order in their discussion. Also, they are very familiar with each other, so because they know each other’s habits, they can let each other into the discussion.
HIROKO: You’re right, Spiros, I’ve experienced that too.
HIROKO: For most of this semester, I’ve said absolutely nothing in tutorials. But recently, I’ve been trying to speak up more and I just jump in, and I’ve noticed an interesting thing, I’ve noticed that if they thought my point was interesting or new, then the next time they actually asked for my opinion, and then it was much easier for me to be part of the discussion.
SPIROS: That’s great, Hiroko! I hope that happens for me next semester – I’ll have to work hard to find some interesting points. What helped you to find these ideas?
HIROKO: I think that one thing that helped me with this was the reading. I’ve had to do so much reading this semester just to help me make sense of the lectures. At first I couldn’t understand what the lecturers were talking about, so I had to turn to the books and journals. Every night I read for hours, using the lists of references that were given, and I made pages of notes. At breakfast, I read and read my notes again. This habit has helped me to follow the ideas in the lectures, and it’s also given me some ideas to use in the tutorials.
SPIROS: But I did so much reading anyway – I don’t think there’s any time left over for anything extra. My reading speed is still quite slow, though I’m much better at dealing with vocabulary than I used to be.
TEACHER: What else do you think we could add to the course program to help with this reading problem?
SPIROS: There’s not really anything because it’s my problem. I remember we were given long articles to read. We didn’t like that but now I realise that reading those long articles was good preparation for the things I need to read now. Also, in class we regularly had speed-reading tasks to do, and we kept a record of our reading speed, so the teachers were encouraging us to work on that.
HIROKO: That’s true Spiros, but what we read could have been different. Sometimes in the English class I felt frustrated when I had to read articles about the environment or health or education, because I wanted to concentrate on my own field, but we didn’t read anything about engineering. So, I think I wasted some time learning vocabulary I didn’t need.
TEACHER: But surely the strategies you were taught for dealing with that vocabulary were helpful.
HIROKO: Yes, but psychologically speaking, I would have felt much better working on reading from my own field. What do you think Spiros?
SPIROS: I agree; that would have helped my confidence too and I would have been more motivated. It was good though that we could work on our own topics when we wrote the research assignments.
TEACHER: Okay, let’s move on to writing now ...