The Use of Origami In The Classroom - IELTS Listening Answers & Explanations
From Cambridge IELTS 18 Academic Listening Test 4 · Part 3 · Questions 21–30
Audio
Questions
Questions 21–22 Multiple Choice (Two Answers)
Choose TWO letters, A-E.
Questions 23–27 Matching
Which comment do the students make about each of the following children in the video?
Choose FIVE answers from the box and write the correct letter, A-G, next to Questions.
Comments
A demonstrated independence
B asked for teacher support
C developed a competitive attitude
D seemed to find the activity calming
E seemed pleased with the results
F seemed confused
G seemed to find the activity easy
Children
Questions 28–30 Multiple Choice (One Answer)
Choose the correct letter, A, B or C.
Answers & Explanations Summary
| # | Answer | Evidence | Explanation |
|---|---|---|---|
| Q21 | — | — | |
| Q22 | B / D | On the video you could see them really listening hard to make sure they did all the steps in the right order to make the bird. One thing that really stood out for me was that the children were all having fun while being taught something new. |
Excerpt/Transcript Explanation: The transcript talks about children listening carefully and following steps to make an origami bird. It mentions them having fun while learning something new. Answer Explanation: The answer indicates that the educational skills of following instructions (B) and learning through play (D) were demonstrated by the children in the video. Reason For Correctness: The correct answer is B (following instructions) and D (learning through play) because the children in the video were shown listening closely and following the steps to create origami, which demonstrates following instructions. Additionally, it mentions that the children were having fun while learning something new, indicating they were learning through play. |
| Q23 | D | it helped him to settle down and start concentrating. | Excerpt/Transcript Explanation: The transcript suggests that the activity helped Sid to calm down and begin focusing. Answer Explanation: The answer suggests that Sid found the activity calming. Reason For Correctness: The correct answer is 'D' because the excerpt mentions that the activity helped Sid settle down and concentrate, indicating that he found the activity calming, as stated in option D. |
| Q24 | A | You could see him trying out different things rather than asking the teacher for help. | Excerpt/Transcript Explanation: The transcript shows that Jack was trying different things on his own instead of asking the teacher for help. Answer Explanation: The answer means that Jack demonstrated independence in the activity. Reason For Correctness: The correct answer is 'A' because the excerpt clearly states that Jack was trying things out by himself, showing independence rather than seeking help from the teacher. |
| Q25 | C | She seemed to be losing interest at one point but then she decided she wanted her mouse to be the best and that motivated her to try harder. | Excerpt/Transcript Explanation: The transcript describes how Naomi was starting to lose interest in the activity but then became more motivated when she wanted her mouse to be the best. Answer Explanation: The answer 'C' means that Naomi developed a competitive attitude during the activity. Reason For Correctness: The correct answer is 'C' because the excerpt mentions that Naomi became motivated to try harder when she decided she wanted her mouse to be the best. This competitive attitude demonstrates her desire to excel and do better than others, indicating a competitive nature. |
| Q26 | G | She listened so carefully and then produced the perfect bird with very little effort. | Excerpt/Transcript Explanation: The transcript describes how Anya listened well and made a perfect bird with little effort. Answer Explanation: The answer means that Anya found the activity easy or not difficult. Reason For Correctness: The correct answer is G (seemed to find the activity easy) because the transcript states that Anya produced the perfect bird with very little effort, indicating that she found the task to be simple or easy for her. |
| Q27 | F | She seemed unsure about what she was supposed to do. | Excerpt/Transcript Explanation: The transcript described that Zara wasn't sure what she had to do. Answer Explanation: The answer implies that Zara appeared confused or unsure during the activity. Reason For Correctness: The correct answer is 'F' because the excerpt clearly states that Zara seemed unsure about the activity, indicating confusion or lack of understanding. |
| Q28 | A | I think it would have taken me ages to prepare examples, showing each of the steps involved in making the bird. But that was a really good idea. | Excerpt/Transcript Explanation: The transcript shows that the person found it helpful to have examples showing each step of making an origami bird. Answer Explanation: The answer suggests that making models that demonstrate the different stages is important before starting an origami activity in class. Reason For Correctness: The correct answer is supported by the statement in the excerpt where the person mentions that preparing examples showing each step of making the bird was a good idea. This aligns with the idea of making models to demonstrate the different stages before the activity. |
| Q29 | B | I bet it’s because so many teachers are clumsy like me. | Excerpt/Transcript Explanation: The transcript suggests that the speaker thinks some teachers may not use origami because they lack coordination or skill. Answer Explanation: The answer choice 'B' suggests that teachers might not use origami in class because they may not have the necessary skills. Reason For Correctness: The correct answer 'B' aligns with the excerpt as it reflects the idea that some teachers, like the speaker who mentions being clumsy, may feel they lack the skills required to use origami in class. |
| Q30 | C | I think it would also work really well for presenting fractions, which is coming up soon. | Excerpt/Transcript Explanation: The transcript suggests that using origami can help in presenting fractions in the upcoming math lesson. Answer Explanation: The answer choice given, 'to introduce a new concept,' implies that the students are using origami to teach a fresh idea. Reason For Correctness: The correct answer 'C - to introduce a new concept' is supported by the excerpt as it mentions using origami for presenting fractions, which indeed aligns with the idea of introducing a new concept in math through hands-on activities like origami. |
Transcript
TUTOR: So now I want you to discuss the lesson we’ve just been watching on the video and think about the ways in which origami can be a useful educational tool. Can you all work with the person sitting next to you …
SEB: I had no idea that such a simple thing like folding squares of paper to make the shape of something like a bird could be such an amazing tool. It’s made me see origami in a whole new light.
LIA: I know. It was interesting to see the educational skills the children were developing by doing origami. On the video you could see them really listening hard to make sure they did all the steps in the right order to make the bird.
SEB: That’s right. In this lesson they were working individually but it would also be interesting to see if the children could work out how to make something simple without being given any direction. That would help with building teamwork as well.
LIA: Yes, but much more of a challenge. One thing that really stood out for me was that the children were all having fun while being taught something new.
SEB: Which is a key aim of any lesson with this age group. And although these kids had no problems with folding the paper, with younger children you could do origami to help practise fine motor skills.
LIA: Absolutely. Shall we talk about the individual children we saw on the video? I wrote all their names down and took some notes.
SEB: Yes, I did too.
LIA: OK, good. Let’s start with Sid.
SEB: He was interesting because before they started doing the origami, he was being quite disruptive.
LIA: Yes. He really benefited from having to use his hands – it helped him to settle down and start concentrating.
SEB: Yes, I noticed that too. What about Jack? I noticed he seemed to want to work things out for himself.
LIA: Mmm. You could see him trying out different things rather than asking the teacher for help. What did you make of Naomi?
SEB: She seemed to be losing interest at one point but then she decided she wanted her mouse to be the best and that motivated her to try harder.
LIA: She didn’t seem satisfied with hers in the end, though.
SEB: No.
LIA: Anya was such a star. She listened so carefully and then produced the perfect bird with very little effort.
SEB: Mmm – I think the teacher could have increased the level of difficulty for her.
LIA: Maybe. I think it was the first time Zara had come across origami.
SEB: She looked as if she didn’t really get what was going on.
LIA: She seemed unsure about what she was supposed to do. but in the end hers didn’t turn out too badly.
SEB: Yeah. I’m sure it was a positive learning experience for her.
LIA: Mmm.
—————
LIA: I think one reason why the origami activity worked so well in this class was that the teacher was well prepared.
SEB: Right. I think it would have taken me ages to prepare examples, showing each of the steps involved in making the bird. But that was a really good idea. The children could see what they were aiming for – and much better for them to be able to hold something, rather than just looking at pictures.
LIA: Mmm – those physical examples supported her verbal explanations really well.
SEB: It’s strange that origami isn’t used more widely. Why do you think that is?
LIA: Well, teachers may just feel it’s not that appealing to children who are used to doing everything on computers, especially boys. Even if they’re aware of the benefits.
SEB: Oh, I don’t know. It’s no different to any other craft activity. I bet it’s because so many teachers are clumsy like me.
LIA: That’s true – too much effort required if you’re not good with your hands.
SEB: Well, anyway, I think we should try it out in our maths teaching practice with Year 3. I can see using origami is a really engaging way of reinforcing children’s knowledge of geometric shapes, like they were doing in the video, but I think it would also work really well for presenting fractions, which is coming up soon.
LIA: Good idea – that’s something most of the kids in that class might struggle with. Origami would also be good practice for using symmetry- but I think they did that last term.
SEB: OK – well let’s try and get some ideas together and plan the lesson next week.
TUTOR: OK, if you could all stop …