Global Design Competition: listening answers and explanations
A student, John, visits a professor to talk about his entry for an international design competition: a dishwasher called the Rockpool that cleans with liquid carbon dioxide instead of water. He explains how it works, then asks for help preparing the presentation he has to give in the final.
Everything runs in order. Questions 21-25 follow John's explanation of the competition and his design, from the rules to what happens to the carbon dioxide at the end. 'So what exactly did you need me to help you with?' moves you into questions 26-30, where most answers come from the professor's advice.
Answer key and self-check
Type what you wrote and hit mark. Hide the key first if you haven't done the part yet. Every question number jumps to its explanation.
How to attack this block: The professor keeps guessing and John keeps correcting him, so the wrong options are often the professor's suggestions. Wait for John's answer before you choose. Each question is a different step in how the dishwasher works, so follow the process: start button, holding chamber, re-use.
Question 21
Answer: CWhen the professor asks if the design has to save energy
What do this year's competitors have to do?
Actually that was the focus in last year's competition. This year's different. We have to adopt an innovative approach to existing technology, using it in a way that hasn't been thought of before.
Question says → You hear
develop a new useusing it in a way that hasn't been thought of before
current technologyexisting technology
Why: C matches John's rule: take existing technology and use it in a new way. 'Existing' is 'current' and 'a way that hasn't been thought of before' is 'a new use'.
The trap: A and B both mention energy, which the professor asks about. John says saving energy was last year's focus, so it doesn't apply now.
Question 22
Answer: AWhen the professor asks what made him choose it
Why did John choose to redesign the dishwasher?
they're all pretty boring and almost identical to each other … some people will be prepared to pay a little extra for something that looks different.
Question says → You hear
more appealingsomething that looks different
Why: John thinks dishwashers are boring and all look the same, and people will pay for one that looks different. Making them more attractive is A.
The trap: B: he says they're already 'an everyday kitchen appliance in most Australian houses', so they are common already. C is the opposite of what he says: people will pay extra, not save money.
Question 23
Answer: BWhen the professor asks if the stone is just for decoration
What is the stone in the Rockpool for?
Is that just for decoration? … Actually it does have a function. Instead of pushing a button … So it's really just a novel way of starting the dishwasher.
Question says → You hear
to switch it ona novel way of starting the dishwasher
Why: You turn the stone instead of pushing a button, and the professor sums it up as 'a novel way of starting the dishwasher'. That's switching it on, B.
The trap: A is the professor's guess, and John corrects it with 'Actually it does have a function'. C, stopping water escaping, is never mentioned.
Question 24
Answer: AWhen the professor asks what happens once the dishes are clean
What happens to the carbon dioxide in the holding chamber?
the liquid carbon dioxide and the waste materials all go to an area called the holding chamber. That's where the liquid is depressurised and so it reverts to a gas.
Question says → You hear
changes back to a gasit reverts to a gas
Why: 'Reverts to a gas' means changes back to a gas, so A. The liquid was pressurised gas, and the chamber takes the pressure away.
The trap: B: 'to allow them to dry' is the reason the liquid leaves the dishes, but the CO2 doesn't do the drying. C: cooling is never mentioned.
Question 25
Answer: CWhen the professor says 'Not wasted I hope'
What happens to the carbon dioxide at the very end?
Actually, that's where the real savings are made. The carbon dioxide is sent back to the cylinder and can be used again and again.
Question says → You hear
collected ready to be re-usedsent back to the cylinder and can be used again and again
Why: The gas goes back to the cylinder to be used again and again, which is C.
The trap: B: it's the oil and grease that go to the waste system, not the carbon dioxide. A: being released into the air is never said.
Note completion (ONE WORD ONLY)
Questions 26-30
How to attack this block: One word only. The notes switch from John's problem to the professor's suggestions, and most answers are nouns (presentation, model, materials, grant). Question 30 needs an adjective that goes with 'information'.
Question 26
Answer: presentationWhen the professor asks what exactly John needs help with
What does John need help preparing?
I have to give a presentation, and that's the part I was hoping you could help me with.
Question says → You hear
needs help preparing for hisI have to give a presentation … I was hoping you could help me with
Why: John is in the final stage and has to give a presentation, which is the part he wants help with.
The trap: Competition and final stage come just before, but he's already in the final. What he needs help with is the presentation.
Question 27
Answer: modelAfter John lists his drawings and his paper
What does the professor advise John to make?
if you want to stand a good chance of winning you really need a model of the machine.
Question says → You hear
advises John to make ayou really need a model of the machine
Why: 'You really need' is the professor's advice, and the thing he needs is a model of the machine.
The trap: Drawings and the 500-word paper are things John already has, not what he's advised to make.
Question 28
Answer: materialWhen the professor asks 'What is the main difficulty so far?'
Also accepted: materials
What is John's main problem in getting good quality?
Let me guess - is it the materials? … Yes. I want it to look professional but everything that's
Question says → You hear
John's main problemWhat is the main difficulty so far? Let me guess - is it the materials? … Yes
Why: The professor guesses materials and John says yes: top-quality materials are very expensive. Material and materials are both accepted.
The trap: Money is the real worry ('very expensive'), but the note says 'good quality ...', which needs the thing that is expensive: materials.
Question 29
Answer: grantWhen the professor says projects like this lift the university's profile
What does the professor suggest John apply for?
So why don't you talk to the university about a grant? I can help you fill out the application forms if you like.
Question says → You hear
suggests John apply for awhy don't you talk to the university about a grant
Why: 'Why don't you' is a suggestion, and the application forms confirm he'd be applying for a grant.
The trap: Application forms comes after, but 'apply for a forms' makes no sense. Profile is mentioned as the university's reason, not John's.
Question 30
Answer: technicalNear the end, when the professor asks to see John's paper
What kind of information will the professor check in the report?
You'd better show me this paper you've written as well. For a global, competition such as this you need to make sure the technical details you've given are accurate and thorough.
Question says → You hear
the ... informationthe technical details
John's written reportthis paper you've written
Why: The professor wants to check that 'the technical details' are accurate. Details becomes information in the note, so the gap is the adjective technical.
The trap: Accurate and thorough are about the quality of the details, not the kind of information. One word only, so not 'technical details'.
The professor asks about saving energy, and two options mention it. John says that was last year's focus. This year it's a new way of using existing technology, which is C.
John says 'to allow them to dry' just before the holding chamber, so B looks right. But what happens in the chamber is that the liquid is depressurised and turns back into a gas.
The note says 'the ... information', and the professor talks about 'the technical details'. You need the adjective technical, not the noun details.
Words from this recording worth keeping
domestic(The competition)
used in the home
appliance(The competition)
a machine for a household job, like a dishwasher
innovative(The competition)
new and original
novel(The Rockpool design)
new and unusual
pressurise(How the dishwasher works)
put under high pressure
detergents(How the dishwasher works)
chemicals used for cleaning
reverts to(The holding chamber)
goes back to an earlier state
lift our profile(The professor's advice)
make us better known and respected
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The full Cambridge 10 Test 1 listening paper with the real audio: all four parts, played once, marked the moment you finish. Already done it? Take it again and listen for the traps this page showed you.
Cambridge IELTS 10, Test 1, Listening Part 3. The recording, transcript and questions belong to Cambridge University Press and are not reproduced here. We quote short extracts of the transcript only as evidence for our own commentary, and the answers are published for self-marking. Get the book for the full material, or sit the test on Langujet.
