Two students, Jeremy and Helen, are writing and illustrating children's stories for a project. Jeremy suggests changes to Helen's drawings for his story 'The Forest', then they decide who will write each part of their report.
Questions 21-30 · 10 marks · 2 question blocks
The table follows the three drawings in order: the cave, the dancers, the ice-skaters. Each row has a subject gap, then a change. 'So the next thing is to decide what exactly we need to write about in the report' starts the matching (27-30), in the order printed.
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: Each row is one drawing: first what it shows, then Jeremy's change. Ideas get proposed and replaced (a carnival procession, watching the dancers), so wait until both students settle on something.
What is surrounded by trees in the first drawing?
Now, I'm not sure about the drawing of the cave
Question says → You hear
Why: The drawing is of a cave with trees all around it, which the table turns into 'surrounded by trees'.
The trap: Forest is the title of the story and fits the scene, but the drawing's subject is the cave.
Which animal should notice Malcolm in the cave drawing?
the one that he makes friends with a bit later? Maybe it could be sitting under a tree washing itself. … And the tiger stops in the
Question says → You hear
Why: Jeremy wants to add the animal Malcolm later makes friends with, and Helen names it: the tiger stops when it sees Malcolm. 'Sees' matches 'noticing'.
The trap: Malcolm is already printed in the table ('Add Malcolm and a ...'), so the gap is the other thing being added: the tiger.
What are the people outside the forest doing in the second drawing?
crowd of men and women … outside the forest, and there's a lot going on. … you wanted them to be watching a carnival procession, but I thought it would be too crowded
Question says → You hear
Why: Jeremy describes the drawing as a crowd of men and women dancing just outside the forest. The gap follows 'who are', so it needs the -ing form: dancing.
The trap: Watching a carnival procession was Jeremy's original idea, but Helen drew dancing instead, and he likes it.
What should Malcolm be doing on the tree trunk?
No, he's been left out of all the fun, so I'd like him to be … that'll contrast nicely with the next picture, where he's laughing at the clowns in the carnival
Question says → You hear
Why: Malcolm feels left out, so Jeremy wants him crying, to contrast with him laughing in the next picture. Crying is the -ing form the table needs.
The trap: Watching is Helen's suggestion, and Jeremy says no. Laughing is said too, but for the next picture.
What are the skaters skating on?
Because they're supposed to be skating on … That's right, and it's frozen over.
Question says → You hear
Why: Helen says they're meant to be skating on grass, and Jeremy confirms it's frozen over. 'Frozen over' becomes 'covered with ice', so the answer is grass.
The trap: Ice is already in the table, and a lake or pond is what you'd expect. The point of the picture is that it's frozen grass.
What should be added for each skater?
And I like the wool hats they're wearing. Maybe you could give each of them … They can be streaming out behind the people
Question says → You hear
Why: Jeremy suggests giving each skater a scarf, and Helen says they can stream out behind to show speed. Singular, after 'a'.
The trap: Hats are mentioned first, but the skaters are already wearing them. Jeremy likes them; they're not the addition.
How to attack this block: Four options: Helen only, Jeremy only, both, or neither. Listen for who volunteers, who refuses and whether the section is in the report at all. 'Go through it together' doesn't mean joint writing; 'you do the same' does.
Who will write about how they planned the project?
How do you feel about drafting something, then we can go through it together and discuss it? … OK, that seems reasonable.
Question says → You hear
Why: Jeremy asks Helen to draft this section and she agrees. She does the writing, so A.
The trap: C (both) is tempting because of 'go through it together and discuss it', but that's reviewing her draft, not writing it.
Who will write about how they got the ideas for their stories?
And I could include something on how we came up with the ideas for our two stories … so why don't you do the same and we, can include the two things
Question says → You hear
Why: Jeremy has started writing about this, and he asks Helen to do the same so both pieces go in. Both write it, C.
The trap: A looks right because Helen offers first, but Jeremy has already begun his own version.
Who will write an interpretation of the stories?
That's going to come up later, isn't it? … So it isn't going to be part of the report at all? … No.
Question says → You hear
Why: Interpretations will be discussed later in class, after everyone reads each other's stories. It isn't in the report, so neither writes it, D.
The trap: Helen sounds keen to write about values like helping others, which suggests A. But Jeremy explains it belongs to the class discussion.
Who will write about the illustrations?
It's probably easiest for you to write that section … Maybe, but I find it quite hard to write about. I'd be happier if you did it. … OK.
Question says → You hear
Why: Jeremy suggests Helen should write it, but she finds it hard and asks him to. He agrees. Jeremy only, B.
The trap: Helen drew the pictures and Jeremy first suggests she write it, which points to A. She turns it down.
Helen offers 'watching the other people', and Jeremy says no: Malcolm has been left out, so he should be crying. Laughing comes in the next picture, not this one.
Jeremy asks Helen to draft the planning section and says they'll go through it together. Discussing a draft isn't writing it, so the answer is Helen only, A.
Helen offers to write about where their ideas came from, but Jeremy has already started. He says 'why don't you do the same', so both write it, C.
The full Cambridge 11 Test 3 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.
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