Study for Success seminar: listening answers and explanations
A mature student who has been working for nearly 12 years visits Student Services to ask about refresher courses before the new semester. The adviser describes the Study for Success seminar in detail, then a second course, Learning Skills for University Study, and helps him choose.
Ten multiple-choice questions in order. Questions 21-25 cover who the courses are for and what the Study for Success seminar teaches. Questions 26-27 cover its key components and booking, Questions 28-29 the second course, and Question 30 his final choice.
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 adviser describes the courses in long, detailed turns, so most options pick up a real word from the talk. For each question, find the phrase that matches the stem, such as 'help you write more clearly' for writing or 'three consecutive mornings' for the timetable, and check the option says the same thing.
Question 21
Answer: AAt the start, when he says why he's been referred
What type of course is the man asking about?
we run quite a few different short courses for students who are either returning to study or studying part-time
Why: He has been out of education for nearly 12 years, and the courses are for students returning to study. That's A, people going back to college.
The trap: He's in the business faculty, which makes C, business executives, sound possible. He is an undergraduate, so B, postgraduate, is out too.
Question 22
Answer: BWhen the adviser first describes the seminar
How long is the Study for Success seminar?
there's our intensive study for success seminar on the 1st and 2nd of February
Why: The 1st and 2nd of February are two days, B.
The trap: Three days belongs to the other course, which runs on three consecutive mornings.
Question 23
Answer: CWhen he asks about the strategies, starting with writing
What does the seminar's work on writing try to improve?
Some of the strategies in writing, for example, would be improving your planning for writing, organizing your thinking and building some techniques to help you write more clearly.
Why: 'Write more clearly' is clarity, C.
The trap: Confidence comes up a few times in the conversation, including 'reading confidently' a moment later, but not about writing. Speed is never mentioned.
Question 24
Answer: AStraight after writing, 'With reading...'
How do the reading sessions help students read?
With reading, there'll be sessions aimed at getting into the habit of analysing material as you read it
Why: Analysing material as you read is reading analytically, A.
The trap: 'Reading confidently right from the beginning' follows, but confidence isn't an option. Nothing is said about speed or reading thoroughly.
Question 25
Answer: BWhen he asks 'What about the motivational side of things?'
What does the seminar try to do?
there's a range of motivational exercises that we do to help the students feel positive and enthusiastic about their study
Why: Making students feel positive and enthusiastic about study encourages interest in learning, B.
The trap: 'Exercises' might suggest A, preparing learners physically, but these are motivational exercises. C, literacy skills, links to the writing and reading strategies, but those aren't what this question is about.
Question 26
Answer: AAfter he says he's nervous about getting everything done
What is a key part of the course?
Two of the key components of the course are time management and overcoming procrastination.
Why: Time management is using time effectively, A. The adviser adds that students learn to plan their days so the work gets done.
The trap: Lunch and sandwiches come up straight after, which might suggest B, staying healthy. It's only about the fee not covering lunch.
Question 27
Answer: CAfter the £30 fee and the sandwiches
What should students who want the seminar do?
this is a very popular course and it's essential that you book well ahead of time. In fact, the course convener tells me that there are only five places left.
Why: 'Book well ahead of time' is reserve a place in advance, C. Only five places are left.
The trap: B mentions the course convenor, who is named in the next sentence. But the convenor only reported the numbers; nobody tells the student to contact them.
Question 28
Answer: BWhen the adviser introduces Learning Skills for University Study
On which days does the second course run?
It's simply called Learning Skills for University Study and is on three consecutive mornings, starting on a Monday from 9 to 12
Why: Consecutive means one after another, so three mornings starting on Monday are Monday, Tuesday and Wednesday, B.
The trap: Every option starts with Monday, so catching 'Monday' doesn't help. A, Monday, Wednesday and Friday, is a typical spread-out timetable, but the days here aren't spread out.
Question 29
Answer: BWhen he asks 'What sort of things are covered in this course?'
What is a feature of the second course?
basically, it's more advanced thinking, note-taking, reading and writing strategies, but also some input about stress management
Why: 'Some input about stress management' is advice on coping with stress, B.
The trap: A weekly planner sounds like the time management from the first course. Nothing physical is mentioned either.
Question 30
Answer: BAt the end, after the second course is described
Why does the man pick the Study for Success seminar?
I think I'd be better off starting from the basics and looking at all the strategies, don't you?
Why: Starting from the basics is starting at the beginning, B. The adviser agrees it suits him better.
The trap: C, revising his skills, describes the second course, which upgrades skills school leavers already have. His age is never given, so A has no support.
'The course convener tells me' sounds like B, contact your course convenor. But the convener is only the source of the news that places are running out. The advice is to book well ahead, C.
No days are named except Monday. 'Three consecutive mornings, starting on a Monday' means Monday, Tuesday and Wednesday. You have to know what consecutive means.
The adviser covers writing and reading skills, which pulls you to C, literacy. The question is about the seminar's aim in the motivational section: helping students feel positive and enthusiastic, which is encouraging interest, B.
Words from this recording worth keeping
refresher courses(Introduction)
short courses that bring old skills up to date
workforce(Introduction)
the people who work in jobs
intensive(Study for Success seminar)
covering a lot in a short time
motivate(Study for Success seminar)
make someone want to do something
procrastination(Key components)
putting off things you should do
enrolment fee(Cost and booking)
the money you pay to join a course
consecutive(Learning Skills course)
following one after another without a break
school leavers(Learning Skills course)
young people who have just finished school
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The full Cambridge 4 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.
Cambridge IELTS 4, Test 3, 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.
