A lecturer opens the first seminar before an archaeology field trip to Namibia. First she explains how scholars have misread rock art showing animal tracks, then she gives students rules for visiting rock art sites without damaging them.
Questions 31-40 · 10 marks · 2 question blocks
All in order. Questions 31-35 come from the first half, on how rock art has been interpreted. Questions 36-40 come after she says she wants to make some important points about the fieldwork, and each sentence matches one rule.
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 notes follow the lecture's argument: the old explanation, three mysteries, the new explanation. The 'But' and the three questions in the notes match 'there were some mysteries' and 'two more problems', so use them to keep your place.
When is the fieldwork trip?
in the second part I'm going to give you some do's and don'ts for our fieldwork trip in April
Question says → You hear
Why: The month comes right after 'fieldwork trip'. Capitalise April.
The trap: The gap is near 'Namibia' in the notes, but Namibia is already printed. Don't write the country again.
Who was the rock art meant to teach, according to the earliest explanation?
this rock art was like a school book with pictures to teach children about tracks
Question says → You hear
Why: 'Used to think' signals the old explanation, and the pictures were 'to teach children about tracks'. Teach becomes 'help ... learn' in the notes.
The trap: Hunters are mentioned later, in the newer explanation. Don't mix up the two theories.
What is odd about the tracks in the pictures?
you see the tracks are repeated, there are dozens of tracks for the same animal.
Question says → You hear
Why: The first mystery: tracks appear again and again. 'The tracks are repeated' fits 'Why are the tracks usually ...?' word for word.
The trap: 'Dozens' is right next to it, but 'the tracks are usually dozens' isn't grammatical. 'Clear' comes after, about what you'd expect instead.
What are some unrealistic animals partly like?
some of these unrealistic animals - that's in the engravings - seem to be half human. Some, for example, have got human faces.
Question says → You hear
Why: The note copies 'half', so the gap is the next word: human. She backs it up with the human faces.
The trap: 'Faces' is said next, but 'half faces' doesn't make sense. The gap needs the adjective human.
How did wise men try to control animals, in the newer explanation?
They believed they could use magic to control the animals they had drawn, so the hunters could then catch them for food.
Question says → You hear
Why: 'Many researchers now think' is the more recent explanation, and the wise men used magic to control the animals.
The trap: 'Food' and 'hunters' come in the same sentence, but they're the result, not the method. The tool for control is magic.
How to attack this block: Five rules for visiting sites, given in the same order as the sentences. The words are mostly said exactly, but watch word forms: 'touching' needs -ing, 'fires' can be singular or plural.
How should you look at a site to reduce visitor pressure?
you can learn many things from observing at a distance instead of walking all over it. This can really help to reduce visitor pressure.
Question says → You hear
Why: Looking from a distance instead of walking over the site is what reduces visitor pressure. The gap follows 'a', so it's a singular noun.
The trap: Some write 'far' because it means the same, but it doesn't fit after 'from a'. Write the word you heard: distance.
Who might find camping on a site disrespectful?
never to camp on a site if you go on your own. It may be disrespectful to the people of that culture
Question says → You hear
Why: The sentence is almost word for word: 'people of that culture' becomes 'people from that ...'. The gap is culture.
The trap: Village is said just before, about where the group will camp. It's not who might be offended.
Also accepted: fires
What might damage undiscovered material?
certainly don't make fires, however romantic it may seem. It's really dangerous in dry areas, and you can easily burn priceless undiscovered material by doing so.
Question says → You hear
Why: 'By doing so' points back to making fires. Burning is the damage, and the cause is fire (fires is also accepted).
The trap: 'Dry areas' is said in between, and some people write 'dryness'. It's the fire that burns the material.
Besides tracing, what should you avoid doing to rock art?
By looking at it, drawing it and photographing it - NEVER by touching it or even tracing it. Rock art is fragile and precious.
Question says → You hear
Why: 'NEVER' gives you 'avoid', and 'fragile' is in both. Tracing is printed, so the gap is touching, in the -ing form to match.
The trap: Drawing and photographing are said first, but they're what you should do. Climbing comes next, but it's a separate point.
In what state should you leave the site?
please don't even move rocks or branches to take photographs you should leave the site intact
Question says → You hear
Why: The sentence copies 'leave the site', and the gap takes the next word: intact, meaning undamaged and unchanged.
The trap: Rocks and branches are what you shouldn't move. The gap describes the site's condition, so it needs an adjective.
The sentence is passive ('damaged by'), while the lecturer says 'don't make fires ... you can easily burn'. You need to link 'burn' back to fires.
She says 'NEVER by touching it or even tracing it'. Tracing is printed in the sentence, so the gap is the other one: touching, with -ing.
'Dozens of tracks for the same animal' is the idea, but the one-word answer is the adjective she uses first: repeated.
The full Cambridge 7 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.
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