Latin American Studies: listening answers and explanations
A tutor talks to Paul, a student of Spanish and Latin American studies, about the work experience in South America described in his personal statement. They then go through four optional modules, and Paul decides which ones he will take.
Questions 21-26 follow Paul's story in order: why he went, the project he chose, why he changed, what he learnt in the village, his manager and what surprised him. After 'now let's look at these modules', the tutor raises the four modules in the same order as 27-30.
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: Paul often corrects an assumption: the tutor suggests a reason and he gives a different one. Listen for 'no', 'in fact' and 'but', and wait for his real reason. Wrong options usually repeat something he mentions in passing.
Question 21
Answer: CThe tutor's first question, 'What took you there?'
Why did Paul want work experience in South America?
my main idea was to find out more about the way people lived there. My spoken Spanish was already pretty good in fact.
Question says → You hear
to learn about Latin American lifeto find out more about the way people lived there
Why: His 'main idea' was to learn how people lived there, which is option C.
The trap: The tutor suggests improving his Spanish (B), but Paul says it was already good. Teaching English (A) is what he ended up doing, and it 'wasn't my original choice'.
Question 22
Answer: CWhen the tutor asks what kind of work the agency offered
Which project did Paul first plan to join?
Then there was tourism - taking tourists for walks around the volcanoes - which I actually chose to do
Why: Of the possibilities, tourism is the one he 'actually chose'. That was his original plan, option C.
The trap: Building projects (A) were 'an option' and work with farmers (B) is mentioned last. Neither was his choice.
Question 23
Answer: AWhen the tutor asks why he didn't continue with that project
Why did Paul move from one project to another?
Because I never really knew whether I'd be needed or not. I'd thought it might be difficult physically, but I was certainly fit enough … wanted to do something that had more of a proper structure to it
Question says → You hear
not well organisedI never really knew whether I'd be needed or not
Why: Never knowing if he'd be needed, and wanting 'a proper structure', means the first job was badly organised. That is option A.
The trap: Physical difficulty (C) is raised and dismissed: he was fit enough. He gets de-motivated without structure, but he never says the routine was boring (B).
Question 24
Answer: BWhen the tutor asks what he learned from his experience
What did Paul learn about village life?
What struck me was that when people became more comfortable with me and less suspicious, we really connected with each other in a meaningful way.
Question says → You hear
develop trustmore comfortable with me and less suspicious
Why: Once people were less suspicious, they really connected. Building trust is option B.
The trap: Money (C) comes up because villagers asked what his clothes cost, and he made friends with two families (A). Neither is what he learnt was important.
Question 25
Answer: CWhen the tutor asks 'What about management?'
What does Paul say about his project manager?
Yes and he gave me lots of advice and guidance. … That wasn't his strong point! … He was a bit of a dreamer.
Question says → You hear
very supportive of Paulhe gave me lots of advice and guidance
Why: 'Lots of advice and guidance' shows the manager supported him well, option C.
The trap: 'A bit of a dreamer' sounds like B, but Paul means he preferred ideas to paperwork, not that his plans were too ambitious. Nothing suggests Paul did most of the work (A).
Question 26
Answer: AWhen the tutor asks about food, lodging and administration
What surprised Paul?
And they gave me all the equipment I needed … even a laptop. … You didn't expect that then? … No.
Question says → You hear
a computer to useeven a laptop
Why: 'Even a laptop' shows surprise, and he confirms he didn't expect it. A laptop is a computer, option A.
The trap: It was his parents who were surprised he extended his contract (C). He calls seven dollars a day for food 'amazing', but that's cheap living, not too little money (B).
Matching (A-C)
Questions 27-30
How to attack this block: Will, might or won't. The tutor recommends each module, so ignore her enthusiasm and listen to Paul's final word. 'Might' is the one where the decision is put off until later.
Question 27
Answer: CThe first module the tutor raises
What does Paul decide about Gender Studies in Latin America?
Women are increasingly occupying positions in government … If it was to do with people in the villages rather than those in the public
Why: The module is about women in government and public life. Paul says he would only take it if it were about people in villages, so he won't do it: C.
The trap: 'I think you'd find it interesting' is the tutor's view, and Paul's sentence ends in 'would', which can sound like yes. It is a condition that isn't met.
Question 28
Answer: AWhen the tutor says his practical experience makes it useful
What does Paul decide about Second Language Acquisition?
Well, you've had some practical experience in the field, I think it would be. … I hadn't thought about that. I'll put that down as a definite, then.
Why: 'A definite' means he will take it: A.
The trap: He starts with a question, 'Do you think I'd find that useful?', which sounds unsure. His final answer is definite.
Question 29
Answer: BThe third module, which the tutor thinks sounds appropriate
What does Paul decide about Indigenous Women's Lives?
I looked at last year's exam questions and that changed my mind. … Maybe, talk to some other students first and we can talk about it again later.
Why: Paul had gone off it, but the tutor asks him not to judge it on the exam questions and to talk about it again later. The decision is open, so he might do it: B.
The trap: 'That changed my mind' makes C tempting, but the conversation doesn't end there. Paul agrees to find out more and come back to it.
Question 30
Answer: CThe last module, Portuguese lessons
What does Paul decide about Portuguese?
Some people find that Spanish interferes with learning Portuguese … Well, I'd much sooner do something else, then.
Why: 'I'd much sooner do something else' means he would rather not take it: C.
The trap: He first thinks it might be easy because his Spanish is good. The tutor's warning about interference changes his mind.
Paul ends up teaching English, which isn't an option, and construction and farming are both mentioned. His original choice was tourism: 'which I actually chose to do'.
He says he 'thought it might be difficult physically' but he was fit enough, which rules out C. The real reason is the lack of a 'proper structure': poor organisation.
Paul says he would take it if it were about people in villages rather than public life. It isn't, so his answer is no, even though he says 'would'.
Words from this recording worth keeping
fluency(Reasons for going)
the ability to speak a language easily and well
voluntary projects(Finding the work)
unpaid work done to help others
de-motivated(Changing projects)
having lost the wish to work hard
remote(Village life)
far from towns and cities
reluctant(Village life)
unwilling to do something
suspicious(Village life)
not trusting someone
strong point(The project manager)
something a person is good at
interferes with(Choosing modules)
gets in the way of
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The full Cambridge 8 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 8, 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.
