Self-Access Centre: listening answers and explanations
Pam, the Director of Studies, meets Jun, a student representative, to discuss the future of the language school's Self-Access Centre. They talk about what students and teachers think of it, a plan to move it into the library, and a list of improvements.
Questions 21-24 come in the first half, where they discuss whether to keep or move the centre. Pam then says 'let's make some notes', which is your signal for 25-30. The notes follow three headings in order: equipment, resources and use of the room.
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: Check whose view each question asks about: students, teachers, or the Director of Studies (Pam). Both speakers mention several reasons and worries, then say which one matters most, so listen for words like 'main', 'majority' and 'not so much ... but'.
Question 21
Answer: CJun's first answer, when Pam asks what the students think
Why do students want to keep the centre?
The majority of students say that they enjoy using it because it provides a variation on the classroom routine and they see it as a pretty major component of their course
Question says → You hear
an important part of their studiesa pretty major component of their course
Why: 'A pretty major component of their course' is a direct paraphrase of 'an important part of their studies', C.
The trap: A mixes two things Jun says: 'variation' is about a change from classroom routine, and the equipment is something they want improved. B is never said: later Jun says they like going there as a group with their teacher.
Question 22
Answer: BAfter Pam's point about students checking personal emails
What would some teachers like to do with the centre?
Some of us also think that we could benefit a lot more by relocating the … Self-Access Centre to the main University library building.
Question says → You hear
move the Self-Access Centre elsewhererelocating the … Self-Access Centre to the main University library building
Why: 'Relocating' to the library is moving it elsewhere, B.
The trap: C is tempting because Pam complains about emails, but she says 'we don't want to stop you students using it'. A is the opposite: the teachers say it's a very valuable resource.
Question 23
Answer: BJun's reply to the plan to move to the library
What worries students most about using the library?
Our main worry would be not being able to go to a teacher for advice.
Question says → You hear
main concernOur main worry
difficulty in getting helpnot being able to go to a teacher for advice
Why: 'Main worry' signals the answer, and not being able to go to a teacher for advice is difficulty getting help, B.
The trap: A: size is mentioned first, but positively: the library is 'big enough'. C is contradicted: 'there would be plenty of things to do'.
Question 24
Answer: CWhen Jun asks whether cost is going to be a problem
What is Pam, the Director of Studies, worried about?
It's not so much the expense that I'm worried about, and we've certainly got room to do it, but it's the problem of timetabling a teacher to be in there outside class hours.
Question says → You hear
the difficulty in supervising the centrethe problem of timetabling a teacher to be in there outside class hours
Why: Pam's worry is getting a teacher into the centre outside class hours, so that everything is looked after. That's supervising the centre, C.
The trap: Jun brings up cost, and Pam rejects it ('not so much the expense'). Space is rejected too ('we've certainly got room'). Both are said to be ruled out.
Note completion (NO MORE THAN TWO WORDS)
Questions 25-30
How to attack this block: The first point (replacing computers) is done for you, so use it to find your place. Each gap is a noun naming a resource or an action, and most are said quite plainly. Watch the singular and plural: the notes say 'the ... collection', 'some ...', 'a ...' and 'an ...'.
Question 25
Answer: readingWhen Pam asks about other resources and Jun reads out students' comments
Which materials especially need their level shown more clearly?
they find it difficult to find materials that are appropriate for their level, especially reading resources, so I think we need to label them more clearly.
Question says → You hear
The level of the ... materialsmaterials that are appropriate for their level
in particularespecially reading resources
more clearly shownlabel them more clearly
Why: 'Especially' matches 'in particular', and the materials he names are reading resources. The gap sits before 'materials', so write reading.
The trap: Don't write 'reading resources': 'materials' is already printed, so you'd double the noun.
Question 26
Answer: CDAfter Pam says some resources look out of date
Which collection needs updating?
The CD section especially needs to be more current.
Question says → You hear
Update the ... collectionThe CD section especially needs to be more current
Why: 'Needs to be more current' is 'update', and 'section' becomes 'collection'. The answer is CD.
The trap: Course books are said straight after, but only as what the new CDs should go with. The collection to update is the CDs.
Question 27
Answer: workbooksWhen Pam suggests new materials they don't have yet
What should be bought and split up?
What do you think of the idea of introducing some workbooks? If we break them up into separate pages and laminate them, they'd be a great resource.
Question says → You hear
Buy some ... and divide them upintroducing some workbooks … break them up into separate pages
Why: 'Break them up into separate pages' is 'divide them up', and 'them' refers to workbooks. The note says 'some ...', so keep the plural.
The trap: 'Course book' comes in the next sentence, but that's studied in class. The thing broken into pages is workbooks.
Question 28
Answer: timetableWhen Pam turns to 'how the room is used'
Also accepted: schedule
What should Pam organise with the teachers?
I'll have to talk to the teachers and make sure we can all reach some agreement on a timetable to supervise the centre after class.
Question says → You hear
Speak to the teachers and organise a ... for supervising the centretalk to the teachers … reach some agreement on a timetable to supervise the centre
Why: The note follows Pam's sentence closely: talk to the teachers, agree on a timetable to supervise the centre. Timetable (or schedule) fits after 'a'.
The trap: 'Agreement' is said just before, but you don't organise an agreement for supervising. The thing organised is the timetable.
Question 29
Answer: alarmWhen Pam raises security because of the new equipment
What should be installed?
But we also need to think about security, too. … What about putting in an alarm?
Question says → You hear
Install anputting in an alarm
Why: 'Putting in' is 'install'. Jun suggests an alarm and Pam agrees: 'Good idea'. The 'an' before the gap fits alarm.
The trap: Security is the topic, but 'install an security' doesn't work. The note needs the thing installed.
Question 30
Answer: emailThe last point, when Pam wants to talk to the technicians
Also accepted: emails
What personal use of the computers should be limited?
see whether we could somehow limit the access to email. I really don't want to see that resource misused.
Question says → You hear
Restrict personal use oflimit the access to email
Why: 'Limit the access' is 'restrict', and it's about email, which Pam complained about at the start ('personal emails'). Email or emails are both accepted.
The trap: Jun's idea of 'before and after class' is about when, not what. The note asks what personal use is restricted.
A sounds right because Jun mentions equipment, but that's what students want improved, not why they like the centre. Their reason is that it's 'a pretty major component of their course'.
Pam mentions cost and space, then rules both out: 'not so much the expense' and 'we've certainly got room'. Her real worry is timetabling a teacher, which is supervising the centre.
The gap is followed by 'collection', so it needs the kind of material, CD. Many students write 'course books', which Jun mentions as what the CDs go with.
Words from this recording worth keeping
variation on(Keeping the centre)
a change from the usual way of doing something
component(Keeping the centre)
one part of a larger whole
relocating(Moving to the library)
moving to a new place
incorporate(Moving to the library)
include something as part of something bigger
timetabling(Pam's concerns)
arranging when people or classes are scheduled
cramped(Equipment)
too small for the people or things in it
laminate(Resources)
cover paper with clear plastic to protect it
misused(Use of the room)
used for the wrong purpose
Sit this test on Langujet, then come back
The full Cambridge 9 Test 2 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 9, Test 2, 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.
