Cambridge 3 Listening Test 2 - Answers With Explanation

1. The receptionist says "all the new students will gather in the Main Hall to meet the Principal and the rest of the staff" at 10.00, so the place for that first event is the Main Hall.

2. After the Principal's talk, she says "the Director of Studies will talk to you" at 10.15 about courses and requirements.

3. At 10.45, "the Student Adviser will tell you about the various services and activities" the school offers.

4. She then says "you'll go next door to Classroom 5 at 11 o'clock," giving the time for the fourth item.

5. She explains it's "just a placement test to help us find your level of English," so the blank is a placement/English test.

6. Walking from Reception she says to go "past the Language Laboratory and then past the Library, which is next to the Language Lab," so room 6, next to the Language Lab, is the Library.

7. Continuing to the end of that corridor, "facing you is the Main Hall," so room 7 at the corridor's end is the Main Hall.

8. Going the other way down the corridor and turning right instead, "the Computer Lab is immediately on your right," so room 8 is the Computer Laboratory.

9. She says "the staff room is near the main entrance, on the left... just opposite the Reception desk," placing room 9 as the Staff Room.

10. Finally, the student common room is "very close to where we are now... to the right of the Reception desk," so room 10 is the Student Common Room.

11. Alongside grants, the speaker mentions "queries regarding the fees you are paying if you are an overseas student" as a financial example.

12. She then says "another area we can help with is what we generally term the 'domestic' area," covering things like childcare.

13. Under academic help, she says "you may wish to know more about essay deadlines," alongside using the library.

14. She labels the last category "simply termed 'social' — and yes, there is a lot of social life here!"

15. For that social category she adds "you may wish to participate in outings or trips" if you don't know many people yet.

16. She spells out the officer's name directly: "our Helpline officer Jackie Kouachi, that's K-O-U-A-C-H-I."

17. She gives the phone number as "326 99 40. That's 3269940."

18. Opening hours are 9.30 to 6.00 on weekdays and "from 10 to 4 on Saturdays."

19. She explains "if you want to make an appointment you can phone or call at the office in person."

20. At busy times, she warns "you may have to go on the waiting list and then come back later."

21. The tutor opens by saying "we're going to talk today about the importance of choosing that all round 'right' person," framing the whole tutorial around staff selection.

22. He gives the example of someone who, once working, turns out to have "sharply contrasting views on how something will work" compared with everybody else — disagreeing with the group.

23. He stresses that "people have to have faith in each other's ability to carry out the task," making trust in colleagues' ability central to teamwork.

24. He points out that asking about hobbies and spare time in interviews means "employers are already involved in the practice of" finding out personal information.

25. He says personality questionnaires "have to be filled out by the candidates some time during the selection procedure."

26. He explains the idea is old because "they were used by the ancient Chinese for picking out clerks and civil servants."

27. He continues that "later they were used by the military" to place people in suitable work.

28. He adds that "almost two thirds of the large employers use them" nowadays.

29. He says "these tests are compiled by experts" who believe the answers give useful indicators of character.

30. Throughout, the tutor uses the personality questionnaire only as one illustration within the wider topic of staff selection, matching option A, to describe one selection technique.

31. Vivien says she did her teaching practice "at a secondary school" in London, giving the type of school.

32. She taught "a class of fourteen-year-old pupils" during that placement.

33. For the first hat she describes cutting a circle then "making one cut up to the centre and then... overlapping the cut" to form the cone shape.

34. For the second hat, flaps are bent over and stuck "to the underside of the circle" to make the pillbox shape.

35. In the design phase, pupils used their research "to draw a design of their hat on paper" before making anything.

36. She then encouraged them "to make a small-scale, three-dimensional hat" to test how the flat design would form.

37. A material constraint was that pupils "had to limit their colours to white, grey or brown" shades of paper.

38. The hat "based on a circular stairway... three pillbox hats one on top of the other... was designed by Theresa," matching the stepped hat, C.

39. The hat with strips "that come out from the base and that meet at the top... rather like a crown... was made by Muriel," matching hat D.

40. The combination of a pillbox base and a conical top "to form a castle turret... was made by Fabrice," matching hat A.