Pre-IELTS 2 - Lesson 32 -

IELTS Mock test 2 - Listening

Learning Objectives: Lesson Resources:

• Practice IELTS Listening - Listening Section 3 • Complete IELTS | - Practice test

• Answer key and explanations • Listening Section 3 - pg. 144 - 145

Time: 45 minutes

Materials:
● Lecture slide: Pre-IELTS 2 - Lesson 32 - IELTS Mock test 2 - Listening

● There are 2 videos for this lesson:

1. Slide 4: https://www.youtube.com/watch?v=n-Ksxgg0Rx8
2. Slide 6: https://www.youtube.com/watch?v=L1IQd-0_siU

● Flashcards
● Whiteboard and pen

General notes:
● Speed: For this level, speed is really important. Speed will be decided based on the
student's age and level. The higher level, the faster speed. Speed will also depend on
the students’ characteristics.
● Pronunciation: For ESL student, correcting pronunciation is really important and
teachers should correct during the class.
● The teacher should appraise the student or correct positively frequently.
● If the student cannot answer, the teacher can ask guiding questions to help the S to
get to the answer.
● If the student cannot concentrate, the teacher can use TPR to motivate the student.

For writing activities, please ask the student to TYPE the answers instead of WRITING
using the pen tool.
Evaluate the student performance after class (for teachers): Please spare five minutes to
fill in the performance evaluation for the student via Kynaforkids Teacher’s App. This is
compulsory in order to finish the class. Please be noticed that the form should be filled in for
each class within 24 hours.

TEACHING TIPS & TPR:

(2 mins)

- T introduces his/her name and nationality

- T asks St to introduce his/herself (name, age, grade, hobbies...)
- T introduces that S will be doing a practice test - IELTS Listening - Listening Section 3. Then
T will give S answer key and explanations.

Materials:
Complete IELTS | - Practice test
• Listening Section 3 - pg. 144 - 145
 Tick ✓ the boxes with the correct statements
about the IELTS Listening Section 3.

1. The IELTS Listening Section 3 consists of a conversation between two or more speakers.

2. The speakers in Section 3 discuss a social or personal topic.

3. The conversation in Section 3 is typically longer than in Sections 1 and 2.

4. The speakers in Section 3 are often students discussing a research project or assignment.

(7 mins)

T says: Let's review what IELTS listening section 3 involves with a small activity.

T lets S say aloud each statement one by one and tick the correct box for statements that are
true. S is also expected to explain boxes that they don't tick.

T gives feedback and explanation.

Answer & Explanation:

☑ 1. The IELTS Listening Section 3 consists of a conversation between two or more
speakers.
☐ 2. The speakers in Section 3 discuss a social or personal topic. (This section focuses on
academic topics and situations.)
☑ 3. The conversation in Section 3 is typically longer than in Sections 1 and 2.
☑ 4. The speakers in Section 3 are often students discussing a research project or
assignment.

2
 Tick ✓ the boxes with the correct statements
about the IELTS Listening Section 3.

5. Section 3 requires candidates to listen for specific information and details.

6. The conversation in Section 3 is always related to the field of science or technology.

7. The speakers in Section 3 speak at a slower pace compared to Sections 1 and 2.

(cont)

Answer & Explanation:

☑ 5. Section 3 requires candidates to listen for specific information and details. (Questions in
this section often require you to identify specific facts, opinions, or details mentioned by the
speakers.)
☐ 6. The conversation in Section 3 is always related to the field of science or technology.
(While Section 3 can include topics from various academic fields, it is not limited to science or
technology. The subjects can range from business, history to natural sciences)
☐ 7. The speakers in Section 3 speak at a slower pace compared to Sections 1 and 2. (The
pace of speech in Section 3 is generally similar to the other sections. However, since the
conversations may involve more complex ideas and vocabulary, it may feel more challenging
even if the pace is similar.)

3
 SECTION 3

Questions 21-25
Choose the correct letter A, B or C.

21 The students did the study skills course because 24 Why did Daniel like the course?
A it was part of their syllabus. A It improved his confidence.
B they needed it to prepare for an exam. B It focused on economics articles.
C their tutor recommended it. C It encouraged him to read more books.

22 Why did Sylvie and Daniel use a questionnaire? 25 What did the students like about Jenny?
A Other students preferred the method. A her homework assignments
B It reduced the preparation time. B her choice of study material
C More information could be obtained. C her style of teaching

23 How often did the students meet in class for the course?
A once a week
B twice a week
C every weekday

(16 mins)

T asks S too look at questions 21-25 and asks what type of questions they are. ( → Multiple
choice questions)

T reviews the tips to do this type of question:

Before listening, you should:
• underline keywords → to use later while listening
• identify whose voice matters (name; male or female) in each question → to pay more
attention to while listening
• think of synonyms/ paraphrased information and paraphrased information/ synonyms of the
identified keywords → to prepare the possible answers that you might hear later and get
familiar with the given information
• spot the differences among the options → to predict what might distract you

During listening, you should:

• pay more attention to the identified speaker of each question.
• listen for keywords and their synonyms or paraphrased information to know when the
answers will be mentioned.
• not choose an option only because it contains keywords. Try to listen for key ideas instead.
• be careful with 'I didn't think', 'I don't think', 'I wasn't thinking'.

T plays the audio once. Ss can take note of the answers either on a piece of paper or in the
chat box, whichever way is more convenient for S.

5
T gives feedback and corrections. T asks S to record the number of correct answers they got.

For incorrect answers, T explains that S should refer to the detailed explanations on the
answer file and study them more attentively at home.

Answer:
21. C
22. B
23. A
24. A
25. B

Script:
Narrator: You will hear two students giving the results of a survey they conducted.

Tutor: Right - now it's time for Sylvie and Daniel to give us the results of their survey into the
study-skills course that some of you did last term.
Sylvie: Thanks, Mr Driver. Um - shall I start Daniel?
Daniel: Sure, go ahead.
Sylvie: OK. Well, as you know, some students in our year did the study-skills course run by
the English department last term.
Daniel: Um, it was interesting because it was completely voluntary ... it wasn't a compulsory
component of the exam course or anything that we need in that way ... but Mr Driver thought it
would be a good idea ... that it would help with our other work.
Sylvie: Yeah, so after the course finished, Daniel and I decided to review it ... ask students
what they thought about it ... as part of our education assignment.
Daniel: Yeah.
Sylvie: So ... this is how we did it ... our study method. At first, we thought about interviewing
students face to face, But we have so much other work and we knew it'd be quicker to use
email and just send out a questionnaire.
Daniel: Though we also had to write that!
Sylvie: Yes, and this method does rely on students filling it in and sending it back ... but the
response rate was pretty good.
Daniel: Yeah - 70 percent, I think.
Sylvie: OK - so, first of all, 33 students signed up for the course.
Daniel: And we did 12 sessions, over the term, and they took place every Monday morning.
Sylvie: A good start to the'week, I thought.
Daniel: Yeah - and the rest of the week, we could put things into practice.
Sylvie: Maim. So what did we expect?
Daniel: For me ... I expected it to be useful for all my subjects ... things like philosophy —
Sylvie: Yeah - that's what Mr Driver had said
Daniel: — and I was right ... I feel more able to deal with difficult texts now you know, like the
ones we have in economics.
Sylvia: You feel you can do it. I think other people found that it actually made them want to
read more frequently ... and read books outside the course list.
Daniel: If you've got time! Um - as for our teacher on the course - Jenny - everyone felt she
was really good. We learned a lot from her. Not because she set a lot of homework or anything
like that ...
Sylvie: ... the thing people said was that she gave us fascinating articles and ideas to work
with some of them ... well, we were quite happy to carry on looking at them at home.
Daniel: Yeah - that's so important. It's really easy to get bored in class, but that didn't happen.
 SECTION 3 [Answer & Explanation]

red = paraphrase/ evidence of the answer key

green = distractor
pink = contrasting information
Choose the correct letter A, B or C.

21 The students did the study skills course because Tutor: Right - now it's time for Sylvie and Daniel to give us the
results of their survey into the study-skills course that some of
you did last term.
A it was part of their syllabus. (In the conversation,
Sylvie: Thanks, Mr Driver. Um - shall I start Daniel?
Daniel mentioned, ‘’it was completely voluntary’’
Daniel: Sure, go ahead.
→ it wasn't part of the course)
Sylvie: OK. Well, as you know, some students in our year did the
study-skills course run by the English department last term.
B they needed it to prepare for an exam. (The Daniel: Um, it was interesting because it was completely
speakers didn't mention this information) voluntary ... it wasn't a compulsory component of the exam
course or anything that we need in that way ... but Mr Driver
C their tutor recommended it. thought it would be a good idea ... that it would help with our
other work.
Sylvie: Yeah, so after the course finished, Daniel and I decided
to review it ... ask students what they thought about it ... as part
of our education assignment.

T explains that S should refer to the detailed explanations on this slide and study them more
attentively at home.

5
 SECTION 3 [Answer & Explanation]
black = relevant information
red = paraphrase/ evidence of the answer key
Choose the correct letter A, B or C.
green = distractor

22 Why did Sylvie and Daniel use a questionnaire?

Sylvie: Yeah, so after the course finished, Daniel and I
A Other students preferred the method. (Even though
decided to review it ... ask students what they thought
the response rate was good, at 70 per cent, the
about it ... as part of our education assignment.
speakers didn't mention whether other students
Daniel: Yeah.
preferred questionnaire over other methods)
Sylvie: So ... this is how we did it ... our study method. At
first, we thought about interviewing students face to face,
B It reduced the preparation time.
but we have so much other work and we knew it'd be
quicker to use email and just send out a questionnaire.
C More information could be obtained. (The speakers
Daniel: Though we also had to write that!
mentioned that information was recorded through
Sylvie: Yes, and this method does rely on students filling
students filling in the questionnaire and sending it
it in and sending it back ... but the response rate was
back, but they didn't mention whether it helped
pretty good.
collect more information than other methods)
Daniel: Yeah - 70 percent, I think.

T explains that S should refer to the detailed explanations on this slide and study them more
attentively at home.

6
 SECTION 3 [Answer & Explanation]

black = relevant information

red = paraphrase/ evidence of the answer key
green = distractor
Choose the correct letter A, B or C.

23 How often did the students meet in class

for the course? Sylvie: OK - so, first of all, 33 students signed up for
the course.
A once a week Daniel: And we did 12 sessions, over the term, and
they took place every Monday morning.
B twice a week Sylvie: A good start to the week, I thought.
Daniel: Yeah - and the rest of the week, we could put
C every weekday (“the rest of the week, we
could put things into practice” → They didn't things into practice.
join the course every weekday) Sylvie: Maim. So what did we expect?
Daniel: For me ... I expected it to be useful for all my
subjects ... things like philosophy —
Sylvie: Yeah - that's what Mr Driver had said

T explains that S should refer to the detailed explanations on this slide and study them more
attentively at home.

7
 SECTION 3 [Answer & Explanation]
black = relevant information
red = paraphrase/ evidence of the answer key
green = distractor
Choose the correct letter A, B or C.

24 Why did Daniel like the course? Daniel: For me ... I expected it to be useful for all
my subjects ... things like philosophy —
A It improved his confidence. Sylvie: Yeah - that's what Mr Driver had said
Daniel: — and I was right ... I feel more able to deal
B It focused on economics articles. with difficult texts now you know, like the ones we
have in economics.
C It encouraged him to read more books. Sylvia: You feel you can do it. I think other people
(Reading more books is a benefit found that it actually made them want to read
mentioned by Sylvia, not Daniel. Sylvia more frequently ... and read books outside the
thought that the course made other course list.
students want to read more books) Daniel: If you've got time! Um - as for our teacher
on the course - Jenny - everyone felt she was really
good. We learned a lot from her. Not because she
set a lot of homework or anything like that ...

T explains that S should refer to the detailed explanations on this slide and study them more
attentively at home.

8
 SECTION 3 [Answer & Explanation]
black = relevant information
red = paraphrase/ evidence of the answer key
green = distractor
pink = contrasting information
Choose the correct letter A, B or C.
Sylvia: You feel you can do it. I think other people
25 What did the students like about Jenny? found that it actually made them want to read more
frequently ... and read books outside the course list.
A her homework assignments (The speakers
Daniel: If you've got time! Um - as for our teacher on
said that it was not because of her
homework which made them like her) the course - Jenny - everyone felt she was really
good. We learned a lot from her. Not because she
B her choice of study material set a lot of homework or anything like that ...
Sylvie: ... the thing people said was that she gave
C her style of teaching (The speakers said us fascinating articles and ideas to work with some
that they didn't get bored in Jenny's class,
of them ... well, we were quite happy to carry on
but they didn't explicitly mention anything
about her style of teaching) looking at them at home.
Daniel: Yeah - that's so important. It's really easy to
get bored in class, but that didn't happen.
9

T explains that S should refer to the detailed explanations on this slide and study them more
attentively at home.

9
 Questions 26-27
Can you read the charts?
Choose the correct letter A, B or C.

26 Which chart below shows how useful students found 27 Which graph below shows how useful students found
the course in general? the different parts of the course?

Look at the pie charts in question 26 and answer: Look at the bar charts in question 27 and answer:

• What are the different categories shown in the pie charts? • What color represents note-taking in the bars?
• Which pie chart indicates that most students think the
• What part of the course do students find most
course is very useful?
useful?
• How many percentages of people in pie chart A think the
course is very useful?
10

(3 mins)

T says that questions 26-27 are multiple choice questions, which is the same type of questions
21-25. However, since the options are graphs, S should be careful and listen for comparison
languages and language to describe percentages.

T asks some questions related to the graphs;

*Key
- Pie charts in question 26
What are the different categories shown in the pie charts? (very useful, useful, not useful)
Which pie chart indicates that most students think the course is very useful? (A & C)
How many percentages of people in pie chart A think the course is very useful? (around 55 or
60%/ more than 50%)

- Bar charts in question 27

What color represents note-taking in the bars? (yellow)
What part of the course do students find most useful? (In chart A & B, it's speed reading. In
chart C, it's note-taking.)

10
 SECTION 3

Questions 26-27
Choose the correct letter A, B or C.
26 Which chart below shows how useful students found the 27 Which graph below shows how useful students found the
course in general? different parts of the course?

Questions 28-30
Complete the sentences.
Use NO MORE THAN TWO WORDS for each answer.

28 Good note-taking improves concentration during ............................... .

29 Making notes with the help of a ............................... is useful.
30 Having a ............................... on note paper makes notes easier to read.
11

(14 mins)

Next, T asks S to look at questions 28-30 and asks what type of questions they are. (→
Sentence completion)
T reviews the steps to do this type of question:
1. Read the instructions to confirm the question types and word limit.
2. Find the keywords from the questions, and make a guess about possible answers.
3. Identify who to listen to.
4. Listen for paraphrased information.
5. Write answers then double-check.

T plays the audio once. Ss can take note of the answers either on a piece of paper or in the
chat box, whichever way is more convenient for S.

T gives feedback and corrections. T asks S to record the number of correct answers they got.

For incorrect answers, T explains that S should refer to the detailed explanations on the
answer key file and study them more attentively at home.

Answer:
26. C
27. B
28. lectures
29. diagram

14
30. (wide) margin

Script:

Daniel: OK - so, we've done a couple of charts ... let's have a look at the findings. I'll put up
the first chart ...
Sylvie: This is your overall view of the usefulness of the course.
Daniel: ... and as you can see, only a small percentage of students didn't feel it was useful.
Sylvie: Which is good ...
Daniel: Yeah - everyone else had a positive view of the course, and more than half of us -
that's about 60 percent - thought it was very useful.
Sylvie: Which ... well as this is the first time the course has been run, I guess this is a strong
recommendation for it to take place again next year.
Daniel: The next chart shows how useful you felt each part of the course was.
Sylvie: So just to remind you ... there was the speed reading component - that came out top.
Daniel: No surprise there, really.
Sylvie: Mmm. On the other hand, giving talks was ... well, we all like talking, but it's not
something we have to do that often.
Daniel: Yeah - so that was the least useful.
Sylvie: Then the note-taking component you found to be quite useful - and you had a lot of
comments about that.
Sylvie: Ok, so let's have a look at some of your comments. You said a lot about the activities,
but the main comment seemed to be that the techniques we learned on the note-taking course
helped us focus more in lectures.
Daniel: Several people said that they daydream much less.
Sylvie: Yeah ... have a longer attention span.
Daniel: So that's the first benefit. The second is that students said they really appreciated the
instruction on when to use a diagram to take notes.
Sylvie: Mmm, like many people, I'd never thought of this technique, but now I find it really
helpful.
Daniel: ... and it's much more fun!
Sylvie: Yeah. And then the last comment we wanted to mention was about the type of paper
that we used in the note-taking sessions.
Daniel: It seems obvious now that a wide margin down the side of the paper provides another
area where you can add points that you've missed.
Sylvie: And that makes it a lot easier to read the notes afterwards.
Daniel: OK, so now we'll look at the results ...
 SECTION 3 [Answer & Explanation]

black = relevant information

Choose the correct letter A, B or C. red = paraphrase/ evidence of the answer key

26 Which chart below shows how useful students Daniel: OK - so, we've done a couple of charts ... let's
found the course in general? have a look at the findings. I'll put up the first chart ...
Sylvie: This is your overall view of the usefulness of
the course.
Daniel: ... and as you can see, only a small
percentage of students didn't feel it was useful.
Sylvie: Which is good ...
Daniel: Yeah - everyone else had a positive view of
the course, and more than half of us - that's about
60 percent - thought it was very useful.
Sylvie: Which ... well as this is the first time the
course has been run, I guess this is a strong
recommendation for it to take place again next year.

12

T explains that S should refer to the detailed explanations on this slide and study them more
attentively at home.

12
 SECTION 3 [Answer & Explanation]
red = paraphrase/ evidence of the answer key
green = distractor
Choose the correct letter A, B or C.
Daniel: The next chart shows how useful you felt
each part of the course was.
27 Which graph below shows how useful students
Sylvie: So just to remind you ... there was the speed
found the different parts of the course?
reading component - that came out top.
Daniel: No surprise there, really.
Sylvie: Mmm. On the other hand, giving talks was ...
well, we all like talking. But it's not something we
have to do that often.
Daniel: Yeah - so that was the least useful.
Sylvie: Then the note-taking component you found
to be quite useful - and you had a lot of comments
about that.
Sylvie: Ok, so let's have a look at some of your
comments. You said a lot about the activities, but
the main comment seemed to be that the
techniques we learned on the note-taking course
helped us focus more in lectures.
13

T explains that S should refer to the detailed explanations on this slide and study them more
attentively at home.

13
 SECTION 3 [Answer & Explanation]
black = relevant information
red = answer key
purple = paraphrase
Questions 28-30
Complete the sentences. Sylvie: Then the note-taking component you found
Use NO MORE THAN TWO WORDS for each answer. to be quite useful - and you had a lot of comments
about that.
28 Good note-taking improves concentration during Sylvie: Ok, so let's have a look at some of your
..........lectures............ . comments. You said a lot about the activities, but
the main comment seemed to be that the
29 Making notes with the help of a techniques we learned on the note-taking course
............................... is useful. helped us focus more in lectures.
Daniel: Several people said that they daydream
30 Having a ............................... on note paper much less.
Sylvie: Yeah ... have a longer attention span.
makes notes easier to read.
Daniel: So that's the first benefit. The second is that
students said they really appreciated the
instruction on when to use a diagram to take notes.

14

T explains that S should refer to the detailed explanations on this slide and study them more
attentively at home.

14
 SECTION 3 [Answer & Explanation]

black = relevant information

red = answer key
Questions 28-30 purple = paraphrase (1)
Complete the sentences. pink = paraphrase (2)
Use NO MORE THAN TWO WORDS for each answer.

28 Good note-taking improves concentration during Daniel: OK - so, we've done a couple of charts ...
..........lectures......... . let's have a look at the findings. I'll put up the first
chart ...
29 Making notes with the help of a Daniel: So that's the first benefit. The second is
...........diagram......... is useful. that students said they really appreciated the
instruction on when to use a diagram to take
30 Having a ............................... on note paper makes notes.
notes easier to read. Sylvie: Mmm, like many people, I'd never thought
of this technique, but now I find it really helpful.
Daniel: ... and it's much more fun!

15

T explains that S should refer to the detailed explanations on this slide and study them more
attentively at home.

15
 SECTION 3 [Answer & Explanation]
black = relevant information
red = answer key
Questions 28-30 purple = paraphrase
Complete the sentences. pink = paraphrase
Use NO MORE THAN TWO WORDS for each answer.

28 Good note-taking improves concentration during Sylvie: Yeah. And then the last comment we
............lectures................... . wanted to mention was about the type of paper
that we used in the note-taking sessions.
29 Making notes with the help of a Daniel: It seems obvious now that a (wide)
..............diagram............... is useful. margin down the side of the paper provides
another area where you can add points that
30 Having a .........(wide) margin........... on note you've missed.
paper makes notes easier to read. Sylvie: And that makes it a lot easier to read the
notes afterwards.
Daniel: OK, so now we'll look at the results ...

16

T explains that S should refer to the detailed explanations on this slide and study them more
attentively at home.

16
 End of the Day Challenge
Reflection Match the skills with the correct type(s) of questions

Skills Question types

In today's practice, I've got ......... / 10 1. Identify whose voice matters

correct answers. 2. Spot the differences among the

options A. sentence completion
I think I need more practice on: 3. Underline keywords B. multiple-choice
☐ Multiple choice questions 4. Predict possible answers (part of C. both types of questions
speech, meaning, plural or singular)
☐ Sentence completion questions
5. Listen for keywords or their
synonyms/ paraphrased information

6. Double-check the answers

17

(3.5 mins)

- T works with S to count how many correct answers S has in the mock test and asks S to
reflect which type of question S struggles with (S can tick more than one).

- T asks S if S wants to go through any question again if there's still time.

- T helps S recap the steps for doing the two types of questions by giving S a task.

- T gives correction.

*Answer key:
1. C
2. B
3. C
4. A
5. C
6. C
(cont)

- T asks S to read the explanation for questions that they fail to do in the test.

- T says goodbye.