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Wednesday, October 19, 2016

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Hi Simon
Thank you for your elaborate explanation

thank you very much. because of your video I can pass IELTS easily.

IELTS Listening lesson 2
This is the last video lesson for listening on this course. There are only two lessons because I don’t think teachers can help you with listening so much. I’ve given you some tips and in this lesson I’m going to give you some examples and some suggestions for further practice. And that’s all, I think, a teacher can do after that you need to do lots of practice alone.
Let’s start the lesson now with some examples. Example questions for the 4 sections of the IELTS Listening test.
Section 1 will definitely contain a gap-fill exercise where you have to fill in some basic information about what the speaker is saying. Let’s look at an example. You see Joining the local library at the top of the page and there’ll be some questions and some gaps like this:
Name: Mark 1. ……………
Address: 2. …………… Street, Newtown
Reason for joining: 3. …………… degree
You can see name, Mark and then question 1, address, question 2, etc.
I’m going to read the transcript for this exercise and you can (trying / try to) fill in the gaps. In these gaps, let’s say, you are allowed to use ONE WORD AND / OR A NUMBER ONLY. So you can use a word or a number, or a word and a number. Here’s the recording. Listen now.
My full name is Mark Braithwaite; that’s B-R-A-I-T-H-W-A-I-T-E. I live at number 18, Hill Street, Newtown. I’m joining the library because I’m about to start a postgraduate degree, and I need access to books about the local area.
That’s the end of the transcript. Let’s have a look at the answers.
Name: Mark 1. Braithwaite
Address: 2. 18 Hill Street, Newtown
Reason for joining: 3. postgraduate degree
It was number 1: Mark Braithwaite. Check your spelling. Number 2: 18 Hill. Remember, we’re allowed a number and a word. Number 3: postgraduate. Check your spelling. Spelling is very important. If you make a spelling mistake, unfortunately, it will be marked wrong.

Now let’s move on to Section 2. In this section you could have a gap-fill, multiple choice or matching exercise. Let’s look at another gap-fill but this time it’s a gap-fill in a diagram. Diagram gap-fill. And this is more difficult for many people because when you see the diagram like this:
you are not sure where to look. It’s not as easy as a normal list of questions. However, the technique is you should follow the numbers, the question numbers. Questions in the Listening test always go in order. So we know that (these) the recording will start with question 11, you’ll hear that first, and then you’ll hear the answer to number 12 and then number 13. So follow the numbers of the questions around the diagram. That’s the order that the speaker will describe the diagram (in).
Let’s listen now. I’m going to read the transcript and you’ll hear the answers, put them in the gaps. In this case you can only use ONE WORD IN EACH GAP.
The school is located in the center of the town, not far from the shopping area and several prominent buildings. If you leave the school building and walk along the main high street, you’ll see the cinema on the left just after the crossroads. Further along the high street, the road bends to the right, just after Woods Lane, and becomes East Avenue. And Town Hall Square is the large open area at the end of this street.
That’s the end of the transcript. And here are the answers:
Number 11 was the cinema, was on the left just after the crossroads. Number 12 was East Avenue, after Woods Lane - the other road (that) isn’t marked on the right was called Woods Lane. And the Town Hall Square was at the end of East Avenue.
Don’t worry about the capital letters at the beginning of the words East and Square. It’s completely fine to write east and square without the capital. There is no rule about this in the IELTS test. They don’t care at all about capital letters, small letters, upper case, lower case. You can write your answers anyway you want, but the spelling must be correct. So square needs to be spelled correctly, for example.

Let’s move on to another exercise from Section 2. This time () a matching exercise.
Here is the exercise:
When can visitors see each show?
Write the correct letter, A, B or C, next to questions 18 – 20.
A all year round
B during all school holidays
C once a year
18. Magic on ice ……….
19. Animal fun and games ……….
20. Rides and slides ……….
It says: When can visitors see each show? Write the correct letter, A, B or C, next to questions 18 to 20. A, B and C. You’ve got the 3 choices: all year round, during all school holidays, once a year. And then you’ve got questions 18 to 20 the names of 3 shows. And these will go in order again: 18, 19, 20. (You’ll) hear the 3 shows in the correct order. And I’m going to read it now and you listen and put the correct letter at the end in these spaces next to the questions.
We put on three main shows for children, but parents should make sure that they book well in advance to avoid disappointment; our children’s shows are very popular. Tickets for “Magic on ice” sell out very quickly because this is our Christmas show, and it only runs for two weeks during the Christmas holiday. If you’re looking for something to do with your children at the weekend, I would recommend a visit to our farm to see “Animal fun and games”. This show is open on Saturdays and Sundays during both term time and school holidays. Finally, “Rides and slides” is closed during the school term, but open when children are off school.
That’s the end of the recording. Hopefully you’ve got the answers. Let’s see what they are:
A all year round
B during all school holidays
C once a year
18. Magic on ice C
19. Animal fun and games A
20. Rides and slides B
“Magic on ice” was C, once a year, because it said: “two weeks during the Christmas holiday” only. Then 19, “Animal fun and games” was A, all year round, because it said: it’s open on weekend, Saturdays and Sundays, during “both term time and school holidays”. And “Rides and Slides” was B, during all school holidays only but not during term time, it said: “open when children are off school” but closed during the school term.
So those were two typical exercises from Section 2.

Hi simon ,I have a question about cambridge test 11 book ,listening test 2 section 3 , both questions number 24 and 26 .I am confused because q24 is ambiguous ,and about q 26 in short key answer the is B but in transcript we see the answer is related to C . please check and guide me .thanks a lot

I forgot to ask another my question sorry . I am not native English language so i didn't khnow the of these words(believe sth behind ) i deal with it in ielts Cambridge 11 and immediately search in dictionary but i did not undertand again please explain for me about it and when we can use it . Ithink it is an ediom.is not it?

Now let’s move on to Section 3. And you could get a gap-fill or multiple choice in this section.
Let’s look at a multiple choice question now. This is where it starts to become difficult because you have a lot to read. Look at this example:
21. The subjects in Roger’s study were chosen because
A they had all volunteered to participate in other studies in the past.
B each of them had achieved excellent results in various physical tests.
C they were all of a similar age.
Lots of information to read. So it’s very important to read all of that during the break before the recording starts. And my tip that I gave in lesson 1: underline keywords during the break time. Let’s underline some words and read the question together.
So the question: The subjects in Roger’s study were chosen because. So subjects, chosen because, those are keywords. Then A, they had all volunteered to participate in other studies in the past. Volunteered, studies in the past. B, each of them had achieved excellent results in various physical tests. Excellent results, physical tests. And C, they were all of a similar age. Similar age.
21. The subjects in Roger’s study were chosen because
A they had all volunteered to participate in other studies in the past.
B each of them had achieved excellent results in various physical tests.
C they were all of a similar age.
So now we’ve got just a few words underlined and that can focus your attention more while you’re listening to the recording.
Let’s listen now. I’ll read the recording. So Roger’s speaking.
The process of selecting people for the study involved various stages. First, our preference was to use people who had previously put themselves forward for similar studies carried out by members of our department. We chose a small number of participants from the department database, but unfortunately there were not enough people who met our requirements. So, our second step was to find some new volunteers. Next, we needed to select the ten most suitable participants from our volunteer group. We put all of them through a series of exercises to measure their strength, stamina and balance. We had expected the younger volunteers to achieve the best results in these tests, but we were surprised by the performances of some of our older volunteers. In the end, we chose the ten highest scoring volunteers to be our study subjects, and we were pleased to have a wide range of ages in the group.
That’s the end of the recording. And let’s look at the answer. It was B. The reason was instead of excellent results in physical tests we had some different words, but we had measure strength, stamina and balance - that’s the physical tests, and highest scoring instead of excellent results.
B each of them had achieved excellent resultshighest scoring in various physical testsmeasure strength, stamina and balance.
In Section 3 and 4 you can expect this kind of thing. The words that you’ve underlined you should listen for, but be ready for synonyms or similar words with the same meaning.
If you got the wrong answer for this exercise, don’t worry. You can check very carefully by downloading the worksheet that I’ve attached. (Where you can) see the transcript and you can look (at all of) words and see where you went wrong. So, remember to download the attached sheet below this video and check the transcripts carefully.

Now let’s move on to Section 4 where you could have a gap-fill or multiple choice again. This time we’re going to look at another gap-fill. And this will be a more difficult one than the Section 1 or 2 gap-fills that we’ve seen.
Let’s compare the Section1 gap-fill topic which was Joining the local library, a very general topic, compare that with the Section 4 topic, we’re going to see, which is Understanding Leadership. Somebody () lecturing, giving a speech, about this idea of understanding leadership. It’s a much more academic topic. Here are the questions and it’s going to be ONE WORD in each gap in this gap-fill:
• Successful leaders are able to see an overall 31. …………… of what is happening.
• They have the confidence to 32. …………… responsibilities to other people.
So the first one, Successful leaders are able to see an overall something of what is happening. Let’s underline the keywords: successful leaders, see an overall. And I’ve highlighted the word an because that tells you it’s going to be a noun. An overall something of what is happening.
Question 32, They have the confidence to something responsibilities to other people. And I’ll underline: confidence to, it’s going to be a verb after that, so I’ve highlighted the word to as well, to something responsibilities.
Ok, so now I’ll read the transcript of this recording and see if you can put the two correct words in those gaps.

Thanks again Dina!

The article entitled “Understanding Leadership” came out of a collaboration between the university’s Business School and our contacts in several successful medium-sized companies in the city. The initial finding that stood out when we looked at the practices of the most consistent achievers was that these people have a very clear idea of the direction of their businesses; they see the “big picture” of what is going on within their companies, in their particular markets, and in the wider world. They also tend to be particularly good at motivating and empowering those around them. The best leaders understand implicitly the need to trust their staff, and they are happy to delegate tasks and duties to others.
Let’s look at the answers then.
• Successful leaders are able to see an overallbig 31. picture of what is happeningwhat is going on. (see the big picture of what is going on)
• They have the confidence tothey are happy to 32. delegate responsibilitiestasks and duties to other people. (happy to delegate tasks and duties)
31 was picture, they are able to see an overall picture of what is happening. And 32 was delegate, they have the confidence to delegate responsibilities. The keywords that helped us to get those answers you can see better on the worksheet, if you look at the transcript. But just quickly, for 31 it was see the big picture of what is going on, so instead of the word overall you’ve got big, instead of what is happening - what is going on. And for 32, happy to delegate tasks and duties, instead of confidence to - they are happy to, and responsibilities - you’ve got tasks and duties.
So again, similar words (are) not necessarily the same words that you see in the questions. And this is what makes Section 3 and 4 (particularly) difficult because we have a lot of these.
Ok, so we’ve seen example questions from the four sections of IELTS Listening.

And now, as I said at the beginning, it is your job to do lots of practice.
So where can you get listening practice from?
Well, I think you should start with the official IELTS books. You’ll find these come from Cambridge, and they look like this, or like this, and there is also one (that) looks like this, The Official IELTS Practice Materials. There are 11 up to now, there’ll be more in future. 11 of the Cambridge IELTS books and there are two of these Official IELTS Practice Materials. That should give you plenty of listening practice to get on with. Of course, it’s also a good idea to do other types of general listening, but if you want () exam practice, these are the only books that you can really trust.
You can also trust the official IELTS website www.ielts.org. There are some example listening questions (on) there that you can practice. And I’ll link to (then) in the worksheet that I’ve attached below this lesson.
So remember to download the attached sheet. You’ll see the transcripts of everything that we’ve done in this lesson and also my tips on where to find those further practice sources.
That’s the end of the two listening lessons on this course. I hope you found them useful. Remember, the main tip for listening is do lots of practice. That’s the best way to improve your ear and your exam technique.

You're welcome, Simon!
Thank you for the useful listening lessons!

read these from another sites:

1) Answers can be written on the answer sheet in upper case, lower case or a combination.
For example, the answer “Thailand” can be written as “thailand”, “THAILAND” or even “ThAiLanD”. All of these versions would be marked as correct.

2) For example, if the word "public" is the answer in your listening test, u can write it as Public or PUBLIC or public - not a problem at all.

Are they correct?

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