Focus: Academic or practical group conversations (2–4 speakers).
Format: 2–4 speakers having a conversation about academic or practical topics.
Topics: Project discussions, tutorials, research planning, assignments, course logistics.
Number of questions: Usually 10–15.
Key Features:
Paraphrasing is extremely common.
Speakers may agree or disagree; opinions matter.
Information may be indirect or implied.
Scan All Questions First
Quickly note the type of each question: multiple choice, matching, table completion, short answer.
Predict what type of information is needed (names, numbers, opinions, actions).
Underline Keywords
Focus on nouns, verbs, and adjectives.
Example: “Who will be responsible for collecting the survey data?” → keywords: responsible, collecting, survey data.
Predict Possible Answers
Think about vocabulary, synonyms, or forms of words that may be used.
Steps:
Read all options carefully before listening.
Focus on keywords in the question and options.
Listen for signal words or contrasting opinions (however, but, although).
Eliminate distractors as the conversation unfolds.
Choose the option that is fully supported by the audio.
Tips:
Often 2–4 speakers may mention different options; only one or two are correct.
Avoid choosing options the speaker only mentions without approval.
Steps:
Identify what you are matching: people → opinions, tasks, actions.
Note each speaker’s name/role.
Listen for opinions or decisions.
Write the letter or number corresponding to the right choice.
Tips:
Each person usually speaks once or twice, so pay attention to who says what.
Watch for paraphrasing. Example: “I’d rather handle the references myself” → matches “takes responsibility for citations.”
Steps:
Look at headings and predict answer types (word, number, date, phrase).
Check instructions: “Write NO MORE THAN TWO WORDS AND/OR A NUMBER.”
Listen for information in order, but some may be scattered.
Fill in answers immediately; check spelling and numbers carefully.
Tips:
Tables often follow the chronology of the conversation.
Watch for signal words: first, next, then, finally, in addition.
Numbers, dates, and proper nouns are common traps.
Steps:
Read the question carefully.
Identify exact keywords.
Predict the answer type: word, number, or phrase.
Listen carefully to find the exact answer, often paraphrased.
Tips:
Watch for negatives in the question (e.g., “Which of the following is NOT mentioned?”).
Focus on specific details rather than general statements.
Steps:
Look for statements or ideas attributed to a speaker.
Listen for agreement or disagreement.
Pay attention to phrases like:
“I completely agree…” → positive
“I’m not sure about that…” → uncertainty
“I don’t think…” → disagreement
Match each speaker to the correct opinion or decision.
Tips:
Speakers often express similar ideas differently, so paraphrasing is key.
Always check for who expresses the opinion, not just the content.
Speaker Identification – Recognize who is speaking using names, pronouns, or roles.
Paraphrasing Awareness – Keywords in questions are rarely repeated verbatim.
Note-taking – Quickly jot down numbers, names, or keywords while listening.
Sequence Tracking – Some questions follow the order of conversation; some may refer back.
Prediction & Context Clues – Use context to guess tricky answers before hearing them.
Focus and Concentration – The conversation may have pauses, interruptions, or multiple ideas.
Distractors: Speaker may mention a wrong option first.
Complex sentences: Look for embedded opinions or conditions.
Indirect references: Example: “I’ll handle the first part” → matches “Task A.”
Numbers and dates: Mishearing “50” vs “500” is common.
Multiple speakers: Don’t mix opinions or tasks between people.
Before audio: Read and underline all questions.
During audio: Write answers immediately.
Focus on keywords, synonyms, and signal words.
Don’t panic if you miss one answer – the next answer will come soon.
After audio: Check for spelling, numbers, and grammatical forms.
Choose TWO letters, A–E.
Which TWO points does Adam make about his experiment on artificial sweeteners?
A. The results were what he had predicted.
B. The experiment was simple to set up.
C. A large sample of people was tested.
D. The subjects were unaware of what they were drinking.
E. The test was repeated several times for each person.
Write the correct letters in the boxes below.
21. ___
22. ___
Questions 23 and 24
Choose TWO letters, A–E.
Which TWO problems did Rosie have when measuring the fat content of nuts?
A. She used the wrong sort of nuts.
B. She used an unsuitable chemical.
C. She did not grind the nuts finely enough.
D. The information on the nut package was incorrect.
E. The weighing scales may have been unsuitable.
Write the correct letters in the boxes below.
23. ___
24. ___
Questions 25–30
Choose the correct letter, A, B, or C.
Adam suggests that restaurants could reduce obesity if their menus
A. offered fewer options.
B. had more low-calorie foods.
C. were organised in a particular way.
The students agree that food manufacturers deliberately
A. make calorie counts hard to understand.
B. fail to provide accurate calorie counts.
C. use ineffective methods to reduce calories.
What does Rosie say about levels of exercise in England?
A. The amount recommended is much too low.
B. Most people overestimate how much they do.
C. Women now exercise more than they used to.
Adam refers to the location and width of stairs in a train station to illustrate
A. practical changes that can influence people’s behaviour.
B. methods of helping people who have mobility problems.
C. ways of preventing accidents by controlling crowd movement.
What do the students agree about including reference to exercise in their presentation?
A. They should probably leave it out.
B. They need to do more research on it.
C. They should discuss this with their tutor.
What are the students going to do next for their presentation?
A. prepare some slides for it.
B. find out how long they have for it.
C. decide on its content and organisation.