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IELTS Listening Test: 10 signposts in Section 3
IELTS Listening Section 3
- is usually a dialogue
- has 2 or more people discussing an Academic subject
- is often a student talking to another student or tutor
- is sometimes an expert being interviewed on an academic subject
In the dialogue, 2 people are often trying to agree on something e.g.
- how to prepare their project or presentation
- how to improve the resource centre
- how to write their dissertation
- how to choose the best course
So there are very clear signals and signposts that you can train yourself to recognise.
You can see examples of these in the words in bold in the Audioscript below.
The same tips apply to ALL parts of the Listening Test:
- Check the number of words allowed
- Read the titles or headings
- Skim the questions (check the order of questions in a table – top to bottom ⬇️ or left to right ➡️)
- Underline any key words so you don’t lose your place
- Guess the gaps before you listen (e.g. type of word)
- Use the signals and signposts (see below)
- Watch out for distractors
- Listen for synonyms
- Check the ‘s’ on plurals (e.g. catalogue S )
- Check silent letters/irregular spelling patterns (e.g. catalog U es)
10 signals that lead you to the answer
- Emphasis – ‘What I decided to do was…’
- Ordering and numbering – ‘The second target was…’
- Fillers – Right, Great, OK, So
- Questions – ‘Who did you see?’
- Positive-Negative language – ‘That’s good, but…’
- Negative tones – ‘I’m afraid…’
- Answers stressed in final words – (Q22, 23, 24, 25 below)
- Suggestions – ‘You really do need to…’
- New points – ‘As regards…’
- Rhetorical questions – ‘Didn’t I?’
Audioscript extract
TUTOR: Hello, Sandy. How have you been getting on with your dissertation ?
SANDY: Fine, and I’ve been working hard on the various action points we agreed on our last tutorial.
TUTOR: Do you want to talk me through what you’ve done?
SANDY: Yeah, sure. Well, we agreed on t hree main targets for me to aim for. The first one was to find out about suitable data analysis software.
And what I decided to do was (emphasis) to look through catalogues (21) specialising in IT.
TUTOR: That’s a good idea. What did you come up with?
SANDY: I found the names of two promising ones. But I also thought it’d be worthwhile talking to a lecturer.
TUTOR: Oh right. Who did you see?
SANDY: Jane Prince. Do you know her? She’s in the Computer Centre (22) . (answer at the END of the sentence)
TUTOR: Yes, of course, she’s the new Head . Did she suggest anything in particular?
SANDY: Yeah. She recommended software called Vivat and said I should book up for a couple of practice sessions using Vivat.
The second target was to draw up a survey checklist (23). Have you had a chance to look at it?
TUTOR: Of course, I think it’s good. Very much on the right lines . I’d say your first two sections are spot on (positive feedback comes first). I wouldn’t suggest that you change anything there, but in section three you really do need to (advice comes after positive feedback, introduced by a negative ‘but’) have questions on teaching experience (24) . (answer at the END of the sentence)
SANDY: Yeah. I was thinking that section looked a bit short.
TUTOR: Right.
SANDY: And my third target was to do further reading on discipline.
TUTOR: Oh yes. I mentioned a couple of writers , didn’t I?
SANDY: Yes, well I got hold of the Banerjee and I thought that was excellent. But I’m afraid I didn’t manage to (negative language to warn you about ‘couldn’t’ in the table) get hold of the essays about (25) classroom management. (answer at the END of the sentence)
Answers STRESSED at the end of sentences
In this Part 4 Listening about Elephant Translocation, you can hear that most of the gapfill answers
- come at the END of the sentence/clause
- are noticeably stressed
Jump forward to 00:33 for the summary.
Get the full signals and signposts lesson here:
How to recognise signals and signposts in IELTS Listening Section 3.
More Listening Practice
Get all of the Listening Lessons here.
- Complete guide to Listening Skills
- Pronunciation for Listening
- Signals and Signposts (Part 3 – Sandy Tutorial)
- Signals and Signposts (Part 4 – Business Cultures)
- Listening MCQs and Tables (Part 4 – Wildlife)
- Choosing from a List (Part 2 – Dolphin Conservation)
- Distractors in Part 1
- MCQs and Distractors (Part 3 – Thor)
- MCQs and Distractors (Part 4 – Moving Pictures)
- Modals in the Listening Test (Part 4 – Ireland)
- Listening gap-fill (Public Buildings)
- Gap-fill in Section 4 (Gender and Finance)
- How to keep up with the speaker in Part 4 (Elephants)
- Uncountable nouns in gapfill (Part 4 about soap)
- Distractors related to TENSES (Part 2 – Dinosaur Museum)
- Distractors related to TENSES (Theatre + MAP)
- Table completion tips (Part 2 – Manham Port)
- Completing a TABLE (Part 2 – cots)
- Labelling a MAP (Fiddy Farm)
- How to follow directions (Fiddy Farm)
- Avoiding distractors (Part 4 – Underground House)
- Australian accent (Part 3 – Australian bees)
- Essential Vocabulary for Listening (Soil and CO2)
- Extra MCQ practice (Asiatic Lions)
- MCQs in Section 4 (Doctors)
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EL Education Curriculum
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- ELA GK:M4:U3:L4
Speaking and Listening: Unit 3 Assessment, Part II
In this lesson, daily learning targets, ongoing assessment.
- Technology and Multimedia
Supporting English Language Learners
Universal design for learning, closing & assessments, you are here:.
- ELA Grade K
- ELA GK:M4:U3
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These are the CCS Standards addressed in this lesson:
- W.K.1 : Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is... ).
- W.K.8 : With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
- SL.K.1a : Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
- SL.K.4 : Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
- SL.K.5 : Add drawings or other visual displays to descriptions as desired to provide additional detail.
- SL.K.6 : Speak audibly and express thoughts, feelings, and ideas clearly.
- L.K.2a : Capitalize the first word in a sentence and the pronoun I .
- L.K.2b : Recognize and name end punctuation.
- I can describe details in my drawings in order to share more information about why trees are nice. ( W.K.1 , W.K.8 , SL.K.1a , SL.K.4 , SL.K.5 , SL.K.6 )
- During Part II of the Unit 3 Assessment in Work Time B, circulate to listen as students talk and use the Speaking and Listening Checklist to assess progress toward SL.K.5 (see Assessment Overview and Resources).
- Photocopy each student's Unit 3 Assessment, Part I: Why a Tree Is Nice for use in Work Times A and B and Closings A and B.
- Prepare student workspaces with materials for sketching in Closing B: pencils, erasers, Performance Task Artwork templates, and tree parts images.
- Post: Learning targets, "The Many Meanings of Words," and applicable anchor charts (see materials list).
Tech and Multimedia
- Continue to use the technology tools recommended throughout Modules 1-3 to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Supports guided by in part by CA ELD Standards K.I.A.1 , K.I.C.9 , and K.I.C.12
Important points in the lesson itself
- The basic design of this lesson supports ELLs by offering them the opportunity to practice vocabulary and syntax through a familiar poem as well as share details about their drawings with a partner.
- ELLs may find it challenging to describe orally the details in their drawings. Consider selecting a different page from We Planted a Tree from the previous lesson and asking students to describe the details in the drawing (see levels of support).
Levels of Support
For lighter support:
- During Work Time A, invite students to give examples of the difference between a simple description and a description that includes more details.
For heavier support:
- During Work Time A, use pages 9-10 of We Planted a Tree to model what it sounds like to say a simple explanation and what it sounds like to describe the details in the drawing (see levels of support from Lesson 3).
- Multiple Means of Representation (MMR): Continue to support comprehension by activating prior knowledge and scaffold connections for students. Continue to provide visual display of questions and student responses on a chart or the board during discussions.
- Multiple Means of Action and Expression (MMAE): During the poem in Opening A, students are invited to read along with the teacher. Students may not feel confident and may benefit from modeling and supported practice. Provide differentiated mentors by seating students who may be more confident reading aloud near students who may not feel as confident.
- Multiple Means of Engagement (MME): Recall that some students may need additional support with sustained effort. Continue to provide targeted feedback that encourages sustained effort during each activity and encourages the use of specific supports and strategies, such as anchor charts and peer support.
- "The Many Meanings of Words" (from Unit 1, Lesson 2; one per student and one to display)
- Model Unit 3 Assessment, Part I: Why a Tree Is Nice (completed in Lesson 3; one to display)
- Unit 3 Assessment, Part I: Why a Tree Is Nice (completed in Lesson 3; one per student)
- Back-to-Back and Face-to-Face Protocol anchor chart (begun in Module 1)
- Speaking and Listening Checklist (for teacher reference; see Assessment Overview and Resources)
- Model Performance Task: Tree Appreciation card (from Lesson 1; one to display; see Performance Task Overview)
- Pencils (one per student)
- Clipboards (one per student)
- Model first-draft sketches (one to display; see Performance Task Overview)
- Erasers (one per student)
- Performance Task Artwork template (several per student; see Performance Task Overview)
- Tree parts images (from Unit 1, Lesson 6; one set per student)
Materials from Previous Lessons
New materials.
Each unit in the K-2 Language Arts Curriculum has one standards-based assessment built in. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
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