Unit 5: Exercise 1

In this unit, you will learn about IELTS Listening Section 3 and practise the
skills you need to identify speakers’ attitudes and opinions.

Read the information. Then complete the phrases for agreeing and disagreeing.
Use the words in the box.

IELTS Listening Section 3 is a conversation between two or more people in an academic

context. You have to identify the speakers’ attitudes and opinions as they make decisions and
agree or disagree.

Recognising phrases for agreeing and disagreeing will help you choose the correct answers
in Section 3. Often in the conversation, distractors are mentioned but not agreed upon by the
speakers.

Agreement along believe doubt feasible getting more

necessarily question validity

1. I couldn’t agree ________________ .

2. It’s out of the ___________________ .
3. I __________________ that’ll work.
4. That seems _______________ to me.
5. I’d question the ______________ of that.
6. That’s a bit hard to ______________ .
7. I’d go ______________ with that.
8. Not __________________ .
9. Yes, I see what you’re _______________ at .
10. You have my full ______________ .

Unit 5: Exercise 2
Read the information. Then listen. What are the speakers’ attitudes? Choose the
correct answers.

Attitude is often expressed by tone of voice as well as the words used. Listen carefully to the
tone to help you identify the speaker’s attitude.

o bored
o excited
o irritated
o worried
 o bored
o excited
o irritated
o worried
o bored
o excited
o irritated
o worried
o bored
o excited
o irritated
o worried

Unit 5: Exercise 3
Read the information. Then listen to a conversation about a project. What time
period do the speakers agree to? Choose the correct answer.

In multiple-choice matching tasks, don’t get distracted by all the options that are mentioned
as you listen. Remember to listen to the whole conversation and not just focus on key words.

peaker 1: So, we need to make a decision about the project?

Speaker 2: Yes, I know. It’s hard choosing the right topic and time frame
though, isn’t it?

Speaker 1: Right. Well, I really liked your idea about how society has changed
over the past few decades. It’s quite topical, and I think we’d be able to find a lot
of supporting material.

Speaker 2: Hmmm, I’m having doubts about that now. I think we need go back
further, to be honest. Maybe look at early nineteenth-century family values,
compared to now. It’s a great period to study. So many changes were going on.

Speaker 1: Are you sure? Wouldn’t that give us a lot of extra work? It’s not like
we can go out and ask the general public for an opinion, is it? I’m not convinced
it’s feasible within the time frame we have.

Speaker 2: Hmmm, I see what you’re getting at. What about looking at the mid
to late 1940s until now? We could include industrialisation and possibly the
introduction of the National Health Service. And just think about the fifties,
sixties and seventies. Society was changing all the time.
Speaker 1: I admit it’s interesting …

Speaker 2: But ...?

Speaker 1: Well, it’s been done too often for my liking, and a 70-year time
frame is a little long. There would be too much material.

Speaker 2: So, where does that leave us?

Speaker 1: How about earlier that century? Say, the first few decades? We could
incorporate changing attitudes to women in society. There’s plenty of material
online, but the limited period means we won’t overload ourselves.

Speaker 2: OK, I’ll go along with that. Shall we go to the library this afternoon
and start our research?

o 1801–1850
o 1900–1930
o 1940–present
o 2000–present

Unit 5: Exercise 4
Read the information. Then listen to a short conversation. Which speaker
expresses the views? Choose Sarah or Tom.

You may need to separate the views of different speakers. The recording may contain
distractors that express the same view but are given by the wrong person. Make sure you read
the question carefully and follow the whole conversation.

Sarah: Hi, Tom. Did you have a look at my assignment? I could really do with
your advice.

Tom: Oh. Hi, Sarah. Yes, I did. I thought it was great overall.

Sarah: Really? Thanks. But I’m having doubts about the length of the
introduction.

Tom: Hmmm, I do see what you mean, Sarah, but I’d say it was concise –
remember, it’s only supposed to be 10% of the word count. I’d leave it as it is. I
was a bit confused about the methodology though. I think you could make that
section a little more transparent.

Sarah: OK. I guess I could do that, although I thought it was quite clear
myself. What did you think about the findings? I’ve been really thorough with
my analysis of the questionnaires. I think it’s one of the strongest sections.
Tom: Well, yes, I agree to a point. You’ve clearly done a lot of work, but I do
think you’d benefit from adding a bar chart or two – something to help the
reader understand the data.

Sarah: Oh, do you think so? OK. Well, you’ve given me something to think
about. Thanks, Tom.

1. thinks the introduction is too short

o Sarah
o Tom

2. thinks the introduction is the correct length

o Sarah
o Tom

3. suggests the methodology could be clearer

o Sarah
o Tom

4. believes the findings contain the right amount of detail

o Sarah
o Tom

5. suggests the findings should include graphics

o Sarah
o Tom

Unit 5: Exercise 5
Read the information. Then listen to a short conversation between two students.
Choose the correct letter, A, B or C.

Look at the options and think about the information that might tempt you to choose the
incorrect answer. Pay attention to synonyms.

Speaker 1: I’m so pleased we’ve got permission to collaborate on the family

values interviews. It’s such an important part of the project. I don’t think I
could’ve done them on my own.

Speaker 2:  Definitely. You always have more fun working together. But we
don’t have a lot of time, so I think we’ll need to split them in half.

Speaker 1: I’d go along with that. Although interviewing people together would
have been easier, not to mention more enjoyable, we do have a tight deadline. It
just won’t be feasible if we don’t divide the work.

1. The students are going to divide the interviews because

o A collaborating will be fun.

o B it will save time.
o C they won’t be as difficult.

2. Which words in the recording give you the answer to question 1?

o A important part of the project

o B we don’t have a lot of time
o C not to mention more enjoyable

3. Which words in the recording provide the synonym for ‘divide’?

o A have fun
o B split in half
o C work together

Unit 5: Exercise 6
Listen to a conversation between two students, Tony and Sue. Which two topics
is Tony including in his project? Choose the correct letters, A–E.

Sue: Hey, Tony. How’re you finding university?

Tony: Hi, Sue. I love it but it’s tough at times. The project I’m working on
now, for instance, has been particularly challenging.

Sue: Oh, really? Why? I thought you had it all under control. You’re doing the
Industrial Revolution, aren’t you? I know you’ve always loved machines and
industry.

Tony: Well, yes, I have. But I started to get overloaded by the amount of
material available online. So, although the Industrial Revolution is something
I’m really interested in, I decided I’d look at the Victorian era instead – you
know, the late nineteenth century. I wanted to focus on the fight of women to
be treated equally in that period.
Sue: OK, right! Well, I think you’ll find that far from boring.

Tony: Absolutely! But I discovered several others had already chosen that
topic, so it just wasn’t possible. Then, I thought about family life post-1945.

Sue: That’s great! I’m doing changes in family values at the end of the
twentieth century. Perhaps we can see if we can collaborate?

Tony: Well, that would’ve been good, but as I did that at school, I thought it
might be a bit tedious. You know, researching the same topic twice, so I
reconsidered.

Sue: And?

Tony: Well, I’ve always found the subject of the monarchy a bit dull, as you
know, but I thought I’d give that a go. With the right angle, I think it could be
really motivational. I’ll question their relevance in the modern world.

Sue: Hmmm. You won’t catch me choosing a topic like that. I remember
studying kings and queens at school, and let’s just say it’s not something I’ll be
doing again! I just can’t get inspired by it. So, what else are you doing?

Tony: Well, I want to look at the effect learning has on those who are
extremely poor. I had my doubts at first, but the more I think about it, the more
I think it’s feasible.

Sue: I think that’s a great idea, Tony. Good luck!

 A women’s rights
 B family values
 C poverty and education
 D the Industrial Revolution
 E kings and queens of today

Unit 5: Exercise 7
Listen to Tony and Sue talking about Sue’s project. Which three areas does
Tony suggest changing? Choose the correct letters, A–F.

Tony: So, Sue, you said you wanted help with your project. Though I don’t
know why – you’re miles ahead of me!

Sue: I know it seems that way, but I’m really having doubts about several
aspects. Can we go through it? It’s on the laptop.
Tony: Sure, fire away!

Sue: Right, well, let’s start with the aims and objectives. I’ve listed both the
broad purpose and what I want to achieve. I am going to move them around a
bit, but overall I think that section is all in order.

Tony: Next!

Sue: OK, so, the background. Here, I’m talking about values and social change
and the morals of young people.

Tony: It looks quite thorough, Sue, but you’ve neglected the plans that
teenagers put in place to prepare themselves for their next life stage. It’s a
difficult period, if I remember rightly. I think you should include that
somewhere.

Sue: Yes, I see what you mean. I hadn’t thought of that, but I remember that
turning 18 was an important event for me. What about the methods? I admit, I
found that section challenging. I think I’ve said the same thing over and over
and need to be more succinct.

Tony: Hmmm, not necessarily. Sometimes, a little repetition simply underlines

the point you’re trying to make. Right, let’s look at the structure.

Sue: Now, about that, I’m uncertain if some of my research questions are
feasible, and I just don’t like the way my questionnaire is presented.

Tony: In what way?

Sue: Well, I adapted some of the questions from a youth development

questionnaire I found online – one from the late twentieth century. I guess I’m
fairly happy with the content now, although I reckon I could make some
improvements. But I’m really concerned about how I’ve arranged it. I just
couldn’t get it looking right.

Tony: Hmmm, I’m not sure, to be honest, Sue. I think the structure’s not
unclear, and I like the way you’ve put it together. I think you just need to
shorten the list of questions. I’m not convinced anyone would want to give you
that much information. Perhaps halve the number to 50 items. You’ll be more
likely to get a response.

Sue: Well, I guess I could. Maybe 100 is a little too many!  What about the
conclusion?

Tony: Well, I like the way you’ve connected youth values with education, and
you’ve got some strong evidence to support your argument about illegal
activities and being extremely poor, so I think you should make this link a little
more obvious, to be honest.
Sue: OK, I’d go along with that. Thanks for your advice, Tony. You’ve been
brilliant!

 A the structure of the questionnaire

 B the connection between poverty and crime
 C the order of the objectives
 D the number of questions asked
 E avoiding repetition in the method section
 F young people’s strategies for adulthood

Unit 5: Exercise 8
Listen to another conversation between Tony and Sue. Which five things helped
Sue? Choose the correct letters, A–H.

Tony: So, how did your presentation go, Sue? I heard it was a great success.

Sue: It went well overall, thanks. I managed to get the deadline extended. I’m
not sure I would have finished it in time otherwise. Of course, I did get a lot
of support.

Tony: Yes, I remember you said you got permission to go to the local prison
and interview some of the young people who have broken the law. Did you
find that helpful?

Sue: Well, I’d hoped it would give me more insight into their behaviour and
how upbringing may have influenced the desire to commit a crime, but it
wasn’t useful in the end.

Tony: That’s a shame. I know you were looking forward to it.

Sue: Yes, but the local youth centre asked if I could help for a few weeks –
without pay, of course. And in doing so, I got a much deeper understanding of
some of the issues teenagers face, particularly around their relationships with
their parents and siblings.

Tony: Wow, that’s brilliant! I’ve always thought you should get involved in
something like that.

Sue: Well, yes, I’ve decided to keep it up, actually. It’s only once a week, and
I’ve become quite friendly with some of the older kids. If I can help them, you
know, find the right path, then that’s a good thing. And it might help me find
a job in the future.

Tony: Good for you. How did you find working with your tutor? I’ve heard
he’s a bit difficult to communicate with and can be a little unhelpful.

Sue: On the contrary. I met him once a fortnight and his advice was
invaluable. Although, he didn’t think it was a good idea if I worked with
anyone else – which I didn’t really agree with, as I find it much harder
working alone. He did recommend I use the knowledge I’d gained from some
research that I carried out last year, and I’m so glad I did – it must’ve saved
me hours.

Tony: How did you find the university resources? I didn’t find them of any
use whatsoever when I was working on my project. The books I wanted to
borrow were never available, so I just didn’t bother in the end.

Sue: I know what you mean about the library books. But the library has a
good quiet area at the back. I went there quite a bit – usually when I wanted
some peace and quiet. It made studying a bit easier at times.

Tony: Well, that’s great, Sue. I’m so pleased it was successful.

Sue: Well, I couldn’t have done it without you, Tony. We’ve been mates for
years and, well, you gave me a lot of support when I was feeling down about
it.

Tony: Don’t mention it, Sue. That’s what I’m here for!

 A support from parents

 B being allowed to collaborate
 C meeting her tutor regularly
 D working on a previous project
 E volunteering with young people
 F visiting the university library
 G advice from an old friend
 H talking to young offenders