Lecture-Listening Note-Taking Strategies - IELTS Listening Answers & Explanations
From IELTS Recent Actual Test 6 Academic Listening Test 4 · Part 3 · Questions 21–30
Audio
Questions
Questions 21–24 Summary Completion
Complete the summary.
Write ONE WORD ONLY for each answer.
One of the basic strategies when listening to lectures is to use 21. This saves times, but it is only effective if they can be 22 later. More generally, it is necessary to format the page in anticipation of the 23 of the lecture. As an example, one can draw 24, tables, and flowcharts, consistent with the way the subject matter is presented.
Questions 25–30 Table Completion
Complete the table.
Write ONE WORD ONLY for each answer.
| Subject | Recommended Page Design |
|---|---|
| 25 Studies | flowchart, showing courtroom processes and 26 |
| Culture Studies | table or spider graph, linking 27 thoughts etc. |
| Management Theory | network (like spider graph but has 28) |
| Political Science | linear 29 |
| Mass Media | just use 30 |
Answers & Explanations Summary
| # | Answer | Evidence | Explanation |
|---|---|---|---|
| Q21 | symbols | It’s the most basic strategy, allowing you to record information at a faster pace | Excerpt/Transcript Explanation: The transcript explains that using shortcuts instead of full words is the simplest and most important method for writing down information quickly during a talk. Answer Explanation: The answer "symbols" refers to simple marks, signs, or small drawings (like arrows or letters) used to represent whole words. Reason For Correctness: The correct answer is "symbols" because Emily tells Dylan that he should not write out full words like "century" or "increase." Instead, he should use simple marks like "C" or an arrow. Emily calls this the "most basic strategy" to help a student take notes more quickly. Using symbols is the first piece of advice she gives to improve his note-taking. |
| Q22 | interpreted | Because you’ll have to look at these notes days, weeks, or even months afterwards, when you begin writing your essay, so you’ll need to be able to interpret them at a later stage | Excerpt/Transcript Explanation: The transcript explains that students use their lecture notes a long time after the class ends to write essays. Because of this time gap, it is necessary to be able to understand the meaning of your symbols and notes long after you first wrote them. Answer Explanation: The answer means being able to understand the meaning of the short notes or symbols you wrote, especially when you look at them again much later. Reason For Correctness: The correct answer is "interpreted" because Emily mentions that symbols are a great way to take notes quickly, but they are only useful if the student can understand them in the future. She highlights that when writing an essay weeks or months after a lecture, you must be able to "interpret" (understand) the meaning of the symbols you used at a "later stage." |
| Q23 | nature | But regarding the lecture as a whole, I knew the professor would be giving a set of specific recommendations, and comparing two alternative approaches, so I formatted my page in advance, adding the features consistent with the nature of what I was going to hear | Excerpt/Transcript Explanation: The transcript explains that Emily sets up her paper before the lecture begins. She chooses a pattern for her notes that fits the kind of talk the professor is going to give. Answer Explanation: The answer "nature" refers to the specific type, style, or characteristic of the talk being given during the lecture. Reason For Correctness: The correct answer is "nature" because Emily describes preparing her note paper ahead of time based on what the lecture will be like. She mentions that she organizes her page by adding certain features that match the "nature" (the characteristics or structure) of the information she expects to hear from the professor. Pay attention to how she uses the phrase "consistent with the nature of" to explain why she chooses specific designs like tables or headings. |
| Q24 | headings | Well, look at my page. Before the lecture, I drew large headings saying ‘recommendations’. You should always draw these, and I drew a table saying, ‘Approach 1’ and ‘Approach 2’. At the end I drew a flowchart, as obviously the final recommendation would be a step-by-step approach | Excerpt/Transcript Explanation: The transcript shows Emily explaining how she prepares her notes before the class starts. She says she draws big headings, tables, and flowcharts so she can simply fill them in while the lecturer is speaking. Answer Explanation: The answer 'headings' refers to titles or labels written at the top of a section to organize information on a page. Reason For Correctness: The correct answer is 'headings' because the summary lists things a student can draw on their paper before a lecture begins to stay organized. In the transcript, Emily lists the specific structures she prepared on her page: headings, a table, and a flowchart. Since 'tables' and 'flowcharts' are already mentioned in the summary sentence, 'headings' is the missing word from her list of examples. |
| Q25 | Legal | Legal Studies | Excerpt/Transcript Explanation: The transcript shows Dylan naming his subject as "Legal Studies." Emily then explains why a flowchart is the best page design for that subject, as it matches the step-by-step nature of the legal process. Answer Explanation: The answer "Legal" refers to the field of study known as "Legal Studies," which focuses on laws and the court system. Reason For Correctness: The correct answer is "Legal" because when Dylan mentions that his next lecture is about "Legal Studies," Emily recommends using a "flowchart" to take notes. She explains that this is because the "judicial system" (the law and courts) follows a very specific and logical order of steps, which a flowchart can represent clearly. |
| Q26 | procedures | Well, that suggests to me that you’ll need a flowchart, since the judicial system has a very logical ‘do this first, do that second’ approach, which must be followed in that order—y’know, all the processes that happen in the courtroom, and the procedures that must take place to ensure complete legality | Excerpt/Transcript Explanation: The transcript explains that because the legal system follows a strict 'first this, then that' order, a flowchart is a good way to record the activities in court and the official steps, or procedures, required by law. Answer Explanation: The answer 'procedures' refers to the official list of steps or rules that must be followed in a specific order to get something done correctly, especially in a legal setting. Reason For Correctness: The correct answer is 'procedures' because Emily explains that for Legal Studies, a student should use a flowchart. She says this is helpful because the law is very organized and follows a logical order. Specifically, she mentions that the flowchart can show what happens in the courtroom ('processes') and the official set of steps ('procedures') that are necessary for the law to be followed correctly. |
| Q27 | associated | Then use a spider graph—like the web a spider makes, where there’s a central idea around which you attach all the associated thoughts, and ideas, and impressions | Excerpt/Transcript Explanation: The transcript explains that when a lecture is complicated, you can use a spider graph to connect many extra ideas (called "associated thoughts") to one main central topic. Answer Explanation: The answer "associated" describes thoughts or ideas that are connected or related to a main idea. Reason For Correctness: The correct answer is based on Emily's explanation of how to organize a complex mix of ideas in a spider graph. She suggests starting with one main center point and then connecting all the thoughts that are related, which she calls "associated thoughts," around it. This matches the description in the table for using a spider graph to link related information. |
| Q28 | directions | I’d use a network, which is basically the same as a spider graph, linking thoughts, although this time there are directions involved | Excerpt/Transcript Explanation: The transcript explains that Emily uses a network for Management Theory notes. Even though it looks like a spider graph, it is different because it shows the way (directions) that thoughts move from one to the next. Answer Explanation: The answer means the path or the way something is pointing. In this context, it refers to arrows or lines that show how one idea leads to another. Reason For Correctness: The correct answer is 'directions' because Emily explains that for 'Management Theory,' she uses a design called a network. She says this design is very similar to a spider graph, which connects ideas, but the main difference is that a network includes 'directions' to show exactly how those ideas are related in a specific order. |
| Q29 | notes | Well, for that I’d just put my notes in a line, that is, in linear, or straight-line fashion, and these notes would use symbols, of course, to save time | Excerpt/Transcript Explanation: The transcript shows Emily explaining that for Political Science, she would organize her writing (her notes) in a straight or 'linear' way because there is no predictable order to the lecture. Answer Explanation: The answer 'notes' refers to the information a student writes down during a lesson to help them remember what the teacher said. Reason For Correctness: The correct answer is 'notes' because when Dylan asks about the subject of Political Science, Emily explains her style for writing. Since that subject doesn't follow a specific order, she says she would simply put her notes in a straight line, which is described as a 'linear' fashion. This matches the table's requirement for a 'linear' page design. |
| Q30 | headings | For that, I wouldn’t have any special design at all. As you say, sometimes it’s impossible to predict in what way lecturers will present their information, in which case the best you can do is pre-write headings, but not specific, just general, as in Main One, Main Two, Sub One, Two, and Three, and so on | Excerpt/Transcript Explanation: The transcript shows Emily explaining that for Mass Media, there is no special page layout. She suggests that because you cannot guess the order of the talk, the best method is to use simple, non-specific headings to organize the notes. Answer Explanation: The answer refers to the general titles or section names a student can write on their paper to organize their notes when they are not sure how the teacher will present the information. Reason For Correctness: The correct answer is extracted from Emily's advice regarding the subject 'Mass Media'. She explains that since it is hard to 'predict' how the lecturer will talk in that specific subject, she does not use a special layout like a flowchart or a table. Instead, she recommends to 'pre-write headings' (such as 'Main One' or 'Sub One') ahead of time so the student is ready to write down information as it comes. |
Transcript
SECTION 3
Dylan: Hi, Emily. What did you think of that lecture?
Emily: A bit hard to follow, but I have some good lecture-listening note-taking strategies which really help, so I can review the lecturer’s message later.
Dylan: Lecture-listening note-taking strategies? Review it later? That sounds interesting. I must admit, I struggle a bit to take down the gist of what I hear. Look at my notes.
Emily: Well, I can see a basic problem immediately. You’re writing full words, such as ‘century’ when all you need is a ‘C’, And don’t write ‘increase’; just draw an ‘up’ arrow. And why write ‘thousand’ when a ‘th’ will do?
Dylan: I see. Just use symbols. That’s not a bad idea at all.
Emily: It’s the most basic strategy, allowing you to record information at a faster pace. These lecturers can talk faster than others, too, so you don’t want to waste any time. But you need to be very familiar with your set of symbols.
Dylan: Why?
Emily: Because you’ll have to look at these notes days, weeks, or even months afterwards, when you begin writing your essay, so you’ll need to be able to interpret them at a later stage.
Dylan: I think I can do this, even by looking at your notes. ‘Immed’ must mean immediately.
Emily: But regarding the lecture as a whole, I knew the professor would be giving a set of specific recommendations, and comparing two alternative approaches, so I formatted my page in advance, adding the features consistent with the nature of what I was going to hear.
Dylan: Ah ... I think I need an example of what you mean.
Emily: Well, look at my page. Before the lecture, I drew large headings saying ‘recommendations’. You should always draw these, and I drew a table saying, ‘Approach 1’ and ‘Approach 2’. At the end I drew a flowchart, as obviously the final recommendation would be a step-by-step approach. Then I was prepared in advance to simply fill in the spaces.
Dylan: Wow! Now that’s clever.
Dylan: Your advice about note taking sounds great, but I still have one question, Emily. How are you able to design your page in advance? I mean, how can you predict the nature of the talk, and know which design is likely to work best?
Emily: It’s rather obvious when you think about it. What’s your next lecture about?
Dylan: Legal Studies.
Emily: Well, that suggests to me that you’ll need a flowchart, since the judicial system has a very logical ‘do this first, do that second’ approach, which must be followed in that order—y’know, all the processes that happen in the courtroom, and the procedures that must take place to ensure complete legality.
Dylan: Sure. That’s the way law is, very linear and orderly, but what about Culture Studies? That’s just a mass of comparisons of different cultures.
Emily: Which tells you that you will need a table, where, in tabular form, you can efficiently write down information.
Dylan: But often the lecture’s not that simple. The professor throws in a really complex mix of ideas.
Emily: Then use a spider graph—like the web a spider makes, where there’s a central idea around which you attach all the associated thoughts, and ideas, and impressions.
Dylan: I see. I think I understand. And that would be very quick, too; very efficient. I like that. But what about Management Theory? How would you approach that?
Emily: The same as with Culture Studies. I’d use a network, which is basically the same as a spider graph, linking thoughts, although this time there are directions involved. It is this element that makes it different—the fact that the thoughts go one way and not the other.
Dylan: Okay ... has directions. It sounds logical. And what about the other subjects, such as Political Science? There’s no predictable order to that.
Emily: Well, for that I’d just put my notes in a line, that is, in linear, or straight-line fashion, and these notes would use symbols, of course, to save time.
Dylan: Okay, that just leaves Mass Media.
Emily: For that, I wouldn’t have any special design at all. As you say, sometimes it’s impossible to predict in what way lecturers will present their information, in which case the best you can do is pre-write headings, but not specific, just general, as in Main One, Main Two, Sub One, Two, and Three, and so on.
Dylan: Okay.
Emily: But always be prepared to adapt to the nature of the talk, using any one of the other methods if it becomes appropriate at the time.