Working Effectively In Groups - IELTS Listening Answers & Explanations
From IELTS Practice Test Plus 3 Academic Listening Test 7 · Part 3 · Questions 21–30
Audio
Questions
Questions 21–22 Multiple Choice (Two Answers)
Choose TWO letters, A-E.
Questions 23–24 Multiple Choice (Two Answers)
Choose TWO letters, A-E.
Questions 25–26 Multiple Choice (Two Answers)
Choose TWO letters, A-E.
Questions 27–30 Matching
What actions do Brad and Helen agree to do regarding the following preparation tasks?
Choose FOUR answers from the box and write the correct letter, A-F.
A. Contact the tutor for clarification.
B. Check the assignment specifications.
C. Leave it until the last task.
D. Ask a course-mate to help.
E. Find information on the Internet.
F. Look through course handbooks.
Answers & Explanations Summary
| # | Answer | Evidence | Explanation |
|---|---|---|---|
| Q21 | — | — | |
| Q22 | A / D | Helen: Yeah, effective listening in groups, because it’s not something that’s frequently covered on courses in our field. Brad: No, and we should say that in the presentation Helen: Okay, I wouldn’t argue with that. Something I do think we should emphasize is the power of the listener’s posture, gestures, etc. in making speakers feel respected. Brad: Not that you’re just waiting for them to finish before jumping in with your own ideas |
Excerpt/Transcript Explanation: The transcript shows Helen pointing out that listening is rarely taught in their area of study, and Brad agrees they should include that fact in their talk. In a later part of the conversation, Helen says they should focus on how physical actions like sitting a certain way or moving (posture and gestures) affect the speaker, and Brad agrees because this shows the listener isn't just rushing to say their own ideas. Answer Explanation: The answer identifies two points: first, that lessons on how to listen are often missing from business classes, and second, that how you move or hold your body is an important part of listening. Reason For Correctness: The correct answer is A and D because both Helen and Brad agree on these two ideas during their discussion. Regarding choice A, Helen says that listening isn't often taught in their management classes, and Brad agrees they should mention this lack of focus. Regarding choice D, Helen suggests they highlight the importance of 'posture' and 'gestures' (which are parts of body language) to show respect to a speaker, and Brad agrees that these actions show a listener is truly paying attention. They disagree on choice B, and the other options (C and E) are not agreed upon or mentioned as main points to include. |
| Q23 | — | — | |
| Q24 | B / E | Well, firstly, it says that all group members must be given time to explain their own goals But it does say that goals have to be realistic, you know Achievable within a particular time You’ve got it. That’s really what the article’s saying |
Excerpt/Transcript Explanation: The transcript shows that the article has two rules for goals: first, every member must tell the others their individual goals. Second, the goals should be realistic things that people can actually finish within a certain, fixed amount of time. Answer Explanation: The answer means that every person in the group should talk about what they want to achieve, and these goals must be things that can be completed in a specific amount of time. Reason For Correctness: The correct answer is B and E. First, Brad mentions that the article says everyone in a group should be 'given time to explain their own goals', which matches choice B. Second, the speakers agree that goals must be 'realistic' and 'achievable within a particular time', which matches choice E. Brad also says that having 'ideals' (perfect but impossible ideas) is not helpful if they cannot be finished in a 'reasonable period', reinforcing that goals must be practical and time-limited. |
| Q25 | — | — | |
| Q26 | B / C | Brad: Actually, I thought it devoted too much space to it, but that it was all rather boring, you know. It didn’t mention some of the more radical theories. Helen: Absolutely. I found that really irritating. Brad: Right. And also I think it could have said more about conflict sometimes being healthy in groups. Helen: Absolutely | Excerpt/Transcript Explanation: The transcript shows Brad pointing out two specific gaps in the article: it missed "radical theories" and didn't mention that conflict can be "healthy." Helen uses the word "Absolutely" twice to show that she completely agrees these are weak points. Answer Explanation: The answer means that Brad and Helen both believe the article's section on conflict resolution was weak because it only discussed traditional or narrow ideas (conservative views) and failed to mention that conflict can sometimes be a good thing (potential value). Reason For Correctness: The correct answer is B and C. Regarding choice B, Brad notes that the article missed "radical theories," which are the opposite of conservative or traditional ones, and Helen agrees with him. Regarding choice C, Brad states that the text should have mentioned how conflict can be "healthy" for a group, indicating a lack of discussion on its potential value, and Helen says "Absolutely" to show her agreement. |
| Q27 | C | Brad: Don’t worry. I’m quite happy using PowerPoint and I’ll put it together when everything else is ready. Helen: That’s a relief. But yes, do that later | Excerpt/Transcript Explanation: The transcript shows Brad offering to build the presentation once all other pieces are finished. Helen is happy about this and confirms that they should save that task for a later time. Answer Explanation: The answer means that Brad and Helen decide to wait and finish the PowerPoint presentation only after all other parts of their work are done. Reason For Correctness: The correct answer is C because Brad suggests he will create the PowerPoint slides only "when everything else is ready," meaning it will be the final step. Helen agrees with this plan by saying they should "do that later." This shows they both agree to delay this specific job until the end of their preparation. |
| Q28 | B | Brad: No need. I can just have a look at the specs he gave us when he set the task. Helen: That’ll be quicker | Excerpt/Transcript Explanation: The transcript shows Brad telling Helen that they don't need to email the teacher because he can just check the 'specs' (the rules or instructions) for the work. Helen agrees that doing this will be faster. Answer Explanation: The answer B means that Brad and Helen will look at the specific instructions or requirements the teacher provided to see if they must use quotes from the article. Reason For Correctness: The correct answer is B because when Helen suggests emailing the tutor for help, Brad disagrees and says they don't need to. He suggests instead that he can look at the 'specs'—which is short for 'specifications', or the specific rules of the assignment—that were given when the task was assigned. Helen agrees that this method is 'quicker', showing that they have both decided to check the assignment documents rather than contacting the teacher. |
| Q29 | D | Helen: Sarah did one last year. Brad: Who’s she? Helen: She’s doing the same option as me in marketing. I’ll ask her advice on what to include | Excerpt/Transcript Explanation: The transcript shows Helen telling Brad about Sarah, a student in her class who has experience making a handout. Helen says she will ask Sarah for tips and advice on how to do it. Answer Explanation: The answer D means that Helen will ask another student she knows for help with the handout. Reason For Correctness: The correct answer is D because Helen mentions a student named Sarah who is in the same marketing class (or 'option') as she is. Because Sarah is a student in the same program, she is referred to as a 'course-mate.' Helen decides to talk to Sarah to get advice on what information should be included in their handout. |
| Q30 | F | Brad: I think we should start by looking through module handbooks. I think that’ll give us some good leads. Helen: Yeah, you’re probably right. So that’s all the topics covered | Excerpt/Transcript Explanation: The transcript shows Brad suggesting that they begin their search by searching through the "module handbooks" for helpful information, and Helen agreeing that this is the right thing to do. Answer Explanation: The answer means that Brad and Helen agree to check their course or module handbooks to find the information they need for their list of sources, which is called a bibliography. Reason For Correctness: The correct answer is 'F' because when talking about how to find books and articles for their bibliography, Brad suggests they should start by looking through 'module handbooks.' Helen agrees with this idea, saying he is probably right. In an academic context, 'module handbooks' is a synonym for 'course handbooks.' |
Transcript
Helen: So, Brad, what did you think of the article on group work?
Brad: Oh, hi Helen. Yeah, it was pretty good, with helpful pieces of advice on how to make group work effective.
Helen: I think we were lucky to be given such a straightforward text to present at the management skills seminar.
Brad: Yeah, actually shall we discuss it now? Have you got time?
Helen: Sure. It’s only a 10-minute presentation, so we just need to explain and then give our views on the main points raised in the article.
Brad: I’ll jot down some notes. Right. So, there are three main sections. I suggest we start with listening.
Helen: Yeah, effective listening in groups, because it’s not something that’s frequently covered on courses in our field.
Brad: No, and we should say that in the presentation.
Helen: Yeah, and also effective listening’s pretty simple, you know. I don’t think it’s hard to learn.
Brad: Well, people think it’s easy, but in my experience, most of us tend to be very lazy listeners.
Helen: Okay, I wouldn’t argue with that. Something I do think we should emphasize is the power of the listener’s posture, gestures, etc. in making speakers feel respected.
Brad: Not that you’re just waiting for them to finish before jumping in with your own ideas.
Helen: Uh-huh. Okay, right. The next section is on goal setting. Let’s make sure we’re clear what the article says on this.
Brad: Yeah. Well, firstly, it says that all group members must be given time to explain their own goals.
Helen: That’s it, yeah. And then did it say that the whole group should agree on common goals?
Brad: That’s a bit too strong. It’s more that everyone’s agendas should be equally acceptable. But it does say that goals have to be realistic, you know.
Helen: Achievable within a particular time?
Brad: You’ve got it. That’s really what the article’s saying. There isn’t really any point in having ideals if group members know they won’t come to anything within a reasonable period. So, I think a summary covering those points will be enough for that part of the presentation, don’t you?
Helen: Yep. Now, the last section is about conflict resolution.
Brad: Actually, I thought it was the worst part of the article.
Helen: Me too. I don’t think it went into sufficient detail on the issue.
Brad: Actually, I thought it devoted too much space to it, but that it was all rather boring, you know. It didn’t mention some of the more radical theories.
Helen: Absolutely. I found that really irritating.
Brad: Right. And also I think it could have said more about conflict sometimes being healthy in groups.
Helen: Absolutely. It just mentioned rather glibly about how we should avoid thinking of winners and losers, and that quick resolution of conflict is always desirable.
Brad: Without explaining what these terms mean?
Helen: Well, it gives quite detailed definitions, but doesn't develop a proper argument.
Brad: Right. So for the presentation, I think we just give some definitions and...
Helen: And then explain what we felt were the weaknesses in the article's treatment of conflict resolution.
Brad: Yeah, good. So, let’s think about what we have to prepare for the actual presentation.
Helen: Well, I suppose we’ll use PowerPoint, but I’m hopeless at using it, especially if it has any visuals. I really have to look into doing a course on it because I know I’ll need it in the future.
Brad: Don’t worry. I’m quite happy using PowerPoint and I’ll put it together when everything else is ready.
Helen: That’s a relief. But yes, do that later.
Brad: Okay. Now, I heard the tutor saying we have to include some well-chosen quotations from the article.
Helen: I’m not sure if we do. I’ll email him to find out.
Brad: No need. I can just have a look at the specs he gave us when he set the task.
Helen: That’ll be quicker.
Brad: But the tutor definitely said we have to prepare a handout to go with the talk. I’m not really sure how we do that.
Helen: Sarah did one last year.
Brad: Who’s she?
Helen: She’s doing the same option as me in marketing. I’ll ask her advice on what to include.
Brad: Great. So that just leaves the bibliography at the end. I suppose it’ll mainly be articles.
Helen: Yeah, so we’ll just look on the web, and we can leave that to later.
Brad: But we’ve been advised against that.
Helen: Well, we could have a look through some journals in the library.
Brad: I think we should start by looking through module handbooks. I think that’ll give us some good leads.
Helen: Yeah, you’re probably right. So that’s all the topics covered.