IELTS Listening Section 3: Academic Discussion Guide

Quick Answer: IELTS Listening Section 3 features an academic discussion between two or more speakers, usually a student and a tutor or multiple students discussing a project, assignment, or research. It tests your ability to follow detailed arguments, identify opinions, and extract key information in a multi-speaker context. Questions often include multiple choice, matching, and note completion.

Table of Contents

What Is IELTS Listening Section 3?

Common Question Types in Section 3

Key Strategies for Scoring High

Band Score Comparison Table

What Is IELTS Listening Section 3?

IELTS Listening Section 3 is an academic discussion between two, three, or four speakers. Unlike Section 1 (social conversation) or Section 2 (monologue), Section 3 simulates a real university or training setting. You might hear:

A student discussing a research project with a tutor.

Two students planning a presentation or assignment.

A group evaluating a case study or experiment.

The conversation is longer (about 3–4 minutes) and includes more complex vocabulary, hedging language, and shifts in opinion. Questions are neither too easy nor too hard – the challenge lies in following multiple speakers and catching specific details.

Example scenario: A student named Sarah meets her tutor, Dr. Green, to discuss her dissertation proposal on urban green spaces. A second student, Mark, joins later to contribute ideas. They talk about methodology, data collection, and potential problems.

In this section, you’ll need to:

Identify who says what.

Understand agreement, disagreement, and suggestions.

Extract facts, reasons, and examples.

Common Question Types in Section 3

Question Type	Description	Example
Multiple Choice	Choose one correct answer from three options. Often tests overall understanding or specific opinion.	What does the tutor suggest about the literature review?
Matching	Match items (e.g., students’ names) with statements or tasks.	Which student is responsible for each part of the presentation?
Note/Table/Flow-chart Completion	Fill in gaps with words from the recording (no more than a set number of words).	Complete the research timeline: Stage 1: ________ (survey design)
Sentence Completion	Complete sentences with exact words heard.	The main limitation of the study is ________.
Short-answer Questions	Answer a question in a few words.	What date is the deadline for the first draft?

Pro tip: All answers come directly from the recording – you do not need to infer or paraphrase. Spelling and word limits count.

Key Strategies for Scoring High

1. Predict the content before you listen

You get 30–45 seconds to read the questions. Use that time to:

Underline keywords (names, dates, nouns, verbs).

Anticipate what kind of information you need (e.g., a reason, a feeling, a time).

Notice if the question asks for a singular word or a phrase (e.g., “no more than TWO words”).

2. Identify the speakers and their roles

Section 3 often has a clear lead speaker (tutor or student leader). Listen for:

Names: The speakers usually introduce themselves at the start.

Titles: “Dr. …”, “Professor …”, “Student”.

Agreement markers: “I agree”, “That’s a good point”.

Disagreement markers: “But”, “However”, “I’m not so sure”.

3. Follow the logical flow

The discussion moves from introduction → problem → suggestions → decisions. Questions often follow the same order. If you miss an answer, move on immediately – don’t dwell.

4. Watch out for distractors

Speakers may change their mind or correct themselves. Example: “I thought we could use surveys, but actually interviews might be better.” The answer here is “interviews”.

5. Use the time after Section 3 to transfer answers

You have 10 minutes at the end of the Listening test to transfer answers to the answer sheet. Use Section 3’s pause (often 30 seconds) to review your answers for spelling and word limits.

Band Score Comparison Table

Band	What Examiner Wants
6	Understands the main points but misses some details. Can follow a simple discussion but may confuse speakers. Answers occasionally incorrect due to spelling or word limit errors.
7	Follows most of the discussion, including opinions and reasons. Correctly matches speakers to tasks. Handles longer answers (2–3 words) accurately. Minor errors in spelling or word count.
8	Understands nearly all details including subtle hedges (e.g., “might”, “perhaps”). Can follow a fast-paced discussion with multiple speakers. Almost perfect accuracy.
9	Complete comprehension. No errors in spelling or word limits. Instantly identifies shifts in opinion, implications, and academic vocabulary. Able to predict answers from context.

Sample Answers

Band 7: “The tutor tells Sarah to focus on the methodology chapter first, but Sarah wants to start with the literature review. In the end, they agree to do both at the same time.” (Simple summary, may miss exact wording from the recording.) Band 8: “Question: What does the tutor recommend for data collection? Answer: interviews and focus groups.” (Accurate, uses exact words from recording, no extra commentary.) Band 9: “The tutor explicitly says ‘I think interviews would be more effective than surveys’, then adds ‘but you could also run a focus group for the qualitative data’. The student agrees, and later decides to combine both. Answer: interviews and focus groups.” (Complete capture of both suggestion and agreement, precise vocabulary.)

Common Mistakes

❌Writing more words than allowed – e.g., “focus groups” for a one-word answer. Stick to the word limit strictly.

❌Adding your own ideas – The answer must be exactly as spoken. Paraphrasing can cost you a mark.

❌Misplacing speakers – In matching questions, you might think Student A said something when it was actually Student B. Listen carefully for names and pronouns.

❌Ignoring signposting words – Words like “however”, “actually”, “the real issue is” indicate a correction or important point.

❌Spelling errors – “questionaire” instead of “questionnaire” is an easy mistake. Practice spelling common academic terms.

Top Tips

💡 Listen for “changing answers” – If a speaker says “I think X, but on second thought Y”, the final answer is usually Y.

💡 Use the question paper to write notes – You can underline or circle as you listen. But only the transferable answers matter.

💡 Practice with multi-speaker recordings – Listen to BBC’s “In Our Time” or university lecture podcasts to get used to academic discussions.

💡 Don’t panic if you miss one – Even high scorers miss a question. Skip and refocus. The next answer is coming.

💡 Check your spelling in the transfer time – 10 minutes at the end is plenty; double-check Section 3 answers for errors.

Resources

Check out IELTS Active for practice tests and study materials. They offer section-specific listening exercises that mimic real exam conditions, including Section 3 academic discussions. You can also find free sample questions on the British Council website and YouTube channels like “IELTS Liz” for targeted tips.

FAQ

Q: Can I write numbers as digits (e.g., 5) or words (e.g., five)? A: Both are acceptable, but be consistent. If the recording says “five”, write “five”. If it says “5”, write “5”. Q: What if the speakers don’t use names – how do I match? A: Listen for roles: “the tutor”, “the student”, or voice tones. In the exam, the speakers are clearly distinct (different ages, genders, accents). Q: Are all answers in order? A: Yes, the questions follow the recording order. But sometimes a question may refer to an earlier part – still, the answer appears in sequence. Q: How many times do I hear the recording? A: Only once. There is no repeat in Section 3. Q: Is Section 3 harder than Section 4? A: Many find Section 3 harder because of multiple speakers and complex arguments. Section 4 is a monologue but with dense academic content. Practice both.

Key Takeaways

✅Section 3 is an academic discussion with 2–4 speakers. Focus on who says what and follow the discussion flow.

✅Common question types: multiple choice, matching, note completion. Always read ahead and predict answers.

✅Avoid paraphrasing – write exactly what you hear. Respect word limits and spelling.

✅Use the transfer time to review Section 3 carefully – it’s where many test-takers lose marks.

✅Build listening stamina with academic podcasts and mock tests.

Related Posts:

IELTS Listening Section 4: Lecture Note-Taking Strategies

Top 5 IELTS Listening Mistakes and How to Avoid Them

IELTS Listening Multiple Choice – A Complete Guide