Ace the listening section: Tips for English test prep

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Reading time: 5 minutes

Passing an English proficiency test is a milestone for many non-fluent speakers. Among the different sections in such tests, the listening part can often present unique challenges. In most standardized English tests, your ability to comprehend and respond to spoken English will be put under scrutiny.

This blog post is dedicated to helping you, the ambitious test-taker, sharpen your listening skills and equip you with strategies to excel in the listening section of your English test.

Tips to master the listening section of your English exam
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Understanding the listening section

Before we plunge into the how-to's, it's key to understand what the listening section typically involves. You will be asked to listen to recordings of conversations and talks on a variety of topics. Following each audio segment, you'll answer questions based on what you've heard. This can assess a range of abilities from grasping and understanding the main ideas to recalling specific details.

Tips to master the listening section

Become an active listener

Active listening involves fully concentrating, understanding and responding thoughtfully to what is being said. During your prep, don't just passively hear the content—engage with it. Take notes, summarize points and predict conclusions to enhance your retention skills and understanding.

Practice with difficult words

When you come across words that are difficult to understand, it's essential to practice them repeatedly. Listening to these words in different contexts can help attune your ear to their nuances. Incorporate them into your study sessions by finding audio resources that use these words and listen to them multiple times. It also helps to make a note of any words you struggle with so you can practice them.

Familiarise yourself with homophones

Homophones are words that sound alike but have different meanings and spellings, and they can be a common source of confusion in the listening section. For instance, consider the words "pair" (two items of a kind) and "pear" (the fruit); "flower" (the plant) and "flour" (the baking ingredient); or "right" (correct or a direction) and "write" (to form letters or words).

These words highlight the importance of context in understanding spoken English, and recognizing homophones is crucial for excelling in the listening section. Make sure to include such pairs in your study routine to sharpen your listening skills.

Practice with purpose

Locate practice tests and materials that mimic the conditions of your upcoming exam. Regularly taking mock tests helps you familiarise yourself with the format and timing. This practice can also reduce anxiety on the day of the actual test, as you'll know exactly what to expect.

Hone your note-taking skills

You won't remember every detail you hear, and that's okay. Develop a system of shorthand or symbols that enables you to jot down key information swiftly. With practice, you'll learn to discern what's likely to be the focus of questions.

Understand the question types

The listening test may include multiple-choice questions, fill-in-the-blank, matching and sentence completion, among others. By understanding each type, you can develop targeted strategies, like reading the questions beforehand where time is allowed, to anticipate answers.

Approaches for tackling specific question types

Multiple-choice questions

For multiple-choice questions, listen for keywords and ideas that match the options provided, but also be wary of distractors—information that is true but doesn't answer the question. It helps to quickly read the questions before the recording starts, if allowed, to know what information to listen for.

Fill-in-the-blank

When approaching fill-in-the-blank questions, your attention to detail is crucial. These questions often test your knowledge of vocabulary and understanding of key points. Pay attention to the grammatical structure of the sentence to predict what type of word is missing—be it a noun, verb, adjective, or adverb.

Matching

With matching questions, it's beneficial to understand the relationships between parts of the content. They might require you to match speakers to opinions or items to categories. Note any expressions that indicate agreement, contrast, or reason, which can provide hints for correct answers.

Sentence completion

Sentence completion questions examine your ability to understand the main idea and specific details. Practice focusing on the context around blanks and predicting possible answers based on content already heard. This requires a good grasp of grammar and broad vocabulary.

Watch out for the traps

Distractors might be used in listening tests. These are options in multiple-choice questions that seem correct but aren't. Improve your critical listening skills to spot these traps, often engineered to test if you're listening to the specifics or just the surface details.

Recognizing common traps in listening tests

One such trap involves the use of paraphrasing; the spoken content often rephrases what the questions or answers require, testing your understanding beyond mere word recognition. Another trap is the presentation of almost correct options, where minute details are altered to mislead unwary candidates.

A strategic listener will also be on guard for 'red herring' statements where extraneous information is provided to divert attention from the relevant answer. Lastly, watch for speakers correcting themselves in the audio; the initial information might be a trap, with the correct answer being provided only later in the dialogue.

Recognizing and navigating these traps requires a sharp focus and an active engagement with the material—skills that can be improved with deliberate practice over time.

Stay calm and collected

During the test, you might miss an answer or find a section particularly challenging. It's important to stay calm and move on. Agonizing over one question can cost you the concentration needed for subsequent questions.

Frequently asked questions

Q: How can I improve my ability to understand different accents?

A: Regularly listen to media from various English-speaking countries. Platforms like YouTube, podcasts, or even accent training resources can provide exposure to a wide range of English accents.

Q: Should I take notes by hand or on the computer?

A: Practice the method you'll use in the actual test. If you're taking a paper-based test, get comfortable with writing notes quickly by hand. For a computer-based test, practice typing your notes efficiently.

Q: How important is spelling in the listening section?

A: It can be very important, especially in sections where you have to write down what you hear. Incorrect spelling can sometimes result in a wrong answer, so it's crucial to sharpen up your spelling skills.

Conclusion

Conquering the listening section of your English test requires practice, strategy and patience. By becoming an active listener, immersing yourself in English, practicing purposefully and learning to stay calm and collected under pressure, you'll be positioning yourself for success.

Remember, every moment you spend preparing—from listening to English music, to tackling practice exams—is a step towards acing that listening section and moving one step closer to achieving your goals. Good luck.

Still looking for the perfect English test or certification for you? Make sure to check out our range of tests to help you really showcase your skills.

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    Teaching young learners: all just fun and games?

    By Jill Leighton
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    We want lots of fun in our lessons, with a good balance of activities and games with strong educational value. But in my opinion, today’s young learners need more than just fun and games to stay motivated. Fun and games can quickly become meaningless and boring for some students.

    How do we create fun and engaging lessons for young learners aged 6-14?

    • Have a strong relationship with your students. Know about their natural talents, their weaker points and where they are in their development.
    • Encourage them to be active learners and engage them in learning that is meaningful to all of them. E.g. through project work.
    • Provide opportunities for students to use technology and develop success skills. E.g. collaboration, communication, critical thinking, creativity and self-learning.

    Most teachers agree that we have to assume the responsibility of preparing students for life as well as helping them to acquire a language – and this is what I aim to demonstrate in this blog. Using , I want to demonstrate how you can learn more about your students and care for individual needs in one classroom.

    The students will also learn about themselves and their classmates. They will acquire vocabulary and language (at their level) in a dynamic way and create a project to explore their interests and demonstrate their talents. They will use technology and develop their success skills. Assessment will be fun and engaging. I hope you will be able to adapt the ideas and put them into practice with children aged 6-14.

    Howard Gardner’s Model of Multiple Intelligences

    prompts us to ask: How is this child intelligent? He identified eight different types of intelligence which guide the way students learn:

    • Verbal-Linguistic Intelligence (Word Smart)
    • Logical-Mathematical Intelligence (Maths Smart)
    • Spatial Intelligence (Picture Smart)
    • Musical Intelligence (Music Smart)
    • Bodily-Kinesthetic Intelligence (Body Smart)
    • Naturalistic-Environmentalist Intelligence (Nature Smart)
    • Interpersonal Intelligence (People Smart)
    • Intrapersonal Intelligence (Self-Smart)
    • (He later went on to identify Existential Intelligence – Life Smart, and Pedagogical Intelligence -Teacher Smart)

    Lesson 1: Outline the student’s learning goals

    Explain to the students that they are going to learn about Howard Gardner’s Model of Multiple Intelligences and that you want them to achieve learning goals on completion of the project. Write the goals on a poster and discuss them with your students. Take a digital photo of the poster to use during the assessment.

    Student learning goals – you will be able to:

    • Identify different intelligences and what they mean. Name eight different intelligences you have
    • Communicate ideas clearly through a project to demonstrate your talents and interests
    • Use your success skills more effectively.

    Tip: Video parts of lesson 1, especially discussion of the learning goals, to use as part-assessment and reflection on completion of the project.

    What do you know about the Multiple Intelligences? How are you smart?

    • Ask children what they know about multiple intelligences. Teach key language and vocabulary as necessary, depending on level.
    • Ask, “What does it mean be intelligent?” (They will probably say, good grades, be good at maths, English, reading, writing, computers...)
    • Tell them being intelligent or smart (get the younger children to repeat the word smart several times) isn’t only about getting good grades. Ask them to think of more ways to be smart.
    • Elicit the eight ways to be smart according to Gardner. (You may need to mime). E.g. mime playing the piano or clap a rhythm to elicit Music Smart.
    • Discuss what the different intelligences mean. (E.g. Word Smart (Linguistic Intelligence): you like reading, writing or speaking, you are probably good at languages…)
    • Teach career vocabulary associated with the different intelligences. (E.g. Word Smart: journalist, teacher, lawyer, editor, TV announcer, web editor.)

    Lesson 2: Find out your smarts quiz

    Tell students they are going to do a quiz to discover how they are smart. Model each stage of the activity and do the quiz with them to find out about your own strengths. Give each student a piece of paper.

    • Take your paper and show the students how to fold it into eight sections, then unfold it and draw lines along the folds to make a grid.
    • Write the different smarts in each section. (Use small handwriting to leave room to illustrate each smart with a picture).
    • Give a picture dictation to illustrate each smart. Here are some examples:

    Word Smart:Draw a dictionary and children reading, writing and speaking.

    Logic/Number Smart: Draw sums on a computer, a scientist with test tube.

    Music Smart: Draw children singing and playing musical instruments.

    Body Smart: Draw children playing a sport, dancing or cooking.

    Nature Smart:Draw trees, animals, insects, child watering a plant.

    Spatial/Picture Smart: Draw children drawing, painting or taking photos and a pilot in a plane.

    People Smart:Draw a child helping or leading a group or a group of children holding hands.

    Self-Smart: Draw children keeping a journal, researching on a computer, or meditating.

    Encourage students to order their smarts from 1-8. For example, if you love music, write number 1 in the Music Smart section and continue to 8 in order of preference. (You may wish to model this first and order your smarts from 1-8 and then encourage the children to order their smarts.)

    After the quiz

    • Encourage students to compare and discuss their results. Collect the papers and make notes about each student’s results. This will help you reach all your students when planning activities.
    • Explain that we have all the intelligences in different degrees and that all of the intelligences are equal (no intelligence is better than another). Also point out that it is important to know our strengths in order to help in all subjects. (E.g. a music smart student who finds maths challenging may want to sing multiplication tables). Remind students that we usually use several intelligences to do something and we can explore and develop all our smarts.

    Tip: Video lesson 2 to use as part of assessment.

    Lesson 3: Beginning the project

    Encourage the students to create a project for enjoyment. Explain that you want them to collaborate in groups that share the same smarts and interests and using their creativity you want them come up with an interesting topic to explore. (Remind students to concentrate on developing their success skills when they are working with others and mention that you will also be monitoring this as part of the assessment).

    Organize the students into groups of no more than five students in each. Give students time to brainstorm in their groups and come up with the best topic for the project, using their critical thinking skills. (E.g. Picture Smart students may decide to create a project about a famous artist, such as Salvador Dali).

    You may wish to give each student a (Know, Want-to-know, and Learned) to complete during the project process, asking questions such as: What do you know? What do you want to know? What have you learned?

    Lesson 4: Planning the project

    Inform students about the timing of the project. Encourage each group to make a project mind map, which will encourage them to be more creative and organized.

    Remind all the groups to keep the following questions in mind:

    • What are you going to do/make? (Presentation, PowerPoint, website, video, posters.)
    • How will you research it? (Internet, tech tools, library.)
    • How will you delegate responsibilities?
    • How will you check that your audience has understood the message of your project? What questions will you ask?

    Decide on how many lessons are needed to prepare the project and how much will be done in school or at home, depending on the age groups and timing.

    Encourage the students to share their work with the rest of the class (or in assembly.)

    Tip: Video the different groups sharing their work.

    Can assessment also be fun and engaging?

    Yes, it can; here are some tips and suggestions.

    • Show the videos you have recorded and ask the students to compare and contrast their knowledge in Lesson 1 and how it developed over the lessons. Encourage them to observe and comment on their success skills.
    • Display the photo of the Student Learning Goals poster from Lesson 1. Get the students to self-assess and decide whether they have achieved the goals that were set in Lesson 1. (You may wish to give the students three small pieces of colored paper: red to represent I understand quite well, orange to represent I understand well and green to represent I understand very well). Ask: Can you identify the different intelligences and say what they mean? Encourage the students to hold up a colored piece of paper according to their understanding. (Make a mental note of all red pieces of paper to be ready to give extra help to those students). Check understanding by getting several students to answer the question.
    • Get the children to reflect on the learning experience. What have they learned about the different intelligences? How can they develop weaker points using their strengths to help them? Can they use all eight intelligences inside and outside school? Did they manage to get along well with their classmates? Did they communicate the message of their project so that the audience understood?
    • Give individual feedback to each student. E.g. congratulate them on their attitude and effort or identify areas for improvement: “You managed to use vocabulary and language effectively when you shared your project, we understood your message perfectly.” Or “You need to work on being more collaborative.” “You weren’t on task during the project.” “How do you think you can improve that?”
    • Ask students to give you feedback on the activities they enjoyed. Get them to draw happy and sad face cards. Go through all the activities and get the students to show a happy or sad face according to whether or not they liked the activity. E.g. say “Did you like the ‘Find out your smarts’ quiz?” and ask them to hold up the happy or sad face depending on whether they liked the activity or not.

    Create fun lessons to engage all your students keeping this model in mind: traditional activities such as short fun activities and games + Howard Gardner’s model of Multiple Intelligences + PBL (Project Based Learning) + success skills + meaningful assessment. Enjoy the results with your students.

    How the Global Scale of English can help

    TheGlobal Scale of English (GSE) Learning Objectives for provides ready-made learning objectives that can help with planning curriculums and lesson and benchmarking learners’ progress. They are great for young learners because they describe language functions in a granular way, enabling educators to give their learners credit for small achievements. They also clearly show the language functions to target next in order to take learners to the next level.