Listening: Part 4

Why do many test takers find

What is involved in part 4 of
part 4 of the IELTS Listening
the IELTS Listening exam?
exam challenging?

Complete the first column of the table with the

points above in what you consider to be a logical
order:

Name
 Listening: Part 4

What examples of
signposting language do
you already know?
Put as many as
possible in this blank
space.

Overview, setting out the

structure and content

Beginning the talk

Transitioning between
sections of the talk

Summarising a section or
the whole talk

Digressing

Providing examples

Concluding
At the end of the talk, there
I'm here today to...
will be an opportunity for
you to ask any questions.

Let’s begin by/with… Finally, I'll be looking at...

Let's now move on to...

The initial area….

This leads/brings me to my
I'd now like to turn to...
next point, which is...

So far, we have looked at... What I'm trying to say is…

Let me just try and sum that up

What is meant by this is...
before we move on to...

Incidentally… Anyway...

While we’re on this point, let’s

I might just mention…
also...

A good example of this is... such as…

As can be seen in... I'd like to finish by emphasising...

Let me end by saying... In conclusion I'd like to say...

To start with/Firstly, I'd like to look

This talk is divided into three
at...
main parts.
 Listening: Part 4
Teacher’s notes
Aim: By the end of the lesson, learners will be more familiar with the structure and format
of part 4 of the listening component of the IELTS exam. Learners will also have delivered
their own presentation to practise formal speaking and signposting language.

Materials required: Student worksheets, signposting language cards cut-up.

Instructions
1.Warmer: Elicit information about the listening exam in general. Draw attention to part 4 as this
is the focus of the lesson.
2. Questions: Allow time for learners to ask and answer the questions together in pairs/small
groups.
Answers: part 4 is a monologue, one speaker, speaking at length about a topic and is
academic in nature. Some of the reasons this can be a challenging part of the exam are
that there is no way to prepare for the specific topic, it’s different every time; this part of
the listening is played all the way through so you don’t have any break in the middle to
prepare, all preparation needs to be done at the start of the part.

Elicit learner responses and clarify that although the topic might be about an academic topic you
know nothing about, you do not need specialised topic knowledge to be able to complete the
questions in part 4.

3. How can you follow the speaker? Elicit ideas from learners on this and then draw their
attention to the fact that presentations follow structures. Learning what to expect from a
presentation in general will help you to follow the speaker. How can you learn what to expect?
Do one yourself.
4. Role model brainstorm: Learners are going to deliver a presentation (in groups if you have a
high number of students) on a public role model. Allow time for learners to think alone/in groups
about a public figure whom they admire.
5. A logical structure: Draw learners’ attention to the word cloud. This is the first of 2 activities
where leaners will be asked to think of a logical structure, what makes sense for the topic. Allow
time for learners to complete the task together. Taking keywords from the word cloud and
completing the first column. Check open class and allow some discussion on why this ordering of
information is logical for this topic.
Answers: allow any logical sequence of the keywords. Likely to start with name,
nationality and profession > background > main achievements and highlights > reasons
why they are a role model/reasons why the speaker admires them.
6. Research and note taking: Allocate enough time for learners to research their chosen
role model and complete the second column with notes on the key aspects they will present.
7. Signposting language: Elicit/give a definition of what we mean by this. Signposting helps the
listener follow your message and is a key feature of cohesion, linking ideas together. (You can
also elicit where else in the exam cohesion is important i.e. in the writing and speaking
components of the exam). Elicit a few examples and have learners write their own in the blank
space given.
 Listening: Part 4
Teacher’s notes
8. Matching task: This is a flexible task with many variations:
A. cut up the language cards to place around the room, have learners walk around and
remove from walls to then write in their tables.
B. Cut up the cards and have them in piles, face down on desks, learners turn over and
complete the table as appropriate.
C. Provide the entire card for learners to work through.
Overview, setting out the structure and I'm here today to...
This talk is divided into three main parts.
content.
My second point will be about…
Finally, I'll be looking at...
At the end of the talk, there will be an opportunity for you to ask any
questions.

Beginning the talk. To start with/Firstly, I'd like to look at...

Let’s begin by/with…
The initial area….

Transitioning Let's now move on to/turn to.

This leads/brings me to my next point, which is...

Summarising a section or the whole So far, we have looked at...

What I'm trying to say is…
talk:
What is meant by this is...
Let me just try and sum that up before we move on to...

Digressing: Incidentally…
Anyway…(to bring you back to the main point)
I might just mention…
While we’re on this point, let’s also...

Providing examples: A good example of this is...

such as…
As can be seen in...

Concluding: I'd like to finish by emphasising...

Let me end by saying...
In conclusion I'd like to say...

9. Prepare own presentation: By bringing these two elements of structure together, the logical
structure of the content and the cohesive features of the signposting task, learners can prepare
their presentation. Allocate enough class time to this or you may wish to set this as homework.
10. Pronunciation: Elicit how we can use pronunciation to show the listener...
the most important, content words : Word stress
that there is more information to come: A rising intonation
that we are finished: A falling intonation and slowing down at the end of the sentence.
Elicit some example sentences from learners’ presentation notes to demonstrate this and allow
time for learners to annotate their presentation i.e. underline stressed words, use arrows to
denote a rising or falling intonation pattern.
Elicit why this might help with the listening exam.

11. Student presentation: Learners deliver their presentations. Give feedback on the use of
structure, cohesive devices and pronunciation.
12. Homework/follow up task: Carry out any listening part 4. Once completed, look at the tape
script locating examples of features of cohesion and listen again with the tape script to identify
any of the features of pronunciation covered in the lesson.
https://takeielts.britishcouncil.org/take-ielts/prepare/free-ielts-practice-tests/listening/section-4