Listening practice - mistake log IELTS Practice Set 18 listening test 3
1 Performance summary
Correct: 36/40
2 Recording 1
2.1 What happened on Q6 (“clouds”)
Audio said: “The instructions were to capture the clouds as well — it couldn’t just be blue sky and a setting sun.”
Table prompt: “Scene must show some ______”
Grammar clue: “some” + countable noun → plural form. If it were singular, it would be “a cloud”; with “some,” it must be “clouds.”
Why it’s easy to miss: The final /z/ in “clouds” is short and can be swallowed in natural speech, especially before a consonant. Under time pressure, it’s common to write the base form.
2.2 How to avoid this mistake next time
Use the prompt grammar: When you see **“some ___,”** pre-decide it will be plural (or an uncountable noun). For sunsets, the natural collocation is “some clouds.”
Listen for plural cues in the audio:
Determiner: “some”
Verb agreement: “were” (if used)
Pronouns: “they/them” referring back
Mark a quick “S?” in the margin when you spot “some/many/few/these/those.” Confirm during the replay/check window.
Pre-activate likely vocabulary: For “sunsets,” anticipate clouds / cloud cover / horizon / silhouettes. When you expect “clouds,” you’re more likely to catch the plural.
Micro-listening practice: Train your ear for final consonant clusters /dz/ (e.g., clouds, birds, roads). Say them aloud to feel the plural.
2.3 Quick drill (1-minute)
Fill with the correct number form (plural or uncountable) based on the cue:
some ______ (cloud) → clouds
a piece of ______ (advice) → advice (uncountable)
many ______ (leaf) → leaves
some ______ (equipment) → equipment (uncountable)
several ______ (bus) → buses
a few ______ (photo) → photos
3 Recording 2
3.1 Q11 — You answered D; correct = B & C
Question: Which TWO warnings does Dan give about picking mushrooms? (B = don’t pick near busy roads; C = don’t eat mushrooms given to you)
3.1.1 What Dan actually says (key quotes)
“you should never consume mushrooms picked by friends or neighbours — always remember that some poisonous mushrooms look very similar to edible ones…” → maps to C (“Don’t eat mushrooms given to you”).
“The other thing to avoid is mushrooms growing beside busy roads for obvious reasons.” → maps to B (“Don’t pick mushrooms near busy roads”).
3.1.2 Why you likely picked D (error cause)
You may have over-generalised “don’t eat” instructions and misread the target: Dan warns against consuming others’ picks, not against eating while you pick (D).
In exam pressure, short negative words (“never”, “avoid”) can blur; you heard the caution but not the object (who picked them).
3.1.3 How to avoid it (tactical rules)
Listen for the direct object after negation words: when you hear never / avoid / don’t, ask immediately “who/what?” — e.g., never consume mushrooms picked by friends → answer refers to mushrooms given by others (C).
Annotate differences in the margin: write a short code for the object: e.g., never consume (others) vs avoid (roads). This avoids confusing “don’t eat” with “don’t eat while…”.
Predict likely paraphrases: “mushrooms picked by friends” → “mushrooms given to you.” If an option paraphrases that, flag it.
3.2 Q16 — You answered incorrectly; correct =
3.3 B (join a group)
3.3.1 What Dan actually says (key quotes)
“I wouldn’t recommend going alone or relying on photos in a book…” — negative about solo/book.
“There are some really good phone apps… but you can’t always rely on getting a good signal…” — apps are useful but not a reliable substitute.
“If possible, you should go with a group led by an expert — you’ll stay safe and learn a lot that way.” → explicit recommendation: join a group = B.
3.3.2 Why this is a common trap
Dan mentions apps positively earlier, so if you latch on to the first useful-sounding item, you may select A (use an app) without hearing the concluding recommendation.
The speaker presents several options in quick succession (books, apps, group). The correct answer is the final, explicit recommendation; test-takers often pick an earlier-mentioned option.
3.3.3 How to avoid it (tactical rules)
Listen for recommendation signals: “you should…”, “I wouldn’t recommend…”, “if possible, …” — these mark the final preferred action.
When multiple options are mentioned, prefer the speaker’s final advice. Flag earlier options as “possible but limited” if hedging language appears (e.g., “but…”, “however”).
Note contrast markers: “I wouldn’t recommend X… There are some good apps, but… If possible, you should Y.” The contrast shifts to the correct choice.
3.4 Short practice (apply immediately — 2 minutes)
Read each short excerpt (imagined speech). Which is the recommended action?
“I wouldn’t go on my own — phone guides can help, but join a local club if you can.” → Answer: join a local club (final recommendation).
“Books are useful; apps can identify plants too, but remember they aren’t perfect in the field.” → Answer: neither is strongly recommended — hedged; watch for later ‘should’.
“Never eat berries picked by a stranger. You can use a guidebook, but the safest way is to go with an expert.” → Answer: go with an expert.
(If you picked the final recommended action each time, you’ve internalised the rule.)
3.5 Quick checklist for exam day (apply to every Part 2 Q)
When you hear warnings/advice, mark the exact object of the warning (who/what/where).
Underline the modal phrase that expresses recommendation: should / must / wouldn’t recommend / never. The sentence containing that modal is usually the answer.
If several options are mentioned, prefer the speaker’s final recommendation unless the question asks for “mentioned” rather than “recommended”.
When options paraphrase the same idea, map synonyms in your head: “picked by friends” → “given to you”.
3.6 Questions 11–20: Full Breakdown
3.6.1 Q11 & Q12 – Choose TWO Warnings
Question: Which TWO warnings does Dan give about picking mushrooms?
Correct Answers: B and C
B: Don’t pick mushrooms near busy roads.
C: Don’t eat mushrooms given to you (i.e., mushrooms picked by friends/neighbours).
Tested Skills:
Spotting caution language (“never consume…”, “to avoid…”).
Paraphrasing: “picked by friends” → “given to you”.
Common Pitfalls:
Misinterpreting “don’t eat mushrooms while picking them” vs. what was said.
Choosing irrelevant yet plausible distractors.
Strategy:
Listen for “never” or “avoid” followed by the object (what is forbidden).
Paraphrase: understanding meaning over exact words.
3.6.2 Q13 & Q14 – Ideas About Wild Mushrooms
Question: Which TWO ideas about wild mushrooms does Dan say are correct?
Correct Answers: B and D
B: Mushrooms eaten by animals may be unsafe.
D: Brightly coloured mushrooms can be edible.
Tested Skills:
Recognizing point-wise correction of myths.
Matching direct statements with question options.
Common Pitfalls:
- Being misled by plausible but incorrect choices (e.g., “cooking destroys toxins” — was not stated).
Strategy:
- Listen for phrases like “this is untrue” or “you should remember” that highlight true/false ideas.
3.6.3 Q15 – Picking in Parks
Question: What advice does Dan give about picking mushrooms in parks?
Correct Answer: C – Get there early.
Tested Skills:
- Extracting timing advice from discussions of competition.
Common Pitfalls:
- Misunderstanding “competition” — it refers to others picking early.
Strategy:
- Listen for when to act to avoid competition: “first thing in the morning,” “early.”
3.6.4 Q16 – Advice for Beginners
Question: Dan says it is a good idea for beginners to …
Correct Answer: B – join a group.
Tested Skills:
- Identifying recommendations from multiple suggestions.
Common Pitfalls:
- Selecting earlier options (like “use an app”) instead of the main recommendation.
Strategy:
- Note the modal verbs or recommendation phrases: “you should go with a group led by an expert.”
3.6.5 Q17 – Conservation Priority
Question: What does Dan say is important for conservation?
Correct Answer: B – picking a limited amount of mushrooms.
Tested Skills:
- Listening for do’s and don’ts related to conservation.
Common Pitfalls:
- Misremembering “never pick all” vs. “fully grown” or “avoiding rare species.”
Strategy:
- Focus on restrictions tied to ecological impact and harvesting rules.
3.6.6 Q18 – Reason for Decline
Question: Why are some varieties of wild mushrooms in decline?
Correct Answer: C – a rise in building developments locally.
Tested Skills:
- Picking out cause from multiple reasons mentioned.
Common Pitfalls:
- Choosing superficially plausible but incorrect options (like “demand from restaurants”).
Strategy:
- Identify the major threat linked to habitat loss (housing development, water extraction).
3.6.7 Q19 – Storing Mushrooms
Question: When storing mushrooms, people should …
Correct Answer: A – keep them in the fridge for no more than two days.
Tested Skills:
- Recognizing correct storage advice.
Common Pitfalls:
- Confusing the “bag” used for collection vs. refrigeration duration.
Strategy:
- Note “fine for a couple of days” → storage duration in the fridge.
3.6.8 Q20 – Trying New Varieties
Question: What does Dan say about trying new varieties of mushrooms?
Correct Answer: A – Experiment with different recipes.
Tested Skills:
- Capturing encouragement/advice tone and specific supportive language.
Common Pitfalls:
- Focusing on negative outcomes (e.g., reactions) instead of the recommended approach.
Strategy:
- Listen for motivational phrases like “be adventurous” and the practical advice that follows (many dishes). # Recording 3
3.7 1) What the question asked
“Which TWO opinions about the Luddites do the students express?” — choose two options representing the students’ expressed views (their attitudes/opinions in the conversation).
3.8 2) Correct answers and transcript evidence
A — Their actions were ineffective.
Evidence: Adam says “Yes, and ultimately, they didn’t achieve anything.” → direct statement that their actions were ineffective.
E — Their attitude is understandable.
Evidence: Gemma says “I see why the Luddites felt so threatened.” → explicit empathy; she understands their attitude.
Those two map exactly to what was said: one factual evaluation (ineffective) and one expression of sympathy/understanding.
3.9 3) Why people (including you) commonly pick the wrong option B
Option B: “They are still influential today.”
This is not stated in the dialogue. It may feel tempting because the Luddites are a well-known name and sometimes referenced today — but the students never claim contemporary influence.
Typical error patterns that lead to this:
Over-generalisation: letting prior knowledge or assumptions about the Luddites replace what the speakers actually said.
Missing both items: in a “choose TWO” question some candidates only find one relevant detail and then guess a plausible second (often from background knowledge).
Listening for gist only: catching the topic (Luddites) but not the specific utterances that express ineffective and understandable.
3.10 4) How to avoid this mistake — exact, repeatable tactics
Listen for exact opinion signals.
Words/phrases that indicate judgment: “they didn’t achieve anything”, “was ineffective”, “that didn’t work”.
Words that indicate empathy: “I see why…”, “I can understand”, “I’d have felt the same”.
Map phrase → option immediately.
When you hear “they didn’t achieve anything” write shorthand: ineffective → A.
When you hear “I see why… felt threatened” write understandable → E.
This removes the need to remember exact wording later.
If the question asks for TWO, force yourself to find TWO distinct lines.
- Don’t stop after the first match. Keep listening and look for a second explicit opinion (not implied).
Ignore prior knowledge — focus strictly on what the speakers actually say in the recording.
Use short symbols while listening: J (judgement), S (sympathy), F (fact). Then match them to options. Example: when you hear J → look for option meaning “ineffective”; when S → look for option meaning “understandable.”
3.11 5) Quick 3-item practice (do mentally, 2–3 minutes)
Read each mini-excerpt and pick the correct opinion option(s) (A–E). Answers at the end.
Speaker A: “They tried hard, but in the end it changed nothing.”
Speaker B: “Still, I can see why they panicked.”
- Which TWO? → __________
Speaker A: “This movement actually inspired much later legislation.”
Speaker B: “No, that’s exaggerated.”
- Which TWO? → __________
Speaker A: “They were violent and broke equipment.”
Speaker B: “It’s easy to criticise them now, but their fears were real.”
- Which TWO? → __________
Answers: 1 → A & E (ineffective; understandable).
2 → B (influential) and ??? — trick: B only; if question asks TWO, you’d need a second explicit opinion—not present → avoid guessing.
3 → (A? or C?) Actually A = ineffective (not directly), C = unfair criticism? This item shows you must match exact wording — the safe mapping is E (understandable) and possibly none of the others — again don’t guess.
(Purpose: practice mapping explicit lines to options and spotting when only one clear match exists — that’s a sign you should keep listening for the second.)
3.12 6) Exam checklist you can use during practice/tests
Q asks “Choose TWO” → tick box: FIND 2.
As you listen, write 1-word notes next to the question slot (e.g., ineffective, understood).
When matching options, prefer exact paraphrase over plausible background knowledge.
If you have only one match after the section, replay your notes — there must be a second explicit opinion somewhere; keep scanning the transcript in your head.
3.13 Questions 21–22: Opinions about the Luddites
Q: Which TWO opinions about the Luddites do the students express?
Options:
A. Their actions were ineffective.
B. They are still influential today.
C. They have received unfair criticism.
D. They were proved right.
E. Their attitude is understandable.
Transcript references:
“With those protesting workers called the Luddites destroying their knitting machines because they were so worried about losing their jobs.”
“Yes, and ultimately, they didn’t achieve anything.” → A (ineffective)
“Yes, that’s true — but it probably didn’t seem a positive thing at the time. I see why the Luddites felt so threatened.”
“I know. I’m sure I would have felt the same.” → E (attitude is understandable)
Answer: 21–22 → A, E
Trap:
Option B (still influential) looks attractive because of historical importance, but the speakers never say the Luddites influenced today.
Option D (proved right) is also tempting, but they explicitly said “industrialisation created more jobs than it destroyed.”
3.14 Questions 23–24: Predictions about the future of work
Q: Which TWO predictions about the future of work are the students doubtful about?
Options:
A. Work will be more rewarding.
B. Unemployment will fall.
C. People will want to delay retiring.
D. Working hours will be shorter.
E. People will change jobs more frequently.
Transcript references:
“Bit too optimistic … I can’t see how people are about to have more leisure time, when all the evidence shows people are spending longer than ever at work.” → D (working hours will be shorter)
“No — that’s true. And what about lower unemployment? I’m not so sure about that. Perhaps in the long term — but not in the foreseeable future.” → B (unemployment will fall)
Answer: 23–24 → D, B
Trap:
A (work will be more rewarding): they actually agree that robots doing boring tasks will make work better → not doubtful.
C (retiring later): they confirm this is happening → not doubtful.
E (change jobs more frequently): never mentioned.
3.15 Questions 25–30: Comments on jobs
Q: What comment do the students make about each job?
3.15.1 25. Accountants → G
“You might think all the technological innovations would have put them out of a job, but in fact there are more of them than ever. They’re still really in demand and have become far more efficient.”
Both employment ↑ and productivity ↑.
→ Answer: G
3.15.2 26. Hairdressers → E
“I’d never have thought that demand for hairdressing would have gone up so much … one hairdresser for every 287 people now, compared to one for over 1,500.”
“Because people’s earning power has gone up so they can afford to spend more on personal services.”
→ Answer: E (rise due to higher disposable income)
3.15.3 27. Administrative staff → B
“The kind of work that administrative staff do has changed enormously … even 20 years ago there were secretaries doing dictation and typing.”
“Really boring compared to these days, when they’re given much more responsibility and higher status.”
→ Answer: B (role has become more interesting)
3.15.4 28. Agricultural workers → C
“I’d expected there to be a much bigger change … But the 1871 census showed 25% of the population worked on the land.”
“Now it’s less than 0.2%.”
→ Answer: C (number has fallen dramatically)
3.15.5 29. Care workers → F
- “They barely existed in the 19th century as people’s lifespan was so much shorter. But now of course this sector will see huge growth.”
→ Answer: F (significant rise in demand)
3.15.6 30. Bank clerks → A
“The future looks quite bleak for bank clerks. They’ve been in decline since ATMs were introduced in the eighties.”
“Technology will certainly make most of the jobs they do now redundant.”
→ Answer: A (likely to be at risk)
✅ Final Answer Sheet:
21 → A
22 → E
23 → D
24 → B
25 → G
26 → E
27 → B
28 → C
29 → F
30 → A