IELTS Listening — Test 1 · Section 3: Geography Project Discussion | ProPrep

🎧 IELTS Listening, Section 3 — two students and their tutor discuss a geography project. Multiple choice + matching (Q21–30). Listen ONCE, answer the questions on screen, and check the ANSWER KEY at the end!

💬 Comment your answers before the key appears!

— QUESTIONS (answer while you listen) —

MULTIPLE CHOICE (Q21-25) - choose A, B or C:
21. Main topic of the project:
A) river pollution
B) urban flooding
C) coastal erosion
22. Why Lucy chose it:
A) the tutor suggested it
B) she read an article
C) it affects her home town
23. Mark's problem with the data:
A) it was too old
B) some was missing
C) it was hard to understand
24. The tutor suggests they:
A) narrow the focus
B) collect more data
C) change the topic
25. What they will do next:
A) write the introduction
B) create a questionnaire
C) interview an expert

MATCHING (Q26-30) - who does each task? Write A-F:
Tasks:
A) design the survey questions
B) analyse the rainfall figures
C) book a meeting room
D) contact the council
E) read two journal articles
F) prepare the slides
26. Mark ____
27. Lucy ____
28. Both students ____
29. The tutor ____
30. Sara (a classmate) ____

— FULL TRANSCRIPT (no peeking until you've tried!) —

Tutor: Come in, both of you. So, how’s the geography project coming along? Remind me which topic you settled on.

Lucy: Hi. Well, we went back and forth, but in the end we decided to focus on urban flooding — how built-up areas cope with heavy rain.

Tutor: Urban flooding, good. Not coastal erosion in the end, then?

Mark: No, we considered that, and river pollution too, but flooding felt more relevant.

Tutor: And what drew you to it, Lucy?

Lucy: Honestly, it’s personal — my home town floods almost every winter now, and I’ve watched it get worse. I wanted to understand why.

Tutor: That’s a strong motivation. Mark, you were gathering the data, weren’t you? How did that go?

Mark: Mostly fine, but I ran into a problem. The rainfall records were complete, but the data on how much of the ground is paved over — you know, concrete and tarmac — was patchy. There were gaps for several years.

Tutor: Ah, missing data. That’s a common headache. Now, can I make a suggestion? Looking at what you’ve described, I think the project is trying to cover too much. You’ve got rainfall, drainage, paving, planning policy… It’s a lot.

Lucy: We did wonder if it was getting too big.

Tutor: I’d narrow it right down. Pick one neighbourhood and study it in depth, rather than the whole town. A focused project always reads better than a broad, shallow one.

Mark: That makes sense. So we don’t need to change the topic, just tighten it?

Tutor: Exactly — keep urban flooding, just narrow the focus. Now, what’s your next step?

Lucy: We thought we’d gather opinions from residents — how flooding has affected them, what they’ve noticed.

Tutor: A questionnaire, then. Yes, that’s a good next move — design the survey before you do anything else, because it’ll shape the rest.

Mark: Okay. Shall we split the jobs?

Tutor: Good idea. Why don’t you decide now.

Lucy: I’m happy to design the survey questions — I’ve got ideas already.

Mark: And I’ll go back to the rainfall figures and analyse them properly, now we’re focusing on one area.

Tutor: Perfect. And the two of you together should contact the local council — they may have flood records they haven’t published, and it’s worth asking jointly so it looks official.

Mark: Right, we’ll email the council together.

Tutor: For my part, I’ll read through the two journal articles you sent and give you feedback on whether they’re suitable — I haven’t had a chance yet.

Lucy: Thank you. Oh — and Sara, from our seminar group, offered to help. She said she’d book us a meeting room for next week, since the library ones get taken quickly.

Tutor: Wonderful. That’s everything organised, then.

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