What you'll see
Get familiar with the task.
This is an integrated Listening + Writing task. You hear a 60–90 second lecture ONCE, then have 10 minutes to write a 50–70 word summary. The audio plays automatically after a 6-second countdown and you cannot move to the next item until it finishes. You are scored on Content, Form (word count + paragraph form), Grammar, Vocabulary and Spelling — so what you write matters as much as what you heard.
You will hear a short report. Write a summary for a fellow student who was not present. You should write 50–70 words. You have 10 minutes to finish this task. Your response will be judged on the quality of your writing and on how well your response presents the key points of the lecture.
You will hear a short report. Write a summary for a fellow student who was not present. You should write 50–70 words. You have 10 minutes to finish this task. Your response will be judged on the quality of your writing and on how well your response presents the key points presented in the lecture.
Audio Status
Beginning in 6 seconds
Plays once. Cannot be paused or replayed.
3 strategies that work
The mindset before the click.
- 1Strategy 1
Take SMART notes while listening
Write keywords, jobs/titles, numbers and signal words — never full sentences. You only hear it ONCE.
- 2Strategy 2
Shorten, paraphrase, synthesize into 50–70 words
1 topic sentence + 2–3 supporting points in YOUR words. Don't copy-paste your notes.
- 3Strategy 3
Save the last 1–2 minutes to edit
Check grammar, spelling, capitals, full stops, plurals and tenses. Easy marks lost if you skip this.
Try each strategy
Guided practice you can do alone or with a partner.
1Take SMART notes while listening
You hear the lecture only once, so the notes you take ARE your draft. Aim for keywords — not sentences — and capture structure, terms, numbers and the speaker's role.
- Write JOBS, not names: 'psychologist', 'researcher', 'reporter' — not 'Dr. Hertenstein'.
- Always capture: key TERMS, DEFINITIONS, FACTS and NUMBERS / STATISTICS.
- Listen for signal words: 'First / Then / Next' (order), 'most importantly / especially' (importance), 'But / However' (contrast), 'For example / for instance' (support).
- Leave SPACE between notes — speakers often return to earlier points and you'll need room to add.
- Use abbreviations: w/ (with), b/c (because), → (causes/leads to), ↑ (increase), ↓ (decrease).
- Practice drill: play audio 1, take notes; explain your notes to a partner — did they understand the lecture from your notes alone?
2Shorten, paraphrase, synthesize into 50–70 words
Ten minutes feels long, but it disappears fast. Spend the first 1–2 minutes shaping your notes into a clear plan: 1 topic sentence to introduce the main idea, then 2–3 sentences with supporting points or examples.
- Open with a TOPIC SENTENCE that names the subject: 'The report explains…', 'The lecturer describes…', 'The speaker argues…'.
- Add 2–3 supporting sentences. You don't need EVERY example — pick the strongest 2 and drop the rest.
- Paraphrase: change word forms ('decide' → 'decision'), use synonyms, change word order, switch active ↔ passive.
- If the speaker contrasts ideas, show it: 'although', 'however', 'whereas', 'on the other hand'.
- Check the live word counter — stay between 50 and 70 words or you lose 1 mark for Form.
- Pair drill: write a summary from your notes, swap with a partner, and circle any phrase that looks copied word-for-word from the audio.
3Save the last 1–2 minutes to edit
Most candidates lose easy marks on grammar and spelling because they hit submit the moment they finish writing. Plan to stop writing at minute 8 and use minutes 9–10 to clean up.
- Tense check: is the whole summary in the same tense (usually present simple to report a study)?
- Subject–verb agreement: 'The researcher says…', 'Researchers say…'.
- Singular vs plural nouns, and articles ('a', 'an', 'the') before each noun.
- Spelling — especially academic words you noted from the audio (often misspelled under time pressure).
- Capitals at sentence starts + a full stop at the end of every sentence.
- Pair drill: take 3 'authentic' B1/B2/C1 sample summaries — find the grammar and spelling errors in the weaker two and rank them weakest → strongest.
Press Start. Wait through the 6-second countdown, listen to the lecture ONCE while taking notes, then you'll get 10 minutes to write a 50–70 word summary. You cannot skip Next until the audio finishes.
Reveal model summary + reasoning
Model summary (69 words, C1): It is believed that touch can communicate a wide range of specific emotions. Touch has been ignored by researchers in the past, and has not been focused on until recently. A psychologist describes an experiment carried out into touch and emotion — two participants were separated by a curtain and the sender used touch on the receiver's forearm to communicate twelve specific emotions like fear, love and gratitude. Why it works: • Opens with a clear topic sentence about the MAIN IDEA (touch communicates emotions). • Adds the supporting points: research was neglected before; an experiment was carried out. • Names the speaker by JOB ('psychologist'), not by name. • Uses paraphrased vocabulary ('ignored', 'carried out', 'separated by a curtain'). • Sits inside the 50–70 word range (69 words).
Do it under time
Simulate the real test.
Same rules as the real exam: 6-second countdown, audio plays ONCE (no skip), then exactly 10 minutes to write 50–70 words. Edit your last 1–2 minutes for grammar and spelling.
Reveal model summary + reasoning (Q2)
Model summary (70 words, C1): About twenty years ago, it was estimated that there are 750 chemicals that can affect the developing human brain, and today there may be over 1000. There is little emphasis on the possible damage caused to developing children from these chemicals. It has taken the OECD ten years to develop an index to test for developmental neurotoxicity. Economically, each IQ point lost to chemical poisoning has an impact of $8,000–$10,000. Why it works: • Opens with the historical fact + updated number (main idea). • Adds the issue: little research, slow OECD progress. • Closes with the economic consequence — a strong supporting detail. • Uses neutral academic phrasing ('it has taken', 'has an impact of'). • 70 words — right at the upper limit but still inside the band.
You will hear a short report. Write a summary for a fellow student who was not present. You should write 50–70 words. You have 10 minutes to finish this task. Your response will be judged on the quality of your writing and on how well your response presents the key points presented in the lecture.
Audio Status
Beginning in 6 seconds
Plays once. Cannot be paused or replayed.
Compare & learn
Listen to sample answers and rank them.
Read all three sample responses. Try ranking them from weakest → strongest before reading the notes below each one.
The lecture mentions chemical test for brain development. There are 2 level of chemical test. The first one is conducted by OECD on the systematic test chemical. They found that it takes a long time and too compicated for this test. The second is carried out by EPA which tried to find out some chemical solution.
B1 Response (56 words). Contains some keywords but misrepresents the main issue — invents 'two levels of testing'. Weak grammar control that hinders understanding. One spelling mistake ('compicated'). Vocabulary is OK for the context.
About 20 years ago, scientists came up with 750 chemicals that could harm the brain. It might be more than that nowadays. Research on the harmful chemicals is complicated and could take too long. Chemical pollution has various effects on children, for example loss of concentration span, memory and IQ points.
B2 Response (51 words). Captures several main points but omits the OECD ten-year delay and the $8,000–$10,000 economic cost. Good grammar control, appropriate vocabulary, no spelling errors. Just inside the 50-word minimum.
20 years ago, the list of chemicals which affected brain development was numbered at 750. Today, this number has increased to about 1000. There is insufficient research on the testing of such chemicals by OECD. These chemicals cause harmful effects like the loss of IQ, concentration, memory and motor functions. It is estimated that for every lost IQ point of a child, society stands to lose 8,000 to 10,000 dollars.
C1 Response (70 words). Accurate and detailed summary of the main point and several supporting points. Grammar follows standard English conventions. Vocabulary appropriate for context. No spelling mistakes.
Tick each box only when you can do it without looking back. This unlocks your next chapter.