IELTS Listening Practice Test 78

ielts-listening-practice-test-78

SECTION 1

Questions 1-3

Answer the following questions using NO MORE THAN THREE WORDS AND/OR NUMBERS for each.

1. How long will the customer’s course last?

2. Which course has the customer already taken at the school?

3. How much discount can returning students qualify for?

Questions 4-6

Complete the following sentences using NO MORE THAN THREE WORDS AND/OR NUMBERS for each.

4. The customer’s address is______________________.

5. The customer can contact his former teacher by______________________.

6. There are____________________hours erf classes each day, Monday to Friday.

Questions 7-10

Answer the following questions using NO MORE THAN THREE WORDS for each answer.

7. What is the customer’s impression of the female Arabic teacher?

8. What other languages can the customer speak?

9. What does the customer decide is the third factor in choosing a school?

10. What does the customer say the reception area should be like?

SECTION 2

Questions 11 – 13

Complete the following sentences using NO MORE THAN THREE WORDS AND NUMBERS for each answer.

11. The Construction Education Centre has existed for________________

12. The CEC receives_____________visitors trainees and delegates each year.

13. Equipment is available for_______________days.

Questions 14-16

Complete the following information about the various rooms available at the CEC.

Name of room Capacity Usage
London Room seating 140

reception 200

used for seminars, presentations, receptions divisible into 14_____________
Bloomsbury Room seating 72

reception 100

used for seminars, lectures, receptions
Holborn 1 15 ____________ used for meetings, training classes, presentations
Holborn 2 18 used for meetings, training classes, presentations
Oxford Suite used for 16_____________, presentations

Questions 17-20

Answer the following questions using NO MORE THAN THREE WORDS AND NUMBERS for each answer.

17. In which part of the CEC was the “Sustainable London” event held?

18. How many schemes were shown at the “Sustainable London” event?

19. When does the CEC expect to have 150 students?

20. What is in Russell Street?

SECTION 3

Questions 21-23

Choose the correct answer, A, B, C or D.

21. David says that he thinks a gap year is unsuitable for

A. a few people.
B. some people.
C. the majority of people.
D. almost all people.

22. Gap years began because Oxford and Cambridge

A. demanded all students take one.
B. demand all students take one.
C. only considered applicants whose results were known.
D. only consider applicants whose results are known

23. Gap years are popular in

A. the UK and Australia.
B. the UK, Australia and the USA
C. the UK, Australia and most of Europe.
D. developed countries.

Questions 24-27

Choose the correct answer or answers, A, B, C or D.

24. Students in most European countries

A. study 4-year courses at university.
B. have longer courses than British students.
C. have longer holidays than British students.
D. have less chance to earn money during a gap year.

25. David says that gap years cost £15000 to £20000 because that is

A. the total cost of travel, accommodation, food, insurance, etc.
B. the salary a new graduate can expect.
C. the cost of the gap year plus the salary a graduate can expect.
D. how much a person loses throughout their career by taking a gap year.

26. Kelly says that a gap year can benefit young people by

A. increasing motivation.
B. providing insights into their study field.
C. making their CV attractive to employers.
D. helping them get a higher salary after graduating.

27. David says that

A. useful non-academic skills can be learnt during a gap year.
B. most young people get good university degrees.
C. gap years don’t teach young people useful skills.
D. employers think gap years are a waste of time.

Questions 28-30

Complete the sentences using NO MORE THAN THREE WORDS for each answer

28. Kelly suggests working for a_________________.

29. Research shows employers appreciate young people who have lived outside ____________________

30. The graduate workplace requires flexibility and ______________________.

SECTION 4

Questions 31-33

Answer the following questions using NO MORE THAN THREE WORDS for each answer.

31. Prairie Dog barks have___________________meanings

32. Prairie Dog? are able to invent_____________________for things they have never seen before.

33. Prairie Dogs in Arizona and Colorado appear to speak different, but mutually-comprehensible _______________________

Questions 34-36

Complete the following notes on the criteria set by linguists for something to be a language.

has words with 34__________________
word order helps convey meaning possible to introduce fresh vocabulary
made up of 35________________________
can 36__________________regardless of time and space

Questions 37-40

Complete the following sentences using NO MORE THAN THREE WORDS for each answer.

37. What did the researcher use to record Prairie Dog barks?

38. What kind of animal is the great-homed owl?

39. Why wouldn’t the Prairie Dogs know of the European ferret?

40. What kind of animal is the coyote described as?

Answer keys:

Section 1, Questions 1-10

1. 4/four weeks

2. Arabic refresher (course)

3. 5%

4. 38 Temple Way

5. email

6. 4/four

7. well spoken, friendly

8. French (and) German

9. location

10. welcoming

Section 2, Questions 11-20

11. almost seventy/70 years

12. over 100000

13. half and/or whole

14. three/3 separate rooms

15. 20-22

16. executive meetings

17. (in/the) exhibition area/part

18. over 60

19. in two/2 years

20. (a) car park

Section 3, Questions 21-30

21. C

22. C

23. A

24. IN EITHER ORDER-   B,C

25. B

26. IN ANY ORDER-  A, B,C

27. A

28. charity

29. their comfort zones

30. improvisation skills

Section 4, Questions 31-40

31. distinct, individual (NB just one of these two words is acceptable)

32. (new) terms

33. dialects

34. abstract meanings

35. smaller elements

36. use words

37. digital recorders

38. nocturnal

39. (it is) foreign

40. (a) predator

BONUS EXERCISE: GAP-FILLING 

The texts below are transcript for your IELTS Listening Practice Test. To make the most out of this transcript, we removed some words from the texts and replaced with spaces. You have to fill each space with the missing word by listening to the audio for this IELTS listening practice test. 

SECTION 1

Saleswoman: Good afternoon. Can I help you?

Customer: Yes, I’d like to sign up for the [……………………………]course in Arabic, please.

Saleswoman: Of course. There are three courses. One runs during the day- that’s an [……………………………]course that runs for four weeks. Then there is the weekend course, which runs for eight weeks. Finally, the evening course runs for [……………………………].

Customer: I’d like to join the intensive course, please. My company is [……………………………]me to Syria in six weeks and I need to [……………………………]on my basic [……………………………]Arabic before then.

Saleswoman: I see. Have you taken a course here before?

Customer: Yes. 1 have. I took the Arabic [……………………………]course during the summer. I really enjoyed it.

Saleswoman: Do you have your [……………………………]card for that course? If so, it will speed up registration and we can give you a [……………………………]too.

Customer: I think I have it in my handbag. … Yes, here it is. A little dog-eared, I’m afraid.

Saleswoman: Thank you. … Your name is David Ri… I’m sorry, the rest of your name is not clear.

Customer: Rivers- RIVERS.

Saleswoman: Ah, yes. … OK, I have your details on the computer.

Customer: Actually, my address has changed since I took the previous course. My new address is 38 Temple Way.

Saleswoman: Thank you. I’ll just change that. Can I have your new [……………………………]too, please?

Customer: That’s right.

Saleswoman: It says here that the teacher was very [……………………………]with you.

Customer: Really? Ahmed was a great teacher. Is he still here?

Saleswoman: I’m [……………………………]not. He went hack to Syria. Since you’re going there, I’d love to give you his email address, but I’m afraid it’s against company [……………………………].

Customer: That’s OK. I think I have his email address written on the back of the [……………………………]card. I have it on my laptop as well somewhere.

Saleswoman: I’m sure he’d be glad to hear from an [……………………………].

Customer I’m banking on it. 1 wouldn’t mind having a friend in Syria when I go there.

Saleswoman: I’m sure he’ll be glad to show you around. The course runs Monday to Friday from 10 to 12 and 1 to 3. Nine students have [……………………………]so far. Is that OK?

Customer: No problem. And the cost?

Saleswoman: [……………………………], after your discount.

Customer: Thank you. Here’s my credit card. … Will the course be held in this building, like last time?

Saleswoman: Yes, it will. In classroom 4. The teacher this time is Mrs Aziz.

Customer: Oh, I’ve met her. She seems well spoken and friendly. I’m looking forward to her class already.

Saleswoman: Oh, we’ve had very [……………………………]feedback from students about her classes. May I ask if you have a few minutes to answer a few questions? We’re [……………………………]a survey of our clients. It won’t take long, I promise.

Customer: Oh, I’m not in a hurry. Go ahead.

Saleswoman: The first question is about why you chose to study Arabic. I’ve got your answer to that one. How did you first hear about our school?

Customer: Well, I saw a newspaper [……………………………]-I think it was in The Standard-and then I mentioned it in [……………………………]with a friend who had studied French here and she said she was very happy with the course.

Saleswoman: Oh, I see. What was your friend’s name?

Customer: Mary Wright, with a ‘W’

Saleswoman: WRIGHT. Thank you. Do you think you would be interested in taking courses other than in Arabic?

Customer: I doubt it. I need to speak a little French and German in mv line of work, but I speak those languages to an [……………………………]level, so farther improvement is [……………………………]. I’ve always been interested in learning an [……………………………]language-like Chinese- but I don’t really need either, so…

Saleswoman: What is important to you when selecting a school? Could you put these five items in order, please? One [……………………………]the most important.

Customer: Teachers is top of my list, for sure. [……………………………]from others-yes, that’s next. Teaching materials? Mmm … no. location. Then admin [……………………………]. I think a good teacher can make use of even quite poor [……………………………], so that would be the least important to me.

Saleswoman: Any other important points that are not on the list?

Customer: A welcoming reception area. … er … group size-perhaps up to a [……………………………]students. That’s a big [……………………………]for me. It creates a better atmosphere-[……………………………], more personal. You know what I mean? [……………………………]Saleswoman: Absolutely. Thank you very much for that. Here’s a [……………………………]English-Arabic pocket dictionary with our thanks.

SECTION 2

Presenter: Welcome to this short-and you have my word, it will be short! – [……………………………]on the conference and meeting facilities [……………………………]at the Construction Education Centre. The Construction Education Centre is the [……………………………]focal point for many major activities connected with building [……………………………], construction, [……………………………]and design-and even some activities outside those areas. For almost seventy years it has [……………………………]at the heart of the industry and today plays host to many important events, receiving over [……………………………]visitors, trainees and [……………………………]throughout the year. The Construction Education Centre provides the perfect [……………………………]for a wide range of business, educational and social [……………………………]including: conferences, [……………………………], meetings, special events, [……………………………]and press events, exhibitions, presentations, lectures and training classes. Our team of experienced [……………………………]is on hand to ensure your event runs [……………………………]and our aim is to remove the normal worries and concerns from function [……………………………]so that events are both [……………………………]and anxiety-free. Some our recent clients include Design for Homes, the Association of Building Engineers, Learn Direct, the London Housing Federation and even the College of Law.

A fall range of [……………………………]is available for use, including a slide [……………………………], which is available for half or whole days, video and monitor, 35mm [……………………………]slide projector with infrared remote control and screen, flip charts and [……………………………], laser pointers and lecterns. Other audio-visual equipment can be provided as well as access to [……………………………]Internet services. Details are provided on request. My business card is [……………………………]to the brochures you’ve been given.

Allow me to provide you with a brief introduction to our range of rooms. On this slide, you can see the main [……………………………]room. We call it the London Room. Spacious, isn’t it? This room has the advantage of central movable panels, making it an ideal venue for [……………………………]of up to [……………………………] people or receptions for up to [……………………………]. The suite may also be used for presentations. The room mav be divided into three [……………………………]rooms if required. This slide shows you the Bloomsbury Room. It is also ideally suited for [……………………………]and lectures. There is seating for 72 people or it can be used as a [……………………………]area for up to 100. Next, we have two rooms that are very similar. Indeed, we have given them virtually [……………………………]names. We call them Holborn 1 and Holbom 2. They are both suitable for small meetings, training classes and presentations. Hoi-born 1 is slightly larger, capable of hosting 20-22 people, whilst Holborn 2 holds a [……………………………]of 18 people. The Oxford Suite measures 12 by 6 metres and provides a more [……………………………]and luxurious environment for executive meetings and presentations. As you can see, it is [……………………………]elegant and well furnished.

The Construction Education Centre also has an [……………………………]area, which is used by many clients when they hold a [……………………………]or meeting. This can be used as a way of informing [……………………………]of your company or as a visual launch pad for your company or it’s products and services. Recently, we held an exhibition entitled “Sustainable London” from Friday 9th March until [……………………………]. Here are a few slides showing that exhibition. The “Sustainable London” exhibition presented the challenge, the [……………………………]and progress towards a [……………………………]21st century city. The exhibition featured over 60 different schemes from private houses to master plans and showed how local government, [……………………………]and engineers are employing technology to reduce [……………………………]impact and address climate change. Here, we can see an example of a display of environmentally friendly [……………………………]by some of the leading brands in the field.

I would also like to show you a few slides showing our educational [……………………………]. Here, you can see our [……………………………]students assessing construction plans. We currently have about 120 students here at the CEC and we hope to [……………………………]that number to 150 over the next two years. We provide a wide range of [……………………………]training for the people who will hold key positions in the [……………………………]industry of tomorrow. In this slide, you can see students at work on designing an [……………………………]friendly home. Their designs are later [……………………………]by experienced professionals and have led to changes in the way that such homes are designed.

Finally, I’d like you draw your [……………………………]to this slide showing the location of the Construction Education Centre. As you can see, it is located in the heart of London’s East End in Story Lane, off Court Street. Limited [……………………………]parking is available outside the CEC, but there is a car park nearby in Russell Street. The nearest [……………………………]stations are Court Road and Russell Square. The Centre is also within walking distance from Queen’s Cross train station.

SECTION 3

Mary: So, do you think taking a gap year between leaving school and beginning unit is worth it? I was just reading that it is [……………………………]that at least [……………………………]young people here in Britain take one each year.

David: I think it’s a good idea for some, but not for most.

Kelly: Oh, David, I [……………………………].

David: Well, Kelly, in the clamour to arrange a volunteer [……………………………]placement or to book round-the-world plane [……………………………], how many school leavers -or their parents for that matter-stop to think about the true worth of taking a year out? Are gap years the [……………………………], character-forming experience their [……………………………]claim them to be, or are they [……………………………]an excuse to waste time, bum money and delay the [……………………………]? How did the idea ever start anyway?

Mary: It says here that originally they were [……………………………]mainly among Oxford and Cambridge [……………………………], who were required to apply for a university place after already taking their A-levels. Once [……………………………], this gave them a farther nine months to travel or to do with as they [……………………………].

Kelly: They are mostly a UK and Australian [……………………………]. In the US. the tendency is still to go to [……………………………]straight after leaving school In most other [……………………………], gap years are rare, partly because students will often. take longer to [……………………………]their university courses and have more time during the [……………………………]year t,o take time off.

Mary: Well, David says they might not be worth it, so is there any way we can [……………………………]the cost?

Kelly: Well, the first thing to do is to assume that you will use the time available to travel abroad for a [……………………………]of time, working for a period [……………………………]to save up the money [……………………………]. Let’s see. Roughly speaking, you will probably need about [……………………………]for the plane ticket, [……………………………]on w’here you go. Then you’ll need up to [……………………………]for the specialist travel [……………………………], and anything up to [……………………………]to pay for the cost of internal travel in the countries you visit, plus food, [……………………………]and other [……………………………]. Many gap-year travellers can make do with about [……………………………]in total, although this means living on a fairly tight [……………………………].

David: But then you need to add the above cost the [……………………………]benefit of one year’s salary after [……………………………]. For example, say your first job after leaving university were to pay [……………………………]to [……………………………]a year, that’s what you lose by taking a gap year.

Kelly: Well, that’s not entirely fair. You can [……………………………]value through personal development as well as [……………………………]. A gap year tends to broaden young people’s [……………………………], helps them to matur e and see things from a much wider [……………………………]. It can motivate them to focus on their studies. Research shows that students are more likely to be [……………………………]with and complete their chosen course after taking a gap year. Many universities also say that they can tell the difference between those students who have taken gap years and those who have not, in terms of [……………………………], [……………………………]and general insights that are less [……………………………]in those who come straight from school. These are all [……………………………]that a person wall carry with him or her well past university. Many employers are on record as saving that they welcome job [……………………………]from students whose CVs sav they took a year off, either before going to university or, in some cases, after graduating. They too are aware of the greater [……………………………]and broader potential vision of those who have used their time [……………………………]and learned something about Hie world.

David: That’s true. Employers want [……………………………]who can work well in teams think [……………………………], communicate effectively and make informed [……………………………], all of which can be learned by taking a gap year. This potential to [……………………………]yourself from other applicants becomes all the more important at a time when up to [……………………………] of young people are taking degrees, often graduating with good [……………………………]. The key here is ensuring two things: that the time you have taken off is used [……………………………]and that you make it clear in any job [……………………………]what you have learned from your gap year and how it applies to the post you are applying for. Swarming on a beach in Australia is hardly likely to impress the [……………………………]employer.

Kelly: There is no doubt that if you can show a practical [……………………………], for example by volunteering with a [……………………………], you will gain [……………………………]points from many employers. But equally, any [……………………………]in which a young person has been required to learn new things, to act independently, to work for someone, to be able to mix with fellow [……………………………]and people in the countries they are visiting, will be seen as a [……………………………]experience. [……………………………]Mary: It says here that academic research [……………………………]for the Department for Education suggests that employers [……………………………]they stand to benefit from new recruits who, to quote one IIR director, have “been out of their [……………………………]” and are thus more likely to have the [……………………………]and [……………………………]skills to deal with the demands of the graduate workplace.

David: Again, I think that the key thing is to make sure that your [……………………………]is steered into [……………………………]whatever experiences you have gained during that gap year. Clearly, telling a prospective boss that your six months on a beach in Oz was “[……………………………]” will put you at a disadvantage compared with another applicant who goes into great details about the business skills learned by working in a cafe in the same location.

SECTION 4

Lecturer: Welcome to this presentation on Prairie Dogs. You can see a picture of these rather cute animals on this slide. As you can see, they are about the size of a [……………………………]and they have a brown or [……………………………]coat with black-tipped hairs and a black-tipped tail. The underside of the [……………………………]dog is a light tan colour. They have short legs and sharp claws to help them dig their homes. Their bodies are [……………………………]long with a 3-4 inch tail and they weigh 2-4 pounds.

I’ve been interested in these animals for a long time and would like to talk about a [……………………………]discovery. The barks of prairie dogs have [……………………………], individual meanings. Prairie dogs have different “words” for tall human in [……………………………], short human in green shirt, coyote, deer, red-tailed hawk and many other creatures. They can even coin new terms for things they’ve never seen before, [……………………………]coming up with the same calls or words, according to research done over two [……………………………]by a professor from Arizona University, who can now not only call himself a biology professor, but also a [……………………………]dog linguist.

Prairie dogs of the Gunnison’s species, which were studied [……………………………], actually [……………………………]different [……………………………]in Arizona and in Colorado, but they would probably understand one another, research indicates. So far, this is believed to be … or prairie dogs appear to be [……………………………], the most sophisticated communication system that anyone has shown in animals. Prairie dog chatter is variously [……………………………]by observers as a series of yips, [……………………………]barks or ekes. And most scientists think prairie dogs simply make sounds that [……………………………]their inner condition. That means all they’re saying are things like “ouch” or “hungry” or “eek”. But we now know that prairie dogs are [……………………………]detailed information to one another about what animals are showing up in their [……………………………], and maybe even [……………………………].

Linguists have set five [……………………………]that must be met for something to qualify as language: It must contain words with [……………………………]meanings: possess [……………………………]in which the order of words is part of their meaning; have the ability to coin new words; be composed of smaller [……………………………]: and use words separated in space and time from what they [……………………………]. The American researchers focussed their efforts on these five criteria to see if prairie dogs use a language, as defined by human [……………………………], or not. Work was done in the field and in a [……………………………]With digital recorders, they recorded the calls prairie dogs make as they see different people, dogs and other animals of different sizes and -with different coat colours, such as hawks and elk. They then [……………………………]the sounds using a computer that dissects the underlying [……………………………]and creates a sonogram, or visual representation of the sound. Computer analysis later [……………………………]the similarities and differences.

The prairie dogs have calls for various [……………………………]but also for elk, deer, antelope and cows. It’s as if they’re trying to inform one another what’s out there. So far, the [……………………………]have recorded at least twenty different “words.” Some of those words or calls were created by the prairie dogs when they saw something for the first time. Four prairie dogs in the lab were shown a great-homed owl and [……………………………]ferret, two animals they had almost [……………………………]not seen before, if only because the owls are mostly [……………………………]and this kind of ferret is foreign. The prairie dogs [……………………………]came up with the same new calls. In the field, black [……………………………]cut-outs showing the [……………………………]of a coyote, a skunk and a circular shape were [……………………………]run along a wire through the prairie dog colony. Now, there are no black ovals running around out there and yet they all had the same word for [……………………………]. The researchers believe that prairie dogs are [……………………………]programmed with some.vocabulary and the ability to [……………………………]things.

The researchers then played back a recorded prairie dog alarm call for coyote in a prairie dog colony when no [……………………………]was around. The prairie dogs had the same [……………………………]response as they did when the predator was really there. In other wTords, there’s no coyote present, but the prairie dogs hear this [……………………………]of prairie dogs barking, “Hey, there’s a coyote!” and they say, “Oh, coyote! Better hide.” Computer [……………………………]has been able to break down some prairie dog calls into different [……………………………], suggesting the creatures have yet another [……………………………]of a real language. The researchers are cpxietly [……………………………]that they will establish that the prairie dogs will meet the five criteria set by linguists. Then, there will be [……………………………]proof that animals have language.

 

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