IELTS Listening Practice Test 79

ielts-listening-practice-test-79

SECTION 1

Questions 1-3

Complete the description of the man $ briefcase using NO MORE THAN THREE WORDS/LETTERS for each answer.

Very light brown briefcase, approx. 50 x 30 cm. Distinctive 1______________clasp on front. Red trimmings. Black 2_____________Initials 3______________on clasp.

Questions 4-7

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

4. What ‘is the lost property number given to the man?

5. When does the lost property office open?

6. How is the man going to the airport next week?

7. What is to the left of the lost property office?

Questions 8-10

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

8. What is the shortest time lost items are kept by the office?

9. How often does the office sell lost items?

10. Where does money from the December sale go?

SECTION 2

Questions 11-14

Decide which method or methods of sending money abroad is/are being described. Write

A for international money order.

B for bank draft.

C for electronic transfer.

D for telegraphic transfer.

11. You need a local bank account to use this.

12. You can avoid a commission fee if you use a local bank and the local currency.

13. Using a local bank and the local currency will allow you to get access to your money sooner.

14 . This is the quickest way to send money abroad.

Questions 15-16

Complete the following summary about taking money out of your country.

Your government might 15 ___________________ of money in and out of your country, so you might need to find out how to 16________________to transfer money, if there is a limit on transfers and what regulations there are.

Questions 17-20

Complete the following notes about having enough money for your first few days abroad

Advantages Disadvantages
Cash useful for 17________________ less secure
Travellers’ cheques insured against 18__________ can be 19__________ in some shops /restaurants not widely accepted
Credit cards widely accepted can get cash from bank machines may involve 20_____________ commission fee being charged

SECTION 3

Questions 21-24

Complete the notes on the purposes of a lesson plan using NO MORE THAN THREE WORDS for each answer.

A LESSON PLAN 

help with 21__________________

creates a focus

show material

clarifies 22__________________

reminder to put aims first

23___________ student problems

creates opportunities for solutions

brings lesson 24_______________

teacher-student interaction

distribution of time for each activity

reminder of materials

Questions 25-28

Complete the following notes on the example lesson plan.

Student level 25_____________________
Time 50 minutes
Class profile academic, 3-months study, improve spoken English
Aims elicit reading comprehension and speaking abilities for story telling, practice present simple and the past simple
Teacher’s aims 26____________________
Assumptions students can understand instructions
Anticipated problems students may not know some extreme sports 27________________
Solutions elicit differences using questions
Teaching aids textbook, blackboard, chalk, chalk eraser, pictures of 28______________ climbing

Questions 29-30

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

29. When using books, what should the student definitely write down, apart from the title?

30. What does the tutor give the student a list of?

SECTION 4

Questions 31-34

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

31. Which three foreign languages are traditionally taught in the USA?

32. How old are the youngest schoolchildren learning Chinese?

33. How many students are learning the leading 15 languages?

34. What percentage of Europeans speak a second language?

Questions 35-38

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

35. ___________________are secondary to cultural exchange at Potomac Elementary.

36. The young boy finds writing the strokes of Chinese characters in the_______________________to be difficult.

37. The lecturer says that children take more interest in learning if________________________do.

38. Apart from Chinese, the NEP focuses on_________________________

Questions 39-40

Decide which university student or students (A, B and/or C) is being referred to.

39. They have (He/ She has) been learning Chinese since they were 11 or younger.

40. They are (He/ She is) learning Chinese to help with their future career.

Answer keys:

Section 1, Questions 1-10

1. (bright) red
2. handle
3. AEJ
4. EDV 758
5. 6a.m./06:00
6. (by) underground/subway/tube
7. (large/electronic) departures board
8. 3/three months
9. twice a year
10. (to) children’s charities

Section 2, Questions 11-20

11. IN ANY ORDER
B,C,D
12. B
13. B
14. D
15. control the flow
16. get permission
17. (covering) small purchases
18. loss or theft
19. used like cash
20. (quite) substantial

Section 3, Questions 21-30

21. pace and timing
22. aims
23. highlights potential
24. coherence and cohesion
25. low-intermediate
26. avoid excessive instructions
27. vocabulary
28. rock and mountain
29. pages/page numbers
30. websites

Section 4, Questions 31-40

31. French, Spanish, German (NB in any order)
32. 6
33. 1.4 million/1400000
34. 52.7
35. weighty national priorities
36. right order
37. (their) parents
38. Arabic, Korean, Russian (NB in any order)
39. IN ANY ORDER
A, B,C
40. IN ANY ORDER
A, B,C

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

Woman: Good morning. Heathrow airport lost [……………………………]office. How can I help you?

Man:    Good morning. I lost a briefcase at your airport yesterday and would like to report it, please.

Woman: Certainly, sir. Could you give me a brief [……………………………], please?

Man:    Of course. It’s a very light brown briefcase, about [……………………………]wide and [……………………………]high. It’s quite [……………………………]because it has a bright red clasp on the front and red [……………………………]. The [……………………………]is black. My initials ‘AEJ’ are on the clasp.

Woman: Ah! Just a minute, sir. I remember a [……………………………]matching that description being handed in yesterday. At about what time did you lose it?

Man:    My flight arrived from Sydney just after three in the afternoon. I had taken the briefcase onto my flight as [……………………………]. After [……………………………], it would have been almost four o’clock when I picked up my check-in luggage and left my briefcase at the carousel. It was so [……………………………]of me.

Woman: Yes. Here is the log book. I’ll just check that it’s here. Do you have a pen and paper? You’ll need to [……………………………]a few things to remember for when you claim your briefcase.

Man:    I’ll just get that while you’re checking …

Woman: Hello? Are you there?

Man:    Yes. Is my briefcase there?

Woman: It is. When you come to claim it, you’ll need to tell whoever is on duty the lost property number-that’s [……………………………]. Have you got that?

Man:    EDV 758. Got it.

Woman: You’ll also need to bring some [……………………………]with you something with your photograph on it. Most people present their [……………………………].

Man:    Yes, of course. I’m flying to Austria next week, so I’ll pick it up then.

Woman: That’ll be fine. You’ll have your [……………………………]with you, no doubt, so that can serve as identification.

Man:    My flight is in the evening, so I won’t be at the airport until seven o’clock at the [……………………………]. Will the office be open at that time?

Woman: Yes, sir. We’re open until six, sorry, I mean from six in the morning until [……………………………], every day.

Man:    Great. I just need to know where your office is.

Woman: It’s in the main [……………………………]of Terminal One at the airport. Will you be coming by taxi, by car …?

Man:    I’ll be arriving bv [……………………………].

Woman: OK. In that case, get off at the stop for Terminal One. Go up the [……………………………]to the main concourse. At the top of the escalator, turn left and you’ll see a large [……………………………]board-an electronic one. If you face this, you should see our office off to the right, in the comer. It’s clearly [……………………………].

Man:    Up the escalator, turn left, off to the right of the departures board. Got it. Thank you very much for your help.

Woman: That’s what we’re here for. I only wish we could return all the items we get handed in to us.

Man:    I guess you get [……………………………]of items every day.

Woman: Yes, we’ve built up quite a collection.

Man:    What happens to the things that remain [……………………………], if you don’t mind my asking?

Woman: Not at all. We keep each item for a minimum of three months. Twice a year, in June and December, we have a sale. The [……………………………]from the sale in June go towards the [……………………………]of the office and the proceeds from the December sale go to a children’s charity. The sales are by [……………………………]and attract a lot of interest from [……………………………]and staff, as well as from the general public.

Man:    How interesting. One final thing-who handed in my briefcase? It would be nice to thank them personally.

Woman: I’m afraid there’s no record of that, sir.

Man:    What a pity! Well, thank you very much for your help. Goodbye.

Woman: Goodbye.

SECTION 2

Presenter: Good afternoon everybody. My name’s Sophie West and I’m here to give you some information and answer your questions about money when you are studying abroad. To obtain any form of entry [……………………………]into the country where you wish to study, you will need to prove that you have enough money to cover your [……………………………], accommodation fees and living [……………………………]. Therefore, you need to arrange all your funding ahead of time. Start by working out how much money you will need. I believe that you will be having a [……………………………]on that topic later this weejc so I won’t go into detail about it now.

If you are hoping for a [……………………………]to help pay for your studies, then start making [……………………………]and applications now. The chance of [……………………………]a bursary or scholarship or major funding after arrival is minimal so it is [……………………………]to apply before you leave home. To find out what scholarships are available, you can [……………………………]the university you intend to study at and the [……………………………]of education in your own country for further information.

Let’s look at possibilities for moving your money abroad. It is very risky to carry large [……………………………]of cash when you’re travelling. When the time comes to [……………………………], plan to take just enough cash to meet your [……………………………]needs and send the rest of your funds by another method, such as international money order, [……………………………], electronic transfer or telegraphic [……………………………]. Let’s go through those one-by-one, shall we?

You can buy an [……………………………]money order before you leave, and then, when you get to the country you are going to study in, you can pay it directly into your bank account. You can also [……………………………]international money orders for cash at certain places. Remember to take your [……………………………]with you when you do this. A bank draft is similar to an [……………………………]money order, except that you can only pay it into a bank account: you cannot exchange it for cash. Ask to have it made out to you in the local [……………………………]and drawn on a local bank. That wav you will not pav a [……………………………]fee when you pay it into your account, and the funds will take less time to clear, that is to move through the system and into your account. An electronic transfer is when your bank in your home country transfers funds from your home account [……………………………]to your account abroad. This is often the [……………………………]way to transfer money, but it cannot be arranged until you have opened a bank account abroad. [……………………………]transfer is the fastest wav to send money [……………………………], but it is also the most expensive. As with an electronic transfer, you can only arrange a telegraphic transfer after you have opened your bank account abroad-it cannot be arranged [……………………………].

Most English-speaking countries place no [……………………………]to the amount of money you can bring into the country, but your [……………………………]may control the flow of money in and out of your own country. In that case, you’ll need to find out as soon as possible how to get [……………………………]to transfer money, whether there is a limit to how much you can transfer and what [……………………………]you must comply with. For further information contact your local bank for advice on how to transfer your funds abroad.

When you first go abroad, you will have lots of things to do and it may be a few days before you are able to [……………………………]a bank and open a bank account. And once you do, it may take a while for your [……………………………]funds to clear through the banking system. So altogether, it could be anywhere from one to three weeks before you have access to the funds you transfer. Obviously, you will need some other sources of money in the [……………………………]. The possibilities include cash, traveller’s [……………………………]and credit cards. Let’s take a look at each of them.

As I mentioned earlier, you should not carry large amounts of cash, but do bring a certain amount to cover the costs of your first few days or so. Cash is very useful for covering small [……………………………], such as drinks and snacks. If any of your [……………………………]are travelling with you, you will obviously need to bring more cash. Most international [……………………………]have a 24-hour bank or bureau de change where you can change overseas [……………………………]or travellers’ cheques no matter what time you arrive. However, bear in mind that the [……………………………]at these bureaux de change are not very good. Keep this in mind when planning your cash needs. You can also exchange money at banks. In English-speaking countries, most are open from [……………………………]., Monday to Friday, and on Saturday mornings. If you arrive outside those hours, plan to either exchange your money at the airport/[……………………………], or bring enough cash to cover your needs until the banks open. Travellers’ [……………………………]are much safer than carrying cash, as they are [……………………………]against loss or theft. They can be cashed at banks and [……………………………]de change and travellers’ cheques made out in the local currency can also be used like cash in many shops and [……………………………]– but check with the staff in each case to be sure to avoid [……………………………]. Credit cards are widely accepted as payment in English-speaking countries and you can also use them to get cash from the [……………………………]at banks. However, check with your bank at home to find out how much [……………………………]you will be charged if you use your home credit card abroad. It could be quite [……………………………]. Now, let’s take a look at…

SECTION 3

Student: Good morning. I’m here for our meeting about creating lesson plans.

Tutor: Ah, yes. Bang on time! Come in and take a seat. Now, didn’t I ask you to prepare something?

Student: Yes, you did. You asked me to think of the [……………………………]uses for a lesson plan. Here’s what I came up with. First, it helps the teacher with the pace and timing of a class. Second, it creates a focus for the teacher and also for the students. Third, it shows everyone what [……………………………]is being covered, needs to be covered or has been covered.

Tutor: That’s [……………………………]useful if you have a strict syllabus to follow.

Student: However, there does seem to be a need for a [……………………………]between covering material and choosing when to let a class flow and let students carry on an [……………………………]if it’s leading to learning.

Tutor: Yes, that’s certainly true. Anything else?

Student: It gives clear aims to the students and to the teacher. I think it’s worth remembering that there are two [……………………………]to consider in the learning process. It also serves as a reminder for teachers to put aims first and materials second, rather than [……………………………]. Those are the five I came up with.

Tutor: I think that you’ve got the most [……………………………], … the key points. I can add another five. A lesson plan also helps to [……………………………]potential student problems, and creates an [……………………………]to find a solution. Second, it brings [……………………………]and coherence to a lesson. Third, it clearly shows the [……………………………]between teacher and student-or at least the [……………………………]interaction. As we both know, lesson plans don’t always go according to plan! A lesson plan also clearly shows something else-the [……………………………]of time spent on different skills. This can really show if your speaking or writing class is really about speaking or writing. And finally, it serves to remind you what materials you have to take into class.

Student: Thank you. I’ve made a note of those points.

Tutor: Take a look at this [……………………………]lesson plan. Do you have any ideas about what could be added to each section?

Student: Let’s see. The students are at [……………………………]level and the lesson will last for 50 minutes. The students are academic ones staying in Australia for three months to [……………………………]their spoken English. The aim of the class is to elicit reading comprehension and speaking [……………………………]for [……………………………], as well as to practice the present simple and the past simple tenses.

Tutor: Can you think of any [……………………………]that the teacher may have?

Student: Mmrn… Perhaps one could be to avoid [……………………………]instructions.

Tutor: That’s a good suggestion. What assumptions would you make if you were the teacher?

Student: Er… I’d assume that the students could understand the instructions. The topic is [……………………………]sports. Mmm. Perhaps Id assume that they do not understand some of the [……………………………]related to those sports-for example, the difference between mountain [……………………………]and rock climbing.

Tutor: So that would qualify as an anticipated problem.

Student: Ah, yes. Yes, it would.

Tutor: And what solutions would you suggest?

Student: Solutions? Perhaps one solution would be to elicit the difference from students via questioning.

Tutor: Yes, that would work. Given their level, the students should be able to provide some answers to that, using fairly basic vocabulary. At the bottom, you can see a list of [……………………………], blackboard, chalk, [……………………………], pictures of rock climbing and mountain climbing.

Student: Ah, the pictures will help to explain the vocabulary. A picture dictionary can be very useful in such situations. By the way, when I write the name of any textbooks I’m using, would you [……………………………]that I add some details?

Tutor: You mean like the publisher and page numbers?

Student: Yes.

Tutor: I would certainly note down the page numbers. It’s probably a good idea to add the author, but probably not necessary to add the [……………………………]. Mind you, if other people are going to see your [……………………………]plan, it might be a good idea, because they might want the book [……………………………]-knowing the publisher makes it easier for them to find it.

Student: Do you recommend keeping lesson plans?

Tutor: Having stored plans for years it has become clear to me that no two classes are [……………………………]alike and this limits the [……………………………]for recycling lesson plans. However, one [……………………………]I can make is that you keep your ideas, rather than necessarily the whole plan. These can be kept on [……………………………]that are organised by topic-perhaps with [……………………………]for level, skill or structure- and then kept for easy access. This is really easy if you do it on a computer.

Student: Can you recommend any books for helping with the creation of lesson plans?

Tutor: My favourite book is Lesson Plans from Nothing by John Davis. You can get it from the [……………………………] on campus. If you’re interested in knowing how others do their lesson plans or just simply need a lesson plan now, because you have no time, try these websites.

Student: That looks like a useful list. Thank you. Thank you very much.

SECTION 4

Lecturer: More and more American parents are becoming [……………………………]having their children learn Chinese. This is not only a case of having their children attend [……………………………]classes or of schools teaching the [……………………………]instead of, or in addition to, the West European languages that are [……………………………]studied in the States, like Spanish. French and German. Oh, no. Studying [……………………………]can be taxing for any [……………………………], but at a select number of American schools, children are not only learning about angles, they are doing it in Chinese. This select number of schools is [……………………………], since Chinese is a hot language thanks to China’s surging [……………………………]and growing world clout. Even children as young as 6 are honing their Chinese at school, [……………………………]by a mix of parental prodding and their own [……………………………]to do something different. I went to see one of these schools and it really is amazing when you walk into a [……………………………]classroom, and the children are understanding what the teacher is saying and it’s all in Chinese. Half of the time the kids aren’t even aware that the teacher is speaking a [……………………………]. They just fall right into it.

The United States has declared this year to be the “Year of Languages”, although few Americans are [……………………………]of the designation. According to a survey by the Language Association, more [……………………………]students are studying foreign languages than ever before. [……………………………]in Chinese has risen by 20 percent over the past 3 years. The [……………………………]students learning 15 leading languages represents a 17 percent increase over the same period. However, only 9.3 percent of Americans are able to speak a second tongue, compared to 52,7 percent of Europeans, according to the Census Bureau.

At first glance, weighty national [……………………………]take a back seat to the fun of [……………………………]at Potomac Elementary. Hallways are festooned with Chinese art and learning aids, such as [……………………………]animals labelled with Chinese names. Children sing Chinese folk songs and American nursery rhymes in Chinese. In the fifth- grade [……………………………]class, songs and games come only after a [……………………………]vocabulary drill and lessons on triangles and [……………………………]– all taught in Chinese. The students are good at listening and do pretty well at reading, but writing is their weak point, according to the class teacher, who has a Ph.D. in education and was a teacher in his native Beijing.

I asked two of the children-a boy and a girl-about their [……………………………]of learning Chinese. The boy said that mastering Chinese [……………………………]was tough. When I asked why, he said that he finds the writing [……………………………]hard because you have to do the [……………………………]in the right order. The girl said that learning Chinese is “cool” and that she is starting to catch on to the [……………………………]writing system of characters that contain [……………………………]of meaning and sound. She pointed out that it is quite different to English because there’s nothing like letters to refer to. However, she noted that she can remember how to write Coca-Cola in Chinese because it has a lot of [……………………………]that refer to a mouth. This visual [……………………………]of Chinese characters and how it [……………………………]children when they are learning the language is a theme I’ll return to later.

Even though it is [……………………………]the parents who are pushing for more Chinese classes, my research revealed that they are not usually [……………………………]their children too hard, which I think is a good thing. Parents of the kids say they are loathe to plan careers for [……………………………]. To quote one of them, “Even if my child doesn’t use her Chinese going forward, she’s learned so much about another culture.” Some of the parents are [……………………………]their children- directly or indirectly-by taking night classes in Chinese. This has been proven to be a great motivator. If children see their parents learning something, they will usually take an interest in learning it too-or at least take a greater [……………………………]in learning generally.

Dreams of selling Coca-Cola and other American [……………………………]to China have helped drive the interest in Chinese studies. According to the Language Association, [……………………………] U.S. colleges offer Chinese programs, while [……………………………] schools from kindergarten to 12th grade teach Chinese. Teaching Chinese is also of keen interest to the U.S. government, which [……………………………]the National Education Program in [……………………………]to fund university studies of languages of key world regions, including East Asia and the Middle East. In 2002, the NEP [……………………………]that it was placing particular [……………………………]on programmes to teach Arabic. Chinese. Korean and Russian.

I spoke to some students who had just started learning Chinese here at this [……………………………]. All of them had learnt Chinese since the age of 11 and some had [……………………………]even earlier. Student A said he had started learning Chinese eight years ago because he thought it would be pretty fun. However, as he began [……………………………]college, he recognised that there were good [……………………………]for employment in China upon [……………………………]. As he said, China is expanding fast and now they need services, including lawyers and [……………………………]. Student B said that she wants to follow her father and start her own business and have an office in China. Student C said that he thought his studies would bring national gain as well as personal [……………………………]. To quote him, “When a lot of kids like us grow up and [……………………………]are able to speak Chinese, and get jobs with businesses who are trading and doing business with China, it will be a big leap for our country.”

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