IELTS Listening Practice Test 89

ielts-listening-practice-89
ielts-listening-practice-89

IELTS Listening Practice Test for IELTS Academic and IELTS General Training Test takers

SECTION 1

Questions 1-2

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

1. Thieves often target students’ homes because students

A. are often at classes.
B. often have high-value, portable items.
C. are wealthier than other young people.
D. don’t usually lock campus accommodation.

2. If personal items are lost, destroyed or damaged, the insurance company will usually

A. allow the student to buy a similar replacement item at the current cost
B. give the student the sum of money the item originally cost.
C. give the student a fixed amount.
D. get the money from the thief.

Questions 3-6

Decide whether the following are insured for up to.

A. £150
B. £250
C. £600
D. £2000
E. £3000

3. a computer

4. two musical instruments

5. ten computer games

6. three suits

Questions 7-10

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

7. Academic ________________ are insured up to £5000.

8. The ___________________ is valid until the end of June.

9. The insurance company has a 24 _________________________.

10. The insurance company’s office is usually open until ______________________.

SECTION 2

Questions 11-14

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

11. What percentage of the students are mature?

12. What percentage of the students are from abroad?

13. How are the suburbs described?

14. How many students does the university have?

Questions 15-17

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

15. Newtown is England’s __________________ city.

16. The ____________________ is at Salt Lane.

17. A relatively high proportion of students decide to ______________________ in Newtown after graduating.

Questions 18-20

Complete the notes on using the university accommodation services using NO MORE THAN THREE WORDS for each answer.

18. The university accommodation services office is in the _________________________.

19. The university accommodation services have a ______________________ that students can look through online.

20. The website also has responses to ________________________.

SECTION 3

Questions 21-25

Complete the notes about what makes a good teacher using NO MORE THAN THREE WORDS for each gap.

good communicator with interesting 21 ________________________.

knows students doesn’t 22________________ at primary/secondary levels

knows subject at both 23 ______________ level

takes students step by step honest and 24______________________

honest and 24 ______________________

clothes- 25 __________________

Questions 26-30

Complete the notes about what makes a good student using NO MORE THAN THREE WORDS for each gap.

active-e.g. asks questions to aid understanding or for 26___________________ motivated – has goals

disciplined-good behavior and maintains 27_-reviews and previews

finds reasons to do things rather than reasons not to do things realizes learning is not always linear and/or immediate

doesn’t 28_with more experience of life/education

doesn’t 29____.teachers for his/her own faults-accepts suggestions

make sutdying 30 _____________________

SECTION 4

Questions 31-32

Complete the following sentences using NO MORE THAN THREE WORDS.

31. The lecturer says that an essay is like_to a specific question.

32. A key thing for lecturers to consider when they mark an essay is whether it is

Questions 33-36

Complete the notes on the words used in the essay title using NO MORE THAN THREE WORDS for each answer.

Implications ideas following on from the 33_______________ for rising divorce
Phenomenon refers to rising divorce
different explanations suggests that various 34 _______________ have thought of different reasons for the phenomenon.
critically analyze 35 _______________ of a theorv, a policy, research, an argument
36 ______________ a term which limits the subject to a place
the last 20 years a term which limits the subject to a time

Questions 37-40

Decide which student or students (A, B or C) would do or write the following.

37. Look at divorce statistics.

38. Assess the views of sociologists.

39. Use interviews to gather information.

40. Consider the effects of divorce on children.

Answer keys:

Section 1, Questions 1~10

1. B

2. A

3. D

4. C

5. C

6. B

7. (course) fees

8. special introductory rate

9. hour help line

10. 5 (o’clock)

Section 2, Questions 11-20

11. 13%

12. 9%

13. leafy

14. 28000

15. greenest

16. third campus

17. live and work

18. Student Union Building

19. private housing database

20. frequently asked questions

Section 3, Questions 27-30

21. voice

22. make friends

23. current and previous

24. patient

25. dress(es) tidily

26. confirmation

27. study routine

28. criticise teachers

29. blame

30. enjoyable

Section 4. Questions 31-40

31. an extended answer

32. relevant

33. explanations

34. analysts

35. assess the value

36. Western countries

37. A, C

38. C

39. B

40. A

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

Student: Good morning. Is that Copewell [……………………………..]? I’d like to ask you a few questions about getting insurance.

Salesman: Certainly. What kind of insurance are you looking for?

Student: Well, I’m a student and I need [……………………………..]cover-you know, against theft, damage, legal problems …

Salesman: I see. Students are unfortunately [……………………………..]targets for thieves. Student accommodation is a particular [……………………………..]because it often contains several highly portable and [……………………………..]items such as laptops. We offer cover specially [……………………………..]for the needs of students, covering students in several key areas.

Student: Oh, that sounds like it’s exactly what I need. Please tell me more.

Salesman: Well, the first area we cover is room [……………………………..]. We provide insurance cover for your belongings on a ‘new for old’ basis, including desktop computers, against theft, burst pipes, fire, [……………………………..], storm and flood.

Student: Does that also cover me if I live in university accommodation?

Salesman: Yes, it does. It also covers any shared areas in your accommodation and anything you leave in locked [……………………………..]on campus at any time.

Student: Is there a limit on claims of this nature?

Salesman: Yes, there is. Individual items are limited to [……………………………..]per claim and the following items are limited to [……………………………..]per group per claim: valuables, musical [……………………………..]and any data storage devices apart from computers, such as CDs. DVDs, [……………………………..]and computer games. Clothes are limited to a maximum of [……………………………..]. However, cover for items above these amounts is available for an additional [……………………………..].

Student: I see. And how about accidental damage?

Salesman: We cover contents against [……………………………..]damage occurring while they are in your rooms and we cover [……………………………..]keys and locks, up to £150, if you lose your keys.

Student: Does this cover items that I leave in my accommodation during holidays?

Salesman: Yes, it does, but the limit is lower-up to [……………………………..]in total-and there is only cover for up to 35 days. That is if the rooms are [……………………………..]continuously for 35 days.

Student: I understand. Am I also covered against theft [……………………………..]travelling?

Salesman: Yes, you are. I should also point out that your mobile phone is fully [……………………………..]and the insurance covers any airtime abuse by the thief up to [……………………………..].

Student: Great. What about legal and health problems?

Salesman: Your legal [……………………………..]are covered up to [……………………………..]for defending claims against you, for claiming against other people for [……………………………..]or injuiy they cause you, and tenancy [……………………………..]. The last one is particularly useful for students. Course fees you have paid or are [……………………………..]to pay in the academic year up to [……………………………..]in total are also covered, if as a result of your [……………………………..], death or accident you have to leave your course early, or if a parent on whom you rely for financial support suffers illness or [……………………………..].

Student: That’s sounds very comprehensive indeed. Does the [……………………………..]introductory rate still apply? It savs here that it’s valid until the end of June.

Salesman: Yes, it’s still valid. There have been no changes in the terms of the offer. Can I just mention that the following [……………………………..]cover is automatically included free of charge in all our [……………………………..]-our 24 hour help line, providing advice and [……………………………..]on health, drugs, debt, housing, legal and [……………………………..]matters; cover for your personal legal [……………………………..]of up to [……………………………..]; loss or damage to property on loan to you, up to [……………………………..]; loss or damage to your landlord’s property, up to [……………………………..]; credit card theft, up to £500; injury and damage to [……………………………..]by mugging or assault, up to £5000; and accidental death of a parent or [……………………………..], £5000.

Student: That’s exactly what I’m looking for-a fully comprehensive [……………………………..]. I’ll come to your office this afternoon. Should I come to see you personally, or…?

Salesman: You can ask for me. My name is [……………………………..].

Student: Right. My name is Shipton, Annie Shipton.

Salesman: OK I’ll see you this afternoon. We normally close the office at 5 but I’ll be here until 6 today.

Student: Thank you. I should make it before then. Goodbye.

Salesman: Goodbye.

SECTION 2

Professor: Welcome to the university. We [……………………………..]ourselves to be one of the IJK’s most progressive and [……………………………..]universities. We pride ourselves on making a difference-to our students, our staff and to the businesses we work with. Our research and business ideas, alongside our highly sought after [……………………………..], contribute to the economic and social [……………………………..]of both our region and to the UK as a whole. Our teaching methods and [……………………………..]are first-rate and are supported by our world-class [……………………………..]research. Our students are a diverse group and benefit from a [……………………………..]approach that helps them to get the most from their studies. Currently, [……………………………..] of all of our students are [……………………………..]and 9% are from outside the UK. Both of these figures are significantly higher for [……………………………..]students. We offer top quality teaching and learning [……………………………..]and the ability to learn flexibly in a way that best suits their needs. For example, we are one of the UK’s leading universities in [……………………………..]and offer a range of distance learning and part time courses as well as the more traditional full time courses.

Our partners in industry choose to [……………………………..]with because of our [……………………………..], business led approach and our high quality research, facilities and students. Our partners include Sony, BP, the NHS, Network Rail, Cisco, SAP and Microsoft. Our facilities are state-of-the-art and we have [……………………………..]heavily in new technology over the last 15 years in order to ensure that our technological [……………………………..]matches the [……………………………..]approach of our teaching. We are recognised as a Centre of Excellence for Teaching and Learning, eleaming and [……………………………..]. Our university plays a key role in the city and region in which it operates. We are located in both heart of Newtown and in its leafy [……………………………..]and our [……………………………..] students add to the vibrancy and [……………………………..]of the city.

Let. me tell you a little about our campuses. Right in the heart of Newtown’s busy city centre is the university’s City Campus, a welcoming modem [……………………………..]with some of the finest learning and teaching facilities in Europe. Around this hub revolves a flourishing, diverse [……………………………..]community. Our second campus, only a couple of miles away, is a complete contrast. The [……………………………..]Academia Campus is set among lawns and trees in one of Newtown’s [……………………………..]suburbs-just as typical of this city, England’s [……………………………..], as the bustling city centre. In May 2005 we opened the [……………………………..]Health and Wellbeing Building at Academia Campus. The [……………………………..]“beacon for health and social care education” was officially opened by our University Chancellor, Professor Hall, and provides world-class [……………………………..]for our health and social care students. Plans for further development of both campuses are already well advanced with the university planning to replace its third campus at Salt Lane with a new home for the [……………………………..]of Computing, Engineering and Sciences at City Campus.

It’s not only the University environment that’s popular with students- the city of Newtown is a big [……………………………..]too. Home to two universities with more than [……………………………..]students, plus Europe’s largest further education college and the headquarters of Learn Direct, Newtown is very much a learning city. It’s one of the country’s most in-demand student [……………………………..], and once they arrive students enjoy the Newtown experience so much that a higher [……………………………..]stay on to live and work here than in any other city outside London.

Now, with regard to accommodation, our accommodation [……………………………..]offer a friendly free service to help you find the right place to live in Newtown.

They have an office in the Student Union Building, but they also have a website, which provides details of all our [……………………………..]and self-catered [……………………………..]and a searchable private housing [……………………………..]. The University guarantees to offer all first year students accommodation of a reasonable standard in university owned [……………………………..], or in the private sector. On the website, we have also tried to answer some of the most [……………………………..]asked questions and provide some useful help, advice and information on how to apply for accommodation. If you can’t find the information you are looking for on our website, go into the office where our staff are happy to answer any questions you may have-or you can contact them by phone, fax or e-mail. The university is [……………………………..]to the accommodation needs of [……………………………..] and provides both single sex accommodation and accommodation that is suitable for students with disabilities and [……………………………..]requirements. We also cater to the needs of mature and international students.

SECTION 3

Cindy: OK, everyone. We’ve been asked to think of the [……………………………..]of good teachers and those of good learners. Mike and myself [……………………………..]to look at the former [……………………………..]Janet and Tim took on the latter. Mike, you’ve got our list.

Mike: OK everyone. This is what Cindy and I came up with. First, the teacher needs to be a good [……………………………..]. The teacher needs to be able to speak clearly and to explain what things mean. Taking this idea a bit further, the teacher should have an interesting voice. [……………………………..]is often boring enough, without having a teacher with a boring voice.

Cindy: Yes. The teacher should sound [……………………………..]the subject. This might help the students to be a bit more lively and interested.

Mike: We also thought that a good teacher should get to know his or her students. We don’t mean that he or she should try to make friends with the students-that’s generally [……………………………..]a bad idea at primary and secondary schools. We mean that the teacher needs to know something of their [……………………………..]and their interests.

Cindy: The third thing is that a good teacher must know his or her [……………………………..]inside out at the required level. It would be a [……………………………..]if the students knew more than the teacher! This means that the teacher must be well [……………………………..]and fully familiar with the [……………………………..]not only at the current level he or she is teaching but also at the [……………………………..], so that he or she knows what the students already know.

Janet: Or at least should know! You could say that a good teacher is aware that what is taught is not always the same as what is learnt.

Mike: Good point, Janet. Our next point is that a good teacher [……………………………..]you up one step at a time. They see that the gap between where you are and where you need to go is small enough to [……………………………..], so you can move up [……………………………..], one step at a time, but large enough to [……………………………..]true, real progress. Another thing is that teachers are [……………………………..], sometimes even role models, for students. Much of one’s character is shaped by teachers. So, as a good teacher, you must be honest and be patient. In addition, a good teacher must dress tidily, so as to set an example and to look [……………………………..].

Cindy: So, Janet and Tim-over to you.

Janet: Well, we came up with a [……………………………..]list of things. First, a good student is active. This [……………………………..]a wide range of things-not only getting on with the work assigned to them. For example, a good student will ask questions, [……………………………..]when they don’t understand something or for [……………………………..]. He or she is motivated to learn and has study goals – either general goals such as getting into university or [……………………………..]for things that he or she wishes to learn in the next month. A good student is [……………………………..]. Now, we don’t just mean good [……………………………..]-we mainly mean that he or she has the discipline to stick to a good study [……………………………..]. This includes reviewing and previewing work Tim will tell you what else we thought of.

Tim: We also thought that a good learner focuses on finding reasons why to do something not on reasons not to do something. Poor students usually tend to offer the [……………………………..]response “But…”

Mike: Yes, I’ve seen that a lot.

Tim: Haven’t we all? A good student is aware that learning often happens days or months later. It is not always linear and it is not always immediate. He or she sees learning as a long-term ’project’ rather than ’[……………………………..]’ it if you like into clusters of’to do’s’, e.g. [……………………………..]for an exam. Many students will not do anything until about two weeks before a test and then cram.

Mike: Then I wonder why they didn’t do well!

Tim: Exactly! Any other ideas?

Cindy: I think that a good student doesn’t [……………………………..]teachers who have seen it all and done it all and actually have a better idea of what students need.

Janet: Nor do good students [……………………………..]a teacher for his or her own lack of [……………………………..]. He or she accepts suggestions and tries to [……………………………..]them into their learning.

Tim: I think that the key point is that a good student sets up his or her learning to be [……………………………..].

SECTION 4

Presenter: Welcome to this first presentation on writing an [……………………………..]. A university essay can be thought of as an [……………………………..]answer to a quite [……………………………..]question that has been posed by your lecturer. A key consideration for lecturers when they mark students’ work is whether the essay before them is [……………………………..]that is whether it does in fact provide an answer to the question being posed. For this [……………………………..]it is important when you prepare to work on an essay that you spend a reasonable amount of time reading and [……………………………..]over the essay topic so that you understand [……………………………..]what is being asked. This involves [……………………………..]and thinking about key words in the topic, among other things. This tutorial on essay writing is based on the following topic:

“In the last 20 years, rates of [……………………………..]have risen significantly in Western countries. Critically [……………………………..]some of the different explanations given for this [……………………………..]. In your discussion you should consider what [……………………………..]these explanations might have for social policy.”

‘Implication’ is a common term. Implications can be thought of as a set of ideas that follow on in some [……………………………..]sense from a preceding set of ideas. In the case of this essay, the [……………………………..]set of ideas are the [……………………………..]for rising divorce. What is required then is that students consider what social policies might follow on from each of the different explanations [……………………………..]. Note that the word ‘phenomenon’ refers here to ‘rising divorce’. This means that the essay will need to be [……………………………..]with explaining why divorce rates have [……………………………..]. ‘Different explanations’ suggests that different [……………………………..]have come up with a variety of reasons for this happening. To ‘critically analyse’ means to assess the value of some entity with [……………………………..]to its strengths and [……………………………..]. This [……………………………..]may be a theory, a policy, an [……………………………..], a piece of research etc. In the case of this essay topic, what needs to be [……………………………..]are the different explanations given for rising [……………………………..]. This proposition is central to the essay topic. Clearly the essay will need to be [……………………………..]in a general sense with the subject of rising divorce. It is also important to note those terms which limit the subject in some way, in this case to a [……………………………..]place – Western countries-and to a particular time-the last [……………………………..].

I asked three different students spent some time analysing the divorce essay topic. On the following three slides, you can read each of their [……………………………..]of the topic. After reading each, decide whether you think it is a reasonable interpretation of the topic.

This slide shows Student As analysis – “This essay topic is about divorce in Western countries. I would look in detail at [……………………………..]for divorce in various countries. I would then turn to the [……………………………..]of divorce, as discussed by various [……………………………..]. I would describe the effects divorce is thought to have on parents and on children. Then I would consider what social [……………………………..]solutions there are for the problems arising from divorce.”

Student B wrote-“For this essay I would focus on why rates of divorce have increased in [……………………………..]. To answer this question, I would give my own critical explanation, [……………………………..]on what I know from experience are the reasons why [……………………………..]choose to divorce. I would then interview a number of divorced people I know asking them what the reasons were for the [……………………………..]of their [……………………………..]. I would then consider current social policies relating to divorce and find out how well the people I interview have coped since they were divorced.”

And this slide tells us what Student C wrote-“This topic states that divorce has risen in Western countries. First I would want to find out if this is the case by looking at statistics from a number of countries. Assuming that the [……………………………..]is true, I would then look at a variety of [……………………………..]given by sociologists for this increase. For each of these, I would consider how [……………………………..]an explanation it is. The topic seems to imply that rising divorce is a [……………………………..]that needs to be addressed by policy makers. I would then think about what sort of social policy [……………………………..]might follow on from each explanation.”

Having read the three interpretations, in your opinion, which seems the most reasonable [……………………………..]? … Ah, yes, I think you’ve got the answer. Of the three [……………………………..], Student 3’s would be closest to what is required. The student is proposing to comment on the adequacy of a range of [……………………………..]explanations for divorce, i.e. critical analysis, and then to consider what types of social policy would follow on from her explanations, i.e. [……………………………..].

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