SECTION 1
Questions 1-4
Complete the following information about the cars available for rental using NO MORE THAN THREE WORDS OR NUMBERS for each answer.
| Name | Size | Miles per gallon | Price* |
| IOTA | Small | 20 | £23 |
| COMBI | medium | 17 | £28.75 |
| ROADSTER | 1____________ | 2______________ | 3____________ |
| *Prices include tax and 4__________________ | |||
Questions 5-7
Complete the following information using NO MORE THAN THREE WORDS OR NUMBERS for each answer.
Name David 5
Company 6_____________________
Address 7_____________________ Arlington Close, Beddleton, Yorkshire.
Telephone 0676934888
Questions 8-10
Complete the following sentences.
8. In the car, there is a_____________and a torch.
9. The registration number of the car is_______________
10. The car uses a______________ locking system.
SECTION 2
Questions 11-14
Answer the following questions using NO MORE THAN THREE WORDS for each answer.
11. How did the traveller hear about New York?
12. How many times had the traveller flown by plane?
13. What surprised the traveller about New York’s airport?
14. What happened in London?
Questions 15-17
Complete the following sentences using NO MORE THAN THREE WORDS for each answer.
15. The traveller liked the different kinds of______________________
16. Things that the traveller didn’t like in New York were the_____________________
17. From the flat, the traveller could see the___________________
Questions 18-20
Choose the correct answer or answers from A-D.
18. The traveller found New Yorkers to be
A. kind.
B. rude.
C. pushy.
D. helpful.
19. Which people showed the traveller around New York?
A. Her friend.
B. Her friends.
C. Her friends’ neighbours.
D. Strangers.
20. What events did the traveller see?
A. A chess tournament.
B. The Feast of San Gennaro.
C. The Annual African American Day Parade.
D. Richmond County Fair.
SECTION 3
Questions 21-24
Complete the notes on how to teach kina esthetic learners using only ONE word for each gap.
21. Cestures-especially_____________ones.
22. Spell out words in the_____________.
23. Put_______________on board and students label it.
24. Students______________out words and others guess them.
Questions 25-27
Complete the following sentences about visual learners using NO MORE THAN THREE WORDS for each answer.
25. Flash cards can be different colours according to the____________________.
26. Students can____________________words In texts and ask their partners for meanings.
27. Lastly, Tina points out that____________________can be used.
Questions 28-30
Complete the summary on auditory learners using NO MORE THAN THREE WORDS for each gap.
Students listen to a 28_________________and draw what they hear or the teacher could describe a picture and the teacher and students can see whose picture was closest to the original.
Each student gets a flash card and holds up their card when the 29__________ is used in a song, poem or story. Students add a sentence to a story, including the word on their flash card.
The teacher gives the students lyrics with some words replaced by 30____________ words. Students listen to the song and make corrections.
SECTION 4
Questions 37-33
Complete the following sentences according to the information given by the tutor. Use NO MORE THAN THREE WORDS for each answer.
31. Note taking improves your ability to________________on what the speaker says.
32. Note taking allows you to get a_________________of the material being presented.
33. There are many ways of taking notes, but they must allow you to________________ contained in them and connect them together.
Questions 34-38
Complete the following notes according to the information given by the tutor. Use NO MORE THAN THREE WORDS for each answer.
Title of lecture: Write it down 34__________________
Direct signal For example 35______________you get this down.”
Indirect signal Pausing. Speaking slowly, loudly. Using stress.
Repetition 30________________and add new information.
Book recommendation Tutor usually 37________________reading whole book.
General advice Avoid repetition 38________________obvious points.
Summarize important ideas.
Questions 39-40
Complete the following notes on recommended books. Use NO MORE THAN THREE WORDS.
| Title | Author | Suggested unit |
| 39____________ | Tony Lynch | 6 and 12 |
| Learning to Study in English | Brian Heaton and Don Dunmore | 40________________ |
Answer keys:
Section 1, Questions 1-10
1. medium
2. 17
3. 31.05
4. insurance
5. Browne
6. Hectrix Electronics
7. Unit2/Two
8. first aid kit
9. K758 SMD
10. central
Section 2, Questions 11-20
11. (from) friends
12. none/never/0
13. lot of foreigners
14. (they) changed planes
15. buildings and monuments
16. crowds (and) (bad) weather
17. ocean
18. IN EITHER ORDER
A, D
19. C
20. IN EITHER ORDER
B, D
Section 3, Questions 21-30
21. finger
22. air
23. poster
24. act
25. part(s) of speech
26. highlight
27. spider diagrams
28. dictation
29. word or phrase
30. rhyming
Section 4, Questions 31-40
31. concentrate
32. deeper understanding
33. reproduce the ideas
34. in full
35. Make sure
36. Go back
37. doesn’t suggest
38. Omit
39. Study Listening
40. IN EITHER ORDER
5,10
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 morning, sir. How can I help you?
Man: I’d like to rent a car, please.
Saleswoman: Certainly. What kind of car were you thinking of?
Man: Oh, a small or [………………………………]sized one. Could you show me a [………………………………]or leaflet with the different available types?
Saleswoman: Of course. We have one type of small car and two types of medium sized ones. As you can see, the small type is called the Iota and the medium ones are called the Combi and the Roadster.
Man: Thank you. I see the Iota offers [………………………………]to the gallon in urban areas.
Saleswoman: Yes. It’s certainly very [………………………………]. The Combi is almost as good at 18 miles to the gallon. The Roadster offers 17-is that right?
Man: You’re right.
Saleswoman: Of course, those mileages go up [………………………………]when driving on motorways.
Man: Of course. I’ll be driving around town. The only time I’ll be using a [………………………………]is from here, the airport, to the centre.
Saleswoman: I see. Well, I’d recommend the small Iota. Parking can be difficult in town and it’s a touch easier with a small [………………………………].
Man: Yes, of course. Let me just look at prices before making a final [………………………………]. I’m here on business and will need the car for four days. The daily rate for the Iota is …
Saleswoman: £20 plus tax. The Combi is [………………………………]and the Roadster is £27. Again, those prices are before tax.
Man: The tax is [………………………………], right?
Saleswoman: Yes. So the total costs are £23, £28.75 and £31.05 per day respectively.
Man: Do those prices include [………………………………]?
Saleswoman: Yes, they do. However, the insurance only covers one driver – the one who signs the [………………………………]. We can cover other drivers for an additional fee.
Man: That’s OK. I’m here alone. OK, I’ll take the Iota. Oh, what about [………………………………]costs?
Saleswoman: All of our cars have a full tank when customers take them. If the car is [………………………………]with a full tank, there’s no additional fee. Otherwise, we have to charge for the tank to be [………………………………].
Man: I see. There’s a filling station here at the [………………………………], so I’ll take care of that there when I return the car.
Saleswoman: That’s what most of our customers do. Could I take a few [………………………………]? Then I’ll print out two copies of the rental [………………………………]for you to sign. I’ll need your name and the name of your company first of all.
Man: My name is David Browne-that’s Browne with an ‘e’. My company name is [………………………………]Electronics-that’s spelt H E C T R LX.
Saleswoman: And what is the company’s address, please?
Man: It’s Unit 2. Arlington Close, Baddleton, Yorkshire.
Saleswoman: And the telephone number?
Man: [………………………………].
Saleswoman: Will you be using a company credit card or your own one?
Man: I have a company [………………………………]. … There you are.
Saleswoman: Thank you. I’ll just run this through the machine. Could you enter your PIN, please? … Thanks. … OK I’ve [………………………………]the details of the rental, but I’ve left the rest blank in case there are any extra charges, such as fuel.
Man: Right. I should sign here, shouldn’t I?
Saleswoman: Yes, please. Now, let me tell you a few things about the car. There’s a first aid kit in the boot. That has to be there by law. There’s also a torch in the glove [………………………………], just in case. Do you have a map of the town?
Man: No, I don’t. I was hoping you could provide one.
Saleswoman: That’s no problem. Here you are. You won’t need one for the [………………………………]area, will you?
Man: No, I won’t. Thank you. Is that everything?
Saleswoman: Yes. The car is parked over there. It’s the blue one. The registration number is [………………………………].
Man: Ah, yes. I see it.
Saleswoman: Here are the keys. The car has an alarm that you can switch on and off using this [………………………………]here.
Man: Does the car have central locking?
Saleswoman: Yes. it does.
Man: Well, thank you very much. Goodbye.
Saleswoman: Goodbye, sir.
SECTION 2
Interviewer: What was your holiday [………………………………]and how did you hear about it?
Interviewee: My holiday location was New York, I heard about visiting New York from some friends who were there and who were [………………………………]of the beauty of the city and who even [………………………………]to stay there and start a new life. My friend and I [………………………………]an invitation last summer from these friends so I spent my [………………………………]there. It was the best holiday I’ve ever been on.
Interviewer: So, you just went there with one friend, right?
Interviewee: Yes. I travelled with my best friend and it was very [………………………………]because it was the first time either of us had [………………………………]by plane- Our excitement grew higher and higher as we got close to [………………………………]. At the airport I saw a lot of [………………………………]who had come there to work or to visit this [………………………………]city and I must say I was amazed by the number of these foreigners, I don’t think I have ever seen so many foreign people in one place.
Interviewer: How much time did you spend finding out information about New York and what [………………………………]did you use?
Interviewee: I [………………………………]the information I needed from my friends who live there, from the Internet, from the [………………………………]that I took from the American [………………………………]and of course from the travel [………………………………]where I got an idea of the cost of the trip and the [………………………………]. We got cheaper tickets by not taking a direct flight. We [………………………………]planes in London.
Interviewer: Can you tell us the thing you like most in this place?
Interviewee: The thing that I liked most in New York was [………………………………]the variety of buildings and [………………………………]. I also enjoyed the parks. They were great. New York is a [………………………………]city. It’s like you are in the middle of the world. It’s [………………………………]by many to be the economic centre of the world. I also liked the people. Some people told me that New Yorkers have a [………………………………]for being [………………………………], but I didn’t notice this.
Interviewer: Were there any things that you didn’t like?
Interviewee: I think that the downside of my [………………………………]was that there are [………………………………]on the streets every day, almost all day long. Also, sometimes the bad weather that kept us in the house.
Interviewer: How was your accommodation?
Interviewee: My friends live in a big flat. My friend and I shared a [………………………………], which was very big and [………………………………]and most of all we had the perfect view-[………………………………]the ocean. So I must say that we had all the comfort we needed. They even gave us [………………………………]to a computer for us to check our email or to play on when we were in the mood and when the weather was bad.
Interviewer: You said that the people there were fine.
Interviewee: Yes. The people from New York are very kind and now I will tell everybody I know this. Whenever we [………………………………]help on the street, because we didn’t know where to go or because we found the map [………………………………], they always gave us a hand and [………………………………]us find our way.
Interviewer: Did you make any new friends? Have you kept in touch?
Interviewee: Yes I made some new friends there. I made friends with mv friend’s [………………………………]. We spent much of our time together and sometimes they were our guides around the city.
Interviewer: How did you spend your time? Did you participate in any [………………………………]activities?
Interviewee: During the day we went visiting and walking on the streets for hours. And when the weather was bad we played a lot of chess. We had the chance to [………………………………]in the 78th Annual Feast of San Gennaro. but we missed the [………………………………] Annual African American Day Parade through the whole of [………………………………]. And we went to the Richmond Countv Fair on Staten Island, which amazed us in every possible way.
SECTION 3
Tutor: Come in, everyone. The office might be a bit [………………………………]with four of us and all these [………………………………]! There’s coffee over there-help yourselves. … Now, we’re here to discuss three types of learners- [………………………………], visual and auditory-and how we can teach each type. I gave each of you one of them to consider. Jack, can we look at yours first, please. You were [………………………………]kinaesthetic learners, weren’t you?
Jack: Yes, I was. The first idea I had was using [………………………………], particularly finger gestures. Teachers can use them to [………………………………]stress on certain [………………………………]. They can also use their [………………………………]to write words in the air-spelling out the letters. The second thing is that the teacher can use the board. The teacher can ask students to spell words by going to the board and writing them up. The teacher could also ask students to write a letter each, in order. The teacher could put a [………………………………]on the board and students could go to the board with [………………………………]and label it as directed by the teacher. Another [………………………………]is to ask students to organise words into [………………………………]on the board.
Tutor: Good. The important thing is to keep kinaesthetic learners active- moving.
Helen: Games are good for them. Jack, did you think of any?
Jack: Yes, Helen. I thought of a couple. One is like [………………………………]. Divide the students into two or three teams. Give the students on one team some words and ask them to them out. For example, if the word is ‘cold’, a student might shiver. The other teams have to guess the words.
Tutor: Good idea. Simple, but effective. Well done. Tina?
Tina: Well, I was asked to think about teaching [………………………………]learners. Flash cards are good in my [………………………………]. The students can guess words from seeing part of the [………………………………]-which can be a word or a picture-or the teacher can show students the flash cards very quickly. Maybe that’s how flash cards got their name! Flash cards can also have different [………………………………]colours depending on which part of speech they are- noun, verb, adjective, adverb, etc. Students could also learn from their peers by [………………………………]words they don’t know, in a text for example, then asking,., helping each other with [………………………………]words.
Jack: I know a good game for visual learners. Make a set of cards-half with words on and half with [………………………………]. The cards are face down and students can turn over two at a time. If the word and picture match, they keep the cards. If they don’t, they turn them face down again and the next student tries.
Tutor: Great idea. Visual learners are often good at [………………………………]words.
Each page in the student’s notebook refers to a category of words. Students write new words on the correct page in their [………………………………]for faster recall. For example, page one might be food and page two could be telephone [………………………………].
Tina: Spider diagrams are good too.
Tutor: Yes, they are. Helen, you were assigned [………………………………]learners.
Helen: OK. I had these ideas for teaching auditory learners. First, they could listen to a [………………………………]and draw what they hear. For example, students listen to the teacher [………………………………]items of furniture and then draw them in the [………………………………]rooms of the house. Or the teacher could describe a picture. After the [………………………………], the teacher and students can see whose picture was [………………………………]to the original. Flash cards can also be used. Each student gets a [………………………………]and they hold up their card when they hear that word or phrase in a song, poem or story. Another way of using them is to go around the class, with each student adding a [………………………………]to a story, including the word on their flash card.
Tutor: Auditory learners can also learn using songs and music. Any [………………………………]?
Tina: The teacher could give the students a text of a song, you know, the lyrics, with some words [………………………………]by a rhyming word. Students then listen to the song and make [………………………………].
Tutor: That’s a really good idea. Perfect for auditory learners. Well, thank you for your suggestions. I have a few other ideas you might consider…
SECTION 4
Tutor: Welcome to this class on note taking. Let’s take a look at the [………………………………]first of all. The first question we need to look at is ‘Why take notes?1 The [………………………………]of taking notes during a [………………………………]is to help you to [………………………………]on what the speaker is saying and to provide you with a summary in note form so that you can write up your notes in full later. Also, it may be that the notes [………………………………]by the lecturer are not [………………………………]-the lecturer may add new information during the lecture and your own notes will be needed to provide you with a complete [………………………………]of the lecture. Taking your own notes will [………………………………]a deeper understanding of the content of the lecture.
So, how do you take notes? The general [………………………………]in note taking is to reduce the [………………………………]by shortening words and sentences. The following advice will help you to take notes [………………………………], leaving you free to listen to your lecturer. Remember that these notes are for you and as such you can use any [………………………………]you like, so long as it enables you to [………………………………]the ideas contained in the notes and show how these ideas connect to each other later. However, there are certain [………………………………]you should bear in mind and certain [………………………………]that are commonly used which you may find useful, First of all, you must be able to determine what you need to write down, what is [………………………………]to you.
How do you know what is important and what is not? This is not an easy question to answer, but there are things you can look out for, The first piece of information you [………………………………]is the title of the lecture. This is perhaps the most important single piece of information of the whole [………………………………], so you should make sure that you write it down in full. Even better-find out what it is [………………………………]so that you can have time to think about what the lecture will be about.
Secondly, listen for direct or [………………………………]signals from the lecturer that tell you what is [………………………………]. As a direct signal, for example, he/she may say, “This is important, write it down,” or “Make sure you get this down.” Or, he/she may make indirect signals such as [………………………………]before saying something important, or saying it slowly, [………………………………]or with greater stress. Listen for [………………………………]. When the lecturer repeats a point, go back to your first notes and add in any new details or information.
When a teacher or lecturer [………………………………]a student to read a book it’s usually for a particular [………………………………]. The book may contain useful information about the topic being [………………………………]or it may be [………………………………]for the ideas or views that it puts forward, and so on. In many cases, the teacher doesn’t suggest that the whole book should be read. In fact, he may just refer to a [………………………………]which have a direct bearing on the matter being discussed.
Now, how should you write your notes? As [………………………………]above, you can make notes in any way that you like, but the following [………………………………]will help you to develop a style that is both quick and [………………………………]. Concentrate on the important ideas-avoid [………………………………]and omit things that do not need to be stated [………………………………]because only you yourself will be reading the notes and you will know what they are [………………………………]to. Summarise important ideas- you can use words that are not used by the [………………………………]to restate in a shorter form what he/she is saying. Write in short phrases rather than in complete [………………………………].
Many students ask me when they should write up their notes. You might not have time to note down everything you want during the [………………………………]itself so you must rewrite them as soon as possible so that you minimise the risk of [………………………………]something. Finally, you should [………………………………]on a personal note-taking style and be willing to [………………………………]according to whom you are listening.
For more practice in note taking, take a look at these books which can be found in the [………………………………]Room: “Study Listening” by Tony Lynch, [………………………………]units 6 and 12. Then there’s “Learning to Study in English” by Brian Heaton and Don Dunmore, [………………………………]units 5 and 10. The first one is [………………………………]by Cambridge University Press and the second one is published by Oxford University Press.
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