SECTION 1
Questions 1-4
Choose the correct answer, A, B, C or D.
1. How did the student get the university prospectus?
A. From the woman.
B. From the Internet.
C. From a friend.
D. During a visit to the university.
2. What is the A-level requirement for the course?
A. BBB.
B. BBC
C. BCC.
D. There is no clear requirement.
3. What A-levels is the student taking?
A. He doesn’t say.
B. He hasn’t started his A-levels yet.
C. Politics, a language and another subject.
D. Economics, geography and history.
4. Who can use the language lab?
A. Only students who have chosen to study a language.
B. Only students who are preparing for work abroad.
C. Students who have chosen one of the five languages offered on the course.
D. Any student.
Questions 5-7
Answer the following questions using NO MORE THAN THREE WORDS/NUMBERS for each answer.
5. Who decides the country in which the student will work in year three?
6. How many students went to work in either Singapore or Brunei this year?
7. What is the advantage of translating or checking translations?
Questions 8-10
Complete the following sentences using NO MORE THAN THREE WORDS for each gap.
8. The women points out that the student can teach English and ______________ together.
9. First year students can study a language or do a project, but are ___________________ on one.
10. There are no department ______________________ for first-year students.
SECTION 2
Questions 11-15
Answer the following questions using NO MORE THAN TWO WORDS for each answer.
11. According to Mr Singh, on which thing do many people make superficial observations?
__________________________________________________
12. According to Mr Singh, how quickly do cultures change?
__________________________________________________
13. How many children does Mr Singh have?
__________________________________________________
14. According to Mr Singh, what are young Indians not concerned about?
__________________________________________________
15. According to Mr Singh, what great advantage do young Indians have?
__________________________________________________
Questions 16-20
Complete the following sentences using NO MORE THAN THREE WORDS for each gap.
16. According to Mr Singh, the biggest problem for young Indians is that their parents them ___________________ too much at school.
17. What is becoming more widely available to people in India?
18. Mr Singh believes that the best way to be successful is to be ______________________________ .
19. Mr Singh believes that Western methods plus the _____________________________ are an excellent mix.
20. Mr Singh says his generation could only dream, but the new one can ____________________________ too.
SECTION 3
Questions 21-25
Answer the following questions using NO MORE THAN THREE WORDS AND/OR NUMBERS for each answer.
21. When is the deadline for handing in dissertations?
22. What should the word count exclude?
23. Who must approve the dissertation topic?
24. How long should the research take?
25. What will the students probably spend the second half of April doing?
Questions 26-30
Complete the following statements using NO MORE THAN THREE WORDS for each gap.
26. The professor recommends referring to _________________ dissertations.
27. The students already have a printed ___________________ to help them with their dissertations.
28. Helen Trailforth’s book is named _______________________
29. The library has a ______________________ for getting books back from other students if you need them.
30. The professor says that questionnaires may not get interviewees real ________________________.
SECTION 4
Questions 31-34
Complete the notes using NO MORE THAN THREE WORDS for each gap.
Lack of preparation can lead to contamination, e.g. forgetting to remove 31 _______________ or including the 32_______________of material. The 33______________ at the processing facility removes contaminants, but processors may refuse 34___________________ materials.
Questions 35-37
Complete the following sentences using NO MORE THAN THREE WORDS for each gap.
35. MRF is short for _____________.
36. At the MRF, trucks are______________.
37. Trucks leave the materials on the_________________.
Questions 38-40
Answer the following questions using NO MORE THAN THREE WORDS for each answer.
38. What are the two types of sorting? ________________
39. What closes the recycling loop? ________________
40. What is the current recycling rate? ________________
Answer keys:
Section 1, Questions 1-10
1 B
2 C
3 D
4 D
5 (the) student
6 none/ 0
7 (quite) well paid/ (the) pay
8 do aid work
9 (only) assessed
10 scholarships
Section 2, Questions 11-20
11 rock music
12 very slowly
13 two/ 2
14 politics
15 mobility
16 push/are pushing
17 education
18 creative
19 Indian value system
20 achieve
Section 3, Questions 21-30
21 28th May
22 contents, references, bibliography
23 (your) personal tutor
24 8-10 weeks
25 (extra) research
26 other/ previous students
27 research guide
28 Dissertation Research Techniques
29 recall system
30 feelings and opinions
Section 4, Questions 31-40
31 container lids
32 wrong type
33 sorting process
34 heavily contaminated
35 material recovery facility
36 weighed
37 tipping floor
38 manual (and) automatic
39 buying recycled products
40 . 33.9%
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 afternoon. I’m […………………………..]applying to your university and would like to ask you some questions.
Woman: Of course. Take a seat. Which course were you thinking of applying for?
Student: South-east Asian Studies.
Woman: I see. Po you have a copy of the university […………………………..]?
Student: Yes. I do. I […………………………..]it.
Woman: So, you know that it’s a four-year course, including one year living and working in the region.
Student: Yes. The A-level […………………………..]requirement is BCC, right?
Woman: Yea, but on […………………………..]our students have 3 Bs.
Student: Are there any […………………………..]on the subjects that I take at A- level?
Woman: No, but we find that students studying politics, economics history, […………………………..]or languages tend to find their first year easier. A background in at least two or three of those subjects is […………………………..].
Student: I see. I’m not studying […………………………..]or languages, but I am taking the other three at A-level. Are languages an important part of the course? You see, I’m not very good at them.
Woman: Languages are not a […………………………..]part of the course-they are optional each year. However, because students spend a year abroad, we strongly […………………………..]that students take one for at least a year […………………………..]. Howeyer, there is a language lab that students are free to use during the day […………………………..]of the subjects they are taking.
Student: Which languages are offered?
Woman: We have five on offer – Vietnamese, Burmese, Thai, Indonesian and Tagalog. They can be taken in the first, second and fourth years. During the third year, students are […………………………..]to learn the basics of the language spoken wherever they are spending their year […………………………..].
Student: I see. Can I spend my year abroad in any conntry in the […………………………..]I choose?
Woman: Yes, as long as you can […………………………..]your tutors that it will benefit your studies. This year most students have gone to Vietnam, Thailand, or the Philippines. Fewer have gone to […………………………..], Burma, Malaysia, Laos or Cambodia. None went to […………………………..]or […………………………..].
Student: What do students generally do during their year abroad?
Woman: The vast majority help on aid projects, […………………………..]helping with water supply and […………………………..]in rural areas. Others get involved in teaching English or in business – particularly the […………………………..]side of things. A small minority get jobs translating or checking […………………………..]. That’s quite well paid, but your language skills have to be up to scratch.
Student: Good. I was […………………………..]by the idea of teaching English or doing aid work.
Woman: Very often, it’s possible to do both. That way you can also develop a wider range of skills.
Student: Thank you for your help. Can I just check the […………………………..]courses for year one?
Woman: The only choice in year one is a language or a project where the student creates a […………………………..]of background information on the countries of the region. Actually, many students do both, since they find the project […………………………..]to their general understanding of the region and the languages are obviously useful […………………………..]for going abroad. However, students are only […………………………..]on either the language or the project and are free to choose which one.
Student: Got it. And could you tell me about the […………………………..]that are available from the department? It says in the […………………………..]that there are some in addition to the ones offered by the university.
Woman: Sure. Actually, I’ve printed out a list. … Here you are.
Nothing is available for first year students, but thereafter scholarships are awarded for high overall grades and also for linguistic skills. There is a smaller […………………………..]award for non-academic contributions.
Student: Well, thank you very much for your help.
SECTION 2
Presenter: Welcome to our […………………………..]on Indian Youth. Are young Indians different from their elders? Smarter? Lazier? Less obedient? We have invited an Indian […………………………..], Mr Singh, to share his views with us. Mr Singh, many Indians […………………………..]that the new generation of Indians is too […………………………..]and has lost touch with its culture. What’s your opinion on that?
Mr. Singh: Whenever a country […………………………..]there is […………………………..]that the new generation will be dramatically different from those that […………………………..]it, in particular more Westernised. Much of that speculation is based on […………………………..]observations regarding rock music and the like. However most studies show that new generations […………………………..]much, though not all, of the core values of their culture. Cultures change very slowly. What is changing quickly is the environment in which they live, their […………………………..], opportunities for advancement, and […………………………..]. Young Indians certainly have more opportunities today.
Presenter: Where does your information come from?
Mr Singh: I have two., children in their early twenties. I see their […………………………..]at close quarters. I often travel to both […………………………..]and […………………………..]places in India, and I see the young people there. The current generation has, by and large, […………………………..]politics as a primary concern. They have grown up with a TV and a […………………………..]either at home or in the vicinity. They have watched MTV but they still go the temple, and most of them seriously believe that God exists. Regarding the […………………………..]that Mr Singh mentioned, for the first time, it is […………………………..]in India for a kid to say that he or she wants to be an actor, a singer, a fashion designer, a writer, a cricket player as a […………………………..]without parents losing sleep. It also means that they have many choices of role model. When I look at young people around me, I see more hope than […………………………..].
Presenter: Mr Singh, what is the main […………………………..]that young people in India have?
Mr Singh: The biggest advantage_the youth of India have is […………………………..]. It is very easy for them to move about the country and follow opportunities – an edge the Chinese youth, for example, do not currently have. Also, young Indians are quickly […………………………..]to new technologies, and English is now being more widely […………………………..]and spoken than ever, before. India’s youth have a very unique advantage, a […………………………..]of mobility, language and knowledge of […………………………..]. Add to that a country that has an […………………………..]spirit and a very clear intent to adapt to Western culture.
Presenter: Are there any problems, as far as you can see?
Mr Singh: I think that the biggest overall problem is with […………………………..], but as far as things that directly affect the younger generation are concerned, I think that the main problem is that parents from the growing middle class are pushing their children ever harder at […………………………..]activities. They believe this is the only way to stand out and […………………………..]in a system which is cutthroat because of the exploding […………………………..]and as education becomes more and more […………………………..]to the masses. However, many parents are granting their children more choice, particularly in the area of choosing their own careers. The youth of today are […………………………..]more aware of the choices available to them.
Presenter: Do you think that competition is a problem?
Mr Singh: Not at all. It leads to […………………………..]. The younger generation is more creative. Competition […………………………..]that creativity is likely to be the best way to get ahead. Though it is largely […………………………..]that the culture-and-value-system-torch-bearing youth are losing their way, I still believe that relates to a small […………………………..]. The combination of the Indian value system and the Western […………………………..]is a winning one and if the Indian youth can […………………………..]to achieve the right balance, global organisations will want their skills.
Presenter: Mr Singh, you sound very confident?
Mr Singh: I am. Every generation will experience change. This will be more […………………………..]especially in the context of development. Simply put, young Indians are more aware about the world they live in. They are more […………………………..]. They are consumers in the true sense. They are exposed to […………………………..]TV, the Internet, freer access to social […………………………..], and mobility. They are global citizens. Adoption of styles and fashion from anywhere, particularly America, is quick. But as several […………………………..]have shown, this openness and […………………………..]does come with some sense of humility and purpose. Uesl confident that they can dream and […………………………..]. My generation could only dream.
SECTION 3
Professor: Welcome back to the new term, Martin and Amanda. I hope you’ve had a good break and that you’re looking forward to writing your […………………………..]. In this tutorial, I’d like to give you the […………………………..]to ask questions on writing the dissertation, such as […………………………..], dates and who to see when you need help. I know that it’s all available on the […………………………..]website, but sometimes students just like to check or confirm information… or sometimes they need a little more detail. So, is there anything you’d like to ask?
Martin: Is there a […………………………..]hand-in date yet? On the website it said that one hadn’t been […………………………..]on yet.
Professor: I’m glad you asked that question. I just heard this morning that the […………………………..]has been decided and it is […………………………..]. That’s a week later than we had originally planned.
Amanda: What about the word limit? The website gave a very broad range. What was it, Martin? 10,000 to 20,000 words?
Martin: I believe so, Amanda.
Professor: Well, I believe that was a typing error. It should be […………………………..]words, but feel free to write a little more if you need to. However, make sure that your dissertation is at least 10,000 words long, not […………………………..]the contents, references and […………………………..].
Amanda: Right. Thank you. And we can choose any topics we like, can’t we?
Professor: Any from year 3. And do remember to get your topic approved by vour […………………………..]tutor – oh, that’s me, isn’t it? – before you start writing. I’d hate to have to tell you your topic was […………………………..]after you’d spent a lot of time on it!
Amanda: What would you like us to show you […………………………..], apart from the title?
Professor: Well, I’d like to see a basic bibliography first, along with an outline of your […………………………..]. You should get that done by the end of January – this month in other words.
Martin: According to the website, the research should take […………………………..], so that takes us from, well, until mid-April, basically.
Professor: Yes, you should have the […………………………..]pretty much done by the time you return from the Easter break.
Martin: It seems like a reasonable amount of time, but I bet it […………………………..]fast.
Professor: It certainly does. You’ll probably find that you need to do some extra research during the, second half of April. Ideally, you’d be writing then, but very few students get all the information they need and the […………………………..]tutors almost always need to make some farther […………………………..]. That’s why it’s really important to get the bulk of your research done by mid-April.
Martin: I see. If we get into trouble or can see that we re going to get into […………………………..]with our research, we should […………………………..]contact you ASAP.
Professor: Absolutely.
Amanda: Do you think that we should look at what other students have done in the past, in order to get a better idea of what to do and what to write?
Professor: It can be helpful, but what often happens is that students rely too much on what they read, so I would only use other students’ – […………………………..]students’ work as a reference.
Amanda: Got it.
Martin: I know that we have the research guide to help us- But are there any other books or sources that you would […………………………..], I mean, to help us with planning a dissertation and the organisation and so on?
Amanda: Yes. I wanted to ask you that too.
Professor: There are several available from the library. I wouldn’t bother buying any. My personal […………………………..]is “Dissertations and You” by Roger Kline. Another good one is “Mastering Your Dissertation” by Helen Blondel. There’s a book about research […………………………..]… Oh, what’s it called? It’s something simple like “Research Techniques for Dissertations”. The author is Helen Trailforth. Oh, I know! It’s called “PisBertatiQn Research Techniques”. Very good book. There’s more than one copy of each of those in the library. One is for […………………………..]only and yon.know about the recall system if a book is being […………………………..]by someone else and vou want it. don’t you?
Amanda and Martin: Yes.
Professor: Good. Very good. Anything else?
Amanda: Well, now that you’ve mentioned research […………………………..], I’ve got a question. Questionnaires. A good idea, professor?
Professor: The general […………………………..]is that they are not very helpful, though some […………………………..]researchers beg to differ. Clear them with me first, if you decide to go ahead and use them. You see, you need to be very […………………………..]about the questions that you ask and order of the questions. Questionnaires very often lead people towards giving certain answers rather than getting at their true feelings and opinions.
Amanda: Martin? Anything else?
Martin: No. I’m happy. Thank you, professor.
Amanda: Yes, thank you so much.
Professor: My pleasure.
SECTION 4
Presenter: Have you ever wondered where your […………………………..]end up after they get picked up from the curb, after you’ve left them at a recycling drop-off centre or when your […………………………..]has come to empty your recycling […………………………..]? Well, this presentation will tell you.
The story begins when a resident places their […………………………..]out for recycling in a special bin, brings their […………………………..]to one of the recycling drop-off centres or when a business puts their used materials in their recycling dumpster. It is very important that […………………………..]and employees properly prepare their recyclables for collection. Improper […………………………..]of materials, for example not removing container lids or […………………………..]the wrong type of material causes […………………………..]. Although some contamination is to be expected – and is removed during the sorting process at the processing […………………………..]– processors may not accept materials that are heavily […………………………..]and these will be disposed of.
After materials are put out for recycling, the recycling truck comes to pick them up. Recyclables brought to the drop-off centres should be placed in the […………………………..]bins. The large containers are […………………………..]periodically or whenever they are full. Businesses and multi-family residences collect on the days decided by the […………………………..].
The trucks that collect recyclables from the curb and drop – off centres then drive the […………………………..]to a material recovery facility – or […………………………..]. When the trucks arrive at the MRF, they are first weighed at the station to […………………………..]the weight of materials delivered to the facility. Next, the trucks […………………………..]to the tipping floor where they dump their materials. Items are […………………………..]in specific areas to facilitate the sorting process.
After the different materials are dumped on the […………………………..]at the MRF, they are fed onto different […………………………..]belts according to the type of material. The materials then proceed up the different conveyor belts and are subject to both […………………………..]and […………………………..]sorting. Individuals manually remove any large objects such as a lawn chair or […………………………..]can, along with any […………………………..]. After the initial manual sort, the materials pass by a magnet that […………………………..]the metal cans, and then through an air sorter to […………………………..]the remaining materials. Once the materials are sorted, they are compressed into bales that are shipped to […………………………..], who will then use these materials to create […………………………..]. Plastics can be recycled into items such as clothing, lumber, park benches, and playground […………………………..]. Metal and glass containers are often recycled into new containers, and paper is recycled into new paper products, such as copy paper, toilet paper, […………………………..], and newspaper.
Remember to close the recycling loop: buy recycled both at home and at work, as this is the only way that recycling truly […………………………..]. Find out more about buying recycled products. Remember: if you’re not buying recycled, you’re not really recycling!
So, how are we doing? Let’s take a brief look at our recycling rate information. All […………………………..]are required to maintain a minimum recycling rate of 25% of the total […………………………..]solid waste generated annually. We are required to annually report on recycling activities and file a report with the Department of […………………………..]Quality or DEQ. These reports are due to the DEQ on April 30th of each year for the […………………………..]calendar year. Based on information received to date, last year we […………………………..]a recycling rate of […………………………..]%, 2.8% higher than the previous year. Paper recycling was up 36% as was the recycling of […………………………..]and […………………………..]. Our target is a recycling rate of over 50% by […………………………..].
Practice every day to improve your IELTS listening skills. Don’t forget to visit IELTS Material website on a daily basis to find more practice tests for every skill in the IELTS Test.
Huy Quoc
Latest posts by Huy Quoc (see all)
- English Collocations in Use – Intermediate (Ebook) - May 26, 2017
- Fall From Grace – Idiom Of The Day For IELTS - February 7, 2017
- Stir Up A Hornet’s Nest – Idiom Of The Day For IELTS - February 5, 2017
Main IELTS Pages:
This website is to develop your IELTS skills with tips, model answers, lessons, free books, and more. Each section (Listening, Speaking, Writing, Reading) has a complete collection of lessons to help you improve your IELTS skills.
Subscribe for free IELTS lessons/Books/Tips/Sample Answers/Advice from our IELTS experts. We help millions of IELTS learners maximize their IELTS scores!
