(4/8/21) IELTS Listening Test

PART 1

Now, turn to part 1,

You will hear the conversation between an IELTS candidate and IELTS administrator. Look at
the questions 1 to 5.

Listen to the first part of the conversation and answer questions 1 to 5.

Candidate: Good afternoon. I'm applying for a Master's program at the University of Exeter in
the UK. I'm planning to register for the IELTS exam at your center, next month. I have some
questions, I'd like to ask you before I register, if that's okay?
Administrator: Certainly. Would you be taking the academic module?
Candidate: I think so, but I'll have to contact the university just to make sure.
Administrator: You'll probably need the academic because most universities don't accept the
general training. And anyway, the procedures to register for the exam are the same for both the
general and the academic modules.
Candidate: Good. My first question is whether I sit all parts of the exam on the same day. I don't
live here you see, and for me, it would be more convenient to do all the papers on the same
day.
Administrator: Hmm.. Unfortunately, the speaking part is scheduled for Thursdays and Reading,
Writing and Listening Tests take place on Saturdays. We can't change the days, I'm afraid.
Candidate: umm.. that's a pity well, never mind. What sort of documents do I need to bring in
order to register?
Administrator: You'll have to fill in the IELTS application form and bring an ID, a copy of your ID
and two passport size photos on a white background. Will any ID do?
Administrator: We only accept original passports and national IDs.
Candidate: That's good to know. Did you say that Reading, Writing and Listening are scheduled
for Saturday?
Administrator: That's right.
Candidate: Will I get a break in between the papers?
Administrator: I'm afraid there aren't any breaks between the papers. Each paper takes an hour
to complete. So it's three hours straight through. You'll first do listening, and then reading
followed by the writing test. This is a standard requirement from Cambridge.

Now, look at the questions 6 to 10. As the conversation continues, complete questions, 6 to 10.

Candidate: Okay, and how soon after the test can I pick up my results?
Administrator: It takes 13 calendar days for the results to be processed.
Candidate: Can you let me know how much it is and the form of payment?
Administrator: The examination fee is two hundred US Dollars. You can pay by credit or debit
card. We also accept cheques. We only accept cash as a form of payment in exceptional
circumstances.
Candidate: And one last question, can I mail you the application document?
Administrator: Certainly, You can send all the documents by registered mail to our address 47
Clover Place, New Rochelle, New York.
Candidate: Could you spell New Rochelle for me, please?
Administrator: Certainly NEW ROCHELLE
Candidate: Could I have the ZIP code as well?
Administrator: Sure, our zip code is 10806
Candidate: Thanks.
Administrator: You can also email us at [email protected] or phone us at 325 9082.
Candidate: I think that's all. Thank you very much for the information. Bye.
Administrator: You're welcome. Goodbye.

That is the end of it.

PART 2

Now turn to part 2. You are going to hear a news broadcast about proposed developments in a
local area and about a local college. First, look at questions, 11 to 14.

Listen carefully and decide which four plan developments are mentioned.

And now, for our main headlines on southern local news for today, first of all, the report relating
to the proposed Motorway and other developments around the village of Tartlesbury was
published this morning. And as has been expected, it has created quite a lot of interest. The
new motorway will pass, along the north side of the village, crossing the river team, less than
half a kilometer from the well-known Beauty Spot Stretford to the North East of the village. The
motorway will cut the village off from the Ford where many children play. But that is not the end
of it. There are also plans to build a thousand houses on farmland, west of the village. And on
top of that, there are proposals to build an industrial estate for new technology companies on
the site of the old steel works on the edge of the village. A new center with a swimming pool and
a very wide range of sports facilities and a large supermarket with other shops are also planned
next to the housing estate.

Before the broadcast continues, look at questions, 15 to 20. You'll now listen to the second part
of the talk. For questions 15 to 18, put a tick in either column A or column B for each of the
people mentioned. For questions 19 and 20, decide which of the four alternatives is the most
suitable answer and circle the correct letter.

Mr. Jones, a local farmer, we spoke to early today, is strongly against the plans. But the local
council is pushing for them to be adopted in full. They say that new housing is needed in the
area and that it is an opportunity to take advantage of government grants for setting up new
technology developments. The mayor, Mr. Fun says, we must make every effort to do our part
for the economy of the country and for the local people. This is a golden opportunity to put
Tartlesbury on the map. Reactions to Mr. Fun's comments have been quick to come.
Surprisingly, when we contacted the spokesman of the local conservation group, he was very
much for the planned developments, but not all the local groups support the scheme and unlike
the mayor, the local MP, Mrs.Wright is very much against the planned developments. Mr. Khan,
a local shopkeeper, had this to say. People are absolutely horrified at what is being proposed
here. This is just a chance for some people to make money quickly. But I can assure you that if
they think that local people are going to be a walkover, they have another thing coming. Of
course, we welcome the jobs that the new technology pak will bring, but we feel that the large
increase in housing and the proposed motorway will destroy the character of the area. I think
this is a debate that is going to run on for quite some time, and we here on local news will keep
you informed.

And now for something quite different. This year's exam results have just come out and there
are a lot of happy faces out there. It'd seem that the number of young people going on to
University from the local college in Upton which is not far from Tartlesbury has increased by 25
percent this year. All those who have applied to go to university or into teacher training colleges
have found places. This is the first time that there has been a 100 percent success rate at the
college. We spoke earlier to the principal of the college who said she was very proud of all those
who had achieved their aims and she wished them every success in the future. There will be
another news bulletin at 11 PM and for now it's back to more music from around the world.

That is the end of part 2. You now have half a minute to check your answers.

PART 3

Now, turns to part 3.

You will hear a business study student called Sam talking to his tutor about an IT project he is
going to do for a local company called Turner's. First, You have some time to look at questions,
21 to 26.

Now, listen and answer questions 21 to 26.

Tutor: Hello, Sam. Come in and sit down.

Sam: Thanks.
Tutor: You're here to discuss your company-based IT project, aren't you?
Sam: Yes, I've been to see the manager and he's given me a lot of ideas about projects that the
company would find useful. But I wanted to ask your opinion about them before I choose one.
Tutor: Yes, that's fine. Now, this company is called Turner's, isn't it?
Sam: That's right. It's a small engineering company. They make machine components for trade
use. They're well-established; they started in 1976, but they're a bit old-fashioned.
Tutor: Okay, and what kind of projects did Turner's suggest you can do for the company?
Sam: Well, they want some improvements made to their customer database. The one that
they've got at the moment isn't very useful in some ways. I had a quick look at it.
Tutor: That would be a very straightforward project and it would be simple enough to evaluate,
but I don't think you'd get enough out of a project like that. You wouldn't learn anything new.
Sam: Well, another project they suggested is to do with their online sales catalog. At the
moment, customers can look at their products, but they can't actually order them online, which
must affect their competitiveness, but I said, I thought it would take too long. It's quite a big task.
Tutor: You're right. It's too much for the time you've got. It's a pity though.
Sam: Then they want some help with their payroll system. At the moment, the way they
calculate pay involves a lot of manual accounting. I suggested, they could have a system where
employees register electronically when they arrive and leave work. So the hours they do could
be transferred automatically.
Tutor: ummm… I think you'd get a lot out of a project like that. It would extend your skills, but it
wouldn't be too much to take on. A student did something similar a couple of years ago, but this
is slightly different.
Sam: Well, then they need help with their stock inventory. They do everything manually.
Tutor: Really?
Sam: Yes, and it takes so much time.
Tutor: Ahh.. It's probably very inaccurate too, an electronic inventory would probably be the
biggest single benefit for the company. I'm surprised they haven't had it done before.
Sam: I know. Then they wanted to improve their internal security. The manager had visited
other companies where the staff use swipe cards to access various areas of the building. It
sounded useful but the trouble is I'm not really sure how to do it.
Tutor: Well, I think you're right in that assessment. At the moment, it's probably a bit beyond
your level of knowledge. Is that all?
Sam: Just one more. Customer service, they want to be able to collect feedback from their
customers in a more systematic way. At the moment, it's a bit of a mess and they probably lose
business as a result.
Tutor: Would that involve you going to see customers at their own premises. Because in that
case, you might have to do a fair amount of traveling and that would incur expenses that haven't
been agreed with these companies.
Sam: I never thought of that.
Tutor: Well, it might not be a problem, but it's something that needs clarifying. Well, I hope that's
been helpful in narrowing down the options.
Sam: Yes. It has. Thanks. I'll be able to make a decision now, but while I'm here, can I talk to
you about coursework?
Tutor: Sure.

Now you have some time to look at questions, 27 to 30. Now, listen and answer questions 27 to
30.

Sam: I'm not very happy about the way our group assignment is working. There are some
problems.
Tutor: Oh dear! Are people just not getting on with each other? That's the worst thing.
Sam: Actually, we're all friends. It's not that. But when we're having a discussion about the
assignment, one or two people end up doing all the talking and the rest don't say anything. It's a
bit frustrating because we need plenty of debate.
Tutor: Well, that's a common observation. You're studying in a group with people from all over
the world and you all have your own ways of participating. In some places students are more
used to listening than talking and vice versa.
Sam: I suppose you're right. I'll try to remember that.
Tutor: Does everyone pull their weight as far as sharing the workload is concerned?
Sam: I'd say they do. Yes, and our group elected a leader. She's very good at making sure no
one's overloaded. But personally, I feel that there are just too many of us in the group.
Whenever we try to arrange a meeting, there's always at least one person who can't make it. It's
not anyone's fault, it's just that we've all got slightly different timetables.
Tutor: Well, I'm glad you've talked to me about it. Feedback is always useful. Is there anything
else you're concerned about?
Sam: There are a couple of problems with lecturers that all the students are talking about.
Tutor: Last semester, we had negative feedback about the way lectures were organized. There
were several occasions when the wrong room had been booked or the same room had been
booked twice. That sort of thing. Is that still a problem?
Sam: That hasn't happened at all as far as I know.
Tutor: Oh, good. It's sorted out then.
Sam: But I don't know the reason, but some of the staff often turn up late. So we missed 10 or
15 minutes of our lecture time. It might be because they've been copying handouts for students.
I think there's a queue for the machine sometimes.
Tutor: Well, I'll look into that. Thank you for telling me. Anything else?
Sam: The other thing is that it can be very difficult to get to see a lecturer individually. They're all
very supportive and friendly when you do manage to find them, but often, they're not in their
office even at times when they're meant to be available for consultation.
Tutor: Okay, that's helpful. Now, before you leave.

That is the end of part 3. You now have half a minute to check your answers.

PART 4

Now, turn to part 4.

First you have some time to look at questions, 31 to 40. Now, listen carefully to the message
and answer questions, 31 to 40.

Good morning, ladies and gentlemen. Today, I'm going to introduce to you a special age in
Britain, the Iron Age. People at that time, you may be surprised to hear that, seem close to the
men and women of today because archaeologists discovered that they tried to vary their diet,
improve their homes and follow fashions. The period known as the Iron Age lasted in Britain for
about 800 years from 750 BC to 43 AD. There had been several dramatic changes by the end
of the Iron Age, including coinage, wheel throw in pottery, etc. People had started to live in
larger and more settled communities.
Furthermore, because of the differences in climate and geography, someone living in Yorkshire
or Ireland would have eaten different food, worn different clothing and lived in different housing
conditions from someone living in southern Britain, Caesar commented that Britain was a land
of Small Farms, and this has been proven by the archaeological evidence. Since Iron Age
Society was primarily agricultural, it is safe to presume that the daily routine would have
revolved around the maintenance of the crops and livestock. Small farmsteads were tended by,
and would have supported isolated communities of family, or extended family size. They
produced enough to live on, and a little extra to exchange for commodities that the farmers were
unable to provide for themselves. For those farms harvested crops were stored in either
granaries that were raised from the ground on posts or in bell-shaped pits two to three meters
deep. Some 4,500 of these storage pits have been found within the hill fort interior at Danebury
in Hampshire and if they were all used to store crops, this would have essentially made the site
one large fortified granary. Although the archaeological evidence shows that cattle and sheep
would have been the most common farm animals, it is known that pigs were also kept. The
animals would have aided the family, not only with heavy farm labour, in the case of the cattle,
such as the plowing of crop fields, but also as a valuable form of wool or hide and food
products. Horses and dogs are also observed in the archaeological evidence from both faunal
remains and artifacts. Horses were used for pulling two or four wheeled vehicles, carts, chariots
while dogs would have assisted in the herding of the livestock and hunting. Besides agriculture
and stock raising the architecture in the Iron Age is also worth mentioning. A very well-
preserved settlement has been discovered at the site of chiselster in Cornwall. It was made up
of individual houses of stone with garden plots. In Wessex, the typical building on a settlement
would have been the large round house. All of the domestic life would have occurred within this.
The main frame of the roundhouse would have been made of upright timbers which were
interwoven with coppiced wood usually hazel, oak, ash or pollarded willow to make wattle walls.
This was then covered with a dorb made of clay, soil, straw and animal manure that would
weatherproof the house. The roof was constructed from large timbers and densely thatched.
The main focus of the interior of the house was the central open hearth fire. This was the heart
of the house to provide cooked food, warmth and light. Because it's importance within the
domestic sphere, the fire would have been maintained 24 hours a day. Beside the fire may have
stood a pair of fire dogs, such as those found at Baldock in Herefordshire or suspended above
it, a bronze cauldron held up by a tripod and attached with an adjustable chain. The ordinary
basic cooking pots would have been made by hand from the local clay and came in varying
rounded shapes occasionally with simple incised decorations. As for eating bread would have
been an important part of any meal and was made from wheat and barley. The dough would
have then been baked in a simple clay domed oven of which evidence has been found in Iron
Age houses. The barley and Rye could also have been made into a kind of porridge. In addition
to this, the grain was also fermented to make beer and the surface foam that formed was
scraped off and used in the bread making process. The interior of the house was an ideal place
for the drying and preservation of food. Smoke and heat from the constant fire would have
smoked meat and fish and would have dried herbs and other plants perfectly. Salt was another
means of preserving meat for the cold winter months. But this was a commodity that could not
be made at a typical settlement. Well, you can see that Iron Age, people lived a decent life,
didn't they? I'm going to introduce their culture and leisure time next time. Thank you.

That is the end of part 4.

You now have half a minute to check your answers.