IELTS Simulation Test With

Answers Volume 2
Listening Practice Test 3

HOW TO USE
You have 2 ways to access the listening audio

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2. Use your mobile device to scan the QR code attached

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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

7 Arlington Close, Beddleton,

Address
Yorkshire.

Telephone 0676934888

Questions 8-10
Complete the following sentences.

In the car, there is a 8 and a torch.

The registration number of the car is 9

The car uses a 10 locking system.

Questions 11-14
Answer the following questions using NO MORE THAN THREE WORDS for each
answer.

How did the traveller hear about New York?

11

How did the speaker travel to New York?

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12

What surprised the traveller about New York’s airport?

13

What happened in London?

14

Questions 15-17
Complete the following sentences using NO MORE THAN THREE WORDS for each
answer.

The traveller liked the different kinds of 15

Things that the traveller didn’t like in New York were the 16

From the flat, the traveller could see the 17

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 event did the traveller not attend?

A A chess tournament.
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 B The Feast of San Gennaro.

C The Annual African American Day Parade.

D Richmond County Fair.

Questions 21-24
Complete the notes on how to teach kina esthetic learners using
ONLY ONE WORD for each gap.

Cestures-especially 21 ones.

Spell out words in the 22

Put 23 on board and students label it.

Students 24 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.

Flash cards can be different colours according to the 25

Students learn new words by 26 them in texts and ask their partners for
meanings.

Lastly, Tina points out that 27 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.

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Questions 31-33
Complete the following sentences according to the information given by the tutor.
Use NO MORE THAN THREE WORDS for each answer.

Note taking improves your ability to 31 on what the speaker says.

Note taking allows you to get a 32 of the material being presented.

There are many ways of taking notes, but they must allow you to 33
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 36 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

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 Solution:

1 medium 2 17

3 31.05 4 insurance

5 Browne 6 Hectrix Electronics

7 Unit 2/Two 8 first aid kit

9 K758 SMD 10 central

11 (from) friends 12 (travelled/traveled) by plane

13 lot of foreigners 14 (they) changed planes

15 buildings and monuments 16 crowds (and) (bad) weather

17 ocean 18 A

19 C 20 C

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 21 finger 22 air

23 poster 24 act

25 part(s) of speech 26 highlighting

27 spider diagrams 28 dictation

29 word or phrase 30 rhyming

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 5,10/ 5 and 10

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 Audio Script:

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 medium sized one. Could you show me a brochure or lea et 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 Q1 the medium ones are called the Combi
and the Roadster.

Man: Thank you. I see the Iota offers twenty miles to the gallon in urban areas.

Saleswoman: Yes. It’s certainly very economical . The Combi is almost as good at 18 miles to
the gallon. Q2 The Roadster offers 17-is that right?

Man: You’re right.

Saleswoman: Of course, those mileages go up substantially when driving on motorways.

Man: Of course. I’ll be driving around town. The only time I’ll be using a motorways is from here,
the airport, to the centre.

Saleswoman: I see. Well, I’d recommend the small Iota. Parking can be dif cult in town and it’s
a touch easier with a small vehicle .

Man: Yes, of course. Let me just look at prices before making a nal decision . 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 twenty ve pounds and the Roadster is £27. Again,
those prices are before tax.

Man: The tax is 15% , right?

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Saleswoman: Yes. So the total costs are £23, £28.75 and £ Q3 31.05 per day respectively.

Man: Q4 Do those prices include insurance ?

Q4 Saleswoman: Yes, they do. However, the insurance only covers one driver – the one who
signs the rental agreement . 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 fuel costs?

Saleswoman: All of our cars have a full tank when customers take them. If the car
is returned with a full tank, there’s no additional fee. Otherwise, we have to charge for the tank
to be refilled .

Man: I see. There’s a lling station here at the airport , 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 details ? Then I’ll print
out two copies of the rental agreement for you to sign. I’ll need your name and the name of
your company first of all.

M a n : Q5 My name is David Browne-that’s Browne with an ‘e’. Q6 My company name

is hector Electronics-that’s spelt H E C T R I X.

Saleswoman: And what is the company’s address, please?

Man: It’s Q7 Unit 2. Arlington Close, Baddleton, Yorkshire.

Saleswoman: And the telephone number?

Man: oh six seven five nine three four eight eight eight .

Saleswoman: Will you be using a company credit card or your own one?

Man: I have a company credit card . … There you are.

Saleswoman: Thank you. I’ll just run this through the machine. Could you enter your PIN,
please? … Thanks. … OK I’ve entered 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?

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Saleswoman: Yes, please. Now, let me tell you a few things about the car. There’s a Q8 first
aid kit in the boot. That has to be there by law. There’s also a torch in the glove compartment ,
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 surrounding 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. Q9 The registration number
is k7 5/8 smd oh .

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 button here.

Man: Does the car have Q10 central locking?

Saleswoman: Yes. it does.

Man: Well, thank you very much. Goodbye.

Saleswoman: Goodbye, sir.

SECTION 2
Interviewer: What was your holiday location and how did you hear about it?

Interviewee: My holiday location was New York, Q11 I heard about visiting New York from
some friends who were there and who were impressed of the beauty of the city and who
even decided to stay there and start a new life. My friend and I received an invitation last
summer from these friends so I spent my holiday there. It was the best holiday I’ve ever been
on.

Interviewer: So, you just went there with one friend, right?

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Interviewee: Yes. Q12 I travelled with my best friend and it was very exciting because it was
the rst time either of us had travelled by plane- Our excitement grew higher and higher as we
got close to new york . At the airport Q13 I saw a lot of foreigners who had come there to
work or to visit this incredible 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 nding out information about New York and
what resources did you use?

Interviewee: I gathered the information I needed from my friends who live there, from the
Internet, from the brosius that I took from the American embassy and of course from the
travel agency where I got an idea of the cost of the trip and the ights . We got cheaper tickets
by not taking a direct flight. We Q14 changed 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 de nitely the variety of Q15 buildings
and monuments . I also enjoyed the parks. They were great. New York is a unique city. It’s like
you are in the middle of the world. It’s considered by many to be the economic centre of the
world. I also liked the people. Some people told me that New Yorkers have a reputation for
being unfriendly , but I didn’t notice this.

Interviewer: Were there any things that you didn’t like?

Interviewee: Q16 I think that the downside of my holiday was that there are crowds 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 at. My friend and I shared a bedroom , which was very big
and comfortable and most of all we had the perfect view-view overlooking the Q17 ocean. So
I must say that we had all the comfort we needed. They even gave us access 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. Q18 The people from New York are very kind and now I will tell everybody I
know this. Whenever we needed help on the street, because we didn’t know where to go or
because we found the map confusing , they always gave us a hand and helped us find our way.

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Interviewer: Did you make any new friends? Have you kept in touch?

Interviewee: Yes I made some new friends there. Q19 I made friends with mv
friend’s neighbors . 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 recreational 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 participate in Q20 the
78th Annual Feast of San Gennaro, but we missed the 36th Annual African American Day
Parade through the whole of Manhattan. And we went to the Richmond County Fair on Staten
Island, which amazed us in every possible way.

SECTION 3
Tutor: Come in, everyone. The of ce might be a bit crowded with four of us and all these
materials! There’s coffee over there-help yourselves. … Now, we’re here to discuss three types
of learners- learners kinesthetic , 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 rst, please. You were assigned
to kinaesthetic learners, weren’t you?

Jack: Yes, I was. The rst idea I had was using gestures , Q21 particularly nger gestures.
Teachers can use them to emphasizes tress on certain syllables . They can also use
their ngers to write words in the Q22 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 Q23 poster on the board and students could go to the board
with labels and label it as directed by the teacher. Another possibility is to ask students to
organise words into categories 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 charades . Divide the students into two or
three teams. Q24 Give the students on one team some words and ask them to act them out.
For example, if the word is ‘cold’, a student might shiver. The other teams have to guess the
words.

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Tutor: Good idea. Simple, but effective. Well done. Tina?

Tina: Well, I was asked to think about teaching visual learners. Flash cards are good in
my opinion . The students can guess words from seeing part of the ashcard-which can be a
word or a picture-or the teacher can show students the ash cards very quickly. Maybe that’s
how ash cards got their name! Flash cards can also have different background colours
depending on which Q25 part of speech they are- noun, verb, adjective, adverb, etc. Students
could also learn from their peers by Q26 highlighting words they don’t know, in a text for
example, then asking, helping each other with unknown words.

Jack: I know a good game for visual learners. Make a set of cards-half with words on and half
with pictures . 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 categorizing words.

Each page in the student’s notebook refers to a category of words. Students write new words
on the correct page in their notebook for faster recall. For example, page one might be food and
page two could be telephone phrases .

Tina: Q27 Spider diagrams are good too.

Tutor: Yes, they are. Helen, you were assigned auditory learners.

Helen: OK. I had these ideas for teaching auditory learners. First, they could listen to
a Q28 dictation and draw what they hear. For example, students listen to the
teacher describing items of furniture and then draw them in the appropriate rooms of the
house. Or the teacher could describe a picture. After the description , the teacher and students
can see whose picture was closest to the original. Flash cards can also be used. Each student
gets a ashcard and they hold up their card when they hear that Q29 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 sentence to a story, including the word on their flash card.

Tutor: Auditory learners can also learn using songs and music. Any suggestions ?

Tina: The teacher could give the students a text of a song, you know, the lyrics, with some
words replaced by a Q30 rhyming word. Students then listen to the song and
make corrections .

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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 basics rst of all. The rst
question we need to look at is ‘Why take notes?1 The purpose of taking notes during
a lecture is to help you to Q31 concentrate 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 provided by the lecturer are not suf cient -the lecturer may add new information
during the lecture and your own notes will be needed to provide you with a complete record of
the lecture. Taking your own notes will promote a Q32 deeper understanding of the content of
the lecture.

So, how do you take notes? The general principle in note taking is to reduce the language by
shortening words and sentences. The following advice will help you to take notes ef ciently ,
leaving you free to listen to your lecturer. Remember that these notes are for you and as such
you can use any method you like, so long as it enables you to Q33 reproduce the ideas
contained in the notes and show how these ideas connect to each other later. However, there
are certain principles you should bear in mind and certain conventions that are commonly used
which you may nd useful, First of all, you must be able to determine what you need to write
down, what is important 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 rst piece of information you receive is the title of
the lecture. This is perhaps the most important single piece of information of the whole lecture ,
so you should make sure that you write it down Q34 in full. Even better- nd out what it
is beforehand so that you can have time to think about what the lecture will be about.

Secondly, listen for direct or indirect signals from the lecturer that tell you what is importance .
As a direct signal, for example, he/she may say, “This is important, write it down,” or
“ Q35 Make sure you get this down.” Or, he/she may make indirect signals such as pausing
before saying something important, or saying it slowly, loudly or with greater stress. Listen
for repetition . When the lecturer repeats a point, Q36 go back to your rst notes and add in
any new details or information.

When a teacher or lecturer recommends a student to read a book it’s usually for a
particular purpose . The book may contain useful information about the topic being studied or it
may be invaluable for the ideas or views that it puts forward, and so on. In many cases, the
teacher Q37 doesn’t suggest that the whole book should be read. In fact, he may just refer to

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a few pages which have a direct bearing on the matter being discussed.

Now, how should you write your notes? As mentioned above, you can make notes in any way
that you like, but the following guidelines will help you to develop a style that is both quick
and accurate . Concentrate on the important ideas-avoid avoid repetition and Q38 omit things
that do not need to be stated speci cally because only you yourself will be reading the notes
and you will know what they are referring to. Summarise important ideas- you can use words
that are not used by the lecturer to restate in a shorter form what he/she is saying. Write in
short phrases rather than in complete sentences.

Many students ask me when they should write up their notes. You might not have time to note
down everything you want during the lecture itself so you must rewrite them as soon as
possible so that you minimise the risk of forgetting something. Finally, you should decide on a
personal note-taking style and be willing to adapt according to whom you are listening.

For more practice in note taking, take a look at these books which can be found in
the resource Room: “ Q39 Study Listening” by Tony Lynch, particularly units 6 and 12. Then
there’s “Learning to Study in English” by Brian Heaton and Don Dun more, more especially
Q40 units 5 and 10. The rst one is published by Cambridge University Press and the second
one is published by Oxford University Press.

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