IELTS Listening section 1 2
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Here you can find IELTS Listening test. Use it for IELTS Listening practice: listen to the audio and answer the questions online. After you complete this section, press "check" and you'll see which questions you answered correctly and which you got wrong. Then, you can proceed to the next section. After you complete all four sections, your score for IELTS Listening test will be automatically calculated. This module is the same for Academic and General IELTS. The Listening module takes 40 minutes: 30 min for testing and 10 min for transferring your answers to the answer sheet. SECTION 1. QUESTIONS 1-10 Questions 1-5 Complete the information below. Write NO MORE THAN TWO WORDS OR A NUMBER for each answer. Questions 6-10 Complete the booklet of ticket types below. Write ONE WORD OR A NUMBER for each answer.
ANSWERS Each question correctly answered scores 1 mark. Correct spelling is needed in all answers. Section 1
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Presenter: Good morning, and welcome to our weekly programme about countryside matters. With me today I have Jacky Lamerton. Jacky works for the nature organization Action for Wildlife, and she's appealing for volunteers for a project she's organizing, so if you think you might be willing to help please listen carefully. Jacky ... Lecturer: Thank you. Yes ... as you've just heard, I represent a charity called Action for Wildlife, which works to protect plants and animals. And I'm here today to talk about a project to save a type of mouse known as a dormouse. We can still find the dormouse in this area, but in the last few decades the number of dormice has seriously declined, not just in this country but across the world. There are several reasons for this - loss of habitat, climate change, competition for food - and this area of the UK is now regarded as one of the last strongholds. So naturally, we want to help the creature to survive here as much as we can. The aim of the first stage of our project is simply to identify specific locations where dormice are still to be found, and estimate the number we have here. So I'll just tell you a little bit about the creature, in case you don't already know. The dormouse is a very attractive, very small mammal - it only weighs about the same as a couple of pound coins. It's bright golden in colour, and it has a thick furry tail and big black eyes. Now, you've probably all seen a picture of a dormouse, but you're very unlikely to have seen a real one because they're strictly nocturnal. Also, they hibernate from October to April, so it's not around at all for about half the year. So where is the dormouse to be found? Well, dormice need to be near a variety of trees and plants, so they can be sure of a continuous supply of food throughout the spring and summer. They feed on flowers, pollen, fruit, insects, ripe nuts - things that are available in turn as the summer progresses. Here in the UK the dormouse is most likely to live in places like hedgerows, or woods, or at the edges of farmland. So how do we find out exactly where dormice are? Well, as they're hard to spot, as I said, we have to use indirect methods. Instead of trying to see dormice themselves, we look for evidence of dormouse activity. Dormice eat hazelnuts, so we'll be looking for the shells that dormice have opened to get at the nut inside. A lot of wildlife species eat hazelnuts - it's not just dormice. But it's usually possible to tell which particular animal has opened a nut by looking at the marks on the shells. So now, for those of you who would like to help us carry out this survey, let me tell you exactly what to do. You'll need to get an identification sheet like this from us, then you should spend time looking for hazelnut shells in the bottom of hedgerows, or on the ground in woodlands. If you find one, use the identification sheet to try and establish what kind of creature has opened it. You'll see from the pictures on the sheet that different creatures do it in different ways. For example, you'll see that insects make a small hole in the shell, less than 2 millimetres across. Then there's another type of mouse called a woodmouse. Woodmice make a hole in the shell too, but they leave parallel tooth marks on the inner rim of the shell, as well as rough scratches on the surface. Thirdly there are little mammals called voles. These creatures don't leave any marks on the surface, but they leave tooth marks on the inner rim of the hole. And these marks are neat and parallel. So they're fairly easy to identify. Then there are squirrels and birds. They both open the nuts, leaving half shells that have got jagged edges. And finally we have our dormice. They make a hole in the shell that has a smooth inner edge. And the tooth marks it leaves are on the surface, at an angle to the hole. And these are the ones we're looking for of course. Firstly, if you do find any nuts which you think have been opened by dormice you need to record their location as precisely as possible. You can use the grid references on a map, or you can sketch your own map, but if you do, be sure to include landmarks or road names. It's very important that we know exactly where the shells came from. Then put the nut shells in a small container. Any kind will do - a film box or a match box - anything that prevents them from being crushed in the post. And then finally, give them a label - just your name and contact details - and send them to Action for Wildlife. When we receive them an expert will look at the shells to confirm your identification. The address to send them to is ... Page 3
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Lecturer: In today's lecture I'm going to continue the theme of animal communication, and I'm going to describe some of the latest research into the largest of all land animals. And that is the elephant, of course. Let me begin by briefly outlining the structure of elephant society. Elephants live in layered societies. The basic family unit is formed of small groups of adult females, who are related to each other, and their young of both sexes. Now the females remain in their families for life, they're highly social, but male elephants leave their families at about fourteen years of age. They travel alone or congregate in small, loose groups with other males, occasionally joining a family on a temporary basis. When males are ready to mate they wander widely, searching for receptive females. The family unit, on the other hand, often contains three generations, and it can remain stable for decades, or even centuries. Then ... each family associates with between one and five other families, probably consisting of their more distant relatives. Scientists call these groups of families "bond groups", and bond groups belong, in turn, to even larger groups, called clans. So elephants have a complex social structure. And like other social animals they have to be able to communicate. But what baffled early naturalists was their ability to communicate over long distances. So they set about researching this question. In one experiment, scientists fitted groups of elephants with radio-tracking collars. And what they observed about their behaviour really intrigued them. Because they found that there was some sort of co-ordination between families. For example, two separate family groups might move in parallel to each other, miles apart, and then change direction simultaneously, either turning or moving towards each other. Now elephants have a keen sense of smell which they use whenever they can. But smell alone couldn't account for these synchronized movements, because the wind often carries odours in the wrong direction. So, the scientists concluded that the elephants were using their hearing instead, and attention then turned to the nature of elephant calls. In another experiment, scientists from Cornell University in America went to Etosha National Park in Namibia, and they produced a recording of calls made by a female elephant to potential mates. Then they broadcast it. And they did this from a van which was parked more than half a mile from a water hole where several bull elephants were drinking. And two of these looked up, spread their ears wide, and then crunched through the bush towards the loudspeakers. As you can imagine, the scientists may have been alarmed at this point, but the elephants marched straight on, past them and their van, in search of a female elephant. But the striking aspect of this experiment was that, when they replayed their recording, neither the two scientists nor the rest of their team, who were filming from a nearby tower, could hear it. And that's because the sounds that they had replayed were below the lower threshold of human hearing. In scientific terminology, the sounds are infrasonic. Elephants can make these extremely low-pitched sounds because although they have a larynx, or voice box, that is similar to those of all other mammals, it's much larger. But what do the sounds ‘mean'? Scientists from Pittsburgh Zoo in the USA have classified certain infrasonic calls, based on when these occur and how other elephants react to them. They found, for example, that when individual family members re-unite after separation, they greet each other very enthusiastically, and the excitement increases with the length of time that they've been separated. They trumpet and scream and touch each other. They also use a greeting rumble. This starts at a low 18 Hertz - Hertz is a measurement of sound pitch - crests at 25 Hertz, which is a level just high enough to be audible to humans, and then falls back to 18 Hertz again. In another example, an elephant attempting to locate its family uses the contact call. This call has a relatively quiet, low tone, with a strong overtone which is clearly audible to humans. Immediately after contact calling, the elephant will lift and spread its ears, and rotate its head, as if listening for the response. The contact answer is louder and more abrupt than the greeting call, and it trails off at the end. Contact calls and answers can last for hours, until the elephant successfully rejoins her family. A third type of call seems to represent a summons to move on. At the end of a meal, one member of a family moves to the edge of the group, typically lifts one leg and flaps her ears. At the same time she emits a "let's go" rumble, which arouses the family, and they start to move on. Finally, mating activity is associated with yet another group of calls. So, our understanding of elephant communication has increased considerably in recent years. However, even with the use of radio tracking collars it's technically difficult to document the functions of long-range communication. So although scientists are aware that elephants may know the whereabouts, and possibly the activities of other elephants that are several miles away, there may be a lot of subtle, long-range interactions which are still not evident. Page 5
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Do not write a rough draft, then re-write it. You will waste valuable time. Use time at the end to check for small errors: verb agreements, plurals, punctuation, verb tense. These things are easily corrected and effect what mark your work will receive. You should spend about 20 minutes on this task.
The graph below shows the total value of exports and the value of fuel, food and manufactured goods exported by one country from 2000 to 2005. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.
Model AnswerThe graph shows the value of fuel, food, manufactured goods and the total value of exports in one country from 2000 to 2005. As we can see the total value of exports grows up during last four years. In year 2000; 2001 and 2002 the total export was droping down, but after that situation gets better and the total export in year 2005 is nearly 450,000 million dollars. We can see that the export of food is almost the same for all years, every year below 10,000 millions dollars. The export of fuel in year 2000 was about 45.000 million dollars but it was getting down and in year 2005 was only half this amount, what is mean 20.000 millions dollars. Manufactured food in the year 2000 was a little below 20.000 millions dollars and in the year 2005 a little above 20.000 million dollars. (145 words) Commentary
The summary is factually accurate, and statements are supported by relevant data. In some respects, the writer focuses on the less interesting information in the graph and neglects to highlight more significant features. In particular, although the overall picture is summarised in the second paragraph, the writer fails to make explicit comparisons between the different export groups in the final paragraph, or summarise the main trends in those areas. The first paragraph restates the task rubric with minor modification, so this loses marks in the assessment and a penalty is given for being underlength (145 words). Coherence and CohesionInformation is organised clearly and logically, and paragraphing is appropriate. Relationships within sentences are clearly signalled, for example (that) situation in the second paragraph. Phrases are also reduced as appropriate, for example and in the year 2005 a little above ... . The answer may have attracted a higher band in this category if more use had been made of Linking Words to mark topic shifts, e.g. on the other hand in the third paragraph. Lexical ResourceThe range of vocabulary used in this answer is fairly narrow. To some extent this is probably a reflection of its shortness, but omissions are evident too. The writer does not always seem to use the most appropriate lexis for this type of summary, and resorts to phrases such as droping down, grows up, and gets better. The range of adverbs at the writer’s disposal also seems to be limited: using words such as sharply or slightly would have made a more accurate and suitable response. There is only one isolated spelling error: droping. Despite some of the inadequacies referred to above, the answer is readily understandable. Grammatical Range and AccuracyIn such a short answer there is not much scope for structural range, but the grammar is mainly accurate and produces an impression of fluency. The main problem is the inconsistent choice of verb forms: the mixture of present and past tenses is not always appropriate, neither is the mixture of simple and continuous forms: was droping, was getting down. MarksThis answer would probably have achieved a Band 5, and may have achieved a Band 6 had it been at the required length. Page 9
Many IELTS candidates often lose marks in the exam because they don’t check their writing after they finish. Make sure you take two or three minutes to read through each essay, and check it for errors. Remember the examiner is looking at four things: grammar, vocabulary, organisation and structure and ideas. You should spend about 40 minutes on this task.
Tests and examinations are a central feature of school systems in many countries. Do you think the educational benefits of testing outweigh any disadvantages? Give reasons for your answer, and include any relevant examples from your own knowledge or experience. Write at least 250 words. Model answerMuch could be said about different ways of testing or checking students at schools or universities. The most popular ones have always caused been causing very exciting discussions and debates around the world. We all do realise that teachers need to have a system that helps them to test their students knowledge, so they can see how effective their teaching methods are. The question is do we really need to put so much pressure on these features? Are they really so effective? The first thing about tests and exams is, that they do check the level of information the students managed to learn from the lectures. The questions usually cover the area that has been thought at school, so if students can answer them correctly it means that the teaching was successful. The other, equally important aspect is, that due to the tests or exams that students are facing at school they get motivated to study more, in order to get better marks and to improve their knowledge. Sometimes it might be just the fact that it is called an exam, that makes students get together and study harder. On the other hand, some students might feel discouraged by the same fact that makes the others motivated what of course results in low marks in the actual exam. They also think that the results are very often not relevant to their efforts they put into studying. Because the marking system is not fair, they just do not feel like studying more for the exam. Furthermore, many students find the exams of different kinds very stressful, especially the school ones. They often think that there could be another way of testing, less stressful, that should be introduced in schools or universities. The supporters of this opinion often bring out the fact, that most of students start smoking actually because of the stress they are exposed to at school. And that is definitely not beneficial for you or your health. To put things together, is there really such a big need for exams at schools? Is there really no other way to check how students effective are the teaching methods? That is of course not that easy, but still, I am deeply convinced that things can be changed. It requires all the involved sides to think and come up with new ideas that could later be put into schools and that wouldn’t be that stressful anymore, so students can actually start enjoying them. (411 words) Commentary
The writer responds to the task appropriately, and generally remains focused on the question to be addressed. Benefits and disadvantages are considered, and the writer finally adopts a position, as required. Despite the overall relevance of this answer, some improvements could be achieved. The first paragraph approaches the topic rather indirectly, and lacks a clearly defined focus, which weakens the impact of the introduction. Some of its content is, perhaps, not strictly relevant. The final paragraph suffers from the same problem, though to a slightly lesser extent. The crux of the piece, the writer’s own conclusion, is in the middle of the paragraph ( ... I am deeply convinced that ... ), rather than being positioned prominently. Perhaps the writing would benefit from adopting a more assertive tone. At 411 words the piece is over the length required. Coherence and CohesionThis writer uses her linguistic knowledge to the full to guide the reader successfully through the answer. The organisation of information is commendably clear and progresses from introduction, through benefits and disadvantages, to conclusion. Appropriate paragraphing supports this structure. Pronouns and articles are generally used to good effect to signal relationships within and between sentences, and paragraphs are linked with a well-chosen linking device. Lexical ResourceA wide range of lexis is used, with a high degree of accuracy. The writer shows knowledge of idiomatic phrasing, such as The other, equally important aspect is ... . Occasionally it is evident that the writer has some limitations, for example supporters ... often bring out the fact that ... or To put things together ... . However, in these cases the writer successfully paraphrases, and these infrequent lapses barely affect the reader’s progress. Spelling is almost flawless. Grammatical Range and AccuracyThe writer’s command of grammar, as with lexis, conveys the impression of fluency. A wide range of structures is attempted, with a good degree of accuracy. For example, The first good thing about tests or exams is that they do check the level of ... , is a difficult structure used perfectly accurately here. Occasionally there are errors with complex structures, such as ... some students might feel discouraged by the same fact that makes the others motivated ... , but there is no interference with comprehension whatsoever. Simpler and more frequent structures rarely exhibit errors, and punctuation is practically error-free. MarksThis answer would probably receive a Band 7 or Band 8. Page 10
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