essay writing listening answers

Radio Writing IELTS Listening Test with Answers

Radio writing  ielts listening test with answers.

Questions 31-33 Complete the sentences below. Write NO MORE THAN ONE WORD for each answer,

RADIO WRITING

You may have to ignore some of the ordinary 31__________ of writing. Written words do not indicate things like emphasis, the 32__________ Of reading or where to pause. A script needs to sound like a 33__________

Questions 34-40 Complete the notes below. Write NO MORE THAN THREE WORDS for each answer.

Know who you are talking to

Imagine a typical listener: e.g. imagine telling your 34__________ about a film.

Create an informal tone: e.g. use words like 35__________ Work out what you are going to say

Remember: listeners cannot ask questions you cannot 36__________ ideas

Make your script logical: 37__________ the information. Use concrete images e.g. compare the size of a field to a 38__________ Use the 39__________ to get attention. Check the script by 40__________

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33 conversation

34 grandmother

35 us and we

37 space (out)

38 football pitch

39 first sentence

40 reading (it) aloud

Radio Writing IELTS Listening Transcript

You will hear part of a lecture about writing for radio.

Lecturer We’re going to move on today to look at some of the key principles of writing for radio.

Of course the main thing that you have to remember is that a radio script is not written to be read, but to be spoken and heard. Now putting this into practice is more difficult than it seems because writing as we speak involves abandoning many of the normal  ‘rules’   (Q31)  of writing that have been taught to us from an early age. This is because we need to concentrate on how the piece sounds. Written words convey information, but they don’t convey the full meaning of what you want to say… they don’t tell you what to emphasise, what  speed   (Q32)  something should be read at, or where the pauses should come, so these have to be indicated in a script.

Whatever is said on radio – whether it’s a link to a magazine programme, a film review, or even a voice piece in the news – needs to sound as if it is coming from the mind of the speaker – almost like part of a  conversation   (Q33) – rather than something that is being read. ieltsxpress.com

Before you begin to write, it’s a good idea to know who you’re talking to, to visualise a typical member of the radio station’s audience. If you’re writing a film review for a local audience, for example, think about how you would tell your  grandmother   (Q34)  about the film, or if you’re reviewing a pop concert, think about how you would tell your friend about the band.

The words have much more impact if each person feels they are being spoken to directly. So your tone needs to be informal – rather than using impersonal words like ‘listeners’ or ‘the audience’, you can make it more informal… include them in what you’re saying by referring to  ‘us’ and ‘we’ .  (Q35)

Once you know who you’re talking to, the next thing is to work out what you’re going to say. Don’t forget that the person listening to you has no opportunity to ask questions, and in the same way, you can’t  repeat   (Q36) what you’ve just said. For these reasons it’s important that your script is logical and progresses smoothly. ielts x press

Too many facts too close together will cause confusion, so  space   (Q37)  them out evenly. The best scripts allow listeners to visualise what you’re describing. For example, instead of giving the physical dimensions of a field, describe it as being the size of, say, a  football pitch   (Q38) : if you’re talking about a tall building, relate it to – perhaps – a ten-storey block of flats.

Now, all scripts need something that will grab the attention of the listener. You need something that will make them say, ‘Hey, I want to stop and listen to this.’ So the  first sentence   (Q39)  has to do this for you … it needs to be intriguing, interesting – and then it needs to be backed up by a second sentence that explains what you’re talking about. The last sentence should also give your listeners food for thought and can be in the form of a question, or a statement that sums up the item.

After you’ve finished your script you need to polish it up and the most effective method of doing this is by  reading it aloud   (Q40) . This also helps you to avoid tongue twisters or words that you might find awkward to pronounce.

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IELTS Listening Practice Test 62 with Answers

Updated On Feb 19, 2024

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In the IELTS Listening Test, you will encounter a series of questions based on a short audio recording on a particular topic. To attempt the Listening test, you have to practice discerning the important information being relayed in the audio format and using it to answer the test questions. By practicing with sample questions, you can ensure a good score on this Module of the IELTS.

Here is a sample Listening test to get you started.

If you’re taking the listening test, you should be aware of concepts such as signposting and techniques such as distraction. Take one of our IELTS listening practice tests and learn how to follow the audio using these techniques.

In the Listening Test 62, you will hear 4 audio recordings and answer questions 1-40 based on them. Each recording shall be played only once.

Section 1 is a woman asking a shop assistant about DVD players.

Section 2 is a salesman giving information to house owners about an alarm system.

Section 3 is a conversation between a student and his tutor asking for advice about essay writing.

Section 4 is a tutor giving some Business students instructions about a finance project.

Audio Transcription

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Questions 1-10

Questions 1-4.

Complete the form below.

Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

DVD Customer Profile

Occupation: Student

1 What is the maximum you want to spend on a DVD player?_____________

2 How often do you watch DVDs? ____________

3 What type of films do you enjoy? ___________

4 What other DVDs (non-film) do you watch?___________

Questions 5-10

Complete the table below.

Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

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Questions 11-20

Complete the sentences below .

Write NO MORE THAN THREE WORDS for each answer.

11 A quarter of break-ins are through the ____________________

12 The _______________of the house should also be protected.

13 You should warn burglars your house is alarmed by putting a________________in the window

The alarms:

14 The alarms show a constant ___________

15 The alarms can be set off by a______________

16 The alarms are connected to the______________

Installation:

17 The alarms are usually installed in _____________

18 The security code should be kept_______________

19 The alarms can be installed__________________ at an additional cost.

20 Customers can pay___________________for their alarm system.

Also check :

• IELTS Listening Answer Sheet
• IELTS listening recent actual test
• IELTS Listening preparation tips
• IELTS Listening Vocabulary
• How to Improve IELTS Listening Section 3 and 4?
• What is Signposting?

[do_widget id=custom_html-47]

Questions 21-30

Questions 21-27.

Complete the summary below .

Write ONE WORD ONLY for each answer.

Essay Writing

Essay writing is simply the process of 21 _____________ information and presenting your 22 ___________ You will need to use skills of analysis, 23 ___________and expression. The more essays you write, the more you will develop these skills. The key to producing a good essay is in the 24 ________. Allow plenty of time to work out what you need to do. You will find several books in the library to help you with the particular 25 __________of academic writing. When you have completed your essay you must remember to 26 _____________ it carefully and take out anything irrelevant. Also, once you have received your mark, you should check your essay through as, by doing this, you can 27 _____________ from it.

Questions 28-30

Choose THREE letters A-G . Write answers next to 28-30 on your answer sheet.

Which THREE pieces of advice does the tutor give the student?

A break the question down into smaller questions

B check the vocabulary in the question

C limit how much you read

D make sure you have good notes

E use only a few quotations

F ask a friend to read your essay

G try to be objective

Questions 31-40

Questions 31-36.

Complete the flow chart below .

Write  ONE WORD ONLY  for each answer.

Questions 37-40

Answer the questions below .

37 How many main trading partners does the UK have?

38 Which sector does the tutor want students to study?

39 What does the tutor want students to look at changes in?

40 When does the tutor want the project completed by?

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Nafia Zuhana is an experienced content writer and IELTS Trainer. Currently, she is guiding students who are appearing for IELTS General and Academic exams through ieltsmaterial.com. With an 8.5 score herself, she trains and provides test takers with strategies, tips, and nuances on how to crack the IELTS Exam. She holds a degree in Master of Arts – Creative Writing, Oxford Brookes University, UK. She has worked with The Hindu for over a year as an English language trainer.

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Posted on Jun 16, 2020

15 answer is spider

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Audioscripts Listening Practice Test 02

audio script ielts listening

You will hear two students, Peter and Mary, discussing their new eating plan.

Peter: Okay Mary, I know I’m putting on weight with all my bad eating habits.

Mary: That’s right. Chocolate bars, pizzas, and all washed down with litres of soft drink. And with all the sugar in soft drink (Example) , I think we can say you’re definitely overindulging, don’t you think?

Peter: I know, I know. I intend to definitely stop drinking that from now on.

Mary: And that’s part of the sensible eating plan that we have agreed we need to formulate—one that we can both follow.

Peter: That’s right, sensible, and practical (Q1) — allowing us to indulge in some sweet foods on occasions.

Mary: On rare occasions, and we’re going to cut out all the pizzas (Q2) and hamburgers.

Peter: Well, not totally. I thought you said pizzas could be eaten once a week. You know how I like pizzas.

Mary: No. I said once every two months. Once a week was ice cream, not pizza.

Peter: Yeah, that’s because you like ice cream. I prefer pizza.

Mary: Peter, if you want to lose weight, you need to be disciplined, in both what you eat, and what you do, which brings us to the issue of exercise.

Peter: That’s right. So, jogging twice a week, and hiking on Saturdays, right?

Mary: No, hiking is Sundays, allowing Saturdays for the light walking (Q3) exercise. I’ve investigated, and discovered there are a lot of walking trails around this suburb, with many beautiful places if you just look around.

Peter: So what’s happening this Saturday? A walk around the city?

Mary: That’s later in the month. This Saturday we’ll visit Pine Park (Q4) .

Peter: Hill Park is nicer, with great views, too,

Mary: Yes, but we have to travel too far to reach Hill Park, so I ruled that out, and I love the smell of pines.

Peter: And what about the weekday meals? Salads every night, I suppose?

Mary: No, it’s important to vary the meals so that the food remains interesting and fun. The only common factor is the fruit juice (Q5) , but otherwise we’ll have a variety of healthy fare, from salads, to fish, to lean meat.

Peter: I’d rather have meat every night, but you’re the boss.

Mary: If you want to lose weight, you’ll have to accept this program, okay?

Peter: Okay.

Peter: Now Mary, you said we could have a little treat in our diet plan three times a week: specifically, Tuesdays, Thursdays, and Sundays.

Mary: Yes. A very small treat, but something to reward us for all the discipline shown. Such rewards will motivate us to continue the diet.

Peter: So, on Tuesdays, what can I choose? (Q6)

Mary: You have a choice between a small serving of chocolate, ice cream, or biscuits.

Peter: Okay, well, I’ll go for the biscuits (Q6) . I love those crunchy little things with my cup of tea. So do you, right?

Mary: I do indeed, so I’ll have them, too, saving the ice cream for later.

Peter: But I know how much you like ice cream, so why don’t you save it for the end of the week? That will give you the motivation to keep going, and you can have chocolate midweek?

Mary: That’s a good idea, but I think the most important thing is for you and I to eat different things on those other two days.

Peter: Well, if you think that way, I’ll eat the ice cream on Thursdays (Q7) , not the chocolate. Okay?

Mary: Well, if you’re having that, then I can’t have ice cream. I order to be different, I’ll have the chocolate (Q8) .

Peter: So, we can compare our different snacks, and maybe even share a little with each other.

Mary: Exactly! And the variety and fun involved will take our minds of wanting more.

Peter: Eating for fun! A good idea!

Mary: And then you can have the chocolate on Sunday (Q9) , right?

Peter: But I like biscuits? Actually, I want biscuits again—to have with my cup of tea.

Mary: But you have the biscuits on Monday, remember, and we can’t repeat.

Peter: Ah come on! This isn’t fixed in concrete. I can have them again instead of chocolate. You might like variety, but I don’t. I’m a creature of habit.

Mary: Well, the whole point of this was to taste different snacks, but if you want the same thing, okay. I, for one, am sticking to the original plan, with ice cream to finish the week, and not another dose of chocolate (Q10) .

You will hear a childcare worker telling some mothers about the advantages of her centre.

Hello everyone, and welcome to the Stanfield Childcare Centre. Now I know you’re all new mothers, and you like to cling to your children. You’ve certainly spent a lot of time raising them to the age of four and are perhaps reluctant to leave them here at our centre. Well, one of the first things you should understand is that here it is safe — very safe. Look around and you’ll see that every room has padded (Q11) walls. Other centres have standard painted walls, but here, we have invested a lot to ensure your children will not hurt themselves when running around and possibly tripping over. This padding extends around all corners (Q12) — that is, the areas most likely to bruise and cut your active little child. So, you can rest assured that any accidents of a physical nature are not likely to happen here.

Now, you don’t want to dump your child at this centre and let them waste their lime. You want them to learn, and that’s one of the greatest assets of our establishment. Our staff are not only trained childcare workers, but all of them have a special skill (Q13) , which they can imparl to your child, whether it be teaching the ABC, some basic mathematics, artistic skills, or physical education. We are particularly known for our pre-school literacy program and have a wealth of learning toys (Q14) , specially designed to develop your child’s potential.

Of course, one concern many mothers have is that, in environments such as these, colds and flus and other viral nasties can be easily spread around. It’s a very legitimate concern, and one which we take seriously, and we pride ourselves on our precautions. For a start, unlike most centres which clean with standard detergents, we disinfect (Q15) every surface at the end of every day, using a special disinfectant wash. Some places just wipe surfaces daily with a damp cloth, but not us. And that’s just the start. We also physically check your children when they arrive every day, and if we feel your child is sick, we ask him or her to wear a face mask to ensure germs (Q16) are not transmitted. If your child is noticeably sick, then we ask you to take them back home to recover. This might sound a little unkind, but we hope parents can understand that these measures are for the benefit of all.

Now, at Stanfield Childcare Centre we have excellent childcare officers, and let me briefly introduce them. We have Susan, Andrea, Bella, Cathy, Lisa, and Liz. They’re all fully trained and come with some individual assets which make them even better. Bella, for instance, knows children very well, having worked here for five years, and Cathy has her own family — two little girls — so she can talk to you with first-hand knowledge of what it’s really like to raise children (Q17) . But getting back to Bella, she often relaxes here after work, spending long hours chatting to parents, as does Cathy in fact. But in terms of hours, nothing can compare to Andrea, who will sometimes spend the night here, staying in our overnight room (Q18) . Why? Because this centre is very friendly, and simply a great place to be. Bella, for example, used to be quite shy herself but now is marvelous with the little kiddies, as outgoing as any of them. We let Cathy, though, deal with the particularly quiet and introverted children (Q19) , since having her own family, she knows what can really bring them out.

Of course, what better way to do this than with yummie homemade cakes, and Cathy often gets these from Bella, who can make some of the best in town (Q20) . Yes, everyone here brings something special, which is why we’re one of the best childcare centres in the business.

You will hear a student, Eric, talking to his lecturer, Ms Harris, about essay writing.

Eric: Hi, Ms Harris. Here we are, talking once again.

Ms Harris: Well, I’m always willing to help out wherever possible. Is anything troubling you?

Eric: Well, your advice last week about writing summaries was very useful, and I’m using these summaries a lot in order to prepare my final master’s thesis.

Ms Harris: But you’re having problems, right?

Eric: Yes, I have a few issues to discuss. Obviously I want a good essay, and I want to achieve high marks. But I’m not sure on the best way to start.

Ms Harris: That’s an easy question. Start with a topic (Q21) , but not one that I necessarily suggest, but one that you want to explore. You will always write better when doing so on a topic you are interested in, not one imposed upon you by others.

Eric: Well, I’m interested in management theory.

Ms Harris: Then pursue that. However, that alone is far too broad. Break it into various current (Q22) areas of discussion and relevance, then look more carefully at one of them — say, management and cultural differences, or management and motivation, or other aspects, such as the role of salary, group cohesion, or leadership.

Eric: I would say I’m interested in group cohesion—that is, how people interact in the workplace.

Ms Harris: Well, that’s a start, but you can’t then just write planlessly, without defining exactly what you intend to do within the area you’ve chosen. You’ll have to think of a thesis (Q23) , and this statement could be of several types.

Eric: Such as what?

Ms Harris: Oh, you could argue a point, something that you believe in; or discuss an issue, looking at its various perspectives; or critique the opinions of others, pointing out the pitfalls and flaws. The thesis statement will make that very clear because it will say, in simple terms, what you intend to achieve in your essay.

Eric: I see. And then I can just begin writing, right?

Ms Harris: Wrong! [Uh?] If your essay is going to be clear, it needs to be logical and organised, and this means you’ll need an outline (Q24) . This could be written as a flowchart, or spider graph — that is, a series of connected lines, but whatever shape the outline takes, there must be a sense of progress (Q25) , in, more or less, a straight line, towards a goal.

Eric: And then my essay will be good?

Ms Harris: With such progression, definitely—as long as you do achieve everything that you set out to do, as specified in the beginning, okay?

Eric: Well, Ms Harris, your advice about essay writing all sounds very useful: solid, and step by step, so I’ll certainly follow that. But can you tell me in more general terms, what constitutes the best essay?

Ms Harris: Oh, there are many aspects (Q26) to consider, but one of the most important is certainly, original thinking. The best essays are written by people who think for themselves, and not just copy or imitate established views.

Eric: I think I can do that.

Ms Harris: But remember, you can’t just give a list of unsupported assertions. There needs to be support as well — a chain of logic linking each step in your argument. [Right] Yet that alone is not enough. Your argument may be logically sound, but is it practically so? For that, you need examples, from real-life (Q27) , to illustrate your points or sub-points.

Eric: I’ve got lots of examples from my course readings. I suppose I could use them.

Ms Harris: But remember, whenever you use an example, or facts or figures that are not commonly known, you must give a reference. That’s an academic necessity (Q28) , without which your writing will automatically fail.

Eric: So, it’s necessary to give these. Right.

Ms Harris: Absolutely—and with that, your essay will be fine, but always ensure that you format it clearly.

Eric: What do you mean?

Ms Harris: I mean the practical considerations, as written in the university style guide (Q29) , such as leaving appropriate margins, using double spacing, Arial font, and so on. You see, your writing must look good, as well as be good.

Eric: I can certainly do that.

Ms Harris: And, finally, related to the previous point, you need to respect the number of words required. Your individual lecturers will give you a word-count figure, so follow what they say, making your essay neither too long, nor too short—perhaps 10% (Q30) either way should be acceptable. 15% was common when I was younger, but it’s a lot stricter now, and 20% would be pushing the boundaries just a little too far.

Eric: I guess I can do all that. Thanks for your advice.

You will hear a lecturer discussing the history of people’s beliefs regarding whether the sun, or the Earth, is at the centre of the solar system.

In the night sky, the stars appear to revolve around the Earth, rising in the east, and disappearing in the west. The Earth itself seems solid, fixed, and stable, and such common sense perception suggests that the Earth is the centre of the universe. This is known as ‘geo’ ‘centrism’, with geo meaning Earth, and all pre-modern civilisations drew this conclusion (Q31) . We now know, of course, that the Earth revolves around the sun, and this is called ‘helio’ ‘centrism’, with helio meaning sun, but historically, it took quite a while for this to be deduced.

As early as the third century BC, an ancient Greek astronomer, Aristarchus of Samos, proposed heliocentrism, but received little support from his peers. Similarly, throughout subsequent history, isolated individuals proposed this new idea, but again, no one was listening (Q32) . Geocentrism just seemed too logical to refute. Geocentrism also fitted the views of the established Christian church, who could quote biblical passages such as ‘the world also shall be stable, that it be not moved’. Those who dared disagree were subject to accusations of heresy, often with dire punishments to follow.

The trouble was, as the night sky was observed more closely, that simple revolution of the stars proved not so simple at all. In relation to the others stars, some steadily wandered in given directions, then sometimes reversed for months, and disappeared altogether. They were called planets, meaning ‘wanderers’. In addition, the position of the sun and moon altered slightly over the year, and comets, those mysterious glowing spots, would come and go. In order to predict the motion of the planets, and accurately serve the primary purpose of navigation for sailing ships, increasingly elaborate mathematical models were needed—a sure sign that something was not quite right (Q33) .

Heliocentrism, or the belief that the sun is the centre of the solar system, still needed a mathemalically-sound description before it could be scientifically accepted, and it was a Polish astronomer, Nicolaus Copernicus, who, in 1543, first published this. This event is sometimes referred to as the Copernican revolution (Q34) . Copernicus himself certainly feared the consequences of his proof, knowing full well it might invoke the anger of the established church. Probably for this reason, he wailed until the last year of his life, when he was sick (Q35) and dying, to release his findings. In addition, the preface of the book, written by a respected member of the church, staled that the model was not necessarily correct. As a result of this, there was no ‘revolution” whatsoever—in fact, the book received scant attention (Q36) in the subsequent decades, apart from a few irate clergy men who angrily dismissed the whole scheme as irrelevant.

Yet the following generations of astronomers did not always fare so well. The Italian scientist, Galileo, got into trouble, as did a fellow Italian, with the surname Bruno, Giordono Bruno (Q37) . who was burnt at the stake, yet ultimately, nothing could slow the spread of heliocentrism across Europe. It formed the basis of lsaac Newton’s great work on the motion of the planets — a work which implied that even the sun. around which the Earth circled, was itself in motion (Q38) around a common centre of gravity.

No discourse about heliocentrism could finish without mentioning that, somewhat unbelievably, there still exists those today who choose to believe that the Earth is the centre of the universe. Modern geocentrism is usually the result of literal interpretations of the Bible (Q39) , which is the cornerstone of these people’s beliefs. They, therefore, also believe in creationism — that is, that a God created everything, and while we may smile at this, it is sobering to consider that surveys have revealed that up to 10% of British people, 12% of Europeans. 20% (Q40) of the ESA, and 25% of the Middle East, still hold the belief that the sun revolves around the Earth. One can only wonder what Copernicus would have thought of this.

Listening Practice Test 02

1 Practical

3 (light) walking

4 Pine Park

5 Fruit juice

13 Special skill

14 Learning toys

15 Disinfect

25 Progress

27 Real-life

28 Necessity

29 Style guide

34 Revolution

36 Attention

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• A2 listening

Instructions for an assignment

Listen to a university teacher giving instructions for an assignment to practise and improve your listening skills.

Do the preparation task first. Then listen to the audio and do the exercises.

Preparation

Matching_MjI5MDM=

I want to explain a few things about your essay.

First of all, the deadline. The deadline for this essay is October the 18th. Not the 19th, not the 28th, not two days later because your dog was ill or your computer broke – the 18th. If it's late, I won't mark it. I won't even read it – you'll fail the assignment! So, please hand it in on time. You can even hand it in early, if you like!

You can email me the essays at [email protected]. That's H-A-R-T-S-H-O-R-N. I'll reply to say I've got it. If I don't reply within a day, it might mean I didn't get it, so please email me again to make sure. You can also bring a paper copy of the essay to my office, but let's be kind to the trees, OK? Email is better for the trees and for me.

Don't forget that you must reference every idea or quote you use that isn't your own idea. And the last page of your essay should be a list of all the books you used, in alphabetical order, not in the order you used them!

And lastly, make it easy for me to read! That means use a clear font. Arial is best, but Times New Roman is fine too. Not Comic Sans please! Size 12 font for the essay, and size 14 for the titles and subheadings. And use page numbers. Any questions?

What do you find difficult about writing essays?

Language level

Writing essays is always a challenge for me, and I believe writing essays is the most difficult task. It requires me to use correctly not only English grammar, and phrases but also vocabulary. Moreover, I think one of the most difficult sectors is developing ideas in the essay. You have to express your opinion, trying to explain and persuade the reader to make them clear particular problems, which requires you to have knowledge and experiences related to the writing topic which you can gain through reading books or newspapers, and long-term learning

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I always find writing essays challenging in every phase. I struggle to come up with my own ideas, carry out research and reference under the rules,... but eventually every effort pays off.

What do you find difficult about writing essays? I love writing essays. I'm really good at writing, but the only thing I find difficult is referencing every book or page we use. For me, it's really boring and exhausting, but also really necessary.

I believe that essays are probably the most difficult piece of writing to do, because you have to express your opinion, that is the thesis, with coherence and trying to persuade the reader you are right. To make it believable, you need to do some research on books, articles or on the internet to expose other's ideas that are in agreement with yours or in contrast, and in the last case to show why it is wrong. This makes writes an essay challenging and gratifying if you reach the goal.

When I wrote a piece of writting I consider that the most difficult is looked for answer,because I wanted that this answer was my(from my hart).But often I liked use quote.I sometimes used order when I wrote essay.

I don't understand "let's be kind to the tree"....tree is the pronoun ? Someone please explain me..

Hi Kaung Myat Zaw,

"Tree" is a noun. The teacher prefers to have the assignments digitally by email, not on paper. Since paper is made from trees, emailed assignments will use less paper, and protect the trees and the environment. That's why he says "let's be kind to the trees" - to encourage people not to use paper. As he says: "Email is better for the trees and for me."

I hope that helps to understand it.

LearnEnglish team

I don't have enough practice in writing essays nowadays. When I was at school, essays had a different structure and different requirements. That's why it's a little bit difficult for me to create essays.

I feel so grateful to know this amazing website where I can practice every time to enhance my English skills. Thanks so much.

I love writing, and I like to follow the essay competition. Writing makes me recall and sharpen my memory. Write and write until the last because writing is anti-aging for me.

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IELTS LISTENING PRACTICE TESTS

Foundation For Essay Writing IELTS Listening Answers With Audio, Transcript, And Explanation

Luyện tập đề IELTS Listening Practice với Foundation For Essay Writing được lấy từ cuốn sách IELTS Actual Test 6 - Test 2 - Section 3 kèm Answer key, list từ vựng IELTS cần học trong bài đọc và Free PDF & Audio Transcript Download với trải nghiệm thi IELTS trên máy và giải thích đáp án chi tiết bằng Linearthinking

👂️ Audio and questions

❓ transcript, 🔥 answer key (đáp án và giải thích), giải thích chi tiết.

=> Đáp án sẽ tới sau "I'm not sure on the best way to start "

IELTS Listening Practice

Gồm làm đề, xem giải thích chi tiết, học từ vựng của những bài thi IELTS Listening phổ biến nhất trên thị trường

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Origami ielts listening answers with audio, transcript and explanation.

Luyện tập đề IELTS Listening Practice với Origami được lấy từ cuốn sách IELTS Cambridge 18 - Test 4 - Section 3 kèm Answer key, list từ vựng IELTS cần học trong bài đọc và Free PDF & Audio Transcript Download với trải nghiệm thi IELTS trên máy và giải thích đáp án chi tiết bằng Linearthinking.

Space Traffic Management IELTS Listening Answers With Audio, Transcript And Explanation

Luyện tập đề IELTS Listening Practice với Space Traffic Management được lấy từ cuốn sách IELTS Cambridge 18 - Test 3 - Section 4 kèm Answer key, list từ vựng IELTS cần học trong bài đọc và Free PDF & Audio Transcript Download với trải nghiệm thi IELTS trên máy và giải thích đáp án chi tiết bằng Linearthinking.

Job Details From Employment Agency IELTS Listening Answers With Audio, Transcript And Explanation

Luyện tập đề IELTS Listening Practice với Job Details From Employment Agency được lấy từ cuốn sách IELTS Cambridge 18 - Test 4 - Section 1 kèm Answer key, list từ vựng IELTS cần học trong bài đọc và Free PDF & Audio Transcript Download với trải nghiệm thi IELTS trên máy và giải thích đáp án chi tiết bằng Linearthinking.

Wayside Camera Club Membership Form IELTS Listening Answers With Audio, Transcript And Explanation

Luyện tập đề IELTS Listening Practice với Wayside Camera Club Membership Form được lấy từ cuốn sách IELTS Cambridge 18 - Test 3 - Section 1 kèm Answer key, list từ vựng IELTS cần học trong bài đọc và Free PDF & Audio Transcript Download với trải nghiệm thi IELTS trên máy và giải thích đáp án chi tiết bằng Linearthinking.

Picking Wild Mushrooms IELTS Listening Answers With Audio, Transcript And Explanation

Luyện tập đề IELTS Listening Practice với Picking Wild Mushrooms được lấy từ cuốn sách IELTS Cambridge 18 - Test 3 - Section 2 kèm Answer key, list từ vựng IELTS cần học trong bài đọc và Free PDF & Audio Transcript Download với trải nghiệm thi IELTS trên máy và giải thích đáp án chi tiết bằng Linearthinking.

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Hear this: a guide to writing an academic English listening test

Listening scripts need to replicate authentic lectures – but you also need to factor in subject matter, tone and question types as you go

Anna Ziomek

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When creating an English for academic purposes (EAP) summative (end of course) test of listening for prospective university students, your first consideration is authenticity. In other words, what can you replicate in your test that happens during lectures or talks at universities?

You also need to know what you would like to test. Are you testing students’ ability to listen for main ideas (such as the lecturer’s viewpoint) or for details (such as dates, names or places)? And, finally, how will you do it?

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Here are a few tips on how you can approach writing an EAP listening test.

1. Make your listening script sound like an authentic lecture

When writing a script for your listening test, think about the audience. You are aiming to approximate an authentic university lecture , but its purpose is to test listening comprehension rather than teach. For this reason, your subject should be familiar to your students. You should structure the script to signal main ideas, but do this in a conversational style. You can include such phrases as: “Let me begin by…”, “In this lecture, I’ll cover three main areas…” or “I’ll now move on to my second point, which is…”

To give the script natural speech elements, consider including such expressions as: “Well…” and “Hmmm” and use an ellipsis (…) for your own reference to include hesitation.

You could also include wording like “Let me rephrase this…”, to show that the lecturer is clarifying a concept or being more precise, as often happens during a lecture. You can even include references to visual aids: “And in my slide here, you can clearly see that…” or “I’ll play a short video in a moment…”

2. Think about your questions as you write your script

Think about vocabulary, ideas and details you want to test as you are writing. Space out target phrases and words evenly in the script. These are words that will be key to answering the questions. Students should have enough time to respond before they start thinking about the next question.

If you wish to test spelling, you can reference an academic, critic or author and then, in your test questions, ask about the spelling of their name – for example: “As Dr Dylan Smiths argues…”

If you plan on using multiple-choice questions, you may need to plant red herrings in the script that will provide incorrect answer options.

3. Check your script for length and sense

An eight-minute lecture script will be about 1,300 words. Read it aloud to check the timing.

After you have written and edited your script, ask someone else (perhaps a couple of people) to read it for grammar, structure and sense. Remember that something which is obvious to you might be unclear to others.

When you’re happy with the script, you can record it. This is ideally done in a recording studio, so the recorded voice and the sound are of good quality and without background noise. If a recording studio is not an option , then recording the script using your phone in a quiet room should work.

4. Golden rules for writing listening-test questions

Now you have your script, you can write the test questions. For a 1,300-word script, it is reasonable to write about 20 questions. There are a few rules that guide this process.

• Your questions should be 13 words or less. This ensures that students don’t need to read too much and aren’t cognitively overloaded.
• Think about the order of question types. Include at least two consecutive questions of the same format, if possible. For example, you could start with two or three short-answer questions (see below), then move on to two or three multiple-choice questions.
• Avoid using difficult vocabulary or complex grammar that students may struggle to understand. This is so students don’t use too much test time reading and understanding the questions.
• Make sure your questions follow the order that the key words or ideas occur in the listening script.
• Keep model answers to a manageable length. Students should be able to write their answers after listening. Aim for two- or three-word phrases, but no longer than that.

5. Question types to consider

These question types are common in listening tests:

• Short-answer questions (SAQs): this question type tests understanding of details and general ideas and is relatively easy to write. For example: “What is the job of…?” or “Why is London mentioned?”
• Sentence completion: this type is a statement that needs to be completed (for example: “Dr Dylan specialises in…”). It is an SAQ to some extent because you turn a question into statement.
• Notes completion: this question type is more challenging to write and requires more thinking from students. You could include a table that requires headings or diagrams with gaps to be filled in. It can be useful for testing details and main points.
• Multiple-choice questions: this is the hardest question type to write because it requires having distractors (wrong options), which use information from the script that isn’t the correct answer. You can use this question type to test both details and main points.
• True/false/not given: consider using three options rather than just true or false . This deters students from guessing because they have a less than 50 per cent chance of getting the right answer. This question can be used for testing both details and general ideas.

What to avoid in your listening test

• Don’t write about topics that might be sensitive such as death, natural disasters, politics or religion.
• Don’t write about topics that are too complex to understand.
• Don’t rush into writing a script without doing research about your chosen topic. You need to be able to explain concepts and ideas in a clear way.
• Don’t spend too much time editing one question. If you’ve changed it four times and it doesn’t work, it won’t. You need to come up with a new question, possibility targeting a different piece of information.
• Don’t think that the first draft of your script or questions is good enough. Be prepared to rewrite them a few times at least.

Writing authentic EAP listening tests is challenging and it should be done in a team, where edits are proposed a few times and the script is rewritten. As an author of such a test, you need to be flexible enough to accept positive criticism, and as an editor you need to be able to offer constructive advice.

Anna Ziomek is a lecturer in English for academic purposes with assessment responsibilities in the International Study and Language Institute at the University of Reading.  

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Free IELTS Listening Practice Test

We have prepared a full IELTS Listening practice test (same as the real exam) with an audio player, answers and audio transcript that you can take for free to test your listening skills.

Use the following steps to complete your IELTS Listening test:

• Grab a pencil and paper
• Start the audio player (tracks play automatically)
• Complete the test within 40 minutes (30 minutes for listening and 10 minutes for transferring your answers to your answer sheet)
• Check your answers and find out your listening score (see the listening test answers and listening score at the end of the page)

You may also want to see:

• IELTS Listening Test Format, Tips & Preparation Advice

While you practice, we recommend that you do that under the exam conditions, strictly following the rules.

Note! The following IELTS Listening practice test has been provided by IELTS.org and extracted from public pdf files.

IELTS Listening Practice Test

Questions 1–4

Complete the table below.

Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

City Bank Customer Service Log

Customer's Term Deposit details:

Current Term Deposit interest rates:

4 Term Deposits

Minimum deposit: $20,000

Questions 5–10

Questions 11–15

Choose the correct letter, A, B or C.

11 The September Celebration day is held 

A five times a year to honour the city

B on the park’s important birthday

C to remember the history of the park

12 The park was first built in 

C the 1990s

13 The park still uses 

A a children’s play area

B a petting zoo

C two of the early rides

14 The Hurricane roller-coaster is 

A tall and made of wood

B designed for smaller children

C very fast and exciting

15 The rides with a height limit are coded 

Questions 16–20

Complete the notes below.

Write NO MORE THAN TWO WORDS for each answer.

Food options:

• Italian, Chinese, etc. at the Food Court
• hamburgers, sandwiches, etc. at 16

Special events:

• Starts at noon
• Run by final year high school students
• At the amphitheatre
• Starts at 7:00

Safety and Security:

• Ten 19 centres in the park
• Children ask any staff member for help
• Ask security team at the 20

Questions 21–24

Complete the flowchart below.

Session outline:

Project topic: design a water treatment system

Tutorial structure:

Step 1: go over 21

Step 2: think about research 22

• search online databases using good search terms
• consider the kind of research, e.g. 23 from other projects

Step 3: develop an 24

Questions 25–27

Complete the summary below.

Write NO MORE THAN ONE WORD for each answer.

Project description:

You need to design a grey-water treatment system to reduce the pressure on the water 25 in a Cameroon village. Grey-water is wastewater from household 26 . The system needs to treat this water to remove bacteria, and recycle it to use for purposes such as watering plants, flushing toilets and doing 27 .

Questions 28–30

Research tips

General internet searches:

Avoid websites where 28 try to sell their products.

Engineering library:

Use key words when searching the catalogue e.g. grey-water treatment systems / 29 use

EWB website

Check examples from the 30 last year.

Questions 31–34

Origins of the Caveman Diet

There are many popular fad diets nowadays. They all promise good health if you stick to the 31 . The Caveman diet is a popular example. This diet includes foods such as lean meat and fish that our forebears ate before we developed 32 . We need to find out what our ancestors did eat, so researchers are studying some existing hunter-gatherer tribes. These tribes typically like to eat meat but they can’t always get it, even though they are skilled with their weapons, e.g. 33 and . So, instead, they eat foods that their wives gather. They get only about a 34 of their energy from meat.

Questions 35–36

35 Research evidence suggests that 

A the tribesmen’s traditional diet is unhealthy

B our bodies can digest only certain foods

C we can adapt to a range of diets.

36 Thai people have difficulty digesting milk because 

A they have too much lactase in their bodies

B in the past they didn’t farm cows

C their saliva lacks certain enzymes.

Questions 37–40

Variation in global diets:

• Inuit – most calories from 37 foods, e.g. seal meat
• Jains – vegetarian, but milk is permitted
• Others – fish, insects

Implications for the caveman diet:

• Cavemen did not all eat the same diet
• Diets come from complicated cultural 38

Problems with Caveman diet:

• Costs a lot of money for lean meat and 39
• Too much red meat may be unhealthy
• Reliance on meat is bad for the 40

Listening Answer Key

• Monthly Interest / monthly interest
• income bracket
• 120,000 / 120000
• food stands
• Main Street / St. / main street / st.
• first-aid / first aid / First Aid
• guard stations
• task instructions
• case studies
• action plan
• manufacturers
• residential
• competition
• agriculture
• bows, arrows [in either order]
• third / 3rd
• high fat / high-fat
• (dietary) practices
• environment

IELTS Listening Score

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Whether you have any questions, want to leave feedback or discuss cooperation possibilities, do not hesitate to contact us. We are here to help and will answer as soon as possible. In the meantime, discover our site and let it help you smooth your IELTS journey and make your studies more efficient.

You will find useful information on all the four IELTS test components:

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35 Sample Band 9 IELTS Essays

Take a look at these 35 sample Band 9 IELTS essays for writing task 2 of the IELTS exam . Task 2 can cover a wide range of essay topics for the IELTS writing task section of the test, so preparation is key. Use the following samples when preparing your IELTS essays to see how close you are to a band 9!

These IELTS band 9 essay samples will help you highlight your mistakes and improve your writing band 9 level.

See the below IELTS essay writing sample questions and answers to practice for your IELTS writing task 2 .

You will find the IELTS essay questions and answers categorised by the following essay types.

• Do you agree/disagree
• Discuss both views and give your opinion
• Discuss the advantages and disadvantages
• Discuss the problems and possible solutions
• Is this a positive or a negative development

For a FREE ebook of our top 10 IELTS Band 9 essay samples in PDF, click here!

1. agree or disagree .

• Some people believe that technology has made man more social. To what extent do you agree or disagree with this opinion?
• Some people think that a person improves their intellectual skills more when doing group activities. To what extent do you agree? Use specific details and examples to explain your view.
• In some countries, the number of shootings increase because many people have guns at home. To what extent do you agree or disagree? Give specific reasons and examples to support your answer.
• Some people believe that international sporting events are the ideal opportunity to show the world the qualities of the hosting nation. Others believe that these events are mainly a large unjustifiable expense. To what extent do you agree or disagree?
• Crime is a big problem in the world; many believe that nothing can be done to prevent it. To what extent do you agree or disagree? Give your own opinion.
• Doing an enjoyable activity with a child can develop better skills and more creativity than reading. To what extent do you agree? Use reasons and specific examples to explain your answer.
• Improvements in health, education and trade are essential for the development of poorer nations. However, the governments of richer nations should take more responsibility for helping the poorer nations in such areas. To what extent do you agree?
• Advances in health and biology and other areas of society in the last 100 years have transformed the way we live as well as postponing the day we die. There is no better time to be alive than now. To what extent do you agree or disagree with this opinion?
• The world is consuming natural resources faster than they can be renewed. Therefore, it is important that products are made to last. Governments should discourage people from constantly buying more up-to-date or fashionable products. To what extent do you agree with this statement?
• Some people believe that children’s leisure activities must be educational, otherwise, they are a complete waste of time. Do you agree or disagree? Give reasons for your answer and include any relevant examples from your experience.
• Many governments in the world spend large amounts of money on art, which helps to improve the quality of people’s lives. However, governments should spend money on other things rather than art. Do you agree or disagree? Give your opinion.

2. Discuss both views and give your point of view?

• NEW SEPTEMBER 2022: Some people believe that professionals such as doctors and engineers should be required to work in the country where they did their training. Others believe they should be free to work in another country if they wish. Discuss both these views and give your own opinion.
• Nowadays most green energy is becoming evermore prevalent in both developed and developing countries. Some argue they greatly reduce costs and are better for the environment, others believe they are a serious threat to energy security. Discuss both views and give your opinion.
• Some people are of the opinion that children should be rewarded for good behaviour. Others think they should be punished for bad behaviour. Discuss both views and give your personal opinion and reasons.
• Some people think that keeping pets is good for children while others think it is dangerous and unhealthy. Which opinion do you agree with? Discuss both options and give examples .
• Some people think that secondary school children should study international news as one of the school subjects. Other people think that it is a waste of valuable school time. What do you think? Give reasons for your answer and include any relevant examples from your own knowledge or experience.
• Some products can be made quickly by a machine. Other items take a long time to be made by hand. As a buyer, which do you prefer and why? Give specific details and examples in your answer.
• Some people think women should be given equal chances to work and excel in their careers. Others believe that a woman’s role should be limited to taking care of the house and children. Which opinion do you agree with and why? Include specific details and examples to support your choice.
• Most schools are planning to replace sports and exercise classes with more academic sessions. How will this change affect children’s lives in your view?
• Some people think that schools have to be more entertaining, while others think that their sole purpose is to educate. Which do you agree with? Use specific reasons and examples to support your opinion.
• Some people think that it is acceptable to use animals in medical research for the benefit of human beings, while other people argue that it is wrong.
• Should humans adapt to technology or should technology be adapted to us? Is technology making us intellectually weaker or more intelligent?
• Do copyright laws limit creativity or reward it? Would society function better without such rules and regulations?
• Should education and healthcare be free of charge and funded by the government, or should it be the responsibility of the people to pay for these services? Discuss the above and give your opinion using examples.

3. Discuss the advantages and disadvantages

• Is it good for children to start using computers from an early age and spend long hours on them? Discuss the advantages and disadvantages.
• Some people think high school graduates should travel or work for a period of time instead of going directly to study at university. Discuss the advantages and disadvantages of both approaches. Give reasons for your answer and include any relevant examples from your own knowledge or experience.

4. Two questions, for example: Why is this happening? Is this a positive or negative development?

• These days some people spend a lot of money on tickets to go to sporting or events. Do you think this is a positive or negative development ?
• Some people like to travel outside their country. Others would rather travel to tourist spots in their own country first, before travelling abroad. Which do you prefer to do and why? Include specific details and examples to support your choice.
• Women can do everything that men can and they even do it better. They also can do many things that men cannot. But it is a fact that their work is not appreciated as much as men’s, although they have to sacrifice a lot for their family and career… It is said: “A woman’s place is in the home.” What do you think?

5. Discuss the problems and possible solutions OR discuss the causes and what problems it causes?

• People are using a lot of online language translation apps. Do the benefits of this outweigh the disadvantages?
• Obesity is a serious problem in many countries, especially in rich countries. Discuss ways to solve the problem. Provide specific reasons and examples to support your answer.
• Today, the quality of life in large cities is decreasing.  Discuss the causes and solutions.
• Research shows that global warming is caused by human activity. What are the possible effects of climate change and what can governments and individuals do to reduce these?
• In many countries, recently young single people have been living far from their parents, from the time they began studies or work and until they married. Do you think there are more advantages or disadvantages to this trend?
• Traditional schooling is out of date, boring and stifles a child’s natural talents, various professionals have pushed for an education revolution. Are there alternatives in the education system? Is traditional education doing more harm than good?

Take a look at some of our writing tasks to help you prepare for your IELTS exam , and if you need more help, we have a course that is guaranteed to help you pass IELTS. Practicing IELTS writing task 2 essays is very important for your exam preparation.

Video: IELTS Band 9 Writing Sample – Body Paragraphs

Click here for a FREE ebook of our top 10 IELTS Band 9 samples for writing task 2 in PDF,

For more preparation, take a look at our latest tutorials:.

• Band 9 Model Essay and Vocabulary-Cryptocurrency
• Sample task 2 questions
• Sample Band 9 Essay: Children and Education
• Sample Answers: discuss the advantages and disadvantages
• How to get ideas for task 2
• Full guide to academic collocations
• How to write a agree/disagree essay
• IELTS Writing Task 2: advantages and disadvantages questions

For a FREE ebook of our top 10 sample essays, click here!

Enhance Your Essays with Our Efficient Online IELTS Essay Checker

Practicing for IELTS Writing Task 2? You’re in the right place. But after you practice, how can you know if your essay is good? We have a tool to help! It’s called the online IELTS essay checker .

You can find it here . This tool is very easy to use. You write your essay, and our tool checks it. It tells you what mistakes you made and how to fix them. This means you can learn and get better faster. The best part? You save money.

Many students pay a lot for IELTS classes or teachers to check their essays. But our online IELTS essay checker is cheaper and works fast. You don’t have to wait! So, after you read the sample essays on this page, use our online IELTS essay checker .

It can help you see where you can do better. And it’s a good way to get ready for the IELTS exam without spending a lot of money. So, if you want to write better essays and save money, try our online IELTS essay checker .

We made it for students like you. We hope it helps you get the score you want.

Frequently Asked Questions (FAQ)

How to score band 9 in ielts writing.

You can score band 9 in IELTS writing by following these steps:

• Make sure you understand the question and answer what is being asked.
• Plan out your essay before you start writing
• Write your essay, review it and then “rewrite” it .
• Get feedback on your essays and find out where you may be losing points.
• Improve your language skills.

Read this post for more tips.

How do you write a 9 band essay?

Practice each essay type and be clear about the criteria for a perfect score. Basically, you need clear formal paragraphing, an essay that ‘flows’ logically and stays focused on the question, which is answered fully with high-level vocabulary and near-perfect grammar.

How can I get 9 in IELTS writing?

Look at model answers and memorize phrases that work for most essays – ‘In the modern world’ is a great way to start. A focus on global issues and international examples rounds out your answer and practice timed essays before the test.

Can you get 10 in IELTS?

No, the top band score is a 9. Be realistic though, some of the best universities in the world require a band 7 or 7.5 for their most challenging courses so a perfect score isn’t necessary in most situations.

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IELTS Sample Essays

Here you will find IELTS Sample Essays for a variety of common topics that appear in the writing exam.

The model answers all have tips and strategies for how you may approach the question and comments on the sample answer.

You can also view sample essays with band scores on this page. 

Looking at IELTS essay topics with answers is a great way to help you to prepare for the test. 

These IELTS sample essays have been categorised in a way that makes it easy for you to see how certain essay question types require you to provide certain responses to ensure the question is fully answered. 

Specifically these are:

• Agree / Disagree
• Discuss Two Opinions
• Problems and Solutions
• Advantages and Disadvantages
• Other Types

Agree / Disagree Type Questions

In these types of question you are given one opinion and you then have to state the extent to which you agree or disagree with that opinion:

• Advertising
• Alternative Medicine
• Spending on the Arts
• Human Cloning
• Social Interaction & the Internet
• Airline Tax
• Free University Education
• Scientific Research
• Banning Smoking
• Employing Older People
• Vegetarianism
• Paying Taxes  
• Examinations or Formal Assessment 
• Multinational Organisations and Culture
• Internet vs Newspapers
• Technology Development  
• Dying of Languages
• Animal Extinction
• Truth in Relationships
• Role of Schools
• Return of Historical Artefacts

Discuss Two Opinions Type Questions

In this essay question type you are given two opinions, and you have to discuss both of these and then give your own view:

• University Education
• Reducing Crime
• Animal Rights
• Child Development
• Diet & Health
• Donating Money to Charity
• Closing Zoos   
• Becoming Independent  
• Formal and Informal Education  
• Influence of Scientists and Politicians
• Sources for Stories
• Searching for Extraterrestrial Life

Cause Type Questions

There are a variety of 'cause type' essay questions. In these you first have to give the reasons why something has happened, in other words the causes, but then discuss a different aspect of it, such as the effects, solutions or the extent to whether it is a positive or negative development:

Causes & Effects:

• Child Obesity
• Skin Whitening Creams
• Family Size
• Having Children Later in Life
• Time Away from Family

Causes and Solutions:

• Youth Crime
• Global Warming
• Paying Attention in Class
• International Travel & Prejudice 
• Museums & Historical Places
• Disappearance of Traditions
• Communication Between Generations

Causes, Pros & Cons:

• Family Closeness
• Living Alone
• Rural to Urban Migration

Problems & Solutions Type Questions

In these type of questions, instead of discussing the causes of a problem, you need to discuss the problems related to a particular issue in society, and then suggest what can be to solve these problems:

• Overpopulation
• Competing for Jobs  
• Professionals Immigrating

Advantage & Disadvantages Type Questions

In these type of questions you are asked to discuss the positive and negative sides of a particular topic. You will usually be asked this in the context of giving an opinion ( e.g. Do the advantages outweigh the disadvantages? Is it a positive or negative development? ): 

• Traffic Problems
• Food Additives
• Computer Games
• Age Discrimination at Work  
• Children using Tablets and Computers  
• Cell Phones, Internet, & Communication  
• Working from Home 
• Eating Locally grown  Produce  
• Oil and Gas Essay  
• Peer Pressure on Young People
• Online Fraud

'Hybrid' Types of Essay Question

There are sometimes questions that don't fit easily into a particular category as above. I've called these 'hybrid', as they are of mixed character, are composed of different elements from other types of essay, or are perhaps just worded differently. 

• Protecting Old Buildings
• Animal Testing
• Fear of Crime
• Communication Technology
• Influence of Children's Friends  

Sample Essays with Band Scores

You can also view some sample essays that have been written by candidates practising for the test and have band scores and comments by an experienced ex-IELTS Examiner based on the IELTS marking criteria. 

• IELTS Band 8 Essay Samples
• IELTS Band 7 Essay Samples
• IELTS Band 6 Essay Samples
• IELTS Band 5 Essay Samples
• IELTS Band 4 Essay Samples

Student Sample Essays

For more IELTS essay topics with answers you can also view essays that have been written by students. Some have feedback from other students or IELTS teachers:

• Student Model Essays  (with comments by other students)
• Student Model Essays (with comments by IELTS buddy)

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IELTS Practice Test Volume 2

• Published on: 07 Mar 2019
• Tests taken: 293,799

Answer Keys:

Part 1: Question 1 - 10

• 1 practical
• 3 (light) walking
• 4 Pine Park
• 5 fruit juice

Part 2: Question 11 - 20

• 12 special skill
• 13 disinfect
• 15 learning toys

Part 3: Question 21 - 30

• 25 progress
• 27 real-life
• 28 necessity
• 29 style guide

Part 4: Question 31 - 40

• 34 revolution
• 36 attention

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How Not To Do True/False/Not given Type of Question in IELTS Reading

True False Not Given type of questions are perhaps the most tricky questions in ILETS reading. Apologize, it’s not ILETS reading but...

17 Aug 2018

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Review & Explanations:

Questions 1-5

Complete the sentences.

Write  NO MORE THAN TWO WORDS  for each answer.

Peter consumes far too much  soft drink

Peter and Mary’s diet will be both sensible and 1

Every two months, they can eat 2

On Saturdays, they will go 3

This coming Saturday, they will go to 4

In every meal, there will be 5

Questions 6-10

Choose the correct letter,  C, I,  or  B.

Questions 11-16

Complete the table.

Write  NO MORE THAN TWO WORDS  for each answer.

Questions 17-20

Choose the correct letter,  A, B , or  C.

NB  You may use a letter more than once .

Which childcare worker:

17 A B C has her own children?

18 A B C often sleeps at the centre?

19 A B C is good with shy children?

20 A B C is a good cook?

Questions 21-25

Complete the flowchart.

Write ONE WORD ONLY for each answer.

Questions 26-30

Complete the summary.

Write NO MORE THAN TWO WORDS OR A NUMBER for each answer.

Questions 31-33

Choose the correct letter, A, B, or C.

Geocentrism

• A has a long history.
• B is similar to heliocentrism.
• C took some time to be deduced.

Heliocentrism 

• A was realised only recently.
• B was not generally accepted.
• C fitted the views of the church.

The night sky

• A is relatively simple.
• B remains basically the same.
• C was once used for navigation.

Questions 34-40

Complete the notes.

Write ONE WORD OR A NUMBER for each answer.

SECTION  1

You will hear two students, Peter and Mary, discussing their new eating plan.

Peter: Okay Mary, I know I’m putting on weight with all my bad eating habits.

Mary: That’s right. Chocolate bars, pizzas, and all washed down with litres of soft drink. And with all the sugar in  soft drink,  I think we can say you’re definitely overindulging, don’t you think? 

Peter: I know, I know. I intend to definitely stop drinking that from now on.

Mary: And that’s part of the sensible eating plan that we have agreed we need to formulate—one that we can both follow.

Peter: That’s right, sensible, and  practical  — allowing us to indulge in some sweet foods on occasions.

Mary: On rare occasions, and we’re going to cut out all the pizzas and hamburgers.

Peter: Well, not totally. I thought you said pizzas could be eaten once a week. You know how I like pizzas .

Mary: No. I said once every two months. Once a week was ice cream, not pizza.

Peter: Yeah, that’s because you like ice cream. I prefer pizza.

Mary: Peter, if you want to lose weight, you need to be disciplined, in both what you eat, and what you do, which brings us to the issue of exercise.

Peter: That’s right. So, jogging twice a week, and hiking on Saturdays, right?

Mary: No, hiking is Sundays, allowing Saturdays for the light walking exercise. I’ve investigated, and discovered there are a lot of walking trails around this suburb, with many beautiful places if you just look around.

Peter: So what’s happening this Saturday? A walk around the city?

Mary: That’s later in the month. This Saturday we’ll visit  Pine Park.

Peter: Hill Park is nicer, with great views, too,

Mary: Yes, but we have to travel too far to reach Hill Park, so I ruled that out, and I love the smell of pines.

Peter: And what about the weekday meals? Salads every night, I suppose?

Mary: No, it’s important to vary the meals so that the food remains interesting and fun. The only common factor is the  fruit juice , but otherwise we’ll have a variety of healthy fare, from salads, to fish, to lean meat.

Peter: I'd rather have meat every night, but you’re the boss.

Mary: If you want to lose weight, you’ll have to accept this program, okay?

Peter:Okay.

Peter: Now Mary, you said we could have a little treat in our diet plan three times a week: specifically, Tuesdays, Thursdays, and Sundays.

Mary: Yes. A very small treat, but something to reward us for all the discipline shown. Such rewards will motivate us to continue the diet.

Peter: So, on  Tuesdays , what can I choose?

Mary: You have a choice between a small serving of chocolate, ice cream, or biscuits.

Peter: Okay, well, I’ll go for the biscuits. I love those crunchy little things with my cup of tea. So do you, right?

Mary: I do indeed, so I’ll have them, too, saving the ice cream for later.

Peter: But I know how much you like ice cream, so why don’t you save it for the end of the week? That will give you the motivation to keep going, and you can have chocolate midweek? 

Mary: That’s a good idea, but I think the most important thing is for you and I to eat different things on those other two days.

Peter: Well, if you think that way, I’ll eat the  ice cream on Thursdays , not the chocolate. Okay?

Mary: Well, if you’re having that, then I can’t have ice cream. In order to be different,  I’ll have the chocolate.

Peter: So, we can compare our different snacks, and maybe even share a little with each other.

Mary: Exactly! And the variety and fun involved will take our minds of wanting more.

Peter: Eating for fun! A good idea!

Mary: And then you can have the chocolate on Sunday, right?

Peter: But I like biscuits? Actually, I want biscuits again—to have with my cup of tea.

Mary: But you have the biscuits on Monday, remember, and we can’t repeat.

Peter: Ah come on! This isn’t fixed in concrete. I can have them again instead of chocolate. You might like variety, but I don’t. I’m a creature of habit.

Mary: Well, the whole point of this was to taste different snacks, but if you want the same thing, okay. I, for one, am sticking to the original plan,  with ice cream to finish the week , and not another dose of chocolate.

You will hear a childcare worker telling some mothers about the advantages of her centre.

Hello everyone, and welcome to the Stanfield Childcare Centre. Now. I know you're all new mothers, and you like to cling to your children. You’ve certainly spent a lot of time raising them to the age of four and are perhaps reluctant to leave them here at our centre. Well, one of the first things you should understand is that here it is safe — very safe. Look around and you'll see that every room has padded walls . Other centres have standard painted walls, but here, we have invested a lot to ensure your children will not hurt themselves when running around and possibly tripping over. This padding extends around all corners  — that is, the areas most likely to bruise and cut your active little child. So, you can rest assured that any accidents of a physical nature are not likely to happen here.

Now, you don't want to dump your child at this centre and let them waste their lime. You want them to learn, and that’s one of the greatest assets of our establishment. Our staff are not only trained childcare workers, but all of them have a special skill , which they can imparl to your child, whether it be teaching the ABC, some basic mathematics, artistic skills, or physical education. We are particularly known for our pre-school literacy program and have a wealth of learning toys , specially designed to develop your child's potential.

Of course, one concern many mothers have is that, in environments such as these, colds and flus and other viral nasties can be easily spread around. It’s a very legitimate concern, and one which we take seriously, and we pride ourselves on our precautions. For a start, unlike most centres which clean with standard detergents, we  disinfect  every surface at the end of every day, using a special disinfectant wash. Some places just wipe surfaces daily with a damp cloth, but not us. And that’s just the start. We also physically check your children when they arrive every day, and if we feel your child is sick, we ask him or her to wear a face mask to ensure  germs  are not transmitted. If your child is noticeably sick, then we ask you to take them back home to recover. This might sound a little unkind, but we hope parents can understand that these measures are for the benefit of all.

Now, at Stanfield Childcare Centre we have excellent childcare officers, and let me briefly introduce them. We have Susan, Andrea, Bella, Cathy, Lisa, and Liz. They’re all fully trained and come with some individual assets which make them even better. Bella, for instance, knows children very well, having worked here for five years, and  Cathy has her own family  — two little girls — so she can talk to you with first-hand knowledge of what it’s really like to raise children. But getting back to Bella, she often relaxes here after work, spending long hours chatting to parents, as does Cathy in fact. But in terms of hours, nothing can compare to  Andrea, who will sometimes spend the night here , staying in our overnight room. Why? Because this centre is very friendly, and simply a great place to be. Bella, for example, used to be quite shy herself but now is marvelous with the little kiddies, as outgoing as any of them. We let  Cathy, though, deal with the particularly quiet and introverted children , since having her own family, she knows what can really bring them out.

Of course, what better way to do this than with yummie homemade cakes, and Cathy often gets these from  Bella, who can make some of the best in town . Yes, everyone here brings something special, which is why we’re one of the best childcare centres in the business.

You will hear a student, Eric, talking to his lecturer,

Ms Harris, about essay writing.

Eric: Hi, Ms Harris. Here we are, talking once again.

Ms Harris: Well, I’m always willing to help out wherever possible. Is anything troubling you?

Eric: Well, your advice last week about writing summaries was very useful, and I’m using these summaries a lot in order to prepare my final master’s thesis.

Ms Harris: But you’re having problems, right?

Eric: Yes, I have a few issues to discuss. Obviously I want a good essay, and I want to achieve high marks. But I’m not sure on the best way to start.

Ms Harris: That’s an easy question. Start with a topic , but not one that I necessarily suggest, but one that you want to explore. You will always write better when doing so on a topic you are interested in, not one imposed upon you by others.

Eric: Well, I’m interested in management theory.

Ms Harris: Then pursue that. However, that alone is far too broad. Break it into various  current areas of discussion and relevance, then look more carefully at one of them — say, management and cultural differences, or management and motivation, or other aspects, such as the role of salary, group cohesion, or leadership.

Eric: I would say I’m interested in group cohesion—that is, how people interact in the workplace.

Ms Harris: Well, that’s a start, but you can’t then just write planlessly, without defining exactly what you intend to do within the area you’ve chosen. You’ll have to think of a  thesis , and this statement could be of several types.

Eric: Such as what?

Ms Harris: Oh, you could argue a point, something that you believe in; or discuss an issue, looking at its various perspectives; or critique the opinions of others, pointing out the pitfalls and flaws. The thesis statement will make that very clear because it will say, in simple terms, what you intend to achieve in your essay.

Eric: I see. And then I can just begin writing, right?

Ms Harris: Wrong! [Uh?] If your essay is going to be clear, it needs to be logical and organised, and this means you’ll need an outline . This could be written as a flowchart, or spider graph — that is, a series of connected lines, but whatever shape the outline takes, there must be a sense of  progress , in, more or less, a straight line, towards a goal.

Eric: And then my essay will be good?

Ms Harris: With such progression, definitely—as long as you do achieve everything that you set out to do, as specified in the beginning, okay?

Eric: Well, Ms Harris, your advice about essay writing all sounds very useful: solid, and step by step, so I’ll certainly follow that. But can you tell me in more general terms, what constitutes the best essay?

Ms Harris: Oh, there are many aspects to consider, but one of the most important is certainly, original thinking. The best essays are written by people who think for themselves, and not just copy or imitate established views.

Eric: I think I can do that.

Ms Harris: But remember, you can’t just give a list of unsupported assertions. There needs to be support as well — a chain of logic linking each step in your argument. [Right] Yet that alone is not enough. Your argument may be logically sound, but is it practically so? For that, you need examples, from  real-life , to illustrate your points or sub-points.

Eric: I’ve got lots of examples from my course readings. I suppose I could use them.

Ms Harris: But remember, whenever you use an example, or facts or figures that are not commonly known, you must give a reference. That’s an academic necessity , without which your writing will automatically fail.

Eric: So, it’s necessary to give these. Right.

Ms Harris: Absolutely—and with that, your essay will be fine, but always ensure that you format it clearly.

Eric: What do you mean?

Ms Harris: I mean the practical considerations, as written in the university style guide , such as leaving appropriate margins, using double spacing, Arial font, and so on. You see, your writing must look good, as well as be good.

Eric: I can certainly do that.

Ms Harris: And, finally, related to the previous point, you need to respect the number of words required. Your individual lecturers will give you a word-count figure, so follow what they say, making your essay neither too long, nor too short—perhaps  10% either way should be acceptable. 15% was common when I was younger, but it’s a lot stricter now, and 20% would be pushing the boundaries just a little too far.

Eric: I guess I can do all that. Thanks for your advice.

You will hear a lecturer discussing the history of people’s beliefs regarding whether the sun, or the Earth, is at the centre of the solar system.

In the night sky, the stars appear to revolve around the Earth, rising in the east, and disappearing in the west. The Earth itself seems solid, fixed, and stable, and such common sense perception suggests that the Earth is the centre of the universe. This is known as ‘geo’ ‘centrism’, with geo meaning Earth, and  all pre-modern civilisations  drew this conclusion. We now know, of course, that the Earth revolves around the sun, and this is called ‘helio’ ‘centrism’, with helio meaning sun, but historically, it took quite a while for this to be deduced.

As early as the third century BC, an ancient Greek astronomer, Aristarchus of Samos, proposed heliocentrism, but received little support from his peers. Similarly, throughout subsequent history, isolated individuals proposed this new idea,  but again, no one was listening. Geocentrism just seemed too logical to refute. Geocentrism also fitted the views of the established Christian church, who could quote biblical passages such as ‘the world also shall be stable, that it be not moved’. Those who dared disagree were subject to accusations of heresy, often with dire punishments to follow.

The trouble was, as the night sky was observed more closely, that simple revolution of the stars proved not so simple at all. In relation to the others stars, some steadily wandered in given directions, then sometimes reversed for months, and disappeared altogether. They were called planets, meaning ‘wanderers’. In addition, the position of the sun and moon altered slightly over the year, and comets, those mysterious glowing spots, would come and go. In order to predict the motion of the planets, and accurately  serve the primary purpose of navigation  for sailing ships, increasingly elaborate mathematical models were needed—a sure sign that something was not quite right.

Heliocentrism, or the belief that the sun is the centre of the solar system, still needed a mathemalically-sound description before it could be scientifically accepted, and it was a Polish astronomer, Nicolaus Copernicus, who, in 1543, first published this. This event is sometimes referred to as the Copernican  revolution . Copernicus himself certainly feared the consequences of his proof, knowing full well it might invoke the anger of the established church. Probably for this reason, he waited until the last year of his life, when he was sick and dying, to release his findings. In addition, the preface of the book, written by a respected member of the church, stated that the model was not necessarily correct. As a result of this, there was no ‘revolution" whatsoever—in fact, the book received scant attention  in the subsequent decades, apart from a few irate clergy men who angrily dismissed the whole scheme as irrelevant.

Yet the following generations of astronomers did not always fare so well. The Italian scientist, Galileo, got into trouble, as did a fellow Italian, with the surname Bruno, Giordono Bruno . who was burnt at the stake, yet ultimately, nothing could slow the spread of heliocentrism across Europe. It formed the basis of lsaac Newton's great work on the motion of the planets — a work which implied that even the sun. around which the Earth circled, was itself in motion around a common centre of gravity.

No discourse about heliocentrism could finish without mentioning that, somewhat unbelievably, there still exists those today who choose to believe that the Earth is the centre of the universe. Modern geocentrism is usually the result of literal interpretations of the Bible , which is the cornerstone of these people's beliefs. They, therefore, also believe in creationism -- that is, that a God created everything, and while we may smile at this, it is sobering to consider that surveys have revealed that up to 10% of British people, 12% of Europeans. 20% of the USA, and 25% of the Middle East, still hold the belief that the sun revolves around the Earth. One can only wonder what Copernicus would have thought of this.

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OCI CLASSES

Oxford Computer Institute

Ielts listening practice test 27 with answers

Questions 1-5

Complete the information below.

Write ONE WORD OR A NUMBER for each answer.

(1)   The ideal return dates of Kenneth’s trip October ………… .

(2)   The additional cost of fly first class 20% – 25% ………… .

Circle the correct letter.

(3)  What must Kenneth fly before the first of November ?

 A    he has to be home for classes.

 B    he has to be home for work.

 C    he has to be home to see his parents.

(4)  What date does Kenneth book his flight for ?

 A    October 29th

 B    October 30th

 C    October 31th

(5)  How much is the total for his flight ?

Questions 6-9

Complete the notes below.

Write NO MORE THAN TWO WORDS OR A NUMBER for each answer.

AIRLINE TICKET INFORMATION!

(6)   Student Identification Number: …………

(7)   Phone number: …………

(8)   Address: 354 Westchester, …………

(9)   How long before departure must Kenneth pick up his tickets ?

Question 10

(10)  What will happen if Kenneth cancels his trip within 24 hours of take off ?

 A    he must reschedule his trip.

 B    he gets a full refund.

 C    he forfeits his ticket.

Questions 11-15

Complete the table below.

Questions 16-20

(16)  What should you do if you want to do gymnastics ?

 A    practice in the room.

 B    sign up with a class.

 C    call ahead and reserve the room.

(17)  How many libraries are there in total ?

(18)  How long can you keep the book at most ?

 A    two weeks.

 B    four weeks.

 C    six weeks.

(19)  What must you do if you damage a book ?

 A    pay one dollar per week.

 B    pay for the value of the book.

 C    pay for the book, plus damages.

(20)  How long can you use the computers at the library for ?

 A    as long as you want.

 B    at most one hour.

 C    at most three hours.

Questions 21-27

Complete the summary below.

Write ONE WORD ONLY for each answer.

Essay Writing!

Essay writing is simply the process of (21)………… information and presenting your (22)………… you will need to use skills of analysis, (23)………… and expression. The more essays you write, the more you will develop these skills. The key to producing a good essay is in the (24)………… Allow plenty of time to work out what you need to do. You will find several books in the library to help you with the particular (25)………… of academic writing. When you have completed your essay you must remember to (26)………… it carefully and take out anything irrelevant. Also, once you have received your mark, you should check your essay through as, by doing this, you can (27)………… from it.

Questions 28-30

Choose THREE letters A-G.

Which THREE pieces of advice does the tutor give the student ?

 A    break the question down into smaller questions.

 B    check the vocabulary in the question.

 C    limit how much you read.

 D    make sure you have good notes.

 E    use only a few quotations.

 F    ask a friend to read your essay.

 G    try to be objective.

Questions 31-40

Traveling Around Britain

You will find Tourist information Centres at major. (31)……….., airports, stations, (32)………… landmarks and towns and holiday centres. You will see two kinds of public telephones in operation. One is (33)………… and the other is card – phones. For the latter ones, you can buy at post (34)…………, news Kiosks, station bars and (35)………… . Banks are normally open from 9:30 to 15:30 Monday to (36)………… but at London’s two main (37)………… there are 24 – hours banks. Trafalgar Square Office opens from 8:00 to 20:00 weekdays and (38)………… . On Sunday, it opens from 8:00 to 17:00. The Bureau de Charge services are available to overseas (39)………… . You can also change money at Bureau de change, large hotels, (40)………… stores and travel agents.

ANSWERS (ielts listening practice test 27)

• Drive London
• Interpretation
• Preparation
• B* (* IN ANY ORDER)

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CAMB IELTS Listening Test 04 (Audio & Answers)

In this CAMB IELTS Listening Test 4 (Audio, Answers, PDF, Transcript) , you’ll find:

Total no. of questions: 40 Time: 30 minutes

Easy Life Cleaning Services

Questions 1-10.

Complete the notes below.

Write ONE WORD for each answer.

Basic cleaning package offered

• Cleaning all surfaces
• Cleaning the 1. ………………………… throughout the apartment
• Cleaning shower, sinks, toilet etc.

Additional services agreed

• Cleaning the 2. …………………………
• Ironing clothes – 3. ………………………… only
• Cleaning all the 4. ………………………… from the inside
• Washing down the 5. …………………………

Other possibilities

• They can organise a plumber or an 6. ………………………… if necessary.
• A special cleaning service is available for customers who are allergic to 7. …………………………

Information on the cleaners

• Before being hired, all cleaners have a background check carried out by the 8. …………………………
• References are required.
• All cleaners are given 9. ………………………… for two weeks.
• Customers send a 10. ………………………… after each visit.
• Usually, each customer has one regular cleaner.

Hotel Management

Questions 11-14.

Choose the correct letter – A, B or C.

Q11. Many hotel managers are unaware that their staff often leave because of…

A. lack of training

B. long hours

Q12. What is the impact of high staff turnover on managers?

A. an increased workload

B. low morale

C. an inability to meet targets

Q13. What mistake should managers always avoid?

A. failing to treat staff equally

B. reorganising shift without warning

C. neglecting to have enough staff during busy periods

Q14. What unexpected benefit did Dunwich Hotel notice after improving staff retention rates?

A. a fall in customer complaints

B. an increase in loyalty club membership

C. a rise in spending per customer

Questions 15-20

Which way of reducing staff turnover was used in each of the following hotels?

Write the correct letter – A, B or C, next to questions 16-20.

WAYS OF REDUCING STAFF TURNOVER

Sporting Activities at School

Questions 21 and 22.

Choose TWO letters, A-E.

Which TWO points do Thomas and Jeanne make about Thomas’s sporting activities at school?

A. He should have felt more positive about them.

B. The training was too challenging for him.

C. He could have worked harder at them.

D. His parents were disappointed in him.

E. His fellow students admired him.

Questions 23 and 24

Which TWO feelings did Thomas experience when he was in Kenya?

A. disbelief

D. gratitude

E. homesickness

Questions 25-30

What comments do the students make about the development of each of the following items of sporting equipment?

Choose SIX answers from the box and write the correct letter, A-H, next to questions 25-30.

COMMENTS ABOUT THE DEVELOPMENT OF EQUIPMENT

Items of sporting equipment

Maple Syrup

Questions 31-40.

Write ONE WORD ONLY for each answer.

What is maple syrup?

• made from the sap of the maple tree
• added to food or used in cooking
• colour described a
• colour described as 31. …………………………
• very 32. ………………………… compared to refined sugar

The maple tree

• has many species
• needs sunny days and cool nights
• maple leaf has been on the Canadian flag since 1964
• needs moist soil but does not need fertiliser as well
• best growing conditions and 33. ………………………… are in Canada and North America

Early maple sugar producers

• made holes in the tree trunks
• used hot 34. ………………………… to heat the sap.
• used tree bark to make containers for collection
• sweetened food and drink with sugar

Today’s maple syrup

• Tree trunks may not have the correct 35. ………………………… until they have been growing for 40 years.
• The changing temperature and movement of water within the tree produces the sap.

The production

• A tap is drilled into the trunk and a 36. ………………………… carries the sap into a bucket.
• Large pans of sap called evaporators are heated by means of a 37. …………………………
• A lot of 38. ………………………… is produced during the evaporation process.
• ‘Sugar sand’ is removed because it makes the syrup look 39. ………………………… and affects the taste.
• The syrup is ready for use.
• A huge quantity of sap is needed to make a 40. ………………………… of maple syrup.

Easy Life Cleaning Services Listening Answers

Hotel management listening answers, sporting activities at school listening answers, maple syrup listening answers, camb listening test 4 audio, answers, pdf, transcript.

To download this CAMB IELTS Listening Test 4 PDF with audio, answers & transcript , please provide your email in the comment section below. We’ll send it across at the speed of light.

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18 thoughts on “CAMB IELTS Listening Test 04 (Audio & Answers)”

Hi! The voice is not related to Sporting Activities at School in the following page: https://ieltsprogress.com/camb-ielts-17-listening-test-4-audio-answers/

I think you should change it.

Thanks! The audio has now been updated…

Hi! Please kindly send it to me.

Hi, check it now..

Hi! Sending you the pdf..

Please send me the Listening Test 4 transcript of the audio clip. Thanks

Very good practice materials on listening.

Good for practice

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Thanks for providing me this test. I already done! Please send me a script in order to check faults

Glad you found this useful!

Thank you. I found this stuff useful. I’d like to have Listening Test 4 PDF with audio and transcript.

Thank you for the kind words!

Hi. Please send me a script in order to check faults

that was really helpful

Thanks for the feedback

Thank you for the helpful website. I would like to have the transcript for this test.

Really good listening materials could you send me test 4. Thanks in advance)

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