TEST 1 : SCRIPTS
NARRATOR: You will hear a number of different recordings and you will have to
answer questions on what you hear. There will be time for you to read the instructions
and questions and you will have a chance to check your work. All the recordings will
be played once only. The test is in four sections. At the end of the test you’ll be given
10 minutes to transfer your answers to an answer sheet.
Now turn to Section 1.
SECTION 1
You’ll hear a swimming instructor talking to the father of one of his pupils. First,
you’ll have some time to look at questions 1-6.
[20 seconds]
You’ll see that there is an example which has been done for you. On this occasion
only, the conversation relating to this will be played first.
DAVE: Hello. Is that Mr Henderson?
BILL:
Yes, this is Bill Henderson speaking.
DAVE: Hi, this is Dave Bush, your son’s swimming instructor.
BILL:
Oh, hi. Jack’s made good progress since last term, hasn’t he?
DAVID: Yes, but I want to talk to you about Jack’s swimming lessons for next term.
NARRATOR: The instructor wants to discuss lessons for next term, so C is the correct answer.
Now we shall begin. You should answer the questions as you listen because you will not hear the recording a second time. Listen carefully and answer questions 1 to 6.
DAVE: Hello. Is that Mr Henderson?
BILL:
Yes, this is Bill Henderson speaking.
DAVE: Hi, this is Dave Bush, your son’s swimming instructor.
BILL:
Oh, hi. Jack’s made good progress since last term, hasn’t he?
DAVID: Yes, but I want to talk to you about Jack’s swimming lessons for next term.
BILL:
He’s very keen to continue.
DAVE: Good. You know, Jack’s quite shy, and he has taken quite some time to settle
in to the way we do things here; he also hasn’t performed that well as a competitive
swimmer, but, I must say, he’s been an absolute role model for the other
children, especially the ones who have only just started swimming with us.
BILL: Glad to hear it.
DAVE: Now, about next term’s lessons. I’m afraid we’ve had to change the day.
BILL:
That’s a pity; Friday was good.
DAVE: Yes, that’s what a lot of parents have said but we have to move to Monday –
we would have preferred Tuesday but that’s not available - Monday is the only
day on offer.
BILL:
Why’s that?
DAVE: Apparently, there has been such an increase in pool usage on Friday evenings
that they want our swimming lanes for the general public. The beginners’ class
is not affected though, because they come at an earlier time and the class is so
small it only uses one lane. However, Jack’s session has to move.
BILL: Oh dear. There’s a problem – we just can’t make it, I’m afraid. Jack has music
lessons after school on that day and, as we have to travel out of town, we’d never get back in time.
DAVE: Well, Mr Henderson, as Jack obviously enjoys water sports, perhaps you could
consider another activity on a more suitable day. What about diving? I know
the diving instructor is looking for more students.
BILL: Oh no, Jack’s a timid boy and he thinks that’s a dangerous sport.
DAVE: Quite understandable – he is a nervous sort of boy. Have you considered water
polo? It’s becoming more and more popular, especially among the boys.
BILL: I think it’s really exciting but it doesn’t appeal to Jack - maybe because of all
the splashing and shouting. I think he really only wants to be a better
swimmer.
DAVE: Oh, well, the competition class is what he needs then. He’d get one-on-one
training from a private instructor who could help him a lot with his technique.
And he could have a class at a time to suit you.
BILL:
A private instructor, you say? Isn’t that a bit costly?
DAVE: Yes, $35 a session. It’s well worth it though.
BILL: Oh, I agree. I think private lessons would be ideal and he’d build up a lot more
confidence in the water, but it’s not something we can afford right now.
NARRATOR: Before you hear the rest of the conversation, you have some time to look at questions 7 to 10.
[20 seconds]
Now listen and answer questions 7 to 10.
DAVE: Well, I can think of one other option …
BILL:
What’s that?
DAVE: There’s a water safety class … I know that might sound a bit boring but
actually the kids have a lot of fun and they learn a lot about being safe in and
around water – not just at the swimming pool but in the open sea also.
Boating is such a popular activity in this country, but not many people know
how to save themselves if there is an accident or they fall overboard. Water
safety classes are every Saturday morning from 9.15 to 11.15.
BILL:
Well, that’s a good time … but are you sure the children enjoy it?
DAVE: Oh, yes. They learn to swim with their clothes on and things like that. It’s a
great learning experience and they do have a lot of fun.
BILL:
And the fees are the same as the swimming class? $150 per term?
DAVE: Cheaper, actually; $115 for the whole term. We like to think of it as a public
service. You know, helping to save lives.
BILL:
Right then. When does the next course begin?
DAVE: Saturday … the 12th of October.
BILL:
Oh, we’ll be away until the 15th. Would it matter if Jack missed the first
class?
DAVE: I don’t suppose so. Jack could start on the 19th of October. By the way, the
instructor is new but he’s very well qualified and the children like him. His
name is Peter, Peter Jenkins, that’s J-E-N-K-I-N-S.
BILL:
Peter Jenkins… Great. We’ll see you at the pool next term.
DAVE: Okay then. Bye.
NARRATOR: That is the end of section 1. You now have half a minute to check your
answers.
[30 seconds]
Now turn to section 2.
SECTION 2
You’ll hear tour guide talking about a visit to an island.
First, you have some time to look at questions 11 to 15.
[20 seconds]
Now listen carefully and answer questions 11 to 15.
Good morning and welcome, everybody. I’m going to tell you a bit about what to
expect when you visit Rangitoto Island tomorrow. It’s one of 47 islands in the Gulf
Marine Park and day visitors are welcome but there are a number of things you should
know.
Firstly, getting there: The island is in fact a volcano and there isn’t anywhere for a
plane to land so you’ll be going by sea. There is a regular ferry service (I’ll be
handing out a timetable later) and I urge you to take note of the return times. Take
care not to miss your ferry back as there is no overnight accommodation on the island
and there is no alternative transport although it is hoped that next year we’ll have a
water taxi operating.
There’s a lot to see and do on the island but, as I said, there’s no accommodation.
However, Motutapu, the neighbouring island has a basic campsite at Home Bay. Oh,
and if you walk a bit further round the island, you’ll find there’s also an outdoor
education centre and a lodge at Administration Bay. Now, we’ll be getting off the
ferry at the wharf and from there you can take a two and a half hour walk along the
coast to McKenzie Bay. This is a great place to sit on the sandy beach and look out at
the lighthouse. You could eat your picnic lunch there. We suggest that you carry on
to the summit (allow an extra hour) and from there follow the track down to Islington
Bay which is a very popular beach for swimming. From Islington Bay the road
continues on over the causeway to Motutapu Island. At this point, however, I suggest
you should allow another hour and 30 minutes to get back to Rangitoto wharf walking
along a road originally built by prisoners. Keep an eye on the time – you don’t want to
miss the last ferry back to the city!
NARRATOR: Before you hear the rest of the talk, you have some time to look at questions 16 to 20.
[20 seconds]
Now listen and answer questions 16 to 20.
What do you need to bring? The overhead sun and the heat rays reflecting off the lavacan be intense so you must have a sunhat and an effective sunscreen – a sun
protection factor of 30 is the minimum you would consider on a sunny day.
Remember, the island is a volcano, so you’ll be walking over very hard lava surfaces.
You should wear sturdy walking shoes that can cope with the terrain. There’s no
drinking water available on the island once you leave the wharf, so carry your own
drink with you, and have an empty bottle so that you can get water from the fountain
at the wharf. Although the Department of Conservation is trying to eradicate exotic
plants and restore native vegetation, there is still one species of introduced plants to
look out for – and that’s gorse. This low-growing shrub is covered in thorns which
scratch you if you get too close. It might be a good idea to wear long trousers. Oh, and
one other thing, if you’re feeling brave and want to investigate some of the many
fascinating lava caves on the island, you’ll need a torch.
I’m sure you’ll all enjoy your trip to Rangitoto Island, but I must warn you, you’ll
need a rest day afterwards.
NARRATOR: That is the end of section 2. You now have half a minute to check your answers.
[30 seconds]
Now turn to section 3.
SECTION 3
You’ll hear a tutor talking to a student, Daisy, who is making enquiries about an
Early Childhood Education course.
First, you have some time to look at questions 21 to 26.
[20 seconds]
Now listen carefully and answer questions 21 to 26.
TUTOR: Hello, how can I help you?
DAISY: I’d like to talk to someone about the Certificate in Early Childhood
Education.
TUTOR: I think I can probably help you – I taught on the course last year.
DAISY: Oh, right. Well, my name’s Daisy Bell and I’d like to enrol in the certificate
programme next year. Several friends have done it and they’ve all been able to
get jobs straight away.
TUTOR: It definitely opens the doors to employment. But first, let me ask you, do you like working with young children?
DAISY: Oh, yes, I do. I’ve always enjoyed babysitting at the weekends.
TUTOR: That’s good then.
DAISY: Is there anything I could do to prepare for the course? It’s been a while since I
left school. Could I get a head start with the reading, perhaps?
TUTOR: Well, no, not really. The reading list hasn’t been finalized yet. But you could
write a personal essay outlining your reasons for wanting to do the course.
DAISY: I’ve done it already. My friends told me to expect that.
TUTOR: Well then, I suggest you attend the library orientation day. They’ll take you
all around the various sections of the library and explain how to check out
books and things like that.
DAISY: Good idea. When can I enrol?
TUTOR: Well, as you’ll be enrolling in the programme for the first time, there are two
available entry points next year. The important dates to remember are the fifth
of February for Intake 1 and the fifteenth of July for Intake 2.
DAISY: I want to start in February.
TUTOR: Well, get your application in as soon as possible then because if you miss the
closure date, you’ll have to wait until the July intake.
DAISY: My friends said they had to work during the course in a place like a nursery
or child care centre.
TUTOR: Yes, that is an entry requirement. You have to either volunteer or work one
day per week – at least six hours of child contact time – in a licensed early
childhood centre, for the duration of your studies. Now, if you’re under 20
years of age …
DAISY: I’m 19, but I turn 20 soon …
TUTOR: Well, if you’re under 20 at enrolment you’ll need verified photocopies of your
school examination results.
DAISY: And if I’m 20 when I enrol …?
TUTOR: Then you must provide evidence of your latest relevant studies or relevant
experience with young children.
DAISY: Oh, I see. How long is the course exactly?
TUTOR: 100 hours, but of course that’s spread out over 4 months or more, and if you
take study break or holidays into account it probably works out to about 8
hours of lectures per week.
DAISY: I’m sure I can manage that. How do I enrol?
TUTOR: I suggest you download an enrolment form from the internet, complete it and
return it by post or in person before the cut-off date.
DAISY: Thanks very much. I don’t think that’ll be a problem – I’ll get onto it straight away.
TUTOR: Oh, and if you need more information, contact Trudy Tucker – she’s the
Programme Leader – you’ll find a freephone number with her extension and
her email address on the back of this brochure.
DAISY: Okay. Thanks for your help.
NARRATOR: Before you hear the rest of the conversation, you have some time to look at questions 27 to 30.
[20 seconds]
Now listen and answer questions 27 to 30.
TUTOR: Oh, one more thing. Do you know about our Self Access Centre?
DAISY: Ah, no.
TUTOR: It’s a resource room here in J block with a collection of materials for students
to study on their own.
DAISY: Like a little library?
TUTOR: Sort of – but there’s a lot more than just books and instruction manuals. It’s
well stocked with training resources in the way of DVDs and computer based
materials. You work through the materials in your own time at your own pace
and you can go over any part of the coursework that you aren’t sure about.
DAISY: Can anyone use it?
TUTOR: Well, anyone who has completed enrolment and has a student ID card. When
you’ve done that, enrolled I mean, make sure you carry your card with you all
the time. You can’t gain access to the centre without an ID card.
DAISY: Is it free?
TUTOR: Yes, but the materials have to remain in the centre. You can’t borrow them.
DAISY: Is there anyone in the Centre to help me?
TUTOR: Yes, the Centre Manager can help you locate appropriate resources but if you
need help with the actual coursework the Centre also operates a Peer Tutor
Scheme which is something that we started up a couple of years ago and it’s
been really successful.
DAISY: What is that exactly?
TUTOR: It’s a scheme where older students help newer students. Several Diploma
students will be on hand to help you with your Certificate studies.
DAISY: So, they’ve already passed the Certificate course and they’re doing higher
level study?
TUTOR: That’s right.
DAISY: Sounds good - I might need their assistance. Thanks very much.
TUTOR: You’re welcome. Oh – and good luck with your studies.
NARRATOR: That is the end of section 3. You now have half a minute to check your answers.
[30 seconds]
Now turn to section 4.
SECTION 4
You’ll hear a talk about an upcoming conference.
First, you have some time to look at questions 31 to 40.
[20 seconds]
Now listen carefully and answer questions 31 to 40.
Good morning. Thank you all for coming. This year’s Sustainable Agriculture
conference will be held at the Centre for Continuing Education. The Centre was
selected on account of the top class facilities available in its new, purpose-built
Maiden Conference Complex. The Centre delivers about 40 conferences per year and
provides an important platform for publicizing research and advancing knowledge. So,
another reason for holding the conference here is the team’s considerable expertise
and services in event management. This is important because we are expecting large
numbers of overseas visitors who will be coming to hear our international line-up of
speakers; but more about them in a minute.
This is a very significant conference for everyone – not just the academics who will
be presenting papers, and you, the students, who are here to expand your knowledge
in this area, but for the entire planet. Our survival in the future will require a plentiful,
safe and sustainable supply of nutritious food.
As I’ve already mentioned, we have an impressive array of speakers. The four most
notable are: Dr Jake Jackson, who will speak on the profoundly damaging
consequences of using chemical fertilizers. He has extensively researched the
problems of chemical residue on the land and in the waterways and what he sees as
irreversible damage to ecosystem health. Dr Jackson has published widely in his field
and I would encourage you to read some of his articles before the conference. He will
be followed by Dr Susan Blake, who is an expert on organic horticulture, and has
spent recent years following the mysterious decline of bee populations and how this
affects the pollination of orchard crops in particular. The reduction in bee numbers is
a fairly recent phenomenon and not yet fully understood but it has potentially devastating consequences.
Professor Johansson will be delivering a lecture on biological agriculture and the
importance of replenishing the soil with healthy micro-organisms. After listening to
these talks on the biophysical aspects of sustainability, I’m sure you’ll all want to
attend Dr Lilly’s talk. She is an economist whose topic is the socio-economic aspects
of sustainable agriculture. She will talk about possible ways to sustain the economic
viability of farm operations and how to enhance the quality of life for farmers and society as a whole.
You will all have the opportunity to attend talks and workshops but we’re going to
need volunteers to assist with certain features of the conference. Firstly, we’d
appreciate some assistance at the registration table the day before the conference
begins. If a dozen or so of you would volunteer, that’d be a great help. Actually, the
more we have, the more smoothly the whole process should go and it won’t take so
much time.
Then guides will be required on the first day of the conference to show people around
or help them find the lecture theatres and seminar rooms. Our technical specialists, of
course, will be recording the keynote speakers but we’ll need people to label and
catalogue the various audio files. I’m hoping some of you will also want to participate
in a debate on the ethics of using non-renewable energy during transportation of food
to remote markets – a very hot topic. At the end of the conference we’ll want help
with the collection and collation of papers and posters. If you can sign on as a
volunteer, that will ensure the success of the conference. Thank you.
NARRATOR: That is the end of section 4. You now have half a minute to check your answers.
[30 seconds]
That is the end of the listening test. You now have 10 minutes to transfer your answers
to the listening answer sheet.
Task 1 Model Answer
This graph illustrates the average life span in five countries over a period of forty years, from 1970 to 2010. In summary, Panac and Sejen saw an increase in life expectancy, but Rothan, South Nagin and Zaceb experienced a decrease.
In 1970, Panac and Sejen had the highest average life expectancy, at 71 and 74 years old
respectively. This figure steadily increased throughout the years, reaching 80 or just above by 2010. Rothan citizens could expect to live up to 68 years old on average in 1970. There was a slight drop to 65 in 2000 and this remained steady until 2010. In contrast, South Nagin and Zaceb had a shorter average life expectancy than the other three countries at 52 years old in 1970, rising to just under 60 in 1980 and staying fairly constant for a decade or more. Then both countries’ lifespans fell quite dramatically to 45 and 38 years old respectively in 2010. (157 words)
NO IELTS Practice Academic Writing Test 1
Task 2 Model Answer
Governments have to make difficult decisions sometimes about where their priorities lie. One such decision is how much of their annual budget they should set aside for helping the poor in other countries. In my opinion, each country needs to look at its own situation when deciding this issue.
In the case of a very poor country, all its finances need to go into educating the next generation and providing health care for its own citizens, because the country’s future development depends on this. Take, for example, an African country suffering from widespread AIDS, where parents are dying and the country has many orphans. The
government has very serious issues to deal with in supporting these children. If it gives
money away to other countries when its own children need food, education and medical care, this would be a tragedy and is likely to have grave consequences for the future.
The situation is quite different for wealthier countries, the majority of whose citizens enjoy luxuries such as an abundance of food, good schooling systems and free health care. These countries generally use more than their fair share of the world’s resources. For example, they use more fossil fuels and as a result, they often create more pollution. In my opinion, they have a corresponding responsibility to support others who consume less, and to relieve some of the burden of poverty and distress in the world.
In summary, I believe that poor countries do not need to support other poor countries;
however, wealthier countries have an obligation to give to others who are not so fortunate. (265 words)
