Practice Test Audio Script

Alan: Yes, I’d say so. Although I am slightly deaf … I

Section 1 Questions 1–10 wear a hearing aid.
Receptionist: I’ve made a note of that … I’ve put down ‘Partially
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 Alan: Fine.
to read the instructions and questions and you will have a chance Receptionist: Are you on any medication at the moment?
to check your work. All the recordings will be played once only. Alan: No, not at the moment.
The test is in four sections. At the end of the test you will be given Receptionist: And what about any illnesses or injuries in the
ten minutes to transfer your answers to the answer sheet. Now last year?
turn to Section 1. Alan: I was in hospital in June, but just for 24 hours.
Receptionist: What was that for?
Section 1. You will hear a man talking to a receptionist at a clinic
Alan: I had a broken arm but it wasn’t at all serious –
about registering as a patient there. First, you have some time to
they just kept me in for observation.
look at questions 1 to 7.
Receptionist: Fine, I’ll pop that down in your notes. Now, I’ve
You will see that an example has been done for you. On this put your details on the system but we would like
occasion only, the conversation relating to this will be played first. you to come into the clinic just to complete the
registration and have a quick introductory chat
Receptionist: Redford Clinic, can I help you?
with one of our doctors.
Alan: Oh, hello. I’ve recently moved into the area and
Alan: Great – yeah.
I’d like to register at your clinic. Can I do this
Receptionist: And when you come in could you bring in
over the phone?
a photograph … one which has been taken
Receptionist: Yes, of course. I’ll just have to take a few details.
recently?
What’s your name?
Alan: One suitable for a passport?
Alan: It’s Alan Macfee.
Receptionist: That’d be perfect.
Receptionist: Can you spell your surname?
Alan: Not a problem.
Alan: Yes, it’s M-A-C-F-double ee.
Receptionist: And we also need something with your address
Receptionist: Lovely.
on … even though as you say it’s not permanent.
The man’s surname is Macfee, so ‘Macfee’ has been written in the We usually suggest a bill – for example for
space. Now we shall begin. You should answer the questions as electricity, water or gas.
you listen because you will not hear the recording a second time. Alan: Yes, I can dig one out.
Receptionist: Fine.
Listen carefully and answer questions 1 to 7.
Before you hear the rest of the conversation, you have some time
Receptionist: Redford Clinic, can I help you?
to look at questions 8 to 10.
Alan: Oh, hello. I’ve recently moved into the area and
I’d like to register at your clinic. Can I do this Now listen carefully and answer the questions 8 to 10.
over the phone?
Receptionist: Shall we book your appointment now?
Receptionist: Yes, of course. I’ll just have to take a few details.
Alan: Sure.
What’s your name?
Receptionist: We’ve got a few slots in the afternoon this week.
Alan: It’s Alan Macfee.
Alan: OK. I could come in on Thursday.
Receptionist: Can you spell your surname?
Receptionist: What about tomorrow – Tuesday? We’ve had a
Alan: Yes, it’s M-A-C-F-double ee.
cancellation.
Receptionist: Lovely. … And your date of birth?
Alan: I don’t think that’s possible … but if it’s the
Alan: 24th of the 8th …
afternoon I could make the Wednesday.
Receptionist: … yes …
Receptionist: OK … I’ll put you down for 2pm, is that alright?
Alan: 1972
Alan: Thanks, yes. Now, I did just want to ask … I live in
Receptionist: Great, and your current address?
Plympton, which is just a bit too far to walk.
Alan: I’m not sure how long I’m going to be in this flat
Receptionist: There’s the 37 bus stop right in front of us.
… I’m moving into something more permanent
Alan: Actually, I was thinking of driving.
soon.
Receptionist: I’m afraid the parking’s pretty awful around here.
Receptionist: That’s fine … you can always let us know when
People sometimes use a taxi.
you change address.
Alan: That’s OK – I’ll try the bus and see how it works
Alan: OK, it’s Flat A, 37 Park House.
out.
Receptionist: Yes.
Receptionist: Right.
Alan: That’s in Plympton … postcode PL7 8BH.
Alan: Worth a go.
Receptionist: Thanks. And your phone number?
Receptionist: Oh yes. Oh I do just need to add something for
Alan: 0774376521.
our records – how did you hear about the clinic?
Receptionist: Lovely. And what do you do?
Alan: Well I’ve been meaning to register since I first
Alan: I worked for many years as a teacher, until
moved into the area, but I work on my own so I
recently when I started work as a gardener.
haven't got any colleagues to ask. I know I could
Receptionist: Fine. I’ll put that down as your current job. Right.
have asked in the library but in the end I just
Now I just need to know some medical details.
did a computer search and your clinic got good
Are you in good general health?
reviews.

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 Practice Test Audio Script

Receptionist: That’s good to know! first year we’re giving the option of ‘virtual’
Alan: Yes … highly recommended. attendance: for a reduced fee people can
Receptionist: Is there anything else I can help with? see exhibits and they can also interact with
Alan: No that’s all. Many thanks [fade out] exhibitors, for example, posting questions and
getting answers online. As I said, this is the
That is the end of Section 1. You now have half a minute to check
first year we’re trying this and we haven’t had a
your answers.
large take-up but it’s still early days. As always
Now turn to Section 2. we’ve got a steady stream of displays related
to energy conservation. One of these is from a
pre-school team with genuinely original ideas.
In fact the profile of contributors is shifting,
Section 2 Questions 11–20 with a rapidly increasing number of these very
young pupil teams submitting projects. This
You will hear an Exhibition Co-ordinator talking to a group of is in keeping with the whole ethos of the Fair,
Science teachers about a Science Fair for schools. First, you have which promotes grass-roots engagement as
some time to look at questions 11 to 16. well as pioneering research studies, although I
Now listen carefully and answer the questions 11 to 16. must emphasise that the latter are also hugely
important and the fastest-developing feature of
Co-ordinator: Good morning, everyone. I’m very pleased to the fair.
be with you today to talk about next week’s
Science Fair for schools. I’d like to start today Before you hear the rest of the talk, you have some time to look at
by telling you a little about the background to questions 17 to 20.
the event and how it all started. As many of you Now listen carefully and answer the questions 17 to 20.
may already know, we’ve been holding a fair
here on an annual basis since 2004. Until about Co-ordinator: I’d like to move on now, to say a few words
30 years ago, this town was a flourishing centre about the layout of the exhibition hall. You’ve
for manufacturing, making everything from got a very general plan in your information
cotton to chemical dyes. This encouraged an pack but we’ve only now had a chance to
interest in the study of science and technology. finalise the allocation of spaces to different
When these industries closed down, it had activities. On the ground floor the most
a very negative effect on many aspects of important place to note is the registration
life in the area. Noticeably, exam results for area. This is near the entrance, between the
science subjects in local schools were getting Information stand and the washrooms. This
worse and the local council decided that an year a zone has been set aside for gaming,
initiative like running a Science Fair would help where you can try out different science-related
give them a boost. At about this time as well, simulations. It’s the oval-shaped area in front
Slickson’s factory was closing, and rather than of the lifts. It’s rather small this year but we’ll
leave the large building complex derelict, it was consider enlarging it next year. Many of you
decided to renovate it for use as an exhibition will be interested in the commercial displays.
space. They’re next to the main staircase tucked into
And now the event is one of the most popular the corner there – these are certainly worth
school science fairs in the country, and we’re a visit, if only for the tempting freebies! And
pleased that you’re all contributing an exhibit finally there’s the video room, which shows a
about your projects and experiments. What number of fascinating short films on a loop.
we’d like to do now is give you a few guidelines This is on the same wall as the entrance – there
about your display, and what to include in it. are two fairly small rooms – the video room’s
We know you want to make it as attractive as the one with a large circular cabinet directly in
possible, and people need no reminding how front of it. It’s fairly well hidden but certainly
useful it is to have a variety of colourful photos worth visiting.
of your experiments – showing clearly the Now if any one has any questions …
materials your pupils employed. But what are
frequently neglected are the actual processes That is the end of Section 2. You now have half a minute to check
they went through – we suggest you present your answers.
these in a flow chart. And another surprising Now turn to Section 3.
omission is the findings – what they conclude
from the experiment. We advise you to set
these out in a list of bullet points – remember
visitors won’t have time to read much text –
even the briefest of summaries is hard to digest
and is best avoided.
We’re very excited about the developments for
the Fair this year, with a lot of areas growing
in importance. Firstly, not everyone can, or
chooses to, attend in person, and for the

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 Practice Test Audio Script

Before you hear the rest of the talk, you have some time to look at
Section 3 Questions 21–30 questions 25 to 30.
Now listen carefully and answer the questions 25 to 30.
You will hear two History students called Ruby and Tom,
discussing with a tutor their planned presentation on the history Tutor: So what are your specific plans for the presentation?
of an English word. First, you have some time to look at questions Ruby: Well, we’ve got different ideas for the different parts.
21 to 24. Tom: We’re thinking of having a short, pithy title: ‘The Story of
Nice’.
Now listen carefully and answer the questions 21 to 24. Tutor: Good – I agree, anything longer puts people off.
Tom: Dr Anders? Ruby: I think we should add some pictures to show the way
Tutor: Oh hello Ruby, Tom … come on in. You’re here to talk the meaning’s changed but Tom …
about your presentation? Tom: I didn’t agree at first but now I think it’ll work well – get
Tom/Ruby: That’s right, yeah. people engaged.
Tutor: What have you decided to focus on? Ruby: Great. Then we’ll do our Introduction …
Tom: Well, it’s a bit unusual … we’re looking at the history of a Tom: Which obviously has to grab the attention of the
particular word. audience – we’d thought of doing some kind of role play.
Tutor: Right. Which word are you focussing on? Ruby: Acting out the different uses of the word, but that might
Ruby: We’ve chosen ‘nice’. make it rather simplistic?
Tutor: Hmm – why did you go for that? Tom: So we abandoned that idea … reluctantly.
Tom: Well, it’s obviously a very common word, which most Tutor: Actually, I think it could work.
people will use in different ways, probably several times Tom: Well we could try it, Ruby …
a day. Ruby: Well, they’ve told us to be experimental!
Tutor: Very sensible to consider that. Tom: OK, let's do that then. Then we’re presenting the
Ruby: Yes, but what decided it for us is the fact that ‘nice’ historical background.
signifies something very different now than it did in the Tutor: Which, of course, really should be your main focus.
past. Ruby: Yes, and this is the section we’ve done most work on
Tom: We thought it’d make a good subject because of that. so far. We were planning a hand-out with writing from
Tutor: I don’t think we’ve ever had students choose a history different periods to show the changes.
of words for their presentation! Tom: I’ve just had a thought – could we get the audience to
Ruby: We thought not! We were actually quite late in deciding actually guess which bit comes from which period – get
on our topic – long after any of our classmates had got them to do the work?
pretty firm plans. Ruby: That’d be a great idea if we had more time but we don’t
Tom: Then I remembered a scene in a book where one … I think we stick with the hand-out and talk them
character was talking about the word ‘nice’ and it struck through it.
me what a good topic it would be. We had thought Tom: Best be sensible, I suppose.
we had to choose something we’d been specifically Ruby: We’ve then planned a short section called Current
interested in from lectures, but Dr Jones said this idea Usage which’ll cover the way ‘nice’ is used now –
was a good one. though we haven’t thought how to approach it.
Tutor: Absolutely! So are you well advanced in your planning? Tutor: Have you got much data on this?
Ruby: Yes, we’ve already got ideas and information from a lot Tom: Not, yet, but we’re expecting questionnaire returns this
of different sources … week and I think we could share the results with the
Tom: We’ve interviewed people about how they actually use audience, in this section.
the word, and we’ll get some more primary data later Tutor: I think they’d go well in there, yes.
this week. Ruby: Yeah. OK. I was thinking we could then have a section
Tutor: Excellent. But have you looked at any corpus analysis to cover additional meanings of the word, with snippets
programmes – they’re now free on the university of video … but Tom’s not sure.
intranet. Tom: I’m worried about time … perhaps we can do a shorter
Tom: We’ve looked at research reports about them in version.
journals … Ruby: I don’t think we can reduce it – it’s either all or nothing.
Ruby: But we ought to mention corpus programmes in our Tutor: … you could leave it till the last minute and decide
talk. whether to do it or not.
Tom: It’ll be challenging but we should certainly try, yep. Tom: Good idea!
Tutor: Good. Ruby: That’s sensible – yeah.
Ruby: Can I ask you one thing which is worrying me, Dr Tutor: And how’re going to finish?
Anders, about our background reading for the Ruby: With Future Directions – I think we could invite people
presentation? It’s quite similar to what we’ve done for to work in pairs and come up with ideas, which we then
other parts of the course. summarise.
Tutor: Don’t worry – that does sometimes happen with Tutor: Why not?
references you identify for yourself. Tom: We think it’ll be good to finish with a flourish.
Tom: Perhaps Dr Anders could check our reference list before Tutor: Yes … so …
we submit it – to see if it’s distinct enough. That is the end of Section 3. You now have half a minute to check
Tutor: Sure – if you get it to me before the deadline. your answers.
Ruby: That’d be reassuring – thanks.
Now turn to Section 4.

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 Practice Test Audio Script

The second pest I’m citing as an example is a type of moth

Section 4 Questions 31–40 – Latin name Thaumetopoea processionea – which originates
in Central and Southern Europe. It affects oak trees, but it's
You will hear a presentation given by an Environmental Studies currently limited to trees in urban areas of the UK. The prime
student to fellow students on trees and the diseases and animal method of spread is the movement of saplings, or young trees,
pests which destroy them. First, you have some time to look at which are brought in for planting, for example in gardens.
questions 31 to 36. It is also spread by transport of discarded material after
tree trimming. Presence of the moth is fairly easy to detect,
Now listen carefully and answer the questions 31 to 36.
but there are gaps in our knowledge about its life cycle, for
Good morning. My presentation is on the threats to native example when eggs are hatched and where their larvae are
tree species in the UK – from diseases and animal pests. located. Research also needs to be done on what might be the
Most people would agree that forests are an iconic part best ways of monitoring the moths as they move. Obviously
of our landscape and that they bring many benefits. They improvements in this area will greatly enhance our chances of
obviously yield products like furniture and paper, though in trapping them.
purely economic terms, returns tend to be unreliable in the
Now if anyone has any questions …
short term, with investors sometimes having to wait years
to realise profits. Although it has a lower profile than many That is the end of Section 4. You now have half a minute to check
other industries, forestry generates a wide range of jobs, both your answers.
directly and indirectly, which have a significant impact on rural That is the end of the listening test. In the IELTS test you would
economies, in areas where there is little other employment. now have 10 minutes to transfer your answers to the Listening
Forests also play a vital role in absorbing pollutants like carbon Answer sheet.
dioxide, and protecting water quality, though we must be
careful that this is not undermined by the effect of too much
human recreational activity.
Given the value of forests, it’s vital we realise that many of our
native trees are under threat, and this is the main focus of my
presentation. You may be wondering why I decided to choose
this particular topic … . Well, many of you have become aware
of tree loss through Dutch Elm disease. This disease struck the
UK in the 1970s, though the effects can still be seen today. But
the situation is getting worse year on year, and when I heard
reports of a virulent new disease likely to arrive here soon, I
felt I needed to find out more. I also came across a fascinating
report by a government task force giving an excellent summary
of recent research on tree loss, and this gave me further
inspiration to investigate this area.
There are a number of things which can be done to tackle tree
loss. Threats are growing because of the increasing movement
and trade between countries – this makes it difficult to control
the spread of the different pests and diseases. To my mind an
effective way to respond is to find out as much as possible
about how particular tree species are infected. Specialists can
co-ordinate this, but we need a lot of information fast. One
strategy which I feel will work well is to mobilise ordinary
people – invite them to contribute photos taken in their local
area – a simple mobile phone shot would be enough.
Before you hear the rest of the talk, you have some time to look at
questions 37 to 40.
Now listen carefully and answer the questions 37 to 40.
Now, by way of illustration of the problems. I’ve chosen to
present two examples of organisms which currently threaten
trees in the UK. The first is a type of beetle originally from
Eurasia. It's called Dendroctonus micans in Latin. This beetle
affects spruce trees and has the capacity to cause significant
damage in whole stands or groups of trees. It’s spread over
long distances through the importation of logs from infected
areas. At a local level it is transmitted by the flight of beetles
once they become adult. Damage to the tree is easy to detect
because of the discoloration of leaves, but there are still gaps in
our knowledge regarding this pest itself, particularly about the
effects on its life cycle of the warming of the climate – there’s
considerable scope for research in that area.

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