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Get Ready For IELTS Listening
Get Ready For IELTS Listening
ih
Pre-intermediate A2+
= POWERED
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Unit Title Topic Exam focus Page
Introduction 4
2 Food and cooking Food, cooking, Completing notes, tables and flow 14
measures and weights charts, matching information
5 On campus services University facilities Labelling maps and flow charts, short- 34
answer questions, sentence completion
Review 2 46
9 Hobbies, interests Interests and pastimes Completing forms and tables, multiple- 60
and sports choice questions
Review 3 66
12 Exploring the oceans Natural resources, Diagram and flow chart completion, 80
ocean life note completion
Review 4 86
Practice test 88
Audio scripts 93
Glossary 129
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Get Ready for IELTS Listening has been w ritten for learners w ith a band score of 3 or 4 w ho w ant to
achieve a higher score. Using this book w ill help you improve your pre-intermediate listening skills for
the IELTS Academic Listening test.
Each unit starts w ith the Aims of the unit. They outline the key language and skills covered.
Part 1: Language development provides exercises on vocabulary related to the topic as well as key
grammar related to the IELTS Task covered in the unit. Clear structures are provided.
Part 2: Skills development provides step-by-step exercises and guidance on specific question
types that appear in the test. There are explanations and examples that show you how to approach
each question type. Useful tips are highlighted to help you develop successful test-taking
strategies.
Part 3: Exam practice provides one exam practice question for eitherTask 1 orTask 2 in a form at that
follow s the actual exam. You can use this to check w hether or not you are ready for the test.
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Exam information boxes in each unit provide key background inform ation about the IELTS Listening
exam.
Also available in the Collins Get Ready for IELTS series: Heading, W riting and Speaking.
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The International English Language
Testing System (iELTS) Test
IELTS is jointly managed by the British Council, Cambridge ESOL Examinations and IDP Education, Australia.
There are two versions of the test:
• Academic
• General Training
Academic is for students wishing to study at undergraduate or postgraduate levels in an English-medium
environment.
General Training is for people who wish to migrate to an English-speaking country.
This book is primarily for students taking the Academic version.
The Test
There are four modules:
Listening 30 minutes, plus 10 minutes for transferring answers to the answer sheet
NB: the audio is heard only once.
Approx. 10 questions per section
Section 1: two speakers discuss a social situation
Section 2: one speaker talks about a non-academic topic
Section 3: up to four speakers discuss an educational project
Section 4: one speaker gives a talk of general academic interest
Reading 60 minutes
3 texts, taken from authentic sources, on general, academic topics. They may contain
diagrams, charts, etc.
40 questions: may include multiple choice, sentence completion, completing a diagram, graph
or chart, choosing headings, yes/no, true/false questions, classification and matching exercises.
Writing Task 1: 20 minutes: description of a table, chart, graph or diagram (150 words minimum)
Task 2: 40 minutes: an essay in response to an argument or problem (250 words minimum)
Speaking 11-14 minutes
A three-part face-to-face oral interview with an examiner.
The interview is recorded.
Part 1: introductions and general questions (4-5 mins)
Part 2: individual long turn (3-4 mins) - the candidate is given a task, has one minute to
prepare, then talks for 1-2 minutes, with some questions from the examiner.
Part 3: two-way discussion (4-5 mins): the examiner asks further questions on the topic from
Part 2, and gives the candidate the opportunity to discuss more abstract issues or ideas.
Timetabling Listening, Reading and Writing must be taken on the same day, and in the order listed above.
Speaking can be taken up to 7 days before or after the other modules.
Scoring Each section is given a band score. The average of the four scores produces the Overall
Band Score. You do not pass or fail IELTS; you receive a score.
IELTS and the Com m on European Fram ework of Reference
The CEFR shows the level of the learner and is used for many English as a Foreign Language examinations.
The table below shows the approximate CEFR level and the equivalent IELTS Overall Band Score:
CEFR description CEFR code IELTS Band Score
P roficient user C2 9
(Advanced) C1 7 -8
Independent user B2 5 -6 .5
(Interm ediate - Upper Interm ediate) B1 4 -5
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This table contains the general descriptors for the band scores 1-9:
IELTS Band
Scores
E xpert user Has fu lly operational c o m m a n d o f th e language: appropriate, accurate and flu e n t
w ith c o m p le te u n d e rsta n d in g .
V ery good user Has fu lly operational co m m a n d o f th e language, w ith o n ly occasional u n sy ste m a tic
inaccuracies and inappropriacies. M is u n d e rs ta n d in g s m ay o ccu r in u n fa m ilia r
situations. H andles c o m p le x d e ta iled a rg u m e n ta tio n w e ll.
G ood user Has operational co m m a n d o f th e language, th o u g h w ith occasional inaccuracies,
inappropriacies and m is u n d e rsta n d in g s in s o m e situ a tio n s. G enerally handles
c o m p le x language w e ll and u n d e rsta n d s d e ta iled reasoning.
C o m p e te n t user Has generally e ffe c tiv e co m m a n d o f th e language d e s p ite so m e inaccuracies,
inappropriacies and m isu n d e rsta n d in g s. Can use and u n d e rsta n d fa irly c o m p le x
language, particularly in fa m ilia r situations.
Lim ite d user Basic c o m p e te n c e is lim ite d to fa m ilia r situations. Has fre q u e n t p ro b le m s in
u n d e rsta n d in g and e xpression. Is n o t able to use co m p le x language.
E xtre m e ly lim ite d Conveys and un d e rsta n d s o n ly general m e aning in v e ry fa m ilia r situations.
user Frequent b re a kd o w n s in co m m u n ic a tio n occur.
1 Non user E ssentially has no a b ility to use th e language beyond p o ssib ly a fe w isolated
w o rd s.
M arking
The Listening and Reading papers have 40 items, each worth one mark if correctly answered. Here are
some examples of how marks are translated into band scores:
Listening: 16 out of 40 correct answers: band score 5
23 out of 40 correct answers: band score 6
30 out of 40 correct answers: band score 7
Reading 15 out of 40 correct answers: band score 5
23 out of 40 correct answers: band score 6
30 out of 40 correct answers: band score 7
Writing andSpeaking are marked according to performance descriptors.
Writing: examiners award a band score for eachof four areas with equal weighting:
• Task achievement (Task 1)
• Task response (Task 2)
• Coherence and cohesion
• Lexical resource and grammatical range and accuracy
Speaking: examiners award a band score for each of four areas with equal weighting:
• Fluency and coherence
• Lexical resource
• Grammatical range
• Accuracy and pronunciation
For full details of how the examination is scored and marked, go to: www.ielts.org
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7
A IM S : Language related to: travel, timetables, countries, nationalities • Predicting answers
• Recognizing number formats and spellings • Form completion • Note completion
• Multiple-choice questions
Part 1: Vocabulary
Nations and nationalities
1 Quiz: Can you match these countries to the names in the box?
Nationalities are often formed by changing the endings of the names of countries.
Look at the examples in the table below.
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Get Ready for IELTS: Listening ©
Unit 1
Complete the following sentences about national airlines with the correct nationality.
Complete these notes with information from the flight arrivals board below.
^ ))) 4 Now listen to a taxi driver talking to a travel agent about the flight arrivals and check your
01 answers.
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Friends abroad 9
Part 2: Skills development
Exam tip
Before you listen, look at the information you have been given to com plete. Predicting
the kind of answers you need w ill help you to focus on w hat you are going to hear.
^ ))) 1 You will hear a conversation between two friends planning a visit. Predict the kind of
02 information you will have to listen for (numbers, letters, time, name, etc.). Then listen and
complete the notes
k (a ,tc & O c o t/
It's easy to confuse certain numbers that sound similar, for example: fifteen and fifty.
Listen very carefully to hear which part of the w ord is spoken w ith more emphasis.
^ ))) 2 Listen and circle the numbers you hear. Then match them with their written forms.
03 .............................................................................................................................................................
© 13 15 30 80 40 14 50
^ j)) 3 Now listen to these sentences and write down the numbers you hear.
04
1 .................. 2 .................. 3 .................. 4 .................. 5 ..................
^ ))) 4 Listen to the following conversations and choose the correct letter a, b or c.
15-06
/ a M cKeon b M cE w an c MacKeon
^ ))) 5 You will hear a telephone conversation in which Sam is booking a taxi. First look at the form
07 below and think about the kind of information you will need. Then listen and complete the form.
Exam tip
You w ill be expected to know the spellings of com m on w ords and names. Any usual
names w ill be spelt out for you. An answ er spelt w rongly w ill be marked incorrect, so
get plenty of practice before the exam.
N A M E OF PASSENGER: ■SAM W IL L IA M S
PICK-UP W id &thJ u l y
DATE A N D T IM E : ( 1 ) ....................
PICK-UP POINT:
NO. & STREET: (2) .......................... W IL L O W S It> E B .A N K
TOW N: ( 3 ) .......................................................................
POSTCODE: ( 4 ) .......................................................................
DESTINATION: H B A T H f^O W - T E R M IN A L 5
*» ) 6 You will hear a conversation between a flight attendant and a passenger completing a
08 landing card before arriving in the UK. Complete the form.
LAN DING CARD Please complete clearly in English and BLOCK CAPITALS
immigration Act 1971
Family name
UH
First name(s)
(1) ......................................................
Sex Date of birth
, D D . M M, Y Y Y Y ,
□ M 0 F (2) I I I I I I I I I
(3) ...............................................................
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Friends abroad 11
Part 3: Exam Practice
Exam tip
When you com plete a form, it is im portant to keep to the required num ber of words
for each answer. You will be told how many words to use, e.g. NO MORE THAN TWO
WORDS AND/OR A NUMBER. If you w rite too many words, your answer w ill be
marked incorrect.
A hyphenated word counts as one word, e.g. mother-in-law. A num ber can be w ritten
in letters or numbers, e.g. twelve or 72; either way, it counts as one word.
Section 1
^ ))) Questions 1 -7
09
You will hear a telephone conversation between a hotel receptionist and a caller making
a reservation. Complete the form below. Write NO MORE THAN THREE WORDS AND/OR A
NUMBER for each answer.
Silver Tu ip Hotel
N um ber of nights i
Type o f room : (circle one) (1) Single / Double - tw in beds / Double - king-sized bed
Nam e (2)
Postcode (4)
Transport (5)
M eals (6)
a 07976 122577.
b 07961 122577.
c 07961 121597.
a M rA la m i.
b M r El Fassi.
c M rA laoui.
Exam tip
During the exam, listen very carefully and don't presum e the first inform ation you hear
is always correct. Som etim es the speaker can change his/her m ind and correct the
inform ation given.
Now listen again to check your answers before you look at the answer key.
Progress check
How many boxes can you tick? You should work towards being able to tick them all.
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Friends abroad 13
Food and cooking
*»*****«$*«* #«« ««#«
* gr
A IM S : Language related to: food, cooking methods, numbers, weights, prepositions • Identifying
stages in a process • Keeping to word counts • Completing notes, tables and flow charts
* *
• Matching information
Part 1: Vocabulary
Types of food
m
meat dairy products vegetables
1 Complete the table by putting the following foods into the correct column.
Some nouns can be countable and uncountable. They often become uncountable when
they are prepared for eating, e.g.
There are ten chickens in the field. / W ould you like som e chicken ?
I bought tw o cauliflowers yesterday. / M y son doesn't like cauliflower.
2 Say whether the following foods are C (countable) or U (uncountable) or C/U (both countable
and uncountable).
1 carrot . f i/ K . . . 6 onion
2 rice ............ 7 bread
3 lamb ............ 8 egg
4 bean ............ 9 pea
5 butter ........... 10 coffee
Cooking m ethods
4 Choose from the following list of weights and measures to complete the list of ingredients
for making pancakes.
3 0 0 ................. o f s u .g flr
o f m ill?.
.lQ,£gj0S..
Exam tip
In som e tasks in the IELTS exam, the inform ation that you read in the question w ill be
expressed in different w ords in the audio. So you w ill need to listen out for synonym s
and paraphrasing. You w ill be able to practise this skill throughout this book.
^ ))) 6 You will hear a list of ingredients. Circle the correct quantity. Then write a different way to
11 express the same quantity.
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Food and cooking 15
Part 2: Skills development
^ ))) 1 You will hear a chef giving her students a list of ingredients for a regional dish. Match the
12 ingredients with the quantities. You will not use all the quantities. Before you begin, read
through the answer options and think of different ways to express the same quantities.
2 You are going to hear an explanation of how to cook pancakes, or crepes.Tick the boxes
below for the kind of information you expect to hear.
Exam tip
W hen you have to com plete notes about the stages in a process, for example to
com plete a flo w chart, it w ill help you to listen carefully for w ords that indicate the order
of the different parts of the procedure, such as first, then, after that and at the end.
^ ))) 3 Listen to the recording and put the photos in the correct order.
13
Exam tip
W hen you are asked to do a com pletion task, you may be told to use w ords from the
recording. If this is the case, you may have to o m it unim portant words, like a or the to
keep to the w ord count.
4))) 4 Now you will hear someone describing how to cook a traditional
14 dessert. Before you listen, read and think about which words
might go in the gaps.
Then listen and complete the flow chart. Write NO MORE THAN
FOUR WORDS for each answer.
^))) 5 You will hear a student representative welcoming new students to the university and
15 explaining a little about traditional English meals. First read the notes below.
Then listen and complete them. Write NO MORE THAN TWO WORDS OR A NUMBER for
each answer.
Section 2
4 ))) Questions 1 -4
16
You will hear a talk on nutrition. Complete the notes. Write NO MORE THAN TWO WORDS for
each answer.
• balavLC.f’.d diet
Exam tip
In some tasks you will be asked to choose several correct answers from a list. Always read
the options before you listen to the recording. After listening, you will be able to eliminate
the incorrect ones. Make sure you choose the required number of answer options.
^ ))) Questions 5 -7
17
Listen to the next part of the talk. Choose THREE letters a-h. Give three reasons why the
speaker thinks so many people have an unhealthy diet.
5 6 ............ 7 ............
Group responsible:
(8) .............................. (9).............................. ( 10) ..............................
L im it a d v e rtis in g fo r u n h e a lth y S to p s e llin g u n h e a lth y sn a cks M a k e s u re c h ild re n e a t a
fo o d a n d d rin k s b a la n c e d d ie t
Progress check
How many boxes can you tick? You should work towards being able to tick them all.
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Food and cooking 19
A IM S : Language related to: presentations and academic subjects • Identifying future plans and
stages in a presentation • Keeping to word count • Completing sentences and tables
• Labelling diagrams • Multiple-choice questions
Part 1: Vocabulary
Presentations
Introduction
During this presentation, I will explain:
1 The pictures above show four different stages in organizing a slide presentation. Match the
stages below with each image.
a first slide
b planning the slides
c diagram slide
d final slide
4 ») 2 Listen to these words and underline the part that is stressed in each one. The first one has
19 been done for you.
1 introduce introduction
2 presentation present (v) present (n)
3 suggest suggestion
4 project (v) project (n) projector
5 inform inform ation
6 explain explanation
«») 3 Now listen to this short conversation and underline the word you hear in each pair. You will
20 hear them in the same order.
introduce / introduction
suggest / suggestion
present (v) /p re s e n t (n)
p roje ct (v) /p ro je c t (n)
inform / inform ation
explain / explanation
Vocabulary groups
It is useful to sort words into vocabulary groups when they refer to the sam e kind of
information, e.g. fem ale - wom an - lady - m other.
Write the words that have a similar meaning in the boxes below.
; diagram:
picture:
language:
; advantages:
; disadvantages:
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Presentations 21
Part 2: Skills development
Exam tip
In this type of question, w here there are several speakers, it is useful to identify them
as early as possible. Listen carefully and w rite their names on the exam paper, leaving
enough room to make a note of any opinions too.
^ ))) 1 You will hear a group of students talking about a project they are planning to present.
21 Choose the correct letter, a, b or c.
i Italian painting is
a the subject
b the topic
c course
Hi M andy suggests
a Michelangelo and Botticelli,
b Michelangelo.
c Michelangelo and Leonardo da Vinci.
Exam tip
W ith multiple-choice questions, rem em ber to read all the options before you choose the
answer. Some of the answers may look similar and you should check the details before
you decide.
^ ))) 2 Now you will hear the students planning the slides they are going to prepare for their group
22 presentation. Complete the notes below. Write NO MORE THAN TWO WORDS OR A NUMBER
for each answer.
^ ))) 3 Listen to two of the students discussing the best way to design a slide and label the drawing
23 below. Write NO MORE THAN TWO WORDS for each answer.
(1)
Exam tip
Rem em ber to read all the answers carefully before you listen to the recording. W hen
you have to choose more than one correct answer, it may help you to cross out the
w rong answers as you listen.
^ ))) 4 Listen to the four students discussing their presentation and underline the TWO correct answers.
24
What do the students have to decide?
a w h e th e r or not to put the slides about Botticelli before Michelangelo
b which artist is m ost famous
c which artist Beth w ill talk about
d w here to put Farouk’s slides
e w h e th e r to talk about Michelangelo first
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Presentations 23
Part 3: Exam practice
Section 3
^))) Questions 1 -4
25
Listen to the recording of three students talking
to their tutor about the presentation they are
planning. Choose the correct letter, a, b or c.
^ ))) Questions 5 -7
26
Listen to the next part of the recording and complete the slides. Write ONE WORD ONLY.
Slide 1 Slide 2
Introduction • Health
(5) • (6) .....................................
• Security
Questions 8 - 1 0
Listen to the last part of the recording and complete the sentences. Write NO MORE THAN
TWO WORDS OR A NUMBER.
Progress check
How many boxes can you tick? You should work towards being able to tick them all.
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Presentations
Review 1
1 Pronunciation: Most of the letters of the alphabet are
pronounced with the following set of sounds:
sound example
/ e i/ A
/ i :/ E
/e / F
/ a i/ I
/ iu :/ U
Listen. Pause the recording after each letter and write the letter in the correct column.
/e i/ / i: / /e / / a i/ / iu : /
A E F I U.
2 Word formation: Complete the passage with the correct form of the words in brackets:
3 Put the following words into the plural form, where possible. If the word is uncountable, write
U. There may be two possibilities for some words.
1 o n io n ..................................... 5 b e a n ....
2 flo u r ....................................... 6 cherry
3 p o ta to .................................... 7 coffee
4 m ilk ........................................ 8 chicken
4 Circle the word that does not belong in each list. W hat do the others have in common?
^ ))) 5 Listen to the recording and underline the words that are stressed.
29
1 The first thing w e have to decide is our topic.
2 So, that's fixed then.
3 I think w e should keep the blue bullet points.
4 I've put all our slides together.
5 So, let's put Botticelli first, and fo llo w w ith Michelangelo.
6 Make sure all the slides have the same style.
6 Asking for and giving opinions and making suggestions: Write 0 (opinion) or S (suggestion)
next to each of the following phrases.
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Review 1 27
A IM S : Language related to: work and the workplace • Listening for main ideas • Listening for
detailed information • Distinguishing fact from opinion • Completing notes
• Short-answer questions • Matching information
Part 1: Vocabulary
People at w ork
VJ t i y **
1 The pictures above show people at work. Match each picture with the person’s occupation.
Write the letter.
Extending vocabulary
In the Listening test, the words on the answer sheet may not always be the same as the
ones you hear on the recording. So, it is important to know as many words as possible that
have similar meanings or are connected with the topic of the recording.
3 Complete the word map on the next page with verbs from the list.
; look after defend supply earn take care of guard produce trade deliver ;
W ords th a t go to g eth er
Some w ords change their meaning w hen they are com bined w ith other words, for example,
verbs com bined w ith different prepositions form different phrasal verbs.
5 Complete the following sentences with the most suitable phrasal verb from the table in
Exercise 4.
1 The class s o m e tim e s .............................. the new spaper for inform ation about their local
tow n.
2 The fam ily called the police to help th e m .............................. their son, w h o was lost.
3 The student asked his tutor t o ..............................his essay for mistakes.
4 W hen they arrived at the hospital, the d o c to r..............................his broken arm.
5 The parents asked the baby-sitter t o ..............................their children w hile they w e nt out.
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Work 29
Part 2: Skills development
Exam tip
Before you listen to each part of the lecture in Section Four read the questions
carefully and underline the key words. This w ill give you some information about the
topic in advance and help you focus on the main ideas while you are listening.
A speaker w ill often introduce the topic of a lecture w ith a phrase like:
Today I'm going to talk a b o u t...
M y topic today is ...
M y lecture this evening w ill be a b o u t...
In today's lecture I'll be talking a b o u t...
This week's talk w ill c o v e r...
I'm here to tell you a b o u t...
^ ))) 1 Listen to the follow ing introductions and w rite the topic of each talk.
30
1 ...........................................................
2 working in ........................................................................
3 .....................................................................
4 em ployment opportunities in .........................................................................
5 .....................................................................
6 .........................................................
2 Find tw o words or phrases in the list below th a t have a sim ilar m eaning to each of the
lecture topics in Exercise 1.
1 .........................
2 ..............................
3 ............................. .............................
4 .............................. ..............................
5 ............................. .............................
6 ........................ ........................
^))) 3 Listen to the introductions again. They are slightly different this tim e. Com plete the notes
31 about each topic. W rite ONE word only.
±..
v ...... .............. J
Exam tip
W hen you have identified the key w ords / main ideas in the questions, listen carefully
for m ore detailed inform ation. W hile you listen, use any headings on the question
sheet to guide you, and pay close attention to the key words.
In som e questions you w ill have to decide w h eth er the speaker is giving factual inform ation or
expressing their opinion. Speakers may use phrases like I enjoy or I like to show their feelings
or they may use m ore form al expressions to introduce opinions, for example: It seem s to m e;
M y im pression is ...
^))) 4 You will hear an extract from two interviews with people about their work. Complete the
32-33 notes. Write no more than TWO WORDS for each answer.
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W ork 3 1
Exam information I Matching information
In the matching questions that follow, the numbered item s appear in the same order
as the information, but the lettered options do not. Read all the options before you
listen to the recording.
5 You will hear Khalidah talking about the patients, doctors and nurses in the Accident and
Emergency Unit. Write a letter a -f next to each group of people. You will not use all the
options.
1 patients ............
2 doctors ............
3 nurses ............
Section 4
4 ))) Questions 1 - 4
35
You will hear a woman talking to some students about her job. Complete the notes with
words from the recording. Write NO MORE THAN TWO WORDS for each answer.
^ ))) Questions 5 - 7
36
Now you will hear the next part of the talk. Answer the question. Choose THREE answers
from a-f.
5 6 ............ 7
^ ))) Questions 8 - 1 0
37
Listen to the last part of the recording and answer the questions. Write no more than TWO
WORDS.
8 W hat does the speaker think about the financial rewards of police w o rk ? ..........
9 W hat kind of people do the police som etim es have to p ro te c t? ............................
10 W hat does the speaker w ant to be in the fu tu re ? .....................................
Progress check
How many boxes can you tick? You should work towards being able to tick them all.
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Work 33
On campus services
AIM S: Language related to: university life and facilities • Following directions and identifying locations
• Prepositions • Key word stress • Labelling maps and flow charts • Short-answer questions
• Completing sentences
Part 1: Vocabulary
Campus services
1 ................................... 2
1 The pictures above show buildings on a university campus. Label the buildings with the
words in the box.
2, Now match the buildings with the definitions below. You will not use all the definitions.
Spelling
W c u tc A O w tf
Some w ords sound the same, but are spelt differently. In the Listening test, you m ust
spell your answers correctly, or you w ill lose points.
Prepositions
4 Sometimes there is more than one word to describe the same position, for example: beside,
by, next to. In each group of words, circle the preposition or phrase that does NOT belong to
the group.
1 on top of, into, over, above 4 behind, opposite, in front of, facing
2 next to, far away, nearby, close to 5 beside, next to, between, at the
3 outside, inside, w ithin, into side of
5 Read the description of a university campus and label the buildings on the plan.
The library is in the middle of the campus. It's next to the theatre. There's a shop behind the library,
between the bank and the bookshop. The Student Union building is opposite the theatre, beside the
round building, which is the night club. The Sports Centre is on the other side of the green, facing
the Medical Centre.
Bookshop Bank
__________ / \_______
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On campus services 35
Part 2: Skills development
Complete the sentences with the correct ending from the box.
■ the corner the right to the lake straight ahead of you opposite Medical Centre
1 Take the lift up to the tw elfth floor and the tutor's office is the third door on
2 To get to the bank, cross the road at the library and turn left a t .......................................
3 Go down the footpath to the main road and the station's rig h t.......................................
4 Turn left at the top of the stairs, go along to the end of the corridor and you'll see the
seminar ro o m .......................................
5 Take the second road on the right, then, first left and you'll find the physics building
next to th e .......................................
6 Go along the main path as far as the canteen, then follow it round to the left until you
g e t.......................................
4 ))) You will hear six short conversations, where one person is explaining to another how to find
38 different places on campus. Before you listen, make a note of some of the expressions you
expect to hear. Complete the sentences as you listen. Pay attention to your spelling and
grammar, and write NO MORE THAN THREE WORDS.
4 ))) 3 Listen to Sandra and Tom talking about the facilities on campus and answer the questions.
39 Write NO MORE THAN TWO WORDS.
Exam tip
In som e questions you may be asked to label a map or a plan. You w ill always hear the
inform ation in the same order as the numbered questions. Before you listen, look at the
plan on the question paper and pay attention to the information you have been given.
This w ill help you to focus on the context and predict w hat you may hear.
^))) 4 Listen to two students talking about the different food outlets on a university campus and
40 label the plan below.
(3) ....
o v
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On campus services 37
Part 3: Exam practice
Section 1
^))) Questions 1 -4
41
You will hear Lily explaining to Chen how to use the library. Label the plan of the library.
A PC Zone
B Library Cafe
C Cookbooks
D Travel
E Silent zone
North door
South
H») Questions 5 -7
42
Listen to the next part of the recording and complete the sentences. Write only TWO WORDS.
^ ))) Questions 8 - 1 0
43
Listen to the last part of the recording and answer the questions. WRITE NO MORE THAN
THREE WORDS.
Progress check
How many boxes can you tick? You should work towards being able to tick them all.
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On camDus services 39
A IM S : Language related to: crime and protection • Listening for key words and synonyms
• Recognizing categories • Word formation • Multiple-choice questions
• Short-answer questions • Completing tables
Part 1: Vocabulary
Crime
The following words are all connected with crime and staying safe. Tick the ones you can
see in the pictures.
Exam tip
As you are reading through the questions before starting the Listening test, you w ill
be identifying key w ords in order to predict w hat you are going to hear. As you do this,
try to think of synonyms for the key words. Paraphrasing is very com m on in the IELTS
Listening test, so it is very im portant that you practise this skill.
3 Complete the following sentences with words from the box that have the same meaning as
the word in brackets. Make sure your answers are grammatically correct.
Collocations
Some w ords are often used together. For example: do + hom ework, make + cake. In the
exam, it w ill help to know which w ords go together and w hat you expect to hear.
5 Complete the text with phrases from exercise 4. Check that your verb tenses are correct.
W hen the receptionist arrived at Goodmead Primary school on Monday, she found
that som eone had (1 )..........................the office and stolen several laptops, so she
(2 )........................... They came to look at the (3 )...........................straight away and advised
her to make sure she (4 )..........................the office every evening in future. They also
suggested that she should (5 )..........................any strangers nearby. Two days later, the
police called to say that they had caught the thieves and arrested them . They said they
w ould (6 )..........................th e m ...........................in the next fe w days.
W hen you listen to people speaking, it is som etim es difficult to hear the end of one w ord
and the beginning of the next. This often happens when:
• the first w ord ends w ith the same sound that starts the next word, e.g. take care.
• the second w ord begins w ith a vowel e.g. w atch out.
^))) 7 Listen to this sentence from the recording and underline where the words join together.
45
W hen the receptionist arrived at Goodmead Primary school on Monday, she found that
som eone had broken into the office and stolen several laptops, so she called the police.
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Staying safe 41
Part 2: Skills development
Exam tip
W hen you are looking at the key words in the questions before listening, don't forget
to include the question words. These w ill tell you w hat kind of information you need
(e.g. W hat type o f ... = category, class).
i Read the following questions and underline the key words and the question words.
^ ))) 2 Now listen to the recording and answer the questions. Write NO MORE THAN FOUR WORDS.
46
1 W hat is the m ost com mon crime in the UK?
H») 3 Listen to a talk about emergency phone numbers in different countries and complete the table.
47
UK USA Australia Germany India
999
4 Read the text about staying safe on campus and answer the question. Tick the correct answer.
W hat does the security office r say about crim e on cam pus?
a The campus is always safe,
b Crime does not happen very often,
c Crime never happens w hen people are careful.
V
Now look at the answers. Notice that the difference betw een
the correct answ er and a w rong answ er may depend on one word.
4 ))) 5 You will hear a talk about staying safe on campus. Choose a, b or c.
48
i W hen can students ask a security officer to walk hom e w ith them ?
a in the evening b after dark c late at night
ii W hat does the security office r say students should do if they w ant to go hom e late at
night and they feel nervous?
a They should ring campus security.c They should go hom e alone,
b They should study in the library.
iii W hat does the security office r say about national and on cam pus em ergency num bers?
a They are both 999. c They are not the same.
b They are both 3333.
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Staying safe 43
Part 3: Exam practice
Section 2
^})) Questions 1 -4
49
You will hear a talk about safety in different regions. Complete the table about crime in two
different holiday destinations. Write NO MORE THAN TWO WORDS OR A NUMBER.
(3) (4)
^))) Questions 5 -7
50
Listen to the next part of the recording and answer the questions. Write NO MORE THAN
THREE WORDS.
7 In some parts of Latin America, w here do thieves often take money from tourists?
^ ))) Questions 8 -1 0
51
Listen to the last part of the recording and choose the correct answer to the questions.
9 W hy does the speaker recom m end going to India w ith a tour group ?
a because it is more fun
b because it is less risky
c because they don't need cash
Progress check
How many boxes can you tick? You should work towards being able to tick them all.
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Staying safe 45
Review 2
1 Word families: Organize the words into columns by category.
2Complete the sentences with the correct words from the list.
i in for after at on around
Com plete the following sentences with the correct prepositions. W rite ONE WORD ONLY in
each space.
Label the buildings on the plan with inform ation from the sentences in exercise 4.
(3)
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Review 2
7
Part 1: Vocabulary
Label the pictures with the words in the box. revision exam hall test text books
Com paratives
B
Adjectives Adjectives with Adjectives with two Adjectives with Irregular
with one two or three syllables and ending two syllables and adjectives
syllable syllables in '-le', -'er' -'ow' ending in 'y'
add 'r' or 'er' put 'more' in front add 'er' add 'er' and change change spelling /
of the adjective 'y' to 'i' into another word
large/larger dif-fi-cult/more simple/simpler easy/easier far/further
strong/stronger difficult
bo-ring/more boring
Now m atch your answers to the rules (A -E) in the table opposite. The first one has been
done for you.
4 Com plete the paragraph with words from the table in exercise 2. Use each word only once.
Some students think it is (1).................. to study for exams at night, when it is quiet. Others
think it is (2 ).................. to go to bed early and get up early to do their exam revision. A lot of
students enjoy studying (3).................. subjects. Some like to revise at the last minute, but
(4) .................... students need to plan their revision a long tim e in advance. Students w ho are
(5) ......................than average before exams, can go to classes to learn relaxation techniques.
k /a ,tc & D u ,t /
Be careful not to confuse adjectives w ith adverbs:
Adjectives tell us more about nouns. They com e before the noun.
Am ira is a confident speaker.
Adverbs tell us more about verbs. They usually com e after the verb.
Am ira spoke confidently about her project on cultural exchanges.
Adverbs can also tell us m ore about adjectives.
Am ira is an exceptionally confident speaker.
1 The {intelligently/ intelligent) students answered the exam questions (correct/ correctly).
2 A {w e ll/ good) designed exam tests the students' knowledge (effectively/ effective).
3 The examiner marked the tests as (fa ir/ fairly) and as (quickly/ quick) as possible.
4 The coursework on the programme this year was (unusual/ unusually) (w e ll/ good).
5 The students' projects have been of an (extraordinary/ extraordinarily) (high / highly)
standard.
1 Look at the following sentences and endings. Choose the endings that are grammatically
correct. In each question more than one answer is possible.
1 Your exam revision w ill be m ore organized at the end o f the year if
a you are planning a revision tim etable.
b you plan when to study each subject,
c your revision is planning,
d you have planned a revision timetable.
2 Some subjects are easier to rem em ber because
a they interesting.
b they're interested,
c they are interesting,
d you're interested in them .
3 If you study all night, because it's quieter,
a you'll be tired in the morning.
b you're sleeping in your classes,
c you m ight fall asleep in your lectures,
d you'll be able to concentrate more.
Exam tip
W hen you are listening to a recording of several people talking, try to make a note of
the names of the speakers w hen you hear them for the first tim e. It m ight help you to
w rite just their initials and w hether they are male or female.
For example: A / f (Amira - female) or D / m ( Dave - male)
^ ))) 2 Listen to this conversation about studying, and match the name of each person to the study
52 technique they prefer.
4 ))) 3 Now you will hear a group of students talking about their revision techniques and write the
53 correct endings for each of the sentences. Write NO MORE THAN THREE WORDS.
4))) 4 Look at the pictures that show students what to do when they go for an exam. Listen to the
54 recording and complete the instructions. Write NO MORE THAN THREE WORDS for each answer.
Check that your answers are grammatically correct.
Your N am e
. . t Y o ur S u rn am e
depafmten^
i p f e 345 67
Look at these steps for preparing for an exam and put them in the order you would do them.
There are several possible answers, but some are more practical than others. Don’t check
your answers yet.
A look at past exam papers D rem em ber key facts and arguments
B read all the books on the subject E discuss possible exam topics w ith tutors
C w rite practice exam questions F look at all your lecture notes for the course
H))) 6 Now listen to three students talking about how they prepare for an exam and complete the
55 flow chart with the missing letters from exercise 5.
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Studying, exam s and revision 51
Part 3: Exam practice
Exam tip
If you don't hear the answer to a question and you are unable to answer it, don't
waste tim e worrying about it. Go on and listen for the answer to the next question.
At the end, go back and try to guess the answers that you missed. You m ight be able
to get an extra point or tw o. If you leave them blank, you definitely w o n 't get a point!
Section 3
4 ))) You will hear three students discussing exam techniques with their tutor. Complete the flow
01 chart. Write no more than THREE words.
Questions 1 -4
H ))) Questions 5 - 8
02
Now you will hear the next part of the recording. Complete the sentences. Write no more
than THREE words for each answer.
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Get Ready for IELTS: Listening ©
Questions 9 -1 0
Listen to the last part of the recording and answer the questions. Write no more than THREE
words or a number.
9 W hat should you w rite if you do not have tim e to give a com plete answer to a
q u e s tio n ? ..........................................................................
10 W hat did Barbara get in her last e xa m ? ...........................................................................
Progress check
How many boxes can you tick? You should work towards being able to tick them all.
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Studying, exams and revision
Shop; ig i
B ) d i ^ i l l f i l l l flfk
eggjlP
Part 1: Vocabulary
Shopping options
1 Look at the pictures and match them with the sentences below.
a There are supermarkets in m ost big cities across the w o rld .............
b People w ho live in small tow ns often buy their food at the m arket.............
c In the countryside, people often get their groceries in village shops.............
d Departm ent stores sell clothes, furniture and household goods.............
1 Ingrid complained t o .......................................... about her new boots because the zip was
broken.
2 A lot of teenagers like expensive.......................................... more than cheap clothes.
3 One advantage o f .......................................... is that you can choose your own food from
the shelves.
4 Many young people in big cities go t o .......................................... to meet their friends.
5 Farmers often sell their fruit and vegetables fro m ............................................
6 T h e .......................................... helped the custom er to find aT shirt in the colour they
wanted.
4))) 3 Listen to the following sentences and underline the stressed words.
04
1 I bought this shirt in a sale.
2 M y brother thinks online shopping is much quicker than going to the shops.
3 The good thing about shopping in a departm ent store is that you can get everything in
one place.
4 The last tim e I took som ething back to a shop, the custom er services manager w asn't
there.
5 I lost my credit card the other day. I was really w orried som eone else would use it.
6 Have you ever bought a train ticket w ith a student discount? It's so much cheaper.
Collocations
Some verbs go with certain nouns to form com mon expressions. For exam ple: make + a phone call
4 Match the verbs with the nouns to form expressions about shopping.
1 go a the shopping
2 ask for b a shopping list
3 make c the superm arket
4 do d shopping
5 go to e a refund
^))) 5 Now listen to a recording of an interview in a survey of shopping habits. Miriam is talking about
05 who does the shopping in her family. Complete the notes with the expressions from Exercise 1.
* F o u r p e o p l e I ia , t h e f a m i l w - o ^ I w t w o ( - 0 ............................................................................................................
*-------------- t ?— * — ------------------ ----------- ---------------------------------------------------------------------------
• M o t k i f i n . b k i . y s . i h i f o . o p t . M a t e s a 1 ^ ) ................................................................................................ f i r s t .
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Shopping and spending 55
Part 2: Skills development
1 Look at these lists and circle any words that indicate the order of ideas in a talk. The first
has been done for you.
2a The following notes are from a talk about shopping habits in different countries. Fill in the
gaps with words you expect to hear.
- i^-tkie UJsLJjJ.............
* .. .................
.. %t fflflrt
T b.ouaht
^ hiA.w.omiM*...................... .
1 - Iia. r.nuw.trbj \^>) .............................. av\A (£*) ........ ........ ....... ...........................................
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Get Ready for IELTS: Listening ©
Unit 8
4 ))) 3 You will hear a lecture about shopping habits. Choose THREE statements that are correct.
07 Before you listen, m ake a note of what you th in k the answers might be.
1
2
3
The instructions for this task tell you to write no more than THREE words. Look at these questions
and their incorrect answers. Decide why the answers are incorrect and match the reasons.
Question Answer
1 W here do young people in the city like to m eet at the shopping mall
their friends?
2 W hat three things do m ost teenagers like to music, clothes, cinema, computers
spend their m oney on?
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Shopping and spending 57
hi
Exam tip
You will find clues about the topic of the talk in the instructions and the questions. Before
you listen, read them carefully and think about the vocabulary you expect to hear.
Section 4
^ ))) Questions 1 -4
08
You will hear the introduction to a lecture about consumer habits. Complete the notes with
NO MORE THAN THREE WORDS AND/OR NUMBERS.
;
.^e./Ai^CA
r
m.n/'MJ
^.... O...................
_______ _____________________
• youiA,g people,
• families.,
• ( i ) ..........................................
I Poln-t 2
1
j - m.ale a^d fem ale ( 2 ) ................................................
’ ~1
j Three age groups are
4 ))) Questions 5 - 7
09
Now you will hear the next part of the recording and answer the question. Select THREE
correct options from the list (a-g).
5 ............
6 .........
7 ...........
4 ))) Questions 8 - 1 0
10
Now you will hear the last part of the recording. Answer the questions. Write NO MORE
THAN THREE WORDS OR A NUMBER for eating in restaurants.
Progress check
How many boxes can you tick? You should work towards being able to tick them all.
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Shopping and spending 59
A IM S : Language related to: interests, hobbies, art, sport, online games, music, collections
• Identifying detailed information • Classifying vocabulary • Completing forms and tables
• Multiple-choice questions
Part 1: Vocabulary
la Look at the pictures. Copy and complete the table with the numbers of the pictures and the
names of the activities.
Vocabulary note
A hobby is an activity you do for pleasure in your spare tim e. It often involves doing
som ething w ith your hands or collecting som ething, for example, painting and collecting
stamps are hobbies.
A sport is a game that involves physical activity.
An interest is something you enjoy doing. It may be a hobby, or a sport, but not always. For
example, going to the cinema is an interest, but it is not a hobby or a sport.
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Unit 9
Exam tip
Knowing that a w ord belongs to a group of w ords w ill make it easier for you to predict
w hat you are going to hear in the recording. For example, if you know that stam p
collecting is a hobby, you w ill be ready to listen for other w ords connected w ith hobbies.
Put the following words in the correct column. Remember, hobbies and sports are interests,
but not all interests are hobbies or sports.
^j)) 3 You will hear some people talking about what they are planning to do in their free time.
11 Write the activity next to the speaker in each conversation. Check that your spelling is
correct. Use only one word for each answer.
Conversation A Conversation C
Speaker 1 : ..................................... Speaker 1 : .....................................
Speaker 2 : ..................................... Speaker 2 : .....................................
Conversat on B Conversation D
Speaker 1 ..................................... Speaker 1 : ........
Speaker 2 ..................................... Speaker 2 : ........
0 < * t/
Spelling is im portant in the listening test. Rem em ber that som e w ords sound the
same, but are w ritte n differently, fo r example to, too and two. W hen you hear these
words, you w ill have to think about w hich one is gram m atically possible.
Complete these sentences with the correct spelling, to, too or two.
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Hobbies, interests and sports 61
Part 2: Skills development
1
Exam tip
Some words can be confused because tw o letters may sound similar, for example: p and
b, I and r. If you find these tricky, make sure you get plenty of practice before the exam.
^ ))) Listen to the recording and circle the word you hear. You will hear the words twice.
12
1 fly / f r y 6 p la y / pray
2 play / pray 7 lead /re a d
3 le a d / read 8 fly/fry
4 blade / played 9 blade / played
5 collect / correct 10 collect / correct
4 ))) 2 Now you will hear a conversation between two people discussing their hobbies. Circle the
13 words you hear.
This table shows how one person keeps a record of the stamps in their collection. Look at
the headings in the table and make a note of what kind of information is required in each
column, e.g. a number, a name, a date.
^ ))) 4 You are going to hear a boy talking to a friend about his stamp collection. Listen and
14 complete the table about the stamps. Write NO MORE THAN TWO WORDS OR A NUMBER.
25 c e n ts p a rro t
(3)................. (4).................
Before you hear a student applying to join a mountain climbing club, read the list of
questions below and make a note of the kind of information you need.
Now you will hear a young man talking to the administrator of a climbing club. Complete his
application form.
Name: (1)
Age: (2 )......
Address: (3) H ig h b u ry Square, LONDON, W1
Telephone number: 07209 (4 )................................................
Health problem s: No
Previous experience: (circle one) (5) none / som e / extensive
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Hobbies, interests and sports
Part 3: Exam practice
Section 1
4 ))) Questions 1 -4
16
You will hear two students talking about university clubs and societies. Complete the table.
Write NO MORE THAN TWO WORDS OR A NUMBER.
^))) Questions 5 -7
17
Now you will hear the next part of the recording. Choose THREE letters a-g.
a contemporary dance
b yoga
c film and drama
d cycling
e photography
f running
g jazz and tap dancing
5
6
7
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Get Ready for IELTS: Listening ©
Unit 9
*») Questions 8 -1 0
18
Listen to the last part of the recording and complete the form. Write no more than TWO
words or a number.
Progress check
How many boxes can you tick? You should work towards being able to tick them all.
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Hobbies, interests and sports 65
Review 3
Complete the sentences with the correct comparatives from the brackets.
Complete the table below with words from the box that have similar meanings.
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Get Ready for IELTS: Listening ©
Review 3
4 Listen and answer with as many words as you feel are necessary. Then look at the
corresponding audio script on page 1 0 9 and reduce your answers to two words. Underline
the words you choose. Check them in the answer key.
*» )
19 1 W ho did the speaker think w ould spend m ost on electronic equipm ent?
1 You are going to hear tw o people talking about w here they are going on holiday.
Listen and com plete the sentences. W rite NO MORE THAN TWO WORDS AND/OR A
NUMBER.
2 Listen to this recording of a student asking about how to join a club. Com plete the
form . W rite NO M O R ETH AN TW O WORDS in each space.
3 Listen to the recording of tw o students talking about their hobbies. Com plete the
notes. W rite NO M ORETHAN THREE WORDS AND/OR A NUMBER.
4 You are going to hear a wom an talking to a friend about her weekend. Listen and match
the wom an's opinion w ith the different activities.
5 You are going to hear tw o people discussing their favourite film . Listen and choose the
correct answ er from the list (A-C).
6 What kind of information would you expect to hear in the recordings in exercise 5? Complete
the table with words from the following groups. You can use each word more than once. The
first one has been done for you.
com parisons stories ages prices w eather names phone num bers \
seasons addresses m onths activities days transport types of film
tim es dates countries cities hotels hobbies actors sports
1 2 3 4 5
dates
prices
weather
seasons
times
months
activities
transport
countries
cities
hotels
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Review 3 67
A IM S : Language related to: time management and studying, deadlines, coursework, projects
• Paraphrasing and synonyms • Using grammatical clues to complete sentences
• Capital letters • Completing notes and sentences • Labelling diagrams
Part 1: Vocabulary
In this unit we will look at work-life balance. This is the way we use and manage our time,
when we are working or studying. Which of the words below do you relate with the photos?
There are more words than pictures.
1 2 ............................. 3 ............................. 4
Circle the words in each list that do not have a similar meaning to the others.
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Get Ready for IELTS: Listening ©
Unit 10
Noun or verb?
3 Some of the words in exercise 2 are nouns and some are nouns and verbs. Copy and complete
the table with the words from lists A, B and C. Use a dictionary to check your answers.
4 Although the words in exercise 3 have similar meanings, they are not exactly the same.
Complete the following sentences with the best word from the table.
Spelling
O u t/
Capital letters are part of spelling. You w ill lose marks in the exam if you do not use
capital letters correctly. You should use capitals for:
• the names of countries, to w n s and cities
• the names of nationalities, religions and languages
• m onths and days of the w eek
• the names of institutions and organizations
5 Write the following sentences with the correct punctuation in your notebook.
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Work-life balance 69
Part 2: Skills development
The final s
W hile you are listening to the recording, rem em ber to listen for the final s in verbs,
possessives and plural nouns.
• Make sure that the subject of the sentence (a noun) matches the verb. For example,
in the present simple tense, singular nouns (e.g. the names of people, places, groups,
objects) m ust be followed by a verb w ith a final s.
• Also rem em ber that the final s in a plural word may be pronounced together w ith first
part of the next word, and be difficult to hear. So you w ill also need to listen closely to
the endings of the verbs.
• The final s is also used at the end of a word to show that som ething belongs to
someone. For example: M y sister's children stay w ith me during the holidays, (one
sister) M y sisters! children stay w ith me during the holidays, (more than one sister)
^ ))) 3. Listen to the recording and look at the answers to thissentence completion question. Which
20 answer is correct?
We know (i) is singular because the verb 's ta rts ' ends w ith an 's'a nd w e know (ii) is plural
because the verb ‘s ta rt doesn't end w ith an 's'.
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Get Ready for IELTS: Listening ©
Unit 10
4))) 2 Now you will hear a lecturer giving some students advice on how to balance their studies
21 and their free time. Select the correct completed sentences.
/ a So you'll have to do a lo t m ore things for yourself, like buying your own food,
washing your clothes and managing your ow n m oney
b So you'll have to do lots m ore things for yourself, like buying your ow n food,
washing your clothes and managing your ow n m oney
Hi a Actually, your university m ight even have a system for alerting you on your mobile
w hen your lecture is.
b Actually, your university m ight even have a system for alerting you on your mobile
w hen your lectures are.
iv a One thing I w ill say, though, is that at the end of the year,after your exam, you can
really relax.
b One thing I w ill say, though, is that at the end of the year, after your exams, you
can really relax.
Exam tip
If you don't know the meaning of a word, don't worry. Focus on the w ords around
it. They w ill give you an idea of the topic and the situation and w ill help you decide
w h e th e r it is a key word. If it is im portant, try to guess the meaning from the
situation. If it isn't, don't w aste any tim e.
*») 3 You are going to hear a recording of a new employee describing the problems she has with
22 time management. Listen and complete the sentences with words from the text. Write no
more than THREE WORDS or a NUMBER.
4 You will hear a market researcher describing how he plans a project. Before you listen, look
at the possible labels for the diagram (A-G) and choose alternative expressions from the
list (1 -7 ).
fe Now listen to the market researcher describing how he plans a project. Label the diagram
below. Choose FIVE answers from the box and write the correct letters A-G next to the
questions.
A Deadline
B Tasks
C Finishing line
D Section
E Start date
F M ilestones
G Completion of phase 1
D ra ft q u e s tio n n a ire
C h e ck q u e s tio n n a ire
C o m p le te s u rv e y
E n te r data on d a ta b a se
P hase 1
W rite re p o rt
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Get Ready for IELTS: Listening ©
Unit 10
4 ))) Questions 1 - 5
24
You will hear a human resource manager talking about her company’s work-life balance
policy. Complete the sentences. Write NO MORE THAN TWO WORDS OR A NUMBER.
4))) Questions 6 - 8
25
Listen to the next part of the recording and label the pie chart. Write NO MORE THAN THREE
WORDS OR A NUMBER.
H))) Questions 9 - 1 0
26
Listen to the last part of the recording and complete the notes. Write NO MORE THAN
THREE WORDS OR A NUMBER.
Progress check
How many boxes can you tick? You should work towards being able to tick them all.
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Work-life balance 73
A IM S : Language related to: cultures across the world, language, food, dress, housing
• Recognizing contrasts • Identifying categories • Collocations with make • Matching
sentences • Short-answer questions • Multiple-choice questions
Part 1: Vocabulary
Cultures across the world
1 Use the pictures above and the clues to complete the word puzzle.
Across: Down:
2 Complete the word maps on the opposite page with words from the box below.
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Unit 11
( 1) (2)
Speaking Writing
Communication
^ ))) 3 You will hear four conversations between students discussing their projects on world
27 cultures. Circle the topic of each conversation from the key words in the word m ap.
H))) 4 Listen again and write, in your notebook, any words from the word maps that are mentioned.
27
5 The verbs m ake, have and do are often confused. Circle the correct verb.
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Comparing cultures 75
Part 2: Skills development
Compare means to look at things to see how they are similar and how they are different.
Contrast means to look at things to see how they are different.
^ ))) 1 You will hear a conversation between a tutor and a student about a project on how much
28 people talk in public in different countries. Underline the comparing and contrasting words
that you hear in the conversation.
the same as different from more [adjective] than much more [adjective]
in comparison w ith [a d je ctive ].......er than like
We often use other words with comparisons to emphazise or limit any similarity.
For example:The pronunciation of Spanish in South America is not exactly the same as
the pronunciation of Spanish in Spain.
This means that the pronunciation of Spanish in South America is similar in some wavs
to the pronunciation of Spanish in Spain, but not in others.
2 Copy and complete the table with the words in the box. The first one has been done for you.
We also use words like and, as well as, too to show that things are similar, for example:
We use words like but, except, a p a rt from to show that things are different, for example:
M ost houses in the UK are made of brick, but blocks of flats are made of concrete.
Many homes in the UK are made of brick, except / apart from blocks of flats, which are
made of concrete.
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Unit 11
^))) 3 You will hear three people discussing eating habits in their home countries. Choose THREE
29 letters (a-g). Listen carefully for the relevant part of the conversation.
M atch the country w here they eat this food for lunch.
a potatoes d noodle soup g chicken
b cereal toast andeggs e rice and vegetables
c bread w ith lentils f a sandwich
Exam tip
In this type of m ultiple-choice question, try turning the first half of the sentence, or
sentence stem , into a question. It m ight help you find the right answer.
1 In traditional Indian fam ilies the bride and groom m eet for the first tim e a t ...
3 Recently it has becom e very popular for Indian fam ilies to ...
^))) 5 Listen to two students comparing marriage customs in their countries and choose a, b or c.
30
/ Intraditional Indian families the bride and groom used to m e e t for the first tim e at the
a marriage. b girl's home. c boy's home.
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Comparing cultures 77
Part 3: Exam practice
Exam tip
Listen to the introduction to each recording. It w ill give you an idea of w hat the
conversation w ill be about. You w ill have tim e at the beginning of the test, and
between each recording, to read the questions and think about possible answers.
Section 3
^))) Questions 3 -5
32
Now you will hear the next part of the recording. Choose THREE letters (a-g).
W hat do the students say about the changes in the Carnival since it started?
3 w hat ............
4 where ............
5 when ............
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Unit 11
4))) Questions 6-10
33
Listen to the next part of the recording and answer the questions. Write no more than
THREE WORDS OR A NUMBER.
Progress check
How many boxes can you tick? You should work towards being able to tick them all.
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Comparing cultures 79
I
A IM S : Language related to: words about ocean life, natural resources, minerals, exploration,
statistics • Predicting answers from context • Identifying key words • Recognizing steps
in a process • Understanding statistics • Completing diagrams and flow charts
• Completing notes
Part 1: Vocabulary
1 Each picture shows a different way of using the ocean. Copy and complete the table with the
following words and phrases. Some can go into more than one column.
oil rig natural gas traw ler mineral resource off-shore drilling fish farm
underwater turbine wave power gas pipeline energy fuel net
1 off-shore drilling a a large structure for drilling for oil from the sea bed
2 wave power b a material that is burned to produce power
3 mineral c a type of fishing boat
4 fuel d a natural material
5 trawler e energy generated from the movement of the sea
6 rig fa method of extracting oil from the sea bed
k /a ,tc & D « ,t /
Remember, spelling is im portant in the Listening test. Listen carefully even when you
think you know the words. Their spelling may depend on their meaning in the recording.
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Unit 12
3 Circle the correct spellings in the following sentences.
S tatistics are the numbers which record facts (like the number of births and deaths in a
year) and words that describe these numbers in relation to the whole group.
4 Do the following graphs show trends or statistics? Match the statements with the charts.
1 The num ber of destructive storm s has increased significantly in the last ten years.
2 There has been a gradual rise in the tem perature across the globe recently.
3 The polar bear population has fallen dramatically since 2010.
4 The frequency of volcanic eruptions has remained stable over the past century.
5 The following expressions are used to describe s ta tistics and trends. Copy and complete the
table, and say whether they are nouns, verbs, adjectives or adverbs. The first one has been
done for you.
Statistics Trends
rise (lA^iA/verb)
Exam tip
When you do not know the meaning of a word, try to guess by listening for:
• the structure of the word: Is it a noun (e.g. ending in: -ion, -ship, -m ent, -er, - ist) or
an adjective (e.g., ending in: -able, -ful, -ive) or a verb (past or present tense)?
• the w ords that come before and after, e.g. an article, an adjective, etc.
• the context or meaning of the w ords that surround the word.
• words that sound similar, e.g. horticulture sounds a little like agriculture and
m ight make you think about grow ing or farming.
Look at this example. Guess the meaning of the underlined words and write them in your
notebook. Then check your answers.
The bathysphere allowed scientists to explore deeper areas o f the ocean bed.
w e \znowthat 'bfttl'iws-phere' Is a \noun because It has ‘the’ im, front of i t and is followed
on a 'verb', w e aan c*uess that it is a -piece ^ e q u b /n e ^ t because it helved scientists tr
stud:./ t 'At sea bed and we can guess that It Is 10A/>tr m use bec.aus 'allowed'
in the vast tense.
1 New submarine technologies are opening up the sea bed for exploration.
2 Fixed oil rigs can only be built in shallow w ater because they rest on the sea bed.
3 Aquaculture has developed significantly over the last 50 years, and now provides 40%
of the world's fish.
4 A historic descent to the ocean floor has revealed the existence of mysterious marine
creatures that look like huge prawns.
Now put the underlined into the correct column according to their use in these examples.
¥■ ::
4))) 4 You will hear an engineer talking about using the sea to generate electricity. Complete the
35 values for the capacity in megawatts in the years below (1 -4 ). Then plot the points on the
graph and draw the trend line.
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Exploring the oceans 83
Part 3: Exam practice
i
Section 4
^ ))) Questions 1 -4
You will hear a recording of a lecture on deep sea exploration. Listen to the first part of the
lecture and complete the time line using NO MORE THAN TWO WORDS AND/OR NUMBERS
FROM THE RECORDING.
Diving Bell Diving Bell Bathyscaphe Trieste Cameron
invented descended to invented descended to descended to
( 1 ) ........................ 10,000 metres ( 4 ) ..............................
Questions 5 - 8
chamber
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Unit 12
4 ))) Questions 9 - 1 0
38
Now listen to the final part of the lecture and complete the notes. WRITE NO MORE THAN
THREE WORDS OR A NUMBER.
_______
c - of.avalLnlcllliu
t o f ..... ........... -
(±0) ..........................................................................
• :r.niM.m.frrlnL ......................
I
Progress check
How many boxes can you tick? You should work towards being able to tick them all.
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Exploring the oceans 85
Review 4
Rewrite these sentences in your notebook, with the correct
capital letters and punctuation.
Listen to the recording and underline the word or phrase you hear in each sentence.
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Review 4
C om plete these sentences w ith the correct form of the com parison.
1 M ost people think that their home country is (beau tiful).............................. any other.
2 It is much (easy).............................. to learn a language that is nearly (same)
.............................. your own than one that is completely different.
3 The diet in Europe is much (greasy)................................ the diet in Asia.
4 Experiencing new cultures is much (exciting).............................. staying in one place all
your life.
5 The north of India is not nearly (h o t)......................................... the south.
6 Marriage customs in the Middle East are rather (conservative).............................. in Europe.
7 England is not quite (co ld ).............................. Scotland.
Com plete these sentences w ith words fro m the box. You may have to m odify th e ir form .
Copy and com plete the table by p u tting the follow ing w ords into the correct colum ns.
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Review 4 87
Practice test
Section 1
^ ))) Questions 1 -3
40
Answer the questions below. Choose the correct letter, a, b or c.
Exam ple: How long does the caller w ant to go away for?
a a week b a few weeks 'c a few days
Questions 4 -7
Complete the form below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for
each answer.
B illin g A d d re s s : ( 4 ) ...................................................................................................................................
S ta n d m a rc h
N o rfo lk
NE1 4SP
M o b ile N u m b e r: ( 5 ) ...................................................................................................................................
C h e c k -o u t D ate: ( 6 ) ...................................................................................................................................
P a y m e n t Type: C re d it card
A m o u n t: (7) £ ................................................................................................................................
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Practice test
Questions 8 -1 0
Complete the map below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for
each answer.
Section 2
Questions 1 1 -1 3
Answer the questions below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for
each answer.
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Practice te s t
Questions 1 4 -1 7
Match the sections of the museum with the age group they are recommended for. Write A-C
next to 1 4 -1 7 .
A young people
B adults
C children
Questions 1 8 -2 0
Complete the flow chart below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER
for each answer.
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Practice test
Section 3
Questions 2 1 - 2 3
Complete the notes below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for
each answer.
Questions 2 4 - 2 6
Which THREE ways does the tutor suggest Monica and Tom can improve their questionnaire?
24
25
26
Questions 2 7 - 3 0
Complete the diagram below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for
each answer.
Choosing Accommodation
Number of roc
( 28 ) Cost
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Practice te s t
Section 4
Questions 3 1 -3 4
49
Complete the summary of the introduction to a lecture on bird migration below. Write NO
MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
Birds migrate for tw o main reasons: to (31)...........................and to breed. W hen they are
breeding they need to move to areas w here they can (32)........................... In the spring
they migrate from (33)...........................to cooler countries in the north. They spend several
m onths there, flying south again in the w inter to (34)...........................
^))) Questions 3 5 -3 7
Answer the questions below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for
each answer.
3 5 How has global warm ing affected the arrival of spring ?...........................
3 6 W hy have birds started to migrate earlier?..........................
3 7 W hat happens to the population of birds that breed la te ? ...........................
^ ))) Questions 3 8 -4 0
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Audio scripts
Som e sections of th e audio scripts are underlined. This is to help you by pointing out the relevant inform ation th at
corresponds to th e correct answers.
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Get Ready for IELTS: Listening ©
da V in ci. They w ere b o th g re a t p a in te rs . d e s ig n a s lid e now fo r th e re s t o f th e
W h a t do you th in k B e th ? g ro u p to u se ?
Beth: T h e y’re OK, I s u p p o s e . B u t d o n ’t you Beth: Yes, le t’s do th a t. L e t’s have a lo o k ...
th in k e v e ry o n e e ls e w ill c h o o s e th e m ? T h is s lid e h a s th e p ro g ra m icon on th e
How a b o u t B o ttic e lli? H is p a in tin g is title b o x . S h a ll we ke e p it th e re ?
ve ry d iffe re n t fro m th e o th e r tw o . Edward: No, I d o n 't th in k so. It h a s n 't g o t
Farouk: I a g re e w ith B e th . W hy d o n ’t we have a n y th in g to do w ith th e p re s e n ta tio n .
M ic h e la n g e lo and B o ttic e lli? L e t’s ta k e th a t o ff.
Edward: I’ m h a p p y w ith th a t. E veryone e ls e OK Beth: Fine. And I th in k we s h o u ld ke ep th e
w ith it? b lu e b u lle t p o in ts . They m a tc h th e lig h t
b lu e title box. W h a t do you th in k a b o u t
Track 22 p u ttin g im a g e s in ea ch s lid e ?
Edward: R ight, g u ys. L e t’s have a lo o k a t w h a t Edward: Oh, a b s o lu te ly . I th in k w e s h o u ld p u t a t
w e ’re g o in g to p u t in th e s lid e s . The le a s t o n e im a g e on ea ch s lid e .
fir s t s lid e ’s g o in g to be th e in tro d u c tio n , Beth: G ood. W e ’re a g re e d , th e n . L e t's se n d
is n 't it? So, I g u e s s it s h o u ld have a th is s lid e to th e o th e rs , s h a ll w e?
title . H ow a b o u t ‘ M ic h e la n g e lo and
B o ttic e lli: a c o m p a ris o n ’ ? Track 24
Mandy: Y e a h ... S o w e ’ve g o t th e title . D o n ’t you Farouk: OK, e v e ry o n e . I’ve p u t a ll o u r s lid e s
th in k we s h o u ld m a ke a lis t o f b u lle t to g e th e r so we can se e if w e ’re happy
p o in ts fo r ea ch o f th e s lid e s in th e w ith th e p re s e n ta tio n . I th in k we need
p re s e n ta tio n ? to c h e c k th a t we all a g ree w ith th e
Farouk: Oh, ye s ... d e fin ite ly . H ow m a n y s lid e s o r d e r ... th e r e ’s n o th in g to d e c id e
do we have to do? a b o u t m y s lid e s , th e in tro d u c tio n and
Edward: W ell, th e p re s e n ta tio n ’s te n m in u te s th e c o n c lu s io n . O bviously, o n e o f my
lo n g , s o we s h o u ld p ro b a b ly have a s lid e s g o e s a t th e b e g in n in g and th e
m a x im u m o f s ix s lid e s ... R e m e m b e r o th e r o n e a t th e e nd. E d w a rd ’s s lid e ,
th a t B e th ’s a lre a d y g o t tw o s lid e s c o m p a rin g th e tw o a rtis ts , w ill have to
a b o u t B o ttic e lli. go a fte r B e th ’s and M a n d y ’s. W h a t we
Mandy: W ell, w hy d o n ’t we do tw o s lid e s need to d e c id e is w h ich a r t is t sh o u ld
e a ch ... t h a t ’d be e ig h t, in c lu d in g th e go firs t. M ic h e la n g e lo o r B o ttic e lli.
in tro d u c tio n and th e c o n c lu s io n ? Mandy: W ell, M ic h e la n g e lo is m o re fa m o u s
Edward: T h a t s o u n d s fa ir e n o u g h . L e t’s do th a t. th a n B o ttic e lli, is n ’t he? I m ean
So w h o ’s g o in g to do th e re s t o f th e e v e ry o n e ’s h e ard o f h im . M aybe he
s lid e s ? s h o u ld go firs t. W h a t do you th in k ,
Farouk: I can s ta r t o ff w ith th e in tro d u c tio n . B e th ?
And th e n . I c o u ld do th e c o n c lu s io n and Beth: U m m ... I’ m n o t s u re th a t ju s t b e in g
th e s u m m a ry a t th e e nd. W h a t d o you fa m o u s is a goo d re a s o n to p u t him
th in k ? firs t.
Mandy: G re a t. I'd lik e to ta lk a b o u t Edward: OK, so is n ’t it s e n s ib le to p u t th e a r tis t
M ic h e la n g e lo 's p a in tin g s . I’ve don e w ho w a s born e a rlie r firs t? W ho w as
q u ite a lo t o f re a d in g a b o u t th e m . th a t? W hen w a s M ic h e la n g e lo b o rn ?
Edward: Fine. So I c o u ld do a c o u p le o f s lid e s Mandy: In 1 4 7 5 .
s h o w in g how M ic h e la n g e lo and Edward: And B o ttic e lli?
B o ttic e lli are s im ila r a n d ho w th e y ’re Beth: In 1 4 4 5 .
d iffe re n t. Edward: So, le t's p u t B o ttic e lli firs t, and fo llo w
w ith M ic h e la n g e lo .
Track 23
Beth: We w a n t th e p re s e n ta tio n to lo o k as Track 25
if i t ’s b een m a d e by a te a m , d o n 't w e, Tutor: G ood m o rn in g e ve ryo n e . So,
E dw ard? I th in k we s h o u ld have a one y o u ’re g o in g to te ll m e a b o u t yo u r
d e s ig n fo r all th e s lid e s . Do you a g re e ? p re s e n ta tio n . F irs t o f a ll, w h a t’s your
Edward: Oh, yes, o f c o u rs e . We d o n ’t w a n t a to p ic ? Did you say you w e re g o in g to
d iffe re n t c o lo u r fo r e a ch s lid e . S h a ll we ta lk a b o u t th e u s e s o f m o b ile p h o n e s ?
Track 39
Tom: Hey, S andra, h o w ’s it g o in g? W h a t do
Unit 5 On cam pus services you th in k o f th e c a m p u s ?
Sandra: I th in k i t ’s a ll fa n ta s tic . Have you been
Track 38 to th e c o ffe e sh o p in th e library, yet?
l Tom: No, I h a ve n ’t. W here is it?
Max: Hey, Tony. W here are you g oing? Sandra: It ’s on th e ground flo o r. You know,
Tony: I’ m ju s t going over to th e S p o rts C entre. you can have a b re a k w ith o u t a ctu a lly
Max: Oh re ally? I’ve never been th e re . W here le aving th e library. It’s rea lly g re a t to
is it? m e e t vo u r frie n d s th e re .
Tony: Oh, It’s n o t far. Go dow n th e path on Tom: Yeah. T h a t’s an e x c e lle n t id ea. And it
th e le ft and th e S p o rts C entre is on th e m e a n s y o u 'v e g o t so m e w h e re to c h a t
o th e r sid e o f th e w o o d . w ith o u t u p s e ttin g p e o p le w ho w a n t to
Kate: I’ve g o t a le ctu re in th e Law S chool Sandra: Oh, do you? Is it d iffic u lt to stu d y at
next. Could you te ll m e w h e re th e h o m e , th e n ? W here do you live?
le c tu re th e a tre is? Tom: I’ m livin g in a hall o f re sid e n ce on
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A u d io s c rin ts in i
Lily: T h a t’s s im p le , to o . W hen you go to th e in a d a n g e ro u s area. One o f th e th in g s you can do to
lib ra ry y o u ’ll have to ta k e your s tu d e n t ID p ro te c t y o u rs e lf is to keep yo u r p a s s p o rt and m oney
card. W hen w a n t to b o rro w a b o o k, you in th e s a fe in th e h o te l. You can alw ays go b a ck and
ta k e it d o w n s ta irs to th e scanner. Then, g e t th e m if you need th e m . A n o th e r th in g you can do
sca n vour ID card fir s t. Then, open th e is ta k e an old m o b ile w ith you on holiday. T hese new
b o o k and s lid e it u n d e r th e s c a n n e r u n til it s m a rt p h o n e s are ve ry p o p u la r w ith th ie v e s all over th e
m a k e s a s o u n d ... a s h o rt b e e p . And t h a t ’s w o rld . It’s s a fe r ju s t to ta k e an old one.
all you have to do ... Oh, sorry, I fo rg o t. At
th e end th e s y s te m p rin ts o u t a tic k e t. It’s Track 47
a good idea to keep it fo r a w h ile , ju s t in H ello, everyone. I’ m J e n n ife r and I w o rk fo r c a m p u s
c a s e you have a p ro b le m w ith yo u r loan. security. W e lco m e to th is ve ry s h o rt ta lk a b o u t
Chen: T h a n ks a gain, Lily. You’ve been really kind em e rg e n cy ph o n e n u m b e rs . To s ta r t w ith , you need
... [fades out] to know th a t e m e rg e n cy n u m b e rs a re n ’t th e sam e
in every co untry. As w e ’re in England a t th e m o m e n t,
it ’s im p o rta n t to know th a t th e e m e rg e n cy n u m b e r is
9 9 9 . So y o u ’ll need to re m e m b e r th is . T h ose o f you
Unit 6 Staying safe w h o ’ve been to th e U nited S ta te s , w ill know th a t th e
em e rg e n cy n u m b e r is 9 1 1 . one n u m b e r d iffe re n t. B ut
Track 44 in A u s tra lia , th e e m e rg e n cy n u m b e r is c o m p le te ly
d iffe re n t. It's 0 0 0 .
And now fo r s o m e local new s ... W hen th e re c e p tio n is t
In Germany, th e e m e rg e ncy n u m b e r is th e sa m e as
arrive d a t G oodm ead P rim a ry sch o o l on M onday, she
th e re s t o f Europe. T h a t’s 1 1 2 . And in ca se a n yo n e ’s
fo u n d th a t s o m e o n e had broken in to th e o ffice and
th in k in g o f g o in g on holiday to India th is sum m er, it ’s
s to le n severa l la p to p s , so sh e ca lle d th e p o lic e . They
u se fu l to know th a t th e e m e rg e ncy n u m b e r th e re is 1 0 0 .
ca m e to lo o k a t th e c rim e s c e n e s tra ig h t away and
a d vise d her to m ake su re she locked up th e o ffice
Track 48
every e ve ning in fu tu re . They a lso s u g g e s te d th a t she
sh o u ld w atch o u t fo r any s tra n g e rs nearby. Two days Good m o rn in g . I’ m here to d a y to give you a fe w tip s
th e m to c o u rt in th e n e xt fe w days. h o u rs a day.
One o f th e s e rv ic e s we provide fo r s tu d e n ts w ho live
Track 45 on c a m p u s is to w a lk h o m e w ith you if you need to
c ro s s th e c a m p u s la te a t n ig h t. I m ean, we all know th e
W hen th e re c e p tio n is t a rrive d a t G oodm ead P rim ary
h a lls o f re s id e n c e are q u ite a long way fro m th e library,
S chool on M onday, sh e fo u n d th a t s o m e o n e had
d o n ’t w e? So, fo r e xa m p le , if y o u ’ve been s tu d yin g
b ro ken into th e o ffice and s to le n several la p to p s , so
in th e lib ra ry 'til la te and y o u ’re n e rv o u s a b o u t going
she c a lle d th e police.
h o m e a lo n e , all you have to do is ring c a m p u s se c u rity
Track 46 on 3 3 3 3 and w e 'll se n d s o m e o n e to m ake sure y o u ’re
sa fe . OK?
Good m orning. Thank you fo r inviting m e to ta lk to you
By th e way, a n o th e r im p o rta n t th in g to re m e m b e r is
today. I like sp e a kin g to stu d e n ts , esp e cially when th e re ’s
th e c a m p u s e m e rg e ncy num ber. Um m ... we all know
a chance o f m aking th e ir lives a b it safer. Just to s ta rt,
th e n a tio n a l e m e rg e ncy n u m b e r in th e UK is 9 9 9 . But
does anyone know w h a t th e m o s t com m on crim e is? No?
w hen y o u ’re on c a m p u s ... and th e re ’s an em ergency,
Well, th e ft is th e m o s t co m m o n crim e in th e UK. There
you sh o u ld call 3 3 3 3 . If you call 3 3 3 3 , y o u ’ll g e t through
are various kinds o f th e ft. For instance, robbery, w hen a
to o u r own s ta ff, rig h t here on ca m p u s . They can react
th ie f ta k e s s o m e th in g away from so m e o n e personally.
q u ic k ly and g e t to you fa s te r th a n n a tio n a l se rvice s.
Like, when yo u ’re w alking in th e s tre e t and so m e o n e
grabs your handbag or your m obile and runs away. T h a t’s
Track 49
robbery. A nother fo rm o f th e ft is burglary, w hen a th ie f
G ood e ve n ing , e ve ryo n e . I t ’s g re a t to be here to ta lk
breaks into your house and ste a ls your property.
to you a b o u t s ta y in g s a fe on holiday. B e fore I cam e
OK. Now I’d like to go on to ta lk a b o u t s a fe ty on
th is e ve n ing , I did a little re s e a rc h on w h e re s tu d e n ts
holiday. You p ro b a b ly know th a t w hen y o u ’re on holiday
like to go fo r th e ir h o lid a y s and ca m e up w ith tw o
abro a d , y o u ’re in m uch m ore d a n g e r o f b e in g robbed.
c o n tin e n ts : L atin A m e rica and India. So, m m m ... I’ve
T his is b e ca u s e you pro b a b ly d o n ’t know th e c o u n try
been lo o k in g a t th e c rim e fig u re s fo r b o th a re a s , and
ve ry w ell. For e xa m p le you m ig h t n o t realize th a t y o u ’re
http://ielts-thudang.com ©
ta lk in g , ‘c o s I have to be a b le to h e a r Mac: I th in k it ’s b e tte r to go th ro u g h th is
m y s e lf saying th in g s over in my m ind! y e a r’s le c tu re n o te s firs t. I m e an, th e
It's e a s ie r fo r m e to c o n c e n tra te if I exam to p ic s m ig h t have cha nged since
s tu d y a t hom e, la te a t n ig h t, w hen it's la s t year. Do you agree, G erry?
q u ie te r. W h a t do you do to re m e m b e r Gerry: Yeah. I th in k yo u 're right. The le ctu re
th in g s fo r exa m s, M a rk? n o te s w ill te ll us w h a t th e m ain to p ic s
Mark: M m m m ... I go to bed e a rly th e n ig h t o f th e s u b je c t are. Do you th in k we
b e fo re th e exam and g e t up very early c o u ld a s k th e tu to rs w h a t th e exam
in th e m o rn in g , like five o ’c lo c k and to p ic s m ig h t be?
th e n I read over my n o te s again ju s t Mac: I th in k we co u ld a s k and th e y m ig h t te ll
to re fre s h my m em ory. I know a lo t o f us roughly w h a t to lo o k a t. b u t I d o n 't
le c tu re rs te ll us n o t to do la s t m in u te th in k th e y ’ll te ll us e x a ctly w h a t th e
re v is io n , b u t it w o rk s w ell fo r m e. to p ic s w ill be.
Barbara: I th in k it ’s a good idea to a s k th e m , ju s t
Track 54 to know w h a t to fo c u s on. So w h a t’s
Student: Excuse m e. next? W hat do you th in k a b o u t reading
Receptionist: Yes? all th e b o o ks on th e reading lis t? Gerry?
Student: Can I ta k e my ph o n e in to th e exam , if I Gerry: A hhh ... I d o n 't th in k th a t’s a ve ry good
sw itc h it o ff? idea. ... we c a n ’t read all th e b ooks.
Receptionist: Your m o b ile ? No. No m o b ile s are Barbara: I th in k y o u ’re right. W h at I th in k we
a llow ed in th e exam h a ll. You can p u t it have to do is try to re m e m b e r th e m o s t
in yo u r bag, th o u g h . im p o rta n t d e ta ils and a rg u m e n ts fro m
Student: OK, b u t th e n w h a t do I do w ith my bag? th e m ain w rite rs and be ready to use
Receptionist: B ags go in th e lo cke rs, dow n th e th e m in th e exam .
c o rrid o r on th e le ft. There are keys Mac: Yeah. OK. Then th e ne xt th in g to do is
in th e d o o rs . J u s t lo ck th e d o o r and lo o k a t old exam p a p e rs and se e w h a t
ta k e th e key w ith you. Over here, look, kind o f q u e s tio n s we m ig h t get.
have a lo o k a t th e p oster. W hen yo u 've Gerry: Yes. T h a t’s w here th e old exam s w ill
p u t your th in g s away, go to th e m ain h e lp ... lo o k in g a t th e typ e o f q u e s tio n .
d o o r o f th e exam hall and show th e Mac: Right. So w hen w e ’ve w orke d o u t
s u p e rv is o r your s tu d e n t id e n tity card. w h ich to p ic s we need to stu d y and
Student: Oh, OK. I se e so, I sh o w my id e n tity re m e m b e re d th e m ain id e a s, we can
card a t th e d o o r and th e n w hen I g e t lo o k a t old p a p e rs and w rite a fe w
in to th e exam h a ll, I need to lo o k fo r p ra c tic e q u e s tio n s .
my e x a m in a tio n n u m b e r. Is th a t th e Barbara: Yes. And t h a t’ll h elp us [fades out]
s a m e n u m b e r as my id e n tity ca rd ?
Receptionist: Yes, t h a t’s rig h t ... th e s a m e num ber. CD 2
Student: So w here s h o u ld I lo o k fo r it? Track 01
Receptionist: Your e x a m in a tio n n u m b e r w ill be on a
Tutor: M o rn in g , eve ryo n e . I th o u g h t w e ’d g e t
d e sk.
to g e th e r to d a y and ju s t ta lk a b o u t
Student: Ahh.. rig h t. Thank you ve ry m uch.
exam te c h n iq u e s . I'm sure everyone
Receptionist: No p ro b le m . Good luck.
has d iffe re n t id e a s a b o u t th e m . So
s h a ll we find o u t w h a t you do firs t w hen
Track 55
you g e t in to an exam ?
Mac: Hi guys. Is everyone s e t to s tu d y fo r Gerry: C heck th a t you have th e rig h t exam
th e e xa m s, th e n ? D oes anyone have p a p e r?
any h in ts a b o u t how to g e t ready fo r Tutor: It s o u n d s funny, b u t s tu d e n ts do
th e m ? I’ m n o t su re w here to s ta rt, a c tu a lly a n s w e r th e w rong exam paper
really. Any id e a s, B arbara? s o m e tim e s ! So, c h e c k th a t it ’s your
Barbara: W ell, M ac ... th e re are lo ts o f th in g s exam , firs t. Then w h a t?
we c o u ld do. I m ean we c o u ld s ta r t Gerry: W rite vo u r e x a m in a tio n n u m b e r on th e
by lo o k in g a t o ld exam p a p e rs , o r we a n s w e r s h e e t?
c o u ld go th ro u g h all th e le c tu re n o te s Tutor: W ell, it m ig h t so u n d o b vio u s, b u t
fo r each su b je c t. W h a t do you th in k ? w ritin g yo u r e x a m in a tio n n u m b e r a t
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104 Get Ready for IELTS: Listening
U n its
th e b e g in n in g o f th e exam ca n be a Track 03
good id e a . A p a rt fro m m a k in g s u re th e
Tutor: M a c ’s rig h t. If you w rite o n e v e ry goo d
e x a m in e r k n o w s w h o w ro te th e e xa m ,
answ er, b u t i t ’s o n ly w o rth th irty pe r
ca n a n yo n e say w hy?
c e n t o f th e m a rk s , you s till lo s e th e
Mac: It can h e lp you relax.
o th e r s e v e n ty p e r c e n t on th a t exam .
Tutor: Yes, t h a t ’s rig h t. D o in g s o m e th in g e a sy
Gerry: So, i t ’s b e tte r to w rite o u r m a in id e a s
like th a t g iv e s you a c h a n c e to ca lm
fo r a q u e s tio n even if we d o n ’t have
do w n . R ight, s o w h a t do you d o n e xt?
tim e to a n s w e r it properly.
Barbara: Read th e q u e s tio n s c a re fu lly ?
Tutor: Yes, a b s o lu te ly . We c a n ’t give you
Tutor: W ell, b e fo re you read th e q u e s tio n s ,
m a rk s fo r w ritin g n o th in g . B ut, if you
w h a t s h o u ld you do?
give us y o u r m a in id e a s , we ca n give
Mac: Read th e in s tru c tio n s .
you s o m e m a rk s .
Tutor: Yes. You s h o u ld read th e in s tru c tio n s
Barbara: Oh, really! I w ish I’d know n th a t in my
ne xt. You need to k n o w how m any
la s t exam . I s p e n t all my tim e w ritin g a
q u e s tio n s you have to answ er, and
long a n sw e r to one o f th e q u e s tio n s and
w h e th e r you have to a n s w e r all th e
d id n 't g e t round to th e o th e r tw o. I d id n ’t
q u e s tio n s , o r o n ly s o m e . W h a t o th e r
u n d e rs ta n d why I g o t such a low m a rk .
im p o rta n t in fo rm a tio n do you nee d to
Mac: Yeah. T h a t’s w h a t h a p p e n e d to m e.
c h e c k b e fo re you s ta rt?
Luckily, my tu to r e x p la in e d it a fte rw a rd s
Gerry: H ow m u ch tim e you have?
and I ne ve r d id it a g a in.
Tutor: Yes, G e rry ’s rig h t. You n eed to m a ke
su re th a t you kn o w how long th e exam
is, s o you can m a n a g e y o u r tim e
properly.
Unit 8 Shopping and spending
Track 02
Track 04
Tutor: OK. W h a t do you do n e xt?
1 I b o u g h t th is s h ir t in a s a le .
Barbara: Read th e q u e s tio n s ?
2 M v b ro th e r th in k s o n lin e s h o p p in g is m u ch q u ic k e r
Tutor: Yes. It's v e ry im p o rta n t to read th e
th a n g o in g to th e s h o p s .
q u e s tio n s . N o t ju s t o n ce , b u t se ve ra l
3 The good th in g a b o u t s h o p p in g in a d e p a rtm e n t
tim e s .
s to re is th a t you can g e t e v e ry th in g in one p la c e .
Mac: I u s u a lly m a ke a fe w n o te s w hen I’ m
4 The Jast tim e I to o k s o m e th in g b a c k to a s h o p , th e
lo o k in g a t th e q u e s tio n s . S o m e tim e s
c u s to m e r s e rv ic e s m a n a g e r w a s n ’t th e r e .
a q u e s tio n lo o k s e a sy and th e n w hen
5 I lo s t m y c re d it card th e o th e r day. I w a s re a lly
you s ta r t w ritin g you re a lize th a t i t ’s
w o rrie d s o m e o n e e ls e w o u ld u se it.
a c tu a lly m o re d iffic u lt th a n you th o u g h t.
6 Have you e ve r b o u g h t a tra in tic k e t w ith a s tu d e n t
Gerry: Yeah, b u t you d o n ’t w a n t to s p e n d to o
d is c o u n t? It’s so m u ch c h e a p e r.
m u ch tim e w ritin g n o te s .
Tutor: No ... b u t it's a g ood idea to j o t dow n a
Track 05
fe w id e a s to s e e if you can re m e m b e r
Interviewer: C ould you te ll m e s o m e th in g a b o u t w ho
th e a rg u m e n ts fo r th e to p ic s you
d o e s th e s h o p p in g in y o u r fa m ily ?
s tu d ie d m o s t.
Miriam : O f c o u rs e . W ell, in a way, it d e p e n d s
Barbara: O nce w e ’ve d e c id e d , is it b e tte r ju s t
on w h a t k in d o f s h o p p in g you m e a n .
to s ta r t a t th e b e g in n in g and a n s w e r
T here are fo u r p e o p le in m y fa m ily b u t
th e q u e s tio n s a s th e y a p p e a r on th e
o n ly tw o o f us a c tu a lly go s h o p p in g . I
e x a m ? Or s h o u ld we s ta r t w ith th e e a sy
th in k w e 're lik e m o s t fa m ilie s , really. I
q u e s tio n s ?
m e a n , my m o th e r a lw ays b u ys th e fo o d .
Gerry: M m m m . W ell, I s ta r t w ith th e q u e s tio n s
S h e ’s v e ry o rg a n iz e d , you know , sh e
th a t I kn o w b e tte r. And leave th e o n e s
a lw ays m a k e s a s h o p p in g lis t b e fo re
I’ m n o t s u re o f fo r th e e nd.
sh e g o e s o u t. S he says i t ’s a good
Mac: T h a t’s w h a t I do, b u t I s till ke e p an
way to save m oney. Anyway, s h e g o e s
eye on th e c lo c k , e s p e c ia lly , w h e n
to th e s u p e rm a rk e t o n ce a w e e k and
th e q u e s tio n s are all w o rth th e s a m e
g e ts e v e ry th in g we ne e d . M y fa th e r and
num ber o f m a rk s .
http://ielts-thudang.com ©
Audio scripts 105
b ro th e r h a rd ly ever go to th e s h o p s , Track 0 8
b u t I love s h o p p in g ! i ’ m th e p e rso n
Good e ve n ing eve ryo n e . T his e ve n ing , I’ m go ing
in o u r fa m ily w ho g o e s s h o p p in g th e
c o n tin u e la s t w e e k ’s le c tu re by ta lk in g m ore a b o u t
m o s t. I ju s t love to go to th e s h o p p in g
how p e o p le sp e n d th e ir money. F irst o f a ll, I’ m going
m all w ith my frie n d s . S o m e tim e s , I buy
to co m p a re how p e o p le o f d iffe re n t age g ro u p s spend
c lo th e s on th e s p u r o f th e m o m e n t, you
th e ir ca sh . You p ro b a b ly know th a t th e re 's a lo t o f
know, w ith o u t p la n n in g to . B u t q u ite
d iffe re n c e be tw e e n w h a t young p e o p le do w ith th e ir
o fte n , w hen I g e t h o m e I d o n ’t re a lly
money, how fa m ilie s s p e n d th e ir m oney and w h a t m ore
like w h a t I’ve b o u g h t and I have to go
m a tu re p e o p le do. S econdly, I w a n t us to th in k a b o u t
b a ck and a s k fo r a re fu n d . I d o n ’t like
w h a t we im a g in e m en and w o m e n sp e n d th e ir m oney
d o in g th a t very m u ch . I th in k it ’s a b it
on. And th e n , I’m g o in g to lo o k a t m a le and fe m a le
e m b a rra s s in g .
s p e n d in g p a tte rn s and se e w h e th e r we w ere right.
OK ... To s ta r t w ith , le t’s d ivid e th e p o p u la tio n in to
Track 06
th re e s e c tio n s : le t’s say, a h h h , young p e o p le up to th e
Hi. T h is is o u r la s t le c tu re a b o u t b u s in e s s and age o f 3 0 in th e firs t g ro u p . Then ... um m m ... le t’s put
a d v e rtis in g th is te rm and to d a y I'm g o in g to ta lk a b o u t fa m ilie s in th e 3 0 to 5 5 year o ld group. So th a t p u ts
s h o p p in g h a b its in d iffe re n t p a rts o f th e w o rld . F irs t a d u lts over 5 5 in th e m a tu re gro u p . D oes th a t m ake
w e ’ll lo o k a t w ho n o rm a lly d o e s th e s h o p p in g . Yes, sense?
u m m .... W ell, in th e U n ite d K in g d o m a b o u t 75% o f
th e fo o d s h o p p in g is d o n e by w o m e n . B u t th is is n ’t Track 09
th e c a s e e ve ryw h e re . T h e re are c o u n trie s w h e re up
R ight, w ell, I fo u n d th a t th e firs t g ro u p , th a t’s young
to 60% o f m en do th e g ro c e ry s h o p p in g on th e ir way
p e o p le up to th e age o f 3 0 , m o s tly s p e n d th e ir m oney
b a ck fro m w o rk . A nd, h a b its are c h a n g in g ... even in
on c lo th e s , m u s ic and e n te rta in m e n t. T h a t’s n o t really
w e s te rn c o u n trie s ... fo r e x a m p le , a re c e n t s u rv e y
ve ry s u rp ris in g , is it? A lth o u g h I m u s t a d m it I th o u g h t
sh o w e d th a t in th e U n ite d S ta te s n e a rly 50% o f m en
th e y m ig h t sp e n d a lo t on c a rs and tra v e llin g a round . So
s h o p fo r g ro c e rie s .
... th e next g ro u p is w h a t I've c a lle d families, pe o p le in
Now le t’s lo o k a t w here p e o p le s h o p . In fa c t, w here
th e age g ro u p fro m 3 0 to 5 5 . N aturally, as I e xpected ,
pe o p le sh o p d e p e n d s on w h e th e r th e y live in th e
th is g ro u p s p e n d s m o s t o f its m oney on fo o d , to v s and
city o r in th e country. As we all know, th e re are m ore
trip s o u t. But, I w a s s u rp ris e d to fin d th a t p e o p le aged
s u p e rm a rk e ts in th e c ity and m ore m a rk e ts and sm a ll
b etw een 3 0 and 5 5 sp e n d m o s t o f th e ir m oney on
s h o p s in th e co untry. So as th e p o p u la tio n m oves
fu rn itu re and k itc h e n e q u ip m e n t. I s u p p o s e i t ’s logical,
to th e c ity to fin d w o rk, m o re p eople are s h o p p in g in
if you th in k a b o u t it. P eople are u s u a lly im proving th e ir
s u p e rm a rk e ts th a n ever b e fo re ... [fades out]
h o m e s a t th a t age and h o u s e h o ld e q u ip m e n t is very
e x p e n sive . B u t th e y a ls o s p e n d a lo t o f m oney on
Track 07
e le c tro n ic e q u ip m e n t, like video g a m e s fo r th e c h ild re n .
H ello. Good to se e you all here. T his a fte rn o o n I’ m Now tu rn in g to th e th ird g ro u p , t h a t’s p e o ple over 5 5
g o in g to ta lk a b o u t a re c e n t survey in to m e n ’s and ... I th o u g h t th e y ’d sp e n d th e ir m oney on g a rd e n in g
w o m e n ’s s h o p p in g h a b its . B efore I s ta rt, I’d like you to to o ls and e le c tro n ic e q u ip m e n t. B ut I w as w rong again.
lo o k a t th e lis t o f s ta te m e n ts a b o u t m en and w om en P eople in th e over 5 5 s g ro u p s p e n d m o s t m oney on
and se e w h ich o n e s you w o u ld e x p e c t to be tru e ... new c a rs and days o ut.
R ight? Firstly, le t's lo o k a t th e idea th a t w o m e n sp e n d
a lo t o f m oney on e x p e n s iv e s h o e s. A ctually, th is is n ’t Track 10
tru e . In fa c t, w om en buy a lo t o f ch e a p s h o e s . M en,
So, w h a t did we th in k a b o u t how m en and w om en
on th e o th e r hand, try to save m oney by buying s p e cia l
s p e n d th e ir m oney? OK ... W ell, we th o u g h t th a t young
o ffe rs . W h a t is s u rp ris in g a b o u t w o m e n , th o u g h , is th a t
w o m e n w o u ld sp e n d a lo t on c lo th e s and s h o e s , and
th e y like s h o p p in g in e xp e n sive b o u tiq u e s . And, it is n ’t
th a t yo u n g m en w o u ld buy m ore e le c tro n ic e q u ip m e n t
tru e th a t th e y alw ays m ake a s h o p p in g lis t w hen th e y go
and c a rs . W ell, w hen we lo o k a t th e fig u re s we can see
to th e s u p e rm a rk e t. We a ls o e xp e cte d to fin d th a t m en
th a t we w ere rig h t a b o u t th e m en. Young m en spen d
w o uld go to th e s u p e rm a rk e t a fte r m id n ig h t to g e t th e ir
tw ic e as m uch as w o m e n on c a rs and c o m p u te rs .
fo o d cheaper, b u t th is w a s n ’t th e ca s e , e ither. Then th e
B ut ... and th is is in te re s tin g ... we w ere w ro ng a b o u t
th ird th in g we le a rn t a b o u t w om en is th a t th e y like to
th e w o m e n . I w as s u rp ris e d to fin d th a t young w om en
sh o p in big d e p a rtm e n t s to r e s , w hich m en d o n ’t like.
s p e n d m uch m ore on b e a u ty tre a tm e n ts th a n th e y do
They like to go s h o p p in g in s p e c ia lis t s h o p s . OK? How
on c lo th e s and s h o e s . So w e ’ll have to th in k a b o u t th a t
m any did you g e t rig h t?
a gain. And th e r e ’s a n o th e r in te re s tin g fa c t a b o u t young
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Audio scripts 107
Andrew: Hi. Yeah. Actually, I've been th in k in g Victoria: The film and d ra m a clu b c o s ts a lot,
a b o u t jo in in g a clu b fo r a w h ile now. So d o e s n ’t it?
w h a t do I have to d o ? Mark: Yes, £ 5 0 is a lo t. And t h a t ’s probably
Adm inistrator: It's e a s y really. I ca n fill in th e fo rm w hy it o nly has 1 2 m e m b e rs . Ahhh ...
fo r you rig h t now, o n lin e , and th e n you is th e re any o th e r club you th in k lo o ks
can c o m e to o u r fir s t m e e tin g n e xt in te re s tin g ? Look a t th e n e xt one ...
m o n th . s tre e t d a n c e . Have you ever done any
Andrew: OK. L e t’s do th a t th e n . s tre e t d a n ce ?
Administrator: Right. F irst o f a ll, w h a t’s your n a m e ? Victoria: No, I h a v e n ’t, really.
Andrew: Andrew. Mark: It’s th e c h e a p e s t. It o nly c o s ts £ 5 .
Administrator: A ndrew ... and your fa m ily na m e ? Victoria: M m m m ...
Andrew: M e tc a lfe .
Administrator: M e tc a lfe ... How do you s p e ll th a t? Track 17
Andrew: M-E-T-C-A-L-F-E Mark: OK. S h a ll we s ta r t w ith you r in te re s ts ?
Administrator: M-E-T-C-A-L-F-E, w ith an ‘e ’ . W h a t do you like d o in g b e s t?
Andrew: Yes, t h a t ’s right Victoria: Um m m ... w ell, I like photography. I’ve
Administrator: And yo u r age? Are you over 1 8 ? g o t a pro fe ssio n a l cam era. So I ta ke it
Andrew: Yup. I’ m 2 1 q u ite seriously. But I c a n ’t really im agine
Administrator: And w here do you live? belonging to a club to ta ke photographs.
Andrew: My a d d re s s is 4 3 A H ighbury S quare, I usually go on long w alks on my own
L ondon, W 1 and ta ke photos. So I like photography,
Administrator: T h a n ks ... and do you have a n u m b e r b u t I w o u ld n ’t w a n t to jo in a club to do it.
w h e re I can c o n ta c t you? Mark: OK, so w h a t e ls e do you like d oing?
Andrew: Yes, my m o b ile is 0 7 2 0 9 5 7 1 3 2 4 R unning?
Administrator: And I have to a s k a c o u p le m ore Victoria: Oh no! N o t ru n n in g ! I like w a lkin g , b u t
q u e s tio n s . U m m m ... do you have any I h a te ru n n in g . I’ m a fra id th e run n in g
h e a lth p ro b le m s ? c lu b is n 't fo r m e or th e cyclin g club.
Andrew: No, no. N othing. Mark: And film and d ra m a ?
Administrator: And a la s t q u e s tio n . Have you ever Victoria: Ahh, no ... It’s fa r to o exp e n sive . B ut L
c lim b e d b e fo re ? do like vo g a . I’ve p ra c tis e d yoga on and
Andrew: Y es. I have, a bit. o ff fo r y e a rs. How m any m e m b e rs d oes
Administrator: W ell, th a n k s very m uch. th e yoga clu b have?
Mark: It’s alw ays a sm a ll g ro up. A lo t o f
Track 16 pe o p le sign up a t th e b e g inn in g o f
Victoria: H ello. Are you th e p e rso n to a s k a b o u t te rm , b u t th e y s to p g o in g a fte r a fe w
jo in in g a club? w e e k s . So th e y ’re le ft w ith a few
Mark: Yes, I am . W h a t w o u ld you like to re g u la r m e m b e rs every year.
know ? Victoria: T h a t s o u n d s g o o d . I th in k I’d like to
Victoria: W ell, I’m in te re s te d in several th in g s , jo in th e yoga club. And w h a t a b o u t
b u t I’d like to know m ore a b o u t th e th e c o n te m p o ra ry d a n ce c lu b ? Is it
d iffe re n t c lu b s and how m uch th e y e xp e n sive ?
c o s t. I'm lo o kin g fo r a s m a ll c lu b th a t’s Mark: C o n te m p o ra ry d a n ce ? No, it ’s n o t
n o t to o e xpensive. e x p e n sive . £ 1 0 fo r th e te rm ... Do you
Mark: OK. Have a look a t th is ta b le . You can like d a n ce ?
see th e n a m e s o f th e c lu b s , th e fe e s Victoria: W ell, I’ve never trie d c o n te m p o ra ry
and th e n u m b e r o f m e m b e rs . I’ m a fra id d a n ce , b u t I do like iazz and ta p dance.
th e y a re n 't in any order. If you lo o k a t How o fte n d o e s th e g ro u p m e e t?
th e to p o f th e lis t, th e firs t clu b is ta b le
te n n is . T h a t's one o f o u r new c lu b s . Track 18
Victoria: Oh, rig h t. So th e ta b le te n n is clu b Mark: So can I have your fu ll n am e, p le a se?
c o s ts £ 2 0 . T h a t’s q u ite e xp e n sive . Victoria: V ic to ria M a n d e ville .
Mark: Yes, it is a b it e x p e n sive . The c ro s s Mark: M-A-N-D-A-V-l-L
c o u n try cyclin g clu b is cheaper, th o u g h . Victoria: No, no. M-A-N-D-E-V-l-L-L-E.
M e m b e rs h ip fe e s are o n ly £ 1 5 , b u t on Mark: D o uble L, E. T h a n k you. And how old
th e o th e r hand it's g o t 1 0 0 m e m b e rs . are you?
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Unit 10
Victoria: N in e te e n . university you w on t have a s m any hours o f c la s s a s you
Mark: And yo u r a d d re s s ? did a t school, and your tu to rs will expect you to s tu d y on
Victoria: 5 7 B urv G a rd e n s. A th e rto n Park, your own a lo t m ore. So you m ig h t feel y o u ’ve g o t a lot o f
M a n c h e s te r, M 4 6 free tim e on your hands. So how do you deal w ith it? Well,
Mark: How do you s p e ll ‘ B u ry ’ ? B-E-R-R-Y? to be h o n e st, I d o n ’t th in k th e re 's an easy answer, b u t I
Victoria: No. It’s B-U-R-Y th in k it h e lp s to go to all your c la s s e s , how ever tire d you
Mark: R ight. B-U-R-Y. And do you have a are. Print a copy o f your tim e ta b le and p u t it on th e wall in
c o n ta c t n u m b e r? your b e droom . Actually, your university m ig h t even have a
Victoria: Yes. M v m o b ile is: 0 7 9 4 2 5 7 3 2 7 9 system fo r a le rtin g you on your m o b ile w hen vour lectures
Mark: 07942 573 279? are. A p a rt fro m th a t, you could try not go in g o u t during th e
Victoria: Yes, t h a t ’s rig h t. Is th a t a ll? w eek and keeping your social life fo r th e w eekend. I’ m not
Mark: Ahh ... o n e m o re th in g . Do you have an sure th a t’s very easy th o u g h . One th in g I will say, though,
e m a il a d d re s s ? is th a t a t th e end o f th e year, a fte r vour e x a m s , you can
really relax.
Track 22
Review 3 I s ta rte d th is new jo b a co u p le o f w eeks ago and I’ m
having a lot o f tro u b le w ith my w ork-life balance. In my la st
Track 19 jo b we had fixed hours. We had to be a t th e o ffice a t 9 .0 0
1 ... we th o u g h t th a t yo u n g w o m e n w o u ld s p e n d a lo t on th e d o t and we always fin is h e d a t exactly 5 .0 0 . Any
on c lo th e s and s h o e s , and th a t yo u n g m en w o u ld w o rk we h a d n ’t fin is h e d we could ju s t leave fo r th e next
Track 24
In o u r co m p a n y we b e lie ve th a t o u r e m p lo y e e s are m ore
Unit 11 Com paring cultures
p ro d u ctive , you know, th e y w o rk be tte r, if th e y ’re happy.
N aturally, we have to m ake su re th e co m p a n y m a k e s a Track 27
p ro fit, b u t a t th e s a m e tim e we need to th in k a b o u t th e
Conversation A
physical and m e n ta l h e a lth o f o u r e m p lo y e e s . We do
Sam : Hey, M ick. Have you e ve r been to
u n d e rs ta n d th a t th e y a re n 't ju s t w o rk in g m a c h in e s ...
T h a ila n d ?
So we have a p o licy o f h e lp in g th e m fin d a fa ir b a la n ce
Mick: Yeah. I w a s th e re la s t year. Why do you
betw e en th e ir w o rk and th e ir p riva te lives. W h a t we
ask?
call a w o rk-life b a la n ce . We do th is in several ways.
Sam: W ell, I’ m th in k in g o f d o in g a p ro je c t on
Firstly, we have a fa m ily frie n d ly policy, so p a re n ts can
A sian fo o d and w as w o n d erin g w h e th e r
lo o k a fte r th e ir c h ild re n w hen th e y ’re very young. For
Thai fo o d w as th e s a m e a s C hinese.
e xa m p le , s o m e tim e s th e y need to w o rk fle x ib le h o u rs,
Mick: Oh, right. U m m ... Thai fo o d ’s n o t
you know, tim e s th a t a re n ’t fixed. O th e r tim e s p a re n ts
e x a ctly th e sa m e as C h in e se , b u t th e y
have to w o rk p a rt tim e ... and q u ite a lo t w o rk fro m
b o th have a really h e a lth y d ie t, w ith lo ts
hom e. A n o th e r e xa m p le o f our fa m ily frie n d ly p o licy is
o f v e g e ta b le s . S om e o f th e d is h e s are
o u r g e n e ro u s m a te rn ity leave package. In o u r com pany,
p re tty h o t and spicy, th o u g h .
we a llo w w o m e n w h o ’ve had a baby to ta k e a w h o le
year o ff w o rk a fte r th e b a b y’s born. And, o f co u rs e ,
Conversation B
w h ile th e y ’re away, th e ir jo b s are p ro te c te d .
Lisa: Hi, Tony. Do you have a m o m e n t?
Tony: S ure. W h a t’s it a b o u t?
Track 25
Lisa: W ell, I’ m re s e a rc h in g ty p e s o f h o u sin g
B e ca use we w a n t o u r e m p lo ye e s to be happy, we a c ro s s th e w o rld and I th o u g h t I’d a sk
ca rrie d o u t a su rve y recently, to fin d o u t w h ich w o rk in g you a b o u t w h a t k in d s o f h o u s e s th e re
p a tte rn s are re a lly m o s t popular. In g e n e ra l, o u r s ta ff are in A u s tra lia .
p re fe r to w o rk a t th e o ffic e . In fa c t, n e a rly h a lf co m e Tony: S ure. W hich p a rt o f A u s tra lia are you
in d u rin g re g u la r o ffic e h o u rs ... you know, fro m 9 .0 0 th in k in g a b o u t? I m e a n , th e re are
to 5 .0 0 . Anyway, we a ls o asked a b o u t p a rt-tim e w ork, b lo c k s o f fla ts in m o s t c itie s , th e sam e
w o rk in g fro m h o m e and a n o th e r o p tio n ... [p a u s e ] th e s a m e a s anyw here e ls e in th e
job s h a rin g . Job s h a rin g is a kind o f p a rt-tim e w o rk, w o rld .
w h e re tw o p e o p le s h a re th e re s p o n s ib ilitie s fo r one
fu ll tim e jo b . Anyway, we fo u n d th a t o nly 5% o f o u r Conversation C
s ta ff w a n te d to s h a re a job. So, it ’s n o t ve ry popular, Li Li: Hi, B arbara. H ow's yo u r Japa nese
on th e w h o le . B u t w hen it c o m e s to w o rk in g p a rt-tim e , lan g ua g e p ro je c t g oing?
we w ere s u rp ris e d to fin d th a t 27% o f o u r e m p lo y e e s Barbara: It ’s g re a t! I’ m le a rn in g a b o u t th e
w ould a c tu a lly p re fe r it. T h a t’s a very high num ber, Ja p a n e se a lp h a b e t a t th e m o m e n t.
re a lly ... over a q u a rte r o f th e s t a f f ... And th e n it w as And w h a t a b o u t your p ro je c t a b o u t
in te re s tin g to see th a t q u ite a lo t o f o u r s ta ff - 2 0 % in C h ina? How m any la n g uage s do they
fa c t, w ou ld like to w o rk fro m h o m e . speak?
Track 4 0 th a t?
W illiam : W-l-L-L-O-W-S. The W illow s.
Travel Agent: H ello, Travel W ide, can I h e lp you?
Travel Agent: T h a n k you. And can I have a c o n ta c t
W illiam : Oh, ye s. Good m o rn in g . I’ m lo o k in g fo r
n u m b e r fo r you?
a h o te l fo r a long w e ekend.
W illiam : Yes. My m o b ile ’s p ro b a bly th e b e s t
Travel Agent: OK. F irs t o f all, u m m m ... W here
o ne. I t ’s 0 7 6 3 2 1 1 2 2 5 4 .
w o u ld you like to sta y? I m e a n , are you
Travel Agent: 07632 112250.
lo o k in g fo r a p e a ce fu l w e ekend in th e
W illiam : No. I t ’s 0 7 6 3 2 1 1 2 2 5 4 .
country, a bu sy c ity b re a k o r a re laxing
Travel Agent: Sorry, five four. And w hen w ould you
tim e a t th e beach?
like to go?
W illiam : W ell. I c e rta in ly w a n t a q u ie t w e e ke nd . I
W illiam : On th e w eekend o f th e 1 5 th June.
w o rk ve ry hard, s o I’d like to relax fo r a
Travel Agent: Fine. C h e ckin g in on 1 5 th June. And
fe w days.
w hen w o u ld you like to ch e ck o u t?
Travel Agent: R ight ... So, it w o u ld be c o u n try or
William: I’d like to stay until th e night o f Monday
beach. W hich w o u ld you p re fe r?
1 8 th June. So I’d be leaving on Tuesday
W illiam : M m m m ... th e beach is v e ry relaxing,
1 9 th.
b u t I th in k I’d ra th e r go to th e c o u n try
Travel Agent: R ight. C heck o u t on Tuesday 1 9 th June.
th is tim e .
And how w ill you be paying?
Travel Agent: OK. T h a t’s fine. Let m e have a look
W illiam : By c re d it ca rd . How m uch w ill it be?
a t c o u n try h o te ls . W ould you like to
Travel Agent: Ahhh. Let m e se e ... fo u r n ig h ts
sta y a t a spa h o te l, w here you could
a t n in e ty p o u n d s per n ig h t is th re e
sw im , read, e a t h e a lth y fo o d and have
h u n d re d and s ix ty p o u n d s. Is th a t OK?
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Practice test
It in c lu d e s b re a k fa s t and d in n e r and a n o tic e th e m . You s h o u ld n 't m is s it ... The o th e r th in g I’d
tre a tm e n t a day. s u g g e s t if you d o n ’t have m u ch tim e , is a g u id e d to u r
W illiam : Yes. T h a t s o u n d s fin e . I’ m lo o k in g o f th e fre e e x h ib itio n s . T h e s e to u rs u s u a lly s ta r t on th e
fo rw a rd to it. hour, u m m ... a t o n e o ’c lo c k , tw o o ’c lo c k and s o on.
T h e y’re q u ite s h o rt, o n ly h a lf an h o u r, so you c o u ld do
Questions 8 - 1 0 a c o u p le o f to u rs in an a fte rn o o n , if you w a n te d to . If
Track 4 2 y o u ’d like to go on a to u r, you s h o u ld go to th e e n tra n c e
o f th e e x h ib itio n on th e g ro u n d flo o r and w a it fo r th e
Travel Agent: W ould you like m e to te ll you how to
g u id e th e re .
g e t to th e h o te l o n ce y o u ’re in th e
villa g e ? It’s a b it d iffic u lt to fin d .
W illiam : Oh, ye s, p le a s e . I have m a p s on my
Questions 1 4 - 1 7
m o b ile p h o n e , b u t th e re is n ’t a lw ays a Track 4 4
s ig n a l. J u s t to g ive you an id e a o f th e ra n g e o f e x h ib itio n s we
Travel Agent: OK. W ell, c o m in g in to th e v illa g e fro m have h e re a t th e m u s e u m , I’ m g o in g to te ll you a b o u t
th e m otorw ay, w h ich is in th e e a s t, th e e x h ib itio n s and a c tiv itie s we have fo r v is ito rs o f
th e fir s t b u ild in g you se e on yo u r rig h t d iffe re n t a g e s . F irs t o f a ll, fo r th e little o n e s , w e have
is th e ch u rc h . It's rig h t o p p o s ite th e a fa s c in a tin g a re a c a lle d S h a p e s a n d P a tte rn s , w h e re
g a rd e n c e n tre . th e y ca n play w ith o b je c ts and im a g e s and se e how
W illiam : OK. The ch u rc h is on my rig h t, and th e th e y fo rm d iffe r e n t p a tte rn s . I t ’s re a lly c o lo u rfu l and
g a rd e n c e n tre on my le ft. e x c itin g . K id s love it. T hen, a t th e o th e r e n d o f th e
Travel Agent: Yes ... J u s t a fte r th a t, y o u 'll c o m e to s c a le we have m o re c o m p le x e x h ib itio n s th a t a p p e a l
th e ra ilw a y c ro s s in g and th e n y o u ’ll m o re to o u r o ld e r v is ito rs . T h e re 's o n e a b o u t th e
se e th e rive r on yo u r le ft. A fte r th a t on h is to ry o f a v ia tio n , how p la n e s d e v e lo p e d o ve r th e
th e rig h t y o u ’ll s e e th e s c h o o l. It’s ju s t y e a rs . O ld e r v is ito rs m a y even be a b le to re m e m b e r
b e fo re th e brid g e o ver th e river. s o m e o f th e e a rlie r p la n e s on d isp la y. A n o th e r
W illiam : So th e s c h o o l’s b e fo re th e bridge. e x h ib itio n th a t a d u lts m ig h t p a rtic u la rly e n jo y is th e
Travel Agent: Yes, t h a t ’s rig h t. N ow ju s t a fte r th e e n e rg y e x h ib itio n . It s h o w s th e h is to ric a l d e v e lo p m e n t
brid g e , y o u 'll se e a tu rn in g on y o u r le ft. o f d iffe r e n t fo rm s o f e n e rg y in B rita in a n d how it h a s
Take th a t and fo llo w th e road th ro u g h p o w e re d in d u s try o ve r th e c e n tu rie s . A nd, o f c o u rs e ,
th e fie ld s . On y o u r le ft, b e tw e e n th e we m u s tn ’t fo rg e t th e te e n a g e r s . T h e re a re lo ts o f
road and th e river y o u 'll s e e a lo t o f e x h ib itio n s to in te re s t th e m , b u t m y fa v o u rite o n e is
v e g e ta b le g a rd e n s . J u s t ke e p g o in g th e o n e w h e re v is ito rs can fin d o u t m o re a b o u t how
dow n th e road to th e e n d . It le a d s p h y s ic s w o rk s . I t ’s a fu n e x h ib itio n w ith p le n ty o f
s tra ig h t in to th e c a r p a rk a t th e s p a . h a n d s-o n a c tiv itie s , th a t e x p lo re how lig h t a n d h e a t and
You c a n ’t m is s it. It’s a t th e end o f th e c h e m ic a ls w o rk . I s till go th e re m y s e lf now and th e n .
road. It’s b rillia n t.
W illiam : T h a n k you v e ry m u ch fo r yo u r he lp .
Questions 1 8 - 2 0
Travel Agent: M y p le a s u re . I h o p e you have a lovely
Track 4 5
w e e ke n d .
M o s t o f o u r e x h ib itio n s are fre e , b u t you w ill n eed a
Section 2 tic k e t fo r s o m e o f th e s p e c ia l o n e s , lik e th e 3D film
Questions 1 1 - 1 3 sh o w s . So le t m e e x p la in h ow you g e t a tic k e t o n lin e .
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Audio scripts 115
Section 3 Monica: And, w h a t do you th in k a b o u t a s k in g
Questions 2 1 - 2 3 m ore q u e s tio n s a b o u t c o s t?
Track 4 6 Tutor: No. I d o n ’t th in k you need any m ore
a b o u t c o s t. B u t you co uld a s k a co u p le
Tutor: So w h a t’s th e su rve y a b o u t, Tom?
m o re q u e s tio n s a b o u t th e re a so n s fo r
Tom: I t ’s a b o u t w here s tu d e n ts w a n t to live
s tu d e n ts ’ d e c is io n s .
and how th e y c h o o s e . B asically, th e ir
Monica: So we sh o u ld a s k s o m e m ore
a c c o m m o d a tio n p re fe re n c e s . W e’ve
q u e s tio n s w ith ‘w hy? ’
a c tu a lly trie d it o u t w ith a fe w s tu d e n ts ,
Tutor: Yes. I th in k y o u ’d g e t q u ite a lo t m ore
already.
in fo rm a tio n if you did th a t.
Tutor: OK. T h a t s o u n d s fin e . So to s ta r t w ith ,
Tom: T h a n k you.
how m any q u e s tio n s have you g o t?
M m m m ... 2 0 ?
Questions 2 7 - 3 0
Monica: Is th a t to o many?
Track 4 8
Tutor: Yes, it is, really. P eople g e t fe d up
a n s w e rin g lo ts o f q u e s tio n s and th e y Tom: U m m m ... w e ’ve a lre a d y g o t so m e
s to p th in k in g a b o u t th e ir a n sw e rs. re s u lts fro m o u r firs t q u e s tio n n a ire . Do
Monica: R ight, so we need to th in k a b o u t th a t you th in k we co u ld use th e m ?
a g a in. W h a t do you th in k o f th e firs t Tutor: I d o n ’t se e why not. W ha t have you
th re e q u e s tio n s ? fo u n d o u t so fa r?
Tutor: A h m m m ... You w a n t to know Tom: W ell, th e n u m b e r o f room s w as only
w h a t a ffe c ts s tu d e n ts ’ c h o ice o f im p o rta n t fo r 16% o f th e people we
a c c o m m o d a tio n w hen th e y go to asked. It looks like a lo t o f s tu d e n ts are
university. q u ite happy to share a room . And even
Monica: Yes. We w a n t to fin d o u t w h ich has fe w e r people were concerned a b o u t
th e m o s t e ffe c t: th e c o s t, th e n u m b e r being n e a r a bus s to p , only 10%, in fa ct.
o f ro o m s in th e h o u se or fla t, o r th e Tutor: I'm s u rp ris e d a b o u t th a t. B ut w h a t
d is ta n c e fro m c a m p u s . a b o u t th e d is ta n c e fro m th e u n ive rsity?
Tom: And th e n we asked a n o th e r q u e s tio n . Tom: W ell, th a t w a s q u ite im p o rta n t. Around
Tutor: Oh, yes. W hat e ls e did you w a n t to find 20% o f th e s tu d e n ts we a ske d w an ted
o u t? to be c lo s e to ca m p u s .
Tom: W ell, we w o n d ere d w h e th e r pu b lic Tutor: M m m m ... th a t m a ke s s e n s e . And
tra n s p o rt w as im p o rta n t. You know, n o t w h a t a b o u t th e c o s t?
m any s tu d e n ts have ca rs. So it m ig h t Tom: Yeah, as we e x p e cte d , th e c o s t w as
be q u ite im p o rta n t fo r th e m to be near by fa r th e m o s t im p o rta n t fa cto r. M ore
s o m e w h e re w here th e y co u ld ca tc h a th a n h a lf th e s tu d e n ts w ere c o n ce rn e d
bus o r tra in . w ith th e c o s t - 54% to be exact.
Tutor: Yeah, t h a t’s a good q u e s tio n . Tutor: Only 54% ? ... I th o u g h t it ’d be c lo s e r to
80% !
Questions 2 4 - 2 6
Track 4 7 Section 4
Questions 3 1 - 3 4
Tutor: B efore you a s k any m o re p e o p le ,
Track 4 9
I've g o t a co u p le o f s u g g e s tio n s fo r
im p ro vin g th e q u e s tio n n a ire . F irst My le ctu re th is e vening w ill fo c u s on th e m igra tio n o f
o f a ll, I th in k you need to a s k fe w e r b irds. T hat is, how b ird s fly in big g ro u p s from d iffe re n t
q u e s tio n s . As I s a id , 2 0 is re a lly to o p a rts o f th e w orld a t c e rta in tim e s o f th e year. In th e
many. I’d c u t it dow n to 1 0 , if I w ere firs t p a rt o f th e le ctu re I’ll ta lk a b o u t th e re a so n s why
you. bird s m ig ra te , w hen th e y m ig ra te and w hich p a rts o f th e
Monica: OK, 1 0 q u e s tio n s only. And is th e re w orld th e y m ig ra te fro m and to . To s ta rt w ith , why do
a n yth in g e ls e you th in k we sh o u ld do? birds m ig ra te ? Well, th e re are tw o m ain re aso ns: One,
Tutor: W ell, yes. S om e o f th e q u e s tio n s are th e y m ig ra te to look fo r fo o d and tw o, th e y travel to p a rts
a c tu a lly q u ite c o m p lic a te d . I th in k o f th e w o rld th a t are m ore s u ita b le fo r breeding. In fa ct,
you sh o u ld m ake th e m clearer. I th e s e re a so n s are c lo s e ly linked. As you can im agine,
m e a n , I th in k th e y sh o u ld be e a s ie r to w hen birds are breeding, th e y need extra food to feed
u n d e rs ta n d . th e ir voune. And, in th e spring, in th e c o o le r c lim a te s o f
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Europe, th e re is a lo t o f fo o d fo r b ird s, e s p e c ia lly in s e c ts .
So, generally, d u rin g th e sp rin g , b ird s fly up fro m th e
tr o p ic s , w hich are hot, to c o o le r c lim a te s in th e n o rth .
They sta y th e re fo r a fe w m o n th s to brin g up th e ir young.
And th e n w hen th e w e a th e r in th e n o rth g e ts co ld in th e
w inter, th e y fly b a ck to w a rm e r c lim a te s in th e s o u th .
Questions 3 5 - 3 7
Track 5 0
N ow I'd like to ta lk a b it a b o u t how g lo b a l w a rm in g ha s
a ffe c te d bird m ig ra tio n . O ne o f th e e ffe c ts o f g lo b al
w a rm in g h a s been to m a ke th e s p rin g c o m e e a rlie r in
th e n o rth e rn re g io n s o f th e w o rld . W hen s p rin g c o m e s
early, th e p la n ts and in s e c ts th a t b ird s n eed to brin g
up th e ir yo u n g are a ls o a v a ila b le e a rlie r. R e se a rch
ha s show n th a t q u ite a lo t o f b ird s have s ta rte d to
m ig ra te e a rlie r, b e c a u s e o f h ig h e r te m p e ra tu r e s . But,
u n fo rtu n a te ly fo r s o m e s p e c ie s , th is h a s n ’t bee n e a rly
e n o u g h . W h a t I’ m s a yin g is th a t b ird s th a t a re tra v e llin g
a lo n g way fo r b re e d in g m ay a rrive to o la te to find
en ou g h fo o d to fe e d th e ir yo u n g and th e ir p o p u la tio n
d ro p s d ra s tic a lly . S c ie n tis ts a re c u rre n tly re s e a rc h in g
m ore a b o u t th is .
Questions 3 8 - 4 0
Track 5 1
Now, I th o u g h t I’d fin is h by ju s t b rie fly d e s c rib in g a fe w
d iffe re n t p a tte rn s o f m ig ra tio n . A hhh ... m ig ra tio n v a rie s
w ith th e ty p e o f bird and th e area th e y c o m e fro m . For
e x a m p le , one kind o f m ig ra tio n is ‘ p a rtia l’ m ig ra tio n .
T h is m e a n s th a t s o m e b ird s in a p a rtic u la r s p e c ie s
w ill m ig ra te and o th e rs w o n ’t. It u s u a lly d e p e n d s on
how th e w e a th e r a ffe c ts fo o d s u p p lie s and v e ry o fte n
h a p p e n s in th e tr o p ic s . In a n o th e r m ig ra to ry p a tte rn ,
a bird c a lle d an A rc tic Tern m ig ra te s th e w h o le le n g th
o f th e g lo b e , fro m th e n o rth p o le to th e s o u th . The
A rc tic Tern tra v e ls b e tw e e n tw e lv e a n d fifte e n th o u s a n d
k ilo m e tre s each way w h e n it m ig ra te s in a c o m p le te
c irc le a ro u n d th e w o rld . I t ’s q u ite a m a zin g ! R ight ...
a n d , lastly, I'd like to m e n tio n a p a tte rn w h ich is n ’t
n e a rly a s s p e c ta c u la r, b u t is v e ry in te re s tin g . And th is
is th e way m any b ird s m ig ra te a c ro s s N o rth A m e ric a .
In th is p a tte rn th e b ird s fly n o rth w a rd s in th e w e s t o f
th e c o u n try and th e n b a c k s o u th ag a in in th e e a s t. So,
if you im a g in e it, th e y ’re a c tu a lly m ig ra tin g in a c irc u la r
p a tte rn , lik e th e h a n d s o f a c lo c k , n o t in a s tra ig h t line,
a s we m ig h t th in k .
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Unit 1 Friends abroad Unit 2 Food and cooking
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Units 1 -3
E xe rcise 4 Part 2 Skills development
1 th e a p p le s
E x e rc is e 1
2 (a p p le s ) w ith s u g a r
i b ii c hi c iv b
3 b la c k b e r r ie s a n d a p p le s
4 (a) b a k in g d is h
E x e rc is e 2
5 flo u r a n d b u tte r (to g e th e r)
1 a c o m p a r is o n 3 s im ila r
6 (th e ) s u g a r
2 8 4 d iffe r e n t
7 o n to p / on to p o f f r u it
8 3 0 m in u te s E x e rc is e 3
1 t it le b o x 3 im a g e (s )
E xe rcise 5
2 b u lle t p o in ts
1 d e e p fa t 4 ro a s t
2 h e a lth y 5 v e g e ta b le s
E x e rc is e 4
3 F rida y n ig h t 6 a t hom e
a, e
3 rig h t a m o u n t 9 s c h o o ls 1 -4
4 c e re a ls 1 0 fa m ilie s / p a re n ts i b ii c iii b iv b
5 A d v a n ta g e s
6 A c c id e n ts
Unit 3 Presentations 7 S u g g e s tio n s
Part 1 Vocabulary 8 S e v e n m in u te s
E xe rcise 1 9 Two m in u te s
Id 2 a 3 b 4 c 1 0 s a m e s ty le
E xe rcise 2
2 p r e s e n ta tio n p re s e n t p re s e n t
3 s u ggest s u g g e s tio n Review 1
4 p ro je c t p ro je c t p ro je c to r
5 in fo r m in fo r m a tio n E x e rcis e 1
6 e x p la in e x p la n a tio n
/e i/ /i:/ /e / /a i/ /iu :/
E xe rcise 3 A E F i U
F a ro u k: S o , w h o 's g o in g to d o th e in tr o d u c tio n ?
H B L Y Q
E d w a rd : W e ll, I s u g g e s t y o u p re s e n t th e f ir s t p a rt,
J C M w
F a ro u k. Y o u ’ve d o n e a lo t o f w o rk o n t h is p ro je c t,
K D N
a ft e r a ll.
G S
F a ro u k: W e ll, O K . I’ ll s ta r t. B u t y o u ’v e g o t a lo t o f
in fo r m a tio n , to o . I t h in k y o u s h o u ld e x p la in th e n e x t P X
tw o s lid e s . T z
V
E xe rcise 4
d ia g ra m : plan, g ra p h , c h a r t, ta b le
E x e rc is e 2
p ic tu re : im a g e , p h o to g r a p h , p a in tin g
1 B ritis h 4 a rriv a l
la n g u a g e : F re n c h , A ra b ic , C h in e s e , Ita lia n
2 d e p a rtu re 5 in fo rm a tio n
a d v a n ta g e s : p ro s , b e n e fits , g o o d p o in ts
3 flig h t 6 c o n n e c tio n
d is a d v a n ta g e s : b a d p o in ts , d a n g e rs , c o n s
E xe rcise 2
E xercise 5 1 c lu b s , a s s o c ia tio n s
1 T h e f ir s t th in g w e h a ve to d e c id e is o u r t o p ic . 2 c o m p a n y , b u s in e s s
2 S o , t h a t ’s fix e d th e n . 3 in th e o p e n air, o u ts id e
3 I th in k w e s h o u ld k e e p th e b lu e b u lle t p o in ts . 4 c o lle g e s , u n iv e rs itie s
4 I’ve p u t a ll o u r s lid e s to g e th e r. 5 fu lfilm e n t, e n jo y m e n t
5 S o , le t ’s p u t B o ttic e lli f i r s t , a n d fo llo w w ith 6 e m p lo y m e n t, w o rk
M ic h e la n g e lo .
6 M a k e s u re a ll th e s lid e s have th e s a m e s ty le . E xe rcise 3
1 c lu b s 3 o u ts id e 5 fu lfilm e n t
E xe rcise 6 2 com pany 4 u n iv e rs itie s 6 e m p lo y m e n t
1 0 5 0 9 S
2 S 6S 10 0 E xe rcise 4
3 0 7 S A lic e : W ei L o n g :
4 0 8S 1 a fa rm 9 b u s in e s s m a n
2 f r u it 1 0 in fo rm a tio n te c h n o lo g y
3 c h ic k e n s 1 1 tra d e
P a rt 1 Vocabulary
6 s u p e rm a rk e ts 1 4 re c e p tio n is t
7 lo c a l s h o p s 1 5 d e c is io n s
E xercise 1 8 (th e ) p u b lic 1 6 b ig c o m p a n y
1 A = 3 , B = 1, C = 4 , D = 2
E xe rcise 5
E xercise 2 1 f 2 c 3d
1 b u s in e s s m a n 3 d o c to r
2 p o lic e o ffic e r 4 fa r m e r
P a rt 3 Exam practice
1 p o lic e o ffic e r
E xercise 3
2 law
1 p ro d u c e 4 e a rn
3 p ra c tic a l
2 s u p p ly , d e liv e r 5 tra d e
3 d e fe n d , g u a rd 6 ta k e c a re o f
4 tr a in in g
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Units 4 -6
5 -7 e , c, a Part 3 Exam practice
8 w e ll-p a id
1 A 7 p la n
9 fa m o u s p e o p le / c e le b r itie s
2 B 8 (s tu d e n t) ID c a rd
1 0 (a) d e te c tiv e
3 E 9 m akes a b e e p /
4 C sound / beeps
5 o n lin e c a ta lo g u e 1 0 p r in ts a t ic k e t
6 a num ber
Unit 5 On cam pus services
Part 1 Vocabulary
E xe rc ise 1
1 lib ra ry 3 s p o r t s c e n tre
Unit 6 Staying safe
2 m e d ic a l c e n tre 4 h a lls o f re s id e n c e
Part 1 Vocabulary
E xe rc ise 2 E x e rc is e 1
1 s p o r t s c e n tre 3 s p o r t s c e n tre b re a k in to / , t h ie f / , g u n / , p ic k p o c k e t /
E xe rc ise 3
Noun Verb Adjective
1 th ro u g h 3 r e s ta u r a n ts 5 u n til
crime steal dangerous
2 T h e re 4 fo re ig n 6 tw e lfth knife rob careful
gun attack safe
E xe rc ise 4 th ie f protect
gang break into
1 in to 4 b e h in d
safe
2 fa r aw ay 5 b e tw e e n
3 o u ts id e
E x e rc is e 3
1 b u rg la r, s to le (p a s t te n s e )
E xe rc ise 5
2 p ic k p o c k e t
1 E 3 C 5 A
3 s h o p lif te r
2 D 4 B
4 g a n g , ro b b e r s (p lu ra l)
5 s a fe
Part 2 Skills development
E xe rcise 1 E x e rc is e 4
1 th e rig h t 4 s tr a ig h t a h e a d o f yo u ta k e to c o u r t
2 th e c o rn e r 5 M e d ic a l C e n tre w a tc h o u t fo r
3 o p p o s ite 6 to th e la k e c a ll th e p o lic e
lo c k u p
E xe rcise 2 c rim e s c e n e
1 o f th e w o o d 4 a c ro s s th e g re e n
2 th e f ir s t flo o r 5 S tu d e n t U n io n b u ild in g E x e rc is e 5
3 ro u n d th e la k e 6 next 1 b ro k e n in to 4 lo c k e d u p
2 c a lle d th e p o lic e 5 w a tc h o u t fo r
E xe rcise 3 3 c rim e s c e n e 6 ta k e th e m t o c o u r t
1 g ro u n d flo o r 4 on ca m p u s
2 m e e t fr ie n d s 5 fo u r E x e rc is e 7
3 f ir s t flo o r 6 p la y fo o tb a ll W h e n th e r e c e p t io n is t a rriv e d a t G o o d m e a d P rim a ry
S c h o o l o n M o n d a y , s h e fo u n d t h a t s o m e o n e h a d
E xe rcise 4 b ro k e n in to th e o ffic e a n d s to le n s e v e ra l la p to p s , s o
1 D 2 A 3 B s h e c a lle d th e p o lic e .
E xe rcise 3
USA - 9 1 1 , A u s tra lia - 0 0 0 , G e rm a n y - 1 1 2 ,
In d ia - 1 0 0
Unit 7 Studying, exam s and
revision
E xe rcise 4
b Part 1 Vocabulary
E xe rcise 1
E xercise 5 1 te x t b o o k s 3 e x a m h a ll
i c ii a IV c
2 te s t 4 re v is io n
Part 1 Vocabulary
E x e rc is e s 2 a, b
E xe rcise 1 1 75%
a 2 c 4 2 60%
b 1 d 3 3 50%
4 s u p e r m a r k e ts
E xe rcise 2 5 m a r k e ts
1 In g rid c o m p la in e d to c u s to m e r s e r v ic e s a b o u t h e r 6 s m a ll s h o p s
n e w b o o ts b e c a u s e th e z ip w a s b ro k e n .
2 A lo t o f te e n a g e r s lik e e x p e n s iv e d e s ig n e r b ra n d s E x e rc is e 3
m o re th a n c h e a p c lo th e s . a, d , f
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Answer key 123
E xercise 4 E xe rcise 2
1 a 3 f 5 c 1 fly in g 2 p lay 3 le a d in g
2 e 4 d 6 b
E xe rcise 3
E xe rcise 5
2 a d d re s s 5 p e rs o n a l/m e d ic a l
Unit 9 Hobbies, interests and 3 n a m e / s p e llin g in fo rm a tio n
E xe rcise 6
Part 1 Vocabulary
1 A n d re w M e tc a lfe 4 571324
E xercise 1 5 som e
2 21
Hobby Interest Sport 3 43A
4 stamp 2 going to the cinem a/ 1 cycling
collecting movies
5 painting 3 playing video games 6 basketball P a rt 3 Exam practice
1 ta b le te n n is 5 - 7 e, b, g
E xe rcise 2 2 100 8 M a n d e v ille
Interests Sports 3 12 9 B u ry G a rd e n s
Hobbies
4 s tr e e t d a n c e 10 5 7 3 2 7 9
stamp collecting going to the cinema cycling
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Units 9-10
E xe rcise 5 E x e rc is e 4
1 tw o p e o p le , w h e re , g o in g o n h o lid a y , c o m p le te th e 1 jo b 4 o ffic e
s e n te n c e s , NO M O RE THAN TW O W O R D S OR A 2 h o lid a y s 5 ow ner
NUMBER 3 w o rry 6 d e a d lin e
2 h o w to jo in a c lu b , c o m p le te th e fo rm , TWO W O R D S
3 tw o s tu d e n ts , h o b b ie s , c o m p le te th e n o te s , NO E x e rc is e 5
4 w o m a n , fr ie n d , w e e k e n d , m a tc h th e w o m a n ’s A m e ric a .
5 tw o p e o p le , fa v o u r ite film , c h o o s e c o r r e c t a n s w e r, s t a r t s c h o o l in S e p te m b e r , j u s t a f t e r th e y a re
E x e rc is e 6 w o rld .
4 In s o m e c o u n tr ie s , m o s t c o m p a n ie s c lo s e on
2 3 4 5
S u n d a y s , b u t in o th e r c o u n tr ie s th e y c lo s e on
dates comparisons comparisons comparisons F rid a ys o r S a tu rd a y s .
ages activities weather stories
5 T h e o ffic ia l la n g u a g e o f G re e c e is G re e k .
prices days tim es actors
names sports activities names
phone hobbies days types o f film P a rt 2 Skills development
numbers sports
E x e rc is e 1
tim es cities
addresses hotels ii T h e ir h o lid a y s s t a r t a t th e b e g in n in g o f July.
activities hobbies
days
E x e rc is e 2
sports
i b a iv b
E xe rc is e 3
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Answer key 125
E xe rcise 3
1 f 2 e 3 d
Unit 11 Com paring cultures
E xe rcise 4
Part 1 Vocabulary 1 In tr a d itio n a l In d ia n fa m ilie s , w h e re d id th e b rid e
a n d g ro o m u s e to m e e t fo r th e fir s t tim e ?
E xercise 1
Across: Down: 2 In In d ia , w h a t d id th e fa th e r o f th e b rid e u s e to d o ?
3 n a tio n a l 1 C h in e s e 3 W h a t h a s it b e c o m e p o p u la r fo r In d ia n fa m ilie s to
4 h u ts 2 Ita ly d o re c e n tly ?
4 W h e re d o e s th e c o u p le live a fte r th e y a re m a rrie d ?
E xercise 2
1 p ro n u n c ia tio n 5 s c a rf E xe rcise 5
2 a lp h a b e t 1b ii c iv b
6 s ilk
3 s p ic y 7 b ric k
4 v e g e ta ria n 8 b lo c k o f fla ts Part 3 Exam practice
1 b 6 w a te r fe s tiv a ls
E xercise 3 2 b 7 s ix
1 d ie t 3 a 8 life , w e a lth , lu c k
2 h o u s in g 4 e 9 new year
3 c o m m u n ic a tio n 5 g 1 0 (by) a n c ie n t tr a d itio n
4 c o s tu m e
E xe rcise 4
1 s p ic y Unit 12 Exploring the oceans
2 b lo c k s o f fla ts
3 la n g u a g e , a lp h a b e t Part 1 Vocabulary
4 s ilk E xe rcise 1
S u g g e s te d a n s w e rs :
E xe rcise 5
Picture 1 Picture 2 Picture 3 Picture 4
1 have 4 had
oil rig gas pipeline fishing trawler underwater
2 m ade 5 do
turbine *
3 done 6 have
off-shore natural gas net wave power
drilling
Part 2 Skills development
mineral mineral fish farm energy
E xercise 1 resource resource
th e s a m e a s m o re [c o m m o n ] th a n fuel fuel
m u c h m o re [o p e n ] [frie n d lie r] th a n natural gas
in c o m p a r is o n w ith
E xe rcise 2
E xercise 2 1 f 3 d 5 c
2 e 4 b 6 a
To emphasize similarity To limit similarity
very a bit E xe rcise 3
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Units 1 1 -1 2
E xe rcise 5
S u g g e s te d a n s w e rs :
Review 4
Statistics Trends
average (noun/adjective) rise ( noun/verb)
E x e rc is e 1
majority (noun) fall (noun/verb) 1 Is g a rd e n in g a h o b b y o r a s p o r t?
E xe rcise 1
E x e rc is e 2
1 u n d e rw a te r (s u b = u n d e r, m a rin e = s e a )
1 s tu d ie s 4 c la s s e s
2 n o t d e e p (fix e d rig s n e e d to r e s t o n th e s e a b e d )
2 th a n k 5 c o u n tr ie s
3 fis h fa r m in g (a q u a = w a te r / c u lt u r e = g ro w in g )
3 la n g u a g e s 6 c o m m u n ic a tio n
4 jo u r n e y d o w n (to th e o c e a n flo o r), s h o w n
(h a s + v e rb ), m a rin e (= s e a )
E xe rc is e 3
1 m ake
E xe rcise 2
2 h a ve
Noun Adjective Verb 3 do
E x e rc is e 5
Part 3 Exam practice
1 C u rra n ts 5 E xcept
1 1 0 0 0 m e tre s 6 b a tte r ie s
2 sea 6 s o u rc e
2 1940s 7 p a n e l o f lig h ts
3 a ffe c te d 7 c u rr e n ts
3 1960 8 fin
4 accept 8 descent
4 1 1 , 0 0 0 m e tre s 9 s u rfa c e o f e a rth
5 p ilo t ’s 1 0 m in e ra ls fo r in d u s try
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Answer key 127
E xercise 6
scientist
technology
mystery
revelation
Practice test
S e c tio n 1
1 a 6 1 9 th Ju n e
2 b 7 £360
3 a 8 g a rd e n c e n tre
4 4 , T he W illo w s 9 school
5 07632 112254 1 0 v e g e ta b le
S e c tio n 2
1 1 E ve ryd a y in v e n tio n s 16 B
1 2 h a lf a n h o u r 17 A
1 3 g ro u n d flo o r 1 8 film title
14 c 1 9 c a le n d a r
15 b 2 0 n u m b e r o f tic k e ts
S e c tio n 3
2 1 (s tu d e n t) 25 b
a c c o m m o d a tio n 26 f
2 2 d is ta n c e fro m 27 16%
cam pus 28 n e a r b u s s to p
23 p u b lic tr a n s p o r t 2 9 20%
24 e 3 0 54%
S e c tio n 4
31 lo o k fo r fo o d
3 2 fe e d th e ir y o u n g /fin d e x tra
3 3 th e tr o p ic s
3 4 w a rm e r c lim a te s
35 it c o m e s e a rlie r
36 h ig h e r te m p e ra tu r e s
37 (it) d ro p s d ra s tic a lly
38 D
39 F
40 B
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Key canteen n. - a r e s ta u r a n t in a fa c to ry , s c h o o l, e tc .
w h e re w o rk e rs , s tu d e n ts , e tc . e a t
a d j. = a d je c tiv e c e n tr e s u rr o u n d e d by g re e n le a v e s , w h ic h is e a te n
a d v . = a d v e rb cooked
p h ra s a l v. = p h ra s a l v e rb m ix tu re o f flo u r, f a t a n d s u g a r o v e r s te w e d fr u it
p h r. = p h ra s e dish n. - fo o d t h a t is p re p a re d a n d c o o k e d in a
v. = v e rb p a r tic u la r w ay
eighth n. - o n e o f e ig h t e q u a l p a r ts o f s o m e th in g
flavour n. - th e ta s t e o f a fo o d o r d rin k
flip v. - to tu r n s o m e th in g o v e r w ith a s u d d e n q u ic k
Unit 1 m ovem ent
fry v. - to c o o k fo o d in v e ry h o t f a t o r o il
arrival n . - th e a c t o r tim e o f a rriv in g get straight on (with) v. - to d o s o m e th in g w ith no d e la y
available a d j. - If s o m e th in g is a v a ila b le yo u c a n grease v. - If yo u g re a s e a c o o k in g d is h , yo u p u t a
h a ve o r u s e it. th in la y e r o f f a t o n it to s to p fo o d fr o m s tic k in g to
book v. - to re s e rv e a s e a t o n a flig h t, ro o m in a it w h e n c o o k in g .
h o te l, e tc . greasy a d j. - c o a te d w ith o r fu ll o f g re a s e
departure n . - th e a c t o r tim e o f le a v in g grill v. - to c o o k m e a t, fis h , e tc . by d ir e c t h e a t, a s
get in v. - to a rriv e , e s p e c ia lly a t o n e ’s h o m e o r u n d e r a g rill o r o v e r a h o t fire
p la c e o f w o rk halfn. - o n e o f tw o e q u a l p a r ts o f s o m e th in g
land v. - W h e n a p la n e la n d s , it c o m e s d o w n to th e lamb n. - th e m e a t o f a y o u n g s h e e p
g ro u n d a ft e r a flig h t. measures n. - p a r tic u la r a c tio n s in te n d e d to a c h ie v e
pick-up point n . - a p la c e to c o lle c t p a s s e n g e rs , s o m e th in g
g o o d s , e tc . melted a d j. - S o m e th in g t h a t is m e lte d h a s b e c o m e
terminal n . - th e b u ild in g w h e re p e o p le w a it a t a n a liq u id b e c a u s e o f h e a t.
a ir p o r t o r to c a tc h a fe r ry mix v. - to c o m b in e liq u id s , s u b s ta n c e s , e tc .
travel agent n . - s o m e o n e w h o s e jo b is to a rra n g e to g e th e r
h o lid a y s fo r p e o p le packet food n. - fo o d t h a t is q u ic k a n d e a s y to
p re p a re , e .g . fo o d t h a t is p re c o o k e d
peel v. - to re m o v e th e s k in o r o u te r c o v e rin g o f fr u it,
v e g e ta b le s o r e g g s
Unit 2 pineapple n. - a tr o p ic a l f r u it w ith y e llo w fle s h a n d a
h a rd b ro w n s k in t h a t h a s s h a rp p o in ts o n it
amount n . - T he a m o u n t o f s o m e th in g is h o w m u c h quarter n. - o n e o f fo u r e q u a l p a r ts o f s o m e th in g
th e r e is o r h o w m u c h yo u n e e d . recipe n. - a lis t o f in g re d ie n ts a n d in s tr u c tio n s t h a t
balanced diet n . - a d ie t t h a t c o n ta in s e n o u g h o f th e te ll y o u h o w to c o o k s o m e th in g
n e c e s s a ry n u tr ie n ts fo r y o u to b e h e a lth y roast v. - to c o o k m e a t o r v e g e ta b le s by d ry h e a t,
benefit n . - s o m e th in g g o o d t h a t yo u g e t fro m u s u a lly w ith a d d e d f a t a n d e s p e c ia lly in a n o ve n
s o m e th in g rub (in) v. - to m ix f a t in to flo u r u s in g y o u r fin g e rs to
boil v. - t o c o o k fo o d in v e ry h o t w a te r g e t a c ru m b ly m ix tu re
boiling a d j. - v e ry h o t solve v. - to fin d th e s o lu tio n to a p ro b le m
bowl n. - a ro u n d c o n ta in e r o p e n a t th e to p , u s e d fo r spice n. - a p la n t o r p o w d e r fr o m a p la n t t h a t you
h o ld in g liq u id , k e e p in g fr u it , s e rv in g fo o d , e tc . a d d to fo o d to g iv e it fla v o u r, e .g . g in g e r, c in n a m o n
cabbage n . - a la rg e , ro u n d v e g e ta b le w ith w h ite , o r n u tm e g
g re e n o r p u rp le le a v e s th a t is u s u a lly e a te n c o o k e d s te a m v. - to c o o k fo o d w ith s te a m fr o m h o t w a te r
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Glossary 129
stir v. - to u s e a s p o o n to m ix a liq u id o r o th e r avoid v. - to p re v e n t s o m e th in g b a d fro m
s u b s ta n c e h a p p e n in g
syrup n. - a s w e e t, th ic k , s tic k y liq u id baby-sitter n. - a p e rs o n w h o ta k e s c a re o f a c h ild o r
take measures v. - to ta k e a c tio n s to a c h ie v e a c h ild re n w h ile th e p a re n ts a re o u t
p a r tic u la r g o a l career n. - a jo b o r p ro fe s s io n
third n. - o n e o f th r e e e q u a l p a rts o f s o m e th in g celebrity n. - a fa m o u s p e rs o n
tiny a d j. - v e ry s m a ll close up adv. - If you s e e s o m e o n e o r s o m e th in g
c lo s e u p , you a re n e a r th e m a n d c a n s e e th e m
v e ry w e ll.
deliver v. - to ta k e g o o d s to a p la c e
Unit 3 earn v. - to g e t m o n e y in re tu rn fo r w o rk
feed v. - to g iv e fo o d to
ceiling n. - th e to p in s id e s u rfa c e o f a ro o m fulfilment n. - th e fe e lin g o f a c h ie v in g s o m e th in g
concentrate on v. - to fo c u s a ll a tte n tio n o n a im p o r ta n t o r d e s ire d
p a r tic u la r th in g yo u a re d o in g guard v. - to w a tc h a p e rs o n o r th in g in o rd e r to
explain v. - to g iv e d e ta ils a b o u t s o m e th in g s o t h a t p ro te c t th e m
p e o p le c a n u n d e rs ta n d join v. - to b e c o m e a m e m b e r o f a c lu b , o rg a n iz a tio n ,
fair enough phr. - a n e x p re s s io n o f a g re e m e n t e tc .
for instance phr. - fo r o r a s an e x a m p le load v. - to p u t g o o d s o n to a tr u c k , s h ip , e tc .
introduce v. - to s p e a k a t th e b e g in n in g o f a open air n. - T h e o p e n a ir is a n y p la c e o u ts id e .
p re s e n ta tio n , te le v is io n p ro g ra m m e , e tc . a n d te ll police force n. - a n o rg a n iz a tio n o f p o lic e o ffic e r s in
p e o p le w h a t th e y a re g o in g to s e e o r h e a r a p a r tic u la r c o u n try o r a re a
m ake sense v. - If s o m e th in g m a k e s s e n s e , it is rep. abbr. n. - a b b re v ia tio n fo r a p e rs o n t h a t
re a s o n a b le o r s e n s ib le . r e p r e s e n ts s o m e o n e e ls e
m ake sure v. - to m a k e c e rta in reward n. - s o m e th in g yo u g e t b e c a u s e yo u have
match v. - to be th e s a m e o r s im ila r a n d lo o k g o o d w o rk e d o r d o n e s o m e th in g g o o d
to g e th e r stressful adj. - in v o lv in g o r c a u s in g m e n ta l o r
memory stick n. - a s m a ll o b je c t t h a t yo u c a n c a rry e m o tio n a l p re s s u re o r w o rry
a n d u s e fo r s to r in g in fo rm a tio n fro m a c o m p u te r, supply v. - to p ro v id e s o m e th in g
d ig ita l c a m e ra , e tc . treatment n. - m e d ic in e , s u rg e ry , e tc . t h a t s o m e o n e
present v. - to g iv e in fo rm a tio n to p e o p le , e .g . in a is g iv e n if th e y a re ill o r in ju re d
p re s e n ta tio n o r s p e e c h union representative n. - s o m e o n e w h o re p r e s e n ts a
project v. - to m a k e a n im a g e a p p e a r o n a s u rfa c e g ro u p o f s tu d e n ts o r w o rk e rs
pros and cons phr. - th e a d v a n ta g e s a n d
d is a d v a n ta g e s o f s o m e th in g
rob v. - to s te a l s o m e th in g fro m s o m e o n e ,
e s p e c ia lly in a v io le n t w ay Unit 5
slide n. - a s m a ll p ie c e o f film in a fra m e , th a t you
c a n s e e on a s c re e n u s in g a s p e c ia l p ie c e o f borrow v. - to ta k e o r u s e s o m e th in g fo r a p e rio d o f
e q u ip m e n t tim e a n d th e n g iv e it b a c k
suggest v. - to p u t fo rw a rd a p la n o r id e a fo r concentrate v. - to fo c u s a ll a tte n tio n on a p a rtic u la r
s o m e o n e to th in k a b o u t th in g yo u a re d o in g
custom n . - an a c tiv ity o r w a y o f b e h a v in g th a t is
u s u a l o r tr a d itio n a l in a p a r tic u la r p la c e
food hall n . - th e p a rt o f a d e p a r tm e n t s to r e , w h e re
Unit 4 fo o d is s o ld
food outlet n. - a p la c e th a t s e lls fo o d
arrest v. - If th e p o lic e a rr e s t s o m e o n e , th e y ta k e footpath n . - a n a rro w p a th fo r p e o p le to w a lk on
th e p e rs o n to a p o lic e s ta tio n b e c a u s e th e y th in k foreign a d j. - c o m in g fro m o r re la tin g to a n o th e r
th e p e rs o n h a s c o m m itte d a c rim e . c o u n try
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Units 3 -7
get cash out v. - to g e t m o n e y fr o m a m a c h in e o r lock up v. - to lo c k th e d o o rs a n d w in d o w s o f a
bank b u ild in g b e fo re yo u le a v e
journal n. - a n e w s p a p e r o r m a g a z in e , e s p e c ia lly o n e lonely adj. - A lo n e ly p la c e is a lo n g w a y fr o m o th e r
t h a t d e a ls w ith a p a r tic u la r s u b je c t p la c e s a n d v e ry fe w p e o p le g o th e r e .
lecture n. - a t a lk t h a t is g iv e n to s tu d e n ts to te a c h pickpocket n. - a p e rs o n w h o s te a ls fr o m th e
th e m p o c k e ts o r h a n d b a g s o f o th e r s in p u b lic p la c e s
lecture theatre n. - a la rg e ro o m o r h a il w ith s e a ts in ring v. - to c a ll s o m e o n e u s in g a te le p h o n e
t ie r s w h e re s tu d e n ts s it to lis te n to le c tu re s rob v. - If s o m e o n e is ro b b e d , s o m e o n e s te a ls
lift n. - s o m e th in g t h a t c a rr ie s p e o p le u p a n d d o w n s o m e th in g fr o m th e m ,
in a ta ll b u ild in g s a fe n. - a s tr o n g , m e ta l c o n ta in e r w ith s p e c ia l
lobby n. - th e ro o m a t th e e n tr a n c e o f a la rg e lo c k s , u s e d fo r s to r in g m o n e y , je w e lle r y a n d o th e r
b u ild in g s u c h a s a h o te l v a lu a b le o b je c ts
owe v. - If yo u o w e s o m e o n e s o m e m o n e y , y o u n e e d shoplifter n. - a p e rs o n w h o s te a ls th in g s fr o m a
to p a y it to th e m . s h o p by h id in g th e m in a b a g o r in c lo th e s
pastry n. - an in d iv id u a l c a k e o r p a s tr y p ie steal v. - to ta k e s o m e th in g w ith o u t s o m e o n e 's
path n. - a lo n g s tr ip o f g ro u n d fo r p e o p le to w a lk on p e rm is s io n
fr o m o n e p la c e to a n o th e r stranger n. - a n y p e rs o n w h o y o u d o n o t k n o w
round adj. - in th e s h a p e o f a c irc le take som eone to court v. - t o s t a r t a le g a l p ro c e s s
stir-fry n. - a C h in e s e d is h m a d e by c o o k in g s m a ll a g a in s t s o m e o n e
p ie c e s o f m e a t a n d v e g e ta b le s in v e ry h o t o il theft n. - th e c rim e o f s te a lin g s o m e th in g
students’ union building n. - th e b u ild in g w h e re watch out for v. - to p a y a tte n tio n s o t h a t yo u
t h e o r g a n iz a tio n t h a t h e lp s s t u d e n t s h a s its w ill s e e s o m e o n e o r s o m e th in g
o f f ic e s , a n d w h ic h u s u a lly a ls o h a s a b a r, s h o p s ,
e tc .
take out v. - to b o rro w a b o o k fr o m a lib ra ry
tough adj. - d iffic u lt Unit 7
upset v. - to m a k e s o m e o n e fe e l u n h a p p y
be worth v. - t o h a ve a p a r tic u la r v a lu e o r p ric e
blank adj. - If y o u r m in d g o e s b la n k , yo u c a n n o t
t h in k o f a n y th in g o r r e m e m b e r a n y th in g .
Unit 6 calm down v. - to b e g in to fe e l le s s w o rrie d ,
n e rv o u s , u p s e t, e tc .
abroad adv. - to o r in a fo re ig n c o u n tr y download v. - t o c o p y s o m e th in g to y o u r c o m p u te r
advise v. - to te ll s o m e o n e w h a t yo u t h in k th e y u s in g th e In te r n e t
s h o u ld d o extraordinarily adv. - e x tr e m e ly a n d u n u s u a lly
break into v. - t o g o in to a h o u s e o r o th e r b u ild in g keep your eye on the clock v. - to b e a w a re o f th e
ille g a lly in o rd e r to s te a l s o m e th in g tim e s o t h a t y o u a re n o t la te o r s o t h a t y o u fin is h
burglar n. - s o m e o n e w h o e n te r s a b u ild in g ille g a lly s o m e th in g o n tim e
in o r d e r t o s te a l th in g s locker n. - a s m a ll c u p b o a rd w ith a lo c k t h a t yo u ca n
cash machine n. - a m a c h in e w h e re y o u g o to g e t p u t y o u r b a g s , v a lu a b le o b je c ts , e tc . in a t
m oney school
catch v. - to fin d a n d s to p s o m e o n e w h o is tr y in g to revision n. - th e p ro c e s s o f r e r e a d in g a s u b je c t
escape o r n o te s o n it, e s p e c ia lly in p r e p a r a tio n f o r an
crime n. - an ille g a l a c tio n t h a t s o m e o n e c a n b e e x a m in a tio n
p u n is h e d fo r roughly adv. - w it h o u t b e in g e x a c t
get through to (on the phone) phrasal v. - to be severaldeterminer - m o re th a n a fe w
c o n n e c te d t o s o m e o n e o n th e te le p h o n e software n. - th e p ro g ra m s t h a t c a n b e u s e d by
grab v. - to ta k e s o m e th in g w ith fo rc e c o m p u te r s fo r d o in g p a r tic u la r jo b s
handbag n. - a b a g t h a t a w o m a n c a rr ie s to h o ld h e r try out v. - to u s e a m e th o d to fin d o u t if it is
p u r s e , k e y s , e tc . s u c c e s s fu l
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Glossary 131
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Glossary 133
power n. - a p a r tic u la r fo rm o f e n e rg y
prawn n. - a s m a ll s h e llfis h w ith a lo n g ta il a n d a lo t
o f le g s , w h ic h you c a n e a t
renewable adj. - R e n e w a b le e n e rg y fo r m s a re
n a tu ra l o n e s w h ic h w ill a lw a y s be a v a ila b le , e .g .
w in d .
resource n. - s o m e th in g s u c h a s a m a te ria l o r
m o n e y t h a t a c o u n tr y o r o rg a n iz a tio n h a s a n d ca n
use
reveal v. - to s h o w t h a t s o m e th in g e x is ts
rise v. - to in c re a s e in h e ig h t o r level
sample n . - a s m a ll a m o u n t o f s o m e th in g t h a t is
ta k e n a n d te s te d s c ie n tific a lly
sea bed n. - th e g ro u n d a t th e b o tto m o f th e s e a
shallow adj. - S h a llo w w a te r is n o t v e ry d e e p .
significant adj. - b ig e n o u g h to be im p o r ta n t
stable adj. - n o t c h a n g in g
storm n. - an o c c a s io n w h e n th e re is v e ry h e a v y ra in
a n d s tr o n g w in d s , a n d s o m e tim e s th u n d e r a n d
lig h tn in g
structure n. - s o m e th in g th a t h a s b e e n b u ilt fro m
p a rts , e s p e c ia lly a la rg e b u ild in g
surface n . - th e to p le ve l o f th e la n d o r s e a
tendency n. - s o m e th in g th a t is s ta r tin g to h a p p e n
m o re o fte n
trawler n. - a b o a t u s e d fo r c a tc h in g fis h , w h ic h h a s
a w id e n e t t h a t is p u lle d b e h in d th e b o a t
trend n. - a c h a n g e o r d e v e lo p m e n t to w a rd s
s o m e th in g d iffe r e n t
upward adj. - m o v in g to w a rd s a h ig h e r p o in t o r
le ve l
wave n. - (in sea) a ra is e d m a s s o f w a te r on th e
s u rfa c e o f th e s e a , c a u s e d by th e w in d o r by tid e s
m a k in g th e s u rfa c e o f th e w a te r ris e a n d fa ll
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