presentation listening test

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IELTS on computer - Academic / General Training Listening test

Get experience of the IELTS on computer Listening test with the six different types of example questions below.

To check your answers, see the ‘Answers and transcripts’ section at the bottom of the page. Full transcripts are provided with the answers.

For each question you will listen a recording about a particular topic, click on the link and follow the instructions. You will have some time before the recording starts to read over the question.

1. Multiple choice with one answer

You will hear an extract from a recording in which a student called Judy is discussing her research with her tutor and fellow students.

  See sample question 1 .

2. Multiple choice with more than one answer

You will hear an extract from a recording in which two people are discussing a guide to a library.

  See sample question 2 .

3. Matching

You will hear an extract from a recording in which a woman is talking to new staff at a children’s summer camp.

See sample question 3 .

4.  Labelling on a map

You will hear an extract from the test in which a tour guide describes different places in a US town.

See sample question 4 .

5. Fill in the gaps

You will hear an extract from a recording in which two people are discussing second-hand furniture. 

See sample question 5 .

6. Fill in the gaps: short answers

You will hear an extract from a recording of the test in which a representative from a clothing company is giving a talk to high school students.

See sample question 6 .

7. Form Completion

You will hear an extract from a Part 1 recording in which a customer is talking to an agent at a company which ships large boxes overseas.

See sample question 7 .

8. Sentence Completion

You will hear an extract from a Part 3 recording in which two friends are discussing studying with the Open University.

See sample question 8 .

9. Table Completion

You will hear an extract from a Part 4 recording in which a university lecturer is giving a talk about research into ‘learner persistence’.

See sample question 9 .

10. Flow-chart Completion

You will read an extract from a Part 3 recording in which two biology students are comparing their research on evidence of life on Earth and other planets.

See sample question 10 .

Answers and transcripts

• She wanted to understand her own background.
• organising what she had collected

Transcript: 

M1: Right, Judy, this week it’s your turn to bring us up to date on your dissertation. So?

F1: I’ve finished the basic research and planning, and the first draft, and hopefully I can

start writing the final version now.

M1: Good. Not everyone knows your subject, so you’d better introduce it.

F1: Oh, I’ve chosen to study everyday life in the East End of London in the early

twentieth century. Lots of books have been published about the East End, covering

everything from health to how roads and districts got their names, so you might

think it’s an obvious subject to pick. But in fact I was brought up there, and I’ve

always been interested in finding out how the area shaped my upbringing.

F2: What materials did you use in your research?

F1: As I said, a lot’s been written about the area, and I used some of it to get an idea of

what to cover. But the bulk of my work is based on the elderly people from the area

who I managed to contact and arrange to meet, and then recorded as they talked to

me. And when they referred to any specific events, I looked them up in local

newspapers from the time.

M2: Was it difficult to get enough source material?

F1: Not a bit. The problems started when I thought I had enough material, and sat

down to devise a workable filing system. It took ages, but I was really glad of it

when I came to writing the draft; otherwise it would have been impossible.

In any order:

• book reservation
• location of room

Transcript:

F1: I’ve finished the basic research and planning, and the first draft, and hopefully I can start writing the final version now.

F1: Oh, I’ve chosen to study everyday life in the East End of London in the early twentieth century. Lots of books have been published about the East End, covering everything from health to how roads and districts got their names, so you might think it’s an obvious subject to pick. But in fact I was brought up there, and I’ve always been interested in finding out how the area shaped my upbringing.

F1: As I said, a lot’s been written about the area, and I used some of it to get an idea of what to cover. But the bulk of my work is based on the elderly people from the area who I managed to contact and arrange to meet, and then recorded as they talked to me. And when they referred to any specific events, I looked them up in local newspapers from the time.

F1: Not a bit. The problems started when I thought I had enough material, and sat down to devise a workable filing system. It took ages, but I was really glad of it when I came to writing the draft; otherwise it would have been impossible.

• Kids’ Counselling

Good morning everyone. Welcome to all our staff on this summer’s Kids’ Camp. It’s nice to see some familiar faces back from last year. Let’s hope this year’s camp is as much fun for the kids as last year.

In our orientation programme this morning I will introduce you to all the people you need to know at the camp. They each have a different responsibility in the centre so it’s a good idea to make a note of who does what.

Well first of all, you all know me, Jill Andrews. I am the co-ordinator here. The next person you need to know is Mary Brown; she’s our accommodation officer, so she deals with all the housekeeping matters concerning both the children’s dormitories and your own accommodation wing.

Next, we have John Stevens, who is our catering manager and he organises all the menus. If you have any special dietary requirements, speak to John and he’ll do his best to accommodate you. We sometimes find that the children complain about not liking certain meals so if there’s a real problem, you should get John involved.

Then we have Alison Jones. She plans all the excursions and does all the bookings for the tour buses etc. Alison also accompanies the children on the excursions and is responsible for making sure that the same number of children return to the centre as leave it!

Tim Smith is in charge of physical education. He’ll organise the big athletics carnival that we have at the end of the camp, but he’ll also plan the individual training sessions for the kids. We have to remember that exercise is one of the key features of this camp.

Last but not least is our wonderful Jenny James. She looks after any of the children who are homesick or have problems getting on with other kids here. So don’t feel you have to deal with those problems yourself, a chat with Jenny usually does the trick. You’ll notice that this year we don’t have a resident first aid person; instead we have a qualified nurse on call at all times should anyone fall ill.

All right, those of you who want to go on the ride, please just wait a moment while I give some directions to the rest of the group.

You’ll notice that the Welcome Centre, where we are, is located on the southwest corner of Elm and Main Streets. For those of you interested in doing a little shopping ... on the other side of Main Street you can see a wonderful quilt shop. These are handmade blankets which are usually made from patches of left over material. They make wonderful gifts, but let me warn you, it will be hard to leave that shop, so you may want to save that for last.

The next street up Main is Ash Street. On the Southside of Ash, is a handicrafts museum worth a look. You’ll be amazed at the variety of handmade crafts there. On Main Street, in the middle of the block past Ash but before Oak Street is a traditional one-room school house. Please be as quiet as possible and do not take photographs, as school is in session.

• 1.20 metres

F: Oh hello… I’m calling about your advertisement in the local paper.

M: Oh well, there were two ads actually. Was it the one for second-hand furniture?

F: That’s right, yes. Last Thursday…

M: Oh yes… Some of it’s already gone I’m afraid, but… what exactly were you interested in?

F: Mainly the dining room furniture, specially the table. Has that gone yet?

M: Not yet.

F: Oh good. Can you tell me a bit about it?

M: Well, it’s round. I’m not sure of the exact measurements, but it’s medium sized. It seats about six.

F: And how old is it?

M: Mmmm. Mm let’s see…ten years? No it must be twelve by now.

F: And the advertisement said you were asking £25 for that?

M: That’s right.

F: And do you still have the dining chairs?

M: Yes. It’s a set of four chairs – there were two more but over the years a couple have disappeared.

F: What are they like?

M: Quite nice – they’ve got upholstered seats – you know they’re covered in material to make them more comfortable to sit on. That’s green – but you could change it of course, if you wanted something different.

F: What sort of condition are they in?

M: I’d say reasonable – they’ve had a bit of wear. And we’re asking £20 for those.

F: Right. And the other thing I wanted to ask about was the desk. Can you tell me roughly how long the top is, so I know if it’ll fit in my room?

M: Let’s see…It’s 75 cm high I know, and the length’s err 1 metre 20. And it’s 40 cm deep. It’s got 3 drawers – the top one’s got a lock so you can keep your valuables there.

F: And you were asking £50.00 for that?

M: Yes, it’s a bit more because it’s in good condition. But if you want to take the other things too, I could let you have it for forty.

• scientist(s)
• engineer(s)
• accountant(s)

Good afternoon everybody and thank you for giving me your time today. Firstly I’d like to talk to you about a career in the fashion industry, then about the kind of people we’re looking for at Pacific Clothing, and finally I’d like to tell you what we offer you if you come to work for us.

All kinds of people work in a wide range of jobs in the clothing industry, from drivers to office workers and artists. At the moment we’re looking to recruit new staff from several professions. Right now we’re on the lookout for scientists, particularly to work with the dyes we use to colour fabrics. And to design the patterns and choose the colours which are going to appeal to consumers, we have a strong design team. We’re not looking for any new designers at present but vacancies may arise in future. However, at the moment we are looking for engineers to work in the production department. Just like any company, we too need practically-minded people to make sure that we’re not spending more than we’re earning, so we’re currently recruiting accountants. They’re not usually associated with fashion but let me tell you, they perform a vital task. But that’s not to say that, if you have qualifications in another field, such as management or sales, we won’t be needing someone like you in the future.

4. 0.75 m/metre(s)/meter(s) (wide) / three(-)quarter(s) (of) (a) metre/meter (wide) / ¾ m (wide) / 75 cm(s) (wide)

5. 0.5 m/metre(s)/meter(s) (high/deep) / (a) half (a) metre/meter (high/deep) / ½ m (high/deep) / 50 cm(s) (high/deep)

6 &7. in either order

(some) books

(some) toys

8. (£)1,700

A Good morning Packham’s Shipping Agents. Can I help you?

B Oh yes, I’m ringing to make enquiries about sending a large box, a container, back home to

Kenya from the UK.

A Yes, of course. Would you like me to try and find some quotations for you?

B Yes, that’d be great. Thank you.

A Well first of all, I need a few details from you.

A Can I take your name?

B It’s Jacob Mkere.

A Can you spell your surname, please?

B Yes, it’s M-K-E-R-E.

A Is that ‘M’ for mother?

A Thank you. And you say that you will be sending the box to Kenya?

B That’s right.

A And where would you like the box picked up from?

B From college, if possible.

A Yes, of course. I’ll take down the address now.

B It’s Westall College.

A Is that W-E-S-T-A-L-L?

B Yes, ... college.

A Westall College. And where’s that?

B It’s Downlands Road, in Bristol.

A Oh yes, I know it. And the postcode?

B It’s BS8 9PU.

A Right ... and I need to know the size.

B Yes, I’ve measured it carefully and it’s 1.5 metres long ...

B 0.75 metres wide ...

B And it’s 0.5 metres high or deep.

A Great. So I’ll calculate the volume in a moment and get some quotes for that. But first can you

tell me, you know, very generally, what will be in the box?

B Yes there’s mostly clothes.

A OK. [writing down]

B And there’s some books.

A OK. Good. Um ... Anything else?

B Yes, there’s also some toys.

A OK and what is the total value, do you think, of the contents?

B Well the main costs are the clothes and the books – they’ll be about £1500 but then the toys are

about another two hundred – so I’d put down £1700

1. motivation

2. time(-)management

4. summer school(s)

Paul: The other thing I wanted to ask you was, did you find it hard, studying with the Open University?

Rachel: You mean, because you’re studying on your own, most of the time?

Rachel: Well, it took me a while to get used to it. I found I needed to maintain a high level of motivation because it’s so different from school. There’s noone saying, ‘Why haven’t you written your assignment yet?’ and that sort of thing.

Paul: Oh dear.

Rachel: You’ll learn it, Paul. Another thing was that I got very good at timemanagement because I had to fit time for studying round a full-time job.

Paul: Well, I’m hoping to change to working part-time, so that’ll help.

Rachel: What makes it easier is that the degree is made up of modules, so you can take time off between them if you need to. It isn’t like a traditional three- or four-year course, where you’ve got to do the whole thing of it in one go.

Paul: That’s good, because I’d like to spend six months travelling next year.

Rachel: Huh, it’s all right for some. Then even though you’re mostly studying at home, remember you’ve got tutors to help you, and from time to time there are summer schools. They usually last a week. They’re great because you meet all the other people struggling with the same things as you. I’ve made some really good friends that way.

Paul: Sounds good. So how do I apply?

1. challenge

4. interests

5. tutor(s)

The second section of my questionnaire looked at learner persistence under three main headings: social and environmental factors, other factors, and intrinsic or personal characteristics. I identified three levels of importance for each of these. At the first level – those points identified by participants as most important in learner persistence – for social factors, many respondents said how crucial it had been to have good support, though there was no one specific source; it could be family or friends. As regards other factors, students are heartened not so much by high grades but by what they regard as success in study. And for personal characteristics, many respondents reported that they took pleasure in challenge and that this was regarded as very significant.

At the second level of importance, in the first category, a sizeable percentage talked about the fact that they had enjoyed themselves in school as an important social factor. In the second column, other factors, a number of people said that what was of most importance was decent health – this had a fairly strong influence on their persistence in their studies. And then under the heading of personal characteristics, there were quite a large percentage of respondents who mentioned they felt it was important to have lots of interests in their everyday lives. This gave them a depth and sense of perspective which less persistent learners might lack.

And then onto the third level. Under social factors, several respondents talked about good relationships with their tutors. For other factors, they mentioned lack or absence of any problems in their families. And finally under column three, they identified an ability to juggle several roles – what we might call their capacity for multi-tasking.

Question 10

2. radiation

4. microbes

A So we’ve talked about how we find evidence of past life on earth, and in the second part of our presentation, we want to demonstrate in a practical way how to find out if there has ever been life on other planets in the solar system.

B Yes, and I thought we could present the information in the form of a flowchart.

A Great idea. So, the procedure begins by sending a spacecraft to land on the planet.

B Right, then a vehicle, called a rover, is sent out from the spacecraft. This is a small machine which travels over the planet. The rover needs to find a good range of organic material so they direct it to a site that’s likely to provide this. Then the rover drills down under the surface to collect a sample.

A Why does the sample have to come from underneath? Why not just scoop up some soil from the top? Is it to stop contamination from the rover? I’ve heard that can be a problem.

B No, the rover is clean. It’s actually because of the atmosphere. Unlike our planet, the surface might be exposed to high levels of radiation and that could kill anything living on the surface.

A I see. But something could still be present underneath the surface.

B Yes. It’s possible.

A So at this point the soil and rocks that have been collected would need to be analysed, to see if there are any signs of fossils.

B Right. Just as we do on Earth. It’s unlikely that there’d be anything that large, but it’s an essential step.

B Once that’s been done, the sample is crushed into a fine powder.

A Why is that? Doesn’t that destroy everything?

B Well, luckily, no. And in the next stage of the analysis, the sample has to be exposed to heat, and then run through a mass spectrometer.

A We’ll need to explain that this is an instrument used to measure the weight and concentration of atoms and molecules.

B Yes. This level of analysis is necessary to search for microscopic signs of life, much smaller than fossils, such as microbes.

A So once all this has been done and the results sent back to Earth, what happens next? Can they do anything with the results?

B Yes. They can compare them with data from similar studies done on large bodies of water or desert soils from Earth.

A Fascinating. Let’s make a start on our presentation slides, shall we?

IELTS listening test

How to score well in the ielts listening test.

Home  »  IELTS listening test

After reading this article, you will learn more about how to prepare for your  IELTS listening test  using our useful tips, tutorials and podcasts for IELTS.

Important things to remember about the IELTS listening test

All IELTS test candidates, whether they are taking IELTS Academic or IELTS General Training, will do the same IELTS listening test. Therefore any IELTS listening practice test will be fine for you to use.

The IELTS listening test takes about 30 minutes to complete and you will receive an additional 10 minutes to transfer your answers to an answer sheet.

When you transfer your answers, they must be spelt correctly and have capital letters in the right places. For example, if the answer is 'London', you will score zero for writing 'LONDON', 'london' or 'lonndon'.

You will only hear the audio ONCE for each part. A variety of voices and native-speaker accents are used. You should do as many IELTS listening practice questions as you can so that you can feel confident listening to Australian, American and regional English accents.

The following types of questions are used in the listening test:

• Multiple choice
• Matching questions
• Form completion
• Note completion (this could also be a diagram or a flow chart)
• Sentence completion
• Short-answer questions
• Summary completion

There are four parts to the listening test:

Part 1 : Two people talking (a typical everyday conversation, e.g., two friends arranging to meet).

Part 2 : One person talking (a talk or speech in a social situation, e.g., explaining membership at a local gym).

Part 3 : Multiple people talking (minimum 2, maximum 4) in a training or educational situation (e.g., a training workshop/seminar).

Part 4 : One person giving a talk/presentation in an academic setting (e.g., a university professor).

Each part has 10 questions so there are 40 questions in total. You will get time to work through the answers and also some time to check your answers.

How to handle the listening test:

Do not open the listening test question paper until you are told to do so.

Write your name and candidate number in the spaces at the top of the listening test answer page.

Write your answers on the question paper as you listen, not the answer paper.

Remember you will only hear the audio once. So make sure that you read, write and listen all at the same time. Your answers do not have to be perfect, however - remember that you have 10 minutes at the end of the IELTS listening section to transfer them onto the IELTS listening answer sheet so it's fine to have some answers changed or crossed out.

Read the instructions and questions carefully before you listen.

As you transfer answers, make sure you write something for every single question. Many candidates leave multiple choice answers blank - that's crazy!! Just guess 'B'.

For more effective pre-test preparation:

As you do practice tests, make a note of the question types you find most challenging - for example, are multiple-choice questions difficult for you? Do you score lower on sentence completion? Make sure you practice MORE of these question types until you feel really confident.

Improve your IELTS listening skills by trying this useful trick - get the test script (these are available at the back of many IELTS preparation books) and read the script BEFORE you start listening, memorising any new phrases and vocabulary. Do this for two or three different IELTS listening tests. Many IELTS tests use very similar language and instructions, and you will get a better sense of the exam this way.

Take a look at some of our tutorials to help you improve your listening score and prepare for your IELTS listening test:

• IELTS listening test : multiple choice questions
• Matching questions in IELTS listening
• Top IELTS listening tips
• Overview of the computer based listening test
• Section one of the listening test
• Free Essay Band Score Evaluation
• Sign up to claim your free IELTS materials
• Jump to Band 7 or it’s Free
• IELTS Writing Evaluation
• IELTS Band Score Calculator
• Book Your Online IELTS Test
• Sample Topic Answers
• Useful Sentences
• Sample Task 2 Questions 2022
• Introduction to Paraphrasing
• Model Band 9 Essay
• Five Band 9 Words
• Model Band 7 Essay
• Differences Band 9 vs Band 7 Essay
• Band 6.5 Essay
• Academic Collocations
• Topic Sentences
• Discuss Both Views
• Tutorial: To What Extent Essays
• Paraphrasing Introductions
• Essay Structures
• Essay Plans
• Describe a Pie Chart
• Using Percentages
• Map Vocabulary
• Describe Flow Charts
• Describe a Bar Chart
• How to get Band 9
• AT 1 Sample Questions 2022
• Describe a Graphic
• GT Task 1 Questions 2022
• IELTS Vocabulary
• Google Play / Podcasts
• Apple Podcast
• Android App
• Task 2 Sample Questions
• AT 1 Questions

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• A Beginner’s Guide to IELTS
• Common Grammar Mistakes [for IELTS Writing Candidates]

Writing Correction Service

• Free IELTS Resources
• Practice Speaking Test

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A Complete Guide to the IELTS Listening Exam

Listening is one of the four parts of the IELTS exam and it is the same regardless of whether you choose to take the academic or general test. It is comprised of four sections and you will be asked a variety of questions on these listening passages. You can expect to hear different accents and different types of materials, from phone conversations to lectures. There are forty questions and you have forty minutes to listen and answer. In this article, I will give a complete guide to the IELTS listening exam. You can find useful hints and tips for IELTS listening elsewhere on this site.

An Overview

The IELTS listening exam is the same for both the general and academic IELTS tests. It requires no specialist knowledge in order to pass, and is a good test of your overall English ability. Sections one and two are in a social context but the third and fourth sections are usually located in an educational facility, and have an academic context. I shall explain more about this, in detail, later.

The purpose of the IELTS listening exam is to test your ability to do the following:

• understand main ideas
• follow logical arguments
• find specific information (ie numbers, addresses)
• recognize opinions or attitudes

Importantly, you will only have one chance to hear the recording and choose a correct answer.

You will listen to approximately thirty minutes of recordings, including time for reading the questions. The instructions are clear, and you will be told “you now have x minutes” to check your answers or read the next set of questions. At the end of this time, you have ten minutes to transfer your answers from the question paper to the answer paper, which looks like this:

You will be given some time to read the questions prior to actually listening to the recording. You should note your answers on the question paper, and then transfer them during the final ten minutes to the answer sheet. Copy the answers carefully, paying attention to spelling. Make sure that you enter the right answer for the right question number.

Hint: Use your time wisely. When you are given time before a new section starts, don’t check answers from the previous section. Instead, read ahead and predict the sort of material you will hear next. For example, if there is a $ before the blank space, you will be listening for a number. Think about themes and content, as well as the specific answers you should listen for. You can use the time at the end to check spelling and review your answers.

There are four sections to the exam, and each is little more difficult than the one before it. This means that the first section is the easiest and the last is the most difficult. In this regard, it is the same as the speaking exam . There are ten questions in each section, making forty questions in total.

The first thing that you will hear is a set of instructions and an example answer, which is also marked on your question paper. After that, you will soon begin section one.

In this section, you will hear a conversation between two people. The situation will be a normal, everyday social setting. For example, a phone call to a travel agency or realtor. You are typically expected to listen for specific details like the person’s name, address, and phone number. It may look like this:

The British Council (who run the IELTS exam along with Cambridge University) offer free practice tests like this one . You can practice your listening skills here, or buy the official exam papers .

Next is a monologue, which means just one person speaks. This is again a social setting and typical examples include someone giving details about services, arrangements, or facilities. It will be something of general interest. You can expect different types of questions, and one very common question type in section 2 is filling in a table with the correct information.

Now we begin the academic half of the listening exam. In section 3, you will hear a conversation between two or more people talking about something related to education – maybe a college assignment or a post-lecture discussion. There can be up to four people talking, and you will most likely have to track their attitudes and opinions. You should also be aware that you may need to record factual information as well.

Here is an example question:

The final section is the most difficult one, and is a monologue set in an academic context. It will be related to section 3 and may consist of a lecturer or other speaker giving an informative talk on a set topic. You will not need to know anything about the topic in advance in order to get the questions right. You will, however, need to gather factual information and identify attitudes and opinions .

Here is a practice test that only looks at section 4 of the IELTS listening exam:

Video Overview

I made this video to help you better understand the IELTS listening exam as a whole. It should be very helpful for students who haven’t yet taken the IELTS, and just want to get a basic understanding.

Question Types

You will have noticed from reading the above guide that the IELTS listening exam, although difficult, is actually quite predictable. It is easy to prepare for it because it doesn’t change much. Thankfully, there are only a limited number of question types, too. Some of these are similar to the questions you are asked in the reading exam, while others are specific to the IELTS listening. I will look at some of the more common ones.

Multiple Choice

This is a very common question type, so you really should practice it often. In this type of question, you will be given several possible answers. You may be given a simple question or else the first part of a sentence. It is also possible that you may have to choose more than one answer, so read the instructions very carefully.

Here’s an example question:

What is John going to do before the course starts? A.  attend a class B. write a report C. read a book

Hint: If you don’t know what the answer is, think about what is not correct. If are certain that C is incorrect, then you can guess at either A and B. Never leave a question unanswered.

Label a Map, Diagram, etc

One of the more challenging questions in the listening exam is labeling a map, diagram, or plan. In this case, you need to listen very carefully and follow the verbal description well enough to associate it with the visual representation. This requires the ability to follow instructions and directions, or determine spatial relationships.

It should look something like this:

Form, Table, Summary Completion

There are many variations on this, but quite simply you will be given some sort of incomplete information and asked to complete it according to the information in the listening passage. Perhaps it will be a note or form that needs to be filled with names or numbers. In other cases it is a more complex flow chart that needs you to listen for stages in a procedure.

The most important thing with this type of question is to read the instructions carefully. It will say something like:

WRITE NO MORE THAN TWO WORDS AND/OR A NUMBER

You must make sure to stick to this as any answer with too many words will be marked as incorrect.

Short Answers

This is something many students find to be difficult as you are asked a question and required to listen to find the words in the recording. You will again be told the maximum number of words you can use, so make sure not to exceed that limit.

Because of the nature of the question, the answer will not be too complex. Instead, expect questions like “Who…?” and “What time…?” that require only one or two words as an answer.

Each question is worth one mark, so you will be given a mark out of forty for your IELTS listening test. This is converted to a band score of between 0-9.

You can calculate your band score from the number of answers you get correct. Do plenty of listening practice under exam conditions and you will get a good idea of what your band score will be after doing the real IELTS exam.

Other Important Things to Know

You may hear speakers from the U.K. or U.S.A., as well as Canada, New Zealand, Australia, or South Africa. Some students practice listening exclusively to American TV or BBC News and so they are confused by the other accents. However, English is an international language and you should be familiar with these accents at the very least. The speakers will speak clearly and in standard English, so there is no new slang or technical jargon to encounter.

The IELTS exam is, to some extent, also a test of your thinking skills. Sometimes there are answered designed to trick you. It is not always straightforward. You may have to think carefully about a question and the answer may appear to be one of two possible answers, but only a very careful analysis of the language would reveal the correct one. In these cases, it is best to take a guess and move quickly on. You don’t have time to dwell on the difficult ones. Make sure you get the easy stuff right first.

Strategies for Success in IELTS Listening

I have numerous posts on this blog offering free help for students with their IELTS listening preparation. You can find some of them here:

• How to Answer Multiple Choice Questions [IELTS Listening Tips]
• How to Pass the IELTS Listening
• 4 Tips For Improving Your IELTS Listening Score
• Improve your English listening skills with podcasts
• 10 IELTS Listening Tips

The gist of it is this: practice is absolutely vital. Additionally, you need to be familiar with hearing English, with exam techniques, and with listening for specific details in both conversations and monologues. Get used to the format of the IELTS exam and the wording used in listening questions, and then on exam day you must read these instructions very carefully. It is easy to make small, silly mistakes.

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• Practice Tests

Giving the presentation

• View Solution

Solution for: Giving the presentation

Answer table.

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Exam Review

Hi, Martin.

Hi, Kate. How are you?

Fine. I'm relieved to have done my presentation!

I'm sure! How did it go?

Kate: Oh, OK in the end, but I was ever so nervous beforehand . It's silly, because I do know my stuff quite well. I must know those statistics (C) inside out, but when you have to get each table of results to come up in the right order, it can make you nervous. It was my first time using the computerised projector, and I was sure I was going to get the controls wrong (B) , or something. And of course, that's not a good situation, if you know you've got to listen to questions carefully, and be ready to answer quickly (A) .

Look at  Question 1 .  The question consists of two parts: ' Before giving her presentation ' and ' Kate was worried about '. This is what you must listen for.

These are some  dangers  in choosing an answer:

• You hear Kate say what worried her during or after the presentation,  not   before  her presentation, and choose the wrong answer.
• You hear Kate say what she was looking forward to,  not  what she was  worried about  before the presentation, and choose the wrong answer.
• You hear another speaker,  not   Kate,  say what he or she was worried about before his or her presentation, and choose the wrong answer.

1    Did Kate expect to be  asked questions ? Yes

2    Does she talk about questions being  difficult ? No. She says, ' you've got to listen to questions carefully, and be ready to answer quickly' .

3    Is option A the correct answer? No.

1    Does she talk about using  projection equipment ? Yes

2     Does she talk about  problems  in connection with  projection equipment?  --> Yes. She says, ' It was my first time using the computerised projector, and I was sure I was going to get the controls wrong, or something. And of course, that's not a good situation ...'. This information links to what she said before: ' I was ever so nervous beforehand '. It also explains what she means when she says, ' when you have to get each table of results to come up in the right order, it can make you nervous '.

3    Is option B the correct answer? Yes

1     Does she talk about  statistical results ? Yes

2     Does she say that explaining statistical results was  s omething  she was worried about? No. She says, ' I must know those statistics inside out '.

3    Is option C the correct answer? No

Martin: But it was fine once you got going?

Martin: I do feel that the standard of presentations could be improved in general. I think a lot of the lecturers agree with me, although I don't honestly know what they can be expected to do about it . Students need to appreciate the difference between style and content. Too many presentations are just a mass of detailed content - all very worthy - without any attempt to engage people's interest. Basic things, like looking at your audience's faces , seem to get forgotten . And that makes it harder to concentrate on the points made about the research itself. 

Kate: Yes, there are quite a few improvements I'd like to see. Take tutorials, for example. I feel they're often a missed opportunity . I come out not feeling sure about what I've  le arnt . Week in week out, I faithfully plough through the reading list, which is fair enough , but then the discussion doesn't seem to extract the main issues . It's frustrating.

Note :  Kate shows that she has a negative view of tutorials: 'they're often a missed opportunity '. Option A is not the answer ; 'the reading list... is fair enough '. Option B is not the answe r; we are simply told that tutorials happen every week. Option C is the correct answer; if ' the discussion doesn't seem to extract the main issues ', then there isn't a clear focus .

Martin: Hmm, I know what you mean. Mind you, we have to take some responsibility ourselves. I actually got quite a lot from that skills workshop I went to on taking notes, and  I'd like to make similar improvements in the next semester . The reading list we get has several websites each time, and I want to learn to navigate mv way round them more effectively .

Note: We are told Martin wants to ' make ... improvements ' next semester. Option B is not the answer ; he's already done that. Option C is not the answer ; Martin talks about his reading lists, but he doesn’t mention prioritising them .

Option A is the correct answer : he says he wants 'to learn to navigate my way round them (websites on the internet] more effectively '.

Kate: That's sounds a good idea. Mind you, it means spending more time in the library ...

Martin: If you can get in ...

Kate: You mean because it's too crowded ? It isn't big enough, is it?

Martin: Well, I don't know . I mean. I like to work late in the evening, and it shuts before I want to finish . But I know you can access the catalogue from a laptop.

Kate: Which personally I haven't got. Actually, the problem for me is that I like to get up early and start work straight awav. and they don’t start until 9  .I wish they'd change that.

Look, we ought to start working out what to do next for our project.

Kate:    Yes, enough moaning!

Martin: OK, the main thing is to allocate the various tasks between us, isn't it?

Kate:    Yes. Well, we're going to need the Questionnaire before  we can do much else, aren't we? Do you want to handle that?

Martin:    I'd assumed we'd do it together ?

Kate:    You have more experience than me. Maybe you could  think up the main questions, you know, a first version of the whole thing, and then I could read it through .

Martin: And make suggestions? Well. OK . My experience on projects has all been with closed groups.

Next, Martin suggests that they  do the task together . This indicates that both Martin and Kate ( option C ) is the answer. However, you cannot be sure, because Kate has not agreed to this yet.

Then Kate  accepts  Martin's suggestion and clarifies how they will both do the task. But you still cannot be sure, because Martin has not agreed to this.

Finally, Martin confirms his agreement ('Well, OK.'), and you can now safely choose option  C  as the correct answer.

  I  don't really know how you go about selecting subjects from larger populations.

Kate:    Actually, it’s quite straightforward. You use tables of  randomised numbers.

Martin:     Could you show me?

Kate:      Yeah. I'll take you through the process . That way, you'll  learn, and I'll feel surer for having someone else th ere.

Now, that brings us to the interviews themselves.

Martin:    Right. Would you like to do them? Or are there too  many?

Kate:    Well, your typing’s pretty fast, isn't it? So, if you agree to  handle the transcribing afterwards. I'm prepared to do the face-to-face stage. Does that sound fair?

Martin: It does to me. But tell me if you find it takes longer than you thought.

Note : This is only Kate . Martin isn't going to conduct interviews; he is going to type them up after Kate has done the 'face-to-face stage '. 

Kate:    And vice versa! And when we get the results altogether,  they'll need to be run through statistics programmes , won't they? That's where I always feel a bit unsure about which tests are the correct ones to choose.

Martin: Same here. But we can get advice from the lecturers about that. Shall we do all that as a joint effort ?

Kate:     I think it'd make us feel more secure about what we  were doing .

Martin: Yes, it would be terrible to get that wrong after all the hard work leading up to it.

Kate:    And then we've got to present the whole thing to the  group. Will you feel up to doing that?

Martin:    I think we should do a joint presentation. It's all both our  work, after all.

Kate:    I guess you're right. But would you mind getting the slides and so on ready? I find that takes me ages, and still doesn't look any good.

Martin: Whereas I quite enjoy that kind of thing. OK . Now, we need to think about...  

Questions 1-5

Choose the correct letter, A, B or C .

1    Before giving her presentation, Kate was worried about 

A being asked difficult questions.

B using the projection equipment.

C explaining statistical results. Answer: B      Locate    Listen from here

2    During many presentations by students, Martin feels that

A the discussion of research methods is not detailed enough.

B lecturers do not show enough interest in their students' work.

C the student does not make enough eye contact with the audience. Answer: C      Locate    Listen from here

3    What is Kate’s opinion of the tutorials she attends?

A They involve too much preparation.

B They should be held more frequently.

C They do not have a clear focus. Answer: C      Locate    Listen from here

4    What does Martin intend to do next semester?

A make better use of the internet

B improve his note-taking skills

C prioritise reading lists effectively Answer: A      Locate    Listen from here

5    What problem do Kate and Martin both have when using the library? 

A The opening hours are too short.

B   There are too few desks to work at.

C   The catalogue is difficult to use. Answer: A      Locate    Listen from here

 ------------------

Tip: Multiple-choice with single answer

►    This task requires you to choose the correct answer to each question from three possible answers .

►    There may be between one and ten questions.

►    The questions follow the order of the recording.

►    Within each question, you may hear reference to the three options in any order.

►    If you realise you have missed a question, don’t try to remember it, but move on, and make sure you do not miss the next question(s).

►    Multiple-choice questions vary considerably in terms of complexity.  In Section 1, they ask you to listen for relatively straightforward facts, but in Section 3 and Section 4, the questions will test your understanding of opinions, feelings, evidence, argument, and so on.

►    Do not immediately choose an option simply because you hear the same word or words on the recording. It is your understanding of the meaning of the whole question that is tested here.

Step-by-step guide

►     Step 1 - Think first

It is very important that you read the question carefully.

The stems of some questions (here  Questions 1  and  2)  are partial sentences, to be completed by the possible answers, while the stems of others are  complete questions (here  Questions 3, 4  and  5)

►     Step 2 - Watch out for possible dangers

Look at  Question 1.  The question consists of two parts: ' Before giving her presentation ' and ' Kate was worried about '. This is what you must listen for.

These are some dangers in choosing an answer:

• You hear Kate say what worried her during or after the presentation, not   before  her presentation, and choose the wrong answer.
• You hear Kate say what she was looking forward to, not what she was  worried about  before the presentation, and choose the wrong answer.
• You hear another speaker, not   Kate,  say what he or she was worried about before his or her presentation, and choose the wrong answer.

►    Step 3 - Consider the possibilities

Look at the tapescript for  Question 1  and answer the questions below about options A, B and C .

I was ever so nervous beforehand. It's silly, because I do know my stuff quite well. I must know those  statistics inside out, but when you have to get each table of results to come up in the right order, it can make you nervous . It was my first time using the  computerised projector , and I was sure I was going to get the controls wrong , or something. And of course, that's not a good situation, if you know you've got to listen to questions carefully and be ready to answer quickly .

1    Did Kate expect to be asked questions ?............

2    Does she talk about questions being difficult ? ........

3    Is option A the correct answer?............

1    Does she talk about using projection equipment ?

2     Does she talk about problems in connection with  projection equipment?............

3    Is option B the correct answer?............

1     Does she talk about statistical results ?............

2     Does she say that explaining statistical results was s omething she was worried about?............

3    Is option C the correct answer?............

► Step 4 - Listen and do the task

Questions 6-10

Who will do the following tasks?

C both Martin and Kate

Write  the correct letter, A, B or C next to questions 6-10 .

6 A B C     compose questionnaire     Answer: C      Locate    Listen from here

7 A B C    select people to interview    Answer: C      Locate    Listen from here

8 A B C    conduct interviews    Answer: B      Locate    Listen from here

9 A B C    analyse statistics     Answer: C      Locate    Listen from here

10 A B C    prepare visuals for presentation    Answer: A      Locate    Listen from here

----------------------

Tips:  Classification

►    This task requires you to answer a series of questions with the same choice of answers in each case.

►    Although the possible answers are the same for each question, the questions do not depend on each other. You can get one question wrong, but the next one right.

►    Do not try to ' break the code ': it is not possible to predict how many answers will be the same, or to find a pattern of any kind.

►    In some cases, option C may be the combination of options A and B. In other cases, the possible answers may consist of three distinct possibilities - three different people, places, periods of time, and so on.

►    If you miss one question, leave it and go on to the next one.

►     Step 1 - Think first

What you hear on the recording may be different words from the questions, but with the same meaning.

For ' compose a questionnaire ' in  Question 6 ,  you might hear ' write a questionnaire ', ' create a questionnaire ', ' produce questions for a questionnaire ', ' put a questionnaire together ', and so on.

Look at  Questions 7-10.  Think of what you might hear on the tape and write your ideas:

7 ..........................................................................................

8 ..........................................................................................

9 ..........................................................................................

10 ..........................................................................................

►     Step 2 - Check what you will hear

Look at the tapescript for  Question 6.

Kate:  Yes. Well, we're going to need the questionnaire before we can do much else, aren't we? Do you want to handle that?

Martin:  I'd assumed we'd do it together ?

Kate:  You have more experience than me. Maybe you could think up the main questions, you know, a first version of the whole thing, and then I could read it through.

Martin:  And make suggestions? Well, OK .

Kate first suggests that Martin ' handles ' the questionnaire. If you choose option A (Martin) at this point, you are answering the question too soon . At this point, it has not been confirmed who will do the task of composing the questionnaire.

Next, Martin suggests that they do the task together . This indicates that both Martin and Kate (option C) is the answer. However, you cannot be sure, because Kate has not agreed to this yet.

Then Kate accepts Martin's suggestion and clarifies how they will both do the task. But you still cannot be sure, because Martin has not agreed to this.

Finally, Martin confirms his agreement ('Well, OK.'), and you can now safely choose option C as the correct answer.

►     Step 3 - Listen and do the task

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• Speaking exams
• Typical speaking tasks

Oral presentation

Giving an oral presentation as part of a speaking exam can be quite scary, but we're here to help you. Watch two students giving presentations and then read the tips carefully. Which tips do they follow? Which ones don’t they follow?

Instructions

Watch the video of two students doing an oral presentation as part of a speaking exam. Then read the tips below.

Melissa: Hi, everyone! Today I would like to talk about how to become the most popular teen in school.

Firstly, I think getting good academic results is the first factor to make you become popular since, having a good academic result, your teacher will award you in front of your schoolmates. Then, your schoolmates will know who you are and maybe they would like to get to know you because they want to learn something good from you.

Secondly, I think participating in school clubs and student unions can help to make you become popular, since after participating in these school clubs or student union, people will know who you are and it can help you to make friends all around the school, no matter senior forms or junior forms.

In conclusion, I think to become the most popular teen in school we need to have good academic results and also participate in school clubs and student union. Thank you!

Kelvin: Good evening, everyone! So, today I want to talk about whether the sale of cigarettes should be made illegal.

As we all know, cigarettes are not good for our health, not only oneself but also other people around. Moreover, many people die of lung cancer every year because of smoking cigarettes.

But, should the government make it illegal? I don’t think so, because Hong Kong is a place where people can enjoy lots of freedom and if the government banned the sale of cigarettes, many people would disagree with this and stand up to fight for their freedom.

Moreover, Hong Kong is a free market. If there's such a huge government intervention, I think it’s not good for Hong Kong’s economy.

So, if the government wants people to stop smoking cigarettes, what should it do? I think the government can use other administrative ways to do so, for example education and increasing the tax on cigarettes. Also, the government can ban the smokers smoking in public areas. So, this is the end of my presentation. Thank you.

It’s not easy to give a good oral presentation but these tips will help you. Here are our top tips for oral presentations.

• Use the planning time to prepare what you’re going to say. 
• If you are allowed to have a note card, write short notes in point form.
• Use more formal language.
• Use short, simple sentences to express your ideas clearly.
• Pause from time to time and don’t speak too quickly. This allows the listener to understand your ideas. Include a short pause after each idea.
• Speak clearly and at the right volume.
• Have your notes ready in case you forget anything.
• Practise your presentation. If possible record yourself and listen to your presentation. If you can’t record yourself, ask a friend to listen to you. Does your friend understand you?
• Make your opinions very clear. Use expressions to give your opinion .
• Look at the people who are listening to you.
• Write out the whole presentation and learn every word by heart. 
• Write out the whole presentation and read it aloud.
• Use very informal language.
• Only look at your note card. It’s important to look up at your listeners when you are speaking.

Useful language for presentations

Explain what your presentation is about at the beginning:

I’m going to talk about ... I’d like to talk about ... The main focus of this presentation is ...

Use these expressions to order your ideas:

First of all, ... Firstly, ... Then, ... Secondly, ... Next, ... Finally, ... Lastly, ... To sum up, ... In conclusion, ...

Use these expressions to add more ideas from the same point of view:

In addition, ... What’s more, ... Also, ... Added to this, ...

To introduce the opposite point of view you can use these words and expressions:

However, ... On the other hand, ... Then again, ...

Example presentation topics

• Violent computer games should be banned.
• The sale of cigarettes should be made illegal.
• Homework should be limited to just two nights a week.
• Should school students be required to wear a school uniform?
• How to become the most popular teen in school.
• Dogs should be banned from cities.

Check your language: ordering - parts of a presentation

Check your understanding: grouping - useful phrases, worksheets and downloads.

Do you think these tips will help you in your next speaking exam? Remember to tell us how well you do in future speaking exams!  

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English Listening Level Test

About the listening test.

• There are six parts in this listening test, and four questions for each part.
• You can listen to the recordings more than once if you need to. However, you shouldn’t listen more than three times. The test is here to find your natural listening level. Ideally, you should listen only once or twice.
• You will get your results after you have answered all the questions.

Quiz Summary

0 of 24 Questions completed

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Well done. You have finished this level test.

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Your level is B2 (Upper Intermediate).

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Well done. You have finished this level test with a perfect score.

Your level is C1 (Advanced).

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1 . Question

1. Where is the woman from?

2 . Question

2. The woman says that you can travel from Croatia to Germany in two hours by _________.

3 . Question

3. What does the man think?

• His geography is very good.
• He doesn't know enough about geography.
• Croatia is a part of Germany.
• The woman is from Germany.

4 . Question

4. What does the woman think of the man’s mistake?

• It's very serious.
• It's funny.
• It's stupid.
• It's not serious.

5 . Question

https://www.oxfordonlineenglish.com/wp-content/uploads/2014/02/listening-test-pt-2.mp3

5. What are they looking at?

• a story in a book
• a newspaper
• a picture or a photo

6 . Question

6. Who is the person they’re looking at?

• the woman's father's older brother
• the man's mother's older brother
• the man's father's older brother
• the man's father's younger brother

7 . Question

7. The woman thinks the man’s uncle _________.

• is handsome
• looks unfriendly

8 . Question

8. Why doesn’t the man see his uncle very much?

• His uncle lives too far away.
• His mum and his uncle don't have a good relationship.
• His uncle's wife and his dad don't have a good relationship.
• His uncle and his dad don't have a good relationship.

9 . Question

https://www.oxfordonlineenglish.com/wp-content/uploads/2014/02/listening-test-pt-3.mp3

9. Where is this conversation taking place?

• a restaurant
• a supermarket
• someone's house

10 . Question

10. What problem does the man mention?

• There isn't any more salmon.
• They only serve fish.
• They don't sell salmon.
• It's very busy today.

11 . Question

11. When the man tells the woman that she can’t have salmon, she is _________.

• a little disappointed
• quite irritated

12 . Question

12. What does the man do?

• He suggests a similar dish.
• He tells the woman he will choose a dish for her.
• He tries to sell the woman a more expensive dish.
• He apologises many times.

13 . Question

https://www.oxfordonlineenglish.com/wp-content/uploads/2014/02/listening-test-pt-4.mp3

13. The woman _________.

• is very late
• is a bit late

14 . Question

14. The woman _________.

• doesn't want to walk far
• doesn't know where to go
• doesn't feel well
• doesn't want to go anywhere

15 . Question

15. Why is the man surprised?

• The woman doesn't know where the place is.
• The woman is wearing such unsuitable shoes.
• The woman has been to the place before.
• The woman is so late.

16 . Question

16. Which is true about the woman?

• She went to the place last week.
• She would have gone to the place once before, if her friend hadn't come with her.
• She would have gone to the place once before, if her friend had come with her.
• She wishes her friend were with her now.

17 . Question

https://www.oxfordonlineenglish.com/wp-content/uploads/2014/02/listening-test-pt-5.mp3

17. Where are the speakers?

• the woman's house

18 . Question

18. What does the woman do?

• She agrees to give the man a refund.
• She considers giving the man a refund.
• She politely refuses to give the man a refund.
• She rudely refuses to give the man a refund.

19 . Question

19. Why is the product which the man bought now ruined?

• The product was faulty.
• The product was low quality.
• He dropped it.
• He didn't look after it properly.

20 . Question

20. What does the man do?

• He accepts the woman's decision.
• He complains that he was not given the instructions with the product.
• He does not accept the woman's decision.
• He blames the woman for the situation.

21 . Question

https://www.oxfordonlineenglish.com/wp-content/uploads/2014/02/listening-test-pt-6.mp3

21. How does the woman feel?

22 . Question

22. How does the man act?

• dismissively
• reassuringly
• sympathetically
• flirtatiously

23 . Question

23. Which is true of the person they’re talking about?

• She doesn't have a mobile phone.
• She often forgets things.
• She never usually forgets things.
• She has forgotten many important things before.

24 . Question

24. What does the man decide to do?

• send her an email
• call her from his mobile phone
• call her from a different telephone
• call her from the woman's mobile phone

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Other Level Tests

Vocabulary level test, grammar level test, reading level test.

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IELTS Practice Cambridge 13 Listening Test 2 with Answers

Cambridge 13 listening test 2 with answers | south city cycling club, information on company volunteering projects | planning a presentation on nanotechnology | episodic memory, cambridge 13 listening test 2 – section 1.

Questions 1 – 10 Complete the notes below. Write ONE WORD AND/OR A NUMBER for each answer.

South City Cycling Club

Example Name of club secretary: Jim Hunter

● Full membership costs $260; this covers cycling and 1__________ all over Australia ● Recreational membership costs $108 ● Cost of membership includes the club fee and 2__________ ● The club kit is made by a company called 3__________

Training rides

● Chance to improve cycling skills and fitness ● Level B: speed about 4__________ kph ● Weekly sessions – Tuesdays at 5.30 am, meet at the 5__________ – Thursdays at 5.30 am, meet at the entrance to the 6__________

Further information

● Rides are about an hour and a half ● Members often have 7__________ together afterwards ● There is not always a 8__________ with the group on these rides ● Check and print the 9__________ on the website beforehand ● Bikes must have 10__________

Cambridge 13 Listening Test 2 – Section 2

Questions 11 – 16 Choose the correct letter, A, B or C.

Information on company volunteering projects

11 How much time for volunteering does the company allow per employee?

A two hours per week B one day per month C 8 hours per year

12 In feedback almost all employees said that volunteering improved their

A chances of promotion. B job satisfaction. C relationships with colleagues.

13 Last year some staff helped unemployed people with their

A literacy skills. B job applications. C communication skills.

14 This year the company will start a new volunteering project with a local

A school. B park. C charity.

15 Where will the Digital Inclusion Day be held?

A at the company’s training facility B at a college C in a community centre

16 What should staff do if they want to take part in the Digital Inclusion Day?

A fill in a form B attend a training workshop C get permission from their manager

Questions 17 and 18 Choose TWO letters, A-E.

What TWO things are mentioned about the participants on the last Digital Inclusion Day?

A They were all over 70. B They never used their computer. C Their phones were mostly old-fashioned. D They only used their phones for making calls. E They initially showed little interest.

Questions 19 and 20 Choose TWO letters, A-E.

What TWO activities on the last Digital Inclusion Day did participants describe as useful?

A learning to use tables B communicating with family C shopping online D playing online games E sending emails.

Cambridge 13 Listening Test 2 – Section 3

Questions 21 – 25 Choose the correct letter, A, B or C.

Planning a presentation on nanotechnology

21 Russ says that his difficulty in planning the presentation is due to

A his lack of knowledge about the topic. B his uncertainly about what he should try to achieve. C the short time that he has for preparation.

22 Russ and his tutor agree that his approach in the presentation will be

A to concentrate on how nanotechnology is used in one field. B to follow the chronological development of nanotechnology. C to show the range of applications of nanotechnology.

23 In connection with slides, the tutor advises Russ to

A talk about things that he can find slides to illustrate. B look for slides to illustrate the points he makes. C consider omitting slides altogether.

24 They both agree that the best way for Russ to start his presentation is

A to encourage the audience to talk. B to explain what Russ intends to do. C to provide an example.

25 What does the tutor advise Russ to do next while preparing his presentation?

A summarise the main point he wants to make B read the notes he has already made C list the topics he wants to cover

Questions 26 – 30 What comments do the speakers make about each of the following aspects of Russ’s previous presentation? Choose FIVE answers from the box and write the correct letter, A-G, next to Questions 26-30.

A lacked a conclusion B useful in the future C not enough D sometimes distracting E showed originality F covered a wide range G not too technical

Aspects of Russ’s previous presentation

26 structure _________ 27 eye contact _________ 28 body language _________ 29 choice of words _________ 30 handouts _________

Cambridge 13 Listening Test 2 – Section 4

Questions 31 – 40 Complete the notes below. Write ONE WORD ONLY for each answer.

Episodic memory

● the ability to recall details, e.g. the time and 31_________ of past events ● different to semantic memory – the ability to remember general information about the 32_________ , which does not involve recalling 33_________ information

Forming episodic memories involves three steps:

● involves receiving and processing information ● the more 34_________ Given to an event, the more successfully it can be encoded ● to remember a 35_________ , it is useful to have a strategy for encoding such information

Consolidation

● how memories are strengthened and stored ● most effective when memories can be added to a 36_________ Of related information ● the 37_________ Of retrieval affects the strength of memories

● memory retrieval often depends on using a prompt, e.g. the 38_________ Of an object near to the place where you left your car

Episodic memory impairments

● these affect people with a wide range of medical conditions ● games which stimulate the 39_________ . have been found to help people with schizophrenia ● children with autism may have difficulty forming episodic memories – possibly because their concept of the 40_________ may be absent ● memory training may help autistic children develop social skills

Cambridge 13 Listening Test 2 Answers

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1. races 2. insurance 3. Jerriz 4. 25 5. stadium 6. park 7. coffee 8. leader 9. route 10. lights 11. C 12. B 13. C 14. B 15. B 16. A 17. C 18. E 19. B 20. D 21. B 22. A 23. C 24. C 25. A 26. A 27. C 28. D 29. G 30. B 31. location 32. world 33. personal 34. attention 35. name 36. network 37. frequency 38. color 39. brain 40. self

Also Check:  Covid 19 Vocabulary for IELTS Speaking & Writing

Also Practice: Cambridge 13 Listening Test 4

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Listening Practice Through Dictation with Transcripts

Listening Exercises A1 – Talks and presentations

English Listening Exercises for A1

Beginning a presentation

1. Listen to three speakers begin their talk. Match each speaker with the expression (a-c) they use to welcome the audience.

George 2, Amy 3, Ben 1

2. Listen to announcements e-j. Match each announcement (e-j) to the correct time (1-6)

a   George ……………………..

b   Amy ……………………..

c   Ben ……………………..

a   new website

b   marketing strategy (for this year)

c   new ordering system

3. How does each speaker introduce their topic? Listen again and complete the expression each speaker uses.

a   George: The …………………….. of this talk is to …

b   Amy: In this …………………….. I want to …

c   Ben: Today I’m going to …………………….. to you about …

Answer & Transcript

a   purpose

b   presentation

(Amy = Chinese)

a    Hello everyone, and welcome. My name is George Anderson and the purpose of this talk is to explain our new website.

b    Hello. It’s great to see you all here today. I’m Amy Lee, and in this presentation I want to show you our marketing strategy for this year.

c    Good morning, everyone. Today I’m going to talk to you about the new ordering system we have here.

Giving an outline

Listen to Ben give an outline of his talk. Number each section of Ben’s talk in order (1-4).

……  show you how to order.

……  talk about the new computer program.

……  tell you how to contact us.

……  explain how to search for a product.

3  show you how to order.

1  talk about the new computer program.

4  tell you how to contact us.

2  explain how to search for a product.

To start with I’ll talk about the new computer program we are using. Then I’ll explain how to search for a product. After that I’ll show you how to order, and finally I’ll tell you how to contact us if you have a problem.

Main section

1. Ben is explaining the company’s new ordering system. Listen and write the signposts he uses to introduce each point (a-d).

a   ……………..       b   ……………..

c   ……………..        d   ……………..

a   First      b   Second      c   Third      d   lastly

2. Listen again and complete the notes below

Using the new ordering system

a    type in the customer’s …………….. and ……………..

b    choose the …………….. the customer wants to ……………..

c    select the …………….. the customer wants

d    enter your ……………..

a   name / address      b   product / order     

c  quantity          d   sales number

Ok, so now I’m going to show you how to order. Well, thanks to our new ordering system, it’s very easy. First, type in the customer’s name and address here … Second, choose the product the customer wants to order from this list … Third, select the quantity the customer wants … and lastly enter your sales number. There, that’s it!

1. Listen to Ben’s conclusion and write true (T) or false (F) next to the statements below.

a   They started developing the new system last year.  ……

b   The new system is ready now.  ……

c   With the new system, there will be no mistakes.  ……

d   The new system will be cheaper.  ……

b   False (when the system is ready, it will save …)

c   False (there won’t be so many mistakes)

d   True (it should save us money)

OK, so that’s how the new ordering system will work. We started developing it three years ago, and I hope you’ll agree there are many benefits to using a new computer system like this one. When the system is ready, it will save everybody a lot of time. The new system will also be more efficient, and there won’t be so many mistakes. It should save us money, too. So, in conclusion, this new ordering system will make all of our lives a lot easier. Thanks for coming. I hope you have found the talk useful.

2. Listen to Amy conclude her presentation. Complete the expressions she uses.

To summarize the main points

To …………………………

To thank the audience

Thank you ………………….. for ……………………

To sum up … Thank you very much for listening.

To sum up, sales this year are good, and they should continue to grow. Thank you very much for listening.

Questions and answers

1. Listen to Ben respond to some questions. Does he agree or disagree with each question? Tick your answers.

Agrees: b, d, f

Disagrees: a, c, e

2. Listen again and complete each expression Ben uses to agree or disagree.

a   Hmm. I’m ……………….. I agree.

b   That’s a very ………………..

c   I ……………….. that’s exactly right.

d   I couldn’t ……………….. more.

e   I think you may be ……………….. about that.

f   I think you’re ………………..

a  not sure      b   good point      c   don’t think

d  agree      e   wrong      f   right

a   Hmm. I’m not sure I agree.

b   That’s a very good point.

c   I don’t think that’s exactly right.

d   I couldn’t agree more.

e   I think you may be wrong about that.

f   I think you’re right.

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Cambridge ielts listening

Questions 1 – 10

Complete the form below.

Write ONE WORD AND/OR A NUMBER for each answer.

Customer Satisfaction Survey

Customer details

Name:                                                               Sophie Bird

Occupation:                                                     1 ……………..

Reason for travel today:                                2 ……………..

Journey information

Name of station returning to:                    3 ……………..

Type of ticket purchased:                             Standard 4 ……………… ticket

Cost of ticket:                                                  5 £…………….

When ticket was purchased:                       Yesterday

Where ticket was bought:                           6 ………………

Satisfaction with journey

Most satisfied with:                                       the wifi

Least satisfied with:                                      the 7 …………….. this morning.

Satisfaction with station facilities

Most satisfied with:                                       how much 8 …………… was provided

Least satisfied with:                                      lack of seats, particularly on the 9 ………………

Neither satisfied nor dissatisfied with:     the 10 ……………… available

Questions 11 – 16

Label the map below.

Write the correct letter, A-H , next to Questions 11-16

11    café                             ……………

12    toilets                          ……………

13    formal gardens         ……………

14    outdoor gym             ……………

15    skateboard ramp      ……………

16    wild flowers               ……………

Questions 17 and 18

Choose TWO letters, A-E .

What does the speakers say about the adventure playground?

A      Children must be supervised.

B     It costs more in winter.

C     Some activities are only for younger children.

D      No payment is required.

E      It was recently expanded.

Questions 19 and 20

What does the speaker say about the glass houses?

A      They are closed at weekends.

B      Volunteers are needed to work there.

C      They were badly damaged by fire.

D     More money is needed to repair some of the glass.

E     Visitors can see palm trees from tropical regions.

Questions 21 – 24

Choose the correct letter, A , B or C .

Presentation about refrigeration

21    What did Annie discover from reading about icehouses?

A    why they were first created

B    how the ice was kept frozen

C    where they were located

22    What point does Annie make about refrigeration in ancient Rome?

A    It became a commercial business.

B    It used snow from nearby.

C    It took a long time to become popular.

23    In connection with modern refrigerator, both Annie and Jack are worried about

A    the complexity of the technology.

B    the fact that some are disposed of irresponsibly.

C    the large number that quickly break down.

24    What do Jack and Annie agree regarding domestic fridges?

A    They are generally good value for money.

B    There are plenty of useful variations.

C    They are more useful than other domestic appliances.

Questions 25-30

Who is going to do research into each topic?

Write the correct letter, A , B or C , next to Questions 25-30 .

A      Annie

B      Jack

C      both Annie and Jack

25    the goods that are refrigerated          ……………

26    the effects on health                             ……………

27    the impact on food producers            ……………

28    the impact on cities                               ……………

29    refrigerated transport                           ……………

30    domestic fridges                                     ……………

Questions 31 – 40

Complete the notes below.

Write ONE WORD ONLY for each answer.

How the Industrial Revolution affected life in Britain

19th century

●    For the first time, people’s possessions were used to measure Britain’s 31 …………….. .

●    Developments in production of goods and in 32 ……………… greatly changed lives.

MAIN AREAS OF CHANGE

Manufacturing

●    The Industrial Revolution would not have happened without the new types of 33 ……………… that were used then.

●    The leading industry was 34 ………………. (its products became widely available).

●    New 35 …………….. made factories necessary and so more people moved into towns.

●    The railways took the place of canals.

●    Because of the new transport:

      –  greater access to 36 ………………. Made people more aware of what they could buy in shops.

      –  when shopping, people were not limited to buying 37 ……………… goods.

●    The first department stores were opened.

●    The displays of goods were more visible:

      –  inside stores because of better 38 ………………. .

      –  outside stores, because 39 ……………… were bigger.

●    40 ………………. that was persuasive became much more common.

Cam 15 Listening Test 03

Cam 16 listening test 01, answer cam 15 listening test 04.

1   journalist

2   shopping

3   Staunfirth

8   information

9   platform(s)

10   parking

17&18   A, D

19&20   A, C

31   wealth

32   technology

34   textile(s)

35   machines

36   newspapers

38   lighting

39   windows

40   Advertising

Audioscript Cam 15 Listening Test 04

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Introducing GPT-4o: OpenAI’s new flagship multimodal model now in preview on Azure

By Eric Boyd Corporate Vice President, Azure AI Platform, Microsoft

Posted on May 13, 2024 2 min read

• Tag: Copilot
• Tag: Generative AI

Microsoft is thrilled to announce the launch of GPT-4o, OpenAI’s new flagship model on Azure AI. This groundbreaking multimodal model integrates text, vision, and audio capabilities, setting a new standard for generative and conversational AI experiences. GPT-4o is available now in Azure OpenAI Service, to try in preview , with support for text and image.

Azure OpenAI Service

A step forward in generative AI for Azure OpenAI Service

GPT-4o offers a shift in how AI models interact with multimodal inputs. By seamlessly combining text, images, and audio, GPT-4o provides a richer, more engaging user experience.

Launch highlights: Immediate access and what you can expect

Azure OpenAI Service customers can explore GPT-4o’s extensive capabilities through a preview playground in Azure OpenAI Studio starting today in two regions in the US. This initial release focuses on text and vision inputs to provide a glimpse into the model’s potential, paving the way for further capabilities like audio and video.

Efficiency and cost-effectiveness

GPT-4o is engineered for speed and efficiency. Its advanced ability to handle complex queries with minimal resources can translate into cost savings and performance.

Potential use cases to explore with GPT-4o

The introduction of GPT-4o opens numerous possibilities for businesses in various sectors: 

• Enhanced customer service : By integrating diverse data inputs, GPT-4o enables more dynamic and comprehensive customer support interactions.
• Advanced analytics : Leverage GPT-4o’s capability to process and analyze different types of data to enhance decision-making and uncover deeper insights.
• Content innovation : Use GPT-4o’s generative capabilities to create engaging and diverse content formats, catering to a broad range of consumer preferences.

Exciting future developments: GPT-4o at Microsoft Build 2024 

We are eager to share more about GPT-4o and other Azure AI updates at Microsoft Build 2024 , to help developers further unlock the power of generative AI.

Get started with Azure OpenAI Service

Begin your journey with GPT-4o and Azure OpenAI Service by taking the following steps:

• Try out GPT-4o in Azure OpenAI Service Chat Playground (in preview).
• If you are not a current Azure OpenAI Service customer, apply for access by completing this form .
• Learn more about  Azure OpenAI Service  and the  latest enhancements.  
• Understand responsible AI tooling available in Azure with Azure AI Content Safety .
• Review the OpenAI blog on GPT-4o.

Let us know what you think of Azure and what you would like to see in the future.

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OpenAI's big event: CTO Mira Murati announces GPT-4o, which gives ChatGPT a better voice and eyes

• OpenAI's "Spring Update" revealed new updates to ChatGPT.
• OpenAI CTO Mira Murati kicked off the event.
• She announced GPT-4o, its next flagship AI model, with improved voice and vision capabilities.

OpenAI just took the wraps off a big new update to ChatGPT.

Cofounder and CEO Sam Altman had teased "new stuff" coming to ChatGPT and GPT-4 , the AI model that powers its chatbot, and told his followers to tune in Monday at 1 p.m. ET for its "Spring Update" to learn more.

Also ahead of time, Altman ruled that the event would reveal GPT-5 or a new OpenAI search engine, which is reportedly in the works. OpenAI is reportedly planning to eventually take on internet search giant Google with its own AI-powered search product.

But the big news on Monday was OpenAI's new flagship AI model, GPT-4o, which will be free to all users and "can reason across audio, vision, and text in real time." It was CTO Mira Murati who delivered the updates with no appearance on the livestream from Altman.

There were a ton of demos intended to demonstrate the real-time smarts of GPT-4o.

OpenAI researchers showed how the new ChatGPT can quickly translate speech and help with basic linear algebra using its visual capabilities. The use of the tech on school assignments has been a polarizing topic in education since it first launched.

Say hello to GPT-4o, our new flagship model which can reason across audio, vision, and text in real time: https://t.co/MYHZB79UqN Text and image input rolling out today in API and ChatGPT with voice and video in the coming weeks. pic.twitter.com/uuthKZyzYx — OpenAI (@OpenAI) May 13, 2024

OpenAI posted another example to X of how one can interact with the new ChatGPT bot. It resembled a video call, and it got pretty meta.

In the video, ChatGPT takes in the room around it, discerns it's a recording setup, figures it might have something to do with OpenAI since the user is wearing a hoodie, and then gets told that the announcement has to do with the AI — it is the AI. It reacts with a voice that sounds more emotive.

OpenAI also announced the desktop version of ChatGPT, and a new and improved user interface.

In addition to GPT-4o and ChatGPT, OpenAI's other products include its AI-powered image generator DALL-E , its unreleased text-to-video generator Sora , and its GPT app store.

You can catch up on our liveblog of the event below.

That’s a wrap! OpenAI concludes the event without an appearance from Altman.

OpenAI says text and image input for GPT-4o-powered ChatGPT is launching today. Meanwhile, voice and video options will drop in the coming weeks, the company said.

Although Altman didn't step in front of the camera, the CEO posted videos from the audience on X.

He also teases "more stuff to share soon."

GPT-4o can also break down charts

The new AI model can interact with code bases, the OpenAI execs say. The next demo shows it analyzing a chart from some data.

It's a plot of global temperatures. GPT-4o gives some takeaways from what it sees, and CTO Mira Murati asks about the Y axis, which the AI explains.

ChatGPT reads human emotions — with a stumble

For the last live demo of the day, Zoph holds his phone up to his face and asks ChatGPT to tell him how he looks. Initially, it identifies him as a "wooden surface" — a reference to an earlier photo he had shared.

But after a second try, the model gives a better answer.

"It looks like you're feeling pretty happy and cheerful," ChatGPT says, noting the small smile on Zoph's face.

In one of the final tests, ChatGPT becomes a translator

In response to a request from an X user, Murati speaks to ChatGPT in Italian.

In turn, the bot translates her query into English for Zoph and Chen.

"Mike, she wonders if whales could talk, what would they tell us?" she said in English after hearing Murati's Italian.

It's pretty impressive.

The video demo shows how it could help with math homework, including basic linear algebra

OpenAI Research Lead Barret Zoph walks through an equation on a whiteboard (3x+1=4), and ChatGPT gives him hints as he finds the value of x — making it basically a real-time math tutor.

At the beginning, the bot jumped the gun.

"Whoops, I got too excited," it said after it tried to solve the math problem hadn't been uploaded yet.

But it then walked him through each step, recognizing his written work as he tried to solve the equation.

It was able to recognize math symbols, and even a heart.

OpenAI's first demo: Talking to GPT-4o

It's demo time!

The new bot has a voice that sounds like an American female, but no word yet if you can change it.

OpenAI Research Lead Mark Chen pulled out ChatGPT on his phone and asks for advice on giving a live presentation using Voice Mode.

"Mark, you're not a vacuum cleaner," it responds when he hyperventilates, appearing to perceive his nervousness. It then tells him to moderate his breathing.

Some big changes, you can interrupt the AI now, and there shouldn't be the usual 2 or 3-second delay with GPT-4o.

It can also detect emotion, according to OpenAI.

GPT-4o will have improved voice capabilities

Murati emphasizes the necessity of safety with the real-time voice and audio capabilities of the new GPT-4o model.

She says OpenAI is "continuing our iterative deployment to bring all the capabilities to you."

Murati says the big news is a "new flagship model" called GPT-4o.

The new model is called GPT-4o, and Murati says that OpenAI is making a "huge step forward" with ease of use with the new model.

It's free for users, and "allows us to bring GPT-4 class intelligence to our free users," Murati says.

And we're off!

The livestream began with CTO Mira Murati at OpenAI's offices.

OpenAI is going to be announcing 3 things today, she says. "That's it."

For those who want to watch live, you can view the whole event here.

OpenAI will be livestreaming its spring update, which kicks off in less than an hour.

Axel Springer, Business Insider's parent company, has a global deal to allow OpenAI to train its models on its media brands' reporting.

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