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Practice Cam 16 Listening Test 02

Cambridge ielts listening

Questions 1 – 10

Complete the notes below.

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

Questions 11 – 15

Choose the correct letter, A , B or C .

Minster Park

11    Dartfield House school used to be

A    a tourist information centre.

B    a private home.

C    a local council building.

12    What is planned with regard to the lower school?

A    All buildings on the main site will be improved.

B    The lower school site will be used for new homes.

C    Additional school buildings will be constructed on the lower school site.

13    The catering has been changed because of

A    long queuing times.

B    changes to the school timetable.

C   dissatisfaction with the menus.

14    Parents are asked to

A    help their children to decide in advance which serving point to use.

B    make sure their children have enough money for food.

C    advise their children on healthy food to eat.

15    What does the speaker say about the existing canteen?

A    Food will still be served there.

B    Only staff will have access to it.

C    Pupils can take their food into it.

Questions 16-18

What comment does the speaker make about each of the following serving points in the Food Hall?

Choose THREE answers from the box and write the correct letter, A-D , next to Questions 16-18.

A   pupils help to plan menus

B   only vegetarian food

C   different food every week

D   daily change in menu

Food available at serving points in Food Hall

16    World Adventures

17    Street Life

18    Speedy Italian

Questions 19 and 20

Choose TWO letters, A-E .

Which TWO optional after-school lessons are new?

A   swimming

D   cycling

E   theatre sound and lighting

Questions 21-24

Assignment on sleep and dreams.

21   Luke read that one reason why we often forget dreams is that

A   our memories cannot cope with too much information.

B   we might other wise be confused about what is real.

C   we do not think they are important.

22   What do Luke and Susie agree about dreams predicting the future?

A   It may just be due to chance.

B   It only happens with certain types of event.

C   It happens more often than some people think.

23   Susie says that a study on pre-school children having a short nap in the day

A   had controversial results.

B   used faulty research methodology.

C   failed to reach any clear conclusions.

24   In their last assignment, both students had problems with

A   statistical analysis.

B   making an action plan.

C   self-assessment

Questions 25-30

Complete the flow chart below.

Write ONE WORD ONLY for each answer.

Assignment plan

Questions 31 – 40

Health benefits of dance.

Recent findings:

●   All forms of dance produce various hormones associated with feelings of happiness.

●   Dancing with others has a more positive impact than dancing alone.

●   An experiment on university students suggested that dance increases 31 ……………… .

●   For those with mental illness, dance could be used as a form of 32 ……………… .

Benefits of dance for older people:

●   accessible for people with low levels of 33 ………………

●   reduces the risk of heart disease

●   better 34 ……………… reduces the risk of accidents

●   improves 35 ……………… function by making it work faster

●   improves participants’ general well-being

●   gives people more 36 ……………… to take exercise

●   can lessen the feeling of 37 ………………, very common in older people

Benefits of Zumba:

●   A study at The University of Wisconsin showed that doing Zumba for 40 minutes uses up as many 38 ……………… as other quite intense forms of exercise.

●   The American Journal of Health Behavior study showed that:

     –  women suffering from 39 ……………… benefited from doing Zumba.

     –  Zumba became a 40 ……………… for the participants.

Cam 16 Listening Test 01

Cam 16 listening test 03, answer cam 16 listening test 02.

3   payment

4   Grandparents

5   colour / color

7   background

9   ten / 10 days

10   plastic

19&20   B, C

25   history

27   humans / people

28   stress

30   evaluate

31   creativity

32   therapy

33   fitness

34   balance

36   motivation

37   isolation

38   calories

39   obesity

Audioscript Cam 16 Listening Test 02

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IELTS Cambridge Book 16 Listening Practice Test 2 with Answers

Online Cambridge Book 16 IELTS Listening Practice Test 2 with Answers and Audio

IELTS AC/GT 16 Listening Practice Test 2

Part 1 Listening Test

Questions 1 – 10

Complete the notes below.

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

ADVERTISEMENT

Part 2 Listening Test

Questions 11–15

Choose the correct letter, A, B or C.

Minster Park

11. Dartfield House school used to be

• a tourist information centre.
• a private home.
• a local council building.

12. What is planned with regard to the lower school?

• All buildings on the main site will be improved.
• The lower school site will be used for new homes.
• Additional school buildings will be constructed on the lower school site.

13. The catering has been changed because of

• long queuing times.
• changes to the school timetable.
• dissatisfaction with the menus.

14. Parents are asked to

• help their children to decide in advance which serving point to use.
• make sure their children have enough money for food.
• advise their children on healthy food to eat.

15. What does the speaker say about the existing canteen?

• Food will still be served there.
• Only staff will have access to it.
• Pupils can take their food into it.

What comment does the speaker make about each of the following serving points in the Food Hall?

Questions 16-18

Choose THREE answers from the box and write the correct letter, A-D, next to Questions 16-18.

• pupils help to plan menus
• only vegetarian food
• different food every week
• daily change in menu

Food available at serving points in Food Hall

• A B C D World Adventures
• A B C D Street Life
• A B C D Speedy Italian

Questions 19 and 20

Choose TWO letters, A-E.

Which TWO optional after-school lessons are new?

• theatre sound and lighting

Part 3 Listening Test

Questions 21-24

Assignment on sleep and dreams

21. Luke read that one reason why we often forget dreams is that

• our memories cannot cope with too much information.
• we might other wise be confused about what is real.
• we do not think they are important.

22. What do Luke and Susie agree about dreams predicting the future?

• It may just be due to chance.
• It only happens with certain types of event.
• It happens more often than some people think.

23. Susie says that a study on pre-school children having a short nap in the day

• had controversial results.
• used faulty research methodology.
• failed to reach any clear conclusions.

24. In their last assignment, both students had problems with

• statistical analysis.
• making an action plan.
• self-assessment

Questions 25-30

Complete the flow chart below.

Write ONE WORD ONLY for each answer.

Part 4 Listening Test

Questions 31–40

Health benefits of dance

Recent findings:.

• All forms of dance produce various hormones associated with feelings of happiness.
• Dancing with others has a more positive impact than dancing alone.
• An experiment on university students suggested that dance increases 31 .
• For those with mental illness, dance could be used as a form of 32 .

Benefits of dance for older people:

• accessible for people with low levels of 33 .
• reduces the risk of heart disease
• better 34 .reduces the risk of accidents
• improves 35 function by making it work faster
• improves participants’ general well-being
• gives people more 36 to take exercise
• can lessen the feeling of 37 , very common in older people

Benefits of Zumba:

• A study at The University of Wisconsin showed that doing Zumba for 40 minutes uses up as many 38 as other quite intense forms of exercise.
•   women suffering from 39 benefited from doing Zumba.
•   Zumba became a 40 for the participants.

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WOMAN: Right. And what about size? The photos are all sorts of sizes – are there any restrictions?

EMPLOYEE: Well the maximum size of photo we can do with our normal services is 30 centimetres. And each picture must be a least 4 centimetres, that’s the minimum we can cope with.

WOMAN: That should be fine. And some of them are in a frame – should I take them out before I send them?

EMPLOYEE: Yes please, we can’t copy them otherwise. And also the photos must all be separate, they mustn’t be stuck into an album.

WOMAN: OK, that’s not a problem. So can you give me an idea of how much this will cost? I’ve got about 360 photos I think.

EMPLOYEE: We charge £195 for 300 to 400 photos for the basic service.

WOMAN: OK. And does that include the disk?

EMPLOYEE: Yes, one disk – but you can get extra ones for £5 each.

WOMAN: That’s good. So do I need to pay when I send you the photos?

EMPLOYEE: No, we won’t need anything until we’ve actually copied the pictures. Then we’ll let you know how much it is, and once we’ve received the payment, we’ll send the parcel off to you.

WOMAN: Right.

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EMPLOYEE: Is there anything else you’d like to ask about our services?

WOMAN: Yes. I’ve roughly sorted out the photos into groups, according to what they’re about – so can you keep them in those groups when you copy them?

EMPLOYEE: Sure. We’ll save each group in a different folder on the disk and if you like, you can suggest a name for each folder.

WOMAN: So I could have one called ‘Grandparents’ for instance?

EMPLOYEE: Exactly.

WOMAN: And do you do anything besides scan the photos? Like, can you make any improvements?

EMPLOYEE: Yes, in the standard service each photo is checked, and we can sometimes touch up the colour a bit, or improve the contrast – that can make a big difference.

WOMAN: OK. And some of the photos are actually quite fragile – they won’t get damaged in the process, will they?

EMPLOYEE: No, if any look particularly fragile, we’d do them by hand. We do realise how precious these old photos can be.

WOMAN: Sure.

EMPLOYEE: And another thing is we can make changes to a photo if you want – so if you want to remove an object from a photo, or maybe alter the background, we can do that.

WOMAN: Really? I might be interested in that. I’ll have a look through the photos and see. Oh, and talking of fixing photos – I’ve got a few that aren’t properly in focus. Can you do anything to make that better?

EMPLOYEE: No, I’m afraid that’s one thing we can’t do.

EMPLOYEE: Any other information I can give you?

WOMAN: Er … oh, how long will it all take?

EMPLOYEE: We aim to get the copying done in ten days.

WOMAN: Fine. Right, well I’ll get the photos packed up in a box and post them off to you.

EMPLOYEE: Right. If you’ve got a strong cardboard box, that’s best. We’ve found that plastic ones sometimes break in the post.

WOMAN: OK. Right, thanks for your help. Bye.

EMPLOYEE: Bye.

Good morning and thank you for coming here today. I’d like to bring you up to date with changes in the school that will affect your children.

As you know, the school buildings date from various times: some from the 1970s, some from the last five years, and of course Dartfield House is over a century old. It was commissioned by a businessman. Neville Richards, and intended as his family home, but he died before it was completed. His heir chose to sell it to the local council, who turned it into offices. A later plan to convert it into a tourist information centre didn’t come about, through lack of money, and instead it formed the nucleus of this school when it opened 40 years ago.

The school has grown as the local population has increased, and I can now give you some news about the lower school site, which is separated from the main site by a road. Planning permission has been granted for development of both sites. The lower school will move to new buildings that will be constructed on the main site. Developers will construct houses on the existing lower school site. Work on the new school buildings should start within the next few months.

A more imminent change concerns the catering facilities and the canteen. The canteen is always very busy throughout the lunch period – in fact it’s often full to capacity, because a lot of our pupils like the food that’s on offer there. But there’s only one serving point, so most pupils have to wait a considerable time to be served. This is obviously unsatisfactory, as they may have hardly finished their lunch before afternoon lessons start.

So we’ve had a new Food Hall built, and this will come into use next week. It’ll have several serving areas, and I’ll give you more details about those in a minute, but one thing we ask you to do, to help in the smooth running of the Food Hall, is to discuss with your children each morning which type of food they want to eat that day, so they can go straight to the relevant serving point. There won’t be any junk food – everything on offer will be healthy – and there’s no change to the current system of paying for lunches by topping up your child’s electronic payment card online.

You may be wondering what will happen to the old canteen. We’ll still have tables and chairs in there, and pupils can eat food from the Food Hall or lunch they’ve brought from home. Eventually we may use part of the canteen for storage, but first we’ll see how many pupils go in there at lunchtime.

————————

OK, back to the serving points in the Food Hall, which will all have side dishes, desserts and drinks on sale, as well as main courses.

One serving point we call World Adventures. This will serve a different country’s cuisine each day, maybe Chinese one day and Lebanese the next. The menus will be planned for a week at a time, so pupils will know what’s going to be available the whole of the week.

Street Life is also international, with food from three particular cultures. We’ll ask pupils to make suggestions, so perhaps sometimes there’ll be food from Thailand, Ethiopia and Mexico, and then one of them will be replaced by Jamaican food for a week or two.

The Speedy Italian serving point will cater particularly for the many pupils who don’t eat meat or fish: they can be sure that all the food served there is suitable for them. There’ll be plenty of variety, so they shouldn’t get bored with the food.

OK, that’s all on the new Food Hall. Now after-school lessons. There are very popular with pupils, particularly swimming – in fact there’s a waiting list for lessons. Cycling is another favourite, and I’m delighted that dozens of pupils make use of the chance to learn to ride in off-road conditions. It means that more and more cycle to and from school every day. As you know, we have a well-equipped performance centre, and we’re going to start drama classes in there, too. Pupils will be able to join in just for fun or work up to taking part in a play – we hope to put on at least one a year. We already teach a number of pupils to use the sound and lighting systems in the centre. And a former pupil has given a magnificent grand piano to the school, so a few pupils will be able to learn at the school instead of going to the local college, as many of them do at the moment.

SUSIE: So Luke, for our next psychology assignment we have to do something on sleep and dreams.

LUKE: Right. I’ve just read an article suggesting why we tend to forget most of our dreams soon after we wake up. I mean, most of my dreams aren’t that interesting anyway, but what it said was that if we remembered everything, we might get mixed up about what actually happened and what we dreamed. So it’s a sort of protection. I hadn’t heard that idea before. I’d always assumed that it was just that we didn’t have room in our memories for all that stuff.

SUSIE: Me too. What do you think about the idea that our dreams may predict the future?

LUKE: It’s a belief that you get all over the world.

SUSIE: Yeah, lots of people have a story of it happening to them, but the explanation I’ve read is that for each dream that comes true, we have thousands that don’t, but we don’t notice those, we don’t even remember them. We just remember the ones where something in the real world, like a view or an action, happens to trigger a dream memory.

LUKE: Right. So it’s just a coincidence really. Something else I read about is what they call segmented sleeping. That’s a theory that hundreds of years ago, people used to get up in the middle of the night and have a chat or something to eat, then go back to bed. So I tried it myself.

SUSIE: Why?

LUKE: Well it’s meant to make you more creative. I don’t know why. But I gave it up after a week. It just didn’t fit in with my lifestyle.

SUSIE: But most pre-school children have a short sleep in the day don’t they? There was an experiment some students did here last term to see at what age kids should stop having naps. But they didn’t really find an answer. They spent a lot of time working out the most appropriate methodology, but the results didn’t seem to show any obvious patterns.

LUKE: Right. Anyway, let’s think about our assignment. Last time I had problems with the final stage, where we had to describe and justify how successful we thought we’d been. I struggled a bit with the action plan too.

SUSIE: I was OK with the planning, but I got marked down for the self-assessment as well. And I had big problems with the statistical stuff, that’s where I really lost marks.

LUKE: Right.

SUSIE: So shall we plan what we have to do for this assignment?

SUSIE: First, we have to decide on our research question. So how about ‘Is there a relationship between hours of sleep and number of dreams?’

LUKE: OK. Then we need to think about who we’ll do they study on. About 12 people?

SUSIE: Right. And shall we use other psychology students?

LUKE: Let’s use people from a different department. What about history?

SUSIE: Yes, they might have interesting dreams! Or literature students?

LUKE: I don’t really know any.

SUSIE: OK, forget that idea. Then we have to think about our methodology. So we could use observation, but that doesn’t seem appropriate.

LUKE: No. it needs to be self-reporting I think. And we could ask them to answer questions online.

SUSIE: But in this case, paper might be better as they’ll be doing it straight after they wake up … in fact while they’re still half-asleep.

LUKE: Right. And we’ll have to check the ethical guidelines for this sort of research.

SUSIE: Mm, because our experiment involves humans, so there are special regulations.

LUKE: Yes, I had a look at those for another assignment I did. There’s a whole section on risk assessment, and another section on making sure they aren’t put under any unnecessary stress.

SUSIE: Let’s hope they don’t have any bad dreams!

LUKE: Yeah.

SUSIE: Then when we’ve collected all our data we have to analyse it and calculate the correlation between our two variables, that’s time sleeping and number of dreams and then present our results visually in a graph.

LUKE: Right. And the final thing is to think about our research and evaluate it. So that seems quite straightforward.

SUSIE: Yeah. So now let’s …

Dancing is something that humans do when they want to have a good time. It’s a universal response to music, found in all cultures. But what’s only been discovered recently is that dancing not only makes us feel good, it’s also extremely good for our health.

Dancing, like other forms of exercise, releases hormones, such as dopamine, which make us feel relaxed and happy. And it also reduces feelings of stress or anxiety.

Dancing is also a sociable activity, which is another reason it makes us feel good.

One study compared people’s enjoyment of dancing at home in front of a video with dancing in a group in a studio.

The people dancing in a group reported feeling happier, whereas those dancing alone did not.

In another experiment, university researchers at York and Sheffield took a group of students and sent each of them into a lab where music was played for five minutes. Each had to choose from three options: to sit and listen quietly to the music, to cycle on an exercise bike while they listened, or to get up and dance. All were given cognitive tasks to perform before and after. The result showed that those who chose to dance showed much more creativity when doing problem-solving tasks.

Doctor Lovatt at the University of Hertfordshire believes dance could be a very useful way to help people suffering from mental health problems. He thinks dance should be prescribed ad therapy to help people overcome issues such as depression.

It’s well established that dance is a good way of encouraging adolescent girls to take exercise but what about older people? Studies have shown that there are enormous benefits for people in their sixties and beyond. One of the great things about dance is that there are no barriers to participation. Anyone can have a go, even those whose standard of fitness is quite low.

Dance can be especially beneficial for older adults who can’t run or do more intense workouts, or for those who don’t want to. One 2015 study found that even a gently dance workout helps to promote a healthy heart. And there’s plenty of evidence which suggests that dancing lowers the risk of falls, which could result in a broken hip, for example, by helping people to improve their balance.

There are some less obvious benefits of dance for older people too. One thing I hadn’t realised before researching this topic was that dance isn’t just a physical challenge. It also requires a lot of concentration because you need to remember different steps and routines. For older people, this kind of activity is especially important because it forces their brain to process things more quickly and to retain more information.

Current research also shows that dance promotes a general sense of well-being in older participants, which can last up to a week after a class. Participants report feeling less tired and having greater motivation to be more active and do daily activities such as gardening or walking to the shops or a park.

Ballroom or country dancing, both popular with older people, have to be done in groups. They require collaboration and often involve touching a dance partner, all of which encourages interaction on the dance floor. This helps to develop new relationships and can reduce older people’s sense of isolation, which is a huge problem in many countries.

I also looked at the benefits of Zumba. Fifteen million people in 180 countries now regularly take a Zumba class, an aerobic workout based on Latin American dance moves. John Porcari, a professor of exercise and sport science at the University of Wisconsin, analysed a group of women who were Zumba regulars and found that a class lasting 40 minutes burns about 370 calories. This is similar to moderately intense exercises like step aerobics or kickboxing.

A study in the American Journal of Health Behavior showed that when women with obesity did Zumba three times a week for 16 weeks, they lost an average of 1.2 kilos and lowered their percentage of body fat by 1%. More importantly, the women enjoyed the class so much that they made it a habit and continued to attend classes at least once a week – very unusual for an aerobic exercise programme.

Dance is never going to compete with high-intensity workouts when it comes to physical fitness gains, but its popularity is likely to keep on rising because it’s such a fun way to keep fit.

Questions 1-10

Complete the notes below.

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

Questions 11-15

Choose the correct letter,  A ,  B  or  C .

Minster Park

Questions 16-18.

What comment does the speaker make about each of the following serving points in the Food Hall?

Choose  THREE  answers from the box and write the correct letter,  A-D , next to Questions.

A    pupils help to plan menus

B    only vegetarian food

C    different food every week

D    daily change in menu

Food available at serving points in Food Hall

Questions 19-20

Choose  TWO  letters,  A-E .

Questions 21-24

Assignment on sleep and dreams, questions 25-30.

Complete the flow chart below.

Write  ONE WORD ONLY  for each answer.

Assignment plan

Questions 31-40

Health benefits of dance.

Recent findings:

• All forms of dance produce various hormones associated with feelings of happiness.
• Dancing with others has a more positive impact than dancing alone.
• An experiment on university students suggested that dance increases 31 .
• For those with mental illness, dance could be used as a form of 32 .

Benefits of dance for older people:

• accessible for people with low levels of 33
• reduces the risk of heart disease
• better 34 reduces the risk of accidents
• improves 35 function by making it work faster
• improves participants’ general well-being
• gives people more 36 to take exercise
• can lessen the feeling of 37 , very common in older people

Benefits of Zumba:

• A study at The University of Wisconsin showed that doing Zumba for 40 minutes uses up as many 38 as other quite intense forms of exercise.
• The American Journal of Health Behavior  study showed that:

–  women suffering from 39  benefited from doing Zumba.

Cambridge IELTS 16 Academic Listening Test 2

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3 comments on “Cambridge IELTS 16 Academic Listening Test 2”

I got 31/40

Plans & Pricing

free ielts tests - online simulation - practice with solution

Cambridge 16 IELTS Listening Test 2

Complete the notes below.

Write  ONE WORD AND/OR A NUMBER  for each answer. Name of company: Picturerep

Requirements

 – Maximum size of photos is 30 cm, minimum size 4 cm.

 – Photos must not be in a 1. or an album.

 – The cost for 360 photos is 2. $ (including one disk).

 – Before the complete order is sent, 3. is required.

Services   included   in the price

 – Photos can be placed in a folder, e.g. with the name 4.

 – The 5. and contrast can be improved if necessary.

 – Photos which are very fragile will be scanned by 6.

Special restore service (costs extra)

 – It may be possible to remove an object from a photo, or change the 7.

 – A photo which is not correctly in 8. cannot be fixed.

Other   information

 – Orders are completed within 9.

 – Send the photos in a box (not 10. ).

Questions 11 – 15

Choose the correct letter,  A ,  B  or  C .

Minster Park

11. Dartfield House school used to be

12. What is planned with regard to the lower school?

13. The catering has been changed because of

14. Parents are asked to

15. What does the speaker say about the existing canteen?

What comment does the speaker make about each of the following serving points in the Food Hall?

Choose  THREE  answers from the box and write the correct letter,  A-D , next to Questions 16-18.

16. World Adventures

17. Street Life

18. Speedy Italian

Choose  TWO  letters,  A-E .

Which  TWO  optional after-school lessons are new?

Assignment on sleep and dreams

21. Luke read that one reason why we often forget dreams is that

Complete the flow chart below.

Write  ONE WORD ONLY  for each answer.

Assignment plan

Decide on research question:

Is there a relationship between hours of sleep and number of dreams? ↓

Decide on sample:

Twelve students from the 25. department

↓ Decide on methodology:

Self-reporting ↓

Decide on procedure:

Answers on 26. ↓

Check ethical guidelines for working with 27.

Ensure that risk is assessed and 28. is kept to a minimum ↓

Analyse the results:

Calculate the correlation and make a 29. ↓ –  30. the research

Health benefits of dance

Recent findings:

–  All forms of dance produce various hormones associated with feelings of happiness.

–  Dancing with others has a more positive impact than dancing alone.

–  An experiment on university students suggested that dance increases 31.

–  For those with mental illness, dance could be used as a form of 32.

Benefits of dance for older people:

–  accessible for people with low levels of 33.

–  reduces the risk of heart disease

–  better 34. reduces the risk of accidents

–  improves 35. function by making it work faster

–  improves participants’ general well-being

–  gives people more 36. to take exercise

–  can lessen the feeling of 37. , very common in older people

Benefits of Zumba:

–  A study at The University of Wisconsin showed that doing Zumba for 40 minutes uses up as many 38. as other quite intense forms of exercise.

–  The American Journal of Health Behavior study showed that:

–  women suffering from 39. benefited from doing Zumba.

–  Zumba became a 40. for the participants.

3   payment

4   Grandparents

5   colour / color

7   background

9   ten / 10 days

10   plastic

19&20   B, C

25   history

27   humans / people

28   stress

30   evaluate

31   creativity

32   therapy

33   fitness

34   balance

36   motivation

37   isolation

38   calories

39   obesity

your site is pretty, but it does not provide writing and speaking part. I am hopefully expecting you to provide this two parts soon.

35 out of 40… 8

34/40. Just made some silly mistakes

There is a problem with the 8th question. You can’t write in the provided area. And also the listening track stopped working on the last part of the exam.

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Listening Practice Test 26

Part 1   questions 1-10.

Complete the notes below.

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

PART 2    Questions 11-20  

Questions 11-15

Choose the correct letter, A, B or C.

11  Dartfield House school used to be

  A  a tourist information centre.

  B  a private home.

  C  a local council building

12  What is planned with regard to the lower school?

  A  All buildings on the main site will be improved.

  B  The lower school site will be used for new homes.

  C  Additional school buildings will be constructed on the lower school site.

13  The catering has been changed because of

  A  long queuing times

  B  changes to the school timetable.

  C  dissatisfaction with the menus.

14  Parents are asked to

  A  help their children to decide in advance which serving point to use.

  B  make sure their children have enough money for food.

  C  advise their children on healthy food to eat.

15  What does the speaker say about the existing canteen?

  A  Food will still be served there.

  B  Only staff will have access to it.

  C  Pupils can take their food into it.

Questions 16-18

What comment does the speaker make about each of the following serving points in the Food Hall?

Choose THREE  answers from the box and write the correct letter, A-D,  next to Questions 16-18

Food available at serving points in Food Hall

16  World Adventures    

17  Street Life    

18  Speedy Italian   

Questions 19 and 20

Choose TWO  letters, A-E

Which TWO  optional after-school lessons are new?

  A swimming

  C  acting

  D  cycling

  E  theatre sound and lighting

PART 3  Questions 21-30

Questions 21-24

Choose the correct letter, A, B or C

Assignment on sleep and dreams

21  Luke read that one reason why we often forget dreams is that

  A  our memories cannot cope with too much information.

  B  we might otherwise be confused about what is real.

  C  we do not think they are important.

22  What do Luke and Susie agree about dreams predicting the future?

  A  It may just be due to chance.

  B  It only happens with certain types of event.

  C  It happens more often than some people think.

23  Susie says that a study on pre-school children having a short nap in the day

  A  had controversial results

  B  used faulty research methodology

  C  failed to reach any clear conclusions.

24  In their last assignment, both students had problems with

  A  statistical analysis

  B  making an action plan.

  C  self-assessment

Questions 25-30

Complete the flow chart below.

Write ONE WORD ONLY  for each answer.

Assignment plan

PART 4  Questons 31-40

Question Pallete:

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Cambridge 16 Listening Test 2 Transcript

In this Cambridge IELTS Book 16 Listening Test 2 Audio Transcript post, you’ll find:

• Copying photos to digital format listening transcript
• Assignment on sleep and dreams listening transcript
• Health benefits of dance listening transcript

#1 Copying photos to digital format Transcript

The Part 1 audio script of Copying photos to digital format in Listening Test 2 is as follows:

EMPLOYEE:     Hello, Picturerep. Can I help you?

WOMAN:        Oh, hi. I saw your advertisement about copying pictures to disk and I’d like a bit more information about what you do.

EMPLOYEE:     Sure. What would you like to know?

WOMAN:        Well, I’ve got a box full of old family photos that’s been up in the attic for years, some of them must be 50 or 60 years old, and I’d like to get them converted to digital format.

EMPLOYEE:     Sure, we can do that for you.

WOMAN:        Right. And what about size? The photos are all sorts of sizes – are there any restrictions?

EMPLOYEE:     Well the maximum size of photo we can do with our normal services is 30 centimetres. And each picture must be a least 4 centimetres, that’s the minimum we can cope with.

WOMAN:        That should be fine. And some of them are in a  frame (Q1)  – should I take them out before I send them?

EMPLOYEE:     Yes please, we can’t copy them otherwise. And also the photos must all be separate, they mustn’t be stuck into an album.

WOMAN:        OK, that’s not a problem. So can you give me an idea of how much this will cost? I’ve got about 360 photos I think.

EMPLOYEE:     We charge  £195 for 300 to 400 photos (Q2)  for the basic service.

WOMAN:        OK. And does that include the disk?

EMPLOYEE:     Yes, one disk – but you can get extra ones for £5 each.

WOMAN:        That’s good. So do I need to pay when I send you the photos?

EMPLOYEE:     No, we won’t need anything until we’ve actually copied the pictures. Then we’ll let you know how much it is, and  once we’ve received the payment (Q3) , we’ll send the parcel off to you.

WOMAN:        Right.

EMPLOYEE:     Is there anything else you’d like to ask about our services?

WOMAN:        Yes. I’ve roughly sorted out the photos into groups, according to what they’re about – so can you keep them in those groups when you copy them?

EMPLOYEE:     Sure. We’ll save each group in a different folder on the disk and if you like, you can suggest a name for each folder.

WOMAN:        So I could have one called  ‘Grandparents’ (Q4)  for instance?

EMPLOYEE:     Exactly.

WOMAN:        And do you do anything besides scan the photos? Like, can you make any improvements?

EMPLOYEE:     Yes, in the standard service each photo is checked, and we can sometimes  touch up the colour  a bit  (Q5) , or improve the contrast – that can make a big difference.

WOMAN:        OK. And some of the photos are actually quite fragile – they won’t get damaged in the process, will they?

EMPLOYEE:     No, if any look particularly fragile,  we’d do them by hand (Q6) . We do realise how precious these old photos can be.

WOMAN:        Sure.

EMPLOYEE:     And another thing is we can make changes to a photo if you want – so if you want to remove an object from a photo, or maybe  alter the background (Q7) , we can do that.

WOMAN:        Really? I might be interested in that. I’ll have a look through the photos and see. Oh, and talking of fixing photos – I’ve got a few  that aren’t properly in focus (Q8) . Can you do anything to make that better?

EMPLOYEE:     No, I’m afraid that’s one thing we can’t do.

WOMAN:        OK.

EMPLOYEE:     Any other information I can give you?

WOMAN:        Er … oh, how long will it all take?

EMPLOYEE:     We aim to get the copying done  in ten days. (Q9)

WOMAN:        Fine. Right, well I’ll get the photos packed up in a box and post them off to you.

EMPLOYEE:     Right. If you’ve got a strong cardboard box, that’s best. We’ve found that  plastic ones sometimes break in the post. (Q10)

WOMAN:        OK. Right, thanks for your help. Bye.

EMPLOYEE:     Bye.

#2 Part 2 Listening Test 2 Transcript

The Part 2 audio transcript in Cambridge 16 Listening Test 2 is as follows:

Good morning and thank you for coming here today. I’d like to bring you up to date with changes in the school that will affect your children.

As you know, the school buildings date from various times: some from the 1970s, some from the last five years, and of course Dartfield House is over a century old. It was commissioned by a businessman. Neville Richards, and intended as his family home, but he died before it was completed. 

His heir chose to sell it to the local council, who turned it into offices (Q11) . A later plan to convert it into a tourist information centre didn’t come about, through lack of money, and instead it formed the nucleus of this school when it opened 40 years ago.

The school has grown as the local population has increased, and I can now give you some news about the lower school site, which is separated from the main site by a road. Planning permission has been granted for development of both sites.

The lower school will move to new buildings that will be constructed on the main site.  Developers will construct houses on the existing lower school site (Q12) . Work on the new school buildings should start within the next few months.

A more imminent change concerns the catering facilities and the canteen. The canteen is always very busy throughout the lunch period – in fact it’s often full to capacity, because a lot of our pupils like the food that’s on offer there.

But there’s only one serving point, so  most pupils have to wait a considerable time to be served (Q13) . This is obviously unsatisfactory, as they may have hardly finished their lunch before afternoon lessons start.

So we’ve had a new Food Hall built, and this will come into use next week. It’ll have several serving areas, and I’ll give you more details about those in a minute, but one thing we ask you to do, to help in the smooth running of the Food Hall, is to  discuss with your children each morning which type of food they want to eat that day (Q14) , so they can go straight to the relevant serving point.

There won’t be any junk food – everything on offer will be healthy – and there’s no change to the current system of paying for lunches by topping up your child’s electronic payment card online.

You may be wondering what will happen to the old canteen.  We’ll still have tables and chairs in there, and pupils can eat food from the Food Hall or lunch they’ve brought from home (Q15) . Eventually we may use part of the canteen for storage, but first we’ll see how many pupils go in there at lunchtime.

OK, back to the serving points in the Food Hall, which will all have side dishes, desserts and drinks on sale, as well as main courses.

One serving point we call  World Adventures (Q16) . This will serve  a different country’s cuisine each day , maybe Chinese one day and Lebanese the next. The menus will be planned for a week at a time, so pupils will know what’s going to be available the whole of the week.

Street Life  is also international, with food from three particular cultures.  We’ll ask pupils to make suggestions (Q17) , so perhaps sometimes there’ll be food from Thailand, Ethiopia and Mexico, and then one of them will be replaced by Jamaican food for a week or two.

The  Speedy Italian  serving point  will cater particularly for the many pupils who don’t eat meat or fish (Q18):  they can be sure that all the food served there is suitable for them. There’ll be plenty of variety, so they shouldn’t get bored with the food.

OK, that’s all on the new Food Hall. Now after-school lessons. There are very popular with pupils, particularly swimming – in fact there’s a waiting list for lessons. Cycling is another favourite, and I’m delighted that dozens of pupils make use of the chance to learn to ride in off-road conditions.

It means that more and more cycle to and from school every day. As you know, we have a well-equipped performance centre, and  we’re going to start drama classes (Q19/Q20)  in there, too. Pupils will be able to join in just for fun or work up to taking part in a play – we hope to put on at least one a year. We already teach a number of pupils to use the sound and lighting systems in the centre.

And a former pupil has given a magnificent grand  piano  to the school, so  a few pupils will be able to learn at the school instead of going to the local college, as many of them do at the moment.

#3 Assignment on sleep and dreams Transcript

The Part 3 audio script of Assignment on sleep and dreams in Listening Test 2 is as follows:

SUSIE:     So Luke, for our next psychology assignment we have to do something on sleep and dreams.

LUKE:      Right. I’ve just read an article suggesting why we tend to forget most of our dreams soon after we wake up. I mean, most of my dreams aren’t that interesting anyway, but what it said was that if we remembered everything,  we might get mixed up about what actually happened and what we dreamed (Q21) . So it’s a sort of protection. I hadn’t heard that idea before. I’d always assumed that it was just that we didn’t have room in our memories for all that stuff.

SUSIE:     Me too. What do you think about the idea that our dreams may predict the future?

LUKE:      It’s a belief that you get all over the world.

SUSIE:     Yeah, lots of people have a story of it happening to them, but the explanation I’ve read is that  for each dream that comes true, we have thousands that don’t (Q22) , but we don’t notice those, we don’t even remember them. We just remember the ones where something in the real world, like a view or an action, happens to trigger a dream memory.

LUKE:      Right. So  it’s just a coincidence really.  Something else I read about is what they call segmented sleeping. That’s a theory that hundreds of years ago, people used to get up in the middle of the night and have a chat or something to eat, then go back to bed. So I tried it myself.

SUSIE:     Why?

LUKE:      Well it’s meant to make you more creative. I don’t know why. But I gave it up after a week. It just didn’t fit in with my lifestyle.

SUSIE:     But most pre-school children have a short sleep in the day don’t they? There was an experiment some students did here last term to see at what age kids should stop having naps. But  they didn’t really find an answer (Q23) . They spent a lot of time working out the most appropriate methodology, but  the results didn’t seem to show any obvious patterns .

LUKE:      Right. Anyway, let’s think about our assignment. Last time  I had problems with the final stage, where we had to describe and justify how successful we thought we’d been (Q24) . I struggled a bit with the action plan too.

SUSIE:     I was OK with the planning, but  I got marked down for the self-assessment as well . And I had big problems with the statistical stuff, that’s where I really lost marks.

LUKE:      Right.

SUSIE:     So shall we plan what we have to do for this assignment?

LUKE:      OK.

SUSIE:     First, we have to decide on our research question. So how about ‘Is there a relationship between hours of sleep and number of dreams?’

LUKE:      OK. Then we need to think about who we’ll do they study on. About 12 people?

SUSIE:     Right. And shall we use other psychology students?

LUKE:       Let’s use people from a different department. What about history? (Q25)

SUSIE:      Yes,  they might have interesting dreams! Or literature students?

LUKE:      I don’t really know any.

SUSIE:     OK, forget that idea. Then we have to think about our methodology. So we could use observation, but that doesn’t seem appropriate.

LUKE:      No. it needs to be self-reporting I think. And we could ask them to answer questions online.

SUSIE:     But in this case,  paper might be better (Q26)  as they’ll be doing it straight after they wake up … in fact while they’re still half-asleep.

LUKE:       Right . And we’ll have to  check the ethical guidelines (Q27)  for this sort of research.

SUSIE:     Mm,  because our experiment involves humans , so  there are special regulations.

LUKE:      Yes, I had a look at those for another assignment I did. There’s a whole section on risk assessment, and another section on  making sure they aren’t put under any unnecessary stress. (Q28)

SUSIE:     Let’s hope they don’t have any bad dreams!

LUKE:      Yeah.

SUSIE:     Then when we’ve collected all our data we have to analyse it and calculate the correlation between our two variables, that’s time sleeping and number of dreams and then  present our results visually in a graph. (Q29)

LUKE:      Right. And the final thing is to think about  our research  and  evaluate it (Q30) . So that seems quite straightforward.

SUSIE:     Yeah. So now let’s …

#4 Health benefits of dance Transcript

The Part 4 audio script of Health benefits of dance in Listening Test 2 is as follows:

Dancing is something that humans do when they want to have a good time. It’s a universal response to music, found in all cultures. But what’s only been discovered recently is that dancing not only makes us feel good, it’s also extremely good for our health.

Dancing, like other forms of exercise, releases hormones, such as dopamine, which make us feel relaxed and happy. And it also reduces feelings of stress or anxiety.

Dancing is also a sociable activity, which is another reason it makes us feel good.

One study compared people’s enjoyment of dancing at home in front of a video with dancing in a group in a studio.

The people dancing in a group reported feeling happier, whereas those dancing alone did not.

In another experiment, university researchers at York and Sheffield took  a group of students  and sent each of them into a lab where music was played for five minutes. Each had to choose from three options: to sit and listen quietly to the music, to cycle on an exercise bike while they listened, or to get up and dance.

All were given cognitive tasks to perform before and after. The result showed that  those who chose to dance showed much more creativity (Q31)  when doing problem-solving tasks.

Doctor Lovatt at the University of Hertfordshire believes dance could be a very useful way to help  people suffering from mental health problems . He thinks  dance should be prescribed ad therapy (Q32)  to help people overcome issues such as depression.

It’s well established that dance is a good way of encouraging adolescent girls to take exercise but what about  older people ? Studies have shown that there are enormous benefits for people in their sixties and beyond.

One of the great things about dance is that there are no barriers to participation. Anyone can have a go, even those whose  standard of fitness is quite low. (Q33)

Dance can be especially beneficial for older adults who can’t run or do more intense workouts, or for those who don’t want to. One 2015 study found that even a gently dance workout helps to promote a healthy heart.

And there’s plenty of evidence which suggests that dancing lowers the risk of falls, which could result in a broken hip, for example, by helping people to  improve their balance. (Q34)

There are some less obvious benefits of dance for older people too. One thing I hadn’t realised before researching this topic was that dance isn’t just a physical challenge.

It also requires a lot of concentration because you need to remember different steps and routines. For older people, this kind of activity is especially important because  it forces their brain to process things more quickly (Q35)  and to retain more information.

Current research also shows that dance promotes a general sense of well-being in older participants, which can last up to a week after a class. Participants report feeling less tired and having  greater motivation to be more active (Q36)  and do daily activities such as gardening or walking to the shops or a park.

Ballroom or country dancing, both popular with older people. They require collaboration and often involve touching a dance partner, all of which encourages interaction on the dance floor.

This helps to develop new relationships and can  reduce older people’s sense of isolation (Q37) , which is a huge problem in many countries.

I also looked at the benefits of Zumba. Fifteen million people in 180 countries now regularly take a Zumba class, an aerobic workout based on Latin American dance moves.

John Porcari, a professor of exercise and sport science at the University of Wisconsin, analysed a group of women who were  Zumba regulars  and found that  a class lasting 40 minutes burns about 370 calories. This is similar to moderately intense exercises (Q38)  like step aerobics or kickboxing.

A study in the  American Journal of Health Behavior  showed that when  women with obesity (Q39)  did Zumba three times a week for 16 weeks, they  lost an average of 1.2 kilos and lowered their percentage of body fat  by 1%. More importantly, the women enjoyed the class so much that  they made it a habit (Q40)  and continued to attend classes at least once a week – very unusual for an aerobic exercise programme.

Dance is never going to compete with high-intensity workouts when it comes to physical fitness gains, but its popularity is likely to keep on rising because it’s such a fun way to keep fit.

I hope you find this Cambridge 16 Listening Test 2 Transcript useful in your IELTS preparation. If you want complete Cambridge Listening transcripts from all booklets released till date, then simply click on the button below:

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Assignment on Sleep and Dreams – IELTS Listening Answers

Updated On Sep 02, 2024

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Master IELTS Listening with the Assignment on Sleep and Dreams. Explore answers and explanations from Cambridge 16 Test 2 to enhance your skills and ace the test.

Table of Contents

Questions 1- 4, questions 5-10, assignment on sleep and dreams ielts listening audio transcript, assignment on sleep and dreams ielts listening answers key.

• Assignment on Sleep and Dreams – IELTS Listening Answers with Explanations

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This article contains the Assignment on Sleep and Dreams IELTS Listening task, a real past paper example. In the IELTS Listening Test, you’ll listen to a short audio recording and answer questions based on it. Practice with our " Assignment on Sleep and Dreams " test to improve your listening skills and review the answers below. Need help with IELTS Listening Sentence Completion questions? Check out our complete guide. Also, familiarize yourself with signposting and distraction techniques by trying our IELTS listening practice tests .

Take the test now and check the Assignment on Sleep and Dreams listening answers below!

Not sure how to answer IELTS Listening Table Completion questions? Check the video below to learn now!

Looking for more IELTS Listening tests? Start here !

Assignment on Sleep and Dreams IELTS Listening Audio

Listen to the Audio for Assignment on Sleep and Dreams to Solve the Questions below.

There are 10 questions in the Assignment on Sleep and Dreams Listening Answers , which showcase two of the question types that are common in such tests. It is:

• Multiple-Choice Questions (1 – 4)
• Flowchart Completion (5 – 10)

Assignment on Sleep and Dreams

1 Luke read that one reason why we often forget dreams is that

A our memories cannot cope with too much information.

B we might otherwise be confused about what is real.

C we do not think they are important.

2 What do Luke and Susie agree about dreams predicting the future?

A It may just be due to chance.

B It only happens with certain types of events.

C It happens more often than some people think.

3 Susie says that a study on pre-school children having a short nap in the day

A had controversial results.

B used faulty research methodology.

C failed to reach any clear conclusions.

4 In their last assignment, both students had problems with

A statistical analysis.

B making an action plan.

C self-assessment

Assignment Plan

Enroll in Our IELTS listening webinar to improve your IELTS listening skills and confidence.

Enhance your comprehension by downloading the Assignment on Sleep and Dreams IELTS Listening Audio Transcript , which has answer locations clearly indicated.

Unlock the secrets of IELTS Listening success with our Comprehensive IELTS Listening Test Guide & achieve your desired band score !

Assignment on Sleep and Dreams – IELTS Listening Answers with Explanations

1 Answer: B

Question Type: Multiple- Choice Questions

Answer Explanation: In the conversation, Luke expresses, “I mean, most of my dreams aren’t that interesting anyway, but what it said was that if we remembered everything, we might get mixed up about what actually happened and what we dreamed.” We can deduce from these statements that Luke read that a common reason for forgetting dreams is to avoid confusion between what is real and what is dreamed. Hence, the answer is B.

2 Answer: A

Answer Explanation: In the conversation, Susie mentions, “Yeah, many people have a story of it happening to them, but the explanation I’ve read is that for each dream that comes true, we have thousands that don’t.” It is evident from these statements that Luke and Susie share the view that dreams predicting the future may simply be a result of chance. Therefore, the accurate answer is C.

3 Answer: C

Answer Explanation: During the conversation, Susie mentions, “But most preschool children take a short nap during the day, don’t they? Some students conducted an experiment here last term to determine at what age kids should stop having naps. However, they didn’t really find a conclusive answer. They invested a significant amount of time in figuring out the most suitable methodology, but the results didn’t reveal any apparent patterns.” We can infer that Susie is stating that a study on preschool children taking short naps during the day did not yield clear conclusions. Therefore, the accurate answer is “C.”

4 Answer: C

Answer Explanation: In the conversation, Luke mentions, “Right. Anyway, let’s consider our assignment. Last time, I faced challenges in the final stage, where we had to explain and justify our perceived level of success.” These statements suggest that in their previous assignment, both students encountered difficulties in self-assessment. Consequently, the accurate answer is C.

5 Answer: history

Question Type: Flowchart Completion

Answer Explanation: According to the conversation, Luke suggests, “Let’s involve individuals from a different department. How about history?” It is evident that twelve students from the history department will be included. Therefore, the accurate answer is “history.”

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6 Answer: paper

Answer Explanation: In the discussion, Susie points out that in this situation, using paper might be preferable since they will be completing it right after waking up. It is evident that the answers will be on the papers. Hence, the correct response is “papers.”

7 Answer: humans/ people

Answer Explanation: During the conversation, Luke says, “We need to consult the ethical guidelines for this type of research,” and Susie adds that special regulations apply because their experiment involves humans. It is apparent from these statements that one should verify ethical guidelines when conducting research involving humans or people. Thus, the accurate answer is “humans/people.”

8 Answer: pass

Answer Explanation: As per the discussion, Luke mentions, “Yes, I examined those for a different assignment I completed. There’s a dedicated portion on risk assessment and another segment on ensuring they don’t experience any undue stress.” Therefore, it is evident that they should guarantee the assessment of risks and minimize stress. Consequently, the accurate answer is “stress.”

9 Answer: graph

Answer Explanation: During the discussion, Susie mentions, “After gathering our data, we need to analyze it and determine the correlation between our two variables, which are time spent sleeping and the number of dreams. Subsequently, we should visually present our findings in a graph.” This indicates that the correct response is to perform the calculation with correlation and create a graph. Consequently, the accurate answer is “graph.”

10 Answer: evaluate

Answer Explanation: In the conversation, Luke states that one thing they need to do is “think about our research and evaluate it.” From this statement, it’s clear that Luke believes the research should be evaluated. Therefore, the correct answer that aligns with what Luke said is “evaluate.”

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The complete guide to the IELTS Listening Module

The listening module in IELTS is divided into 4 parts with 10 questions each ( 40 questions in total). The first part is the easiest, and the fourth is the hardest. You will hear the recordings only once. The test will take around  30 minutes , and then you will have 10 more minutes in paper-based IELTS  to review your answers and write them down on your separate answer sheet . However, in computer-based test, you will only have 2 minutes at the end to review your answers. You input answers directly as you hear them.

It is therefore very important that you practice a lot using appropriate techniques before you take the exam. In this guide, you will learn how to approach each question type to maximize your score.

Information about the test format and scoring

Part 1: 

• two speakers
• usually about personal information in an everyday social context (e.g., booking a hotel room)
• one speaker
• a monologue about a general topic (e.g., a tour guide giving information about a building)
• two to four speakers
• a discussion in an academic context (e.g., students talking about an assignment)
• a monologue in an academic context (e.g., a university lecture)

Question: How is this module scored?

Answer: You only get points for your correct answers , and t here is no penalty for incorrect ones. Therefore, you should answer all the questions and make a guess whenever you miss one. The table below can help you estimate your score:

More basic information about the exam

• You will have about 20 seconds to read the questions before each part starts. Use this time to underline or highlight keywords. Usually, the speakers use synonyms or paraphrases of the keywords. You can use them to identify the answers.
• You will hear only native speaker accents. These may include British, American, Australian, and New Zealand accents.
• You will have half a minute to check your answers after each part is over. If you are sure about your answers, use this time to underline or highlight the keywords for the next part.
• Spelling is very important. The answers that are not spelled correctly will be marked wrong.
• If you hear the answer in plural form , you must write it in plural form.
• You should only write what you hear without changing it .
• Any information (names of people or places) that you are not expected to know will be spelled out. However, common names like John, Susan, Emily, Park Hotel, etc. won’t be spelled out.
• The questions follow the flow of the audio , so you will not hear the answer for question number 20 before the one for 19.
• IELTS listening exam is all about synonyms and paraphrases . It means that you won’t hear the exact words you see in the questions.

Question: The house was repaired and then modified to be used as a ………………

Speaker: The local authorities renovated the building as a museum.

• There is a word limit for each answer. If you go above the limit, your answer will be marked wrong. Take, for example, the following:
• one word and one number
• two words and one number
• 10 students = 1 number + 1 word
• 10% = 1 number
• $10 = 1 number
• 10 percent = 1 number + 1 word
• 10 dollars = 1 number + 1 word
• ten dollars = 2 words
• 10am: 1 number
• 10:30 = 1 number
• 10th November = 1 number + 1 word
• Hyphenated compounds also count as one word : mother-in-law = 1 word
• contractions count as one word: He’s = 1 word

Tips to help you write your answers with confidence

• Dates should be written appropriately. It means that you should choose either American or British style depending on your writing style. Here is how you do so:

Speaker: Today is the 15th of January .

If you write in the American style, follow this format:

January 15th or January 15

If you write in the British style, follow this format:

15th January or 15 January

Note: In summary, dates in American and British styles are written as explained below:

American style: Month/Day/Year

01/15/2021 = January 15, 2021 = Friday, January 15, 2021

British style: Day/Month/Year

15/01/2021 = 15 January 2021 = Friday, 15 January 2021

• fifteen pounds ninety-nine
• fifteen pounds and ninety-nine pence
• fifteen ninety-nine

Note: Try not to write numbers as words in the listening section because it wastes your valuable time, and there is always a chance of making spelling mistakes.

• When talking about phone numbers , speakers express the digits one by one. However, you should be wary of expressions like double three (33), triple five (555), etc. Also, the number 0 can be expressed in three ways: zero , naught , and oh .
• Pay close attention to transitional words or phrases like however, although, that said , etc. They indicate a shift, which will most probably lead to the answer.
• Be wary of traps or distractors . Here are common traps in IELTS listening:
• Answers that change:

Example: The meeting is at 6. Oh, no, it’s at 6:30 .

• words that look like the answer but they don’t fit the gap

Example: Jenny lives on…………..

Agent: Where do you live?

Jenny: I live in Chicago.

Agent: Do you live in a house or an apartment?

Jenny: I live on the fifth floor of a 7-story building.

Explanation: The answer is the fifth floor, not Chicago. Pay attention to the prepositions. You can’t say on Chicago . Your answer should fit the gap grammatically as well.

• Using similar words rather than paraphrases

Example: The reconstruction of the building finished in the year………..

Speaker: When this building was being constructed in 1973, the people were going through  difficult time. The government ignored them and allocated a lot of funds to this building. As a result, there was an uprising, which led to the destruction of the new building. In 2010 , however, when things were fine, funds were allocated once again to reconstruct the building and bring it to its former glory. The renovation was completed in 2014.

Explanation: The answer is 2014. We don’t need the construction year (1973), nor do we need the year in which the reconstruction began. We need the year in which it finished.

IELTS listening question types

Form completion.

This type of question is a box or an official form asking for factual information like name, date of birth, phone number, age, etc. For example, a hotel receptionist is asking the customer for his or her personal information to book a room for them. The information that is already written will help you locate where the speaker is and identify the answer.

Source: Cambridge English IELTS free paper-based sample tests

Multiple choice

In this type of question, there is a question or an incomplete sentence with options to choose from. Sometimes the question asks you to choose more than one option, so read the question carefully before you start listening. Before you listen, read the questions first and underline/highlight the most important words or phrases that can help you locate the answers. As you listen, cross out the distractors/incorrect answers; you will finally be left with the correct one(s).

In questions like the ones below, the flow of the listening is in order of the numbers (the questions) , not the letters in the box. Highlight the keywords in the numbers. When they start talking about the items, shift your focus to the box, choose the related option, and then move on to the next.

Plan, map, or diagram labeling

For this type of question, follow the steps below:

• Check if it is a fill-in-the-blank task with only numbered blanks on the map or matching numbers with the letters in the box.
• Study the map quickly and familiarize yourself with the names and shapes of different parts.
• Follow the speaker like you are walking in the area and look for names to fill in the blanks. Remember to keep an eye on the box of options too.
• If there are locations without names, and they are not part of the question, write their names quickly because they might come in handy later.
• When the speaker pauses for a while, it means that he or she is about to move on to the next thing.

Note completion

The notes are going to be organized in some format. Usually, it is a box or a bulleted list with blanks inside. Highlight keywords before you start listening, and remember not to write more words than the limit.

Table completion

This type of question is like note completion. Focus on the column headings to know which part the speaker is talking about. Most of the time, the flow of the speech is from the first column on the left to the last column.

flowchart completion

The flowcharts usually include a series of boxes or circles connected by lines or arrows with blanks inside. The flow of the speech is the same as that of the flowchart. However, you should remember that sometimes the answers that are together on the chart (like questions number 21 and 22 in the one below) may not come together in the audio. The speaker may mention one of them in a sentence and the other in the next.

Summary completion

Summary completion might look the hardest for some test takers. This kind of question requires fast highlighting of keywords. The speakers are going to use synonyms or paraphrases of the keywords. For example, in the picture below, if you want to identify the answer for question number 31, you’ll need to look for paraphrases of “stick to.” The speaker might say, ” For a healthy life, you need to follow a dietary regime.

Sentence completion

In these questions, you need to find the word(s) that fit in the blanks. Remember that you can’t make any changes to the words you hear to make it fit. For example, if you need the -ing form of the verb, but the speaker uses the past tense, you should look for another word. What you hear should be written exactly as it is said.

Short-answer questions

In these questions, there might be one or more gaps for a question. Each gap requires a different answer. Highlight keywords before you start listening to help you identify the answers. Only write the answers because there will be a word limit.

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Fulfilling Your Dreams

Cambridge - IELTS 16 Answer Key

Book 16 listening test 2 solution, part- 1 copying photos to digital format.

Answer key for Copying photos to digital format listening test

1. frame 2. 195 3. payment 4. Grandparents 5. Colour/ color

6. hand 7. background 8. focus 9. ten/ 10 days 10. plastic

Answer key for book 16, listening test 2, part 2

11. C 12. B 13. A 14. A 15. C

16. D 17. A 18. B

19 & 20 in either order B C

Part- 3 Assignment on sleep and dreams

Answer key for Assignment on sleep and dreams listening test

21. B 22. A 23. C 24. C 25. history

26. paper 27. humans / people 28. stress 29. graph 30. evaluate

Part- 4 Health benefits of dance

Answer key for Health benefits of dance listening test

31. creativity 32. therapy 33. fitness 34.balance 35. brain

36. motivation 37. isolation 38. calories 39. obesity 40. habit

Essay Questions        Join our one to one IELTS online classes         Follow us on Instagram        Essay Model answers         IELTS reading answer key

Note: The above content is copyrighted by Cambridge University Press and Cambridge English Language Assessment. We posted this content at the request of IELTS students.

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Free IELTS Listening Test: Prepare with over 125 IELTS Listening Practice Tests to Get a High IELTS Listening Band Score.

In this guide, you'll take a free IELTS listening test and get a full IELTS listening score analysis. You'll prepare with over 125 IELTS listening practice tests , lessons, tips, and video answer explanations. Following our personalized study plan, you'll achieve your target IELTS listening band score.

Get a free IELTS listening score analyses and personalized study plan after completing a free IELTS listening practice test.

Below is our full list of IELTS listening questions with answers. Note: The red links are our most popular and recommended listening questions rated by our students and you can practice them free anytime you like.

IELTS Listening Practice Test Guide

The remainder of this guide will teach you everything about the IELTS listening test. You'll learn about how the listening score is calculated, learn how to answer each listening question type successfully to improve your IELTS listening band score, and learn our tested 3-step process to help you study IELTS listening tests online.

Table Of Contents

Ielts listening test info, free ielts listening sample pdf download with answers.

• 6 IELTS Listening Task Types

3-steps for an Effective IELTS Listening Test Online Preparation

Ielts listening practice free resources.

The IELTS Listening Test is divided into 4 sections. In each section, you will listen to one or more native English speakers then answer around 10 questions related to what you just heard. The entire IELTS listening section contains 40 questions in total . In general, the listening recordings start off easier and get harder as you progress through the exam. Each recording is heard only once and includes a range of accents, including British, Australian, New Zealand, American, and Canadian.

• Section 1 – a conversation between two people set in an everyday social context. For example, you might hear a conversation about confirming details for a reservation, or placing an order over the phone.
• Section 2 - a monologue set in an everyday social context. For example, you might hear a speech about local facilities, or someone providing directions, or presenting basic information about an event.
• Section 3 – a conversation between up to four people set in an educational or training context. For example, you might hear a university tutor and a student discussing an assignment, or a couple of students discussing something from class.
• Section 4 - a monologue on an academic subject. For example, you will hear a university lecture from a professor. This is the toughest recording on the Listening exam for most students.

You can check out the IELTS official listening answer sheet pdf here or just look at the image below :)

At the end of the listening section, you are given 10 minutes to transfer answers from your Question Booklet to your Answer Sheet. IMPORTANT! Misspellings and incorrect grammar are marked INCORRECT , so use the 10 minutes to double check your spelling and Grammar.

Calculating IELTS Listening Score

On the Listening section, each question is worth 1 point, so you can achieve a "raw" score of up to 40 points. Then, your raw score will be converted into your band score. Remember! You do not lose points for incorrect answers. The table below can give you a general idea about how raw scores are converted to band scores.

Because each version of the IELTS is slightly different, the raw score required to achieve a certain band score differs depending on how everyone who took the test performed that day. Thus, the number of correct answers needed to get a band score will vary slightly from test to test, but in general you should be aiming to get around 30 out of 40 if you want to get a band score of 7.

As noted above, the sections get tougher and tougher as you progress through the IELTS listening test. However, every question is worth the same number of points. Therefore, make sure you're not losing out on easier points because you get stuck on hard questions.

Here are some free IELTS listening samples in PDF format with answers from the British Council (the makers of the IELTS exam). Try to answer the questions and see how you do!

• IELTS Listening Practice Test 1- questions (Online Examples)
• IELTS Listening Practice Test 1- answers (PDF)
• IELTS Listening Practice Test 1- answer sheet (PDF)

• spellcheck Answers 1. 9.30 (am) 2. Helendale 3. Central Street/St 4. (number/no./#) 792 5. 8.55 (am) 6. 1.80 7. 7.30 8. 7.15 9. commuter 10. afternoon

• spellcheck Answers 11. C 12. C 13. A 14. B 15. first/1st year 16. (right) balance 17. international/foreign (students) 18. relaxation 19. motivation 20. research/advanced

• spellcheck Answers 21. The Secret Garden 22. (the) 20th/twentieth century 23. walk 24. motivations/motivation 25. abstract ideas 26. roses 27. dark(ness) to light(ness) 28. health 29. environment 30. human companionship

• A. at school
• B. at birth
• C. while eating and drinking
• A. they need to be in control of the way they learn
• B. they play video games instead of doing school work
• C. they are not as intelligent as girls
• A. do not realise present actions can have negative future effects
• B. are unable to learn lessons from past mistakes
• C. know what could happen if they do something bad, but do it anyway
• A. working harder
• B. building relationships
• C. sharing family meals
• A become more virtuous
• B work together better
• C identify careless or ambitious people
• spellcheck Answers 31. negative 32. pleasure 33. poverty 34. active 35. success 36. B 37. A 38. C 39. A 40. B

How did you do answering the IELTS listening sample questions above? Did you find any of the questions difficult? If you did, it could benefit you to take a closer look at all 6 IELTS listening task types . The better you understand a task type, the less effort you'll need figuring out what you need to do and the more time you'll have to figure out the answer.

The 6 IELTS Listening Task Types

There are 6 different types of questions on the IELTS listening test. It is important you practice each task type to learn the best way to tackle each one for a high IELTS listening score. In the following sections, you'll learn about all 6 IELTS listening task types and try a sample question for each one.

Before we talk about each task type in detail, let's look at a 2017 trend for IELTS listening question types. The pie charts below illustrate the proportion of each listening task type that appeared in official IELTS listening tests in 2017.

IELTS Listening Task Types - Sections 1 & 2

Overall, the "Form/Note/Table/Flow-Chart/Summary Completion" type of question remain the most popular question type in section 1, whereas 4 question types ("Matching", "Multiple choice", "Plan/Map/Diagram labelling", and "Form/Note/Table/Flow-Chart/Summary Completion") appeared relatively equally in section 2.

IELTS Listening Task Types - Sections 3 & 4

In section 3, "Multiple Choice" question type was the most common at 36%, with "Form / Note / Summary / Sentence Completion" question type a close second with 34%. Finally, "Matching" question type accounted for 22% and other question types accounted for 8%.

In section 4, "Form / Note / Summary / Sentence Completion" question type predominates with 66%, and other question types combined for 34% in total.

Although each listening question type looks different, the basic approach to each one is the same. Later on in this post, we'll show you the basic strategy to tackle all 6 question types. Now let's look at each task type in detail.

Task Type 1 – Sentence Completion

Task type 2 – matching, task type 3 – plan, map, diagram labelling.

• Task Type 4 – Form, Note, Table, Flow-Chart, Summary Completion
• Task Type 5 – Multiple Choice
• Task Type 6 – Short Answer Questions

This task type requires you to complete a sentence with a short answer. The sentence will almost always be a paraphrase of something you'll hear in the passage. In other words, don't expect to hear a speaker say the exact sentence as it's written in the question. You must read the instructions very carefully. For example, if the instruction says NO MORE THAN TWO WORDS , you will be penalised for writing more than TWO words. The answer can be one word, but will never be more than two.

• spellcheck Answers 27 motivation 28 time(-)management 29 modules 30 summer school(s)

In a matching task, you are required to match a numbered list of items from the listening text to a set of options on the question paper. This task requires you to listen for detailed information and recognise relationships and connections between facts in the listening text. For example, you need to identify the different types of hotels or guest house accommodations. It is important to analyze these questions before listening to the passage so that you understand the category of the lettered answer choices.

• spellcheck Answers 21. C 22. A 23. B 24. B 25. C

In this task type, you are required to complete labels on a plan (eg of a building), map (eg of part of a town) or diagram (e.g. of a piece of equipment). The answers are usually selected from a list on the question paper. This task type appears in all sections, but mostly in section 2. In section 2, you will listen to one speaker talking about common daily situation. For example, You might have to listen to the speaker giving a tour or describing a proposed site to investors.

• spellcheck Answers 11. H 12. G 13. D 14. B 15. F

Task Type 4 – Form, Note, aTble, Flow-chart, Summary Completion

In this task type, you will be given a form, a set of notes, a table, a summary, or a flow-chart and you will need to fill in the missing information based on the listening passage. You may have to select their answers from a list on the question paper or identify the missing words from the recording, making sure to keep to the word limit stated in the instructions .

• a form : a form question is a common task type for section 1. You will fill out a form like an application, booking, or an order form. Often it will be a phone conversation between two people. One person will either be, ordering, booking or requesting information about something, while the other person is helping them.
• a set of notes : A Note question is a common task type for section 4. You will hear a university lecture and then be given incomplete lecture notes. You'll need to fill in the missing points based on the lecture.
• a table : A Table question is often used to categorize many things such as place, time, and price. You will need to fill in the missing information from the table.
• a flow-chart : A flow chart can show a process, plan or sequence of past events. You will need to complete the chart with either, words from the recording, or by choosing one of the options from a lettered list.
• a summary : In a summary question, you will be presented with a paragraph, which summarizes the listening passage, and you'll need to fill in the words to complete the summary based on what you hear.

You must read the instructions very carefully. For example, if the instruction says ‘NO MORE THAN TWO WORDS', you will be penalised for writing more than two words.

• spellcheck Answers 1. Mkere 2. Westall 3. BS8 9PU 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

Task Type 5 – Multiple choice

In a multiple choice task, there is a question followed by three possible answers, or the beginning of a sentence followed by three possible ways to complete the sentence. You must answer with LETTERS (A, B, or C) on your Answer Sheet. Don't write the answer choice word(s! Sometimes you are given a longer list of possible answers and told to choose more than one. In this case, you should read the question carefully and check how many answers are required.

• spellcheck Answers 9. C 10. A

Task Type 6 – Short Answers

Short answer questions require you to read a question and then write a short answer using information from the listening text. You will probably be given a limit, for example, 'No more than two words'. If you write more words than the instructions tell you to, your answer will be marked as incorrect. Very often, you will have to find detailed information related to some category. For example, you might get a question like this: What TWO factors can make social contact in a foreign country difficult?

• 11 ....................
• 12 ....................
• 13 ....................
• 14 ....................
• 15 ....................
• 16 ....................

• spellcheck Answers 11 & 12: (in either order) language, customs 13 & 14: (in either order) music, local history 15 & 16: (in either order) library/libraries, town hall

Although each IELTS listening question (task) type is different, the basic approach to each one is the same. You can tackle all task types by using one simple, step-by-step strategy. Here are the three steps that we recommend you use to approach Listening question types:

• Examine questions closely to find key information
• Predict potential answers before listening
• Follow along to match questions with content as they listen

Step 1: Examine Questions

On the IELTS Listening section, you'll be given a brief preparation time (30-40 seconds) before the recording starts. This is your opportunity to take a look at the questions you'll need to answer, which is exactly what the first step in this strategy is all about. Rather than use this time to take a break, or to check your answers, you will focus on learning as much as you possibly can about the questions ahead. Taking this step is important to avoid the mistake of multitasking while listening to the speaker and trying to read the questions for the first time.

When your preparation time begins, first make the best possible use of this time by examining the questions to find out more about them. These are some of the pieces of information you should be looking for when examining each of the IELTS Listening questions:

• What kind of a question is this?
• What will the answer look like? (example: a date, a number, a name)
• What are the most important phrases and words, or keywords, in the questions?

One example could be a Note Completion question type, like this:

First, you can underline some of the keywords in the question. Two reasons for the new approach to pricing are changes in (27) ______ and (28) _________ programs . In this example, listening for the key phrase " two reasons " that you had already underlined allows you to begin paying close attention at the right moment. Here is the part of the audio script that reveals the answer:

After having examined the questions, you would know that " the law " and " computer " were the correct response here based on some keywords and knowing the question type.

Step 2: Predict Potential Answers

The second step in this strategy to succeed on the IELTS Listening section is very closely related to the first. In fact, you should attempt to complete both of these steps within the same 20 second preparation time before the recording starts. While this may seem like a difficult task to do in such a short amount of time, remember that these steps are actually linked to one another.

To predict potential answers to the Listening questions, you will first need to have completed step one by examining the questions closely. At this point, you should know what kind of question you are looking at, what potential answers will look like, as well as which keywords will be of assistance in locating the answers quickly. To predict answers, you will combine all of this information and make a guess about what kind of answer you expect to hear.

Let's revisit the same Note Completion example question from above. Two reasons for the new approach to pricing are changes in (27) and (28) programs.

Just by looking at the grammar of this sentence allows you to identify what part of speech the answer will be. In this case, the preposition "in" precedes both of the potential answers. Grammatically, only nouns or noun phrases can be used this way in prepositional phrases. Not only can you predict, correctly, that the answer will be a noun or noun phrase, but it would also be possible to predict that the answer could be something related to policy or government (law), and a word that can appear with programs (computer) based on context.

Although it's impossible to guess the exact correct answer based on predictions alone, by making an attempt to imagine what the answer might be, you are more likely to listen for relevant information while ignoring irrelevant information. Predicting potential answers before the recording begins will prepare your ear, getting you one step closer to the correct answer.

Now, try putting Step 1 (examine questions) and Step 2 (predict potential answers) together in a more difficult multiple choice example question.

• are for weekend shows
• are booked well in advance
• are non-refundable
• are booked for groups

Although there isn't a way to know the answers to these questions for sure, you can still use the information found in these questions to predict potential answers and target your listening. For example, question 24 concerns the reason why theatre ticket prices will be the lowest, so you will want to listen closely for any of those reasons mentioned . Bear in mind, it's possible that more than one will be mentioned. Take a look at the script below to see how prediction can help you eliminate wrong answers.

Notice how three of the potential answers are mentioned, "booked for groups", "are for weekend shows" and "are non-refundable." However, the correct answer is C "are non-refundable" because it is mentioned as cheaper separately from the other two, which are simply listed together.

Step 3: Follow Along

Once the recording starts and the actual listening part of the test begins, you should follow along to complete step three of this IELTS Listening section strategy. Following along requires you to focus closely on what you are hearing, while at the same time keeping track of which question the content may be addressing.

The questions on the IELTS Listening exam section will usually appear in order of where their answers can be found in the content of the recording. This gives you an advantage in the test, because it means that once you have heard the answer to one question, you will immediately turn your attention to the next one in order. If you are able to follow along successfully by matching the context from the questions to what you are hearing in the recording, you will stay on track and avoid missing key information necessary to answer each of the questions.

Doing this is easier said than done, however. You will need to multitask by listening while simultaneously keeping your eye on the next question. If you do, in fact, miss the answer to a question, you will know when you hear the answer to a later one. Even though this can be confusing and even frustrating, missing one answer and being aware of it is still preferable to getting completely lost in the content and missing even more of the answers. In the scenario of missing a question, you should simply leave it, and continue onto the next one. At the end, you will have to make your best guess about the question you missed. However, on the bright side, it's possible that listening to the recording in its entirety may provide you with other contextual clues and allow you to answer any questions you missed more accurately.

You'll need strong listening skills to get a high band IELTS listening score. Because of this, it's important you train consistently every day until test day.

Below are some resources you can use to train and maintain your listening skills daily.

• YouTube - https://www.youtube.com
• BBC Learning English - http://www.bbc.co.uk/learningenglish
• TED - https://www.ted.com/
• BBC radio - https://www.bbc.co.uk/worldserviceradio
• ABC news in Australia - https://radio.abc.net.au/stations/news/live?play=true

IELTS Practice Tests

• IELTS Listening Test
• IELTS Reading Test
• IELTS Writing Task 1 & 2
• IELTS Speaking Test

All information on this page was referenced from the official IELTS website: www.ielts.org

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IELTS Listening practice course – the complete guide

General overview.

• How is the IELTS Listening test conducted
• When to use capital letters in IELTS Listening and Reading?
• Step by step guide to improve Listening Skills and IELTS Listening Scores
• Question types in IELTS Listening IELTS Listening: Strategy to solve Form Completion
• IELTS Listening: Strategy to solve Sentence Completion
• Labeling a diagram IELTS Listening exercise 1
• IELTS Listening: Strategy to solve Matching Features question
• IELTS Listening: Multiple Choice Questions
• IELTS Listening: Strategy to solve Multiple Response Question
• IELTS Listening Buckworth Conservation Group answers & audio
• Boat trip around tasmania listening answers
• Work experience for veterinary science students Listening Answers
• Labyrinths IELTS Listening answers
• Opportunities for voluntary work in south village IELTS listening
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• Childcare Services IELTS Listening answers
• Holly’s Work Placement Tutorial IELTS Listening answers
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Assignment on sleep and dreams

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Assignment on sleep and dreams IELTS Listening answers, audio, pdf & transcript

A new IELTS listening test part 3 from Cambridge IELTS 16 Listening test 2 Assignment on sleep and dreams IELTS Listening test with answers and audioscript

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1 . Question

Questions 21-24.

Choose the correct letter,  A ,  B  or  C .

21    Luke read that one reason why we often forget dreams is that

• A   our memories cannot cope with too much information.
• B   we might other wise be confused about what is real.
• C   we do not think they are important.

2 . Question

22    What do Luke and Susie agree about dreams predicting the future?

• A   It may just be due to chance.
• B   It only happens with certain types of event.
• C   It happens more often than some people think.

3 . Question

23    Susie says that a study on pre-school children having a short nap in the day

• A   had controversial results.
• B   used faulty research methodology.
• C   failed to reach any clear conclusions.

4 . Question

24    In their last assignment, both students had problems with

• A   statistical analysis.
• B   making an action plan.
• C   self-assessment

5 . Question

Questions 25-30.

Complete the flow chart below.

Write  ONE WORD ONLY  for each answer.

Assignment plan

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Đáp án IELTS Listening Cambridge 16 Test 2 – Transcript & Answers

Bạn đang tìm hiểu về đề thi IELTS Listening trong Cambridge 16 Test 2 ? Hãy cùng cô Thanh Loan tham khảo ngay phần dịch đề và phân tích đáp án chi tiết để làm quen với các dạng câu hỏi thường gặp nhé! Tuy nhiên, để nâng cao kỹ năng một cách toàn diện, hãy tham gia ngay các lớp học IELTS online với các khóa học IELTS cấp tốc, khóa học IELTS online 1 1 ,… cực chất lượng tại IELTS Thanh Loan , nơi bạn sẽ được hỗ trợ tối đa từ đội ngũ giáo viên giàu kinh nghiệm hàng đầu tại Hà Nội hiện nay.

Part 1: Copying photos to digital format 

1. Phân tích câu hỏi

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

2. Phân tích đáp án

EMPLOYEE: Hello, Picturerep. Can I help you? Xin chào, Picturerep. Tôi có thể giúp bạn?

WOMAN: Oh, hi. I saw your advertisement about copying pictures to disk and I’d like a bit more information about what you do. Xin chào. Tôi đã thấy quảng cáo của bạn về việc sao chép ảnh vào đĩa và tôi muốn biết thêm một chút thông tin.

EMPLOYEE: Sure. What would you like to know? Chắc chắn rồi. Bạn muốn biết về điều gì?

WOMAN: Well, I’ve got a box full of old family photos that’s been up in the attic for years, some of them must be 50 or 60 years old, and I’d like to get them converted to digital format. Chà, tôi có một hộp đầy những bức ảnh gia đình cũ đã được cất trên gác mái trong nhiều năm, một số trong số đó phải 50 hoặc 60 tuổi, và tôi muốn chuyển chúng sang định dạng kỹ thuật số.

EMPLOYEE: Sure, we can do that for you. Right. And what about size? Chắc chắn, chúng tôi có thể làm điều đó cho bạn. À, và kích thước thì sao? 

WOMAN: The photos are all sorts of sizes. Are there any restrictions? Các bức ảnh có đủ loại kích thước. Có hạn chế nào không?

EMPLOYEE: Well the maximum size of photo we can do with our normal service is 30 centimetres. And each picture must be at least 4 centimetres, that’s the minimum we can cope with . Vâng, kích thước ảnh tối đa mà chúng tôi có thể làm với dịch vụ thông thường của mình là 30 cm. Và mỗi bức tranh phải cao ít nhất 4 cm, đó là mức tối thiểu mà chúng tôi có thể làm được.

WOMAN: That should be fine. And some of them are (Q1) in a frame – should I take them out before I send them? Ổn đó. Và một số trong số chúng nằm trong khung – tôi có nên lấy chúng ra trước khi gửi không?

EMPLOYEE: Yes please, we can’t copy them otherwise. And also the photos must all be separate, they mustn’t be stuck into an album. Vâng, chúng tôi không thể sao chép chúng nếu như vẫn trong khung. Và tất cả các bức ảnh cũng phải riêng biệt, chúng không được dính vào một cuốn album.

WOMAN: OK, that’s not a problem. So can you give me an idea of how much this will cost? I’ve got about 360 photos I think. OK, đó không phải là vấn đề. Vậy bạn có thể cho tôi thông tin về giá khoảng bao nhiêu? Tôi nghĩ là tôi có khoảng 360 ảnh.

EMPLOYEE: (Q2) We charge £195 for 300 to 400 photos for the basic service. Chúng tôi tính phí 195 pound cho 300 đến 400 ảnh cho dịch vụ cơ bản.

WOMAN: OK. And does that include the disk? OK. Bao gồm đĩa không?

EMPLOYEE: Yes, one disk – but you can get extra ones for £5 each. Có, một đĩa – nhưng bạn có thể nhận thêm những đĩa khác với giá 5 pounds mỗi đĩa.

WOMAN: That’s good. So do I need to pay when I send you the photos? Tốt đấy. Vậy tôi có cần trả tiền khi gửi ảnh cho bạn không?

EMPLOYEE: No, we won’t need anything until we’ve actually copied the pictures. Then we’ll let you know how much it is, and (Q3) once we’ve received the payment , we’ll send the parcel off to you. Không, chúng tôi sẽ không thu bất cứ thứ gì cho đến khi chúng tôi đã sao chép các bức ảnh. Sau đó, chúng tôi sẽ cho bạn biết số tiền là bao nhiêu và khi chúng tôi đã nhận được thanh toán, chúng tôi sẽ gửi bưu kiện cho bạn.

WOMAN: Right. Được rồi

EMPLOYEE: Is there anything else you’d like to ask about our services? Có điều gì khác bạn muốn hỏi về các dịch vụ của chúng tôi không?

WOMAN: Yes. I’ve roughly sorted out the photos into groups, according to what they’re about – so can you keep them in those groups when you copy them? Vâng. Tôi đã sắp xếp đại khái các bức ảnh thành các nhóm, theo nội dung của chúng – vậy bạn có thể giữ chúng trong các nhóm đó khi bạn sao chép chúng không?

EMPLOYEE: Sure. We’ll save each group in a different folder on the disk and if you like, you can suggest a name for each folder. Chắc chắn rồi. Chúng tôi sẽ lưu từng nhóm vào một thư mục khác nhau trên đĩa và nếu muốn, bạn có thể đề xuất tên cho từng thư mục.

WOMAN: So I could have one called (Q4) ‘ Grandparents ‘ for instance? Vậy tôi có thể có một thư mục được gọi là ‘Ông bà’ chẳng hạn?

EMPLOYEE: Exactly. Chính xác.

WOMAN: And do you do anything besides scan the photos? Like, can you make any improvements? Và bạn có làm gì ngoài việc quét ảnh không? Kiểu như bạn có thể thực hiện bất kỳ cải tiến nào không?

EMPLOYEE: Yes, in the standard service each photo is checked, and we can sometimes (Q5) touch up the colour a bit , or improve the contrast – that can make a big difference. Vâng, trong dịch vụ tiêu chuẩn, mỗi bức ảnh được kiểm tra và đôi khi chúng tôi có thể chỉnh màu một chút hoặc cải thiện độ tương phản – điều đó có thể tạo ra sự khác biệt lớn.

WOMAN: OK. And some of the photos are actually quite fragile – they won’t get damaged in the process, will they? OK. Và một số bức ảnh thực sự khá mỏng manh – chúng sẽ không bị hỏng trong quá trình này, phải không?

EMPLOYEE: No, if any look particularly fragile, (Q6) we’d do them by hand . We do realise how precious these old photos can be. Không, nếu cái nào trông đặc biệt mỏng manh, chúng tôi sẽ làm bằng tay. Chúng tôi biết những bức ảnh cũ này có thể quý giá như thế nào.

WOMAN: Sure. Đúng rồi 

EMPLOYEE: And another thing is we can make changes to a photo if you want – so if you want to remove an object from a photo, or (Q7) maybe alter the background , we can do that. Và một điều nữa là chúng tôi có thể thực hiện các thay đổi đối với ảnh nếu bạn muốn – vì vậy nếu bạn muốn xóa một đối tượng khỏi ảnh hoặc có thể thay đổi nền, chúng tôi có thể làm điều đó.

WOMAN: Really? I might be interested in that. I’ll have a look through the photos and see. Oh, and talking of fixing photos – I’ve got a few that (Q8) aren’t properly in focus . Can you do anything to make that better? Thật không? Tôi có thể quan tâm đến điều đó. Tôi sẽ xem qua các bức ảnh. Ồ, và nói về việc sửa ảnh – tôi có một vài bức ảnh không được lấy nét đúng. Bạn có thể cải thiện bức ảnh chứ?

EMPLOYEE: No, I’m afraid that’s one thing we can’t do. Không, tôi e rằng đó là một điều chúng tôi không thể làm.

WOMAN: OK. Được rồi

EMPLOYEE: Any other information I can give you? Tôi cung cấp được cho bạn thông tin gì nữa không?

WOMAN: Er … oh, how long will it all take? Ờ, mất bao lâu nhỉ?

EMPLOYEE: We aim to get the copying done (Q9) in ten days . Chúng tôi mong muốn hoàn thành việc sao chép trong mười ngày.

WOMAN: Fine. Right, well I’ll get the photos packed up in a box and post them off to you. Được rồi, tôi sẽ gói những bức ảnh trong một chiếc hộp và gửi chúng cho bạn.

EMPLOYEE: Right. If you’ve got a strong cardboard box, that’s best. We’ve found that (Q10) plastic ones sometimes break in the post Đúng vậy. Nếu bạn có một hộp các tông chắc chắn, đó là điều tốt nhất. Chúng tôi nhận thấy rằng đôi khi những hộp bằng nhựa bị vỡ khi chuyển bưu điện

WOMAN: OK. Right, thanks for your help. Bye. OK. Đúng, cảm ơn sự giúp đỡ của bạn. Tạm biệt.

EMPLOYEE: Bye. Tạm biệt.

• attic (noun) /ˈætɪk/: gác mái ENG: a room or space just below the roof of a house, often used for storing things
• cope with (verb phrase) /kəʊp/: đối mặt với ENG: to deal successfully with something difficult
• parcel (noun) /ˈpɑːsl/: gói ENG: something that is wrapped in paper or put into a thick envelope so that it can be sent by mail, carried easily or given as a present
• contrast (noun) /ˈkɒntrɑːst/: độ tương phản ENG: differences in colour or in light and dark, used in photographs and paintings to create a special effect
• fragile (adj) /ˈfrædʒaɪl/: mỏng manh ENG: easily broken or damaged
• cardboard (noun) /ˈkɑːdbɔːd/: hộp bìa cát tông ENG: stiff material like very thick paper, often used for making boxes

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Part 2: Minster Park

1. Phân tích câu hỏi 

Questions 11-15

Choose the correct letter, A, B or C.

11. Dartfield House school used to be

• A. a tourist information centre. 
• B. a private home.
• C. a local council building. 

Dartfield House ngày xưa từng là gì? Một trung tâm thông tin du lịch, một ngôi nhà riêng hay một tòa nhà hội đồng địa phương?

Chú ý ngữ pháp ‘used to’, tức nói về thì quá khứ đơn 

12. What is planned with regard to the lower school?

• A. All buildings on the main site will be improved.
• B. The lower school site will be used for new homes.
• C. Additional school buildings will be constructed on the lower school site. 

Điều gì đã được lên kế hoạch với trường ‘lower school’? Tất cả các tòa nhà trong khu vực chính sẽ được cải thiện, hay ngôi trường này sẽ được sử dụng xây các ngôi nhà mới, hay các trường học bổ sung sẽ được xây dựng trên địa điểm của ‘lower school’?

Lựa chọn A chú ý từ ‘all’, lựa chọn B cần chú ý từ ‘new homes’ và lựa chọn C chú ý từ ‘additional’ 

13. The catering has been changed because of

• A. long queuing times. 
• B. changes to the school timetable. 
• C. dissatisfaction with the menus.

Việc phục vụ đã được thay đổi bởi vì sao? Thời gian chờ đợi dài, thay đổi về thời khóa biểu củatrường hay là việc không hài lòng với thực đơn?

14. Parents are asked to

• A. help their children to decide in advance which serving point to use. 
• B. make sure their children have enough money for food. 
• C. advise their children on healthy food to eat.

Phụ huynh được yêu cầu làm gì? Giúp con cái họ quyết định trước là nên sử dụng điểm phục vụ nào, chắc chắn rằng con họ có đủ tiền mua đồ ăn hay là tư vấn cho con họ về những thức ăn lành mạnh nên ăn?

15. What does the speaker say about the existing canteen?

• A. Food will still be served there. 
• B. Only staff will have access to it. 
• C. Pupils can take their food into it.

Diễn ra nói gì về căng tin hiện có? Thức ăn sẽ vẫn được phục vụ ở đó, hay là chỉ nhân viên mới được vào đó, hay học sinh có thể mang thức ăn vào đó?

Chú ý câu hỏi đang nói về ‘existing carteen’ 

Questions 16-18

What comment does the speaker make about each of the following serving points in the Food Hall?

Choose THREE answers from the box and write the correct letter, A-D, next to Questions 16-18.

Food available at serving points in Food Hall

Diễn giả đưa ra nhận xét gì về từng điểm phục vụ trong Food Hall? Học sinh có thể giúp lên thực đơn, hay chỉ cung cấp đồ ăn chay, hay là có đa dạng thức ăn khác nhau mỗi tuần, hay thực đơn thay đổi mỗi ngày?

Thông tin trong bài nghe sẽ được mô tả theo thứ tự câu hỏi, tức nói về World Adventures Hall trước, rồi nói đến Street Life và cuối cùng là Speedy Italian 

Questions 19 and 20

Choose TWO letters, A-E.

Which TWO optional after-school lessons are new?

• A. swimming 
• D. cycling 
• E. theatre sound and lighting

Hai bài học tự chọn sau giờ học nào trong số các bài học sau đây là mới? bơi lội, chơi piano, đóng phim, đạp xe hay là âm thanh ánh sáng phim điện ảnh 

Chú ý từ ‘new’ trong câu hỏi, tức câu hỏi chỉ chú ý đến những bài học mới có, mới xuất hiện  

2. Giải thích đáp án

Good morning and thank you for coming here today. I’d like to bring you up to date with changes in the school that will affect your children. 

Chào buổi sáng và cảm ơn bạn đã đến đây hôm nay. Tôi muốn cập nhật cho bạn những thay đổi trong trường sẽ ảnh hưởng đến con bạn.

As you know, the school buildings date from various times: some from the 1970s, some from the last five years, and of course Dartfield House is over a century old. It was commissioned by a businessman, Neville Richards, and intended as his family home, but he died before it was completed. (Q11) His heir chose to sell it to the local council, who turned it into offices . A later plan to convert it into a tourist information centre didn’t come about , through lack of money, and instead it formed the nucleus of this school when it opened 40 years ago. Như bạn đã biết, các tòa nhà của trường có từ nhiều thời điểm khác nhau: một số từ nhữngnăm 1970, một số từ năm năm trước, và tất nhiên Dartfield House đã hơn một thế kỷ. Nó được ủy thác bởi một doanh nhân, Neville Richards, và dự định làm ngôi nhà của gia đình ông, nhưng ông đã qua đời trước khi nó được hoàn thành. Người thừa kế của anh ấy đã chọn bán nó cho hội đồng địa phương, người đã biến nó thành văn phòng. Sau đó, kế hoạch chuyển nó thành một trung tâm thông tin du lịch đã không thực hiện được vì thiếu tiền, và thay vào đó nó đã hình thành nên hạt nhân của ngôi trường này khi nó mở cửa cách đây 40 năm.

The school has grown as the local population has increased, and I can now give you some news about the lower school site, which is separated from the main site by a road. Planning permission has been granted for development of both sites. The lower school will move to new buildings that will be constructed on the main site. (Q12) Developers will construct houses on the existing lower school site . Work on the new school buildings should start within the next few months. Trường học đã phát triển khi dân số địa phương tăng lên, và bây giờ tôi có thể cung cấp cho các bạn một số tin tức về điểm trường cấp dưới, được ngăn cách với địa điểm chính bằng một con đường. Quyền lập kế hoạch đã được cấp để phát triển cả hai địa điểm. Trường cấp dưới sẽ chuyển đến các tòa nhà mới sẽ được xây dựng trên địa điểm chính. Các chủ đầu tư sẽ xây dựng các ngôi nhà trên địa điểm trường trung học hiện có. Công việc xây dựng các tòa nhà cho trường học mới sẽ bắt đầu trong vòng vài tháng tới.

A more imminent change concerns the catering facilities and the canteen. The canteen is always very busy throughout the lunch period – in fact it’s often full to capacity, because a lot of our pupils like the food that’s on offer there. But there’s only one serving point, so (Q13) most pupils have to wait a considerable time to be served . This is obviously unsatisfactory, as they may have hardly finished their lunch before afternoon lessons start. Một thay đổi sắp xảy ra liên quan đến các cơ sở phục vụ ăn uống và căng tin. Căng tin luôn rất đông đúc trong suốt thời gian ăn trưa – trên thực tế, nó thường xuyên hoạt động hết công suất, bởi vì rất nhiều học sinh của chúng tôi thích đồ ăn được cung cấp ở đó. Nhưng chỉ có một điểm phục vụ, vì vậy hầu hết học sinh phải đợi khá lâu để được phục vụ. Điều này rõ ràng là không thỏa đáng, vì họ có thể chưa ăn xong bữa trưa trước khi bài học buổi chiều bắt đầu.

So we’ve had a new Food Hall built, and this will come into use next week. It’ll have several serving areas, and I’ll give you more details about those in a minute, but one thing we ask you to do, to help in the smooth running of the Food Hall, is (Q14 ) to discuss with your children each morning which type of food they want to eat that day , so they can go straight to the relevant serving point. There won’t be any junk food – everything on offer will be healthy – and there’s no change to the current system of paying for lunches by topping up your child’s electronic payment card online. Vì vậy, chúng tôi đã xây dựng một trung tâm ăn uống mới và công trình này sẽ được đưa vào sử dụng vào tuần tới. Nó sẽ có một số khu vực phục vụ và tôi sẽ cung cấp cho bạn thêm chi tiết về những khu vực đó trong một phút, nhưng một điều chúng tôi yêu cầu các phụ huynh cần làm để giúp trung tâm ăn uống hoạt động suôn sẻ là thảo luận với trẻ em muốn ăn loại thức ăn nào vào mỗi buổi sáng để chúng có thể đến thẳng điểm phục vụ phù hợp. Sẽ không có bất kỳ đồ ăn vặt nào – mọi thứ được cung cấp sẽ tốt cho sức khỏe – và không có gì thay đổi đối với hệ thống thanh toán bữa trưa hiện tại bằng cách nạp thẻ thanh toán điện tử trực tuyến của con bạn.

You may be wondering what will happen to the old canteen. (Q15) We’ll still have tables and chairs in there, and pupils can eat food from the Food Hall or lunch they’ve brought from home . Eventually we may use part of the canteen for storage, but first we’ll see how many pupils go in there at lunchtime. Bạn có thể tự hỏi điều gì sẽ xảy ra với căng tin cũ. Chúng tôi vẫn có bàn và ghế ở đó và học sinh có thể ăn thức ăn từ trung tâm ăn uống hoặc bữa trưa mà chúng mang từ nhà đến đây. Cuối cùng, chúng tôi có thể sử dụng một phần của căng tin để chứa đồ, nhưng trước tiên chúng tôi sẽ xem có bao nhiêu học sinh vào đó vào giờ ăn trưa.

OK, back to the serving points in the Food Hall, which will all have sidedishes , desserts and drinks on sale, as well as main courses. OK, quay lại các điểm phục vụ trong Food Hall, nơi sẽ có bán các mónănphụ , món tráng miệng và đồ uống cũng như các món chính.

One serving point we call World Adventures . This will serve (Q16) a different country’s cuisine each day , maybe Chinese one day and Lebanese the next. The menus will be planned for a week at a time, so pupils will know what’s going to be available the whole of that week. Một điểm phục vụ mà chúng tôi gọi là World Adventures. Nơi này sẽ phục vụ các món ăn của một quốc gia khác nhau mỗi ngày, có thể là Trung Quốc ngày này và Lebanon vào ngày tiếp theo. Thực đơn sẽ được lên kế hoạch cho một tuần luôn, vì vậy học sinh sẽ biết tuần đó có gì. 

Street Life is also international, with food from three particular cultures. (Q17) We’ll ask pupils to make suggestions , so perhaps sometimes there’ll be food from Thailand, Ethiopia and Mexico, and then one of them will be replaced by Jamaican food for a week or two. Street Life cũng mang tính quốc tế, với các món ăn từ ba nền văn hóa cụ thể. Chúng tôi sẽ yêu cầu học sinh đưa ra đề xuất, vì vậy có lẽ đôi khi sẽ có thực phẩm từ Thái Lan, Ethiopia và Mexico, và sau đó một trong số chúng sẽ được thay thế bằng thực phẩm của Jamaica trong một hoặc hai tuần.

The Speedy Italian serving point (Q18) will cater particularly for the many pupils who don’t eat meat or fish : they can be sure that all the food served there is suitable for them. There’ll be plenty of variety, so they shouldn’t get bored with the food. Điểm phục vụ Speedy Italian sẽ phục vụ đặc biệt cho nhiều học sinh không ăn thịt hoặc cá: chúng có thể chắc chắn rằng tất cả thức ăn được phục vụ ở đó đều phù hợp với chúng. Sẽ có rất nhiều loại, vì vậy họ sẽ không cảm thấy nhàm chán với thức ăn.

OK, that’s all on the new Food Hall. Now after-school lessons. These are very popular with pupils, particularly swimming – in fact there’s a waiting list for lessons. Cycling is another favourite, and I’m delighted that dozens of pupils make use of the chance to learn to ride in off-road conditions. It means that more and more cycle to and from school every day. As you know, we have a well-equipped performance centre, and (Q19) we’re going to start drama classes in there, too . Pupils will be able to join in just for fun or work up to taking part in a play – we hope to put on at least one a year. We already teach a number of pupils to use the sound and lighting systems in the centre. And a former pupil has given a magnificent grand piano to the school, (Q20) so a few pupils will be able to learn at the school instead of going to the local college , as many of them do at the moment. OK, đó là tất cả về Food Hall mới. Bây giờ sẽ nói về những bài học sau giờ học. Những môn này rất phổ biến với học sinh, đặc biệt là môn bơi lội – trên thực tế, có một danh sách chờ các bài học. Đi xe đạp là một môn yêu thích khác và tôi rất vui khi hàng chục học sinh tận dụng cơ hội này để học lái xe địa hình. Điều này có nghĩa là học sinh đi xe đạp đến trường sẽ ngày càng phổ biến. Như bạn đã biết, chúng tôi có một trung tâm biểu diễn được trang bị tốt và chúng tôi cũng sẽ bắt đầu các lớp học kịch ở đó. Học sinh sẽ có thể tham gia chỉ để giải trí hoặc cố gắng tham gia một vở kịch – chúng tôi hy vọng sẽ tham gia ít nhất một lần mỗi năm. Chúng tôi đã dạy một số học sinh sử dụng hệ thống âm thanh và ánh sáng ở trung tâm. Và một học sinh cũ đã tặng cho trường một cây đàn piano lớn tuyệt đẹp để một số học sinh có thể học tại trường thay vì đến trường đại học địa phương như nhiều học sinh hiện nay.

3. Từ vựng 

• commission (verb) /kəˈmɪʃn/: ủy thác ENG:  to choose somebody as an officer in one of the armed forces
• heir (noun) /eə(r)/: người thừa kế ENG: a person who has the legal right to receive somebody’s property, money or title when that person dies
• come about (phrasal verb): xảy ra ENG: ​to happen
• grant (verb) /ɡrɑːnt/: ủy thác ENG: to agree to give somebody what they ask for, especially formal or legal permission to do something
• imminent (adj) /ˈɪmɪnənt/ : sắp xảy ra ENG: (especially of something unpleasant) likely to happen very soon
• sidedishes (noun phrase): đồ ăn phụ ENG: a small amount of foodserved with the main course of a meal
• delighted (adj) /dɪˈlaɪtɪd/: rất vui ENG: very pleased
• magnificent (adj) /mæɡˈnɪfɪsnt/ : ấn tượng ENG: extremely attractive and impressive; deserving praise

Tự học IELTS tại nhà chỉ từ 1.2 triệu?

Tham khảo ngay Khóa học IELTS Online dạng video bài giảng

Giải pháp tự học IELTS tại nhà, tiết kiệm chi phí , linh hoạt thời gian nhưng đảm bảo hiệu quả . Khóa học dạng video bài giảng có lộ trình học từng ngày chi tiết. Học viên học lý thuyết qua video bài giảng, thực hành Listening Reading trực tiếp trên website, còn Writing Speaking được chấm chữa trực tiếp bởi cô Thanh Loan. Mọi bài giảng đều có tài liệu học tập đi kèm.

Part 3: Assignment on sleep and dreams 

Questions 21-24. Choose the correct letter, A, B or C.

21. Luke read that one reason why we often forget dreams is that

A. our memories cannot cope with too much information. B. we might otherwise be confused about what is real. C. we do not think they are important. 

Luke đọc rằng một lý do mọi người thường quên luông giấc mơ của mình là vì: ký ức của chúng ta không thể nào ghi nhớ quá nhiều thông tin, chúng ta bị nhầm lẫn điều gì là thực, chúng ta nghĩ nó không quan trọng

22. What do Luke and Susie agree about dreams predicting the future?

A. It may just be due to chance. B. It only happens with certain types of event. C. It happens more often than some people think. 

Luke và Susie đồng ý về điều gì của những giấc mơ dự báo về tương lai? Chúng có thể xảy ra vì tình cờ, chúng chỉ xảy ra với một số loại sự kiện nhất định hay là thường xuyên xảy ra hơn so với mọi người nghĩ Chú ý là đáp án phải là ý kiến được cả Luke và Susie đồng ý chứ không phải ý kiến của riêng một người. 

23. Susie says that a study on pre-school children having a short nap in the day 

A. had controversial results. B. used faulty research methodology. C. failed to reach any clear conclusions. 

Susie nói rằng một nghiên cứu về trẻ trước tuổi đi học có một giấc ngủ ngắn trong ngày tạo ra những kết quả gây tranh cãi, sử dụng phương pháp nghiên cứu sai hay là không đưa ra được kết luận rõ ràng? Chú ý rằng đáp án là ý kiến của Susie chứ không phải của Luke 

24. In their last assignment, both students had problems with

A. statistical analysis. B. making an action plan. C. self-assessment.

Trong bài tập lớn cuối cùng của họ, cả hai đều gặp vấn đề với phân tích thống kê, lập kế hoạch thành công hoặc là tự đánh giá Chú ý câu hỏi hỏi về ‘last assignment’ và hỏi về một vấn đề mà cả hai cùng gặp phải

Questions 25–30

Complete the flow chart below.

Write ONE WORD ONLY for each answer.

Assignment plan

=> Quyết định về câu hỏi nghiên cứu: Có mối quan hệ nào giữa số giờ ngủ và số giấc mơ không?

Quyết định về mẫu nghiên cứu: 12 sinh viên từ khoa ….. => Đáp án cần điền là một danh từ chỉ tên của một khoa nào đó

Quyết định về quy trình: Câu trả lời trên …. => Đáp án cần điền là một danh từ để những người tham gia nghiên cứu đưa ra câu trả lời, đi với giới từ ‘on’

Kiểm tra các nguyên tắc đạo đức để làm việc với 27 …………. được lưu giữ > Cần danh từ chỉ đối tượng liên quan đến các ‘ethical guidelines’ Đảm bảo rằng rủi ro được đánh giá và 28 ………….. ở mức tối thiểu > Cần một danh từ song song với risk hoặc động từ phân từ hai song song với assessed

Phân tích kết quả: Tính toán mối tương quan và thực hiện một …. Cần điền một danh từ số ít vì có mạo từ ‘a’ ở phía trước

… nghiên cứu =>> Cần điền một động từ dạng nguyên mẫu để song song với ‘analyse’ hoặc ‘check’… ở các bước trên

SUSIE: So Luke, for our next psychology assignment we have to do something on sleep and dreams. Vậy Luke, cho nhiệm vụ tâm lý học tiếp theo của chúng ta, chúng ta phải làm điều gì đó về giấc ngủ và giấc mơ.

LUKE: Right. I’ve just read an article suggesting why we tend to forget most of our dreams soon after we wake up. I mean, most of my dreams aren’t that interesting anyway, but what it said was that if we remembered everything, (Q21) we might get mixed up about what actually happened and what we dreamed. So it’s a sort of protection . I hadn’t heard that idea before. I’d always assumed that it was just that we didn’t have room in our memories for all that stuff. Đúng. Tôi vừa đọc một bài báo gợi ý lý do tại sao chúng ta có xu hướng quên hầu hết các giấc mơ ngay sau khi thức dậy. Ý tôi là, dù sao thì hầu hết các giấc mơ của tôi cũng không thú vị lắm, nhưng người ta nói là nếu chúng ta nhớ lại mọi thứ, chúng ta có thể nhầm lẫn về những gì thực sự đã xảy ra và những gì chúng ta đã mơ. Vì vậy, việc quên đi giấc mơ là một cách bảo vệ. Trước đây tôi chưa biết điều này. Tôi luôn cho rằng đó chỉ là chúng ta không có chỗ trong ký ức của mình cho tất cả những thứ đó.

SUSIE: Me too. What do you think about the idea that our dreams may predict the future? Tôi cũng vậy. Bạn nghĩ gì về ý kiến ​​cho rằng những giấc mơ của chúng ta có thể dự đoán tương lai?

LUKE: It’s a belief that you get all over the world. Mọi người trên toàn thế giới đều tin như thế. 

SUSIE: Yeah, lots of people have a story of it happening to them, but the explanation I’ve read is that for (Q22) each dream that comes true, we have thousands that don’t , but we don’t notice those, we don’t even remember them. We just remember the ones where something in the real world, like a view or an action, happens to trigger a dream memory. Vâng, điều này đã xảy ra với rất nhiều người, nhưng lời giải thích mà tôi đã đọc là xác suất này rất thấp, có hang ngàn giấc mơ không thành sự thật trong khi chỉ có một giấc mơ thành sự thật, nhưng chúng ta không nhận thấy những điều đó, chúng ta không thậm chí nhớ chúng. Chúng ta chỉ nhớ giấc mơ mà trong đó một thứ gì đó trong thế giới thực, như một khung cảnh hoặc một hành động, xảy ra trong giấc mơ.

LUKE: Right. So it’s just a coincidence really . Something else I read about is what they call segmented sleeping. That’s a theory that hundreds of years ago, people used to get up in the middle of the night and have a chat or something to eat, then go back to bed. So I tried it myself. Đúng. Vì vậy, nó thực sự chỉ là một sự trùng hợp ngẫu nhiên. Tôi đã đọc một cái gì đó về việc ngủ theo phân đoạn . Đó là giả thuyết mà hàng trăm năm trước, mọi người thường thức dậy vào nửa đêm và trò chuyện hoặc ăn gì đó, sau đó quay trở lại giường. Vì vậy, tôi đã thử nó cho mình.

SUSIE: Why? Tại sao?

LUKE: Well it’s meant to make you more creative. I don’t know why. But I gave it up after a week. It just didn’t fit in with my lifestyle. Nó làm cho bạn sáng tạo hơn. Tôi không biết tại sao. Nhưng tôi đã từ bỏ nó sau một tuần. Nó không phù hợp với lối sống của tôi.

SUSIE: But most pre-school children have a short sleep in the day, don’t they? There was an experiment some students did here last term to see at what age kids should stop having naps . (Q23) But they didn’t really find an answer . They spent a lot of time working out the most appropriate methodology , but the results didn’t seem to show any obvious patterns . Nhưng hầu hết trẻ em trước tuổi đi học đều có một giấc ngủ ngắn trong ngày phải không? Có một thử nghiệm một số học sinh đã thực hiện ở kì trước để xem rằng ở độ tuổi nào trẻ em nên ngừng ngủ trưa . Nhưng họ không thực sự tìm ra câu trả lời. Họ đã dành rất nhiều thời gian để tìm ra phương pháp luận phù hợp nhất, nhưng kết quả dường như không cho thấy bất kỳ hình mẫu rõ ràng nào.

LUKE: Right. Anyway, let’s think about our assignment. Last time (Q24) I had problems with the final stage, where we had to describe and justify how successful we thought we’d been . I struggled a bit with the action plan too. Đúng. Dù sao, chúng ta hãy nghĩ về nhiệm vụ của chúng ta. Lần trước, tôi gặp vấn đề với giai đoạn cuối cùng, chúng ta phải mô tả và biện minh rằng chúng tôi đã nghĩ rằng mình đã thành công như thế nào. Tôi cũng gặp khó khăn một chút với kế hoạch hành động.

SUSIE: I was OK with the planning, but I got marked down for the self-assessment as well . And I had big problems with the statistical stuff, that’s where I really lost marks. Tôi đồng ý với việc lập kế hoạch, nhưng tôi cũng bị đánh giá thấp cho phần tự đánh giá. Và tôi đã gặp vấn đề lớn với những thứ thống kê, đó là phần tôi thực sự mất điểm.

LUKE: Right. Đúng .

SUSIE: So shall we plan what we have to do for this assignment? Vì vậy, chúng ta sẽ lập kế hoạch những gì chúng ta phải làm cho nhiệm vụ này?

LUKE: OK. Đồng ý 

SUSIE: First, we have to decide on our research question. So how about ‘Is there a relationship between hours of sleep and number of dreams?’ Đầu tiên, chúng ta phải quyết định câu hỏi nghiên cứu của mình. Vậy câu hỏi ‘Có mối quan hệ giữa số giờ ngủ và số lượng giấc mơ hay không? có được không?’

LUKE: OK. Then we need to think about who we’ll do the study on. About 12 people? Đồng ý. Sau đó, chúng ta cần nghĩ xem chúng ta sẽ thực hiện nghiên cứu về ai. Khoảng 12 người?

SUSIE: Right. And shall we use other psychology students? Đúng. Và liệu chúng ta có sử dụng những sinh viên tâm lý học khác không?

LUKE: (Q25) Let’s use people from a different department. What about history ? Hãy sử dụng những người từ một khoa khác. Khoa lịch sử thì sao?

SUSIE: Yes , they might have interesting dreams! Or literature students? Vâng, họ có thể có những giấc mơ thú vị! Hay sinh viên chuyên văn?

LUKE: I don’t really know any. Tôi thực sự không biết bất kỳ.

SUSIE: OK, forget that idea. Then we have to think about our methodology. So we could use observation, but that doesn’t seem appropriate. OK, quên ý tưởng đó đi. Sau đó, chúng ta phải suy nghĩ về phương pháp luận của mình. Vì vậy, chúng tôi có thể sử dụng quan sát, nhưng điều đó có vẻ không phù hợp.

LUKE: No. It needs to be self-reporting I think. And we could ask them to answer questions online. Không. Tôi nghĩ cần phải sử dụng phương pháp tự báo cáo. Và chúng ta có thể yêu cầu họ trả lời các câu hỏi trực tuyến.

SUSIE: But in this case, (Q26) paper might be better as they’ll be doing it straight after they wake up … in fact while they’re still half-asleep . Nhưng trong trường hợp này, giấy có thể tốt hơn vì chúng sẽ làm việc đó ngay sau khi thức dậy … thực tế là trong khi chúng vẫn còn đang ngái ngủ .

LUKE: Right . And we’ll have to (Q27) check the ethical guidelines for this sort of research. Đúng. Và chúng ta sẽ phải kiểm tra các nguyên tắc đạo đức cho loại nghiên cứu này.

SUSIE: Mm, because our experiment involves humans, so there are special regulations . Mm, bởi vì thí nghiệm của chúng ta liên quan đến con người, nên có những quy định đặc biệt.

LUKE: Yes, I had a look at those for another assignment I did. There’s a whole section on risk assessment, and another section on (Q28) making sure they aren’t put under any unnecessary stress .  Vâng, tôi đã xem những nguyên tắc đó khi thực hiện một bài tập khác. Có toàn bộ phần về đánh giá rủi ro và một phần khác về đảm bảo họ không bị bất kỳ căng thẳng không cần thiết nào.

SUSIE: Let’s hope they don’t have any bad dreams! Hãy hy vọng họ không có bất kỳ giấc mơ xấu!

LUKE: Yeah. Đúng vậy.

SUSIE: Then when we’ve collected all our data we have to analyse it and calculate the correlation between our two variables , that’s time sleeping and number of dreams and then (Q29) present our results visually in a graph . Sau đó, khi chúng ta đã thu thập tất cả dữ liệu của mình, chúng tôi phải phân tích nó và tính toán mối tương quan giữa hai biến số – thời gian ngủ và số lượng giấc mơ, sau đó trình bày kết quả của chúng tôi một cách trực quan dưới dạng biểu đồ.

LUKE: Right. And the final thing is to think about (Q30) our research and evaluate it . So that seems quite straightforward . Đúng. Và điều cuối cùng là suy nghĩ về nghiên cứu của chúng ta và đánh giá nó. Vì vậy, điều đó có vẻ khá đơn giản .

SUSIE: Yeah. So now let’s … Đúng vậy. Vì vậy, bây giờ chúng ta hãy …

• coincidence (noun) /kəʊˈɪnsɪdəns/: đồng thời, cùng lúc ENG: the fact of two things happening at the same time by chance, in a surprising way
• segment (verb) /seɡˈment/ : phân đoạn ENG:  to divide something into different parts
• nap (noun) /næp/:giấc ngủ trưa ENG: a short sleep, especially during the day
• methodology (noun) /ˌmeθəˈdɒlədʒi/: phương pháp luận ENG: a set of methods and principles used to perform a particular activity
• justify (verb) /ˈdʒʌstɪfaɪ/: đánh giá ENG: to show that somebody/something is right or reasonable
• struggle (verb) /ˈstrʌɡl/: gặp khó khăn với ENG: to try very hard to do something when it is difficult or when there are a lot of problems
• half-asleep (adj): ngái ngủ ENG: when you are between being asleep and awake
• variable (noun) /ˈveəriəbl/ : biến ENG: a situation, number or quantity that can vary or be varied
• correlation (noun) /ˌkɒrəˈleɪʃn/: mối tương quan ENG: a connection between two things in which one thing changes as the other does
• visually (adv) /ˈvɪʒuəli/: trực quan ENG: in a way that is connected with seeing or sight
• straightforward (adj) /ˌstreɪtˈfɔːwəd/: đơn giản ENG: easy to do or to understand; not complicated

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Part 4: Health benefits of dance  

Complete the notes below.

Write ONE WORD ONLY for each answer. 

2. Phân tích đáp án 

Dancing is something that humans do when they want to have a good time. It’s a universal response to music, found in all cultures. But what’s only been discovered recently is that dancing not only makes us feel good, it’s also extremely good for our health. Mọi người khiêu vũ khi họ muốn có một khoảng thời gian vui vẻ. Đó là một phản ứng chung đối với âm nhạc, được tìm thấy ở mọi nền văn hóa. Nhưng điều mới được phát hiện gần đây là khiêu vũ không chỉ giúp chúng ta cảm thấy thoải mái mà còn rất tốt cho sức khỏe.

Dancing, like other forms of exercise, releases hormones, such as dopamine, which make us feel relaxed and happy. And it also reduces feelings of stress or anxiety. Khiêu vũ, giống như các hình thức tập thể dục khác, giải phóng các hormone, chẳng hạn như dopamine, khiến chúng ta cảm thấy thư giãn và hạnh phúc. Và nó cũng làm giảm cảm giác căng thẳng hoặc lo lắng.

Dancing is also a sociable activity, which is another reason it makes us feel good. One study compared people’s enjoyment of dancing at home in front of a video with dancing in a group in a studio. The people dancing in a group reported feeling happier, whereas those dancing alone did not. In another experiment, university researchers at York and Sheffield took a group of students and sent each of them into a lab where music was played for five minutes. Each had to choose from three options: to sit and listen quietly to the music, to cycle on an exercise bike while they listened, or to get up and dance. All were given cognitive tasks to perform before and after. The result showed that (Q31) those who chose to dance showed much more creativity when doing problem-solving tasks . Khiêu vũ cũng là một hoạt động xã hội, đó là một lý do khác khiến chúng ta cảm thấy dễ chịu khi khiêu vũ. Một nghiên cứu đã so sánh việc mọi người thích khiêu vũ tại nhà trước video với khiêu vũ theo nhóm trong phòng thu. Những người nhảy trong một nhóm cho biết họ cảm thấy hạnh phúc hơn, trong khi những người nhảy một mình thì không. Trong một thí nghiệm khác, các nhà nghiên cứu của trường đại học York và Sheffield đã đưa một nhóm sinh viên vào và lần lượt đưa họ vào một phòng thí nghiệm, nhạc được phát trong 5 phút. Mỗi người phải chọn từ ba lựa chọn: ngồi yên lặng và nghe nhạc, đạp xe đạp tập thể dục trong khi nghe, hoặc đứng dậy và nhảy. Tất cả đều được giao các nhiệm vụ nhận thức để thực hiện trước và sau khi vào phòng thí nghiệm. Kết quả cho thấy những người chọn khiêu vũ thể hiện sự sáng tạo hơn nhiều khi thực hiện các nhiệm vụ giải quyết vấn đề.

Doctor Lovatt at the University of Hertfordshire believes dance could be a very useful way to help (Q32) people suffering from mental health problems . He thinks dance should be prescribed as therapy to help people overcome issues such as depression . Tiến sĩ Lovatt tại Đại học Hertfordshire tin rằng khiêu vũ có thể là một cách rất hữu ích để giúp những người gặp vấn đề về sức khỏe tâm thần. Ông cho rằng khiêu vũ nên được lên lộ trình/ kê đơn như một liệupháp để giúp mọi người vượtqua các vấn đề như trầmcảm .

It’s well established that dance is a good way of encouraging adolescent girls to take exercise but what about older people ? Studies have shown that there are enormous benefits for people in their sixties and beyond. One of the great things about dance is that there are no barriers to participation. Anyone can have a go, even those whose (Q33) standard of fitness is quite low . Rõ ràng rằng khiêu vũ là một cách tốt để khuyến khích trẻ em gái vị thành niên tập thể dục nhưng những người lớn tuổi thì sao? Các nghiên cứu đã chỉ ra rằng có những lợi ích to lớn đối với những người ở độ tuổi 60 trở lên. Một trong những điều tuyệt vời về khiêu vũ là không có bất kỳ rào cản nào đối với việc tham gia. Bất cứ ai cũng có thể tham gia, ngay cả những người có tiêu chuẩn thể lực khá thấp, đều có thể tham gia.

Dance can be especially beneficial for older adults who can’t run or do more intense workouts, or for those who don’t want to. One 2015 study found that even a gentle dance workout helps to promote a healthy heart. And there’s plenty of evidence which suggests that dancing lowers the risk of falls, which could result in a broken hip , for example, by helping people to (Q34) improve their balance .  Khiêu vũ có thể đặc biệt có lợi cho những người lớn tuổi không thể chạy hoặc tập luyện cường độ cao hơn hoặc cho những người không muốn tập cường độ cao. Một nghiên cứu năm 2015 cho thấy tập luyện khiêu vũ nhẹ nhàng cũng giúp thúc đẩy trái tim khỏe mạnh. Và có rất nhiều bằng chứng cho thấy rằng khiêu vũ làm giảm nguy cơ té ngã, ví dụ như có thể dẫn đến gãy xương hông bằng cách giúp mọi người cải thiện khả năng giữ thăng bằng của họ.

There are some less obvious benefits of dance for older people too. One thing I hadn’t realised before researching this topic was that dance isn’t just a physical challenge. It also requires a lot of concentration because you need to remember different steps and routines. For older people, this kind of activity is especially important because (Q35) it forces their brain to process things more quickly and to retain more information. Có một số lợi ích ít rõ ràng hơn của khiêu vũ đối với người lớn tuổi. Một điều tôi đã không nhận ra trước khi nghiên cứu chủ đề này là khiêu vũ không chỉ là một thử thách về thể chất. Nó cũng đòi hỏi rất nhiều sự tập trung vì bạn cần phải nhớ các bước và thói quen khác nhau. Đối với những người lớn tuổi, loại hoạt động này đặc biệt quan trọng vì nó buộc não của họ phải xử lý mọi thứ nhanh hơn và lưu giữ nhiều thông tin hơn.

Current research also shows that dance promotes a general sense of well-being in older participants, which can last up to a week after a class. Participants report feeling less tired and having (Q36) greater motivation to be more active and do daily activities such as gardening or walking to the shops or a park. Nghiên cứu hiện tại cũng chỉ ra rằng khiêu vũ thúc đẩy cảm giác hạnh phúc ở những người lớn tuổi, có thể kéo dài đến một tuần sau khi tham gia lớp học. Những người tham gia cho biết họ cảm thấy ít mệt mỏi hơn và có nhiều động lực hơn để năng động hơn và thực hiện các hoạt động hàng ngày như làm vườn hoặc đi bộ đến cửa hàng hoặc công viên.

Ballroom or country dancing, both popular with older people, have to be done in groups. They require collaboration and often involve touching a dance partner, all of which encourages interaction on the dance floor. This helps to develop new relationships and can (Q37) reduce older people’s sense of isolation , which is a huge problem in many countries. Nhảy cầu hoặc khiêu vũ đồng quê, cả hai đều phổ biến với người lớn tuổi, phải được thực hiện theo nhóm. Họ yêu cầu sự hợp tác và thường liên quan đến việc chạm vào bạn nhảy, tất cả đều khuyến khích sự tương tác trên sàn nhảy. Điều này giúp phát triển các mối quan hệ mới và có thể làm giảm cảm giác bị cô lập của người cao tuổi, vốn là một vấn đề rất lớn ở nhiều quốc gia.

I also looked at the benefits of Zumba. Fifteen million people in 180 countries now regularly take a Zumba class, an aerobic workout based on Latin American dance moves. John Porcari, a professor of exercise and sport science at the University of Wisconsin, analysed a group of women who were Zumba regulars and found (Q38) that a class lasting 40 minutes burns about 370 calories. This is similar to moderately intense exercises like step aerobics or kickboxing. Tôi cũng đã xem xét những lợi ích của Zumba. Mười lăm triệu người ở 180 quốc gia hiện thường xuyên tham gia lớp học Zumba, một môn thể dục nhịp điệu dựa trên các bước nhảy của Mỹ Latinh. John Porcari, giáo sư khoa học thể dục và thể thao tại Đại học Wisconsin, đã phân tích một nhóm phụ nữ thường xuyên tập Zumba và thấy rằng một lớp học kéo dài 40 phút đốt cháy khoảng 370 calo. Điều này tương tự với các bài tập cường độ vừa phải như thể dục nhịp điệu bước hoặc kickboxing.

A study in the American Journal of Health Behavior showed that when (Q39) women with obesity did Zumba three times a week for 16 weeks, they lost an average of 1.2 kilos and lowered their percentage of body fat by 1% . More importantly, the women enjoyed the class so much that (Q40) they made it a habit and continued to attend classes at least once a week – very unusual for an aerobic exercise programme. Một nghiên cứu trên Tạp chí Hành vi Sức khỏe Hoa Kỳ cho thấy khi phụ nữ bị béo phì tập Zumba ba lần một tuần trong 16 tuần, họ giảm trung bình 1,2 kg và giảm 1% tỷ lệ mỡ trong cơ thể. Quan trọng hơn, những người phụ nữ thích lớp học đến mức họ đã tạo thói quen và tiếp tục tham gia lớp học ít nhất một lần một tuần – điều rất bất thường đối với một chương trình tập thể dục nhịp điệu.

Dance is never going to compete with high-intensity workouts when it comes to physical fitness gains, but its popularity is likely to keep on rising because it’s such a fun way to keep fit. Khi nói đến việc tăng cường thể chất, khiêu vũ sẽ không bao giờ cạnh tranh với các bài tập cường độ cao, nhưng mức độ phổ biến của nó có thể sẽ tiếp tục tăng lên vì đó là một cách thú vị để giữ dáng.

• release (verb) /rɪˈliːs/: giải phóng ENG: to stop holding something or stop it from being held so that it can move, fly, fall, etc. freely
• cognitive (adj) /ˈkɒɡnətɪv/: nhận thức ENG: connected with mental processes of understanding
• prescribe (verb) /prɪˈskraɪb/: kê đơn ENG: to tell somebody to take a particular medicine or have a particular treatment
• therapy (noun) /ˈθerəpi/: liệu pháp ENG: the treatment of a physical problem or an illness
• overcome (verb) /ˌəʊvəˈkʌm/: vượt qua ENG: to succeed in dealing with or controlling a problem that has been preventing you from achieving something
• depression (noun) /dɪˈpreʃn/: trầm cảm ENG: a medical condition in which a person feels very sad and anxious and often has physical symptoms such as being unable to sleep, etc.
• adolescent (noun) /ˌædəˈlesnt/: thanh thiếu niên ENG: a young person who is developing from a child into an adult
• barrier (noun) /ˈbæriə(r)/: rào cản ENG: an object like a fence that prevents people from moving forward from one place to another
• intense (adj) /ɪnˈtens/: cường độ cao ENG: very great; very strong
• hip (noun) /hɪp/ : xương hông ENG: the area at either side of the body between the top of the leg and the middle part of the body; the  joint  at the top of the leg that connects it with the top part of the body
• retain (verb) /rɪˈteɪn/: giữ lại ENG:  to keep something; to continue to have something
• collaboration (noun) /kəˌlæbəˈreɪʃn/: sự hợp tác NG: the act of working with another person or group of people to create or produce something
• moderately (adv) /ˈmɒdərətli/: trung bình ENG: to an average extent; fairly but not very
• obesity (noun) /əʊˈbiːsəti/: béo phì ENG: the quality or fact of being very fat, in a way that is not healthy

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IELTS Listening Sample 12. Section 3

SECTION 3. QUESTIONS 21-30

Complete the notes below.

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Each question correctly answered scores 1 mark. Correct spelling is needed in all answers.

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IELTS Listening Sample 18

Part 1:    Questions 1 - 10

          copying photos to digital format, part 2:    questions 11 - 20, part 3:    questions 21 - 30,           assignment on sleep and dreams, assignment plan, part 4:    questions 31 - 40, health benefits of dance.

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Assignment On Sleep And Dreams IELTS Listening Answers With Audio, Transcript, And Explanation

Luyện tập đề IELTS Listening Practice với Assignment On Sleep And Dreams được lấy từ cuốn sách IELTS Cambridge 16 - Test 2 - Section 3 kèm Answer key, list từ vựng IELTS cần học trong bài đọc và Free PDF & Audio Transcript Download với trải nghiệm thi IELTS trên máy và giải thích đáp án chi tiết bằng Linearthinking

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=> Nếu nhớ hết những gì xảy ra trong mơ thì có thể sẽ bị lẫn lộn giữa hiện thực và mơ

=> Mixed up = confused

IELTS Listening Practice

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

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Parks & open spaces ielts listening answers with audio, transcript, and explanation.

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Sports World IELTS Listening Answers With Audio, Transcript, And Explanation

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

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

Experiment On Artificial Sweeteners IELTS Listening Answers With Audio, Transcript, And Explanation

Luyện tập đề IELTS Listening Practice với Experiment On Artificial Sweeteners được lấy từ cuốn sách IELTS Cambridge 16 - Test 3 - Section 3 kèm Answer key, list từ vựng IELTS cần học trong bài đọc và Free PDF & Audio Transcript Download với trải nghiệm thi IELTS trên máy và giải thích đáp án chi tiết bằng Linearthinking

Working In The Agriculture And Horticulture Sectors IELTS Listening Answers With Audio, Transcript, And Explanation

Luyện tập đề IELTS Listening Practice với Working In The Agriculture And Horticulture Sectors được lấy từ cuốn sách IELTS Cambridge 16 - Test 3 - Section 2 kèm Answer key, list từ vựng IELTS cần học trong bài đọc và Free PDF & Audio Transcript Download với trải nghiệm thi IELTS trên máy và giải thích đáp án chi tiết bằng Linearthinking

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