Bên cạnh hướng dẫn cách dùng động từ ''exert'' trong tiếng Anh, IELTS TUTOR cũng cung cấp transcript đề thi thử IELTS Listening Practice Test 1.
Đề 6
1. Section 1
Narrator: … Discussing the organization of a party. As you listen, answer the questions, write no more than three words for each answer. First, you have some time to look at questions 1 to 5.
You can see that the first question has been completed for you as an example. The part of the conversation relating to this example will now be played for you.
CAROLINE: Hi, Matt. Right on time.
MATT: Have you been waiting long?
CAROLINE: Mmm, five minutes.
MATT: The buses were held up on the High Street; otherwise, I would have been early.
CAROLINE: Yeah. There is something, wrong with them today.
Narrator: You can see that Caroline has been waiting for 5 minutes. Now the test will begin. You should answer the questions as you listen because you’ll not hear the recording a second time. Listen carefully and answer questions 1 to 5.
CAROLINE: Hi, Matt. Right on time.
MATT: Have you been waiting long?
CAROLINE: Mmm, five minutes.
MATT: The buses were held up on the High Street; otherwise, I would have been early.
CAROLINE: Yeah. There is something wrong with them today.
MATT: Yeah. I think so. Okay. What shall we do? Shall we go and have a coffee?
CAROLINE: Yeah. That would be nice. There’s that place on the corner over there. It does really nice coffee and cakes and things and at this time it is usually very quiet, so we'll be able to talk.
MATT: Okay. Let's go there then.
CAROLINE: So, when's the party going to be?
MATT: Well, it has to be at the end of September before we all leave for university.
CAROLINE: We have plenty of time then. We don't go for another five weeks, do we?
MATT: Mmm. Well, we haven't really got that much time, if you think about it. There are only a couple of weeks at the beginning of September when all of us are around.
CAROLINE: Oh yes, I forgot. Nasrin, Phil and Nikki and all that lot have gone off on holiday.
MATT: And I am away for two weeks from tomorrow.
CAROLINE: So, what does that leave us then?
MATT: As far as I know, we are all here between the 19th and the 30th of September. Will Sandra be around then? I know that she has a whole string of family birthdays at that time and she might not be available.
CAROLINE: Mmm. Well, let’s make a note of that and we can contact her about it.
MATT: Okay. Shall we settle for the 21st of September then?
CAROLINE: What day is the 21st?
MATT: It’s a Saturday. Is that okay?
CAROLINE: That’s fine.
Narrator: Before the conversation continues, look at questions 6 to 10. As you listen to the second part of the conversation, answer questions 6 to 10. For these questions there are three alternatives: A, B, and C. Decide which alternative is the most suitable answer and circle the correct letter.
MATT: And now for the tricky bit. Where are we going to hold it?
CAROLINE: Well, I spoke to Nikki last week and she volunteered her place as they have a huge house and garden.
MATT: Oh, fantastic. Will her parents be around?
CAROLINE: Yeah, I think so, but she said they won't mind.
MATT: Oh, right. Well, my parents wouldn't like it at all.
CAROLINE: Nor mine!
MATT: But is it definite?
CAROLINE: Yes. When I spoke to her, she said it work definitely on. I'll just have to confirm the dates with her. We thought it would be one weekend in September, so I'll just have to make sure that one is okay. One thing Nikki suggested, we could have a daytime party as we could be outside if the weather is fine.
MATT: Oh, wow! How far out does she live?
CAROLINE: It's not that far. Do you know where West Road crosses the bridge?
MATT: Yeah?
CAROLINE: It's the first house on the right with the huge drive up to the front door.
MATT: Oh, right. I know exactly where it is. The road is off the A33 and runs north, then over the bridge and first on the right. I know it. Ah, that place is amazing. You know it has a big swimming pool? Does everyone know where she lives?
CAROLINE: Most of her friends do, but not all. But it doesn't matter, as we can put this map Nikki sent in with the invitation.
MATT: How shall we do the invitation?
CAROLINE: We can do it on the computer. I can scan the map and we'll put it all on to an A4 page.
MATT: Is this the address? Can I just write the address down? It's 93 West Road. And I'll take the phone number. It's 477130.
CAROLINE: Right. There's one other thing.
MATT: Yes?
CAROLINE: We are all giving ten pounds towards refreshments and food. There will probably be a barbecue. Do you think that's enough?
MATT: Oh, right. Yeah, that's fine.
CAROLINE: And everyone will have to help tidy up afterward, including the boys!
MATT: Ahhaa…
Narrator: That is the end of Section 1. You now have haft a minute to check your answers.
2. Section 2
Narrator: You will hear a student counselor giving information and advice about further study. First, you have some time to look at questions 11 to 14. Listen carefully and answer questions 11 to 14.
Counselor: Are you thinking about further study? Well, listen to this before you make a decision. It will help you decide if going on to tertiary study is right for you and it will help you make good decisions for the right reasons. It includes information about student life, what it will cost, and the different ways you can support yourself.
What should you think about first? Well, obviously you’re thinking about tertiary study and it’s one of the biggest decisions you’ll make in your life - what you decide now will affect the rest of your life. It’s the last year of high school for most of you and you’re busy and under pressure. Perhaps you’re thinking of going abroad, getting a job, or working for just a year or two to save some money before getting back to study.
Let’s assume you’re choosing to continue studying next year. It’s important that you set yourself goals and plan how you’re going to achieve them. First off, career goals: What career do you want to pursue, or what is it your parents want you to do? Then, you need to think about employment opportunities at the end of your study. Will your qualification assist you in finding a rewarding job? Thirdly, course selection - exactly what qualifications will you need: for instance, a degree, a diploma, or something else? Now, we’re down to study goals - the number of papers you can study at a time and what sort of grades you would like to attain.
Narrator: Before you hear the rest of the talk, you have some time to look at questions 15 to 20. Now listen and answer questions 15 to 20.
Counselor: Now, how do you make all that happen? You might feel overwhelmed by all the choices, but there are people and agencies to help. Career Services is a great website with lots of useful information, and a search tool for finding courses and providers throughout the country. Then there are the tertiary education institutions themselves - universities and institutes of technology, for example, have comprehensive information on their particular websites. You can find out almost anything there. Many campuses have a Student Support Association and they can tell you a lot about what to expect. Don’t be afraid to ask them anything, I'm sure they’ve heard it all before. It might also be worthwhile to make inquiries with potential employers to see if they will fund, or partially fund, your studies. If it is a trade you want to learn, the Apprenticeship Scheme will help you earn while you learn. That way you’ll get valuable work experience while you’re studying. If you’re still at school, then search out your School Careers Advisor who will have a variety of information and resources at hand and be able to give you the kind of guidance you need to make a fully informed decision; and last but not least, don’t forget your parents and other family members! They can be of enormous help, too. Oh, one last thing that might help you make up your mind: Have you thought of applying for a scholarship? Some embassies, governments, and individual institutions offer scholarships to cover part or all of your study fees. Most large libraries have a comprehensive catalogue of the various grants, awards, and scholarships that are available.
Narrator: That is the end of section 2. You now have half a minute to check your answers. Now turn to section 3.
3. Section 3
Narrator: You will hear a student Eric talking to his lecturer, Ms. Harris about essay writing. First, you have some time to look at questions 21 to 25. Now listen carefully and answer questions 11 to 14.
Eric: Hi, Ms Harris. Here we are, talking once again.
Ms. Harris: Well, I’m always willing to help out wherever possible. Is anything troubling you?
Eric: Well, your advice last week about writing summaries was very useful, and I’m using these summaries a lot in order to prepare my final master’s thesis.
Ms. Harris: But you’re having problems, right?
Eric: Yes, I have a few issues to discuss. Obviously, I want a good essay, and I want to achieve high marks. But I’m not sure on the best way to start.
Ms. Harris: That’s an easy question. Start with a topic, but not one that I necessarily suggest, but one that you want to explore. You will always write better when doing so on a topic you are interested in, not one imposed upon you by others.
Eric: Well, I’m interested in management theory.
Ms. Harris: Then pursue that. However, that alone is far too broad. Break it into various current areas of discussion and relevance, then look more carefully at one of them - say, management and cultural differences, or management and motivation, or other aspects, such as the role of salary, group cohesion, or leadership.
Eric: I would say I’m interested in group cohesion - that is, how people interact in the workplace.
Ms. Harris: Well, that’s a start, but you can’t then just write planlessly, without defining exactly what you intend to do within the area you’ve chosen. You’ll have to think of a thesis, and this statement could be of several types.
Eric: Such as what?
Ms. Harris: Oh, you could argue a point, something that you believe in; or discuss an issue, looking at its various perspectives; or critique the opinions of others, pointing out the pitfalls and flaws. The thesis statement will make that very clear because it will say, in simple terms, what you intend to achieve in your essay.
Eric: I see. And then I can just begin writing, right?
Ms. Harris: Wrong!
Eric: Uh?
Ms. Harris: If your essay is going to be clear, it needs to be logical and organised, and this means you’ll need an outline. This could be written as a flowchart, or spider graph - that is, a series of connected lines, but whatever shape the outline takes, there must be a sense of progress, in, more or less, a straight line, towards a goal.
Eric: And then my essay will be good?
Ms. Harris: With such progression, definitely - as long as you do achieve everything that you set out to do, as specified in the beginning, okay?
Narrator: Before you hear the rest of the conversation, you have some time to look at questions 26 to 30. Now listen and answer questions 26 to 30.
Eric: Well, Ms. Harris, your advice about essay writing all sounds very useful, solid, and step by step, so I’ll certainly follow that. But can you tell me in more general terms, what constitutes the best essay?
Ms. Harris: Oh, there are many aspects to consider, but one of the most important is certainly original thinking. The best essays are written by people who think for themselves, and not just copy or imitate established views.
Eric: I think I can do that.
Ms. Harris: But remember, you can’t just give a list of unsupported assertions. There needs to be supported as well - a chain of logic linking each step in your argument.
Eric: Right.
Ms. Harris: Yet that alone is not enough. Your argument may be logically sound, but is it practically so? For that, you need examples, from real-life, to illustrate your points or sub-points.
Eric: I’ve got lots of examples from my course readings. I suppose I could use them.
Ms. Harris: But remember, whenever you use an example, or facts or figures that are not commonly known, you must give a reference. That’s an academic necessity, without which your writing will automatically fail.
Eric: So, it’s necessary to give these. Right.
Ms. Harris: Absolutely, and with that, your essay will be fine, but always ensure that you format it clearly.
Eric: What do you mean?
Ms. Harris: I mean the practical considerations, as written in the university style guide, such as leaving appropriate margins, using double-spacing, Arial font, and so on. You see, your writing must look good, as well as be good.
Eric: I can certainly do that.
Ms. Harris: And, finally, related to the previous point, you need to respect the number of words required. Your individual lecturers will give you a word-count figure, so follow what they say, making your essay neither too long nor too short, perhaps 10%, either way, should be acceptable. 15% was common when I was younger, but it’s a lot stricter now, and 20% would be pushing the boundaries just a little too far.
Eric: I guess I can do all that. Thanks for your advice.
Narrator: That is the end of section 3. You now have half a minute to check your answers.
4. Section 4
Narrator: You are going to listen to a lecture on language learning. Look at questions 1 to 5. Now listen to the first part of the lecture and answer questions 1 to 5.
Lecturer: This is the first in our series of lectures on language learning. The topic I like to deal with today is “What makes a successful language learner?” There’s been a lot of research into what makes some people learn a language faster than others. In this lecture, I'll summarize the main findings of the research into the subject.
There are many factors that influence how quickly one learns a foreign language or which exposure to the target language seems to be one of the most important factors to consider. It’s this factor which determines the speed of learning a language, especially among those people who learn a foreign language outside the classroom. There are more people who did not learn a second language or a third language in the classroom, and I think that understanding how learners successfully learn languages without the help of a teacher can provide us with the key to how to become a successful language learner.
Let’s look then, at the characteristics of a successful language learner. Motivation seems to be one of the key factors. Research into motivation has identified two main types: instrumental motivation and integrative motivation. Instrumental motivation is the kind of motivation that encourages people to learn a language for practical reasons, such as getting a job or passing an examination. Learners with this kind of motivation intend to use the target language as a tool or instrument to help them achieve a goal. Integrative motivation is what encourages learners to learn a language in order to communicate and socialize with others who speak the language. The primary aim for learners with integrative motivation is to use the language to integrate and identify with a community that uses the language. Immigrants or people who are married to speakers of another language are motivated in this way. Although most people have mixed motivation, research into language learning and acquisition suggests that integrative motivation produces much better results and is an important characteristic of successful language learners.
Narrator: Now look at the questions 6 to 10. As the lecture continues, answer questions 6 to 10.
Lecturer: Personality is another important factor in language learning. One does not need to be an extrovert to learn a foreign language, but willingness to experiment and take risks is essential. Introverted or anxious learners who are afraid of making mistakes, find it harder to learn a language. Good language learners will try to experiment with different ways of learning vocabulary or grammar until they find the way that suits them best. Language is a complex system, successful language learners often design complex learning language systems to master a language. They think about how they learn and organize their learning accordingly. They develop their own learning style and use a range of learning skills such as efficient revision techniques, systems for learning and organizing vocabulary. The ability to monitor their own speech and the ability to plan their learning. Finally, age is another major factor to be borne in mind. Children seem to be in the best position to learn a foreign language rapidly and with the best results. Older learners can also be very successful and become proficient at using a language. Adult learners who make decisions about their learning and are independent of the teacher, who are analytical and aware of how they learn, and who take responsibility for their learning stand a very good chance of learning of foreign language successfully.
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