Đề thi IELTS Online Test Actual Test 5 - Listening Test 4 - Download PDF Câu hỏi, Transcript và Đáp án
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Section
👂️ Bài nghe section 1
Question 1 - 5
Choose the correct letters, A, B or C
1
What is Harry’s problem?
A
He doesn’t want to sell this things
B
He needs to decide what to do with his possessions
C
He would like to take everything to England
2
Which of the items below does Harry want to sell?
A
sleeping bag
B
kitchen furniture
C
household appliances
3
Where is Harry going to advertise his books for sale?
A
In the university bookshop
B
In the student newspaper
C
In the economics department
4
Andrea thinks it is unlikely students will purchase the furniture because
A
they’re all doing the same thing
B
they live at home
C
it’s the summer vacation
5
Andrea thinks that a second-hand shop
A
may not pay well
B
may not take your goods
C
may only take free goods
Question 6 - 10
Complete Harry’s notes using ONE WORD ONLY
6
post furniture
7
or sell kitchen things8
get a
first from the second-hand shop9
give clothes to the
shop10
fridge and
to Andrea❓ Tapescript section 1
A Conversation After Commencement
Harry:
Hi, Andrea. The exams have been over, how are you feeling?
Andrea:
It's fantastic that it eventually ended, isn't it? And every morning, more sleep. What about you?
Harry:
Well, I've also been sleeping a lot recently. But I have many things to handle before I leave for England. Perhaps you can help me with it. I've had too many stuff that are unlikely to take back with me, but I have no idea how to deal with them.
Andrea:
Well, what kind of stuff they are, and you prefer to selling them or just giving them away? It depends.
Harry:
Umm, basically, everything I have: the printer, the fridge and other cooking stuff that I bought from the former renter, but the sleeping bag may be helpful on some occasions.
Harry:
But the new comers have already bought what they need, so they won't be interested in what I have. And giving them away will cost me too much. I'm not sure how to sell it. Oh, I've also got some clothes and books.
Andrea:
Why don't you just take those with you?
Harry:
The books weigh a lot, so it will easily surpass the airline's baggage allowance, and that will be another huge expense. And my suitcase can't hold that much clothes I have.
Harry:
Unbelievable, how much things I've got during my living here. Anyway, those summer clothes I have here in Australia won't be very useful in England.
Andrea:
I understand. Well, there is something you can do. First of all, you can put up notices around the campus about the books.
Andrea:
You know, in the Student Union Building and in the economics department. There're many notice boards. And also, any places that second and third-year students will see them. People always want to buy cheap textbooks.
Harry:
Good idea, but what should I write on the notices?
Andrea:
Just list the titles and authors of the books, and also with the price you want to charge. Also some basic information of you, of course, like your name, phone number, and you can also put on a little tear of a text.
Harry:
Sounds great, and what about the furniture?
Andrea:
You could try to put on notices about furniture, too. But normally students won't be around all summer, so they may have no interest in buying furniture now. You may also try at a second-hand shop.
Andrea:
The store will send someone here and give you a free quote, then you decide whether you want to make a deal. But usually you can't expect a really rewardable price offer.
Andrea:
You can also choose to post an advertisement on the Trading Post. Have you heard about that paper? Every week it comes out with advertisements people put about what they want to sell.
Andrea:
But you have to pay to have your notice on and then wait for calling. Give as much information as possible and if anyone is interested with your stuff, invite them to come by and check. But making a deal is always difficult.
Harry:
I haven't heard about the Post before, but I should read it now and I will put the advertisement about the fridge, the microwave and the furniture on. But I'm not sure whether kitchen stuff is good with this idea.
Andrea:
Well, you can donate the kitchen stuff to charity shop or just sell them. Like the Salvation Army or St Vincent de Paul. But maybe you can call a second-hand shop and it can give you a quote first.
Harry:
Sure, I will do that, wait for the evaluation result and see whether I should sell them or just give them away. But how about my clothes, still don't know what to do.
Andrea:
A charity shop will take them too. So long as the clothes are in good condition and although you don't get paid for them, you know someone who really needs those help will be benefited from your clothes.
Harry:
That's very true. I will put the expensive stuff, like the furniture, on advertisements, and donate the clothes and kitchen things. Come on, let's go and buy Trading Post and we can write the offer together.
Andrea:
Well, in fact, I'm interested in buying your microwave as well as fridge, depending on your offer, of course.
Harry:
Okay, let's see how good you are at bargaining.
🔥 Đáp án & giải thích section 1
1
BGiải thích chi tiết
Mình cần nghe xem vấn đề của Harry là gì
=> Biết đáp án sắp tới khi nghe "But I have many things to handle before I leave for England" (nói về các vấn đề cần giải quyết)
Harry nói tiếp " I've had too many stuff that are unlikely to take back with me, but I have no idea how to deal with them. "
=> Có nhiều thứ không thể mang theo nhưng không biết cần làm gì với nó (possession = stuff)
=> Đáp án đúng là B 
Section
👂️ Bài nghe section 2
Question 11 - 14
Which counsellor should you see?
Write the correct letter, A, B or C.
List of Findings
A
Louise BagshawB
Tony DenbyC
Naomi Flynn11
If it is your first time to see a counsellor 12
If you are unable to see a counsellor during normal office hours13
If you do not arrange an appointment 14
If your concerns are associated with anxietyQuestion 15 - 20
Complete the table below.
Write ONE WORD ONLY for each answer.
❓ Tapescript section 2
Intro To Counselling Services
Good morning, boys and girls. I'm Steven, working as the counselling administrator at College's counselling administration. Today I would like to talk with you about the counselling team of the school and the services you can be offered.
There are now three professional counsellors in our team here at St. Court. They are Louise Bagshaw, Tony Denby and Naomi Flynn.
Each of them holds regular one-on-one sessions with students, but you cannot start counselling with them until you should make an appointment with Naomi Flynn first.
Naomi is an expert in meeting freshmen and delivers a preliminary session in which she will tell you what you can expect from counselling; also she would ask you a few simple questions related to what you would like to discuss.
For those who are feeling a bit of worried about the counselling steps, this can be indeed helpful. Naomi is also the best choice for students who can only communicate with a counsellor beyond office hours.
She's not in the office on Mondays, but she will start working on Wednesday mornings and works late on Thursday evenings, so before your first class or after your last class on those days, you can see her. Louise is in our drop-in centre office a whole day.
If you want to ask some counsellors for help without a prior appointment, she will be the optimal one. But do notice that if you choose this service, Louise will either see you herself, or send you to the next available counsellor.
If you want to see certain counsellor each time when you visit, an appointment in advance is strongly recommended. Online or at reception during office hours are booking forms now available.
Tony is our latest-joined member of the counselling team. He is the sole male counsellor and has solid foundation and expertise in stress management and relaxation techniques. Anyone who is trying to handle anxiety is encouraged to see him.
A variety of techniques, like body awareness, time management and positive reinforcement will be introduced to you by Tony to help you address this problem
Each term, there will be some small team workshops operated by the counselling team, which last for two hours and are all free to the enrolled students.
The first workshop we offer is Adjusting. For some people, college education is found to be a big shock. It tends to be simple to get lost after the structured learning surroundings of school.
Therefore, what is essential for academic success in this workshop will be shared. As anticipated, this offering is targeting first-year students.
Getting organised is the service that the second workshop offers, where we are active to motivate you to break off the habit of putting things off.
We will try to help you get the most out of your time and find out the optimal balance between academic and recreational activities. In this workshop, we're catering to a broader crowd, ranging from undergraduates to postgraduates.
The next one is a Communication workshop. If you've come from overseas, the way people interact here may be quite different to what you're used to.
This workshop will recommend some ways to foreign students about handling many situations. For example, they might find struggling on how to talk with teachers and other staff.
It will also cover all aspects of multicultural communication. International students will learn a lot from this class, so we particularly encourage you to come along, but I have to say that occasionally local students can find it helpful as well. Everyone is welcome!
The workshop called Anxiety will be available later on in the year and it will target something you might be familiar with, that is the nerves and the anxiety brought by the coming exams.
Lots of students experience their entire academic careers like this, but surely there is a way to solve problems.
Welcome to Anxiety workshop and you could learn several ways of relaxation and the proper way of breathe, as well as meditation and other methods to keep calm. This workshop is designed for everyone who is going to take exams.
The last workshop we have is the Motivation workshop. The theme for this workshop is how to stay on target and be motivated during the long-run projects.
This workshop is only available for research students. Less-advanced students already have some workshops dealing with their needs. Well, that's it, thanks for listening. If you would like to learn more information about our services, do visit us at Counselling Service.
🔥 Đáp án & giải thích section 2
11
CGiải thích chi tiết
Mình cần nghe xem nếu lần đầu gặp counsellor thì nên gặp ai
Sau khi nghe giới thiệu về 3 councellors "They are Louise Bagshaw, Tony Denby and Naomi Flynn"
=> Biết đáp án sắp tới
Tiếp theo nghe được mỗi người đều có 1-1 session nhưng "but you cannot start counselling with them until you should make an appointment with Naomi Flynn first."
=> Không thể bắt đầu counselling cho đến khi hẹn với Naomi Flynn trước
=> Cần gặp Naomi đầu tiên
Sau đó speaker còn nói thêm "Naomi is an expert in meeting freshmen"
=> Naomi là expert với freshman
=> Nếu gặp lần đầu thì nên gặp Naomi
=> Đáp án đúng là C
Section
👂️ Bài nghe section 3
Question 21 - 25
Choose the correct letter, A, B or C.
21
What has Irene recently done?
A
She has almost finished planning the experiment
B
She is not applying herself enough to her work
C
She spends plenty of time in the lab
22
What is Bill’s attitude toward Kim?
A
He is grateful for Kim’s contribution
B
He is not fond of Kim’s tastes in clothes
C
He thinks Kim is not good at laboratory work
23
How does Jen find the other people in the group?
A
The boys are good at maths which is very helpful
B
They would fail the experiment without Irene’s contribution
C
Irene has completed the data analysis so the experiment is nearly done
24
How did Jen and Bill feel about Linda?
A
She always handed in her work late for the group work
B
She was hard to get in touch with
C
She thought it was easy to get in a high score
25
Why was Jen invited to the professor’s personal project?
A
She was quite popular among students
B
She always finishes reading all the assignments
C
She was closer to the professor
Question 26 - 30
What task has been distributed to each person?
Choose FIVE answers from the box and write the correct letter, A-F.
List of Findings
A
AcknowledgementB
MethodologyC
BibliographyD
Literature reviewE
ResultsF
Discussion26
Irene27
Kate 28
Jen29
Bill 30
Linda❓ Tapescript section 3
Discussion Of An Experiment
Bill:
Oh, hi Jen and Irene! You two are heading to class, aren't you?
Irene:
Hey Bill, yes, we are just walking there now. It's a little bit early now, though. We still would like to make some preparations for our apparatus for the experiment practice! How about walking with us, come on?
Bill:
Of course, it's really great to catch up! How's it going with your experiment? Have you already chosen the subject you're going to test yet?
Jen:
To be honest, so far it is going well, and we're now serving as the laboratory partners responsible for conducting the test.
Jen:
Also, we've decided to test the impacts of the gravitation force on a variety of objects with a number of densities.
Irene:
Interesting indeed, but surely plenty of work for you to do. During the last two weeks, I've been thinking of and planning the test and eventually did it yesterday.
Bill:
Goodness Irene, your hard work really left me with a deep impression.
Irene:
Frankly, I'm into chemistry so much, so for me it's not very much like work. Whenever there is a little free time for me at the weekend, I'd like to spend it in the laboratory on my experiment, which almost feels like a second home to me.
Jen:
What about you, Bill? Which partner are you currently working with?
Bill:
Me and Kim, we were partnered by the tutor. I've never worked with him before, so I was worried at first that he wouldn't do that well in the lab work, but later it turns out he's so capable.
Irene:
I've noticed that he's always very well dressed.
Bill:
Yeah, we share the same tastes in clothes; he's very stylish. But that doesn't keep him from getting hands dirty. He works very hard and makes significant contributions, which I really appreciate.
Jen:
Ah, it's great that you and your partner get along with each other well, which I think will bring much more pleasure to your experiments when both of you work well together.
Irene:
What do you think of the other people in our group?
Bill:
Most boys are really good at math, which is really helpful when it comes to calculation.
Jen:
Irene is also good at math, so she contributes a lot because she can do all the equations. I am mainly responsible for all the writing parts, since she finds it difficult. Without help between our partners, we'd probably fail.
Irene:
It can't be too true. And I'm so pleased that we've nearly completed it!
Jen:
Only because you finished the data analysis!
Irene:
Come on Jen, you give me too much credit!
Bill:
I'm so happy that Linda has not been my partner again. In last experiment, Jen and I were grouped with her, which was really like a nightmare.
Jen:
Yeah, though she always submitted her part of the group work on time, but she never took her phone with her, so it was unlikely for anyone to reach her and vice versa.
Bill:
We were quite annoyed at her attitude, but she was such a hard worker in all fairness, because she realised the amount of work that needed to get a high score.
Irene:
Jen is so hard-working in fact; she has been invited to work on the professor's individual project.
Bill:
Wow, really? That's amazing! Congrats! Do you know why he picked you?
Jen:
I thought that was because I was closer to him, but he told me he was impressed by my always completing reading assignments in time for class.
Irene:
I bet you will be really popular between the other students when they find out. All of them want to hear about the project.
Irene:
You can distribute tasks to everyone, so all of them will get the chance to be part in it.
Jen:
It actually sounds quite good! Could you help me decide who to assign each task to?
Bill:
Sure! Now, let's see. Well, Irene finds writing difficult, but that might be a good opportunity for her to practice it by reviewing the bibliography?
Irene:
Bibliography, I think, may be a bit too long for me, so the methodology shall be a better choice.
Jen:
Sure, that makes sense. Bill, you said that Kate is a hard-working girl. So I think she could be given the conclusion part, as it requires plenty of effort.
Bill:
Ok, sure. And I know that Kyle hasn't been feeling well recently, so she could be tasked with the abstract and the acknowledgement for there is very little work involved.
Irene:
Jen, would you like to do the literature review part? Basically, there is a lot of work to do but I believe you really enjoy writing, so I think you'll do a good job.
Jen:
Sure, sounds great.
Bill:
Right, so now bibliography and the discussion are left to assign. I think Linda will be struggling with the referencing, considering the amount of work.
Bill:
So perhaps, I will take care of that task and she could do bibliography.
Irene:
That's great, guys. Thanks for your help! I'll tell the tutor when he arrives.
🔥 Đáp án & giải thích section 3
21
CGiải thích chi tiết
Mình cần nghe xem gần đây Irene đã làm gì
Irene nói "During the last two weeks, I've been thinking of and planning the test and eventually did it yesterday."
=> Đã hoàn thành việc nghĩ và lên kế hoạch cho bài test rồi
=> Loại đáp án A 
Và Bill trả lời " your hard work really left me with a deep impression."
=> Irene làm việc rất chăm chỉ
=> Loại đáp án B
Tiếp theo nghe Irene nói " Whenever there is a little free time for me at the weekend, I'd like to spend it in the laboratory on my experiment, which almost feels like a second home to me. "
=> Mỗi khi có thời gian rảnh Irene sẽ đến lab
=> Đáp án: C
Section
👂️ Bài nghe section 4
Question 31 - 40
Complete the flow chart below.
Write NO MORE THAN TWO WORDS for each answer.
Expertise in creative writing
❓ Tapescript section 4
Expertise In Creative Writing
Good morning, everyone! I would like to present the summary of work I've done by now on my research project to look into expertise in creative writing. More importantly, I'm going to share with you the procedure I underwent to collect my interim findings.
At first, I think certain relevant background information about myself should be known to you all. Before I started my current degree course in cognitive psychology,
I studied English literature. And as you can imagine, this meant I spent great deal of time thinking about the notion of creativity, and what makes people develop into successful writers.
However, the idea for this research project resulted from a very specific source. I became fascinated with the idea of what makes an expert creative writer.
When I read a well-known twentieth century writer's autobiography. I won't say which one at this stage, because I think that might prejudice your interpretation...
anyway, this got me thinking about the different routes to expertise. Specifically, I wondered why some people become experts at things whilst others failed to do so, in spite of the fact that they may be equally gifted and work equally hard.
I started to read about how other researchers had explored similar questions in other fields. I began to see a pattern, that those studies which involves researching a lab was too controlled for my purpose, and I decided to avoid reading them.
I was quite surprised to find that the clearest guidance for my topic came from investigations into what I call practical skills, as such as hairdresser or waiting tables. Most of these studies tended to use a similar set of procedures which I eventually adopted for my own project.
I'll now explain what these procedures were. I decided to compare what inexperience writers do with what experience writers do. In order to investigate this, I looked for 4 people whom I regarded as real novelists in this field, which proved easy, perhaps unsurprisingly.
It proved much harder to locate people with suitably extensive experience, who are willing to take part in my study. I asked the first four to do a SAT writing task and as they wrote to talk into a tape recorder, a technique known as 'think aloud'.
This was in order to get experimental data. Whilst they were doing this, a research assistant recorded them with video. I thought it might be helpful for me and my transcriptions later on.
I then asked four experienced writers to do it exactly the same task, After this, I made a comparison between the two sets of data and this helps me to produce a framework for analysis. In particular, I identify 5 major stages which all creative writing seemed to go through when generating this genre text.
I think it was fairly effective but still needed some work, so I intended to tighten this up later for use with subsequent data sets. And then I wanted to see whether experience writers were actually producing the better pieces of writing.
So I asked an editor, an expert in reviewing creative writing, to decide which were the best pieces of evaluations. I was then able to work out which sequence of the five stages seem to lead to the best writing.
Now my findings are by no means conclusive at this point. I still have a long way to go, but if any of you have any questions I'd be happy to answer them.
🔥 Đáp án & giải thích section 4
31
English literatureGiải thích chi tiết
Mình cần nghe xem trước đó researcher đã học/nghiên cứu gì
=> Biết đáp án sắp tới khi nghe "At first, I think certain relevant background information about myself should be known to you all"
Tiếp theo speaker nói "Before I started my current degree course in cognitive psychology, I studied English literature"
=> Trước khi học cognitive psychology reseacher đã học English literature
=> Đáp án: English literature
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