Bên cạnh Phân tích bài essay về "The number of visitors in the UK" IELTS WRITING TASK 1 (table), IELTS TUTOR cũng cung cấp transcript IELTS Practice test 4.
Đề 6
1. Section 1
You will hear a man phoning a woman about an advertisement he has seen in the paper for some furniture.
First, you have some time to look at questions 1 - 5 on page 9.
You will see that there is an example that has been done for you. On this occasion, only the conversation relating to this will be played first.
Mrs Blake: Hello?
Conor: Oh, hello I'm ringing about the advertisement in yesterday’s newspaper... the one for the bookcases. Can you tell me if they're still available?
Mrs Blake: We've sold one, but we still have two available.
The number of bookcases available is 2, so 2 has been written in the space.
Now we shall begin. You should answer the questions as you listen because you will not hear the recording a second time. Listen carefully and answer questions 1 to 5.
Mrs Blake: Hello?
Conor: Oh, hello, I'm ringing about the advertisement in yesterday’s newspaper... the one for the bookcases. Can you tell me if they're still available?
Mrs Blake: We've sold one, but we still have two available.
Conor: Right. Err... can you tell me a bit about them?
Mrs Blake: Sure, er. what do you want to know?
Conor: Well, I'm looking for something to fit in my study, so. Well, I’m not too worried about the height, but the width's quite important. Can you tell me how wide each of them is?
Mrs Blake: They're both exactly the same size let me see. I’ve got the details written down somewhere. Yes. So they're both 75 cm wide and 180 cm high.
Conor: OK, fine, that should fit me. OK. And I don't want anything that looks too severe ... not made of metal, for example I was really looking for something made of wood?
Mrs Blake: That's all right, they are, both of them.
Conor: So, are they both the same price as well?
Mrs Blake: No, the first bookcase is quite a bit cheaper. It's just £15.00. We paid £60.00 for it just five years ago. So it's very good value. It's in perfectly good condition, they're both in very good condition in fact, but the first one isn't the same quality as the other one. It's a good sturdy bookcase, it used to be in my son’s room, but it could do with a fresh coat of paint...
Conor: Oh, it’s painted?
Mrs Blake: Yes, it’s cream at present, but as I say you could easily change that if you wanted to fit in with your colour scheme.
Conor: Yes. I'd probably paint it white if I got it. Let's see, what else ... how many shelves has it got?
Mrs Blake: Six, two of them are fixed, and the other four are adjustable, so you can shift them up and down according to the sizes of your books.
Conor: Right, fine. Well, that certainly sounds like a possibility.
Before you hear the rest of the conversation, you have some time to look at questions 6 to 10 on page 9. Now listen and answer questions 6 to 10.
Mrs Blake: But the second one's a lovely bookcase too. That's not painted, it’s just the natural wood colour, a dark brown It was my grandmother’s, and I think she bought it sometime in the 1930s, so I'd say it must be getting on for eighty years old, it’s very good quality, they don’t make them like that nowadays.
Conor: And you said it's the same dimensions as the first one?
Mrs Blake: Yes, and it's got the six shelves, but it also has a cupboard at the bottom that’s really useful for keeping odds and ends in.
Conor: Right.
Mrs Blake: Oh. And I nearly forgot to say, the other thing about it is it's got glass doors, so the books are all kept out of the dust. So it's really good value for the money. I’m really sorry to be selling it, but we just don’t have the room for it.
Conor: Mmm. So what are you asking for that one?
Mrs Blake: £95.00. It's quite a bit more, but it’s a lovely piece of furniture - a real heirloom.
Conor: Yes, all the same, it's a lot more than wanted to pay … I didn't really want to go above thirty or forty. Anyway, the first one sounds fine for what I need.
Mrs Blake: Just as you like.
Conor: So is it all right if I come round and have a look this evening, then if it's OK I can take it away with me?
Mrs Blake: Of course. So you’ll be coming by car. Will you?
Conor: I‘ve got a friend with a van, so I'll get him to bring me round, if you can just give me the details of where you live.
Mrs Blake: Sure. I'm Mrs Blake...
Conor: B-L-A-K-E?
Mrs Blake: That's right, and the address is 41 Oak Rise, that’s in Stanton.
Conor: OK, so I'll be coming from the town centre, can you give me an idea of where you are?
Mrs Blake: Yes. You know the road that goes out towards the university?
Conor: Yes.
Mrs Blake: Well, you take that road, and you go on till you get to a roundabout, go straight on, then Oak Rise is the first road to the right.
Conor: Out towards the university, past the roundabout, first left?
Mrs Blake: First right. And we're at the end of the road.
Conor: Got it. So I’ll be round at about 7:00, if that's alright. Oh, and my name's Conor ... Conor Field.
Mrs Blake: Fine, I’ll see you then, Conor. Goodbye.
Conor: Goodbye.
That is the end of section 1. You now have half a minute to check your answers. Now turn to section 2.
2. Section 2
You'll hear Laura talked about International Food Festival.
First, you have some time to look at questions 11 to 14. Now listen to the first part of the conversation and answer questions 11 to 14.
Vincent: Good morning, everyone. Today, we have a special guest speaker. Laura Lanthal is director of the International Food Festival this year. Laura, can you tell us about what to expect at the festival?
Laura: Of course, Vincent. This spring, people in the city can go to the 7th Annual International Food Festival. This is a special event for the whole family. I do have to tell you, though, we are holding it at a different date than before. Easter is exceptionally early this year, and if the festival were held as usual, it would have fallen on the same weekend. This year, the festival will be held on the first week of April, before Easter.
The festival will be held at the Walker Field Grounds and will be divided into four main areas. There will be a Western food area with authentic representations of European cuisine. There will also be an East Asian section with chefs and products from Japan, Korea and China. A South Asian section will have food from India, Vietnam, Thailand, and Indonesia.
For the first time this year, we will also have a Latin American section where people can try things from Mexico, various Caribbean countries, and South America. There will also be special booths where people can learn about all these cuisines.
This year, we are expanding the cooking workshop and demonstration portion of the festival. Attendees last year really seemed to like learning about food and having a hands-on experience.
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.
Laura: I'll give you a brief description of three of the workshops we have. Like I said, these allow you to participate directly in the making of food and teach you techniques you can use at home. For a full list of them, please go to our online website. We will give you the site address after the end of my talk. You will also find there the procedure to preregister for the workshops. Pre-registration takes place when you buy your festival tickets and is highly recommended. Non-western food has become increasingly popular these days and many people are interested in how to cook such food at home. Such cuisines use a variety of different spices, ones that aspiring cooks might not be familiar with. Therefore, our World Tour of Spices is a good introduction to the flavor profiles of other cuisines.
I would recommend it for adults who want to seriously learn about cooking. Small children might not take to the more exotic spices. One workshop that is meant for children is Candy Adventures. There are traditional activities like making gingerbread houses. Other activities teach basic decorating techniques, including the proper use of colouring dye. Kids can also learn how to make flowers and other objects out of cake frosting. We understand the concerns of parents regarding their children's health, so everything used in this workshop is either sugar-free, or uses acceptable sugar substitutes.
Lastly, we have a workshop that is suitable for the whole family. Salads Forever is a workshop for everyone interested in healthy eating. There will be different kinds of salads that people can try and demonstrations that show how to make them. Salads have grown in popularity these days and are a healthy addition to any diet, if prepared the right way. The workshop will also teach how to make healthy salad dressings. I'm afraid that's all I have today. Please visit the festival website for more details.
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
You will hear two students called Katy and Harry, discussing a project they are both working on.
First, you have some time to look at questions 21 to 26 on page 6. Now listen carefully and answer questions 21 to 26.
K. Hi, Harry.
H: Katy, hi. Look, let's sit down and work out what we've got to do for this next project we've got for the geography course. I'm glad we're doing it together. We should be able to split it between us, so it's not too much work!
K: Yes, Harry - I had quite a long chat about it with Dr Smith yesterday, so I've got quite a good idea of how we should be organising it. Now, he said we've got to move on from the general project we did on soil erosion and look specifically at coastal change. I think that'll be interesting, don't you?
H: Yeah. I was thinking about it last night because we'll have to make sure we pick our days to visit the beaches. It seems there's a reasonable train service to White Sands Bay, but the weather could stop us from getting all the samples we need. It could take us longer than we think.
K: Hmmm - yeah, but we could save ourselves some time if we try to get hold of any information that's already been collected. I know several post-graduates who have done stuff in White Sands Bay this year, though on other topics. We could check out what the Marine Biology Unit have got - they're bound to have something we could use.
H: OK - let's do that this week and arrange to go to the beach next week. I think we'll need about three days. If we book ahead, we can probably stay in the University lodge when were down Mere. The other thing is, we must go to the Environment Agency and get permission to take the samples, just in case anyone challenges us when we're down there. I think well have to fill out a form or something.
K: Right, Harry, now let's work out who's going to do what first, because we have to get it done by the end of this month. I think we ought to divide up the data collection between us.
H: What? So only one of us goes to the beach, do you mean?
K: No, I think we both ought to get a picture of what's involved, but there's no need for us both to do everything. I mean, when we're at the beach you could go to both ends and make sure we have the set of shots we need to illustrate where erosion has taken place.
H: OK, fine.
K: And I'll move up the beach and pick up the different stones and put sand in bags. Does that seem fair to you?
H: Yeah, OK. Then what about the other stuff? Do you want me to go and do the questionnaires while you're on the beach? We'll get more people that way. Or is it better if we do them together?
K: I think that would be better. We could set aside a whole day for it.
H: What about the lab work - looking at what we've collected and testing it?
K: I don't mind doing it, but I'm pretty slow.
H: OK. You can leave that to me.
K: Fine.
Before you hear the rest of the conversation, you have some time to look at questions 27 to 30 on page 7. Now listen and answer questions 27 to 30.
H: Then that leaves us two weeks to write it up ready for the presentation to the class on the 29th. Shall we do the presentation together? Like you do the first bit and me the second? Actually, no - I think that can be a bit muddling for the class. I'd like to do the presentation, if you don't mind.
K. Fine by me.
H: It's just that it won't affect the marks that you get - I mean it's not like I get more for actually doing it - the tutor will judge it as a whole. But I think I remember them saying at the beginning of the year that we were expected to do three before the end of the year in order to get a satisfactory mark, and I'm one behind, whereas you've already done yours, haven't you? I can see why they put them into the course, because most interviews for jobs demand you do a presentation nowadays.
K: Yeah. Does that mean I have to write it up? I think it'll be impossible to do that together.
H. Yes. You're very good at that.
K: Oh yes! Typical that I get landed with it as usual. Actually, I don't mind. I know we haven't got very long but that's OK. Often I write better when I'm pushed for time - focuses the mind! But I'll have to have a think about how we present the data, because that won't be straightforward like the rest, so I'd like a bit of help with that ...
H. Yeah, sure. Anyway. I was thinking - after we've done the presentation I think it'd be a good idea if we asked our classmates to tell us what they think of our conclusions.
K: Well, I dunno. They won't have done the research, so whatever they say would be uninformed.
H: I don't agree. I mean, they've all worked on something similar, so they know what's involved and it would be useful to see how they think ours stands up. We'll have to be sure of our ground - make sure we don't make any mistakes in our results or whatever. I don't mean I think they're going to tell us anything new - just give us their thoughts on the process.
K: OK. Then I'll deal with the questions at the end. Dr Smith said we would have to prepare thoroughly for this and I'll probably get lots of background stuff in the process of writing up, so I'll be prepared for any surprises! If he's impressed by your presentation then we should do well.
H. Right.
That is the end of section 3. You now have half a minute to check your answers. Now turn to section 4.
4. Section 4
You'll hear a lecturer talking to students about America in the 1960s.
First, you have some time to look at questions 31 - 37. Now listen carefully and answer questions 31 - 37.
We begin our examination of America in the 1960s with the usual caution. There is no sense in trying to understand any decade without looking at what came before. Those of you who still have outstanding coursework on the 1950s would do well to complete it now, if for no other reason then it will help make sense of the next series of lectures. But we must press on and I'd like to begin my talk about the 60s with a reference to one of those things that came before. The post-war baby boom.
With the end of the second World War in 1945, there began in the USA an era of perceived prosperity and security. In short, people started to feel that the world was a much better and safer place to bring up children. So at the start of the 60s, all those children born in the baby boom. 17 million in the US alone were teenagers. As the 60s progressed and as this large number of people approached adulthood, there was a noticeable shift in the balance of power, and young people began to have a voice in ways that were not considered possible in the more conservative atmosphere of the preceding decade. Things were moving forward at a rapid pace.
The literature of the time brought out all the taboos, everything was covered such as race in the for example the book To Kill a Mockingbird. The role of women changed and equality for women. Well, let's just say that once certain books were published, women were no longer going to be satisfied with their roles as devoted wives and mothers. Through literature alone the whole fabric of society was challenged and by the end of the 60s, things would never again be as they had pretty much been for the preceding 40 years. It was a decade of protests, civil rights protests feminism the rights of minorities, the Vietnam War. All these causes is led to peaceful and not so peaceful protests on college campuses and elsewhere.
People had been given freedom of speech and they were going to use it. The crime rate rose to 9 times what it was in the 50s as respect for the old order faded away. But it was also a time of great development, in medicine the 60s saw the first heart transplant in technology and the space race where we saw the first American in orbit and lasers being invented at the start of the decade and the first man on the moon and the first primitive Internet at the end.
Before you hear the rest of the talk, you have some time to look at questions 38 to 40. Now listen and answer questions 38 to 40.
None of this good or bad might have happened if things in 1962 had gone slightly differently. On October 16th, President John F. Kennedy met with his closest advisors at the White House. They had obtained photographic evidence, showing that Cuba was building or installing nuclear weapons. It was widely believed that Cuba was preparing to fire these weapons at cities in the USA.
Kennedy was faced with 3 choices to try to resolve the crisis diplomatically by negotiating with Cuba and the Soviet Union. To take action to block the delivery of more weapons into Cuba or to attack Cuba destroying their weapons. Believing that the first option would end in failure and that's the third option would lead to war, it was the second option that Kennedy chose. In doing so, he succeeded in preventing the build-up of more missiles. The Soviet Union then withdrew the weapons from Cuba. Most historians agree that if Kennedy had acted differently the episode would have led to a full-scale nuclear war between the United States and the Soviet Union. Millions would have died and the world would have been changed beyond recognition.
That is the end of section 4. You now have half a minute to check your answers.
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