IELTS LISTENING PRACTICE TEST 2025 WITH ANSWERS | 06.03.2025 – YouTube Dictation Transcript & Vocabulary

1.now look at part one part one you will hear part of a telephone conversation between a job seeker and a recruitment agent first you have some time to look at questions one to six you should answer the questions as you listen because you will not hear the recording a second time time listen carefully and answer questions 1 to 6 yes so that's Janet Thompson would you like me to spell it if you wouldn't mind thank you just the surname please no problem it's t h m p s o n great now Janet before we go through the openings I have here in front of me might I just take a few more details to complete your profile on my system of course what would you like to know well let's start with your email address please okay Jan Thompson h.net I see is that Jan as in Jan no that wasn't available I had to make do with j a n here let me spell it for you again just to be sure j a n t h o m p s o n.net much obliged and could I ask do you have your referee details to hand yes what do you need I need one work reference and one character reference from a friend or colleague okay for a work reference there's Jane foot she's my former boss at Bermuda girls school head of English okay my personal referee is Monica carbody Mon and I have been best friends since we met in Bermuda in 1991 when she was Deputy head of English under Mrs foot perfect and you mentioned of course that you're an English teacher but are there any additional subjects you're qualified to teach yes I have a diploma in special needs and I can also do history to GCS level very good before listening to the rest of the conversation you have some time to look at questions 7 to 10 now listen and answer questions 7 to 10 do you think I stand a good chance of finding something oh better than good in fact we have some positions we can offer you today you see it's not so difficult to find a temporary role tell you the truth there are plenty of them around but getting a permanent position will prove a little more trying though would you be prepared to take up a position short term of course anything that pays excellent well there are three positions that I can offer you right now the first is a teacher of English in Lal school I'm sure you know it right in the city center yes near where I live actually even better well it's a six-month contract and the very attractive thing about this role is that the head of English at LEL will if she satisfied with your performance after 6 months offer to make you a permanent member of Staff wow that's food for thought it certainly is bearing in mind what I said before about how hard it is to find a permanent role the second position I have to offer you is in a school near Chelsea it's called The Chelsea free school are you familiar I can't say that I've heard of it well this contract is for one year which is a lot better looking at it from a short-term job security perspective than the first role I mentioned but you also have to realize that you are a temporary replacement for a female teacher who has taken maternity leave there is no no Prospect of the position being made permanent I see I have one other vacancy at the minute though I doubt you'll find it quite so appealing it's situated in rural Cambridge I'll spell that just in case you want to take it down c a m b r i d g e s h i r e and the school simply goes by the name Cambridge though it's not in any way related to the other more well-known establishment of the same name I was just going to ask that what a lovely location though eh yes but there's a catch it's only a 6-e contract to cover for someone on extended sick leave I see well I guess that's ruled out then what sort of sort of salary can I that is the end of part one you now have half a minute to check your answers now turns to part two part two you will hear a Salesman giving information to house owners about an alarm system first you have some time to look at questions 11 to 16 now listen carefully and answer questions 11 to 16 thank you for inviting me to your residents meeting my name is Martin Pew from safe cell alarms I'm going to explain a little bit about home security and I hope you'll all feel a bit better informed and perhap perhaps that you will even purchase one of the alarms we sell it is all too easy these days for people to break into our homes did you know that 25% of all burglaries are committed by burglars breaking and entering via the back door even though it is locked it is still relatively easy for someone to gain entry and there are parts of our house that we think are not vulnerable because because they look inaccessible but they're not so if you're trying to protect your home you should make sure the top floor is covered by that protection not just the ground floor we believe that the only way to secure your property is by having an alarm fitted just having the alarm on the outside can put burglar off and we also recommend that you warn them about the alarm to do this we suggest you stick a sign in the front window of the house so it can be seen clearly this alone should be enough to dissuade a burglar before they start now our company has a range of alarms on offer and I brought several along for you to see tonight but let me just explain a few things about them first of all all of our alarms are highly visible there colored red and on the underneath there is a blue light which you can see whether they are switched on or not this acts as a deterrent to burglars who can see it as an active alarm system like most systems our alarms are very sensitive so you do need to look after them you may be surprised to hear that a cat can often slink around unnoticed under the infrared beams but a spider crawling across them will set them off also our system is a little different from some most companies offer an option that connects their alarms to the police station all our alarms have an automatic link to our company office this means we can deal with the situation promptly and can sort out any alarms that have gone off by mistake before you hear the rest of the talk you have some time to look at questions 17 to 20 now listen and answer questions 17 to 20 okay let me tell you about the installation of our alarms later on I'll show you some house plans and diagrams of how the alarms operate but you don't have to worry about them being intrusive as we normally put them in hallways rather than individual rooms the diagram show you how the beams work to cover the whole house in this way oh one small thing while I remember is don't leave your security code in your house a lot of people keep it in the kitchen or their study but we suggest you leave it with a neighbor so that if there is a Breakin the burglars can switch the system off now regarding the Practical aspects of installation I know that many of you are out all day and I'm afraid we don't install the alarms at weekends but we do offer a service where we can fit the alarm system in the evenings for you but we do charge a little bit extra for that finally we do offer a range of systems so I suggest you look at the leaflets on our prices and please don't be put off from investing in a more sophisticated system to protect your home as we do allow you to set up a monthly payment if it's too much in one go okay now if you'd like to come for that is the end of part two you now have half a minute to check your answers now it turns to part three part three you'll hear two University students discussing a social science lecture they attended first you have some time to look at questions 21 to 24 now listen carefully and answer questions 21 to 24 did you go to the first social science lecture yesterday yeah didn't you see me there no I was trying so hard to understand the lecturer what didn't you understand a lot of it really for example he said we needed to study history as part of the course but I didn't get why you probably missed it he said early on that we need to learn from our past mistakes right but he also said we need to put ourselves in the place of our ancestors why is that I think the point is that is not enough to know how they lived and what they did we need to know what they thought I see and I've written transferable skills in my notes next but I have no idea what that means if you study social science you learn skills that you can use in a job all right is that all okay but why is that the point he made was that in studying social science you use a flexible and AD adaptable approach to learning before you hear the rest of the conversation you have some time to look at questions 25 to 30 now listen and answer questions 25 to 30 he also kept mentioning all the other subjects we will need to study as part of the course I didn't write them all down did you some of them I think I can make sense of my notes the first one was anthropology which he said would cover prehistory and archaeology as well okay then there's economics I wrote down that this was not meant to mean that we will spend all our time looking at economic theory but more that we need to see how humans behave that's good I don't think I could handle economic theory he said something about education too didn't he yeah he said we'll be looking at how cultural information is handed down from one generation to the next through teaching children he said we'd be focusing on geography too but I can't really remember which aspects can you I noted it down I think here we are yes particularly in relation to urban planning it's law that I got confused about I didn't understand why he linked that to economics I think he meant that Laws affect the way wealth is distributed that makes sense now what are the science Wars okay I did get that the science Wars are about how social science collects information in sociology and social work and in social science generally they can only study patterns of behavior and observe if you compare that to the way scientists work in physics or chemistry it's very different because they use specific experiments that can be tested and which give concrete answers social studies is often accused of being unscientific that's all okay but it's still looks like a good course doesn't it you don't have any regrets do you none at all I'm looking forward to it that is the end of part three you now have half a minute to check your answers now turns to part four part four you will hear a part of a lecture about learning and bilingualism first you have some time to look at questions 31 to 40 now listen carefully and answer questions 31 to 40 when we look at theories of education and learning we see a constant shifting of views as established theories are questioned and refined or even replaced and we can see this very clearly in the way that attitudes towards bilingualism have changed let's start with a definition of bilingualism and for our purposes today we can say it's the ability to communicate with the same degree of proficiency in at least two languages now in Practical terms this might seem like a good thing something we'd all like to be able to do however early research done with children in the USA in fact suggested that being bilingual interfered in some way with learning and with the development of their mental processes and so in those days bilingualism was regarded as something to be avoided and parents were encouraged to bring their children up as monolingual just speaking one language but this research which took place in the early part of the 20th century is now regarded as unsound for various reasons mainly because it didn't take into account other factors such as the children's social and economic backgrounds now in our last lecture we were looking at some of the research that's been done into the way children learn into their cognitive development and in fact we believe now that the relationship between bilingualism and cognitive development is actually a positive one it turns out that cognitive skills such as problem solving which don't seem at first glance to have anything to do with how many languages you speak are better among bilingual children than monolingual ones and quite recently there's been some very interesting work done by Ellen bsto at York University in Canada she's been doing various studies on the effects of bilingualism and her findings provide some evidence that they might apply to adults as well they're not just restricted to children so how do you go about investigating something like this well Dr bisto used groups of monolingual and bilingual subjects aged from 30 right up to 88 for one experiment she used a computer program which displayed either a red or a blue square on the screen the colored Square could come up on either the left hand or the right hand side of the screen if the square was Blue the subject had to press the left shift key on the keyboard and if the square was red they had to press the right shift key so they didn't have to react at all to the actual position of the square on the screen just to the color they saw and she measured the subject's reaction Times by recording how long it took them to press the shift key and how often they got it right what she was particularly interested in was whether it took the subject longer to react when a square lit up on one side of the screen say the left and the subject had to press the shift key on the right hand side she'd expected that it would take more processing time than if a square lit up on the left and the candidates had to press a left key this was because of a phenomenon known as the Simon effect where B basically the brain gets a bit confused because of conflicting demands being made on it in this case seeing something on the right and having to react on the left and this causes a person's reaction times to slow down the results of the experiment showed that the bilingual subjects responded more quickly than the monolingual ones that was true both when the squares were on the correct side of the screen so to speak and even more so when they were not so bilingual people were better able to deal with the Simon effect than the monolingual ones so what's the explanation for this well the result of the experiment suggests that bilingual people are better at ignoring information which is irrelevant to the task in hand and just concentrating on what's important one suggestion given by Dr bisto was that it might be because someone who speaks two languages can suppress the activity of part of the brain when it isn't needed in particular the part that processes whichever language isn't being used at that particular time well she then went on to investigate that with a second experiment but again the bilingual group performed better and what was particularly interesting and this is I think why the experiments have received so much publicity is that in all cases the performance gap between monolinguals and bilinguals actually increased with age which suggests that bilingualism protects the Mind against decline so in some way the lifelong experience of managing two languages May prevent some of the negative effects of Aging so that's a very different story from the early research so what are the implications of this for Education that is the end of part four you now have half a minute to check your answers [Music] every [Music] it going give it to me it going [Music] down me down