IELTS LISTENING PART 3 | TEST 5

Questions 21–30

IELTS LISTENING SECTION 3 – TEST 4

Questions 21–23

Choose ONE letter, A, B, or C.

IELTS LISTENING SECTION 3 – TEST 4

Questions 24 and 25

Complete the sentences below. Write NO MORE THAN TWO WORDS for each answer.

IELTS LISTENING SECTION 3 – TEST 4

Questions 26–30

Complete the notes below. Write NO MORE THAN TWO WORDS for each answer

IELTS LISTENING SECTION 3 – TEST 4

Answers

Questions 21–23

21. Answer: B. she has offered to lead an activity

  • Key words: Mary, meeting
  • Here’s what the speaker says:
    • TUTOR:  I know you’ve had a busy day studying and will be keen to get home … and thanks for volunteering to run this project. It’s going to help you develop and practise skills needed by teachers today. Field trips are getting more and more a part of school life, so as a student of education it’ll be wonderful training for you.
  • Explanation: The tutor understands that Mary has had a busy day, or in other words, that she has worked hard, so it could be a little misleading. However, this is just a warm greeting, not the reason for calling Mary into the office. 
  • Note that C is completely wrong: the word “training” is in the recording but there is no actual training programme mentioned.
  • The tutor talks mostly about the “project” – a field trip that Mary has volunteered to run. So we can understand that the field trip is the reason why Mary is called in, and that she has “offered to lead” that field trip. The correct answer is therefore B.

22. Answer: C. to think about and plan for problems

  • Key words: important, planning, field trip
  • Here’s what the speaker says:
    • TUTOR:  Right now, you’re focusing on activities, but your main job is to consider the dangers, and come up with ways of countering or avoiding them. There are lots of government regulations you won’t have been aware of on your school trips, but they are just a guideline for your own planning….some of those school trips you went on would have been pretty adventurous, right?
  • Here are some key words that help you to get the correct answer (C):
    • most important = main
    • think about = consider
    • problems = dangers
    • official rules = government regulations
  • Explanation: According to the tutor, the main job of the leader is not to organise activities but “to consider the dangers, and come up with ways of countering or avoiding them”. From this we know that A is definitely incorrect. 
  • The official rules, or so-called government regulations, are only mentioned as a guideline for the leader, therefore have nothing to do with “the main job” here.  So, B is incorrect.
  • The dangers here can be seen as problems that the leader may face during the field trip, so considering these problems and thinking about the solutions to these problems can be called “think about and plan for problems”, hence is correct.

23. Answer: C. a hazard management plan

  • Key words: leader, develop
  • Here’s what the speaker says:
    • TUTOR:  OK, and your plan needs to be tailored to the kind of trip you’re doing. On a well-planned and successfully led adventure trip, we don’t often hear of problems … even though sometimes there’s bad weather, for example, that a school party has managed to combat. That’s because the leader created a well thought out hazard management plan.
  • Here are some key words that help you to get the correct answer (C):
    • develop = create
  • Explanation: At first, when the tutor says “your plan needs to be tailored to the kind of trip you’re doing”, A seems like the correct answer. However, the main point of the tutor is not this tailored plan, but the need to have a hazard management plan. 
  • B is irrelevant because the tutor doesn’t say anything on the planning of adventure activities.
  • He emphasizes that a successfully led adventure trip shouldn’t have any problem. In addition, he mentions the example of a leader who managed to combat bad weather, a type of hazard, by having a thought-out hazard management plan. Thus, is the better choice of answer.

Questions 24 and 25

24. Answer: (significant) factors

  • Key words:  consider, rain, wind, land, party members
  • Here’s what the speakers say:
    • TUTOR:  ….There are some aspects that every trip needs to consider.  What do you think they might be?
    • MARY:  Uh…well…heavy rains, or high winds, I guess, and any dangers in the terrain….
    • TUTOR:  Yes, we call those the significant factors…and another important one is the make-up of your group.
  • Here are some key words that help you to get the correct answer (significant factors):
    • land = terrain
    • party = group
  • Explanation:  The tutor tells Mary that the factors which she must think about in her plan – she mentions rain, winds and land – are called significant factors.  The tutor says that she must also consider the members of the group on the field trip.
  • The answer is (significant) factors.

25. Answer: (unlikely) events.

  • Key words: NOT consider, storms, illnesses
  • Here’s what the speaker says:
    • TUTOR:  There are some kinds of hazard you won’t need to think about at all:  things like hurricanes, earthquakes, radioactivity, or major diseases such as cancer.  The official name for those is unlikely events, because they almost certainly won’t happen.
  • Here are some key words that help you to get the correct answer (unlikely events):
    • tropical storms = hurricanes
    • serious illnesses = major diseases
  • Explanation:  The tutor tells Mary that she does not need to worry about/consider things which almost certainly will not happen – he mentions several examples.
  • The answer is (unlikely) events.

Questions 26–30

26. Answer: raincoat

  • Key words: weather, warm clothing
  • Here’s what the speakers say:
    • TUTOR:  And, of course, the weather can change very suddenly and without warning.
    • STUDENT:  Yes, people can get into trouble in the hills if they don’t bring extra layers of clothes and a jacket – even if they start walking on a hot day.  Oh…and a raincoat, too, of course.
  • Explanation:  The first thing to consider is the weather.  The student agrees, and talks about the need for warm clothing: “extra layers of clothes and a jacket”, because the weather can change very quickly, even if the day is hot.  Everyone will also need to bring a raincoat.
  • The answer is raincoat.

27. Answer: compass

  • Key words: activities, hiking, map
  • Here’s what the speakers say:
    • TUTOR:  Well, let’s think about possible activities and what you might need.
    • STUDENT:  Yes, OK….. Well, for hiking of course we need a first aid kit.  Oh….and a decent topographic map of the area…….Ah, and I suppose a compass, too.
  • Explanation:  They now start to talk about the activities.  The student refers to a first aid kit and a map, and then remembers that they will also need a compass to navigate.
  • The answer is compass.

28. Answer: flash flood

  • Key words:  routes, avalanche, mudslide
  • Here’s what the speaker says:
    • TUTOR: ….and I’m sure you would be aware of problems near the sea, like tides or high waves – and the trouble you can get into where there’s a possibility of an avalanche or a mudslide….or a flash flood, if you’re anywhere near rivers.
  • Explanation:  The tutor says that they need to think about possible dangers like an avalanche or mudslide.  Another danger near rivers is a flash flood.
  • The answer is flash flood.

29. Answer: experience

  • Key words: group members, fitness
  • Here’s what the speaker says:
    • TUTOR: You need to take into account the physical strength and experience of the party as a whole.  When you make your groups, make sure there’s at least one person in each one who’s been hiking a few times before.
  • Here are some key words that help you to get the correct answer (experience):
    • think about = take into account
    • fitness = physical strength
    • group = party
  • Explanation:  The members of the group, therefore, must be physically fit and at least one member should have previous experience of hiking.
  • The answer is experience.

30. Answer: student drivers

  • Key words:  NOT allow, transport
  • Here’s what the speaker says:
    • TUTOR:  …don’t use inexperienced volunteers, and don’t allow student drivers to bring their own cars, or to drive anyone else’s car, for that matter.
  • Explanation:  The final point made by the tutor refers to transport – the use of cars.  Students must not be allowed to drive, either using their own cars of driving a car belonging to someone else.  This is similar to the idea of “being responsible for transport”.
  • The answer is student drivers.

Transcript

You will hear a conversation between a student called Mary and her tutor, Mr Hadstone. First you have some time to look at questions 21 to 25.

Now listen carefully and answer questions 21 to 25.

STUDENT: Hello, Mr Hadstone. Is this the right time for our meeting?

TUTOR: Yes, it is. Thanks for coming in at such a late hour, Mary. I know you’ve had a busy day studying and will be keen to get home … and thanks for volunteering to run this project. It’s going to help you develop and practise skills needed by teachers today. Field trips are getting more and more a part of school life, so as a student of education it’ll be wonderful training for you. It’s really a great opportunity.

STUDENT: We did loads of field trips at school, so I’ve got a good idea of what sort of things we could do.

TUTOR: Hmm, I expect so, but we’re here to go through the basics of planning one, and the trip leader carries a load of responsibility. Right now, you’re focusing on activities, but your main job is to consider the dangers, and come up with ways of countering or avoiding them. There are lots of government regulations you won’t have been aware of on your school trips, but they are just a guideline for your own planning….some of those school trips you went on would have been pretty adventurous, right?

STUDENT: Yeah.

TUTOR: OK, and your plan needs to be tailored to the kind of trip you’re doing. On a well-planned and successfully led adventure trip, we don’t often hear of problems … even though sometimes there’s bad weather, for example, that a school party has managed to combat. That’s because the leader created a well thought out hazard management plan.

STUDENT: Oh, I thought I’d just be taking my mates out on a trek – now it’s all paperwork!

TUTOR: Yes, well, that’s why I called you in. We’ll work on this together over the next few days – I just wanted to give you a heads-up on what you’ll need to think about. There are some aspects that every trip needs to consider. What do you think they might be?

STUDENT: Uh … well …heavy rain, or high winds, I guess, and any dangers in the terrain…

TUTOR: Yes, we call those the significant factors … and another important one is the make-up of your group. But, you don’t need to go overboard. There are some kinds of hazard you won’t need to think about at all: things like hurricanes, earthquakes, radioactivity, or major diseases such as cancer. The official name for those is unlikely events, because they almost certainly won’t happen

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

TUTOR: OK, so let’s consider the hazards seen as most likely on a field trip into the countryside. Weather causes real problems – overexposure to the sun or the cold – even the wind can have a big impact. And, of course, the weather can change very suddenly and without warning.

STUDENT: Yes, people can get into trouble in the hills if they don’t bring extra layers of clothes and a jacket – even if they start walking on a hot day. Oh … and a raincoat, too, of course. Umm …what’s next then?

TUTOR: Well, let’s think about possible activities and what you might need.

STUDENT: Yes, OK … Well, for hiking of course we need a first aid kit. Oh … and a decent topographic map of the area. And we need to make sure that more than one person can read it. I’ve run into lots of difficulties in the past with people who can’t identify even major features, like rivers. And some people have no idea about contour lines. Ah….and I suppose a compass, too.

TUTOR: You’d need to list those. Then there are things that may be obvious, but must be written down and considered seriously. For example, if there’s a possibility of falling more than 2.5 meters, that’s considered life threatening, and I’m sure you would be aware of problems near the sea, like tides or high waves – and the trouble you can get into where there’s a possibility of an avalanche or a mudslide … or a flash flood, if you’re anywhere near rivers.

STUDENT: Yes, well, I was thinking of an adventurous route for this trip … you know, that’s always more fun, and it’s such a cool feeling when you’ve achieved something really difficult.

TUTOR: Yes, OK, but then you need to consider who’s going to be in your party…. don’t go and plan things that are beyond the reach of most people, or you’re asking for trouble. You need to take into account the physical strength and experience of the party as a whole. When you make your groups, make sure there’s at least one person in each one who’s been hiking a few times before.

STUDENT: Wow, there’s a lot to write down, isn’t there? I’m really keen to get started now.

TUTOR: Well, good, because there’s a lot more detail to consider. For now, I’ll just mention two more of the common hazards for high school trips, in particular.

STUDENT: Yes?

TUTOR: The Ministry of Education website says – don’t use inexperienced volunteers, and don’t allow student drivers to bring their own cars, or to drive anyone else’s car, for that matter.

STUDENT: Well … now I really have something to think about! Thanks, Mr Hadstone.

IELTS Listening Part 3 British Council

IELTS LISTENING PART 3

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