IELTS PREDICTION TEST

<h3 data-path-to-node="2">PART 1: PRESTON COMMUNITY CENTRE CLASSES</h3>
Staff: Hello, this is Preston Community Centre.
Andrew: Oh hello. My name is Andrew Shepherd. I’m ringing about the classes you offer.
Staff: Okay Mister Shepherd. Are there any classes in particular that you’re interested in?
Andrew: Yes, you’ve got a class called Photography, I believe?
Staff: That’s right. It’s the first time we offer this class because many people inquired about it last term. It’ll be held in a library, not far from our community center.
Andrew: Right. I know it’s on the weekend, right?
Staff: Yes, it’s on Saturday, and it will occupy the whole (1) morning.
Andrew: Okay, um… what do I need to bring?
Staff: Obviously, you have to bring your own camera. Some people bring a lot of accessories, like an extra lens, but there’s really no need for this class. It’s mainly focusing on composition really, and getting the most out of the basic camera.
Andrew: That’s exactly what I want. Okay then, I’ve heard there’s a class on cooking, right?
Staff: Yes, it’s called (2) French Cooking class. As the name suggests, it will teach you cooking skills in French cuisine.
Andrew: Oh great. Where will that be held?
Staff: This class is special, so we arrange it in a kitchen where we can get the necessary cooking equipment. Let me see… yes, the Anita Kitchen. As for the time of the course, it used to be on the second Tuesday of every month, but there’s a small adjustment this time. Although it’s still held on a monthly basis, the exact time will be changed to the (3) first Tuesday.
Andrew: Well actually, it’s my wife who’s really interested, and I think it’s a good fit for her because our daughter has to take a guitar lesson every Tuesday, so my wife is available.
Staff: That’s good. But I have to remind you that aprons are not provided in this class, so when you do come, please bring one with you in case you get dirty when cooking. What’s more, don’t forget to bring some (4) money with you, as the ingredients for cooking, like vegetables or meat, have to be paid by yourself.
Andrew: Okay, useful information to know. Then, there’s another class that my wife would like to join. That’s the beading class.
Staff: Oh, I’ve taken the class myself. The tutor is excellent. Last term it was held in a tennis club, which is going to be redecorated soon, so we plan to change this class to a (5) golf club this time. And it’ll be held on the evening of every Wednesday.
Andrew: Do I have to bring the beads with me?
Staff: Yes, that’s the only material needed for this class.
Andrew: Okay, I think this class is also a good choice for her. Um, do you have any other classes that I can join?
Staff: If you like, I think you can take our (6) painting class. It’s a popular class, so this term we’re going to move it to a high school so that we can get more room.
Andrew: What time will it be?
Staff: It’ll be on every Monday evening.
Andrew: The time’s good for me. Do I have to bring the paints?
Staff: Well, paints will be provided by the tutor. I know that… um, the information says you’ll just need some (7) brushes.
Andrew: I see.
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<h3 data-path-to-node="30">DETAILS OF BEADING CLASS (Questions 8–10)</h3>
Andrew: Okay, just another question about the beading class. I’ve just remembered my wife asked me to find out the exact time. When will the first class begin?
Staff: Well, the deadline for registration is April the 30th, and we’re not going to start the class until (8) 15 May (or May 15th).
Andrew: OK. What’s the fee for this class?
Staff: It was $95 last term, but the cost will be a little more this term. Well, let me check the details… okay, it’ll be $100 this term.
Andrew: Just $5 more sounds reasonable. Then about the location… it’s in the club, which room exactly?
Staff: Room (9) J52.
Andrew: Okay, just one more question. Is parking convenient?
Staff: I’m sorry to tell you that parking space is only available for the club’s premiere members. But if you drive, there’s a parking lot opposite the club, just beside the (10) station. You need to pay only a small parking fee.
Andrew: Okay, that’s all I want to know. I’ll call you later after I discuss it with my wife. Thank you very much.
Staff: You’re welcome. Bye bye.

Questions 1–7

Questions 8–10

Part 1

SECTION 2: BOOKSHOP TOUR AND NEW PROMOTIONS
Manager: Good evening everyone, thanks for coming in. This won’t take long. Because we have quite a few new staff members, we thought it would be helpful to call you all in while the shop’s closed to give you a short tour. After the tour, we’ll introduce you to some of the book promotions we have this month.
Have you all got a copy of the map? Okay, let’s move to the store entrance. I can point out each section to you quite easily from there. There are the two cashiers straight ahead.
And on our right, close to the wall, is a large area divided into sections to attract students from the art college nearby. We decided to have (11) art books [I] at the front of this section.
In the middle of this large section is the home section. The books here range from design to renovation. And at the back of this section, we have a small selection of (12) gardening books [H]. At first, we thought we’d locate it on its own on the other side of the cashiers, but we ultimately decided to have it at the back there, and it’s well signposted.
Straight ahead and directly behind the cashiers, there’s the magazine and newspaper stand, which is closest to us. Behind this, you can see two sections side by side: (13) history [D] on one side and biographies on the other. In our other stores, these sections are usually located at the very back, but sales haven’t been great, so to try to attract more interest, we decided to make them more visible.
Also within this central area, just behind biographies, we’ve placed our two fiction sections. The (14) children’s section [G] is the larger area over on the right, and the adult’s section, the smaller one on the left.
You’ll see over in the far left-hand corner of the store, we have our coffee shop which has become very popular. Behind this, running right along the back of the store, we’ve introduced a (15) reading area [E]. We’ve added chairs and cushions to create a cosy atmosphere.
And finally, immediately to the left of the entrance, you’ll see (16) self-help books [A]. These are here because we currently have a number of special offers connected with these topics. When the specials are finished, we’ll relocate this section to behind the coffee shop. Okay, I think that’s it. I’ll let you have a browse around in a minute.
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NEW BOOKS (Questions 17–20)
Manager: Next, I’d like to quickly introduce you to some of the new books we have in stock.
Firstly, Elizabeth Honey’s written a new book called Penny Pinchers. It’s a wonderful story set in early Australia, and I thoroughly recommend it. (17) It includes some beautiful drawings [E – has good illustrations] based on the artwork of the era.
Next is The Running Boy. It’s about a boy who gets himself into some difficult situations at school. I think Simon Darling, the writer, has done a fantastic job in this (18) debut book [A – a first-time author]. He’s currently working on his second novel, a crime story aimed at the adult market.
The next book I have here is The Hidden Code, which (19) won several prizes at the last Book Convention [B – an award-winning book]. Marketed as a book for older children, it deals with realistic problems faced by young people today.
And finally, my personal favourite, The Orange Moon. This is the (20) final book in a set of novels [F – part of a series] about the lives of a fictional group of friends living in outback Australia. I hear this is being adapted to a movie suitable for the whole family, which I’m sure will be very popular.

Questions 11–16

New books
 
Penny Pinchers {has good illustrations}
 
The Running Boy {a first-time author}
 
The Hidden Code {an award-winning book}
 
The Orange Moon {part of a series}

Questions 17–20

Part 2

<h3 data-path-to-node="2">SECTION 3: BACHELOR OF COMMUNICATIONS DISCUSSION</h3>
Simon: Excuse me, are you Anna Jenkins?
Anna: Yes.
Simon: My name is Simon. I’m on the Bachelor of Communications course, Year 1, and I really need some advice from someone who’s ahead of me. I was told you were in Year 3.
Anna: That’s right. How’s it going?
Simon: Hmm, I’m not convinced I chose the right major. At present, I’m doing Public Relations. That’s why I want to talk to you. You’re doing the Global Communications major, right?
Anna: Yes. Are you going to change to that?
Simon: Possibly, if it helps my career.
Anna: Won’t the Public Relations course do that?
Simon: If I just wanted to work in New Zealand, yes. I mean, I’ve heard of graduates finding work here almost immediately and with good salaries. But (21) I’d like to go abroad, and I imagine the Global major would give me the skills so I could go and work anywhere [Answer: A]. I know it’ll be hard work starting again, but I would be motivated.
Anna: I see. But I’m still not sure you need to change majors to achieve your goal. Aren’t some of the courses the same for both majors?
Simon: Some are the same, yes. But I’m not sure I’m cut out for the business aspects of Public Relations. Economic Principles, for example. I understand what it’s all about—I did economics at high school—but (22) I just found it dull [Answer: B – uninteresting]. I want to study something creative, something that connects you to people.
Anna: Well, the Global major certainly does that.
Simon: Is it right you have to learn a language?
Anna: Well, it was compulsory when I started, but it’s up to you now.
Simon: Do you think it’s necessary to learn one?
Anna: Well, so much of the major is looking at ways that culture and language influence communication, and (23) if you learn a second language yourself, you definitely get more of an insight into what the theory is all about [Answer: A].
Simon: But I’m no good at languages. Which one is the easiest?
Anna: I’m not sure that’s the best rationale for a choice. In my first year, we could go for Chinese, Japanese or Maori. (24) I went for Chinese because New Zealand has so many trade deals with China now [Answer: C – commerce]. But Japanese would be good if you think you might end up in tourism. I did Maori at high school and it was fascinating, but it would restrict you to doing business within New Zealand.
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<h3 data-path-to-node="22">LECTURERS AND COURSES (Questions 25–30)</h3>
Simon: What did you think of your lectures?
Anna: Oh, I have to say they’re great. And when we were working on our individual proposals for the internships, (25-26) they pushed us to keep working on producing the best work possible [Answer: E – improve]. And even though I kept having to adapt it, I actually felt proud of mine eventually.
Simon: Yes, ours push us too, which is good. Sometimes you don’t know what you’re capable of, and it makes you a lot more enthusiastic. Sometimes if the lecturer sits down with you for a chat, it’s more motivating than a written report.
Anna: I completely agree. And I suppose one thing I really like is (25-26) the way they encourage us to challenge their opinions [Answer: A – freedom of thought], as long as we can come up with a sound argument to support our case. I think that’s helped me develop some useful critical thinking skills.
Simon: That’s good. I think whatever major you do, all the lecturers want to encourage that. At least, that’s my experience. What did you enjoy most about the Global Communications major?
Anna: Well, Communication 1 was really useful. I was never very confident at speaking in front of large groups, but that showed us how to use different voice techniques and (27) how to give interactive presentations [Answer: D – talking in public]. I had to give a presentation to some executives during my internship and I did quite well after that.
Simon: Sounds interesting.
Anna: Psychology was absolutely fascinating. You get to look at what motivates people and (28) how people operate within a big team [Answer: B – working in large groups]. That’s really essential when you’re trying to get all the people to cooperate on a project that has the pressure of a deadline.
Simon: In the brochure, Interpersonal Skills looks good.
Anna: I didn’t do that course.
Simon: It says it’s about how to listen properly, how to (29) manage conflict in relationships—you know, when colleagues are arguing [Answer: C – co-workers]. The first step to improve things is better communication. That’s pretty logical. And this one, Communication 3…
Anna: (30) What kinds of behaviour are likely to cause offence or misunderstanding between nationalities in the global business world [Answer: E – cultural differences]. Yes, I enjoyed that.

Questions 21–24

Questions 25–26

Courses
 
Communication 1 {talking in public}
 
Psychology {working in large groups}
 
Interpersonal Skills {reducing problems between co-workers}
 
Communication 3 {understanding cultural differences}

Questions 27–30

Part 3

<h3 data-path-to-node="2">SECTION 4: INVENTING A UNIVERSAL LANGUAGE</h3>
Lecturer: Good morning. Welcome back to the series of linguistics lectures. Today I will be talking about the idea of inventing a universal language.
What does that mean? Well, most human languages were never invented; instead they evolved over time, and the result is, you know, they’re irregular and difficult to learn. So for centuries, people have dreamed of inventing a perfect universal language.
The early invented languages that did exist were either created by priests to be used for religious purposes or developed to help establish (31) trade between different nations. Scholars have found evidence that around 900 languages have been invented over the centuries in various parts of the world, but the linguist Erika Okrent believes that the exact figure is unclear because she suspects many of these languages are now lost—no record of them survives.
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<h3 data-path-to-node="7">WILLIAM SPENCER</h3>
Lecturer: The first really serious attempt to invent a language was made by William Spencer in the 17th century. Like so many others, he was frustrated by the irregularities in all existing languages. Accuracy was particularly important for Spencer because he wrote books—his subject was (32) science.
As a result, he wanted to create a language where words had only one meaning, so everyone would understand precisely what they meant. At first he thought the only way to do this was, instead of using the usual letters of the alphabet—A, B, C and so on—he tried to substitute (33) numbers for them.
However, this attempt failed, mostly because he couldn’t describe complex ideas in this way. So Spencer went back to using the alphabet, but he grouped words together in a different way. When his dictionary was published in 1668, the words weren’t classified in alphabetical order. What he’d done was he’d used the same system with which plants were divided up into groups based on their type.
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<h3 data-path-to-node="12">LUDWIG ZAMENHOF</h3>
Lecturer: Another important attempt to invent a universal language was made by Ludwig Zamenhof, who was born in 1859. Zamenhof’s language reflects his own background; he grew up speaking Polish, English, French, German and Russian. So rather than create a completely new language, he mixed together five or six existing European languages.
Then Zamenhof used an interesting technique to help him develop his new language: he used it to write quite a few different (34) songs, and this made his work more enjoyable. He also thought that most European languages were too complicated, which meant that it was very difficult for people to learn them.
Zamenhof wanted to create a more simple language, so for example, he had a single prefix that was used before adjectives or verbs to make them (35) negative, which is obviously much easier than English.
Then finally he published a book introducing his language to the world in 1887. Unfortunately, like other invented languages, no one was very interested at first. So again Zamenhof used an interesting approach in order to publicise the completed language: he made a list of everyone he knew and posted a (36) letter to all of them using the new language. Many people were surprised how easily they could understand it, and the language began to attract attention. Zamenhof’s language was never used all around the world as he had hoped, but still, it’s probably the most successful of all the invented languages.
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<h3 data-path-to-node="18">BRUCE GOLDIE</h3>
Lecturer: In the 20th century, an Australian named Bruce Goldie tried something completely different. Goldie thought that a universal language would be easier to use if the starting point for each word was a (37) picture.
Goldie spent more than 20 years designing his new language and eventually published a book giving all the details in 1949. He also went on a lecture tour to promote it, but although the general public were often quite interested, much to Goldie’s disappointment, his language was ignored by all of the major universities despite frequent attempts to make them interested.
It wasn’t until the 1970s that his language had some success. This was in Canada in fact, where it was used to teach a group of disabled children in a (38) hospital to read, and as a result, Goldie got some recognition for his work.
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<h3 data-path-to-node="23">CONCLUSION</h3>
Lecturer: So what can we say in conclusion? Well, the truth is all attempts to create a universal language have failed, and there are a number of reasons for this.
Firstly, most universal languages have been seen as rather technical and plain. They’re not good at conveying (39) emotion (hoặc emotions), so they’ve never been very popular. Another reason is the spread of English as a global language in the 20th century, particularly resulting from the film industry in Hollywood.
Then lastly, the type of people who invented the languages began to change. In the past it had been academics, but more recently, the languages have often been created by (40) writers, usually for entertainment, so they haven’t been taken seriously.

[Q1] Listening Test 26

IELTS Listening Exam

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