Audioscripts IELTS Practice 4 Listening Test 04

Part 1

You will hear two members of staff talking about arrangements for a farewell get-together for a colleague.

First, you have some time to look at questions 1 to 5.

(pause)

Listen carefully and answer questions 1 to 5.

Alice: Hello, Sam. Thanks for coming over. We’ve been asked to organise something for Priya before she leaves.

Sam: Of course, Alice. It’s better we sort things out now, rather than rushing at the last minute. What’s the best date? She finishes work on the 28th of April.

Alice: Yes, so maybe the 26th? That’s close enough without being too hectic.

Sam: Great. Next, the venue. Do we hire a restaurant?

Alice: A restaurant could be nice, but it may be expensive and noisy. I checked the lounge in the new Stanton building downstairs. It’s available and not too costly.

Sam: Stanton? Is that S-T-A-N-T-O-N?

Alice: Yes, that's right. It seats about forty, and we can move a few tables to make space.

Sam: Perfect. Now, invitations. Who are we inviting? Priya and her partner, obviously. What about the principal?

Alice: Yes, and the reception and admin staff. They worked with her daily.

Sam: And all the teachers in our department. Do we invite people from other departments as well?

Alice: Maybe not. If we invite everyone, it becomes a huge event. Let’s draw the line at our department plus the office staff.

Sam: Fine. I can write the invitations. When should we send them out? How about the 19th of April?

Alice: Hmm, the staff meeting is on the 20th and people will be distracted. What about the 17th?

Sam: Yes, the 17th is much better. Send them on the 17th.

Alice: Good. What’s next on the list? Oh, a present. Could you handle collecting the money?

Sam: Sure. Should I do it at lunchtime?

Alice: Lunchtime is a bit rushed. We usually collect money in an envelope during the mid-morning break, don’t we? Everyone’s around and it’s quick.

Sam: You're right, the break is ideal. Shall we suggest an amount? Some people like guidance.

Alice: Yes. Last time we suggested five dollars. Is that still reasonable?

Sam: Definitely. If about twenty people contribute, we’ll have around a hundred dollars.

Before you hear the rest of the conversation, you have some time to look at questions 6 to 10.

(pause)

Now listen and answer questions 6 to 10.

Alice: Great. Now, what should we buy? I wondered about a small camera accessory, but it’s risky if we buy the wrong type. Better to avoid something too technical.

Sam: Exactly. What about a voucher for a local bookstore? She loves reading on flights.

Alice: That’s a good safe option. Or we could do a travel gift card, like for luggage or outdoor gear.

Sam: I like that. Someone mentioned getting her headphones, but people are very picky about those. I’ll compare prices for the bookstore and travel store vouchers and see which fits the budget.

Alice: Brilliant. Now, let’s talk about the event costs. We have a fixed amount from the staff social fund to cover the room booking fee, plus a basic catering order of sandwiches.

Sam: Drinks too?

Alice: Yes, tea and coffee. But I’m not sure the fund is enough for extras.

Sam: In that case, we can do what we’ve done before—ask guests to bring something small to share. Like fruit or homemade snacks.

Alice: Agreed. But we shouldn’t ask people to bring drinks, that should come from the fund. Anything else we should ask guests to bring?

Sam: Some music. There’s a speaker in the lounge, and if people bring a playlist we can have something in the background.

Alice: Nice idea. Also, I remember a farewell where we did a memory board. We could ask guests to bring one printed photo of Priya at work, and a brief note.

Sam: Perfect. I’ll include that on the invitation. Finally, we need someone to do a short speech.

Alice: I was thinking it might be better if it isn’t the principal again. It can feel too formal. What about the team coordinator?

Sam: Maybe, but it could be even nicer if someone closer to her does it. What about a former student? Priya mentored one from the evening class last term.

Alice: That’s a lovely idea, personal and sincere. I’ll ask her tomorrow.

Sam: Great. I’ll start the invitation draft this afternoon.

That is the end of Part 1. You now have half a minute to check your answers.

Part 2

You will hear a recorded announcement on the WanderWay Travel Service information line.

First, you have some time to look at questions 11 to 15.

(pause)

Now listen carefully and answer questions 11 to 15.

Announcer: Thank you for calling the WanderWay Travel Service. We have been designing short walking holidays for a wide range of travellers for four years. While many people praise our varied route planning, we are especially proud that our programmes recently received a national award for our customer care. We currently operate in ten bases across Southern and Central Europe. You might expect us to expand into Eastern Europe next, but actually, we are preparing to add our first destination outside Europe next year, so please check our website for updates.

What makes WanderWay different is the practical support we provide. On each full day, we offer three walk options: a gentle route, a moderate route, and a longer challenge. The best part isn't just the variety, but the fact that you can change your level from day to day depending on how you feel. Staff at the base will always advise you on the safest paths.

We also focus on welcoming guests who travel alone. Many companies add extra charges for single travellers. While we cannot always guarantee a true single room, our policy is simple: single guests will not pay a supplement. If a double room is the only option, we cover the difference ourselves.

And the experience continues after you return from the walk. Dinner is served at shared tables to help guests make friends, and our hosts arrange optional evening activities. We don't organize large events like local concerts, but our hosts do arrange simple games and informal quizzes on most nights. If you have a special request, our staff will do their best to assist.

Before you hear the rest of the message, you have some time to look at questions 16 to 20.

(pause)

Now listen and answer questions 16 to 20.

Announcer: Next is a summary of our holiday packages and the inclusions available for the coming summer season. We offer three standard holiday lengths.

Let's start with the three-day taster. This package usually costs $210, but our promotional price for this season is $195 per person. This includes accommodation, breakfast, and evening meals. We have always provided great food, but this year, for the very first time, the price also includes a transfer from the nearest major train station on your arrival day. Please note that it runs at set times, so select a suitable train when you book.

Next is the seven-day classic break. The cost for this is $370 per person. It includes everything in the three-day taster, but in addition, we don't just give you a basic map; you will receive a detailed local guidebook prepared specifically for our guests, featuring cultural notes and suggested viewpoints. We also provide free route maps so you can take an independent walk on your rest day.

Finally, for the fourteen-day extended stay, our special seasonal price is $725 per person. This includes all benefits offered with the shorter breaks. You won't receive hiking equipment, but we do provide complimentary membership of a local walking association for the duration of your stay. This offers access to additional community-led walks, which is a great way to experience everyday life in the area.

For more details, please speak to your travel advisor. Thank you for calling WanderWay.

That is the end of Part 2. You now have half a minute to check your answers.

Part 3

You will hear a conversation between two students, Lara and Ben, who are training to become primary school teachers. They are discussing possible science activities for children.

First, you have some time to look at questions 21 to 25.

(pause)

Now listen carefully and answer questions 21 to 25.

Lara: Hey, Ben. You missed the training seminar yesterday. I thought you might have had a problem with your bus, but then I realized you weren't feeling well.

Ben: Yeah, you're right. I caught a nasty cold and I could barely speak, so I had to stay in bed.

Lara: That explains it. So, we need to talk about the school placement assignment. We have to choose two simple science experiments to run with a group of eight-year-olds at the nearby primary school.

Ben: Oh, right. Do we need to invent original experiments for them?

Lara: We don't have to invent anything new, but we've got to finish the plan and the complete write-up by this Friday. That's a very short deadline, so it's a bit of a challenge.

Ben: That is tight. Where are we supposed to get ideas from?

Lara: I initially looked for educational videos online, but the internet was just overwhelming. So, I went to the campus library and borrowed a couple of children's science books. They're full of activities. Let's go through the list I made.

Ben: Great. What's the first one?

Lara: It's called the 'Balloon Rocket Line'. You stretch a string between two chairs, attach an inflated balloon to a straw on the string, and let it go. It demonstrates force and motion.

Ben: Nice. What's the second one?

Lara: 'Mystery Magnet Hunt'. You hide a few objects in a box of rice, and the kids use a magnet to find which ones respond.

Ben: That's good for sorting materials.

Lara: Yes, but the main educational benefit isn't just sorting. It encourages the children to make predictions before they actually test the materials. That's a key scientific skill.

Ben: Absolutely. Number three?

Lara: Number three is 'Homemade Rain Gauge'. You cut a plastic bottle, mark measurement lines, and leave it outside to record rainfall. Then there's number four, the 'Colour Mixer Spinner'. You spin a coloured paper circle to see how colours blend.

Ben: Okay. And the last one?

Lara: 'Simple Telephone'. You know, poking holes in two cups and tying a string between them. The book suggests it's great because it allows students to test different variables, like using cotton string versus fishing line, or seeing what happens when the string is tight versus loose.

Ben: Oh, that's a good way to teach sound vibrations. So we have five options.

Before you hear the rest of the conversation, you have some time to look at questions 26 to 30.

(pause)

Now listen and answer questions 26 to 30.

Ben: Let's review them and pick the best two for our one-hour session. Let's start with the Balloon Rocket. I like it because it's active.

Lara: It is active, but I’m slightly worried about that. If eight kids all want to run up and down chasing balloons, it may be too difficult to control in a small space. We don't want the classroom to become chaotic.

Ben: Fair point. What about the Magnet Hunt? It’s calmer, but is it exciting enough?

Lara: We could easily adapt it into a competitive activity. We could time each team to see who can find the three magnetic objects the fastest. They would love that.

Ben: That solves the excitement issue. Okay, what about the Rain Gauge? I thought it was a nice real-world idea.

Lara: I like it too, but it requires an observation period that is too long. We’re only with them for one lesson, so we can't leave equipment outside and come back for a week to collect data.

Ben: Exactly. We'd have no results to write up for Friday. So we'll cross that one off. Next, the Colour Spinner.

Lara: I'm torn. The concept of colour mixing is fine, but I'm worried about the construction. If the children don't cut and pin it exactly right, it might fail to work. If it doesn't spin smoothly, the visual effect just won't show.

Ben: Right. We might end up with lots of disappointed kids saying, "It didn't change colour."

Lara: Lastly, the Cup Telephone.

Ben: I actually really like that one. As we discussed, the kids can change the string tension and length themselves. It's fantastic because it allows students to experiment with different variables safely.

Lara: Yes, and the equipment is cheap. So, our final two should be the Cup Telephone and the Mystery Magnet Hunt. The Balloon Rocket is just too risky for classroom management.

Ben: I completely agree. Magnets plus the telephone gives a good balance. I’ll draft the lesson plan outline tonight.

That is the end of Part 3. You now have half a minute to check your answers.

Part 4

You will hear a lecturer giving a talk about shark control nets used along parts of the Australian coast.

First, you have some time to look at questions 31 to 40.

(pause)

Now listen carefully and answer questions 31 to 40.

Lecturer: Today I’m going to discuss a well-known ocean predator: the shark. Sharks are often described as dangerous animals, and although serious attacks are rare, the public concern is understandable, especially in a country like Australia where beach swimming is extremely common.

To begin with, sharks are large fish. While the average size varies greatly, many species can grow beyond 10 metres. However, historical records from Australian waters include individuals measured at an astonishing 15 metres. Their mass also varies with age. You might think a typical shark weighs a few hundred kilos, but one of the heaviest specimens recorded locally was a great white weighing close to 800 kilograms.

Sharks also differ from most bony fish in their anatomy. Instead of a hard skeleton made of bone, their internal framework is made of cartilage. This is a strong but flexible material similar to that found in the human ear. Their skin is also highly distinctive. Rather than typical smooth scales, it is covered with tiny tooth-like structures that create a coarse surface. In fact, if you touch it, it is often compared to sandpaper.

In terms of movement, their body shape allows powerful forward thrust. Unlike many fish, sharks do not have a swim bladder. This means they must keep moving constantly. They do this not just to maintain their swimming speed, but crucially to maintain their depth in the water. They tend not to spend long at the surface, often travelling through deeper water searching for food.

When it comes to finding prey, many ocean predators depend mainly on eyesight, but sharks rely heavily on smell. They can detect traces of blood or other scents from a great distance, long before anything is visible in the water.

Because Australian beaches attract huge numbers of swimmers, coastal authorities use a netting system, often called 'meshing', to reduce the chance of sharks approaching popular areas. This involves placing large nets parallel to the shoreline. Interestingly, on some beaches in New South Wales, the nets are not left out continuously. The installation happens on one day, followed by their complete removal the next day.

Historically, this programme began on a limited scale. In the late 1930s, it wasn't used across the whole country, but was first implemented on the busiest beaches around Sydney, where the crowds were greatest.

The number of sharks caught has changed over time. In the first year of the scheme, catches were extremely high—around 1,500 sharks. However, the total soon dropped, and over the long term, the average annual catch is closer to 150.

Even so, meshing remains controversial. Critics do not claim that sharks fear the nets, nor is it generally true that sharks destroy them. Instead, they argue that the nets become less effective in rough sea conditions. Strong currents and shifting tides can loosen the base of the nets. When the anchoring sand moves, the nets no longer stay in the best position to intercept sharks, leaving gaps for them to swim through.

That is the end of Part 4. You now have one minute to check your answers.