Audioscripts IELTS Practice 17 Listening Test 03

Part 1

You will hear a woman asking a friend for advice about a cycling holiday in the Netherlands.

First, you have some time to look at questions 1 to 4.

[Pause 30 seconds]

Now listen carefully and answer questions 1 to 4.

Anna: Tom, I was hoping to catch you. I’m planning to take the family on an active holiday this year, maybe cycling in the Netherlands, and I know you’ve been there a few times.

Tom: Oh, yes. It’s absolutely fantastic. I’d highly recommend it. It’s probably the most bike-friendly country in the world.

Anna: That’s what I’ve heard. But I’m a bit worried about the children. They can ride, but they aren't used to long distances. Is it very tiring?

Tom: Not at all. That’s the beauty of the Netherlands. You don't have to worry about steep hills because the terrain is completely flat, so you don’t need to be super fit to cover a good distance. Even young kids can manage it easily.

Anna: That’s a massive relief. We were thinking of going to Amsterdam first.

Tom: Amsterdam is great, but for a family cycling trip, I’d actually suggest getting out of the big cities. The cycle paths out in the countryside are much safer and a lot more scenic.

Anna: Oh, OK. Where would you suggest we go?

Tom: Well, there are two main areas I’d recommend. The first is the region around Utrecht. There are lovely canals and old castles to see.

Anna: Sounds nice. And the other option?

Tom: The other one, which is my personal favourite, is a national park called the Hoge Veluwe. It’s huge, with pine forests and sand dunes.

Anna: Is there anywhere specific to stay there?

Tom: Yes, there are plenty of holiday parks. We stayed in a village right on the edge of the park. It makes a really great base for day trips.

Anna: What was the name of the village?

Tom: It’s called Wageningen.

Anna: Sorry, could you spell that for me?

Tom: Sure. It’s W-A-G-E-N-I-N-G-E-N.

Anna: Let me just write that down. Thanks. I’ve got that.

Tom: While you are there, there’s a really interesting activity for the children. The park rangers run a special workshop focused entirely on nature every weekend.

Anna: Oh? What does that involve?

Tom: They teach the kids how to identify different animal tracks in the forest. My kids absolutely loved it. It takes about two hours.

Anna: That sounds perfect for my youngest.

Tom: And while they are doing that, you can visit the art museum inside the park. It has a really famous garden filled with modern sculpture, which is definitely worth seeing.

Anna: A sculpture garden? That sounds lovely. I'll make a note of that. Great.

Before you hear the rest of the conversation, you have some time to look at questions 5 to 10.

[Pause 30 seconds]

Now listen and answer questions 5 to 10.

Anna: Do we need to bring our own bikes over on the ferry?

Tom: You can, but it’s a huge hassle transporting them. It’s much easier to just rent them there. The rental bikes are usually very high quality.

Anna: OK, I’ll look into that. What about the time of year? We were thinking of going in August.

Tom: August is okay, but it can get quite crowded because of the European school holidays. And actually, it can feel surprisingly humid. If you can manage it, I’d strongly suggest going in late May.

Anna: Why May?

Tom: Well, that’s when the tulips and other flowers are in full bloom. The fields are incredibly colourful. Plus, the weather is usually dry and bright, but not too hot.

Anna: That sounds lovely, but the kids will still be in school.

Tom: Ah, true. Well, if you have to go in summer, maybe try early July. It’s generally much cooler than August. The temperature usually hovers around 22 degrees, which is perfect for cycling.

Anna: 22 degrees sounds very manageable. Now, is there anything specific we need to pack?

Tom: Since you are renting bikes, you don't need repair tools. But do make sure any jackets you pack are completely waterproof. The weather changes incredibly fast near the coast.

Anna: Good point. What about safety gear?

Tom: That’s important. In the Netherlands, it’s not actually a legal requirement to wear safety headgear, so the rental shops don’t always provide them for free.

Anna: Oh, really?

Tom: Yes. So I strongly advise you to purchase your own helmets before you go and take them with you. It’s just much safer, especially for the kids on unfamiliar roads.

Anna: I agree. I’ll add that to my shopping list. And roughly how much does the bike hire cost?

Tom: It’s quite reasonable. Standard bikes are about 12 euros a day. But since you are a family, you must remember to ask for the ‘Family Deal’.

Anna: What’s that?

Tom: If you hire four bikes for a full week, they give you a major discount. It works out to be just 8 euros per bike per day.

Anna: That’s a big saving.

Tom: It is. Oh, and one last tip – make sure you reserve everything online a week in advance. The rental shops can completely run out of stock during peak season.

Anna: Brilliant. Thanks so much for all the help, Tom.

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

Part 2

You will hear the coordinator of a community centre talking to parents about the upcoming summer activity camp.

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

[Pause 30 seconds]

Now listen carefully and answer questions 11 to 15.

Coordinator: Good evening, everyone. My name is Mark Stevenson, and I’m the coordinator for the ‘Summer Fun’ activity camp here at the Riverside Community Centre. It’s great to see so many familiar faces from our after-school clubs, as well as some new parents. I know you all want to ensure your children are active and happy during the long break, so I’m going to outline exactly how our camp operates this year.

Our camp is designed for children aged between 6 and 14. We run from Monday to Friday throughout the summer holidays. Safety is obviously our absolute priority. We are legally permitted to have up to 100 children in the building at any one time, but to guarantee high-quality supervision, we have capped the daily register at exactly 80. I mention this because last year we averaged around 60 kids a day, but applications have skyrocketed this year, so please book early.

Regarding costs, we have tried to keep the price extremely competitive. A full day pass from 8:30 am to 5:30 pm is £25. One question we get asked a lot is what is actually included in that price. Well, it covers all the materials for art classes, sports equipment hire, and, rather than asking you to pack sandwiches like in previous years, that price now pays for a freshly cooked midday meal. This hot lunch is served at 12:30 pm in the main hall. We offer a vegetarian option every day, but if your child has specific allergies, please write this on the registration form.

Payment is fairly flexible. You don't have to pay the full amount immediately. However, to lock in your child’s spot on the register, we must receive a partial upfront payment. Specifically, we require a deposit to be paid by the end of this week. The remaining balance can then be settled on the first day they attend.

In terms of what the children need to bring, we provide aprons for painting and helmets for cycling. However, because we do a massive amount of running around both indoors and outdoors, it is compulsory for everyone to arrive wearing proper athletic footwear like trainers. Please, no sandals or flip-flops, as they are a major trip hazard during sports.

Finally, a quick note on age restrictions. I’ve had several parents ask if we can accept children under the age of 6, perhaps younger siblings of older children attending. Unfortunately, we absolutely cannot accept them. This isn't due to our insurance policies, which was the issue last year. Rather, strict government guidelines dictate the exact proportions of adults to preschoolers, and we simply don't have enough manpower to meet those legal ratios.

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

[Pause 30 seconds]

Now listen and answer questions 16 to 20.

Coordinator: So, moving on to the exciting part – the activities. We have a rotating schedule, but there are some core sessions that happen weekly.

First up is Archery. This is always a massive hit. Because we have to bring in a specialist coach and rent the professional bows, this is the only session where you have to hand over an extra £3. It takes place outdoors, but we have a huge canopy, so it never gets cancelled, regardless of the rain. It’s optional, but highly recommended for building focus.

Then we have Gardening. We’ve started a small vegetable patch behind the centre. This is a bit different because we don't use our paid staff for it. Instead, residents from the local retirement home kindly donate their free time to guide the kids. It’s a lovely inter-generational project, and the kids learn a lot about where food comes from.

We also have a new session called ‘Digital Design’. This takes place in the computer suite. Originally, some of you parents heavily requested that we teach coding, but the children found it too much like schoolwork. So, we switched to graphic design instead. It’s surprisingly popular as a way for them to unwind and enjoy a peaceful setting after running around outside all morning.

Drama is another staple of our camp. We used to struggle to get kids involved, but since we introduced mask-making and costume design, it’s full every time. The main benefit we’ve noticed is how it transforms the children. It really helps them to overcome their shyness and believe in their own abilities.

Lastly, there is Woodwork. This is happening on Fridays. The children get to build birdhouses and small toy cars. It’s fantastic fun, but because they are using real hammers and saws, we’ve made the decision to only allow those aged 10 and above to take part, just to ensure everyone stays completely safe.

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

Part 3

You will hear Leo, an architecture student, talking to his supervisor, Ms. Jensen, about his final year design project.

First, you have some time to look at questions 21 to 24.

[Pause 30 seconds]

Now listen carefully and answer questions 21 to 24.

Ms. Jensen: Come in, Leo. Have a seat.

Leo: Thanks, Ms. Jensen.

Ms. Jensen: So, we’re here to review the progress on your final design project. You’ve settled on the site for the community garden, haven’t you?

Leo: Yes, I’ve decided to go with the plot of land behind the old railway station.

Ms. Jensen: Interesting choice. It’s quite a small site, isn’t it?

Leo: It is, but that’s not really why I picked it. I know most students are looking for large open spaces to show off massive structures, but I wanted something technically demanding.

Ms. Jensen: You mean because of the rich history of the site?

Leo: Well, the historical background is nice, but it’s actually the topography that drew me in. The ground slopes quite steeply—about a twenty-degree gradient from top to bottom. Dealing with that dramatic change in level is going to force me to be really creative with the landscaping.

Ms. Jensen: I agree. It’s a bold move. Now, usually, with these urban sites, the financial budget is the main constraint. Is that the case here?

Leo: The council has actually allocated a very generous amount of funding, so I’m not too worried about the money.

Ms. Jensen: That’s good.

Leo: The real headache is going to be the environment. Because it’s right next to the active train tracks, the decibel level is intense.

Ms. Jensen: Ah, I see.

Leo: Yeah. Creating a "peaceful" garden next to a busy commuter line is tricky. I’m going to have to design acoustic barriers that don’t look like ugly concrete walls. That’s my primary challenge.

Ms. Jensen: Right. And have you thought about specific features? I saw in your preliminary sketches you included a large pond.

Leo: Yes, right at the bottom of the slope.

Ms. Jensen: I’d be incredibly careful with that, Leo. I know you want to encourage biodiversity, but remember this is a public space open 24 hours.

Leo: You mean the risk of vandalism?

Ms. Jensen: I’m thinking more about liability. Unfenced water bodies in urban areas are a nightmare for health and safety compliance, especially with toddlers running around. You might want to reconsider the depth or the edging entirely.

Leo: Point taken. I certainly don't want any accidents. I’ll look into shallow wetland options instead.

Ms. Jensen: Good idea. Now, what about the community engagement? You need to show that the locals are involved in the process.

Leo: I was thinking of organizing a weekend where volunteers come out and actually help plant the trees.

Ms. Jensen: It’s a nice sentiment, but the council usually relies strictly on their own contractors for the actual labor due to strict insurance policies.

Leo: Oh, I didn't know that.

Ms. Jensen: A much better approach would be to get them involved in the digital planning phase. You could set up an online portal where they can vote on their layout preferences.

Leo: That makes sense. It proves I’ve listened to their needs without dealing with the legal hassle.

Before you hear the rest of the discussion, you have some time to look at questions 25 to 30.

[Pause 30 seconds]

Now listen and answer questions 25 to 30.

Ms. Jensen: Right, let’s look at the specific design elements you’ve listed here. I want to check you’ve thought about the practical implications of these choices. Let’s start with the Pathways.

Leo: I was thinking of using crushed gravel. It looks natural and permeable.

Ms. Jensen: It does, but on a slope like that? The first heavy rain we get, it’ll all wash down to the bottom.

Leo: Ah, I hadn't thought of the runoff.

Ms. Jensen: Exactly. You need something solid like textured concrete. The priority here has to be resilience. It's going to get trampled by hundreds of boots every single day, so it needs to survive that without crumbling.

Leo: OK, I’ll switch to a solid surface.

Ms. Jensen: Now, regarding the Seating. You’ve placed wooden benches all along the perimeter.

Leo: Yes, facing out towards the view.

Ms. Jensen: That’s fine for individuals, but a community garden is about bringing people together. If you just line them up, people sit in total isolation.

Leo: So, arrange them in circular clusters?

Ms. Jensen: Precisely. Face the benches inwards so strangers actually end up chatting to one another rather than staring blankly ahead.

Leo: Got it. Group dynamics.

Ms. Jensen: What about the Lighting? You’ve specified high-intensity floodlights for security.

Leo: Well, I don't want any dark, unsafe corners.

Ms. Jensen: True, but there are residential apartments overlooking that site. If you shine bright beams right into their bedroom windows all night, the complaints will start immediately.

Leo: So I need to use shields?

Ms. Jensen: Yes. You need to ensure the beams are directed strictly downwards.

Leo: OK, directional low-level lighting it is.

Ms. Jensen: Moving on to the Planting scheme. You’ve suggested a lot of exotic flowers.

Leo: I wanted a bright splash of colour.

Ms. Jensen: It looks lovely on paper, Leo, but who is going to look after them? The council won't send a gardener every week. You need drought-tolerant, hardy species that basically look after themselves.

Leo: Right, so focus on native shrubs.

Ms. Jensen: Exactly. Now, the Shelter—that pavilion structure. It looks quite tall.

Leo: I wanted it to act as a landmark.

Ms. Jensen: Just remember, that specific valley creates a tunnel effect. A tall, open structure might act like a sail and blow over, so make sure the structural calculations account for those severe gusts.

Leo: I'll run the wind resistance numbers again.

Ms. Jensen: Finally, the Entrance gates.

Leo: I’ve designed them to be quite narrow to stop motorbikes speeding in.

Ms. Jensen: That’s a valid concern, but be careful you don't exclude legitimate users. Think about parents pushing double buggies or individuals using wheelchairs.

Leo: Oh, of course.

Ms. Jensen: The width must comply with inclusive planning regulations.

Leo: I’ll widen them to the standard regulation. Thanks, Ms. Jensen, that’s really helpful.

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

Part 4

You will hear a marine biology student giving a presentation on the history of deep-sea exploration.

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

Now listen carefully and answer questions 31 to 40.

Student: Marine biologists estimate that the vast majority of the Earth's habitable space is found in the deep ocean. Some species thrive in the sunlit upper layers before descending daily to forage, while others, like the mysterious giant squid, inhabit the darkest depths thousands of metres below the surface.

Deep-sea biology has been investigated over the last few centuries through various expeditions, but until relatively recently, what existed at the very bottom of the ocean was considered a complete mystery. The absence of advanced submersibles led to many hypotheses that we now recognise as fundamentally flawed and sometimes quite amusing.

Take the concept of a bottomless ocean, for example. In ancient times, it was widely believed that the deepest trenches had no seafloor at all, instead leading directly to the centre of the Earth. Another widespread theory was that massive, mythical sea monsters inhaled and exhaled ocean water, which explained the regular appearance of tides. The idea that nothing could survive the crushing pressure persisted until late nineteenth-century experiments proved otherwise.

One of the most prominent naturalists of the 19th century was Edward Forbes, who was the primary scientist to confidently assert that life was impossible beyond a certain depth. He developed the Azoic Hypothesis in the 1840s, claiming that marine life decreased with depth, eventually reaching a lifeless, or 'azoic', zone. He didn't rely on cameras or submersibles, of course. Instead, he observed that his dredging nets brought up fewer plants and animals the deeper they went, which convinced Forbes that the deep ocean was a barren wasteland. These assumptions are understandable given the limitations of early equipment, but represent a classic case of drawing incorrect conclusions from limited data.

An even stranger idea was put forward by some early Victorian geologists. They wrote incredibly well-regarded papers claiming that the deep ocean floor was covered in a layer of primordial, living slime called Bathybius. They didn't find this residue floating in the water; rather, they came to this conclusion as the only logical explanation for the strange, jelly-like chemical residue found on preserved deep-sea mud samples.

One of the key moments in the development of modern oceanography came in 1860. It wasn't a sunken ship that proved Forbes wrong, but rather when a transatlantic telegraph cable failed and had to be retrieved. This particular cable made history because of the incredible creatures firmly attached to it. Everyone immediately realised these animals had grown at a depth of over a thousand fathoms. It turned out to be living coral and tubeworms thriving in the dark. This was a truly defining moment in the history of marine biology because it was the first undeniable evidence that complex animals lived on the deep seafloor. You can still see samples of this historic cable in the natural history collections in London.

People gradually became aware that the deep ocean was teeming with life, but didn't know much about the specific ecosystems until the practice of acoustic tagging and remote tracking became established. Before this, very little information was available about the actual behaviour of deep-sea predators and how they hunted. People speculated that deep-sea creatures relied entirely on dead material falling from the surface, like a kind of underwater snow. This idea came about because it seemed impossible that active ecosystems could exist without sunlight to fuel plant growth. This idea was supported by observations of dead whales—not sharks, but massive whale carcasses—which attracted thousands of deep-sea scavengers.

The development of deep-sea acoustic transmitters by modern oceanographers made entirely new discoveries possible. This is still common practice today and relies upon remote underwater listening stations. This is when tagged marine animals swim past these devices and their depth and location are recorded. Huge amounts of data were gathered in the latter part of the 20th century. While we knew a bit about ocean currents, for the first time in history, people understood how deep-sea animals interact with underwater mountains.

In the late 1990s, a comprehensive map was published detailing exactly where the most diverse deep-sea ecosystems were located. More recent theories about deep-ocean hydrothermal vents vary...

That is the end of part four. You now have one minute to check your answers to part four.