Audioscripts IELTS Practice 20 Listening Test 04

Part 1

You will hear a man asking a friend for recommendations for a family visit to the local area.

First, you have some time to look at questions 1 to 6.

(pause)

Now listen carefully and answer questions 1 to 6.

Man: Hi, Sarah. Do you have a moment?

Sarah: Sure, Mark. What’s up?

Man: Well, my sister is coming to stay for a few days next month with her husband and the kids. The problem is, my apartment is tiny, so I need to find somewhere for them to stay.

Sarah: Oh, I see. Have you looked at any hotels?

Man: They find hotels a bit restrictive with the children. They’d prefer a self-catering apartment so they can cook their own meals.

Sarah: In that case, you should check out the Riverside Apartments.

Man: Riverside... is that near the old bridge?

Sarah: No, it’s further down. It’s on Willow Lane. Just opposite the park.

Man: Willow... how do you spell that?

Sarah: It's W-I-L-L-O-W.

Man: Oh, I know where you mean. That’s a good location. Do you have any idea about the cost?

Sarah: It depends. A two-bedroom flat is usually around £110 a night. But if they need a three-bedroom one, which gives them more space, I think it’s £160 per night.

Man: That sounds reasonable for a whole apartment. I’ll let her know.

Sarah: How old are the kids?

Man: The girl is ten and the boy is seven.

Sarah: Okay. You’ll need to keep them entertained.

Man: Exactly. I was thinking of taking them to the Zoo, but the weather forecast looks a bit unsettled.

Sarah: The Zoo is great, but it’s very expensive and muddy if it rains. I was thinking of the Science Museum, but actually, why not take them to the Transport Museum?

Man: Is that the one in the city centre?

Sarah: Yes. It’s mostly indoors, which is safe. Just make sure you don't go on a Wednesday.

Man: I thought museums usually closed on Mondays?

Sarah: Most do, but this one is closed on Wednesdays for maintenance.

Man: Right, Wednesday. I’ll make a note of that.

Sarah: It’s really interactive. They used to have a big display on old trains, but they’ve replaced that now.

Man: Oh really? What’s there instead?

Sarah: There’s a fantastic new exhibition on robots. It shows how they are used in car factories and things. The kids will love it.

Man: That sounds perfect. My nephew is obsessed with technology.

Before you hear the rest of the conversation, you have some time to look at questions 7 to 10.

(pause)

Now listen and answer questions 7 to 10.

Sarah: What about food? Do they have any special requirements?

Man: Well, we need to be careful with my brother-in-law.

Sarah: Oh, is he a vegetarian?

Man: No, he eats meat, but he is allergic to seafood, so we have to avoid that.

Sarah: That shouldn't be too hard. There’s a great Italian place called Mama Mia’s. They have a huge menu.

Man: Do I need to book?

Sarah: Definitely. Especially if you want to go for dinner.

Man: Do they close at 10 pm?

Sarah: The restaurant stays open late, but their kitchen closes at 9.30, so you can’t eat too late.

Man: That’s fine, the kids usually eat early anyway.

Sarah: Also, if you’re planning to do any shopping, you should download the City Saver app.

Man: What’s that?

Sarah: It gives you discounts on local attractions. For example, if you go to the cinema, you can get a 20% discount on family tickets.

Man: Oh, nice. Every penny helps.

Sarah: And don't forget the street festival is happening next month too.

Man: Which one?

Sarah: It’s called the B-R-E-E-Z-E festival.

Man: Breeze? Like the wind?

Sarah: Exactly. It’s all about kites and wind power. It’s held up on the hill. It’s completely free.

Man: That sounds fun.

Sarah: And while you are up there, take them to the top of the tower.

Man: Can you see the ocean from there?

Sarah: Not quite, but on a clear day, you can see all the way to the forest. It’s quite spectacular.

Man: Great. Thanks for all the tips, Sarah.

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

Part 2

You will hear a guide welcoming visitors to the Titan Rugby Stadium.

First, you have some time to look at questions 11 to 14.

(pause)

Now listen carefully and answer questions 11 to 14.

Guide: Good morning everyone and a warm welcome to Titan Rugby Stadium, the home of the Titans. Before we begin our tour of the grounds and the museum, I have a few practical details to run through to ensure you have a safe and enjoyable visit.

I can see we have quite a few families with us today. The grass on the pitch isn't slippery today, and the player tunnel area is well-lit, so those are fine. But just a quick safety warning for the parents: the seating areas in the North Stand are very steep. Please ensure your children stay close to you and hold the handrails when we are climbing up there. We strictly don't allow running in the aisles as a fall could be quite nasty.

Regarding photography, feel free to take as many photos as you like in the stands and by the pitch. You won't be meeting a professional player today, unfortunately, or learning how to kick a penalty, but we actually have a Try Scoring zone set up today where you can take a picture of your child pretending to score a try. There’s a staff member there to help take the shots so you can all be in the photo together.

It’s a bit chilly today, so if you need to warm up, the stadium café is open serving hot drinks and snacks. We have a special promotion today for the kids – a Design a Jersey competition. They can pick up a template in the café, colour it in, and hand it to the reception desk before you leave. We won't send the prize by post, and you don't need to wait around at the end of the tour for the results. We actually announce the winner on our website every Monday.

Now, a quick word about the tour format. We usually start with the trophy room, but that’s being cleaned at the moment, so we’ll head straight to the changing rooms first. Also, for the first time this month, we are trialling a new digital guide. It doesn't include a video presentation yet, and it's currently only in English, not multiple languages, but the great thing is you can download our app and listen to the commentary on your own devices. This allows you to choose which stories you want to hear. As it’s a new system, we’ve put a QR code at the exit gate – we’d really appreciate it if you could scan it and leave a quick review.

Before you hear the rest of the talk, you have some time to look at questions 15 to 20.

(pause)

Now listen and answer questions 15 to 20.

Guide: Now, looking at the stadium around you, it looks very modern, doesn't it? The current stands were actually completed in 1995, just in time for the World Cup. But the club itself has a much longer history on this site, dating back to 1868.

The 1870s were a crucial decade for the development of rugby, much like they were for football. For instance, it was in 1871 that the first written laws of the game were officially codified. Before that, different schools played by their own local rules, which made matches very confusing for everyone involved.

In the early days, the game looked quite different. It wasn't until 1875 that the shape of the ball changed. Originally, it was much rounder, more like a football. But in that year, it was decided to make the ball oval, as this shape was easier to tuck under the arm while running, even though it made it harder to kick straight.

Another major change happened in 1877. Up until then, the number of players on a team wasn't fixed – sometimes there were 20 players on each side! In 1877, it was agreed to reduce the number to 15 per side, which opened up the pitch and made the game faster. This is the standard number we still use today.

Scoring was also very different back then. In fact, in the 1870s, you didn't get any points for touching the ball down – that just gave you a "try" at kicking for goal. It was only in 1884 that the rules were updated so that a try itself was worth points, shifting the focus from kicking to running with the ball.

One feature you might notice in old photographs is that players didn't wear any protective gear. It wasn't until 1888 that we saw the first widespread use of the mouthguard, although back then they were made of wood or leather, not the comfortable plastic ones players wear now.

Finally, regarding the match officials. In the early days, the captains of the two teams would settle disputes. But as the game became more competitive, this became unworkable. So, in 1892, the referee was given the sole power to dismiss players from the field and blow the whistle to stop play. This completely changed the authority structure of the game.

That is the end of part two. You now have 30 seconds to check your answers to part two.

Part 3

You will hear two education students, James and Chloe, discussing an assignment on the benefits of reading aloud to children.

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

(pause)

Now listen carefully and answer questions 21 to 24.

James: Hi Chloe. Have you started drafting the presentation on reading skills yet?

Chloe: I’ve made a start, James. I’ve been focusing on the "Reading Aloud" section. It’s fascinating. I always assumed reading aloud was just for entertainment in the early years, but the research suggests it’s critical for cognitive development.

James: I know. There are many benefits supported by data, but what surprised me the most was the link to vocabulary.

Chloe: You mean that children learn more words by hearing them?

James: Exactly. I used to think silent reading was the most effective method for learning new words because children can go at their own pace. But actually, when they listen to a story, they are exposed to complex words they wouldn't manage to read on their own.

Chloe: That makes sense. I was more interested in the emotional side.

James: Like developing empathy?

Chloe: Yes. But it's not just about developing a vivid imagination or helping them sleep better at night. I hadn't realized that listening to stories helps children process difficult feelings, which actually improves their behaviour in the classroom, making them calmer.

James: I guess I can see that. I was skeptical about the claim regarding attention spans, though.

Chloe: Really? I thought that was obvious. Sitting still to listen must train the brain to focus, so it must be beneficial for all children.

James: Well, the data I looked at was inconclusive. Some kids just zone out if they aren't looking at the pictures, but I don't think looking at pictures is the main factor either. I just doubt that the evidence is conclusive for every single student.

Chloe: Fair point. We should mention that as a limitation.

James: One thing I definitely want to include is the impact on grammar. I don't mean spelling, or even pronunciation, though those are important.

Chloe: Oh, I read about that. When children hear the rhythm of a sentence read aloud, they internalize the structure.

James: Precisely. I’d always assumed grammar was learnt through writing exercises, but apparently, the "ear" develops before the "eye".

Chloe: That’s a great quote. Let’s use that.

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

(pause)

Now listen and answer questions 25 to 30.

James: We also need to cover strategies for children who struggle with reading aloud in class.

Chloe: Definitely. It can be terrifying for shy children.

James: The textbook suggests that for anxious students, teachers should avoid Round Robin reading—you know, where they take turns one by one.

Chloe: Yeah, that just creates anxiety. A better method is Choral Reading, where the whole class reads together. It really reduces anxiety for shy students.

James: That works. But for children with specific learning difficulties, like dyslexia, we need more targeted support.

Chloe: I read that using a piece of card to cover the lines below can help stop the text from jumping around. But an even better tool mentioned in the new curriculum is audiobooks.

James: You mean letting them listen while they follow the text?

Chloe: Exactly. It builds fluency without the stress of decoding every word.

James: What about technology? We have to mention e-readers and tablets.

Chloe: There’s a big debate there. Interactive e-books can be great for engagement.

James: But I read a report saying they can actually be a distraction.

Chloe: You mean the animations and games?

James: Yes. If a child is clicking on a button to make a character jump, they aren't paying attention to the story. So the interactive elements can be a major distraction.

Chloe: True. Speaking of modern issues, do you think the decline in reading aloud at home is affecting students' memory?

James: Hard to say. But I’ve noticed that my own memory is much weaker now. I rely so much on my phone.

Chloe: Me too. I used to be able to recite whole poems I learned at school. Now I can barely remember a phone number. It seems our personal memory is definitely weaker now.

James: Anyway, back to the assignment. We need to conclude with a prediction for the future.

Chloe: Well, despite all the tech, I think the role of the teacher is still the most vital factor. An app can't replace the human voice reading a story with passion.

James: I agree. The teacher remains the most important figure. Let’s end on that positive note.

That is the end of part three. You now have 30 seconds to check your answers to part three.

Part 4

You will hear part of a lecture about the conservation of snow leopards in the Himalayas and their relationship with local herders.

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

(pause)

Now listen carefully and answer questions 31 to 40.

Lecturer: In our last lecture, we discussed the challenges of conserving predators in the African savannas. Today, I’d like to move to a very different environment: the high-altitude mountains of the Himalayas, specifically in Northern India and Nepal. Here, we see a complex relationship between local communities and the snow leopard, an elusive predator often called the "ghost of the mountains".

Now, the local people in these regions are mostly herders who rely on livestock for their survival. While they often fear the snow leopard, scientists emphasize that these predators actually provide vital ecological benefits to the herders. The snow leopard’s main prey is the blue sheep. If the leopard population declines, the number of blue sheep explodes. They don't just eat the flowers or bushes; these wild sheep consume all the available grass on the mountain slopes, leaving nothing for the herders' own domestic animals to eat. So, the leopard indirectly protects the pastures.

Furthermore, there has been a shift in how the community views these animals due to economics. It isn't a new agricultural technique or mining that is changing things. Instead, winter tourism has surged. Photographers from around the world pay significant money to track and see snow leopards, and this income is now helping to support the local village economy.

Despite this, the snow leopard remains endangered. The population is fragmented, and there are several causes for their decline. Infrastructure development is a major factor. It isn't just the harsh winter weather causing fatalities. As new roads are cut through the mountains to connect remote villages, leopards are increasingly being hit by trucks, particularly at night when they try to cross these routes.

Another man-made hazard is the wire fences that are used to mark boundaries. Leopards, especially younger ones, can easily get entangled in the wire and suffer fatal injuries.

However, the most direct threat comes from the conflict with the herders themselves. Snow leopards are opportunists. When their natural prey is scarce, they will enter villages and attack domestic animals. They rarely attack the large cattle or yaks. They particularly target goats, which are relatively small and easy to catch. For a poor herding family, the loss of these animals is a financial disaster, often leading to retaliatory killings where herders trap or shoot the leopards.

So, what can be done to protect the livestock? There have been various suggestions. Wood rots too quickly, so some experts initially suggested building fully enclosed shelters made of concrete to keep the animals safe at night. However, transporting heavy construction materials up to these remote, high-altitude villages proved to be impossible and far too expensive to be practical. Others suggested moving the herds to lower valleys, but this is also problematic as there is less grazing land available there.

Currently, herders rely on traditional methods. The most common defence is the use of guard dogs. These large mastiffs are fierce and can fight off a leopard. However, this has a downside, as the dogs can sometimes transfer diseases to the wild wildlife populations.

A more recent innovation involves the use of technology. Conservation groups have distributed devices that emit flashing lights at night. These are placed around the livestock pens. The random flashing mimics the movement of a person with a torch, which makes the leopard afraid to approach.

Finally, there is a focus on improving the structures where animals sleep. Traditionally, livestock are kept in corrals made not of mud, but of loose stones. These are often weak, and a determined leopard can easily jump over or push through them. By simply reinforcing these walls and adding a wire mesh roof, the predation rate has dropped by over 90% in some trial villages. This simple structural change, combined with compensation insurance schemes, seems to be the most promising path forward.

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