· Listening,Transcript

Bên cạnh Phân tích bài essay về "Produce fertiliser" IELTS WRITING TASK 1, IELTS TUTOR còn cung cấp transcript đề thi IELTS Listening Test 2.

Đề số 3

1. Section 1

Narrator: You will hear a conversation between a police officer and a woman who witnessed an accident. First, you have some time to look at questions 1 to 10. You will see that there is an example that has been done for you. On this occasion only, the conversation relating to this will be played first.

POLICE: Hello madam. I understand you witnessed the accident. Have you got a few minutes to tell me what you saw?

WOMAN: Yes, no problem. I don’t have to be back at work for a while, so I’m pleased to help.

POLICE: Did you actually see what’s happened?

WOMAN: Yes, I was standing over there, near the bus stop. I was on my way to get something for lunch, and just happened to be looking at a shop across the road. That’s when I saw a red car come out from the junction over there.

Narrator: The woman was getting something to eat for lunch, so the answer is “for lunch”. Now we shall begin. You should answer the questions as you listen, because you will not hear the recording a second time. Listen carefully and answer questions 1 to 10.

POLICE: Hello madam. I understand you witnessed the accident. Have you got a few minutes to tell me what you saw?

WOMAN: Yes, no problem. I don’t have to be back at work for a while, so I’m pleased to help.

POLICE: Did you actually see what’s happened?

WOMAN: Yes, I was standing over there, near the bus stop. I was on my way to get something for lunch and just happened to be looking at a shop across the road. That’s when I saw a red car come out from the junction over there.

POLICE: You don’t happen to know what time it occurred, do you?

WOMAN: Well, I left work for my lunch break at 1:00, and it’s only about 10 minutes walk away...the office, I mean. So it might have been about ten past one. Although I did pop into the shop for something, so it was probably closer to 1:15.

POLICE: So it pulled out of Monks Road, that’s the road over there, and straight onto the high street.

WOMAN: That’s right, yes.

POLICE: Did you get a view of who was in the car?

WOMAN: There are three of them, two in the front, the driver, of course, someone in the passenger seat, and there was someone in the back. They were quite young, I doubt if they were much older than 20. Anyway, they came speeding out of the side road over there and hit that lady’s bicycle. The driver didn’t bother to stop to find out if she was okay, he just drove off along the main road towards to town centre. Oh, is the woman okay?

POLICE: She should be fine. She banged her head when she came off the bike, so we’ve called for an ambulance. They always like to check you out in case you have a concussion, but no, she seems fine.

WOMAN: The bike doesn’t look too good though. I don’t think she’ll be using that again. I suppose she was very lucky really. If they’d hit her instead of the front wheel, she could have been seriously injured. It looked like they were just in a hurry and didn’t want to stop at the junction. I know the traffic lights aren’t working there, so perhaps they thought they could just pull out.

POLICE: Could you give me a description of the car? Do you know the make and model?

WOMAN: Well, I’m not very good at cars, but I’m pretty sure it was the same model as my husband’s car, a Ford Fiesta. It was red like I said and quite old, and the door on the driver’s side was damaged, it looked like it had been in another accident some time ago.

POLICE: I don’t suppose you had a chance to take down the registration number, did you?

WOMAN: I did, actually. Let me see, er… Y48BYW. Will that help you trace them?

POLICE: That’s really helpful, and it depends. It might be a stolen car, but at least we’ll be able to trace the owner. If it wasn’t stolen, then yes, we’ll be able to find out the name of the driver. Now would you mind giving me your contact details, just in case we need to get in touch about anything?

WOMAN: Of course.

POLICE: What’s your name?

WOMAN: Mrs. Stansfield. Rita Stansfield. That’s S-T-A-N-S-F-I-E-L-D.

POLICE: And your address, Mrs. Standfield.

WOMAN: 19 Althorpe Road, Bradford. That’s A-L-T-H-O-R-P-E.

POLICE: Have you got a telephone number we can get you on?

WOMAN: Yes, it’s 0232566788.

POLICE: And, do you have a mobile number?

WOMAN: Yes. 07834889772.

POLICE: That’s great, Mrs. Standfield. As I said, we may get in touch if we need any further information, but probably what you’ve told me is enough. Thanks for your time.

WOMAN: No problem. I’m glad to have been of help.

Narrator: That is the end of section 1. You now have half a minute to check your answers. Now turn to section 2.

2. Section 2

Narrator: You will hear a first-aid officer talking to a group of factory workers about emergency first aid. First, you have some time to look at questions 11 to 17. Now listen carefully and answer questions 11 to 17.

Hello, everyone. Now, you know why I'm here. You all work in a factory, and in this environment, there always remains a significant possibility of accidents happening, in which case, first aid will be necessary. What is first aid? It is the provision of emergency on-site care when an injury occurs, and it is essential for everyone to know. If only simply, the steps which must be followed.

There are, of course, minor injuries which may happen, not needing further medical care beyond the intervention of the first-aider, but you can never be sure, thus the following steps must always be followed. These can be abbreviated to the words. Dr. ABC - in other words. D - R - A - B - C.

The 'D' stands for "danger", and that's the first issue to keep in mind. When an accident happens, immediately ascertain that the environment is safe. That, for example, nothing else will fall or break or cause accidents. If you, the first-aider, are also injured, the problem is even worse.

The 'R' stands for "respond". You must then ascertain the best response. Once all the danger has been eliminated, and the distress calls sent out, the appropriate action is, obviously, to help the injured party.

Alright, that leads to 'A', which stands for "airway". In order to stay alive, all people need to have an open airway to allow breathing. A conscious person will automatically clear their own airway, but if unconscious, this may not happen. The brain is stopped or hindered from properly directing the body and, obviously, in the worst case, death can result. For this reason, the injured person is normally put into the 'recovery' position - placed on the side, tilting the head back, and ensuring that there are no blockages in the mouth. To free any such blockages, the back can be slapped, or the chest compressed, allowing anything to be spat out.

Now that the airway is free, cheek for 'B' or 'breathing'. If breathing is not happening or is irregular, the first-aider may have to assist with what is technically known as cardiopulmonary resuscitation, or more commonly, CPR. This involves breathing for the patient, through mouth-to-mouth contact, while periodically massaging the heart through compressions to the chest. This combination allows blood, and oxygen, to flow around the body, keeping the patient alive, hopefully until medics, such as doctors, advanced first-aiders, or ambulance staff, arrive.

Narrator: Before you hear the rest of the talk, you have some time to look at questions 18 to 20. Now listen and answer questions 18 to 20.

Now, it’s certainly good to have knowledge of emergency first aid. But obviously, the best situation is simply not to have accidents occur in the first place. For that, you need to be aware of safety issues, but just saying "be aware" does not usually achieve much. It is more important to have an appointed person whose job is to ensure awareness and work safety. Safe inspections would obviously be part of their job, whereby they can make sure, for example, that the first-aid boxes are fully equipped.

Another idea is to put posters on the walls, but, interestingly, research has proven that these tend to be ignored, becoming just part of the wallpaper - seen, but not put into practice. It is much better if everyone is just instilled to not be reckless, that is, to not rush into situations without thinking about the possibility of accidents, and instilling this mindset is part of the job of the safety officer. Some other suggestions are ongoing first-aid training, and ‘no accident’ reward or star systems. These have had some success, but nothing beats a regular meeting, say once a month, in which the subject of safety is brought to the attention of everyone, and any outstanding issues related to this are thoroughly discussed.

Narrator: That is the end of section 2. You now have half a minute to check your answers. Now turn to section 3.

3. Section 3

Narrator: You will hear a conversation in a Continuing Education Institute Office. First, you have some time to look at questions 21 to 25. Now listen carefully and answer questions 21 to 25.

JEREMY: Welcome. My name is Jeremy Holtz.

WOMAN: Hello Jeremy. I was told to come to this office and ask about your continuing education program. I’m interested in taking classes and want to know more about the program.

JEREMY: Certainly. We have several different programs depending on your education goals and what are you doing now? For example, we have continuing education program for those who want to finish a degree or start a new one, and we also have a program for working adults.

WOMAN: Well, I’m working part-time now, and I’m interested in completing a degree in Business Administration. I am working at a hospital, you see, but I want to change my job, either work in hospital management or have my own business.

JEREMY: Okay, that sounds great. Many students in our program want to advance in their current careers or even change them. What kind of degree do you have now?

WOMAN: I am a registered nurse with a two-year degree.

JEREMY: Great. First, we have to figure out when you want to take classes. We have satellite campuses all over the region. The ones at the city centre are accessible by public transportation but offer fewer course times. A car is the best way to attend classes at our satellite campuses in the suburbs, but they have more classrooms and therefore more courses.

WOMAN: Well, I have been saving up for a car, but I don’t have enough money to buy one yet. I think the city centre campus will be better.

JEREMY: Ok. Now we have to decide which program you want to register for. We have night courses where the classes generally run from 7:00 p.m to 10:00 p.m. Classes during these hours are usually once a week. There are also courses during the day that might work for you depending on your work schedule.

WOMAN: Well, like I said, I’m working part-time and unfortunately, I work during the evenings. You see I’m living at my parent's house right now. My father is quite ill actually, and since my mother works normal hours I take care of him during the day and my mom takes care of him in the evening when I work. The city centre campus doesn’t offer classes during the weekends?

JEREMY: No, the suburban one does, but unfortunately, there are no classes during that time at the city centre campus. You know, maybe the online courses will be better for you. Do you have access to the internet?

WOMAN: Yes, I have a computer at home.

JEREMY: That might be the best way for you then. It’s still a new program, we’re still working out the bugs, but it will allow you to work part-time, take care of your father, and take classes. The completion of your degree will probably take longer, however.

Narrator: Before you hear the rest of the conservation, you have some time to look at questions 26 to 30. Now listen and answer questions 26 to 30.

WOMAN: So, how exactly does it work? I am slightly nervous about studying again. It’s been years since I’ve been a student.

JEREMY: Yes, it can be a bit daunting at times. Continuing your education and improving yourself are well worth the effort. Actually, before you start taking online classes, there are several refresher courses that you are required to take.

WOMAN: What kind of courses are those?

JEREMY: These are especially made for the returning adult students. We understand that education is just one of a number of priorities for those that take classes with us. The refresher courses teach you how to manage time and juggle between different areas in your life. Techniques like writing down your daily schedule and ways to avoid procrastinating are talked about. Also, there is one course that reviews basic study skills, like the most efficient way to read the course text, as well as basic academic writing.

WOMAN: I think that would be really helpful for me. I enjoyed studying when I was going to school, but I definitely need some tips on how to manage my classes along with the rest of my life.

JEREMY: Many students I’ve seen are in a similar position, they have to balance both their work and family life with their education. It’s not easy, but it is very rewarding for the ones that finish their education all the way through.

WOMAN: Ok, so how do I register for the classes?

JEREMY: You need to go online to do that. I will give you a brochure with the appropriate web address. You can choose which courses modules to take online, you can go through them as time allows. There is even a place to keep track of progress towards your degree.

WOMAN: All right. Can I ask then about the cost of the online courses?

JEREMY: They are cheaper than classes at either campus, of course. Online, you’ll see a number of different ways to pay. You can pay upfront for each course module you take or pay over a number of months.

WOMAN: The latter method of payment will probably be better for me. Are the textbooks and other course materials expensive?

JEREMY: No, not at all, actually. With all online courses, the relevant materials are included free of charge. They are available to download after you register.

WOMAN: That sounds great. Thank you so much.

JEREMY: No problem. My contact information is also in the brochure.

Narrator: That is the end of section 3. You now have half a minute to check your answers. Now turn to section 4.

4. Section 4

Narrator: You will hear a talk on the history of football in Great Britain in the 19th century. First, you have some time to look at questions 31 to 40. Now, listen carefully and answer questions 31 to 40.

Great Britain is often hailed as the home of football, with talented players travelling from far and wide to play for teams in the English Premier League, one of the most popular football leagues on the planet. Today we are going to take a look back to the 19th century Great Britain in an attempt to trace the evolution of ‘the beautiful game’ as it is now known. Prior to the 19th century, the game featured a wide variety of local and regional adaptations, which were later smartened up and made more uniform to create our modern-day sports of association football, rugby football, and Ireland’s Gaelic football. Even up to the mid-19th century, Shrovetide football or ‘mob football’ was still widely practiced.

According to the rules of mob football, there were no rules. A player could legally use any means whatsoever to obtain the ball, such as kicking, punching, biting, and gouging, with the only exceptions being murder and manslaughter. These games may be regarded as the ancestors of modem codes of football, and by comparison with later models of football, they were chaotic and had few cooperation. Towards the latter end of the 19th century and moving into the early part of the 20th century, however, there appeared a newfound emphasis on moral values in football. Perhaps a more modern example of this can be seen in John Terry’s suspension as England Captain following reports of his infidelity to his wife.

Furthermore, as mob football died away, there grew a greater concern for players’ health and general well-being, with many clubs affording their top players access to frequent medical check-ups and treatment. Despite the presence of Great Britain’s unique state-funded National Health Service, football clubs are still seen today providing team members with state-of-the-art healthcare facilities, with the top clubs even housing their own specialist doctors and physicians.

Today, football is a key feature of school children’s day-to-day education, particularly for boys. With the help of football associations, all schools in the UK are boasting their own football teams. This mainly comes as a result of pressure put on schools and the government by concerned parents, who felt that football education taught their children valuable lessons and indeed, vital life skills, such as teamwork and the drive to succeed. Nowadays, many of the UK’s top football clubs provide training facilities and outreach programs in an attempt to educate the nation’s aspiring youths.

As I previously mentioned, it was only during the 19th century that football in its uniform concept truly began to emerge, with footballers previously playing according to their own versions of the rules. However, it was not until the early 20th century that different players actually began to play according to these standardized rules. Prior to the 19th century, football was played by all the major English public schools including the likes of Eton College, Winchester College, and Harrow. In 1848, there was a meeting at Cambridge University in an attempt to lay down the laws of football. Present at the meeting were representatives of each of these major public schools, whom each brought a copy of the rules enforced by their own individual school’s rules of football. The result of the meeting was what is now known as the ‘Cambridge Rules’, thereby uniting the rules from across the country into one simple document. However, the Cambridge Rules were not liked by all, and a new set of rules, ‘Thring’s Rules’ compounded in the book ‘The Simplest Game’ became commonplace among dissenters.

Across the country, improvements in infrastructure and public transport had a knock-on effect of dramatically increasing attendance to football games. Football quickly became a social event where spectators would meet friends, drink tea and chat about the good old days. As football became more and more popular, it was decided that more money should be invested in maintaining the quality of pitches amongst other things, and there was even talk of installing seating for spectators. However, the question of who was to foot the bill quickly became a divisive issue, with many believing that the government should fund football’s development as a national sport. But in the end, the onus fell upon Britain’s local and regional football clubs for the funding and development of the football association.

They became responsible for the upkeep of football grounds, began to pay their best players a small salary, and organized competitions against other local and regional teams. And there began England’s Football Association, or the FA, as we know it in its current form, the governing body of football in England. As the FA continued to grow and accumulate greater wealth, it was able to attract more and more talented young men from across the country, before finally accepting professional talent in the early 20th century.

Today, football is played at a professional level all over the world. Millions of people regularly go to football stadiums to follow their favorite teams, while billions more watch the game on television or on the Internet.

Narrator: That is the end of section 4. You now have half a minute to check your answers.

Các khóa học IELTS online 1 kèm 1 - 100% cam kết đạt target 6.0 - 7.0 - 8.0 - Đảm bảo đầu ra - Thi không đạt, học lại FREE

>> IELTS Intensive Writing - Sửa bài chi tiết

>> IELTS Intensive Listening

>> IELTS Intensive Reading

>> IELTS Intensive Speaking

All Posts

Almost done…

We just sent you an email. Please click the link in the email to confirm your subscription!