IELTS Listening Practice Test | 2026-01-11

**Narrator:** Now turn to section one. Section one, you are going to hear a conversation about purchasing a cellular phone. First, you have some time to look at questions 1 to 6. Now listen to the tape and answer questions 1 to 6.
**Customer:** Excuse me. Can you give me some information about purchasing a cellular phone?
**Assistant:** Of course, my pleasure. We carry all sorts of phones from the most basic phones to very sophisticated web enabled phones. I will do my best to help you find a phone that suits your needs.
**Customer:** Thanks. I'm looking for two cellular phones, one for me and one for my son. I think I won't need anything too sophisticated, just your basic phone functions. But maybe my son will like something with more functions.
**Assistant:** Sure. Well, let's take a look. So, you have no preferences at all. What about the size or color? How about the brand?
**Customer:** Well, I don't really care what brand the cell phone is, but I guess I don't want anything that's too big or too small. I want a phone that can fit nicely in my hand and in my pocket. If it's too big, it might be too heavy. And if it's too small, I might lose it. Color I don't really care about either. Well, I don't want a pink phone.
**Assistant:** Ah, okay. So, let's look for something suitable for a working person. How about this one? This one is the R55. It is black, not too big, not too small, all the usual functions. The best feature of the R55 is that it can be used worldwide, even in Europe or Asia.
**Customer:** It looks good. How much does it cost?
**Assistant:** It is only $100. If you sign up for a calling plan, then we will give you a $50 discount on the phone.
**Customer:** How old is this model, though? I don't want anything that's too old.
**Assistant:** This model was introduced into the market about 3 years ago, so it is a bit older, but be assured it will still work fine.
**Customer:** Well, I think I still want something not as old. How about from last year? Any good phones from around that time?
**Assistant:** Yes, there are some. How about this one? It's the new model of the phone you just looked at called the W55. Most of the features are the same. There are some new features on the W55, though. The battery will last up to 2 days longer, and the overall weight of the phone is lighter.
**Customer:** How much is this one?
**Assistant:** This is selling for $150. If you purchase it along with a phone plan, then it will be only $100.
**Customer:** Okay, I think I'll take this one. Now, I need to pick up a phone for my son. I think he'll want something more trendy. So, how about a new model for him? Nothing too extravagant or expensive, though.
**Assistant:** This right here is the newest offering from the leading company in the cellular phone business. The phone is called the Rocket. It is well suited for teenage users. Among the teen friendly features are 10 songs to choose from, a free messaging system that allows friends to send texts to each other, and voice recognition dialing. The thing most younger users like about the Rocket is that it has a screen that changes colors. All this for only $100 with a purchase of a one-year phone plan.
**Customer:** Sounds like something my son will like. Can I sign us both up at once?
**Assistant:** Yes, of course. Both of you can share one plan. You will pay only $50 a month for both of you to share a plan.
**Customer:** That's it. Only $50 a month?
**Assistant:** Yes, that's all.
**Narrator:** Now look at questions 7 to 10. Now listen to the tape and answer questions 7 to 10.
**Assistant:** Okay. I will need your information. Name and address, please.
**Customer:** Richard Derek Jones.
**Assistant:** What's your profession?
**Customer:** I'm an engineer.
**Assistant:** Address, please.
**Customer:** 322 1st Street, San Francisco, California.
**Assistant:** And phone number, please.
**Customer:** 6213607601. Oh, sorry, that's the wrong number. 6213607610.
**Assistant:** How many phones do you want activated onto your plan?
**Customer:** Two for now.
**Assistant:** Thank you very much. Your phones will be ready in a minute.
**Narrator:** This is the end of section one. You now have 30 seconds to check your answers.
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**Narrator:** Now turn to section two. Section two, you are going to hear an orientation talk. First, you have some time to look at questions 11 to 15. Now listen to the tape and answer questions 11 to 15.
**Interviewer:** Welcome to orientation week. Today I am here with the captain of our school's women's gymnastics team. Her name is Elizabeth Rain and she is a fourth-year student. I hope you can all see her as an example of a responsible student and athlete, a role model for everyone. Hi Elizabeth, thank you for stopping by our orientation week.
**Elizabeth:** Thank you for having me. Welcome to our university everyone. If there are any of you thinking about joining our school's athletic program, I would strongly encourage you to do it. Being a part of the gymnastics team has been one of my best experiences during my time at this school. It has taught me so much about teamwork and friendship and has even taught me how to improve my academics by prioritizing my time.
**Interviewer:** I have some questions that I am sure the students will want to know the answers to as well. First of all, how did you find the time to do well in classes as well as train for gymnastics?
**Elizabeth:** Prioritizing is the key. You must be very organized. Every day I wake up and I know what I must do for the day. I plan things in order of importance. For example, if today I have a competition for gymnastics in the afternoon, then I know I have to finish my homework and studying in the morning. In other words, keeping an organized schedule of your priorities is very important.
**Interviewer:** Can you explain to the students a little bit about your study habits?
**Elizabeth:** Well, I usually try to take classes that I'm interested in. This way, I have no excuse not to study because I chose the classes out of my own preference. I separate my study time by class. For example, if I have five classes for this semester, I will study for one class a day from Monday through Friday and then review for all of them on the weekend. I won't try and study for all five of my classes at one time. It is too hard to do that to remember everything and not feel like you are going crazy. It is very important to focus the time that you set aside for studying. I do not study with the television on. I try to keep away from all distractions because I find that I learn better that way. But of course, how each individual will study depends on each person.
**Narrator:** Now look at questions 16 to 20. Now listen to the tape and answer questions 16 to 20.
**Interviewer:** That sounds like good advice. Let's talk a little bit about your gymnastics career. How long have you been doing this sport for? And what has been the best moment of your college participation?
**Elizabeth:** Well, I've been participating in gymnastics since I was a kid. My parents got me involved in the sport. Hmm, the best moment. I would have to say that there is not one single instance that stands out in my mind as the best moment, but more of a whole experience. My first year in university was definitely one of the best years of my life. I met my best friends that year and really learned to grow up and be independent. Our team went to the national championships that year and it was an incredible experience. So I would count the whole year as my best experience in college.
**Interviewer:** How about the worst moment?
**Elizabeth:** It is true everyone goes through bad experiences. My worst experience would have to be the fall of last year when I broke my wrist. I was unable to participate in sports for the remainder of the year and had to learn how to write with my left hand. I guess when I look back at it though, even though I wouldn't wish this to happen to anyone, this experience definitely made me stronger as a person, it taught me to look at life with a new perspective and to really value the friends and family that are important and close to me.
**Interviewer:** Thanks for your time, Elizabeth. Do you have anything else you want to tell the new students?
**Elizabeth:** Just have a good time. Don't stress out too much, but be responsible for your actions. Work hard and play hard. That's my motto for life.
**Narrator:** This is the end of section two. You now have 30 seconds to check your answers.
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**Narrator:** Now turn to section three. Section three. Mr. Jackson, who feels that he is physically unfit, is consulting with his doctor about his health condition. Before you listen to their conversation, you have a chance to read questions 21 to 24. Now, please listen to the recording and answer questions 21 to 24.
**Doctor:** Well, Mr. Jackson, the first and important thing I have to tell you is that um there is really nothing seriously wrong with you physically. That is my uh my very thorough re-examination and the the analyst report show that basically you are very fit. Yes, very fit.
**Mr. Jackson:** So why is it doctor that I'm always so nervy, tense, ready to jump on anybody, my wife, children, colleagues?
**Doctor:** I think um I think your condition has a lot to do with um shall we call it way of life? Habits.
**Mr. Jackson:** Way of life. Habits.
**Doctor:** Yes. Now tell me, Mr. Jackson, you smoke, don't you?
**Mr. Jackson:** Yes. I'm afraid. I'm afraid I do, doctor.
**Doctor:** And uh rather heavily, I imagine.
**Mr. Jackson:** Well, yes. I smoke what about 40-50 a day, I suppose.
**Doctor:** You should do your best to stop, you know.
**Mr. Jackson:** Yes, I see. But uh well, it won't be the first time. I've tried to give up smoking several times, but it's it's no good.
**Doctor:** You see, 50 a day is overdoing it, but you must admit you must cut down at least that. Oh, yes. I know that when you're feeling tense, you you probably feel that a cigarette relaxes you, but in the long run, I do advise you to make to make a real effort to quit smoking.
**Mr. Jackson:** Of course. But well, it's easy to say give it up or cut it down. But oh, you know.
**Doctor:** Well, in my opinion, you have no choice. Either you make a real effort or or there's no real chance of you feeling better. You see? Well, obviously I could prescribe some kind of tranquilizer, but would that help? I'd prefer, and I'm quite sure you'll agree, I'd prefer to see you really back to normal, not just seemingly so. And that's my reason for asking you several more questions about about your other habits.
**Narrator:** Right, now you have a chance to read questions 25 to 30. As you listen to more of their conversation, answer questions 25 to 30.
**Doctor:** Your eating habits, for example, what do you eat normally during a normal day?
**Mr. Jackson:** Yes. Well, I'm a good eater. Yes, I'd say I'm a good eater. Now, let's see. Up at 8:00 in the morning, and my wife has a good breakfast ready.
**Doctor:** A good breakfast.
**Mr. Jackson:** The usual. A cereal followed by bacon and eggs with fried bread and perhaps a tomato or two. Then toast and marmalade, all washed down with a couple of cups of tea. I uh Yes, I really enjoy my breakfast.
**Doctor:** Uh, yes, I can see you do, but I'd advise you to eat rather less. We'll come to that later. Go on. Then lunch?
**Mr. Jackson:** No, first brunch. A cup of coffee and a bun at 11:00. Lunch has to be quick because there's so much to do in the office about that time. So, I have a pint and a sandwich in the pub. All very hurried.
**Doctor:** Try to be in less of a hurry, but I make up for it in the evening. I get home at about 7. Dinner's around about 8:00. Uh, yes, my wife's an excellent cook. Excellent. It's usually some meat dish. And we like spaghetti as a first course. Spaghetti. A meat dish. Cheese. Sweet. But uh but then at the end of the day, shall we say then? Well, then I begin to feel on edge again. Most evenings after dinner, we read or watch TV, but I I get this terrible feeling of tension.
**Doctor:** Well, I'm sorry to have to say this because you obviously enjoy your food, but um I really do recommend that you that you eat less and secondly that you eat more healthily instead of having that enormous breakfast for example. Um, well, try to be content with fruit juice and some cereal.
**Mr. Jackson:** I see. But, [clears throat] uh, 11 is right. Well, that's all right. But lunch should be more leisurely. Remember, your health is at stake, not your job. As for dinner, um, I'd advise you to eat a soup, perhaps with a salad. A salad followed by some fruit.
**Mr. Jackson:** That's my wife's cooking. is superb, granted. And she probably enjoys preparing delicious meals for you. If you like, well, um, I'll have a word with your wife.
**Mr. Jackson:** No, that won't be necessary. Uh, thanks just the same, doctor, but no.
**Narrator:** That is the end of section three. You now have 30 seconds to check your answers.
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**Narrator:** Now turn to section four. Section four. In this section, you'll hear an introduction about the tutorial courses of the physics school. Now you have some time to look at questions 31 to 33. Now listen carefully and answer questions 31 to 33.
**Host:** Welcome to orientation week. This is the physics school session and we'll welcome Professor Smith, the head of the school, to introduce you to the tutorial system. Welcome, Professor Smith.
**Professor Smith:** Thank you. You may have noticed life at university is totally different from that of school for you. Tutorials are an important part of the teaching program. Tutors are the primary contact between undergraduate students and the school. A tutor is the students personal tutor as well as their academic tutor. Tutorials for physics undergraduates consist of six students who meet each week with their tutor for at least 50 minutes. For radiographer students, tutorials will normally consist of a group of about 10 students who will meet fortnightly with their tutor for a period of at least 50 minutes. In the first semester, the tutorials are during weeks 1 to 11. For semester 2, they are during weeks 14 to 24. Everybody involved is expected to be present and on time, and the tutor will also be available in week 12 and 25 to discuss problems that arise during revision, but attendance by students is optional.
**Narrator:** First you have some time to look at questions 34 to 40. Now listen carefully and answer questions 34 to 40.
**Professor Smith:** Now I'm going to introduce to you the stages and activities of the tutorials. The induction period is from week 1 to three. I know that a significant minority of you experience culture shock during your first few months at university and the important function of this stage is to identify students who are having difficulty integrating into the academic program. In particular, tutors should check your attendance of lectures, tutorials, laboratory sessions and this sort of things. Tutors also help you tackle work in a systematic and effective manner. Stage two begins from the fourth week. Some tutorials of this period are to be devoted to discussion or going over the students lecture notes. But approximately 50% of tutorial time is to be devoted to coursework. You should finish the weekly homework assignments of 2 hours duration with at least 50% involving written work. At least eight homework assignments during the year should involve answering problems set on coursework. The written work collected by the tutor should be marked within a week of handing in and generally the assignments should be graded. The third stage starts from week 8 till the 10th. During this period, math and four core physics programs are included. The majority of tutorial time should be devoted to work which support the lecture programs and laboratory work. At least 60% of homework assignments should involve written work. The assignment may involve writing an account of or notes on a specified range of topics. The written work should also be marked and graded. Short oral presentations by students should be included. They are possibly on general physics topics or essays. The last week's personal development planning is a structured and supported process. The primary objective for PDP is to help you to become more independent and confident self-directed learners and encourage a positive attitude to learning throughout life. It is undertaken by yourselves to reflect upon their own learning performance and achievement and to plan for their personal educational and career development. Finally, if without evidence of good reason you missed more than two sessions during a semester or if the tutor is not satisfied with your progress, the matter must be immediately referred to the program director who will normally issue formal warning, verbal and written. This will inform you that your place at university is under threat of withdrawal if no improvement is made.
**Narrator:** That is the end of section 4. You now have half a minute to check your answers.