IELTS CAM Inspired 15 - Listening Test 3 with Practice test, Audio, Transcript, And Explanation

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IELTS CAM Inspired 15 - Listening Test 3 with Practice test, Audio, Transcript, And Explanation

Section

👂️ Bài nghe section 1

Employment Agency: Possible Jobs

First job
Administrative assistant for a North London company that makes 1.
            
﻿
Duties
• entering data
• attending 2.
            
﻿
 and recording notes
• general office administration
• looking after the 3.
            
﻿
Skills required
• strong computer ability, especially spreadsheets
• effective people skills
• careful attention to 4.
            
﻿
Experience
• at least 5.
            
﻿
 of teleconferencing experience
Second job
Warehouse assistant in South London
Duties
• controlling stock
• organising 6.
            
﻿
Skills required
• confident with numbers
• competent with computers
• highly organised and 7.
            
﻿

• good spoken and written communication
• comfortable working in a 8.
            
﻿

• able to handle 9.
            
﻿
 goods
Previous experience needed
• driving in London
• warehouse work
• 10.
            
﻿
 service

❓ Tapescript section 1

Employment Agency: Possible Jobs

NARRATOR:

You will hear a job agency advisor discussing two possible vacancies with a candidate.

NARRATOR:

First, you have some time to look at questions one to five.

NARRATOR:

Now listen carefully and answer questions one to five.

SALLY:

Good morning, Joe.

SALLY:

Thanks for coming into the agency.

SALLY:

I'm Sally Baker, one of the advisors here.

JOE:

Hello, Sally.

JOE:

We spoke by phone earlier, didn't we?

SALLY:

Yes, that's right.

SALLY:

Thanks for sending your CV.

SALLY:

We've reviewed it carefully and found two vacancies that could be a good match.

JOE:

Great.

SALLY:

The first is with a firm in north London.

SALLY:

They need an administrative assistant.

JOE:

What kind of business is it?

SALLY:

It's called Home Solutions.

SALLY:

The company designs and manufactures furniture.

JOE:

That's not an industry I know much about.

JOE:

But it sounds interesting.

SALLY:

The role is office-based, and your previous work covers several of the things they need.

SALLY:

Your CV says you've done data entry.

JOE:

Yes, quite a lot.

SALLY:

Good.

SALLY:

The successful applicant will also attend meetings and make notes during them.

JOE:

I've done that before too.

SALLY:

There will be routine administrative work as well.

JOE:

Things like filing and maintaining records?

JOE:

That's fine.

JOE:

In my last post, I was also responsible for the diary.

SALLY:

Excellent.

SALLY:

Diary management is on their list too.

SALLY:

You should add that to your CV because I don't think it appears there.

JOE:

No, I left it out.

SALLY:

As for the requirements, strong computer skills are essential, particularly using spreadsheets.

JOE:

That won't be a problem.

SALLY:

They also want good interpersonal skills, which they would probably confirm through your referees.

JOE:

That should be fine.

SALLY:

They emphasise being accurate as well, someone who pays close attention to detail.

SALLY:

From the way your CV is presented, I'd say you meet that requirement.

JOE:

I think so.

JOE:

Is any particular experience necessary?

SALLY:

They ask for previous experience of teleconferencing.

JOE:

I've been doing that for three years.

SALLY:

That's more than enough.

SALLY:

Their minimum is one year.

SALLY:

Would you consider applying?

JOE:

Yes.

JOE:

Although North London would mean a fairly long journey to work.

SALLY:

I understand.

NARRATOR:

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

NARRATOR:

Now listen and answer questions 6 to 10.

SALLY:

In that case, the second vacancy may be better located for you.

SALLY:

It's a warehouse assistant job in South London.

JOE:

That would be much nearer.

SALLY:

And you've worked in a warehouse previously, correct?

JOE:

Yes.

SALLY:

The main duties are controlling stock and organising deliveries.

JOE:

I can handle that.

JOE:

You need to monitor everything carefully, and I've always been comfortable with figures.

SALLY:

Good.

SALLY:

Working confidently with numbers is their first requirement.

SALLY:

They also need someone with solid computer skills, which you have.

JOE:

Certainly.

SALLY:

Next, they mention organisational ability.

SALLY:

The person must be very well organised.

JOE:

I'd say I am.

SALLY:

And tidy?

JOE:

Yes.

JOE:

In a warehouse, those qualities really go together.

SALLY:

They also expect clear communication, both spoken and written.

JOE:

Fine.

JOE:

One thing I especially liked in my last warehouse job was working as part of a team.

JOE:

That was essential.

SALLY:

That's useful because they specifically want someone accustomed to team-working.

SALLY:

What products did you handle in your last warehouse?

JOE:

Mainly bathroom and kitchen equipment, sinks, cookers and refrigerators.

SALLY:

So, lifting heavy goods is alright for you?

JOE:

Yes.

JOE:

I'm strong enough and I've completed the appropriate training.

SALLY:

Excellent.

SALLY:

In terms of experience, they require a driving licence and familiarity with driving in London traffic.

JOE:

That's no problem.

SALLY:

You already have warehouse experience, and the last thing they ask for is customer service.

SALLY:

Your CV shows suitable experience there too.

JOE:

Good.

JOE:

Could you tell me something about the salary?

NARRATOR:

That is the end of part one.

NARRATOR:

You now have one minute to check your answers to part one.

🔥 Đáp án & giải thích section 1

furniture

Giải thích chi tiết

❓ Câu hỏi: The company designs and manufactures ___.

🎯 Xác định loại từ cần điền:

Sau động từ designs and manufactures cần một danh từ chỉ sản phẩm / mặt hàng mà công ty làm ra.
Dựa vào ngữ cảnh What kind of business is it? ⇒ thông tin cần nghe là lĩnh vực kinh doanh hoặc loại sản phẩm của công ty.

✅ Đáp án đúng: furniture

▶️ Bắt đầu nghe ở: câu hỏi “What kind of business is it?” và ngay sau đó là phần Sally giới thiệu về công ty Home Solutions.

☺️ Giải thích đáp án:

Trước khi nghe, hãy gạch chân các từ khóa company, designs and manufactures.
Khi nghe đến câu hỏi “What kind of business is it?”, bạn biết đáp án sẽ xuất hiện ngay sau đó.
Sally nói: “The company designs and manufactures furniture.”
Từ cần điền là tên sản phẩm mà công ty sản xuất, nên furniture là đáp án chính xác.
Câu trong đề và câu trong bài nghe gần như trùng khớp hoàn toàn, nên đây là dạng điền từ khá trực tiếp.

🧐 Lưu ý: ❌ meetings => từ này xuất hiện sau trong bài nghe, nhưng nói về nhiệm vụ của công việc chứ không phải sản phẩm công ty sản xuất. ❌ diary => đây cũng là một kỹ năng / nhiệm vụ hành chính được nhắc tới sau đó, không liên quan đến ngành nghề của công ty.

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Section

👂️ Bài nghe section 2

How long has the Street Play Scheme been operating?

two years

three years

six years

How frequently is Beechwood Road currently closed to through traffic?

every week

throughout each weekend

every month

Who blocks access at the two ends of the road?

an employee of the council

police officers

neighbourhood wardens

Residents who need to drive along the road

must leave their cars in a different street.

are required to travel at a very low speed.

have to obtain a warden’s approval.

Alice says demand for Street Play is greatest in

prosperous districts.

peaceful suburban neighbourhoods.

places where roads carry a lot of traffic.

How have local people without children generally responded?

Many objected when the scheme began.

They enjoy watching children use the street.

They are amazed by how quiet it is.

Which TWO outcomes for children does Alice regard as especially important?

more exercise

greater independence

learning unfamiliar games

feeling connected to the local community

making additional friends

Which TWO effects of the King Street trial did Alice not expect?

an increase in customers at local shops

a stronger sense of safety

cleaner air

a calmer atmosphere

lower traffic noise

❓ Tapescript section 2

Street Play Scheme

...:

Part 2 You will hear a radio presenter interviewing a woman who helped establish a street play scheme.

...:

First, you have some time to look at questions 11 to 16.

...:

Now listen carefully and answer questions 11 to 16.

...:

My guest today is Alice Riches, who set up the street play scheme in Beechwood Road where she lives.

...:

If you haven't heard of street play, residents close their road for a few hours so children can play outside safely.

...:

Alice began with her own street, and similar schemes now operate across the city.

...:

Alice, when did yours actually begin?

...:

The idea first occurred to me when my oldest child was a toddler, roughly six years ago, but campaigning took more than two years before we could put it into practice, so the scheme has actually been running for three years.

...:

Ideally, we'd close the road for an entire weekend, from Saturday morning to Sunday evening.

...:

At present, it happens once a week.

...:

When we first started, it was only monthly.

...:

What happens when Beechwood Road is closed?

...:

Volunteer wardens stand at both ends of the road.

...:

Most are parents, although some older residents help as well.

...:

The council supplied special signs, and a volunteer explains the arrangement to drivers.

...:

Most motorists are reasonable, and we've only needed police assistance once or twice.

...:

The road isn't totally closed to vehicles.

...:

Residents may still drive in or out, provided they stay below 20 kilometers an hour.

...:

Most decide not to drive at all, or leave their cars in a nearby street.

...:

The warden's main job is to prevent through traffic.

...:

Can any neighborhood apply to take part?

...:

Definitely.

...:

We want children throughout the city to be included, especially those living beside busy roads, because that is where the need is greatest.

...:

Demand is naturally lower in affluent districts, where children often have large gardens or parks, and in quieter suburbs with more outdoor space.

...:

I'd encourage anyone interested to try it.

...:

The response from residents across the city has been overwhelmingly positive, including people without children.

...:

A very small number complain, but most say they enjoy seeing children using the street, even though the games can be noisy.

...:

Before you hear the rest of the interview, you have some time to look at questions 17 to 20.

...:

Now listen and answer questions 17 to 20.

...:

Street play has brought children many benefits.

...:

Parents appreciate that they are outdoors in fresh air instead of looking at a screen, even when the games are not especially energetic.

...:

Playing with friends without constant adult supervision is valuable too.

...:

For me, the main benefit is that children gain confidence in being outside independently.

...:

Equally important, they get to know the adults living nearby, so the street begins to feel like one large family.

...:

Those are considerable benefits.

...:

I'd now like to ask about the related experiment in King Street.

...:

King Street is the busiest main road locally, and residents wanted to reduce its traffic for one day by encouraging people to leave their cars at home.

...:

We considered increasing parking charges, but that would have been very unpopular.

...:

Instead, parking was prohibited on King Street while the other car park stayed open.

...:

The impact was remarkable.

...:

We expected the air to be cleaner, and it was.

...:

What surprised me was the reduction in noise, even though buses continued to run.

...:

People also reported feeling safer.

...:

The biggest shock was that shop sales rose substantially.

...:

We had assumed fewer people would come out to shop, not more.

...:

That's fascinating.

...:

So the fact that that is the end of part two.

...:

You now have one minute to check your answers to part two.

🔥 Đáp án & giải thích section 2

Giải thích chi tiết

❓Câu hỏi: How long has the Street Play Scheme been operating?

✅ Đáp án đúng: B. three years

▶️ Bắt đầu nghe ở: Khi người dẫn chương trình hỏi: “Alice, when did yours actually begin?”

☺️ Giải thích đáp án:

Đọc câu hỏi và xác định từ khóa cần nghe: how long và has been operating (= chương trình đã hoạt động được bao lâu).
Trong audio, Alice nói: “the idea first occurred to me … roughly six years ago”. Đây chỉ là thời điểm cô ấy nảy ra ý tưởng, không phải lúc chương trình bắt đầu hoạt động.
Sau đó, cô ấy nói thêm: “campaigning took more than two years before we could put it into practice” → nghĩa là phải mất hơn 2 năm vận động thì kế hoạch mới được thực hiện.
Thông tin quyết định nằm ở câu: “the scheme has actually been running for three years”.
Cụm has been running for three years đồng nghĩa với has been operating for three years → chọn B.

🧐 Lưu ý: ❌ A. two years => Đây là thông tin về thời gian campaigning took more than two years, tức là thời gian vận động trước khi bắt đầu, không phải thời gian chương trình đã hoạt động. ❌ C. six years => Đây là lúc Alice nghĩ ra ý tưởng đầu tiên: “roughly six years ago”, nên rất dễ nhầm với thời gian chương trình vận hành thực tế.

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Section

👂️ Bài nghe section 3

Hazel analysed items in newspapers

Features Hazel should examine in newspaper items
• the 21.
            
﻿
 where the item appears
• the item’s 22.
            
﻿
, including its headline
• any 23.
            
﻿
 presented with the text
• the item’s 24.
            
﻿
, including which material receives emphasis
• the writer’s main 25.
            
﻿

• any 26.
            
﻿
 the writer makes about the audience

List of Findings

She will certainly search for an appropriate article.

She might search for an appropriate article.

She will certainly not search for an article.

national news story

editorial

human-interest story

arts article

❓ Tapescript section 3

Hazel Analysed Items In Newspapers

NARRATOR:

Part 3.

NARRATOR:

You will hear two students discussing a media studies assignment on newspaper coverage.

NARRATOR:

First, you have some time to look at questions 21 to 26.

NARRATOR:

Now listen carefully and answer questions 21 to 26.

HAZEL:

Tom, could I get some advice from you?

TOM:

Of course, if I can help.

TOM:

What do you need to know?

HAZEL:

It's about my first media studies assignment.

HAZEL:

I'm uncertain how to approach it and I know you completed the same task last year.

TOM:

Is that the assignment where you compare how several newspapers report the same story?

HAZEL:

Yes, exactly.

TOM:

I remember it.

TOM:

I really enjoyed that piece of work.

HAZEL:

What features should I compare?

TOM:

There are quite a few.

TOM:

Begin by noting which page each newspaper puts the item on.

HAZEL:

Because a story on the front page is treated very differently from one place near the bottom of page 10?

TOM:

Precisely.

TOM:

Its position indicates the importance the editor gives it.

TOM:

Then examine the size, the number of column inches and how many columns the item occupies.

HAZEL:

That would include the headline as well, I suppose.

TOM:

Certainly.

TOM:

The headline is a major part of catching a reader's eye.

HAZEL:

Should I also check the graphics?

HAZEL:

Any photographs or other visual material alongside the writing?

TOM:

Yes.

TOM:

Visual elements can strongly influence how a reader understands a story, sometimes more than the words.

TOM:

You should also analyze the structure, how the item has been organized.

TOM:

Since many people read only the opening paragraph, consider which information the journalist puts first.

TOM:

If there are opposing views, notice whether one is left until near the end, where fewer readers will see it.

HAZEL:

Newspapers can also publish inaccurate or misleading information, either intentionally or by mistake.

HAZEL:

Should I investigate that?

TOM:

If possible, compare the different accounts and try to establish what is reliable.

TOM:

That leads to another essential issue, the writer's main purpose.

TOM:

An article may appear simply to inform, but it may actually aim to provoke fear, start controversy, or make a person seem ridiculous.

HAZEL:

I understand.

HAZEL:

And writers probably make assumptions about their readers, too.

TOM:

Exactly.

TOM:

Assumptions about what readers already know, their attitudes, and their education.

TOM:

The writing has to be understandable without sounding patronizing.

TOM:

All of those factors affect the presentation of the story.

NARRATOR:

Before you hear the rest of the discussion, you have some time to look at questions 27 to 30.

NARRATOR:

Now listen and answer questions 27 to 30.

HAZEL:

Does it make any difference what category of story I choose?

TOM:

Not really.

TOM:

It could be national or international politics, the arts, or almost anything, provided two or three newspapers have covered it.

TOM:

Naturally, the work will be easier and more enjoyable if you already know and care about the subject.

HAZEL:

Then a national news story sounds worthwhile.

HAZEL:

I'm interested in politics.

HAZEL:

So I'll definitely search for an appropriate one.

HAZEL:

What subject did you analyze?

TOM:

I wanted to compare editorials because I was interested in the way newspapers state their opinions openly.

TOM:

But I couldn't find two editorials on the same issue that I actually wanted to examine.

HAZEL:

Then I definitely won't waste time looking for an editorial.

TOM:

In the end, I selected a human interest story about a seriously ill young girl.

TOM:

A large group of people, most of them strangers, raised money for her to receive treatment abroad.

TOM:

Some papers focused only on everyone's generosity, while others asked the wider question of why the treatment was unavailable here.

HAZEL:

Stories like that usually affect me very strongly, so I'll avoid human interest pieces.

HAZEL:

I might choose something in the arts, perhaps contrasting film reviews or looking at arts funding.

HAZEL:

I haven't decided yet.

TOM:

That could work well.

HAZEL:

Thanks, Tom.

HAZEL:

Your advice has been extremely helpful.

TOM:

You're welcome.

TOM:

Good luck with the assignment.

NARRATOR:

That is the end of part three.

NARRATOR:

You now have one minute to check your answers to part three.

🔥 Đáp án & giải thích section 3

page

Giải thích chi tiết

❓ Câu hỏi: Hazel analysed items in newspapers — page

🎯 Xác định loại từ cần điền:

Đây là câu hỏi dạng chọn đặc điểm Hazel cần phân tích khi so sánh các bài báo.
Cần điền một danh từ chỉ yếu tố/đặc điểm của bài báo.
Dựa vào ngữ cảnh, ta dự đoán đáp án sẽ liên quan đến vị trí của bài báo trong tờ báo.

✅ Đáp án đúng: page

▶️ Bắt đầu nghe ở: câu Hazel hỏi “What features should I compare?” và ngay sau đó Tom bắt đầu liệt kê các đặc điểm cần phân tích.

☺️ Giải thích đáp án:

Từ khóa quan trọng trong câu hỏi là analysed items in newspapers nên khi nghe, cần chú ý đoạn Tom nói về những đặc điểm cần so sánh.
Ngay sau câu hỏi của Hazel, Tom nói: “Begin by noting which page each newspaper puts the item on.”
Cụm which page cho thấy yếu tố đầu tiên cần phân tích là trang báo nơi bài viết xuất hiện.
Sau đó Hazel nhắc lại ý này qua ví dụ front page và page 10, xác nhận rằng nội dung đang nói về page.
Vì vậy, đáp án đúng là page.

🧐 Lưu ý: ❌ size => từ này cũng xuất hiện ngay sau đó, nhưng Tom chuyển sang đặc điểm tiếp theo, không phải ý đầu tiên được hỏi ở đây. ❌ graphics => đây là một yếu tố khác được nhắc đến sau nữa, dễ chọn sai nếu không theo đúng thứ tự thông tin. ❌ structure => xuất hiện ở phần sau khi Tom nói về cách bài báo được tổ chức, không phải đáp án cho chỗ này.

Xem full giải thích

Section

👂️ Bài nghe section 4

Early history of keeping clean

Prehistoric times
• water was used to rinse 31.
            
﻿
 from the hands
Ancient Babylon
• a soap-like substance was made in 32.
            
﻿
 cylinders
Ancient Greece
• people cleaned their bodies with sand and similar materials
• a strigil was a scraper made of 33.
            
﻿

• clothing was washed in streams
Ancient Germany and Gaul
• soap was used to colour people’s 34.
            
﻿
Ancient Rome
• rain mixed animal fat, ash and clay into a useful laundry substance
• from about 312 BC, aqueducts carried water to Roman 35.
            
﻿
Europe in the Middle Ages
• reduced bathing helped outbreaks of 36.
            
﻿
 to spread
• makers began adding 37.
            
﻿
 to soap
Europe from the seventeenth century
• during the 1600s, bathing and cleanliness became more usual
• in 1791, Leblanc developed a method of producing soda ash from 38.
            
﻿

• in the early 1800s, Chevreul made soapmaking a 39.
            
﻿

• from the nineteenth century, soap was no longer subject to a 40.
            
﻿

❓ Tapescript section 4

Early History Of Keeping Clean

You will hear a lecture about the early history of personal cleanliness and soap.

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

Now listen carefully and answer questions 31 to 40.

Today, products for bathing, washing clothes, cleaning dishes and maintaining the home are ordinary parts of daily life.

Yet the wide range we rely on is largely a modern development, dating mainly from the 20th century.

The story of cleanliness begins much earlier.

Prehistoric communities generally settled near water because it was essential for survival, and they soon recognized one simple cleansing effect.

Water could rinse mud from their hands.

Evidence from ancient Babylon shows that people understood a form of soapmaking by about 2800 BC.

Archaeologists found clay cylinders whose inscriptions describe boiling fats together with ashes.

Although this resembles a soap recipe, the cylinders do not explain what the substance was used for.

The ancient Greeks bathed mainly for appearance and apparently did not wash with soap.

They rubbed their bodies with sand, pumice or ash, applied oil and then removed the mixture of oil and dirt with a metal scraper called a stridgil.

Their clothes were washed in streams without soap.

In ancient Germany and Gaul, people also made a soap-like mixture from melted animal fat and ash.

Instead of using it chiefly for washing, however, they used it to colour their hair red.

A Roman legend links the name soap with Mount Sappo.

Animal sacrifices supposedly left fat on the ground there, and rain carried this fat and wood ash into clay beside the river Tiber.

Women discovered that the resulting mixture made washing clothes much easier.

As Roman society developed, public bathing expanded too.

Around 312 BC, aqueducts began supplying water to the famous Roman baths.

Bathing became highly popular, and by the second century AD, the physician Galen was recommending soap for both cleaning and medical purposes.

After Rome fell in 467 AD, bathing declined across much of Europe.

Poor personal hygiene and unsanitary living conditions contributed to repeated outbreaks of disease during the Middle Ages, most famously the Black Death in the 14th century.

Even so, soap-making became a recognised European craft.

Guilds protected their methods, and makers combined plant or animal oils with ash.

Perfume also began to be added, and specialised soaps gradually appeared for shaving, washing hair, bathing and laundering.

A crucial advance towards mass production came in 1791.

The French chemist Nicolas LeBlanc patented an economical process for converting salt into soda ash, the alkali that reacts with fat, to produce soap.

His method supplied large quantities of reliable, inexpensive soda ash.

About 20 years later, another French chemist, Michel Eugène Chevreau, explained the chemical relationships among fats, glycerine and fatty acids.

His research established the scientific basis of fat and soap chemistry, turning soap-making from a craft into a science.

Further 19th century improvements made production cheaper and easier.

Soap had long been treated as a luxury, and was heavily taxed in several countries.

When this tax disappeared in the 19th century, ordinary people could afford soap more readily, and standards of cleanliness rose.

Its wider use then encouraged the development of gentler bathing soaps and products suitable for the washing machines available by the start of the 20th century.

That is the end of part four.

You now have one minute to check your answers to part four.

🔥 Đáp án & giải thích section 4

mud

Giải thích chi tiết

❓ Câu hỏi: Water could rinse ___ from their hands.

🎯 Xác định loại từ cần điền:

Sau động từ rinse cần một danh từ chỉ thứ gì đó bị rửa trôi.
Cụm from their hands cho thấy đây phải là thứ bám trên tay.
Dựa vào ngữ cảnh về cộng đồng thời tiền sử và việc làm sạch đơn giản bằng nước, ta dự đoán đáp án là một thứ như đất / bùn.

✅ Đáp án đúng: mud

▶️ Bắt đầu nghe ở: đoạn người nói nhắc đến prehistoric communities, water, và one simple cleansing effect.

☺️ Giải thích đáp án:

Trước khi nghe, hãy gạch chân các từ khóa water, rinse, và from their hands.
Khi nghe đến câu nói về prehistoric communities sống gần water, bạn biết thông tin cho chỗ trống sắp xuất hiện.
Bài nghe nói rõ: “Water could rinse mud from their hands.”
Từ cần điền là mud vì đây chính là thứ mà nước có thể rửa trôi khỏi tay.
Đây là câu hỏi điền từ trực tiếp, nên chỉ cần nghe chính xác danh từ xuất hiện sau rinse.

🧐 Lưu ý: ❌ clay => từ này xuất hiện ở phần sau của bài nghe khi nói về clay cylinders, không liên quan đến việc nước rửa gì khỏi tay. ❌ metal => cũng có trong bài nghe, nhưng dùng để chỉ metal scraper, không phải thứ bị rửa trôi. ❌ hair => xuất hiện trong phần nói về việc dùng hỗn hợp để colour their hair red, không liên quan đến câu này.

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