Practice Test A - Listening Transcripts - Close
Practice Test B - Listening Transcripts - Close

Practice Test A - Listening Transcripts

Part 1: Listening to Problem Solving

You are about to hear a conversation between a man and a woman at a community garden. The man recently joined the community garden; the woman is a council member and gardener.


Section 1:

MAN: Hello! I'm Mark.

WOMAN: Hello! I'm Teresa. You’re new here, yes? I've been away for a few months, which would explain why we haven't met yet. How's your garden coming along?

MAN: Yes, I'm relatively new. And I’m afraid I’m having some troubles already.

WOMAN: Oh no! What’s going on?

MAN: Someone’s been stealing my tomatoes!

WOMAN: Oh no! That’s so sad. Unfortunately, it’s pretty common in a community garden. Sorry to hear that though.

MAN: Any idea who's stealing them?

WOMAN: I have no idea. It’s hard to believe it might be a fellow garden member, but you never know! Or sometimes kids like to come through and have a snack. I’ve caught them eating my raspberries a few times.

MAN: Do you think I should put a sign up?

WOMAN: There’s no harm in trying, but to be honest, I doubt a sign will stop anyone.


Now answer questions 1-2.

1- What is the man unhappy about?
2- What is the woman’s reaction to the man’s news?

Section 2:

MAN: Hello again!

WOMAN: Hi there! How’s the garden?

MAN: Not so good. I put up a sign, but more tomatoes are gone today. I haven’t been able to eat a single ripe tomato! Only the green ones are left.

WOMAN: Well, you could pick the green ones and make a green tomato salsa!

MAN: I'm not much of a salsa fan. Do you have any other suggestions?

WOMAN: This is a sneaky one, but you could sprinkle some baking flour on your green tomatoes.

MAN: Baking flour? What good would that do?

WOMAN: People will think it’s insecticide or pesticide or something, so they won't want your tomatoes!

MAN: I would never have thought of that! Thanks!


Now answer questions 3-5.

3- Why does the woman mention green tomatoes?
4- Why does the woman suggest sprinkling flour on the tomatoes?
5- What is the man likely to do next?

Section 3:

WOMAN: Hey, how are the tomatoes?

MAN: There’s a few red ones! The flour trick seems to be working. But I had a new thought. Maybe rabbits are eating my tomatoes.

WOMAN: Hmm. When I think of rabbits in gardens, I think of them eating lettuce and green leafy stuff, but maybe they like tomatoes too.

MAN: Anyway, I decided to put a wire fence around my tomato section, you know, out of that silver chicken wire netting.

WOMAN: Oh, I'm afraid we have a policy against that sort of thing. There was a vote last year and most people said they didn't want—well, they didn’t think wire fencing was attractive.

MAN: Oh, really? That's too bad.

WOMAN: How about a wooden fence instead?

MAN: That would be okay. Sure, I'll do that then.


Now answer questions 6-8.

6- What does the man think is responsible for his problem?
7- What does the man plan to do?
8- What are many of the community garden members concerned about?

Part 2: Listening to a Daily Life Conversation

You will hear a phone conversation between a man and a woman.

WOMAN: Hello, is David there?

MAN: Speaking.

WOMAN: Hi David, this is Sandra. How’s it going?

MAN: Not too bad. What’s new with you?

WOMAN: Not much. Things are busy at work, but you know me: I like it when there’s lots to do. Listen, I saw a job posting today, and I immediately thought of you. I know last month you mentioned you were looking for a career change.

MAN: Thanks for thinking of me. I’d love to check it out. Don’t get me wrong, I really enjoy working at the dealership, but ever since I got my realtor’s license last year, I’ve been wanting to make the switch.

WOMAN: Well, the ad says that they’re looking for motivated, enthusiastic people, which I think describes you perfectly. It doesn’t mention qualifications, and I can’t see any details on salary. Oh, here, it says compensation TBD, I guess that means “to be determined.”

MAN: Yeah, in real estate sales the salary is usually based on commission. Where is the agency located?

WOMAN: It’s right in your neighbourhood. The company is Romnax; you know, the one across the street from Superstore on King Street? Think about it, no more commuting. You would definitely save on gas and parking.

MAN: Well, if it’s that close to home, I might as well bike to work everyday and get the exercise! Remember? I need to get my training up to speed for the New Year’s bike race.

WOMAN: That’s a great idea! And it’s always so expensive to park downtown. So, are you going to apply for the job?

MAN: Yeah, I think I will. Can you email me the link? I just updated my resume, so I’ll write a cover letter and apply today. Thanks so much for thinking of me!

WOMAN: No problem. But if you get the job, you owe me lunch!


Now answer questions 1-5.

1- Why did the woman call the man?
2- What does the man want to do?
3- What detail does the man want to know more about?
4- Why does the woman mention parking?
5- What will the man probably do after the conversation?

Part 3: Listening for Information

You will hear a conversation between a man and a woman at an aquarium supply store.

WOMAN: Welcome to Aquaworld! How can I help you?

MAN: Hi! I'm interested in purchasing a fish aquarium. I'm an animal lover and I've had all different kinds of pets, but never fish. I’ve always wanted to try owning my own aquarium.

WOMAN: Well, you've come to the right place! I can certainly help you get started. Now, were you considering a freshwater aquarium, or a saltwater one?

MAN: I've always wanted a saltwater aquarium. I love tropical fish and coral reefs. But I've heard that freshwater tanks are easier for beginners to maintain.

WOMAN: That is generally true. However, it's more the size of your tank setup that will determine how hard it is to take care of.

MAN: Right, I see. A big tank is more difficult to take care of than a little one, of course.

WOMAN: Actually, that's a very common misconception! It sounds strange, but the larger the tank, the easier it is to take care of. This is because a larger volume of water helps to maintain temperature changes and the quality of the water.

MAN: Wow, I didn't know that! Do you think I should get saltwater then?

WOMAN: If you think this is going to be a serious hobby for you, I would get the aquarium you will enjoy most. It sounds like you want a saltwater tank. Now, to be honest with you, saltwater aquariums generally cost more than freshwater ones, because they tend to require additional equipment. If you want living corals, they usually need special lighting.

MAN: I think I will get saltwater. And yes, I'd like corals. They're so colorful! They're actually the main reason I'd prefer saltwater to freshwater. So, in addition to a tank, fish, and corals, what are the basics that I need to buy?

WOMAN: You will need a good filtration system, which continuously cleans the water. You will also need sand for the tank floor, and marine salt to add to the water. Then you need lighting, and a water test kit, and food for the fish of course.

MAN: Okay, sounds good! Would you be able to show me where I could get all these things?

WOMAN: Absolutely. Follow me and we can get started!


Now answer questions 1-6.

1- Why does the man want to purchase a fish aquarium?
2- What kind of tank is easier to maintain?
3- Why do saltwater aquariums cost more?
4- Why does the woman suggest the man get a saltwater tank?
5- Why does the man like coral?
6- What else will the man need to get?

Part 4: Listening to a News Item

You will hear a news item about a surprise at a local high school.

The principal at a local Winnipeg high school couldn’t believe his eyes when he discovered a valuable artifact at work.

Edward O’Reilly has been working at Winnipeg Secondary School for over 15 years, first as an art teacher, and later as its principal. While moving some office furniture last week, O’Reilly discovered a large, beautiful painting hidden behind an old filing cabinet, once used by his predecessor to store school records. The original painting, lushly coloured with bright watercolours, was painted by the expert hand of legendary painter Alejandra Leland. It was later appraised by local art experts to be valued at approximately ten thousand dollars.

Speaking with reporters at a press conference, O’Reilly recalled why he was rearranging his office in the first place. He said that the school janitor had asked him to move the filing cabinet so that he could reach the ceiling vent and do a quick repair. O’Reilly was extremely surprised to find the treasure since he does spring cleaning of his office each year. However, he never thought to look behind the old filing cabinet. The discovery is opportune as now the school has resources to add music to their curriculum.


Part 5: Listening to a Discussion

You will watch a discussion among three people, two men and one woman, at a gas station office. They are dealing with an issue at their workplace.

Daniel: Hey Jerry, the washrooms need to be cleaned. Do you mind doing it before you take your lunchbreak?

Jerry: Yeah, sure thing . . . just let me finish sending this text message. It hasn’t been that busy, so I’m sure they’re not that bad.

Louise: Don’t worry, Daniel. I did them a couple hours ago, and only a few customers have used them since then. Besides, Jerry’s making plans with his girlfriend. You don’t want to mess up his weekend, do you?

Daniel: Sometimes I just don’t understand your generation . . . all your texting and cellphones; you spend so much time with your faces buried in a screen, that you don’t even talk to the people standing right in front of you! When I was a teenager, I would call my girlfriend up, or talk to her face to face! This new age of technology is so impersonal!

Louise: You and my mom would get along great! But times change. We save so much time by texting. We can get things done without wasting time chatting on the phone—it’s why our generation is great at multi-tasking!

Jerry: Totally. With texting I can make plans with my girlfriend and help customers at the same time. You cannot do that while you’re talking on the phone.

Daniel: Well, let’s not forget I didn’t hire you to socialize, I hired you to work. When your face is buried in your phone, you can’t even see the customers! I know you guys aren’t planning to stay here forever, you don’t care about promotions, but if you want to get a decent letter of recommendation from me when you decide to move on, you’ll put your phones away.

Jerry: Woah. Sorry Daniel . . . I didn’t realize it bothered you so much. Listen, I really need this reference for my university application. If I don’t get into university, I don’t stand much chance of getting my dream job. I’ll save the texting for my breaks.

Louise: I don’t want to mess up my reference either, but I don’t get the problem. We live in a digital world that keeps moving and changing. If you don’t stay connected, it’s hard to get caught up. I’m not just sending silly texts . . . I’m doing my banking, sending emails, researching information. I really don’t see how it interferes with getting my work done . . . but if you insist, I’ll put my phone away.

Daniel: Thanks, you two! I may be old fashioned, but so are most of my customers. And I know that they don’t appreciate being served by somebody whose focus is more on their phone than on them.


Part 6: Listening for Viewpoints

You will hear a presentation about a language learning approach.

Calgary-based English as a Second Language teacher Mark Dugard has pledged to give up his intimate relationship with his ESL textbooks. Dugard has just embarked on an experiment with a radically outside-the-box language teaching approach called Lexilearn English Language Teaching. Lexilearn-style lessons are based on spontaneous, free-flowing, and undirected student conversations. Publishers’ textbooks and workbooks are shunned, as are syllabi, course outlines, and even lesson plans. Instead, the learning objectives are inductively derived from whatever language naturally emerges from the students. Lexilearn isn’t so much a teaching method as an anti-method.

One Lexilearn devotee is Madison Chang, who teaches conversational English at Toronto’s Interglobe Learning Centre. She adopted the Lexilearn approach two years ago and hasn’t looked back. In the past, she says, she would slavishly follow the dialogues, stories, and grammar in the textbook, but now she and her students collaboratively create these texts as they emerge from natural conversations. Chang says students are much more engaged with and take greater pride in texts they’ve authored and grammar they’ve produced themselves. With Lexilearn, Chang feels more attuned to her students, listening intently to everything they say so that she can tease out narratives and extrapolate relevant grammatical structures. Chang says Lexilearn has made her a more creative and engaged teacher; it forces her to think on her feet.

But Regina College principal Evan Kasowitz derides the Lexilearn approach as nothing more than a dignified term for “winging it.” Kasowitz, who trains the school’s ESL teachers, notes that the few-and-far-between teachers who succeed with the approach tend to be unusually gifted at making up activities as they go along, even when preparation was obviously needed. Kasowitz also charges that Lexilearn is elitist, because its practitioners must be highly fluent native speakers of English—a rarity among ESL teachers worldwide. And even with an impeccable Lexilearn teacher, the approach still doesn’t work with many students: those wanting test preparation, those from cultures where textbooks are seen as giving credibility to the course, and, finally, Kasowitz says with an ominous tone, teenagers. Don’t ever try Lexilearn in a large classroom of adolescents, Kasowitz warns. It will fail beyond your worst nightmare.

Happily for Mark Dugard back in Calgary, his classroom is full of adults. Whether or not Lexilearn becomes a permanent fixture in his classroom, Dugard says the first 15 minutes of his class will always be what he calls “not true Lexilearn, but certainly Lexilearn-esque.” Starting every class with undirected, voluntary conversation, Dugard says, puts the students at ease and prepares them to learn. But that’s not Lexilearn, insists Dugard; it’s just a good warmup.

Practice Test B - Listening Transcripts

Part 1: Listening to Problem Solving

You will hear a conversation between a man and a woman at a grocery store bakery. The woman works at the store. The man is a customer.


Section 1:

MAN: Hello, could you please help me? I ordered this birthday cake and picked it up this morning. But when I opened it just now to put it on the table, I discovered that it says, “Happy 10th Birthday, David”! It’s supposed to say, “Happy 10th Birthday, Matthew”!

WOMAN: No problem, we can just order another one.

MAN: No, that won’t do! My son’s party starts in an hour. I’m afraid I need a cake now.

WOMAN: Okay, still not a problem. I can scrape the frosting off the top and re-decorate it. You’ll never notice the difference.

MAN: Are you sure? Okay . . .

WOMAN: I can do it right now. Can you come back in fifteen minutes?

MAN: Okay, thanks, I’ll just go pick up a few extra things for the party. I’ll be back in twenty.


Now answer questions 1-2.

1- What was the problem with the cake?
2- How long will it take to fix the cake?

Section 2:

WOMAN: Hello, how did the birthday party go?

MAN: It was a disaster. I ordered a cherry cake. The cake was chocolate. Matthew is allergic to chocolate.

WOMAN: Oh, I’m so sorry. There must have been a mix-up not only with the decoration, but with the cake itself. I’ll see to it that you get a full refund.

MAN: I’m afraid that won’t be good enough. Matthew saw the cake and I had to take it away from him. He was so upset!

WOMAN: Oh dear, I really am sorry. Let me contact the manager.

MAN: Please do that. Nuts and bee stings aren’t the only things people are allergic to!


Now answer questions 3-5.

3- What kind of cake did the man want?
4- What does the woman do?
5- How is the man feeling?

Section 3:

WOMAN: Hello, your conversation with our manager was satisfactory?

MAN: Yes, thanks. He told me that he would be implementing new procedures in the bakery department so that kind of mistake would never happen again.

WOMAN: Yes, we have a list of ingredients that are possible problems, and we are instructed to ask the customer not once, but twice, about allergies. We are also supposed to tell the customer whether any of the ingredients on the list are in the products ordered.

MAN: Well, that’s good news. I don’t want what happened to Matthew to happen to anyone else.

WOMAN: Nor do I, and I apologize again. We have been careful about nuts, but I’ve never even heard of an allergy to chocolate.

MAN: Well, every day there seems to be something new that kids are allergic to, so I think it’s best to stay on top of it.

WOMAN: I agree. I hope the manager also gave you a discount on future orders. I do hope you will order your next birthday cake from us!

MAN: Well, actually, that’s why I’m here . . .


Now answer questions 6-8.

6- What action did the manager take?
7- What is likely true of the woman?
8- What will likely happen next?

Part 2: Listening to a Daily Life Conversation

You are about to hear a conversation between a man and a woman.

MAN: Good morning, Rebecca.

WOMAN: Morning Jason. Do you want to grab a coffee down the hall?

MAN: Sure. Let’s go. How was your weekend?

WOMAN: It wasn’t bad. There was a huge sale at Metrotown, so I did some shopping. How about you? How was your weekend?

MAN: It was awesome! You’ll never guess what happened.

WOMAN: You didn’t catch another prize salmon, did you? That was an amazing first attempt!

MAN: No, I didn’t go out on the water. My buddy and I went for a hike out at Golden Ears Park, and we came face to face with a huge black bear! I mean, he was massive. Actually, pardon me, I should say ‘she,’ as there were two cubs with her.

WOMAN: Oh my goodness! What did you do? You didn’t run, I hope!

MAN: No. It just so happened that I had a bag of peanut butter sandwiches in my hand. So, I threw the bag of sandwiches as far as I could, past the bears. I guess they smelled the peanut butter and went to investigate. We were so lucky. Those sandwiches must have smelled better than we did, because the bears ripped open the bag and started eating them.

WOMAN: And you stuck around to watch them?

MAN: Not a chance! We took off and headed for the car. I’ve never moved so fast in my life! Luckily, we had hiked uphill, so the sprint back down to the car wasn’t too bad. We jumped in, locked the doors and tore out of there so fast. Next time I go hiking, I’m bringing one of those cans of air that works as a horn. I heard that noise is the best way to get rid of a bear.

WOMAN: You are one lucky guy. How come that kind of thing never happens to me?

MAN: Well, you don’t see many bears at the mall!

WOMAN: Very funny. I’m going camping at Harrison next weekend. Maybe I’ll have a wildlife encounter to tell you about next Monday.

MAN: Just be careful!


Now answer questions 1-5.

1- Where are Jason and Rebecca?
2- What did Jason do last weekend?
3- How did Jason get away from the bears?
4- How would Rebecca describe Jason’s experience?
5- What will Rebecca do next weekend?

Part 3: Listening for Information

You will hear a conversation between two people about teaching.

MAN: Hello Ellen, come on in. What did you want to see me about?

WOMAN: Thank you, Bob, and thanks for meeting with me. I’m going to be working at a children’s camp this summer, and part of my job will involve teaching them things like games, songs, dances . . . that sort of thing. I was hoping you could give me some tips.

MAN: That sounds fun! Well, let me see . . . First and foremost, make it fun. Children like to play. We all do. Learning something requires a lot of practice, and the more fun it is, the more likely they’ll spend the time they need practicing.

WOMAN: Yes, there’s a certain method . . . I can’t remember the name right now . . . a certain method of teaching music that uses that basic principle. And it’s very successful. More successful than many traditional methods. Maybe that’s why.

MAN: At the same time, you must recognize that practice involves repetition. Many children will want to do something once or twice and be done with it, but that won’t be enough. More importantly, each repetition must be done correctly. Otherwise, they’ll be practicing how to do it wrong.

WOMAN: How can I make sure they are practicing correctly? I can’t go home with them; I can’t watch them practice all the time.

MAN: No, but if possible, involve their parents. They can watch them at home. That’s another tip I highly recommend.

WOMAN: Okay, thanks, anything else? I was wondering about attention span techniques. Children have very short attention spans.

MAN: They do indeed. So, keep the lessons and practice times short. Two minutes of attention is better than 10 minutes of distraction. Five 2-minute sessions is better than one 10-minute session.

WOMAN: Got it. I’ll remember that. I’ll make a big sign in my head! What about when they don’t get it? Some children are more competent than others.

MAN: Be patient. Do not punish; do not even reprimand. That’s the quickest way to lose them. If they want to learn what you’re teaching, eventually they’ll come around.

WOMAN: And if they don’t want to learn what I’m teaching, it’s probably just as well. Not everyone has to learn everything!

MAN: Exactly. Hmmm, I can’t think of anything else at the moment . . .

WOMAN: All right then, I’ll let you get on with your day, and I want to thank you again for your tips.


Now answer questions 1-6.

1- What is probably true about the man?
2- Why does the woman arrange the meeting?
3- What does the woman think about some traditional teaching methods?
4- What does the man think about repetitions?
5- What does the man say about attention span?
6- How does the woman feel at the end of the conversation?

Part 4: Listening to a News Item

You will hear a news item about a community development issue.

Sharon Smith, Head Librarian at Rickman Public Library, has reported that the library’s grant from the government will not be renewed for the coming year. Consequently, the library will start charging patrons for computer time, the amount not yet decided upon. Furthermore, she reports, although patrons may continue to make special requests for books not available at the library, there will be a five-dollar fee for books available elsewhere in the region. The fee for books outside the region will increase from five dollars to ten dollars. Lastly, residents will have to pay a small annual membership fee. Up to now, only non-residents have had to pay for membership privileges.

Smith said that they regret doing this, but they’re just trying to keep the library open. Today she learned that the province is providing grants for recreation instead of libraries. While conceding that recreation is important, Smith was upset that the government is funding costly football leagues instead of the cheaper soccer games. She explained that not only are the equipment expenses less for soccer, but it’s also more inclusive because there are girls’ teams and boys’ teams, and leagues for all ages.


Part 5: Listening to a Discussion

You will watch a discussion among three employees. There are two men and one woman. They are meeting to discuss a change at work.

Edward: So, as you’ve likely heard, the company's purchased a new software program to manage the client database. Now this means we’re going to have to retrain all the sales representatives on how to use the new system. I've called you here to discuss some effective, yet inexpensive, training options.

Ted: Hmmm . . . well, I know that the program comes with a user guide. One option would be to have the employees read the guide and try to figure it out on their own. It's definitely a cost-effective option.

Claire: I'm sorry Ted, but that sounds so tedious! I've seen that user guide, and it is not short. It's certainly an inexpensive option, but probably not an effective one. I mean, what if people have questions about the information in the guide? What if they didn’t even read it?

Ted: Yeah . . . it probably wouldn't be an appealing task. I was just throwing it out there. How about holding a training workshop? That way, people could attend in person and get hands-on experience.

Edward: Yeah, hands-on training is definitely effective. I think the drawback there could be finding a time for the workshop amongst everybody’s busy work schedules. And we’d have to hire a trainer. That could get tricky.

Ted: Actually, I don't think we'd need to hire from outside. I know Paul in IT has a lot of experience using the program. We could ask him to deliver a workshop or two.

Claire: That would definitely save us from having to hire someone. I learn best with interactive training workshops. I like that option the best so far.

Edward: Another thing I’ve been considering is an online training module. Now, that way we could ensure that everyone has completed the training, and they could do it whenever they have time.

Claire: That sounds convenient, but kind of complicated. I mean, we'd have to hire someone with computer skills to create the module; it might take a lot of time. But it could be easier than scheduling a bunch of workshop training sessions.

Ted: Well, we've got three options . . . or actually, two. I think we can rule out the first one. Why don't we send out a quick survey to the employees and get their feedback?

Edward: Sounds great! Ted, do you mind organizing that?


Part 6: Listening for Viewpoints

You will hear a presentation about social responsibility.

The sole responsibility of a corporation, according to economist Milton Friedman, is to make money. A corporation exists to serve its shareholders—that is, any entity which owns any part of the company—whose goal is to increase the value of their investment in that company. As long as the decisions made by a company’s executives further this aim, a corporation is fulfilling its duty.

Profits aside, if a company’s actions harm its employees, customers, the community, or the environment, surely this must be problematic. In recent decades, more people have realized that these affected groups, known as stakeholders, deserve consideration in corporate decision making. In contrast to Friedman’s shareholder view, the stakeholder view contends that corporations have an obligation to integrate social and environmental concerns into their business model. For example, corporations should contribute to community development, pay respectable wages, or donate to worthy causes.

For Milton Friedman, however, addressing social issues is the responsibility of the government, not corporations. Asking companies to spend revenue on social welfare is akin to imposing taxation on shareholders. Friedman makes it clear that corporations are not public servants and so are not responsible to the public. What’s more, a corporation, as an artificial construct, does not have moral or social responsibilities in the same sense as people. For Friedman, the sole social responsibility of a corporation is to maximize profits while obeying the law.

Ethicist Margaret White says Friedman is right in one sense. While it would undoubtedly be kind for a rich company to give money to a community struggling economically, we can no more require a company to hand out donations than we can require a person to give money to someone on the street who asks for change. Charity should not be mandated.

White points out that in many cases, however, corporations are inextricably linked to social or environmental problems. Many companies, for example, find legal loopholes to irresponsibly dispose of their waste. Though they manage to skirt the law, companies, just like people, should be held morally responsible for the consequences of their actions.

Interestingly, whether companies agree or disagree with White, it’s now in their interest to adopt a socially responsible position. With the rise of ethics-influenced consumerism, shoppers are demanding that products be produced with the concerns of labourers, animals, and the environment in mind. Sadly, as a by-product, this has also given rise to a form of “greenwashing” in advertising, where companies market themselves with an environmentally friendly image for the sole interest of increasing sales.