IELTS Listening Practice Test 150
4 parts · 40 questions · about 30 minutes of audio. Below are all the questions. Take the test in your free dashboard to play the recordings, answer as you listen, and get your band score with the transcript of every answer.
Part 1: Questions 1–10
You will hear a conversation between a host and an engineer about how large engineering projects are planned.
Questions 1–7
Complete the form below.
Write ONE WORD ONLY for each answer.
Project Planning Comparison
Role and Scope
- Current focus: end-to-end mission
- Coordinated hardware includes ground systems, rocket, capsule and
Program Objectives
- Artemis goal: place two people on the lunar
Historical Context
- Apollo deadline: complete landing within one
- Apollo origin: rooted in priorities
- Apollo limitation: scarcity of large
Guiding Approach
- Apollo approach: reduce operational
Questions 8–10
Answer the questions below.
Write NO MORE THAN THREE WORDS for each answer.
Part 2: Questions 11–20
You will hear a language teacher explaining how two English word orders can be understood in different ways.
Questions 11–15
Choose FIVE answers from the box and write the correct letter, A–G, next to Questions 11–15.
- A Context-free phrasing allows multiple readings.
- B Writers must avoid confusion without vocal cues.
- C Vocal delivery clarifies intended meaning.
- D Post-verbal placement highlights a potential shortage.
- E An insufficient supply is treated as a difficulty.
- F Distinct constructions may share an identical sense.
- G The speaker denies consuming too much.
Questions 16–20
Complete the sentences below.
Write NO MORE THAN TWO WORDS for each answer.
Part 3: Questions 21–30
You will hear an interview with an educator about how his teaching career became increasingly connected with marine fieldwork.
Questions 21–25
Complete the summary below.
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
Early Career and Teaching Projects
Roy's first teaching post was in a New York City middle school, where his class established a that remains in use and organised a school-wide composting scheme. He subsequently involved pupils in a programme that reared trout indoors before releasing them; in his view, appreciating the relationship between upstate and downstate water supplies was more significant than . After moving to City-As-School, he became increasingly preoccupied with oysters and the historical significance of New York's reefs. He approached the Bronx River Alliance with a proposal and was eventually supplied with approximately for cultivation and data collection. He then reorganised his field class around oyster gardening, naming the initiative . His involvement in this work contributed to the founding of the New York Harbor School, where he taught biology and developed a lasting enthusiasm for .
Questions 26–30
Choose FIVE answers from the box and write the correct letter, A–H, next to Questions 26–30.
- A provided a competitive opportunity for professional renewal
- B involved monitoring a fishery of commercial importance
- C was the particular vessel assigned to him
- D represented a remote northern destination
- E encouraged a lasting involvement in growing food
- F demanded prior experience in fish farming
- G highlighted the economic value of local seafood
- H sought to make science relevant to pupils' everyday lives
Part 4: Questions 31–40
You will hear a talk about the technology used to guide a vehicle to a safe landing.
Questions 31–40
Complete the notes below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
Site Selection and Onboard Navigation
Planning a Safe Descent
- Weather features like and strong air currents must be understood ahead of time.
- The selected site needs an that is low enough to allow time to halt.
- The ground should be free of and large rocks, and able to bounce radar signals back.
- Atmospheric conditions must be neither too breezy nor too .
Terrain Relative Navigation
- The system effectively gives the vehicle , taking photos and comparing them with an onboard chart.
- Similar to a motorist comparing with a map.
- Specialists relied on sophisticated to pinpoint secure zones.
- It raises the odds of an accurate touchdown from about 85% to %.
- Past missions required the landing zone to resemble a .
- Near the middle of the target area sits a base roughly 60-80 m high.
About this listening test
| Part | Recording | Questions | Question types |
|---|---|---|---|
| 1 | Planning Complex Engineering Projects | 1–10 | Form completion, Short-answer questions |
| 2 | Interpreting Adverb Placement | 11–20 | Matching features, Sentence completion |
| 3 | Combining Teaching and Marine Fieldwork | 21–30 | Summary completion, Matching features |
| 4 | Navigating a Vehicle Autonomously | 31–40 | Note completion |
How to use it
- Open the test in your dashboard. Each part has its own track with the spoken instructions and the time to read the questions, as in the real exam.
- For exam practice, play each part once at 1× speed. To train your ear, slow it down or replay sections.
- Select words in a question to highlight the keywords you are listening for.
- After submitting, use “Show in transcript” to see exactly where each answer was said.
Audio sources
The recordings are real, copyright-free audio. The questions are written by Sprechify, and the spoken instructions use a synthetic voice.
- Part 1: Apollo vs. Artemis (NASA Houston We Have a Podcast). NASA Johnson Space Center, Houston We Have a Podcast (NASA audio is generally not subject to copyright in the US)
- Part 2: Only Had, Had Only. VOA Learning English (learningenglish.voanews.com), public domain
- Part 3: Sharing a Love of Teaching (and Oysters) (NOAA Fisheries, Dive In podcast). NOAA Fisheries, Dive In with NOAA Fisheries podcast (work of the US federal government, public domain)
- Part 4: Mars Perseverance Landing (NASA Houston We Have a Podcast). NASA Johnson Space Center, Houston We Have a Podcast (NASA audio is generally not subject to copyright in the US)