IELTS Listening Test 13 (2026) with Answers

The original explanations below are preserved for review. Follow the word-limit corrections noted above.

Teacher section. Do not give this to learners before they take the test.

Original IELTS-style practice material. Not produced or endorsed by IELTS, the British Council, IDP or Cambridge University Press & Assessment.

Note: A script alone does not reproduce a timed audio test. In the real test, candidates hear each recording once, at natural speed, with fixed pauses. If you read these scripts aloud, keep to the pause lengths shown and do not repeat anything.

Pause markers: [PAUSE 30s] means 30 seconds of silence. In the actual recording, each pause is silence only.

Answer locations: In this teacher copy, the words that give each answer are marked like this: ⟦Q1⟧. Remove these markers before recording.

PART 1

Speakers: NARRATOR; KYLIE (female, manager of a co-working space in Melbourne, warm and efficient, Australian accent); DECLAN (male, a freelance graphic designer who has just moved from Ireland, friendly, Irish accent)

NARRATOR: Part 1. You will hear a man phoning a co-working space, a building where people can rent a desk or an office to work in. First, you have some time to look at questions 1 to 6.

[PAUSE 30s]

NARRATOR: Now listen carefully and answer questions 1 to 6.

KYLIE: Good morning, Wattle Street Workspace, Kylie speaking.

DECLAN: Oh, hi. My name's Declan. I'm a graphic designer, and I've just moved to Melbourne from Dublin. I'm looking for somewhere to work, and I saw your website. I wondered if you could tell me a bit about the options.

KYLIE: Sure. Welcome to Melbourne! We've got three types of membership. The cheapest is a hot desk. That means you can use any free desk in the main room, but you don't have your own desk, so you need to take everything home with you at the end of the day.

DECLAN: And how much is that?

KYLIE: It was two hundred and fifty dollars a month, but we've just reduced it, so ⟦Q1⟧ it's now two hundred and twenty. That's for access from eight in the morning until six in the evening, Monday to Friday.

DECLAN: That sounds reasonable. Is there anything else included?

KYLIE: Well, there's free coffee and tea, of course, and fast wi-fi. And as you're a designer, you might be interested in this. We've got a small photography studio with proper lighting, and hot-desk members can use the studio once a week at no extra charge.

DECLAN: Oh, that's useful. I sometimes need to photograph products for clients. How do I book it?

KYLIE: ⟦Q2⟧ You book it through our members' app. It's called Deskly, that's D-E-S-K-L-Y. You'll get a log-in when you join.

DECLAN: Great. What's the next option?

KYLIE: The next one is a fixed desk. That's your own desk in a quieter room upstairs, so you can leave your computer and your things there. And ⟦Q3⟧ fixed-desk members can come in twenty-four hours a day, seven days a week, with a key card.

DECLAN: And the price?

KYLIE: Three hundred and eighty dollars a month. And each fixed desk comes with storage: ⟦Q4⟧ there's a tall cabinet next to each desk, and you can lock it. The desks don't have drawers, I'm afraid, but the cabinets are big enough for a laptop bag.

DECLAN: Great. And the third option?

KYLIE: That's a private office, for up to three people. They're very popular with small companies. You can use them from six in the morning until eleven at night, seven days a week.

DECLAN: How much are they?

KYLIE: ⟦Q5⟧ They're nine hundred and fifty dollars a month, and that includes cleaning and your own phone line. One thing to be aware of is the contract. For the desks, you can leave whenever you like, with a month's notice, but the offices are different.

DECLAN: So I'd have to sign up for a whole year?

KYLIE: ⟦Q6⟧ No, the minimum's six months. After that, you can stay as long as you like.

NARRATOR: Before you hear the rest of the conversation, you have some time to look at questions 7 to 10.

[PAUSE 30s]

NARRATOR: Now listen and answer questions 7 to 10.

KYLIE: Can I ask what you're looking for, Declan? Is it that you can't work at home?

DECLAN: Well, it's not that my flat's too noisy. It's actually very quiet. And the internet there's fine. ⟦Q7⟧ It's more that I don't know anyone in Melbourne yet, and I'd like to be around other people. Working on your own all day can get a bit lonely.

KYLIE: Then you'll like it here. We've got a really friendly group of members.

DECLAN: I think the hot desk would suit me for now. What about getting there? Is there parking?

KYLIE: I'm afraid there's no car park, and street parking is limited to two hours. A few people take the tram, which stops right outside. But ⟦Q8⟧ a lot of our members cycle, and we've got a secure bike room with lockers and a shower.

DECLAN: Perfect. I bought a bike last week, so I'll be cycling.

KYLIE: Good. And there's something else you might enjoy. ⟦Q9⟧ Every Friday at one o'clock, we put on a free lunch for members. Quite often, one of the members gives a short talk about their work, but it's nothing formal, it's not a training course or anything like that. And now and then a group of people go out for a drink after work, but they organise that themselves.

DECLAN: That sounds like a great way to meet people. So, if I want to join, what do I need to do?

KYLIE: You can sign up online, and then just come in on your first day. You'll need to pay the first month in advance, but we can do that online. We don't need proof of your address or anything like that. But ⟦Q10⟧ when you arrive, please bring some photo ID, like your passport or driving licence, so that we can set up your key card.

DECLAN: Great. Thanks so much, Kylie. I'll probably see you next week.

KYLIE: Looking forward to it. Bye now.

NARRATOR: That is the end of Part 1. You now have half a minute to check your answers.

[PAUSE 30s]

PART 2

Speakers: NARRATOR; MATT (male, sea-kayak guide, relaxed and humorous, New Zealand accent)

NARRATOR: Part 2. You will hear a guide talking to a group of tourists before a sea-kayaking trip in New Zealand. First, you have some time to look at questions 11 to 14.

[PAUSE 30s]

NARRATOR: Now listen carefully and answer questions 11 to 14.

MATT: Morning, everyone, and welcome to Shelly Cove Sea Kayaks. My name's Matt, and I'll be your guide today. Before we get on the water, I'm going to tell you what's going to happen and show you how the kayaks work. It'll only take a few minutes, I promise.

So, a few people have asked what's included in the price. First of all, wetsuits. At this time of year, the water's warm enough, so most people don't bother. If you'd like one, though, it's ten dollars extra. Now, halfway through the trip, we'll stop at a little bay where the water's really clear, and you can have a swim. ⟦Q11/12⟧ We've got masks and snorkels for everyone, and there's no charge for those. As for food, we stop for lunch on the beach at about half past twelve. We don't provide lunch, so I hope you've all brought something. We will make you a hot drink, though, and there'll be biscuits. While we're out, I'll be taking photos of the group. ⟦Q11/12⟧ You can download them free of charge from our website tomorrow. And at the end of the day, we finish at Long Beach. There's a shuttle bus from there back to town, but you'll need to buy a ticket from the driver.

Now, the whole of our route today is inside the Shelly Cove Marine Reserve, so there are a few rules I need to tell you about. Fishing is banned, as you'd expect. People often ask whether they can feed the fish. Years ago, the tour companies used to do that to attract the fish, but it changed their natural behaviour, so ⟦Q13/14⟧ it's now against the law. You'll also see some lovely shells on the beaches. They're very tempting, but ⟦Q13/14⟧ you mustn't take anything away from the reserve, not even an empty shell. We'll pass Motu Island on the way. It's a bird sanctuary, but it's open to visitors, so we'll land there for a short walk. And you might be lucky enough to see some fur seals. You're allowed to swim when they're around, but please stay at least twenty metres away from them. Oh, and if anyone's brought a drone, that's fine, as long as you don't fly it over the seals. They find it very stressful.

NARRATOR: Before you hear the rest of the talk, you have some time to look at questions 15 to 20.

[PAUSE 30s]

NARRATOR: Now listen and answer questions 15 to 20.

MATT: OK. If you'd all like to come over here, I'll show you the kayak. These are two-person kayaks, so you'll be sharing with a partner.

Let's start at the front. On the front deck, you'll see these elastic cords. ⟦Q15⟧ The cords are for holding your map. I'll give every pair a waterproof map of the route. A lot of people try to put their water bottles under them too, but they tend to roll off. So put your bottle inside the cockpit with you.

Now, when you're sitting in the kayak, you'll wear one of these. ⟦Q16⟧ It's called a spray skirt. It fits around your waist and over the edge of the cockpit, and it stops water from splashing in. It's easy to take off if you fall in. Just pull this loop at the front.

Inside the cockpit, the person at the back has two ⟦Q17⟧ pedals under their feet. These are what you use to steer. Push the left one and you'll turn left, push the right one and you'll go right. It's very simple.

Behind the back seat, there's a hatch. It's completely waterproof, so this is where ⟦Q18⟧ you'll put your lunch and any spare clothes. We'll give you a small dry bag for your phone and camera, and that stays in the cockpit with you, so you can take photos.

Next, the paddle. The paddle is joined to the kayak by this cord. ⟦Q19⟧ It's called a paddle leash, and it means that if you drop your paddle, it won't float away.

Finally, at each end of the kayak, there's a handle. ⟦Q20⟧ These handles are for carrying the kayak. They're not for towing. If we need to tow anyone, we use a special line. It takes two people to carry one, so let's all get into pairs, and we'll take them down to the water.

NARRATOR: That is the end of Part 2. You now have half a minute to check your answers.

[PAUSE 30s]

PART 3

Speakers: NARRATOR; JAMIE (male, business studies student, enthusiastic but disorganised, Scottish accent); CARLA (female, his university tutor, encouraging and precise, Canadian accent)

NARRATOR: Part 3. You will hear a student called Jamie talking to his tutor, Carla, about a research project on market stalls in Toronto. First, you have some time to look at questions 21 to 26.

[PAUSE 30s]

NARRATOR: Now listen carefully and answer questions 21 to 26.

CARLA: Come in, Jamie. So, how's the market stall project going?

JAMIE: Really well, I think. I've spent the last three weeks going round the city's weekend markets, talking to stallholders and customers. Mostly people selling things they make themselves, like jewellery, candles and prints.

CARLA: Good. Let's start with location. Where in a market do the best stalls tend to be?

JAMIE: Well, I expected the stalls in the middle of the market to do best, because that's where the crowds are. And they do get busy. But ⟦Q21⟧ the stalls with the biggest sales were the ones right next to the entrance. People buy something as soon as they arrive, before they've spent all their money.

CARLA: That's an interesting finding. But how do the stallholders get those places? Can anyone just set up by the entrance?

JAMIE: I'm not sure. Some of them said it was difficult to get a good spot.

CARLA: Then ⟦Q22⟧ I'd talk to the market manager. They decide who goes where, and they might have visitor figures you could use. It's better than relying on what the stallholders tell you.

JAMIE: OK, I'll do that. Then the range of products. I was surprised by this. You'd think that more choice would bring in more customers, but ⟦Q23⟧ the most successful stalls sold six types of product or fewer. A couple of the less successful ones had over twenty.

CARLA: Did the stallholders say why?

JAMIE: They said that with a smaller range, the stall looks less crowded, and customers find it easier to decide.

CARLA: I'm sure that's true. But you only collected your data in the autumn. Sales in spring are fairly steady, from what I've read, but ⟦Q24⟧ I think you should compare your figures with sales in the winter, when most markets move indoors. A small range might not work so well then.

JAMIE: Good idea. And finally, social media. Nearly all the stallholders use it, but the successful ones use it differently. ⟦Q25⟧ Every morning, they post their location, because a lot of them go to a different market each day, and their regular customers want to know where to find them. They post photos of their products too, but everyone does that.

CARLA: That makes sense. ⟦Q26⟧ It might be worth including some of the reviews that customers write online. You've got your questionnaire results, and they're useful, but numbers don't always show how people feel. Reviews would bring the report to life a bit.

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

[PAUSE 30s]

NARRATOR: Now listen and answer questions 27 to 30.

CARLA: So, were there any problems collecting your data?

JAMIE: A few. The first time I went out, I tried to interview stallholders on a Saturday morning, which was a big mistake. ⟦Q27/28⟧ They were far too busy serving to talk to me. So after that I went late in the afternoon instead.

CARLA: That's a lesson most researchers learn the hard way.

JAMIE: And there was a week in October when it rained almost every day. ⟦Q27/28⟧ Most of the outdoor markets were cancelled, so there were hardly any stalls to visit. I lost nearly a week.

CARLA: What about your questionnaire? I remember you were worried it was too long.

JAMIE: I was, but actually nearly everyone answered all the questions. And I was also worried that the stallholders wouldn't want to tell me how much they earned, but they were surprisingly open about it.

CARLA: Good. Now, let's think about what you could add to the report. At the moment, it's quite hard for the reader to picture where the stalls are.

JAMIE: ⟦Q29/30⟧ I could draw a map of one of the markets, showing where each stall was, and how much each one sold.

CARLA: Yes, I'd like to see that. What else were you thinking of?

JAMIE: I thought about comparing market stalls with ordinary shops.

CARLA: That's a huge topic. I think it would be a whole project in itself, so I'd leave it out. What about photographs?

JAMIE: I took quite a lot, but some of them show customers' faces, and I didn't ask their permission. So I'd rather not use them.

CARLA: That's probably wise. And I know you interviewed a regular customer at length. Will that go in?

JAMIE: It's a good interview, but I'm already using quotes from it in the social media section, so I don't think I need any more of it. But one thing I'd like to do, ⟦Q29/30⟧ in the final section, is give some recommendations for anyone who wants to start their own market stall. A few of the stallholders said they wished someone had told them these things.

CARLA: That would make a nice ending. OK, Jamie, let's meet again in two weeks.

NARRATOR: That is the end of Part 3. You now have half a minute to check your answers.

[PAUSE 30s]

PART 4

Speakers: NARRATOR; LECTURER (female, university lecturer in earth sciences, clear and lively, British accent)

NARRATOR: Part 4. You will hear a lecturer giving a talk about tsunami warning systems. First, you have some time to look at questions 31 to 40.

[PAUSE 45s]

NARRATOR: Now listen carefully and answer questions 31 to 40.

LECTURER: Good morning, everyone. Today we're looking at tsunamis: the huge ocean waves that are usually caused by earthquakes under the sea. In particular, I want to talk about how scientists warn people that a tsunami is coming, and why warnings sometimes fail.

Let's start with some history. The first official warning centre was set up in Hawaii in 1949. People sometimes assume this was a response to a disaster in Hawaii caused by a local earthquake or a volcano, and Hawaii certainly has plenty of both. But in fact, ⟦Q31⟧ the trigger was a tsunami in 1946 which started with an earthquake near Alaska, thousands of kilometres away. The waves crossed the Pacific in less than five hours and killed more than a hundred and fifty people in Hawaii. Nobody there had any idea they were coming. That showed that a tsunami could be just as dangerous on the far side of an ocean as close to its source, and that there would often be several hours in which to warn people, if only the information could be shared quickly.

Over the following decades, a warning system was built up across the Pacific. But the Indian Ocean had nothing similar, and the consequences of that became tragically clear on the twenty-sixth of December, 2004. A massive earthquake off the coast of Sumatra, in Indonesia, sent waves across the whole ocean, and around two hundred and thirty thousand people were killed in fourteen countries. In some places, the waves didn't arrive for two hours or more. Scientists in other parts of the world realised that something serious had happened, but ⟦Q32⟧ there was simply no system in place to pass that information to the countries around the Indian Ocean, or to the people on their beaches. A warning system for the region was set up in the years that followed.

There's one story from 2004 that I always tell my students. A ten-year-old British girl was on holiday with her family on a beach in Thailand when she noticed that the sea had suddenly gone out a long way, and the water was bubbling. ⟦Q33⟧ Just two weeks earlier, she'd had a geography lesson at school about tsunamis, and she recognised the signs. She told her parents, and the beach was cleared just before the wave arrived. Her story shows something that experts now agree on. Technology is important, and computers are much faster than they used to be. Sea walls can help too, although big waves can go straight over them. But ⟦Q34⟧ the thing that saves the most lives is education: making sure that people know the natural warning signs, and that they move to high ground immediately if they feel a strong earthquake near the coast, without waiting for an official warning.

So, how does a modern warning system actually work? The first step happens within minutes of an earthquake. Seismic stations on land record the vibrations, and by comparing the readings from different stations, ⟦Q35⟧ scientists can work out the size of the earthquake and its depth. That matters, because the earthquakes most likely to cause a tsunami are shallow ones. But even a large, shallow earthquake doesn't always produce a tsunami, so the next step is to find out whether the water itself has moved.

This is done by a network of instruments out in the deep ocean. ⟦Q36⟧ On the seabed, there's a pressure sensor, which can detect a change in the height of the water above it of just a centimetre or so. When it detects a tsunami, it sends a signal up through the water, using sound, ⟦Q37⟧ to a buoy floating on the surface. The buoy can't send the information directly to the warning centre, of course, as it may be thousands of kilometres away. Instead, ⟦Q38⟧ it passes the data on by satellite.

Once the warning centre has the data, computer models are used to predict how the wave will travel. ⟦Q39⟧ They calculate the time at which it will reach each part of the coast, and how high it's likely to be. Finally, the warning has to reach the public. In the past, this was done mainly by sirens and by radio and television. Today, ⟦Q40⟧ in many countries, a message is also sent automatically to every mobile phone in the area at risk. Of course, all of this only works if people understand what the warning means and know where to go, which brings us back to the importance of education.

In the next lecture, we'll look at some of the ways that coastal towns are being redesigned to reduce the damage that tsunamis cause...

NARRATOR: That is the end of Part 4. You now have one minute to check your answers.

[PAUSE 60s]

NARRATOR: That is the end of the Listening test. In the IELTS test, you would now have ten minutes to transfer your answers to the answer sheet.