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IELTS Practice Listening: Note/Summary Completion Diagram ID: #57389 Medium 12 students
Instructions ›
Write ONE WORD ONLY for each answer.
You will hear a talk about wind power. Now listen carefully and answer the questions. Good morning. Thank you for giving me the opportunity to speak at this year's alternative energy seminar. Right. Well, I know that the next speaker, John Duncart, is going to talk about the mechanics of generating power using wind as an alternative source of energy, so I won't be using any technical terms, and I won't be going into the technology of how wind generators actually work. I'll be concentrating on sharing my own experiences with you. For those of you who don't know, I live on a very windy farm some 3,000 kilometres from the nearest city. That means we're not connected to the State Electricity Commission's grid, and we have to produce our own electricity. When I first bought the farm in 1975, we got our electricity supply exclusively from diesel and petrol generators. The problems with this were twofold. A lot of fuel was wasted because the generators usually didn't run to their full capacity. And more importantly to my wife, the generators were extremely noisy, especially at night. After we'd been on the farm for about six months, I heard about what they called a hybrid system. This meant that we could keep the diesel generator, but we also got a generator that was powered by wind. Because our place is so consistently windy, especially in summer, our hybrid system worked very well. In fact, we couldn't believe how well it worked. We also had friends closer to the city who bought this hybrid system at the same time. And they were very pleased with the efficiency of it as well. Their farm is considerably less windy than ours, so even in moderately windy sites, the hybrid system appeared to work well. Both of us agreed that we made substantial savings in fuel at the end of the first year, and of course, our wives were happier, because it wasn't as noisy as often. In 1984, we found that we were rarely using our diesel generator and decided to try our hand at becoming self-sufficient in wind-generated power. We were sure that we'd survive without the backup of the diesel generator, so we imported four wind generators from Denmark. America and Australia were dabbling in the technology, but we were too far behind the Europeans. The benefits of wind generators were much more obvious to the Danes, and now, as a result, they supply about 50% of wind turbines around the world. Anyway, the Danish wind generators had a rated power output of 55 kilowatts per generator. They made quite an impact on our landscape, and even though we could sometimes hear the mechanical noise from the generator itself, they were very quiet. The rotor diameters were about 20 metres. We felt proud that we were only using energy from clear, moving air to generate our electricity, no diesel or petrol or fuel smells either. We knew that our resource was renewable. We are, after all, not going to run out of wind, especially at our place. The wind turbine is used to charge up batteries which store the energy. Last year, we bought a 600-kilowatt machine. It is about 46 meters high, with a rotor diameter of 43.5 meters. We found that the cost of the turbine was recovered within about 8 months. It should produce over 1 million kilowatt hours per year for us. It does look a bit strange against our flat terrain, but we love it. Best of all, my wife says she can't even hear the 'windmill', as she calls it, from our house at night. Frankly, I think her hearing just isn't what it used to be, but I must agree that it is very quiet. Additionally, we expect it to last for about 20 years with regular six-monthly maintenance. Our farm is isolated, and yet you'd be amazed by the number of visitors we have each year to inspect our wind turbines and the effectiveness of the wind generators. Actually, we often joke that when we stop making money from the farm, we'll charge tourists to come and visit our very own wind farm. There is also the possibility of selling the electricity that we generate back to the Electricity Commission, but I think that is all in the future. We've had a lot of people ask us why we chose wind-power generated energy rather than solar energy, but as soon as they visit our windy farm, they know why. Even if our farm were not as windy as it is, we'd make that choice again. From all accounts, it is the least expensive form of renewable energy technology that we have. it can be used in a variety of applications, from isolated farms such as ours to supplying small sailboats without power. Now, I'll hand you over to John Duncart from the Danish company that sold us our original four wind turbines, and he'll explain how this remarkable technology has developed over the last 20 or 30 years.
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Diagram
AI explanationShows the answer. Tap to open.

Question Focus: Choosing the department the participants come from

Correct Answer: history

Why this is correct: When discussing who to study, the speaker suggests students from the history department. That is why the correct label on the diagram is history.

Passage Reference: And shall we use other psychology students? Let's use people from a different department. What about history?

Common Mistake: Some students write literature because you hear it later, but the speaker immediately says they do not know any literature students and drops the idea. This is a sequence trap.

Paraphrasing: Transcript: 'What about history?' = Diagram: 'students from ___ department'

Tips: When you hear suggestions, always wait to see if the speaker confirms or rejects them.

Key Vocabulary:

  • department = academic subject area

Question Focus: Method of collecting answers

Correct Answer: paper

Passage Reference: And we could ask them to answer questions online. But in this case, paper might be better

Why this is correct: The speaker first mentions answering questions online, but then changes their mind and says paper might be better. The final decision is the answer.

Common Mistake: Students choose online because they hear it first. But it is rejected. This is a sequence trap.

Paraphrasing: Transcript: 'paper might be better' = Diagram: 'questionnaire on ___'

Tips: Listen carefully for words like but or might be better because they often signal the real answer.

Key Vocabulary:

  • method = way of doing something

Question Focus: Who the experiment involves

Correct Answer: humans

Passage Reference: Because our experiment involves humans, so there are special regulations.

Why this is correct: When talking about ethics, the speaker clearly says the experiment involves humans. That is why humans is correct. People is also accepted because it has the same meaning.

Common Mistake: Some students write students, but here the speaker is talking generally about ethical rules, not the group itself. This is a context shift trap.

Paraphrasing: Transcript: 'experiment involves humans' = Diagram: 'research on ___'

Tips: Ethics sections often use general words like humans, not specific groups.

Key Vocabulary:

  • involves = includes

Question Focus: Ethical consideration to avoid

Correct Answer: stress

Passage Reference: another section on making sure they aren't put under any unnecessary stress.

Why this is correct: The speaker explains that ethical guidelines include making sure participants are not put under unnecessary stress. The key word needed in the diagram is stress.

Common Mistake: Students sometimes write risk, but risk is only mentioned as a section title, not the specific issue to avoid. This is a partial truth trap.

Paraphrasing: Transcript: 'unnecessary stress' = Diagram: 'avoid causing ___'

Tips: Listen for negative phrases like not put under to catch the exact problem mentioned.

Key Vocabulary:

  • stress = mental pressure

Question Focus: How results are presented

Correct Answer: graph

Passage Reference: and then present our results visually in a graph.

Why this is correct: After analysing the data, the speaker says the results will be shown in a graph. That exact word is needed for the diagram.

Common Mistake: Some students write results or data, but those are what is shown, not how they are shown. This is a paraphrase trap.

Paraphrasing: Transcript: 'present our results visually in a graph' = Diagram: 'results shown in a ___'

Tips: When you hear presentation language, listen for the visual form like graph or table.

Key Vocabulary:

  • visually = using pictures

Question Focus: Final stage of the research

Correct Answer: evaluate

Passage Reference: And the final thing is to think about our research and evaluate it.

Why this is correct: At the end, the speaker says they need to evaluate the research. The diagram is asking for this final action.

Common Mistake: Students sometimes write think, but that is too vague and not the academic step named. This is a partial truth trap.

Paraphrasing: Transcript: 'evaluate it' = Diagram: '___ the research'

Tips: For final stages, listen for academic verbs like evaluate, review, or assess.

Key Vocabulary:

  • evaluate = judge how good something is

General Tips:

  • Diagram questions follow the order of the recording. Use the previous answer to predict where the next one is coming.
  • If the speaker suggests something and then changes their mind, the later idea is usually the answer.
  • Always respect the word limit. One extra word makes the answer wrong.
  • Copy the exact word you hear. Do not replace it with a synonym unless alternatives are clearly accepted.
  • Listen carefully for signpost words like but, then, and the final thing.

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