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IELTS LISTENING – Study on Gender in Physics S1T3

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IELTS LISTENING STUDY ON GENDER IN PHYSICS listening practice test has 21-30 questions.

LISA : OK, Greg, so I finally managed to read the article you mentioned – the one about the study on gender in physics.

GREG : About the study of college students done by Akira Miyake and his team? Yeah,

I was interested that the researchers were actually a mix of psychologist and physicists. That’s an unusual combination.

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LISA : Yeah. I got a little confused at first about which students the study was based on. They weren’t actually majoring in physics – they were majoring in what’s know as the STEM discipline.

Q21That’s science, technology, engineering and…

GREG :  ….and math. Yes, but they were all doing physics course as part of their studies.

LISA : That’s correct. So as i understood it, Miyake and co started from the fact that women are underrepresented in introductory physics course at college, and also that on average, the women who do enroll on these course perform more poorly than the men.No one really knows why this is the case.

GREG : Q22 Yeah. But what the researchers wanted to find out was basically what they could do about the relatively low level of the women’s results. But in order to find a solution they needed to find out more about the nature of the problem.

LISA : Right – now let’s see if I can remember …it was that in the physics class, the female students thought the male student all assumed that women weren’t any good at physics… was that it? And they thought that the men expected them to get poor result in their tests.

GREG : That’s what the women thought, and that made them nervous, so they get poor results. Q23 But actually they were wrong…NO one was making any assumptions about the female students at all.

LISA : Anyway, what Miyake’s team did was quite simple- getting the student to do some writing before they went into the physics class. What did they call it?

GREG : Values- affirmation –Q24 they had to write an essay focusing on things that were significant to them, not particularly to do with the subject, but more general things like music, or people who mattered to them.

LISA : Right, So the idea of doing the writing is that this gets the student thinking in a positive way.

GREG : Q25 And cutting these thoughts into words can relax them and help them overcome the psychological factors that to poor performance. Yeah, Q26 But what the researchers int study had’t expected was that this one activity raised the women’s physics grade from the C to the B range.

LISA : A huge change. Pity, it wasn’t to an A, but still! No, but it does suggest that the women were seriously under performing beforehand, in comparison with the men.

GREG : Yes. Mind you, Miyake’s article left out a lot of details. Like, did the student do the writing just once, or several times? Q27 And had they been told why they were doing the writing? That might have affected the result.

LISA : YOU mean, if they know the researchers thought it might help them to improve, then they’d just try to full fill that expectation?

GREG : Exactly. So anyway,I thought for our projects we could do similar study but investigate whether it really was the writing activity that had that result.

LISA : Ok . So we could ask them to do a writing task about something completely different …. something else, like an oral task.

GREG : Maybe… or we could have half the student doing a writing task and half doing something else, like an oral task.

LISA : Or even, Q28 half do the same writing as the original research and half do a factual writing task. Then we’d see if it really is the topic that made the difference,or something else.

GREG : That’s it. Good. So at our meeting with the supervisor on Monday, we can tell him we’ve decided on our project. We should have our aims ready by then.I suppose we need to read the original study- the article’s just a summary.

LISA : And there was another article I read, by Smolinsky. It was about her research on how women and men perform in mixed teams in class, compared with single-sex terms and on their own.

GREG : Let me guess… the women were better at teamwork.

LISA : That’s what I expected, but actually Q29 the men and the women got the same results whether they were working in a team or on their own. But I guess it’s not that relevant to us.

GREG : What worries me anyway is how we’re going to get everything done in the time.

LISA : We’ll be OK now we know what we’re doing to get. Thought I’m not clear hoe we assess whether the students in our experiments actually make any progress or not…

GREG : No. We may need some advice on that. The main thing’s to make sure we have the right size sample, not to big or too small.

LISA : That shouldn’t be difficult. Right, what we need to do next? We could have look at the timetable for the science classes… or perhaps Q30 we should just make an appointment to see one of the science professors. That’d be better.

GREG : Great. And we could even get to observe one of the classes.

LISA : What for?

GREG : Well…OK maybe let’s just go with your idea. Right, well…


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IELTS LISTENING – Fiddy Working Heritage Farm S1T2

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IELTS LISTENING Fiddy Working Heritage Farm listening practice test has 14 questions belongs to the Nature & Agriculture subject. 

Welcome to the Fiddy Working Heritage Farm. This open-air museum gives you the experience of agriculture and rural life in the English countryside at the end of the nineteenth century. So you’ll see a typical farm of that period, and like me, all the staff are addressed in clothes of that time.

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I must give you some advice and safety tips before we go any further. As it’s a working farm, please don’t frighten or injure the Q11 animals. We have a lot here, and many of them are breeds that are now quite rare.

And do stay at a safe distance from the Q12 tools: some of them have sharp points which can be pretty dangerous so please don’t touch them. We don’t want any accidents, do we?

The ground is very uneven, and you might slip if you’re wearing sandals so I’m glad to see you’re all wearing Q13 shoes – we always advice people to do that.

Now, children of all ages are very welcome here, and usually, even very young children love the ducks and lambs, so do bring them along next time you come.

I don’t think any of you have brought Q14 dogs with you but in case you have. I’m afraid they’ll have to stay in the car parking unless they’re guide dogs. I’m sure you’ll understand that they could cause a lot of problems on a farm.

Now let me give you some ideas of the layout of the farm. The building where you bought your tickets in the New Barn, immediately to your right, and we’re now at the beginning of the main path to the farmland – and of course, the car is on your left.Q15 The scarecrow you can see in the car park in the corner, besides the main path, is a traditional figure for keeping the birds away from crops, but our scarecrow is a permanent sculpture. It’s taller then a human being, so for you can see it from quite a distance.

Q16 If you look ahead of you. you’ll see a maze. It’s opposite the New Barn, beside the side path that branches off to the right just over there. The maze is out of hedges which are too tall for young children to see over them, but it’s quite small, so you can’t get lost in it.

Now, can you see the bridge crossing the fish pool further up the main path? Q17 If you want to go to the cafe, go towards the bridge and turn right just before it. Walk along the side path and the cafe’s on the first bend you come to The building was originally the schoolhouse, and it’s well over a hundred years old.

As you may know, we run skills workshops here, where you can learn traditional crafts like woodwork and basket-making. You can see examples of the work and talk to someone about the course, in the Black Barn. Q18 If you take the slide path to the right here, just by the New Barn, you’ll come to the Black Barn just where the path first bends.

Now I mustn’t forget to tell you about picnicking, as I can see some of you have brought your lunch with you. You can picnic in the field, though do clear up behind you, of course. Q19 Or if you’d prefer a covered picnic area, there’s one near the farmyard: just after you cross the bridge, there’s a covered picnic spot on the right.

And the last thing to mention is Q20 Fiddy House itself. From here you can cross the bridge then walk along the footpath through the field to the left of the farmyard. That goes to the house, and it’ll give you a lovely view of it. It’s certainly worth a few photographs, but as it’s a private home, I’m afraid you can’t go inside.

Right. Well, if you’re all ready, we’ll set off on our tour of the farm.

 


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IELTS Listening – PERSONALITY TEST S64T4

 IELTS listening PERSONALITY TEST listening practice test has 10 questions belongs to the Leisure & Entertainment subject.

I’m sure at some point in your lives you will have completed a personality test, whether for professional reasons or purely for fun. Such personality assessments are abundant. They pervade our Q31 everyday lives since there is a fundamental human need to understand the motivation behind our own and others’ behaviour. Learning how to assess personality permits greater understanding of the motivating factors affecting the way we communicate and Q32 co-operate with others in addition to how we relate to others on a personal level. So now that we’ve talked about why personality tests are so important, let’s take a look at the most well-known tests and see how they compare.

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Well, first off we have a favourite of careers officers and potential employers alike – the graphology test The word ‘graphology’ is derived from two Greek words meaning ‘writing’ and ‘word’. Essentially, it is an assessment of personality based on handwriting analysis, How an Individual dots his ‘i’s or crosses his ‘t’s, in addition to whether writing is slanted or level, is believed to be indicative of the individual’s personality. Whatever your opinion may be of this method of personality assessment, at least it has stood the test of time. The graphology test as a measure of personality was first proposed by a certain Juan Huartede San Juan as far back as 1575 and It has seen fluctuation in its popularity since then. In the 20th century, Alfred Binet was so convinced as to its validity that he termed it the ‘science of the future’ and indeed today it is still a very popular method of personality assessment. Its validity though, as a measurement of character, is dubious. The British Psychological Society has even gone so far as to rank graphology alongside astrology, giving them both Q33 zero validity‘. A major problem with the test is that an  Q34 element of subjectivity enters the assessment of certain criteria in the test, such as ‘harmony’ and ‘style’ of writing. However, in its favour, the test is relatively quick and easy to administer.

Next, let’s look at the Rorschach or Ink blot test which is one of the better-known tools of psychological assessment. Popularised in party game versions of the test, the Rorschach test has received mixed reactions amongst psychologists. Whilst many dismiss the test as a ‘pseudoscience’, it is nevertheless used by prestigious mental Q35 health organisations, such as the Tavistock Clinic, as a valid tool for personality assessment. Admittedly, assessing someone’s character based on their reactions to a series of ink blots on pieces of card might seem somewhat ludicrous. Whilst there is a tried and tested methodology behind the construction of the test and assessment of individual responses, the test Is subject to Q36 cultural bias. The perception of the cards’ contents is liable to be biased by cultural factors making the individual responses somewhat meaningless.

So, moving onto a test that has similar features to the Rorschach test, let’s look at the Luscher Colour test. As with the former test, the Luscher Colour test assesses an individual’s subjective reaction to a series of cards. However, unlike the Rorschach, the Luscher test consists of a series of Q37 coloured cards that the individual has to rank in order of preference. How the individual ranks the different colours is believed to be indicative of their personality. Whilst some believe the test to smack of pseudoscience and many question its validity, there is, however, a biological basis to the test which makes it more of a Q38 convincing tool of psychological assessment than many other personality tests. Certainly, its use by psychologists and doctors, as well as authorities, such as government agencies and universities, to screen their candidates would seem to be a strong argument for the validity of the test. A major plus to this test is that it is so accurate that it is even sensitive to mood change. Individuals, therefore, taking the same test at different periods of time will see a correlation between results and mood.

Finally, I would like to refer to the TAT test or the Thematic Apperception Test, to give it its full name. On the face of it, it is a very simplistic test. As with the Rorschach and Luscher tests, the individual Is dealt a series of cards. However, on these cards are depicted a series of ambiguous scenes involving Q39 groups of people. The Individual is required to make up a story about each, and the individual Is then assessed based on the content of each story. Whilst the test is quick and simple to administer, critics of the test argue that there is a Q40 lack of standardisation of the cards and scoring systems, making comparisons between individuals problematic. This, therefore, undermines the validity of the test. Nevertheless, the TAT test is still used as a tool in fields as diverse as psychological research into occupation preference and partner selection and forensic examinations to evaluate crime suspects.

It is therefore a matter of individual preference as to which test is used when employed for professional reasons. All these tests, though, have their benefits and their drawbacks. No one definitive test exists that provides 100% accuracy in assessing personality.


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IELTS LISTENING – UNIVERSITY FACILITIES AND COURCE SELECTION S64T3

 IELTS listening University Facilities and Course Selection listening practice test has 10 questions ..

Steve: Hey Melisa! How’s it going?

Melisa: Great; I’m really pleased to have the exams behind me; now I’m looking forward to a break for the summer as I know next year is going to be unbelievably difficult, being our final year and all. You?

Steve: Same – pleased to be finished, but dreading next year, though.

Melisa: Well, I wouldn’t exactly say I’m dreading it, but I know what you’re saying!

Steve: At least we’re gonna have smaller classes next semester.

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Melisa: How do you mean?

Steve: Didn’t you hear? The Commerce Faculty just got approval to build a new state-of-the-art Lecture building over the summer months. Q21 It’s expected to be finished by the start of term.

Melisa: Fantastic! No more lecture theatres crammed with over two hundred people. That’ll make a pleasant change. How on, earth are they paying for it though? I thought the Q22 college was reining in its expenditure and decreasing spending.

Steve: It is, but the grant has been approved for the best part of, three years, so they have no choice but to provide it now that the project is going ahead; after all, those funds are supposed to have been set aside specially.

Melisa: So what’s taken so long for construction to start?

Steve: You see, the grant only covers 30% of the cost. The incoming government made a pledge during the election campaign that it would cover the other 70%, but, typical of a political party, wouldn’t you know, it didn’t keep its promise. The College Donors Club, a group of wealthy alumni, stepped in to pledge 10% of the money needed, but the project really only got a kick-start when an anonymous donor pledged the rest.

Melisa: Very mysterious!

Steve: Yeah, and apparently he demanded that certain changes be made to the plans before handing over the money.

Melisa: Like what?

Steve: Well, you know the proposal to have Q24 a gym in the basement?

Melisa: Don’t tell me that’s been canceled.

Steve: Not at all. In fact, our anonymous donor friend insisted on it being twice the original size and on Q25 a relaxation room being added as well. You know, with games and stuff.

Melisa: Sweet! Are we still getting our new computer lab?

There’s always such an awful queue for the existing one.

Steve: We are indeed and next to it there’s now going to be what they’re calling the ‘Software Zone’. A place where students can access all the latest high-end software free of charge,

Melisa: Nice! Thank you very much Mr. Donor! Everything else Is staying, right? Lecture rooms, hardware zone, etc.?

Steve: Yeah. The rest’s the same.

Melisa: By the way, on the subject of college next year Steve, have you decided what courses you are going to choose yet?

Steve: Pretty much. I want to major in marketing, so I’m focusing on the International Markets and Product Placement modules. Will you be joining me?

Melisa: Well, you know I prefer Human Resources; that’ll probably be my major, but Q26 if you twist my arm, I’ll probably join you for the first one; no way on all that Product Placement Q27 nonsense though; sounds boring! Organisational Behaviour is a requirement if you want to major in HR, as is Managing People, so Q28&29 I will definitely do both of those. Will you join me on them then?

Steve: Sorry Melisa; you know HR is just not my thing. What about your optional modules? Do you feel like doing Information Systems with me? We all need to know a bit about the digital world after all!

Melisa: Hmm. I’ll get back to you! I haven’t ruled out Public Relations, either. Let’s chat about it again later in the week Q30 when I’ve had some time to think.

Steve: Cool; I’ll call you, okay?

Melisa: Sounds like a plan! I’d better go now.


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