IELTS LISTENING – Planning a presentation on nanotechnology S13GT3


Planning a presentation on nanotechnology

TUTOR: Ah … come in, Russ.

Russ: Thank you.

TUTOR: Now you wanted to consult me about your class presentation on nanotechnology -you’re due to give it in next week, aren’t you?

Russ: That’s right. And I’m really struggling. I chose the topic because I didn’t know much about it and wanted to learn more, but now I’ve read so much about it, in a way
there’s too much to say – I could talk for much longer than the twenty minutes I’ve been allocated. Should I assume the other students don’t know much. and give them a kind of general introduction, or should I try and make them share my fascination with a particular aspect? 

TUTOR: You could do either, but you’ll need to have it clear in your own mind.

Russ: Then I think I’ll give an overview.

TUTOR: OK. Now, one way of approaching this is to work through developments in chronological order.

Russ: Uh-huh.

TUTOR: On the other hand, you could talk about the numerous ways that nanotechnology is being applied.

Russ: You mean things like thin films on camera displays to make them water-repellent, and additives to make motorcycle helmets stronger and lighter.

TUTOR: Exactly. Or another way would be to focus on its impact in one particular area, say medicine, or space exploration.

Russ: That would make it easier to focus. Perhaps I should do that.

TUTOR: I think that would be a good idea.

Russ: Right. How important is it to include slides in the presentation?

TUTOR: They aren’t essential, by any means. And there’s a danger of tailoring what you say to fit whatever slides you can find. While it can be good to include slides, you could  end up spending too long looking for suitable ones. You might find it better to leave
them out. 

Russ: I see. Another thing I was wondering about was how to start. I know presentations often begin with ‘First I’m going to talk about this, and then I’ll talk about that’, but I thought about asking the audience what they know about nanotechnology. 

TUTOR: That would be fine if you had an hour or two for the presentation, but you might find that you can’t do anything with the answers you get, and it simply eats into the short time that’s available. 

Russ: So, maybe I should mention a particular way that nanotechnology is used, to focus 
people’s attention.

TUTOR: That sounds sensible.

Russ: What do you think I should do next? I really have to plan the presentation today and

TUTOR: Well, initially I think you should ignore all the notes you’ve made, take a small piece of paper, and write a single short sentence that ties together the whole presentation it can be something as simple as ‘Nanotechnology is already improving our lives’. Then start planning the content around that. You can always modify that sentence later, if you need to.

Russ: OK. 

TUTOR: OK, now let’s think about actually giving the presentation. You’ve only given one before, if I remember correctly, about an experiment you’d been involved in.

Russ: That’s right. It was pretty rubbish!

TUTOR: Let’s say it was better in some respects than in others. With regard to the structure, I felt that you ended rather abruptly, without rounding it off. Be careful not to do that in next week’s presentation.

Russ: OK.

TUTOR: And you made very little eye contact with the audience because you were looking down at your notes most of the time. You need to be looking at the audience and only occasionally glancing at your notes. 

Russ: Mmm.

TUTOR: Your body language was a little odd. Every time you showed a slide, you turned your back on the audience so you could look at it – you should have been looking at your laptop. And you kept scratching your head, so I found myself wondering when you were next going to do that instead of listening to what you were saying! 

Russ: Oh dear. What did you think of the language? I knew that not everyone was familiar with the subject, so I tried to make it as simple as I could.

TUTOR: Yes, that came across. You used a few words that are specific to the field but you always explained what they meant so the audience wouldn’t have had any difficulty understanding. 

Russ: Uh-huh.

TUTOR: I must say the handouts you prepared were well thought out. They were a good summary of your presentation, which people would be able to refer to later on. So well done on that. 

Russ: Thank you.

TUTOR: Well, I hope that helps you with next week’s presentation.

Russ: Yes, it will. Thanks a lot.

TUTOR: I’ll look forward to seeing a big improvement, then.


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IELTS LISTENING – Joanna’s psychology study S11GT3



Joanna’s psychology study


SUPERVISOR : Hi, Joanna, good to meet you. Now, before we discuss your new research project, I’d like to hear something about the psychology study you did last year  for your Master’s degree. So how did you choose your subjects for that?

JOANNA : Well, I has six subjects,all professional musicians, and all female.Three were violinists and there was also a cello player and a pianist and a flute player.They were all very highly regarded in the music world and they’d done quite extensive tours in different continents and quite a few had won prizes and competitions as well.

SUPERVISOR : And they were quite young, weren’t they?

JOANNA : Yes, between 25 and 29 – the mean was 27.8. I wasn’t specifically looking for artists who’d produced recordings, but this is something that’s just taken for granted these days and they all had.

SUPERVISOR : Right. Now you collected your data through telephone interviews, didn’t you?

JOANNA : Yes. I realized if I was going to interview leading musicians it’d only be possible over the phone because they’re so busy. I recorded them using a telephone recording adaptor. I’d been worried about the quality, but it worked out all right.I managed at least a 30- minutes interview with each subject, sometimes longer.

SUPERVISOR : Did doing it on the phone make it more stressful?

JOANNA : I’d thought it might… it was all quite informal though and in fact they seemed very keen to talk. And I don’t think using the phone meant I got rich data,rather the opposite in fact.

SUPERVISOR : Interested. And you were looking at how performers dress for concert performances?

JOANNA : That’s right. my research investigated the way players see their role as a musician and how this linked to the type of clothing they decided to wear.But that focus didn’t emerge immediately. When I started I was more interested in trying to investigate the impact of what was worn on those listening and also weather someone like a violinist might adopt a different style of clothing from say, someone playing the flute or the trumpet.

SUPERVISOR : It’s interesting that the choice of dress is up to the individual, isn’t it?

JOANNA : Yes, you’d expect there to be rules about it in orchestras, but that’s quite rare.

SUPERVISOR : You only had women performers in your study. Was that because male musicians are less worried about fashion?

JOANNA : I think a lot of the men are very much influenced by fashion, but in social terms the choices they have are more limited … they’d really upset audiences if they strayed away from quite narrow boundaries.

SUPERVISOR : Hmm. Now, popular music has quite different expectations. Did you read Mike Frost’s article about the dress of women performers in popular music?


SUPERVISOR:  He points out that a lot of female singers and musicians in popular music tend to dress down in performances, and wear less feminine clothes, like jeans instead of skirts, and he suggests this is because otherwise they’d just be discounted as trivial.

JOANNA : But you could argue they’re just wearing what’s practical … I mean, a pop-music concert is usually a pretty energetic affair.

SUPERVISOR :  Yes, he doesn’t make that point, but I think you’re probably right. I was interested by the effect of the audience at a musical performance when it came to the choice of dress.

JOANNA : The subjects I interviewed felt this was really important. It’s all to do with what we understand by performance as a public event. They believed the audience had certain expectations and it was up to them as performers to full fill these expectations, to show a kind of esteem … 

SUPERVISOR : … they weren’t afraid of looking as if they’d made an effort to look good.

JOANNA : Mmm. I think in the past the audience would have had those expectations of one another too, but that’s not really the case now, not in the UK anyway.


JOANNA : And I also got interested in what sports scientists are doing too, with regard to clothing.

SUPERVISOR :  Musicians are quite vulnerable physically, aren’t they, because the movements they carry out are very intensive and repetitive, so I’d imagine some features of sports clothing could safeguard the players from the potentially dangerous effects of this sort of thing. 

JOANNA : Yes, but musicians don’t really consider it. They avoid clothing that obviously restricts their movements, but that’s as far as they go.

SUPERVISOR :  Anyway, coming back to your own research, do you have any idea where you’re going from here?

JOANNA :  I was thinking of doing a study using an audience, including …


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IELTS LISTENING – Jack interested in investigating seed germination S14GT3


Jack interested in investigating seed germination

EMMA: We’ve got to choose a topic for our experiment, haven’t we, Jack? Were you thinking of something to do with seeds?

JACK: That’s right. I thought we could look at seed germination – how a seed begins to grow.

EMMA: OK. Any particular reason? I know you’re hoping to work in plant science eventually …

JACK: Yeah, but practically everything we do is going to feed into that. No, there’s an optional module on seed structure and function in the third year that I might do, so I thought it might be useful for that. If I choose that option, I don’t have to do a dissertation module.

EMMA: Good idea.

JACK: Well, I thought for this experiment we could look at the relationship between seed size and the way the seeds are planted. So, we could plant different sized seeds in different ways, and see which grow best.

EMMA: OK. We’d need to allow time for the seeds to come up. 

JACK: That should be fine if we start now. A lot of the other possible experiments need quite a bit longer.

EMMA: So that’d make it a good one to choose. And I don’t suppose it’d need much equipment; we’re not doing chemical analysis or anything. Though that’s not really an issue, we’ve got plenty of equipment in the laboratory.

JACK: Yeah. We need to have a word with the tutor if we’re going to go ahead with it though. I’m sure our aim’s OK. It’s not very ambitious but the assignment’s only ten percent of our final mark, isn’t it? But we need to be sure we’re the only ones doing it.

EMMA: Yeah, it’s only five percent actually, but it’d be a bit boring if everyone was doing it.

JACK: Did you read that book on seed germination on our reading list?

EMMA: The one by Graves? I looked through it for my last experiment, though it wasn’t all that relevant there. It would be for this experiment, though. I found it quite hard to  follow- lots about the theory, which I hadn’t expected.

JACK: Yes, I’d been hoping for something more practical. It does include references to the recent findings on genetically-modified seeds, though.

EMMA: Yes, that was interesting.

JACK: I read an article about seed germination by Lee Hall. 

EMMA: About seeds that lie in the ground for ages and only germinate after a fire?

JACK: That’s the one. I knew a bit about it already, but not about this research. His analysis of figures comparing the times of the fires and the proportion of seeds that germinated was done in a lot of detail – very impressive.

EMMA: Was that the article with the illustrations of early stages of plant development? They were very clear.

JACK:I think those diagrams were in another article.

EMMA: Anyway, shall we have a look at the procedure for our experiment? We’ll need to get going with it quite soon.

JACK: Right. So the first thing we have to do is find our seeds. I think vegetable seeds would be best. And obviously they mustn’t all be the same size. So how many sorts do we need? About four different ones?

EMMA: I think that would be enough. There’ll be quite a large number of seeds for each one.

JACK: Then for each seed we need to find out how much it weighs, and also measure its dimensions, and we need to keep a careful record of all that.

EMMA: That’ll be quite time-consuming. And we also need to decide how deep we’re going to plant the seeds – right on the surface, a few millimeters down, or several centimeters.

JACK: OK. So then we get planting. Do you think we can plant several seeds together in the same plant pot?

EMMA: No, I think we need a different one for each seed.

JACK: Right. And we’ll need to label them – we can use different colored labels. Then we wait for the seeds to germinate – I reckon that’ll be about three weeks, depending on what the weather’s like. Then we see if our plants have come up and write down how tall they’ve grown.

EMMA: Then all we have to do is look at our numbers, and see if there’s any relation between them.

JACK: That’s right. So …


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IELTS LISTENING – Laura’s work placement S17AT3


Laura’s work placement

TIM: Hi, Laura – could you spare a few minutes to talk about the work placement you did last summer? I’m thinking of doing one myself …

LAURA: Hi, Tim. Sure.

TIM: Didn’t you do yours at an environmental services company?

LAURA: That’s right … It’s only a very small company and they needed someone to produce a company brochure, and I wanted to get some business experience because I’m interested in a career in occupational psychology in a business environment. It was good because I had overall responsibility for the project. 

TIM: What kind of skills do you think you developed on the placement? I mean, apart from the ones you already had … Did you have to do all the artwork for the brochure, the layout and everything?

LAURA: We hired the services of a professional photographer for that. I did have to use my IT skills to a certain extent because I cut and pasted text from marketing leaflets, but that didn’t involve anything I hadn’t done before.

TIM: Do you think you got any better at managing your time and prioritizing things? You always used to say you had trouble with that ..

LAURA: Oh, definitely. There was so much pressure to meet the project deadline. And I also got better at explaining things and asserting my opinions, because I had to have weekly consultations with the marketing manager and give him a progress report.

TIM: It sounds as if you got a lot out of it then.

LAURA: Absolutely. It was really worthwhile … But you know. the company benefited too …

TIM: Yes, they must have done. After all, if they’d used a professional advertising agency to produce their brochure instead of doing it in-house, presumably they’d have paid a lot more?

LAURA: Oh, yes. I worked it out – it would have been 250 per cent more. And I thought the end result was good. even though we did everything on site. The company has quite a powerful computer and I managed to borrow some scanning software from the university. The new brochure looks really professional; it enhances the image of the company straight away.

TIM: So in the long run it should help them to attract clients, and improve their sales figures?

LAURA: That’s the idea. Yeah.

TIM: Well. all in all it sounds very positive – I think I will go ahead and apply for a placement myself. How do I go about it?

LAURA: It’s easy enough to do, because there’s a government agency called STEP – S-T-E-P- that organizes placements for students. You should start by getting their booklet with all the details – I expect you can download one from their website.

TIM: Actually, they’ve got copies in the psychology department – I’ve seen them there. I’ll just go to the office and pick one up.

LAURA: Right. And then if I were you, after I’d looked at it I’d go over all the options with someone …

TIM: I suppose I should ask my tutor’s advice. He knows more about me than anyone.

LAURA: One of the career officers would be better, they’ve got more knowledge about the jobs market than your personal tutor would have.


LAURA: And then when you know what you want you can register with STEP – you’ll find their address in the booklet. And once you’ve registered they assign you to a mentor who looks after your application.

TIM: And then I suppose you just sit back and wait till you hear something?

LAURA: They told me at the careers office that it’s best to be proactive, and get updates yourself by checking the website for new placement alerts. Your mentor is supposed to keep you informed, but you can’t rely on that. 

TIM: I don’t suppose it’s a good idea to get in touch with companies directly, is it?

LAURA: Not really … But it is the company who notifies you if they want you to go for an interview You get a letter of invitation or an email from personnel departments.

TIM: And do I reply directly to them?

LAURA: Yes, you do. STEP only gets involved again once you’ve been made a job offer.

TIM: Right … So once you’ve had an interview you should let your mentor know what the outcome is? I mean whether you’re offered a job, and whether you’ve decided to accept it?

LAURA: That’s right. They’ll inform the careers office once a placement has been agreed, so you don’t have to do that.

TIM: Is that all then?

LAURA: More or less. Only once you’ve accepted an offer you’ll probably have to supply a reference, because the placement will be conditional on that. And that’s something you should ask your own tutor to provide. He knows about your academic ability and also about your qualities, like reliability.

TIM: Well, thanks very much for the information – I’m starting to look forward …


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IELTS LISTENING – Labels giving nutritional information on food packaging S16GT3


Labels giving nutritional information on food packaging

JACK: I’ve still got loads to do for our report on nutritional food labels.

ALICE: Me too. What did you learn from doing the project about your own shopping habits?

JACK: Well, I’ve always had to check labels for traces of peanuts in everything I eat because of my allergy. But beyond that I’ve never really been concerned enough to check how healthy a product is. 

ALICE: This project has actually taught me to read the labels much more carefully. I tended to believe claims on packaging like ‘low in fat’. But I now realize that the ‘healthy’ yogurt I’ve bought for years is full of sugar and that it’s actually quite high in calories. 

JACK: Ready meals are the worst … comparing the labels on supermarket pizzas was a real eye-opener. Did you have any idea how many calories they contain? I was amazed.

ALICE: Yes, because unless you read the label really carefully you wouldn’t know that the nutritional values given are for half a pizza.

JACK: When most people eat the whole pizza. Not exactly transparent is it?

ALICE: Not at all. But I expect it won’t stop you from buying pizza?

JACK: Probably not, no! I thought comparing the different labelling  systems used by food manufacturers was interesting. I think the kind of labelling system used makes a big difference.

ALICE: Which one did you prefer?

JACK: I liked the traditional daily value system best – the one which tells you what proportion of your required daily intake of each ingredient the product contains. I’m not sure it’s the easiest for people to use but at least you get the full story. I like to know all the ingredients in a product – not just how much fat, salt and sugar they contain. 

ALICE: But it’s good supermarkets have been making an effort to provide reliable information for customers.

JACK: Yes. There just needs to be more consistency between labelling systems used by different supermarkets, in terms of portion sizes, etc.

ALICE: Mmm. The labels on the different brands of chicken flavor crisps were quite revealing too, weren’t they?

JACK: Yeah. I don’t understand how they can get away with calling them chicken flavor when they only contain artificial additives. 

ALICE: I know. I’d at least have expected them to contain a small percentage of real chicken.

JACK: Absolutely.

ALICE: I think having nutritional food labeling has been a good idea, don’t you? I think it will change people’s behavior and stop mothers, in particular, buying the wrong things.

JACK: But didn’t that study kind of prove the opposite? People didn’t necessarily stop buying unhealthy products.

ALICE: They only said that might be the case. Those findings weren’t that conclusive and it was quite a small-scale study. I think more research has to be done.

JACK: Yes, I think you’re probably right.

JACK: What do you think of the traffic-light system?

ALICE: I think supermarkets like the idea of having a color-coded system – red, orange or green – for levels of fat, sugar and salt in a product.

JACK: But it’s not been adopted universally. And not on all products. Why do you suppose that is?

ALICE: Pressure from the food manufacturers. Hardly surprising that some of them are opposed to flagging up how unhealthy their products are.

JACK: I’d have thought it would have been compulsory. It seems ridiculous it isn’t.

ALICE: I know. And what I couldn’t get over is the fact that it was brought in without enough consultation – a lot of experts had deep reservations about it.

JACK: That is a bit weird. I suppose there’s an argument for doing the research now when consumers are familiar with this system.

ALICE: Yeah, maybe.

JACK: The participants in the survey were quite positive about the traffic-light system.

ALICE: Mmm. But I don’t think they targeted the right people. They should have focused on people with low literacy levels because these labels are designed to be accessible to them. 

JACK: Yeah. But it’s good to get feedback from all socio-economic groups. And there wasn’t much variation in their responses.

ALICE: No. But if they hadn’t interviewed participants face-to-face they could have used a much bigger sample size. I wonder why they chose that method?

JACK: Dunno. How were they selected? Did they volunteer or were they approached?

ALICE: I think they volunteered. The thing that wasn’t stated was how often they bought packaged food – all we know is how frequently they used the supermarket.


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IELTS LISTENING – Study on Gender in Physics S8GT3



Study on Gender in Physics


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 collage 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.

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. That’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:  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 int he 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.But actually they ere 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 -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:  Ans putting these thoughts into words can relax them and help them overcome the psychological factors that to poor performance.Yeah , 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? 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 hep 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 dong a writing task and half doing something else, like an oral task.

LISA:  Or even , 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 the men and the women got the same results whether hey were working in 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 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 – Thor Heyerdahl very interested in as a youth? S15AT3


Thor Heyerdahl very interested in as a youth?

VICTOR: Right, well, for our presentation shall I start with the early life of Thor Heyerdahl?

OLIVIA:  Sure. Why don’t you begin with describing the type of boy he was, especially his passion for collecting things.

VICTOR: That’s right, he had his own little museum. And I think it’s unusual for children to develop their own values and not join in their parents ‘ hobbies I’m thinking of how Heyerdahl wouldn’t go hunting with his dad, for example.

OLIVIA: Yeah, he preferred to learn about nature by listening to his mother read to him. And quite early on he knew he wanted to become an explorer when he grew up. That came from his camping trips he went on in Norway I think …

VICTOR: No, it was climbing that he spent his time on as a young man.

OLIVIA: Oh, right … After university he married a classmate and together, they  decided to experience living on a small island. to find out how harsh weather conditions shaped people’s lifestyles.

VICTOR: As part of their preparation before they left home, they learnt basic survival skills like building a shelter. I guess they needed that knowledge in order to live wild in a remote location with few inhabitants, cut off by the sea, which is what they were aiming to do.

OLIVIA: An important part of your talk should be the radical theory Heyerdahl formed from examining mysterious ancient carvings that he happened to find on the island. I think you should finish with  that.


OLIVIA: All right, Victor, so after your part I’ll talk about Thor Heyerdahl’s adult life, continuing from the theory he had about Polynesian migration. Up until that time of course, academics had believed that humans first migrated to the islands in Polynesia from Asia, in the west.

VICTOR: Yes, they thought that travel from the east was impossible, because of the huge, empty stretch of ocean that lies between the islands and the nearest inhabited land.

OLIVIA: Yes, but Heyerdahl spent ages studying the cloud movements, ocean currents and wind patterns to find if ii was actually possible. And another argument was that there was no tradition of large ship-building in the communities lying to the east of Polynesia. But Heyerdahl knew they made lots of coastal voyages in locally built canoes.

VICTOR: Yes, or sailing on rafts, as was shown by the long voyage that Heyerdahl did next. It was an incredibly risky journey to undertake – sometimes I wonder if he did that trip for private reasons, you know? To show others that he could have spectacular adventures. What do you think, Olivia?

OLIVIA: Well, I think it was more a matter of simply trying out his idea, to see if migration from the east was possible.

VICTOR: Yes, that’s probably it. And the poor guy suffered a bit at that time because the war forced him to stop his work for some years …

OLIVIA: Yes. When he got started again and planned his epic voyage, do you think it was important to him that he achieve it before anyone else did?

VICTOR: Um, I haven’t read anywhere that that was his motivation. The most important factor seems to have been that he use only ancient techniques and local materials to build bis raft.

OLIVIA: Yes. I wonder how fast it went. 

VICTOR: Well, it took them 97 days from South America to the Pacific Islands.

OLIVIA: Mm. And after that, Heyerdahl went to Easter Island, didn’t he? We should mention the purpose of that trip. I think he sailed there in a boat made out of reeds.

VICTOR: No, that was later on in Egypt, Olivia.

OLIVIA: Oh, yes, that’s right.

VICTOR: But what he wanted to do was talk to the local people about their old stone carvings and then make one himself to learn more about the process.

OLIVIA: I see. Well, what a great life. Even though many of his theories have been disproved , he certainly left a lasting impression on many disciplines, didn’t he? To my mind. he was the first person to establish what modern academics call practical archaeology. I mean that they try to recreate something from the past today. like he did with his raft trip. It’s unfortunate that his ideas about where Polynesians originated from have been completely discredited.

VICTOR: Yes. Right, well I’ll prepare a PowerPoint slide at the end that acknowledges our sources. I mainly used The Life and Work of Thor Heyerdahl by William Oliver. I thought the research methods he used were very sound. although I must say I found the overall tone somewhat old-fashioned. I think they need to do a new, revised edition.

OLIVIA:  Yeah, I agree. What about the subject matter – I found it really challenging!

VICTOR: Well, it’s a complex issue …

OLIVIA:  I thought the book had lots of good points. What did you think of …


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IELTS LISTENING – Increasing numbers of holidays with BC Travel? S3GT2


Increasing numbers of holidays with BC Travel?

In this session in your training day we’re going to look at some of the more specialized holidays we offer at BC Travel. Now, the travel business is very competitive and it’s important to be aware of how the market’s changing and developing. In terms of age groups, the over-65’s are an important market, and one that’s increasing steadily year on year. The fewest holidays are taken by the 31 to 42-year-old’s , and that figure shows no sign of rising. The biggest market at present is still the youngest group, the 16 to 30’s, but this group’s also seen the biggest drop over the last few years, whereas there’s a noticeable growth in the number of holidays taken by the 55 to 64 year-old’s. As far as the 43 to 54-year-old’s are concerned, bookings there are steady, but I have to say we haven’t seen the increase we expected.One trend we’re noticing with nearly all age groups is the growing popularity of holidays in which clients do some kind of specialized activity. I’m not talking here about adventure holidays, where clients take part in high-risk activities like white water rafting just for the thrill of it. Activity holidays usually involve rather less high-risk sports, or things like art and music.They’re not necessarily cheaper than ordinary  holidays,  often the opposite,  in fact. But do often take place outside the main tourist centers. which gives an opportunity for clients to find out more about the local people and customs, and many say this is one of the most positive features of these holidays. Of course, they offer the chance to develop a new skill or talent, but clients often say that more than this, it’s the chance to create lasting relationships with other like-minded people that’s the main draw.

Let me give you some examples of BC Travel activity holidays. Our painting holidays take place in four different centers in France and Italy and they’re very popular with clients of all abilities from beginners onward’s . We’ve got an excellent team of artists to lead the classes – some of them have been with us from the start, and five additional ones will be joining us this Years  so that we can offer a greater number of classes in each center.As far as cooking holidays are concerned, I know a lot of agents offer holidays where clients cook recipes related to one particular country, usually the one they’re staying in, but we focus on dishes from a great many different ones. Apart from that you’ll find the usual emphasis on good quality, organic ingredients – that’s more or less a given nowadays – and there are generally some meat-free recipes included.Our photography holidays take place in a wide range of countries from Iceland to Vietnam, and clients have the opportunity to see some stunning scenery. Groups are small, no more than eight, so clients can have one-on-one tuition during the holiday. and excursions are arranged with fully-trained guides. At the end of each holiday an exhibition is held of the photographs taken so that clients can see one another’s work and receive valuable feedback from the tutor.

Finally, let me tell you about our fitness holidays. In Ireland and Italy we run one-week general fitness classes for all ages and levels of fitness. Clients start the course with a consultation with a trainer, and together they draw up an individual programmer. As well as improving general fitness, clients find that they end up losing much of the stress they’ve built up in their daily lives.In Greece, we have a two-week holiday for clients who want to do something about their. This has all the features you’d expect, like a personalized diet programmer, but one of its most popular features is that the exercise classes are all held on the beach. People say it’s far preferable to being in a gym.Finally, we offer several holidays in Morocco. One very popular one is the mountain biking holiday. Bikes are provided and there are different routes according to people’s ability. We offer one which is tailored to the needs of families, which is particularly popular.

OK, so that’s about all the time I have today, so thank you very much …


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IELTS LISTENING – The Snow Centre S16GT2


The Snow Centre

Hi everyone, welcome to the Snow Center. My name’s Annie. I hope you enjoyed the bus trip from the airport – we’ve certainly got plenty of snow today! Well, you’ve come to New Zealand’s premier snow and ski center, and we’ve a whole load of activities for you during your week here.most visitors come here for the cross-country skiing, where you’re on fairly flat ground for most of the time, rather than going down steep mountainsides. There are marked trails, but you can also leave these and go off on your own and that’s an experience not to be missed. You can go at your own speed – it’s great aerobic exercise if you really push yourself, or if you prefer you can just glide gently along and enjoy the beautiful scenery. This afternoon, you’ll be going on a dog-sled trip. You may have seen our dogs on TV recently racing in the winter sled festival. If you want, you can have your own team for the afternoon and learn how to drive them, following behind our leader on the trail. Or if you’d prefer, you can just sit back in the sled and enjoy the ride as a passenger.At the weekend, we have the team relay event, and you’re all welcome to join in. We have a local school coming along, and a lot of the teachers are taking part too. Participation rather than winning is the main focus, and there’s a medal for everyone who takes part. Participants are in teams of two to four, and each team must complete four laps of the course.

For your final expedition, you head off to Mount Frenner wearing a pair of special snow shoes which allow you to walk on the top of the snow. This is an area where miners once searched for gold, though there are very few traces of their work left now. When the snow melts in summer, the mountain slopes are carpeted in flowers and plants.It’s  a long ascent,though not too steep and walkers generally take a couple of the days to get the summit and return.You’ll spend the night in our hut half-way up the mountain. That’s included in your package for the stay. It’s got cooking facilities, firewood and water for drinking. For washing, we recommend you use melted snow, though, to conserve supplies. We can take your luggage up on our snowmobile for you for just ten dollars a person. The hut has cooking facilities so you can make a hot meal in the evening and morning, but you need to take your own food.

The weather on Mount Frenner can be very stormy. In that case stay in the hut- generally the storms don’t last long. Don’t stress about getting back here to the center in time to catch the airport bus – they’ll probably not be running anyway. We do have an emergency locator beacon in the hut but only use that if it’s a real emergency, like if someone’s ill or injured.Now, let me tell you something about the different ski trails you can follow during your stay here.Highland Trail’s directly accessible from where we are now. This trail’s been designed to give first-timers an experience they’ll enjoy regardless of their age or skill but it’s also ideal for experts to practice their technique.

Then there’s Pine Trail … if you’re nervous about skiing, leave this one to the experts! You follow a steep valley looking right down on the river below – scary! But if you’ve fully mastered the techniques needed for hills, it’s great fun.Stony Trail’s a good choice once you’ve got a general idea of the basics. There are one or two tricky sections, but nothing too challenging. There’s a shelter half-way where you can sit and take a break and enjoy the afternoon sunshine.And finally, Loser’s Trail. This starts off following a gentle river valley but the last part is quite exposed so the snow conditions can be challenging – if it’s snowing or windy, check with us before you set out to make sure the trail’s open that day.

Right, so now if you’d like to follow me, we’ll get started …


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IELTS LISTENING – Information on company volunteering projects S13GT2


Information on company volunteering projects

Thanks for coming everyone. OK, so this meeting is for new staff and staff who haven’t been involved with our volunteering projects yet. So basically, the idea is that we allow staff to give up some of their work time to help on various charity projects to benefit the local community. We’ve been doing this for the last five years and it’s been very successful.

Participating doesn’t necessarily involve a huge time commitment. The company will pay for eight hours of your time. That can be used over one or two days all at once, or spread over several months throughout the year. There are some staff who enjoy volunteering so much they also give up their own free time for a couple of hours every week. It’s completely up to you. Obviously, many people will have family commitments and aren’t as available as other members of staff.

Feedback from staff has been overwhelmingly positive. Because they felt they were doing something really useful. nearly everyone agreed that volunteering made them feel more motivated at work. They also liked building relationships with the people in the local community and felt valued by them. One or two people also said it was a good thing to have on their CV’s.

One particularly successful project last year was the Get Working Project. This was aimed at helping unemployed people in the area get back to work. Our staff were able to help them improve their telephone skills, such as writing down messages and speaking with confidence to potential customers, which they had found quite difficult. This is something many employers look for in job applicants – and something we all do without even thinking about, every day at work.

We’ve got an exciting new project starting this year. Up until now, we’ve mainly focused on projects to do with education and training. And we’ll continue with our reading project in schools and our work with local charities. But we’ve also agreed to help out on a conservation  project in Redfren Park. So if any of you fancy being outside and getting your hands is the project for you. 

I also want to mention the annual Digital Inclusion Day, which is coming up next month.The aim of this is to help older people keep up with technology. And this year, instead of hosting the event in our own training facility, we’re using the ICT suite at Hill College, as it can hold far more people. 

We’ve invited over 60 people from the Silver Age Community Center to take part, so we’ll need a lot of volunteers to help with this event.

If you’re interested in taking part please go to the volunteering section of our website and complete the relevant form. We won’t be providing any training for this but you’ll be paired with an experienced volunteer if you’ve never done it before. By the way, don’t forget to tell your manager about any volunteering activities you decide to do.

The participants on the Digital Inclusion Day really benefited. The majority were in their seventies, though some were younger and a few were even in their nineties! Quite a few owned both a computer and a mobile phone, but these tended to be outdated models. They generally knew how to do simple things, like send texts, but weren’t aware of recent developments in mobile phone technology. A few were keen to learn but most were quite dismissive at first – they couldn’t see the point of updating their skills. But that soon changed.

The feedback was very positive. The really encouraging thing was that participants all said they felt much more confident about using social media to keep in touch with their grandchildren, who prefer this form of communication to phoning or sending emails. A lot of them also said playing online games would help them make new friends and keep their brains active. They weren’t that impressed with being able to order their groceries online, as they liked going out to the shops, but some said it would come in handy if they were ill or the weather was really bad. One thing they asked about was using tablets for things like reading newspapers – some people had been given tablets as presents but had never used them, so that’s something we’ll make sure we include this time …


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IELTS LISTENING – Global Design Competition S14AT3


Global Design Competition

JOHN: . hello Professor, I’m John Wish cart. I’m working on my entry for the Global Design Competition. My tutor said you might be able to help me with it.

PROFESSOR:  Ah, yes, I got a copy of your drawings. Come in and tell me about it. What sort of competition is it?

JOHN: Well, it’s an international design competition and we have to come up with a new design for a typical domestic kitchen appliance.

PROFESSOR:  I see, and are there any special conditions? Does it have to save energy for example?

JOHN: Actually that was the focus in last year’s competition. This year’s different. We have to adopt an innovative approach to existing technology, using it in a way that hasn’t been thought of before.

PROFESSOR:  I see, that sounds tricky. And what kitchen appliance have you chosen?

JOHN: Well, I decided to choose the dishwasher.

PROFESSOR:  Interesting, what made you choose that?

JOHN: Well, they’re an everyday kitchen appliance in most Australian houses but they’re all pretty boring and almost identical to each other. I think some people will be prepared to pay a little extra for something that looks different.

PROFESSOR:  That’s a nice idea. I see you’ve called your design ‘the Rockpool ‘  why is that?

JOHN: Basically because it looks like the rock pools you find on a beach. The top is made of glass so that you can look down into it.

PROFESSOR:  And there’s a stone at the bottom. Is that just for decoration?

JOHN: Actually it does have a function. Instead of pushing a button, you turn the stone.

PROFESSOR:  So it’s really just a novel way of starting the dishwasher.

JOHN: That’s right.

PROFESSOR:  It’s a really nice design, but what makes it innovative?

JOHN: Well, I decided to make a dishwasher that uses carbon dioxide.

PROFESSOR:  In place of water and detergent? How will you manage that?

JOHN: The idea is to pressurize the carbon dioxide so that it becomes a liquid. The fluid is then released into the dishwasher where it cleans the dishes all by itself.

PROFESSOR:  Sounds like a brilliant idea! Your system will totally do away with the need for strong detergents. So what happens once the dishes are clean?

JOHN: Well, to allow them to dry, the liquid carbon dioxide and the waste materials all go to an area called the holding chamber. That’s where the liquid is depressurized and so it reverts to a gas. Then the oil and grease are separated out and sent to the waste system.

PROFESSOR: It sounds like you’ve thought it all out very thoroughly. So, what happens to the carbon dioxide once the process is complete? Not wasted I hope.

JOHN: Actually, that’s where the real savings are made. The carbon dioxide is sent back to the cylinder and can be used again and again,

PROFESSOR:  What a terrific idea. Do you think it will ever be built?

JOHN: Probably not, but that’s OK.

PROFESSOR:  Now, you seem to have thought about everything so what exactly did you need me to help you with?

JOHN: Well, my design has made it to the final stage of the competition and, in a few months’ time. I have to give a presentation. and that’s the part I was hoping you could help me with.

PROFESSOR:  Right, well that should be easy enough. What have you managed to do so far?

JOHN: Well, I’ve got detailed drawings to show how it will work and I’ve also written a 500-word paper on it.

PROFESSOR:  I see. Well, if you want to stand a good chance of winning you really need a model of the machine.

JOHN: Yes, I thought I might but I’m having a few problems.

PROFESSOR:  What is the main difficulty so far? Let me guess – is it the materials?

JOHN: Yes. I want it to look professional but everything that’s top quality is also very expensive. 

PROFESSOR:  Look, projects like this are very important to us. They really help lift our profile. So why don’t you talk to the university about a grant? I can help you fill out the application forms if you like.

JOHN: That would be great.

PROFESSOR:  You’d better show me this paper you’ve written as well, For a global competition such as this you need to make sure the technical details You’ve given are accurate and thorough.

JOHN: That would be a great help.

PROFESSOR:  Is there anything else I can do?

JOHN: Well, I’m really … 


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IELTS LISTENING – Alice say about the Dolphin Conservation Trust? S18AT2


Alice say about the Dolphin Conservation Trust?

INTERVIEWER: Today we’re pleased to have on the show Alice Bussell from the Dolphin Conservation Trust. Tell us about the Trust, Alice.

ALICE: Well, obviously its purpose is to protect dolphins in seas all around the world. It tries to raise people’s awareness of the problems these marine creatures are suffering because of pollution and other threats. It started ten years ago and it’s one of the fastest growing animal charities in the country – although it’s still fairly small compared with the big players in animal protection. We are particularly proud of the work we do in education – last year we visited a huge number of schools in different parts of the country, going round to talk to children and young people aged from five to eighteen. In fact, about thirty-five per cent of our members are children. The charity uses its money to support campaigns – for example, for changes in fishing policy and so forth. It hopes soon to be able to employ its first full-time biologist – with dolphin expertise – to monitor populations. Of course, many people give their services on a voluntary basis and we now have volunteers working in observation. office work and other things. I should also tell you about the award we won from the Charity Commission last year – for our work in education. Although it’s not meant an enormous amount of money for us, it has made our activities even more widely publicized and understood. In the long term it may not bring in extra members but we’re hoping it’ll have this effect. 

INTERVIEWER: Is it possible to see dolphins in UK waters?

ALICE: Yes. In several locations. And we have a big project in the east part of Scotland. This has long been a haven for dolphins because it has very little shipping. However, that may be about to change soon because oil companies want to increase exploration there. We’re campaigning against this because, although there’ll be little pollution from oil, exploration creates a lot of underwater noise. It means the dolphins can’t rest and socialize. This is how I became interested in dolphin conservation in the first place. I had never seen one and I hadn’t been particularly interested in them at school. Then I came across this story about a family of dolphins who had  to leave their home in the Moray Firth because of the oil companies and about a child who campaigned to save them. I couldn’t out the book down – I was hooked.

INTERVIEWER: I’m sure our listeners will want to find out what they can do to help. You mentioned the ‘Adopt a Dolphin’ scheme. Can you tell us about that?

ALICE: Of course! People can choose one of our dolphins to sponsor. They receive a picture of it and news updates. I’d like to tell you about four which are currently being adopted by our members: Moondancer, Echo, Kiwi and Samson. Unfortunately. Echo is being rather elusive this year and hasn’t yet been sighted by our observers but we remain optimistic that he’ll be out there soon. All the others have been out in force – Samson and Moondancer are often photographed together but it is Kiwi who’s our real ‘character’ as she seems to love coming up close for the cameras and we’ve captured her on film hundreds of times. They all have their own personalities – Moondancer is very elegant and curves out and into the water very smoothly, whereas Samson has a lot of energy – he’s always leaping out of the water with great vigour. You’d probably expect him to be the youngest – he’s not quite – that’s Kiwi – but Samson’s the latest of our dolphins to be chosen for the scheme. Kiwi makes a lot of noise so we can often pick her out straightaway. Echo and Moondancer are noisy too, but Moondancer’s easy to find because she has a particularly large fin on her back, which makes her easy to identify. so, yes, they’re all very different…

INTERVIEWER: Well, they sound a fascinating group … 


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IELTS LISTENING – Theatre Studies Course S18AT3


Theatre Studies Course

MIA: Hi, Rob. How’s the course going?

ROB : Oh, hi, Mia. Yeah, great. I can’t believe the first term’s nearly over.

MIA: I saw your group’s performance last night at the student theater. It was good.

ROB : Really? Yeah … but now we have to write a report on the whole thing, an in-depth analysis. I don’t know where to start. Like, I have to write about the role I played, the doctor, how I developed the character.

MIA: Well, what was your starting point?

ROB : Er … my grandfather was a doctor before he retired, and I just based it on him.

MIA: OK, but how? Did you talk to him about it?

ROB : He must have all sorts of stories, but he never says much about his work, even now. He has a sort of authority though.

MIA: So how did you manage to capture that?

ROB : I’d … I’d visualize what he must have been like in the past. when he was sitting in his consulting room listening to his patients.

MIA: OK, so that’s what you explain in your report.

ROB : Right.

MIA: Then there’s the issue of atmosphere -so in the first scene we needed to know how boring life was in the doctor’s village in the 1950’s, so when the curtain went up on the first scene in the waiting room, there was that long silence before anyone spoke. And then people kept saying the same thing over and over, like ‘Cold, isn’t it?’

ROB : Yes, and everyone wore grey and brown, and just sat in a row.

MIA: Yes, all those details of the production.

ROB : And I have to analyse how I functioned in the group -what I found out about myself. I know I was so frustrated at times, when we couldn’t agree.

MIA: Yes. So did one person emerge as the leader?

ROB : Sophia did. That was OK-she helped us work out exactly what to do, for the production. And that made me feel better, I suppose.

MIA: When you understood what needed doing?

ROB : Yes. And Sophia did some research, too. That was useful in developing our approach.

MIA: Like what?

ROB : Well, she found these articles from the 1950’s about how relationships between children and their parents, or between the public and people like bank managers or the police were shifting.

MIA: Interesting. And did you have any practical problems to overcome?

ROB : Well, in the final rehearsal everything was going fine until the last scene -that’s where the doctor’s first patient appears on stage on his own.

MIA: The one in the wheelchair?

ROB : Yes, and he had this really long speech, with the stage all dark except for one spotlight -and then that stuck somehow so it was shining on the wrong side of the stage … but anyway we got that fixed, thank goodness.

MIA: Yes, it was fine on the night.

ROB : But while you’re here, Mia, I wanted to ask you about the year abroad option. Would you recommend doing that?

MIA: Yes, definitely. It’s a fantastic chance to study in another country for a year.

ROB : I think I’d like to do it, but it looks very competitive -there’s only a limited number of places.

MIA:  Yes, so next year when you are in the second year of the course. you need to work really hard in all your theater studies modules. Only students with good marks get places you have to prove that you know your subject really well.

ROB : Right. So how did you choose where to go?

MIA: Well, I decided I wanted a programmer that would fit in with what I wanted to do after I graduate, so I looked for a university with emphasis on acting rather than directing for example. It depends on you. Then about six months before you go, you have to email the scheme coordinator with your top three choices. I had a friend who missed the deadline and didn’t get her first choice, so you do need to get a move on at that stage. You’ll find that certain places are very popular with everyone.

ROB : And don’t you have to write a personal statement at that stage?

MIA: Yes.

ROB : Right. I’ll get some of the final year students to give me some tips . . . maybe see if I can read what they wrote.

MIA: I think that’s a very good idea. I don’t mind showing you what I did. And while you’re abroad don’t make the mistake I made. I got so involved I forgot all about making arrangements for when I came back here for the final year. Make sure you stay in touch so they know your choices for the optional modules. You don’t want to miss out doing your preferred specialisms.

ROB : Right.


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IELTS LISTENING – Physical activities S15GT2


Physical activities

So if you’re one of those people who hasn’t found the perfect physical activity yet -here are some things to think about which might help you make the right decision for you.

The first question to ask yourself is whether you would enjoy training in a gym. Many people are put off by the idea of having to fit a visit to the gym into their busy day -you often have to go very early or late as some gyms can get very crowded. But with regular training you’ll see a big difference in a relatively short space of time.

Running has become incredibly popular in recent years. That’s probably got a lot to do with the fact that it’s a very accessible form of exercise -anyone can run -even if you can only run a few meters to begin with. But make sure you get the right shoes -it’s worth investing in a high quality pair and they don’t come cheap. Another great thing about running is that you can do it at any time of day or night -the only thing that may stop you is snow and ice.

Swimming is another really good way to build fitness. What attracts many people is that you can swim in an indoor pool at any time of year. On the other hand, it can be quite boring or solitary -it’s hard to chat to people while you’re swimming lengths.

Cycling has become almost as popular as running in recent years. That’s probably because as well as improving their fitness, many people say being out in the fresh air in a park or in the countryside can be fun, provided the conditions are right, of course -only fanatics go out in the wind and rain!

Yoga is a good choice for those of you looking for exercise which focuses on developing both a healthy mind and body. It’s a good way of building strength and with the right instructor, there’s  less chance of hurting yourself than with other more active sports. But don’t expect to find it easy -it can be surprisingly challenging, especially for people who aren’t very flexible.

Getting a personal trainer is a good way to start your fitness program . Obviously there can be significant costs involved. But if you’ve got someone there to encourage you and help you achieve your goals, you’re less likely to give up. Make sure you get someone with a recognized qualification, though, or you could do yourself permanent damage.

Whatever you do, don’t join a gym unless you’re sure you’ll make good use of it. So many people waste lots of money by signing up for membership and then hardly ever go. What happens to their good intentions? I don’t think people suddenly stop caring about improving their fitness, or decide they have more important things to do. I think people lose interest when they don’t think they’re making enough progress. That’s when they give up hope and stop believing they’ll ever achieve their goals. Also what people sometimes don’t realize when they start is that it takes a lot of determination and hard work to keep training week after week and lots of people don’t have that kind of commitment.

One thing you can do to help yourself is to set manageable goals -be realistic and don’t push yourself too far. Some people advise writing goals down, but I think it’s better to have a flexible approach. Give yourself a really nice treat every time you reach one of your goals. And don’t get too upset if you experience setbacks -it’s a journey -there are bound to be difficulties along the way.


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After 1 July 1998, you may pay your electricity account in any of the following ways:

1. Payments via mail:

A. No receipt required:

     Mail payments to:

                                         Coastside Power

                                         Locked Bag 2760

                                         Southport NSW 3479

B. Receipt required:

    Mail payments to:

                                          Coastside Power

                                          PO Box 560

                                          Northbridge NSW 3472

2. Agency payments (payments directly to the bank):

Payments can be made at any branch of the Federal Bank by completing the deposit slip attached to your account notice.

NB: This facility is no longer available at South Pacific Bank branches.

3. Payments directly to Coastside Power Office:

Payments can be made directly to Coastside Power Office at 78-80 Third Avenue, Northbridge. Office hours are Monday to Friday, 8.30 am to 4.30 pm.

Payment may be by personal cheque, bank cheque or cash.

Note: Payments cannot be made by phone.


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21 A. As a full-time student at West Thames College you will have your own Personal Mentor who will see you each week to guide you through your studies, and discuss any problems which may arise. We take a cooperative approach to the assessment of your work and encourage you to contribute to discussion.


B. A Learning Support Service supporting students in studying, presenting information and handling numbers.

This service provides specialist assistance and courses for those who need help to improve their writing, oral and numeracy skills for the successful completion of their college course. Help with basic skills is also available. 

22 C. This service is available to anyone who is undecided as to which course to follow. It is very much a service for the individual, whatever your age, helping you to select the best option to suit your circumstances. The service includes educational advice, guidance and support, including a facility for accrediting your previous experience – the Accreditation of Prior Learning (APL). The Admissions Office is open Monday to Friday 9.00 am to 5.00 pm. All interviews are confidential and conducted in a relaxed and friendly atmosphere. Evening appointments are available on request.

D. A shop for the books and stationery needed to study

The College Bookshop stocks a wide range of books, covering aspects of all courses, together with a good selection of stationery.It also supplies stamps, phone cards, blankvideos and computer disks. The shop is open at times specified In the Student Handbook in the mornings, afternoons and evenings.

23 E. When students are weary from study and want the chance to relax and enjoy themselves with friends, they can participate in a number of recreational activities. Depending on demand, we offer a range of sporting activities including football,badminton, basketball, table tennis, volleyball, weight training and aerobics. For the non-sporting students we offer a debating society, video club, hair and beauty sessions, as well as a range of creative activities. Suggestions for activities from students are always welcome.

24 F. This confidential service is available if you have practical or personal difficulties during your course of study, whether of a financial or personal nature. Our Student Advisors can help you directly or put you in touch with someone else who can give you the help you need.


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