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IELTS LISTENING – EVENTS DURING KENTON FESTIVAL S23T1

 IELTS listening Events During Kenton Festival listening practice test has 10 questions belongs to the Events & Leisure subject..

MAN: Good morning, Kenton Festival box office. How can I help you?

WOMAN: Oh, good morning. I’m coming to Kenton for a few days’ holiday next month, and a friend told me there’s a festival. She gave me this number to find out about it.

MAN: That’s right. Example The festival begins on the 16th of May and goes on till the 19th.

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WOMAN: Oh, that’s great. I’ll be there from the 15th till the 19th. So could you tell me the programme, please?

MAN: Well, on the first day, there’s the opening ceremony, in the town centre. People start gathering around 2 o’clock, to get a good place to see from, and Q1 the events will start at 2.45. and finish about 5.30.

WOMAN: OK, thanks. I’ll make sure I get there early to get a good spot.

MAN: The festival will be officially opened by the mayor. He’ll just speak for a few minutes, welcoming everyone to the festival. All the town councillors will be there, and of course lots of other people.

WOMAN: Right.

MAN: Q2 Then there’ll be a performance by a band. Most years we have a children’s choir, but this year the local army cadets offered to perform and they’re very good.

WOMAN: Uhuh.

MAN: Q3 After that, a community group from the town will perform a play they’ve written themselves, just a short one. It’s about Helen Tungate. I don’t know if you’ve heard of her.

WOMAN: I certainly have. Q4 She was a scientist years ago.

MAN: That’s right. She was born in Kenton exactly 100 years ago, so we’re celebrating her centenary.

WOMAN: I’m a biologist, so I’ve always been interested in her. I didn’t realise she came from Kenton.

MAN: Yes. Well, all that will take place in the afternoon, and Q5 later, as the sun sets, there’ll be a firework display. You should go to the park to watch, as you’ll get the best view from there, and the display takes place on the opposite side of the river. It’s always one of the most popular events in the festival.

WOMAN: Sounds great.

WOMAN: And what’s happening on the other days?

MAN: There are several events that go on the whole time. For example, Q6 the students of the art college have produced a number of videos, all connected with relationships between children and their grandparents.

WOMAN: That sounds interesting. It makes a change from children and parents, doesn’t it!

MAN: Exactly. Because the art college is in use for classes, throughout the festival, Q7 the videos are being shown in Handsworth House.

WOMAN: How do you spell the name?

MAN: H-A-N-D-S-W-O-R-T-H. Handsworth House. It’s close to the Town Hall.

WOMAN: Right.

MAN: Now let me see, what else can I tell you about?

WOMAN: Are there any displays of ballet dancing? I’m particularly interested in that as l do it as a hobby.

MAN: There isn’t any ballet. I’m afraid, but Q8 there’ll be a demonstration of traditional dances from all round the country.

WOMAN: Oh, that’d be nice. Where’s that being held?

MAN: Q9 It’s in the market in the town centre – the outdoor one. not the covered market. And it’s on at 2 and 5 every afternoon of the festival, apart from the first day.

WOMAN: Lovely. I’m interested in all kinds of dancing, so I’m sure I’ll enjoy that!

MAN: Mmm. I’m sure you will.

WOMAN: And I’d really like to go to some concerts if there are any.

MAN: Yes, there are several. Three performed by professionals, and one by local children.

WOMAN: And where is it being held?

MAN: It’s in the library, which is in Park Street. On the 18th, at 6.30 in the evening.

WOMAN: I presume I’ll need tickets for that.

MAN: Q10 Yes. you can book online, or you can buy them when you arrive in Kenton, either at the festival box office or from any shops displaying our logo in the windows.

WOMAN: Well, I think that’ll keep me busy for the whole of my stay in Kenton. Thank you so much for all your help.

MAN: You’re welcome. I hope you enjoy your stay.

WOMAN: Thank you. Goodbye.


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IELTS LISTENING – Equipment Floor Plan S66T2

IELTS Simulator Listening Lab Design

IELTS LISTENING  Equipment Floor Plan listening practice test has 10 questions belongs to the Workplace & Business subject..
Welcome everybody to browning smith laboratories, I’ll be giving you a short tour around your new working environment and pointing out several key features. It’s very much state of the art as I’m sure you’ll see, please now look at the plan of the laboratory building I gave you earlier. At the moment we’re standing in the large storage room it’s right there positioned at the top on your plans and roughly in the middle, we’ve just come through the entrance door indicated and that’s now behind us okay so got your bearings, all know where we are?
 

Good let’s continue our tour then and go next to the dry lab, as we go straight ahead down this corridor the caretaker’s room is the next room on your right immediately after are the Q11 unisex toilets (C). Now let’s go through these doors ahead of us and into the dry lab. Okay so here we are now in the dry lab which is the laboratory’s biggest work area, if you look at your map as we are standing now with the doors behind us you can see the acid storage bin area clearly marked off to your right. Let’s walk over there and take a look you can see on your maps that we’re standing in the far end of the building now, the acid storage bins are a hazardous area obviously, if one of you should accidentally come into contact with not only these stored materials but any other hazardous substance then please proceed immediately to the Q12 eyewash emergency shower (D) area. That’s just back where we came in right after the doors opening onto the dry lab on the outside corner of the unisex toilets. I think those are the main features this end of the lab apart from the Q13 chest freezer (B) and cooler you see off to your right as you’re facing the acid storage bins, the cooler area is divided into two sections. Okay let’s go and see the rooms now at the other end of the building, now don’t turn off to your left that’s where we entered the lab if you’ll remember.

The next entrance off to your left however is the wet lab which if you’ll look on your plan is adjacent to the large storage area but can only be reached by this entrance. Let’s pass on by this lab and the clean lab adjacent to it and make our way to the small storage area, it’s the first room through these doors ahead of us now please hold the door open for the person behind you as we file through. Good I think that’s everyone here now this is the small storage area and now we are at this end of the building there remains for me to show you only one other room, you can see two doors leading off this room the one ahead is an exit which will take you outside the building the other leads to the Q14 walk-in cooler (F). Oh, there is one more area I need to mention that’s the Q15 walk-in freezer (G) it can only be accessed by leaving the building entirely either through the exit, I just pointed out or the first entrance we came in. I hope that’s all clear now but you will soon become more familiar with the general layout of the laboratory building.

Now I’d just like to refer to health and safety procedure, Q16 this is essentially to fulfill basic health and safety requirements since I know that you are not unfamiliar with such procedures and must know them off by memory. Okay so firstly I’d like to say that if you are undertaking any project whether supervised or not all of you will be required to Q17 discuss it first with your health and safety coordinator. In certain cases, written approval is required the health and safety coordinator has the final decision in situations where formal approval is needed. Everyone undertaking a project will have to first submit a form of a written standard operating procedure to the health and safety coordinator outlining the steps and justifications for the experimental process to be carried out. Should the undertaking of a project not be granted initially plans for the project if satisfactorily amended Q18 can be represented to the health and safety coordinator for approval at a later date. Assuming acceptance of the undertaking of a project strict laboratory procedures must be adhered to. Overalls and non-hazardous equipment can be kept in the large storage room, on no account can either laboratory clothing or samples be removed from the building itself. Obviously the same goes for equipment that is portable this way we can ensure that no cross-contamination can occur with Q19 samples or specimens kept in the laboratories. Finally and this goes without saying when hazardous materials are being handled full protective equipment should be worn, safety goggles, and protective overalls are kept in the small storage room for this purpose. If using sharp contaminated objects such as needles these can be temporarily stored in clearly marked containers on your laboratory work surface. However, Q20 they must be disposed of by the end of the day in the waste disposal bins clearly indicated outside the laboratory building. These bins are to be found just outside the exit by the small storage room. In the event of fire, please make your way immediately to the nearest of the two exits either by the small storage or large storage room that I pointed out earlier. All that remains for me to do is to welcome you all to the company and wish you good luck.


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IELTS LISTENING – CONFLICT AT WORK S23T4

IELTS listening Conflict at Work listening practice test has 10 questions belongs to the Business & Workplace Communication subject. 

Over the years, attitudes towards workers have changed considerably. After all, there was a time when workers had no rights at all and laboured in appalling conditions. Conditions have improved a lot, but conflict in the workplace is still common. And human resources managers nowadays need to be able to deal with it when necessary.

Q31 What is conflict in the workplace? Definitions vary, but I’m taking it to refer to a whole range of behaviours that the victim finds unacceptable, from minor, harmless arguments to at the opposite extreme – physical violence. Much of this is covered by the term bullying, by which I mean one or more people behaving abusively or aggressively against another who is in a weaker position. Although all behaviour like this is a form of conflict, not all conflict can be described in these terms.

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As with all human behaviour, there are numerous reasons for it. But Q32 often it’s caused by someone who feels the need to show their superiority over someone else, in order to feel that they aren’t at the lowest level in a hierarchy or a group of people.

Q33 In some cases, one person simply dislikes the other, on the basis that the personality of one is in some way incompatible with that of the other person. A general habit of optimism in one person could make them intolerant of a colleague who’s constantly pessimistic – not that that justifies treating them badly, of course.

Q34 Some conflicts arise when people are more interested in promoting themselves and their team than in the company as a whole. These conflicts are called ‘structural’ and could come about, for example, when a sales team believe they are the only people in the business who do any useful work and look down on behind-the-scenes administrators.

Q35 Conflict obviously affects the individuals concerned – the situation is likely to be very stressful for victims, resulting in their absence from work, possibly for months. For the company, if no effort is made to deal with conflict, it can spiral out of control, and even lead to the breakdown of the business.

Some interesting work with chief executives – CEOs – has uncovered some of the reasons why they may treat colleagues badly. Q36 Many CEOs combine two opposing characteristics: confidence – that is, the belief that they’re capable of great achievements – with a high level of anxiety, and a fear of missing targets, whether set by themselves or by the directors of the company. This combination can make them respond badly to anyone who questions their decisions.

In a high-pressure work environment, such characteristics become problematic. And Q37 it’s particularly difficult to tackle the situation where colleagues, managers and board members are all trying to achieve their own visions. When they can’t agree on strategic issues and on where they see the business going, there are real problems.

For managers at lower levels within the organisation, it might seem that an autocratic form of management – where the chief executive gives orders and everyone else has to obey – would see more conflict than others. Interestingly. though, Q38 a company with a more democratic business model can suffer more, when uncertainty about who to report to leads to conflicting demands.

Now I’ll say a little about dealing with the type of conflict that has harmful effects. Of course the ideal is to prevent it arising in the first place. Q39 A good manager. at any level, will make efforts to earn the respect of the people they work with, particularly those who report to them. That will involve politeness in all communications, and treating them as equals who happen to have a different role within the organisation.

Sometimes, of course, conflict does occur, and can get out of hand. In such cases, the human resources department often gets involved. However, Q40 if one of the parties in a conflict sees human resources as simply a mouthpiece for the chief executive, then an external mediator might be able to help. by talking to both sides, and trying to find the truth of what’s been happening, they can build a clear picture of the situation, and give feedback that both sides will accept, precisely because they’re independent.


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IELTS LISTENING – Scandinavian Studies S23T3

 IELTS listening Scandinavian Studies listening practice test has 10 questions belongs to the Education & Cultural Studies subject.

BETH: Oh good morning. You must be James. I’m Beth Cartwright – please call me Beth.

JAMES: Thank you.

BETH: Now as this is your first tutorial since you started on the Scandinavian Studies course, I’d like to find out something about you. Why did you decide to take this course?

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JAMES: Q21 Well, my mother is Danish, and although we always lived in England, she used to talk about her home a lot, and that made me want to visit Denmark. We hardly ever did, though – my mother usually went on her own. But whenever her relations or friends were in England they always came to see us.

BETH: I see. So I assume you already speak Danish, one of the languages you’ll be studying.

JAMES: I can get by when I talk to people, though I’m not terribly accurate.

BETH: Now you probably know that you’ll spend the third year of the course abroad. Have you had any thoughts about that?

JAMES: I’m really looking forward to it. And although Denmark seems the obvious place to go, because of my family connections, I’d love to spend the time in Iceland.

BETH: Oh, I’m sure it can be arranged. Do you have any plans for when you graduate? A lot of students go on to take a master’s degree.

JAMES: I think the four years of the undergraduate course will be enough for me. Q22 I’m interested in journalism, and I quite like the idea of moving to Scandinavia and writing for magazines. I’d find that more creative than translating, which I suppose most graduates do.

BETH: OK. Now how are you finding the courses you’re taking this term, James?

JAMES: Well, I’m really enjoying the one on Swedish cinema.

BETH: Q23 That’ll continue next term, but the one on Scandinavian literature that’s running at the moment will be replaced by more specialised courses. Oh. and by the way. if you’re interested in watching Danish television programmes ~ there’s going to be a course on that the term after next.

JAMES: That sounds good.

BETH: Have you started thinking about the literature paper that you have to write in the next
few weeks?

JAMES: Yes, my first choice would be to do something on the Icelandic sagas.

BETH: Hmm. The trouble with that is that a lot of people choose that topic, and it can be difficult to get hold of the books you’ll need. Why not leave that for another time?

JAMES: Right.

BETH: Q24 You might find modern novels or 19th century playwrights interesting.

JAMES: I’ve read or seen several plays in translation, so that would be a good idea.

BETH: Fine. I’ll put you down for that topic.

JAMES: Right. So what would you advise me to aim at in the paper?

BETH: First I suggest you avoid taking one writer and going into a great deal of detail. That approach certainly has its place. but Q25 I think you first need to get an understanding of the literature in the context of the society in which it was produced – who it was written for. how it was published, and so on. I also think that’s more fruitful than placing it within the history of the genre.

JAMES: OK, that sounds reasonable.

JAMES: Could I ask for some advice about writing the paper I’m working on about the Vikings? ! have to do that this week, and I’m a bit stuck.

BETH: Of course. Have you decided yet what to write about?

JAMES: No, I haven’t. There’s so much that seems interesting ~~ Viking settlement in other countries, trade, mythology…

BETH: Well, Q26 what I suggest is that you read an assignment a student wrote last year. which is kept in the library. It’s short and well-focused, and I’m sure you’ll find it helpful. I’ll give you the details in a moment. Textbooks usually cover so many topics, it can be very difficult to choose just one.

JAMES: OK. I’ve got a DVD of the film about the Vikings that came out earlier this year. Should I watch that again?

BETH: If it’s the one I am thinking of, hmm, I’d ignore it – it’s more fantasy than reality. Q27 But I’ve got a recording of a documentary that you should watch. It makes some interesting and provocative points, which I think will help you to focus your topic.

JAMES: Right.

JAMES: Q28 So then should I work out an outline?

BETH: Yes. Just headings for different sections, at this stage. And Q29 then you should start looking for suitable articles and books to draw on. and take notes which you organise according to those headings.

JAMES: I see.

BETH: Q30 Then out short phrases and sentences as bullet points under each heading. Make sure that this skeleton makes sense and flows properly, before writing up the paper in full.

JAMES: OK. Thanks, that’s very helpful.


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