IELTS SIMULATOR

Unlock the Benefits of IELTS Listening

Access our library of Listening practice audio in MP3 format for on-the-go listening, and PDFs for offline study sessions. Download MP3 and download PDF file for offline practice. 

IELTS LISTENING – Medieval English castle S63T2

 

IELTS LISTENING Layout of a Medieval English Castle listening practice test has 10 questions belongs to the Architecture & Culture subject..

Today we are going to study the typical layout of a medieval English castle. Highly fortified and with difficult access, medieval castles were Impressive strongholds, designed to keep the castle’s inhabitants safe and the invaders at bay.

The main entrance Would have been the Outer Gatehouse, located at the bottom right-hand corner of the diagram, just by the Q11 chapel buildings. However, even If you had entered via the Outer Gatehouse into the castle grounds, you would still have been outside the main part of the castle. The buildings in the Outer Court were not the main residential areas of the castle. These latter buildings belonged to the inner castle area and were heavily protected both by a water-filled channel known as a ‘moat’ which extended around a third of the inner part of the castle as well as the fortified walls around the castle exterior.

To enter the Innermost area you had to enter a long, narrow tunnel known as a barbican, over, and directly above which, the Gatehouse was located. The barbican, being the only access point to the inner castle, was narrow and heavily guarded to prevent large enemy forces storming the inner castle area, The inner castle area held the main buildings around which daily life revolved. Here the Q12 Great Hall, along, with the Q13 Great Chambers and Kitchens were located, as well as the castle Q14 Bakehouse. The Great Hall was the only building with a courtyard view to the back and front. Whilst the Great Hall enjoyed a central location in the inner castle area, the Great Chambers and Kitchen were less prominently positioned. Both of the latter buildings were located off to either side of the Great Hall. The Great Chambers, unlike the Bakehouse. which is next to one of the towers, did not enjoy a courtyard view. Part of the exterior castle wall formed the back wall of the Great Chambers as it did with the Q15 Stables, located in the Outer Court.

The layout I have just described will give you a Q16 better idea as to the design of a medieval castle. There was no blueprint for castles though and the design and layout of each castle was determined greatly by local demands, function, and purpose for which the fortification was intended. What we see in the castle design here is an advance on earlier medieval designs. Those medieval castles that predated this one had very basic residential and living areas.

In such castles, the main focal point was the Keep rather than the Great Hall and Great Chambers, as In later years. Q17 Little more than a fortified tower, the Keep doubled up as basic accommodation for the castle’s residents. As the years passed, the living areas became more luxurious, evolving into separate buildings. Confusingly, the Keep was known as a ‘don geon’, meaning fortified tower in French. The term ‘dungeon’ was only used in later years to refer to underground prisons. In fact, at the time when the Keep dominated castle affairs, the use of latter-day dungeons for imprisonment was an unknown and alien concept, the judicial systems favouring more physical forms of punishment instead. Another dissimilarity between earlier and later medieval castles was In their fortification. A moat, fortified walls, and a barbican were typical features of most castles. However, it was recognised with the passage of time that the narrow, fortified entrance of the Q20 barbican was insufficient defence against an enemy intent on invading the castle. As a result, extra, more reliable fortifications were added in the form of a portcullis and a drawbridge. The portcullis was a spiked metal gate that could be dropped vertically down from under the gatehouse, thereby sealing off the inner castle entrance from the outside world. To protect the main castle entrance further, a drawbridge was placed in front of the portcullis. This was a retractable bridge between the gatehouse and the outside area of the castle. However, the portcullis always remained the last line of defence against the enemy.

Best Results Easily Get Required Score IELTS Exam Dates Available, Small Batch Size with Flexible Time, Professional.

phone icon
8439000086
8439000087
7055710003
7055710004
IELTS Simulation 323 GMS Road, Near Ballupur Chowk, Dehradun, India
Chat on WhatsApp
email: info at ieltsband7.com

IELTS LISTENING – Details of Order S63T1

IELTS LISTENING Details of Order listening practice test has 10 questions belongs to the Commerce & Customer Service subject..

Representative: Good afternoon! Magnificent Marquees, how can I help you?

Caller: Oh hello, I would like to hire a marquee. You see, it’s for special occasion. My oldest daughter’s celebrating her 18th birthday and her coming of age. There was no question of her waiting until her 21st, although I’m sure well be having a big celebration then, too!

Representative: So, you’re celebrating in style! Well, of course, I’d be happy to help. First, could you give me some details about guest numbers?

Caller: Right, yes…Well, I was anticipating just a small ‘do’ but my daughter seems to have other ideas!

Representative: Well, you can’t blame her; It’s a special day!

Caller: I guess…I told her to limit numbers to around 50 guests but the guest list seems to be growing daily. She would like to invite double that number but we decided to split the difference and settle on Q1 80 rather than 100!

Representative: If you don’t mind some of the guests standing, then our marquee sizes always allow standing space for almost double as many as those seated. For instance, one of our smaller marquees seats 30 guests but accommodates 50 standing.

Caller: That sounds interesting. How big is that marquee? As not only am I working to a budget but also we’re limited by our garden size.

Representative: Can you give me an idea of both your budget and the size we’re looking at?

Caller: Yes, I’m thinking of spending between £400-£600. I can stretch to another hundred or two but that’s the maximum Q2 limit. As for size, well, our garden’s 15 metres by 30 metres.

Representative: OK… Well, our Q3 4.5 by 9 metres marquee would fit in nicely. The Q4 hire and installation comes to £450 but that allows you to have the marquee for 2 days.

Caller: The marquee size you mentioned sounds fine and will accommodate the guests that we are expecting. Yes, I think that’s the size I’ll go for.

Representative: So, now as to the cost of lighting and fittings…

Caller: Oh, will that be very expensive?

Representative: It depends on what you want but the Q5 cost of carpeting the marquee will add on another £150. With regard to the lighting, prices vary quite a bit. If you opt for chandelier lighting, then it’s another £90. But that’s the most expensive option. Otherwise, the average pricing is around Q6 £55.

Caller: I think I’ll go for the more economic lighting then.

Representative: Then there’s the furniture: tables and chairs and so on. You decided on seating for 30 guests… Well, at £3 per chair, that will work out at £90 In total. You will then probably need 5 tables at least and so with each table costing £4, that brings us to a total of £20 for the tables.

Caller: OK, so I’m still just within my budget. Great! I’ll go ahead with the booking then.

Representative: Wonderful. So there’s only one more important detail that I need. When would you like us to set up the marquee?

Caller: Well, my daughter’s birthday is on June 6th, so ideally Q7 a day beforehand. Then we could have it taken down the day after her birthday.

Representative: Yes, no problem.

Caller: Great. Well, I’ll go ahead with the order then.

Representative: Wonderful!

Representative: OK, so that I can process your order, I need to take down some details. May I start by taking down your name and postcode?

Caller: Yes. It’s Q8 Jenny Lakewell and the postcode’s Q9 CV6TL3.

Representative: Is that Jenny with a double ‘N’?

Caller: Yes, that’s correct.

Representative: And is that Jenny with a ‘Y’ or an ‘IE’ at the end?

Caller: Yes, it confuses everyone. I use the first spelling.

Representative: And, I’m sorry, I didn’t quite catch the postcode, was that ‘CB6’?

Caller: No, It’s with a ‘V’, not a ‘B’. So it’s CV6.

Representative: Right you are. Can I have a contact number also, please?

Caller: My mobile number is 0-7-9-0-0 4-5-6. Oh, hold on a minute! I forgot I’ve got a different number now. So it’s Q10 0-7-9-then double 4, not double 0, followed by 3-2-5-8-8-3.

Representative: Great! That’s everything for the moment. Well be sending you details and an invoice through the post in the next few days.

Caller: OK. And thank you for your help. Goodbye!

Best Results Easily Get Required Score IELTS Exam Dates Available, Small Batch Size with Flexible Time, Professional.

phone icon
8439000086
8439000087
7055710003
7055710004
IELTS Simulation 323 GMS Road, Near Ballupur Chowk, Dehradun, India
Chat on WhatsApp
email: info at ieltsband7.com

IELTS LISTENING -Darwin’s Theory of Evolution S63T4

IELTS LISTENING Darwin’s Theory of Evolution listening practice test has 10 questions belongs to the Evolution & Science History subject..

Today few people can be unaware of Darwin and his theory of evolution. He Q31 single-handedly revolutionised the way we think about the natural world.

However, when I say ‘single-handedly’ that is not entirely correct. At precisely the same time as Darwin was formulating his theory of evolution, another scientist, Alfred Russell Wallace, was working on a virtually Q32 identical theory. In parallel to Darwin. However, whilst Darwin’s name has been preserved for posterity, the name of Wallace is virtually unknown. Why one should have been celebrated in scientific circles whilst the other was relegated to obscurity is puzzling. Both decided to make their discoveries public in a joint announcement once they were made aware of one another’s work. There is no question that Darwin acted dishonorably, therefore, falsely claiming the Q33 sole credit for a theory of evolution. However, the publication of Darwin’s ground-breaking ‘On the Origin of Species by Natural Selection’ the following year almost certainly helped to secure him enduring fame.

The publication of Darwin’s book proved to be a watershed in the history of science. It also proved Q34 extremely controversial in the eyes of the Church since Darwin claimed that Man was merely an animal, homo sapiens, and a product Q35 of evolution rather than of divine intervention. Such a theory was In direct opposition to religious dogmas of the day and threatened to undermine the very core of religious belief.

Today, however, many have successfully managed to reconcile Darwin’s theory of evolution with religion. Only for some people, known as ‘Creationists’, is Darwin’s theory seen as being Incompatible with religion. For these individuals, Darwin’s theory is seen as heretical since they believe in a literal interpretation of the Bible and a biblical reference to the world being created in seven days rather than as a slow evolutionary process spanning millions of years. In addition, Darwin’s claim that Man is no more than a highly evolved ape Is regarded as a blasphemy, since Creationists insist on the divine origin of Man.

Whilst not many would dispute Darwin’s theory of evolution nowadays, curiously, an ape-man that bridges the gap between Man and ape has yet to be found. The search for the Q36 ‘missing link‘, as it has been called, has both occupied and perplexed scientists since the time of Darwin. Many hoaxers over the years have tried to exploit the desire of scientists to find conclusive Q37 proof of  Darwin’s theory in the form of a missing link. The most memorable and also convincing hoax was that of the ‘Piltdown Man’. Named after the Sussex village where it was first unearthed in 1908, the skull of the Piltdown Man represented a transition from an ape to a man. Q38 So convincing a hoax was it that it fooled the scientific establishment into believing for some 40 years that the ‘missing link’ had indeed been found. In fact, the Manchester Guardian newspaper went so far as to call the discovery of the ape-man skull ‘by far the earliest trace of mankind that has yet been found in England’.

The find was credited to a local solicitor and fossil hunter, Charles Dawson. When Dawson died in 1916, Piltdown Man’s place In history seemed secure. In 1950, a reconstruction of a head was made based on the skull. However, only 3 years later, the skull was declared Q39 a fake. People later questioned how such a hoax could have escaped detection without the compliance of an expert.

It is certainly an interesting footnote In the theory of evolution. However, the questions Q40 still remain today: where Is the missing link and why hasn’t it been found?

Best Results Easily Get Required Score IELTS Exam Dates Available, Small Batch Size with Flexible Time, Professional.

phone icon
8439000086
8439000087
7055710003
7055710004
IELTS Simulation 323 GMS Road, Near Ballupur Chowk, Dehradun, India
Chat on WhatsApp
email: info at ieltsband7.com

IELTS LISTENING – Research findings S62T4

IELTS Listening Research findings listening practice test has 10 questions belongs to the Education & Academic Research subject. 
My talk is about a research study I did over a period of Five Years on learner persistence. Why some people stick at academic study better than others? As teachers, you will know that there is a tremendous variation in the learner’s response to certain things for example a short period of illness might completely destabilize some students and cause them to give up their degree studies. Other Learners might overcome tremendous difficulties to stay the course I am particularly interested in this second group who are the ones with learner persistence.
 

What I decided to do was design a research study using a sample of my University’s third-year undergraduate students 295 in all who obviously had already stayed the course pretty well the sample was drawn from a range of Ages but there was deliberately a significant number of mature students and all respondents were living at home in the local region. I wanted to have this element of consistency not having some coming from outside the area and living in University accommodation. It should be noted though that there was significant variation in Q32 home background to reflect the variation in our student population I designed questionnaires which were devised to elicit what their concerns had been as they started the course, and what had sustained them throughout the three years. Findings from the first section indicated that their worries when they started varied from Financial concerns though this had not been as strong as I expected to Career prospects. But mature students with children tended to emphasize uncertainties about their relationship with them.

The second section of my questionnaire looked at learner persistence under three main headings social and environmental factors, other factors, and intrinsic or personal characteristics. I identified three levels of importance for each of these, at the first level those points identified by participants as most important in learner persistence for social factors many respondents said how crucial it had been to have good support though there was no one specific source it could be family or friends. As regards other factors students are heartened not so much by high grades but by what they regard as success in study and for personal characteristics many respondents reported that they took pleasure in Q33 challenge and that this was regarded as very significant. At the second level of importance in the first category a sizable percentage talked about the fact that they had enjoyed themselves in Q34 school as an important social factor. In the second column other factors a number of people said that what was of most importance was decent Q35 health. This had a fairly strong influence on their persistence in their studies, and then under the heading of personal characteristics there were quite a large percentage of respondents who mentioned they felt it was important to have lots of Q36 interests in their everyday lives, this gave them a depth and sense of perspective which less persistent learners might lack. And then on to the third level under social factors several respondents talked about good relationships with their Q37 tutors. For other factors they mentioned lack or absence of any problems in their families and finally under column three they identified an ability to juggle several roles what we might call their capacity for multitasking.

Now these findings obviously helped inform the design of activities as I mentioned but in addition a number of further recommendations emerged firstly I propose that the department distributes questionnaires to first-year students to help get an idea of their Q38 maturity when starting the course. This is really our overriding concern secondly I recommend we look into ways of offering induction courses for some selected students to allow them to take on the role of Q39 advisors we think they are the best people to act in that role. This policy will make support much more accessible to our students. Thirdly this help is often most needed in the evening and night when offices are closed and so we should set up Q40 online services instead of the more traditional telephone services research has shown that these services are actually more accessible to the majority of students. And finally, it is often important to be proactive if students are not meeting deadlines then someone should contact them rather than wait for them to come to us. Now are there any questions about the points?…

Boost Your Score: Practice IELTS Online with IELTS Simulator.

phone icon
8439000086
8439000087
7055710003
7055710004
IELTS Simulation 323 GMS Road, Near Ballupur Chowk, Dehradun, India
Chat on WhatsApp
email: info at ieltsband7.com