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IELTS LISTENING – University Studies S42T3

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IELTS listening University Studies listening practice test has 10 questions belong to the Academic & Student Life Context.

JANE: Hi Tim!

TIM: Jane.

JANE: How are you?

TIM: Fine.

JANE: I’d been wondering when I’d run into you. Have you been here long?

TIM: I arrived yesterday, on Sunday. How about you?

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JANE: I got here a few days ago, on Saturday. No – wait a minute, what’s today? – Sorry Q21 Friday, not Saturday.

TIM: But we didn’t have to be here till today.

JANE: Yes, I know, but I wanted to get my things moved into my room, and just take a look around. So, did you decide to do English in the end?

TIM: No, I changed my mind and opted for history instead. And you’re doing Q22 biology if I remember correctly.

JANE: Yes, although to start with I couldn’t decide between that and geography.

TIM: How much reading have you got? I was given an amazingly long list of books to read. See!

JANE: Wow, it does look pretty long.

TIM: Well, I counted Q23 57. I could hardly believe it! What’s your list like?

JANE: Well, it’s not as long as yours, but it’s still pretty big. There are Q24 43. I don’t know how I’m going to get through them all.

TIM: Well you don’t have to read them all this week! You just have to stay ahead of the lectures and seminars. Have you got your class schedule yet?

JANE: Yep. It came with the reading list. When’s your first lecture?

TIM: Q25 Tuesday. How about you?

JANE: The day after. It’s my busiest day; I’ve got two lectures in the morning and one in the afternoon.

JANE: It’s going to be different from school, isn’t it?

TIM: Yeah, particularly the lectures. Have you got any special strategy for listening to lectures?

JANE: Well I’m going to Q26 use a cassette recorder and record them all.

TIM: What! Are you allowed to?

JANE: Sure. Lots of people do it nowadays. It means you can listen to the lectures all over

again later, and make really good notes.

TIM: I couldn’t do that. I like to take notes as I’m listening. I usually find I get all the important points. Reading is different of course. My approach is to Q27 skim the book first to see what’s important and what isn’t. It saves hours of time.

JANE: But what if you miss something?

TIM: You don’t mean you’re going to read every word, do you?

JANE: Well, that’s what I usually do.

TIM: Well, that’s up to you, but I think you’re crazy!

JANE: What’s your first lecture on, anyway?

TIM: Oh, it’s a lecture on Q28 the French Revolution.

JANE: The French Revolution! How boring!

TIM: It’s not boring at all! It was an amazing period of history. It changed everything in

Europe. So what’s your first lecture about?

JANE: It’s about animal behaviour. It sounds really interesting.

TIM: Look, I was on my way to the library. I’m going to get some of these books out and start reading for the first essay I’ve got to write.

JANE: And what have you got to write about?

TIM: Well, you’ll never believe it, I think our professor must have a sense of humour. He’s given us the title “Q29 Why study history?“

JANE: That’s a good one. When you find the answer, let me know!

TIM: I’m going to enjoy writing it. Have you been given any writing assignments yet?

JANE: Yes, I’ve got to write about Q30 animal language.

TIM: Hmm! That sounds a challenge. I suppose you’ll be off to the zoo to do field research.

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Online Practice to Improve Your IELTS Score Rocky Bay field trip listening practice test has 10 questions belongs to the Leisure & Entertainment subject.

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IELTS LISTENING – Expedition Across Attora Mountains S42T2

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IELTS listening Expedition Across Attora Mountains listening practice test has 10 questions belong to the Travel & Adventure. 

INTERVIEWER: A dream came true in 1995, when over 96 days of the spring and summer, an expedition of four men undertook what they believe to have been the first and only complete end-to-end crossing of Morocco’s Attora mountains. I talked to Charles Owen, the leader of the expedition group, about the trip.

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Charles, how much planning went on beforehand?

CHARLES: Well, as you know, I run these walking trips across the mountains for tourists, and over the years, I’ve collected maps and other data to prepare what I call a Q11 ‘route book‘ for this trip and this book basically shows the route across the mountains that we took.

INTERVIEWER: You actually broke records while you were out there, didn’t you?

CHARLES: Mmm. Yes, it was Q12 900 miles in total and we managed to climb 32 peaks that were over 3000 metres high, including Toubkal, which is, of course, the highest in Q13 North Africa. We weren’t actually out to make a name for ourselves – it just happened really.

INTERVIEWER: What was the. weather like?

CHARLES: Q14 It got us right from day one and we were pretty taken aback really to find that it rained on quite a number of days, and so we were forced to start re-planning our route almost from the outset. One of the obvious problems is the heavy snow which blocks the mountain passes, so you have to make considerable detours. When we were on the way to Imilchil, for example, the snow forced us into a northern bypass which was new to us, Q15 but anyway, either way, we would have been rewarded because we fell upon amazing, high meadows, huge gorgeous, and wonderful snow-capped mountains. The scenery was as fine as any we saw on the trip and that was how it was every time – having to take another pass was never a disappointment.

INTERVIEWER: It was in many ways a special trip. wasn’t it?

CHARLES: Q16 Yes, yes . . . we’d arranged to meet up with friends at various points on the journey. I mean this was actually one of the purposes of the trip . . . and we managed to keep all these dates, which is amazing really considering the detours we made. Q17 An old friend acted as a sort of transport organiser for everyone and the Hotel Ali in Marrakech was a good social base – I’d really recommend it, although I can’t remember who runs it. Q18 Anyway, groups of friends actually joined us for three-week stints, and others just linked up with us. Some, whom we hadn’t met before the trip at all, tagged on for short bursts – people from the area – who just came along for the ride. But outside the major visitor areas like Toubkal we only met one other group of travellers like ourselves in the whole 96 days.

INTERVIEWER: Were there any bad moments?

CHARLES: We took two, I must say, long-suffering donkeys with us to help transport water and tents and things. Q19 I suppose if we were to do it all again we’d probably hire donkeys along the way. Taza and Tamri, as we called them after the last places in the trip, well, Q20 they made quite a unique journey between them, and . . . but it was continuously demanding for them. On both the really high summits, they took diversions that were quite out of character and I can only assume that it must have been due to tiredness.

INTERVIEWER: Well, thank you . . . And Charles has put together a video about this journey and continues to lead groups to the Attora mountains, so if you want further information . . .

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IELTS LISTENING – Bilingualism S45T4

IELTS listening Bilingualism listening practice test has 10 questions belongs to the Lecture & Academic Talk type. 

When we look at theories of education and learning we see a constant shifting of views, as established theories are questioned and refined or even replaced, and we can see this very clearly in the way that attitudes towards bilingualism have changed.

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Let’s start with a definition of bilingualism, and for our purposes today, we can say it’s the ability to communicate with the same degree of Q31 proficiency in at least two languages. Now, in practical terms this might seem like a good thing – something we’d all like to be able to do. However, early research done with children in the USA in fact suggested that being bilingual interfered in some way with Q32 learning and with the development of their mental processes, and so in those days bilingualism was regarded as something to be avoided, and parents were encouraged to bring their children up as monolingual – just speaking one language. But this research, which took place in the early part of the twentieth century, is now regarded as unsound for various reasons, mainly because it didn’t take into account other factors such as the children’s Q33 social and economic backgrounds.

Now, in our last lecture we were looking at some of the research that’s been done into the way children learn, into their cognitive development, and in fact we believe now that the relationship between bilingualism and cognitive development is actually a Q34 positive one – it turns out that cognitive skills such as problem solving, which don’t seem at first glance to have anything to do with how many languages you speak, are better among bilingual children than monolingual ones.

And quite recently there’s been some very interesting work done by Ellen Bialystok at York University in Canada, she’s been doing various studies on the effects of bilingualism and her findings provide some evidence that they might apply to Q35 adults as well, they’re not just restricted to children.

So how do you go about investigating something like this? Well, Dr. Bialystok used groups of monolingual and bilingual subjects, aged from 30 right up to 88 for one experiment, she used a computer program which displayed either a red or a blue square on the screen. The coloured square could come up on either the left-hand or the right- hand side of the screen. If the square was blue, the subject had to press the left ‘shift’ key on the keyboard and if the square was red they had to press the right shift key. So they didn’t have to react at all to the actual position of the Q36 square on the screen, just to the colour they saw. And she measured the subjects’ reaction times by recording how long it took them to press the shift key, and how often they got it right.

What she was particularly interested in was whether it took the subject longer to react when a square lit up on one side of the screen – say the left, and the subject had to press the shift key on the right hand side. She’d expected that it would take more processing time than if a square lit up on the left and the candidates had to press a left key.

This was because of a phenomenon known as the ‘Simon effect’, where, basically the brain gets a bit confused because of conflicting demands being made on it – in this case seeing something on the right, and Q37 having to react on the left and this causes a person’s reaction times to slow down.

The results of the experiment showed that the bilingual subjects Q38 responded more quickly than the monolingual ones. That was true both when the squares were on the ‘correct’ side of the screen, so to speak, and – even more so – when they were not. So, bilingual people were better able to deal with the Simon effect than the monolingual ones.

So, what’s the explanation for this? Well, the result of the experiment suggests that bilingual people are better at ignoring information which is irrelevant to the task in hand and just Q39 concentrating on what’s important. One suggestion given by Dr Bialystok was that it might be because someone who speaks two languages can suppress the activity of parts of the brain when it isn’t needed in particular, the part that processes whichever language isn’t being used at that particular time.

Well, she then went on to investigate that with a second experiment, but again the bilingual group performed better, and what was particularly interesting, and this is I think why the experiments have received so much publicity, is that in all cases, the performance gap between monolingual and bilinguals actually increased with age – which suggests that bilingualism protects the mind against decline, so in some way the life-long experience of managing two languages may prevent some of the negative Q40 effects of aging. So that’s a very different story from the early research.

So what are the implications of this for education…

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IELTS LISTENING – Project On Work Placement S45T3

IELTS listening Project On Work Placement listening practice test has 10 questions belongs to the Academic discussion & tutorial. 

Dr. Green: Good afternoon, Dave, come on in and take a seat.

Dave: Hi, Dr. Green, thanks

Dr. Green: Hang on a minute, I’ll just find the first draft of your project paper and we can have a look at it together. Now, yours is the one on Work Placement, isn’t it?

Dave: Yeah, that’s right.

Dr. Green: So what made you choose that for your project?

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Dave: Well, l suppose it was because sending students off to various companies for work experience seems to be such a typical part of educational courses these days – I mean, even school kids get to do it. But I felt everyone just Q21 kind of assumes it’s a good thing and l guess I wanted to find out if that’s the case.

Dr. Green: But you don’t look at schools or colleges, right? You’ve stuck to Q22 university placement schemes.

Dave: Yeah, well, I quickly found that I had to limit my research, otherwise the area was just too big. Do you think that was OK?

Dr. Green: I think it’s very sensible, especially as the objectives might be very different. So how many schemes did you look at?

Dave: Well, I sent out about 150 questionnaires altogether – you know, 50 of each to university authorities, students, and companies, and I got responses from Q23 15 educational institutions, and.. er, 30 students in 11 individual companies.

Dr. Green: Great, that sounds like a good sample. And who did you send your company questionnaires to?

Dave: Well, the idea was to have them done by the students’ Q24 Line Managers, but sometimes they were filled in by the Human Resources manager or even the owner of the company.

Dr. Green: Right. I didn’t find a full list anywhere, so I think it’s very important to provide that, really. You can put it as an appendix at the back.

Dave: Right. I’ve got a record of all the Q25 respondents so that’ll be easy. I hope other things were OK. I mean I’ve already put such a lot of work into this project, identifying the companies and so on.

Dr. Green: Oh, I can tell I think you’ve done a good job overall.

Dr. Green: I thought your questionnaires were excellent, and you’d obviously done lots of background reading, but there were a few problems with the introduction. First of all, I think you need to make some slight changes to the Q26 organisation of your information there, at present, it’s a bit confused.

Dave: OK. What did you have in mind?

Dr. Green: Well, you write quite a bit about Work Placement in general, but you never explain what you mean by the term.

Dave: So you think I should give a Q27 definition?

Dr. Green: Exactly. And the introduction is the place to do it. And then look, you start talking about what’s been written on the topic – but it’s all a bit mixed up with your own project.

Dave: So do you think it would be better to have two sections there like, a survey of the literature as the introduction and then a separate section on the Q28 aims of my research? 

Dr. Green: I do. You can include your methods for collecting data in the second section too. It would be much dearer for your reader… you know, establish the background first, then how your work relates to it, it would flow quite nicely then.

Dave: Yes, I see what you mean

Dr. Green: Anyway, moving on I like the way you’ve grouped your findings into three main topic areas

Dave: Well, it became very obvious from the questionnaires that the preparation stage was really important for the whole scheme to work. So I had to look at that first. And I found a huge variation between the different institutions, as you saw.

Dr. Green: I was wondering if you could give a summary at the end of this stage of what you consider to be the best practice you found, I think that would be very helpful…

Dave: Right, I’ll just make a note of that. What did you think of my second set of findings – on Q29 Key Skills development?  For me, this is the core of my whole project really…

Dr. Green: And you’ve handled it very well. I wouldn’t want you to make any changes – you’ve already got a nice final focus on good practice there.

Dave: Thanks.

Dr. Green: Right, now I think the last part, which deals with the reasons why students don’t learn…

Dave: What? The constraints on learning chapter? 

Dr. Green: Yes. that’s the one I think you need to refer to the Q30 evidence from your research a bit more closely here. You know, maybe you could illustrate it with quotations from the questionnaires, or even use any extracts from a student ‘diary’ if you can. And refer back to what you’ve written about good practice…

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