IELTS LISTENING – Tenancy Agreements and Other Legalities S44T2

IELTS listening Tenancy Agreements and Other Legalities listening practice test has 10 questions belongs to the Everyday Life Information.

LECTURER:

Good afternoon, everyone. I’m here to give you a talk on tenancy agreements and other legalities. If you rent a flat or a house, or bedsit, you will have a ‘tenancy agreement’ or ‘lease’. This is a Q₁₁ written legal agreement between you, the tenant, and the property owner, the landlord. The tenancy agreements should normally contain information about the amount of rent, the length of the tenancy and what rights you and your landlord will have under the law.

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In most cases, you will have an ‘assured short-hold tenancy’ which means that your landlord cannot ask you to leave without a good reason during the Q₁₂ first six months. Although these rights offer you some protection, it is still your responsibility to check the tenancy agreement thoroughly and make sure you agree with the terms. Do not sign the tenancy agreement if you do not know what all of it means. If you do not fully understand your rights, show your tenancy agreement to an advisor in the accommodation office or student welfare office at your university or college and ask for help. You can also get help from a housing advice centre, law centre or citizens advice Bureau. When you do sign the tenancy agreement, make sure you get a Q₁₃ copy to keep for yourself, in case you need to check any details later on. The landlord may also, ask you to sign Q₁₄ an inventory: a list of all the items in the property – pieces of furniture, kitchen items, etc. If so, make sure you get a copy of this as well. Check that it is correct and that any existing damage to these items is included before signing it. If your landlord does not provide an inventory, you should make one yourself and send a copy to the landlord.

Let’s take a look at payments. Q₁₅ Before you move into private accommodation, you will probably be asked to pay a deposit equivalent to one month’s rent. Make sure you get a receipt for any deposits or fees you have paid. Q₁₆ When you leave the accommodation, if you have paid all your bills and caused no damage to the property, your full deposit will be paid back to you. If you are renting through an accommodation agency, you may also be asked to pay fees for preparing tenancy agreements and administration. You should also keep a written record of all the rent payments that you make, as you make them. If you have a dispute with your landlord, or you get behind with your rent, you should get advice as soon as possible. Remember that if you live in the same building as your landlord, or you have a room in a student or youth hostel or university/college accommodation, then this will affect how secure your tenancy will be. If you do not share any living space with the landlord or a member of their family, apart from means of access like an entrance hall or a staircase, or are a student living in halls of residence, or any other type of accommodation where an educational institution is the landlord, you will have basic protection from eviction.

Q₁₈ Your landlord will have to end your tenancy first, either by waiting for the end of the fixed term you agreed for the tenancy or Q₁₉ by giving you at least four weeks’ written notice in writing to quit or Q₂₀ through getting a court order before you have to leave. If you share living space – for example, a kitchen, living room or bathroom – with your landlord or are in a student or youth hostel, you will be what is termed an excluded tenant, which means that you are outside the protection of the UK law which regulates tenancies and will not have security of tenure. All the landlord has to do to evict you is to give you notice, although they must give you a reasonable amount of time in which to leave.

If you have problems with accommodation, contact the accommodation office or students’ union at your university or college. If you need specialist or legal help, contact a law centre in your local Citizens Advice Bureau who will be able to tell you your rights as a tenant and the rights of your landlord.

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IELTS LISTENING – Flight to Toronto S44T1

IELTS listening Flight to Toronto listening practice test has 10 questions belongs to the very day Social & Transactional Conversation.

Customer: Good morning. I’d like to book a flight to Toronto, please.

Agent: Certainly. Flying from Sydney?

Customer: Yes. On Thursday, please.

Agent: Q₁ Thursday the 16th? Right. … There are three flights that day. Do you prefer flying with any particular airline?

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Customer: I’ve heard that Air Canada is good but expensive. Is there a big difference in prices between the airlines? I’ll be flying Q₂ business class.

Agent: Yes, there is. Air Canada is the most expensive airline at $4,000 to $6,000 for business class depending on the date of return. Qantas is $3,000 to $6,000 and Pacific, the budget airline, charges between $2,000 and $3,500.

Customer: Wow! That’s quite a difference in prices! I’m returning on from Wednesday 22nd, so could you check the return prices for me?

Agent: Sure. Let me just enter the return date into the computer. … OK. … Air Canada has tickets for $4,600. Qantas has them for $4,200. Pacific has tickets for $ Q₃ 3200. Those prices all include Q₄ taxes and surcharges.

Customer: OK. Before I make a decision, I would like to know the departure and arrival times – in both directions.

Agent: Of course. Let’s look at Air Canada first. … Leaves Sydney at 10 a.m. and arrives in Toronto at 10 a.m. local time. There s a stopover in Vancouver. The Qantas flight leaves Sydney at Q₅ 1:45 and arrives at 10:15 a.m. There’s also a stopover in Q₆ Vancouver, but it’s shorter than the Air Canada one. Pacific flies via Los Angeles and leaves at Q₇ 6:15. arriving at 11:55 p.m.

Customer: Oh, that doesn’t sound very convenient– flying by Pacific, I mean.

Agent: Well, budget airlines do offer cheaper tickets, but they are often not so advantageous in other ways.

Customer: How about the return flights?

Agent: Let me check. … The Air Canada flight leaves Toronto at 4:00 and arrives at 6:00 local time. The Qantas flight leaves at 9 a.m. and arrives at 11 a.m. local time in Sydney. Pacific … The Pacific flight leaves Toronto at Q₈ 10:25 and arrives at 06:10 local time in Sydney. Again, not very convenient timing.

Customer: No, it isn’t. Are the stopovers the same as on the outward journey?

Agent: Yes, they are.

Customer: Well, I have a business appointment on Wednesday 22nd in the morning, so, unfortunately, I can’t take the Qantas flight. The Pacific flight times are too inconvenient, so I’ll take the Air Canada flight, even though it’s more expensive.

Agent: Right. I’ll book that for you, shall I? Do you have your passport with you?

Customer: Yes, I do. … Here you are.

Agent: Thank you. I’ll just enter your details. … OK, could you just check this printout? Make sure that I’ve spell your name correctly and have written your passport number correctly, too…. Will you be paying by credit card?

Customer: Yes, I have a company credit card…. Here you are. … Oh, Q₉ my name is Reece with a ‘c’, not a ‘s’.

Agent: Oh, I’m sorry! I’ll correct that. R, double E, C, E.

Customer: And my given names are Mary-Anne. Mary hyphen Anne – with an ‘e’ – oh, you’ve got that. Sorry.

Agent: OK. Mary-Anne joined together with a hyphen. Is the passport number OK?

Customer: Yes. Could you give me an official invoice, please? I need it for my company.

Agent: Certainly. Shall I use the company name as it appears on the credit card – Q₁₀ ABC stocks?

Customer: Yes.

Agent: OK. Thank you. Could you sign here? … And here? … Thank you. I’ll just print out your ticket.

Customer: Thank you.

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IELTS LISTENING – Rural Development S43T4

IELTS listening Rural Development listening practice test has 10 questions belongs to the Academic &  Lecture.

LECTURER:

I hope that this first session, which I’ve called An Introduction to British Agriculture, will provide a helpful background to the farm visits you’ll be doing next week.

I think I should start by emphasising that agriculture still accounts for a very important part of this country’s economy. We are used to hearing the UK’s society and economy described as being ‘industrial’ or even ‘post-industrial’, but we mustn’t let this blind us to the fact that agriculture and its supporting industries still account for around 20% of our Gross National Product.

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This figure is especially impressive, I think when you bear in mind how very small a percentage of the UK workforce is employed in agriculture. This is not a recent development – you would have to go back to 1750 or so to find a majority of the workforce in this country working in agriculture: Q₃₁ By the middle of the next century, in 1850 that is, it had fallen sharply to 10%, and then to 3% by the middle of the twentieth century.

And now just 2% of the workforces contribute 20% of GNP. How is this efficiency achieved? Well, my own view is that it owes a great deal to a history, over the last 50 or 60 years, of intelligent support by the state, mainly taking the form of helping farmers to plan ahead. Then the two other factors I should mention, both very important, are the high level of Q₃₂ training amongst the agricultural workforce. And secondly, the recognition by farmers of the value of investing in Q₃₃ technology.

Now, although the UK is a fairly small country, the geology and climate vary a good deal from region to region. For our purposes today we can divide the country broadly into three – I’ve marked them on the map here (indicates map).

The region you’ll get to know best, of course, is the north, where we are at present. The land here is generally hilly, and the soils thin. The climate up here, and you’ve already had evidence of this, is generally Q₃₄ cool and wet. As you will see next week, the typical farm here in the North is a small, family-run concern, producing mainly Q₃₅ wool and timber for the market.

If we contrast that with the Eastern region, over here (indicating on map), the east is flatter and more low-lying, with Q₃₆ fertile soils and a mixed climate. Average farm size is much bigger in the east, and farms are likely to be managed strictly on commercial lines. As for crops, well, the east is the UK’s great cereal-producing region. However, increasingly significant areas are now also given over to Q₃₇ high-quality vegetables for supply direct to the supermarkets.

The third broad region is the west, where it’s a different story again. Q₃₈ The climate is warmer than in the north and much wetter than in the east. The resulting rich soils in the west provide excellent pasture, and the farms there are quite large, typically around Q₃₉ 800 hectares. The main products are milk, cheese, and meat.

So, clearly, there are marked differences between regions. But this does not prevent quite a strong sense of solidarity amongst the farming community as a whole, right across the country. This solidarity comes in part from the need to present a united front in dealing with other powerful interest groups, such as government or the media. It also owes something to the close cooperation between all the agricultural training colleges, through which the great majority of farmers pass at the beginning of their careers. And a Q₄₀ third factor making for solidarity is the national structure of the Farmers’ Union, of which virtually all farmers are members.

Finally, in this short talk, I would like to say a little about the challenges facing farmers in the next…

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IELTS LISTENING – Assignment Discussion S43T3

IELTS listening Assignment Discussion listening practice test has 10 questions belongs to the Educational & Academic Discussion.

LYNNE: That essay we have to write … the one on how children learn through the media … how are you planning to write it?

ROBIN: Well, I’ve given it some thought and I think that the best way to approach it is to divide the essay into two parts. First of all, we’d have to look at some examples of each type of media…

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LYNNE: Yes, what they are … then we could describe how we can use each medium so that children can learn something from each one.

ROBIN: Exactly. Maybe we could draw up a table and look at examples of each medium in turn. Let’s see, the different forms of media would be … the print media …

LYNNE: Here you’d have things like books and Q₂₁ newspapers, that sort of thing …

ROBIN: Urn, and included in these are the pictorial forms of print media, like Q₂₂ maps …

LYNNE: Yes, maps are really just formal pictures, aren’t they? And then there are what we call the audio forms of media … where children can listen. CDs and Q₂₃ radios are probably the best examples because a lot of children have access to these especially radios.

ROBIN: And this would lead into the audio-visual media, which can be seen as well as heard . . . film, Q₂₄ television . . . and we mustn’t forget videos.

LYNNE: Yes, but there’s a final category as well … computers, that make up the so-called electronic media. In the United Kingdom and Australia, they say that one in three families has a Q₂₅ computer now.

ROBIN: Yes, I believe it. Well, that’s a good list to start with … we’re really getting somewhere with this essay now … so let’s move on to when each type of medium could be used. I guess we could start by trying to identify the best situation for each type of media.

LYNNE: What do you mean?

ROBIN: I’m talking about whether each medium should be used with different-sized groups. For example, we could look at pictures, and ask whether they’re more useful for an individual child, a few children together, or a full class – in this case, I’d say pictures are best with individual children because they give them an Example opportunity to let their imaginations run wild.

LYNNE: Yes, I see …

ROBIN: Q₂₆ Let’s take tapes next. Although tapes look ideal for individual children, I feel they’re best suited to small group work. This way, children don’t feel isolated, because they can get help from their friends. Q₂₇ Computers are the same … I think they’re better with small numbers of children and they’re hardly ever useful with a whole class. Q₂₈ Videos, however, are ideal for use with everyone present in the class, especially when children have individual activity sheets to help them focus their minds on what’s in the video.

LYNNE: And what about books, what would you recommend for them? Q₂₉ Books are ideal for children to use by themselves. I know they’re used with groups in schools, but I wouldn’t recommend it. Other pictorial Q₃₀ media like maps, though, are different … I’d always plan group work around those … give the children a chance to interact and to share ideas.

ROBIN: I agree… teachers often just leave maps on the wall for children to look at when they have some free time, but kids really enjoy using them for problem-solving.

LYNNE: Yes, different people have different ideas I suppose…

ROBIN: Yes, and different teachers recommend different tools for different age groups…

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