IELTS LISTENING – NOTES ON SOCIAL PROGRAMME S25T1

IELTS listening Notes on Social Programme listening practice test has 10 questions belongs to the Social Activities subject.

MAN: Good morning.

WOMAN: Good morning. How can I help you?

MAN: I understand that the school organises … umm, trips to different …

WOMAN: Yes, we run Example five every month: three during weekends and two Wednesday afternoon trips.

MAN: What sort of places?

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WOMAN: Well, obviously it varies, but always places of historical interest and also which offer a Q₁ variety of shopping because our students always ask about that … and then we go for ones where we know there are Q₂ guided tours because this gives a good focus for the visit.

MAN: Do you travel far?

WOMAN: Well, we’re lucky here, obviously, because we’re able to say that all our visits are less than three hour’s drive.

MAN: How much do they cost?

WOMAN: Again it varies – between five and fifteen pounds a head, depending on distance.

MAN: Ah ha …

WOMAN: Oh, and we do offer to arrange special trips if, you know, there are Q₃ more than twelve people.

MAN: Oh right, I’ll keep that in mind. And what are the times normally?

WOMAN: We try to keep it pretty fixed so that, that students get to know the pattern. We leave at eight-thirty a.m.. and return at six p.m. We figure it’s best to keep the day fairly short.

MAN: Oh yes. And how do we reserve a place?

WOMAN: You sign your name on the Q₄ notice board. Do you know where it is?

MAN: Ah ha. I saw it this morning.

WOMAN: And we do ask that you sign up three days in advance so we know we’ve got enough people interested to run it, and we can cancel if necessary, with full refund of course.

MAN: That’s fine, thanks.

MAN: And what visits are planned for this term?

WOMAN: Right, well I’m afraid the schedule hasn’t been printed out yet, but we have confirmed the dates and planned the optional extra visits which you can also book in advance if you want to.

MAN: Oh that’s all right. If you can just give some idea of the weekend ones so I can, you know, work out when to see friends, etcetera.

WOMAN: Oh sure. Well, the first one is St Ives. That’s on Q₅ the thirteenth of February and we’ll have only sixteen places available ‘cos we’re going by minibus. And that’s a day in town with the optional extra of visiting the Hepworth Museum.

MAN: Oh right … yeah … that sounds good.

WOMAN: Then there’s a London trip on the sixteenth of February and we’ll be taking a medium-sized coach so there’ll be forty-five places on that, and, let’s see, the optional extra is the Q₆ Tower of London.

MAN: Oh, I’ve already been there.

WOMAN: After that, there’s Q₇ Bristol on the third of March.

MAN: Where?

WOMAN: Bristol … B-R-I-S-T-O-L.

MAN: OK …

WOMAN: That’s in a different minibus with eighteen places available, oh, and the optional extra is a visit to the S.S. Great Britain.

MAN: OK …

WOMAN: We’re going to Salisbury on the eighteenth of March and that’s always a popular one because the optional extra is Stonehenge, so we’re taking the large coach with fifty seats …

MAN: Oh good.

WOMAN: And then the last one is to Bath on the twenty-third of March.

MAN: Oh yes. Is Bath the Roman city?

WOMAN: Yes, that’s right, and that’s in the sixteen-Beater minibus.

MAN: And where’s the optional visit?

WOMAN: It’s to the Q₈ American Museum – well worth a visit.

MAN: OK, well that’s great, thanks for all that …

WOMAN: My pleasure. By the way, if you want more information about any of the trips, have a look in the Q₉ student newspaper.

MAN: OK.

WOMAN: Or, have a word with my assistant; her name is Jane Q₁₀ Yentob – that’s Y-E-N-T-O-B.

MAN: Right, I’ve got that. Thank you very much for all your help.

WOMAN: You’re very welcome. I hope you enjoy the trip.

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IELTS LISTENING – The effects of environmental change on birds S24T4

IELTS listening The effects of environmental change on birds listening practice test has 10 questions belongs to the Environmental Science / Academic Lecture subject.

OK, so we’ve been looking at how man-made changes in our environment can affect wildlife. Now I’ll discuss a particular example. Let’s take a look at mercury. Mercury’s one of the 120 or so elements that make up all matter, and it has the symbol Hg. It’s a shiny, silvery substance. You may have seen it in old-fashioned thermometers, but it’s not used much for domestic purposes now because it’s highly toxic.

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But the problem is that the amount of mercury in the environment’s increasing. The main reason for this is the power plants used to produce electricity. The main source of energy that most of them use is still coal, and when it’s burned it releases mercury into the atmosphere. Some of this gets deposited into lakes and rivers, and if it’s ingested by a fish it’s not excreted, it stays in the fish’s body and it enters the food chain. So it’s been known for some time that birds which eat fish may be affected, but Q₃₁ what wasn’t known until quite recently is that those that eat insects can also be affected.

So a woman called Claire Varian-Ramos is doing some research on how this is affecting birds.

And rather than looking at how many birds are actually killed by mercury poisoning, she’s looking for more subtle sub-effects. And Q₃₂ these may be to do with the behaviour of the birds, or with the effect of mercury on the way their brain works, so whether it leads to problems with memory, for example. And she’s particularly focusing on the effects of mercury on bird song. Q₃₃ Now. the process of song learning happens at a particular stage in the birds’ development, and what you may not know is that a young bird seems to acquire this skill by listening to the songs produced by its father, rather than by any other bird.

And Varian-Ramos has already found in her research that Q₃₄ if young male birds are exposed to mercury. if they eat food contaminated with mercury. then the songs they produce aren’t as complex as those produced by other birds. So quite low-level exposure to mercury is likely to have an impact on male birds in a natural situation, because it can mean that they’re less attractive to female birds, and so Q₃₅ it can affect their chances of reproduction.

Now the way she’s carrying out this research is worth thinking about. She’s using a mixture of studies using birds kept in laboratories, and studies carried out outdoors in the wild. Q₃₆ The lab-based studies have the advantage that you don’t get all the variables you would in a natural setting. so the experimenter has a much higher level of control, and that means they can be more confident about their results in some ways. And of course they don’t have to worry about going out and finding the birds in order to observe them.

So what are the implications here for humans? Well, Q₃₇ because many birds are migratory, they may be transporting mercury far from contaminated sites. For example, it’s been found that ducks who’d been feeding at a contaminated site were later shot by hunters over a thousand kilometres away, and presumably eaten. But these birds likely had mercury levels high enough to warrant concern for human consumption.

In addition, going back to song learning by birds, we saw that this may be affected by mercury contamination. Well, Q₃₈ we also know that in humans, mercury causes developmental delays in the acquisition of language, and in fact, this process is very similar in the brain regions it involves and even the genes that are involved. But mercury contamination has other important implications for humans as well. Q₃₉ It’s now known that an unborn child can be affected if the food eaten by its mother contains high levels of mercury, and these effects can be quite substantial.

In the end, it comes down to whether more value is placed on human economic well-being or environmental well-being. Q₄₀ It’s true there are new regulations for mercury emissions from power plants, but these will need billions of dollars to implement, and increase costs for everyone. Some argue that’s too much to pay to protect wildlife. But as we’ve seen, the issues go beyond that, and I think it’s an issue we need to consider very carefully.

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IELTS LISTENING – THE HORTON CASTLE SITE S24T3

IELTS listening THE HORTON CASTLE SITE listening practice test has 10 questions belongs to the Historical / Cultural Visit subject.

NATALIE: Dave, I’m worried about our case study. I’ve done a bit of reading, but I’m not sure what’s involved in actually writing a case study – I missed the lecture where Dr. Baker talked us through it.

DAVE: OK, well it’s quite straightforward. We’ve got our focus – that’s tourism at the Horton Castle site. And you said you’d done some reading about it.

NATALIE: Yes, I found some articles and made notes of the main points.

DAVE: Q₂₁ Did you remember to keep a record of where you got the information from?

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NATALIE: Sure. I know what a pain it is when you forget that.

DAVE: OK, so we can compare what we’ve read. Then we have to decide on a particular problem or need at our site. And then think about who we’re going to interview to get more information.

NATALIE: OK. So who’d that be? Q₂₂ The people who work there? And presumably some of the tourists too?

DAVE: Yes, both those groups. So we’ll have to go to the site to do that, I suppose. But we might also do some of our interviewed away from the site – Q₂₃ we could even contact some people here in the city, like administrators involved in overseeing tourism.

NATALIE: OK. So we’ll need to think about our interview questions and fix times and places for the meetings. It’s all going to take a lot of time.

DAVE: Mmm. And if we can, we should ask our interviewees if they can bring along some numerical data that we can add to support our findings.

NATALIE: And photographs?

DAVE: I think we have plenty of those already. Q₂₄ But Dr. Baker also said we have to establish with our interviewees whether we can identify them in our case study. or whether they want to be anonymous.

NATALIE: Oh, I wouldn’t have thought of that. OK, once we’ve got all this information, I suppose we have to analyse it.

DAVE: Yes, put it all together and choose what’s relevant to the problem we’re focusing on. and Q₂₅ analyse that carefully to find out if we can identify any trends or regularities there. That’s the main thing at this stage, rather than concentrating on details or lots of facts.

NATALIE: OK. And then once we’ve analysed that, what next?

DAVE: Well, then we need to think about what we do with the data we’ve selected to make it as clear as possible to our readers. Things like graphs, tables, or charts.

NATALIE: Right.

DAVE: Then the case study itself is mostly quite standard; we begin by presenting the problem, and giving some background, then go through the main sections, but the thing that surprised me is that Q₂₆ in a normal report we’d end with some suggestions to deal with the problem or need we identified, but in a case study we end up with a question or a series of questions to our readers, and they decide what ought to be done.

NATALIE: Oh, I hadn’t realised that.

NATALIE: So basically, the problem we’re addressing in our case study of the Horton Castle site is why so few tourists are visiting it. And we’ll find out more from our interviews, but I did find one report on the internet that suggested that one reason might be because as far as transport goes, access is difficult.

DAVE: I read that too, but that report was actually written ten years ago when the road there was really bad. but that’s been improved now. And Q₂₇ I think there’s plenty of fascinating stuff there for a really good day out. but you’d never realise it from the castle website – maybe that’s the problem.

NATALIE: Yes. it’s really dry and boring.

DAVE: I read somewhere a suggestion that what the castle needs is a visitor centre. So we could have a look for some information about that on the internet. What would we need to know?

NATALIE: Well, who’d use it for a start? It’d be good to know what categories the visitors fell into too, like school parties or retired people, but I think we’d have to talk to staff to get that information.

DAVE: OK. And as we’re thinking of suggesting a visitor centre we’d also have to look at potential problems. I mean, obviously it wouldn’t be cheap to set up.

NATALIE: No. but it could be a really good investment. Q₂₈ And as it’s on a historical site it’d need to get special planning permission. I expect. That might be hard.

DAVE: Right, especially as the only possible place for it would be at the entrance, an d that’s right in front of the castle.

NATALIE: Mmm.

DAVE: But it could be a good thing for the town of Horton. At present, it’s a bit of a ghost town. Q₂₉ Once they’ve left school and got any skills or qualifications, the young people all get out as fast as they can to get jobs in the city. and the only people left are children and those who’ve retired.

NATALIE: Right. Something else we could investigate would be the potential damage that tourists might cause to the castle site, I mean their environmental impact. At present the tourists can just wander round wherever they want, Q₃₀ but if numbers increase, there might have to be some restrictions, like sticking to marked ways. And there’d need to be guides and wardens around to make sure these were enforced.

DAVE: Yes, we could look at that too. OK, well …

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IELTS LISTENING – FITNESS HOLIDAYS S24T2

IELTS listening Fitness Holidays listening practice test has 10 questions belongs to the Travel & Leisure subject.

In this session in your training day we’re going to look at some of the more specialised 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, Q₁₁ the over 65s are an important market, and one that’s increasing steadily year on year. The fewest holidays are taken by the 31 to 42-year-olds, and that figure shows no sign of rising.

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The biggest market at present is still the youngest group, the 16 to 30s, but this group’s also seen the biggest drop over the last few years, Q₁₂ whereas there’s a noticeable growth in the number of holidays taken by the 55 to 64-year-olds. As far as the 43 to 54-year-olds 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 specialised 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 Q₁₃ they do often take place outside the main tourist centres, 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, Q₁₄ 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 centres in France and Italy and they’re very popular with clients of all abilities from beginners onwards. Q₁₅ 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 year so that we can offer a greater number of classes in each centre.

As far as cooking holidays are concerned. I know a Q₁₆ lot of agents offer holidays where clients cook redoes related to one particular country. usually the one they’re staving 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. Q₁₇ 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 programme. As well as improving general fitness, Q₁₈ clients find that they end up losing much of the stress they’ve built up in their daily lives.

Q₁₉ In Greece, we have a two-week holiday for clients who want to do something about their weight. This has all the features you’d expect, like a personalised diet programme. 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. Q₂₀ We offer one which is tailored to the needs of families, which is particular popular.

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

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