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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!

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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!

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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.

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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?

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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.
 
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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?…

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IELTS LISTENING – Pacific tapa cloth S62T3

 IELTS listening – Pacific tapa cloth listening practice test has 10 questions belongs to the Culture & Art  subject..
 
TUTOR: Come in Helen. How can I help you?
 
HELEN: Well, I’m doing research for the anthropology assignment and I was hoping to check a few details.
 
TUTOR: Sure you chose the topic of Pacific Island tupper cloth didn’t you? What if you found out so far?
 
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HELEN: Well, I was going to introduce my assignment by saying that the Tapper cloth is a fabric made from bark, just the outer layer of the trees. It’s particularly Q21 common in the Pacific Islands but not exclusive to them. In fact, many other peoples around the world have made high-quality cloth from back, but what sets Pacific tapa apart is the incredible variety of roles it’s played in this region.

TUTOR: Yes nice introduction, though I think you could be more specific regarding dates. Okay, so what about the raw materials used?

HELEN: Well tough is made from raw species of tree in the Pacific the paper mulberry tree is most common, but it doesn’t thrive in all conditions in fact it wasn’t originally found in the islands but was carried in their canoes by the first migrants. Tapa is also made from the breadfruit tree, which is convenient because its fruit is a staple food the paper mulberry tree is only grown for Tapper making though.

TUTOR: Yes that’s good now what about the Maori people here in New Zealand?

HELEN: The Maori don’t make tapa now.

TUTOR: That’s right and you need to account for it we know that when Mari migrated here from the other Pacific Islands they were prepared to make Tupper because they brought the paper mulberry tree with them. The thing was after they’d been in New Zealand a bit Q23 they found the flax plant which is superior to tapa because it makes a stronger fabric. By the time Europeans arrived in the 18th century, Maori were making all their fabric from flax and had been for some time.

HELEN: Okay so with the production process itself first did the inner bark is beaten with wooden hammers to soften the fibers in the different pieces are glued together using an adhesive paste made from the arrowrooter tuber this is the only way to fabricate large pieces of cloth because bark strains are too fine to be woven together and Q24 stitching isn’t strong enough.

TUTOR: So now you need details about different countries where would you start Samoa is the obvious place it’s famous for its very fine cloth called siapol which is hand-painted with representations of the ancestors. Still today at the most profound events in life such as births funerals weddings and the investiture of chiefs Samoans where siapol robes to add significance and meaning to the ceremony.

HELEN: Okay then I could talk about Tonga, it seems to me that the great innovation in Tonga has been developing a Q26 simple coarse cloth, which is quick and easy to make this is suitable for all sorts of everyday functions around the house like bed covers, mosquito Nets, and curtains.

TUTOR: Good point now what about Cook Islands Tupper?

HELEN: Well the soil there is poor quality so the breadfruit tree is often used. One type of thick cloth called tikuru was wrapped around the poles and used to Mark the entrances to Q27 places of worship so it was highly regarded in local culture.

TUTOR: You might mention Fiji as well which is interesting because tapple was actually Q28 used as a currency there. Fijians used to sail between the islands and exchange tapa for other Commodities like canoes or pigs.

HELEN: I know that in Tahiti the top of cloth is different because the patterns are in color which is considered more valuable than the usual Brown patterns.

TUTOR: You’re right about the Tahitians Q29 using colored pigments, but they aren’t more valuable the colors are only a decoration people enjoy wearing bright robes especially for dancing in competitive games and do it just for fun.

HELEN: Oh I’ll make a note of it. Well, the last place I was going to mention was Tikopia. Even today it’s commonplace to see Q30 people wearing clothes made of tuppercloth and many of the other Islands the tapa only comes out on special occasions, but here you see people working in the gardens wearing Tupper.

TUTOR: Sounds promising Helen I look forward to reading your assignment.

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