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IELTS LISTENING – Anglia Sculpture Park S11T2

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IELTS LISTENING Anglia Sculpture Park listening practice test has 10 questions belongs to the Leisure & Arts / Tourism  subject.

 

Guide: Hello, everyone and Welcome to the Anglia sculpture park, right? Well, the idea behind the sculpture park is that it’s a place where works of art such as large sculptures and carvings can be displayed out of doors in a natural setting. As you’ll have noticed when you drove here, most of the land around the park is farmland. The park itself belonged to a family called the De Quincies, who had made a lot of money from manufacturing farm machinery and who also owned substantial stretches of forest land to the north of the park.

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Q11 They built a house in the center of the park, not far from where we’re standing now, but this burnt down in 1980 the De Quincies then sold the land. The Anglia sculpture park isn’t the only one in the country. Several of the London parks sometimes display contemporary sculptures, and there are a couple of other permanent sculpture parks in England. But we’re unique in that some of our sculptures were actually created for the sites they occupy here and, we also Q12 shows sculptures by a wider range of artists than anywhere else in the country. For example, at present, we have an exhibition by Joe Tremaine of what he calls burnt sculptures. These are wood and stone sculptures that he’s carved and marked with fire to Q13 illustrate the ferocity and intensity of the forces that have shaped our planet over millions of years. They look really dramatic in this rural setting to see some of the sculptures you’ll need to follow the path alongside the lower lake. Q14 We had to renovate this after the lake overflowed its banks a couple of months ago and flooded the area. The water levels back to normal now, and you shouldn’t have any trouble. The paths very level underfoot. You should be back at the visitor center at about four o’clock. If you have time, it’s worth taking a look at the center itself. It’s not possible to go upstairs at present.

Q15 As builders are working, they’re adding another floor, but the rest well worth seeing. The architect was Guy King. He was actually born in this part of England, but he recently designed the museum in Canada that won a prize for innovation in public buildings. If you want to get something to eat when you get back, like Q16 a snack or a sandwich, the terrace room is currently closed, but you can go to the kiosk and buy something, then sit on one of the chairs overlooking the lower lake on. Enjoy the view as you’re eating.

Now let me just tell you a bit about what you can see in the sculpture park. If you look at your map, you’ll see the visitor center where we are now at the bottom, just by the entrance. Since we only have an hour, you might not be able to get right around the park. But you can choose to visit some of the highlights. You might like to take a look at the Q17 Joe Tremaine sculptures, which are displayed on this side of the upper lake just behind the Education center on near the bridge. They’re really impressive, but please remember not to let your Children climb on them. One of our most popular exhibitions is the Q18 Giorgio catalucci bird sculptures. They’re just across the bridge on the north side of the lower lake. I love the way they’re scattered around in the long grass beside the lake, looking as if they’re just about to take to their wings. You could also go to the Q19 Garden gallery. It’s on this side of the upper lake from the visitor center. You go to the education center, then keep on along the path and you’ll see it on your right. There’s an exhibition of animal carvings there, which is well worth a look. We also have the Q20 Long house that’s quite a walk. From here. You go to the bridge and then turn left on the other side. Soon you’ll see a winding pathway going up toward the northern boundary of the park. Go up there and you’ll find it at the top. They have some abstract metal sculptures that are well worth seeing if you have time. Okay, well, now, if you’re …

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IELTS LISTENING – SEMINAR S13T3

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IELTS LISTENING SEMINAR listening practice test has 10 questions belongs to the Education / Academic Discussion subject. 

Tutor: Come in.

Ahmed: Hi.

Tutor: Oh, hello, Ahmed. How are you?

Ahmed: Fine, thanks.

Tutor: Have a seat. So, how do you think the seminar went last week?

Ahmed: Q21 Oh, well, I enjoyed it. Yes, though I’m not sure. I really followed parts of the discussion that took place. Do you know about the theory and all that?

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Tutor: Well, we can talk about that later. But were you comfortable in the group?

Ahmed: Oh, it’s better, I think than working on your own, though you’re comparing yourself all the time with the other students there.

Tutor: Okay, well, let’s talk about how you did and look at some strategies to help you in the future. 

Ahmed: That would be great.

Tutor: Now, one of the things that students often overlooked when they go to seminars is that you do need to prepare for them. You can’t rely on other people.

Ahmed: I know I did look at the results of the experiments we did in class and write them up beforehand as you said.

Tutor: Yes, and that was good. It made it easier to analyze them. But you have to do some background reading as well. Did you get the list of articles I sent around? Mmm.

Ahmed: I started to read them.

Tutor: Okay, well, you’ll know that for next time.

Ahmed: Yes, sure

Tutor: So let’s move on to your participation in the seminar.

Ahmed: Right

Tutor: Perhaps you can tell me how you think that went.

Ahmed: Yeah, well, I’m not used to talking to more than a couple of people. It’s very different from the way we learn in my home country.

Tutor: Yes, I appreciate that.

Ahmed: So I think I am. Well, I know I should have included everyone, but I think I kept turning to the person next to me.

Tutor: Is that because you were avoiding eye contact?

Ahmed: I don’t think so. I’m not shy. It’s just habit, I think.

Tutor: Well, that will improve as we do more seminars.

Ahmed: Uh

Tutor: Um, another difficulty is knowing when to speak.

Ahmed: Like when it’s your turn.

Tutor: Yes,

Ahmed: I felt I did wait for a pause.

Tutor: Yes, you handled that quite well.

Ahmed: Thing I’m really concerned about is keeping up with the discussion.

Tutor: Does your mind wander off?

Ahmed: Sometimes I jot down a lot of information, but I still find myself thinking about something else when lots of other students are talking.

Tutor: If there’s an assignment to do at the end of a group that usually helps,

Ahmed: I’m sure it does.

Tutor: Okay, now, the last thing I want to look at is the role you play in the seminar.

Ahmed: What do you mean?

Tutor: Well, when students work in groups, they don’t all behave the same way. Some students that quiet, and some look for support. Some ask a lot of questions.

Ahmed: That’s a new idea to me. I don’t know what I’m like.

Tutor: That’s probably because you’re thinking about your own performance all the time.

Ahmed: I guess so. I mean should I be different in some way?

Tutor: What I would say is that when we do the next seminar, you should look more at the people around you. You know, look outside yourself.

Ahmed: Like ask me how they feel.

Tutor: Yes, or what they’re looking for from the group.

Ahmed: Okay,

Tutor: It doesn’t take much, but it’s important to watch what other students they’re doing.

Ahmed: Okay, I’ll do that.

Tutor: Fine. Now I’m going to suggest a couple of strategies for next week’s seminar.

Ahmed: Okay, that’s great. I need to participate more.

Tutor: Well, it’s not a question of saying more, but we need everyone to feel comfortable about giving their views.

Ahmed: Then the discussion is better.

Tutor: Yes, so you’re a confident person.

Ahmed: You should. I make sure I’m near someone who’s quiet

Tutor: You can do it, but it’s more about how well you pay attention to other students.

Ahmed: Okay, so I need to be attentive,

Tutor: Yes, and then encourage someone else to same or by saying what did you mean when you said or what do you think about the idea that

Ahmed: That way I’m talking?

Tutor: Yes, but you’ll find it other people will talk to you. You’ll all start to get really involved

Ahmed: Right they are good suggestions.

Tutor: The other thing that can really help is the way you take notes.

Ahmed: Yeah, I know I write down everything, but I should be stricter with myself.

Tutor: Well, you actually need to think a few days ahead.

Ahmed: Really

Tutor: Yes, what’s the topic, and what’s the best way of making notes?

Ahmed: I see. So I have a strategy when I walk in the room.

Tutor: Exactly. Then when you read through them later, they’ll make sense and you won’t have to write them out again.

Ahmed: I always have to do that.

Tutor: The other thing, I would say is that you should include a small column in your notes where you conjugate down things you want to go back to before the seminar ends.

Ahmed: Like a reminder.

Tutor: Yes, notes aren’t just for later. You can use them as a prompt when there’s a pause in the discussion.

Ahmed: That’s been really hopeful.

Tutor: Okay, see you in class tomorrow.

Ahmed: Thanks.

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IELTS LISTENING – DEVELOPMENT STUDIES S52T4

 IELTS listening DEVELOPMENT STUDIES listening practice test has 10 questions belongs to the Academic Lecture.
 

LECTURER: Good morning everyone, and welcome to your first lecture in development studies. Development studies as a discipline can be boiled down to a couple of core objectives. Basically, we are trying to understand how it is that societies experience particular kinds of change and how they progress as they develop. We’re also trying to go beyond that however and work out how different sorts of Q31 actions can facilitate or even encourage these changes to happen. To achieve these objectives there are two key approaches that underpin development studies. Firstly there’s a theoretical approach, which is all about the how of change, with theory we can explore some of the big questions. What kind of change should we aspire to and how can this be achieved?
 

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But we don’t just talk we’ve also got to apply some of this thinking. So through the applied approach we’re looking at specific Q32 policies and trying to understand how they can most effectively be put into place. Although we try not to limit ourselves we do focus on a few key areas, due to our location, for example, the Asia Pacific region is an important area of research for us. At the moment we’re doing a lot of work on urbanization and there are two elements to this, one is employment as urbanization leads to major employment problems and the other is Q33 housing, with so many people moving to cities many of them struggle to find a place to live.
 
Other issues of particular interest to our staff are migration and of course trade. So what will you be able to do with the degree in development studies well firstly you’ll develop a full working knowledge of all aspects of development you’ll also learn how to gather data we include sessions on how to gather Q34 statistics but we mostly focus on textual data that is policy briefings research reports and so on. Once you’ve done your research you need to know what it all means after all there’s not much point in collecting a whole lot of data if you don’t know whether it’s significant or not so we’re going to teach you how to critically Q35 evaluate your findings and finally teamwork is a big part of development work your major piece of research work for this class is done in groups of four so you’re going to learn how to Q36 cooperate as a team in order to plan and conduct this research assignment.
 
I want to move on now to give you a brief overview of how development studies has evolved as a discipline since it was first established. The first thing to note is that, unlike other subjects such as mathematics or philosophy, development studies is very young it began taking shape as a formal discipline only in the 1950s. At that stage, Q37 economic concerns were at the forefront of nearly all research efforts researchers assumed that development, in general, could be measured by indicators such as gross domestic product GDP or unemployment levels. In the 1970s a new set of scholars took charge these researchers informed by the social movements of the 1960s brought a new set of issues to the table.

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