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Transport from Bayswater Listening test #ieltslisteningtestforpractice — Transcript

by IELTS with PARVEEN KHANNA · 3,568 words · 615 segments · language en · Watch on YouTube

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0:01this is the ielts listening test
0:04you will hear a number of different
0:06recordings and you will have to answer
0:08questions on what you hear
0:11there will be time for you to read the
0:12instructions and questions and you will
0:15have a chance to check your work
0:18all the recordings will be played once
0:20only
0:22the test is in four parts
0:25at the end of the test you will be given
0:2710 minutes to transfer your answers to
0:30the answer sheet
0:33now turn to part one
0:39part one
0:41you will hear a conversation between a
0:43clerk at the inquiry's desk of a
0:45transport company and a man who is
0:47asking for travel information
0:50first you have some time to look at
0:52questions one to five
1:14you will see that there is an example
1:15that has been done for you
1:17on this occasion only the conversation
1:20relating to this will be played first
1:23good morning travel link how can i help
1:25you good morning i live in bayswater and
1:28i'd like to get to harbour city tomorrow
1:30before 11 a.m
1:31well to get to bayswater no no i live in
1:35bayswater my destination is harbour city
1:37oh sorry right so that's bayswater to
1:40harbour city are you planning to travel
1:43by bus or train
1:45the man wants to go to harbour city so
1:49harbour city has been written in the
1:51space
1:52now we shall begin
1:54you should answer the questions as you
1:56listen because you will not hear the
1:58recording a second time
2:00listen carefully and answer questions
2:03one to five
2:05good morning travel link how can i help
2:07you good morning i live in bayswater and
2:10i'd like to get to harbour city tomorrow
2:12before 11 a.m well to get to bay's water
2:16no no i live in bayswater my destination
2:20is harbor city sorry right so that's
2:23bayswater to harbour city are you
2:26planning to travel by bus or train i
2:28don't mind really whichever option is
2:31faster i suppose well if you catch a
2:33railway express that'll get you there in
2:36under an hour
2:37let's see yes if you can make the 9 30
2:40a.m express i'd recommend you do that
2:43great
2:44which station does that leave from
2:46helendale is the nearest train station
2:49to you did you say helensvale no
2:51helendale that's
2:53h-e-l-e-n-d-a-l-e
2:58what's the best way to get to the
3:00helendale station then well hang on a
3:03minute while i look into that
3:06now it seems to me that you have two
3:08options option one would be to take the
3:11706 bus from the bayswater shopping
3:14centre to central street
3:16when you get there you transfer to
3:18another bus which will take you to the
3:20station
3:21or the second option if you don't mind
3:23walking a couple of kilometers is to go
3:26directly to central street and get
3:28straight on the bus going to the train
3:30station okay which bus is that the 792
3:35will take you to the station i guess the
3:37walk will be good for me so that might
3:39be the better option
3:40what time do i catch the 792. there are
3:43two buses that should get you to the
3:45station on time
3:46one just before nine o'clock and one
3:49just after but look at that time of the
3:52morning it might be better to take the
3:54earlier one just in case there's a
3:56traffic jam or something the 855 is
3:59probably safer than the 905
4:01yeah i don't want to miss the train so
4:04i'll be sure to get on the five to nine
4:06bus
4:07before you hear the rest of the
4:09conversation you have some time to look
4:11at questions six to ten
4:33now listen and answer questions six to
4:36ten
4:38by the way how much will i have to pay
4:39in fares
4:41well you can get a ticket on the bus for
4:431.80 cash and you'll need 10 each way
4:46for the train
4:48wait do you have a travel link card no
4:51but i can get one before tomorrow okay
4:53well that'll make it considerably
4:55cheaper then the bus will cost 1.50 each
4:58way and the train will be
5:01the train to harbour city will
5:03still cost 10
5:05because you'll be traveling during peak
5:07hours in the morning so no savings there
5:09i'm afraid however if you could come
5:11back at an off-peak time what does that
5:13mean well if you could start your return
5:16journey before 5 p.m or later than half
5:19past seven in the evening actually i
5:20wasn't planning on coming back till at
5:22least eight o'clock anyway oh in that
5:24case you can make quite a saving if you
5:26use your travel link card
5:28you did say you were planning to
5:29purchase one didn't you yes i'll pick
5:31one up later today good that would mean
5:33your return train journey would only
5:35cost you 7.15 with your card thank you
5:39is there anything else i can help you
5:40with actually there is do you know if i
5:43can use the travel link card on ferries
5:45if you're thinking of the harbour city
5:47ferries that go back and forth between
5:49the north and south bank
5:51those are the commuter ferries then yes
5:54a one-way trip costs 4.50 but with your
5:57card you'd make a 20 saving and only pay
6:003.55
6:02so 3.55 for the commuter ferry what
6:06about the tour boats you mean the
6:08tourist ferries that go up river on
6:09sightseeing tours no they only take cash
6:12or credit card they're not part of the
6:14travel link company oh i see
6:18i don't suppose you know the cost of a
6:19tour in actual fact i do because i took
6:22a friend on the trip up river just last
6:25week
6:26we decided on the afternoon tour and
6:28that was 35 each but i understand that
6:31you could do the whole day for sixty
6:33five dollars thank you you've been a
6:35great help my pleasure enjoy your day
6:38out
6:42that is the end of part one
6:44you now have half a minute to check your
6:46answers to part one
7:18part two
7:20you will hear a guidance counsellor
7:22talking to a group of students
7:24first you have some time to look at
7:26questions 11 to 14.
7:49listen carefully and answer questions 11
7:52to 14.
7:54hello everyone
7:56i'm the counseling administrator here at
7:58st dives college
8:00and i've been asked to come and talk to
8:01you about our counselling team and the
8:04services that we offer
8:06we have three professional counsellors
8:08here at st ives
8:10luis bagshaw
8:11tony denby and naomi flynn
8:14they each hold daily one-on-one sessions
8:16with students
8:18but which counsellor you see will depend
8:20on a number of factors
8:22if you've never used a counsellor before
8:24then you should make an appointment with
8:26naomi flynn
8:27naomi specializes in seeing new students
8:31and offers a preliminary session where
8:33she will talk to you about what you can
8:35expect from counselling
8:37followed by some simple questions about
8:39what you would like to discuss
8:42this can be really helpful for students
8:44who are feeling a bit worried about the
8:45counseling process
8:48naomi is also the best option for
8:50students who can only see a counselor
8:53outside office hours
8:55she is not in on mondays but starts
8:57early on wednesday mornings and works
9:00late on thursday evenings so you can see
9:02her before your first class or after
9:05your last class on those days louise
9:09staffs our drop-in center throughout the
9:11day
9:12if you need to see someone without a
9:14prior appointment then she is the one to
9:16visit
9:17please note that if you use this service
9:20then louise will either see you herself
9:22or place you with the next available
9:24counsellor
9:26if you want to be sure to see the same
9:28counsellor on each visit then we
9:30strongly recommend you make an
9:32appointment ahead of time
9:34you can do this at reception during
9:36office hours or by using our online
9:39booking form
9:41tony is our newest addition to the
9:43counseling team
9:44he is our only male counselor and he has
9:47an extensive background in stress
9:49management and relaxation techniques
9:52we encourage anyone who is trying to
9:54deal with anxiety to see him
9:57tony will introduce you to a full range
9:59of techniques to help you cope with this
10:02problem such as body awareness time
10:04management and positive reinforcement
10:08before you hear the rest of the talk you
10:10have some time to look at questions 15
10:13to 20.
10:34now listen and answer questions 15 to
10:3720.
10:38each semester the counselling team runs
10:41a number of small group workshops these
10:44last for two hours and are free to all
10:47enrolled students
10:49our first workshop is called adjusting
10:52we've found that tertiary education can
10:55come as a big shock for some people
10:58after the structured learning
10:59environment of school it is easy to feel
11:02lost
11:03in this workshop we will introduce you
11:06to what is necessary for academic
11:08success
11:09as you might expect we're targeting
11:12first-year students with this offering
11:15getting organized follows on from the
11:17first workshop
11:19here we're going to help you break the
11:21habit of putting things off get the most
11:24out of your time and discover the right
11:26balance between academic
11:28and recreational activities
11:31with getting organized we're catering to
11:34a broader crowd which includes all
11:37undergraduates and postgraduates
11:40next up is a workshop called
11:42communicating
11:44the way people interact here may be
11:46quite different to what you're used to
11:49especially if you've come from abroad
11:52we'll cover an area that many foreign
11:54students struggle with how to talk with
11:56teachers and other staff will cover all
11:59aspects of multicultural communication
12:02international students tend to get a lot
12:04out of this class
12:06so we particularly encourage you to come
12:08along but i must say that sometimes
12:11students from a local background find it
12:13helpful too so
12:15everyone is welcome
12:17the anxiety workshop is held later on in
12:20the year and deals with something you
12:22will all be familiar with the nerves and
12:24anxiety that come when exams are
12:26approaching
12:27many students go through their entire
12:29academic careers suffering like this but
12:32you don't have to come to this workshop
12:34and we'll teach you all about relaxation
12:37and how to breathe properly as well as
12:39meditation and other strategies to
12:42remain calm
12:43we've tailored this workshop to anyone
12:45who is going to sit exams
12:48finally we have the motivation workshop
12:51the big topic here is how to stay on
12:53target and motivated during long-term
12:56research projects this workshop is
12:58strictly for research students as less
13:00advanced students already have several
13:03workshops catering to their needs well
13:06that's it
13:07thanks for your time if you have any
13:10questions or want more information about
13:12our services
13:14do come and see us at the counselling
13:16service
13:18that is the end of part two
13:21you now have half a minute to check your
13:24answers to part two
13:56part three
13:57you will hear a conversation between a
13:59tutor and two students who are preparing
14:02for an english literature test
14:05first you have some time to look at
14:07questions 21 to 24
14:29listen carefully and answer questions 21
14:32to 24
14:34hello lorna ian
14:37glad you could make it
14:39you're the only two who put your names
14:41down for this literature tutorial so
14:43let's get started shall we
14:46i want to run over some aspects of the
14:48novel the secret garden with you before
14:50the test next week be sure to take some
14:53notes and ask questions if you need to
14:55hey lorna have you got a spare pen sure
14:57here you are
14:59okay
15:00so the story follows two key characters
15:03you should refer to them as protagonists
15:06who go by the names of mary lennox and
15:08colin craven the story is set shortly
15:11after the turn of the 20th century and
15:13the narrative tracks the development of
15:15the protagonists as they learn to
15:17overcome their own personal troubles
15:19together
15:20that's quite a common storyline isn't it
15:23yes you're right lorna
15:25so what can you tell me about the
15:26character of mary well in the beginning
15:29she is an angry rude child who was
15:32orphaned after a cholera outbreak and
15:35forced to leave india and moved to the
15:36united kingdom to her uncle's house in
15:39yorkshire that's right
15:41and there she meets colin who spends his
15:44days in an isolated room believing
15:46himself to be permanently crippled with
15:48no hope of ever gaining the ability to
15:50walk the two strike up a friendship and
15:53gradually learn by encouraging each
15:56other that they can both become healthy
15:58happy and fulfilled in life will we need
16:01to remember a lot of these details for
16:03the exam just the basic outline
16:06examiners don't want to read a plot
16:08summary they know what the book is about
16:11focus on narrative techniques instead
16:13such as point of view what's that mean
16:17it's all about how we see the story
16:20this story for example is written from
16:22the perspective of what is called an
16:23omniscient narrator omniscient means
16:27all-knowing so as readers we get to see
16:30how all the characters feel about things
16:33what they like and don't like and what
16:35their motivations are in the story
16:38before you hear the rest of the
16:39conversation you have some time to look
16:42at questions 25 to 30.
17:04now listen and answer questions 25 to
17:0830.
17:09won't it be hard to write a technical
17:11analysis
17:12after all it's a kid's book well it was
17:15initially pitched at adults you know
17:17but over the years it has become seen as
17:19a more youth orientated work and you're
17:22right in a sense the simple vocabulary
17:25and absence of foreshadowing make the
17:28story very easy to follow and ideally
17:30suited for children
17:32but that doesn't mean there isn't much
17:34to analyze
17:35look at the symbolism for instance
17:37symbols are things right material things
17:40like objects that stand for abstract
17:43ideas absolutely yes and the author uses
17:47many of them
17:48there's the robin redbreast for example
17:51which symbolizes the wise and gentle
17:53nature that mary will soon adopt
17:56note that the robin is described as not
17:58at all like the birds in india roses are
18:02used as well
18:03as a personal symbol for mistress craven
18:06you'll see they're always mentioned
18:08alongside her name and mistress craven's
18:11portrait can also be interpreted as a
18:13symbol of her spirit are symbols just
18:15another name for motifs no
18:18motifs are a bit different
18:20they don't have as direct a connection
18:23with something the way that a symbol
18:24does
18:25motifs are simply recurring elements of
18:28the story that support the mood are
18:30there any in this novel yes two very
18:33important ones the garden of eden is a
18:36motif
18:37it comes up a few times in connection
18:39with the garden of the story
18:41and then you've got the role that
18:43secrets play in the story in the
18:45beginning everything is steeped in
18:47secrecy and slowly the characters share
18:50their secrets and in the process move
18:53from darkness to lightness
18:55metaphorically but also in the case of
18:58colin quite literally
19:00his room in the beginning has the
19:02curtains drawn and he appears at the end
19:05in the brightness of the garden anything
19:08else we need to know about yes
19:11nearly all novels explore universal
19:13concepts that everyone has experienced
19:16things like love family loneliness
19:19friendship
19:20these are called themes
19:22the secret garden has a few themes that
19:24all center on the idea of connections
19:27the novel explores for example the way
19:30that health can determine and be
19:32determined by our outlook on life
19:36as collins health improves
19:38so too to his perceptions of his
19:40strength and possibility the author also
19:43examines the link between our
19:44environment and our physical and
19:46emotional prosperity
19:48the dark cramped rooms of the manor
19:51house stifle the development of our
19:53protagonists
19:55the garden and natural environments
19:57allow them to blossom just as the
19:59flowers do
20:00finally this book looks at connections
20:03between individuals namely mary and
20:06colin
20:08this necessity of human companionship is
20:11the novel's most significant theme
20:13because none of their development as
20:15individuals would have occurred without
20:18their knowing each other
20:21well that about sums it up i think
20:23that's a great help thanks yes thanks
20:26very much
20:29that is the end of part three you now
20:31have half a minute to check your answers
20:34to part three
21:05part 4
21:07you will hear a talk on the topic of
21:09time perspectives
21:11first you have some time to look at
21:13questions 31 to 40.
21:36listen carefully and answer questions 31
21:39to 40.
21:41today i'm going to be talking about time
21:45specifically
21:46i'll be looking at how people think
21:48about time
21:49and how these time perspectives
21:51structure our lives
21:53according to social psychologists there
21:56are six ways of thinking about time
21:58which are called personal time zones
22:02the first two are based in the past
22:04past positive thinkers spend most of
22:06their time in a state of nostalgia
22:08fondly remembering moments such as
22:10birthdays marriages and important
22:12achievements in their life these are the
22:14kinds of people who keep family records
22:17books and photo albums
22:20people living in the past negative time
22:22zone
22:22are also absorbed by earlier times but
22:26they focus on all the bad things
22:28regrets
22:29failures
22:31poor decisions
22:32they spend a lot of time thinking about
22:34how life could have been
22:36then we have people who live in the
22:38present
22:40present headedness are driven by
22:41pleasure and immediate sensation
22:44their life motto is to have a good time
22:46and avoid pain
22:49present fatalists live in the moment too
22:51but they believe this moment is the
22:52product of circumstances
22:54entirely beyond their control
22:56it's their fate whether it's poverty
22:59religion or society itself
23:01something stops these people from
23:03believing they can play a role in
23:05changing their outcomes in life
23:07life simply is and that's that
23:10looking at the future time zone we can
23:13see that people classified as future
23:15active are the planners and go-getters
23:18they work rather than play and resist
23:21temptation
23:22decisions are made based on potential
23:24consequences not on the experience
23:26itself
23:28a second future orientated perspective
23:31future fatalistic
23:33is driven by the certainty of life after
23:35death and some kind of a judgment day
23:37when they will be assessed on how
23:38virtuously they've lived and what
23:40success they have had in their lives
23:43okay let's move on
23:45you might ask how do these time zones
23:47affect our lives
23:49well
23:50let's start at the beginning
23:52everyone is brought into this world as a
23:54present hedonist
23:56no exceptions
23:58our initial needs and demands to be warm
24:01secure fed and watered all stem from the
24:03present moment
24:05but things change when we enter formal
24:07education
24:08we're taught to stop existing in the
24:10moment and to begin thinking about
24:12future outcomes but did you know that
24:15every nine seconds a child in the usa
24:18drops out of school
24:19for boys the rate is much higher than
24:21from girls
24:23we could easily say ah well boys just
24:26aren't as bright as girls
24:27but the evidence doesn't support this
24:30a recent study states that boys in
24:32america by the age of 21 have spent 10
24:36000 hours playing video games the
24:38research suggests that they'll never fit
24:41in the traditional classroom
24:43because these boys require a situation
24:45where they have the ability to manage
24:47their own learning environment
24:49now
24:50let's look at the way we do prevention
24:52education
24:54all prevention education is aimed at a
24:56future time zone
24:58we say don't smoke or you'll get cancer
25:01get good grades or you won't get a good
25:03job
25:04but
25:05with present orientated kids that just
25:07doesn't work
25:09although they understand the potentially
25:11negative consequences of their actions
25:14they persist with the behavior
25:16because they're not living for the
25:17future they're in the moment right now
25:21we can't use logic and it's no use
25:23reminding them of potential fallout from
25:25their decisions or previous errors of
25:27judgment we've got to get in their minds
25:29just as they're about to make a choice
25:32time perspectives make a big difference
25:34in how we value and use our time
25:37when americans are asked how busy they
25:39are
25:40the vast majority report being busier
25:42than ever before
25:44they admit to sacrificing their
25:46relationships personal time and a good
25:48night's sleep for their success
25:51twenty years ago
25:53sixty percent of americans had sit down
25:55dinners with their families
25:56and now
25:58only twenty percent do
26:00but when they're asked what they would
26:01do with an eight day week they say oh
26:05that'd be great they would spend that
26:07time laboring a way to achieve more
26:09they're constantly trying to get ahead
26:12to get toward a future point of
26:13happiness
26:15so
26:16it's really important to be aware of how
26:18other people think about time we tend to
26:21think oh
26:22that person's really irresponsible or
26:25that guy's power hungry but often what
26:28we're looking at is not fundamental
26:30differences of personality
26:32but really just different ways of
26:33thinking about time
26:35seeing these conflicts as differences in
26:37time perspective
26:39rather than distinctions of character
26:41can facilitate more effective
26:43cooperation between people
26:45and get the most out of each person's
26:47individual strengths
26:50that is the end of part four
26:53you now have one minute to check your
26:55answers to part four
27:57that is the end of the listening test
28:00in the ielts test you would now have 10
28:03minutes to transfer your answers to the
28:05answer sheet
28:16[Music]
29:09you

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