TEST 2

TRANSCRIPT
PART 1 IELTS listening, version K0012.
Now turn to section one on page two of your question booklet.
Section One: You will hear two friends called John and Anna talking about a holiday Anna has just
had on Jackson Island.
First you have some time to look at questions one to seven on page two.
You will see that there is an example that has been done for you.
On this occasion only, the conversation relating to this will be played first.
Hi Anna. How was your holiday to Jackson Island?
It was good. There's quite a lot to see. It's quite a big island really.
Yeah. I was thinking of going in the summer. So where would you recommend going on the island?
Well the capital of course, Camford. I stayed there with my cousin.
Anna stayed with her cousin, so cousin has been written in the space.
Now we shall begin.
You should answer the questions as you listen because you will not hear the recording a second time.
Listen carefully and answer questions one to seven.
Hi Anna. How was your holiday to Jackson Island?
It was good. There's quite a lot to see. It's quite a big island really.
Yeah. I was thinking of going in the summer. So where would you recommend going on the island?
Well the capital of course, Camford. I stayed there with my cousin.
What did you do there?
Well actually I spent most of my time there shopping.
So has it got good shopping centres?
Yes, but they're the same as at home really. So I did all my shopping in the market, which is great.
What kinds of things are good to buy there?
Everything but bags and shoes especially. Just make sure you've got cash with you as most of the stalls
don't take credit cards.
Okay, that's good to know. Where else did you go?
Well my cousin and I went to Newtown. She said it was famous for its modern architecture. We only
had half a day there so we took a bus tour around the town. But if I were you I'd give the bus tour a miss.
Unless you know a lot about architecture, the building's all at the same. There's a museum though, that's
supposed to be good.
You might like that. Okay, I'll give it a go.
Then after that we headed for Golden Beach because we were going to meet up with an old friend that I
hadn't seen for years. But we had to stay in a caravan as the hotels were all booked up.
Is it as pretty as it looks in the brochures?
Yes, it's very picturesque. We did some sailing on the most beautiful blue sea. It was so clear that you
could see the bottom, even quite far out to sea. That part of the trip was great and I'd have liked to have
stayed even longer. I'd suggest staying there for a minimum of four days if I were you. We had two days
there and it wasn't nearly enough.
Sounds great. I'll put that on my must do list. Was that the end of your trip?
No. In the Golden Beach we drove into the centre of the island to White Mountain.
White as in the colour?
Yes. The island's great because you can go from the beaches up to the snowy mountain in a couple of
hours. We took a tent because we were going to camp. But the weather was so cold. In fact it was
snowing when I was there that we stopped in a motel instead.
Did you go skiing then?
No. But we tried snowboarding and it was harder than it looked. It looked so easy when you see other
people doing it. But it took me ages to get the hang of it. I wish I'd had some lessons. But you had to
make your bookings in advance.
OK, I'll look into that. Thanks.
Page 2:
So are there any other tips or advice you could give me?
I don't know.
Let me think.
Oh, one place you should try to visit is this very quaint cafe which is at the foot of the mountain. It has
the best cakes ever. It's worth going there just for them.
I'll have to try those. So what other advice would you give?
Oh, let me think. We didn't really have any problems.
So how did you get around when you were there?
We wanted to get a motorbike at first. They're very cheap to hire and great fun to ride as the roads are
very good. But it turned out not to be a good idea because the weather is so changeable. You'd be much
better off in a car. There are plenty of places where you can hire them. And the roads are well sign-
posted so you won't get lost.
And presumably I can get a map when I get there.
Well, you can. But they are expensive. It would be better to get one here before you go.
Great. That's been really useful.
Thank you.
That is the end of section one.
You now have half a minute to check your answers.
Now turn to section two on page three.

PART 2 Section 2. You will hear an Art Center Director giving information to a group of people
attending an Arts Weekend.
First you have some time to look at questions 11-15 on page 3.
Now listen carefully and answer questions 11-15.
Welcome to Grand Pick Arts Campus for our annual residential arts weekend. I'm Bob Grayne, Director of
the program. It's a large campus, it's quite easy to get lost, so I'm going to give you a quick overview of the
most important places here. Right, I'm glad you all found your way here to reception. First a word about
parking. We do have a free temporary car park here and for those of you coming by bike, the bike sheds
aren't far from reception. You'll see them on your left as you walk down south lane towards the residential
rooms. Now dinner is in the dining room at 7.30. If you need something to eat now, the snack shop is still
open. The quickest way to get there is to leave here, go straight through the office, they won't mind, the
ornamental ponds in front of you and the snack shop is the building on your left. The fitness facilities are
even better this year. We've outgrown the old fitness rooms, which were next to the office. To find the new
fitness rooms from here, walk up to North Road, they're at the end in the last block next to the dining room.
Now, your bedrooms are quite near. You can see the single rooms in the tall block to the far left of us across
south lane. Couples and families are in our family rooms, right next door to them. I'm afraid there aren't any
TVs in the rooms. We ask you to keep the noise down, please. We have a TV room. You can probably see it
from here. It's right opposite us in the big red building.
Before you hear the rest of the information, you have some time to look at questions 16 to 20 on page 4.
But there are gaps in our timetables for some extra options. You may have this information in your
brochure, but there have been some changes. Firstly, the drama option. I'm afraid our theatre and practice
rooms here are being refurbished and are out of use. We decided against using our sports hall and instead
we're going to use our lecture rooms, which we've converted into a theatre for the weekend. There are also
changes to the photography option. This year, this option isn't open to everyone. We decided for practical
reasons to reserve it for beginners with no previous experience. Let me remind you that you don't need any
special equipment. That's provided. The tutors have said that unfortunately they can't accept parents with
children because that proved too disruptive last time. But if you're over 18, that's fine. Onto the writing
option. Previous courses looked at starting your novel. This year, we wondered about focusing on the
techniques of writing different types of poetry. However, as a result of many requests, we've decided the
workshop will concentrate on helping each participant write one or more short stories. Poetry may be some
future time. Now, music. The brochure says you'll go to a concert. That's a misprint. Instead, you'll be
writing and putting on your own performance, a concert for yourselves. Unfortunately, the singing tutor is
ill. It's too late to replace her, so we've had to cancel singing lessons. Apologies for that. Finally, the crush.
This is available for all families on the program and there are still some places left. I'm sure you'll be
pleased to know that the charge for this hasn't increased since last year. Lunch is included, but of course
parents are welcome to collect their children and spend the lunch break with them. May I remind you that
any fees for this service must be settled in full at the end of the last day. So, has anybody got any questions?
That is the end of section 2. You now have half a minute to check your answers.
Now turn to section 3, on page 5.

PART 3
Section 3. You will hear two trainee teachers called Dean and Hannah talking about their recent
teaching practice in an elementary school.
First you have some time to look at questions 21 to 24 on page 5.
Now listen carefully and answer questions 21 to 24.
Hi Dean. Did you have a good weekend?
Yes. It was good to relax after a whole week of teaching practice. I really enjoyed the experience
though.
Yes. So did I. And I think it went well. Anyway, are you okay to talk about the report we've got to write
on the geography lesson we taught together? I was thinking we could make notes now and then divide
the actual writing up between us.
Sure. Good idea. Let's begin with our lesson names, shall we?
Right. Well, I know the main one was getting the class to think about how people in different parts of
the world are connected to each other through the things they buy and sell.
Yes. We took that from the syllabus for grade four and then we decided to use pencils as our example
because they're relatively simple in design and everyone's used a pencil at some time or other. We
should include that information too.
Right. And we also wanted to get the class thinking about how things are moved around the world in
different ways from the farms and the mines to the factories and then the stores. That wasn't in the core
syllabus. I think we added that ourselves.
Yes. I think you're right.
Okay. Then the last section of the report contains a post-lesson analysis.
We have to mention any problems we identified in our lesson when we taught it. So, any ideas?
Well, I know we were really satisfied with our handouts and worksheets. We both thought they'd been at
just the right level for the class and I don't know about you but I think we worked well as a team.
Absolutely. Neither of us was too dominant and we supported each other. Personally, the thing I think
we didn't get right was the way we paced things. Some things seem to be rushed and others seem to drag
out too long. I don't know how you feel about that.
The same as you. If we did the same lesson again, I'd want to make some adjustments to that but keep
the same basic lesson plan.
Okay. We see eye to eye on that. But there's one other thing. At the time, I seem to remember we both
thought that organizing the children in sets of six didn't work very well and that pairs would have been
better for certain tasks so that the Shire kids got more chance to contribute.
Yes. I remember that too and we should put it into our report as well.
Before you hear the rest of the discussion, you have some time to look at questions 25 to 30 on page
six. Now listen and answer questions 25 to 30.
Now should we go over our lesson plan together before we write the report? It seems ages ago now.
Fine. Well, the whole lesson was based on the production and distribution of pencils. First, we gave out
the pencils and got the students to decide what they're made of. Then when they'd come up with all five
of the component materials, we talked about which countries produce most of these materials.
Oh, yes. And we got volunteers to come to the front and mark the location of those on a map of the
world. I remember they were really keen to volunteer. We had to stop them from calling the answers out
loud.
Right. Then we brainstormed all the different ways of getting goods from one place to another and what
the advantages and disadvantages of each one would be. I remember one girl talking about using horses.
That's right. She seemed to be a bit stuck in the past. It was hard not to smile.
Yes. After that, we put them in small groups and each group represented each of the countries on the
map. They had to use their atlases to decide an itinerary for sending their raw materials to the USA,
specifying the different ports and places on the way there.
That's right. And by the time they'd done that, it was break time.
And after the break, they had to imagine they were pencil manufacturers in Chicago and fill in details on
a worksheet about how they dispatch their pencils to different parts of the country.
Oh, yes. Okay.
And then we had a class discussion about whether people will still be using pencils in 2050 and whether
the design of pencils is likely to change. And to round the lesson off, the kids had to spend 10 minutes
planning a short presentation for another class about possible developments. And that was it.
Good. So I'll write up that part.
That is the end of section three. You now have half a minute to check your answers.
Now turn to section four on page seven.

PART 4 Section 4 on page 7.

Section 4. You will hear a lecturer talking to a group of environmental science students about fuel
made from biomass.
First you have some time to look at questions 31-40 on page 7.
Now listen carefully and answer questions 31-40.
Good afternoon everyone. In this course we have been discussing the principles of sustainable
development and now we are going to look at some of the ways in which these principles are being put
into practice. Today I am going to talk about the use of biomass and for those of you who don't know
what biomass is, it's plant material, usually agricultural waste such as sawdust or straw and briquettes
made out of biomass are used as fuel either in the home or in industry. I'll start with the benefits. Using
briquettes has a financial benefit because they make use of waste products as raw materials so there isn't
any cost involved for that. Another advantage is convenience. Handling briquettes is cleaner than
handling materials like wood or charcoal. Also briquettes are less trouble to store because they are a
uniform size and shape. Right, let's look briefly now at how these briquettes are made. There are two
basic methods of manufacture. The first method uses machinery. At the initial stage all the loose plant
material is ground into a powder and then mixed with other materials. Next a machine compresses the
biomass mixture and that process raises the temperature and causes it to melt. The machine forces the
biomass mixture out through rectangular or circular holes. Then as the pressure decreases the mixture
cools and becomes solid again and that's how the briquettes are formed. It's important to point out that
with this method electricity is essential to operate the machinery and the exact amount you need depends
on the type of biomass you use. But generally the amount required is only 3% to 9% of the energy that's
produced by the briquettes when they are burnt. The second method involves making briquettes by hand.
This method is suitable when the biomass is mainly composed of material that doesn't melt like paper.
The biomass is made into a paste by adding water and in addition something sticky such as starch. This
mixture is then shaped using either a simple metal press or bare hands. So where is biomass fuel used
and how extensively? Well it's difficult to obtain detailed figures but it's been used for several years in
Europe and the USA mainly for agriculture and since 2000 there's been a rapid increase in the
production and use of briquettes made out of wood waste. I can give you a ballpark figure. In 2010
about 5 million tonnes were used in Europe. Some of these had to be imported from the USA. Moving
further east both India and China have been producing biomass briquettes since the 1990s. Most figures
are hard to come by but in China in 2002 the number of factories producing biomass briquettes had
increased to approximately 600 and production is still growing. I don't have information about Africa in
general but I can give you an example of one company in Uganda which is producing briquettes. Most
of the company's customers are public institutions like schools and universities that provide hot meals
for their students. The other main users are businesses that need a source of heat for producing their
products. Okay well how viable are biomass fuels like these in economic terms and what is likely to
happen in the future? Well the answer depends partly on the price of the fuels that they replace and that
varies from place to place but in general the demand for biomass fuels is almost certain to grow and that
can only benefit the environment. Let's turn now to another facet of system.
That is the end of section four. So now have half a minute to check your answers. That is the end of
the listening test.
You now have 10 minutes to transfer your answers to the listening answer sheet. You have two
minutes left. You have one minute left.
Please stop writing and wait for your question booklet to be collected.