Audioscripts IELTS Practice 8 Listening Test 04

Part 1

You will hear a woman telephoning to ask about a job at a leisure centre.

First, you have some time to look at questions 1 to 3.

[Pause]

Now listen carefully and answer questions 1 to 3.

A: Hello, Pine Valley Leisure Centre, can I help you?

B: Oh, good morning. I'm calling regarding your advertisement in the local paper.

A: Is that the one for part-time staff?

B: Yes, that's exactly it.

A: Right. I'm afraid the manager who handles recruitment isn't available right now, but I can run through the basic requirements if you wish.

B: Yes, that would be great. Could you tell me what specific roles you are filling?

A: We're taking on lifeguards primarily. There was a vacancy for a receptionist, but we actually hired someone for the front desk yesterday.

B: Oh, I see. What are the typical working hours?

A: We operate two main shifts. There is an early shift from 6 am to 1 pm and a late shift from 3 pm until 10 pm.

B: And do staff get to pick their preferred hours?

A: Not usually, because most people prefer the early shift, naturally. You rotate from one pattern to the other every fortnight.

B: OK, I'm just noting this down. And do you have the details on the salary?

A: Let me check the file. You earn £9.50 an hour, and that covers your rest break.

B: Do I need to bring my own food, or...?

A: It's entirely optional. You can grab a sandwich from the cafe if you prefer, and staff get a 50% discount, so it's quite cheap.

B: Oh, excellent. Yes, so let me calculate. That's a reasonable weekly wage.

A: You also get a free gym pass. Our staff really value that perk.

Before you hear the rest of the conversation, you have some time to look at questions 4 to 10.

[Pause]

Now listen and answer questions 4 to 10.

B: What about the dress code? Do you provide a uniform?

A: Ah, I should have mentioned that. You are required to wear a red polo shirt, just a standard one, and navy shorts. You know, nothing with large logos or branding. And you have to provide those items yourself.

B: That's fine. I own plenty of shorts. I'll just need to pick up a couple of plain shirts. Is there anything else required? Do I need a whistle or anything?

A: You must have a proper lanyard, but the centre issues you with one on your first day.

B: Understood. One final query. I'm not sure when the exact start date is.

A: Hold on a second. I believe it's towards the beginning of July. Let me see... yes, the 4th, just before the local school holidays begin.

B: That's brilliant. I finish college on the 1st.

A: Oh, perfect. Well, if you want to proceed, you need to ring the head of operations. His name's David Fowler. That's F-O-W-L-E-R. And he'll likely want to set up an interview.

B: OK. And when is the optimal time to call him?

A: Could you try him on Wednesday? He normally runs staff training sessions in the afternoon, so please call before midday if possible, so he'll have time to talk properly. I'll give you his direct extension number as it's quicker.

B: Thanks.

A: It's 741 002.

B: 714 002.

A: Actually, it's 7-4-1.

B: Oh, 741 002. Right, got it.

A: Yes. And just a heads up, he will request a copy of your certificate, so you might want to dig that out. You know, just to prove your safety qualifications are current.

B: Yes, no worries. Well, thank you so much for your assistance.

A: Not at all. Bye.

B: Bye.

That is the end of Part 1. You now have half a minute to check your answers.

Part 2

You will hear a project manager from the Urban Planning Department giving a talk to local residents about the redevelopment of the Northwood district.

First, you have some time to look at questions 11 to 13.

[Pause]

Now listen carefully and answer questions 11 to 13.

Manager: Good evening, everyone. Thank you for coming to this community meeting. I'm Mark Higgins, a project manager from the Urban Planning Department. I'm here to update you on the scheme to revitalise the historical district of Northwood.

I know there has been extensive public feedback gathered for the final proposal, and we've made every effort to tackle the priorities that resident associations highlighted. The vast majority of people we engaged with are primarily anxious about crime in the area and, specifically, the rising incidents of vandalism near the park. We know people believe that things will escalate as summer approaches and youths gather there. So we're implementing measures to combat that.

Another major grievance is the crumbling pavements. These are incredibly uneven and many elderly people we interviewed requested that they be completely resurfaced. Well, I'm delighted to announce that the highways agency has committed to repave all the main pedestrian routes at a cost of £1.5 million. I am confident that will significantly enhance the accessibility of the district.

You might be wondering if that will result in a hike in council tax for the homeowners in this ward. Actually, the highways agency has managed to secure a central government grant to cover this entirely after intensive lobbying from our office. This is a massive relief, as the local authority now has its original budget preserved to invest in community facilities like youth clubs and street lighting.

Before you hear the rest of the talk, you have some time to look at questions 14 to 20.

[Pause]

Now listen and answer questions 14 to 20.

Manager: We've also drafted a map which we've published online for all stakeholders to view. Let me just explain where the structural improvements will be located.

To begin with, we'll install contemporary public seating areas to encourage socialising. These will be placed just outside the library on Station Road.

In an effort to mitigate safety concerns, new streetlights will be installed. These will be positioned right on the corner of Elm Avenue and Baker Street. This will ensure much better visibility for pedestrians crossing Baker Street at night.

We consider it vital to clearly define the pedestrian zones from the cycle lanes, so there will be a blue cycle lane painted at the junction of Baker Street and Station Road. This should highlight it more effectively and act as a visual cue for cyclists to stay in their lane.

Another method of ensuring that the traffic flows smoothly is to alter the road markings at key bottlenecks. A yellow traffic box will be painted at the intersection of Maple Street and Oak Road to prevent cars blocking the junction during rush hour.

An initiative we're pushing forward to assist visually impaired residents in the area is to lay special tactile paving. You will find this halfway along Oak Road where the zebra crossing is situated.

Now, we haven't solely focused on infrastructure and safety, naturally. There's also a cultural element. We're going to commission a bronze sculpture to celebrate the history of our old textile mills. This monument will be placed in the courtyard just east of the library, between Station Road and Oak Road.

And, to conclude, we've approved the funding to establish a new outdoor gym, which will be located at the far end of Oak Road, just before the roundabout meeting Elm Avenue.

We hope these changes will make Northwood a much better place to live. Thank you.

That is the end of Part 2. You now have half a minute to check your answers.

Part 3

You will hear two engineering students called Oliver and Chloe discussing their university experiences so far.

First, you have some time to look at questions 21 to 24.

[Pause]

Now listen carefully and answer questions 21 to 24.

Oliver: Hi Chloe, how are things?

Chloe: Oh, hello Oliver. Not too bad, thanks. Have you managed to sort out the accommodation for next term yet?

Oliver: Yes, that's finally resolved, thankfully. It was a nightmare, though. It was months ago that I applied to the university housing office for a room, and it took them ages to reply and tell me they were full.

Chloe: That's incredibly frustrating.

Oliver: And I assumed I was guaranteed a place as a second-year, but apparently the rules changed. So then I asked the landlord of my current flat if I could extend the lease, and to my relief, he agreed to let me stay on.

Chloe: But what about the private student halls? There must be some vacancies left in those.

Oliver: Yes, there are, but they're so expensive that I decided to keep them as a last resort. My aunt had offered to let me stay in her spare room, even though she lives quite far out. But in the end, staying put was the easiest option, so now I've got somewhere secure.

Chloe: That's a relief.

Oliver: So now I can concentrate on my extracurricular stuff. Haven't had the energy lately. Any ideas?

Chloe: What about joining some of the engineering societies?

Oliver: Oh, yeah. You signed up for a few, didn't you?

Chloe: Yes. I'm in the robotics club. We've got a competition next month, so we're building the prototype frantically. And I've neglected my core modules recently, but it's brilliant practical experience. I'm aiming to be the team captain next year too.

Oliver: I'm not really into coding. Are you involved in anything else?

Chloe: I liked debating when I was at college, so I joined the union when I arrived here. I don't think the topics are challenging enough though, so I'll drop out after this term. And I also joined the photography society. It's creative, but with all the lab work I'm doing for my degree, I just don't have the time for it, so unfortunately that's the one I'm dropping.

Oliver: Do you do any volunteering?

Chloe: Yes. I'm in the local conservation group. It's hard physical work, but I'd genuinely miss the fresh air if I quit. I also decided to try rock climbing when I got to uni and I'm finding it really demanding. My upper body strength is terrible.

Oliver: Same here. I think I'll avoid that. How are you managing with the lectures?

Chloe: I wish we had more practical labs.

Oliver: Really? I'd have thought we spent enough hours in there already. All those complex experiments that I can barely keep up with. It's engaging, but they go so fast I sometimes doubt if I'm cut out to be an engineer.

Chloe: I find it easier to learn by doing. I like the way we're applying the theory and trying to solve actual problems.

Oliver: How are you getting on with your academic advisor? I don't think I've really connected with mine.

Chloe: Oh, mine's excellent. He sets very high standards, and he's giving me strategies for my upcoming dissertation proposal.

Oliver: Please share. I always struggle with structuring proposals.

Before you hear the rest of the discussion, you have some time to look at questions 25 to 30.

[Pause]

Now listen and answer questions 25 to 30.

Chloe: Well... The initial step is to understand exactly what the grading criteria are.

Oliver: Would it be useful to look at some previous students' work?

Chloe: Yes, that will give you a clear benchmark of what's required.

Oliver: Right, I'll ask for some examples. What next?

Chloe: Then you can organise your research questions based on what data is actually collectable. I map these out on a spreadsheet and update them weekly. But that isn't sufficient on its own. You also need a firm deadline schedule to ensure you aren't spending too long on one section. You should pin it to your noticeboard.

Oliver: I've tried planning like that, but I always ignore it.

Chloe: Maybe you need to set mini-milestones. So if you divide the writing into 500-word chunks and assign them to specific weekends, you'll feel more motivated to get them done. With massive word counts, it's too easy to procrastinate.

Oliver: That makes sense.

Chloe: And as I finish drafting each section, I record a quick voice memo summarising it. Then later I can listen back while I'm walking and it highlights if my argument actually makes sense.

Oliver: That's a really clever trick.

Chloe: I also ask my flatmates to read my introductions. It's terrifying to get their feedback, though.

Oliver: Well, I'll give those a go. Thanks for the advice, Chloe. I really appreciate it.

Chloe: Glad to help. See you in the lecture. Bye.

That is the end of Part 3. You now have half a minute to check your answers.

Part 4

You will hear a lecturer giving a talk about ancient Andean textiles to a group of archaeology students.

First, you have some time to look at questions 31 to 40.

[Pause]

Now listen carefully and answer questions 31 to 40.

Lecturer: Good morning, everyone. I've been asked to speak about my ongoing study into ancient Andean textiles. The indigenous people of the Andes have woven both practical and ceremonial garments for many thousands of years. Over the long span of this craft, distinct patterns emerged and new weaving techniques evolved. And these features can be used to classify the different textile periods. Chief among these are what we refer to as the active, floral, and imperial styles of weaving.

One of the most noticeable characteristics of the various styles is the manner in which human figures are represented in the threads. The later textiles display people in rigid, formal stances, but the earliest human figures to feature on these fabrics over 4,000 years ago were depicted in constant motion. These garments showed villagers running and harvesting, and so they were designated active to capture this vitality. It's quite remarkable considering they were woven using a very basic angular outline.

In the floral period, there was a shift away from angular outlines to a much softer form. However, they didn't go as far as the imperial style, which is referred to as transparent because the weavers actually highlighted the hidden layers of clothing as well as the jewellery worn underneath. The floral style of weaving acquired its name from the fact that it incorporated highly swirling patterns that genuinely mimic the structure of a local plant called the bromeliad, which is related to the pineapple.

The imperial textiles are fascinating because they contain woven scenes from the era of initial trade with coastal explorers. The weavers managed to illustrate the concept of the traders' strange footwear by simply depicting the visitors without any feet, symbolizing the practice of standing in heavy, enclosed boots.

Scale is another characteristic. The more contemporary patterns tend to be massive or even exaggerated, but the active figures are woven in miniature.

Andean textiles also document the ecological shifts that occurred over millennia. For example, we know from the active textiles that over 4,000 years ago, the locals would have seldom consumed fruit and the climate was much drier at this point. In reality, fruit didn't begin to feature in textiles until the floral period, alongside butterflies and other forest motifs. The fabrics of the floral tradition also indicate that, during this time, the communities transitioned away from tubers as their primary food source and began including nuts in their diet, as these feature prominently. Freshwater amphibians didn't appear in the weaving until the imperial period from 1,000 years ago.

So these textiles have already taught us a lot. But one motif that has continually intrigued us is known as the Cloud Condor. The Cloud Condor, which is the focus of my most recent project, gets its name from its vast bird-like wings and it first appeared in the floral period 2,000 to 3,000 years ago. Many believe it is a curious mixture of an eagle, a puma and a snake. But we decided to study the Cloud Condor tapestries to see if we could locate the animal that the very first weavers based their design on.

The floral period coincided with the conclusion of a devastating centuries-long drought. This brought about tremendous change in the environment, with severe storms occurring and lakes expanding rapidly down the mountains. This submerged many familiar agricultural terraces and also caused a great deal of disruption to traditional patterns of life, farming in particular. Unfamiliar wetlands were formed and totally different bird species would have migrated into the valleys.

We studied 85 different tapestries of the Cloud Condor and found that the one creature that matches it most closely is the wandering albatross, which is a type of seabird. This ocean bird would have been a totally unfamiliar sight in the high-altitude mountains where the image is found, and it may have been the inspiration behind the early weaving.

So, at the end of the great drought, there would have been enormous changes in plant and animal life. It's not surprising, then, that the Andean people linked this prosperity to the strange birds they witnessed. Even today, locals see the Cloud Condor as a symbol of fertility, which is understandable given the increase in vegetation and the new agricultural yields that featured when the image first appeared.

That is the end of Part 4. You now have half a minute to check your answers.