Audioscripts IELTS Practice 10 Listening Test 03

Part 1

You will hear a conversation between a receptionist at a sports camp, and a parent registering his son for a summer programme. First, you have some time to look at questions 1 to 6.

[Pause]

Now listen carefully and answer questions 1 to 6.

Receptionist: Good afternoon. Welcome to the Active Kids Sports Camp. How may I help you?

Parent: Hi. I phoned you yesterday about registering my son for next week.

Receptionist: Oh, yes. I'll just get some details from you. So, you're his father?

Parent: That's right.

Receptionist: And can I have your name?

Parent: It's Mark. Mark Jones.

Receptionist: And your son's name?

Parent: It's Harry.

Receptionist: Now, we have several teams at the camp and we cater for children from six to twelve years old. How old is your son?

Parent: He's nine now, but he turns ten on Sunday.

Receptionist: I'll put ten down because that's how old he'll be when he starts.

Parent: Fine. He's so keen about his birthday and joining the camp.

Receptionist: That's good to hear. And what's your address?

Parent: It's 12 Forest Drive. That's F-O-R-E-S-T. Riverdale.

Receptionist: And the postcode?

Parent: 3056.

Receptionist: And what's the phone number?

Parent: 9987 4521.

Receptionist: So, have you decided on the activities you would like to sign your son up for?

Parent: I'd prefer football and tennis if possible.

Receptionist: Hmm, let me check. Football is fine, but I think the courts are already fully booked for tennis. Ah, yes. Sorry, it seems to be a very popular sport. We can offer him basketball or cricket as well.

Parent: Oh dear. I suppose cricket would be all right because he plays that at school.

Receptionist: OK, got that. Because a lot of parents commute, we do offer flexible drop-off and pick-up times. We're open from 8.00 in the morning until 5.30 in the evening. What time would you like to drop your son off?

Parent: I need to get to the office by 9, so I'll drop him off at 8.15. You're pretty close to the station here, so that should give me enough time to catch the train.

Receptionist: That's fine. Now, we also need to decide which squad he'll be in. We have two different squads and they're divided up according to skill. There's the blue squad, which is for beginners, and then there's the gold squad, which is for advanced players.

Parent: He's quite athletic for his age and he can already bowl quite fast.

Receptionist: Well, I'll put him in the gold squad and we can always move him to the blue one if he finds it too tough.

Parent: That sounds sensible.

Receptionist: OK. Let's move on to lunch. We can provide snacks, lunch and tea. As he's finishing before tea time, he won't need that. Will you give him a packed lunch?

Parent: Yes, he'll only need snacks.

Before you hear the rest of the conversation, you have some time to look at questions 7 to 10.

[Pause]

Now listen and answer questions 7 to 10.

Receptionist: Now, does he have any health issues we need to know about? Does he have allergies or any skin conditions, for example?

Parent: No, but he does need to carry an inhaler.

Receptionist: Oh, I'll make a note of that.

Parent: Yeah, he's pretty good about using it. He gets a bit wheezy when he runs a lot.

Receptionist: Right. OK. Now, I also need emergency contact details.

Parent: What sort of information do you need?

Receptionist: Just the name and number of a neighbour or relative we can contact in case we can't reach you.

Parent: OK. That had better be my brother, Paul White. That's W-H-I-T-E. His phone number is 9987 6654.

Receptionist: Great. So he is the child's uncle?

Parent: Yes, that's right.

Receptionist: I'll record that as well. Now, is there anything else you'd like to query?

Parent: What about the cost? How much is the enrolment for the week?

Receptionist: Well, for the full week with the hours you've chosen, that will be $200 altogether.

Parent: OK. And do I have to settle that now?

Receptionist: No. We send out bills once the camp begins. You can choose to pay by cash on the first day or we do offer a secure link if you prefer to pay online.

Parent: Oh, I'll use the link then. I find it safer that way and I don't like carrying cash.

Receptionist: Good. It makes it a lot faster for us as well. Well, that's all the paperwork. Would you like me to show you the pitch?

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

Part 2

You will hear a representative called David Smith talking on a podcast about the Red Squirrel Preservation Society, an organisation which attempts to safeguard red squirrels.

First, you have some time to look at questions 11 to 15.

[Pause]

Now listen carefully and answer questions 11 to 15.

Host: Today we're delighted to welcome David Smith from the Red Squirrel Preservation Society. Tell us about the society, David.

David: Well, clearly its mission is to safeguard red squirrels in woodlands all across the nation. It aims to boost public understanding of the challenges these native mammals are facing due to habitat loss and other dangers. It was founded twenty years ago and it's one of the most rapidly expanding wildlife groups in the region, although it's still relatively modest compared with the major organisations in nature conservation.

We're especially pleased with the efforts we make in community engagement. Last year, we organised a significant number of workshops in various towns in the district, travelling around to speak to adults and seniors aged from 20 to 80. Actually, about 40% of our supporters are retired.

The society utilizes its funds to back research, for instance, for improvements in forestry management and so on. It plans soon to be in a position to hire its first permanent ranger with squirrel knowledge to track numbers. Naturally, many individuals contribute their time on an unpaid basis and we currently have helpers assisting in monitoring, fundraising and other tasks.

I should also mention the grant we received from the Lottery Fund last year for our project in woodland restoration. Although it's not brought a huge influx of cash for us, it has made our initiatives even more broadly recognised and appreciated. In the long run, it may not attract new volunteers, but we're optimistic it'll have this result.

Host: Is it feasible to spot red squirrels in local forests?

David: Yes, in a few areas. And we have a major initiative in the north of the county. This has historically been a sanctuary for squirrels because it has very few grey squirrels. Nevertheless, that might be poised to shift soon because housing developers want to expand construction there. We're fighting against this because, although there'll be minimal destruction from building, construction generates a lot of vehicle traffic. It means the squirrels can't forage and breed safely.

This is how I got involved in squirrel preservation initially. I had rarely spotted one and I hadn't been especially keen on them as a child. Then I stumbled upon this documentary about a colony of squirrels who had to abandon their nest in the Pine Forest because of the developers and about a ranger who fought to rescue them. I couldn't stop watching. I was captivated.

Before you hear the rest of the talk, you have some time to look at questions 16 to 20.

[Pause]

Now listen and answer questions 16 to 20.

Host: I'm certain our audience will want to know what they can do to assist. You referenced the Sponsor a Squirrel program. Can you explain that?

David: Certainly. Supporters can select one of our squirrels to fund. They get a certificate of it and regular reports. I'd like to describe four which are presently being sponsored by our donors: Rusty, Shadow, Hazel and Nutmeg. Regrettably, Shadow is proving rather shy this season and hasn't yet been spotted by our cameras, but we stay hopeful that he'll be visible soon. All the rest have been seen frequently.

Nutmeg and Rusty are often seen foraging together, but it's Hazel who's our true star, as she appears to enjoy posing right next to the lens, and we've recorded her on video dozens of times. They all possess their own traits. Rusty is very graceful and climbs up and down the trunks very fluidly, whereas Nutmeg has a lot of stamina. He's constantly jumping between the branches with immense energy. You'd likely assume him to be the youngest. He's not exactly. That's Hazel. But Nutmeg's the newest of our squirrels to be added to the program.

Hazel creates a lot of chatter, so we can frequently locate her immediately. Shadow and Rusty are vocal too, but Rusty's simple to spot because he has a distinctively bushy tail on his rear, which makes him simple to recognise. So, yes, they're all quite unique.

Host: Well, they seem an intriguing bunch, and how would you proceed to...

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

Part 3

You will hear a student called Jack, who is in the first year of a film production course, talking to another student called Lily, who's in the final year of the same course. First, you have some time to look at questions 21 to 26.

[Pause]

Now listen carefully and answer questions 21 to 26.

Lily: Hi Jack, how's the degree going?

Jack: Oh, hi, Lily. Yeah, brilliant. I can't believe the first semester's nearly finished.

Lily: I watched the team’s short film last night at the screening. It was impressive.

Jack: Really?

Lily: Yeah, but now we have to write a critique on the whole project, a detailed reflection. I don't know where to begin. Like, I have to write about the character I directed, the detective, how I built the persona.

Jack: Well, what was your inspiration?

Lily: Er... My uncle was a police officer before he retired and I just modelled it on him.

Jack: OK, but how? Did you interview him about it?

Lily: He must have all sorts of cases, but he never mentions much about his job, even now. He has a kind of presence, though.

Jack: So how did you manage to replicate that?

Lily: I'd... I imagined what he must have been like in the 80s when he was standing in the interview room questioning suspects.

Jack: OK, so that's what you detail in your essay.

Lily: Right. Then there's the question of mood. So in the opening shot we needed to establish how gloomy life was in the city in the winter. So when the camera panned across the skyline in the rain, there was that long pause before any dialogue. And then the radio kept playing the same news report over and over, like, 'storm warning issued'.

Jack: Yes, and everyone wore black and grey and just stood in the shadows.

Lily: Yes, all those elements of the cinematography. And I have to evaluate how I collaborated in the crew, what I discovered about my leadership. I know I was so annoyed at times when we couldn't compromise.

Jack: Yes. So did one person step up as the producer?

Lily: Elena did. That was fine. She helped us decide exactly what to prioritise for the shoot. And that made me feel calmer, I suppose.

Jack: When you knew what was required.

Lily: Yes. And Elena did some background reading, too. That was helpful in refining our style.

Jack: Like what?

Lily: Well, she found these documentaries from the 90s about how tension between local communities and authorities, or between the media and people like politicians or the courts, were evolving.

Jack: Fascinating. And did you have any technical issues to resolve?

Lily: Well, in the final edit, everything was looking great until the last scene. That's where the detective's main suspect confesses on camera on his own.

Jack: The one in the interrogation room?

Lily: Yes, and he had this really intense monologue, with the room all silent except for one humming light. And then that failed somehow, so it was flickering on the wrong part of the face. But anyway, we got that corrected in post-production, luckily.

Jack: Yes, it looked seamless on the screen.

Before you hear the rest of the discussion, you have some time to look at questions 27 to 30.

[Pause]

Now listen and answer questions 27 to 30.

Jack: But while you're here Lily, I wanted to ask you about the internship option. Would you suggest applying for that?

Lily: Yes, absolutely. It's a valuable opportunity to work in a real studio for a summer.

Jack: I think I'd like to try, but it seems very selective. There's only a few vacancies.

Lily: Yes. So, next term, when you're in the second year of the degree, you need to perform really well in all your practical workshops. Only students with high grades get shortlisted. You have to demonstrate that you understand your craft really thoroughly.

Jack: Right. So, how did you decide where to apply?

Lily: Well, I determined I wanted a placement that would align with what I wanted to do after I qualify. So I looked for a company with a focus on editing rather than filming, for instance. It depends on your goal. Then about three months before you start, you have to contact the internship manager with your top three preferences. I knew a guy who missed the cut-off and didn't get his chosen studio. So you do need to be organised at that point. You'll discover that certain production houses are very sought-after by everyone.

Jack: And don't you have to submit a portfolio at that stage?

Lily: Yes.

Jack: Right. I'll ask some of the graduates to give me some advice. Maybe see if I can view what they submitted.

Lily: I think that's a very smart plan. I don't mind sharing mine with you. And while you're on placement, don't make the error I made. I got so absorbed I forgot all about registering for when I returned here for the final semester. Make sure you check your emails so they know your preferences for the elective subjects. You don't want to lose out on studying your favourite topics.

Jack: Right.

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

Part 4

You will hear part of a lecture about management introducing a concept called psychological safety.

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

[Pause]

Now listen carefully and answer questions 31 to 40.

Lecturer: Today, I want to discuss psychological safety and how the behaviour of managers can influence the way teams handle challenges.

Psychological safety is a concept popularised by Amy Edmondson. She argues that a team's climate at any given moment is either conducive to risk-taking or inhibitive of it. These are two fundamental environments that any group can operate in, and they cause members to have different kinds of priorities. Learning priorities in various work scenarios emphasize growth. Performance priorities, on the other hand, are oriented towards the avoidance of failure.

In a particular meeting, our mindset might lean more towards learning priorities or more towards performance priorities. The research suggests that two elements influence which priorities we are adopting. First, there is an individual element. This element is linked to a person's character and suggests that every employee has a natural inclination to either value learning priorities or value performance priorities as part of their own disposition.

Second, there is an environmental element which means that the setting we are in can compel us to lean towards one set of priorities or the other. For instance, we are more likely to be considering innovation and to have learning priorities when we are brainstorming with a peer. Conversely, if we are delivering a critical report to a client, we are more likely to attempt to avoid errors and therefore have more performance priorities in our thoughts.

Studies have demonstrated that the priorities we are adopting at a specific moment impact the way we reason. For instance, when adopting learning priorities, individuals reflect on their potential, their creativity and improvement. They don't dwell on what might go wrong, so they operate in a more open mode. They feel more motivated to experiment.

When individuals are adopting performance priorities, they reflect on their dutiful self. What are they required to do? What are the rules demanding of them? They consider their responsibilities to the hierarchy. Consequently, they feel more pressure and try to evade criticism.

Now that I have outlined the two mindsets and how they impact individuals, I want to examine the notion that the way managers act, or their method of supervising, can dictate the mindset that staff adopt in a specific context.

In discussing management, we frequently refer to inclusive managers and directive managers. Inclusive managers, when engaging with their staff, focus on their input. In their communication and decisions, inclusive managers highlight collaboration. Their language is inviting and encourages a dialogue to consider what might be possible. Put simply, they foster a learning mindset in their staff.

On the other hand, directive managers focus on establishing rigid protocols that inform their staff precisely what is required of them. While they do clarify the bonuses staff will receive for meeting targets, they also clarify how a staff member will be disciplined or that a staff member won't be promoted if their output doesn't improve. Basically, they stress the repercussions of falling short. This stress will obviously cause staff to focus on avoiding reprimands and errors. This is evidently a performance mindset.

To sum up, it is vital to recognize that one mindset is not inherently superior to the other. For an artist who works in a studio where a great deal of originality is required, a learning mindset is likely advantageous. Conversely, a performance mindset, which induces people to work more carefully and deliver error-free results, might be highly suitable for a role like a pilot, for instance.

The core message of the study, however, is that the conduct of managers can significantly shape whether employees tackle a task with more of a learning mindset or more of a performance mindset.

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