HOW TO MASTER THE IELTS
152
Section
2
Hi everyone. It’s great to see so many new volunteers here this weekend. We have
a wide variety of outdoor work planned, all aimed at improving the countryside and
protecting the natural habitat. Don’t worry if you haven’t done this type of work
before, because we’ll show you exactly what to do. Also we’ve got Dave Pritchard
with us today, who’ll help us to repair the dry stone walls and the paths.
Now I must point out that some of the work is quite difficult and may not be suit
able for everyone. So we’ve decided to split
the work into three levels
[Q171]
of difficulty, OK; grades 1, 2 and 3. Grade 1 is light work; Grade 2 is moderate
work; and Grade 3 is heavy work. I hope that makes sense to everyone.
You can always switch groups if you’re not happy.
OK, we need some volunteers to help to clear away Himalayan balsam.
It’s one of several species around here that are not native to this country.
[Q172]
It looks like bamboo. This is Grade 1 work so it only needs a low level of
fitness. Can I have a show of hands for this job please? Almost anyone
[Q173]
can do this work. Let’s see that’s 1, 2, 3, 4… OK that’s 5 people for
clearing bamboo. Is there anyone else? No?
Now litter and rubbish are a major problem in this area. Tidying it up will
[Q174]
take a moderate amount of effort. The main task
is litter picking and if
there is enough time, clearing vegetation from the paths. Do I have two
volunteers please?… Right, it’s that lady there, and the man with the hat.
Thank you.
[Q175]
Remember, this is Grade 2 work that requires an average level of fitness.
Are you OK with that? Right, the rest of the group can help with fencing,
walling and the access paths.
[Q176]
Now fencing is Grade 2 work,
but building walls is heavy, Grade 3 work.
You will need to be very fit to do Grade 3 work, and you’ll also need to be
wearing protective footwear, which means steeltoe boots not just any old
shoes. If you don’t have the right boots then you’ll have to help with the
fencing and paths. We have 10 people left, so how many are happy to do the
stonewalling?
[Q177]
… Right that’s 1, 2, 3, 4, 5… I count 6. Please be careful and work at a
steady pace. You’ll need to save some energy for the tree planting tomorrow.
Are there any questions?… No? Then let’s split into our groups and make
AUDIOSCRIPTS FOR THE LISTENING TESTS
153
the most of the fine weather. We’ll stop at 11 o’clock for a cup of tea and a
biscuit.
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
Hi, I’m Dave and I’ll be helping you to repair this stretch of drystone wall
today.
There are six volunteers, so if we can split into three groups of
two people that would be helpful. That gives us two people working at
each
end of the wall, and two people working in the middle. Now, we
don’t want to see one end of the wall going up quicker than the other; it’s
important to keep the wall level as it goes up, otherwise we’ll end up with
a problem in the middle.
[Q178]
The largest rocks form the base of the wall, which is helpful because we
don’t have to lift them too far, but we’ll also keep a few of the bigger stones
for higher up.
OK. If you look at this damaged section of wall, you can see that it’s really
[Q179]
two walls with a gap in between. The gap in the
centre is filled with the
smallest stones. These have a rounded shape and are known as ‘hearting’
or packing stones. Don’t just throw them into the wall. Place these packing
stones carefully into the gap because they help to keep the other stones in
place.
[Q180]
The large, long stones, like this one here, should be placed across the
full width of the wall, from one face to the other. For appearance sake, try
to keep the stones with the bestlooking faces for the outside of the wall.
Right, let’s clear away some of these fallen stones so we don’t
trip over
them, and then get started.
HOW TO MASTER THE IELTS
154
Section
3
INTERVIEWER: Hello Mike.
MANAGER:
Hi Dave. Come in and take a seat.
INTERVIEWER: Thanks. Can you explain to our students how a workplacement
increases their chances of securing a job after they’ve graduated.
MANAGER:
Well, the most obvious thing to say here is that many graduates
go on to work for the company that offered them the placement
experience in the first place.
INTERVIEWER: Yes, I can see why this might happen. But in a more general sense,
what are the benefits of a placement?
MANAGER:
[181]
Right; placements give students a real insight into the culture
of the workplace, and how they can transfer their knowledge and
skills to it. By drawing on placement experiences, graduates are
able to sell themselves more effectively when applying for a job and
[182]
compiling a CV. And at the interview stage, graduates appear
more confident and can express themselves in the language
appropriate to their chosen career.
INTERVIEWER: OK, fine; and what about the employer’s perspective on work
placements? How do employers benefit?
MANAGER:
Employers can see how a prospective employee performs within a
team, also whether they are a good communicator and problem
[183]
solver. It’s a job with duties and responsibilities at a level
that an undergraduate should cope with. Workplacements help
employers to recruit the right person for the job.
INTERVIEWER: And what about when the student returns to college at the end of
the placement? What advantages does the work experience bring
to college work?
MANAGER:
Well the majority of students find their placements to be positive
learning experiences. Work experience enables students to make
[184]
links
between theory and practice, which should facilitate
academic learning.
INTERVIEWER: Right, and just one last thing on placements; what about mentor
ship and support during the workplacement?
AUDIOSCRIPTS FOR THE LISTENING TESTS
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