0:06 Cambridge English IELTS 10 published by
0:08 Cambridge University Press and Cambridge
0:14 English language assessment 2015 this
0:22 recording is copyright CD 2 test 3 you
0:24 will hear a number of different
0:26 recordings and you will have to answer
0:30 questions on what you hear there will be
0:33 time for you to read the instructions
0:36 and questions and you will have a chance
0:39 to check your work all the recordings
0:44 will be played once only the test is in
0:48 four sections at the end of the test you
0:51 will be given 10 minutes to transfer
0:55 your answers to an answer sheet now turn
1:01 to section 1 section 1 you will hear a
1:03 conversation between the director of a
1:06 childcare centre and a parent enrolling
1:10 her child in the centre first you have
1:45 you will see that there is an example
1:49 that has been done for you on this
1:52 occasion only the conversation relating
1:58 to this will be played first good
2:00 morning welcome to the early learning
2:02 child care center how may I help you hi
2:05 I spoke to you last week about enrolling
2:07 my daughter for next year oh yes I'll
2:11 just get some details from you so you're
2:13 her mother that's right and can I have
2:19 your name it's Carol Carol Smith the
2:24 parents name is Carol Smith so Smith has
2:27 been written in the space now we shall
2:30 begin you should answer the questions as
2:33 you listen because you will not hear the
2:37 recording a second time listen carefully
2:44 and answer questions 1 to 6 good morning
2:46 welcome to the early learning child care
2:49 center how may I help you hi I spoke to
2:50 you last week about enrolling my
2:53 daughter for next year oh yes I'll just
2:57 get some details from you so you're her
2:59 mother that's right and can I have your
3:02 name it's Carol Carol Smith and your
3:06 daughter's name it's Kate now we have
3:07 several groups at the center and we
3:11 cater for children from 3 to 5 years old
3:14 how old is your daughter she's 3 now but
3:17 she turns four next month I'll put 4
3:19 down because that's how old she'll be
3:22 when she starts fine she's so excited
3:24 about a birthday and coming to the
3:27 center no that's good to hear and what's
3:31 your address it's 46 wombat Road that's
3:34 WOM b8e
3:39 Woodside 403 - and what's the phone
3:43 number oh it's three three four five
3:47 nine eight six five so have you decided
3:49 on the days you would like to bring your
3:52 daughter here I prefer Monday and
3:55 Wednesday if possible mmm I'll check
3:57 Monday's find
3:59 I think the center is already full for
4:04 Wednesday yes sorry it seems to be a
4:06 very popular day we can offer you a
4:10 Thursday or a Friday as well oh dear I
4:13 suppose Thursday would be alright
4:15 because she has swimming on Friday okay
4:18 got that because a lot of parents work
4:20 we do offer flexible start and finish
4:23 times we're open from 7:30 in the
4:26 morning until 6 o'clock at night what
4:28 time would you like your daughter to
4:31 start I need to get to work in the city
4:33 by 9:00 so I'll drop her off at 8:30
4:35 mm-hmm you're pretty close to the city
4:37 here so that should give me plenty of
4:39 time to get there that's fine
4:42 now we also need to decide which group
4:44 she'll be in we have two different
4:45 groups and they're divided up according
4:49 to age there's the green group which is
4:51 for 3 to 4 year-olds and then there's
4:54 the red group which is for 4 to 5 year-olds
4:55 year-olds
4:58 she's quite mature for her age and she
4:59 can already write her name and read a
5:02 little well I'll put her in the red
5:04 group and we can always change it at the
5:06 green one if there are any problems that
5:09 sounds fine okay let's move on to meals
5:12 we can provide breakfast lunch and
5:14 dinner as she's finishing pretty early
5:17 she won't need dinner will you give her
5:19 breakfast before she comes yes she'll
5:25 only need lunch before you hear the rest
5:27 of the conversation you have some time
6:10 now does she have any medical conditions
6:11 we need to know about
6:13 does she have asthma or any hearing
6:16 problems for example no but she does
6:19 need to wear glasses oh I'll make a note
6:21 of that yes she's pretty good about
6:23 wearing them she can't see much without
6:27 them right ok now I also need emergency
6:29 contact details so what sort of
6:32 information do you need just the name
6:34 and number of a friend or family member
6:36 we can contact in case we can't get hold
6:40 of you at any time ok that it better be
6:43 my sister Jenny ball huh that's be a
6:49 double ill her phone number is 3 3 4 6 7
6:54 5 2 3 great so she is the child aren't
6:56 yes that's right I'll make a note of
6:59 that as well now is there anything you'd
7:02 like to ask what about payment how much
7:05 of the fees each term well for two days
7:08 and the hours you've chosen that will be
7:10 four hundred and fifty dollars
7:14 altogether okay and do I have to pay
7:17 that now no we send out invoices once
7:19 the children start at the center you can
7:21 choose to pay at the end of each term or
7:24 we do offer a slightly discounted rate
7:26 if you pay every month oh I'll do that
7:29 then I find it easier to budget that way
7:31 and I'm not used to the term dates just
7:33 yet good it makes it a lot simpler for
7:36 us as well well that's everything would
7:38 you like me to show you around the
7:45 center that is the end of section 1 you
7:48 now have half a minute to check your answers
8:31 now turn to section 2 section 2 you will
8:34 hear a woman called Alice bustle talking
8:35 on the radio above the dolphin
8:39 Conservation Trust an organization which
8:43 tries to protect dolphins first you have
9:24 now listen carefully and answer
9:31 questions 11 to 15 today we're pleased
9:33 to have on the show Alice bustle from
9:36 the dolphin Conservation Trust tell us
9:37 about the trust Alice
9:40 well obviously its purpose is to protect
9:44 dolphins in seas all around the world it
9:46 tries to raise people's awareness of the
9:47 problems these marine creatures are
9:50 suffering because of pollution and other
9:54 threats it started 10 years ago and it's
9:55 one of the fastest growing animal
9:58 charities in the country although it's
10:00 still fairly small compared with the big
10:02 players in Animal Protection we're
10:04 particularly proud of the work we do in education
10:05 education
10:08 last year we visited a huge number of
10:10 schools in different parts of the
10:12 country going round to talk to children
10:16 and young people aged from 5 to 18 in
10:19 fact about 35% of our members are
10:22 children the charity uses its money to
10:26 support campaigns for example for
10:28 changes in fishing policy and so forth
10:31 it hopes soon to be able to employ its
10:33 first full-time biologist with dolphin
10:37 expertise to monitor populations of
10:39 course many people give their services
10:41 on a voluntary basis and we now have
10:44 volunteers working in observation office
10:48 work and other things I should also tell
10:50 you about the award we won from the
10:52 charity Commission last year for our
10:55 work in education although it's not
10:56 meant an enormous amount of money for us
10:59 it has made our activities even more
11:02 widely publicized and understood in the
11:04 long term it may not bring in extra
11:06 members but we're hoping it'll have this
11:10 effect is it possible to see dolphins in
11:13 UK waters yes in several locations and
11:16 we have a big project in the East part
11:18 of Scotland this has long been a haven
11:21 for dolphins because it has very little
11:23 shipping however that may be about to
11:26 change soon because oil companies want
11:29 to increase exploration there we're
11:31 campaigning against this because
11:32 although there'll be little pollution
11:35 from oil exploration creates a lot of underwater
11:36 underwater
11:39 noise it means the Dolphins can't rest
11:42 and socialize this is how I became
11:44 interested in Dolphin conservation in
11:47 the first place I had never seen one and
11:49 I hadn't been particularly interested in
11:52 them at school then I came across this
11:54 story about a family of dolphins who had
11:57 to leave their home in the Morpher
11:59 because of the oil companies and about a
12:01 child who campaigned to save them I
12:10 before you hear the rest of the talk you
12:11 have some time to look at questions
12:42 now listen and answer questions sixteen
12:48 to twenty I'm sure our listeners will
12:49 want to find out what they can do to
12:52 help you mentioned the adopter dolphin
12:55 scheme can you tell us about that
12:58 of course people can choose one of our
13:00 dolphins to sponsor they receive a
13:03 picture of it and news updates I'd like
13:05 to tell you about four which are
13:07 currently being adopted by our members
13:12 Moondancer echo Kiwi and Sampson
13:14 unfortunately echo is being rather
13:17 elusive this year and hasn't yet been
13:19 cited by our observers but we remain
13:21 optimistic that he'll be out there soon
13:24 all the others have been out in force
13:26 Samson and Moondancer are often
13:29 photographed together but at Kiwi who's
13:31 our real character as she seems to love
13:33 coming up close for the cameras and
13:35 we've captured her on film hundreds of
13:37 times they all have their own
13:41 personalities Moondancer is very elegant
13:43 and curves out and into the water very smoothly
13:44 smoothly
13:46 whereas Samson has a lot of energy he's
13:48 always leaping out of the water with
13:51 great vigor you'd probably expect him to
13:54 be the youngest he's not quite that's
13:57 Kiwi but Samson's the latest of our
13:59 dolphins to be chosen for the scheme
14:01 Kiwi makes a lot of noise so we can
14:04 often pick her out straight away echo
14:07 and Moondancer and noisy - but Moondance
14:09 is easy to find because she has a
14:11 particularly large fin on her back which
14:14 makes her easy to identify so yes
14:16 they're all very different well they
14:23 sound a fascinating group and that is the
14:24 the
14:27 section two you now have half a minute
15:11 now turn to section 3 section 3 you will
15:14 hear a student called Rob who is in the
15:16 first year of a theatre studies course
15:19 talking to another student called Mir
15:21 who's in the fourth year of the same
15:25 course first you have some time to look
16:05 now listen carefully and answer
16:13 questions 21 to 25 hi Rob how's the
16:14 course going Oh
16:17 hi Mia yeah great I can't believe the
16:19 first terms nearly over
16:21 I saw your group's performance last
16:24 night at the student theatre it was good
16:28 really yeah but now we have to write a
16:30 report on the whole thing an in-depth
16:32 analysis I don't know where to start
16:34 like I have to write about the role I
16:37 played the doctor how I developed the
16:39 character well what was your starting
16:43 point my grandfather was a doctor before
16:46 he retired and I just based it on him
16:49 okay but how did you talk to him about
16:53 it he must have all sorts of stories but
16:55 he never says much about his work even
16:59 now he has a sort of authority though so
17:04 how did you manage to capture that I'd I
17:06 visualise what he must have been like in
17:08 the past when he was sitting in his
17:10 consulting room listening to his
17:13 patients okay so that's what you
17:16 explained in your report right then
17:19 there's the issue of atmosphere so in
17:21 the first scene we needed to know how
17:23 boring life was in the doctor's village
17:26 in the 1950s so when the curtain went up
17:28 on the first scene in the waiting room
17:31 there was that long silence before
17:35 anyone spoke and then people kept saying
17:38 the same thing over and over like cold
17:42 isn't it yes and everyone wore grey and
17:44 brown and just sat in a row yes all
17:47 those details of the production hmm and
17:49 I have to analyze how I functioned in
17:52 the group what I found out about myself
17:55 I know I was so frustrated at times when
17:59 we couldn't agree yes so did one person
18:02 emerge as the leader Sofia did but that
18:04 was okay she helped us work out exactly
18:06 what to do for the production and that
18:08 made me feel better I suppose when you
18:11 understood what needed doing yes and
18:14 Sofia did some research too that was
18:16 useful in developing our approach
18:19 like what well she found these articles
18:22 from the 1950s about how relationships
18:24 between children and their parents or
18:26 between the public and people like bank
18:28 managers or the police were shifting
18:30 interesting and did you have any
18:34 practical problems to overcome well in
18:36 the final rehearsal everything was going
18:38 fine until the last scene that's where
18:40 the doctor's first patient appears on
18:42 stage on his own the one in the
18:44 wheelchair yes and he had this really
18:46 long speech with the stage all dark
18:49 except for one spotlight and then that
18:50 stuck somehow
18:52 so it was shining on the wrong side at
18:55 the stage but anyway we got that fixed
18:57 thank goodness yes it was fine on the
19:03 night before you hear the rest of the
19:05 discussion you have some time to look at
19:43 but while you're here Mia I wanted to
19:45 ask you about the year abroad option
19:47 would you recommend doing that yes
19:51 definitely it's a fantastic chance to
19:53 study in another country for a year I
19:55 think I'd like to do it but it looks
19:57 very competitive there's only a limited
20:01 number of places yes so next year when
20:03 you're in the second year of the course
20:06 you need to work really hard in all your
20:09 theater studies modules only students
20:11 with good marks get places you have to
20:14 prove that you know your subject really
20:17 well right so how did you choose where
20:20 to go well I decided I wanted a program
20:22 that would fit in with what I wanted to
20:26 do after I graduate so I looked for a
20:28 university with emphasis on acting
20:31 rather than directing for example it
20:35 depends on you then about six months
20:37 before you go you have to email the
20:39 scheme coordinator with your top three
20:42 choices and I had a friend who missed
20:44 the deadline and didn't get her first
20:47 choice so you do need to get a move on
20:49 at that stage you'll find a certain
20:51 place is a very popular with everyone
20:53 and don't you have to write a personal
20:55 statement at that stage
20:57 yes right I'll get some of the final
20:59 year students to give me some tips maybe
21:01 see if I can read what they wrote I
21:04 think that's a very good idea I don't
21:07 mind showing you what I did and while
21:09 you're abroad don't make the mistake I
21:12 made I got so involved I forgot all
21:13 about making arrangements for when I
21:16 came back here for the final year make
21:19 sure you stay in touch so they know your
21:21 choices for the optional modules you
21:23 don't want to miss out doing your
21:24 preferred specialisms
21:32 right that is the end of section 3 you
21:34 now have half a minute to check your answers
22:15 now turn to section four section four
22:18 you will hear part of a lecture about
22:21 leadership introducing a theory called
22:25 self regulatory focus Theory first you
22:28 have some time to look at questions 31
23:36 now listen carefully and answer
23:44 questions 31 to 40 today I want to talk
23:48 about self regulatory focus theory and
23:50 how the actions of leaders can affect
23:53 the way followers approach different
23:57 situations self regulatory focus theory
24:01 is a theory developed by Tory Higgins he
24:04 says that a person's focus at any given
24:07 time is to either approach pleasure or
24:11 avoid pain these are two basic
24:13 motivations that each and every one of
24:16 us has and they cause us to have
24:20 different kinds of goals promotion goals
24:24 in different life situations emphasize
24:28 achievement prevention goals are
24:31 oriented towards the avoidance of
24:36 punishment in a specific situation our
24:39 thoughts might focus more on promotion
24:44 goals or more on prevention goals the
24:47 theory suggests that two factors affect
24:51 which goals we are focusing on first
24:55 there is a chronic factor this factor is
24:58 connected to a person's personality and
25:01 says that each person has a basic
25:04 tendency to either focus more on
25:07 promotion goals or focus more on
25:11 prevention goals as part of his or her
25:14 personality second there is a
25:18 situational factor which means that the
25:21 context we are in can make us more
25:24 likely to focus on one set of goals or
25:25 the other
25:29 for example we are more likely to be
25:31 thinking about pleasure and to have
25:34 promotion goals when we are spending
25:38 time with a friend in contrast if we are
25:41 working on an important project for our
25:45 boss we are more likely to try to avoid
25:48 making mistakes and therefore
25:52 have more prevention goals in our mind
25:55 research has shown that the goals we are
25:59 focusing on at a given time affect the
26:04 way we think for example when focusing
26:07 on promotion goals people consider their
26:11 ideal self their aspirations and gains
26:14 they don't think about what they can
26:17 lose so they think in a happier mode
26:22 they feel more inspired to change when
26:25 people are focusing on prevention goals
26:29 they think about their ought self what
26:32 are they supposed to be what are people
26:35 expecting from them they consider their
26:39 obligations to others as a result they
26:42 experience more anxiety and try to avoid
26:51 situations where they could lose and now
26:53 that I have talked about the two focuses
26:56 and how they affect people I want to
26:59 look at the idea that the way leaders
27:03 behave or their style of leading can
27:06 affect the focus that followers adopt in
27:12 a specific situation in talking about
27:15 leadership we often mention
27:17 transformational leaders and
27:21 transactional leaders transformational
27:23 leaders when interacting with their
27:27 followers focus on their development in
27:30 their words and actions transformational
27:35 leaders highlight change their speech is
27:38 passionate and conveys a definitive
27:42 vision all of these things can encourage
27:45 followers to think about what could be
27:50 in other words they inspire a promotion
27:55 focus in their followers in contrast
27:58 transactional leaders focus on
28:01 developing clear structures but tell
28:02 their followers
28:06 exactly what is expected of them while
28:09 they do explain the rewards people will
28:12 get for following orders they emphasize
28:15 more how a follower will be punished or
28:19 that a follower won't get rewarded if
28:22 his or her behavior doesn't change in
28:26 short they emphasize the consequences of
28:30 making a mistake this emphasis will
28:33 clearly lead followers to focus on
28:37 avoiding punishment and problems this is
28:42 clearly a prevention focus in conclusion
28:45 it is important to understand that one
28:49 focus is not necessarily better than the
28:49 other one
28:52 for a designer who works in a field
28:56 where a lot of innovation is needed a
28:59 promotion focus is probably better
29:03 in contrast a prevention focus which
29:05 causes people to work more cautiously
29:08 and produce higher-quality work might be
29:11 very appropriate for a job like a
29:15 surgeon for example the main point of
29:18 the research though is that the actions
29:21 of leaders can greatly influence whether
29:25 people approach a situation with more of
29:28 a promotion focus or more of a
29:36 that is the end of section 4 you now
30:13 that is the end of the listening test in
30:16 the IELTS test you would now have ten
30:19 minutes to transfer your answers to the
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