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Practice dictation & shadowing on the Cambridge IELTS 11 Academic Listening Part 3 Test 2.
Cambridge IELTS 11 Academic Listening Test 2 Part 3
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Speaker 1 (1)
I've brought my notes on our Biology Field Trip to Rocky Bay, Colin, so we can work on our report on the research we did together.
Speaker 2 (2)
Okay. I've got mine too. Let's look at the aims of the trip first.
Speaker 1 (3)
Right. What did you have?
Speaker 2 (4)
I just put something about getting experience of the different sorts of procedures used on a field trip.
Speaker 2 (5)
But we need something about what causes different organisms to choose particular habitats.
Speaker 1 (6)
I agree. And something about finding out how to protect organisms in danger of dying out.
Speaker 2 (7)
In our range? But we weren't really looking at that.
Speaker 1 (8)
I suppose not.
Speaker 1 (9)
Okay. Now there's the list of equipment we all had to bring on the field trip.
Speaker 1 (10)
What did they tell us to bring a ruler for?
Speaker 2 (11)
It was something about measuring the slope of the shore.
Speaker 2 (12)
But, of course, we didn't need it because we were measuring wind direction, and we'd brought the compass for that.
Speaker 1 (13)
But not the piece of string to hold up in the air.
Speaker 1 (14)
Didn’t Mr Blake make a fuss about us leaving that behind.
Speaker 2 (15)
Yeah. He does go on. Anyway, it was easy to get one from another of the students.
Speaker 1 (16)
Now the next section's the procedure. I sent you the draft of that.
Speaker 2 (17)
Yeah. It was clear, but I don't think we need all these details of what time we left and what time we got back and how we divided up the different research tasks.
Speaker 1 (18)
Okay. I'll look at that again.
Speaker 2 (19)
Then we have to describe our method of investigation in detail.
Speaker 2 (20)
So let's begin with how we measured wave speed.
Speaker 2 (21)
I was surprised how straightforward that was.
Speaker 1 (22)
I'd expected us to have some sort of high-tech device, not just stand there and count the number of waves per minute.
Speaker 1 (23)
Not very precise, but I suppose it was good enough.
Speaker 1 (24)
But the way we measured the amount of salt was interesting.
Speaker 2 (25)
In the water from the rock pools?
Speaker 1 (26)
Yeah. Oh, I wanted to check the chemicals we used in the lab when we analysed those samples.
Speaker 1 (27)
Uh, was it potassium chromate and silver nitrate?
Speaker 2 (28)
That's right.
Speaker 1 (29)
Okay. And we need the map of the seashore. You just left that to me.
Speaker 1 (30)
And I had to do it while the tide was low.
Speaker 1 (31)
Well, that was okay, but the place I started it from was down on the beach.
Speaker 1 (32)
Then I realised I should have gone up higher to get better visibility, so I had to start all over again.
Speaker 1 (33)
But at least I got the squared paper, or I'd have had problems drawing it all to scale.
Speaker 2 (34)
Yeah. It looks good. We could get a map of the region off the Internet and see if we need to make any changes.
Speaker 1 (35)
I had to look, but I couldn't find anything. But you took some pictures, didn't you?
Speaker 2 (36)
Yeah. I'll email you them if you want.
Speaker 1 (37)
Okay. I'll make my amendments using those, Then I can scan it into our report. Great.
Speaker 1 (38)
Now when we get to our findings, I thought we could divide them up into the different zones we identified on the shore and the problems organisms face in each zone.
Speaker 1 (39)
So for the highest area...
Speaker 2 (40)
..The splash zone?
Speaker 1 (41)
Yeah. We found mostly those tiny shellfish that have strong hard shells that act as protection.
Speaker 2 (42)
But not from other organisms that might eat them, predators?
Speaker 1 (43)
No. That's not the main danger for them, but the shells prevent them from drying out because they're in the open air for most of the time.
Speaker 2 (44)
Right. And since they're exposed, they need to be able to find some sort of shelter or cover themselves up so they don't get too hot.
Speaker 2 (45)
Then in the middle and lower zones nearer the sea, we need to discuss the effects of wave action.
Speaker 1 (46)
Yes. And how organisms develop structures to prevent themselves from being swept away or even destroyed by being smashed against the rocks.
Speaker 2 (47)
I haven't done anything on the geological changes. I don't know what to put for that.
Speaker 1 (48)
No. We weren't concentrating on that.
Speaker 1 (49)
Maybe we need to find some websites.
Speaker 2 (50)
Good idea. I've got the lecture notes from Mr Blake's geology course, but they're too general.
Speaker 2 (51)
But we could ask him which books on our reading list might be most helpful.
Speaker 1 (52)
Right. Okay. Now, I did a draft of the section of sources of possible error in our research, but I don't know if you agree.
Speaker 1 (53)
For example, the size of the sample and whether it's big enough to make any general conclusions from.
Speaker 1 (54)
But I thought, actually, we did have quite a big sample.
Speaker 2 (55)
We did. And our general method of observation seemed quite reliable, but we might not be all that accurate as far as the actual numbers go.
Speaker 1 (56)
Yeah. We might have missed some organisms if they were hiding under a rock, for example.
Speaker 1 (57)
I wasn't sure about the way we described their habitats. I decided it was probably okay.
Speaker 2 (58)
Yeah. And the descriptions we gave of the smaller organisms, they weren't very detailed, but they were adequate in this context.
Speaker 2 (59)
I'm not sure we identified all the species correctly, though.
Speaker 1 (60)
Okay. We'd better mention that. Now...