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Practice dictation & shadowing on the Cambridge IELTS 16 Academic Listening Part 3 Test 3.
Cambridge IELTS 16 Academic Listening Test 3 Part 3
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Speaker 1 (1)
Okay, Rosie. Shall we try to get some ideas together for our presentation on diet and obesity?
Speaker 2 (2)
Sure.
Speaker 1 (3)
I can talk about the experiment I did to see if people can tell the difference between real sugar and artificial sweeteners.
Speaker 2 (4)
Where you gave people drinks with either sugar or artificial sweeteners, and they had to say which they thought it was?
Speaker 1 (5)
Yeah. It took me ages to decide exactly how I'd organize it, especially how I could make sure that people didn't know which drink I was giving them.
Speaker 1 (6)
It was hard to keep track of it all, especially as I had so many people doing it.
Speaker 1 (7)
I had to make sure I kept a proper record of what each person had had.
Speaker 2 (8)
So could most people tell the difference?
Speaker 1 (9)
Yeah. I hadn't thought that they would be able to, but most people could.
Speaker 2 (10)
Then there's that experiment I did, measuring the fat content of nuts, to see if the nutritional information given on the packet was accurate.
Speaker 1 (11)
The one where you ground up the nuts and mixed them with a chemical to absorb the fat?
Speaker 2 (12)
Yes. My results were a bit problematic.
Speaker 2 (13)
The fat content for that type of nut seemed much lower than it said on the package.
Speaker 2 (14)
But I reckon the package information was right.
Speaker 2 (15)
I think I should probably have ground up the nuts more than I did.
Speaker 2 (16)
It's possible that the scales for weighing the fat weren't accurate enough, too.
Speaker 2 (17)
I'd really like to try the experiment again sometime.
Speaker 1 (18)
So what can we say about helping people to lose weight?
Speaker 1 (19)
There's a lot we could say about what restaurants could do to reduce obesity.
Speaker 1 (20)
I read that the items at the start of a menu and the items at the end of a menu are much more likely to be chosen than the items in the middle.
Speaker 1 (21)
So if you put the low-calorie items at the beginning and end of the menu, people will probably go for the food with fewer calories without even realising what they're doing.
Speaker 2 (22)
I think food manufacturers could do more to encourage healthy eating.
Speaker 1 (23)
How?
Speaker 2 (24)
Well, when manufacturers put calorie counts of a food on the label, they're sometimes really confusing, and I suspect they do it on purpose.
Speaker 2 (25)
Because food that's high in calories tastes better, and so they'll sell more.
Speaker 1 (26)
Yeah. So if you look at the amount of calories in a pizza, they'll give you the calories per quarter pizza, and you think, oh, that's not too bad.
Speaker 1 (27)
But who's going to eat a quarter pizza?
Speaker 2 (28)
Exactly.
Speaker 1 (29)
I suppose another approach to this problem is to get people to exercise more.
Speaker 2 (30)
Right. In England, the current guidelines offer at least 30 minutes of brisk walking 5 days a week.
Speaker 2 (31)
Now when you ask them, about 40% of men and 30% of women say they do this.
Speaker 2 (32)
But when you objectively measure the amount of walking they do with motion sensors, you find that only 6% of men and 4% of women do the recommended amount of exercise.
Speaker 1 (33)
So you can see why obesity is growing.
Speaker 2 (34)
So how can people be encouraged to take more exercise?
Speaker 1 (35)
Well, for example, think of the location of stairs in a train station.
Speaker 1 (36)
If people reach the stairs before they reach the escalator when they're leaving the station, they're more likely to take the stairs.
Speaker 1 (37)
And if you increase the width of the stairs, you'll get more people using them at the same time.
Speaker 1 (38)
It's an unconscious process and influenced by minor modifications in their environment.
Speaker 2 (39)
Right. And it might not be a big change, but if it happens every day, it all adds up.
Speaker 1 (40)
Yes. But actually, I'm not sure if we should be talking about exercise in our presentation.
Speaker 2 (41)
Well, we've done quite a bit of reading about it.
Speaker 1 (42)
I know, but it's going to mean we have a very wide focus, and our tutor did say that we need to focus on causes and solutions in terms of nutrition.
Speaker 2 (43)
Oh, I suppose so. And we've got plenty of information about that.
Speaker 2 (44)
Okay. Well, that will be simpler.
Speaker 1 (45)
So what shall we do now? We've still got half an hour before our next lecture.
Speaker 2 (46)
Let's think about what we're going to include and what will go where. Then we can decide what slides we need.
Speaker 1 (47)
Okay. Fine.
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