We’re back with a totally new segment and we’re now getting into sun, sea, energy, and all things economy. So, what I’ll be discussing in an infographic in my podcast down below is about food, jobs, economy, and climate. Also, these are the discussion points.
Which of the categories is most important in your region of the world?
What negative effects might some of the points have on world’s oceans?
How should we prioritize the uses of the ocean?
What are the most important future considerations for the ocean?
Then we’ll be listening to an audio about sun, sea, and energy.
Welcome to Gateway to Exams! This is going to be a LONG ONE! We have reading, speaking, listening and writing ALL-IN-ONE! I’m going to write the majority down below, but remember to tune into the podcast for the listening and speaking segments! Let’s get into it!
What separates a competent player in a school or local team, form a gold-medal winning start? At what stage is it possible to identify potential new starts — in childhood, the teenage years or not until adulthood? Is that potential determined by their genes or their environment? Certainly, there is plenty of superficial evidence for the importance of genes.
1. ___. Well, the short answer is, maybe. That’s because, when we dig deeper into the influence of genes, we find that this is a highly complex area of science. Let’s take something as straightforward as height. It’s reasonable to assume that someone’s height is going to have a major impact on how far they can progress in certain sports like basketball or high jump. And research has also established that it’s a highly heritable characteristic — 80% is down to genes and 20% environment and diet.
2. ___. None of this is to say that genes aren’t important. It’s just that there are other aspects of sports performance that are going to be easier to identify and manipulate. For starters, few young athletes would be able to get involved with sports at all without help from their parents, who provide valuable resources including transportation, finance and emotional support. then it’s also widely recognized that coaches contribute to an athlete’s development in numerous ways.
3. ___. In deed, Sir Clive Woodward, formerly the England rugby coach, believes that there are very few things that cannot be coached. However, most coaches would also recognize that there are certain influences that they do not control and one of the most crucial of these is the wider culture. Why do so many good ice hockey players come from Canada? Footballers from Brazil? Rugby players from New Zealand?
4. ___. Admittedly, there’s little that most sportspeople can do to influence this. But what is relatively easy to change is where a young athlete grows up. Evidence suggests that this should be neither too small nor too big: minor towns lack the necessary facilities and in larger centers and facilities become overloaded. There’s also the debate about age. Is it better to allow children to play a broad spectrum of sports before choosing a specialization, or to specialize young?
5. ___. Given this, specializing too young could be a mistake. But whichever route an athlete takes, this has nothing to do with genetics and everything to do with the environment. So is there any role at all for genetics in determining top athletes? The answer seems to be a qualified ‘yes’. That’s because knowing more about our genetic make-up can provide information of great value to athletes.
6. ___. The truth, then, is that top athletes need both nature and nurture. Few, if any, are going to make it to the very top on raw talent alone; it will take years of dedicated training and coaching as well. But certain inherent physical abilities may predispose an individual to reach the highest ranks of a particular sport.
MATCH THE PARAGRAPHS BELOW!
A. The most obvious is to optimize the athlete’s training and so enable them to advance to higher levels of attainment. But their role is wider than is generally understood and may include everything from nutrition to psychology.
B. The choice may vary depending on the individual. Remember, however, that many sports complement each other, lending skills that can transfer to another discipline and enhance a youthful athlete’s abilities.
C. However, that’s where the simplicity ends. Scientists have — so far — identified hundreds of thousands of different variations in DNA that can account for how tall someone is.
D. How else can we explain why some athletes become world-class within 12 months of taking up a sport, while others train for years and are never more than mediocre? Is there any other explanation for why certain countries like Jamaica seem to dominate sprint races while East African athletes dominate distance running events?
E. It may the sort of foods or training programs that are most beneficial fo their body type or learning more about their susceptibility to certain injuries. And it might provide insights into which sports they’re most likely to excel at.
F. That’s because athletes have so far shown very little enthusiasm for this sort of experimentation. Instead, they have preferred to rely on established techniques.
G. this is one aspect of elite sporting success that’s difficult to pin down, but, say the experts, hard to overstate. The fact remains that certain national identities seem to have so much invested in one particular sport that it makes further success in that sport inevitable.
You are going to listen to five people talking about doing voluntary work. Listen and complete both tasks.
For questions 1-5, choose from the list (A-H) what type of voluntary work each speaker is talking about. There are three extra letters which you do not need ot use.
A. collecting money on the streets
B. environmental work
C. helping at a homeless shelter
D. helping at a hospital
E. helping at a library
F. charity shop assistant
G. building a skate park
H. website creation
For questions 6-10, choose from the list (A-H) the reason each speaker gives for doing this voluntary work. There are three extra letters which you do not need to use.
Welcome back to another listening, everyone! This is an IELTS-style type of listening. And before we get into it, I want to first go over a skill. While listening, don’t just write the first ‘possible’ answer that seems to fit the gap as this may be a distractor. Listen carefully: does the speaker give other information that may provide a better answer? Now, in saying that, let’s get into it.
– Silvia describes the accommodation as (1) _________
– She hadn’t expected to collect so much (2) _________ from the beach.
– She admits to needing more (3) _________ when she constructed the fences.
– She describes the researchers’ efforts to save the seals as (4) _________.
– Silvia’s team leader sometimes asked her to take on the role of (5) ___________.
– She is surprised at the number of (6) _________ which developed during the time on the island.
– She admits to feeling nervous about the (7) ________ at the end of the week.
– Silvia uses the word (8) _________ to convey her feelings about her time on the conservation program.
We have an entrepreneur and a networking expert who’s going to talk about a networking website to help people find the work opportunities they really want. No, this isn’t a personal interview, but an audio. The script is down below (or in the podcast), as well as a breakdown of the audio and a listening in regards to two people meeting for the first time.
Many young people don’t go to conferences and presentations. How should they start network?
For start, I’d recommend making the effort to join a club where you can find people with the same interests. I’d also suggest looking for voluntary work or helping out at community events for the same reason. Both these kinds of activities can potentially introduce you to useful contacts who might be impressed by your attitude and initiative. Even if you’re naturally shy, you should be able to make small talk about the things you have in common. Ask questions and listen attentively to the answers: you might be able to use any personal information to restart a conversation when you make contact again. And when you’re at an event, set yourself a target: decide how many people to talk to, and how many email addresses you’re planning to ask for. Even if you later decide that the contact isn’t worth following up, be courteous and email to say how it was a pleasure to meet that person. You never know — further down the line — an opening in their company may come up and you want them to retain a positive impression of you.
Is it worth taking a different approach and emailing someone at a company directly?
Yes, but make sure you approach the right person in the hierarchy. One way to do this is by searching for their LinkedIn profile; it’ll tell you what their current responsibilities are; and what they’ve done previously. it may even say what they feel passionate about — a good hook if you’re trying to find common ground. if you’re still not sure who you should be talking to, call the company, and ask them to point you in the right direction.
How can you make sure your email gets read?
No matter who you’re writing to, remember that everyone is busy. Therefore be specific about what you want. A vague ‘I’d like your help’ will see your email swiftly deleted. So decide before you reach for the keyboard what you’re asking for; perhaps a week’s work experience or an internship or a useful academic program. Keep things concise: you can always attach a ‘Further details can be provided on request’ line if you think it’s necessary.
How can you make sure you get a reply?
It’s human nature to want to feel important, so a bit of flattery can sometimes work. Explain to the person why you’ve selected them: admit you’ve researched their LinkedIn profile and been impressed by their awards, or you’ve noticed a recent project success. After you’ve sent the email, wait for a few days before following up by phone. Chances are you won’t be offered any immediate work, but it’s a chance to make a good impression. Some one-to-one live conversation will always do this more effectively than a chat between avatars. You can ask politely if they’d mind you staying in touch.
And what if things are going well — and the other person does want to extend the conversation?
I can’t stress enough that trust is vital, so however tempting it may be, do not inflate and embellish your achievements and qualifications, or you will risk destroying this. Show you’ve done research and impress the other person with your knowledge at the company and its products. A bit of enthusiasm can go a long way. At the end of the conversation, thank them for taking time out to talk to you. Most people will have some empathy for your situation: after all, they’ve probably been there themselves.
Let’s talk about networking! I’ll be typing some questions up and bulletpoints (on my blog if you’re reading this elsewhere) and we’re going to talk about ways you can network. Let’s get into this long podcast.
What kind of job would you like to do after university? Or would you like to move into? What career field or path would you like to make a leap into?
What is it that appeals to you about this kind of job?
You are going to learn about using past modals in conditionals when you speak, catenation, and elision, and preparing and asking questions.
What changes are being discussed?
Why does the management want them?
Who is running the discussion: a lecturer, a member of the management team, or a student?
As you know, the college is proposing some major changes in the coming year. We’re here today to discuss one of these — that is, changes to the courses offered by the college. The college has always offered the more traditional courses in language, business, and math. However, the thinking now is to move to more up-to-date, 21st century courses. You’ve all read the information about these changes, so let’s start the ball rolling.. First question, please.
I have one — a fairly basic one…What exactly is the college planning to change?
Well, the idea is to offer courses that will appeal to employers and students alike. And remember, students are changing…..you and I are already “old.” To plan for future changes, we need to consider our younger brothers and sisters. What will they want to study? What jobs will they do in the future? The college has done that before. Just think, we would never have had our amazing technology courses if the college had focused on the present and the past. But we need to remember, change, by definition, never stops. these courses are already outdated.
So, can you give us some examples of specific courses the college wants to offer?
At this early stage, there is no list. The management wants to go through a period of consultation, with each party involved sharing their thoughts in an open and positive way. So these “parties” are obviously us, the students, but also the lecturers, the local employers, and even schools and, as I mentioned, the younger generation. However, the management doesn’t want to restrict the discussion by always being involved. They learned that lesson from the discussions about changing college schedules. They acknowledge they shouldn’t have tried to control the agenda. The whole process would have been a lot more positive if they had allowed student-centered discussion groups. But anyways….that’s history now.
Why does the management think these changes are necessary now? Couldn’t they wait until next year…the year after?
If education hadn’t changed over the past few thousand years, we would still be counting with stones now. We have to move with the times. and those times are now.
When do you see the first of these courses being offered?
WOW! Unbelievably grateful for this one! I met her literally through a work assistant upcountry where I had just begun teaching. Pim, a girl who was embattled and estranged living here in Thailand, had the opportunity to go abroad (to America)….and then she was able to live outside the box rather than tied down in Thai society. Getting ready to go on a mission with her church, she joins me today to destroy the BRULES (bulls*** rules of society) and give everyone, of all ages, some profound wisdom.
In business science, technical courses, or even at work, you may be required to write a report. A good report is clear, concise, and divided into sections which will always include an introduction, a main body, and a conclusion. Each section will have a heading.
A report may also include:
an abstract/executive summary (the essential elements of the report)
method and materials (related to an experiment ore research)
recommendations (things that arise from your conclusions)
a bibliography (references you source in your report)
appendices (information that is too big to go in the main body).
Report writers often use numbering or bullet points (as you see above) to present information simply.
The report below has been written by an HR director of a small company. What problems does the company face?
Coles is a long-standing family grocery store located locally. Because sales have been dropping slowly for the last ten years, research has been conducted to find out the underlying reasons for this. The research involved face-to-face interviews with 30 Coles’ customers and 30 customers of Coles’ closest rival supermarket, Shop Mart. The results of the research established that customers are purchasing less due to long lines at the check-out, no Internet presence, and no delivery service. The results also revealed that customers believe Coles’ goods to be of premium quality, especially their freshly baked goods. Several customers said, “They make the best cakes in town.” Customers believe the staff to be friendly and helpful. Overall analysis of the results suggests that customers would be happy to pay Coles’ prices if they were able to benefit from faster check-out service and home delivery via their website. It is strongly recommended that Coles’ invest in faster scanners to avoid long lines at the check-out, develop a shopping app, purchase delivery vans, and implement a delivery service. In addition, a strategy should be implemented to ensure that current staff members are able to adapt to the new changes.
Rewrite the report to make it clearer and easier to read. Include bulleted lists and appropriate punctuation, and insert the following headings: conclusions, introductions, recommendations, research method, results.
We’re back with another TOEFL iTP Listening, and today is the first day that we’ll be diving into Part C. This is a talk, not between two people, but it could be tour guides, lecturers, or presenters. Just know it’s just one person speaking, so you’ll need to guide yourself along with the talk. Because of the changes in the test format this year, you’ll be able to see the questions down below, so make sure you just follow the conversation. Watch my video and listen to the podcast down below to develop the technique.
Question: Where does this talk take place?
39. A) In a car.
B) On a hike.
C) On a tram.
D) In a lecture hall.
Question: What does the expression “crying crocodile tears” mean to humans?
40. A) It means they have big tears.
B) It means they like to swim.
C) It means they look like crocodiles.
D) It means they are pretending to be sad.
Question: Why do crocodiles have tears in their eyes?