雅思IELTS 9分听力14

14. Section 3. You will hear 2 students talking to the tutor about the seminar they are planning. Before you listen you have some time to look at questions 21 to 26. Now as you listen answer questions 21 to 26.
T: Ray, Ali, come on in. Sorry to keep you waiting.
M: Not a problem. I guess you are really busy at this time of the semester. Lots of students are trying to finish their final assignments and prepare for exams.
T: You’ve got that right. So, what can I do for you?
W: We won’t take up too much of your time. We just want to talk to you about our final seminar and to make sure that we are on the right track.
T: OK. As I remember you were going to present something on factors and influence children’s reading.
M: Yes, we were going to do that. But when we actually started doing research we found that there were a lot more information about how they are writing is affected by reading. We became really interested in this topic and decided to do that instead.
W: That was part of it. We also considered topics that we covered in other classes and our own teaching experiences. But the initial idea came from the stories of other teachers at the elementary school.
T: Good. I am happy to hear that you’ve chosen a topic that you have a personal connection with. Having that connection makes it a lot easier for you work on, and will help you to give a better seminar. A lot of students choose topics that they think will be easy. But the seminar actually ends up being quite difficult for them. If they are not that interested in the topic or they don’t have any experiences to share, it’s hard for them to make the seminar interesting and they will have a hard time answering other student’s questions.
M: We don’t want to get into that situation. We were thinking of including some, I guess you’ve called them case studies, experiences of teachers’ we know.
T: That sounds like a good idea. So what stage of preparation are you up to?
W: Well, we’ve been doing a lot of research, and we got enough information. So now we have to start writing it up.
M: We also know what the format of our seminar is going to be. But we need to rehearse a bit.
T: It sounds like you are moving at a good pace, and you’ve got everything under control. Remember that the seminar needs to be approximately 14 minutes long. And you need to share the talking time and leadership of the discussion.
M: Should we make a special time for questions?
T: No, that’s not necessary. But there should be class discussions and they can ask questions then.
Before you listen to the rest of the conversation you have some time to look at questions 27 to 30. Now as you listen answer questions 27 to 30.
Before you go I should also mention that your listed references need to show that you’ve used good varieties of resources in your research. I want to see that you haven’t relied too heavily on one type of resource.
W: We looked at varieties of resources such as videos and DVDs, journal articles, books, the internet, and of course anecdotal evidence from other teachers’. The anecdotal evidence was really useful. But we also wanted to find some scientific research comparatively. We found a couple of DVDs were OK. We might include some clips of those in our seminar. When we searched a journal data base we found some great papers with really indebt information.
M: Yes, that’s true. Unfortunately we can’t say the same about the books.
T: Really?
M: Well, a lot of the books that we found at the library date base weren’t actually on the shelves. They were already on loan or someone else in the library was using them. The books that we did find didn’t really go into detail about our topic. However there are some very good websites that we were able to use.
T: It sounds like you included good makes of resources. I am looking forward to seeing your presentation. Do you have any other questions?
W: No, that’s about it. Thank you for meeting with us.
T: No problem. See you in class next week.
W: Yes, see you then.
M: Bye.
That is the end of section 3. You now have half a minute to check your answers.
Now turn to section 4 of your listening questioning paper.