Two students, Sofia and Tom, discussing a project on how first-year
IELTS Listening — IELTS Practice Originals, Listening Practice Test 13, Section 3
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{# Shown in full, as the review screen does after a sitting: it is the text a searcher is looking for, and hiding it would leave this page with nothing on it but a heading. #}Section 3. You will hear two students, Sofia and Tom, discussing a project on how first-year students settle in socially, with their tutor. First, you have some time to look at questions 21 to 24.
Now listen carefully and answer questions 21 to 24.
TUTOR: Sofia, Tom, your project looked at how new students make friends in their first term. Where did you begin?
SOFIA: We began by asking what actually helped people feel settled. And the clear winner wasn't what we'd expected. We thought it would be the big freshers' events, the parties, but people found those overwhelming. What really worked was much smaller, sharing a kitchen in halls.
TOM: Yes, just cooking at the same time as your flatmates came up again and again as where real friendships started.
TUTOR: That's a nice finding. Now, you looked at several university schemes designed to help. Let's go through what students said each one was mainly good for. The peer-mentor scheme first, pairing a new student with an older one?
SOFIA: Students valued that most for practical advice, which building is which, how to reference an essay, that kind of thing, rather than friendship as such.
TUTOR: And the course-based study groups?
TOM: Those were rated highest for actually making friends on your own course, people you'd see every week anyway.
Before you hear the rest of the discussion, you have some time to look at questions 25 to 30.
TUTOR: The sports clubs?
SOFIA: Interesting, sports clubs were praised most for helping with wellbeing and stress, getting people out and active, rather than for the social side, oddly.
TUTOR: And the international buddy scheme?
TOM: That one stood out for helping students feel less homesick, especially those a long way from home.
TUTOR: Good, those distinctions are clear. Now, was there a group who struggled?
SOFIA: Yes, and it's worth flagging. Students who lived at home and commuted in found it hardest, they missed all the incidental contact that happens in halls.
TUTOR: An important point. So what would you recommend?
TOM: Our main recommendation is that the university does more for commuting students specifically, a common room or organised daytime events, so they're not left out.
SOFIA: And we'd suggest promoting the smaller, low-key activities more, because those, not the huge parties, are what actually work.
TUTOR: Sensible and evidence-based. Let's look at your data.
That is the end of Section 3. You now have some time to check your answers.