Tapescripts Listening Actual Feb - May 2021

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com – Tổng hợp tài liệu tự học IELTS
Contents
Test 1......................................................................................................................................... 2
Test 2........................................................................................................................................11
Test 3........................................................................................................................................20
Test 4........................................................................................................................................29
Test 5........................................................................................................................................40
Test 6........................................................................................................................................48
Test 7........................................................................................................................................56
Test 8........................................................................................................................................65
Test 9........................................................................................................................................72
Test 10 ......................................................................................................................................80
Test 11 ......................................................................................................................................88
Test 12 ......................................................................................................................................95
Test 13 ....................................................................................................................................101
Test 14 ....................................................................................................................................108
Test 15 ....................................................................................................................................115
Test 16 ....................................................................................................................................122
Test 17 ....................................................................................................................................128
Test 18 ....................................................................................................................................136
Test 19 ....................................................................................................................................142
Test 20 ....................................................................................................................................149
Test 21 ....................................................................................................................................156
Test 22 ....................................................................................................................................163
Test 23 ....................................................................................................................................170
Test 24 ....................................................................................................................................179
Test 25 ....................................................................................................................................187
Test 26 ....................................................................................................................................195
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Sachphotos.com – Tổng hợp tài liệu tự học IELTS
Test 1
This is the IELTS listening test. You will hear a number of different recordings and you will have
to answer questions on what you hear. There will be time for you to read the instructions and
questions and you will have a chance to check your work. All the recordings will be played once
only. The test is in four parts. At the end of the test, you will be given 10 minutes to transfer your
answers to the answer sheet.
Now turn to part one.
Part 1
You‘ll hear an interview conversation between a banker and a customer. First, you have some
time to look at questions 1 to 7.
Listen carefully and answer the questions 1 to 7
Customer: Hi, can I open a bank account, please?
Banker: Sure, come on in. Make yourself at home. I'll just get some details for you. It won't take
long.
Customer: Okay, right.
Banker: What kind of account do you want?
Customer: A deposit account.
Banker: Okay. I've got the application form here, then. Have a look at this leaflet. We have
several types.
Customer: I've decided on the one called classic.
Banker: Good! That's fine. Can I have your full name, please?
Customer: Yes, it's Jonathan Fox. That's J-O-N-A-T-H-A-N.
Banker: Alright, thank you. And what's your date of birth, please?
Customer: The 21st of January 1970.
Banker: Right. Do you have another bank account in the UK?
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Customer: No, not yet. This is the first one.
Banker: Okay, fine. And what is your address in the UK, Sir?
Customer: 10, Island House, South key.
Banker: That's East London, isn't it?
Customer: Yes.
Banker: Nick Canary Wharf, right?
Customer: Yes. That's right.
Banker: How long have you been at your current address?
Customer: Aah! Just around one month actually.
Banker: Okay, that's fine. Can I ask for previous address?
Customer: Sure. It's flat 3, Canada house, Queen Street.
Banker: Is that all?
Customer: Yes.
Banker: That's Edinburgh, isn't it?
Customer: Yes.
Banker: Edinburgh. Okay. Thank you. Do you have a daytime telephone or mobile phone
number?
Customer: Yes. I think the number of my office. It's zero two zero seven, two three five, six
seven three five. Would you like my home phone number too?
Banker: Yes, please.
Customer: It's 02046751222.
Banker: Lovely!
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Before you hear the rest of the conversation you have some time to look at the questions 8 to
10.
Now listen and answer questions 8 to 10.
Banker: Right. What do you do for a living, in the UK, sir?
Customer: I am working at an English Language School in central London as a tutor. It's my

main job.
Banker: Okay. Now we usually ask for a piece of information for checking your identity, for
security reasons if you phone us.
Customer: Sure
Banker: What name is your mother's first name? Because it's less likely to be known.
Customer: Okay, it's Monica.
Banker: Thank you.
Customer: Yes, M-O-N-I-C-A. It's Russian.
Banker: Okay, good. And how much would you like to open your account with?
Customer: I've only brought one thousand pounds.
Banker: Okay, fine. How often would you like to receive bank statements?
Customer: I won't be needing bank statements. What about an online banking service?
Banker: Okay, just a moment, please. Can I check in the box on the screen?
Customer: Sure. I was also wondering about a mortgage service.
Banker: Sure. Can you just wait a moment? I'll introduce you to a mortgage marketing
manager.
Customer: Thank you.
That is the end of part one. You now have one minute to check your answers to part one.
Part 2
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You‘ll hear a tourism program, The Elizabeth house. First, you have some time to look at
questions 11 to 14.
Now listen carefully and answer the questions 11 to 14.
Hi, everybody. Good to see you again. This morning, I'll tell you about the Elizabeth House in
Canterbury, once home of the famous carpenter Jonathan Owen. He bought the house in 1965
although he had first seen it, five years earlier. Actually, he was interested in the house as a
traditional flat in England and he paid 5,000 pounds for it without a second thought, because of
having standard and regulation building methods during the middle ages in the UK. At that time,
He had worked at the University of Canterbury as a head Carpenter who managed with the
small building company. His professional success was abundant, but his family life wasn't so
successful. His parents had suffered from diabetes, a mental disease and his brother Dan was
Ill with pneumonia. Moving to Elizabeth house, he started his new life. Jonathan considered the
home a pure example of traditional East England country house and did some of his successful
building structure work here. The back yard and garden of the house became calm and
peaceful. The materials used to make the wall, chimney and roof were collected from the local
area. Most of all, oak trees were in the front of the main gate.
Before you hear the rest of the program you have some time to look at the questions 15 to 20.
As you go up the path there's the Rose garden on your right and you will find to your left, an
area which has interesting types of sunflower as well as some lovely carnation. It is known as
the Sun Rainbow and was designed by his brother Dan who had studied gardening arts in Paris.
The next destination is the Japanese Footbridge with exotic Asian mountain plants and fruits
growing on it.
Follow the path round to the second corner and on your left, you will see the entrance to the
pear tree with its 200 year-old branches go through the path until you've reached the front of the
house. Now I'll give you a couple of hours to wander around this lovely building. Your tour guide
will introduce and explain about its history and viewpoints to you. If you need to buy any of
Jonathan's hand books or other souvenirs, you can enter the house where you'll find the shop
which is located between the path and the Watermill. I expect by this time, you may also be in
need of a rest and some refreshments from the snack bar. If you have a break, there is a lovely
walk down towards the river Cotton. This is the best view for visitors. You can cross the field
which spreads along the path close to the windmill. In autumn, this area will open a small event
or festival which is definitely worth a visit. It is familiar, a good place for growing strawberries.
Every season, most of the residents are ready to make local produce. Also the local council
helps to improve the grape festival by promoting and marketing it through online and offline
methods. Last year around 100 tons of grapes were harvested and sold at the city mall. We will
now have a good chance to see an orchard behind the house.
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That is the end of part 2. You now have 30 seconds to check your answers to part 2.
Part 3
You‘ll hear a conversation between students Ann and David about gallery marketing. First, you
have some time to look at questions 21 to 24.
David: Ann, we really need to get working on this gallery marketing assignment. We've only got
two weeks left until the end of the month to set up.
Ann: Right. So, how about getting started now? We need to work through the instructions.
David: Well, we must search for one area from tourism industries like the museum or gallery.
There are lots of sites online.
Ann: What are they about?
David: The National Science museum, The History museum, The War museum, The Tape
Modern Art gallery and so on.
Ann: Got more?
David: We've got plenty.
Ann: I've got an idea to find out the best comment. Coming this Friday, we will get more
information at the London Museum because it shows all the visitor's guide books of museums or
galleries in the UK. It also runs a small workshop about nonprofit tourism industries marketing.
David: Great!
Ann: So after visiting there we have to use research methods such as telephone interviews,
questionnaires on the street or sending out emails.
David: Actually, we don't have a choice. We have to send the email.
Ann: Right. We don't have to waste time deciding among them. By the way, how do we get the
responses?
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David: Mmmm…. Let's contact the London museum‘s information center. Actually, it may be
helpful to us to collect data through a headed course leader.
Ann: How many people do we have to interview?
David: Well, we have to split into 3 groups and it looks like we have to interview 30 people for
each group.
Ann: So 90 all together then. It depends on the ages too, right?
David: That's right.
Ann: So are they all the requirements?
David: Yes, looks like it.
Ann: Mmm…. Firstly, which part are we going to choose? My preference would be a modern art
gallery since that's where I spend most of the time.
David: I think you've got something wrong. I don‘t think there are abundant differences in the
exhibitions there. I mean you get young and old, man and woman, amateur and professional, all
going to the galleries.
Ann: Right. So let's make it a ceramic exhibition then.
David: So basically what two groups will we compare and contrast for that?
Ann: Male and female?
David: Absolutely. Also most of my respondents like the same ceramics as me. Also, I think
different age groups could be changed to highlight differences.
Before you hear the rest of the conversation you have some time to look at the questions 25 to
30.
Ann: I think you're right. I'll take some comment. The age groups are teenagers, 20s, 30s, 40s
and over. What do you think about this?
David: Great. That will give us more detail.
Ann: So how about the kind of ceramic they like? Let's give them some options and then we can
just tick boxes.
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David: Okay, let's have Asian, European, African. What else? Something special?
Ann: Well, we should include the Incas in Peru. Some people like this style, you know!
David: Okay, and then we should know about their understanding of ceramics.
Ann: They can learn about that. Thanks to a gallery curator who can inform them about the
patterns and markings through picture and local clay.
David: I'm curious about how they were made. I mean a process with painting and things
embedded on the surface. At that time, the equipment and materials were not good compared
with the present day.
Ann: I agree. We should also include an earthen vessel, of course.
David: Right. The next that could be about where they were actually from?
Ann: They were made from local clay. Weren‘t they? Things such as mountain, lake, basement
and so forth.
David: I think so. One more thing is the colour on the bottom. How do the ancients get the tone?
Ann: On the internet, it said they got it through dried plants. They were working again to make a
tone, drying and sorting.
David: Okay, I see.
Ann: To get more hard tone, they included other strong herbs or something.
David: At that time, the colours were used by the rich with property.
Ann: Great! You've got plenty of data, David.
David: No. No, it's just beginning. We have to look for something special with more details and
history for the presentation next week.
Part 4
You‘ll hear part of a lecture given by a waste recycle management's Professor. First, you have
some time to look at questions 31 to 40.
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Hi everyone. This morning, I'm going to talk to you about flea markets in England. At first, we
were surprised to learn that only 15% of people here in England make an effort to collect waste.
That is lower than other European countries. Also, it might be falling within a couple of yea‘rs
time, unless the government makes a severe regulation for industries and local residences. The
UK government's target means that by 2012 we must decrease our waste emissions by 45
percent compared with 2000. Local councils can offer support to meet that target by taking part
in the national green campaign and investing in local flea markets.
Most of all, these markets reduce waste emissions from landfill sites. A flea market or swap
meet is a type of bazaar, where very cheap or secondhand goods are sold or bought for. It may
be indoors like in a warehouse or school gymnasium or it may be outdoors like in a field or
under a tent. The flea market vendors display the goods used on the table for selling such as a
few unwanted household items to operate commerce, including a variety of used living products.
Many flea markets in European countries have food vendors who sell snacks and drinks to the
visitors and maybe part of a small event such as carnivals or concerts. As part of our research,
our team carried out a questionnaire with people in the local area. The results said, we need to
open more second-hand shops. However, one problem is that there is a lack of information and
marketing. To solve the problems, local councils should invest in support in flea markets.
By doing things like creating parking space, organizing security, public promotions using the
internet and other resources. We were also surprised to discover how waste such as furniture,
computers, kitchen tools and other such things are reused. And wooden furniture or electronic
products are easy to recycle because they can be reused over and over again without becoming
weaker. Around 3 million electronic goods are thrown away per year. Also around 500,000
pieces of furniture are also disposed off. Only one fifth is collected and fortunately recycled
through many local flea markets.
In 2009, there were around 3,000 flea markets in England. The number is increasing, steadily,
so far. Surprisingly by collecting under 15% of old books, lots of paper is imported. So more
paper can be recycled in the UK. Europe recycles 50% of its paper and Germany recycles 80%
of its paper. When recycling launched, there were quality problems. So it was so hard to reuse
paper and office sheets. However, these problems have now been solved and union of the flea
markets based in East London produces high-quality recycled paper. Another union loving
paper currently sells the paper that has been through a sorting process to farmers or gardeners
as fertilizer.
So to sum up, there seems to be a number of activities that enable people to reuse waste, that
the substantial problem is encouraging people to think twice about taking their waste to a flea
market instead of throwing it away. I think the recycling program will make us save materials
and protect the environment in future and next, I'll show the plan for promoting it.
That is the end of part 4. You now have one minute to check your answers to part 4.
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That is the end of the listening test. In the IELTS test, you would now have 10 minutes to
transfer your answers to the answer sheet.
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Test 2
Part 1
You will hear a telephone conversation between two friends called Julie and Nick, about cheap
accommodation in the city of Darwin, Australia. First, you have some time to look at questions 1
to 6.
Julie: Hi Nick! It's Julie. Have you managed to find any information about accommodation in
Darwin?
Nick: Hi, I was just going to call you. I found some on the internet. There were quite a few
hostels for backpackers there. The first possibility I found was a hostel called ―Top-end
Backpackers‖.
Julie: Okay.
Nick: It's pretty cheap. You can get a bed in a dormitory for $19 per person. Private rooms cost
a bit more, but we'll be okay in dormitories, won't we?
Julie: Sure.
Nick: So that hostel has parking, though that doesn't really matter to us, as we‘ll be using public
transport.
Julie: Yeah. Are there any reviews on the website from people who have been there?
Nick: Well, yes, they aren't all that good, though. Some people said they didn't like the staff.
They had an unfriendly attitude.
Julie: mmm….That's quite unusual in a hostel. Usually all the staff are really welcoming.
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Nick: That's what I thought. People said they liked the pool and the fact that the rooms had air
conditioning, but the problem with that was that it was very noisy. So they were kept awake but
it was too hot, if they turned it off. So they had to put up with it.
Julie: Someone told me there's another hostile called Gumtree, something.
Nick: Gumtree Lodge. It costs a bit more $45 a person.
Julie: What?
Nick: Oh, no! That's for private rooms. It's 23 50 for the dorms.
Julie: That's more like it.
Nick: It looks to be in quite a good location. A bit out of town and quiet but with good transport
and quite near a beach.
Julie: Has it got a pool?
Nick: Yes and its own gardens. The reviews for that one are mostly okay except for one person
who said they couldn't sleep because there were insects flying around in the dormitories.
Julie: Not for me then and I'd rather be somewhere central really!
Nick: Right. There's a place called Kangaroo Lodge. They've got dorms at $22 and it's
downtown near all the restaurants and clubs and everything. So that should suit you and it
doesn't close at night.
Julie: So there's always someone on reception. That sounds good.
Nick: The only criticism I saw was that the rooms were a bit messy and untidy because people
just left their clothes and stuff all over the beds and the floor.
Julie: Don‘t hostels usually have lockers in the bedrooms, where you can leave your stuff?
Nick: Yeah, they do usually. But apparently, they don't here. Still hostels are never particularly
tidy places. So that doesn't bother me and the same person said that the standard of
cleanliness was pretty good and especially the bathrooms. They were excellent as far that went.
Julie: Right. Yeah, I reckon kangaroo Lodge sounds the best.
Nick: Me too! Quite a lot of people reviewing it said it was really fun there, like every night
everyone's staying there got together and ended up having a party. So it sounds like it's got a
really good atmosphere.
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Julie: Okay, let's go for that one.
Before you hear the rest of the conversation, you will have some time to look at the questions 7
to 10.
Now, listen, and answer questions 7 to 10.
Julie: Did you get the address of kangaroo Lodge?
Nick: Yes, it's on Shadforth lane.
Julie: Can you spell that?
Nick: S-H-A-D-F-O-R-T-H. It's near the transit center where the intercity buses and the airport
buses drop you off.
Julie: cool! I'm really looking forward to this. I've never stayed in a hostel before. Do they
provide bed linen, sheets and things?
Nick: Yeah. And you can usually either bring your own towel or hire one there, but they don't
usually provide those for free.
Julie: Okay? And what happens about meals?
Nick: Well, you don't have to pay extra for breakfast. It varies a lot in different places, but
generally it's okay and there's usually a cafe where you can buy a snack or a hot meal for lunch.
But actually, if you're really traveling on the cheap, usually for every five or six rooms, there's a
kitchen where you can knock up a snack and that saves a lot of money.
Julie: Great. Right. Well, shall I go ahead and book that?
Part 2
You will hear a guide at an outdoor sculpture park talking to a group of visitors. First, you have
Hello everyone and welcome to the Anglia Sculpture Park. Right. Well, the idea behind the
Sculpture Park is that it's a place where works of art such as large sculptures and carvings can
be displayed out of doors in a natural setting. As you'll have noticed when you drove here, most
of the land around the park is farmland. The park itself belonged to a family called the De
quinces who had made a lot of money from manufacturing farm machinery and who also owned
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substantial stretches of forest land to the north of the park. They built a house in the center of
the park not far from where we're standing now but this burnt down in 1980 and the De quinces
then sold the land. The Anglia Sculpture Park isn't the only one in the country. Several of the
London parks sometimes display contemporary sculptures and there are a couple of other
permanent sculpture parks in England, but we're unique, in that, some of our sculptures were
actually created for the sites they occupy here and we also show sculptures by a wider range of
artists than anywhere else in the country.
For example, at present we have an exhibition by Joe Tremaine of what he calls burnt
sculptures. These are wood and stone sculptures that he's carved and marked with fire to
illustrate the ferocity and intensity of the forces that have shaped our planet over millions of
years. They look really dramatic in this rural setting. To see some of the sculptures, you'll need
to follow the path alongside the Lower lake. We had to renovate this after the lake overflowed its
banks a couple of months ago and flooded the area. The water level‘s back to normal now and
you shouldn't have any trouble. The path is very levelled under foot. You should be back at the
visitor center at about 4 o'clock. If you have time, it's worth taking a look at the center itself. It's
not possible to go upstairs at present, as builders are working they're adding another floor, but
the rest is well worth seeing. The architect was Guy King. He was actually born in this part of
England, but he recently designed a museum in Canada that won a prize for innovation in public
buildings. If you want to get something to eat when you get back, like a snack or a sandwich,
the Terrace room is currently closed but you can go to the kiosk and buy something, then sit on
one of the chairs overlooking the Lower lake and enjoy the view as you're eating.
Before you hear the rest of the conversation, you will have some time to look at the questions
17 to 20.
Now, let me just tell you a bit about what you can see in the Sculpture Park. If you look at your
map, you'll see the visitor center where we are now, at the bottom, just by the entrance. Since
we only have an hour, you might not be able to get right around the park, but you can choose to
visit some of the highlights. You might like to take a look at the Joe Tremaine sculptures, which
are displayed on this side of the Upper lake just behind the Education Center and near the
bridge. They're really impressive. But please remember not to let your children climb on them.
One of our most popular exhibitions is the Giorgio Cataloochee bird sculptures. They‘re just
across the bridge on the north side of the Lower lake. I love the way they're scattered around in
the long grass beside the lake looking as if they're just about to take to their wings. You could
also go to the Garden Gallery. It's on this side of the Upper lake. From The Visitor Center you
go to the Education Center then keep on along the path and you'll see it on your right. There's
an exhibition of animal carvings there, which is well worth a look.
We also have the Longhouse. That's quite a walk. From here you go to the bridge and then turn
left on the other side. Soon you'll see a winding pathway going up towards the northern
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boundary of the park. Go up there and you'll find it at the top. They have some abstract metal
sculptures that are well worth seeing if you have time. Okay. Well, now if you…………..
Part 3
You will hear a first-year marketing student called Leo talking to a second-year student called
Anna about his marketing report. First, you have some time to look at questions 21 to 26.
Leo: Anna, I wanted to ask you about my marketing report. I‘m not sure about it.
Anna: That‘s okay, Leo. So what do you have to do?
Leo: Choose a product or service. Then compare two organizations that produce it. I'm doing
instant coffee.
Anna: But haven't you got a weekend job in a clothing store? Why didn't you choose clothing?
Leo: That was my first thought because I thought it‘d give me some practical examples, but
when I searched for men's clothing on the internet, there were hardly any articles. So then I
looked for coffee. And I found there were tons.
Anna: Yeah, there are so many brands on the market now. Okay. So, how much have you
actually written?
Leo: I've done part one on economic and technological factors. I found some good data on
technological changes: how in Australia fewer people are buying instant coffee because of
cheap coffee percolators that they can use to make real coffee at home.
Anna: But there's also a movement away from drinking coffee.
Leo: Switching to things like herbal teas instead because they think it's healthier, but that's not
really to do with technology. It's more cultural. Anyway for part two, I'm comparing two instant
coffee companies, Coffee Now and Shaffers and I've made this table of products.
Anna: Right. Let's see. So you've got the brand names and prices and selling size and
descriptions.
Leo: Mhm…
Anna: Okay, the table looks good. You'll get marks for research there. Where will it go?
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Leo: In the section on the marketing mix, under product.
Anna: Not in the appendix?
Leo: No.
Anna: Okay. But it's too factual on its own. You need to add some comment in that section
about the implications of the figures.
Leo: Right. I'll do that. Now I want to say that I think that Shaffers is more of a follower than a
leader in the coffee industry. Now, I'm putting that in the section on market share. Does that
seem okay?
Anna: Let's see. So you've begun by explaining what market share is. That's important. But
you've got to be careful, how you give that opinion.
Leo: Do you think it should go in another section?
Anna: Well, it's fine where it is, but you've got to pack it up with some data or they'll say your
report lacks weight.
Leo: Okay. One thing I'm worried about is finding anything original to say.
Anna: Well since this is your first marketing report, you‘re not expected to go out and do
interviews and things to collect your own data. You're just using published data. So the analysis
you do might not throw up anything that people didn't know before but the focus is more on how
you handle the data. I mean, you might take something like a graph of sales directly from a
website. But what makes your work original is the perspective you provide, by your
Interpretation of it.
Leo: Oh! you know, it's also different from business studies assignments at school. It's really
surprised me.
Anna: What? How much research you have to do?
Leo: I expected that. It's more I knew exactly what I had to do to get a good grade at school.
And I knew I'd be expected to go more deeply into things here, but I haven't got information on
how the lecturer is going to grade my work. What he's looking for?
Anna: Well, one thing you have to remember is that in a marketing report, you've got to have
what they call an executive summary at the beginning. I forgot that and I got marked down.
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Leo: Yeah, I've drafted it. I've got an overview.
Anna: Have you got something about the background there?
Leo: Yeah.
Anna: Good.
Leo: So I've just made a summary of the main points. I wasn't sure whether or not I should have
my aims there.
Anna: No, that's too personal. The executive summary is just like what a manager would read to
get a general idea of your report if he was in a hurry.
Leo: Right. Then I'm okay for the first main part. All of the macro-environment stuff. But it's
when I get onto the problem section, I've listed all the problems that Coffee Now and Shaffers
are facing but then what?
Anna: Well, you have to prioritize. So indicate the main problems and then you analyze each
one by connecting it with a theory. That's where you're reading, comes in.
Leo: Okay.
Anna: Have you done your implementation section yet?
Leo: I've thought about it. So that's where I write about what could be done about the problems.
Anna: Yes, and it's got to be practical. So don't forget to specify things like who would be
involved and the cost and the order that things would be done in.
Leo: Right. Well that shouldn't take long.
Anna: You'd be surprised. Actually, that's the bit that tends to get badly done because people
run out of time. That in the conclusion.
Leo: Oh! Any hints for that?
Anna: Well, it's got to draw out the main points from your report. So it's got to be quite general.
You need to avoid introducing new stuff here. It's got to sum up what you‘ve said earlier.
Leo: Okay. Thanks Anna. That's been a big help.
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Part 4
You will hear part of the lecture about the history of fireworks in Europe. First, you have some
Now listen carefully and answer questions 31 to 40.
An interesting aspect of fireworks is that their history tells us a lot about the changing roles of
scientists and technicians in Europe. Fireworks were introduced from China in the 13th century.
Upto the 16th century, they were generally used for military purposes with rockets and fire tubes
being thrown at the enemy, but they were also sometimes a feature of plays and festivals where
their chief purpose was related to religion. By the 17th century, the rulers of Europe had started
using fireworks as a way of marking royal occasions.Technicians were employed to stage
spectacular shows which displayed aspects of nature with representations of the sun, snow and
rain. These shows were designed for the enjoyment of the nobility and to impress ordinary
people. But fireworks also aroused the interest of scientists who started to think of new uses for
them. After seeing one firework display where a model of a dragon was propelled along a rope
by rockets, scientists thought that in a similar way humans might be able to achieve flight. A
dream of many scientists at that time. Other scientists such as the chemist Robert Boyle noticed
how in displays, one firework might actually light another and it occurred to him that fireworks
might provide an effective way of demonstrating how stars were formed.
Scientists at the time often depended on the royal courts for patronage, but there was
considerable variation in the relationships between the courts and scientists in different
countries. This was reflected in attitudes towards fireworks and the purposes for which they
were used. In London, in the middle of the 17th century, there was general distrust of fireworks
among scientists. However, later in the century, scientists and technicians started to look at the
practical purposes for which fireworks might be employed such as using rockets to help sailors
establish their position at sea. It was a different story in Russia where the Saint Petersburg
Academy of Science played a key role in creating fireworks displays for the court. Here, those in
power regarded fireworks as being an important element in the education of the masses and the
displays often included a scientific message. Members of the academy hoped that this might
encourage the royal family to keep the academy open at a time, when many in the government
were considering closing it. In Paris, the situation was different again. The Paris Academy of
Sciences played no role in staging fireworks displays. Instead the task fell to members of the
Royal Academy of Painting and Sculpture. As in Russia the work of the technicians who created
the fireworks was given little attention. Instead, the fireworks and the spectacle they created
were all designed to encourage the public to believe in the supreme authority of the king.
However, science was also enormously popular among the French nobility and fashionable
society flocked to demonstrations such as Nickel Al Emery's display representing an erupting
volcano. The purpose of scientists was basically to offer entertainment to fashionable society
18 | P a g e
and academicians delighted in amazing audiences with demonstrations of the universal laws of
nature.
In the course of the 18th century, the circulation of skills and technical exchange led to further
developments. Firework specialists from Italy began to travel around Europe staging displays for
many of the European courts. The architect and stage designer Giovanni Servandoni composed
Grand displays in Paris featuring colorfully painted temples and triumphal arches.
A fireworks display staged by Servandoni would be structured in the same way as an opera and
was even divided into separate acts. Italian firework specialists were also invited to perform in
London, St.Petersburg and Moscow. As these specialists circulated around Europe, they sought
to exploit the appeal of fireworks for a wider audience including the growing middle. classes. As
in the previous century, fireworks provided resources for demonstrating scientific laws and
theories as well as new discoveries and displays now showed a fascinated public, the curious
phenomenon of electricity. By the mid 18th century fireworks were being sold for private
consumption. So the history of fireworks shows us the diverse relationships which existed
between scientists, technicians and the rest of society.
That is the end of part four. You now have one minute to check your answers to part 4.
That is the end of the listening test. In the IELTS test you would now have 10 minutes to transfer
your answers to the answer sheet.
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Test 3
Part 1
You will hear a telephone conversation between the organizer of a short story competition and
someone who wishes to take part in the competition. First, you have some time to look at
questions 1 to 6.
Organiser: Good morning, Dave speaking.
Interested candidate: Oh, hi, I'm phoning about a short story competition and I saw an advert in
a magazine and I was just calling to get some details.
Organiser:Yes. Certainly. I'm the competition organizer. So I should be able to help. What kind
of details are you looking for?
Interested candidate: Well, does it cost anything to enter?
Organiser:Yes, there's an entry fee of five pounds.
Interested candidate: Okay, that should be fine.
Organiser: It's a short story competition. So how many words is that?
Interested candidate: Well, we want to give people a reasonable amount of freedom, but the
guidelines are around three thousand words.
Interested candidate: Oh, That sounds quite a lot.
Organiser: Well, it's not as much as it used to be. We did have a limit of five thousand words,
but some people thought that was too many. So this year we've reduced it.
Interested candidate: Right. And does the story need to be about anything in particular?
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Organiser: No, you can write about any topic you like but the main point of the competition is
that it has to have a surprise ending.
Interested candidate: Oh, I see! That sounds interesting. I don't think I've ever written a story
like that before.
Organiser: Yes. It's something we've introduced for this year's competition.
Interested candidate: Right. I'm 18. Is there any age limit?
Organiser:Yes, you need to be 16 or over. So if you're 18, that's fine.
Interested candidate: Great. So you have the competition once a year. Is that right?
Organiser: Yes, we start advertising in January and the competition takes up a lot of the year.
We give people a few months to write their story and then it takes quite a long time to judge all
the entries and to announce the winners.
Interested candidate: I see. So when is the closing date for the competition? It's already April. I
hope I'm not too late.
Organiser: No, you've still got plenty of time. You need to submit your entry by the 1st of
August. After that, it will be too late. Although, you can always enter next year's competition.
Interested candidate: Okay, good. So, how do I enter?
Organiser: Well, we have a website and the best way to enter is to complete the entry form
online. We also have more details of the competition on the site. Shall I give you the web
address?
Interested candidate: Yes, please.
Organiser: Okay, it's www dot comp4ss dot com. And that's the number four not the word four.
Interested candidate: Ok. Thanks! I‘ve got that. So I can complete the entry form online. But
how do I send the story? Do I print it out and send it to you?
Organiser: Well, you may want to print the story out, so you can review it. But don't post it to us.
When you've finished your story, you will need to email it to us. The email address is on the
website, I gave you.
Interested candidate: Okay. That‘s fine.
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Before you hear the rest of the conversation, you will have some time to look at the questions 7
to 10.
Interested candidate: Can you tell me a bit about how the competition is judged and what the
prices are?
Organiser: Yes, of course. Well, once we have all the entries, I send them to all the judges. Our
competition is quite popular. So we are lucky to be able to use famous authors who are very
interested in the competition.
Interested candidate: That‘s fantastic. It's great to know that someone famous will be reading
my story.
Organiser: Yes. That's right. It takes them quite a while to read through the entries, but
eventually they decide on the top 5 stories.
Interested candidate: I see and what happens then?
Organiser: Well, they will be published online. So everyone can read them. They will not be in
any order at this point. They will just be the five stories that the judges think are the best.
Interested candidate: And do all the top five stories get prizes?
Organiser: No, it's just the top story and the runner-up.
Interested candidate: So how is the top story decided?
Organiser: Well, once the top five stories are available, it will be the public who will vote for their
favourite story.
Interested candidate: Right. I see. So I need to get all my friends to vote for me then?
Organiser: Yes, that's a good idea.
Interested candidate: And what is the price?
Organiser: Well, the runner-up gets a prize of 300 pounds, but the winner gets a trip to Spain to
attend a workshop for writers.
Interested candidate: Wow! That‘s brilliant. I‘d better get writing straight away.
Organiser:Yes. Good luck.
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Interested candidate: Thanks.
Part 2
You will hear a guide talking about a Sea Life Centre. First, you have some time to look at
questions 11 to 17.
Okay! So, hi everybody and welcome to the Sea Life Centre. Before you start on your tour, I‘d
just like to give you some information about things to look out for, as you go. Well, first of all, I
guess some of you may have been here before and maybe surprised to see the name has
changed. We're not called World of Water, anymore. Since the beginning of this summer, we've
been renamed and we've also made a few other changes. However, the main attractions like
the aquarium, the crocodiles, the penguins and so on are still here. But we have a new
restaurant and picnic area and the latest thing that we have and it was only finished last week is
the splash ride. This is an exciting new area of the centre and is pretty scary, and of course you
do get a bit wet. So make sure you're not wearing your best clothes. As I said, the main
attractions are still here and the most popular thing that everyone wants to see is feeding time,
especially for the crocodiles and the seals. We used to have the main feeding time in the
afternoon at around 3 p.m. But we found that some of the animals got a bit hungry waiting until
then and so we now have it at noon. They seem much happier with the new time. Although it's a
bit difficult to know what they're thinking.
Now, I'd like to mention something new that we've introduced this year that we're very excited
about. It's called a VIP ticket. The VIP ticket costs an extra 2 pounds per person and you will be
amazed at what it allows you to do. With this, you'll be allowed to feed the sharks. Now, I know
that, for some people this might be quite a frightening thing to do, but it is perfectly safe. For
those of you who are a bit unsure, we do have a video you can watch to see what happens. It's
a great experience and your friends will be very impressed. Speaking of friends, I‘d just like to
remind you that the Sea Life Centre will be more than happy to organize a birthday party for you
and your family and friends. If you need more details you can speak to me afterwards and there
are also forms at the entrance that you can fill in.
I'd also like to bring your attention to the good work that the Sea Life Centre is doing in support
of animal conservation. I'm sure you're all aware of the worrying situation with a large number of
species facing extinction. Here at the Sea Life Centre, we're taking action by asking as many
people as possible to sign a petition. Once we have over 5,000 signatures, we are planning to
send it to the government in the hope that more people will begin to take it seriously.
Right!
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Well, there's obviously a lot going on at the Centre and a lot of things to discover. At all the
attractions there is helpful information. So please read as much as you can and if you want to
see what you've remembered, please do the quiz after your visit. There are no prizes of course,
but I'm sure you'll be surprised by how much you've learned.
Before you hear the rest of the conversation, you will have some time to look at the questions
18 to 20
So before I leave you all to start your tour, I've just got a few tips. There are a large number of
attractions and you may not have time to see them all. Of course, there are the old favourites
like the aquarium and the Crocodile Cave, but if you don't have time to see everything, make
sure you visit Turtle Town, which is beyond the aquarium and the Seal Centre. This is very
special and has a large number of endangered species and as it's at the far corner of the Sea
Life Centre, it often gets overlooked. I also have to apologize for the Penguin Park. This has
needed some urgent work to be done and so will not be open for the next week. We're very
sorry about this, but I'm sure you'll find the Seal Centre which is directly opposite it will keep you
entertained just as much, if not more.
We're also very busy today as you may have noticed on your way in. Everyone starts here, at
the aquarium, but as it's so big, there's no waiting to get in. But today we're expecting a lot of
people to want to see the Crocodile Cave as a couple of eggs have hatched out. So expect
delays there and if you like, move on to the Seal Centre first, and then go back when things are
quieter towards the end of the day. So I'll leave you now, but if you have any questions, I won't
be far away and have a great time at the Sea Life Centre.
Part 3
You will hear two students talking about their university studies. First, you have some time to
look at questions 21 to 26.
Martina: Oh, Hi George. How's it going?
George: Hi Martina. It's going well. How about you? How is university life?
Martina: Well, it's great. Apart from the studying, of course.
George: Yeah. Me too. What are you studying? I seem to remember that you were going to do
art. That was your best subject. Wasn't it?
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Martina: No, not really. I just liked the teacher. He was French and had an amazing accent. My
favourite subject was history, but I couldn't see what career that would give me.
George: All right. So what did you choose?
Martina: Well, I found it really difficult to decide. I was really good at Science, but I must admit I
never really enjoyed studying it. So in the end, I decided to opt for English, which was my
second favourite subject and I thought It would be more useful to me, than studying anything
else. So that's what I'm doing. And, how are you finding university?
George: Well, it's a bit of a challenge. I suppose.
Martina: Are you finding it difficult?
George: mmm… Well, some of it I'm doing Mechanical Engineering which is really interesting,
but it covers quite a lot of areas like Material Science, Machine Design, Physics and of course
Mechanics and they're all fine. But it's Maths that I'm struggling with. It's a lot harder than it was
at school.
Martina: I can believe it. It all sounds very difficult to me. But then I never was very good at
mechanical things. I suppose it must involve some practical work.
George: Well, not at the moment. Currently, it's nearly all theory. So it's a bit heavy going.
Martina: I guess you need to start with that, so that you can get a grasp of the concepts and
learn a few facts before you start putting it into practice. It must be a lot different to the course
that I'm taking.
George: Yes, but in a few weeks, we'll be having a lot more practical experience. In fact, I've got
a great assignment this term working on jet engines, which means I'll be going on a few field
trips to a nearby airport.
Martina: Oh, that's great! It sounds like you're going to be very busy.
George: Yes. I'm not sure how I'm going to cope with the work. We have a lot of lectures and
that's fine. The lecturers are very knowledgeable and I learn a lot from them, but we also have a
lot of seminars and I find, with so many people expressing their views, it can get quite
frustrating. It would be better, if we didn't have so many of those.
Martina: Yes. It's the same for me.
Martina: And how are the students at your place?
25 | P a g e
George: Well, I haven't really met anyone yet. They all seem a bit quiet.
Martina: Perhaps they're working hard. They don't appear to be very studious here, but they are
very friendly. I must say I've been doing a lot of sitting around and chatting, over the last week
or so.
George: Well, that's good. The only person I've spoken to really is my tutor. He's very
approachable and seems to understand how difficult it can be starting university.
Martina: mmmm…….It's good to have someone you can talk to and he may help you meet other
students.
George: Actually, that doesn't bother me. I am bound to get to know some people sooner or
later. It's more a question of finding out what I need to do, where to go and so on. I hope he can
help me with that.
Martina: Oh! I would have thought so. Well, we certainly have a lot of work ahead of us. It
seems like a long time, doesn't it? Studying for three years?
George: Yes, it does. But I'm sure it'll go quickly. You know, I'm really dreading the first
assessment.
Martina: Yes. For the course I'm doing, we have to hand our first one in at the end of next
month.
George: Really. So, have you got the topic yet?
Martina: No, but we'll get it soon. I'm not sure how much we have to write yet. Not too much, I
hope.
George: I know what you mean and it's hard to study, especially where I am now.
Martina: Oh, where are you living?
George: I'm living in a hall of residence. I thought that would be a good idea as there'd be a lot
of people around but I'm finding it a bit noisy. I can see this. I'm going to have problems when I
really need to get down to some work.
Martina: So I guess you need to be somewhere on your own then.
George: Yes. Well, I do like to have some people around me. So I'd prefer to live with a family
somewhere, in a house. Not too far from the University.
26 | P a g e
Martina: Well, good luck with that.
George: Yes. Thanks and good luck to you as well. Oh! I have to rush now. I've another lecture
in 10 minutes. Bye for now.
Martina: Bye.
Part 4
You will hear someone talking about creating a presentation. First, you have some time to look
at questions 31 to 40.
Hello, everyone. You've all been given an assignment for your sociology course, which will
involve giving a presentation to the rest of the group. And so today I'm going to be giving you a
few tips on how to prepare your presentations. This should help you with your current
assignment, but a lot of the principles I'll be putting across will be general principles which will of
course help you with all your future presentations.
So first of all, the most important thing to consider is your audience and in this instance your
audience are the other students in your group. There are three points to bear in mind. Firstly,
you need to ask yourself what they need to know. Secondly, it's useful to consider whether
they'll be supportive or not. And thirdly, will it be a small group, say three or four, a moderate
gathering of 20 or so people, as for your current assignment or will there be hundreds of
people?
Having said all that, what I'm about to tell you will apply equally to any audience. So, how do
you structure your presentation? Right at the beginning, you should tell them something that
forces them to pay attention. This could be something surprising or even shocking but it needs
to be relevant. After that, you need a list of items or topics showing them what you'll be
covering, rather like an agenda. And then the main part of the presentation will follow. This main
part will be the detailed information you'll be presenting and could include facts, statistics,
personal experiences etc. After this, you should summarize what you've presented and close
with what I call next steps. For this assignment, you could simply point the group to other
sociology reference material. In other cases, you may want to suggest some actions that people
can take.
Now what about the design of the slides for your laptop? Well, the important thing here is to be
consistent. You need to have the same type of font and use the same colour and size for the
same elements. For example, all headers need to look the same. All bullet points need to be
presented in the same way. And don't just stick to words. Bring the presentation to life by adding
27 | P a g e
graphics. These could be in several forms such as pictures, flow charts, diagrams, histograms
and so on. And so, let's move on now to presenting. You have your presentation prepared and
you're ready to start. Well, it's important to give a good impression from the start. So take three
deep breaths. Look at the audience, no matter how frightening they may be and be enthusiastic
and energetic.
As you go through the presentation, remember to provide some variety in the way you speak.
So for example, you can talk fairly rapidly for information that may be familiar, but then slow
down for more unfamiliar sections and change your tone as you speak. Don't keep it at the
same level all the way through. As I mentioned, look at your audience. A good tip is to pick
people out and look at them for around five seconds. Not looking at the audience gives the
impression that you're either not interested in them or terrified of them. Looking too long at one
particular person may make them feel rather uncomfortable.
There may be points in your presentation that you want your audience to really absorb and in
order to make important points stand out, you may consider adding silence right after these. It
will give people time to reflect on what you've just said. Also, you may be presenting
complicated ideas or technical details, but try to keep everything as simple as possible. Use
simple words and as few as possible and be clear. If you say something like this appears to be,
it implies uncertainty. So using weak verbs such as appears, seems, could be, etcetera needs
to be avoided.
I'll just finish off with a few thoughts on questions and interruptions from the audience. You may
choose to invite questions from the audience as you go or ask them to wait until the end. Either
way, questions should be encouraged as it provides you with some feedback on how interested
the audience is and how well they're understanding you. When a question is asked, you need to
provide an answer that is as accurate as possible. So initially my tip is to repeat it. This will
ensure you have heard it correctly and will give you a few seconds to gather your thoughts.
Interruptions on the other hand can be unwelcome and you may get them for a variety of
reasons. It's likely however that there's something in your presentation that's unclear or
confusing. So my advice is to reduce problems by reading through your presentation
beforehand and predicting potential points, which could cause interruptions. You may then want
to change that part of your presentation or at least you will be prepared if someone does
interrupt you now. Now do you have any questions?
That is the end of the listening test. In the IELTS test you would now have 10 minutes to transfer
your answers to the answer sheet.
28 | P a g e
Test 4
only. The test is in four sections. Write all your answers in the listening question booklet. At the
end of the test, you will be given 10 minutes to transfer your answers to an answer sheet.
Now turn to section one.
Section 1
You will hear two teachers discussing arrangements for a goodbye party for a colleague. First,
you have sometime to look at questions 1 to 4.
Listen carefully and answer questions 1 to 4
Teacher1: Hi, Tony! Thanks ever so much for coming. You know, we've been asked to organize
something for John's farewell.
Tony(Teacher 2): Yeah sure. It's about time we started working out details
Teacher1: Exactly. We don't want to leave it so late that it's double the work.
Tony(Teacher 2): Mmm, right. Do you want me to take notes?
Teacher1: That'd be great. Thanks.
Tony(Teacher 2): Right. First thing is when is the best time to hold it?
Teacher1: Well, he leaves on the 24th of December.
Tony(Teacher 2): So what about the 22nd?
Teacher1: Yeah, I think that's about right. We want it quite near the time. Don't we?
Tony(Teacher 2): Sure and what about a venue: In college; a hotel?
Teacher1: I think a hotel will probably work out rather expensive and I've been looking at the
college dining room. That seems pretty reasonable.
Tony(Teacher 2): Fine. Yeah, why not?
29 | P a g e
Teacher1: And then we ought to be thinking about invitations. who mustn't we forget to advert.
Tony(Teacher 2): Well, obviously John and his wife.

Teacher1: Right!
Tony(Teacher 2): And the director, the office staff.
Teacher1: Yep, and all the teachers and all the students.
Tony(Teacher 2): Anyone else?
Teacher1: Faculty heads?
Tony(Teacher 2): No better draw the line. I don't think it's necessary.
Teacher1: Yeah, you're right.
Tony(Teacher 2): I don't mind riding the invitations. When shall we get them out for?
Teacher1: Enough time, but not too early. What about the 15th of December?
Tony(Teacher 2): Well, there are exams on 16th. Better avoid them.
Teacher1: 10th?
Tony(Teacher 2): Yeah, that should do it.
Before you hear the rest of the conversation you have some time to look at questions 5 to 10.
Teacher1: So what did we leave? So …..yes.. A present!
Tony(Teacher 2): Would you mind doing that?
Teacher1: No. Not at all. We usually go around with an envelope during coffee break. Don‘t we?
Tony(Teacher 2): Yeah. A coffee break is always the best time because people have got their
money handy.
Teacher1: Hahaha!! Exactly! And do we suggest an amount or does it seem a bit unfair?
Tony(Teacher 2): No. I think people welcome it. We suggested $6 last time. Is that okay?
30 | P a g e
Teacher1: Yeah. Plenty I would have thought, which should leave us with about $90.
Tony(Teacher 2): Hmmm… Have you any ideas for presents?
Teacher1: Well..I have been having a little think. I thought …… uh! You know! He loves music!
Tony(Teacher 2): Yeah! And books.
Teacher1: So I thought I would check on prices for ..well… perhaps CD players?
Tony(Teacher 2): Yeah. That‘s a good idea. And also I thought maybe, you know a set of
dictionaries. I heard him saying he needed a good one.
Teacher1: The other thing he was saying last week was that his computer printer had broken.
Tony(Teacher 2): Aah! No. I would be really frightened about getting the wrong type.
Teacher1: Okay.
Tony(Teacher 2): The other thing is something for the home. Joe suggested a coffee maker.
Teacher1: Oh! Yeah! Aah!, certainly find out what they cost? Okay..Have you got to write down?
Tony(Teacher 2): Yes.
Teacher1: Now… we need to think a little more about the money. I know we‘ve got a said
amount from the social fund.
Tony(Teacher 2): What does that cover?
Teacher1: It meant to cover the cost of the room.
Tony(Teacher 2): Yeah.
Teacher1: And a certain amount of a food.
Tony(Teacher 2): And also drinks?
Teacher1: Oh! Yes ! certainly!
Tony(Teacher 2): Will it be enough?
Teacher1: What we‘ve done in the past is to ask guests to bring some snacks.
31 | P a g e
Tony(Teacher 2): Right.
Teacher1: We don‘t ask them to bring more drinks because we figure that‘s ...that should come
from the social fund.
Tony(Teacher 2): Okay ! Anything else for the guests to bring?
Teacher1: Well! Of some music. Because there will be a tape decker in the room and we can
have some dancing later on.
Tony(Teacher 2): Anything else?
Teacher1: Well… It‘s just a thought. But a couple of years ago, we had a really good party
where we set it up .. you know .. some simple games.
Tony(Teacher 2): Yeah.great. Wasn‘t it based on photos from the teachers and students?
Teacher1: That‘s right!
Tony(Teacher 2): So we should ask the guests to bring photos? Okay . I will put it on the
invitation.
Teacher1: Now the last thing is .. who shall we ask to do the speech?
Tony(Teacher 2): Don‘t you think it might be nice to have one of the students?
Teacher1: Well….. Then the student leader.
Tony(Teacher 2): Yeah. Much better than the Director giving speeches again.
Teacher1: Ok! Then I will ask her. Hmmm.. lovely! So, Is that all?
Tony(Teacher 2): Looks like it!
Teacher1: Great!
That is the end of part one. You now have one minute to check your answers.
Now turn to section 2
Section 2
You will hear a pre-recorded message on the Travelite travel agency information line. First, you
have time to look at questions 11 to 15.
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Thank you for calling the free Travelite travel agency information line. You will not be charged
for this call. In order to deal with all calls effectively we offer you a number of options. Please
listen carefully and press your required number at the appropriate time or dial a new number. If
you want to hear about special offers, please press 1. If you want to hear our latest price lists,
please press 2. If you want to make a complaint, please press 3. If you want information about
our new walking holidays, please press 4 now.
Thank you for calling our Travelite walking holidays line. We have been offering a wide variety
of walking holidays to suit all tastes for just three years, but already we have won two awards for
excellence in this field. We offer guided walking tours to suit the discerning traveller in 12
different centers throughout the whole of Western Europe. We are planning to open our first
center outside this area in the coming year. So watch out for developments.
But the pride of Travelite is the level of guidance and support we offer on our walks. All are
planned in detail by our highly trained guides who all work in a variety of different Travelite
locations. So we can guarantee standards. Each day we offer three separate walks catering for
all skills and fitness levels. We also pride ourselves on our friendly service particularly important
for the increasing numbers of people who choose to holiday alone. Unlike almost all travel
operators who happily charge large supplements for single rooms, we guarantee that no single
client will pay more, even when only double rooms are available for them. And the day doesn't
end with the return to base. After our dinner at communal tables designed to make all our
guests feel part of a family atmosphere, entertainment is laid on nearly every night with tour
leaders on hand to organize lectures, games, quizzes and respond to any special requests from
guests.
Before you hear the rest of the message you have some time to look at questions 16 to 20.
The following is a summary of costs and special inclusive offers on holidays for the coming
summer. We have three links of holiday. Three day, seven day and fourteen-day. The three-day
holiday costs $180 for all accommodation, food and walking and for the first time this year, we
are including in that price the cost of picking you up from the nearest station. The seven-day
holiday costs 350 dollars per person and as well as including the offers of the three-day holiday,
also includes a magnificent book giving the local history. On top of that, we are able to include
free maps for you to better enjoy the walking and even plan in advance if you wish. For the
fourteen day holiday our special price is $690 per person and that includes all the offers for the
three and seven day holidays plus membership of a local walking club. So you can better enjoy
the full flavour of a local life. For further information, please contact your local travel agent.
Thank you for calling the Travelite travel agency.
33 | P a g e
That is the end of section 2. You now have half a minute to check your answers.
Now, turn to section 3.
Section 3
You will hear a conversation between two students who are studying to be teachers talking
about science experiments. First, you have some time to look at questions 21 to 26.
Mike: Hi, Su!
Su: Hi Mike. So what happened to you last week?
Mike: Oh! I was sick with the flu. What is this, I hear about a big assignment we've got to do.
Su:Oh, well, basically we've got to find two science experiments to do with a group of eight year
old children at the local primary school and we've got to complete it by the end of the week.
Mike: That sounds like hard work. Where are we supposed to get the ideas for these
experiments from?
Su: Well, I managed to get hold of two books from the library.
Mike: Oh! Well done.
Su: How about if we take a look at the experiments in this book first and see if anything looks
suitable. I can make notes as we go about equipment and the purpose of the experiments.
Mike: Okay. Let's see. Hmmm…. the first experiment is called ―make your own hovercraft‖ which
sounds very ambitious. Mind you you only need 20 balloons and a table. You don't need any
special engines or anything like that.
Su: What do you do with it all?
Mike: You blow up the balloons and you balance the table on them. Upside down of course. And
the kids get to ride around on it. You know the other kids sort of push them around the room.
The main purpose is to show hovercrafts work and how things hover around on just a cushion of
air.
Su: Okay. That doesn‘t sound too bad.
Mike: Okay. Ready for number two?
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Su: Mhm…
Mike: Now this one is called ―unusual measures of lengths‖ and you basically use lots of paper
clips. The kids go around the class measuring things. You know, how long the desk is, that sort
of thing and then they all compare their answers and basically because not all paper clips are
the same lengths, they should come up with some strange answers. It's supposed to
demonstrate the importance of having fixed units of measurement.
Su:Mmm. Yeah, that's not bad.
Mike: Okay now for number three, you need rock salt or copper sulphate.
Su: Oh! I'm not sure about that.
Mike: Well, just put down the rock salt then. Apart from that, you only need a jar of water. And
basically you dissolve lots of salt into the water and watch the crystals form. So it basically
teaches the kids about growing crystals.
Su: Yeah, I suppose it would be nice to grow something. Hmm. Let's move on and have a look
at number four.
Mike: Okay this one is called ―spinning colour wheel‖. It looks like you get some cardboard and
draw a circle on it, divide it into six equal segments and colour each one in, using different
colours then use thread a piece of string through the middle.
Su: So we‘d need some string as well.
Mike: Yes. Sorry. mmm…. and you spin the wheel around and if you can get it spinning fast
enough, hopefully the colours all merge and show up as white.
Su: Oh, I didn't know that. What's the principle behind it?
Mike: Well, it's pretty elementary physics really! It teaches them about how white light or
ordinary light is made up.
Su: Well, that doesn't sound too bad. Now, there's only one more left in this book. Isn't there?
What does that one say?
Mike: Well it is another one where they'd get to make something.
Su: Sounds very interesting!
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Mike: You need quite a lot of equipment actually. A hand drill, an old record, a pin or needle,
some paper and a bolt.
Su: Mmm. Go on. What do they have to do?
Mike: Well, they basically make a record player. The main idea is to teach them about recording
sound but hopefully they'd also see that you need motion and an amplifier to make the sound
heard.
Su: Okay. Well, it does sound interesting. Shall we go through all of those again and decide if
any of them are going to be suitable?
Mike: Right. Number one. I thought this one sounded nice. There'd be lots of activity and it
doesn't need too much in the way of equipment.
Su: Yes. That's true. But don't you think it's a bit risky to get a group of eight year olds pushing
each other around a classroom like that, for someone could get hurt. Now, I don't like the sound
of that one at all.
Mike: Maybe you're right.
Su: What about number two with the paper clips? It sounds tame enough.
Mike: Yes a bit, too tame, if you ask me. I think it needs to be something a bit more active and
interesting than that. Don‘t you?
Su: Yes, I suppose you're right. We won't get a very good mark if the children don't actually
enjoy the experiments and I suppose we could turn them of science for good. Well, what about
the next one number three?
Mike: Now, I quite like the idea of this one.
Su:Yes, so do I but I seem to remember when we did it at high school, we had to wait up to a
fortnight before we saw any halfway decent results.
Mike: Yes. Well, that won't be any good then. You will only see the kids for one or two hours at
the most.
Su: Yes. And we have to do the experiments and write up our results within a week. So that one
won't do at all.
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Mike: Okay. Well, what did you think of number four?
Su: I like the idea of it. But do you think it will be a bit elementary for them?
Mike: They are only eight. You know.
Su: I know. But you know what I mean? Don't you think the activity itself is a bit babyish?
Mike: Maybe you're right.
Su: They might have fun but I mean cutting out a circle and colouring it in.
Mike: Okay. Well, what about number five ?
Su: I thought this one sounded a bit too good to be true. Great equipment.
Mike: Yeah.
Su: But don't you think it's a bit ambitious for this age group. I mean, I don't want to start off
something and then have to abandon it, if they just can't cope with it. I could see us ending up
doing just about all of the work for them.
Mike: I guess, you're right. Oh, well, maybe we could store that idea away for later.
Su: Yep. Let's hope this second book has something better.
That is the end of section 3. You now have half a minute to check your answers.
Now turn to section 4.
Section 4
You'll hear a lecturer talking about the meshing of sharks in Australia. First, you have some time
to look at questions 31 to 40.
Today, we're going to look at one of my favourite fish, the shark. As you know sharks have a
reputation for being very dangerous creatures capable of injuring or killing humans, and I'd like
to talk about sharks in Australia.
Sharks are rather large fish often growing to over 10 meters and the longest sharks caught in
Australia have reached 16 metres. Sharks vary in weight with size and breed of course, but the
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heaviest shark caught in Australia was a White Pointer that weighed 795 kilograms. Quite a
size!
Sharks have a different structure than most fish. Instead of a skeleton made of bone, they have
a tough elastic skeleton of cartilage. Unlike bone, this firm pliable material is rather like your
nose and allows the shark to bend easily as it swims. The shark skin isn't covered with scales
like other fish instead the skin is covered with barbs giving it a rough texture like sandpaper.
As you know, sharks are very quick swimmers. This is made possible by their fins; one set at
the side and another set underneath the body and the tails help the sharp move forward quickly.
Unlike other fish sharks have to keep swimming if they want to stay at a particular depth and
they rarely swim at the surface. Mostly they swim at the bottom of the ocean scavenging and
picking up food that's lying on the ocean floor. While most other animals including fish hunt their
prey by means of their eyesight, sharks hunt essentially by smell. They have a very acute sense
of smell and can sense the presence of food long before they can see it.
In Australia, where people spend a lot of time at the beach, the government has realized that it
must prevent sharks from swimming near its beaches. As a result, they've introduced a beach
netting program. Beach netting or meshing involves setting large nets parallel to the shore. This
means that the nets on New South Wales beaches are set on one day and then lifted and taken
out to sea on the next day. When shark netting first began in 1939 only the Sydney Metropolitan
beaches were meshed. These beaches were chosen because beaches near the city are usually
the most crowded with swimmers. Ten years later in 1949, systemic meshing was extended to
include the beaches to the south of Sydney. As a result of the general success of the program in
Sydney shark messing was introduced to the state of Queensland around 1970. The New
Zealand authorities also looked at it, but considered meshing uneconomical as did Tahiti and
the Pacific. At around the same time, South Africa introduced meshing to some of its most
popular swimming beaches.
When meshing began, approximately 1,500 sharks were caught in the first year. However, this
declined in the years that followed and since that time the average annual catch has been only
about a hundred and fifty a year. The majority of sharks are caught during the warmest months
from November to February when sharks are most active and when both the air and the ocean
are at their maximum temperature. Despite quite large catches, some people believe that shark
meshing is not the best way to catch sharks.
It's not that they think sharks are afraid of nets or because they eat holes in them because
neither of these is true, but meshing does appear to be less effective than some other methods,
especially when there are big seas with high rolling waves and strong currents and anything that
lets the sand move. The sand that's holding the nets down, when this moves the nets will also
become less effective.
That is the end of section four. You now have half a minute to check your answers.
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That is the end of the listening test. In the IELTS test, you now have 10 minutes to transfer your
answers to the listening answer sheet.
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Test 5
Part 1
You will hear a woman phoning a friend to get information about a job agency. First, you have
Amber: Hello William! This is Amber. You said to phone if I wanted to get more information
about the job agency you mentioned. Is now a good time?
William: Hi Amber. Yes fine. So the agency I was talking about is called Bankside. They are
based in Docklands. I can tell you the address now. 497, East Side.
Amber: Okay. Thanks. So is there anyone in particular I should speak to there?
William: The agent I always deal with is called Becky Jamieson.
Amber: Let me write that down. Becky….
William: Jamieson, J-A-M-I-E-S-O-N.
Amber: Do you have a direct line?
William: Yes. It's in my contacts somewhere. Right. Here, we are. 07866510333. I wouldn't call
her until the afternoon, if I were you. She's always really busy in the morning trying to fill last-
minute vacancies. She is really helpful and friendly. So I'm sure it would be worth getting in
touch with her for an informal chat.
Amber: It's mainly clerical and admin jobs they do it. Isn‘t it?
William: That‘s right. I know you're hoping to find a full-time job in the media eventually. But
Becky mostly recruits temporary staff for the finance sector, which will look good on your CV
and generally pays better too.
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Amber: Yeah. I'm just a bit worried because I don't have much office experience.
William: That wouldn't worry. They'll probably start you as a receptionist or something like that.
So what's important for that kind of job isn't so much having business skills or knowing lots of
different computer systems. It's communication that really matters. So you'd be fine there. And
you'll pick up office skills really quickly on the job. It's not that complicated.
Amber: Okay good. So how long do people generally need temporary staff for? It would be great
if I could get something lasting at least a month.
William: That shouldn't be too difficult. But you're more likely to be offered something for a week
at first, which might get extended. It's unusual to be sent somewhere for just a day or two.
Amber: Right. I‘ve heard the pay isn't too bad. Better than working in a shop or a restaurant.
William: Oh! Yes. Definitely. The hourly rate is about 10 pounds. 11 if you're lucky
Amber: That's pretty good. I was only expecting to get eight or nine pounds an hour.
William: Do you want me to tell you anything about the registration process?
Amber: Yes, please. I know you have to have an interview.
William: The interview usually takes about an hour and you should arrange that about a week in
advance.
Amber: I suppose I should dress smartly, if it‘s for office work. I can probably borrow a suit from
mum.
William: Good idea. It's better to look too smart than too casual.
Amber: Will I need to bring copies of my exam certificates or anything like that?
William: No. They don't need to see those. I don't think.
Amber: What about my passport?
William: Oh, yes, they will ask to see that.
Amber: Okay.
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William: I wouldn't get stressed about the interview that it's just a chance for them to build
relationship with you. So they can try and match you to a job which you'll like. So there are
questions about personality that they always ask candidates. Fairly basic ones and they
probably won't ask anything too difficult like what your plans are for, the future.
Amber: Hahaha!! Hope not!
William: Anyway, there are lots of benefits to using an agency. For example, the interview will
be useful because they'll give you feedback on your performance. So you can improve next
time.
Amber: And I‘ll have access to jobs which aren‘t advertised.
William: Exactly! Most temporary jobs aren't advertised.
Amber: And I expect finding a temporary job this way takes a lot less time. It's much easier than
bringing up individual companies.
William: Yes, indeed. Well, I think I've got…………………………….
Part 2
You will hear a woman giving a presentation about a holiday on an island in Britain that her
company organises. First, you have time to look at questions 11 to 14.
Good Morning! My name is Erica Matthews and I'm the owner of Matthews Island Holidays, a
company set up by my parents. Thank you for coming to this presentation in which I hope to
interest you in what we have to offer.
We‘re a small family-run company and we believe in the importance of the personal touch. So
we don't aim to compete with other companies on the number of customers. What we do, is
build on our many years experience more than almost any other rail holiday company to ensure
we provide perfect holidays in a small number of destinations, which we've got to know
extremely well.
I'll start with our Six-Day Isle of Man Holiday. This is a fascinating island in the Irish sea with
Wales to the south, England to the east, Scotland to the north and Northern Island to the west.
Our holiday starts in Heysham where your tour manager will meet you. Then you'll travel by
ferry to the Isle of Man. Some people prefer to fly from Luton instead. And another popular
42 | P a g e
option is to go by train to Liverpool and take a ferry from there. You have five nights in the hotel
and the price covers five breakfasts and dinners and lunch on the three days when there are
organized trips. Day four is free and most people have lunch in a cafe or restaurant in Douglas.
The price of the holiday includes the ferry to the Isle of Man, all travel on the island, the hotel
and the meals I've mentioned. Incidentally we try to make booking our holidays as simple and
fair as possible. So unlike with many companies, the price is the same whether you book six
months in advance or at the last minute. And there's no supplement for single rooms in hotels. If
you make a booking, then need to change the start date, for example, because of illness, you're
welcome to change to an alternative date or a different tour for a small administrative fee.
Before you hear the rest of the talk, you have some time to look at questions 15 to 20.
Okay! So what does the holiday consist of ? Well on day one, you'll arrive in time for a short
introduction by your tour manager followed by dinner in the hotel. The dining room looks out at
the river close to where it flows into the harbour and there's usually plenty of activity going on.
On day two, you'll take the coach to the small town of Peel on the way calling in at the Tynwald
exhibition. The Isle of Man isn't part of the United Kingdom and it has its own parliament called
Tynwald. It's claimed that this is the world's oldest parliament that‘s still functioning and that it
dates back to 979. However, the earliest surviving reference to it is from 1422. So perhaps it
isn't quite as old as it claims.
Day three, we have a trip to the mountains, Snaifell. This begins with a leisurely ride along the
Promenade in Douglas in a horse-drawn tram. Then you board an electric train which takes you
to the fishing Village of Laxee. From there, It's an eight kilometer ride in the Snaifell mountain
railway to the top. Lunch will be in a cafe giving you spectacular views of the island.
Day 4 is free for you to explore using the pass which we will give you. So you won't have to pay
for travel on local transport or for entrance to the island's heritage sites. Oh, you might just want
to take it easy in Douglas and perhaps do a little like shopping.
The last full day, day five is for some people the highlight of the holiday with a ride on the steam
railway from Douglas to Port Erin. After some time to explore, a coach will take you to the
headland that overlooks the Calf of Man, a small island just off the coast. From there you
continue to Castle town which used to be the capital of the Isle of Man and its medieval castle.
And on day six, it's back to the ferry or the airport If you flew to the island and time to go home.
Now, I'd like to tell you…………...
Part 3
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You will hear two psychology students discussing the effects of the order in which the children in
a family are born. First you have some time to look at questions 21 to 26.
Ruth: Ed, how are you getting on with the reading from presentation next week?
Ed: Well, okay Ruth, but there's so much of it.
Ruth: I know. I hadn‘t realized birth order was such a popular area of research.
Ed: But the stuff on birth order and personality is mostly unreliable. From what I've been
reading, a lot of the claims about how your position in the family determines certain personality
traits are just stereotypes with no robust evidence to support them.
Ruth: Okay, but that's an interesting point. We could start by outlining what previous research
has shown. There are studies going back over a hundred years.
Ed: Yeah, so we could just run through some of the typical traits like the consensus seems to be
that all these children are generally less well adjusted because they never get over the arrival of
a younger sibling.
Ruth: Right. But on a positive note, some studies claim that they were thought to be good at
nurturing. Certainly in the past when people had large families, they would have been expected
to look after the younger ones.
Ed: There isn't such a good picture for middle children. But one trait that a lot of the studies
mention is that they are easier to get on with than older or younger siblings.
Ruth: mmmm...Generally eager to please and helpful. Although that's certainly not accurate, as
far as my family goes. My middle brother was a nightmare always causing fights and envious of
whatever I had.
Ed: As I said, none of this seems to relate to my own experience. I'm the youngest in my family
and I don't recognize myself in any of the studies I've read about. I'm supposed to have been a
sociable and confident child who made friends easily, but I was actually terribly shy.
Ruth: Really. That's funny. There have been hundreds of studies on twins, but mostly that
nurture versus nature.
Ed: There was one on personality, which said that a twin is likely to be quite shy in social
situations. Because they always have their twin around to depend on for support.
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Ruth: My cousins were like that when they were small. They were only interested in each other
and found it hard to engage with other kids. They find no other.
Ed: Only children have had a really bad press. A lot of studies have branded them as loners.
They think the world revolves around them because they've never had to fight for their parents
attention.
Ruth: That does seem a bit harsh. One category, I haven't considered before was children with
much older siblings. A couple of studies mentioned that these children grow up more quickly
and are expected to do basic things for themselves, like getting dressed.
Ed: I can see how that might be true. Although I expect there, sometimes the exact opposite.
Playing the baby roll clamouring for special treatment.
Before you hear the rest of the discussion, you have some time to look at questions 27 to 30.
Ruth: What was the problem with most of these studies? Do you think?
Ed: I think it was because in a lot of cases data was collected from only one sibling per family
who rated him or herself and his or her siblings at the same time.
Ruth: mm...Some of the old research into the relationship between birth order and academic
achievement has been proved to be accurate though. Performances in intelligence tests
declined slightly from the eldest child to his or her younger siblings. This has been proved in lots
of recent studies.
Ed: Yes, although what many of them didn't take into consideration was family size. The more
siblings that are the likely of the family is to have a low socioeconomic status which can also
account for differences between siblings in academic performance.
Ruth: The oldest boy might be given more opportunities than his younger sisters, for example.
Ed: Exactly.
Ruth: But the main reason for the marginally higher academic performance of the oldest
children is quite surprising. I think. It's not only that they benefit intellectually from extra attention
at a young age, which is what I would have expected. It's that they benefit from being teachers
for their younger siblings by verbalizing processes.
Ed: Right and this gives them status and confidence which again contributes in a small way to
better performance. So would you say sibling rivalry has been a useful thing for you?
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Ruth: I think so. My younger brother was incredibly annoying and we fought a lot but I think this
has made me a stronger person. I know how to defend myself. We had some terrible arguments
and I would have died rather than apologize to him. But we had to put up with each other and
most of the time we coexisted amicably enough.
Ed: Yes. My situation was pretty similar. But I don't think having two older brothers made me
any less selfish. I was never prepared to let my brothers use any of my stuff.
Ruth: That's perfectly normal………...
Part 4
You will hear a student giving a presentation about a type of tree known as the Eucalyptus,
which is common in Australia. First, you have some time to look at questions 31 to 40.
Today, I'm going to talk about the Eucalyptus tree. This is a very common tree, here in Australia,
where it's also sometimes called the Gumtree. First, I'm going to talk about why it's important.
Then I'm going to describe some problems, it faces at present. Right. Well, the Eucalyptus tree
is an important tree for lots of reasons. For example, it gives shelter to creatures like birds and
bats. And there‘s another species also depend on it for food, particularly the nectar from its
flowers. So it supports biodiversity. It's useful to us humans too because we can kill germs with
a disinfectant made from oil extracted from Eucalyptus leaves. The Eucalyptus grows all over
Australia and the trees can live for up to 400 years. So it's alarming that all across the country,
numbers of Eucalyptus are falling because the trees are dying off prematurely. So what are the
reasons for this?
One possible reason is disease. As far back as the 1970s the trees started getting a disease
called Mundulla yellows. The tree's leaves would gradually turn yellow. Then the tree would die.
It wasn't until 2004 that they found the cause of the problem was lime or calcium hydroxide to
give it its proper chemical name, which was being used in the construction of roads. The lime
was being washed away into the ground and affecting the roots of the Eucalyptus trees nearby.
What it was doing was preventing the trees from sucking up the iron they needed for healthy
growth. When this was injected back into the affected trees, they immediately recovered. But
this problem only affected a relatively small number of trees.
By 2000 huge numbers of Eucalyptus were dying along Australia's east coast of the disease
known as Bell miner associated Dieback. The Bell miner is a bird and the disease seems to be
common where there are high populations of Bell miners.
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Again, it's the leaves of the trees that are affected. What happens is that insects settle on the
leaves and eat their way around them, destroying them as they go and at the same time, they
secrete a solution which has sugar in it. The Bell miner birds really like this solution and in order
to get as much as possible, they keep away other creatures that might try to get it. So these
birds and insects flourish at the expense of other species and eventually so much damage is
done to the leaves, that the tree dies.
But experts say that trees can start looking sick before any sign of Bell miner associated Die
back. So it looks as if the problem might have another explanation. One possibility is that it's to
do with the huge bushfires that we have in Australia. A theory proposed over 40 years ago by
ecologist William Jackson, is that the frequency of bushfires in a particular region affects the
type of vegetation that grows there. If there are very frequent bushfires in a region this
encourages grass to grow afterwards while if the bushfires are rather less frequent this results in
the growth of Eucalyptus forests. So why is this? Why do fairly frequent bushfires actually
support the growth of Eucalyptus? Well, one reason is that the fire stops the growth of other
species which would consume water needed by Eucalyptus trees.
And there's another reason. If these other quick growing species of bushes and plants are
allowed to proliferate, they harm the Eucalyptus in another way by affecting the composition of
the soil and removing nutrients from it. So some bushfires are actually essential for the
Eucalyptus to survive as long as they are not too frequent. In fact, there's evidence that
Australia's indigenous people practiced regular burning of bushland for thousands of years
before the arrival of the Europeans. It seems Europeans arrived on the continent, the number of
bushfires has been strictly controlled. Now scientists believe that this reduced frequency of
bushfires to low levels has led to what's known as dry rainforest which seems an odd name as
usually we associate tropical rainforest with wet conditions. And what's special about this type of
rainforest? Well, unlike tropical rainforest, which is a rich ecosystem, this type of ecosystem is
usually a simple one. It has very thick dense vegetation, but not much variety of species. The
vegetation provides lots of shade. So one species that does find it ideal is the Bell miner bird
which builds its nests in the undergrowth there. But again, that's not helpful for the Eucalyptus
tree.
That is the end of part 4. You now have one minute to check your answers to part 4
That is the end of the listening test. In the IELTS test, you would now have 10 minutes to
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Test 6
Listening Test 6
You will hear a number of different recordings and he will have to answer questions on what you
hear. There will be time for you to read the instructions and questions and he will have a chance
to check your work. All the recordings will be played once only the test is in four sections right all
your answers in the listening question booklet. At the end of the test, you'll be given 10 minutes
to transfer your answers to an answer sheet.
Now turn to section 1 on page 2 of your question booklet.
Louise wants to join a video library. You will hear a conversation between Louise and the owner
of the video library. At first you have some time to look at questions 1 to 5.
Listen carefully to the conversation and answer questions 1 to 5.
Louisa: Oh, hello, I'd like to join the video library.
Man: Okay, would you like to fill in the application form now?
Louisa: Yes, I can do it now.
Man:Hold on. Can I get a form,Now I'll just ask you a few questions and then I'll get you to sign
at the bottom.
Louisa: Right?
Man:What's your full name ?
Louisa:Louise Cynthia Jones.
Man: Jones?
Louisa: Yes, that's right.
Man:Okay. And what's your address apartment?
Louisa:Apartment 1, 72 Blackstreet Highbridge next street.
Man:Highbridge it's just around the corner, isn't it?
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Louisa: Yes.
Man:Okay, so the postcode is 2085, right?
Louisa:Yes, 2085
Man:and your telephone number?I need both home and work
Louisa:Home is 98356712 and work is 94561309. Do you need any ID or anything like that?
Man:Yes. We need your driver's license number, that is if you have one.
Louisa:Yes, I know it off by heart. It's an easy ,2020 BD,do you need to see it?
Man:Yes, I'm afraid I do.
Louisa: Here.
Man:Right? Thanks. And could you tell me your date of birth, please?
Louisa:25 July 1977
Man:But could I just ask you a few questions for a survey when conducting?
Louisa:Okay
before the conversation continues you have some time to look at questions 6 to 10.
Man:What kind of videos do you prefer to watch a look at this list?
Louisa:Well, I love anything that makes me laugh. I just love to hear jokes and funny
punchlines. I'm not very keen on westerns. Although my father likes them,I'm a real softy. So
anything with a bit of a love story is good for me. It doesn't matter how old, not musicals though.
They're too much
Man:anything else.
Louisa: I'm completely taken by documentaries of The Great Outdoors, you know the sort,
animals plants and Faraway places.I saw a wonderful on Dolphins last week it was amazing
now.
Man:I think that's all for me. Except I need you to sign here on the line. Here's a pen.
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Oh i nearly forgot the membership fee. Is $25 refundable if you leave the library for any reason
Louisa:and do I sign here?
Man:Yes, that's it. You can borrow videos now if you like, but your card won't be ready until next
week. You can come and pick it up. When you bring your first videos back. That is if you want to
take some now.
Louisa: Yes, I'd like to have a look around.
Man: fine.
That is the end of Section 1 you will now have half a minute to check your answers. Now turn to
section 2.
Section 2
You will hear a radio interview about an expedition across the Arturo mountains. First you have
PAUSE
Now listen carefully to the interview and answer questions 11 to 15.
Interviewer:A Dream came true in 1995 when over 96 days of the spring and summer an
expedition of four men undertook what they believed to have been the first and only complete
end-to-end Crossing of Morocco's Arturo mountains. I will talk to Charles Owen, the leader of
the Expedition group about the trip, Charles how much planning we know beforehand?
Charles Owen: Well as you know,i run these walking trips across the mountains for tourists
and over the years,I've collected maps and other data to prepare what I call a route book for this
trip and this book basically shows the route across the mountains that we took.
Interviewer:You actually broke records while you were out there didn't you?
Charles Owen:Hmm Yes. It was 900 miles in total and we managed to climb 32-piece. There
were over 3,000 meters high including two Carl which is of course the highest in North Africa.
We weren't actually out to make a name for ourselves. It just happened. Really.
Interviewer:What was the weather like?
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Charles Owen:it got us right from day one and we were pretty taken aback really to find that it
rained for quite a number of days and so we were forced to start re-planning our roots almost
from the outset. One of the obvious problems is the heavy snow which blocks the mountain
passes. So you have to make considerable details when we were on the way to Emil chill, for
example, the snow forced us into a northern bypass which was new to us. But anyway, either
way we would have been rewarded because we fell upon an amazing high meadows huge
gorgeous and wonderful snowcap Mountain the scenery was as fine as any we saw on the trip.
And that was how it was every time having to take another pass was never a disappointment.
You now have some time to look at questions 16 to 20.
Now listen to the rest of the interview and answer questions 16 to 20.
Interviewer: It was in many ways a social trip wasn't it?
Charles Owen:Yes. Yes. We'd arranged to meet up with friends at various points on the
journey. I mean, this was actually one of the purposes of the trip and we managed to keep all
these dates which well it's amazing really considering the details we made and an old friend
acted as a sort of transport organizer for everyone and the hotel alley in Marrakesh was a good
social base. I'd really recommend it. Although I can't remember who runs it. Anyway, groups of
friends actually joined us for three weeks since and others just linked up with us some of whom
we have met before the trip at all have tagged on for short bursts, people from the area who just
came along for the ride, but outside the major visitor areas like to come, we only met one other
group of Travelers like ourselves in the whole 96 days.
Interviewer:whether any bad moments?
Charles Owen:Well, we took two long-suffering donkeys with us to help transport water and
tents and things. I suppose if we were to do it all again we‘d probably have higher donkeys
along the way Tarzan and Tamre as we call them after the last places in the trip. Well, they
made quite a unique Journey between them, but it was continuously demanding for them.On
both the really high summits. They took diversion,they were quite out of character, and I can
only assume that it must have been due to tiredness.
Interviewer: Well, thank you. And Charles has put together a video about this journey and
continues to lead groups to the Arturo mountains. So if you want further information.
That is the end of section 2 you will now have half a minute to check your answers.
Now turn to section 3
Section 3
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You will hear two new students Jane and Tim talking about their university studies. First
you have some time to look at questions 21 to 25.
Now listen carefully to the discussion and answer questions 21 to 25.
Jane: Hi Tim!
Tim: Jane!
Jane:how are you?
Tim:Hi
Jane:I have been wondering when i would run into you,have you been here long?
Tim:I just arrived yesterday,sunday.How about you?
Jane:I got here a few days ago on saturday no,wait a minute, what‘s today …? Friday not
saturday!
Tim:But we didn't have to be here until today?
Jane:Yes, I know but I wanted to get my things moved into my room and just take a look
around. So did you decide to do English in the end?
Tim: No, I changed my mind and opted for history instead and you're doing biology if I
remember correctly.
Jane:Yes, although to start with that. I couldn't decide between that and geography.
Tim:How much reading have you got? I was given an amazingly long list of books to read see!
Jane:Wow it does look pretty long.
Tim:Well, I counted 57. I can hardly believe it. What's your least like?
Jane:Well, it's not as long as yours, but it's still pretty big 43. I don't know how I'm gonna get
through them all.
Tim:Well, you don't have to read them all this week. You just have to stay ahead of the lectures
and seminars and we got your class schedule.
Jane:Yep. It came with a reading list. When is your first lecture?
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Tim: Tuesday.How about you?
Jane:The day after it's my busiest day. I've got two lectures in the morning and one in the
afternoon.
Before the discussion continues You have some time to look at questions 26 to 30.
Jane: It's going to be different from school, isn't it?
Tim: Yeah, particularly the lectures. Have you got any special strategy for listening to lectures?
Jane:Well, I'm going to use a cassette recorder and record them all.
Tim: What, are you allowed to ?
Jane:Sure lots of people do it nowadays. It means you can listen to the lectures all over again
and later make really good notes.
Tim:I can't really do that. I like to take notes when I am listening. I usually find I get all the
important points. Reading is difficult. My Approach is to skim the book first to see what's what,it
saves the House of time.
Jane: But what if you miss something?
Tim: you don't mean you're going to read every word. Do you?
Jane: Well, that's what I usually do.
Tim:Well, that's up to you. But I think you're crazy.
Jane:What's your first lecture on anyway?
Tim:So it's on the French Revolution.
Jane: the French Revolution! how boring!
Tim:No, it's not boring at all. It was an amazing period of History, it changed everything in
Europe. So what‘s your first lecture all about?
Jane: It's about animal behavior. It sounds really interesting.
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Tim:Look, I was on my way to the library. I'm going to get some of these books out and start
reading through the first essay I've got to write
Jane: And what have you got to write about?
Tim: You'll never believe it. I think our professor must have a sense of humor. He's given us the
title. Why study history?
Jane:That's a good one when you found the answer let me know.
Tim:I'm going to enjoy writing it. Have you been given any writing assignments yet?
Jane: Yes. I've got to write about animal language
Tim:That‘s a challenge I suppose. You'll be off to the zoo to do field research.
That is the end of Section 3 you will now have half a minute to check your answers.
Section 4
You will hear a lecture being given to school leavers on the jobs people can get in sport
and the training programs available to prepare for those jobs. First you have some time
Now listen carefully to the lecture and answer questions 31 to 40.
Welcome to further education information week. This is the physical education faculty session
and I'm the head of the faculty.During the course of this morning we hope to give you a clearer
idea of what we offer in our training programs and we will look at the types of courses and the
entry requirements if any for those courses at some of these courses are open to school
leavers, but for some you need previous qualifications or relevant successful employment. So
firstly the physical fitness instructors course is offered as a six-month certificate course which
includes an important component of personal fitness, but there are no specific entry
requirements. For Sports administrators, we provide a full month certificate course, but you
should be aware that this is designed for those who are in employment. This employment must
be current and related to sports Administration.For the sports psychologist course, we offer a
one-year diploma course, but this diploma course is available only to those who already hold a
degree in Psychology. So you need to make sure you have that before you apply to do this
course.
Now for physical education teachers, we offer a four-year degree in education. This degree
course is designed for preparing students to teach in primary and secondary schools and needs
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no prior qualifications as it is entered directly by school leavers and lastly for the recreational
purposes course, we offer a six months certificate entry to this course normally includes
applicants of a wide range of ages and experiences, but we do not insist on any prerequisites
for this course.
Remember that this is a vocational training institute. We train you so that you can take up a
particular kind of job. So it is important that you know the main roles of the jobs, what the work
is like and what kind of qualities you need to succeed at them. A physical fitness instructor
works in the health and fitness centers preparing individual programs for ordinary members of
the public.Physical fitness instructors prepare routines of exercises to suit the individual clients
age and level of fitness.
Sports administrators run clubs and sporting associations. Their duties include such things as
booking playing fields with local councils and organizing the schedule of games or events for the
club so they need good organizational skills. Sports psychologists spend time with professional
athletes helping them approach competition with a positive mental attitude to enable them to
achieve their personal best. They do this by improving motivation and concentration or assisting
with Stress Management. The physical education or PE teachers instruct young students in how
to exercise, play sport and do other recreational activities correctly and safely.PE teachers help
the development of coordination, balance posture and flexibility with things like civil catching
and throwing skills. They are not expected to be experts in all sports, but must be able to show
students the basic techniques involved in a wide range of activities.
Recreation offices often find themselves working for local government authorities and local
groups. Their aim is to raise people's awareness of Healthy Lifestyles and improve general
fitness through arranging recreational activities for groups of all ages from the very young to the
elderly. There are many other job opportunities which our graduates can look forward to if you're
interested in any of these.
That is the end of section 4 you will now have half a minute to check your answers.
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Test 7
Listening test 7
You will hear a number of different recordings and you will have to answer questions on what
you hear. There will be time for you to read the instructions and questions and you will have a
chance to check your work. All the recordings will be played once only. The test is in four parts
at the end of the test you will be given 10 minutes to transfer your answers to the answer sheet.
No, turn to part one.
Part 1
You will hear a phone conversation between an estate agent and a woman wishing to rent a
commendation first. You have some time to look at questions 1 to 10.
Man: How can I help you?
Woman: Oh, hello. I'm calling from the UK, my family and moving to Canada early next year
and we're hoping to find somewhere to rent in Fairfield for the first six months while we settle in
Man: Right.I see. Well, let's get your details.
Woman: Yes. My name's Jane Rider.
Man:Okay,Jane and can I have a phone number.The best number to get you on.
Woman: Well, that'd probably be our home number. So 0044 for the UK and then it's 208 613
2978.
Man:All right, and an email address, please so we can send you out all the information and
forms.
Woman: I think it's best if I give you myhusband's email. He's sitting in front of a computer all
day so he can print stuff off and get it back to you sooner than I could. It's
Richard@visiontech.co.uk I'll just spell the company name for you. That's V I S I O N T E C H.
Man: Great and we have a question here about occupation.
Woman: Richard is an IT specialist for an advertising company. They're transferring him to

their Fairfield branch.
Man: Actually just your job for now. Thanks
Woman: Me! I'm a doctor at the hospital in our town.
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Man:Okay, I'll put that down. Now, what kind of accommodation are you looking for house
apartment
Woman: An apartment,Probably as long as it has two bedrooms, they'll be my husband and

our 10 year old son.
Man: And so with an apartment you're less likely to get a garden.
Woman: That's okay.
Man: But what about a garage? Is that something you'll want the apartment to have?
Woman: Yes, that's definitely important.
Man: Okay, just a moment. I'll just make a note of that.
Woman: But before we go on I should probably say now that what we don't need is any
furniture because we'll be shipping all that.I don't really want to pay for storage while we're
waiting to buy a house.
Man: Not a problem. I'll make a note of that.
Actually though. Just thinking about the kitchen. What can I expect from a rental property? I
mean, what kind of equipment is provided?
Man: Well, the normal thing is that you get a stove. That's a cooker in British English.
Woman: Okay good to know. But how about a fridge we will be selling ours before we come so
if possible we'd like the apartment to have one for when we arrived.
Man:I can certainly add that to the form if there's any other white where that you need like a
dishwasher. For example, there are plenty of stores here that'll arrange delivery on the same
day as purchase.
Woman: Thanks. Hopefully we won't need to buy too many things.
Man: Now, how about location? Have you done any Research into the Fairfield Area?
Woman: Not that much so far.
Man: Well, you mentioned you have a boy. I imagine you'd like to be fairly close to a school
Woman: Good idea ! that would help. What's public transport like in Fairfield. Is it easy to get
around?
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Man: The bus service is pretty comprehensive.There are plenty of local routes Services into the
City and out of town.
Woman: Okay, and for a two-bedroom apartment what sort of rent should we expect to pay?
Man: Well looking at the properties we have at the moment prices start from around seven
hundred and thirty dollars per month and depending on the area can go up to Two hundred
dollars.
Woman: That's too much something halfway would be better.
Man: So would your limit be say 950 dollars.?
Woman: I'd say so yes.
Man: Can I ask if you smoke or if you have any pets.
Woman: No to both questions, but I do have one more request, please.
Man: Yes.
Woman: Well, I've also been offered a job at Victoria General Hospital and I suspect I'll be
working nights occasionally. So what I really need from any apartment is for it to be quiet so I
can catch up on sleep if necessary during the day.
Man: Congratulations on the job offer. What I'll do is compile a list of suitable properties for you
and send them via email. Can I just ask how did you hear about us? Obviously not from our
commercials if you're living in the UK.
Woman: Actually, it was a friend of ours, he spent a few months in Fairfield a couple of years
ago and he pointed Us in the direction of your website.
Man: Well, it's good to be recommended. So what…
Part 2
You will hear a police officer giving advice on protection against local crime first, you
Well, good afternoon. I'm constable James McDonald. And as you may know I'm the community
police officer for the local area. That means that as part of my job, I try to get out in the
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community as much as possible, talk to the people that live in this neighborhood, people like
yourselves and make sure there's an effective level of communication between the public and
the police hence the reason for this meeting.
There have been several burglaries in the area in the last few weeks and I'd like to talk about
ways. You can keep your home and property safe. So I'd suggest that a good way to start is by
talking to your neighbors and exchanging contact details with them. This will allow you to get in
touch immediately if there's anything suspicious happening next door.Then make sure you have
a good discussion about the best course of action to take in case of an emergency make sure
everyone is clear about what to do and who to call.If you plan ahead this will prevent uncertainty
and even panic should anything happen later. Another thing that I would advise you to do is
always leave your radio playing even when you go out and if you keep your curtains closed
burglars are less likely to try and break in because they can't be sure whether someone's home
or not.
No, none of us want to be in the situation where we can't get into our own home, but do take
time to think we're the best and safest place is to leave your spare keys putting them under the
doormat or anywhere near the front door is just asking for trouble you'd be surprised how many
people actually do this and it makes life really easy for burglars. All these things will help keep
your community safe and will cost you nothing. However, if you are going to spend some
money, what I recommend more than anything else is that you invest in some well-made
window locks for your house. This will give you peace of mind.
Before you hear the rest of the conversation, you will have some time to look at the
questions 16 to 20.
Okay moving on. Unfortunately, there's been an increase in the number of minor crimes and
anti-social behaviour in the general area. And I want to talk about some specific prevention
measures that are being proposed. First of all the skate park as you probably know it's well
used by younger people in our community, but unfortunately, we're getting more and more
reports of broken glass making it especially dangerous for younger children one possible
solution here is to get rid of some of the trees and bushes around the park making it more
visible to passersby and vehicles. If the vandals know they're being watched this might act as a
deterrent.As you will have heard a couple of local primary schools have also been vandalized
recently despite the presence of security guards the schools don't have the funds for video
surveillance. So we need the neighborhood to call their nearest police station and report any
suspicious activity immediately. Please don't hesitate to do this. I expect most of you are familiar
with the problems facing Abbotsford Street. It seems that no amount of warning signs or speed
cameras will slow.
speeding drivers down. I'm having to say however that the council have agreed to Begin work
over the next few months to put in a new round about what else? Oh, yes, the news agent and
the gift shop on Victoria Street were both broken into last week and although no money was
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taken the properties have suffered some serious damage.Access was gained to these shops
through the small Alleyway at the back of the properties. It's dark and as you can imagine no
one saw the thief or thieves in action. So we've been advising shop owners along there about
what kind of video recording equipment they can have put in.We will then be able to get
evidence of any criminal activity on film. The supermarket car park is also on our list of problem
areas. We've talked to the supermarket managers and Council Authorities.And we've advised
them to get graffiti cleaned off immediately and get the smashed lights replaced. If you don't
deal with this sort of thing at once there's a strong possibility that the activity will increase
spread and then
That is the end of part 2 you now have 30 seconds to check your answers to part 2.
Part 3
You had two students discussing a presentation. They're going to give first you have some time
Girl: Hi Robert.
Robert: Hi. Sorry I'm late. I was just printing off some pages about food waste in Britain.
Girl: Do you want to include Britain in the presentation? I thought we were concentrating on the
USA.
Robert:Well, it is a global problem. So I thought we ought to provide some statistics that show.
Girl: that‘s fair enough. What did you find out?
Robert: Well, I was looking at a british Study from 2013 it basically concluded that 12 billion
pounds worth of food and drink was thrown away each year all of it ending up in landfill sites
over 8 million tons, and that wasn't including packaging.
Girl: an incredible amount!
Robert: Yes, and they were only looking at what households threw away. So there's no
information about About restaurants and the catering industry, but one thing to study did
investigate ,was the amount of milk and soft drinks that were wasted and I think it was probably
quite unique in that respect.
Girl: Interesting, you know in the other European reports I've read there's one thing they have in
common when they talk about carbon dioxide emissions.
Robert: I know what you were going to say.They never refer,fuel that farms and factories
require to produce the food and the carbon dioxide that it releases!
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Girl: Exactly. We could really cut down on carbon emissions if less food was supplied in the
first place. To my mind the reports talk too much about the carbon dioxide produced by the
trucks that deliver the fresh goods to the shops and take the waste away. They forget about one
of the key causes of carbon dioxide.
Robert:Absolutely if the reports are actually going to be useful to people they need to be more
comprehensive.
Girl: Who do you mean by people?
Robert:Well the government Industries, People making television programs. Have you seen
any documentaries about food waste?
Girl: Not that I remember
Robert:my point exactly these days; they all seem to be focusing on where your meat, fruit and
vegetables are sourced from and we're being encouraged to buy locally not from overseas.
That's probably a good thing, but I still like to see something about waste.
Girl: yes, it's the same with magazine articles. It's all about fat and sugar content and the kind
of additives and coloring in food, but nothing about how it reaches your table and what happens
after it ends up in the bin.
Robert: Well, we've only got 15 minutes for this presentation. So I think we'll have to limit what
we say about the consequences of food waste.What do we want to concentrate on?
Girl: Well, I know some of the other presentations are looking at food and farming methods and
what they do to the environment. So I think we'll avoid that and the fact that in some countries
people can't afford the food grown on their own farms that was covered last term.
Robert:Okay. We don't want to repeat stuff .
Girl: What concerns me above all else is that in a recession governments should be
encouraging businesses to find ways to cut costs, apparently supermarkets in the USA lose
about 11% of their fruit to waste that's throwing money away.
Robert:All right, we'll focus on that problem. It should get the other's attention anyway.Now
how do you want to begin the presentation? Let's not start with statistics though because that's
what everybody does.
Girl: I agree. How about we give the other students a set of questions to answer about what
they suspect they waste every day.
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Robert: I'm fine with that. Probably a better option than showing pictures of landfill sites. It'll be
more personalized that way.
Girl: Alright now, let's start.
Robert:Okay, shall we now have a look at the projects that different researchers and
organizations are working on.
Girl: for me the project I really liked was the one Tufts University, you know where they've
invented tiny edible patches to stick on Fresh Foods that show you what level of bacteria is
present. And so whether you can eat it.
Robert:It's a great idea as it tells you if you need to hurry up and eat the food before it goes off.
The other good thing about the patches is that apparently they'll be cheap to manufacture.
Girl: Good, then the other thing I thought was great was the Massachusetts Institute of
Technology project.
Robert: I hadn't seen that.
Girl:Well, they've developed. Sensors that can detect tiny amounts of ethylene ethylene is the
natural plant hormone in fruit that makes them turn ripe. Apparently the researchers think that
they can attach the sensors to cardboard boxes and then supermarkets can scan the sensors
with a portable device to see how ripe the fruit inside is. That's got to be a quicker way to check
for ripeness than taking each box off the shelf and opening it.
Robert: Definitely and I thought that lean path was worth mentioning to their waist tracking
technology means that Caterers can see how much food is being wasted and why that'll
increase profits for them eventually.
Girl:Yes. And did you read about 0% they've produced this Smartphone application that allows
restaurants to send donation alerts to food charities.The Charity's can then pick up the
unwanted food and distribute it to people in need.
Robert: In the long run. That'll definitely benefit poor families in the neighborhood. No kids go to
school hungry.
Girl: I agree and I read that quite a few local governments in the USA are thinking about
introducing compulsory composting in their states. So you can't put any food waste into your
rubbish bins. Just the compost bin.
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Robert: Well, I guess that means a bit more work for people. I mean, I have to separate the
organic and inorganic waste themselves before they take it out to the compost bin and you
know how lazy some people are, but I guess if we all start composting and we'd be doing
something positive about the problem of food waste ourselves rather than relying on the
government to sort it out having said that not everyone has a garden.
That is the end of part 3 you now have 30 seconds to check your answers to part 3.
Part 4.
You will hear a lecture about Maori kite-making first. You have some time to look at
questions 31 to 40.
Well, good morning everyone. As you know, we've been looking at different kinds of art and
craft the book practice by the Maori people of New Zealand at least before the Europeans
began to arrive in the 18th century. So the focus of this lecture is kite-making, how the kites
were made,their appearance and the purposes they served. Well, let's start with the way they
were made as with other Mary Artistic Traditions kite-making involved, certain rituals.
So firstly only priests were allowed to fly and handle the largest, most sacred kites. There were
rules for the size and scale of the kites that the priests had to follow and during the preparation
of both small and large kites food was strictly forbidden. In terms of appearance kites were
frequently designed in the image of a native bird or a married God and sometimes perhaps less
often a well-known hero. You can imagine the Win Maori first arrived in the new country in New
Zealand. It may have taken some time to find suitable materials for their carts, but through trial
and error no doubt, they found plants and trees that provided bark and even Roots they could
use to make the frames and wings at their Kites. And after the frame had been constructed the
kite then had to be decorated.For this the priests used long grasses and these when the card
was in the air which streamed along behind it, they also used a variety of feathers to add color
to their Creations. Well all this meant it was easy to see a kite in the sky, but you could also
hear Maori kites. They could be quite noisy indeed. And this was because some priests like to
hang a long row of shells from the kite. You can imagine how that rattle and clatter in the wind.
How they might completely capture your attention. As I said before the most common image
was probably a bird and that's the same for other kite-making cultures, but the kites were
designed in particular shapes. So there were kids that were triangular rectangular and also
shaped like a diamond and some of them were so large. It would actually require several men to
operate them. Some of the kites were also covered in patterns and to make these patterns the
Maori use different.Pigments of red and black and these were either made from a charcoal base
or from Red brown clay, which had been combined with oil obtained from a local species of
shark.
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Now before I forget if you have a chance, do visit the Auckland Museum because they have the
last surviving Birdman kite on display. This is the kind of kite that has a wooden mask of the top
of the frame. It's a mask of a human head and you can clearly see it has a tattoo and also a set
of teeth quite impressive and a good example of Maori craftsmanship and symbolism.Right,
Turning to the purpose and function of the kites. They certainly had multiple uses primarily. The
flying kites were a way of communicating with the gods. And when the kites rose into the air the
mayor used them to deliver messages, perhaps requesting a good harvest ,good fortune and
wore a successful hunting expedition. So these kites were incredibly valuable to a community
treasured objects that one ravishing would pass to the next people would also fly kites for other
reasons for example to attract the attention of a neighboring village. This was done when a
meeting was required between Maori elders, a convenient method indeed and finally when it
comes to war there are traditional stories that describe how when a Maori Warrior found himself
surrounded by his enemies a kite could actually provide the possibility of escape the kites were
powerful.
Enough to take a man up into the air and for this reason they could also be used to lower him
into enemy fortifications so that an attack could begin from the inside. Well, I'm happy to say
there seems to be a revival and growing interest in kite-making.
That is the end of part four.You now have one minute to check your answers to part 4. That is
the end of the listening test. In the aisles test he would not have ten minutes to transfer your
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Test 8
Section 1
You will hear a science student inquiring about English courses at a university Language
Center. You now have 30 seconds to read questions one to seven.
Student: Hi, I've come to ask about the English courses you run for international students,
Speaker 2: Oh, right. I assume you‘re a student of the University.
Student: That‘s right. I‘ve just started.
Speaker 2: Okay, we‘ve got a range of courses. It depends on what you think you need. We
can‘t run everything at the same time though. For example, in this first term, we are just doing a
writing course.
Student: I see. That sounds quite useful. What else is there?
Speaker 2: Umm, some of the courses only run for simple terms and we tend to focus on what
students have difficulty with. That means we don't usually do speaking courses, but the next
term you can do listening. That'll help you with lectures and things. Our provision is all based on
what the majority of our international students need.
Student: So is everything term-based? There's nothing that you run all year?
Speaker 2: Well, let‘s have a look. Yes, there‘s a class for grammar and for vocabulary every
term. That‘s for everybody, but it‘s split into three of four levels.
Student: And what about in the holidays?
Speaker 2: We don‘t do anything in the winter or spring break. But over the summer, there‘‘s
just general classes, because that‘s what most students want. A bit of everything.
Student: Okay, quite a variety then. I‘ll have to think about what I need, as I haven‘t got much
time. Do you have about 20 students in each class, the same as our science seminars?
Speaker 2: We try to keep it at about 12 and certainly not more than 15. It's important for
language classes. They are very different from your normal courses.
Student: Right. And how much are the classes?
Speaker 2: The rate varies depending on how many hours you attend, but you shouldn‘t have
to pay. Usually the department would fund you, and even sort out which classes you need.
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Student: Brilliant. It would be quite useful to have a certificate to take back to my country. Do
you put us in for exams?
Speaker 2: Yes, but we don't like them to clash with your main course exams in June. So we
run them in May. That leaves you time for revision.
Student: Do I have to sign up for something now? I‘m not quite sure what I want.
Speaker 2: Classes haven‘t quite started yet. So you have time to decide what you do. All we
insist is you sign up before week five. That gives you about three weeks to decide.
Student: Okay.
You now have 15 seconds to read questions 8 to 10.
Speaker 2: Then, then you made up your mind, you need to come back here to the
administration office to enroll.
Student: What do I need to bring with me when I enroll? My identity card, I guess.
Speaker 2: Yes, or your passport and then you'll be given a registration form which you'll have
to show the teacher when you have your first class.
Student: Okay, And should I ask my tutor about which classes I should do then?
Speaker 2: Yes. Then you get a note from him and give that to the desk when you register.
Student: Can I use the computers here as well?
Speaker 2: Yes. You‘ll be given a password when you go to your first class. So remember to
bring a disk to save your work on, as you won‘t be allowed to save it on the hard drive.
Student: Okay. Will I need anything else? A dictionary?
Speaker 2: Oh we got loads of those here, so no need to bother. But you need a notebook as
we don't provide paper or files.
Student: Okay. Thanks.
Section 2
You will hear a man giving some information about transport in London. You now have 30
seconds to read questions 11 to 15.
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Speaker 1: Hello, can I help you?
Speaker 2: Hi. Yes. I was wondering what the best way was for me to get around London.
Speaker 1: Well, there are a lot of possibilities. As you probably realize the main ways to get
around our bus train and tube. The underground. It depends on how much you want to spend.
All forms of transport offer special tickets, such as cheap day returns on the trains and so on.
Overall you'll spend less on the bus as it operates on a basic flat fare for each Journey, but of
course it may not go to where you need to travel to.
The mainline trains only operate in the outlying areas. Though a few cross London, whereas the
tube has stations which are placed in central areas of the city, close to the main sites and
shops. Obviously, there are more bus stops, but you will probably have to change buses to get
where you want which can be inconvenient. You will find that the buses are mainly in the central
areas, but some tube lines go quite a long way out of London, so you could use this for longer
Journeys.
Having said that the tubes do get very crowded. So you should use the train if you want to sit
down; it does depend where you're traveling to.
Speaker 2: Well, I'm living on the outskirts, but I have to travel into London to college every day,
and then around London when I'm here.
Speaker 1: Okay. So time is going to be an issue for you. The tube should be fast crossing
London, but quite honestly, there are so many delays that it is not very efficient. Again, the train
has fewer stops so it‘s probably your quickest option to get to and from College. Of course,
which service you use might depend on how frequent it is. I mean the trains might only be every
20 minutes or whatever but a timetable is published to save you hanging around.
There are a lot of tube trains at busy times a day but fewer at other times, whereas the buses
run every five minutes through most of the day, and there are night buses. But you'll need to
check out your route first.
Speaker 2: Okay. Thanks. How can I get from here to Hackney then?
Speaker 1: Right, well. You can choose. We are here, the information office, okay? Next to us
on the corner of the High Street and Sweet street is the bus stop. Opposite the bank. The bus
goes all the way to Hackney, but it is a very indirect route so it could take ages. If you want to
take the train, walk down the High Street towards the city. Go past the bank and on your left is
the station. just before you get to the post office.
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There's a main line service to Hackney Wick. So if you need to get into the center of Hackney,
you may need to pick up a bus when you get there. Opposite the post office on the corner of
Hart Lane is the tube entrance. You'll see the big signs. That's probably the best way to get
there. So you may have to change. It's probably best if you go and get a travel card first. To get
to the ticket office you go out of here onto the High Street. Then turn into South Street and the
ticket office is on your right opposite the cinema. Of course you may decide it's quicker to take a
taxi, but it's a long way so I think it'll be very expensive. If you do want to get a cab, then the
rank is outside here, just opposite the office.
Section 3
You will hear two medical students Caitlin and Hideki discussing options for courses. You now
have 15 seconds to read questions 21 to 23.
Caitlin: Hi Hideki, how are you?
Hideki: Fine. I'm glad I bumped into you. Have you got five minutes to sit down and discuss our
extra course options for next time?
Caitlin: Yes. Sure. You mean the support courses for our models?
Hideki: Yes, we've got three choices and I'm not sure which would be best for us to do.
Caitlin: Let's have a look. Yeah, we could do science and ethics. Sounds quite interesting.
Hideki: Yes, but I think we should be thinking what we get out of each course, so science and
ethics there's a lot of reading and research to do and I don't think it comes up in the exams does
it?
Caitlin: I'm not sure. Oh, I see we have to do assignments and we Score from that. But what it
would do is to force us to get better doing essays and reports, you know, organizing them and
using the right kind of language? Might be worthwhile.
Hideki: Yeah, you're right. An alternative is the pharmacology premium course. I think it is in
case we want to go on to transfer to pharmacology at the end of the year, because lots of
students do. So it depends what we want to do in the future, but apparently they send you off to
find out about various companies and differences between their products. It would give you lots
of practice in investigative studies and analysis. I‘d think I quite enjoy that.
Caitlin: Yes. I see your point. Then the other option is reporting test results. Sounds a bit
Boring. Not sure why they have a separate course just for that.
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Hideki: Well, I could certainly do with some help in that. Because if you go out into industry,
that's what you spend most of your time doing. So it's got a very practical application. I think I'm
going to go for pharmacology.
Caitlin: Me too.
Hideki: So let's have a look at it in more detail. Oh, goodness, if we do pharmacology then we
have to do a supplementary maths course.
Caitlin: Oh, no, that‘s not fair! Mind you I think I need it. Does that mean we have twice as
many lectures?
Hideki: No, this maths is only a short course. The chemistry Department are responsible and
they do it in the third term. So we've got all next term to settle into the pharmacology bit.
Caitlin: I find a tutor makes a real difference. Some of them make chemistry so easy and some
of them I can't understand at all. Like that one we had from Oxford University. Mind you the one
on this court should make sense because he's a lecturer who's coming in for a few weeks from
industry. So at least will be linked to the real world.
Hideki: Yeah the project we have to do on this pharmacology course is huge and it doesn't give
us much time. We have to make a decision about what we want to do on the project as soon as
we start in January and then handing our plans before the end of the month.
Caitlin: Doesn't give us much time to sort out what's possible or not. I mean doesn't the scale of
our project depend on what resources we can have? Like what equipment we can use?
Hideki: I suppose so. Though, I think there's plenty available. For example, it says that if we
need to do any experiments, then we can use all the equipment in the new lab as long as we
booked it.
Caitlin: Oh, okay. It's slowly beginning to take shape for me. I think it'll be a good course. I'm
just worried that I get enough support to do it.
Hideki: I think you'll be okay and the tutors are always available if you get stuck.
Caitlin: Actually, it says that if you're not sure then in December, they'll be running one or two
additional seminars. So I might go to those.
Hideki: Actually, what's quite interesting is that at the end of the course when our project is
completed then we have To do a presentation on it.
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I think that's quite good practice.
Caitlin: A bit scary though.
Hideki: Well, it shouldn't be too bad as they say that we can do it in pairs, spread the load as it
were.
Caitlin: Good. I have done presentations before but I'm always very nervous. And is the
presentation what we‘re assessed on then?
Hideki: Let me look, ah! It says that we have an interview and we get a mark for the whole
course depending on how well we doing that.
Caitlin: All right.
Section 4
You will hear part of a lecture on cities of the future. You now have 30 seconds to read
questions 31 to 37.
Okay. We've been looking at how societies will develop in the future and at the increase in the
size of cities. So I want to talk to you today about the key considerations in the cities of the
future. There are three key elements I want to look at and these are the new features they will
have, issues of size and the main problems to be considered.
First of all individual Transportation will be a big factor in these new mega cities as public
transport becomes unmanageable. There'll be a huge rise in the use of segues which are
personal transporters, like motorized scooters. As a result and partly also to reduce pollution
roads will be altered so that they are narrower and will take up less of a city's space than they
do currently.
Naturally, this is a major change to the infrastructure, and something that may hinder it is the
huge amount of investment it will require. The next thing is what is going to happen to the
commercial areas. We do not want these to become even larger concrete jungles than they are
at present. So we have to look at the design and current designs for City development include
building Gardens on the rules of these buildings to make a more pleasant environment for
workers.
And you may think that these areas will expand to cope with increased commercial activity. In
fact, the prediction is that they will cover one-fifth of the area that they do at present as we build
upwards. The exception to this is shopping centers, which we predict will expand with more and
more temperature-controlled malls. What may cause difficulties is that the Superstores will be
confined to the outer edges of the city as they will be too big to fit into the new malls. Then of
course, there are the residential areas and these will undergo their own changes. One particular
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development will be houses which are built from glass, as Innovations in this material allow you
to provide light without causing problems with temperature inside the building. The residential
areas will not be allowed to expand without limit, as happens in some areas at present and their
size will be restricted to a population of 15,000. One issue which has yet to be resolved and I'm
not sure it ever will be is how we manage to house older residents. They will be increasing in
numbers as time goes on.
Finally how will these cities live? We know we have limited energy sources, so what will we do?
Well, something currently in development which will be a feature is that waste is going to
become an energy source, for example to provide gaps in homes. Also as new technology and
systems are developed, we will find that energy plants will become smaller. Another energy
source we could use, but one Which raises issues of having enough space and too much noise
is wind farms. Because of the problems, I'm not convinced these will be the grand solution to
our energy problems that we thought they were going to be.
Now moving on to looking at the social aspect of cities. We need to look at housing and how
people will live. Cities currently have flats in the center populated by single people and wealthier
residents. And families tend to move to the outskirts. In the future, the center of cities will see a
dramatic change.
We will see many more examples of cooperative buildings. This is where people join together to
form a company that owns the building they live in. And despite continuing shortages, there will
also be a Rise in the provision of retirement homes in City centers so that the elderly can have
easy access to hospitals and shops. Recently. We have seen a levelling off in the growth of
private housing and I think that will not change. But we are likely to see more social housing as
far fewer people will be able to afford to own their own homes. Okay. Now if anybody has…
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Test 9
IELTS listening.
You will hear a number of different recordings and you have to answer questions on what you
hear. There will be time for you to read the instructions and questions and you will have a
chance to check your work. All the recordings will be played once only the test is in four sections
write all your answers in the listening question booklet. At the end of the test, you'll be given 10
minutes to transfer your answers to an answer sheet.
Now turn to section 1 on page 2 of your question booklet.
Section one
You will hear a man inquiring about joining a wildlife conservation Society. First you
have some time to look at questions 1 to 6 on page 2.
Listen carefully and answer questions 1 to 6.
Woman: Wildlife conservation Society,Good afternoon. Can I help you?
Man: Hello, Yes, I'd like to join please.
Woman:Oh, yes. Certainly. I just get some details from you. Could I have your name?
Man: Michael Jones.
Woman:Right and can I ask where you heard about us? Was it in an advert or did a friend tell
you or ..
Man:Neither actually, it was a radio program then I just got your number from the phone book.
Woman:Oh right and now, I need some membership details. It's Michael Jones and the address
?
Man:21 Beale Street.
Woman:Okay
Man:Leads
Woman: Fine and do you know your postcode?
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Man:Yes, it's LS 142JW.
Woman:Okay, and do you have a daytime telephone number we can contact you on?
Man: Yes, you can call me at work. The number is O117358642. and I can give you my office
email address if you like.
Woman:That'd probably be useful. Yes, please.
Man: It's mj@ Hennings.co.uk
Woman: Is that H E N N I N G S?
Man: That's right.
Woman:Thank you. Now, I just need to ask you some questions about exactly what you want.
First of all, how long do you want the membership for we do two, three and five-year
memberships. And we also do one for life.
Man:I think I'll just get the minimum length this time around fine.
Woman: And then the type of membership we do single joint or family which covers up to four
children.
Man:Well, we haven't got any children, but I think I'll get the joint one because my wife will
probably want to do the activities with me.
Woman: Yes fine. Let me see that'll be 49 pounds altogether then please.
Before you hear the rest of the conversation you have some time to look at questions 7
to 10 on page 2
Now listen and answer question 7 to 10.
Woman:How would you like to pay?
Man: by direct debit.
Woman:No problem. I just need your bank details. Can you give me the name first?
Man: It's the union bank.
Woman:And now I've got your name, but I need your account number
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Man:01059612.
Woman:Okay. When would you like to start payment next month 1 st October or
Man:Can you make it to 15th instead?
Woman:No problem. The membership will begin then too. Is that all right?
Man:That's fine.
Woman: I'll just give you a reference number in case there's any problem. Have you got a pen?
Man:Yes.
Woman:It's JYZ 37 and we'll be sending you an information pack within a few days. Is there
anything else?
Man:Oh, yes. Could you send me an additional one? I've got a friend who's very interested.
Woman:Certainly, no problem. I'll make a note of that. There's also a video we can send you if
you like. There's no charge.
Man:Yes, please. That'll be great.
That is the end of Section 1. You now have half a minute to check your answers.
Now turn to section 2 on page 3
Section 2
You will hear a woman talking on a radio program about a festival that is about to take
place. First you have some time to look at questions 11 to 18 on page 3.
Interviewer: I have in the studio with me Mary Smith from Yorktown tourism who is here to tell
us about some of the events happening in our state capital over the next three weeks at the
Spring Festival. So Mary, what can we expect to see?
Mary: Well, it's such an exciting time to be in Yorktown to kick off the Spring Festival. There'll
be a huge firework display down by the lake starting at 9 p.m. this Saturday the 4th of
September over 10,000. My Works will be said of all choreographed to music and broadcast
simultaneously here on radio your key. You should get there early. If you want to get close to
the action. So bring along a picnic and a blanket as it could get chilly in the evening. One of the
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things that attracts visitors to the festival from all over the country is the amazing collection of
flowers on showing Central Park throughout the festival special. Buses will run from the Town
Centre to the show at 20 minute intervals. For those of you who prefer to take public transport. If
you're interested in seeing the latest in cars from the fastest to the most expensive then head
over to the motor show at the Exhibition Center from the 10th to the 15th of September. It'll be
open daily from 9 a.m. Until 10 p.m. So you can even pop there after work.
Do you like photography then go on to ―grow your imagination‖an exhibition of photographs of

famous gardens, which will be held at the art gallery from the 11th to the 19th of September.
Come and be inspired by some of the world's most beautiful gardens. I've had a sneak preview
of some of the photographs and they are magnificent. If Music is more your scene then you
should come and hear the Australian Philharmonic Orchestra performing swinging spring at the
concert hall on Friday the 17th and Saturday the 18th of September.It's a celebration of dance
music from the 1940s and 50s .There will be three performances both evenings start at 7 p.m.
And a matinee performance at 2:30 on the Saturday, so get your dancing shoes and hit there.
It's guaranteed to get your feet tapping.
Before you hear the rest of the program you have some time to look at questions 19 and
20 on page 4.
Now listen and answer questions 19 and 20
Those are just a few of the attractions on offer but for something a little different you could try
balloons down under which is the largest gathering of hot air balloons in the southern
hemisphere. It's well worth it because they'll be over 25 balloons of all shapes and sizes, which
is a truly amazing sight. I'm also happy to announce that one lucky person will get the chance to
go up in one of these balloons absolutely free. There's the prize in our special Spring Festival
competition. It would normally cost you $200. So it's not a bad prize. Hey, I'm sure you all want
a chance to win. So you'll need to fill out the entry form in today's edition of the Yorktown news.
Don't forget to include your phone number and send it to radio your key. Make sure your entry
reaches us by 5 p.m. on Thursday the 9th of September.Then to see if you've won just check
out the festival's website on Saturday the 11th of September where we'll publish the name of the
lucky winner. It's such a fantastic prize so hurry up and get your entry in. So there you have it,
just a few of the special events happening here in Yorktown over the spring festival and if you'd
like any more details about this…..
That is the end of section 2 you now have half a minute to check your answers.
Now turn to section 3 on page 5.
Section 3
You'll hear a student called Paul talking to a tutor about a course he is thinking of doing
first. You have some time to look at questions 21 to 25 on page 5.
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Tutor: Good morning. Come in! You are Paul,are you?
Paul:yes, I spoke to you on the phone.
Tutor: Yes, have a seat. You wanted to talk to me about the archaeology course.
Paul:Yes over the handbook, but I'd like to find out a few more details before I decide whether
to do it.
Tutor: right? Yes. What would you like to know?
Paul:Well, first of all, can I combine the archaeology course with one in anthropology?
Tutor: Yes, you can combine it with any other subject apart from classical history, that's simply
because there's some overlap in the lecture times for those two courses. We weren't able to
coordinate them.
Paul:Okay fine, and could you tell me about the modules?
Tutor: Well in the first semester, there are three, all of them are compulsory. We don't offer
optional modules till next year,
Paul:Right
Tutor: the first one focuses on what can be learned from specific artifacts such as pottery and
stone tools. It's called object matters and it's taught by Dr. Morris.
Paul:Is that...How is the module presented? I mean is it lectures?
Tutor: We refer to the means of presentation as the learning method and in this case, it's
lectures integrated with practical sessions. So it's a mixture.
Paul: What about the content but I suppose we'll be looking at different kinds of archaeological
remains and how to date them and so on.
Tutor: to some extent but the module is basically about processes,it about recording material
then classification then interpretation of the data. That's how archaeologists draw conclusions
about their findings and finally display. Is that okay?
Paul: I think so. Yes thanks.One other thing is the module assessed. Is there an exam?
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Tutor: No, it's all based on course work.
Before you hear the rest of the discussion you have some time to look at questions 26 to
30 on Page Six.
Tutor: Okay, and the second module that's the one called towns and cities is taught by our
department head Professor Elliot and as the name suggests the modules about the origins of
built environments and how they developed.
Paul:that's mainly factual I suppose.
Tutor: It is really and for that reason the assessments by examination, but you may be
pleased to know it's an oral rather than a written exam and..
Paul: it sounds a bit scary.
Tutor: Most of our students find they actually enjoy it. So don't worry too much.
Paul: Okay.
Tutor: and then the title of the third module is Method and Science and in that. Dr. Thompson
will be introducing you to the standard techniques used in archaeological fieldwork and analysis
things like Excavating and dating.
Paul:What about the learning method for this module? Are there any lectures or is it all
laboratory work?
Tutor: It's half lab work and Our seminars there aren't any lectures then,right at the end of the
module, you'll take part in a site survey. The date for that is the week beginning the 10th of
March, but I can't tell you the location yet. That'll be announced later. But I think you'll find it very
useful.
Paul:Yes. I know someone who went on that.
That is the end of Section 3 you now have half a minute to check your answers.
Now turn to section 4 on page 7.
Section 4
You will hear a talk about the effects of our digital world on young people first. You have
some time to look at questions 31 to 40 and ages seven and eight.
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In this lecture series, we're looking at changes occurring due to the rapid spread of digital
technology in the last decades of the 20th century.By digital technology,I include any computer
related devices such as email the internet cell phones instant messaging to name but a
few.Today's lecture focuses on the ideas of Marc prensky and what he believes are the major
effects that high exposure to digital.
Ecology has had on young people today .Firstly what exactly does prensky believe he argues
that because today's young people have been born into a digital world and spend hours simply
playing with technology. They've changed in fundamental ways. He believes they're evolving
differently. And as a result process information differently from previous generations, it's even
possible that these young people People's brains have physically changed although whether
this is literally true isn't yet known nor does prensky go quite as far.Prensky divides people into
digital Natives and digital immigrants. Today's young people are the digital Natives and they
belong in this new digital age because they were born into it and grew up as native speakers of
the digital language of computer technology.
Whereas digital immigrants are those born in the generations before the digital age just as those
who learn a second language often retain their foreign accent. The immigrants are usually in
varying degrees not quite as effective at speaking the digital language as the natives are.For
example, they're more comfortable finding phone numbers using a phone book or looking up
information in an encyclopedia rather than using the internet as a primary source of
information.Prensky calls this the digital accent another example of the digital accent is
scanning a manual for a computer program rather than assuming the program itself will teach
you how to use it. Basically people with a digital accent have never really stopped relying on
their original non-digital means of sourcing information. They prefer doing things as they've
always done them without typing something into a computer.
Prensky predicts that due to all this ,changes are in store mainly in the area of Education. But
other Educators and theorists such as Thomas Allen Samuel James and Peter Van Der believe
Samuel James from Sydney University agrees with Prensky‘s predictions. He believes that
educators are no longer successful in the way. They teach however, not surprisingly Prensky
has been criticized by more traditional theorists like Peter Van Der and Thomas Allen; they
disagree with many of Prensky's assertions.
Landon Use that a typical classroom is more varied than prensky believes with students coming
from a range of backgrounds. He maintains that a large percentage of these students are not
necessarily proficient with technology and not all students today fit. The one stereotype and
Alan adds that even though most students today have easy access to technology some just
don't find the digital medium appealing James disagrees though he Leaves that all today's
students do share the same basic interest in and knowledge of digital technology. However,
James believes our younger students can communicate with their digital immigrant teachers
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and can still learn using methods which have proven to be successful in the past. James's
theories are taken a step further by Allen who recognizes that both digital immigrants and
natives have to deal with vast amounts of information in today's electronic society. Alan
maintains that while most young students are proficient in playing computer games and using
the web and quite basic ways. They're not used to using the computer at Advanced levels, for
example to conduct complex information searches which are so necessary for University study
today irrespective of Alan's research James believes. It's possible for computer games to play a
major role in making classroom learning more stimulating and he cites many instances where
this would be possible today. However Vander asserts that rather than focusing on developing
games. We should think of better ways to assist teachers because no computer program comes
close to doing what a human teacher does every day.
That is the end of section four.You now have half a minute to check your answers.
That is the end of the listening test. You now have 10 minutes to transfer your answers to
the listening answer sheet.
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Test 10
You will hear a number of different recordings and you will have to answer questions on what
you hear. There will be time for you to read the instructions and questions and you will have a
chance to check your work. All the recordings will be played once only.The test is in four parts.
At the end of the test, you will be given 10 minutes to transfer your answers to the answer
sheet. Now turn to part one.
Part 1
You will hear a man called David asking for information about how to place an advertisement for
selling his laptop and other items first. You'll have some time to look at questions 1 to 5.
Debbie: Hi, I'm Debbie. How can I help ?
David: hi, my name is David. I'm just looking to place an advertisement on the main Union
notice board to sell a laptop and a few accessories if that's possible.
Debbie:Sure. That's not a problem. I take it you are a member of the Student Union
David:Yes. I am
Debbie:right then. I'll just get a form up and as there is no one around and it looks as if it's going
to be quiet for a while, I'll just type the details straight into the computer for you.
David:thanks very much.
Debbie:No problem. Shall we just title it laptop for sale.
David:Yeah. Okay.
Debbie: Can you describe it generally?
David: Well, it is in very good condition. In fact, it's hardly been used.
Debbie:Why are you selling it? If I may ask?
David:Well, I've got another one which is much lighter and I don't really need to.
Debbie: I see what weight is the one you are selling.
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David:It is 3.5 kilograms.
Debbie:That is heavy these days. Can you give more details about the one you want to sell?
David: Right, Well, it is an Allegro and it's got all the latest programs.
Debbie:Okay. What about the memory
David: The memory is only 0.5 gigabytes.
Debbie:And what about the screen size and the other features?
David: Well screen is let's see it is 37.5 centimeters with a standard size keyboard and a
touchpad but I've got a cordless mouse that I can put in with it if necessary, some people don't
like using a touchpad.
Debbie:What about ports or holes for attaching things to the laptop?
David:It's got two ports.
Debbie:Mmm more modern laptops have more than two ports for all the extra attachments.
David:They do, let's see what else is important. Oh, yeah, the battery lasts for two and a half
hours, which is okay. But not enough for train Journeys, but one thing is that it's not wireless,
Debbie:right? Okay, not wireless.
Before you hear the rest of the conversation, you will have some time to look at
questions 6 to 10.
Now, listen, and answer questions 6 to 10.
Debbie:Anything else I can put on the advertisement.
David: There's a webcam built at the top of the screen and I can throw in a printer, a scanner
and headphones which I got with it in a special deal. It also comes with its own case for carrying
it around, actually the case is quite smart. I'm hoping these things will help it sell.
Debbie: They should do it right. I think I've got all that. How much do you want for it?
David:That I am not sure about it's about 900 pounds to a thousand pounds new.
Debbie:Yeah, but you won't get that much if it's used and even if it's in good condition.
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David: What about 500 pounds?
Debbie: I doubt if you get as much as that more like 200 pounds or 300 pounds, if you look at
the notice board, there is one on there which is comparable to yours and it's not more than
about 250 pounds. I think.
David: as little as that.
Debbie: I'm afraid. So shall we say 300 pounds.
David: okay, put that.
Debbie:Can I take some contact details for the advert?
David:The name's David Bristow
Debbie:B R I S T O W
David: Yes, that's it and mobile or email?
Debbie:Both if you want.
David:that's 09875423387 .
Debbie:That's it. If you send the picture, I'll add it and print it out and stick it up for you.
David:Okay, I can get that to you today.
Debbie:Right, I'll type in here ,advert placed the 22nd of October. Fine and good luck for the
sale.
David:Thanks.
Part 2
You will hear an announcement made by an official for the preparation plans for the
town's two hundred and fiftieth anniversary celebrations.First you'll have some time to
look at questions 11 to 15.
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And now for the preparation plans for the town's 250th anniversary celebrations. We are going
to follow the same system we had last year, but with a few changes to increase the party spirit,
first of all this time, we are going to make the concert on the Beach open to everyone without
charge. This is because we have been given money by the council for the celebration and also
because last year we had so many problems with keeping people out who had not paid and on
top of this people will not have to pay for Refreshments either as these are being donated right
now. We are going to divide into four teams. The first one, the beach team will be responsible
for cleaning up the beach on the Saturday morning picking up litter bottles, plastic bags and
wood anything else that's lying around. Everyone is meeting at the beach shop. Shop at 8 a.m.
It's an early start but we want to give everywhere a good thorough clean. We have had
permission from the council to close the beach to get it ready for the anniversary celebration on
Sunday. The second team will be responsible for setting out seating in the Square for the
speeches and prize-giving again, an early start is preferable, but the vans with the seats can't
be there until 9 a.m. So shall we say that everyone should meet at the Village Hall at 9:30
starting then will allow extra time if the vans are late.
Now listen and answer questions 16 to 20. Before you hear the rest of the talk, you will
Now the third team will be the judges for each of the various competitions. We will have three
judges on the whole they will have had experience of judging before there will be a boat race, a
swimming competition and the best fancy dress. A cash prize will be given to the winner in each
category and for the two Runners up there will be book tokens. There is a sponsored mini
marathon and by the deadline lunchtime today we have 263 applicants with ages ranging from
15 to 60, that's 80 more than last year. Each entrant has paid a 20-pound registration fee to
enter and all the profits will go to the local children's hospital to help fund much-needed
specialist apparatus.The fourth team consists of the wardens for the day itself. We are
expecting at least 10,000 people if last year is anything to go by the fields near the entrance to
the beach can be used as car parks and we need wardens to help make sure the actual parking
is more organized than last year which was a mess. We also need someone to be in charge of
the first aid which will be at the entrance to the beach.
Finally, we need some volunteers for the cleanup last year. We didn't do this very well. And so
the council has agreed to provide large bags to collect all the recyclable material like glass and
plastic etc. But we have to deal with the rest like leftover food ourselves. We don't want to leave
piles of rotten food around or dangerous bottles.
Part 3
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You will hear a tutor and a student discussing a research project first. You'll have some
Tutor :Okay, is everyone ready, over the past two weeks? We've been listening to different
students giving a presentation on their research projects. So for this morning session, I'd like to
invite Susan to take the floor.
Susan: For my projects I looked at different types of study techniques and try to ascertain what
students' opinions of the different methods were. I began with lectures because Of course there
something we're all familiar with now the problem with lectures is that you have to sit and listen
for quite a long time. Sometimes it may be as much as 1 hour.Yet people's average
concentration span is only about 20 minutes. This means of course within the first half an hour.
Most people actually stop listening not consciously, of course, but you know what it is like your
mind tends to well. Of Wonder you start thinking about what you're going to have for dinner or
about the party you attended last night. So I wanted to know what the most effective method of
taking down all the important points was.
Tutor : Susan if I may interrupt you. What's your strategy for listening to lectures?
Susan: Personally. I always record the lectures so that you can listen to the lecture again
afterwards and make really good notes.I know a lot of people who use this method yet
surprisingly when I talk to students. They felt that it was not such a good method because the
quality of the recording is often very poor. So quite a few preferred to listen for the main points
and take notes. Some even used a form of shorthand, you know, abbreviations and symbols
that sort of thing although everyone agreed that the best way to approach lectures was to do the
required reading beforehand. That way it makes the lecture a lot easier to understand because
you already know something about the topic.
Tutor : Could you tell us something about how students approach their assignments, you know
essays reports that sort of thing.
Susan: Actually, when it came to assignments people were divided on the issue of essay plans
some thought it was a good method of planning others. Well did not think so. Generally though
most students didn't really Express much of an opinion brainstorming however was different,
you know, just sitting down and thinking of as many ideas as you can just about everyone said it
was a really good method of preparing to write an assignment, especially if they got together in
groups this they said was by far the best method because it helped them to really analyze the
issues discussing ideas was the same,in fact many respondents claim they often got together
with friends for the purpose of discussing ideas. Even if they weren't preparing an assignment.
They said it helped them to understand the lectures better and surprisingly enough get better
grades in their exams. Now reading like lectures is a necessary part of student life and we all
know how much time we spend with our head buried deep in a book. But what exactly is the
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best way to read? Well, I discovered that hardly anyone tries to read the whole book or even
whole chapters, but skim reading came out as a real favorite. The majority of students I spoke to
this to be a really effective technique because it saved lots of time and it meant they could
absorb far more knowledge this way.
Before you hear the rest of the conversation, you will have some time to look at
questions 27 to 30.
Tutor :Susan in your opinion. What do you think is the biggest problem students face at
University ?
Susan: Time management, What I mean to say is that it is a much underestimated skill and
because it is underestimated, it is an area often neglected by students, especially young
students who are used to other people planning their time for them. So I set about asking
students exactly how they plan their time. Interestingly, however, nearly everyone said that time
management was significant yet few people actually use the technique most commented that
they were too busy with their studies when it came to studies. I found that the vast majority of
students worked part-time generally in the evening, which most respondents claimed was the
best time to study because they'd been thinking about the subject all day and many ideas were
fresh in their minds in fact, they said having to work was the biggest burden they had because it
meant they couldn't study in an evening and had to study on weekends instead when they
needed to relax and forget about their studies.A few of the respondents even said they got up
early in the morning to study on the whole I found that time management is most people's
biggest problem and I feel that more should be done by the University to help students to plan
their time more effectively.
Tutor :Sorry Susan, but I'm going to have to ask you to start wrapping up. Now. We are quickly
running out of time.
Susan: Okay? Well the final component of my research was the dreaded exams now, I don't
know about you but I really hate exams. But when I talked to the students, I found that some
students actually like them. They were very much in the minority though and most students
preferred not to have them. I was of course interested to learn just how students prepare for
their midterm and end of term exams and here people were evenly divided on the issue. I found
that most of the younger students preferred to cram, that is to say, they'd spend many hours just
before the exam trying to learn as much as possible. Some even said they stayed up all night
and never went to bed. And this was because they were too interested in their social life to pay
much attention to exams during the term older students however much more conservative.
They tended to read much more widely and spend time thinking about the topic, making notes
and so forth. They did revise of course, but they rarely spent time cramming.Cramming they
said is of no use because you only remember the information for the duration of the exam and
forget it afterwards.
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Part 4
You will hear a student talking about a survey conducted among people of different age
groups to find out how architecture may affect people's lives.First you'll have some time
My group has been doing a project on the importance of architecture in people's lives and
whether it has any impact on the lives of people in general the main parts I have played is in the
collection of data to find out what effect if any various buildings have on people's mood i.e.,
whether ugly buildings make people unhappy and whether beautiful buildings do the opposite.
We had originally thought of starting measuring people's reactions by using a questionnaire with
about 40 questions, which we were going to hand out to people including students at the
University, but we were worried that doing the questionnaire would be too time-consuming for
people to fill in so we gave up the idea. I then asked several of the postgraduate students for
advice. One of them came up with the simple idea of showing people images of various
buildings from different eras and styles instead of giving out the questionnaire and asking them
to indicate how they felt on a scale of 1 to 5 about the images where one was unhappy and five
was very happy.
People would also be given the option of not saying what they felt.Using the scale meant that it
would be much simpler to record people's reactions. I decided to follow this advice and so the
first stage was to collect a large number of images. I used Google to print off color images of
use of houses and apartment blocks where people live and different types of buildings where
they work. I started with about 30 or 40 and reduced them to ten images.
Media resources in the Amory building at the judge Street branch of the University helped me
produce the final images. I had them blown up to A4 size and we use color rather than black
and white to make the detail on the images clearer. We made five sets of images and for
protection when handling we pasted the images onto a hard card then using a machine to wrap
them with plastic. We laminated the cards. Five of us targeted different age groups. We went to
a local school where we obtained permission to ask a group of teenagers between 11 and 18.
We also asked a sample of the general public including tourists from all over the world as they
exited the Tate modern in London what they thought we aim to ask people from different age
groups namely 20 to 40 and 50 and over. What our group learned most from the project was
first of all the value of teamwork and secondly, we found that we had to appoint a leader to stop
us pulling in different directions and falling apart. So this turned out to be an invaluable lesson
for all of us.
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As to the Findings for us. They proved intriguing in the end the sample consisted of 311
respondents. I thought initially that people wouldn't be interested in taking part .With the
youngest age group their reaction was very mixed. It was clear that the youngest group had no
pattern of preference at all as they frequently gave no reaction to the pictures. For the 20 to 40
age group, we found that they tended to score more in the middle range around three. We found
that out of the three groups the most likely to be favorably affected by the images. That is they
were more likely to score the images as five with those aged 50 and above and nobody in this
age group failed to say what their reaction was which was unique for the three groups.In total I
have to say that about 71 people indicated that they had no reaction at all to an image. Our
general conclusion is that we need to find out more about why people react as they do by
perhaps giving them a chance to give reasons for their decisions. I would like to finish there and
give my teammates a chance to add anything I have missed or take any questions or
suggestions.
That is the end of the listening test. In the IELTS test you would now have 10 minutes to
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Test 11
Test 11
Section 1
You will hear a conversation between two students talking about job hunting.
First, you have some time to look at questions 1- 5
You will see there is an example that has been done for you. On this occasion only the
conversation relating to this will be played first.
Bradley: Oh, hi Anna. How's it going? I haven't seen you since graduation.
Anna: Hi, Bradley. Things are great. I've been traveling around Europe for the last
month. But now that I'm back, I really need to find a job so I can start renting my own
place.
Bradley: Yeah, me too. My mom's driving me crazy. I've got an interview on Thursday.
It's a company called Power. I'm pretty nervous.
Anna: Don't worry. I'm sure you'll do great.
Bradley has got an interview at a manufacturing company called Power. So, ‘Power’ has
been written in the space.
Now we shall begin. You should answer the questions as you listen, because you will
not hear the recording a second time.
Listen carefully and answer questions 1-5
Bradley: Oh, hi Anna. How's it going? I haven't seen you since graduation.
Anna: Hi, Bradley. Things are great. I've been traveling around Europe for the last
month. But now that I'm back, I really need to find a job so I can start renting my own
place.
Bradley: Yeah, me too. My mom's driving me crazy. I've got an interview on Thursday.
It's a company called Power. I'm pretty nervous.
Anna: Don't worry. I'm sure you'll do great. Do you know what the job involves?
Bradley: Well, the company has many sections like sourcing materials and taking care
of waste management, but I'm interviewing for a job in the warehouse section.
Anna: Wow, I bet that will be really interesting.
Bradley: You should apply too. They still have a couple of jobs left. I found that the job
behind interview for on their website. The reference is SW3 5FT.
Anna: Thanks Bradley. That's really nice of you. I'll apply later today. Is there a contact I
could ask for?
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Bradley: The manager is Susan Thatcher, but you should contact her personal
assistant. Her name is Jane Hitcher.
Anna: Could you spell the surname for me, please?
Bradley: Yes, it's H I T CH ER.
Anna: Okay, great. I actually found a job listing for a place that cotton but the work
hours don't suit me. You should look into it.
Bradley: Ah, that's the grocery company, right? I heard that the jobs in their distribution
office are really well-paid.
Anna: The advertisement I saw was looking for people to work in a supermarket office,
but the pay still looked very good.
Bradley: Was there a description of the job?
Anna: The company is looking to increase their production of cakes and pastries so you
would be working as a cook in the bakery. After a month they evaluate your
performance and there's potentially an opportunity for promotion to a management
position.
Bradley: That sounds like a great opportunity. I'll definitely look into it. Do you have the
reference number? I'll write it down in my notebook.
Anna: Sure. I also have the reference for a job at the art museum. I'll give you the
reference for that first. It's SGH 667.
Bradley: Great, that's really near my house. And what's the reference number for the
bakery job at cotton?
Anna: The reference is ARW204.
Bradley: I'll send my application this afternoon. Who's the contact?
Anna: Their name on the advert was Melanie, but it's specifically said not to contact her
in person. You should use the office as your contact. So just post your application there
directly.
Bradley: You seem to have found way more job listings that I have. Where are you
finding them all?
Anna: At first, I was keeping an eye out for listings on the internet, but all of the jobs
listed there were in the city. I found that the best place to find local jobs was in
magazine adverts.
Bradley: Adverts?
Anna: You know the section at the back of Job Plus magazine.
Bradley: Where can I buy that?
Anna: You don't buy it. It's a free magazine. Just go to your nearest Corner Shop. Buy
the newspaper the magazine comes with it.
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Bradley: Oh, I never realized. My mom buys the newspaper every week. So, there's
probably a copy lying around at home somewhere. I'll have a look for it when I get back.
All this job hunting is so stressful and time consuming.
Anna: I can't wait until it's over either. I'm so tempted just to pay someone to do all this
for me.
Bradley: What do you mean?
Anna: I could go to a recruitment seminar or to an agency.
Bradley: The agency sounds like a great idea. They charge a fee before taking you on
as a client though plus only large corporations hire new employees through an agency.
Anna: Well, I think it would be exciting.
Bradley: If you decide to go to an agency, make sure you take your student card with
you. Your student status is valid for another month and agencies often give students a
10% discount.
Anna: Okay, great. I'll remember that.
Bradley: All of the places I've applied to require a referee. I've never had a job before so
I don't know who to ask. Who did you use?
Anna: I had a summer job working as a waitress. So, I asked my old boss. I got on with
him really well, so I trusted him to give me a good reference. If you haven't had a job
before you should ask one of your tutors.
Bradley: That's a really good idea. I used to really enjoy my history classes with. Mr.
Frederick's. Perhaps I'll ask him.
Anna: I miss being a student. I don't feel mature enough to be earning money and
finding a place of my own.
Bradley: Yeah, University was great. Have you heard about their summer program? I'm
thinking of applying for the art course.
Anna: That sounds like fun. Do you have to pay?
Bradley: No, the tutors are running it as a research project. You just need to fill out the
feedback form at the end.
Anna: Great. Well, I'll see you there. Good luck with your job hunting.
Bradley: Thanks. Good luck to you too. See you soon.
Anna: Bye.
Section 2
Welcome to Tower Hill Pageant - a museum that features a magnificent train ride. You
are about to board a train that takes you back in time. It will lead you to the most
incredible places. You will unveil the history of the city of London and you will
experience a fascinating journey. Are you ready? Then, please make yourself
comfortable in one of our seats and fasten your seatbelts! Now we are ready to start. As
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we pass through the bottom of the first hill, you are about to arrive in an amazing place:
welcome to Londinium. It was the year AD43 and the Romans invaded the British Isles.
They built forts and they were linked by a network of Roman roads. Then, as you can
see, Londinium became a port and the river Thames was surrounded by quays and
warehouses. Later on, barbarian invasions took place in Europe, and in AD410, the
Romans left, and the city was abandoned.
Let us carry on riding up the second hill and we shall reach Lundenwic, the port of
London in Saxon times. This area was known as Strand and this street was called
Aldwych, which means ‗old port‘ in Old English. Saxons were not keen on warehouses,
though. Instead, they would sell goods and their woollen cloth straight from their boats.
Nevertheless, Vikings arrived in AD842 and the Saxon settlement was slaughtered. The
English King Alfred relocated the population to the Roman walls and Saxon Londoners
defended themselves against the Viking invasions. But they surrendered to Danish King
Cnut in 1016.
We are now going to London before the Norman Conquest. King Edward was known as
‗The Confessor‘ and he had a church built in an area called ‗West minster‘ or west
monastery. He also built a palace and centralised the financial administration. This
palace was located in the area now occupied by the Houses of Parliament. In 1066,
William Conqueror was crowned king of England and he built three castles – while two
disappeared, the third one is the Tower of London. In 1086, the Domesday Book, a
survey executed for the king recorded the land and livestock in every city.
This is mediaeval London. While imports would arrive at the quays, the exports were
taken to the Custom House where taxes were paid. The trade was handled by overseas
merchants, including the German Hanseatic League. However, Londoners also lived
near the river. Flames burst out and fire was a constant threat to the residents of narrow
lanes. We are now in the Tudor times. As you can see, fine houses were located to the
west and stretched from Strand to Westminster. The Globe Theatre was located in
Southwark opposite the first stone bridge. Finally, the commerce was found in the ‗old
city‘ and this area was surrounded by the Roman walls. It is important to note that the
first stone bridge was built after previous wooden bridges had been severely damaged.
It took 33 years to build the first stone bridge and it had 19 arches and a wooden
drawbridge, which could be raised in the event of an attack from the south. In 1830,
however, this bridge would be replaced.
Section 3
You will hear two students called Tom and Bella attending the third meeting of the after-
school Club.
They are talking with their Professor about the furniture company.
First, you have some time to look at questions 21 to 26.
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Prof: Before we start Tom and Bella. Thanks for coming in today to talk about the key
case studies that will help you to understand your class work better. Now, I hope you've
read the notes I gave you last week on the furniture company Willows, as this will be the
focus of our discussion today. Let's begin. Who can tell me what the current focus of the
company's business is?
Tom: The company used to be very large with many retail outlets across the country.
However, since the recession there have been fewer people spending money on
furniture. And so, the company was forced to close all of its outlets and now only
operates online.
Prof: Well done Tom. Bella. Can you add anything?
Bella: Willows used to produce a very large number of products such as tables, chairs
and light fittings, however through market research they realized that most of their profit
was made from the sale of bookcases. So, they now specialize in this one product that
be good.
Prof: Does anyone know how our department began its contact with Willows?
Tom: Did you contact the company Professor?
Prof: No, Tom, it wasn't through me.
Bella: Our Headmaster saw an article that the manager had written in the newspaper
and became very interested in the company. He contacted Willows and arranged for
student to work there full-time during the summer.
Prof: Yes, exactly. Does anyone know what the student thought of that time working at
Willows.
Tom: Yes. He's a friend of ours. He worked as a member of the design team. Creating
technical drawings of the furniture using a computer. There was a special software that
he used which he said had a bad interface and was very difficult to predict. However, it
was very efficient and helpful for quickly drawing up furniture designs.
Prof: How interesting!
Bella: yes, it was. We both visited him whilst he was working there and he showed us
around. Unfortunately, visitors were not allowed to access the IT department, but it was
great to chat with his colleagues.
Prof: Did you meet his manager?
Tom: His manager is a very busy man. So, he didn't have time to meet with us.
However, we were allowed to inspect the accounts which really helps us to understand
the effects of the software on the company.
Prof: Well, what an exciting experience! Now, before I forget, next week, I'll be
conducting face-to-face interviews with each of you to prepare for job interviews.
Bella: Can we do it as a group?
Prof: I'm afraid not Bella. I want to give each of you my undivided attention and there will
be too much disturbance if I interview all together. Plus, it would be more realistic if I
interview you alone.
Tom: Have you finished writing the feedback on our exam results Professor?
Prof: Yes, I have Tom and I must say that I was not disappointed. I'm glad to say that
your performance has dramatically increased since you began attending this after
school club and you have both scored above the average if you continue to work hard
your results should soon improve significantly.
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to 30.
Prof: Now back to our discussion about Willows. Can anyone tell me what business
decisions might benefit the company?
Bella: A new system would definitely benefit Willows. Their system is very outdated. I
don't think it would help them to gain more profit. However, the system is capable of
doing the work of hundreds of people. This would therefore significantly lower labor
costs.
Tom: I agree. Unfortunately unless the new system can replace the Machinery in that
Workshop. The new system won't reduce the production time.
Bella: That is a shame. If they can't reduce their production time. They won't be able to
increase sales. The answer is to hire more staff in order to increase the efficiency of the
production line.
Prof: Yes, you have both made interesting points. Now, for one final question before we
finish this week session. How will new clients be affected by the new system?
Tom: Unfortunately, the new system does not allow clients to connect to the willow
system from home. So, they are unable to access their work online. This also means
that the system presents no opportunity to attract more contacts since clients are unable
to view it from their homes.
Bella: Yes, that's true. However, it could definitely benefit clients who visit the
showroom. The system is very interactive and allows clients to easily browse the
furniture catalog which will save them a lot of time.
Tom: It's a shame that staff is still needed to guide clients through the online system as
it means that no savings can be made in labor costs. I think the major benefits of the
new system is that it enables staff to design the furniture in front of the client, which
allows them to get a lot more involved in the design.
Prof: Bravo. You've both contributed fantastic points to our conversation. That
concludes our session for today. I'll see you next week.
Section 4
Good evening everyone. In tonight‘s lecture I‘d like to look at LED – an acronym for
light emitting diode. Basically, it is a light source used as indicators in a range of
devices.
In 1907, the British H. J. Round used a crystal of silicon carbide and a cat‘s whisker
detector at Marconi Labs and he came up with a phenomenon: the
electroluminescence. It occurs after switching on a LED in a device. Electrons can
recombine with electron holes and release photon energy. The energy gap determines
the colour of the light. The first commercial LEDs were used in laboratory equipment
and electronic test equipment and later on they were made for household electrical
appliances, such as TVs, telephones, and radios. However, it is important to note that
the light was used as indicators as they were not bright enough to light up a room, for
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example. But interior lighting became possible after the invention of high-power white-
light LED. The high-power LED replaced fluorescent and incandescent lights.
However, you may ask – what is LED? The LED is comprised of a chip of
semiconducting material that has impurities so as to create a p-njunction. This enables
the current to flow from the p-side (also known as anode) to the n-side (or cathode) but
not the other way around. So, let us consider an electron – while it is flowing into the
junction, it finds a hole. It then falls into a lower energy level and ends up releasing
energy in the form of a photon. At this moment, the wavelength of the light is emitted,
and the colour will be resulted from the energy gap of the materials used in the p-n-
junction. For example, a semiconductor based on gallium nitride or indium gallium
nitride will generate a bright blue LED. If they are added to red or green LEDs, they can
produce white LEDs.
Actually, white lights can be produced from three primary colours – red, blue and green
– or use phosphor material, which converts UV or blue LED to white light. While the first
one is known as RGB LED, the second one is called phosphor-based white LED. Now,
if we consider nitrides with aluminium, then short wavelengths can be produced. These
short wavelengths near-UV emitters are useful for inspecting anti-counterfeit
watermarks in paper currencies. UV LEDs are also used in sterilisation devices as they
emit 250-270nm and lead to photosensitivity reactions in microorganisms. Another one
is OLED – organic light-emitting diode. The diode is based on an organic compound.
This material is electrically conductive as a result of delocalisation of pi electrons.
Polymers are an example of this material. As you know, polymers provide us with
flexible displays. For this reason, OLED has been used in screens or visual displays for
MP3s players, mobile phones and tablets.
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Test 12
Test 12
Section 1
You will hear a man who has just retired telephoning a part-time Society to ask about
membership and activities.
First, you have some time to look at questions 1-5.
Receptionist: Hello, this is the latent Society. How can I help?

Man: Oh, hello. I'm just phoning you because I'm interested in becoming a member of your
society, and I was wondering if you could give me some more information.
The name of the society is Layton. So, Layton has been written in the space. Now we shall
begin. You should answer the questions as you listen, because you will not hear the recording a
second time.
Listen carefully and answer questions 1-5.
Receptionist: Hello, this is the latent Society. How can I help?

Man: Oh, hello. I'm just phoning you because I'm interested in becoming a member of your
society, and I was wondering if you could give me some more information.
Receptionist: Of course, what would you like to know?
Man: Well, first of all, I'd like to know where you hold the club meetings as I'm not very mobile
anymore and I'm looking for somewhere that's within walking distance of my house. Are you still
down at the old Boathouse?
Receptionist: No, we moved away from there a while ago. Meetings are held at the clubhouse.
Man: Oh brilliant. That's only five minutes for me. Do you require members to have any skills or
experience?
Receptionist: No, there was no experience required. We have plenty of female singers and
actresses, but we don't have many men who can play the male roles. We are looking to resolve
this and are especially interested in recruiting male actors and singers.
Man: I've never sung professionally, but I'm very keen on it and I've been told that I'm talented
so I think this would be a good fit. Do you organize coaches to transport members to practice at
the theatre?
Receptionist: Unfortunately, the club does not have sufficient funds to organize transportation.
Though, this is something we are working towards. We are currently looking for members who
can drive so that we can organize car-sharing. Members who are able to shuttle people in their
cars will obviously be compensated for their petrol usage.
Man: I don't drive but I'll be happy to contribute some money in order to use the shuttle services.
Receptionist: Yeah. That is no problem. Are you aware of when the meetings take place?
Man: No, I couldn't find the meeting times on your website.
Receptionists: We hold meetings from 6 to 8 p.m. every Tuesday.
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Man: Oh, that's lucky! I go to a debating Club every Wednesday. So, I'm glad that it's on a
different night so I can attend both. Do you operate year-round?
Receptionist: We used to close during December for the Christmas period but we found that a
lot of members wanted to continue their practices during this time. We operate for most of the
year, but we do however close for August because the weather gets so hot that we are unable
to practice comfortably. This may change when we have enough funds to operate the air
conditioning.
Man: Okay. I also wanted to ask how much the membership fee is and what is included with it?
Receptionist: Our membership fee is inexpensive and it includes many benefits that certainly
make the costs worth it. For example, we hold an annual event where members can meet each
other and converse about topics that they have in common. We find that this is very popular as
the dinner is truly superb and included with your membership fee.
Man: Wow, that sounds great. And how much does membership cost?
Receptionist: We have a couple of membership rates depending on your age and situation. For
employed members under the age of 30, the fee is 40 pounds while it cost 60 pounds for
members aged between 30 and 60. Which of these categories do you fit into?
Man: I don't fit into either of those. I'm 65 years old and retired. So, I'm no longer employed.
Receptionist: That's no problem at all. You qualify for the lowest price membership fee of 25
pounds which applies to those who are either unemployed or retired.
Man: Wow, that's really affordable. I was thinking of bringing my grandson along to some of the
practices. So, what would the membership cost for him? He's 14.
Receptionist: I'm afraid that the club is for adults only that is to say we don't allow members
who are aged 16 and under. He is welcome to join in two years‘ time though.
Man: Oh, that's a shame. I guess I can wait and buy him a membership for his birthday. A
present.
Receptionist: Yes. What a good idea.
Man: I was hoping I could bring him with me. So I have someone there to talk to I'm worried that
I won't have anything in common with the other members.
Receptionist: I'm sure you'll fit in just fine. All our members are very friendly and interested in
culture and music. Most of the people involved are budding authors has looking for new
experiences to write about in their books. You could read some of their books. So you have
something to discuss with them. That's a good suggestion.
Man: Definitely do that. I'm really looking forward to attending the annual dinner so I can meet
new people and hopefully make some friends.
Receptionist: Absolutely. Everyone has a great night, and it's all for charity as all of the money
raised from this event is donated to the children's hospital so they can buy toys and clothes.
Man: Wow. What a great cause well, I will definitely be popping in soon to arrange my
membership. Thank you for all of your help.
Receptionist: No problem at all. Goodbye.
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Man: Bye.
Section 2
Welcome to the Royal Pavilion - a magnificent palace and popular tourist attraction in Brighton!
We are now in the Entrance Hall Vestibule or Octagon Hall – a gorgeous room in ‗peach-
blossom‘ colour. As you can see, it is octagonal-shaped, and it was originally furnished with fret-
patterned chairs in Chinese style and a brass enclosed stove which provides a warm welcome
to us all. Let us move on to the Entrance Hall. Unlike the Octagon Hall, this room is square-
shaped. You can see panels of serpents and dragons on a green pale wall and these pieces of
wooden furniture resemble pollarded oak. We are now going to the Long Gallery and this
corridor is named after the 16th century house galleries where paintings were displayed. It is
furnished with bamboo-pattern cabinets and oriental jars. We now move on to the Banqueting
Room. As you can see, there is a long dining table and thirty-six satinwood chairs. It is set for
the dessert course. In 1816-17, the menu was comprised of sixty dishes which had been
carefully prepared by the French chef Marie-Antoine Carême to the Prince Regent and his
guests.
We shall now see where this extraordinary menu was prepared – this is the Great Kitchen. It
was also known as the King‘s Kitchen. If you look at the ceiling, you can see four cast iron
columns and copper tent-like awnings as they would remove excess smells and steam from the
kitchen. The kitchen fire has a smoke jack, a device for turning five spits mechanically.
You are now at the splendorous Music Room. There are nine lotus-shaped chandeliers hanging
from the ceiling and they lit the room where the King‘s band performed Handel or Italian opera.
Unfortunately, this room was damaged by the fire of 1975 and here is a photographic display of
the Pavilion‘s restoration.
On the first floor, we shall see the King‘s and Queen‘s apartments. These are the Yellow Bow
Rooms. These bedrooms belonged to King George IV‘s brothers, the Duke of York and the
Duke of Clarence. It consists of a lobby, two bedrooms and servants‘ rooms. The furniture is
made out of satinwood and mahogany. Queen Victoria‘s bedroom was furnished with a floral-
patterned Brussels carpet and fine silk bed linen and window curtains. The tassels were
covered in silk and wool. There is also the Maid‘s room and you can see a woolen mattress and
the Closet which was used as a water closet by the Queen or William IV.
Section 3
You will hear three students discussing an experiment they're interested in. First, you have
Bill: Oh, hi, Jen and Irene. Are you two heading to class?
Hey Bill. Yes, we're just walking there now. We're a little bit early, but we wanted to prepare our
apparatus for the experiment. Do you want to walk with us?
Bill: Yes, sure. It'll be good to catch up. How is everything going with your experiment? Have
you decided what your test subject is yet?
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Jen: It's going really well and we're conducting the test as Laboratory Partners. We've decided
to test the effects of gravitational force on a series of objects with different densities.
Irene: It's interesting, but it's a lot of work. I've been planning the experiment for the last two
weeks. And I only finished yesterday.
Bill: Gosh, Irene. I'm really impressed by how hard-working you are.
Irene: I enjoy chemistry so much that it doesn't feel like work. Whenever I have some free time
at the weekend I spend it in the laboratory working on it. It almost feels like a second home to
me.
Jen: How about you Bill? Who is your laboratory partner? Tutor partnered me with Kim. At first, I
was worried because I've never worked with him before and I was worried that he wouldn't be
very good at laboratory work. But actually he's very capable.
Jen: I've noticed that he's always very well-dressed.
Bill: Yes. He's very stylish and we share the same taste in clothes that doesn't stop him from
getting his hands dirty though. He's a very hard worker and makes a significant contribution,
which I'm really grateful for.
Irene: It's good that you get on well with your partner, it makes experiments so much more
enjoyable when you work well together.
Jen: What do you think of the other people in our group?
Bill: A lot of the boys are really good at maths, which is really helpful with all the calculations we
have to do
Jen: Irene is good at maths as well which makes her contribution really useful because she can
do all the equations. I take care of all the writing because Irene finds that difficult. We'd probably
fell without each other's help.
Irene: That's true. I'm so glad that we're nearly finished.
Jen: Only because you finish the data analysis.
Irene: Oh Jen! You give me too much credit.
Bill: I'm so glad that I didn't get partnered with Linda again. Jen and I were grouped with her for
our last experiment and it was a nightmare.
Jen: Yes. She always submitted her work on time for the group work, but she never had her
phone on her. So it was impossible for anyone to keep in touch with her and vice versa.
Bill: Her attitude was pretty annoying but in all fairness she was a very hard worker because she
realized the amount of work needed to get a high score.
Irene: Jen is such a hard worker. In fact, she has been invited to work on the professor's
personal project.
Bill: Wow, that's amazing. Well done. Why were you picked?
Jen: I thought he would pick one of the students that he's closer to but he told me, he was
impressed with me because I always complete reading the assignments in time for class. I bet
you'll be really popular. Among the other students when they find out. They'll all want to hear
about the project.
Before you hear the rest of the conversation, you have some time to look at questions 26 to 30.
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Irene: You should give everyone tasks so that they have the opportunity to participate. T
Jen: That's a really good idea actually. Will you help me decide who to sign each task to?
Bill: Of course. Now, let's see. Well as Irene finds writing difficult, perhaps it will be useful for her
to practice that by doing the bibliography.
Irene: I think the bibliography is a bit long for me. I think I'd be better suited to the methodology.
Jen: Yes. That makes sense. Bill, you've told us that Kim is a hard worker. So I think he should
be tasked with the conclusions as there is quite a lot of effort involved.
Bill: Okay. Sure. I know the Kyle hasn't been feeling well, so you should take care of the
abstract and the acknowledgement because there is very little work to be done for those tasks
Irene: Jen. Do you want to review some of the literature? It's a lot of work, but I know that you
really enjoy writing. So, I'm confident that you'll do a good job.
Jen: Sure, sounds great.
Bill: Right so that leaves the bibliography and the discussion to assign. I think that Linda will
struggle with the amount of work involved in the referencing. So perhaps I should take care of
that task and she can do the other one.
Jen: That's great guys. Thanks for your help. I'll tell the tutor when he arrives.
That is the end of Section 3, you now have half a minute to check your answers.

Section 4
: In today‘s lecture I‘d like to look at post-operative pain and how we can manage it. Firstly, I‘d
like to introduce the types of pain patients experience after their surgery. The first one is
cutaneous pain. Let us consider the surgical incision. Once the skin is incised, cutaneous
nociceptors, or free nerve endings, are activated by the injury and release an acute, fast pain
felt in the injury site. This is localised pain. The impulses are transmitted via afferent nerves to
the central nervous system (CNS) and via peripheral nerves to the spinal cord. In the spinal
cord, the impulses connect with Type C fibres which, in turn, detect visceral pain. Since visceral
nociceptors are in a range of organs, slow pain is felt in other parts of the body. This is why
patients often complain about pain affecting different parts of their bodies. Moreover, pain
synapses occur in the dorsal horn.
As you can see, Type A-delta and Type C fibres synapse with dendrites. This is due to the fact
that the nerve extensions receive signals from other nerve cells. When this occurs, the pain
travels up the spinal cord as neurons or nerve impulses until they reach the midbrain. The nerve
impulses are then processed and transmitted to the body as a pain signal. Therefore,
medication and painkillers should be administered according to the type and severity of pain. In
other words, you should prescribe appropriate medication for a patient who suffers from
cutaneous pain and adequate analgesia for those who suffer from visceral pain.
Right, let us look at the types of analgesia now. The first procedure is to determine the
difference between pain threshold and pain tolerance. Pain threshold refers to the point which
we all feel pain. Imagine the pain you feel when you spill boiling water on your hand. We agree
that you receive a hand burn! This feeling is known as reaching the pain threshold. However,
pain tolerance is described as the individual‘s sensitivity to pain. This is obviously very
subjective as some people may be more susceptible to pain while others may have a low
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tolerance for pain. Nurses are instructed to hand out a questionnaire to the patients so that
doctors can evaluate their pain tolerance. This questionnaire is known as the ‗Pain Scales:
Universal Pain Assessment Tool‘ and it will guide you on the appropriate amount of analgesics.
OK, now let us consider the types of analgesics and their use in post-operative pain.
Antiinflammatory drugs, such as non-steroidal drugs, are often prescribed to patients suffering
from localised pain. On the other hand, patients who feel aching pain should be treated with
opioids. Opioids interrupt the transmission of nerve impulses in the dorsal horn so that they
cannot cause pain any longer. Another interesting fact is that opioids have a chemical structure
similar to endorphins, a natural painkiller produced by the human body. It is also important to
note that pain management refers to a combination of painrelieving drugs for pain control. In
fact, paracetamol and opioids can be prescribed together. Paracetamol can be administered
every four hours and the amount of opioids can be reduced by 30%. It provides patients with
pain relief and leads to better outcomes.
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Test 13
Test 13
Section 1
You will hear a man phoning to inquire about a job vacancy. First, you'll have some time
to look at questions 1-5
Receptionist: Good afternoon, Palm Resort.
Man: Good afternoon. I am reading about the job I understand you have vacant.
Receptionist: Oh, yes.
Man: I'd like to find out some more information if I may.
Receptionist: Yes, of course. Can I take your name?
Man: It's Freddy Lee.
Receptionist: Okay.
The man's name is Freddie Lee.
So, Freddie Lee has been written in the space.
Now we shall begin.
You should answer the questions as you listen, because you will not hear the recording
a second time.
Listen carefully and answer questions 1-5
Receptionist: Good afternoon, Palm Resort.
Man: Good afternoon. I am reading about the job. I understand you have vacant.
Receptionist: Oh, yes.
Man: I'd like to find out some more information if I may.
Receptionist: Yes, of course. Can I take your name?
Man: It's Freddy Lee.
Receptionist: Okay, Freddie. What would you like to know?
Man: First of all, I'd like to know where your resort is located.
Receptionist: It's near the city center on Jamieson Island. That's J-A--M-I-E- S- O-N
Man: Okay. Brilliant! That's only five minutes from me. I finish at my college on the 12th
of May. So I'll be available for work from that date. Will there be any vacancies of that
time?
Receptionist: Well, summer is our busiest season beginning on the 11th of July. So
that's when you would be starting.
Man: Sounds good and are there any age limitations?
Receptionist: That would depend on the place you're applying for. How old are you?
Man: I'm 17.
Receptionist: Well, we require our bartenders to be 18 or older, which means you would
be working as a waiter. There are four vacancies. They were originally six. However, we
have since filled two of these.
Man: Okay, great. Could I ask about the pay?
Receptionist: We're offering five pounds 52 pence an hour.
Man: That's very good. My last job was 4 pounds 45 an hour. And can I also ask about
what qualities you're looking for like any particular skills or experience?
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Receptionist: We don't normally may require applicants to have any past experience.
However during the summer season we have weekly shows in which our waiters are
asked to perform. Routines are very simple. So, no dancing skills are needed. However,
you will need to be able to sing.
Man: I have never sung professionally, but I'm keen on it and have been told that I'm
talented. So I think this will be a good fit. Are there any other duties that I‘d be
responsible for?
Receptionist: As a waiter you have a few different duties. We offer table service. So you
will have to take food orders from customers and carry the food from the kitchen to their
tables. We like to give our customers a relaxed experience. So, we'll also need you to
supervise and take care of their children.
Man: I have a babysitter. So, I'm very comfortable doing that. Is there a play area for
them in the resort?
Receptionist: Unfortunately, there is no facility for children here at the resort, but there
is a large playground just down the road.
to 10.
Man: So I would just walk the children down to the playground each day.
Receptionist: No, the road is very busy. And the Pavements are so narrow that is
unsafe to take the children for walks there. It would be very advantageous if you could
drive so that you can safely strapped the children into the back seat and transport them
back and forth.
Man: I'm currently taking driving lessons. So, if all goes well, I should have my permit by
the time I begin work.
Receptionist: We feel it's pretty good. And we also offer some good Fringe benefits for
our employees.
Man: Really?
Receptionist: Well, because of the difficulties of getting public transport if you're
working after 10 o'clock, we drive you home.
Man: Okay. That sounds fine. Do you have a staff room where I would be able to eat my
packed lunches?
Receptionist: All employees eat in the dining hall once our customers have finished
eating their lunch. We like to make sure that our employees are well nourished. So we
would provide you with a meal every lunchtime. There is no need to bring in a packed
lunch.
Man: Wow, that's good to know. I think that's all of the information that I needed. I'll be
sure to post my application to you later today.
Receptionist: Okay. Sure. Once we have looked over your application, we may ask you
to come for an interview. We normally hold our interviews on Fridays. However, the
manager is taking a long weekend this week. So, the interview would be on Thursday.
Is that okay for you?
Man: That's good for me.
Receptionist: Fine. 10:30 a.m?
Man: Yes, fine. Would 10 o'clock be okay?
Receptionist: Perfect. And could you bring along a reference letter from your employer?
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Man: Yes, that's fine. No problem. Could you tell me what else I have to do?
Receptionist: Well, you need to come to the desk and fill out some forms. We need a
document for ID. So a bank statement would be fine.
Man: I've got that and what else?
Receptionist: Well, you need to bring a photo with you having said that it would be also
a good idea for you to attach it to your application. This will help us to distinguish your
application from the others.
Man: Okay, no problem. I have a couple of spares from when I renewed my passport
Receptionist: Good. We look forward to seeing you.
Man: Okay. Thank you so much. You've been very helpful.
Receptionist: No problem. Goodbye.
That is the end of Section 1, you now have half a minute to check your answers.
Section 2
Good morning. Welcome to Green Home – the leading chain of greengrocers in the
country. As you walk through the aisles, you will see a variety of discounted items, great
deals and offers.
Let us start in the grocery. As you know, we provide the best fruit and vegetables that
you will ever find in town. At Green Home, you will see three sections – GM food,
organic food and fairtrade products. Genetically modified groceries are the cheapest
and today we have products for an unbeatable price - £1.57 for a kilo of baking
potatoes, £0.28 for a lemon and we also have half a dozen free-range eggs at £0.60.
Now, if you are environmentally friendly and opt for organic food, then you cannot miss
out on our exclusive fresh island carrots for only £1.99, irresistible organic courgettes at
£2.09 and yummy Brussels sprouts for only £1.59. You are also welcome to the fruit
section where you‘ll find organic raspberries, £4.55 and black cherries for only £3.75.
We also have fair trade products, and we make sure that one third of the price you pay
is sent to the producer in a developing country. Caribbean bananas are available at
£2.09 and Chilean grapes are only £3.87. Obviously, you can take a look at the aisle
opposite the grocery and find a variety of freshly squeezed juices at a bargain price.
Grapefruit squashes are only £2.85 each and if you get two of them, you will get a bottle
of apple and black currant squash for free.
If you are in need of cleaning, then you‘ve come to right place. If you are looking for the
best in special offers on a range of washing powders and softeners. You can take
advantage of our buy 2 and get 1 free promotion. If you get two pomegranate and
orange blossom washing powders, you can get a third one or if you buy two jasmine &
lavender softeners, you can have a crystal rain & white lily washing powder for free.
Other cleaning products have special offers too and you should definitely see the
amazing 20% discount on a new brand washing-up liquid, oven cleaner and degreaser.
You can also have a 30% discount on drain unblocking products if you get our own label
plughole and sink cleaner.
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Kitchenware is also provided here, and you will be astonished with our exclusive apron
and oven glove for only £12.50. You also get a free stainless steel peeler if you
purchase a saucepan with glass lid. You can make some delicious pasta with
Bolognese sauce there. Or you can have a free aluminium foil if you buy a sandwich tin
or a 12-cup deep bun tray. Your homemade cake recipes will be mouth-watering.
Finally, you can have a useful corkscrew when you purchase a bottle of our finest red
and white wines. They are imported from France, Portugal, Spain, Argentina, Brazil and
Chile. Our shops are open from Monday to Friday from 8am to 9pm and weekends and
bank holidays from 9am to 7pm. Thank you for shopping at Green Home and we hope
to see you again soon.
Section 3
You will hear Sally and Mike, two students, and their Professor talking about their
classwork. First, you have some time to look at questions 21 to 26.
Professor: Hello, Sally and Mike.

Sally and Mike: Hello Professor.
Prof: Welcome to the third meeting of our after-school Club where we discuss topics
from the syllabus in order to help you to understand your class work better now. I hope
that you've read the notes I gave you last week on the ancient African Traditions, as this
will be the focus of our discussion today. Who can tell me how they were able to
recognize different stars?
Sally: Did they measure the distance between them?
Prof: No Sally. I'm afraid that's incorrect. Mike, do you know the answer?
Mike: Historians used to think that the ancient Africans recognize Stars by observing the
manner in which they affected each other but further research showed that they used
the location of the stars in order to distinguish one from the other.
Prof: Well Done, Mike, very good. Can either of you tell me anything about the Wayaka
people?
Sally: They have a lot of money, but do not trust banks to keep it safe. They believe that
it's in their best interest to help themselves not assist others. Instead the tribe looks after
their own finances and generate income from lending money to others in low-interest
loans
Prof: what problems the African suffer from?
Mike: They used to suffer greatly from drought. However, they have now developed
clever ways of overcoming it by moving to higher land. There are however far more
predators in these mountainous areas. So, it is vital that the Africans learn how to
protect themselves in this new environment.
Sally: Yes, that's right. Also compared to more developed countries. The Africans are
less concerned with their International status, which I find interesting.
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Prof: Very good. What else are the local people concerned with?
Mike: Unlike other poorer tribes, they have plenty of nourishing food than they are able
to afford vaccines that prevent them from catching diseases.
Sally: They historically lived in the west of Africa although later. They were chased off
their land by other tribes competing for food and water. It is their hope that they will
eventually be able to return to their original Homeland.
Prof: Why has the financial condition of the African people deteriorated?
Mike: Despite that modern transportation system, they find it very difficult to trade
because their tools are not sophisticated enough to mine minerals from the land. They
have permission to engage in these commercial activities. So once they have the right
tools, they will be able to develop a very large income from trade.
Sally: Do you think that this new income will stop African suffering from starvation in the
near future?
Mike: Unfortunately, I don't think so. They should be able to start trading next year, but
they will only have enough income to start growing sufficient food and crops to support
the local people in the long-term future.
Prof: Yes. That's correct.
to 30.
Sally: There are many Charities from developed countries that are helping to ship food
to African countries in order to feed the starving. Unfortunately, it is difficult to transport
a lot of food to the right places, but Africans are very good at sharing and making sure
that everyone gets something to eat.
Mike: African governments are also starting to pay more attention to the needs of their
people. They have been directing a lot of money to help build schools in the more
impoverished villages as a part of a New education plan, which is fantastic. This means
that hopefully all African children will be able to attend school daily, without having to
walk long distances.
Prof: Yes. Absolutely. Do you remember any other information from your class notes?
Sally: Historically the tribes in Africa often used to migrate across the country in search
of food and water they would live in tents that were easy to dismantle and transport to
other locations.
Mike: That's true. But now they are being encouraged to settle down in one area. So
they can establish colonies and build facilities for themselves such as houses and
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schools. Some villages have even developed specific customs. For example, the
Wayaka people consider it impolite if you do not bring gifts when visiting someone.
Prof: Bravo. You've both contributed fantastic points to our conversation that concludes
our session for today. I'll see you next week.
Section 4
Good morning, everyone. As you know, this is week 2 and if you open your module
booklet, you will see that this lecture is titled ‗Introduction to Physical Forces‘. The first
question I‘d like to look at is ‗what is force?‘ Well, in physics, force refers to any factor
that can influence or cause an object to undergo a change in shape, speed or direction.
A mechanical stress can cause deformation, or physical movements can cause
acceleration, for instance. In order to acquire knowledge of physical forces, you have to
master Newton‘s laws. Newton‘s first law was influenced by Galileo‘s ideas on constant
velocity in the absence of a net force. Newton came up with the concept of innate
inertia.
When there is a solid object in a state of equilibrium, the object continues to move at
constant speed. Therefore, Newton‘s First Law examines the relationship between
inertia and the concept of relative velocities.
Newton‘s Second Law regards the presence of unbalanced force acting upon the
object. Newton proposed that force is in direct proportion to acceleration. If we are
aware of the acceleration of an object moving and the mass of the object, then we can
calculate the force.
Finally, Newton‘s Third Law is also known as the ‗action-reaction law‘. Has anyone
heard of this law yet? Basically, Newton realised that forces interact with other objects.
For example, while the first object A exerts force F on object B, then object B exerts a
force –F on object A. Although these forces are in opposite directions, they have the
same magnitude. These force pairs occur simultaneously, and the net force is zero. In
other words, the internal forces are not unbalanced.
Now, let us consider some physical forces.
Equilibrium is divided into static equilibrium and dynamic equilibrium. Static equilibrium
refers to objects at rest. Since they are at rest, their net force is zero. If there is an
object on the surface of the earth, we will see that there is the force of gravity which
pulls it down and an upward force called Normal force. There is no acceleration and the
result is zero. On the other hand, dynamic inertia considers the movement of an object
at constant velocity. If you apply a force to this object and it starts moving, kinetic friction
reacts against it. The result is a zero net force, but the object carries on moving with a
non-zero velocity.
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Gravity is a universal force towards the Earth. Galileo considered a free fall case and he
discovered that when objects fall down, the acceleration is constant regardless of the
mass of the object. Today this force is known as g and its magnitude is 9.81m/s². A
body or an object will experience a force and this force is determined by multiplying the
mass of the object by the gravity. Newton then came up with the ‗law of gravitation‘ with
regard to celestial movements.
The normal force is resulted from the force of repulsion between atoms. The normal
force reacts to an external force that pushes an object, for example. It thus maintains
the object integrity.
Friction resists the relative motion and it is divided into static friction and kinetic friction.
While static friction is opposing the applied force that is parallel to the surface, the
kinetic force is independent of the forces applied to an object.
Any questions so far? We shall continue to define other physical forces next week.
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Test 14
Test 14
Section 1
You will hear two students Jack and Amy discussing the details of the concerts that they
are planning to hold. First, you have some time to look at questions 1-5.
Amy: Oh, hi Jack. Thank you for coming to discuss the details of the concert. It's a real
help.
Jack: No problem Amy. I'm looking forward to throwing some ideas around. Shall we
order coffee before we begin?
Amy: Yes. I'll have a cappuccino please. Right, first on the agenda is deciding who the
intended audience is because will obviously have to base our choice of music on this.
The thing to do before they start is order coffee.
So ‘coffee’ has been written in the space. Now we shall begin.
You should answer the questions as you listen because you will not hear the recording
a second time. Listen carefully and answer questions 1-5.
Amy: Oh, hi Jack. Thank you for coming to discuss the details of the concert. It's a real
help.
Jack: No problem Amy. I'm looking forward to throwing some ideas around. Shall we
order coffee before we begin?
Amy: Yes. I'll have a cappuccino please. Right, first on the agenda is deciding who the
intended audience is because we‘ll obviously have to base our choice of music on this.
Jack: Classical concerts are held all the time, but I'd really like to do something different
and make it special. What do you think about holding it outside?
Amy: I like the idea but the weather is too unpredictable. What if we host the concert for
children? We could make it more light-hearted and everyone could dress up in costume.
Jack: What a wonderful idea! We could host the event every afternoon so that children
can attend after school. How much do you think we should charge?
Amy: I don't think we should charge more than $5 for the student tickets.
Jack: No, I think the four dollars will be a fair price. We can charge adults a little bit
more. I'd say that six dollars fifty is suitable.
Amy: Okay, great that should hopefully cover the costs of running the event the local
press will be in attendance to take photographs to print a newspaper. So, we'll also
need to organize a press tent.
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Jack: It's all so exciting.Thre'll also be a representative from the local radio station
broadcasting live. They're predicting is that over a thousand people will tune in to listen.
Amy: Now that we're agreed. Let's move on to discuss our other more sophisticated
concert where we'll be hosting a number of well-known opera performers.
Jack: As the majority of people will be at work during the day. I suggest that the concert
takes place in the late afternoon or evening, which do you think?
Amy: I think we should definitely hold an evening concert, the darkness will make the
entire performance more dramatic.
Jack: Yes, that will be fantastic. Let's host the event on Friday when everyone can wind
down after finishing a week of work. It'll be a lovely start to the weekend.
Amy: As it will be a lavish and elegant event. I think we should set quite a high entrance
fee of around 40 dollars. It'll give us some extra money to spend on decorations.
Jack: That sounds fair instead of using chandeliers and electric lights. We should
decorate the Marquee with candles instead. It would be so romantic.
Amy: Okay, perfect.
to 10.
Amy: Now moving on to the concert where we showcase talented opera singers from
the local area. Perhaps we should host this opera show on Monday evening.
Jack: I think that the venue is already booked on Monday, but Tuesday will do nicely.
How much do you think we should charge the audience for tickets?
Amy: Since the performers are not professionals. Perhaps we should make this a free
event.
Jack: Yes, tickets will be free, but we should ask everyone for a donation so that we can
cover the cost of the venue and food and drink.
Amy: You didn't think the venue also comes complete with a piano. So hopefully one of
the performers will be able to play. I had lessons when I was younger, but I'm not
accomplished enough to perform in front of an audience.
Jack: Well, what if we make our final concert a karaoke night where everyone of any
ability can sing on stage? It could be really good fun and it would give everyone the
opportunity to join in.
Amy: Yes. I love that idea. Let's hold it during the day on Saturday so that everyone
including families and the elderly can attend.
Jack: Perhaps we should offer concessions for students‘, children and the elderly to
make the tickets more affordable and encourage everyone to come.
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Amy: Yes. Definitely. I think that the majority of the crowd will be composed of families
and friendship groups. So we should avoid giving a group discount to maximize the
income from ticket sales.
Jack: Let's arrange a secret surprise to end the show on a high for everyone, how about
a band performance?
Amy: One of my friends happens to know a famous singer who I'm sure would be happy
to perform for a small fee.
Jack: Oh, wow. That sounds brilliant. Well, I think we've addressed the details for all of
the concerts.
Amy: Thank you so much for helping. See you later.
That is the end of Section 1 you now have half a minute to check your answers. Now
turn to section 2.
Section 2
Good morning everyone. Welcome to the Seven Sisters‘ Campsite. No, we are not in
Seven Sisters, the London suburb we are all familiar with. Instead, we are in the middle
of the outskirts of East Sussex and it is called the Seven Sisters because of the seven
stunning white cliffs standing on the shores of England. As you can see, the scenery is
beautiful beyond description.
So, let us go through our weekly schedule. On Monday, you are going to walk along a
trail in the middle of the countryside. We are going to walk up hills, pass through a flock
of sheep and reach a crystal-clear lake where we are going to have a picnic. You are
also welcome to have a swim there. Obviously, this may only occur if weather permits.
You know that it rains a lot this time of year, and weather conditions can affect our
schedule.
Next, we are going to carry on walking through this hilly area until we reach an
untouched and unexplored beach on Tuesday. It is a pebble beach, so you shouldn‘t
expect to see or build any sandcastles there. However, you can do some sunbathing
while pebbles massage your back. It is an amazing view and you will feel like
contemplating the seven seas for hours. This is where we will put up our tents. We will
be staying there until the next day.
If you are keen on water sports, then, this is the place to be. You can go water-skiing,
parasailing and jet-skiing. You can go on a banana boat ride. We also offer a range of
sailing boats, canoes and kayaks for those who like to set sail into an ocean of
adventure. You will be provided with life jackets.
Remember to use appropriate safety equipment for whatever activity you intend to
engage in.
Now, if you are not into water sports, then you can look up to the sky. Yes, we are
surrounded by magnificent white cliffs. If you want to do more than simply gaze at the
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incredible view, then, you can put on protective gear and you are ready to go rock
climbing. You can climb up the cliff and see the sunset from the top of the Seven
Sisters. Do you know how you can go down? Well, we offer a paragliding experience to
our rock climbers! You can launch yourself from there and reach the shores in a few
minutes. After you go back to our campsite, you can share your adventures with your
new friends while we are sitting in front of a fire. You can expect an unforgettable
experience.
Section 3
You will hear Tim and Jenny two students talking about their geography assessment. First, you'll
Tim: Hi Jenny.
Jenny: Hi Tim. How are you doing?
Tim: I'm okay, but I'm really stressed out about our geography assessment next week. Have you
done any work on it yet?
Jenny: I've looked at it a little bit but it would be helpful to discuss it with someone else. Do you
want to chat about it with me?
Tim: That will be great. Do you know what the rules are for the test?
Jenny: For our assessment last term, we were all required to collect raw data in order to
achieve a pass. However, this term the tutor said that it won't be necessary for us to do this.
Tim: I read through the notes and they said that we are all going to be given a set of
instructions that we can choose to follow if we wish but it's not mandatory and we can
complete the exam as we wish.
Jenny: I don't think that the rules will be too strict as long as we don't copy the answers from
anyone else’s exam paper. I think we'll be sure to pass.
Tim: Yes. I agree. Shall we put together a slide show presentation with information on all of the
volcanoes? It will really help us to revise the facts.
Jenny: Okay, great. Let's start with Pompey. It's the most well-known of all the volcanoes so it
should be easy to find lots of information about it online.
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Tim: I’ll avoid including some of the images in the presentation as many people were killed and
some of them can be quite disturbing. We're lucky to have a double free period today. So we
will have plenty of time to revise this together.
Jenny: Okay. Next up is Mount Fair go. This is an ancient mythical volcano, the location of which
is unclear. There are mountainous regions in both Mexico and the USA both of which are
rumored to be the site of this volcano.
Tim: It's not very scientific to list two separate locations for one volcano, but since no one has
been able to prove which is the correct one, we're left with no choice. It's interesting that there
is no other example of a volcano in existence today that is surrounded by so much mystery.
Jenny: Absolutely. I think we should include some information about Mount Etna in Sicily which
is famous for the stunning panoramas that one can appreciate from its peak. According to
Google, it's a relatively new volcano compared to others in the surrounding region, which may
be why it has very few of the features found in older volcanoes.
Tim: Oh, how interesting!
Jenny: Shall we include information on Mount Hurtin? I don't think that any of the other
students have carried out much research into it even though it has a lot of unique features.
Tim: I think we should leave it out since it's a man-made volcano. It's not that relevant to our
syllabus and probably won't be included in any of the exam questions.
Tim: Have you gotten feedback from your tutor on your presentation last week?
Jenny: Yes, I have but I don't think he was very impressed. He was satisfied by the amount of
research that I had prepared before I started but he criticized the fact that I was mostly
summarizing the facts instead of giving my own opinion.
Tim: That's a shame.
Jenny: It was frustrating that he criticized my work but, in the end, I learnt a lot from my tutors’
feedback. He advised me that next time I should present my work as a short documentary film
which he thinks will help me to strengthen my arguments. What topic was your presentation
based on?
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Tim: I chose to write about the lack of knowledge that most people have about volcanoes and
the fact that they see them in such a negative way. During documentaries and lectures the
scientific experts often neglect to mention the many positive features that volcanoes possess.
Jenny: That sounds really interesting. Well done.
Tim: I think everyone enjoyed watching but I was really nervous about talking in front of an
audience. I also felt very underprepared since I didn't finish writing the presentation until the
night before and therefore had no time to rehearse it.
Jenny: I'm sure it was great. Is there any other information that you think we should include in
our slideshow for revision?
Tim: Yes. I think it's important that we list all of the differences between active and extinct
volcanoes as there will definitely be a question on this topic. There are no documentaries on
the subject but there's a very informative website that discusses the geological structure of
each volcano type.
Jenny: Okay. Well, I'll continue collecting images and you can carry on with the online research.
Section 4
In today‘s lecture we shall consider the importance of natural resources and the
provision of renewable energy. As you know, petrol is a non-renewable energy source
and it is no longer regarded as the only source of energy. This is due to the fact that
petrol cannot be replenished, which means that sooner or later it will have been
completely extracted. However, according to the International Energy Agency, natural
resources are replenished constantly, and as a result they provide several forms of
renewable energy. These resources are derived from the sun, wind, geothermal and
hydropower. Moreover, energy can also be generated from biomass (or plant material)
and biofuel.
The first renewable source I‘d like to look at is solar energy. Energy is generated by
solar radiation and it can be used in a variety of applications which range from providing
hot water and central heating in houses to powering industrial boilers. Solar energy can
be divided into active solar and passive solar techniques. While active solar techniques
rely on photovoltaic panels and solar thermal collectors, passive solar techniques are
resulted from architectural strategies, for instance, place the windows so that natural
daylight can provide internal lighting. The sun may also play an important role in
biomass. When plants carry out photosynthesis, they absorb energy from the sun. They
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store solar energy and they release it as soon as they are burnt. In other words, plants
act as a natural battery. Plants can also be grown specifically for energy production.
Now let us consider wind turbines. It is estimated that wind energy increases 30%
annually and it is generated from wind turbines, a device used from producing between
600kW and 5MW of rated power. Wind turbines are normally located in offshore and
mountainous areas where wind is more constant. However, wind speeds are 90%
higher in offshore regions than in high altitude areas and they provide significant
amounts of energy.
Hydropower energy is generated from hydroelectric dams and they may produce
100kW of rated power. Hydropower energy may also be generated in rivers and oceans
even though they are deprived of dams. In this case, run-of-the-river hydroelectric
power is resulted from kinetic energy.
Energy may also derive from the earth. This is known as geothermal energy and, as the
names suggests, it is resulted from trapping the heat in volcanic locations. It may also
be obtained from geothermal heat pumps or ground source heat pump (GSHP), a
system that extracts heat stored in the ground. Geothermal energy is produced in
countries such as New Zealand, United States and Chile. In 2000, 86% of Icelandic
houses were powered by geothermal energy.
Finally, biofuels are developed from biomass. They may be divided into solid biomass,
liquid fuels and biogases. An example of liquid fuel is bioethanol, which is resulted from
ethanol production from sugar cane. Bioethanol is used as a gasoline additive in the
USA and Brazil. Another example of liquid fuel is biodiesel, which is made from
vegetable oils, animal fats or greases. This biofuel is largely used as a diesel additive
and reduce levels of carbon monoxide from diesel powered automobiles in Europe. In
2010, 2.7% of the world‘s transport fuel was derived from biofuels.
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Test 15
Section 1
You will hear a woman phoning to complain about the items she ordered last week. First, you'll
Receptionist: Hello, you are through to the complaints department at Clifton antiques. Before we
begin, I'll just need to take a few details from you. Is that okay?
Anna: Yes, of course. No problem.
Receptionist: Okay. Can I please have your full name?
Anna: My name is Anna Lumley.
Receptionist: That's Anna L-u-m-l-e-y, right?
The name is Anna Lumley. So, Lumley has been written in the space.
Now, we shall begin. You should answer the questions as you listen, because you will not hear
the recording a second time.
Receptionist: Hello, you are through to the complaints department at Clifton antiques. Before
we begin, I'll just need to take a few details from you. Is that okay?
Anna: Yes, of course. No problem.
Receptionist: Okay. Can I please have your full name?
Anna: My name is Anna Lumley. That's Anna L-u-m-l-e-y
Receptionist: Right and could you give me a contact number which we can use to reach you
during the week?
Anna: My mobile phone number is 077876345.
Receptionist: Okay, great. How can I help you today Anna?
Anna: I ordered a large number of items from you last week on the 20th of February and was
expecting them to be delivered on the 27th. However, only half of the shipment has arrived. I
just want to make sure that they haven't been lost in transit.
Receptionist: Right, okay. I'm sorry for the inconvenience. Let me track the parcel and see if I
can find out when you should expect to receive the rest of your items. What did you list as the
delivery address?
Anna: I arranged for the parcel to be delivered from your Warehouse on our Ardal Road to my
work address at 235 Akandale Road.
Receptionist: What was it, sorry?
Anna: 235 Akandale road. A-K-A-N-D-A-L-E.
Receptionist: East sea?
Anna: Yes, East Sea.
Receptionist: Right. Okay. I found your parcel here on our system. I can see that you've
received your shipment. However, nothing is mentioned about the missing items. I would advise
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that you wait for two days. And if the other items don't arrive then. It may be necessary for you
to claim insurance coverage for the value of the items. How much are the missing items worth?
Anna: They cost me thirty-four thousand five hundred dollars.
Receptionist: Well, the insurance company will cover you for 10 percent of the value. So, you
could claim 3450 from them. Just fill in the form on our website. And when the loss is confirmed,
you'll receive the money within one week. We will refund the rest of the money to you within a
month. So, you won't suffer a financial loss.
Anna: That sounds fine.
Receptionist: I'll just need to take a list of the missing items from you so we can check it against
our records. Is that okay?
Anna: Sure, no problem. Unfortunately, a lot of the items are one of a kind and therefore
irreplaceable there were small items such as lamps and chairs that aren't very valuable.
However, there was a large item of antique furniture and a bag for the first edition books which
were among the first ever to be printed on a press, right?
Receptionist: Okay. Is there anything else?
Anna: Yes. I also purchased a Victorian rocking horse for my daughter. Some large oil paintings
originating from the Edward period and a few decorative fruit bowls.
Receptionist: Right. Okay. I've taken a list of your missing items. So, I'll phone the warehouse to
see if any of them are lying around.
Anna: Ah, I almost forgot they were a couple of other pieces that I've spotted on your website
and would like to order. Can I do that now?
Receptionist: Of course, no problem. Can you give me a description of the items that you're
looking to purchase?
Anna: It was a gold clock and a golden framed vintage mirror.
Receptionist: Okay, perfect. I'll charge the items to the payment card that you used before and
they should be delivered to you within the next week. Is there anything else that I can do for you
today?
Anna: Yes, two the item that I received in the shipment are damaged. So, I need to make a
claim for a partial refund.
Receptionist: Oh, I'm sorry to hear that. I need to take down a few details of the actual damage
over the phone before you put in a full report. Can you tell me which pieces are damaged?
Anna: A draw is missing from the antique Mahogany desk. And there was also a dent on one of
the corners. So it's unusable.
Receptionist: I see any idea of the price of repairing it?
Anna: No. Well, I don't think it can be repaired I will need a new one.
Receptionist: Okay, I'll make a note of that and we'll see what we can do. Anything else?
Anna: I also purchased a set of dining chairs with navy leather padding. However, the colour is
faded. I'm one of the legs has completely split down the middle.
Receptionist: Okay, are there any other damaged pieces?
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Anna: Yes, I purchased a set of Chinese Crockery to furnish my dining room table. However,
when I open the box, I found that a cup was missing and that plates had smashed, four actually.
Receptionist: Is that all of the items?
Anna: Yes, I think that's all.
Receptionist: Right. I'll calculate the value of the damaged items and will issue you a refund.
Okay?
Anna: Thank you so much for your help.
Receptionist: No problem at all. It was my pleasure. Goodbye.
Section 2
Good morning everyone. Thanks for coming here and welcome to your induction day at Papyrus
Warehouse. I am Patrick Stanley. I am a Human Resources assistant and I am going to provide
you with some procedures you should follow while working at Papyrus Warehouse. Before
commencing work, you should have your ID card done – it is not just a document but it‘s your
company identification card. This is mine and your card will look like this one. There‘s your
name, photo and unique barcode number. I‘d like you to come in the HR department now so
that you can have your ID cards. Please have the following to hand: your passport or driving
licence. As soon as you are called, show your document at the cashier‘s window and have your
photo taken there.
Right, now we are ready to start. As I said earlier, this card is of great importance here. It is your
identification, so you should be very careful with it. Please do not leave it lying around. If a
problem arises in the till and your card has been swiped, you are in big trouble. Well, when you
arrive at Papyrus Warehouse, you should use your ID card to clock in and you can use it to
clock out at the end of your shift. If you work in the retail department, you can use it to open the
till and cash up. If you work in the stock room, you should use the card at a till when you do a
stock take. You are responsible for all transactions that are carried out in your name. So, please
make sure that you do not leave the till drawer unattended. If you have to go somewhere else,
make sure that you close the till drawer and log out of the system.
This card is also used for paying for lunch and snacks in the staff restaurant. You can insert £1
or £2 coins in the machines available on the 3 rd floor. If you‘d like to buy a soft drink or a cake,
you can give your card to the cashier and she will swipe it. Your card will be charged
straightway. It is like a debit card. Let me also give you some good news: lunch is free in the
busiest days, including the first week of each month. However, the cashier will still have to
swipe your card so that the system can record the lunch break.
Now let us talk about your belongings. Personal belongings such as handbags and mobile
phones cannot be taken to any department. Your belongings must be left in the lockers provided
in the male and female changing rooms. They are located on the ground floor. We recommend
that you switch off your mobile phones as no one can answer them while they are ringing
anyway. Having said that, you can check if you‘ve got any messages or missed calls during
your coffee break.
Finally, a few words about your uniform. If you work in the stock room, you are provided with
two plain white shirts and two pairs of black trousers. You should wear your uniform every day.
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Now, if you work in the shop floor, you should wear a plain shirt and a suit. Women are asked to
wear daytime make-up and have clean fingernails. They may use nail polish, but it must look
fresh and neat. Now, let us move on to the safety rules and procedures.
Section 3
You will hear a conversation between two students James and Kate's talking about their studies
and part-time jobs.
First, you have some time to look at questions 21 to 25.
James: Kate, I'm really busy at the moment trying to manage both my schoolwork and part-time
job.
Kate: Oh James, that sounds like a lot to handle. Where do you work?
James: I managed to get the job working in the local bakery, learning how to make bread and
cake. Since I'm studying business, it's really useful to experience firsthand how a shop is run and
interact with the customers.
Kate: Wow. It sounds really interesting. I'd love to come in and try the produce one day. Is it
nearby?
James: It's about 15 minutes away, which is frustrating because it's too far to walk from my
house. And I have to drive there. Despite the commute, my tutor recommended it to me as its
renowned in certain circles for being a very well-run and successful business.
Kate: Is it a part of the Kingfisher Baker's chain?
James: No, it's an independent family run store, which is good because they're really supportive
and eager to help me with the information I need.
Kate: How do you find the theoretical aspect of the school work?
James: I find the practical work far more interesting. But my tutors are really enthusiastic and I
get on well with my classmates which makes the lessons a lot more enjoyable. Also, I recently
found out that I can complete the theoretical aspects of the course within one year because of
the practical experience I'm getting.
Kate: Wow, that's great.
James: I know I was so relieved. I find the theory pretty hard to understand. So, I was really
worried about taking it for another year.
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Kate: Do you get assessed every term or just once at the end of each academic year?
James: No, there's an assessment every term, which is great because it really takes the pressure
off. In the first term, it's really relaxed. You conduct your own experiments on your topic of
choice and then everyone in your class assesses each other as a practical exercise. It's just a
shame that practical experience doesn't count towards the grades.
Kate: Yes. True.
James: Anyway, enough about me. What are you studying?
Kate: Oh, I'm not sure what I want to study yet, but I've been making inquiries about the English
language course.
James: Do you know what career path you’re interested in following?
Kate: Since Spanish is my first language, I thought that studying English would be really
beneficial if I decided to apply for a job in England. I really enjoy art and I'm very creative but I
don't think that becoming an artist is a very practical choice. I was thinking of using my passion
for art in a different way like working as a curator in an art exhibition, for example.
James: Wow, that sounds really interesting. I think you'd be good at that.
Kate: The problem is that the course is very expensive as you have to buy materials yourself and
they don't offer any scholarships to cover expenses. I need to order a catalog of the courses on
offer so I can see if there are any other modules that might perhaps be cheaper to study.
James: Luckily the courses don't start until September. So at least you have plenty of time to
get organized.
Kate: I can't believe I have to wait until September. I'm already so excited about starting.
James: What other art focused modules could you choose from?
Kate: History of art is my first choice since there isn't so much expense involved. I think it would
be really interesting as they invite a number of guest lecturers from across the globe to speak
on specialist subjects.
James: That sounds great. What about sculpture?
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Kate: Well, sculpture looked like a really suitable option at first since it's the easiest course, but
again, the utensils and materials aren’t provided so you have to spend a lot of money on
supplies. I'm also considering the option of digital painting. There isn't much reading involved
and the accommodation is located inside the studio. So, you would never have to worry about
commuting.
James: Commuting is such an inconvenience. So that's definitely a big advantage. What do you
think of art theory?
Kate: That's definitely an option for me. There are no exams as you get assessed on your course
work and research is conducted independently, so you can work from home which is really
convenient. The only other option is photography, but I'm not so keen on that.
James: Why not?
Kate: I've just never really been interested in it and I see it more as a medium for
documentation rather than an art form. You're also required to buy one of those really
expensive cameras with a digital display and microfocus capabilities, which I can't afford.
James: Well, let me know what course you decide on.
Kate: I will. thanks for talking it over with me.
James: No problem. See you later.
Section 4
Good evening everyone. In today‘s lecture we shall consider the relationship between global
warming and endangered species. As you know, the Earth‘s temperature has risen steadily over
the past 150 years. It is estimated that the surface temperature increased by 1.4°F in the last
100 years. However, two thirds of the increase occurred in the last 30 years. It is terrifying, isn‘t
it?
The causes of global warming can be divided into two categories: natural causes and man-
made causes. An example of natural cause is the methane emission from Arctic tundra and
wetlands. It is estimated that Arctic wetlands release between 30 million and 100 million tonnes
of methane gas every year. However, the most disastrous damages are caused by human
activity. Let us consider the release of methane gas in coal mines, for instance. A quarter of all
methane is stored on the land surface. As men are digging earth, they are releasing the
methane gas into the atmosphere. You are also very familiar with the greenhouse effect and the
emission of carbon dioxide in Earth‘s atmosphere.
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So, climate change has altered ecosystems and a range of animals are struggling to survive in
this ever-changing environment. A report has been published by the International Union for the
Conservation of Nature (IUCN) and it describes nine endangered species:
The Emperor Penguin whose breeding areas are diminished by the destruction of its natural
habitat and the possibility of food shortage as krill is deprived of its shelf ice.
Ringed Seals which will have to raise their pups further north where there is ice.
The Arctic Fox is being threatened by the red foxes. The latter have expanded into the tundra
due to the global warming.
Beluga Whales are facing human intrusion into their habitat. This area was once covered by ice.
However, as the ice has melted, boats are able to reach the area.
Staghorn Corals are suffering from oceanic acidification.
Clownfish whose sense of smell is obstructed by ocean acidification encounter difficulties when
searching for sea anemones.
Salmon dies as a result of oxygen depletion.
Koala Bears will have lower nutrient levels due to the effects of carbon dioxide on Eucalyptus
leaves.
Finally, the Leatherback Turtle whose sex ratios are being affected by environmental
temperature. There has been an imbalance in the gender of hatchlings owing to high sand
temperatures.
Any questions so far?
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Test 16
Section 1
Bud: Hi Annie! Yeah. How are things?
Annie: Awful, Bud! Awful.
Bud: Why? What's happened?
Annie: It's home. Mum's ill and dad's been laid off. So he's in a really bad mood and Susan
won't be of any help.
Annie: Your sister always was lazy, but what's wrong with your mum? She seemed fine the last
time I saw her.
Annie: Everything. I think she's really down because of Dad and her arthritis is playing up again.
It seemed the new medicine was working fine. Now she can still move her fingers but hardly
walk. Her toes hurt and the doctor says she needs a knee replacement
Bud: Doesn't sound too good. That's expensive surgery. Got medical insurance?
Annie: She was covered by my Dad's. But that's finished since he lost his job and money's really
tight. A new knee costs about 10,000 bucks. So she'll have to put up with it for a while.
Bud: God! That's awful. Maybe i should mention it to my uncle.
Annie: The one who used to work at the hospital. What could he do?
Bud: i don't know. But he knows all the doctors and maybe there's a way your mum could get
the operation done, cheaply.
Annie: It'll have to be really cheap because they're having a problem paying the mortgage and
my sister won't help out. She's so selfish.
Bud: Well I'll give a try. But what's this problem with your sister?
Annie: Since she won that beauty competition, she thinks she's been acting so high and mighty.
Won't even help mum with the housework.
Bud: Won't help your mum?
Annie: No. Spends all her time in front of the mirror, trying on different lipsticks.
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Bud: Sounds like my cousin. You know her, I think. Marianne who works at the holiday inn.
Annie: Yeah. I met her at your party. But she seemed very nice.
Bud: She is, till you get to know her. Miss charming, but she's really conceited especially since
she got promoted. Always putting people down.
Annie: What about your dad's company? Do you think he might have some work for my Dad?
Part-time anything?
Bud: He just got this big contract for the new supermarket. So he might be looking for some
people and I know he likes your dad. But all his workers have to be steelworkers, union
members.
Annie: I think Dad's kept his membership up. I'll ask him.
Bud: Let me know and i'll check with Dad when he gets back from france
Annie: France?
Bud: Yeah. He took mum there as a 25th wedding anniversary present.
Annie: Gosh. it's 5:30. I'm late for work. Gotta fly. See you Bud.
Bud: See you.
Section 2
Good morning everybody and welcome to one of the hong kong's bank's lectures on
money management. I'm John Rogers and I'm the manager here. Money they say makes the
world go round. Well, it is true that your world can come to a grinding halt, if you have no
money.
I know you all agree, because that is why you have come here today. Okay, money. What do
we want to do with it? Most people want to enjoy the money they earn today but also put some
aside for a rainy day, the kids education, that big house in the country you've always dreamed
of
and of course retirement. In other words they want to invest it. So let's talk for a little while on
spending money wisely today and then I'll talk about the various types of investment you can
make. The first question is how much of your income should you enjoy spending today and how
much should you save for the future. And the answer is different for different people. It depends
on things like age, your health, how many children you have etc.
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Well, my initial answer is, write out a budget for the necessities: food, rent ,mortgage and loan
payments, clothing, health insurance, things like that. When most people do this they say to
themselves, my goodness I really only need to spend fifteen hundred pounds a month. So how
come I always spend nearly two and a half thousand. My mother used to tell me ―look after the
pennies and the pounds will look after themselves‖. What to do? Discipline. I suggest you take
out the cash you need every week from the bank and keep a record of what you buy with your
credit card and you must strictly limit what you spend every month to for example your budget
for essentials plus an amount say 10 percent for a bit of entertainment if you want and the
unexpected like house repairs, that birthday present you forgot about, things like that. If after
three weeks you find that you have nearly spent your budget for the month then stay at home
for a week. No fancy restaurants or drinking with the boys as they say there's no free lunch.
Okay, so what do you do with the money you don't spend? Oh! One thing, I forgot to mention.
It's a good idea to always have some money in a current deposit at the bank, in case of big
surprises. Aay a thousand or so. Don't be tempted to use your credit card unless you absolutely
have to and get that safety cushion back in the bank as soon as you can. Right, so what should
you invest in? The list is endless real estate, stocks and shares, equity funds. Did I hear
someone say gambling? Well if you have a crystal ball maybe. The government lottery.
Someone once described it as a voluntary tax on fools but I must admit I spend a pound or two
on it every week but no more. It brings a little bit of excitement into my life. Even though I know I
have a better chance of being struck by lightning than winning. Okay, let's start off with a basic
principle. In general, the higher the potential, for making a fortune by buying shares of a
particular company, the one you have been told will be the next IBM in three weeks, the higher
the risk. We've all heard about the dot-com bubble of several years ago. Some people made a
fortune, but they got out before the market crashed. The majority of investors lost their shirts.
Another basic principle, the balanced portfolio. A balanced portfolio means you have
investments in a variety of things from low risk but low return things to things like blue chip
stocks that are somewhat less predictable but which will probably provide steady, if not
spectacular returns for years, to the riskiest of all venture capital, where success could increase
the value of your investment a hundred fold or failure could wipe it out. Well why don't we break
for a coffee now? Then I will talk about the most common form of share ownership. Common
stock which makes you become a part owner of the company itself with voting rights and
entitlement to dividend distribution if there is one.
Section 3
Student: Excuse me. I was told to come here for advice about management diploma courses.
Advisor: You've certainly come to the right place. Hi, my name is monika.
Student: Nice to meet you. My name is Andrew. Andrew Harris.
Advisor: So Andrew, have you seen our diploma course prospectus, yet?
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Student: Yes I've already looked at it. In fact I thought the information on course content was
really useful, but I'm afraid I'm a bit confused by all the different ways you can do the course:
full-time intensive, part-time and so on.
Advisor: Well, let's see if I can help. I think each course type has its advantages and
disadvantages. So it really depends on you your own study habits and your financial
circumstances, of course. Are you working at the moment?
Student: Yes. I've been working in the administration section of the local hospital for the last
three years and before that I worked in the office of a computer engineering company for two
years. So I've got about five years of relevant work experience and what i'm hoping to focus on
is Personnel management.
Advisor: I see and are you planning to leave your current job to study or are you thinking about
just taking a year off?
Student: I want to know what my options are? Really. I don't want to quit my job or anything and
my employers are keen for me to get some more qualifications, but obviously it would be better
if I could do a course without taking too much time away from work
Advisor: Right. So you don't really want to do the full-time course, then?
Student: No not really. It's also a question of finances, you see. My office have agreed to pay
the cost of the course itself, but I would have to take unpaid leave if I want to study full-time and
well, I don't think I could afford to support myself with no salary for a whole year.
Advisor: Okay. Well you have two other possibilities. You could either do the part-time course.
That would be over two years and you wouldn't have to take any time off work or you could do
what we call a modular course. You could do that in 18 months if you wanted or longer. It's quite
flexible and it would be up to you.
Student: So what does the part-time course involve?
Advisor: For that you would join an evening class and have a lecture twice a week. Then you
have to attend a seminar or discussion workshop one weekend a month.
Student: What kind of course work would I have to do?
Advisor: Well it's a mixture. You'd be expected to write an essay each month which counts
towards your final assessment. You have a case study to do by the end of the course which
might involve doing a survey or something like that and also you need to hand in a short report
every four weeks.
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Student: So that's quite a lot of work, then! On top of working every day. It sounds like a lot of
studying and really tiring.
Advisor: Yeah! You certainly wouldn't have much free time.
Student: What about the modular course? What would I have to do for that?
Advisor: Well, that's where you get the opportunity to study full-time for short periods. That way
you can cover a lot of coursework and attend lectures and seminars during the day and each
module lasts for one term, say about 12 weeks at a time. There are obvious advantages in this.
The main one being that you can study in a much more intensive way which suits some people
much better
Student: And how many of these modules would I have to do to get the diploma?
Advisor: The current program is two modules and then you have to choose a topic to work in
more depth, but you can base that on your job and so you don't need to be away from the office.
And how long it takes is up to you.
Student: mhm.
Advisor: The important thing is that you don't have to study and work. You can focus on one
thing at a time.
Student: Yes, I can see that. It certainly sounds attractive. It would be more expensive though. I
mean I‘d have to support myself without pay for each module.
Advisor: That's true. So that might be a problem for you. Look why don't you talk it over...
Section 4
Okay! So, we've been looking at the attitudes of various social and cultural groups towards the
management of their personal finances. How important they feel it is to save money and
what they save their money for? One aspect that we haven't yet considered is gender. So, if we
consider gender issues, we're basically asking whether men and women have different attitudes
towards saving money and whether they save money for different things. Back in 1928, the
British writer George Bernard Shaw wrote in his ―Intelligent Woman's Guide to Socialism and
Capitalism‖ that a man is supposed to understand politics, economics and finance and is
therefore unwilling to accept essential instruction. He also said a woman, having fewer
pretensions is far more willing to learn. Now, though these days people might question a lot of
the assumptions contained in those statements. Recent research does suggest that there are
some quite fundamental differences between men and women in their attitudes to economic
matters.
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Let's look at what men and women actually save for. Research studies of women in north
america have found that women are far more likely to save for their children's education, and
they are also more likely to save up in order to buy a house one day. The same studies have
found that men, on the other hand, tend to save for a car which by the way takes a surprisingly
large amount of the household budget in North America. But the other main priority for men
when saving money is their retirement. When they're earning they're far more likely to put
money aside for their old age, than women are. Now, this is rather disturbing. Because, in fact,
the need for women to save for their old age is far greater than for men. Let's consider this for a
moment. To start with, it is a fact that throughout the world women are likely to live many years
longer than men. So they need money to support them during this time. Since women are likely
to be the ones, left without a partner in old age, they may therefore have to pay for nursing care
because they don't have a spouse to look after them. Furthermore, the high divorce rates in
north america are creating a poverty cycle for women. It is the divorced women who will most
often have to look after the children and thus they need more money to look after, not just
themselves, but others.
So what can be done about this situation? The population in North America is likely to contain
an increasing number of elderly women. The research indicates that at present, for women it
takes a crisis to make them think about their future financial situation. but of course, this is the
very worst time for anyone to make important decisions. Women today need to look ahead,
think ahead, and not wait until they're under pressure. Even women in their early twenties need
to think about pensions, for example, and with increasing numbers of women in professional
positions, there are signs that this is beginning to happen. Then research also suggests that
women avoid dealing effectively with their economic situation because of a lack of confidence.
The best way for them to overcome this is, by getting themselves properly informed, so they are
less dependent on other people's advice. A number of initiatives have been set up to help them
do this. This college, for example, is one of the educational institutions which offers night
classes in money management and increasing numbers of women are enrolling on such
courses. Here they can be given advice on different ways of saving. Many women are unwilling
to invest in stocks and shares for instance. But these can be extremely profitable. It is usually
advised that at 70% least percent of a person's savings should be in low-risk investments, but
for the rest financial advisors often advise taking some well-informed risks. initiatives such as
this can give women the economic skills and knowledge they need for a comfortable
independent retirement. The increasing proportion of …………………...
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Test 17
Section 1
Elena: Hello.
Jan: Hello. Can I speak to Elena please.
Elena: This is Elena speaking.
Jan: Hi. My name is Jan. I'm calling about the car that was advertised on the notice board in the
student union building. Is it still for sale?
Elena: Yes it is.
Jan: Your ad says it's a 1985 Celica, in good condition.
Elena: It's old but it has been well looked after. My family has had the car for ten years. I'm just
the third owner and my mother had it before me, so we know its history. We've got all the
receipts and records. It's had regular maintenance and the brakes were done last year. It runs
really well, but looks its age.
Jan: Why are you selling it, by the way?
Elena: Well, I'm going overseas next month to study. I'll be away for at least 2 years so I have
to sell it. Unfortunately, It's been a good car.
Jan: You want $1500? Is that right?
Elena: I was asking $2000 but since I need to sell it quickly, I've reduced the price. Would you
like to come and take it for a drive? I don't live far from the university.
Jan: Yes I'd like to have a look. What time would suit you?
Elena: Any time this evening is fine.
Jan: Well I finish classes at 6 o'clock. How about straight after that? Say 6:30?
Elena: Great! I'll give you directions. When you leave the main gate of the university, turn left
on South Road and keep going until you get to the Grand Cinema. Take the first right. That's
Princess St. I'm at number 88, on the right.
Jan: So it's 80 Princess St.?
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Elena: No it's 88 Princess St. and the suburb is Parkwood. You'll see the car parked in front. It's
the red one with the 'for sale‘ sign on it.
Jan: OK. Thanks, Elena. I'll see you later.
Elena: Bye.
Jan: Hi Sam!
Sam: Hey Jan! What's happening?
Jan: I‘m glad I ran into you. I've decided I have to get a car.
Sam: You're going to buy a car? Do you really need one? I‘d probably still be driving except that
my car broke down last year. Instead of getting another one, I just moved closer to the university
and went back to riding a bike - better for the environment, better for my health and I save a lot
of money.
Jan: Did it really cost that much?
Sam: Well when you think of registration, insurance, rising petrol costs, parking, plus
maintenance and repairs, it adds up.
Jan: I know it's going to be expensive but I really need my own transportation. It takes a half an
hour by bus each way to university as it is. But now I'm working at night in the city.. There's no
way I want to hang around waiting for a bus late at night, then walk 3 blocks home alone.
Sam: Hey, I think you've got a point there. So what kind of car are you looking at?
Jan: It's an 85 Celica, same kind as I used to have. The owner's asking $1500.
Sam: That's pretty old. How many kilometres has it done?
Jan: You know, I forgot to ask. I'll have to check tonight when I go to see it. Would you be able
to come with me to have a look? At about 6:30?
Sam: Sure I'll come, but I don't know a lot about cars. I do know one thing, though. I wouldn't
buy an old car without having a mechanic look at it first.
Jan: That's a good idea but won't it cost a lot?
Sam: Not really. You can get a check done though the Automobile Association for $80 and it
comes with a report on the condition of the car. It can save you a lot of money in the long run.
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Jan: I'll keep that in mind. So we have to get to Parkwood at 6:30. Do you want to take the bus?
It goes straight down South road every fifteen minutes. Or maybe we could walk. I don't think it
is that far.
Sam: Actually I could borrow my room mate's motorbike for an hour or so. He's working all
evening in the library.
Jan: Do you think he'd mind?
Sam: No way. He owes me a favour or two.
Jan: OK. Great! See you at six, outside the Student Centre.
Section 2
Guide: Hello everyone. Glad to see so many happy faces on this wild and windy day. Are you all
ready to go looking for whales? I'm Tony and our other guide today is Dale. We'll be using these
two rubber boats you see here and our trip today will take 3 hours. In a few minutes, we'll be
heading into part of the largest temperate rainforest of the Pacific Northwest. I'll show you our
route on the map here. This is where we are now. We‘ll be leaving the sheltered bay and
heading out across the mouth of the bay toward the open water. As you know, last night there
were strong winds in the area so we can't go out into the ocean as we had planned. Near the
mouth, the water will be quite rough. That's where we are most likely to spot orcas or killer
whales as they are also called.
After crossing the mouth of the bay we'll enter the calmer shallower waters. This is where you
look for grey whales. Then we will continue up this narrow inlet close to the shore. You will have
a great view of giant fir and cedar trees that have never been logged. Here is the place to watch
for wildlife. You are likely to see bears along the shore and eagles in the sky overhead. Right at
the back of the inlet, here, are the hot springs where we will be stopping for an hour. You can
have a soothing soak in bubbling hot water before the return trip.
I'll tell you a little bit about the whales now because with the noise of the wind and the engine
you won't be able to hear much out there. As we head out in the boat, we will probably see
dolphins first. They are grey coloured and quite small - 1-2 metres long. They will swim right
beside the boat, racing along and sometimes jumping out of the water just ahead of us. They
swim very fast and they are playful and curious. 'They're really fun to watch.
The next ones we'll see are orcas or killer whales, which are actually members of the dolphin
family. They are 7-8 metres long, very fast and they have sharp teeth. Some stay in these
waters all year round. We identify them by the distinctive black and white colour. They feed
mainly on salmon in these waters, but the orcas diet can include seabirds, seals, dolphins and
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other mammals. They can be fierce hunters and this is why they are called killer whales. We
should start watching for them as soon as we get out towards open water. We're likely to spot
the orcas from a considerable distance. Watch for the black and white marking and mist
spouting from the blow holes on top of their heads. Just outside the inlet is where we will
probably see grey whales. The greys are migratory. They pass through here twice a year,
moving from far in the north where they feed, to the warm southern waters where they breed.
You're very lucky today because several have been reported in the area.
Unlike the orcas, greys are solitary, except when you see a mother with a calf. The grey whales
are much longer and heavier than the orcas - 14 metres long and weighing up to 30 tonnes. The
grey whales are filter feeders, gathering tiny ghost shrimp from the sand at the bottom. We
recognize greys from their tail fins, because each one is different. Once we find the whales, we‘ll
come up as close as we can safely. We are allowed to approach the whales no closer than 50
meters but that feels pretty close when you are in the presence of animals this big. You'll see
mist coming out of the blowholes when they breathe out and you'll hear a loud hiss. If we are
downwind, we might even be able to smell them. A strong fishy smell.
Now for just a few words of caution. It will be quite bouncy out there, especially in the front of
the boat. If you want a smoother ride, stay in the middle of the boat, close to the engine. Hold
onto the ropes and keep an eye on any big waves. Be alert so you don't get thrown out of the
boat. In case of an emergency, you are all wearing survival suits. They'll keep you warm and dry
in or out of the water. They are bright orange for visibility. The water temperature is around 8
degrees. Without these suits you would only last a few minutes in this cold water. With these
suits your survival time is increased dramatically. They will keep you upright in the water even if
you can't swim. But we don't expect anybody to end up in the water so don't worry. Now, are
there any questions?
Student: I'm afraid of getting sea sick.
Guide: Right, I was just coming to that. If you think you might get seasick, take one of these
patches and put it on your arm. at the wrist, like this. It works on pressure points of the body and
will relieve seasickness without the drowsiness u can get from pills. Are there any other
questions? Alright then, let's start loading up the boats. We leave in 5 minutes.
Section 3
Penny: Hi. Haven't seen you two in ages. What have you been up to?
Louis: Hi Penny. Ray is really excited. He has just been 5h for "Travel Documentary. He could
be off travelling around the world for 3 months.
Penny: 'Travel Documentary'. What's that?
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Louis: You've never heard of it? Don't you watch TV?
Penny: Well actually no, hardly ever. Especially since I‘ve started working on my thesis. I don't
have time to breathe, let alone watch TV. So what's this all about, Ray?
Ray: Well, actually it's a competition run by Public TV. It involves my two great loves, travel and
film making.
Penny: Is it that program where people are sent around the world making documentary videos?
I have heard of it. Fantastic! So you've been chosen?
Ray: Not yet. I'm one of 34 selected for an interview next week so I made it through the first cut.
Louis: Yeah, there were over 200 applicants from around the country. Pretty amazing heh?
Ray: Well I‘ve been lucky so far.
Penny: What's the next stage?
Ray: Thirteen are chosen from the interview to do a 4 week training course in documentary film-
making. Then, the 8 finalists get sent off with a video camera to travel around the world.
Penny: Sounds incredible!. What's the catch?
Ray:The catch is that every 2 weeks you have to send in a 10 minute video from a different part
of the world. It's broadcast on TV along with the work of three of the other competitors and
judged by a panel of experts and the TV audience. So you're under a lot of pressure.
Penny: Wow, I guess so. You mean, you're on television every two weeks?
Ray: Yep that's right. But first I have to be selected.
Louis: Do you have to have any film-making experience to apply?
Ray: Some background in photography or video-making helps but you're not supposed to be an
expert. In fact you can't apply if you have already worked in film-making. We all get the same 4
week course. So we start with the same skills.
Penny: Can you go anywhere in the world you want?
Ray: Each competitor makes up his or her own travel clans and has to get them approved.
Louis: Have you talked with anyone else who has done it?
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Ray: As a matter of fact just last week I met Sarah Price, a girl from here who did it last year.
Louis: What did she have to say about it?
Ray: She said it was the most amazing experience of her life but it was really tough at times.
Louis: I think you'd have to be really brave to take off like that alone with so much responsibility.
It's not like going on a holiday, is it?
Ray: No. Two weeks in a country, often where you can't speak the language to find a story, film
it, organise all the editing. Then you're off to a completely different part of the world to start all
over again. Pretty exhausting, but exciting too!
Penny: What a way to see the world!
Louis: What about Sarah Price? Did she have any bad experiences?
Ray: She said the worst part was when she got some mysterious fever in Mongolia and thought
she might have to be sent home. Fortunately it got better but she said it was scary to feel really
ill when you're alone so far away.
Penny: So what made you want to apply?
Ray: When I saw the program on TV a while ago, I thought, this is for me. I've always wanted to
travel but needed to work for a year before I could even think about it. Then, a new series
started up. I thought now's my chance.
Louis: Don't you think you'll be lonely?
Ray: I don't think I'll have time to be homesick. I'm more worried about having too much to do
and not enough time to get things organised.
Penny: So we might be watching you on television in the next few months.
Ray: I hope so. If I'm lucky!
Louis: When will you know for sure?
Ray: They choose the final eight in march, a month later you‘re on your way.
Louis: So do you have to pay anything?
Ray: Nothing. It's all paid for - course, camera, flights, accommodation and in-country travel,
The budget is pretty tight though. No extras.
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Penny: I sure hope you get it. Then I'll be finding time to watch at least one program on
television every week.
Section 4
Our talk today in this history of technology series is about a feat of anti-engineering from the late
19th and early 20th century that is still very much with us today and that is linked with the history
of the typewriter. It's the QWERTY keyboard. What, you might ask, is QWERTY? Well, have a
look at the nearest typewriter or computer keyboard. If you look at the top row, you will see that
―QWERTY‖ are the first 6 letters. Did you ever think, when you were learning to type, about why
the letters on the keyboard are distributed the way they are? Here's the story. It all has to do
with the history of the typewriter. Typewriters existed since the early 1700's, but the first
commercially practical system came into being in 1873. The typewriter is one of America's
greatest unsung inventions. While the telephone, automobile and airplane spread up
communications and transportation, the typewriter did the same thing for the written word. But
few people paid much attention, possibly because they were too busy reading what the
typewriter had written about all the other inventions. The first typewriters had the keys laid out in
alphabetical order, but this system had problems. Some keys that tended to be typed together
were physically close. This made the typebars hit each other and get stuck. Typewriters in 1873
jammed or got stuck at the keys next to each other were hit in quick succession. To solve this
problem, in 1878, the QWERTY keyboard was developed, spacing frequent letters away from
each other, and therefore reducing the number of jams It was not specifically designed to slow
down typists, as is generally believed, but the keyboard did create a built-in inefficiency for
typists. The most common keys are scattered all over the keyboard rows, many on the left side.
Right-handed people have to use their left hand, which is the weaker hand.
Typewriter technology improved, doing away with the original rationale for the QWERTY
distribution, but the keyboard remained. In spite of its inefficiency, it is the keyboard we all use
today.
Already, back in 1932, there was a solution to the problem. Efficiency expert August Dvorak
came up with a new keyboard layout. His home row consisted of AOEUIDHTNS- which includes
all of the vowels as well as the most commonly used letters. On this keyboard, over three
thousand words can be typed using only the home row. In fact 70% of all the work can be done
on the home row, 22% on the row above, and 8% on the row below. The QWERTY keyboard
allows only about fifty words to be typed without reaching for other rows. In addition, on
Dvorak's keyboard, the right hand handles 56% of the workload and the left handles 44%, just
about the opposite of the division on the QWERTY keyboard. This is an advantage for most
right handers. The Dvorak keyboard increased accuracy in typing by almost 50 percent and
speed by 15 to 20 percent. How much labour did this Dvorak layout save? In one study, a group
of typists was evaluated in the use of both keyboards. Those using the Dvorak keyboard moved
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their fingers just about one mile on an average day, while those who used the QWERTY
keyboard moved their fingers an average of twelve to twenty miles.
The superiority of the Dvorak keyboard was clearly established. However, it has never been
adopted as the keyboard of choice. Why? First of all, bad luck and bad timing on the part of the
Dvorak team. First there was the Depression, not a good time for introducing change. But the
main factor that worked against the Dvorak system was habit. People were used to the
QWERTY keyboard. Computers today could easily switch the arrangement of letters to the
Dvorak layout, but it seems that because of habit, the QWERTY layout remains dominant.
People felt comfortable with the keyboard they learned on. So it was the established patterns of
hundreds of millions of typists, manufacturers, typing teachers and typewriter salespeople that
have crushed all moves toward keyboard efficiency for over 70 years. It looks like, QWERTY
keyboard may be with us for a long time yet.
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Test 18
Section 1
Director: Good morning. My name is Bob Ferguson. And I'm the director of Scott Child Care
Center.
Parent: Good morning. I'm Sally Ann Cullen. I made an appointment to enroll my daughter.
Director: That's right. I've got the application form right here. Now, first I need some personal
details. So the family name is Cullen. Is that right?
Parent: That's right.
Director: Now what about your daughter? What does she like to be called?
Parent: Oh, her name is Alexandra but we‘ll just call her Alex. A-L-E-X.
Director: Looks great. As you know, we organize the children into different age groups. There's
the baby's group, the toddler's aged 2 to 3 and the preschoolers. They're aged 4 to 5. How old is
your daughter?
Parent: Well, she'd go into the toddler group. She's just turned 3.
Director: And we always like to make a note of our children's birthdays, so we can celebrate it all
together. If they're at the center on that day. When was she born?
Parent: Oh the 8th of November.
Director: Fine and we also find it a great help to know about siblings. Sometimes a problem at
the center can be related to problems with a sibling. Does she have any brothers or sisters?
Parent: Yes, a brother, Fraser. He's two years older.
Director: So that would make him five. Is that right?
Parent: Yes, that's right.
Director: Fine. Now, we also need a contact address. Where do you live?
Parent: It's a hundred and eight, Park Road. That's P-A-R-K, Maidstone.
Director: Now, last of all, we need a telephone number we can call if there are any problems.
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Parent: Oh, well, I'll be at work and so my husband. So the best number to call is 3467 double-
890.
Director: Right? And is that a close relative?
Parent: Yes. It's my mother-in-law's number.
Director: We prefer to make a note of how the person is related to the child. So I'll write down,
grandmother.
Parent: Yes. That makes more sense.
Director: That's all of the personal details. We also like to try and get a picture of your child's
personal development. Can you tell me if there are any specific problems she's having. For
example, does she get on well with other children? Is sleeping a problem?
Parent: Yes, she gets on well with others I think, but she does have trouble sleeping. We gave
up her daytime nap, a long time ago.
Director: That's good to know. I'll make a note of that. She can just have some quiet time while
the others are resting if she likes.
Parent: That should be fine. She enjoys drawing quietly.
Director: Right. Now, what about other skills? We occasionally take the children swimming fully
supervised, of course, and we only go in a paddling pool as we don't expect them to swim by
themselves, yet. Does your daughter need a lot of help getting changed?
Parent: No, not at all. In fact, she's been able to get dressed in the mornings for over a year
now. So no problems there.
Director: That must be a big help for you. Now. What about the child care arrangements? Are
there any specific days you require?
Parent: Well, I work Monday to Wednesday, but my mother-in-law has agreed to look after her
on Wednesdays.
Director: So does that mean that you just need Monday and Tuesday for now?
Parent: That's right.
Director: And what about the pickup time? We offer extended hours for parents who work a
great distance away.
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Parent: I work until three o'clock, but it takes me about half an hour to drive home. So ideally I'd
like to pick her up at four, if that's okay.
Director: That would be fine. Now. Is there any other information?
Section 2
The school holidays are fast approaching and I'm sure all of you parents out there are worried
about how to occupy your children. Well, I have a few tips that may help keep your children
entertained without spending large amounts of money. One of our biggest problems is that
today's children often do not have the type of hobby that was familiar in the past, such as
making their own toys. Instead, they rely on sophisticated video games to keep them amused.
But children also like to feel needed. So why not give them jobs to do around the house? You
may be surprised, how much they will enjoy simple tasks, such as washing your car. Another
idea is to use this time to develop their cooking skills. Food is something we all enjoy. So why
not get them to prepare some simple dishes in the kitchen? Learning to cook is a useful life skill
for children to learn and it can also keep them happy for several hours. Children also love doing
arts and crafts. So why not give them the task of making presents for upcoming birthdays or
celebrations? Not only will they enjoy making them but you'll also save some money and the
family or friends who receive the gifts are sure to be delighted. A great idea to get children out of
the house is to find out about how they can help in your local community. Perhaps there is a
home for the elderly nearby.
They are sure to welcome a visit from young people. Even a few minutes a week, can brighten
their day. Of course, younger children cannot do these things for very long, but older ones may
find that there are ongoing projects around your neighborhood that they can help with. These
are just a few ideas, but I'm sure you can think of many more. If not, there are plenty of places
to look for other suggestions. Nowadays, the first place people seem to look is the internet
which can be a good source of information. However, it does have its limits because ideas
suitable for children living in the city may not translate well for children in rural areas. So don't
overlook your library. These are often filled with great ideas targeted at children in your specific
area. There are a few key points to remember however, one of the most important things is to
keep your children active. Otherwise, they will be sure to get bored. Also remember that
although children can be very independent even from 9 or 10 years old, you should still be there
to take care of them up to the age of 12. So don't be tempted to let older children babysit their
younger siblings. This should only be done by an adult.
Section 3
Susan: Hello John. How was your conference on space travel?
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John: Hi Susan. It was great. We had some fascinating speakers. Especially one fellow who
was an expert on Mars. He thinks it's quite feasible for humans to live there in the near future.
Susan: Well, if we spent the billions of dollars that go into space research on looking after our
own planet, then perhaps we wouldn't need to worry about the earth being uninhabitable in a
hundred years' time, nor would we need to look for another planet to colonize?
John: Yes, but there are some important things that space exploration can teach us, you know,
especially about the history of our own planet and its atmosphere. That sort of knowledge could
help us solve some of the problems that threaten our planet.
Susan: Still, I don't really see why they have to send astronauts into space. Robotics is so much
more advanced now, why can't they simply send robots?
John: Well robotics has come a long way and it is more expensive to send a manned spaceship
into orbit. But the biggest problem with robots, is that they have to be programmed for every
possible eventuality.
Susan: Yes. I suppose you're right. Robots just can't react to situations independently the way
that humans do. They still need us to tell them what to do.
John: That's right. Robots may have come a long way. But if you're going to go to all the
expense of building one, you really need to make sure it's going to work when it gets there and
they don't tend to take risks with new and untested technology. What if it lets you down? So
instead a lot of the space technology nowadays, is actually based on the technology they used
in the 1970s. Because we know that it works and it's reliable.
Susan: So do you think it will ever be possible to send robots to Mars?
John: I'm not sure. One of the speakers spoke about that and he says the communication would
be a problem.
Susan: Is that because of the conditions? I mean those extremes of temperature and even the
atmosphere itself would probably create an awful lot of interference.
John: Yes, but they're both issues that can be dealt with now the real problem is simply how far
away it is. That would cause long delays before the robots received any messages about what
to do next. So for the moment, they don't think it's feasible.
Susan: Hmmm….That makes sense.
Susdan: But tell me do you really think we should be contemplating sending humans to Mars at
all? Don't you think we should wait until we do have the technology.
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John: Well, many years ago the civilizations that built the pyramids or that began building
enormous cathedrals must have started the project never expecting to see it finished. I think we
should take the same approach and start our preparations now.
Susan: That's an interesting point.Though, I'm still not convinced. Surely, you don't foresee a
time when humans will be living on Mars. That's just science fiction, isn't it?
John: Not at all. I think there is a distinct possibility that humans will live there.
Susan: But what about the conditions there? Even the dirt on the ground could kill us?
John: Yes, I agree with you there, but we can easily build a self-contained structure there. So
people don't need to go outside.
Susan: Hmmm… I suppose the ground does also contain a lot of resources. So getting metals
wouldn‘t be a problem.
John: That's right. A lot of building materials could be found there, but there are still many risks
involved.
Susan: Yes. What about radiation? I don't think there will ever be a way to shield us totally from
cosmic radiation even inside a spaceship.
John: I can't agree with you there. Astronauts have been traveling in space for a long time now,
so that shouldn't be too much of a problem for us.
Susan: I just don't think we have enough experience of living in space long term.
John: But you have to accept that it is within the realms of possibility. That one day there will be
a martian space station.
Susan: Well, I have every faith in science and Mars does seem to be the next frontier. So yes, I
imagine we will eventually send a space mission there, but I can't see people living there.
Section 4
Welcome once again to introduction to dentistry and in today's lecture we will be looking at the
history of Dentistry through the ages. Now skulls of the Cro-Manion people who inhabited the
earth 25,000 years ago show evidence of tooth decay and the earliest recorded mention of oral
disease was in 5000 BC. This proves that oral disease is by no means a modern-day problem
and has in fact played humans, since time began. That particular reference appeared in a text
written by the ancient people of Samaria, which referred to tooth worms. There is also evidence
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that dental problems caused difficulties in other early civilizations and people from those times
actually developed treatments for them. For example, we have found historical evidence that the
Chinese used acupuncture to treat the pain associated with tooth decay. There is even further
evidence of the troubles caused by toothache in the Ebus Papyrus which is a text written
between 1700 and 1500 BC, by the people of ancient Egypt. This Papyrus contains references
to diseases of the teeth as well as prescriptions for medications they used at that time. While
today, we automatically prescribe antibiotics, the ancient Egyptians relied on more traditional
remedies to help with tooth decay. Firstly olive oil, which even today is known to have
therapeutic qualities and secondly, onions which again are an age-old traditional medicine and
are still recognized as a reliable source of natural antibiotics.
A large proportion of early Dentistry was practiced as a part of general medicine. However by
the 5th Century BC, Herodotus, a Greek historian made the following observation. In Egypt
medicine is practiced on a plan of separation. Each physician treats a single disorder and no
more, some undertake to cure diseases of the eye, others the head and others again of the
teeth. The Greeks were at the forefront of Dentistry at that time, and it was a Greek physician
who lived between 1300 and 1200 BC who chose to extract problem teeth long before anyone
else. Arabs were also pioneers in the area of oral hygiene and used a small polishing stick as a
toothbrush as early as 100 BC. So what of Europe? Well throughout the middle ages, Dentistry
was made available to the wealthier classes. Thanks to physicians who would visit individuals in
their home while Dentistry for the poorer people took place in the marketplace. Italian sources
from the 1400s mentioned the use of gold leaf as dental filling material, but it was a Frenchman
Pierre Fauchard, who is credited with being the father of modern dentistry to his book ―The
surgeon dentist, A Treatise on teeth‖ which describes basic oral Anatomy, signs and symptoms
of tooth decay.
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Test 19
Section 1
Man: Good Times Holidays. John speaking. How may I help you?
Woman: Oh hello! I'm calling to complain about a holiday we've just had.
Man: Oh dear. I'm sorry to hear about that.
Woman: Yes, we're very disappointed.
Man: What I need to do is to take some information from you, so that I can look up the relevant
files, and then we can discuss the specific problems. Would that be alright with you?
Woman: Yes - I hope it doesn't take too long.
Man: Oh no - let me just get a form ready ... First, the name, please. Of the person who booked
the holiday.
Woman: Well, our surname's Sharpe. S-H
Man: Like a knife?
Woman: Yes, but with an E on the end.
Man: And a first name?
Woman: I'm Alice, but I think it was my husband who actually booked the trip - his name's
Andrew.
Man: Fine. And then the address, please.
Woman: It's Flat 4 Beaconsfield - that's B-E-A-C-O-N-S-F-I-E-L-D House. That's Winchester,

and it's S-0-2, er, 4-E-R.
Man: Thank you. And could I take a telephone number?
Woman: We're on 0374 56561 at home, or - do you mean during the day? - then my work
number's 0374 double-5 793.
Man: I'll put the work one down, assuming that's normal office hours?
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Woman: Oh, yes!
Man: The next thing is, do you have a note of your booking reference?
Woman: I think so ... would it start 7-4?
Man: Er, no, usually with two or three letters ...
Woman: Uh-huh ... is this it - MH ?
Man: That sounds like it.
Woman: And then double-6-G-4.
Man: Thank you. Right, what's next ... uh-huh, now, did you book in conjunction with any kind
of special offer?
Man: Or did you book directly with us? Or maybe through a scheme your employer's part of?
Woman: Oh, OK, no, I think - yes, we were using an offer from a credit card company. They
always seem to have offers on - you get something with every bill, don't you?
Man: Yes, so many. Fine, and ... now, insurance. Did you have an insurance policy that came
with your booking?
Woman: Well, no, I mean it came under our Gold Star Policy ... so we didn't need extra.
Man: No, that's fine, it's just to check. Alright, nearly there. Now, what type of holiday was it?
Woman: Well, not very ... no, OK, it was called a Mid-winter Break in the brochure.
Man: Thank you. And when was the holiday?
Woman: We just got back - on January the twenty-first. And we started on the sixteenth.
Man: Fine. Right, I'm sorry about all that.
Woman: No, I understand.
Man: So, what was the problem you encountered?
Woman: There were two things that disappointed us, actually.
Man: Right.
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Woman: In the first place, we were told that when we arrived at the station a taxi would meet us
and take us straight to the house, but in fact there wasn't one there. We had to wait for ages,
and then pay for one ourselves. So that was inconvenient and expensive.
Man: Oh, I'll look into that, see what went wrong.
Woman: And the other problem was that we'd been promised there would be a bicycle for each
of us stored at the house, ready to use, but there were only three, which is no good for a family
of four.
Man: No, it wouldn't be. OK, well I'll check into that as well. Now, if you can give me a few
hours, I'll get back to you this afternoon, and then we can discuss ...
Section 2
After months of discussion and planning we are very pleased to announce that the renovations
will be made to the West Wing of the university dormitories. Now with this good news, comes in
bad, as there will be some disruptions to your living environment. But we think once you hear
our plans, you're going to be very happy with what we will be doing. Firstly, if you'll just take a
moment to look at the plans we gave you as you came in. Firstly, on the eastern side of the
wing, you'll notice that there will be a change in the existing front entrance. It will be removed to
another location on the opposite side of the wing. I'm sure that a lot of you will be glad for that,
as our present configuration didn't allow for enough lighting. With the renovations will also come
the removal of the existing staircase, but not the column beside it. Now as we move west we
come to the location of the new security entrance. As with the old one, there will still be a need
for some new lighting. So we‘re planning to install a number of overhead lights, which will make
entering and exiting safer for you all. It'll be at this new security entrance that the new wall will
be built to a two storey height. This gives you an idea of the size of the construction. Overall, the
width will be around 6 meters with the overall length being around 10, which I'm sure many of
you are going to really enjoy. More room for all of you living in the West Wing. Are there any
questions?
Now, as I mentioned there will be some issues, we will have to overcome regarding the
renovations. The first will be relocating some of you to new dormitories. 30 students will be
moving for a total of six weeks. Now, of those who will be moving you will be distributed to three
other temporary locations, the north, south and east dorm wings. 10 students will be relocated
to each wing. This means that some of you are going to need to get packing.
Don't worry about your new location. We're doing all we can to make your new temporary dorms
as comfortable as possible. In fact, as I speak we're making steps to ensure that you have study
desks, lamps and computer facilities and all of the other facilities you require to successfully
continue on with your studies or even repainting several of the rooms and the preparation for
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your arrival. The changes to your dorms will be starting within a week. If you have any
problems, don't hesitate to contact my office. Now, I'm sure some of you have questions. I'm
happy to answer them now.
Section 3
Dr Wilson: Hello David, Jane.
Jane: Hello.
David: Hi.
Dr Wilson: So, how's the local history project going? Are you making good progress?
Jane: Yes and no.
Dr Wilson: Oh?
David: Well, we anticipated problems of various kinds. None of the group has much experience
of collaborating on projects. But we spent some time discussing how to go about it, and
thrashed out what seemed a useful approach, but it seems that Jane and I are the only ones
actually following the plan. That's meant that the whole project has been lacking coordination
and so we've fallen behind our schedule.
Dr Wilson: I see ... that's tricky.
Jane: Yes, it is. We felt that the targets had been defined, so we'd all know what to deal with,
but, looking back, we probably should have really specified individual responsibilities. As it is,
we only have a loose sense of what should be done by who.
Dr Wilson: Well, this is quite a common problem, actually. I take it that you've had enough group
meetings, so you're looking for an effective solution. If you go to the Resource Centre, I think
you'd find the advice service they provide there helpful at this point.
Jane: Thanks - we'll go there later.
David: On a specific note, I think we've got carried away with recruiting people to interview at
the expense of building up the reference section which I don't think is going to be solid enough.
Do you think that'll be a major problem?
Dr Wilson: Hmm, I'd have to see how much is there to be sure, but, well, you'll have to be
pragmatic at this point, I think. What you'd better do is ensure your methodology is really strong,
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so at least you can't be faulted on that front. Then, if people challenge your results, at least
you've carefully reported how you reached them. Do you see what I mean?
Jane: Yes, I think one resource in relation to that that we haven't exploited as fully as we might
is the internet. I've taken a lot of journals off the library shelves to go through, but, actually, there
are websites where you can call up lists of approaches or data sets really quickly.
Dr Wilson: I think that's a good idea, yes.
Dr Wilson: Now, let's think about the field trip, and at least make sure that goes as well as
possible. You're going to Cambridge on the twenty-second?
Jane: The Monday, yes.
David: It's quite soon, now.
Dr Wilson: And in the morning, you'll be travelling and then getting settled into the hotel.
Jane: Uh-huh.
Dr Wilson: But you need to get down to work after lunch, of course. Now, I've arranged for you
to have a look at some useful visual material, especially photographs and old magazines and
newspapers, which is included in an exhibition at the library in the university.
David: That sounds like a good starting point.
Dr Wilson: There's quite a lot on show, so that'll occupy most of the afternoon. Then the
following morning, I want you to go and talk to someone in the City Library. His name's Jarvis
Gregson. He works in the Education Section there, and he's an expert on the area‘s history.
Don't, of course, forget to take a tape recorder with you so that you can record what he tells
you.
Jane: And to have our questions ready.
Dr Wilson: Indeed. OK, and the afternoon's free for you to wander around, get the feel of the
place.
David: Do some sightseeing ...
Dr Wilson: As you wish - it's a beautiful city ... But it's back to work on Wednesday morning.
Concentrate on the central area, and walk around methodically. You'll have the plans I'm getting
ready for you from different periods and your task is to compare those with the make-up of the
city today. Make notes on how different kinds of shops and businesses have grown up, what's
gone, and so on.
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Jane: I hope the weather's good!
Dr Wilson: Yes. And in the afternoon I want you to think about producing your own records,
along the lines of the ones in the City Library's archives. The history of the castle is very
important to the city's development, so use a camera to get some pictures that reflect that if you
can, showing it in relation to the buildings and spaces around it.
David: We'll try! And when do we travel back?
Dr Wilson: That's up to you. You can either ...
Section 4
Good afternoon! In our lecture today, we will continue our study of people who inhabit the
northernmost regions of the world. Our focus will be on the native inhabitants of Alaska and
Canada, the Inuit Eskimos. They have been called the native inhabitants, as the Inuit were the
people who had most recently migrated across the gap between Alaska and Siberia. Distinctly
Asian in origin, the Inuit, which is literally translated the people in their native language,
developed their civilization in what is now the Bering Sea region about 1,000 years ago. their
culture spread Eastward and is called the ―Thule culture‖ after the place in Northern Greenland
where archaeologists first discovered it. The first Europeans to meet Inuit people were ―Norse
settlers‖ in what is now Northern Newfoundland Canada. These settlers lived there for a short
time around 1080. Approximately 500 years later, beginning in the 1500s, European Whalers
fishing cruise and explorers met many Inuit along the coast of Labrador. Russians and other
Europeans first met Alaskan Inuit in the Seventeen hundreds. 100 years later in the mid
eighteen hundreds, Whalers began to hunt in the Arctic. Some Inuit were employed by Whalers
and traded with them during that time. Perhaps, one of the most interesting aspects of the Inuit
is how they were able to survive and grow in such a harsh Arctic environment.
Firstly and not surprisingly their homes were well adapted to the freezing conditions. They lived
in predominantly two types of housing that would keep them warm. In the cold summer, they
would live in tents that were made from the skin of the animals they had hunted for food and
they also travelled in boats. These were called ―Umiacts‖ by the natives. In the winter, they
would live in houses made of salt and when on hunting trips, they would commute by dogsled
and build temporary houses made from ice. These igloos, which is the Inuit word for house
when uniquely made with a sharp blade carved out of walrus tusk. They would cut large blocks
of hard pack snow about 3 meters wide out of the ground; the blocks would then be used to
build a 6-meter dome over a wide shallow hole. Within one or two hours an igloo upto to 10
meters in length could be built. It was weatherproof and large enough to house an entire family.
Very early in their history, they managed to develop the technology to hunt the huge bowhead
whale which was the staple food source for them at that time. They also hunted walruses and
seals. On land, they hunted polar bears, moose and various other game. The harsh
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environment in which they lived meant that a steady supply of food was often difficult to come
by. Therefore the Inuit were people constantly on the move, looking for food, which meant that
their dwellings had to be easily built and easily dismantled. They inhabited the wide open land
and as such, moved freely around it in search of food. Today, the traditional way of life has
basically ended for the Inuit. They live in wooden homes rather than in snow houses, salt
houses or tents. They wear modern clothing instead of animal skin garments. Most Inuit speak
English and Russian. Some speak Danish while fewer still continue to hold onto the cultural
roots by passing on to the younger generation, their native language. The kayak and iniak: their
principal means of travel have given way to the motorboat and the snowmobile has replaced the
dog team. The combined percentage of the Inuit population in Alaska and Canada stands at
63%. The latter being 29% and the former around 34%. Some Alaskan Inuit live in towns and
cities but the majority live in small settlements and hunt and fish for most of their food. Most of
those in Canada live in towns and housing provided by……………….
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Test 20
Section 1
Advisor: Good morning! How can I help you?
Student: Good morning. I …. I understand you help students fix up with host families.
Advisor: That‘s right. Are you interested in….?
Student: Yes.
Advisor: Well, Please sit down and I‘ll just take a few details.
Student: Thank you.
Advisor: Right now.. What name is it?
Student: Jenny Chan.
Advisor: Can you spell that please?
Student: Yes. J-E-N-N-Y-C-H-A-N.
Advisor: Right . . . and what is your present address?
Student: Sea View Guest House. 14 Hill Road.
Advisor: OK, and do you know the phone number there?
Student: Yes . I have it here. ummm 2237676, but I'm only there after about 7 pm.
Advisor: So when would be the best time to catch you?
Student: I suppose between 9 and... let me see. half-past, before I leave for the college.
Advisor: Great . . . and can I ask you your age?
Student: I've just had my nineteenth birthday.
Advisor: And how long would you want to stay with the host family?
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Student: I'm planning on staying a year but at the moment I'm definitely here for four months
only. I have to get an extension to my permit.
Advisor: You're working on it?
Student: Umm...
Advisor: Fine . . . and what will be your occupation while you're in the UK?
Student: Studying English?
Advisor: And what would you say your level of English is?
Student: Umm. Good, I think I'd like to say 'advanced' but my written work is below the level of
my spoken. So I suppose it's intermediate.
Advisor: mm...Certainly your spoken English is advanced. Anyway, which area do you think you
would prefer?
Student: Ummm. Well I'm studying right in the centre but I'd really like to live in the north-west.
Advisor: That shouldn't be a great problem ... We usually have lots of families up there. And do
you have any particular requirements for diet?
Student: Well, I'm nearly a vegetarian . . . not quite.
Advisor: Shall I say you are? It's probably easier that way.
Student: That would be best.
Advisor: Anything about your actual room?
Student: I would prefer my own facilities — 'en suite', is that right? And also if it's possible a TV
and I'd also like the house to have a real garden rather than just a yard, somewhere I could sit
and be peaceful.
Advisor: Is that all?
Student: Well . . . I'm really serious about improving my English so I'd prefer to be the only guest
if that's possible?
Advisor: No other guests ... Yes, you get more practice that way. Anyway, obviously all this is
partly dependent on how much you're willing to pay. What did you have in mind?
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Student: I was thinking in terms of about £60—£80 a week, but I'd go up to a hundred if it was
something special.
Advisor: Well I don't think we'd have any problems finding something for you.
Student: Oh, good.
Advisor: And when would you want it for?
Student: I'd like to move in approximately two weeks.
Advisor: Let me see, it's the 10th today ... So if we go for the Monday, it's the 23rd of March.
Student: Yes
Advisor: Right. Good. And if I could ask one last question…………...
Section 2
Good evening everyone and thank you for coming to the Soccer Club meeting. It's good to see
so many parents and children here tonight and I know you are looking forward to a great football
season. Now I'd like to take a few minutes to tell you about some changes to the Soccer Club
for the coming season.
Now, this season we'll be playing all our matches for both the junior and senior competitions at
King's Park, instead of Royal Park, which was used last season.
Now for meetings, we're going to use the club house in King's Park, and the next meeting will be
held in the clubhouse on the 2nd of July.
As usual, we hope to begin the season with a picnic next Saturday at the clubhouse. Please try
and come to the picnic as it's always good fun. The last week of the season we usually have a
dinner and presentation of prizes to the players, and more information about this will be given to
you later in the season.
This season we have more teams than ever. We hope to have ten teams, instead of five, in the
junior competition and they will play on Saturday mornings, beginning at 8.30 a.m. Training
sessions will be held in King's Park on Wednesday afternoons for the juniors and they will be
wearing red shirts again this year. In the senior competition, there'll be four teams, the same as
last year, and their games will be played on Saturday afternoons starting at 2.30. Oh! No sorry,
it will be a 2 o'clock start, and the training session for seniors is planned for Sunday afternoons.
Now I'd like to introduce you to the new committee for the Soccer Club for this season. Firstly,
let me welcome Robert Young, the new President, who will manage the meetings for the next
two years. Robert's son has been playing football with the dub for over five years now, and
many thanks to Robert for taking on the job of President.
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Next we have Gina Costello. She's the treasurer, and she will collect the fees from you for the
season. Please try and give Gina your fees as early as possible in the season, as the dub
needs the money to buy some new equipment.
Then there's David West who has volunteered to be the club secretary, and one of the many
jobs he will have is to send out newsletters to you regularly. If you have any information that
may be useful. please let David know so that it can be included in these newsletters.
Also I'd like to introduce you to Jason Dokic who is the Head Coach. For all the new members
here tonight. This is the third year that Jason has been with us as Head Coach, and we are very
lucky to have such an experienced coach and former player at our club. He will continue to
supervise the teams, at training sessions and on match days.
Now before we finish and have some refreshments, does anyone have any questions they'd like
to ask the new committee?
Section 3
Bill: Hi Ann, how's it going?
Ann: I'm going mad! I haven't even started preparing my talk for tomorrow's Political Science
class.
Bill: Me neither..
Ann: I've been so busy looking after my mum.
Bill: She's still ill?
Ann: Yeah. The doctor says I should get someone to do all her cooking and cleaning for another
week or so. But we can't afford to employ someone to help her. The neighbours are all too busy.
it's not that I'm too busy with my other classes.
Bill: That‘s really tough. I've got no excuses for not being prepared. Too much time playing
computer games.
Ann: . How many times have I told you!
Bill: I know, I know. But at least I've got a topic.
Ann: Which is?
Bill: Well, it's about an experiment, in Los Angeles I think, that l read about in Social Studies at
high school. It's about how wearing a uniform can change people's personalities. This professor
got a lot of his students to agree to take part in an experiment during the summer vacation, but
he wouldn't tell them anything about it.
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Ann: Can you remember the professor's name?
Bill: No. But I think he was from the University of California at Los Angeles.
Ann: Well, at least you've got the most important thing, a topic. I haven't even got that. So what
happened in this experiment?
Bill: Well, the prof. got the local police to cooperate. One night they went to about twenty
students and arrested them. Poor guys didn't have a clue what for.
Ann: And they didn't know it was the experiment they had volunteered for?
Bill: They had no idea. And it had been weeks since they volunteered for the experiment.
Anyway, the cops took them to a school building that had been made to look like the inside of a
prison or a police station. Can't remember.
Ann: It's not important. And what happened then? Did they get charged or something?
Bill: Don't know. They must have been told something, but that's not the main thing.
Ann: Which was?
Bill: Well, what they didn't know was that about eight other students were waiting at the police
station or whatever it was dressed up as prison guards.
Ann: Hey, Now I think I read about that. Ages ago. The experiment took place in the early 70s.
And the students dressed as prison guards were told to act like prison guards.
Bill: I've just thought of something. Did the arrested students know the other students?
Ann: Dunno. I Wouldn't have thought so. No, different schools. Cos otherwise the ones who
thought they had been arrested might have realized it was the experiment they had signed up
for.
Bill: Guess you're right. But then what happened—remember?
Ann: Yeah, the guards really got into it and started treating the other guys like they see on the
movies. Making them do press-ups, cutting their hair really short, not letting them sleep. A real
power trip. The poor guys were terrified.
Bill: Yeah. The experiment was supposed to last for a week, but things got out of control,
remember? The guys who thought they were prisoners, not guards, started having nervous
breakdowns.
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Ann: Hey, look at the time. I gotta go. At least you've got something to talk about. How role
playing can get real, especially when we put uniforms on.
Bill: Yeah. And the students were no more nice guys.
Ann: Who didn‘t waste time with computer games.
Section 4
Good evening. And welcome to the second class of our sales and marketing course. Tonight,
and in the next few weeks, I'll be talking about advertising. To be specific, about different types
of advertising, different types of message, all of which, of course, are supposed to make your
company, or your organization, the government perhaps, more successful. Now, please note
that fm not, at this stage, going to talk about advertising media. There are various choices here
radio, newspapers, television, billboards, magazines, and, of course, the internet. It's almost
impossible to go into Google or Yahoo or whatever and not find adverts on almost every page.
But we'll talk about the various choices of media later. First, I will stress one thing. Advertising
can be expensive, whether you are a small business, an NGO,. or a multinational corporation.
So it's very important that what you spend on advertising is money well spent, money that
achieves your objectives, whatever they might be. The ads must be 'cost-effective'. It is
therefore essential to use the right type of advertising with the right message that makes it
effective. There are several types of advertising, aiming to promote one, sometimes more, of the
following things: brand name; company image; a product; a service, rather than a product; or a
group, like a manufacturers' association or a cooperative. Can you think of anything else? Right:
You might want to make people look after their health better and associate your company with
things that can help them do this. But the common aim is that the advertiser wants to change, or
reinforce. people's attitudes and perceptions. and, in most cases, their behaviour, maybe their
buying habits. Which type you choose depends on your objectives. All clear so far? Good. OK,
let's look at a very common type, advertising designed to promote a brand name. If you go out
to buy many types of product— toothpaste, detergent, cheese—how many of you think of the
name of the company that made it? Right, you don't usually think of Procter and Gamble when
you buy the company's Tide laundry detergent or Cascade dishwashing powder. Or the Kraft
company when you buy Philadelphia Cream Cheese—that's right, Philadelphia Cream Cheese
is a registered brand name; in fact, the name of the company, Kraft, is hardly noticeable on the
package. The point is that those companies have successfully promoted the name of various
products, and consumers buy these products primarily because they recognise the brand name,
attd may not even know the name of the company that makes it. So, advertising to promote a
brand name is designed to create and keep a strong image in the customer's mind of the
product, not the company. For example, would you buy Shell—you know, the big oil company—
would you buy Shell beer? It's a famous company, but probably not. Imagine. But what if Shell
had bought a brewery and marketed a beer they called Grandad's Old Ale; you can bet that the
words Shell Oil Company would be in the smallest print possible, and would never be
mentioned in Grandad's Old Ale advertising. But when you buy a can of Shell oil, or some
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gasoline; the word Shell is big, and everywhere. So, there is nothing better than a good brand
name. Now let's look at another type of advertising. Advertising that is designed to promote a
company image. Imagine you've started a new company. You might want to start by getting the
company name known first before you worry about advertising your products and services. One
company that did this was in San Francisco, the SanFran Video Store. The managers decided
to promote the company name rather than promote the videos they rented out. They put small
ads in local newspapers that simply said, SanFran Video Store—A Great Selection of Movies.
And they also had people handing out little cards with the same message on them, plus a list of
the store locations. So they didn't spend a fortune on advertising: they put most of their money
into making sure they had a great selection of movies. And it worked: they started with four
stores in 1995, and now they have, at last count, 27. Now, can you think of examples of
companies advertising both a product and the company name in the same advert? Come on.
You must be able to think of one. What? That's right, a good example Makers of luxury things
like perfume and fashion. For example, when Chanel brings out a new perfume, the advertising
message is always something like, "Night Light, by Chanel. This almost immediately gives the
new perfume a good reputation, because it's by Chanel, and also reinforces perception of the
company name. So the different types of advertising might not be mutually exclusive. The
important thing is that the objectives must be clear, mutually supportive, and not contradictory.
Another type of advertising is designed to promote a service, rather than a physical product. But
our time is up, so we'll leave that till next time. Good night, everybody.
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Test 21
Section 1
Agency: Easy Move. Good morning. How can I help you?
Woman: Hello. I saw your advertisement in the paper and I'm calling to ask about renting an
apartment.
Agency: Certainly. What kind of apartment do you have in mind?
Woman: Well, er, I don't know exactly... I mean, it depends on price, to some extent.
Agency: OK, now we have properties across the whole range. The average is probably $120
per week.
Woman: Oh, it's a little expensive than I thought.
Agency: They start at $80. That's the lowest we have usually. And they go up to $190.
Woman: I could manage the lowest figure.
Agency: An important question is how long you're planning to rent? We don't do short rents.
Woman: I'd want an apartment for nine months, perhaps longer.
Agency: That would be fine. Our contracts are for a standard of six months and that can be
extended.
Woman: Fine. What about the viewing arrangement?
Agency: Alright, can you come to our office on Thursday?
Woman: I'm afraid I don't have any availability on Thursday. How about Wednesday?
Agency: Let me see. Um... OK, that'll be fine.
Woman: Oh, if possible, I'd like to see details of some properties first.
Agency: We can post you a list. Or you may find it easier to look on the Internet. The website is
www.easymove.com, all in small letters.
Woman: OK, got it. Thank you.
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Agency: What else would you like to know?
Woman: I wonder what I might need to buy. What's included in the rent?
Agency: That depends. To a certain extent, although some things are standard in all flats. For
example, every apartment has a closed circuit TV.
Woman: Good. What about kitchen equipment? Do you offer? Tableware? You know, plates,
knives and forks, things like that…
Agency: No, only a microwave oven and a fridge, I am afraid.
Woman: OK. What about the utilities? Are they all included in the rental?
Agency: I don't think so. You see, you have to pay for the heating bills.
Woman: What extra charges would I get? Is water extra?
Agency: Yes, it is. But the gas bill is part of the rent, and you don't have to pay for that.
Woman: Right I have made a note of that.
Agency: Are you looking forward to moving in soon?
Woman: I hope so.
Agency: The thing is, we have a few flats at the moment that we'd like to get rented out by the
end of the month. I'll talk about them later. But first, let me take your details. Sure. Can I have
your full name?
Woman: OK. It's Angela Jacobs. J-A-C-0-B-S.
Agency: Angela Jacobs. Right, and your address, please.
Woman: It's 4 Lion, like the animal, Road, Melford MF45JB.
Agency: OK, and then I need to have a telephone number of yours.
Woman: My mobile number is 09954721823. Would that do?
Agency: Of course. Now, let's take a look at the apartments I mentioned before...
Section 2
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Hello everybody and welcome to Parkson. I truly hope that you will enjoy working here and
indeed some of you may take the opportunity to join the permanent staff. Now, my purpose this
morning is to give you a short overview of Parkson and a few pointers about working here and
I‘ll hand over to Julia, Head of Human Resources.
To begin the training. Right, now we've seen quite a mixed history in sales recently at Parkson.
In 2005, sales dimbed at an exciting rate, but then every company in the retailing industry
suffered in 2007 as the global economy weakened and consumer confidence eroded. Parkson
was no exception. Even with the significant amount of energy and newness we infused into our
business, our financial results were softer than we had originally anticipated going into the year.
There were, however, some important positive outcomes - not the least of which is that Parkson
outperformed most of its primary competitors in the crucial fourth quarter of 2009. We're
delighted to see that sales have recovered to rise again in 2010 so the future looks bright. This
indicates to us that our strategic priorities are on track and gives us confidence that we will
continue to compete successfully when the economy bounds back. As a company, we have to
watch and be proactive about where these sales are coming from. All of you here will be
allocated to different departments, but you may be interested to know where your area stands in
relationship to others. Parkson was traditionally basically an apparel retailer and apparel
remains an important part of our business, but over recent years we've seen that reduces as
furniture and home appliances have both grown, leaving us equally balanced on all fronts at the
present time. This is a situation we'd be pleased to maintain, although the general increase in
home appliances spending is predicted to affect all major players in our sector. Well, that's us.
What about you, as temporary staff? Where do you fit in? Maintaining a happy and consistent
workforce is going to need to be the primary aim. Failure to do so will result in an organisation
being short quality people, which will spell its ultimate demise, and Parkson is no exception.
Last year, we recruited temporary staff into every department, and this year we've done that
again, actually increasing the numbers. And we expect to take on an even higher proportion in
2011. So, employees are the most valuable asset that a company has and you'll be playing an
important part in our success.
We regard the Parkson approach to the retail business as something special. Our mission
statement - the guiding idea behind everything we do - is "The Drive to Differentiate" and is
phrased 'pursuing ways to be more creative and distinctive in meeting customer needs", and
this belief applies to every customer and every purchase, however large or small. Importantly,
the core strategy for Parkson has not changed. Our decisions are guided by the company's 4
Priorities -compelling and distinctive assortments, simplified pricing, improving the shopping
experience, and creative marketing that builds our brands and drives traffic. These priorities
have resulted in Parkson successful emergence as a national retailer, and they are more
relevant than ever moving toward. Clearly, Parkson is distinctly different from other major
retailers. Parkson embraces customers and provides an experience that transcends ordinary
shopping. So, as an employee, you should keep customers informed - let them know about
magical special events - the Parkson Thanksgiving Day Parade, Halloween Fireworks, celebrity
appearances, cooking demonstrations and holiday traditions ranging from the arrival of Santa
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Claus to tree lightings and animated window displays. To keep yourself up to date about these
and all the other aspects of the company, please look carefully through the newsletter that we
publish each month. OK?
Right, just a few last things, and then I'll hand over. I think you were all asked for details of your
certificates when you filled in your initial application form. Can you make sure that you submit
them to the I luman Resources Office the day after tomorrow? There's a pile of information
brochures on the front desk, and I'd like you to take one each, and please make sure you read
them carefully when you get home tonight. It contains lots of useful facts and advice which will
help you to fit in the company quickly. Will you also pick up your security pass this afternoon
from the office on the sixth floor, as you'll need it to get in tomorrow? Without it, I'm afraid you
can't go anywhere, so, please don't lose it. Oh, and don't forget you'll need it to obtain your staff
discount when you make any purchases. OK, that really is it from me, so now, Julia, if you'd like
to…
Section 3
Tutor: Our design class is really interesting, don't you think so?
Student: Yeah, I like Professor Vargas, but sometimes he goes too fast, and I feel like I'm
missing something. There's a lot we have to remember.
Tutor: True. There are a lot of details about all the different styles.
Student: Yeah, there are Art Nouveau, and Art Deco, and Art Modern... I have a hard time
keeping it all straight.
Tutor: I know what you mean.
Student: For example, it seems to me that Art Deco and Art Modern are the same things.
Tutor: Well, there is some overlap. They were both popular in the 1930s although Art Deco
came a little before Modeme. I think Professor Vargas said Art Deco started at an exhibition in
Paris in 1925. Let me check out my notes. Right, Art Deco was a popular international art
design movement from 1925 until the 1940s affecting the decorative arts such as architecture,
interior design and industrial design, as well as the visual arts such as fashion, painting, the
graphic arts and film. At the time, this style was seen as elegant, glamorous, functional and
modern. Both Art Deco and its cousin, Art Modern, were rarely used for houses; they were more
common for commercial buildings and skyscrapers, and occasional institutional buildings.
Student: So, they were about the same time. That's one thing that gets confusing. Another thing
is, they seem so similar that it's hard to see why they are considered different styles.
Tutor: Art Deco has more decoration than Art Modern. Art Deco is the style you see in a lot of
movie theatres and hotels that were built in the twenties and thirties. It has facades with
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geometric designs including zigzags, chevrons... and uh... strips of windows with decorative
spandrels. And it's polychromy, you know, often with vivid colours• Art Deco uses a lot of
straight lines and slender forms. 'Sleekness'' is the word that comes to mind. Art Deco is often
used in towers and other vertical projections, presenting a vertical emphasis. At the time, it was
considered "modernistic'.
Student: But that's what gets confusing! Doesn't "modernistic" also apply to Art Modern?
Tutor: Art Modern is simpler than Deco. Art Modern style buildings are similar to Art Deco in
appearance, but are even more austere and functional. It has...uh...things like more rounded
corners, flat roofs, and... the walls are smooth and don't have any decoration. It‘s more
streamlined than Deco. Art Modern buildings remind me of boats. The walls are smooth, and the
trim is usually stainless steel. A lot of the windows are round, kind of like the portholes on a
boat. Architects gave Art Modern buildings a strong horizontal emphasis, often accented by
horizontal banding, or "streamlining'.
Student: Oh...I know a building like that. It's near here in town, on Second Avenue. It has a
rounded corner and round windows. It used to be a gas station, but now it's a restaurant. We
should go there sometime.
Tutor: Yeah. I'd like to see that. My favourite building is the Maritime Building. It's downtown,
right across from my father's office. Its Art Deco - built in 1927 - and I tell that from the
cornerstone. You should see the lobby! It's just beautiful. There's a geometric pattern in the tile
on the floor - kind of a big circle with lots of triangles. And you should see the elevated doors.
They are gorgeous.
Student: You know we should go around and look at some of these buildings.
Tutor: Yeah, that would be fine.
Student: And... you know what else... This is an idea for our project. We could take pictures of
the buildings and do a slideshow in class.
Tutor: Oh, that's a cool ideal But don't we need to get permission to take photographs?
Especially of the interior... We need pictures of the lobby of the Maritime Building.
Student: We could ask for permission. That shouldn't be a problem. Let's talk to Professor
Vargas and see what he thinks.
Tutor: OK Why don't you do that? I'll go down to the Maritime Building and see if there's
anyone there - like a building superintendent -who can give us permission. I'll let you know. Why
don't we meet again on Thursday?
Student: OK. Fine with me.
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Section 4
Most people today are familiar with the Aztec empire. But It may surprise you to know that there
is a great deal of disagreement over what kind of an "empire" it really was. This Aztec empire
history may surprise you. Now let's take a look at an Aztec timeline to get an overview of what
happened during the times of this civilisation. Collectively, the people of the allied Central
Mexican and American city states between the 14th century and the 16th century Spanish
invasion are commonly referred to as the Aztecs. The Aztec empire was controlled primarily by
a political body called the Triple Alliance. The Aztec's capital city was located at Tenochtitlan,
which is the site of the modem Mexico City, and their empire covered nearly all of the current
country of Mexico, extending down into other regions of Central America as well. Then,
Progressing to the subject of food, Aztec food was a rich combination of many foods that we
take for granted today. Not only is much of this rich diet still common in Mexico today, its spread
around the world. Let's look at some of what the ancient Mexica peoples ate. Maize was the
staple grain of the Aztec empire. Maize has been domesticated for thousands of years, and it
likely first came into common use in Mexico, spreading to the rest of the world from there.
Mexico is still one of the world's top maize growing countries. Aztec food also included beans
and squash. Of course, maize and beans are still a cornerstone of the Mexican diet, a healthy
combination especially if you're not eating a lot of meat. OK, now, moving forward onto the area
of clothing. Ancient Aztec clothing, that is, the clothing worn by the tribes that made up the
Aztec empire (such as the Mexica people), was rich in variety. And more importantly, it varied
according to the social class that people belonged to.
Ancient Aztec clothing was generally loose fitting and did not completely cover the body. When
the Spanish arrived in Mexico, the people were surprised to see them in their full armour, with
only their faces exposed. Aztec clothes were generally made of cotton - which was imported - or
ayate fiber, made from the Maguey Cactus. Women would weave the fibers into clothing, a task
girls were taught as young teenagers. Because of their vast trading network, the Aztecs were
able to make use of a beautiful array of dyes, creating the brilliant colours still seen in Mexico
today. Next, let's look at the education situation of the Aztec. The Mexica people of the Aztec
empire had compulsory education for everyone, regardless of gender or class. In the end,
people in the Aztec society were generally well educated, though boys received a wider
education than girls. Girls were taught how to run a home, cook, and care for a family, but they
were also taught things like crafts and ways to economically run the home. In this way women
had a lot of power in society, though it was behind the scenes. Boys learned other trades and
were also taught fighting skills and leadership skills. Finally then, let's look at Aztec temples.
Aztec temples were called, by the Mexica people of the empire, Teocalli-God houses. The
priests of the Aztec religion went to these temples to worship and pray, and make offerings to
the gods to keep them strong and in balance. How did they send their tribute? Well, Aztecs
collected tribute from the various parts of Mexico that fell under their control. Much of this tribute
was in the form of agricultural produce such as cotton, maize and beans which supplemented
the agricultural yield in and around Mexico-Tenochtitlan. Tribute-payers were also obliged to
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produce certain quantities of rare and precious goods. According to the tribute list preserved in
the Codex Mendoza these included jaguar pelts, deer skins, rubber, feathers, gold, jade,
turquoise, sea shells, warrior costumes, and even live eagles.
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Test 22
Section 1
You are about to hear a conversation between a man and a woman who are having a
discussion about enrolling in a university course. First, you have some time to look at questions
1 to 7.
Woman: Registrar‘s office. This is Pam.
Man: Yes. Hello, I‘m calling about enrolling to study at the university. This is the right number?
Woman: Yes. This is Michford University admissions, what would you like to know?
Man: Well, basically I need to know what I have to do to be enrolled as a student. You see I'm
currently studying education at another school. I've just finished my first year, but I'm not really
enjoying it. I think I'm more interested in accounting. My dad teaches maths, so I thought it
might be a good choice. Well, better than business anyway.
Woman: Okay. Okay. Have you received a registration pack?
Man: No. How can I get one of those?
Woman: Well, you've got to have one to register. You can enroll at the university at any time
after you receive a registration pack. These are usually available from September for first-year
and transferring students and from November for returning students. On the basis of the
information contained in the registration pack, you should attempt to make a firm choice about
which courses to study, before completing your form.
Man: I see. So, I‘ve only got a month to get my registration packing. Can you send me one?
Woman: Sure. If you‘re close to a high school, the registration pack and university prospectus
are available from the careers adviser. Would that be helpful?
Man: Well the closest school is too far away and I haven't got a car. Are there any other ways
you can send it to me?
Woman: Well, for prospective students who have already left school, the registration pack and
prospectus are available from the university information line, but that might not be of help for
you?
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Man: No, not really.
Woman: Okay. I'll tell you what, why don't you give me your contact details and I‘ll send a pack
out to you. At least that would be a start.
Man: Okay, sounds good.
Woman: Right. Firstly, what's your name?
Man: Richard Dreyfus. That‘s D-R-E-Y-F-U-S.
Woman: Your address there, Richard ?
Man: Unit 12, 15 Sportsman Avenue. That‘s S-P-O-R-T-S-M-A-N, Ave Mermaid Beach, 4554
Woman: And your telephone?
Man: Yes, I won‘t give you my home. Mobile‘s best. 0414. Hang on a minute. I don't call myself,
usually. I think it's O four one four, six five eight, three three nine. Yes, that's it.
Woman: Okay. Now, do you have an email?
Man: Yes, I do. It's Dreyfus. My last name at igo. That's igo.com. All lower case letters, of
course.
Before you listen to the rest of the conversation, you have some time to look at questions 8 to
10.
Woman: Okay. That looks fine. Now, do you have any questions for me?
Man: Yes, I've got a friend who is interested in studying at the university. I'm not sure what
would be best. The best way for him to register. Can you give me some suggestions?
Woman: Sure. There are three ways to register. Option one is tough on registration. Before you
telephone, fill out the registration form included in your pack. This will ensure you have all the
information that you require. The number is in your registration packet. Don't forget to hold onto
a copy of your registration form for future reference.
Man: Yep. Okay
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Woman: Option 2 is registration by post. All you‘ve to do there is complete the relevant sections
of the registration form and post the completed form together with all documentation required in
the envelope provided.
Man: Alright
Woman: The third way is to simply come in, visit the student information center in the
information services building and your friend will receive personal assistance on how to
complete his forms.
Man: Thanks very much. You've been most helpful.
Woman: You're welcome. Good luck with your future studies.
Section 2
Guide: Thank you everybody for your attention. I hope you're all looking forward to arriving in
the town. I thought you might like to know a few things while we're still on the coach - and it'll
help to pass the time on our journey! OK, as you know, we're staying at the Park Hotel. It's
comfortable and friendly. We're booked in for three nights. Now, I'm aware that not everyone
wants breakfast there, so if you do want it, you should tell the Hotel that you do the night before.
We're making our own arrangements for dinner each evening, and there's a café open at the
Hotel most of the time if you want a drink or a snack. There's also a very pleasant lounge on the
ground floor, with a collection of fascinating paintings. And then I hope you're going to enjoy the
various activities that are lined up. However, I do have to tell you that there have been some
changes since the original programme. For one, because it's been restored and is therefore
closed to the public, we won't be going to the castle after all, I'm afraid. However, there's plenty
else to see, and the gardens are still open. Something we've been able to add to the
programme is for Saturday, when a local historian will give us a lecture on famous people from
the town. I don't know who that includes yeti So, to free up the time for that, we've made another
little amendment, and changed the trip to the antiques show, that was due for then on to Sunday
- actually, I think that'll make for a more relaxed programme, anyway. We're leaving the rest of
Sunday free for you to wander around as you wish. One place you might like to try is the art
gallery, because it's got a huge display of plci postcarde - you can't really send them home to
your family and friends, but it's interesting, and sometimes funny, to see what people used to
send. Well, that's the lot on changes.
I thought it could be useful to try and get your bearings now, before we actually arrive, so I'll
give you a few pointers on your maps. OK, first things first - the Park Hotel, because I assume
you'll want to deposit your luggage before anything else. We'll be driving into the town from the
west, and stopping at the bus station. To get to the hotel lust go straight down the High Street
towards.the railway bridge, and after the bridge, if you are on left you'll soon see it on the right.
As I say, it's a nice place. You can check in, see your rooms, relax a little. There are a couple of
interesting little shops nearby. There aren't any Internet facilities at the hotel, I'm afraid, so if you
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want to send any emails, you'll need to get yourselves to the Internet cafe. In fact, if you want to
do that first, it's easy, because it's near the bus station, on the Corner towards the right. of
Curtis Lane and Cramer Street. So, once you've done that - if you do that - then I suppose you'll
be ready to do a bit of exploring. You've got your basic maps, but you may want to get more
information, and the Tourist Information Office is the place to do that. It's up around the train
station area. From the bus station, you could go up any of the streets to the left - Cadogan
Road, Earl Street or Duke Street. The Office is directly facing the train station, ong_ei _comer
with Earl street. They've got all sorts of brochures and leaflets about local attractions, and
tickets for sale. They even sell some locally-produced jams and chocolates. And a last pointer at
this stage is our venue for dinner tonight the Royal House Restaurant. This is conveniently
located in the very centre of town. In fact, you'll no doubt pass it as you're walking around
beforehand. In relation to the bus station, it's not far. Going down the High Street if you pass the
corner with Cromwell Road, then the next junction crossroads with Duke Street and Runton
Road. and it's there -you'll be able to see its rather grand entrance over on the left corner. The
food and the service there are both excellent, so it promises to be an enjoyable evening. Well,
we're just coming into the town now, so …
Section 3
Paul: Hello Gloria!
Gloria: Hi Paul. I just heard that you‘re studying psychology
Paul: At the moment that‘s true. But to be honest, I‘m not sure exactly what to study. You‘re in
your third year University. Do you have any advice for me?
Gloria: Well, it is a difficult question for me to answer. But I do have some ideas based upon my
personal experience that may be of help.
Paul: Anything would be helpful at this point. I‘m feeling a little worried about what I should do.
Gloria: Well, there are a few things that I would recommend. Firstly, ask yourself what do you
really enjoy studying? For example, Maths, English, Science. This will help you decide what
course you should do. The University handbook lists all the courses available. You should take
some time to look at it. A couple of my friends spoke with recent graduates of courses which
took up a lot of time. Another thing which took a lot of time was an interview at the Dean of
Academic affairs office. They‘re always so busy there. I must have got a lot of time, I wouldn‘t
bother with either of those ideas.
Paul: Okay. Oh! Yeah. I understand there are some excellent publications that I can look at,
which will help answer my questions, but the trouble is I‘m having a real hard time locating
them. Do you know where I might be able to go?
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Gloria: Yes. I encountered this very same problem when I was deciding on what to study. I
managed to locate a few excellent books that really helped me to decide what was best for me.
Now some of the details will be a little inaccurate.
Paul: That‘s no problem. If you could just remember the titles I‘ll be able to look them up at the
University library. Now, let me just get my pen. Okay, Ready.
Gloria: Alright. The first book I found was ―What should I do?‖. It was written by Paul Smith and I
believe it was published in 2000 by Smith brothers. I think this was the best book I‘ve read,
although Judy Newton‘s ―Choosing University courses‖ was awesome and excellent help for
me.
Paul: Can you remember what year that one was published?
Gloria: Hmmm. Let me see. Most of the books I read were published around the same year
2000, I think. I cannot remember who published it. I think it was Printers limited. You‘ve to check
that one out yourself.
Paul: No problem. This is just what I‘ve been looking for. Anything else you can recommend?
Gloria: Yes. There was one other book I could remember because my cousin works for the
publishers ―Brown and Tate‖. He started there in 2002. Anyway, the book is called ―Surviving
University‖ and was written by July White. It‘s an excellent book which came out in 2004. I
certainly recommend it.
Paul: Oh! Yeah! This discussion has been so helpful. I wonder if I might ask one more question?
Gloria: Sure. What would you like to know?
Paul: I‘m wondering why you finally decided to study psychology?
Gloria: Well. What helped me to decide was my interest in working with people. I think that‘s
what you‘ve got to really decide in your own mind. Do people give you energy or do they drain
you of energy? I asked my friends what they thought of my idea and most of them thought it was
a good choice.
Paul: Yeah. You know, I think my parents or family members who know me well, would be a
good place to start.
Gloria: Mmm.. I think if you like to research subjects you might work by yourself. That could help
you to decide what area you should study. For me, I like working with numbers. And I knew
psychology involved a lot of this. So that also helped me to choose my course of study. The
bottom line is you really got to know what you naturally like to do. Once you work that out, you
simply choose areas of study that relate to those things.
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Paul: Well. Gloria I can‘t thank you enough for your time. Would you be interested in joining me
for a coffee?
Section 4
Lecturer: So, I'm now going to say a few words about the various different kinds of writing you
may want to consider. Each has its own challenges and rewards, and it's really a question of
seeing what suits you best. There are no rights and wrongs here. Let's start by considering the
short story. Remember that a short story isn't just a very concise novel. There are three basic
styles, the story itself, the slice of life section and the surprise type, and all of them are equally
valid as treatments of the genre. When producing a short story, you don't have time for a slow
build up of interest, so you need to get in there straightaway and begin with a crisis. Then
there's non-fiction, which can sell very well, with biographies in particular frequently hitting the
best-seller lists. It's important, however, to be sure your chosen topic is genuinely interesting to
people and you know enough about it to do it justice, so when you're submitting your idea to a
publisher, it's worthwhile to give them details of specialist knowledge you have. What about
articles? Now, this is a very wide area, of course, going from the very learned and obscure to
the populist gossip type. Articles based on giving advice are a proven area, and to give them a
sufficient focus, you should produce your article for a definite market - that will help to define
your purpose. Turning to something different, there's the question of poetry. It's often hard to
define what poetry is exactly -maybe it's easier to say what it isn't! But it should be subtle, so the
message of a poem oughtn't to be overly obvious. True poems let the ideas sit there, for the
reader to ponder. What they must do is sound good, like singing, so I recommend reading what
you write aloud to yourself, to check the melody. Well, then there's plays, which are basically
novels but told only through conversation. A playwright includes minimal instructions for actions
- but not for every small action the actors will perform - things such as 'moves towards sofa' and
so on are for the dirt to come up with. If you're thinking of trying your hand at a play, a good
starting point would be to educate yourself a little in the art of acting, so that you know what the
people who deliver your work can and can't do with it. What next? There's radio, of course.
Radio uses an enormous range of material, and the BBC Writing for Radio Handbook contains
information about all of this. To begin with, I suggest regional stations for sending your stuff to -
the competition for national radio is extremely high. OK, another interesting area is children's
literature. Now, very few, if any, children's books are published without pictures, but this doesn't
mean that you, as writer, have to draw them - that's for the illustrator. What you do need to do is
be clear who you want to write for, so fix on one age group and then aim your stories at that.
Right, I've saved what I consider to be the best - and the hardest • till last. The novel. Very long
and very difficult to do well. But certainly not impossible, as any bookshop's shelves will confirm.
One of the first things to decide is from what point of view you will tell your story. A popular
choice is the first person, and this technique certainly gives a sense of immediacy for the
reader, while many new writers find it easier to project themselves into their main character if
they can write in his or her name. But that assumes, of course, that the main character is
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somehow like the writer, which may or may not be the case. Meanwhile, if your book is all
narrated by 'I', you can only put into your story things which are experienced by that character
which may prove to be rather restricting. Now, there are all sorts of pitfalls for the novelist, and
many of them relate to the issue of providing a balanced narrative. Every time you introduce a
character into the story, you have decisions to make. Of course you want to populate your
landscape with a variety of people to maintain interest, but don't feel you have to decorate every
one of them in elaborate detail. The same goes for irony. All too often, an inexperienced writer
will create a strong ironic situation. and then spoil it by spelling out what they mean by it, as if
readers were too stupid to understand. A few contrasting details should serve to make the point
clear. A big challenge for new novelists is dialogue. What is the relationship between
conversation as people really speak and as it is in novels? Well, it depends. If you recorded
actual conversations and copied them straight into your narrative, readers would get confused
and bored - all those unfinished sentences going nowhere. On the other hand, you don't want to
write out page-long utterances by characters, as these will seem unrealistic to an extreme - but
you can insert minor descriptions and actions to vary the pace and add interest. Well, I hope
what I'm saying is encouraging and not too off-putting about the various difficulties. Are there
any questions at this point?
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Test 23
Section 1
Agent: Good Morning Mrs. Grey. This is Bird Stock speaking from Finnegan Flight Centre. I can
now confirm your flight to Singapore.
Client: Oh! Good. No problems I hope.
Agent: No. Everything is in order.
Client: So we got the dates we wanted?
Agent: Yes, leaving from Hong Kong on the 25th of July and arriving in Singapore later the
same day.
Client: How long does the flight last?
Agent: Oh, about three hours forty minutes.
Client: So, we'd get there at...
Agent: 9:45.
Client: In the evening?
Agent: No, 9:45 am.
Client: But that means we'd be leaving at..?
Agent: Your flight leaves Hong Kong at 6:05 am.
Client: So, we'd have to check in an hour before that...?
Agent: Mrs Grey, check-in closes 60 minutes before your scheduled departure. If you arrive
after check-in has closed, you will not be able to board the flight and you may forfeit your entire
fare. I would strongly recommend that you arrive at the check-in counter at least 120 minutes
before your departure time.
Client: So you're saying we should be at the airport no later than 4:05 am?
Agent: That's correct.
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Client: But we'd have to get up in the middle of the night to arrive by that time! Can't we get a
later flight?
Agent: Not on July 25th. Now there is a later flight on certain weekdays but not at the weekend.
Client: Well, we must go with what we've got then because we're not at all flexible on the dates
because of work commitments.
Agent: Can I confirm that you want to return on August 7th?
Client: Yes, that's the idea.
Agent: Flight VQ 239 will depart from Singapore at 9:20 am on August seventh.
Client: Oh, that's a much more civilized time. Tell me, the time zone is the same, isn't it? We
don't gain or lose an hour along the way?
Agent: There is no change in the time zone. So you can expect to be back at around 1:00 PM.
Does that suit you?
Client: Oh! Absolutely. I‘ll have time to unpack before dinner. We‘re expecting to meet friends at
a seafood restaurant today at 8‘o‘clock.
Agent: Mrs Grey, I'll send you all these details by an email or letter of confirmation. Which do
you prefer?
Client: Well, email is faster but we've been having difficulties with our Internet connection so if
you could post it out, I'd appreciate that.
Agent: Now, just one or two other things to check before final confirmation...You're booked on a
Liteflite ticket
Client: What does that mean exactly?
Agent: Well, you'll only have carry-on baggage, is that right?
Client: Oh yes, that was the original idea. It's so much quicker not having to wait around at the
luggage carousel, but..
Agent: Yes?
Client: Can you remind me of the allowance again?
Agent: With a Liteflite ticket you're allowed ten kilos of hand baggage.
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Client: I'm not sure that's such a good idea now.
Agent: Oh?
Client: Well, apparently we're going to have to attend quite a few formal functions while we're
away so I think I'm going to need a real suitcase to fit the extra clothes and shoes in.
Agent: Well, that's not a problem—I can upgrade you to the next level and change your ticket to
'Easyflite'. There will be an extra charge of course.
Client: How much?
Agent: $30 per checked-in item of luggage weighing no more than 22 kilos per item.
Client: Well, we'll probably manage with just a single suitcase between the two of us. Is it
possible to do it like that?
Agent: Yes, of course. You can take the 'Easyflite' option and your husband can stay with the
'Liteflite' ticket.
Client: Great
Agent: I'll give you your reservation number now so if you need to make any further changes or
enquiries you can just quote this reference, okay?
Client: Yes, I have a pen and paper—what is it?
Agent: L4GBWF.
Client: L4GBUF?
Agent: WF.
Client: Thanks, I've got it now.
Agent: At this point I can actually book your seat numbers. Do you have any preference—
window or aisle?
Client: Oh, not by the window, Bert. You see, I'm quite a nervous flier and I don't like looking
out.
What's more, my husband likes a bit of room to stretch his legs. Aisle would be good.
Agent: Great. That's sorted then. As I said, I'll send you the details and if you need to talk to the
agency again just quote that reference number I gave you.
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Client: Thanks so much. Bye.
Section 2
Good evening. Last week Mr Jenkins spoke to you about home security. My name is Malcolm
Fletcher and tonight I'm going to talk about personal safety when driving and fire safety in the
home.
Of course, we shouldn't go around perpetually frightened of all the bad things that might happen
to us but there are some sensible precautions that we should all take to avoid getting hurt. You
probably know already that a great number of serious assaults occur in the vicinity of motor
vehicles. You should always be alert when walking to your car and check.
Now, once inside your car, get into the habit of locking the doors. Always keep the windows up
and the doors locked, especially if you are travelling alone. If at all possible, steer clear of
isolated roads after dark. Even with all the high tech communication devices we have today,
many serious crimes are committed on lonely back roads.
Make sure your vehicle is mechanically sound and ensure you have adequate fuel in the tank at
all times. If your vehicle does break down in a lonely spot, lift the bonnet and then lock yourself
inside the car and call for help on your mobile phone. Never under any circumstances leave
your vehicle and go with a stranger to seek help. It is better to wait for the police or some other
emergency vehicle to stop and offer assistance.
Of course you should never pick up a hitchhiker. Some of the most serious crimes committed in
this country have been a direct result of this foolish practice.
If you think you are being followed by someone in another vehicle, ideally, you should drive to
the nearest police station: But if there isn't one within easy reach, drive to the nearest open
service station or shop, or the nearest occupied house Now, we are lucky enough to have a
police station in this area—do any of you know where it is? Look at this map on the screen and
I'll show you how to get to it from the Community Centre where you are now. Then, when you
get home, you can work out how to get there from other directions.
From the Community Centre go along Bayview Street toward Maiden Avenue; at the
roundabout, take the second Si onto Leigh Street, go past the medical clinic and, at the next
roundabout, take the first exit onto Moore Street. You should continue on Moore Street until you
have passed the little block of shops on the left and the church on the right. Stay on Moore
Street until you go over the bridge and then turn right into Canal Street. You'll find the Police
Station on the corner of Canal Street and Cockleshell Court.
Now, let's move on to fire safety. Before I talk to you about safety precautions and procedures,
I'd like to mention some of the effects of smoke and heat on humans. There are four ingredients
of fire, namely: oxygen, fuel, heat and chain reactions. Almost all materials burn and most
household goods burn very easily. The air we breathe contains about 21% oxygen. As fire burns
it consumes oxygen, thereby reducing the oxygen content of the air. When that is reduced to
15%, oxygen deficiencies in body tissue cause an impairment of muscle control and dexterity.
At between 10 and 14 percent judgment and reasoning are affected. Oxygen reduction to
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between 6 and 10 percent results in unconsciousness and breathing stops. Sounds scary,
doesn't it? But that's not all you have to worry about.
Many materials in the home give off toxic gases as they burn. The main toxic gases are carbon
monoxide, carbon dioxide, hydrogen sulphide and nitrogen oxide. Carbon monoxide is an
invisible and odourless gas produced in all fires. It takes up the place of oxygen in the blood
thereby reducing the supply of oxygen to the brain. The effect of carbon dioxide is to increase
the heart rate and stimulate the rate of breathing, causing an increase in the intake of other toxic
gases which contributes to, amongst other symptoms, serious oxygen deprivation.
Hydrogen sulphide, on the other hand, affects the nervous system, causing dizziness and pain
in the respiratory system. It does occur naturally in volcanic gases and hot springs and it also
results from the bacterial breakdown of organic matter. You're probably familiar with it—you
know, it has that characteristic odour of rotten eggs. But, make no mistake, in large
concentrations, it's deadly. Lastly, nitrogen oxide is another extremely poisonous gas at high
levels of concentration which deadens feeling in the throat and lungs, causes swelling in the
throat and a buildup of fluids in the lungs.
Section 3
Tutor: Good morning. Now, you've come to discuss how our parliament works, is that right?
Female student: Yes. It's a bit different from some of the other democracies we've studied and
we're a bit confused.
Tutor: Well, what do you know?
Female student: We know that the system of government in New Zealand is a constitutional
monarchy but we're not sure how the power is shared or who has ultimate authority.
Male student : The government is formed from a democratically elected House of

Representatives. Is that the same as parliament?
Tutor: Yes, the House of Representatives is what is commonly called Parliament.
Female student: And the government advises the Sovereign—who is our Head of State.
Male student : The Sovereign is the Queen of England, right?
Tutor: She lives in England and she is the Queen of England but when we refer to her as our
sovereign, we say she is Queen Elizabeth the second of New Zealand.
Male student : But how can she be our head of state if she doesn't live here?
Female student: I know that. She has a representative here.
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Male student : Oh yes, the Governor General.
Tutor: That's right. Now, by convention, the Sovereign is the source of all executive legal
authority in New Zealand.
Female student: So she's the boss.
Tutor: Well, you could say that. However, she ( or her representative) almost always acts on the
advice of the government—in all but the most exceptional circumstances, that is.
Female student: So where does the real power lie?
Tutor: Good question. Our system is based on the principle that power is distributed across
three branches of government—the parliament, the Executive, and Judiciary.
Female student: But Parliament makes the law, doesn't it?
Tutor: That's right.
Male student : So what's the point of the other two?
Tutor: Well, you need a body to administer the law—that's the Executive ( made up of Ministers
of the Crown)—and the Judiciary interprets the law through the courts.
Female student: When I‘m watching American legal programmes on TV, I always hear people
talking about the 'constitution ' , and how something is 'unconstitutional ' . What exactly is a
constitution?
Tutor: It's a document outlining the basic laws or principles by which a country is governed.
Female student: Do we have one?
Tutor: No. This would actually make a good topic for next semester's debate. There's quite a bit
of controversy over that particular issue. New Zealand has no single written constitution or any
form of law that is higher than the laws passed in Parliament.
Female student: Okay, I think I've got that...the rules about how our system of government
works are all contained in the laws that have been passed by Parliament?
Tutor: Those laws are called Acts of Parliament but there are also other documents issued
under the authority of the Queen and some relevant UK Acts of Parliament...
Male student: Really? But it's all written down, right?
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Tutor: Not exactly—there are several unwritten constitutional conventions as well.
Female student: I can see why this would make a good topic for debate!
Tutor: Mmm. Altogether though, our system is quite simple because our parliament is
unicameral.
Male student: What does that mean?
Tutor: It means there is just one chamber—the House of Representatives—and there is no

upper house.
Female student: I see. By 'upper house' you mean a second house, like a senate?
Male student: In the American model yes, but the British have a House of Lords as their upper
house, don't they?
Tutor: Yes, but the Lords don't have to be elected.
Female student: But we have elections every three years to elect our people's representatives.
Tutor: Yes, and the electoral system is called proportional representation. A lot of democracies
have quite different voting systems.
Female student: Why is ours called MMP?
Tutor: That stands for mixed member proportional representation.
Male student: So that's why each elector has two votes.
Tutor: Exactly—one for a local Member of Parliament for the particular electoral district you live
in and one for a preferred political party.
Male student: So that's where the' proportional' part of it comes in—political parties are
represented in Parliament in proportion to the share of votes each party has won in the party
vote in the general election.
Tutor: Any more questions?
Male student: No, not at this stage. Thank you for your time today.
Female student: Okay, see you in class tomorrow. Bye.
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Section 4
Good morning. Today, as part of your Business Management course we're starting a unit on
problem-solving skills and decision-making. Let's start with a powerful decision-making
technique developed by Edward de Bono in his book 6 Thinking Hats, which you'll find on your
required reading list. The method works by compelling you to move outside your habitual ways
of thinking. Often success in business results from rational, positive thinking but these
approaches, used in combination with quite different ones, will improve the over-all quality of
your decision-making.
Now, each 'thinking hat' has a different colour and represents a different style of thinking. Let's
start with the white hat. When you're wearing the white hat, you look at the information you
have; you look at historical trends and try to analyse them; and you take account of gaps in your
knowledge and try to fill them.
On the other hand, if you're wearing the red hat you listen to your gut reaction and instincts. You
also fry to imagine the intuitive response that other people might have. How would other people,
who are unaware of your reasoning and all the facts at your disposal, react?
That brings us to the black hat next. Black hat thinking, as its name suggests, is cautious and
defensive; and you examine why something might not work. It all sounds very negative but it is
essential to know what the weak points in a plan of action might be. It permits you to alter your
approach; eliminate problems; or at least be ready with contingency plans if the worst happens.
After all, it is better to spot the fatal flaw and know the risks before you undertake a new
enterprise.
The opposite viewpoint of course, comes with the yellow hat. It helps you to continue when the
outlook is gloomy or the problems seem insurmountable. Think positively and you'll see all the
advantages and values of the decision and all the opportunities it brings.
Finally, the blue hat—this is the hat that the person chairing the meeting wears. The blue hat is
in charge and organises the meeting. He or she can point activities in the direction of other
coloured hats when required. For example, if ideas have dried up, the blue hat will suggest
more green hat thinking. If there is too much exuberance and enthusiasm for an idea, the blue
hat will ask for black hat thinking to ensure that any possible defects have been addressed.
Needless to say, you can use Six Thinking Hats by yourself but it really comes into its own when
participants with different thinking styles come together to make a sound decision.
Now, another useful way to generate radical ideas or creative solutions to a problem is
Brainstorming. You're all familiar with the term ' brainstorming ' and I'm sure you've all done it
from time to time, but even in well-managed groups, sometimes big egos intimidate less
confident participants who, in turn, may feel pressured to conform or are inhibited because of
their respect for authority. What I would suggest in this case is a system called the Stepladder
Technique. If you follow the flow chart on the board, you'll see there are just five basic steps.
Firstly, members contribute on an Individual level. The task is presented to them; they are given
time to think and form their own opinions about how to solve the problem. You do this before
you get them together as a group.
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Secondly, you form a core group of just two people and allow them time to discuss the topic of
concern. In the third step, a third member is added to the core group but, and this is most
important, that third person presents his or her thoughts before having a chance to hear the
proposals that have already been put forward. When all three have explained their ideas, then
they can consider their options collectively.
In step four, the same process is repeated—a word of advice here: keep the group small to
maximize effectiveness—you can limit the numbers to four, or add more, but I wouldn't go
above seven—not if you want a good quality decision. The last step in the process is to get a
final decision, but only after all members have been included and had the opportunity to
communicate their ideas.
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Test 24
Section 1
Receptionist: Good afternoon. Estelle speaking... What can I do for you?
Woman: I was told that the school holds...umm, adult education classes?
Receptionist: Yes, it does. We run seven a week: three on Tuesdays and Thursdays and one on
Wednesdays.
Woman: Are they all evening classes?
Receptionist: No, because of the number of people who work shifts these days we've found
there's quite a demand for day classes as well.
Woman: Well, I don't work and I really want to get out and meet people so daytime or evening
would suit me.
Receptionist: What is it you're particularly interested in?
Woman: Oh, anything, really.
Receptionist: Okay...on Tuesdays we have a Writing Workshop for those people who've always
longed to write but are hesitant about putting pen to paper.
Woman: Hmmm..
Receptionist: It's an evening class and runs from six to seven thirty but there is a restriction on
numbers.
Woman: Oh?
Receptionist: Yes. The tutor has advised us to restrict participants to a maximum of ten per
session...so, I'll have to check and let you know if there is room for you.
Woman: Thank you.
Receptionist: Also on Tuesdays there is a Book Club designed for older adults looking to be
inspired, to learn, and share insights with one another.
Woman: Are there any restrictions on that?
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Receptionist: Not really but you'd have to be able to read the prescribed book each week.
Woman: Mmm, you have to read set books, do you?
Receptionist: Yes, and keep up with the others by finishing one a week.
Woman: I understand. What else do you have?
Receptionist: There's a History Group on Tuesdays as well...run by a researcher and historian

who provides a fascinating glimpse for you into the lives and society around this area a hundred
years ago.
Woman: Hmm...I don't think so.
Receptionist: Well, what about Scrabble Club on Wednesday—it's extremely popular, you know.
Woman: Sounds good. What time?
Receptionist: 2 to 3:30 in the afternoon
Woman: Yes. I think I could manage that.
Receptionist: Well, if you like scrabble, you might want to join the chess night on Thursday
evenings. It‘s more for serious players, though.
Woman: Unfortunately, I don‘t play chess.
Receptionist: Would you be interested in cake decorating?
Woman: Well, I do enjoy baking from time to time.
Receptionist: Have you thought about decorated cakes, though? You know, they make a
wonderful focal point of any special celebration.
Woman: Maybe Not.
Receptionist: Look, I don't know if you'd be interested but next month there's going to be an
Adult Learners' Week and it's a great opportunity to learn something new and meet a lot of
people. All the events are free but booking is essential.
Woman: What are the events?
Receptionist: I'll give you a brief run-down and if you decide there's something in it for you, I can
send you all the details.
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Woman: Great! When is it?
Receptionist: The first week in September, from the first to the eighth.
Woman: Oh, are they all daytime events?
Receptionist: Yes, but some are half-day and some are whole-day sessions.
Woman: Can you just quickly tell me about the half-day ones, please?
Receptionist: Okay. The Techno Expo will help you work with social networking tools and you
can learn more about online privacy and security and online entertainment. That's Monday the
first.
Woman: In the morning?
Receptionist: Actually it's after lunch, from one to 4.30.
Woman: What else is there in the afternoon?
Receptionist: Well, on Wednesday, there's Work/Life Balance—understanding how to assess

what you really value, the importance of balance and harmony in your life and how to achieve it.
Woman: That's another one I'd like to go to—are there any more?
Receptionist: No, no more half days in the afternoon. Wait a minute...there is a poetry event.
Woman: What does that entail?
Receptionist: Writing some inspirational poems and sharing them with the class.
Woman: No, thank you—I'm not going to read my poems to other people!
Receptionist: I know what you mean.
Woman: One more thing—can you tell me where all the events are being held?
Receptionist: Yes—all the workshops are at the Central Library.
Woman: Oh, good. That's handy.
Section 2
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Education is vital. There are some very good television shows which do the job quite well but
children should be educated from the moment they learn to crawl and so Pd say the best
teachers are parents who can instil safety habits in the responsive minds of their children by
constant repetition. In this way, they will gradually learn to avoid the danger zones. Of course, if
they go to preschool, there'll be fewer hazards there but I‘m going to cover a few of the
important household areas now.
Firstly, kitchen hazards—the family kitchen is actually no place for a child although children may
spend a lot of time there with their mothers. All I can say is: never leave saucepans on stoves
with their handles jutting out—it's easy for little hands to seize hold of them and adults can even
catch themselves on them too. Scalding is a serious issue for grown-ups and children alike.
If you are transporting dangerous items about the kitchen, always look to see where children are
standing. Hot items are naturally high risk. Cooking with an infant at your feet can be very
dangerous. Be careful with sharp and heavy objects as well. And not the least of dangers is
treading on the child—or their hands or feet at any rate!
Let's move on to poisoning now. An amazing number of household items are potentially lethal to
babies but are often carelessly left around. Bleach, drain cleaner and similar items should be
kept out of reach of infants, who have no idea of their risks. And a word of warning here: never
reuse juice bottles as containers for lethal fluids and never leave these items within access of
infants.
Playground equipment deserves a mention, too-even in the most skilfully designed playground,
accidents occur. We all enjoy the seesaws but do make sure that they are evenly balanced.
Personally, I don't understand the attraction of the roundabout—it makes me feel sick to my
stomach but the little ones enjoy the ride. Swings are great fun but children just don't
understand the danger of a swing suddenly coming back and striking a standing child—the
results are often big bruises or even broken bones. Fractured skulls are the worst playground
injuries I've seen and these are common when young ones fall from a height such as the top of
a climbing frame. I think the slides are much safer. Whatever your preference, though, be sure
to keep a watchful eye on your children in the playground.
We're up to bath-time now...you know that you should never leave a baby alone in a bath
because it's possible for babies to drown in a few centimetres of water; but how many of you
have been tempted to go and grab the phone when it rings? My advice to you is to let it ring!
And remember when you're filling the bath to put cold water in before the hot to prevent severe
scalding in case the baby climbs in before it's ready.
Moving on to electrical dangers...first of all, power points. These have a fascination for toddlers
and they'll shove things into the holes like hairpins, nails, screwdrivers—you name it. Points
should always be fitted with protective pings to prevent this. Teach children to respect all
electrical appliances—because they are all potential hazards.
Do I need to mention cigarettes? Unfortunately, I still see parents smoking in spaces where their
children have to inhale the cigarette smoke—we all know the dangers of second-hand
smoke...But even leaving a packet of cigarettes within reach is dangerous because eating just
one cigarette may poison a small child. If quitting the habit is too difficult, please ensure all
tobacco products are kept out of reach and smoke outside.
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Lastly, given our cold winters, I need to warn you about heating systems. Open fires and
heaters must be covered by protective devices. Even radiators and other sources of heat—
which are attractive to children—can cause a nasty bum on sensitive young skin. Remember,
there is never a good time to leave infants by themselves in a room where there is an
unprotected source of heat.
Section 3
Perry: Hi, Opal. Any ideas about what we should do for our geography project?
Opal: Hi, Perry. Yes, I'd like to do something on Wetlands.
Perry: I think that's a great idea—where do we start?
Opal: With a definition of course—something like: ' a marshy area of land where the soil near
the surface is saturated or covered with water, forming a special habitat for wildlife'.
Perry: And we could add: the flora and fauna of the area are reliant on the water-logged soil for
their survival'.
Opal: Yes, that's a major problem actually—when commercial developers or farmers come
along and decide to drain the swamps—everything dies. The practice is all too common
unfortunately. Did you know that, as a result, wetlands are recognised internationally as one of
the most threatened types of habitat?
Perry: That's right. We'll have to be sure to discuss their importance in our assignment.
Opal: But, first; I think we should state some of the particular characteristics of wetlands.
Perry: Well, there are three that I can think of. To start with: wetlands are limited areas of open
water, which vary depending on seasonal fluctuations.
Opal: Yes...and the second could be that there's usually a variety of water-tolerant flora on the
banks and throughout the water.
Perry: Of course, depending on the time of year, there may be more or less water but levels
generally remain quite shallow.
Opal: Okay...now let's move on to the importance of wetlands.
Perry: Shall we start with plant and wildlife habitat?
Opal: Yes, I think we should point out that wetlands are homes for countless species of water
birds, frogs, invertebrates and fish...
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Perry: ...and they support many varieties of water-loving plants...
Opal: which brings us naturally to the topic of biodiversity—even small wetlands act as borders
between land and permanent water. They turn into refuge areas or sanctuaries in times of
drought and they often support rare and threatened plants and animals found nowhere else.
Perry: Exactly. And they're especially important as nurseries and breeding grounds for all kinds
of fish, birds and invertebrates.
Opal: Wetlands are important for improving the purity of the water, too.
Perry: Yes, that's because the flow of water through the wetlands is slowed by bank and in-
stream plants, and so it allows sediment to settle. Nutrients, such as nitrogen and phosphorus
and other pollutants are removed as the water passes through.
Opal: Okay. At this point, I think we should look at Mangroves. They are important for nutrient
removal.
Perry: I think nutrient recycling is more accurate and biological productivity because wetlands
are very productive ecosystems.
Opal: Should we do a food web, then?
Perry: We should do a diagram of some sort, showing the importance of Mangrove trees but
may be not a food chain.
Opal: How about you explain it, while I try and sketch it ?
Perry: Right Well, let's start with the mangrove trees. They're very special because of their aerial
roots that allow them to breathe even when the tide is high and their roots are under water.
They can live in salt water and the salt enters through the roots, travels up to the older leaves
and then these die and drop back into the water. A unique feature of mangroves is their ability to
develop leaves on their seeds while they're still on the tree and the seedlings drop down
planting themselves directly into the mud underneath.
Opal: Mmm, got that. What happens to those older leaves that fall?
Perry: The fallen leaves, or litter, decay in the water and form a rich mud that feeds bacteria,
worms and small crustaceans.
Opal: You mean things like prawns and crabs feed on the decomposed leaves?
Perry: Yes, and even little fish do as well.
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Opal: And bigger fish feed on them.
Perry: Eventually the remaining organic matter—which is now just very tiny particles—is taken
up through the root system providing nourishment for the mangrove trees.
Opal: And the cycle begins all over again.
Perry: Yes, that's exactly it, that's what we'll call it—the nutrient cycle of mangrove litter.
Opal: Great. I'll go home and work on this and we'll meet again tomorrow.
Perry: Okay, see you then.
Section 4
Good morning. It's good to see so many of you taking an interest in meteorology. As you are all
newcomers to the topic, let's keep it simple to start with In fact, let's begin with a very simple
definition of what meteorology is—the suffix -ology ' gives you a clue—at least you can all guess
that it is' the study of '...something. Meteorology is in fact the scientific study of all changes in
the atmosphere — essential for forecasting the weather, of course. And you all know what
weather is, right? The four main ingredients are...the sun, the atmosphere, water vapour and the
wind. They all come together, disseminating heat from the sun around the globe and making
clouds in the layer of the atmosphere directly above the ground which is called the troposphere.
Look up into the sky and on almost any day of the year you'll see clouds.
Clouds form when water that has evaporated from the surface of the Earth condenses onto
microscopic dust particles ( or other particles ) floating in the air. Cloud formation takes different
shapes and they mostly get their names from Latin roots. Now, let's look at the five most basic.
We'll start with Cumulus which is a low cloud with a white, puffy appearance and most often
composed of water droplets. It gets its name from 'cumulo' meaning ' heap' for its typical 'piled-
up' appearance.
Now, let's move on to Stratus (from 'strato' meaning ' layer' )—these are the grey, horizontal
ones (often with a fiat base) that you see on an overcast day and they too are mostly made up
of water droplets. At this point, I should mention Fog, which you probably don't even think of as
clouds, but fog consists of very low stratus—ground-bugging clouds.
The high altitude Cirrus cloud, on the other hand is mostly made of ice crystals and appears
wispy and thin—almost hair-like—in fact, that's where they get their name...from the word ' cirro
meaning ' wisp of hair'. They are generally fair-weather clouds.
Not so the Cumulonimbus—the tallest of all clouds—they extend way up into the troposphere
and these are the ones that produce lightning, thunder, heavy rain, strong winds and tornadoes.
Beware the Cumulonimbus! You already know what cumulo means and it won't surprise you to
find out that 'nimbus' means 'rain' and, added as a suffix, is an indication of the cloud's ability to
produce precipitation which could be rain, snow or hailstones.
enhance the formation of rain. However, recent research has shown the opposite to be true.
Droplet size increases the farther the clouds are from dust-filled air. More dust reaching rain
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clouds produces less rainfall. Scientists have shown that as more and more dust enters a rain
cloud, the same amount of water becomes spread out. The resulting smaller water droplets
scatter instead of combining and growing large enough to make up raindrops.
This study shows that higher dust frequency is not inevitably the result of diminished rainfall but
rather its cause! Therefore, loss of topsoil from overgrazing, over-cultivation or bad livestock
management in areas neighbouring deserts will contribute to the continuing expansion of those
arid regions.
Your assignment for this week will be to read up on this research and write a report on how dust
from damaged land may exacerbate drought conditions and lead to further desertification of arid
areas. In other words, how land use has an impact on climate change.
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Test 25
Section 1
Officer: Now, Ms Appleby, could you please fill in this claim form?
Consumer: I've never done that before. Can you help me? Yes, of course.
Officer: The first part is for your, the claimant's, details. Where do you live?
Consumer: Um...At 1 Yeronga Street, Durham.
Officer: How do you spell Durham?
Consumer: D-U-R-H-A-M.
Officer: Of course, I should know that—but it's just one of those names that sounds quite
different from the way you spell it.
Consumer: It is confusing—I've seen it spelt with two Rs.
Officer: And what's the postcode for Durham?
Consumer: 4105.
Officer: Good. And...do you work?
Consumer: No, not at the moment.
Officer: Okay, so no work number. What about a home phone number?
Consumer: Yes, I can give you that. It's 7848 3762.
Officer: 7848... 3762.
Consumer: Right.
Officer: Now this part here is for the respondent's details.
Consumer: Who's the respondent?
Officer: The individual person, company or business that you're claiming against. Is the claim
against a landlord, tenant, trader or driver?
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Consumer: Well, it's a company that sells home appliances.
Officer: So, that's 'trader' then. Just a moment while I write that down.
Consumer: ABC Appliances actually.
Officer: Oh, now, this part is really important. If the respondent is a company you must have the
company's full and correct name and registered address.
Consumer: I've looked it up on the Internet and it's ABC Appliances Limited.
Officer: Good. If we don't get this part absolutely right, you won't have a legal claim. And their
registered address?
Consumer: Yes, I've got that written down here. Just a minute...it's um...17 Brown Avenue.
Officer: That's in Bardon, isn't it? I think I know the place—my wife bought a vacuum cleaner
there last month.
Consumer: Yes, Bardon.
Officer: Have you got the postcode for Bardon?
Consumer: It's really similar to mine—wait a moment—I'd better make sure I get it right. 4065,
that's it.
Officer: And what's the telephone number for ABC Appliances?
Consumer: Oh, um...7232 4681.
Officer: Good. Got that...now, in the third part of this form we get to the actual goods or services
that are in dispute. I assume you made a purchase from them?
Consumer: Yes, that's right, on the third of February 2011.
Officer: And did the goods have any sort of guarantee or warranty? Yes, but only for six months.
So, it was just a six-month warranty?
Consumer: Yes, they offered me an extended warranty for 3 years but I would've had to pay
extra for that.
Officer: Oh, I see. You'll need to give a full description of the goods involved, the nature of the
defect or fault and any other relevant particulars...so, tell me, what did you buy?
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Consumer: I bought a washing machine...
Officer: Ye..es...but what brand, model and serial number?
Consumer: The brand name was ' Mallard' and it was the ' Whisper' model; serial number...just
a moment... I've got the warranty papers in my bag. Yes, here it is, serial number XY303.
Officer: Great. Now I need to know how much you agreed to pay.
Consumer: It cost a thousand pounds.
Officer: Did you trade in your old machine?
Consumer: Yes, as a matter of fact, I did.
Officer: Okay...now what were you given for the trade-in?
Consumer: 250 pounds...
Officer: So, in actual fact, the purchase price you agreed on was 750 pounds?
Consumer: That's right and they delivered the goods two days later on the fifth of March and
picked up the trade-in at the same time.
Officer: Now, think carefully about this next question. What did the respondent say about the
quality of the goods or the way they would perform?
Consumer: The salesman who served me at the appliance shop said 'The Mallard Whisper
model has a much shorter cycle so it uses less power' —oh, and he added: 'and it will also use
less water'.
Officer: Is that true? Well, partly...it does seem to use less water but both the wash cycle and
the rinse cycle go on for much longer than my old machine so I don't see how it can use less
electricity. But the sales assistant also said: 'This model is whisper quiet'.
Consumer: And is it? No, not at all, it's so noisy we can't hear the television in the next room.
Section 2
Dreamtime Tours have just the tour for you. The one I have chosen to talk to you about today is
what I consider our best tour—it will take you from coast to mountain and back again. You'll
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spend a memorable and very comfortable day travelling in air-conditioned luxury. You'll see
from our brochure that we have four pick-up stops along the coast and, about twenty minutes
after we pick up our last passenger for the day, we'll be stopping off briefly at a magnificent
housing development, marina and shopping complex—you'll be able to admire some of the
most expensive and lavish houses on the coast—and here we'll take a quick walk around the
waterfront Now, despite its name, Hope Island, we can reach it without getting our feet wet or
taking a boat ride. Hope Island is connected to the mainland by bridges. From there we head
inland to the beautiful Tamborine Mountain. You'll have time to browse in the many specialty
shops or you can sit and relax at a friendly outdoor café. We board the bus again and pass
through an old timber-milling town on our way to O'Reilly's Green Mountains. Once there, you
might wish to venture across the famous tree top walk which is a bridge suspended in the
canopy of a rainforest—definitely not for the faint-hearted! If you're not up to the excitement of
this walk, or perhaps after you've done it, why not enjoy lunch on the balcony of O'Reilly's
restaurant? Before we leave, you'll have time for a stroll through the Botanical Gardens or
perhaps you'd like to feed the beautiful parrots and other birds—we'll supply the birdseed. From
O'Reilly's we travel to an alpaca farm for a demonstration and of course there'll be a photo
opportunity for you with these gorgeous animals before returning to the coach for the journey
back to your original departure point.
If I've persuaded any of you to sign up for this tour, take a look at our Dreamtime Tours
brochure. You'll see that you can book over the telephone or you can make reservations
through the reception desk. We generally have a member of staff manning the desk from 7.30
am to 9 pm every day of the week. Don't hesitate to ask reception staff any questions that you
might have about this tour, or any other tour, and be sure to make it known if you have any
special needs. We'll do our best to make your trip rewarding and worthwhile. If this is the tour
you want, be sure to specify Green Mountain Tour and note that these excursions are full day
tours on three days of the week only: Sunday, Monday and Friday—although we're hoping to
have a Saturday tour available by next year. You'll see that fares are extremely reasonable with
each adult paying just 37 dollars. Now, that's not bad for a trip of around 280 kilometres, is it? If
you want to bring the family, obviously the family pass is great value at 94 dollars—that includes
two adults and two children—but if you are an older adult, over 65, in other words, a senior
citizen, your fare is discounted too—you'll pay a bit less than the full adult rate. Please note the
departure times—we adhere to these strictly—the coach will leave the southernmost point of
Coolangatta at ten to eight sharp, travel through Burleigh and on to Surfers Paradise, which is
our most popular pick-up point, departing from there at half past eight in the morning. At a
quarter to nine we make our last pick-up at Labrador. May I remind you to dress appropriately
for the day—ladies, no high heels, please. Comfortable walking shoes are what is required and I
always recommend that everyone takes a light jacket because the mountain air can be quite
cool compared to the heat and humidity of the coastal regions. Oh, something else I should
remind you of—the prices quoted in the brochure are just for coach travel, although we can
arrange for a mini-bus to collect you from your accommodation and bring you to the departure
point free of charge. If you want to avail yourself of this service, be sure to let the booking clerk
know. You will need to bring along extra cash or a credit card to cover expenses such as
optional side-trips, food and drink and, of course, entrance fees to the various attractions.
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Well, that's all I have time to tell you—if you have further enquiries, please use the phone
number on the brochure.
Section 3
Officer: Come in and sit down, Lester..Sharon. I can see you're keen to know more. To start
with, I‘d just like to say that we value volunteers highly and recognise their importance and
assistance in the provision of quality education.
Lester: Thank you...we're looking forward to helping out, but what exactly can we do?
Officer: Volunteers can undertake a range of tasks...in general they enrich the English language
programme and complement the contributions of salaried staff members...
Sharon: Yes, but...what would we do specifically?
Officer: Oh, a variety of tasks, for instance, you can tutor individual students in reading... I
thought that might be the case... But...you can also help students edit their written responses.
Lester: Great...Is that also a one-on-one activity?
Officer: Oh, yes, definitely; but volunteers are also called on to assist in designated classes...
Sharon: And, what exactly would we do there?
Officer: Well, it depends on the class of course, but usually you take on the role of an assistant.
Lester: A teacher's assistant?
Officer: Yes, that's it.
Sharon: Sounds like fun and good preparation for our own careers.
Officer: Then, an enormous area of assistance is developing students' organisational skills.
Lester: Yes, I can imagine that's why some of them are struggling in the first place.
Officer: There's also the special needs unit. They always need volunteers there.
Sharon: But we have no training in special needs.
Officer: That's not necessary. These students just really appreciate having any extra attention—
sometimes help with the simplest things...like holding a pen correctly.
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Lester: Ah...well, that's something all able-bodied students should learn. I've noticed some of
the strangest pen grips amongst my peers and I'm sure they must end up with sore hand or
shoulder muscles at the end of the day.
Officer: Yes. I'm sure you're right. The other task I'd like you two to help out with is encouraging
and improving the students' work ethic.
Sharon: Oh, I can't imagine that'll be easy!
Officer: No, but it is important, and I can give you some training in that field.
Lester: That'll be good.
Officer: I should also point out that you'll be working alongside quality teachers at times who are
not only caring role-models but excellent motivators.
Sharon: Well, we should learn a lot from them.
Officer: Yes, the teachers you'll be assigned to are innovative and very responsive to the
different needs of individual students.
Lester: If that's true, they must be adept at a variety of teaching styles.
Officer: Quite right. You know, part of my mission is to forge close partnerships between
experienced teachers and trainees like yourselves. As far as I can see everyone has something
to gain from the exchange of information and skills—not just the students you're helping.
There are a number of interesting developments going on at the moment and I've chosen you
two because of your varied academic backgrounds...now, you, Sharon...
Sharon: I majored in business studies before I came to teachers' training college.
Officer: Yes, exactly.
Lester: Well, I've always been more interested in science, marine biology, in particular.
Officer: Yes, I think it's quite exciting. The school you're going to assist at is augmenting the
number of vocational learning experiences offered within its subjects. Educational philosophy
these days seems to recognise the importance of increasing practical components in the
curriculum. Areas of development being pursued include building and construction, agriculture,
business education and hospitality; but the marine studies course is already well developed.
Lester: Oh, now I see where we fit in.
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Officer: You'll find that the school has an excellent library and audio visual collection. There are
3 computer laboratories and a special-needs network with 6 stations.
Lester: Ah...they are well equipped.
Officer: Mmm...wait till you see their Independent Learning Centre.
Lester: What's so special about their ILC?
Officer: They have the most sophisticated self-learning software I've ever seen in this region of
the country.
Lester: Really?
Officer: Ah huh. And there's a wide number of extra-curricular activities, an extensive sporting
programme...
Lester: Oh, sport—not my thing at all...
Officer: Well, no, maybe not, but they also promote students' participation in different scholastic
competitions.
Lester: I'm impressed—I think we're going to enjoy this.
Section 4
My talk today is on Anxiety. Anxiety is something you've all experienced at some time in your life
so you'll know that it's an emotional condition in which feelings of dread, fear and mental
agitation predominate. However, what we call an anxiety state, or anxiety neurosis or phobic
state—they all mean the same thing—is characterized by anxiety reactions far greater than
those normally expected for the circumstances and these reactions may be severe and
prolonged. This is the most common form of neurosis in westernized countries. Usually, normal
anxiety decreases with repeated exposure to the feared situation whereas a neurotic anxiety
tends to increase. Gradually the person is inclined to avoid the feared situation and views it with
increasing dread. Sometimes there may be an inherited tendency for this, but usually
environmental issues are more important. The individual may have been a worrier throughout
life and a stressful condition, just before symptoms set in, is common. Often there is a gradual
build-up of anxiety, possibly for weeks or months, before the ultimate break occurs. The
What are the symptoms of phobia? Well, phobic states often develop into severe, crippling
challenges that can be very difficult to overcome. The person develops a fear of certain
situations. It's not uncommon to have one or more of these present at the same time. I'm going
to name some frequent phobias and give you a description of their symptoms: Let's start with
Agoraphobia which is when the person has an intense anxiety about venturing outside the
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safety of the normal home surroundings. It may be impossible for this person to ever go out
alone. Their fear of public or open spaces is completely irrational and they often end up leading
very secluded lives. Claustrophobia, on the other hand, is a morbid fear of closed-in areas or
places—if you see me taking the stairs instead of the lift, think about it—am I trying to get more
exercise or am I hying to avoid the confined interior of the lift? And I'm sure you all know people
who are afraid of flying—sometimes it's the fear of being enclosed in the aeroplane itself—and
you can imagine how the cramped confines of airline toilets are really bad news for these
sufferers. Now, I'll move on to discuss Social phobia which, believe it or not, is more common in
men. It's an acute anxiety that develops when they are In the presence of others. They feel self-
conscious, apprehensive and embarrassed. If attention (real or imagined) is focused on the
sufferer, he becomes uneasy and may blush, stammer or stutter. Some sufferers even develop
tremors—shaking or trembling movements of a part ( or parts) of the body—or, another very
common sign of their extreme discomfort is that they perspire profusely on their palms, under
their arms or on their feet. That brings me to the last one that I want to mention today and that is
Single phobia—and no, it's not a fear of lifelong bachelorhood! This one is actually precipitated
by an acute aversion to dogs, cats, spiders—you may have heard of the term, arachnophobia?
Well it applies specifically to spiders—but any single thing can basically cause a strong
aversion: snakes, frogs, mice or rats, for instance. I can assure you, the list is unlimited. You
name it, and someone is sure to have a phobia about it Some people are terrified of the dark,
for example, and I'm not talking about young children here. You'd be surprised how many adults
are afflicted in this way. Well, I see our time is up. Next week, I'll go into some of the treatments
and therapies for phobias that have been used over the ages and some of the relatively new
drugs that have recently come on the scene.
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Test 26
Section 1
Representative: Good morning, my name is Dawn Buffet; how can I help you?
Member: Good morning, Dawn. I'd like to join the club.
Representative: Wonderful. Now, have you ever been a member before?
Member: Yes, I joined after I left college and I was a member for seven years before I let my
membership lapse when I went abroad.
Representative: Do you have your old membership card?
Member: No, sorry. I threw it out when I moved.
Representative: Have you got any other form of identification on you?
Member: I've got my driver's licence and my passport and a couple of bank cards.
Representative: The licence will be perfect.
Member: Here you are.
Representative: Thank you. Oh, the photo is not a very good likeness, is it?
Member: No, I've shaved off the beard and cut my hair since that was taken.
Representative: I'm going to have to make a note of some of these details and I'd like you to
correct me if any of them have changed. Obviously, the number here will be the same:
AY916310.
Member: Look, you've copied it down wrongly—it's AY196310.
Representative: Thank you. I'm glad you picked that up; now....Family name...Black; and other
names...Gavin Raymond.
Member: Yes.
Representative: And you were born on the 22nd of January 1973.
Member: That's correct.
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Representative: Can I just remind you that you'll need to renew your licence by the 19th of May
2012—you wouldn't believe the number of people who get caught out with an expired licence.
Member: Thank you. I must admit, although I carry it around in my wallet, I wasn't really aware
of that.
Representative: Not many people are. I've been caught out myself. Now, I can see that you're
one of those who has opted out of having an address printed on the card...and I can understand
that. Personally, I think it's better security not to have it—in case your wallet gets stolen, for
example.
Member: I agree.
Representative: Can you give me your current address for our records?
Member: Yes, of course. I live at 29 Sunset Street Meadowbank.
Representative: Thanks. Actually, my uncle lives in the same street. It's a very nice area, isn't it?
Member: Yes, pretty good.
Representative: Now, you've got three classes of licence: motorcar, motorbike and heavy
vehicle. Do you want to be covered for all three?
Member: Oh, not any more. I had a motorbike when I was a student and then, before I went
abroad, I worked as a truck driver for a while but I never want to do that again. These days you'll
only find me behind the wheel of a car.
Representative: Well, that's all done—now for one final question?
Member: What's that?
Representative: I need to ask you whether you've ever had any driving or other convictions or
endorsements on your licence.
Member: Well, I've had a few parking tickets.
Representative: We don't count those.
Member: And...I haven't had any endorsements...but I do have a dangerous driving conviction
from back in 1993. I was young and inexperienced and going too fast in wet weather and I slid
off the road and hit a power pole.
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Representative: Well, I have to make a note of that but you're lucky—because it's over 15 years
ago, it won't be held against you.
Representative: We've changed quite a lot here at the Royal Car Club since you were last a
member.
Member: Oh?
Representative: We now have four different levels of membership starting at Blue, then moving
through Bronze to Gold.
Member: What does that mean exactly?
Representative: Well, you get a different level of service and different benefits depending on
what you choose. Of course that is reflected in the annual fee—the more benefits, the higher the
fee.
Member: I see.
Representative: The Standard Club Care comes with a 5% discount at Bronze level and a 7.5%
discount at Silver level.
Member: And Gold?
Representative: If you own more than one car, I‘d recommend the Gold level because you only
pay half the fee on your first vehicle.
Member: I'm not sure I need that.
Representative: Well, Bronze and Silver have 10 and 20 dollars off the Insurance fee but with
the Gold membership... say you had an accident and your car was badly damaged or off the
road for any length of time...you'd be eligible for car hire at no extra cost.
Member: Mmm, that's good.
Representative: There's one more thing. If you need to borrow money to purchase a new car,
we offer personal loans at a reduction off the general applicable rate. These start at point two
five percent, go up to half a percent Bronze level and increase to point seven five percent at the
next level. Gold has a whopping 1.25 percent reduction on the applicable rate.
Member: Well, that is something I should consider perhaps. Thanks for your help, I'll think it over
and let you know.
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Section 2
Welcome to Summerland; I‘m your guide, Jacquie, and I‘m going to tell you a little bit about
what we do and have here before I take you on a tour of the facilities. In our air-conditioned
restaurant we can cater for anyone from the individual diner to families and tour groups but we
also do functions such as weddings, conferences, birthday parties and so on. We have a
delicious modern menu on offer in the restaurant—or perhaps you'd prefer to sit outside in the
courtyard overlooking the lush, tropical gardens—and, for those hooking a function, we devise
an interesting set menu according to the type of celebration and the client's budget. If formal
dining isn't what you're after, we operate a take-away food bar which has a range of light snacks
and refreshments—just the thing if you're supervising children in the playground. The
playground and picnic area makes a great alternative to the beach—if you've remembered to
bring your bathing suit and a towel, you can cool off in the water spray park. Parents can sit
back, relax and enjoy a coffee while the kids have fun in our fully-fenced, shady playground and
picnic area. What a way to make the most of the warmth and sunshine we have here in
abundance! The older children will love to visit the Historic Cottage with their parents. This was
the original homestead on the property and is now preserved as a museum with an educational
DVD and cinema room. You'll find the information centre here also and you'll be able to pick up
some glossy brochures to take home with you and show your friends. Don't worry—we have
more than enough leaflets for you to take home. Visit the Gift Shop and you'll find an enormous
variety of local products, fine foods and handicrafts on sale. Some say that this is the best
displayed and priced shop in the region. There is more to be admired (and purchased) in the
Garden Nursery which has an extensive range of flower pots, indoor and outdoor plants, statues
and all kinds of other garden accessories to adorn any home or garden. While we're on the topic
of gifts and such, I must mention the Wood Crafting Shed and urge you to take a look at the
amazing products that the wood crafting team produces there. You'll be able to watch them at
work and buy anything they've made. The toys they produce are not only original but some of
the finest craftwork you'll ever see. Take your little ones by the hand and keep an eye on them
because they'll want to play with these but they can't be played with unless they're paid for. Last
but not least are the orchards. The Summerland Tourist Attraction is actually a working farm
with over 40 hectares of macadamia and avocado trees. The macadamia nuts are picked by
machine from April through to September. The avocados are grown, band harvested, packed
and marketed on site.
Now, are you all set for the tour? We'll leave the car park and walk in an easterly direction
towards the administration building with the parking spaces outside. We won't go into the admin
building because there's nothing much to see there; instead, we'll walk in a north-easterly
direction towards the museum but before we get to it we're going to turn right, walk past it, and
go into that enormous building to watch how the avocados are graded and packed. Well, what
did you think of that? Those packers have to work very fast as you can see. Now as we come
out of this building we'll go to our left and around the back towards the cool room. Of course this
is where all the fruit is stored after packing—there are a lot of boxes of fruit in there—nothing
very interesting to look at, but we will stop at the other building to see how they make the
cardboard cartons. See how everything is mechanized so there is very little labour involved? I'm
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intrigued by how those machines operate just like clockwork. It does get very hot in there,
though, doesn't it, which makes the thought of a peek inside the cool room quite attractive. But,
no, we'll skip that and make towards the building in the far north-eastern corner of the facility
where they take the husks off the macadamia nuts. It's quite noisy but absolutely fascinating.
Now, we'll take a shortcut heading west through the orchard to the woodcrafters' workroom and
shop and I'll give you a few minutes to browse. Take note of where this is because Pm sure
you'll want to come back here later this afternoon in your free time.... Is everyone still with us?
Right, let's go south now and take a leisurely walk through the picnic and playground area with
the water feature but we want to end up over at the garden shop at the northern end of the car
park. We'll have to walk through the little gift shop first to gain access to the garden shop and
I'm sure you won't be able to resist getting some nice little presents for the folks at home. Are
you ready for lunch now? I know it's been a whirlwind tour but the restaurant has us booked in
for 12.30 and after that you're free to take your time wandering around until the bus leaves at 3
p.m.
Section 3
Annie: We thought we'd look at different methods of hydroculture.

Lecturer: Uh huh.
Tony: In the true hydroponics method the roots are bathed with water and nutrient solution while
support for the plant must be provided above the container.
Lecturer: And...alternatively?
Annie: Alternatively, the plants can grow with their roots in a substratum such as sand,
vermiculite or LECA granules.
Tony: LECA stands for Lightweight Expanded Clay Aggregate and vermiculite is...
Lecturer: Thank you Tony, I know what vermiculite is...but you should be prepared to give
details about all these things to the visitors. Can you explain what the advantage of LECA is
over traditional soil?
Tony: It's a natural product...manufactured from clay...it's colourful, lightweight and...perfect for
allergy sufferers.
Lecturer: That's right. Now tell me why.
Annie: Because it's clean and hygienic, bacteria and soil diseases don't get a chance.
Lecturer: Well, you could say that on this chart here..."Ideal for household plants".
199 | P a g e
Annie: And we'll point out that the growing medium itself makes no contribution to feeding,
which is provided in solution with the water.
Lecturer: Good, now tell me what you've got here.
Annie: This is a simple version of the first method, using a wide-necked jar which we've filled
with water and nutrients, leaving space at the top. As the roots need to be in darkness we'll
cover the sides of the glass with brown paper later.
Lecturer: How did you get the plant through the cork?
Tony: We made a hole through the centre and cut the cork in half so we could fit it around the
plant stem and we padded the hole with cotton wool.
Lecturer: That's a good demonstration of the principle involved, and ideal for a house plant but
many people will want to see a wider application—what about more plants?
Annie: We haven't quite finished the preparation yet, but over here you can see a bigger
container—in fact, any wide container can be used—with the nutrient solution in the bottom, air
space above...and then we've made a rigid lid and we've covered that with a layer of litter.
Lecturer: What have you used for litter?
Annie: We've used wood shavings…
Lecturer: Untreated?
Annie: Definitely. That's most important—you can use a variety of materials for litter but
obviously nothing I toxic and treated timber contains some nasty chemicals, so if you're using
sawdust or wood shavings, they have to be from natural timber.
Lecturer: A good point…
Tony: Yes, we'll make a note of that when we list possible ingredients for lifter.
Lecturer: Be sure to explain the purpose of the rigid lid—it's wire mesh, isn't it?—and why the
litter layer is important too.
Annie: Well, the mesh is just a platform to keep the litter out of the water and the primary
function of the litter is to exclude light from the root space…
Lecturer: Mmm. What you have so far is ideal for the home or office but what about commercial
applications?
200 | P a g e
Tony: Well, we're going to demonstrate the nutrient film technique which is popular with some
commercial growers, particularly for the cultivation of crops such as runner beans and tomatoes.
Producers would really like to see some innovation in the cultivation of potatoes and yams too
but obviously this technique is only suitable for those crops which grow above ground.
Lecturer: What about peas?
Tony: Well, we found peas were awfully tricky to grow using this method although we're still
unsure as to the reason.
Lecturer: Where's the exhibit? I don't see it anywhere.
Annie: Well, that's because we haven't finished it yet because we're going to have to procure
some mature plants first. We didn't think far enough ahead to have started them off earlier. And
when we do get them, we'll have to handle them carefully.
Tony: Yes, because when our model is finished, you'll see how the plants are held in position by
a plastic tube which almost encloses them completely and is quite loosely fastened around the
stems.
Lecturer: Ye..es, and the feeding or watering system?
Annie: Well, it's a bit different—on a large scale like this, you need to have the food solution
trickle down through the tubes…
Tony: Yes, but the solution must also be rich in oxygen…
Lecturer: And what—it just bathes the roots?
Tony: That's one way of doing it.
Lecturer: What's the other way?
Tony: You can have the solution moistening a substratum of rock wool at the bottom of the
container.
Lecturer: Rock wool?
Tony: It's the same as mineral wool—you know a lightweight, fibrous material—the kind of thing
used for insulation. Or, you can use a layer of paper fibre.
Lecturer: Oh, yes...something that has the capacity to absorb the solution, right?
Annie: Well, you do need to experiment a little. For example, we tried coconut fibre...
201 | P a g e
Tony: But it just didn't have the properties we were looking for…
Lecturer: I see.
Tony: In our display you'll only see the basics—the kind of thing that can be done at home in the
backyard, but commercial enterprises do need a lot more equipment and the media used in
substrata are constantly changing as new developments are made. The cost of upgrading is
ongoing.
Annie: And there's always the potential of outright failure when changing systems from one you
know and understand to an innovative one.
Lecturer: Of course. There's no room for guesswork in business—you have to try to get
everything right first time.
Section 4
Good evening. I'd like to thank the Continuing Education Department for hosting this series of
lectures on "People behind the names you thought were fiction". Welcome to this talk on "The
Grand Old Duke of York".
I'm sure you're all familiar with the old nursery rhyme: The Grand Old Duke of York. He had ten
thousand men. He marched them up to the top of the hill. And he marched them down again,
and so on. But did you know that the Duke of York immortalized in this popular song was
actually Frederick Augustus, second son of King George the Third of England and Queen
Charlotte? He achieved fame in this way because of the humiliation he suffered at the hands of
the French during the Revolutionary Wars at the end of the 18th century.
Frederick was born on the 16th of August 1763 and from the age of seventeen he had been
trained as a soldier. When war broke out between England and France in 1793, his father, the
king, insisted that he should command the British contingent that was being dispatched to
Flanders to cooperate with the Austrians and the Dutch. The Duke was a brave soldier, but,
remember, he was only thirty at the time; not only was he young but he was also inexperienced
in battle and was unable to cope with the enthusiastic French Revolutionary Army. He was let
down by his allies too, and in spite of the arrival of ten thousand fresh troops from England, his
campaigns were a disaster.
He was driven out of Dunkirk in September 1793, Flanders in May 1794, and Belgium in July
1794. Finally, during the winter of 1794 to 1795, his army retreated to the border of Hanover.
And...with his unsuccessful campaigns over, the Duke returned to England. It was after this
military fiasco that the Duke of York came to be( rather unkindly) satirized in song.
Would you believe, despite all this, King George the Third arranged his son's promotion to the
position of Commander¬in-Chief of the army in 1798? And, in the following year, he was
appointed to command an army sent to invade Holland. Again he was unsuccessful and this
confirmed the general opinion that he was not capable of commanding an army in the field.
202 | P a g e
Nevertheless, the rhyme is a bit cruel and harsh because it doesn't take into account the nature
of the soldiers who served with Frederick All the blame for lack of success should not have been
attached to the Duke alone because the army he had under his command was made up from
what is commonly described as "the scum of the earth"—this is a somewhat offensive term used
to refer to a group of people regarded as despicable and worthless. Who were they—these
ordinary soldiers? Well, they were mostly vicious, brutal ex-convicts or raw recruits and elderly
men. The officers who commanded them were all untrained as military men. In fact they were
anybody who could afford to buy a commission.
Um, but here's the really great thing that, unfortunately, the Duke of York is not remembered for:
he realized that this was a hopeless kind of army and he set about improving conditions in order
to recruit higher quality soldiers. He introduced padres—are you familiar with the term? No?
Well, let me explain...you see, members of the British Armed Forces are generally Christians of
one denomination or another, and a padre is a Christian cleric or chaplain who ministers to the
soldiers and attends to their spiritual needs without belonging to any particular grouping within
the Christian faith.
Now, where was I? Yes, Frederick introduced padres, doctors and veterinary surgeons to the
battlefield. Why vets? To attend to the horses, of course! Remember we're talking about late
18th century battlefields. He was also the founder of the Royal Military College for the training of
officers at Sandhurst—yes, the very same one where the princes and other members of the
royal family receive their military training today! Frederick also founded the Duke of York's
School in London for sons of soldiers killed in battle. His name is perhaps better commemorated
by this school in Chelsea than by the column that stands at the top of Waterloo Steps in St.
James's Park.
In 1807, the Duke was involved in a scandal with a woman and as a result resigned as
Commander-in-Chief but he was reinstated in 1811 by his elder brother, the Prince Regent, who
later became George the Fourth of England. He continued in this post until his death in 1827.
203 | P a g e

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Sachphotos.

com – Tổng hợp tài liệu tự học IELTS

Now turn to part one.

Listen carefully and answer the questions 1 to 7

Customer: Hi, can I open a bank account, please?

Customer: Okay, right.

Banker: What kind of account do you want?

Customer: A deposit account.

Customer: I've decided on the one called classic.

Customer: Yes, it's Jonathan Fox. That's J-O-N-A-T-H-A-N.

Customer: The 21st of January 1970.

Banker: Right. Do you have another bank account in the UK?

Customer: No, not yet. This is the first one.

Customer: 10, Island House, South key.

Banker: That's East London, isn't it?

Banker: Nick Canary Wharf, right?

Customer: Yes. That's right.

Banker: How long have you been at your current address?

Customer: Aah! Just around one month actually.

Banker: Okay, that's fine. Can I ask for previous address?

Customer: Sure. It's flat 3, Canada house, Queen Street.

Banker: Is that all?

Banker: That's Edinburgh, isn't it?

Banker: Yes, please.

Customer: It's 02046751222.

Now listen and answer questions 8 to 10.

Banker: Right. What do you do for a living, in the UK, sir?

Customer: I am working at an English Language School in central London as a tutor. It's my

Customer: Okay, it's Monica.

Banker: Thank you.

Customer: Yes, M-O-N-I-C-A. It's Russian.

Customer: I've only brought one thousand pounds.

Customer: Sure. I was also wondering about a mortgage service.

Customer: Thank you.

Now listen carefully and answer the questions 11 to 14.

Now listen and answer questions 15 to 20.

Now listen carefully and answer the questions 21 to 24.

Ann: What are they about?

Ann: Got more?

David: We've got plenty.

David: Actually, we don't have a choice. We have to send the email.

Ann: How many people do we have to interview?

Ann: So 90 all together then. It depends on the ages too, right?

David: That's right.

Ann: So are they all the requirements?

David: Yes, looks like it.

Ann: Right. So let's make it a ceramic exhibition then.

Ann: Male and female?

Now listen and answer questions 25 to 30.

David: Great. That will give us more detail.

Ann: I agree. We should also include an earthen vessel, of course.

David: Okay, I see.

Ann: Great! You've got plenty of data, David.

Now listen carefully and answer the questions 31 to 40.

Now turn to part one.

Julie: Someone told me there's another hostile called Gumtree, something.

Nick: Gumtree Lodge. It costs a bit more $45 a person.

Julie: That's more like it.

Julie: Has it got a pool?

Julie: So there's always someone on reception. That sounds good.

Julie: Right. Yeah, I reckon kangaroo Lodge sounds the best.

Julie: Okay, let's go for that one.

Now, listen, and answer questions 7 to 10.