LISTENING PRACTICE FOR GIFTED STUDENTS

CHAPTER 1: IELTS LISTENING

A- SECTION 1

Exercise 1:

You will hear a student called Janet talking on the phone to the manager of a sports centre about a
job and complete the notes below. Write NO MORE THAN THREE WORDS AND/OR A
NUMBER for each answer.

White Water Sports Centre

Manager's name: 1. ______________

Job available: 2. ______________ (part-time)

Job responsibilities:

– supervising swimmers

– care of 3.______________ for beginners' classes

– carrying out 4.______________ regularly

Days: Mondays and Wednesdays

Working hours: 5.______________ to ______________

Maximum pay: 6.______________ per hour

Interview: Friday at 2 p.m.

Address of Sports Centre: 23–27 7.______________, East Gate

Steve's direct line: 8.______________,

Remember to bring: 9.______________

10.______________

1. Steve Thompson

2. pool attendant

3. (the) equipment
4. water quality tests

5. 6 (p.m.), 10 (p.m.)

6. $19

7. Farndon Avenue

8. 053210

9-10. (in either order) application form, certificates

V1: Hello, White Water Sports Centre.

Janet: Hello, er, I wanted to enquire about a job at the centre.

V1: Right, I’ll just put you through to the manager.

Steve: Hello, Steve Thompson speaking.

Janet: Hello, er, my name’s Janet Willis, Er, I’m looking for a part-time job and I saw an ad saying that
you have some vacancies. I was wondering what sort of people you were looking for.

Steve: Well at present we’re looking for a part-time pool attendant.

Janet: oh, yes, I’ve spent the last three summers working for a children’s summer camp, so I did a lot of
pool supervision, and I’m actually a sports student – water sports is my special area.

Steve: Ok, well no need to ask if you can swim then …

Janet: No, I’m certainly not afraid of the water. So what does the job at the pool involve?

Steve: you’d mainly be responsible for supervising the swimmers – we have to watch them all the time,
obviously, in case of accidents, so you’d have regular shifts there.

Janet: Ok.

Steve: Then as well as that, you’d have to look after the equipment that’s used by the beginners’ classes

Janet: Right – and would I be involved in teaching them at all? I’d be quite interested in that.

Steve: Well, they have their own instructor, so that’s not really part of the job. The attendant’s job does
involve taking regular water quality tests … but you wouldn’t be involved in cleaning the pool or
anything like that.

Janet: Ok. And the ad said you wanted someone just twice a week.

Steve: yes, that’s right.

Janet: Can I choose which days?

Steve: Erm, well if you’d rung up earlier you could have done but i’m afraid it’s got to be Mondays and
Wednesday – we’ve got someone for Tuesday and Thursdays, and the weekends are already fully staffed.
Is that going to be a problem for you?

Janet: No, that should be alright. And the ad said it was evening work, right?

Steve: yes, you start at 6, and the pool closes at 9:30, but you wouldn’t get away until 10 by the time
you’ve checked the lockers and changing rooms.

Janet: fine.

Before you hear the rest of the conversation, you have some time to look at questions 6 – 10

Janet: And how muck do you pay?

Steve: The basic hourly rate is $15, but we’d go up to $19 for someone with the right qualifications.

Janet: Well I’ve got life-saving certificates and first aid qualifications.

Steve: Oh, with that and your experience you’d probably get the maximum rate then. Obviously, you’d
probably get the maximum rate then. Obviously, you’d have to come along for an interview, if you’re
interested?

Janet: Oh it sounds just the job I’m looking for. Shall we fix a time for the interview now?

Steve: Ok … er, it’s Janet, isn’t it?

Janet: Yeah, Janet Willis.

Steve: How about Friday morning, Janet? Around 11.00

Janet: Oh sorry – I have lectures, but I could make the afternoon.

Steve: 2p.m?

Janet: Fine. And can I just check on where you are … is it Findon Avenue?

Steve: No, it 23- 27 Farndon Avenue, that’s FARNDON, it’s off East Gate.

Janet: East Gate … Fine. I’ll looking forward to meeting you, then.

Steve: ok, so if you need to phone me before then, you can get through to me directly on 053210

Janet: Is there anything I need to bring along to the interview?

Steve: Well, you do need to fill in an application form- I’ll put one in the post for you, so can you fill that
in and bring it along.

Janet: you don’t want me to post it back to you?

Steve: No, just remember to bring it along with you.

Janet: What about references? Should I bring any?

Steve: No, but do have your certificates with you when you come, we need to see those.

Jane: Great. Thanks very much then., I’ll see you on Friday. Bye.

Steve: Bye.

Exercise 2: Complete the notes below.

Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

Temporary Patient Record Form

Name： Example

Peter Smith

Street address: 1. ______________

Suburb: 2. ______________

Phone number: 3. ______________

Details of injury

Sport: Tennis
Type of injury: Sprained 4. ______________

Date of injury: 5. ______________

Previous treatment and current problems

The patient’s private doctor suggested treatment with 6. ___________.

The patient is unable to 7. ______________ and he is experiencing some pain

in his 8. ______________ at night.

Advice given

Stop using the 9. ______________

Do regular 10. ______________ at home

1. 95 Cross Street

2. Walkley

3. 4689 5324

4. knees

5. June 18th

6. ice pack

7. go upstairs

8. back

9. stick

10. exercises

Girl: Good morning, what can I do for you'?

Peter: Uh, yes, I am currently visiting this area, but I injured myself when I was doing sports a while ago,
and I still feel painful, so I wondered whether 1 could go for a doctor here.
Girl: Sure sir, we can take you on as a temporary patient. I'll just take down some personal details of you.
May I have your name, please?
Peter: Yes, it's Peter Smith.
Girl: All right, Peter. And where are you currently staying here?
Peter: At 95 Cross Street.
Girl: And the county?
Peter: Walkley. That's W-a-l-k-l-e-y.
Girl: OK, and can I have a contact number?
Peter: Uh, it's 4689 5324.
Girl: OK, thanks. May you just wait down there! The doctor will see you in a minute.
Doctor: Now, how can I help you? It's Peter Smith, isn't it?
Peter: Yes, I had a sporting accident, and a doctor at home treated me, but I'm still getting some pain.
Doctor: Hum, right. Uh, first of all, I want to ask you a few questions.
Peter: Okay.
Doctor: Well, what sport were you doing when you got injured?
Peter: Playing tennis with my friends.
Doctor: Now, I see. Did you hurt your elbow or wrist?
Peter: Oh, no. I had my knees sprained, which was the original problem.
Doctor: Right, and when did this happen?
Peter: Uh, that was three weeks ago now, so it was about June 18th.
Doctor: Hum. And, you said you had medical treatment at home?
Peter: Uh, yeah. The doctor said I didn't need an X-ray or things alike, and he just told me to use an ice
pack.
Doctor: Fine, anything else?
Peter: Yes, and I've been using a walking stick to help me get around.
Doctor: Right, now what problems are you having during walking?
Peter: Well, actually I can walk, yet I still can't go upstairs, so I've been sleeping downstairs.
Doctor: Hum, now you said your knee still gets hurt'?
Peter: Well, no. Actually, it's getting better. It's my back that's hurting me now. It really aches at night,
and I cannot sleep well.
Doctor: Hum, I have several suggestions for that.
Peter: Great.
Doctor: First you should put the stick away as that's probably the source of the problem.
Peter: Oh, really? I wish I'd know.
Doctor: After that, I can prescribe you something to relax the muscles in your back.
Peter: Oh, sorry to be difficult, but I've had something like that in the past, and there were many side
effects, and I don't want to take it. Would you recommend anything else?
Doctor: Well, yes. We do have a leaflet showing some exercises you can do yourself at home. If you do
them every day, they'll soon be effective.
Peter: Great. I'll do that.
Exercise 3:
Questions 1-5
Complete the sentences. Write NO MORE THAN TWO WORDS for each answer.
Peter and Mary’s diet will be both sensible and 1………………
Every two months, they can eat 2………………
On Saturdays, they will go 3………………
This coming Saturday, they will go to 4………………
In every meal, there will be 5………………
Questions 6-10
Choose the correct letter, C, I, or B.
C Chocolate

I Ice cream

B Biscuits

Peter’s opinion Mary’s opinion

Tuesdays B 6………………

Thursdays 7……………… 8………………

Sundays 9……………… 10………………

1. practical

2. pizza(s)

3. (light) walking

4. Pine Park

5. fruit juice

6. B

7. I

8. C

9. B

10. I

Peter: Okay Mary, I know I’m putting on weight with all my bad eating habits.
Mary: That’s right. Chocolate bars, pizzas, and all washed down with litres of soft drink.
And with all the sugar in soft drink, I think we can say you’re definitely overindulging,
don’t you think?
Peter: I know, I know. I intend to definitely stop drinking that from now on.
Mary: And that’s part of the sensible eating plan that we have agreed we need to
formulate—one that we can both follow.
Peter: That’s right, sensible, and practical — allowing us to indulge in some sweet
foods on occasions.
Mary: On rare occasions, and we’re going to cut out all the pizzas and hamburgers.
Peter: Well, not totally. I thought you said pizzas could be eaten once a week. You know
how I like pizzas.
Mary: No. I said once every two months. Once a week was ice cream, not pizza.
Peter: Yeah, that’s because you like ice cream. I prefer pizza.
Mary: Peter, if you want to lose weight, you need to be disciplined, in both what
you eat, and what you do, which brings us to the issue of exercise.
Peter: That’s right. So, jogging twice a week, and hiking on Saturdays, right?
Mary: No, hiking is Sundays, allowing Saturdays for the light walking exercise. I’ve
investigated, and discovered there are a lot of walking trails around this suburb, with
many beautiful places if you just look around.
Peter: So what’s happening this Saturday? A walk around the city?
Mary: That’s later in the month. This Saturday we’ll visit Pine Park
Peter: Hill Park is nicer, with great views, too,
Mary: Yes, but we have to travel too far to reach Hill Park, so I ruled that out, and I love
the smell of pines.
Peter: And what about the weekday meals? Salads every night, I suppose?
Mary: No, it’s important to vary the meals so that the food remains interesting and fun.
The only common factor is the fruit juice, but otherwise we’ll have a variety of
healthy fare, from salads, to fish, to lean meat.
Peter: I'd rather have meat every night, but you’re the boss.
Mary: If you want to lose weight, you’ll have to accept this program, okay?
Peter:Okay.
Peter: Now Mary, you said we could have a little treat in our diet plan three times a week:
specifically, Tuesdays, Thursdays, and Sundays.
Mary: Yes. A very small treat, but something to reward us for all the discipline shown.
Such rewards will motivate us to continue the diet.
Peter: So, on Tuesdays, what can I choose?
Mary: You have a choice between a small serving of chocolate, ice cream, or biscuits.
Peter: Okay, well, I’ll go for the biscuits. I love those crunchy little things with my cup of
tea. So do you, right?
Mary: I do indeed, so I’ll have them, too, saving the ice cream for later.
Peter: But I know how much you like ice cream, so why don’t you save it for the end of
the week? That will give you the motivation to keep going, and you can have chocolate
midweek?
Mary: That’s a good idea, but I think the most important thing is for you and I to eat different things on
those other two days.
Peter: Well, if you think that way, I’ll eat the ice cream on Thursdays, not the chocolate. Okay?
Mary: Well, if you’re having that, then I can’t have ice cream. In order to be different, I’ll have the
chocolate.
Peter: So, we can compare our different snacks, and maybe even share a little with each
other.
Mary: Exactly! And the variety and fun involved will take our minds of wanting more.
Peter: Eating for fun! A good idea!
Mary: And then you can have the chocolate on Sunday, right?
Peter: But I like biscuits? Actually, I want biscuits again—to have with my cup of tea.
Mary: But you have the biscuits on Monday, remember, and we can’t repeat.
Peter: Ah come on! This isn’t fixed in concrete. I can have them again instead of chocolate. You might like
variety, but I don’t. I’m a creature of habit.
Mary: Well, the whole point of this was to taste different snacks, but if you want the
same thing, okay. I, for one, am sticking to the original plan, with ice cream to finish the week, and not
another dose of chocolate.

Exercise 4:
Questions 1-7
Complete the notes below.
Write ONE WORD AND/OR A NUMBER for each answer.

Enquiry about booking hotel room for event

Rooms
Adelphi Room
number of people who can sit down to eat: 1………………….
has a gallery suitable for musicians
can go out and see the 2………………… in pots on the terrace
terrace has a view of a group of 3……………………
Carlton Room
number of people who can sit down to eat: 110
has a 4……………………
view of the lake
Options
Master of Ceremonies:
can give a 5………………… while people are eating
will provide 6………………… if there are any problems
Accommodation:
in the hotel rooms or 7…………………
Questions 8-10
What is said about using each of the following hotel facilities?
Choose THREE answers from the box and write the correct letter, A, B or C, next to Questions 8-10.
Availability
A included in cost of hiring room
B available at extra charge
C not available
Hotel facilities
8 outdoor swimming pool ……………….
9 gym ……………….
10 tennis courts ……………….

1. 85

2. roses

3. trees

4. stage

5. speech
6. support

7. cabins

8. C

9. A

10. B

ANDREW: Good morning, Clare House Hotel. Andrew speaking. I’m the Events Manager.

SAM: Good morning, Andrew. My name’s Samantha. I’m arranging a party for my parents’
fiftieth wedding anniversary, and I’m ringing to ask about hiring a room some time next September. Also
my parents and several of the guests will need accommodation.

ANDREW: OK, I’m sure we can help you with that. Will you be having a sit-down meal or a buffet?

SAM: Probably a sit-down.

ANDREW: And do you know how many people there’ll be?

SAM: Around eighty, I think.

ANDREW: Well we have two rooms that can hold that number. One is the Adelphi Room. That can
seat (Q1) eighty-five, or hold over a hundred if people are standing for a buffet.

SAM: Right.

ANDREW: If you have live music, there’s room for four or five musicians in the gallery overlooking
the room. Our guests usually appreciate the fact that the music can be loud enough for dancing, but not too
loud for conversation.

SAM: Yes, I really don’t like it when you can’t talk.

ANDREW: Exactly. Now the Adelphi Room is at the back of the hotel, and there are French windows
leading out onto the terrace. This has a beautiful display of pots of (Q2) roses at that time of the year.

SAM: Which direction does it face?

ANDREW: Southwest, so that side of the hotel gets the sun in the afternoon and early evening.

SAM: Very nice.

ANDREW: From the terrace you can see the area of (Q3) trees within the grounds of the hotel, or you
can stroll through there to the river – that’s on the far side, so it isn’t visible from the hotel.

SAM: OK.

ANDREW: Then another option is the Carlton Room. This is a bit bigger – it can hold up to a hundred
and ten people – and it has the advantage of a (Q4) stage, which is useful if you have any entertainment, or
indeed a small band can fit onto it.

SAM: And can you go outside from the room?

ANDREW: No, the Carlton Room is on the first floor, but on one side the windows look out onto the
lake.

SAM: Lovely. I think either of those rooms would be suitable.

ANDREW: Can I tell you about some of the options we offer in addition?

SAM: Please do.

ANDREW: As well as a meal, you can have an MC, a Master of Ceremonies, who’ll be with you
throughout the party.

SAM: What exactly is the MC’s function? I suppose they make a (Q5) speech during the meal if
we need one, do they?

ANDREW: That’s right. All our MCs are trained as public speakers, so they can easily get people’s
attention – many guests are glad to have someone who can make themselves heard above the chatter! And
they’re also your (Q6) support – if anything goes wrong, the MC will deal with it, so you can relax.

SAM: Great! I’ll need to ask you about food, but something else that’s important is
accommodation. You obviously have rooms in the hotel, but do you also have any other accommodation,
like (Q7) cabins, for example?

ANDREW: Yes, there are five in the grounds, all self-contained. They each sleep two to four people
and have their own living room, bathroom and small kitchen.

SAM: That sounds perfect for what we’ll need.

SAM: Now you have various facilities, don’t you? Are they all included in the price of hiring the
room? The pool, for instance.

ANDREW: Normally you’d be able to use it, but (Q8) it’ll be closed throughout September for
refurbishment, I’m afraid. (Q9) The gym will be available, though, at no extra charge. That’s open all
day, from six in the morning until midnight.

SAM: Right.

ANDREW: And the tennis courts, but (Q10) there is a small additional payment for those. We have
four courts, and it’s worth booking in advance if you possibly can, as there can be quite a long waiting list
for them!

SAM: Right. Now could we discuss the food? This would be dinner, around seven o’clock …
Exercise 5:

Questions 1-4: Choose the correct letter, A, B or C.

1. A TFN is a number used

A．exclusively for tax administration.

B．exclusively by individual tax payers.

C．for managing several government services.

2. Without a TFN, the applicant would be

A．taxed at a higher rate.

B．unable to work.

C．liable for Medicare contributions.

3. What kind of visa does the applicant have?

A．a visa granting indefinite stay

B．a visa with work rights

C．a student visa

4. A TFN is issued

A．if you change your name.

B．only once in a lifetime.

C．when you claim a government benefit.

Questions 5-10: Complete the form below. Write NO MORE THAN TWO WORDS AND/OR A
NUMBER for each answer.

Passport #: 5. ______________

Nationality: Spanish

Postal address: 1339 6.______________

Hollywell 1517

Contact details: 09-5577 5076

Preferred contact person: Martha 7. ______________

Title: 8. ______________

Family name: Farina

First given name: Maria

Other given name(s): Rosa Ana

Any other names: Mary = (9. ______________)

Date of birth: 10. ______________ (mm/dd/yy)

Gender: Female

Name of spouse: N/A

1C
2A
3A
4B
5 JGW 1100536
6 Harbour Drive
7 Pearce
8 Miss
9 first name
10 15/11/(19)83

A: Good morning, Tax Office. How can I help you?

B: I'd like to apply for a tax file number.
A: Are you a citizen?
B: No, but I'm told I still need a number.
A: So, what is your residency status? Are you a permanent migrant or perhaps a temporary visitor?
B: Oh...I'm...I'm a permanent migrant.
A: And you need a TFN?
B: A what?
A: A TFN—it stands for Tax File Number.
B: Yes, what is that exactly?
A: It's a unique number we issue to individuals and organisations to help administer tax collection
and other government systems.
B: Why do I need one?
A: In actual fact, you don't.
B: What do you mean?
A: It's not compulsory, you know.
B: But...I should get one?
A: Well, it's a good idea, otherwise you'll have more tax withheld from your wages or salary—in fact,
you won't be eligible to participate in the PAYE (that's pay-as-you-earn') system and you couldn't apply for
income support or other benefits. You wouldn't have to pay the Medicare levy but then you wouldn't be
entitled to claim Medicare benefits either. I'd better have one then. Okay. So, you're currently living in this
country, right?
B: Yes.
A: What kind of visa do you have: a working visa?
B: Well, I did have one because after my student visa expired I went back home and worked for a year
before applying for a job here. The job turned out to be permanent and full time and my employers wanted
me to settle here...so I now have a permanent migrant visa.
A: Now, once you have a file number you never need to reapply, even if your circumstances change, for
example, if you get married or decide to take an English name. They'll even use the same one when you
retire and apply for a government pension. I see. Have you ever had a TFN before?
B: No.
A: Right...let's get on with the application process now.
A: What is your passport or travel document number?
B: Oh, just a moment, I have it here: JGW-double one-double zero-536.
A: Where do you come from?
B: I came from Greece.
A: Is that your country of origin?
B: Yes, I came from Greece.
A: Are you Greek? Do you have a Greek passport?
B: No, I was born in Spain. I have a Spanish passport but I've been living in Greece.
A: And where do you live now? Where will the department send your TFN?
B: That's 1339 Harbour Drive, Hollywell. Postcode? 1517.
A: Thank you. Now, what's the best way to get in touch with you?
B: By phone—you can ring my landline number 09 5577 5076. I'm sorry I haven't got a cell phone at the
moment.
A: I see...can you give me the details of someone else we could contact if we can't get you during office
hours?
B: That would be my landlady.
A: What's her name?
B: Martha Pearce.
A: Is that Pierce P-I-E-R-C-E?
B: No, it's P-E-A-R-C-E.
A: And her number is?
B: The same as the one I gave you.
A: Yes, I've got that. Now, for some more personal details...What title do you use? Excuse me? Are you
Mrs, Miss or Ms?
B: I'm not married. Put me down as Miss.
A: All right, what's your surname?
B: Farina.
A: What's your first name?
B: Maria.
A: Do you have a second or middle name?
B: Well, two actually.
A: What are they?
B: Rosa Ana.
A: I'm guessing Farina is your maiden name, since you haven't been married, but, are you known by any
other names?
B: Farina is my only surname...but people call me Mary.
A: As a first name?
B: Yes
A: When were you born, Mary? Can you give it to me in the following order: day, month, and year?
B. The 15th of November 1983.
A: You're obviously female...so that brings me to the last question which I don't really need to ask.
B: What's that?
A: Your husband's name!
B: I don't have one.
A: I know—so just write down N/A for not applicable'.
B: Thank you.

Exercise 6:

Questions 1 – 2
Circle the correct answer A – C.
1. The festival lasts for
A. 2 days.
B. 3 days.
C. 4 days.
2. It will take place on
A. 14th July.
B. 4th July.
C. 4th August.
Questions 3 – 4
Circle TWO answers A – E.
You can buy tickets from
A. the Town Hall.
B. the festival office.
C. libraries.
D. tourist advice centres.
E. post offices.
Questions 5-7
Write NO MORE THAN THREE WORDS in each space.
5. The weather forecast for the festival is…………………………..
6. Food will be available from……………………………………………
7. There will be a bar selling soft drinks,…………………………………
Questions 8-10
Write ONE WORD in each space.
Name of band Where they come from What kind of music
Petie’s Dozen 8_______________ Jazz
Strings Poland Poland 9_______________
The Fiddlers 10______________ Folk

1. B
2. C
3-4. B, E (in any order)
5. hot and sunny
6. stands
7. beer and wine
8. New Orleans
9. Classical Music/Favourites
10. Ireland

Now, as I'm sure you know, the Red River Festival - that is, the Red River International Music and Arts
Festival, to give it its full name - is on while you are here, and I'm sure I speak for all the inhabitants of Red
River in inviting you most cordially to attend. The festival takes place over a long weekend - that is, it
starts on the Friday afternoon and runs until Sunday evening. Normally the festival would take place
on 4th July, the same day as American Independence Day. but this year we have rescheduled it for the
fourth of August.
Now, you can buy tickets for this festival either by the day or for the whole festival. The second option is
cheaper, although of course not everyone can attend for the whole time. A day's ticket is $10, and it's $25
for the whole festival. That's very good value. If you want tickets, you are advised to get them early,
because there are always more visitors than tickets. Space is limited, so buy early! You can get them
direct from the festival organisers' headquarters, the festival office, and I'll give you that address
later, or you can get them from any of our three post offices or one of the many bookshops in the
town. Last year we issued them from tourist advice centres and the Town Hall, but this year it was decided
to limit the number of outlets to cut down on administrative costs. The weather is looking good. The
forecasters expect it to be one of the hottest and sunniest weekends of the year, so it's perfect for the
festival, although I would remind you to cover up and be aware of the dangers of too much sunshine. If it
gets too hot for you, you could always stay inside for some of the indoor events. And of course you'll be
able to get food - from sandwiches and snacks to barbecues, as well as ethnic fast food — from several
stands. There will be a bar this year, but after last year we will only be selling soft drinks, beer and wine.
We have decided not to bother with a spirits licence, there won't be any whisky on sale. So. what's on?
Well, I can only give you a flavour of the many attractions we have coming this year, but if I can name one
of my personal favourites, you must see Petie's Dozen, a traditional New Orleans jazz band. They were
here last year, and were so popular that we've invited them back. If you like classical music, we've got a
string quartet from Poland, appropriately called Strings, playing classical favourites. We've also got rock
bands, a blues band from the UK, a group of traditional Bavarian beer hail singers, and another of my
favourites, The Fiddlers, who come from Ireland. Their special brand of folk music is popular all over the
world. Moving on, then, to other attractions in the Red River area. For children, there's lots to do and see,
from museums to theme parks.
Exercise 7:
Questions 1-4: Choose the correct letter, A, B or C.
1 The workshop takes place on
A the 5th.
B the 6th.
C the 16th.
2 The maximum number of participants is
A five.
B twelve.
C fifteen.
3 The workshop lasts for
A half an hour.
B one hour.
C over an hour.
4 Each workshop participant must contribute
A £2.
B £5.
C £10.

Questions 5-6: Choose TWO letters A-F.

Which TWO items must participants bring to the workshop?
A a bag
B a container
C floral supplies
D paper
E a penknife
F scissors

Questions 7-10: Complete the booking form below. Write ONE WORD AND/OR A NUMBER for each
answer.
 JAPANESE FLORAL ART WORKSHOP BOOKING FORM

PARTICIPANT DETAILS
First name: 7 ...................
Surname: 8 ...................
Contact telephone number: 9 ...................
Email address: 10 ...................@yahoo.com

1. Answer: B
Note You hear: 'No, it's on the 6th - Saturday the 6th'. C is mentio'ned by the information assistant
but Lubna corrects her so this choice would be incorrect.
2 Answer: C
Note The words 'maximum number' paraphrases 'limited to' in the recording. You hear: '... this
workshop is limited to fifteen participants'. B is also mentioned but this refers to the number of
people who have booked already so is not correct.
3 Answer: B
Note You hear: 'I'm really glad it lasts for a full hour – I don't think I would be able to come up
with any kind of floral arrangement in less time than that - and certainly not in 30 minutes!'.
4 Answer: B
Note You hear: 'The workshop itself is free but we're asking participants to pay £5 each - just to
cover the cost of floral supplies'.
5 and 6 Answers: B and F
Note You hear B mentioned: '...please remember to bring scissors or cutters to the workshop ...'
and you hear F mentioned: 'and you'll also need to bring your own container'. E (a penknife) is
mentioned but only as an item that is not appropriate for use at the workshop. C is also mentioned
but is an incorrect answer because floral supplies are supplied to participants as part of the
workshop fee. A is mentioned but is unsuitable.
7 Answer: Lubna
Note The name is spelt out: 'L-U-B-N-A'
8 Answer: Awan
Note The receptionist mistakes the last letter for an 'm'.
9 Answer: 0759 830 5321
Note The phone number is given.
10 Answer: lawan25
Note You have to listen for the first part of the email address so you need to be prepared to write it
quickly. Note that we say dot when giving email addresses.

Receptionist: Good morning, you're through to the Tree house at the Botanic Garden. How can I
help?
Lubna: Oh, Hello, I'd like to book a place on the ... er ... Japanese floral art workshop.
R: Ah, yes, do you mean our workshop on the 16th?
Lubna: No, it's on the 6th - Saturday the 6th.
R: Ah, yes - got it up here on screen now! Japanese Floral Art workshop ... That's great - you're
just in time - we're nearly full! Twelve people have already booked a place and this workshop is
limited to fifteen participants. It's one of our most popular workshops - in fact it's the fifth one
we've run! And this is the last one this term. There won't be another workshop until next year now.
Lubna: Oh great, thanks a lot. And can I just check the start time? It says on the leaflet I've got
here that it begins at 12.30.
R: That's right - it finishes at 1.30. Most of our other workshops are only half an hour long but this
one is longer. In fact we're thinking of running some longer ones in the future.
Lubna: Oh, I see. Well I'm really glad it lasts for a full hour - I don't think I would be able to come
up with any kind of floral arrangement in less time than that - and certainly not in 30 minutes!
R: Me neither! Now, one more thing - the workshop itself is free but we're asking participants
t.o....p_a_y £5 each - just to cover the cost of the floral supplies.
Lubna: That's fine.
R: Now before I book you a place I'll just give you some information about what'II happen on the
day.
R: Basically, it's a real hands-on workshop so you'll be making your own floral arrangement that
you can take home afterwards.
Lubna: That's great - I'm really looking forward to that.
R: Now, a couple of important things - please remember to .b.ring scissors or cutters to the
workshop - unfortunately we only have a limited number of pairs to lend people who forget them
on the day. Last year, some participants ended up using penknives which are not at all suitable for
floral arranging!
Lubna: Right - I'll make a note of that.
R: And you'll also need to bring your own container.
Lubna: Do you mean a bag - that sort of thing?
R: No, you need a shallow container - basically it has to be shallow with a wide base so that you
can use it to work on your arrangement. It can be pottery, wood, plastic, whatever you like.
Lubna: Oh, of course. I see. I'm sure I can find something suitable.
R: And when you arrive for the workshop - ask for Elizabeth McMillan. She's leading the event -
she's a really experienced workshop leader. She's been running the event for us for many years so
you'll certainly be in good hands!
Lubna: That's good to know.
R: Now I'll just take your details for the booking form. Can I have your first name?
Lubna: Yes, it's Lubna.
R: Lubna - can you spell that for me?
Lubna: L-u-b-n-a.
R: And your surname?
Lubna: Awan.
R: Is that A-w-a-m?
Lubna: No, it's an 'n' at the end.
R: Thank you. And a contact number - just in case we need to get in touch with you before the
workshop?
Lubna: Yes, it's 0759 830 5321.
R: Thanks, that's all the information we need so that's you booked in. Oh, actually, just one more
thing ... would you like to be on our mailing list? This means that we can send you information
about future events and workshops. All we need is your email address.
Lubna: Yes, that's great. My email address is Lawan25@yahoo.com
R: OK, I'll just read that back - L-a-w-a-n 25 at yahoo.co.com
Lubna: Yes, that's correct.
R: OK, I'll pop all your details on the system and we'll see you at the workshop next weekend.
Lubna: Thanks a lot for your help. Bye!

Exercise 8:

1. How many members does the cycling club have currently?

2. How much does Youth Membership cost?

3. From whom must you get a signature when applying to join?

4. How long does it take to process a membership application?

5. How often do family rides take place?

6. How long are the Saturday rides usually?

7. What must you get for your bike?

8. When is the next camping tour?

9. What is happening on May 5th?

10. How much discount do members get at Wheels Bike Shop?

1. 76

2. £30 per year

3. teacher or parent

4. 3 weeks

5. every month

6. 60km

7. (a) safety certificate

8. (on) July 14

9. (a) picnic

10. 15%

Man: Cuxford Cycle Club.

Woman: Oh, yes, hello. l'm calling to enquire about joining the club.
Man: Fine. What would you like to know?
Woman: Well, I wanted to get a picture of what the club is like. For example, how big it is.
Man: Now that changes each year, of course. Cycling is growing in popularity ...
Woman: I'm sure
Man: So, last year we had nearly 70 members, which was a record in itself, but this year there are 76 people
on the list and I'd say at least 60 of them come to events regularly. I should think something like 85 is a
likely figure by next year.
Woman: That's bigger than I expected.
Man: Yes, there are plenty of opportunities to meet people.
Woman: And how much does it cost to join?
Man: It depends. £40 is for standard members, and there are reductions for certain categories. For example,
Veteran and Youth members pay £10 less, £30, and family membership works out at £25 per head. All
those charges are per year.
Woman: And Youth means?
Man: Under 18.
Woman: Oh, that covers me - at least at the moment!
Man: Then, for safety reasons, your application will need to be endorsed, so your teacher or parent needs
to sign your form.
Woman: No problem. So, what happens after rye sent the form in to you?
Man: We deal with it and get a confirmation of acceptance with a membership card out to you in 3 weeks
and then you're ready to ride. It lasts a year and we send you a renewal one month before it's due to expire.
Woman: OK. And can you tell me something about the activities you do?
Man: Yes, there's a range of things, to reflect the varied membership. There are the family rides, which are
pretty popular, held every month ... and that might get increased to every two weeks. Woman: I don't know
if that's really for me.
Man: Mm, you might prefer the Saturday rides, which are more popular with the Youth members. We don't
go huge distances, 100km or anything like that; 60 km is about average ... But the pace is fairly brisk.
Woman: Let's hope I'd be able to keep up!
Man: Oh, actually, there's something I should have mentioned before. We've got to be sure everyone's bike
is roadworthy, so you'll need to have your bike checked and obtain a safety certificate for it, Most bike
shops'll do that for you.
Woman: Fine. Do you do any longer tours, like holidays?
Man: Yes, there's a camping tour at least twice a year, There's one on July 14, though it'll get booked up
very soon. If you miss that, then there's another on August 17th
Woman: Oh, good.
Man: But obviously there's plenty going on before then. You might want to come along on May 5th, Your
membership should be through by then, and that's when we have a picnic. Everyone brings some food to
share, and we go out to the hills and eat there.
Woman: That sounds fun. I'm going to fill in my form as soon as I get off the phone.
Man: And a further benefit of membership is the discount with Wheels.
Woman; The shop on Mill Road?
Man: Yes, the manager's a member of the club, and he'll give you a 15% reduction it means membership
can pay for itself.
Woman: Great. Well, you'll be getting my form soon. Man: Good, I look forward to meeting you...
Exercise 9.

INCIDENT REPORT

Questions 1 – 10

Complete the notes below.

Write ONE WORD AND/OR A NUMBER for each answer.

Name: Anna Lumley

Telephone: 1…………….

Date of arrival: 2…………….

Address: 235 3…………… Road, East sea

The total value of insurance: $ 4…………….

Missing items:

– lamps and chairs (not expensive)

– furniture and 5…………….

– a rocking horse, some 6…………. and fruit bowls

Items ordered: – a clock

– a 7……………

Damaged items: – the 8………….. needs to be replaced

– a 9…………… of one of the dining chairs is split

– four 10……….. were broken

1 077876345

2 27(th) February/Feb.

3 Akendale

4 3,450

5 books

6 paintings

7 mirror

8 desk

9 leg

10 plates

Hello, this is the complaints centre of the service department at Clifton Antiques. Before we start, I'll just
need to take more details from you, OK?
Sure, no problem.
Well, could you please tell me your full name, madam?
It is Anna Lumley, that's Anna, L-U-M-L-E-Y.
All right, L-U-M-O-E-Y.
Not exactly. The fourth letter is L, not 0.
Oh, sorry. Let me rewrite it... and may I have your contact number that we can use to reach you during the
week?
Sure, my mobile phone number is 0-double 7-8-7-6-3-4-5.
Great. Now, what can I do for you today, Anna?
I produced an order of a large quantity of items from you last week on the 20th February, and has been
expecting them to arrive at the office in a week. However, only half of the shipment has been delivered. 1
just would like to ensure that they haven't been missing in transit.
All right, madam. It's a pity that we brought the inconvenience to you. I'll look for the parcel track record
and see if I can give you a date when it is okay to receive the rest of your orderings. What was your
delivery address listed?
I made the arrangements for the parcel to be conveyed from your warehouse on Ardale Road to my office
address at 235 Akendale Road. Sony, could you say it again, the address? 235 Akendale Road. A-K-E-N-
D-A-L-E.
In east sea?
Yes, sir. Well, OK. Our system has tracked your parcel, which shows that your shipment has been received;
however, there's no record about the lost items. I would suggest that you wait for two days, and if the other
items don't arrive then you might necessarily consider to claim insurance coverage for the value of the rest.
How much are them worth?
Yet it is necessary to make a list of your lost items so we can recheck it against our records, is that ok?
Of course, okay.
It is unfortunate that a few missing items arc the sole one of a kind and thus, irreplaceable. Also, there were
many small items that aren't very valuable, like lamps and chairs. However, there was a large item of
antique furniture and a bag filled with first edition books, which were some of the first ever to be printed
on a press.
Right, ok. Anything else?
Yeah, there were also some important items, a Victorian rocking horse for my daughter, some large oil
paintings originating from the Edwardian period and some few decorative fruit bowls.
Right, ok. I've taken down the list of these missing items, so I'll call the warehouse to see if any of them are
still there.
Ah, I almost forgot! There are several other pieces that I've spotted on your website and wanted to order.
May I do that now?
It is definitely okay. Would you describe me a little about the items that you are looking to buy? There is a
gold clock and a golden framed vintage mirror. Ok, perfect. The charge will be taken from payment card
that you used before, you can expect them to be delivered within the next week.
Is there anything else that I can do for you today?
Yes, I received two damaged items in the shipment, so I need to claim for a partial refund. Oh, sorry. I need
to know more about the details of the actual damage over the phoneline before you put in a full report.
What kinds of pieces are damaged?
A drawer is missing from the antique mahogany desk, and I also spotted a dent on one of the corners, so it's
basically unusable.
I see. Do you know how much will it cost to repair it?
No. Well, I don't think it's repairable. I will have to buy a new one.
Sorry. take a note of that and see what we can do for compensation. Anything else?
I also purchased a set of dining chairs with navy leather padding. However, the colour is faded and one of
the legs has completely split down the middle.
Ok, are there any other damaged pieces?
Yes, there is a set of Chinese crockery to furnish my dining room table. But when. I opened the case I
found that a cup was lost and that some plates had smashed- four, actually. Receptionist: And is that all of
the items?
Yes. Think that's all.
Right, I'll estimate the value of the damaged and a refund will be issued.
Ok, cheers for your great help. Receptionist: No problem, my pleasure. Goodbye!
Exercise 10.
Question 1-7 choose letter A, B, C
1 The librarian says that training always includes
A computer skills.
B basic medical skills.
C interpersonal skills.
2 All library service volunteers have to
A record their arrival and departure.
B stay within ‘staff only’ sections.
C wear a uniform.
3 The woman would be entitled to a contribution towards the cost of
A transport by minibus.
B parking at the library.
C public transport.
4 One recent library project involved
A labeling historical objects.
B protecting historical photographs.
C cataloguing historical documents.
5 At present. the library is looking for people to
A record books onto CD.
B tell stories to children.
C read books to the blind.
6 The woman says she is interested in a project involving
A taking library books to people in hospital.
B delivering library books to people at home.
C driving the disabled to the library.
7 The woman agrees to work
A two hours per week.
B four hours per week.
C six hour’s week.
Questions 8-10. Choose THREE letters A-G. Which THREE of the following must be provided by all
volunteers?
A civil conviction check
B signed copy of commitment
C certificates to indicate qualifications
D emergency contact information
E date of birth
F signature of parent or guardian
G referees

Woman: Hmm .. I'm interested in doing some work for the library - are you the person to speak
to?

Librarian: Yes Right, well, erm, what sort of work are you interested in?

Woman: I've just come to live here in Australia I don't want a full-time job until my children have
settled down, but t really need to get out of the house a bit, and l heard you need voluntary
workers for various projects...
Librarian: Right.

Woman: but I don't know if I have the right skills.

Librarian: Well, we do provide training

Woman: Oh.

Librarian: We always include an orientation to the library, together with emergency procedures,
that's fire regulations, emergency exits, first aid. So you can cope with accidents or sudden
illness, things like that which are necessary for anyone who’s working with the public. Then we
give specialist training for particular projects - like using our database system.

Woman: I do have quite good computer skills, in fact.

Librarian: Umm Great!

Woman: Is there any sort of dress requirement?

Librarian: Well, all staff have to wear a name badge so they can be identified if they go outside
the ’staff only' areas. But apart from that there aren't many regulations - we ask you to sign in and
sign out for insurance purposes, but that's all. How about transport do you live locally?

Woman: Not too far away I'm at Porpoise Beach. My husband needs the car during the day but
it's only about twenty minutes on the bus.

Librarian: In fact, we can reimburse part of your travel expenses in that case.

Woman: Oh Would that be the same if I came by car?

Librarian: No, because parking is such a problem here. One thing we are looking for though is
someone who can drive a minibus.

Woman: No problem So. do the projects involve going outside the library?

Librarian: Some, yes. But not all. We’ve just finished one which involved working with
photographs taken of the area 50 or 100 years ago it basically involved what we call
encapsulation ..

Woman: Putting them in some sort of covers to keep them safe?

Librarian: Exactly, it’s time-consuming work, and we were very grateful to have help with it.
Then, sometime next year we're hoping to begin working on an initiative involving the sorting and
labelling of objects relating to local history. We'll be needing help with the cataloguing.

Woman: I'd definitely be interested. How about at present?

Librarian: Well, we have a small team who work to support those who are unable to read.

Woman: Working with the blind.

Librarian: Yes, or other groups who have reading difficulties. We provide volunteers with
equipment so that they can take books home with them and read them aloud onto CDs. We're
gradually building up a collection that can be lent to those who need them

Woman: Mmm. I can see it would be useful, but I'd really like to do some sort of work where I
can get the chance to meet people. How about reading stories to children?

Librarian: Mmm. That's done by our regular staff. But we do have another project - it's a very
long established scheme which involves helping those who are unable to have direct access to
the library.

Woman: Oh. I noticed someone with a trolley of books when i was at the hospital last week.
That sort of thing?

Librarian: That would have been one of ours, yes. It’s one of our most popular services - lots of
people who wouldn't dream of going to the library normally, when they're at home, borrow a book
when the trolley comes round the ward.

Woman: I can imagine. Yes, I'd definitely be interested in that. Right, so how do I enroll?

Librarian: Well, we do ask all volunteers to commit themselves to a regular period each week.

Woman: I could probably do five or six hours.

Librarian: Oh ... be careful not to take on too much - but we do need someone for a couple of
afternoons from 2 to 4 ... so four hours altogether.

Woman: That sounds fine.

Librarian: Right, so here's the application form . .. it asks the usual questions, name and
address and telephone number. You also need to fill in details of who we should get in touch with
in case of any accident or problem like that, we do need to have that filled in, and there's a space
for date of birth, but that’s only if you're over 75 so. we won't worry about that.

Woman: No. Oh. it asks for qualifications do I need to provide certificates?

Librarian: They're not necessary. We'll need the names of two referees not relatives or family
members, obviously. What else . . signature of parent or guardian - that won't be necessary as i
assume you're over 18?

Woman: Yes. What's this? it says 'civil conviction check'

Librarian: That's a document we have to provide by law for those working on projects involving
children, so we’ won’t need it in your case. But you will need to sign this separate document
that’s a copy of commitment, it's basically an agreement to work according to the library
guidelines. So if you'd like to fill this all in - you can do it here, or take it home, whichever you
prefer.

Woman: I'll take it home if that’s OK. Right, well thank you for your time ...
B.- SECTION 2
Exercise 11.
Questions 11 and 12: Choose TWO letters, A-E. Which TWO things are included in the price of the
tour?
A garden gloves
B ladybugs
C bush timbering lessons
D food
E hummingbirds
Questions 13 and 14: Choose TWO letters, A-E. Which TWO facilities of Pine Garden are open
today?
A plant care centre
B cafe
C gift shop
D model town
E tourist office
Questions 15-20 : Choose SIX answers from the box and write the correct letter, A –H.
A varieties of desert
B edible plants
C lawns and lawn alternatives
D native plants
E storing water
F plants attracting wildlife
G unified design
H soil nutrients
15 Mary …………….
16 Berson …………….
17 Smith …………….
18 Nunee …………….
19 Acanlan …………….
20 Mandelson …………….
11-12 B/C
13-14 A/D
15 D
16 A
17 B
18 C
19 H
20 G

Hello, welcome you all to Pine Garden. My name is Manuel. Before you wander off and begin your
exploration of the garden, I am going to keep all of you informed of several things about this building. I
know you are eager to start your wandering and exploring, so I will try to keep this as short as possible.
At the very first, I think I should explain to you something that you can do with your ticket. If you would
like to be much more into nature, the optimal section is our planting area, where all the visitors can plant
small flowers and bulbs on their own. These plants will gradually grow and then become part of our
garden. The activities of planting are totally free. However, if your hands are sensitive, we strongly
recommend you to buy a pair of garden gloves in order to protect your skin.
Also, here at Pine Garden, we use wooden materials from the trees that have been felled in our very own
pine forest to make carved goods! If you are interested and want to get involved and try by yourself, you
can join one of our bush timbering lessons for free, where you will have the opportunity to make your
own key ring with the help of a skilled craftsman.
Our aviary is the most popular attraction, where you can see a whole range of bird species. More
surprisingly, it is free to enter this section, yet you should pay a small amount of supplement for the
entry to the hummingbird section. Also, the insect section that is not far from the aviary might arouse
your interest. There you will find a number of interesting insects, such as butterflies, pocket ladybugs,
dragonflies and so on, and no extra fee for it will be paid.
Unfortunately, some areas are now temporarily limited to visitors today. For example, the gift shop that
has been closed earlier this year will remain out of boundary for another month or so . As I have said
before, the restaurant still offers free food and snacks for you, and if you do feel like purchasing a gift, why
not buy that special potted bush or orchid from our plant care centre? What's more, our new treetop
cafe is now in the process of construction; it will be very compelling when it's finished. Actually, our
model town has already opened in advance, and that is such great interest to the public. Also, our tourist
office is ordinarily available to give tourists many aids. But the officer is sick at home. Please do not
be disappointed by this, since our opening visiting areas also provide quite an experience!
I'd also like to introduce our plant experts responsible for the wonderful plant exhibitions here at Pine
Garden, Mrs. Mary is one of our specialists, who is personally in charge of our awesome displays that
can all be found in the local wild nature. Mr. Berson is responsible for looking after some varieties of
plants that grow in much drier and hotter climates than ours with difficult tasks, which means there is
no need to conserve much water for it on site. If you go into the glass house, there are a large number of
plants that he has managed to grow without any need for raining or irrigation. Mr. Smith is in charge of
keeping all the visitors fed at our restaurant, which contains some of the varieties that grow under
the ground and those that on trees and bushes. Now, Mr. Nunee here is our specialist on the most
universally growing plant in the world: grass! You may have noticed how beautifully green and lush our
grounds are thanks to his specialist knowledge. Mr. Acanlan guarantees our soil is compiled with
nutrients; all the specialists' habitat is hence supported and encouraged. He succeeded in doing this by
fertilizing the earth with his special formula that originally constructed by himself. At last, I'd like to invite
you all to meet Dr. Mandelson, the manager of our landscaping team, who works closely with all
other experts to make sure everybody works together to create a landscape that is pretty as well as
sustainable.
Well, that just about rounds it up. Now, if anyone has any questions...

Exercise 12:
Questions 11 and 12
Which TWO activities that volunteers do are mentioned?
A decorating
B cleaning
C delivering meals
D shopping
E childcare
Questions 13 and 14
Choose TWO letters, A-E.
Which TWO ways that volunteers can benefit from volunteering are mentioned?
A learning how to be part of a team
B having a sense of purpose
C realising how lucky they are
D improved ability at time management
E boosting their employment prospects
Questions 15-20
What has each of the following volunteers helped someone to do?
Choose SIX answers from the box and write the correct letter, A-G, next to Questions 15-20
What volunteers have helped people to do
A overcome physical difficulties
B rediscover skills not used for a long time
C improve their communication skills
D solve problems independently
E escape isolation
F remember past times
G start a new hobby
Volunteers
15 Habib ………………
16 Consuela ………………
17 Minh ………………
18 Tanya ………………
19 Alexei ………………
20 Juba ………………

11&12. A, E
13&14. B, E
15. F
16. A
17. E
18. G
19. D
20. C

SECTION 2
Good morning. My name’s Lucy Crittenden, and I’m the Director of Operations for an organisation that
arranges volunteering in this part of the country. I’m hoping I can persuade one or two of you to become
volunteers yourselves. Let me start by briefly explaining what we mean by volunteering.
Volunteers are teenagers and adults who choose to spend some time, unpaid, helping other people in some
way. Most volunteers devote two or three hours to this every week, while a few do much more. The people
they help may have physical or behavioural difficulties, for example.
Volunteers can do all sorts of things, depending on their own abilities and interests. If they’re supporting a
family that’s struggling, for example, they may be able to give them tips on cooking, or recommend how to
plan their budget or how to shop sensibly on their income. They might even do (Q11) some painting or
wallpapering, perhaps alongside any members of the family who are able to do it. Or even do (Q12) some
babysitting so that parents can go out for a while.
The benefit from volunteering isn’t only for the people being helped. Volunteers also gain from it: they’re
using their skills to cope with somebody’s mental or physical ill health, and (Q13) volunteering may be a
valuable element of their CV when they’re applying for jobs: employers usually look favourably on
someone who’s given up time to help others. Significantly, most volunteers (Q14) feel that what they’re
doing gives them a purpose in their lives. And in my opinion, they’re lucky in that respect, as many
people don’t have that feeling.
——————–
Now I’d like to tell you what some of our volunteers have said about what they do, to give you an idea of
the range of ways in which they can help people.
Habib supports an elderly lady who’s beginning to show signs of dementia. Once a week they, along with
other elderly people, go to the local community centre, where a group of people come in and sing. The
songs (Q15) take the listeners back to their youth, and for a little while they can forget the difficulties
that they face now.
Our volunteer Consuela is an amazing woman. (Q16) She has difficulty walking herself, but she doesn’t
let that stop her. She helps a couple of people with similar difficulties, who had almost stopped walking
altogether. By using herself as an example, Consuela encourages them to walk more and more.
Minh visits a young man who lives alone and can’t leave his home on his own, so he hardly ever saw
anyone. But together (Q17) they go out to the cinema, or to see friends the young man hadn’t been able
to visit for a long time.
Tanya visits an elderly woman once a week. When the woman found out that Tanya is a professional
dressmaker, she got interested. Tanya showed her some soft toys she’d made, and (Q18) the woman
decided to try it herself. And now she really enjoys it, and spends hours making toys. They’re not perhaps
up to Tanya’s standard yet, but she gains a lot of pleasure from doing it.
Alexei is a volunteer with a family that faces a number of difficulties. By calmly talking over possible
solutions with family members, he’s helping them to realise that they aren’t helpless, and that ( Q19) they
can do something themselves to improve their situation. This has been great for their self-esteem.
And the last volunteer I’ll mention, though there are plenty more, is Juba. She volunteers with a teenage
girl with learning difficulties, who wasn’t very good at talking to other people. Juba’s worked very
patiently with her, (Q20) and now the girl is far better at expressing herself, and at understanding
other people.
OK, I hope that’s given you an idea of what volunteering is all about. Now I’d like …
Exercise 13.
Induction talk for new apprentices
Questions 11 and 12
Choose TWO letters, A-E.
Which TWO pieces of advice for the first week of an apprenticeship does the manager give?
A get to know colleagues
B learn from any mistakes
C ask lots of questions
D react positively to feedback
E enjoy new challenges
Questions 13 and 14
Choose TWO letters, A-E.
Which TWO things does the manager say mentors can help with?
A confidence-building
B making career plans
C completing difficult tasks
D making a weekly timetable
E reviewing progress
Questions 15-20
What does the manager say about each of the following aspects of the company policy for apprentices?
Write the correct letter, A, B or C, next to Questions 15-20.
A It is encouraged.
B There are some restrictions.
C It is against the rules.
Company policy for apprentices
15 Using the internet …………….
16 Flexible working …………….
17 Booking holidays …………….
18 Working overtime …………….
19 Wearing trainers …………….
20 Bringing food to work …………….

11&12. A, C (IN ANY ORDER)

13&14. B, E (IN ANY ORDER)
15. B
16. B
17. C
18. A
19. A
20. C

Good morning everyone. My name’s Janet Parker and I’m the human resources manager. We’re very
happy to welcome you to your new apprenticeship. I hope that the next six months will be a positive and
enjoyable experience for you.
I’d like to start with some general advice about being an apprentice. Most of you have very little or no
experience of working for a big organisation and the first week or so may be quite challenging. There will
be a lot of new information to take in but don’t worry too much about trying to remember everything. The
important thing is to (Q11) check with someone if you’re not sure what to do – you’ll find your
supervisor is very approachable and won’t mind explaining things or helping you out. You’re here to learn
so make the most of that opportunity. You’ll be spending time in different departments during your first
week so make an effort to (Q12) talk to as many people as possible about their work – you’ll make some
new friends and find out lots of useful information.
As well as having a supervisor, you’ll each be assigned a mentor. This person will be someone who’s
recently completed an apprenticeship and you’ll meet with them on a weekly basis. Their role is to provide
help and support throughout your apprenticeship. Of course, this doesn’t mean they’ll actually do any of
your work for you – instead they’ll be asking you about (Q13) what goals you’ve achieved so far, as well
as helping you to identify any areas for improvement. You can also (Q14) discuss your more long-term
ambitions with them as well.
————————–
Now I just want to run through a few company policies for our apprenticeship scheme with you… Most
importantly, the internet. As part of your job you’ll be doing some research online so obviously you’ll have
unlimited access for that but please (Q15) don’t use it for personal use – you’ll have your own phones for
that.
Some of you have already asked me about flexible working. After your probationary three-month period –
some of you will be eligible for this – but (Q16) it will depend on which department you’re in and what
your personal circumstances are. So please don’t assume you’ll automatically be permitted to do this.
I want to make sure there’s no confusion about our holiday policy. Apart from any statutory public holidays
(Q17) we ask that you don’t book any holidays until after your six-month apprenticeship has
finished. Time off should only be taken if you are unwell. Please speak to your supervisor if this is going to
be a problem.
You’ll be expected to work a 40-hour week but there may be opportunities to do overtime during busy
periods. Although you’re not required to do this, (Q18) it can be a valuable experience – so we advise
you to take it up if possible. Obviously, we understand that people do have commitments outside work, so
don’t worry if there are times when you are unavailable.
As you know, we don’t have a formal dress code here – you may wear casual clothes as long as they’re
practical – and the only restriction for shoes we have is on high heels for health and safety reasons.
(Q19) Comfortable shoes like trainers are preferable.
There’s a heavily subsidised canteen on site where you can get hot meals or salads cheaply. Snacks and
drinks are also provided – so (Q20) we’ve decided to introduce a no packed lunch policy. This is partly
to encourage healthy eating at work and partly to stop people from eating at their workstation, which is
unhygienic.
OK moving on to …

Exercise 14.

Questions 11-16
What advantage does the speaker mention for each of the following physical activities? Choose SIX
answers from the box and write the correct letter, A-G, next to Questions 11-16.

Advantages
A not dependent on season
B enjoyable
C low risk of injury
D fitness level unimportant
E sociable
F fast results
G motivating

11. using a gym

12. running
13. swimming
14. cycling
15. doing yoga
16. training with a personal trainer

Questions 17 and 18
Choose TWO letters, A-E
For which TWO reasons does the speaker say people give up doing the gym
A. lack of time
B. loss of confidence
C. too much effort required
D. high costs
E. feeling less successful than others

Questions 19 and 20
Choose TWO letters, A-E
Which TWO pieces of advice does the speaker give for setting goals?
A. write goals down
B. have achievable aims
C. set a time limit
D. give yourself rewards
E. challenge yourself
11. F
The first question to ask yourself is whether you would enjoy training in a gym. Many people are put off by
the idea of having to fit a visit to the gym into their busy day - you often have to go very early or late as
some gyms can get very crowded. But with regular training you’ll see a big difference in a relatively
short space of time.
12. D
Running has become incredibly popular in recent years. That’s probably got a lot to do with the fact that
it’s a very accessible form of exercise - anyone can run - even if you can only run a few metres to begin
with.
13. A
Swimming is another really good way to build fitness. What attracts many people is that you can swim in
an indoor pool at any time of year.
14. B
Cycling has become almost as popular as running in recent years. That’s probably because as well as
improving their fitness, many people say being out in the fresh air in a park or in the countryside can
be fun, provided the conditions are right, of course - only fanatics go out in the wind and rain!
15. C
Yoga is a good choice for those of you looking for exercise which focuses on developing both a healthy
mind and boby. It’s good way of building strength and with the right instructor, there’s less chance of
hurting yourself than with other more active sports.
16. G
Getting a personal trainer is a good way to start your fitness programme. Obviously there can be significant
costs involved. But if you’ve got someone there to encourage you and help you achieve your goals,
you’re less likely to give up.
17-18. B, C
I don't think people suddenly stop caring about improving their fitness, or decide they have more important
things to do. I think people lose interest when they don't think they're making enough progress. That’s
when they give up hope and stop believing they’ll ever achieve their goals. Also, what people sometimes
don’t realise when they start is that it takes a lot of determination and hard work to keep training week
after week and lots of people don’t have that kind of commitment.
19 -20. B, D
One thing you can do to help yourself is to set manageable goals - be realistic and don’t push yourself
too far. Some people advise writing goals down, but I think it’s better to have a flexible approach. Give
yourself a really nice treat every time you reach one of your goals. And don’t get too upset if you
experience setbacks - it’s a journey - there are bound to be difficulties along the way.

Exercise 15.
Questions 11-17
Complete the sentences. Write ONE WORD ONLY for each answer
It is important for everyone to know simple first aid 11…………..
After an accident, one must firstly be aware of 12…………..
After that, the first-aider must 13…………..
Clearing of airways may not happen when patients are 14…………..
The mouth must be checked for 15…………..
CPR must be done if breathing is absent or 16…………..
CPR must be done up to the arrival of 17…………..
Questions 18-20
Choose THREE answers from the list and write the correct letter, A—G, next to the questions.
Which THREE pieces of advice does the first-aid officer say are most important?
A. Have proper equipment
B. Give regular first-aid training
C. Have a safety officer
D. Instil safe behaviour
E. Put posters on walls
F. Have safety meetings
G. Have first-aid boxes

11. steps
12. danger
13. respond
14. unconscious
15. blockages
16. irregular
17. medics
18-20. C,D,F

Hello, everyone. Now, you know why I'm here. You all work in a factory, and in this environment, there
always remains a significant possibility of accidents happening, in which case, first aid will be necessary.
What is first aid? It is the provision of emergency on-site care when an injury occurs, and it is essential for
everyone to know, if only simply, the steps which must be followed.

There are, of course, minor injuries which may happen, not needing further medical care beyond the
intervention of the first-aider, but you can never be sure, thus the following steps must always he followed.
These can be abbreviated to the words. 'Dr ABC"— in other words. D — R— A —B—C . The 'D' stands
for "danger", and that's the first issue to keep in mind. When an accident happens, immediately ascertain
that the environment is safe — that, for example, nothing else will fall or break or cause accidents. If you,
the first-aider, are also injured, the problem is even worse. The 'R' stands for "respond'. You must then
ascertain the best response. Once all the danger has been eliminated, and the distress calls sent out, the
appropriate action is, obviously, to help the injured party.

Alright, that leads to 'A', which stands for "airway". In order to stay alive, all people need to have an open
airway to allow breathing. A conscious person will automatically clear their own airway, but
if unconscious, this may not happen. The brain is stopped or hindered from properly directing the body and,
obviously, in the worst case, death can result, for this reason, the injured person is normally put into the
'recovery' position — placed on the side, tilling the head back, and ensuring that there are no blockages in
the mouth. To free any such blockages, the back can be slapped, or the chest compressed, allowing
anything to be spat out. Now that the airway is free, cheek for 'B' or 'breathing'. If breathing is not
happening, or is irregular, the fust-aider may have to assist with what is technically known as
cardiopulmonary resuscitation, or more commonly. C P R. This involves breathing for the patient, through
mouth-to-mouth contact, while periodically massaging the heart through compressions to the chest. This
combination allows blood, and oxygen, to flow around the body, keeping the patient alive, hopefully
until medics, such as doctors, advanced first-aiders, or ambulance staff, arrive.

Now, it’s certainly good to have know ledge of emergency first aid. but. obviously, the best situation is
simply not to have accidents occur in the first place, for that, you need to be aware of safety issues, but just
saying "be aware' does not usually achieve much. It is more important to have an appointed person whose
job is to ensure awareness and work-safety. Safely inspections would obviously be part of their job,
whereby'they can make sure, for example, that the first-aid boxes are fully equipped. Another idea is to put
posters on the walls, but. interestingly, research has proven that these lend to he ignored, becoming just part
of the wallpaper—seen, but not put into practice. It is much better if everyone is just instilled to not be
reckless, that is,to not rush into situations without thinking about the possibility of accidents, and instilling
this mindset is part of the job of the safety officer. Some other suggestions are ongoing first-aid training,
and ‘no accident’ reward or star systems. These have had some success, but nothing beats a regular
meeting, say, once a month, in which the subject of safety is brought to the attention of everyone, and any
outstanding issues related to this are thoroughly discussed.
Exercise 16.
Questions 1-4
Look at the following reasons why different groups use social networks
Match each group with the correct reason, A-E
Write the correct letter, A-E.

1 The elderly
2 Teenagers
3 Mothers
4 Single people

List of reasons
A Loneliness
B Popularity
C Reconnecting
D Entertainment
E Reassurance

Questions 5-10
Complete the table below
Write NO MORE THAN THREE WORDS for each answer.
Social networking Pros Cons Future
site
SoPals 5.______________ Harvests data on users Moving into
Popular in different 6.______________
countries postings.
EverywhereUs A network for 8.______________ is Continue to grow
7.______________ poor
Sweet Targeted at Childish design Expand to other
9.______________ No app 10.______________
Most media supported
1D
2B
3E
4C
5 Easy to use
6 temporary
7 close friends
8 web version
9 teens
10 demographic
I: And that's the latest news today. Next we're going to be speaking to our technology editor, Simon Smith.
He'll be telling us all about the latest report in social networking that has been collated from over a million
participants around the world. Good afternoon, Simon.
S: Good afternoon, Carol.
I: So, this report
S: Yes, it's the biggest report like this I think we've ever seen, and it certainly raises some questions for
social media sites. And indeed for us, the people that use them.
I: I hear that its tapped into the motivations we have for using social media. What can you tell us about
this?
S: It has. There were over 50 different groups surveyed and there were some interesting discoveries . For
example, senior citizens, who you would think use social networks like Facebook to make friends and
avoid being lonely, actually used them to do things like look at articles and watch videos. This group
of people actually spends the most time on the Internet too, which is in stark contrast to the situation ten
years ago when a lot of older people weren't even online. The research also found that young people tend
to use social networks for reasons relating to social acceptance - simply, they want to stay 'in' with
their friends. This group tends to switch sites a lot, so Facebook might be popular for a short amount of
time. but they'll move on to other sites like Instagram or Twitter pretty swiftly. Loyalty isn't a big feature of
this group. If we look at mothers however, we can see a completely different story. Their loyalty is
actually pretty high, and they tend to form close bonds with people in their online community. People
that they haven't actually met. This is not simply to allay the isolation of staying at home with a small child,
which is what we might suppose. Actually, it's to find out whether they are doing the right thing when it
comes to caring for their young children or indeed their teens. These sites can be extremely supportive
tools. Lastly, let's look at another group which showed surprising motivations for using social networks;
people who are not in relationships. This group of people, again, you may think are quite lonely, but
statistics show they post more and go out more than any other group. In fact, often their motivation
is to get back in touch with people they've met. Perhaps from school or just from their busy social lives.
I: That's very interesting and not at all what I would have thought. How do you think this information will
affect social networking sites at the moment? Do you think we'll see some changes?
S: Yes, I think so. I've been looking at some of the most popular sites at the moment, SoPals, EvermhereLls
and Sweet. They all have their advantages and disadvantages but I can see all three of them going in
different directions in the future, Lets talk about SoPals firstly, as it's probably one of the most well-known
social networks around at the moment. And why is it so popular? Well, I think it's pretty easy to use and
also it's seen a good uptake in lots of different countries. I think nearly every country in the world has
access to it and there are millions of international users. However, the one thing many people are not at all
happy about is the way in which SoPals quite brutally collects user data. There has been some talk in the
press about who can access this data, and although the wider community might not be too bothered, there
are some rights groups who are outraged, On the other hand, they also have quite a good strategy for going
forwards. They are going to develop posts which are more temporary. So, say, they'll stay on for an hour
and are then archived. This is something which is increasingly popular for younger users, so it sounds like a
good move to me. Now, moving onto EverywhereUs ... This is more of a context-specific social
networking website_ One of its best points is that it's geared towards close friends. This means that people
are more likely to share more things. The app has been a great success. However, we can't say the same for
the web version, which has had some dreadful feedback, They need to work on this in my opinion, but I
don't think it will stop this site from getting bigger and biker in the future. One final site that I do want to
mention is Sweet Now, this isn't really a site for the likes of me and you Carol. It's actually a social network
for teens. Now, the reason why this site is becoming so popular for this age group is that it supports so
many different forms of media. So, you can post audios, pictures, videos, little voice messages, games. It's
really booming with this age range. It's not all perfect though_ I've got to say that the design is quite
simplistic and child-like. even for the age range. And also, there's no app yet. They'll want to get that
developed if they want to be a big player in this market, And „, they obviously do want to be a big player as
they're planning next year to branch out to other demographics, such as young parents and older people. I
can see this being a really successful move if they get the design spot-on. One thing I will say though is that
social networking doesn't appear to be going anywhere. It looks to just grow and grow.

Exercise 17.
Questions 11–14
Which counsellor should you see?
Write the correct letter, A, B or C, next to questions 11–14.
A Louise Bagshaw
B Tony Denby
C Naomi Flynn
11) if it is your first time seeing a counsellor
12) if you are unable to see a counsellor during normal office hours
13) if you do not arrange an appointment
14) if your concerns are related to anxiety

Questions 15–20
Complete the table below.
Write NO MORE THAN TWO WORDS for each answer.
Workshop Content Target group

Adjusting what you need to succeed academically 15 ………………… students

 use time effectively, find 16
Getting Organised ………………… between study and leisure all students

talking with staff, communicating across all students, especially

Communicating cultures 17………………… students

ways to relax, breathing techniques,

Anxiety 18…………………, etc. students about to sit exams

19………………
… staying on track for long periods 20 ………………… students only

11. C
12. C
13. A
14. B
15. first/1st year
16. (optimal) balance
17. international/foreign
18. meditation
19. motivation
20. research

Good morning, boys and girls. I'm Steven, working as the counselling administrator at College's
counselling administration. Today I would like to talk with you about the counselling team of the school
and the services you can be offered.

There are now three professional counsellors in our team here at St. Court. They are Louise Bagshaw, Tony
Denby and Naomi Flynn. Each of them holds regular one-on-one sessions with students, but you cannot
start counselling with them until you should make an appointment with Naomi Flynn first. Naomi is an
expert in meeting freshmen and delivers a preliminary session in which she will tell ou what you can ex ect
from counselling; also she would ask you a few simple questions related to what you would like to discuss.
For those who are feeling a bit of worried about the counselling steps, this can be indeed helpful. Naomi is
also the best choice for students who can only communicate with a counsellor beyond office hours. She's
not in the office on Mondays, but she will start working on Wednesday mornings and works late on
Thursday evenings, so before your first class or after your last class on those days, you can see her. Louise
is in our drop-in centre office a whole day. If you want to ask some counsellors for help without a prior
appointment,shvill be the optimal one. But do notice that if you choose this service, Louise will either see
you herself, or send you to the next available counsellor. If you want to see certain counsellor each time
when you visit, an appointment in advance is strongly recommended. Online or at reception during office
hours are booking forms now available.

Tony is our latest-joined member of the counselling team. He is the sole male counsellor and has solid
foundation and expertise in stress management and relaxation techniques. Anyone who is trying to handle
anxiety is encouraged to see him. A variety of techniques, like body awareness, time management and
positive reinforcement will be introduced to you by Tony to help you address this problem.

Each term, there will be some small team workshops operated by the counselling team, which last for two
hours and are all free to the enrolled students.

The first workshop we offer is Adjusting. For some people, college education is found to be a big shock. It
tends to be simple to get lost after the structured learning surroundings of school. Therefore, what is
essential for academic success in this workshop will be shared. As anticipated, this offering is targeting
first-year students.

Getting organised is the service that the second workshop offers, where we are active to motivate you to
break off the habit of putting things off. We will try to help you get the most out of your time and find out
the optimal balance between academic and recreational activities. In this workshop, we're catering to a
broader crowd, ranging from undergraduates to postgraduates.

The next one is a Communication workshop. If you've come from overseas, the way people interact here
may be quite different to what you're used to. This workshop will recommend some ways to foreign
students about handling many situations. For example, they might find struggling on how to talk with
teachers and other staff. It will also cover all aspects of multicultural communication. International students
will learn a lot from this class, so we particularly encourage you to come along, but I have to say that
occasionally local students can find it helpful as well. Everyone is welcome!

The workshop called Anxiety will be available later on in the year and it will target something you might
be familiar with, that is the nerves and the anxiety brought by the coming exams. Lots of students
experience their entire academic careers like this, but surely there is a way to solve problems. Welcome to
Anxiety workshop and you could learn several ways of relaxation and the proper way to breathe, as well as
meditation and other methods to keep calm. This workshop is designed for everyone who is going to take
exams.

The last workshop we have is the Motivation workshop. The theme for this workshop is how to stay on
target and be motivated during the long-run projects. This workshop is only available for research students.
Less-advanced students already have some workshops dealing with their needs. Well, that's it, thanks for
listening. If you would like to learn more information about our services, do visit us at Counselling Service.
Exercise 18.
Questions 11 and 12
Choose TWO letters, A-E. Which TWO things happened during the presenter's absence?
A Surprise guests were on the show.
B Tony replaced him for good.
C Radio Western got a new manager.
D Radio Western invited some audience to come.
E Listeners wrote to the radio.
Questions 13 and 14
Choose TWO letters, A-E. Which TWO of the following descriptions are about the presenter's holiday?
A friendly local people
B good food
C tedious flight to vacation
D gorgeous weather
E disappointed children
Questions 15-20
Who is concerned about each of the following shows or musical genres? Write the correct letter, A, B or C,
next to Questions 15-20.
A Clive
B Sally
C John
Shows and musical genres
15 music in traditional and serious style
16 country music
17 music with very strong rhythms
18 interactive live shows through online platforms
19 recorded shows
20 music for specific groups

11-12 C, E (IN ANY ORDER)

13-14 A, B ( IN ANY ORDER)
15 B
16 B
17 B
18 C
19 C
20 A

Hi you’re listening to Macrc Ambrose and I will be with you through to midday on Talk Back, the show
where you tell us what you think about Radio Western. I am sure you have all heard we have a new boss
at Radio Western and she’s very keen to get your feedback. Well, you've certainly taken her invitation
seriously. We’ll be dipping into the postbag for your feedback in just a moment and speaking to a
surprise guest or two later in the show.

I must start by saying a big 'thank you’ to Tony Marsons — judging by your letters. he did a great job of
covering the show last week whilst I was away. Thanks Tony, if you're listening. And thanks for all the
emails asking about my holiday. I had a long, rather boring flight home late last night but I must say I had a
wonderful time. The food was absolutely delicious and the locals we spoke with were really friendly.
Shame about the weather, which was an absolute washout, but you can't have everything I suppose. And
the kids loved it, so everyone was happy.

Anyway, on to the first of your letters ... Sally from Liverpool is very concerned about the consequences of
the cutbacks we've been experiencing here at Radio Western, in particular whether some of our late-night
music shows could be facing the axe.'We're force-fed a great deal of pop music throughout the day: writes
Sally, 'and some of your listeners look forward to the more niche musical genres you cover in the evening.
Are these in danger when you rearrange the schedule?' Not at all, Sally. In fact look out for one or two
exciting new shows over the coming weeks. We've got a brand new classical music show coming soon and
the return of the ever-popular Chris Greene with his show on international folk music. And of course
there's Carol Whittaker's History of Jazz every Friday night. Hopefully this will put your mind at rest,
Sally. John from Leicester writes in to point out that many of our guests on Talk Back and other shows
seem to run out of time before they have the chance to finish the interview. 'It happens again and again,'
writes John. 'As the programmes draw to a close guests get rushed and many questions go unanswered,
Why don't you offer some kind of after-show online channel where the guest can continue answering
Iisteners'questions?' I think that's a great idea, John. And as you go on to say, if it were recorded, people
who don't get the chance to hear the live show could catch up later. Well certainly pass this one up to
management. I'm sure a service like this would go down really well on our website. Now Clive has a
question that will be of interest to all us over-50s fans of Radio Western. Clive wants to know why we
don't feature more issues related to this age group and cater more to this group's taste in music, As
Clive explains, As a regular listener, I'm concerned about your age profiling. Presenters seem intent on
covering topics that appeal very much to the 30-somethings, which is great for them, but what about people
of other ages?' Clive would like to see music shows aimed at the older generation and more on problems
facing the over-50s in our consumer affairs shows. Well Clive, wed certainly hate to think you're feeling
excluded from our schedule. What about other listeners? Do you think were getting it about right or is there
room for improvement?
Exercise 19.
Questions 11-16
Choose the correct letter, A, B or C.
11 The self-access centre
A is always available.
B is generally quiet.
C gets busy during exams.
12 The Internet PCs
A should be used for no more than half an hour.
B must not be used to access Facebook.
C are generally used to study English.
13 Usernames and passwords
A are created by the teachers.
B are issued during induction.
C are created by students.
14 The help desk
A is staffed by technicians.
B offers language support.
C. is only open when two members of staff are available.
15 Photocopying of reference books
A is not allowed.
B is done by teachers.
C has a small cost.
16 The high-spec PCs
A can be used to browse the Internet.
B are available for word processing.
C may need a CD-ROM.
Questions 17-20
Complete the sentences below.
Write ONE WORD AND/OR A NUMBER for each answer
17 Students can purchase a pair of ………………… from the help desk.
18 The graded readers can be borrowed for a maximum of ………………….
19 The centre opens at 8.30 and closes at …………………, Monday to Friday.
20 On occasion the room is ………………… by a teacher and might not be available.

11. C

12 A

13 C

14 B

15 B

16 C

17 headphones

18 14 days

19 5: 30

20 booked

OK, so here we are on the first floor. The self-access centre is just along here on the left. This room's very
popular with students and can get quite busy. When it’s quiet, you can come here as often as you want, but
if there's a lot of demand, such as coming up to exam time, we have to limit sessions to make sure
everyone gets a chance to use the resources.
If you'd like to follow me in. So, here we are. As you can see, it’s a lovely bright room with lots of
resources to help you with your English studies. Over there against the wall we have row of Internet-
connected computers. As you can imagine these get taken very quickly with students wanting to check their
email, Facebook, that kind of thing. Because of the demand we ask students to try and to stick to about
30 minutes maximum.

You'll need to log in with your username and password. You should have created these already during
your induction. Please do not share your details with anyone else, and please make sure you read our policy
on using the Internet.

I mentioned the help desk earlier, and that's it over there just past the computers in the corner. There are
usually two members of staff available to help you, and these will often be teachers, so if you have any
language questions that's where you can go. Now, over there you can see the reference section, You'll
find dictionaries, exam practice tests, vocabulary and grammar books. I should point out that these books
are for reference only, and we don't offer a loan service. We are allowed to make photocopies of one or two
pages, so if there's an exercise you need a copy of ask the staff to help. Now these computers on the oval
table here, they're our high-spec PCs. You'll find programmes to help you with your English but also
opportunities to practise other languages such as Spanish, Chinese, German; several languages in fact.
Some of them require a CD-ROM ....You'can collect them from the help desk. By the way, there's no
Internet connection on these computers nor any office software for the time being. If you want to do any
word processing, you'll need to use one of the laptops we keep for this purpose. Again, see the staff if you
need one of these,

Some of you were asking earlier about extra listening practice, and these small rooms here are dedicated
language labs. If you want to use this resource, see a member of staff to buy a set of headphones. And
finally here on the left we have two stands with our large collection of readers. These are simplified novels
by well-known British authors like Charlotte Bronte, Charles Dickens, and Shakespeare. The books are
graded, and you'll find lots that will be appropriate to your level. Unlike the reference books you can take
these readers home and keep them for up to 14 days. I think that's everything, The centre is open from
8.30 till 5.30 during the week so, as your classes start at 9.00, those of you who get here early can use the
resource before your lesson. Although it's open all day long, it's booked by a tutor for their class now and
again, so you might not be able to gain access if you have any free time during the day. It's best to ask the
tutor concerned if it's okay to pop in Oh, and it's open an Saturday as well, just for a few hours, from 10.00
till 1.00.
Exercise 20.

Questions 11-13: Choose the correct letter, A, B or C.

11. The main aim of the arts festival is to

A support the creative industries.

B increase the number of spectators.

C get more people into the creative arts.

12 After attending a drawing workshop, Ben thought

A it was surprising that he was talented.

B it could remind him of his childhood.

C. it could give joy to other people.

13 According to Ben, research indicates that

A being creative brings more happiness.

B being creative can lead to positive mindset.

C the more creative you become, the more curious you get.

Questions 14-17 Which group of people can do each of the following activities? Write the correct letter, A,
B, C or D, next to Questions 14-17.

A older people

B any interested people

C the unemployed

D creative people

Activities
14 walk for creativity

15 work with children

16 learn the art of story-telling

17 create your own artwork

Questions 18-20

Complete the sentences below

Write ONE WORD AND/OR A NUMBER for each answer.

18. Sessions must be ………………… in advance.

19 All workshops are free of charge, and ………………… will be provided.

20 The office is open from 9,00-5.00, Monday-Friday, and until ………………… on Saturdays.
Presenter: Hi again. I'm joined today by Ben Knightly from the Media and Arts Centre. He's here to tell us
about the launch of the city's arts festival. Hi Ben. This year has a particular focus, doesn't it?

Ben: It does, yes. This year we want to encourage more people who would not normally describe
themselves as being creative to get involved with some of our many events and workshops. Not
simply turning up as spectators but to get involved themselves, to get their hands dirty as it were.
There's such a wide offering this year that I'm sure we'll have something to suit all tastes.

Presenter: You were telling me earlier how beneficial being creative can be for us.

Ben: Absolutely. I recently attended a drawing workshop, and even if I do say so myself, came away with a
very good sketch I'd done. But what was particularly surprising for me was my feeling of pride and joy
when I looked at the sketch again and showed it to the family. It really took me back to the feelings I had
as a youngster when I'd made something. I realised that even as an adult we can get just as much
pleasure and happiness from creative activity. Actually, research has shown that the more we allow
ourselves to be creative, the happier we feel; and the more positive our frame of mind, the more creative
and the more curious we become about the world we live in.

Presenter: Well, you've certainly persuaded me. So, what kind of events can we look forward to? Ben: We
want to try and include as wide a range of people as possible this year, from people already involved in the
creative arts through to elderly people who haven't been creative in years. So for example, we’re inviting
people in the creative industries who occasionally suffer from writer's block to join us on one of our
creative walks. Walking has been proved to aid creative thinking, and we're running a series of walks
during the spring and summer around some of the many beauty spots in and around the city. Then there's
our knitting programme. We're working with schools in the area to invite grandparents in to teach kids
how to knit. It’s a great opportunity to bridge the generation gap and rekindle that interest in knitting you
may have forgotten about. We also aim to inspire and support people without jobs through a series of
free courses starting with creative writing workshops. These courses will give them an insight into
the basic ingredients of a good short story and help participants get their ideas into shape. And for
anyone out there who is looking for the chance to explore their creative side, come along to our
printmaking workshops, You'll have the chance to study some fantastic prints by local artists, explore
different print processes, and take home a print of your own to hang on a wall.

Presenter: Excellent. So how do we go about getting involved?

Ben: If anyone is interested in joining one of these sessions, its important that you contact us first as places
need to be booked beforehand. We ran similar sessions last year and demand was high. As I said
previously, there's no charge for any of the workshops, and materials where appropriate will be provided
on the day. You can get further tion on our website, and if you don't have access to the Internet, call us on
514 2261. The booking office open Monday to Friday from nine to five, but closes early on a Saturday at
12.30.

Presenter: Many thanks, Ben.

C – SECTION 3
Exercise 21.
Questions 21-24 Choose the correct letter, A, B or C.
21 What does Howard say about the experience of writing his dissertation?
A It was difficult in unexpected ways.
B It was more enjoyable than he’d anticipated.
C It helped him understand previous course work.
22 What is Joanne most worried about?
A Finding enough material.
B Missing deadlines.
C Writing too much.
23 What does Howard say was his main worry a year previously?
A Forgetting what he’d read about.
B Not understanding what he’d read.
C Taking such a long time to read each book
24 What motivated Howard to start writing his dissertation?
A Talking to his tutor about his problems.
B Seeing an inspirational TV show.
C Reading a controversial journal article.
Questions 25-26
Choose TWO letters, A-E. What TWO things does Howard advise Joanne to do in the first month of
tutorials?
A See her tutor every week.
B Review all the module booklists.
C Buy all the key books.
D Write full references for everything she reads.
E Write a draft of the first chapter.
Questions 27-28
Choose TWO letters, A-E. What TWO things does Howard say about library provision?
A Staff are particularly helpful to undergraduates.
B Inter-library loans are very reliable.
C Students can borrow extra books when writing a dissertation.
D Staff recommend relevant old dissertations.
E It’s difficult to access electronic resources.
Questions 29-30
Choose TWO letters, A-E. What TWO things does Joanne agree to discuss with her tutor?
A The best ways to collaborate with other students.
B Who to get help from during college vacations.
C The best way to present the research.
D Whether she can use web sources.
E How to manage her study time.

21. C 26. B OR E IN EITHER ORDER

22. C 27. C, D (in either order)

23. A 28. C, D (in either order)

24. B 29. B OR D IN EITHER ORDER

25. B OR E IN EITHER ORDER 30. B OR D IN EITHER ORDER

Hi Howard ... I haven’t seen you for a while.

Hi Joanne. Yeah, they’re keeping us really busy on the postgraduate programme. But how are you? You’ll
be starting your dissertation soon, won’t you?
Yeah ... tutorials start next week ... I’ve got Dr Peterson. You’ll remember it all from last year, of course!
It’s not something you forget easily. But seriously, although I didn’t expect to enjoy writing my dissertation
... and in fact I didn’t really find it much fun, I wouldn’t have missed the experience ... I found it really
improved my understanding of the whole degree programme, you know, from the first year on ...
Right.
So what are you doing yours on?
Glaciated landscapes ... although I haven’t decided exactly what aspect yet.
I did mine on climate systems, so I can’t help you much I’m afraid. But you’ll be fine once you start your
tutorials ... Dr Peterson’ll help you focus.
I know, and he’ll set me deadlines for the different stages ... which is what I need. My concern is that I’ve
got tons of material on the topic, and I won’t be able to stick to the word limit, you know.
Hmm. I remember I had different concerns when I was doing my dissertation.
Last year?
Yeah ... before my first tutorial I did a lot of fairly general reading ‘cause I hadn’t fixed on my topic at that
stage. I actually enjoyed that quite a lot and really improved my reading speed, you know, so I was getting
through a lot of material. I was frightened I wouldn’t remember it all though so I got into the habit of
making very detailed notes.
So did you find your tutor helpful .in getting you started?
Yeah we certainly had some interesting discussions but it’s funny ... I saw a brilliant programme about
climate change and it was that that really fired me up. It was talking about some recent research which
seemed to contradict some of the articles I’d been reading. Hmmm.
So you say your tutorials start next week?
Yeah.
Well, the first month’s crucial. You’ve got to meet your tutor and decide on your focus but don’t become
too dependent on him...you know, don’t see him every week...only when you want to check something.
Right.
Once you’ve got the focus you’ve got to get reading - it’s helpful to look through the bibliographies for all
the course modules relating to your topic. And get hold of any books you think you’ll need.
I haven’t got much money ...
I mean get the books from the library, far better.
And I suppose I should prepare a detailed outline of the chapters?
Yeah absolutely, but don’t feel you have to follow it slavishly, it’s meant to be flexible.
Now, I’m someone who likes to get writing quickly ... I can’t just sit and read for a month.
Not like me then ... but if that’s what suits you, you know, your natural approach, then you really ought to
start immediately and write the first chapter ...
Right.
Now Joanne, about the library ... it’s worthwhile getting on good terms with the staff ... they aren’t always
helpful with undergraduates .
I suppose they focus on post-grads more.
Maybe but show them you’re serious about wanting to do good work.
And what if I can’t find what I need?
Well, there’s inter-library loans ...
Borrowing books from other libraries ... but I’ve heard it isn’t all that reliable.
You’re right.. .but you probably won’t need it anyway ... be positive, the library is likely to have most
things you need ... and during the dissertation writing period, you can take out fifteen instead of the usual
ten books.
Should I look at previous years’ dissertations?
You can do .
But I won’t know which are the good ones.
The library only keeps the best and the staff can advise you.
Are they willing to do that?
Oh yeah .
And I’m worried about getting journal articles ... from the electronic library.
Well, have you tried to find any yet?
No.
Well you should, it’s really straightforward.
That’s obviously something I’ll have to look into.
Dr Peterson will help.
Yeah, I know I can go to him if I have any worries.
Except he will be away in the second month - it’s the holidays. You should ask him what to do while he’s
away.
Gosh, yeah ... but I suppose I can get a lot of support from coursemates ... I know a couple of people who
are thinking of doing the same topic as me.
Take care, collaboration can become dependency. I think you’d better see how that works out what the
people are like.
You’re probably right ... About other reading, I suppose Dr Peterson’ll recommend plenty of good articles
to get me started.
One thing I’d find out is what his attitude is to internet sources.
Surely not in this day and age? I’d better get that sorted out right at the beginning.
I would if I were you.
And I’ve also got some questions about the research sections - how much time I should spend explaining
the process.
Well, I think that’s up to you ... you can see how it develops as you’re writing.
OK.
It’s the same with things like time management . that’s something a tutor can’t really help you with .
I agree!
So is there anything else you need me to go ove
Exercise 22.

Questions 21–30

Complete the notes below. Write no more than three words for each answer.

Novel: 21 …………………

Protagonists: Mary Lennox; Colin Craven

Time period: Early in 22 …………………

Plot: Mary → UK – meets Colin who thinks he’ll never be capable of 23 ………………… . They become
friends.

Point of view: “Omniscient” – narrator knows all about characters’ feelings, opinions and 24
…………………

Audience: Good for children – story simple to follow

Symbols (physical items that represent 25 …..…):

• the robin redbreast

• 26 …………………

• the portrait of Mistress Craven

Motifs (patterns in the story):

• the Garden of Eden

• secrecy – metaphorical and literal transition from 27 …………………

Themes: Connections between

• 28 ………………… and outlook

• 29 ………………… and well-being

• individuals and the need for 30 …………………

21) The Secret Garden

22) (the) 20th/twentieth century

23) walking

24) motivations/motivation

25) abstract ideas

26) roses

27) dark(ness) to light(ness)

28) health

29) environment

30) human companionship

Professor: Good morning, Lorna and Ian! I'm glad that you both chose to make it. You're the only two who
take the names down for this literature test. So let's get started, shall we? I would like to go through some
aspects of the novel, The Secret Garden, with you before the test next week. Do take some notes and feel
free to interrupt me if you have questions.

Ian: Hey Lorna, have you got a spare pen?

Lorna: Yeah, here you are.

Professor: All right, so, the story follows two key characters. You should refer to them as protagonists who
go by the names of Mary Lennox and Colin Craven. The story is set shortly after the turn of the twentieth
century, and the narrative tracks the development of the protagonists as they learn to overcome their own
personal troubles together.

Lorna: That's quite a common storyline, isn't it?

Professor: Yes, you're right, Lorna. So could you share something you've already known about the
character of Mary?

Lorna: Well, in the beginning, she is an angry and rude child who is orphaned after a cholera outbreak and
forces to leave India for the United Kingdom to her uncle's house in Yorkshire. Exactly, and there she
comes across Colin who spends his days in an isolated room, believing himself to be permanently crippled
with no hope of being ever possible of walking. The two strike up a friendship and gradually learn by
encouraging each other that both of them can have a healthy, happy and fulfilled life.

Ian: Is there any need for us to remember these details for the exam? Just the fundamental structure.
Examiners don't want to read a plot summary. They know what the book is about. Focus on narrative
techniques instead, such as point of view.

Lorna: What does that mean?

Professor: It's all about how we see the story. For example, it's written based on what is called an
'omniscient narrator', which means all-knowing. So, readers can feel the same as how all the characters do
about things, including what they like and don't like, and what their motivations are in the story.

Ian: Won't it be that difficult to perform a technical analysis? After all, it's a kid's book.

Professor: Well, it was initially pitched at adults, you know, but over the years it has shifted to a more
youth-orientated work. In this case, your understanding is correct in some way. The simple lexical items
and absence of foreshadowing make the story relatively easy to follow and supposedly suited for children.
But that doesn't mean there isn't much to analyse. Look at the symbolism, for instance.

Lorna: Symbols are things, right? Material things like objects that stand for abstract ideas. Professor:
Absolutely right. The author also uses many of them. There's the robin redbreast, for example, which
symbolises the wise and gentle nature that Mary will soon adopt. Note that the robin is regarded as 'not at
all like the birds in India'. Roses are treated as well as a personal symbol for Mistress Craven. You'll see
they're always mentioned alongside her name. And Mistress Craven's portrait can also be interpreted as a
symbol of her spirit.

Ian: Are symbols just another name for motifs?

Professor: No, motifs are a bit different. They don't have a direct connection with something the way a
symbol does. Motifs are simply recurring elements of the story that support the mood.
Lorna: Are there any in this novel?

Professor: Yes, two very key ones. The Garden of Eden is a motif, which comes up a few times in
association with the garden of the story. And then you've got the role that secrets play in the story. At the
very beginning, everything is steeped in secrecy, and slowly the characters share their secrets and in the
process move from darkness to lightness, metaphorically, but also in the case of Colin, quite literally. His
room used to have the curtains drawn, but in the end, he appears in the brightness of the garden.

Ian: Anything else needed to know about?

Professor: Yes. Nearly all novels explore universal concepts that everyone has witnessed, things like love,
family, loneliness, friendship. These are called themes. The Secret Garden has a few themes that all
concentrate on the idea of connections. The novel explores, for example, the way that health can determine
and be determined by our outlook on life. As Colin's health conditions get improved, so do his perceptions
of his strength and possibility. The author also examines the relationship between our surroundings and
our physical and spiritual prosperity. The dark, cramped rooms of the manor house stifle the development
of our protagonists; the garden and natural environments allow them to blossom, just as the flowers do.
Finally, this book looks at the connections between individuals, namely Mary and Colin. This necessity of
human companionship is the novel's most important theme because none of their development as
individuals would have appeared without their knowing each other. Well, that about sums it up, I think.

Lorna: That's a great help, thanks.

Ian: Yes, thanks very much.

Exercise 23.

Questions 21-26
Choose the correct letter, A, B or C.
21 The tutor suggests Fergus attend the fair on
A Monday through to Friday.
B Tuesday and Wednesday.
C Monday or the end of the week.
22 At the fair Fergus can
A impress potential companies he is interested in.
B decide his career path.
C do nothing since he is only in his first ear.
23 Fergus needs to do something in advance such as
A researching about the programme.
B visiting some company websites
C making a good conversation with the people
24 Fergus says that
A there is one company he is particularly interested in.
B he has done some research already
C he knows the boss at one of the companies.
25 The tutor thinks Fergus should
A ask some questions that concern the employers.
B identify the skills required for jobs before the event.
C talk about what the salaries are during job interviews.
26 Fergus plans
A to wear a suit and tie.
B to wear smart but casual clothes.
C to buy an outfit for the event.

Questions 27 and 28 .
Chose TWO letters, A-E.
Which TWO groups should Fergus target his questions at?
A more than one representative
B those who give away free gifts
C alurnni who work for those companies
D those responsible for interview
E ex-students who have attended the fair

Questions 29 and 30
Choose TWO letters, A-E.
Which TWO benefits can Fergus get from attending the job fair?
A get feedbacks from former students
B apply socialising skills
C secure a job on the spot
D introduce himself to new people
E find potential employees
21 B

22 A

23 B

24 B

25 A

26 B

27-28 C,D (IN ANY ORDER)

29-30 B,D (IN ANY ORDER)

Tutor: OK, Fergus, so we've looked at your assignment, which was OK. Now, before you go, you know
about. the jobs fair that's coming up, don't you?

Fergus: Yes, it’s the week after next, isn't it? The whole weer is that right?

Tutor: That's right. Monday through to Friday. I'd suggest making sure you get along there on Tuesday
and Wednesday. Engineering companies tend to be more prominent then rather than on Monday or the end
of the week.

Fergus: Um, yes, I've got the programme for this year. And it looks like those days will be best for me. I'm
only in my first year, so I'm not expecting too much from the day. But I’ve heard you can pick up some
valuable ideas for career paths.
Tutor: Well, you've still got a few years here, I know, but it's never too soon to make a good impression
on potential employers. You've got the programme, so do some research. Have a look at company
websites so you've got the basis for a good conversation with the people on the stands.

Fergus: Yes, I was looking at one the other day. The boss was being interviewed about their staff
development programme, and there are one or two other firms I'm also interested in.

Tutor: Mm, that's good. You've made a start already. Remember to think about what you're going to ask
people before you turn up. Not how much you're likely to earn, of course! You only discuss salaries at
job interviews. No questions about the skills you need for the job, the kind of personal qualities
employers are looking for, that kind of thing.

Fergus: Yes, I see what you mean. It's best to go prepared and make the most of the opportunities. And I'm
sure you don't need telling that it’s a good idea to dress correctly for the event. You need to give off a
professional air.

Fergus: Well, I won't be buying anything special for the occasion, that's for sure. I've got a suit and tie at
my parents’, but I don't have time to collect it. I ‘ll make an effort, though. A nice pair of trousers and a
jacket, nothing too formal.

Tutor: I'm sure you'll look the part.

Tutor: By the way, you'll often find companies have more than one representative, maybe someone from
marketing handing out free gifts, someone who’ll explain the interview process, an ex-student who now
works for them, that kind of thing. Try and direct your questions towards the best person.

Fergus: Yes, that's a good idea. I’ll certainly be keen to talk to any ex-students that are around.

Tutor: I'm sure you'll find the whole thing really useful. It’s important to go to these events, and we always
get great feedback from students who have attended. As long as you go with the right expectations. It's
unlikely you'll come away with the promise of a job, of course. It’s more about discovering what
companies are looking for in potential employees.

Fergus: Yes, plus they are a great opportunity to practise things like networking, meeting new people,
talking about yourself and what you do, d’you know what I mean?

Tutor: Definitely, yes. There’ll he several high-profile companies in the engineering sector, and you’ll have
the chance to get to know some useful people. If they give you their card or contact information, make sure
you keep it safe. It’s a sign they like you and want you to keep in touch.
Exercise 24.

Questions 1-4

You will hear two undergraduates doing a research methods course - a girl called Leela and a boy called
Jake - having a seminar with their tutor.

Choose the correct letter, A, B or C.

1. Leela and Jake chose this article because

A it was on a topic familiar to most students.
B it covered both IT and education issues.
C it dealt with a very straightforward concept.
2. How did Leela and Jake persuade students to take part in their research?
A They convinced them they would enjoy the experience.
B They said it would help them do a particular test.
C They offered to help them with their own research later on.
3. Leela and Jake changed the design of the original questionnaire because
A it was too short for their purposes.
B it asked misleading questions.
C it contained out-of-date points.
4. Leela was surprised by the fact that
A it is normal for questionnaire returns to be low.
B so many students sent back their questionnaires.
C the questionnaire responses were of such high quality.

Questions 5-6

Choose TWO letters, A-E.

What TWO things did respondents say they liked most about doing the crossword?

A It helped them spell complex technical terms.

B It was an enjoyable experience.
C It helped them concentrate effectively.
D It increased their general motivation to study.
E It showed what they still needed to study.

Questions 7-8

Choose TWO letters, A-E.

In which TWO areas did these research findings differ from those of the original study?

A Students’ interest in doing similar exercises.

B How much students liked doing the crossword.
C Time taken to do the crossword.
D Gender differences in appreciation.
E Opinions about using crosswords for formal assessment

Questions 9-10

Choose TWO letters, A-E.

What TWO skills did Leela and Jake agree they had learned from the project?

A How to manage their time effectively.

B How to process numerical data.
C How to design research tools.
D How to reference other people’s work.
E How to collaborate in research.

1. C 6. C, E (in either order)

2. B 7. D OR E IN EITHER ORDER

3. C 8. D OR E IN EITHER ORDER
4. A 9. C, E (in either order)

5. C, E (in either order) 10. C, E (in either order)

So, the task I gave you both was to choose an article about a small-scale research project.

Jake: Yes ...

You were then required to try to reproduce the research procedures in your own context ... i.e. try it out for
yourselves.

Yeah ... and that’s what we’ve done.

Great. So I’d like you to tell me a bit about the article and why you chose it.

Well, the article’s written by two university lecturers who had started using crosswords to help their
students revise terminology for exams .

And the crosswords were designed and set on computers.

And we selected the article because ... well it seemed an accessible topic, even though we weren’t familiar
with the technique ... you know ... using IT to design crosswords for higher education.

That’s a good reason. So these lecturers wanted to see how well this innovation was received by their
students?

Jake: Yes.

So how did you go about reproducing the research?

Well, we drew up a list of terms from one of our own modules ... and designed a crossword for revising
these terms.

Then we asked our classmates to try out the crossword and give us feedback, you know, their opinions, on
how they felt about using the technique.

Was it easy to find participants?

It wasn’t easy at first. But then we convinced them that by taking part in the research they were actually
benefiting themselves by preparing for an exam which is coming up later this term.

Leela: And it worked!

Tutor: Good. So how did you find out what the students thought about doing the crosswords?
Jake: A questionnaire. The original article used a two-page long questionnaire. There were lots of
excellent questions on it but the whole section on difficulties using IT is now obsolete ... old-fashioned
even, even though it had only been written a couple of years ago.

Tutor: So you designed a shorter version?

Leela: Yeah. Then we sent it to the forty students by email and got twenty-eight replies. I was taken
aback by the fact that everybody we talked to thought this was a good return! I mean the responses were
well written, you know, people had taken a lot of care, but I was really disappointed with the low numbers.

Tutor: Yes, an important lesson to learn for an apprentice researcher .

Leela and Jake: Yeah.

Tutor: So what results did you get?

Jake: Well, basically the responses were extremely positive. The students said that doing
the crossword on a computer helped them really focus on the work in hand and not be distracted, which is
something that commonly happens with other ways of doing of revision.

Yeah ... that was really clear. But something that struck me was that ‘having fun’ hardly featured in their
responses ... nor did anything to do with spelling of hard words ... which I thought would be an obvious
benefit.

No? OK ...

Respondents also said that doing the crossword hadn’t really increased their general motivation to study but
that it had highlighted the gaps in their memory so they knew what further work was necessary.

Right ... So how did your findings tally with those of the original researchers?

There were lots of similarities but ...

.there were probably two main differences. We found that more males than females liked the technique,
whereas the original study found the reverse.

Also our respondents said they wouldn’t mind doing a crossword as a final official exam ... whereas in the
original study students said they would hate doing it even if it meant having a shorter test.

But of course both sets of respondents said they’d be interested in doing more crosswords for informal
purposes, revision and so forth.

Right, so let’s have a think about the whole project and what you’ve learned from doing it. Well ... it was
very time consuming!

Yeah! And I don’t think we managed that aspect very well.

It could have been worse ... I mean we didn’t have a lot of data so we didn’t have to spend ages processing
it. And of course, we’d already done a course on numerical data processing so there wasn’t much new
there.
Yeah, that’s true. Anyway, I think we designed our questions well so that they gave us manageable data.

Yeah, it really helped having the original study to guide us, as it were ... and that helped us see what a good
research instrument is ....what a good questionnaire should be like.

Absolutely - we got a lot from that. But when we were writing up the project, I’m not sure whether we’ll
know how to acknowledge the work of the original study ... you know, our referencing.

No ... that’s something we’ll both have to work on in the future.

Actually that part’s been great, finding ways to share and support another person.

That’s the real plus from the project ... learning ways to do that.

Well, it’s obviously been very successful ...

Exercise 25.

Qestions 21-23 What does Judy say about each of the following courses?

Write the correct letter, A, B or C, next to Questions 21-23.

A She transferred from this course.

B She transferred to this course.

C Her transfer request was turned down for this course.

Courses

21 History of Art

22 English

23 Fine Art

Questions 24-26

Choose THREE letters, A-G.

Which THREE reasons does Graham give for wanting to transfer?

A The German course is too difficult.

B He does not like the people he is studying with

C He has more interest in History

D He plans to do a combined degree

E It suits his career plans.

F He is not bothered that he will not spend a year abroad.

G His housemate has persuaded him to transfer.

Questions 27-30

Complete the notes below. Write NO MORE THAN THREE WORDS for each answer.

Transferring to another course at the university

Step 1: Identify your reasons for wanting to transfer.

Step 2: Check that you satisfy the 27………………… for the new course.

Step 3: Speak with the Careers Service.

Step 4: Find out if there are any 28………………… implications.

Step 5: Speak to the Admissions Tutor in the department you want to transfer to.

Step 6: Complete an 29 ………………… form.

Please note: The form must also be signed by the 30 …………………of your current course and the one
you are transferring to.
21 C

22 A

23 B

24-26 A, C, F (IN ANY ORDER)

27 entry requirements

28 funding

29 internal transfer

30 Head of Department

Judy: Hi Graham, How are you dong?

Graham: Hi Judy, I'm fine, thanks. And thanks for popping round. I was hoping I could pick your brains
about transferring to another course.

Judy: Yes, I remember you saying you wanted to do something else. Are you planning on staying here, or
are you looking to go to a different university?

Graham: No, I'm happy to stay here. I just feel I need to do something else. How did you go about your
transfer? You did Histoty originally, didn’t you?

Judy: That was the course I initially wanted to transfer to. I'd studied Art at college and wanted to
continue, but my parents persuaded me that English would be more useful so I took their advice. But
I really didn't enjoy it and tried to transfer to History of Art, but the course was full. Anyway, l
spoke with the course tutors, and they told me about the Fine Art programme. They thought I had
the talent to do it, so that was that.

Graham: I see. How did your parents take the news?

Judy: They were OK about it, really. They just want me to do what I enjoy, so everything's fine there. So,
you're hoping to transfer as well, then?

Graham: Yes, I think I've given the German course a good try, but I'm not really happy. Most of the other
students on the course seem to have at least one German parent, or they've spent a great deal of time in
Germany, so their German is much better than mine. We get huge novels to read, and I'm still struggling
with the first chapter, while they're already finished and writing their assignments. I thought about doing
a combined degree, German with another course, as the workload would be less, but in the end I feel a
complete change would be best. One of my other subjects at school was History, and 1 realise now I'm
actually more interested in that. One of my housemates is doing History, and it sounds like a great
degree, so I've decided to focus on that.

Judy: Well, people do transfer, so it's not out of the ordinary. But won't you miss the opportunity to
study abroad for a year? You spend Year 3 in Germany, don't you?

Graham: I know. Not only Germany, actually. You have a choice of Germany, Switzerland, or Austria.
That would be exciting, I know, but that's really the only thing I like about the course, and I can always do
some travelling after I've finished my studies. I still don't know what I want to do as far as a career is
concerned, so I think it's best I study something I enjoy, first and foremost.

Graham: Anyway, I thought I'd ask you about how you went about your transfer before taking it any
further.

Judy: Well, the first thing you have to do is make sure you're clear in your own mind why you want to
transfer. You'll need to persuade people that it's a good idea, so get your arguments clear. Then ... I'm sure
you've already done this, but check what the entry requirements are for History and whether you've got
the necessary qualifications. They might be more flexible now you're actually here, but you need to show
them you'd be able to keep up with your studies.

Graham: Well I've got History qualifications, so I'm hoping that won't be a problem. Who do I have to
speak to?

Judy: Well, they always tell you to speak with your course tutor first in case there's a way of making the
course you're on more appealing to you. But it sounds like you've definitely decided to get out, so I'd go to
the Careers Service next, just to make sure there aren't any restrictions on transferring. It shouldn't be a
problem, but it's best to check first, And then there's your funding. I'm no expert but I would imagine this
won't be a problem; German's a four-year course and History is three, so you could just start from Year 1
next September. If the Careers Service think it’s OK and there are no funding problems, go and speak to
the Admissions Tutor in the History Department, just to see if they're happy with your qualifications — and
if there are places.

Graham: OK. Well, I'm hoping it'll be OK. I'm planning to transfer at the beginning of next year rather than
half-way through this year.

Judy: Yes, hopefully it'll be alright. If they accept you, it's pretty straightforward after that. It’s not like
you're going to another university. You just have to complete a form — I think it's called an internal
transfer form. Your current Head of Department and the one for the course you're transferring to have to
add their signature as well . And that’s it.

Graham: Well, thanks for that, Judy. I'd better start making my case for transferring, I suppose.

Exercise 26.
Questions 21-25

Choose the correct letter, A, B or C.

21 What did Alice do when she first arrived at the university Open Day?

A She had a coffee.

B She looked around the campus.

C She went to one of the events.

22 Which of the following is NOT on the campus?

A a supermarket

B a bank

C a bookshop

23 Why does Oliver think it is a good idea to register?

A The university will know you attended

B You get an information pack.

C You cannot attend events unless you register

24 What is the main factor for Alice in her choise of university?

A its facilities

B its links to industry

C the number of mature students

25 Which area of work is Oliver interested in?

A teaching

B finance

C software development

Questions 26-28

What does Alice say about each of the following events in the afternoon?

Write the correct letter, A, B or C, next to Questions 26-28.

A She will attend.

B She might attend.

C She will not attend.

Events

26 a talk by the Head of Department

27 a talk about the year abroad

28 the exhibition in the Physics Department

Questions 29 and 30

Choose the correct letter, A, B or C

29 Which employers offer only unpaid work?

A accountancy firms

B the university

C campus retail outlets

30 Oliver

A plans to live at home if he gets a place at the university.

B will live on campus if he gets a place at the university.

C does not yet know where he will live if he gets a place at the university.

21 B

22 A

23 A

24 C

25 C

26 A
27 C

28 B

29 A

30 C

Oliver: Excuse me, is this seat taken?

Alice: No, by all means, have a seat. Are you here for the Open Day?

Oliver: Yes, I think I've just about finished now. I got here first thing this morning. What about you?

Alice: I got here a little while ago. I spent some time walking around the place first, just to get a feel
for what it's like. I'm doing the organised events this afternoon. I thought I'd have a coffee before I get
started. It's a lovely campus, isn't it?

Oliver: Yes, I love it. And the facilities are unbelievable. I've just been over to have a look at the sports
centre. There's an Olympic size swimming pool, a gym, squash courts, everything really. All the high street
banks are here, and the bookshop looks better than the one in town. There's supposed to be a big
supermarket a few minutes' walk from the main entrance, so there's pretty much everything you need
here.

Alice: Yes, I really like the look of it .... um, I wonder if you can help me. I think I need to register to let
them know I've arrived, don't I?

Oliver: I'm not sure you have to. You can just pick up an information pack from the desk over there. And
nobody asked my name or anything when I turned up for the events earlier. I just walked in. But you never
know; they might check after to see if people have bothered to come to the Open Day, so I think it's
best to register.

Alice: Thanks. just finish my coffee and then I'll get started.

Oliver: So, is this your first Open Day?

Alice: No, it's my fourth. I've been to Sussex, Coventry, and Birmingham so far. They've all got their good
points. But being a bit older, I'm particularly keen on somewhere that has a few students my age on
the course. Apart from that, they all seem to have great links to businesses, and there isn't much to choose
between them as far as their facilities are concerned. How about you?

Oliver: I haven't been to any other Open Days yet, but I'm hoping I end up here. I've just been to a
presentation by the Head of Department. It sounds like a great place to do Maths — that's my subject. He
was telling us about all the avenues open to Maths graduates and the kind of work you can end up doing. A
lot of students go into finance, accountancy, banking, that kind of thing. I can't say that's ever appealed to
me, though. My Maths teacher at college was telling me about the opportunities in the software
industry, which I quite like the sound of.

Alice: Well, I hope you manage to get in. According to the letter they sent me, my department is doing
something similar. There's a talk later this afternoon by the head. I can't miss that. There's also someone
who'll be explaining about the year abroad. Apparently, you can spend your third year at one of their
partner universities in Spain or Germany. I'm going to have to give that a miss, though, to catch my
train. Oh, and there's also an exhibition area in the Physics Department with some of the things people are
doing here, try and catch that.

Oliver: There were a few second- and third-year students at the exhibition I went to. One of them gave me
some great tips on finding work as well. I already knew about a couple of accountancy firms in the area
that offer work experience. That's on a voluntary basis, though. But apparently the students helping
here on the Open Day get paid, and the university advertises other jobs that come up now and again, so
that's worth remembering. And a lot of the shops here are always looking for staff.

Alice: Mm, that's useful to know, I overheard someone saying there's a tour of some of the halls of
residence in about half an hour, so I think I’ll register and try to fit that in before I go to the talk. Are you
thinking of living on campus?

Oliver: I've not made my mind up yet. I don’t live far away from here. My parents' place is just the other
side of town, I could easily get the bus to campus, plus it would be a lot cheaper if I stayed at home. But it
would be nice to get some independence as well, so I don’t know. I'll have to see. But I didn't know about
the tour. Would you mind if I get along with you?

Alice: No, not at all. Let me just finish my coffee and I’ll go and register.

Exercise 27.

Questions 21-30

Choose the correct letter, A, B or C.

21. The purpose of the meeting is to:

A. Report on problems with the program.

B. Help to make the program better for future students.

C. Discuss what was most enjoyable about the program.

22. Freya found it easy to adapt to studying in Germany because:

A. She had been there before.

B. She speaks perfect German.

C. Many things were familiar.

23. Tom felt that the university's pre-program support was not enough because:

A. The preparation booklet didn't have enough information about living in China.

B. It didn't provide enough practical skills for living independently abroad.

C. It is impossible to prepare everything in advance.

24. After three months in China Torn felt unhappy because:

A. He didn't have any friends.

B. He wasn't making much progress with learning Chinese.

C. He was frustrated about no longer being the best student.

25. Tom improved his experience by:

A. Becoming more socially active.

B. Having a lot of trips around China.

C. Spending more time on study.

26 According to Freya, the number of students attending classes was:

A. Less than in the U.K.

B. About the same as in the U.K.

C. More than in the U.K.

27. Freya found that when studying management case studies in Germany:

A. There were a lot of arguments between the students.

B. There was more focus on solving problems with theory.

C. Increasing profit was one of the most important factors.

28. Tom found it hard to adapt to his new course at first because:

A. He was not able to use his first language.

B. He found it difficult to get along with his classmates.

C. The course materials were not interesting.

29. Tom and Freya both found it useful to:

A. Ask other students for help

B. Go on trips with other students.

C. Study with other students.

30. Before starting the exchange program, Tom and Freya both suggest:

A. Making friends with local people in the new country.

B. Visiting the country you will be studying in.

C. Watching TV shows about the country you will be studying in.

21. B

22. C

23. C

24. B

25. A

26. C

27. B

28. A

29. C

30. B

Tutor: Hi Freya, Tom, thanks for coming today. You both spent the last academic year on exchange
programs at overseas universities. Now, at the start of this new semester I'd like to get some feedback
from you to help us to provide more support to our exchange students in the future. Does that sound
OK?

Tom: Sounds fine to me.

Freya: Me too. By the way, where were you Tom? I was in Germany.

Tom: Oh, are you a languages student too? I was in Beijing studying Chines

Freya: Wow, cool! Actually, I was studying management. All my lectures were in English, and my
father's German, so I felt very much at home.

Tutor: I actually wanted to get started by talking about day-to-day challenges. It seems like you were able
to adapt quite smoothly, Freya. How about you Tom, did you feel that the university provided enough
support?

Tom: Well, yes and no really. I mean, I did have a meeting with my course tutor which was quite useful,
and I also remember reading some travel guides and the university's own preparation booklet. However, it
was my first time to travel independently to another country, and I don't really think there is any
program that can completely prepare someone for having to deal with living in a new country.

Tutor: That's true, and in our booklet, it does mention the stages of culture shock, especially coping with
the most difficult stage, stage 2, which sets in after two or three months.

Tom: Yes, the negotiation stage isn't it? Well. I'd been studying Chinese for a year before I went over to
China and was considered one of the best students in the class, but suddenly I was in China and still using
English all the time except in the classroom. It just made me feel really frustrated that my Chinese
skills were still pretty limited and that I was too lazy to improve. Like you say, that period around three
months was really hard. It just seemed like even the simplest things like going to the shops were incredibly
difficult.

Tutor: But you managed to get through it?

Tom: Well I didn't have much choice! Yes, it was a pretty steep learning curve. It was mostly making
friends with locals, forcing myself to use Chinese all the time and getting more involved in campus
activities... that did the trick. The second six months just flew by, and I can't wait to go back at some
point in the future.

Tutor: Great! So overall sounds like a pretty successful year, yeah?

Tom: Yes, it was, on the whole.

Tutor: OK, let's move on now to discuss in more detail some of the differences in the educational
environment. Freya, shall we start with you? What were some of your main impressions?

Freya: Well, the number of people attending lectures was much greater than I was used to, and the
seminars were also quite large. so it was quite difficult to get direct feedback from tutors.

Tutor: And what about the learning process, was it similar to what you were used to?

Freya: Pretty much, Like I said, all the classes were in English. I did notice something different when
analyzing case studies though. For example, in the U.K, it seems generally more a case of trying to find the
most practical solution, whereas in Germany there was much more focus on finding a model or
framework to deal with the problem more effectively. That was a real eye-opener, and it's definitely
something to keep in mind in the future.

Tutor: So you mean that applying theory to practice is more common in German management training than
in the U.K,? Interesting. Anything else? How about you, Tom? Thinking about the study side of things, urn,
was there anything in your experience of studying in China that surprised you or took a bit of getting used
to?

Tom: Well, I suppose the biggest challenge was that the teacher spoke in Chinese the whole time, and all
the study materials were in Chinese, so there was no use of English to make things easier from time to
time.

Tutor: Wow, sounds tough! And you were able to cope with that?
Tom: Yes, eventually. Getting to know new people helped a lot as well, and as time went by we got
together more often to do homework and practices together. That really helped a lot, especially as I'm
more of a group learner.

Freya: I can definitely relate to that, Tom, I learnt so much from other students, sometimes even more
than from the teachers, just because we were all in J the same boat and wanted to get the most out of being
there.

Tutor: Great. Before we finish, any other tips for potential exchange students?

Freya: Well, yes, I'd certainly recommend going to take a look at the place before you start the
course, just as a tourist. Just to get familiar with the people is and the living environment.

Tom: Yes, I'd go along with that, though not easy when you have to go as far as China!

Tutor: Well, Tom and Freya, thanks again for coming today, the feedback you've given me has been really
useful.

Exercise 28.

Questions 21 and 22

Choose TWO letters, A–E

Professor Jones thinks that Mark will ask for more time for his essay because:

A two other students have already asked her

B her students never plan their assignments

C most students have handed in their assignments

D it is the day before the assignment is due in

E Mark is always late with his assignments

Questions 23–25

Choose ONE letter, A, B or C

23 Mark needs an extension because:

A he was sick and went to the doctor

B he had a problem with his computer

C his brother had a personal problem

24 Mark didn’t come to see Professor Jones a week ago because:

A he thought his writing was very bad

B he planned to finish the essay on time

C he wanted to keep his grade point average

25 Which rule below is NOT correct? You should

A ask at least 3 days before the essay is due

B fill out a form and then email it

C talk to your teacher in person

Questions 26–30

Complete the notes below.

Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

Professor Jones’s feedback:

• Mark needs to add 26 …………………… to his bibliography

• He should look in the online databases, e.g. Languageline

• His essay has no 27 ……………………

• Mark plans to explain the theories and show 28 …………… for each of them

• He should 29 …………………… the essay before he hands it in

• He can have one 30 …………………… for his assignment

21 – 22 A, D (IN ANY ORDER)

23 C

24 B

25 A

26 three / 3 references

27 introduction

28 evidence

29 edit

30 extra day

Jones: Hello Mark. What can I do for you?

Mark: Oh, hi Professor Jones. I’ve come to ask you a big favour.

Jones: Let me guess, Mark, you want more time for your essay assignment. You’re the third student I’ve
seen today, all with the same request! It beats me why a few people leave their planning to the last
minute and then think they can come at a day’s notice and get a reprieve. It’s really not fair to all the
students who are well planned and organised is it?

Mark: Yes, you’re right, and I’m really sorry I need to ask. I’ve never asked for an extension before.

Jones: So, Mark, why should I grant you an extension when I said no to everyone else today?

Mark: Well, Professor Jones, I really do have a valid reason. It‘s not just the usual, like I have a cold, and I
have a certificate from my doctor, or my computer crashed and I lost all my data. I wouldn’t bother you
with those old excuses. You see, my twin brother was planning to get married next weekend, but last
week his girlfriend told him the wedding was off and he landed on my doorstep. He was really upset. I
couldn’t just tell him to go away because I was busy. And of course I would have had three assignments
due this week, and all my study plans just went out the window.

Jones: I see. So, why didn’t you come to see me a week ago when your brother first turned up?

Mark: Because I was hoping I would still be able to get it done, but I just can’t manage it. Well,
actually I have written the required number of words, more or less, but frankly, I feel it’s terrible. I don’t
want to let myself down by handing it in as it is at the moment, and I really don’t want to drop my grade
point average by getting a low mark on this assignment.
Jones: Well, the course handbook states very clearly that at least 5 days’ notice is required for any
extension, except in emergencies. Those rules were designed to make it fair for everyone you see. You’re
supposed to submit a request on the proper form…. and you can send it by email. And you also need to
make an appointment and discuss your request in person, as you have done now. Your problem does come
very squarely under the ‘family issues’ category, so you probably would have got some extra time if you’d
done that. I’m not really inclined to grant this request now, you know.

Mark: Yes, I know I’ve really messed up. I suppose I’ll just have to hand it in as it is,
and take a lower grade.

Jones: Well, at least you’ve made a start, which is more than can be said for your other colleagues today.
Have you got what you’ve done so far? Come on, we’ll look through it together and I’ll see if I can make a
few suggestions for a quick fix, how about that?

Mark: Oh, thank you, yes here it is on my laptop.

Jones: Well, let’s see. Let’s start with the bibliography … Yes, you’ve consulted most of the sources I
suggested, but you don’t have any references of your own, and that was part of the task, wasn’t it? You
need at least three references of your own, see?

Mark: Yes, I know. I did find one more, McDonald and Ferris 2014.

Jones: OK, that’s a good one, I suggest you look at their reference list, too, and chase up a couple more
from there. You should be able to find everything you need in the online library databases, especially
Languageline.

Mark: Yes, OK. So, what about the essay structure, and the argument? Are they OK, or am I barking up the
wrong tree?

Jones: Well, you just seem to jump straight in to your first point here. I’m not sure where your essay is
going. Where’s the introduction?

Mark: Oh right … I always leave the introduction till the end and write it after I’ve finished the rest of the
essay. That way, it ties in to what I’ve already written …Well, that’s what we were taught in the study
skills course, anyway.

Jones: Yes, and you’re quite right. So, tell me about your ideas. What’s your main argument?

Mark: Well, I’m not really sure. I think I understand the 3 opposing theories OK, but I don’t really have a
strong opinion about which one is correct. I was more thinking of explaining them all as clearly as I can,
and then giving the evidence for each one. I don’t think there is a clear-cut right or wrong, well, that’s my
opinion anyway. Do we need to say that one is better than the other two?

Jones: No, you don’t, and what you are planning to do is often the best way to go about it. Well, I’ve been
skimming through what you’ve written while we’ve been talking and one thing you definitely must do
before you submit this assignment is to edit it for grammar and spelling mistakes. There are a lot of errors
here, just simple things that are easy to fix. But still, I can see you’ve done the basic work, and I do
sympathise with your brother, it must be very difficult for him. So, I’ll give you one extra day on this
essay.
Mark: Oh, thank you Professor Jones, thank you! I’ll hand it in before 5pm on Wednesday, then.

Jones: Yes, that’s the final deadline. Goodbye now!

Exercise 29.

Questions 21-25

Choose the correct letter, A, B or C.

21 Why does the student want to study Tourism?

A good future

B good pay

C parents’ will
22 What kind of skill will the student gain in the course?

A time-management

B financial planning

C note-taking

23 The student has the ability of

A independence.

B communication

C coping well with statistics.

24 The teacher believes that the industry of tourism is

A shrinking

B seeing a bright future.

C growing popular.

25 How does the student compare the university course with polytechnics?

A There are summer schools.

B The course is structured in modules.

C The price is reasonable.

Questions 26-30

What feature do the speakers identify for each of the following courses? Choose FIVE
answers from the box and write the correct letters, A-G, next to questions 26-30.

Features

A limited value

B useful

C relevant to career

D flexible admission

E intensive
F improving leadership

G self-control and time management

Courses

26 Travel and Business

27 Japanese

28 Medical Care

29 Computer

30 Public Relations

21 A

22 B

23 A

24 C

25 C

26 E

27 A

28 B

29 D

30 C

CHARLOTTE: Excuse me, Dr Twain. May I speak with you for a minute?

DR TWAIN: Of course, please come in.

CHARLOTTE: I’m Charlotte York. I’m considering taking your course in Tourism.

DR TWAIN: Right. Well, Charlotte, how can I help you?

CHARLOTTE: I have been considering studying Tourism, however, it is such an important decision that I
would like to seek some advice about it first. Would you mind answering some of my questions?

DR TWAIN: Absolutely, fire away!

CHARLOTTE: Well I have been discussing courses with my parents and they are concerned that I will not
be able to get a well-paid job with a degree in Tourism. The reason that I want to study the course is
that I have a great interest in the subject and I think I would really enjoy it. I believe the only way
that I will enjoy my life is if I enjoy my career. Happiness is far more important than money, don’t you
think?

DR TWAIN: Absolutely. I would much rather be happy and poor rather than rich and miserable. Money
cannot buy you happiness.

CHARLOTTE: I’m glad you agree.

DR TWAIN: You needn’t worry about money, Charlotte. A large part of the Tourism course is
dedicated to teaching students how to manage finances, a skill that you can apply to your
everyday life as well. I would also recommend that you take a sideline course in time management, as this
can be incredibly useful in efficiently planning your workload. Efficiency is the key to success!

CHARLOTTE: I’ll remember that.

DR TWAIN: Now I have found that some students have natural talents that really help them to succeed in
the course. Communication skills, for example, can be very beneficial. Do you have any strengths?

CHARLOTTE: Maths was always my favourite subject at school so I really enjoy solving mathematical
problems, however I find statistics quite difficult. I have always been very capable and self-sufficient. I
have a lot of confidence in my abilities and will take the initiative in situations without needing to depend
on anyone else for their help.

DR TWAIN: That’s a really great quality to have and will be particularly useful if you choose to study
Tourism.

CHARLOTTE: That’s great.

DR TWAIN: I would recommend that you spend some of your time researching the course. A lot of
people who are uneducated on the subject claim that Tourism is a shrinking industry and that it will become
irrelevant in the future. If you study the published research however, you will see that the truth is quite the
opposite. The industry has, in fact, grown significantly as people have developed an ever-increasing
interest in culture and travel. Have you compared the university course with a polytechnic?

CHARLOTTE: Yes, I have. I was interested in studying the course in modules. However, the university
doesn’t offer that option. I don’t have enough funds to be able to attend an expensive university, so I was
relieved to see that the course is quite affordable. I also considered attending a summer school instead of
university to save money and so that I could work during the rest of the year, but I really wanted the
university experience.

DR TWAIN: I think that university would suit you well.

DR TWAIN: Now, what about the courses? Are you interested in any of the

other subjects on offer?

MELANI E: I have looked at a few. I was interested in Travel and Business as it sounds similar to
Tourism.

DR TWAIN: That is really worth learning, however, be aware that it is difficult and will demand a lot
of your time.

MELANIE: OK, that’s good to know.

DR TWAIN: You might find that Japanese is an interesting course and it will teach you valuable skills in
speaking the language. Personally, it’s not bad and could be of some help, but not that much.

MELANIE: OK, Japanese, got that.. .What about Medical Care?

DR TWAIN: Well, if you have time, the course will teach you a lot about curing diseases and illnesses, or
dealing with injuries outside, although it’s not essential.

CHARLOTTE: So, OK, if it’s useful, I’ll take it.

DR TWAIN: If you enjoy using technology and are worried about fulfilling the entry requirements,
computing is very relaxed about the skills that applicants must possess.

CHARLOTTE: I’m terrible with computers so I’m not sure that I would enjoy that course. How about
Public Relations?

DR TWAIN: Yes, I would recommend that course. It would be related to entering the Tourism
industry as it will educate you on how to approach clients and develop associations with them.

CHARLOTTE: That’s great! Thank you so much for your help!

Exercise 30.
Question 21-24

Choose the correct letter A, B or C.

Project on using natural dyes to colour fabrics

21. What first inspired Jim to choose this project?

A.textiles displayed in an exhibition

B.a book about a botanic garden

C.carpets he saw on holiday

22. Jim eventually decided to do a practical investigation which involved

A.using a range of dyes with different fibres.

B.applying different dyes to one type of fibre.

C.testing one dye and a range of fibres.

23. When doing his experiments, Jim was surprised by

A.how much natural material was needed to make the dye.

B.the fact that dyes were widely available on the internet

C.the time that he had to leave the fabric in the dye.

24. What problem did Jim have with using tartrazine as a fabric dye?

A.It caused a slight allergic reaction.

B.It was not a permanent dye on cotton.

C.It was ineffective when used on nylon.

Question 25-30

What problem is identified with each of the following natural dyes?

Problems

A. It is expensive.
B. The colour is too strong.

C. The colour is not long-lasting

D. It is very poisonous.

E. It can damage the fabric.

F. The colour may be unexpected.

G. It is unsuitable for some fabrics.

H. It is not generally available.

Natural dyes

25 turmeric

26 beetroot

27 Tyrian purple

28 logwood

29 cochineal

30 metal oxide

21 C

22 A

23 A

24 B

25 C

26 F

27 H
28 D

29 A

30 E

TUTOR: OK, Jim. You wanted to see me about your textile design project.

JIM: That's right. I've been looking at how a range of natural dyes can be used to colour fabrics like cotton
and wool.

TUTOR: Why did you choose that topic?

Jim: Well, I got a lot of useful ideas from the museum, you know, at that exhibition of textiles. But I've
always been interested in anything to do with colour. Years ago, I went to a carpet shop with my
parents when we were on holiday in Turkey, and I remember all the amazing colours.

TUTOR: They might not all have been natural dyes.

JIM: Maybe not, but for the project I decided to follow it up. And I found a great book about a botanic
garden in California that specialises in plants used for dyes.

TUTOR: OK. So, in your project, you had to include a practical investigation.

JIM: Yeah. At first I couldn't decide on my variables. I was going to just look at one type of fibre for
example, like cotton

TUTOR: ... and see how different types of dyes affected it?

JIM: Yes. Then I decided to include others as well. so I looked at cotton and wool and nylon, TUTOR.
With just one type of dye?

JIM: Various types. including some that weren't natural. for comparison.

TUTOR: OK.

JIM: So. I did the experiments last week. I used some ready-made natural dyes, I found a website which
supplied them, they came in just a few days, but I also made some of my own.

TUTOR: That must have taken quite a bit of time.

JIM Yes, I'd thought it'd just be a matter of a teaspoon or so of dye, and actually that wasn't the case
at all. Like I was using one vegetable, beetroot. for a red dye, and I had to chop up a whole pile of it .
So it all took longer than I‘d expected.

TUTOR: One possibility is to use food colourings.

JIM: I did use one. That was a yellow dye. an artificial one.

TUTOR: Tartrazine?

JIM: Yeah. I used it on cotton first. It came out a great colour, but when I rinsed the material, the
colour just washed away. I'd been going to try it out on nylon, but I abandoned that idea.
TUTOR: Were you worried about health issues?

JIM: I'd thought if it's a legal food colouring, it must be safe.

TUTOR: Well, it can occasionally cause allergic reactions, I believe.

TUTOR: So what natural dyes did you look at?

JIM: Well, one was turmeric. The colour's great, its a really strong yellow. It's generally used in dishes like
curry.

TUTOR It’s meant to be quite good for your health when eaten, but you might find it's not permanent
when it's used as a dye — a few washes, and it's gone.

JIM: Right. I used beetroot as a dye for wool. When I chop up beetroot to eat I always end up with
bright red hands, but the wool ended up just a sort of watery cream shade. Disappointing.

TUTOR There's a natural dye called Tyrian purple. Have you heard of that?

JIM: Yes. It comes from a shellfish, and it was worn in ancient times but only by important people as it
was so rare. I didn't use it.

TUTOR: It fell out of use centuries ago, though one researcher managed to get hold of some recently. But
that shade of purple can be produced by chemical dyes nowadays. Did you use any black dyes?

JIM: Logwood. That was quite complicated. I had to prepare the fabric so the dye would take.

TUTOR: I hope you were careful to wear gloves.

JIM: Yes. I know the danger with that dye.

TUTOR: Good. It can be extremely dangerous if it's ingested. Now, presumably you had a look at an
insect-based dye? Like cochineal, for example?

JIM: Yes. I didn't actually make that. I didn't have time to start crushing up insects to get the red colour and
anyway they're not available here, but I managed to get the dye quite easily from a website. But it cost a
fortune. I can see why it's generally just used in cooking, and in small quantities.

TUTOR: Yes. it's very effective. but that's precisely why it's not used as a dye.

JIM: I also read about using metal oxide. Apparently you can allow iron to rust while it's in contact with the
fabric: and that colours it.

TUTOR: Yes. that works well for dying cotton. But you have to. be careful as the metal can actually
affect the fabric and so you can't expect to get a lot of wear out of fabrics treated in this way . And the
colours are quite subtle, not everyone likes them. Anyway. it looks as if you've done a lot of work
Exercise 31.

For questions 16-25, listen to a talk about the history of the electric guitar and supply the blanks with
the missing information. Write NO MORE THAN TWO WORDS taken from the recording for each
answer in the space provided.

DATE MAKER NAME OF GUITAR FEATURES

1890s Orville Gibson no name similar in shape to a

16.________________
1925 Jogn Dopyera The National Guitar made of metal, good for playing
17.________________
1930s C.F. Martin Company The Dreadnought strings made of
18.________________
1931 George Beauchamp The 19.________________ used two
20.________________shaped like
horseshoes to increase sound
1935 Adolph Rickenbacker The Rickenbacker Electro made from 21.________________
Spanish
1941 Les Paul The Log the first to be completely
22.________________
1950 Leo Fender The Fender Broadcaster its simplicity made it ideal for
23.________________
1951 Leo Fender The 24.________________ easy to carry around

1952 Ted McCarty The Gibson Les Paul 25.________________in colour

1954 Leo Fender The Fender Stratocaster double cutaway design

16. violin
17. blues
18. steel/metal
19. Frying Pan / frying pan
20. magnets
21. plastic
22. solid
23. mass production
24. Precision / precision
25. gold

Lecturer During today’s lecture in this series about the history of popular music. I’m going to look at the
different stages the electric guitar went through before we ended up with the instrument we know so well
today.

The driving force behind the invention of the electric guitar was simply the search for a louder sound. In
the late 1890s Orville Gibson, founder of the Gibson Mandolin-Guitar Manufacturing Company, designed a
guitar with an arched or curved lop, as is found on a violin. This made it both stronger and louder than
earlier designs but it was still hard to hear amongst other louder instruments.

During the 1920s with the beginnings of big–band music, commercial radio and the rise of the recording
industry, the need to increase the volume of the guitar became even more important. Around 1925 John
Dopyera came up with a solution. He designed a guitar, known as The National Guitar, with a metal body
which had metal resonating cones built into the top it produced a brash tone which became popular with
guitarists who play blues, but was unsuitable for many other types of music.

Another way of increasing the volume was thought of in the 1930s. The C. F. Martin Company became
known for its ‘Dreadnought‘, a large flat-top acoustic guitar that used steel strings instead of the traditional
gut ones. It was widely imitated by other makers.

These mechanical fixes helped, but only up to a point. So guitarists began to look at the possibilities offered
by the new field of electronic amplification. What guitar players needed was a way to separate the guitar’s
sound and boost it in isolation from the rest of a band or the surroundings.

Guitar makers and players began experimenting with electrical pickups which are the main means of
amplification used today. The first successful one was invented in 1931 by George Beauchamp. He
introduced to the market a guitar known as The Frying Pan’ because the playing area consisted of a small
round disk. The guitar was hollow and was made of aluminium and steel. He amplified the sound by using
a pair of horseshoe-shaped magnets. It was the first commercially successful electric guitar.
So by the mid-1930s, an entirely new kind of sound was born. Yet along with its benefits, the new
technology brought problems. The traditional hollow body of a guitar caused distortion and feedback when
combined with electromagnetic pickups. Musicians and manufacturers realised that a new kind of guitar
should be designed from scratch with amplification in mind.

In 1935 Adolph Rickenbacker produced a guitar which took his name – ‘The Rickenbacker Electro
Spanish’. It was the first guitar produced in plastic, which, because of its weight, vibrated less readily than
wood. It eliminated the problems of earlier versions which were plagued by acoustic feedback. ‘The Electro
Spanish’ had its own problems, however, because it was very heavy, smaller than other guitars of the
period, and was quite awkward to play. Developments continued and in 1941 Les Paul made a guitar which
he called ‘The Log’, and true to its name, it was totally solid. All previous guitars had been hollow or partly
hollow. It looked slightly strange but the next step had been made towards the modem electric guitar.

The first guitar successfully produced in large numbers was made in 1950 by Leo Fender. His Spanish-style
electric guitar, known as a ‘Fender Broadcaster’, had a bolt-on neck, and was initially criticised by
competitors as being very simple and lacking in craftsmanship. Yet it was immediately successful and was
particularly suited to mass production, spurring other guitar companies to follow Fender’s lead.

In 1951 Leo Fender revolutionised the music world yet again when he produced an electric bass guitar.
This was the first commercially successful bass model to be played like a guitar. It was easier for players to
hit an exact note: that’s why it was called “The Precision”. Although there had already been electric
standup basses, this was much more portable. It is now standard in the line-up of any rock band and some
historians suggest that entire genres of music, such as reggae and funk, could not exist without it.

In 1952 the Gibson company became Fender’s first major competitor when Ted McCarty created The
Gibson Les Paul’ guitar. It was distinctive because it was coloured gold. The reason for this was to disguise
the fact that it was made from two different kinds of wood. In 1954 Leo Fender responded to this
successful instrument by introducing The Fender Stratocaster’. It is easily identified by its double cutaway
design and three pickups. This model may be the most influential electric guitar ever produced. The
modern guitar as we know it was here to stay.

Exercise 32.

For questions 16-25, listen to a lecture about dust storms and supply the blanks with the
missing information. Write NO MORE THAN THREE WORDS taken from the recording
for each answer in the space provided.

Main focus of lecture: the impact of 16_________ on the occurrence of dust storms.
 • Two main types of impact:
A) break up ground surface, e.g. off-road vehicle use
B) remove protective plants, e.g. 17________ and__________

Name of area Details

USA ‘dust bowl Caused by mismanagement of farmland
Decade renamed the 18_____________
West Africa Steady rise in dust storms over 20-year period

Arizona Worst dust clouds arise from 19_______________

Dust deposits are hazardous to
20_______________
Sahara Increased wind erosion has occurred along with
long-term 21___________

Drying-up of Aral Sea

Intensive 22_____________ in Central Asian Republics
Drop in water in major tributaries
Total volume of water in lake reduced by 23________________
Increase in wind-blown material
Lake has become more 24_______________
Serious effects on 25______________nearby

16. human activity/ activities

17. farming and drainage

18. Dirty Thirties/ 30s

19. dry thunderstorms

20. machine operators

21. drought

22. irrigation
23. two-thirds

24. salty/ saline/ toxic

25. crops/ plants/ agriculture

Lecturer: In the last lecture, we looked at the adverse effects of desert dust on global climate. Today we're
going to examine more closely what causes dust storms and what other effects they can have. As you know,
dust storms have always been a feature of desert climates, but what we want to focus on today is the extent
to which human activity is causing them. And it is this trend that I want to look at, because it has wide-
ranging implications. So — what are these human activities? Well, there are two main types that affect the
wind erosion process, and thus the frequency of dust storms. There are activities that break up naturally
wind-resistant surfaces such as off-road vehicle use and construction and there are those that remove
protective vegetation cover from soils, for example, mainly farming and drainage. In many cases the two
effects occur simultaneously which adds to the problem.

Let's look at some real examples and see what I'm talking about. Perhaps the best-known example of
agricultural impact on desert dust is the creation of the USA's 'dust bowl' in the 1930s. The dramatic rise in
the number of dust storms during the latter part of that decade was the result of farmers mismanaging their
land. In fact, choking dust storms became so commonplace that the decade became known as the 'Dirty
Thirties'.

Researchers observed a similar, but more prolonged, increase in dustiness in West Africa between the
1960s and the 1980s when the frequency of the storms rose to 80 a year and the dust was so thick that
visibility was reduced to 1,000 metres. This was a hazard to pilots and road users. in places like Arizona,
the most dangerous dust clouds are those generated by dry thunderstorms. Here, this type of storm is
so common that the problem inspired officials to develop an alert system to warn people of oncoming
thunderstorms. When this dust is deposited it causes all sorts of problems for machine operators. It can
penetrate the smallest nooks and crannies and play havoc with the way things operate because most of the
dust is made up of quartz which is very hard.

Another example — the concentration of dust originating from the Sahara has risen steadily since the mid-
1960s. This increase in wind erosion has coincided with a prolonged drought, which has gripped the
Sahara's southern fringe. Drought is commonly associated with an increase in dust-raising activity but it's
actually caused by low rainfall which results in vegetation dying off.

One of the foremost examples of modern human-induced environmental degradation is the drying up of the
Aral Sea in Central Asia. Its ecological demise dates from the 1950s when intensive irrigation began in
the then Central Asian republics of the USSR. This produced a dramatic decline in the volume of water
entering the sea from its two major tributaries. In 1960, the Arai Sea was the fourth-largest lake in the
world, but since that time it has lost two-thirds of its volume, its surface area has halved and its water
level has dropped by more than 216 metres. A knock-on effect of this ecological disaster has been the
release of significant new sources of wind-blown material, as the water level has dropped.

And the problems don't stop there. The salinity of the lake has increased so that it is now virtually the
same as seawater. This means that the material that is blown from the dry bed of the Aral Sea is highly
saline. Scientists believe it is adversely affecting crops around the sea because salts are toxic to plants.
This shows that dust storms have numerous consequences beyond their effects on climate, both for the
workings of environmental systems and for people living in drylands …

Exercise 33.

For questions 16-25, listen to a lecture about baby’s memory and supply the blanks with the missing
information. Write NO MORE THAN THREE WORDS AND/OR A NUMBER taken from the recording
for each answer in the space provided.
Question: Can babies remember any 16_________________?

Experiment with babies

Apparatus:
baby in cot

colourful mobile

some 17____________________
Re-introduce mobile between one and 18__________________ later.

Table showing memory test results

Baby’s age Maximum memory

span

2 months 2
days

3 months 19______________
 21 months several weeks

2 years 20______________

Research questions:

Is memory linked to 21_________________ development?

Can babies 22_________________ their memories?

Experiment with older children

Stages in incident:

a) lecture taking place

b) object falls over

c) 23___________________

Table showing memory test results

Age % remembered % remembered after

next day 5 months

Adults 70% 24__________________

9—year-o1ds 70%, Less than 60%

6—year-olds Just under 70% 25_________________

16. (particular) events

17. string

18. 14 days

19. (a) fortnight/ 2 weeks/ two weeks

20. six months

21. language

22. retrieve/ recall/ recover

23. (an) argument

24. 70%

25. 40%

Lecturer: We're going to look today at some experiments that have been done on memory in babies and
young children.

Our memories, it's true to say, work very differently depending upon whether we are very old, very young
or somewhere in the middle. But when exactly do we start to remember things and how much can we
recall?

One of the first questions that we might ask is — do babies have any kind of episodic memory ... can they
remember particular events? Obviously, we can't ask them, so how do we find out?

Well, one experiment that's been used has produced some interesting results. It's quite simple and involves
a baby, in its cot, a colourful mobile and a piece of string. It works like this. If you suspend the mobile
above the cot and connect the baby's foot to it with the string the mobile will move every time the baby
kicks. Now you can allow time for the baby to learn what happens and enjoy the activity. Then you remove
the mobile for a time and re-introduce it some time from one to fourteen days later.

If you look at this table of results ... at the top two rows ... you can see that what is observed shows that
two-month-old babies can remember the trick for up to two days and three-month-old babies for up to a
fortnight.

And although babies trained on one mobile will respond only if you use the familiar mobile, if you train
them on a variety of colors and designs, they will happily respond to each one in turn.
Now, looking at the third row on the table, you will see that when they learn to speak, babies as young as
21 months demonstrate an ability to remember events which happened several weeks earlier. And by the
time they are two, some children's memories will stretch back over six months, though their recall will be
random, with little distinction between key events and trivial ones and very few of these memories, if any,
will survive into later life. So we can conclude from this that even very tiny babies are capable of grasping
and remembering a concept.

So how is it that young infants can suddenly remember for a considerably longer period of time? Well, one
theory accounting for all of this — and this relates to the next question we might ask — is that memory
develops with language. Very young children with limited vocabularies are not good at organising their
thoughts. Though they may be capable of storing memories, do they have the ability to retrieve them?
One expert has suggested an analogy with books on a library shelf. With infants, he says, 'it is as if early
books are hard to find because they were acquired before the cataloguing system was developed'.

But even older children forget far more quickly than adults do. In another experiment, several six-year-
olds, nine-year-olds and adults were shown a staged incident. In other words, they all watched what they
thought was a natural sequence of events. The incident went like this ... a lecture which they were listening
to was suddenly interrupted by something accidentally overturning, in this case it was a slide projector. To
add a third stage and make the recall more demanding, this 'accident' was then followed by an argument.
In a memory test the following day, the adults and the nine-year-olds scored an average 70% and the six-
year-olds did only slightly worse. In a retest five months later, the pattern was very different. The adults'
memory recall hadn't changed but the nine-year-olds' had slipped to less than 60% and the six-year-olds
could manage little better than 40% recall.

In similar experiments with numbers, digit span is shown to...

Exervise 34.

For questions 16-25, listen to a lecture about healthy cities and supply the blanks with the missing
information. Write NO MORE THAN TWO WORDS taken from the recording for each answer in the
space provided.
The World Health Organization says a healthy city must:

- have a 16 ______________ and _________________environment.

- meet the 17 ________________ of all its inhabitants.
- provide easily accessible health services.
- encourage ordinary people to take part in 18_______________

Place/ Project Aim Method Achievement

Sri Lanka To upgrade squatter The Better housing and
Community Contracts settlements 19_____________ infrastructure
System constructed Provided better
infrastructure, e.g. 20_____________
drains, paths opportunities
Mali To improve sanitation 21_______________ Greater environmental
Cooperative in city graduates organizing awareness
garbage collection Improved living
public education conditions
campaign via
22______________
and discussion groups
Egypt To support Women provided with Rise in the
(Mokattam) disadvantaged women the 25________________
23______________ 24________________ and quality of life of
and equipment for young women
sewing and weaving

16. clean, safe

17. basic needs

18. local government

19. residents

20. economic
21. secondary school

22. films

23. Women’s Centre

24. skills

25. status

Well, Adam's just been talking about some of the problems that have resulted from the rapid growth of
cities in the last hundred years - things like housing, sanitation, crime, and so on. For my presentation, I'd
like to look at some examples of what cities are doing to try to solve some of these problems.

As part of its healthy city programme, the World Health Organization - the WHO has come up with a set of
criteria for a healthy city. The WHO says, that amongst other things, a healthy city must provide a clean
environment which is also safe - it mustn't be dirty, or dangerous for its inhabitants. As well as that, the
WHO says a healthy city has got to be able to satisfy its inhabitants' basic needs - that's all its inhabitants,
not just the rich ones or the ones with jobs. Everyone who lives there. A third thing….. a third criterion, is
that it's got to have health services which can be used by all the inhabitants, and which they can access
easily. The final point's to do with local government - the WHO says this is something that the whole
community should be involved in, not just a few powerful politicians or businessmen. So, a healthy city's
not just a matter of avoiding illness, that sort of 'healthiness', it's the way that the whole city works together
for the benefit of its population.

OK. So what I'd like to do now is to look at some projects in different cities around the world where cities
have tried to meet these criteria to make their cities 'healthy' ones.

Right, the first project I'm going to discuss took place in Sri Lanka, and this project was called the
'Community Contracts System'. Its aim was to improve the places where the poorest section of the
population lived - the squatter settlements. Basically, the problem was lack of infrastructure things like
drains, paths, wells for water and so on. So, a programme was set in place to construct this infrastructure,
but what was different about it was that the residents did this - the people who actually lived there, not
people from outside. And this meant that not only did the people end up with improved housing and
infrastructure, but also because they had contracts with the community, it improved their chances from an
economic point of view. So that's a way the lives of people in one urban environment were improved.

The next project I'd like to discuss took place in the capital city of Mali, in West Africa. This project
involved setting up a cooperative to try to solve the problems of sanitation in the old central quarters of the
city. One of the main problems was a lack of a system for garbage collection, which meant that there were
a lot of insects, and this was causing disease. And again it's interesting to look at who was involved in
dealing with this problem - in this case, the cooperative involved students who had graduated from
secondary school in getting a system going. As well as that, the cooperative set up a campaign to educate
the public about the importance of good sanitation, through showing films and setting up discussion groups
among the local people, especially women and adolescents. And the outcome was an increased
environmental awareness which led to changes in household behavior as well as improved living
conditions.
OK, the third project was in Egypt, just outside the capital, Cairo, which is a city that's grown very rapidly
in the last few decades. This project was based in a Women's Centre in a poor area called Mokattam. The
aim of the project was to support girls….. young women from the area from poor families, so these were
women who had no education they'd never been to school, so they were totally illiterate, and they had no
chance of getting jobs. At the Women's Centre, they were shown how to sew and how to weave, and once
they'd learned these skills they were given the equipment - a sewing machine or a loom - so that they could
make things to sell, and have a chance of earning their own living. And this project has meant that these
young women have greater status in the community, but as well as that, they can enjoy a better quality of
life.

So I don't think the problem is that cities are bad. This world and its cities have the resources to provide for
the population that lives there. What it takes is a stronger will and a better distribution of resources.

Exercise 35.

For questions 16-25, listen to a recording about earthquakes and supply the blanks with the missing
information. Write NO MORE THAN THREE WORDS AND/OR A NUMBER taken from the recording
for each answer in the space provided.
16. When did Mt. Pinatubo erupt for the first time?

______________________________________________________________________________

17. When was the earthquake measuring 7.8 recorded?

______________________________________________________________________________

18. When did the experts begin to study Mt. Pinatubo?

______________________________________________________________________________

19. What fell on the local villages on 2nd April?

______________________________________________________________________________

20. What does a 'Level 5' alert mean?

______________________________________________________________________________
Several large earthquakes were triggered by the eruption of Pinatubo on 15th June 1991 because of the
21______________ of the summit. The ‘caldera' thus created considerably reduced the height of the
mountain. At the same time a 22________________ was passing by and the rain associated with it mixed
with the cinders in the air to form a substance called tephra' which fell on the 23_________________ of
homes causing them to collapse, crushing hundreds of people.

During the eruption, large amounts of sulphur dioxide gas were emitted, which combined with
24__________________ to make sulphuric acid which was responsible for a great deal of ozone depletion
above Antarctica. The overall effect of the cloud from this great eruption was the lowering of
25__________________.

16. 5,500 years ago

17. July 1990

18. mid-March 1991

19. ash

20. eruption in progress

21. collapse

22. tropical storm

23. roofs

24. water and oxygen

25. global temperatures

Good morning, everyone. In these environmental science lectures I guess you're all used to hearing about
global warming—well, I'm here today to talk to you about one particular volcano and its effect of global
cooling. I'll begin by going back a little bit in time.

Towards the middle of 1991, the second largest volcanic eruption of the last century occurred in the
Philippines, not far from the capital city, Manila, on the island of Luzon.

Mount Pinatubo belongs to a chain of volcanoes in the area and this was by no means its first eruption.
There is evidence of eruptions from approximately 500, 3,000 and 5,500 years ago.
The events of the 1991 Mount Pinatubo eruption began in July 1990, when a magnitude 7.8 earthquake
occurred 100 kilometers northeast of the Pinatubo region. The sleeping giant was re-awakened but few
people had any idea of what was in store for them. In mid-March 1991, many earthquakes were
experienced around Mount Pinatubo and this is when volcano scientists (or volcanologists as they are
called) started their investigation of the mountain. Before the disaster, thousands of people lived in very
close proximity to the mountain and, on April 2nd, small explosions from vents near the crater dusted their
villages with ash. This resulted in the order for evacuations of 5,000 people later that month.

Earthquakes and explosions continued to harass the residents and, on June 5th, a Level 3 alert was issued
for two weeks because of the possibility of a major eruption. However, the appearance of a large amount of
lava protruding from the mountain on June 7th led to the announcement of a Level 5 alert on June 9th,
indicating an eruption in progress. An evacuation area within 20 kilometers of the volcano was
established and this time 25,000 people were evacuated.

On the following day, Clark Air Base was evacuated and the danger radius was extended to 30 kilometers
from the volcano resulting in the total evacuation of 58,000 people.

On June 15th, just after midday, the eruption of Mount Pinatubo commenced and lasted for nine hours
causing numerous major earthquakes due to the collapse of the land at the top of the mountain and the
creation of a huge caldera. `What's a caldera?' I hear you say. Well, it's obvious really—with a huge
eruption such as this where enormous amounts of material have exploded into the air, the summit falls into
what is now an empty chamber and thus forms a large crater.

As luck would have it, as the eruption was taking place, a tropical storm was passing just to the northeast
of Mount Pinatubo, bringing a lot of rainfall to the area. The dust and cinders that had been thrown up into
the atmosphere combined with the water vapor from the storm to cause a rainfall of tephra that fell across
the whole island of Luzon. Most of the people who perished during the eruption did so because of the
weight of the ash collapsing roofs and killing the occupants of the houses. If it hadn't been for that passing
storm, the death toll would certainly have been much lower.

But that's not all, besides the ash, Mount Pinatubo expelled between 15 and 30 million tons of sulfur
dioxide gas. Can you guess what happened next? Yes, the sulfur dioxide mixed with water and oxygen in
the atmosphere to become sulphuric acid, which is a major contributor to ozone reduction.

The eruption plume from Mount Pinatubo reached high into the atmosphere, attaining an altitude of 34
kilometers and the resulting aerosol cloud spread around the earth in two weeks and had covered the planet
within a year. During the years 1992 and 1993, the ozone hole situated over Antarctica reached an
unprecedented size.

The cooling effects of this cloud over the earth were remarkable. It reduced global temperatures
considerably. In the United States, for example, we experienced our third coldest and third wettest summer
in 77 years during 1992.
Exercise 36.
For questions 16-25, listen to a talk given by a lecturer on Agriculture and Environment and supply the
blanks with the missing information. Write NO MORE THAN THREE WORDS taken from the
recording for each answer in the space provided.
Agriculture and Environment

• 16_____________ production = biggest problem in today's world

• Agriculture is important for jobs, exports and foreign exchange
• 'Agriculture means:
• growing crops
• raising animals
• 17________________
• 18________________
• Agriculture must be sustainable: old methods, & new, chemical methods are all unsustainable 
19__________________ of biodiversity
• Biotechnology -> GM or GE —> bio-prospecting (bio-piracy) i.e. large companies steal samples of
native plants to use the 20_______________ for their own crop improvement
• 21__________________ is responsible for less food and higher prices
• Farmers need to be educated but governments also need to pay attention to 22______________ in order to
protect the environment and re-nourish the soil
• Experts from around the world could come together to form a 23______________ to observe farm
systems aiming to prevent pollution and erosion and encourage safe procedures that are also
24_________________
• Creating the project's 25________________ would be very expensive and more money would be needed
for the monitoring system but it could solve the problem of food shortages.
16. food

17. fishing

18. forestry

19. (the) destruction

20. genetic material

21. climate change/ global warming

22. policy development/ environmental policies

23. global network

24. cost-effective

25. (online) infrastructure

Welcome to this lecture on Agriculture and the Environment. I hope it is enough to make some of you
decide on a career in the field of agricultural science. As you all know, food is a basic human need and
producing enough of it is the single greatest challenge facing the modern world.

Developing nations have rapidly expanding populations so agriculture should be central to any
development agenda for those countries. What's more, 75% of people in the developing world are
dependant, directly or indirectly, on agriculture for their livelihood. And, for many low-income countries,
it's the most important sector of the economy accounting for 50% of GDP and sometimes it's the primary, if
not only, source of foreign currency.

Now, of course, when I talk about `agriculture', I am using the term to encompass more than just growing
food crops. Of course, livestock farming, fishing, and forestry are included.

In order to combat wide-scale food shortages, agricultural research programs are underway in many areas.
Using science is one way to increase productivity; but, a word of warning: agriculture must also be
sustainable. Let's look at approaches that are not sustainable. Firstly, overgrazing and intensive cropping
are two ancient but destructive practices that lead to loss of soil fertility. Secondly, the modern idea of
liberal application of chemical pesticides and herbicides has had disastrous consequences for the health of
the land, ranging from the pollution of water sources to the destruction of wildlife.

These practices have ignored the mechanisms that sustain ecological communities. Ignorance has led to the
destruction of the very biodiversity that is essential for sustainable food production. However, introducing
new agricultural techniques, especially things like genetic engineering, can be difficult because many
people remain suspicious of the fact that plants have had their genetic material modified by scientists.

Biotechnology has also led to the dubious practice of bio-prospecting, or as some prefer to call it, bio-
piracy. Foreign multinational companies have been accused of illegally obtaining samples of indigenous
plants of other countries in order to get their hands on genetic material to improve the quality or yield of
their own crops.
We must put aside the controversy surrounding the field of agricultural biotechnology in order to
concentrate on the biggest threat to food production on this planet.....which is.....? Yes, climate change.
The effects of global warming so far have been to shrink the food supply thereby pushing up prices and
making, even the most basic necessities, unaffordable.

As I see it, the international community must address this, and other challenges to agricultural production,
with urgency. Concrete scientific and technological achievements need to be presented for farmers to
evaluate and learn to use but, apart from that, governments need to address the complex issues of policy
development if the world's hungry are to be fed.

Environmental policies need to be put in place to protect ecosystems and correct soil degradation where
possible. Countries cannot continue to exploit natural resources whilst ignoring the consequences. In fact,
I'd like to see teams of agriculture and environment experts making up a global network which would
monitor the world's farming systems. Different farming systems should be studied not only with a view to
analyzing the environmental effects, but the social and economic effects as well, The studies would be
carried out with a view to stemming pollution and erosion and promoting safe, cost-effective practices that
will guarantee a secure food supply in the future.

Monitoring sites would need to be set up all across the world and data collected in a systematic way. Of
course, building the online infrastructure for such a project would cost millions of dollars and there would
be ongoing costs involved with the monitoring system but the information gathered would go a long way
towards solving the problem of feeding the masses and ensuring millions of people don't face a hungry
future.

Exercise 37.

For questions 16-25, listen to a talk given by a lecturer on Agriculture and Environment and supply the
blanks with the missing information. Write NO MORE THAN THREE WORDS AND/OR A NUMBER
taken from the recording for each answer in the space provided.
16. Frederick was the name of the duke made famous in a well-known________________.
17. Frederick was aged_____________ when he was sent to war.
18. His battles against the_______________ ended in total disaster.
19. In 1798, George III gave his son a______________ within the ranks of the military.
20. Frederick should not be held wholly accountable for failing: the__________________ of his fighters
made victory difficult to achieve.
21. The people Frederick commanded were mostly old men, new conscripts or_______________.
The Grand Old Duke of York:
— wanted to enlist better types of 22__________________
— made the army better by bringing in chaplains, medics and 23_________________
— established a college for preparing army 24__________________
— established school in Chelsea for sons of soldiers
— gave up the position of Commander-in-Chief in 1807 because of a 25_______________
— re-appointed later (in 1811) by his brother (George IV)
— died in 1827

16. rhyme/song
17. 30/thirty
18. French
19. promotion
20. nature
21. (ex-)convicts
22. soldiers
23. vets/ veterinary surgeons
24. officers
25. scandal
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 co-operate 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, Handers 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.
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 lithe 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.
Urn, 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.
Exercise 38.

For questions 16-25, listen to a presentation of a student and supply the blanks with the missing
information. Write NO MORE THAN TWO WORDS taken from the recording for each answer in the
space provided.
Saving the juniper plant
Background

16. Juniper was one of the first plants to colonise Britain after the last____________________

17 Its smoke is virtually___________________, so juniper wood was used as fuel in illegal activities.

18. Oils from the plant were used to prevent_________________ spreading.

19. Nowadays, its berries are widely used to_______________ food and drink.

Ecology

20. Juniper plants also support several species of insects and_______________

Problems

21. In current juniper populations, ratios of the__________________ are poor.

22. Many of the bushes in each group are of the same age so______________ of whole populations is
rapid.

Solutions

23. Plantlife is trialling novel techniques across__________________ areas of England.

24. One measure is to introduce_________________ for seedlings.

25. A further step is to plant________________________ from healthy bushes.

16. ice age

It’s has been discovered that it’s actually among the first species of plant to establish itself in Britain in the
period following the most recent ice age

17. invisible

…when burned, the smoke given off is all but invisible.

18. infection(s)

Particularly, during large epidemics, oils were extracted from the Juniper wood and sprayed in the air to try
to prevent spreading infections in….

19. flavor

These days, perhaps its most well-known use is in cuisine cooking where its berries are a much-valued
ingredient used to flavor a variety of…

20. fungus/ fungi

If Juniper bushes are wiped out, it would radically affect many different insects and also fungus species…

21. sexes

In present-day populations, ratios between the sexes are unbalanced

22. extinction

….the plants are the same age so this means that bushes grow old and start to die at a similar time leading
to swift extinction of whole populations

23. lowland

….this time, focusing on lowland regions of England

24. shelter(s)

The first thing is to try to provide shelters for seedlings….

25. cuttings

A further measure is that in areas where colonies are all but die out, numbers are being replaced by the
planted cuttings.

For my presentation, I’m going to summarise what I’ve found out about efforts to save one plant species ...
the juniper bush. It once flourished in Britain and throughout the world’s temperate zones, but over the last
few decades has declined considerably. Before I go on to explain the steps being taken to save it in
England, let me start by looking at some background information and why the juniper has been so
important in cultural as well as ecological terms, historically and in the present day.

Firstly, I want to emphasise the fact that juniper is a very ancient plant. It has been discovered that it was
actually amongst the first species of plants to establish itself in Britain in the period following the most
recent Ice Age. And, as I say, it has a much valued place in British culture. It was used widely as a fuel
during the Middle Ages because, when burnt, the smoke given off is all but invisible and so any illicit
activities involving fire could go on without being detected, for example, cooking game hunted illegally. It
also has valuable medicinal properties. Particularly during large epidemics, oils were extracted from the
juniper wood and sprayed in the air to try to prevent the spread of infection in hospital wards. And these
days, perhaps its most well-known use is in cuisine...cooking, where its berries are a much-valued
ingredient, used to flavour a variety of meat dishes and also drinks.

Turning now to ecological issues, juniper bushes play an important role in supporting other living things. If
juniper bushes are wiped out, this would radically affect many different insect and also fungus species. We
simply cannot afford to let this species die out.

So, why is the juniper plant declining at such a rapid rate? Well a survey conducted in the north and west of
Britain in two thousand and four to five showed that a major problem is the fact that in present-day
populations, ratios between the sexes are unbalanced and without a proper mix of male and female, bushes
don’t get pollinated. Also, the survey found that in a lot of these populations, the plants are the same age, so
this means that bushes grow old and start to die at similar times leading to swift extinction of whole
populations.

Now, the charity Plantlife is trying to do something to halt the decline in juniper species. It’s currently
trying out two new major salvage techniques, this time focusing on lowland regions of England. The first
thing it’s trying is to provide shelters for the seedlings in areas where juniper populations are fairly well
established. These, of course, are designed to help protect the plants at their most vulnerable stage. A
further measure is that in areas where colonies have all but died out, numbers are being bolstered by the
planting of cuttings which have been taken from healthy bushes elsewhere.

Now, I hope I’ve given a clear picture of the problems facing this culturally and ecologically valuable plant
and of the measures being taken by Plantlife to tackle them. If anyone has any questions, I’d be happy to ...

Exercise 39.
For questions 16-25, listen to a talk about the birds in New Zealand and supply the blanks with
the missing information. Write NO MORE THAN TWO WORDS taken from the recording for
each answer in the space provided.
Birds in New Zealand
Facts
– The birds often build their nests along the coastline or next to the 16____________
– In 1984. researchers found that there were 17____________ of this kind of bird left.
– It is difficult to 18____________ the number of birds accurately.
Influencing factors
– Human activities, such as 19____________ and building homes threaten the bird population.
– The birds are influenced by many species which can eat their 20____________
– Natural disasters like 21____________ can also reduce the population of the birds.
Ways of protection
– The zoo should hire a 22____________ to keep the birds from being poached
– The organizer could build 23____________ to prevent the public from getting closer.
– People should make more of an effort to protect 24____________ birds.
– Through the 25____________, people will learn more about bird protection.

16. river
17. 3 pairs
18. estimate
19. farming
20. eggs
21. storms
22. guard
23. fence
24. wild
25. media

Ladies and Gentlemen, good afternoon. In this session, we're going to talk about birds indigenous to New
Zealand, delving into the facts and analysing methods of protecting these species from extinction.

It may be a surprise to you to know that there are millions of bird species that are endemic to New Zealand;
in other words, they are rarely found anywhere else throughout the world. Because quite a large number
of these birds lead a living on a diet of freshly-caught fish, they often nest alongside the coastline or,
follow the neighbouring river, if necessary to track freshwater fish. Once they have mated, the female
will collect twigs and pieces of debris to build nests where she can hatch her eggs under safe circumstances,
like out the reach of predators.

When first immigrants landed on New Zealand roughly 7 centuries ago, rats were carried on the ships with
them. The rats flourished in the warm climate and gradually became a threat to the native bird populations,
particularly to the flightless species. In 1984, researchers discovered that just 3 pairs of flightless bird
species remained in existence, and that even these faced severe pressure. Now, New Zealand is a global
pioneer in facilitating the recovery of severely endangered species from the brink of extinction.
Every year, researchers conduct certain surveys aimed at monitoring the fluctuation in the levels of bird
numbers and species living in New Zealand. Owing to migration patterns of a few bird species, it is far
from easy to accurately estimate the bird numbers since many may have flown to other regions in
search of mates and warmer climates, and thus not be included in the investigation.

Probably, there is a sensitive link between bird numbers and environmental influences, especially those
closely linked to human activities. Routine activities, such as farming or building houses, can have a
massive impact on the local populations. Forests that play a role of a habitat for thousands of birds can be
entirely eradicated to produce fields for cropping or to provide wood for construction, which is such a
catastrophic impact.

It is not only the activities of humans that threaten the living conditions of bird species, but the population
of many predatory animal species has dramatically risen in New Zealand. One of these predators is the
Mantane snake, which was introduced from Australia and has decimated the population of Killdeer birds.
These birds nest on the ground, and often return to find their eggs have been devoured by the egg-
eating snakes.

One cannot dismiss; of course, it is the disadvantage of that nature itself that imposes on the survival of
many bird species. Natural disasters such as storms can be devastating, tearing apart forests and
leaving thousands of destroyed nests in their wake. Monsoons flood the rivers and often drown many of
the flightless bird species that are unable to escape.

Unfortunately, illegal hunting, which is the greatest threat to bird species in New Zealand, is nearly
impossible to prohibit. Several bird species, which are going to be extinct, now appear on display at the
national zoo, and there is such a crucial need that urgent policies are adopted to protect them. The zoo
recently employed an expert in bird protection, who strongly suggested that a guard should be
employed to protect their birds from poachers.

The expert also lays much stress on the fact that the birds can be haunted by quite a stressed
situation where the public can approach them too closely, suggesting that the administration install a
fence network to keep the public a safe distance away, from the birds. In spite of this threat to birds in
captivity, it is the freely roaming birds that are most at risk. Many efforts are being made to educate the
public in terms of how they can contribute towards protecting birds that are living in the wild.
Finally, research has indicated that one of the most feasible measures of keeping the public noticed
about the significance of protecting the bird populations is through the media. I advise you all to read
the related articles in specialist journals, and also do some research on the Internet. Everyone can make
your own contribution if you put your mind upon it!

Exercise 40.

For questions 16-25, listen to a postgraduate psychology student talking to other students about
a job-satisfaction study he has investigated and supply the blanks with the missing information.
Write NO MORE THAN TWO WORDS taken from the recording for each answer in the space
provided.
Workers involved in the study were employed at a 16___________.
Despite some apparent differences between groups of workers, the survey results were statistically
17___________.
The speaker analysed the study's 18___________ to identify any problems with it.
The various sub-groups were 19___________ in size.
Workers in the part-time group were mainly 20___________.
The 21___________ of workers who agreed to take part in the study was disappointing.
Researchers were unable to 22___________ the circumstances in which workers filled out the
questionnaire.
In future, the overall size of the 23___________ should be increased.
In future studies, workers should be prevented from having discussions with 24___________.
Workers should be reassured that their responses to questions are 25___________.
16. call centre
17. inconclusive
18. methodology/methods
19. unequal
20. female/women
21. response
22. control
23. sample/group
24. their/other colleagues
25. confidential

Good morning everyone. For my presentation today I’m going to report on an assignment that I did
recently. My brief was to analyse the methods used in a small study about job satisfaction, and then to
make recommendations for future studies of a similar kind.

The study that I looked at had investigated the relationship between differences in gender and differences in
working hours, and levels of job satisfaction amongst workers. For this purpose, employees at a call centre
had been asked to complete a questionnaire about their work.

I’ll summarise the findings of that study briefly now. First of all, female full-time workers reported slightly
higher levels of job satisfaction than male full-time workers. Secondly, female part-time workers reported
slightly higher levels of satisfaction than female fulltime ones did. On the other hand, male part-time
workers experienced slightly less job satisfaction than male full-time workers. But although these results
seemed interesting, and capable of being explained, perhaps the most important thing to mention here is
that in statistical terms they were inconclusive.

Personally, I was surprised that the findings hadn’t been more definite, because I would have expected to
find that men and women as well as full and part-time workers would experience different levels of
satisfaction. So I then looked more carefully at the methodology employed by the researchers, to see where
there may have been problems. This is what I found.

First of all, the size of the sample was probably too small. The overall total of workers who took part in the
survey was two hundred twenty-three, which sounds quite a lot, but they had to be divided up into sub-
groups. Also the numbers in the different sub-groups were unequal. For example, there were one hundred
fifty-four workers in the full-time group, but only sixty-nine in the part-time group. And amongst this part-
time group, only ten were male, compared to fifty-nine who were female.
Secondly, although quite a large number of people had been asked to take part in the survey, the response
was disappointingly low - a lot of them just ignored the invitation. And workers who did respond may have
differed in important respects from those who didn’t. Thirdly, as the questionnaires had been posted to the
call centre for distribution, the researchers had had very limited control over the conditions in which
participants completed them. For instance, their responses to questions may have been influenced by the
views of their colleagues. All these problems may have biased the results.

In the last part of my assignment I made recommendations for a similar study, attempting to remove the
problems that I’ve just mentioned.

Firstly, a much larger sample should be targeted, and care should be taken to ensure that equal numbers of
both genders, and both full and part-time workers, are surveyed. Secondly, the researchers should ensure
that they are present to administer the questionnaires to the workers themselves. And they should require
the workers to complete the questionnaire under supervised conditions, so that the possibility of influence
from other colleagues is eliminated. Finally, as workers may be unwilling to provide details of their job
satisfaction when they are on work premises, it’s important that the researchers reassure them that their
responses will remain confidential, and also that they have the right to withdraw from the study at any time
if they want to. By taking measures like these, the reliability of the responses to the questionnaires is likely
to be increased, and any comparisons that are made are likely to be more valid.

So that was a summary of my assignment. Does anyone have any questions?

Exercise 41.

Complete the form below. Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each
answer

Accident Report
Time of accident: 1 ___________

Details of the accident:

The driver failed to stop at the junction of Monks Road and High Street.

There were 2___________ people in the car, all around 20 years old.

The car hit a woman on her 3___________.

The car was last seen heading towards the 4___________.

The 5___________ at the junction were out of order.

Make and model of the car:

red Ford Fiesta, with one door 6___________

Registration number: 7___________

Witness name: Rita 8___________

Address: 19, 9___________, Bradford

Telephone number: 0232 566788

Mobile number: 10 ___________

1 1.15/one fifteen
2 3/three
3 bicycle/bike
4 town centre/center
5 traffic lights
6 damaged
7 Y48 BYW
8 Stansfield
9 Althorpe Road
10 07834 889772
Police officier: Hello madam. I understand you witnessed the accident. Have you got a few minutes to tell
me what you saw?
Woman: Yes, no problem. I don't have to be back at work for a while, so I'm pleased to help.
Police officier: Did you actually see what happened?
Woman: Yes. I was standing over there, near the bus stop. I was on my way to get something for lunch and
just happened to be looking at a shop across the road. That's when I saw the red car come out from the
junction over there.
Police officier: You don't happen to know what time it occurred, do you?
Woman: Well, I left work for my lunch break at one, and its only about ten minutes' walk away — the
office, I mean — so it might have been about ten past one. Although I did pop into the shop for something,
so it was probably closer to one fifteen.
Police officier: So it pulled out of Monks Road — that's the road over there — straight onto High Street?
Woman: That's right, yes.
Police officier: Did you get a view of who was in the car?
Woman: There were three of them. Two in the front, the driver, of course, someone in the passenger seat,
and there was someone in the back. They were quite young. I doubt if they were much older than twenty.
Anyway, they came speeding out of the side road over there and hit that lady's bicycle. The driver didn't
bother to stop to find out if she was OK. He just drove off along the main road towards the town centre. Er,
is the woman OK?
Police officier: She should be fine. She banged her head when she came off the bike, so we've called for an
ambulance — they always like to check you out in case you have concussion. But no, she seems fine.
Woman: The bike doesn't look too good, though. I don't think she'll be using that again. I suppose she was
very lucky, really. If they'd hit her instead of the front wheel, she could have been seriously injured. It
looked like they were just in a hurry and didn't want to stop at the junction. I know the traffic lights aren't
working there, so perhaps they thought they could just pull out.
Police officier: Could you give me a description of the car? Do you know the make and model?
Woman: Well, I'm not very good with cars, but I’m pretty sure it was the same model as my husband’s car,
a Ford Fiesta. It was really like I said and quite old, and the door on the driver’s side was damaged. It
looked like it had been in another accident some time ago.
Police officier: I don’t suppose you had a chance to take down the registration number, did you?
Woman: I did, actually. Let me see ... um, Y 4 8 B Y W. Will that help you trace them?
Police officier: That's really helpful. It depends. It might be a stolen car, but at least we’ll be able to trace
the owner. If it wasn’t stolen, then yes, we’ll be able to find out the name of the driver. Now would you
mind giving me your contact details, just in case we need to get in touch about anything?
Woman: Of course
Police officer: What's your name?
Woman: Mrs Stansfield. Rita Stansfield. That's STANSFIELD.
Police officier: And your address. Mrs Stansfield?
Woman: 10 Althorpe Road Bradford. That's ALTHORPE.
Police officer: Have you got a telephone number we can get you on?
Woman: Yes, it’s 0232566788.
Police officer: And do you have a mobile number?
Woman: Yes ... 07834889772.
Police officer: That's great, Mrs Stansfield. As I said, we may get in touch if we need any further
information, but probably what you've told me is enough. Thanks for your time.
Woman: No problem. I'm glad to have been of help.

Exercise 42.

Harry’s Hire Company

Questions 1–6
Complete the notes below.
Write NO MORE THAN TWO WORDS AND / OR A NUMBER for each answer.
Hire for: birthday party
Equipment Hire:
Day and date of event: 1 …………………… November
Number attending event: 2 ……………………
Rental: 5 dozen dinner plates, bowls
5 dozen sets of 3 ………… and …………
40 plastic 4 ……………………
4 dozen each small / medium glasses
six 5 ……………………
Costings:
Weekend Package: 5 p.m. Fri – 10 a.m. Mon: $1600 + tax
6 …………………… Package: 5 p.m. Sat – 10 a.m. Mon: $1350 + tax
7 ……………………: $50 (within 10 km)
Breakage Insurance: $60
Replacement costs: plates, bowls – $3.55 per item
small glasses – 8 …………………… per item
medium glasses – $4.40 per item
Customer Details:
Full name: 9 ……………………
Address: 28B Sandstone Close, Martinsborough
Contact number: 10. 084 ……………………

1 Saturday 25th / 25
2 55 / fifty-five / fifty five
3 knives / forks
4 (garden) chairs
5 ice buckets
6 same-day / same Day
7 home delivery
8 $3.50 / three dollars fifty
9 Susan Millins
10 3987695
MAN: Hello, welcome to Harry’s Hire Company. How can I help you?
WOMAN: Oh, hi, yes, I’ve come in to find out about renting stuff for a 21st birthday
party.
MAN: Yes, of course … First of all, what date is the party?
WOMAN: It’s next Saturday. That was the closest we could get to the actual birthday,
which is the 22nd of November. Gosh, it’s hard to believe it was 21 years ago,
seems like yesterday …
MAN: So, the 18th of November?
WOMAN: No, sorry, I meant the following Saturday, the 25th
MAN: OK, we have just about everything here; tableware, marquees … you name it,
we rent it! What size of event are we talking about here?
WOMAN: Yes, that’s a good question. We were planning to have about 40 people, but
you know how these things grow and it went up to 60 at one stage … umm …
I think it’s back to 55 now. Yes, that’s right. It was all getting a bit out of hand.
MAN: Ok, and what kind of catering and entertainment are you having? We can
help with entertainment hire, too, you know, if you need microphones or a
sound system.
WOMAN: Oh, that’s good! We’ve booked a catering company, and they’re providing a
meal. It’s nothing elaborate, just finger food snacks and then a simple buffet
meal, so we’ll need all the usual dinner plates and bowls … I suppose 5
dozen of everything, oh and knives and forks too, 5 dozen sets. We won’t
need any cooking equipment, because the caterers will do that, and they’re
providing tea and coffee as well.
MAN: I see, and do you need any tables or chairs.
WOMAN: Well, not tables, because we wouldn’t have room for them, but I suppose
some extra chairs might come in handy. What type do you have?
MAN: Come over here and I’ll show you. We have a couple of different kinds. We do
have folding wooden ones, like these, but the most popular ones are just
those stackable plastic garden chairs, we rent a lot of those…
WOMAN: Yes, the plastic ones look great. Maybe 40 of those.
MAN: Ok … I’m making a list here as we speak. Was there anything else? Oh, do
you want small or medium glasses? People generally want both sizes.
WOMAN: Yep, better get both kinds. Four dozen of each. Umm … and what else? The
caterers are supplying a punch bowl, so that’s OK. Oh, I know, what about six
ice buckets, for keeping the drinks cold? We’re providing all the drinks,
because I have a friend who is helping us with that. Umm … I suppose this is
going to get very expensive.
MAN: Well, let’s talk about our packages and rental deals. Firstly… what day do you
want to collect the equipment?
WOMAN: Oh, I’m not sure. Does that make a difference to the price?
MAN: Well … the weekend package deal is to pick up after 5 p.m. on Friday, and
drop off before 10 a.m. on Monday. That will be sixteen hundred dollars plus
tax. If you want to save a bit of money, you can collect the equipment on the
day of the party before 5 p.m., and drop off on the Monday before 10 a.m.,
and that will be thirteen hundred and fifty dollars plus tax. That’s called the
same-day package. Your party numbers come between our small and
medium price packages, I’m afraid, so in fact you could rent a few extra of
everything for the same price.
WOMAN: I see. Well, we’re not inviting more guests! I think we have quite enough
already … umm … are there any other hidden charges with those packages?
MAN: No, not really. But if you want us to drop off and pick up at your house, there
is an extra home delivery charge of $50, provided you live within 10 km of
here. Oh, and if you want to take out breakage insurance, that’s a $60 flat fee.
Otherwise, you pay for every item you break, at the replacement cost.
WOMAN: Wow, so how much is that then? I bet that soon adds up.
MAN: Well, yes, it does a bit. Let’s see … tableware is $3.55 a piece, small glasses
are $3.50 and medium glasses are $4.40. Oh, and if you break a chair,
they’re expensive: $15 each, and you’d be surprised what happens when the
party gets going!
WOMAN: Yes, insurance sounds like a good idea, and I think I’ll take the weekend
package deal, thanks, it’s much more convenient, isn’t it? And not much more
expensive.
MAN: OK, so let’s take a few details then. Your name?
WOMAN: Oh, it’s Susan Millins.
WOMAN: No, it’s M-I-L-L-I-N-S
MAN: Right. And your address please?
WOMAN: 28B Sandstone Close, Martinsborough
MAN: And just to confirm the order; the medium-size party weekend package with
breakage insurance, and did you want to collect this yourself?
WOMAN: Yes, thank you. I do live within 10 km, but I don’t want to pay any extra
charges. I’ll get my son to help me.
MAN: OK, we’ll need an emergency contact number, just in case anything goes
wrong. Oh, and credit card details, of course.
WOMAN: Oh, yes, of course, the phone number is 084 – 398 – 7695
MAN: OK, thank you, and now the credit card…..
Exercise 43.
Questions 1–6
Complete the form below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

Application Form for use of Library Internet Service

Family name: Milton

First names: 1 ……………….. Jayne
Address: 2 ………………..
35 Maximilian Way
Whitfield
Post Code: 3 ………………..
Occupation: Nurse
(works the 4 ………………..)
Home phone: N/A
Mobile: 0412 214 418
Type of ID: 5 ………………..
ID number: AZ 1985331
Date of Birth: 25th 6 ………………..

Questions 7 and 8
Choose TWO letters, A–E.
What will the woman use the internet for?
A trade & exchange
B research
C email
D social networking
E job vacancies

Questions 9 and 10
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
9 How much does it cost to register as an internet user?
………………………………….
10 What is the maximum amount of time allowed per single daily internet session?
……………………………
1. Lynda

2. Unit 15 / Unit fifteen

3. 5577

4. night shift

5. swipe card

6. September 1975 / Sept 1975

7&8. A, C (in either order)

9. fifteen dollars / $15 / 15 dollars

10. 60 minutes/sixty minutes/one hour/1 hour

WOMAN: Good morning, I’d like to register to use the internet in the library.

MAN: Do you have a library card?

WOMAN: Yes, I’ve been a member for 6 months but I’ve never used the internet services before.

MAN: No problem. Can I have your full name please?

WOMAN: Lynda Jayne Milton.

MAN: So, Milton is your surname?

WOMAN: Yes.

MAN: And Linda, L-i-n-d-a?

WOMAN: Well, no, actually it’s L-Y-N-D-A.

MAN: Lynda … Jane.

WOMAN: And, erm, Jane isn’t spelt J-a-n-e either. It’s J-A-Y-N-E.

MAN: Okay, got that …thank you. Now, where do you live, Lynda?

WOMAN: Unit 15, 35 Maximilian Way.

MAN: That’s in Whitfield, right? I have a cousin who lives in that area.

WOMAN: Yes, Whitfield.

MAN: And the postcode is double seven double five?

WOMAN: Not quite – you’ve got it round the wrong way. It’s double five double seven.

MAN: Whoops, okay, moving on now … Do you work or are you at home during the day?
WOMAN: Well, both, actually. I work as a nurse but I’m on permanent night shift.

MAN: Oh, I see. In that case, we won’t put down your home phone number because I’m sure you don’t
want to be disturbed when you’re trying to sleep.

WOMAN: Thanks, I appreciate that – you can always leave a message on my mobile if you have to contact
me. I have it turned off when I’m sleeping, but I regularly check my voicemail for messages.

MAN: And that number is?

WOMAN: 0412 214 418

MAN: Good. Now I’ll need to see some form of photo ID – have you got something with you?

WOMAN: Yes, just a minute, here’s my swipe card for the hospital.

MAN: Thank you. I just need to make a note of the number … AZ 1985331

WOMAN: Is that all you need?

MAN: Just one more thing – your date of birth – but I can get that from the card. One moment …

WOMAN: Look – I’m afraid you haven’t copied it down correctly. I was born on the 25th September,
1975.

MAN: What have I written? Oh yes, I see it now, I’ve got the 25th of the eighth month, but that would
make it August … Thanks for spotting the mistake.

MAN: Well, that’s the application form done – now, I wonder if you’d mind taking part in a survey we’re
doing?

WOMAN: That’s fine. What do you want to know?

MAN: Basically, we’re trying to find out why people access the internet. I mean, what would you be using
it for? Social networking, I suppose.

WOMAN: I don’t really think so – I haven’t got the time for something like that. But I do want to keep in
touch with friends and family both here and abroad, so I’d mostly be making use of my email account.

MAN: I see. A lot of students come in here to do research – is that something that you might be doing?

WOMAN: I think the internet is a great tool for research but it’s not something that interests me at the
moment.

MAN: What about checking out a new job?

WOMAN: A lot of my friends use the internet for job hunting and they say it’s the best way to look for a
new position – I’m quite settled where I am, though. You can get access to the other classifieds, can’t you?
Trade and exchange, that kind of thing …

MAN: Yes, and I’m told it’s a very popular way of buying and selling these days.

WOMAN: Well, I’ll definitely be using it for that.

MAN: Thanks a lot. Now, do you have any questions?

WOMAN: Is there a charge for the service?

MAN: It used to be free but we’ve decided to set a one-off payment of fifteen dollars for the initial
registration.

WOMAN: Oh, that’s not bad at all. One more thing … is there a time limit for each session, like half an
hour or something?

MAN: Oh, it’s better than that – one 60-minute session per day – quite generous really. But we’re very
strict about it.

WOMAN: I’d rarely spend more than 45 minutes on the internet at any one time so that’ll be more than
enough. Thank you.

Exercise 44:

Questions 1–10
Questions 1–5
Complete the notes below.
Write NO MORE THAN ONE WORD AND/OR A NUMBER for each answer.

Second-hand Bedroom Furniture for Sale

Example Answer

Number of items for sale: three

Bedside tables

Construction: wood
 Colour: 1 ………………..

two (in each table)

Drawers:
handles made of 2 ………………..

Height: 3 ……………….. cm

Condition: 4 ………………..

Price: 5 ……………….. (for both)

Questions 6–10
Complete the notes below.
Write NO MORE THAN ONE WORD AND/OR A NUMBER for each answer

Dressing table

Drawers: five (two are 6 ………………..)

Width: 7 ………………..

three: one large, two small (all

Mirrors:
8 ………………..)

Condition: good

Price: 9 ………………..

Seller’s details

Name: Carolyn Kline

Address: 19 10 ……………….. Road

Answers
1. cream
2. brass
3. 65 / sixty-five
4. perfect
5. £30 / 30 pounds / thirty pounds
6. deep
7. 1.25 metres / 1.25 m
8. adjustable
9. £50 / 50 pounds / fifty pounds
10. Domain

Transcript
You will hear a telephone conversation between a woman who is selling some furniture and a man who is
making enquiries about it. First, you have some time to look at questions 1 to 5.

[20 seconds]

You will see that there is an example that has been done for you. On this occasion only the conversation
relating to this will be played first.

WOMAN: Hello, Carolyn speaking.

MAN: Hello. My name is Lincoln Farraday and I’m ringing to see if you still have the bedroom furniture
that you advertised for sale?
WOMAN: Yes, there are three items left – two bedside tables and a dressing table.

The woman said she has three items available so three 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 to 5.
WOMAN: Hello, Carolyn speaking.
MAN: Hello. My name is Lincoln Farraday and I’m ringing to see if you still have the bedroom furniture
that you advertised for sale?
WOMAN: Yes, there are three items left – two bedside tables and a dressing table.
MAN: Oh, good. They’re just the items I’m after. Tell me, what’s the construction of the bedside tables – I
mean, what are they made of?
WOMAN: Well, they’re a matching pair and they’re made of wood – but the wood has been painted, it’s
not brown anymore, it’s been painted cream.
MAN: I see.
WOMAN: Each table has a shelf and 2 drawers. Oh, and the drawers have square brass handles – quite
modern and quite nice really.
MAN: And what about the dimensions?
WOMAN: Well, each table is 50 centimetres wide …
MAN: That’s good, much bigger than that and they wouldn’t fit beside my bed. I live in an apartment
where the bedrooms are quite small. What I really need to know is how tall they are – you see my bed’s
quite high.
WOMAN: 65 centimetres high and 45 centimetres deep.
MAN: Thanks. Just a couple more questions about the bedside tables, what condition are they in and how
much are they?
WOMAN: They’re in perfect condition – there isn’t a mark on them, you know. I had them painted
professionally, you see, so the finish is much better than you’d normally expect. As for how much … well,
I guess … I think fifteen pounds each would be a fair price, but I’ve decided that I’ll only sell them
together, as a pair, so that means the price is thirty pounds all up.
……………………………………………………………………………………………
Before you hear the rest of the conversation, you have some time to look at questions 6 to 10.
[20 seconds]

Now listen and answer questions 6 to 10.

MAN: Now, can you tell me about the dressing table?

WOMAN: Yes, it matches the other tables in colour and style.
MAN: Good – how many drawers does it have?
WOMAN: Five altogether. Um … the bottom two drawers hold more as they’re deep.
MAN: Mmm … and the dimensions – how wide is it? That’s all I need to know – it wouldn’t be more than
a metre and a half, would it?
WOMAN: Well, just under actually … it’s … ah, 1.25 metres across.
MAN: Does it have a mirror?
WOMAN: Three.
MAN: Sorry?
WOMAN: It has three mirrors – you know … a central one and a narrower one on each side. And they’re
all adjustable.
MAN: I see – and the overall condition of the dressing table?
WOMAN: Well, it has a couple of scratches on the surface but it’s still in good condition so I’m asking
fifty pounds.
MAN: Could I call round and have a look later today?
WOMAN: What time were you thinking of?
MAN: In about half an hour …
WOMAN: Oh, yes, that’s fine. By the way, my name is Carolyn Kline – it’s on the gate at the front of the
house.
MAN: Kline – is that K-L-I-N-E?
WOMAN: That’s right. And I live at 19 Domain Road.
MAN: Did you say the main road?
WOMAN: No, Domain – D-O-M-A-I-N Road.
MAN: That’s just off Ash Grove, isn’t it?
WOMAN: Yes. See you soon then …
MAN: Yes, in about 30 minutes.

Exercise 45:

Questions 1-10

Complete the notes below. Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each
answer.

West Bay Hotel – details of job

Example Answer

ŸNewspaper advert for temporary staff

Ÿ Vacancies for 1…………………..

Ÿ Two shifts

Ÿ Can choose your 2………………….. . (must be the same each week)

Ÿ Pay: £5.50 per hour, including a 3………………….. .

Ÿ A 4………………….. is provided in the hotel

Ÿ Total weekly pay: £231

Ÿ Dress: a while shirt and 5………………….. trousers (not supplied)

a 6………………….. (supplied)

Ÿ Starting date: 7………………….. .

Ÿ Call Jane 8………………….. (Service Manager) before 9………………….. tomorrow

(Tel: 832009)

Ÿ She’ll require a 10………………….. .

Answer:

1: waiter(s)
2: day off
3: break
4: (free) meal
5: dark (coloured/colored)
6: jacket
7: 28 June
8: Urwin
9: 12.00 (pm)/noon/mid-day
10: reference

WOMAN: Hello, West Bay Hotel. Can I help you?

MAN: Oh, good morning. I’m ringing about your advertisement in the Evening Gazette.

WOMAN: Is that the one for temporary (Example) staff?

MAN: That’s right.

WOMAN: Yes. I’m afraid the person who’s dealing with that isn’t in today, but I can give you
the main details if you like.

MAN: Yes, please. Could you tell me what kinds of staff you are looking for?

WOMAN: We’re looking for waiters (Q1) at the moment. There was one post for a cook, but
that’s already been taken.

MAN: Oh right. Erin, what are the hours of work?

WOMAN: There are two different shifts – there’s a day shift from 7 to 2 and a late shift from 4
till 11.

MAN: And can people choose which one they want to do?

WOMAN: Not normally, because everyone would choose the day shift I suppose. You alternate
from one week to another.

MAN: Okay. I’m just writing all this down. What about time off?

WOMAN: You get one day off and I think you can negotiate which one you want, it’s more
or less up to you (Q2). But it has to be the same one every week.

MAN: Do you know what the rates of pay are?

WOMAN: Yes, I’ve got them here. You get £5.50 an hour, and that includes a break (Q3).
MAN: Do I have to go home to eat or…

WOMAN: You don’t have to. You can get a meal in the hotel (Q4) if you want to, and there’s
no charge for it so you might as well.

MAN: Oh good. Yes, so let’s see. I’d get er, two hundred and twenty one, no, two hundred
and thirty one pounds a week?

WOMAN: You’d also get tips-our guests tend to be quite generous.

MAN: Ern, is there a uniform? What about clothes?

WOMAN: Yes, I forgot to mention that. You need to wear a white shirt, just a plain one,
and dark (Q5) trousers. You know, not green or anything like that. And we don’t supply those.

MAN: That’s okay, I’ve got trousers, I’d just have to buy a couple of shirts. What about
anything else? Do I need a waistcoat or anything?

WOMAN: You have to wear a jacket, but the hotel lends you that. (Q6)

MAN: I see. Er, one last thing – I don’t know what the starting date is.

WOMAN: Just a minute, I think it’s sometime around the end of June. Yes, the 28th ,(Q7) in
time for the summer.

MAN: That’s great. I’m available from the 10th.

WOMAN:Oh good. Well, if you can call again you need to speak to the Service Manager. Her name’s Jane
Urwin, that’s U-R-W-I-N (Q8), and she’ll probably arrange to meet you.

MAN: Okay. And when’s the best time to ring?

WOMAN: Could you call tomorrow? Um, she usually starts checking the rooms at midday, so
before then if you can (Q9), so she’ll have more time to chat. I’ll just give you her number because she’s
got a direct line.

MAN: Thanks.

WOMAN: It’s 832 double – 0 9.

MAN: 823 double -0 9?

WOMAN: 832

MAN: Oh, okay. Yes, I’ll do that.

WOMAN: And by the way, she will ask you for a reference (Q10), so you might like to be
thinking about that. You know, just someone who knows you and can vouch for you.

MAN: Yes, no problem. Well, thanks very much for your help.
WOMAN: You’re welcome. Bye.

MAN: Bye.

Exercise 46:

Questions 1 and 2

Choose the correct letter A, B or C

1. In the lobby of the library George saw

A. a group playing music

B. a display of instruments

C. a video about the festival

2. George wants to sit at the back so they can

A. see well
B. hear clearly

C. pay less

Questions 3-10

Complete the form below. Write NO MORE THAN TWO WORDS AND / OR A NUMBER for each
answer.
SUMMER MUSIC FESTIVAL

BOOKING FORM

NAME: George O’Neill

ADDRESS: 3 …………………. , West sea

POSTCODE: 4 …………………..

TELEPHONE: 5 ………………….

Date
Event Price per ticket No. Of tickets

Instumental group
5 June
£7.50 2
– Guitarrini

Singer (price
includes
17 June
£6 2
6 ………………….

in the garden)

22 June
7
…………………….
£7.00 1
(Anna Ventura)
 23 June

Spanish Dance & 8£ 9

Guitar Concert ………………… ……………………

NB Children / Student / Senior Citizens have 10 …………………discount on all tickets.

1. C : a video about the festiva
2. B. hear clearly
3. 48 North Avenue
4. WS6 2YH
5. 01674553242
6. free drink
7. the pianist
8. 10.50
9. 4
10. 50%

NINA: Hi, George! Glad you’re back. Loads of people have phoned you.

GEORGE : Really?

NINA: I felt just like your secretary!

GEORGE : Sorry! I went into the library this afternoon to have a look at a newspaper and I came across
something really interesting.

NINA: What? A book?

GEORGE : No, a brochure from a summer festival – mainly Spanish music. Look, I’ve got it here.

NINA: Spanish music? I really love the guitar. Let’s have a look. So what’s this group ‘Guitarrini’?

GEORGE : They’re really good. They had a video (Q1) with all the highlights of the festival at a stand
in the lobby to the library,

so I heard them. They play fantastic instruments – drums and flutes and old kinds of guitars. I’ve never
heard anything like it before.

NINA: Sounds great.

GEORGE : Okay. Shall we go then? Spoil ourselves?

NINA: Yes, let’s.

GEORGE : The only problem is there aren’t any cheap seats…it’s all one price.
NINA: Well, in that case we could sit right at the front – we’d have a really good view.

GEORGE : Yeah, though I think that if you sit at the back you can actually hear the whole thing
better. (Q2)

NINA: Yes, Anyway we can decided when we get there.

NINA: So will you fill in the form or shall I?

NINA: Just a minute – I’ve got it written down here. WS6 2YH (Q4). Do you need the phone too?

GEORGE : I’ll do it. Name: George O’Neill. Address: 48 North Avenue (Q3), Westsea. Do you
remember our new postcode? Still can’ remember it.

GEORGE : Please. I’m really bad at numbers.

NINA: 01674553242 (Q5). So, let’s book two tickets for Guitarrini.

GEORGE : Okay. If you’re sure £7.50 each is right. How do you feel about the singer?

NINA: I haven’t quite decided. But I’ve noticed something on the booking form that might just persuade
me!

GEORGE : What’s that then?

NINA: Free refreshments!

GEORGE : Really?

NINA: Yes, look here. Sunday 17th of June. Singer, ticket £6.00 includes drinks (Q6) in the garden.

GEORGE : Sounds like a bargain to me!

NINA: Yes, let’s book two tickets for that. So, what else? I’m feeling quite keen now! How about the
pianist (Q7) on the 22nd of June?

GEORGE : Anna Ventura? I’ve just remembered that’s my evening class right.

NINA: That’s okay. I’ll just have to do on my own – but we can go to the Spanish dance and guitar concert
together, can’t we?

GEORGE : Yes – I’m sure Tom and Kieran would enjoy that too. Good heavens – £10.50 (Q8) a ticket! I
can see we’re going to have to go without food for the rest of the week – we’ll need to book four! (Q9)

NINA: Wish we were students – look! Children, Students and Senior Citizens get a 50% (Q10) discount
on everything.

GEORGE : If only!
Exercise 47:

Questions 1-3

Complete the form below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each
answer.
TOTAL INSURANCE INCIDENT REPORT

Example Answer

Name Michael Alexander

Address 24 Manly Street, (1) ………………….., Sydney

Shipping agent 2) …………………..

Place of origin China

Date of arrival 3) …………………..

Reference number 601 ACK

Questions 4-10

Complete the table below. Write ONE WORD AND/OR A NUMBER for each answer.
Item Damage Cost to repair/replace

The 4 ………………….. is
Television Not known
damaged

The 5 ………………
The 6 …………………..of
…. cabinet 7 $ …………………..
the cabinet is damaged

A 8 …………………..is
Dining room table $200
split

Six 9 ………………….. we About 10 $ …………………..

Set of china
re broken in total

ANSWER
1. Milperra
2. First Class Movers
3. 28 November
4. screen
5. bathroom
6. door
7. 140
8. leg
9. plates
10. 60

JUDY: Good morning. Total insurance. Judy speaking, how may I help you?

MICHAEL: I recently shipper my belongings from overseas back here to Australian and I took out
insurance with your company. Some items were damaged during the move so I need to make a claim. What
do I have do?

JUDY: Okay, well first I need to get a few details about this. Can you give me your name
please?
MICHAEL: Yes, It’s Michael Alexander. (Example)

JUDY: Okay. And your address please?

MICHAEL: My old address or mu current one?

JUDY: Your current one.

MICHAEL: It’s 24 Manly Street, Milperra near Sydney.

JUDY: What was the suburb, sorry?

MICHAEL: Milperra. M-I-L-P-E-R-R-A (Q1).

JUDY: Right. Now, who was the shipping adent Mr. Alexander?

MICHAEL: You mean the company we used?

JUDY: Yes, the company who packed everything up at he point of origin.

MICHAEL: Oh, it was…er…First Class Movers (Q2) .

JUDY: Okay … where were the goods shipped from?

MICHAEL: China, but the ship came visa Singapore and was there for about a week.

JUDY: Don’t worry, all of that information will be in the documentation. Now, the dates. Do
you know when the ship arrived?

MICHAEL: It left on the 11th of October and got to Sydney on the 28th of November (Q3) .

JUDY: Okay, I need one more thing. There’s a referent number. It should be in the top right-
hand comer of the pink from they gave you.

MICHAEL: Let me have a look. I have so many papers. Yes, here it is. It’s 601 ACK.

JUDY: Thanks.

MICHAEL: Yes, well four things actually. I’ll start with the big things. My TV first of all. It’s a large
one…very expensive.JUDY: 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 how many items were damaged and what the damage
was?

JUDY: Our insurance doesn’t cover electrical problems.

MICHAEL: It isn’t an electrical problem. The screen has a huge crack (Q4) in it so it’s unusable.

JUDY: I see. Any idea of the price to repair it?

MICHAEL: No, Well. I don’t think it can be repaired. It will need a new one (Q4).
JUDY: Okay. I’ll make a note of that and we’ll see what we can do. Now, what was the second
item?

MICHAEL: The cabinet from the bathroom (Q5) was damaged as well. It’s lovely cabinet, we use it
to keep our towels in.

JUDY: And what is the extent of the damage?

MICHAEL: Well, the back and the sides seem okay but the door has a huge hole in it (Q6). It can’t
be repaired . I’m really not very happy about it.

JUDY: And how much do you think it will cost to replace it?

MICHAEL: Well, when I bought it last year I paid $125 for it. But the one I’ve seen here in Sydney is
a bit more expensive, it’s $140 (Q7).

JUDY: Right, and what was the third item?

Exercise 48:

Question 1-10

Listen to the conversation and complete each gap with no more than THREE words.
BUSINESS NATIONWIDE
Courses available:
Name of Course: (0) Getting Started
Time: Two hours from (1) …….
Cost: Free
Course Content: Is starting a business right for me?
Writing a (2)........
Some legal issues
Nearest Location: Handbridge
Next Course Date: 20th March

Name of Course: (3)………….

Length of course: (4)............
Cost: (5) ………..
or £20 for recently unemployed
Course Content:
Day One: Legal Issues
Day Two: Marketing and Pricing
Day Three: Accounting and (6)………..
Nearest Location: Renton
Next Course Date: 5th March or (7)………..

CALLER’S DETAILS
Name: (8)…………..
Address: (9) ........., Eastleigh
email: (10)………….
Answer

1.6pm-8pm

2.Business Plan

3.Business Basics

4.three days

5.£80

6.bookkeeping

7.18th April

8.Lila Park

9.39 White Lane

10.lila.park@rainbow.com

Man: Hello, this is Business Nationwide, Daniel speaking, how can I help you?
Woman: Hi there, er, I’ve recently started up a small business, and I noticed on your website that you run
some courses for people who are starting up.
Man: That’s right, we do. We offer two courses which may be of interest to you. Our first course is called
‘Getting Started’. It’s a two–hour evening course, and it runs from 6pm to 8pm. We discuss things like ‘Is
starting a business right for me?’, writing a business plan and some of the legal issues. It runs at various
locations in the area. Where are you based?
Woman: I live in Eastleigh.
Man: Eastleigh. So, the closest course to you would be in Handbridge, and the next one is on the 20th
March.
Woman: Uh-huh, and how much is that.
Man: That one is free.
Woman: Okay, well it might be worth it.
Man: But did you say you’re trading already?
Woman: Yes, since about August.
Man: Well, you might be better off taking our three-day course – ‘Business Basics’. It’s not free I’m afraid
– it’s subsided and costs £80 for the three days, unless you’ve been unemployed in the past six months, in
which case it’s just £20.
Woman: No, that doesn’t apply to me.
Man: Well, it’s well worth the money. The three days cover the essential aspects of running a business. The
first day covers legal issues, such as tax, insurance, employment laws and health and safety. The second
day covers marketing and pricing, and the third covers accounting and book-keeping.
Woman: It sounds useful. Does the ‘Business Basics’ course take place in Handbridge too?
Man: Er, let me see. No, it’s not available in Handbridge, I’m afraid. The nearest course to you would be in
Renton. There’s one on the 5th March, and another on the 18th April.
Woman: Yes, that might be useful.
Man: I’ll send out a pack to you if you like, with some details of the courses and also some information
about what you need to do to set up and who you need to register with.
Woman: Great.
Man: Can I take your name?
Woman: Yes, it’s Lila Park.
Man: Lila? Is that L-A-I-L-A?
Woman: NO, L-I-L-A.
Man: Lila Park. And your address please?
Woman: 39 White Lane, Eastleigh.
Man: And have you got an email address? If so, we can send you details of any courses that are happening
near you that you might be interested in.
Woman: Yes, it’s lila dot park at rainbow dot com
Man: Great, well I’ll have the information pack sent out to you today.
Woman: Thanks, that’d be great.
Man: My pleasure. Bye.

Exercise 49:

Complete the table below.

Write ONE WORD AND / OR A NUMBER for each answer.

Art classes at Bramley Community Centre

Class Things to bring Fees /Timetable Tutor

Example a set of 1 The cost is 2 $ ............. A local artist

‘is essential for two terms
called Steve 3 . .....
‘Movement and light : Monday evenings 6-8
painting in the style of
p.m., Room 15
French impressionists

‘Clay Basics’: using the an old 5 The cost is $180 per Theresa Clark –
pottery wheel to make would be a good term her work is
several 4 ......................... displayed in the
idea Every 6 community centre
6:30-8:30 p.m.,
‘Sketching Architecture’: people usually take a Room
The cost3 is $160 per Annie Li
drawing old buildings, fold-up chair and a term Annie’s cell
starting with the phone number:
8 Fridays 11-1 p.m. meet
7 at the corner of 10
Victoria Street and
9.................. Road

Answer:

1. brushes

2. 285

3. R-A-M-D-H-A-N-I-E

4. bowls

5. shirt

6. Thursday

7. library

8. sandwich

9. Station
10. 0217856361

Manager: Bramley Community Centre. How can I help?

Woman: Oh hi. I’m calling about the art classes that the centre off ers. I had a quick look at your
website. I think one of the classes is called something like ‘Movement and Light’?
Manager: That’s right. The focus is on painting in the style of the French Impressionists.
Woman: Yes, I saw that in the description. But I’ve got a few questions if you don’t mind.
Manager: Sure, go ahead.
Woman: Well, do I need to bring anything to the class? Or is everything supplied?
Manager: Not quite. What you’d need to do is get yourself some brushes Q1 – I’d suggest a range of
them, you know, in diff erent sizes.
Woman: All right. Yes, I guess it would make sense to bring your own. I’ll make a note of that.
Manager: And you know what the fee for the class is? Woman: For one term – it’s $170
isn’t it?
Manager: That’s right. But if you sign up for two terms, it actually works out cheaper.
Woman: How much would that be?
Q2 Manager: $285. And we do find that a lot of people sign up for a couple of terms – it’s such a great
class.

Woman: OK, I’ll give it some thought. And that’s on Monday evenings, isn’t it?

Manager: Yes, from 6p.m. to 8p.m. In room 15. Woman: And who’s the tutor?

Manager: The tutor? He’s a local artist. You might have heard of him. Steve Ramdhanie.

Woman: Oh possibly. How do you spell that surname?

Q3 Manager: It’s R-A-M-D-H-A-N-I-E. Got that?

Woman: Yes, thanks. Now, you’ve also got a class called ‘Clay Basics’. It’s a pottery class, right?

Manager: Yes, that’s right.

Woman: Do we get to use a pottery wheel? Manager: Yes you do.

Woman: Oh great. But we’d be making something simple, I hope. I can’t imagine producing a vase
or anything with a handle.

Q4 Manager: No, in the first term, you’d just be producing two or three bowls. That means learning
how to shape and glaze them.

Woman: Sounds great. I guess it would be a bit of a messy activity. You wouldn’t want to wear your
smart clothes, would you?

Manager: Best not to. I’d recommend wearing something old – that you didn’t mind getting dirty.

Q5 Woman: Well, I have a shirt like that that I could use. I’d just roll up the sleeves, I guess.
 Manager: And the fee for that class is $180 per term. Woman: All right.

Manager: And the class runs on Wednesdays, 6.30 to 8.30p.m. Oh hang on, I’ve got that wrong.

Q6 Woman: It’s on a Thursday, isn’t it?

Manager: Yes, my mistake. What else can I tell you? Oh yes, the tutor’s name is Theresa Clark. Her
works on display in reception here.

Woman: Oh great. I’ll have a look. Manager: Yeah, if you’ve got time. Now

listen and answer questions 7 to 10.

Woman: Um, now the other class I thought looked interesting was ‘Sketching Architecture’.

Manager: Oh, yes. For that one everyone goes down to the local park, because it’s surrounded by so
many beautiful old buildings.

Woman: Oh, right. Like the old post office.

Q7 Manager: Well, I think you begin by drawing the library. There’s a good view of it from the park, I
believe.

Woman: OK, nice. Actually, come to think of it, I think I’ve seen the sketching class down in the park
when I’ve driven past. Don’t they all take a fold-up chair with them?

Manager: I believe so.

Woman: Is there anything else I ought to know?

Manager: Well, the people who do the class - they tend to make

Q8 a sandwich for themselves, and bring that along. So, I’d recommend you do that too.

Woman: Good idea. I get grumpy when I’m hungry. 3

Manager: All right, that’s $160 per term for that class, and it’s on Fridays, from 11 a.m. till 1.

Woman: So, if the classes are in the park – that’s quite a big area. Where do we actually meet?

Manager: Good point. Everyone usually heads along just before 11a.m.,

and they meet each other at the top of Victoria Street, at the Station Q9
Road end.

Woman: So, on the corner? Great. And the tutor is ...? Manager: Annie Li.

Woman: You know what, I’ll have to think about the other two, but I’d definitely like to enrol for
Annie’s class. I’m happy to pay now.

Manager: In that case, you’re going to need Annie’s cell phone number in case you’re running late or
the class gets cancelled.

Woman: I see. OK, what’s the number, please?

Manager: It’s 021 785 6361. Just text her if there’s a problem. Now, how Q10

would you like to pay? We can...

Exercise 50:

Example Answer
Name of agent: Flagstone
Areas dealt with: 1 .................... and north suburbs
Rent: from 2 £.................... to £ .................... a
month

Depends on: the area

availability of 3 ....................
garage
Properties available: West Park Road
rent 4 £.................... a month
including 5 ....................
Tithe Road
rent £380 a month
including 6 .................... rental
Viewing meet at office on 7 .................... at 5.00 pm
arrangements:
Need: letter from bank
reference from 8 ....................
Must: give 9 .................... notice of moving in
give deposit of 10 .................... pay for
contract

Answer
1. city centre

2. 250-500

3. garden

4. £325

5. water bill(s)

6. telephone

7. Wednesday afternoon

8. your employer

9. 2 weeks’

10. 1 month’s rent

JANICE: Hello ... Flagstone.

JON: Oh hello; is that Flagstone Properties?

JANICE: Yes that’s right. Flagstone here. How can I help you?

Hello. I’m ringing just to make enquiries about renting a house. My name’s
JON:
Jon Anderson.

JANICE: Yes, Mr Anderson. What sort of thing were you looking for?

JON: Two-bedroomed house with garden.

Well. .. yes, sir, that shouldn’t be any problem ... just to let you know that our
JANICE:
main areas, the main areas we deal with, are the city centre itself...

JON: City centre ... uh-huh.

JANICE: And the north suburbs.

JON: Oh well... we were most interested in the Northern areas actually.

JANICE: Right... yes... What sort of price were you thinking of?

JON: Well... could you give me some idea?

JANICE: Certainly. It really ranges from £250 per month.

JON: Only £250?

JANICE: Yes, to about £500 depending on a number of different factors.

JON: What does it depend on?

JANICE: Well, obviously the quality of the area. And then whether there’s a garden.

JON: Well, as I said, we’d want a garden.

JANICE: And a garage pushes up the price.

Right... well, we wouldn’t necessarily need one. I think about £350 a month
JON:
would be our limit.

JANICE: OK. Well... would you like to have a look at a couple of properties, sir?

JON: Yes, that’d be great.

JANICE: Looking at our files ... I think we’ve got two which might suit you ...

JON: Hang on. I’ll just get a pen. Right.

JANICE: OK. Well, there’s one on West Park Road which is £325 a month.

JON: Are the bills included?

JANICE: Well, that one just includes the water bill.

JON: OK, right.

JANICE: And the second house is in Tithe Road. I’ll just spell that for you ... OK?

JON: T-I-T-H-E Road.

JANICE: Got that. And how much is that one?

JON: That’s £380.

JANICE: 380. Is that including water?

JON: No, I’m afraid not, but it does include the telephone rental.

JANICE: Oh well, that’s not too bad then. So, ...

JANICE: So, when would you be available to see them?

JON: Well, I’ll be in town next week... say... Thursday?

No, I’m sorry we don’t have any availability for Thursday. How about
JANICE:
Wednesday afternoon?

JON: OK. That’s fine. Would 5.00 be OK?

JANICE: Yes, fine. 5.00 it is. Just come to the Flagstone Offices.

Oh, before I forget. What sort of things do I need to get done... to rent with
JON:
you?

JANICE: Well, the most important thing is a letter from your bank...

JON: No problem...

JANICE: And then a reference letter from your employer.

JON: Yes, that’s OK.

JANICE: Great, and then we would need you to give 2 weeks’ notice of moving in...

JON: Right... 2 weeks’ notice. And what about a deposit?

JANICE: That’s one month’s rent, whatever the amount is.

JON: OK. One month. Is that it?

JANICE: No, sorry, one more... you will have to pay for the contract.

Oh yes. I’d forgotten about that. OK, fine. So I’ll start arranging those, and
JON:
I’ll...

JANICE: ... I’ll see you next week.

JON: Yes. Thanks very much. Bye.

Exercise 51.

Questions 11–15

Match the creatures to their behaviour.

Write the correct letter, A, B, C or D next to each description.

A swifts
B bats
C corkroaches
D centipedes

11 feed on the guardrail beside the path

12 are dangerous to people

13 collect in large groups

14 fly only at night

15 live on the roof of the cave

Questions 16 and 17

Answer the questions below. Write ONE WORD ONLY for each answer.

16 What is the guano from the caves used for?

………………………………….

17 What are the birds’ nests from the cave used for?

………………………………….

Questions 18–20

Complete the sentences below. Write NO MORE THAN TWO WORDS for each answer.

In the cave, you should:

18 carry a .…………………

19 wear a .………………… and a hat

20 keep to the .………………… at all times

11 C
12 D
13 B
14 B
15 A
16 fertiliser / fertilizer
17 soup
18 (working) light / torch
19 (waterproof) jacket
20 (marked) trails / path

Good morning, everyone. Welcome to our visit to one of the most famous caves in Vietnam.
As you know, this cave is famous for its wildlife, and one of the creatures you will observe in
here is the small cave cockroach. They live mostly on the bird and bat droppings that are so
plentiful in the caves. The guardrails along the trails are covered with these droppings, and
this makes a feast for the cockroaches, so be careful where you put your hands. They will
not harm you, but it can be a shock if you touch them!
Once you are in one of the main caves, look out for the green centipedes. They will not be
on the trail but can often be seen on the wall close by. They feed on other insects and are
fascinating to look at because of their colour, and, of course, their many legs. Please, please
do not try to pick one up though; these centipedes have a very nasty poisonous bite.
There are also deep red millipedes. These have a fully rounded shape, and they look like a
streamlined elongated train with a hundred or so closely packed legs extending right and left.
When you get to the large high caves, you should look right up above you for the swifts and
bats. The bats in this cave are mostly a type of dwarf bat, which are common in this part of
the world. They will be clustered high up against the walls – maybe a hundred or two
hundred together. They look like shadows high on the walls of the cave. They are likely to
be very quiet right now, but because there are so many of them together you will have no
difficulty identifying them. They sleep all day until they all leave the cave in a massive flock
on their nightly hunt for flying insects.
The swifts are the creatures you can see flying around during the day, especially if they have
young ones to feed. They can navigate in the darkness here, and will fly outside in ones and
twos at dusk to catch small winged insects like mosquitoes. However they tend to return
before it is pitch black outside, and they do not hunt at night. The swifts make nests, usually
higher up on the ceiling of the cave.

The paths tend to run around the edges of the large caves. Mostly this is because the centre
is a mound of guano – the bird and bat droppings. This is also the source of the strong smell
inside the caves. You may not like this smell, but the locals know its economic value. They
have harvested the products of these caves for centuries. The guano is very valuable as
fertiliser, and so it’s collected each year, once the young birds have grown and the swifts
have abandoned their nests.
The guano is not the only valuable by-product of the wildlife here. As you travel through the
caves, you will notice some bamboo structures. These very flimsy looking sets of poles that
go a full hundred metres, right up to the roof, are what the locals climb up to gather the
swift’s nests. These are even more valuable than the guano, as they are the main ingredient
in bird’s nest soup.
Before you begin, it’s time for some safety instructions. As you probably know, this is a huge
limestone cave that goes about one kilometre back into the hills and in places it’s a hundred
metres in height and three hundred metres wide. There is no need to crawl around in here
as you do in other caves, but it is dark inside, of course … that’s why I insisted that you bring
a working light – please check that it shines brightly, and ensure that you stay together with
others who have a good torch. In one of the larger areas of the cave, the roof is pierced so
some sunlight will get through. It is best to turn your torches off if you can see well, and save
your batteries.
It is a good idea to put your waterproof jacket on now. The walls may be wet but that is not
the main reason for the jacket. The bats and birds do excrete, and they are above you, so
just in case … and of course, your hat or hood also keeps you safe from animal droppings.
It’s not advisable to use the guardrails as handholds. There are lots of droppings on those
rails, and don’t forget the cockroaches!
You absolutely must follow the marked trails. The guardrails on either side are put there so
that you cannot mistake them. We take no responsibility for your safety if you go over or
under the rails into other cave areas.
Keep your torches shining on the path whenever you are moving, just to be sure of your
footing, and don’t try to go too fast. You might trip, and you will certainly miss some of the
fascinating wildlife in the cave.
Exercise 52.
Questions 11–15
Choose the correct letter A, B or C.
11 The guided bushwalk is suitable for
A adults only
B children over 12 and adults
C children over 8 accompanied by a parent
12 On the bird observation outing, it is recommended that you have
A waterproof footwear
B a bird identification book
C binoculars
13 For the trip to the sand dunes, a company will donate
A water
B tools
C gloves
14 The bush tucker excursion will cost (per person)
A $15
B $12
C $7
15 The deadline to register for the bush tucker outing is
A 25 November
B 15 November
C 10 November
Questions 16–20
Complete the table below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
Activity Leader Date Venue Time
Bush walk Glenn Ford 16 …………… Springvale 17 …… - 1pm
Bird watching Joy Black, club 10 September Camford 4.30 – 6.30 pm
18 ……………
Sand dunes Rex Rose 26 November 19 …………… 8.30 – 10.30 am
Bush tucker Jim Kerr, ranger 3 December Carson Hills 10 am - 20……

11. B
12. A
13. A
14. B
15. C
16. 2 July / 2nd July
17. 9.15/nine fifteen am/a.m.
18. president
19. observation hut
20. 2/two pm/p.m.

Hi everyone. It’s good to see such a big turnout at our Nature Club session for
June. Just before we start this evening’s workshop, I’d like to draw your attention to
what we have in store for you in the second half of the year.
First of all, the guided bushwalk – this is always a favourite – starting out on the
Springvale plateau and continuing down into a section of the state conservation area.
Last year, we invited children aged 8 and over if they came with a parent, but the track
has been washed out in a few places since then and it can be quite rough, so this year we
considered restricting it to adults only … however, on reconsideration, the committee
has now decided to recommend it for all bushwalkers who are over the age of 12.
Another very popular option is the bird observation walk. We’ll be searching for
both migratory and native birds as we walk through tidal marshlands and mangroves
and you can expect to get your feet uncomfortably wet and muddy if you don’t wear
rubber boots – these are a must. The leader will have a strong pair of binoculars, so
we’ll rely on her to name the species for us … and we’ve ordered some bird
identification books that you may wish to purchase at a later date.
From the bush to the swamp, and now to the sand dunes … Our leader will help
us identify plants native to the local area as well as some invasive weed species. We’ll
be asking for volunteers to help pull out the weeds where possible, so a pair of sturdy
gardening gloves is essential. Spades and other tools will be provided. It could get very
hot and you’ll need water – plenty of it – but a local business owner is willing to
provide bottled water free of charge.
The next outing, bush tucker, is a new one – have you ever wondered what life
in this country would have been like two hundred to two thousand years ago? Well,
come on this trip and you’ll find out how the indigenous inhabitants used local plants as
food and medicine.
Because lunch is included in this trip, there will be a small charge per person.
We had originally thought 7 dollars would cover the basics – sausages and bread
followed by tea and coffee, but then we thought a few different cuts of meat and salad
would be nice and that brought the price up to 12 dollars a head. At one stage we even
contemplated including seafood, but that would have been a bit too expensive – around
15 dollars – so meat and salad it is. We expect this to be a popular event, so we’ll need
advance bookings to organise the catering. Please let us know your intentions by the
10th of November, and be aware that we’ll require pre-payment by the 15 th of
November. You can still change your mind and get a refund up to the 25 th of November
but after that date, if you pull out, you’ll forfeit the money paid.
Well, now … if you can give me a few more minutes of your time, I’ll fill in a
few details for you. The bush walk, led by Glenn Ford, is first up in July – on the
second of the month. It’ll start from Springvale as usual but this year we’ll be setting
off in the morning, at nine fifteen, and we’ll get back at one in the afternoon.
The bird watching expedition is on the tenth of September at Camford and the
leader is the president of the Nature Club, our very own Joy Black. If you have any
questions at all about bird life, Joy is the person to ask. This is a twilight outing from
4.30 to 6.30.
Next up is the trip to the sand dunes on 26 November with Rex Rose. A bit of an
early start – especially for those of you with a fair way to travel – but we’ll meet at the
observation hut at half past eight. That’s the observation hut, 8.30 till 10.30, and even
at that time of the morning it’ll be very hot, so come prepared!
The last trip on the programme is the bush tucker excursion on the third of
December with ranger Jim Kerr. This will be at Carson Hills and the presentation and
demonstration will take place from 10 am till 11.30 but be prepared to stay on for the
barbecue and bush tucker lunch at 12 o’clock. I expect we’ll wind up at two and you
can head for home at that time.
Well, that’s all I have to tell you. A booklet will be mailed out to you later with
those events, dates and times – but don’t wait, put them on your calendar now.

Exercise 53.
Questions 11-14
Complete the notes below.
Write TWO WORDS AND/OR A NUMBER for each answer.

Royal Victoria Nursing College Factsheet

- Opened in 11 ……………
- 7-storey building
- 85 individual rooms, including 4 12 ………… and 8 wards.
- Cost at time of construction: 13…………… pounds.
- Most popular period: 1920s. Students from all over the world, especially Canada, New Zealand, India and
14 ……………
- Decision to close college made in late 1990s; new college located in Derby.

Questions 15-17
What is the main area of responsibility of each of the following people? Choose THREE answers
from the box and write the correct letter, A-G, next to questions 15-17.

Area of responsibility
A Marketing
B Media
C Sales
D Museum maintenance
E Exhibitions
F Human Resources
G Arts

People
15. Susan
16. Vanessa
17. Gordon

Questions 18-20
Complete the notes below. Write ONE WORD AND/OR A NUMBER for each answer
NATIONAL MUSEUM OF NURSING FREE MONTHLY LECTURES
Subject Data/Time Speaker
The history of nursing 18 September 15th, 7pm Dr. Mark Fisher
…………… at the college
Nursing in 19 …………… October 10th, 7pm Mrs. Margaret Hall
The 20 …………… of nursing November 12th, 7pm Mrs. Nigella Smith

11. 1857
12. lecture theatres
13. 2 million / 2m
14. Australia
15. B
16. F
17. E
18. research
19. India
20. future

Hello everyone, and thanks for coming on this very exciting day as we launch the U.K.'s first National
Museum of Nursing here in London. My name's Mark Fisher and I'm the Director of the museum.
As most of you will know, this building began life as the Royal Victoria Nursing College. As you might
have guessed from the name, it was officially opened during the reign of Queen Victoria in the 19th
century. At that time, there was a strong movement calling for increased professionalism in the field of
nursing, so in 1855 the relevant government department granted permission for this institute of education
and research to be established, here in London on the bank of the River Thames. It was officially opened
two years later.
At seven stories high, it was one of the tallest buildings in London at the time of construction. It contained
85 individual rooms, including 25 classrooms, 4 lecture theatres and 8 wards for nursing practice. Most of
the other rooms were used as offices and for storage space. The construction of the building cost 2 million
pounds, around 800 million pounds in today's money, which shows that the development of the nursing
profession was a top priority at the time.
The golden age for this institute was between the two World Wars. In the 1920s it was considered the
leading nursing college in the world. Nurses from all over the world came here to study, especially from
India, Canada, Australia and New Zealand. The U.S.A. and some of our European neighbors like France
also sent trainees, but not in the same numbers.
So, that's some information about the history of the building and why it was so important to continue its
legacy. Now I'd like to move on to introduce some of our new department managers who will be in charge
of the day-to-day running of this museum, and explain what their roles will be.
First, please welcome Susan Jones, who will be responsible for media relations. Her degree was in
Marketing but she has spent most of her career working for some of our most prestigious national
newspapers as an Arts correspondent. Susan has a deep knowledge of the museum world and will be
making sure that our institution maintains a high profile and hopefully draws in the crowds.
Next up, where's Vanessa? Oh, there she is. Well, Vanessa Redmond has had a long and colourful career in
a number of fields, starting off in Sales and eventually going back to university to get a postgraduate
degree. As our Director of H.R., she will be ensuring that we attract the most dynamic people to work in
our museum and contribute to our success.
Last but by no means least, I'd like to introduce Gordon Timms...well, as such a well-known figure in the
U.K. arts world, Gordon really needs no introduction. Having worked in museum maintenance for most of
his career, I am very glad that he has now decided to join us as our exhibitions manager. This will be an
important focus for our museum, especially during the initial period as we try to get as many people
through the door as possible and spread the word. We already have a number of exciting projects in the
pipeline and Gordon will be telling you more about those in due course.
Before 1 finish today, I'd just like to point you in the direction of our new monthly lecture event. Starting
from next month we will be inviting prominent speakers to give talks on a nursing-related topic, always
beginning at 7pm. To kick things off, I will be giving a talk on the college's achievements in nursing
research, dating back to the 19th century. That will be held next month, September the 1511. The
following month on the 10th Mrs. Margaret Hall, who has spent most of her career in Singapore, will be
reporting to us on a fascinating year she recently spent in the Indian countryside. And on November the
12th, Mrs. Nigella Smith, who has written a number of well-known books on nursing, will be giving us her
views on nursing's future, which is also the topic of her new publication. Do come along, tickets are free
on a first come first served basis.
Well, that's all I'd like to say today. As I said, thanks very much for coming today and I hope you will
continue to support the museum in the future. Now, before we finish, does anyone have any questions?

Exercise 54:

Write NO MORE THAN THREE WORDS for each answer.

11 Who is Mrs Sutton worried about? .................... .

12 What is the name for a group of family doctors working in the same building together? .................... .

Questions 13-18

Complete the form below.

Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

Name of Health Number of Information about

Other information
Centre doctors doctors

Dr Jones is good
Appointment with 16 ....................
Dean End 13 .................... system 15 ....................patients.
than South Hay Dr Shaw is good with
small children.
 Dr Williams helps
Building less modern
South Hay 14 .................... people
than Dean End
with 17 ....................

Questions 18-20

Question 18

Write NO MORE THAN TWO WORDS OR A NUMBER.

Doctors start seeing patients at the Health Centre from .................... o’clock.

Question 19

Choose TWO letters A-E.

Which TWO groups of patients receive free medication?

A people over 17 years old

B unemployed people

C non-UK residents

D people over 60 years old

E pregnant women

Question 20

Write NO MORE THAN TWO WORDS OR A NUMBER.

The charge for one item of medication is about £ .................... .

Answer:
11. her daughter
12. practice
13. 6
14. 4
15. better
16. elderly
17. back
18-19. B-E
20. 5 pounds
MRS SMITH
Hello, Mrs Sutton. Come in. How are you settling in next door? Have all your things from Canada arrived
yet? I thought I saw a removals van outside your house yesterday afternoon.

MRS SUTTON
Yes. They came yesterday. We spent all day yesterday arranging them. It’s beginning to feel a bit more like
home now.

MRS SMITH
That’s good. Look, come in and sit down. Are you alright? You look a bit worried.

MRS SUTTON
Well, I am a bit. I’m sorry to bother you so early, Mrs Smith, but I wonder if you could help me. Could you
tell me how I can get hold of a doctor? Our daughter, Anna, isn’t very well this morning and I may have to
call somebody out. She keeps being sick and I am beginning to get a bit worried. I just don’t know how the
health system works here in England. All I know is that it’s very different from ours back in Canada.

MRS SMITH
Well, I don’t know really where to start. Let me think. Well, the first thing you have to do is find a family
doctor - sometimes we call them general practitioners as well - and register with him or her. If you live
here, you’ve got to be on a doctor’s list. If you’re not, things can be a bit difficult. Nobody will come out to
you if you’re not registered. Anyway, they work in things called practices. Sort of small groups of family
doctors all working together in the same building. Now what you’ve got to do this morning is register with
one of them.
There are two practices near here, so we’re quite well off for doctors in this part of Manchester.
There’s the Dean End Health Centre about ten minutes’ walk away and there’s another practice in South
Hay. That’s about five minutes away going towards the town centre. We’re registered at the Dean End one,
but they’re both OK. There are about six doctors in our practice and four in the other. So ours is quite big in
comparison. And the building and everything’s a bit more modern. South Hay is a bit old-fashioned but the
doctors are OK. Their only problem is that they don’t have a proper appointment system. Sometimes you
have to wait for ages there to see someone.
Anyway, you go to the receptionist in whichever health centre and ask her to register you with a doctor
there. You have to fill in a form, but it doesn’t take long. Ours is called Dr Jones and we’ve been going to
him for years - ever since we moved here fifteen years ago. I wouldn’t say he’s brilliant but I suppose he’s
alright really. We’re used to him now. They say he’s very good with elderly people, but he does tend to get
a bit impatient with children. Listen, the one who’s supposed to be really good with small children is Dr
Shaw. I’ve heard lots of people say that. She’s young and she’s got small children of her own. So you could
try registering with her.
And if her list is full, I heard somebody say the other day that there’s a really nice young doctor at South
Hay, a Dr Williams. He holds special clinics for people with back trouble. But that’s not really your
problem, is it?
MRS SMITH
If you want a doctor to visit you at home, you have to ask for a home visit. You’re supposed to do that
before 10.30 in the morning, but obviously, if it’s an emergency, you can phone at any time, night or day. It
might not be your doctor that comes, though. It’s quite often one of the other doctors in the practice. It
doesn’t really seem to make much difference.
Otherwise you make an appointment to see your doctor at the health centre. You usually get seen the same
day. Not always of course, but usually, as I say. They hold surgeries between 9 and 11.30 every weekday,
and from 4 to 6.30 Monday to Thursday. Saturdays are only for emergencies.
When the doctor sees you, he gives you a prescription. He writes what medication you need on it and you
take it to a chemist’s shop. There’s one opposite the centre.
If it’s for a child under 16, you don’t have to pay. So if it’s for Anna. there’s no problem. The same thing
goes if you’re unemployed or retired, or if you’re pregnant. Just as well because it’s not cheap. You pay the
same price for each item the doctor has prescribed. At the moment it’s something like £5 per item. So you
pay for the medication but the consultation with the doctor doesn’t cost you anything. It’s completely free
as long as you’re a resident here. You’re going to be here for three years, aren’t you? So there shouldn’t be
any question of you paying anything to see the doctor. So that’s one less problem to worry about.
Look, Mrs Sutton. If you want, I’ll sit with your daughter for half an hour if you want to go down to the
health centre to register. It’s no trouble really, don’t worry.

MRS SUTTON
Are you sure you wouldn’t mind? That would really help me a lot. I’ll ask them if they can send someone
round later to see Anna. I think I’ll try the Dean End Centre.

MRS SMITH
Good idea. Don’t worry about Anna.

MRS SUTTON
Right. I’ll be back as soon as I can.

Exercise 55:

11) The next meeting of the soccer club will be in the .................... in King's Park on 2 July.
12) The first event is a .....................

13) At the final dinner, players receive .....................

Questions 14-17

Complete the table below using NO MORE THAN THREE WORDS AND/OR A NUMBER for each
answer.

Training Session
Competition Number of Team Games Begin
(in King's Park)

Junior 14 ......................... 8.30 am 15 .........................

Senior 16 ......................... 2.00 pm 17 .........................

Questions 18-20

Complete the table below using NO MORE THAN THREE WORDS AND/OR A NUMBER for each
answer.

Name of Office Bearer Responsibility

Robert Young: President to manage meetings
Gina Costello: Treasurer to 18 ....................
David West: Secretary to 19 ....................
Jason Dokic: Head Coach to 20 ....................

Answer:
11. clubhouse
12. picnic
13. prizes
14. 10
15. Wednesday afternoon
16. 4
17. Sunday afternoon
18. collect the fees
19. send out newsletters
20. supervise the teams
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 clubhouse 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, 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 club for over five years now, and many thanks to Robert for taking
on the job of President.

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 club 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 Dokie who is the Head Coach. For all the new members here tonight,
this is the third year thet 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?
Exercise 56:
Questions 11-13

Complete the sentences below. Write NO MORE THAN THREE WORDS for each answer.

11) .................... are often known by their famous bridges.

12) The speaker compares a bridge to a cathedral or .....................

13) Sydney Harbour Bridge is nicknamed .....................

Questions 14-18

Complete the form below.

Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

Date Event

1916 (14) .................... agreed to finance bridge

Contract signed with engineering firm

(15) .................... 1926 Construction involved:

• knocking down (16) ....................
• creation of many jobs

1932 Bridge completed at a cost of (17) £....................

Opening ceremony Ribbon cut by a man riding

March 1932
a (18) ....................

Questions 19 and 20

Complete the questions below.

Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

19 How long is the tunnel? ....................

20 Name ONE thing the tunnel can withstand. ....................

Answer:
11. cities
12. a palace
13. the coat hanger
14. government
15. 1924
16. 800 houses
17. 9.5 million
18. horse
19. 2.3 kilomitres
20. a ship /an earthquake
Announcer
The Sydney Harbour Bridge is nearly three-quarters of a century old and, to help celebrate this important
occasion, our reporter Sarah Chambers has compiled this brief history of her favourite bridge.

Sarah
A bridge is more than just a crossing over a river or a waterway - it is a landmark in its own right; a
landmark which allows us to identify one city from another. Think, for instance, of the Bridge of Sighs in
Venice, or the magnificent Charles Bridge in Prague. Each of these cities can be recognised by their famous
bridges. The Golden Gate Bridge in San Francisco is another example of a city known by its bridge. But in
addition to this, a bridge is a kind of ornament for a city, similar, if you like, to a cathedral or a palace.

Here in Sydney we may not have our own palace, but we do have our famous and much loved bridge -The
Sydney Harbour Bridge, which is sometimes affectionately known as 'the coat hanger' because of its arched
shape. It was built back in the 1930s, and so the bridge is coming up for a significant birthday. Let's have a
little look at its history.

[Pause]

Although the idea of building a crossing over Sydney harbour had been discussed many years earlier, it
wasn't until the year 1916 that the state government agreed to allocate some money for the construction of a
bridge.

The chief engineer for the bridge was a man tailed Dr John Bradfield, a brilliant engineer who supervised
the entire project from beginning to end. First they had to decide on a design, so he organised an
international competition to choose a design, and ultimately got the one he wanted. The job went to a
British engineering firm and the contract was sinned in 1924. The design he chose was the single-arch
bridge that you see today, made of steel, with a tower at either end.

In 1926, construction finally began. The first thing they had to do was demolish 800 houses around the site
where the towers were to be built. The poor families, however, never received any compensation for this!
But the project created thousands of jobs - much needed in those difficult times. Of course, like all projects
of this size, it took much longer to build than originally planned - it was supposed to have been finished by
1930 - but actually it wasn't completed for another two years. It also cost twice as much as the original
quote, coming in at £9.5 million instead of the agreed contract price of £4.2 million! But what's new?

The opening ceremony took place on 19 March 1932, and a large crowd gathered for the occasion. The
Premier of the State was just about to cut the ribbon when suddenly a man rode through the crowd mounted
on a horse and slashed the ribbon with his sword. He wanted to be the first to cut the ribbon. Anyway, they
tied the ribbon back together and the ceremony continued. The man on the horse was fined £5 for his
offensive behaviour!
Since then, millions of cars have crossed the bridge, each paying a toll to do so. By the early 1980s the
government had paid off the loan #or the money they'd borrowed al! those years before, but motorists
continued to pay to cross from north to south. This money was subsequently used to build a tunnel under
the harbour to reduce the amount of traffic on the bridge.

[Pause]

The tunnel was opened in 1992 and cost $544 million. It is 2.3 kilometres long and is equipped with all the
latest technology, including closed circuit television to monitor any problems. And it has most definitely
reduced the load on the bridge, as it carries around 75,000 vehicles each day which would otherwise have
to use the bridge. And it's apparently strong enough to withstand the impact of a ship or even the impact of
an earthquake.

The tunnel has been a welcome solution to Sydney's traffic problems, but, of course, a tunnel could never
compete with a bridge as a landmark for any city. So let's wish the bridge a very happy birthday!

Exercise 57:

Question 11

Choose the correct letter, A, B or C.

11. According to the speaker, the main purposes of the park are

A. education and entertainment.

B. research and education.

C. research and entertainment.

Questions 12-14

Label the plan below. Write NO MORE THAN TWO WORDS for each answer.
12. …………………….

13. …………………….

14. …………………….

Questions 15-20

Choose the correct letter, A, B or C.

15. When are the experimental areas closed to the public?

A. all the year round

B. almost all the year

C. a short time every year

16. How can you move around the park?

A. by tram, walking or bicycle

B. by solar car or bicycle

C. by bicycle, walking or bus

17. The rare bread animals kept in the park include

A. hens and horses

B. goats and cows

C. goats and hens

18. What is the main purpose of having the Rate Breeds Sections?

A. to save unusual animals

B. to keep a variety of breeds

C. to educate the public

19. What can you see in the park at the present time?

A. the arrival of wild birds

B. fruit tree blossom

C. a demonstration of fishing

20. The shop contains books about

A. animals

B. local traditions

C. the history of the park.

Answer:
11. B. research and education.
12. (the) Forest
13. Fish Farm(s)
14. Market Garden
15. C. a short time every year
16. A. by tram, walking or bicycle
17. C. goats and hens
18. B. to keep a variety of breeds
19. C. a demonstration of fishing
20. A. animals

Welcome to Green Vale Agricultural Park. As you know, we have only been open a week so you are
amongst our first visitors. We have lots of fascinating indoor and outdoor exhibits on our huge complex,
spreading hundreds of hectares. Our remit is to give educational opportunities to the wider public as
well as to offer research sites for a wide variety of agriculturists and other scientists (Q11).

Let’s start by seeing what there is to do. As you can see here on our giant wall plan, we are now situated in
the Reception block…here. As you walk out of the main door into the park there is a path you can follow.
If you follow this route you will immediately come into the Rare Breeds section, where we keep a wide
variety of animals which I shall be telling you a little more about later. Next to this…moving east…is the
large grazing area for the rare breeds. Then further east…in the largest section of our Park is
the Forest(Q12) Area. South of the grazing area and in fact just next to the Reception block is our
Experimental Crop Area. In the middle of the Park…this circular area is our lake…These two small
rectangular shapes here …are the Fish Farms (Q13) where we rear fish for sale. To the east of those is the
marsh, is our Market Garden(Q14) area, growing vegetables and flowers.

All these areas can be visited by the general public for almost all the year…although …please take note of
the large signs at the entrance to each area which tell…which tell you when certain areas are being used for
particular controlled experiments and are therefore temporarily out of bounds(Q15) to the public.
You can see for yourself what a huge area the park covers and a key question is always, how can we move
around? Well you have a choice of means …all environmentally friendly …cars are banned in the park. We
have bicycles (Q16) which you can hire behind the Reception block…here…the healthy ones of you can
go on foot(Q16)and finally there’s our electric tram (Q16), powered from solar cells. You find more
information about this at the front entrance.

A good place to start on your tour is the Rare Breeds section. We keep goats (Q17), sheep and hens
(Q17)and other kinds of poultry. We are also thinking of bringing in cows and horse but we do not, as yet,
have facilities for these bigger animals. The animals are fed in public twice a day and a short lecture given
on their feeding habits and nutritional needs. These are very popular with the public but of course we
mustn’t lose sight of the main purpose of having this section, not as such to preserve rare animals but to
maintain the delivery of breeds (Q18)to broaden the gene pool for agricultural development. Green Vale
changes with the seasons with different events happening at different times of the year. May will be
perhaps our most spectacular month with the arrival of the Canada geese and when our fruit trees will be in
full blossom, but there are interesting events on all year round ….for example John Havers, our expert fly
fisherman, is currently giving displays(Q19) on the lake. Each of the sections has its own seasonal
calendar…please consult the summary board at the main entrance. And the final section, as we return to the
Reception blocks, is the orchard.

Do take time to browse round our shop…there is a wide selection of books on wildlife (Q20), some of
them written by local authors, and the history of farming, including organic farming, something which the
park will be diversifying into the coming months.
Exercise 58:

Question 11-15

Complete the sentences below. Write NO MORE THAN TWO WORDS AND / OR A NUMBER for each
answer.
The Dinosaur Museum

11. The museum closes at ……………… p.m. on Mondays

12. The museum is not open on ………………
13. School groups are met by tour guides in the ………………
14. The whole visit takes 90 minutes, including ………………minutes for the guided tour.
15. There are ……………….behind the museum where students can have lunch.
Question 16-18

Choose THREE letters, A-G

Which THREE things can students have with them in the museum?

Target : 16 17 18

Characteristics

A. food

B. water

C. cameras

D. books

E. bags

F. pens

G. worksheets

Answer:
16: ………………………

17: ………………………

18: ………………………

Questions 19 and 20

Choose TWO letters, A-E.

Which TWO activities can students do after the tour at present?

Characteristics

A. build model dinosaurs

B. watch films

C. draw dinosaurs

D. find dinosaur eggs

E. play computer games

Answer:
19: ………………………

20: ………………………

Answer:
11: 1.30

12: 25 December

13: car park / parking lot

14: 45
15: tables

16: C 17: F 18: G

19: B 20: E

Hello, and thank you for asking me to your teachers’ meeting to talk about the Dinosaur Museum and to
tell you about what your students there.

Well, let me give you some of the basic him formation first. In regard to opening hours, we’re open every
day of the week from 9.00 am to 8.00 pm except on Mondays when we close at 1.30 pm (Q11) . And, in
fact the only day in the year when we’re closed is on the 25th of December (Q12). You can book a guided
tour for your school group any time that we’re open.

If you bring a school group to the museum, when you arrive we ask you to remain with your group in the
car park. One or more of the tour guides will welcome you there (Q13) and brief you about what The
tour will be about. We do this there because our entrance is quite small and we really haven’t got much
room for briefing groups in the exhibition area.

As far as the amount of time you’ll need goes, if you bring a school group you should plan on allowing a
minimum of 90 minutes for the visit. This allows 15 minutes to get on and off the coach, 45 minutes
(Q14) for the guided tour and 30 minutes for after-tour activities.

If you’re going to have lunch at the museum you will, of course, have to allow more time. There are two
café in the museum, with setting for 80 people. If you want to eat there you’ll need to reserve some seating,
as they can get quite crowed at lunch time. Then outside the museum at the back there are tables (Q15),
and students can bring their own lunch and eat it there in the open air.

When the students come into the museum foyer we ask them to check in their backpacks with their books,
lunch boxes, etc, at the cloakroom before they enter the museum proper. I’m afraid in the past we h have
had a few things gone missing after school visits so this is a strict rule. Also, some of the exhibits are
fragile and we don’t want them to be accidentally knocked. But we do provide school students with
handouts with question and quizzes on them (Q16) . There’s so much that students can learn in the
museum and it’s fun for them to have something to do. Of course they’ll need to bring something to
write with for these (Q17). We do allow students to take studentsto take photographs(Q18) . For
students who are doing projects it’s useful to make some kind of visual record of what they see that they
can add to their reports. And finally, they should not bring anything to eat into the museum, or drinks of
any kind.

There are also a few things the students can do after the tour. In the threatrette on the ground floor there are
continuous screenings of short documentaries about dinosaurs which they can see (Q19) at any time.
We used to have an activity room with more interactive things like making models of dinosaurs and
drawing and painting pictures, even hunting for dinosaurs eggs, but unfortunately the room was damaged in
a bad storm recently when water came in the roof, so that’s closed at the moment. But we do have an IT
centre where students have access to CD ROMs with a range of dinosaur games (Q20). These games
are a lot of fun , but they also teach the students about the lives of dinosaurs, how they found food,
protected their habitat, survived threats, that kind of things.

And …..I think that’s all I have to tell you. Please feel free to ask any questions if you would like to know
anything else…
Exercise 59:
Question 11-20

RIVENDEN CITY
THEATRE

A doubled in number

B given separate entrance

C reduced in number

D increased in size

E replaced

F strengthened

G temporarily closed

Part of the theatre

11 box office .................... .

12 shop .................... .

13 ordinary seats .................... .

14 seats for wheelchair users .................... .

15 lifts .................... .

16 dressing rooms .................... .

Questions 17-20

Complete the form below.

Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

Play Dates Starting time Tickets available Price

October 13th to for 19 ...............

Royal Hunt
18 ............... pm 20 £...............
of the Sun
17 ............... and ...............
Answer:
11.B
12.G
13.C
14.A
15. E
16.D
17. October 19th
18. 7pm
19. Monday-Thursday
20. 18

And here on Radio Rivenden we have Lynne Rawley, the Public Relations Officer of our own Rivenden
City Theatre. Hello, Lynne.LYNNE:Hello.MAN:Now, the theatre is reopening soon after its three-year
redevelopment programme, isn't it?LYNNE:That's right, and there are a lot of improvements. The first
thing people will see when they go in is that the foyer has been repainted in the original green and gold.
Then the box office has been reoriented, with its own access from the side of the building instead of
through the foyer, which means it can be open longer hours, and has more space, too.
The shop that used to be in the foyer, which sold books and CDs, is the one part of the redevelopment
which isn't yet complete. The plan is to find new premises for it near the theatre, and we've had difficulty
finding somewhere suitable. We hope to reopen the shop in the next few months.MAN:Will audiences find
any difference in the auditorium?LYNNE:Yes, we've increased the leg-room between the rows. This means
that there are now fewer seats but we're sure audiences will be much happier. And we've installed air
conditioning, so it won't get so hot and stuffy.
We already had a few seats which were suitable for wheelchair users, and now there are twice as many,
which we hope will meet demand. Something else that will benefit audiences is the new lifts. The two we
used to have were very small and slow. They've now gone, and we've got much more efficient
ones.MAN:Anything for the performers?LYNNE:Yes, we've made a number of improvements
backstage. The small, dark dressing rooms we used to have have been converted into two large airy rooms,
so they're much more comfortable now. And the state of-the-art electronic sound and lighting systems have
been installed. MAN:OK, so what's the first play that audiences can see when the theatre reopens?
LYNNE:We've got a very exciting production of Peter Shaffer's Royal Hunt of the Sun, which is currently
touring the country. That starts on October the 13th and runs till the 19th. We're experimenting a bit with
the time the curtain goes up.
We used to start all our performances at 7.30, but that made it difficult for people to go home by public
transport, so instead we're beginning at 7, because at 9.45, when it finishes, there are still buses running.
Tickets are already selling fast. The Friday and Saturday performances sold out almost immediately and, in
fact, now there are only tickets for Monday and Thursday.MAN:How much are they?LYNNE:We've
introduced a simpler price structure. Ticket prices used to range from £6 to £30 but now they're all £18.
They're available from the box office, in person, by phone, fax or post, or online.MAN:OK, Lynne, now if
you'd like to give the contact details for the theatre...

Exercise 60:
Questions 11 – 15
Choose the correct letter, A, B, or C.
11 The company deals mostly with:
A Big cities.
B Nature holidays.
C Nepal.
12 The overseas consultants deal mostly with:
A Asia.
B North America.
C Europe.
13 For deserts and gorges, customers should come in the:
A Morning.
B Afternoon.
C Night.
14 Trips to regional locations are good because:
A The buses are comfortable.
B There is storage for suitcases.
C They can be seen quickly.
15 SleekLine buses are particularly known for their:
A Service.
B Size.
C Comfort.

Questions 16-20
Identify the rooms in the office plan.
Write the correct letter, A-G, next to the questions.

16 Local Tours
17 Interstate Tours
18 International Tours
19 Asian Region
20 General Office
Answer:

11 B
12 A
13 B
14 C
15 A
16 D
17 F
18 B
19 C
20 A
You will hear a representative from EasyTravel Travel Agency explaining to some customers the benefits
of her company.

Hello everyone. Now, you’re here because you’re interested in travel, right? And you’re in the right place,
for at EasyTravel, we have the best deals for the best locations. We specialise in eco-travel, or holidays
designed to get you amongst nature, ignoring the hustle and bustle of big cities. So, whether you want to
hike in Nepal, as many people do, or follow some jungle paths in the rainforests of Queensland, we can
give you the best deal.

If you look at our office here, you’ll see our overseas consultants. That’s for trips overseas, obviously, to
Europe, to North America, but primarily for the Asian market, which is generally more popular in this part
of the world. Most people like that touch of the orient, right? But they also like the domestic market, since
this country offers its fair share of beautiful natural vistas. What about the deserts, anyone? What about
some striking red-rock gorges? Then, talk to our domestic consultants, who can arrange anything you want.
But they deal with the accounts in the morning, so you’ll need to talk to them in the afternoon. And
remember, our office doesn’t open at night, sorry to say.

Now, around the outskirts and outer regions of this city, there are many beautiful places that you might not
be aware of. And the advantages of these regional locations are many. Mostly, by being closer, some of
them can be done in a day tour. Yes, it’s fast and convenient, with none of those long-haul bus trips which
often leave you cramped and uncomfortable, and stuffing heavy suitcases into luggage racks.

But, I should tell you about our buses, those that are needed for the somewhat more distant holiday
destinations. They definitely do not suffer from those problems I just mentioned. We use the services of the
famous Sleek Line Company, whose buses are known as the very best. Yes, they are big, yes, they are
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Right, let me orient you to our main EasyTravel office here. On this table right beside us are travel
magazines for you to browse through, and on the wall next to that are many more, for all parts of the world.
Our four travel consultants sit over there, on the other side of that long counter. That’s right, four of them,
side by side, all serving various regions.

Now, let me tell you their specific functions. Firstly, the consultant on the left, next to the plant, is
the ‘Local Tours’ consultant, serving tours in the immediate vicinity of this city. Next to her is what we call
‘Regional Tours’, targeting the state-wide options. -Next- to her is the ‘Interstate Tours’, and that can
involve either buses or planes, in the former case, utilising the SleekLine Bus service, as you know. And
finally, next to her, in the corner, is ‘General Enquiries’, which is self-explanatory. If you have questions of
a general nature, rather than one relating to specific destinations, you can go there.

Now, as I said, we can do international tours, and for that you need our big office, just through that door -
the one between those two plants. However, if your international tour is in the Asian region, which is
generally our most popular option, then we deal with that in a separate room the one opposite International
Tours, but not; the corner one. Just go through that door on the left - the one next to that cupboard. The
door next to that is, in fact, our General Office, so please don’t go through there. That’s reserved for staff
members only.
Exercise 61.
Questions 21–23
Choose ONE letter, A, B, or C.
21 Mary has been called in for a meeting because:
A she has been working too hard
B she has offered to lead an activity
C she is going on a training programme
22 The most important part of planning a field trip is:
A to organise activities for everyone
B to know about the official rules for field trips
C to think about and plan for problems
23 Leaders must develop:
A a tailored trip plan
B an adventure activities plan
C a hazard management plan
Questions 24 – 30
Complete the sentences below. Write NO MORE THAN TWO WORDS for each answer.
24 Mary’s plan must consider .…………………, such as local rain or wind, the land and the
party members.
25 Mary’s plan does not need to consider things such as tropical storms or serious illnesses,
which are known as .………………… .
FIELD TRIP PLAN:
WEATHER:
• everyone needs warm clothing and a 26.…………………
ACTIVITIES
• hiking – first aid kit, map and a 27.…………………
• avoid routes where an avalanche, mudslide or 28 .………………… is possible
GROUP MEMBERS
• think about the fitness and 29………………… of the group
• do not allow 30 .………………… to be responsible for transport.

21 B
22 C
23 C
24 (significant) factors
25 (unlikely) events
26 raincoat
27 compass
28 flash flood
29 experience
30 student drivers
STUDENT: Hello, Mr Hadstone. Is this the right time for our meeting?
TUTOR: Yes, it is. Thanks for coming in at such a late hour, Mary. I know you’ve had a busy day studying
and will be keen to get home … and thanks for volunteering to run this project. It’s going to help you
develop and practise skills needed by teachers today. Field trips are getting more and more a part of school
life, so as a student of education it’ll be wonderful training for you. It’s really a great opportunity.
STUDENT: We did loads of field trips at school, so I’ve got a good idea of what sort of things we could
do.
TUTOR: Hmm, I expect so, but we’re here to go through the basics of planning one, and the trip leader
carries a load of responsibility. Right now, you’re focusing on activities, but your main job is to consider
the dangers, and come up with ways of countering or avoiding them. There are lots of government
regulations you won’t have been aware of on your school trips, but they are just a guideline for your own
planning….some of those school trips you went on would have been pretty adventurous, right?
STUDENT: Yeah.
TUTOR: OK, and your plan needs to be tailored to the kind of trip you’re doing. On a well-planned and
successfully led adventure trip, we don’t often hear of problems … even though sometimes there’s bad
weather, for example, that a school party has managed to combat. That’s because the leader created a
well thought out hazard management plan.
STUDENT: Oh, I thought I’d just be taking my mates out on a trek – now it’s all paperwork!
TUTOR: Yes, well, that’s why I called you in. We’ll work on this together over the next few days – I just
wanted to give you a heads-up on what you’ll need to think about. There are some aspects that every trip
needs to consider. What do you think they might be?
STUDENT: Uh ... well …heavy rain, or high winds, I guess, and any dangers in the terrain...
TUTOR: Yes, we call those the significant factors … and another important one is the make-up of your
group. But, you don’t need to go overboard. There are some kinds of hazard you won’t need to think about
at all: things like hurricanes, earthquakes, radioactivity, or major diseases such as cancer. The official name
for those is unlikely events, because they almost certainly
won’t happen.
TUTOR: OK, so let’s consider the hazards seen as most likely on a field trip into the countryside. Weather
causes real problems – overexposure to the sun or the cold – even the wind can have a big impact. And, of
course, the weather can change very suddenly and without warning.
STUDENT: Yes, people can get into trouble in the hills if they don’t bring extra layers of clothes and a
jacket – even if they start walking on a hot day. Oh … and a raincoat, too, of course. Umm …what’s next
then?
TUTOR: Well, let’s think about possible activities and what you might need.
STUDENT: Yes, OK … Well, for hiking of course we need a first aid kit. Oh … and a decent topographic
map of the area. And we need to make sure that more than one person can read it. I’ve run into lots of
difficulties in the past with people who can’t identify even major features, like rivers. And some people
have no idea about contour lines. Ah….and I suppose a compass, too.
TUTOR: You’d need to list those. Then there are things that may be obvious, but must be written down and
considered seriously. For example, if there’s a possibility of falling more than 2.5 meters, that’s considered
life threatening, and I’m sure you would be aware of problems near the sea, like tides or high waves – and
the trouble you can get into where there’s a possibility of an avalanche or a mudslide … or a flash flood, if
you’re anywhere near rivers.
STUDENT: Yes, well, I was thinking of an adventurous route for this trip … you know, that’s always more
fun, and it’s such a cool feeling when you’ve achieved something really difficult.
TUTOR: Yes, OK, but then you need to consider who’s going to be in your party…. don’t go and plan
things that are beyond the reach of most people, or you’re asking for trouble. You need to take into account
the physical strength and experience of the party as a whole. When you make your groups, make sure
there’s at least one person in each one who’s been hiking a few times before.
STUDENT: Wow, there’s a lot to write down, isn’t there? I’m really keen to get started now.
TUTOR: Well, good, because there’s a lot more detail to consider. For now, I’ll just mention two more of
the common hazards for high school trips, in particular.
STUDENT: Yes?
TUTOR: The Ministry of Education website says – don’t use inexperienced volunteers, and don’t allow
student drivers to bring their own cars, or to drive anyone else’s car, for that matter.
STUDENT: Well … now I really have something to think about! Thanks, Mr Hadstone

Exercise 62.

Questions 21–25
Complete the sentences below.
Write NO MORE THAN TWO WORDS for each answer.
21 Students must follow ……………………. to prevent accidents in the lab.
22 The students have not been using ……………………. while in the lab.
23 Students cannot eat or drink until ……………………. is finished and they have washed their hands.
24 Tessa should tie her hair back to avoid danger when she is working with a ……………………. or
chemicals.
25 Students must wear long sleeves and shoes made of ……………………. in the lab.

Questions 26–28
Choose the correct letter A, B or C.
26 Which student is currently using an appropriate notebook?
A Vincent
B Tessa
C Neither student
27 The tutor says that writing observations in complete sentences
A is often not a good use of time
B makes them easier to interpret later
C means that others can understand them
28 The students must write dates
A next to each drawing
B next to each written section
C next to each drawing and written section

Questions 29 and 30
Choose TWO letters, A–E.
Which TWO things must be included in the conclusion to the experiment?
A the questions investigated
B the solutions to the questions
C the student’s own thoughts about the experiment
D the length of time spent on the experiment
E the student’s signature

21. safety procedures/directions/safety rules

22. eye protection / safety glasses/goggles
23. clean-up / clean up / cleanup
24. naked flame
25. leather
26. C
27. B
28. C
29 &30. C, E (in either order)
TUTOR: Now Vincent and Tessa, I’ve asked the two of you to come and see me because I’m a bit
concerned after that incident in the science lab last week. I realise that neither of you have had much
experience in a laboratory before …
VINCENT: Well, we mostly just studied theory at high school …
TESSA: and we rarely got the opportunity to carry out any experiments.
TUTOR: Fair enough. But we must all abide by certain safety procedures – the last thing we want is for
one of our students to get hurt.
TESSA: We understand that.
TUTOR: Our priority is to make sure that the chemistry laboratory is a safe place and, actually, accidents
can easily be prevented if you just think about what you’re doing at all times.
TESSA: It sounds simple enough.
TUTOR: It is if you always use good judgement, observe safety rules and follow directions.
VINCENT: We’ve read the rules on the poster inside the lab.
TUTOR: And yet last week you were seen working in the lab without eye protection.
TESSA: What do you mean? I was wearing my glasses.
TUTOR: Prescription glasses are not safety glasses – you must always wear the goggles provided – you’ll
find they fit quite comfortably over your ordinary glasses.
VINCENT: Oh, I see.
TUTOR: Just make a habit of putting them on before you start and keep them on until you are finished.
And another thing, never eat or drink while in the laboratory.
TESSA: What – not even water?
TUTOR: Not even water – at least not until after clean-up. Then, be sure to wash your hands thoroughly
with soap and hot water and dry them on a clean towel first. And Tessa, your hair should be tied back when
you’re in the lab.
TESSA: It’s not that long.
TUTOR: Still, it poses a hazard when you’re working with chemicals or a naked flame. If you can’t tie it
back or pin it up, see if you can tuck it into a cap or something.
TESSA: Yes, I can do that.
TUTOR: Thank you. Now, Vincent, last week you wore a tee-shirt and trainers in the lab. The rules clearly
state that long-sleeved shirts and leather shoes must be worn.
VINCENT Oh, yes, I remember – I was late getting back from sports practice and I didn’t have time to
change.
TUTOR: Well, it mustn’t happen again.
VINCENT: Okay, I’ll see that it doesn’t.
TUTOR: Good. As for the rest of the safety precautions, refer to the safety poster inside the lab and you
shouldn’t have any problems.
TUTOR: Now, before you go, a word about record-keeping.
VINCENT: Oh, good – I was going to ask you about that.
TESSA: What’s the best way to keep track of what we’re doing in the lab?
TUTOR: Well, obviously, all your observations should be written down – I know you think you won’t
forget stuff and you’ll be able to recall it later but generally this turns out not to be the case. Written data,
however, are a permanent record. And you must be thorough. Organise and record everything in a bound
notebook.
TESSA: I use a spiral notebook.
VINCENT: And I use a large note pad.
TUTOR: That won’t do. A book with binding ensures the pages are not easily removed or lost. Oh, and be
sure to write your entries in complete sentences.
TESSA: Isn’t that a waste of time?
VINCENT: Surely notes are good enough.
TUTOR: You might think so but brief notes can be hard to decipher at a later date, whereas with full
sentences you are less likely to misinterpret data.
VINCENT: I make sketches, you know, simple drawings.
TUTOR: That’s a good idea, Vincent, but be sure to date them.
TESSA: You want us to write the date next to each drawing?
TUTOR: Yes, every sketch and every entry must be dated.
TESSA: What about headings?
TUTOR: Use the title of the experiment as your first entry. When you have completed your observation
entries, answer any questions that have been posed and then, finally, write your conclusion.
VINCENT: How do we write a conclusion? Do we need to repeat things like the questions and our
findings, or the time it all took?
TUTOR: Just write your own ideas or feelings about the experiment as the conclusion. Oh … and
remember to sign it! Well, that’s all I have time for today. If you have any questions, ask the lab assistant
or come back to me.

Exercise 63.

Questions 21-26: What did findings of previous research claim about the personality traits a child is
likely to have because of their position in the family? Choose SIX answers from the box and write the
correct letter, A—H, next to Questions 21-26.

Personality Traits
A outgoing
B selfish
C independent
D attention-seeking
E introverted
F co-operative
G caring
H competitive

Position in family
21 the eldest child
22 a middle child
23 the youngest child
24 a twin
25 an only child
26 a child with much older siblings

Questions 27 and 28: Choose the correct letter, A, B or C.

27 What do the speakers say about the evidence relating to birth order and academic success?
A There is conflicting evidence about whether oldest children perform best in intelligence tests. B There is
little doubt that birth order has less influence on academic achievement than socio-economic status.
C Some studies have neglected to include important factors such as family size.

28 What does Ruth think is surprising about the difference in oldest children's academic performance?
A It is mainly thanks to their roles as teachers for their younger siblings.
B The advantages they have only lead to a slightly higher level of achievement.
C The extra parental attention they receive at a young age makes little difference.

Questions 29 and 30: Choose TWO letters, A—E. Which TWO experiences of sibling rivalry do the
speakers agree has been valuable for them?

A learning to share
B learning to stand up for oneself
C learning to be a good loser
D learning to be tolerant
E learning to say sorry
21 G
22 F
23 A
24 E
25 B
26 C
27 C
28 A
29&30 IN EITHER ORDER B D

RUTH: Ed, how are you getting on with the reading for our presentation next week?
ED: Well, OK, Ruth — but there's so much of it.
RUTH: I know, I hadn't realised 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: OK, 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
oldest 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 claimed that they were thought to be good at nurturing
— certainly in the past when people had large families they would have been ex ected to look after the
oun•er ones.
ED: There isn't such a clear 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: 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 recognise 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 about 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.
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're fine now though.
ED: Only children have had a really bad press — a lot of studies have branded them as loners who 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 hadn'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 they're sometimes the exact opposite — playing
the baby role and clamouring for special treatment.
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: Mmm. 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 decline 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 there are, the likelier the family is to have a low socio-economic 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 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
verbalising processes.
ED: Right, and this gives them status and confidence, which again contribute, in a small way, to better
performance. So would you say sibling rivalry has been a useful thing for you?
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 apologise to him — but we had to put up with each other and most of the time we
co-existed 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, whereas ...
Exercise 64.

Questions 21 and 22
Choose TWO letters, A—E. Which TWO groups of people is the display primarily intended for?
A students from the English department
B residents of the local area
C the university's teaching staff
D potential new students
E students from other departments
Questions 23 and 24
Choose TWO letters, A—E. What are Cathy and Graham's TWO reasons for choosing the novelist
Charles Dickens?
A His speeches inspired others to try to improve society.
B He used his publications to draw attention to social problems.
C His novels are well-known now.
D He was consulted on a number of social issues.
E His reputation has changed in recent times.
Questions 25-30
What topic do Cathy and Graham choose to illustrate with each novel?
Choose SIX answers from the box and write the correct letter, A—H, next to Questions 25-30.
Novels by Dickens
25 The Pickwick Papers ______________
26 Oliver Twist ______________
27 Nicholas Nickleby ______________
28 Martin Chuzziewit ______________
29 Bleak House ______________
30 Little Dorrit ______________
Topics
A poverty
B education
C Dickens's travels
D entertainment
E crime and the law
F wealth
G medicine
H a woman's life

21&22 IN EITHER ORDER B D

23&24 IN EITHER ORDER B C
25 G
26 B
27 D
28 C
29 H
30 F

CATHY: OK, Graham, so let's check we both know what we're supposed to be doing. GRAHAM: OK.
CATHY: So, for the university's open day, we have to plan a display on British life and literature in the
mid-19th century.
GRAHAM: That's right. But we'll have some people to help us find the materials and set it up, remember
— for the moment, we just need to plan it.
CATHY: Good. So have you gathered who's expected to come and see the display? Is it for the people
studying English, or students from other departments? I'm not clear about it.
GRAHAM: Nor me. That was how it used to be, but it didn't attract many people, so this year it's going to
be part of an open day, to raise the university's profile. It'll be publicised in the city, to encourage people
to come and find out something of what goes on here. And it's included in the information that's sent
to people who are considering applying to study here next year.
CATHY: Presumably some current students and lecturers will come?
GRAHAM: I would imagine so, but we've been told to concentrate on the other categories of people.
CATHY: Right. We don't have to cover the whole range of 19th-century literature, do we?
GRAHAM: No, it's entirely up to us. I suggest just using Charles Dickens.
CATHY: That's a good idea. Most people have heard of him, and have probably read some of his
novels, or seen films based on them, so that's a good lead-in to life in his time.
GRAHAM: Exactly. And his novels show the awful conditions that most people had to live in, don't
they: he wanted to shock people into doing something about it.
CATHY: Did he do any campaigning, other than writing?
GRAHAM: Yes, he campaigned for education and other social reforms, and gave talks, but I'm inclined to
ignore that and focus on the novels.
CATHY: Yes, I agree.
CATHY: OK, so now shall we think about a topic linked to each novel?
GRAHAM: Yes. I've printed out a list of Dickens's novels in the order they were published, in the hope
you'd agree to focus on him!
CATHY: You're lucky I did agree! Let's have a look. OK, the first was The Pickwick Papers, published in
1836. It was very successful when it came out, wasn't it, and was adapted for the theatre straight away.
GRAHAM: There's an interesting point, though, that there's a character who keeps falling asleep, and
that medical condition was named after the book — Pickwickian Syndrome.
CATHY: Oh, so why don't we use that as the topic, and include some quotations from the novel?
GRAHAM: Right, Next is Oliver Twist. There's a lot in the novel about poverty. But maybe something less
obvious ...
CATHY: Well Oliver is taught how to steal, isn't he? We could use that to illustrate the fact that very
few children went to school, particularly not poor children, so they learnt in other ways.
GRAHAM: Good idea. What's next?
CATHY: Maybe Nicholas Nickleby. Actually he taught in a really cruel school, didn't he? GRAHAM:
That's right. But there's also the company of touring-in actors that Nicholas joined. We could do
something on theatres and other amusements of the time. We don't want only the bad things, do we?
CATHY: OK.
GRAHAM: What about Martin Chuzzlewit? He goes to the USA, doesn't he?
CATHY: Yes, and Dickens himself had been there a year before, and drew on his experience there in
the novel.
GRAHAM: I wonder, though. The main theme is selfishness, so we could do something on social justice?
No, too general, let's keep to your idea — I think it would work well.
CATHY: He wrote Bleak House next — that's my favourite of his novels.
GRAHAM: Yes, mine too. His satire of the legal system is pretty powerful.
CATHY: That's true, but think about Esther, the heroine. As a child she lives with someone she doesn't
know is her aunt, who treats her very badly. Then she's very happy living with her guardian, and he
puts her in charge of the household. And at the end she gets married and her guardian gives her and
her husband a house, where of course they're very happy.
GRAHAM: Yes, I like that.
CATHY: What shall we take next? Little Dorrit? Old Mr Dorrit has been in a debtors' prison for years ...
GRAHAM: So was Dickens's father, wasn't he?
CATHY: That's right.
GRAHAM: What about focusing on the part when Mr Dorrit inherits a fortune and he starts
pretending he's always been rich?
CATHY: Good idea.
GRAHAM: OK, so next we need to think about what materials we want to illustrate each issue. That's
going to be quite hard.

Exercise 65:
Box Telecom

Problem: been affected by drop in 21 .........................

growing 22 .........................
delays due to a strike

Causes of problems: high 23 .........................

lack of good 24 .........................

Questions 25-27

Choose the correct letter, A, B or C.

25) What does Karin think the company will do?

 A look for private investors

B accept a takeover offer

C issue some new shares

26) How does the tutor suggest the company can recover?

A by appointing a new managing director

B by changing the way it is organised

C by closing some of its retail outlets

27) The tutor wants Jason and Karin to produce a report which

A offers solutions to Box Telecom's problems.

B analyses the UK market.

C compares different companies.

Questions 28-30

Which opinion does each person express about Box Telecom?

Choose your answers from the box and write the letters A-F next to questions 28-30.

A its workers are motivated

B it has too little investment

C it will overcome its problems

D its marketing campaign needs improvement

E it is old-fashioned

F it has strong managers

28) Karin
29) Jason
30) The tutor

Answer:
21. sales
22. competition
23. interest rates
24. training
25. A
26. B
27. A
28. C
29. B
30.D

TUTOR: Right, Jason and Karin, now I asked you to look at the ease study for Box Telecom as part of
your exam assessment. It's interesting because they are in the middle of problems at the moment and I want
you to track how they deal with them. Let's start with you, Karin. Having read through the ease study, can
you just summarise what the problems were that Box Telecom had to take on board?

KARIN: Um, yeah ... Well of course what first came to their attention was that, despite a new advertising
campaign, they were suffering from falling sales - and this is something that had many causes. On top of
that immediate problem, what had also happened over the last two years was that, although they had
invested in an expansion plan, they had to face up to increased competition. And, before they had a chance
to get to grips with the effects of that, they were stalled by a strike and it was just when they were thinking
about making a colossal investment in new machinery for their plants. So they were really in trouble.

TUTOR: Yes, I think that's fair. And Jason, you contacted the company, didn't you? What did the
company define as the reasons for these problems?

JASON: Well, I think they've hit on the right things - it would be easy to say they had invested too heavily,
or at the wrong time, but in fact the signs were good and what they were set back by was high interest rates.
At the same time, their longer-term problems, which were affecting their market share, were eventually
credited to poor training - and having looked at the details in their last report I think that's right.
TUTOR: SO, onto the larger issues then. Karin, what do you think the company will do?

KARIN: Hmm ... Well, obviously they have the choice of accepting the very favourable terms that another
company - KMG Plc - have given them to buy them out. That would mean creating a new company with a
new image. Or they could decide on a bolder move and offer some new shares if they wanted. But I think
they're much more cautious than that and expect they will start trying to find individuals who'd be prepared
to back them with some of the capital they need.

TUTOR: Well, you mustn't always assume that dramatic problems require dramatic solutions. Sometimes
there's a simple fix such as changing the guy at the top. If they truly are cautious, then I suspect they will
seek to shut down some of their shops. But a more ambitious approach, and one which I think would have
more chance of success, would be to alter how they're running things - the management layers and the
processes. So in your analysis try to think of all the options. Jason?

JASON: Yes. it's interesting because I've found it a really useful company to study. Its problems cross all
types of industries and it's lucky it's so big - a smaller or even medium-sized company would have gone
under by now.

TUTOR: Ah well in fact, what I want you two to do is to go away when we've finished our discussion
today and write a report. We've looked in general at the telecommunications market in the UK over the last
few sessions and I want you to take Box Telecom as an example and suggest some ways in which they
might overcome their problems. And outline the reasons why you think as you do - but try and keep it
intrinsic to the company rather than dragging in other examples. Is that OK, Karin?

KARIN: Yes, I think I can do that. Personally I've got great hopes for it. I think it will recover. That
advertising campaign they did was very strong and they're very innovative with their products - they set
new trends. The company's got to recover, don't you think, Jason?

JASON: Hmmm - I'm not sure. I think it can but it's not a foregone conclusion unless they manage to
attract the right level of investment. The company definitely needs a boost and to attract more highly
skilled workers if their recovery is to be long-lasting. When I was talking to the marketing manager he said
to me that he thinks the company had got a great management team - but he would say that, wouldn't he? -
but they are suffering from having to work with outdated production machinery and that could cost a lot to
put right.

TUTOR: Well, personally I think the stock market is to blame. I think they were expecting too much of the
company and then inevitably it looked bad when it didn't perform. The market should have had more
realistic expectations.
And I disagree with you about the advertising campaign Karin. That's where they could do with some
innovation - to get sales kick-started. Anyway, let's see what you come up with ... [fade]

Exercise 66:

Questions 21-24

Choose the correct letter, A, B or C. Honey Bees in Australia

21. Where in Australia have Asian honey bees been found in the past?

A. Queensland

B. New South Wales

C. several stales

22. A problem with Asian honey bees is that they

A. attack native bees

B. carry parasites

C. damage crops.

23. What point is made about Australian bees?

A. Their honey varies in quality.

B. Their size stops them from pollinating some flowers.

C. They are sold to customers abroad.

24. Grant Freeman says that if Asian honey bees got into Australian.

A. the country’s economy would be affected.

B. they could be used in the study of allergies.

C. certain areas of agriculture would benefit.

Questions 25-30

Complete the summary below. Write ONE WORD ONLY for each answer.

Looking for Asian honey bees

Birds called Rainbow Bee Eaters eat only 25……………………… , and cough up small bits of
skeleton and other products in a pellet.

Researchers go to the locations the bee eaters like to use for 26………………………

They collect the pellets and take them to a 27……………………… for analysis.

Here 28……………………… is used to soften them, and the researchers look for
the 29……………………… of Asian bees in the pellets.
 The benefit of this research is that the result is more 30……………………… than searching for
live Asian.

Answer:
21. A. Queensland
22. B. carry parasites
23. C. They are sold to customers abroad.
24. A. the country’s economy would be affected.
25. insects
26. feeding/eating
27. laboratory
28. water
29. wings
30. reliable/accurate

PROFESSOR: Good morning everyone. In today’s seminar, Grant Freeman, a biologist who specialises
in identifying insects, and who works for the Australian Quarantine Service, has come to talk to us about
his current research work. Right, well, over to you, Grant.
GRANT: Good morning, everyone. I’m sure that you know that the quarantine service regulates
all food brought into Australia. Well, obviously they want to protect Australia from diseases that might
come in with imported goods, but they also want to prevent insect pests from being introduced into the
country, and that’s where I have a particular type of them around in various states of Australia. We
discovered a few of them in Queensland(Q21) once and eradicated them. Now, we’re pretty keen to make
sure that there aren’t any more getting in, particularly to New South Wales and other states.

STUDENT 1: What’s wrong with Asian Honey Bees? Are they so different from Australian bees?

GRANT: Well, in fact, they look almost the same, but they are infested with mites(Q22) –
microscopic creatures which live on them, and which can seriously damage our own home – grown bees, or
could even wipe them out.

PROFESSOR: Well, what would happen if Australian bees died out?

GRANT: Well, the honey from Australian bees is of excellent quality, much better than the stuff
the Asian bees produce. In that, Australia exports native Queen bees to a large number of countries
because of this (Q23). When the European Honey Bee was first discovered out in the bush, we found they
made really unpleasant honey and they were also too big to pollinate many of our native flowers here in
Australia.

STUDENT 2: That must have had a devastating effect on the natural flora. Did you lose any
species?

GRANT: No, we managed to get them under control before that happened but if Asian bees got
in there could be other consequences. We could lose a lot of money (Q24) because you might not be
aware, but it’s estimated that native bees’ pollination of flower and vegetable crops is worth 1.2 billion
dollars a year. So in a way they’re the farmer’s friend. Oh, and another thing is, if you’re stung by an
Asian Honey Bee, it can produce an allergic reaction in some people; so they’re much more dangerous than
native bees.

PROFESSOR: How will you know if Asian bees have entered Australia?

GRANT: We’re looking at the diet of the bird called the Rainbow Bee Eater. The Bee
Eater doesn’t care what it eats, as long as they’re insects(Q25). But the interesting thing about this is
that we are able to analyse exactly what it eats and that’s really helpful if we’re looking for introduced
insects.

PROFESSOR: How come?

GRANT: Because insects have their skeletons outside their bodies, so the Bee Eaters digest the
meat from the inside. Then they bring up all the indigestible bits of skeletons and, of course, the wings in a
pellet – a small ball of waste material which they cough up.

PROFESSOR: That sounds a bit unpleasant. So, how do you go about it?

GRANT: In the field we track down the Bee Eaters and find their favourite feeding(Q26) spots,
you know, the place where the birdsusually feed. It’s here that we can find the pellets. We collect them up
and them back to the laboratory(Q27) to examine the contents.

PROFESSOR: How do you do that?

Exercise 67:

Questions 21-26

Choose the correct letter, A, B or C. Latin American studies

21. Paul decided to get work get work experience in South American because he wanted

A. to teach English there

B. to improve his Spanish

C. to learn about Latin American life

22. What project work Paul originally intend to get involved in?

A. construction

B. agriculture

C. tourism

23. Why did Paul change form one project to another?

A. His first job was not well organized.

B. He found doing the routine work very boring.

C. The work was too physically demanding.

24. In the village community, he leant how important it was to

 A. respect family life.

B. develop trust

C. use money wisely.

25. What does the Paul say about his project manager?

A. He let Paul do most of the work

B. His plans were too ambitious.

C. He was very supportive of Paul.

26. Paul was surprised to be given

A. a computer to use

B. so little money to live on

C. an extension to his contract

Questions 27-30

What does Paul decide about each of the following modules?

Write the correct letter, A, B or C, next to questions 27-30.

A. He will do this.

B. He might do this.

C. He won’t do this.

Module

27. Gender Studies in Latin America

28. Second Languages Acquisition

29.Indigenous Women’s Lives

30.Portuguese Language Studies

Answer:
21 C. to learn about Latin American life
22 C. tourism
23 A. His first job was not well organized.
24 B. develop trust
25 C. He was very supportive of Paul.
26 A. a computer to use
27 C 28 A 29 B 30 C

WOMAN: I’ve been reading your personal statement, Paul. First, let’s talk about your work
experience in South America. What took you there? Was it to gain more fluency in Spanish?

PAUL: Well, as I’m combining Spanish with Latin American studies, my main idea was to
find out more about the way people lived there (Q21). My spoken Spanish was already pretty good in
fact.

WOMAN: So you weren’t too worried about language barriers?

PAUL: No. In fact, I ended up teaching English there, although that wasn’t my original choice
of work.

WOMAN: I see. How did you find out about all this?

PAUL: I found an agency that runs all kinds of voluntary projects in South America.

WOMAN: What kind of work?

PAUL: Well, there were several possibilities.

WOMAN: You mean construction? Engineering work?

PAUL: Yes, getting involved in building projects was an option. Then there was tourism –
taking tourists for walks around the volcanoes – which I actually chose to do(Q22), and then there was
work with local farmers.

WOMAN: But you didn’t continue with that project. Why not?

PAUL: Because I never really knew whether I’d be needed or not. I’d thought it might be
difficult physically, but I was certainly fit enough…no, I wanted to do something that had more of a
proper structure to it (Q23), I suppose, I get de-motivated otherwise.
WOMAN: What do you think you learned from your experience? It must have been a great
opportunity to examine community life.

PAUL: Yes, but it was difficult at first to be accepted by the locals. It was a very remote
village and some of them were reluctant to speak to me – although they were always interested in my
clothes and how much I’d had to pay for them.

WOMAN: Well, that’s understandable.

PAUL: Yes, but things soon improved. What struck me was that when people became
more comfortable with me and less suspicious (Q24) , we really connected with each other in a
meaningful way.

WOMAN: You made good friends?

PAUL: Yes, with two of the families in particular.

WOMAN: Good. What about management. Did you have a project manager?

PAUL: Yes and he gave me lots of advice and guidance. (Q25)

WOMAN: And was he good at managing too?

PAUL: That’s wasn’t his strong point! I think he was often more interested in the academic
side of things than filling reports. He was a bit of a dreamer.

WOMAN: And did you have a contract?

PAUL: I had to say for a minimum of three months. My parents were surprised when I asked
to stay longer – six months in the end. I was so happy there.

WOMAN: And did anything on the administration side of things surprise you? What was the
food and lodging like?

PAUL: Simple…but there was plenty to eat and I only paid seven dollars a day for that which
was amazing really. And they gave me all the equipment I needed…even a laptop. (Q26)

WOMAN : You didn’t expect that then?(Q26)

PAUL: No. (Q26)

WOMAN : Well, I’ll look forward to hearing more.

WOMAN : But now let’s look at these modules. You’ll need to start thinking about which ones
you’ll definitely want to study. The first one here is Gender Studies in Latin America.

PAUL: Mmm…

WOMAN : It looks at how gender analysis is reconfiguring civil society in Latin America.
Women are increasingly occupying positions is government and in other elected leadership positions in
Latin America. I think you’d find it interesting.
PAUL: It is was to do with people in the villages rather than those in the public sphere, I
would (Q27) .

WOMAN : Okay. What about Second Language Acquisition?

PAUL: Do you think I’d find that useful?

WOMAN : Well, you’ve had b some practical experience in the field, I think it would be.

PAUL: I hadn’t thought about that. I’ll put that down as a definite, then. (Q28)

WOMAN : Okay. What about indigenous Women’s Lives. That sounds appropriate.

PAUL: I thought so too, but I looked at last year’s exam questions and that changed my mind,

WOMAN : Don’t judge the value of the course on that. May be, talk to some other student
first and we can talk about it again later. (Q29)

PAUL: Okay.

WOMAN : Yes, And lastly, will you sign up for Portuguese lessons?

PAUL: My Spanish is good, so would I find that module essay?

WOMAN : Not necessary. Some people find that Spanish interferes with learning Portuguese…
getting the accent right too.It’s quite different in a lot of ways.

PAUL: Well, I’d much sooner do something else, then. (Q30)

WOMAN : Alright. Now, what we need to do is…

Exercise 68:

Questions 21-25
Choose the correct letter, A, B or C.
21 Which part has the tutor already read?
A the introductory chapter
B the procedure section
C the results and discussion section
22 Which part of the paper did the tutor like?
A introduction
B layout
C background information
23 Kathy and the tutor both agree to continue to
A refer a lot to the example received in class.
B copy the information.
C conduct further research in the library.
24 Kathy asks the tutor for help with the ………….. section.
A abstract
B bibliography
C appendix
25 What will Kathy do next?
A try out software
B work on the bibliography
C make an animation

Questions 26-30
What is the desired outcome to each of the following course of action?
Choose FIVE answers from the box and write the correct letter, A-F, next to questions 26-30.
Desired outcomes
A practical experience
B publish the work
C join Machine Engineer Society
D give suggestions
E stay up to date
F make important contacts
26 Make a good grade
27 Meet engineering professionals
28 Visit the factory
29 Seek summer internships
30 Present dissertation

Answer:
21 A
22 B
23 C
24 B
25 A
26 C
27 F
28 E
29 A
30 B
TUTOR: Before we start, Jimmy and Kathy, thanks for coming in today to talk about your current
research paper! Well, I will also give you some suggestions for your future presentation later.

JIMMY: That’s great!

TUTOR: Okay, I have read the introductory chapter, and so far I like where you’re going with your
research, you two.

KATHY: Thanks! What did you think of the procedure section?

TUTOR: I haven’t gotten there yet. I will get to that and the results and discussion section in a bit.

JIMMY: Oh. If you haven’t read the rest, are you just saying you like the introduction?

TUTOR: No - the layout is really well done. You have each section clearly marked and have the header
and footer perfectly formatted, and your title page is right on the money. A lot of students have trouble with
that one.

JIMMY: To be honest, we did refer a lot to the example we received in class.

TUTOR: That’s good to do for spacing and layout, as long as you’re not also copying the information.
The background information is a little sparse, though. You may want to add to it.

KATHY: You think so? I was more worried about whether I had enough data.

TUTOR: You definitely need more background information. I would think about finding some more
online articles or doing more research in the campus library.

JIMMY: That’s a good idea - we can go tomorrow. I find it too tough finding the subject matter in the
online journal database.

TUTOR: I also like being able to flip through the physical journal as opposed to trying to scroll down on
a computer.

KATHY: Me too. Oh, I almost forgot. I’ve included all of my citations in the abstract, but could you help
me with the bibliography? I should be using a bibliography, right? Not an appendix?

TUTOR: Sure, I can help with that. Yes - for this type of scientific research paper, list all sources that you
cite in the body of your paper in a bibliography. Go to the website I gave you last time to see the exact way
to list each source.

KATHY: Okay, thanks. I’ll do that. We still have a lot of things to fix up.

TUTOR: Yeah, but there’s a lot of good stuff here to work with. So enough about the paper, how is the
presentation going?

KATHY: Well, it’s alright. I am going to go try out the new presentation software while Jimmy’s
working on the bibliography.

JIMMY: Yeah, we are hoping to make an animation of an actual pump but still have a lot to learn about
how to do that.

KATHY: Who would have thought before we started this project that we would be able to recreate the
motion of a pump? This stuff is just so interesting.

TUTOR: So glad to hear it!

JIMMY: Yeah, I am glad I took engineering this semester. I would definitely like to keep up with it.

TUTOR: You know, there’s an organisation called the Machine Engineer Society. You should look into
joining it. You would need to score well in your engineering class to qualify, but I think you can do it.
KATHY: Hm, interesting. I will definitely check it out. I would really like to get in contact with some
professionals in the engineering field to find out more. I don’t really know anyone in the field now, though.

JIMMY: I think if you keep meeting people in your classes and professors you’ll be able to get in contact
with some really helpful people.

TUTOR: Well said, Jimmy. If engineering pumps is something you both are specifically interested in,
make sure you stay up to date on new developments. In fact, you could visit the local water
treatment facility periodically to see what new developments are going on.

KATHY: Hm, that may be a good way to get some practical experience.

TUTOR: Well, I don’t think they would let you handle any equipment by just visiting the facility. If you
really want to get your hands dirty, so to speak, I would recommend instead seeking a summer internship.

KATHY: Wow, you have so many helpful suggestions for getting a leg up. Now if only you could tell me
how to get my work published!

JIMMY: Haha, wouldn’t that be nice.

TUTOR: Well, honestly, all you really need to do is once you have a dissertation, present it. Present it
often and to many audiences, and once you get feedback, adjust it. You’ll get published one day.

KATHY': Wow, this meeting has been truly inspiring. Thanks for your help!
Exercise 69:

Questions 21-23
Choose THREE letters, A-G.
Which THREE factors should the student consider while selecting courses?
A class time
B course topic
C amount of homework
D ease of course
E relevant to future career
F course structure
G professor reputation

Questions 24-27
Choose the correct letter, A, B or C.
24 The tutor recommends against taking Human Physiology because it would not be the best
A time management.
B chance at earning an A.
C topic for a research paper.
25 The student decides to do a dissertation because
A he takes it to boost his GPA.
B he likes to develop more supportive details.
C he wants to conduct more interviews.
26 The student thought the research paper was
A already completed.
B worth finishing.
C too complicated.
27 The method of data collection was
A interviews
B lab studies.
C questionnaires

Questions 28-30
Complete the sentences below.
Write ONE WORD ONLY for each answer.
First draft should be finished by the end of 28……………
Dissertation should be registered with the 29…………… in the Department Office.
The student can get the relevant database from the 30…………… Office.

Answer:
21-23 B, E, F
24 A
25 B
26 C
27 A
28 March
29 secretary
30 computer

STUDENT: Hi, Professor Jamison, I was hoping we could talk this week about choosing courses for next
semester.

TUTOR: That sounds great! Any idea yet what you would like to take?

STUDENT: Well, I was hoping you could kind of tell me. There are so many to choose from. I don’t even
know where to start!

TUTOR: Sure. Well, first thing’s first. Do you know what you will major in? It is important to take
courses that are relevant to your career path.

STUDENT: Well, I think I want to major in Biology. I want to go to medical school, so it seems like it
would make sense.

TUTOR: I agree - if you like Biology, it is definitely a good idea to focus on that since so many of thè
requirements overlap.

STUDENT: Okay, so I should take a few Biology classes then?

TUTOR: Yes. Let’s start there. You should pick one or two Biology classes. Not just any Biology
classes, though! If possible, read online or talk to senior fellows and find out about the structure of the
courses. You don’t want to end up signing up for two classes that require labs in the same semester - you’ll
spend so much time in the Biology Department that you won’t see the light of day.

STUDENT: Oh right, good idea. I heard labs can be as long as 4 hours.

TUTOR: That is true. And another thing - make sure the topic is either relevant to your major, or
something you are interested in learning about. It sounds obvious, but do not just take a class because
you heard it was easy, or because it does not require attendance.

STUDENT: Of course not. Though it would be really nice to have at least one class, that’s a little bit less
rigorous than the ones I’m taking this semester. I barely sleep as it is with all this studying.

TUTOR: That may have more to do with your study habits, though I don’t disagree that your schedule is
really difficult this semester.

TUTOR: So any idea which Biology classes you may decide on for next semester?

STUDENT: Well, I was thinking of taking Human Physiology - it sounds relevant and interesting.

TUTOR: I think it is an interesting class, but I would recommend against it. You are already in Human
Anatomy, which also covers Physiology so it would be repetitive, and probably not the best use of your
time.
STUDENT: If I already know some of the stuff, I could take it to boost my GPA a little bit.

TUTOR: Um, you could maybe do that, except the professor that teaches it is famous for giving out the
fewest A’s of any professor.

STUDENT: Oh wow. Never mind.

TUTOR: Now, changing subjects, have you decided yet on your research topic?

STUDENT: Well, I actually decided. I don’t want to do a research paper. I’m going to do a dissertation
instead. I think I will much more enjoy coming up with a thesis and finding all the details to support it.

TUTOR: I see. Didn’t you already do some of the research though? What happened to that?

STUDENT: Well, I started doing research. Then the more data I collected, the more complicated things
got. I realised I would have to take a lot more steps to randomise the sample, and then I realised I
would need to control for more factors.

TUTOR: I see. What kind of data collection did you do?

STUDENT: I interviewed employees at the water treatment facility after Professor Dickinson
recommended it.

TUTOR: I understand. Well, the research paper could be much more outside work, but it may be worth it
if that is what you are interested in.

STUDENT: No, I am a lot happier just doing the dissertation.

TUTOR: That’s fine with me. Just remember, you need to finish your first draft and send it in soon. It’s
already the middle of February!

STUDENT: Oh wow, it is, isn’t it? I just have to finish it by the end of March, right?

TUTOR: Yep, but don’t forget! The date will really sneak up on you.

STUDENT: OK, I’ll make sure to set reminders in my calendar. And who do I talk to about registering my
dissertation?

TUTOR: You should go to the Department Office, and then talk to the secretary.

STUDENT : I thought I needed to talk to the Department Head.

TUTOR: Not for registering. If you need help developing your dissertation, that’s when you should go to
the Department Head.

STUDENT: Oh, I see. And who would I see about getting access to the database of past research on my
topic?

TUTOR: That you can find in the computer lab, specifically in the office - you’ll have to ask a lab
technician to give you access.

STUDENT: Okay. Well, I’ll go ahead and get started on that then. Thanks!
Exercise 70:

Questions 21 – 25
Complete the flowchart.
Write ONE WORD ONLY for each answer.

Foundation for Essay Writing

Decide on 21……………. you like.
↓
Focus on 22……………. area of interest.
↓
Write 23……………. statement.
↓
Create 24…………….
↓
Ensure this 25……………. clearly.

Questions 26-30
Complete the summary.
Write NO MORE THAN TWO WORDS OR A NUMBER for each answer.
There are several 26……………. involved in producing a good essay. The writer must think independently
and give 27……………. examples as support, each one with a reference (which is a 28…………….). The
formatting must follow the 29……………. issued by the university, as well as the word count decided by
the lecturer, although it can vary by 30…………….

Answer:
21 Topic
22 Current
23 Thesis
24 Outline
25 Progress
26 Aspects
27 Real-life
28 Necessity
29 Style guide
30 10%

Eric: Hi, Ms Harris. Here we are, talking once again.

Ms Harris: Well, I’m always willing to help out wherever possible. Is anything troubling you?

Eric: Well, your advice last week about writing summaries was very useful, and I’m using these summaries
a lot in order to prepare my final master’s thesis.

Ms Harris: But you’re having problems, right?

Eric: Yes, I have a few issues to discuss. Obviously I want a good essay, and I want to achieve high marks.
But I’m not sure on the best way to start.

Ms Harris: That’s an easy question. Start with a topic, but not one that I necessarily suggest, but one that
you want to explore. You will always write better when doing so on a topic you are interested in, not one
imposed upon you by others.
Eric: Well, I’m interested in management theory.

Ms Harris: Then pursue that. However, that alone is far too broad. Break it into various current areas of
discussion and relevance, then look more carefully at one of them — say, management and cultural
differences, or management and motivation, or other aspects, such as the role of salary, group cohesion, or
leadership.

Eric: I would say I’m interested in group cohesion—that is, how people interact in the workplace.

Ms Harris: Well, that’s a start, but you can’t then just write planlessly, without defining exactly what you
intend to do within the area you’ve chosen. You’ll have to think of a thesis, and this statement could be of
several types.

Eric: Such as what?

Ms Harris: Oh, you could argue a point, something that you believe in; or discuss an issue, looking at its
various perspectives; or critique the opinions of others, pointing out the pitfalls and flaws. The thesis
statement will make that very clear because it will say, in simple terms, what you intend to achieve in your
essay.

Eric: I see. And then I can just begin writing, right?

Ms Harris: Wrong! [Uh?] If your essay is going to be clear, it needs to be logical and organised, and this
means you’ll need an outline. This could be written as a flowchart, or spider graph — that is, a series of
connected lines, but whatever shape the outline takes, there must be a sense of progress, in, more or less, a
straight line, towards a goal.

Eric: And then my essay will be good?

Ms Harris: With such progression, definitely—as long as you do achieve everything that you set out to do,
as specified in the beginning, okay?

Eric: Well, Ms Harris, your advice about essay writing all sounds very useful: solid, and step by step, so I’ll
certainly follow that. But can you tell me in more general terms, what constitutes the best essay?

Ms Harris: Oh, there are many aspects to consider, but one of the most important is certainly, original
thinking. The best essays are written by people who think for themselves, and not just copy or imitate
established views.

Eric: I think I can do that.

Ms Harris: But remember, you can’t just give a list of unsupported assertions. There needs to be support as
well — a chain of logic linking each step in your argument. [Right] Yet that alone is not enough. Your
argument may be logically sound, but is it practically so? For that, you need examples, from real-life, to
illustrate your points or sub-points.

Eric: I’ve got lots of examples from my course readings. I suppose I could use them.

Ms Harris: But remember, whenever you use an example, or facts or figures that are not commonly known,
you must give a reference. That’s an academic necessity, without which your writing will automatically
fail.
Eric: So, it’s necessary to give these. Right.

Ms Harris: Absolutely—and with that, your essay will be fine, but always ensure that you format it clearly.

Eric: What do you mean?

Ms Harris: I mean the practical considerations, as written in the university style guide, such as leaving
appropriate margins, using double spacing, Arial font, and so on. You see, your writing must look good, as
well as be good.

Eric: I can certainly do that.

Ms Harris: And, finally, related to the previous point, you need to respect the number of words required.
Your individual lecturers will give you a word-count figure, so follow what they say, making your essay
neither too long, nor too short—perhaps 10% either way should be acceptable. 15% was common when I
was younger, but it’s a lot stricter now, and 20% would be pushing the boundaries just a little too far.

Eric: I guess I can do all that. Thanks for your advice.

Exercise 71.
Questions 1-5: Sentence completion
Listen and complete sentences 1-5 below. Write no more than three words for each answer.
When talking to babies adults 1.___________ several times.
Motherese provides a 2.__________ which allows language to develop in children.
In comparison with a 3.___________, a human baby is relatively helpless.
Human mothers used their voices to 4.___________ their young.
Language began as sounds became standardized into 5.___________.
Questions 6-9: Multiple-answer questions
Choose two letters A-E
6-7 Why might mothers have put their babies in slings?
A to transport them
B to protect them
C to control them
D to keep them warm
E to communicate with them
Choose two letters A-E
8-9 Linguists say a comprehensive theory would not explain
A how grammar developed
B how language is learnt
C how sounds got meanings
D how sounds are produced
E how speech developed
Question 10: Multiple-choice question
Choose the correct letter A, B, C, or D.
10 What is the speaker's main purpose?
A to describe how mothers talk to their babies
B to compare how humans and animals look after their young
C to explain a new theory of origin of human language
D to contrast the views of linguists and anthropologists

1. repeat phrases
2. (kind of) framework
3. baby chimpanzee
4. pacify
5. words
6-7. A,D
8-9. A,C
10: C

Hi, I'm Emma Bailey, and today I'm going to be talking `baby-talk'. Hopefully, you'll find the subject
interesting rather than infantile. I'd like to start by getting you to imagine a scenario. You're in an office or
at a family gathering when a mother comes in with her young baby. Like everyone else, you want to see the
mother and baby and you probably want to talk to the baby. How do you do this? What kind of language do
you use? Recent research has shown that adults all talk to babies in similar ways: they repeat phrases over
and over again in a high-pitched 'sing-song' voice with long vowel sounds. And if they ask questions they
exaggerate their intonation. Researchers have discovered that this kind of language, which they have called
motherese, is used by adults all over the world when they talk to babies. And according to a new theory,
motherese forms a kind of framework for the development of language in children. This 'baby talk', so the
theory goes, itself originated as a response to another aspect of human evolution: walking upright. In
contrast to other primates, humans give birth to babies that are relatively undeveloped. So, whereas a baby
chimpanzee can hold on to its four-legged mother and ride along on her back shortly after birth, helpless
human babies have to be held and carried everywhere by their upright mothers. Having to hold on to an
infant constantly would have made it more difficult for the mother to gather food. In this situation,
researchers suggest, human mothers began putting their babies down beside them while gathering food. To
pacify an infant distressed by this separation, the mother would 'talk' to her offspring and continue her
search for food. This remote communication system could have marked the start of motherese. As mothers
increasingly relied on their voices to control the emotions of their babies, and, later, the actions of their
mobile juveniles, words emerged from the jumble of sounds and became conventionalized across human
communities, ultimately producing language. Not all anthropologists, however, accept the assumption that
early human mothers put their children down when they were looking for food. They point out that even
modern parents do not do this. Instead, they prefer to hold their babies in their arms or carry them around in
slings. They suggest that early mothers probably made slings of some kind both for ease of
transportation and to keep their babies warm by holding them close to their bodies. If this was the
case, they would not have needed to develop a way of comforting or controlling their babies from a
distance. It is not only anthropologists, but also linguists who challenge this explanation for how language
developed. They say that although the motherese theory may account for the development of speech, it
does not explain the development of grammar. Nor, they say, does it explain, how the sounds that
mothers made acquired their meaning. Most experts believe that language is a relatively modern
invention that appeared in the last 100,000 years or so. But if the latest theory is right, baby talk - and
perhaps fully evolved language - was spoken much earlier than that. We know that humans were walking
upright one and half million years ago. This means that mothers may have been putting their babies down
at this time, and communicating with them in `motherese'. We can be sure that this is not the end of the
story, as anthropologists and linguists will continue to investigate the origins of this most human of abilities
-language.
Exercise 72.
Questions 31-40
Choose the correct letter, A, B or C.

31. The symptoms of synaesthesia

A are the same for everyone with the condition.
B cannot be controlled.
C can be harmful.

32. People who discover that they have synaesthesia

A often say they thought everyone experienced it.
B express negative feelings about their condition.
C wonder what it is like to be normal.

33. One research project looking at synaesthesia

A produced different results from other research.
B was able to estimate the proportion of people with the condition.
C found that a small number of people saw different colours.

34. The condition means some people see numbers or letters

A as either red or blue.
B as days or months.
C as colours or in particular relative positions

35. The way people experience colours

A will be exactly the same for everyone.
B can lead to disagreements.
C differs when a large number of experiments are carried out.

36 When seeing certain words, people with word-taste synaesthesia

A will differ in the way they taste a word.
B generally get a sweet taste in their mouth.
C have similar experiences.

37 What does the speaker say about synaesthesia?

A Infants may all have the condition.
B It is difficult to prove that the condition exists.
C The condition becomes more noticeable during childhood.

38 Family members with synaesthesia

A are not always closely related.
B may not have the same symptoms.
C make up forty per cent of the extended family.

39 People with synaesthesia

A are advised to take up a hobby or interest.
B are often talented artists.
C often take an interest in the arts.

40 What attitude do scientists have towards synaesthesia nowadays?

A It has little scientific worth.
B It may help them better understand how the brain functions.
C They need more proof that it exists.
31 B

32 A

33 B

34 C

35 B

36 A

37 A

38 A

39 C

40 B

Today we're going to look at a fascinating condition that challenges the idea that we all see and experience
the world around us in a similar way. For example, what do you see when I mention a day of the week or a
month? What colour is the letter A? Or the number 10? If you often find yourself having more than the
normal sense sensations, you too could have a condition known as synaesthesia.

Synaesthesia is a harmless but fascinating condition which is often described by psychologists as the
joining of the senses. We normally experience our senses individually, so we see a colour or hear a word,
whereas people with synaesthesia will find two or more senses being stimulated at the same time by a
single timulus. Some people will see or feel a colour when they hear a sound. Others will experience a taste
or smell when another sense is stimulated. This happens automatically — the sensation can't be
managed.

People often go through life unaware that they have the condition. A common response from individuals
who learn for the first time that they have synaesthesia is one of surprise to discover that other
people don't experience the same thing. It's a normal part of life for them, and they will rarely describe
the symptoms negatively.

To estimate the numbers of people with synaesthesia, one group of researchers sat people in front of a
computer and showed them letters and numbers in black. Participants were asked to choose a colour for
each character they saw. A small proportion of participants, namely those with synaesthesia, consistently
described the same characters as having the same colours. On the basis of the results, researchers were
able to predict that synaesthesia affects about one per cent of the population. This number has been
confirmed in other research.

Synaesthesia takes many different forms, but the most common is to see or feel a colour in relation to
letters and numbers. It's commonplace for people to identify A with red, B with blue, and so on. Some
people will actually see a colour, but in most cases it's a question of feeling or sensing the colour.
However, it's just as commonplace to see days months, letters, and numbers spatially, that is in lines
or circles, for example. People might say they see Monday up high, Tuesday just below Monday,
Wednesday on the left, Thursday on the right, and so on.

This doesn't mean that people with synaesthesia always agree on what they sense. Two synaesthetes
will often argue over the colour of a letter, for example. But patterns emerge if a large enough sample of
people are observed, providing clear evidence of this condition despite individual variations.

Colour and spatial synaesthesia are amongst the most common forms of the condition, but they are by no
means the only way people experience it. One of the more interesting combinations is word-taste
synaesthesia.This occurs when words lead the person to experience tastes or certain taste sensations. So a
person's name might have the flavour of a particular sweet places might be associated with the taste of
particular snacks. Taste needs to be seen in a wider context here. The sensation may be a feeling on the
tip of the tongue or at the back of the throat and will differ from person to person.

Some researchers believe we are all born with the condition and that it's most prevalent in our early
years, but it then tends to become less noticeable as we enter childhood. It's a fascinating thought that as
infants we experience the world around us through our senses in a different way than as adults. However,
testing this hypothesis will be challenging, bearing in mind the difficulty of getting feedback from young
infants!

Research also points to the fact that synaesthesia runs in families. In fact, as many as 40 per cent of
synaesthetes, as they are called, know of someone in the family with a similar condition. This won't
necessarily be a close family member, and the condition may be traceable back to previous
generations or to an extended family member such as a cousin or uncle.

There is evidence that synaesthetes are often creative and will often have artistic hobbies or interests.
Researchers think this is not necessarily because synaesthesia makes them naturally more talented in this
area but the fact that they have multiple sensory experiences generates an interest in, for example, art
or music.

So that's synaesthesia. Apart from its intrinsic interest, for psychologists its a fascinating indication that we
may all experience the world around us in different ways. Once upon a time, these findings would have
been regarded as highly subjective, lacking evidence, and not of any scientific worth. However, we now
have a much greater interest in how the brain helps us make sense of the world, and the study of
synaesthesia is one way for us to discover more about this.

Exercise 73.

Time Perspectives
Time Zone Outlook Features & Consequences
Past Positive Remember good times, e.g. birthdays.
Keep family records, photo albums, etc
31 ___________ Focus on disappointments, failures, bad
decisions.
Present Hedonistic Live for 32___________; seek sensation, avoid
pain
Fatalistic Life is governed by 33 ___________, religious
beliefs, social conditions. Life ‘s path can’t be
changed.
Future 34___________ Prefer work to play. Don’t give in to temptation.
Fatalistic Have a strong belief in life after death and
importance of 35___________ in life.

Questions 36–40
Choose the correct letter, A, B or C.
36 We are all present hedonists
A at school
B at birth
C while eating and drinking
37 American boys drop out of school at a higher rate than girls because
A they need to be in control of the way they learn
B they play video games instead of doing school work
C they are not as intelligent as girls
38 Present-orientated children
A do not realise present actions can have negative future effects
B are unable to learn lessons from past mistakes
C know what could happen if they do something bad, but do it anyway
39 If Americans had an extra day per week, they would spend it
A working harder
B building relationships
C sharing family meals
40 Understanding how people think about time can help us
A become more virtuous
B work together better
C identify careless or ambitious people

31. negative

32. pleasure

33. poverty

34. active

35. success

36. B

37. A

38. C

39. A

40. B

Today, I’m going to be talking about time. Specifically I’ll be looking at how people
think about time, and how these time perspectives structure our lives. According to
social psychologists, there are six ways of thinking about time, which are called
personal time zones.
The first two are based in the past. Past positive thinkers spend most of their time in a
state of nostalgia, fondly remembering moments such as birthdays, marriages and
important achievements in their life. These are the kinds of people who keep family
records, books and photo albums. People living in the past negative time zone are
also absorbed by earlier times, but they focus on all the bad things – regrets, failures,
poor decisions. They spend a lot of time thinking about how life could have been.
Then, we have people who live in the present. Present hedonists are driven by
pleasure and immediate sensation. Their life motto is to have a good time and avoid
pain. Present fatalists live in the moment too, but they believe this moment is the
product of circumstances entirely beyond their control; it’s their fate. Whether it’s
poverty, religion or society itself, something stops these people from believing they
can play a role in changing their outcomes in life. Life simply “is” and that’s that.
Looking at the future time zone, we can see that people classified as future active are
the planners and go-getters. They work rather than play and resist temptation.
Decisions are made based on potential consequences, not on the experience itself. A
second future-orientated perspective, future fatalistic, is driven by the certainty of life
after death and some kind of a judgement day when they will be assessed on how
virtuously they have lived and what success they have had in their lives.
Okay, let’s move on. You might ask “how do these time zones affect our lives?” Well,
let’s start at the beginning. Everyone is brought into this world as a present hedonist. No exceptions.
Our initial needs and demands – to be warm, secure, fed and
watered – all stem from the present moment. But things change when we enter formal
education – we’re taught to stop existing in the moment and to begin thinking about
future outcomes.
But, did you know that every nine seconds a child in the USA drops out of school?
For boys, the rate is much higher than for girls. We could easily say “Ah, well, boys
just aren’t as bright as girls” but the evidence doesn’t support this. A recent study
states that boys in America, by the age of twenty one, have spent 10,000 hours
playing video games. The research suggests that they’ll never fit in the traditional
classroom because these boys require a situation where they have the ability to
manage their own learning environment.
Now, let’s look at the way we do prevention education. All prevention education is
aimed at a future time zone. We say “don’t smoke or you’ll get cancer”, “get good
grades or you won’t get a good job”. But with present-orientated kids that just doesn’t
work. Although they understand the potentially negative consequences of their
actions, they persist with the behaviour because they’re not living for the future;
they’re in the moment right now. We can’t use logic and it’s no use reminding them
of potential fall-out from their decisions or previous errors of judgment – we’ve got to
get in their minds just as they’re about to make a choice.
Time perspectives make a big difference in how we value and use our time. When
Americans are asked how busy they are, the vast majority report being busier than
ever before. They admit to sacrificing their relationships, personal time and a good
night’s sleep for their success. Twenty years ago, 60% of Americans had sit-down
dinners with their families, and now only 20% do. But when they’re asked what they
would do with an eight-day week, they say “Oh that’d be great”. They would spend
that time labouring away to achieve more. They’re constantly trying to get ahead,
to get toward a future point of happiness.
So, it’s really important to be aware of how other people think about time. We tend to
think: “Oh, that person’s really irresponsible” or “That guy’s power hungry” but often
what we’re looking at is not fundamental differences of personality, but really just
different ways of thinking about time. Seeing these conflicts as differences in time perspective, rather
than distinctions of character, can facilitate more effective
cooperation between people and get the most out of each person’s individual
strengths.

Exercise 74.
Questions 31-33
Choose the correct letter A, B or C.
31 The local business people who had approached the Centre had all encountered
A enormous problems.
B few problems.
C many obstacles.
32 The main focus of the Centre is now
A large national companies.
B technology companies.
C businesses that have just started up.
33 Snapshot research was carried out
A over the Internet.
B by telephone.
C by personal contact.
Questions 34 and 35
Answer the questions below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for
each answer.
34 How much higher are local business rents compared to those nationally?
___________
35 How many local businesses close a year after they have started working with the Centre?
___________
Questions 36-40
Complete the table below. Write NO MORE THAN THREE WORDS for each answer.
Size of business Companies Help being given
Start-ups O-foods improving the 36___________ turnaround
Innovations support to attract business partners and
achieve 37___________
Small Sampsons Ltd business 38___________
Vintage Scooter product monitoring scheme after sales
customer service
Medium Build Ltd extension of 39___________
Jones Systems conflict management and 40___________

31 A: Listen when the speaker says: We established the Centre in response to approaches from several
business people ... Moreover, they had all without exception come up against B is incorrect because it is the
opposite. C is incorrect because although obstacles is mentioned, the speaker says: ...enormous bureaucratic
obstacles — we do not know how many.

32 C: Listen for the words centre and focus. The other two are incorrect because neither are mentioned.

33 B: Listen for snapshot research and conducted. The speaker does not mention the Internet (A) or
personal contact (C).

34 33/thirty-three %/per cent/percent: Listen for: The most common reasons given for the businesses
closing were: first, high rents ,..
35 2/two: Listen for: Since the centre came into existence three years ago, we have helped to change this
climate ("failure. The current statistics ...

36 stock

37 production targets

38 expansion plans

39 (company's) product range

40 team building

Exercise 75.
Questions 31–40
Complete the notes below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
Climate change
HUMAN FACTORS
• Cutting down trees for 31 ……………………
• Industrial Revolution
• 32 ……………………
• Increase in population  deforestation
KNOWN EFFECTS
• Over previous 130 yrs: temp has increased by 0.6 ° C
• Since Ind. Rev.: CO2 has increased by 30% & Methane has increased by 33 …………………… (from
mining, animals, rice paddies)
• N2O has increased (from 34 …………………… esp. fertiliser; waste management; car exhausts)
• Greenhouse Effect: gases form 35 …………………… → heat trapped → Earth warms up
FUTURE EFFECTS
1. Rise in sea levels → ice melting
Sea level Number of people at risk
1998 levels 36 ……………………
+50 cm 92 million
+1 metre 37 ……………………

2. Change in 38 ………………… → more arid areas → population movement to cities

3. Increase in pests and 39 …………………… e.g. malaria
4. Change in ecosystems:
*shift in 40 …………………… – some die, others multiply
*deserts get hotter & bigger

31. fuel

32. combustion engine

33. 145% / 145 per cent

34. agriculture

35. (a) barrier

36. 46 million

37. 118 million

38. vegetation zones

39. (certain) disease(s)

40. species composition

This lecture in Environmental Studies is on the topic of human influence on

climate change. First, I’ll outline some of the factors affecting climate, then go on to
discuss what has already occurred, and finish up by speculating on the effects.
Previously, we’ve covered how factors such as ocean currents and prevailing
winds affect climate change naturally. However, the influence of human activity on
climate is what I’ll talk about today. At first, the effect on the climate was relatively
small; trees were cut down to provide fuel for fires, and, as we know, trees absorb
carbon dioxide and produce oxygen so the amount of carbon dioxide in the atmosphere
would have increased – but not noticeably.
So, in what ways has human activity really impacted on the climate? A major
contributor was the advent of the Industrial Revolution at the end of the 18 th century,
combined with the invention of the combustion engine. In addition, Earth’s burgeoning
population has had a marked effect on climate. The first two factors saw increased
amounts of carbon dioxide being released into the atmosphere from the burning of fossil
fuels, such as coal and oil. The final one, human expansion, has resulted in deforestation
on such a scale that the extra carbon dioxide in the air cannot be soaked up and
converted into oxygen by the remaining trees.
Okay – so what has already happened? Well, global temperatures have risen by
0.6 degrees Celsius in the last 130 years. Levels of carbon dioxide, methane and nitrous
oxide gases have escalated. Carbon dioxide concentrations have climbed by 30% and
methane levels have increased by 145% since the beginning of the Industrial
Revolution. Gas produced by fossil fuel extraction, livestock and paddy fields is
primarily responsible for the growth of methane levels. Nitrous oxide, or N2O, comes
from natural sources – wet tropical forests, for instance – but it is also produced by human-related activities
such as agriculture, which uses synthetic nitrogen fertilisers,
rubbish disposal systems and vehicle emissions.
How do gases like carbon dioxide and methane affect the climate? Well, this is
what we call the Greenhouse Effect. Under normal conditions, the sun’s rays hit the
earth and some are reflected back into space. However, these gases (CO2 and methane)
create a barrier in the atmosphere which prevents a proportion of the sun’s rays from
being reflected back into space – and, instead, the gases become trapped in the
atmosphere. It’s simple really – because the sun’s rays can’t escape, the Earth heats up.
What are the possible effects? Firstly, a rise in sea levels: we already know that
the Arctic ice cap has melted and shrunk considerably and great chunks of ice have been
lost from Antarctica. In 1998, it was reported that 46 million people lived in areas at
risk of flooding … and the number of people at risk will increase significantly if sea
levels rise. It is estimated that a rise of only 50 centimetres would put that number at 92
million. Further projections would see a rise of one metre put 118 million people in
danger of losing their homes and livelihoods – not to mention the loss of prime, fertile
farmland. Experts predict a rise of at least 50 centimetres over the next 50 years or so.
Secondly, there would be a modification of vegetation zones with changes in
the boundaries between grassland, shrub land, forest and desert. This is already causing
famine in arid areas of north-eastern Africa, and has instigated – and will continue to
instigate – mass movements of people away from dry regions. What we are seeing now
is only the first stage, with temporary camps for climate refugees already at
overcapacity; in the future, there will be significant migration resulting in extreme
overcrowding of towns and cities.
Another potentially disastrous effect of climate change is an increase in the
range and distribution of pests which could bring about an increase in the prevalence of
certain diseases. If we think of the malaria-carrying mosquito, for example, which
thrives in warmer regions – at the moment, about 45% of the world’s population is
exposed to malaria – but with an increase in temperature, there will be many millions
more cases of malaria a year.

The last effect I’m going to mention today is the change in ecosystems. Global
warming will influence species composition – for both fauna and flora – such that some
animal species will disappear and others will multiply; and it’ll be the same for plants
and trees. It is predicted that around two-thirds of the world’s forests will undergo major
changes of some kind. Scientists also expect deserts will become hotter and, of course,
desertification will continue at an increasingly worrying rate and will become harder, if
not impossible, to reverse.
What can we do to stop the process? Well, that’s the subject of next week’s
lecture – so I hope to see you all there.

Exercise 76.
Questions 31-40
Complete the table below.
Write ONE WORD ONLY for each answer.
Herzberg's Two Factor theory
A model for understanding what causes employee satisfaction and dissatisfaction with their job.
- Two factors
a. Factors that lead to increased satisfaction: 31. ______________
b. Factors that lead to increased dissatisfaction: 32. ______________ factors
- Factors leading to satisfaction and dissatisfaction are considered to be 33. ______________, hence ‘two
factor' theory
- Factors that increase satisfaction:
a. Achievement
b. 34. ______________
c. Enjoyment of work
d. More responsibilities
e. Personal 35. ______________
- Factors that increase dissatisfaction:
a. Salary (never enough)
b. Company policy and administration
c. Relations with 36. ______________
d. Working conditions
e. Relations with colleagues
- Possible combinations
Combinations Characteristics
- High H, High M — Staff have desire to succeed; few 37. ______________
- High H, Low M — No big issues, but not driven to improve; focus on salary.
- Low H, High M — Job stimulating but conditions are 38. ______________
- Low H, High M — Job is uninteresting and conditions are poor.
- According to Herzberg, it is necessary to eliminate job dissatisfaction before job satisfaction can be
increased.
- Ways to eliminate job dissatisfaction
a. Pay fair salaries
b. Guarantee employee 39. ______________ in the workplace
c. Create positive company culture (team building activities)
- Ways to increase job satisfaction:
a. Provide more challenging and 40. ______________ work
b. Pathway to promotion

31. motivators
32. hygiene
33. independent
34. recognition
35. advancement
36. supervisor
37. complaints
38. inadequate
39. security
40. rewarding

Morning everyone. This semester, we are focusing on different approaches for understanding how
employees can be motivated to perform well at their jobs. Today we are going to be looking at a theory
developed in the 1960s by a German psychologist named Frederick Herzberg, which has been very
influential on management training courses. However, it is not without its drawbacks, as we shall see later.

Now, the basic idea that Herzberg developed is that, in a given workplace, there are two types of factors at
play. On the one hand, there are those factors that create increased job satisfaction, which Herzberg called
the 'motivators'. On the other hand, there are those aspects of a job that lead to increased dissatisfaction,
which are labeled 'hygiene' factors. Having identified these two factors, these motivators and hygiene
factors, Herzberg went on to state that a consequence of his theory was that the underlying reasons for job
satisfaction and job dissatisfaction must be understood as independent of each other, hence the common
name of this approach, the 'two-factor theory'.

Let's firstly consider the former set of factors in more detail. What aspects of a job tend to motivate
employees and thus bring about greater job satisfaction? Well, Herzberg's own conclusions were not based
on armchair speculation, but rather supported by research carried out within a variety of corporations.
Perhaps unsurprisingly, he found that achievement was the number one factor leading to increased
satisfaction. Obviously, everyone likes to be a success! This was followed by recognition, that is to say,
having one's contribution valued. The work itself, having more responsibility, and personal advancement,
such as getting a promotion, completed the list.

Now, some of you may have noticed something missing from the list that usually gets included when
people give their main reasons for working hard - salary. So, why isn't it there? Well, the answer is that, for
Herzberg, salary is not a great motivator because1 any pay rise will never completely satisfy. Instead, it
will eventually give rise to a demand for more money, while insufficient salary will contribute to the
employee dissatisfaction.

Apart from salary, what are some of the other factors leading to employee dissatisfaction? Well, again,
based on Herzberg's research, the findings tell us that company policy and administration, relationship with
one's supervisor, work conditions and how well the employee gets on with colleagues are also key
'hygiene' factors. However, it is perhaps not surprising that how well an individual interacts with the people
around them will affect their degree of satisfaction with their job.

Ok, so we have looked at the two different types of factors and discussed why, according to the theory,
some factors increase employee satisfaction and some contribute to dissatisfaction. Before we move on, are
there any questions?

Thus, according to the Two-Factor theory, we can find that there are four possible combinations. The ideal
situation is high hygiene and high motivation, which means that employees are stimulated by their work
and have few complaints. If only it were so easy! The second scenario is high hygiene and low motivation.
Employees have no major issues with their work, but are not driven to improve themselves, and their focus
is on the level of salary they receive. The third is low hygiene and high motivation. The job is stimulating
and challenging, but the salary and working conditions are inadequate, which means that the employees
have a lot of complaints. The fourth and worst set of circumstances is where the employees have both low
hygiene and low. This means both that the staff are not motivated and also that they have many complaints.

Right, so having discussed the distinction between motivators and hygiene factors, what are some of the
consequences of the theory? Well, in terms of increasing employee well-being, Herzberg thought that it
was important to eliminate job, dissatisfaction first before going onto creating conditions for job
satisfaction. This is because otherwise they would work against each other. There are several ways to
decrease dissatisfaction, but some of the most important ways are those discussed earlier, such as paying
reasonable wages, ensuring employees job security, and creating a positive culture in the workplace, for
example by using team building activities.

However, eliminating dissatisfaction is only one half of the task of the two factor theory; the other half
would be to increase satisfaction in the workplace. This can be done by improving on motivating factors,
which are needed to stimulate an employee to achieve a higher level of performance. As previously
mentioned, these often relate to opportunities for increased recognition, responsibilities and respect within
the workplace, such as being assigned more challenging and rewarding tasks, or by achieving a promotion
to a higher level position.

Ok, so in summary we can see that, according to this theory, what makes the employee happy in their job
and what makes them unhappy exist as two separate sets of factors. However, is it really the case that
factors relating to employee satisfaction in a workplace can be divided so neatly into two categories? Some
critics have suggested otherwise. Let's now move on to look at some of these criticisms, starting with...

Exercise 77.
Questions 31-40
Complete the notes below. Write ONE WORD ONLY for each answer.
Agricultural programme in Mozambique
How the programme was organised
• It focused on a dry and arid region in Chicualacuala district, near the Limpopo River.
• People depended on the forest to provide charcoal as a source of income.
• 31 ______________ was seen as the main priority to ensure the supply of water.
• Most of the work organised by farmers' associations was done by 32 ______________.
• Fenced areas were created to keep animals away from crops.
• The programme provided
— 33______________ for the fences
— 34______________ for suitable crops
— water pumps.
• The farmers provided
— labour
— 35______________ for the fences on their land.
Further developments
• The marketing of produce was sometimes difficult due to lack of 36 ______________.
• Training was therefore provided in methods of food 37______________.
• Farmers made special places where 38______________ could be kept.
• Local people later suggested keeping 39 ______________.
Evaluation and lessons learned
• Agricultural production increased, improving incomes and food security.
• Enough time must be allowed, particularly for the 40 ______________ phase of the programme.

31 Irrigation

32 women

33 wire(s)

34 seed(s)

35 posts

36 transport
37 preservation

38 fish(es)

39 bees

40 design

I'm going to report on a case study of a programme which has been set up to help rural populations in
Mozambique, a largely agricultural country in South-East Africa. The programme worked with three
communities in Chicualacuala district, near the Limpopo River. This is a dry and arid region, with
unpredictable rainfall. Because of this, people in the area were unable to support themselves through
agriculture and instead they used the forest as a means of providing themselves with an income, mainly by
selling charcoal. However, this was not a sustainable way of living in the long term, as they were rapidly
using up this resource.

To support agriculture in this dry region, the programme focused primarily on making use of existing water
resources from the Limpopo River by setting up systems of irrigation, which would provide a dependable
water supply for crops and animals. The programme worked closely with the district government in order
to find the best way of implementing this. The region already had one farmers' association, and it was
decided to set up two more of these. These associations planned and carried out activities including water
management, livestock breeding and agriculture, and it was notable that in general, women formed the
majority of the workforce.

It was decided that in order to keep the crops safe from animals, both wild and domestic, special areas
should be fenced off where the crops could be grown. The community was responsible for creating these
fences, but the programme provided the necessary wire for making them. Once the area had been fenced
off, it could be cultivated. The land was dug, so that vegetables and cereals appropriate to the climate could
be grown, and the programme provided the necessary seeds for this. The programme also provided pumps
so that water could be brought from the river in pipes to the fields. However, the labour was all provided by
local people, and they also provided and put up the posts that supported the fences around the fields.

Once the programme had been set up, its development was monitored carefully. The farmers were able to
grow enough produce not just for their own needs, but also to sell. However, getting the produce to places
where it could be marketed was sometimes a problem, as the farmers did not have access to transport, and
this resulted in large amounts of produce, especially vegetables, being spoiled. This problem was discussed
with the farmers' associations and it was decided that in order to prevent food from being spoiled, the
farmers needed to learn techniques for its preservation.

There was also an additional initiative that had not been originally planned, but which became a central
feature of the programme. This was when farmers started to dig holes for tanks in the fenced-off areas and
to fill these with water and use them for breeding fish — an important source of protein. After a time,
another suggestion was made by local people which hadn't been part of the programme's original proposal,
but which was also adopted later on. They decided to try setting up colonies of bees, which would provide
honey both for their own consumption and to sell. So what lessons can be learned from this programme?
First of all, it tells us that in dry, arid regions, if there is access to a reliable source of water, there is great
potential for the development of agriculture. In Chicualacuala, there was a marked improvement in
agricultural production, which improved food security and benefited local people by providing them with
both food and income. However, it's important to set realistic timelines for each phase of the programme,
especially for its design, as mistakes made at this stage may be hard to correct later on.

The programme demonstrates that sustainable development is possible in areas where...

Exercise 78:

Questions 31-40
Complete the notes below
Write ONE WORD ONLY for each answer.
The Gherkin Building
Commissioned by: 31………….. firm called Foster and Partners
The features of its appearance:
• Its shape is like a 32…………..
• It can reduce the carbon 33………….. of the citys.
• It lets 34………….. pass through the building, both reducing heating costs and brightening up the
workspace
• One false story claimed that the exterior of the building is partly made of 35…………..
Architectural concept:
• links 36………….. with the workplace.
• relies less on 37………….. for temperature control than other similar buildings.
The features of its interior:
• The atria that let fresh air pass through the interior are known as 38…………..
• There is a place for entertainment called the 39………….. at the top of the building.
The future of urban planning and architecture:
• It is likely that the entire 40………….. will be designed with more similarly ecofriendly buildings in
future.
• A new building will be constructed aiming to produce zero waste and remove carbon dioxide from us as
much as possible.

Answer:

31 law (offices)
32 cigar
33 footprints
34 light
35 grass
36 nature
37 air-conditioning
38 lungs
39 clubroom
40 city

Today I’d like to tell you about how U.K. architects are playing their part to address the issue of global
warming. You have seen many of these iconic buildings while going about your everyday life, but you may
not know how they are affecting your tomorrow.

In 2003, construction was completed on the famous Swiss Re Building, or more informally called the
Gherkin, a true masterpiece commissioned by the law offices of Foster and Partners.

This is not the first ambitious endeavor of the firm - they are renowned for their various philanthropic,
environmental efforts. The Gherkin, with its cutting edge green initiative and sharp design, is gaining
recognition as an icon in modern architecture. You can pick it out of the London skyline by its
unorthodox cigar shape.

While its appearance is the obvious attribute at which to marvel, there is far more to this building than
meets the eye. And let’s face it - there’s a lot about this building that meets the eye. The building helps
reduce the city’s carbon footprints in a number of ways.
Just a quick note - in case you’re not familiar with the term ‘carbon footprints,’ get used to it! It’s a
buzzword you’ll hear relentlessly to talk about reducing emissions. Think of it as the amount of harmful
greenhouse gases that are given off into the environment by a single person, organisation, or product.

So going back to the Gherkin Building - perhaps the most obvious as well as the most significant eco-
friendly feature is the glass windows, which allow light to pass through the building, both reducing heating
costs and brightening up the workspace.

The ingenuity behind the various eco-friendly aspects of the Gherkin has seen its fair share of publicity
both from serious and silly sources. In a recent April Fool’s Day edition, one e-publication printed a story
detailing plans to replace 50% of the current exterior with grass, which would not only make large steps in
the name of sustainability, but also give the building the green hue that would truly earn it the nickname of
the Gherkin. The only drawback is, as you may have guessed, that this story was an April Fool’s Day joke
and completely made up.

In all seriousness though, the building is setting a new standard of design that other architects and city
planners just cannot ignore. The building’s bold and cost-efficient design has won a number of architecture
awards, including the Stirling Prize, the London Region Award, and the Emporis Skyscraper Award among
others. The design comfortably accommodates a large number of offices while keeping maintenance and
operation costs down, striking a superb balance between nature and the workplace.

Nature is well arid good, as long as the weather is nice outside. Given London’s notoriously bad weather,
the architects knew they must devise a quality temperature regulation system, and that they did. A special
system designed to reduce the building’s reliance on air-conditioning was devised that cuts consumption in
half compared to standard office buildings. There are atria that link each floor vertically to one another,
forming spiraling spaces up the entire building. They serve not just as social common spaces but also act as
the building’s lungs, distributing clean air from the opening panels in the facade through the entire
building.

The building isn’t all business though - it has its fair share of fun as well. At the very top, a clubroom offers
a picturesque entertainment spot for company functions, private parties, etc., with a breathtaking panoramic
view of the city.

The creation of such an innovative structure has many wondering what the future of urban planning and
architecture may be. Well, if the other projects currently commissioned by Foster and Partners are any
indication, the entire city constructed with similarly eco-friendly buildings is not far in the distance.
The Masdar City development aims to create a desert city that produces zero waste and removes as much
carbon dioxide from the atmosphere as it puts in - a huge feat in protecting our earth.

The Gherkin is a truly impressive feat, yet it is not the only one worth noting. Now to move on to another
green initiative, I’ll tell you about the Eden Foundation Building, found in Cornwall...
Exercise 79:

Questions 31-40
Complete the notes below.
Write NO MORE THAN TWO WORDS for each answer.
Advertising Effect
The important factor to consider
• The 31………….. that customers must travel affects the probability that they will buy the product.
Methods of communication
• Advertising slogans are easier to remember if there is a 32………….. played with them.
• Mandy’s Candy Store appeals to people’s sense of 33………….. to draw in customers.
• To an ad campaign for digital products, it is 34………….. that is extremely important.
Effect on your product sales
• The customer’s 35………….. after he or she experiences the ad is most important.
Marketing strategies
• On international flights, it is wise for advertisements to be displayed in the common 36………….. of
most passengers.
• Very few young people buy 37…………..
• The UNESCO website would be a good place to advertise for companies aiming to improve
the 38…………..
• One good location to place ads for suntan lotion is the 39…………..
• A good scene for a water purification commercial would be wonderful sights of a
Answer:

31 distance
32 sound
33 smell
34 (the) flexibility
35 reaction
36 native languages
37 (a) newspaper(s)
38 environment
39 swimming pool
40 national park

Hello class, and welcome back to Marketing Strategies. This week I will expand upon last week’s lecture
by talking about factors you should consider when creating advertising materials and the effects they can
have on your product sales.

Lesson one: limit your advertising to the geographic area of your target market. Though you may have a
product that people want in a large area, the distance that customers are willing to travel is a significant
factor in their choice of where to purchase that product.

Take this example - if you are really hungry and decide you want a burrito, would you choose the
restaurant that is a block from your apartment, or the one that is just as good - or even slightly better -
across town? Of course you’ll pick the closer restaurant.

Next, there’s the method of communication to your target market. How do you decide among radio ads, TV
commercials, fliers, or even word of mouth?

While we often think of the visual presentation of ads, there is much more to advertising than the look.
Studies show that consumers are much more likely to remember advertising slogans if there is also
a sound played. Did you know that your sense of smell is closely linked with memory? Think about
Mandy’s Candy Store up the road. Every time you walk past it, you can just smell the chocolate, right? I
bet you can almost smell it now. Just mentioning the name brings about the smell memory, and in turn a
chocolate craving. What better way to sell chocolate bars?

Obviously sometimes appealing to the senses isn’t the most practical way to advertise. For example, it is a
good idea to come up with a marketing strategy that adapts to the product, especially digital products.
The flexibility of this kind of product is extremely important, so it is very common for advertisers to
form one single layout for all of their ads - the visual, the medium, even the majority of the content - and
simply update the ad each time they come out with a new version.

Remember, advertising is all about stirring up the right feeling in your potential customers, whether by
stimulating the senses, appealing to intellect, and so on. Once the customer experiences the ad, the
important thing is his or her reaction. Someone could love the ad you made, but unless he or she considers
buying the product, you have failed to get the reaction you were looking for.

So once you have successfully reached your target customer and you have his or her business, often you
will want to expand to a larger market. More often than not, the same marketing strategies you used in your
small campaign may not work for a larger audience. The larger you scale your product, the more factors
you must consider. For instance, Apple operates worldwide, so they must tailor their advertising for each
market they enter. Often you’ll see Apple ads on international flights that appear not only in English, which
is the lingua franca of most regions, but also in the native language of the majority of passengers. I traveled
to Russia last week, and it was really interesting to see the same Nike ad that I have seen a hundred times -
except this time it was in Russian!

Okay, going back to the medium of the advertisement, even after choosing to create print ads (instead of
radio announcements, television commercials, etc) there is more to consider. If you print your ad in a
newspaper, it will be read by a far different audience than if you print your ad in a popular magazine.
Would you put an ad for the new Justin Bieber album in a newspaper? Probably not, because that product is
most suitable for youths. Let’s face it - do you know anyone under the age of 25 that buys a newspaper?
No!

Now let’s try a few strategy exercises. Imagine you are a company that is aiming to improve
the environment by making products that reduce human waste. How would you advertise your product?
Clearly it would send the wrong message if you put up fliers or other materials that cause lots of waste
paper. Consider instead putting commercials on the Health Channel, or buying ad space on websites like
UNESCO.

Or here’s another example: What is one great place to advertise suntan lotion? How about a swimming
pool? It has the exact group of people that need the product.

Alright, one last thing. Let’s say you’re filming a commercial for a water filter pitcher. What would be
good scenery to use for the background? Think about somewhere calm and relaxing with clean, fresh water.
Can’t you see how much more effective a commercial with the beautiful scenery and flowing rivers
of a national park would be than, say, water dripping from a tap?

So to wrap things up today, think about the geography of your target market, the type of marketing material
you should use, and the most effective way to appeal to the customer in order to make a successful ad
campaign.

That is all I have for you all today. Make sure to read through chapter 8 for Monday if you have not done
so already. OK, now I’d be happy to answer any questions you may have...

Exercise 80:

Questions 31-40
Complete the notes below.
Write NO MORE THAN TWO WORDS for each answer.

The role of sleep in humans and animals

Importance of sleep in animals
• Compared to those without food, animals without sleep are more likely to suffer from 31……………
• Sleep is necessary for all animals, whether they are reptiles, 32…………… or fish.
Differences in animals’ sleep and reasons for their ways of resting
♦ Dolphins
• swim to the surface when sleeping, because they need to 33……………
♦ Birds
• are constantly 34…………… in the presence of numerous predators.
♦ Horses
• do most of their sleeping standing up.
• do occasionally take short naps lying down. Lying in one position for a long time could well injure a
horse, because their 35…………… are delicate.
Potential problems encountering
• Animals can also have 36……………, the same as humans.
Importance of sleep in humans
• It helps us to organise our 37…………… of the day.
• It plays a key role in 38……………
e.g.
• Because of the similar sleeping pattern to that in humans, 39…………… are studied in order to increase
our knowledge of human physiology.
• Scientists choose to study the 40…………… of the fruit fly in order to know the function of the human
gene and understand developmental processes in humans.

Answer:
31 (an) attack
32 mammals
33 breathe
34 on edge
35 bones
36 sleeping problems
37 memories
38 learning
39 rats
40 genetic structure

Good morning, everyone. In today’s lecture, I’m going to talk about the role of sleep in humans and
animals. Of all the biological processes in the animal kingdom, sleep is perhaps the most important. A
human can survive for almost two weeks without eating, but did you know that one week without sleep
can be fatal? It’s even worse for animals, especially for those who must avoid predators. Without sleep, an
animal is much less capable of avoiding an attack - this is the case for all animals, whether they are
reptiles, mammals or fish. Let us look now at how different animals sleep, reasons for their ways of rest,
and the potential problems they might encounter.
In marine life, sleep must be balanced with breathing. For example, the dolphin must float to the surface as
it sleeps in order to breathe. Like other large sea mammals, they keep one eye open and one half of the
brain awake at all times to maintain some amount of consciousness required to breathe and to watch out for
possible threats. They sleep with only one brain hemisphere in slow-wave sleep.

Birds also have unusual sleeping patterns, mostly due to being constantly on edge in the presence of
numerous predators. They usually sleep quite lightly -for example, Swainson’s Thrush, also called Olive-
backed Thrush, is a medium-sized thrush that takes hundreds of naps during the day, each of which lasts
just a few seconds. While migrating, migratory birds tend to function well on micronaps.

Horses, on the other hand, do most of their sleeping standing up. Scientists think that horses develop their
habit of sleeping upright as a defense mechanism, a way of protecting themselves against predators, and a
standing position keeps a horse in a constant state of readiness to race away if danger should approach.

Also, horses do occasionally take short naps lying down. Horses are heavy animals with big muscles, but
their bones are surprisingly delicate, so lying in one position for a long time could well injure a horse.

Just like humans, animals can also have sleeping problems. Dr. John Hedricks and Adrian Morrison from
the School of Veterinary Medicine, University of Pennsylvania in Philadelphia, determined that certain
diseases were primarily associated with the sleep states in animals. In their research they emphasised that
because so much in this area still remains unclear, animal models were very important for studies of sleep
disorders. The physiology of sleep in animals is similar to that of humans.

But why do we humans sleep? Researchers and scientists believe it helps us organise our memories of the
day - that sleep acts as a kind of filing system for the brain. Without it, our thoughts become disorderly and
confused, which leads to increased likelihood of accidents and a tendency to say and do bizarre
things. Researchers also believe that sleep plays a key role in learning. We sleep so that the brain can
integrate new knowledge and form new associations. Because of the similar sleeping pattern to that of
humans, rats are often studied in order to increase our knowledge of human physiology. In one study, rats
were kept awake for almost two weeks, and their behavior was observed. Researchers found the sleep-
deprived rats could hardly remember anything of what they had been taught that day. For example, one rat
had been taught to recognise pictures of various Parisian landmarks in order to receive food - pressing
a button below a picture of the Louvre would result in food being released and so forth. However, when
deprived of sleep, they would press buttons seemingly at random.

In addition to rats, the fruit fly, a small insect that feeds and breeds on spoiled fruit, also has been used as a
model organism and thousands of scientists around the world work on it. But why was the fruit fly chosen
to be studied? It was for practical reasons. The most important one is that the relationship between fly and
human genes is so close that the sequences of newly discovered human genes, including genes that show a
susceptibility, can often be matched against their fly counterparts. This provides an indication of the
function of the human gene and could help in the development of effective drugs to help people
with sleeping disorders. Therefore, many scientists today choose to study the genetic structure of the fruit
fly, which could make a particularly important contribution to the understanding of developmental
processes in humans.

In conclusion, sleep is a necessary part of life not just for humans, but for the entire animal kingdom. Now,
I’d be happy to answer any questions you may have...