1
MỤC LỤC
LỜI NÓI ĐẦU
5
HƯỚNG DẪN SỬ DỤNG
6
LETTERS AND NUMBERS
7
DAY 1....................................................................................................................8
DAY 2....................................................................................................................9
DAY 3..................................................................................................................13
NOTE COMPLETION
15
DAY 4..................................................................................................................16
DAY 5..................................................................................................................17
DAY 6..................................................................................................................20
DAY 7..................................................................................................................22
DAY 8..................................................................................................................25
DAY 9..................................................................................................................27
MULTIPLE CHOICE
29
DAY 10................................................................................................................30
DAY 11................................................................................................................ 33
DAY 12................................................................................................................35
DAY 13................................................................................................................37
DAY 14................................................................................................................40
DAY 15................................................................................................................44
MATCHING
48
DAY 16................................................................................................................49
DAY 17................................................................................................................53
DAY 18................................................................................................................58
FULL TEST
61
DAY 19................................................................................................................62
DAY 20................................................................................................................68
PICK FROM A LIST
74
2
DAY 21................................................................................................................75
DAY 22................................................................................................................80
FULL TEST
84
DAY 23................................................................................................................84
DAY 24................................................................................................................90
MAP/ DIAGRAM/ FLOW - CHART LABELING
96
DAY 25................................................................................................................97
DAY 26..............................................................................................................102
DAY 27..............................................................................................................106
FULL TEST
112
DAY 28.............................................................................................................. 112
DAY 29.............................................................................................................. 118
DAY 30..............................................................................................................124
ANSWER KEYS AND TRANSCRIPTS
130
DAY 1................................................................................................................130
DAY 2................................................................................................................131
DAY 3................................................................................................................131
DAY 4................................................................................................................132
DAY 5................................................................................................................134
DAY 6................................................................................................................138
DAY 7................................................................................................................141
DAY 8................................................................................................................145
DAY 9................................................................................................................150
DAY 10..............................................................................................................153
DAY 11.............................................................................................................. 156
DAY 12..............................................................................................................158
DAY 13..............................................................................................................162
DAY 14..............................................................................................................166
DAY 15..............................................................................................................170
3
DAY 16..............................................................................................................176
DAY 17..............................................................................................................180
DAY 18..............................................................................................................185
DAY 19..............................................................................................................189
DAY 20..............................................................................................................196
DAY 21..............................................................................................................204
DAY 22..............................................................................................................208
DAY 23.............................................................................................................. 211
DAY 24..............................................................................................................220
DAY 25..............................................................................................................228
DAY 26..............................................................................................................232
DAY 27..............................................................................................................236
DAY 28..............................................................................................................241
DAY 29..............................................................................................................248
DAY 30..............................................................................................................256
4
LỜI NÓI ĐẦU
Xin chào các bạn học viên IELTS!
Chắc hẳn những người đã và đang tiếp cận với IELTS như chúng ta đều đã có một sự
yêu thích cùng nền tảng tiếng Anh nhất định rồi phải không? Mình cũng vậy, mặc dù
là một chàng trai theo chuyên ngành kỹ thuật nhưng mình khá yêu thích tiếng Anh.
Tuy nhiên, cũng như rất nhiều các bạn học sinh, sinh viên khác ở Việt Nam, hiểu biết
về tiếng Anh của mình chủ yếu nằm ở những bài tập ngữ pháp trong sách giáo khoa,
những câu giao tiếp cơ. Chính vì thế, khi lần đầu tiếp xúc với IELTS, mình không
khỏi choáng váng với khối lượng kiến thức khổng lồ mà trước đây mình chưa từng
biết tới.
May mắn thay, mình đã được động viên bởi một người thầy tâm huyết với nghề. Thầy
đã giúp nhìn nhận rõ ràng về trình độ của bản thân, giúp mình tự tìm một cách học
hiệu quả nhất. Từ đó, mình mới biết đến phương pháp học IELTS “cá nhân hóa”. Sau
khi làm một bài test, mình sẽ đánh giá sâu vào từng kỹ năng để xem mình có điểm
mạnh, điểm yếu nào, từ đó lên một lộ trình học riêng biệt dành riêng cho bản thân
mình. Mọi thứ thay đổi nhanh chóng từ sau khi mình áp dụng phương pháp cá nhân
hóa này.
Mình bắt đầu học muộn, nhưng may mắn lại đi được nhanh bởi tìm được đúng
phương pháp. Đối với kỹ năng Nghe trong IELTS, mình nhận thấy bài thi sẽ bao gồm
một số dạng bài nhất định và luyện tập nhuần nhuyền từng dạng bài đó là một chiến
lược rất hiệu quả. Hiểu được điều này, IELTS Xuân Phi đã biên soạn bộ tài liệu 30
NGÀY LÀM CHỦ IELTS LISTENING để gửi tới các bạn học sinh. Bộ tài liệu này
thực sự đã giúp nhiều bạn nâng cao kỹ năng nghe một cách toàn diện, nhiều bạn đã
tăng Band một cách ngoạn mục. Nhận thấy sự hiệu quả của bộ tài liệu, chúng tôi đã
cải thiện và phát triển phiên bản "Special Edition" với nhiều nội dung bổ sung và
nâng cấp. Phiên bản đặc biệt này không chỉ giúp các bạn nắm vững kỹ năng nghe mà
còn cung cấp thêm nhiều mẹo và chiến lược làm bài, giúp bạn tự tin hơn khi bước vào
phòng thi.
5
Chúc các bạn thành công!
IELTS XUÂN PHI
6
HƯỚNG DẪN SỬ DỤNG
Nội dung: Tài liệu này cung cấp cho bạn 10 bài tập Dictation và 55 bài nghe thuộc
nhiều dạng bài có mức độ từ dễ đến khó được lấy trong các nguồn uy tín như đề thi
của Cambridge IELTS 10 – 18, Test Plus, IELTS Trainer và Road to IELTS để luyện
tập với lộ trình 30 ngày.
Tài liệu gồm 2 phần chính: đề và đáp án kèm Transcripts. Trong phần đề, sẽ có tổng
cộng 6 dạng bài thường gặp nhất, được luyện tập xen kẽ với những đề thi hoàn chỉnh.
Ở mỗi dạng bài, tài liệu sẽ giới thiệu chung về dạng đó, cùng với những lưu ý, lỗi sai
thường gặp. Phần sau của tài liệu là đáp án kèm Transcripts. Đây là phần rất giá trị đối
với việc luyện tập bài thi IELTS Listening, bạn có thể đọc lại những gì đã nghe trước
đó.
Cách sử dụng tài liệu:
Bước 1: Đọc phần giới thiệu của từng dạng bài.
Bước 2: Hoàn thành bài tập của từng ngày (lần lượt từ ngày 1 đến ngày 30).
Bước 3: Sau khi làm xong, hãy đối chiếu với đáp án, đọc Audioscript để hiểu rõ hơn
bài nghe, có thể ghi chép lại những từ vựng và lỗi sai trong bài.
Bước 4: Bạn có thể làm lại bài test sau một khoảng thời gian để củng cố kiến thức về
dạng bài, đặc biệt với những dạng bài bạn thấy còn gặp nhiều khó khăn. Điều này sẽ
không chỉ giúp bạn nắm vững chúng mà còn áp dụng hiệu quả trong bài thi thực tế
nhé.
Chúc các bạn học tập tốt!
7
LETTERS AND NUMBERS
Chúng ta thường phải nghe chữ cái và số trong phần Part 1 của phần thi IELTS
Listening. Để nghe tốt phần này việc nắm vững các âm và bảng chữ cái, số đếm, số
thứ tự là rất quan trọng.
1. Lưu ý với nghe chữ:
-
Các chữ cái thường hay bị nhầm lẫn với nhau bao gồm: J và G, B và P, E và
I, M và N, 8 và H, X và Z.
2. Lưu ý với số đếm:
-
-
Các số đếm thí sinh hay viết sai:
11 eleven
16 sixteen
30 thirty
12 twelve
17 seventeen
100 one/ a hundred
13 thirteen
18 eighteen
1,000 one/a thousand
14 fourteen
19 nineteen
1100 eleven hundred
15 fifteen
20 twenty
1,000,000 one/a million
Trong tiếng Việt, ta dùng dấu (.) để phân cách mỗi 3 đơn vị số từ phải sang
trái. Nhưng trong tiếng Anh, chúng ta sử dụng dấu (,) để phân cách mỗi 3
đơn vị số. Ví dụ: Mười triệu sáu trăm ngàn sẽ viết là 10,600,000.
3. Lưu ý với số điện thoại:
-
Số “0” có thể được đọc là “zero” hoặc “oh” nhưng “oh” thì phổ biến hơn.
-
Người nói sẽ nói “double” cho 2 số giống nhau đứng cạnh nhau, “triple” cho
3 số, nhưng cũng có thể đọc từng số riêng biệt.
4. Lưu ý với số thứ tự:
-
Số thứ tự có công thức “số đếm + “th”.
-
Ví dụ: fourth, eleventh, twentieth (“y” đổi thành “ie” trước rồi mới thêm
“th”)
-
Ngoại lệ: one - first, two - second, three - third, five - fifth, eight - eighth,
nine - ninth, twelve - twelfth.
8
DAY 1
Track 1: Practice listening for letters.
Audio
1.
9.
2.
10.
3.
11.
4.
12.
5.
13.
6.
14.
7.
15.
8.
Track 2: Number dictation. Listening to the following numbers and write them down.
Audio
1.
9.
2.
10.
3.
11.
4.
12.
5.
13.
6.
14.
Dictation exercise 1:
Audio
9
A healthy lifestyle
Man: Honey, the basketball game is about to start. And could you bring some
chips and (1) _____________? And . . . uh . . . a slice of pizza from the fridge.
Woman: Anything else?
Man: Nope, that's all for now. Hey, hon, you know, they're organizing a company
(2) _____________, and I'm thinking about joining. What do you think?
Woman: Humph
Man: "Humph" What do you mean "Humph." I was the star player in high school.
Woman: Yeah, (3) _____________ ago. Look, I just don't want you having a heart
attack running up and down the court.
Man: So, what are you suggesting? Should I just abandon the idea? I'm not that (4)
_____________
Woman: Well . . . you ought to at least have a (5) _____________ before you
begin. I mean, it has been at least five years since you played at all.
Man: Well, okay, but . . .
Woman: And you need to watch your diet and (6) _____________ the fatty foods,
like ice cream. And you should try eating more (7) _____________ and vegetables.
Man: Yeah, you're probably right.
Woman: And you should take up a little (8) _____________ to strengthen your
muscles or perhaps try cycling to build up your cardiovascular system. Oh, and you
need to go to bed early (9) _____________ watching TV half the night.
Man: Hey, you're starting to sound like my (10) _____________ instructor!
Woman: No, I just love you, and I want you to be around for a long, long time.
10
DAY 2
Track 3: Listen carefully and write the numbers in the blanks.
Audio
1. The sweater costs _____________ pounds.
2. Tom bought _____________ books yesterday.
3. Mary is _____________ years old.
4. Janet was _____________ minutes late.
5. There are _____________ students in my class.
6. My grandfather has _____________ grandchildren.
7. Bill wears size _____________
8. The temperature was _____________°C yesterday.
9. The train arrived at _____________o'clock.
10. I got _____________on my English test.
Track 4: Practice listening for letters.
Audio
1.
2.
4.
5.
3.
Track 5: Listen and complete the sentences.
Audio
1. My phone number is _____________.
2. Call this number for more information: _____________.
3. For our store hours and locations, please call:_____________.
4. Hurry! Call this number and win $1,000: _____________.
5. Dr. Wilson’s phone number is _____________.
6. Hello? Is this _____________.
7. You can call my work number: _____________, extension _____________
11
8. Excuse me, did you say your phone number was _____________?
9. I have a new phone number. It’s_____________.
10. Mary’s phone number is _____________.
11. For a complete listing of today’s movies, please call _____________.
12. I have thetaxi company’s phone number, so let’s call a taxi. It’s _____________.
13. I’m sorry, but you have the wrong number. This isn’t _____________.
14. Sam’s cell phone number is _____________.
15. Let’s order food from ‘Burger Palace’. Their number is _____________.
16. Excuse me, could you please repeat that? Did you say _____________.?
12
Dictation exercise 2:
Audio
Baby toys
Woman: Hey. Look what I bought at the store. Isn’t this (1) _____________cool?
It makes all kinds of sounds.
Man: Wait. You bought five toys yesterday, and you bought (2) _____________the
day before that. I can’t believe you bought another toy today.
Woman: About that . . .
Man: No, no, no, no, no. Don’t tell me. You bought more than one.
Woman: Just two, but I mean, if I buy him a toy car, I(‘ve) gotta buy him (3)
_____________
Man: So, where’s the truck?
Woman: Yeah, um. About that. There’s going to be (4) _____________a problem.
I . . . I can’t get it in the door.
Man: What do you mean? Is it outside? Wait, wait . . . Let me see. [ Yeah.] Let me
see that truuuuuck! That’s NOT a toy truck. That’s, that’s a (5) ___________ truck!
What’s going on?
Woman: It’s my new toy truck that our (6) _____________and I can enjoy it
together.
Man: What?
Woman: It was on sale. We can drive up in the mountains, sleep under the stars,
fish, go hiking. You know, (7) _____________You don’t look really happy.
Man: Really? Really? You’ll be (8) _____________that truck forever.
13
DAY 3
Track 6: Listen to the following number and write them down.
Audio
Track 7: Write down the street names you hear.
Audio
1.
2.
3.
4.
5.
6.
7.
8.
Track 8: Write down the numbers and letters you hear.
Audio
1.
6.
2.
7.
3.
8.
4.
9.
5.
10.
14
Dictation exercise 3:
Audio
Smartphones
Woman: Hey. Uh, you look really unhappy. What's going on?
Young Man: Ah, you don't want to know.
Woman: Okay, see ya.
Young Man: Wait, wait, wait! Why are you (1) _____________?
Woman: Well, you said I didn't want to know.
Young Man: No, wait. You see my parents really don't love me.
Woman: What do you mean? When I met them last week, they (2) _____________
Young Man: Uh, you don't understand! You see. I want a new (3) _____________.
I mean, I need one, and my parents won't buy me it!
Woman: Uh, excuse me, but uh, don't you already have an iPhone?
Young Man: Man, yeah, but it's three months old, and it has (4) _____________on
it.
Woman: Where? Let me see. [Look!] I don't see a scratch.
Young Man: Look, look right here! [THAT?] [Do] you see it?
Woman: It's just a (5) _____________
Young Man: Anyway. And my other phone . . .
Woman: What? You have two phones?
Young Man: That's (6) _____________
Woman: So, so, did your parents give you a reason for not buying you a new
phone?
Young Man: Not a good one. Only something about being (7) _____________and
not being so entitled, or something like that. And now they want me to work . . . on
the neighbor's farm to pay for it. [Good idea!] It's not fair.
Woman: Hey, I think I know the problem. [What?] Take a look (8)
_____________You'll see both the problem and the solution.
Young Man: Uh! You're no help.
15
NOTE COMPLETION
Trong dạng câu hỏi này, bạn sẽ được yêu cầu điền vào các chỗ trống trong một bảng
tóm tắt của một phần hoặc toàn bộ nội dung bài nghe. Bản tóm tắt này sẽ tập trung vào
các ý tưởng hoặc sự kiện chính trong văn bản. Nó có thể là:
-
Biểu mẫu: được sử dụng để ghi lại các dữ liệu thực tế như tên, địa chỉ, số điện
thoại
-
Một bộ ghi chú: được sử dụng để tóm tắt thông tin bằng cách sử dụng sơ đồ bố
trí để cho thấy các mục khác nhau liên quan đến nhau như thế nào
-
Bảng: được sử dụng để tóm tắt thông tin liên quan đến các danh mục rõ ràng, ví
dụ: địa điểm/thời gian/giá cả, …
Bạn nên đọc kỹ hướng dẫn vì số lượng từ hoặc số mà bạn phải sử dụng sẽ khác
nhau. Một giới hạn từ được đưa ra, ví dụ như ‘NO MORE THAN TWO WORDS
AND/OR A NUMBER’. Nếu bạn sử dụng quá giới hạn từ cho phép, câu trả lời của
bạn sẽ được đánh giá là không chính xác, vì vậy hãy kiểm tra cẩn thận giới hạn từ cho
mỗi câu hỏi. Các từ rút gọn sẽ không được đưa vào làm đáp án bài thi, ví dụ: ‘don’t’.
Các từ có dấu gạch nối sẽ được tính là một từ, ví dụ ‘police-man’.
Dạng câu hỏi điền từ vào ô trống này tập trung vào những điểm chính mà một người
nghe thông thường trong các dạng tình huống tương tự sẽ ghi chú lại một cách tự
nhiên nhất.
16
DAY 4
Track 9: Write NO MORE THAN THREE WORDS AND/OR A NUMBER for
each answer.
Audio
Silver Tulip Hotel
Number of nights: (1) _____________
Type of room: Single/Double-twin beds/ Double-king-sized bed
Name (2) _____________
Home address (3) _____________ Avenue, Cambridge
Postcode (4) _____________
Transport (5) _____________
Meals (6) _____________
Date of arrival (7) _____________
Track 10: Complete the notes. Write NO MORE THAN TWO WORDS for each
answer.
Audio
Alice works on (1) _____________
– grows (2) _____________
– keeps (3) _____________, ducks and cows
– worst part of job – going out in winter to feed (4) _____________
– likes working outdoors in the (5) _____________
– trucks deliver to (6) _____________
– supplies (7) _____________ with milk, eggs, cheese
– sells directly to (8) _____________in farm shop
17
DAY 5
Track 11: Write NO MORE THAN TWO WORDS OR A NUMBER for each
answer.
Audio
Health club customer research
Example
Answer
Name:
Selina Thompson
Occupation:
(1) _____________
Age group:
(2) _____________
Type of membership:
(3) _____________
Length of membership:
(4) _____________ years
Why joined:
Recommended by a (5) _____________
Visits to club per month:
Eight (on an average)
Facility used most:
(6) _____________
Facility not used (If any):
Tennis courts
(because reluctant to (7) _____________)
Suggestions for improvements: Have more (8) _____________
Install (9) _____________in the gym.
Open (10) _____________ later on weekends.
18
Track 12: Complete the notes below. Write ONE WORD ONLY for each answer.
Audio
Thorndyke’s Builders
Example: Customer heard about Thorndyke’s from a friend
Name: Edith (1) _____________
Address: Flat 4, (2) _____________ Park Flats, (Behind the (3_____________)
Phone number: 875934
Best time to contact customer: during the (4) _____________
Where to park: opposite entrance next to the (5) _____________
Need full quote showing all the jobs and the (6) _____________
19
Dictation exercise 4:
Audio
Student Loans
Woman: Hey, so how are things going?
Man: Well, great . . . if you are talking about (1) _____________
Woman: What do you mean?
Man: Well, I have to (2) _____________of school because I don’t have the money
for tuition.
Woman: What? I mean, your dad gave you enough money to pay for tuition,
books, and room and board for (3) _____________
Man: Uh, well, to be honest, I spent some of the money on a new motorcycle.
Woman: What? Your old one was working (4) _____________
Man: Yeah, but my girlfriend didn’t like the color.
Woman: I can’t believe this. Really? I mean, seriously? Well, what about the
(5) ________________________?
Man: Yeah . . . Well, uh, I spent some on a new smartphone, a few dollars on some
(6) _____________, and a new dog.
Woman: And now?
Man: Ugh, I need a loan to pay for school.
Woman: Well, just sell the motorcycle.
Man: I can’t do that. I wouldn’t have a way to (7) _____________
Woman: What about a student loan?
Man: Yeah. That’s an idea. Do you know where I can get one?
Woman: No, or you could ask your dad for more money.
Man: I can’t do that! I’m not that (8) _____________I’ll just have to figure it out
for myself.
20
DAY 6
Track 13: Complete the form below. Write ONE WORD AND/OR A NUMBER for
each answer.
Audio
City transport lost property enquiry
Example
Main item lost: suitcase
Description of main item: black with thin (1) _____________stripes
Other items: A set of (2) _____________keys
Some documents
A (3) _____________in a box
A blue (4) _____________
Journey details
Date and time 2.00 – 2.30 pm on (5) _____________
Basic route caller travelled from the (6) _____________to Highbury
Mode of travel: caller thinks she left the suitcase in a (7) _____________
Personal details
Name: Lisa (8) _____________
Address: 15A (9) _____________Road, Highbury
Phone number: (10) _____________
21
Track 14: Complete the notes below. Write ONE WORD AND/OR A NUMBER for
each answer.
Audio
HIRING A PUBLIC ROOM
Example
• the Main Hall - seats 200
Room and cost
• the (1_____________ Room - seats 100
• Cost of Main Hall for Saturday evening: 2 £_____________ + £250 deposit
((3) _____________ payment is required)
• Cost includes use of tables and chairs and also (4) _____________
• Additional charge for use of the kitchen: £25
Before the event
• Will need a (5) _____________ license
• Need to contact caretaker (Mr Evans) in advance to arrange (6) _____________
22
DAY 7
Track 15: Complete the table below. Write NO MORE THAN ONE WORD
AND/OR A NUMBER for each answer.
Audio
Question 1-6
Hostel accommodation in Darwin
Name
Price per person
(dorm rooms)
Comments
Example: Top End
Backpackers
$19
• Parking available
• Staff are (1) _____________
• Nice pool
• Air-conditioning is too (2)
_____________
Gum Tree Lodge
(3)
$_____________
• Good quiet location
• Pool and gardens
• (4) _____________in the dormitories
Kangaroo Lodge
$22
• Downtown location
• Reception at the lodge is always open
• No lockers in the rooms
• The (5) _____________ are
very
clean
• Seems to be a (6) _____________
night
23
and
reviews
Questions 7 – 10: Complete the notes below. Write ONE WORD ONLY foreach
answer.
Kangaroo Lodge
Address: on (7) _____________ Lane
General information about hostel accommodation
• Sheets are provided
• Can hire a (8) _____________
• (9) _____________is included
• a shared (10) _____________is available
Track 16: Complete the notes below. Write NO MORE THAN ONE WORD OR A
NUMBER for each answer
Audio
Car for sale (Mini)
Example
Age of car: just under 13 years old
Colour: (1) __________
Mileage: (2) _________
Previous owner was a (3) _________
Current owner has used car mainly for (4) __________
Price: may accept offers from (5) £______________
(Note: (6) __________ not due for 5 months)
Condition: good (recently serviced)
Will need a new (7) _____________ soon
Minor problem with a (8) _____________
Viewing
Agreed to view the car on (9) ___________ a.m.
Address: 238, (10) _________ Road.
24
Dictation exercise 5:
Audio
Snack foods
Dean: Hey, man. What's up?
Tod: Ah, first of all, I put a buck in the (1) __________________ for a seventy-five
cent candy bar, and the thing got stuck here in the machine. Then, I pressed the
change button [Ah, man], and nothing happened. [Wow!] Nothing came out. The
dumb thing still owes me (2) __________________
Dean: Well, did you talk to the man at the snack bar to see if he could (3)
__________________ your money?
Tod: Yeah, I tried that, but he said he didn't own the machine, and I'd have to call
the phone number on the machine.
Dean: What a (4) __________________
Tod: Hey, I have an idea. [What?] Why don't we rock the machine (5)
__________________ until the candy bar falls?
Dean: Nothing doing. I don't want to be (6) __________________ breaking the
thing, and besides, someone might call the cops.
Tod: Ah, don't worry. I've done it before.
Tod: Oh well. Hey, hey, (7) __________________ Hey, here, take my candy bar.
[You mean?] Yeah, the machine and I hit it off earlier today.
25
DAY 8
Track 17: Complete the table below. Write ONE WORD AND/OR A NUMBER for
each answer.
Audio
Apartments
Facilities
Other Information
Cost
Rose Garden
Apartments
studio flat
Example
£219
entertainment programme: Greek
dancing
Blue Bay
Apartments
large salt-water
swimming
pool
• just (1) _____________meters
from
beach
• near shops
£275
(2) _____________
Aapartments
terrace
watersports
£490
The Grand
- Greek paintings
- (3)
_____________
• overlooking (4)
_____________
• near a supermarket and a disco
(5) £
_____
26
Track 18: (Cam 18 – Test 1 – Part 4) Complete the notes below. Write ONE WORD
ONLY for each answer.
Audio
Elephant translocation
Reasons for overpopulation at Majete National Park
●
strict enforcement of anti-poaching laws
●
successful breeding
Problems caused by elephant overpopulation
●
greater competition, causing hunger for elephants
●
damage to (1) _____________ in the park
The translocation process
●
a suitable group of elephants from the same 2 was selected
●
vets and park staff made use of (3) _____________something to help guide
the elephants into an open plain
●
elephants were immobilised with tranquilisers
- this process had to be completed quickly to reduce (4) _____________
- elephants had to be turned on their (5) _____________ to avoid damage to
their lungs
- elephants' (6) _____________ has to be monitored constantly
- tracking devices were fitted to the matriarchs
- data including the size of their tusks and (7) _____________ was taken
●
elephants were taken by truck to their new reserve
Advantages of translocation at Nkhotakota Wildlife Park
●
(8) _____________ opportunities
●
a reduction in the number of poachers and (9) _____________
●
an example of conservation that other parks can follow
●
an increase in (10) _____________ as a contributor to GDP
27
DAY 9
Track 19: You will hear a woman calling an animal park to enquire about a job.
Complete the form below. Write NO MORE THAN TWO WORDS AND/OR A
NUMBER for each answer.
Audio
Pinder’s Animal Park
Example
Enquiries about temporary work
Personal Details:
Name:
Jane (1) _____________
Address:
(2) _____________ Exeter
Telephone number:
07792430921
Availability:
Can start work on (3) _____________
Work details
Preferred type of work:
Assistant (4) _____________
Relevant skills:
Familiar with kitchen (5) _____________
Relevant qualifications:
A (6) _____________ certificate
Training required:
A (7) _____________ course
Referee:
Name:
Dr Ruth Price
Position:
(8) _____________
Phone number:
(9) _____________
Other:
Applicant has a form of (10) _____________
28
Track 20: Complete the sentences below. Write NO MORE THAN TWO WORDS
for each answer.
Audio
Saving the juniper plant
Background
Juniper was one of the first plants to colonise Britain after the last (1) _____________.
Its smoke is virtually (2) _____________, so juniper wood was used as fuel in illegal
activities.
Oils from the plant were used to prevent (3) _____________ spreading.
Nowadays, its berries are widely used to (4) _____________ food and drink.
Ecology
Juniper plants also support several species of insects and (5) _____________.
Problems
In current juniper populations, ratios of the (6) _____________ are poor.
Many of the bushes in each group are of the same age so (7) _____________ of the
whole population is rapid.
Solutions
Plantlife is trialling novel techniques across (8) _____________ areas of England.
One measure is to introduce (9) _____________ for seedlings.
A further step is to plant (10) _____________ from healthy bushes.
29
MULTIPLE CHOICE
Multiple Choice là một dạng câu hỏi phổ biến trong phần thi IELTS Listening.
Trong dạng này, thí sinh sẽ được cung cấp một câu hỏi cùng với các lựa chọn đáp
án. Thí sinh cần dựa vào bài nghe để chọn ra đáp án được cho là phù hợp nhất. Có
hai loại câu hỏi Multiple Choice như sau:
● Câu hỏi chỉ có một đáp án đúng: Ở loại này, thí sinh sẽ chọn ra đáp án đúng
nhất từ ba lựa chọn được cung cấp.
● Câu hỏi có nhiều hơn một đáp án đúng: Trong trường hợp này, để nhận điểm
đầy đủ, thí sinh cần phải chọn đúng số lượng đáp án theo yêu cầu của câu
hỏi. Nếu một trong các đáp án được chọn là sai, thí sinh sẽ bị mất điểm cho
câu đó.
Lưu ý quan trọng là trước khi bắt đầu nghe bài, thí sinh cần phải nắm vững các
thông tin sau:
● Yêu cầu cụ thể của câu hỏi: Điều này giúp thí sinh tập trung nghe và tìm
thông tin trong bài nghe.
● Số lượng đáp án cần chọn: Thí sinh cần phải chắc chắn rằng mình đã khoanh
tròn đúng số lượng đáp án theo yêu cầu để tránh việc thiếu sót.
● Sự khác biệt giữa các lựa chọn: Điều này giúp thí sinh phân biệt và loại bỏ
các lựa chọn sai trong trường hợp bị bỏ lỡ thông tin trong bài nghe.
30
DAY 10
Track 21: Choose the correct letter, A, B or C.
Audio
Changes in Barford over the last 50 years
11 In Shona’s opinion, why do fewer people use buses in Barford these days?
A. The buses are old and uncomfortable.
B. Fares have gone up too much.
C. There are not so many bus routes.
12 What change in the road network is known to have benefited the town most?
A. the construction of a bypass
B. the development of cycle paths
C. the banning of cars from certain streets
13 What is the problem affecting shopping in the town centre?
A. lack of parking spaces
B. lack of major retailers
C. lack of restaurants and cafes
14 What does Shona say about medical facilities in Barford?
A. There is no hospital.
B. New medical practices are planned.
C. The number of dentists is too low.
15 The largest number of people are employed in
A. manufacturing.
B. services.
C. education.
31
Track 22: (IELTS Trainer 2 - Test 2 - Part 2) Choose the correct letter, A, B or C.
Audio
11 What is new about the Writer’s Festival this year?
A more international guests
B extra time for questions
C additional locations for events
12 Tickets for the Wearable Art even
A are selling out quickly.
B have been reduced in price.
C must be booked in advance.
13 Ocean Times at Bright’s Beach is
A a sporting competition for adults.
B an educational event for all ages.
C a play day for young children.
14 People going to Artscape Exhibition
A should wear appropriate clothing.
B must keep to the proper path.
C need to arrive at a certain time.
15 Tours of the Civil Theatre
A do not happen often.
B have never happened before.
C may happen more regularly in future.
32
Dictation exercise 6:
Audio
Sleeping Problem
Woman: James, JAMES! Wake up!
Man: What? Why did you wake me up?
Woman: It is 2:00 in the afternoon.
Man: Only two? I'm going (1) ________________
Woman: No, you have to get up. You will be late for that class again.
Man: Ah, can't you just (2) ________________ for me again?
Woman: No, I did that last time, and I am not doing that again. You need to get
more sleep and get into (3) ________________
Man: Routine? Like what?
Woman: You should get up no later than 6:30.
Man: 6:30?
Woman: That gives you plenty of time for (4) ________________ workout.
Man: You ('ve) got to be joking! No way. And I already exercise. I turn off the
alarm clock, and it takes a lot of strength and (5) ________________ to get up at
that unspeakable hour.
Woman: You need to get to bed no later than 9:00.
Man: N . . . . Nine?
Woman: Yes, you need at least (6) ________________ of sleep . . . . that's what
science says. and sleeping in class does not count. And going to bed at 3:00 in the
morning is a terrible way to live, and how many hours do you even get?
Man: Well, wait. I get about five hours . . . wait, wait, well? Four hours [ Yeah,
right.], or, or or . . . . sometimes, three, but I do better on less sleep. And I don't
want to sleep (7) ________________
Woman: No, this is unbelievable. You need sleep; caffeine isn't an acceptable (8)
________________ I've seen you fall asleep while driving . . . James, James.
Do NOT fall asleep while I'm talking to you.
Man: I'm not. I'm just resting my eyes.
Woman: Oh, okay, fine, fine. You fail that class . . . see if I care.
33
DAY 11
Track 23: Choose the correct letter, A, B or C.
Audio
Free activities in the Burnham area
Example: The caller wants to find out about events on
A. 27 June.
B. 28 June.
C. 29 June.
1. The ‘Family Welcome’ event in the art gallery begins at
A .10 am.
B. 10.30 am.
C. 2 pm.
2 The film that is now shown in the ‘Family Welcome’ event is about
A. sculpture.
B. painting.
C. ceramics.
3 When do most of the free concerts take place?
A. in the morning
B. at lunchtime
C. in the evening
4 Where will the 4 pm concert of Latin American music take place?
A. in a museum
B. in a theatre
C. in a library
5 The boat race begins at
A. Summer Pool.
B. Charlesworth Bridge.
C. Offord Marina.
6 One of the boat race teams
A. won a regional competition earlier this year.
B. has represented the region in a national competition.
C. has won several regional competitions.
34
Track 24: (IELTS Trainer 2 - Test 3 - Part 3) Choose the correct letter, A, B or C.
Audio
Presentation on restoring and reproduction of paintings
21 The students agree that the introduction to their presentation should include
A reasons why paintings need to be restored.
B examples of poor restoration work.
C a general description of what restoration involves.
22 When the students visited the museum, they were surprised by
A the time it took to restore a single painting.
B the academic backgrounds of the restores.
C the materials used in restoration work.
23 What does Oliver say would put him off a career in art restoration?
A the reaction of the owners of a painting
B the possibility of working in dangerous conditions
C the requirements to be able draw very well
24 What do students agree about the restored Dutch landscape painting?
A It shows how taste in art varies amongst different people.
B It is an example of a work that was once undervalued.
C It demonstrates how cleaning techniques have greatly improved.
25 What is Oliver’s attitude to the digital reproduction of famous paintings?
A It requires a great deal of skill.
B There is something dishonest about it.
C It makes art accessible to more people.
35
DAY 12
Track 25: (IELTS Trainer 2 - Test 4 - Part 3) Choose the correct letter, A, B or C.
Audio
The Benefits of Playing Video Games
21 According to Alya and Jason, Dr Franklin showed that video games have
A been used in therapy for a long time.
B only a limited number of uses in therapy.
C been accepted by most doctors working in therapy.
22 According to the students, what is the biggest advantages of games in therapy?
A Some injuries occur less frequently.
B Costs are lower than other treatments.
C Patients work harder at the researchers.
23 When discussing the Singapore study, the students disagree about
A the purpose of the research.
B the methodology used in the research.
C the conclusions reached by the researchers.
24 What impresses the students about the anxiety research?
A the variety of games that were used
B results were confirmed in another study
C both patients and their families benefitted
25 The students agree that the Rode Island research
A provided reliable evidence.
B has received widespread publicity.
C has been criticised by some academics.
36
Track 26: (IELTS Trainer 2 - Test 5 - Part 3) Choose the correct letter, A, B or C.
Audio
The Future of Work
21 Kiara and Finn agree that the articles they read on the future of work
A mainly reflected the concerns of older employees.
B refer to the end of a traditional career path.
C tend to exaggerate the likely changes.
22 What point does Kiara make about the phrase “job title”?
A It is no longer relevant in modern times.
B It shows colleagues how to interact with each other.
C It will only apply to people higher up in an organization.
23 What issue affecting young employees is Finn most concerned about?
A lack of job security
B income inequality
C poor chances of promotion
24 What is Kiara’s attitude towards the Richards-Greeves survey on work-life
balances?
A She thinks that the findings are predictable.
B She is curious about the kind of work the interviewees do.
C She believes it would be useful to know what the questions were.
25 Finn and Kiara agree that if employees are obliged to learn new skills,
A they should learn ones which might be useful in another job.
B they should not be forced to learn them in their own time.
C they should receive better guidance from training departments.
26 When Finn talks about the impact of mobile technology, Kiara responds by
A emphasizing the possible disadvantages
B describing her personal experience.
C mentioning groups who benefit most from devices.
37
DAY 13
Track 27: (Cam 10 - Test 1 - Part 3) Choose the correct letter, A, B or C.
Audio
Theatre Studies Course
21 What helped Rob to prepare to play the character of a doctor?
A the stories his grandfather told him
B the times when he watched his grandfather working
C the way he imagined his grandfather at work
22 In the play’s first scene, the boredom of village life was suggested by
A repetition of words and phrases.
B scenery painted in dull colours.
C long pauses within conversations.
23 What has Rob learned about himself through working in a group?
A He likes to have clear guidelines.
B He copes well with stress.
C He thinks he is a good leader.
24 To support the production, research material was used which described
A political developments.
B changing social attitudes.
C economic transformations.
25 What problem did the students overcome in the final rehearsal?
A one person forgetting their words
B an equipment failure
C the injury of one character
38
Track 28: Cam 10 - Test 2 - Part 3
Audio
Questions 21 and 22
Choose TWO letters, A-E.
Which TWO hobbies was Thor Heyerdahl very interested in as a youth?
A camping
B climbing
C collecting
D hunting
E reading
Questions 23 and 24
Choose TWO letters, A-E.
Which do the speakers say are the TWO reasons why Heyerdahl went to live on an
island?
A to examine ancient carvings
B to experience an isolated place
C to formulate a new theory
D to learn survival skills
E to study the impact of an extreme environment
Questions 25-30
Choose the correct letter, A, B or C.
The later life of Thor Heyerdahl
25 According to Victor and Olivia, academics thought that Polynesian migration
from the east was impossible due to
A the fact that Eastern countries were far away.
B the lack of materials for boat building.
C the direction of the winds and currents.
39
26 Which do the speakers agree was the main reason for Heyerdahl’s raft
journey?
A to overcome a research setback
B to demonstrate a personal quality
C to test a new theory
27 What was most important to Heyerdahl about his raft journey?
A the fact that he was the first person to do it
B the speed of crossing the Pacific
C the use of authentic construction methods
28 Why did Heyerdahl go to Easter Island?
A to build a stone statue
B to sail a reed boat
C to learn the local language
29 In Olivia’s opinion, Heyerdahl’s greatest influence was on
A theories about Polynesian origins.
B the development of archaeological methodology.
C establishing archaeology as an academic subject.
30 Which criticism do the speakers make of William Oliver’s textbook?
A Its style is out of date.
B Its content is over-simplified.
C Its methodology is flawed.
40
DAY 14
Track 29: (Cam 10 - Test 3 - Part 3) Choose the correct letter, A, B or C.
Audio
Theatre Studies Course
21 What helped Rob to prepare to play the character of a doctor?
A the stories his grandfather told him
B the times when he watched his grandfather working
C the way he imagined his grandfather at work
22 In the play’s first scene, the boredom of village life was suggested by
A repetition of words and phrases.
B scenery painted in dull colours.
C long pauses within conversations.
23 What has Rob learned about himself through working in a group?
A He likes to have clear guidelines.
B He copes well with stress.
C He thinks he is a good leader.
24 To support the production, research material was used which described
A political developments.
B changing social attitudes.
C economic transformations.
25 What problem did the students overcome in the final rehearsal?
A one person forgetting their words
B an equipment failure
C the injury of one character
41
Track 30: (Cam 10 - Test 4 - Part 2) Choose the correct letter, A, B or C.
Audio
Manham Port
11 Why did a port originally develop at Manham?
A It was safe from enemy attack.
B It was convenient for river transport.
C It had a good position on the sea coast.
12 What caused Manham’s sudden expansion during the Industrial Revolution?
A the improvement in mining techniques
B the increase in demand for metals
C the discovery of tin in the area
13 Why did rocks have to be sent away from Manham to be processed?
A shortage of fuel
B poor transport systems
C lack of skills among local people
14 What happened when the port declined in the twentieth century?
A The workers went away.
B Traditional skills were lost.
C Buildings were used for new purposes.
15 What did the Manham Trust hope to do?
A discover the location of the original port
B provide jobs for the unemployed
C rebuild the port complex
42
Dictation exercise 7:
Audio
Running shoes
Sales Associate: Hi. Can I help you with anything today?
Customer: Yeah. I need some new running shoes.
Sales Associate: Okay, what type of running are you doing? I mean are you
preparing for (1) ________________ or do you need some trail shoes? We have
them all.
Customer: I need some street shoes, and I need them to make me run fast, I mean
real, real fast.
Sales Associate: Well, sir, how fast you run (2) ________________ many things
and . . .
Customer: But, you don't understand. You see, I've been dating this woman, and
well, I kind of told her that I'm (3) ________________ good runner, and uh . . .
Sales Associate: Well, how much, how much DO you run? 10Ks, marathons?
What exactly are you doing?
Customer: Well, I don't really run. I mean I run out to get the newspaper in the
morning. Listen, I (4) ________________ the truth a little.
Sales Associate: Um, yeah, I's say. Well, how much does she run?
Customer: Uh, she's completed, I think, about 20 marathons, all under
(5) ________________
Sales Associate: Ah, man, you're toast. You're in some serious hot water. The only
good new shoes will do for you is to kick yourself for not having been honest with
her. Just (6) ________________ with her.
Customer: Ah, ah, I think I have a leg cramp coming on. Believable?
Sales Associate: Forget it. She won't buy that story. Just (7) ________________
with her and apologize. She may or may not accept your apology, but at least you
can look at yourself in the mirror and recognize that you told the truth. That way,
you can live with yourself another day.
Customer: Yeah. I realize that now.
43
Sales Associate: Hey, here's one idea. Tell her the truth and she what she says. If
she forgives you and you really want to start running, then I suggest signing up for
the 5K race we are (8) ________________ next month. This can get you started on
a new path to fitness and a positive relationship.
Customer: And if she doesn't forgive me?
Sales Associate: Well, that's just the (9) ________________ of not telling the
truth.
44
DAY 15
Track 31: (Cam 11 - Test 1 - Part 3) Choose the correct letter, A, B or C.
Audio
Study on Gender in Physics
21 The students in Akira Miyake’s study were all majoring in
A physics.
B psychology or physics.
C science, technology, engineering or mathematics.
22 The aim of Miyake’s study was to investigate
A what kind of women choose to study physics.
B a way of improving women’s performance in physics.
C whether fewer women than men study physics at college.
23 The female physics students were wrong to believe that
A the teachers marked them in an unfair way.
B the male students expected them to do badly.
C their test results were lower than the male students’.
24 Miyake’s team asked the students to write about
A what they enjoyed about studying physics.
B the successful experiences of other people.
C something that was important to them personally.
25 What was the aim of the writing exercise done by the subjects?
A to reduce stress
B to strengthen verbal ability
C to encourage logical thinking
45
26 What surprised the researchers about the study?
A how few students managed to get A grades
B the positive impact it had on physics results for women
C the difference between male and female performance
27 Greg and Lisa think Miyake’s results could have been affected by
A the length of the writing task.
B the number of students who took part.
C the information the students were given.
28 Greg and Lisa decide that in their own project, they will compare the effects of
A two different writing tasks.
B a writing task with an oral task.
C two different oral tasks.
29 The main finding of Smolinsky’s research was that class teamwork activities
A were most effective when done by all-women groups.
B had no effect on the performance of men or women.
C improved the results of men more than of women.
30 What will Lisa and Greg do next?
A talk to a professor
B observe a science class
C look at the science timetable
46
Track 32: (Cam 11 - Test 2 - Part 3) Choose the correct letter, A, B or C.
Audio
Rocky Bay field trip
21 What do the students agree should be included in their aims?
A factors affecting where organisms live
B the need to preserve endangered species
C techniques for classifying different organisms
22 What equipment did they forget to take on the Field Trip?
A string
B a compass
C a ruler
23 In Helen’s procedure section, Colin suggests a change in
A the order in which information is given.
B the way the information is divided up.
C the amount of information provided.
24 What do they say about the method they used to measure wave speed?
A It provided accurate results.
B It was simple to carry out.
C It required special equipment.
25 What mistake did Helen make when first drawing the map?
A She chose the wrong scale.
B She stood in the wrong place.
C She did it at the wrong time.
26 What do they decide to do next with their map?
A scan it onto a computer
47
B check it using photographs
C add information from the internet
Questions 27 and 28
Choose TWO letters, A-E.
Which TWO problems affecting organisms in the splash zone are mentioned?
A
lack of water
B
strong winds
C
lack of food
D
high temperatures
E
large waves
Questions 29 and 30
Choose TWO letters, A-E.
Which TWO reasons for possible error will they include in their report?
A
inaccurate records of the habitat of organisms
B
influence on behaviour of organisms by observer
C
incorrect identification of some organisms
D
making generalisations from a small sample
E
missing some organisms when counting
48
MATCHING
Câu hỏi Matching là một dạng câu hỏi phổ biến trong bài thi IELTS Listening, thường
xuất hiện trong IELTS Listening Part 2, thường là một đoạn đối thoại của một cá nhân
nói về một khu vực hoặc một chủ đề cụ thể, hoặc trong IELTS Listening Part 3,
thường là cuộc đối thoại giữa 2-3 người.
Dạng câu hỏi này bao gồm hai nhóm thông tin:
● Các câu hỏi (được đánh theo số thứ tự)
● Các phương án trả lời (được đánh theo chữ cái A, B, C, …)
Dạng bài này thường được kết hợp với dạng Multiple choice để tạo thành một Part
hoàn chỉnh.
49
DAY 16
Track 33: (Cam 14 Test 1 Part 3)
Audio
Questions 21-25. Choose the correct letter, A, B or C.
Cities built by the sea
21 Carla and Rob were surprised to learn that coastal cities
A contain nearly half the world’s population.
B include most of the world’s largest cities.
C are growing twice as fast as other cities.
22 According to Rob, building coastal cities near to rivers
A may bring pollution to the cities.
B may reduce the land available for agriculture.
C may mean the countryside is spoiled by industry.
23 What mistake was made when building water drainage channels in Miami in the
1950s?
A There were not enough for them.
B They were made of unsuitable materials.
C They did not allow for the effects of climate change.
24 What do Rob and Carla think that the authorities in Miami should do
immediately?
A take measures to restore ecosystems
B pay for a new flood prevention system
C stop disposing of waste materials into the ocean
25 What do they agree should be the priority for international action?
A greater coordination of activities
B more sharing of information
C agreement on shared policies
50
Questions 26-30
What decision do the students make about each of the following parts of their
presentation?
Choose FIVE answers from the box and write the correct letter, A-G, next to
Questions 26-30.
Decisions
A
use visuals
B
keep it short
C
involve other students
D
check the information is accurate
E
provide a handout
F
focus on one example
G
do online research
Parts of the presentation
26 Historical background
…………….
27 Geographical factors
…………….
28 Past mistakes
…………….
29 Future risks
…………….
30 International implications …………….
51
Track 34: (Cam 14 Test 2 Part 3)
Audio
Questions 21-24
Choose the correct letter, A, B or C.
Woolly mammoths on St Paul’s Island
21 How will Rosie and Martin introduce their presentation?
A with a drawing of woolly mammoths in their natural habit
B with a timeline showing when woolly mammoths lived
C with a video clip about woolly mammoths
22 What was surprising about the mammoth tooth found by Russell Graham?
A It was still embedded in the mammoth’s jawbone.
B It was from an unknown species of mammoth.
C It was not as old as mammoth remains from elsewhere.
23 The students will use an animated diagram to demonstrate how the mammoths
A became isolated on the island.
B spread from the island to other areas.
C coexisted with other animals on the island.
24 According to Martin, what is unusual about the date of the mammoths’ extinction
on the island?
A how exact it is
B how early it is
C how it was established
Questions 25-30
What action will the students take for each of the following sections of their
presentation?
Choose SIX answers from the box and write the correct letter, A-H, next to Questions
25-30.
52
Actions
A
make it more interactive
B
reduce visual input
C
add personal opinions
D
contact one of the researchers
E
make detailed notes
F
find information online
G
check timing
H
organise the content more clearly
Sections of presentation
25 Introduction
………………
26 Discovery of the mammoth tooth
………………
27 Initial questions asked by the researchers
………………
28 Further research carried out on the island
………………
29 Findings and possible explanations
………………
30 Relevance to the present day
………………
53
DAY 17
Track 35: (Cambridge 14 Test 3 Part 3)
Audio
Questions 21-26. Complete the notes below. Write ONE WORD AND/OR A
NUMBER for each answer.
Background on school marching band
It consists of around 21…………………… students.
It is due to play in a 22……………………. band competition.
It has been invited to play in the town’s 23…………………….
They have listened to a talk by a 24……………………..
Joe will discuss a 25……………………. with the band.
Joe hopes the band will attend a 26…………………… next month.
Questions 27-30. What problem does Joe mention in connection with each of the
following band members?
Choose FOUR answers from the box and write the correct letter, A-F, next to
Questions 27-30.
Problems
A
makes a lot of mistakes in rehearsals
B
keeps making unhelpful suggestions
C
has difficulty with rhythm
D
misses too many rehearsals
E
has a health problem
F
doesn’t mix with other students
54
Band members
27 flautist
………………
28 trumpeter
………………
29 trombonist
………………
30 percussionist
………………
55
Track 36: (Cambridge 14 Test 4 Part 1)
Audio
Questions 1-7
Complete the notes below.
Write ONE WORD AND/OR A NUMBER for each answer.
Enquiry about booking hotel room for event
Example
Andrew is the ……Events…… Manager
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…………………
56
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
……………….
57
Dictation exercise 8:
Audio
How to save money on your beauty routine
How to Save Money on Your Beauty Routine. You don't have to (1)
_________________ to economize – you just have to know a few tricks. You will
need Mascara, (2) _________________, Petroleum jelly, Olive oil, Sugar, Cayenne
pepper, Cinnamon, A lip brush, Cotton swabs and the occasional splurge, Optional:
men's shaving cream.
Step 1. Buy (3) _________________ just once; after it runs out, wash and
save the brush. The main difference between mascaras is the wand, not the
makeup. Apply new, cheaper mascara with the brush that comes with it, then use
your old one to (4) _________________ your lashes. A dried-out mascara wand
also makes a great eyebrow brush.
Step 2. Replace your shaving cream with dollar-store hair conditioner; it
works every bit as well. Or use a brand made for men; they're usually less
expensive. Get an (5) _________________ if you don't want a "manly" fragrance.
Step 3. Buy a big jar of generic petroleum jelly. It can serve as clear lip
gloss, lip balm, makeup remover, under-eye moisturizer, and foot and hand cream.
If you have just a smidgen of lipstick left in the tube, mix it with (6)
_________________ and use as lip gloss.
Step 4. Use olive oil as a multitasker: To condition hair, rub one tablespoon
on scalp, wrap in a warm towel, and let it (7) _________________ before
shampooing out. For silky skin, pour some into your bath water. To turn it into an
exfoliant, just add some sugar.
Step 5. Plump your lips for pennies by mixing a sprinkle of cayenne pepper
or cinnamon with a dab of petroleum jelly and applying to lips. It will irritate them
just enough to (8) _________________
Step 6. Use up every bit of your cosmetics: Get the last smidgen of lipstick
out of the tube with a lip brush. Revitalize a dried-out mascara tube with a few (9)
_________________ Use a cotton swab to get into the crevices of little pots of eye
cream or lip balm.
Step 7. Splurge on one or two extravagances. Woman cannot live on cheap
cosmetics alone! Did you know Women spend an average of (10)
_________________ per year on personal care, while men spend about $193.
58
DAY 18
Track 37: (Cambridge 14 Test 4 Part 3)
Audio
Questions 21-25
Choose the correct letter, A, B or C.
21 What does Trevor find interesting about the purpose of children’s literature?
A the fact that authors may not realise what values they’re teaching
B the fact that literature can be entertaining and educational at the same time
C the fact that adults expect children to imitate characters in literature
22 Trevor says the module about the purpose of children’s literature made him
A analyse some of the stories that his niece reads.
B wonder how far popularity reflects good qualify.
C decide to start writing some children’s stories.
23 Stephanie is interested in the Pictures module because
A she intends to become an illustrator.
B she can remember beautiful illustrations from her childhood.
C she believes illustrations are more important than words.
24 Trevor and Stephanie agree that comics
A are inferior to books.
B have the potential for being useful.
C discourage children from using their imagination.
25 With regard to books aimed at only boys or only girls, Trevor was surprised
A how long the distinction had gone unquestioned.
B how few books were aimed at both girls and boys.
C how many children enjoyed books intended for the opposite sex.
59
Questions 26-30
What comment is made about each of these stories?
Choose FIVE answers from the box and write the correct letter, A-G, next to
Questions 26-30
Comments
A
translated into many other languages
B
hard to read
C
inspired a work in a different area of art
D
more popular than the author’s other
works
E
original title refers to another book
F
started a new genre
G
unlikely topic
Stories
26 Perrault’s fairy tales
…………………
27 The Swiss Family Robinson
…………………
28 The Nutcracker and the Mouse King …………………
29 The Lord of the Rings
…………………
30 War Horse
…………………
60
Track 38: (Cambridge 15 Test 3 Part 3)
Audio
Questions 21 – 26. Complete the notes below.
Write ONE WORD ONLY for each answer.
What Hazel should analyse about items in newspapers:
● what 21……………… the item is on
● the 22……………… of the item, including the headline
● any 23…………….. accompanying the item
● the 24……………… of the item, e.g. what’s made prominent
● the writer’s main 25………………
● the 26……………… the writer may make about the reader
Questions 27-30
What does Hazel decide to do about each of the following types of articles?
Write the correct letter, A, B or C, next to Questions 27-30
A
She will definitely look for a suitable article.
B
She may look for a suitable article.
C
She definitely won’t look for an article.
Types of articles
27 national news item
……………
28 editorial
……………
29 human interest
……………
30 arts
……………
61
FULL TEST
Sau khi làm quen với một số dạng bài nhất định của bài thi IELTS listening, thí
sinh có thể bắt đầu làm một đề thi hoàn chỉnh. Thời lượng của bài thi IELTS
Listening là 30 phút. Đối với bài kiểm tra trên giấy, thí sinh sẽ có thêm 10 phút để
chuyển câu trả lời của mình sang phiếu trả lời. Nhưng khi chọn hình thức thi online
trên máy tính, thí sinh sẽ có 2 phút để kiểm tra lại câu trả lời của mình.
Thí sinh sẽ phải trải qua bốn phần trong bài thi Listening với mức độ khó tăng dần.
Mỗi phần có 10 câu hỏi, tổng cộng 40 câu với mỗi câu tương ứng 1 điểm.
Lưu ý: Ngôn ngữ then chốt được sử dụng như một lời giới thiệu để dẫn dắt người
nghe đi đến một nội dung chi tiết. Dưới đây là danh sách những cụm từ giúp người
nghe có thể dự đoán những gì sẽ diễn ra tiếp theo và tìm câu trả lời cho:
●
●
●
●
●
-
Giới thiệu bài học / bài giảng
The lecture will outline …
The talk will focus on …
Today I’ll be talking about / discussing…
Today we are going to talk about…
Mô tả cấu trúc của bài giảng
I’m going to divide this talk into a few parts.
First, we’ll look at…. Then we’ll go on to … And finally, I’ll…
Giới thiệu chủ đề / điểm đầu tiên / phần đầu tiên
I’m going to divide this talk into a few parts.
First, we’ll look at…. Then we’ll go on to … And finally, I’ll…
Bắt đầu một ý tưởng hoặc liên kết đến một ý tưởng khác
Let’s move on to…
Now, let’s turn to…
And I’d now like to talk about…
Để kết thúc cuộc nói chuyện / Tổng kết
In conclusion, …
From the above, it is clear that …
Several conclusions emerge from this analysis …
To summarise, …I’d like now to recap…
62
DAY 19
Track 39: Practice Listening Test
Audio
PART 1
Questions 1 – 10. Complete the notes below. Write ONE WORD AND/OR A
NUMBER for each answer.
Bankside Recruitment Agency
● Address of agency: 497 Eastside, Docklands
● Name of agent: Becky 1……………
● Phone number: 07866 510333
● Best to call her in the 2……………
Typical jobs
● Clerical and admin roles, mainly in the finance industry
● Must have good 3……………… skills
● Jobs are usually for at least one 4………………..
● Pay is usually 5 £…………….. per hour
Registration process
● Wear a 6………………. to the interview
● Must bring your 7……………….. to the interview
● They will ask questions about each applicant’s 8……………….
Advantages of using an agency
● The 9………………. you receive at interview will benefit you
● Will get access to vacancies which are not advertised
● Less 10……………… is involved in applying for jobs
63
PART 2
Questions 11 – 14. Choose the correct letter, A, B or C.
Matthews Island Holidays
11 According to the speaker, the company
A has been in business for longer than most of its competitors.
B arranges holidays to more destinations than its competitors.
C has more customers than its competitors.
12 Where can customers meet the tour manager before travelling to the Isle of Man?
A Liverpool
B Heysham
C Luton
13 How many lunches are included in the price of the holiday?
A three
B four
C five
14 Customers have to pay extra for
A guaranteeing themselves a larger room.
B booking at short notice.
C transferring to another date.
Questions 15-20
Complete the table below. Write ONE WORD AND/OR A NUMBER for each
answer.
64
Timetable for Isle of Man holiday
Day 1
Activity
Notes
Arrive
Introduction by manager
Hotel dining room has view of the
15…………
Day 2
Tynwald Exhibition and
Peel
Tynwald may have been founded
in 16………… not 979.
Day 3
Trip to Snaefell
Travel along promenade in a tram;
train to Laxey; train to the
17…………. of Snaefell
Day 4
Free day
Company provides a 18………….
for local transport and heritage
sites.
Day 5
Take the 19………….
railway train from Douglas
to Port Erin
Free time, then coach to
Castletown – former 20…………
has old castle.
Day 6
Leave
Leave the island by ferry or plane
65
PART 3
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
………….
66
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
67
PART 4
Questions 31 – 40. Complete the notes below. Write ONE WORD ONLY for each
answer.
The Eucalyptus Tree in Australia
Importance
● it provides 31……………. and food for a wide range of species
● its leaves provide 32…………….. which is used to make a disinfectant
Reasons for present decline in number
A) Diseases
(i) ‘Mundulla Yellows’
● Cause – lime used for making 33……………… was absorbed
– trees were unable to take in necessary iron through their roots
(ii) ‘Bell-miner Associated Die-back’
● Cause – 34………….. feed on eucalyptus leaves
– they secrete a substance containing sugar
– bell-miner birds are attracted by this and keep away other species
B) Bushfires
William Jackson’s theory:
● high-frequency bushfires have an impact on vegetation, resulting in the growth of
35…………….
● mid-frequency bushfires result in the growth of eucalyptus forests, because they:
– make more 36……………. available to the trees
– maintain the quality of the 37……………….
● low-frequency bushfires result in the growth of 38 ‘……………….. rainforest’,
which is:
– a 39………………. Ecosystem
– an ideal environment for the 40……………… of the bell-miner
68
DAY 20
Track 40: Practice Listening Test
Audio
PART 1
Questions 1 – 4. Complete the table below.
Write ONE WORD ONLY for each answer.
Festival information
Date
Type of event
Details
17th
a concert
performers from Canada
18th
a ballet
company called 1……………
19th-20th
(afternoon)
a play
type of play: a comedy called
Jemima has had a good
2………….
20th (evening)
a 3………… show
show is called 4………….
Questions 5-10
Complete the notes below. Write ONE WORD ONLY for each answer.
Workshops
● Making 5…………….. food
● (children only) Making 6……………..
● (adults only) Making toys from 7……………… using various tools
Outdoor activities
69
● Swimming in the 8………………
● Walking in the woods, led by an expert on 9……………….
See the festival organiser’s 10………………. for more information
PART 2
Questions 11 – 14. Choose the correct letter, A, B or C.
Minster Park
11 The park was originally established
A as an amenity provided by the city council.
B as land belonging to a private house.
C as a shared area set up by the local community.
12 Why is there a statue of Diane Gosforth in the park?
A She was a resident who helped to lead a campaign.
B She was a council member responsible for giving the public access.
C She was a senior worker at the park for many years.
13 During the First World War, the park was mainly used for
A exercises by troops.
B growing vegetables.
C public meetings.
14 When did the physical transformation of the park begin?
A 2013
B 2015
C 2016
Questions 15-20
70
Label the map below.
Write the correct letter, A-I, next to Questions 15-20.
15 statue of Diane Gosforth
…………..
16 wooden sculptures
…………..
17 playground
…………..
18 maze
…………..
19 tennis courts
…………..
71
20 fitness area
…………..
PART 3
Questions 21 and 22
Choose TWO letters, A-E.
Which TWO groups of people is the display primarily intended for?
A
student 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.
72
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
Novels by Dickens
25 The Pickwick Papers
…………..
26 Oliver Twist
…………..
27 Nicholas Nickleby
…………..
28 Martin Chuzzlewit
…………..
29 Bleak House
…………..
30 Little Dorrit
…………..
73
PART 4
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 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.
74
PICK FROM A LIST
Pick from a list hoặc List Selection là dạng bài thường xuất hiện trong Part 2 hoặc 3
của IELTS Listening. Bài tập này yêu cầu người làm phải chọn đáp án từ danh sách
sao cho đúng với nội dung của bài nghe. Đây là một dạng bài nâng cao bởi nó đòi hỏi
khả năng nghe hiểu tốt.
Các danh sách của dạng bài này có thể chia làm 2 loại:
● Loại 1: Lựa chọn người, chủ thể: Trong loại này, bài thi cung cấp một danh
sách các tên người, con vật hoặc địa danh. Thí sinh phải lắng nghe và chọn ra
đúng người hoặc chủ thể mà thông tin trong bài nghe đề cập đến.
● Loại 2: Lựa chọn nội dung: Trong loại này, thí sinh sẽ nhận được một danh
sách các thông tin ngắn. Nhiệm vụ của họ là tìm ra thông tin phù hợp với tên
người hoặc chủ thể đã được cung cấp trong bài nghe.
Lưu ý: Một số vấn đề thí sinh thường gặp và cách giải quyết
● Vấn đề 1: Chọn thiếu hoặc dư số đáp án
Đôi khi, thí sinh có thể nhầm lẫn giữa dạng bài "Pick from a list" và "Multiple
choice", dẫn đến việc chọn thiếu hoặc dư số đáp án. Ví dụ, đề bài yêu cầu chọn ra hai
đặc điểm được nhắc đến trong bài nghe, nhưng thí sinh chỉ chọn một đáp án. Để khắc
phục lỗi này, thí sinh nên đọc kỹ yêu cầu của đề, đánh dấu vào key words.
● Vấn đề 2: Nghe được nhưng không thể xác định câu trả lời đúng
Các đáp án thường được paraphrase trong bài nghe, làm cho việc nhận biết chúng trở
nên khó khăn.Để làm tốt bài thi, thí sinh cần hiểu ý chính của câu, đồng thời chú ý đến
những từ đồng nghĩa với từ khóa trong bài. Đặc biệt, với dạng bài này, thí sinh nên kết
hợp với hương pháp ghi chú (Note Taking) để tránh bỏ sót các đoạn thông tin quan
trọng.
75
DAY 21
Track 41: (Cam 16 Test 1 Part 3)
Audio
Questions 1 and 2: Choose TWO letters, A-E. Which TWO parts of the introductory
stage to their art projects do Jess and Tom agree were useful?
A the Bird Park visit
B the workshop sessions
C the Natural History Museum visit
D the projects done in previous years
E the handouts with research sources
Questions 3 and 4: Choose TWO letters, A-E. In which TWO ways do both Jess and
Tom decide to change their proposals?
A by giving a rationale for their action plans
B by being less specific about the outcome
C by adding a video diary presentation
D by providing a timeline and a mind map
E by making their notes more evaluative
Questions 5-10: Which personal meaning do the students decide to give to each of the
following pictures? Choose SIX answers from the box and write the correct letter,
A-H, next to Questions 5-10.
Personal meanings
A a childhood memory
B hope for the future
C fast movement
D a potential threat
E the power of color
F the continuity of life
G protection of nature
H a confused attitude to nature
76
Pictures
5 Falcon (Landseer)
…………….
6 Fish hawk (Audubon)
…………….
7 Kingfisher (van Gogh)
…………….
8 Portrait of William Wells
…………….
9 Vairumati (Gauguin)
…………….
10 Portrait of Giovanni de Medici
…………….
77
Track 42: (Cam 16 Test 3 Part 2)
Audio
Questions 1 and 2: Choose TWO letters, A-E.
According to Megan, what are the TWO main advantages of working in the
agriculture and horticulture sectors?
A the active lifestyle
B the above-average salaries
C the flexible working opportunities
D the opportunities for overseas travel
E the chance to be in a natural environment
Questions 3 and 4
Choose TWO letters, A-E.
Which TWO of the following are likely to be disadvantages for people working
outdoors?
A the increasing risk of accidents
B being in a very quiet location
C difficult weather conditions at times
D the cost of housing
E the level of physical fitness required
78
Questions 5-10
What information does Megan give about each of the following job opportunities?
Choose SIX answers from the box and write the correct letter, A-H, next to Questions
5-10.
Information
A not a permanent job
B involves leading a team
C experience not essential
D intensive work but also fun
E chance to earn more through overtime
F chance for rapid promotion
G accommodation available
H local travel involved
Job opportunities
15 Fresh food commercial manager
…………….
16 Agronomist
…………….
17 Fresh produce buyer
…………….
18 Garden centre sales manager
…………….
19 Tree technician
…………….
20 Farm worker
…………….
79
Dictation exercise 9:
Audio
The Truffle Kingpin of New York City
Truffles are just such an elusive, (1) ............................... These are the Spanish
winter black truffles; they're from Périgord. They just have this alluring, earthiness
quality that I've never tasted before. They kept me (2) ........................... with them
for almost 10 years now.
My name is Ian Purkayastha, and I procure hard to find ingredients from around
the world, mainly fresh truffles. I'm a (3) ..............................; I deal truffles out of
my car. It definitely has this underground element. When I was younger, people
used to call me the Truffle
Boy. I started when I was 15, and I'm now 24. I'm constantly on the hunt for
identifying the most (4) .................................... that produce the very best truffles.
They smell really nice. Where are these guys from? -Spain. They've never been
successfully cultivated on a commercial scale. And they grow underground; and
they're obviously extremely (5) ...................................... to find; that's why they're
worth their weight in gold. As soon as the truffle is found, the clock is constantly
ticking, because there's only a sevenday shelf life. They're 98 percent water; every
single day that (6) .............................., it's evaporating.
I still get excited every time I get a new truffle shipment in. They are sent from
Europe to JFK where they're cleared by FDA, USDA, Homeland Security and
Customs. I sort them, I go through every single truffle, looking for (7)
................................ and then I, basically hop in the car with a box full of truffles.
Alright. And sell to 90% of the fine (8) .............................. in New York. Everyone
from, David Chang to Sean Brock, to Eleven Madison Park, Le Bernardin, a
variety of Michelin stared restaurants. During truffle season we import around
$200,000 worth of truffles a week. A small amount of truffles could be anywhere
from five to (9) ............................... We're dealing with quite a lot of valuable
product I'm doing something that I love, it doesn't even feel like work anymore.
My warehouse smells like truffles, my car smells like truffles, my apartment. It's
like I can't (10) ..............................; it's like they're smothering me, which is a great
problem to have, I guess.
80
DAY 22
Track 43: (Cam 16 Test 4 Part 3)
Audio
Questions 1-2: Choose TWO letters, A-E. Which TWO benefits of city bike-sharing
schemes do the students agree are the most important?
A reducing noise pollution
B reducing traffic congestion
C improving air quality
D encouraging health and fitness
E making cycling affordable
Questions 3-4: Choose TWO letters, A-E. Which TWO things do the students think
are necessary for successful bike-sharing schemes?
A Bikes should have a GPS system.
B The app should be easy to use.
C Public awareness should be raised.
D Only one scheme should be available.
E There should be a large network of cycle lanes.
81
Questions 5-10: What is the speakers’ opinion of the bike-sharing schemes in each of
the following cities? Choose SIX answers from the box and write the correct letter,
A-G, next to Questions 5-10.
Opinion of bike-sharing scheme
A They agree it has been disappointing.
B They think it should be cheaper.
C They are surprised it has been so successful.
D They agree that more investment is required.
E They think the system has been well designed.
F They disagree about the reasons for its success.
G They think it has expanded too quickly.
Cities
25 Amsterdam
…………….
26 Dublin
…………….
27 London
…………….
28 Buenos Aires
…………….
29 New York
…………….
30 Sydney
…………….
82
Track 44: (Cam 17 Test 1 Part 2)
Audio
Questions 1 – 4: Choose the correct letter, A, B or C.
Boat trip round Tasmania
1 What is the maximum number of people who can stand on each side of the
boat?
A 9
B 15
C 18
2 What colour are the tour boats?
A dark red
B jet black
C light green
3 Which lunch box is suitable for someone who doesn’t eat meat or fish?
A Lunchbox 1
B Lunch box 2
C Lunch box 3
4 What should people do with their litter?
A take it home
B hand it to a member of staff
C put it in the bins provided on the boat
Questions 5 and 6: Choose TWO letters, A-E. Which TWO features of the
lighthouse does Lou mention?
A why it was built
B who built it
C how long it took to build
D who staffed it
E what it was built with
83
Questions 7 and 8: Choose TWO letters, A-E. Which TWO types of creatures might
come close to the boat?
A sea eagles
B fur seals
C dolphins
D whales
E penguins
Questions 9 and 10: Choose TWO letters, A-E. Which TWO points does Lou make
about the caves?
A Only large tourist boats can visit them.
B The entrances to them are often blocked.
C It is too dangerous for individuals to go near them.
D Someone will explain what is inside them.
E They cannot be reached on foot.
84
FULL TEST
DAY 23
Track 45: Practice Listening Test
Audio
PART 1:
Questions 1 – 10:
Complete the notes below.
Write ONE WORD AND/OR A NUMBER for each answer.
Advice on surfing holidays
Jack’s advice
● Recommends surfing for 1 …………………… holidays in the summer
● Need to be quite 2 ……………………
Irish surfing locations
● County Clare
– Lahinch has some good quality 3 …………………… and surf schools
– There are famous cliffs nearby
● County Mayo
– Good surf school at 4 …………………… beach
– Surf camp lasts for one 5 ……………………
– Can also explore the local 6 …………………… by kayak
Weather
● Best month to go: 7 ……………………
● Average temperature in summer: approx. 8 …………………… degrees
Costs
● Equipment
– Wetsuit and surfboard: 9 …………………… euros per day
85
– Also advisable to hire 10 …………………… for warmth
PART 2
Questions 11 – 14
Choose TWO letters, A-E.
Which TWO facts are given about the school’s extended hours childcare service?
A It started recently.
B More children attend after school than before school.
C An average of 50 children attend in the mornings.
D A child cannot attend both the before and after school sessions.
E The maximum number of children who can attend is 70.
Questions 13-15
Choose the correct letter, A, B or C.
13 How much does childcare cost for a complete afternoon session per child?
A £3.50
B £5.70
C £7.20
14 What does the manager say about food?
A Children with allergies should bring their own food.
B Children may bring healthy snacks with them.
C Children are given a proper meal at 5 p.m.
15 What is different about arrangements in the school holidays?
A Children from other schools can attend.
B Older children can attend.
C A greater number of children can attend.
86
Questions 16-20
What information is given about each of the following activities on offer?
Choose FIVE answers from the box and write the correct letter, A-G, next to
Questions 16-20.
Information
A has limited availability
B is no longer available
C is for over 8s only
D requires help from parents
E involves an additional fee
F is a new activity
G was requested by children
Activities
16 Spanish
………………
17 Music
………………
18 Painting
………………
19 Yoga
………………
20 Cooking
……………….
87
PART 3
Questions 21-24.
Choose the correct letter, A, B or C.
Holly’s Work Placement Tutorial
21 Holly has chosen the Orion Stadium placement because
A it involves children.
B it is outdoors.
C it sounds like fun.
22 Which aspect of safety does Dr Green emphasise most?
A ensuring children stay in the stadium
B checking the equipment children will use
C removing obstacles in changing rooms
23 What does Dr Green say about the spectators?
A They can be hard to manage.
B They make useful volunteers.
C They shouldn’t take photographs.
24 What has affected the schedule in the past?
A bad weather
B an injury
C extra time
88
Questions 25-30
What do Holly and her tutor agree is an important aspect of each of the following
events management skills?
Choose SIX answers from the box and write the correct letter, A-H, next to Questions
25-30.
Important aspects
A being flexible
B focusing on details
C having a smart appearance
D hiding your emotions
E relying on experts
F trusting your own views
G doing one thing at a time
H thinking of the future
Events management skills
25 Communication
……………….
26 Organisation
……………….
27 Time management
……………….
28 Creativity
……………….
29 Leadership
……………….
30 Networking
……………….
89
PART 4
Questions 31 – 40
Complete the notes below. Write ONE WORD ONLY for each answer.
Bird Migration Theory
Most birds are believed to migrate seasonally.
Hibernation theory
● It was believed that birds hibernated underwater or buried themselves in 31
……………………
● This theory was later disproved by experiments on caged birds.
Transmutation theory
● Aristotle believed birds changed from one species into another in summer and
winter.
– In autumn he observed that redstarts experience the loss of 32
…………………… and thought they then turned into robins.
– Aristotle’s assumptions were logical because the two species of birds had a
similar 33 ……………………
17th century
● Charles Morton popularized the idea that birds fly to the 34 …………………… in
winter.
Scientific developments
● In 1822, a stork was killed in Germany which had an African spear in its 35
……………………
– previously there had been no 36 …………………… that storks migrate to
Africa
● Little was known about the 37 …………………… and journeys of migrating birds
until the practice of ringing was established.
– It was thought large birds carried small birds on some journeys because they
were considered incapable of travelling across huge 38 ……………………
– Ringing depended on what is called the 39 ‘……………………’ of dead birds.
● In 1931, the first 40 …………………… to show the migration of European birds
was printed.
90
DAY 24
Track 46: Practice Listening Test
Audio
PART 1
Questions 1 – 10. Complete the notes below. Write ONE WORD for each answer.
Easy Life Cleaning Services
Basic cleaning package offered
● Cleaning all surfaces
● Cleaning the 1 …………………… throughout the apartment
● Cleaning shower, sinks, toilet etc.
Additional services agreed
● Every week
– Cleaning the 2 ……………………
– Ironing clothes – 3 …………………… only
● Every month
– Cleaning all the 4 …………………… from the inside
– Washing down the 5 ……………………
Other possibilities
● They can organise a plumber or an 6 …………………… if necessary.
● A special cleaning service is available for customers who are allergic to 7
……………………
Information on the cleaners
● Before being hired, all cleaners have a background check carried out by the 8
……………………
● References are required.
● All cleaners are given 9 …………………… for two weeks.
● Customers send a 10 …………………… after each visit.
● Usually, each customer has one regular cleaner.
91
PART 2
Questions 11 – 14
Choose the correct letter, A, B or C.
11 Many hotel managers are unaware that their staff often leave because of
A a lack of training.
B long hours.
C low pay.
12 What is the impact of high staff turnover on managers?
A an increased workload
B low morale
C an inability to meet targets
13 What mistake should managers always avoid?
A failing to treat staff equally
B reorganizing shifts without warning
C neglecting to have enough staff during busy periods
14 What unexpected benefit did Dunwich Hotel notice after improving staff retention
rates?
A a fall in customer complaints
B an increase in loyalty club membership
C a rise in spending per customer
Questions 15-20
Which way of reducing staff turnover was used in each of the following hotels?
Write the correct letter, A, B or C, next to Questions 15-20.
Ways of reducing staff turnover
A improving relationships and teamwork
B offering incentives and financial benefits
C providing career opportunities
92
Hotels
15 The Sun Club
……………….
16 The Portland
……………….
17 Bluewater Hotels
……………….
18 Pentlow Hotels
……………….
19 Green Planet
……………….
20 The Amesbury
……………….
PART 3
Questions 21 and 22. Choose TWO letters, A-E.
Which TWO points do Thomas and Jeanne make about Thomas’s sporting activities
at school?
A He should have felt more positive about them.
B The training was too challenging for him.
C He could have worked harder at them.
D His parents were disappointed in him.
E His fellow students admired him.
Questions 23 and 24
Choose TWO letters, A-E.
Which TWO feelings did Thomas experience when he was in Kenya?
A disbelief
B relief
C stress
D gratitude
E homesickness
93
Questions 25-30
What comment do the students make about the development of each of the following
items of sporting equipment?
Choose SIX answers from the box and write the correct letter, A-H, next to Questions
25-30.
Comments about the development of the equipment
A It could cause excessive sweating.
B The material was being mass produced for another purpose.
C People often needed to make their own.
D It often had to be replaced.
E The material was expensive.
F It was unpopular among spectators.
G It caused injuries.
H No one ring it liked it at first.
Items of sporting equipment
25 the table tennis bat
……………..
26 the cricket helmet
……………..
27 the cycle helmet
……………..
28 the golf club
……………..
29 the hockey stick
……………..
30 the football
……………..
94
PART 4
Questions 31 – 40. Complete the notes below. Write ONE WORD ONLY for each
answer.
Maple syrup
What is maple syrup?
● made from the sap of the maple tree
● added to food or used in cooking
● colour described as 31 ……………………
● very 32 …………………… compared to refined sugar
The maple tree
● has many species
● needs sunny days and cool nights
● maple leaf has been on the Canadian flag since 1964
● needs moist soil but does not need fertiliser as well
● best growing conditions and 33 …………………… are in Canada and North
America
Early maple sugar producers
● made holes in the tree trunks
● used hot 34 …………………… to heat the sap
● used tree bark to make containers for collection
● sweetened food and drink with sugar
Today’s maple syrup
The trees
● Tree trunks may not have the correct 35 …………………… until they have been
growing for 40 years.
● The changing temperature and movement of water within the tree produces the
sap.
95
The production
● A tap drilled into the trunk and a 36 …………………… carries the sap into a
bucket.
● Large pans of sap called evaporators are heated by means of a 37
……………………
● A lot of 38 …………………… is produced during the evaporation process.
● ‘Sugar sand’ is removed because it makes the syrup look 39 ……………………
and affects the taste.
● The syrup is ready for use.
● A huge quantity of sap is needed to make a 40 …………………… of maple syrup.
96
MAP/ DIAGRAM/ FLOW - CHART LABELING
Trong dạng Map labelling, các thí sinh có nhiệm vụ lắng nghe đoạn băng thật kĩ và
xác định các khu vực, phòng hay các đặc điểm khác nhau có trên bản đồ. Các bạn
có thể nhận được một danh sách các sự lựa chọn, hoặc, nếu không có danh sách,
chính các thí sinh sẽ phải lắng nghe để tự điền đáp án, trình tự các câu trả lời cũng
như câu hỏi sẽ đi theo trình tự bài nói.
Với dạng Diagram/ Flowchart labelling, thí sinh được cho sẵn một biểu đồ
(diagram), sơ đồ (flow chart) bị khuyết thông tin. Thí sinh được yêu cầu phải truy
xuất thông tin chính xác trong bài nghe để tạo thành sơ đồ hoàn chỉnh.
Tùy thuộc vào việc các dữ kiện cần điền có được cho sẵn trong phần đề bài hay
không, các câu hỏi của dạng bài này có 2 hình thức khác nhau:
● Sắp xếp các từ cho sẵn vào vị trí phù hợp
● Chắt lọc từ ngữ từ bài nghe để điền vào chỗ trống
97
DAY 25
Track 47: (Cambridge 11 - Test 1 - Part 2)
Audio
Questions 11 – 14. Complete the notes below. Write ONE WORD for each answer.
Fiddy Working Heritage Farm
Advice about visiting the farm
Visitors should
● take care not to harm any 11…………….
● not touch any 12…………….
● wear 13…………….
● not bring 14……………. into the farm, with certain exceptions.
Questions 15-20
Label the map below.
Write the correct letter A-I, next to Questions 15-20.
98
15 Scarecrow
…………..
16 Maze
…………..
17 Café
…………..
18 Black Barn
…………..
19 Covered picnic area
…………..
20 Fiddy House
…………..
99
Track 48: (Cambridge 11 - Test 2 - Part 2)
Audio
New staff at theatre
Questions 11 and 12
Choose TWO letters, A-E.
Which TWO changes have been made so far during the refurbishment of the theatre?
A
Some rooms now have a different use.
B
A different type of seating has been installed.
C
An elevator has been installed.
D
The outside of the building has been repaired.
E
Extra seats have been added.
Questions 13 and 14
Choose TWO letters, A-E.
Which TWO facilities does the theatre currently offer to the public?
A
rooms for hire
B
backstage tours
C
hire of costumes
D
a bookshop
E
a café
Questions 15 and 16
Choose TWO letters, A-E.
Which TWO workshops does the theatre currently offer?
A
sound
B
acting
C
making puppets
100
D
make-up
E
lighting
Questions 17-20. Label the plan below.
Write the correct letter, A-G, next to Questions 17-20.
Ground floor plan of theatre
17 box office
…………….
18 theatre manager’s office
…………….
19 lighting box
…………….
20 artistic director’s offices
…………….
101
102
Dictation exercise 10:
Audio
Propane Safety Tips
Propane Safety Tips: Whether you're grilling or just storing your tank, learn how to
stay safe with these tips. Do not bring your propane tank indoors (1)
.............................. All propane usage, inspections, storage or refills should be done
outside. Always keep your propane tank (2) ................................. We recommend
using a tank foot, ez-go other tank holder while storing your tank to keep it stable.
Wipe down your propane tank with a solution of soapy water to (3)
......................................... If a leak is present, bubbles will form. If you find a leak,
turn the valve off and check the system. Propane in (4) ................................. is
odorless. Rotten egg odor is added to propane for safety. If you notice the smell,
remove any source of flame from the area, turn the valve off and have your propane
tank serviced. Do not smoke or (5) ................................. near propane tanks.
Never leave your propane tank in an enclosed vehicle this will cause the pressure
relief valve to open, filling your car with dangerous flammable explosive propane
vapor. If this happens, call the (6) .................................right away. When a propane
tank is manufactured, air gets into the tank. The air needs to be purged from the tank
for two reasons. 1, the air can cause the odor that is added to the (7)
.................................... 2, when propane is added to air their two of the three items
needed for a fire. All that is needed is a small spark and the tank can explode. If your
tank is (8) ................................, it must be re- qualified before it is safe for refill or
usage. Find a local commercial dealer to re-qualify your tank. After your tank has
been requalified, your tank is good for another five years. Small vertical
propane cylinders, forty pounds and smaller must be equipped with an (9)
................................. Before using your small so make sure it is properly equipped
with an opt valve. ASME cylinders, small horizontal cylinders and large vertical
cylinders can be over filled. For more information, (10) ................................. and other
propane tips visit uhaul.com/propane.
103
DAY 26
Track 49: (Cambridge 11 - Test 4 - Part 2)
Audio
Questions 11 – 16
What does the speaker say about each of the following collections?
Choose SIX answers from the box and write the correct letter, A-G, next to Questions
11-16.
Comments
A
was given by one person
B
was recently publicised in the media
C
includes some items given by members of the public
D
includes some items given by the artists
E
includes the most popular exhibits in the museum
F
is the largest of its kind in the country
G
has had some of its contents relocated
Collections
11 20th- and 21st-century paintings
12 19th-century paintings
13 Sculptures
14 ‘Around the world’ exhibition
15 Coins
16 Porcelain and glass
104
Questions 17-20
Label the plan below.
Write the correct letter, A-H, next to Questions 17-20.
Basement of museum
17 restaurant
…………..
18 café
…………..
19 baby-changing facilities
…………..
20 cloakroom
…………..
105
Track 50: (Cambridge 12 - Test 2 - Part 3)
Audio
Questions 21 – 25. Choose the correct letter, A, B or C.
Scandinavian Studies
21 James chose to take Scandinavian Studies because when he was a child
A he was often taken to Denmark.
B his mother spoke to him in Danish.
C a number of Danish people visited his family.
22 When he graduates, James would like to
A take a postgraduate course.
B work in the media.
C become a translator.
23 Which course will end this term?
A Swedish cinema
B Danish television programmes
C Scandinavian literature
24 They agree that James’s literature paper this term will be on
A 19th century playwrights
B the Icelandic sagas
C modern Scandinavian novels.
25 Beth recommends that James’s paper should be
A a historical overview of the genre.
B an in-depth analysis of a single writer.
C a study of the social background to the literature.
106
Questions 26 – 30
Complete the flow-chart below.
Choose FIVE answers from the box and write the correct letter, A-G, next to
Questions 26-30
A
bullet points
B
film
C
notes
D
structure
E
student paper
F
textbook
G
documentary
How James will write his paper on the Vikings
He’ll read a 26……………. and choose his topic.
↓
He’ll borrow a 27…………….. from Beth.
↓
He’ll plan the 28……………… of the paper.
↓
He’ll read some source material and write 29……………… .
↓
He’ll write the paper using 30……………. .
↓
He’ll write the complete paper.
107
DAY 27
Track 51: (Cambridge 12 - Test 3 - Part 3)
Audio
Questions 21 – 26. Complete the flow-chart below
Choose SIX answers from the box and write the correct letter, A-H, next to Questions
21-26.
A
patterns
B
names
C
sources
D
questions
E
employees
F
solutions
G
headings
H
officials
STAGES IN DOING A TOURISM CASE STUDY
RESEARCH
Locate and read relevant articles, noting key information and also 21…………….
Identify a problem or need
Select interviewees – these may be site 22…………… , visitors or city
23………………
Prepare and carry out interviews. If possible, collect statistics.
Check whether 24……………. of interviewees can be used.
↓
ANALYSIS
Select relevant information and try to identify 25………………
Decide on the best form of visuals
108
↓
WRITING THE CASE STUDY
Give some background before writing the main sections
Do NOT end with 26………………
Questions 27 – 30
Choose the correct letter, A, B or C.
The Horton Castle site
27 Natalie and Dave agree one reason why so few people visit Horton Castle is that
A the publicity is poor.
B it is difficult to get to.
C there is little there of interest.
28 Natalie and Dave agree that the greatest problem with a visitor centre could be
A covering the investment costs.
B finding a big enough space for it.
C dealing with planning restrictions.
29 What does Dave say about conditions in the town of Horton?
A There is a lot of unemployment.
B There are few people of working age.
C There are opportunities for skilled workers.
30 According to Natalie, one way to prevent damage to the castle site would be to
A insist visitors have a guide.
B make visitors keep to the paths.
109
C limit visitor numbers.
110
Track 52: (Test plus 3 - Test 2 – Part 3)
Audio
Questions 21 – 25. Label the diagram below
21 Waste container
22 Slurry
23 Water inlet
24 Gas
25 Overflow tank
Questions 26 - 30
Complete the flowchart below
Choose FIVE answers from the box and write the correct letter, A-G, next to
questions 26-30
A
Identify sequence
B
Ask questions
C
Copy
D
Demonstrate meaning
E
Distribute worksheet
111
F
Draw pictures
G
Present sentences
LESSON OUTLINE YEAR THREE
TOPIC: ENERGY
ACTIVITIES
Teacher: Introduce word
Pupils: Look and listen
↓
Teacher: 26 ……………..
Pupils: respond
↓
Teacher: 27 ………………
Pupils: 28 ……………. and expand
↓
Teacher: Display pictures
Pupils: 29 …………….
↓
112
Teacher: 30 ……………..
Pupils: write
↓
Teacher: Monitor pupils
113
FULL TEST
DAY 28
Track 53: Practice Listening Test
Audio
PART 1
Questions 1-5. Complete the notes below. Write ONE WORD ONLY for each answer.
Working at Milo’s Restaurants
Benefits
● 1………………… provided for all staff
● 2………………… during weekdays at all Milo’s Restaurants
● 3………………… provided after midnight
Person specification
● must be prepared to work well in a team
● must care about maintaining a high standard of 4…………………
● must have a qualification in 5…………………
Questions 6-10
Complete the table below.
Write ONE WORD AND/OR A NUMBER for each answer.
Location
Job title
Responsibilities
include
Pay and
conditions
6………
……
Street
Breakfast
superviso
r
Checking portions,
etc. are correct
Starting salary 8
£…………… per
hour
Making sure
7…………… is
clean
114
Start work at 5.30
a.m.
City Road
Junior
chef
Supporting senior
chefs
Annual salary
£23,000
Maintaining stock
and organising
9……………
No work on a
10……………
once a month
PART 2
Questions 11 and 12. Choose TWO letters, A-E.
What are the TWO main reasons why this site has been chosen for the housing
development?
A It has suitable geographical features.
B There is easy access to local facilities.
C It has good connections with the airport.
D The land is of little agricultural value.
E It will be convenient for workers.
Questions 13 and 14
Choose TWO letters, A-E.
Which TWO aspects of the planned housing development have people given positive
feedback about?
A the facilities for cyclists
B the impact on the environment
C the encouragement of good relations between residents
D the low cost of all the accommodation
E the rural location
Questions 15-20
115
Label the map below.
Write the correct letter, A-l, next to Questions 15-20.
15 School …………….
16 Sports centre …………….
17 Clinic …………….
18 Community centre …………….
19 Supermarket …………….
20 Playground …………….
PART 3
Questions 21-24. Choose the correct letter, A, B or C.
21 Why do the students think the Laki eruption of 1783 is so important?
116
A It was the most severe eruption in modern times.
B It led to the formal study of volcanoes.
C It had a profound effect on society.
22 What surprised Adam about observations made at the time?
A the number of places producing them
B the contradictions in them
C the lack of scientific data to support them
23 According to Michelle, what did the contemporary sources say about the Laki
haze?
A People thought it was similar to ordinary fog.
B It was associated with health issues.
C It completely blocked out the sun for weeks.
24 Adam corrects Michelle when she claims that Benjamin Franklin
A came to the wrong conclusion about the cause of the haze.
B was the first to identify the reason for the haze.
C supported the opinions of other observers about the haze.
Questions 25 and 26
Choose TWO letters, A-E.
Which TWO issues following the Laki eruption surprised the students?
A how widespread the effects were
B how long-lasting the effects were
C the number of deaths it caused
D the speed at which the volcanic ash cloud spread
E how people ignored the warning signs
117
Questions 27-30
What comment do the students make about the impact of the Laki eruption on the
following countries?
Choose FOUR answers from the box and write the correct letter, A-F, next to
Questions 27-30.
Comments
A This country suffered the most severe loss of life.
B The impact on agriculture was predictable.
C There was a significant increase in deaths of young people.
D Animals suffered from a sickness.
E This country saw the highest rise in food prices in the world.
F It caused a particularly harsh winter.
Countries
27 Iceland …………
28 Egypt …………
29 UK
…………
30 USA
…………
PART 4
Questions 31-40. Complete the notes below. Write ONE WORD ONLY for each
answer.
Pockets
Reason for choice of subject
118
● They are 31………………… but can be overlooked by consumers and designers.
Pockets in men’s clothes
● Men started to wear 32………………… in the 18th century.
● A 33………………… sewed pockets into the lining of the garments.
● The wearer could use the pockets for small items.
● Bigger pockets might be made for men who belonged to a certain type of
34…………………
Pockets in women’s clothes
● Women’s pockets were less 35………………… than men’s.
● Women were very concerned about pickpockets.
● Pockets were produced in pairs using 36………………… to link them together.
● Pockets hung from the women’s 37………………… under skirts and petticoats.
● Items such as 38………………… could be reached through a gap in the material.
● Pockets, of various sizes, stayed inside clothing for many decades.
● When dresses changed shape, hidden pockets had a negative effect on the
39………………… of women.
● Bags called ‘pouches’ became popular, before women carried a
40…………………
119
DAY 29
Track 54: Practice Listening Test
Audio
PART 1
Questions 1-4. Complete the form below. Write ONE WORD AND/OR A NUMBER
for each answer.
Wayside Camera Club membership form
Name: Dan Green
Email address: dan1068@market.com
Home address: 52 1………………. Street, Peacetown
Heard about us: from a 2……………….
Reasons for joining: to enter competitions to 3……………….
Type of membership: 4………………. membership (£30)
Questions 5-10
Complete the table below.
Write NO MORE THAN TWO WORDS for each answer.
Photography competitions
Title of
competition
Instructions
Feedback to Dan
5 ‘………………’
A scene in the home
The picture’s
composition was not
good.
‘Beautiful Sunsets’
Scene must show some
6………………
The 7………………
was wrong.
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8 ‘………………’
Scene must show
9………………
The photograph was
too 10……………… .
PART 2
Questions 11 and 12
Choose TWO letters, A-E.
Which TWO warnings does Dan give about picking mushrooms?
A Don’t pick more than one variety of mushroom at a time.
B Don’t pick mushrooms near busy roads.
C Don’t eat mushrooms given to you.
D Don’t eat mushrooms while picking them.
E Don’t pick old mushrooms.
Questions 13 and 14
Choose TWO letters, A-E.
Which TWO ideas about wild mushrooms does Dan say are correct?
A Mushrooms should always be peeled before eating.
B Mushrooms eaten by animals may be unsafe.
C Cooking destroys toxins in mushrooms.
D Brightly coloured mushrooms can be edible.
E All poisonous mushrooms have a bad smell.
Questions 15-20
Choose the correct letter, A, B or C.
15 What advice does Dan give about picking mushrooms in parks?
A Choose wooded areas.
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B Don’t disturb wildlife.
C Get there early.
16 Dan says it is a good idea for beginners to
A use a mushroom app.
B join a group.
C take a reference book.
17 What does Dan say is important for conservation?
A selecting only fully grown mushrooms
B picking a limited amount of mushrooms
C avoiding areas where rare mushroom species grow
18 According to Dan, some varieties of wild mushrooms are in decline because there
is
A a huge demand for them from restaurants.
B a lack of rain in this part of the country.
C a rise in building developments locally.
19 Dan says that when storing mushrooms, people should
A keep them in the fridge for no more than two days.
B keep them in a brown bag in a dark room.
C leave them for a period after washing them.
20 What does Dan say about trying new varieties of mushrooms?
A Experiment with different recipes.
B Expect some to have a strong taste.
C Cook them for a long time.
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PART 3
Questions 21 and 22
Choose TWO letters, A-E.
Which TWO opinions about the Luddites do the students express?
A Their actions were ineffective.
B They are still influential today.
C They have received unfair criticism.
D They were proved right.
E Their attitude is understandable.
Questions 21 and 22
Choose TWO letters, A-E.
Which TWO predictions about the future of work are the students doubtful about?
A Work will be more rewarding.
B Unemployment will fall.
C People will want to delay retiring.
D Working hours will be shorter.
E People will change jobs more frequently.
123
Questions 25-30
What comment do the students make about each of the following jobs?
Choose SIX answers from the box and write the correct letter, A-G, next to Questions
25-30.
Comments
A These jobs are likely to be at risk.
B Their role has become more interesting in recent years.
C The number of people working in this sector has fallen dramatically.
D This job will require more qualifications.
E Higher disposable income has led to a huge increase in jobs.
F There is likely to be a significant rise in demand for this service.
G Both employment and productivity have risen.
Jobs
25 Accountants ……………
26 Hairdressers ……………
27 Administrative staff ……………
28 Agricultural workers ……………
29 Care workers ……………
30 Bank clerks ……………
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PART 4
Questions 31-40. Complete the notes below. Write ONE WORD ONLY for each
answer.
Space Traffic Management
A Space Traffic Management system
● is a concept similar to Air Traffic Control, but for satellites rather than planes.
● would aim to set up legal and 31…………………. ways of improving safety.
● does not actually exist at present.
Problems in developing effective Space Traffic Management
● Satellites are now quite 32…………………. and therefore more widespread (e.g.
there are constellations made up of 33…………………. of satellites).
● At present, satellites are not required to transmit information to help with their
34…………………. .
● There are few systems for 35…………………. satellites.
● Small pieces of debris may be difficult to identify.
● Operators may be unwilling to share details of satellites used for
36…………………. or commercial reasons.
● It may be hard to collect details of the object’s 37…………………. at a given
time.
● Scientists can only make a 38…………………. about where the satellite will go.
Solutions
● Common standards should be agreed on for the presentation of information.
● The information should be combined in one 39…………………. .
● A coordinated system must be designed to create 40…………………. in its users.
125
DAY 30
Track 55: Practice Listening Test
Audio
PART 1
Questions 1-10. Complete the notes below.
Write ONE WORD AND/OR A NUMBER for each answer.
Job details from employment agency
Role
1………………….
Location
Fordham 2…………………. Centre
3…………………. Road, Fordham
Work involves
● dealing with enquiries
● making 4…………………. and reorganizing them
● maintaining the internal 5………………….
● general administration
Requirements
● 6…………………. (essential)
● a calm and 7…………………. manner
● good IT skills
Other information
● a 8…………………. job – further opportunities may be available
● hours: 7.45 a.m. to 9…………………. p.m. Monday to Friday
● 10…………………. is available onsite
126
PART 2
Questions 11-14
Choose the correct letter, A, B or C.
11 The museum building was originally
A a factory.
B a private home.
C a hall of residence.
12 The university uses part of the museum building as
A teaching rooms.
B a research library.
C administration offices.
13 What does the guide say about the entrance fee?
A Visitors decide whether or not they wish to pay.
B Only children and students receive a discount.
C The museum charges extra for special exhibitions.
14 What are visitors advised to leave in the cloakroom?
A cameras
B coats
C bags
Questions 15-20
What information does the speaker give about each of the following areas of the
museum?
127
Choose SIX answers from the box and write the correct letter, A-H, next to
Questions 15-20.
Information
A Parents must supervise their children.
B There are new things to see.
C It is closed today.
D This is only for school groups.
E There is a quiz for visitors.
F It features something created by students.
G An expert is here today.
H There is a one-way system.
Areas of museum
15 Four Seasons ……………
16 Farmhouse Kitchen ……………
17 A Year on the Farm ……………
18 Wagon Walk ……………
19 Bees are Magic ……………
20 The Pond ……………
PART 3
Questions 21 and 22
Choose TWO letters, A-E.
Which TWO educational skills were shown in the video of children doing
origami?
A solving problems
128
B following instructions
C working cooperatively
D learning through play
E developing hand-eye coordination
Questions 23-27
Which comment do the students make about each of the following children in the
video?
Choose FIVE answers from the box and write the correct letter, A-G, next to
Questions 23-27.
Comments
A demonstrated independence
B asked for teacher support
C developed a competitive attitude
D seemed to find the activity calming
E seemed pleased with the results
F seemed confused
G seemed to find the activity easy
Children
23 Sid …………
24 Jack …………
25 Naomi …………
26 Anya …………
27 Zara …………
Questions 28-30
Choose the correct letter, A, B or C.
129
28 Before starting an origami activity in class, the students think it is important
for the teacher to
A make models that demonstrate the different stages.
B check children understand the terminology involved.
C tell children not to worry if they find the activity difficult.
29 The students agree that some teachers might be unwilling to use origami in
class because
A they may not think that crafts are important.
B they may not have the necessary skills.
C they may worry that it will take up too much time.
30 Why do the students decide to use origami in their maths teaching practice?
A to correct a particular misunderstanding
B to set a challenge
C to introduce a new concept
130
PART 4
Questions 31-40. Complete the notes below. Write ONE WORD ONLY for each
answer.
Victor Hugo
His novel, Les Misérables
● It has been adapted for theatre and cinema.
● We know more about its overall 31………………. than about its author.
His early career
● In Paris, his career was successful and he led the Romantic movement.
● He spoke publicly about social issues, such as 32………………. and education.
● Napoleon III disliked his views and exiled him.
His exile from France
● Victor Hugo had to live elsewhere in 33……………….
● He used his income from the sale of some 34………………. he had written to buy
a house on Guernsey.
His house on Guernsey
● Victor Hugo lived in this house until the end of the Empire in France.
●
The ground floor contains portraits, 35………………. and tapestries that he
valued.
● He bought cheap 36………………. made of wood and turned this into beautiful
wall carvings.
● The first floor consists of furnished areas with wallpaper and 37……………….
that have a Chinese design.
● The library still contains many of his favourite books.
● He wrote in a room at the top of the house that had a view of the 38……………….
.
● He entertained other writers as well as poor 39………………. in his house.
● Victor Hugo’s 40………………. gave ownership of the house to the city of Paris
in 1927.
131
ANSWER KEYS AND TRANSCRIPTS
DAY 1
Track 1:
1. Birmingham
9. Framlingham
2. Carlisle
10. Gillingham
3. Chichester
11. Goole
4. Leicester
12. Ormskirk
5. Peterborough
13. Painswick
6. Truro
14. Rochdale
7. Wolverhampton
15. Sawbridgeworth
8. Amersham
Track 2:
14
17
21
24
26
35
49
55
98
42
66
73
88
56
Dictation exercise 1:
(1) A bowl of ice cream
(6) Cut back on
(2) Basketball team
(7) fresh fruits
(3) Twenty-five years
(8) weight training
(4) Out of shape
(9) instead of
(5) Physical
(10) personal fitness
132
DAY 2
Track 3:
1. 46
2. 13
3. 26
4. 40
5. 29
6. 18
7. 43
8. 38
9. 12
10. 87
Track 4:
1. ROMNEY
2. CAERNS
4. JICKELL
5. FAWCETT
3. BRAGG
Track 5:
1. 5553240
2. 8901190
3. 5653407
4. 8869366
5. 9554591
6. 2077233
7. 9082393-238
8. 5458844
9. 2300187
10. 1963402
11. 2119349
12. 4447892
Dictation exercise 2:
(1) toy car
(5) real
(2) three more
(6) grandson
(3) a truck
(7) bondong time
(4) a bit of
(8) paying for
133
13. 9780011
14. 0556789210
15. 2119562
16. 5955595
DAY 3
Track 6:
314
207
145
213
478
523
196
629
229
155
816
960
Track 7:
1. Main
Street
2. Queens Road
3. Fifth
Avenue
4. Victoria Street
5. Maple
Drive
6. Station Road
7. Beach Road
8. Riverside Drive
Track 8:
1. ELB 2093
6. Wainwright
2. WVY 6547
7. Raleigh Street
3. IL25 BOHC
8. Enshaw Lane
4. 53AMS 81P
9. 0813 554 782
5. Prescott
10. 0771 444 032
Dictation exercise 3:
(1) Walking away (5) speck of dust.
(2) Seem really caring (6) beside the point
(3) Smart phone (7) self-reliant
(4) a small scratch (8) in the mirror
134
DAY 4
Track 9:
1. 1/one
2. Francis
3. 23 Cypress
5. taxi
6. breakfast
7. Friday 16th
April
4. CB3 9NF
Receptionist: Silver Tulip Hotel. Good afternoon. How can I help you?
Edward: Ah, yes. Good afternoon. I’d like to book a room for next Friday.
Receptionist: Certainly, sir. How many nights will you be staying?
Edward: (1) Just one, please.
Receptionist: And would you like a single or double room?
Edward: A double room, please.
Receptionist: A double room. And would you like twin beds or a king-sized bed?
Edward: A king-sized bed, please.
Receptionist: Let me see. Yes, we do have a double room available for next Friday.
Would you like me to book it for you?
Edward: Yes, please.
Receptionist: Could I have your name, please?
Edward: Yes, it’s Edward Francis.
Receptionist: Is that F-R-A-N-C-E-S?
Edward: No. (2) It’s F-R-A-N-C-I-S.
Receptionist: F-R-A-N-C-I-S?
Edward: Yes, that’s right.
Receptionist: And your home address please, sir.
Edward: Yes, it’s 23 Cypress Avenue, Cambridge.
Receptionist: Is that C-Y-P-R-U-S?
Edward: No. (3) C-Y-P-R-E-S-S. Like the tree.
Receptionist: Oh, I see. And your postcode is?
Edward: (4) CB3 9NF
Receptionist: And it’s for just one night?
Edward: Yes, that’s right.
Receptionist: We can reserve a parking space for you. Are you coming by car?
Edward: (5) Actually, I’ll be taking a taxi from the station.
135
Receptionist: That’s fine. And one last question: would you like dinner and breakfast?
Edward: (6) No dinner, thank you. But I’d like breakfast.
Receptionist: Just breakfast. So, to confirm, (7) you’re arriving on Friday the 16th of
April and leaving on Saturday the 17th. That’s one night in a double room with a
king-sized bed with breakfast.
Edward: That’s right. Thank you very much.
Track 10:
1. a farm
2. fruit
3. chickens
4. (the) animals
5. summer
6. supermarkets
7. local shops
8. (the) public
My name’s Alice and (1) I work on a farm in the south east of England. (2) Mostly, we
grow fruit, (3) but we also keep chickens, ducks and dairy cows. So, we have to work
outside quite a lot, even in the winter, when it’s cold and dark. That’s the worst part of
the job, really. (4) You know, having to go out in the rain and snow to feed the
animals. (5) But the summer’s totally different. I really enjoy being outdoors, helping
the fruit pickers and loading the trucks. (6) We deliver most of our fruit to
supermarkets. (7) But we also supply local shops with our milk, eggs and cheese. In
fact, we produce so much cheese and fruit that (8) we even sell them directly to the
public in our farm shop.
DAY 5
Track 11:
1. Accountant
2. over 50
3. family
4. 9/nine
5. doctor
6. pool
7. pay
8. social events
9. air conditioning
10. restaurant
Oh, excuse me, I wonder if you’d have the time to take part in some market research?
Umm ... What’s it about?
About this club and your experiences and opinions about being a member. It’ll take
less than five minutes.
Oh ... OK then ... as long as it’s quick.
136
Can I start by taking your name?
It’s Selina Thompson.
Is that T-H-O-M-P-S-O-N?
Yes.
Great, thanks ... And what do you do for a living?
Well, I’m (1) an accountant but I’m between jobs at the moment.
I understand, but that’s the job I’ll put down on the form. And would you mind my
asking which age group you fall into? Below thirty, thirty-one to fifty and above.
(2) Over fifty ... I think we can safely say.
Great, thanks. And which type of membership do you have?
Sorry, I’m not sure what you mean? Do you mean how long ...?
No, is it a single person membership ...?
Oh right ... no, it’s (3) a family membership. Thanks, and how long have you been a
member?
Oh ... let me see ... I was certainly here five years ago ... and it was probably two to
three years more than that ... Shall I put down eight?
I remember now ... (4) it’s nine ... definitely ... sorry.
No problem ... I’ve got that. And the last question in this first part is, what brought
you to the club? Sorry ...? How did you find out about the club? Did you see any ads?
Woman: Well, I did actually but I have to say I wasn’t really attracted to the club
because of that. It was through word of mouth.
Man: So you were recommended by a friend?
Woman:
Actually (5) my doctor ... I’d been suffering from high blood pressure and
he said the club was very supportive of people with that condition, so I signed up.
Man:
Great ... thanks.
Now for the second part of the form I want to ask a bit more about your experience of
the club.
Sure.
How often would you say you use the club ...?
It varies enormously depending on how busy I am.
Of course ... but on average ... per month?
I’d say it averages out at twice a week.
OK, so eight on average.
Yeah. And four of those are aqua-aerobics classes.
137
That leads me to the next question ... would you say (6) the swimming pool is the
facility you make most use of?
Fair to say that ... yeah.
Right, thanks ... And are there any facilities you don’t use?
One area I realise I’ve never used is the tennis courts ... and there’s one simple reason
for that ...
You don’t play tennis?
Actually, I’m not bad at it ... it’s that I’m not happy having to (7) pay extra ... for that
privilege.
I’ve made a note of that ... thanks. Now in the last Part are there any suggestions or
recommendations you have for improvements to the club?
Only about health and fitness?
Anything at all ...
Well, I’d like to see more (8) social events ... it isn’t just a question of getting together
for games or classes but other things, you know.
Yes, sure.
And another thing that I was thinking when I had my yoga class in the gym last night we were all sweltering in the heat - was that I think they should put in ... you know ...
(9) air conditioning.
That’s exactly what I mean. The rooms are really light and well designed but they do
need proper installations.
Sure ... well I’ve made a note of that ...
Good.
... so is there anything else you’d like to suggest ... about quality of service, for
example?
Oh, everyone’s very nice here ... they couldn’t be more friendly and helpful ... oh but I
tell you what ... it’s a shame (10) the restaurant isn’t open in the evening on Saturday
... and Sunday as well for that matter.
So ... the club should ...... open it later on those days.
OK. Well, thank you very much, that’s all the questions.
Track 12:
1.Pargetter
2. East
3.library
4.morning/mornings
138
5.postbox
A. Thorndyke’s.
B. Good morning. Is that Mr Thorndyke?
A. Speaking. How can I help?
B. I’ve got quite a few things which need painting and fixing in the flat and I wonder
whether you'd be able to do the work.
A. I’m sure I’d be able to help but let me take down a few details.
B. Yes, of course.
A. Well, firstly, how did you hear about us?
B. It was my friend May Hampton ... you did some excellent work for her a couple of
years ago. Do you remember?
A. Oh, yes, that was in West Park Flats, lovely lady.
B. Yes, she is.
A. And what’s your name, please?
B. It's Edith Pargetter.
A. Edith ... can you spell your surname, please?
B. (1) It's P-A-R-G-E-double T-E-R.
A. Double T, right. And do you live in West Park Flats as well?
B. (2) No, actually it’s East Park, Flat 4.
A. Oh, right, that’s over the road, I seem to remember - quite difficult to get to.
B. (3) Yes, it’s at the back of the library.
A. Right, I know. And what’s your phone number?
B. 875934 but I’m out a great deal in the afternoons and evenings.
A. (4) So would the best time to ring you be in the morning?
B. Yes.
A. Fine. I've made a note of that. Can I just ask, I'll be in a van and I know parking’s
rather difficult round your flats. Where would you recommend?
B. Well, (5) I always tell people in larger vehicles to park by the postbox on the other
side of the road from the entrance.
Dictation exercise 4:
(1) The weather
(5) rest of the money?
(2) drop out
(6) designer clothing
(3) the whole year
(7) get around
139
(4) just fine
(8) desperate
DAY 6
Track 13:
1. white
2. office
3. camera
4. umbrella
5. May 13(th)/ 13(th) May
6.airport
7.taxi
8. Docherty
9.River Road
10. 0797 960 5437
You will hear a phone conversation in which a woman talks to a public transport
official about something she has lost. First you have some time to look at questions 1
to 4.
A. Hello. City Transport Lost Property. How can I help you?
B. Oh, hello. Yes, I’m, er, calling about a suitcase I lost yesterday, I don’t suppose I’ll
get it back to but I thought I’d try.
A. Well, some people do hand lost items in so you might be lucky. Let’s put the details
into the computer.
B. OK.
A. Right, so, let’s start with a description of the suitcase.
B. OK, well, it’s small, and it’s the type you can pull along on wheels
A. How about the colour?
B. Yes – it’s black but not exactly plain black– (1) it has some narrow stripes down it,
sort of grey. Actually – no, they’re white now I think about it.
A. OK, I’ll just add that information. Now were there any items inside it?
B. Yes, I had a big bunch of keys in there. Luckily my assistant manager has an
identical set so she’s going out this morning to get some copies made.
A. (2) So, they’re for your office?
B. That’s right. My house keys were in my pocket, thank godness.
A. Anything else?
B. Um,there were a lot of documents, but they’re saved on my laptop anyway, so, er,
they don’t matter so much. (3) But the thing I’m really worried about – I mean, I
haven’t even taken it out of the box yet – is a camera I just bought. That’s really why
I’m calling. I can’t believe I’ve lost it already.
140
A. I see. Well, let’s hope we can find it for you. Was there anything else?
B. I don’t think so.
A. Any credit cards?
B. They were in my handbag. And I had my passport inside my jacket pocket. Before
you hear the rest of the conversation, you will have some time to look at the questions
5 to 10.
Now listen and answer questions 5 to 10.
A. Money, clothing, any personal items?
B. Oh, let me think. (4) I had an umbrella. It was black, no blue, but obviously that
isn’t as important as the other things.
A. No, but it all helps us identify your property and get it back to you. Anyway, I just
need to ask you for some basic details about your journey. So it was yesterday, was it?
B. That’s right. In the afternoon – around 2 pm, maybe 2.30.
A. (5) OK. So that’d be May the 13th.
B. Yes, I was heading to Highbury. That’s where I live.
A. All right, and you mentioned a passport, I think. (6). So you were coming from the
airport, I presume.
B. Yes – and I was looking forward to getting home so much – and what with being
tired and everything – I think that’s why I just forgot about the case.
A. And how were you travelling when you lost you property? I mean, what kind of
transport were you using?
B. I thought about getting the train, but that would have meant a bus journey as well,
and I couldn’t be bothered (7) so I decided to take a taxi eventually.
That’s where I must have left it. A. Well, that’s good news in a way. It’s more likely
that the driver would have found it and handed it in.
B. I hope so.
A. Well, I need your personal details now. Can I have your full name, please?
B. Yes. It’s Lisa Docherty. I’ll spell that for you. (8) It’s D-O-C-H-E-R-T-Y.
A. Thank you. And next, if I could have your address – the best address to send you
the property if we manage to locate it?
B. (9) Sure it’s number 15A River Road – and that’s Highbury, as I said.
A. Thank you, just a moment. There’s just one final thing – that’s your phone number.
B. I guess my mobile would be best. Er, hang on, I can never remember my own
number. OK, I’ve got it. (10) It’s 0797 960 5437.
A. Very well. I think that’s everything we need at this end....
141
Track 14:
1. Charlton
2. 115
3. cash
4. parking
5. music
6. entry
OFFICIAL: Hello?
WOMAN: Oh, hello. I wanted to enquire about hiring a room in the Village Hall, for
the evening of September the first.
OFFICIAL: Let me just see ... Yes, we have both rooms available that evening.
There’s our Main Hall - that’s got seating for 200 people. Or there’s the Charlton
Room ...
WOMAN: Sorry?
OFFICIAL: The Charlton Room – (1) C-H-A-R L-T-O-N. That’s got seating for up to
one hundred.
WOMAN: Well, we’re organising a dinner to raise money for a charity, and we’re
hoping for at least 150 people, so I think we’ll go for the Main Hall. How much would
that cost?
OFFICIAL: Let's see. You wanted it for the evening of September the first?
WOMAN: Yes, that’s a Saturday.
OFFICIAL: (2) So from six pm to midnight that'd be 115 pounds - that’s the weekend
price, it’s 75 pounds on weekdays.
WOMAN: That’s all right.
OFFICIAL: And I have to tell you there’s also a deposit of 250 pounds, which is
returnable of course as Iong as there's no damage. (3) But we do insist that this is paid
in cash, we don't take cards for that. You can pay the actual rent of the room however
you like though - cash, credit card, cheque ...
WOMAN: Oh, well I suppose that's OK. So does the charge include use of tables and
chairs and so on?
OFFICIAL: Oh, yes.
WOMAN: (4) And what about parking?
OFFICIAL: Yeah, that's all included. The only thing that isn't included is ... you said
you were organising a dinner?
WOMAN: Yeah.
OFFICIAL: Well, you’ll have to pay extra for the kitchen if you want to use that, it’s
25 pounds. It’s got very good facilities - good quality cookers and fridges and so on.
142
WOMAN: OK, well I suppose that’s all right. We can cover the cost in our entry
charges.
OFFICIAL: Right. So I’ll make a note of that. Now there are just one or two things
you need to think about before the event. (5) For example, you’ll have to see about
getting a licence if you’re planning to have any music during the meal.
WOMAN: Oh, really?
OFFICIAL: It’s quite straightforward, I’ll give you the details later on. (6) And about
a week or ten days before your event you’ll need to contact the caretaker, that’s
Mr Evans, to make the arrangements for entry - he’ll sort that out with you.
WOMAN: And do I give him the payment as well?
OFFICIAL: No, you do that directly with me.
DAY 7
Track 15
1. unfriendly
2. noisy
3. 23.50
4.insects
5. bathrooms
6.party
7.Shadforth
8.towel
9.breakfast
10.kitchen
A. Hi, Nick. It's Julie. Have you managed to find any information about
accommodation in Darwin?
B. Hi. I was just going to call you. I've found some on the Internet. There are quite a
few hostels for backpackers there. The first possibility I found was a hostel called Top
End Backpackers.
A. OK.
B. It's pretty cheap, you can get a bed in a dormitory for nineteen dollars per person.
Private rooms cost a bit more, but we'll be OK in dormitories, won't we?
A. Sure.
B. So, that hostel has parking, though that doesn't really matter to us as we'll be using
public transport.
A. Yeah. Are there any reviews on the website from people who've been there?
B. Well, yes. They aren't all that good though. (1) Some people said they didn't like
the staff - they had an unfriendly attitude.
A. Mmm. That's quite unusual in a hostel, usually all the staff are really welcoming.
143
B. That's what I thought. People said they liked the pool, and (2) the fact that the
rooms had air- conditioning, but the problem with that was that it was very noisy, so
they were kept awake, but it was too hot if they turned it off, so they had to put up
with it.
A. Someone told me there's another hostel called Gum Tree something.
B. Gum Tree Lodge. It costs a bit more, forty-five dollars a person.
A. What?
B. Oh, no, that's for private rooms, (3) it's twenty-three fifty for the dorms.
A. That's more like it.
B. It looks to be in quite a good location, a bit out of town and quiet but with good
transport, and quite near a beach.
A. Has it got a pool?
B. Yes, and its own gardens. (4) The reviews for that one are mostly OK, except for
one person who said they couldn't sleep because there were insects flying around in
the dormitories.
A. Not for me then. And I'd rather be somewhere central really.
B. Right. There's a place called Kangaroo Lodge. They've got dorms at twenty-two
dollars. And it's downtown, near all the restaurants and clubs and everything, so that
should suit you. And it doesn't close at night.
A. So there's always someone on reception. That sounds good.
B. The only criticism I saw was that the rooms were a
a bit messy and untidy because people just left their clothes and stuff all over the beds
and the floor.
A. Don't hostels usually have lockers in the bedrooms where you can leave your stuff?
B. Yeah, they usually do, but apparently, they don't here. Still, hostels are never
particularly tidy places, so that doesn't bother me. (5) And the same person said that
the standard of cleanliness was pretty good, and especially the bathrooms, they were
excellent as far as that went.
A. Right. Yeah, I reckon Kangaroo Lodge sounds the best.
B. Me too. Quite a lot of people reviewing it said it was really fun there, (6) like every
night everyone staying there got together and ended up having a party. So, it sounds
like it's got a really good atmosphere.
A. OK, let's go for that one.
Before you hear the rest of the conversation, you will have some time to look at the
questions 7 to 10.
A. Did you get the address of Kangaroo Lodge?
144
B. Yes, it’s on Shadforth Lane.
A. Can you spell that?
B. (7) S-H-A-D-F-O-R-T-H. It's near the transit centre where the intercity buses and
the airport buses drop you off.
A. Cool. I’m really looking forward to this. I’ve never stayed in a hostel before. Do
they provide bed linen – sheets and things?
B. Yeah. (8) And you can usually either bring you own towel, or hire one there, but
they don’t usually provide those for free.
A. OK. And what happens about meals?
B. Well, (9) you don’t have to pay extra for breakfast. It varies a lot in different places
but generally it’s OK. And there’s usually a café where you can buy a snack or a hot
meal for lunch. But actually if you’re really traveling on the cheap, (10) usually for
every five or six rooms there’s a kitchen where you can knock up a snack, and that
saves a lot of money.
A. Great. Right, well shall I go ahead and book that...
Track 16
1. grey/gray
2. 62,000
3. teacher
4. shopping
5. 1,100
6. tax
7. tyre/tire
8. headlight
9. thursday
10. london
Hello, Brian Parks speaking.
Oh hello, I’m calling about the advert in the paper ...
For the car?
Er, yes, the Mini you’ve got advertised for sale.
Oh! yes?
I just wanted to find out a bit more information.
Of course, what would you like to know?
It’s my brother who’s interested actually ... but he’s not in today so he asked me to call
you. Fine ...
Great, thanks. So, it’s a Mini ...
Yep. ... and how old is it?
145
Just coming up to (Example) thirteen years old.
And I seem to remember from the ad that it’s (1) grey?
That’s it ... doesn’t show the dirt!
Absolutely ... anyway the colour shouldn’t be a problem for Jeff, you know, the
important thing is the quality ...
Yes, of course.
And what about mileage ... with it being pretty old it’s probably over a hundred
thousand?
Actually, it’s forty thousand less than that ... (2) sixty-two thousand on the clock!
Great! I remember now ... I’m confusing it with another ad I was looking at.
Right ... pleasant surprise then.
Yeah. Have you been the only owner ... or was there a previous one ... ?
I’m the second one. Before it was owned by a (3) teacher ... who was a very careful
driver - didn’t have any accidents.
Woman:
Very good. And what about you ... what do you tend to use it for?
Man:
I haven’t used it all that much ... mostly for (4) shopping ... you know the
sort of thing.
Woman: So not much wear and tear. I’ll make a note of that. I know Jeff wanted me
to check that.
Man:
Right.
Woman:
Now about the price, I see you’ve got it down as one thousand, two
hundred and fifty pounds. I’m not sure Jeff’ll be able to come up with that amount.
Man:
In the ad I did say one thousand, two hundred and fifty or nearest offer ...
Woman:
So would you be prepared to go down to one thousand?
Man:
That’s really too low, I’m afraid.
Woman: (5) One thousand, one hundred?
Man:
I might be able to go to that.
Woman:
OK I’ll make a note of that. What about (6) tax? Is it due soon?
Man:
Got another five months before it’s due ...
Woman:
Oh, that’s a real plus, yes. I’ll make a note of that ...
Man:
OK.
Woman:
Now, you say it’s in good condition.
Man:
For its age, I’d say yes, definitely. It’s just been serviced and there were
no major problems.
146
Woman:
Major ...?
Man:
I’d be able to show you the service report. The only thing is you’d have to
get a new (7) tyre in the near future ... though it’s still OK, you know, it’s certainly
absolutely safe, at the moment.
Woman:
OK, fair enough. Yes, I understand.
Man:
And the garage also mentioned that one (8) headlight could probably do
with replacing - they think there’s a fault there, you know, intermittent ...
Woman:
Well, we’d obviously look at all the documents ... but that sounds very
straightforward.
Man:
at those.
Of course. I’ve got all the service documents up-to-date and you can look
Woman:
Well, it all sounds pretty good and I know my brother will be interested.
So, would it be possible for him to see the car ... he’s back from his trip tomorrow ...
and away tonight, so how about tomorrow?
Man:
... tomorrow ... Wednesday? I’m afraid that’s not possible. I’m out pretty
much all day.
Woman:
Well, (9) Thursday then?
Man:
That’d be fine, yeah.
Woman:
In the morning?
Man:
Yes, that’d suit me perfectly.
Woman:
Great.
Man:
Now, you’ll need my address.
Woman:
Oh yes, of course! What is it?
Man:
It’s number two hundred and thirty-eight,
Woman:
Two-three-eight ...
Man:
(10) London Road.
Woman:
Oh that’s easy enough!
Man:
Yes, very straightforward.
Woman:
So I’ll pass on these notes to Jeff and he’ll see you in a couple ...
Dictation exercise 5
(1) vending machine
(5) back and forth
(2) a quarter
(6) responsible for
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(3) refund
(7) tough luck
(4) bummer
DAY 8
Track 17:
1. 300
2. Sunshade
3. balcony
4. forest/forests
5. 319
MAN: Greek Island Holidays, can I help you?
WOMAN: Yes, I hope so. I have a friend who’s just come back from Corfu and she’s
recommended some apartments in Arilas. She thought they might be on your list.
MAN: Arilas, Arilas, let me see. Can you give me the names?
WOMAN: Yes, the first’s Rose Garden Apartments. I’d like to go with another friend
in the last week of October.
MAN: Well, we’ve got a lovely studio flat available at that time. I’m sure you’d enjoy
the entertainment programme there too, with Greek dancing in the restaurant.
WOMAN: And the cost for each of us?
MAN: 219 pounds.
WOMAN: That sounds very reasonable! I’m just jotting down some notes. Now the
second one she mentioned was called Blue Bay.
MAN: Blue Bay? Yes, in fact that’s very popular and it has some special features.
WOMAN: Really?
MAN: The main attraction is the large swimming pool with salt water.
WOMAN: Much healthier, I understand.
MAN: That’s right. (1) And it isn’t far from the beach, either - only 300 metres , and
only around half a
kilometre to some shops, so you don’t have to be too Energetic.
WOMAN: Is it much more expensive than the first one?
MAN: Let me just check. I think at the time you want to go it’s around 260 pounds no 275 pounds to be exact.
WOMAN: Right, I’ve got that. Now there are just two more apartments to ask you
about. Urm, I can’t read my own writing! Something to do with sun ... Sunshine, is it?
MAN: (2) I think you meant the Sunshade Apartments. They’re on a mountainside.
WOMAN: Any special features?
148
MAN: Yes, each room has its own sun terrace and there are shared barbecue facilities.
WOMAN: Sounds lovely!
MAN: Yes, it is rather well-equipped. It also provides water sports - it has its own
beach. There are facilities for water-skiing.
WOMAN: Any kite-surfing? My friend’s quite keen.
MAN: Not at the hotel but I’m sure you’ll find some in Arilas. There’s also satellite
TV in the apartments.
WOMAN: And how much is that one?
MAN: 490 pounds with two sharing.
WOMAN: You mean 245 pounds each?
MAN: I’m afraid not! Each person has to pay that amount and there must be at least
two in an apartment.
WOMAN: I don’t think that would be within our budget, unfortunately. And the last
one sounds a bit expensive too - the Grand!
MAN: Actually, it’s quite reasonable. (3) It’s an older style house with Greek
paintings in every room, and a balcony outside.
WOMAN: Sounds nice. What are the views like?
MAN: (4) Well, there are forests all round and they hide a supermarket just down the
road, so that’s very useful for all your shopping needs. There’s a disco in the area too.
WOMAN: And the price?
MAN: (5) 319 pounds at that time, but if you leave it till November it goes down by
40 percent.
WOMAN: Too late, I’m afraid.
MAN: Well, why don’t I send you a brochure with full details, Ms ...?
WOMAN: Nash. But don’t worry about that. I’m coming to Upminster soon and I’ll
call and get one. I just wanted to get an idea first.
MAN: Well, that’s fine. We’ve got plenty here when you come.
Track 18
1. fences
2. family
3. helicopters
4. stress
5. sides
6. breathing
7. feet
8. employment
9. weapons
10.tourism
149
For my presentation today I want to tell you about how groups of elephants have been
moved and settled in new reserves. This is known as translocation and has been
carried out in Malawi in Africa in recent years. The reason this is being done is
because of overpopulation of elephants in some areas.
Overpopulation is a good problem to have and not one we tend to hear about very
often. In Malawi's Majete National Park the elephant population had been wiped out
by poachers, who killed the elephants for their ivory. But in 2003, the park was
restocked and effective law enforcement was introduced. Since then, not a single
elephant has been poached. In this safe environment, the elephant population boomed.
Breeding went so well that there were more elephants than the park could support.
This led to a number of problems. Firstly, there was more competition for food, which
meant that some elephants were suffering from hunger. As there was a limit to the
amount of food in the national park, some elephants began looking further afield.
Elephants were routinely knocking down (1) fences around the park, which then had
to be repaired at a significant cost.
To solve this problem, the decision was made to move dozens of elephants from
Majete National Park to Nkhotakota Wildlife Park, where there were no elephants.
But, obviously, attempting to move significant numbers of elephants to a new home
300 kilometres away is quite a challenge.
So how did this translocation process work in practice?
Elephants were moved in groups of between eight and twenty, all belonging to one (2)
family. Because relationships are very important to elephants, they all had to be
moved at the same time. A team of vets and park rangers flew over the park in (3)
helicopters and targeted a group, which were rounded up and directed to a designated
open plain.
The vets then used darts to immobilise the elephants – this was a tricky manoeuvre, as
they not only had to select the right dose of tranquiliser for different-sized elephants
but they had to dart the elephants as they were running around. This also had to be
done as quickly as possible so as to minimise the (4) stress caused. As soon as the
elephants began to flop onto the ground, the team moved in to take care of them.
To avoid the risk of suffocation, the team had to make sure none of the elephants were
lying on their chests because their lungs could be crushed in this position. So, all the
elephants had to be placed on their (5) sides. One person stayed with each elephant
while they waited for the vets to do checks. It was very important to keep an eye on
their (6) breathing – if there were fewer than six breaths per minute, the elephant
would need urgent medical attention. Collars were fitted to the matriarch in each
group so their movements could be tracked in their new home. Measurements were
taken of each elephant's tusks – elephants with large tusks would be at greate
150
breathing r risk from poachers – and also of their (7) feet. The elephants were then
taken to a recovery area before being loaded onto trucks and transported to their new
home.
The elephants translocated to Nkhotakota settled in very well and the project has
generally been accepted to have been a huge success – and not just for the elephants.
(8) Employment prospects have improved enormously, contributing to rising living
standards for the whole community. Poaching is no longer an issue, as former
poachers are able to find more reliable sources of income. In fact, many of them
volunteered to give up their (9) weapons, as they were no longer of any use to them.
More than two dozen elephants have been born at Nkhotakota since relocation. With
an area of more than 1,800 square kilometres, there's plenty of space for the elephant
population to continue to grow. Their presence is also helping to rebalance
Nkhotakota's damaged ecosystem and providing a sustainable conservation model,
which could be replicated in other parks. All this has been a big draw for (10) tourism,
which contributes five times more than the illegal wildlife trade to GDP, and this is
mainly because of the elephants. There's also been a dramatic rise in interest ...
151
DAY 9
Track 19:
1. Lamerton
2. 42 West Lane
3. 11th June
4. cook
5. equipment
6. food-handling
7. First Aid
8. (college) tutor
9. 0208 685114
10. colour blindness/color blindness
Pinder’s Animal Park. Hello?
Oh, hello, I’m ringing to ask whether you have any jobs available...
Ah, what sort of work are you looking for? Is that permanent, or part time or ...
Actually, I’m just looking for (Example) temporary work. I’m a student.
Oh right. I’ll just get a form, and ask you a few questions.
Then I’ll pass your application on to our recruitment section. Is that OK?
Fine, thank you.
So, starting with your name.
It’s Jane (1) Lamerton
Is that L-A-double M-E-R-T-O-N?
There’s only one M in it.
Oh, right. And your address?
It’s (2) forty-two West Lane.
Right ... And is that in Exeter?
Yes.
And can you give me your mobile phone number? oh double seven nine two, four
three oh nine two one.
Right. Now, the next thing is, when are you available to start work?
I finish college on the eighth of (3) June, that’s in three weeks’ time, but I can’t start
work till the (3) eleventh because I’ve got a hospital appointment on the tenth of June.
No problem. Now I need to ask you a few questions about the type of job that might
be suitable. Do you have any particular kind of work in mind? It doesn’t necessarily
mean that you will get work in the field that you want, but I can record your
preferences.
152
Well, I’d do anything, and I have worked as an assistant animal keeper before, when I
was still at school. But I’m studying at a catering college now, and I’d really like to
get some experience as an assistant (4) cook if possible.
Right. So that’s your first choice. Have you done that kind of job before?
No. But I’ve helped my aunt sometimes - she runs a cafe in Exeter.
Mmm. Would you say you’ve got any relevant skills then?
Well, I’m used to using the kind of (5) equipment you usually find in a kitchen.
OK. And I know you’re still studying, but do you already have any qualifications
related to that kind of work? A hygiene qualification, for example?
I haven’t, no, but I’ve got a certificate in (6) food-handling. I did it before I decided to
become a full-time student.
Fine. OK. That means you wouldn’t need any specific training if you did get the kind
of work you wanted. But you’d have to do a short course on (7) First Aid. All our new
employees do that. It just takes half a day, and most people find it generally useful.
Oh yes, I’m sure it is.
Well, that’s about it, really. Just one last thing - can you give me the name of someone
who would give you a reference? Like a previous employer or ...
Oh yes, you can put Dr Ruth Price.
OK ... Is that one of your college lecturers?
She’s my college (8) tutor. She’s known me for over two years, and I’m sure she
wouldn’t mind. In fact, she’s given me a reference before.
Fine. We’d probably contact her by phone - do you happen to know her number?
I’ve got it on my phone - yes - it’s (9) oh two oh eight, six eight five, double one four.
That’s a landline.
Good. Well. As I say, I can’t promise anything, but I’ll pass your application on and
you should hear in a few days. Is there anything else?
Just one thing - I suffer from a particular type of (10) colour blindness, and sometimes
employers have to make special arrangements for that.
I’ll make a note of that. It won’t be a problem, but it’s good that you’ve made us
aware of it. You can provide us with more details if you are offered a job.
Thanks very much. Bye.
Bye.
Track 20
153
1. ice age
2. invisible
3. infection
4. flavour
5. fungus/fungi
6. sexes
7. extinction
8. lowland
9. shelter
10. 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 (1) 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 (2) 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 (3) 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 (4) 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 insects and also (5) 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 (6) 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
(7) 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 (8) lowland regions of England. The first thing it’s trying is to provide (9) shelters
154
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 (10) 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 …
DAY 10
Track 21
11.C
12.B
13.B
14.A
15.C
MAN: First of all, let me thank you all for coming to this public meeting, to
discuss the future of our town. Our first speaker is Shona Ferguson, from Barford
town council.
SHONA: Thank you. First I’ll briefly give you some background information, then
I’ll be asking you for your comments on developments in the town. Well, as you
don’t need me to tell you, Barford has changed a great deal in the last 50 years.
These are some of the main changes. (11) Fifty years ago, buses linked virtually
every part of the town and the neighbouring towns and villages. Most people used
them frequently, but not now, because the bus companies concentrate on just the
routes that attract most passengers. So parts of the town are no longer served by
buses. Even replacing old uncomfortable buses with smart new ones has had little
impact on passenger numbers. It’s sometimes said that bus fares are too high, but
in relation to average incomes, fares are not much higher than they were 50 years
ago. Changes in the road network are affecting the town. The centre was recently
closed to traffic on a trial basis, making it much safer for pedestrians. The impact
of this is being measured. (12) The new cycle paths separating bikes from cars in
most main roads, are being used far more than was expected, reducing traffic and
improving air quality. And although the council’s attempts to have a bypass
constructed have failed, we haven’t given up hope of persuading the government to
change its mind.
Shopping in the town centre has changed over the years. Many of us can remember
when the town was crowded with people going shopping. Numbers have
155
been falling for several years, despite efforts to attract shoppers, for instance by
opening new car parks. Some people combine shopping with visits to the town’s
restaurants and cafés. (13) Most shops are small independent stores, which is good,
but many people prefer to use supermarkets and department stores in nearby large
towns, as there are so few well-known chain stores here.
Turning now to medical facilities, the town is served by family doctors in several
medical practices - fewer than 50 years ago, but each catering for far more patients.
(14) Our hospital closed 15 years ago, which means journeys to other towns are
unavoidable. On the other hand, there are more dentists than there used to be.
Employment patterns have changed, along with almost everything else. (15) The
number of schools and colleges has increased, making that the main employment
sector. Services, such as website design and accountancy, have grown in
importance, and surprisingly, perhaps, manufacturing hasn’t seen the
decline that has affected it in other parts of the country.
Track 22
11. C
12. B
13. B
14. A
15. A
Melanie: OK so, next up on this morning’s show – Dan Johnson’s going to tell us
what’s on in the city this weekend. Dan.
Dan: Well thanks Melanie and there’s certainly a great program of entertainment
this weekend – something for everyone. So first, it’s the Writers’ Festival again,
and just like last year the Festival has attracted more than 250 writers from around
the world. The writers will be talking about their latest books and there’s always an
opportunity for audience members to ask the writers about their work. (Q11) In the
past the Festival has been based at the Victoria Theatre, which wasn’t really big
enough. So this year they’re going to be using a number of other venues as well.
More information and tickets are available from the website.
Now something I’m really looking forward to is Wearable Art on Saturday
evening. This fashion show’s always been held in the capital, so it’s very exciting
that it’s coming to our city for the first time and I’ve already got my ticket. (Q12)
And they’ve just announced a 20% discount on all tickets, to encourage a good
turnout. Tickets can be bought online, or at the door.
Something slightly different is Ocean Times – that’s on Sunday morning at
Bright’s Beach. Now you might be thinking it’s the wrong time of year to go to the
156
beach for a swim or build sandcastles with the kids, and you’d be right. But what’s
happening is, there’s going to be a number of large tents put up on the beach, for
workshops, displays and presentations. (Q13) It’s a chance for the whole family to
learn about the science of the ocean and marine eco-systems and how to protect
them. Sounds like a good way to spend your Sunday.
Now, you may already have seen the advertising for the Artscape Exhibition. This
is an outdoor exhibition of sculptures and installation art that officially opens this
evening and you can go along whenever suits you over the weekend. It’s being
held up at the Sanctuary Reserve and the idea is, you wander wherever you want
around the Reserve, enjoying the artworks in a natural environment. (Q14) I’d
recommend you take a warm coat, though, because it can get quite windy up there.
Now, the Civil Theatre is open for tours this weekend, too. This is a great chance to
go backstage at the city’s largest theatre and see all its secrets. (Q15) This event is
only held once a year so these opportunities to tour the Civil aren’t too frequent. I
went last time and can tell you it’s well worth it.
Dictation exercise 6
(1) Back to bed
(5) Endurance
(2) take notes
(6) eight hours
(3) a better routine
(7) my life way
(4) a 30-minute
(8) substitute
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DAY 11
Track 23
1.B
2.C
3.B
4.A
5.C
6.A
MARTIN: Good morning. This is Burnham tourist office, Martin speaking.
SUE: Oh, hello. I saw a poster about free things to do in the area, and it said people
should phone you for information. I'm coming to Burnham with my husband
and two children for a few days on June the 27th, or possibly the 28th, and I'd like
some ideas for things to do on the 29th .
MARTIN: Yes, of course. OK. Then let's start with a couple of events especially
for children. The art gallery is holding an event called ‘Family Welcome' that day,
when there are activities and trails to use throughout the gallery.
SUE: That sounds interesting. What time does it start?
MARTIN: The gallery opens at 10, and (1) the ‘Family Welcome’ event runs from
10.30 until 2 o’clock. The gallery stays open until 5. (2) And several times during
the day, they’re going to show a short film that the gallery has produced. It
demonstrates how ceramics
are made, and there'll be equipment and materials for children to have a go
themselves. Last time they ran the event, there was a film about painting, which
went down very well with the children, and they’re now working on one about
sculpture
SUE: I like the sound of that. And what other events happen in Burnham?
MARTIN: Well, do you all enjoy listening to music?
SUE: Oh, yes.
MARTIN: (3) Well there are several free concerts taking place at different times one or two in the morning, the majority at lunchtime , and a couple in the evening.
And they range from pop music to Latin American.
SUE: The Latin American could be fun. What time is that?
MARTIN: It’s being repeated several times, in different places. They’re performing
in the Central Library at 1 o’clock, (4) then at 4 it’s in the City Museum , and in the
evening at 7.30 there’s a longer concert, in the theatre.
SUE: Right. I’ll suggest that to the rest of the family.
MARTIN: Something else you might be interested in is the boat race along the
river.
158
SUE: Oh, yes, do tell me about that.
MARTIN: (5) The race starts at Offord Marina , to the north of Burnham, and goes
as far as Summer Pool. The best place to watch it from is Charlesworth Bridge,
though that does get rather crowded.
SUE: And who’s taking part?
MARTIN: Well local boat clubs, but the standard is very high. (6) One of them
came first in the West of England regional championship in May this year - it was
the first time a team from Burnham has won. It means that next year they'll be
representing the region in the national championship.
Track 24
21. A
22. B
23. A
24. A
25. C
Oliver: Ok Chloe, let’s put the presentation together. What do you want to include
in the introduction?
Chloe: Well, we’re looking at the restoration of old paintings, and the reproduction.
So we should begin with a definition – to show how those two things are different.
Oliver: Is that necessary? Let’s start in a visual way. (Q21) Show some paintings
that have been restored, and talk about why it was necessary. So, for instance a
painting that was damaged by water, and another one by insects – or by sunlight.
Chloe: OK, let’s go with that. It’ll get everyone’s attention.
Oliver: After the introduction, we should tell everyone about our museum visit.
Chloe: Yes, it was great to see people restoring paintings in front of us. (Q22) Did
you know that most of the restorers we met didn’t have a degree in art history?
They’d done things like chemistry and archaeology. I never would have imagined
that.
Oliver: Me neither. I had no idea those kind of skills would be useful.
Chloe: Apparently, a painting can take a year to clean.
Oliver: I guess it would. And one guy I spoke to told me they’re always
experimenting. Reading up on different ways to clean the paintings.
Chloe: So, would you be interested in a career in art restoration? You know you
don’t actually need to be able to draw – so it might suit you!
159
Oliver: Very funny. Look, I think it would be a great job but I wouldn’t choose to
do it. You get to work in interesting places – that’s true. I mean, sometimes you’d
be working in a public place – like restoring the paintings high up on a church
ceiling.
Chloe: With the public watching.
Oliver: I wouldn’t mind that. (Q23) But the thing is, when someone owns the
painting you’re working on, you’ve got to get it right. What if they didn’t like the
colours you’d used? Too much pressure.
Chloe: True. Since we visited the museum, I’ve been researching other restored
paintings. One was a Dutch landscape. It’d been hanging in a museum for over 100
years – and everyone just thought it was a nice scene of people on the beach. And
then a restorer started cleaning it, and discovered someone had painted over a
whale.
Oliver: A whale?
Chloe: Yes. (Q24) The original artist had painted a whale on the beach, and later - I
suppose the painting was bought by someone who thought the whale ruined a
pretty scene, and they paid another artist to cover it up. Oliver: You must be right.
Not everyone judges a painting in the same way, obviously. Anyway, we’ll have
plenty to say about restoration. What about digital reproduction?
Chloe: Yeah, digital technology is having quite an impact on the art world. We can
now reproduce famous paintings – and you can see something that looks just like
the original.
Oliver: I guess the difference between a digital reproduction and a fake painting is
no-one’s pretending it was painted by the original artist. (Q25) And what I like
about digital reproduction is you could potentially make lots of copies – so a wider
audience can see them.
Chloe: Maybe. I’d rather look at the real painting.
DAY 12
Track 25
21. A
22. C
23. B
24. C
25. A
Alya: Well, Jason, shall we do some planning for our joint presentation?
160
Jason: Yeah, let’s compare the reading we’ve been doing. Did you read that article
by Dr Franklin?
Alya: Yes, the use of games in therapy.
Jason: So, we’ll need to explain what kind of ‘therapy’ he’s talking about.
Alya: OK, so it’s treating people after accidents or illnesses – rebuilding their body
strength.
Jason: Exactly. And Dr Franklin sees huge potential for games.
Alya: But he made the point that this (Q21) isn’t new. Really, since the 1990s,
therapists have been experimenting with games.
Jason: Yeah, I agree, Dr Franklin illustrated that this has been going on for many
years, it’s not a sudden breakthrough.
Alya: I was hoping he’d give some idea about how many health professionals now
employ games in therapy.
Jason: He doesn’t really address that, does he?
Alya: OK, so, what’s the biggest advantage of games in therapy?
Jason: Well, most games are played in virtual reality. So the patient is moving their
arms and legs, exercising their body.
Alya: So I guess it’s quite cheap, then?
Jason: Yeah, but so are conventional exercises. I don’t think that’s an issue.
Alya: No, OK. But I read that the games are really motivating. (Q22) People are
much more prepared to spend hours on rehabilitation, when a game’s involved.
Jason: I think you’re right. That’s the most important benefit. In fact, I read some
people actually get so caught up in the game they hurt themselves, and the
therapists have to slow them down.
Alya: Then, did you read about the Singapore study?
Jason: Yeah, I started. They were investigating whether people actually made more
friends by playing games, right?
Alya: That’s right. They got a group of teenagers and over-60s together for 30
minutes a day playing video games.
Jason: But the subjects weren’t all in the same place. They were playing online.
Alya: No, they were all together in a room. (Q23) That’s how the experiment
was conducted.
Jason: We should check, I’m sure it was online.
161
Alya: You’ll find I’m right. But anyway, the study found a real social benefit to
game playing.
Jason: Mmm, interesting. So many people say that games are solitary.
Alya: Well, the Singapore study showed that players develop empathy for each
other and bond over games.
Jason: A good point to make in the presentation. Then, I also had a look at the
‘anxiety study’.
Alya: I haven’t seen that one.
Jason: Well, they experimented with children waiting to see a doctor. Some were
allowed to play games and some weren’t.
Alya: Was there a particular type of game?
Jason: Well, just simple ones on hand held devices. And they found that the
children who played games experienced considerably less stress and anxiety.
Games distract the mind – that’s the theory.
Alya: (Q24) Better for the children, but also better for the parents. That’s what I
like about this.
Jason: Yeah good point – it reduces the stress for everybody. There just needs to be
some additional research to support the finding.
Alya: We should also mention the Rhode Island research.
Jason: Maybe. But the finding just reinforced what’s been shown in earlier studies
– that people can be distracted from their bad habits, like eating junk food, or
drinking fizzy drinks, by playing games.
Alya: But no-one had used MRI scans before. And the brain scans showed that
games activate the same reward centres in the brain as the drinks or junk food. This
study (Q25) has supplied valid proof as to why games work this way.
Jason: Actually, that’s a good point. And many people would probably like to
know about that.
Track 26
21. B
22. A
23. B
24. C
25. A
26. B
Tutor: OK Kiara and Finn. Can you tell me how your project is going? Your
general topic was the future of work, wasn’t it?
162
Finn: Yes. We’ve read a lot of articles on it. Some were more interesting
than others. There were a couple of writers that just made some strong
statements without really backing them up.
Kiara: The problem is, it’s such a big topic. Some of the articles were aimed at
graduates, and some of them were targeting people who’ve been in work for years.
We should’ve narrowed down our topic before we started searching.
Finn: But anyway, the focus was always the (Q21) changing nature of jobs – how
it’s all happening so quickly.
Kiara: Exactly. Every single article said we can forget the way things used to
happen – like you started out as an apprentice, and then you stayed in the same
company for years. That’s over.
Tutor: I see that you’ve highlighted ‘job title’ in your notes. Why’s that?
Kiara: I think for some people, a job title used to define them. It was their identity.
They worked their way up from the bottom, and eventually, one day they became
‘Manager’ or ‘Head of Department’. And even in their social circle, outside of
work, they wanted other people to know how long they’d been in a job.
Tutor: And now?
Kiara: It looks like we’re moving away from the term ‘job title’. So, you know,
instead, a lot of (Q22) businesses are hiring people to ‘work on a project done’ or
‘lead a team’. But the contracts are temporary.
Tutor: Finn – do you think that’s a big issue for young people?
Finn: Having to move on once a project’s finished? Not necessarily. It can be
interesting to work in different places. People aren’t always looking for a job that
pays really well – it’s more about gaining experience and creating a network.
Tutor: So money’s not important?
Finn: Well, I haven’t started work myself, but according to all the articles I read,
it’s more about the different rates of pay. (Q23) If you have a good salary, you
probably have enough to enjoy life, but if you’re only earning the minimum wage
– how do you get by? That’s my biggest worry.
Kiara: I looked at that Richards-Greeves survey on work-life balance.
Tutor: Oh good.
Kiara: Only 48% of people believe that their work-life balance will improve.
Tutor: Is that a statistic that surprises you?
Kiara: It’s hard to say. (Q24) I wonder what the survey actually asked? Was it just
‘Will your work-life balance improve’ or did the interviewers break that down? I
163
mean, did they actually ask the people who took part, ‘Do you enjoy spending
more time at work than home?’
Tutor: Good point. See if you can find out more. Um, Finn, what else have you
been researching?
Finn: Learning new skills. The general view is that employers are just going to
want their workers to constantly upskill. And apparently, employers will expect
them to attend courses at weekends or after work – not as part of the working day.
Tutor: I don’t think that’s a bad thing. As long as the company pays for it.
Finn: And think about it, if you were smart, (Q25) you’d study things that would
help you if you had to change companies.
Kiara: I hadn’t thought about that. Yes, good thinking.
Tutor: What about mobile technology? How might employees be affected now that
phones and tablets make it possible to stay connected to work at all times?
Finn: It’s great. You can use mobile technology - your device - to work where you
like – on the way to class or the office.
Kiara: The media often focuses on the negatives, but as far as I’m concerned,
having a tablet I can carry with me means (Q26) I can manage my studies and my
family commitments more easily. I actually think that in the future, mobile
technology will reduce employees’ stress.
DAY 13
Track 27
21. C
22. A
23. B
24. A
25. C
JOHN:
Erm … hello Professor, I’m John Wishart. I’m working on my
entry for the Global Design Competition. My tutor said you might be able to help
me with it.
PROFESSOR:
Ah, yes, I got a copy of your drawings. Come in and tell me
about it. What sort of competition is it?
JOHN:
Well, it’s an international design competition and we have to
come up with a new design for a typical domestic kitchen appliance. (Q21)
164
PROFESSOR:
I see, and are there any special conditions? Does it have to save
energy for example?
JOHN:
Actually that was the focus in last year’s competition. This
year’s different. We have to adopt an innovative approach to existing technology,
using it in a way that hasn’t been thought of before.
PROFESSOR:
chosen?
I see, that sounds tricky. And what kitchen appliance have you
JOHN:
Well, they’re an everyday kitchen appliance in most Australian
houses but they’re all pretty boring and almost identical to each other. I think
some people will be prepared to pay a little extra for something that looks
different. (Q22)
PROFESSOR:
That’s a nice idea. I see you’ve called your design ‘the
Rockpool’; why is that?
JOHN:
Basically because it looks like the rock pools you find on a
beach. The top is made of glass so that you can look down into it.
PROFESSOR:
And there’s a stone at the bottom. Is that just for decoration?
JOHN:
Actually it does have a function. Instead of pushing a button,
you turn the stone. (Q23)
PROFESSOR:
So it’s really just a novel way of starting the dishwasher.
JOHN:
That’s right.
PROFESSOR:
It’s a really nice design, but what makes it innovative?
JOHN:
Well, I decided to make a dishwasher that uses carbon dioxide.
PROFESSOR:
In place of water and detergent? How will you manage that?
JOHN:
The idea is to pressurize the carbon dioxide so that it becomes
a liquid. The fluid is then released into the dishwasher where it cleans the dishes all
by itself.
PROFESSOR:
Sounds like a brilliant idea! Your system will totally do away
with the need for strong detergents. So what happens once the dishes are clean?
JOHN:
Well, to allow them to dry, the liquid carbon dioxide and the
waste materials all go to an area called the holding chamber. That’s where the
liquid is depressurised and so it reverts to a gas (Q24). Then the oil and grease
are separated out and sent to the waste system.
PROFESSOR:
It sounds like you’ve thought it all out very thoroughly. So,
what happens to the carbon dioxide once the process is complete? Not wasted I
hope.
165
JOHN:
Actually, that’s where the real savings are made. The carbon
dioxide is sent back to the cylinder and can be used again and again. (Q25)
PROFESSOR:
What a terrific idea. Do you think it will ever be built?
JOHN:
Probably not, but that’s OK.
PROFESSOR:
design.
Well, I’m sure a lot of positive things will come out of your
Track 28
21/22. B/C (In either order)
23/24. B/E (In either order)
25. A
26. C
27. C
28. A
29. B
30. A
VICTOR:
Right, well, for our presentation shall I start with the early life
of Thor Heyerdahl?
OLIVIA:
Sure. Why don’t you begin with describing the type of boy he
was, especially his passion for collecting things. (Q21&Q22)
VICTOR:
That’s right, he had his own the little museum. And I think it’s
unusual for children to develop their own values and not join in their parents’
hobbies; I’m thinking of how Heyerdahl wouldn’t go hunting with his dad, for
example.
OLIVIA:
Yeah, he preferred to learn about nature by listening to his
mother read to him. And quite early on he knew he wanted to become an explorer
when he grew up. That came from his camping trips he went on in Norway I think
…
VICTOR:
No, it was climbing that he spent his time on as a young
man. (Q21&Q22)
OLIVIA:
Oh, right … After university he married a classmate and
together, they decided to experience living on a small island, to find out how
harsh weather conditions shaped people’s lifestyles. (Q23&Q24)
VICTOR:
As part of their preparation before they left home, they learnt
basic survival skills like building a shelter. I guess they needed that knowledge in
order to live wild in a remote location with few inhabitants, cut of by the sea,
which is what they were aiming to do.
166
OLIVIA:
An important part of your talk should be the radical theory
Heyerdahl formed from examining mysterious ancient carvings that he happened
to find on the island. I think you should finish with that.
VICTOR:
OK.
————————OLIVIA:
All right, Victor, so after your part I’ll talk about Thor
Heyerdahl’s adult life, continuing from the theory he had about Polynesian
migration: Up until that time of course, academics had believed that humans first
migrated to the islands in Polynesia from Asia, in the west.
VICTOR:
Yes, they thought that travel from the east was impossible,
because of the huge, empty stretch of ocean that lies between the islands and
the nearest inhabited land. (Q25)
OLIVIA:
Yes, but Heyerdahl spent ages studying the cloud movements,
ocean currents and wind patterns to find if it was actually possible. And another
argument was that there was no tradition of large ship-building in the communities
lying to the east of Polynesia. But Heyerdahl knew they made lots of coastal
voyages in locally built canoes.
VICTOR:
Yes, or sailing on rafts, as was shown by the long voyage that
Heyerdahl did next. It was an incredibly risky journey to undertake – sometimes I
wonder if he did that trip for private reasons, you know? To show others that he
could have spectacular adventures. What do you think, Olivia?
OLIVIA:
Well, I think it was more a matter of simply trying out his
idea, to see if migration from the east was possible. (Q26)
VICTOR:
Yes, that’s probably it. And the poor guy suffered a bit at that
time because the war forced him to stop his work for some years …
OLIVIA:
Yes. When he got started again and planned his epic voyage,
do you think it was important to him that he achieve it before anyone else did?
VICTOR:
Um, I haven’t read anywhere that that was his motivation. The
most important factor seems to have been that he use only ancient techniques
and local materials to build his raft. (Q27)
OLIVIA:
Yes. I wonder how fast it went.
VICTOR:
Island.
Well, it took them 97 days from South America to the Pacific
167
OLIVIA:
Mm. And after that, Heyerdahl went to Easter Island, didn’t
he? We should mention the purpose of that trip. I think he sailed there in a boat
made out of reeds.
VICTOR:
No, that was later on in Egypt, Olivia.
OLIVIA:
Oh, yes, that’s right.
VICTOR:
But what he wanted to do was talk to the local people about
their old stone carvings and then make one himself to learn more about the
process. (Q28)
OLIVIA:
I see. Well, what a great life. Even though many of his theories
have been disproven, he certainly left a lasting impression on many disciplines,
didn’t he? To my mind, he was first person to establish what modern
academics call practical archaeology. I mean, that they try to recreate
something from the past today (Q29), like he did with his raft trip. It’s
unfortunate that his ideas about where Polynesians originated from have been
completely discredited.
VICTOR:
Yes. Right, well, I’ll prepare a PowerPoint slide at the end that
acknowledges our sources. I mainly used The Life and Work of Thor Heyerdahl by
William Oliver. I thought the research methods he used were very sound, although
I must say I found the overall tone somewhat old-fashioned. I think they need
to do a new, revised edition. (Q30)
OLIVIA:
challenging!
Yeah, I agree. What about the subject matter – I found it really
VICTOR:
Well, it’s a complex issue …
OLIVIA:
of …
I thought the book had lots of good points. What did you think
DAY 14
Track 29
21. C
22. A
23. A
24. B
25. B
MIA:
Hi, Rob. How’s the course going?
168
ROB:
Oh, hi, Mia. Yeah, great. I can’t believe the first term’s nearly over.
MIA:
was good.
I saw your group’s performance last night at the student theatre. It
ROB:
Really? Yeah … but now we have to write a report on the whole
thing, an in-depth analysis. I don’t know where to start. Like, I have to write about
the role I played, the doctor, how I developed the character.
MIA:
Well, what was your starting point?
ROB:
it on him.
Er … my grandfather was a doctor before he retired, and I just based
MIA:
OK, but how? Did you talk to him about it?
ROB:
He must have all sorts of stories, but he never says much about his
work, even now. He has a sort of authority though.
MIA:
So how did you manage to capture that?
ROB:
I’d … I’d visualise what he must have been like in the past, when
he was sitting in his consulting room listening to his patients. (Q21)
MIA:
OK, so that’s what you explain in your report.
ROB:
Right.
MIA:
Then there’s the issue of atmosphere – so in the first scene we needed
to know how boring life was in the doctor’s village in the 1950s, so when the
curtain went up on the first scene in the waiting room, there was that long silence
before anyone spoke. And then people kept saying the same thing over and
over, like ‘Cold, isn’t it?’ (Q22)
ROB:
Yes, and everyone wore grey and brown, and just sat in a row.
MIA:
Yes, all those details of the production.
ROB:
And I have to analyse how I functioned in the group – what I found
out about myself. I know I was so frustrated at times, when we couldn’t agree.
MIA:
Yes. So did one person emerge as the leader?
ROB:
Sophia did. That was OK – she helped us work out exactly what to
do, for the production. And that made me feel better, I suppose. (Q23)
MIA:
When you understood what needed doing?
ROB:
Yes. And Sophia did some research, too. That was useful in
developing our approach.
MIA:
Like what?
169
ROB:
Well, she found these articles from the 1950s about how
relationships between children and their parents, or between the public and
people like bank managers or the police were shifting. (Q24)
MIA:
Interesting. And did you have any practical problems to overcome?
ROB:
Well, in the final rehearsal everything was going fine until the last
scene – what’s where the doctor’s first patient appears on stage on his own.
MIA:
The one in the wheelchair?
ROB:
Yes, and he had this really long speech, with the stage all dark except
for one spotlight – and then that stuck somehow so it was shining on the wrong
side of the stage (Q25) … but anyway we got that fixed, thank goodness.
MIA:
Yes, it was fine on the night.
Track 30
11. B
12. B
13. A
14. A
15. C
Welcome to Manham Port, where a thousand years of history are brought to life.
All the family can enjoy a day out at Manham: visit our copper mine, see models
of the machinery it used, have your photo taken in nineteenth-century costume,
experience at first hand how people lived at different stages throughout history, and
especially how children studied, worked and played.
The port of Manham is located in beautiful and peaceful countryside, on a bend in
the great River Avon, and developed here because it’s the highest navigable
point of the Avon – boats can go no higher up this river – and proved a handy
place to load and unload cargo to and from the sea (Q11), which is over 23
miles away. A small port was already established here when, about 900 years ago,
tin was discovered nearby, though it wasn’t until the Industrial Revolution,
when a tremendous need for metals of all kinds developed, that Manham
expanded to become one of the busiest ports in the country (Q12). And because
it was already so busy, prospectors began to look for other minerals, and by the end
of the nineteenth century, lead, copper, manganese and arsenic were added to the
cargos leaving Manham.
170
In the early days, the ores had been smelted – or processed – in the same area they
were mined. But, as demand grew, the smelting process required huge factory
furnaces or fires to melt the metal from the rock and there was not enough coal in
the local area, so the rocks containing minerals had to be shipped long
distances. (Q3)
Sadly, in the twentieth century, the great port of Manham declined, and
thousands of workers were forced to emigrate out of the area (Q14). The
building at the port fell into disrepair, and the place became almost forgotten. But
then, the Manham Trust was formed to conserve the historical resources of the
area. It organised scores of local volunteers to remove undergrowth to find the
original outlines of the installations. It then brought in paid professionals to
match installations with maps of the original port complex and to set about
reconstructing it (Q15). Today you can see the results of this ambitious
programme of restoration. The intention, and we believe this will be realised
before the end of the year, is to return Manham Port to the condition it reached at
its peak as ‘the greatest copper port in the country’.
Dictation exercise 7:
(1) a road race
(6) fess up
(2) depends on
(7) be frank
(3) a pretty
(8) sponsoring
(4) twisted
(9) consequence
(5) three hours
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DAY 15
Track 31
21. C
22. B
23. B
24. C
25. A
26. B
27. C
28. A
29. B
30. A
LISA:
OK, Greg, so I finally managed to read the article you mentioned –
the one about the study on gender in physics.
GREG:
About the study of college students done by Akira Miyake and his
team? Yeah. I was interested that the researchers were actually a mix of
psychologists and physicists. That’s an unusual combination.
LISA:
Yeah. I got a little confused at first about which students the study
was based on. They weren’t actually majoring in physics – they were majoring in
what’s known as the STEM disciplines. That’s science, technology,
engineering and … (Q21)
GREG:
… and math. Yes, but they were all doing physics courses as part of
their studies.
LISA:
That’s correct. So as I understood it, Miyake and co started from the
fact that women are underrepresented in introductory physics courses at college,
and also that on average, the women who do enrol on these courses perform more
poorly than the men. No one really knows why this is the case.
GREG:
Yeah. But what the researchers wanted to find out was basically
what they could do about the relatively low level of the women’s results (Q22).
But in order to find a solution they needed to find out more about the nature of the
problem.
LISA:
Right – now let’s see if I can remember … it was that in the physics
class, the female students thought the male students all assumed that women
weren’t any good at physics … was that it? And they thought that the men
expected them to get poor results in their tests.
GREG:
That’s what the women thought, and that made them nervous, so they
did get poor results. But actually they were wrong … No one was making any
assumption about the female students at all. (Q23)
172
LISA:
Anyway, what Miyake’s team did was quite simple – getting the
students to do some writing before they went into the physics class. What did they
call it?
GREG:
Values-affirmation – they had to write an essay focusing on things
that were significant to them, not particularly to do with the subject they were
studying, but more general things like music or people who mattered to them.
(Q24)
LISA:
Right. So the idea of doing the writing is that this gets the students
thinking in a positive way.
GREG: And putting these thoughts into words can relax them and help them
overcome the psychological factors that lead to poor performance (Q25). Yeah.
But what the researchers in the study hadn’t expected was that this one
activity raised the women’s physics grades from the C to the B range. (Q26)
LISA:
A huge change. Pity it wasn’t to an A, but still! No, but it does
suggest that the women were seriously underperforming beforehand, in
comparison with the men.
GREG:
Yes. Mind you, Miyake’s article left out a lot of details. Like, did the
students to the writing just once, or several times? And had they been told why
they were doing the writing? That might have affected the results. (Q27)
LISA:
You mean, if they know the researchers thought it might help them to
improve, then they’d just try to fulfil that expectation?
GREG:
Exactly.
——————GREG:
So anyway, I thought for our project we could do a similar study, but
investigate whether it really was the writing activity that had that result.
LISA:
OK. So we could ask them to do a writing task about something
completely different … something more factual? Like a general knowledge topic.
GREG:
Maybe … or we could have half the students doing a writing task and
half doing something else, like an oral task.
LISA:
Or even, half do the same writing task as in the original research
and half do a factual writing task (Q28). Then we’d see if it really is the topic
that made the difference, or something else.
GREG:
That’s it. Good. So at our meeting with the supervisor on Monday we
can tell him we’ve decided on our project. We should have our aims ready by then.
I suppose we need to read the original study – the article’s just a summary.
173
LISA:
And these was another article I read, by Smolinsky. It was about her
research on how women and men perform in mixed teams in class, compared with
single-sex teams and on their own.
GREG:
Let me guess … the women were better at teamwork.
LISA:
That’s what I expected, but actually the men and the women got the
same results whether they were working in teams or on their own (Q29). But I
guess it’s not that relevant to us.
GREG:
What worries me anyway is how we’re going to get everything done
in the time.
LISA:
We’ll be OK now we know what we’re doing. Though I’m not clear
how we assess whether the students in our experiment actually make any progress
or not …
GREG:
No. We may need some advice on that. The main thing’s to make sure
we have the right size sample, not too big or too small.
LISA:
That shouldn’t be difficult. Right, what do we need to do next? We
could have a look at the timetable for the science classes … or perhaps we should
just make an appointment to see one of the science professors. That’d be
better. (Q30)
GREG:
Great. And we could even get to observe one of the classes.
LISA:
What for?
GREG:
Well … OK maybe let’s just go with your idea. Right, well …
Track 32
21. A
22. A
23. C
24. B
25. B
26. B
27/28. A/D (in any order)
29/30. C/E (in any order)
HELEN:
I’ve brought my notes on our Biology Field Trip to Rocky Bay,
Colin, so we can work on our report on the research we did together.
COLIN:
OK. I’ve got mine too. Let’s look at the aims of the trip first.
HELEN:
Right. What did you have?
174
COLIN:
I just put something about getting experience of the different
sorts of procedures used on a field trip. But we need something about what
causes different organisms to choose particular habitats. (Q21)
HELEN:
I agree. And something about finding out how to protect
organisms in danger of dying out?
COLIN:
In our aims? But we weren’t really looking at that.
HELEN:
I suppose not. OK, now there’s the list of equipment we all had
to bring on the field trip. What did they tell us to bring a ruler for?
COLIN:
It was something about measuring the slope of the shore, but of
course we didn’t need it because we were measuring wind direction, and we’d
brought the compass for that …
HELEN:
But not the piece of string to hold up in the air! Didn’t Mr
Blake make a fuss about us leaving that behind. (Q22)
COLIN:
Yeah. He does go on. Anyway it was easy to get one from
another of the students.
HELEN:
that.
Now, the next section’s the procedure. I sent you the draft of
COLIN:
Yeah. It was clear, but I don’t think we need all these details
of what time we left and what time we got back and how we divided up the
different research tasks. (Q23)
HELEN:
OK. I’ll look at that again.
COLIN:
Then we have to describe our method of investigation in detail.
So let’s begin with how we measured wave speed. I was surprised how
straightforward that was. (Q24)
HELEN:
I’d expected us to have some sort of high-tech device, not
just stand there and count the number of waves per minute. Not very precise,
but I suppose it was good enough. But the way we measured the amount of salt
was interesting.
COLIN:
In the water from the rock pools?
HELEN:
Yeah, oh, I wanted to check the chemicals we used in the lab
when we analysed those samples – was it potassium chromate and silver nitrate?
COLIN:
That’s right.
HELEN:
OK. And we need the map of the seashore. You just left that to
me. And I had to do in while the tide was low, well that was OK, but the place I
started it from was down on the beach, then I realised I should have gone up
175
higher to get better visibility (Q25), so I had to start all over again. But at least
I’d go the squared paper or I’d have had problems drawing it all to scale.
COLIN:
Yes. It looks good. We could get a map of the region off the
internet and see if we need to make any changes.
HELEN:
I had a look but I couldn’t find anything. But you took some
pictures, didn’t you?
COLIN:
Yeah. I’ll email you them if you want.
HELEN:
OK. I’ll make my amendments using those, then I can scan
it into our report (Q26). Great.
HELEN:
Now when we get to our findings I thought we could divide
them up into the different zones we identified on the shore and the problems
organisms face in each zone. So for the highest area …
COLIN:
… the splash zone?
HELEN:
Yeah, we found mostly those tiny shellfish that have strong
hard shells that act as protection.
COLIN:
But not from other organisms that might eat them, predators?
HELEN:
No, that’s not the main danger for them. But the shells
prevent them from drying out because they’re in the open air for most of the
time. (Q27&Q28)
COLIN:
Right. And since they’ve exposed, they need to be able to find
some sort of shelter, or cover themselves up, so they don’t get too hot
(Q27&Q28). Then in the middle and lower zones, nearer the sea, we need to
discuss the effects of wave action …
HELEN:
Yes, and how organisms develop structures to prevent
themselves from being swept away, or even destroyed by being smashed against
the rocks.
COLIN:
I haven’t done anything on the geological changes. I don’t
know what to put for that.
HELEN:
some websites.
No, we weren’t concentrating on that. Maybe we need to find
COLIN:
Good idea. I’ve got the lecture notes from Mr Blake’s geology
course, but they’re too general. But we could ask him which books on our Reading
List might be most helpful.
176
HELEN:
Right. OK, now I did a draft of the Part of sources of possible
error in our research, but I don’t know if you agree. For example, the size of the
sample, and whether it’s big enough to make any general conclusions from. But I
thought actually we did have quite a big sample.
COLIN:
We did. And our general method of observation seemed quite
reliable. But we might not be all that accurate as far as the actual numbers go.
HELEN:
Yeah, we might have missed some organisms – if they were
hiding under a rock, for example (Q29&Q30). I wasn’t sure about the way we
described their habitats. I decided it was probably OK.
COLIN:
Yeah, and the descriptions we gave of the smaller organisms,
they weren’t very detailed, but they were adequate in this context. I’m not sure we
identified all the species correctly thought. (Q29&Q30)
HELEN:
OK, we’d better mention that. Now, how …
177
DAY 16
Track 33
21. B
22. A
23. C
24. B
25. A
26. B
27. A
28. F
29. G
30. C
TUTOR:
OK, so what I’d like you to do now is to talk to your partner about your
presentations on urban planning. You should have done most of the reading now, so
I’d like you to share your ideas, and talk about the structure of your presentation and
what you need to do next.
CARLA:
OK Rob. I’m glad we chose quite a specific topic – cities built next to
the sea. It made it much easier to find relevant information.
ROB:
Yeah. And cities are growing so quickly – I mean, we know that more
than half the world’s population lives in cities now.
CARLA:
Yeah, though that’s all cities, not just ones on the coast. But (21) most of
the biggest cities are actually built by the sea. I’d not realised that before.
ROB:
Nor me. And what’s more, a lot of them are built at places where rivers
come out into the sea. But apparently this can be a problem.
CARLA:
Why?
ROB:
Well, as the city expands, agriculture and industry tend to spread further
inland along the rivers, and so agriculture moves even further inland up the river.
That’s not necessarily a problem, except (22) it means more and more pollutants are
discharged into the rivers.
CARLA:
So these are brought downstream to the cities?
ROB:
the USA?
Right. Hmm. Did you read that article about Miami, on the east coast of
CARLA:
No.
ROB:
Well, apparently back in the 1950s they build channels to drain away the
water in case of flooding.
CARLA:
Sounds sensible.
ROB:
Yeah, they spent quite a lot of money on them. (23) But what they didn’t
take into account was global warming. So they built the drainage channels too close to
sea level, and now sea levels are rising, they’re more or less useless. If there’s a lot of
178
rain, the water can’t run away, there’s nowhere for it to go. The whole design was
faulty.
CARLA:
So what are the authorities doing about it now?
ROB:
I don’t know. I did read that they’re aiming to stop disposing of waste
into the ocean over the next ten years.
CARLA:
But that won’t help with flood prevention now, will it?
ROB:
No. Really (24) they just need to find the money for something to
replace the drainage channels, in order to protect against flooding now. But in the long
term they need to consider the whole ecosystem.
CARLA:
Right. Really, though, coastal cities can’t deal with their problems on
their own, can they? I mean, they’ve got to start acting together at an international
level instead of just doing their own thing.
ROB:
Absolutely. The thing is, everyone knows what the problems are and
environmentalists have a pretty good idea of what we should be doing about them, so
(25) they should be able to work together to some extent. But it’s going to be a long
time before countries come to a decision on what principles they’re prepared to abide
by.
CARLA:
Yes, if they ever do.
——————————
CARLA:
So I think we’ve probably got enough for our presentation. It’s only
fifteen minutes.
ROB:
OK. So I suppose we’ll begin with some general historical background
about why coastal cities were established. But (26) we don’t want to spend too long on
that, the other students will already know a bit about it. It’s all to do with
communications and so on.
CARLA:
Yes. We should mention some geographical factors, things like wetlands
and river estuaries and coastal erosion and so on. We could have some maps of
different cities with these features marked.
ROB:
On a handout you mean? Or (27) some slides everyone can see?
CARLA:
Yeah, that’d be better.
ROB:
It’d be good to go into past mistakes in a bit more detail. Did you read
that case study of the problems there were in New Orleans with flooding a few years
ago?
CARLA:
Yes, (28) We could use that as the basis for that part of the talk. I don’t
think the other students will have read it, but they’ll remember hearing about the
flooding at the time.
179
ROB:
OK. So that’s probably enough background.
CARLA:
So then we’ll go on to talk about what action’s being taken to deal with
the problems of coastal cities.
ROB:
OK. What else do we need to talk about? Maybe something on future
risks, looking more at the long term, if populations continue to grow.
CARLA:
Yeah. We’ll need to do a bit of work there, I haven’t got much
information, have you?
ROB:
No. (29) We’ll need to look at some websites. Shouldn’t take too long.
CARLA:
OK. And I think we should end by talking about international
implications. Maybe (30) we could ask people in the audience. We’ve got people from
quite a lot of different places.
ROB:
That’d be interesting, if we have time, yes. So now shall we …
Track 34
21. B
22. C
23. A
24. A
25. E
26. D
27. A
28. H
29. G
30. C
TUTOR:
So, Rosie and Martin, let’s look at what you’ve got for your presentation
on woolly mammoths.
ROSIE:
OK, we’ve got a short outline here.
TUTOR:
Thanks. So it’s about a research project in North America?
MARTIN: Yes. But we thought we needed something general about woolly
mammoths in our introduction, to establish that they were related to our modern
elephant, and they lived thousands of years ago in the last ice age.
ROSIE:
Maybe we could show a video clip of a cartoon about mammoths. But
that’d be a bit childish. Or we could have a diagram, (Q21) it could be a timeline to
show when they lived, with illustrations?
MARTIN: Or we could just show a drawing of them walking in the ice? No, let’s
go with your last suggestion.
180
TUTOR:
Good. Then you’re describing the discovery of the mammoth tooth on
St Paul’s Island in Alaska, and why it was significant.
ROSIE:
Yes. The tooth was found by a man called Russell Graham. He picked it
up from under a rock in a cave. He knew it was special – for a start it was in really
good condition, as if it had been just extracted from the animal’s jawbone. Anyway,
they found it was 6,500 years old.
TUTOR:
So why was that significant?
ROSIE:
Well (Q22) the mammoth bones previously found on the North
American mainland were much less recent than that. So this was really amazing.
MARTIN: Then we’re making an animated diagram to show the geography of the
area in prehistoric times. So originally, St Paul’s Island wasn’t an island, it was
connected to the mainland, and mammoths and other animals like bears were able to
roam around the whole area.
ROSIE:
Then the climate warmed up and the sea level began to rise, and the
island got cut off from the mainland. So (Q23) those mammoths on the island couldn’t
escape; they had to stay on the island.
MARTIN: And in fact the species survived there for thousands of years after they’d
become extinct on the mainland.
TUTOR:
So why do you think they died out on the mainland?
ROSIE:
No one’s sure.
MARTIN: Anyway, next we’ll explain how Graham and his team identified the
date when the mammoths became extinct on the island. They concluded that (Q24) the
extinction happened 5,600 years ago, which is a very precise time for a prehistoric
extinction. It’s based on samples they took from mud at the bottom of a lake on the
island. They analysed it to find out what had fallen in over time – bits of plants,
volcanic ash and even DNA from the mammoths themselves. It’s standard procedure,
but it took nearly two years to do.
————————TUTOR:
So why don’t you quickly go through the main sections of your
presentation and discuss what action’s needed for each part?
MARTIN: OK. So for the introduction, we’re using a visual, so once we’ve
prepared that we’re done.
ROSIE:
I’m not sure. I think (Q25) we need to write down all the ideas we want
to include here, not just rely on memory. How we begin the presentation is so
important …
MARTIN:
You’re right.
181
ROSIE:
The discovery of the mammoth tooth is probably the most dramatic part,
but we don’t have that much information, only what we got from the online article. I
thought maybe (Q26) we could get in touch with the researcher who led the team and
ask him to tell us a bit more.
MARTIN:
Great idea. What about the Part with the initial questions asked by the
researchers? We’ve got a lot on that but we need to make it interesting.
ROSIE:
We could (Q27) ask the audience to suggest some questions about it and
then see how many of them we can answer. I don’t think it would take too long.
TUTOR:
Yes that would add a bit of variety.
MARTIN: Then the Part on further research carried out on the island – analysing
the mud in the lake. I wonder if we’ve actually got too much information here, should
we cut some?
ROSIE:
I don’t think so, but it’s all a bit muddled at present.
MARTIN:
pattern.
Yes, (Q28) maybe it would be better if it followed a chronological
ROSIE:
I think so. The findings and possible explanations Part is just about
ready, but we need to practice it (Q29) so we’re sure it won’t overrun.
MARTIN:
I think it should be OK, but yes, let’s make sure.
TUTOR:
In the last section, relevance to the present day, you’ve got some good
ideas but this is where you need to move away from the ideas of others and (Q30) give
your own viewpoint.
MARTIN:
OK, we’ll think about that. Now shall we …
DAY 17
Track 35
21. 50
22. regional
23. carnival
24. drummer
25. film
26. parade
27. D
28. B
29. E
30. F
LIZZIE:
School, Joe?
So how are you getting on with your teaching practice at the High
182
JOE:
Well I’ve been put in charge of the school marching band, and it’s quite
a responsibility. I’d like to talk it over with you.
LIZZIE:
Go ahead. You’d better start by giving me a bit of background.
JOE:
OK. Well the band has students in it from all years, so they’re aged 11 to
18, and there are about (Q21) 50 of them altogether. It’s quite a popular activity within
the school. I’ve never worked with a band of more than 20 before, and this is very
different.
LIZZIE:
I can imagine.
JOE:
They aren’t really good enough to enter national band competitions, but
they’re in a (Q22) regional one later in the term. Even if they don’t win, and I don’t
expect them to, hopefully it’ll be an incentive for them to try and improve.
LIZZIE:
Yes, hopefully.
JOE:
Well, now the town council’s organising a (Q23) carnival in the summer,
and the band has been asked to perform. If you ask me, they aren’t really up to it yet,
and I need to get them functioning better as a band, and in a very short time.
LIZZIE:
Have you been doing anything with them? Apart from practising the
music, I mean.
JOE:
I played a recording I came across, of a (Q24) drummer talking about
how playing in a band had changed his life. I think it was an after-dinner speech. I
thought it was pretty inspiring, because being in the band had stopped him from
getting involved in crime. The students seemed to find it interesting, too.
LIZZIE:
That’s good.
JOE:
I’m planning to show them that old (Q25) film from the 1940s ‘Strike
Up the Band’, and talk about it with the students. What do you think?
LIZZIE:
Good idea. As it’s about a school band, it might make the students
realise how much they can achieve if they work together.
JOE:
That’s what I’ve got in mind. I’m hoping I can take some of the band to
a (Q26) parade that’s going to take place next month. A couple of marching bands will
be performing, and the atmosphere should be quite exciting. It depends on whether I
can persuade the school to hire a coach or two to take us there.
LIZZIE:
Mmm. They sound like good ideas to me.
JOE:
Thanks.
—————————
JOE:
Can I tell you about a few people in the band who I’m finding it quite
difficult to cope with? I’m sure you’ll have some ideas about what I can do.
LIZZIE:
Go ahead.
183
JOE:
There’s a flautist who says she loves playing in the band. We rehearse
twice a week after school, but (Q27) she’s hardly ever there. Then she looks for me
the next day and gives me a very plausible reason – she says she had to help her
mother, or she’s been ill, but to be honest, I don’t believe her.
LIZZIE:
Oh dear! Any more students with difficulties?
JOE:
Plenty! There’s a trumpeter who thinks she’s the best musician in the
band, though she certainly isn’t. (Q28) She’s always saying what she thinks other
people should do, which makes my job pretty difficult.
LIZZIE:
She sounds a bit of a nightmare!
JOE:
You can say that again. One of the trombonists has got an impressive
sense of rhythm, and could be an excellent musician – except that (Q29) he has
breathing difficulties, and he doesn’t really have enough breath for the trombone.
He’d be much better of playing percussion, for instance, but he refuses to give up. So
he ends up only playing half the notes.
LIZZIE:
I suppose you have to admire his determination.
JOE:
Maybe. One of the percussionists isn’t too bad, but (Q30) he never
seems to interact with other people, and he always rushes off as soon as the rehearsal
ends. I don’t know if there are family reasons, or what. But it isn’t good in a band,
where people really need to feel they’re part of a group.
LIZZIE:
Hmm.
JOE:
There are others too, but at least that gives you an idea of what I’m up
against. Do you have any thoughts about what I can do, Lizzie?
Track 36
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
(Example) 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
184
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.
185
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 …
Dictation exercise 8
(1) compromise your looks
(6) petroleum jelly
(2) Dollar store conditioner
(7) sip for 20 minutes
(3) expensive mascara
(8) temporarily swell them
(4) fluff and separate
(9) drops of hot water
(5) unscented one
(10) $471
186
DAY 18
Track 37
21. A
22. C
23. A
24. B
25. B
STEPHANIE:
26. F
27. E
28. C
29. B
30. G
Hello, Trevor.
TREVOR:
Hello, Stephanie. You said you wanted to talk about the course
I’m taking on literature for children.
STEPHANIE:
That’s right. I’m thinking of doing it next year, but I’d like to find
out more about it first.
TREVOR:
OK, well, as you probably know, it’s a one-year course. It’s
divided into six modules, and you have to take all of them. One of the most interesting
ones, for me, at least, was about the purpose of children’s literature.
STEPHANIE:
You mean, whether it should just entertain children or should be
educational, as well.
TREVOR:
Right, and whether the teaching should be factual – giving them
information about the world – or ethical, teaching them values. What’s fascinating is
that (Q21) the writer isn’t necessarily conscious of the message they’re conveying. For
instance, a story might show a child who has a problem as a result of not doing what
an adult has told them to do, implying that children should always obey adults.
STEPHANIE:
I see what you mean.
TREVOR:
That module made me realise how important stories are – they
can have a significant effect on children as they grow up. Actually, (Q22) it inspired
me to have a go at it myself, just for my own interest. I know can’t compete with the
really popular stories, like the Harry Potter books – they’re very good, and even young
kids like my seven-year-old niece love reading them.
STEPHANIE:
in the course?
Mm. I’m very interested in illustrations in stories. Is that covered
TREVOR:
Yes, there’s a module on pictures, and how they’re sometimes
central to the story.
STEPHANIE:
That’s good. I remember some frightening ones I saw as a child
and I can still see them vividly in my mind, years later! Pictures can be so powerful,
187
just as powerful as words. I’ve always enjoyed drawing, so (Q23) that’s the field I
want to go into when I finish the course. I bet that module will be really helpful.
TREVOR:
I’m sure it will. We also studied comics in that module, but I’m
not convinced of their value, not compared with books. One of the great things about
words is that you use your imagination, but with a comic you don’t have to.
STEPHANIE:
But children are so used to visual input – on TV, video games,
and so on. There are plenty of kids who wouldn’t even try to read a book, so I think
(Q24) comics can serve a really useful purpose.
TREVOR:
You mean, it’s better to read a comic than not to read at all? Yes, I
suppose you’re right. I just think its sad when children don’t read books.
STEPHANIE:
go into that?
What about books for girls and books for boys? Does the course
TREVOR:
Yes, there’s a module on it. For years, lots of stories, in English,
at least, assumed that boys went out and did adventurous things and girls stayed at
home and played with dolls. I was amazed (Q25) how many books were targeted at
just one sex or the other. Of course this reflects society as it is when the books are
written.
STEPHANIE:
That’s true. So it sounds as though you think it’s a good course.
TREVOR:
Definitely.
———————————TREVOR:
Have you been reading lots of children’s stories, to help you
decide whether to take the course?
STEPHANIE:
Yeah. I’ve gone as far back as the late seventeenth century,
though I know there were earlier children’s stories.
TREVOR:
So does that mean you’ve read Perrault’s fairy tales? Cinderella,
The Sleeping Beauty, and so on.
STEPHANIE:
Yes. They must be important, (Q26) because no stories of that
type had been written before, there were the first. Then there’s The Swiss Family
Robinson.
TREVOR:
I haven’t read that.
STEPHANIE:
The English name makes it sound as though Robinson is the
family’s surname, but a more accurate translation would be The Swiss Robinsons,
because it’s about (Q27) a Swiss family who are shipwrecked, like Robinson Crusoe
in the novel of a century earlier.
TREVOR:
Well I never knew that!
STEPHANIE:
Have you read Hoffmann’s The Nutcracker and the Mouse King?
188
TREVOR:
Nutcracker?
Wasn’t that (Q28) the basis for Tchaikovsky’s ballet The
STEPHANIE:
That’s right. It has some quite bizarre elements.
TREVOR:
I hope you’ve read Oscar Wilde’s The Happy Prince. It’s
probably my favourite children’s story of all time.
STEPHANIE:
Mine too! And it’s so surprising, because Wilde is best known for
his plays, and most of them are very witty, but The Happy Prince is really moving.
(Q29) I struggled with Tolkien’s The Lord of the Rings – there long books, and I gave
up after one.
TREVOR:
It’s extremely popular, though.
STEPHANIE:
Yeah, but whereas something like The Happy Prince just carried
me along with it, The Lord of the Rings took more effort than I was prepared to give it.
TREVOR:
I didn’t find that – I love it.
STEPHANIE:
Another one I’ve read is War Horse.
TREVOR:
Oh yes. It’s about the First Word War, isn’t it? (Q30) Hardly what
you’d expect for a children’s story.
STEPHANIE:
Exactly, but it’s been very successful. Have you read any …
Track 38
21
22
23
24
25
page
size
graphic(s)
structure
purpose
26
27
28
29
30
assumption(s)
A
C
C
B
HAZEL:
Tom, could I ask you for some advice, please?
TOM:
Yes of course, if you think I can help. What’s it about?
HAZEL:
It’s my first media studies assignment, and I’m not sure how to go about
it. You must have done it last year.
TOM:
Is that the one comparing the coverage of a particular story in a range of
newspapers?
HAZEL:
That’s right.
TOM:
Oh yes, I really enjoyed writing it.
HAZEL:
So what sort of things do I need to compare?
189
TOM:
Well, there are several things. For example, there’s the question of
which page (Q21) of the newspaper the item appears on.
HAZEL:
You mean, because there’s a big difference between having it on the
front page and the bottom of page ten, for instance?
TOM:
Exactly. And that shows how important the editor thinks the story is.
Then there’s the size (Q22) – how many column inches the story is given, how many
columns it spreads over.
HAZEL:
And I suppose that includes the headline.
TOM:
It certainly does. It’s all part of attracting the reader’s attention.
HAZEL:
to the text?
What about graphics (Q23) – whether there’s anything visual in addition
TOM:
Yes, you need to consider those, too, because they can have a big effect
on the reader’s understanding of the story – sometimes a bigger effect than the text
itself. Then you’ll need to look at how the item is put together: what structure (Q24) is
it given? Bear in mind that not many people read beyond the first paragraph, so what
has the journalist put at the beginning? And if, say, three are conflicting opinions
about something, does one appear near the end, where people probably won’t read it?
HAZEL:
And newspapers sometimes give wrong or misleading information,
don’t they? Either deliberately or by accident. Should I be looking at that, too?
TOM:
Yes, if you can. Compare what’s in different versions, and as far as
possible, try and work out what’s true and what isn’t. And that relates to a very
important point: what’s the writer’s purpose (Q25), or at least the most important one,
if they have several. It may seem to be to inform the public, but often it’s that they
want to create fear, or controversy, or to make somebody look ridiculous.
HAZEL:
Gosh, I see what you mean. And I suppose the writer may make
assumptions (Q26) about the reader.
TOM:
That’s right – about their knowledge of the subject, their attitudes, and
their level of education, which means writing so that the readers understand without
feeling patronised. All of that will make a difference to how story is presented.
———————HAZEL:
Does it matter what type of story I write about?
TOM:
No – national or international politics, the arts … Anything, as long as
it’s covered in two or three newspaper. Though of course it’ll be easier and more fun if
it’s something you’re interested in and know something about.
HAZEL:
And on that basis a national news item would be worth analysing – I’m
quite keen on politics, so I’ll try and find a suitable topic (Q27). What did you choose
for your analysis, Tom?
190
TOM:
I was interested in how newspapers express their opinions explicitly, so I
wanted to compare editorials in different papers, but when I started looking. I couldn’t
find two on the same topic (Q28) that I felt like analysing.
HAZEL:
In that case, I won’t even bother to look (Q28).
TOM:
So in the end I chose a human interest story – a terribly emotional story
about a young girl who was very ill, and lots of other people – mostly strangers –
raised money so she could go abroad for treatment. Actually, I was surprised – some
papers just wrote about how wonderful everyone was, but others considered the
broader picture, like why treatment wasn’t available here.
HAZEL:
Hmm, I usually find stories like that raise quite strong feelings in me!
I’ll avoid that (Q29). Perhaps I’ll choose an arts topic (Q30), like different reviews of
a film, or something about funding for the arts – I’ll think about that.
TOM: Yes, that might be interesting.
HAZEL:
OK, well thanks a lot for your help, Tom. It’s been really useful.
TOM:
You’re welcome. Good luck with the assignment, Hazel.
DAY 19
Track 39: Practice Listening Test
1 Jamieson
2 afternoon
3 communication
4 week
5 10/ten
6 suit
7 passport
8 personality
9 feedback
10 time
11
12
13
14
15
16
17
18
19
20
A
B
A
C
river
1422
top
pass
steam
capital
21 G
22 F
23 A
24 E
25 B
26 C
27 C
28 A
29&30 B, D
31
32
33
34
35
36
37
38
39
40
shelte
oil
roads
insects
grass(es)
water
soil
dry
simple
nest(s)
PART 1
AMBER:
Hello William. This is Amber – you said to phone if I wanted to get
more information about the job agency you mentioned. Is now a good time?
191
WILLIAM:
Oh, hi Amber. Yes. Fine. So the agency I was talking about is called
Bankside – they’re based in Docklands – I can tell you the address now – 497
Eastside.
AMBER:
OK, thanks. So is there anyone in particular I should speak to there?
WILLIAM:
The agent I always deal with is called Becky Jamieson.
AMBER:
Let me write that down – Becky …
WILLIAM:
Jamieson (Q1) J-A-M-I-E-S-O-N.
AMBER:
Do you have her direct line?
WILLIAM:
Yes, it’s in my contacts somewhere – right, here we are: 078 double
6, 510 triple 3. I wouldn’t call her until the afternoon (Q2) if I were you – she’s always
really busy in the morning trying to fill last-minute vacancies. She’s really helpful and
friendly so I’m sure it would be worth getting in touch with her for an informal chat.
AMBER:
It’s mainly clerical and admin jobs they deal with, isn’t it?
WILLIAM:
That’s right. I know you’re hoping to find a full-time job in the media
eventually – but Becky mostly recruits temporary staff for the finance sector – which
will look good on your CV – and generally pays better too.
AMBER:
experience.
Yeah – I’m just a bit worried because I don’t have much office
WILLIAM:
I wouldn’t worry. They’ll probably start you as a receptionist, or
something like that. So what’s important for that kind of job isn’t so much having
business skills or knowing lots of different computer systems – it’s communication
(Q3) that really matters – so you’d be fine there. And you’ll pick up office skills really
quickly on the job. It’s not that complicated.
AMBER:
OK good. So how long do people generally need temporary staff for?
It would be great if I could get something lasting at least a month.
WILLIAM:
That shouldn’t be too difficult. But you’re more likely to be offered
something for a week (Q4) at first, which might get extended. It’s unusual to be sent
somewhere for just a day or two.
AMBER:
Right, I’ve heard the pay isn’t too bad – better than working in a shop
or a restaurant.
WILLIAM:
lucky.
Oh yes – definitely. The hourly rate is about £10 (Q5), 11 if you’re
AMBER:
an hour.
That’s pretty good. I was only expecting to get eight or nine pounds
————————————————
WILLIAM:
Do you want me to tell you anything about the registration process?
192
AMBER:
Yes, please. I know you have to have an interview.
WILLIAM:
The interview usually takes about an hour and you should arrange
that about a week in advance.
AMBER:
I suppose I should dress smartly if it’s for office work – I can
probably borrow a suit (Q6) from Mum.
WILLIAM:
Good idea. It’s better to look too smart than too casual.
AMBER:
that?
Will I need to bring copies of my exam certificates or anything like
WILLIAM:
No – they don’t need to see those, I don’t think.
AMBER:
What about my passport? (Q7)
WILLIAM:
Oh yes – they will ask to see that.
AMBER:
OK.
WILLIAM:
I wouldn’t get stressed about the interview though. It’s just a chance
for them to build a relationship with you – so they can try and match you to a job
which you’ll like. So there are questions about personality (Q8) that they always ask
candidates – fairly basic ones. And they probably won’t ask anything too difficult like
what your plans are for the future.
AMBER:
Hope not.
WILLIAM:
Anyway, there are lots of benefits to using an agency – for example,
the interview will be useful because they’ll give you feedback (Q9) on your
performance so you can improve next time.
AMBER:
And they’ll have access to jobs which aren’t advertised.
WILLIAM:
Exactly – most temporary jobs aren’t advertised.
AMBER:
And I expect finding a temporary job this way takes a lot less time
(Q10) – it’s much easier than ringing up individual companies.
WILLIAM:
Yes indeed. Well I think …
PART 2
Good morning. My name’s Erica Matthews, and I’m the owner of Matthews Island
Holidays, a company set up by my parents. Thank you for coming to this presentation,
in which I hope to interest you in what we have to offer. We’re a small, family-run
company, and we believe in the importance of the personal touch, so we don’t aim to
compete with other companies on the number of customers. What we do is build on
our many years’ experience – more than almost any other rail holiday company (Q11)
193
– to ensure we provide perfect holidays in a small number of destinations, which
we’ve got to know extremely well.
I’ll start with our six-day Isle of Man holiday. This is a fascinating island in the Irish
Sea, with Wales to the south, England to the east, Scotland to the north and Northern
Ireland to the west. Our holiday starts in Heysham, where your tour manager will meet
you (Q12), then you’ll travel by ferry to the Isle of Man. Some people prefer to fly
from Luton instead, and another popular option is to go by train to Liverpool and take
a ferry from there.
You have five nights in the hotel, and the price covers five breakfasts and dinners, and
lunch on the three days when there are organised trips (Q13): day four is free, and
most people have lunch in a café or restaurant in Douglas.
The price of the holiday includes the ferry to the Isle of Man, all travel on the island,
the hotel, and the meals I’ve mentioned. Incidentally, we try to make booking our
holidays as simple and fair as possible, so unlike with many companies, the price is
the same whether you book six months in advance or at the last minute, and there’s no
supplement for single rooms in hotels. If you make a booking then need to change the
start date, for example because of illness, you’re welcome to change to an alternative
date or a different tour, for a small administrative fee. (Q14)
——————————OK, so what does the holiday consist of? Well, on day one you’ll arrive in time for a
short introduction by your tour manager, followed by dinner in the hotel. The dining
room looks out at the river (Q15), close to where it flows into the harbour, and there’s
usually plenty of activity going on.
On day two you’ll take the coach to the small town of Peel, on the way calling in at
the Tynwald Exhibition. The Isle of Man isn’t part of the United Kingdom, and it has
its own parliament, called Tynwald. It’s claimed that this is the world’s oldest
parliament that’s still functioning, and that it dates back to 979. However, the earliest
surviving reference to it is from 1422 (Q16), so perhaps it isn’t quite as old as it
claims!
Day three we have a trip to the mountain Snaefell. This begins with a leisurely ride
along the promenade in Douglas in a horse-drawn tram. Then you board an electric
train which takes you to the fishing village of Laxey. From there it’s an
eight-kilometre ride in the Snaefell Mountain Railway to the top (Q17). Lunch will be
in the café, giving you spectacular views of the island.
Day four is free for you to explore, using the pass (Q18) which we’ll give you. So you
won’t have to pay for travel on local transport, or for entrance to the island’s heritage
sites. Or you might just want to take it easy in Douglas and perhaps do a little light
shopping.
194
The last full day, day five, is for some people the highlight of the holiday, with a ride
on the steam (Q19) railway, from Douglas to Port Erin. After some time to explore, a
coach will take you to the headland that overlooks the Calf of Man, a small island just
off the coast. From there you continue to Castletown, which used to be the capital
(Q20) of the Isle of Man, and its mediaeval castle.
And on day six it’s back to the ferry – or the airport, if you flew to the island – and
time to go home.
Now I’d like to tell you …
PART 3
RUTH:
week?
Ed, how are you getting on with the reading for our presentation next
ED:
Well, OK, Ruth – but there’s so much of it.
RUTH:
I know, I hadn’t realized birth order was such a popular area of research.
ED:
But the stuff on birth order and personality is mostly unreliable. From
what I’ve been reading a lot of 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 a nurturing – certainly in the past when people had large families
they would have been expected to look after the younger ones. (Q21)
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 (Q22) – 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.
195
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 (Q23) – 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 (Q24) 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 (Q25) 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. (Q26)
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 (Q27). The more siblings there are, the likelier the family is to have a low
socioeconomic status – which can also account for differences between siblings in
academic performance.
RUTH:
The oldest boy might be given more opportunities than his younger
sisters, for example.
ED:
Exactly.
196
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.
(Q28)
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 found a lot
but I think this has made me a stronger person. I know how to defend myself
(Q29/Q30). We had some terrible arguments and I would have died rather than
apologise to him – but we had to put up with each other (Q29/Q30) 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 me brothers use any of
my stuff …
RUTH:
That’s perfectly normal, whereas …
PART 4
Today I’m going to talk about the eucalyptus tree. This is a very common tree here in
Australia, where it’s also sometimes called the gum tree. First I’m going to talk about
why it’s important, then I’m going to describe some problems it faces at present.
Right, well the eucalyptus tree is an important tree for lots of reasons. For example, it
gives shelter (Q31) to creatures like birds and bats, and these and other species also
depend on it for food, particularly the nectar from its flowers. So it supports
biodiversity. It’s useful to us humans too, because we can kill germs with a
disinfectant made from oil (Q32) extracted from eucalyptus leaves.
The eucalyptus grows all over Australia and the trees can live for up to four hundred
years. So it’s alarming that all across the country, numbers of eucalyptus are falling
because the trees are dying off prematurely. So what are the reasons for this?
One possible reason is disease. As far back as the 1970s the trees started getting a
disease called Mundulla Yellows. The trees’ leaves would gradually turn yellow, then
the tree would die. It wasn’t until 2004 that they found the cause of the problem was
lime, or calcium hydroxide to give it its proper chemical name, which was being used
in the construction of roads (Q33). The lime was being washed away into the ground
and affecting the roots of the eucalyptus trees nearby. What is was doing was
197
preventing the trees from sucking up the iron they needed for healthy growth. When
this was injected back into the affected trees, they immediately recovered.
But this problem only affected a relatively small number of trees. By 2000, huge
numbers of eucalyptus were dying along Australia’s East Coast, of a disease known as
Bell-miner Associated Die-back. The bell-miner is a bird, and the disease seems to be
common where there are high populations of bell-miners. Again it’s the leaves of the
trees that are affected. What happens is that insects (Q34) settle on the leaves and eat
their way round them, destroying them as they go, and at the same time they secrete a
solution which has sugar in it. The bell-miner birds really like this solution, and in
order to get as much as possible, they keep away other creatures that might try to get
it. So these birds and insects flourish at the expense of other species, and eventually so
much damage is done to the leaves that the tree dies.
————————–
But experts say that trees can start looking sick before any sign of Bell-miner
Associated Die-back. So it looks as if the problem might have another explanation.
One possibility is that it’s to do with the huge bushfires that we have in Australia. A
theory proposed over 40 years ago be ecologist William Jackson is that the frequency
of bushfires in a particular region affects the type of vegetation that grows there. If
there are very frequent bushfires in a region, this encourages grass (Q35) to grow
afterwards, while if the bushfires are rather less frequent, this results in the growth of
eucalyptus forests.
So why is this? Why do fairly frequent bushfires actually support the growth of
eucalyptus? Well, one reason is that the fire stops the growth of other species which
would consume water (Q36) needed by eucalyptus trees. And there’s another reason.
If these other quick-growing species of bushes and plants are allowed to proliferate,
they harm the eucalyptus in another way, by affecting the composition of the soil
(Q37), and removing nutrients from it. So some bushfires are actually essential for the
eucalyptus to survive as long as they are not too frequent. In fact there’s evidence that
Australia’s indigenous people practised regular burning of bush land for thousands of
years before the arrival of the Europeans.
But since Europeans arrived on the continent, the number of bushfires has been
strictly controlled. Now scientists believe that this reduced frequency of bushfires to
low levels had led to what’s known as ‘dry (Q38) rainforest’, which seems an odd
name as usually we associate tropical rainforest with wet conditions. And what’s
special about this type of rainforest? Well, unlike tropical rainforest which is a rich
ecosystem, this type of ecosystem is usually a simple (Q39) one. It has very thick,
dense vegetation, but not much variety of species. The vegetation provides lots of
shade, so one species that does find it ideal is the bell-miner bird, which builds its
198
nests (Q40) in the undergrowth there. But again that’s not helpful for the eucalyptus
tree.
DAY 20
Track 40
1 Eustatis
2 review
3 dance
4 Chat
5 healthy
6 posters
7 wood
8 lake
9 insects
10 blog
11
12
13
14
15
16
17
18
19
20
C
A
B
C
E
C
B
A
G
D
21&22 B, D
23&24 B, C
25 G
26 B
27 D
28 C
29 H
30 F
31
32
33
34
35
36
37
38
39
40
Irrigation
women
wire(s)
seed(s)
posts
transport
preservation
fish(es)
bees
design
PART 1
TIM:
Good morning. You’re through to the tourist information office, Tim
speaking. How can I help you?
JEAN:
Oh hello. Could you give me some information about next month’s
festival, please? My family and I will be staying in the town that week.
TIM:
Of course. Well it starts with a concert on the afternoon of the 17th.
JEAN:
don’t they?
Oh I heard about that. The orchestra and singers come from the USA,
TIM:
They’re from Canada. They’re very popular over there. They’re going to
perform a number of well-known pieces that will appeal to children as well as adults.
JEAN:
That sounds good. My whole family are interested in music.
TIM:
The next day, the 18th, there’s a performance by a ballet company called
Eustatis. (Q1)
JEAN:
Sorry?
TIM:
The name is spelt E-U-S-T-A-T-I-S. They appeared in last year’s
festival, and went down very well. Again, their programme is designed for all ages.
JEAN:
Good. I expect we’ll go to that. I hope there’s going to be a play during
the festival, a comedy, ideally.
199
TIM:
You’re in luck! On the 19th and 20th a local amateur group are
performing one written by a member of group. It’s called Jemima. That’ll be on in the
town hall. They’ve already performed it two or three times. I haven’t seen it myself,
but the review (Q2) in the local paper was very good.
JEAN:
And is it suitable for children?
TIM:
Yes, in fact it’s aimed more at children than at adults, so both
performances are in the afternoon.
JEAN:
And what about dance (Q3) ? Will there by any performances?
TIM:
Yes, also on the 20th, but in the evening. A professional company is
putting on a show of modern pieces, with electronic music by young composers.
JEAN:
Uh-huh.
TIM:
The show is about how people communicate, or fail to communicate,
with each other, so it’s got the rather strange name, Chat. (Q4)
JEAN:
online.
I suppose that’s because that’s something we do both face to face and
TIM:
That’s right.
———————TIM:
Now there are also some workshops and other activities. They’ll all take
place at least once every day, so everyone who wants to take part will have a chance.
JEAN:
Good. We’re particularly interested in cookery – you don’t happen to
have a cookery workshop, do you?
TIM:
We certainly do. It’s going to focus on how to make food part of a
healthy (Q5) lifestyle, and it’ll show that even sweet things like cakes can contain
much less sugar than they usually do.
JEAN:
cook.
That might be worth going to. We’re trying to encourage our children to
TIM:
Another workshop is just for children, and that’s on creating posters
(Q6) to reflect the history of the town. The aim is to make children aware of how both
the town and people’s lives have changed over the centuries. The results will be
exhibited in the community centre. Then the other workshop is in toy-making, and
that’s for adults only.
JEAN:
Oh, why’s that?
TIM:
Because it involves carpentry – participants will be making toys out of
wood (Q7), so there’ll be a lot of sharp chisels and other tools around.
JEAN:
It makes sense to keep children away from it.
200
TIM:
Exactly. Now let me tell you about some of the outdoor activities.
There’ll be supervised wild swimming …
JEAN:
Wild swimming? What’s that?
TIM:
It just means swimming in natural waters, rather than a swimming pool.
JEAN:
Oh OK. In a lake (Q8), for instance.
TIM:
Yes, there’s a beautiful one just outside the town, and that’ll be the
venue for the swimming. There’ll be lifeguards on duty, so it’s suitable for all ages.
And finally, there’ll be a walk in some nearby woods every day. The leader is an
expert on insects (Q9). He’ll show some that live in the woods, and how important
they are for the environment. So there are going to be all sorts of different things to do
during the festival.
JEAN:
There certainly are.
TIM:
If you’d like to read about how the preparations for the festival are
going, the festival organizer is keeping a blog (Q10). Just search online for the festival
website, and you’ll find it.
JEAN:
Well, thank you very much for all the information.
TIM:
You’re welcome. Goodbye.
JEAN:
Goodbye.
PART 2
WOMAN:
I’m very pleased to welcome this evening’s guest speaker, Mark Logan, who’s
going to tell us about the recent transformation of Minster Park. Over to you, Mark.
MARK:
Thank you. I’m sure you’re all familiar with Minster Park. It’s been a feature of
the city for well over a century, and has been the responsibility of the city council for
most of that time. What perhaps isn’t so well known is the origin of the park: unlike
many public parks that started in private ownership, as the garden of a large house, for
instance, Minster was some waste land, which people living nearby started planting
with flowers in 1892 (Q11). It was unclear who actually owned the land, and this
wasn’t settled until 20 years later, when the council took possession of it.
You may have noticed the statue near one of the entrances. It’s of Diane
Gosforth, who played a key role in the history of the park. Once the council had
become the legal owner, it planned to sell the land for housing. Many local people
(Q12) wanted it to remain a place that everyone could go to, to enjoy the fresh air and
natural environment – remember the park is in a densely populated residential area.
201
Diane Gosforth was one of those people, and she organised petitions and
demonstrations (Q12), which eventually made the council change its mind about the
future of the land.
Soon after this the First World War broke out, in 1914, and most of the park
was dug up and planted with vegetables (Q13), which were sold locally. At one stage
the army considered taking in over for troop exercises and got as far as contacting the
city council, then decided the park was too small to be of use. There were occasional
public meetings during the war, in an area that had been retained as grass.
After the war, the park was turned back more or less to how it had been before
1914, and continued almost unchanged until recently. Plans for transforming it were
drawn up at various times, most recently in 2013, though they were revised in 2015,
before any work had started. The changes finally got going in 2016 (Q14), and were
finished on schedule last year.
————————OK, let me tell you about some of the changes that have been made – and some
things that have been retained. If you look at this map, you’ll see the familiar outline
of the park, with the river forming the northern boundary, and a gate in each of the
other three walls. The statue of Diane Gosforth has been moved: it used to be close to
the south gate, but it’s now immediately to the north of the lily pond, almost in the
centre of the park (Q15), which makes it much more visible.
There’s a new area of wooden sculptures, which are on the river bank, where
the path from the east gate makes a sharp bend. (Q16)
There are two areas that are particularly intended for children. The
playground has been enlarged and improved, and that’s between the river and the path
that leads from the pond to the river. (Q17)
Then there’s a new maze, a circular series of paths, separated by low hedges.
That’s near the west gate – you go north from there towards the river and then turn left
to reach it. (Q18)
There have been tennis courts in the park for many years, and they’ve been
doubled, from four to eight. They’re still in the south-west corner of the park, where
there’s a right-angle bend in the path. (Q19)
Something else I’d like to mention is the new fitness area. This is right next
to the lily pond on the same side as the west gate. (Q20)
Now, as you’re all gardeners, I’m sure you’ll like to hear about the plants that
have been chosen for the park.
PART 3
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CATHY:
doing.
OK, Graham, so let’s check we both know what we’re supposed to be
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
does on here (Q21/Q22). And it’s included in the information that’s sent to people
who are considering applying to study here next year. (Q21/Q22)
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:
literature, do we?
Right. We don’t have to cover the whole range of 19th-century
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 (Q23/Q24), 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. (Q23/Q24)
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 Dicken’s novels in the order they were
published, in the hope you’d agree to focus on him!
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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. (Q25)
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. (Q26)
GRAHAM:
Good idea. What’s next?
CATHY:
didn’t he?
Maybe Nicholas Nickleby. Actually he taught in a really cruel school,
GRAHAM:
That’s right. But there’s also the company of touring actors that
Nicholas joins. We could do something on theatres and other amusements of the time.
(Q27) 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. (Q28)
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. (Q29)
GRAHAM:
Yes, I like that.
CATHY:
What shall we take next? Little Dorrit? Old Mr Dorrit has been in a
debtors’ prison for years …
204
GRAHAM:
So was Dicken’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? (Q30)
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.
PART 4
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 (Q31), 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 (Q32) 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 (Q33) 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 (Q34) 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 (Q35)
that supported the fences around the fields.
———————-
205
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 (Q36), 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. (Q37)
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 (Q38) – 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 (Q39), 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 (Q40), as
mistakes made at this stage may be hard to correct later on.
The programme demonstrates that sustainable development is possible in areas where
…
DAY 21
Track 41
1 & 2 C, E
3 & 4 B, E
5 D
6 C
7 A
8 H
9 F
10 G
Art Projects
JESS: How are you getting on with your art project, Tom?
206
TOM: OK. Like, they gave us the theme of birds to base our project on, and I'm not
really all that interested in wildlife. But I'm starting to get into it. I've pretty well
finished the introductory stage.
JESS: So have I. When they gave us all those handouts with details of books and
websites to look at (Q1/2), I was really put off, but the more I read, the more
interested I got.
TOM: Me too. I found I could research so many different aspects of birds in art colour, movement, texture. So I was looking forward to the Bird Park visit.
JESS: What a letdown! It poured with rain and we hardly saw a single bird. Much less
use than the trip to the Natural History Museum (Q1/2).
TOM: Yeah, I liked all the stuff about evolution there. The workshop sessions with Dr
Fletcher were good too, especially the brainstorming sessions.
JESS: I missed those because I was ill. I wish we could've seen the projects last year's
students did.
TOM: Mm. I suppose they want us to do our own thing, not copy.
JESS: Have you drafted your proposal yet?
TOM: Yes, but I haven't handed it in. I need to amend some parts. I've realized the
notes from my research are almost all just descriptions, I haven't actually evaluated
anything. So I'll have to fix that (Q3/4).
JESS: Oh, I didn't know we had to do that. I'll have to look at that too. Did you do a
timeline for the project?
TOM: Yes, and a mind map.
JESS: Yeah, so did I. I quite enjoyed that. But it was hard having to explain the basis
for my decisions in my action plan.
TOM: What?
JESS: You know, give a rationale.
TOM: I didn't realise we had to do that. OK, I can add it now. And I've done the video
diary presentation, and worked out what I want my outcome to be in the project.
JESS: Someone told me it's best not to be too precise about your actual outcome
(Q3/4) at this stage, so you have more scope to explore your ideas later on. So I'm
going to go back to my proposal to make it a bit more vague.
TOM: Really? OK, I'll change that too then.
TOM: One part of the project I'm unsure about is where we choose some paintings of
birds and say what they mean to us. Like, I chose a painting of a falcon by Landseer. I
like it because the bird's standing there with his head turned to one side, but he seems
to be staring straight at you. But I can't just say it's a bit scary, can I?
207
JESS: You could talk about the possible danger suggested by the bird's look (Q5).
TOM: Oh, OK.
JESS: There's a picture of a fish hawk by Audubon I like. It's swooping over the water
with a fish in its talons, and with great black wings which take up most of the picture.
TOM: So you could discuss it in relation to predators and food chains?
JESS: Well actually I think I'll concentrate on the impression of rapid motion it gives.
TOM: Right.
JESS: Do you know that picture of a kingfisher by van Gogh - it's perching on a reed
growing near a stream.
TOM: Yes it's got these beautiful blue and red and black shades.
JESS: Mm hm. I've actually chosen it because I saw a real kingfisher once when I was
little. I was out walking with my grandfather (Q7), and I've never forgotten it.
TOM: So we can use a personal link?
JESS: Sure.
TOM: OK. There's a portrait called William Wells, I can't remember the artist but it's
a middle-aged man who's just shot a bird. And his expression, and the way he's
holding the bird in his hand suggests he's not sure about what he's done. To me it's
about how ambiguous people are in the way they exploit the natural world (Q8).
JESS: Interesting. There's Gauguin's picture Vairumati. He did it in Tahiti. It's a
woman with a white bird behind her that is eating a lizard, and what I'm interested in
is what idea this bird refers to. Apparently, it's a reference to the never-ending cycle of
existence (Q9).
TOM: Wow. I chose a portrait of a little boy. Giovanni de Medici. He's holding a tiny
bird in one fist. I like the way he's holding it carefully so he doesn't hurt it (Q10).
JESS: Ah right.
Track 42
1&2 A, C
3&4 B, C
5 D
6 F
7 A
8 H
9 C
10 G
Hello everyone. My name’s Megan Baker and I’m a recruitment consultant at AVT
Recruitment specialists.
208
Now, our company specializes in positions that involve working in the agriculture and
horticulture sectors, so that’s fresh food production, garden and park maintenance and
so on. And these sectors do provide some very special career opportunities. For a start,
they often offer opportunities for those who don’t want to be stuck with a 40-hour
week, but need to juggle work with other responsibilities (Q1/Q2) such as child care –
and this is very important for many of our recruits. Some people like working in a
rural setting, surrounded by plants and trees instead of buildings, although we can’t
guarantee that. But there are certainly health benefits, especially in jobs where you’re
not sitting all day looking at a screen (Q1/Q2) – a big plus for many people. Salaries
can sometimes be good too, although there’s a lot of variety here. And you may have
the opportunity in some types of jobs for travel overseas, although that obviously
depends on the job, and not everyone is keen to do it.
Of course, working outdoors does have its challenges. It’s fine in summer, but can be
extremely unpleasant when it’s cold and windy (Q3/Q4). You may need to be pretty fit
for some jobs, though with modern technology that’s not as important as it once was.
And standards of health and safety are much higher now than they used to be, so there
are fewer work-related accidents. But if you like a lively city environment surrounded
by lots of people, these jobs are probably not for you – they’re often in pretty remote
areas (Q3/Q4). And some people worry about finding a suitable place to live, but in
our experience, this usually turns out fine.
————————
Now let me tell you about some of the exciting jobs that we have on our books right
now.
One is for a fresh food commercial manager. Our client here is a very large fresh food
producer supplying a range of top supermarkets. They operate in a very fast-paced
environment (Q5) with low profit margins – the staff there work hard, but they play
hard as well, so if you’ve a sociable personality this may be for you.
We have an exciting post as an agronomist advising farmers on issues such as crop
nutrition, protection against pests, and the latest legislation on farming and
agricultural practices. There are good opportunities for the right person to quickly
make their way up the career ladder (Q6), but a deep knowledge of the agricultural
sector is expected of applicants.
A leading supermarket is looking for a fresh produce buyer who is available for a
12-month maternity cover (Q7) contract. You need to have experience in
209
administration, planning and buying in the fresh produce industry, and in return will
receive a very competitive salary.
We have also received a request for a sales manager for a chain of garden centres. You
will be visiting centres in the region (Q8) to ensure their high levels of customer
service are maintained. This post is only suitable for someone who is prepared to live
in the region.
There is also a vacancy for a tree technician to carry out tree cutting, forestry and
conservation work. Candidates must have a clean driving license and have training in
safety procedures. A year’s experience would be preferred but the company might be
prepared to consider someone who has just completed an appropriate training course.
(Q9)
Finally, we have a position for a farm worker. This will involve a wide range of farm
duties including crop sowing and harvesting, machine maintenance and animal care.
Perks of the job include the possibility of renting a small cottage on the estate (Q10),
and the chance to earn a competitive salary. A driving license and tractor driving
experience are essential.
Dictation exercise 9
(1) mysterious ingredient
(6) a truffle is unused
(2) totally obsessed
(7) imperfections
(3) dealer of sorts
(8) dining restaurants
(4) desirable regions
(9) 15,000
(5) rare and hard
(10) escape truffles
DAY 22
Track 43
21 & 22 B, C
23 & 24 B, C
25 C
26
27
28
29
30
210
F
D
E
B
A
Good morning, everyone, and welcome to Stevenson’s, one of the country’s major
manufacturers of metal goods. Thank you for choosing us for your two weeks of work
experience. My name is Julia Simmons, and since the beginning of this year I’ve been
the managing director.
Stevenson’s is quite an old company. Like me, the founder, Ronald Stevenson, went
into the steel industry when he left school – that was in 1923. He set up this company
when he finished his apprenticeship, in 1926 (Q1), although he actually started
making plans two years earlier, in 1924. He was a very determined young man!
Stevenson’s long-term plan was to manufacture components for the machine tools
industry – although in fact that never came about – and for the automotive industry,
that is, cars and lorries. However, there was a delay of five years before that happened,
because shortly before the company went into production, Stevenson was given the
opportunity to make goods for hospitals and other players in the healthcare industry,
so that’s what we did for the first five years (Q2).
Over the years, we’ve expanded the premises considerably – we were lucky that the
site is big enough, so moving to a new location has never been necessary (Q3).
However, the layout is far from ideal for modern machinery and production methods,
so we intend to carry out major refurbishment of this site (Q3) over the next five
years.
I’d better give you some idea of what you’ll be doing during your two weeks with us,
so you know what to expect. Most mornings you’ll have a presentation from one of
the managers (Q4), to learn about their department, starting this morning with research
and development. And you’ll all spend some time in each department, observing
what’s going on and talking to people – as long as you don’t stop them from doing
their work altogether! In the past, a teacher from your school has come in at the end of
each week to find out how the group was getting on, but your school isn’t able to
arrange that this year.
————————OK, now I’ll briefly help you to orientate yourselves around the site. As you can see,
we’re in the reception area, which we try to make attractive and welcoming to visitors.
There’s a corridor running left from here, and if you go along that, the door facing you
at the end is the entrance to the coffee room. This looks out onto the main road on one
side, and some trees on the other (Q5), and that’ll be where you meet each morning.
211
The factory is the very big room on the far side of the site. Next to it is the warehouse,
which can be accessed by lorries going up the road to the turning area at the end. You
can get to the warehouse by crossing to the far side of the courtyard, and then the door
is on your right (Q6).
Somewhere you’ll be keen to find is the staff canteen. This is right next to reception
(Q7). I can confidently say that the food’s very good, but the view isn’t. The windows
on one side look onto a corridor and courtyard, which aren’t very attractive at all, and
on the other onto the access road, which isn’t much better.
You’ll be using the meeting room quite often, and you’ll find it by walking along the
corridor to the left of the courtyard, and continuing along it to the end. The meeting
room is the last one on the right (Q8), and I’m afraid there’s no natural daylight in the
room.
Then you’ll need to know where some of the offices are. The human resources
department is all the front of this building, so you head to the left along the corridor
from reception, and it’s the second room you come to. It looks out onto the main road
(Q9).
And finally, the boardroom (Q10), where you’ll be meeting sometimes. That has quite
a pleasant view, as it looks out on to the trees. Go along the corridor past the
courtyard, right to the end. The boardroom is on the left, next to the factory.
OK, now are there any questions before we …
Track 44
11
12
13
14
A
C
B
B
15&16 A, D
17&18 B, C
19&20 D, E
So, hello everyone. My name’s Lou Miller and I’m going to be your tour guide today
as we take this fantastic boat trip around the Tasmanian coast. Before we set off, I just
want to tell you a few things about our journey.
Our boats aren’t huge as you can see. We already have three staff members on board
and on top of that, we can transport a further fifteen people – that’s you – around the
coastline. But please note if there are more than nine people on either side of the boat,
we’ll move some of you over (Q1), otherwise all eighteen of us will end up in the sea!
212
We’ve recently upgraded all our boats. They used to be jet black, but our new ones
now have these comfortable dark red seats and a light-green exterior (Q2) in order to
stand out from others and help promote our company. This gives our boats a rather
unique appearance, don’t you think?
We offer you a free lunchbox during the trip and we have three types. Lunchbox 1
contains ham and tomato sandwiches. Lunchbox 2 contains a cheddar cheese roll (Q3)
and Lunchbox 3 is salad-based and also contains eggs and tuna. All three lunch boxes
also have a packet of crisps and chocolate bar inside. Please let staff know which
lunchbox you prefer.
I’m sure I don’t have to ask you not to throw anything into the sea. We don’t have any
bins to put litter in, but Jess, myself or Ray, our other guide, will collect it from you
(Q4) after lunch and put it all in a large plastic sack.
————————–
The engine on the boat makes quite a lot of noise so before we head off, let me tell
you a few things about what you’re going to see.
This area is famous for its ancient lighthouse, which you’ll see from the boat as we
turn past the first little island. It was built in 1838 to protect sailors as a number of
shipwrecks had led to significant loss of life (Q5/6). The construction itself was
complicated as some of the original drawings kept by the local council show. It sits
right on top of the cliffs in a very isolated spot. In the nineteenth century there were
many jobs there, such as polishing the brass lamps, chopping firewood and cleaning
windows, that kept lighthouse keepers busy. These workers were mainly prison
convicts until the middle of that century when ordinary families willing to live in such
circumstances took over. (Q5/6)
Some of you have asked me what creatures we can expect to see. I know everyone
loves the penguins, but they’re very shy and, unfortunately, tend to hide from passing
boats, but you might see birds in the distance, such as sea eagles, flying around the
cliff edges where they nest. When we get to the rocky area inhabited by fur seals,
we’ll stop and watch them swimming around the coast. They’re inquisitive creatures
so don’t be surprised if one pops up right in front of you (Q7/8). Their predators, orca
whales, hunt along the coastline too, but spotting one of these is rare. Dolphins, on the
other hand, can sometimes approach on their own or in groups as they ride the waves
beside us. (Q7/8)
Lastly, I want to mention the caves. Tasmania is famous for its caves and the ones
we’ll pass by are so amazing that people are lost for words when they see them. They
213
can only be approached by sea (Q9/10), but if you feel that you want to see more than
we’re able to show you, then you can take a kayak into the area on another day and
one of our staff will give you more information on that. What we’ll do is to go through
a narrow channel, past some incredible rock formations and from there we’ll be able
to see the openings to the caves, and at that point we’ll talk to you about what lies
beyond. (Q9/10)
DAY 23
Track 45
PART 1
1
2
3
4
5
family
fit
hotels
Carrowniskey
week
6 bay
7 September
8 19 / nineteen
9 30 / thirty
10 boots
WOMAN: Jack, I’m thinking of taking the kids to the seaside on a surfing
holiday this summer and I wanted to ask your advice – as I know you’re such an
expert.
JACK:
Well, I don’t know about that, but yes, I’ve done a bit of surfing over
the years. I’d thoroughly recommend it. I think it’s the kind of holiday all the
family can enjoy together (Q1). The thing about surfing is that it’s great for all ages
and all abilities. My youngest started when he was only three!
WOMAN: Wow! But it’s quite physically demanding, isn’t it? I’ve heard you
need to be pretty fit. (Q2)
JACK:
Yes. You’ll certainly learn more quickly and won’t tire as easily.
WOMAN: Well – that should be OK for us. You’ve been surfing a few times in
Ireland, haven’t you?
JACK:
realise.
Yes. There’s some great surfing there, which people don’t always
WOMAN: And which locations would you recommend? – there seem to be quite
a few.
JACK:
Yes, there are loads. Last year we went to County Donegal. There
are several great places to surf there.
214
WOMAN: What about in County Clare? I read that’s also really good for surfing.
JACK:
Yes, it is. I’ve been there a few times. Most people go to Lahinch.
My kids love it there. The waves aren’t too challenging and the town is very lively.
WOMAN: Are there good hotels there? (Q3)
JACK:
Yes – some very nice ones and there are also a few basic hostels and
campsites. It’s great if you need lessons as the surf schools are excellent.
WOMAN: Sounds good.
JACK:
Yes and there’s lots to see in the area – like those well-known cliffs –
… I’ve forgotten the name of them …
WOMAN: Oh don’t worry – I can look them up.
JACK:
I’ve also been surfing in County Mayo, which is less well-known for
surfing, but we had a really good time. That was a few years ago when the kids
were younger. There’s a good surf school at Carrowniskey beach. (Q4)
WOMAN: How do you spell that?
JACK:
C-A-double R-O-W-N-I-S-K-E-Y
WOMAN: OK.
JACK:
I put the kids into the surf camp they run during the summer for
10-16 year olds.
WOMAN: Oh right. How long was that for?
JACK:
Three hours every day for a week (Q5). It was perfect – they were so
tired out after that.
WOMAN: I can imagine.
JACK:
One thing we did while the kids were surfing was to rent some
kayaks to have a look around the bay which is nearby (Q6). It’s really beautiful.
WOMAN: Oh, I’d love to do that.
————————WOMAN: Now the only time I went to Ireland it rained practically every day.
JACK:
know.
Mmm yes – that can be a problem – but you can surf in the rain, you
WOMAN: It doesn’t have the same appeal, somehow.
JACK:
Well, the weather’s been fine the last couple of years when I’ve been
there, but actually, it tends to rain more in August than in the spring or autumn.
September’s my favourite month because the water is warmer then. (Q7)
WOMAN: The only problem is that the kids are back to school then.
215
JACK:
I know. But one good thing about Irish summers is that it doesn’t get
too hot. The average temperature is about 19 degrees (Q8) and it usually doesn’t go
above 25 degrees.
WOMAN: That sounds alright. Now what about costs?
JACK:
Surfing is a pretty cheap holiday really – the only cost is the hire of
equipment. You can expect to pay a daily rate of about 30 euros for the hire of a
wetsuit and board (Q9) – but you can save about 40 euros if you hire by the week.
WOMAN: That’s not too bad.
JACK:
No. It’s important to make sure you get good quality wetsuits –
you’ll all get too cold if you don’t. And make sure you also get boots. They keep
your feet warm and it’s easier to surf with them on too. (Q10)
WOMAN: OK. Well, thanks very much …
PART 2
11&12 B, E
13 C
14 C
15 A
16
17
18
19
20
E
D
G
F
C
Good afternoon. My name’s Mrs Carter and I run the before and after school
extended hours childcare service. I hope you’ve had a chance to have a good look
around the school and talk to staff and pupils. I know that many of you are
interested in using our childcare service when your child joins the school, and
perhaps you already know something about it, but for those that don’t, I’ll go
through the main details now.
We offer childcare for children from the ages of four to eleven both before and
after school. I know that many parents who work find this service invaluable. You
can leave your child with us safe in the knowledge that they will be extremely well
cared for.
We are insured to provide care for up to 70 children (Q11/12), although we rarely
have this many attending at any one session. I think we generally expect around
50-60 children for the afternoon sessions and about half that number for the
breakfast sessions (Q11/12). Although we currently do have 70 children registered
216
with us, not all of these attend every day. It’s ten years since we began offering an
extended hours service and we’ve come a long way during that time. When we first
opened, we only had about 20 children attending regularly.
We try to keep our costs as low as we can and we think we provide very good
value for money. For the afternoon sessions, which run from 3.30 until 6 p.m., it’s
£7.20 (Q13). But if you prefer, you can pay for one hour only, which costs £3.50,
or two hours which costs £5.70.
The cost of the child care includes food and snacks. They’ll be given breakfast in
the morning and in the afternoon, a healthy snack as soon as they finish school. At
5 p.m. children are given something more substantial, such as pasta or a casserole
(Q14). Please inform us of any allergies that your child might have and we’ll make
sure they’re offered a suitable alternative.
As you may know, the childcare service runs through the school holidays from 8am
to 6pm. We offer a really varied and exciting programme to keep the children
entertained – we don’t want them to feel as if they are still at school! It will also
feel different because they’ll get the chance to make new friends with children
from other schools – spaces are available for them (Q15) because a lot of our
term-time children don’t always attend during the holiday. In the past, parents have
asked if children over the age of 11 are allowed to come with their younger
brothers and sisters – but I’m afraid we’re unable to do this because of the type of
insurance we have.
————————
So now let me tell you about some of the activities that your child can do during
the after-school sessions. As well as being able to use the playground equipment,
computers and the library, there is usually at least one ‘special’ activity that
children can do each day. For example, Spanish. We have a specialist teacher
coming in every Thursday to give a basic introduction to the language through
games and songs. She does two sessions: one for the over 8s and one for the
younger children. This is the only activity which we have to make an extra charge
for (Q16) – but it’s well worth it.
Once a week the children have the opportunity to do some music. We’re very lucky
that one of our staff is a member of a folk band. On Mondays, she teaches singing
and percussion to groups of children. We do rely on parental support for this (Q17),
217
so if any of you sing or play an instrument and would be prepared to help out at
these sessions, we’d be delighted.
Painting continues to be one of the most popular activities. To begin with we
weren’t keen on offering this because of the extra mess involved, but children kept
asking if they could do some art (Q18) and so we finally gave in. Art is great for
helping the children to relax after working hard at school all day.
Yoga is something that we’ve been meaning to introduce for some time but haven’t
been able to find anyone available to teach it – until now that is (Q19). So we’ll see
how this goes. Hopefully, children will benefit in all sorts of ways from this.
Cooking is another popular activity. They make a different sort of cake, or pizza or
bread each week. Although the younger children love doing it, we found that the
mess was just too much, so we’ve decided to restrict this to the over 8s (Q20), as
they are better able to clean up after themselves.
PART 3
21
22
23
24
25
B
A
A
B
C
26
27
28
29
30
A
D
B
F
H
HOLLY: Hello Dr Green – I’m here to talk to you about my work placement.
TUTOR: Oh yes, it’s Holly, isn’t it?
HOLLY: Yes.
TUTOR: So, which work placement have you chosen?
HOLLY:
I decided to go for the Orion Stadium placement. The event I’ll be
managing is one where I’m helping to set up a sports competition for primary
school children.
TUTOR: Yup. That’s always a popular placement – even though it can be tougher
than you think working with children.
HOLLY: I know, but it’s the fresh air that attracts me – organising something
indoors doesn’t have the same appeal (Q21), even though it might be fun.
218
TUTOR: OK, so obviously safety’s going to be one of your key concerns for this
event.
HOLLY: Yes, I’ve already thought about that. I’ll need to make sure none of the
equipment’s damaged.
TUTOR: Ah well, you’ll be working with schools, so the equipment will be their
responsibility. However, the grounds and what goes on there will be yours.
HOLLY: Oh I see – that’ll include keeping everyone within the boundary (Q22)
once they’re in their kit and on the field?
TUTOR: Exactly – you’ll need to inspect areas like changing rooms as well for
anything someone can trip over, but your main priority will be not to lose anyone!
HOLLY: Right. I’ll need staff to help with that.
TUTOR: And don’t forget about the spectators.
HOLLY: Mmm. I was thinking that many of them will be parents, who could
help run the event.
TUTOR: I wouldn’t rely on that. They’ll be more interested in filming their
children than volunteering.
HOLLY: I’ll need to make sure they don’t interfere with events doing that!
TUTOR: And that’s not always easy, especially when a proud parent’s trying to
get a snap of their child and you want them to move elsewhere. (Q23)
HOLLY: OK. What about the scheduling?
TUTOR: With sporting events there are all sorts of things that can alter the
timetable – like rain, for instance – though so far, we’ve always been lucky with
that.
HOLLY: Yeah, and I was thinking about what to do if someone got hurt as well.
I know that last year that caused a terrible delay. (Q24)
TUTOR: You have to be prepared for such things.
HOLLY: Oh. What if a match ends in a draw – do you let the teams keep going
until someone wins?
TUTOR: That’ll be up to you – and again, you need to plan for it.
HOLLY: Right.
—————————
TUTOR: Now, the aim of your work placement is to give you the opportunity to
develop the skills that an events manager needs. So, let’s talk about those a bit.
219
HOLLY: Well, I think my communication skills are pretty good. I can talk on the
phone to people and book venues and that kind of thing.
TUTOR: Good – just remember it isn’t only about what you say. If you meet
someone face-to-face and want to persuade them to be a sponsor, for example …
(Q25)
HOLLY: Oh, I’ll dress up for that! Sure.
TUTOR: Good. Let’s go on to think about your organisational skills. You’re
working in a very people-based industry and that means things won’t always go to
plan.
HOLLY: I guess it’s being prepared to make changes that matters. (Q26)
TUTOR:
That’s right. You may have to make an on-the-spot change to a
timetable because of a problem you hadn’t anticipated …
HOLLY: … just do it! OK
TUTOR: How’s your time management these days?
HOLLY: I’m working on it – I’m certainly better when I have a deadline, which
is why this work suits me.
TUTOR: Yes, but it’s how you respond as that deadline approaches! (Q27)
HOLLY: I know I’ve got to look calm even if I’m in a panic.
TUTOR: Just think to yourself – no one must know I’m under pressure.
HOLLY: Yeah – even though I’m multitasking like crazy!
TUTOR: Another skill that event managers need is creativity. Often your client
has what we call the ‘big picture’ idea, but it’s up to the events manager to think of
all the fine points that go to making it work. (Q28)
HOLLY:
gaps.
Right, so I need to listen carefully to that idea and then fill in all the
TUTOR: That’s right. And you’ll have a team working under you, so another key
skill is leadership. Your team may have lots of ideas too, but you’ve got to make
the ultimate choices. Do we have refreshments inside or out, for example?
HOLLY: Isn’t it better to be democratic?
TUTOR: It’s a nice idea, but you have the ultimate responsibility. So, believe in
what you think best (Q29). Be prepared to say ‘yes’, that’s a good idea but it won’t
work here.
HOLLY:
I see what you mean. What about the networking side of things? I
know it’s an area that a lot of students worry about because we don’t have much
experience to offer others.
220
TUTOR: But even without it – you can still be an interesting person with useful
ideas. And the more people you impress, the better.
HOLLY: I guess that will help me when I apply for a real job. (Q30)
TUTOR: Exactly – think ahead – remember what your ambitions are and keep
them in mind.
HOLLY: Definitely.
PART 4
31
32
33
34
35
mud
feathers
shape
moon
neck
36
37
38
39
40
evidence
destinations
oceans
recovery
atlas
Scientists believe that a majority of the earth’s bird population migrate in some
fashion or other. Some travel seasonally for relatively short distances, such as birds
that move from their winter habitats in lowlands to mountain tops for the summers.
Others, like the Arctic Tern, travel more than 25,000 miles seasonally between the
northern and southern poles. Bird migration has been studied over many centuries
through a variety of observations.
But until relatively recently, where birds went to in the winter was considered
something of a mystery. The lack of modern science and technology led to many
theories that we now recognize as error-filled and even somewhat amusing. Take
hibernation theory for example – two thousand years ago, it was commonly
believed that when birds left an area, they went underwater to hibernate in the seas
and oceans. Another theory for the regular appearance and disappearance of birds
was that they spend winter hidden in mud (Q31) till the weather changed and food
became abundant again. The theory that some birds hibernate persisted until
experiments were done on caged birds in the 1940s which demonstrated that birds
have no hibernation instinct.
One of the earliest naturalists and philosophers from ancient Greece was Aristotle
who was the first writer to discuss the disappearance and reappearance of some
bird species at certain times of year. He developed the theory of transmutation, the
seasonal change of one species into another, by observing redstarts and robins. He
221
observed that in the autumn, small birds called ‘redstarts’ began to lose their
feathers (Q32), which convinced Aristotle that they changed into robins for the
winter, and back into redstarts in the summer. These assumptions are
understandable given that this pair of species are similar in shape (Q33), but are a
classic example of an incorrect interpretation based on correct observations.
The most bizarre theory was put forward by an English amateur scientist, Charles
Morton, in the seventeenth century. He wrote a surprisingly well-regarded paper
claiming that birds migrate to the moon and back every year (Q34). He came to
this conclusion as the only logical explanation for the total disappearance of some
species.
———————————
One of the key moments in the development of migration theory came in 1822
when a white stork was shot in Germany. This particular stork made history
because of the long spear in its neck (Q35) which incredibly had not killed it –
everyone immediately realised this spear was definitely not European. It turned out
to be a spear from a tribe in Central Africa. This was a truly defining moment in
the history of ornithology because it was the first evidence that storks spend their
winters in sub-Saharan Africa (Q36). You can still see the ‘arrow stork’ in the
Zoological Collection of the University of Rostock in Germany.
People gradually became aware that European birds moved south in autumn and
north in summer but didn’t know much about it until the practice of catching birds
and putting rings on their legs became established. Before this, very little
information was available about the actual destinations of particular species (Q37)
and how they travelled there. People speculated that larger birds provided a kind of
taxi service for smaller birds by carrying them on their backs. This idea came about
because it seemed impossible that small birds weighing only a few grams could fly
over vast oceans (Q38). This idea was supported by observations of bird behaviour
such as the harassment of larger birds by smaller birds.
The development of bird ringing, by a Danish schoolteacher, Hans Christian
Cornelius Mortensen, made many discoveries possible. This is still common
practice today and relies upon what is known as ‘recovery’ (Q39) – this is when
ringed birds are found dead in the place they have migrated to, and identified.
Huge amounts of data were gathered in the early part of the twentieth century and
for the first time in history people understood where birds actually went to in
winter. In 1931, an atlas was published showing where the most common species
of European birds migrated to (Q40). More recent theories about bird migration …
222
DAY 24
Track 46
PART 1
1
2
3
4
5
floor(s)
fridge
shirts
windows
balcony
6 electrician
7 dust
8 police
9 training
10 review
JACINTA: Hello, Easy Life Cleaning Services, Jacinta speaking.
CLIENT:
Oh hello. I’m looking for a cleaning service for my apartment – do you
do domestic cleaning?
JACINTA: Sure.
CLIENT:
package?
Well, it’s just a one-bedroom flat. Do you have a basic cleaning
JACINTA: Yes. For a one-bedroom flat we’re probably looking at about two hours
for a clean. So we’d do a thorough clean of all surfaces in each room, and polish them
where necessary. Does your apartment have carpets?
CLIENT:
No, I don’t have any, but the floor would need cleaning. (Q1)
JACINTA: Of course – we’d do that in every room. And we’d do a thorough clean
of the kitchen and bathroom.
CLIENT:
OK.
JACINTA: Then we have some additional services which you can request if you
want – so for example, we can clean your oven for you every week.
CLIENT:
Actually, I hardly ever use that, but can you do the fridge? (Q2)
JACINTA: Sure. Would you like that done every week?
CLIENT:
can do?
Yes, definitely. And would ironing clothes be an additional service you
JACINTA: Yes, of course.
CLIENT:
It wouldn’t be much, just my shirts for work that week. (Q3)
JACINTA: That’s fine. And we could also clean your microwave if you want.
CLIENT:
No, I wipe that out pretty regularly so there’s no need for that.
223
JACINTA: We also offer additional services that you might want a bit less often,
say every month. So for example, if the inside of your windows need cleaning (Q4),
we could do that.
CLIENT:
Yes, that’d be good. I’m on the fifteenth floor, so the outside gets done
regularly by specialists, but the inside goes get a bit grubby.
JACINTA: And we could arrange for your curtains to get cleaned if necessary.
CLIENT:
No, they’re OK. But would you be able to do something about the
balcony (Q5)? It’s quite small and I don’t use it much, but it could do with a wash
every month or so.
JACINTA: Yes, we can get the pressure washer onto that.
———————————JACINTA: Now if you’re interested, we do offer some other possibilities to do with
general maintenance. For example, if you have a problem with water and you need a
plumber in a hurry, we can put you in touch with a reliable one who can come out
straightaway. And the same thing if you need an electrician. (Q6)
CLIENT:
Right. That’s good to know. I’ve only just moved here so I don’t have
any of those sorts of contacts.
JACINTA: And I don’t know if this is of interest to you, but we also offer a special
vacuum cleaning system which can improve the indoor air quality of your home by
capturing up to 99% of all the dust in the air. So if you’re troubled by allergies, this
can make a big difference. (Q7)
CLIENT:
Right. In fact, I don’t have that sort of problem, but I’ll bear it in mind.
Now can you tell me a bit about your cleaning staff?
JACINTA: Of course. So all our cleaners are very carefully selected. When they
apply to us, they have to undergo a security check with the police (Q8) to make sure
they don’t have any sort of criminal background, and, of course, they have to provide
references as well. Then if we think they might be suitable for the job, we give them
training for it. That lasts for two weeks (Q9) so it’s very thorough, and at the end of it,
they have a test. If they pass that, we take them on, but we monitor them very
carefully – we ask all our clients to complete a review of their performance after every
visit and to email it to us (Q10). So we can pick up any problems straightaway and
deal with them.
CLIENT:
OK, well that all sounds good. And will I always have the same cleaner?
JACINTA: Yes, we do our best to organise it that way, and we usually manage it.
CLIENT:
Good. That’s fine. Right, so I’d like to go ahead and …
224
PART 2
11
12
13
14
15
A
A
A
C
A
16
17
18
19
20
C
B
C
B
A
As many of you here today have worked in the hotel industry for some time, I’m sure
you have experienced the problem of high staff turnover in your hotels. Every hotel
relies on having loyal and experienced members of staff who make sure that
everything runs smoothly. If staff are constantly changing, it can make life difficult for
everyone. But why do staff leave frequently in many hotels? Of course, many hotel
jobs, such as cleaning, are low-skilled and are not well-paid. A lot of managers think
it’s this and the long hours that are the main causes of high staff turnover – but what
they don’t realise is that it’s the lack of training in many hotel jobs which is a huge
factor. (Q11)
So, what kind of problems does a high turnover of staff cause? Well, having to recruit
new staff all the time can be very time-consuming, and managers may have to cover
some duties while waiting for new staff to arrive (Q12). This means they don’t have
time to think about less immediate problems such as how to improve their service.
When staff leave, it can also severely affect the colleagues they leave behind. It has a
negative effect on remaining staff, who may start to feel that they too should be
thinking about leaving.
So, what can be done to change this situation? Firstly, managers should stop making
basic errors which leave their staff feeling upset and resentful. When organising shifts,
for example, make sure you never give certain staff preferential treatment. All staff
should be given some choice about when they work (Q13), and everyone should have
to work some evening and weekend shifts. If you treat staff fairly, they’ll be more
likely to step in and help when extra staff are needed.
Keeping staff happy has other tangible benefits for the business. Take the Dunwich
Hotel as an example. It had been experiencing a problem with staff complaints and in
order to deal with this, invested in staff training and improved staff conditions. Not
only did the level of complaints fall, but they also noticed a significant increase in the
amount each customer spent during their stay (Q14). They have now introduced a
customer loyalty scheme which is going really well.
————————————
225
Now I’d like to look at some ways you can reduce staff turnover in your hotels, and
I’ll do this by giving some examples of hotels where I’ve done some training recently.
The Sun Club received feedback which showed that staff thought managers didn’t
value their opinions. They weren’t made to feel they were partners who were
contributing to the success of the business as a whole. This situation has changed.
Junior staff at all levels are regularly invited to meetings where their ideas are
welcomed. (Q15)
A year ago, The Portland recognised the need to invest in staff retention. Their first
step was to introduce a scheme for recognising talent amongst their employees (Q16).
The hope is that organising training for individuals with management potential will
encourage them to stay with the business.
At Bluewater, managers decided to recognise 50 high achievers from across the
company’s huge hotel chain. As a reward, they’re sent on an all-expenses-paid trip
abroad (Q17) every year. Fun is an important element in the trips, but there’s also the
opportunity to learn something useful. This year’s trip included a visit to a brewery,
where staff learned about the new beer that would be served in the hotel.
Pentlow Hotels identified that retention of junior reception staff was an issue. In order
to encourage them to see that working in a hotel could be worthwhile and rewarding,
with good prospects, they introduced a management programme (Q18). These staff
were given additional responsibilities and the chance to work in various roles in the
hotel.
Green Planet wanted to be seen as a caring employer. To make life easier for staff,
many of whom had childcare responsibilities, the hotel began issuing vouchers to help
cover the cost of childcare. (Q19)
Louise Marsh at The Amesbury has one of the best staff retention rates in the
business. Since she joined the company, she has made a huge effort to achieve this by
creating a co-operative and supportive environment. For her, the staff are part of a
large family where everyone is valued. (Q20)
OK, now I’d like to …
PART 3
21 & 22 C, E
23 & 24 A, D
25 B
26
27
28
29
30
226
F
A
D
C
G
JEANNE:
Hi Thomas, how are you enjoying the course so far?
THOMAS:
Yeah, I think it’s good.
JEANNE:
Remind me – why did you decide to study sports science? Didn’t you
want to be a professional athlete when you were at school?
THOMAS:
Yeah – that was my goal, and all my classmates assumed I would
achieve it; they thought I was brilliant. (Q21/22)
JEANNE:
That must have been a nice feeling.
THOMAS:
Mm, I thought I could win anything. There was no one who could run
faster than me.
JEANNE:
Exactly – so what happened? Did your mum and dad want you to be
more ‘academic’?
THOMAS:
(Q21/22)
Not at all. Perhaps they should have pushed me harder, though.
JEANNE:
What do you mean?
THOMAS:
I think I should have practiced more.
JEANNE:
What makes you say that?
THOMAS:
Well, I went out to Kenya for a couple of weeks to train …
JEANNE:
Really! I didn’t know that.
THOMAS:
I was chosen to go there out of loads of kids and run with some of the
top teenage athletes in the world. And … I was so calm about it. I just kept thinking
how fortunate I was. What a great chance this was (Q23/24)! Everyone back home
was so proud of me. But once we started competing, I very quickly realized I wasn’t
good enough.
JEANNE:
That must have been a huge shock.
THOMAS:
I thought ‘this can’t be happening’ (Q23/24)! I was used to winning.
JEANNE:
I’m sorry to hear that.
THOMAS:
It’s OK. I’m over it now and I think it’s much better to do a university
course and this one has such a variety of sports-related areas. It’s going to be good.
JEANNE:
Oh, I agree – I chose it because of that.
——————————THOMAS:
So Jeanne – have you thought of any ideas for the discussion session
next week on technology and sport?
JEANNE:
We have to cover more than one sport, don’t we?
THOMAS:
Yeah.
227
JEANNE:
You know – we always think technology is about the future, but we
could gather some ideas about past developments in sport.
THOMAS:
Look at early types of equipment perhaps? Uh, I remember reading
something about table tennis bats once – how they ended up being covered with
pimpled rubber.
JEANNE:
Cos they were just wooden at first, I’d imagine.
THOMAS:
Yeah. In about the 1920s, a factory was making rolls of the rubber in
bulk (Q25) for something like horse harnesses.
JEANNE:
Really!
THOMAS:
Yeah – and someone realized that it’d make a perfect covering for the
wooden bats.
JEANNE:
So what about cricket – that’s had a few innovative changes. Maybe the
pads they were on their legs?
THOMAS:
I don’t think they’ve changed much but, I’m just looking on the
internet … and it says that when the first cricket helmet came in, in 1978, the
Australian batsman who first wore it was booed and jeered by people (Q26) watching
because it was so ugly!
JEANNE:
Wow, players have to protect themselves from getting hurt! I mean
everyone wears one now.
THOMAS:
Mm, unlike the cycle helmet.
JEANNE:
Well, unless you’re a professional, but you’re right, many ordinary
bikers don’t wear a helmet.
THOMAS:
Hey, look at these pictures of original helmet designs. This one looks
like an upside-down bowl!
JEANNE:
Yet, the woman’s laughing – she’s so proud to be wearing it!
THOMAS:
exercise.
It says serious cyclists ended up with wet hair (Q27) from all the hard
JEANNE:
I guess that’s why they have large air vents in them now so that the
skin can breathe more easily.
THOMAS:
OK, so we’ve done helmets. What about golf balls or better still golf
clubs – they’ve changed a lot.
JEANNE:
Yeah – I remember my great grandfather telling me that because a club
was made entirely of wood, it would easily break and players had to get another.
(Q28)
THOMAS:
There’s no wood at all in them now, is there?
JEANNE:
No – they’re much more powerful.
228
THOMAS:
The same must be true of hockey sticks.
JEANNE:
I don’t think so because players still use wooden sticks today. What it
does say here, though, is that when the game started you had to produce a stick
yourself. (Q29)
THOMAS:
I guess they just weren’t being manufactured. So, one more perhaps.
What about football?
JEANNE:
Well, I know the first balls were made of animal skin.
THOMAS:
Yeah, they covered them with pieces of leather that were stitched
together, but … the balls let in water when it rained.
JEANNE:
Oh, that would have made them much heavier.
THOMAS:
That’s right. You can imagine the damage to player’s necks when the
ball was headed. (Q30)
JEANNE:
How painful that must have been!
THOMAS:
Yeah, well, I think we can put together some useful ideas …
PART 4
31
32
33
34
35
golden
healthy
climate
rock(s)
diameter
36
37
38
39
40
tube
fire
steam
cloudy
litre / liter
Hello everyone. Today we’re going to look at another natural food product and that’s
maple syrup. What is this exactly? Well, maple syrup looks rather like clear honey, but
it’s not made by bees; it’s produced from the plant fluid – or sap – inside the maple
tree and that makes maple syrup a very natural product. Maple syrup is a thick, golden
(Q31), sweet-tasting liquid that can be bought in bottles or jars and poured onto food
such as waffles and ice cream or used in the baking of cakes and pastries. It contains
no preservatives or added ingredients, and it provides a healthy alternative to refined
sugar. (Q32)
Let’s just talk a bit about the maple tree itself, which is where maple syrup comes
from. So, there are many species of maple tree, and they’ll grow without fertilizer in
areas where there’s plenty of moisture in the soil. However, they’ll only do this if
another important criterion is fulfilled, which is that they must have full or partial sun
exposure during the day and very cool nights – and I’ll talk more about that in a
minute. There are only certain parts of the world that provide all these conditions: one
229
is Canada, and by that, I mean all parts of Canada, and the other is the north-eastern
states of North America. In these areas, the climate suits the trees perfectly (Q33). In
fact, Canada produces over two-thirds of the world’s maple syrup, which is why the
five-pointed maple leaf is a Canadian symbol and has features on the flag since 1964.
So how did maple syrup production begin? Well, long before Europeans settled in
these parts of the world, the indigenous communities had started producing maple
sugar. They bored holes in the trunks of maple trees and used containers made of tree
bark to collect the liquid sap as it poured out. As they were unable to keep the liquid
for any length of time – they didn’t have storage facilities in those days – they boiled
the liquid by placing pieces of rock that had become scorching hot from the sun into
the sap (Q34). They did this until it turned into sugar, and they were then able to use
this to sweeten their food and drinks. Since that time, improvements have been made
to the process, but it has changed very little overall.
———————————–
So let’s look at the production of maple syrup today. Clearly, the maple forests are a
valuable resource in many Canadian and North American communities. The trees
have to be well looked after and they cannot be used to make syrup until the trunks
reach a diameter of around 25 centimeters. This can take anything up to 40 years
(Q35). As I’ve already mentioned, maple trees need the right conditions to grow and
also to produce sap. Why is this? Well, what happens is that during a cold night, the
tree absorbs water from the soil, and that rises through the tree’s vascular system. But
then in the warmer daytime, the change in temperature causes the water to be pushed
back down to the bottom of the tree. This continual movement – up and down – leads
to the formation of the sap needed for maple syrup production.
When the tree is ready, it can be tapped and this involves drilling a small hole into the
trunk and inserting a tube into it that ends in a bucket (Q36). The trees can often take
several taps, though the workers take care not to cause any damage to the healthy
growth of the tree itself. The sap that comes out of the trees consists of 98 percent
water and 2 percent sugar and other nutrients. It has to be boiled so that much of that
water evaporates, and this process has to take place immediately, using what are called
evaporators. These are basically extremely large pans – the sap is poured into these, a
fire is built and the pans are then heated until the sap boils (Q37). As it does this, the
water evaporates, and the syrup begins to form. The evaporation process creates large
quantities of steam (Q38), and the sap becomes thicker and denser, and, at just the
right moment, when the sap is thick enough to be called maple syrup, the worker
230
removes it from the heat. After this process, something called ‘sugar sand’ has to be
filtered out as this builds up during the boiling and gives the syrup a cloudy
appearance (Q39) and a slightly gritty taste. Once this has been done, the syrup is
ready to be packaged so that it can be used for a whole variety of products. It takes 40
liters of sap to produce one liter of maple syrup (Q40) so you can get an idea of how
much is needed!
So that’s the basic process. In places like Quebec where …
DAY 25
Track 47
11. animals
16. G
12. tool/ tools
17. D
13. shoes
18. H
14. dog/ dogs
19. C
15. F
20. A
Script
Welcome to the Fiddy Working Heritage Farm. This open-air museum gives you the
experience of agriculture and rural life in the English countryside at the end of the
nineteenth century. So you’ll see a typical farm of that period, and like me, all the staff
are dressed in clothes of that time.
I must give you some advice and safety tips before we go any further. As it’s a
working farm, please don’t frighten or injure the animals (Q11). We have a lot here,
and many of them are breeds that are now quite rare.
And do stay at a safe distance from the tools: some of them have sharp points which
can be pretty dangerous, so please don’t touch them (Q12). We don’t want any
accidents, do we?
The ground is very uneven, and you might slip if you’re wearing sandals so I’m glad
to see you’re all wearing shoes – we always advise people to do that. (Q13)
Now, children of all ages are very welcome here, and usually even very young
children love the ducks and lambs, so do bring them along next time you come.
I don’t think any of you have brought dogs with you, but in case you have, I’m afraid
they’ll have to stay in the car park unless they’re guide dogs (Q14). I’m sure you’ll
understand that they could cause a lot of problems on a farm.
231
Now let me give you some idea of the layout of the farm. The building where you
bought your tickets is the New Barn, immediately to your right, and we’re now at the
beginning of the main path to the farmland – and of course the car park is on your left.
The scarecrow you can see in the car park in the corner, beside the main path (Q15), is
a traditional figure for keeping the birds away from crops, but our scarecrow is a
permanent sculpture. It’s taller than a human being, so you can see it from quite a
distance.
If you look ahead of you, you’ll see a maze. It’s opposite the New Barn, beside the
side path that branches off to the right just over there (Q16). The maze is made out of
hedges which are too tall for young children to see over them, but it’s quite small, so
you can’t get lost in it!
Now, can you see the bridge crossing the fish pool further up the main path? If you
want to go to the café, go towards the bridge and turn right just before it. Walk along
the side path and the café’s on the first bend you come to (Q17). The building was
originally the schoolhouse, and it’s well over a hundred years old.
As you may know, we run skills workshops here, where you can learn traditional
crafts like woodwork and basket-making. You can see examples of the work, and talk
to someone about the courses, in the Black Barn. If you take the side path to the right,
here, just by the New Barn, you’ll come to the Black Barn just where the path first
bends. (Q18)
Now I mustn’t forget to tell you about picnicking, as I can see some of you have
brought your lunch with you. You can picnic in the field, though do clear up behind
you, of course. Or if you’d prefer a covered picnic area, there’s one near the farmyard:
just after you cross the bridge, there’s a covered picnic spot on the right. (Q19)
And the last thing to mention is Fiddy House itself. From here you can cross the
bridge then walk along the footpath through the field to the left of the farmyard. That
goes to the house (Q20), and it’ll give you a lovely view of it. It’s certainly worth a
few photographs, but as it’s a private home, I’m afraid you can’t go inside.
Right. Well, if you’re all ready, we’ll set off on our tour of the farm.
Track 48
11&12. A, B
17. G
13&14. B, D
18. D
15&16. C, E
19. B
232
20. F
Script
Hi. Great to see you! I’m Jody, and I’ll be look after both of you for the first month
you’re working here at the Amersham Theatre. I’ll tell you something about the
theatre now, then take you to meet two of the other staff.
It’s an old building, and it’s been modernised several times. In fact, as you can see,
we’re carrying out a major refurbishment at the moment. The interior has just been
repainted, and we’re about to start on the exterior of the building – that’ll be a big job.
The work’s running over budget, so we’ve had to postpone installing an elevator. I
hope you’re happy running up and down stairs! When the theatre was built, people
were generally slimmer and shorter than now, and the seats were very close together.
We’ve replaced them with larger seats, with more legroom. This means fewer seats in
total, but we’ve taken the opportunity to install seats that can easily be moved
(Q11&Q12), to create different acting spaces. We’ve also turned a few storerooms
over to other purposes like using them for meetings. (Q11&Q12)
We try hard to involve members of the public in the theatre. One way is by organising
backstage tours so people can be shown round the building and learn how a theatre
operates. These are proving very popular (Q13&14). What we’re finding is that
people want to have lunch or a cup of coffee while they’re here, so we’re looking into
the possibility of opening a café in due course. We have a bookshop, which specialises
in books about drama and that attracts plenty of customers (Q13&Q14). Then there
are two large rooms that will be decorated next month, and they’ll be available for
hire, for conferences and private functions, such as parties. We’re also considering
hiring out costumes to amateur drama clubs.
Now I want to tell you about our workshops. We recently started a programme of
workshops that anyone can join. Eventually we intend to run courses in acting, but
we’re waiting until we’ve got the right people in place as trainers. That’s proving
more difficult than we’d expected! There’s a big demand to learn about the technical
side of putting on a production, and our lighting workshop has already started with
great success (Q15&Q16). We’re going to start one on sound next month. A number
of people have enquired about workshops on make-up, and that’s something we’re
considering for the future. A surprise success is the workshop on making puppets – we
happen to have someone working here who does it as a hobby, and she offered to run a
workshop. It was so popular we’re now running them every month! (Q15&Q16)
——————–
233
Now, a word about the layout of the building. The auditorium, stage and dressing
rooms for the actors are all below ground level. Here on the ground floor we have
most of the rooms that the public doesn’t see. The majority are internal, so they have
windows in the roof to light them.
Standing here in the foyer, you’re probably wondering why the box office isn’t here,
where the public would expect to find it. Well, you might have noticed it on your way
in – although it’s part of this building, it’s next door with a separate entrance from the
road. (Q17)
For the theatre manager’s office, you go across the foyer and through the double
doors, turn right, and it’s the room at the end of the corridor, with the door on the left.
(Q18)
The lighting box is where the computerised stage lighting is operated and it’s at the
back of the building. When you’re through the double doors turn left, turn right at the
water cooler, and right again at the end. It’s the second room along that corridor
(Q19). The lighting box has a window into the auditorium, which of course is below
us.
The artistic director’s office is through the double doors, turn right and it’s the first
room you come to on the right-hand side (Q20). And finally, for the moment, the
room where I’ll take you next – the relaxation room. So if you’d like to come with me
…
Dictation exercise 10
(1) for any reason
(6) fire department
(2) upright and secure
(7) propane to fade
(3) check for leaks
(8) 12 years or older
(4) its natural state
(9) overfill protection device
(5) light an open flame
(10) on propane safety
DAY 26
Track 49
11. E
16. A
12. D
17. F
13. G
18. H
234
14. B
19. C
15. C
20. B
Script
Good morning, and welcome to the museum – one with a remarkable range of
exhibits, which I’m sure you’ll enjoy. My name’s Greg, and I’ll tell you about the
various collections as we go round. But before we go, let me just give you a taste of
what we have here.
Well, for one thing, we have a fine collection of twentieth and twenty-first century
paintings, many by very well-known artists. I’m sure you’ll recognise several of the
paintings. This is the gallery that attracts the largest number of visitors (Q11), so it’s
best to go in early in the day, before the crowds arrive.
The there are the nineteenth-century paintings. The museum was opened in the middle
of that century, and several of the artists each donated one work (Q12) – to get the
museum started, as it were. So they’re of special interest to us – we feel closer to them
than to other works.
The sculpture gallery has a number of fine exhibits, but I’m afraid it’s currently closed
for refurbishment. You’ll need to come back next year to see it properly, but a number
of the sculptures have been moved to other parts of the museum. (Q13)
‘Around the world’ is a temporary exhibition – you’ve probably seen something about
it on TV or in the newspapers (Q14). It’s created a great deal of interest, because it
presents objects from every continent and many countries, and provides information
about their social context – why they were made, who for, and so on.
Then there’s the collection of coins. This is what you might call a focused, specialist
collection, because all the coins come from this country, and were produced between
two thousand and a thousand years ago. And many of them were discovered by
ordinary people digging their gardens and donated to the museum! (Q15)
All our porcelain and glass we left to the museum by its founder (Q16), when he died
in 1878. And in the terms of his will, we’re not allowed to add anything to that
collection: he believed it was perfect in itself, and we don’t see any reason to disagree!
——————–
OK, that was something about the collections, and now here’s some more practical
information, in case you need it. Most of the museum facilities are downstairs, in the
basement, so you go down the stairs here. When you reach the bottom of the stairs,
you’ll find yourself in a sitting area, with comfortable chairs and sofas where you can
have a rest before continuing your exploration of the museum.
235
We have a very good restaurant, which serves excellent food all day, in a relaxing
atmosphere. To reach it, when you get to the bottom of the stairs, go straight ahead to
the far side of the sitting area, then turn right into the corridor. You’ll see the door on
the restaurant facing you (Q17).
If you just want a snack, or if you’d like to eat somewhere with facilities for children,
we also have a café. When you reach the bottom of the stairs, you’ll need to go
straight ahead, turn right into the corridor, and the café is immediately on the right.
(Q18)
And talking about children, there are baby-changing facilities downstairs: cross the
sitting area, continue straight ahead along the corridor on the left and you and your
body will find the facilities on the left-hand side. (Q19)
The cloakroom where you should leave coats, umbrella and any large bags, is on the
left hand side of the sitting area. It’s through the last door before you come to the
corridor. (Q20)
There are toilets on every floor, but in the basement they’re the first rooms on the left
when you get down there.
OK, now if you’ve got anything to leave in the cloakroom, please do that now, and
then we’ll start our tour.
Track 50
21. C
26. E
22. B
27. G
23. C
28. D
24. A
29. C
25. C
30. A
Script
BETH:
Oh good morning. You must be James. I’m Beth Cartwright –
please call be Beth.
JAMES:
Thank you.
BETH:
Now as this is your first tutorial since you started on the
Scandinavian Studies course, I’d like to find out something about you. Why did you
decide to take this course?
236
JAMES:
Well, my mother is Danish, and although we always lived in
England, she used to talk about her home a lot, and that made me want to visit
Denmark. We hardly ever did, though – my mother usually went on her own. But
whenever her relations or friends were in England they always came to see us. (Q21)
BETH:
I see. So I assume you already speak Danish, one of the
languages you’ll be studying.
JAMES:
accurate.
I can get by when I talk to people, though I’m not terribly
BETH:
Now you probably know that you’ll spend the third year of the
course abroad. Have you had any thoughts about that?
JAMES:
I’m really looking forward to it. And although Denmark seems
the obvious place to go, because of my family connections, I’d love to spend the time
in Iceland.
BETH:
Oh, I’m sure it can be arranged. Do you have any plans for when
you graduate? A lot of students go on to take a master’s degree.
JAMES:
I think the four years of the undergraduate course will be enough
for me. I’m interested in journalism, and I quite like the idea of moving to
Scandinavia and writing for magazines (Q22). I’d find that more creative than
translating, which I suppose most graduates do.
BETH:
term, James?
OK. Now how are you finding the courses you’re taking this
JAMES:
Well, I’m really enjoying the one on Swedish cinema.
BETH:
That’ll continue next term, but the one on Scandinavian literature
that’s running at the moment will be replaced by more specialised courses (Q23). Oh,
and by the way, if you’re interested in watching Danish television programmes –
there’s going to be a course on that the term after next.
JAMES:
That sounds good.
BETH:
Have you started thinking about the literature paper that you have
to write in the next few weeks?
JAMES:
sagas.
Yes, my first choice would be to do something on the Icelandic
BETH:
Hmm. The trouble with that is that a lot of people choose that
topic, and it can be difficult to get hold of the books you’ll need. Why not leave that
for another time?
JAMES:
Right.
237
BETH:
interesting. (Q24)
You might find modern novels or 19th century playwrights
JAMES:
good idea.
I’ve read or seen several plays in translation, so that would be a
BETH:
Fine. I’ll put you down for that topic.
JAMES:
Right. So what would you advise me to aim at in the paper?
BETH:
First I suggest you avoid taking one writer and going into a great
deal of detail. That approach certainly has its place, but I think you first need to get an
understanding of the literature in the context of the society in which it was produced –
who it was written for, how it was published, and so on (Q25). I also think that’s more
fruitful than placing it within the history of the genre.
JAMES:
OK, that sounds reasonable.
————————
JAMES:
Could I ask for some advice about writing the paper I’m working
on about the Vikings? I have to do that this week, and I’m a bit stuck.
BETH:
Of course. Have you decided yet what to write about?
JAMES:
No, I haven’t. There’s so much that seems interesting – Viking
settlement in other countries, trade, mythology …
BETH:
Well, what I suggest is that you read an assignment a student
wrote last year (Q26), which is kept in the library. It’s short and well focused, and I’m
sure you’ll find it helpful. I’ll give you the details in a moment. Textbooks usually
cover so many topics, it can be very difficult to choose just one.
JAMES:
OK. I’ve got a DVD of the film about the Vikings that came out
earlier this year. Should I watch that again?
BETH:
If it’s the one I am thinking of, hmm, I’d ignore it – it’s more
fantasy than reality. But I’ve got a recording of a documentary that you should watch
(Q27). It makes some interesting and provocative points, which I think will help you
to focus your topic.
JAMES:
Right.
BETH:
So then should I work out an outline? (Q28)
JAMES:
Yes. Just headings for different sections, at this stage. And then
you should start looking for suitable articles and books to draw on, and take notes
(Q29) which you organise according to those headings.
BETH:
I see.
238
JAMES:
Then put short phrases and sentences as bullet points under each
heading (Q30). Make sure that this skeleton makes sense and flows properly, before
writing up the paper in full.
BETH:
OK. Thanks, that’s very helpful.
DAY 27
Track 51
21. C
26. F
22. E
27. A
23. H
28. C
24. B
29. B
25. A
30. B
Script
NATALIE:
Dave, I’m worried about our case study. I’ve done a bit of
reading, but I’m not sure what’s involved in actually writing a case study – I missed
the lecture where Dr Baker talked us through it.
DAVE:
OK, well it’s quite straightforward. We’ve got our focus – that’s
tourism at the Horton Castle site. And you said you’d done some reading about it.
NATALIE:
Yes, I found some articles and made notes of the main points.
DAVE:
Did you remember to keep a record of where you got the
information from? (Q21)
NATALIE:
Sure. I know what a pain it is when you forget that.
DAVE:
OK, so we can compare what we’ve read. Then we have to
decide on a particular problem or need at our site. And then think about who we’re
going to interview to get more information.
NATALIE:
OK. So who’d that be? The people who work there (Q22)? And
presumable some of the tourists too?
DAVE:
Yes, both those groups. So we’ll have to go to the site to do that, I
suppose. But we might also do some of our interviewing away from the site – we
could even contact some people here in the city, like administrators involved in
overseeing tourism. (Q23)
239
NATALIE:
OK. So we’ll need to think about our interview questions and fix
times and places for the meetings. It’s all going to take a lot of time.
DAVE:
Mmm. And if we can, we should ask our interviewees if they can
bring along some numerical data that we can add to support our findings.
NATALIE:
And photographs?
DAVE:
I think we have plenty of those already. But Dr Baker also said
we have to establish with our interviewees whether we can identify them in our case
study, or whether they want to be anonymous. (Q24)
NATALIE:
Oh, I wouldn’t have thought of that. OK, once we’ve got all this
information, I suppose we have to analyse it.
DAVE:
Yes, put it all together and choose what’s relevant to the problem
we’re focusing on, and analyse that carefully to find out if we can identify any trends
or regularities (Q25) there. That’s the main thing at this stage, rather can concentrating
on details or lots of facts.
NATALIE:
OK. And then once we’ve analysed that, what next?
DAVE:
Well, then we need to think about what we do with the data we’ve
selected to make it as clear as possible to our readers. Things like graphs, or tables, or
charts.
NATALIE:
Right.
DAVE:
Then the case study itself is mostly quite standard; we begin by
presenting the problem, and giving some background, then go through the main
sections, but the thing that surprised me is that in a normal report we’d end with some
suggestions to deal with the problem or need we identified, but in a case study we end
up with a question or a series of questions to our readers, and they decide what ought
to be done. (Q26)
NATALIE:
Oh, I hadn’t realised that.
————————–
NATALIE:
So basically, the problem we’re addressing in our case study of
the Horton Castle site is why so few tourists are visiting it. And we’ll find out more
from our interviews, but I did find one report on the internet that suggested that one
reason might be because as far as transport goes, access is difficult.
DAVE:
I read that too, but that report was actually written ten years ago,
when the road there was really bad, but that’s been improved now. And I think there’s
plenty of fascinating stuff there for a really good day out, but you’d never realise it
from the castle website – maybe that’s the problem. (Q27)
NATALIE:
Yes, it’s really dry and boring.
240
DAVE:
I read somewhere a suggestion that what the castle needs is a
visitor centre. So we could have a look for some information about that on the
internet. What would we need to know?
NATALIE:
Well, who’d use it for a start. It’s be good to know what
categories the visitors fell into too, like school parties or retired people, but I think
we’d have to talk to staff to get that information.
DAVE:
OK. And as we’re thinking of suggesting a visitor centre we’d
also have to look at potential problems. I mean, obviously it wouldn’t be cheap to set
up.
NATALIE:
No, but it could be a really good investment. And as it’s on a
historical site it’d need to get special planning permission, I expect. That might be
hard. (Q28)
DAVE:
Right, especially as the only possible place for it would be at the
entrance, and that’s right in front of the castle.
NATALIE:
Mmm.
DAVE:
But it could be a good thing for the town of Horton. At present
it’s a bit of a ghost town. Once they’ve left school and got any skills or qualifications,
the young people all get out as fast as they can to get jobs in the city, and the only
people left are children and those who’ve retired. (Q29)
NATALIE:
Right. Something else we could investigate would be the
potential damage that tourists might cause to the castle site, I mean their
environmental impact. At present the tourists can just wander round wherever they
want, but if numbers increase, there might have to be some restrictions, like sticking
to marked ways. And there’d need to be guides and wardens around to make sure
these were enforced. (Q30)
DAVE:
Yes, we could look at that too. OK, well …
Track 52
21. C
26. D
22. G
27. G
23. A
28. C
24. E
29. A
25. F
30. E
241
Script
TUTOR:
EVE:
week.
Hello Eve, come in and sit down ... How’s it going?
Fine thanks. I’m looking forward to my teaching practice next
TUTOR:
Good. Now you’ve got two classes, haven’t you - Year 3 and
Year 6. Have you done your lesson plans?
EVE:
Well, I’ve decided to take the topic of renewable energy ... I
haven’t done a lesson plan for Year six yet, but I thought I’d base their lesson on an
example of very simple technology. So I’ve brought this diagram to show you ... I got
it from the Internet.
TUTOR:
Let’s see ... A biogas plant ... So this is equipment for producing
fuel from organic waste?
EVE:
Yes. The smaller container on the left is where you put the waste
you’ve collected (Q21)...
TUTOR:
Right, and from there it’s piped into the larger tank?
Eve: That’s right. And that’s slurry on the base of the larger tank (Q22).
TUTOR:
Right ... and what exactly is slurry?
EVE:
It’s a mixture of organic waste and water.
TUTOR:
So is that pipe at the bottom where the water comes in? (Q23)
EVE:
Yes it is ... As the slurry mixture digests it produces gas, and that
rises to the top of the dome (Q24). Then when it’s needed it can be piped off for use as
fuel in homes or factories. It’s very simple.
TUTOR:
build-up?
I suppose there’s some kind of safety valve to prevent pressure
EVE:
That’s the overflow tank. That container on the right. (Q25) As
the slurry expands some of it flows into that, and then once some of the gas has been
piped off, the slurry level goes down again and the overflow tank empties again.
TUTOR:
I see. Well I think that’s suitably simple for the age level it’s for. I
look forward to seeing the whole lesson plan.
EVE:
Thanks. And can I show you my ideas for the Year three lesson?
TUTOR:
Of course. Let’s look.
EVE:
I thought I’d introduce the topic by writing the word ‘energy’ on
the board, and reinforcing the spelling and the pronunciation. Then I’ll do a little
mime - you know, run on the spot or something - to convey the sense. (Q26)
TUTOR:
I’d keep it brief at this stage ...
242
EVE:
Yes, I will. Then I’ll wipe the word off and write the question
‘Where does energy come from?’, and see what the pupils come up with.
TUTOR:
Fine. I’d suggest that you just brainstorm at this stage, and don’t
reject any of their suggestions.
EVE:
Yes, that’s what I was going to do ... Then I’ve produced a set of
simple statements, like ‘Energy makes cars move along the road’, and ‘Energy makes
our bodies grow’. (Q27) There are eight altogether.
TUTOR:
on the board?
Are you going to give them out as a handout? Or write them up
EVE:
First, I’ll put them on the board, and then I’ll read them out loud.
And I’ll get the pupils to copy them out in their note books. I’ll also ask them to think
up one more similar statement by themselves, and add it to the list. (Q28)
TUTOR:
Good idea.
EVE:
After that I thought I’d vary things a bit by sticking some pictures
up ... of things like the sun and plants and food, and petrol, and a running child. And
I’ll get the pupils to work out what order the pictures should come in, in terms of the
energy chain. (Q29)
TUTOR:
I think that’s a very good idea. You could move the pictures
around as the pupils give you directions.
EVE:
Yes, I think they’d enjoy that. And to finish off I’ve made a
gap-fill exercise to give out. (Q30) They’ll be doing that individually, and while
they’re writing I’ll walk round and check their work.
TUTOR:
Good ... And have you worked out the timing of all that? It’ll
probably take you right through to the end of the.
DAY 28
Track 53
Part 1
Part 3
1. training
21. C
2. discount
22. A
3. taxi
23. B
4. service
24. B
243
5. English
25&26. A, B
6. Wivenhoe
27. D
7. equipment
28. A
8. 9.75
29. C
9. deliveries
30. F
10. Sunday
Part 4
Part 2
31. convenient
11&12. B, E
32. suits
13&14. B, C
33. tailor
15. G
34. profession
16. C
35. visible
17. D
36. string(s)
18. B
37. waist(s)
19. H
38. perfume
20. A
39. image
40. handbag
Script
PART 1
WOMAN: So, I understand you’re interested in restaurant work?
MAN: Yes. I’ve got a bit of experience and I can provide references.
WOMAN: That’s good. I can check all that later. Now, Milo’s Restaurants have some
vacancies at the moment. They’re a really good company to work for. Lots of benefits.
MAN: Oh right.
WOMAN: Yes. They’ve got a very good reputation for looking after staff. For
example, all employees get training – even temporary staff. Q1
244
MAN: Oh really? That’s quite unusual, isn’t it?
WOMAN: Certainly is.
MAN: And do staff get free uniforms too?
WOMAN: Um … you just need to wear a white T-shirt and black trousers, it says
here. So I guess not … But another benefit of working for a big company like this is
that you can get a discount at any of their restaurants. Q2
MAN: Even at weekends?
WOMAN: No, but you’ll be working then anyway.
MAN: Oh yes. I suppose so. Most of their restaurants are in the city centre, aren’t
they? So, easy to get to by bus?
WOMAN: Yes. That’s right. But if you have to do a late shift and finish work after
midnight, the company will pay for you to get a taxi home. Q3
MAN: I probably won’t need one. I think I’d use my bike.
WOMAN: OK. Now, they do have some quite specific requirements for the kind of
person they’re looking for. Milo’s is a young, dynamic company and they’re really
keen on creating a strong team. It’s really important that you can fit in and get on well
with everyone.
MAN: Yeah. I’ve got no problem with that. It sounds good, actually. The last place I
worked for was quite demanding too. We had to make sure we gave a really high level
of service. Q4
WOMAN: That’s good to hear because that will be equally important at Milo’s. I
know they want people who have an eye for detail.
MAN: That’s fine. I’m very used to working in that kind of environment.
WOMAN: Perfect. So the only other thing that’s required is good communication
skills, so you’ll need to have a certificate in English. Q5
MAN: Sure.
——
WOMAN: OK. Let’s have a look at the current job vacancies at Milo’s. The first one
is in Wivenhoe Street. Q6
MAN: Sorry, where?
WOMAN: Wivenhoe. W-l-V-E-N-H-O-E. It’s quite central, just off Cork Street.
MAN: Oh right.
WOMAN: They’re looking for a breakfast supervisor.
MAN: That would be OK.
245
WOMAN: So you’re probably familiar with the kind of responsibilities involved.
Obviously checking that all the portions are correct, etc., and then things like checking
all the procedures for cleaning the equipment are being followed. Q7
MAN: OK. And what about the salary? In my last job I was getting £9.50 per hour. I
was hoping to get a bit more than that.
WOMAN: Well, to begin with, you’d be getting £9.75 but that goes up to £11.25
after three months. Q8
MAN: That’s not too bad. And I suppose it’s a very early start?
WOMAN: Mmm. That’s the only unattractive thing about this job. But then you
have the afternoons and evenings free. So the restaurant starts serving breakfast from
7 a.m. And you’d have to be there at 5.30 to set everything up. But you’d be finished
at 12.30.
MAN: Mmm. Well, as you say, there are advantages to that.
WOMAN: Now, you might also be interested in the job at the City Road branch.
That’s for a junior chef, so again a position of responsibility.
MAN: I might prefer that, actually.
WOMAN: Right, well obviously this role would involve supporting the sous chef
and other senior staff. And you’d be responsible for making sure there’s enough stock
each week – and sorting out all the deliveries. Q9
MAN: I’ve never done that before, but I imagine it’s fairly straightforward, once you
get the hang of it.
WOMAN: Yes, and you’d be working alongside more experienced staff to begin
with, so I’m sure it wouldn’t be a problem. The salary’s slightly higher here. It’s an
annual salary of £23,000.
MAN: Right.
WOMAN: I know that if they like you, it’s likely you’ll be promoted quite quickly.
So that’s worth thinking about.
MAN: Yes. It does sound interesting. What are the hours like?
WOMAN: The usual, I think. There’s a lot of evening and weekend work, but
they’re closed on Mondays. But you do get one Sunday off every four weeks. So
would you like me to send off your … Q10
PART 2
Hello everyone. It’s good to see that so many members of the public have shown up
for our presentation on the new housing development planned on the outskirts of
Nunston. I’m Mark Reynolds and I’m Communications Manager at the development.
246
I’ll start by giving you a brief overview of our plans for the development. So one thing
I’m sure you’ll want to know is why we’ve selected this particular site for a housing
development. At present it’s being used for farming, like much of the land around
Nunston. But because of the new industrial centre in Nunston, there’s a lot of demand
for housing for employees in the region, as many employees are having to commute
long distances at present. Of course, there’s also the fact that we have an international
airport just 20 minutes’ drive away, but although that’s certainly convenient, it wasn’t
one of our major criteria for choosing the site. We were more interested in the fact that
there’s an excellent hospital just 15 kilometres away, and a large secondary school
even closer than that. One drawback to the site is that it’s on quite a steep slope, but
we’ve taken account of that in our planning so it shouldn’t be a major problem.
Q11/12
We’ve had a lot of positive feedback about the plans. People like the wide variety of
accommodation types and prices, and the fact that it’s only a short drive to get out into
the countryside from the development. We were particularly pleased that so many
people liked the designs for the layout of the development, with the majority of people
saying it generally made a good impression and blended in well with the natural
features of the landscape, with provision made for protecting trees and wildlife on the
site. Some people have mentioned that they’d like to see more facilities for cyclists,
and we’ll look at that, but the overall feedback has been that the design and facilities
of the development make it seem a place where people of all ages can live together
happily. Q13/14
——
So I’ll put a map of the proposed development up on the screen. You’ll see it’s
bounded on the south side by the main road, which then goes on to Nunston. Another
boundary is formed by London Road, on the western side of the development. Inside
the development there’ll be about 400 houses and 3 apartment blocks.
There’ll also be a school for children up to 11 years old. If you look at the South
Entrance at the bottom of the map, there’s a road from there that goes right up through
the development. The school will be on that road, at the corner of the second turning
to the left. Q15
A large sports centre is planned with facilities for indoor and outdoor activities. This
will be on the western side of the development, just below the road that branches off
from London Road. Q16
There’ll be a clinic where residents can go if they have any health problems. Can you
see the lake towards the top of the map? The clinic will be just below this, to the right
of a street of houses. Q17
There’ll also be a community centre for people of all ages. On the northeast side of the
development, there’ll be a row of specially designed houses specifically for residents
over 65, and the community centre will be adjoining this. Q18
247
We haven’t forgotten about shopping. There’ll be a supermarket between the two
entrances to the development. We’re planning to leave the three large trees near
London Road, and it’ll be just to the south of these. Q19
It’s planned to have a playground for younger children. If you look at the road that
goes up from the South Entrance, you’ll see it curves round to the left at the top, and
the playground will be in that curve, with nice views of the lake. Q20
OK, so now does anyone …
PART 3
ADAM: So, Michelle, shall we make a start on our presentation? We haven’t got that
much time left.
MICHELLE: No, Adam. But at least we’ve done all the background reading. I found
it really interesting – I’d never even heard of the Laki eruption before this.
ADAM: Me neither. I suppose 1783 is a long time ago.
MICHELLE: But it was a huge eruption and it had such devastating consequences.
ADAM: I know. It was great there were so many primary sources to look at. It really
gives you a sense of how catastrophic the volcano was. People were really trying to
make sense of the science for the first time.
MICHELLE: That’s right. But what I found more significant was how it impacted
directly and indirectly on political events, as well as having massive social and
economic consequences. Q21
ADAM: I know. That should be the main focus of our presentation.
MICHELLE: The observations made by people at the time were interesting, weren’t
they? I mean, they all gave a pretty consistent account of what happened, even if they
didn’t always use the same terminology.
ADAM: Yeah. I was surprised there were so many weather stations established by
that time – so, you know, you can see how the weather changed, often by the hour.
Q22
MICHELLE: Right. Writers at the time talked about the Laki haze to describe the
volcanic fog that spread across Europe. They all realised that this wasn’t the sort of
fog they were used to – and of course this was in pre-industrial times- so they hadn’t
experienced sulphur-smelling fog before.
ADAM: No, that’s true.
MICHELLE: Reports from the period blamed the haze for an increase in headaches,
respiratory issues and asthma attacks. And they all describe how it covered the sun
and made it look a strange red colour. Q23
ADAM: Must have been very weird.
MICHELLE: It’s interesting that Benjamin Franklin wrote about the haze. Did you
read that? He was the American ambassador in Paris at the time.
248
ADAM: Yeah. At first no one realised that the haze was caused by the volcanic
eruption in Iceland.
MICHELLE: It was Benjamin Franklin who realised that before anyone else. Q24
ADAM: He’s often credited with that, apparently. But a French naturalist beat him to
it – I can’t remember his name. I’d have to look it up. Then other naturalists had the
same idea – all independently of each other.
MICHELLE: Oh right. We should talk about the immediate impact of the eruption,
which was obviously enormous- especially in Iceland, where so many people died.
ADAM: Mmm. You’d expect that- and the fact that the volcanic ash drifted so
swiftly – but not that the effects would go on for so long. Or that two years after the
eruption, strange weather events were being reported as far away as North America
and North Africa. Q25/26
MICHELLE: No. I found all that hard to believe too. It must have been terrible- and
there was nothing anyone could do about it, even if they knew the ash cloud was
coming in their direction.
——
MICHELLE:
We should run through some of the terrible consequences of the
eruption experienced in different countries. There’s quite a varied range.
ADAM: Starting with Iceland, where the impact on farming was devastating.
MICHELLE:
Mmm. One of the most dramatic things there was the effect on
livestock as they grazed in the fields. They were poisoned because they ate vegetation
that had been contaminated with fluorine as a result of the volcanic fallout. Q27
ADAM: That was horrible. In Egypt, the bizarre weather patterns led to a severe
drought and as a result the Nile didn’t flood, which meant the crops all failed.
MICHELLE: It’s so far from where the eruption happened and yet the famine there
led to more people dying than any other country. It was worse than the plague. Q28
ADAM: OK. Then in the UK the mortality rate went up a lot- presumably from
respiratory illnesses. According to one report it was about double the usual number
and included an unusually high percentage of people under the age of 25. Q29
MICHELLE: Mmm. I think people will be surprised to hear that the weather in the
USA was badly affected too. George Washington even makes a note in his diary that
they were snowbound until March in Virginia. That was before he became president.
ADAM:
Yes, and there was ice floating down the Mississippi, which was
unprecedented. Q30
MICHELLE: Astonishing, really. Anyway, what do you think …
PART 4
Good morning. Now, we’ve been asked to choose an aspect of European clothing or
fashion and to talk about its development over time.
249
I decided to focus on a rather small area of clothing and that’s pockets. I chose pockets
for two reasons, really. We all have them – in jeans, jackets, coats, for example – and
even though we often carry bags or briefcases as well, nothing is quite as convenient
as being able to pop your phone or credit card into your pocket. Yet, I suspect that,
other than that, people don’t really think about pockets too much and they’re rather
overlooked as a fashion item. Q31
It’s certainly very interesting to go back in time and see how pockets developed for
men and women. In the 18th century, fashions were quite different from the way they
are now, and pockets were too. If we think about male fashion first … that was the
time when suits became popular. Q32 Trousers were knee-length only and referred to
as ‘breeches’, the waistcoats were short and the jackets were long, but all three
garments were lined with material and pockets were sewn into this cloth by whichever
tailor the customer used. Q33 The wearer could then carry small objects such as
pencils or coins on their person and reach them through a gap in the lining. Coat
pockets became increasingly decorative on the outside for men who wanted to look
stylish, but they were often larger but plainer if the wearer was someone with a
profession who needed to carry medical instruments – a doctor or physician, for
example. Q34
——
The development of women’s pockets was a little different. For one thing, they
weren’t nearly as visible or as easy to reach as men’s. Q35 In the 18th and 19th
centuries, women carried numerous possessions on their person and some of these
could be worth a lot of money. Women were more vulnerable to theft and wealthy
women, in particular, worried constantly about pickpockets. So – what they did was to
have a pair of pockets made that were tied together with string. Q36 The pockets were
made of fabric, which might be recycled cloth if the wearer had little money or
something more expensive, such as linen, sometimes featuring very delicate
embroidery. Women tied the pockets around their waist so that they hung beneath their
clothes. Q37 Remember, skirts were long then and there was plenty of room to hide a
whole range of small possessions between the layers of petticoats that were commonly
worn. They would have an opening in the folds of their skirts through which they
could reach whatever they needed, like their perfume. Q38 Working women, of
course, also needed to carry around items that they might use for whatever job or trade
they were involved in, but their pairs of pockets still remained on the inside of their
clothing, they just got bigger or longer sometimes reaching down to their knees!
So the tie-on pockets went well into the 19th century and only changed when fashion
altered towards the end of that period. That’s when dresses became tighter and less
bulky, and the pairs of pockets became very noticeable – they stood out too much and
detracted from the woman’s image. Q39 Women who had been used to carrying
around a range of personal possessions – and still wanted to – needed somewhere to
carry these items about their person. That was when small bags, or pouches as they
were known, came into fashion and, of course, they inevitably led on to the handbag
of more modern times, particularly when fashion removed pockets altogether. Q40
250
DAY 29
Track 54
Part 1
Part 3
1. Marrowfield
21&22. A, E
2. relative
23&24. B, D
3. socialise / socialize
25. G
4. full
26. E
5. Domestic Life
27. B
6. clouds
28. C
7. timing
29. F
8. Animal Magic
30. A
9. (animal) movement
Part 4
10. dark
31. technical
Part 2
32. cheap
11&12. B, C
33. thousands
13&14. B, D
34. identification
15. C
35. tracking
16. B
36. military
17. B
37. location
18. C
38. prediction
19. A
39. database
20. A
40. trust
Script
251
PART 1
BREDA: Hello, Wayside Camera Club, Breda speaking.
DAN: Oh, hello, um, my name’s Dan and I’d like to join your club.
BREDA:
That’s great, Dan. We have an application form- would you like to
complete it over the phone, then you can ask any questions you might have?
DAN: Oh, yes, thanks.
BREDA: OK, so what’s your family name?
DAN: It’s Green- Dan Green.
BREDA: So – can I take your email address?
DAN: Yes, it’s dan1068@market.com.
BREDA: Thanks. And what about your home address?
DAN: Well, I’m about ten miles away from your club in Peacetown. I live in a house
there.
BREDA: OK, so what’s the house number and street?
DAN: It’s 52 Marrowfield Street. Q1
BREDA: Is that M-A double R-O-W-F-l-E-L-D?
DAN: That’s right.
BREDA: … and that’s Peacetown, you said?
DAN: Uhuh.
——
BREDA: So how did you hear about our club? Did you look on the internet?
DAN: I usually do that, but this time, well, I was talking to a relative the other day
and he suggested it. Q2
BREDA: Oh, is he a member too?
DAN: He belongs to another club – but he’d heard good things about yours.
BREDA: OK. So what do you hope to get from joining?
DAN: Well, one thing that really interests me is the competitions that you have. I
enjoy entering those.
BREDA: Right. Anything else?
DAN: Well, I also like to socialise with other photographers. Q3
BREDA: That’s great. So what type of membership would you like?
DAN: What are the options?
BREDA: It’s £30 a year for full membership or £20 a year if you’re an associate. Q4
DAN: I think I’ll go for the full membership, then.
252
BREDA: That’s a good idea because you can’t vote in meetings with an associate
membership.
——
BREDA: If I could just find out a bit more about you …
DAN: OK.
BREDA: So you said you wanted to compete- have you ever won any photography
competitions?
DAN: Not yet, but I have entered three in the past.
BREDA: Oh, that’s interesting. So why don’t you tell me something about those?
Let’s start with the first one.
DAN: Well, the theme was entitled ‘Domestic Life’. Q5
BREDA: I see – so it had to be something related to the home?
DAN: Yeah. I chose to take a photo of a family sitting round the dinner table having
a meal, and, urn, I didn’t win, but I did get some feedback.
BREDA: Oh, what did the judges say?
DAN: That it was too ‘busy’ as a picture.
BREDA: Aha – so it was the composition of the picture that they criticised?
DAN: That’s right – and once they’d told me that, I could see my mistake.
BREDA: So what was the theme of the second competition?
DAN: Well, my university was on the coast and that area gets a lot of beautiful
sunsets so that was the theme.
BREDA: Oh, sunsets, that’s a great theme.
DAN: Yes. The instructions were to capture the clouds as well – it couldn’t just be
blue sky and a setting sun. Q6
BREDA: Sure, cause they give you all those amazing pinks and purples.
DAN: Yeah – and I thought I’d done that well, but the feedback was that I should
have waited a bit longer to get the shot.
BREDA: I see. So the timing wasn’t right. Q7
DAN: Yes – I took it too soon, basically. And then the third competition I entered
was called ‘Animal Magic’. Q8
BREDA: Well, that’s a difficult subject!
DAN: I know! I had to take hundreds of shots.
BREDA: I’m sure – because animals move all the time.
253
DAN: That’s what we had to show – there had to be some movement in the scene.
Q9 I got a great shot of a fox in the end, but I took it at night and, well, I suspected
that it was a bit dark, which is what I was told. Q10
BREDA: Well Dan – you seem to be really keen and we’d be delighted to have you
in our club. I’m sure we can help with all those areas that you’ve outlined.
DAN: Thanks, that’s great.
PART 2
PRESENTER: This evening we’re delighted to welcome Dan Beagle, who’s just
written a book on looking for and finding food in the wild. He’s going to tell us
everything we need to know about picking wild mushrooms.
DAN: Thank you very much. Well, I need to start by talking about safety. You really
need to know what you’re doing because some mushrooms are extremely poisonous.
Having said that, once you know what to look for, it’s really worth doing for the
amazing variety of mushrooms available – which you can’t get in the shops. But of
course, you have to be very careful and that’s why I always say you should never
consume mushrooms picked by friends or neighbours – always remember that some
poisonous mushrooms look very similar to edible ones and it’s easy for people to get
confused. The other thing to avoid is mushrooms growing beside busy roads for
obvious reasons. But nothing beats the taste of freshly picked mushrooms – don’t
forget that the ones in the shops are often several days old and past their best. Q11/12
There are certain ideas about wild mushrooms that it’s important to be aware of. Don’t
listen to people who tell you that it’s only OK to eat mushrooms that are pale or dull –
this is completely untrue. Some edible mushrooms are bright red, for example.
Personally, I prefer mushrooms cooked but it won’t do you any harm to eat them
uncooked in salads – it’s not necessary to peel them. Another thing you should
remember is that you can’t tell if a mushroom is safe to eat by its smell – some of the
most deadly mushrooms have no smell and taste quite nice, apparently. Finally, just
because deer or squirrels eat a particular mushroom doesn’t mean that you can.
Q13/14
—–
Of course, mushroom picking is associated with the countryside but if you haven’t got
a car, your local park can be a great place to start. There are usually a range of habitats
where mushrooms grow, such as playing fields and wooded areas. But you need to be
there first thing in the morning, as there’s likely be a lot of competition – not just from
people but wildlife too. The deer often get the best mushrooms in my local park. Q15
254
If you’re a complete beginner, I wouldn’t recommend going alone or relying on
photos in a book, even the one I’ve written! There are some really good phone apps
for identifying mushrooms, but you can’t always rely on getting a good signal in the
middle of a wood. If possible, you should go with a group led by an expert – you’ll
stay safe and learn a lot that way. Q16
Conservation is a really important consideration and you must follow a few basic
rules. You should never pick all the mushrooms in one area – collect only enough for
your own needs. Be very careful that you don’t trample on young mushrooms or other
plants. And make sure you don’t pick any mushrooms that are endangered and
protected by law. Q17
There’s been a decline in some varieties of wild mushrooms in this part of the country.
Restaurants are becoming more interested in locally sourced food like wild
mushrooms, but the biggest problem is that so many new houses have been built in
this area in the last ten years. And more water is being taken from rivers and
reservoirs because of this, and mushroom habitats have been destroyed. Q18
Anyway, a word of advice on storing mushrooms. Collect them in a brown paper bag
and as soon as you get home, put them in the fridge. They’ll be fine for a couple of
days, but it’s best to cook them as soon as possible – after washing them really
carefully first, of course. Q19
So everybody knows what a mushroom tastes like, right? Well, you’ll be surprised by
the huge variety of wild mushrooms there are. Be adventurous! They’re great in so
many dishes – stir fries, risottos, pasta. But just be aware that some people can react
badly to certain varieties so it’s a good idea not to eat huge quantities to begin with.
Q20
OK, so now I’m going to show you …
PART 3
YOUNG MAN: That seminar yesterday on automation and the future of work was
really good wasn’t it? Looking at the first industrial revolution in Britain in the 19th
century and seeing how people reacted to massive change was a real eye-opener.
YOUNG WOMAN: Yes. It was interesting to hear how people felt about automation
then and what challenges they faced. I didn’t know that first started with workers in
the textile industry.
YOUNG MAN: With those protesting workers called the Luddites destroying their
knitting machines because they were so worried about losing their jobs.
YOUNG WOMAN: Yes, and ultimately, they didn’t achieve anything. And anyway,
industrialisation created more jobs than it destroyed.
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YOUNG MAN: Yes, that’s true – but it probably didn’t seem a positive thing at the
time. I can see why the Luddites felt so threatened. Q21/22
YOUNG WOMAN: I know. I’m sure I would have felt the same. The discussion
about the future of work was really optimistic for a change. I like the idea that work
won’t involve doing boring, repetitive tasks, as robots will do all that. Normally, you
only hear negative stuff about the future.
YOUNG MAN: Bit too optimistic, don’t you think? For example, I can’t see how
people are about to have more leisure time, when all the evidence shows people are
spending longer than ever at work.
YOUNG WOMAN: No – that’s true. And what about lower unemployment? I’m not
so sure about that. Q23/24
YOUNG MAN: Perhaps in the long term – but not in the foreseeable future.
YOUNG WOMAN: Mmm. And I expect most people will be expected to work until
they’re much older – as everyone’s living much longer.
YOUNG MAN: That’s already happening.
——
YOUNG WOMAN: I enjoyed all that stuff on how technology has changed some
jobs and how they’re likely to change in the near future.
YOUNG MAN:
Yeah, incredible. Like accountants. You might think all the
technological innovations would have put them out of a job, but in fact there are more
of them than ever. They’re still really in demand and have become far more efficient.
Q25
YOUNG WOMAN: Right. That was amazing. Twenty times more accountants in
this country compared to the 19th century.
YOUNG MAN: I know. I’d never have thought that demand for hairdressing would
have gone up so much in the last hundred years. One hairdresser for every 287 people
now, compared to one for over 1,500.
YOUNG WOMAN: Yeah because people’s earning power has gone up so they can
afford to spend more on personal services like that. Q26
YOUNG MAN: But technology hasn’t changed the actual job that much.
YOUNG WOMAN: No, they’ve got hairdryers, etc. but it’s one job where you don’t
depend on a computer … The kind of work that administrative staff do has changed
enormously, thanks to technology. Even 20 years ago there were secretaries doing
dictation and typing.
YOUNG MAN: Yes. Really boring compared to these days, when they’re given
much more responsibility and higher status. Q27
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YOUNG WOMAN: Mmm. A lot of graduates go in for this kind of work now … I’d
expected there to be a much bigger change in the number of agricultural workers in
the 19th century. But the 1871 census showed that roughly 25% of the population
worked on the land.
YOUNG MAN:
than 0.2%. Q28
Yeah, I’d have assumed it would be more than 50%. Now it’s less
YOUNG WOMAN: What about care workers?
YOUNG MAN: They barely existed in the 19th century as people’s lifespan was so
much shorter. But now of course this sector will see huge growth. Q29
YOUNG WOMAN: Yeah- and it’s hard enough to meet current demand. The future
looks quite bleak for bank clerks. They’ve been in decline since ATMs were
introduced in the eighties.
YOUNG MAN: And technology will certainly make most of the jobs they do now
redundant, I think. Q30
YOUNG WOMAN: I agree, although the situation may change. It’s very hard to
predict what will happen.
PART 4
In today’s astronomy lecture, I’m going to talk about the need for a system to manage
the movement of satellites and other objects in orbit around the Earth. In other words,
a Space Traffic Management system. We already have effective Air Traffic Control
systems that are used internationally to ensure that planes navigate our skies safely.
Well, Space Traffic Management is a similar concept, but focusing on the control of
satellites.
The aim of such a system would be to prevent the danger of collisions in space
between the objects in orbit around the Earth. In order to do this, we’d need to have a
set of legal measures, and we’d also have to develop the technical systems to enable
us to prevent such accidents. Q31
But unfortunately, at present we don’t actually have a Space Traffic Management
system that works. So why not? What are the problems in developing such a system?
Well, for one thing, satellites are relatively cheap these days, Q32 compared with how
they were in the past, meaning that more people can afford to put them into space. So
there’s a lot more of them out there, and people aren’t just launching single satellites
but whole constellations, consisting of thousands of them designed to work together.
So space is getting more crowded every day. Q33
But in spite of this, one thing you may be surprised to learn is that you can launch a
satellite into space and, once it’s out there, it doesn’t have to send back any
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information to Earth to allow its identification. Q34 So while we have international
systems for ensuring we know where the planes in our skies are, and to prevent them
from colliding with one another, when it comes to the safety of satellites, at present we
don’t have anything like enough proper ways of tracking them. Q35
And it isn’t just entire satellites that we need to consider. A greater threat is the huge
amount of space debris in orbit around the Earth – broken bits of satellite and junk
from space stations and so on. And some of these are so small that they can be very
hard to identify, but they can still be very dangerous.
In addition, some operators may be unwilling to share information about the satellites
they’ve launched. For example, a satellite may be designed for military purposes, or it
may have been launched for commercial reasons, and the operators don’t want
competitors to have information about it. Q36
And even if the operators are willing to provide it, the information isn’t easy to
collect. Details are needed about the object itself, as well as about its location at a
particular time – and remember that a satellite isn’t very big, and it’s likely to be
moving at thousands of kilometres an hour. Q37 We don’t have any sensors that can
constantly follow something moving so fast, so all that the scientists can do is to put
forward a prediction concerning where the satellite is heading next. Q38
—–
So those are some of the problems that we’re facing. Let’s consider now some of the
solutions that have been suggested. One key issue is the way in which information is
dealt with. We need more information, but it also needs to be accessible at a global
level, so we need to establish shared standards that we can all agree on for the way in
which this information is presented. We already do this in other areas of science, so
although this is a challenge, it’s not an impossible task. Then, as all this information’s
collected, it needs to be put together so it can be used, and that will involve creating a
single database on which it can be entered. Q39
As we continue to push forward new developments, congestion of the space
environment is only going to increase. To cope with this, we need to develop a system
like the one I’ve described to coordinate the work of the numerous spacecraft
operators, but it’s also essential that this system is one that establishes trust in the
people that use it, both nationally and at a global level. Q40
One interesting development …
DAY 30
Track 55
258
Part 1
Part 3
1. receptionist
21 & 22. B, D
2. Medical
23. D
3. Chastons
24. A
4. appointments
25. C
5. database
26. G
6. experience
27. F
7. confident
28. A
8. temporary
29. B
9. 1.15
30. C
10. parking
Part 4
Part 2
31. plot
11. B
32. poverty
12. A
33. Europe
13. A
34. poetry
14. C
35. drawings
15. F
36. furniture
16. G
37. lamps
17. E
38. harbour / harbor
18. A
39. children
19. C
40. relatives
20. B
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Script
PART 1
JULIE: Hello?
GREG: Oh, hello. Is that Julie Davison?
JULIE: Yes.
GREG: This is Greg Preston from the Employment Agency. We met last week when
you came in to enquire about office work.
JULIE: Oh, that’s right.
GREG: Now we’ve just had some details come in of a job which might interest you.
JULIE: OK.
GREG: So this is a position for a receptionist – I believe you’ve done that sort of
work before? Q1
JULIE: Yes, I have, I worked in a sports centre for a couple of years before I got
married and had the children.
GREG: Right. Well, this job’s in Fordham, so not too far away for you, and it’s at the
medical centre there. Q2
JULIE: OK. So where exactly is that?
GREG: It’s quite near the station, on Chastons Road. Q3
JULIE: Sorry?
GREG: Chastons Road- that’s C-H-A-S-T-O-N-S.
JULIE: OK, thanks. So what would the work involve? Dealing with enquiries from
patients?
GREG: Yes, and you’d also be involved in making appointments, whether face to
face or on the phone. And rescheduling them if necessary. Q4
JULIE: Fine, that shouldn’t be a problem.
GREG:
And another of your duties would be keeping the centre’s database
up-to-date. Then you might have other general administrative duties as well, but those
would be the main ones. Q5
JULIE: OK.
GREG: Now when the details came in, I immediately thought of you because one
thing they do require is someone with experience, and you did mention your work at
the sports centre when you came in to see us. Q6
JULIE: Yes, in fact I enjoyed that job. Is there anything else they’re looking for?
GREG: Well, they say it’s quite a high-pressure environment, they’re always very
busy, and patients are often under stress, so they want someone who can cope with
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that and stay calm, and at the same time be confident when interacting with the public.
Q7
JULIE: Well, after dealing with three children all under five, I reckon I can cope with
that.
GREG: I’m sure you can.
GREG: And then another thing they mention is that they’re looking for someone
with good IT skills …
JULIE: Not a problem.
GREG: So you’d be interested in following this up?
JULIE: Sure. When would it start?
GREG: Well, they’re looking for someone from the beginning of next month, but I
should tell you that this isn’t a permanent job, it’s temporary, so the contract would be
just to the end of September. But they do say that there could be further opportunities
after that. Q8
JULIE: OK. And what would the hours be?
GREG: Well, they want someone who can start at a quarter to eight in the morning
could you manage that?
JULIE: Yes, my husband would have to get the kids up and off to my mother’s –
she’s going to be looking after them while I’m at work. What time would I finish?
GREG: One fifteen. Q9
JULIE: That should work out all right. I can pick the kids up on my way home, and
then I’ll have the afternoon with them. Oh, one thing … is there parking available for
staff at the centre? Q10
GREG: Yes, there is. and it’s also on a bus route.
JULIE: Right. Well, I expect I’ll have the car but it’s good to know that. OK, so
where do I go from here?
GREG: Well, if you’re happy for me to do so, I’ll forward your CV and references,
and then the best thing would probably be for you to phone them so they can arrange
for an interview.
JULIE: Great. Well thank you very much.
GREG: You’re welcome. Bye now.
JULIE: Bye.
PART 2
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Good morning everyone, and welcome to the Museum of Farming Life. I understand
it’s your first visit here, so I’d like to give you some background information about the
museum and then explain a little about what you can see during your visit.
So, where we’re standing at the moment is the entrance to a large building that was
constructed in 1880 as the home of a local businessman. Alfred Palmer, of the Palmer
biscuit factory. It was later sold and became a hall of residence for students in 1911,
and a museum in 1951. In 2005, a modern extension was built to accommodate the
museum’s collections. Q11
The museum’s owned by the university, and apart from two rooms that are our offices,
the university uses the main part of the building. You may see students going into the
building for lessons, but it’s not open to museum visitors, I’m afraid. It’s a shame
because the interior architectural features are outstanding, especially the room that
used to be the library. Q12
Luckily, we’ve managed to keep entry to the museum free. This includes access to all
the galleries, outdoor areas and the rooms for special exhibitions. We run activities for
children and students, such as the museum club, for which there’s no charge. We do
have a donation box just over there so feel free to give whatever amount you consider
appropriate. Q13
We do have a cloakroom, if you’d like to leave your coats and bags somewhere.
Unlike other museums, photography is allowed here, so you might like to keep your
cameras with you. You might be more comfortable not carrying around heavy
rucksacks, though keep your coats and jackets on as it’s quite cold in the museum
garden today. Q14
——
I’d like to tell you about the different areas of the museum.
Just inside, and outside the main gallery, we have an area called Four Seasons. Here
you can watch a four-minute animation of a woodland scene. It was designed
especially for the museum by a group of young people on a film studies course, and
it’s beautiful. Children absolutely love it, but then, so do adults. Q15
The main gallery’s called Town and Country. It includes a photographic collection of
prize-winning sheep and shepherds. Leaving Town and Country, you enter Farmhouse
Kitchen, which is … well, self-explanatory. Here we have the oldest collection of
equipment for making butter and cheese in the country. And this morning, a specialist
cheesemaker will be giving demonstrations of how it’s produced. You may even get to
try some. Q16
After that, you can go in two directions. To the right is a staircase that takes you up to
a landing from where you can look down on the galleries. To the left is a room called
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A Year on the Farm. There’s lots of seating here as sometimes we use the room for
school visits, so it’s a good place to stop for a rest. If you’re feeling competitive, you
can take our memory test in which you answer questions about things you’ve seen in
the museum. Q17
The next area’s called Wagon Walk. This contains farm carts from nearly every part of
the country. It’s surprising how much regional variation there was. Beside the carts are
display boards with information about each one. The carts are old and fragile, so we
ask you to keep your children close to you and ensure they don’t climb on the carts.
Q18
From Wagon Walk, you can either make your way back to reception or go out into the
garden – or even go back to take another look in the galleries. In the far corner of the
garden is Bees are Magic, but we’re redeveloping this area so you can’t visit that at
the moment. You can still buy our honey in the shop, though. Q19
Finally, there’s The Pond, which contains all kinds of interesting wildlife. There are
baby ducks that are only a few days old, as well as tiny frogs. The Pond isn’t deep and
there’s a fence around it, so it’s perfectly safe for children. Q20
PART 3
TUTOR: So now I want you to discuss the lesson we’ve just been watching on the
video and think about the ways in which origami can be a useful educational tool. Can
you all work with the person sitting next to you …
SEB: I had no idea that such a simple thing like folding squares of paper to make the
shape of something like a bird could be such an amazing tool. It’s made me see
origami in a whole new light.
LIA: I know. It was interesting to see the educational skills the children were
developing by doing origami. On the video you could see them really listening hard to
make sure they did all the steps in the right order to make the bird.
SEB: That’s right. In this lesson they were working individually but it would also be
interesting to see if the children could work out how to make something simple
without being given any direction. That would help with building teamwork as well.
LIA: Yes, but much more of a challenge. One thing that really stood out for me was
that the children were all having fun while being taught something new. Q21/22
SEB: Which is a key aim of any lesson with this age group. And although these kids
had no problems with folding the paper, with younger children you could do origami
to help practise fine motor skills.
LIA: Absolutely. Shall we talk about the individual children we saw on the video? I
wrote all their names down and took some notes.
SEB: Yes, I did too.
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LIA: OK, good. Let’s start with Sid.
SEB: He was interesting because before they started doing the origami, he was being
quite disruptive.
LIA: Yes. He really benefited from having to use his hands – it helped him to settle
down and start concentrating. Q23
SEB: Yes, I noticed that too. What about Jack? I noticed he seemed to want to work
things out for himself.
LIA: Mmm. You could see him trying out different things rather than asking the
teacher for help. What did you make of Naomi? Q24
SEB: She seemed to be losing interest at one point but then she decided she wanted
her mouse to be the best and that motivated her to try harder. Q25
LIA: She didn’t seem satisfied with hers in the end, though.
SEB: No.
LIA: Anya was such a star. She listened so carefully and then produced the perfect
bird with very little effort. Q26
SEB: Mmm – I think the teacher could have increased the level of difficulty for her.
LIA: Maybe. I think it was the first time Zara had come across origami.
SEB: She looked as if she didn’t really get what was going on.
LIA: She seemed unsure about what she was supposed to do. but in the end hers
didn’t turn out too badly. Q27
SEB: Yeah. I’m sure it was a positive learning experience for her.
LIA: Mmm.
—–
LIA: I think one reason why the origami activity worked so well in this class was
that the teacher was well prepared.
SEB: Right. I think it would have taken me ages to prepare examples, showing each
of the steps involved in making the bird. But that was a really good idea. The children
could see what they were aiming for – and much better for them to be able to hold
something, rather than just looking at pictures. Q28
LIA: Mmm – those physical examples supported her verbal explanations really well.
SEB: It’s strange that origami isn’t used more widely. Why do you think that is?
LIA: Well, teachers may just feel it’s not that appealing to children who are used to
doing everything on computers, especially boys. Even if they’re aware of the benefits.
SEB: Oh, I don’t know. It’s no different to any other craft activity. I bet it’s because
so many teachers are clumsy like me. Q29
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LIA: That’s true – too much effort required if you’re not good with your hands.
SEB: Well, anyway, I think we should try it out in our maths teaching practice with
Year 3. I can see using origami is a really engaging way of reinforcing children’s
knowledge of geometric shapes, like they were doing in the video, but I think it would
also work really well for presenting fractions, which is coming up soon. Q30
LIA: Good idea – that’s something most of the kids in that class might struggle with.
Origami would also be good practice for using symmetry- but I think they did that last
term.
SEB: OK – well let’s try and get some ideas together and plan the lesson next week.
TUTOR: OK, if you could all stop …
PART 4
The person I’ve chosen to talk about is the French writer Victor Hugo – many people
have heard of him because his novel, Les Miserables, which he wrote in 1862, is
famous around the world. It became a stage musical in the 1980s, and a film version
was also released in 2012. So, some of us, I’m sure, have a pretty general idea of the
plot, but we know much less about the author. Today, I’m going to provide a little
more insight into this talented man and I’m going to talk particularly about the home
he had on the island of Guernsey in the British Channel Islands. Q31
But first, his early career … as I’ve said, he was a writer, he was at the height of his
career in Paris and he was very highly regarded by his colleagues. As far as literature
was concerned, he was the leading figure of the Romantic movement. However, as
well as being a literary genius, he also gave many speeches about issues like the level
of poverty in his society. He felt very strongly about this and about other areas where
change was needed, like education. This kind of outspoken criticism was not well
liked by the rulers of France and, eventually, the emperor – Napoleon III – told Victor
Hugo to leave Paris and not return; in other words, he sent him into exile. Q32
So Victor Hugo was forced to reside in other parts of Europe. Q33 Guernsey was
actually his third place of exile and he landed there in 1855. He produced a lot while
on Guernsey – including Les Miserables – and to do this, he had to spend a great deal
of time in the home that he had there. This was a property that he bought using the
money he’d made in France from the publication of a collection of his poetry. It was
the only property he ever owned, and he was very proud of it. Q34
——
The property Victor Hugo bought on Guernsey was a large, five-storey house in the
capital town of St Peter Port and he lived there for 15 years, returning to France in
1870 when Napoleon’s Empire collapsed. He decorated and furnished each level, or
floor, of the house in unique and wonderful ways, and many people consider the
265
inside of the house to be a ‘work of art’. Today it’s a museum that attracts 200,000
visitors a year.
He lived in the house with his family … and portraits of its members still hang in
rooms on the ground floor, along with drawings that he did during his travels that he
felt were important to him. Q35 In other ground-floor rooms, there are huge tapestries
that he would have designed and loved. The walls are covered in dark wood panelling
that Victor Hugo created himself using wooden furniture that he bought in the market.
The items were relatively inexpensive, and he used them to create intricate carvings.
They gave an atmosphere on the lower level that was shadowy and rather solemn. Q36
On the next level of the house there are two impressive lounges, where he entertained
his guests. One lounge has entirely red furnishings, such as sofas and wall coverings,
and the other blue. There’s a strong Chinese influence in these areas in things like the
wallpaper pattern and the lamps – which he would have made himself by copying
original versions. Q37
His library, where he left many of his favourite books, forms the hallway to the third
floor and was a comfortable area where he could relax and enjoy his afternoons. And
then, at the very top of the house, there’s a room called the Lookout – called that
because it looks out over the harbour. In contrast to the rather dark lower levels, it’s
full of light and was like a glass office where he would write until lunchtime- often at
his desk. Q38
So, Victor Hugo was a man of many talents, but he was also true to his values. While
living in his house on Guernsey, he entertained many other famous writers, but he also
invited a large group of local children from the deprived areas of the island to dinner
once a week. What’s more, he served them their food, which was an extraordinary
gesture for the time period. Q39
In 1927, the house was owned by his relatives, and they decided to donate it to the city
of Paris. It has since been restored using photographs from the period and, as I
mentioned earlier, is now a museum that is open to the public. Q40
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