School of Foreign Languages

Department of Foundation English

HANDOUTS FOR IELTS

Semester 2

Answer Keys and Tapescripts

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 Hanoi 2019

UNIT 1: MULTIPLE CHOICE

Task 1

1. Key words:
1. School, first opened
2. Fewer pupils, now, past
3. Teacher, proud, energy
4. Teacher believes, primary pupils, study problems
5. Meals, unusual

2. 1. question 1 (first opened) 2. question 2 (fewer pupils in the school now)

3. question 3 (provided with energy from) 4. question 5 (meals at school)
5. question 5 (unusual)

3. 1. B 2. C 3. A 4. B 5. A

Tapescript
You will hear the head teacher of an English primary school talking about the school to a group
of parents and visitors. First you have some time to look at question 1-5.
Now listen carefully and answer questions 1-5.

Good morning everyone and as the Head Teacher of Cranley Hill Primary School, I’m very
happy to welcome you to our Open Day. Today the school is open not just to parents of our
pupils, but also to anyone else interested in seeing the school. I’ll start by telling you about the
school, and after that you can walk round and see it for yourselves. We take most of our pupils
from the two nearby villages of Seaborne and Milthorpe. These were once coal mining villages –
there have been coal mines here since the 1830s. When the school is originally established, way
back in 1899, almost every child’s father worked in the mines. However, the coal mines were
closed in 1983, and many people left the area as a result. Nowadays most of the remaining
inhabitants tend to commute to work in the city rather than working locally. At present, the
number of students on our rolls is just 90, compared to almost 200 in 1985, due to the decline in
the population of the mining villages, and the staff see this as a big bonus because we know
each student personally.
The school is very involved in the local community and we are especially proud of our status as
Great Britain’s first school to be entirely powered by wind energy. This project began several
years ago when it was decided that a wind power turbine should be installed in the school field..
This now supplies the school with all the electricity we need and there is also power left over for
the villages nearby – the opposite situation to that in the past, when it was the villages which
supplied the school with power in the form of coal from the mines.
The project has been of enormous benefit to the school in other ways as well. It has allowed
exciting learning opportunities about electricity generation and the turbine has also inspired
poetry, art and even our own song. It also allows teachers to introduce global issues such as CO2
emissions and global warming to the students. I feel it may be irresponsible to burden young
children with worries about global issues which are insoluble – but by actually using wind

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power as a nonpolluting, renewable source of energy, instead of using fossil fuels such as oil or
gas, we are offering practical solutions to our pupils in their own environment.
The school is also extremely involved in other environmental issues. In the last few years we
have developed our school field into what we now call our “secret garden”, which you will have
a chance to explore shortly. Here the pupils have their own organic vegetable patch, and another
special feature of the school is that vegetables grown here are used in the school kitchens for
school lunches, with any extra ones being taken home by the children to share with the
community.

Task 2:

1. 1. Sami, Irene (students) and their tutor

2. a survey about access to computer facilities
2. 1. the percentage of students recommending a booking system
2. about 70%
3. about 77%

3. 1. C 2. B 3. A 4. A 5. C

Tapescript
You will hear part of a tutorial between two students and their tutor. The students are doing a
research project to do with computer use.
First you have sometime to look at questions 1-5.
Now listen carefully and answer questions 1-5.

Sami: Dr Barrett?
Tutor: Sami, come in. Is Irene with you?
Irene: Yes.
Tutor: Good. Sit down. Right, we’re looking at how far you’ve got with your research
project since we last met. You decided to do a survey about computer facilities at the
university, didn’t you?
Irene: That’s right. We decided to investigate the university’s open access centres, and in
particular the computer facilities. Lots of the students are having trouble getting access to a
computer when they need one, so we thought it would be a useful area to research.
Tutor: Good. Fine. It’s not a topic anyone has looked at before, as far as I know, so it’s a
good choice. So what background reading did you do?
Sami: Well, we looked in the catalogues in the library but we couldn’t find much that was
useful – it’s such a specialized subject, hardly anything seems to have been published about
it…
Irene: And as well as that, the technology is all changing so quickly.
Sami: But the open access centre has an online questionnaire on computer use that it asks all
the students to do at the end of their first year, and the supervisor gave us access to that data,
so we used it as a starting point for our research. It wasn’t exactly what we needed, but it
gave us an idea of what we wanted to find out in our survey. Then we designed our own
questionnaire.
Tutor: And how did you use it?
Irene: We approached students individually and went through our questionnaire with them
on a one-to-one basis.
Tutor: So you actually asked them the questions?
Irene: That’s right. We made notes of the answers as we went along, and actually we found
we got a bit of extra information that may as well – about the underlying attitudes of the
people we were interviewing – by observing the body language and things like that.

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 Tutor: How big is your sample?
Sami: Well, altogether we interviewed a random sample of 65 students, 55% male and 45%
female.
Tutor: And what about the locations and times of the survey?
Sami: We went to the five open access computer centres at the university, and we got about
equal amounts of data at each one. It took us three weeks. We did it during the week, in the
day and in the evenings.
Tutor: Not the weekend?
Sami: No.
Tutor: So presumably your respondents were mostly full-time students?
Sami: Yes… Oh, you mean we should have collected some data at the weekends, from the
part-time students? We don’t think of that.
Tutor: OK. It’s just an example of how difficult it is to get a truly random sample. So how far
have you got with the analysis of results?
Irene: Well, everyone agreed there was a problem, but we’re more interested in what they
think should be done about it. The most popular suggestion was for some sort of booking
system. About 77% of the students thought that would be best. But there were other
suggestions; for example, about 65% of people thought it would help if the opening hours
were longer, like 24 hours a day.

Task 3

1. C 2. C 3. B 4. B 5. A

Tapescript
Sally: Oh, Peter, there you are. You’ve been ages. What kept you so long?
Peter: I’m sorry, I’m so late, Sally. Have you been waiting long?
Sally: Oh, half an hour (example). But it doesn’t matter. I’ve had a coffee and I’ve been reading
this guidebook for tourists. Sit down. You look very hot and tired. What would you like to drink?
Peter: I’d love a really chilled mineral water (Q1) or something. Will you have another coffee?
Sally: Yes, I will. The waitress will be back in a moment. Why were you so late? Did something
happen?
Peter: Yes. You know I went to the bank to cash some travelers cheques? Well, the exchange rate
was looking healthy, but when I went to the teller, they told me the computer system was
temporarily down, (Q2) so they couldn’t do any transactions. They said the problem would be
fixed in a few minutes, so I waited. And then I started talking to another guy in the bank, and I
forgot the time.
Sally: Oh, really? Someone you met in the bank? Does he work there?
Peter: No, he was a tourist, from New York (Q3). His name’s Henry, and he’s been here for a
week, but he’s moving on to Germany tomorrow. He’s an architect, and he’s spending four
weeks traveling round Europe.
Sally: Just like us!
Peter: Yeah, just like us. He told me the names of some places where we should eat. Great food,
and not too expensive, he said. Oh, and he also gave me this map of the bus system (Q4). He
said he didn’t need it anymore.
Sally: That’s useful. Pity he’s moving on tomorrow. Ah, here’s the waitress. Let’s order. Do you
want anything to eat, or shall we just have a drink?
Peter: Well, I’m hungry, and we’ve got a lot of sightseeing to do, so let’s just have a snack and a
drink. (Q5)
Sally: Sounds good to me!

Task 4:

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11. C 12. B 13. A 14. C 15. B 16. C 17. A 18. B 19. B 20. A

Tapescript
So the counseling services we offer deal with any problems arising from your studies, or in your
life outside the university. Let’s take academic counseling. If you’re confused about subjects or
how to combine them in your degree, then we can advise you and discuss the career you are
aiming for, so that you can see it all in context. We can also chase up your tutor if you’re not
getting proper feedback on how you are getting on in your subject. (Q11)
Besides help with academic problems, you may also need personal counseling: if you think
you’re already under stress, well, just wait till classes begin next week. You’ll have to start
adjusting to teaching and learning methods that may be unfamiliar to you, as well as the
mounting pressure as the deadline for that first assignment (Q12) creeps up on you. And of
course, you have to cope with all this without your usual social network – you know, the social
contacts, family and friends (Q13) you could normally rely on for help. All of this causes
anxiety. Studying overseas can trigger a personal crisis – you may have left a lot of what you
might call “unfinished business” back in your own country, or you may have interrupted
personal relationships (Q14) or even sometimes have broken them off to come overseas, and so
the student often feels lonely, unhappy, unmotivated and unable to concentrate on studying. Or
there may be other things bothering you. Our resident chaplain can offer you spiritual guidance
if that’s what you want, or we can put you in touch with community groups that can provide you
with social contacts and friendship.

What about exam stress? It affects nearly everyone to some extent, but especially overseas
students like yourselves. There may be a huge amount of family pressure on you to succeed, and
if you fail a subject or drop out of a course (Q15) because it’s too difficult then your self-esteem
can suffer. But it’s not the end of the world if you don’t pass an exam – I had to resit First Year
Anthropology, so I can certainly offer you a sympathetic ear! Anyway, exam failure can lead to
worrying changes in the way you normally behave. You may also be off your food, or you may
have dietary problems because the local food is not to your liking (Q16) and upsets you, and this
can affect your health and studies. Glenda Roberts is our dietician in the Health Service and we
can put you on to her.
And we all have money problems, don’t we? But remember, full-time students can get a low-
interest loan of up to sic hundred dollars to buy books (Q17) and for similar study-related
expenses. That’s right, and you can get double that amount if you can’t afford an item of
equipment you need for your course – a musical instrument, for example. And it doesn’t stop
there. When you move into a flat, starting-up expenses, including furniture (Q18) for it, can be
covered by a loan through the Welfare Service – see Jill Freeman for details.
Can we help you? Well, last academic year, in spite of staff cuts, we counseled two hundred and
forty (Q19) international students for a total of twenty-six hundred hours counseling, and finally
we won all but just one of the twelve appeals that we launched on behalf of students. Not too
bad for an understaffed service (Q20), don’t you think? That’s all from me. Thank you.

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 UNIT 2: SHORT ANSWER QUESTIONS

Task 1:

1. Douglass
2. 135 Park Hill Avenue
3. 765482
4. low volume/ volume (is) low
5. (a) power cut
6. Schneider SVV5002
7. 7 years (old) (not ago)

Tapescript
You will hear a woman phoning an electrical repair company about a problem with a piece of
household equipment.
First you have some time to look at questions 1-7.
You will see that there is an example that has been done for you. On this occasion only, the
conversation relating this will be played first.

Kevin: Hello. Sinclair Electrical Services. Kevin speaking.

Molly: Oh, good morning. Er, I believe you do television repairs?
Kevin: That’s right, we do.

The woman is calling about her television, so television has been written in the space.
Now we shall begin. You should answer the questions as you listen because you will not hear the
recording a second time.
Listen carefully and answer questions 1-7.
Kevin: Hello. Sinclair Electrical Services. Kevin speaking.
Molly: Oh, good morning. Er, I believe you do television repairs?
Kevin: That’s right, we do.
Molly: Well, my television’s not working, but I don’t have a car, … can you come round to see
it?
Kevin: That shouldn’t be a problem.
Molly: Good.
Kevin: Can I just take a few details, then?
Molly: Certainly.
Kevin: So if I could start with your name?
Molly: Yes, it’s Mrs Douglass.
Kevin: DOUGLAS?
Molly: It’s double S at the end, actually.
Kevin: OK. And the address?
Molly: 135 Park Hill Avenue.
Kevin: In Sommerton?
Molly: That’s right. And would you like my phone number?
Kevin: Yes, please.
Molly: It’s 765482.
Kevin: 428?
Molly: No, 82.
Kevin: OK. Right, so what’s the problem with the television?
Molly: Er, low volume. Even when you turn it up to maximum, it doesn’t seem to make much
difference. I mean, it’s quite an old TV but it’s always worked perfectly well, up to now. And the
picture’s OK.

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Kevin: Mmmm.
Molly: I did wonder… we had a power cut a couple of days ago, and it’s not been right since
then. I don’t know if that could have affected it?
Kevin: It certainly might have something to do with it. Anyway, I’ll come over and have a look.
Er, can you tell me the make and the model number by any chance… the number will be on the
back of the TV.
Molly: Yes, it’s a Schneider – that’s SCHNEIDER – and the model number’s … let me see, yes
it’s SVV5002.
Kevin: Right. Is that a fairly recent model?
Molly: Not really … I got it seven years ago. I remember the date because it was the year after I
moved into this house and that was eight years ago. I hope you can fix it… I really don’t want to
buy another one.

Task 2:

1. 5 / five
2. (a) guided tour (s) / tour with a guide.
3. £5 to £15
4. more than 12 people
5. He signs his name on the notice board / (by) signing his name on the notice board.
6. 13/ 2 or thirteenth of February
7. medium-sized coach
8. Bristol
9. a visit to American Museum
10. in the student newspaper

Tapescript

Man: Good morning.

Woman: Good morning. How can I help you?
Man: I understand that the school organizes...umm, trips to different.....
Woman: yes, we run five every month: three during weekends and two Wednesday afternoon
trips.
Man: What sort of places?
Woman: Well, obviously it varies, but always places of historical interest and also which offer a
variety of shopping, because our students always ask about that....and then we go for ones where
we know there are guided tours, because this gives a good focus for the visit.
Man: Do you travel far?
Woman: Well, we’re lucky here, obviously, because we’re able to say that all our visits are less
than three hours drive.
Man: How much do they cost?
Woman: Again it varies-between five to fifteen pounds per head, depending on distance.
Man: Ah ha...
Woman: Oh, and we do offer to arrange special trips if, you know, there are more than twelve
people.
Man: Oh right, I’ll keep that in mind. And what are the times normally?
Woman: We try to keep it pretty fixed so that, that students get to know the pattern. We leave at
eight-thirty a.m. and return at six p.m. We figure it’s best to keep the day fairly short.
Man: Oh yes. And how do we reserve a place?
Woman: You sign your name on the notice board. Do you know where it is?
Man: Ah ha. I saw it this morning.

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Woman: And we do ask that you sign up three days in advance so we know we’ve got enough
people interested to run it, and we can cancel if necessary, with full refund of course.
Man: That’s fine. Thanks.
Man: And what visits are planned for this term?
Woman: Right, well I’m afraid the schedule hasn’t been printed out yet, but we have confirmed
the dates and planned the optional extra visits which you can also book in advance if you want
to.
Man: Oh that’s all right. If you can just give some idea of the weekends ones so I can, you know,
work out when to see friends, etcetera.
Woman: Oh, sure. Well, the first one is St Ives. That’s on the thirteenth of February and we’ll
have only sixteen places available ‘cos we’re going by minibus. And that’s a day in town with
the optional extra of visiting the Hepworth Museum.
Man: Oh right... yeah...that sounds good.
Woman: Then there’s a London trip on the sixteenth of February and we’ll be taking a medium-
sized coach so there’ll be forty-five places on that, and, let’s see, the optional extra is the Tower
of London.
Man: Oh, I’ve already been there.
Woman: After that there’s Bristol on the third of March.
Man: Where?
Woman: Bristol... B-R-I-S-T-O-L.
Man: OK...
Woman: That’s in a different minibus with eighteen places available, oh, and the optional extra
is a visit to the S.S. Great Britain.
Man: OK...
Woman: We’re going to Salisbury on the eighteen of March and that’s always a popular one
because the optional extra is Stonehenge, so we’re taking the large coach with fifty seats...
Man: Oh good.
Woman: And then the last one is Bath on the twenty-third of March.
Man: Oh yes. Is Bath the Roman city?
Woman: Yes, that’s right, and that’s in the sixteen-seater minibus.
Man: And where’s the optional visit?
Woman: It’s to the American Museum-well worth a visit.
Man: OK, well that’s great, thanks for all that...
Woman: My pleasure. By the way if you want more information about any of the trips, have a
look in the student newspaper.
Man: OK.
Woman: Or, have a word with my assistant, her name is Jane Yehtob-that’s Y-E-N-T-O-B.
Man: Right, I’ve got that. Thank you very much for all your help.
Woman: You’re very welcome. I hope you enjoy the trips.

Task 3:

1. a year and six months / 18 months / one year and a half.

2. General English
3. Thursday the seventh of September
4. sharing room / shared room
5. flats
6. 160 dollars per week
7. gas, electricity or/and water.

Tapescripts:

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LYNDA: Sara, I’ve heard that you want to move into a homestay family. Is that correct?
SARA: Yes, that’s right. I’ve been staying with my aunt and now my cousin is arriving from
Singapore and my aunt needs the room for him.
LYNDA: Oh, that’s bad luck. Well, I’ll need to get some particulars first. Sara, what’s your full
name?
SARA: Sara Lim, and that’s Sara without the ‘h’ at the end.
LYNDA: Mmm. How old are you, Sara?
SARA: Twenty-three, only just. It was my birthday on the twenty-first of August.
LYNDA: Happy Birthday for yesterday. How long have you been in Australia?
SARA: A year in Adelaide and six months in Sydney. I prefer Sydney, I’ve got more friends
here.
LYNDA: What’s your address at your aunt’s house?
SARA: Flat one, five three nine Forest Road, Canterbury. And the post code is two, o, three, six.
LYNDA: OK. What are you studying now?
SARA: I was studying General English in Adelaide and now I am doing Academic English,
because I am trying to get into Medicine next year.
LYNDA: That sounds good, but It’ll take you a long time. When would you like to move out
from your aunt’s?
SARA: My cousin arrives on Friday morning, so I’d better be out on Thursday.
LYNDA: What, the seventh of September?
SARA: Yes, that’s right.
LYNDA: That doesn’t leave us much time. Right, OK. I need to know what kind of
accommodation you’d like, so I can get you something suitable.
SARA: Can I share a room with someone else? I’ve been alone in my room at my aunt’s and
I’ve always shared with my sister and I like that.
LYNDA: Yes, fine. That’ll save you money too. Would you like to live with a family or do you
think that a single person would be better for you? I have lots of very nice single people in my
books.
SARA: Do you have any women living alone, retired women?
LYNDA: Yes, I have quite a few whose children have grown up and left home. In fact, I have
some really lovely retired ladies, living by themselves, who just love the company of students.
Most of them live in flats, but that’s not a problem for you, is it?
SARA: Not at all. I’m used to that. My aunt lives in a flat too, remember. I’m not used to a big
house with a garden, swimming pool, pets and all that.
LYNDA: OK, fine. I know quite a bit about what you want now. I should let you know that your
rent will be a hundred and sixty dollars per week. You’ll have to pay me three hundred and
twenty dollars as a deposit before you move in. The deposit is as insurance, in case you break
something. You’ll need to pay monthly to me, by cash or cheque, I don’t mind. You don’t need
to pay for gas, electricity or water, but you will need to pay your proportion of the phone bill.
Most families do that on an honour system, but you’ll have to wait and see.
SARA: Mmm.
LYNDA: Have you got any more questions for me?
SARA: When will you know where I can go?
LYNDA: I’ll work on it now, so come and see me tomorrow and I should have some news for
you then.
SARA: Thanks a lot.
LYNDA: Goodbye. See you tomorrow-after lunch would be better for me.
SARA: OK, see you then. Bye.

Task 4:

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 1. three / 3
2. for a month / during January
3. (great) street music.
4. circuses
5. forty-five dollars
6. at the Studio Theatre
7. the performers are so young
8. the City Gardens
9. young children.

Tapescripts

GEOFFREY: Good evening, and in this week’s edition of ‘Focus on the Arts’, Jane Hemmington
is going to fill use in on what’s in store for us at this year’s Summer Festival. Over to you, Jane.
JANE: Thank you, Geoffrey. This year, the Summer Festival is the biggest we’ve ever seen, so
there should be something for everybody. This is the third year they’ve run it and the timing’s
slightly different: for the last couple of years it’s been around the fifth to seventeenth, but this
year they wanted to allow everyone enough time to recover from the first of January celebrations
and they’ve put it at the end of the month.
The programme has sensational theatre, dance and also a large number of art exhibitions, but the
thing the Festival is most famous for is its great street music. For today’s report though,
Geoffrey, I’m looking at some of the theatrical events that you might like to see; in particular, at
this year’s theme-circuses.
I’m going to tell you about two circus performances, but there are plenty of others in the
programme. I’ve chosen these because they represent distinct movements within circus
performance. The first is the Circus Romano from Italy. As this is a travelling circus, it follows a
long tradition by performing in a marquee-which is really like a canvas portable building,
usually put up in a green space or car park, rather than in a theatre or stadium.
In spite of this, Circus Romano isn’t at all like the traditional circuses I grew up with. There are
no animals-just very talented clowning and acrobatic routines. The show has a lot of very funny
moments, especially at the beginning, but the best part is the music and lighting. They’re
magical. At forty-five dollars it’s very expensive anyway-it’s really for adult tastes. In fact,
much of it would be wasted on children-so I suggest you leave them at home.
The second circus performance is Circus Electrica at the Studion Theatre. The purists are
suggesting that this isn’t a circus at all. It’s a showcase for skills in dance and magic, rather than
the usual ones you expect in a circus. With only six performers it’s a small production, which
suits the venue well-the Studio only seats about two hundred people. For my money it’s the
aerial display which are outstanding as well as the magical tricks-features which are missing
from Circus Romano . An interesting feature of the show is that the performers are so young-the
youngest is only fourteen. But it’s still well worth seeing: a good one for the whole family.
And finally, as it is summer, you may wish to see some of the Festival performances that are
being presented outdoors. Like the famous Mekong Water Puppet Troupe, performing in the City
Gardens this week. Now water puppetry is amazing! It’s large puppets on long sticks, controlled
by puppeteers standing waist deep in the lake. The puppets do comedy routines and there is
some terrific formation dancing. This is a fantastic show and the walks up out of the water, you
get this amazing feeling. It’s really hard to believe that what you’ve been watching is lifeless
wood and cloth. As an adult, I had a great time, but I did note that other older people in the
audience weren’t quite as taken with it as I was. It’s a must for young children though, and that’s
the audience it’s really aimed at.
Well, that’s all I’ve time for today, but I’ll be back next week with more news of what’s worth
seeing and what it’s best to miss.

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 UNIT 3: COMPLETING FORMS, NOTES, TABLES, FLOWCHARTS.....

Section 1: COMPLETING FORMS

Task 1:

1. Black
2. 2085
3. 9456 1309
4. 2020 BD
5. July

Tapescript to Task 1

LOUISE Oh hello. I’d like to join the video library.

MR MAX OK. Would you like to fill in the application form now?
LOUISE Yes, I can do it now
MR MAX Hold on and I’ll get a form. Now, I’ll just ask you a few questions and then I’ll get
you to sign at the bottom.
LOUISE Right
MR MAX What’s your full name?
LOUISE Louise Cynthia Jones
MR MAX Jones?
LOUISE Yes, that’s right.
Repeat
MR MAX OK, and what’s your address?
LOUISE Apartment 1, 72 Black Street, Highbridge.
MR MAX Black Street, that’s just around the corner, isn’t it?
LOUISE Yes
MR MAX OK, so the post code is 2085, right?
LOUISE Yes, 2085
MR MAX Mm. And your telephone number? I need both home and work
LOUISE Home is 9835 6712 and work is 9456 1309. Do you need any ID or anything like
that?
MR MAX Yes, we need your driver’s licence number, that is if you have one
LOUISE Yes, I know if off by heart, it’s an easy one, 2020 BD. Do you need to see it?
MR MAX Yes, I’m afraid I do
LOUISE Mm.. here
MR MAX Right, thanks. And could you tell me your date of birth please?
LOUISE 25 July 1977
MR MAX That’s the most important part of the way, but could I just ask you a few questions
for a survey we’re conducting?
LOUISE OK.

Task 2:

1. 11/2 years
2. Forest/ Forrest
3. Academic
4. Thursday

11
Tapescript to Task 2

LYNDA Sara, I’ve heard that you want to move into a homestay family. Is that correct?
SARA Yes, that’s right. I’ve been staying with my aunt and now my cousin is arriving
from Singapore and my aunt needs the room for him.
LYNDA Oh, that’s bad luck. Well, I’ll need to get some particulars first. Sara, what’s your
full name?
SARA Sara Lim, and that’s Sara without the “h” at the end.
LYNDA Mmm. How old are you, Sara?
SARA Twenty-three, only just. It was my birthday on the twenty-first of August.
LYNDA Happy Birthday for yesterday. How long have you been in Australia?
SARA A year in Adelaide and six months in Sydney. I prefer Sydney. I’ve got more
friends here.
LYNDA What’s your address at your aunt’s house?
SARA Flat one, five three nine Forest Road, Canterbury. And the post code is two, o,
three, six.
LYNDA OK. What are you studying now?
SARA I was studying General English in Adelaide and now I’m doing Academic English,
because I’m trying to get into Medicine next year.
LYNDA That sounds good, but it’ll take you a long time. When would you like to move out
from your aunt’s?
SARA My cousin arrives on Friday morning, so I’d better be out on Thursday.
LYNDA What, the seventh of September?
SARA Yes, that’s right.

Task 3:

1. Murray
2. 16C
3. South Hills
4. 12 November 1980
5. 9872 4855
6. English or Britain
Tapescript to Task 3

Gavin Can I arrange the policy over the phone?

Diane Sure, just let me get the details down. So that’s Mr…
Gavin Gavin Murray, that’s M-U-R-R-A-Y.
Diane And the address is?
Gavin It’s 16C Biggins Street, South Hills.
Diane OK (writing) 16C Biggins Street, South Hills?
Garvin That’s right, it’s two words, ‘South Hills’.
Diane And your date of birth is?
Garvin 12 November 1980
Diane And your contact number?
Gavin Home phone number is 9872 4855
Diane Right… and er,…you’re Australian?
Gavin No… I was born in London, although my mother is from Tasmania.
Diane Really? Whereabouts?

12
Gavin Hobart.
Diane I see… interesting place. Now, are you working at the moment?
Gavin No, I am a full-time student at Sydney University.
Diane Right, good.

Section 2: COMPLETING NOTES

Task 1

Key:
1. pool attendant
2. (the) equipment
3. water quality tests
4. Monday(s), Wednesday(s)
5. 6(p.m), 10 (pomp)
6. $ 19
7. Farndon Avenue
8. 053210
9, 10. (in either order) application form, certificates

Tapescript

You will hear a student called Janet talking on the phone to the manager of a sports centre about
a job.
First you have sometime to look at questions 1-5.
You will see that there is an exam which has been done for you. On this occasion only, the
conversation relating to this will be played first.
V1: Hello, White Water Sports Centre.
Janet: Hello, er, I want to enquire about a job at the centre.
V1: Right, I’ll just put you through to the manager.
Steve: Hello, Steve Thompson speaking.

The manager’s name is Steve Thompson, so Steve Thompson has been written in the space.
Now we shall begin. You should answer the questions as you listen because you will not hear the
recording a second time.
Listen carefully and answer questions 1-5.
V1: Hello, White Water Sports Centre.
Janet: Hello, er, I want to enquire about a job at the centre.
V1: Right, I’ll just put you through to the manager.
Steve: Hello, Steve Thompson speaking.
Janet: Hello, er, my name’s Janet Wilis. Er, I’m looking for a part –time job and I saw an ad
saying that you have some vacancies. I was wondering what sort of people you were looking for.
Steve: Well, at present we’ve looking for a part-time pool attendant. I don’t know if you are
interested in that?
Janet: Oh, yes, definitely.
Steve: OK, well, have you done this sort of job before?
Janet: Oh, yes, I’ve spent the last three summers working for a children’s summer camp, so I did
a lot of pool supervision, and I’m actually a sports student - water sports is my special area.
Steve: OK, well no need to ask if you can swim then…
Janet: No, I’m certainly not afraid of the water. So what does the job at the pool involve?
Steve: You’re mainly responsible for supervising the swimmers - we have to watch them all the
time, obviously, in case of accidents, so you’d have regular shifts there.
Janet: OK.

13
Steve: Then as well as that, you’d have to look after the equipment that’s used by the
beginners’classes.
Janet: Right -and would I be involved in teaching them at all? I’d be quite interested in that.
Steve: Well, we they have their own instructors, so that’s not really part of the job. The
attendant’s job does involve taking regular water quality tests… but you wouldn’t be involved in
cleaning the pool or anything like that.
Janet: OK. And the ad said you wanted someone just twice a week.
Steve: Yes, that’s right.
Janet: Can I choose which days?
Steve: Erm, well if you’ve rung up earlier you could have done but I’m afraid it’s got to be
Mondays and Wednesdays- we’ve got someone for Tuesdays and Thursdays, and the weekends
are already fully staffed. Is that going to be a problem for you?
Janet: No ,that should be all right. And the ad said it was evening work, right?
Steve: Yes, you start at 6, and the pool closes at 9.30, but you wouldn’t get away until 10 by the
time you’ve checked the lockers and changing room
Janet: Fine.

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

Janet: And how much do you pay?

Steve: The basic hourly rate is $ 15, but we’d go up to $19 for someone with right qualifications.
Janet: Well I’ve got life-saving certificate and first aid qualifications.
Steve: Oh, with that and your experience, you’d probably get the maximum rate then.
Obviously, you’d have to come along for an interview , if you’re interested?
Janet: Oh, it sounds just the job I’m looking for. Shall we fix a time for an interview now?
Steve: OK… er, it’s Janet, isn’t it?
Janet Yeah, Janet Willis.
Steve: How about Friday morning, Janet? Around 11.00
Janet: Oh, sorry – I have lectures, but I could make the afternoon.
Steve: 2 p.m.
Janet: Fine: And can I just check on where you are… Is it Findon Avenue?
Steve: No, it’s 23-27 Farndon Avenue, that’s FARNDON, it’s off East Gate.
Janet: East Gate… Fine. I’ll look forward to meeting you then.
Steve: Ok, so you need to phone me before then, you can get through to me directly on 053210.
Janet: Is there anything I need to bring along to the interview?
Steve: Well, you do need to fill in an application form-I’ll put one in the post for you, so you can
fill in and bring it along.
Janet: You don’t want me to post it back to you?
Steve: No, just remember to bring it along with you.
Janet: What about references? Should I bring any?
Steve: No, but do have your certificates with you when you come, we need to see those.
Janet: Great. Thanks very much then. I’ll see you on Friday. Bye.
Steve: Bye.

Task 2

Source: IELTS Cambridge 4 - Test 4 (pg 81)

Questions 1- 10

1. College Dining Room

2. &3 ( in either order ) office staff

14
 4. 10th December
5. coffee break(s)
6. 6 / six
7. set of dictionaries / dictionaries / a good dictionary
8. & 9 ( in either order )
(some) music / (some) music tapes / ( some) tapes
photos / photographs
10. speech

*** No tapescripts

Task 3

Source: Listening Module (pg 56) Questions 31 -40

Key:
1. (particular) events
2. string
3. 14 days
4. (a)fortnight / 2 weeks / two weeks
5. six months
6. language
7. retrieve / recall / recover
8. (an) argument
9. 70%
10. 40%

Tapescripts
Lecturer: We’re going to look today at some experiments that have been done on memory in
babies and young children.
Our memories, it’s true to say, work very differently depending upon whether we are very old,
very young or somewhere in the middle. But when exactly so we start to remember things and
how much can we recall?
One of the first questions that we might ask is – do babies have any kind of episodic memory…
can they remember particular events? Obviously, we can’t task them, so how do we find out?
Well, one experiment that’s been used has produced some interesting results. It’s quite simple
and involves a baby, in its cot, a colorful mobile and a piece of string. It works like this. If you
suspend the mobile above the cot and connect the baby’s foot to it with the string the mobile will
move every time the baby kicks. Now you can allow time for the baby to learn what happens
and enjoy the activity. Then you remove the mobile for a time and re-introduce it some time
from one to fourteen days later.
If you look at this table of results… at the top two rows… you can see that what is observed
shows that two-month-old babies can remember the trick up to a fortnight. And although babies
trained on one mobile will respond only if you use the familiar mobile, if you train them on a
variety of colors and designs, they will happily respond each one in turn.

Now, looking at the third row of the table, you will see that when they learn to speak, babies as
young as 21 months demonstrate an ability to remember events which happened several weeks
earlier. And by the time they are two, some children’s memories will stretch back over six
months, though their recall will be random, with little distinction between key events and trivial
ones and very few of these memories, it any, will survive into later life. So we can conclude
from this that even very tiny babies are capable of grasping and remembering a concept.

15
So how is it that young infant can suddenly remember for a considerably longer period of time?
Well, one theory accounting for all of this – and this elates to the next question we might ask – is
that memory develops with language. Very young children with limited vocabularies are not
good at organizing their thoughts, though they are may be capable of storing memories, do they
have the ability to retrieve them? One expert has suggested an analogy with books on a library
shelf. With infants, he says, ‘it is as if early books are hard to find because they were acquired
before the cataloguing system was developed.’
But even older children forget far more quickly that adults do. In another experiment, several
six-year-olds, nine-year-olds and adults were shown a staged incident. In other words, they all
watched what they thought was a natural sequence of events. The incident went like this… a
lecture which they were listening to was suddenly interrupted by something accidentally
overturning; in this case it was a slide projector. To add a third stage and make the recall more
demanding, this ‘accident’ was then followed by an argument. In a memory test the following
day, the adults and the nine-year-olds scored an average 70% and the six-year-olds did only
slightly worse. In a retest five months later, the pattern was very different. The adults’ memory
recall hadn’t changed but the nine-year-olds’had slipped to less than 60% and the six-year –olds
could manage little better than 40% recall. In similar experiments with numbers, digit span is
shown to…

Task 4

Source: Cambridge 4. Test 1. Section 4. CD 1-Track 4

Key:
1. cities / environment
2. windy
3. humid
4. shady / shaded
5. dangerous
6. leaves
7. ground
8. considerably reduce / decrease / filter
9. low
10. space / room

*** No tapescripts

Section 3: COMPLETING A TABLE

Task 1
21. (on) Friday.
22. Biology
23. 57/ fifty-seven (books)
24. 43/ forty-three (books)
25. Wed/ Wednesday NOT the day after
Tapescripts:
Jane: Hi Tim!(Tim: Jane). I’d been wondering when I’d run into you. Have you been here long?
Tim: I arrived yesterday, on Sunday. How about you?
Jane: I got here a few days ago, on Saturday. No-wait a minute, what’s today?- Sorry Friday,
not Saturday.
Tim: But we didn’t have to be here till today.
Jane: Yes, I know, but I wanted to get my things moved into my room, and just take a look
around. So, did you decide to do English in the end?

16
Tim: No, I changed my mind and opted for history instead. And you’re doing biology, if I
remember correctly.
Jane: Yes, although to start with I couldn’t decide between that and geography.
Tim: How much reading have you got? I was given an amazingly long list of books to read. See!
Jane: Wow, it does look pretty long.
Tim: Well, I counted 57. I could hardly believe it! What’s your list like?
Jane: Well, it’s not as long as yours, but it’s still pretty big. There are 43. I don’t know how I
am going to get through them all.
Tim: Well, you don’t have to read them all this week! You just have to stay ahead of the lectures
and seminars. Have you got your class schedule yet?
Jane: Yep. It came with the reading list. When’s your first lecture?
Tim: Tuesday. How about you?
Jane: The day after. It’s my busiest day. I’ve got two lectures in the morning and one in the
afternoon.

Task 2

21. newspaper(s)
22. map(s)
23. radio(s)
24. television//TV
25. computer(s)

Tapescripts:
Lynne: That essay we have to write… the one on how children learn through the media…how
are you planning to write it?
Robin: Well, I’ve given it some thought and I think that the best way to approach it is to divide
the essay into two parts. First of all, we’d have to look at some examples of each type of
media…
Lynne: Yes, what they are… then we could describe how we can use each medium so that
children can learn something from each one.
Robin: Exactly. May be we could draw up a table and look at examples of each medium in turn.
Let’s see, the different forms of media would be… the print media…
Lynne: Here you’d have things like books and newspapers, that sort of thing…
Robin: Um, and included in these are the pictorial forms of print media, like maps…
Lynne: Yes, maps are really just formal pictures, aren’t they? And then there are what we call the
audio forms of media… where children can listen. CDs and radios are probably the best
examples, because a lot of children have access to these…especially radios.
Robin: And this would lead into the audio-visual media, which can be seen as well as heard…
film, television…and we mustn’t forget videos.
Lynne: Yes, but there’s a final category as well…computers, that make up the so-called
electronic media. In the United Kingdom and Australia, they say that one in three families has a
computer now.
Robin: yes, I believe it. Well, that’s a good list to start with…we’re really getting somewhere
with this essay now..so let’s move on to when each type of medium could be used. I guess we
could start by trying to identify the best situation for each type of media.

Task 3:

Questions 1-10.
1. 16 Rose Lane
2. 27th June or acceptable alternatives

17
 3. door broken//broken door
4. C
5. no locks (on them)// need locks
6. bathroom light
7. A
8. kitchen curtains
9. B
10. 1(pm)(and) 5 (pm)

Tapescripts
Agent: Good morning, MIC House Agency.
Paul: Good morning. I’m ringing about the problems I’ve been having with my apartment.
Agent: Yes, of course. If I can just take a few details first… What’s your name?
Paul: Paul Smiley.
Agent: How do you spell that?
Paul: S-M-I-L-E-Y.
Agent: OK, and what’s the address?
Paul: Apartment 2, 16 Rose Lane.
Agent: Rose Lane… and that’s in….?
Paul: In Newton.
Agent: Oh, yes, I know the property. Could I just ask how long is the lease?
Paul: It’s for one year.
Agent: and you moved in….?
Paul: Last week, on 27th June.
Agent: Fine, thank you.
Agent: And what are the problems that you’ve been having?
Paul: Well, no one thing is really dangerous or anything, but you know, it’s just been building
up.
Agent: Yes, of course.
Paul: Well the first thing is the washing machine. It’s been leaking a little and it’s beginning to
get worse. Because we have a small child, we really need to get that done straight away.
Agent: OK… that’s a washing machine for immediate repair.
Paul: And then there’s a niggling problem with the cooker…
Agent: Ah ha…
Paul: The door’s broken.
Agent: Right.
Paul: It’s nothing serious and it can be used, but if you can send someone over in the next couple
of weeks or so that’d be great.
Agent: Fine, I’ve got that.
Paul: Then we are worried about all the windows.
Agent: Are they broken?
Paul: No, but there are no locks on them…and you know with the insurance these days…
Agent: And when would you like those done?
Paul: Oh, that’s not really urgent… but you never know when there’s going to be a break-in…
Agent: No, we’ll get those done for you next week, don’t worry.
Paul: And then there’s the bathroom light…it’s getting quite annoying. It flickers quite badly and
it’s giving me headaches. I’d really like to get that replaced right away.
Agent: That’s no problem.
Paul: And then the last thing on the list is the kitchen curtains. They’re torn.
Agent: Oh, right. We do have quite a few spare ones in stock and can get those to you in the next
week, if that’s alright with you?
Paul: Yes, that’d be fine.

18
Agent: Anything else?
Paul: No, that’s all.
Agent: OK, fine. What we’ll do is get someone over to you this afternoon, if you’re in.
Paul: Well, I’m going to be out for a short time.
Agent: Well you tell use your preferred time.
Paul: Well, the best time is about 1.00.
Agent: I’ll have to check that with him. And if he can’t make it then, what would be your second
preference?
Paul: Any time up to 5 pm would be fine.
Agent: OK, I’ve made a note of that.
Paul: Great, well thanks very much for your help.
Agent: That’s fine. Thank you for calling.
Paul: Goodbye.
Agent: Goodbye.

Task 4:

31. 4/four-month certificate

32. (current) employment/job
33. 1/one-year diploma
34. none/ no (prior)qualifications
35. 6/ six-month certificate
36. C
37. F
38. B
39.G
40.D

Tapescript to task 4

Welcome to further education Information Week. This is the Physical Education Faculty’s
session and I’m the Head of the Faculty. During the course of this morning we hope to give you
a clear idea of what we offer in our training program and we will look at the types of courses
and the entry requirements, if any, for those courses. Some of these courses are open to school
leavers, but for some you need previous qualifications, or relevant successful employment.

So firstly, the Physical Fitness Instructor’s course if offered as a six- month certificate course
which includes an important component of personal fitness but there are no specific entry
requirement.
For Sports Administrators we provide a four-month certificate course but you should be aware
that this is designed for those who are in employment. This employment must be current and
related to sports administration.
For the Sports Psychologist course we offer a one-year diploma course, but this diploma course
is available only to those who already hold a degree in psychology, so you need to make sure
you have that before you apply to do this course.
Now.. for Physical Education Teachers we offer a four-year degree in education. This degree
course is designed for preparing students to teach in primary and secondary Schools and needs
no prior qualifications as it is entered directly by school leavers.
And lastly for the Recreation Office’s course we offer a six-month certificate. Entry to this
course normally includes applicants of a wide range of ages and experiences, but we do not
insist on any prerequisites for this course.

19
Remember that this is a vocational training institute. We train you so that you can take up a
particular kind of job. So it is important that you know the main roles of the jobs-what the work
is like and what kind of qualities you need to succeed at them.
A Physical Fitness Instructor works in health and fitness centres preparing individual programs
for ordinary members of the public. Physical Fitness Instructors prepare routines of exercises to
suit the individual client’s age and level of fitness.

Sports Administrators run clubs and sporting associations. Their duties include such things as
booking playing fields with local councils and organizing the schedule or games or events for
the club, so they need good organizational skills.

Sports Psychologists spend time with professional athletes helping them approach competition
with a positive mental attitude to enable them to achieve their personal best. They do this by
improving motivation and concentration or assisting with stress management.

Physical Education or PE Teachers instruct young students in how to exercise, play sport, and do
other recreational activities correctly and safely. PE teachers help the development of co-
ordination, balance, posture, and flexibility with things like simple catching and throwing skills.
They are not expected to be experts in all sports, but must be able to show students the basic
techniques involved in a wide range of activities.

Recreation Officers often find themselves working for local government authorities and local
groups. Their aim is to raise people’s awareness of healthy lifestyles and improved general
fitness through arranging recreational activities for groups of all ages from the very young to the
elderly.
There are many other job opportunities which our graduates can look forward to. If you are
interested in any of these…..

Section 3: COMPLETING FLOW CHARTS

Task 1

11. stamps and coins 12. (shrill) call

13. sense of smell 14. fly
15. introduced animals 16. (scientific) research
17. global education
18. eggs (are) collected 19. chicks (are) reared
20. 5 % to 85 %
Tapescript:
Ladies and Gentlemen – welcome to Auckland Zoo on this sunny Sunday afternoon and
to our special kiwi fund raising event. My job is to tell you all about the amazing little
kiwi – and your job, hopefully, is to dig deep in your pockets.
Now for the benefit of our overseas visitors here today, I should explain first of all that
the kiwi is the national bird of New Zealand – and sometimes New Zealanders

20
themselves are known as ‘Kiwis’. Now, while kiwis in the wild are a rare sight, the kiwi
as a symbol is far more visible. Apart from being in toy stores and airport shops all over
the world, you’ll find them on our stamps and coins. The kiwi is the smallest member of
the genus Apteryx which also includes ostriches and emu. It gets its name from its shrill
call which sounds very much like this – kee-wee kee-wee. Kiwis live in forests or
swamps and feed on insects, worms, snails, and berries. It’s a nocturnal bird with
limited sight and therefore it has to rely on its very keen sense of smell to find food and
to sense danger. Its nostrils are actually right on the end of its long beak which is one
third of the body length. Now here’s an interesting fact. Although kiwis have wings,
they serve little puspose because the kiwi is a flightless bird.
Since white settlement of the island, kiwi numbers have dropped from 12 million to less
then 70,000 and our national bird is rapidly becoming an endangered species. This is
because they’re being threatened by what we call introduced animals which were
brought to New Zealand such as cats and ferrets which eat kiwi eggs and their chicks.
And so we have launched the Kiwi Recovery Programme; in an all-out effort to save our
national bird from extinction. There are three stages to this Programme: Firstly, we have
the scientific research stage – this involves research to find out more about what kiwis
need to survive in the wild. Then secondly we have the action stage. This is where we
go into the field and actually put our knowledge to work – we call this putting science
into practice, and then we come to the third stage – the global education stage. By
working with schools and groups like yourself, as well as through our award winning
kiwi website we are hoping to educate people about the plight of the kiwi.
As part of the action stage, which I just mentioned, we have introduced ‘Operation Nest
Egg’ and this is where your money will be going. It works like this: It’s a three-stage
process. First of all, we go out to the kiwi’s natural habitat and we collect kiwi eggs.
This is the tricky part because it can be very difficult to find the eggs. Then, in safe
surroundings, away from predators… the chicks are reared. Now this can be done on
predator-free islands or in captivity – they’re reared until they are about nine months old
at which stage the chicks are returned to the wild. So far it’s proving succesful and since
we started the programme some 34 chicks have been successfully raised this year and
their chances of survival have increased from 5 to 85%. However, it’s not time to
celebrate kiwi survival just yet. About 95% of kiwi chicks still don’t make it to six
months of age without protection. Which is why Operation Nest Egg is so important and
whe ask you to give generously today.

21
Task 2

KEY to Task 2
31. human activities / activity
33. Dirty Thirties/30s
35. machine operators
37. irrigation
39. salty / saline / toxic
32. farming and drainage
34. dry thunderstorms
36. drought
38. two-thirds
40. crops / plants / agriculture

Tapescript:
In the last lecture, we looked at the adverse effects of desert dust on global
climate. Today we’re going to examine more closely what causes dust storms and
what other effects they can have. As you know, dust storms have always been a
feature of desert climate, but what we want to focus on today is the extent to
which human activity is causing them. And it is this trend that I want to look at,
because it has wide-ranging implications.
So – what are these human activities? Well, there are two main types that affect
the wind erosion process, and thus the frequency of dust storms. There are
activities that break up naturally wind-resistant surfaces such as off-road vehicle
use and construction and there are those that remove protective vegetation cover
from soils, for example mainly farming and drainage. In many cases the two
effects occur simultaneously which adds to the problem.
Let’s look at some real examples and see what I’m talking about. Perhaps the
best-known example of agricultural impact on desert dust is the creation of the
USA’s ‘dust bowl’ in the 1930s. The dramatic rise in the number of dust storms
during the latter part of that decade was the result of farmers mismanaging their
land. In fact, choking dust storms became so commonplace that the decade
became known as the ‘Dirty Thirties’.
Researchers observed a similar, but more prolonged, increase in dustiness in
West Africa between the 1960s and the 1980s when the frequency of storms rose
to 80 a year and the dust was so thick that visibility was reduced to 1,000 meters.
This was a hazard to pilots and road users. In places like Arizona, the most
dangerous dust clouds are those generated by dry thunderstorms. Here, this type
of storm is so common that the problem inspired officials to develop an alert

22
 system to warn people of oncoming thunderstorms. When this dust is deposited it
causes all sorts of problems for machine operators. It can penetrate the smallest
nooks and crannies and play havoc with the way things operate because most of
the dust is made up of quartz which is very hard.
Another example – the concentration of dust originating from the Sahara has
risen steadily since the mid-1960s. This increase in wind erosion has coincided
with a prolonged drought, which has gripped the Sahara’s southern fringe.
Drought is commonly associated with an increase in dust-raising activity but it’s
actually caused by low rainfall which results in vegetation dying off.
One of the foremost examples of modern human-induced environmental
degradation is the drying up of the Aral Sea in Central Asia. Its ecological demise
dates from the 1950s when intensive irrigation began in the then Central Asian
republics of the USSR. This produced a dramatic decline in the volume of water
entering the sea from its two major tributaries. In 1960, the Aral Sea was the
fourth-largest lake in the world, but since that time it has lost two-thirds of its
volume, its surface area has halved and its water level has dropped by more than
216 meters. A knock-on effect of this ecological disaster has been the release of
significant new sources of wind-blown material, as the water level has dropped.
And the problems don’t stop there. The salanity of the lake has increased so that
it is now virtually the same as sea water. This means that the material that is
blown from the dry bed of the Aral Sea is highly saline. Scientists believe it is
adversely affecting crops around the sea because salts are toxic to plants.
This shows that dust storms have numerous consequences beyond their effect on
climate, both for the workings of environmental systems and for people living in
drylands…

Task 3
(ket hop voi Task 3 trong fan Summary Completion)

Key T3: 1. novelty 2. economic benefit 3. less

4. congestion 5. lifestyle

Tapescript
In today’s lecture we’ll begin with an overview of the impact of tourism on the
societies and cultures of the host area, then we’ll look at some case studies.

23
 One model for the socio-cultural impact of tourism has been provided by Doxey
– you’ll find a reference in your reading list. He called his model the ‘Irridex’ –
that’s a contraction of ‘irritation indext’ and it attempts to show how the attitudes
of local people to tourists and tourism change over the years. Doxey identifies
four stages. He called the first stage Euphoria – happiness – because initially the
tourists are regarded as a novelty, and because of this they’re welcomed by
everyone in the host area. But as well as that, there’s another reason for the
people in the host community to welcome tourists: local people realise that
tourism brings scope for economic benefits.
As tourist development begins to increase, however, local interest in the visitors
become sectionalised. That means that some sections of the local population
become involved with tourists while others don’t, and it is increasingly the case
that commercial rather than social factors are influencing relationships between
tourists and the host community; people are less interested in the tourists for their
own sake. Doxey call this stage Apathy.
If development continues to increase, apathy may change to Annoyance. What’s
causing this? Well, development of the tourist area may start to spiral up out of
control, and this is often accompanied by congestion, which is going to make life
difficult for local people. So the policy makers, the government, the local
authorities, and so on, provide more infrastructure for the area – more roads,
more car parks and so on – try to help cope with the influx of tourists. But the
lives of the local people are made increasingly difficult and in the final stage of
the model, annoyance has turned to Antagonism and open hostility to the tourists,
and now all the detrimental changes to lifestyles in the host area are, fairly or
unfairly, seen as due to the tourists.

Section 5: COMPLETING SUMMARIES

Task 1

KEY to E1
11. 1545 12. more than 400 13. raised 14. preserved timber

Tapescript:
Welcome to Portmouth naval dockyard! We are standing next to what remains
of King Henry’s ill-fated flagship, the Mary Rose. As you may know, the ship
sank in July 1545 just off the coast of England not far from here. The king

24
 himself apparently watched in horror from the shore, as the sea entered her
gun ports, she tipped over and sank to the bottom where she lay for more than
400 years … that’s 4 centuries… buried in the mud. In 1971 the wreck was re-
discovered but it wasn’t until 1982 that the ship was raised. Since then a
massive research programme has taken place to unravel the mystery of why
she sank. One of the scientists is a tree-ring specialist and he’s been studying
the preserved timbers of the ship and they now believe, after analysing the
timbers, they have uncovered a vital clue as to why the ship sank.

Task 2

Key to T2
31. beginning and completion / ending / end
32. schedule
33. four stages
34. developing a plan / planning a project

Tapescript
You will hear a lecture about Project Management being given by a university lecturer

First, look at Questions 31 to 34

Now listen to the lecture and answer Questions 31 to 34

(Trong sach la tu 31 – 40 vi vay khi thu bang, de nghi gv doc fan huong dan)

I’d like to begin today with a quick review of last week’s lecture. We saw the
definition of project management as something which has a clear beginning and
a clear completion date with goals, a budget and a schedule. We saw its
presence in the private and public sectors in many different industries. You’ll
also remember that we outlined the life cycle as it were, of a project and looked
at the first of a four-stage cycle – establishing the limits of the project.

Today, we’re going to talk broadly about the second stage of project
management – developing a plan for the project. Next week we’ll focus on the
implementation of the project and then, the final stage – its evaluation...

25
Task 3 (Ket hop voi Task 3 phan Flowchart completion vi no la 1 section)

Key to T3:
1. novelty 2. economic benefit 3. less
4. congestion 5. lifestyle
6. negative 7. relationships 8. traditional crafts
9. women 10. new languages

Tapescript:
You will hear part of a lecture about tourism and the leisure industry. First you have
some time to look at questions 1 – 10.

Now listen carefully and answer questions 1 – 10

In today’s lecture we’ll begin with an overview of the impact of tourism on the
societies and cultures of the host area, then we’ll look at some case studies.

One model for the socio-cultural impact of tourism has been provided by Doxey
– you’ll find a reference in your reading list. He called his model the ‘Irridex’ –
that’s a contraction of ‘irritation indext’ and it attempts to show how the
attitudes of local people to tourists and tourism change over the years. Doxey
identifies four stages. He called the first stage Euphoria – happiness – because
initially the tourists are regarded as a novelty, and because of this they’re
welcomed by everyone in the host area. But as well as that, there’s another
reason for the people in the host community to welcome tourists: local people
realise that tourism brings scope for economic benefits.

As tourist development begins to increase, however, local interest in the visitors

become sectionalised. That means that some sections of the local population
become involved with tourists while others don’t, and it is increasingly the case
that commercial rather than social factors are influencing relationships between
tourists and the host community; people are less interested in the tourists for
their own sake. Doxey call this stage Apathy.

If development continues to increase, apathy may change to Annoyance. What’s

causing this? Well, development of the tourist area may start to spiral up out of
control, and this is often accompanied by congestion, which is going to make life

26
difficult for local people. So the policy makers, the government, the local
authorities, and so on, provide more infrastructure for the area – more roads,
more car parks and so on – try to help cope with the influx of tourists. But the
lives of the local people are made increasingly difficult and in the final stage of
the model, annoyance has turned to Antagonism and open hostility to the
tourists, and now all the detrimental changes to lifestyles in the host area are,
fairly or unfairly, seen as due to the tourists.

(End of question for 1 – 5)

Well, this sort of pathway is certainly a fairly good reflection of what happens in
some tourist destinations, but Doxey’s model has drawn a number of criticisms.
The most significant is that it suggests a very negative attitude to the socio-
cultural effects of tourism – the fact that the model is unidirectional, that it only
works in one direction, seems to suggest that decline in the host-visitor
relationship is inevitable. Now in practice, fortunately, things aren’t always
quite like that. If you look at real situations, you’ll see that the relationships
between local people and tourists are rather more complicated, and prone to
greater variation, than this model suggests. So the model is really rather
oversimplified. In fact, studies have highlighted quite a few positive effects of
tourism. For example, Doxey’s model doesn’t look at the effects on the tourists
themselves – they may well benefit from increased understanding of the host
society and culture. Then, traditional crafts in the host area may be revitalised
because tourism provides new markets such as the souvenir trade, for example,
so instead of these traditional skills being lost, local people are encouraged to
develop them. There may also be more long-lasting changes, which actually
lead to the empowerment of both groups and individuals in the host area. For
example, tourism creates openings for employment for women, and through
giving them a chance to have a personal income, it allows them to become more
independent. In addition, because tourism tends to work through a very few
languages that have world-wide usage, those working in the tourist industry
may be encouraged to acquire new languages, and this will empower them
through providing wider access to globalised media, and improving their job
prospects in a wider context.

Right now we’ll take a short break there and then we’ll look at a couple of case
studies and see how far the points we’ve discussed so far apply to them.

Task 4

27
Key to T4:
36. (a) competition(s) 37. design (and) print 38. styles/techniques
39. categories 40. two/2 names

Tapescript
Now listen and answer question 36-40.

Well, I overcame this problem in two ways. And I suppose this is my advice to you on
preparing your portfolio of your best work. The first way was by submitting my work for
a competition, and the one I chose was for a horoscope design and was sponsored by a
top women’s magazine. There are a few of these competitions each year and they offer
new illustrators an opportunity to showcase their work. The other approach I took was to
design and print some mock-up pages of a book. In other words, I placed some of my
illustrations next to some text in order to demonstrate how my work would look when it
was printed. Perhaps, I was lucky in that I had taken a degree that provided me with all-
round creative skills so that I could vary my style and wasn’t limited to a certain
technique. I think that is important. The art world, and many other creative fields, do try
to pigeon-hole people into snug boxes with an accompanying label. I think you should try
to resist this if you feel it happening to you. If you don’t, you will find it difficult to have
new work accepted if you try to develop your style at a later stage in your career.
Nevertheless, when you start out and particularly when you’re going for an interview, it’s
important not to confuse people by having a lot of different examples in your portfolio.
One remedy for this is to separate your work into distinct categories. In my case, I did
this by dividing my design-inspired illustrations from my paintings. It is then easier to
analyse the market suited to each portfolio; such as magazines, book jackets, CD covers
etc. Working under two names is also useful as it clarifies the different approaches and
offers a distinction between them.
I think it’s been hard for artists to be recognized in anything other than the pigeon-holes
that they have been placed in. Luckily, these barriers are slowly being demolished…

28
 UNIT 4: LABELLING DIAGRAMS

Task 1:
14. Woodside
15. Ticket Office
16. Gift Shop
17. (main) Workshop
18. Showroom
19. Cafe
20. cottages

*** No tapescripts

Task 2:

10. E; 11. H; 12.B

Tapescript (Question 10 – 12)

JENNIFER DAVIS: Hello, my name’s Jennifer Davis. I’m the Student Affairs
Officer here at Maslow University, and I’d first of all like to welcome you all to this
orientation talk. I’ll be talking to you about the campus and a little of its history, and then
I’ll be introducing you to some of the facilities available to all Maslow University
students and, in particular, overseas students.
First, let me just point to you two people who you will definitely need to know. They are
Bruce Chandler, who is the coordinator of the Overseas Student Office. Actually, you can
see Bruce in that group of people over there. Bruce is the short man with the beard and
glasses. Hi, Bruce! Bruce will be speaking to you later.
The other person you’ll be meeting is Donna Wilcox. Now, Donna’s in charge of
the Student Union Activities office. In fact, Donna’s just over there, too. She’s the one
with the white top and dark skirt. Hi there, Donna! She’ll be speaking to you today, later,
too.
Now, I want to congratulate you all for getting to this talk on time. I say this
because I’d just like to spend a few minutes pointing out some of the landmarks that can
be seen from here. Let’s see. If you look just behind me, you’ll see a large four-storey
brick building. That’s the Borland Library, named after Harold Borland, who was the first
Chancellor of Maslow University. Just ahead of me are two buildings that look like
identical twins. In fact, they serve very different purposes. One of them s the University
Languages Centre. That’s the one on my right. The other one – the one on my left- is the
Aeronautics Building. Now, to the east of us, you’ll see no building al all – just trees and
flowers and a huge grassy area. That’s the Maslow Gardens, which were part of the

29
original design of the campus. And finally to the west of where I’m standing, we can see
the largest building on campus. Seventeen storeys of steel and glass construction. I’ll give
you one guess what that is. (laughs) That’s right. It’s the University Administration
Building.

Task 3:

13. history 14. B 15. F

Tapescript (Question 13 – 15)

WILLIAM: Well, Mary. How does it feel on your first day on campus?
MARY: I’m a little nervous, actually. It’s such a large campus, and I’m not quite sure
how to get around it. How about you?
WILLIAM: I feel the same way. That’s why I think we should leave early – to get to our
history lecture on time.
MARY: That sounds like a good idea to me! Look, it’s 8.15 now. When’s the lecture
supposed to start, again?
WILLIAM: Er, in 45 minutes. I know it’s early, but better safe than sorry, I guess. We’ve
got to go to the Bradley Building, but I’m not sure where that is.
MARY: Since neither of us seems sure how to get there, why don’t we ask that man
sitting over there. He looks like he may know his way around here.
WILLIAM: All right. I’ll ask him.
WILLIAM: Excuse me. Could you tell us how to get to the Bradley Building?
MAN: The Bradley Building? Certainly. Do you see those two buildings over there? The
one on the right is the Student Union Building. The other one is the Physics Building.
You have to take the path between the two buildings. When you get to the other side of
the two buildings, you turn right. From there, the Bradley Building is the second building
on your left. Got it?
MARY: I think so. After we get past the Physics and Student Union Buildings, we go
right and continue to the second building on the left. Is that right?
MAN: That’s right.

Task 4:

16. B; 17. A; 18. D; 19. C; 20. C

30
Tapescript (Questions 16-20)
SAREENA : Hi, Vincent. How are you?
VINCENT : Hello there, Sareena. I’m well, thank you. I haven’t seen you for ages!
How’ve you been?
SAREENA : Good, thanks. I see you‘ve just walked out of the Life Sciences Building.
You’re not taking classes in biology or something, are you? I thought you were studying
sociology.
VINCENT : I’m studying sociology, Sareena. I was just visiting a friend of mine who’s
doing research in biochemistry. Actually, I’m on my way to lunch and then I’ve got a
lecture.
SAREENA : Oh, well, look. I was just going to have a bite to eat as well. Shall we have
something together?
VINCENT : That would be great.
SAREENA : The problem with this campus is tat the town’s so far away, which is where I
prefer to eat. It seems like all the students are forced to eat here on campus.
VINCENT : Yeah, but there are quite a few places to choose from here. What if we go to
the Student Union cafeteria? I go there sometimes. At least it’s cheap.
SAREENA : Yes, the Union cafeteria’s cheap, Vincent, but you get what you pay for!
That‘s one place I try to avoid as much as possible. I only go there when I’m low on
money or when they have live music. Besides, it’s too crowded around lunchtime, and...
VINCENT : All right, al right....I know! How about the Aztec Grill? Do you know that
one? It’s on the third floor of the Arts Centre.
SAREENA : The Aztec Grill, huh? I think I’ve seen it, but I’ve never been there. Doesn’t
it specialise in Mexican food or something?
VINCENT : Yes, it’s pretty spicy. Do you like spicy food?
SAREENA : Actually, I love spicy things, but I shouldn’t be eating them at the moment. I
just got over a stomach flu, so I’d prefer something mild.
VINCENT : I haven’t got a problem with that. I guess I better let you pick a place, then.
Where would do you like to go?
SAREENA : How about the Luxor Cafe?
VINCENT : The Luxor Cafe? You know, I’ve been on campus for over two years and I
don’t think I’ve ever heard of it. Where is it?
SAREENA : It’s in the garden behind the Horticulture Annex.
VINCENT : The Horticulture Annex. That’s in the northwest part of campus, isn’t it?
SAREENA : No, it’s south of the Observatory.
VINCENT : So, it’s near the football field, then? Behind Carpark ‘C’?

31
SAREENA : Not quite that far south. It’s west of the Law Library.
VINCENT : Oh, right. I think I know where that is. It’s not very far at all. Let’s go!

--------------------------------------

32
 UNIT 5: MATCHING

Task 1:

38. C 39. E 40. D

Tapescripts:
Right now, let’s move on from where all this waste comes from to what is done with it all
now it’s here. Different countries deal with waste differently. Of course, each country also
changes what it does, so the figures for waste treatment I’ve got here are likely to change
in the future. Let’s look at Municipal Solid Waste, or MSW, MSW is important to
consider because it’s effectively a measurement of consumerism-how much waste people
produce that goes beyond the absolute basic requirements in life to eat and drink. One of
the main ways of dealing with MSW is incineration-burning it. This is adopted variously
around the world. The UK burns relatively little waste, as does the US, while Denmark
burns about half of all waste, and Japan uses this method for as much as three quarters.
These are broad brush strokes, of course, because an important issue is how efficient and
clean the burning process is. Another major form of waste treatment is using landfill
sites-basically, burying the waste in the earth. Currently, this method is the dominant
process used in the UK at over 80%, and is also heavily used in Germany and in the US,
while densely populated and mountainous countries such as Switzerland and Japan
dispose of relatively little this way. A third-and much better way of dealing with waste is
to recycle it, turning it back into more things we need. It must be said that much depends
here on whether further waste is generated by the recycling processes themselves. The
UK and Japan have rather poor records in recycling, while Switzerland tops the table in
this respect, and reasonably impressive levels are achieved by Denmark and Germany. I
really hope that if we all gathered here again in ten years from now, these figures would
be much higher, Time-and a lot of effort- will tell.

Task 2:
1. content, 2.process, 3. B, 4.E, 5.A, 6.C, 7.E, 8.D

Tapescript ( Questions 1-8)

KATHERINE BLAKELY: Hello, everyone. My name’s Katherine Blakely. I’m
Associate Professor of Management Studies here on campus. Today is the second in our
series of talks on aspects of holding business meetings. Last week we talked about the
most effective ways of leading meetings, and the advantages and disadvantages of
different leadership styles.
Today, in this second talk of the series, I’d like to discuss the role of the facilitator
in a meeting. For those of you who aren’t aware, business and organizations in the past
20 years or so have turned to this idea of a facilitator. A facilitator is a person in the
organization who’s chosen to ensure that meetings are carried out efficiently The
facilitator works together with a meeting leader, nut their roles are quite different. The

33
meeting leader concerns himself or herself with the content of the meeting; by content, I
mean, of course, what the meeting’s for. The facilitator, on the other hand, is more
concerned with the process of the meeting. This notion of process includes the rules for
the meeting and making sure everyone has a change to participate.
OK, I next want to outline what are commonly known as the five global
responsibilities of a facilitator. This is to give you a better idea of just what a facilitator
does and why they’re so important to meetings. One global responsibility is labelled
‘blueprinting’. Blueprinting a meeting involves creating an agenda and clarifying rules
for the meeting. Much of this work is done together with the meeting leader. Blueprinting
also means learning about each of the participants and what their goals and interests are
with regard to the topic of the meeting. It also involves printing and photocopying
documents for the meeting and assembling equipment such as visual aids.
A second global responsibility is what we call ‘pro-integration’. Pro-integration
happens during the actual meeting. For this, the facilitator must listen carefully to what
the participants are saying, then clarify any unfamiliar terms or phrases spoken by the
participants. He or she then summarises what was said to ensure everybody at the
meeting both fully understands and is fully understood.
Global responsibility number three is what I term ‘focusing’. This is basically
seeing that everyone keeps to the task at hand, not wandering off onto other topics. It’s all
too easy for discussion in a meeting to get off track. Here, the facilitator supervises the
discussion, making sure all comments are relevant to the task. Focusing also involves
knowing in which direction the meeting should be going, and making sure it goes there.
We can compare the facilitator’s role here to that of a bus driver, steering the group where
they need to go.
This brings us to ‘prompting’, which is our fourth global responsibility. Not
everyone at a meeting may feel confident enough to talk, and we must remember that just
because they’re quiet, it doesn’t mean that they’ve got nothing to contribute. So a
facilitator might prompt people, that is, ask people questions or use other activities to get
members involved. The task of ‘prompting’ also means making sure that participants who
tend to dominate allow the quieter members a chance to speak .After all, there’s nothing
more boring than having one or two people dominate a meeting.
When participants get into disputes or arguments with each other, then it’s time
for the facilitator to take on the role of ‘friction manager’. This is the fifth global
responsibility of the facilitator, and the last on our list. Friction management means
handling conflicts in a positive and constructive manner. During meetings when members
may have very different of view, emotions can run high and people may begin to act

34
negatively toward one another, getting into arguments or what have you. A good
facilitator knows that this kind of negative behaviour serves no purpose at business
meetings. Its effects are not constructive. So he or she then has that atmosphere. There
are various skills involved in friction management which I won’t go into here, but
basically, the notion of getting the group to focus on what they agree on – rather than
what they disagree on – is vital.

Task 3:

9. formal introduction(s)// formal situation(s)

10. not interested
11. G
12. C
13. D
14. H
15. A
16. F
17. E

Tapescript (Questions 9-17)

GEOFF BARKER: Think about how you greet someone for the first time in your
own country, in your own culture. When you’re introduced to a stranger, do you shake
hands with him or her? Perhaps it isn’t the custom to touch each other. Instead, you may
simply bow to each other, or make no gesture at all.
You know what to do in your own country, but what about when you go overseas
for study or business? I’ve met many students who told me they were sometimes con-
fused about there things in the first weeks after arriving here. And that’s why I’ve been
asked to give this talk to you today.
Let’s look at the act of shaking hands – and what I’m about to say applies mainly
to men. When you’re introduced to someone in a formal situation here in Australia, you
always shake hands with them. And in an informal situation, it’s quite common, too.
Shaking hands is the most accepted way of touching someone you don’t know (and the
idea of touching them is in itself important). If you don’t shake someone’s hand when
they are clearly expecting it, the message you are sending is that you’re not interested in
them. So, fellows, I advise you to shake hands here, even if you don’t normally do so in
your own country.
If you think that simply shaking hands is enough, though, then, then you’d better
listen to what I have to say next. How you shake hands is important as the act itself. How
you shake hands tell the other person a lot about you. It’s true, and especially so of men!

35
 Here’s what I mean. A limp or weak handshake by a man has the same meaning as
no handshake at all. The message is: ‘I’m not very interested in you’. Think about this,
because I know that some of you may come from cultures that accept limp handshakes as
normal. Here, even if you don’t intend to, you may send the wrong message.
Is the best way the, to use all your muscles and crush – and possibly hurt – the
other person’s hand? Man-to-man handshakes in Australia are sometimes like this. The
message behind this kind of handshake is aggressiveness and a desire to compete. Unless
you specifically want to communicate these feelings to the other person, you don’t have
to shake hands with all your strength. One more type of male handshake that can send the
wrong message is the half handshake. Here, only the front half of the fingers is offered to
the other person’s hand. The message is that you have little confidence, that you’re shy.
‘I’m not a strong or courageous person.’ That’s what a half handshake says.
Let’s look now at how it is for women. Until recently, women in Australia felt no
great need to shake hands during introductions. That’s changed as more and more women
are working in business, government and academia. The way that women used to shake
hands with men was to give only half the hand – that is, the finger only. This gave little
impression or message, at least to men. Nowadays, women are having to learn again how
to shake hands. Now, women are beginning to offer all of the hand – the finger and palm.
The other person’s hand is held and shaken firmly but not too hard. This communicates to
the other person more of a feeling of competence or strength than the old-fashioned of
doing it.
How long should you shake hands? That’s right; the length of time you shake
hands also says something about you. If a man lets go of the other person’s hand too
quickly, what kind of message do you think that sends? Releasing your hand quite soon
indicates that you don’t want to get too involved or you’re not very interested in the other
person. That goes for both women and men. However, it’s both more acceptable and
more common for two men to shake hands for a longer time, even as long as six or seven
seconds. The message in this case is ‘I like you’ and generally indicates that the two men
think they’ll get on well.
Finally, what do you do with your eyes when you are shaking a stranger’s hand?
In this society at least, you should look at the other person straight in the eyes. If you look
somewhere else, like looking down or to the side, this sends a negative message to the
other person. The other person may think you are being arrogant, that your action says ‘I
am better than you’. Another unpleasant message that comes across when there is no eye
contact is ‘You don’t exist’ or ‘I don’t recognize your existence’.

36
 So you see, there really is quite a lot to consider when shaking hands in this
culture. As silly as it may sound, practising handshaking, say with a friend, may be a
good way to become confident so that the next time you need to introduce yourself in a
formal setting here Australia, you’ll feel comfortable knowing you did it the right way.

Task 4:
21.A
22.C
23. E
24. B
25. G
26. F
27. C
28. D
29. A
30. B

*** No tapescripts

37
 UNIT 6: CLASSIFICATION

Task 1. Questions 26-30

26. C 27. C 28. B 29. C 30. A

Tapescripts:
Martin: Look, we ought to start working out what to do next for our project.
Kate: Yes, enough moaning!
Martin: OK, the main thing is to allocate the various tasks between us, isn’t it?
Kate: Yes. Well, we’re going to need the questionnaire before we can do much else, aren’t
we? Do you want to handle that?
Martin: I’d assumed we’d do it together?
Kate: You have more experience than me. Maybe you could think up the main questions,
you know, a first version of the whole thing, and then I could read it through.
Martin: And make suggestions? Well, OK. My experience on projects has all been with
closed groups. I don’t really know how you go about selecting subjects from larger
populations.
Kate: Actually, it’s quite straight forward. You use tables of randomized numbers.
Martin: Could you show me?
Kate: Yeah, I’ll take you through the process. That way, you’ll learn, and I’ll feel surer
for having someone else there. Now, that brings us to the interviews themselves.
Martin: Right. Would you like to do them? Or are there too many?
Kate: Well, your typing’s pretty fast, isn’t it? So, if you agree to handle the transcribing
afterwards, I’m prepared to do the face-to-face stage. Does that sound fair?
Martin: It does to me. But tell me if you find it takes longer than you thought.
Kate: and vice versa! And when we get the results altogether, they’ll need to be run
through statistics programmes, won’t they? That’s where I always feel a bit unsure about
which tests are the correct ones to choose.
Martin: Same here. But we can get advice from the lecturers about that. Shall we do all
that as a joint effort?
Kate: I think it’d make us feel more secure about what we were doing.
Martin: Yes, it would be terrible to get that wrong after all the hard work leading up to it.
Kate: And then we’ve got to present the whole thing to the group. Will you feel up to
doing that?
Martin: I think we should do a joint presentation. It’s all both our work, after all.
Kate: I guess, you’re right. But would you mind getting the slides and so on ready? I find
that takes me ages, and still doesn’t look any good.
Martin: Whereas I quite enjoy that kind of thing. OK. Now, we need to think about…

Task 2. Questions 25-29

25. A 26. C 27. B 28. A 29. C

Tapescripts:

38
Rajav: I’d like to ask a few things about the Applied Chemical Engineering module.
Tutor: Fine. What would you like to know/
Rajav: Well, apart from the work on practical engineering, what other topics are covered?
Tutor: Some that might surprise you. One that students always seem to like includes
interviewing techniques, presentation skills and producing written reports.
Rajav: Hmm…they sound interesting. How are they taught?
Tutor: Through lectures, practical classes and personal tutorials. Applied Chemical
Engineering lasts all year of course, so there’re plenty of time.
Rajav: And what about assessment?
Tutor: Through project work, usually, or dissertation. Not exams as such.
Rajav: Is that the same for the Information Technology part of the module?
Tutor: Yes, things like word processing and learning to create spreadsheets are tested in a
similar way on this module.
Sonia: That’s not the case in some other modules, is it?
Tutor: NO, it isn’t. Are you thinking of any in particular?
Sonia: Yes, I’m considering doing Fluid Mechanics. The work on flow analysis looks
interesting and I like the look of some of other topics, too. So how is that module tested?
Tutor: That’s one of those which still uses written exams. The sit-down, formal type I’m
afraid!
Sonia: Oh that doesn’t matter. I quite like that kind as it happens.
Tutor: Pat, you’ve got a question.
Pat: Yes, I was wondering about Science 1 in Chemical Engineering. How is that
organized? It’s a bit different from other modules, isn’t it?
Tutor: Yes, it aims to give the necessary basis of physics and biology for those students
who haven’t studied the relevant subject at A level or equivalent. In practice it means that
students who have already studied physics are excused the physics lectures, while those
who’ve done biology are exempt from attending the biology lectures. In the second part
of the module you’re assessed on your project work in one of those subjects.
Pat: And does the teaching approach differ, too?
Tutor: Yes, particularly in one respect: you are encouraged to learn by working out the
solutions to problems for yourself.
Pat: I like the sound of that.
Tutor: OK, anything else?
Sonia: Yes, I believe it’s possible to do a modern language as part of the course. Can you
tell me a bit about the Spanish 1A module?.....

Task 3.

26. B 27. B 28. C 29. A 30. B

Robin: yes, I believe it. Well, that’s a good list to start with…we’re really getting
somewhere with this essay now. so let’s move on to when each type of medium could be
used. I guess we could start by trying to identify the best situation for each type of media.
Lynne: What do you mean?
Robin: I’m talking about whether each medium should be used with different sized
groups. For example, we could look at pictures, and ask whether they are more useful for

39
an individual child, a few children together or a full class-in this case, I’d say pictures are
the best with individual children, because they give them an opportunity to let their
imaginations run wild.
Lynne: Yes, I see…
Robin: Let’s take tapes next. Although tapes look ideal for individual children, I feel
they’re best suited to small group work. This way, children don’t feel isolated, because
they can get help from their friends. Computers are the same… I think they’re better with
small numbers of children and they’re hardly ever useful with a whole class. Videos,
however, are ideal for use with everyone present in the class, especially when children
have individual activity sheets to help them focus their minds on what’s in the video.
Lynne: And what about books, what would you recommend for them? Books are ideal for
children to use by themselves. I know they’re used with groups in schools, but I wouldn’t
recommend it. Other pictorial media like maps, though, are different…I’d always plan
group work around those… give the children a chance to interact and to share ideas.
Robin: I agree… teachers often just leave maps on the wall for children to look at when
they have some free time, but kids really enjoy using them for problem solving.
Lynne: yes, different people have different ideas I suppose…
Robin: Yes, and different teachers recommend different tools for different age groups…

Task 4

36. B 37. A 38.C 39.B 40.C

Tapescript (Question 36 – 40)

So what strategies had people developed to ensure their own safety? Let’s have a
look at the figures from the men and women. It was mainly women, for example, who
said one shouldn’t ever stop to find out how to get somewhere. Whereas it was men who
said you should try to avoid looking directly at other drivers. Both men and ... oh sorry no
... it was women who said you had to tell someone when you were due to get to a
particular destination. Then, I had thought that it would be mainly men, but both sexes
made the point that it’s much safer to get keys out well in advance as you go towards
your car. Men were very aware that muggers or whatever might be concealed behind the
car. They also made the point that you should leave plenty of room when you park your
car so you can make a quick getaway if you need to. Finally, locking doors at all times ...
men didn’t think it was quite as important as women, but both gave it a high safety rating.
When we asked them what they thought the best improvements had been in the
last five years in helping with road rage problems...

40
 Unit 7: PRACTICE TEST 1

Each question correctly answered scores 1 mark. CORRECT SPELLING NEEDED IN

ALL ANSWER. ( When alternative spelling are accepted, these are stated in the Key)

Section 1: Questions 1-10

1. B
2. C
3. A
4. B
5. both required for 1 mark, either order A E
6. AC
7. CE
8. B
9. C
10. B
Tapescript to Section 1:
A. Excuse me, I’m sorry to bother you, but would you have time to answer a few
questions?
B. What’s it about?
A. We’re doing some market research for a new TV channel starting in two years’
time.
B OK, why not?
A. Lovely, we’ll just work through this form. And if we could start with some
personal background information…
B Sure
A Right, if I could just have your age.
B 35
A Right, great…

Repeat

A. Right, great. And your job?

B Systems analyst, but for the form I don’t know whether it would count as
professional or business or what.
A. What do you think?
B. OK, it’s more like business.
A. Fine. And would you mind my asking about your salary? Or we can leave it
blank.
B. No, I don’t mind. It’s 40,000 a year.
A. Thank you. Right… about your current watching habits… what would you say is
the main reason for watching TV?
B. Well, at work I tend to read for information and what you have, so I’d say that
with TV it probably just helps me relax and unwind.
B. Fine. And how many hours a day on average do you watch TV?

41
A. Not a lot really… I should say just over an hour.
--------------------------------------------------------------------------------------------------------
A. So what are the main times of the day that you watch TV?
B. Well, a little around breakfast time and then it tends to be really late – eleven or
even midnight – when I’ve finished work.
A. And what sort of programmes do you go for?
B. Some news bulletins but I also really like to put my feet up with some of the old
comedy shows.
A. Fine. And turning to the new channel…which type of the programmes would you
like to see more of?
B. Well, I certainly don’t think we need any more factual programmes like news and
documentaries. I think we need more about things like local information. ..you
know, providing a service for the community. And in the same vein, perhaps more
for younger viewers… you know good quality stuff.
A. Ah, ha. And if you had to give the new directors some specific advice when they
set up the channel, what advice would you give them?
B. I think I’d advise them to pay a lot attention to the quality of actual broadcast, you
know, the sound system. People are very fussy these days about that and in
general I think they ought to do lots more of these kinds of interviews, you know,
talking with their potential customers.
A. Oh, I’m glad you think it’s valuable.
B. Certainly…yeah.
A. Good, OK, this will be a commercial channel of course, but how often do you
think it is tolerable to have adverts?
B. Well out of that list I’d say every quarter of an hour. I don’t think we can
complain about that, as long as they don’t last for ten minutes each time!
A. Quite. And… would you be willing to attend any of our special promotions for the
new channel?
B. Yes, I’d be very happy to, as long as they’re held here in this area.
A. OK, I’ll make a note of that. And finally, may we put you on our mailing list?
B. Well, I’ll prefer not… except for the information about the promotion you
mentioned.
A. Can I have your name and address?
B. Of course… here‘s my card
A. Oh, lovely…and thank you very much for your time and we look forward to
seeing you.
B. Yes, indeed. Um, thanks.

Section 2 Questions 11-20

11. A
12. C
13. E
14. G
(11 – 14 in any order)
15. B

42
 16. E
(15-16 in either order)
17. C
18. A
19. A
20. B

Elizabeth Ok, well, good morning everybody! My name’s Elizabeth Reed and I’m
your Assistant Welfare Officer. What I’d like to do now is to tell you a
little more about some of the er… the social facilities available on the
campus, and also to tell you something about what the town has to offer.
As you probably know already, the Student Union Building is the main
centre of the social life here, as indeed it is in most British Universities.
The Union runs a weekly programme of events for all tastes… oh
everything from discos to talks by guest speakers. Many of these events
are fund raising activities of charities, which the Union asks very
seriously. They manage the Students’ Union papershop, selling magazines
and newspapers, as well as stationery, sweets, and so on. Um….Then…err,
let me see… there’s the Ticket Shop, where you can get some very good
deals on, well for example, coaches to London or inexpensive charter
flights, as cheap as you’ll get anywhere people say, or tickets for big pop
groups playing here or at other venues all over the country, or plays in
London – oh and we mustn’t forget the Union Cafeteria and the Big \New
Diner…Err…yes? Did you have a question?
Student: Yes, does the Union also provide help with any problems I mean advice on
financial problems, for example? Or does the University provide that?
Elizabeth: Yes, the Union runs their own advice service, offering help with financial
matters such as grants. I am sure you realize anything medical should be
discussed with the University Medical Service, which also has an
excellent counseling centre. I think that was made clear yesterday.
However, the Union has its own officer who can give advice on legal
problems.
Now, onto Radford. For a town of its size, Radford has some unusually
good leisure and community facilities and has quite a good shopping
centre with an interesting range of shops. As you go into Radford, there’s a
new… well.., quite new… Olympic-sized swimming pool. That’s on the
outskirts at a place called Renton. Above the pool there’s a hi-tech fitness
centre. Are there any ice-skaters here? No? Oh, pity! The facilities for ice-
skating are excellent. Well, the new Metro Tower, right in the centre of
town has got an ice rink and a sports hall for squash, badminton,
volleyball and several other indoor sports. And in the same building
there’s new cinema with six screens. Err…, then, let me see, in the main
square, just two minutes’ walk from the Metro tower, there’s the Theater
Royal, which often gets London productions on tour… and in the streets

43
 nearby you can find a good range of inexpensive restaurants including
Indian, Chinese, Thai, and…….

Section 3 Questions 21-30

21. 21st May or acceptable alternatives
22. 18,000 – 20,000 / 18-20,000 must have both number ( or in words)
23. research methods ( NOT research)
24. (draft) plan
25. (do / carry out / conduct) research
26. March (to ) May ( both for 1 mark)
27. A
28. A
29. C
30. B

Dr Simon Ok, welcome back to the new term. Hope we’ve had a good break and
you’re looking forward to writing your dissertation… What “d like to do
in this session is to give you opportunity to ask questions on writing the
dissertation… requirements, milestones… who to see when you need help.
It’s very informal… it may all be written on paper, but it’s nice to get it
confirmed. So anything you’d like to ask?
Andy Dr Simon, is there a fixed hand-in date yet?
Dr Simon Right. I can confirm that that’s 21 May, not 20 as we first stated. OK?
Jane?
Jane What about the word limit?
Dr Simon Well we try to be pretty flexible on this, but in broad terms it’s 18-20,000.
Jane Ah….
Dr Simon And you can choose your topics… anything from Years 2 and 3… Yes?
Jane I still haven’t got any ideas what I want to do it on. Who?
Dr Simon Well, you should see your course tutor to agree on your final title and you
should also be aware that there’s a special programme running on research
methods for anyone who wants some extra help on that.
Jane Can I just check on the deadline for everything?
Dr Simon Yes, sure. Look, let me write it on the board… when the different stages
have to be completed. First of all, you’ve got to work on your basic
bibliography, and that’s due to your course tutor by 31 January…. Which
is just two weeks away, so you’d better get a move on that.
Andy Do we have to have our own draft plan by then?
Dr Simon No, your draft plan is due on 7 February, which is a week later, so that
should give you plenty of time.
Jane And when do we have to be doing the research?
Dr Simon That’s over a one-month period…. Essentially February to March.
Andy And the write up?
DR Simon Well, you can can’t really get going on your writing until you’ve got quite

44
 a bit of the research done, so that’s really March to May, with the hand in
date on 21st. Anymore questions?
=============================================================
Andy Well, sir, just some advice really. It’s about computers…. Would you
advise us to buy one?
Dr Simon What can I say, Andy? I know it’s a massive expense, but I really feel that
it will be of great benefit…. You can always look in the Student Union
adverts for second hand ones. Yes?
Jane I’ve been looking at some of last year’s dissertations.
Andy Is that a good idea, sir? I heard…..
Dr Simon Well, I don’t think you should read them in detail too early or you might
end up taking more of their ideas than you realize. But yes…. It really is
the best guide you can have to the expectations of the…. Of what’s
expected when you write a dissertation.
Andy Sorry, Jane, I interrupted you.
Jane That’s OK. It’s just they did a lot of research using questionnaires… is that
a good idea?
Dr Simon I think questionnaires are very good at telling you how people fill in
questionnaires, but to be frank they tell you very little else. Avoid them!
Andy Interviews………..is it OK if we interview you?
Dr Simon The tutors? I don’t see why not; they don’t have any special contribution
to make, but you can if you want. There’s a whole section on this issue in
the Research Guide. I’m afraid it’s slightly out of date, and you’re
probably better at talking to the tutor on the Research Methods course, but
you might find it useful start there.
Andy/Jane Thanks
Dr Simon Ok… well, great, I hope that sorted a thing out. You can always come and
see me or drop me a note if you’ve got any more queries.
Andy / Jane Fine
Dr Simon OK. Thanks….

Section 4 Questions 31-40

31. C
32. B
33. C
34. B
35. B
36. C
37. A
38. B
39. D
40. E
(38-40 in any order)
Lecturer
Good morning. This morning we are continuing our look at Australia and its natural
problems. Actually dryness, or aridity, as it is generally called by geographers, is

45
probably the most challenging of Australia’s natural problems and so it is very important
in this course for you to have a good understanding of the subject. For Australia, water is
a precious resource and its wise management is of the greatest importance.
As I have said, Australia is a dry continent, second only to Antarctica in its lack of
rainfall. Long hours of hot sunshine and searing winds give Australia an extremely high
rate of evaporation, far more than in most other countries. It is estimated that
approximately 87% of Australia’s rainfall is lost through evaporation, compared with just
over 60% in Europe and Africa and 48% in North America. You generally think of Africa
as being a very hot and dry place, but it is not in comparison with Australia. In many
parts of Australia standing water, that is dams, puddles and so forth, dry up rapidly and
some rainfall barely penetrates the soil. The reason for this is that the moisture is
absorbed by thirsty plants.
Some parts of Australia are dry because rainwater seeps quickly through sandy soils and
into the rock below. In parts of Australia this water which seeps through sandy soil
collects underground to form underground lakes. Water from these subterranean lakes can
be pumped to the surface and taped and so used for various purposes above the ground.
In fact, extensive underground water resources are available over more than half of
Australia’s land area, but most of the water is too salty to be used for human consumption
or for the irritation of crops. However, most inland farmers do rely on this water for
watering their animals and, where possible, to a lesser extent for irritation.
Underground water can flow very large distances and can be kept in underground
reservoirs for a lo a very long time. Water from these underground reservoirs bubbles to
the surface as springs in some parts of the country, and these rare sources of permanent
water were vital to early explorers of inland Australia and to other pioneers last century,
who used the springs for survival. But in many places levels have fallen drastically
through continuous use over the years. This has necessitated the pumping of the water to
the surface. Remarkably, underground water resources in Australia supply about 18% of
total water consumption. So you can see it is quite an important source of water in this
dry land.
So most of the consumption of water in Australia comes from water which is kept above
ground. More than 300 dams regulates river flows around the country. The dams store
water for a variety of functions, the rural irritation of crops, without which many
productive areas of the country would not be able to be farmed; the regulation of
flooding, a serious problem which will be dealt with later in the course; and last but not
least, the harnessing of the force of gravity for the generation of electricity.
That is all we have time for this morning, but you will be able to do more study on this
important area in the library. I have a handout here with references on the subject, so if
you are interested, please come up to the desk and take a copy.
Next week’s lecture is a case study of an outback farm and………..

46
 Unit 7: PRACTICE TEST 2

Section 1 Section 3
1. ₤203 21. A
2. 17 22. B
3. no 23. A or E
4. under 26 / less than 26 24. E or A
5. locals / local people 25. C or D
6. satisfied / OK 26. D or C
7. (British) students 27. Early Childhood
8. (too) many / much / big 28. the differences / how they differ
9. careful / mindful of 29. not learned / innate
10. the culture / the food 30. in person

Section 2 Section 4
11. International Student Advisor 31. higher
12. learning / study groups 32. exam performance / results
13. Student IT Department 33. sleep / sleeping / sleeplessness
14. Housing Officer / Accommodation 34. controlled
Officer 35. thought / thinking
15. International Department 36. organized
16. Personal &/or financial 37. vary / change / be different
17. B 38. marks / weighting
18. D 39. relaxed
19. E 40. (effective) study skills
20. C

Section 1

47
You will hear two students who have just returned to university after their summer
vacation. Listen to Louise and Kerry talking about their vacation.
First, look at questions 1 – 4.
You will see that there is an example already done for you. For this question only the
conversation relating to the example will be played first.
Kerry Hi Louise – how was your summer vacation?
Louise Oh fantastic – I only got back from Europe yesterday.
Kerry Wow! That sounds exciting.
Louise Yes, it was. How was your holiday?
Kerry Pretty quiet compared with yours. I just stayed around Cambridge.
Louise said that she had just got back from Europe yesterday, so the correct answer is
EUROPE.
Now we shall begin. You should answer the questions as you listen because you will not
hear the recording a second time.
Kerry Hi Louise – how was your summer vacation?
Louise Oh fantastic – I only got back from Europe yesterday.
Kerry Wow! That sounds exciting.
Louise Yes, it was. How was your holiday?
Kerry Pretty quiet compared with yours. I just stayed around Cambridge – but
we’re planning to go to Europe at the end of next term.
Louise Oh you’ll have a great time! I really recommend it. How are you going to
get around?
Kerry Well, we’ve thought about renting a car. Flying is far too expensive. What
did you do?
Louise We bought Eurail tickets and traveled around Europe by train.
Kerry Was it expensive?
Louise No, not really. It cost us ₤203 for a Eurailpass Youth Ticket.
Kerry I’ve heard of Eurail – what did that include?
Louise Well, you get unlimited train travel in and between 17 European countries.
It lasted for a month.
Kerry Gee for ₤203 that sounds reasonable. Did you visit all of the 17 places?

48
Louise Yes, except for Ireland. We couldn’t really understand why Ireland was
included on the pass but England wasn’t.
Kerry Yes, that seems a bit strange. Did it include the trip from London to Paris
in the Channel Tunnel?
Louise No, unfortunately we had to pay extra for that train but we did get a
discounted fare because we’re students.
Kerry Were there any other restrictions on the tickets?
Louise Well, if you want to pay more or less money you can choose another plan
– there are 15 and 21 day plans or 2 and 3 month plans. The only
restriction for the Youth Ticket is that you have to be under 26.
Kerry That suits my friends and me. None of us are 26 yet. We went to school
together.
Louise Oh, you really have to do it. It’s safe and easy and a great way see the
countryside. The weather was fantastic and so were the people!
Kerry It sounds great!
Louise and Kerry go on to talk about traveling by train in Europe. As you listen to the
rest of the conversation, answer questions 5 – 10.
Before the conversation continues, read Questions 5 – 10.
Kerry What was the best part of your trip?
Louise The trains really gave us the freedom to plan our own holiday. We went to
lots of places which were out-of-the-way and met lots of local people –
you know, small rural towns where trains are still an important form of
transport.
Kerry We’d like to meet the local people – did you do that easily?
Louise Yes, the train in Europe aren’t like the commuter trains in London. People
like to talk and have a chat on trains in Europe.
Kerry That’s nice.
Louise Yes. The train times were ok as well. Sometimes we had to get up early to
catch the trains which were crossing into another country but most of the
time, we were satisfied with the timetables. Very punctual.
Kerry Should we take an alarm clock?
Louise Well, I would. Having an alarm clock made us sleep more comfortably.
We knew that we’d wake up on time.

49
Kerry And were the trains safe – did you travel at night?
Louise Lots of students traveled at night because it saved having to pay for
accommodation.
Kerry I hadn’t thought of that.
Louise Well, lots of others have thought of it. We preferred to stay in local pubs or
student hostels because you could mix with the local. The night trains
were filled with British students!
Kerry It sounds as if you had a very positive experience. Is there anything you’d
recommend we take or do?
Louise Let me see – I can certainly tell you what not to take or do. Don’t take
much luggage. There just isn’t very much room in the trains for big
suitcases. A backpack or two small bags is better than one big bag. That
way you can also get on and off the trains easily too.
Kerry I’ll remember that. My mother always says to pack one week before you
go on vacation and then take half of it out the night before you leave.
Louise That’s good advice – esp. when you’re riding on cramped trains. The other
thing is to be careful with your valuables. Lots of students had money and
passports stolen – esp. at night.
Kerry Did you have anything stolen?
Louise No, but we met lots of people who did have things stolen. We all had
money belts under our jackets.
Kerry I’ll have to buy one of these.
Louise Yes, you should – or you can borrow mine if you like.
Kerry Oh thanks – that’d be good.
Louise The only other thing I’d advice you to do is to make sure you spend a
reasonable amount of time in each country. We found that lots of students
traveled too quickly and they didn’t have enough time to meet the locals
and enjoy the food and the culture.
Kerry How long do you think you need in each country?
Louise I can’t say – it’ll depend on who you meet and what you like to do and of
course, the weather. It was so warm and sunny in some beach-side places
that we stayed for 4 or 5 days. In other towns, if it was very quiet or
boring, we just stayed overnight.

50
Kerry Exactly, and it’s cheaper and much more relaxing – not to mention safer –
I don’t think I could get used to driving on the right-hand-side of the road!
Section 2
You will hear Diane Kelly, the Admissions Officer at Central City University talking to a
group of newly arrived international students.
As you listen to the first part of the talk, answer Questions 11 – 16.
Before you listen, look at questions 11 – 16.
For those of you I haven’t met, my name is Diane Kelly, the International Admissions
Officer at Central University
Today, I’m here to explain some of the student support services which you might like to
access during your courses. The first thing I’d like to make clear is that you are all
entitled to this help – all you need to do is ask for it. You have full access to all of the
regular university facilities here and additional services to set up exclusively for
international students.
These services are grouped under four main areas of responsibility – academic support,
librarian services, administrative services and those provided by the student union.
The staff in Academic Support Services is qualified to assist you in course selection,
content description and explanation of assessment criteria for individual subjects. We also
have an International Student Advisor who is there to help students from non-English
speaking backgrounds. All of you have achieved the English requirements for entry to
your particular courses but it is possible at some stage, that you will need language
support. The International Student Advisor is there for that purpose. Be warned though –
he is very busy at the end of semesters and he won’t write your assignments for you!
If you need assistance with general study skills, the International Student Advisor will
probably direct you to our library services staff. Library Services is made up of three
departments – Research and Resource; Study Skills and the Student IT Department. The
Study Skills Department is very active in promoting small learning and study groups.
They will gladly help you to join one of these groups by matching your needs with other
students.
After you get your student cards, the Student IT Department will arrange your email
access and passwords for the university computers. You do need to have your student
card first, so don’t go there without it. Student cards are issued by Administration
Officers in the Administration Student Services area.
A lot of you are in homestay at present, but if you want to move into more independent-
style accommodation, see the Housing Officer at the Administration Building. Don’t be

51
too optimistic though – good, cheap accommodation close to the university is in high
demand! It can be found bit we advise you to see the Accommodation Officer early!
We also have a Student Employment Officer and of course the Homestay Officer, whom
you would have met already.
The University Bookshop and most importantly, our International Department is in the
Administration Building – so make sure that you come and see us if you have any
questions about your passports or visas.
The Student Union is also very active and provides some great services. For example, if
you have any personal or financial problems while you’re here, the student union offers a
Student Counselling Service. You will need to make appointments to see a counsellor. If
you feel that you are not being treated fairly by another student of lecturer or university
staff member, you might like to access the Equal Opportunity Service offered by them.
They also run various social and sporting clubs and activity programs which I’d
encourage you to sign up for.
Before the final part of the talk, look at questions 17 – 20.
Obviously, you’ll need to know where these services are. We’re currently in the Grand
Hall. Now if you have a look on your campus map – ah, the Library Services are of
course in the Library which is over to my right – just between the Outdoor Sporting
Facilities and Hawkins Student Car Park. The Student Union building is also in that same
direction – but it’s in front of the Car Park. For those of you who’ll be traveling by bus,
the university bus-stop is just outside the library.
The Administration Building is over to my left – between the International Centre and the
Post Office. Most of you have been to visit us already. Even though the Administration
Staff look after the Bookshop, it’s in the same building as the Post Office – just behind
the Student Refectory. If you come to the Administration Building, we’ll show you where
it is anyway.
All of the academic staff are found in their particular faculty building which you’ll get to
know very well. The Career and International Student Advisors are in a small building
behind the international centre, in between the English and the Arts Block. It’s really
quite easy to find your way around the campus and most staff and students are more than
willing to give you directions…
That is the end of Section 2. You now have ½ minute to check your answer.
Now turn to Section 3 of your Listening Question Booklet.
Section 3

52
In this section, you will hear two students discussing the Early Childhood Tutorial they
are going to present.
Marie I don’t suppose you’ve come up with an idea for our tutorial presentation, have
you?
Rose Well, as a matter of fact, I have – I thought we could talk about the obvious
differences we see between the sexes as children grow up.
Marie Do you mean the differences we see between males and females as a result of the
way they are brought up?
Rose No, I mean the differences that exist from birth.
Marie That sounds like a lot of work Rose…
Rose Not really – do you remember in our first Early Childhood lecture, we were given
a list of differences which were observed in male and female babies and toddles in
the UK?
Marie I wasn’t here for the first two weeks of the semester remember? I had problems
getting my passport.
Rose Oh, that’s right. Well, it was really fascinating. A group of behavioral scientists in
England selected 100 children to observe over a very long period – 20 or 25 years.
They were brought up in families who treated girls and boys in the same way – no
special treatment for either of the sexes. They observed their play and their
reactions to various situations – set up little tests I suppose.
Marie How old were the children?
Rose The first observations were carried out when the babies were only a few hours old
– they concluded that girls were more sensitive to touch than boys at that early
age!
Marie How did they end up with that conclusion?
Rose Well, the lecturer didn’t go into detail – I think he just wanted to get our interest,
you know, whet our appetite. There were lots of tests and observations done from
soon after birth, right through to their early twenties. I thought we could
investigate some of the case studies and then present the results in the tutorial.
Marie That’s a good idea Rose. It’ll be interesting but it will also give us the chance to
collect information for our end-of-term assignment as well.
Rose It’ll also be a good opportunity to check out the resources available in the library.
I haven’t had the chance to spend much time there yet, have you?

53
Marie The last four weeks have just been so busy – and of course, I had to catch up on
the two weeks that I missed – I haven’t had the chance either. I’ve heard that the
library research staff are really willing to help out.
Rose Well, we can find out if that’s true or not. We’ll need to make an appointment to
see them. Apparently they’re in high demand.
Marie We only have 2 weeks to prepare for this tutorial, so I think we should definitely
start as soon as we can. Let’s see the tutor this afternoon and tell him about our
plan. If he agrees, we can started on our research.
Rose Ok – I’ll go and see the tutor. You can make a booking at the library.
Rose goes to the tutor’s office to discuss the topic for their tutorial.
Before listening the rest of the conversation, look at Questions 27 – 30.
Rose Would it be possible to see Jim Clark – one of the Early Childhood tutorial?
AA May I ask what it’s about?
(Admin Assistant)
Rose We have to get approval for our tutorial topics in EC101.
AA Yes, I thought it might be about that. Unfortunately, Jim had to go to Sidney this
week but he has given me some specific questions to ask about the tutorials.
Rose Oh we’re hoping to get started on our research – we’ve only got 2 weeks.
AA Don’t worry – Jim’s phoning in twice a day. If you give me the details, I can give
you an answer by tomorrow morning.
Rose That’s great. We are planning to present some case studies that were undertaken
by a group of …
AA Hang on. I just need a few short details – let me see, I have to write down what
the subject of the tutorial is.
Rose OK – I guess the topic is gender and when the sexes start to act differently.
AA So, is it about how male and female children are different? What can I write here,
next to TOPIC?
Rose Well, what about “How the sexes differ”?
AA OK – I’ll put that down as your topic. Jim also wants to know the aim of your
tutorial.
Rose Well, there are two aims, I suppose. The first is to show how they differ. But the
other point we want to make is that the differences are innate – not learned.

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AA To – show – that – differences – between – the – sexes – are – innate – not –
learned. Right, that’s the hard part. Now I need to know the date, time and room
of your tutorial.
Rose It’s in two weeks – let’s see, that’ll be Tuesday 26 th at 11 AM. We are in room
B1203.
AA And do you need any A/V material?
Rose What does AV mean?
AA Audio visual you know, TV, video, tape-recorder, overhead projector – that kind
of thing.
Rose I hadn’t thought of that – guess we’ll need an over head projector. We haven’t
really started planning our tutorial yet – we just wanted to get initial approval
from Jim.
AA Never mind – you can always cancel the projector if you don’t need it. Jim will
phone in the morning – do you want to come and see me then or I can phone if
you like.
Rose I have a lecture from 8 to 10 tomorrow morning – so I’ll drop by after it finishes.
AA Right, I’ll see you then.
Section 4
Welcome to our Examinations workshop – this is an annual event which we’ve found
very helpful for first year students like yourselves and I hope that this year will be no
exception.
By now you’ll all have realized that studying at university is quite different to studying at
school. Some of you might have been shocked at one time or another during the semester,
when you received results for your assignments that weren’t as high as you’d expected. I
trust that you’ve spoken to your lecturers and tutors and sorted out those issues. The truth
is that the transition from school to university can be a difficult one. The academic
standards are higher and of course, there is considerably less supervision at university and
it’s incumbent on the students to follow their own study regime.
My aim today though is to help you to learn how to cope with the impending exam period
by giving you some practical strategies to take with you into the exam.
We’ve all known students who’ve had a good understanding of the subject material yet
failed exams or performed well-below expectations. Likewise, we’ve known students that
have to all intents and purposes done very little work and passed with flying colors. Often
these results can be put down to one thing – stress or a lack of it.

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Don’t underestimate the importance that stress plays in exam performance. With any
exam, you should front up feeling confident, relaxed and organized. Rightly or wrongly,
exams in effect, not only test your academic ability, they test your frame of mind and
your ability to perform under pressure.
Stress has to be managed on two fronts – the physiological and the psychological. We all
recognize that stress affects us physically – I’m sure you’ve all experienced an increased
pulse, or sweaty hands or underarms, or shortness of breath when placed in a stressful
situation. Sleeplessness can also be a problem around exam time. The most effective way
to manage these physiological reactions is through controlled breathing – which we’ll
practice later. By controlling or regulating your breathing, you’ll find that you can put
yourself rather effectively into a relaxed state.
Psychologically, stress affects the way you think. For an exam you need to think
rationally and this is why you need to be confident and organized before walking into the
exam. Continuing to think rationally after you read an exam paper which you know
nothing about is very hard to do. But if you are organized and you’ve put in the time
needed to learn the subject material, you’ll have the self-control you need to think
rationally. Stress can make you panic – the worst thing you can do in an exam. Look at
the question calmly and rationally dissect the question. And let’s face it, even if you
haven’t prepared well enough, you’ll still need to think rationally in order to do your best
under those very trying circumstances!
Just while I think of it, this is probably a good time to tell you a piece of advice that I
give first year students that come to see me. Don’t rely on what other students tell you
about the time they allocate to study. The reports we have had over the years have been
ridiculously overestimated and underestimated. Follow your own study regime and don’t
listen to others. We’re all different, so it stands to reason that the time we need to allocate
to study will be different! Generally speaking, for every hour of lectures you attend,
you’ll need another hour of follow-up or research work if you want to achieve good
grades.
Right, so where was I? We have to learn how to control our breathing and we need to
have enough confidence in our ability to be able to think rationally.
Time Management is another important factor that can make or break you in an exam
situation. After you have gone through the breathing exercises which you’ll be familiar
with, read over the entire exam noting the different marks and weighting of questions.
Only after you have done this can you allocate your own time to each question. If I had a
dollar for every time a student has told me that they didn’t do as well in an exam as
they’d hoped, because they’d run out of time I’d be rich! If you can manage your time
properly in an exam, you will reduce the amount of pressure that you’re under.

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Anyway, note the different questions and their marks and allocate your time accordingly
– as I said. Then answer the questions that you know first. This serves to relax you further
and gives you the confidence you might need to tackle the more different questions.
However, don’t spend too much time on the easy questions either – always be mindful of
the time restraint and the marks that are assigned to the question.
In summary to do well in an exam, you not only need the academic ability, you need to be
in a relaxed state of mind with the ability to think clearly enough under pressure, to
allocate suitable time frames to questions. If you can equip yourself with these skills and
train yourself to observe the time management, exam success is almost guaranteed.
We’ll be holding a study skills workshop next week in the Language and Learning Centre
to deal with ways in which you can study effectively for exams. You are all welcome of
course…

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