Get Ready for IELTS Listening Pre-Intermediate A2+ (RED)

I ih

Pre-intermediate A2+

Get Ready for IELTS

LISTENING ne Short =

POWERED BY COBUILD

Unit

Title

Topic

Exam focus

Introduction

Page 4

1

Friends abroad

Travel, countries and nationalities

Form completion, note completion, multiple-choice questions

2

Food and cooking

Food, cooking, Completing notes, tables and flow measures and weights charts, matching information

14

3

Presentations

Academic subjects

20

Completing sentences and tables, diagram labelling, multiple-choice questions

Review 1

8

26

4

Work

Types of work, workplaces

Note completion, short-answer questions, matching

28

5

On campus services

University facilities

Labelling maps and flow charts, shortanswer questions, sentence completion

34

6

Staying safe

Crime, protection and safety

Multiple-choice questions, short-answer questions, table completion

40

Review 2

46

7

Studying, exams and Study habits revision

Multiple-choice questions, completing flow charts

48

8

Shopping and spending

Spending habits, products

Completing notes, answering matching questions, short-answer questions

54

9

Hobbies, interests and sports

Interests and pastimes

Completing forms and tables, multiplechoice questions

60

Review 3

66

10

Work-life balance

Time management

Completing notes and sentences, labelling diagrams

68

11

Comparing cultures

Food, dress, housing

Matching sentences, short-answer questions, multiple-choice questions

74

12

Exploring the oceans

Natural resources, ocean life

Diagram and flow chart completion, note completion

80

Review 4

86

Practice test

88

Audio scripts

93

Answer key

118

Glossary

129

Get Ready for IELTS Listening has been w ritten for learners w ith a band score of 3 or 4 w ho w ant to achieve a higher score. Using this book w ill help you improve your pre-intermediate listening skills for the IELTS Academic Listening test. You can use Get Heady for IELTS Listening: • •

as a self-study course. W e recom mend that you w ork systematically through the 12 units in order to benefit from its progressive structure. as a supplem entary listening skills course for IELTS preparation classes.The book provides enough material for approximately 50 hours of classroom activity.

Get Ready for IELTS Listening •

This comprises a book and tw o CDs.

•

The book contains 12 units. Each unit focuses on a different topic and these topics are ones that often appear in the IELTS exam.

•

After every three units, there is a Review unit which helps you to revise the language and skills covered in the previous units.

•

At the end of the book the Practice test gives you the opportunity to take an lELTS-style test under test conditions.

•

There is also a full answer key at the back of the book so you can check your answers. Here you w ill find suggested answers for more open-ended questions and model answers for the exam practice questions in Part 3 of the unit. The glossary at the back of the book lists the useful words from each unit w ith their Cobuild dictionary definitions.

• •

Two audio CDs accompany the book. These contain the listening exercises. W hen you see this icon ^ ))) please play the CD. CD1 features language at a pre-intermediate level speed and CD2 features language that is a little faster. This is to help you prepare for the speed that features in the IELTS test.

Each unit starts w ith the Aims of the unit. They outline the key language and skills covered.

Part 1: Language development provides exercises on vocabulary related to the topic as well as key grammar related to the IELTS Task covered in the unit. Clear structures are provided. Part 2: Skills development provides step-by-step exercises and guidance on specific question types that appear in the test. There are explanations and examples that show you how to approach each question type. Useful tips are highlighted to help you develop successful test-taking strategies. Part 3: Exam practice provides one exam practice question for eitherTask 1 orTask 2 in a form at that follow s the actual exam. You can use this to check w hether or not you are ready for the test. Finally, a checklist summarises the key points covered in the unit.

4

Exam information boxes in each unit provide key background inform ation about the IELTS Listening exam.

Exam tip boxes provide essential exam techniques and strategies. Watch out! boxes highlight com m on errors in the exam.

• •

• •

Each unit contains approxim ately three hours of study material. Try to answ er the questions w ith o u t looking at a dictionary to develop the skill of guessing the meaning of unknown w ords from context. This is im portant because dictionaries cannot be used during the actual exam. Use a pencil to com plete the exercises, so that you can erase your first answers and do the exercises again for revision. Try to revise w h at you have learnt in Parts 1 and 2 before doing the practice IELTS questions in Part 3. This w ill improve the quality of your answers, and using the new language w ill help you to rem em ber it.

•

It's recom m ended that you try and com plete all questions in the unit as the skills needed to do w ell at the IELTS te st can only be improved through extensive practice.

•

Part 3 contains exam practice questions. You should try and com plete Part 3 questions listening to th e a u d io only once, as this gives you the opportunity to practise under exam conditions. Do not look at the audio script at the back of the book w h ile doing Part 3 questions. After you have finished listening, make sure the form at and spelling of your answers is correct. Then, check your answers using the answ er key.

•

Read the answ er key carefully as this provides inform ation on w h a t kind of answ er is awarded high marks.

•

Reading the audio script at the back of the book at the same tim e as listening to the recording w ill help you to develop your listening skills and identify answers. Remem ber that the answers are underlined in the audio scripts.

Also available in the Collins Get Ready for IELTS series: Heading, W riting and Speaking.

The International English Language Testing System (iELTS) Test IELTS is jointly managed by the British Council, Cambridge ESOL Examinations and IDP Education, Australia. There are two versions of the test: • Academic • General Training Academic is for students wishing to study at undergraduate or postgraduate levels in an English-medium environment. General Training is for people who wish to migrate to an English-speaking country. This book is primarily for students taking the Academic version.

The Test There are four modules: Listening

Reading

Writing Speaking

30 minutes, plus 10 minutes for transferring answers to the answer sheet NB: the audio is heard only once. Approx. 10 questions per section Section 1: two speakers discuss a social situation Section 2: one speaker talks about a non-academic topic Section 3: up to four speakers discuss an educational project Section 4: one speaker gives a talk of general academic interest 60 minutes 3 texts, taken from authentic sources, on general, academic topics. They may contain diagrams, charts, etc. 40 questions: may include multiple choice, sentence completion, completing a diagram, graph or chart, choosing headings, yes/no, true/false questions, classification and matching exercises. Task 1: 20 minutes: description of a table, chart, graph or diagram (150 words minimum) Task 2: 40 minutes: an essay in response to an argument or problem (250 words minimum) 11-14 minutes A three-part face-to-face oral interview with an examiner. The interview is recorded. Part 1: introductions and general questions (4-5 mins) Part 2: individual long turn (3-4 mins) - the candidate is given a task, has one minute to prepare, then talks for 1-2 minutes, with some questions from the examiner. Part 3: two-way discussion (4-5 mins): the examiner asks further questions on the topic from Part 2, and gives the candidate the opportunity to discuss more abstract issues or ideas.

Timetabling

Listening, Reading and Writing must be taken on the same day, and in the order listed above. Speaking can be taken up to 7 days before or after the other modules.

Scoring

Each section is given a band score. The average of the four scores produces the Overall Band Score. You do not pass or fail IELTS; you receive a score.

IELTS and the Com m on European Fram ework of Reference The CEFR shows the level of the learner and is used for many English as a Foreign Language examinations. The table below shows the approximate CEFR level and the equivalent IELTS Overall Band Score:

6

CEFR description

CEFR code

IELTS Band Score

P roficient user (Advanced)

C2 C1

9 7 -8

Independent user (Interm ediate - Upper Interm ediate)

B2 B1

5 -6 .5 4 -5

This table contains the general descriptors for the band scores 1-9:

IELTS Band Scores

1

E xpert user

Has fu lly operational c o m m a n d o f th e language: appropriate, accurate and flu e n t w ith c o m p le te u n d e rsta n d in g .

V ery good user

Has fu lly operational co m m a n d o f th e language, w ith o n ly occasional u n sy ste m a tic inaccuracies and inappropriacies. M is u n d e rs ta n d in g s m ay o ccu r in u n fa m ilia r situations. H andles c o m p le x d e ta iled a rg u m e n ta tio n w e ll.

G ood user

Has operational co m m a n d o f th e language, th o u g h w ith occasional inaccuracies, inappropriacies and m is u n d e rsta n d in g s in s o m e situ a tio n s. G enerally handles c o m p le x language w e ll and u n d e rsta n d s d e ta iled reasoning.

C o m p e te n t user

Has generally e ffe c tiv e co m m a n d o f th e language d e s p ite so m e inaccuracies, inappropriacies and m isu n d e rsta n d in g s. Can use and u n d e rsta n d fa irly c o m p le x language, particularly in fa m ilia r situations.

M o d e s t user

Has partial c o m m a n d o f the language, coping w ith overall m e aning in m o s t s ituations, th o u g h is likely to m ake m any m ista ke s. S hould be able to handle basic c o m m u n ic a tio n in o w n field.

Lim ite d user

Basic c o m p e te n c e is lim ite d to fa m ilia r situations. Has fre q u e n t p ro b le m s in u n d e rsta n d in g and e xpression. Is n o t able to use co m p le x language.

E xtre m e ly lim ite d user

Conveys and un d e rsta n d s o n ly general m e aning in v e ry fa m ilia r situations. Frequent b re a kd o w n s in co m m u n ic a tio n occur.

In te rm itte n t user

No real co m m u n ic a tio n is p o ssib le e xce p t fo r th e m o s t basic in fo rm a tio n using isolated w o rd s o r s h o rt fo rm u la e in fa m ilia r s itu a tio n s and to m e e t im m e d ia te needs. Has great d iffic u lty u n d e rsta n d in g spoken and w ritte n English.

Non user

E ssentially has no a b ility to use th e language beyond p o ssib ly a fe w isolated w o rd s.

0

Did not a tte m p t th e te s t

No assessable in fo rm a tio n provided.

M arking The Listening and Reading papers have 40 items, each worth one mark if correctly answered. Here are some examples of how marks are translated into band scores: Listening:

16 out of 40 correct answers: 23 out of 40 correct answers: 30 out of 40 correct answers:

band score 5 band score 6 band score 7

Reading

15 out of 40 correct answers: 23 out of 40 correct answers: 30 out of 40 correct answers:

band score 5 band score 6 band score 7

Writing andSpeaking are marked according to performance descriptors. Writing: examiners award a band score for eachof four areas with equal weighting: • • • •

Task achievement (Task 1) Task response (Task 2) Coherence and cohesion Lexical resource and grammatical range and accuracy

Speaking: examiners award a band score for each of four areas with equal weighting: • • • •

Fluency and coherence Lexical resource Grammatical range Accuracy and pronunciation

For full details of how the examination is scored and marked, go to: www.ielts.org

7

A IM S :

Language related to: travel, timetables, countries, nationalities • Predicting answers • Recognizing number formats and spellings • Form completion • Note completion • Multiple-choice questions

Part 1: Vocabulary Nations and nationalities 1

Quiz: Can you match these countries to the names in the box? Egypt

Malaysia

Portugal

Japan

United Arab Emirates (UAE)

Nationalities are often formed by changing the endings of the names of countries. Look at the examples in the table below. Country Australia

_n

Nationality Australian

Egypt

_ian

Egyptian

Britain

_ish

British

Japan

_ese

Japanese

_i

Pakistani

Pakistan

8

+ ending

Get Ready for IELTS: Listening

Unit 1 Complete the following sentences about national airlines with the correct nationality.

1

Japan Airlines is a ........... ............... airline.

2

Air China is a .................... ...... airline.

3

Egyptair is a n ...................

4

Emirates is a n .................. .........airline.

5

TAP Portugal is a ............................airline.

6

Malaysia Airlines is a ...... .....................airline

Departure

^

Arrival

—^

airline. y

Gaie (Gate

\

'

20 I 21

/ |_/5( Customs control / '

-

* Terminal 1

—^

-ym

T

Gates 1-29 Gates 30-54

I f n i Check-in

71

P -^ o o n .ro ,

7*

I I 'T

I

I T

'I

Gates 55-79

Complete these notes with information from the flight arrivals board below. SDflkusli -flu a lit arrived a t ( ± ) .................................

........

F li g h t C C A ± 5 5 0 from , iZ . ) ..................... ............. arrived at &>.oo...................

Ew&ratL f l i g h t

m

.... F l l a h t 1 A P 1 3 3 0 due.

01

...............

0 fro m . ( 4 ) ...

From

Airline

Flight

Terminal

Status

05.00

Madrid

Iberia

IBE0567

50

Arrived 04.50

06.15

Beijing

Air China

CCA1550

15

Arrived 06.00

06.50

Dubai

Emirates

UAE1880

13

Delayed

07.30

Lisbon

TAP

TAP1330

16

Landed

ime due

^ ))) 4

— delayed.

(s ) ......................... .

Now listen to a taxi driver talking to a travel agent about the flight arrivals and check your answers.

Friends abroad

9

Part 2: Skills development Exam information I Section one In Section One of the Listening test you will hear tw o people talking in an everyday or social situation. You may have to com plete notes or a form w ith details of names, addresses, tim es or dates. You w ill need to listen carefully for spellings and numbers

Exam tip Before you listen, look at the information you have been given to com plete. Predicting the kind of answers you need w ill help you to focus on w hat you are going to hear.

^ ))) 1

02

You will hear a conversation between two friends planning a visit. Predict the kind of information you will have to listen for (numbers, letters, time, name, etc.). Then listen and complete the notes

k (a ,tc &

O c o t/

It's easy to confuse certain numbers that sound similar, for example: fifteen and fifty. Listen very carefully to hear which part of the w ord is spoken w ith more emphasis.

^ ))) 2 03

Listen and circle the numbers you hear. Then match them with their written forms. ............................................................................................................................................................. 13 15 30 80 40 14 © fifteen

^ j)) 3 04

thirteen

10

fifty

forty

eighty

thirty

2 ..................

3 ..................

4 ..................

5 ..................

Listen to the following conversations and choose the correct letter a, b or c.

/ a ii

^ ))) 5 07

fourteen

Now listen to these sentences and write down the numbers you hear.

1 .................. ^ ))) 4 15-06

eighteen

50

a

b M cE w an

M cKeon W e stb o rn e

b

W esterb orn e

c

MacKeon

c W estbourne

You will hear a telephone conversation in which Sam is booking a taxi. First look at the form below and think about the kind of information you will need. Then listen and complete the form.


Unit 1

Exam tip You w ill be expected to know the spellings of com m on w ords and names. Any usual names w ill be spelt out for you. An answ er spelt w rongly w ill be marked incorrect, so get plenty of practice before the exam.

PLEASE USE BLOCK CAPITALS

Taxi

Lv.v.v.v.

N A M E OF PASSENGER: PICK-UP DATE A N D T IM E : PICK-UP POINT: NO. & STREET: TOW N: POSTCODE: M O B ILE N U M BER : DESTINATION:

*» ) 6 08

■SAM W IL L IA M S W id &thJ u l y ( 1 ) ....................

(2) .......................... W IL L O W S It> E B .A N K ( 3 ) ....................................................................... ( 4 ) ....................................................................... (5) o j- y z j.......................... H B A T H fÔ W - T E R M IN A L 5

You will hear a conversation between a flight attendant and a passenger completing a landing card before arriving in the UK. Complete the form.

LAN DING CARD

Please complete clearly in English and BLOCK CAPITALS

immigration Act 1971 Family name UH First name(s) (1) ...................................................... Sex □

M

(2)

0 F

Date of birth , D D . M M, Y Y Y Y , I I I I I I I I I

Town and country of birth SHENZHEN

CH-INA

Nationality

Occupation

CHINESE

STUDENT

Contact address in the UK (in full) (3) ...............................................................

Friends abroad

11

Part 3: Exam Practice Exam tip When you com plete a form, it is im portant to keep to the required num ber of words for each answer. You will be told how many words to use, e.g. NO MORE THAN TWO WORDS AND/OR A NUMBER. If you w rite too many words, your answer w ill be marked incorrect. A hyphenated word counts as one word, e.g. mother-in-law. A num ber can be w ritten in letters or numbers, e.g. twelve or 72; either way, it counts as one word.

Section 1 ^ ))) 09

Questions 1 -7 You will hear a telephone conversation between a hotel receptionist and a caller making a reservation. Complete the form below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

Silver Tu ip Hotel N um ber of nights

12

i

Type o f room : (circle one)

(1) Single / Double - tw in beds / Double - king-sized bed

Nam e

(2)

H om e address

(3) .................................................................... Avenue, Cam bridge

Postcode

(4)

Transport

(5)

M eals

(6)

Date of arrival

(7)


Unit 1 ^ )))

Questions 8 - 1 0

10

Listen to the next part of the conversation and choose the correct letter, a, b or c. 8

9

The custom er's m obile phone num ber is: a

07976 122577.

b

07961 122577.

c

07961 121597.

The custom er w ould also like to: a

receive tourist inform ation,

b

make a restaurant booking,

c

book tickets for the theatre.

10 He leaves a m essage for: a

M rA la m i.

b

M r El Fassi.

c

M rA laoui.

Exam tip During the exam, listen very carefully and don't presum e the first inform ation you hear is always correct. Som etim es the speaker can change his/her m ind and correct the inform ation given.

Now listen again to check your answers before you look at the answer key.

Progress check How many boxes can you tick? You should work towards being able to tick them all. Did you ... listen closely for num bers that sound similar? check your spellings? check that you have w ritten the correct num ber of w ords in the answers?

Friends abroad

13

Food and cooking *»*****«$*«*

#«« ««#«

*

A IM S :

gr

Language related to: food, cooking methods, numbers, weights, prepositions • Identifying stages in a process • Keeping to word counts • Completing notes, tables and flow charts • Matching information

*

Part 1: Vocabulary Types of food

m meat 1

dairy products

vegetables

Complete the table by putting the following foods into the correct column. potatoes cheese

bananas butter

meat

cabbage carrots

dairy products

turkey beef

lamb cherries

vegetables

pineapple yoghurt fruit

potatoes

Countable and Uncountable Nouns Some nouns can be countable and uncountable. They often become uncountable when they are prepared for eating, e.g. There are ten chickens in the field. / W ould you like som e chicken ? I bought tw o cauliflowers yesterday. / M y son doesn't like cauliflower.

2

L4

Say whether the following foods are C (countable) or U (uncountable) or C/U (both countable and uncountable). 1

carrot

. f i/ K . . .

6

2

rice

............

7

bread

3

lamb

............

8

egg

4

bean

............

9

pea

5

butter

...........

10

coffee

Get Ready

for IELTS:

Listening

onion

*

Unit 2 Cooking m ethods Write the correct letter (A-E) next to each method of cooking. i

roast

A

ii

steam

B in hot w ater

iii

fry

C

iv

grill

D in the oven

V

boil

E over boiling w ater

in hot oil

directly over the flam e

W eights and measures

4

Choose from the following list of weights and measures to complete the list of ingredients for making pancakes. weights (solids)

measures (liquids)

gram (g)

m illilitre (ml)

kilogram (kg)

litre (I)

JLuS-

3 0 0 ................. o f s u .g flr o f m ill?.

.lQ,£gj0S..

Exam tip In som e tasks in the IELTS exam, the inform ation that you read in the question w ill be expressed in different w ords in the audio. So you w ill need to listen out for synonym s and paraphrasing. You w ill be able to practise this skill throughout this book.

5

Complete these equivalents. 14 = a quarter 14 = a half (1 ).............. = three quarters i/3 = a third 2/3 = (2 )................................................. i/8 = one eighth s/8 = (3 ).................................................. (4 ).............. = seven eighths

^ )))

11

6

You will hear a list of ingredients. Circle the correct quantity. Then write a different way to express the same quantity.

1

apples

1 kilo / 1/2 kilo

2

sugar

250 g / 2 1 5 g

3

flour

330 g / 130 g

4

butter

120 g / 200 g

5

milk

1 /5

I/ 5 I

Food and cooking

15

Part 2: Skills development

Exam information I Section two In Section Two of the Listening test you will hear one person talking about a topic of general interest. You may have to complete notes, a table or a flow chart describing a process.

^ ))) 1

12

You will hear a chef giving her students a list of ingredients for a regional dish. Match the ingredients with the quantities. You will not use all the quantities. Before you begin, read through the answer options and think of different ways to express the same quantities.

1 chicken

a 450 g

2

2 rice

3 onions

b 4 kilos

c % kilo

4 tom atoes

d 500 g

5 green peppers

e 2 kilos

f 15 ml

6 cooking oil

g 50 ml

h 14 kilo

You are going to hear an explanation of how to cook pancakes, or crepes.Tick the boxes below for the kind of information you expect to hear. tim e of day

spelling

date

weights

ingredients

instructions

colours

address

Exam tip W hen you have to com plete notes about the stages in a process, for example to com plete a flo w chart, it w ill help you to listen carefully for w ords that indicate the order of the different parts of the procedure, such as first, then, after that and at the end.

^ ))) 3

Listen to the recording and put the photos in the correct order.

13

B

1 6


Unit 2

Exam tip W hen you are asked to do a com pletion task, you may be told to use w ords from the recording. If this is the case, you may have to o m it unim portant words, like a or the to keep to the w ord count.

4))) 4 14

Now you will hear someone describing how to cook a traditional dessert. Before you listen, read and think about which words might go in the gaps. Then listen and complete the flow chart. Write NO MORE THAN FOUR WORDS for each answer.

^))) 5 15

You will hear a student representative welcoming new students to the university and explaining a little about traditional English meals. First read the notes below. Then listen and complete them. Write NO MORE THAN TWO WORDS OR A NUMBER for each answer.

verw vovu la r d is h : F is h and c.hL"ps: -fried Lia, ( l ) .............................................. - M t P ) ........................................... Popular est>. (3 ) ...............................................

A n o th e r tra d itio n a l meal: s u n d a u 1\ a.m V \ 1^ ) ..................................................... m eat.. w ith (5 ) .........................................................

Food and cooking

17

Part 3: Exam practice Section 2 4 )))

Questions 1 -4

16

You will hear a talk on nutrition. Complete the notes. Write NO MORE THAN TWO WORDS for each answer. To-plr,: f-teflltky e.atlviOj

..............

• dp.-fisiAA,tlniA, • rf.asoi/vs why pf.oplfi doiA/t

' ......................

• Idp.az -fr>r (D )..........................

H-e.ait.hjj e.ati\A^ ls:

......

• balavLC.f’.d diet __ ( 3 ) ............................................................. ..... .......... ...

_Nntf.: balanced dle.t LmcI.

u n a ls

.................. ............ ............ ................ .

v_______________________ _______ __________________________________ J

Exam tip In some tasks you will be asked to choose several correct answers from a list. Always read the options before you listen to the recording. After listening, you will be able to eliminate the incorrect ones. Make sure you choose the required number of answer options.

^ )))

Questions 5 -7

17

Listen to the next part of the talk. Choose THREE letters a-h. Give three reasons why the speaker thinks so many people have an unhealthy diet. a

It is cheaper to buy packet food,

b

People do not know how to eat healthily,

c

It is cheaper to buy fast food,

d

They prefer fast food,

e

They do not like packet food,

f

It is quicker to buy fast food,

g They have to plan their meals, h 5

18

Schools teach children about a balanced diet.

6 ............


7

............

Unit 2 ^ )))

Questions 8 - 1 0

18

Listen to the last part of the recording and complete the table. Write NO MORE THAN ONE WORD for each answer.

Group responsible: (8) ..............................

(9)..............................

( 10) ..............................

L im it a d v e rtis in g fo r u n h e a lth y fo o d

S to p s e llin g u n h e a lth y sn a cks a n d d rin k s

M a k e s u re c h ild re n e a t a b a la n c e d d ie t

E d u c a te th e p u b lic a b o u t a h e a lth y d ie t

P ro v id e c h ild re n w it h fre s h a n d h e a lth y o p tio n s

Progress check How many boxes can you tick? You should work towards being able to tick them all. Did you ... practise listening to different accents? read through all the questions before you listened to the recording and think about w ords you expected to hear? think about w ords to describe different stages in a process (first, second, then, n e x t ...) w hen you have to com plete a flo w chart? make sure you used the correct num ber of w ords in your answers?

Food and cooking

19

A IM S :

Language related to: presentations and academic subjects • Identifying future plans and stages in a presentation • Keeping to word count • Completing sentences and tables • Labelling diagrams • Multiple-choice questions

Part 1: Vocabulary Presentations

Introduction During this presentation, I will explain: • Progress has been made for many services Project background • Disparities reduced but still persist

Literature review Experiments & Methods

• Target setting for Healthy People 2010

Results Conclusions Future Work

To -jsa its ieo'rtav. f.'s’ save’fc o-'eser.iat3" usfig Sa/eas. •The’* typein a newo n e

Sa youneed a'K>!''er ouVei -CSicX0,1 K)M*f r-.onu a •Clis*or. SWo ’

1

The pictures above show four different stages in organizing a slide presentation. Match the stages below with each image. a first slide b planning the slides c diagram slide

d

20

final slide


Unit 3

4 ») 2 19

«») 3 20

Listen to these words and underline the part that is stressed in each one. The first one has been done for you.

1

introduce

introduction

2

presentation

present (v)

3

suggest

suggestion

4

project (v)

project (n)

5

inform

inform ation

6

explain

explanation

present (n)

projector

Now listen to this short conversation and underline the word you hear in each pair. You will hear them in the same order. introduce / introduction suggest / suggestion present (v) /p re s e n t (n) p roje ct (v) /p ro je c t (n) inform / inform ation explain / explanation

Vocabulary groups It is useful to sort words into vocabulary groups when they refer to the sam e kind of information, e.g. fem ale - wom an - lady - m other. Write the words that have a similar meaning in the boxes below. plan Chinese dangers

;

image cons pros

badpoints chart painting

graph Italian

French

benefits good points

Arabic table photograph

diagram:

picture:

language:

;

advantages:

;

disadvantages:

Presentations

21

Part 2: Skills development Exam information I Section three In Section Three of the Listening test you w ill hear a group of people talking about a topic related to education or training. You w ill be asked to do different tasks in this section, and some of these w ill require you to identify the ideas and opinions of the individual speakers.

Exam tip In this type of question, w here there are several speakers, it is useful to identify them as early as possible. Listen carefully and w rite their names on the exam paper, leaving enough room to make a note of any opinions too.

^ ))) 1

21

You will hear a group of students talking about a project they are planning to present. Choose the correct letter, a, b or c. i

ii

Italian painting is a

the subject

b

the topic

c

course

Who originally wants to discuss one painter?

a

Edward

b

Farouk

c

Mandy

Hi M andy suggests

iv

a

Michelangelo and Botticelli,

b

Michelangelo.

c

Michelangelo and Leonardo da Vinci.

Beth suggests Botticelli because a

everyone else w ill choose him.

b

his style of painting is different,

c

he's a great artist.

Exam tip W ith multiple-choice questions, rem em ber to read all the options before you choose the answer. Some of the answers may look similar and you should check the details before you decide.

22


Unit 3 ^ ))) 2

22

Now you will hear the students planning the slides they are going to prepare for their group presentation. Complete the notes below. Write NO MORE THAN TWO WORDS OR A NUMBER for each answer. MLckelaw do and Botticelli:.(_ )............................ .................... .......................................... ...............

/'TctwJ, ‘ '/-ire

........ ....... .................................

. .... -.......... -_____ __

_______ _________ ___________-_____ _________ _____ ___________ _____ ________

2-sHdes each MLchdaiAQdc-ayid B&ttiadLL.........

Z.siLdes: H-aw MLchdaiA<0.do av'udB>ct±LceLLL a rt 43 -)----- -----

,...and.kiowih&u.axt. (.4.) — ......... —

| Cdm I u U dia,................. .......... ............................... ....................... ................. .................. ... ...._...............

^ ))) 3 23

Listen to two of the students discussing the best way to design a slide and label the drawing below. Write NO MORE THAN TWO WORDS for each answer. (1)

Exam tip Rem em ber to read all the answers carefully before you listen to the recording. W hen you have to choose more than one correct answer, it may help you to cross out the w rong answers as you listen.

^ ))) 4 24

Listen to the four students discussing their presentation and underline the TWO correct answers. What do the students have to decide? a

w h e th e r or not to put the slides about Botticelli before Michelangelo

b

which artist is m ost famous

c

which artist Beth w ill talk about

d

w here to put Farouk’s slides

e

w h e th e r to talk about Michelangelo first Presentations

23

Part 3: Exam practice Section 3 ^)))

Questions 1 -4

25

Listen to the recording of three students talking to their tutor about the presentation they are planning. Choose the correct letter, a, b or c. /' The topic o f the presentation is a

how mobile phones are designed,

b

the risks caused by mobile phones,

c

how mobile phones are used.

ii

The introduction explains the a

dangers of mobile phones.

b

im portance of mobile phones.

c

im portance of understanding the dangers of mobile phones.

On the second slide, the students are planning to

IV

^ )))

a

explain w hy mobile phones are dangerous,

b

point out some different kinds of risks,

c

mention ways to avoid the risks.

The tutor suggests a

not discussing the dangers of mobile phones,

b

discussing the benefits of mobile phones,

c

having an argument.

Questions 5 -7

26

Listen to the next part of the recording and complete the slides. Write ONE WORD ONLY.

Slide 1 Introduction

Slide 2 • Health

(5)

• (6) ..................................... • Security

24


Slide 3 (7) .....................................for avoiding dangers

Questions 8 - 1 0 Listen to the last part of the recording and complete the sentences. Write NO MORE THAN TWO WORDS OR A NUMBER. 8

The actual talk w ill last f o r ....................................

9

Each student w ill speak f o r ....................................

10 The slides m ust all have t h e ......................................

Progress check How many boxes can you tick? You should work towards being able to tick them all. Did you ... read all the questions before you listened to the recording? think about other w ords on the topic that you expect to hear? w rite the names of the speakers, ready to make a note of their ideas? look carefully at the m ultiple-choice options that look sim ilar so you can listen for the correct details?

Presentations

Review 1 1

Pronunciation: Most of the letters of the alphabet are pronounced with the following set of sounds: sound

example

/ e i/

A

/ i :/

E

/e /

F

/ a i/

I

/ iu :/

U

Note: O / a u / and R / a : / do not share a sound w ith any other letter. Listen. Pause the recording after each letter and write the letter in the correct column. /e i/ A

2

/ i: / E

/e /

/ a i/

F

I

/ iu : / U.

Word formation: Complete the passage with the correct form of the words in brackets: ( 1 ) .......................... (Britain) Airways apologizes for the late ( 2 ) ........................... (depart) of (-3).......................... (fly) BA421. This is due to the late ( 4 ) ........................... (arrive) of the aircraft from New York. Please go to the airline ( 5 ) .......................... (inform) desk if you have to make a ( 6 ) .......................... (connect) to reach your final destination.

3

Put the following words into the plural form, where possible. If the word is uncountable, write U. There may be two possibilities for some words.

1

o n io n .....................................

5

b e a n ....

2

flo u r .......................................

6

cherry

3

p o ta to ....................................

7

coffee

4

m ilk ........................................

8

chicken


Review 1

4

Circle the word that does not belong in each list. W hat do the others have in common? 1 first, third, fourth, one

.....................................

2 ingredient, gram, ounce, kilo

.....................................

3

dinner, dish, lunch, breakfast

.....................................

4

after, w ho, then, next

5

area, section, zone, door

..................................... .....................................

6 wi-fi, restaurant, snack bar, cafe 7 tea, milk, juice, beans

^ )))

5

29

.....................................

8

roast, boil, pan, fry

9

carrot, cauliflower, onion, banana

10

.....................................

.....................................

milk, cheese, egg, cream

.....................................

....................................

Listen to the recording and underline the words that are stressed.

1 The first thing w e have to decide is our topic.

2 So, that's fixed then.

6

3

I think w e should keep the blue bullet points.

4

I've put all our slides together.

5

So, let's put Botticelli first, and fo llo w w ith Michelangelo.

6

Make sure all the slides have the same style.

Asking for and giving opinions and making suggestions: Write 0 (opinion) or S (suggestion) next to each of the following phrases.

1 W hat do you think? 2

Let's ...

3

Do you agree?

4

1think...

5

Don't you think ...?

6 W hy don't w e ... 7

How about ...

8

You could ...

9 W hat about ...? 10

1don't think ...

Review 1

27

A IM S :

Language related to: work and the workplace • Listening for main ideas • Listening for detailed information • Distinguishing fact from opinion • Completing notes • Short-answer questions • Matching information

Part 1: Vocabulary People at w ork

VJ 1

y **

The pictures above show people at work. Match each picture with the person’s occupation. Write the letter.

1

2

t i

fa rm e r.......

2

police o ffic e r.........

3 businessm an.........

4

d o c to r.......

Complete these definitions with one of the occupations in the pictures. 1

A ....................is a person w ho makes money by selling goods or services.

2

A ....................protects the public from criminals.

3

A ....................is a person w ho is qualified in medicine.

4

A person w ho grows food is called a ....................

Extending vocabulary In the Listening test, the words on the answer sheet may not always be the same as the ones you hear on the recording. So, it is important to know as many words as possible that have similar meanings or are connected with the topic of the recording.

3

Complete the word map on the next page with verbs from the list. ; look after

28

defend

supply


earn

take care of

guard

produce

trade

deliver ;

Unit 4

W ords th a t go to g eth er Some w ords change their meaning w hen they are com bined w ith other words, for example, verbs com bined w ith different prepositions form different phrasal verbs.

4

5

Complete the table with the appropriate preposition. Verb

Preposition

Meaning

1 look

fo r

search

2 look

care for

3 look

examine

4 look

check

5 look

scan

Complete the following sentences with the most suitable phrasal verb from the table in Exercise 4. 1

The class s o m e tim e s .............................. the new spaper for inform ation about their local tow n.

2

The fam ily called the police to help th e m .............................. their son, w h o was lost.

3

The student asked his tutor t o ..............................his essay for mistakes.

4

W hen they arrived at the hospital, the d o c to r..............................his broken arm.

5

The parents asked the baby-sitter t o ..............................their children w hile they w e nt out.

Work

29

Part 2: Skills development Exam information I Section four In Section Four of the Listening test you will hear one person talking about an academic topic of general interest. You may have to com plete a sum m ary or notes or give short answers to questions.

Exam tip Before you listen to each part of the lecture in Section Four read the questions carefully and underline the key words. This w ill give you some information about the topic in advance and help you focus on the main ideas while you are listening.

A speaker w ill often introduce the topic of a lecture w ith a phrase like: Today I'm going to talk a b o u t... M y topic today is ... M y lecture this evening w ill be a b o u t... In today's lecture I'll be talking a b o u t... This week's talk w ill c o v e r... I'm here to tell you a b o u t... ^ ))) 1

Listen to the follow ing introductions and w rite the topic of each talk.

30

1

...........................................................

2

working in ........................................................................

3

.....................................................................

4

em ployment opportunities in .........................................................................

5

.....................................................................

6 ......................................................... 2

Find tw o words or phrases in the list below th a t have a sim ilar m eaning to each of the lecture topics in Exercise 1.

\

30

in the open air enjoyment em ploym ent associations business colleges fulfilm ent universities company occupation clubs 1

.........................

2

..............................

3

.............................

.............................

4

..............................

..............................

5

.............................

.............................

6 ........................

........................


outside work

Unit 4

^))) 3 31

Listen to the introductions again. They are slightly different this tim e. Com plete the notes about each topic. W rite ONE word only.

±..

v ......

.............. J

Exam tip W hen you have identified the key w ords / main ideas in the questions, listen carefully for m ore detailed inform ation. W hile you listen, use any headings on the question sheet to guide you, and pay close attention to the key words.

In som e questions you w ill have to decide w h eth er the speaker is giving factual inform ation or expressing their opinion. Speakers may use phrases like I enjoy or I like to show their feelings or they may use m ore form al expressions to introduce opinions, for example: It seem s to m e; M y im pression is ...

^))) 4 32-33

You will hear an extract from two interviews with people about their work. Complete the notes. Write no more than TWO WORDS for each answer.

Alice w orks on (1 )........................

Wei Long w orks as a (9 ).....................................

- grow s (2 )........................

- graduated in (10).....................................

- keeps (3 )........................ , ducks and cow s

- am bition - earn living through (11)................

- w o rst part of job - going out in w in te r to feed (4 )........................

- has own (12)..................................... - sells (13).....................................

- likes working outdoors in the (5).....................

- (14)...................looks after the office

- trucks deliver to (6 )...................

- likes making own (15)...................

- supplies (7 )...............................w ith milk, eggs, cheese

- w o uld n't like to w ork in a (16)...................

- sells directly to (8)..........................in farm shop

V__________________________________

W ork

3 1

Exam information I Matching information In the matching questions that follow, the numbered item s appear in the same order as the information, but the lettered options do not. Read all the options before you listen to the recording.

5

You will hear Khalidah talking about the patients, doctors and nurses in the Accident and Emergency Unit. Write a letter a -f next to each group of people. You will not use all the options. W hat does Khalidah say about each group o f people?

a

see the patients after they have talked to the nurse

b

have had accidents in the w ork place

c

discover w hat is w rong w ith the patients

d

look after patients w ho are out of danger

e

arrange for patients to go home in an ambulance

f

have had accidents in cars or at home

1

patients

............

2

doctors

............

3

nurses

............


Unit 4

Section 4 4 )))

Questions 1 - 4

35

You will hear a woman talking to some students about her job. Complete the notes with words from the recording. Write NO MORE THAN TWO WORDS for each answer. Job: (1 )..... Studied: (2)

^ )))

for five years at university

Interested in (3)

side, not theory

Accepted for (4)

after graduating

Questions 5 - 7

36

Now you will hear the next part of the talk. Answer the question. Choose THREE answers from a-f. W hat does the speaker think are the disadvantages o f police w o rk ?

a

danger of being attacked

b

protecting the public

c

not being available for fam ily celebrations

d

special training in avoiding trouble

e

w orking difficult hours

f

w orking w ith the public

5 ^ )))

6

............

7

Questions 8 - 1 0

37

Listen to the last part of the recording and answer the questions. Write no more than TWO WORDS.

8 W hat does the speaker think about the financial rewards of police w o rk ? .......... 9

W hat kind of people do the police som etim es have to p ro te c t? ............................

10 W hat does the speaker w ant to be in the fu tu re ? .....................................

Progress check How many boxes can you tick? You should work towards being able to tick them all. Did you ... underline the key w ords in the questions? think about other w ords w ith the same meaning as the key words? read all the possible answers before you listened to the recording? check that you have not used more w ords than you are asked to?

Work

33

On campus services AIM S:

Language related to: university life and facilities • Following directions and identifying locations • Prepositions • Key word stress • Labelling maps and flow charts • Short-answer questions • Completing sentences

Part 1: Vocabulary Campus services

1 ...................................

1

2

The pictures above show buildings on a university campus. Label the buildings with the words in the box. halls of residence

2,

library

medical centre

sports centre

Now match the buildings with the definitions below. You will not use all the definitions.

1 This is where you go to get f it .................................... 2

You go here when you are sick and need to get a prescription....................................

3

This is where you will find all kinds of reference materials, including journals, films, com puters and all the information you need for your studies....................................

4

This is where students live on cam pus....................................

5

You go here when you want to listen to m usic....................................

Spelling

W c u tc A O w tf Some w ords sound the same, but are spelt differently. In the Listening test, you m ust spell your answers correctly, or you w ill lose points.


Unit 5

3

Choose the correct spelling to complete the sentences. 1

The lecturer told his students to re a d ...................................the article quickly, ( th r e w / through / though)

2 ...................................was a long queue of people w aiting at the medical centre to see the doctor. (T h e ir/T h e y're /T h e re ) 3

The university has a number o f .................................... (restuarants/ restaurants/ restaurents)

4

A lot of people enjoy m eeting visitors fr o m ...................................countries, (foriegrt / foreing / foreign)

5

To get to the library, take the first road on the left and keep w a lk in g ................................... you get to the end of the road, (u n till/ u n til/ unntil)

6

The tutor's office is on t h e ................................... floor, (tw elvth / tw e fth / twelfth).

Prepositions

Exam information I Labelling plans In the exam you may have to identify buildings by their location on a plan, and you w ill need to recognize the prepositions that indicate w here things are.

4

5

Sometimes there is more than one word to describe the same position, for example: beside, by, next to. In each group of words, circle the preposition or phrase that does NOT belong to the group.

1

on top of, into, over, above 4

2

next to, far away, nearby, close to 5

3

outside, inside, w ithin, into

behind, opposite, in front of, facing beside, next to, between, at the side of

Read the description of a university campus and label the buildings on the plan. The library is in the middle of the campus. It's next to the theatre. There's a shop behind the library, between the bank and the bookshop. The Student Union building is opposite the theatre, beside the round building, which is the night club. The Sports Centre is on the other side of the green, facing the Medical Centre.

A

S ports C entre Bookshop __________ /

B

N ight Club

C

S tudent Union

D

Shop

E

Theatre

Bank \_______

On campus services

35

Part 2: Skills development Exam information I Sentence completion In the exam you may have to com plete some sentences. You w ill use the exact words you hear in the recording, but it is im portant to make sure your answers are grammatically correct. You w ill lose points if they are not.

Complete the sentences with the correct ending from the box. ■ the corner

the right

to the lake

straight ahead of you

opposite

Medical Centre

1

Take the lift up to the tw elfth floor and the tutor's office is the third door on

2

To get to the bank, cross the road at the library and turn left a t .......................................

3

Go down the footpath to the main road and the station's rig h t.......................................

4

Turn left at the top of the stairs, go along to the end of the corridor and you'll see the seminar ro o m .......................................

5

Take the second road on the right, then, first left and you'll find the physics building next to th e .......................................

6 Go along the main path as far as the canteen, then follow it round to the left until you g e t....................................... 4 ))) 38

You will hear six short conversations, where one person is explaining to another how to find different places on campus. Before you listen, make a note of some of the expressions you expect to hear. Complete the sentences as you listen. Pay attention to your spelling and grammar, and write NO MORE THAN THREE WORDS. 1

The Sports Centre is on the other s id e ........................................................

2

The lecture theatre in the Law School is o n ........................................................

3

To reach the Business School, you take the fo o tp a th ........................................................

4

The theatre is ........................................................

5

The nearest bus stop is opposite t h e ........................................................

6 The bank is ...................................................... to the shop.

36


Unit 5

Exam information I Short-answer questions In another type of question you may be asked to give short answers to the questions. You w ill hear the w ords you should use on the recording. You do not need to change them . But it is very im portant to pay attention to the num ber of w ords you w rite. You w ill be told how many w ords to use. This is usually no m ore than three w ords and /or a number. Your answ er w ill be marked incorrect if you use too many words.

4 )))

3

39

Listen to Sandra and Tom talking about the facilities on campus and answer the questions. Write NO MORE THAN TWO WORDS.

1

W hich floor is the library coffee shop o n ? ......................................

2 W hat does Sandra like to do th e re ? ...................................... 3

W here is the silent zone?......................................

4

W here does Tom liv e ? ......................................

5

How many people live in Sandra's hou se?......................................

6

W hat does Tom often do near Sandra's h ou se?......................................

Exam tip In som e questions you may be asked to label a map or a plan. You w ill always hear the inform ation in the same order as the numbered questions. Before you listen, look at the plan on the question paper and pay attention to the information you have been given. This w ill help you to focus on the context and predict w hat you may hear.

^))) 4 40

Listen to two students talking about the different food outlets on a university campus and label the plan below.

A

Fast food hall

B

Snack bar

C

Mexican restaurant

D

College dining room

E

Italian restaurant

(3) ....

o Bus stop

v

(1)

Shops

On campus services

37

Part 3: Exam practice Section 1 ^)))

Questions 1 -4

41

You will hear Lily explaining to Chen how to use the library. Label the plan of the library.

A

PC Zone

B

Library Cafe

C

Cookbooks

D Travel E

Silent zone

Ground floor

First floor

North door

South

H»)

Questions 5 -7

42

Listen to the next part of the recording and complete the sentences. Write only TWO WORDS.

>8

5

First look up the title in t h e ..............................................................

6

The class mark is one or tw o letters a n d ..............................................................

7

The


shows you where to look for the books.

Unit 5 ^ )))

Questions 8 - 1 0

43

Listen to the last part of the recording and answer the questions. WRITE NO MORE THAN THREE WORDS.

8 W hat do you need to scan fir s t? ....................................................... 9

W hat does the scanner do w hen you scan a b o o k? ..................................................

10 W hat does the system do at the e n d ? .........................................................

Progress check How many boxes can you tick? You should work towards being able to tick them all. Did you ... think about the w ords you expected to hear before you listened? look carefully at the inform ation you have on the question paper? listen for key w ords by concentrating on the w ords that are spoken w ith m ore stress? make sure your answers w ere gram m atically correct w hen you com pleted the sentences?

On camDus services

39

A IM S :

Language related to: crime and protection • Listening for key words and synonyms • Recognizing categories • Word formation • Multiple-choice questions • Short-answer questions • Completing tables

Part 1: Vocabulary Crime

The following words are all connected with crime and staying safe. Tick the ones you can see in the pictures. break into

thief

knife

gun

gang

pickpocket

Now write the words in correct columns in the table. crime steal

knife rob IMoun

gun break into

gang thief Verb

dangerous attack

careful safe Adjective

Words w ith sim ilar meanings

Exam tip As you are reading through the questions before starting the Listening test, you w ill be identifying key w ords in order to predict w hat you are going to hear. As you do this, try to think of synonyms for the key words. Paraphrasing is very com m on in the IELTS Listening test, so it is very im portant that you practise this skill.

10


Unit 6

3

Complete the following sentences with words from the box that have the same meaning as the word in brackets. Make sure your answers are grammatically correct. ; steal

safe

robber

shoplifter

gang

pickpocket

burglar

1

A (thief) broke into the office and (took) a laptop.

2

W hile the friends w ere at the night club, a (thief) took their w allets out of their jackets.

3

A police officer w e n t to the shop to talk to a (thief) w h o was taking the goods out of the shop w ith o u t paying.

4

A (group) of (thieves) broke into a bank and took £1,000,000 over the weekend.

5

The students w ere advised to keep their passports in a (secure) place w hen they w e n t on holiday.

Collocations Some w ords are often used together. For example: do + hom ework, make + cake. In the exam, it w ill help to know which w ords go together and w hat you expect to hear. Match the words that are often used together.

5

take

the police

watch out

up

call

for

lock

scene

crime

to court

Complete the text with phrases from exercise 4. Check that your verb tenses are correct. W hen the receptionist arrived at Goodmead Primary school on Monday, she found that som eone had (1 )..........................the office and stolen several laptops, so she (2 )........................... They came to look at the (3 )...........................straight away and advised her to make sure she (4 )..........................the office every evening in future. They also suggested that she should (5 )..........................any strangers nearby. Two days later, the police called to say that they had caught the thieves and arrested them . They said they w ould (6 )..........................th e m ...........................in the next fe w days.

^ ))) 6

Listen to the recording and check your answers.

44

Pronunciation W hen you listen to people speaking, it is som etim es difficult to hear the end of one w ord and the beginning of the next. This often happens when:

^))) 7 45

•

the first w ord ends w ith the same sound that starts the next word, e.g. take care.

•

the second w ord begins w ith a vowel e.g. w atch out.

Listen to this sentence from the recording and underline where the words join together. W hen the receptionist arrived at Goodmead Primary school on Monday, she found that som eone had broken into the office and stolen several laptops, so she called the police. Staying safe

41

Part 2: Skills development Exam tip W hen you are looking at the key words in the questions before listening, don't forget to include the question words. These w ill tell you w hat kind of information you need (e.g. W hat type o f ... = category, class).

i

^ )))

2

Read the following questions and underline the key words and the question words. 1

W hat is the m ost com m on crime in the UK?

2

W hat tw o form s of theft does the policewoman mention?

3

W hy are people in more danger when they are abroad?

4

W hat should people leave in the hotel on holiday?

5

W hat kind of mobile is popular w ith thieves?

Now listen to the recording and answer the questions. Write NO MORE THAN FOUR WORDS.

46

1

W hat is the m ost com mon crime in the UK?

2

W hat tw o form s of theft does the policewoman mention?

3

W hy are people in more danger when they are abroad?

4

W hat should people leave in the hotel?

5

W hat kind of mobile is popular w ith thieves?

Exam information I Table completion In one type of question you may have to com plete a table w ith no more than tw o w ords or a number. The heading w ill tell you w hat kind of information you need to focus on. Before you listen, underline the heading of each column in the table.

H») 3

Listen to a talk about emergency phone numbers in different countries and complete the table.

47

UK 999

42


USA

Australia

Germany

India

Unit 6

4

Read the text about staying safe on campus and answer the question. Tick the correct answer. Security Officer: Our campus is generally a very safe place for students and staff. Crime is very rare, but w hen it does occur, it's quite often because som eone has not been careful enough They may not have locked their door or they m ight have gone out alone at night. W hat does the security office r say about crim e on cam pus? a

The campus is always safe,

b

Crime does not happen very often,

c

Crime never happens w hen people are careful. V

Now look at the answers. Notice that the difference betw een the correct answ er and a w rong answ er may depend on one word.

a

The campus is always safe. A The officer says the cam pus is generally a very safe place, not that it is always safe.

b

Crime does not happen very often. / The officer says crim e is very rare.

c

Crime never happens w hen people are careful. X The officer says crim e often happens w hen som eone has not been careful enough. This does not mean it never happens w hen people are careful.

4 ))) 5

You will hear a talk about staying safe on campus. Choose a, b or c.

48

i

W hen can students ask a security officer to walk hom e w ith them ? a

ii

in the evening

b

c

after dark

late at night

W hat does the security office r say students should do if they w ant to go hom e late at night and they feel nervous?

iii

iv

a

They should ring campus security.c

b

They should study in the library.

They should go hom e alone,

W hat does the security office r say about national and on cam pus em ergency num bers?

a

They are both 999.

b

They are both 3333.

c

They are not the same.

W hy should students call 3333 in an em ergency on campus? a

999 does not work.

b

It is confusing.

c

It is faster,

Staying safe

43

Part 3: Exam practice Section 2 ^}))

Questions 1 -4

49

You will hear a talk about safety in different regions. Complete the table about crime in two different holiday destinations. Write NO MORE THAN TWO WORDS OR A NUMBER. Region

(3)

^)))

Type of Crime

(4)

Questions 5 -7

50

Listen to the next part of the recording and answer the questions. Write NO MORE THAN THREE WORDS.

^ )))

5

W hat are tourists advised not to wear in the street?

6

W here should tourists not go after dark?

7

In some parts of Latin America, w here do thieves often take money from tourists?

Questions 8 -1 0

51

Listen to the last part of the recording and choose the correct answer to the questions. 8

9

44

W hat did the travel advisor think about India? a

It was dangerous.

b

It was organized,

c

It was safe.

W hy does the speaker recom m end going to India w ith a tour group ? a

because it is more fun

b

because it is less risky

c

because they don't need cash


Unite 10

W hat did the tour guide tell the tourists n o t to do? a

speak their ow n language

b

go w ith people they don't know

c

be nice and friendly

Progress check How many boxes can you tick? You should work towards being able to tick them all. Did you ... underline the key w ords in the question? com pare the answers that looked similar in the m ultiple-choice questions? look at the headings in tables to see w h at kind of inform ation you need? think about w ords that often go together so you could predict w hat you expect to hear on the recording?

Staying safe

45

Review 2 1

Word families: Organize the words into columns by category.

/

business studied truck company doctor firm rescue worker supply farm er graduated deliver shop nurse university police officer

Trade

Occupation

Education

Transport

business

2Complete the sentences with the correct words from the list. i in

for

after

at

on

1

Ahmed asked his tutor to lo o k .............................. his essay

2

A team of rescue workers w e nt out to lo o k .......................

3

The sales team tra ve ls..............................the world.

4

As a farmer, he enjoys w o rk in g ..............................the land.

5

The nurses in the accident and emergency ward lo o k ...... n o t..............................danger.

3

around

the lost teenagers.

patients w ho are

Underline the correct spelling of the words. accommodation, accomodation. acommodation

6 Wednesday, Wendsday, Wedensday

2

acident, accident, accidant

8 nesessary, necesary, necessary

3

librery, libary, library

9 relevent, relevant, relavant

4

oposite, opposite, oppisite

5

business, busines, bisness

1


7

Febuary, Febrary, February

10 responsable, responsibal, responsible

Review 2 Com plete the following sentences with the correct prepositions. W rite ONE WORD ONLY in each space.

1 The green is ...........................the middle of the ca m pus............................ front of the library. 2

Turn le ft .............................. the top of the road that runs from the entrance.

3

The student union building is .............................. the corner of the main road and the entrance to the campus. It's .............................. the right as you go in.

4

The teaching block is .............................. the end of the road, facing the main entrance.

5

The main lecture theatre is .............................. the ground floor.

6 The library is .............................. the student union b u ild in g ,................................the left just after the entrance. Now check your answers in the answer key. Label the buildings on the plan with inform ation from the sentences in exercise 4.

(3)

Review 2

7 A IM S :

Language related to: studying, exams and revision • Comparisons • m ake/do • Adjectives and adverbs • Following processes • Completing sentences • Completing flow charts • Short-answer questions

Part 1: Vocabulary Label the pictures with the words in the box.

revision

exam hall

test

text books

Com paratives Look at these exam ples of com parative sentences:

The population o f China is large. It is larger than the population o f Italy. M any students think physics is difficult. They say it is m ore difficult than art. Spelling in Spanish is simple. A t least, it's sim pler than in English. Some people think playing football is easy. They think it is easier than learning maths. Exercising in the gym is good for your health, but it's even better to exercise in the fresh air. Do you know all the different rules to form a comparative?

B

48

Adjectives with one syllable

Adjectives with two or three syllables

Adjectives with two syllables and ending in '-le', -'er' -'ow'

Adjectives with two syllables and ending in 'y'

Irregular adjectives

add 'r' or 'er'

put 'more' in front of the adjective

add 'er'

add 'er' and change 'y' to 'i'

change spelling / into another word

large/larger strong/stronger

dif-fi-cult/more difficult bo-ring/more boring

simple/simpler

easy/easier

far/further


2

Form the comparative of these adjectives and write them in the correct column in the table below. 1 fast

3 clever

5

well

7

late

2

4 nervous

6 slow

8

healthy

interesting +Y

+ 'er'

y- + ier

9 bad 10 good

more + adjective

irregular adjectives

-faster

Now m atch your answers to the rules (A -E) in the table opposite. The first one has been done for you.

4

1

fast

4

nervous

............

7

healthy

........

2

interesting ............

5

slow

............

8

bad

........

3

clever

6

late

............

9

good

........

............

Com plete the paragraph with words from the table in exercise 2. Use each word only once.

Some students think it is (1).................. to study for exams at night, when it is quiet. Others think it is (2 ).................. to go to bed early and get up early to do their exam revision. A lot of students enjoy studying (3).................. subjects. Some like to revise at the last minute, but (4) .................... students need to plan their revision a long tim e in advance. Students w ho are (5) ......................than average before exams, can go to classes to learn relaxation techniques.

Adjectives and adverbs

k /a ,tc &

D u ,t /

Be careful not to confuse adjectives w ith adverbs: Adjectives tell us more about nouns. They com e before the noun. Am ira is a confident speaker. Adverbs tell us more about verbs. They usually com e after the verb. Am ira spoke confidently about her project on cultural exchanges. Adverbs can also tell us m ore about adjectives. Am ira is an exceptionally confident speaker.

5

Choose the correct adjectives or adverbs to complete these sentences. 1

The {intelligently/ intelligent) students answered the exam questions (correct/ correctly).

2

A {w e ll/ good) designed exam tests the students' knowledge (effectively/ effective).

3

The examiner marked the tests as (fa ir/ fairly) and as (quickly/ quick) as possible.

4

The coursework on the programme this year was (unusual/ unusually) (w e ll/ good).

5

The students' projects have been of an (extraordinary/ extraordinarily) (high / highly) standard.

Studying, exam s and revision


Exam information I Sentence completion In this type of task, for each question you w ill have to complete a sentence w ith words you hear on the recording. You m ust make sure that the answers are grammatically correct and that the spelling is accurate. You will only have to w rite tw o or three words or a number.

1

Look at the following sentences and endings. Choose the endings that are grammatically correct. In each question more than one answer is possible. 1

2

3

Your exam revision w ill be m ore organized at the end o f the year if a

you are planning a revision tim etable.

b

you plan when to study each subject,

c

your revision is planning,

d

you have planned a revision timetable.

Some subjects are easier to rem em ber because a

they interesting.

b

they're interested,

c

they are interesting,

d

you're interested in them .

If you study all night, because it's quieter, a

you'll be tired in the morning.

b

you're sleeping in your classes,

c

you m ight fall asleep in your lectures,

d

you'll be able to concentrate more.

Exam tip W hen you are listening to a recording of several people talking, try to make a note of the names of the speakers w hen you hear them for the first tim e. It m ight help you to w rite just their initials and w hether they are male or female. For example: A / f (Amira - female) or D / m ( Dave - male) ^ ))) 52

2

Listen to this conversation about studying, and match the name of each person to the study technique they prefer.

1

50

M a rth a ...........

2

C a rl............

3

Enrique............

4

J e n n y ............

A

highlighting im portant details in photocopies of articles and text books

B

making notes in the margin of articles and text books writing notes in an exercise book

C

making notes in files on their PC

D

using free software to make notes on articles and electronic books


Unit 7 4 )))

3

53

4))) 4 54

Now you will hear a group of students talking about their revision techniques and write the correct endings for each of the sentences. Write NO MORE THAN THREE WORDS. 1

Lesley prepares for her end-of-year exams by making a ...........................................................

2

Chen says that he can rem em ber historical facts more easily if he creates pictures

3

Indira prefers to study late at night because it is ...............................................

4

Mark likes to get up very early on the day of an exam to do s o m e .......................................

Look at the pictures that show students what to do when they go for an exam. Listen to the recording and complete the instructions. Write NO MORE THAN THREE WORDS for each answer. Check that your answers are grammatically correct.

Your N am e . . t Y o ur S u rn am e

depafmten^

i p f e 345 67

1

Leave y o u r............................................................. your bag.

2

The keys for the lockers a re ...............................................................

3

Show your identity c a rd ...............................................................

4

Look for y o u r........................................... on a desk in the hall.

Look at these steps for preparing for an exam and put them in the order you would do them. There are several possible answers, but some are more practical than others. Don’t check your answers yet.

H))) 6 55

A

look at past exam papers

D

rem em ber key facts and arguments

B

read all the books on the subject

E

discuss possible exam topics w ith tutors

C

w rite practice exam questions

F

look at all your lecture notes for the course

Now listen to three students talking about how they prepare for an exam and complete the flow chart with the missing letters from exercise 5. (1 )............

(2 )............

-------\

(3 )............

(4 )............


51

Part 3: Exam practice

Exam tip If you don't hear the answer to a question and you are unable to answer it, don't waste tim e worrying about it. Go on and listen for the answer to the next question. At the end, go back and try to guess the answers that you missed. You m ight be able to get an extra point or tw o. If you leave them blank, you definitely w o n 't get a point!

Section 3 4 ))) 01

You will hear three students discussing exam techniques with their tutor. Complete the flow chart. Write no more than THREE words. Questions 1 -4

H ))) 02

Questions 5 - 8 Now you will hear the next part of the recording. Complete the sentences. Write no more than THREE words for each answer. 5

You should read the q u e stio n s ........................................................................ to find out what the topic is.

6

Sometimes a question is ........................................................................ than it looks.

7

It is a good idea to start by answering the questions y o u ........................................................

8 When all the questions are worth the s a m e ........................................................................ you should check that you spend the right amount of tim e on them.

52


Questions 9 -1 0 Listen to the last part of the recording and answer the questions. Write no more than THREE words or a number. 9

W hat should you w rite if you do not have tim e to give a com plete answer to a q u e s tio n ? ..........................................................................

10 W hat did Barbara get in her last e xa m ? ...........................................................................

Progress check How many boxes can you tick? You should work towards being able to tick them all. Did you ... read all the questions before you listened to the recording? spell all your answers correctly? make sure your com pleted sentences w ere gram m atically correct? keep to the w ord count?

Studying, exams and revision

Shop;

ig i B )

d

i

^ i l l f i l l l flfk eggjlP

Language related to shopping and spending habits • Predicting keywords • Identifying

A IM S :

opinions • Recognizing words that go together (collocations) • Completing notes • Matching information • Answering short-answer questions

Part 1: Vocabulary Shopping options

1

2

Look at the pictures and match them with the sentences below. a

There are supermarkets in m ost big cities across the w o rld .............

b

People w ho live in small tow ns often buy their food at the m arket.............

c

In the countryside, people often get their groceries in village shops.............

d

Departm ent stores sell clothes, furniture and household goods.............

Complete the sentences with the expressions from the box. designer brands shopping malls

shop assistant market stalls

custom er services self-service

1

Ingrid complained t o .......................................... about her new boots because the zip was broken.

2

A lot of teenagers like expensive.......................................... more than cheap clothes.

3

One advantage o f .......................................... is that you can choose your own food from the shelves.

4

Many young people in big cities go t o .......................................... to meet their friends.

5

Farmers often sell their fruit and vegetables fro m ............................................

6 T h e .......................................... helped the custom er to find aT shirt in the colour they wanted.

54


U n its

4))) 3 04

Listen to the following sentences and underline the stressed words.

1

I bought this shirt in a sale.

2

M y brother thinks online shopping is much quicker than going to the shops.

3

The good thing about shopping in a departm ent store is that you can get everything in one place.

4

The last tim e I took som ething back to a shop, the custom er services manager w asn't there.

5 I lost my credit card the other day. I was really w orried som eone else would

use it.

6 Have you ever bought a train ticket w ith a student discount? It's so much cheaper.

Collocations Some verbs go with certain nouns to form com mon expressions. For exam ple: make + a phone call

4

^))) 5 05

Match the verbs with the nouns to form expressions about shopping. 1

go

a

the shopping

2

ask for

b

a shopping list

3

make

c

the superm arket

4

do

d

shopping

5

go to

e

a refund

Now listen to a recording of an interview in a survey of shopping habits. Miriam is talking about who does the shopping in her family. Complete the notes with the expressions from Exercise 1.

*

F

•

M

o u

M

d

p e o p l e

I ia ,

t h

e

f a m i l w *-------------- t ?—

o t k i f i n . b k i . y s . i h i f o . o p t .

[ _ ........< ^ o e s

•

r

( 3

t o

i r i a m

o e s n

.

' t

)

( 4

l i k

M

a

t e

o ^

I w

s

a

t w

1 ^

)

o

( - 0 ............................................................................................................ * — ------------------ ----------- ---------------------------------------------------------------------------

................................................................................................ f i r s t .

........................................................................................................................................................................_

) ____________________________ ____________ ______________ _______________ m

e .

T

a k

e s

t h e m

,

b a c 'r z

a

n

d

w s t e s

o s t .

f o

r

. - S o m

^ 5

)

......... ................ ............. ........................ ...............................

e t i m

e s

h m

^ s . . c l o t h e s

s h e .

.............................................................................................................


55


Exam information I Note completion In this type of task, you w ill have to com plete notes w ith words you hear on the recording. You w ill only have to w rite tw o or three words or a number. Listen carefully for words that tell you about the structure of the talk, for example, first, next, now, finally.

1

2a

Look at these lists and circle any words that indicate the order of ideas in a talk. The first has been done for you. 1

in

as

though

before

however

first

2

over

then

through

next

such

near

3

secondly

there

so

because

finally

nevertheless

4

consequently

after

for

but

therefore

thirdly

5

lastly

that

prior to

since

also

never

The following notes are from a talk about shopping habits in different countries. Fill in the gaps with words you expect to hear.

I W ho does the shopping?________ _____ _______ ______.....__

_________

- i^-tkie UJsLJjJ............. ................. %t fflflrt b.ouaht * .. .. T ^ hiA.w.omiM*...................... . Ii/t.

r.nu\A.tri.(,c. (p) ____________ A/..e.s„ r}.n r*mr.pyu......... c.kcTi-pii/U?.. .......... L Cj II

| - hfablts c-V\avâlma - 14.S ( 3 ) ................................% o f vxtv^ shop fg r fopd.

1Where

....

do people shop?

L=.Iku cities..iA-)—____...__ _____

__ __ ______

1 - Iia. r.nuw.trbj \^>) .............................. av\A (£*) ........ ........ ....... ...........................................

1») 2b

Now listen to the recording and check your answers.

06

Exam information I Multiple-choice questions Before you answer multiple-choice questions, check that you know how many correct answers there are. In som e cases, you have to choose one correct answer out of three possible options. In other questions you can choose tw o correct answers out of five options or three correct answers out of seven options.

56


Unit 8 4 ))) 07

3

You will hear a lecture about shopping habits. Choose THREE statements that are correct. Before you listen, m ake a note of what you th in k the answers might be. W hat did the survey find o u t about wom en? a

They like to shop in large departm ent stores,

b

They go to the superm arket after midnight,

c

They always make a shopping list,

d

They tend to buy inexpensive shoes,

e

They save m oney by buying special offers,

f

They like expensive boutiques,

g

They go shopping in specialist shops.

1

2 3

Exam Information I Short-answer questions In another type of question you w ill have to give a short answer. Your answ er does not have to be a com plete sentence and you m ust not w rite m ore w ords that you are asked for. This is usually no more than TWO or THREE words. You w ill hear the exact w ords you have to w rite on the recording.

The instructions for this task tell you to write no more than THREE words. Look at these questions and their incorrect answers. Decide why the answers are incorrect and match the reasons. a

too many w ords

d

incorrect spelling

b

not enough answers

e

too many answers

c

m isunderstood the question word

f

m isunderstood the question

Answer

Question 1

W here do young people in the city like to m eet

at the shopping mall

their friends? 2

W hat three things do m ost teenagers like to

music, clothes, cinema, computers

spend their m oney on? 3

How much does it cost to go to the cinema?

It is enjoyable,

4

W hat is the m ost expensive thing you have

a m obbile phone

bought? 5

W hen do you go shopping?

to the superm arket

6

Name tw o places w here you can buy food.

m arket stall


57

hi


Exam tip You will find clues about the topic of the talk in the instructions and the questions. Before you listen, read them carefully and think about the vocabulary you expect to hear.

Section 4 ^ )))

Questions 1 -4

08

You will hear the introduction to a lecture about consumer habits. Complete the notes with NO MORE THAN THREE WORDS AND/OR NUMBERS.

;

.ê./Ai^CA m.n/'MJ r ^.... O...................

_______ _____________________

i PoljAt 1 __ __ - ....... -.............. - ..... - -..-__ ___ _____________ _— l - t hm; a

groups:

___ ___________

• youiA,g people, • families., • ( i ) ..........................................

’

I Poln-t 2 1 j - m.ale a^d fem ale ( 2 ) ................................................ ~1 j Three age groups are ! • youiA,^ people acêd (3 ) ................................................ • Fai^tllles aaed from. 3 0 -5 5 1

58

• M ature adults (4 ) ................................................


Unit 8 4 )))

Questions 5 - 7

09

Now you will hear the next part of the recording and answer the question. Select THREE correct options from the list (a-g). W hat do families spend their m oney on? a

furniture and household goods

b clothes, m usic and entertainm ent

5

c

cars and outings

d

electronic equipm ent

e

gardening tools

f

food, toys and outings

g

cars and travelling ............

6 ......... 7 4 )))

10

...........

Questions 8 - 1 0 Now you will hear the last part of the recording. Answer the questions. Write NO MORE THAN THREE WORDS OR A NUMBER for eating in restaurants.

8 W hat do men spend tw ice as much as w om en on? 9 W hat do w om en spend m ost on?

10 W hich group spends m ost on eating in restaurants?

Progress check How many boxes can you tick? You should work towards being able to tick them all. Did you ... read the questions and think about the topic before you listened to the recording? check all the options before you answered the matching question? w rite the exact w ords you heard on the recording?


59

A IM S :

Language related to: interests, hobbies, art, sport, online games, music, collections • Identifying detailed information • Classifying vocabulary • Completing forms and tables • Multiple-choice questions

Part 1: Vocabulary

la

Look at the pictures. Copy and complete the table with the numbers of the pictures and the names of the activities. Hobby

lb

Interest

Sports

Now read the definitions below and check your answers.

Vocabulary note A hobby is an activity you do for pleasure in your spare tim e. It often involves doing som ething w ith your hands or collecting som ething, for example, painting and collecting stamps are hobbies. A sport is a game that involves physical activity. An interest is something you enjoy doing. It may be a hobby, or a sport, but not always. For example, going to the cinema is an interest, but it is not a hobby or a sport.


Unit 9 Exam tip Knowing that a w ord belongs to a group of w ords w ill make it easier for you to predict w hat you are going to hear in the recording. For example, if you know that stam p collecting is a hobby, you w ill be ready to listen for other w ords connected w ith hobbies.

Put the following words in the correct column. Remember, hobbies and sports are interests, but not all interests are hobbies or sports. playing chess gardening going to art galleries

travelling running

Hobbies c o lle c tin g

^j)) 3 11

listening to m usic cooking sw im m ing

Interests

football

Sports

qclwz. to the

c w c lln g

You will hear some people talking about what they are planning to do in their free time. Write the activity next to the speaker in each conversation. Check that your spelling is correct. Use only one word for each answer. Conversation A Speaker 1 : ..................................... Speaker 2 : .....................................

Conversation C Speaker 1 : .....................................

Conversat on B Speaker 1 ..................................... Speaker 2 .....................................

Conversation D Speaker 1 : ........ Speaker 2 : ........

Speaker 2 : .....................................

0 < * t/ Spelling is im portant in the listening test. Rem em ber that som e w ords sound the same, but are w ritte n differently, fo r example to, too and two. W hen you hear these words, you w ill have to think about w hich one is gram m atically possible.

Complete these sentences with the correct spelling, to, too or two.

1

Michael w a n ts ................... go travelling in the vacation.

2

Jerem y h a s ............................................much w ork to do.

3

Annie h a s .................sisters in Germany.

4

Edward i s .................lazy to study for his exams.

5

Elizabeth w ould like to g o .................Paris for the summer.

6

Faizal is pla n n in g .................vacations this year. Hobbies, interests and sports

61

Part 2: Skills development 1

Exam tip Some words can be confused because tw o letters may sound similar, for example: p and b, I and r. If you find these tricky, make sure you get plenty of practice before the exam.

^ )))

Listen to the recording and circle the word you hear. You will hear the words twice.

12

4 )))

2

13

1

fly / f r y

6

p la y / pray

2

play / pray

7

lead /re a d

3

le a d / read

8

fly/fry

4

blade / played

9

blade / played

5

collect / correct

10

collect / correct

Now you will hear a conversation between two people discussing their hobbies. Circle the words you hear. 1

flying / frying / fly in

2

play / played / blade

3

leading / reading / lead in

Exam information I Table completion In this type of task, you w ill have to com plete a table w ith information from the recording. Before you listen, read the headings of the columns in the table to see w hat kind of information you need to listen for. Remember to keep to the word count.

This table shows how one person keeps a record of the stamps in their collection. Look at the headings in the table and make a note of what kind of information is required in each column, e.g. a number, a name, a date. Value

colour, im aae

(1) ^ ))) 14

4

Picture (3)

Origin (4)

You are going to hear a boy talking to a friend about his stamp collection. Listen and complete the table about the stamps. Write NO MORE THAN TWO WORDS OR A NUMBER. Value 32 c e n ts

25 c e n ts

62

Year

Get Ready

for IELTS:

Picture

Year

Origin

c a rd in a l h o n e y e a te r

( 1 ) ................

(2 ) ................

(3).................

(4).................

p a rro t

Listening

Exam information I Completing forms In this type of question you w ill often need to listen for num bers and letters. These m ight be part of an address, name, age or phone number. Before you listen, read the form carefully. It w ill give you a lot of clues about the topic of the recording and the kind of inform ation you w ill need.

Before you hear a student applying to join a mountain climbing club, read the list of questions below and make a note of the kind of information you need. Question t

Are you over 18?

2

Where do you live?

3

What's your family name?

4

Do you have a number where I can contact you?

5

Do you have any health problems?

6

Do you have any climbing experience?

Type of information age

Now you will hear a young man talking to the administrator of a climbing club. Complete his application form.

M ountain High Climbing Club

Membership Application form Name: (1) Age: (2 )...... Address: (3)

H ig h b u ry Square, LONDON, W1

Telephone number: 07209 (4 )................................................ Health problem s: No Previous experience: (circle one) (5) none / som e / extensive


Part 3: Exam practice Section 1 4 )))

Questions 1 -4

16

You will hear two students talking about university clubs and societies. Complete the table. Write NO MORE THAN TWO WORDS OR A NUMBER. Club

Membership fee

(1).......................................

£20

cross country cycling

£15

(2)............

film and drama

£50

(3)............

(4)....................................... ^)))

Number of members

£5

60

80

Questions 5 -7

17

Now you will hear the next part of the recording. Choose THREE letters a-g. Which THREE activities does Victoria enjoy? a

contemporary dance

b

yoga

c

film and drama

d

cycling

e

photography

f

running

g

jazz and tap dancing

5 6 7

64


Unit 9 *»)

Questions 8 -1 0

18

Listen to the last part of the recording and complete the form. Write no more than TWO words or a number.

Club Membership Application form

(tick relevant clubs) athletics

pilates

baseball

running

basketball

sailing

chess

snooker

contem porary dance

street dance

cycling

sw im m ing

kick boxing

table tennis

parachuting

yoga

photography

Name: (8) Victoria.................................................. Age: 19 Address: (9) 57, ........................................................ , Atherton Park, MANCHESTER, M46 Contact num ber: (10) ..........................................................

Email: [email protected]

Progress check How many boxes can you tick? You should work towards being able to tick them all. Did you ... check that you gave the right num ber of answers? revise the pronunciation of the letters of the alphabet? think about the spelling of w ords that sound the same?


65

Review 3

Complete the sentences with the correct comparatives from the brackets. 1

Revising for exams was (easy)..............................than Carl expected.

2

The students thought the seminar would last (long)..............................than an hour.

3

The final examination was the (tough).............................. of all.

4

Mathematics was the (bad)..............................of Tom's exams.

5

The tutor noticed that his students studied (w e ll)..............................in the afternoon.

6

Michael got the (good)..............................mark in the class for his coursework.

Change the following adjectives into comparisons. 6

healthy

pretty

7

near

3

clever

8

hard

4

good

9

early

5

difficult

1

slow

2

slower

10

boring

Complete the table below with words from the box that have similar meanings. sale price articles

store deal

Shop

bargain design

Discount

s>alt priae


style produce

items reduction

Fashion

supermarket market

Goods

Review 3 4

*» ) 19

5

Listen and answer with as many words as you feel are necessary. Then look at the corresponding audio script on page 1 0 9 and reduce your answers to two words. Underline the words you choose. Check them in the answer key.

1

W ho did the speaker think w ould spend m ost on electronic equipm ent?

2

W hat do young men spend m ore o n ? .................................................

3

W hat are people betw een 30 and 55 buying their household equipm ent for?

Read these instructions and underline the key words. 1

You are going to hear tw o people talking about w here they are going on holiday. Listen and com plete the sentences. W rite NO MORE THAN TWO WORDS AND/OR A NUMBER.

2

Listen to this recording of a student asking about how to join a club. Com plete the form . W rite NO M O R ETH AN TW O WORDS in each space.

3

Listen to the recording of tw o students talking about their hobbies. Com plete the notes. W rite NO M ORETHAN THREE WORDS AND/OR A NUMBER.

4

You are going to hear a wom an talking to a friend about her weekend. Listen and match the wom an's opinion w ith the different activities.

5

You are going to hear tw o people discussing their favourite film . Listen and choose the correct answ er from the list (A-C).

6

What kind of information would you expect to hear in the recordings in exercise 5? Complete the table with words from the following groups. You can use each word more than once. The first one has been done for you. com parisons stories ages seasons addresses m onths tim es dates countries

1

2

prices w eather names phone num bers activities days transport types of film cities hotels hobbies actors sports

3

4

\

5

dates prices weather seasons times months activities transport countries cities hotels

Review 3

67

A IM S :

Language related to: time management and studying, deadlines, coursework, projects • Paraphrasing and synonyms • Using grammatical clues to complete sentences • Capital letters • Completing notes and sentences • Labelling diagrams

Part 1: Vocabulary

In this unit we will look at work-life balance. This is the way we use and manage our time, when we are working or studying. Which of the words below do you relate with the photos? There are more words than pictures. career

relaxation

1

stress

factory

2 .............................

employer

3 .............................

deadline

4

Words th a t have similar meanings Circle the words in each list that do not have a similar meaning to the others. 1

career

job

hobby

profession

occupation

2

relaxation

leisure

rest

holidays

work

3

stress

worry

difficulty

pressure

com fort

4

factory

beach

office

shop

workshop

5

employer

boss

owner

worker

manager

6

deadline

limit

goal

target

start


study

Unit 10 Noun or verb? 3

Some of the words in exercise 2 are nouns and some are nouns and verbs. Copy and complete the table with the words from lists A, B and C. Use a dictionary to check your answers. Noun

Noun and verb

career

4

Although the words in exercise 3 have similar meanings, they are not exactly the same. Complete the following sentences with the best word from the table.

1

M argaret decided to apply for a n e w ..............................to earn m ore money.

2

The college gave the teachers lo n g e r.............................so they could spend m ore tim e w ith their families.

3

W hen they are studying for exams, s tu d e n ts ..............................that they w ill not be able to rem em ber all the im portant facts.

4

The college organized a day off for t h e ..............................staff.

5

T h e ..............................of the factory invested in a new building for storing supplies.

6

Students are expected to m eet t h e ..............................for handing in their work.

Spelling

O u t/ Capital letters are part of spelling. You w ill lose marks in the exam if you do not use capital letters correctly. You should use capitals for:

5

•

the names of countries, to w n s and cities

•

the names of nationalities, religions and languages

•

m onths and days of the w eek

•

the names of institutions and organizations

Write the following sentences with the correct punctuation in your notebook. 1

new york is not the Capital of the united states of America.

2

in the uk, children w ho are born in july usually start school in September, just after they are five

3

oxford university is one of the m ost famous in the World.

4

in som e countries, m ost companies close on sundays, but in

others they

close on

fridays or saturdays 5

the official language of greece is greek

Work-life balance

69


Exam information I Sentence completion In this type of task, you w ill have to com plete sentences w ith words you hear on the recording. Your answers m ust be grammatically correct and you m ust keep to the word count. Look for clues to the answers in the sentences you have to complete. For example, if the word before the gap is an, you should listen carefully for words beginning w ith a vowel (a, e, i, o, u).

The final s W hile you are listening to the recording, rem em ber to listen for the final s in verbs, possessives and plural nouns.

^ ))) 3. 20

•

Make sure that the subject of the sentence (a noun) matches the verb. For example, in the present simple tense, singular nouns (e.g. the names of people, places, groups, objects) m ust be followed by a verb w ith a final s.

•

Also rem em ber that the final s in a plural word may be pronounced together w ith first part of the next word, and be difficult to hear. So you w ill also need to listen closely to the endings of the verbs.

•

The final s is also used at the end of a word to show that som ething belongs to someone. For example: M y sister's children stay w ith me during the holidays, (one sister) M y sisters! children stay w ith me during the holidays, (more than one sister)

Listen to the recording and look at the answers to thissentence answer is correct?

completion question. Which

T h e ir............................. at the beginning of July. /

Their holiday starts_at the beginning o f July,

ii

Their holidays start at the beginning o f July,

(singular) (plural)

We know (i) is singular because the verb 's ta rts ' ends w ith an 's'a nd w e know (ii) is plural because the verb ‘s ta rt doesn't end w ith an 's'.

70


Unit 10

4))) 2 21

Now you will hear a lecturer giving some students advice on how to balance their studies and their free time. Select the correct completed sentences. /

a

So you'll have to do a lo t m ore things for yourself, like buying your own food, washing your clothes and managing your ow n m oney

b

So you'll have to do lots m ore things for yourself, like buying your ow n food, washing your clothes and managing your ow n m oney

a A t university you w o n 't have as many hours o f class.

ii

b A t university you w o n 't have as many hours o f classes. Hi

a Actually, your university m ight even have a system for alerting you w hen your lecture is. b

iv

on your mobile

Actually, your university m ight even have a system for alerting you on your mobile w hen your lectures are.

a One thing I w ill say, though, is that at the end of the year,after your exam,

you can

really relax. b

One thing I w ill say, though, is that at the end of the year, after your exams, you can really relax.

Exam tip If you don't know the meaning of a word, don't worry. Focus on the w ords around it. They w ill give you an idea of the topic and the situation and w ill help you decide w h e th e r it is a key word. If it is im portant, try to guess the meaning from the situation. If it isn't, don't w aste any tim e.

*») 3 22

You are going to hear a recording of a new employee describing the problems she has with time management. Listen and complete the sentences with words from the text. Write no more than THREE WORDS or a NUMBER.

1 2

In her previous job, the speaker worked fr o m .................. to In her new job, em ployees are allowed to ..................................... the office betw een 8.00 and 10.00 in the morning.

3

If the em ployees..................................... a lunch break they can go home between 3.00 and 5.00 pm.

4

..................................... she goes to the gym in the morning.

5

The c h ild re n ..................................... of school at 4.00.

Work-life balance

71

Exam tip In this type of question, the inform ation on the recording w ill be given in the same order as it is presented on the diagram, but may not be in the same words. Before you listen, read the answers and think about other words or expressions you m ight hear on the recording.

4

You will hear a market researcher describing how he plans a project. Before you listen, look at the possible labels for the diagram (A-G) and choose alternative expressions from the list (1 -7 ).

Labels

Alternative expressions

A deadline

1

part

B tasks

2

step in a process

C finishing line

3

final date for completion

D section

4

end of a race

E start date

5

im portant achievements

F

6

beginning

7

activities

m ilestones

G phase fe

Now listen to the market researcher describing how he plans a project. Label the diagram below. Choose FIVE answers from the box and write the correct letters A-G next to the questions.

A

Deadline

B Tasks C Finishing line D Section E Start date F

M ilestones

G Completion of phase 1 ( 1 ) ...........

( 2 ) .............

( 3 ) .............

Team m e e tin g

23/01

15/02

D ra ft q u e s tio n n a ire C h e ck q u e s tio n n a ire C o m p le te s u rv e y E n te r data on d a ta b a se P hase 1 W rite re p o rt


18/03

2 5 /0 4

3 0 /0 6

( 4 ) .............

( 5 ) .............

15/08

15/09

Unit 10

Part 3: Exam practice 4 ))) 24

Questions 1 - 5 You will hear a human resource manager talking about her company’s work-life balance policy. Complete the sentences. Write NO MORE THAN TWO WORDS OR A NUMBER.

4))) 25

1

The company is concerned about the physical.....................................health of the workers.

2

It aims to give em ployees a chance to create a balance betw een their w ork and lives.

3

Some parents need to w o rk .....................................hours so they can look after their children.

4

A lot of parents w ork part tim e and others w o r k ......................................

5

W om en w h o have had a baby can ta k e .....................................off w ork before they com e back to the office.

Questions 6 - 8 Listen to the next part of the recording and label the pie chart. Write NO MORE THAN THREE WORDS OR A NUMBER.

H))) 26

Questions 9 - 1 0 Listen to the last part of the recording and complete the notes. Write NO MORE THAN THREE WORDS OR A NUMBER. Sally has (9 )....................

Leaves them at nursery before 8.00 a.m.

Collects them from (10)

................... house in the afternoon. Finishes

her w ork at home.

Progress check How many boxes can you tick? You should work towards being able to tick them all. Did you ... listen for the final s in verbs, plural nouns and possessives? check that your answers w ere gram m atically accurate? use capital letters correctly?

Work-life balance

73

A IM S :

Language related to: cultures across the world, language, food, dress, housing • Recognizing contrasts • Identifying categories • Collocations with make • Matching sentences • Short-answer questions • Multiple-choice questions

Part 1: Vocabulary Cultures across the world

1

2

Use the pictures above and the clues to complete the word puzzle.

Across:

Down:

3 This little girl is wearing her costume.

1 This is an example o f........ writing.

4 In villages in Africa and South America, many people live in ..............................like these.

2 This is the national dish of

Complete the word maps on the opposite page with words from the box below. scarf

74

vegetarian

spicy


pronunciation

silk

brick

block of flats

alphabet

Unit 11 (2)

( 1)

Speaking

Writing

Communication

Listening for key words ^ )))

3

27

H)))

You will hear four conversations between students discussing their projects on world cultures. Circle the topic of each conversation from the key words in the word m ap.

A

language, dress, housing, diet C

clothes, festivals, homes, com m unication

B

costum e, housing, culture, literature D

com m unication, food, costum e, art

4

Listen again and write, in your notebook, any words from the word maps that are mentioned.

5

The verbs m ake, have and do are often confused. Circle the correct verb.

27

1

Every year in April w e {m a ke/ have/ do) a W ater Festival.

2

Recently, our country has {m ade/ h a d / done) progress in improving education.

3

In som e places tourism has (m a d e / h a d / done) a lot of damage to the environm ent.

4

Global w arm ing has (made / h a d / done) a negative effect on many rare animals.

5

In the spring, w e (m a ke /h a ve / do) a lot of w ork in the garden.

6

W hen people get married, they (make / have / do) a big party to celebrate.

Comparing cultures

75

Part 2: Skills development Listening for comparisons and contrasts Compare means to look at things to see how they are similar and how they are different. Contrast means to look at things to see how they are different. ^ ))) 28

1

You will hear a conversation between a tutor and a student about a project on how much people talk in public in different countries. Underline the comparing and contrasting words that you hear in the conversation. the same as different from more [adjective] than like in comparison w ith [a d je ctive ].......er than

much more [adjective]

We often use other words with comparisons to emphazise or limit any similarity. For example:The pronunciation of Spanish in South America is not exactly the same as the pronunciation of Spanish in Spain. This means that the pronunciation of Spanish in South America is similar in some wavs to the pronunciation of Spanish in Spain, but not in others.

2

Copy and complete the table with the words in the box. The first one has been done for you. I ve ty

a bit

extremely

incredibly

quite

To emphazise similarity

not

a little

exactly

rather

To limit similarity

verw a

We also use words like and, as well as, too to show that things are similar, for example: Rice is popular in India as well as in China. Rice is popular in India and in China, to o . We use words like but, except, a p a rt from to show that things are different, for example: M ost houses in the UK are made of brick, but blocks of flats are made of concrete. Many homes in the UK are made of brick, except / apart from blocks of flats, which are made of concrete.

Exam Information I Multiple-choice - matching information In this type of question you w ill have to match information in the recording w ith different speakers. You have to choose from several options, but you w ill not hear them in the same order as they appear on the question sheet. Make sure you read all the options before you listen to the recording.

76


Unit 11

^))) 3 29

You will hear three people discussing eating habits in their home countries. Choose THREE letters (a-g). Listen carefully for the relevant part of the conversation. M atch the country w here they eat this food for lunch. a

potatoes

d noodle soup

b

cereal toast andeggs

e rice and vegetables

c

bread w ith lentils

f a sandwich

1

in the UK

......

2 in India

.............

g chicken

3 inChina

.............

Exam tip In this type of m ultiple-choice question, try turning the first half of the sentence, or sentence stem , into a question. It m ight help you find the right answer.

4

^))) 5

Turn these sentence stems into questions. 1

In traditional Indian fam ilies the bride and groom m eet for the first tim e a t ...

2

In India the father of the bride used to ...

3

Recently it has becom e very popular for Indian fam ilies to ...

4

A fter they are married the couple live ...

Listen to two students comparing marriage customs in their countries and choose a, b or c.

30

/

Intraditional Indian families the bride and groom used to m e e t for the first tim e at the a

ii

marriage.

iv

girl's home.

c

boy's home.

In India, the father o f the bride used to give the a bride a gift.

Hi

b

b

groom some money.

c

groom's family agift.

Recently it has becom e popular for Indian families to a

use w ebsites to find marriage partners for their children,

b

ask their children to get married online,

c

send their children abroad to find a partner.

These days, in India, m ore and m ore m arried couples live a

w ith the girl's family,

b

on their own.

c

w ith the groom 's family.

Comparing cultures

77


Exam tip Listen to the introduction to each recording. It w ill give you an idea of w hat the conversation w ill be about. You w ill have tim e at the beginning of the test, and between each recording, to read the questions and think about possible answers.

Section 3 4)))

Questions 1-2

31

You will hear two students discussing a project on international festivals with their tutor. Complete the sentences with the correct answer from the list.

1

The students are planning to study

2

^)))

a

different types of celebration,

b

how the festivals started.

c

people's attitudes to festivals.

The students have already discovered a

the seasons in different countries.

b

how the Carnival is linked to different tim es of the year,

c

similarities between countries that are far away from each other.

Questions 3 -5

32

Now you will hear the next part of the recording. Choose THREE letters (a-g). W hat do the students say about the changes in the Carnival since it started? a

It has turned into a church celebration,

b

It celebrates the end of winter,

c

It is only celebrated in Europe,

d

It is celebrated in many different regions,

e

It takes place during the rainy season,

f

It is not connected w ith the seasons,

g It is celebrated when the weather is very hot.

78

3

w hat

............

4

where

............

5

when

............


Unit 11 4)))

33

Questions 6-10 Listen to the next part of the recording and answer the questions. Write no more than THREE WORDS OR A NUMBER.

6 W hat else are the students going to research? 7

How many countries do they know of w here festivals involve water?

8 W hat three meanings can w a ter have? 9

W hat do w ater festivals celebrate?

10 H ow are the Carnival and the seasons linked?

Progress check How many boxes can you tick? You should work towards being able to tick them all. Did you ... turn the first half of the sentences into questions? listen for phrases that compare and contrast? listen to the introductions to the recordings?

Comparing cultures

79

I

A IM S :

Language related to: words about ocean life, natural resources, minerals, exploration, statistics • Predicting answers from context • Identifying key words • Recognizing steps in a process • Understanding statistics • Completing diagrams and flow charts • Completing notes

Part 1: Vocabulary

1

Each picture shows a different way of using the ocean. Copy and complete the table with the following words and phrases. Some can go into more than one column.

oil rig

natural gas

traw ler

mineral resource

underwater turbine

wave power

Picture 1

Picture 2

off-shore drilling

gas pipeline

energy

Picture 3

fish farm

fuel

net

Picture 4

o il r ia Match the phrases with the definitions. 1

off-shore drilling

a

a large structure for drilling for oil from the sea bed

2

wave power

b

a material that is burned to produce power

3

mineral

c

a type of fishing boat

4

fuel

d

a natural material

5

trawler

e

energy generated from the movement of the sea

6

rig

fa

k /a ,tc &

method of extracting oil from the sea bed

D « ,t /

Remember, spelling is im portant in the Listening test. Listen carefully even when you think you know the words. Their spelling may depend on their meaning in the recording.

80


Unit 12

3

Circle the correct spellings in the following sentences. 1

Oil is a non-renewable sauce / source of power.

2

Fishing boats often spend many m onths at s e e /s e a .

3

The m elting ice-caps have affected / effected the level of the oceans.

4

Are / Our knowledge of the deepest parts of the ocean is increasing.

5

Wave pow er is generated w hen waves b re a k/ brake on the shore.

6

Ocean currants / currents control the w eather across the globe.

Trends and statistics S tatistics are the numbers which record facts (like the number of births and deaths in a year) and words that describe these numbers in relation to the whole group. 113 fishing boats were lost at sea last year. 20% o f the fish population is currently at risk o f disappearing. The m ajority o f our electricity could be generated by wave power. Trends describe pattern s o f change in social behaviour or environmental conditions over a period of time and may tell us how much they have changed. Since 2009, interest in wave p o w e r has increased significantly. There has been a dram atic rise in fish farming over the last ten years During this century there has been an upw ard trend in global temperatures.

4

Do the following graphs show trends or statistics? Match the statements with the charts. 1

The num ber of destructive storm s has increased significantly in the last ten years.

2

There has been a gradual rise in the tem perature across the globe recently.

3

The polar bear population has fallen dramatically since 2010.

4 The frequency of volcanic eruptions has remained stable over the past century.

5

The following expressions are used to describe s ta tistics and trends. Copy and complete the table, and say whether they are nouns, verbs, adjectives or adverbs. The first one has been done for you. rise

average

gradual

increase decrease m inority upward num ber slight

per cent

remain stable tendency

m ore than less than am ount

Statistics

fall

dow nw ard significant

m ajority fraction dramatic

Trends rise

(lAîA/verb)


81


Exam tip When you do not know the meaning of a word, try to guess by listening for: •

the structure of the word: Is it a noun (e.g. ending in: -ion, -ship, -m ent, -er, - ist) or an adjective (e.g., ending in: -able, -ful, -ive) or a verb (past or present tense)?

•

the w ords that come before and after, e.g. an article, an adjective, etc.

•

the context or meaning of the w ords that surround the word.

•

words that sound similar, e.g. horticulture sounds a little like agriculture and m ight make you think about grow ing or farming.

Look at this example. Guess the meaning of the underlined words and write them in your notebook. Then check your answers. The bathysphere allowed scientists to explore deeper areas o f the ocean bed. w e \znowthat 'bfttl'iws-phere' Is a \noun because It has ‘the’ im, front of i t and is followed on a 'verb', w e aan c*uess that it is a -piece ^ e q u b /n e ^ t because it helved scientists tr stud:./ t 'At sea bed and we can guess that It Is 10A/>tr m use bec.aus 'allowed' in the vast tense. 1

New submarine technologies are opening up the sea bed for exploration.

2

Fixed oil rigs can only be built in shallow w ater because they rest on the sea bed.

3

Aquaculture has developed significantly over the last 50 years, and now provides 40% of the world's fish.

4

A historic descent to the ocean floor has revealed the existence of mysterious marine creatures that look like huge prawns.

Now put the underlined into the correct column according to their use in these examples. Noun

Adjective

Verb

¥■

::

Exam information I Labelling diagrams W hen you are asked to label a visual, such as a diagram, map or a set of pictures, or com plete a flo w chart, you may have to select the correct answers from a list of options, or you may have to select w ords from the recording and keep to a specified word limit.

82


Unit 12

4))) 3

Listen to the talk about the structure of an offshore oil rig and label the diagram.

34

4))) 4 35

You will hear an engineer talking about using the sea to generate electricity. Complete the values for the capacity in megawatts in the years below (1 -4 ). Then plot the points on the graph and draw the trend line.

1

2008 ........

2

2009 ........

3

2012 ........

4

2014 .....


83


i

Exam information I Labelling diagrams In this type of exercise, you w ill hear the inform ation on the recording in the same order as the numbers on the answer sheet. Before you listen, look at the diagram and notice the position of the numbers. Underline any inform ation you have about the diagram, including the parts that are already labelled.

Section 4 ^ )))

Questions 1 -4 You will hear a recording of a lecture on deep sea exploration. Listen to the first part of the lecture and complete the time line using NO MORE THAN TWO WORDS AND/OR NUMBERS FROM THE RECORDING. Diving Bell invented

Diving Bell descended to ( 1 ) ........................

1920s

Bathyscaphe invented

Trieste Cameron descended to descended to 10,000 metres ( 4 ) ..............................

2012

1934

Questions 5 - 8 Now you will hear the next part of the lecture. Label the diagram of the Deep Sea Challenger. WRITE NO MORE THAN THREE WORDS.

chamber

84


(8 )

Unit 12 4 )))

Questions 9 - 1 0

38

Now listen to the final part of the lecture and complete the notes. WRITE NO MORE THAN THREE WORDS OR A NUMBER. Justifications for deep sea research:

_______

•

hdvs to -predict _eartkauakts>

c

-

(±0) •

of.avalLnlcllliu o f ..... t

........... -

..........................................................................

:r.niM.m.frrlnL

......................

I

Progress check How many boxes can you tick? You should work towards being able to tick them all. Did you ... check the spelling of w ords that may be confused? try to guess the meaning of the w ords you did not understand by listening carefully to the w ords that came before and after them ? read the titles and key w ords on the diagrams before you listened?


85

Review 4 Rewrite these sentences in your notebook, with the correct capital letters and punctuation.

1

is gardening a hobby or a sport

2 several thousand people ran in the london marathon in 2012 south america is a very large continent w ith a variety of climates 4

hindi is the official language of india

5

an australian accent is not the same as a new Zealand one

6 the capital of the united states is not new york, but Washington dc 7

oxford university is one of the best in the world

8 in many large companies employees w ork from monday to friday and some even w ork on saturdays Listen to the recording and underline the word or phrase you hear in each sentence. 1

study / studies

4 class / classes

2

thanks / thank

5 c o u n try / countries

3

languages / language

6 com m unication / com m unications

Underline the correct word to complete the following sentences. 1

W hen w e are learning a new language w e (make / do / have) a lot of mistakes.

2

It is the custom in England to (m ake/ d o / have) a party w hen someone has a birthday.

3

Carefully regulated tourism does not (m ake/ d o / have) the environm ent any harm.

4

W hen people get married they som etim es (m ake/ do / have) a w eek off w ork to go on honeymoon.

5

People may speak the same language, but depending on the country, some words may (m ake/ d o / have) a different pronunciation.

6 The travel agent (made / had/ did) a hotel booking for the tourists. 7

Due to conservation policies, a few rare animals in China (m ake/ d o / have) a good chance of survival.

8 In hot climates many homes (m ake/ have/ do) air-conditioning.


Review 4 C om plete these sentences w ith the correct form of the com parison.

1

M ost people think that their home country is (beau tiful).............................. any other.

2

It is much (easy).............................. to learn a language that is nearly (same) .............................. your own than one that is completely different.

3

The diet in Europe is much (greasy)................................ the diet in Asia.

4

Experiencing new cultures is much (exciting).............................. staying in one place all your life.

5

The north of India is not nearly (h o t)......................................... the south.

6

Marriage customs in the Middle East are rather (conservative).............................. in Europe.

7

England is not quite (co ld ).............................. Scotland.

Com plete these sentences w ith words fro m the box. You may have to m odify th e ir form . source/sauce affect / effect

se a /s e e currents / currants

desce nt/de cent accept / except

1

.............................. are dried grapes.

2

Sailors spend the m ajority of their working lives a t ..............................

3

The tem perature of the ocean has b e e n .........................................by global warm ing.

4

The UK energy industry is beginning t o .............................. the im portance of wave and tidal pow er

5

.............................. for tw o men, no one has travelled to the ocean bed in the Mariana Trench.

6

Rain is the m a in .............................. of fresh w ater on the planet.

7

The w ater in the ocean flow s in .............................. which carry fish and marine life from one side of the w orld to the other.

8

T h e .............................. from the surface of the ocean to the deepest part takes ju st over an hour.

Copy and com plete the table by p u tting the follow ing w ords into the correct colum ns. marine m ajority gradually hatch descent descend submarine exploration research scientifically mystery mysterious scientist technology significantly reveal revelation shallow explore technological Noun

Adjective

Verb

Adverb

Review 4

87

Practice test Section 1 ^ ))) 40

Questions 1 -3 Answer the questions below. Choose the correct letter, a, b or c.

Exam ple: How long does the caller w ant to go away for? a 1

2

3

a week

b

a few weeks

'c

a few days

W here does the caller w ant to stay?

a

in the country

b

in the city

c by the beach

W hat kind of hotel does the caller w ant to stay in?

a

a family hotel

b

a spa

c a farmhouse

Which hotel does the caller choose?

a

Sparkling Springs

b

Farmhouse Getaways

c Ocean Waves Resort

Questions 4 -7 Complete the form below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. Hotel Reservation Form N am e:

B illin g A d d re s s :

( 4 ) ................................................................................................................................... S ta n d m a rc h N o rfo lk NE1 4SP

M o b ile N u m b e r:

( 5 ) ...................................................................................................................................

C heck-in D ate: C h e c k -o u t D ate: P a y m e n t Type: A m o u n t:

88

W illia m French


15th Ju n e ( 6 ) ................................................................................................................................... C re d it card (7) £ ................................................................................................................................

Practice test Questions 8 -1 0 Complete the map below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

Section 2 Questions 1 1 -1 3 Answer the questions below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

11 W hich exhibition does the tour guide re co m m e n d ? ............................................................. 12 How long do the guided tours la s t? ............................................................. 13 On which floor do the tours s ta rt? .............................................................

Practice te s t

Questions 1 4 -1 7 Match the sections of the museum with the age group they are recommended for. Write A-C next to 1 4 -1 7 .

A

young people

B

adults

C children

14 shapes and p a tte rn s ............ 15 the history of flight

............

16 energy

............

17 exploring physics

............

Questions 1 8 -2 0 Complete the flow chart below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

How to buy a ticket for an exhibition:


Practice test Section 3

Questions 2 1 - 2 3 Complete the notes below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. Focus of s u rv e y :(21)

preferences

Num ber of questions: 20 Inform ation required in first three questions: cost, num ber of rooms and ( 2 2 ) ..............................................................................................

Topic of additional inform ation: (2 3 ).......................................................................... Questions 2 4 - 2 6 Choose THREE letters a -g Which THREE ways does the tutor suggest Monica and Tom can improve their questionnaire? a

make the questions shorter

b

make the questions sim pler

c

increase the num ber of questions

d

ask m ore questions about the students' homes

e

not to ask so many questions

f

ask for more explanations

g

ask m ore questions about cost

24 25 26 Questions 2 7 - 3 0 Complete the diagram below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. Choosing Accommodation Number of roc

( 28 )

Cost

Distance from campus

Practice te s t

Section 4

Questions 3 1 -3 4 49

Complete the summary of the introduction to a lecture on bird migration below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. Birds migrate for tw o main reasons: to (31)...........................and to breed. W hen they are breeding they need to move to areas w here they can (32)........................... In the spring they migrate from (33)...........................to cooler countries in the north. They spend several m onths there, flying south again in the w inter to (34)...........................

^)))

Questions 3 5 -3 7 Answer the questions below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

3 5 How has global warm ing affected the arrival of spring ?........................... 3 6 W hy have birds started to migrate earlier?.......................... 3 7 W hat happens to the population of birds that breed la te ? ........................... ^ )))

Questions 3 8 -4 0 Choose THREE letters A-F Match each geographical area with a migration pattern.

A

migration to warm countries

B

clockwise migration

C

long distance migration

D

partial migration

E

migration to countries w ith long days

F

circular migration around entire globe

3 8 the tro p ic s ............ 3 9 the Arctic and Antarctic 4 0 North A m e rica ............

92


Audio scripts Som e sections of th e audio scripts are underlined. This is to help you by pointing out the relevant inform ation th at corresponds to th e correct answers.

Unit 1

Friends abroad

Track 01 Travel agent:

Good m o rn in g . Hi F liers, can I he lp you ?

Taxi driver:

H e llo , M a rg a re t. T h is is Dave. I’ m a t th e a irp o rt and I w a n t to c h e c k th e flig h ts o f th e p a s s e n g e rs I’ m m e e tin g .

Travel agent: Taxi driver:

Oh, OK, Dave. Go a h e a d .

2

T here are fo r ty p a s s e n g e rs in fir s t c la s s .

3

T here s h o u ld be fifty p e o p le on th e bu s.

4

H er p la n e a rriv e s a t s ix te e n fifte e n .

5

O ur tra in le a ve s a t s e v e n te e n th ir ty .

Track 05 R estaurant m anager:

I h e lp yo u ? Mr McEwan:

6 .0 0 . The 6 .5 0 fro m th e E m irates, has been delayed. That's flig h t U A E 1 8 8 0 . b u t th e Lisbon flig h t’s already landed a t Term inal 1 6 . Is th a t all o f th e m ? And do you have any new s a b o u t ...

a t 8 p.m . R estaurant m anager:

Yes, sir. And th e n a m e is?

Mr McEwan:

M c E w a n ... M-C-E-W-A-N.

R estaurant m anager:

M-C-E-W-A-N, is th a t rig h t, sir?

Mr McEwan:

Yes, t h a t ’s rig h t.

R estaurant m anager:

T h a t's b o o k e d fo r you sir. Four p e o p le on Friday n ig h t a t 8 o ’c lo c k .

Track 02 Ali:

H e llo ?

Sam :

H e llo . Is th a t A li?

Ali:

Yes. W h o ’s c a llin g ?

Sam :

Hi A li. It's m e, S am !

Ali:

Hey, S a m . H ow a re yo u ? W hen a re you

Track 06 Taxi driver:

W h e re to , m a d a m ?

Passenger:

W e s tb o u rn e G rove, p le a s e .

Taxi driver:

W e s te rb o rn e Grove, in th e c ity c e n tre ?

Passenger:

No. W e s tb o u rn e . n e a r th e p a rk.

a rriv in g ? Sam:

H ello, ye s. I’d like to b o o k a ta b le fo r fo u r on Friday e ve n ing

Right. The S panish flig h t arrived a t 0 4 .5 0 and flig h t 1 5 5 0 from China arrived a t

Good e ve n in g , Fine D ining, can

I’ m fin e . Really lo o kin g forw ard to se e in g you. I’ve booked my flig h t fo r W ednesday

S orry, I

h a v e n ’t g o t th e p o s tc o d e . Taxi driver: Passenger:

No p ro b le m . H ow do you s p e ll it? W-E-S-T-B-O-U-R-N-E.

m o rn in g , arriving a t 6 .5 0 in th e e v e n in g . Ali:

G re a t! T h a t’s W e d n e sd a y 6 th July. And w h a t a irlin e are you fly in g on?

Sam:

B ritis h A irw a y s , flig h t n u m b e r B A 3 0 2 5

Ali:

B A1325?

Sam:

No. T hree oh tw o five . 3 0 -2 5 .

Ali:

Ah ... OK. And it g e ts in a t 6 .1 5 , rig h t?

Sam :

No. A t 6 .5 0 . Ten to se ve n .

Ali:

R ight. Sorry, th is lin e ’s n o t v e ry good. So y o u ’ll be on flig h t B A 3 0 2 5 on W e d n e sd a y 6 th a rriv in g a t 6 .5 0 p.m .

Sam :

T h a t’s rig h t.

Ali:

Good. W ell, d o n ’t worry. I’ll be th e re to m e e t you a t th e a irp o rt. W e ’re go in g to have a fa n ta s tic tim e . I can sh o w you ...

Track 07 Receptionist:

h e lp you? Sam :

Oh, g o o d m o rn in g . I'd like to b o o k a

Receptionist:

R ight ... a n d w h ic h a irp o rt is th a t?

Sam :

London H eathrow .

Receptionist:

T h a t’s fin e . And w h e n do

ta x i to th e a irp o rt, p le a s e .

Track 04 1

The y o u n g e s t p a s s e n g e r is s ittin g in s e a t fo u r te e n .

you need

th e ta xi fo r? Sam :

M y flig h t le a ve s fro m te rm in a l 5 a t 7 .2 0 on W e d n e sd a y 6 th July. N ext w eek.

Receptionist:

W e d n e sd a y 6 th a t 7 .2 0 a .m . So y o u ’ll n eed th e ta xi a t ... 3 . 3 0 . OK. Can I have y o u r na m e

Track 03 18, 13, 80, 40, 15

Good m o rn in g . Taxis 4 U . H ow can I

p le a s e ? Sam :

S am W illia m s .

Receptionist:

And yo u r a d d re s s ?

Sam :

6 0 , W illo w s id e B ank, A b in g d o n . T h a t’s A-B-l-N-G-D-O-N.

by the window.

Audio scripts

Edward:

Ah, yes. Good a fte rn o o n . I’d like to

Receptionist:

C e rta in ly, sir. How m any n ig h ts w ill you

c o n ta c t n u m b e r fo r you?

be sta yin g ?

Yes, o f co u rs e . My m o b ile is 0 7 7 8 9

Edward:

J u s t o ne, p le a se.

612744.

Receptionist:

And w o u ld you like a s in g le o r do u b le

... w e ’ll be p ic k in g you up a t 3 .3 0 .

Edward:

A d o u b le room , p le a s e .

Is th a t OK?

Receptionist:

A d o u b le room . And w o uld you like tw in

Edward:

A king sized bed, p le a s e .

Receptionist:

T h a n k you. And th e p o s tc o d e is?

Sam:

0 X 1 4 3H B.

Receptionist:

0 X 1 4 3H B. And can 1 have a

Sam:

b o o k a room fo r n e xt Friday.

ro om ?

T h a n k you. 0 7 7 8 9 6 1 2 7 4 4 . Now

Receptionist:

b e d s o r a king sized bed?

Yes, th a t’s fin e .

Sam:

Track 08

Receptionist:

Flight attendant:

Let m e se e . Yes, we do have a do u b le

Have you fille d in yo u r la n d in g

room a v a ila b le fo r next Friday. W ould

c a rd ?

you like m e to b o o k it fo r you? Yes, p le a se .

I'm a fra id not. I’ m having a fe w

Edward:

p ro b le m s .

Receptionist:

C ould I have your n a m e , p le a se ?

Flight attendant:

Can I help you a t a ll?

Edward:

Yes, it ’s Edward F ra n cis.

Hua Fang:

Oh, ye s p le a se .

Receptionist:

Is th a t F-R-A-N-C-E-S?

Flight attendant:

W ell, th e firs t q u e s tio n ’s ve ry

Edward:

No. It’s F-R-A-N-C-l-S.

easy. W h a t’s yo u r fa m ily na m e ?

Receptionist:

F-R-A-N-C-l-S?

Hua Fang:

My fa m ily nam e is Liu, L-1- U.

Edward:

Yes. T h a t’s right.

Flight attendant:

And your fir s t na m e ?

Receptionist:

And yo u r h o m e a d d re s s p le a se , sir.

Hua Fang:

W ell, my English nam e is Grace,

Edward:

Yes, it’s 2 3 . C ypress Avenue, C am bridge Is th a t C-Y-P-R-U-S?

Hua Fang:

b ut my C hinese nam e is Hua Fang.

Receptionist:

W hich one should I put here?

Edward:

No. C-Y-P-R-E-S-S. Like th e tre e .

W hich nam e do you have in your

Receptionist:

Oh, I se e . And yo u r p o stc o d e is?

p a s s p o rt?

Edward:

C B3 9NF.

Hua Fang:

Hua Fang. H-U-A and F-A-N-G.

Receptionist:

And i t ’s fo r ju s t one n ig ht?

Flight attendant:

So you s h o u ld p u t th a t one. And

Edward:

Yes, t h a t’s right.

yo u r d a te o f b irth ?

Receptionist:

We can re se rve a p a rk in g sp a ce fo r

Flight attendant:

Hua Fang:

you. Are you c o m in g by car?

S hall I p u t th e day firs t o r th e m o n th ?

Flight attendant:

A ctually, I’ll be ta k in g a taxi fro m th e

Receptionist:

T h a t’s fin e . And one la s t q u e s tio n :

s ta tio n .

S ee w here it says D-D, M-M and Y-Y-Y-Y?

Hua Fang:

Yes. W h a t d o e s th a t m e a n ?

Flight attendant:

It m e a n s d a te , m o n th and year.

Hua Fang:

Edward:

w o u ld you like d in n e r and b re a k fa s t? Edward:

No dinner, th a n k you. B ut I’d like

Receptionist:

J u s t b re a k fa s t. So, to c o n firm . You’re

b re a k fa s t.

Oh OK. So I p u t s e v e n te e n , tw e lv e , n in e te e n n in e ty fo u r.

Flight attendant:

1 7 th D e ce m b e r 1 9 9 4 ?

a rriv in g on Friday 1 6 th A pril and leaving

Hua Fang:

Yes, th a t’s rig h t. And w h a t

on S a tu rd a y 1 7 th . T h a t’s one n ig h t in a

a d d re s s is th is ?

d o u b le room w ith a king sized bed w ith

Flight attendant:

s ta y in g in th e UK. Hua Fang:

b re a k fa s t.

T h a t w o u ld be w h e re you are Edward:

OK. Let m e se e ... 1 3 Park

Flight attendant:

Road. B rig h to n . B-R-l-G-H-T-O-N.

Track 10

And th e p o s tc o d e . B N 4 0 4 G R .

Receptionist:

And c o u ld I have yo u r m o b ile num b er?

Is th e re a n yth in g e ls e you need

Edward:

Yes. It’s 0 7 9 7 6 1 2 2 5 7 7 , Oh no sorry,

Receptionist:

0 7 9 6 1 1 2 1 5 9 7 . T h a n k you. Is th e re

Edward:

Yes, I’ m having d in n e r w ith a frie n d .

h e lp w ith ? Hua Fang:

T h a t’s rig h t. T h a n k you very m uch.

No, th a n k you. I u n d e rs ta n d th e

i t ’s been c h a n g e d ! It’s 0 7 9 6 1 1 2 1 5 9 7 .

o th e r q u e s tio n s . T h a n k you very m uch fo r yo u r help.

a n yth in g e ls e I can help you w ith ? C ould vou re c o m m e n d th e b e s t

Track 09 Receptionist:

re s ta u ra n t n e a r here? S ilve r Tulip H o te l. Good a fte rn o o n . How can I h e lp you?

Get Ready

for IELTS:

Listening

Receptionist:

T h a t w o u ld be th e W in sto n C hurchill. It ’s a b o u t a m ile fro m here.

Unit 2 Edward:

P e rfe ct. C o u ld you p le a s e m a ke a

properly. So p le a s e m a ke s u re vou w eigh e v e ry th in g

re s e rv a tio n fo r 7 p .m . and leave a

c a re fu lly. E veryone re a d y? OK.

m e s s a g e w ith th e d e ta ils fo r m y frie n d w h e n he a rriv e s ? Receptionist:

F irs t you p u t th e flour, s a lt a n d s u g a r in a large b ow l. N e x t, you m ix th e egg, m ilk and oil in a n o th e r

C e rta in ly . W h a t is th e g e n tle m a n ’s

b o w l. T hen, s lo w ly add th e liq u id in g re d ie n ts to th e

nam e?

flo u r m ix tu re , m ix in g w ell u n til it h a s a s m o o th , th ic k

Edward:

M r A la o u i. T h a t’s A L A 0 U I.

c o n s is te n c y . M a ke s u re you s tir a ll th e tim e .

Receptionist:

No p ro b le m . We lo o k fo rw a rd to s e e in g

Edward:

OK? N ow w e ’re re a d y to c o o k o u r p a n c a k e s . We

you n e x t w e e k.

s ta r t by h e a tin g th e fry in g pan and g re a s in g it lig h tly

T h a n k you.

w ith a little b u tte r. W hen th e b u tte r’s m e lte d , w e p our a large s p o o n fu l o f th e p a n c a k e m ix in to th e pan and c o o k it u n til th e e d g e s are brow n. A t th a t p o in t, flip th e p a n c a k e o ve r and c o o k fo r a m in u te o r s o longer.

Unit 2

Food and cooking

Finally, p u t th e p a n c a k e on a p la te and c o v e r it up to k e e p w a rm , and m a ke th e n e x t o n e . W hen all vo u r

Track 11 H ere are th e in g re d ie n ts fo r o u r s p e c ia l a p p le ca ke . You need 5 0 0 g ra m s , t h a t ’s h a lf a k ilo o f a p p le s , tw o h u n d re d and fifty g ra m s o f s u g a r - t h a t ’s a q u a rte r o f a k ilo - and 3 3 0 g ra m s , o r a th ird o f a k ilo , o f flour. You a ls o need 2 0 0 g ra m s o f b u tte r, t h a t’s a fifth o f a k ilo o f b u tte r. And fin a lly th e m ilk . You n eed a fifth o f a litre o f m ilk or. if vou prefer, t h a t ’s 2 0 0 m illilitr e s .

p a n c a k e s a re ready, vou ca n s e rv e th e m u p w ith svru p o r s u g a r and le m o n , o r even fru it. D e lic io u s ! H appy Eating!

Track 14 Good m o rn in g , e v e ry o n e . Today w e ’re g o in g to m a ke A p p le and B la c k b e rry C ru m b le . So, I h o p e y o u ’ve all b o u g h t y o u r in g re d ie n ts . R eady? Now, le t’s g e t s tra ig h t on w ith c o o k in g . F irst, you p eel th e a p p le s , a nd c u t

Track 12 OK e ve ryo n e , c o u ld you all pay a tte n tio n now ? T om orrow w e 're g o in g to m a ke a p o p u la r C a rib b e a n d is h , urn ... ch ic k e n and rice . R e cip e s v a ry fro m c o u n try to co u n try, b u t fo r th e m o m e n t I'm g o in g to give you th e lis t o f in g re d ie n ts fo r th e b a s ic re c ip e and leave you to add th e fla v o u rs an d s p ic e s to yo u r ow n ta s te . R ight, are you rea dy to w rite th is d o w n ? O K ... F irs t o f a ll, you n eed a ch ic k e n th a t w e ig h s a b o u t 2 k ilo s . T hen, fo r fo u r p e o p le , y o u ’ll ne e d 7 5 0 g ra m s o f u n c o o k e d ric e . OK? For th e s a u c e , you w a n t V2 a k ilo o f o n io n s ... U m m and to m a to e s , y o u ’ll need 4 5 0 g ra m s o f to m a to e s and ... ah ... and w h a t e ls e ? Oh, y e s , and g re e n p e p p e rs you w a n t V* k ilo o f green p e p p e rs a n d , fin a lly, 5 0 m illilitre s o f c o o k in g o il. Have you all g o t th a t? G ood. See you to m o rro w , th e n . D o n 't fo rg e t to b rin g yo u r fa v o u rite s p ic e s .

Track 13 Hi, and w e lc o m e to ‘C a m p u s C o o k -in ’ , o u r d a ily TV p ro g ra m m e fo r s tu d e n ts w h o w a n t a b it o f v a rie ty in th e ir m e a ls . Are you b o re d w ith c e re a l fo r b re a k fa s t? W ell, today, w e ’re g o in g to te ll you how to m a ke p a n c a k e s . T hey're c h e a p a n d q u ic k and v e ry e a s y to m a ke . You o n ly need flour, m ilk , sugar, s a lt, oil and an egg. The fu ll re c ip e 's on th e u n iv e rs ity w e b s ite - ju s t fo llo w th e lin k. So, h e re we go ... B e fo re you s ta r t, i t ’s im p o rta n t to have th e e x a c t q u a n titie s , o th e rw is e y o u r p a n c a k e s w o n ’t c o o k

th e m in to s lic e s . OK? D o n ’t fo rg e t to ta k e th e m id d le o u t o f th e a p p le . Now, p u t th e s lic e d a p p le s in a pan and c o o k th e m w ith s o m e o f th e s u g a r. In a b o u t 1 0 m in u te s th e y s h o u ld be n ice a n d s o ft. R ight? Now, m ix th e b la c k b e rrie s and a p p le to g e th e r and p u t th e m in to th e b o tto m o f a b a k in g d is h . T h a t’s fin e ... Now, th e n e x t th in g to do is ru b th e flour, s u g a r and b u tte r to g e th e r w ith y o u r fin g e rs u n til i t ’s in tin y p ie c e s , like b re a d c ru m b s . W hen i t ’s ready, p u t it on th e to p o f th e a p p le s and b a ke it all in th e oven fo r 3 0 m in u te s .

Track 15 H e llo e ve ryo n e . W e lc o m e to th e u n ive rsity. I hope y o u ’re s e ttlin g in and b e g in n in g to fin d y o u r way a ro u n d . I kn o w a lo t o f s tu d e n ts fin d it hard to a d a p t to th e fo o d . So I th o u g h t I’d te ll you a b o u t a c o u p le o f p o p u la r E nglish m e a ls th a t you m ig h t h e a r a b o u t. W ell, actu a lly, you m ig h t’ve h e ard o f th e fir s t o n e a lre a d y ... i t ’s re a lly p o p u la r ... it's fis h and c h ip s . Fish a n d c h ip s are frie d in d e e p fa t. So i t ’s a c tu a lly v e ry g re a s y and n o t a t a ll h e a lth y . B u t i t ’s s till v e ry p opular, e s p e c ia lly on a Friday n ig h t. T h a t’s w h e n a lo t o f p e o p le g e t th e ir fis h a n d c h ip s fro m th e ‘fis h and c h ip ’ s h o p , a n d ta k e th e m h o m e to e a t. The o th e r tra d itio n a l m e a l, w h ich is d e fin ite ly h e a lth ie r, is S u n d a y lu n c h . In E ngland, S un d a y lu n ch is u s u a lly s o m e kin d o f ro a s t m e a t w ith v e g e ta b le s . T ra d itio n ally, fa m ilie s have th e ir S und ay lu n ch a t h o m e , b u t th e s e days q u ite a lo t o f fa m ilie s have S u n d a y lu n ch in a re s ta u ra n t.

Audio scripts

95

Track 1 6 G ood a fte rn o o n . M any p e o p le in th e w e s te rn w o rld e a t th e w ro n g fo o d and th e y e a t fa r to o m uch o f it. So th e to p ic o f my le c tu re to d a y is healthy eating. I’ll d iv id e my ta lk in to th re e p a rts ; firs tly , I’ m g o in g to d e fin e w h a t I m e a n by h e a lth y e a tin g . A fte r th a t, I’ll go on to ta lk a b o u t w hy p e o p le d o n ’t e a t p ro p e rly and th e n I’ll fin is h my le c tu re w ith s o m e id e a s fo r im p ro v in g th e

th a t th e fo o d th e y s e rv e in th e ir c a n te e n s is fre s h and w ell b a la n ce d . And to fin is h , I’ll brie fly m e n tio n tw o o f th e m e a s u re s I th in k th e g o v e rn m e n t s h o u ld ta k e to e n co u ra g e h e a lth y e a tin g . One is to lim it a d v e rtis in g u n h e a lth y fo o d and th e o th e r is to sp e n d m ore m oney on e d u c a tin g th e p u b lic a b o u t th e b e n e fits o f a h ealthy d ie t. In my n e xt le c tu re , I’ll go in to m o re d e ta il a b o u t... [fa d e ]

s itu a tio n . R ig h t ... So w h a t do I m e a n by ‘ h e a lth y e a tin g ’ ? W ell, s o m e p e o p le m ig h t th in k it m e a n s e a tin g a lo t o f m e a t. U m m m ... o f c o u rs e , v e g e ta ria n s w o u ld n ’t a g re e

Unit 3

Presentations

w ith th is . They th in k e a tin g m e a t is v e ry u n h e a lth y . O th e r p e o p le th in k th a t e a tin g a lo t o f c a b b a g e is g o o d fo r yo u , o r a lo t o f s a la d . W ell, n a tu ra lly , c a b b a g e , s a la d and m e a t can a ll be p a rt o f h e a lth y e a tin g . B u t, fo r m e, a h e a lth y e a tin g m e a n s tw o th in g s : o n e is ... e a tin g a b a la n c e d d ie t a n d th e o th e r is ... e a tin g th e rig h t a m o u n t o f fo o d . In my o p in io n , a b a la n c e d d ie t m e a n s e a tin g a v a rie ty o f fo o d s ,

Track 19 1 2 3 4 5 6

in tro d u c e

in tro d u c tio n

p re s e n ta tio n

p re s e n t (v)

suggest

s u g g e s tio n

p ro je c t

p ro je c to r

in fo rm

in fo rm a tio n

e xplain

e x p la n a tio n

p re s e n t (n)

in c lu d in g m e a t, v e g e ta b le s , fr u it, c e re a ls a n d d a iry f o o d s . O bviously, th e a m o u n t o f fo o d we s h o u ld e a t is m o re d iffic u lt to d e c id e . It d e p e n d s a lo t on how a c tiv e we a re .

Track 20 Farouk:

So, w h o ’s g o in g to do th e in tro d u c tio n ?

Edward:

W ell, I s u g g e s t you p re s e n t th e firs t p a rt, Farouk. Y ou’ve d o n e a lo t o f w o rk

Track 17 N ow on to m y n e x t p o in t ... W hy do so m any

on th is p ro je c t, a fte r a ll. Farouk:

p e o p le e a t b a d ly ? W ell, le t’s lo o k fir s t a t h a vin g a

W ell, OK. I’ll s ta rt. B u t y o u ’ve g o t a lo t o f in fo rm a tio n , to o . I th in k you sh o u ld

b a la n c e d d ie t. To have a b a la n c e d d ie t you have to

e xp la in th e next tw o s lid e s .

p la n y o u r m e a ls in a d v a n c e and th e n buy th e rig h t fo o d ... and th e n ta k e tim e to c o o k it p ro p e rly. B u t, th e s e da ys p e o p le a re so b u sy w o rk in g th a t th e y d o n 't have tim e to go s h o p p in g , s o th e y e n d u p b u yin g

Track 21 Beth:

f a s t fo o d a t th e la s t m in u te . A n o th e r re a s o n p e o p le

e x a c tly are we g o in g to ta lk a b o u t?

d o n ’t e a t w e ll n o w a d a ys is th a t i t ’s a c tu a lly c h e a p e r

We know th e c o u rs e is A rt H isto ry

to buy fo o d a lre a d y p re p a re d in a p a c k e t. S o, p e o p le

and th e s u b je c t is Ita lia n p a in tin g , b u t

w ho h a v e n ’t g o t m u ch m oney, w ill buy p a c k e t fo o d

th a t's s till to o big. We have to ch o o se

ra th e r th a n c o o k s o m e th in g fre s h . And a fin a l re a s o n

a p a rtic u la r to p ic . W h a t do you th in k ,

w hy p e o p le d o n ’t e a t h e a lth ily ... and th a t is th a t th e y d o n 't k n o w how t o . In my o p in io n , s c h o o ls d o n ’t do n e a rly e n o u g h to e d u c a te th e ir p u p ils in h e a lth y e a tin g h a b its .

OK, e ve ryo n e . The firs t th in g we have to d e cid e is o u r to p ic . I m ean, w h a t

M andy? Mandv:

I th in k we s h o u ld c o n c e n tra te on a s in g le painter.

Edward:

B ut, on th e o th e r hand, if we d is c u s s m o re th a n one a rtis t, it ’ll be e a s ie r

Track 18

to m a ke c o m p a ris o n s and sh ow th e And now to my th ird and la s t p o in t ... W h a t can we do to so lve th e p ro b le m ? W ell, I th in k it can be solved

d iffe re n c e s betw e e n th e m . Farouk:

by th re e m ain g ro u p s: fa m ilie s , s c h o o ls and th e g o ve rn m e n t. To s ta r t w ith , p a re n ts s h o u ld m ake su re th e ir c h ild re n have a h e a lth y d ie t. S econdly, a lo t o f s c h o o ls have s e lf-s e rv ic e m a c h in e s , w h e re th e ir p u p ils can buy s o ft d rin k s , c ris p s , s w e e ts and c h o c o la te s . I th in k s c h o o ls sh o u ld ch a n g e w h a t th e y s e ll in th e s e m a c h in e s . A n o th e r th in g s c h o o ls can do is m ake sure


T h a t's a good idea, Edward. It’ll give us m o re to d is c u s s .

Mandy:

R ight. So th e n e xt th in g is to d ecid e w h ich a rtis ts to lo o k a t. I th in k we s h o u ld d e fin ite ly in clu d e M ic h e la n g e lo . You know he p a in te d th e c e ilin g o f th e S is tin e C hapel in Rom e. H e’s very fa m o u s ... and w h a t a b o u t Leonardo

d e s ig n a s lid e now fo r th e re s t o f th e

da V in ci. They w ere b o th g re a t p a in te rs . W h a t do you th in k B e th ? Beth:

T h e y’re OK, I s u p p o s e . B u t d o n ’t you

g ro u p to u se ? Beth:

th in k e v e ry o n e e ls e w ill c h o o s e th e m ?

T h is s lid e h a s th e p ro g ra m icon on th e

How a b o u t B o ttic e lli? H is p a in tin g is ve ry d iffe re n t fro m th e o th e r tw o . Farouk: Edward:

title b o x . S h a ll we ke e p it th e re ? Edward:

No, I d o n 't th in k so. It h a s n 't g o t

I a g re e w ith B e th . W hy d o n ’t we have

a n y th in g to do w ith th e p re s e n ta tio n .

M ic h e la n g e lo and B o ttic e lli?

L e t’s ta k e th a t o ff.

I’ m h a p p y w ith th a t. E veryone e ls e OK

Beth:

w ith it?

Fine. And I th in k we s h o u ld ke ep th e b lu e b u lle t p o in ts . They m a tc h th e lig h t b lu e title box. W h a t do you th in k a b o u t

Track 22 Edward:

Yes, le t’s do th a t. L e t’s have a lo o k ...

p u ttin g im a g e s in ea ch s lid e ? R ight, g u ys. L e t’s have a lo o k a t w h a t

Edward:

Oh, a b s o lu te ly . I th in k w e s h o u ld p u t a t

Beth:

G ood. W e ’re a g re e d , th e n . L e t's se n d

w e ’re g o in g to p u t in th e s lid e s . The fir s t s lid e ’s g o in g to be th e in tro d u c tio n ,

le a s t o n e im a g e on ea ch s lid e .

is n 't it? So, I g u e s s it s h o u ld have a

th is s lid e to th e o th e rs , s h a ll w e?

title . H ow a b o u t ‘ M ic h e la n g e lo and Mandy:

B o ttic e lli: a c o m p a ris o n ’ ?

Track 24

Y e a h ... S o w e ’ve g o t th e title . D o n ’t you

Farouk:

th in k we s h o u ld m a ke a lis t o f b u lle t

OK, e v e ry o n e . I’ve p u t a ll o u r s lid e s to g e th e r so we can se e if w e ’re happy

p o in ts fo r ea ch o f th e s lid e s in th e

w ith th e p re s e n ta tio n . I th in k we need

p re s e n ta tio n ?

to c h e c k th a t we all a g ree w ith th e

Farouk:

Oh, ye s ... d e fin ite ly . H ow m a n y s lid e s

o r d e r ... th e r e ’s n o th in g to d e c id e

do we have to do?

a b o u t m y s lid e s , th e in tro d u c tio n and

Edward:

W ell, th e p re s e n ta tio n ’s te n m in u te s

th e c o n c lu s io n . O bviously, o n e o f my

lo n g , s o we s h o u ld p ro b a b ly have a

s lid e s g o e s a t th e b e g in n in g and th e

Mandy:

m a x im u m o f s ix s lid e s ... R e m e m b e r

o th e r o n e a t th e e nd. E d w a rd ’s s lid e ,

th a t B e th ’s a lre a d y g o t tw o s lid e s

c o m p a rin g th e tw o a rtis ts , w ill have to

a b o u t B o ttic e lli.

go a fte r B e th ’s and M a n d y ’s. W h a t we

W ell, w hy d o n ’t we do tw o s lid e s

need to d e c id e is w h ich a r t is t sh o u ld

e a ch ... t h a t ’d be e ig h t, in c lu d in g th e in tro d u c tio n and th e c o n c lu s io n ? Edward:

Farouk:

go firs t. M ic h e la n g e lo o r B o ttic e lli. Mandy:

T h a t s o u n d s fa ir e n o u g h . L e t’s do th a t.

th a n B o ttic e lli, is n ’t he? I m ean

So w h o ’s g o in g to do th e re s t o f th e

e v e ry o n e ’s h e ard o f h im . M aybe he

s lid e s ?

s h o u ld go firs t. W h a t do you th in k , B e th ?

I can s ta r t o ff w ith th e in tro d u c tio n . And th e n . I c o u ld do th e c o n c lu s io n and

Beth:

th e s u m m a ry a t th e e nd. W h a t d o you G re a t. I'd lik e to ta lk a b o u t

firs t. Edward:

M ic h e la n g e lo 's p a in tin g s . I’ve don e

th a t? W hen w a s M ic h e la n g e lo b o rn ?

Fine. So I c o u ld do a c o u p le o f s lid e s

Mandy:

In 1 4 7 5 .

s h o w in g how M ic h e la n g e lo and

Edward:

And B o ttic e lli?

B o ttic e lli are s im ila r a n d ho w th e y ’re

Beth:

In 1 4 4 5 .

d iffe re n t.

Edward:

So, le t's p u t B o ttic e lli firs t, and fo llo w w ith M ic h e la n g e lo .

Track 23 Beth:

We w a n t th e p re s e n ta tio n to lo o k as

Track 25

if i t ’s b een m a d e by a te a m , d o n 't w e,

Tutor:

E dw ard? I th in k we s h o u ld have a one Edward:

OK, so is n ’t it s e n s ib le to p u t th e a r tis t w ho w a s born e a rlie r firs t? W ho w as

q u ite a lo t o f re a d in g a b o u t th e m . Edward:

U m m ... I’ m n o t s u re th a t ju s t b e in g fa m o u s is a goo d re a s o n to p u t him

th in k ? Mandy:

W ell, M ic h e la n g e lo is m o re fa m o u s

G ood m o rn in g e ve ryo n e . So, y o u ’re g o in g to te ll m e a b o u t yo u r

d e s ig n fo r all th e s lid e s . Do you a g re e ?

p re s e n ta tio n . F irs t o f a ll, w h a t’s your

Oh, yes, o f c o u rs e . We d o n ’t w a n t a

to p ic ? Did you say you w e re g o in g to

d iffe re n t c o lo u r fo r e a ch s lid e . S h a ll we

ta lk a b o u t th e u s e s o f m o b ile p h o n e s ?

Audio scripts

Laila:

s u g g e s tio n s fo r s ta yin g away fro m each

Err ... N o t exactly. W e’re a c tu a lly g o in g

o f th e s e d a n g e rs u n d e r s e p a ra te title s .

to e xp la in th e d a n g e rs o f u s in g m o b ile p h o n e s. Tutor:

A h h h ... O K ... th a t s o u n d s in te re s tin g . W h a t are you going to d is c u s s e xactly?

Anne-Marie:

Track 27 Tutor:

Have you g o t any o th e r q u e s tio n s ?

W ell, w e ’ve planned to d ivid e th e

Harry:

p re s e n ta tio n into th re e s e c tio n s . W e ’ll have an in tro d u c tio n , e x p la in in g why

Tutor:

Yes. B ut te n m in u te s in to ta l, in clu d in g

we th in k i t ’s im p o rta n t to u n d e rs ta n d

th re e m in u te s fo r q u e s tio n s . So y o u ’ll

th e d a n g e rs o f m o b ile s . Then on th e

only ta lk fo r seven m in u te s .

se co n d s lid e , w e ’ll have a lis t o f th e

Anne-Marie:

T h a t’s only tw o m in u te s e ach! We w o n ’t

d iffe re n t ty p e s o f d a n g e r and th e n on th e la s t s lid e w e ’re g o in g to s u g g e s t

Harry:

Tutor:

be a b le to say m uch in th a t tim e , a t all! Tutor:

T h a t’s why you have to plan w h a t y o u ’re

ways o f staying o u t o f d a n g e r w hen you

g o in g to say c a re fu lly and m ake sure

use a m o b ile .

you only in clu d e th e m o s t im p o rta n t

Yes, we w a n t to s ta r t by te llin g th e

in fo rm a tio n . For in s ta n c e , you w o n ’t

a u d ie n c e th a t u s in g a m o b ile phone

have tim e to give e x a m p le s. B ut you

can be d a n g e ro u s and th e n go in to

c o u ld p u t so m e im a g e s on your s lid e s

m ore d e ta il in th e n e xt p a rt.

th a t sh o w e xa m p le s , w ith o u t sp e n d in g

OK ... b u t b e fore you ta lk a b o u t th e

tim e ta lk in g a b o u t th e m .

d a n g e rs o f m o b ile p h o n e s , I th in k you

Laila:

Hey, th a t’s a good idea. And th e audience

Tutor:

And a n o th e r th in g ... m ake su re all th e

sh o u ld m e n tio n th e a d v a n ta g e s . You

can look a t th e m w hile we talk.

c o u ld p u t th a t in yo u r in tro d u c tio n . It Harry:

U m m m .... yes. The p re sen tation

should be fo r 1 0 m in u te s, is th a t right?

b a la n c e s up th e a rg u m e n t a bit.

s lid e s have th e s a m e style . You sh o u ld

O h .... ye s, I see w h a t you m e a n .

g e t to g e th e r and agree on one style fo r

R ig h t... W e ’ll do th a t.

th e w h o le p re s e n ta tio n . Harry:

OK, w e ’ll do th a t to o . T h a n ks a lo t fo r

Track 26

y o u r help.

Tutor:

So, s h a ll we have a lo o k a t your

Anne-Marie:

I’ve g o t it here on a m e m o ry s tic k .

p re s e n ta tio n ? Did you b rin g it w ith you? Can

we sh o w you on yo u r c o m p u te r? Tutor:

Review 1

Yes, th a t’s fin e . L e t’s have a look. M m m ... Right, as you say, y o u ’re g o in g

Track 28

to add th e a d va n ta g e s o f u s in g m o b ile

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

p h o n e s to th e fir s t s lid e . G ood. W h o ’s g o in g to e xp la in th e se co n d s lid e w ith all th e d a n g e rs ? Laila:

T h a t’s m e. Do you th in k I’ve g o t enough

Tutor:

Yes. I th in k th e re ’s p lenty o f in fo rm a tio n ,

d e ta il? b u t I th in k it ’s all a b it m ixed up a t th e m o m e n t. I m ean, you've g o t dangers like g e ttin g h e a d a ch e s in th e sam e lis t a s having c a r a c c id e n ts and being

Track 29 1

The firs t th in g we have to d e cid e is o u r to p ic .

2

So. th a t's fixed th e n .

3

I th in k we sh o u ld keep th e b lu e

4

I’ve p u t a ll o u r s lid e s to g e th e r.

5

So, le t’s p u t B o ttic e lli fir s t , and

b u lle t p o in ts . fo llo w w ith

M ic h e la n g e lo . 6

M ake su re a il th e s lid e s have th e sam e s ty le .

robbed in th e s tre e t. They’re all d iffe re n t ty p e s o f danger, a re n ’t th e y? I th in k you sh o u ld divide th e m in to groups. Maybe under s e p a ra te title s , like H ealth.

Unit 4

W ork

A ccid e n ts and Security. Laila:

Oh, rig h t. Yes, th a n k you. T h a t’ll m ake it m uch c le a re r to th e a u d ie n c e ... M m m ... OK.

Tutor:

Now, in th e th ird s lid e you can p u t your


Track 30 1

Hi. I’ m A dam . I’ m your S tu d e n t U nion re p re s e n ta tiv e and I’ m here to te ll you a b o u t s tu d e n t s o c ie tie s .

2

G ood m o rn in g e v e ry o n e . For th e la s t tw o w e e k s , w e ’ve been lo o k in g a t e m p lo y m e n t o p p o rtu n itie s in in d u stry, an d in to d a y ’s le c tu re I’ll be ta lk in g a b o u t w o rk in g in a la rg e c o rp o ra tio n .

3

H ello. My n a m e ’s A n n ie and I’ m th e u n iv e rs ity c a re e rs o fficer. Today I’ m g o in g to ta lk a b o u t w o rk in g o u td o o rs .

4

Is e ve ryo n e re a d y? OK? R e m e m b e r la s t w e e k w e d is c u s s e d w o rk in p riv a te in d u s try . W ell, th is w e e k ’s ta lk w ill co ve r e m p lo y m e n t o p p o rtu n itie s in in s titu tio n s o f fu r th e r e d u c a tio n .

5

G ood a fte rn o o n . T h a n k you fo r in v itin g m e to ta lk to you. I’ m A ngus M c D o n a ld . I’ m a p o lic e o ffic e r and my to p ic to d a y is job s a tis fa c tio n .

6

G ood e ve n in g . It’s g ood to s e e s o m any p e o p le here th is co ld n ig h t. OK ... m y le c tu re th is e v e n in g w ill be a b o u t fin d in g a jo b .

Track 3 1 1

Hi. M y n a m e ’s A dam , i ’ m yo u r S tu d e n t U nion rep. and th is e v e n in g I'm g o in g to ta lk a b o u t th e d iffe re n t c lu b s you can jo in here a t th e u n ive rsity.

2

H ello . T h a n k you all fo r c o m in g , today. For th e la s t co u p le o f w e e k s , w e 'v e been d is c u s s in g how to g e t a jo b in p riv a te in d u s try , and to d a y ’s le c tu re is a b o u t w o rk in g in a s m a ll co m p a n y .

3

H ello. M y n a m e 's A n n ie and I’ m th e u n iv e rs ity c a re e rs officer. I’ve c o m e in th is e v e n in g to te ll you a b o u t jo b s th a t in vo lve s p e n d in g a lo t o f tim e o u ts id e .

4

Good e ve n ing , e ve ryo n e . R ig h t... la s t w e e k we ta lk e d a b o u t w o rk in g in p riv a te e d u c a tio n . W ell, th is , w e e k ’s ta lk w ill c o ve r e m p lo y m e n t in u n iv e rs itie s .

5

Track 33 I’ m Wei Long, b u t my A m erican frie n d s call m e W ill. I’ m a b u s in e s s m a n in C a lifornia. B efore I ca m e to th e United S ta te s , I stu d ie d a t a u n ive rsity in C hina. I g ra d u a te d in in fo rm a tio n technology. B u t w hen I w as young, even b e fo re I w e n t to university, I w o rke d in th e fa m ily b u s in e s s . So my a m b itio n has always been to earn a living th ro u g h tra d e . A fte r I g ra d u a te d , I w orked fo r my fa th e r fo r a fe w years to g e t so m e exp e rie n ce and th e n I s ta rte d my own sm a ll com pany. F irst I s e t up an o ffice in C hina, and th e n I op e n e d a n o th e r o ffice in C a lifo rn ia . We s e ll c o m p u te r p a rts fro m C hina, b e ca u se I know a lo t o f p e o p le in th e c o m p u te r in d u s try th e re . I d o n ’t have any s a le s m e n , b u t I have a re c e p tio n is t to look a fte r th e office w h ile I’ m o u t on s a le s trip s . I like be in g my own b o ss ... I enjoy be in g a ble to m a ke all th e d e c is io n s m yself. I m ean, I se ll m o s t o f my g o o d s to large c o rp o ra tio n s and I th in k I'd find it very d iffic u lt to w o rk in a big com pany.

Track 34 M y n a m e ’s K h a lid a h . I’ m a d o c to r in a b u sy h o s p ita l in Lo n d o n . M y jo b is q u ite s tre s s fu l b e c a u s e I w o rk in th e A c c id e n t and E m e rg e n cy u n it. O ur h o s p ita l is th e on ly o n e in th e area w ith an A & E. So, a ll th e u rg e n t c a s e s c o m e to us. M o s tly we se e p e o p le w h o have been in c a r c ra s h e s o r had an a c c id e n t a t h o m e . W hen p eo ple a rrive a t th e u n it, I have to s e e th e m firs t. I e x a m in e th e m to fin d o u t w h a t's w ro n g and m a k e s u re w e give th e m th e rig h t tre a tm e n t. W hen w e ’re s u re th e p a tie n ts a re n ’t in any s e rio u s danger, th e n u rs e s p u t all th e in fo rm a tio n in th e ir p e rs o n a l re c o rd s and fin d th e m a bed if th e y 're s ta v in g in h o s p ita l, o r a rra n g e fo r th e m to go h o m e if th e y d o n ’t nee d to stay.

Good a fte rn o o n . T h a n k you fo r in v itin g m e to ta lk to you. I'm A ngu s M c D o n a ld . I’ m a p o lic e o ffic e r and

Track 35

to d a y I’ll be ta lk in g a b o u t jo b fu lfilm e n t. 6

Good e ve n in g . T h a n k you fo r in v itin g m e to ta lk to you. M y to p ic fo r th is e v e n in g w ill be how to fin d e m p lo y m e n t. I h ope y o u ’ll fin d it u s e fu l.

H ello, e v e ry o n e . T h a n k you fo r in v itin g m e to give a ta lk in th is s e rie s o f e m p lo y m e n t le c tu re s . I’ m here th is e v e n in g to te ll you a b o u t my jo b . I’ m g o in g to te ll you w h a t I lik e a b o u t it, w h a t I d o n ’t like a b o u t it and w h a t I

Track 32

h o p e to do in th e fu tu re . OK ... W ell, I’ m a p o lice officer. I've b een in th e p o lic e fo r ju s t o ve r five y e a rs and p a rt

M y n a m e ’s A lice and I w o rk on a fa rm in th e s o u th e a s t o f E ngland. M o stly, we g ro w fru it, b u t we a ls o kee p c h ic k e n s , d u c k s a n d d a iry co w s. So, w e have to w o rk o u ts id e q u ite a lo t, even in th e w in te r, w h e n i t ’s co ld an d d a rk . T h a t’s th e w o rs t p a rt o f th e jo b , really. You know , h aving to go o u t in th e rain and s n o w to fe e d th e a n im a ls . B u t th e s u m m e r's to ta lly d iffe re n t. I re a lly en iov b e in g o u td o o r s , h e lp in g th e fr u it p ic k e rs

o f m y jo b is to give ta lk s to s tu d e n ts a b o u t p o lice w o rk. P eople o fte n a s k w hy I jo in e d th e p o lic e . So m aybe I’ll s ta r t th e re . . . I ’ve a lw ays bee n in te re s te d in law and order, s o I w e n t to s tu d y Jaw a t u n ive rsity. B u t ... m m m ... w h e n I g o t th e re I re a lize d th a t I w a s m o re in te re s te d in th e p ra c tic a l s id e o f law th a n th e th e o ry . So, I a p p lie d to w o rk w ith th e p o lic e fo rc e in m y s p a re tim e . T hen, as s o o n a s I g ra d u a te d , I w a s a c c e p te d fo r tr a in in g .

and lo a d in g th e tru c k s . We d e liv e r m o s t o f o u r fr u it to s u p e rm a rk e ts , b u t w e a ls o s u p p ly local s h o p s w ith o u r

Track 36

m ilk , eggs an d c h e e s e . In fa c t, we p ro d u c e s o m uch c h e e s e and fr u it th a t we even s e ll th e m d ire c tly to th e p u b lic in o u r fa rm s h o p .

As you know , o u r jo b is to p ro te c t th e p u b lic fro m c rim in a ls a n d d e fe n d th e law. S o, o b v io u s ly , th e p o lic e

Audio scripts

fo rc e h a s to w o rk e ve ry day o f th e w e e k, day and

3

n ig h t. T h is m e a n s w e ’re o fte n a t w o rk w hen e ve ryo n e

Kate:

I t ’s a lovely c a m p u s , is n ’t it? The la k e ’s so pretty. W h a t's th a t b u ild in g on th e

e ls e is re la x in g w ith frie n d s and fa m ily , and we c a n ’t

o th e r s id e ?

a lw ays be a ro u n d fo r s p e c ia l o c c a s io n s , like b irth d a y s

Oh, th a t's th e B u s in e s s S chool.

and New Y ear’s Eve. On to p o f th a t we have a lo t o f

Tony:

e xtra w o rk a t w e e k e n d s , e s p e c ia lly w hen th e r e ’s a

Kate:

So, how do you g e t th e re ?

fo o tb a ll m a tc h and th e fa n s are o u t c e le b ra tin g . So

Tony:

You ju s t fo llo w th e fo o tp a th round th e la k e .

o u r w o rk in g h o u rs are one d is a d v a n ta g e o f p o lic e w o rk. A lo t o f th e tim e we have to w o rk w ith th e p u b lic

4

to avoid p ro b le m s , and we g e t s p e c ia l tra in in g fo r

Max:

th a t. B u t we c a n ’t a lw ays p re v e n t tro u b le , s o a n o th e r d is a d v a n ta g e o f th e iob is th e d a n g e r... I m e a n , we

Hi, Suzy. Are you g o in g to th e th e a tre , by any c h a n ce ?

Suzy:

know th a t s o m e o f th e p e o p le we have to a rre s t w ill

W ell, I’ m n o t g o in g th e re . B ut I can te ll you w h e re it is. Look over th e re

a tta c k us.

... th a t's th e th e a tre , iu s t a c ro s s th e g re e n .

Track 37

Max:

N ow fo r th e a d v a n ta g e s ... W ell, one o f th e

5

a d v a n ta g e s is th a t p o lic e w o rk is w e ll-p a id . As I’ve

Kate:

s a id , i t ’s a d iffic u lt jo b , and p o lic e o ffic e rs w o rk hard fo r th e ir pay. B u t th e re a re m any m o re a d v a n ta g e s ...

Oh, OK. T h a n ks a lot. See you later.

E rrr... Tony, I have g o t to go in to th e c ity ce n tre . W here can I g e t th e b u s?

Tony:

W ell, th e n e a re s t b u s s to p is ju s t

fo r e x a m p le s o m e tim e s th e w o rk ’s fu n , e s p e c ia lly

a c ro s s th e road fro m th e S tu d e n t

w hen we have to p ro te c t fa m o u s p e o p le fro m th e ir own

Union b u ild in g .

fa n s ! I’ve m e t q u ite a lo t o f c e le b ritie s in my jo b and I m u s t say I e n jo y s e e in g th e m c lo s e up and fin d in g o u t w h a t th e y ’re re a lly lik e a s p e o p le . B ut, fo r m e th e

6 Kate:

b ig g e s t a d v a n ta g e is th e jo b s a tis fa c tio n . S p e a k in g fo r m yse lf, w o u ld say I g e t th e m o s t jo b s a tis fa c tio n w hen I h e lp s o m e o n e o r s o lv e a p ro b le m in a co m m u n ity .

Hey, Suzy! Can you te ll m e w here th e b a n k is? I w a n t to g e t s o m e ca sh out. I’ve ju s t realized I s till owe you £ 1 0 .

Suzy:

Oh, OK. Go a lo n g to th e end o f th e path u n til you g e t to th e s h o p on th e

And in th e fu tu re , I’d like to tra in to be a d e te c tiv e . I

corner. Turn le ft and th e b a n k ’s rig ht

th in k I’d be g o o d a t th a t.

ne xt door.

Track 39

Unit 5

On cam pus services

Tom:

Hey, S andra, h o w ’s it g o in g? W h a t do you th in k o f th e c a m p u s ?

Sandra:

Track 38

I th in k i t ’s a ll fa n ta s tic . Have you been to th e c o ffe e sh o p in th e library, yet?

Tom:

l

No, I h a ve n ’t. W here is it? It ’s on th e ground flo o r. You know,

Max:

Hey, Tony. W here are you g oing?

Tony:

I’ m ju s t going over to th e S p o rts C entre.

you can have a b re a k w ith o u t a ctu a lly

Max:

Oh re ally? I’ve never been th e re . W here

le aving th e library. It’s rea lly g re a t to

Tony:

Oh, It’s n o t far. Go dow n th e path on

Sandra:

m e e t vo u r frie n d s th e re .

is it? Tom:

th e le ft and th e S p o rts C entre is on th e

m e a n s y o u 'v e g o t so m e w h e re to c h a t

o th e r sid e o f th e w o o d .

w ith o u t u p s e ttin g p e o p le w ho w a n t to study. I c a n ’t c o n c e n tra te w hen o th e r

2 Kate: Suzy: Kate:

U mm ..., e xcuse m e, Suzy. C ould you

p e o p le are ta lk in g . I u su a lly go u p s ta irs

help m e?

to w o rk in th e s ile n t zone, on th e fo u rth

Yes, o f co u rs e . W h a t is it?

flo o r.

I’ve g o t a le ctu re in th e Law S chool

Sandra:

le c tu re th e a tre is?

Tom:

I’ m livin g in a hall o f re sid e n ce on cam pus.

Oh yes. T h a t’s easy. The Law le ctu re th e a tre ’s on th e firs t floor.

Oh, do you? Is it d iffic u lt to stu d y at h o m e , th e n ? W here do you live?

next. Could you te ll m e w h e re th e Suzy:

Yeah. T h a t’s an e x c e lle n t id ea. And it

Sandra:

Oh, rig h t. It m u s t be to u g h try in g to s tu d y in your room .

100


Unit 5 Tom:

Yeah ... It’s p re tty noisy, e s p e c ia lly

Lily:

Yeah. We have to b o rro w s o m e b o o k s ,

Chen:

Yes, b u t I m is s e d th e lib ra ry tra in in g .

a t th e w e e k e n d s . Are you liv in g on c a m p u s , to o ? Sandra:

d o n ’t w e?

Yes. I’ m on c a m p u s , b u t th e re are only

Do you th in k you c o u ld s h o w m e how

fo u r p e o p le o u r h o u se . So it te n d s to

to fin d th e b o o k s and how to ta k e th e m

be a b it quieter. It’s a t th e end o f th e fo o tp a th , n o t fa r fro m th e S p o rts C entre. Tom:

Sandra:

o u t? Lily:

S ure, no p ro b le m . S h a ll I te ll you a b o u t

Oh, rig h t. I kn o w w h e re you m e a n . I

th e d iffe re n t p a rts o f th e library, firs t?

play fo o tb a ll on th e p itch n e x t to th e

Chen:

Oh y e s ...T h a n k you v e ry m u ch.

S p o rts C e n tre . I sp e n d q u ite a lo t o f

Lily:

OK, th e n , le t’s lo o k a t th e p lan o f th e

tim e a ro u n d th e re .

library. H ere, you can se e th e m ain

W ell, n e xt tim e y o u ’re in th a t p a rt, le t m e

d o o r in th e n o rth th a t le a d s in to th e

know. You can co m e round fo r co ffe e .

lobby. In th e m id d le o f th e b u ild in g , th e re 's a big o p e n PC z o n e . The lift and

Track 40 Vicky: Pedro:

s ta irs are on th e le ft a s you go in, and H e llo , a re you new ? I h a v e n ’t s e e n you

on th e o th e r s id e o f th e b u ild in g th e re 's

a ro u n d b e fo re .

th e lib ra ry c a fe . T h a t p a rt o f th e lib ra ry

Hi, yeah, yeah ... I ju s t arrived. To te ll

is p re tty s o c ia b le ... It’s a g o o d place

you th e tru th , I'm a b it lo s t. I saw on th e

to s tu d y w ith frie n d s .

u n iv e rs ity w e b s ite th a t th e re are lo ts o f

Chen:

th e d iffe re n t fo o d o u tle ts on c a m p u s. B u t I d o n ’t know w h e re to fin d th e m . Vicky:

Pedro: Vicky:

Pedro:

Lily:

Oh, if you lik e s tu d y in g in a q u ie t p la ce ,

Oh, no p ro b le m . I ca n te ll you all a b o u t

it's b e tte r to go u p s ta irs , to th e s ile n t

th e m . T here re a lly a re lo ts o f p la c e s to

zo n e . As you c o m e o u t o f th e lift, or

e a t on c a m p u s . To s ta r t w ith , th e r e ’s

up th e s ta irs , y o u ’ll s e e a s e c tio n

th e old c o lle g e d in in g ro o m . You can

on y o u r rig h t, fa c in g n o rth , w h ich is

have h o t m e a ls th re e tim e s a day,

c lo s e d o ff. T h a t’s th e s ile n t zo n e . On

th e re . If you w a n t to s ta r t th e day w ith

th e o th e r s id e , fa c in g s o u th , are th e

a h o t b re a k fa s t, t h a t ’s th e p la ce to go.

b o o k s h e lv e s w ith all th e c o o k b o o k s ...

OK. So w h e re a b o u ts is it?

[fa d e ]

I t ’s n e x t to th e th e a tre , ju s t b e tw e e n th e b u s s to p and th e s h o p s . B u t, if

Track 42

y o u ’re m o re in to fa s t fo o d , like b u rg e rs

Chen:

N ow can you s h o w m e how to fin d a b o o k?

... o r ... u m m ...C h in e s e stir-fry, o r

y iy ;

W ell, th e lib ra ry ’s v e ry big, a n d th e b o o k s

frie d c h ic k e n , th e r e ’s a huge fa s t fo o d

on fo o d c o u ld be u n d e r co o ke ry, o r th e y

hall in th e m id d le o f th e c a m p u s .

co u ld be in h isto ry, o r even e n te rta in m e n t.

Is th a t th e big b u ild in g betw e e n th e

So, th e fir s t th in g to do is to lo o k th e b o o k

s tu d e n ts ’ union b u ild in g and th e s h o p s ? Vicky:

up in th e o n lin e c a ta lo g u e .

Yeah ... t h a t ’s rig h t. It’s a g re a t p la ce

Chen:

to m e e t y o u r frie n d s . T h e re ’s a lw ays

|j|y ;

W here do I do th a t? It’s e a s y ... th e re are lo ts o f c o m p u te rs in

m u s ic and p le n ty o f c h a t.

th e lib ra ry fo r th a t.

Pedro:

S o u n d s like m y kind o f p la ce !

Chen:

Vicky:

B u t if you ju s t w a n t a q u ie t p la ce to

L iiy;

Pedro:

I re a lly p re fe r to s tu d y a lo n e . Is th e re an yw h ere in th e lib ra ry I ca n go?

OK, I se e . R ight, you lo o k up th e title firs t. W hen

have a c o ffe e and a p a stry, th e r e ’s

y o u ’ve fo u n d th e b o o k , y o u ’ll s e e it h a s a

a s n a c k b a r bv th e la k e . It h a s wi-fi

class mark n e xt to it. The c la s s m a rk is

an d an in te rn e t c a fe , and ... it h a s a

on e o r tw o le tte rs and a n u m b e r ... M ake

s p e c ta c u la r vie w o ve r th e lake.

a n o te o f th e c la s s m a rk ... th e n lo o k it up

W ell, th a n k you v e ry m u ch . Can I in vite

on th e p lan o f th e library. The plan s h o w s

you ... [fa d e ]

you e x a c tly w h a t s e c tio n o f th e lib ra ry th e b o o k s are a c tu a lly k e p t in .

Track 4 1 Chen:

Excuse m e, Lily. C ould you h elp m e? YouTrack kn o w w e 've g o t an e s s a y to w rite a b o u t e a tin g c u s to m s a c ro s s th e w o rld ?

43

Chen:

T h a n k you v e ry m u ch , Lily. So how do I b o rro w a b o o k?

A u d io s c rin ts

in i

Lily:

T h a t’s s im p le , to o . W hen you go to th e

in a d a n g e ro u s area. One o f th e th in g s you can do to

lib ra ry y o u ’ll have to ta k e your s tu d e n t ID

p ro te c t y o u rs e lf is to keep yo u r p a s s p o rt and m oney

card. W hen w a n t to b o rro w a b o o k, you

in th e s a fe in th e h o te l. You can alw ays go b a ck and

ta k e it d o w n s ta irs to th e scanner. Then,

g e t th e m if you need th e m . A n o th e r th in g you can do

sca n vour ID card fir s t. Then, open th e

is ta k e an old m o b ile w ith you on holiday. T hese new

b o o k and s lid e it u n d e r th e s c a n n e r u n til it

s m a rt p h o n e s are ve ry p o p u la r w ith th ie v e s all over th e

m a k e s a s o u n d ... a s h o rt b e e p . And t h a t ’s

w o rld . It’s s a fe r ju s t to ta k e an old one.

all you have to do ... Oh, sorry, I fo rg o t. At th e end th e s y s te m p rin ts o u t a tic k e t. It’s

Chen:

Track 47

a good idea to keep it fo r a w h ile , ju s t in

H ello, everyone. I’ m J e n n ife r and I w o rk fo r c a m p u s

c a s e you have a p ro b le m w ith yo u r loan.

security. W e lco m e to th is ve ry s h o rt ta lk a b o u t

T h a n ks a gain, Lily. You’ve been really kind ... [fades out]

em e rg e n cy ph o n e n u m b e rs . To s ta r t w ith , you need to know th a t e m e rg e n cy n u m b e rs a re n ’t th e sam e in every co untry. As w e ’re in England a t th e m o m e n t, it ’s im p o rta n t to know th a t th e e m e rg e n cy n u m b e r is 9 9 9 . So y o u ’ll need to re m e m b e r th is . T h ose o f you

Unit 6

Staying safe

w h o ’ve been to th e U nited S ta te s , w ill know th a t th e em e rg e n cy n u m b e r is 9 1 1 . one n u m b e r d iffe re n t. B ut

Track 44 And now fo r s o m e local new s ... W hen th e re c e p tio n is t arrive d a t G oodm ead P rim a ry sch o o l on M onday, she fo u n d th a t s o m e o n e had broken in to th e o ffice and s to le n severa l la p to p s , so sh e ca lle d th e p o lic e . They ca m e to lo o k a t th e c rim e s c e n e s tra ig h t away and a d vise d her to m ake su re she locked up th e o ffice every e ve ning in fu tu re . They a lso s u g g e s te d th a t she

in A u s tra lia , th e e m e rg e n cy n u m b e r is c o m p le te ly d iffe re n t. It's 0 0 0 . In Germany, th e e m e rg e ncy n u m b e r is th e sa m e as th e re s t o f Europe. T h a t’s 1 1 2 . And in ca se a n yo n e ’s th in k in g o f g o in g on holiday to India th is sum m er, it ’s u se fu l to know th a t th e e m e rg e ncy n u m b e r th e re is 1 0 0 .

Track 48

sh o u ld w atch o u t fo r any s tra n g e rs nearby. Two days

Good m o rn in g . I’ m here to d a y to give you a fe w tip s

later, th e p o lic e c a lle d to say th a t th e y had c a u g h t th e

a b o u t s e c u rity on c a m p u s . W e’re n o t ju s t here to

th ie v e s and a rre s te d th e m . They sa id th e y w o u ld ta k e

p re v e n t c rim e , b u t to m ake su re y o u ’re s a fe tw e n ty fo u r

th e m to c o u rt in th e n e xt fe w days.

h o u rs a day.

Track 45

on c a m p u s is to w a lk h o m e w ith you if you need to

One o f th e s e rv ic e s we provide fo r s tu d e n ts w ho live

W hen th e re c e p tio n is t a rrive d a t G oodm ead P rim ary S chool on M onday, sh e fo u n d th a t s o m e o n e had b ro ken into th e o ffice and s to le n several la p to p s , so she c a lle d th e police.

c ro s s th e c a m p u s la te a t n ig h t. I m ean, we all know th e h a lls o f re s id e n c e are q u ite a long way fro m th e library, d o n ’t w e? So, fo r e xa m p le , if y o u ’ve been s tu d yin g in th e lib ra ry 'til la te and y o u ’re n e rv o u s a b o u t going h o m e a lo n e , all you have to do is ring c a m p u s se c u rity

Track 46 Good m orning. Thank you fo r inviting m e to ta lk to you today. I like sp e a kin g to stu d e n ts , esp e cially when th e re ’s a chance o f m aking th e ir lives a b it safer. Just to s ta rt, does anyone know w h a t th e m o s t com m on crim e is? No? Well, th e ft is th e m o s t co m m o n crim e in th e UK. There are various kinds o f th e ft. For instance, robbery, w hen a th ie f ta k e s s o m e th in g away from so m e o n e personally. Like, when yo u ’re w alking in th e s tre e t and so m e o n e grabs your handbag or your m obile and runs away. T h a t’s robbery. A nother fo rm o f th e ft is burglary, w hen a th ie f breaks into your house and ste a ls your property. OK. Now I’d like to go on to ta lk a b o u t s a fe ty on holiday. You p ro b a b ly know th a t w hen y o u ’re on holiday abro a d , y o u ’re in m uch m ore d a n g e r o f b e in g robbed. T his is b e ca u s e you pro b a b ly d o n ’t know th e c o u n try ve ry w ell. For e xa m p le you m ig h t n o t realize th a t y o u ’re

1.02


on 3 3 3 3 and w e 'll se n d s o m e o n e to m ake sure y o u ’re sa fe . OK? By th e way, a n o th e r im p o rta n t th in g to re m e m b e r is th e c a m p u s e m e rg e ncy num ber. Um m ... we all know th e n a tio n a l e m e rg e ncy n u m b e r in th e UK is 9 9 9 . But w hen y o u ’re on c a m p u s ... and th e re ’s an em ergency, you sh o u ld call 3 3 3 3 . If you call 3 3 3 3 , y o u ’ll g e t through to o u r own s ta ff, rig h t here on ca m p u s . They can react q u ic k ly and g e t to you fa s te r th a n n a tio n a l se rvice s.

Track 49 G ood e ve n ing , e ve ryo n e . I t ’s g re a t to be here to ta lk to you a b o u t s ta y in g s a fe on holiday. B e fore I cam e th is e ve n ing , I did a little re s e a rc h on w h e re s tu d e n ts like to go fo r th e ir h o lid a y s and ca m e up w ith tw o c o n tin e n ts : L atin A m e rica and India. So, m m m ... I’ve been lo o k in g a t th e c rim e fig u re s fo r b o th a re a s , and

Units 6 -7 I th o u g h t I’d s ta r t by ta lk in g a b it a b o u t th a t. T hen I’ll

re m e m b e r all th e d iffe re n t id e a s and

give you s o m e a d vic e a b o u t how to a vo id b e c o m in g a v ic tim o f c rim e . OK, fir s t o f a ll, le t’s lo o k a t w h a t k in d s o f c rim e are

th e d iffe re n t w rite rs . Carl:

So, h ow do you ke e p up w ith it a ll?

M artha:

W ell, a ctu a lly, I m a ke a n o te o f th e

c o m m itte d m o s t in d iffe re n t c o n tin e n ts ... U m m m , OK,

w rite r’s n a m e and s u m m a riz e th e ir

I’ll s ta r t w ith In d ia . G enerally, India is n ’t th o u g h t o f a s a

id e a s in a n o te b o o k . It’s v e ry old

d a n g e ro u s p la ce fo r in d iv id u a ls , b u t th e re h a s b een an

fa s h io n e d , is n ’t it?

in c re a s e in h a n d b a g th e ft in re c e n t y e a rs ... So keep

Carl:

It is a b it. A ctu a lly, I’ m q u ite th e

an eye on yo u r bag w hen y o u ’re o u t in th e s tre e t. R ight.

o p p o s ite . I’ve d o w n lo a d e d s o m e fre e

N ow le t’s lo o k a t L a tin A m e ric a . M m m m ... O f c o u rs e ,

s o ftw a re fro m th e in te rn e t. It le ts m e

you do re a lize th a t n o t all La tin A m e ric a n c o u n trie s

save all th e a rtic le s and e b o o k s I g e t

are th e s a m e , b u t it is tru e to say th a t g u n s are use d

o n lin e and m a ke n o te s on th e m . I like

in a high p e rc e n ta g e o f c rim e s a c ro s s th e c o n tin e n t.

it b e c a u s e i t ’s c h e a p e r th a n p rin tin g

Lo o kin g a t th e fig u re s , it s e e m s th a t gun c rim e is a

e v e ry th in g . B u t, w h a t d o you do,

s e rio u s p ro b le m th ro u g h o u t.

E n riq u e? Enrique:

Track 50

Oh, I’ m a fra id my n o te -ta kin g syste m is n ’t a s m o d e rn as th a t. And it ’s m uch

I can se e s o m e o f you a re th in k in g th a t it a ll s o u n d s

m ore exp e n sive . I p rin t th e a rtic le s I find

ra th e r d a n g e ro u s . B u t I kn o w lo ts o f p e o p le w h o ’ve

o n lin e , and I ph o to co p y pages o u t o f te x t

been th e re and had a re a lly g re a t tim e . They fo llo w e d

b o o ks. Then I go th ro u g h and h ighlig ht

a d vice fro m th e a u th o ritie s , lik e m a k in g s u re th e y d id n ’t

all th e im p o rta n t in fo rm a tio n w ith a pen.

w e a r e x p e n s iv e je w e lle ry in th e s tre e t. And I’d c e rta in ly

N ot very good fo r th e e n viro n m e n t, I’ m

a d v is e a nyo ne tra v e llin g to La tin A m e rica to do th e

a fra id ... W h a t a b o u t you, Jenny?

s a m e . A n o th e r th in g you s h o u ld be c a re fu l o f, is n o t to

Jenny:

U m m m ... I’ m in th e m id d le , really. I

go to lo n e ly p la c e s a t n ig h t. B u t, o f c o u rs e , t h a t ’s th e

d o n ’t use sp e cia l s o ftw a re , b u t I keep

s a m e anyw here. B u t I m u s t sa y , you do have to be

all th e a rtic le s I read o n lin e in fo ld e rs on

ve ry ca re fu l in s o m e p a rts o f La tin A m e ric a w h e n you

mv PC and m ake n o te s on th e m th e re .

ta k e yo u r m o n e y o u t o f a c a s h m a c h in e . S o m e tim e s , you fin d th a t th ie v e s s ta n d v e ry c lo s e to p e o p le a t ca sh

Track 53

m a c h in e s and ta k e th e ir m o n e y a s it c o m e s o u t.

Chen:

Track 51

Lesley:

Hey, Lesley. Are you re a d y fo r th e e xa m ? Hi, C hen! I h a v e n ’t s e e n you fo r w e e ks,

OK ... So, now, I’ll fin is h by ta lk in g a little b it a b o u t

Am I re a d y? I d o n ’t kn o w ... I’ve

India. I've a c tu a lly b een to India and I d id n 't have any

bee n re v is in g re a lly h ard, b u t I c a n ’t

fe e lin g th a t it w a s d a n g e ro u s a t a ll. F irs t o f a ll, I w e n t

re m e m b e r a n y th in g a t th e m o m e n t. You

on an organized to u r w ith a g ro u p o f p e o p le . T h is is

know , I g e t re a d y fo r e x a m s by p la n n in g

d e fin ite ly th e b e s t way to go b e c a u s e i t ’s so m u ch safer.

a re v is io n tim e ta b le . It h e lp s m e m ake

I m e a n , I d id n ’t go a n yw h ere w ith o u t th e g ro u p , and

s u re I’ve s tu d ie d e v e ry th in g on tim e .

we had a to u r g u id e w h o s p o k e th e lo ca l la n g u a g e and

B u t ju s t b e fo re an e xa m , my m in d g o e s

kn e w th e are a . In fa c t, I re m e m b e r now, s h e w a rn e d us

b la n k!

n o t to go o ff w ith s tra n g e rs , even if th e y s e e m e d n ice

Chen:

Yes, I kn o w w h a t you m e a n . I’ve b ee n try in g o u t a new te c h n iq u e fo r

and frie n d ly. B ut, a g a in , you w o u ld n ’t do th a t a t h o m e

re m e m b e rin g fa c ts and d e ta ils . I heard

e ith e r, w o u ld you?

a b o u t it in a p s y c h o lo g y le c tu re . W h a t you do is p u t to g e th e r p ic tu re s in vo u r m in d o f th e d iffe re n t th in g s vou w a n t to

Unit 7


re m e m b e r. It’s u s u a lly b e tte r if you can m a ke th e p ic tu re s funny, like c a rto o n s . Lesley:

I h a d n ’t h e a rd o f th a t. It s o u n d s like fu n . Do you do th a t, to o , In d ira ?

Track 52

Indira:

W ell, I trie d it o n ce , b u t it d id n ’t he lp

Carl:

Hi, M a rth a , h o w ’s th e e s s a y g o in g?

M artha:

Oh, hi C arl. The essay, oh, you know ,

h e a rin g th e m in my h e a d . I c a n 't rea lly

th e r e ’s a lo t o f re a d in g . It’s d iffic u lt to

s tu d y in th e lib ra ry w hen p e o p le are

m e m u ch . I re m e m b e r th in g s by

ta lk in g , ‘c o s I have to be a b le to h e a r

Mac:

m y s e lf saying th in g s over in my m ind!

y e a r’s le c tu re n o te s firs t. I m e an, th e

It's e a s ie r fo r m e to c o n c e n tra te if I

exam to p ic s m ig h t have cha nged since la s t year. Do you agree, G erry?

s tu d y a t hom e, la te a t n ig h t, w hen it's q u ie te r. W h a t do you do to re m e m b e r

Gerry:

Yeah. I th in k yo u 're right. The le ctu re n o te s w ill te ll us w h a t th e m ain to p ic s

th in g s fo r exa m s, M a rk? Mark:

I th in k it ’s b e tte r to go th ro u g h th is

M m m m ... I go to bed e a rly th e n ig h t

o f th e s u b je c t are. Do you th in k we

b e fo re th e exam and g e t up very early

c o u ld a s k th e tu to rs w h a t th e exam to p ic s m ig h t be?

in th e m o rn in g , like five o ’c lo c k and th e n I read over my n o te s again ju s t

Mac:

I th in k we co u ld a s k and th e y m ig h t te ll

to re fre s h my m em ory. I know a lo t o f

us roughly w h a t to lo o k a t. b u t I d o n 't

le c tu re rs te ll us n o t to do la s t m in u te

th in k th e y ’ll te ll us e x a ctly w h a t th e to p ic s w ill be.

re v is io n , b u t it w o rk s w ell fo r m e. Barbara:

Track 54

I th in k it ’s a good idea to a s k th e m , ju s t to know w h a t to fo c u s on. So w h a t’s

Excuse m e.

next? W hat do you th in k a b o u t reading

Receptionist:

Yes?

all th e b o o ks on th e reading lis t? Gerry?

Student:

Can I ta k e my ph o n e in to th e exam , if I

Student:

Gerry:

idea.

sw itc h it o ff? Receptionist:

Your m o b ile ? No. No m o b ile s are

A hhh ... I d o n 't th in k th a t’s a ve ry good

Barbara:

... we c a n ’t read all th e b ooks.

I th in k y o u ’re right. W h at I th in k we have to do is try to re m e m b e r th e m o s t

a llow ed in th e exam h a ll. You can p u t it in yo u r bag, th o u g h .

im p o rta n t d e ta ils and a rg u m e n ts fro m

Student:

OK, b u t th e n w h a t do I do w ith my bag?

th e m ain w rite rs and be ready to use

Receptionist:

B ags go in th e lo cke rs, dow n th e

th e m in th e exam .

c o rrid o r on th e le ft. There are keys

Mac:

in th e d o o rs . J u s t lo ck th e d o o r and

lo o k a t old exam p a p e rs and se e w h a t

ta k e th e key w ith you. Over here, look,

kind o f q u e s tio n s we m ig h t get.

have a lo o k a t th e p oster. W hen yo u 've

Gerry:

Yes. T h a t’s w here th e old exam s w ill h e lp ... lo o k in g a t th e typ e o f q u e s tio n .

p u t your th in g s away, go to th e m ain d o o r o f th e exam hall and show th e Student:

Yeah. OK. Then th e ne xt th in g to do is

Mac:

Right. So w hen w e ’ve w orke d o u t

s u p e rv is o r your s tu d e n t id e n tity card.

w h ich to p ic s we need to stu d y and

Oh, OK. I se e so, I sh o w my id e n tity

re m e m b e re d th e m ain id e a s, we can

card a t th e d o o r and th e n w hen I g e t

lo o k a t old p a p e rs and w rite a fe w p ra c tic e q u e s tio n s .

in to th e exam h a ll, I need to lo o k fo r my e x a m in a tio n n u m b e r. Is th a t th e

Barbara:

Yes. And t h a t’ll h elp us [fades out]

s a m e n u m b e r as my id e n tity ca rd ? Yes, t h a t’s rig h t ... th e s a m e num ber.

CD 2

Student:

So w here s h o u ld I lo o k fo r it?

Track 01

Receptionist:

Your e x a m in a tio n n u m b e r w ill be on a

Receptionist:

Tutor:

d e sk. Student:

Ahh.. rig h t. Thank you ve ry m uch.

Receptionist:

No p ro b le m . Good luck.

exam te c h n iq u e s . I'm sure everyone has d iffe re n t id e a s a b o u t th e m . So s h a ll we find o u t w h a t you do firs t w hen

Track 55 Mac:

you g e t in to an exam ? Hi guys. Is everyone s e t to s tu d y fo r

Gerry:

th e e xa m s, th e n ? D oes anyone have any h in ts a b o u t how to g e t ready fo r

It s o u n d s funny, b u t s tu d e n ts do a c tu a lly a n s w e r th e w rong exam paper

really. Any id e a s, B arbara?

s o m e tim e s ! So, c h e c k th a t it ’s your

W ell, M ac ... th e re are lo ts o f th in g s

exam , firs t. Then w h a t?

we c o u ld do. I m ean we c o u ld s ta r t

Gerry:

by lo o k in g a t o ld exam p a p e rs , o r we c o u ld go th ro u g h all th e le c tu re n o te s fo r each su b je c t. W h a t do you th in k ?

104

C heck th a t you have th e rig h t exam p a p e r?

Tutor:

th e m ? I’ m n o t su re w here to s ta rt, Barbara:

M o rn in g , eve ryo n e . I th o u g h t w e ’d g e t to g e th e r to d a y and ju s t ta lk a b o u t


W rite vo u r e x a m in a tio n n u m b e r on th e a n s w e r s h e e t?

Tutor:

W ell, it m ig h t so u n d o b vio u s, b u t w ritin g yo u r e x a m in a tio n n u m b e r a t

U n its th e b e g in n in g o f th e exam ca n be a good id e a . A p a rt fro m m a k in g s u re th e

Track 03 Tutor:

e x a m in e r k n o w s w h o w ro te th e e xa m ,

answ er, b u t i t ’s o n ly w o rth th irty pe r

ca n a n yo n e say w hy? Mac:

It can h e lp you relax.

Tutor:

Yes, t h a t ’s rig h t. D o in g s o m e th in g e a sy

c e n t o f th e m a rk s , you s till lo s e th e o th e r s e v e n ty p e r c e n t on th a t exam . Gerry:

like th a t g iv e s you a c h a n c e to ca lm Read th e q u e s tio n s c a re fu lly ?

Tutor:

W ell, b e fo re you read th e q u e s tio n s ,

tim e to a n s w e r it properly. Tutor:

Read th e in s tru c tio n s .

Tutor:

Yes. You s h o u ld read th e in s tru c tio n s

give us y o u r m a in id e a s , we ca n give you s o m e m a rk s . Barbara:

ne xt. You need to k n o w how m any

long a n sw e r to one o f th e q u e s tio n s and

w h e th e r you have to a n s w e r all th e

d id n 't g e t round to th e o th e r tw o. I d id n ’t

q u e s tio n s , o r o n ly s o m e . W h a t o th e r

u n d e rs ta n d why I g o t such a low m a rk . Mac:

c h e c k b e fo re you s ta rt? Gerry:

H ow m u ch tim e you have?

Tutor:

Yes, G e rry ’s rig h t. You n eed to m a ke

Oh, really! I w ish I’d know n th a t in my la s t exam . I s p e n t all my tim e w ritin g a

q u e s tio n s you have to answ er, and

im p o rta n t in fo rm a tio n do you nee d to

Yes, a b s o lu te ly . We c a n ’t give you m a rk s fo r w ritin g n o th in g . B ut, if you

w h a t s h o u ld you do? Mac:

So, i t ’s b e tte r to w rite o u r m a in id e a s fo r a q u e s tio n even if we d o n ’t have

do w n . R ight, s o w h a t do you d o n e xt? Barbara:

M a c ’s rig h t. If you w rite o n e v e ry goo d

Yeah. T h a t’s w h a t h a p p e n e d to m e. Luckily, my tu to r e x p la in e d it a fte rw a rd s and I ne ve r d id it a g a in.

su re th a t you kn o w how long th e exam is, s o you can m a n a g e y o u r tim e properly.

Track 02 OK. W h a t do you do n e xt?

Barbara:

Read th e q u e s tio n s ?

Tutor:

Yes. It's v e ry im p o rta n t to read th e q u e s tio n s . N o t ju s t o n ce , b u t se ve ra l tim e s . I u s u a lly m a ke a fe w n o te s w hen I’ m lo o k in g a t th e q u e s tio n s . S o m e tim e s a q u e s tio n lo o k s e a sy and th e n w hen you s ta r t w ritin g you re a lize th a t i t ’s a c tu a lly m o re d iffic u lt th a n you th o u g h t.

Gerry:

Yeah, b u t you d o n ’t w a n t to s p e n d to o m u ch tim e w ritin g n o te s .

Tutor:

No ... b u t it's a g ood idea to j o t dow n a fe w id e a s to s e e if you can re m e m b e r th e a rg u m e n ts fo r th e to p ic s you

1

I b o u g h t th is s h ir t in a s a le .

2

M v b ro th e r th in k s o n lin e s h o p p in g is m u ch q u ic k e r th a n g o in g to th e s h o p s .

3

The good th in g a b o u t s h o p p in g in a d e p a rtm e n t s to re is th a t you can g e t e v e ry th in g in one p la c e .

4

The Jast tim e I to o k s o m e th in g b a c k to a s h o p , th e c u s to m e r s e rv ic e s m a n a g e r w a s n ’t th e r e .

5

I lo s t m y c re d it card th e o th e r day. I w a s re a lly w o rrie d s o m e o n e e ls e w o u ld u se it.

6

Have you e ve r b o u g h t a tra in tic k e t w ith a s tu d e n t d is c o u n t? It’s so m u ch c h e a p e r.

Track 05 Interviewer:

O nce w e ’ve d e c id e d , is it b e tte r ju s t to s ta r t a t th e b e g in n in g and a n s w e r th e q u e s tio n s a s th e y a p p e a r on th e e x a m ? Or s h o u ld we s ta r t w ith th e e a sy q u e s tio n s ?

Gerry:

M m m m . W ell, I s ta r t w ith th e q u e s tio n s th a t I kn o w b e tte r. And leave th e o n e s I’ m n o t s u re o f fo r th e e nd.

Mac:

T h a t’s w h a t I do, b u t I s till ke e p an eye on th e c lo c k , e s p e c ia lly , w h e n th e q u e s tio n s are all w o rth th e s a m e num ber o f m a rk s .

C ould you te ll m e s o m e th in g a b o u t w ho d o e s th e s h o p p in g in y o u r fa m ily ?

s tu d ie d m o s t. Barbara:


Track 04

Tutor:

Mac:

Unit 8

Miriam :

O f c o u rs e . W ell, in a way, it d e p e n d s on w h a t k in d o f s h o p p in g you m e a n . T here are fo u r p e o p le in m y fa m ily b u t o n ly tw o o f us a c tu a lly go s h o p p in g . I th in k w e 're lik e m o s t fa m ilie s , really. I m e a n , my m o th e r a lw ays b u ys th e fo o d . S h e ’s v e ry o rg a n iz e d , you know , sh e a lw ays m a k e s a s h o p p in g lis t b e fo re sh e g o e s o u t. S he says i t ’s a good way to save m oney. Anyway, s h e g o e s to th e s u p e rm a rk e t o n ce a w e e k and g e ts e v e ry th in g we ne e d . M y fa th e r and

Audio scripts

105

b ro th e r h a rd ly ever go to th e s h o p s , b u t I love s h o p p in g ! i ’ m th e p e rso n in o u r fa m ily w ho g o e s s h o p p in g th e m o s t. I ju s t love to go to th e s h o p p in g m all w ith my frie n d s . S o m e tim e s , I buy c lo th e s on th e s p u r o f th e m o m e n t, you know, w ith o u t p la n n in g to . B u t q u ite o fte n , w hen I g e t h o m e I d o n ’t re a lly like w h a t I’ve b o u g h t and I have to go b a ck and a s k fo r a re fu n d . I d o n ’t like d o in g th a t very m u ch . I th in k it ’s a b it e m b a rra s s in g .

Track 06

Track 0 8 Good e ve n ing eve ryo n e . T his e ve n ing , I’ m go ing c o n tin u e la s t w e e k ’s le c tu re by ta lk in g m ore a b o u t how p e o p le sp e n d th e ir money. F irst o f a ll, I’ m going to co m p a re how p e o p le o f d iffe re n t age g ro u p s spend th e ir ca sh . You p ro b a b ly know th a t th e re 's a lo t o f d iffe re n c e be tw e e n w h a t young p e o p le do w ith th e ir money, how fa m ilie s s p e n d th e ir m oney and w h a t m ore m a tu re p e o p le do. S econdly, I w a n t us to th in k a b o u t w h a t we im a g in e m en and w o m e n sp e n d th e ir m oney on. And th e n , I’m g o in g to lo o k a t m a le and fe m a le s p e n d in g p a tte rn s and se e w h e th e r we w ere right. OK ... To s ta r t w ith , le t’s d ivid e th e p o p u la tio n in to th re e s e c tio n s : le t’s say, a h h h , young p e o p le up to th e

Hi. T h is is o u r la s t le c tu re a b o u t b u s in e s s and

age o f 3 0 in th e firs t g ro u p . Then ... um m m ... le t’s put

a d v e rtis in g th is te rm and to d a y I'm g o in g to ta lk a b o u t

fa m ilie s in th e 3 0 to 5 5 year o ld group. So th a t p u ts

s h o p p in g h a b its in d iffe re n t p a rts o f th e w o rld . F irs t

a d u lts over 5 5 in th e m a tu re gro u p . D oes th a t m ake

w e ’ll lo o k a t w ho n o rm a lly d o e s th e s h o p p in g . Yes,

sense?

u m m .... W ell, in th e U n ite d K in g d o m a b o u t 75% o f th e fo o d s h o p p in g is d o n e by w o m e n . B u t th is is n ’t th e c a s e e ve ryw h e re . T h e re are c o u n trie s w h e re up to 60% o f m en do th e g ro c e ry s h o p p in g on th e ir way b a ck fro m w o rk . A nd, h a b its are c h a n g in g ... even in w e s te rn c o u n trie s ... fo r e x a m p le , a re c e n t s u rv e y sh o w e d th a t in th e U n ite d S ta te s n e a rly 50% o f m en s h o p fo r g ro c e rie s . Now le t’s lo o k a t w here p e o p le s h o p . In fa c t, w here pe o p le sh o p d e p e n d s on w h e th e r th e y live in th e city o r in th e country. As we all know, th e re are m ore s u p e rm a rk e ts in th e c ity and m ore m a rk e ts and sm a ll s h o p s in th e co untry. So as th e p o p u la tio n m oves to th e c ity to fin d w o rk, m o re p eople are s h o p p in g in s u p e rm a rk e ts th a n ever b e fo re ... [fades out]

Track 07 H ello. Good to se e you all here. T his a fte rn o o n I’ m

Track 09 R ight, w ell, I fo u n d th a t th e firs t g ro u p , th a t’s young p e o p le up to th e age o f 3 0 , m o s tly s p e n d th e ir m oney on c lo th e s , m u s ic and e n te rta in m e n t. T h a t’s n o t really ve ry s u rp ris in g , is it? A lth o u g h I m u s t a d m it I th o u g h t th e y m ig h t sp e n d a lo t on c a rs and tra v e llin g a round . So ... th e next g ro u p is w h a t I've c a lle d families, pe o p le in th e age g ro u p fro m 3 0 to 5 5 . N aturally, as I e xpected , th is g ro u p s p e n d s m o s t o f its m oney on fo o d , to v s and trip s o u t. But, I w a s s u rp ris e d to fin d th a t p e o p le aged b etw een 3 0 and 5 5 sp e n d m o s t o f th e ir m oney on fu rn itu re and k itc h e n e q u ip m e n t. I s u p p o s e i t ’s logical, if you th in k a b o u t it. P eople are u s u a lly im proving th e ir h o m e s a t th a t age and h o u s e h o ld e q u ip m e n t is very e x p e n sive . B u t th e y a ls o s p e n d a lo t o f m oney on e le c tro n ic e q u ip m e n t, like video g a m e s fo r th e c h ild re n . Now tu rn in g to th e th ird g ro u p , t h a t’s p e o ple over 5 5

g o in g to ta lk a b o u t a re c e n t survey in to m e n ’s and

... I th o u g h t th e y ’d sp e n d th e ir m oney on g a rd e n in g

w o m e n ’s s h o p p in g h a b its . B efore I s ta rt, I’d like you to

to o ls and e le c tro n ic e q u ip m e n t. B ut I w as w rong again.

lo o k a t th e lis t o f s ta te m e n ts a b o u t m en and w om en

P eople in th e over 5 5 s g ro u p s p e n d m o s t m oney on

and se e w h ich o n e s you w o u ld e x p e c t to be tru e ...

new c a rs and days o ut.

R ight? Firstly, le t's lo o k a t th e idea th a t w o m e n sp e n d a lo t o f m oney on e x p e n s iv e s h o e s. A ctually, th is is n ’t tru e . In fa c t, w om en buy a lo t o f ch e a p s h o e s . M en, on th e o th e r hand, try to save m oney by buying s p e cia l o ffe rs . W h a t is s u rp ris in g a b o u t w o m e n , th o u g h , is th a t th e y like s h o p p in g in e xp e n sive b o u tiq u e s . And, it is n ’t tru e th a t th e y alw ays m ake a s h o p p in g lis t w hen th e y go to th e s u p e rm a rk e t. We a ls o e xp e cte d to fin d th a t m en w o uld go to th e s u p e rm a rk e t a fte r m id n ig h t to g e t th e ir fo o d cheaper, b u t th is w a s n ’t th e ca s e , e ither. Then th e th ird th in g we le a rn t a b o u t w om en is th a t th e y like to sh o p in big d e p a rtm e n t s to r e s , w hich m en d o n ’t like. They like to go s h o p p in g in s p e c ia lis t s h o p s . OK? How m any did you g e t rig h t?

106


Track 10 So, w h a t did we th in k a b o u t how m en and w om en s p e n d th e ir m oney? OK ... W ell, we th o u g h t th a t young w o m e n w o u ld sp e n d a lo t on c lo th e s and s h o e s , and th a t yo u n g m en w o u ld buy m ore e le c tro n ic e q u ip m e n t and c a rs . W ell, w hen we lo o k a t th e fig u re s we can see th a t we w ere rig h t a b o u t th e m en. Young m en spen d tw ic e as m uch as w o m e n on c a rs and c o m p u te rs . B ut ... and th is is in te re s tin g ... we w ere w ro ng a b o u t th e w o m e n . I w as s u rp ris e d to fin d th a t young w om en s p e n d m uch m ore on b e a u ty tre a tm e n ts th a n th e y do on c lo th e s and s h o e s . So w e ’ll have to th in k a b o u t th a t a gain. And th e r e ’s a n o th e r in te re s tin g fa c t a b o u t young

Unit 9 w o m e n ... It lo o k s a s th o u g h yo u n g w o m e n are m uch m o re c o n c e rn e d a b o u t th e ir d ie t th a n m e n . We fo u n d

Track 13 Martin:

th a t a lth o u g h vo u n g w o m e n d o n ’t sp e n d a s m u ch as m en on e a tin g o u t, th e y do s p e n d a lo t m o re on o rg a n ic

So, Sally, w h a t do you d o in y o u r fre e tim e ?

Sally:

fo o d s th a n young m en.

W ell, a t th e m o m e n t I’ m tra in in g to be a p riv a te p ilo t.

Martin:

No way! R eally? W h a t m a d e you w a n t to do th a t?

Sally:

Unit 9


a p la n e , e ve r s in c e I w a s a little g irl. Martin:

Track 11

W ell, I’ve a lw a ys loved th e idea o f flying

Sally:

A

W ow! Is n ’t it e x p e n s iv e ? E r r ..., ye a h , b u t i t ’s w o rth it ... I t ’s an a m a z in g e x p e rie n c e . B u t w h a t

Karl:

a b o u t you, M a rtin ? W h a t do you do fo r

Hi Trudy. W h a t a re you d o in g th is w e e k e n d ? I'm g o in g s w im m in g , dow n a t th e b e a ch .

Trudy:

le is u re ? Martin:

Oh. rig h t ... I'm g o ing ru n n in g . I’ m

h ockey in my s p a re tim e . I’ m c a p ta in o f

p ra c tis in g fo r th e m a ra th o n n e xt

th e c o lle g e te a m . So a t w e e k e n d s , we tra v e l to g a m e s all o ve r th e s ta te .

m o n th . Do you like ru n n in g , K arl? Karl:

No. N o t m e!

N o th in g n e a rly a s e x c itin g ... I plav ice

Sally:

B u t th a t s o u n d s fu n . Do you e njo y

Martin:

Yeah, I do.

le a d in g th e te a m ? B Hillary:

Karl:

Hey, K arl, do you fe e l like g o in g to th e cin e m a to n ig h t? T h e re 's a re a lly good

Track 14

film on.

Judy:

Hi, S te ve . W h a t a re you d o in g ?

Oh, I'm s o rry Tracey. I’ve a lre a d y g o t

Steve:

W ell, I c o lle c t s ta m p s w ith p ic tu re s o f

tic k e ts to go a c o n c e rt th is e ve n ing .

tro p ic a l b ird s on th e m . So, I’ m lo o k in g fo r m o re o f th o s e .

C Trudy:

W h a t a re you d o in g th is v a c a tio n ,

Judy:

have you g o t s o fa r?

Jo h n ? I’ m tra v e llin g a ro u n d E urope fo r a w h ile b e fo re I go b a c k to A u s tra lia . John:

Steve:

I’ve g o t a 3 2 c e n t s ta m p w ith a p ic tu re o f a cardinal honeyeater on it. It ca m e

Oh, re a lly? I’ m n o t th a t keen on

o u t in 1 9 9 8 .

tra v e llin g , to be h o n e s t. I’ m g o in g to sp e n d m y v a c a tio n g a rd e n in g .

Oh ... th a t's in te re s tin g . W hich o n e s

Judy:

A cardinal honeyeater? Is th a t a b ird ? Can I s e e ?

Steve:

D Trudy:

I'm g o in g cy c lin g on S aturday, H illary.

Judy:

T h a n k s a lo t, b u t I’ve g o t a lo t o f c o o k in g to do fo r th e p a rty in th e

Steve: Judy:

O f c o u rs e I am . W o u ld n ’t m is s it!

The U n ite d S ta te s . M m m m ... and how did you g e t it? Do you kn o w s o m e o n e in th e S ta te s ?

e ve n in g . I h ope y o u ’re s till c o m in g . Trudy:

Oh, ye s. It’s b e a u tifu l ... So w h ich c o u n try is th e s ta m p fro m ?

Do you w a n t to c o m e a lo n g ? Hillary:

Yeah, here ... I t ’s a tro p ic a l b ird.

Steve:

No. It’s n o t like th a t. I buy s ta m p s fro m o th e r c o lle c to rs . Lo o k a t th is o n e ... I

Track 12

b o u g h t it la s t w e e k. It’s a tw e n ty five c e n t s ta m p .

1 fry fry 2

pray pray

3

lead lead

4 b la d e b la d e 5 c o rre c t c o rre c t 6

play play

7 read read 8 fly fly 9

played played

1 0 c o lle c t c o lle c t

Judy:

Oh, b rillia n t! It's g o t a p a rro t on it! W hen w a s it is s u e d ?

Steve:

1967

Judy:

OK ... And w h e re ’s it fro m ?

Steve:

It's fro m B ra z il.

Judy:

C ool!

Track 15 Adm inistrator:

Hi, ca n I h e lp yo u ? Are you in te re s te d in c lim b in g , a t a ll?

Audio scripts

107

Andrew:

Hi. Yeah. Actually, I've been th in k in g

Victoria:

The film and d ra m a clu b c o s ts a lot,

Mark:

Yes, £ 5 0 is a lo t. And t h a t ’s probably

a b o u t jo in in g a clu b fo r a w h ile now. So w h a t do I have to d o ? Adm inistrator:

d o e s n ’t it?

It's e a s y really. I ca n fill in th e fo rm

w hy it o nly has 1 2 m e m b e rs . Ahhh ...

fo r you rig h t now, o n lin e , and th e n you

is th e re any o th e r club you th in k lo o ks

can c o m e to o u r fir s t m e e tin g n e xt

in te re s tin g ? Look a t th e n e xt one ...

m o n th .

s tre e t d a n c e . Have you ever done any

Andrew:

OK. L e t’s do th a t th e n .

Administrator:

Right. F irst o f a ll, w h a t’s your n a m e ?

Andrew: Administrator: Andrew:

M e tc a lfe .

Administrator:

M e tc a lfe ... How do you s p e ll th a t?

Track 17

Andrew:

M-E-T-C-A-L-F-E

Mark:

Administrator:

M-E-T-C-A-L-F-E, w ith an ‘e ’ .

s tre e t d a n ce ? Victoria:

No, I h a v e n ’t, really.

Andrew.

Mark:

It’s th e c h e a p e s t. It o nly c o s ts £ 5 .

A ndrew ... and your fa m ily na m e ?

Victoria:

M m m m ...

OK. S h a ll we s ta r t w ith you r in te re s ts ? W h a t do you like d o in g b e s t?

Andrew:

Yes, t h a t ’s right

Administrator:

And yo u r age? Are you over 1 8 ?

g o t a pro fe ssio n a l cam era. So I ta ke it

Andrew:

Yup. I’ m 2 1

q u ite seriously. But I c a n ’t really im agine

Administrator:

And w here do you live?

belonging to a club to ta ke photographs.

Andrew:

My a d d re s s is 4 3 A H ighbury S quare,

I usually go on long w alks on my own

L ondon, W 1

and ta ke photos. So I like photography,

Administrator:

Victoria:

T h a n ks ... and do you have a n u m b e r w h e re I can c o n ta c t you?

Andrew:

Yes, my m o b ile is 0 7 2 0 9 5 7 1 3 2 4

Administrator:

And I have to a s k a c o u p le m ore

Um m m ... w ell, I like photography. I’ve

b u t I w o u ld n ’t w a n t to jo in a club to do it. Mark:

OK, so w h a t e ls e do you like d oing?

Victoria:

Oh no! N o t ru n n in g ! I like w a lkin g , b u t

R unning?

q u e s tio n s . U m m m ... do you have any

I h a te ru n n in g . I’ m a fra id th e run n in g

h e a lth p ro b le m s ?

c lu b is n 't fo r m e or th e cyclin g club.

Andrew:

No, no. N othing.

Mark:

And film and d ra m a ?

Administrator:

And a la s t q u e s tio n . Have you ever

Victoria:

Ahh, no ... It’s fa r to o exp e n sive . B ut

c lim b e d b e fo re ?

do like vo g a . I’ve p ra c tis e d yoga on and

Andrew:

Y es. I have, a bit.

o ff fo r y e a rs. How m any m e m b e rs d oes

Administrator:

W ell, th a n k s very m uch.

th e yoga clu b have? Mark:

Track 16 Victoria: Mark: Victoria:

H ello. Are you th e p e rso n to a s k a b o u t

te rm , b u t th e y s to p g o in g a fte r a fe w

jo in in g a club?

w e e k s . So th e y ’re le ft w ith a few re g u la r m e m b e rs every year.

Yes, I am . W h a t w o u ld you like to Victoria:

T h a t s o u n d s g o o d . I th in k I’d like to

W ell, I’m in te re s te d in several th in g s ,

jo in th e yoga club. And w h a t a b o u t

b u t I’d like to know m ore a b o u t th e

th e c o n te m p o ra ry d a n ce c lu b ? Is it

d iffe re n t c lu b s and how m uch th e y c o s t. I'm lo o kin g fo r a s m a ll c lu b th a t’s

e xp e n sive ? Mark:

OK. Have a look a t th is ta b le . You can see th e n a m e s o f th e c lu b s , th e fe e s

C o n te m p o ra ry d a n ce ? No, it ’s n o t e x p e n sive . £ 1 0 fo r th e te rm ... Do you

n o t to o e xpensive. Mark:

It’s alw ays a sm a ll g ro up. A lo t o f pe o p le sign up a t th e b e g inn in g o f

know ?

like d a n ce ? Victoria:

W ell, I’ve never trie d c o n te m p o ra ry

and th e n u m b e r o f m e m b e rs . I’ m a fra id

d a n ce , b u t I do like iazz and ta p dance.

th e y a re n 't in any order. If you lo o k a t

How o fte n d o e s th e g ro u p m e e t?

th e to p o f th e lis t, th e firs t clu b is ta b le Victoria: Mark:

te n n is . T h a t's one o f o u r new c lu b s .

Track 18

Oh, rig h t. So th e ta b le te n n is clu b

Mark:

So can I have your fu ll n am e, p le a se?

c o s ts £ 2 0 . T h a t’s q u ite e xp e n sive .

Victoria:

V ic to ria M a n d e ville .

Yes, it is a b it e x p e n sive . The c ro s s

Mark:

M-A-N-D-A-V-l-L

c o u n try cyclin g clu b is cheaper, th o u g h .

Victoria:

No, no. M-A-N-D-E-V-l-L-L-E.

M e m b e rs h ip fe e s are o n ly £ 1 5 , b u t on

Mark:

th e o th e r hand it's g o t 1 0 0 m e m b e rs .

108

L


D o uble L, E. T h a n k you. And how old are you?

Unit 10 Victoria:

N in e te e n .

Mark:

And yo u r a d d re s s ?

did a t school, and your tu to rs will expect you to s tu d y on

Victoria:

5 7 B urv G a rd e n s. A th e rto n Park,

your own a lo t m ore. So you m ig h t feel y o u ’ve g o t a lot o f

university you w on t have a s m any hours o f c la s s a s you

M a n c h e s te r, M 4 6

free tim e on your hands. So how do you deal w ith it? Well,

Mark:

How do you s p e ll ‘ B u ry ’ ? B-E-R-R-Y?

to be h o n e st, I d o n ’t th in k th e re 's an easy answer, b u t I

Victoria:

No. It’s B-U-R-Y

th in k it h e lp s to go to all your c la s s e s , how ever tire d you

Mark:

R ight. B-U-R-Y. And do you have a

are. Print a copy o f your tim e ta b le and p u t it on th e wall in

c o n ta c t n u m b e r?

your b e droom . Actually, your university m ig h t even have a

Yes. M v m o b ile is: 0 7 9 4 2 5 7 3 2 7 9

system fo r a le rtin g you on your m o b ile w hen vour lectures

Victoria: Mark:

07942 573 279?

are. A p a rt fro m th a t, you could try not go in g o u t during th e

Victoria:

Yes, t h a t ’s rig h t. Is th a t a ll?

w eek and keeping your social life fo r th e w eekend. I’ m not

Mark:

Ahh ... o n e m o re th in g . Do you have an

sure th a t’s very easy th o u g h . One th in g I will say, though,

e m a il a d d re s s ?

is th a t a t th e end o f th e year, a fte r vour e x a m s , you can really relax.

Track 22

Review 3

I s ta rte d th is new jo b a co u p le o f w eeks ago and I’ m having a lot o f tro u b le w ith my w ork-life balance. In my la st

Track 19 1

2

jo b we had fixed hours. We had to be a t th e o ffice a t 9 .0 0

... we th o u g h t th a t yo u n g w o m e n w o u ld s p e n d a lo t

on th e d o t and we always fin is h e d a t exactly 5 .0 0 . Any

on c lo th e s and s h o e s , and th a t yo u n g m en w o u ld

w o rk we h a d n ’t fin is h e d we could ju s t leave fo r th e next

buy m ore v id e o g a m e s , m o b ile p h o n e s and c a rs .

day. B ut th is new jo b 's ve ry d iffe re n t. I m ean, in th is jo b , we can co m e in to th e office any tim e betw een 8 .0 0 and

We fo u n d th a t a lth o u g h yo u n g w o m e n d o n 't sp e n d a s m u ch a s m en on e a tin g o u t, th e y do sp e n d a lo t m o re on o rg a n ic fo o d s th a n yo u n g m en.

3

1 0 .0 0 in th e m orning. Then we can ch o o se w h e th e r to have a lunch break o r not. Then it g e ts a b it co m p lica te d ... U m m m ... If we have a lunch break we can leave

... in fa c t, p e o p le aged b e tw e e n 3 0 and 3 5 sp e n d

betw een 4 .0 0 and 6 .0 0 . If we d o n ’t have a lunch break,

m o s t o f th e ir m o n e y on fu rn itu re and k itc h e n

we can go hom e betw een 3 .0 0 and 5 .0 0 . OK, well at

e q u ip m e n t ... P eople a re u s u a lly im p ro v in g th e ir

firs t th is syste m so u n d e d really good, e sp e cia lly fo r m e

h o m e s a t th a t age and h o u s e h o ld e q u ip m e n t is

beca u se I have young ch ild re n . But, th e problem is th a t,

v e ry e x p e n s iv e .

if we haven’t fin is h e d o u r w ork, we have to fin is h it o ff a t hom e. So it's a ctu a lly ve ry d iffic u lt to draw th e line betw een w o rk and hom e. For e xam ple, on M ondays I can leave th e children a t school, go to th e gym and g e t

Unit 10

Work-life balance

Track 20

into th e o ffice q u ite late. B ut I c a n 't ta k e a lunch break, b ecause I need to leave e a rly to pick th e ch ild re n up from school. They co m e o u t a t 4 .0 0 . And th e n I have to w ork from hom e in th e evening to fin is h w h a t I have to do.

T h e ir h o lid a ys s ta r t a t th e b e g in n in g o f July. L iste n again. T h e ir h o lid a ys s ta r t a t th e b e g in n in g o f July.

Track 21

Track 23 If you lo o k a t th is c h a rt you can s e e how we p lan o u r p ro je c ts . T h is o n e is a s u rv e y w e ’re w o rk in g on th is ye a r a b o u t w h e re p e o p le lik e d to sh o p . OK? W ell, we

W hen you s ta rt university yo u ’ll probably find it ’s n o t all

alw ays s ta r t by h a vin g a te a m m e e tin g . T h a t’s in th e

th a t easy to balance th e tim e you spend on studying w ith

firs t c o lu m n c a lle d t a s k s . So, in th is te a m m e e tin g we

th e tim e you spend going o u t w ith your frie n d s. In fa ct,

d e c id e w h a t we need to d o , w h o ’s g o in g to do it and ...

one o f th e biggest pro b le m s yo u ’ll have is m anaging your

e rr ... w h e n it's g o t to be ready. R ight? So you ca n se e

tim e . O f course, it’s p erfectly u n d e rsta n d a b le ... I m ean,

here in th e s e c o n d c o lu m n , w e ’ve g o t th e s ta r t d a te o f

in m any ca se s, it's probably th e firs t tim e y o u ’ll have lived

th e p ro je c t. T h a t's th e 2 3 rd January. T h a t’s th e s a m e

away from hom e. So y o u ’ll have to do lo ts m ore th in g s fo r

day w e have th e te a m m e e tin g . If you lo o k dow n th e

y o u rs e lf, like buying your own foo d , w ashing your c lo th e s

ta s k s c o lu m n you can s e e th a t th e firs t th in g w e have

and m anaging your own money. A t th e sa m e tim e , th e re ’s

to d o is w rite a d ra ft q u e s tio n n a ire . You know , like an

no-one th e re to te ll you w h a t tim e to co m e hom e a t night,

o u tlin e o f th e q u e s tio n s we w a n t to a s k . Then we have

or w h a t tim e to g e t up in th e m orning. On to p o f th a t, a t

to c h e c k th e q u e s tio n n a ire to m a k e s u re th e q u e s tio n s

Audio scripts

109

are right. If you lo o k a t th e lin e s in co lu m n th re e , you can se e th e d a te s w hen we have to c o m p le te im p o rta n t ta s k s in th e p ro je ct. T hese are w h a t we c a ll m ile s to n e s in th e p ro je c t. For e xa m p le , w hen w e ’ve ch e cke d th e q u e s tio n n a ire on th e 2 5 th A pril, w e ’ll have re a ch e d a m ile s to n e , and w hen w e ’ve c o m p le te d th e su rve y on th e 3 0 th June, w e 'll have reached a n o th e r m ile s to n e . On th e 1 5 th A ug u st, w hen we fin is h e n te rin g th e d a ta on th e d a ta b a s e , w hen we fin is h e n te rin g th e d a ta on th e d a ta b a s e , w e ’ll have fin is h e d th e firs t p h a se o f th e p ro je ct. The se c o n d p h a se o f th e p ro je c t involves w ritin g th e re p o rt. W e’ll be d o in g th a t be tw e e n 1 5 th A u g u st and th e 1 5 th S eptem ber. And th a t’s th e d e a d lin e

Track 26 I’d like to give you an exam ple o f th e kind o f person who b e n e fits m o s t fro m our fa m ily frie n d ly policy. Sally is one o f our a s s is ta n ts in a ccounting, w ho has tw o sm all c h ild re n . S ally’s husband travels abroad a lo t so she has to look a fte r th e children on her own m o s t o f th e tim e . Both th e children go to a nu rse ry early in th e m orning. So, w e ’ve agreed th a t Sally can com e in a t 8 o ’clock, a fte r she leaves th e children. At lu n ch tim e Sally's s is te r picks th e children up fro m th e nursery. But she has to go to w o rk h e rs e lf a t th re e o ’clock. So Sally leaves th e office a t tw o to c o lle c t th e children fro m her s is te r’s . And she m akes up th e extra tim e by fin is h in g her w ork a t hom e.

fo r th e p ro je c t to be han d e d to th e c lie n t.

Track 24 In o u r co m p a n y we b e lie ve th a t o u r e m p lo y e e s are m ore p ro d u ctive , you know, th e y w o rk be tte r, if th e y ’re happy. N aturally, we have to m ake su re th e co m p a n y m a k e s a p ro fit, b u t a t th e s a m e tim e we need to th in k a b o u t th e physical and m e n ta l h e a lth o f o u r e m p lo y e e s . We do u n d e rs ta n d th a t th e y a re n 't ju s t w o rk in g m a c h in e s ... So we have a p o licy o f h e lp in g th e m fin d a fa ir b a la n ce betw e en th e ir w o rk and th e ir p riva te lives. W h a t we call a w o rk-life b a la n ce . We do th is in several ways. Firstly, we have a fa m ily frie n d ly policy, so p a re n ts can

Unit 11

Com paring cultures

Track 27 Conversation A Sam :

Hey, M ick. Have you e ve r been to

Mick:

Yeah. I w a s th e re la s t year. Why do

T h a ila n d ?

Sam:

you know, tim e s th a t a re n ’t fixed. O th e r tim e s p a re n ts

b o th have a really h e a lth y d ie t, w ith lo ts o f v e g e ta b le s . S om e o f th e d is h e s are

o u r g e n e ro u s m a te rn ity leave package. In o u r com pany,

p re tty h o t and spicy, th o u g h .

we a llo w w o m e n w h o ’ve had a baby to ta k e a w h o le

Track 25

Oh, right. U m m ... Thai fo o d ’s n o t e x a ctly th e sa m e as C h in e se , b u t th e y

hom e. A n o th e r e xa m p le o f our fa m ily frie n d ly p o licy is

w h ile th e y ’re away, th e ir jo b s are p ro te c te d .

Conversation B Lisa:

Hi, Tony. Do you have a m o m e n t?

Tony:

S ure. W h a t’s it a b o u t?

Lisa:

W ell, I’ m re s e a rc h in g ty p e s o f h o u sin g

B e ca use we w a n t o u r e m p lo ye e s to be happy, we

a c ro s s th e w o rld and I th o u g h t I’d a sk

ca rrie d o u t a su rve y recently, to fin d o u t w h ich w o rk in g

you a b o u t w h a t k in d s o f h o u s e s th e re

p a tte rn s are re a lly m o s t popular. In g e n e ra l, o u r s ta ff

are in A u s tra lia .

p re fe r to w o rk a t th e o ffic e . In fa c t, n e a rly h a lf co m e

Tony:

in d u rin g re g u la r o ffic e h o u rs ... you know, fro m 9 .0 0

S ure. W hich p a rt o f A u s tra lia are you th in k in g a b o u t? I m e a n , th e re are

to 5 .0 0 . Anyway, we a ls o asked a b o u t p a rt-tim e w ork,

b lo c k s o f fla ts in m o s t c itie s , th e sam e

w o rk in g fro m h o m e and a n o th e r o p tio n ... [p a u s e ]

th e s a m e a s anyw here e ls e in th e

job s h a rin g . Job s h a rin g is a kind o f p a rt-tim e w o rk,

w o rld .

w h e re tw o p e o p le s h a re th e re s p o n s ib ilitie s fo r one fu ll tim e jo b . Anyway, we fo u n d th a t o nly 5% o f o u r

Conversation C

s ta ff w a n te d to s h a re a job. So, it ’s n o t ve ry popular,

Li Li:

Hi, B arbara. H ow's yo u r Japa nese

Barbara:

It ’s g re a t! I’ m le a rn in g a b o u t th e

on th e w h o le . B u t w hen it c o m e s to w o rk in g p a rt-tim e , we w ere s u rp ris e d to fin d th a t 27% o f o u r e m p lo y e e s

110

on

Thai fo o d w as th e s a m e a s C hinese. Mick:

have to w o rk p a rt tim e ... and q u ite a lo t w o rk fro m

year o ff w o rk a fte r th e b a b y’s born. And, o f co u rs e ,

W ell, I’ m th in k in g o f d o in g a p ro je c t

A sian fo o d and w as w o n d erin g w h e th e r

lo o k a fte r th e ir c h ild re n w hen th e y ’re very young. For e xa m p le , s o m e tim e s th e y need to w o rk fle x ib le h o u rs,

you

ask?

lan g ua g e p ro je c t g oing?

w ould a c tu a lly p re fe r it. T h a t’s a very high num ber,

Ja p a n e se a lp h a b e t a t th e m o m e n t.

re a lly ... over a q u a rte r o f th e s t a f f ... And th e n it w as

And w h a t a b o u t your p ro je c t a b o u t

in te re s tin g to see th a t q u ite a lo t o f o u r s ta ff - 2 0 % in

C h ina? How m any la n g uage s do they

fa c t, w ou ld like to w o rk fro m h o m e .

speak?


Unit 11 Li Li;

Ah. W ell th e r e ’s M a n d a rin C h in e s e

to a s t, eg g s a n d te a o r c o ffe e fo r

and a t le a s t a n o th e r te n v a rie tie s o f

b re a k fa s t. Have you g o t th a t, M e e n a ?

C h in e s e fro m d iffe re n t re g io n s . Barbara:

M eena:

W ow! T h a t’s a m a zin g !

Yes ... B u t b re a k fa s t in India is c o m p le te ly d iffe re n t. We have a lo t o f d iffe re n t k in d s o f b re a k fa s t a c ro s s In d ia , b u t m o s tly we e a t s o m e typ e o f

Conversation Debbie:

b re a d w ith le n tils . A m ira ... I’ m d o in g a p ro je c t on n a tio n a l

Chen:

c o s tu m e s . Do you have o n e in th e

w ith n o o d le s o r rice a n d v e g e ta b le s

E m ira te s ? Amira:

fo r b re a k fa s t. So w h a t do you have fo r

Oh, yes w e do ... The n a tio n a l c o s tu m e fo r w o m e n is c a lle d an abaya. It's

lu n ch , B a rb a ra ? Barbara:

b a s ic a lly a lo n g b la c k d re s s , b u t we

u s u a lly have a big lu n ch . We u s u a lly ju s t have a s a n d w ic h . B u t i t ’s d iffe re n t

o f a kin d o f s ilk . Lo o k a t th is o n e , here

in In d ia is n ’t it? Meena:

a t a ll. We have rice and v e g e ta b le s fo r

Oh. I th in k i t ’s lovely.

lu n ch in In d ia . Chen:

n o o d le s o u p , and a m a in c o u rs e . Barbara:

in th e UK, a s w e ll. Q u ite o fte n we have

a s people fro m s o u th e rn co u n trie s .

c h ic k e n , m e a t o r fis h w ith p o ta to e s and

have you

OK. So ... w h a t

Tony:

U m m m ... W ell, I fo u n d th a t in s o m e

fo u n d o u t?

v e g e ta b le s .

c o u n trie s i t ’s m o re c o m m o n to ta lk in

Track 30

p u b lic th a n o th e rs . For e x a m p le , p e o p le

Am ira:

in th e UK and H o lla n d d o n ’t u s u a lly Ita lia n s a n d th e S p a n is h s e e m to be

m a rria g e c u s to m s ? M eena:

Yeah, s u re . I’ve g o t a lo t o f in fo rm a tio n

Am ira:

Yes, ye s. I’ve g o t m a te ria l a b o u t

m u ch m o re o p e n . They c h a t to p e o p le on b u s e s , in s h o p s , in re s ta u ra n ts .

a b o u t In d ia . How a b o u t you?

So, do you th in k th a t p e o p le fro m th e

m a rria g e in th e E m ira te s . S h a ll we g e t

s o u th o f Europe are frie n d lie r th a n

g o in g ? W h a t a b o u t m e e tin g ? How do

n o rth e rn E u ro p e a n s ? W ell, it d o e s lo o k th a t way, even in th e

p e o p le in India m e e t in th e fir s t p la ce ? Meena:

s a m e co u n try. I m e a n ... a h h h ... fo r

th e p a re n ts used to arrange th e m a rriage, and th e co u p le used to m e e t

fro m th e n o rth o f Italy, th e Ita lia n s in

fo r th e firs t tim e w hen th e boy v isite d

th e s o u th c h a t m u ch m o re to each

th e g irl’s h o u s e . B u t th a t's ch anged now. Am ira:

Yeah? We u se d to have a rra n g e d

M m m m ... it d o e s s o u n d in te re s tin g .

m a rria g e s in th e E m ira te s , to o . Did

W ell, th a t's fin e . I th in k y o u ’ve fo u n d a

th e g ro o m have to g ive a n y th in g to th e

go o d to p ic .

b rid e ’s fa m ily ? I m e a n , did th e y give th e m a g ift o r m oney?

Track 29

M eena:

W ell, in In d ia , in th e old days, th e g irl's

Hi, B a rb a ra . W hy d o n 't you jo in

fa m ily u se d to give th e b o y’s fa m ily a

o u r g ro u p ? W e ’re g o in g to give a

g if t , like m o n e y o r je w e lle ry . B ut, i t ’s n o t a llo w e d any m o re .

p re s e n ta tio n a b o u t w h a t w e e a t a t e a ch m e a l in o u r h o m e c o u n trie s . Barbara:

M m m ... in tra d itio n a l Indian fa m ilie s

e x a m p le , in c o m p a ris o n w ith Ita lia n s

o th e r in p u b lic .

Meena:

Hi, M e e n a . S h a ll we have a lo o k a t th e m a te ria l fo r o u r p re s e n ta tio n on

ta lk to p e o p le th e y d o n ’t know , b u t th e

Tutor:

We have o u r m a in m e a l in th e e ve n ing

a ttitu d e s to ta lk in g to s tra n g e rs in public Tutor:

Tom:

Yeah ... we have a co o k e d m e a l a t lu n ch tim e , to o . We u s u a lly have

I’ m try in g to fin d o u t if p e o p le from no rth e rn c o u n trie s have th e sam e

Tutor:

Oh d e fin ite ly . I d o n ’t like s a n d w ic h e s

[p a u s e ]. W h a t do you th in k ?

Track 28 Tony:

W ell, you k n o w in th e UK, we d o n 't

d e c o ra te it w ith g old p a tte rn s a ro u n d th e s le e v e s and n e ck. It’s u s u a lly m a d e

Debbie:

Oh, is th a t rig h t? In C h in a , we have te a

Amira:

W ow! In my c o u n try th e g ro o m s till has

Oh, g re a t! I love fin d in g o u t a b o u t

to pay all th e e x p e n s e s ! U m m m ... have

o th e r c u ltu re s . So w h e re do we s ta rt?

th e re bee n any c h a n g e s in m a rria g e

B re a k fa s t? In th e UK we have c e re a l,

c u s to m s in India in re c e n t ye a rs?

Audio scripts

111

Meena:

Amira: Meena:

in c o u n trie s all a c ro s s th e w o rld , like

W ell, yes. I’ve fo u n d an a rtic le a b o u t s p e c ia l w e b s ite s fo r fin d in g p a rtn e rs .

Brazil and India and In d onesia. B ut an

It says th a t b e ca u se so m any young

in te re s tin g th in g we d iscovere d is th a t

pe o p le fro m India s tu d y ab ro a d th e s e

in so m e c o u n trie s , p eople c e le b ra te th e

days, th e ir fa m ilie s are u s in g w e b s ite s

carnival by th ro w in g w a te r a t each o th e r

to find m a rria g e p a rtn e rs fo r th e m .

in th e s tre e t. W ell, we th o u g h t th a t,

Oh, OK. And w here d o e s th e c o u p le live

obviously, th is is b e ca u se th e c a rn iv a l’s

w hen th e y g e t m a rrie d ?

c e le b ra te d a t th e h o tte s t tim e o f th e

T h a t’s a n o th e r th in g th a t’s changing.

year, ju s t b e fore th e rainy s e a so n . So,

In th e past, th e bride used to go to

s p la s h in g p eople w ith w a te r is a very

live w ith th e fa m ily o f th e groom . But,

good way o f c o o lin g th e m dow n.

th e s e da ys, m ore and m ore young couples are se ttin g up th e ir own hom es,

Track 3 3

independently. W hat a b o u t th e E m irates?

Tutor:

M m m ... yes, th a t m a ke s s e n s e . Er ... did you lo o k in to any o th e r fe s tiv a ls ?

Track 3 1 Tutor:

Alice:

Jack:

Tutor:

Alice:

Jack:

is m ore re se a rch in to w a te r fe s tiv a ls .

lo o kin g a t th e to p ic o f yo u r p ro je c t? So,

We fo u n d th a t in A sian c o u n trie s , w here

w h a t have you d e c id e d to re se a rch ?

th e re a re n ’t any carnival ce le b ra tio n s ,

W ell, we th o u g h t w e ’d co m p a re

th e re are s till fe s tiv a ls th a t involve

fe s tiv a ls in d iffe re n t c o u n trie s and see

pe o p le s p la s h in g each o th e r w ith

if any o f th e m are sim ila r.

water. Actually, w e ’ve fo u nd refe re n ce s

Yeah, you know, like th e C arnival

to th e m in B urm a. T h a ila nd. V ie tn a m .

c e le b ra tio n s in S ou th A m e rica and th e

C hina and J a p a n . B ut we a lso fo u n d a

W ater Festival in T h a ila n d .

re fe re n ce to a w a te r fe s tiv a l in M e xico .

OK. W h a t e xa ctly are you p la n n in g to

So we th o u g h t w e ’d lo o k in to th a t a

stu d y? The o rig in s o f th e fe s tiv a ls ? The

b it m ore and se e if we can find any

ty p e s o f c e le b ra tio n ? P e o p le ’s a ttitu d e s

s im ila ritie s betw een th e s e co u n trie s.

to w a rd s th e fe s tiv a ls ?

U m m m ... I m ean, we realized th a t

We w ere p la n nin g to lo o k a t th e o rig in s

w a te r is m ore th a n ju s t a way o f co oling

o f th e fe s tiv a ls and th e tim e o f year

pe o p le down in h o t w eather. It a lso has

th e y ’re c e le b ra te d . W e’re th in k in g o f

a lo t o f d iffe re n t re lig io u s m e a n in g s and

lo o k in g a t th e c o n n e c tio n be tw e e n th e

p u rp o s e s . For in s ta n c e , we fo u n d th a t,

s e a s o n s in d iffe re n t c o u n trie s and th e

in so m e s o c ie tie s , w a te r can m ean life , o r w e a lth , or ju s t lu c k .

a c tu a l fe s tiv a ls and th e n lo o k in g fo r s im ila ritie s betw een c o u n trie s th a t are Tutor:

Jack:

Yes, we did! W h a t w e ’re pla n nin g to do

Good m o rn in g . S hall we s ta r t by

Alice:

Yes ... and a n o th e r th in g we fo u n d

q u ite fa r a p a rt.

o u t is th a t th e s e w a te r fe s tiv a ls

W ell, th a t s o u n d s in te re s tin g . Did you

o fte n c e le b ra te th e b e g inn in g o f

say y o u ’ve a lre a d y s ta rte d re s e a rc h in g

th e new year, ju s t like th e o rigina l

in to th e C arnival?

c e le b ra tio n s h u n d re d s o f ye a rs ago

Yes. W e ’ve a lre a d y fo u n d a c o n n e c tio n

b e fo re th e ca rn iv a l. So ... u m m up

be tw e e n th e carnival and th e s e a s o n s .

to now, w e ’ve fo u n d th a t th e carnival

For in s ta n c e , s o m e re s e a rc h e rs say

and th e s e a s o n s are lin ked bv a n c ie n t

th a t a ve ry long tim e ago, in E urope,

tra d itio n s and th a t w a te r plays in

p e o p le used to p u t on c o lo u rfu l m a s k s

im p o rta n t p a rt in th e c e le b ra tio n s .

and c o s tu m e s a t th e b e g in n in g o f th e year to c e le b ra te th e end o f w inter. And th e n th e y could g e t ready fo r sp rin g .

Unit 12


Track 3 2

112

Track 3 4

Tutor:

R ight ... and th e n w h a t h a p p e n e d .

Alice:

W ell, as th e years w e n t by, th e

I'm g o in g to s ta r t th is le c tu re by d e s c rib in g th e

p u rp o se o f th e carnival cha n g e d , and

s tru c tu re o f an o ff-sh o re oil rig. W ell, to be a ccu ra te ,

it b e ca m e a re lig io u s fe s tiv a l. These

we sh o u ld ca ll it an oil p la tfo rm . If you lo o k a t th e

days th e re are big carnival c e le b ra tio n s

d ia g ra m , you can se e th e to p p a rt o f th e p la tfo rm ,


Unit 12 flo a tin g on th e s u rfa c e o f th e w ater. The ta ll to w e r in

The fir s t m a n n e d d e e p se a e x p lo ra tio n v e s s e l w as

th e c e n tre o f th e p la tfo rm is c a lle d a d e rric k . T h a t’s

in ve n te d in th e 1 9 2 0 s . It w a s c a lle d a b a th y s p h e re ,

D-E-R-R-l-C-K. The d e rric k is w h e re th e d rillin g m a c h in e ry

b e tte r k n o w n a s a D ivin g B ell. It w a s b a s ic a lly a round

an d liftin g e q u ip m e n t is in s ta lle d . OK? Now, if you lo o k

m e ta l s tru c tu re w ith w in d o w s w ith ju s t e n o u g h room

a b o u t h a lf w ay dow n th e d ia g ra m on th e rig h t you can

fo r tw o m en to s it in, and it w a s lo w ered in to th e o cea n

se e a h e lico p te r. It’s p a rk e d on th e h e lic o p te r p a d .

on a c a b le . The firs t d e s c e n t in th e D ivin g B ell to o k

H e lic o p te rs a re u se d m o s tly to tr a n s p o rt e m p lo y e e s to

p la ce in 1 9 3 0 , and in 1 9 3 4 it w e n t dow n to a d e p th

an d fro m th e p la tfo rm w h e n th e y have fre e tim e . Now,

o f n e a rly a th o u s a n d m e te rs , w h ic h w a s im p re s s iv e

if you lo o k u n d e rn e a th th a t, a t th e v e ry b o tto m o f th e

fo r th e tim e . The p ro b le m w ith th e D iving B ell w as

p la tfo rm you can se e o n e o f th e fo u r s u p p o rt to w e rs .

th a t it had no pow er o f its ow n and th e re w a s n ’t m uch

T h e s e s u p p o rt th e re s t o f th e p la tfo rm . T h e s e m e ta l

room fo r th e re s e a rc h e rs to m ove a ro u n d . So th e n e xt

s tru c tu re s are u s u a lly a tta c h e d to th e se a bed by long

d e v e lo p m e n t a fte r th e D ivin g B ell w a s th e b a th ysca p h e ,

c a b le s . R ight, now th e la s t p a rt o f th e p la tfo rm I’ m

a s m a ll m a n n e d s u b m a rin e , in v e n te d in th e 1 9 4 0 s . The

g o in g to d e s c rib e is on th e o th e r s id e , ju s t a b o ve th e

d iffe re n c e b e tw e e n th e tw o w a s th a t th e b a th y s c a p h e

level o f th e w ater. I t ’s a c ra n e , t h a t ’s s p e lt C-R-A-N-E.

had its ow n p o w e r s o u rc e w h ic h a llo w e d th e s c ie n tis ts

C ra n e s are use d e ve ryw h e re in c o n s tru c tio n , b u t th is

to in v e s tig a te in th e d e p th s o f th e o ce a n m o re freely.

o n e is s p e c ia lis t e q u ip m e n t fo r liftin g heavy s p a re p a rts

A b a th y s c a p h e c a lle d The T rie ste re a c h e d a record

a t se a . In fa c t, a p a rt fro m th e d e rric k you ca n s e e th re e

d e p th o f t e n th o u s a n d m e te rs in 1 9 6 0 . S in ce th e n

c ra n e s in th e d ia g ra m .

a new re co rd h a s b een s e t by J a m e s C a m e ro n , w ho d e s c e n d e d to a d e p th o f e le ve n th o u s a n d m e tre s fo r

Track 3 5 S o m e e x p e rts b e lie ve th a t if we knew how to c o n tro l th e p o w e r o f th e se a , w e c o u ld g e n e ra te e n o u g h e le c tric ity

th e fir s t tim e in 2 0 1 2 .

Track 3 7

fo r th e w h o le w o rld . B ut, in th is ta lk , I’ m g o in g to fo c u s

So le t’s m ove on n ow to lo o k a t th e s u b m a rin e th a t

on th e UK, and o u r c a p a c ity fo r g e n e ra tin g e le c tric ity

to o k J a m e s C a m e ro n s o fa r dow n in to th e o c e a n . If you

fro m wave and tid a l energy. I’ m g o in g to lo o k a t how

lo o k a t th e d ra w in g o f th e C h a lle n g e r you can s e e th e

m any m e g a w a tts we g e n e ra te d b e fo re 2 0 0 8 and how

p ilo t’s c h a m b e r a t th e v e ry b o tto m o f th e s u b m a rin e .

m a n y w e e x p e c t to p ro d u c e in 2 0 1 4 . So, if y o u ’d like

It’s a v e ry s m a ll s e c tio n w h e re th e p ilo t s its and

to lo o k a t th e c h a rt, y o u ’ll s e e th a t b e fo re 2 0 0 8 , o u r

c o n tro ls th e s u b and all th e e q u ip m e n t on it. N ow le t’s

c a p a c ity w as only on e m e g a w a tt. B u t in 2 0 0 8 w h e n oil

have a lo o k a t ho w th e s u b m a rin e is pow e re d . G oing

p ric e s ro se , th e re w a s an in c re a s e d in te re s t in m a rin e

up fro m th e p ilo t’s ch a m b e r, in th e m id d le o f th e sub,

p o w e r and o u r c a p a c ity g re w q u ite d ra m a tic a lly to fo u r

on th e rig h t hand s id e o f th e d ra w in g , you can se e

m e g a w a tts . Ahhh ... now, you m ig h t have e x p e c te d th is

a w h o le s e c tio n co ve re d in b a tte rie s . They p rovide

fig u re to ris e c o n s is te n tly o ve r th e y e a rs , b u t, in fa c t it

th e p o w e r s o u rc e th a t ta k e s th e s u b all th e way to

d ro p p e d aga in in 2 0 0 9 to o n ly tw o m e g a w a tts . T h is w as

th e b o tto m o f th e o ce a n and b a c k up to th e s u rfa c e

b e c a u s e oil p rice s fe ll a g a in , so th e re w a s le s s in te re s t

a g a in. N e xt to th a t th e r e ’s a n o th e r im p o rta n t p a rt o f

in d e v e lo p in g a lte rn a tiv e p o w e r s o u rc e s . B u t, n o w adays

th e s u b ... U m m m ... You p ro b a b ly re a lize th a t th e r e ’s

th e c o s t o f oil p ro d u c tio n is g o in g up a g a in , and

no lig h t a t th e b o tto m o f th e o c e a n , so th e su b n e e d s

th e r e ’s been a renew ed in te re s t in m a rin e power. As

to ta k e its ow n. If you lo o k a t th e b a c k o f th e s u b , in

a c o n s e q u e n c e , c a p a c ity h a s in c re a s e d s te a d ily s in c e

th e m id d le , ju s t n e x t to th e b a tte rie s , you can s e e th e

2 0 0 9 , re a c h in g 1 8 m e g a w a tts in 2 0 1 2 . T h is tre n d is

panel o f lig h ts . They p ro vid e th e lig h t fo r film in g and

e x p e c te d to c o n tin u e in th e n e a r fu tu re , re a c h in g a to ta l

ta k in g s a m p le s fro m th e sea bed. And o n e m o re p a rt o f

c a p a c ity o f 5 0 m e g a w a tts in 2 0 1 3 and 6 0 m e g a w a tts

th e s u b , w h ich is im p o rta n t fo r n a v ig a tio n a n d to s to p

in 2 0 1 4 .

it s p in n in g o u t o f c o n tro l, is th e large fin a t th e b ack. You ca n se e it a t th e b a c k o f th e s u b , a t th e to p o f th e

Track 3 6 G ood e ve ning. M y ta lk th is e v e n in g w ill c o v e r th re e m a in th e m e s . F irst, I'll o u tlin e a tim e lin e o f ho w d e e p sea

dra w in g .

Track 3 8

e x p lo ra tio n v e s s e ls d e v e lo p e d . S econdly, I’ll d e s c rib e

OK, to c o n c lu d e my ta lk , I’ m g o in g to a s k a c o u p le o f

th e m o s t re c e n t o f th e s e , th e D eep S ea C h a llenger, and

q u e s tio n s . F irs t, w h a t is th e p u rp o s e o f th is d e e p se a

fin a lly, I’ll lo o k a t s o m e o f th e b e n e fits o f th is d e e p se a

e x p lo ra tio n ... a n d s e c o n d , is it w o rth th e e x p e n s e ?

re s e a rc h .

I th in k o n e o f th e ju s tific a tio n s fo r s p e n d in g s o m u ch

OK. To s ta r t w ith , le t’s lo o k a t how u n d e rw a te r e x p lo ra tio n v e h ic le s have d e v e lo p e d o ve r th e y e a rs .

m o n e y on th is k in d o f re s e a rc h is th a t it a llo w s s c ie n tis ts to u n d e rs ta n d m o re a b o u t th e s u rfa c e o f

Audio scripts

113

re la xin g tre a tm e n ts ? Or w o uld you

th e e a r t h , fo r e x a m p le how it w a s fo rm e d and how it

p re fe r a fa m ily h o te l on a fa rm ?

b e h a v e s . T h is c o u ld have im p o rta n t c o n s e q u e n c e s fo r p re d ic tin g e a rth q u a k e s and s a v in g liv e s th ro u g h

W illiam :

Ahh ... I m u s t say I like th e idea o f a

Travel Agent:

W ell, t h a t’s g re a t! Now, le t’s ju s t look

spa.

e a rly w a rn in g s y s te m s . A n o th e r re a s o n th is ty p e o f re s e a rc h is c o n s id e re d v a lu a b le is th a t by e x p lo rin g

a t o u r spa h o te ls . M m m m ... You

u n kn o w n p a rts o f th e o c e a n we in c re a s e o u r

d e fin ite ly d o n ’t w a n t th e be ach ?

k n o w le d g e o f th e a v a ila b ility o f m in e ra ls fo r in d u s try . A nd, o b vio u s ly , th is c o u ld lead to h u g e c o m m e rc ia l

W illiam :

No. I’d like to go so m e w h e re in th e

a d v a n ta g e s . So th e a n s w e r is, y e s. In th e lo n g run

c o u n try s id e . S om e w h ere w he re I can

th is k in d o f e x p lo ra tio n ca n b e n e fit b o th th e o rd in a ry

go fo r w a lks.

p o p u la tio n and in d u s try .

Travel Agent:

OK ... th e n it w o n ’t be th e Ocean W aves R e so rt. F arm house Getaways is a fa m ily run h o te l in th e country, b u t i t ’s n o t a spa. How d o e s S p a rklin g

Review 4

S p rin g s s o u n d ? It’s a luxury spa h otel in th e c o u n try s id e , w ith an in d o or

Track 3 9 1

h e a te d p ool, and vie w s over th e fie ld s

2

T h ank g o o d n e s s y o u ’re hom e b e fo re dark!

3

A rabic is o n e o f th e m o s t d iffic u lt la n g ua g e s to

W illiam :

4

Our c la s s e s s ta r t again in S eptem ber.

5

In m any A sia n c o u n trie s th e d ie t is very healthy.

T h a t s o u n d s e x a c tly w h a t I’ m lo o kin g for. L e t’s go fo r th a t.

Travel Agent:

lea rn .

6

and w o o d s nearby.

A bdul s tu d ie s every e vening u n til 9 .0 0 .

E xcellent.

C o m m u n ic a tio n h e lp s p e o p le fro m d iffe re n t c u ltu re s

Questions 4 7 Track 4 1

to u n d e rs ta n d each other.

Travel agent:

Now, if I can ta k e s o m e d e ta ils , I can m ake th e b o o k in g fo r you. C ould I have yo u r fu ll n a m e , p le a se .

Practice test Section 1 Questions 1 - 3 Track 4 0 Travel Agent:

H ello, Travel W ide, can I h e lp you?

W illiam :

Oh, ye s. Good m o rn in g . I’ m lo o k in g fo r a h o te l fo r a long w e ekend.

Travel Agent:

OK. F irs t o f all, u m m m ... W here w o u ld you like to sta y? I m e a n , are you lo o k in g fo r a p e a ce fu l w e ekend in th e country, a bu sy c ity b re a k o r a re laxing tim e a t th e beach?

W illiam :

W ell. I c e rta in ly w a n t a q u ie t w e e ke nd . I w o rk ve ry hard, s o I’d like to relax fo r a fe w days.

Travel Agent:

R ight ... So, it w o u ld be c o u n try or beach. W hich w o u ld you p re fe r?

W illiam :

th is tim e . OK. T h a t’s fine. Let m e have a look a t c o u n try h o te ls . W ould you like to sta y a t a spa h o te l, w here you could sw im , read, e a t h e a lth y fo o d and have

114

Yup ... my n a m e ’s W illia m French. W illia m French ... and yo u r a d d re s s ?

W illiam :

N u m b e r 4 The W illo w s, S ta n d m a rch ,

Travel Agent:

The W illo w s. Sorry, how do you sp e ll

N o rfo lk, NE1 4SP th a t? W illiam :

W-l-L-L-O-W-S. The W illow s.

Travel Agent:

T h a n k you. And can I have a c o n ta c t

W illiam :

Yes. My m o b ile ’s p ro b a bly th e b e s t

n u m b e r fo r you? o ne. I t ’s 0 7 6 3 2 1 1 2 2 5 4 . Travel Agent:


07632 112250.

W illiam :

No. I t ’s 0 7 6 3 2 1 1 2 2 5 4 .

Travel Agent:

Sorry, five four. And w hen w ould you

W illiam :

On th e w eekend o f th e 1 5 th June.

like to go? Travel Agent:

Fine. C h e ckin g in on 1 5 th June. And w hen w o u ld you like to ch e ck o u t?

William:

I’d like to stay until th e night o f Monday 1 8 th June. So I’d be leaving on Tuesday

M m m m ... th e beach is v e ry relaxing, b u t I th in k I’d ra th e r go to th e c o u n try

Travel Agent:

W illiam : Travel agent:

1 9 th. Travel Agent:

R ight. C heck o u t on Tuesday 1 9 th June. And how w ill you be paying?

W illiam :

By c re d it ca rd . How m uch w ill it be?

Travel Agent:

Ahhh. Let m e se e ... fo u r n ig h ts a t n in e ty p o u n d s per n ig h t is th re e h u n d re d and s ix ty p o u n d s. Is th a t OK?

Practice test

W illiam :

It in c lu d e s b re a k fa s t and d in n e r and a

n o tic e th e m . You s h o u ld n 't m is s it ... The o th e r th in g I’d

tre a tm e n t a day.

s u g g e s t if you d o n ’t have m u ch tim e , is a g u id e d to u r

Yes. T h a t s o u n d s fin e . I’ m lo o k in g

o f th e fre e e x h ib itio n s . T h e s e to u rs u s u a lly s ta r t on th e

fo rw a rd to it.

hour, u m m ... a t o n e o ’c lo c k , tw o o ’c lo c k and s o on. T h e y’re q u ite s h o rt, o n ly h a lf an h o u r, so you c o u ld do

Questions 8 - 1 0 Track 4 2 Travel Agent:

W ould you like m e to te ll you how to g e t to th e h o te l o n ce y o u ’re in th e

a c o u p le o f to u rs in an a fte rn o o n , if you w a n te d to . If y o u ’d like to go on a to u r, you s h o u ld go to th e e n tra n c e o f th e e x h ib itio n on th e g ro u n d flo o r and w a it fo r th e g u id e th e re .

villa g e ? It’s a b it d iffic u lt to fin d . W illiam :

Travel Agent:

W illiam :

m o b ile p h o n e , b u t th e re is n ’t a lw ays a

Questions 1 4 - 1 7 Track 4 4

s ig n a l.

J u s t to g ive you an id e a o f th e ra n g e o f e x h ib itio n s we

Oh, ye s, p le a s e . I have m a p s on my

OK. W ell, c o m in g in to th e v illa g e fro m

th e e x h ib itio n s and a c tiv itie s we have fo r v is ito rs o f

th e fir s t b u ild in g you se e on yo u r rig h t

d iffe re n t a g e s . F irs t o f a ll, fo r th e little o n e s , w e have

is th e ch u rc h . It's rig h t o p p o s ite th e

a fa s c in a tin g a re a c a lle d S h a p e s a n d P a tte rn s , w h e re

g a rd e n c e n tre .

th e y ca n play w ith o b je c ts and im a g e s and se e how

OK. The ch u rc h is on my rig h t, and th e g a rd e n c e n tre on my le ft.

Travel Agent:

have h e re a t th e m u s e u m , I’ m g o in g to te ll you a b o u t

th e m otorw ay, w h ich is in th e e a s t,

Yes ... J u s t a fte r th a t, y o u 'll c o m e to

th e y fo rm d iffe r e n t p a tte rn s . I t ’s re a lly c o lo u rfu l and e x c itin g . K id s love it. T hen, a t th e o th e r e n d o f th e s c a le we have m o re c o m p le x e x h ib itio n s th a t a p p e a l

th e ra ilw a y c ro s s in g and th e n y o u ’ll

m o re to o u r o ld e r v is ito rs . T h e re 's o n e a b o u t th e

se e th e rive r on yo u r le ft. A fte r th a t on

h is to ry o f a v ia tio n , how p la n e s d e v e lo p e d o ve r th e

th e rig h t y o u ’ll s e e th e s c h o o l. It’s ju s t

y e a rs . O ld e r v is ito rs m a y even be a b le to re m e m b e r

b e fo re th e brid g e o ver th e river.

s o m e o f th e e a rlie r p la n e s on d isp la y. A n o th e r

W illiam :

So th e s c h o o l’s b e fo re th e bridge.

e x h ib itio n th a t a d u lts m ig h t p a rtic u la rly e n jo y is th e

Travel Agent:

Yes, t h a t ’s rig h t. N ow ju s t a fte r th e

e n e rg y e x h ib itio n . It s h o w s th e h is to ric a l d e v e lo p m e n t

brid g e , y o u 'll se e a tu rn in g on y o u r le ft.

o f d iffe r e n t fo rm s o f e n e rg y in B rita in a n d how it h a s

Take th a t and fo llo w th e road th ro u g h

p o w e re d in d u s try o ve r th e c e n tu rie s . A nd, o f c o u rs e ,

th e fie ld s . On y o u r le ft, b e tw e e n th e

we m u s tn ’t fo rg e t th e te e n a g e r s . T h e re a re lo ts o f

road and th e river y o u 'll s e e a lo t o f

e x h ib itio n s to in te re s t th e m , b u t m y fa v o u rite o n e is

v e g e ta b le g a rd e n s . J u s t ke e p g o in g

th e o n e w h e re v is ito rs can fin d o u t m o re a b o u t how

dow n th e road to th e e n d . It le a d s

p h y s ic s w o rk s . I t ’s a fu n e x h ib itio n w ith p le n ty o f

s tra ig h t in to th e c a r p a rk a t th e s p a .

h a n d s-o n a c tiv itie s , th a t e x p lo re how lig h t a n d h e a t and

You c a n ’t m is s it. It’s a t th e end o f th e

c h e m ic a ls w o rk . I s till go th e re m y s e lf now and th e n .

road.

It’s b rillia n t.

W illiam :

T h a n k you v e ry m u ch fo r yo u r he lp .

Travel Agent:

M y p le a s u re . I h o p e you have a lovely w e e ke n d .

Questions 1 8 - 2 0 Track 4 5 M o s t o f o u r e x h ib itio n s are fre e , b u t you w ill n eed a

Section 2 Questions 1 1 - 1 3 Track 4 3 Good m o rn in g . W e lco m e to th e S cie n c e M u s e u m . T h e re 's so m uch to do h e re , you c o u ld sp e n d all day g o in g fro m on e e x h ib itio n to a n o th e r. B u t if yo u r tim e is lim ite d , I’d s u g g e s t c h o o s in g m aybe ju s t o n e m a in e x h ib itio n . A t th e m o m e n t, I’d re c o m m e n d o u r new e x h ib itio n o f everyd a y in v e n tio n s . It’s a m a z in g to se e how o b je c ts w e use in o u r d a ily liv e s , like p a p e r c lip s , te a bag s and lig h t b u lb s w ere in v e n te d in th e firs t p la ce and how th e y ’ve d e v e lo p e d o ve r th e y e a rs in to su ch an e s s e n tia l p a rt o f o u r live s th a t w e h a rd ly e ver

tic k e t fo r s o m e o f th e s p e c ia l o n e s , lik e th e 3D film sh o w s . So le t m e e x p la in h ow you g e t a tic k e t o n lin e . O f c o u rs e , you can do th is d ire c tly a t th e tic k e t o ffic e , b u t if th e r e ’s a long q u e u e , you can b o o k o n lin e on yo u r m o b ile . So, go to o u r h o m e page and c h o o s e th e ‘e v e n ts ’ b u tto n . Then c lic k on th e film t it le . T h a t’ll ta k e you to th e n e x t w indow . In th e rig h t hand c o rn e r y o u ’ll s e e a little c a le n d a r. C h o o se th e d a te on th e c a le n d a r and th e n go to th e n e x t w indow . T h e re ’s a d ro p dow n box th e re fo r you to c h o o s e th e tim e and a n o th e r on e fo r th e n u m b e r o f tic k e ts . C a re fu l on th a t page ... th e re a re d iffe re n t p ric e s fo r a d u lts and c h ild re n . W hen y o u ’ve d o n e th a t, go to th e fin a l page and c h o o s e yo u r p a y m e n t m e th o d .

Audio scripts

115

Section 3 Questions 2 1 - 2 3 Track 4 6 Tutor:

So w h a t’s th e su rve y a b o u t, Tom?

Tom:

I t ’s a b o u t w here s tu d e n ts w a n t to live and how th e y c h o o s e . B asically, th e ir a c c o m m o d a tio n p re fe re n c e s . W e’ve a c tu a lly trie d it o u t w ith a fe w s tu d e n ts , already.

Tutor:

OK. T h a t s o u n d s fin e . So to s ta r t w ith , how m any q u e s tio n s have you g o t? M m m m ... 2 0 ?

Monica:

Is th a t to o many?

Tutor:

Yes, it is, really. P eople g e t fe d up a n s w e rin g lo ts o f q u e s tio n s and th e y

Monica:

Monica:

And, w h a t do you th in k a b o u t a s k in g

Tutor:

No. I d o n ’t th in k you need any m ore

m ore q u e s tio n s a b o u t c o s t? a b o u t c o s t. B u t you co uld a s k a co u p le m o re q u e s tio n s a b o u t th e re a so n s fo r s tu d e n ts ’ d e c is io n s . Monica:

So we sh o u ld a s k s o m e m ore

Tutor:

Yes. I th in k y o u ’d g e t q u ite a lo t m ore

Tom:

T h a n k you.

q u e s tio n s w ith ‘w hy? ’ in fo rm a tio n if you did th a t.

Questions 2 7 - 3 0 Track 4 8 Tom:

s to p th in k in g a b o u t th e ir a n sw e rs. R ight, so we need to th in k a b o u t th a t

you th in k we co u ld use th e m ?

a g a in. W h a t do you th in k o f th e firs t

Tutor:

Monica:

A h m m m ... You w a n t to know

I d o n ’t se e why not. W ha t have you fo u n d o u t so fa r?

th re e q u e s tio n s ? Tutor:

U m m m ... w e ’ve a lre a d y g o t so m e re s u lts fro m o u r firs t q u e s tio n n a ire . Do

Tom:

W ell, th e n u m b e r o f room s w as only

w h a t a ffe c ts s tu d e n ts ’ c h o ice o f

im p o rta n t fo r 16% o f th e people we

a c c o m m o d a tio n w hen th e y go to

asked. It looks like a lo t o f s tu d e n ts are

university.

q u ite happy to share a room . And even

Yes. We w a n t to fin d o u t w h ich has

fe w e r people were concerned a b o u t being n e a r a bus s to p , only 10%, in fa ct.

th e m o s t e ffe c t: th e c o s t, th e n u m b e r o f ro o m s in th e h o u se or fla t, o r th e

Tutor:

I'm s u rp ris e d a b o u t th a t. B ut w h a t a b o u t th e d is ta n c e fro m th e u n ive rsity?

d is ta n c e fro m c a m p u s . Tom:

W ell, th a t w a s q u ite im p o rta n t. Around

Tom:

And th e n we asked a n o th e r q u e s tio n .

Tutor:

Oh, yes. W hat e ls e did you w a n t to find

20% o f th e s tu d e n ts we a ske d w an ted

o u t?

to be c lo s e to ca m p u s .

Tom:

W ell, we w o n d ere d w h e th e r pu b lic

Tutor:

m any s tu d e n ts have ca rs. So it m ig h t

Tom:

Yeah, as we e x p e cte d , th e c o s t w as

be q u ite im p o rta n t fo r th e m to be near

by fa r th e m o s t im p o rta n t fa cto r. M ore

s o m e w h e re w here th e y co u ld ca tc h a

th a n h a lf th e s tu d e n ts w ere c o n ce rn e d w ith th e c o s t - 54% to be exact.

bus o r tra in . Tutor:

M m m m ... th a t m a ke s s e n s e . And w h a t a b o u t th e c o s t?

tra n s p o rt w as im p o rta n t. You know, n o t

Yeah, t h a t’s a good q u e s tio n .

Tutor:

Only 54% ? ... I th o u g h t it ’d be c lo s e r to 80% !

Questions 2 4 - 2 6 Track 4 7 Tutor:

B efore you a s k any m o re p e o p le , I've g o t a co u p le o f s u g g e s tio n s fo r

Monica: Tutor:

116

Section 4 Questions 3 1 - 3 4 Track 4 9

im p ro vin g th e q u e s tio n n a ire . F irst

My le ctu re th is e vening w ill fo c u s on th e m igra tio n o f

o f a ll, I th in k you need to a s k fe w e r

b irds. T hat is, how b ird s fly in big g ro u p s from d iffe re n t

q u e s tio n s . As I s a id , 2 0 is re a lly to o

p a rts o f th e w orld a t c e rta in tim e s o f th e year. In th e

many. I’d c u t it dow n to 1 0 , if I w ere

firs t p a rt o f th e le ctu re I’ll ta lk a b o u t th e re a so n s why

you.

bird s m ig ra te , w hen th e y m ig ra te and w hich p a rts o f th e

OK, 1 0 q u e s tio n s only. And is th e re

w orld th e y m ig ra te fro m and to . To s ta rt w ith , why do

a n yth in g e ls e you th in k we sh o u ld do?

birds m ig ra te ? Well, th e re are tw o m ain re aso ns: One,

W ell, yes. S om e o f th e q u e s tio n s are

th e y m ig ra te to look fo r fo o d and tw o, th e y travel to p a rts

a c tu a lly q u ite c o m p lic a te d . I th in k

o f th e w o rld th a t are m ore s u ita b le fo r breeding. In fa ct,

you sh o u ld m ake th e m clearer. I

th e s e re a so n s are c lo s e ly linked. As you can im agine,

m e a n , I th in k th e y sh o u ld be e a s ie r to

w hen birds are breeding, th e y need extra food to feed

u n d e rs ta n d .

th e ir voune. And, in th e spring, in th e c o o le r c lim a te s o f


Europe, th e re is a lo t o f fo o d fo r b ird s, e s p e c ia lly in s e c ts . So, generally, d u rin g th e sp rin g , b ird s fly up fro m th e tr o p ic s , w hich are hot, to c o o le r c lim a te s in th e n o rth . They sta y th e re fo r a fe w m o n th s to brin g up th e ir young. And th e n w hen th e w e a th e r in th e n o rth g e ts co ld in th e w inter, th e y fly b a ck to w a rm e r c lim a te s in th e s o u th .

Questions 3 5 - 3 7 Track 5 0 N ow I'd like to ta lk a b it a b o u t how g lo b a l w a rm in g ha s a ffe c te d bird m ig ra tio n . O ne o f th e e ffe c ts o f g lo b al w a rm in g h a s been to m a ke th e s p rin g c o m e e a rlie r in th e n o rth e rn re g io n s o f th e w o rld . W hen s p rin g c o m e s early, th e p la n ts and in s e c ts th a t b ird s n eed to brin g up th e ir yo u n g are a ls o a v a ila b le e a rlie r. R e se a rch ha s show n th a t q u ite a lo t o f b ird s have s ta rte d to m ig ra te e a rlie r, b e c a u s e o f h ig h e r te m p e ra tu r e s . But, u n fo rtu n a te ly fo r s o m e s p e c ie s , th is h a s n ’t bee n e a rly e n o u g h . W h a t I’ m s a yin g is th a t b ird s th a t a re tra v e llin g a lo n g way fo r b re e d in g m ay a rrive to o la te to find en ou g h fo o d to fe e d th e ir yo u n g and th e ir p o p u la tio n d ro p s d ra s tic a lly . S c ie n tis ts a re c u rre n tly re s e a rc h in g m ore a b o u t th is .

Questions 3 8 - 4 0 Track 5 1 Now, I th o u g h t I’d fin is h by ju s t b rie fly d e s c rib in g a fe w d iffe re n t p a tte rn s o f m ig ra tio n . A hhh ... m ig ra tio n v a rie s w ith th e ty p e o f bird and th e area th e y c o m e fro m . For e x a m p le , one kind o f m ig ra tio n is ‘ p a rtia l’ m ig ra tio n . T h is m e a n s th a t s o m e b ird s in a p a rtic u la r s p e c ie s w ill m ig ra te and o th e rs w o n ’t. It u s u a lly d e p e n d s on how th e w e a th e r a ffe c ts fo o d s u p p lie s and v e ry o fte n h a p p e n s in th e tr o p ic s . In a n o th e r m ig ra to ry p a tte rn , a bird c a lle d an A rc tic Tern m ig ra te s th e w h o le le n g th o f th e g lo b e , fro m th e n o rth p o le to th e s o u th . The A rc tic Tern tra v e ls b e tw e e n tw e lv e a n d fifte e n th o u s a n d k ilo m e tre s each way w h e n it m ig ra te s in a c o m p le te c irc le a ro u n d th e w o rld . I t ’s q u ite a m a zin g ! R ight ... a n d , lastly, I'd like to m e n tio n a p a tte rn w h ich is n ’t n e a rly a s s p e c ta c u la r, b u t is v e ry in te re s tin g . And th is is th e way m any b ird s m ig ra te a c ro s s N o rth A m e ric a . In th is p a tte rn th e b ird s fly n o rth w a rd s in th e w e s t o f th e c o u n try and th e n b a c k s o u th ag a in in th e e a s t. So, if you im a g in e it, th e y ’re a c tu a lly m ig ra tin g in a c irc u la r p a tte rn , lik e th e h a n d s o f a c lo c k , n o t in a s tra ig h t line, a s we m ig h t th in k .

Unit 1 Part 1

Friends abroad

Unit 2 Part 1

Vocabulary

Vocabulary

E xe rcise 1

E xe rcise 1 d U n ite d A ra b E m ira te s

a Ja p a n

meat

dairy products

vegetables

fruit

lamb

cheese

potatoes

bananas

beef

milk

cabbage

pineapple

turkey

yoghurt

carrots

cherries

(UAE)

b E gypt

e P o rtu g a l

c M a la y s ia

E xe rcise 2 1 Japanese

3 E g y p tia n

5 P o rtu g u e s e

2 C h in e s e

4 Em i ra ti

6 M a la y s ia n

E xe rcise s 3, 4 1 4 .5 0

4 L is b o n / P o rtu g a l

2 B e ijin g / C h in a

5 16

3 UAE1880

Part 2

Food and cooking

E xe rcise 2 2 U

5 U

8 C /U

3 C /U

6 C /U

9 C

4 C

7 U

1 0 C /U

i D

iii A

v B

ii E

iv C

E xe rcise 3

Skills development

E xercise 1 1 6 . 5 0 p .m .

3 B ritis h A irw a y s /

2 W e d n e s d a y 6 th J u ly

BA3025

Exercise 4 1 .3

kg

kilos

o f flour

grams o f s a lt

20 E xe rcise 2

/

g / grams o f su gar 2 I / litres o f m ilk 4 5 0 ml / millilitres of cooking 300

1 3 - th ir t e e n , 8 0 - e ig h ty , 4 0 - fo rty , 1 5 - fifte e n

oil

E xe rcise 3 1 14

3 50

2 40

4 1 6 .1 5

5 1 7 .3 0

Exercise 5 1 %

3 five eig h th s

2 tw o th irds

4 7/s

E xe rcise 4 i

b

ii c

Exercise 6 1 x/ i kilo - 5 0 0 g

E xe rcise 5 1 3 . 3 0 a .m .

3 A BIN G D O N

2 60

4 0 X 1 4 3H B

5 612744

2 17 12 1994

3 3 3 0 g - Vs kilo

3 1 3 PARK ROAD

5

VsI -

Exam practice

Skills developm ent

Exercise 1

1 D o u b le - k in g -s iz e d b e d

6 b r e a k fa s t

2 c

4 a

2 E dw ard F ra n c is

7 F riday 1 6 th A p ril

3d

5 h

3 2 3 C y p re s s

8 c

4 C B3 9NF 5 ta x i

118

200m l

B R IG H TO N , B N 4 0 4G R

Part 2 Part 3

Vs kilo

4 200g -

E xe rcise 6 1 H UA FANG

2 2 5 0 g - V4 kilo

9 b 10 c


Exercise 3 D, E, A, G, F, C, B

6 g

Units 1 -3 Part 2

E xe rcise 4 1 th e a p p le s

Skills development

E x e rc is e 1

2 (a p p le s ) w ith s u g a r

i

b

ii c

hi

iv b

c

3 b la c k b e r r ie s a n d a p p le s 4 (a) b a k in g d is h

E x e rc is e 2

5 flo u r a n d b u tte r (to g e th e r) 6 (th e ) s u g a r

1 a c o m p a r is o n

3 s im ila r

2 8

4 d iffe r e n t

7 o n to p / on to p o f f r u it 8 3 0 m in u te s

E x e rc is e 3 1 t it le b o x

E xe rcise 5

3 im a g e (s )

2 b u lle t p o in ts

1 d e e p fa t

4 ro a s t

2 h e a lth y

5 v e g e ta b le s

3 F rida y n ig h t

6 a t hom e

E x e rc is e 4 a, e

Part 3

Exam practice Part 3

1 e a t p ro p e rly

5 - 7 f, a , b

2 im p ro v in g s itu a tio n

8 g o v e rn m e n t

S e c tio n 3

3 rig h t a m o u n t

9 s c h o o ls

1 -4

1 0 fa m ilie s / p a re n ts

4 c e re a ls

i

Exam practice

b

ii c

iv b

iii b

5 A d v a n ta g e s

Unit 3 Part 1

6 A c c id e n ts

Presentations

7 S u g g e s tio n s

Vocabulary

8 S e v e n m in u te s 9 Two m in u te s

E xe rcise 1 Id

4 c

3 b

2 a

1 0 s a m e s ty le

E xe rcise 2 2 p r e s e n ta tio n

p re s e n t

3 s u ggest

s u g g e s tio n

4 p ro je c t

p ro je c t

5 in fo r m

in fo r m a tio n

6 e x p la in

e x p la n a tio n

p re s e n t

Review 1 p ro je c to r E x e rcis e 1

/e i/

/i:/

/e /

/a i/

E xe rcise 3

A

/iu :/

E

F

i

F a ro u k: S o , w h o 's g o in g to d o th e in tr o d u c tio n ?

U

H

B

L

Y

J

C

M

Q w

K

D

N

G

S

in fo r m a tio n , to o . I t h in k y o u s h o u ld e x p la in th e n e x t

P

X

tw o s lid e s .

T

z

E d w a rd : W e ll, I s u g g e s t y o u p re s e n t th e f ir s t p a rt, F a ro u k. Y o u ’ve d o n e a lo t o f w o rk o n t h is p ro je c t, a ft e r a ll. F a ro u k: W e ll, O K . I’ ll s ta r t. B u t y o u ’v e g o t a lo t o f

V E xe rcise 4 d ia g ra m : plan, g ra p h , c h a r t, ta b le p ic tu re : im a g e , p h o to g r a p h , p a in tin g la n g u a g e : F re n c h , A ra b ic , C h in e s e , Ita lia n a d v a n ta g e s : p ro s , b e n e fits , g o o d p o in ts

E x e rc is e 2 1 B ritis h

4 a rriv a l

2 d e p a rtu re

5 in fo rm a tio n

3 flig h t

6 c o n n e c tio n

d is a d v a n ta g e s : b a d p o in ts , d a n g e rs , c o n s

Answer key

119

E xe rcise 4

E xe rcise 3

5 lo o k th ro u g h

1 o n io n s

5 beans

1 lo o k fo r

3 lo o k a t

2 flo u r U

6 c h e rrie s

2 lo o k a fte r

4 lo o k o v e r

3 p o ta to e s /U (e .g .

7 c o ffe e U 8 c h ic k e n (s )/U (fo o d )

m ashed) 4 m ilk U

E xercise

4

E xe rcise 5 1 lo o k th ro u g h

4 lo o k e d a t

2 lo o k fo r

5 lo o k a fte r

3 lo o k o v e r

1 o n e - o rd in a l n u m b e rs 2 in g re d ie n t - u n its o f w e ig h t

Part 2

3 d is h - m e a ls

E xe rcise 1

4

w h o - s e q u e n c e lin k in g w o rd s

Skills development

1 s tu d e n t s o c ie tie s

5 d o o r - synonym s

2 a la rg e c o rp o ra tio n

6 w i-fi - p la c e s to e a t

3 w o rk in g o u td o o r s

7 b e a n s - d rin k s

4 in s titu tio n s o f fu r th e r e d u c a tio n

8 p an - c o o k in g m e th o d s

5 jo b s a tis fa c tio n

9 b a n a n a - v e g e ta b le s

6 fin d in g a jo b

1 0 e g g - d a i r y p ro d u c ts E xe rcise 2 E xercise 5

1 c lu b s , a s s o c ia tio n s

1 T h e f ir s t th in g w e h a ve to d e c id e is o u r t o p ic .

2 c o m p a n y , b u s in e s s

2 S o , t h a t ’s fix e d th e n .

3 in th e o p e n air, o u ts id e

3 I th in k w e s h o u ld k e e p th e b lu e b u lle t p o in ts .

4 c o lle g e s , u n iv e rs itie s

4

5 fu lfilm e n t, e n jo y m e n t

I’ve p u t a ll o u r s lid e s to g e th e r.

5 S o , le t ’s p u t B o ttic e lli f i r s t , a n d fo llo w w ith

6 e m p lo y m e n t, w o rk

M ic h e la n g e lo . 6 M a k e s u re a ll th e s lid e s have th e s a m e s ty le .

E xe rcise

6

1 0

5 0

9 S

2 S

6S

10 0

3 0

7 S

4 0

8S

Unit 4 P a rt 1

E xe rcise 3 1 c lu b s

3 o u ts id e

5 fu lfilm e n t

2 com pany

4 u n iv e rs itie s

6 e m p lo y m e n t

E xe rcise 4 W ei L o n g :

A lic e :

9 b u s in e s s m a n

1 a fa rm

Work

Vocabulary

E xercise 1

2 f r u it

1 0 in fo rm a tio n te c h n o lo g y

3 c h ic k e n s

1 1 tra d e

4 (th e ) a n im a is

1 2 s m a ll c o m p a n y

5 sum m er

1 3 c o m p u te r p a rts

6 s u p e rm a rk e ts

1 4 re c e p tio n is t

7 lo c a l s h o p s

1 5 d e c is io n s

8 (th e )

1 6 b ig c o m p a n y

p u b lic

1 A = 3 , B = 1, C = 4 , D = 2 E xe rcise 5 E xercise 2 3 d o c to r

2 p o lic e o ffic e r

4 fa r m e r

P a rt 3

Exam practice

1 p o lic e o ffic e r

E xercise 3

120

2 c

1 f

1 b u s in e s s m a n

1 p ro d u c e

4 e a rn

2 s u p p ly , d e liv e r

5 tra d e

3 d e fe n d , g u a rd

6 ta k e


2 law 3 p ra c tic a l c a re o f

4 tr a in in g

3d

Units 4 -6 5 -7

Part 3

e , c, a

8

w e ll-p a id

9

fa m o u s p e o p le / c e le b r itie s

Exam practice

1 A

7 8 9

2 B

1 0 (a) d e te c tiv e

3 E 4 C

Part 1

On cam pus services

(s tu d e n t) ID c a rd m akes a b e e p / sound / beeps

5 o n lin e c a ta lo g u e

Unit 5

p la n

1 0 p r in ts a t ic k e t

6 a num ber

Vocabulary

E xe rc ise 1 1 lib ra ry

3 s p o r t s c e n tre

2 m e d ic a l c e n tre

4 h a lls o f re s id e n c e

Unit 6 Part 1

Staying safe

Vocabulary

E x e rc is e 1

E xe rc ise 2 1 s p o r t s c e n tre

3 s p o r t s c e n tre

2 m e d ic a l c e n tre

4 h a lls o f re s id e n c e (h a ll)

b re a k in to / , t h ie f / , g u n / , p ic k p o c k e t /

E x e rc is e 2 E xe rc ise 3 1 th ro u g h

3 r e s ta u r a n ts

5 u n til

2 T h e re

4 fo re ig n

6 tw e lfth

E xe rc ise 4 1 in to

4 b e h in d

2 fa r aw ay

5 b e tw e e n

3 o u ts id e

Noun

Verb

Adjective

crime knife gun th ie f gang safe

steal rob attack protect break into

dangerous careful safe

E x e rc is e 3 1 b u rg la r, s to le (p a s t te n s e )

E xe rc ise 5

2 p ic k p o c k e t

1 E

3 C

2 D

4 B

Part 2

5 A

3 s h o p lif te r 4 g a n g , ro b b e r s (p lu ra l) 5 s a fe

Skills development

E xe rcise 1

E x e rc is e 4

1 th e rig h t

4 s tr a ig h t a h e a d o f yo u

ta k e to c o u r t

2 th e c o rn e r

5 M e d ic a l C e n tre

w a tc h o u t fo r

3 o p p o s ite

6 to th e la k e

c a ll th e p o lic e lo c k u p

E xe rcise 2

c rim e s c e n e

1 o f th e w o o d

4 a c ro s s th e g re e n

2 th e f ir s t flo o r

5 S tu d e n t U n io n b u ild in g

3 ro u n d th e la k e

6 next

E xe rcise 3

E x e rc is e 5 1 b ro k e n in to

4 lo c k e d u p

2 c a lle d th e p o lic e

5 w a tc h o u t fo r

3 c rim e s c e n e

6 ta k e th e m t o c o u r t

1 g ro u n d flo o r

4 on ca m p u s

2 m e e t fr ie n d s

5 fo u r

E x e rc is e 7

3 f ir s t flo o r

6 p la y fo o tb a ll

W h e n th e r e c e p t io n is t a rriv e d a t G o o d m e a d P rim a ry S c h o o l o n M o n d a y , s h e fo u n d t h a t s o m e o n e h a d

E xe rcise 4 1 D

b ro k e n in to th e o ffic e a n d s to le n s e v e ra l la p to p s , s o 2 A

3 B

s h e c a lle d th e p o lic e .

Answer key

121

Part 2

Skills development

E xe rcise 3 1 a c c o m m o d a tio n

E xercise 1 1 W h a t is th e m o s t c o m m o n c rim e in th e U K ? 2 W h a t tw o fo r m s o f th e f t d o e s th e p o lic e w o m a n

2 a c c id e n t

7 F e b ru a ry

3 lib ra ry

8 n e c e s s a ry

4 o p p o s ite

m e n tio n ? 3 W hy a re p e o p le in m o re d a n g e r w h e n th e y a re

6 W ednesday

9 re le v a n t

5 b u s in e s s

1 0 re s p o n s ib le

a b ro a d ? 4 W h a t s h o u ld p e o p le le a v e in th e h o te l on h o lid a y ? 5 W h a t k in d o f m o b ile is p o p u la r w ith th ie v e s ?

E xercise 2 1 th e ft

4 p a s s p o rt and m oney

2 ro b b e ry , b u rg la ry

5 s m a rt phone

E xe rcise 4 1 in , in

4 at

2 at

5 on

3 o n / a t, on

6 o p p o s ite , on

E xe rcise 5 1 S tu d e n t u n io n b u ild in g

3 (th e y ) d o n ’t k n o w

3 T e a c h in g b lo c k

2 L ib ra ry

c o u n tr y

E xe rcise 3 USA - 9 1 1 , A u s tra lia - 0 0 0 , G e rm a n y - 1 1 2 , In d ia - 1 0 0

Unit 7


E xe rcise 4

Part 1

b

Vocabulary

E xe rcise 1 E xercise 5 i

c

IV c

ii a

Part 3

1 te x t b o o k s

3 e x a m h a ll

2 te s t

4 re v is io n

E xe rcise 2

Exam practice 6 lo n e ly p la c e s

+ Y

+ ‘er’

y- + ier

more + adjective

irregular

2 h a n d b a g th e f t

7 c a s h m a c h in e s

later

faster

healthier

more interesting

worse

3 L a tin A m e ric a

8 c

slower

easier

more nervous

better

4 g u n c rim e

9 b

2 in te r e s tin g

B

6 la te

A

3 c le v e r

C

7 h e a lth y

D

4 n e rv o u s

B

8 bad

E

5 s lo w

A

9 good

E

1 In d ia

5 e x p e n s iv e je w e lle ry

cleverer

10 b E xe rcise 3

Review 2 E xercise 1

E xe rcise 4

Trade

Occupation

Education

Transport

business

doctor

graduated

truck

shop

nurse

studied

deliver

firm

rescue worker

university

supply

company

police officer

S u g g e s te d a n s w e rs : 1 b e tte r

4 s lo w e r

2 h e a lth ie r

5 m o re n e rv o u s

3 m o re in te r e s tin g E xe rcise 5 1 in te llig e n t, c o rre c tly

farmer

2 w e ll, e ffe c tiv e ly 3 fa irly , q u ic k ly

E xe rcise 2

122

1 at

3 a ro u n d

2 fo r

4 on


5 a fte r, in

4 u n u s u a lly , g o o d 5 e x tra o rd in a rily , h ig h

Units 7-8 Part 2

Skills development

3 O n e a d v a n ta g e o f s e lf-s e r v ic e is t h a t y o u c a n c h o o s e y o u r o w n fo o d fr o m th e s h e lv e s .

E xe rc ise 1 1 b, d

2 c, d

3 a , c, d

4 M a n y y o u n g p e o p le in b ig c itie s g o to s h o p p in g m a lls to m e e t t h e ir fr ie n d s . 5 F a rm e rs o fte n s e ll t h e ir f r u it a n d v e g e ta b le s fro m

E xe rc ise 2 IB

2D

3 A

m a rk e t s ta lls .

4 C

6 T h e s h o p a s s is t a n t h e lp e d th e c u s to m e r to fin d a T s h ir t in th e c o lo u r th e y w a n te d .

E xe rc ise 3 1 re v is io n tim e t a b le

E x e rc is e 3

2 in h is m in d

1 I b o u g h t th is s h ir t in a s a le .

3 e a s ie r t o c o n c e n tr a te

2 M y b r o th e r th in k s o n lin e s h o p p in g is m u c h q u ic k e r

4 la s t-m in u te re v is io n

th a n g o in g to th e s h o o s . 3 T h e g o o d th in g a b o u t s h o p p in g in a d e p a r tm e n t

E xe rcise 4

s to r e is t h a t yo u c a n g e t e v e ry th in g in o n e p la c e .

1 m o b ile (p h o n e ) in

4 T h e la s t tim e I to o k s o m e th in g b a c k to a s h o p , th e

2 in th e d o o rs

c u s to m e r s e rv ic e s m a n a g e r w a s n ’t t h e r e .

3 t o th e s u p e r v is o r

5 I lo s t m y c r e d it c a rd th e o th e r day. I w a s re a lly

4 e x a m in a tio n n u m b e r

w o rrie d s o m e o n e e ls e w o u ld u s e it. 6 H a ve yo u e v e r b o u g h t a tr a in tic k e t w ith a s tu d e n t

E xe rc is e s 5 , 6 IF

3 A

2 E

4 C

d is c o u n t? I t ’s s o m u c h c h e a p e r.

E x e rc is e 4

Part 3 1

Exam practice

Id

3 b

2 e

4 a

5 c

rig h t e x a m p a p e r

2

y o u r e x a m in a tio n n u m b e r

E x e rc is e 5

3

th e in s tr u c tio n s

1 g o s h o p p in g

4

h o w lo n g

2 (s h o p p in g ) lis t

5

s e v e ra l tim e s

3 s u p e rm a rk e t

6

m o re d iffic u lt

4 g o e s s h o p p in g

7

k n o w b e tte r

5 a re fu n d

8

n u m b e r o f m a rk s

9

(yo u r) m a in id e a s

10

Part 2

a lo w m a rk

Skills development

E x e rc is e 1 2 th e n , n e x t 3 s e c o n d ly , fin a lly

Unit 8 Part 1

S hopping and spending

4 a fte r, th ir d ly 5 la s tly , p rio r to

Vocabulary

E x e rc is e s 2 a, b

E xe rcise 1

1 75%

a 2

c 4

2 60%

b 1

d 3

3 50% 4 s u p e r m a r k e ts

E xe rcise 2

5 m a r k e ts

1 In g rid c o m p la in e d to c u s to m e r s e r v ic e s a b o u t h e r

6 s m a ll s h o p s

n e w b o o ts b e c a u s e th e z ip w a s b ro k e n . 2 A lo t o f te e n a g e r s lik e e x p e n s iv e d e s ig n e r b ra n d s m o re th a n c h e a p c lo th e s .

E x e rc is e 3 a, d , f

Answer key

123

E xe rcise 2

E xercise 4 1 a

3 f

5 c

2 e

4 d

6 b

1 fly in g

3 le a d in g

2 p lay

E xe rcise 3

Part 3

1 num ber

Exam practice

1 (m o re ) m a tu re p e o p le

5 - 7 f, a, d

2 s p e n d in g p a tte rn s

8 c a rs a n d c o m p u te rs

3 u p to 3 0

9 b e a u ty tr e a tm e n ts 10 young m en

4 over 5 5

3 n a m e o f c o u n try

2 d a te E xe rcise 4 1 1998

3 1967

2 U S A /U n ite d S ta te s

4 B ra zil

E xe rcise 5

Unit 9 Part 1


2 a d d re s s

5 p e rs o n a l/m e d ic a l in fo rm a tio n

3 n a m e / s p e llin g

6 p e rs o n a l h is to ry

4 phone num ber E xe rcise 6

Vocabulary

E xercise 1

Sport

Interest

Hobby 4 stamp collecting

2 going to the cinem a/ movies

1 cycling

5 painting

3 playing video games

6 basketball

E xe rcise 2

Interests

Hobbies

Sports

stamp collecting

going to the cinema

cycling

painting

playing chess

basketball

gardening

travelling

swimming

cooking

listening to music

running

going to art galleries

football

1 A n d re w M e tc a lfe

4 571324

2 21

5 som e

3 43A

P a rt 3

Exam practice

1 ta b le te n n is

5 - 7 e, b, g

2 100

8 M a n d e v ille 9 B u ry G a rd e n s

3 12

10 5 7 3 2 7 9

4 s tr e e t d a n c e

Review 3 E xe rcise 1

E xercise 3 A 1 s w im m in g

C 1 tr a v e llin g

2 ru n n in g

D 1 c y c lin g 2 c o o k in g

2 c o n c e rt

E xercise 4 1 to

3 tw o

5 to

2 to o

4 to o

6 tw o

Skills development

E xe rcise 1 1 fry

6 p la y

2 pray

7 re a d

3 le a d

8 fly

4 b la d e

9 p la ye d

5 c o rr e c t

3 to u g h e s t

5 b e tte r

4 w o rs t

6 best

2 g a rd e n in g

B 1 c in e m a

P a rt 2

1 e a s ie r 2 lo n g e r

1 0 c o lle c t

E xe rcise 2 2 p re ttie r

5 m o re d iffic u lt

3 c le v e re r

6 h e a lth ie r

4 b e tte r

7 n e a re r


9 e a rlie r 1 0 m o re b o rin g

E xe rcise 3

Shop

Discount

Fashion

Goods

store

bargain

style

items

supermarket

deal

design

produce

market

reduction

articles

sale price

E xe rcise 4 1 young m en 2 e a tin g o u t

124

8 h a rd e r

3 im p ro v in g h o m e (s )

Units 9-10 E xe rcise 5

E x e rc is e 4

1 tw o p e o p le , w h e re , g o in g o n h o lid a y , c o m p le te th e

1 jo b

4 o ffic e

s e n te n c e s , NO M O RE THAN TW O W O R D S OR A

2 h o lid a y s

5 ow ner

NUMBER

3 w o rry

6 d e a d lin e

2 h o w to jo in a c lu b , c o m p le te th e fo rm , TWO W O R D S 3 tw o s tu d e n ts , h o b b ie s , c o m p le te th e n o te s , NO

E x e rc is e 5 1 N e w Y o rk is n o t th e c a p ita l o f th e U n ite d S ta te s o f

M O R E TH AN THR EE W O R D S OR A N U M B E R

A m e ric a .

4 w o m a n , fr ie n d , w e e k e n d , m a tc h th e w o m a n ’s

2 In t h e U K , c h ild r e n w h o a re b o rn in J u ly u s u a lly

o p in io n , a c tiv itie s

s t a r t s c h o o l in S e p te m b e r , j u s t a f t e r th e y a re

5 tw o p e o p le , fa v o u r ite film , c h o o s e c o r r e c t a n s w e r,

fiv e .

lis t (A-C)

3 O x fo rd U n iv e rs ity is o n e o f th e m o s t fa m o u s in th e w o rld .

E x e rc is e 6

2

3

4

5

dates ages prices names phone numbers tim es addresses activities days sports

comparisons activities days sports hobbies

comparisons weather tim es activities days sports cities hotels hobbies

comparisons stories actors names types o f film

4 In s o m e c o u n tr ie s , m o s t c o m p a n ie s c lo s e on S u n d a y s , b u t in o th e r c o u n tr ie s th e y c lo s e on F rid a ys o r S a tu rd a y s . 5 T h e o ffic ia l la n g u a g e o f G re e c e is G re e k .

P a rt 2

Skills development

E x e rc is e 1 ii T h e ir h o lid a y s s t a r t a t th e b e g in n in g o f July.

E x e rc is e 2 i

iv b

a

b

E xe rc is e 3

Unit 10

W ork-life balance

1 n in e / 9 , f i v e / 5 2 c o m e in to

Part 1

3 d o n ’t h a ve

Vocabulary

4 On M o n d a y s E x e rc is e 1

5 com e out

S u g g e s te d a n s w e rs : 1 s tr e s s

3 re la x a tio n

2 d e a d lin e

4 e m p lo y e r

E xe rc is e 4

E x e rc is e 2 1 hobby

3 c o m fo rt

2 w o rk

4 beach

6 s ta r t

E 6

C 4

F 5

G 2

E x e rc is e 5 1 B

3 F

2 E

4 G

5 A

Noun and verb

career

rest

job

work

hobby

D 1

B 7 5 w o rk e r

E x e rc is e 3 Noun

A 3

stress

P a rt 3

Exam practice

1 a n d m e n ta l

6 jo b s h a rin g

profession

worry

2 p riv a te

7 27%

occupation

com fort

3 fle x ib le

8 w o rk fr o m h o m e

relaxation

shop

4 fr o m h o m e

leisure

boss

5 a year

difficulty

9 tw o s m a ll c h ild re n 10

h e r s is t e r ’s

start pressure

Answer key

125

E xe rcise 3

2 e

1 f

Unit 11

3 d

Com paring cultures E xe rcise 4

Part 1

Vocabulary

1 In tr a d itio n a l In d ia n fa m ilie s , w h e re d id th e b rid e a n d g ro o m u s e to m e e t fo r th e fir s t tim e ?

E xercise 1

Across:

Down:

2 In In d ia , w h a t d id th e fa th e r o f th e b rid e u s e to d o ?

3 n a tio n a l

1 C h in e s e

3 W h a t h a s it b e c o m e p o p u la r fo r In d ia n fa m ilie s to

4 h u ts

2 Ita ly

d o re c e n tly ? 4 W h e re d o e s th e c o u p le live a fte r th e y a re m a rrie d ?

E xercise 2 1 p ro n u n c ia tio n

5 s c a rf

E xe rcise 5

2 a lp h a b e t

6 s ilk

1b

3 s p ic y

7 b ric k

4 v e g e ta ria n

8 b lo c k o f fla ts

iv b

ii c

Part 3

Exam practice 6 w a te r fe s tiv a ls

1 b E xercise 3

2 b

7 s ix

1 d ie t

3 a

8 life , w e a lth , lu c k

2 h o u s in g

4 e

3 c o m m u n ic a tio n

5 g

9 new year 1 0 (by) a n c ie n t tr a d itio n

4 c o s tu m e E xe rcise 4

Unit 12

1 s p ic y


2 b lo c k s o f fla ts

Part 1

3 la n g u a g e , a lp h a b e t 4 s ilk

Vocabulary

E xe rcise 1 S u g g e s te d a n s w e rs :

E xe rcise 5 1 have

4 had

2 m ade

5 do

3 done

6 have

Part 2

Skills development

E xercise 1

Picture 1

Picture 2

Picture 3

Picture 4

oil rig

gas pipeline

fishing trawler

underwater turbine *

off-shore drilling

natural gas

net

wave power

mineral resource

mineral resource

fish farm

energy

fuel

th e s a m e a s

m o re [c o m m o n ] th a n

fuel

m u c h m o re [o p e n ]

[frie n d lie r] th a n

natural gas

in c o m p a r is o n w ith E xe rcise 2 E xercise 2

To emphasize similarity very

1 f

3 d

5 c

2 e

4 b

6 a

To limit similarity a bit

E xe rcise 3

extremely

rather

1 s o u rc e

3 a ffe c te d

5 b re a k

incredibly

2 sea

4 O ur

6 c u rr e n ts

quite

exactly

not

E xe rcise 4

a little

T h e g ra p h s s h o w tr e n d s . Id

126


2a

3 b

4 c

Units 1 1 -1 2 E xe rcise 5 S u g g e s te d a n s w e rs :

Trends

Statistics

Review 4

average (noun/adjective)

rise ( noun/verb)

majority (noun)

fall (noun/verb)

1 Is g a rd e n in g a h o b b y o r a s p o r t?

minority (noun)

increase (noun/verb)

2 S e v e ra l th o u s a n d p e o p le ra n in th e L o n d o n

less than (adjective)

decrease (noun/verb)

E x e rc is e 1

M a r a th o n in 2 0 1 2 . 3 S o u th A m e ric a is a v e ry la rg e c o n tin e n t w ith a

more than (adjective)

remain stable (verb + adverb)

fraction (noun)

downward (adverb/adjective)

number (noun)

upward (adverb/adjective)

per cent (noun)

tendency (noun)

v a rie ty o f c lim a te s . 4 In m a n y la rg e c o m p a n ie s e m p lo y e e s w o rk fr o m M o n d a y to Friday, a n d s o m e e v e n w o rk on S a tu rd a y s .

amount (noun)

dramatic (adjective)

significant (adjective)

gradual (adjective)

5 H in d i is th e o ffic ia l la n g u a g e o f In d ia . 6 A n A u s tra lia n a c c e n t is n o t th e s a m e a s a N ew

slight (adjective)

Z e a la n d o n e . 7 T h e c a p ita l o f th e U n ite d S ta te s is n o t N e w Y ork, b u t W a s h in g to n D.C.

Part 2

8 O x fo rd U n iv e rs ity is o n e o f th e b e s t in th e w o rld .

Skills development

E xe rcise 1 E x e rc is e 2

1 u n d e rw a te r (s u b = u n d e r, m a rin e = s e a ) 2 n o t d e e p (fix e d rig s n e e d to r e s t o n th e s e a b e d ) 3 fis h fa r m in g (a q u a = w a te r / c u lt u r e = g ro w in g ) 4 jo u r n e y d o w n (to th e o c e a n flo o r), s h o w n (h a s + v e rb ), m a rin e (= s e a )

1 s tu d ie s

4 c la s s e s

2 th a n k

5 c o u n tr ie s

3 la n g u a g e s

6 c o m m u n ic a tio n

E xe rc is e 3 1 m ake

E xe rcise 2

Noun

2 h a ve

Adjective

Aquaculture

submarine

descent

shallow

Verb revealed

3 do 4 h a ve 5 h a ve 6 m ade

marine

7 h a ve 8 h a ve

E xe rcise 3 1 d e rr ic k

3 s u p p o r t to w e r

E x e rc is e 4

2 h e lic o p te r pad

4 c ra n e

1 m o re b e a u tifu l th a n

5 as h o t as

2 e a s ie r, th e s a m e a s

6 m o re c o n s e rv a tiv e th a n

3 g r e a s ie r th a n

7 a s c o ld a s

E xe rcise 4 1 2008 = 4

3 2012 = 18

2 2009 = 2

4 2014 = 60

Part 3

th a n

E x e rc is e 5

Exam practice

1 1 0 0 0 m e tre s

6 b a tte r ie s

2 1940s

7 p a n e l o f lig h ts

3 1960

8 fin

4 1 1 , 0 0 0 m e tre s

9 s u rfa c e o f e a rth

5 p ilo t ’s

4 m u c h m o re e x c itin g

1 C u rra n ts

5 E xcept

2 sea

6 s o u rc e

3 a ffe c te d

7 c u rr e n ts

4 accept

8 descent

1 0 m in e ra ls fo r in d u s try

Answer key

127

E xercise 6

Noun

Adjective

Verb

Adverb

majority

marine

hatch

scientifically

descent

submarine *

descend

significantly

submarine *

shallow

explore

gradually

exploration

mysterious

research *

research *

technologically

reveal

scientist technology mystery revelation

Practice test S e c tio n 1 1 a

6 1 9 th Ju n e

2 b

7 £360

3 a

8 g a rd e n c e n tre

4 4 , T he W illo w s

9 school

5 07632 112254

1 0 v e g e ta b le

S e c tio n 2 1 1 E ve ryd a y in v e n tio n s

16 B

1 2 h a lf a n h o u r

17 A

1 3 g ro u n d flo o r

1 8 film title

14 c

1 9 c a le n d a r

15 b

2 0 n u m b e r o f tic k e ts

S e c tio n 3 2 1 (s tu d e n t) a c c o m m o d a tio n

26 f 27

16%

cam pus

28

n e a r b u s s to p

p u b lic tr a n s p o r t

2 9 20%

2 2 d is ta n c e fro m

23

25 b

24 e

3 0 54%

S e c tio n 4 31

lo o k fo r fo o d

3 2 fe e d th e ir y o u n g /fin d e x tra 3 3 th e tr o p ic s 3 4 w a rm e r c lim a te s

128

35

it c o m e s e a rlie r

36

h ig h e r te m p e ra tu r e s

37

(it) d ro p s d ra s tic a lly

38

D

39

F

40

B


n.

Key

canteen

a b b r. = a b b re v ia tio n

cauliflower

- a r e s ta u r a n t in a fa c to ry , s c h o o l, e tc .

w h e re w o rk e rs , s tu d e n ts , e tc . e a t

n.

- a la rg e , ro u n d v e g e ta b le w ith a w h ite

a d j. = a d je c tiv e

c e n tr e s u rr o u n d e d by g re e n le a v e s , w h ic h is e a te n

a d v . = a d v e rb

cooked

n. - noun p h ra s a l v. = p h ra s a l v e rb p h r. = p h ra s e v. = v e rb

n.

crumble

- a b a k e d p u d d in g c o n s is tin g o f a c ru m b ly

m ix tu re o f flo u r, f a t a n d s u g a r o v e r s te w e d fr u it dish

n.

- fo o d t h a t is p re p a re d a n d c o o k e d in a

p a r tic u la r w ay

n. - o n e o f e ig h t e q u a l p a r ts o f s o m e th in g flavour n. - th e ta s t e o f a fo o d o r d rin k flip v. - to tu r n s o m e th in g o v e r w ith a s u d d e n q u ic k eighth

Unit 1

m ovem ent fry v. - to c o o k fo o d in v e ry h o t f a t o r o il

arrival n . - th e a c t o r tim e o f a rriv in g

get straight on (with)

available a d j. - If s o m e th in g is a v a ila b le yo u c a n

grease

h a ve o r u s e it. book v. - to re s e rv e a s e a t o n a flig h t, ro o m in a h o te l, e tc . departure n . - th e a c t o r tim e o f le a v in g get in v. - to a rriv e , e s p e c ia lly a t o n e ’s h o m e o r p la c e o f w o rk land v. - W h e n a p la n e la n d s , it c o m e s d o w n to th e g ro u n d a ft e r a flig h t. pick-up point n . - a p la c e to c o lle c t p a s s e n g e rs , g o o d s , e tc . terminal n . - th e b u ild in g w h e re p e o p le w a it a t a n a ir p o r t o r to c a tc h a fe r ry travel agent n . - s o m e o n e w h o s e jo b is to a rra n g e h o lid a y s fo r p e o p le

v.

v.

- to d o s o m e th in g w ith no d e la y

- If yo u g re a s e a c o o k in g d is h , yo u p u t a

th in la y e r o f f a t o n it to s to p fo o d fr o m s tic k in g to it w h e n c o o k in g . greasy a d j. - c o a te d w ith o r fu ll o f g re a s e grill v. - to c o o k m e a t, fis h , e tc . by d ir e c t h e a t, a s u n d e r a g rill o r o v e r a h o t fire

n. - o n e o f tw o e q u a l p a r ts o f s o m e th in g lamb n. - th e m e a t o f a y o u n g s h e e p measures n. - p a r tic u la r a c tio n s in te n d e d to a c h ie v e half

s o m e th in g melted a d j. - S o m e th in g t h a t is m e lte d h a s b e c o m e a liq u id b e c a u s e o f h e a t. mix

v.

- to c o m b in e liq u id s , s u b s ta n c e s , e tc .

to g e th e r packet food

n.

- fo o d t h a t is q u ic k a n d e a s y to

p re p a re , e .g . fo o d t h a t is p re c o o k e d peel

v.

- to re m o v e th e s k in o r o u te r c o v e rin g o f fr u it,

v e g e ta b le s o r e g g s

Unit 2

pineapple

amount n . - T he a m o u n t o f s o m e th in g is h o w m u c h

quarter

n.

- a tr o p ic a l f r u it w ith y e llo w fle s h a n d a

h a rd b ro w n s k in t h a t h a s s h a rp p o in ts o n it

th e r e is o r h o w m u c h yo u n e e d . balanced diet n . - a d ie t t h a t c o n ta in s e n o u g h o f th e n e c e s s a ry n u tr ie n ts fo r y o u to b e h e a lth y benefit n . - s o m e th in g g o o d t h a t yo u g e t fro m s o m e th in g boil v. - t o c o o k fo o d in v e ry h o t w a te r

recipe

roast

a lis t o f in g re d ie n ts a n d in s tr u c tio n s t h a t

- to c o o k m e a t o r v e g e ta b le s by d ry h e a t,

u s u a lly w ith a d d e d f a t a n d e s p e c ia lly in a n o ve n

v.

- to m ix f a t in to flo u r u s in g y o u r fin g e rs to

g e t a c ru m b ly m ix tu re

bowl n. - a ro u n d c o n ta in e r o p e n a t th e to p , u s e d fo r

spice

g re e n o r p u rp le le a v e s th a t is u s u a lly e a te n c o o k e d

v.

rub (in)

boiling a d j. - v e ry h o t

h o ld in g liq u id , k e e p in g fr u it , s e rv in g fo o d , e tc .

- o n e o f fo u r e q u a l p a r ts o f s o m e th in g

te ll y o u h o w to c o o k s o m e th in g

solve

cabbage n . - a la rg e , ro u n d v e g e ta b le w ith w h ite ,

n. n. -

v. n. -

to fin d th e s o lu tio n to a p ro b le m a p la n t o r p o w d e r fr o m a p la n t t h a t you

a d d to fo o d to g iv e it fla v o u r, e .g . g in g e r, c in n a m o n o r n u tm e g s te a m

v.

- to c o o k fo o d w ith s te a m fr o m h o t w a te r

Glossary

129

stir v. - to u s e a s p o o n to m ix a liq u id o r o th e r

avoid v. - to p re v e n t s o m e th in g b a d fro m h a p p e n in g

s u b s ta n c e syrup n. - a s w e e t, th ic k , s tic k y liq u id take measures v. - to ta k e a c tio n s to a c h ie v e a

- a p e rs o n w h o ta k e s c a re o f a c h ild o r

c h ild re n w h ile th e p a re n ts a re o u t

n.

career

p a r tic u la r g o a l

n.

baby-sitter

third n. - o n e o f th r e e e q u a l p a rts o f s o m e th in g

celebrity

tiny a d j. - v e ry s m a ll

close up

- a jo b o r p ro fe s s io n

n. - a adv. -

fa m o u s p e rs o n If you s e e s o m e o n e o r s o m e th in g

c lo s e u p , you a re n e a r th e m a n d c a n s e e th e m v e ry w e ll. deliver

Unit 3

earn feed

ceiling

n.

- th e to p in s id e s u rfa c e o f a ro o m

concentrate on

v.

- to fo c u s a ll a tte n tio n o n a

p a r tic u la r th in g yo u a re d o in g

v.

explain

- to g iv e d e ta ils a b o u t s o m e th in g s o t h a t

p e o p le c a n u n d e rs ta n d fair enough for instance introduce

v.

phr. phr. -

a n e x p re s s io n o f a g re e m e n t fo r o r a s an e x a m p le

- to s p e a k a t th e b e g in n in g o f a

p re s e n ta tio n , te le v is io n p ro g ra m m e , e tc . a n d te ll p e o p le w h a t th e y a re g o in g to s e e o r h e a r m ake sense

v.

- If s o m e th in g m a k e s s e n s e , it is

re a s o n a b le o r s e n s ib le .

v.

m ake sure

- to m a k e c e rta in

match v. - to be th e s a m e o r s im ila r a n d lo o k g o o d

v.

v. v. -

memory stick

n. -

a s m a ll o b je c t t h a t yo u c a n c a rry

to g e t m o n e y in re tu rn fo r w o rk to g iv e fo o d to

n.

fulfilment

guard

v.

- to w a tc h a p e rs o n o r th in g in o rd e r to

p ro te c t th e m join

v.

- to b e c o m e a m e m b e r o f a c lu b , o rg a n iz a tio n ,

e tc . load

v.

- to p u t g o o d s o n to a tr u c k , s h ip , e tc .

open air

n.

rep.

abbr. n.

reward

project

v.

- to m a k e a n im a g e a p p e a r o n a s u rfa c e

pros and cons

phr.

- a b b re v ia tio n fo r a p e rs o n t h a t

n.

- s o m e th in g yo u g e t b e c a u s e yo u have

w o rk e d o r d o n e s o m e th in g g o o d

adj.

- in v o lv in g o r c a u s in g m e n ta l o r

e m o tio n a l p re s s u re o r w o rry

v.

d ig ita l c a m e ra , e tc .

p re s e n ta tio n o r s p e e c h

- a n o rg a n iz a tio n o f p o lic e o ffic e r s in

r e p r e s e n ts s o m e o n e e ls e

treatment

- to g iv e in fo rm a tio n to p e o p le , e .g . in a

n.

a p a r tic u la r c o u n try o r a re a

supply

v.

- T h e o p e n a ir is a n y p la c e o u ts id e .

police force

a n d u s e fo r s to r in g in fo rm a tio n fro m a c o m p u te r, present

- th e fe e lin g o f a c h ie v in g s o m e th in g

im p o r ta n t o r d e s ire d

stressful

to g e th e r

- to ta k e g o o d s to a p la c e

- to p ro v id e s o m e th in g

n.

- m e d ic in e , s u rg e ry , e tc . t h a t s o m e o n e

is g iv e n if th e y a re ill o r in ju re d union representative

n.

- s o m e o n e w h o re p r e s e n ts a

g ro u p o f s tu d e n ts o r w o rk e rs

- th e a d v a n ta g e s a n d

d is a d v a n ta g e s o f s o m e th in g rob

v.

-

to s te a l s o m e th in g fro m s o m e o n e ,

e s p e c ia lly in a v io le n t w ay slide

n.

- a s m a ll p ie c e o f film in a fra m e , th a t you

c a n s e e on a s c re e n u s in g a s p e c ia l p ie c e o f e q u ip m e n t suggest

Unit 5

v. -

to p u t fo rw a rd a p la n o r id e a fo r

s o m e o n e to th in k a b o u t

borrow v. - to ta k e o r u s e s o m e th in g fo r a p e rio d o f tim e a n d th e n g iv e it b a c k concentrate v. - to fo c u s a ll a tte n tio n on a p a rtic u la r th in g yo u a re d o in g custom n . - an a c tiv ity o r w a y o f b e h a v in g th a t is u s u a l o r tr a d itio n a l in a p a r tic u la r p la c e food hall n . - th e p a rt o f a d e p a r tm e n t s to r e , w h e re

Unit 4

fo o d is s o ld food outlet n. - a p la c e th a t s e lls fo o d

arrest v. - If th e p o lic e a rr e s t s o m e o n e , th e y ta k e th e p e rs o n to a p o lic e s ta tio n b e c a u s e th e y th in k th e p e rs o n h a s c o m m itte d a c rim e .

130


footpath n . - a n a rro w p a th fo r p e o p le to w a lk on foreign a d j. - c o m in g fro m o r re la tin g to a n o th e r c o u n try

Units 3 -7 get cash out

v.

- to g e t m o n e y fr o m a m a c h in e o r

bank - a n e w s p a p e r o r m a g a z in e , e s p e c ia lly o n e

t h a t d e a ls w ith a p a r tic u la r s u b je c t

n.

lecture

- a t a lk t h a t is g iv e n to s tu d e n ts to te a c h

n.

- a la rg e ro o m o r h a il w ith s e a ts in

t ie r s w h e re s tu d e n ts s it to lis te n to le c tu re s lift n. - s o m e th in g t h a t c a rr ie s p e o p le u p a n d d o w n in a ta ll b u ild in g

- A lo n e ly p la c e is a lo n g w a y fr o m o th e r

pickpocket

n.

- th e ro o m a t th e e n tr a n c e o f a la rg e

n.

- a p e rs o n w h o s te a ls fr o m th e

- an in d iv id u a l c a k e o r p a s tr y p ie

path

a lo n g s tr ip o f g ro u n d fo r p e o p le to w a lk on

to c a ll s o m e o n e u s in g a te le p h o n e If s o m e o n e is ro b b e d , s o m e o n e s te a ls

s o m e th in g fr o m th e m ,

n.

- a s tr o n g , m e ta l c o n ta in e r w ith s p e c ia l

lo c k s , u s e d fo r s to r in g m o n e y , je w e lle r y a n d o th e r shoplifter

n.

- a p e rs o n w h o s te a ls th in g s fr o m a

v.

- to ta k e s o m e th in g w ith o u t s o m e o n e 's

p e rm is s io n

n.

- a n y p e rs o n w h o y o u d o n o t k n o w

take som eone to court

- in th e s h a p e o f a c irc le

stir-fry n. - a C h in e s e d is h m a d e by c o o k in g s m a ll p ie c e s o f m e a t a n d v e g e ta b le s in v e ry h o t o il

n.

steal

stranger

fr o m o n e p la c e to a n o th e r

students’ union building

v. v. -

s h o p by h id in g th e m in a b a g o r in c lo th e s

to p a y it to th e m . pastry

adj.

rob

v a lu a b le o b je c ts

- If yo u o w e s o m e o n e s o m e m o n e y , y o u n e e d

n. n. -

ring

s a fe

b u ild in g s u c h a s a h o te l

round

adj.

p o c k e ts o r h a n d b a g s o f o th e r s in p u b lic p la c e s

lecture theatre

v.

lonely

p la c e s a n d v e ry fe w p e o p le g o th e r e .

th e m

owe

to lo c k th e d o o rs a n d w in d o w s o f a

b u ild in g b e fo re yo u le a v e

n.

journal

lobby

v. -

lock up

- th e b u ild in g w h e re

t h e o r g a n iz a tio n t h a t h e lp s s t u d e n t s h a s its

v.

- t o s t a r t a le g a l p ro c e s s

a g a in s t s o m e o n e theft

n.

- th e c rim e o f s te a lin g s o m e th in g

watch out for

v.

- to p a y a tte n tio n s o t h a t yo u

w ill s e e s o m e o n e o r s o m e th in g

o f f ic e s , a n d w h ic h u s u a lly a ls o h a s a b a r, s h o p s , e tc .

v. adj. v. - to

take out

to b o rro w a b o o k fr o m a lib ra ry

tough

d iffic u lt

upset

Unit 7

m a k e s o m e o n e fe e l u n h a p p y

v. - t o h a ve a p a r tic u la r v a lu e o r p ric e adj. - If y o u r m in d g o e s b la n k , yo u c a n n o t

be worth blank

t h in k o f a n y th in g o r r e m e m b e r a n y th in g .

Unit 6

calm down

v.

- to b e g in to fe e l le s s w o rrie d ,

n e rv o u s , u p s e t, e tc . abroad advise

adv. v. - to

download

to o r in a fo re ig n c o u n tr y te ll s o m e o n e w h a t yo u t h in k th e y

v.

- t o g o in to a h o u s e o r o th e r b u ild in g

n.

- s o m e o n e w h o e n te r s a b u ild in g ille g a lly

n.

- a m a c h in e w h e re y o u g o to g e t

v.

- to fin d a n d s to p s o m e o n e w h o is tr y in g to

n.

- an ille g a l a c tio n t h a t s o m e o n e c a n b e

phrasal v.

- to be

c o n n e c te d t o s o m e o n e o n th e te le p h o n e

v.

- to ta k e s o m e th in g w ith fo rc e

handbag

n.

- a s m a ll c u p b o a rd w ith a lo c k t h a t yo u ca n

p u t y o u r b a g s , v a lu a b le o b je c ts , e tc . in a t

revision

n.

- th e p ro c e s s o f r e r e a d in g a s u b je c t

n.

- a b a g t h a t a w o m a n c a rr ie s to h o ld h e r

p u r s e , k e y s , e tc .

e x a m in a tio n

adv. - w it h o u t b e in g e x a c t determiner - m o re th a n a fe w software n. - th e p ro g ra m s t h a t c a n b e roughly

p u n is h e d fo r get through to (on the phone)

grab

- to b e a w a re o f th e

o r n o te s o n it, e s p e c ia lly in p r e p a r a tio n f o r an

escape crime

v.

school

m oney catch

- e x tr e m e ly a n d u n u s u a lly

s o m e th in g o n tim e locker

in o r d e r t o s te a l th in g s cash machine

adv.

keep your eye on the clock

tim e s o t h a t y o u a re n o t la te o r s o t h a t y o u fin is h

ille g a lly in o rd e r to s te a l s o m e th in g burglar

- t o c o p y s o m e th in g to y o u r c o m p u te r

extraordinarily

s h o u ld d o break into

v.

u s in g th e In te r n e t

several

u s e d by

c o m p u te r s fo r d o in g p a r tic u la r jo b s try out

v.

- to u s e a m e th o d to fin d o u t if it is

s u c c e s s fu l

Glossary

131

Unit 9

Unit 8 n.

boutique

- a s h o p , e s p e c ia lly a s m a ll o n e s e llin g

brand

n.

- a p a r tic u la r p ro d u c t o r p ro d u c ts w ith a

v.

- to s a y t h a t you a re n o t s a tis fie d w ith

department store

n.

- a la rg e s h o p d iv id e d in to

d iffe r e n t p a r ts t h a t e a c h s e ll d iffe r e n t th in g s

n.

- a re d u c tio n in th e u s u a l p ric e o f

keen on a d j. - If you a re ke e n on s o m e th in g , you like it. lazy a d j. - n o t w a n tin g to w o rk leisure n . - th e tim e w h e n you a re n o t w o rk in g a n d c a n re la x a n d e n jo y y o u rs e lf

s o m e th in g eat out v. - to e a t a w a y fro m h o m e , e s p e c ia lly in a

marathon n. - a ra c e on f o o t o f 2 6 m ile s 3 8 5 y a rd s ( 4 2 , 1 9 5 k ilo m e tre s )

r e s ta u ra n t grocery shopping household goods

n. n. -

s h o p p in g fo r fo o d th e th in g s yo u u s e in y o u r

membership fee n. - a c h a rg e m a d e fo r b e in g a m e m b e r o f a n o rg a n iz a tio n parrot n . - a b rig h tly c o lo u re d b ird t h a t ca n

house mature adult

n.

- an o ld p e rs o n , u s e d a s a w a y o f

adv.

- If you d o

s o m e th in g on th e s p u r o f th e m o m e n t, you s u d d e n ly d e c id e to d o it a n d d o n o t p la n it.

adj.

s o m e tim e s c o p y w h a t p e o p le sa y stamp n. - th e th in g t h a t yo u s tic k on an e n v e lo p e o r

a v o id in g s a y in g th e w o rd ‘o ld ’ o n the spur of the moment

organic

join v. - to b e c o m e a m e m b e r o f a c lu b , o rg a n iz a tio n , e tc .

s o m e th in g

discount

cross country a d j. - g o in g a c ro s s c o u n tr y s id e , a s o p p o s e d to tr a c k s o r ro a d s

tr a d e n a m e o r tr a d e m a rk complain

climb v. - to u s e y o u r h a n d s a n d fe e t to g o u p ro c k s a s a s p o rt

fa s h io n a b le c lo th e s

- g ro w n w ith o u t th e u s e o f

p a rc e l to s h o w th a t yo u h a ve p a id to p o s t it street dance n . - a d a n c e s ty le t h a t s ta r te d o u ts id e o f d a n c e s tu d io s in an y o p e n s p a c e s s u c h a s s tr e e ts , p a rk s , s c h o o l y a rd s , e tc .

c h e m ic a ls

n. refund n. outing

a s h o r t tr ip to a p la c e an a m o u n t o f m o n e y t h a t a s h o p g iv e s

b a c k to yo u b e c a u s e you h a ve b o u g h t s o m e th in g

Unit 10

t h a t yo u a re n o t s a tis fie d w ith sale

n.

- a tim e w h e n a s h o p s e lls th in g s a t le s s

th a n th e ir u s u a l p ric e self-service

adj.

fin a n c ia l a c c o u n ts

- A s e lf-s e rv ic e re s ta u ra n t,

s h o p , m a c h in e , e tc . is o n e w h e re yo u g e t

alert v. - to te ll s o m e o n e a b o u t s o m e th in g o r re m in d th e m a b o u t s o m e th in g

s o m e th in g fo r y o u r s e lf a n d p e o p le d o n o t b rin g

deadline n . - a tim e lim it fo r a n y a c tiv ity

it to yo u .

draft n. - a n e a rly v e rs io n o f a le tte r, re p o rt, e tc . th a t

shelves

n.

- th e fla t p ie c e s o f w o o d , m e ta l o r g la s s

t h a t th in g s a re d is p la y e d o n in a s h o p spending habits n. - Y o u r s p e n d in g h a b its a re th e ty p e s o f th in g s t h a t yo u u s u a lly buy, w h e re yo u bu y th e m , h o w m u c h yo u s p e n d , e tc . survey

n.

- a s e t o f q u e s tio n s t h a t you a s k a la rg e

n u m b e r o f p e o p le o r o rg a n iz a tio n s take something back

v.

- to re tu rn g o o d s to a

trip zip

n. n. -

y o u m ig h t c h a n g e la te r draw the line v. - to m a k e a d is tin c tio n b e tw e e n tw o th in g s a n d c o n s id e r th e m a s b e in g s e p a ra te enter (data) v. - to w rite o r ke y in fo rm a tio n in a c o m p u te r hum an resource manager n . - th e p e rs o n in c h a rg e o f th e d e p a r tm e n t t h a t in te rv ie w s , a p p o in ts o r k e e p s re c o rd s o f e m p lo y e e s in a n o rg a n iz a tio n m anage your money v. - to s p e n d y o u r m o n e y

shop a jo u rn e y o r v is it to a p la c e s o m e th in g t h a t o p e n s a n d c lo s e s c lo th e s

a n d b a g s . It h a s tw o ro w s o f m e ta l o r p la s tic te e th a n d yo u p u ll s o m e th in g a lo n g th e m .

132

accounting n . - th e d e p a r tm e n t in c h a rg e o f k e e p in g


c a re fu lly s o t h a t yo u d o n o t w a s te it a n d s o th a t y o u h a ve e n o u g h fo r th e th in g s you n e e d milestone n . - a s ig n ific a n t e v e n t t h a t m a rk s an im p o r ta n t s ta g e in a p ro c e s s

Units 8 -1 2 nursery n . - a s c h o o l fo r y o u n g c h ild re n , u s u a lly fr o m th r e e to fiv e y e a rs o ld

m o v e y o u r h a n d s a n d f e e t in w a te r s o t h a t th e o th e r p e rs o n g e ts w a te r o n th e m s e lv e s .

on the dot p h r. - a t e x a c tly th e a rra n g e d tim e outline

n.

- a g e n e ra l p la n o r d e s c r ip tio n o f

s o m e th in g , w it h o u t th e e x a c t d e ta ils

adj.

part-time

- P a rt-tim e w o rk is w o rk in w h ic h yo u

Unit 12

o n ly w o rk fo r p a r t o f e a c h d a y o r w e e k . phase

n.

- a p a rtic u la r s ta g e in a p ro c e s s , p ro je c t, e tc .

pick up v. - to c o lle c t s o m e o n e a n d ta k e th e m s o m e w h e re

n.

pressure

is lik e ly to h a p p e n . behaviour

- a w o rrie d fe e lin g t h a t y o u g e t b e c a u s e

yo u h a ve t o d o a lo t o f th in g s in a s h o r t tim e o r b e c a u s e p e o p le e x p e c t a lo t fr o m you questionnaire n . - a s e t o f w r itte n q u e s tio n s t h a t a re s e n t t o a lo t o f p e o p le in o rd e r to g e t in fo rm a tio n

n. n. -

at risk - If s o m e th in g b a d is a t r is k o f h a p p e n in g , it

n.

- th e w a y t h a t s o m e o n e b e h a v e s

cham ber n . - a ro o m e q u ip p e d fo r a p a r tic u la r p u rp o s e crane n . - a d e v ic e fo r liftin g a n d m o v in g h e a vy o b je c ts current n . - a s te a d y , flo w in g m o v e m e n t o f w a te r

stress

- a fe e lin g o f b e in g w o rrie d o r te n s e

decrease v. - to b e c o m e le s s

task

an a c tiv ity o r p ie c e o f w o rk t h a t y o u h a v e

descend v. - to m o v e d o w n w a rd s

t o do

n. -

a lis t o f y o u r le s s o n s a n d w h e n th e y

w ill h a p p e n worry

adj. drill turbine n. destructive

timetable

n.

- c a u s in g d a m a g e a m a c h in e w ith a ro ta tin g to o l fo r

b o rin g c y lin d ric a l h o le s

- a fe e lin g o f b e in g a n x io u s b e c a u s e o f

p ro b le m s yo u h a v e o r b e c a u s e o f w h a t m ig h t happen

fall v. - to b e c o m e le s s o r lo w e r in n u m b e r, q u a lity , p ric e , e tc . fin

n.

a th in , fla t p a r t o u t t h a t s tic k s o u t o f a ro c k e t,

s u b m a r in e , e tc . a n d h e lp s to c o n tr o l its m o v e m e n t float v. - If s o m e th in g flo a ts , it s ta y s o n th e s u rfa c e o f w a te r a n d d o e s n o t s in k .

Unit 11

fuel n . - a n y s u b s ta n c e b u rn e d a s a s o u rc e o f h e a t o r p o w e r, s u c h a s c o a l o r p e tro l

arrange v. - to m a k e p la n s o r p re p a r a tio n s fo r s o m e th in g to h a p p e n block of flats

n.

- a b u ild in g t h a t c o n ta in s

n.

- a w o m a n w h o h a s ju s t b e e n o r is a b o u t to

chat v. - to h a ve a n in fo rm a l c o n v e rs a tio n cotton n . - c lo th m a d e fr o m fib re fr o m a c o tto n p la n t do dam age v. - to c a u s e p h y s ic a l h a rm to s o m e th in g

n.

- a d a y o r p e rio d w h e n p e o p le in a p la c e

c e le b r a te a s p e c ia l e v e n t global warming

- a lo n g p ip e , e s p e c ia lly

lo n g d is ta n c e s

globe n . - th e w o rld

adj.

gradual

b e m a rrie d

festival

n.

u n d e rg ro u n d , u s e d to tr a n s p o r t n a tu r a l g a s o v e r

generate v. - to p ro d u c e a fo r m o f e n e rg y o r p o w e r

a p a r tm e n ts bride

gas pipeline

n.

- a n in c re a s e in th e a v e ra g e

te m p e r a tu r e w o rld w id e b e lie v e d to b e c a u s e d by th e g re e n h o u s e e ffe c t groom n . - a m a n w h o h a s ju s t b e e n o r is a b o u t to be m a rrie d lentils n . - s m a ll s e e d s fr o m a le n til p la n t w h ic h c a n b e c o o k e d a n d e a te n in s o u p s a n d s te w s m ake progress v. - to a d v a n c e , to g e t r e s u lts origins n . - T h e o rig in s o f s o m e th in g a re w h e re it c a m e fr o m a n d h o w it s ta r te d to e x is t. splash v. - If yo u s p la s h s o m e o n e w ith w a te r, yo u

- h a p p e n in g s lo w ly

helicopter pad

n.

- a p la c e fo r h e lic o p te r s to la n d

a n d ta k e o f f ice-cap n . - a th ic k la y e r o f ic e t h a t c o v e rs th e N o rth a n d S o u th P o le s increase v. - to b e c o m e b ig g e r in s iz e o r n u m b e r m an ned

adj.

- A m a n n e d s h ip , s p a c e c r a ft, e tc . h a s

p e o p le in it w h o a re o p e ra tin g its c o n tr o ls . melt v. - If s o m e th in g s o lid m e lts , it b e c o m e s a liq u id b e c a u s e o f h e a t. off-shore

adj.

- d o n e o r h a p p e n in g in th e s e a

oil platform n . - a la rg e s tr u c tu r e t h a t s ta n d s o n th e s e a b e d , u s e d fo r g e ttin g o il fr o m u n d e r th e s e a oil rig n . - a s tr u c tu r e o n la n d o r in th e s e a , t h a t is u s e d fo r g e ttin g o il o r g a s fr o m u n d e r th e g ro u n d pilot

n.

- a p e rs o n w h o is s te e r in g a s h ip o r

s u b m a r in e

Glossary

133

power prawn

n. n.

- a p a r tic u la r fo rm o f e n e rg y - a s m a ll s h e llfis h w ith a lo n g ta il a n d a lo t

o f le g s , w h ic h you c a n e a t renewable

adj.

- R e n e w a b le e n e rg y fo r m s a re

n a tu ra l o n e s w h ic h w ill a lw a y s be a v a ila b le , e .g . w in d . resource

n.

- s o m e th in g s u c h a s a m a te ria l o r

m o n e y t h a t a c o u n tr y o r o rg a n iz a tio n h a s a n d ca n use reveal v. - to s h o w t h a t s o m e th in g e x is ts rise v. - to in c re a s e in h e ig h t o r level sample n . - a s m a ll a m o u n t o f s o m e th in g t h a t is ta k e n a n d te s te d s c ie n tific a lly

n. - th e g ro u n d a t th e b o tto m o f th e s e a adj. - S h a llo w w a te r is n o t v e ry d e e p . significant adj. - b ig e n o u g h to be im p o r ta n t stable adj. - n o t c h a n g in g storm n. - an o c c a s io n w h e n th e re is v e ry h e a v y ra in sea bed shallow

a n d s tr o n g w in d s , a n d s o m e tim e s th u n d e r a n d lig h tn in g structure

n.

- s o m e th in g th a t h a s b e e n b u ilt fro m

p a rts , e s p e c ia lly a la rg e b u ild in g surface n . - th e to p le ve l o f th e la n d o r s e a tendency

n.

- s o m e th in g th a t is s ta r tin g to h a p p e n

m o re o fte n trawler

n.

- a b o a t u s e d fo r c a tc h in g fis h , w h ic h h a s

a w id e n e t t h a t is p u lle d b e h in d th e b o a t trend

n.

- a c h a n g e o r d e v e lo p m e n t to w a rd s

s o m e th in g d iffe r e n t upward

adj.

- m o v in g to w a rd s a h ig h e r p o in t o r

le ve l wave

n.

- (in sea) a ra is e d m a s s o f w a te r on th e

s u rfa c e o f th e s e a , c a u s e d by th e w in d o r by tid e s m a k in g th e s u rfa c e o f th e w a te r ris e a n d fa ll

134


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