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 Introduction
Topic
Exam focus
Page
4
1 2 3
Friends abroad Food and cooking Presentations Review 1
Travel, countries and nationalities
Form completion, note completion, multiple-choice questions
8 14 20 26
Food, cooking, Completing notes, tables and flow measures and weights charts, matching information Academic subjects Completing sentences and tables, diagram labelling, multiple-choice questions
4 5 6
Work On campus services Staying safe Review 2
Types of work, workplaces University facilities Crime, protection and safety
Note completion, short-answer questions, matching Labelling maps and flow charts, shortanswer questions, sentence completion Multiple-choice questions, short-answer questions, table completion
28 34 40 46
7 8 9
Studying, exams and Study habits revision Shopping and spending Hobbies, interests and sports Review 3 Spending habits, products Interests and pastimes
Multiple-choice questions, completing flow charts Completing notes, answering matching questions, short-answer questions Completing forms and tables, multiplechoice questions
48 54 60 66
10 11
Work-life balance Comparing cultures
Time management Food, dress, housing
Completing notes and sentences, labelling diagrams Matching sentences, short-answer questions, multiple-choice questions Diagram and flow chart completion, note completion
68 74
12
Exploring the oceans Review 4 Practice test Audio scripts Answer key Glossary
Natural resources, ocean life
80 86 88 93 118 129
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.
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 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. 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. 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.
Reading
Writing Speaking
Timetabling Scoring
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: CEFR description
P roficient user (Advanced) Independent user (Interm ediate - Upper Interm ediate)
CEFR code
C2 C1 B2 B1
IELTS Band Score

9 7 -8 5 -6 .5 4 -5
This table contains the general descriptors for the band scores 1-9:
IELTS Band Scores

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 . 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. 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. 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. 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. 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. 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. 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. 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.
V ery good user
G ood user
C o m p e te n t user
M o d e s t user
Lim ite d user
E xtre m e ly lim ite d user In te rm itte n t user
Non user
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: 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 band score 5 band score 6 band score 7
Reading
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 Fluency and coherence Lexical resource Grammatical range Accuracy and pronunciation
Speaking: examiners award a band score for each of four areas with equal weighting:
For full details of how the examination is scored and marked, go to: www.ielts.org
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 Egypt Britain Japan Pakistan + ending _n _ian _ish _ese _i Nationality Australian Egyptian British Japanese Pakistani
Get Ready for IELTS: Listening
Unit 1
Complete the following sentences about national airlines with the correct nationality.
1 2 3 4 5 6
Japan Airlines is a ........... ............... airline. Air China is a .................... ...... airline.
Departure Arrival
^ ^
\ -ym
Egyptair is a n ...................
airline.
y Gaie (Gate
Emirates is a n .................. .........airline. TAP Portugal is a ............................airline. Malaysia Airlines is a ...... .....................airline
'
20 I 21
/ |_/5( Customs control / '
*
Terminal 1 ^
P -^ o o n .ro ,
T
7*
71
I
T
Gates 1-29 Gates 30-54
I
I 'T
I
'I
I f n i Check-in
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
(s ) ......................... .
delayed.
.... F l l a h t 1 A P 1 3 3 0 due.
0 fro m . ( 4 ) ...
...............
ime due
From
Airline
Flight
Terminal
Status
05.00 06.15 06.50 07.30
Madrid
Iberia
IBE0567
50
Arrived 04.50
Beijing Dubai Lisbon
Air China Emirates TAP
CCA1550 UAE1880 TAP1330
15 13 16
Arrived 06.00 Delayed Landed
^ ))) 4
01
Now listen to a taxi driver talking to a travel agent about the flight arrivals and check your answers.
Friends abroad
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 thirteen eighteen fourteen fifty forty eighty
50
thirty
^ j)) 3 04
Now listen to these sentences and write down the numbers you hear.
1 ..................
^ ))) 4 15-06
2 ..................
3 ..................
4 ..................
5 ..................
Listen to the following conversations and choose the correct letter a, b or c.
/ a
ii
M cKeon W e stb o rn e
b M cE w an b
W esterb orn e
MacKeon
c W estbourne
^ ))) 5 07
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.
10
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.
Lv.v.v.v.
Taxi
PLEASE USE BLOCK CAPITALS
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:
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
* ) 6
08
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

immigration Act 1971 Family name UH First name(s)
Please complete clearly in English and BLOCK CAPITALS
(1) ...................................................... Sex M 0 F (2)
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 Nationality CHINESE Contact address in the UK (in full) (3) ............................................................... CH-INA Occupation STUDENT
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 i (1) Single / Double - tw in beds / Double - king-sized bed
Type o f room : (circle one)
Nam e
(2)
H om e address
(3) .................................................................... Avenue, Cam bridge (4)
Postcode
Transport
(5)
M eals
(6)
Date of arrival
(7)
12
Unit 1
^ )))
10
Questions 8 - 1 0 Listen to the next part of the conversation and choose the correct letter, a, b or c. 8 The custom er's m obile phone num ber is: a 07976 122577. 07961 122577. 07961 121597.
b
c 9
The custom er w ould also like to: a receive tourist inform ation, make a restaurant booking, book tickets for the theatre.
b
c
10 He leaves a m essage for: a M rA la m i. M r El Fassi. M rA laoui.
b
c
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

******$**
*
# #
g r
A IM S : *
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 meat bananas butter cabbage carrots turkey beef lamb cherries pineapple yoghurt fruit
dairy products
vegetables
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.
Say whether the following foods are C (countable) or U (uncountable) or C/U (both countable and uncountable). 1 carrot rice lamb bean butter . f i/ K . . . ............ ............ ............ ........... 6 onion bread egg pea coffee
2 3 4 5
7 8 9 10
L4
Get Ready
fo r IELTS:
Listening
Unit 2
Cooking m ethods
Write the correct letter (A-E) next to each method of cooking.
i ii iii iv V
roast steam fry grill boil
in hot oil
B in hot w ater
C directly over the flam e
D in the oven E over boiling w ater
W eights and measures
Choose from the following list of weights and measures to complete the list of ingredients for making pancakes. weights (solids) gram (g) kilogram (kg) measures (liquids) m illilitre (ml) litre (I)
3 0 0 ................. o f s u .g flr
o f m ill?.
JLuS-
.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.
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
You will hear a list of ingredients. Circle the correct quantity. Then write a different way to express the same quantity.
1 2 3 4 5
apples sugar flour butter milk
1 kilo / 1 /2 kilo 250 g / 2 1 5 g 330 g / 130 g 120 g / 200 g

1 /5
I/ 5 I
Food and cooking
15
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
2 rice
3 onions
4 tom atoes
5 green peppers
6 cooking oil
a 450 g
b 4 kilos
c % kilo
d 500 g
e 2 kilos
f 15 ml
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 ingredients spelling instructions date colours weights 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
13
Listen to the recording and put the photos in the correct order.
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 )))
16
Questions 1 -4 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.
^ )))
17
Questions 5 -7 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, People do not know how to eat healthily, It is cheaper to buy fast food, They prefer fast food, They do not like packet food, It is quicker to buy fast food,
b c
d e
f h
5
g They have to plan their meals,

Schools teach children about a balanced diet.
6 ............
............
18
Unit 2
^ )))
18
Questions 8 - 1 0 Listen to the last part of the recording and complete the table. Write NO MORE THAN ONE WORD for each answer.
Group responsible:
(8) ..............................
L im it a d v e rtis in g fo r u n h e a lth y fo o d 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
(9)..............................
S to p s e llin g u n h e a lth y sn a cks a n d d rin k s 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
( 10) ..............................
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
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 Target setting for Healthy People 2010 Literature review Experiments & Methods Results Conclusions Future Work
To -jsa its ieo'rtav. f.'s savefc o-'eser.iat3" usfig Sa/eas. The* typein a newo n e
Sa youneed a'K >!''er o u V ei -CSicX0,1 K)M*f r-.onu a Clis*or. SWo
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
final slide
20
Unit 3
4 ) 2
19
Listen to these words and underline the part that is stressed in each one. The first one has been done for you.
1 2 3 4 5 6
introduce presentation suggest project (v) inform explain
introduction present (v) suggestion project (n) inform ation explanation projector present (n)
) 3
20
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 Arabic table photograph
benefits good points
diagram:
picture:
language:
advantages:
disadvantages:
Presentations
21

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 Italian painting is a the subject the topic course
b c
ii
Who originally wants to discuss one painter?
a b c
Edward Farouk Mandy
Hi M andy suggests a Michelangelo and Botticelli, Michelangelo. Michelangelo and Leonardo da Vinci.
b c
iv
Beth suggests Botticelli because a everyone else w ill choose him. his style of painting is different, he's a great artist.
b c
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>ctLceLLL 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 which artist is m ost famous which artist Beth w ill talk about w here to put Farouks slides w h e th e r to talk about Michelangelo first Presentations
b c d e
23

Section 3
^)))
25
Questions 1 -4 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, the risks caused by mobile phones, how mobile phones are used. The introduction explains the a dangers of mobile phones. im portance of mobile phones. im portance of understanding the dangers of mobile phones.
b
c ii
b
c
On the second slide, the students are planning to a explain w hy mobile phones are dangerous, point out some different kinds of risks, mention ways to avoid the risks.
b
c
IV
The tutor suggests a not discussing the dangers of mobile phones, discussing the benefits of mobile phones, having an argument.
b
c ^ )))
26
Questions 5 -7 Listen to the next part of the recording and complete the slides. Write ONE WORD ONLY.
Slide 1 Introduction
(5)
Slide 2 Health
(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 9 The actual talk w ill last f o r .................................... 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 / e i/ / i :/ /e / / a i/ / iu :/ I U example A E F
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 / i: / E /e / F / a i/ 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.
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 2 3 4
o n io n ..................................... flo u r ....................................... p o ta to .................................... m ilk ........................................
5 6 7 8
b e a n .... cherry coffee chicken
Review 1
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 4
5 dinner, dish, lunch, breakfast after, w ho, then, next
..................................... ..................................... .....................................
area, section, zone, door
6 wi-fi, restaurant, snack bar, cafe

7 tea, milk, juice, beans
8 9 roast, boil, pan, fry
.....................................
..................................... .....................................
carrot, cauliflower, onion, banana milk, cheese, egg, cream
10
^ )))
29
....................................
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.

3 4
5 6 I think w e should keep the blue bullet points. I've put all our slides together. So, let's put Botticelli first, and fo llo w w ith Michelangelo. 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 3 4 5

Let's ... Do you agree? 1think... Don't you think ...?
6 W hy don't w e ... 7 8
How about ... 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
t i
y **
The pictures above show people at work. Match each picture with the persons occupation. Write the letter.
fa rm e r.......
police o ffic e r.........
3 businessm an.........
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. A ....................protects the public from criminals. A ....................is a person w ho is qualified in medicine. A person w ho grows food is called a ....................
2 3 4
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.
Complete the word map on the next page with verbs from the list. ; look after defend supply earn take care of guard produce trade deliver ;
28
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.
Complete the table with the appropriate preposition. Verb 1 look 2 look 3 look 4 look 5 look Preposition fo r Meaning search care for examine check scan
Complete the following sentences with the most suitable phrasal verb from the table in Exercise 4. 1 2 3 4 5 The class s o m e tim e s .............................. the new spaper for inform ation about their local tow n. The fam ily called the police to help th e m .............................. their son, w h o was lost. The student asked his tutor t o ..............................his essay for mistakes. W hen they arrived at the hospital, the d o c to r..............................his broken arm. The parents asked the baby-sitter t o ..............................their children w hile they w e nt out.
Work
29

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
30
Listen to the follow ing introductions and w rite the topic of each talk. 1 2
...........................................................
working in ........................................................................
3
4
.....................................................................
em ployment opportunities in .........................................................................
.....................................................................
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. in the open air enjoyment em ploym ent associations business colleges fulfilm ent universities company occupation clubs 1 2 outside work
.........................
..............................
3
4
.............................
..............................
.............................
..............................
.............................
.............................
6 ........................
........................
30
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 ......
Exam tip
.............. J
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 )........................ - grow s (2 )........................ - keeps (3 )........................ , ducks and cow s - w o rst part of job - going out in w in te r to feed (4 )........................ - likes working outdoors in the (5)..................... - trucks deliver to (6 )................... - supplies (7 )...............................w ith milk, eggs, cheese - sells directly to (8)..........................in farm shop
Wei Long w orks as a (9 )..................................... - graduated in (10)..................................... - am bition - earn living through (11)................ - has own (12)..................................... - sells (13)..................................... - (14)...................looks after the office - likes making own (15)................... - w o uld n't like to w ork in a (16)...................
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.
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 b c d e f
see the patients after they have talked to the nurse have had accidents in the w ork place discover w hat is w rong w ith the patients look after patients w ho are out of danger arrange for patients to go home in an ambulance have had accidents in cars or at home
patients doctors nurses
............ ............ ............
2
3
Unit 4
Section 4
4 )))
35
Questions 1 - 4 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) Interested in (3) Accepted for (4) for five years at university side, not theory after graduating
^ )))
36
Questions 5 - 7 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 b c d e f 5
^ )))
37
danger of being attacked protecting the public not being available for fam ily celebrations special training in avoiding trouble w orking difficult hours w orking w ith the public
............
Questions 8 - 1 0 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 ...................................
The pictures above show buildings on a university campus. Label the buildings with the words in the box. halls of residence library medical centre sports centre
2,
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 3 4 5

You go here when you are sick and need to get a prescription.................................... 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.................................... This is where students live on cam pus.................................... 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
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) the doctor. (T h e ir/T h e y're /T h e re ) 3 4 The university has a number o f .................................... (restuarants/ restaurants/ restaurents) A lot of people enjoy m eeting visitors fr o m ...................................countries, (foriegrt / foreing / foreign) 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) The tutor's office is on t h e ................................... floor, (tw elvth / tw e fth / twelfth).
2 ...................................was a long queue of people w aiting at the medical centre to see
5
6
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.
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 2 3
on top of, into, over, above 4 outside, inside, w ithin, into
behind, opposite, in front of, facing beside, next to, between, at the side of
next to, far away, nearby, close to 5
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.
S ports C entre Bookshop __________ /
N ight Club
C Bank
S tudent Union
Shop
Theatre
\_______
On campus services
35

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
1
the right
to the lake
straight ahead of you
opposite
Medical Centre
Take the lift up to the tw elfth floor and the tutor's office is the third door on To get to the bank, cross the road at the library and turn left a t ....................................... Go down the footpath to the main road and the station's rig h t....................................... 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 ....................................... Take the second road on the right, then, first left and you'll find the physics building next to th e ....................................... g e t.......................................
2 3 4 5
6 Go along the main path as far as the canteen, then follow it round to the left until you
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 ........................................................ The lecture theatre in the Law School is o n ........................................................ To reach the Business School, you take the fo o tp a th ........................................................ The theatre is ........................................................ The nearest bus stop is opposite t h e ........................................................
2 3 4 5
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 )))
39
Listen to Sandra and Tom talking about the facilities on campus and answer the questions. Write NO MORE THAN TWO WORDS.
W hich floor is the library coffee shop o n ? ......................................
2 W hat does Sandra like to do th e re ? ......................................

3 4 5 6
W here is the silent zone?...................................... W here does Tom liv e ? ...................................... How many people live in Sandra's hou se?...................................... 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 B C D E
Fast food hall Snack bar Mexican restaurant College dining room Italian restaurant
o
Bus stop
(1 )
(3) ....
v
Shops
On campus services
37

Section 1
^)))
41
Questions 1 -4 You will hear Lily explaining to Chen how to use the library. Label the plan of the library.
A B
C
PC Zone Library Cafe Cookbooks
D Travel E
Silent zone
Ground floor North door
First floor
South
H)
42
Questions 5 -7 Listen to the next part of the recording and complete the sentences. Write only TWO WORDS.
5 6 7
First look up the title in t h e .............................................................. The class mark is one or tw o letters a n d .............................................................. The shows you where to look for the books.
> 8
Unit 5
^ )))
43
Questions 8 - 1 0 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 IMoun knife rob 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
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
2 3
A (thief) broke into the office and (took) a laptop. W hile the friends w ere at the night club, a (thief) took their w allets out of their jackets. 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. A (group) of (thieves) broke into a bank and took 1,000,000 over the weekend. The students w ere advised to keep their passports in a (secure) place w hen they w e n t on holiday.
4
5
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. take watch out call lock crime the police up for scene 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
44
Listen to the recording and check your answers.
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: 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.
^))) 7
45
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

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 1
Read the following questions and underline the key words and the question words. W hat is the m ost com m on crime in the UK? W hat tw o form s of theft does the policewoman mention? W hy are people in more danger when they are abroad? W hat should people leave in the hotel on holiday? W hat kind of mobile is popular w ith thieves?
2 3 4 5
^ ))) 2
Now listen to the recording and answer the questions. Write NO MORE THAN FOUR WORDS. 1 W hat is the m ost com mon crime in the UK?
46
2 3 4
W hat tw o form s of theft does the policewoman mention?
W hy are people in more danger when they are abroad?
W hat should people leave in the hotel?
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
47
Listen to a talk about emergency phone numbers in different countries and complete the table. UK 999 USA Australia Germany India
42
Unit 6
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, Crime does not happen very often, 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.
b c
a b c
The campus is always safe. A The officer says the cam pus is generally a very safe place, not that it is always safe. Crime does not happen very often. / The officer says crim e is very rare. 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
48
You will hear a talk about staying safe on campus. Choose a, b or c. i W hen can students ask a security officer to walk hom e w ith them ? a ii in the evening
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? a They should ring campus security.c They should study in the library. They should go hom e alone,
b
iii
W hat does the security office r say about national and on cam pus em ergency num bers?
a b
iv
They are both 999. They are both 3333.
They are not the same.
W hy should students call 3333 in an em ergency on campus? a 999 does not work. It is confusing.
It is faster,
Staying safe
43

Section 2
^}))
49
Questions 1 -4 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 Type of Crime
(3)
(4)
^)))
50
Questions 5 -7 Listen to the next part of the recording and answer the questions. Write NO MORE THAN THREE WORDS.
5 6 7
W hat are tourists advised not to wear in the street?
W here should tourists not go after dark?
In some parts of Latin America, w here do thieves often take money from tourists?
^ )))
51
Questions 8 -1 0 Listen to the last part of the recording and choose the correct answer to the questions. 8 W hat did the travel advisor think about India? a
b
It was dangerous. It was organized, It was safe.
c 9
W hy does the speaker recom m end going to India w ith a tour group ? a
b
because it is more fun because it is less risky because they don't need cash
44
Unite
10
W hat did the tour guide tell the tourists n o t to do? a b c speak their ow n language go w ith people they don't know 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 business
Occupation
Education
Transport
2Complete the sentences with the correct words from the list.
i in 1 for after at on around
Ahmed asked his tutor to lo o k .............................. his essay A team of rescue workers w e nt out to lo o k ....................... The sales team tra ve ls..............................the world. As a farmer, he enjoys w o rk in g ..............................the land. The nurses in the accident and emergency ward lo o k ...... n o t..............................danger. Underline the correct spelling of the words. patients w ho are the lost teenagers.
2 3 4 5
3
1 2 3 4 5
accommodation, accomodation. acommodation acident, accident, accidant librery, libary, library oposite, opposite, oppisite business, busines, bisness
6 Wednesday, Wendsday, Wedensday 7

Febuary, Febrary, February
8 nesessary, necesary, necessary 9 relevent, relevant, relavant 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 3 4 5 Turn le ft .............................. the top of the road that runs from the entrance. 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. The teaching block is .............................. the end of the road, facing the main entrance. The main lecture theatre is .............................. the ground floor. 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.
6 The library is .............................. the student union b u ild in g ,................................the left just
(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 Adjectives with one syllable add 'r' or 'er' large/larger strong/stronger Adjectives with two or three syllables put 'more' in front of the adjective dif-fi-cult/more difficult bo-ring/more boring Adjectives with two syllables and ending in '-le', -'er' -'ow' add 'er' simple/simpler Adjectives with two syllables and ending in 'y' add 'er' and change 'y' to 'i' easy/easier Irregular adjectives change spelling / into another word far/further
48
Form the comparative of these adjectives and write them in the correct column in the table below. 1 fast 2 interesting +Y 3 clever 4 nervous + 'er' -faster 5 well 7 8 late healthy 9 bad 10 good irregular adjectives
6 slow y- + ier
more + adjective
Now m atch your answers to the rules (A -E) in the table opposite. The first one has been done for you.
1 2 3
4
fast interesting ............ clever ............
4 5 6
nervous slow late
............ ............ ............
7 8 9
healthy bad 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.
Choose the correct adjectives or adverbs to complete these sentences. 1 2 3 4 5 The {intelligently/ intelligent) students answered the exam questions (correct/ correctly). A {w e ll/ good) designed exam tests the students' knowledge (effectively/ effective). The examiner marked the tests as (fa ir/ fairly) and as (quickly/ quick) as possible. The coursework on the programme this year was (unusual/ unusually) (w e ll/ good). The students' projects have been of an (extraordinary/ extraordinarily) (high / highly) standard.
Studying, exam s and revision

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.
Look at the following sentences and endings. Choose the endings that are grammatically correct. In each question more than one answer is possible. 1 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. you plan when to study each subject, your revision is planning, you have planned a revision timetable.
b
c
d
2
Some subjects are easier to rem em ber because a they interesting. they're interested, they are interesting, you're interested in them .
b
c
d
3 a
If you study all night, because it's quieter, you'll be tired in the morning. you're sleeping in your classes, you m ight fall asleep in your lectures, you'll be able to concentrate more.
b
c
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
Listen to this conversation about studying, and match the name of each person to the study technique they prefer.
M a rth a ........... A B C D
C a rl............
Enrique............
J e n n y ............
highlighting im portant details in photocopies of articles and text books making notes in the margin of articles and text books writing notes in an exercise book making notes in files on their PC using free software to make notes on articles and electronic books
50
Unit 7
4 )))
53
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 2 3 4 Lesley prepares for her end-of-year exams by making a ........................................................... Chen says that he can rem em ber historical facts more easily if he creates pictures Indira prefers to study late at night because it is ............................................... Mark likes to get up very early on the day of an exam to do s o m e .......................................
4))) 4
54
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
i p f e 345 67
d e p a fm te n ^
1 2 3 4
Leave y o u r............................................................. your bag. The keys for the lockers a re ............................................................... Show your identity c a rd ............................................................... 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. Dont check your answers yet. A B C look at past exam papers read all the books on the subject w rite practice exam questions D E F rem em ber key facts and arguments discuss possible exam topics w ith tutors look at all your lecture notes for the course
H))) 6
55
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
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. Sometimes a question is ........................................................................ than it looks. It is a good idea to start by answering the questions y o u ........................................................ you should check that you spend the right amount of tim e on them.
6
7
8 When all the questions are worth the s a m e ........................................................................
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;
A IM S :
ig i B )
^ i l l f i l l l flfk eggjlP
Language related to shopping and spending habits Predicting keywords Identifying opinions Recognizing words that go together (collocations) Completing notes Matching information Answering short-answer questions
Part 1: Vocabulary
Shopping options
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 ............. People w ho live in small tow ns often buy their food at the m arket............. In the countryside, people often get their groceries in village shops............. Departm ent stores sell clothes, furniture and household goods.............
b
c
Complete the sentences with the expressions from the box. designer brands shopping malls 1 2 3 4 5 shop assistant market stalls custom er services self-service
Ingrid complained t o .......................................... about her new boots because the zip was broken. A lot of teenagers like expensive.......................................... more than cheap clothes. One advantage o f .......................................... is that you can choose your own food from the shelves. Many young people in big cities go t o .......................................... to meet their friends. Farmers often sell their fruit and vegetables fro m ............................................ wanted.
6 T h e .......................................... helped the custom er to find aT shirt in the colour they
54
U n its
4))) 3
04
Listen to the following sentences and underline the stressed words.
1
2 3 4
I bought this shirt in a sale. M y brother thinks online shopping is much quicker than going to the shops. The good thing about shopping in a departm ent store is that you can get everything in one place. The last tim e I took som ething back to a shop, the custom er services manager w asn't there. use it.
5 I lost my credit card the other day. I was really w orried som eone else would
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
Match the verbs with the nouns to form expressions about shopping. 1 2 3 4 5 go ask for make do go to a b c d e the shopping a shopping list the superm arket shopping a refund
^))) 5
05
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.
o u
p e o p l e
I ia ,
t h
f a m i l w *-------------- t ?
o ^
I w
t w
( - 0 ............................................................................................................ * ------------------ ----------- ---------------------------------------------------------------------------
o t k i f i n . b k i . y s . i h i f o . o p t .
t e
1 ^
................................................................................................ f i r s t .
[ _ ........< ^ o e s
t o
( 3
........................................................................................................................................................................_
......... ................ ............. ........................ ...............................
i r i a m
( 4
) ____________________________ ____________ ______________ _______________ m
o s t .
. - S o m
e t i m
e s
h m
^ s . . c l o t h e s
s h e .
o e s n
' t
l i k
e .
a k
e s
t h e m
b a c 'r z
w s t e s
f o
^ 5
.............................................................................................................
Shopping and spending
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.
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 2 3 4 5 in over secondly consequently lastly as then there after that though through so for prior to before next because but since however such finally therefore also first near nevertheless thirdly never
2a
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 % b.ouaht * ............... ................. .. t fflflrt 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
06
Now listen to the recording and check your answers.
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
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 b c d e f They like to shop in large departm ent stores, They go to the superm arket after midnight, They always make a shopping list, They tend to buy inexpensive shoes, They save m oney by buying special offers, They like expensive boutiques, They go shopping in specialist shops.
g
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 b c too many w ords not enough answers m isunderstood the question word d e f incorrect spelling too many answers m isunderstood the question
Question
1 W here do young people in the city like to m eet their friends? 2 W hat three things do m ost teenagers like to spend their m oney on? 3 4 How much does it cost to go to the cinema? W hat is the m ost expensive thing you have bought? 5 W hen do you go shopping? Name tw o places w here you can buy food. It is enjoyable,
Answer
at the shopping mall
music, clothes, cinema, computers
a m obbile phone
to the superm arket 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
^ )))
08
Questions 1 -4 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 M ature adults (4 ) ................................................
58
Unit 8
4 )))
09
Questions 5 - 7 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

c
d cars and outings electronic equipm ent gardening tools food, toys and outings cars and travelling ............
e f g
5
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 Interest Sports
lb
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 Hobbies c o lle c tin g travelling running listening to m usic cooking sw im m ing football
Interests qclwz. to the
Sports c w c lln g
^j)) 3
11
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 : ..................................... Conversat on B Speaker 1 ..................................... Speaker 2 ..................................... Conversation C Speaker 1 : ..................................... Speaker 2 : ..................................... Conversation D Speaker 1 : ........ 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
2 3
4 5
Michael w a n ts ................... go travelling in the vacation. Jerem y h a s ............................................much w ork to do. Annie h a s .................sisters in Germany. Edward i s .................lazy to study for his exams. Elizabeth w ould like to g o .................Paris for the summer. Faizal is pla n n in g .................vacations this year. Hobbies, interests and sports
61

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. 1 2 3 4 5 fly / f r y play / pray le a d / read blade / played collect / correct 6 7 8 9 10 p la y / pray lead /re a d fly/fry blade / played collect / correct
12
4 )))
13
Now you will hear a conversation between two people discussing their hobbies. Circle the words you hear. 1 2 flying / frying / fly in 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 (1) ^ )))
14
Picture
Year (3) (4)
Origin
colour, im aae
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
Picture
c a rd in a l h o n e y e a te r
Year
( 1 ) ................
Origin
(2 ) ................
25 c e n ts
p a rro t
(3).................
(4).................
62
Get Ready
fo r IELTS:
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 2 3 4 5
6
Type of information age
Are you over 18? Where do you live? What's your family name? Do you have a number where I can contact you? Do you have any health problems? Do you have any climbing experience?
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
Hobbies, interests and sports

Section 1
4 )))
16
Questions 1 -4 You will hear two students talking about university clubs and societies. Complete the table. Write NO MORE THAN TWO WORDS OR A NUMBER. Club (1)....................................... cross country cycling film and drama (4)....................................... Membership fee 20 15 50 5 Number of members 60 (2)............ (3)............ 80
^)))
17
Questions 5 -7 Now you will hear the next part of the recording. Choose THREE letters a-g. Which THREE activities does Victoria enjoy? a b c contemporary dance yoga film and drama cycling photography running jazz and tap dancing
d
e
f
g
5 6 7
64
Unit 9
*)
18
Questions 8 -1 0
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 baseball basketball chess contem porary dance cycling kick boxing parachuting photography pilates running sailing snooker street dance sw im m ing table tennis yoga
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 2 3 4 5 Revising for exams was (easy)..............................than Carl expected. The students thought the seminar would last (long)..............................than an hour. The final examination was the (tough).............................. of all. Mathematics was the (bad)..............................of Tom's exams. The tutor noticed that his students studied (w e ll)..............................in the afternoon. Michael got the (good)..............................mark in the class for his coursework.
Change the following adjectives into comparisons. 1 2 3 4 5 slow pretty clever good difficult slower 6 7 8 9 10 healthy near hard early boring
Complete the table below with words from the box that have similar meanings. sale price articles store deal bargain design style produce items reduction supermarket market
Shop
Discount
Fashion
Goods
s>alt priae
Review 3
4 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.
* ) 19
1
2 3
W ho did the speaker think w ould spend m ost on electronic equipm ent? W hat do young men spend m ore o n ? ................................................. 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 3 4 5 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. 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. 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. You are going to hear tw o people discussing their favourite film . Listen and choose the correct answ er from the list (A-C).
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 prices w eather names phone num bers activities days transport types of film cities hotels hobbies actors sports \
1 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 stress factory employer deadline study
2 .............................
3 .............................
Words th a t have similar meanings

Circle the words in each list that do not have a similar meaning to the others. 1 2 3 4 5 6 career relaxation stress factory employer deadline job leisure worry beach boss limit hobby rest difficulty office owner goal profession holidays pressure shop worker target occupation work com fort workshop manager start
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 career Noun and verb
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
2
3 4 5
M argaret decided to apply for a n e w ..............................to earn m ore money. The college gave the teachers lo n g e r.............................so they could spend m ore tim e w ith their families. 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. The college organized a day off for t h e ..............................staff. T h e ..............................of the factory invested in a new building for storing supplies. 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: 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 2 3 4 5 new york is not the Capital of the united states of America. in the uk, children w ho are born in july usually start school in September, just after they are five oxford university is one of the m ost famous in the World. in som e countries, m ost companies close on sundays, but in fridays or saturdays the official language of greece is greek others they close on
Work-life balance
69

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. 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) completion question. Which
^ ))) 3. 20
Listen to the recording and look at the answers to thissentence answer is correct? T h e ir............................. at the beginning of July. / ii Their holiday starts_at the beginning o f July, 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 b 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 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
ii
a A t university you w o n 't have as many hours o f class. 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
on your mobile
Actually, your university m ight even have a system for alerting you on your mobile w hen your lectures are. you can
iv
a One thing I w ill say, though, is that at the end of the year,after your exam, 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. If the em ployees..................................... a lunch break they can go home between 3.00 and 5.00 pm. ..................................... she goes to the gym in the morning. The c h ild re n ..................................... of school at 4.00.
3 4 5
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.
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 A deadline B tasks C finishing line D section E start date F

m ilestones
Alternative expressions 1 2 3 4 5 6 7
part step in a process final date for completion end of a race im portant achievements beginning activities
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.
Deadline
B Tasks C Finishing line D Section E Start date F

M ilestones
G Completion of phase 1
( 1 ) ........... Team m e e tin g 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 ( 2 ) ............. 23/01 ( 3 ) ............. 15/02 18/03 2 5 /0 4 3 0 /0 6 ( 4 ) ............. 15/08 ( 5 ) ............. 15/09
Unit 10

4 ))) 24 Questions 1 - 5 You will hear a human resource manager talking about her companys work-life balance policy. Complete the sentences. Write NO MORE THAN TWO WORDS OR A NUMBER.
1
2 3 4 5
The company is concerned about the physical.....................................health of the workers. It aims to give em ployees a chance to create a balance betw een their w ork and lives. Some parents need to w o rk .....................................hours so they can look after their children. A lot of parents w ork part tim e and others w o r k ...................................... 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.
4))) 25
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 ).................... Collects them from (10) her w ork at home. Leaves them at nursery before 8.00 a.m. ................... house in the afternoon. Finishes
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
Use the pictures above and the clues to complete the word puzzle.
Across: 3 This little girl is wearing her costume. 4 In villages in Africa and South America, many people live in ..............................like these.
Down: 1 This is an example o f........ writing. 2 This is the national dish of
Complete the word maps on the opposite page with words from the box below. scarf vegetarian spicy pronunciation silk brick block of flats alphabet
74
Unit 11
( 1)
(2 )
Speaking
Writing
Communication
Listening for key words

^ ))) 27
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 B H)))
27
language, dress, housing, diet C
clothes, festivals, homes, com m unication com m unication, food, costum e, art
costum e, housing, culture, literature D
Listen again and write, in your notebook, any words from the word maps that are mentioned. The verbs m ake, have and do are often confused. Circle the correct verb.
1 2
3 4 5 6
Every year in April w e {m a ke/ have/ do) a W ater Festival. Recently, our country has {m ade/ h a d / done) progress in improving education. In som e places tourism has (m a d e / h a d / done) a lot of damage to the environm ent. Global w arm ing has (made / h a d / done) a negative effect on many rare animals. In the spring, w e (m a ke /h a ve / do) a lot of w ork in the garden. W hen people get married, they (make / have / do) a big party to celebrate.
Comparing cultures
75

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.
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 not a little exactly rather
To emphazise similarity verw a
To limit similarity
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 b c 1 potatoes cereal toast andeggs bread w ith lentils in the UK ...... d noodle soup e rice and vegetables f a sandwich 2 in India ............. 3 inChina ............. g chicken
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.
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 ...
In India the father of the bride used to ...
Recently it has becom e very popular for Indian fam ilies to ...
A fter they are married the couple live ...
^))) 5
30
Listen to two students comparing marriage customs in their countries and choose a, b or c. / Intraditional Indian families the bride and groom used to m e e t for the first tim e at the a ii marriage. b girl's home. c boy's home.
In India, the father o f the bride used to give the a bride a gift. b groom some money. c groom's family agift.
Hi
Recently it has becom e popular for Indian families to a b c use w ebsites to find marriage partners for their children, ask their children to get married online, send their children abroad to find a partner.
iv
These days, in India, m ore and m ore m arried couples live a b c w ith the girl's family, on their own. 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)))
31
Questions 1-2
You will hear two students discussing a project on international festivals with their tutor. Complete the sentences with the correct answer from the list.
The students are planning to study a different types of celebration, how the festivals started. people's attitudes to festivals.
b
c
The students have already discovered a the seasons in different countries. how the Carnival is linked to different tim es of the year, similarities between countries that are far away from each other.
b
c ^)))
32
Questions 3 -5
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, It celebrates the end of winter, It is only celebrated in Europe, It is celebrated in many different regions, It takes place during the rainy season, It is not connected w ith the seasons,
b
c d e
g It is celebrated when the weather is very hot.

3 4 5 w hat where when ............ ............ ............
78
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
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
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 gas pipeline
off-shore drilling energy fuel
fish farm net
underwater turbine Picture 1 o il r ia
wave power Picture 2
Picture 3
Picture 4
Match the phrases with the definitions. 1 2 3 4 5 6 off-shore drilling wave power mineral fuel trawler rig a b c d e fa a large structure for drilling for oil from the sea bed a material that is burned to produce power a type of fishing boat a natural material energy generated from the movement of the sea method of extracting oil from the sea bed
k /a ,tc &
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
Circle the correct spellings in the following sentences. 1 2 3 4 5 6 Oil is a non-renewable sauce / source of power. Fishing boats often spend many m onths at s e e /s e a . The m elting ice-caps have affected / effected the level of the oceans. Are / Our knowledge of the deepest parts of the ocean is increasing. Wave pow er is generated w hen waves b re a k/ brake on the shore. 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.
Do the following graphs show trends or statistics? Match the statements with the charts. 1 2 3 The num ber of destructive storm s has increased significantly in the last ten years. There has been a gradual rise in the tem perature across the globe recently. The polar bear population has fallen dramatically since 2010.
4 The frequency of volcanic eruptions has remained stable over the past century.
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 per cent m ore than less than am ount fall m ajority fraction dramatic
increase decrease m inority upward num ber slight Statistics
remain stable tendency
dow nw ard significant Trends
rise
(lAîA/verb)
Exploring the oceans
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 2 3 4 New submarine technologies are opening up the sea bed for exploration. Fixed oil rigs can only be built in shallow w ater because they rest on the sea bed. Aquaculture has developed significantly over the last 50 years, and now provides 40% of the world's fish. 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
34
Listen to the talk about the structure of an offshore oil rig and label the diagram.
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.
2008 ........
2009 ........
2012 ........
2014 .....
83
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 ) ........................ Bathyscaphe invented Trieste Cameron descended to descended to 10,000 metres ( 4 ) ..............................
1920s
1934
2012
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.
(8 )
chamber
84
Unit 12
4 )))
38
Questions 9 - 1 0 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)
I
of.avalLnlcllliu o f ..... t
........... -
.......................................................................... ......................
:r.niM.m.frrlnL
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.
is gardening a hobby or a sport marathon in 2012 south america is a very large continent w ith a variety of climates
2 several thousand people ran in the london
4 5
hindi is the official language of india 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 on saturdays Listen to the recording and underline the word or phrase you hear in each sentence. 1 2 3 study / studies thanks / thank languages / language 4 class / classes
8 in many large companies employees w ork from monday to friday and some even w ork
5 c o u n try / countries
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. It is the custom in England to (m ake/ d o / have) a party w hen someone has a birthday. Carefully regulated tourism does not (m ake/ d o / have) the environm ent any harm. W hen people get married they som etim es (m ake/ do / have) a w eek off w ork to go on honeymoon. People may speak the same language, but depending on the country, some words may (m ake/ d o / have) a different pronunciation.
2
3 4
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
2 3 4 5 6 7
M ost people think that their home country is (beau tiful).............................. any other. It is much (easy).............................. to learn a language that is nearly (same) .............................. your own than one that is completely different. The diet in Europe is much (greasy)................................ the diet in Asia. Experiencing new cultures is much (exciting).............................. staying in one place all your life. The north of India is not nearly (h o t)......................................... the south. Marriage customs in the Middle East are rather (conservative).............................. in Europe. 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 1 2 3 4 5 6 7 8 se a /s e e currents / currants desce nt/de cent accept / except
.............................. are dried grapes. Sailors spend the m ajority of their working lives a t .............................. The tem perature of the ocean has b e e n .........................................by global warm ing. The UK energy industry is beginning t o .............................. the im portance of wave and tidal pow er .............................. for tw o men, no one has travelled to the ocean bed in the Mariana Trench. Rain is the m a in .............................. of fresh w ater on the planet. 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. 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
a week
a few weeks
'c
a few days
W here does the caller w ant to stay?
a b 2
in the country in the city
c by the beach
W hat kind of hotel does the caller w ant to stay in?
a b 3
a family hotel a spa
c a farmhouse
Which hotel does the caller choose?
a b
Sparkling Springs 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: W illia m French ( 4 ) ................................................................................................................................... S ta n d m a rc h N o rfo lk NE1 4SP ( 5 ) ................................................................................................................................... 15th Ju n e ( 6 ) ................................................................................................................................... C re d it card (7) ................................................................................................................................
B illin g A d d re s s :
M o b ile N u m b e r: 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
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 B
young people 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) Num ber of questions: 20 Inform ation required in first three questions: cost, num ber of rooms and
( 2 2 ) ..............................................................................................
preferences
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 b c d e f g 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 make the questions shorter make the questions sim pler increase the num ber of questions ask m ore questions about the students' homes not to ask so many questions ask for more explanations ask m ore questions about cost
( 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 B C D E F
migration to warm countries clockwise migration long distance migration partial migration migration to countries w ith long days 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
Track 01
Travel agent: Taxi driver:
Friends abroad
Good m o rn in g . Hi F liers, can I he lp you ? 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 .
2 3
T here are fo r ty p a s s e n g e rs in fir s t c la s s . T here s h o u ld be fifty p e o p le on th e bu s. H er p la n e a rriv e s a t s ix te e n fifte e n . O ur tra in le a ve s a t s e v e n te e n th ir ty .
4
5
Track 05
R estaurant m anager: Mr McEwan: Good e ve n in g , Fine D ining, can I h e lp yo u ? H ello, ye s. Id like to b o o k a ta b le fo r fo u r on Friday e ve n ing a t 8 p.m . R estaurant m anager: Mr McEwan: R estaurant m anager: Mr McEwan: R estaurant m anager: Yes, sir. And th e n a m e is? M c E w a n ... M-C-E-W-A-N. M-C-E-W-A-N, is th a t rig h t, sir? Yes, t h a t s rig h t. 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 .
Travel agent: Taxi driver:
Oh, OK, Dave. Go a h e a d . 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 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 ts 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 ...
Track 02
Ali: Sam : Ali: Sam : Ali: Sam: H e llo ? H e llo . Is th a t A li? Yes. W h o s c a llin g ? Hi A li. It's m e, S am ! Hey, S a m . H ow a re yo u ? W hen a re you a rriv in g ? I m fin e . Really lo o kin g forw ard to se e in g you. Ive booked my flig h t fo r W ednesday m o rn in g , arriving a t 6 .5 0 in th e e v e n in g . Ali: Sam: Ali: Sam: Ali: Sam : Ali: G re a t! T h a ts 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? B ritis h A irw a y s , flig h t n u m b e r B A 3 0 2 5 B A1325? No. T hree oh tw o five . 3 0 -2 5 . Ah ... OK. And it g e ts in a t 6 .1 5 , rig h t? No. A t 6 .5 0 . Ten to se ve n . 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 : Ali: T h a ts rig h t. Good. W ell, d o n t worry. Ill 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 ... Receptionist: Taxi driver: Passenger:
Track 06
Taxi driver: Passenger: Taxi driver: Passenger: W h e re to , m a d a m ? W e s tb o u rn e G rove, p le a s e . W e s te rb o rn e Grove, in th e c ity c e n tre ? No. W e s tb o u rn e . n e a r th e p a rk. h a v e n t g o t th e p o s tc o d e . 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. S orry, I
Track 07
Receptionist: Sam : Receptionist: Sam : Receptionist: Sam : Good m o rn in g . Taxis 4 U . H ow can I h e lp you? Oh, g o o d m o rn in g . I'd like to b o o k a ta x i to th e a irp o rt, p le a s e . R ight ... a n d w h ic h a irp o rt is th a t? London H eathrow . T h a ts fin e . And w h e n do th e ta xi fo r? 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. 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 p le a s e ? Sam : Receptionist: Sam : S am W illia m s . And yo u r a d d re s s ? 6 0 , W illo w s id e B ank, A b in g d o n . T h a ts A-B-l-N-G-D-O-N. you need
Track 03
18, 13, 80, 40, 15
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 .
by the window.
Audio scripts
Receptionist: Sam: Receptionist: Sam: Receptionist:
T h a n k you. And th e p o s tc o d e is? 0 X 1 4 3H B. 0 X 1 4 3H B. And can 1 have a c o n ta c t n u m b e r fo r you? Yes, o f co u rs e . My m o b ile is 0 7 7 8 9 612744. T h a n k you. 0 7 7 8 9 6 1 2 7 4 4 . Now ... w e ll be p ic k in g you up a t 3 .3 0 . Is th a t OK?
Edward: Receptionist: Edward: Receptionist: Edward: Receptionist: Edward:
Ah, yes. Good a fte rn o o n . Id like to b o o k a room fo r n e xt Friday. C e rta in ly, sir. How m any n ig h ts w ill you be sta yin g ? J u s t o ne, p le a se. And w o u ld you like a s in g le o r do u b le ro om ? A d o u b le room , p le a s e . A d o u b le room . And w o uld you like tw in b e d s o r a king sized bed? A king sized bed, p le a s e . Let m e se e . Yes, we do have a do u b le room a v a ila b le fo r next Friday. W ould you like m e to b o o k it fo r you?
Sam:
Yes, th a ts fin e . Receptionist: Have you fille d in yo u r la n d in g c a rd ? I'm a fra id not. I m having a fe w p ro b le m s . Can I help you a t a ll? Oh, ye s p le a se . W ell, th e firs t q u e s tio n s ve ry easy. W h a ts yo u r fa m ily na m e ? My fa m ily nam e is Liu, L-1- U. And your fir s t na m e ? W ell, my English nam e is Grace, b ut my C hinese nam e is Hua Fang. W hich one should I put here? Edward: Receptionist: Edward: Receptionist: Edward: Receptionist: Edward: Receptionist: Edward: Receptionist: Edward: Receptionist: Edward: Receptionist: Edward: Receptionist: Edward: Receptionist: Edward: Receptionist:
Track 08
Flight attendant: Hua Fang: Flight attendant: Hua Fang: Flight attendant: Hua Fang: Flight attendant: Hua Fang:
Yes, p le a se . C ould I have your n a m e , p le a se ? Yes, it s Edward F ra n cis. Is th a t F-R-A-N-C-E-S? No. Its F-R-A-N-C-l-S. F-R-A-N-C-l-S? Yes. T h a ts right. And yo u r h o m e a d d re s s p le a se , sir. Yes, its 2 3 . C ypress Avenue, C am bridge Is th a t C-Y-P-R-U-S? No. C-Y-P-R-E-S-S. Like th e tre e . Oh, I se e . And yo u r p o stc o d e is? C B3 9NF. And i t s fo r ju s t one n ig ht? Yes, t h a ts right. We can re se rve a p a rk in g sp a ce fo r you. Are you c o m in g by car? A ctually, Ill be ta k in g a taxi fro m th e s ta tio n . T h a ts fin e . And one la s t q u e s tio n : w o u ld you like d in n e r and b re a k fa s t? No dinner, th a n k you. B ut Id like b re a k fa s t. J u s t b re a k fa s t. So, to c o n firm . Youre a rriv in g on Friday 1 6 th A pril and leaving on S a tu rd a y 1 7 th . T h a ts one n ig h t in a d o u b le room w ith a king sized bed w ith b re a k fa s t.
Flight attendant: Hua Fang: Flight attendant: Hua Fang: Flight attendant: Hua Fang: Flight attendant: Hua Fang: Flight attendant: Hua Fang: Flight attendant: Hua Fang:
W hich nam e do you have in your p a s s p o rt? Hua Fang. H-U-A and F-A-N-G. So you s h o u ld p u t th a t one. And yo u r d a te o f b irth ? S hall I p u t th e day firs t o r th e m o n th ? S ee w here it says D-D, M-M and Y-Y-Y-Y? Yes. W h a t d o e s th a t m e a n ? It m e a n s d a te , m o n th and year. 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. 1 7 th D e ce m b e r 1 9 9 4 ? Yes, th a ts rig h t. And w h a t a d d re s s is th is ? T h a t w o u ld be w h e re you are s ta y in g in th e UK. OK. Let m e se e ... 1 3 Park Road. B rig h to n . B-R-l-G-H-T-O-N. And th e p o s tc o d e . B N 4 0 4 G R .
Edward:
T h a ts rig h t. T h a n k you very m uch.
Track 10
Receptionist: Edward: Receptionist: Edward: And c o u ld I have yo u r m o b ile num b er? Yes. Its 0 7 9 7 6 1 2 2 5 7 7 , Oh no sorry, i t s been c h a n g e d ! Its 0 7 9 6 1 1 2 1 5 9 7 . 0 7 9 6 1 1 2 1 5 9 7 . T h a n k you. Is th e re a n yth in g e ls e I can help you w ith ? Yes, I m having d in n e r w ith a frie n d . C ould vou re c o m m e n d th e b e s t re s ta u ra n t n e a r here?
Flight attendant: Hua Fang:
Is th e re a n yth in g e ls e you need h e lp w ith ? No, th a n k you. I u n d e rs ta n d th e 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.
Track 09
Receptionist: S ilve r Tulip H o te l. Good a fte rn o o n . How can I h e lp you? 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.
Get Ready
fo r IELTS:
Listening
Unit 2
Edward: P e rfe ct. C o u ld you p le a s e m a ke a re s e rv a tio n fo r 7 p .m . and leave a 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: Edward: Receptionist: Edward: C e rta in ly . W h a t is th e g e n tle m a n s nam e? M r A la o u i. T h a ts A L A 0 U I. No p ro b le m . We lo o k fo rw a rd to s e e in g you n e x t w e e k. T h a n k you. properly. So p le a s e m a ke s u re vou w eigh e v e ry th in g c a re fu lly. E veryone re a d y? OK. 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 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 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 c o n s is te n c y . M a ke s u re you s tir a ll th e tim e . 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 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 w ith a little b u tte r. W hen th e b u tte rs 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
Track 11
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 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!
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 ts 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 .
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 ts 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 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 ts 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 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 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 Id 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 tve 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 ts 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.
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
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. Ill 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, Ill 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 Ill 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 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 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 , 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 .
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 , Ill 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 , Ill go in to m o re d e ta il a b o u t... [fa d e ]
Unit 3
Track 19
1 2 3 4 5 6
Presentations
in tro d u c e p re s e n ta tio n suggest p ro je c t in fo rm e xplain
in tro d u c tio n p re s e n t (v) s u g g e s tio n p ro je c to r in fo rm a tio n e x p la n a tio n p re s e n t (n)
Track 20
Farouk: Edward: So, w h o s g o in g to do th e in tro d u c tio n ? 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 ouve d o n e a lo t o f w o rk on th is p ro je c t, a fte r a ll. Farouk: W ell, OK. Ill 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 e xp la in th e next tw o s lid e s .
Track 17
N ow on to m y n e x t p o in t ... W hy do so m any p e o p le e a t b a d ly ? W ell, le ts lo o k fir s t a t h a vin g a 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 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 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 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 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 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 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 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 . Mandv: Edward:
Track 21
Beth: 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 e x a c tly are we g o in g to ta lk a b o u t? We know th e c o u rs e is A rt H isto ry and th e s u b je c t is Ita lia n p a in tin g , b u t th a t's s till to o big. We have to ch o o se a p a rtic u la r to p ic . W h a t do you th in k , M andy? 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. 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 to m a ke c o m p a ris o n s and sh ow th e d iffe re n c e s betw e e n th e m . Farouk: Mandy: T h a t's a good idea, Edward. Itll give us m o re to d is c u s s . 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 es very fa m o u s ... and w h a t a b o u t Leonardo
Track 18
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 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
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 yre OK, I s u p p o s e . B u t d o n t you th in k e v e ry o n e e ls e w ill c h o o s e th e m ? 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: I a g re e w ith B e th . W hy d o n t we have M ic h e la n g e lo and B o ttic e lli? I m h a p p y w ith th a t. E veryone e ls e OK w ith it? Beth: Edward: Beth:
d e s ig n a s lid e now fo r th e re s t o f th e g ro u p to u se ? Yes, le ts do th a t. L e ts have a lo o k ... T h is s lid e h a s th e p ro g ra m icon on th e title b o x . S h a ll we ke e p it th e re ? No, I d o n 't th in k so. It h a s n 't g o t a n y th in g to do w ith th e p re s e n ta tio n . L e ts ta k e th a t o ff. 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 p u ttin g im a g e s in ea ch s lid e ?
Track 22
Edward: R ight, g u ys. L e ts have a lo o k a t w h a t 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 , is n 't it? So, I g u e s s it s h o u ld have a title . H ow a b o u t M ic h e la n g e lo and B o ttic e lli: a c o m p a ris o n ? Mandy: Y e a h ... S o w e ve g o t th e title . D o n t you th in k we s h o u ld m a ke a lis t o f b u lle t p o in ts fo r ea ch o f th e s lid e s in th e p re s e n ta tio n ? Farouk: Edward: Oh, ye s ... d e fin ite ly . H ow m a n y s lid e s do we have to do? W ell, th e p re s e n ta tio n s te n m in u te s lo n g , s o we s h o u ld p ro b a b ly have a m a x im u m o f s ix s lid e s ... R e m e m b e r th a t B e th s a lre a d y g o t tw o s lid e s a b o u t B o ttic e lli. Mandy: W ell, w hy d o n t we do tw o s lid e s 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: T h a t s o u n d s fa ir e n o u g h . L e ts do th a t. So w h o s g o in g to do th e re s t o f th e s lid e s ? Farouk: 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 th e s u m m a ry a t th e e nd. W h a t d o you th in k ? Mandy: G re a t. I'd lik e to ta lk a b o u t M ic h e la n g e lo 's p a in tin g s . Ive don e q u ite a lo t o f re a d in g a b o u t th e m . Edward: Fine. So I c o u ld do a c o u p le o f s lid e s s h o w in g how M ic h e la n g e lo and B o ttic e lli are s im ila r a n d ho w th e y re d iffe re n t. Mandy: Edward: Beth: Edward: Edward: Beth: Mandy: Beth: 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 le a s t o n e im a g e on ea ch s lid e . G ood. W e re a g re e d , th e n . L e t's se n d th is s lid e to th e o th e rs , s h a ll w e?
Track 24
Farouk: OK, e v e ry o n e . Ive 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 w ith th e p re s e n ta tio n . I th in k we need to c h e c k th a t we all a g ree w ith th e o r d e r ... th e r e s n o th in g to d e c id e a b o u t m y s lid e s , th e in tro d u c tio n and th e c o n c lu s io n . O bviously, o n e o f my s lid e s g o e s a t th e b e g in n in g and th e o th e r o n e a t th e e nd. E d w a rd s s lid e , c o m p a rin g th e tw o a rtis ts , w ill have to go a fte r B e th s and M a n d y s. W h a t we need to d e c id e is w h ich a r t is t sh o u ld go firs t. M ic h e la n g e lo o r B o ttic e lli. W ell, M ic h e la n g e lo is m o re fa m o u s th a n B o ttic e lli, is n t he? I m ean e v e ry o n e s h e ard o f h im . M aybe he s h o u ld go firs t. W h a t do you th in k , B e th ? 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 firs t. 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 th a t? W hen w a s M ic h e la n g e lo b o rn ? In 1 4 7 5 . And B o ttic e lli? In 1 4 4 5 . 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 if i t s b een m a d e by a te a m , d o n 't w e, E dw ard? I th in k we s h o u ld have a one d e s ig n fo r all th e s lid e s . Do you a g re e ? Edward: Oh, yes, o f c o u rs e . We d o n t w a n t a d iffe re n t c o lo u r fo r e a ch s lid e . S h a ll we
Track 25
Tutor: 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 p re s e n ta tio n . F irs t o f a ll, w h a ts your to p ic ? Did you say you w e re g o in g to 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:
Err ... N o t exactly. W ere a c tu a lly g o in g 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.
s u g g e s tio n s fo r s ta yin g away fro m each 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 .
Tutor: Anne-Marie:
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? W ell, w e ve planned to d ivid e th e 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 we th in k i t s im p o rta n t to u n d e rs ta n d th e d a n g e rs o f m o b ile s . Then on th e se co n d s lid e , w e ll have a lis t o f th e 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 ways o f staying o u t o f d a n g e r w hen you use a m o b ile .
Track 27
Tutor: Have you g o t any o th e r q u e s tio n s ? Harry: Tutor: 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? Yes. B ut te n m in u te s in to ta l, in clu d in g th re e m in u te s fo r q u e s tio n s . So y o u ll only ta lk fo r seven m in u te s . Anne-Marie: Tutor: T h a ts only tw o m in u te s e ach! We w o n t be a b le to say m uch in th a t tim e , a t all! T h a ts why you have to plan w h a t y o u re g o in g to say c a re fu lly and m ake sure you only in clu d e th e m o s t im p o rta n t in fo rm a tio n . For in s ta n c e , you w o n t have tim e to give e x a m p le s. B ut you c o u ld p u t so m e im a g e s on your s lid e s th a t sh o w e xa m p le s , w ith o u t sp e n d in g tim e ta lk in g a b o u t th e m . Laila: Tutor: Hey, th a ts a good idea. And th e audience can look a t th e m w hile we talk. And a n o th e r th in g ... m ake su re all th e s lid e s have th e s a m e style . You sh o u ld g e t to g e th e r and agree on one style fo r 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 y o u r help.
Harry:
Yes, we w a n t to s ta r t by te llin g th e a u d ie n c e th a t u s in g a m o b ile phone can be d a n g e ro u s and th e n go in to m ore d e ta il in th e n e xt p a rt.
Tutor:
OK ... b u t b e fore you ta lk a b o u t th e d a n g e rs o f m o b ile p h o n e s , I th in k you sh o u ld m e n tio n th e a d v a n ta g e s . You c o u ld p u t th a t in yo u r in tro d u c tio n . It b a la n c e s up th e a rg u m e n t a bit.
Harry:
O h .... ye s, I see w h a t you m e a n . R ig h t... W e ll do th a t.
Track 26
Tutor: Anne-Marie: Tutor: So, s h a ll we have a lo o k a t your p re s e n ta tio n ? Did you b rin g it w ith you? Ive g o t it here on a m e m o ry s tic k . we sh o w you on yo u r c o m p u te r? Yes, th a ts fin e . L e ts have a look. M m m ... Right, as you say, y o u re g o in g to add th e a d va n ta g e s o f u s in g m o b ile 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: Tutor: T h a ts m e. Do you th in k Ive g o t enough d e ta il? Yes. I th in k th e re s p lenty o f in fo rm a tio n , 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 robbed in th e s tre e t. Theyre 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. A ccid e n ts and Security. Laila: Oh, rig h t. Yes, th a n k you. T h a tll 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 Can
Review 1
Track 28
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
Track 29
1 The firs t th in g we have to d e cid e is o u r to p ic . So. th a t's fixed th e n . I th in k we sh o u ld keep th e b lu e Ive p u t a ll o u r s lid e s to g e th e r. So, le ts p u t B o ttic e lli fir s t , and 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 . fo llo w w ith b u lle t p o in ts .
2
3
4
5
Unit 4
Track 30
1
W ork
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 .
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 Ill 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 .
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.
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 .
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 .
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 .
G ood e ve n in g . Its 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. Ive 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 .
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 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 .
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 to d a y Ill be ta lk in g a b o u t jo b fu lfilm e n t.
Track 35
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 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 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 Ill 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 .
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.
Track 32
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 ts 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 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 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 .
Track 36
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 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 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 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 and New Y ears Eve. On to p o f th a t we have a lo t o f 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 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 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 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 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 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 a tta c k us.
3
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 o th e r s id e ? Tony: Kate: Tony: Oh, th a t's th e B u s in e s s S chool. So, how do you g e t th e re ? You ju s t fo llo w th e fo o tp a th round th e la k e .
4
Max: Suzy: Hi, Suzy. Are you g o in g to th e th e a tre , by any c h a n ce ? 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 ... th a t's th e th e a tre , iu s t a c ro s s th e g re e n . Max: Oh, OK. T h a n ks a lot. See you later.
Track 37
N ow fo r th e a d v a n ta g e s ... W ell, one o f th e 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 Ive 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 ... 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 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 fa n s ! Ive 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 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 . And in th e fu tu re , Id like to tra in to be a d e te c tiv e . I th in k Id be g o o d a t th a t.
5
Kate: Tony: 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? W ell, th e n e a re s t b u s s to p is ju s t a c ro s s th e road fro m th e S tu d e n t Union b u ild in g .
6
Kate: 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. Ive 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 corner. Turn le ft and th e b a n k s rig ht ne xt door.
Track 39
Unit 5
Track 38
l Max: Tony: Max: Tony:
On cam pus services
Tom: Sandra: 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 ? 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? No, I h a ve n t. W here is it? It s on th e ground flo o r. You know, you can have a b re a k w ith o u t a ctu a lly le aving th e library. Its rea lly g re a t to m e e t vo u r frie n d s th e re .
Hey, Tony. W here are you g oing? I m ju s t going over to th e S p o rts C entre. Oh re ally? Ive never been th e re . W here is it? Oh, Its n o t far. Go dow n th e path on th e le ft and th e S p o rts C entre is on th e o th e r sid e o f th e w o o d .
Sandra:
Tom:
Yeah. T h a ts an e x c e lle n t id ea. And it 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 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 p e o p le are ta lk in g . I u su a lly go u p s ta irs to w o rk in th e s ile n t zone, on th e fo u rth flo o r.
2
Kate: Suzy: Kate: U mm ..., e xcuse m e, Suzy. C ould you help m e? Yes, o f co u rs e . W h a t is it? Ive g o t a le ctu re in th e Law S chool next. Could you te ll m e w h e re th e le c tu re th e a tre is? Suzy: Oh yes. T h a ts easy. The Law le ctu re th e a tre s on th e firs t floor. Sandra: Tom: Sandra:
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? I m livin g in a hall o f re sid e n ce on cam pus. 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 ... Its p re tty noisy, e s p e c ia lly 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: Yes. I m on c a m p u s , b u t th e re are only fo u r p e o p le o u r h o u se . So it te n d s to be a b it quieter. Its 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: Oh, rig h t. I kn o w w h e re you m e a n . I play fo o tb a ll on th e p itch n e x t to th e S p o rts C e n tre . I sp e n d q u ite a lo t o f tim e a ro u n d th e re . Sandra: W ell, n e xt tim e y o u re in th a t p a rt, le t m e know. You can co m e round fo r co ffe e . Chen: Lily: Lily: Chen: Lily: Yeah. We have to b o rro w s o m e b o o k s , d o n t w e? Yes, b u t I m is s e d th e lib ra ry tra in in g . Do you th in k you c o u ld s h o w m e how to fin d th e b o o k s and how to ta k e th e m o u t? S ure, no p ro b le m . S h a ll I te ll you a b o u t th e d iffe re n t p a rts o f th e library, firs t? Oh y e s ...T h a n k you v e ry m u ch. OK, th e n , le ts lo o k a t th e p lan o f th e library. H ere, you can se e th e m ain d o o r in th e n o rth th a t le a d s in to th 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 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 a ro u n d b e fo re . Pedro: Hi, yeah, yeah ... I ju s t arrived. To te ll you th e tru th , I'm a b it lo s t. I saw on th e u n iv e rs ity w e b s ite th a t th e re are lo ts o f 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: Oh, no p ro b le m . I ca n te ll you all a b o u t th e m . T here re a lly a re lo ts o f p la c e s to e a t on c a m p u s . To s ta r t w ith , th e r e s th e old c o lle g e d in in g ro o m . You can have h o t m e a ls th re e tim e s a day, th e re . If you w a n t to s ta r t th e day w ith a h o t b re a k fa s t, t h a t s th e p la ce to go. Pedro: Vicky: OK. So w h e re a b o u ts is it? 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 y o u re m o re in to fa s t fo o d , like b u rg e rs ... o r ... u m m ...C h in e s e stir-fry, o r frie d c h ic k e n , th e r e s a huge fa s t fo o d hall in th e m id d le o f th e c a m p u s . Pedro: Vicky: Is th a t th e big b u ild in g betw e e n th e s tu d e n ts union b u ild in g and th e s h o p s ? Yeah ... t h a t s rig h t. Its a g re a t p la ce to m e e t y o u r frie n d s . T h e re s a lw ays m u s ic and p le n ty o f c h a t. Pedro: Vicky: S o u n d s like m y kind o f p la ce ! B u t if you ju s t w a n t a q u ie t p la ce to have a c o ffe e and a p a stry, th e r e s a s n a c k b a r bv th e la k e . It h a s wi-fi an d an in te rn e t c a fe , and ... it h a s a s p e c ta c u la r vie w o ve r th e lake. Pedro: W ell, th a n k you v e ry m u ch . Can I in vite you ... [fa d e ] Chen: L iiy; Chen: |j|y ; Lily: Chen: on th e o th e r s id e o f th e b u ild in g th e re 's th e lib ra ry c a fe . T h a t p a rt o f th e lib ra ry is p re tty s o c ia b le ... Its a g o o d place to s tu d y w ith frie n d s . 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? Oh, if you lik e s tu d y in g in a q u ie t p la ce , it's b e tte r to go u p s ta irs , to th e s ile n t zo n e . As you c o m e o u t o f th e lift, or up th e s ta irs , y o u ll s e e a s e c tio n on y o u r rig h t, fa c in g n o rth , w h ich is c lo s e d o ff. T h a ts th e s ile n t zo n e . On th e o th e r s id e , fa c in g s o u th , are th e b o o k s h e lv e s w ith all th e c o o k b o o k s ... [fa d e ]
Track 40
Vicky:
Track 42
Chen: y iy ; N ow can you s h o w m e how to fin d a b o o k? W ell, th e lib ra ry s v e ry big, a n d th e b o o k s on fo o d c o u ld be u n d e r co o ke ry, o r th e y co u ld be in h isto ry, o r even e n te rta in m e n t. So, th e fir s t th in g to do is to lo o k th e b o o k up in th e o n lin e c a ta lo g u e . W here do I do th a t? Its e a s y ... th e re are lo ts o f c o m p u te rs in th e lib ra ry fo r th a t. OK, I se e . R ight, you lo o k up th e title firs t. W hen 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 class mark n e xt to it. The c la s s m a rk is on e o r tw o le tte rs and a n u m b e r ... M ake a n o te o f th e c la s s m a rk ... th e n lo o k it up on th e p lan o f th e library. The plan s h o w s 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
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?
Chen:
A u d io s c rin ts
in i
Lily:
T h a ts s im p le , to o . W hen you go to th e lib ra ry y o u ll have to ta k e your s tu d e n t ID card. W hen w a n t to b o rro w a b o o k, you ta k e it d o w n s ta irs to th e scanner. Then, sca n vour ID card fir s t. Then, open th e 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 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 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. Its a good idea to keep it fo r a w h ile , ju s t in c a s e you have a p ro b le m w ith yo u r loan.
in a d a n g e ro u s area. One o f th e th in g s you can do to 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 in th e s a fe in th e h o te l. You can alw ays go b a ck and g e t th e m if you need th e m . A n o th e r th in g you can do is ta k e an old m o b ile w ith you on holiday. T hese new 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 w o rld . Its s a fe r ju s t to ta k e an old one.
Track 47
H ello, everyone. I m J e n n ife r and I w o rk fo r c a m p u s security. W e lco m e to th is ve ry s h o rt ta lk a b o u t 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
Chen:
T h a n ks a gain, Lily. Youve been really kind ... [fades out]
Unit 6
Track 44
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 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 ts 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 .
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 sh o u ld w atch o u t fo r any s tra n g e rs nearby. Two days 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 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 th e m to c o u rt in th e n e xt fe w days.
Track 48
Good m o rn in g . I m here to d a y to give you a fe w tip s a b o u t s e c u rity on c a m p u s . W ere n o t ju s t here to 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 h o u rs a day. One o f th e s e rv ic e s we provide fo r s tu d e n ts w ho live on c a m p u s is to w a lk h o m e w ith you if you need to 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 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 45
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.
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 ts 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 Id 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
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 ... Ive 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
1.02
Units 6 -7
I th o u g h t Id s ta r t by ta lk in g a b it a b o u t th a t. T hen Ill 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 ts lo o k a t w h a t k in d s o f c rim e are 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, Ill 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 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 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 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. N ow le ts lo o k a t L a tin A m e ric a . M m m m ... O f c o u rs 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 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 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. 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 s e rio u s p ro b le m th ro u g h o u t. Enrique: Carl: Carl: M artha: re m e m b e r all th e d iffe re n t id e a s and th e d iffe re n t w rite rs . So, h ow do you ke e p up w ith it a ll? W ell, a ctu a lly, I m a ke a n o te o f th e w rite rs n a m e and s u m m a riz e th e ir id e a s in a n o te b o o k . Its v e ry old fa s h io n e d , is n t it? It is a b it. A ctu a lly, I m q u ite th e o p p o s ite . Ive d o w n lo a d e d s o m e fre e s o ftw a re fro m th e in te rn e t. It le ts m e save all th e a rtic le s and e b o o k s I g e t o n lin e and m a ke n o te s on th e m . I like 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 e v e ry th in g . B u t, w h a t d o you do, E n riq u e? 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 m ore exp e n sive . I p rin t th e a rtic le s I find o n lin e , and I ph o to co p y pages o u t o f te x t b o o ks. Then I go th ro u g h and h ighlig ht all th e im p o rta n t in fo rm a tio n w ith a pen. N ot very good fo r th e e n viro n m e n t, I m a fra id ... W h a t a b o u t you, Jenny? Jenny: U m m m ... I m in th e m id d le , really. I d o n t use sp e cia l s o ftw a re , b u t I keep all th e a rtic le s I read o n lin e in fo ld e rs on mv PC and m ake n o te s on th e m th e re .
Track 50
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 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 been th e re and had a re a lly g re a t tim e . They fo llo w e d 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 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 Id c e rta in ly a d v is e a nyo ne tra v e llin g to La tin A m e rica to do th e 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 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 s a m e anyw here. B u t I m u s t sa y , you do have to be 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 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 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.
Track 53
Chen: 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, Am I re a d y? I d o n t kn o w ... Ive bee n re v is in g re a lly h ard, b u t I c a 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 know , I g e t re a d y fo r e x a m s by p la n n in g a re v is io n tim e ta b le . It h e lp s m e m ake s u re Ive s tu d ie d e v e ry th in g on tim e . B u t ju s t b e fo re an e xa m , my m in d g o e s b la n k! Chen: Yes, I kn o w w h a t you m e a n . Ive b ee n try in g o u t a new te c h n iq u e fo r re m e m b e rin g fa c ts and d e ta ils . I heard 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
Track 51
OK ... So, now, Ill fin is h by ta lk in g a little b it a b o u t India. I've a c tu a lly b een to India and I d id n 't have any 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 on an organized to u r w ith a g ro u p o f p e o p le . T h is is 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. 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 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 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 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 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 e ith e r, w o u ld you?
Unit 7
re m e m b e r. Its 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: Indira: 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 ? W ell, I trie d it o n ce , b u t it d id n t he lp m e m u ch . I re m e m b e r th in g s by h e a rin g th e m in my h e a d . I c a n 't rea lly s tu d y in th e lib ra ry w hen p e o p le are
Track 52
Carl: M artha: Hi, M a rth a , h o w s th e e s s a y g o in g? Oh, hi C arl. The essay, oh, you know , th e r e s a lo t o f re a d in g . Its d iffic u lt to
ta lk in g , c o s I have to be a b le to h e a r m y s e lf saying th in g s over in my m ind! It's e a s ie r fo r m e to c o n c e n tra te if I 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 th in g s fo r exa m s, M a rk? Mark: M m m m ... I go to bed e a rly th e n ig h t b e fo re th e exam and g e t up very early 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 to re fre s h my m em ory. I know a lo t o f le c tu re rs te ll us n o t to do la s t m in u te re v is io n , b u t it w o rk s w ell fo r m e.
Mac:
I th in k it s b e tte r to go th ro u g h th is y e a rs le c tu re n o te s firs t. I m e an, th e exam to p ic s m ig h t have cha nged since la s t year. Do you agree, G erry?
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 o f th e s u b je c t are. Do you th in k we 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?
Mac:
I th in k we co u ld a s k and th e y m ig h t te ll us roughly w h a t to lo o k a t. b u t I d o n 't 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.
Barbara:
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 ts next? W hat do you th in k a b o u t reading all th e b o o ks on th e reading lis t? Gerry?
Track 54
Student: Receptionist: Student: Receptionist: Excuse m e. Yes? Can I ta k e my ph o n e in to th e exam , if I sw itc h it o ff? Your m o b ile ? No. No m o b ile s are 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 . Student: Receptionist: OK, b u t th e n w h a t do I do w ith my bag? B ags go in th e lo cke rs, dow n th e c o rrid o r on th e le ft. There are keys in th e d o o rs . J u s t lo ck th e d o o r and ta k e th e key w ith you. Over here, look, have a lo o k a t th e p oster. W hen yo u 've 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 s u p e rv is o r your s tu d e n t id e n tity card. Student: Oh, OK. I se e so, I sh o w my id e n tity card a t th e d o o r and th e n w hen I g e t 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 s a m e n u m b e r as my id e n tity ca rd ? Receptionist: Student: Receptionist: Student: Receptionist: Yes, t h a ts rig h t ... th e s a m e num ber. So w here s h o u ld I lo o k fo r it? Your e x a m in a tio n n u m b e r w ill be on a d e sk. Ahh.. rig h t. Thank you ve ry m uch. No p ro b le m . Good luck. Barbara: Mac: Gerry: Mac: Barbara: Gerry:
A hhh ... I d o n 't th in k th a ts a ve ry good idea. ... 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 im p o rta n t d e ta ils and a rg u m e n ts fro m th e m ain w rite rs and be ready to use th e m in th e exam . Yeah. OK. Then th e ne xt th in g to do is lo o k a t old exam p a p e rs and se e w h a t kind o f q u e s tio n s we m ig h t get. Yes. T h a ts 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 . Right. So w hen w e ve w orke d o u t w h ich to p ic s we need to stu d y and re m e m b e re d th e m ain id e a s, we can 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 . Yes. And t h a tll h elp us [fades out]
CD 2 Track 01
Tutor: 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 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 you g e t in to an exam ?
Track 55
Mac: Hi guys. Is everyone s e t to s tu d y fo r 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 th e m ? I m n o t su re w here to s ta rt, really. Any id e a s, B arbara? Barbara: W ell, M ac ... th e re are lo ts o f th in g s we c o u ld do. I m ean we c o u ld s ta r t 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 ? Tutor: Gerry: Tutor: Gerry:
C heck th a t you have th e rig h t exam p a p e 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 s o m e tim e s ! So, c h e c k th a t it s your exam , firs t. Then w h a 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? 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
104
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 e x a m in e r k n o w s w h o w ro te th e e xa m , ca n a n yo n e say w hy? Mac: Tutor: It can h e lp you relax. Yes, t h a t s rig h t. D o in g s o m e th in g e a sy like th a t g iv e s you a c h a n c e to ca lm do w n . R ight, s o w h a t do you d o n e xt? Barbara: Tutor: Mac: Tutor: Read th e q u e s tio n s c a re fu lly ? W ell, b e fo re you read th e q u e s tio n s , w h a t s h o u ld you do? Read th e in s tru c tio n s . Yes. You s h o u ld read th e in s tru c tio n s ne xt. You need to k n o w how m any q u e s tio n s you have to answ er, and w h e th e r you have to a n s w e r all th e q u e s tio n s , o r o n ly s o m e . W h a t o th e r im p o rta n t in fo rm a tio n do you nee d to c h e c k b e fo re you s ta rt? Gerry: Tutor: H ow m u ch tim e you have? Yes, G e rry s rig h t. You n eed to m a ke 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. Mac: Barbara: Tutor: Gerry:
Track 03
Tutor: M a c s rig h t. If you w rite o n e v e ry goo d answ er, b u t i t s o n ly w o rth th irty pe r 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 . 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 tim e to a n s w e r it properly. 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 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 . Oh, really! I w ish Id 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 long a n sw e r to one o f th e q u e s tio n s and d id n 't g e t round to th e o th e r tw o. I d id n t u n d e rs ta n d why I g o t such a low m a rk . Yeah. T h a ts 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.
Unit 8
Track 04
Track 02
Tutor: Barbara: Tutor: OK. W h a t do you do n e xt? Read th e q u e s tio n s ? 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 . Mac: 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: Tutor: 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 . 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 s tu d ie d m o s t. Barbara: 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 ts 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 .
1 2 3 4 5 6
I b o u g h t th is s h ir t in a s a le . 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 . 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 . 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 . 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. 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? Its so m u ch c h e a p e r.
Track 05
Interviewer: Miriam : 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 ? 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 Ive 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 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 , Im 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 ts d ivid e th e p o p u la tio n in to th re e s e c tio n s : le ts say, a h h h , young p e o p le up to th e age o f 3 0 in th e firs t g ro u p . Then ... um m m ... le ts put fa m ilie s in th e 3 0 to 5 5 year o ld group. So th a t p u ts a d u lts over 5 5 in th e m a tu re gro u p . D oes th a t m ake sense?
Track 06
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 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 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 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, 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 ts 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 09
R ight, w ell, I fo u n d th a t th e firs t g ro u p , th a ts 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 ts 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 ts p e o ple over 5 5 ... 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 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. 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 new c a rs and days o ut.
Track 07
H ello. Good to se e you all here. T his a fte rn o o n I m 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 w o m e n s s h o p p in g h a b its . B efore I s ta rt, Id like you to 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 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 ... 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?
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
106
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 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 fo o d s th a n young m en. Martin: Sally: Sally:
Track 13
Martin: So, Sally, w h a t do you d o in y o u r fre e tim e ? 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. No way! R eally? W h a t m a d e you w a n t to do th a t? W ell, Ive a lw a ys loved th e idea o f flying a p la n e , e ve r s in c e I w a s a little g irl. Martin: 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 a b o u t you, M a rtin ? W h a t do you do fo r le is u re ? Martin: N o th in g n e a rly a s e x c itin g ... I plav ice h ockey in my s p a re tim e . I m c a p ta in o f 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 . Sally: Martin: B u t th a t s o u n d s fu n . Do you e njo y le a d in g th e te a m ? Yeah, I do. Sally:
Unit 9
Track 11
A Karl:
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:
Oh. rig h t ... I'm g o ing ru n n in g . I m p ra c tis in g fo r th e m a ra th o n n e xt m o n th . Do you like ru n n in g , K arl?
Karl: B Hillary:
No. N o t m e!
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 film on.
Track 14
Judy: Steve: Hi, S te ve . W h a t a re you d o in g ? W ell, I c o lle c t s ta m p s w ith p ic tu re s o f 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 . Judy: Steve: Oh ... th a t's in te re s tin g . W hich o n e s have you g o t s o fa r? Ive 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 o u t in 1 9 9 8 . Judy: Steve: A cardinal honeyeater? Is th a t a b ird ? Can I s e e ? Yeah, here ... I t s a tro p ic a l b ird. Oh, ye s. Its b e a u tifu l ... So w h ich c o u n try is th e s ta m p fro m ? Steve: Judy: Steve: 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 ? No. Its 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 b o u g h t it la s t w e e k. Its a tw e n ty five c e n t s ta m p . Judy: Steve: Judy: Steve: 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 ? 1967 OK ... And w h e re s it fro m ? It's fro m B ra z il. C ool!
Karl:
Oh, I'm s o rry Tracey. Ive a lre a d y g o t tic k e ts to go a c o n c e rt th is e ve n ing .
C Trudy: W h a t a re you d o in g th is v a c a tio n , 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: Oh, re a lly? I m n o t th a t keen on 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 . D Trudy: Hillary: I'm g o in g cy c lin g on S aturday, H illary. Do you w a n t to c o m e a lo n g ? T h a n k s a lo t, b u t Ive 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 e ve n in g . I h ope y o u re s till c o m in g . Trudy: O f c o u rs e I am . W o u ld n t m is s it!
Judy:
Track 12
1 fry fry 2 3 pray pray 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
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 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 ?
Victoria: Mark:
The film and d ra m a clu b c o s ts a lot, d o e s n t it? Yes, 5 0 is a lo t. And t h a t s probably w hy it o nly has 1 2 m e m b e rs . Ahhh ... is th e re any o th e r club you th in k lo o ks in te re s tin g ? Look a t th e n e xt one ... s tre e t d a n c e . Have you ever done any s tre e t d a n ce ?
Adm inistrator:
It's e a s y really. I ca n fill in th e fo rm fo r you rig h t now, o n lin e , and th e n you can c o m e to o u r fir s t m e e tin g n e xt m o n th .
Andrew: Administrator: Andrew: Administrator: Andrew: Administrator: Andrew: Administrator: Andrew: Administrator: Andrew: Administrator: Andrew: Administrator: Andrew: Administrator:
OK. L e ts do th a t th e n . Right. F irst o f a ll, w h a ts your n a m e ? Andrew. A ndrew ... and your fa m ily na m e ? M e tc a lfe . M e tc a lfe ... How do you s p e ll th a t? M-E-T-C-A-L-F-E M-E-T-C-A-L-F-E, w ith an e . Yes, t h a t s right And yo u r age? Are you over 1 8 ? Yup. I m 2 1 And w here do you live? My a d d re s s is 4 3 A H ighbury S quare, L ondon, W 1 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? Yes, my m o b ile is 0 7 2 0 9 5 7 1 3 2 4 And I have to a s k a c o u p le m ore q u e s tio n s . U m m m ... do you have any h e a lth p ro b le m s ? Victoria: Mark: Victoria: Victoria: Mark: Victoria:
No, I h a v e n t, really. Its th e c h e a p e s t. It o nly c o s ts 5 . M m m m ...
Track 17
Mark: 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? Um m m ... w ell, I like photography. Ive g o t a pro fe ssio n a l cam era. So I ta ke it q u ite seriously. But I c a n t really im agine belonging to a club to ta ke photographs. I usually go on long w alks on my own and ta ke photos. So I like photography, b u t I w o u ld n t w a n t to jo in a club to do it. OK, so w h a t e ls e do you like d oing? R unning? Oh no! N o t ru n n in g ! I like w a lkin g , b u t I h a te ru n n in g . I m a fra id th e run n in g c lu b is n 't fo r m e or th e cyclin g club. Mark: Victoria: And film and d ra m a ? Ahh, no ... Its fa r to o exp e n sive . B ut
Andrew: Administrator: Andrew: Administrator:
No, no. N othing. And a la s t q u e s tio n . Have you ever c lim b e d b e fo re ? Y es. I have, a bit. W ell, th a n k s very m uch.
do like vo g a . Ive p ra c tis e d yoga on and o ff fo r y e a rs. How m any m e m b e rs d oes th e yoga clu b have? Mark: Its 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 te rm , b u t th e y s to p g o in g a fte r a fe w 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. Victoria: T h a t s o u n d s g o o d . I th in k Id like to jo in th e yoga club. And w h a t a b o u t th e c o n te m p o ra ry d a n ce c lu b ? Is it e xp e n sive ? Mark: 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 like d a n ce ? Victoria: W ell, Ive never trie d c o n te m p o ra ry d a n ce , b u t I do like iazz and ta p dance. How o fte n d o e s th e g ro u p m e e t?
Track 16
Victoria: Mark: Victoria: H ello. Are you th e p e rso n to a s k a b o u t jo in in g a club? Yes, I am . W h a t w o u ld you like to know ? W ell, Im in te re s te d in several th in g s , b u t Id like to know m ore a b o u t th e 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 ts n o t to o e xpensive. 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 and th e n u m b e r o f m e m b e rs . I m a fra id th e y a re n 't in any order. If you lo o k a t th e to p o f th e lis t, th e firs t clu b is ta b le te n n is . T h a t's one o f o u r new c lu b s . Victoria: Mark: Oh, rig h t. So th e ta b le te n n is clu b c o s ts 2 0 . T h a ts q u ite e xp e n sive . Yes, it is a b it e x p e n sive . The c ro s s c o u n try cyclin g clu b is cheaper, th o u g h . M e m b e rs h ip fe e s are o n ly 1 5 , b u t on th e o th e r hand it's g o t 1 0 0 m e m b e rs .
Track 18
Mark: Victoria: Mark: Victoria: Mark: So can I have your fu ll n am e, p le a se? V ic to ria M a n d e ville . M-A-N-D-A-V-l-L No, no. M-A-N-D-E-V-l-L-L-E. D o uble L, E. T h a n k you. And how old are you?
108
Unit 10
Victoria: Mark: Victoria: Mark: Victoria: Mark: Victoria: Mark: Victoria: Mark: N in e te e n . And yo u r a d d re s s ? 5 7 B urv G a rd e n s. A th e rto n Park, M a n c h e s te r, M 4 6 How do you s p e ll B u ry ? B-E-R-R-Y? No. Its B-U-R-Y R ight. B-U-R-Y. And do you have a c o n ta c t n u m b e r? Yes. M v m o b ile is: 0 7 9 4 2 5 7 3 2 7 9 07942 573 279? Yes, t h a t s rig h t. Is th a t a ll? Ahh ... o n e m o re th in g . Do you have an e m a il a d d re s s ? university you w on t have a s m any hours o f c la s s a s you did a t school, and your tu to rs will expect you to s tu d y on 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 free tim e on your hands. So how do you deal w ith it? Well, 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 th in k it h e lp s to go to all your c la s s e s , how ever tire d you are. Print a copy o f your tim e ta b le and p u t it on th e wall in your b e droom . Actually, your university m ig h t even have a system fo r a le rtin g you on your m o b ile w hen vour lectures are. A p a rt fro m th a t, you could try not go in g o u t during th e w eek and keeping your social life fo r th e w eekend. I m not sure th a ts very easy th o u g h . One th in g I will say, though, 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
Track 19
1 ... 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 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 v id e o g a m e s , m o b ile p h o n e s and c a rs .
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 jo b we had fixed hours. We had to be a t th e o ffice a t 9 .0 0 on th e d o t and we always fin is h e d a t exactly 5 .0 0 . Any 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 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 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 betw een 4 .0 0 and 6 .0 0 . If we d o n t have a lunch break, we can go hom e betw een 3 .0 0 and 5 .0 0 . OK, well at firs t th is syste m so u n d e d really good, e sp e cia lly fo r m e beca u se I have young ch ild re n . But, th e problem is th a t, if we havent 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 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.
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.
... 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 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 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 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 v e ry e x p e n s iv e .
Unit 10
Track 20
Work-life balance
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 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 alw ays s ta r t by h a vin g a te a m m e e tin g . T h a ts in th e 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 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 ... e rr ... w h e n it's g o t to be ready. R ight? So you ca n se e 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 th e p ro je c t. T h a t's th e 2 3 rd January. T h a ts th e s a m e day w e have th e te a m m e e tin g . If you lo o k dow n th e 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 to d o is w rite a d ra ft q u e s tio n n a ire . You know , like an 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 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
Track 21
W hen you s ta rt university yo u ll probably find it s n o t all th a t easy to balance th e tim e you spend on studying w ith th e tim e you spend going o u t w ith your frie n d s. In fa ct, one o f th e biggest pro b le m s yo u ll have is m anaging your tim e . O f course, its p erfectly u n d e rsta n d a b le ... I m ean, in m any ca se s, it's probably th e firs t tim e y o u ll have lived away from hom e. So y o u ll have to do lo ts m ore th in g s fo r y o u rs e lf, like buying your own foo d , w ashing your c lo th e s and m anaging your own money. A t th e sa m e tim e , th e re s no-one th e re to te ll you w h a t tim e to co m e hom e a t night, 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
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 ell 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 ts th e d e a d lin e fo r th e p ro je c t to be han d e d to th e c lie n t.
Track 26
Id 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 allys 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 rs . And she m akes up th e extra tim e by fin is h in g her w ork a t hom e.
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 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 know, tim e s th a t a re n t fixed. O th e r tim e s p a re n ts have to w o rk p a rt tim e ... and q u ite a lo t w o rk fro m 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 o u r g e n e ro u s m a te rn ity leave package. In o u r com pany, 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 year o ff w o rk a fte r th e b a b ys born. And, o f co u rs e , w h ile th e y re away, th e ir jo b s are p ro te c te d . Conversation B Lisa: Tony: Lisa: Hi, Tony. Do you have a m o m e n t? S ure. W h a ts it a b o u t? W ell, I m re s e a rc h in g ty p e s o f h o u sin g a c ro s s th e w o rld and I th o u g h t Id a sk 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 are in A u s tra lia . Tony: 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 b lo c k s o f fla ts in m o s t c itie s , th e sam e th e s a m e a s anyw here e ls e in th e w o rld . Conversation C Li Li: Barbara: Hi, B arbara. H ow's yo u r Japa nese lan g ua g e p ro je c t g oing? It s g re a t! I m le a rn in g a b o u t th e Ja p a n e se a lp h a b e t a t th e m o m e n t. And w h a t a b o u t your p ro je c t a b o u t C h ina? How m any la n g uage s do they speak? Mick:
Unit 11
Track 27
Com paring cultures
Conversation A Sam : Mick: Sam: Hey, M ick. Have you e ve r been to T h a ila n d ? Yeah. I w a s th e re la s t year. Why do ask? W ell, I m th in k in g o f d o in g a p ro je c t Thai fo o d w as th e s a m e a s C hinese. 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 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 p re tty h o t and spicy, th o u g h . on A sian fo o d and w as w o n d erin g w h e th e r you
Track 25
B e ca use we w a n t o u r e m p lo ye e s to be happy, we 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 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 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 in d u rin g re g u la r o ffic e h o u rs ... you know, fro m 9 .0 0 to 5 .0 0 . Anyway, we a ls o asked a b o u t p a rt-tim e w ork, 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 ] 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 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 s ta ff w a n te d to s h a re a job. So, it s n o t ve ry popular, 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 w ould a c tu a lly p re fe r it. T h a ts a very high num ber, 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 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 fa c t, w ou ld like to w o rk fro m h o m e .
110
Unit 11
Li Li; Ah. W ell th e r e s M a n d a rin C h in e s e and a t le a s t a n o th e r te n v a rie tie s o f C h in e s e fro m d iffe re n t re g io n s . Barbara: W ow! T h a ts a m a zin g ! M eena: to a s t, eg g s a n d te a o r c o ffe e fo r b re a k fa s t. Have you g o t th a t, M e e n a ? 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: A m ira ... I m d o in g a p ro je c t on n a tio n a l c o s tu m e s . Do you have o n e in th e E m ira te s ? Amira: 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 b a s ic a lly a lo n g b la c k d re s s , b u t we 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. Its u s u a lly m a d e o f a kin d o f s ilk . Lo o k a t th is o n e , here [p a u s e ]. W h a t do you th in k ? Debbie: Oh. I th in k i t s lovely. Chen: 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 a ttitu d e s to ta lk in g to s tra n g e rs in public a s people fro m s o u th e rn co u n trie s . Tutor: Tony: OK. So ... w h a t Barbara: Meena: Barbara: Chen: b re a d w ith le n tils . Oh, is th a t rig h t? In C h in a , we have te a w ith n o o d le s o r rice a n d v e g e ta b le s fo r b re a k fa s t. So w h a t do you have fo r lu n ch , B a rb a ra ? W ell, you k n o w in th e UK, we d o n 't 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 in In d ia is n t it? Oh d e fin ite ly . I d o n t like s a n d w ic h e s a t a ll. We have rice and v e g e ta b le s fo r lu n ch in In d ia . 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 n o o d le s o u p , and a m a in c o u rs e . We have o u r m a in m e a l in th e e ve n ing in th e UK, a s w e ll. Q u ite o fte n we have c h ic k e n , m e a t o r fis h w ith p o ta to e s and v e g e ta b le s .
Track 28
Tony:
have you
fo u n d o u t?
U m m m ... W ell, I fo u n d th a t in s o m e c o u n trie s i t s m o re c o m m o n to ta lk in p u b lic th a n o th e rs . For e x a m p le , p e o p le in th e UK and H o lla n d d o n t u s u a lly ta lk to p e o p le th e y d o n t know , b u t th e Ita lia n s a n d th e S p a n is h s e e m to be 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 . Am ira: M eena:
Track 30
Am ira: 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 m a rria g e c u s to m s ? Yeah, s u re . Ive g o t a lo t o f in fo rm a tio n a b o u t In d ia . How a b o u t you? Yes, ye s. Ive g o t m a te ria l a b o u t m a rria g e in th e E m ira te s . S h a ll we g e t g o in g ? W h a t a b o u t m e e tin g ? How do p e o p le in India m e e t in th e fir s t p la ce ? Meena: M m m ... in tra d itio n a l Indian fa m ilie s 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 fo r th e firs t tim e w hen th e boy v isite d th e g irls 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 a rria g e s in th e E m ira te s , to o . Did th e g ro o m have to g ive a n y th in g to th e 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? M eena: W ell, in In d ia , in th e old days, th e g irl's fa m ily u se d to give th e b o ys fa m ily 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 . Amira: W ow! In my c o u n try th e g ro o m s till has to pay all th e e x p e n s e s ! U m m m ... have th e re bee n any c h a n g e s in m a rria g e c u s to m s in India in re c e n t ye a rs?
Tutor:
So, do you th in k th a t p e o p le fro m th e s o u th o f Europe are frie n d lie r th a n n o rth e rn E u ro p e a n s ?
Tom:
W ell, it d o e s lo o k th a t way, even in th e s a m e co u n try. I m e a n ... a h h h ... fo r e x a m p le , in c o m p a ris o n w ith Ita lia n s fro m th e n o rth o f Italy, th e Ita lia n s in th e s o u th c h a t m u ch m o re to each o th e r in p u b lic .
Tutor:
M m m m ... it d o e s s o u n d in te re s tin g . W ell, th a t's fin e . I th in k y o u ve fo u n d a go o d to p ic .
Track 29
Meena: Hi, B a rb a ra . W hy d o n 't you jo in o u r g ro u p ? W e re g o in g to give a 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: Oh, g re a t! I love fin d in g o u t a b o u t o th e r c u ltu re s . So w h e re do we s ta rt? B re a k fa s t? In th e UK we have c e re a l,
Audio scripts
111
Meena:
W ell, yes. Ive 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 . It says th a t b e ca u se so m any young pe o p le fro m India s tu d y ab ro a d th e s e days, th e ir fa m ilie s are u s in g w e b s ite s to find m a rria g e p a rtn e rs fo r th e m .
in c o u n trie s all a c ro s s th e w o rld , like Brazil and India and In d onesia. B ut an in te re s tin g th in g we d iscovere d is th a t in so m e c o u n trie s , p eople c e le b ra te th e carnival by th ro w in g w a te r a t each o th e r in th e s tre e t. W ell, we th o u g h t th a t, obviously, th is is b e ca u se th e c a rn iv a ls c e le b ra te d a t th e h o tte s t tim e o f th e year, ju s t b e fore th e rainy s e a so n . So, s p la s h in g p eople w ith w a te r is a very good way o f c o o lin g th e m dow n.
Amira: Meena:
Oh, OK. And w here d o e s th e c o u p le live w hen th e y g e t m a rrie d ? T h a ts a n o th e r th in g th a ts changing. In th e past, th e bride used to go to live w ith th e fa m ily o f th e groom . But, th e s e da ys, m ore and m ore young couples are se ttin g up th e ir own hom es, independently. W hat a b o u t th e E m irates?
Track 3 3
Tutor: Jack: 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 ? Yes, we did! W h a t w e re pla n nin g to do is m ore re se a rch in to w a te r fe s tiv a ls . We fo u n d th a t in A sian c o u n trie s , w here th e re a re n t any carnival ce le b ra tio n s , th e re are s till fe s tiv a ls th a t involve pe o p le s p la s h in g each o th e r w ith water. Actually, w e ve fo u nd refe re n ce s to th e m in B urm a. T h a ila nd. V ie tn a m . C hina and J a p a n . B ut we a lso fo u n d a re fe re n ce to a w a te r fe s tiv a l in M e xico . So we th o u g h t w e d lo o k in to th a t a b it m ore and se e if we can find any s im ila ritie s betw een th e s e co u n trie s. U m m m ... I m ean, we realized th a t w a te r is m ore th a n ju s t a way o f co oling pe o p le down in h o t w eather. It a lso has a lo t o f d iffe re n t re lig io u s m e a n in g s and p u rp o s e s . For in s ta n c e , we fo u n d th a t, 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 . Alice: Yes ... and a n o th e r th in g we fo u n d o u t is th a t th e s e w a te r fe s tiv a ls o fte n c e le b ra te th e b e g inn in g o f th e new year, ju s t like th e o rigina l c e le b ra tio n s h u n d re d s o f ye a rs ago b e fo re th e ca rn iv a l. So ... u m m up to now, w e ve fo u n d th a t th e carnival and th e s e a s o n s are lin ked bv a n c ie n t tra d itio n s and th a t w a te r plays in im p o rta n t p a rt in th e c e le b ra tio n s .
Track 3 1
Tutor: Good m o rn in g . S hall we s ta r t by lo o kin g a t th e to p ic o f yo u r p ro je c t? So, w h a t have you d e c id e d to re se a rch ? Alice: W ell, we th o u g h t w e d co m p a re fe s tiv a ls in d iffe re n t c o u n trie s and see if any o f th e m are sim ila r. Jack: Yeah, you know, like th e C arnival c e le b ra tio n s in S ou th A m e rica and th e W ater Festival in T h a ila n d . Tutor: OK. W h a t e xa ctly are you p la n n in g to stu d y? The o rig in s o f th e fe s tiv a ls ? The ty p e s o f c e le b ra tio n ? P e o p le s a ttitu d e s to w a rd s th e fe s tiv a ls ? Alice: We w ere p la n nin g to lo o k a t th e o rig in s o f th e fe s tiv a ls and th e tim e o f year th e y re c e le b ra te d . W ere th in k in g o f lo o k in g a t th e c o n n e c tio n be tw e e n th e s e a s o n s in d iffe re n t c o u n trie s and th e 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 q u ite fa r a p a rt. Tutor: W ell, th a t s o u n d s in te re s tin g . Did you say y o u ve a lre a d y s ta rte d re s e a rc h in g in to th e C arnival? Jack: Yes. W e ve a lre a d y fo u n d a c o n n e c tio n be tw e e n th e carnival and th e s e a s o n s . For in s ta n c e , s o m e re s e a rc h e rs say th a t a ve ry long tim e ago, in E urope, p e o p le used to p u t on c o lo u rfu l m a s k 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
Tutor: Alice: R ight ... and th e n w h a t h a p p e n e d . W ell, as th e years w e n t by, th e p u rp o se o f th e carnival cha n g e d , and it b e ca m e a re lig io u s fe s tiv a l. These days th e re are big carnival c e le b ra tio n s
Track 3 4
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 s tru c tu re o f an o ff-sh o re oil rig. W ell, to be a ccu ra te , we sh o u ld ca ll it an oil p la tfo rm . If you lo o k a t th e d ia g ra m , you can se e th e to p p a rt o f th e p la tfo rm ,
112
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 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 ts 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 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 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 se e a h e lico p te r. Its p a rk e d on th e h e lic o p te r p a d . 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 an d fro m th e p la tfo rm w h e n th e y have fre e tim e . Now, 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 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 . 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 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 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 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 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. 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 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 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 c ra n e s in th e d ia g ra m . 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 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 , 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 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 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 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 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 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 fo r th e tim e . The p ro b le m w ith th e D iving B ell w as th a t it had no pow er o f its ow n and th e re w a s n t m uch 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 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 , 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 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 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 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. 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 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 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 th e fir s t tim e in 2 0 1 2 .
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 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 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 fro m wave and tid a l energy. I m g o in g to lo o k a t how 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 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 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 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 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 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 m e g a w a tts . Ahhh ... now, you m ig h t have e x p e c te d th is 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 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 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 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 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 th e r e s been a renew ed in te re s t in m a rin e power. As 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 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 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 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 in 2 0 1 4 .
Track 3 7
So le ts m ove on n ow to lo o k a t th e s u b m a rin e th a t 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 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 p ilo ts 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 . Its 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 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 ts 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 up fro m th e p ilo ts ch a m b e r, in th e m id d le o f th e sub, on th e rig h t hand s id e o f th e d ra w in g , you can se e a w h o le s e c tio n co ve re d in b a tte rie s . They p rovide 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 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 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 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 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 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 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 panel o f lig h ts . They p ro vid e th e lig h t fo r film in g and 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 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 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 dra w in g .
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 e x p lo ra tio n v e s s e ls d e v e lo p e d . S econdly, Ill d e s c rib e 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 fin a lly, Ill 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 re s e a rc h . OK. To s ta r t w ith , le ts 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 .
Track 3 8
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 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 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 ? 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 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
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 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 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 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 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 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 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 p o p u la tio n and in d u s try . Travel Agent: W illiam : Travel Agent: W illiam :
re la xin g tre a tm e n ts ? Or w o uld you p re fe r a fa m ily h o te l on a fa rm ? Ahh ... I m u s t say I like th e idea o f a spa. W ell, t h a ts g re a t! Now, le ts ju s t look a t o u r spa h o te ls . M m m m ... You d e fin ite ly d o n t w a n t th e be ach ? No. Id like to go so m e w h e re in th e c o u n try s id e . S om e w h ere w he re I can go fo r w a lks. 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
Track 3 9
1 2 3 4 5 6 A bdul s tu d ie s every e vening u n til 9 .0 0 . T h ank g o o d n e s s y o u re hom e b e fo re dark! 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 lea rn . Our c la s s e s s ta r t again in S eptem ber. In m any A sia n c o u n trie s th e d ie t is very healthy. 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 to u n d e rs ta n d each other. Travel Agent: W illiam :
S p rin g s s o u n d ? Its a luxury spa h otel in th e c o u n try s id e , w ith an in d o or h e a te d p ool, and vie w s over th e fie ld s and w o o d s nearby. 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 ts go fo r th a t. E xcellent.
Questions 4 7 Track 4 1
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 . W illiam : 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 ? N u m b e r 4 The W illo w s, S ta n d m a rch , N o rfo lk, NE1 4SP Travel Agent: W illiam : The W illo w s. Sorry, how do you sp e ll th a t? W-l-L-L-O-W-S. The W illow s. T h a n k you. And can I have a c o n ta c t n u m b e r fo r you? W illiam : Travel Agent: W illiam : Travel Agent: W illiam : Travel Agent: William: Yes. My m o b ile s p ro b a bly th e b e s t o ne. I t s 0 7 6 3 2 1 1 2 2 5 4 . 07632 112250. No. I t s 0 7 6 3 2 1 1 2 2 5 4 . Sorry, five four. And w hen w ould you like to go? On th e w eekend o f th e 1 5 th June. 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? Id like to stay until th e night o f Monday 1 8 th June. So Id be leaving on Tuesday 1 9 th. Travel Agent: W illiam : Travel Agent: R ight. C heck o u t on Tuesday 1 9 th June. And how w ill you be paying? By c re d it ca rd . How m uch w ill it be? 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? Travel Agent:
Practice test
Section 1 Questions 1 - 3 Track 4 0
Travel Agent: W illiam : Travel Agent: H ello, Travel W ide, can I h e lp you? 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. 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 Id like to relax fo r a fe w days. Travel Agent: W illiam : 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? M m m m ... th e beach is v e ry relaxing, b u t I th in k Id ra th e r go to th e c o u n try th is tim e . Travel Agent: OK. T h a ts 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
Travel agent: W illiam :
114
Practice test
It in c lu d e s b re a k fa s t and d in n e r and a tre a tm e n t a day. W illiam : Yes. T h a t s o u n d s fin e . I m lo o k in g fo rw a rd to it. 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 Id 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 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 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 yre 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 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 .
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 villa g e ? Its a b it d iffic u lt to fin d . W illiam : Oh, ye s, p le a s e . I have m a p s on my m o b ile p h o n e , b u t th e re is n t a lw ays a s ig n a l. Travel Agent: OK. W ell, c o m in g in to th e v illa g e fro m th e m otorw ay, w h ich is in th e e a s t, th e fir s t b u ild in g you se e on yo u r rig h t is th e ch u rc h . It's rig h t o p p o s ite th e g a rd e n c e n tre . W illiam : Travel Agent: 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. Yes ... J u s t a fte r th a t, y o u 'll c o m e to th e ra ilw a y c ro s s in g and th e n y o u ll se e th e rive r on yo u r le ft. A fte r th a t on th e rig h t y o u ll s e e th e s c h o o l. Its ju s t b e fo re th e brid g e o ver th e river. W illiam : Travel Agent: So th e s c h o o ls b e fo re th e bridge. Yes, t h a t s rig h t. N ow ju s t a fte r th e brid g e , y o u 'll se e a tu rn in g on y o u r le ft. Take th a t and fo llo w th e road th ro u g h th e fie ld s . On y o u r le ft, b e tw e e n th e road and th e river y o u 'll s e e a lo t o f v e g e ta b le g a rd e n s . J u s t ke e p g o in g dow n th e road to th e e n d . It le a d s s tra ig h t in to th e c a r p a rk a t th e s p a . You c a n t m is s it. Its a t th e end o f th e road. W illiam : Travel Agent: T h a n k you v e ry m u ch fo r yo u r he lp . 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 4 - 1 7 Track 4 4
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 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 e x h ib itio n s and a c tiv itie s we have fo r v is ito rs o f 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 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 th e y ca n play w ith o b je c ts and im a g e s and se e how 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 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 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 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 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 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 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 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 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 , 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 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 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 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 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 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 . Its b rillia n t.
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 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 tll 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 .
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 , Id 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, Id 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 . Its 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
Audio scripts
115

Tutor: Tom: So w h a ts th e su rve y a b o u t, 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 eve 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: Tutor: Is th a t to o many? 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 s to p th in k in g a b o u t th e ir a n sw e rs. Monica: R ight, so we need to th in k a b o u t th a t a g a in. W h a t do you th in k o f th e firs t th re e q u e s tio n s ? Tutor: A h m m m ... You w a n t to know w h a t a ffe c ts s tu d e n ts c h o ice o f a c c o m m o d a tio n w hen th e y go to university. Monica: Yes. We w a n t to fin d o u t w h ich has 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 d is ta n c e fro m c a m p u s . Tom: Tutor: Tom: And th e n we asked a n o th e r q u e s tio n . Oh, yes. W hat e ls e did you w a n t to find o u t? W ell, we w o n d ere d w h e th e r pu b lic tra n s p o rt w as im p o rta n t. You know, n o t m any s tu d e n ts have ca rs. So it m ig h t be q u ite im p o rta n t fo r th e m to be near s o m e w h e re w here th e y co u ld ca tc h a bus o r tra in . Tutor: Yeah, t h a ts a good q u e s tio n .
Monica: Tutor:
And, w h a t do you th in k a b o u t a s k in g m ore q u e s tio n s a b o u t c o s t? No. I d o n t th in k you need any m ore 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: Tutor: Tom:
So we sh o u ld a s k s o m e m ore q u e s tio n s w ith w hy? Yes. I th in k y o u d g e t q u ite a lo t m ore in fo rm a tio n if you did th a t. T h a n k you.
Tom: 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 you th in k we co u ld use th e m ? Tutor: Tom: I d o n t se e why not. W ha t have you fo u n d o u t so fa r? W ell, th e n u m b e r o f room s w as only im p o rta n t fo r 16% o f th e people we asked. It looks like a lo t o f s tu d e n ts are q u ite happy to share a room . And even 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. Tutor: Tom: 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? W ell, th a t w a s q u ite im p o rta n t. Around 20% o f th e s tu d e n ts we a ske d w an ted to be c lo s e to ca m p u s . Tutor: Tom: 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? Yeah, as we e x p e cte d , th e c o s t w as by fa r th e m o s t im p o rta n t fa cto r. M ore 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. Tutor: Only 54% ? ... I th o u g h t it d be c lo s e r to 80% !
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 im p ro vin g th e q u e s tio n n a ire . F irst o f a ll, I th in k you need to a s k fe w e r q u e s tio n s . As I s a id , 2 0 is re a lly to o many. Id c u t it dow n to 1 0 , if I w ere you. Monica: Tutor: OK, 1 0 q u e s tio n s only. And is th e re a n yth in g e ls e you th in k we sh o u ld do? W ell, yes. S om e o f th e q u e s tio n s are a c tu a lly q u ite c o m p lic a te d . I th in k you sh o u ld m ake th e m clearer. I m e a n , I th in k th e y sh o u ld be e a s ie r to u n d e rs ta n d .

My le ctu re th is e vening w ill fo c u s on th e m igra tio n o f b irds. T hat is, how b ird s fly in big g ro u p s from d iffe re n t 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 firs t p a rt o f th e le ctu re Ill ta lk a b o u t th e re a so n s why 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 w orld th e y m ig ra te fro m and to . To s ta rt w ith , why do birds m ig ra te ? Well, th e re are tw o m ain re aso ns: One, 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 o f th e w o rld th a t are m ore s u ita b le fo r breeding. In fa ct, th e s e re a so n s are c lo s e ly linked. As you can im agine, w hen birds are breeding, th e y need extra food to feed th e ir voune. And, in th e spring, in th e c o o le r c lim a te s o f
116
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 .
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 .
Now, I th o u g h t Id 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
a Ja p a n b E gypt c M a la y s ia E xe rcise 1
Friends abroad
Unit 2
Part 1
E xe rcise 1
Food and cooking
Vocabulary
d U n ite d A ra b E m ira te s (UAE) e P o rtu g a l
Vocabulary
meat
lamb beef
dairy products
cheese milk yoghurt
vegetables
potatoes cabbage carrots
fruit
bananas pineapple cherries
E xe rcise 2 1 Japanese 2 C h in e s e E xe rcise s 3, 4 1 4 .5 0 2 B e ijin g / C h in a 3 UAE1880 4 L is b o n / P o rtu g a l 5 16 3 E g y p tia n 4 Em i ra ti 5 P o rtu g u e s e 6 M a la y s ia n
turkey E xe rcise 2 2 U 3 C /U 4 C E xe rcise 3 i D
5 U 6 C /U 7 U
8 C /U 9 C 1 0 C /U
iii A iv C
v B
Part 2
Skills development
3 B ritis h A irw a y s / BA3025
ii E Exercise 4 1 .3 20
E xercise 1 1 6 . 5 0 p .m . 2 W e d n e s d a y 6 th J u ly E xe rcise 2 1 3 - th ir t e e n , 8 0 - e ig h ty , 4 0 - fo rty , 1 5 - fifte e n E xe rcise 3 1 14 2 40 E xe rcise 4 i b ii c Exercise 6 1 x / i kilo - 5 0 0 g 3 A BIN G D O N 4 0 X 1 4 3H B 5 612744 2 2 5 0 g - V4 kilo 3 3 3 0 g - Vs kilo 4 200g 3 1 3 PARK ROAD B R IG H TO N , B N 4 0 4G R 5 3 50 4 1 6 .1 5 5 1 7 .3 0 Exercise 5 1 % 2 tw o th irds 3 five eig h th s 4 7 /s
kg
kilos
o f flour
grams o f s a lt
g / grams o f su gar 2 I / litres o f m ilk 4 5 0 ml / millilitres of cooking

300
oil
E xe rcise 5 1 3 . 3 0 a .m . 2 60 E xe rcise 6 1 H UA FANG 2 17 12 1994
Vs kilo
VsI -
200m l
Part 2 Part 3 Exam practice

6 b r e a k fa s t 7 F riday 1 6 th A p ril 8 c 9 b 10 c 1 D o u b le - k in g -s iz e d b e d 2 E dw ard F ra n c is 3 2 3 C y p re s s 4 C B3 9NF 5 ta x i 2 c 3d
Skills developm ent

4 a 5 h 6 g
Exercise 1
Exercise 3 D, E, A, G, F, C, B
118
Units 1 -3
E xe rcise 4 1 th e a p p le s 2 (a p p le s ) w ith s u g a r 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 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 7 o n to p / on to p o f f r u it 8 3 0 m in u te s E xe rcise 5 1 d e e p fa t 2 h e a lth y 3 F rida y n ig h t 4 ro a s t 5 v e g e ta b le s 6 a t hom e E x e rc is e 4 a, e E x e rc is e 3 1 t it le b o x 2 b u lle t p o in ts 3 im a g e (s ) E x e rc is e 2 1 a c o m p a r is o n 3 s im ila r 4 d iffe r e n t
Part 2
i b
Skills development
ii c c iv b
E x e rc is e 1
hi
2 8
Part 3
Exam practice
5 - 7 f, a , b 8 g o v e rn m e n t 9 s c h o o ls 1 0 fa m ilie s / p a re n ts
1 e a t p ro p e rly 2 im p ro v in g s itu a tio n 3 rig h t a m o u n t 4 c e re a ls
Part 3
S e c tio n 3 1 -4 i b
Exam practice
ii c
iii b
iv b
5 A d v a n ta g e s
Unit 3
Part 1
E xe rcise 1 Id E xe rcise 2
Presentations
6 A c c id e n ts 7 S u g g e s tio n s 8 S e v e n m in u te s 9 Two m in u te s
Vocabulary
2 a
3 b
4 c
1 0 s a m e s ty le
2 p r e s e n ta tio n 3 s u ggest 4 p ro je c t 5 in fo r m 6 e x p la in E xe rcise 3
p re s e n t s u g g e s tio n p ro je c t in fo r m a tio n 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/ A H J K
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 ? 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 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 tw o s lid e s . 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 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 E x e rc is e 2 1 B ritis h 2 d e p a rtu re 3 flig h t
/i:/ E B C D G P T V
/e / F L M N S X
/a i/ i Y
/iu :/ U
Q w
4 a rriv a l 5 in fo rm a tio n 6 c o n n e c tio n
Answer key
119
E xe rcise 3 1 o n io n s 2 flo u r U 3 p o ta to e s /U (e .g . m ashed) 4 m ilk U 5 beans 6 c h e rrie s 7 c o ffe e U 8 c h ic k e n (s )/U (fo o d )
E xe rcise 4 1 lo o k fo r 2 lo o k a fte r 3 lo o k a t 4 lo o k o v e r 5 lo o k th ro u g h
E xe rcise 5 1 lo o k th ro u g h 2 lo o k fo r 4 lo o k e d a t 5 lo o k a fte r
E xercise
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 3 d is h - m e a ls
Part 2
Skills development
E xe rcise 1 1 s tu d e n t s o c ie tie s 2 a la rg e c o rp o ra tio n 3 w o rk in g o u td o o r s 4 in s titu tio n s o f fu r th e r e d u c a tio n 5 jo b s a tis fa c tio n 6 fin d in g a jo b
w h o - s e q u e n c e lin k in g w o rd s
5 d o o r - synonym s 6 w i-fi - p la c e s to e a t 7 b e a n s - d rin k s 8 p an - c o o k in g m e th o d s 9 b a n a n a - v e g e ta b le s 1 0 e g g - d a i r y p ro d u c ts
E xe rcise 2 E xercise 5 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 S o , t h a t s fix e d th e n . 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 . 1 c lu b s , a s s o c ia tio n s 2 c o m p a n y , b u s in e s s 3 in th e o p e n air, o u ts id e 4 c o lle g e s , u n iv e rs itie s 5 fu lfilm e n t, e n jo y m e n t 6 e m p lo y m e n t, w o rk
Ive 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 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 3 1 c lu b s 2 com pany 3 o u ts id e 4 u n iv e rs itie s 5 fu lfilm e n t
E xe rcise 1 0 2 S 3 0 4 0
6
5 0 9 S 10 0
6 e m p lo y m e n t
6S
7 S
E xe rcise 4 A lic e : 1 a fa rm 2 f r u it 3 c h ic k e n s W ei L o n g : 9 b u s in e s s m a n 1 0 in fo rm a tio n te c h n o lo g y 1 1 tra d e 1 2 s m a ll c o m p a n y 1 3 c o m p u te r p a rts 1 4 re c e p tio n is t 1 5 d e c is io n s 1 6 b ig c o m p a n y
8S Work
Unit 4
P a rt 1 E xercise 1
4 (th e ) a n im a is 5 sum m er
Vocabulary
6 s u p e rm a rk e ts
7 lo c a l s h o p s
8 (th e )
1 f 3 d o c to r 4 fa r m e r P a rt 3
p u b lic
1 A = 3 , B = 1, C = 4 , D = 2 E xe rcise 5 E xercise 2 1 b u s in e s s m a n 2 p o lic e o ffic e r 2 c 3d
Exam practice
E xercise 3 1 p ro d u c e 2 s u p p ly , d e liv e r 3 d e fe n d , g u a rd 4 e a rn 5 tra d e
1 p o lic e o ffic e r 2 law 3 p ra c tic a l c a re o f 4 tr a in in g
6 ta k e
120
Units 4 -6
5 -7 8 9 e , c, a
Part 3
1 A 2 B 3 E 4 C
Exam practice 7 8 9
p la n (s tu d e n t) ID c a rd m akes a b e e p / sound / beeps 1 0 p r in ts a t ic k e t
w e ll-p a id fa m o u s p e o p le / c e le b r itie s
1 0 (a) d e te c tiv e
5 o n lin e c a ta lo g u e
Unit 5
Part 1
E xe rc ise 1 1 lib ra ry
On cam pus services
6 a num ber
Vocabulary
3 s p o r t s c e n tre 4 h a lls o f re s id e n c e
Unit 6
Part 1
E x e rc is e 1
Staying safe
2 m e d ic a l c e n tre
Vocabulary
E xe rc ise 2 1 s p o r t s c e n tre 2 m e d ic a l c e n tre 3 s p o r t s 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 2 T h e re 3 r e s ta u r a n ts 4 fo re ig n 5 u n til 6 tw e lfth
Noun
crime knife gun th ie f gang safe
Verb
steal rob attack protect break into
Adjective
dangerous careful safe
E xe rc ise 4 1 in to 2 fa r aw ay 3 o u ts id e 4 b e h in d 5 b e tw e e n
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 1 E 2 D 3 C 4 B 5 A
2 p ic k p o c k e t 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
Part 2
Skills development
4 s tr a ig h t a h e a d o f yo u 5 M e d ic a l C e n tre 6 to th e la k e
E xe rcise 1 1 th e rig h t 2 th e c o rn e r 3 o p p o s ite
E x e rc is e 4 ta k e to c o u r t w a tc h o u t fo r c a ll th e p o lic e lo c k u p
E xe rcise 2 1 o f th e w o o d 2 th e f ir s t flo o r 3 ro u n d th e la k e 4 a c ro s s th e g re e n 5 S tu d e n t U n io n b u ild in g 6 next
c rim e s c e n e
E x e rc is e 5 1 b ro k e n in to 2 c a lle d th e p o lic e 4 lo c k e d u p 5 w a tc h o u t fo r 6 ta k e th e m t o c o u r t
E xe rcise 3 1 g ro u n d flo o r 2 m e e t fr ie n d s 3 f ir s t flo o r 4 on ca m p u s 5 fo u r 6 p la y fo o tb a ll
3 c rim e s c e n e
E x e rc is e 7 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 2 A 3 B
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 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 2 a c c id e n t 3 lib ra ry 4 o p p o s ite 5 b u s in e s s E xe rcise 4 1 in , in 2 at 4 at 5 on 6 o p p o s ite , on 6 W ednesday 7 F e b ru a ry 8 n e c e s s a ry 9 re le v a n t 1 0 re s p o n s ib le
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 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 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 2 ro b b e ry , b u rg la ry 3 (th e y ) d o n t k n o w c o u n tr y 4 p a s s p o rt and m oney 5 s m a rt phone
3 o n / a t, on
E xe rcise 5 1 S tu d e n t u n io n b u ild in g 2 L ib ra ry 3 T e a c h in g b lo c k
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
Part 1
E xe rcise 4 b
Vocabulary
3 e x a m h a ll 4 re v is io n
E xe rcise 1 E xercise 5 i c ii a
IV c
1 te x t b o o k s 2 te s t E xe rcise 2 6 lo n e ly p la c e s 7 c a s h m a c h in e s 8 c 9 b 10 b E xe rcise 3 2 in te r e s tin g 3 c le v e r B C B A + Y later + er faster slower cleverer y- + ier healthier easier
Part 3
1 In d ia
Exam practice
more + adjective more interesting more nervous
irregular worse better
2 h a n d b a g th e f t 3 L a tin A m e ric a 4 g u n c rim e 5 e x p e n s iv e je w e lle ry
6 la te 7 h e a lth y 8 bad 9 good
A D E E
Review 2
E xercise 1
4 n e rv o u s 5 s lo w E xe rcise 4
Trade
business shop firm company
Occupation
doctor nurse rescue worker police officer farmer
Education
graduated studied university
Transport
truck deliver supply
S u g g e s te d a n s w e rs : 1 b e tte r 2 h e a lth ie r 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 2 w e ll, e ffe c tiv e ly 4 s lo w e r 5 m o re n e rv o u s
E xe rcise 2 1 at 2 fo r 3 a ro u n d 4 on 5 a fte r, in
3 fa irly , q u ic k ly 4 u n u s u a lly , g o o d 5 e x tra o rd in a rily , h ig h
122
Units 7-8
Part 2
1 b, d
Skills development
2 c, d 3 a , c, d
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 . 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 .
E xe rc ise 1
E xe rc ise 2 IB 2D 3 A 4 C
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 m a rk e t s ta lls . 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
E xe rc ise 3 1 re v is io n tim e t a b le 2 in h is m in d 3 e a s ie r t o c o n c e n tr a te 4 la s t-m in u te re v is io n
T s h ir t in th e c o lo u r th e y w a n te d .
E x e rc is e 3 1 I b o u g h t th is s h ir t in a s a le .
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
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 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 . 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 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 . 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 w o rrie d s o m e o n e e ls e w o u ld u s e it.
E xe rcise 4 1 m o b ile (p h o n e ) in 2 in th e d o o rs 3 t o th e s u p e r v is o r 4 e x a m in a tio n n u m b e r
E xe rc is e s 5 , 6 IF 2 E 3 A 4 C
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 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 2 3 4 5 6 7 8 9 10
Exam practice
Id
3 b 4 a
5 c
2 e
E x e rc is e 5 1 g o s h o p p in g 2 (s h o p p in g ) lis t 3 s u p e rm a rk e t 4 g o e s s h o p p in g 5 a re fu n d
rig h t e x a m p a p e r y o u r e x a m in a tio n n u m b e r th e in s tr u c tio n s h o w lo n g s e v e ra l tim e s m o re d iffic u lt k n o w b e tte r n u m b e r o f m a rk s (yo u r) m a in id e a s a lo w m a rk 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
Part 2
Skills development
Unit 8
Part 1
E xe rcise 1 a 2 b 1
S hopping and spending
4 a fte r, th ir d ly 5 la s tly , p rio r to
Vocabulary
c 4 d 3
E x e rc is e s 2 a, b 1 75%
2 60%
3 50% 4 s u p e r m a r k e ts
E xe rcise 2 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 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 .
5 m a r k e ts 6 s m a ll s h o p s
E x e rc is e 3 a, d , f
Answer key
123
E xercise 4 1 a 2 e 3 f 4 d 5 c 6 b
E xe rcise 2 1 fly in g E xe rcise 3 2 p lay 3 le a d in g
Part 3
Exam practice
5 - 7 f, a, d 8 c a rs a n d c o m p u te rs 9 b e a u ty tr e a tm e n ts 10 young m en
1 num ber 2 d a te E xe rcise 4 1 1998 2 U S A /U n ite d S ta te s E xe rcise 5
3 n a m e o f c o u n try
1 (m o re ) m a tu re p e o p le 2 s p e n d in g p a tte rn s 3 u p to 3 0 4 over 5 5
3 1967 4 B ra zil
Unit 9
Part 1
2 a d d re s s 3 n a m e / s p e llin g 4 phone num ber E xe rcise 6 1 A n d re w M e tc a lfe
5 p e rs o n a l/m e d ic a l in fo rm a tio n 6 p e rs o n a l h is to ry
Vocabulary
Interest
2 going to the cinem a/ movies 3 playing video games
4 571324 5 som e
E xercise 1
2 21
Hobby
4 stamp collecting 5 painting E xe rcise 2
Sport
1 cycling 6 basketball
3 43A
P a rt 3
Exam practice
5 - 7 e, b, g 8 M a n d e v ille 9 B u ry G a rd e n s 10 5 7 3 2 7 9
1 ta b le te n n is 2 100
Hobbies
stamp collecting painting gardening cooking
Interests
going to the cinema playing chess travelling listening to music going to art galleries
Sports
cycling basketball swimming running football
3 12 4 s tr e e t d a n c e
Review 3
E xe rcise 1 1 e a s ie r 3 to u g h e s t 4 w o rs t 5 b e tte r 6 best
E xercise 3 A 1 s w im m in g 2 ru n n in g B 1 c in e m a 2 c o n c e rt C 1 tr a v e llin g 2 g a rd e n in g D 1 c y c lin g 2 c o o k in g
2 lo n g e r E xe rcise 2 2 p re ttie r 3 c le v e re r
5 m o re d iffic u lt 6 h e a lth ie r 7 n e a re r
8 h a rd e r 9 e a rlie r 1 0 m o re b o rin g
E xercise 4 1 to 2 to o 3 tw o 4 to o 5 to 6 tw o
4 b e tte r E xe rcise 3
Shop
P a rt 2
Discount
bargain deal reduction sale price
Fashion
style design
Goods
items produce articles
Skills development
6 p la y 7 re a d 8 fly 9 p la ye d 1 0 c o lle c t
store supermarket market
E xe rcise 1 1 fry 2 pray 3 le a d 4 b la d e 5 c o rr e c t
E xe rcise 4 1 young m en 2 e a tin g o u t 3 im p ro v in g h o m e (s )
124
Units 9-10
E xe rcise 5 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 s e n te n c e s , NO M O RE THAN TW O W O R D S OR A NUMBER 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 M O R E TH AN THR EE W O R D S OR A N U M B E R 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 o p in io n , a c tiv itie s 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, lis t (A-C) 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 A m e ric a . 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 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 fiv e . 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 E x e rc is e 6 w o rld . E x e rc is e 4 1 jo b 2 h o lid a y s 3 w o rry 4 o ffic e 5 ow ner 6 d e a d lin e
2
dates ages prices names phone numbers tim es addresses activities days sports
3
comparisons activities days sports hobbies
4
comparisons weather tim es activities days sports cities hotels hobbies
5
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 b a iv b
E xe rc is e 3
Unit 10
Part 1
E x e rc is e 1
W ork-life balance
1 n in e / 9 , f i v e / 5 2 c o m e in to
Vocabulary
3 d o n t h a ve 4 On M o n d a y s 5 com e out 3 re la x a tio n 4 e m p lo y e r
S u g g e s te d a n s w e rs : 1 s tr e s s 2 d e a d lin e E xe rc is e 4 A 3 B 7 E x e rc is e 2 1 hobby 2 w o rk E x e rc is e 3 Noun career job hobby profession occupation relaxation leisure difficulty Noun and verb rest work stress worry com fort shop boss start pressure P a rt 3 3 c o m fo rt 4 beach 5 w o rk e r 6 s ta r t E x e rc is e 5 1 B 2 E 3 F 4 G 5 A C 4 D 1 E 6 F 5 G 2
Exam practice
6 jo b s h a rin g 7 27% 8 w o rk fr o m h o m e 9 tw o s m a ll c h ild re n 10 h e r s is t e r s
1 a n d m e n ta l 2 p riv a te 3 fle x ib le 4 fr o m h o m e 5 a year
Answer key
125
E xe rcise 3 1 f
2 e
3 d
Unit 11
Part 1 Across:
3 n a tio n a l 4 h u ts
Com paring cultures

E xe rcise 4 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 ?
Vocabulary Down:
1 C h in e s e 2 Ita ly
E xercise 1
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 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 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 2 a lp h a b e t 3 s p ic y 4 v e g e ta ria n 5 s c a rf 6 s ilk 7 b ric k 8 b lo c k o f fla ts E xe rcise 5 1b ii c iv b
Part 3
1 b 2 b 3 a 4 e
Exam practice
6 w a te r fe s tiv a ls 7 s ix 8 life , w e a lth , lu c k 9 new year 1 0 (by) a n c ie n t tr a d itio n
E xercise 3 1 d ie t 2 h o u s in g 3 c o m m u n ic a tio n 4 c o s tu m e E xe rcise 4 1 s p ic y 2 b lo c k s o f fla ts 3 la n g u a g e , a lp h a b e t 4 s ilk
5 g
Unit 12
Part 1
E xe rcise 1
Vocabulary
S u g g e s te d a n s w e rs : E xe rcise 5 1 have 2 m ade 3 done 4 had 5 do 6 have
Picture 1
oil rig off-shore drilling mineral resource fuel natural gas E xe rcise 2
Picture 2
gas pipeline natural gas mineral resource fuel
Picture 3
fishing trawler net fish farm
Picture 4
underwater turbine * wave power energy
Part 2
Skills development
m o re [c o m m o n ] th a n [frie n d lie r] th a n
E xercise 1 th e s a m e a s m u c h m o re [o p e n ] in c o m p a r is o n w ith
E xercise 2
1 f 2 e
3 d 4 b
5 c 6 a
To emphasize similarity
very extremely incredibly exactly a bit
To limit similarity
E xe rcise 3 1 s o u rc e 2 sea quite not a little E xe rcise 4 T h e g ra p h s s h o w tr e n d s . Id 2a 3 b 3 a ffe c te d 4 O ur 5 b re a k 6 c u rr e n ts
rather
4 c
126
Units 1 1 -1 2
E xe rcise 5 S u g g e s te d a n s w e rs :
Statistics
average (noun/adjective) majority (noun) minority (noun) less than (adjective) more than (adjective) fraction (noun) number (noun) per cent (noun) amount (noun) significant (adjective) slight (adjective)
Trends
rise ( noun/verb) fall (noun/verb) increase (noun/verb) decrease (noun/verb) remain stable (verb + adverb) downward (adverb/adjective) upward (adverb/adjective) tendency (noun) dramatic (adjective) gradual (adjective)
Review 4
E x e rc is e 1 1 Is g a rd e n in g a h o b b y o r a s p o r t? 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 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 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 . 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 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
Skills development
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 .
E xe rcise 1 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 ) E x e rc is e 2 1 s tu d ie s 2 th a n k 3 la n g u a g e s 4 c la s s e s 5 c o u n tr ie 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
2 h a ve
Noun
Aquaculture descent
Adjective
submarine shallow marine
Verb
revealed
3 do 4 h a ve 5 h a ve 6 m ade 7 h a ve 8 h a ve
E xe rcise 3 1 d e rr ic k 2 h e lic o p te r pad 3 s u p p o r t to w e r 4 c ra n e E x e rc is e 4 1 m o re b e a u tifu l th a n 2 e a s ie r, th e s a m e a s E xe rcise 4 1 2008 = 4 2 2009 = 2 3 2012 = 18 4 2014 = 60 3 g r e a s ie r th a n 4 m u c h m o re e x c itin g th a n 5 as h o t as 6 m o re c o n s e rv a tiv e th a n 7 a s c o ld a s
Part 3
Exam practice
6 b a tte r ie s 7 p a n e l o f lig h ts 8 fin 9 s u rfa c e o f e a rth 1 0 m in e ra ls fo r in d u s try
E x e rc is e 5 1 C u rra n ts 5 E xcept 6 s o u rc e 7 c u rr e n ts 8 descent
1 1 0 0 0 m e tre s 2 1940s 3 1960 4 1 1 , 0 0 0 m e tre s 5 p ilo t s
2 sea 3 a ffe c te d 4 accept
Answer key
127
E xercise 6
Noun
majority descent submarine * exploration research * scientist technology mystery revelation
Adjective
marine submarine * shallow mysterious technologically
Verb
hatch descend explore research * reveal
Adverb
scientifically significantly gradually
Practice test
S e c tio n 1 1 a 2 b 3 a 4 4 , T he W illo w s 5 07632 112254 6 1 9 th Ju n e 7 360 8 g a rd e n c e n tre 9 school 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 1 2 h a lf a n h o u r 1 3 g ro u n d flo o r 14 c 15 b 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 2 2 d is ta n c e fro m cam pus 23 p u b lic tr a n s p o r t 25 b 26 f 27 28 16% n e a r b u s s to p 16 B 17 A 1 8 film title 1 9 c a le n d a r 2 0 n u m b e r o f tic k e ts
2 9 20% 3 0 54%
24 e
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 35 36 37 38 39 40 it c o m e s e a rlie r h ig h e r te m p e ra tu r e s (it) d ro p s d ra s tic a lly D F B
128
Key
a b b r. = a b b re v ia tio n a d j. = a d je c tiv e a d v . = a d v e rb 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
canteen
n.
- 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 cauliflower
n.
- a la rg e , ro u n d v e g e ta b le w ith a w h ite
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 cooked crumble
n.
- 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
arrival n . - th e a c t o r tim e o f a rriv in g available a d j. - If s o m e th in g is a v a ila b le yo u c a n 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
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 get straight on (with) grease
v.
- to d o s o m e th in g w ith no d e la y
v.
- 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
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 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 boiling a d j. - v e ry h o t 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 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 . cabbage n . - a la rg e , ro u n d v e g e ta b le w ith w h ite , 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
pineapple
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 quarter recipe
n. n. -
- 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 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
te ll y o u h o w to c o o k s o m e th in g roast
v.
- 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 rub (in)
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 solve spice
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 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 p a r tic u la r g o a l 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 tiny a d j. - v e ry s m a ll
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 baby-sitter
n.
- 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 career
n.
- a jo b o r p ro fe s s io n
celebrity close up
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
v.
- to ta k e g o o d s to a p la c e 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
Unit 3
ceiling
earn feed
v. v. -
n.
- th e to p in s id e s u rfa c e o f a ro o m
fulfilment
n.
- th e fe e lin g o f a c h ie v in g s o m e th in g
concentrate on
v.
- to fo c u s a ll a tte n tio n o n a
im p o r ta n t o r d e s ire d guard
p a r tic u la r th in g yo u a re d o in g explain
v.
- to w a tc h a p e rs o n o r th in g in o rd e r to
v.
- 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 ro te c t th e m join
p e o p le c a n u n d e rs ta n d fair enough for instance introduce
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 ,
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
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 .
v.
- to s p e a k a t th e b e g in n in g o f a
open air
n.
- T h e o p e n a ir is a n y p la c e o u ts id e .
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
police force
n.
- a n o rg a n iz a tio n o f p o lic e o ffic e r s in
a p a r tic u la r c o u n try o r a re a rep.
v.
- If s o m e th in g m a k e s s e n s e , it is
abbr. n. n.
- a b b re v ia tio n fo r a p e rs o n t h a t
re a s o n a b le o r s e n s ib le . m ake sure
r e p r e s e n ts s o m e o n e e ls e reward - s o m e th in g yo u g e t b e c a u s e yo u have
v.
- 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 to g e th e r memory stick
w o rk e d o r d o n e s o m e th in g g o o d stressful
adj.
- in v o lv in g o r c a u s in g m e n ta l o r
n. -
a s m a ll o b je c t t h a t yo u c a n c a rry
e m o tio n a l p re s s u re o r w o rry supply
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, d ig ita l c a m e ra , e tc . present
v.
- to p ro v id e s o m e th in g
treatment
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
v. v.
- to g iv e in fo rm a tio n to p e o p le , e .g . in a
is g iv e n if th e y a re ill o r in ju re d union representative
p re s e n ta tio n o r s p e e c h project - 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
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
phr.
- 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
Unit 5
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
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
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
Unit 4
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 .
fo o d is s o ld food outlet n. - a p la c e th a t s e lls fo o d 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
130
Units 3 -7
get cash out bank journal
v.
- to g e t m o n e y fr o m a m a c h in e o r
lock up
v. -
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. n.
- 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
lonely
adj.
- A lo n e ly p la c e is a lo n g w a y fr o m o th e r
t h a t d e a ls w ith a p a r tic u la r s u b je c t lecture th e m lecture theatre - 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
p la c e s a n d v e ry fe w p e o p le g o th e r e . pickpocket
n.
- a p e rs o n w h o s te a ls fr o m th e
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
n.
- a la rg e ro o m o r h a il w ith s e a ts in
ring rob
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 lobby
v. v. n.
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 , s a fe - 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
n.
- th e ro o m a t th e e n tr a n c e o f a la rg e
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 v a lu a b le o b je c ts shoplifter
b u ild in g s u c h a s a h o te l owe
v.
- 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.
- a p e rs o n w h o s te a ls th in g s fr o m a
to p a y it to th e m . pastry path
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 steal
n. n. -
- an in d iv id u a l c a k e o r p a s tr y p ie 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
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 stranger
fr o m o n e p la c e to a n o th e r round
n.
- a n y p e rs o n w h o y o u d o n o t k n o w
adj.
- in th e s h a p e o f a c irc le
take som eone to court a g a in s t s o m e o n e theft
v.
- t o s t a r t a le g a l p ro c e s s
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 students union building
n.
- th e c rim e o f s te a lin g s o m e th in g
n.
- th e b u ild in g w h e re
watch out for
v.
- to p a y a tte n tio n s o t h a t yo u
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 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 . take out tough upset
w ill s e e s o m e o n e o r s o m e th in g
v. adj. v. - to
to b o rro w a b o o k fr o m a lib ra ry d iffic u lt m a k e s o m e o n e fe e l u n h a p p y be worth blank
Unit 7
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 v.
- to b e g in to fe e l le s s w o rrie d ,
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
abroad advise
calm down
n e rv o u s , u p s e t, e tc .
adv. v. - to v.
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
download
v.
- 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
u s in g th e In te r n e t extraordinarily
s h o u ld d o break into - t o g o in to a h o u s e o r o th e r b u ild in g
adv.
- e x tr e m e ly a n d u n u s u a lly
keep your eye on the clock
v.
- to b e a w a re o f th e
ille g a lly in o rd e r to s te a l s o m e th in g burglar
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 s o m e th in g o n tim e locker
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
in o r d e r t o s te a l th in g s cash machine m oney catch
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
n.
- a m a c h in e w h e re y o u g o to g e t
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 school revision
v. n.
- 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.
- 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
escape crime - 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
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 e x a m in a tio n
p u n is h e d fo r get through to (on the phone)
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 grab
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 several 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
u s e d by
v.
- to ta k e s o m e th in g w ith fo rc e
handbag
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
v.
- to u s e a m e th o d to fin d o u t if it is
p u r s e , k e y s , e tc .
s u c c e s s fu l
Glossary
131
Unit 8
boutique brand
Unit 9
n.
- a s h o p , e s p e c ia lly a s m a ll o n e s e llin g 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 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 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 . 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 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 ) 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
fa s h io n a b le c lo th e s
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
tr a d e n a m e o r tr a d e m a rk complain
v.
- to s a y t h a t you a re n o t s a tis fie d w ith
s o m e th in g 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 discount
n.
- a re d u c tio n in th e u s u a l p ric e o f
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 r e s ta u ra n t grocery shopping household goods house mature adult
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
n.
- an o ld p e rs o n , u s e d a s a w a y o f
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
adv.
- If you d o
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 .
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. organic outing
adj.
- g ro w n w ith o u t th e u s e o f
c h e m ic a ls
n. refund n. -
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 t h a t yo u a re n o t s a tis fie d w ith sale
Unit 10
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 fin a n c ia l a c c o u n ts 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 deadline n . - a tim e lim it fo r a n y a c tiv ity 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 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
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.
- 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 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 it to yo u . 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 shop trip zip
v.
- to re tu rn g o o d s to a
n. n. -
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
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
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
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 on the dot p h r. - a t e x a c tly th e a rra n g e d tim e outline 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 .
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 part-time
adj.
- P a rt-tim e w o rk is w o rk in w h ic h yo u
Unit 12
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 is lik e ly to h a p p e n . behaviour
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 pressure
n.
- th e w a y t h a t s o m e o n e b e h a v e s
n.
- 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
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 decrease v. - to b e c o m e le s s descend v. - to m o v e d o w n w a rd s
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 stress task
n. n. -
- a fe e lin g o f b e in g w o rrie d o r te n s e 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
t o do timetable
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
adj. drill turbine n. destructive
- 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
w ill h a p p e n worry
b o rin g c y lin d ric a l h o le s 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 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
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
Unit 11
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
o f w a te r a n d d o e s n o t s in k . 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 gas pipeline
n.
- a lo n g p ip e , e s p e c ia lly
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 lo n g d is ta n c e s 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 globe n . - th e w o rld gradual
n.
- a b u ild in g t h a t c o n ta in s
a p a r tm e n ts bride
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
b e m a rrie d 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 festival
adj.
- h a p p e n in g s lo w ly
helicopter pad a n d ta k e o f f
n.
- a p la c e fo r h e lic o p te r s to la n d
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
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
n.
- a n in c re a s e in th e a v e ra g e
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
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
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 trawler
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
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 le ve l wave
adj.
- m o v in g to w a rd s a h ig h e r p o in t o r
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
Collins
Collins
fnaisfc ft* **
Whats next?
Improve your IELTS score!
IELTS 5.0-6+ CEF Level: B i+
Reading for IELTS

Els Van Geyte
SY coeuita
9 7 8 -0 -0 0 -7 4 2 3 2 4 -8
9 7 8 -0 -0 0 -7 4 2 3 2 7 -9
9 7 8 -0 -0 0 -7 4 2 3 2 6 -2 I)
9 7 8 -0 -0 0 -7 4 2 3 2 5 -5
Includes
audio CDs
J Includes 2 audio W
CDs
Grammar and Vocabulary for IELTS

IELTS 5.0-6+ CEF Level: Bi+
Include audio CDs

9 7 8 -O -O O -7 4 5 6 8 3 -3
9 7 8 -O -O O -7 4 5 6 8 2 -6
Sign up for your free IELTS word and exercise o f the week at www.collinselt.com
Key Words for IELTS
IELTS 4.0-5.5 CEF Level: B1-B2

9 7 8 -O -O O -7 3 6 5 4 5 -6
IELTS 5-5-6.5 CEF Level: B2-C1

9 7 8 -O -O O -7 3 6 5 4 6 -3
IELTS 7.0+ CEF Level: C1-C2

9 7 8 -O -O O -7 3 6 5 4 7 -O
Available internationally from all good bookshops and online. If you need help finding our books, please e-mail us, telling us where you live, at [email protected].
www.collinselt.com
P O W E R E D BY C O B U I L D
Collins
Learn to understand English in life and business
English for Life: Listening Intermediate

Ian Badger
9 7 8 -0 -0 0 -7 4 5 8 7 2 -1
1 CEF Level: 1 Bi+
English for Life: g f f l Listening Pre-Intermediate

Chris Flint & Ja m ie Flockhart
9 7 8 -0 -0 0 -7 4 9 7 7 5 -1
English for Business: frHjHfil Listening

Ian Badger
9 7 8 -0 -0 0 -7 4 2 3 2 1 -7
Includes audio CD
Includes audio CD
@ Includes audio CD
CEF Level: B1-C2
Also available from Collins
Master key areas of the English language.
Work on your Accent

Helen Ashton & Sarah Shepherd
9 7 8 -0 -0 0 -7 4 6 2 9 1 -9
Work on your Phrasal Verbs

Ja m ie Flockhart & Cheryl Pelteret
9 7 8 -0 -0 0 -7 4 6 4 6 6 -1
C o ii in s
Work on your Idioms

Sandra Anderson & Cheryl Pelteret
9 7 8 -0 -0 0 -7 4 6 4 6 7 -8
C ollins CO B U ILD English Usage

9 7 8 -0 -0 0 -7 4 2 3 7 4 -3
CEF Level: B1-C2
COBUILD
English Usage
ff] facebook.com/collinselt
^ @CollinsELT
Join us on facebook and Twitter for free language tips!
Available internationally from all good bookshops and online. If you need help finding our books, please e-mail us, telling us where you live, at [email protected].
v ___________________________________________________________________________________________________________________________ y
www.collinselt.com
H P O W E R E D BY C O B U I L D I ________________
Collins
English for Exams
Make a start on you r IELTS preparation w ith C ollins Get Ready fo r IELTS.This book gives you everything you need to im prove you r pre-interm ediate listening skills for the IELTS Listening test.
Twelve units of carefully graded material fo r pre-interm ediate students, all w ith clear examples Four review units to check and consolidate key language and skills Key IELTS Listening gra m m ar and vocabulary in every unit Exam tips and inform ation 'Watch o u t!' sections that highlight com m o n errors in the IELTS Listening test Complete IELTS Listening practice test, answer keys, glossary, audio scripts and audio CDs provided
Collins
ALSO AVAILABLE in the Collins Get Ready fo r IELTS series: Get Ready fo r IELTS Speaking Get Ready fo r IELTS Reading Get Ready fo r IELTS W riting
Collins
Collins'J *
'eady fo r IE L T S?ady for IELTS
SPEAKING
READINC f g p
Heady for, ^
w r it in g
Q g p |g y
0|>
Ideal fo r learners w ith band score 3-4 w h o w a n t to achieve a h ig h e r score. Perfect fo r self-stu dy o r f o r use in the classroom .
A2+
You can trust Collins COBUILD

The 4 .5 -b illio n -w o rd C o llin s co rp u s is the w o rld 's la rge st database o f the English language. It is u p d a te d eve ry m o n th and has been at the heart o f C o llin s COBUILD p u b lis h in g fo r o v e r 20 years.
w w w .collin selt.co m

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

Uploaded by

Copyright:

Available Formats

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

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

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

Uploaded by

Copyright:

Available Formats

I

Get Ready for IELTS

Friends abroad Food and cooking Presentations Review 1

Travel, countries and nationalities

Form completion, note completion, multiple-choice questions

Work On campus services Staying safe Review 2

Types of work, workplaces University facilities Crime, protection and safety

Work-life balance Comparing cultures

Time management Food, dress, housing

Natural resources, ocean life

The International English Language Testing System (iELTS) Test

IELTS and the Com m on European Fram ework of Reference

IELTS Band Score

IELTS Band Scores

V ery good user

Lim ite d user

E xtre m e ly lim ite d user In te rm itte n t user

Get Ready for IELTS: Listening

/ |_/5( Customs control / '

Gates 1-29 Gates 30-54

05.00 06.15 06.50 07.30

Beijing Dubai Lisbon

Air China Emirates TAP

CCA1550 UAE1880 TAP1330

Arrived 06.00 Delayed Landed

Part 2: Skills development

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

Get Ready for IELTS: Listening

PLEASE USE BLOCK CAPITALS

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 f^O W - T E R M IN A L 5

LAN DING CARD

Please complete clearly in English and BLOCK CAPITALS

(1) ...................................................... Sex M 0 F (2)

Part 3: Exam Practice

Type o f room : (circle one)

(3) .................................................................... Avenue, Cam bridge (4)

Get Ready for IELTS: Listening

10 He leaves a m essage for: a M rA la m i. M r El Fassi. M rA laoui.

Food and cooking

m meat 1 dairy products vegetables

Countable and Uncountable Nouns

roast steam fry grill boil

D in the oven E over boiling w ater

W eights and measures

apples sugar flour butter milk

1 kilo / 1 /2 kilo 250 g / 2 1 5 g 330 g / 130 g 120 g / 200 g

Food and cooking

Part 2: Skills development

Exam information I Section two

Get Ready for IELTS: Listening

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

Part 3: Exam practice

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

H-e.ait.hjj e.ati\A^ ls: balavLC.f.d diet

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

_Nntf.: balanced dle.t LmcI.

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

v___________________ _ ________________________________ J

Sa youneed a'K >!''er o u V ei -CSicX0,1 K)Mf r-.onu a Clisor. SWo

. .... -.......... -___

___ _ _____-_ _____ _ _____ _ ________