PART 1

JULIE: Hello?
GREG: Oh, hello. Is that Julie Davison?
JULIE: Yes.
GREG: This is Greg Preston from the Employment Agency. We met
last week when you came in to enquire about office work.
JULIE: Oh, that’s right.
GREG: Now we’ve just had some __________ come in of a job which
might interest you.
JULIE: OK.
GREG: So this is a __________ for a __________ – I believe you’ve
done that sort of work before? Q1
JULIE: Yes, I have, I worked in a sports centre for a couple of years
before I ____________________ and had the children.
GREG: Right. Well, this job’s in Fordham, so not too far away for you,
and it’s at the medical centre there. Q2
JULIE: OK. So where exactly is that?
GREG: It’s quite near the station, on Chastons Road. Q3
JULIE: Sorry?
GREG: Chastons Road- that’s C-H-A-S-T-O-N-S.
JULIE: OK, thanks. So what would the work __________? Dealing with
enquiries from patients?
GREG: Yes, and you’d also be involved in making
____________________, whether face to face or on the phone. And
rescheduling them if necessary. Q4
JULIE: Fine, that shouldn’t be a problem.
GREG: And another of your duties would be keeping the centre’s
database up-to-date. Then you might have other general administrative
duties as well, but those would be the main ones. Q5
JULIE: OK.
GREG: Now when the details came in, I immediately thought of you
because one thing they do require is someone with __________, and you
did mention your work at the sports centre when you came in to see us.
Q6
JULIE: Yes, in fact I enjoyed that job. Is there anything else they’re
looking for?
GREG: Well, they say it’s quite a ____________________, they’re
always very busy, and patients are often under stress, so they want
someone who can cope with that and __________, and at the same time
be confident when interacting with the public. Q7
JULIE: Well, after dealing with three children all under five, I reckon I
can ____________________ that.
GREG: I’m sure you can.
GREG: And then another thing they mention is that they’re looking for
someone with good IT skills …
JULIE: Not a problem.
GREG: So you’d be interested in following this up?
JULIE: Sure. When would it start?
GREG: Well, they’re looking for someone from the beginning of next
month, but I should tell you that this isn’t a ____________________, it’s
temporary, so the contract would be just to the end of September. But
they do say that there could be further ____________________ after
that. Q8
JULIE: OK. And what would the hours be?
GREG: Well, they want someone who can start at a quarter to eight in
the morning could you __________ that?
JULIE: Yes, my husband would have to get the kids up and off to my
mother’s – she’s going to be looking after them while I’m at work. What
time would I finish?
GREG: One fifteen. Q9
JULIE: That should work out all right. I can pick the kids up on my way
home, and then I’ll have the afternoon with them. Oh, one thing … is
there parking available for __________ at the centre? Q10
GREG: Yes, there is. and it’s also on a bus route.
JULIE: Right. Well, I expect I’ll have the car but it’s good to know that.
OK, so where do I go from here?
GREG: Well, if you’re happy for me to do so, I’ll forward your CV and
__________s, and then the best thing would probably be for you to
phone them so they can arrange for an interview.
JULIE: Great. Well thank you very much.
GREG: You’re welcome. Bye now.
JULIE: Bye.

PART 2
Good morning everyone, and welcome to the Museum of Farming Life. I
understand it’s your first visit here, so I’d like to give you some
____________________ about the museum and then explain a little
about what you can see during your visit.

So, where we’re standing at the moment is the __________ to a large

building that was __________ in 1880 as the home of a local
businessman. Alfred Palmer, of the Palmer biscuit factory. It was later
sold and became a hall of residence for students in 1911, and a
__________ in 1951. In 2005, a modern extension was built to
____________________ the museum’s collections. Q11

The museum’s owned by the university, and apart from two rooms that
are our offices, the university uses the main part of the building. You may
see students going into the building for lessons, but it’s not open to
____________________, I’m afraid. It’s a shame because the interior
____________________ are outstanding, especially the room that used
to be the library. Q12

Luckily, we’ve managed to keep entry to the museum free. This includes
access to all the __________, outdoor areas and the rooms for special
exhibitions. We run activities for children and students, such as the
museum club, for which there’s no charge. We do have a __________
box just over there so feel free to give whatever amount you consider
appropriate. Q13

We do have a cloakroom, if you’d like to leave your coats and bags

somewhere. Unlike other museums, ____________________ here, so
you might like to keep your cameras with you. You might be more
comfortable not carrying around heavy rucksacks, though keep your
____________________ on as it’s quite cold in the
____________________ today. Q14

I’d like to tell you about the ____________________ of the museum.

Just inside, and outside the main gallery, we have an area called Four
Seasons. Here you can watch a four-minute __________ of a woodland
scene. It was designed especially for the museum by a group of young
people on a film studies course, and it’s beautiful. Children absolutely love
it, but then, so do adults. Q15

The main gallery’s called Town and Country. It includes a photographic

collection of prize-winning sheep and shepherds. Leaving Town and
Country, you enter Farmhouse Kitchen, which is … well,
self-explanatory. Here we have the oldest collection of __________ for
making butter and cheese in the country. And this morning, a specialist
____________________ will be giving demonstrations of how it’s
produced. You may even get to try some. Q16

After that, you can go in ____________________. To the right is a

staircase that takes you up to a landing from where you can look down
on the galleries. To the left is a room called A Year on the Farm. There’s
lots of seating here as sometimes we use the room for school visits, so
it’s a good place to stop for a rest. If you’re feeling
____________________, you can take our memory test in which you
answer questions about things you’ve seen in the museum. Q17

The next area’s called Wagon Walk. This contains farm carts from nearly
every part of the country. It’s __________ how much regional variation
there was. Beside the carts are display boards with information about
each one. The carts are old and fragile, so we ask you to keep your
children close to you and ensure they don’t __________ on the carts. Q18

From Wagon Walk, you can either make your way back to __________
or go out into the garden – or even go back to take another look in the
galleries. In the far __________ of the garden is Bees are Magic, but
we’re redeveloping this area so you can’t visit that at the moment. You can
still buy our __________ in the shop, though. Q19

Finally, there’s The Pond, which ______________________________.

There are baby ducks that are only a few days old, as well as tiny frogs.
The Pond isn’t deep and there’s a fence around it, so it’s perfectly safe
for children. Q20
PART 3

TUTOR: So now I want you to discuss the lesson we’ve just been
watching on the video and think about the ways in which origami can be
________________________________________l. Can you all work
with the person sitting next to you …

SEB: I had no idea that such a simple thing like folding squares of
paper to make the _____________________________ like a bird could
be such an amazing tool. It’s made me see origami in a whole new light.

LIA: I know. It was interesting to see the educational skills the children
were developing by doing origami. On the video you could see them
really listening hard to make sure they did all the steps
____________________ to make the bird.

SEB: That’s right. In this lesson they were working individually but it
would also be interesting to see if the children could work out how to
make something simple without being given any __________________.
That would help with building teamwork as well.

LIA: Yes, but much more of a __________. One thing that really stood
out for me was that the children were all having fun while being taught
something new. Q21/22

SEB: Which is a key aim of any lesson with this age group. And
although these kids had no problems with folding the paper, with
younger children you could do origami to help __________ fine motor
skills.

LIA: Absolutely. Shall we talk about the ____________________ we

saw on the video? I wrote all their names down and took some notes.

SEB: Yes, I did too.

LIA: OK, good. Let’s start with Sid.

SEB: He was interesting because before they started doing the origami,
he was being quite disruptive.

LIA: Yes. He really __________ from having to use his hands – it

helped him to settle down and start concentrating. Q23

SEB: Yes, I noticed that too. What about Jack? I noticed he seemed to
want to work things out for himself.

LIA: Mmm. You could see him trying out different things rather than
asking the teacher for help. What did you make of Naomi? Q24

SEB: She seemed to be ____________________ at one point but then

she decided she wanted her mouse to be the best and that __________
her to try harder. Q25

LIA: She didn’t seem satisfied with hers in the end, though.

SEB: No.

LIA: Anya was such a star. She listened so carefully and then produced
the perfect bird with very little effort. Q26

SEB: Mmm – I think the teacher could ____________________ the

level of difficulty for her.

LIA: Maybe. I think it was the first time Zara had come across origami.

SEB: She looked as if she didn’t really get what was going on.

LIA: She seemed __________ about what she was supposed to do. but
in the end hers didn’t turn out too badly. Q27

SEB: Yeah. I’m sure it was a positive learning experience for her.

LIA: Mmm.

—–

LIA: I think one reason why the ____________________ worked so

well in this class was that the teacher was ____________________.
SEB: Right. I think it would have taken me ages to prepare examples,
showing each of the steps involved in making the bird. But that was a really
good idea. The children could see what they were aiming for – and much
better for them to be able to hold something, rather than just
____________________. Q28

LIA: Mmm – those ______________________________ supported her

verbal explanations really well.

SEB: It’s strange that origami isn’t used more widely. Why do you think
that is?

LIA: Well, teachers may just feel it’s not that appealing to children who
are used to doing everything on computers, especially boys. Even if
they’re ____________________ the benefits.

SEB: Oh, I don’t know. It’s no different to any other craft activity. I bet
it’s because so many teachers are clumsy like me. Q29

LIA: That’s true – too much __________ required if you’re not good with
your hands.

SEB: Well, anyway, I think we should try it out in our maths teaching
practice with Year 3. I can see using origami is a really engaging way of
reinforcing ____________________ of geometric shapes, like they were
doing in the video, but I think it would also work really well for presenting
fractions, which is coming up soon. Q30

LIA: Good idea – that’s something most of the kids in that class might
struggle with. Origami would also be good practice for using symmetry-
but I think they did that last term.

SEB: OK – well let’s try and get some ideas together and plan the
lesson next week.

TUTOR: OK, if you could all stop …

PART 4
The person I’ve chosen to talk about is the French writer Victor Hugo –
many people have heard of him because his novel, Les Miserables,
which he wrote in 1862, is famous around the world. It became a stage
musical in the 1980s, and a film version was also released in 2012. So,
some of us, I’m sure, have a pretty ____________________ of the plot,
but we know much less about the author. Today, I’m going to provide a
little more insight into this ____________________ and I’m going to talk
particularly about the home he had on the island of Guernsey in the
British Channel Islands. Q31
But first, his early career … as I’ve said, he was a __________, he was
at the height of his __________ in Paris and he was very highly
regarded by his colleagues. As far as literature was concerned, he was
the leading figure of the Romantic movement. However, as well as being
a literary genius, he also gave many __________ about issues like the
level of poverty in his society. He felt very strongly about this and about
other areas where change was needed, like __________. This kind of
outspoken criticism was not well liked by the rulers of France and,
eventually, the emperor – Napoleon III – told Victor Hugo to leave Paris
and not return; in other words, he sent him into exile. Q32
So Victor Hugo was forced to reside in other parts of Europe. Q33
Guernsey was actually his third place of exile and he landed there in
1855. He produced a lot while on Guernsey – including Les Miserables –
and to do this, he had to spend a ____________________ in the home
that he had there. This was a property that he bought using the money
he’d made in France from the publication of ____________________. It
was the only property he ever owned, and he was very proud of it. Q34
——
The property Victor Hugo bought on Guernsey was a large, five-storey
house in the ____________________ of St Peter Port and he lived there
for 15 years, returning to France in 1870 when Napoleon’s Empire
collapsed. He __________ and furnished each level, or floor, of the
house in unique and wonderful ways, and many people consider the
inside of the house to be a ‘work of art’. Today it’s a museum that
________________________________________.
He lived in the house with his family … and portraits of its members still
hang in rooms on the ____________________, along with drawings that
he did during his travels that he felt were important to him. Q35 In other
ground-floor rooms, there are huge tapestries that he would have
designed and loved. The walls are covered in dark wood panelling that
Victor Hugo created himself using ____________________ that he bought
in the market. The items were relatively inexpensive, and he used them
to create intricate carvings. They gave an atmosphere on the lower level
that was shadowy and rather solemn. Q36
On the next level of the house there are two impressive lounges, where
he entertained his guests. One lounge has entirely red furnishings, such
as sofas and wall coverings, and the other blue. There’s a strong Chinese
influence in these areas in things like the __________ pattern and the
lamps – which he would have made himself by copying
____________________. Q37
His library, where he left many of his favourite books, forms the hallway
to the third floor and was a comfortable area where he could relax and
enjoy his afternoons. And then, at the very top of the house, there’s a
room called the Lookout – called that because it looks out over the harbour.
In contrast to the rather dark lower __________, it’s full of light and was
like a glass office where he would write until lunchtime- often at his desk.
Q38
So, Victor Hugo was a man of many __________s, but he was also true
to his values. While living in his house on Guernsey, he entertained
many other ____________________, but he also invited a large group of
local children from the deprived areas of the island to dinner once a week.
What’s more, he served them their food, which was an extraordinary
gesture for the time period. Q39
In 1927, the house was owned by his __________s, and they decided to
donate it to the city of Paris. It has since been restored using __________
from the period and, as I mentioned earlier, is now a museum that is
open to the public. Q40