TEXTBOOK 1

UNIT 1:
Ex 4 (PAGE 9): Track 1.1
Price Main Second Length Main
now advantage advantag of disadvant
e guarant age
ee
Analog Exampl Cheap Excellent 4 ..1 Service will
ue e: 3… year... finish soon
radio £29.99 (sound)
quality..w
ith
expensive
systems
Digital 1 2 Lots of … Little or no 2 years 5…
radio £..95… stations..... interferenc battery
e life…. is
short
SCRIPT
Customer: I'm interested in buying a radio. Can you help me?
Assistant: Yes, of course. As you can see, we have this analogue
radio on special offer today for £29.99. They are normally £35.
We've also got a much more modern range of digital radios - these
are over here.
Customer: Oh yes? What are they?
Assistant: They're the new technology. This one, for example, sells
at £95. The analogue radios are looking a bit old-fashioned now.
Customer: Are thay? What’s so good about these new ones?
Assistant: Well, the main advantage with the analogue ones is, of
course, cheapness, but the main advantage with the digital ones is
the number and variety of stations you can get - hundreds of them.
All kinds of stations, playing music-rock, pop, classical. everything in
fact, as well as news, current affairs, comedy... all sorts.
Customer: What about the sound quality?
Assistant: The quality is very good. Under certain circumstances,
you can get amazing sound quality with analogue, but this is usually
with very expensive radios which would normally be part of a hi-fi
sound system-we have lots of those on the third floor if you're
interested. The second great thing about digital is clarity: you get no
interference, well, less interference than with analogue. You get a
very clear and clean sound.
Customer: Well, I want a radio for the flat I share with three other
friends of mine.
Assistant: Well, you want something that will last. The analogues
come with a one-year guarantee but the digitals have a two-year
guarantee which is extendable to three years if you pay an extra
£26. The main disadvantage with analogue is that it will be turned
off in a few years - we don't know exactly when, but sometime.
Customer: But what about the batteries - I've heard that they use a
lot of batteries.
Assistant: That probably is the one disadvantage of the digital
radios. The battery life is not very long, but they all come with
rechargeable batteries, which really solves the problem.

Ex 7 (PAGE 9): Track 1.2

old ValueCard new SuperValue Card
Points Standard number Double points
Free credit One month 6 …3…. months
period
Interest rate 18.5% 7 …22,5…. %
Cardholder 8 …1….. per month Two per month
shopping
evenings
Benefits Free delivery within Free delivery within 50
9…20… miles miles
Fee Nil 10 £…12…..
SCRIPT
Assistant: So, how would you like to pay?
Customer: Er, cash.
Assistant: I wondered if you had a Robson's Store Card?
Customer: Do you know, I think I do. Here we are.
Assistant: Oh my goodness, I haven't seen one of those for a long
time. Those are the old ValueCards. Now you can get a SuperValue
Card which is even better value.
Customer: Really? I don't know what to do.
Assistant: Well, I can change you onto a SuperValue Card if you
want. With the SuperValue Card you get double the standard
number of points, and your free credit period is longer. With your old
card you get one month's free credit, but you can get three months'
free credit with the new card. The interest rate is a bit higher, at
22.5 per cent rather than 18.5 per cent, but if you're careful you
don't have to pay interest at all.
Customer: Well, I'm not sure about that - it seems better in some
ways. Can I continue to use my old card?
Assistant: You certainly can, until they withdraw them, which I'm
sure they will before too long. But with the SuperValue Card there
are special cardholder-only days - two per month, compared with
one per month with the old card.
Customer: I see. My old card gave me free delivery, too.
Assistant: That's right, free delivery within twenty miles. The
SuperValue Card gives you free delivery up to 50 miles.
Customer: That sounds good. I think the old card was free, too.
Assistant: With the SuperValue there is an initial fee of just £12,
and then it's very good value.
Customer: I think I'll pay cash.
Assistant: Very good, madam.

Section 2 (PAGE 13):

Track 1.6:
NO MORE THAN 3 WORDS
What three kind of people are listening to the talk?
11 …..full-time students……
12 …..part-time students…..
13 …..distance learners…….
14 What will you need to do to visit the Fieldhouse Library?
….make an appoinment…..
15 What is necessary for gaining access to the library?
…..ID card……….

SCRIPT
Librarian: Good morning. My name is Mandy and I am going to tell
you a little about the John R Jones Memorial Library here at
Blackwater College. We regard the library as a gateway to the
resources that you as students at the College may need. The
majority of you are full-time students - you may find you spend a lot
of time here. Even those of you who are part-time students will no
doubt require the services too. I hope that by the end of this short
talk you will know the services the library has to offer, including the
website, and how to get any further help you may need. Sorry, I
forgot there may be a few distance learners on the tour today. I'll
explain about the online facilities and borrowing by post scheme a
little later on. This is the main site of the library, but we also have
the Rivergate building and the Fieldhouse Library. The Rivergate
building houses the Geography resources, that is the book collection
and the journal collection as well as the map collection. The hours
and days of opening of the Rivergate collection are the same as this
building except that it is closed on Christmas Day and New Year's
Day. The Fieldhouse Library contains a specialist collection of local
history and if you want to visit it you will need to make an
appointment. Those two facilities are the only exceptions to the rule
that all the Blackwater College libraries are open 24 hours a day,
seven days a week, 365 days a year. However, to gain access to the
facilities you must have your ID card - no ID card, no entry. We have
heard all the stories and excuses and we don't accept any of them.
Just remember your ID card!

Track 1.7:
NO MORE THAN 2 WORDS AND/OR A NUMBER
What are the two collections which have not yet been fully moved
in?
16 …..economics……….
17 …..French literature….
18 What is currently being built?
…..new restaurant……..
19 How many computer places have been installed?
……150…………
20 What else can you get from the librarians if you ask?
……national newspapers………..

SCRIPT
Librarian: Now I must apologize for the mess you can see around
you today. Libraries should be quiet places, but unfortunately this is
not currently the case here. This new building has been here for only
two months, and as a result we have not quite finished moving in!
So far, we have moved most of the book and journal collections from
the old library into this new building. There are two exceptions: we
are currently moving the Economics collection here, which should be
installed by tomorrow, and we will be moving the French Literature
collection into this building next week. But, as you can see, we are
still building the new restaurant. We will finish it, we hope, very
shortly. We have finished the cafe, however, and students can use it
during the library opening hours. We have recently updated 150
computer places and we will be adding another 100 shortly, so that
there will be plenty for everybody very soon. Very shortly this library
will be one of the finest in this part of the country. Don't forget that
the library isn't just about academic books. In addition to the books
and journals there is a wide range of national newspapers available
from the librarians on request. I'd like to mention the different ways
you can get help in using our resources. Don't forget our website at
www.mlbc.ac.uk. There are the full catalogues, and journals access
is available if you have your password and ID number. Now, any
questions?

UNIT 2:
Ex 2 (PAGE 17): Track 1.8
Complete the sentences below. Write NO MORE THAN ONE
WORD AND/OR A NUMBER for each answer.
The handout covers 1 ……2….. general topics.
As well as students of history, there are students of
2 ........economics........ at the lecture.
The lecturer's own motivation for studying history is that she finds it
3 …exciting…

SCRIPT
Lecturer: Good morning, everybody. I'd like to begin this term's
lectures with a discussion of the various sub-disciplines in history.
Before I do that though, can I refer you to the handout you picked up
on the way in? It deals with two general topics. The first is 'Why
study history?' and the second is 'What is history?'. Neither of these
questions has an easy answer. In fact, people have been asking
these questions for as long as history has been studied. However, as
you are mostly new students to this subject - and we have some
students of economics with us also - I feel you should have some
background to these basic questions. Anyway it's all in the handout.
I might add that for me personally, the most important reason for
studying history is that I find it exciting. Our ancestors can remain, if
we want them to, a mystery, a closed book, a blackness that we
never see into. Or, we can come to know what motivated them and
discover how that led to the world we live in today.

Ex 2 (PAGE 17): Track 1.9

The questions below are taken from a classification task.
Can you predict any of the answers? What words or
expressions do you expect to hear?
How does the lecturer describe each kind of history?
T a traditional type of history
M a modern type of history
F a type of history which looks to the future
Write the correct letter T, M or F next to questions 4-10.
4 political history … 5 post-modern history …
T………… F…………
6 feminist history … 9 military history ……
F………… T…….
7 social history … 10 ethnic history ……
M………… M…….
8 economic history ……
M…….

SCRIPT
Lecturer: You who have chosen to pursue the study of history are
very fortunate. This is a time when we can talk not just about history
but histories. Traditionally, history was seen as one subject and the
subject matter was clear. It was about kings and queens and wars.
Additionally, it was about states and empires or groups of states.
This is what we now call political history. The sub-topics were the
parts of the world - for example, the history of China or of France.
History has moved on somewhat, and we can learn a lot about
current views of history by looking at the proposed lecture topics in
our leading universities. In fact, you'll see that even the simplest
definition of history - that it is about what happened in the past is up
for grabs. Some of the more, how shall I put it, progressive areas of
study are as much about what should happen in the future. One
example of this is the field of post-modern history. Likewise, feminist
history looks at the past to make sure the future will be different,
and it uses the past to assist in its efforts to make the future as it
wants it to be. Somewhere in the middle of these two extremes lie a
range of areas of study which have developed over the modern
period, replacing the traditional idea of political history. These are by
now mostly well established. You can study social history or
economic history. Social history asks about the ordinary people and
their lives. Not just their daily lives but their contribution to changes
in our society. Ordinary people have desires and wishes which they
try to put into effect and this has a massive effect on social
development which was not fully understood in the traditional study
of history. By the way, one area of traditional history which I forgot
to mention, but which has had a resurgence of interest in recent
years, is the area of military history. This was, of course, of great
practical use in more violent times and unfortunately has become of
increasing use and interest - academically and practically -in our
own times. By the way. there is a new series of lectures on military
history in our department as if to demonstrate the truth of what I
have just said. Ethnic and multi-cultural history are further examples
of kinds of history which, like social history, differ from the
traditional forms. Ethnic history is a modern concern which
concentrates on the value systems and beliefs of a people usually a
minority people which were ignored in the rapid forward march of
the rich and powerful nations and states. How various ethnic groups
live together and how their traditions change and develop is the
subject of its contemporary cousin multi-cultural history. In sum, as I
said, you are fortunate to have such a wide choice of things to study
in the fields of history. Choose wisely. And finally, it only remains for
me to wish you good luck in your studies.

Section 3 (PAGE 21):

Track 1.16:
Complete the sentences below. Write NO MORE THAN THREE
WORDS AND/OR A NUMBER for each answer.
The name of the assignment is 'Museums - their 21 …costs…..and
…benefits…..’.
The number one problem with local museums is 22 …small……..
The purpose of the museum shop is to 23 ……raise money………..
The boat was approximately 24 ……(about) 100…… years old.
The 25 …(display) cabinets….. are dark.

SCRIPT
Anne: Hello Tom!
Tom: Hello Anne!
Anne: What have you been doing?
Tom: Oh, just sitting around, catching up with some reading.
Anne: I've had a great time. You know we're doing this assignment
on, what is it?
Tom: 'Museums - their costs and benefits.'
Anne: That's right. Well, I've been to the Sandgate Museum. It was
really good. These local museums are really interesting because
they connect people with the history of one special place. We all
know about kings and emperors and battles and wars, but local
museums tell us about the everyday lives of ordinary people and
that's why they are so important.
Tom: I'm not so sure about that. I think they are of interest but
they're so small that they can't give a true picture. They do their
best.
Anne: I don't really agree. They do give a true picture, but perhaps
not a full picture. It's the truth but not the whole truth. Tom I think
the smallness is the number one problem. Because they're small
and local they attract few visitors. That's why they have so little
money. And because they have little money they can't buy or
maintain many really interesting exhibits. As a result, the shop is
almost as big as the museum to try to raise money by selling
souvenirs, postcards, sweets and so on.
Anne: I think they find it difficult, but not impossible. And don't
forget, they get a lot of their exhibits free from local people. There
was this boat, for example, that was fantastic!
Tom: Really? What was that? Anne There was a massive fishing
boat, a real one, about 100 years old, and you could walk on it, and
get the feeling of what fishing in those days was really like.
Tom: Sounds quite good. But I've always found that these kinds of
museums are a bit dingy. For example, the display cabinets are so
dark that you can hardly see the exhibits, and the labels are
sometimes difficult to read...

Track 1.17:
How does Tom think the museums should be funded?
A by the state
B by local government
C by private funding
Write the correct letter A, B or C next to Questions 26-30.
26 local history museums ……B…………..
27 natural history museums ……C…………..
28 science museums ……A…………..
29 craft museums ……C…………..
30 working farms ……B…………..

SCRIPT
Anne: So coming back to our assignment. What we've got to decide
is whether these museums should be funded by the government or
just by local people.
Tom: I think it depends entirely on what kind of museum it is.
Anne: How do you mean?
Tom: Well, take local history museums. They are small so they won't
survive without financial support. But that should come from the
local authority, since only people in that area or tourists will visit it.
Anne: I agree, but what about big natural history museums? Surely
they should get money from the central government.
Tom: Why? Children who want to learn about nature can go out into
the countryside with their schoolteachers. They could survive from
donations, and they get loads of visitors anyway. The state should
spend more on science museums, since not enough people are
studying science these days.
Anne: I'm not so sure. But I do think a sort of museum which should
not get public funds is the craft museum.
Tom: Yes, like museums of cotton weaving.
Anne: Yeah, which are of interest to only a very small number of
people, and they should pay for it.
Tom: I agree. But a working farm is a different thing again. That's
something from the past of all of us and so it's important to the local
community. Kids can learn a lot too. That's the sort of thing that the
local government should be spending its money on.
Anne: Yes, I agree. Well, I think we've got plenty of ideas for our
assignment

TEXTBOOK 2
UNIT 1 :
Ex C,D (PAGE 6-7): Track 1.5
C. Listen to the whole interview. What do the speakers
mainly discuss? Choose two answers.
a. How some stores try to influence their customers'
behavior
b. What causes some people to become addicted to shopping
c. What factors might cause shoppers to take certain actions
d. Which stores are more popular with shoppers than others
e. Why shoppers are likely to touch or feel inexpensive items
D. Listen again and take notes. Then check (✔) the five
statements that match what the psychologist says.
1. ……. Consumers generally behave in complex ways when
shopping.
2. ……. For shoppers, being bumped is sometimes bad, but
sometimes OK.
3. ……. Shoes and shirts are common items that people buy online.
4. ……. Buying items at bargain prices can improve a person's
mood.
5. ……. Shopping is a much more addictive activity than anything
else.
6. ……. Stores are good at making people feel many positive
emotions.
7. ……. Shopping when feeling bad can lead to increased spending.
8. ……. A number of different factors can affect how shoppers
behave.

SCRIPT
Host: With me today is Melissa Travis. Welcome, Melissa.
Guest: Thanks. I'm happy to be here.
Host: Now, I understand that you're an environmental psycholo-gist,
but I'm not quite sure what that is. Could you explain?
Guest: Sure. Most people assume my job has to do with the envi-
ronment. They imagine I protect rainforests or something.
Host: My thought was that you might study how people react to
nature.
Guest: Well, not really. Environmental psychologists study two
things: first, how people behave in different situations, and second,
why they act in those ways. Now, an environmental psychologist
could focus on any situation such as work, home, school, or
wherever else. But my personal focus is on how people behave in
commercial situations, especially retail ones.
Host: You mean shopping?
Guest: Exactly. I'm also interested in behavior at movie theaters or
restaurants, say, but shopping is my main focus.
Host: Isn't it pretty easy to predict shopping behavior? Don't most
folks just buy what they need and then leave the store?
Guest: That may be what you do, but actually, no. The way that a
consumer behaves when shopping is often complex.
Host: How so?
Guest: Well, for instance, there's the issue of personal space.
Researchers have found that most people like a certain amount of
personal space when shopping. Imagine that a shopper is looking
closely at an item. If several other shoppers bump into this person,
he or she will likely just leave the store without buying anything.
Host: Don't take this the wrong way, but isn't that obvious? Nobody
likes getting bumped, after all.
Guest: But what's interesting is that this behavioral pattern doesn't
always hold true. Sometimes shoppers don't mind getting bumped.
Many stores have permanent areas set up for discount items. And in
these areas, consumers will stay and shop: they don't seem to mind
getting bumped or brushed by others. So a variety of factors-the
amount of space, the price of an item, the number of other
shoppers, even the time of day-all alter how people behave when
shopping.
Host: Hmm, I see your point, and I bet you could tell us more
interesting tales about this, but why does it all matter? I mean, why
is it important to know how people behave in retail situations?
Guest: Well, if stores want to sell more goods-and of course, selling
electronics or clothes or whatever is the whole purpose of a store-
then it helps to know how and why humans behave. I've already
mentioned that most customers like to have space. Because of this,
stores have learned to place goods in areas where shoppers aren't
likely to be bumped.
And take sales as another example. Everybody loves getting a
bargain. In fact, studies have shown that buying something for a
good price can improve your mood. It can make you feel so good, in
fact, that shopping can even be addictive. Not only that, but when
people are in a good mood, they sometimes act based on their
emotions or without thinking. This means they might buy more than
they need of something, or even buy something they don't need at
all.
Host: So you're saying that stores are trying to alter how we behave
in order to encourage us to spend more? Does that mean some of
my decisions about what to buy are not really my decisions?
Guest: Well, I can't say that's always true, but to some extent, yes.
Host: Huh. It makes sense that stores would do that, I guess, but I
hadn't ever considered it before. So is there anything we can do to
be smarter shoppers?
Guest: Well, another way that stores try to change our behavior is
to use our emotions to make us buy things. We all worry about not
looking good or feeling good, right? Stores know this and try to sell
items designed to make us look or feel better. But next time you're
shopping, don't buy a product that says it will give you more energy.
Instead, try thinking about why you're tired, which is probably just
because of a lack of sleep. If you can get more sleep, you won't
need to buy something that, at best, can only have a temporary
effect on your energy level.
Host: That's a good point. I guess I can't buy energy-or good looks,
Too bad. Any other tips?
Guest: Be careful about when you go shopping. Studies show that
we often buy more than we need if we're hungry or unhappy, for
example. And here's my last tip: if you're the kind of person who
shops online and often buys things that you later regret, delete your
credit card details from the site after each purchase. If your card is
not saved on the website, you'll have to enter the details each time.
Having to do that gives you time to think, and during that time, you
may decide you don't really need another shirt or pair of shoes or
whatever. Plus, it's safer if your card details are not stored online.
Host: Now that's a tip I can certainly use. I shop online a lot. Me-
lissa Travis, thank you. That was very interesting.

Ex B (PAGE 16): Track 1.10

Listen to the lecture. Take notes as you listen. Then answer
the questions. When you have finished, compare answers
with a partner.
1. What subject do you think this professor is teaching?
a. marketing: the study of how businesses interact with customers
b. psychology: the study of how and why people think and behave
c. sociology: the study of how people generally behave in society
2. What do the speakers suggest "Men Buy, Women Shop" most
likely means?
a. Both men and women like shopping, but only meri enjoy
purchasing items.
b. For women, the goal of shopping is to shop; for men, it is to buy
something.
c. Men enjoy spending money, but women prefer searching for
items to buy.
3. What point does the professor make about shopping behaviors?
a. There are a number of differences in how the typical man shops
compared with
the typical woman.
b. Men usually shop in the same way every time, women may
shop differently on different days.
c. Both male and female shoppers are influenced by the gender of
the shop assistants who help them.

SCRIPT
Professor: Good morning, everyone. Let's continue our discus-sion
of modern society by talking about gender and gender roles. Today
we're going to be looking at shopping, and asking if there's a
difference in how women and men shop. Just out of interest, how
many of you think men and women do behave differently when
shopping?
OK, that's pretty much all of you. And you're right, of course. Studies
show that women and men do shop differently. I'm going to be
speaking in general terms, so remember that not every woman or
every man will behave in these typical ways.
Let's discuss one study in particular, titled "Men Buy, Women Shop"
It's a slightly older study, but I think the findings are interesting, and
I'll return to the title in a moment. Before I explain what the findings
are, let me give an overview of the steps they took to conduct the
study. Researchers interviewed about 1,200 American consumers by
telephone. They were asked about how they would interact with
store employees, about their shopping habits and preferences,
about their loyalty to particular stores, and so on.
Now, this study was given an interesting title: "Men Buy, Women
Shop" Just take a moment to think about that. "Men Buy, Women
Shop." Hmm. What do you think it means? Carlos?
Carlos: Well, I think the title probably summarizes the goal of
shopping. For men, I guess the goal is simply to purchase
something. For women, though, the goal is to have the experience of
shopping; you know, the whole process of walking around the store,
looking for things.
Professor: Good. So men have a goal, and women want the
experience, sort of like what's represented in this diagram. Women
go in, walk around, look at a lot of different things before they make
a purchase. Men go in and make a purchase. Amal, what do you
think of that suggestion?
Amal: Yeah, I think that's probably true. I've got a twin brother, and
it drives me crazy to go shopping with him. He just wants to get in
and out of the store as fast as possible. But I want to look around, to
see things, to try things on, you know?
Professor: Yes, I think you're both right. The title suggests that
shopping is a mission for men, a chore or task. When shopping, men
often have an item in mind. And, they want to find it, pay for it, and
take it home as quickly and easily as possible. For women, though,
shopping is about the experience. It's about comparing different
items. It's about spending time in a store. It's about interacting with
people.
Anyway, let's look at some of the study's findings in more detail. For
me, several interesting conclusions came out of the study.
One was the kinds of things that could upset male and female
shoppers. Men, on the one hand, find certain things frustrating.
These include not being able to find a parking spot, learning that an
item they want is out of stock, and seeing a long line at the cash
register. For women, on the other hand, frustration was more likely
to come from not being able to find a sales associate or-worse-
finding one who wasn't helpful or who lacked sufficient product
knowledge.
Another interesting finding was also related to sales associates. Both
men and women said they would leave a store without buying
anything if they had a bad experience with an employee. But for
men, such "bad experiences were usually related to the product, for
example, if a store clerk didn't help a male shopper find an item or
failed to process the sale of the product efficiently. For women, in
contrast, "bad experiences" were related to the sales clerk. A bad
experience might be a sales clerk who wasn't polite, or one who
didn't take the time to build a relationship with the customer.
OK, so we've discussed some of the findings from a study that
suggests there are gender differences in retail situations. So now
let's ask an important question. Why do men and women behave in
different ways when shopping? Why don't you discuss this question
with the people sitting around you for a few minutes?

Ex C (PAGE 17): Track 1.11

Listen to part of the lecture. Take notes as you listen,
dividing them for men and women. Then answer the
question below. When you have finished, compare answers
with a partner.
According to the instructor, which statements apply to men
shoppers, and which ones apply to women shoppers? Put a check
(✔) in the correct column.
Men Women
1. Become frustrated if store employees are ✔
inefficient

2. Dislike having to wait in a long line to pay ✔

for an item

3. Get upset when sales assistants are not ✔

easy to find

4. May be concerned about the availability of ✔

parking

5. Want store clerks to be polite and ✔

knowledgeable

SCRIPT
Professor: Anyway, let's look at some of the study's findings in
more detail. For me, several interesting conclusions came out of the
study.
One was the kinds of things that could upset male and female
shoppers. Men, on the one hand, find certain things frustrating.
These include not being able to find a parking spot, learning that an
item they want is out of stock, and seeing a long line at the cash
register. For women, on the other hand, frustration was more likely
to come from not being able to find a sales associate or-worse-
finding one who wasn't helpful or who lacked sufficient product
knowledge.
Another interesting finding was also related to sales associates. Both
men and women said they would leave a store without buying
anything if they had a bad experience with an employee. But for
men, such "bad experiences were usually related to the product, for
example, if a store clerk didn't help a male shopper find an item or
failed to process the sale of the product efficiently. For women, in
contrast, "bad experiences" were related to the sales clerk. A bad
experience might be a sales clerk who wasn't polite, or one who
didn't take the time to build a relationship with the customer.
OK, so we've discussed some of the findings from a study that
suggests there are gender differences in retail situations. So now
let's ask an important question. Why do men and women behave in
different ways when shopping? Why don't you discuss this question
with the people sitting around you for a few minutes?

UNIT 2:
Ex B-C (PAGE 26-27): Track 1.14
B. Listen to the discussion. Then choose the statement that
best summarizes what you heard.
a. Some film students are comparing two nature documentaries
b. Some filmmakers are talking about the best subject for a nature
documentary.
c. Some people are discussing a winning nature documentary.
C. Listen again. Take notes about each speaker's opinions.
Use abbreviations to note who says what. Then use your
notes to decide who expressed the opinions below. Write the
speaker's initial: A for Abdul, M for Martha, or S for
Shannon.
a. …A… There was some effective camerawork and filmmaking.
b. …S… The director did a good job showing the island's climate.
c …M… The film had moments of danger, humor, and seriousness.
d. …M… The scenes of predators' attacks were hard to watch but
necessary to include.
e. …S… The film's music did not match the images on screen.
f. …A… The scenes showing the size of the colony were impressive.

SCRIPT
Shannon: OK, so let's move on to the final documentary in our
discussion. What did you think of "The Penguins of Possession
Island?" Abdul?
Abdul: When I heard the title and topic, I thought it would be
boring. The life of king penguins didn't sound that interesting, and
they aren't in danger of extinction, you know. But actually, I loved it.
For me, it was the clear winner for best documentary.
Shannon: Hmm. Why do you say that?
Abdul: Well, I think the filmmakers did a great job showing the
challenges these birds face, and some of the camerawork was just
incredible. When the camera pulled back to show the size of the
colony, I was amazed! I couldn't believe how many birds there were,
or how noisy it was. Then when the camera zoomed in to contrast
the huge colony with each bird's tiny territory, I was amazed again.
That was a skillful piece of filmmaking. There's more I could say, but
what do you both think?
Shannon: Martha?
Martha: Actually, I'm with Abdul. I think it is amazing.
Shannon: Did anything specific stand out for you?
Martha: I loved how the film had humor and seriousness-even
danger sometimes. Take the way the filmmakers followed that one
bird who wanted to reproduce and had to search for a mate. It was
funny at first. Then as the search went on and on, I began to feel
sorry for it. I don't like it when nature documentaries get all
anthropomorphic and try to show animals as being like humans..
The director never did that, which impressed me. But yet we still got
the idea that adult birds take responsibility for their young, just like
humans.
Shannon: But what about the scenes where the predators attacked
young penguins? Didn't you find them too strong?
Martha: I had to stop watching once or twice, I admit, but for me,
the director needed to include scenes like that. I mean, these birds
do have to struggle for life sometimes, right? Attacks by predators
do threaten these birds. Predators are a major factor in their lives.
Anyway, what do you think, Shannon?
Shannon: Some parts were great, I agree. I particularly liked how
the director made us feel how cold the island was without ever
mentioning the weather. The images really made me feel the cold!
But I really didn't like the music. In my view, the music was too
modern somehow. It didn't match what we were watching. Having
said that, "Penguins" is clearly the best documentary. Thank you for
joining me in this panel discussion.
Abdul: My pleasure!
Martha: Thank you!

Ex B (PAGE 37): Track 1.21

Listen to the whole conversation. Then answer the
questions.
1. Who are the two speakers
a. professors
b scientists
c. students
2. What do they mainly discuss?
a. how to get somewhere
b. what a lecture may cover
c. what somebody is like
3. What kind of organisms do they mostly discuss?
a. insects
b. epiphytes
c. trees

SCRIPT
Leo: Excuse me? Sorry to bother you, but do you know the way to
the coriservatory greenhouse? This map isn't helping me much.
Elena: Yeah, the map isn't great and the campus does resemble a
maze, doesn't it? Anyway, you're in luck. I'm actually on my way to
the conservatory greenhouse right now. We can walk together.
Leo: Wow, that is lucky! I was worried I would be late for class
Elena: Late? Are you in Professor Darrow's class?
Leo: Yeah, I'm Led by the way. Elena: And I'm Elena. Nice to meet
you
Leo: Nice to meet you, too. This is actually just my second day on
campus. I just transferred here.
Elena: Welcome. Where did you transfer from?
Leo: West Valley
Elena: Oh West Valley. Nice
Leo: So, do you know what he's going to cover today?
Elena: if I remember correctly, we're going to discuss some of the
methods that organisms, especially plants, use to survive in tropical
areas
Leo: That sounds interesting. He'll probably talk about epiphytes I
actually saw a great nature documentary about them just the other
day.
Elena: Im sorry? Epi- what?
Leo: Epiphytes. They're plants that get water from the air, so they
tend to live in places that have high humidity levels. You know, like
in the tropics, Hot, humid climates
Elena: That sounds pretty cool
Leo: it gets better Most epiphytes grow on the branches of trees,
usually near the top where there's plenty of sunlight. There's not
much shelter up there, but there aren't many animals that might
want to consume them
Elena: So, epi-
Leo: Epiphytes.
Elena: So epiphytes grow on trees? How do they do that?
Leo: You know, I'm not really sure. Perhaps they manufacture some
lund of substance that helps them stay attached to the tree? Maybe
Professor Darrow will cover it in class today.
Elena: Maybe but he specializes in orchids, so I imagine those will
be his primary focus.
Leo: Actually, I remember reading that a lot of orchids are
epiphytes.
Elena: Oh, so orchids that grow in trees are epiphytes?
Leo: Yes, generally speaking. They are called epiphytic orchids.
Elena: Wow. You know a lot! I'll bet Professor Darrow is going to be
happy you transferred into his class.
Leo: Well, I love orchids and have been studying them as a hobby.
Elena: Well, here we are: the conservatory greenhouse.
Leo: What a cool building!
Elena: Actually, it's really warm in there. But yes, it's a great place
for plants and plant lovers. Let's go in. I'll introduce you to some of
my friends.
Ex C (PAGE 37): Track 1.22
C. Listen again to part of the conversation. Then answer the
questions. Mark T for True, F for False, or NG if the
information is Not Given
1. Leo, the male student, is new to the campus. T
F NG
2. Elena, the female student, knows a lot about epiphytes. T
F NG
3. Elena is in her second year of college. T
F NG
4. Epiphytes are plants that get water from the air. T
F NG
5. Epiphytes usually grow in places with a humid climate. T
F NG
6. Many varieties of epiphytes grow in Florida. T
F NG
7. Professor Darrow rarely studies orchids or epiphytes. T
F NG

SCRIPT
Leo: So, do you know what he's going to cover today?
Elena: if I remember correctly, we're going to discuss some of the
methods that organisms, especially plants, use to survive in tropical
areas
Leo: That sounds interesting. He'll probably talk about epiphytes I
actually saw a great nature documentary about them just the other
day.
Elena: Im sorry? Epi- what?
Leo: Epiphytes. They're plants that get water from the air, so they
tend to live in places that have high humidity levels. You know, like
in the tropics, Hot, humid climates
Elena: That sounds pretty cool
Leo: it gets better Most epiphytes grow on the branches of trees,
usually near the top where there's plenty of sunlight. There's not
much shelter up there, but there aren't many animals that might
want to consume them
Elena: So, epi-
Leo: Epiphytes.
Elena: So epiphytes grow on trees? How do they do that?
Leo: You know, I'm not really sure. Perhaps they manufacture some
lund of substance that helps them stay attached to the tree? Maybe
Professor Darrow will cover it in class today.
Elena: Maybe but he specializes in orchids, so I imagine those will
be his primary focus.
Leo: Actually, I remember reading that a lot of orchids are
epiphytes.
Elena: Oh, so orchids that grow in trees are epiphytes?
Leo: Yes, generally speaking. They are called epiphytic orchids.
Elena: Wow. You know a lot! I'll bet Professor Darrow is going to be
happy you transferred into his class.
Leo: Well, I love orchids and have been studying them as a hobby.
Elena: Well, here we are: the conservatory greenhouse.
Leo: What a cool building!
Elena: Actually, it's really warm in there. But yes, it's a great place
for plants and plant lovers. Let's go in. I'll introduce you to some of
my friends.