Professional Documents
Culture Documents
ih
Pre-intermediate A2+
LISTENING
ne Short
=
POWERED BY COBUILD
Unit
Title
Topic
Exam focus
Introduction
Page
4
Friends abroad
Food, cooking,
Completing notes, tables and flow
measures and weights charts, matching information
14
Presentations
Academic subjects
20
Review 1
26
Work
Types of work,
workplaces
28
On campus services
University facilities
34
Staying safe
40
Review 2
46
48
Shopping and
spending
Spending habits,
products
54
Hobbies, interests
and sports
60
Review 3
66
10
Work-life balance
Time management
68
11
Comparing cultures
74
12
Natural resources,
ocean life
80
Review 4
86
Practice test
88
Audio scripts
93
Answer key
118
Glossary
129
Get Ready for IELTS Listening has been w ritten for learners w ith a band score of 3 or 4 w ho w ant to
achieve a higher score. Using this book w ill help you improve your pre-intermediate listening skills for
the IELTS Academic Listening test.
You can use Get Heady for IELTS Listening:
as a self-study course. W e recom mend that you w ork systematically through the 12 units in
order to benefit from its progressive structure.
as a supplem entary listening skills course for IELTS preparation classes.The book provides
enough material for approximately 50 hours of classroom activity.
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.
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 Test
There are four modules:
Listening
Reading
Writing
Speaking
Timetabling
Listening, Reading and Writing must be taken on the same day, and in the order listed above.
Speaking can be taken up to 7 days before or after the other modules.
Scoring
Each section is given a band score. The average of the four scores produces the Overall
Band Score. You do not pass or fail IELTS; you receive a score.
CEFR description
CEFR code
P roficient user
(Advanced)
C2
C1
9
7 -8
Independent user
(Interm ediate - Upper Interm ediate)
B2
B1
5 -6 .5
4 -5
This table contains the general descriptors for the band scores 1-9:
IELTS Band
Scores
E xpert user
G ood user
C o m p e te n t user
M o d e s t 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:
band score 5
band score 6
band score 7
Reading
band score 5
band score 6
band score 7
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 :
Part 1: Vocabulary
Nations and nationalities
1
Quiz: Can you match these countries to the names in the box?
Egypt
Malaysia
Portugal
Japan
Nationalities are often formed by changing the endings of the names of countries.
Look at the examples in the table below.
Country
Australia
_n
Nationality
Australian
Egypt
_ian
Egyptian
Britain
_ish
British
Japan
_ese
Japanese
_i
Pakistani
Pakistan
+ ending
Unit 1
Complete the following sentences about national airlines with the correct nationality.
Egyptair is a n ...................
Departure
Arrival
airline.
y
Gaie (Gate
'
20 I 21
*
Terminal 1
-ym
Gates 1-29
Gates 30-54
I f n i Check-in
71
P -^ o o n .ro ,
7*
I
I 'T
I
T
'I
Gates 55-79
Complete these notes with information from the flight arrivals board below.
SDflkusli -flu a lit arrived a t ( ) .................................
........
Ew&ratL f l i g h t
.... F l l a h t 1 A P 1 3 3 0 due.
01
...............
0 fro m . ( 4 ) ...
From
Airline
Flight
Terminal
Status
05.00
Madrid
Iberia
IBE0567
50
Arrived 04.50
06.15
Beijing
Air China
CCA1550
15
Arrived 06.00
06.50
Dubai
Emirates
UAE1880
13
Delayed
07.30
Lisbon
TAP
TAP1330
16
Landed
ime due
^ ))) 4
delayed.
(s ) ......................... .
Now listen to a taxi driver talking to a travel agent about the flight arrivals and check your
answers.
Friends abroad
Exam tip
Before you listen, look at the information you have been given to com plete. Predicting
the kind of answers you need w ill help you to focus on w hat you are going to hear.
^ ))) 1
02
You will hear a conversation between two friends planning a visit. Predict the kind of
information you will have to listen for (numbers, letters, time, name, etc.). Then listen and
complete the notes
k (a ,tc &
O c o t/
It's easy to confuse certain numbers that sound similar, for example: fifteen and fifty.
Listen very carefully to hear which part of the w ord is spoken w ith more emphasis.
^ ))) 2
03
Listen and circle the numbers you hear. Then match them with their written forms.
.............................................................................................................................................................
13
15
30
80
40
14
fifteen
^ j)) 3
04
thirteen
10
fifty
forty
eighty
thirty
2 ..................
3 ..................
4 ..................
5 ..................
/ a
ii
^ ))) 5
07
fourteen
Now listen to these sentences and write down the numbers you hear.
1 ..................
^ ))) 4
15-06
eighteen
50
b M cE w an
M cKeon
W e stb o rn e
W esterb orn e
MacKeon
c W estbourne
You will hear a telephone conversation in which Sam is booking a taxi. First look at the form
below and think about the kind of information you will need. Then listen and complete the form.
Unit 1
Exam tip
You w ill be expected to know the spellings of com m on w ords and names. Any usual
names w ill be spelt out for you. An answ er spelt w rongly w ill be marked incorrect, so
get plenty of practice before the exam.
Taxi
Lv.v.v.v.
N A M E OF PASSENGER:
PICK-UP
DATE A N D T IM E :
PICK-UP POINT:
NO. & STREET:
TOW N:
POSTCODE:
M O B ILE N U M BER :
DESTINATION:
* ) 6
08
SAM W IL L IA M S
W id &thJ u l y
( 1 ) ....................
You will hear a conversation between a flight attendant and a passenger completing a
landing card before arriving in the UK. Complete the form.
(2)
0 F
Date of birth
, D D . M M, Y Y Y Y ,
I I I I I I I I I
CH-INA
Nationality
Occupation
CHINESE
STUDENT
Friends abroad
11
Section 1
^ )))
09
Questions 1 -7
You will hear a telephone conversation between a hotel receptionist and a caller making
a reservation. Complete the form below. Write NO MORE THAN THREE WORDS AND/OR A
NUMBER for each answer.
Silver Tu ip Hotel
N um ber of nights
12
Nam e
(2)
H om e address
Postcode
(4)
Transport
(5)
M eals
(6)
Date of arrival
(7)
Unit 1
^ )))
Questions 8 - 1 0
10
Listen to the next part of the conversation and choose the correct letter, a, b or c.
8
07976 122577.
07961 122577.
07961 121597.
M rA la m i.
M r El Fassi.
M rA laoui.
Exam tip
During the exam, listen very carefully and don't presum e the first inform ation you hear
is always correct. Som etim es the speaker can change his/her m ind and correct the
inform ation given.
Now listen again to check your answers before you look at the answer key.
Progress check
How many boxes can you tick? You should work towards being able to tick them all.
Did you ...
listen closely for num bers that sound similar?
check your spellings?
check that you have w ritten the correct num ber of w ords in the answers?
Friends abroad
13
# #
A IM S :
gr
Language related to: food, cooking methods, numbers, weights, prepositions Identifying
stages in a process Keeping to word counts Completing notes, tables and flow charts
Matching information
Part 1: Vocabulary
Types of food
m
meat
1
dairy products
vegetables
Complete the table by putting the following foods into the correct column.
potatoes
cheese
bananas
butter
meat
cabbage
carrots
dairy products
turkey
beef
lamb
cherries
vegetables
pineapple
yoghurt
fruit
potatoes
L4
Say whether the following foods are C (countable) or U (uncountable) or C/U (both countable
and uncountable).
1
carrot
. f i/ K . . .
rice
............
bread
lamb
............
egg
bean
............
pea
butter
...........
10
coffee
Get Ready
for IELTS:
Listening
onion
Unit 2
Cooking m ethods
Write the correct letter (A-E) next to each method of cooking.
i
roast
ii
steam
B in hot w ater
iii
fry
iv
grill
D in the oven
boil
in hot oil
Choose from the following list of weights and measures to complete the list of ingredients
for making pancakes.
weights (solids)
measures (liquids)
gram (g)
m illilitre (ml)
kilogram (kg)
litre (I)
JLuS-
3 0 0 ................. o f s u .g flr
o f m ill?.
.lQ,gj0S..
Exam tip
In som e tasks in the IELTS exam, the inform ation that you read in the question w ill be
expressed in different w ords in the audio. So you w ill need to listen out for synonym s
and paraphrasing. You w ill be able to practise this skill throughout this book.
^ )))
11
You will hear a list of ingredients. Circle the correct quantity. Then write a different way to
express the same quantity.
apples
sugar
250 g / 2 1 5 g
flour
330 g / 130 g
butter
120 g / 200 g
milk
1
/5
I/ 5 I
15
^ ))) 1
12
You will hear a chef giving her students a list of ingredients for a regional dish. Match the
ingredients with the quantities. You will not use all the quantities. Before you begin, read
through the answer options and think of different ways to express the same quantities.
1 chicken
a 450 g
2 rice
3 onions
b 4 kilos
c % kilo
4 tom atoes
d 500 g
5 green peppers
e 2 kilos
f 15 ml
6 cooking oil
g 50 ml
h 14 kilo
You are going to hear an explanation of how to cook pancakes, or crepes.Tick the boxes
below for the kind of information you
expect to hear.
tim e of day
spelling
date
weights
ingredients
instructions
colours
address
Exam tip
W hen you have to com plete notes about the stages in a process, for example to
com plete a flo w chart, it w ill help you to listen carefully for w ords that indicate the order
of the different parts of the procedure, such as first, then, after that and at the end.
^ ))) 3
Listen to the recording and put the photos in the correct order.
13
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
^))) 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.
17
Questions 1 -4
16
You will hear a talk on nutrition. Complete the notes. Write NO MORE THAN TWO WORDS for
each answer.
To-plr,: f-teflltky e.atlviOj
..............
dp.-fisiAA,tlniA,
rf.asoi/vs why pf.oplfi doiA/t
' ......................
......
balavLC.f.d diet
__ ( 3 ) ............................................................. ..... .......... ...
u n a ls
Exam tip
In some tasks you will be asked to choose several correct answers from a list. Always read
the options before you listen to the recording. After listening, you will be able to eliminate
the incorrect ones. Make sure you choose the required number of answer options.
^ )))
Questions 5 -7
17
Listen to the next part of the talk. Choose THREE letters a-h. Give three reasons why the
speaker thinks so many people have an unhealthy diet.
a
18
6 ............
............
Unit 2
^ )))
Questions 8 - 1 0
18
Listen to the last part of the recording and complete the table. Write NO MORE THAN ONE
WORD for each answer.
Group responsible:
(8) ..............................
(9)..............................
( 10) ..............................
L im it a d v e rtis in g fo r u n h e a lth y
fo o d
M a k e s u re c h ild re n e a t a
b a la n c e d d ie t
E d u c a te th e p u b lic a b o u t a
h e a lth y d ie t
P ro v id e c h ild re n w it h fre s h a n d
h e a lth y o p tio n s
Progress check
How many boxes can you tick? You should work towards being able to tick them all.
Did you ...
practise listening to different accents?
read through all the questions before you listened to the recording
and think about w ords you expected to hear?
think about w ords to describe different stages in a process (first,
second, then, n e x t ...) w hen you have to com plete a flo w chart?
make sure you used the correct num ber of w ords in your answers?
19
A IM S :
Language related to: presentations and academic subjects Identifying future plans and
stages in a presentation Keeping to word count Completing sentences and tables
Labelling diagrams Multiple-choice questions
Part 1: Vocabulary
Presentations
Introduction
During this presentation, I will explain:
Progress has been made for many services
Project background
Disparities reduced but still persist
Literature review
Experiments & Methods
Results
Conclusions
Future Work
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
20
final slide
Unit 3
4 ) 2
19
) 3
20
Listen to these words and underline the part that is stressed in each one. The first one has
been done for you.
introduce
introduction
presentation
present (v)
suggest
suggestion
project (v)
project (n)
inform
inform ation
explain
explanation
present (n)
projector
Now listen to this short conversation and underline the word you hear in each pair. You will
hear them in the same order.
introduce / introduction
suggest / suggestion
present (v) /p re s e n t (n)
p roje ct (v) /p ro je c t (n)
inform / inform ation
explain / explanation
Vocabulary groups
It is useful to sort words into vocabulary groups when they refer to the sam e kind of
information, e.g. fem ale - wom an - lady - m other.
Write the words that have a similar meaning in the boxes below.
plan
Chinese
dangers
image
cons
pros
badpoints
chart
painting
graph
Italian
French
benefits
good points
Arabic
table
photograph
diagram:
picture:
language:
advantages:
disadvantages:
Presentations
21
Exam tip
In this type of question, w here there are several speakers, it is useful to identify them
as early as possible. Listen carefully and w rite their names on the exam paper, leaving
enough room to make a note of any opinions too.
^ ))) 1
21
You will hear a group of students talking about a project they are planning to present.
Choose the correct letter, a, b or c.
i
ii
Italian painting is
a
the subject
the topic
course
Edward
Farouk
Mandy
Hi M andy suggests
iv
Michelangelo.
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
^ ))) 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
23
Questions 1 -4
25
ii
IV
^ )))
having an argument.
Questions 5 -7
26
Listen to the next part of the recording and complete the slides. Write ONE WORD ONLY.
Slide 1
Introduction
Slide 2
Health
(5)
(6) .....................................
Security
24
Slide 3
(7) .....................................for
avoiding dangers
Questions 8 - 1 0
Listen to the last part of the recording and complete the sentences. Write NO MORE THAN
TWO WORDS OR A NUMBER.
8
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
example
/ e i/
/ i :/
/e /
/ a i/
/ iu :/
/ i: /
E
/e /
/ a 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.
o n io n .....................................
b e a n ....
flo u r .......................................
cherry
p o ta to ....................................
coffee
m ilk ........................................
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
.....................................
.....................................
.....................................
.....................................
.....................................
^ )))
29
.....................................
10
.....................................
.....................................
.....................................
....................................
Listen to the recording and underline the words that are stressed.
Asking for and giving opinions and making suggestions: Write 0 (opinion) or S (suggestion)
next to each of the following phrases.
Let's ...
Do you agree?
1think...
6 W hy don't w e ...
7
Review 1
27
A IM S :
Language related to: work and the workplace Listening for main ideas Listening for
detailed information Distinguishing fact from opinion Completing notes
Short-answer questions Matching information
Part 1: Vocabulary
People at w ork
VJ
1
y **
The pictures above show people at work. Match each picture with the persons occupation.
Write the letter.
t i
fa rm e r.......
3 businessm an.........
d o c to r.......
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
28
defend
supply
earn
take care of
guard
produce
trade
deliver ;
Unit 4
W ords th a t go to g eth er
Some w ords change their meaning w hen they are com bined w ith other words, for example,
verbs com bined w ith different prepositions form different phrasal verbs.
Preposition
Meaning
1 look
fo r
search
2 look
care for
3 look
examine
4 look
check
5 look
scan
Complete the following sentences with the most suitable phrasal verb from the table in
Exercise 4.
1
The class s o m e tim e s .............................. the new spaper for inform ation about their local
tow n.
The fam ily called the police to help th e m .............................. their son, w h o was lost.
The parents asked the baby-sitter t o ..............................their children w hile they w e nt out.
Work
29
Exam tip
Before you listen to each part of the lecture in Section Four read the questions
carefully and underline the key words. This w ill give you some information about the
topic in advance and help you focus on the main ideas while you are listening.
A speaker w ill often introduce the topic of a lecture w ith a phrase like:
Today I'm going to talk a b o u t...
M y topic today is ...
M y lecture this evening w ill be a b o u t...
In today's lecture I'll be talking a b o u t...
This week's talk w ill c o v e r...
I'm here to tell you a b o u t...
^ ))) 1
Listen to the follow ing introductions and w rite the topic of each talk.
30
...........................................................
working 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.
30
.........................
..............................
.............................
.............................
..............................
..............................
.............................
.............................
6 ........................
........................
outside
work
Unit 4
^))) 3
31
Listen to the introductions again. They are slightly different this tim e. Com plete the notes
about each topic. W rite ONE word only.
..
v ......
.............. J
Exam tip
W hen you have identified the key w ords / main ideas in the questions, listen carefully
for m ore detailed inform ation. W hile you listen, use any headings on the question
sheet to guide you, and pay close attention to the key words.
In som e questions you w ill have to decide w h eth er the speaker is giving factual inform ation or
expressing their opinion. Speakers may use phrases like I enjoy or I like to show their feelings
or they may use m ore form al expressions to introduce opinions, for example: It seem s to m e;
M y im pression is ...
^))) 4
32-33
You will hear an extract from two interviews with people about their work. Complete the
notes. Write no more than TWO WORDS for each answer.
- grow s (2 )........................
- graduated in (10).....................................
V__________________________________
W ork
3 1
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?
patients
............
doctors
............
nurses
............
Unit 4
Section 4
4 )))
Questions 1 - 4
35
You will hear a woman talking to some students about her job. Complete the notes with
words from the recording. Write NO MORE THAN TWO WORDS for each answer.
Job: (1 ).....
Studied: (2)
^ )))
Interested in (3)
after graduating
Questions 5 - 7
36
Now you will hear the next part of the talk. Answer the question. Choose THREE answers
from a-f.
W hat does the speaker think are the disadvantages o f police w o rk ?
5
^ )))
............
Questions 8 - 1 0
37
Listen to the last part of the recording and answer the questions. Write no more than TWO
WORDS.
8 W hat does the speaker think about the financial rewards of police w o rk ? ..........
9
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
2,
library
medical centre
sports centre
Now match the buildings with the definitions below. You will not use all the definitions.
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....................................
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
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)
Prepositions
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.
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
S tudent Union
Shop
Theatre
Bank
\_______
On campus services
35
Complete the sentences with the correct ending from the box.
the corner
the right
to the lake
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 .......................................
6 Go along the main path as far as the canteen, then follow it round to the left until you
g e t.......................................
4 )))
38
You will hear six short conversations, where one person is explaining to another how to find
different places on campus. Before you listen, make a note of some of the expressions you
expect to hear. Complete the sentences as you listen. Pay attention to your spelling and
grammar, and write NO MORE THAN THREE WORDS.
1
36
Unit 5
4 )))
39
Listen to Sandra and Tom talking about the facilities on campus and answer the questions.
Write NO MORE THAN TWO WORDS.
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.
Snack bar
Mexican restaurant
Italian restaurant
(3) ....
o
Bus stop
(1)
Shops
On campus services
37
Questions 1 -4
41
You will hear Lily explaining to Chen how to use the library. Label the plan of the library.
PC Zone
Library Cafe
Cookbooks
D Travel
E
Silent zone
Ground floor
First floor
North door
South
H)
Questions 5 -7
42
Listen to the next part of the recording and complete the sentences. Write only TWO WORDS.
>8
The
Unit 5
^ )))
Questions 8 - 1 0
43
Listen to the last part of the recording and answer the questions. WRITE NO MORE THAN
THREE WORDS.
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
knife
rob
IMoun
gun
break into
gang
thief
Verb
dangerous
attack
careful
safe
Adjective
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
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.
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
the police
watch out
up
call
for
lock
scene
crime
to court
Complete the text with phrases from exercise 4. Check that your verb tenses are correct.
W hen the receptionist arrived at Goodmead Primary school on Monday, she found
that som eone had (1 )..........................the office and stolen several laptops, so she
(2 )........................... They came to look at the (3 )...........................straight away and advised
her to make sure she (4 )..........................the office every evening in future. They also
suggested that she should (5 )..........................any strangers nearby. Two days later, the
police called to say that they had caught the thieves and arrested them . They said they
w ould (6 )..........................th e m ...........................in the next fe w days.
^ ))) 6
44
Pronunciation
W hen you listen to people speaking, it is som etim es difficult to hear the end of one w ord
and the beginning of the next. This often happens when:
^))) 7
45
the first w ord ends w ith the same sound that starts the next word, e.g. take care.
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
^ )))
Read the following questions and underline the key words and the question words.
1
Now listen to the recording and answer the questions. Write NO MORE THAN FOUR WORDS.
46
H) 3
Listen to a talk about emergency phone numbers in different countries and complete the table.
47
UK
999
42
USA
Australia
Germany
India
Unit 6
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
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.
4 ))) 5
48
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?
iii
iv
W hat does the security office r say about national and on cam pus em ergency num bers?
It is confusing.
It is faster,
Staying safe
43
Questions 1 -4
49
You will hear a talk about safety in different regions. Complete the table about crime in two
different holiday destinations. Write NO MORE THAN TWO WORDS OR A NUMBER.
Region
(3)
^)))
Type of Crime
(4)
Questions 5 -7
50
Listen to the next part of the recording and answer the questions. Write NO MORE THAN
THREE WORDS.
^ )))
In some parts of Latin America, w here do thieves often take money from tourists?
Questions 8 -1 0
51
Listen to the last part of the recording and choose the correct answer to the questions.
8
44
It was dangerous.
It was organized,
It was safe.
W hy does the speaker recom m end going to India w ith a tour group ?
a
Unite
10
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
business
studied
truck
company
doctor
firm
rescue worker
supply
farm er
graduated
deliver
shop
nurse university
police officer
Trade
Occupation
Education
Transport
business
2Complete the sentences with the correct words from the list.
i in
for
after
at
on
around
patients w ho are
10 responsable, responsibal,
responsible
Review 2
Com plete the following sentences with the correct prepositions. W rite ONE WORD ONLY in
each space.
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.
6 The library is .............................. the student union b u ild in g ,................................the left just
after the entrance.
Now check your answers in the answer key.
Label the buildings on the plan with inform ation from the sentences in exercise 4.
(3)
Review 2
7
A IM S :
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:
48
Adjectives
with one
syllable
Adjectives with
two or three
syllables
Adjectives with
two syllables and
ending in 'y'
Irregular
adjectives
add 'er'
change spelling /
into another word
large/larger
strong/stronger
dif-fi-cult/more
difficult
bo-ring/more boring
simple/simpler
easy/easier
far/further
Form the comparative of these adjectives and write them in the correct column in the table below.
1 fast
3 clever
well
late
4 nervous
6 slow
healthy
interesting
+Y
+ 'er'
y- + ier
9 bad
10 good
more + adjective
irregular adjectives
-faster
Now m atch your answers to the rules (A -E) in the table opposite. The first one has been
done for you.
fast
nervous
............
healthy
........
interesting ............
slow
............
bad
........
clever
late
............
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.
k /a ,tc &
D u ,t /
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).
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
they interesting.
they're interested,
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.
50
M a rth a ...........
C a rl............
Enrique............
J e n n y ............
making notes in the margin of articles and text books writing notes in an exercise book
Unit 7
4 )))
53
4))) 4
54
Now you will hear a group of students talking about their revision techniques and write the
correct endings for each of the sentences. Write NO MORE THAN THREE WORDS.
1
Chen says that he can rem em ber historical facts more easily if he creates pictures
Look at the pictures that show students what to do when they go for an exam. Listen to the
recording and complete the instructions. Write NO MORE THAN THREE WORDS for each answer.
Check that your answers are grammatically correct.
Your N am e
. . t Y o ur S u rn am e
depafmten^
i p f e 345 67
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.
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
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 ? ..........................................................................
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?
Shop;
ig i
B )
^ i l l f i l l l flfk
eggjlP
A IM S :
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.............
shop assistant
market stalls
custom er services
self-service
Ingrid complained t o .......................................... about her new boots because the zip was
broken.
One advantage o f .......................................... is that you can choose your own food from
the shelves.
54
U n its
4))) 3
04
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.
5 I lost my credit card the other day. I was really w orried som eone else would
use it.
6 Have you ever bought a train ticket w ith a student discount? It's so much cheaper.
Collocations
Some verbs go with certain nouns to form com mon expressions. For exam ple: make + a phone call
^))) 5
05
Match the verbs with the nouns to form expressions about shopping.
1
go
the shopping
ask for
a shopping list
make
do
shopping
go to
a refund
Now listen to a recording of an interview in a survey of shopping habits. Miriam is talking about
who does the shopping in her family. Complete the notes with the expressions from Exercise 1.
o u
p e o p l e
I ia ,
t h
f a
m
i l w
*-------------- t
?
o t k i f i n . b k i . y s . i h i f o . o p t .
[ _ ........< ^ o e s
( 3
t o
i r i a m
o e s n
' t
( 4
l i k
t e
o ^
I w
t w
1 ^
( - 0
............................................................................................................
* ------------------ ----------- ---------------------------------------------------------------------------
................................................................................................ f i r s t .
........................................................................................................................................................................_
e .
a k
e s
t h e m
b a c 'r z
w s t e s
o s t .
f o
. - S o m
^ 5
e t i m
e s
h m
^ s . . c l o t h e s
s h e .
.............................................................................................................
55
2a
Look at these lists and circle any words that indicate the order of ideas in a talk. The first
has been done for you.
1
in
as
though
before
however
first
over
then
through
next
such
near
secondly
there
so
because
finally
nevertheless
consequently
after
for
but
therefore
thirdly
lastly
that
prior to
since
also
never
The following notes are from a talk about shopping habits in different countries. Fill in the
gaps with words you expect to hear.
_________
- i^-tkie UJsLJjJ.............
.................
%t fflflrt
b.ouaht
* ..
..
T
^ hiA.w.omiM*...................... .
Ii/t.
1Where
....
do people shop?
__ __ ______
1 - Iia. r.nuw.trbj \^>) .............................. av\A (*) ........ ........ ....... ...........................................
1) 2b
06
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
2
3
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
incorrect spelling
Answer
Question
1
their friends?
2
It is enjoyable,
a m obbile phone
bought?
5
m arket stall
57
hi
Exam tip
You will find clues about the topic of the talk in the instructions and the questions. Before
you listen, read them carefully and think about the vocabulary you expect to hear.
Section 4
^ )))
Questions 1 -4
08
You will hear the introduction to a lecture about consumer habits. Complete the notes with
NO MORE THAN THREE WORDS AND/OR NUMBERS.
.^e./Ai^CA
m.n/'MJ
r
^....
O...................
_______ _____________________
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 ac^ed (3 ) ................................................
Fai^tllles aaed from. 3 0 -5 5
1
58
Unit 8
4 )))
Questions 5 - 7
09
Now you will hear the next part of the recording and answer the question. Select THREE
correct options from the list (a-g).
W hat do families spend their m oney on?
a
gardening tools
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.
Progress check
How many boxes can you tick? You should work towards being able to tick them all.
Did you ...
read the questions and think about the topic before you listened to the recording?
check all the options before you answered the matching question?
w rite the exact w ords you heard on the recording?
59
A IM S :
Language related to: interests, hobbies, art, sport, online games, music, collections
Identifying detailed information Classifying vocabulary Completing forms and tables
Multiple-choice questions
Part 1: Vocabulary
la
Look at the pictures. Copy and complete the table with the numbers of the pictures and the
names of the activities.
Hobby
lb
Interest
Sports
Vocabulary note
A hobby is an activity you do for pleasure in your spare tim e. It often involves doing
som ething w ith your hands or collecting som ething, for example, painting and collecting
stamps are hobbies.
A sport is a game that involves physical activity.
An interest is something you enjoy doing. It may be a hobby, or a sport, but not always. For
example, going to the cinema is an interest, but it is not a hobby or a sport.
Unit 9
Exam tip
Knowing that a w ord belongs to a group of w ords w ill make it easier for you to predict
w hat you are going to hear in the recording. For example, if you know that stam p
collecting is a hobby, you w ill be ready to listen for other w ords connected w ith hobbies.
Put the following words in the correct column. Remember, hobbies and sports are interests,
but not all interests are hobbies or sports.
playing chess
gardening
going to art galleries
travelling
running
Hobbies
c o lle c tin g
^j)) 3
11
listening to m usic
cooking
sw im m ing
Interests
football
Sports
qclwz. to the
c w c lln g
You will hear some people talking about what they are planning to do in their free time.
Write the activity next to the speaker in each conversation. Check that your spelling is
correct. Use only one word for each answer.
Conversation A
Speaker 1 : .....................................
Speaker 2 : .....................................
Conversation C
Speaker 1 : .....................................
Conversat on B
Speaker 1 .....................................
Speaker 2 .....................................
Conversation D
Speaker 1 : ........
Speaker 2 : ........
Speaker 2 : .....................................
0 < * t/
Spelling is im portant in the listening test. Rem em ber that som e w ords sound the
same, but are w ritte n differently, fo r example to, too and two. W hen you hear these
words, you w ill have to think about w hich one is gram m atically possible.
Complete these sentences with the correct spelling, to, too or two.
61
Exam tip
Some words can be confused because tw o letters may sound similar, for example: p and
b, I and r. If you find these tricky, make sure you get plenty of practice before the exam.
^ )))
Listen to the recording and circle the word you hear. You will hear the words twice.
12
4 )))
13
fly / f r y
p la y / pray
play / pray
lead /re a d
le a d / read
fly/fry
blade / played
blade / played
collect / correct
10
collect / correct
Now you will hear a conversation between two people discussing their hobbies. Circle the
words you hear.
1
This table shows how one person keeps a record of the stamps in their collection. Look at
the headings in the table and make a note of what kind of information is required in each
column, e.g. a number, a name, a date.
Value
colour, im aae
(1)
^ )))
14
Picture
(3)
Origin
(4)
You are going to hear a boy talking to a friend about his stamp collection. Listen and
complete the table about the stamps. Write NO MORE THAN TWO WORDS OR A NUMBER.
Value
32 c e n ts
25 c e n ts
62
Year
Get Ready
for IELTS:
Picture
Year
Origin
c a rd in a l h o n e y e a te r
( 1 ) ................
(2 ) ................
(3).................
(4).................
p a rro t
Listening
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
Type of information
age
Now you will hear a young man talking to the administrator of a climbing club. Complete his
application form.
H ig h b u ry Square, LONDON, W1
Questions 1 -4
16
You will hear two students talking about university clubs and societies. Complete the table.
Write NO MORE THAN TWO WORDS OR A NUMBER.
Club
Membership fee
(1).......................................
20
15
(2)............
50
(3)............
(4).......................................
^)))
Number of members
60
80
Questions 5 -7
17
Now you will hear the next part of the recording. Choose THREE letters a-g.
Which THREE activities does Victoria enjoy?
a
contemporary dance
yoga
cycling
photography
running
5
6
7
64
Unit 9
*)
Questions 8 -1 0
18
Listen to the last part of the recording and complete the form. Write no more than TWO
words or a number.
pilates
baseball
running
basketball
sailing
chess
snooker
street dance
cycling
sw im m ing
kick boxing
table tennis
parachuting
yoga
photography
Email: victoriainatherton@england.com
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
The tutor noticed that his students studied (w e ll)..............................in the afternoon.
healthy
pretty
near
clever
hard
good
early
difficult
slow
slower
10
boring
Complete the table below with words from the box that have similar meanings.
sale price
articles
store
deal
Shop
bargain
design
Discount
s>alt priae
style
produce
items
reduction
Fashion
supermarket
market
Goods
Review 3
4
* )
19
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.
W ho did the speaker think w ould spend m ost on electronic equipm ent?
W hat are people betw een 30 and 55 buying their household equipm ent for?
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.
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
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
2 .............................
employer
3 .............................
deadline
career
job
hobby
profession
occupation
relaxation
leisure
rest
holidays
work
stress
worry
difficulty
pressure
com fort
factory
beach
office
shop
workshop
employer
boss
owner
worker
manager
deadline
limit
goal
target
start
study
Unit 10
Noun or verb?
3
Some of the words in exercise 2 are nouns and some are nouns and verbs. Copy and complete
the table with the words from lists A, B and C. Use a dictionary to check your answers.
Noun
career
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.
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.
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:
Write the following sentences with the correct punctuation in your notebook.
1
in the uk, children w ho are born in july usually start school in September, just after they
are five
others they
close on
fridays or saturdays
5
Work-life balance
69
The final s
W hile you are listening to the recording, rem em ber to listen for the final s in verbs,
possessives and plural nouns.
^ ))) 3.
20
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)
ii
(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.
/
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 Actually, your university m ight even have a system for alerting you
w hen your lecture is.
b
iv
on your mobile
Actually, your university m ight even have a system for alerting you on your mobile
w hen your lectures are.
a One thing I w ill say, though, is that at the end of the year,after your exam,
you can
really relax.
b
One thing I w ill say, though, is that at the end of the year, after your exams, you
can really relax.
Exam tip
If you don't know the meaning of a word, don't worry. Focus on the w ords around
it. They w ill give you an idea of the topic and the situation and w ill help you decide
w h e th e r it is a key word. If it is im portant, try to guess the meaning from the
situation. If it isn't, don't w aste any tim e.
*) 3
22
You are going to hear a recording of a new employee describing the problems she has with
time management. Listen and complete the sentences with words from the text. Write no
more than THREE WORDS or a NUMBER.
1
2
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
Alternative expressions
A deadline
part
B tasks
step in a process
C finishing line
D section
end of a race
E start date
im portant achievements
beginning
activities
m ilestones
G phase
fe
Now listen to the market researcher describing how he plans a project. Label the diagram
below. Choose FIVE answers from the box and write the correct letters A-G next to the
questions.
Deadline
B Tasks
C Finishing line
D Section
E Start date
F
M ilestones
G Completion of phase 1
( 1 ) ...........
( 2 ) .............
( 3 ) .............
Team m e e tin g
23/01
15/02
D ra ft q u e s tio n n a ire
C h e ck q u e s tio n n a ire
C o m p le te s u rv e y
E n te r data on d a ta b a se
P hase 1
W rite re p o rt
18/03
2 5 /0 4
3 0 /0 6
( 4 ) .............
( 5 ) .............
15/08
15/09
Unit 10
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.
4)))
25
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.
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 )....................
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:
Down:
Complete the word maps on the opposite page with words from the box below.
scarf
74
vegetarian
spicy
pronunciation
silk
brick
block of flats
alphabet
Unit 11
(2)
( 1)
Speaking
Writing
Communication
27
H)))
You will hear four conversations between students discussing their projects on world
cultures. Circle the topic of each conversation from the key words in the word m ap.
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.
27
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.
W hen people get married, they (make / have / do) a big party to celebrate.
Comparing cultures
75
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
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
To emphazise similarity
not
a little
exactly
rather
To limit similarity
verw
a
We also use words like and, as well as, too to show that things are similar, for example:
Rice is popular in India as well as in China.
Rice is popular in India and in China, to o .
We use words like but, except, a p a rt from to show that things are different, for example:
M ost houses in the UK are made of brick, but blocks of flats are made of concrete.
Many homes in the UK are made of brick, except / apart from blocks of flats, which are
made of concrete.
76
Unit 11
^))) 3
29
You will hear three people discussing eating habits in their home countries. Choose THREE
letters (a-g). Listen carefully for the relevant part of the conversation.
M atch the country w here they eat this food for lunch.
a
potatoes
d noodle soup
f a sandwich
in the UK
......
2 in India
.............
g chicken
3 inChina
.............
Exam tip
In this type of m ultiple-choice question, try turning the first half of the sentence, or
sentence stem , into a question. It m ight help you find the right answer.
^))) 5
In traditional Indian fam ilies the bride and groom m eet for the first tim e a t ...
Recently it has becom e very popular for Indian fam ilies to ...
Listen to two students comparing marriage customs in their countries and choose a, b or c.
30
Intraditional Indian families the bride and groom used to m e e t for the first tim e at the
a
ii
marriage.
iv
girl's home.
boy's home.
Hi
on their own.
Comparing cultures
77
Exam tip
Listen to the introduction to each recording. It w ill give you an idea of w hat the
conversation w ill be about. You w ill have tim e at the beginning of the test, and
between each recording, to read the questions and think about possible answers.
Section 3
4)))
Questions 1-2
31
You will hear two students discussing a project on international festivals with their tutor.
Complete the sentences with the correct answer from the list.
^)))
similarities between countries that are far away from each other.
Questions 3 -5
32
Now you will hear the next part of the recording. Choose THREE letters (a-g).
W hat do the students say about the changes in the Carnival since it started?
a
78
w hat
............
where
............
when
............
Unit 11
4)))
33
Questions 6-10
Listen to the next part of the recording and answer the questions. Write no more than
THREE WORDS OR A NUMBER.
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
underwater turbine
wave power
Picture 1
Picture 2
off-shore drilling
gas pipeline
energy
Picture 3
fish farm
fuel
net
Picture 4
o il r ia
Match the phrases with the definitions.
1
off-shore drilling
a large structure for drilling for oil from the sea bed
wave power
mineral
fuel
a natural material
trawler
rig
fa
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
The m elting ice-caps have affected / effected the level of the oceans.
Do the following graphs show trends or statistics? Match the statements with the charts.
1
The num ber of destructive storm s has increased significantly in the last ten years.
There has been a gradual rise in the tem perature across the globe recently.
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
remain stable
tendency
m ore than
less than
am ount
Statistics
fall
dow nw ard
significant
m ajority
fraction
dramatic
Trends
rise
(lA^iA/verb)
81
Exam tip
When you do not know the meaning of a word, try to guess by listening for:
the structure of the word: Is it a noun (e.g. ending in: -ion, -ship, -m ent, -er, - ist) or
an adjective (e.g., ending in: -able, -ful, -ive) or a verb (past or present tense)?
the w ords that come before and after, e.g. an article, an adjective, etc.
words that sound similar, e.g. horticulture sounds a little like agriculture and
m ight make you think about grow ing or farming.
Look at this example. Guess the meaning of the underlined words and write them in your
notebook. Then check your answers.
The bathysphere allowed scientists to explore deeper areas o f the ocean bed.
w e \znowthat 'bfttl'iws-phere' Is a \noun because It has the im, front of i t and is followed
on a 'verb', w e aan c*uess that it is a -piece ^ e q u b /n e ^ t because it helved scientists tr
stud:./ t 'At sea bed and we can guess that It Is
10A/>tr m use bec.aus
'allowed'
in the vast tense.
1
New submarine technologies are opening up the sea bed for exploration.
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
::
82
Unit 12
4))) 3
Listen to the talk about the structure of an offshore oil rig and label the diagram.
34
4))) 4
35
You will hear an engineer talking about using the sea to generate electricity. Complete the
values for the capacity in megawatts in the years below (1 -4 ). Then plot the points on the
graph and draw the trend line.
2008 ........
2009 ........
2012 ........
2014 .....
83
Section 4
^ )))
Questions 1 -4
You will hear a recording of a lecture on deep sea exploration. Listen to the first part of the
lecture and complete the time line using NO MORE THAN TWO WORDS AND/OR NUMBERS
FROM THE RECORDING.
Diving Bell
invented
Diving Bell
descended to
( 1 ) ........................
1920s
Bathyscaphe
invented
Trieste
Cameron
descended to
descended to
10,000 metres ( 4 ) ..............................
2012
1934
Questions 5 - 8
Now you will hear the next part of the
lecture. Label the diagram of the
Deep Sea Challenger. WRITE NO
MORE THAN THREE WORDS.
chamber
84
(8 )
Unit 12
4 )))
Questions 9 - 1 0
38
Now listen to the final part of the lecture and complete the notes. WRITE NO MORE THAN
THREE WORDS OR A NUMBER.
Justifications for deep sea research:
_______
(0)
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.
6 the capital of the united states is not new york, but Washington dc
7
8 in many large companies employees w ork from monday to friday and some even w ork
on saturdays
Listen to the recording and underline the word or phrase you hear in each sentence.
1
study / studies
4 class / classes
thanks / thank
5 c o u n try / countries
languages / language
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.
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.
Review 4
C om plete these sentences w ith the correct form of the com parison.
M ost people think that their home country is (beau tiful).............................. any other.
Com plete these sentences w ith words fro m the box. You may have to m odify th e ir form .
source/sauce
affect / effect
se a /s e e
currents / currants
The tem perature of the ocean has b e e n .........................................by global warm ing.
.............................. for tw o men, no one has travelled to the ocean bed in the Mariana Trench.
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
in the country
in the city
c by the beach
a family hotel
a spa
c a farmhouse
Sparkling Springs
Farmhouse Getaways
Questions 4 -7
Complete the form below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for
each answer.
Hotel Reservation Form
N am e:
B illin g A d d re s s :
( 4 ) ...................................................................................................................................
S ta n d m a rc h
N o rfo lk
NE1 4SP
M o b ile N u m b e r:
( 5 ) ...................................................................................................................................
C heck-in D ate:
C h e c k -o u t D ate:
P a y m e n t Type:
A m o u n t:
88
W illia m French
15th Ju n e
( 6 ) ...................................................................................................................................
C re d it card
(7) ................................................................................................................................
Practice test
Questions 8 -1 0
Complete the map below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for
each answer.
Section 2
Questions 1 1 -1 3
Answer the questions below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for
each answer.
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 .
young people
adults
C children
............
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.
Practice test
Section 3
Questions 2 1 - 2 3
Complete the notes below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for
each answer.
Focus of s u rv e y :(21)
preferences
24
25
26
Questions 2 7 - 3 0
Complete the diagram below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for
each answer.
Choosing Accommodation
Number of roc
( 28 )
Cost
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.
clockwise migration
partial migration
92
Audio scripts
Som e sections of th e audio scripts are underlined. This is to help you by pointing out the relevant inform ation th at
corresponds to th e correct answers.
Unit 1
Friends abroad
Track 01
Travel agent:
Taxi driver:
H e llo , M a rg a re t. T h is is Dave. I m a t
th e a irp o rt and I w a n t to c h e c k th e
flig h ts o f th e p a s s e n g e rs I m m e e tin g .
Travel agent:
Taxi driver:
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 .
Track 05
R estaurant m anager:
I h e lp yo u ?
Mr McEwan:
a t 8 p.m .
R estaurant m anager:
Mr McEwan:
M c E w a n ... M-C-E-W-A-N.
R estaurant m anager:
Mr McEwan:
Yes, t h a t s rig h t.
R estaurant m anager:
Track 02
Ali:
H e llo ?
Sam :
H e llo . Is th a t A li?
Ali:
Yes. W h o s c a llin g ?
Sam :
Hi A li. It's m e, S am !
Ali:
Track 06
Taxi driver:
W h e re to , m a d a m ?
Passenger:
W e s tb o u rn e G rove, p le a s e .
Taxi driver:
Passenger:
No. W e s tb o u rn e . n e a r th e p a rk.
a rriv in g ?
Sam:
H ello, ye s. Id like to b o o k a
ta b le fo r fo u r on Friday e ve n ing
S orry, I
h a v e n t g o t th e p o s tc o d e .
Taxi driver:
Passenger:
No p ro b le m . H ow do you s p e ll it?
W-E-S-T-B-O-U-R-N-E.
m o rn in g , arriving a t 6 .5 0 in th e e v e n in g .
Ali:
G re a t! T h a 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?
Sam:
Ali:
B A1325?
Sam:
Ali:
Sam :
No. A t 6 .5 0 . Ten to se ve n .
Ali:
Sam :
T h a ts rig h t.
Ali:
Track 07
Receptionist:
h e lp you?
Sam :
Receptionist:
Sam :
London H eathrow .
Receptionist:
T h a ts fin e . And w h e n do
ta x i to th e a irp o rt, p le a s e .
Track 04
1
The y o u n g e s t p a s s e n g e r is s ittin g in s e a t fo u r te e n .
you need
th e ta xi fo r?
Sam :
M y flig h t le a ve s fro m te rm in a l 5 a t
7 .2 0 on W e d n e sd a y 6 th July. N ext
w eek.
Receptionist:
W e d n e sd a y 6 th a t 7 .2 0 a .m .
So y o u ll n eed th e ta xi a t ... 3 . 3 0 .
OK. Can I have y o u r na m e
Track 03
18, 13, 80, 40, 15
p le a s e ?
Sam :
S am W illia m s .
Receptionist:
And yo u r a d d re s s ?
Sam :
6 0 , W illo w s id e B ank, A b in g d o n .
T h a ts A-B-l-N-G-D-O-N.
by the window.
Audio scripts
Edward:
Receptionist:
c o n ta c t n u m b e r fo r you?
be sta yin g ?
Yes, o f co u rs e . My m o b ile is 0 7 7 8 9
Edward:
J u s t o ne, p le a se.
612744.
Receptionist:
... w e ll be p ic k in g you up a t 3 .3 0 .
Edward:
A d o u b le room , p le a s e .
Is th a t OK?
Receptionist:
Edward:
Receptionist:
Sam:
0 X 1 4 3H B.
Receptionist:
Sam:
b o o k a room fo r n e xt Friday.
ro om ?
T h a n k you. 0 7 7 8 9 6 1 2 7 4 4 . Now
Receptionist:
Yes, th a ts fin e .
Sam:
Track 08
Receptionist:
Flight attendant:
c a rd ?
Edward:
p ro b le m s .
Receptionist:
Flight attendant:
Edward:
Hua Fang:
Oh, ye s p le a se .
Receptionist:
Is th a t F-R-A-N-C-E-S?
Flight attendant:
Edward:
easy. W h a ts yo u r fa m ily na m e ?
Receptionist:
F-R-A-N-C-l-S?
Hua Fang:
Edward:
Yes. T h a ts right.
Flight attendant:
Receptionist:
And yo u r h o m e a d d re s s p le a se , sir.
Hua Fang:
Edward:
Hua Fang:
Receptionist:
Edward:
Receptionist:
p a s s p o rt?
Edward:
C B3 9NF.
Hua Fang:
Receptionist:
Flight attendant:
Edward:
Yes, t h a ts right.
yo u r d a te o f b irth ?
Receptionist:
We can re se rve a p a rk in g sp a ce fo r
Flight attendant:
Hua Fang:
Flight attendant:
Receptionist:
s ta tio n .
Hua Fang:
Yes. W h a t d o e s th a t m e a n ?
Flight attendant:
It m e a n s d a te , m o n th and year.
Hua Fang:
Edward:
Receptionist:
b re a k fa s t.
Oh OK. So I p u t s e v e n te e n ,
tw e lv e , n in e te e n n in e ty fo u r.
Flight attendant:
1 7 th D e ce m b e r 1 9 9 4 ?
Hua Fang:
on S a tu rd a y 1 7 th . T h a ts one n ig h t in a
a d d re s s is th is ?
Flight attendant:
s ta y in g in th e UK.
Hua Fang:
b re a k fa s t.
T h a t w o u ld be w h e re you are
Edward:
Flight attendant:
Track 10
And th e p o s tc o d e . B N 4 0 4 G R .
Receptionist:
Edward:
Receptionist:
0 7 9 6 1 1 2 1 5 9 7 . T h a n k you. Is th e re
Edward:
h e lp w ith ?
Hua Fang:
No, th a n k you. I u n d e rs ta n d th e
i t s been c h a n g e d ! Its 0 7 9 6 1 1 2 1 5 9 7 .
Track 09
Receptionist:
re s ta u ra n t n e a r here?
S ilve r Tulip H o te l. Good a fte rn o o n . How
can I h e lp you?
Get Ready
for IELTS:
Listening
Receptionist:
T h a t w o u ld be th e W in sto n C hurchill.
It s a b o u t a m ile fro m here.
Unit 2
Edward:
C e rta in ly . W h a t is th e g e n tle m a n s
nam e?
Edward:
M r A la o u i. T h a ts A L A 0 U I.
Receptionist:
No p ro b le m . We lo o k fo rw a rd to s e e in g
Edward:
OK? N ow w e re re a d y to c o o k o u r p a n c a k e s . We
you n e x t w e e k.
T h a n k you.
Unit 2
Finally, p u t th e p a n c a k e on a p la te and c o v e r it up to
k e e p w a rm , and m a ke th e n e x t o n e . W hen all vo u r
Track 11
H ere are th e in g re d ie n ts fo r o u r s p e c ia l a p p le ca ke .
You need 5 0 0 g ra m s , t h a t s h a lf a k ilo o f a p p le s , tw o
h u n d re d and fifty g ra m s o f s u g a r - t h a t s a q u a rte r o f a
k ilo - and 3 3 0 g ra m s , o r a th ird o f a k ilo , o f flour. You
a ls o need 2 0 0 g ra m s o f b u tte r, t h a 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
Track 12
OK e ve ryo n e , c o u ld you all pay a tte n tio n now ?
T om orrow w e 're g o in g to m a ke a p o p u la r C a rib b e a n
d is h , urn ... ch ic k e n and rice . R e cip e s v a ry fro m c o u n try
to co u n try, b u t fo r th e m o m e n t I'm g o in g to give you th e
lis t o f in g re d ie n ts fo r th e b a s ic re c ip e and leave you to
add th e fla v o u rs an d s p ic e s to yo u r ow n ta s te . R ight,
are you rea dy to w rite th is d o w n ? O K ... F irs t o f a ll, you
n eed a ch ic k e n th a t w e ig h s a b o u t 2 k ilo s . T hen, fo r fo u r
p e o p le , y o u ll ne e d 7 5 0 g ra m s o f u n c o o k e d ric e . OK?
For th e s a u c e , you w a n t V2 a k ilo o f o n io n s ... U m m and
to m a to e s , y o u ll need 4 5 0 g ra m s o f to m a to e s and ...
ah ... and w h a t e ls e ? Oh, y e s , and g re e n p e p p e rs you
w a n t V* k ilo o f green p e p p e rs a n d , fin a lly, 5 0 m illilitre s
o f c o o k in g o il. Have you all g o t th a t? G ood. See you
to m o rro w , th e n . D o n 't fo rg e t to b rin g yo u r fa v o u rite
s p ic e s .
Track 13
Hi, and w e lc o m e to C a m p u s C o o k -in , o u r d a ily TV
p ro g ra m m e fo r s tu d e n ts w h o w a n t a b it o f v a rie ty in
th e ir m e a ls . Are you b o re d w ith c e re a l fo r b re a k fa s t?
W ell, today, w e re g o in g to te ll you how to m a ke
p a n c a k e s . T hey're c h e a p a n d q u ic k and v e ry e a s y to
m a ke . You o n ly need flour, m ilk , sugar, s a lt, oil and an
egg. The fu ll re c ip e 's on th e u n iv e rs ity w e b s ite - ju s t
fo llo w th e lin k. So, h e re we go ...
B e fo re you s ta r t, i t s im p o rta n t to have th e e x a c t
q u a n titie s , o th e rw is e y o u r p a n c a k e s w o n t c o o k
th e m in to s lic e s . OK? D o n t fo rg e t to ta k e th e m id d le
o u t o f th e a p p le . Now, p u t th e s lic e d a p p le s in a pan
and c o o k th e m w ith s o m e o f th e s u g a r. In a b o u t 1 0
m in u te s th e y s h o u ld be n ice a n d s o ft. R ight? Now,
m ix th e b la c k b e rrie s and a p p le to g e th e r and p u t th e m
in to th e b o tto m o f a b a k in g d is h . T h a 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 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.
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
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 ]
s itu a tio n .
R ig h t ... So w h a t do I m e a n by h e a lth y e a tin g ?
W ell, s o m e p e o p le m ig h t th in k it m e a n s e a tin g a lo t o f
m e a t. U m m m ... o f c o u rs e , v e g e ta ria n s w o u ld n t a g re e
Unit 3
Presentations
Track 19
1
2
3
4
5
6
in tro d u c e
in tro d u c tio n
p re s e n ta tio n
p re s e n t (v)
suggest
s u g g e s tio n
p ro je c t
p ro je c to r
in fo rm
in fo rm a tio n
e xplain
e x p la n a tio n
p re s e n t (n)
in c lu d in g m e a t, v e g e ta b le s , fr u it, c e re a ls a n d d a iry
f o o d s . O bviously, th e a m o u n t o f fo o d we s h o u ld e a t
is m o re d iffic u lt to d e c id e . It d e p e n d s a lo t on how
a c tiv e we a re .
Track 20
Farouk:
Edward:
Track 17
N ow on to m y n e x t p o in t ... W hy do so m any
on th is p ro je c t, a fte r a ll.
Farouk:
e xp la in th e next tw o s lid e s .
Track 21
Beth:
f a s t fo o d a t th e la s t m in u te . A n o th e r re a s o n p e o p le
e x a c tly are we g o in g to ta lk a b o u t?
d o n t e a t w e ll n o w a d a ys is th a t i t s a c tu a lly c h e a p e r
We know th e c o u rs e is A rt H isto ry
to buy fo o d a lre a d y p re p a re d in a p a c k e t. S o, p e o p le
a p a rtic u la r to p ic . W h a t do you th in k ,
M andy?
Mandv:
I th in k we s h o u ld c o n c e n tra te on a
s in g le painter.
Edward:
B ut, on th e o th e r hand, if we d is c u s s
m o re th a n one a rtis t, it ll be e a s ie r
Track 18
to m a ke c o m p a ris o n s and sh ow th e
And now to my th ird and la s t p o in t ... W h a t can we
do to so lve th e p ro b le m ? W ell, I th in k it can be solved
d iffe re n c e s betw e e n th e m .
Farouk:
Mandy:
R ight. So th e n e xt th in g is to d ecid e
w h ich a rtis ts to lo o k a t. I th in k we
s h o u ld d e fin ite ly in clu d e M ic h e la n g e lo .
You know he p a in te d th e c e ilin g o f
th e S is tin e C hapel in Rom e. H es very
fa m o u s ... and w h a t a b o u t Leonardo
d e s ig n a s lid e now fo r th e re s t o f th e
g ro u p to u se ?
Beth:
th in k e v e ry o n e e ls e w ill c h o o s e th e m ?
T h is s lid e h a s th e p ro g ra m icon on th e
title b o x . S h a ll we ke e p it th e re ?
Edward:
I a g re e w ith B e th . W hy d o n t we have
a n y th in g to do w ith th e p re s e n ta tio n .
L e ts ta k e th a t o ff.
I m h a p p y w ith th a t. E veryone e ls e OK
Beth:
w ith it?
Fine. And I th in k we s h o u ld ke ep th e
b lu e b u lle t p o in ts . They m a tc h th e lig h t
b lu e title box. W h a t do you th in k a b o u t
Track 22
Edward:
p u ttin g im a g e s in ea ch s lid e ?
R ight, g u ys. L e ts have a lo o k a t w h a t
Edward:
Oh, a b s o lu te ly . I th in k w e s h o u ld p u t a t
Beth:
G ood. W e re a g re e d , th e n . L e t's se n d
w e re g o in g to p u t in th e s lid e s . The
fir s t s lid e s g o in g to be th e in tro d u c tio n ,
le a s t o n e im a g e on ea ch s lid e .
th is s lid e to th e o th e rs , s h a ll w e?
title . H ow a b o u t M ic h e la n g e lo and
Mandy:
Track 24
Farouk:
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:
o r d e r ... th e r e s n o th in g to d e c id e
do we have to do?
Edward:
W ell, th e p re s e n ta tio n s te n m in u te s
th e c o n c lu s io n . O bviously, o n e o f my
lo n g , s o we s h o u ld p ro b a b ly have a
s lid e s g o e s a t th e b e g in n in g and th e
Mandy:
m a x im u m o f s ix s lid e s ... R e m e m b e r
o th e r o n e a t th e e nd. E d w a rd s s lid e ,
th a t B e th s a lre a d y g o t tw o s lid e s
a b o u t B o ttic e lli.
go a fte r B e th s and M a n d y s. W h a t we
W ell, w hy d o n t we do tw o s lid e s
need to d e c id e is w h ich a r t is t sh o u ld
e a ch ... t h a t d be e ig h t, in c lu d in g th e
in tro d u c tio n and th e c o n c lu s io n ?
Edward:
Farouk:
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
e v e ry o n e s h e ard o f h im . M aybe he
s lid e s ?
s h o u ld go firs t. W h a t do you th in k ,
B e th ?
Beth:
th e s u m m a ry a t th e e nd. W h a t d o you
G re a t. I'd lik e to ta lk a b o u t
firs t.
Edward:
th a t? W hen w a s M ic h e la n g e lo b o rn ?
Fine. So I c o u ld do a c o u p le o f s lid e s
Mandy:
In 1 4 7 5 .
s h o w in g how M ic h e la n g e lo and
Edward:
Beth:
In 1 4 4 5 .
d iffe re n t.
Edward:
Track 23
Beth:
We w a n t th e p re s e n ta tio n to lo o k as
Track 25
if i t s b een m a d e by a te a m , d o n 't w e,
Tutor:
OK, so is n t it s e n s ib le to p u t th e a r tis t
w ho w a s born e a rlie r firs t? W ho w as
q u ite a lo t o f re a d in g a b o u t th e m .
Edward:
U m m ... I m n o t s u re th a t ju s t b e in g
fa m o u s is a goo d re a s o n to p u t him
th in k ?
Mandy:
W ell, M ic h e la n g e lo is m o re fa m o u s
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
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:
o f th e s e d a n g e rs u n d e r s e p a ra te title s .
to e xp la in th e d a n g e rs o f u s in g m o b ile
p h o n e s.
Tutor:
Anne-Marie:
Track 27
Tutor:
Harry:
Tutor:
Yes. B ut te n m in u te s in to ta l, in clu d in g
we th in k i t s im p o rta n t to u n d e rs ta n d
th re e m in u te s fo r q u e s tio n s . So y o u ll
th e d a n g e rs o f m o b ile s . Then on th e
only ta lk fo r seven m in u te s .
Anne-Marie:
T h a ts only tw o m in u te s e ach! We w o n t
d iffe re n t ty p e s o f d a n g e r and th e n on
th e la s t s lid e w e re g o in g to s u g g e s t
Harry:
Tutor:
use a m o b ile .
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
c o u ld p u t so m e im a g e s on your s lid e s
m ore d e ta il in th e n e xt p a rt.
th a t sh o w e xa m p le s , w ith o u t sp e n d in g
tim e ta lk in g a b o u t th e m .
d a n g e rs o f m o b ile p h o n e s , I th in k you
Laila:
Tutor:
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
Harry:
should be fo r 1 0 m in u te s, is th a t right?
b a la n c e s up th e a rg u m e n t a bit.
R ig h t... W e ll do th a t.
th e w h o le p re s e n ta tio n .
Harry:
OK, w e ll do th a t to o . T h a n ks a lo t fo r
Track 26
y o u r help.
Tutor:
Anne-Marie:
we sh o w you on yo u r c o m p u te r?
Tutor:
Review 1
Track 28
to add th e a d va n ta g e s o f u s in g m o b ile
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Tutor:
d e ta il?
b u t I th in k it s all a b it m ixed up a t th e
m o m e n t. I m ean, you've g o t dangers
like g e ttin g h e a d a ch e s in th e sam e
lis t a s having c a r a c c id e n ts and being
Track 29
1
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.
b u lle t p o in ts .
fo llo w w ith
M ic h e la n g e lo .
6
Unit 4
W ork
Tutor:
Track 30
1
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 .
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 .
Track 3 1
1
Track 33
I m Wei Long, b u t my A m erican frie n d s call m e W ill. I m a
b u s in e s s m a n in C a lifornia. B efore I ca m e to th e United
S ta te s , I stu d ie d a t a u n ive rsity in C hina. I g ra d u a te d
in in fo rm a tio n technology. B u t w hen I w as young,
even b e fo re I w e n t to university, I w o rke d in th e fa m ily
b u s in e s s . So my a m b itio n has always been to earn a
living th ro u g h tra d e . A fte r I g ra d u a te d , I w orked fo r my
fa th e r fo r a fe w years to g e t so m e exp e rie n ce and th e n I
s ta rte d my own sm a ll com pany. F irst I s e t up an o ffice in
C hina, and th e n I op e n e d a n o th e r o ffice in C a lifo rn ia . We
s e ll c o m p u te r p a rts fro m C hina, b e ca u se I know a lo t o f
p e o p le in th e c o m p u te r in d u s try th e re . I d o n t have any
s a le s m e n , b u t I have a re c e p tio n is t to look a fte r th e office
w h ile I m o u t on s a le s trip s . I like be in g my own b o ss ... I
enjoy be in g a ble to m a ke all th e d e c is io n s m yself. I m ean,
I se ll m o s t o f my g o o d s to large c o rp o ra tio n s and I th in k
I'd find it very d iffic u lt to w o rk in a big com pany.
Track 34
M y n a m e s K h a lid a h . I m a d o c to r in a b u sy h o s p ita l in
Lo n d o n . M y jo b is q u ite s tre s s fu l b e c a u s e I w o rk in th e
A c c id e n t and E m e rg e n cy u n it. O ur h o s p ita l is th e on ly
o n e in th e area w ith an A & E. So, a ll th e u rg e n t c a s e s
c o m e to us. M o s tly we se e p e o p le w h o have been in
c a r c ra s h e s o r had an a c c id e n t a t h o m e . W hen p eo ple
a rrive a t th e u n it, I have to s e e th e m firs t. I e x a m in e
th e m to fin d o u t w h a t's w ro n g and m a k e s u re w e give
th e m th e rig h t tre a tm e n t. W hen w e re s u re th e p a tie n ts
a re n t in any s e rio u s danger, th e n u rs e s p u t all th e
in fo rm a tio n in th e ir p e rs o n a l re c o rd s and fin d th e m a
bed if th e y 're s ta v in g in h o s p ita l, o r a rra n g e fo r th e m to
go h o m e if th e y d o n t nee d to stay.
Track 35
to d a y Ill be ta lk in g a b o u t jo b fu lfilm e n t.
6
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
Track 36
Audio scripts
Kate:
o th e r s id e ?
Tony:
Kate:
Tony:
Max:
th a t. B u t we c a n t a lw ays p re v e n t tro u b le , s o a n o th e r
d is a d v a n ta g e o f th e iob is th e d a n g e r... I m e a n , we
Suzy:
W ell, I m n o t g o in g th e re . B ut I can
te ll you w h e re it is. Look over th e re
a tta c k us.
Track 37
Max:
Kate:
Tony:
W ell, th e n e a re s t b u s s to p is ju s t
fo r e x a m p le s o m e tim e s th e w o rk s fu n , e s p e c ia lly
a c ro s s th e road fro m th e S tu d e n t
Union b u ild in g .
6
Kate:
b ig g e s t a d v a n ta g e is th e jo b s a tis fa c tio n . S p e a k in g fo r
m yse lf, w o u ld say I g e t th e m o s t jo b s a tis fa c tio n w hen
I h e lp s o m e o n e o r s o lv e a p ro b le m in a co m m u n ity .
Suzy:
th in k Id be g o o d a t th a t.
ne xt door.
Track 39
Unit 5
Tom:
Hey, S andra, h o w s it g o in g? W h a t do
you th in k o f th e c a m p u s ?
Sandra:
Track 38
Tom:
Max:
Tony:
Max:
Tony:
Sandra:
m e e t vo u r frie n d s th e re .
is it?
Tom:
m e a n s y o u 'v e g o t so m e w h e re to c h a t
o th e r sid e o f th e w o o d .
w ith o u t u p s e ttin g p e o p le w ho w a n t to
study. I c a n t c o n c e n tra te w hen o th e r
2
Kate:
Suzy:
Kate:
help m e?
Yes, o f co u rs e . W h a t is it?
flo o r.
Sandra:
le c tu re th e a tre is?
Tom:
Sandra:
100
Unit 5
Tom:
Lily:
Chen:
d o n t w e?
fo u r p e o p le o u r h o u se . So it te n d s to
Sandra:
o u t?
Lily:
S ure, no p ro b le m . S h a ll I te ll you a b o u t
play fo o tb a ll on th e p itch n e x t to th e
Chen:
Lily:
OK, th e n , le ts lo o k a t th e p lan o f th e
tim e a ro u n d th e re .
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
Track 40
Vicky:
Pedro:
on th e o th e r s id e o f th e b u ild in g th e re 's
a ro u n d b e fo re .
th e lib ra ry c a fe . T h a t p a rt o f th e lib ra ry
to s tu d y w ith frie n d s .
Chen:
th e d iffe re n t fo o d o u tle ts on c a m p u s.
B u t I d o n t know w h e re to fin d th e m .
Vicky:
Pedro:
Vicky:
Pedro:
Lily:
th e m . T here re a lly a re lo ts o f p la c e s to
zo n e . As you c o m e o u t o f th e lift, or
e a t on c a m p u s . To s ta r t w ith , th e r e s
up th e s ta irs , y o u ll s e e a s e c tio n
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
a h o t b re a k fa s t, t h a t s th e p la ce to go.
OK. So w h e re a b o u ts is it?
[fa d e ]
I t s n e x t to th e th e a tre , ju s t b e tw e e n
th e b u s s to p and th e s h o p s . B u t, if
Track 42
y o u re m o re in to fa s t fo o d , like b u rg e rs
Chen:
y iy ;
frie d c h ic k e n , th e r e s a huge fa s t fo o d
on fo o d c o u ld be u n d e r co o ke ry, o r th e y
hall in th e m id d le o f th e c a m p u s .
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 .
Chen:
to m e e t y o u r frie n d s . T h e re s a lw ays
|j|y ;
W here do I do th a t?
Its e a s y ... th e re are lo ts o f c o m p u te rs in
m u s ic and p le n ty o f c h a t.
th e lib ra ry fo r th a t.
Pedro:
S o u n d s like m y kind o f p la ce !
Chen:
Vicky:
B u t if you ju s t w a n t a q u ie t p la ce to
L iiy;
Pedro:
I re a lly p re fe r to s tu d y a lo n e . Is th e re
an yw h ere in th e lib ra ry I ca n go?
OK, I se e .
R ight, you lo o k up th e title firs t. W hen
y o u ve fo u n d th e b o o k , y o u ll s e e it h a s a
a s n a c k b a r bv th e la k e . It h a s wi-fi
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.
a n o te o f th e c la s s m a rk ... th e n lo o k it up
Track 4 1
Chen:
43
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
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
Chen:
Track 47
security. W e lco m e to th is ve ry s h o rt ta lk a b o u t
Unit 6
Staying safe
Track 44
And now fo r s o m e local new s ... W hen th e re c e p tio n is t
arrive d a t G oodm ead P rim a ry sch o o l on M onday, she
fo u n d th a t s o m e o n e had broken in to th e o ffice and
s to le n severa l la p to p s , so sh e ca lle d th e p o lic e . They
ca m e to lo o k a t th e c rim e s c e n e s tra ig h t away and
a d vise d her to m ake su re she locked up th e o ffice
every e ve ning in fu tu re . They a lso s u g g e s te d th a t she
in A u s tra lia , th e e m e rg e n cy n u m b e r is c o m p le te ly
d iffe re n t. It's 0 0 0 .
In Germany, th e e m e rg e ncy n u m b e r is th e sa m e as
th e re s t o f Europe. T h a 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 .
Track 48
p re v e n t c rim e , b u t to m ake su re y o u re s a fe tw e n ty fo u r
th e m to c o u rt in th e n e xt fe w days.
h o u rs a day.
Track 45
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
1.02
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
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
th e d iffe re n t w rite rs .
Carl:
M artha:
id e a s in a n o te b o o k . Its v e ry old
d a n g e ro u s p la ce fo r in d iv id u a ls , b u t th e re h a s b een an
fa s h io n e d , is n t it?
in c re a s e in h a n d b a g th e ft in re c e n t y e a rs ... So keep
Carl:
s o ftw a re fro m th e in te rn e t. It le ts m e
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,
s e rio u s p ro b le m th ro u g h o u t.
E n riq u e?
Enrique:
Track 50
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
s a m e . A n o th e r th in g you s h o u ld be c a re fu l o f, is n o t to
Jenny:
U m m m ... I m in th e m id d le , really. I
go to lo n e ly p la c e s a t n ig h t. B u t, o f c o u rs e , t h a t s th e
mv PC and m ake n o te s on th e m th e re .
ta k e yo u r m o n e y o u t o f a c a s h m a c h in e . S o m e tim e s ,
you fin d th a t th ie v e s s ta n d v e ry c lo s e to p e o p le a t ca sh
Track 53
m a c h in e s and ta k e th e ir m o n e y a s it c o m e s o u t.
Chen:
Track 51
Lesley:
Am I re a d y? I d o n t kn o w ... Ive
re m e m b e r a n y th in g a t th e m o m e n t. You
on an organized to u r w ith a g ro u p o f p e o p le . T h is is
know , I g e t re a d y fo r e x a m s by p la n n in g
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 .
we had a to u r g u id e w h o s p o k e th e lo ca l la n g u a g e and
B u t ju s t b e fo re an e xa m , my m in d g o e s
kn e w th e are a . In fa c t, I re m e m b e r now, s h e w a rn e d us
b la n k!
Chen:
e ith e r, w o u ld you?
a b o u t it in a p s y c h o lo g y le c tu re . W h a t
you do is p u t to g e th e r p ic tu re s in vo u r
m in d o f th e d iffe re n t th in g s vou w a n t to
Unit 7
I h a d n t h e a rd o f th a t. It s o u n d s like
fu n . Do you do th a t, to o , In d ira ?
Track 52
Indira:
W ell, I trie d it o n ce , b u t it d id n t he lp
Carl:
Hi, M a rth a , h o w s th e e s s a y g o in g?
M artha:
th e r e s a lo t o f re a d in g . Its d iffic u lt to
m e m u ch . I re m e m b e r th in g s by
ta lk in g , c o s I have to be a b le to h e a r
Mac:
y e a rs le c tu re n o te s firs t. I m e an, th e
It's e a s ie r fo r m e to c o n c e n tra te if I
Gerry:
th in g s fo r exa m s, M a rk?
Mark:
I th in k it s b e tte r to go th ro u g h th is
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
le c tu re rs te ll us n o t to do la s t m in u te
th in k th e y ll te ll us e x a ctly w h a t th e
to p ic s w ill be.
re v is io n , b u t it w o rk s w ell fo r m e.
Barbara:
Track 54
I th in k it s a good idea to a s k th e m , ju s t
to know w h a t to fo c u s on. So w h a ts
Excuse m e.
Receptionist:
Yes?
Student:
Can I ta k e my ph o n e in to th e exam , if I
Student:
Gerry:
idea.
sw itc h it o ff?
Receptionist:
Barbara:
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
Student:
Receptionist:
th e m in th e exam .
Mac:
in th e d o o rs . J u s t lo ck th e d o o r and
Gerry:
Mac:
re m e m b e re d th e m ain id e a s, we can
Barbara:
s a m e n u m b e r as my id e n tity ca rd ?
Yes, t h a ts rig h t ... th e s a m e num ber.
CD 2
Student:
So w here s h o u ld I lo o k fo r it?
Track 01
Receptionist:
Receptionist:
Tutor:
d e sk.
Student:
Receptionist:
No p ro b le m . Good luck.
Track 55
Mac:
you g e t in to an exam ?
Hi guys. Is everyone s e t to s tu d y fo r
Gerry:
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
we c o u ld do. I m ean we c o u ld s ta r t
Gerry:
by lo o k in g a t o ld exam p a p e rs , o r we
c o u ld go th ro u g h all th e le c tu re n o te s
fo r each su b je c t. W h a t do you th in k ?
104
Tutor:
th e m ? I m n o t su re w here to s ta rt,
Barbara:
M o rn in g , eve ryo n e . I th o u g h t w e d g e t
to g e th e r to d a y and ju s t ta lk a b o u t
W rite vo u r e x a m in a tio n n u m b e r on th e
a n s w e r s h e e t?
Tutor:
W ell, it m ig h t so u n d o b vio u s, b u t
w ritin g yo u r e x a m in a tio n n u m b e r a t
U n its
th e b e g in n in g o f th e exam ca n be a
good id e a . A p a rt fro m m a k in g s u re th e
Track 03
Tutor:
e x a m in e r k n o w s w h o w ro te th e e xa m ,
ca n a n yo n e say w hy?
Mac:
Tutor:
Yes, t h a t s rig h t. D o in g s o m e th in g e a sy
c e n t o f th e m a rk s , you s till lo s e th e
o th e r s e v e n ty p e r c e n t on th a t exam .
Gerry:
like th a t g iv e s you a c h a n c e to ca lm
Read th e q u e s tio n s c a re fu lly ?
Tutor:
tim e to a n s w e r it properly.
Tutor:
Tutor:
give us y o u r m a in id e a s , we ca n give
you s o m e m a rk s .
Barbara:
d id n 't g e t round to th e o th e r tw o. I d id n t
q u e s tio n s , o r o n ly s o m e . W h a t o th e r
c h e c k b e fo re you s ta rt?
Gerry:
Tutor:
w h a t s h o u ld you do?
Mac:
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.
Track 02
OK. W h a t do you do n e xt?
Barbara:
Read th e q u e s tio n s ?
Tutor:
Gerry:
Yeah, b u t you d o n t w a n t to s p e n d to o
m u ch tim e w ritin g n o te s .
Tutor:
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 .
Track 05
Interviewer:
O nce w e ve d e c id e d , is it b e tte r ju s t
to s ta r t a t th e b e g in n in g and a n s w e r
th e q u e s tio n s a s th e y a p p e a r on th e
e x a m ? Or s h o u ld we s ta r t w ith th e e a sy
q u e s tio n s ?
Gerry:
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 .
C ould you te ll m e s o m e th in g a b o u t w ho
d o e s th e s h o p p in g in y o u r fa m ily ?
s tu d ie d m o s t.
Barbara:
Track 04
Tutor:
Mac:
Unit 8
Miriam :
O f c o u rs e . W ell, in a way, it d e p e n d s
on w h a t k in d o f s h o p p in g you m e a n .
T here are fo u r p e o p le in m y fa m ily b u t
o n ly tw o o f us a c tu a lly go s h o p p in g . I
th in k w e 're lik e m o s t fa m ilie s , really. I
m e a n , my m o th e r a lw ays b u ys th e fo o d .
S h e s v e ry o rg a n iz e d , you know , sh e
a lw ays m a k e s a s h o p p in g lis t b e fo re
sh e g o e s o u t. S he says i t s a good
way to save m oney. Anyway, s h e g o e s
to th e s u p e rm a rk e t o n ce a w e e k and
g e ts e v e ry th in g we ne e d . M y fa th e r and
Audio scripts
105
b ro th e r h a rd ly ever go to th e s h o p s ,
b u t I love s h o p p in g ! i m th e p e rso n
in o u r fa m ily w ho g o e s s h o p p in g th e
m o s t. I ju s t love to go to th e s h o p p in g
m all w ith my frie n d s . S o m e tim e s , I buy
c lo th e s on th e s p u r o f th e m o m e n t, you
know, w ith o u t p la n n in g to . B u t q u ite
o fte n , w hen I g e t h o m e I d o n t re a lly
like w h a t 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 06
Track 0 8
Good e ve n ing eve ryo n e . T his e ve n ing , I m go ing
c o n tin u e la s t w e e k s le c tu re by ta lk in g m ore a b o u t
how p e o p le sp e n d th e ir money. F irst o f a ll, I m going
to co m p a re how p e o p le o f d iffe re n t age g ro u p s spend
th e ir ca sh . You p ro b a b ly know th a t th e re 's a lo t o f
d iffe re n c e be tw e e n w h a t young p e o p le do w ith th e ir
money, how fa m ilie s s p e n d th e ir m oney and w h a t m ore
m a tu re p e o p le do. S econdly, I w a n t us to th in k a b o u t
w h a t we im a g in e m en and w o m e n sp e n d th e ir m oney
on. And th e n , 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
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
w e ll lo o k a t w ho n o rm a lly d o e s th e s h o p p in g . Yes,
sense?
Track 07
H ello. Good to se e you all here. T his a fte rn o o n I m
Track 09
R ight, w ell, I fo u n d th a t th e firs t g ro u p , th a 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
g o in g to ta lk a b o u t a re c e n t survey in to m e n s and
... I th o u g h t th e y d sp e n d th e ir m oney on g a rd e n in g
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
106
Track 10
So, w h a t did we th in k a b o u t how m en and w om en
s p e n d th e ir m oney? OK ... W ell, we th o u g h t th a t young
w o m e n w o u ld sp e n d a lo t on c lo th e s and s h o e s , and
th a t yo u n g m en w o u ld buy m ore e le c tro n ic e q u ip m e n t
and c a rs . W ell, w hen we lo o k a t th e fig u re s we can see
th a t we w ere rig h t a b o u t th e m en. Young m en spen d
tw ic e as m uch as w o m e n on c a rs and c o m p u te rs .
B ut ... and th is is in te re s tin g ... we w ere w ro ng a b o u t
th e w o m e n . I w as s u rp ris e d to fin d th a t young w om en
s p e n d m uch m ore on b e a u ty tre a tm e n ts th a n th e y do
on c lo th e s and s h o e s . So w e ll have to th in k a b o u t th a t
a gain. And th e r e s a n o th e r in te re s tin g fa c t a b o u t young
Unit 9
w o m e n ... It lo o k s a s th o u g h yo u n g w o m e n are m uch
m o re c o n c e rn e d a b o u t th e ir d ie t th a n m e n . We fo u n d
Track 13
Martin:
th a t a lth o u g h vo u n g w o m e n d o n t sp e n d a s m u ch as
m en on e a tin g o u t, th e y do s p e n d a lo t m o re on o rg a n ic
Sally:
fo o d s th a n young m en.
W ell, a t th e m o m e n t I m tra in in g to be
a p riv a te p ilo t.
Martin:
Sally:
Unit 9
a p la n e , e ve r s in c e I w a s a little g irl.
Martin:
Track 11
Sally:
W ow! Is n t it e x p e n s iv e ?
E r r ..., ye a h , b u t i t s w o rth it ... I t s
an a m a z in g e x p e rie n c e . B u t w h a t
Karl:
Hi Trudy. W h a t a re you d o in g th is
w e e k e n d ? I'm g o in g s w im m in g , dow n
a t th e b e a ch .
Trudy:
le is u re ?
Martin:
h ockey in my s p a re tim e . I m c a p ta in o f
p ra c tis in g fo r th e m a ra th o n n e xt
th e c o lle g e te a m . So a t w e e k e n d s , we
tra v e l to g a m e s all o ve r th e s ta te .
No. N o t m e!
Sally:
B u t th a t s o u n d s fu n . Do you e njo y
Martin:
Yeah, I do.
le a d in g th e te a m ?
B
Hillary:
Karl:
Track 14
film on.
Judy:
Hi, S te ve . W h a t a re you d o in g ?
Steve:
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 ,
Judy:
have you g o t s o fa r?
Steve:
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 .
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 .
Judy:
Steve:
D
Trudy:
Judy:
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
Steve:
Judy:
O f c o u rs e I am . W o u ld n t m is s it!
The U n ite d S ta te s .
M m m m ... and how did you g e t it? Do
you kn o w s o m e o n e in th e S ta te s ?
e ve n in g . I h ope y o u re s till c o m in g .
Trudy:
Do you w a n t to c o m e a lo n g ?
Hillary:
Steve:
Track 12
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 .
1 fry fry
2
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
Judy:
Steve:
1967
Judy:
Steve:
Judy:
C ool!
Track 15
Adm inistrator:
Audio scripts
107
Andrew:
Victoria:
Mark:
d o e s n t it?
m o n th .
Andrew:
OK. L e ts do th a t th e n .
Administrator:
Andrew:
Administrator:
Andrew:
M e tc a lfe .
Administrator:
Track 17
Andrew:
M-E-T-C-A-L-F-E
Mark:
Administrator:
M-E-T-C-A-L-F-E, w ith an e .
s tre e t d a n ce ?
Victoria:
No, I h a v e n t, really.
Andrew.
Mark:
Its th e c h e a p e s t. It o nly c o s ts 5 .
Victoria:
M m m m ...
Andrew:
Yes, t h a t s right
Administrator:
Andrew:
Yup. I m 2 1
Administrator:
Andrew:
My a d d re s s is 4 3 A H ighbury S quare,
L ondon, W 1
Administrator:
Victoria:
Andrew:
Yes, my m o b ile is 0 7 2 0 9 5 7 1 3 2 4
Administrator:
b u t I w o u ld n t w a n t to jo in a club to do it.
Mark:
Victoria:
R unning?
I h a te ru n n in g . I m a fra id th e run n in g
h e a lth p ro b le m s ?
Andrew:
Mark:
Administrator:
Victoria:
c lim b e d b e fo re ?
Andrew:
Administrator:
Track 16
Victoria:
Mark:
Victoria:
te rm , b u t th e y s to p g o in g a fte r a fe w
jo in in g a club?
w e e k s . So th e y re le ft w ith a few
re g u la r m e m b e rs every year.
T h a t s o u n d s g o o d . I th in k Id like to
W ell, Im in te re s te d in several th in g s ,
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
n o t to o e xpensive.
Mark:
know ?
like d a n ce ?
Victoria:
and th e n u m b e r o f m e m b e rs . I m a fra id
How o fte n d o e s th e g ro u p m e e t?
Track 18
Mark:
c o s ts 2 0 . T h a ts q u ite e xp e n sive .
Victoria:
V ic to ria M a n d e ville .
Mark:
M-A-N-D-A-V-l-L
Victoria:
M e m b e rs h ip fe e s are o n ly 1 5 , b u t on
Mark:
th e o th e r hand it's g o t 1 0 0 m e m b e rs .
108
Unit 10
Victoria:
N in e te e n .
Mark:
And yo u r a d d re s s ?
Victoria:
M a n c h e s te r, M 4 6
free tim e on your hands. So how do you deal w ith it? Well,
Mark:
Victoria:
Mark:
c o n ta c t n u m b e r?
Victoria:
Mark:
Victoria:
Mark:
e m a il a d d re s s ?
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
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.
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
Work-life balance
Track 20
T h e ir h o lid a ys s ta r t a t th e b e g in n in g o f July.
L iste n again.
T h e ir h o lid a ys s ta r t a t th e b e g in n in g o f July.
Track 21
Track 23
If you lo o k a t th is c h a rt you can s e e how we p lan o u r
p ro je c ts . T h is o n e is a s u rv e y w e re w o rk in g on th is
ye a r a b o u t w h e re p e o p le lik e d to sh o p . OK? W ell, we
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
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
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.
fo r th e p ro je c t to be han d e d to th e c lie n t.
Track 24
In o u r co m p a n y we b e lie ve th a t o u r e m p lo y e e s are m ore
p ro d u ctive , you know, th e y w o rk be tte r, if th e y re happy.
N aturally, we have to m ake su re th e co m p a n y m a k e s a
p ro fit, b u t a t th e s a m e tim e we need to th in k a b o u t th e
physical and m e n ta l h e a lth o f o u r e m p lo y e e s . We do
u n d e rs ta n d th a t th e y a re n 't ju s t w o rk in g m a c h in e s ...
So we have a p o licy o f h e lp in g th e m fin d a fa ir b a la n ce
betw e en th e ir w o rk and th e ir p riva te lives. W h a t we
call a w o rk-life b a la n ce . We do th is in several ways.
Firstly, we have a fa m ily frie n d ly policy, so p a re n ts can
Unit 11
Track 27
Conversation A
Sam :
Mick:
T h a ila n d ?
Sam:
Track 25
Conversation B
Lisa:
Tony:
S ure. W h a ts it a b o u t?
Lisa:
W ell, I m re s e a rc h in g ty p e s o f h o u sin g
B e ca use we w a n t o u r e m p lo ye e s to be happy, we
a c ro s s th e w o rld and I th o u g h t 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
p re fe r to w o rk a t th e o ffic e . In fa c t, n e a rly h a lf co m e
Tony:
th e s a m e a s anyw here e ls e in th e
w o rld .
w h e re tw o p e o p le s h a re th e re s p o n s ib ilitie s fo r one
fu ll tim e jo b . Anyway, we fo u n d th a t o nly 5% o f o u r
Conversation C
Li Li:
Barbara:
It s g re a t! I m le a rn in g a b o u t th e
on th e w h o le . B u t w hen it c o m e s to w o rk in g p a rt-tim e ,
we w ere s u rp ris e d to fin d th a t 27% o f o u r e m p lo y e e s
110
on
Thai fo o d w as th e s a m e a s C hinese.
Mick:
W ell, I m th in k in g o f d o in g a p ro je c t
you
ask?
lan g ua g e p ro je c t g oing?
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
fa c t, w ou ld like to w o rk fro m h o m e .
speak?
Unit 11
Li Li;
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 ?
C h in e s e fro m d iffe re n t re g io n s .
Barbara:
M eena:
W ow! T h a ts a m a zin g !
Conversation
Debbie:
b re a d w ith le n tils .
A m ira ... I m d o in g a p ro je c t on n a tio n a l
Chen:
c o s tu m e s . Do you have o n e in th e
w ith n o o d le s o r rice a n d v e g e ta b le s
E m ira te s ?
Amira:
fo r b re a k fa s t. So w h a t do you have fo r
lu n ch , B a rb a ra ?
Barbara:
b a s ic a lly a lo n g b la c k d re s s , b u t we
in In d ia is n t it?
Meena:
Oh. I th in k i t s lovely.
lu n ch in In d ia .
Chen:
n o o d le s o u p , and a m a in c o u rs e .
Barbara:
have you
OK. So ... w h a t
Tony:
U m m m ... W ell, I fo u n d th a t in s o m e
fo u n d o u t?
v e g e ta b le s .
c o u n trie s i t s m o re c o m m o n to ta lk in
Track 30
p u b lic th a n o th e rs . For e x a m p le , p e o p le
Am ira:
m a rria g e c u s to m s ?
M eena:
Am ira:
m u ch m o re o p e n . They c h a t to p e o p le
on b u s e s , in s h o p s , in re s ta u ra n ts .
a b o u t In d ia . How a b o u t you?
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
n o rth e rn E u ro p e a n s ?
W ell, it d o e s lo o k th a t way, even in th e
p e o p le in India m e e t in th e fir s t p la ce ?
Meena:
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
th e s o u th c h a t m u ch m o re to each
M m m m ... it d o e s s o u n d in te re s tin g .
th e g ro o m have to g ive a n y th in g to th e
go o d to p ic .
Track 29
M eena:
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:
o th e r in p u b lic .
Meena:
Hi, M e e n a . S h a ll we have a lo o k a t
th e m a te ria l fo r o u r p re s e n ta tio n on
ta lk to p e o p le th e y d o n t know , b u t th e
Tutor:
We have o u r m a in m e a l in th e e ve n ing
Tom:
Tutor:
[p a u s e ]. W h a t do you th in k ?
Track 28
Tony:
Debbie:
Amira:
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,
c u s to m s in India in re c e n t ye a rs?
Audio scripts
111
Meena:
Amira:
Meena:
in te re s tin g th in g we d iscovere d is th a t
pe o p le fro m India s tu d y ab ro a d th e s e
in so m e c o u n trie s , p eople c e le b ra te th e
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
w hen th e y g e t m a rrie d ?
c e le b ra te d a t th e h o tte s t tim e o f th e
T h a ts a n o th e r th in g th a ts changing.
Track 3 3
Tutor:
Track 3 1
Tutor:
Alice:
Jack:
Tutor:
Alice:
Jack:
lo o kin g a t th e to p ic o f yo u r p ro je c t? So,
W ell, we th o u g h t w e d co m p a re
pe o p le s p la s h in g each o th e r w ith
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
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 ?
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
p u rp o s e s . For in s ta n c e , we fo u n d th a t,
a c tu a l fe s tiv a ls and th e n lo o k in g fo r
s im ila ritie s betw een c o u n trie s th a t are
Tutor:
Jack:
Good m o rn in g . S hall we s ta r t by
Alice:
q u ite fa r a p a rt.
o u t is th a t th e s e w a te r fe s tiv a ls
o fte n c e le b ra te th e b e g inn in g o f
in to th e C arnival?
c e le b ra tio n s h u n d re d s o f ye a rs ago
b e fo re th e ca rn iv a l. So ... u m m up
be tw e e n th e carnival and th e s e a s o n s .
to now, w e ve fo u n d th a t th e carnival
For in s ta n c e , s o m e re s e a rc h e rs say
p e o p le used to p u t on c o lo u rfu l m a s k s
im p o rta n t p a rt in th e c e le b ra tio n s .
and c o s tu m e s a t th e b e g in n in g o f th e
year to c e le b ra te th e end o f w inter. And
th e n th e y could g e t ready fo r sp rin g .
Unit 12
Track 3 2
112
Track 3 4
Tutor:
Alice:
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
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
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 ,
H e lic o p te rs a re u se d m o s tly to tr a n s p o rt e m p lo y e e s to
p la ce in 1 9 3 0 , and in 1 9 3 4 it w e n t dow n to a d e p th
o f n e a rly a th o u s a n d m e te rs , w h ic h w a s im p re s s iv e
if you lo o k u n d e rn e a th th a t, a t th e v e ry b o tto m o f th e
T h e s e s u p p o rt th e re s t o f th e p la tfo rm . T h e s e m e ta l
room fo r th e re s e a rc h e rs to m ove a ro u n d . So th e n e xt
a s m a ll m a n n e d s u b m a rin e , in v e n te d in th e 1 9 4 0 s . The
g o in g to d e s c rib e is on th e o th e r s id e , ju s t a b o ve th e
d iffe re n c e b e tw e e n th e tw o w a s th a t th e b a th y s c a p h e
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.
d e p th o f t e n th o u s a n d m e te rs in 1 9 6 0 . S in ce th e n
c ra n e s in th e d ia g ra m .
a new re co rd h a s b een s e t by J a m e s C a m e ro n , w ho
d e s c e n d e d to a d e p th o f e le ve n th o u s a n d m e tre s fo r
Track 3 5
S o m e e x p e rts b e lie ve th a t if we knew how to c o n tro l th e
p o w e r o f th e se a , w e c o u ld g e n e ra te e n o u g h e le c tric ity
th e fir s t tim e in 2 0 1 2 .
Track 3 7
fo r th e w h o le w o rld . B ut, in th is ta lk , I m g o in g to fo c u s
So le 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
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
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
th e p o w e r s o u rc e th a t ta k e s th e s u b all th e way to
d ro p p e d aga in in 2 0 0 9 to o n ly tw o m e g a w a tts . T h is w as
b e c a u s e oil p rice s fe ll a g a in , so th e re w a s le s s in te re s t
a g a in. N e xt to th a t th e r e s a n o th e r im p o rta n t p a rt o f
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
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
in 2 0 1 4 .
Track 3 6
G ood e ve ning. M y ta lk th is e v e n in g w ill c o v e r th re e m a in
th e m e s . F irst, I'll o u tlin e a tim e lin e o f ho w d e e p sea
dra w in g .
Track 3 8
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
re s e a rc h .
I th in k o n e o f th e ju s tific a tio n s fo r s p e n d in g s o m u ch
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
p re fe r a fa m ily h o te l on a fa rm ?
b e h a v e s . T h is c o u ld have im p o rta n t c o n s e q u e n c e s
fo r p re d ic tin g e a rth q u a k e s and s a v in g liv e s th ro u g h
W illiam :
Travel Agent:
spa.
e a rly w a rn in g s y s te m s . A n o th e r re a s o n th is ty p e o f
re s e a rc h is c o n s id e re d v a lu a b le is th a t by e x p lo rin g
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
W illiam :
No. Id like to go so m e w h e re in th e
a d v a n ta g e s . So th e a n s w e r is, y e s. In th e lo n g run
th is k in d o f e x p lo ra tio n ca n b e n e fit b o th th e o rd in a ry
go fo r w a lks.
Travel Agent:
OK ... th e n it w o n t be th e Ocean
W aves R e so rt. F arm house Getaways
is a fa m ily run h o te l in th e country,
b u t i t s n o t a spa. How d o e s S p a rklin g
Review 4
Track 3 9
1
A rabic is o n e o f th e m o s t d iffic u lt la n g ua g e s to
W illiam :
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.
Travel Agent:
lea rn .
and w o o d s nearby.
E xcellent.
Questions 4 7
Track 4 1
to u n d e rs ta n d each other.
Travel agent:
Practice test
Section 1
Questions 1 - 3
Track 4 0
Travel Agent:
W illiam :
Oh, ye s. Good m o rn in g . I m lo o k in g fo r
a h o te l fo r a long w e ekend.
Travel Agent:
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 :
th is tim e .
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
114
W illiam :
Travel Agent:
Travel Agent:
W illiam :
n u m b e r fo r you?
o ne. I t s 0 7 6 3 2 1 1 2 2 5 4 .
Travel Agent:
07632 112250.
W illiam :
No. I t s 0 7 6 3 2 1 1 2 2 5 4 .
Travel Agent:
W illiam :
On th e w eekend o f th e 1 5 th June.
like to go?
Travel Agent:
William:
Travel Agent:
W illiam :
Travel agent:
1 9 th.
Travel Agent:
W illiam :
Travel Agent:
Practice test
W illiam :
It in c lu d e s b re a k fa s t and d in n e r and a
tre a tm e n t a day.
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.
Questions 8 - 1 0
Track 4 2
Travel Agent:
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 .
Travel Agent:
W illiam :
m o b ile p h o n e , b u t th e re is n t a lw ays a
Questions 1 4 - 1 7
Track 4 4
s ig n a l.
Oh, ye s, p le a s e . I have m a p s on my
g a rd e n c e n tre .
Travel Agent:
have h e re a t th e m u s e u m , I m g o in g to te ll you a b o u t
th e ra ilw a y c ro s s in g and th e n y o u ll
m o re to o u r o ld e r v is ito rs . T h e re 's o n e a b o u t th e
h is to ry o f a v ia tio n , how p la n e s d e v e lo p e d o ve r th e
th e rig h t y o u ll s e e th e s c h o o l. Its ju s t
y e a rs . O ld e r v is ito rs m a y even be a b le to re m e m b e r
s o m e o f th e e a rlie r p la n e s on d isp la y. A n o th e r
W illiam :
So th e s c h o o ls b e fo re th e bridge.
Travel Agent:
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
th e fie ld s . On y o u r le ft, b e tw e e n th e
we m u s tn t fo rg e t th e te e n a g e r s . T h e re a re lo ts o f
e x h ib itio n s to in te re s t th e m , b u t m y fa v o u rite o n e is
v e g e ta b le g a rd e n s . J u s t ke e p g o in g
dow n th e road to th e e n d . It le a d s
p h y s ic s w o rk s . I t s a fu n e x h ib itio n w ith p le n ty o f
s tra ig h t in to th e c a r p a rk a t th e s p a .
road.
Its b rillia n t.
W illiam :
T h a n k you v e ry m u ch fo r yo u r he lp .
Travel Agent:
Questions 1 8 - 2 0
Track 4 5
M o s t o f o u r e x h ib itio n s are fre e , b u t you w ill n eed a
Section 2
Questions 1 1 - 1 3
Track 4 3
Good m o rn in g . W e lco m e to th e S cie n c e M u s e u m .
T h e re 's so m uch to do h e re , you c o u ld sp e n d all day
g o in g fro m on e e x h ib itio n to a n o th e r. B u t if yo u r tim e
is lim ite d , 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
Section 3
Questions 2 1 - 2 3
Track 4 6
Tutor:
So w h a ts th e su rve y a b o u t, Tom?
Tom:
I t s a b o u t w here s tu d e n ts w a n t to live
and how th e y c h o o s e . B asically, th e ir
a c c o m m o d a tio n p re fe re n c e s . W 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:
Monica:
Is th a t to o many?
Tutor:
Monica:
Monica:
And, w h a t do you th in k a b o u t a s k in g
Tutor:
m ore q u e s tio n s a b o u t c o s t?
a b o u t c o s t. B u t you co uld a s k a co u p le
m o re q u e s tio n s a b o u t th e re a so n s fo r
s tu d e n ts d e c is io n s .
Monica:
So we sh o u ld a s k s o m e m ore
Tutor:
Tom:
T h a n k you.
Questions 2 7 - 3 0
Track 4 8
Tom:
s to p th in k in g a b o u t th e ir a n sw e rs.
R ight, so we need to th in k a b o u t th a t
you th in k we co u ld use th e m ?
Tutor:
Monica:
th re e q u e s tio n s ?
Tutor:
U m m m ... w e ve a lre a d y g o t so m e
re s u lts fro m o u r firs t q u e s tio n n a ire . Do
Tom:
w 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.
th e m o s t e ffe c t: th e c o s t, th e n u m b e r
o f ro o m s in th e h o u se or fla t, o r th e
Tutor:
I'm s u rp ris e d a b o u t th a t. B ut w h a t
a b o u t th e d is ta n c e fro m th e u n ive rsity?
d is ta n c e fro m c a m p u s .
Tom:
Tom:
Tutor:
o u t?
to be c lo s e to ca m p u s .
Tom:
Tutor:
Tom:
Yeah, as we e x p e cte d , th e c o s t w as
s o m e w h e re w here th e y co u ld ca tc h a
th a n h a lf th e s tu d e n ts w ere c o n ce rn e d
w ith th e c o s t - 54% to be exact.
bus o r tra in .
Tutor:
M m m m ... th a t m a ke s s e n s e . And
w h a t a b o u t th e c o s t?
Tutor:
Questions 2 4 - 2 6
Track 4 7
Tutor:
Monica:
Tutor:
116
Section 4
Questions 3 1 - 3 4
Track 4 9
q u e s tio n s . As I s a id , 2 0 is re a lly to o
you.
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 .
Questions 3 5 - 3 7
Track 5 0
N ow I'd like to ta lk a b it a b o u t how g lo b a l w a rm in g ha s
a ffe c te d bird m ig ra tio n . O ne o f th e e ffe c ts o f g lo b al
w a rm in g h a s been to m a ke th e s p rin g c o m e e a rlie r in
th e n o rth e rn re g io n s o f th e w o rld . W hen s p rin g c o m e s
early, th e p la n ts and in s e c ts th a t b ird s n eed to brin g
up th e ir yo u n g are a ls o a v a ila b le e a rlie r. R e se a rch
ha s show n th a t q u ite a lo t o f b ird s have s ta rte d to
m ig ra te e a rlie r, b e c a u s e o f h ig h e r te m p e ra tu r e s . But,
u n fo rtu n a te ly fo r s o m e s p e c ie s , th is h a s n t bee n e a rly
e n o u g h . W h a t I m s a yin g is th a t b ird s th a t a re tra v e llin g
a lo n g way fo r b re e d in g m ay a rrive to o la te to find
en ou g h fo o d to fe e d th e ir yo u n g and th e ir p o p u la tio n
d ro p s d ra s tic a lly . S c ie n tis ts a re c u rre n tly re s e a rc h in g
m ore a b o u t th is .
Questions 3 8 - 4 0
Track 5 1
Now, I th o u g h t 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
Friends abroad
Unit 2
Part 1
Vocabulary
Vocabulary
E xe rcise 1
E xe rcise 1
d U n ite d A ra b E m ira te s
a Ja p a n
meat
dairy products
vegetables
fruit
lamb
cheese
potatoes
bananas
beef
milk
cabbage
pineapple
turkey
yoghurt
carrots
cherries
(UAE)
b E gypt
e P o rtu g a l
c M a la y s ia
E xe rcise 2
1 Japanese
3 E g y p tia n
5 P o rtu g u e s e
2 C h in e s e
4 Em i ra ti
6 M a la y s ia n
E xe rcise s 3, 4
1 4 .5 0
4 L is b o n / P o rtu g a l
2 B e ijin g / C h in a
5 16
3 UAE1880
Part 2
E xe rcise 2
2 U
5 U
8 C /U
3 C /U
6 C /U
9 C
4 C
7 U
1 0 C /U
i D
iii A
v B
ii E
iv C
E xe rcise 3
Skills development
E xercise 1
1 6 . 5 0 p .m .
3 B ritis h A irw a y s /
2 W e d n e s d a y 6 th J u ly
BA3025
Exercise 4
1 .3
kg
kilos
o f flour
grams o f s a lt
20
E xe rcise 2
g / grams o f su gar
2 I / litres o f m ilk
4 5 0 ml / millilitres of cooking
300
1 3 - th ir t e e n , 8 0 - e ig h ty , 4 0 - fo rty , 1 5 - fifte e n
oil
E xe rcise 3
1 14
3 50
2 40
4 1 6 .1 5
5 1 7 .3 0
Exercise 5
1 %
3 five eig h th s
2 tw o th irds
4 7/s
E xe rcise 4
i
ii c
Exercise 6
1 x/ i kilo - 5 0 0 g
E xe rcise 5
1 3 . 3 0 a .m .
3 A BIN G D O N
2 60
4 0 X 1 4 3H B
5 612744
2 17 12 1994
3 3 3 0 g - Vs kilo
3 1 3 PARK ROAD
VsI -
Exam practice
Exercise 1
1 D o u b le - k in g -s iz e d b e d
6 b r e a k fa s t
2 c
4 a
2 E dw ard F ra n c is
7 F riday 1 6 th A p ril
3d
5 h
3 2 3 C y p re s s
8 c
4 C B3 9NF
5 ta x i
118
200m l
B R IG H TO N , B N 4 0 4G R
Part 2
Part 3
Vs kilo
4 200g -
E xe rcise 6
1 H UA FANG
2 2 5 0 g - V4 kilo
9 b
10 c
Exercise 3
D, E, A, G, F, C, B
6 g
Units 1 -3
Part 2
E xe rcise 4
1 th e a p p le s
Skills development
E x e rc is e 1
2 (a p p le s ) w ith s u g a r
ii c
hi
iv b
3 b la c k b e r r ie s a n d a p p le s
4 (a) b a k in g d is h
E x e rc is e 2
1 a c o m p a r is o n
3 s im ila r
2 8
4 d iffe r e n t
7 o n to p / on to p o f f r u it
8 3 0 m in u te s
E x e rc is e 3
1 t it le b o x
E xe rcise 5
3 im a g e (s )
2 b u lle t p o in ts
1 d e e p fa t
4 ro a s t
2 h e a lth y
5 v e g e ta b le s
3 F rida y n ig h t
6 a t hom e
E x e rc is e 4
a, e
Part 3
Exam practice
Part 3
1 e a t p ro p e rly
5 - 7 f, a , b
2 im p ro v in g s itu a tio n
8 g o v e rn m e n t
S e c tio n 3
3 rig h t a m o u n t
9 s c h o o ls
1 -4
1 0 fa m ilie s / p a re n ts
4 c e re a ls
Exam practice
ii c
iv b
iii b
5 A d v a n ta g e s
Unit 3
Part 1
6 A c c id e n ts
Presentations
7 S u g g e s tio n s
Vocabulary
8 S e v e n m in u te s
9 Two m in u te s
E xe rcise 1
Id
4 c
3 b
2 a
1 0 s a m e s ty le
E xe rcise 2
2 p r e s e n ta tio n
p re s e n t
3 s u ggest
s u g g e s tio n
4 p ro je c t
p ro je c t
5 in fo r m
in fo r m a tio n
6 e x p la in
e x p la n a tio n
p re s e n t
Review 1
p ro je c to r
E x e rcis e 1
/e i/
/i:/
/e /
/a i/
E xe rcise 3
/iu :/
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 ?
Q
w
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 d w a rd : W e ll, I s u g g e s t y o u p re s e n t th e f ir s t p a rt,
F a ro u k. Y o u ve d o n e a lo t o f w o rk o n t h is p ro je c t,
a ft e r a ll.
F a ro u k: W e ll, O K . I ll s ta r t. B u t y o u v e g o t a lo t o f
V
E xe rcise 4
d ia g ra m : plan, g ra p h , c h a r t, ta b le
p ic tu re : im a g e , p h o to g r a p h , p a in tin g
la n g u a g e : F re n c h , A ra b ic , C h in e s e , Ita lia n
a d v a n ta g e s : p ro s , b e n e fits , g o o d p o in ts
E x e rc is e 2
1 B ritis h
4 a rriv a l
2 d e p a rtu re
5 in fo rm a tio n
3 flig h t
6 c o n n e c tio n
d is a d v a n ta g e s : b a d p o in ts , d a n g e rs , c o n s
Answer key
119
E xe rcise 4
E xe rcise 3
5 lo o k th ro u g h
1 o n io n s
5 beans
1 lo o k fo r
3 lo o k a t
2 flo u r U
6 c h e rrie s
2 lo o k a fte r
4 lo o k o v e r
3 p o ta to e s /U (e .g .
7 c o ffe e U
8 c h ic k e n (s )/U (fo o d )
m ashed)
4 m ilk U
E xercise
E xe rcise 5
1 lo o k th ro u g h
4 lo o k e d a t
2 lo o k fo r
5 lo o k a fte r
3 lo o k o v e r
1 o n e - o rd in a l n u m b e rs
2 in g re d ie n t - u n its o f w e ig h t
Part 2
3 d is h - m e a ls
E xe rcise 1
w h o - s e q u e n c e lin k in g w o rd s
Skills development
1 s tu d e n t s o c ie tie s
5 d o o r - synonym s
2 a la rg e c o rp o ra tio n
6 w i-fi - p la c e s to e a t
3 w o rk in g o u td o o r s
7 b e a n s - d rin k s
8 p an - c o o k in g m e th o d s
5 jo b s a tis fa c tio n
9 b a n a n a - v e g e ta b le s
6 fin d in g a jo b
1 0 e g g - d a i r y p ro d u c ts
E xe rcise 2
E xercise 5
1 c lu b s , a s s o c ia tio n s
1 T h e f ir s t th in g w e h a ve to d e c id e is o u r t o p ic .
2 c o m p a n y , b u s in e s s
2 S o , t h a t s fix e d th e n .
3 in th e o p e n air, o u ts id e
3 I th in k w e s h o u ld k e e p th e b lu e b u lle t p o in ts .
4 c o lle g e s , u n iv e rs itie s
5 fu lfilm e n t, e n jo y m e n t
Ive p u t a ll o u r s lid e s to g e th e r.
6 e m p lo y m e n t, w o rk
M ic h e la n g e lo .
6 M a k e s u re a ll th e s lid e s have th e s a m e s ty le .
E xe rcise
1 0
5 0
9 S
2 S
6S
10 0
3 0
7 S
4 0
8S
Unit 4
P a rt 1
E xe rcise 3
1 c lu b s
3 o u ts id e
5 fu lfilm e n t
2 com pany
4 u n iv e rs itie s
6 e m p lo y m e n t
E xe rcise 4
W ei L o n g :
A lic e :
9 b u s in e s s m a n
1 a fa rm
Work
Vocabulary
E xercise 1
2 f r u it
1 0 in fo rm a tio n te c h n o lo g y
3 c h ic k e n s
1 1 tra d e
4 (th e ) a n im a is
1 2 s m a ll c o m p a n y
5 sum m er
1 3 c o m p u te r p a rts
6 s u p e rm a rk e ts
1 4 re c e p tio n is t
7 lo c a l s h o p s
1 5 d e c is io n s
8 (th e )
1 6 b ig c o m p a n y
p u b lic
1 A = 3 , B = 1, C = 4 , D = 2
E xe rcise 5
E xercise 2
3 d o c to r
2 p o lic e o ffic e r
4 fa r m e r
P a rt 3
Exam practice
1 p o lic e o ffic e r
E xercise 3
120
2 c
1 f
1 b u s in e s s m a n
1 p ro d u c e
4 e a rn
2 s u p p ly , d e liv e r
5 tra d e
3 d e fe n d , g u a rd
6 ta k e
2 law
3 p ra c tic a l
c a re o f
4 tr a in in g
3d
Units 4 -6
5 -7
Part 3
e , c, a
w e ll-p a id
fa m o u s p e o p le / c e le b r itie s
Exam practice
1 A
7
8
9
2 B
1 0 (a) d e te c tiv e
3 E
4 C
Part 1
(s tu d e n t) ID c a rd
m akes a b e e p /
sound / beeps
5 o n lin e c a ta lo g u e
Unit 5
p la n
1 0 p r in ts a t ic k e t
6 a num ber
Vocabulary
E xe rc ise 1
1 lib ra ry
3 s p o r t s c e n tre
2 m e d ic a l c e n tre
4 h a lls o f re s id e n c e
Unit 6
Part 1
Staying safe
Vocabulary
E x e rc is e 1
E xe rc ise 2
1 s p o r t s c e n tre
3 s p o r t s c e n tre
2 m e d ic a l c e n tre
4 h a lls o f re s id e n c e (h a ll)
b re a k in to / , t h ie f / , g u n / , p ic k p o c k e t /
E x e rc is e 2
E xe rc ise 3
1 th ro u g h
3 r e s ta u r a n ts
5 u n til
2 T h e re
4 fo re ig n
6 tw e lfth
E xe rc ise 4
1 in to
4 b e h in d
2 fa r aw ay
5 b e tw e e n
3 o u ts id e
Noun
Verb
Adjective
crime
knife
gun
th ie f
gang
safe
steal
rob
attack
protect
break into
dangerous
careful
safe
E x e rc is e 3
1 b u rg la r, s to le (p a s t te n s e )
E xe rc ise 5
2 p ic k p o c k e t
1 E
3 C
2 D
4 B
Part 2
5 A
3 s h o p lif te r
4 g a n g , ro b b e r s (p lu ra l)
5 s a fe
Skills development
E xe rcise 1
E x e rc is e 4
1 th e rig h t
4 s tr a ig h t a h e a d o f yo u
ta k e to c o u r t
2 th e c o rn e r
5 M e d ic a l C e n tre
w a tc h o u t fo r
3 o p p o s ite
6 to th e la k e
c a ll th e p o lic e
lo c k u p
E xe rcise 2
c rim e s c e n e
1 o f th e w o o d
4 a c ro s s th e g re e n
2 th e f ir s t flo o r
5 S tu d e n t U n io n b u ild in g
3 ro u n d th e la k e
6 next
E xe rcise 3
E x e rc is e 5
1 b ro k e n in to
4 lo c k e d u p
2 c a lle d th e p o lic e
5 w a tc h o u t fo r
3 c rim e s c e n e
6 ta k e th e m t o c o u r t
1 g ro u n d flo o r
4 on ca m p u s
2 m e e t fr ie n d s
5 fo u r
E x e rc is e 7
3 f ir s t flo o r
6 p la y fo o tb a ll
W h e n th e r e c e p t io n is t a rriv e d a t G o o d m e a d P rim a ry
S c h o o l o n M o n d a y , s h e fo u n d t h a t s o m e o n e h a d
E xe rcise 4
1 D
b ro k e n in to th e o ffic e a n d s to le n s e v e ra l la p to p s , s o
2 A
3 B
s h e c a lle d th e p o lic e .
Answer key
121
Part 2
Skills development
E xe rcise 3
1 a c c o m m o d a tio n
E xercise 1
1 W h a t is th e m o s t c o m m o n c rim e in th e U K ?
2 W h a t tw o fo r m s o f th e f t d o e s th e p o lic e w o m a n
2 a c c id e n t
7 F e b ru a ry
3 lib ra ry
8 n e c e s s a ry
4 o p p o s ite
m e n tio n ?
3 W hy a re p e o p le in m o re d a n g e r w h e n th e y a re
6 W ednesday
9 re le v a n t
5 b u s in e s s
1 0 re s p o n s ib le
a b ro a d ?
4 W h a t s h o u ld p e o p le le a v e in th e h o te l on h o lid a y ?
5 W h a t k in d o f m o b ile is p o p u la r w ith th ie v e s ?
E xercise 2
1 th e ft
4 p a s s p o rt and m oney
2 ro b b e ry , b u rg la ry
5 s m a rt phone
E xe rcise 4
1 in , in
4 at
2 at
5 on
3 o n / a t, on
6 o p p o s ite , on
E xe rcise 5
1 S tu d e n t u n io n b u ild in g
3 (th e y ) d o n t k n o w
3 T e a c h in g b lo c k
2 L ib ra ry
c o u n tr y
E xe rcise 3
USA - 9 1 1 , A u s tra lia - 0 0 0 , G e rm a n y - 1 1 2 ,
In d ia - 1 0 0
Unit 7
E xe rcise 4
Part 1
Vocabulary
E xe rcise 1
E xercise 5
i
IV c
ii a
Part 3
1 te x t b o o k s
3 e x a m h a ll
2 te s t
4 re v is io n
E xe rcise 2
Exam practice
6 lo n e ly p la c e s
+ Y
+ er
y- + ier
more + adjective
irregular
2 h a n d b a g th e f t
7 c a s h m a c h in e s
later
faster
healthier
more interesting
worse
3 L a tin A m e ric a
8 c
slower
easier
more nervous
better
4 g u n c rim e
9 b
2 in te r e s tin g
6 la te
3 c le v e r
7 h e a lth y
4 n e rv o u s
8 bad
5 s lo w
9 good
1 In d ia
5 e x p e n s iv e je w e lle ry
cleverer
10 b
E xe rcise 3
Review 2
E xercise 1
E xe rcise 4
Trade
Occupation
Education
Transport
business
doctor
graduated
truck
shop
nurse
studied
deliver
firm
rescue worker
university
supply
company
police officer
S u g g e s te d a n s w e rs :
1 b e tte r
4 s lo w e r
2 h e a lth ie r
5 m o re n e rv o u s
3 m o re in te r e s tin g
E xe rcise 5
1 in te llig e n t, c o rre c tly
farmer
E xe rcise 2
122
1 at
3 a ro u n d
2 fo r
4 on
5 a fte r, in
4 u n u s u a lly , g o o d
5 e x tra o rd in a rily , h ig h
Units 7-8
Part 2
Skills development
3 O n e a d v a n ta g e o f s e lf-s e r v ic e is t h a t y o u c a n
c h o o s e y o u r o w n fo o d fr o m th e s h e lv e s .
E xe rc ise 1
1 b, d
2 c, d
3 a , c, d
4 M a n y y o u n g p e o p le in b ig c itie s g o to s h o p p in g
m a lls to m e e t t h e ir fr ie n d s .
5 F a rm e rs o fte n s e ll t h e ir f r u it a n d v e g e ta b le s fro m
E xe rc ise 2
IB
2D
3 A
m a rk e t s ta lls .
4 C
6 T h e s h o p a s s is t a n t h e lp e d th e c u s to m e r to fin d a
T s h ir t in th e c o lo u r th e y w a n te d .
E xe rc ise 3
1 re v is io n tim e t a b le
E x e rc is e 3
2 in h is m in d
1 I b o u g h t th is s h ir t in a s a le .
3 e a s ie r t o c o n c e n tr a te
2 M y b r o th e r th in k s o n lin e s h o p p in g is m u c h q u ic k e r
4 la s t-m in u te re v is io n
th a n g o in g to th e s h o o s .
3 T h e g o o d th in g a b o u t s h o p p in g in a d e p a r tm e n t
E xe rcise 4
s to r e is t h a t yo u c a n g e t e v e ry th in g in o n e p la c e .
1 m o b ile (p h o n e ) in
4 T h e la s t tim e I to o k s o m e th in g b a c k to a s h o p , th e
2 in th e d o o rs
c u s to m e r s e rv ic e s m a n a g e r w a s n t t h e r e .
3 t o th e s u p e r v is o r
5 I lo s t m y c r e d it c a rd th e o th e r day. I w a s re a lly
4 e x a m in a tio n n u m b e r
w o rrie d s o m e o n e e ls e w o u ld u s e it.
6 H a ve yo u e v e r b o u g h t a tr a in tic k e t w ith a s tu d e n t
E xe rc is e s 5 , 6
IF
3 A
2 E
4 C
d is c o u n t? I t s s o m u c h c h e a p e r.
E x e rc is e 4
Part 3
1
Exam practice
Id
3 b
2 e
4 a
5 c
rig h t e x a m p a p e r
y o u r e x a m in a tio n n u m b e r
E x e rc is e 5
th e in s tr u c tio n s
1 g o s h o p p in g
h o w lo n g
2 (s h o p p in g ) lis t
s e v e ra l tim e s
3 s u p e rm a rk e t
m o re d iffic u lt
4 g o e s s h o p p in g
k n o w b e tte r
5 a re fu n d
n u m b e r o f m a rk s
(yo u r) m a in id e a s
10
Part 2
a lo w m a rk
Skills development
E x e rc is e 1
2 th e n , n e x t
3 s e c o n d ly , fin a lly
Unit 8
Part 1
4 a fte r, th ir d ly
5 la s tly , p rio r to
Vocabulary
E x e rc is e s 2 a, b
E xe rcise 1
1 75%
a 2
c 4
2 60%
b 1
d 3
3 50%
4 s u p e r m a r k e ts
E xe rcise 2
5 m a r k e ts
1 In g rid c o m p la in e d to c u s to m e r s e r v ic e s a b o u t h e r
6 s m a ll s h o p s
n e w b o o ts b e c a u s e th e z ip w a s b ro k e n .
2 A lo t o f te e n a g e r s lik e e x p e n s iv e d e s ig n e r b ra n d s
m o re th a n c h e a p c lo th e s .
E x e rc is e 3
a, d , f
Answer key
123
E xe rcise 2
E xercise 4
1 a
3 f
5 c
2 e
4 d
6 b
1 fly in g
3 le a d in g
2 p lay
E xe rcise 3
Part 3
1 num ber
Exam practice
1 (m o re ) m a tu re p e o p le
5 - 7 f, a, d
2 s p e n d in g p a tte rn s
8 c a rs a n d c o m p u te rs
3 u p to 3 0
9 b e a u ty tr e a tm e n ts
10 young m en
4 over 5 5
3 n a m e o f c o u n try
2 d a te
E xe rcise 4
1 1998
3 1967
2 U S A /U n ite d S ta te s
4 B ra zil
E xe rcise 5
Unit 9
Part 1
2 a d d re s s
5 p e rs o n a l/m e d ic a l
in fo rm a tio n
3 n a m e / s p e llin g
6 p e rs o n a l h is to ry
Vocabulary
E xercise 1
Sport
Interest
Hobby
4 stamp
collecting
1 cycling
5 painting
6 basketball
E xe rcise 2
Interests
Hobbies
Sports
stamp collecting
cycling
painting
playing chess
basketball
gardening
travelling
swimming
cooking
listening to music
running
football
1 A n d re w M e tc a lfe
4 571324
2 21
5 som e
3 43A
P a rt 3
Exam practice
1 ta b le te n n is
5 - 7 e, b, g
2 100
8 M a n d e v ille
9 B u ry G a rd e n s
3 12
10 5 7 3 2 7 9
4 s tr e e t d a n c e
Review 3
E xe rcise 1
E xercise 3
A 1 s w im m in g
C 1 tr a v e llin g
2 ru n n in g
D 1 c y c lin g
2 c o o k in g
2 c o n c e rt
E xercise 4
1 to
3 tw o
5 to
2 to o
4 to o
6 tw o
Skills development
E xe rcise 1
1 fry
6 p la y
2 pray
7 re a d
3 le a d
8 fly
4 b la d e
9 p la ye d
5 c o rr e c t
3 to u g h e s t
5 b e tte r
4 w o rs t
6 best
2 g a rd e n in g
B 1 c in e m a
P a rt 2
1 e a s ie r
2 lo n g e r
1 0 c o lle c t
E xe rcise 2
2 p re ttie r
5 m o re d iffic u lt
3 c le v e re r
6 h e a lth ie r
4 b e tte r
7 n e a re r
9 e a rlie r
1 0 m o re b o rin g
E xe rcise 3
Shop
Discount
Fashion
Goods
store
bargain
style
items
supermarket
deal
design
produce
market
reduction
articles
sale price
E xe rcise 4
1 young m en
2 e a tin g o u t
124
8 h a rd e r
3 im p ro v in g h o m e (s )
Units 9-10
E xe rcise 5
E x e rc is e 4
1 tw o p e o p le , w h e re , g o in g o n h o lid a y , c o m p le te th e
1 jo b
4 o ffic e
s e n te n c e s , NO M O RE THAN TW O W O R D S OR A
2 h o lid a y s
5 ow ner
NUMBER
3 w o rry
6 d e a d lin e
2 h o w to jo in a c lu b , c o m p le te th e fo rm , TWO W O R D S
3 tw o s tu d e n ts , h o b b ie s , c o m p le te th e n o te s , NO
E x e rc is e 5
1 N e w Y o rk is n o t th e c a p ita l o f th e U n ite d S ta te s o f
M O R E TH AN THR EE W O R D S OR A N U M B E R
A m e ric a .
4 w o m a n , fr ie n d , w e e k e n d , m a tc h th e w o m a n s
2 In t h e U K , c h ild r e n w h o a re b o rn in J u ly u s u a lly
o p in io n , a c tiv itie s
s t a r t s c h o o l in S e p te m b e r , j u s t a f t e r th e y a re
5 tw o p e o p le , fa v o u r ite film , c h o o s e c o r r e c t a n s w e r,
fiv e .
lis t (A-C)
3 O x fo rd U n iv e rs ity is o n e o f th e m o s t fa m o u s in th e
w o rld .
E x e rc is e 6
dates
ages
prices
names
phone
numbers
tim es
addresses
activities
days
sports
comparisons
activities
days
sports
hobbies
comparisons
weather
tim es
activities
days
sports
cities
hotels
hobbies
comparisons
stories
actors
names
types o f film
4 In s o m e c o u n tr ie s , m o s t c o m p a n ie s c lo s e on
S u n d a y s , b u t in o th e r c o u n tr ie s th e y c lo s e on
F rid a ys o r S a tu rd a y s .
5 T h e o ffic ia l la n g u a g e o f G re e c e is G re e k .
P a rt 2
Skills development
E x e rc is e 1
ii T h e ir h o lid a y s s t a r t a t th e b e g in n in g o f July.
E x e rc is e 2
i
iv b
E xe rc is e 3
Unit 10
W ork-life balance
1 n in e / 9 , f i v e / 5
2 c o m e in to
Part 1
3 d o n t h a ve
Vocabulary
4 On M o n d a y s
E x e rc is e 1
5 com e out
S u g g e s te d a n s w e rs :
1 s tr e s s
3 re la x a tio n
2 d e a d lin e
4 e m p lo y e r
E xe rc is e 4
E x e rc is e 2
1 hobby
3 c o m fo rt
2 w o rk
4 beach
6 s ta r t
E 6
C 4
F 5
G 2
E x e rc is e 5
1 B
3 F
2 E
4 G
5 A
career
rest
job
work
hobby
D 1
B 7
5 w o rk e r
E x e rc is e 3
Noun
A 3
stress
P a rt 3
Exam practice
1 a n d m e n ta l
6 jo b s h a rin g
profession
worry
2 p riv a te
7 27%
occupation
com fort
3 fle x ib le
8 w o rk fr o m h o m e
relaxation
shop
4 fr o m h o m e
leisure
boss
5 a year
difficulty
9 tw o s m a ll c h ild re n
10
h e r s is t e r s
start
pressure
Answer key
125
E xe rcise 3
2 e
1 f
Unit 11
3 d
Part 1
Vocabulary
E xercise 1
Across:
Down:
2 In In d ia , w h a t d id th e fa th e r o f th e b rid e u s e to d o ?
3 n a tio n a l
1 C h in e s e
3 W h a t h a s it b e c o m e p o p u la r fo r In d ia n fa m ilie s to
4 h u ts
2 Ita ly
d o re c e n tly ?
4 W h e re d o e s th e c o u p le live a fte r th e y a re m a rrie d ?
E xercise 2
1 p ro n u n c ia tio n
5 s c a rf
E xe rcise 5
2 a lp h a b e t
6 s ilk
1b
3 s p ic y
7 b ric k
4 v e g e ta ria n
8 b lo c k o f fla ts
iv b
ii c
Part 3
Exam practice
6 w a te r fe s tiv a ls
1 b
E xercise 3
2 b
7 s ix
1 d ie t
3 a
8 life , w e a lth , lu c k
2 h o u s in g
4 e
3 c o m m u n ic a tio n
5 g
9 new year
1 0 (by) a n c ie n t tr a d itio n
4 c o s tu m e
E xe rcise 4
Unit 12
1 s p ic y
2 b lo c k s o f fla ts
Part 1
3 la n g u a g e , a lp h a b e t
4 s ilk
Vocabulary
E xe rcise 1
S u g g e s te d a n s w e rs :
E xe rcise 5
1 have
4 had
2 m ade
5 do
3 done
6 have
Part 2
Skills development
E xercise 1
Picture 1
Picture 2
Picture 3
Picture 4
oil rig
gas pipeline
fishing trawler
underwater
turbine *
off-shore
drilling
natural gas
net
wave power
mineral
resource
mineral
resource
fish farm
energy
fuel
th e s a m e a s
m o re [c o m m o n ] th a n
fuel
m u c h m o re [o p e n ]
[frie n d lie r] th a n
natural gas
in c o m p a r is o n w ith
E xe rcise 2
E xercise 2
To emphasize similarity
very
1 f
3 d
5 c
2 e
4 b
6 a
To limit similarity
a bit
E xe rcise 3
extremely
rather
1 s o u rc e
3 a ffe c te d
5 b re a k
incredibly
2 sea
4 O ur
6 c u rr e n ts
quite
exactly
not
E xe rcise 4
a little
T h e g ra p h s s h o w tr e n d s .
Id
126
2a
3 b
4 c
Units 1 1 -1 2
E xe rcise 5
S u g g e s te d a n s w e rs :
Trends
Statistics
Review 4
average (noun/adjective)
rise ( noun/verb)
majority (noun)
fall (noun/verb)
1 Is g a rd e n in g a h o b b y o r a s p o r t?
minority (noun)
increase (noun/verb)
2 S e v e ra l th o u s a n d p e o p le ra n in th e L o n d o n
decrease (noun/verb)
E x e rc is e 1
M a r a th o n in 2 0 1 2 .
3 S o u th A m e ric a is a v e ry la rg e c o n tin e n t w ith a
fraction (noun)
downward (adverb/adjective)
number (noun)
upward (adverb/adjective)
tendency (noun)
v a rie ty o f c lim a te s .
4 In m a n y la rg e c o m p a n ie s e m p lo y e e s w o rk
fr o m M o n d a y to Friday, a n d s o m e e v e n w o rk on
S a tu rd a y s .
amount (noun)
dramatic (adjective)
significant (adjective)
gradual (adjective)
5 H in d i is th e o ffic ia l la n g u a g e o f In d ia .
6 A n A u s tra lia n a c c e n t is n o t th e s a m e a s a N ew
slight (adjective)
Z e a la n d o n e .
7 T h e c a p ita l o f th e U n ite d S ta te s is n o t N e w Y ork,
b u t W a s h in g to n D.C.
Part 2
8 O x fo rd U n iv e rs ity is o n e o f th e b e s t in th e w o rld .
Skills development
E xe rcise 1
E x e rc is e 2
1 u n d e rw a te r (s u b = u n d e r, m a rin e = s e a )
2 n o t d e e p (fix e d rig s n e e d to r e s t o n th e s e a b e d )
3 fis h fa r m in g (a q u a = w a te r / c u lt u r e = g ro w in g )
4 jo u r n e y d o w n (to th e o c e a n flo o r), s h o w n
(h a s + v e rb ), m a rin e (= s e a )
1 s tu d ie s
4 c la s s e s
2 th a n k
5 c o u n tr ie s
3 la n g u a g e s
6 c o m m u n ic a tio n
E xe rc is e 3
1 m ake
E xe rcise 2
Noun
2 h a ve
Adjective
Aquaculture
submarine
descent
shallow
Verb
revealed
3 do
4 h a ve
5 h a ve
6 m ade
marine
7 h a ve
8 h a ve
E xe rcise 3
1 d e rr ic k
3 s u p p o r t to w e r
E x e rc is e 4
2 h e lic o p te r pad
4 c ra n e
1 m o re b e a u tifu l th a n
5 as h o t as
2 e a s ie r, th e s a m e a s
6 m o re c o n s e rv a tiv e th a n
3 g r e a s ie r th a n
7 a s c o ld a s
E xe rcise 4
1 2008 = 4
3 2012 = 18
2 2009 = 2
4 2014 = 60
Part 3
th a n
E x e rc is e 5
Exam practice
1 1 0 0 0 m e tre s
6 b a tte r ie s
2 1940s
7 p a n e l o f lig h ts
3 1960
8 fin
4 1 1 , 0 0 0 m e tre s
9 s u rfa c e o f e a rth
5 p ilo t s
4 m u c h m o re e x c itin g
1 C u rra n ts
5 E xcept
2 sea
6 s o u rc e
3 a ffe c te d
7 c u rr e n ts
4 accept
8 descent
1 0 m in e ra ls fo r in d u s try
Answer key
127
E xercise 6
Noun
Adjective
Verb
Adverb
majority
marine
hatch
scientifically
descent
submarine *
descend
significantly
submarine *
shallow
explore
gradually
exploration
mysterious
research *
research *
technologically
reveal
scientist
technology
mystery
revelation
Practice test
S e c tio n 1
1 a
6 1 9 th Ju n e
2 b
7 360
3 a
8 g a rd e n c e n tre
4 4 , T he W illo w s
9 school
5 07632 112254
1 0 v e g e ta b le
S e c tio n 2
1 1 E ve ryd a y in v e n tio n s
16 B
1 2 h a lf a n h o u r
17 A
1 3 g ro u n d flo o r
1 8 film title
14 c
1 9 c a le n d a r
15 b
2 0 n u m b e r o f tic k e ts
S e c tio n 3
2 1 (s tu d e n t)
a c c o m m o d a tio n
26 f
27
16%
cam pus
28
n e a r b u s s to p
p u b lic tr a n s p o r t
2 9 20%
2 2 d is ta n c e fro m
23
25 b
24 e
3 0 54%
S e c tio n 4
31
lo o k fo r fo o d
3 2 fe e d th e ir y o u n g /fin d e x tra
3 3 th e tr o p ic s
3 4 w a rm e r c lim a te s
128
35
it c o m e s e a rlie r
36
h ig h e r te m p e ra tu r e s
37
38
39
40
n.
Key
canteen
a b b r. = a b b re v ia tio n
cauliflower
- a r e s ta u r a n t in a fa c to ry , s c h o o l, e tc .
w h e re w o rk e rs , s tu d e n ts , e tc . e a t
n.
- a la rg e , ro u n d v e g e ta b le w ith a w h ite
a d j. = a d je c tiv e
c e n tr e s u rr o u n d e d by g re e n le a v e s , w h ic h is e a te n
a d v . = a d v e rb
cooked
n. - noun
p h ra s a l v. = p h ra s a l v e rb
p h r. = p h ra s e
v. = v e rb
n.
crumble
- a b a k e d p u d d in g c o n s is tin g o f a c ru m b ly
m ix tu re o f flo u r, f a t a n d s u g a r o v e r s te w e d fr u it
dish
n.
- fo o d t h a t is p re p a re d a n d c o o k e d in a
p a r tic u la r w ay
n. - o n e o f e ig h t e q u a l p a r ts o f s o m e th in g
flavour n. - th e ta s t e o f a fo o d o r d rin k
flip v. - to tu r n s o m e th in g o v e r w ith a s u d d e n q u ic k
eighth
Unit 1
m ovem ent
fry v. - to c o o k fo o d in v e ry h o t f a t o r o il
available a d j. - If s o m e th in g is a v a ila b le yo u c a n
grease
h a ve o r u s e it.
book v. - to re s e rv e a s e a t o n a flig h t, ro o m in a
h o te l, e tc .
departure n . - th e a c t o r tim e o f le a v in g
get in v. - to a rriv e , e s p e c ia lly a t o n e s h o m e o r
p la c e o f w o rk
land v. - W h e n a p la n e la n d s , it c o m e s d o w n to th e
g ro u n d a ft e r a flig h t.
pick-up point n . - a p la c e to c o lle c t p a s s e n g e rs ,
g o o d s , e tc .
terminal n . - th e b u ild in g w h e re p e o p le w a it a t a n
a ir p o r t o r to c a tc h a fe r ry
travel agent n . - s o m e o n e w h o s e jo b is to a rra n g e
h o lid a y s fo r p e o p le
v.
v.
- to d o s o m e th in g w ith no d e la y
- If yo u g re a s e a c o o k in g d is h , yo u p u t a
th in la y e r o f f a t o n it to s to p fo o d fr o m s tic k in g to
it w h e n c o o k in g .
greasy a d j. - c o a te d w ith o r fu ll o f g re a s e
grill v. - to c o o k m e a t, fis h , e tc . by d ir e c t h e a t, a s
u n d e r a g rill o r o v e r a h o t fire
n. - o n e o f tw o e q u a l p a r ts o f s o m e th in g
lamb n. - th e m e a t o f a y o u n g s h e e p
measures n. - p a r tic u la r a c tio n s in te n d e d to a c h ie v e
half
s o m e th in g
melted a d j. - S o m e th in g t h a t is m e lte d h a s b e c o m e
a liq u id b e c a u s e o f h e a t.
mix
v.
- to c o m b in e liq u id s , s u b s ta n c e s , e tc .
to g e th e r
packet food
n.
- fo o d t h a t is q u ic k a n d e a s y to
p re p a re , e .g . fo o d t h a t is p re c o o k e d
peel
v.
- to re m o v e th e s k in o r o u te r c o v e rin g o f fr u it,
v e g e ta b le s o r e g g s
Unit 2
pineapple
amount n . - T he a m o u n t o f s o m e th in g is h o w m u c h
quarter
n.
h a rd b ro w n s k in t h a t h a s s h a rp p o in ts o n it
th e r e is o r h o w m u c h yo u n e e d .
balanced diet n . - a d ie t t h a t c o n ta in s e n o u g h o f th e
n e c e s s a ry n u tr ie n ts fo r y o u to b e h e a lth y
benefit n . - s o m e th in g g o o d t h a t yo u g e t fro m
s o m e th in g
boil v. - t o c o o k fo o d in v e ry h o t w a te r
recipe
roast
a lis t o f in g re d ie n ts a n d in s tr u c tio n s t h a t
- to c o o k m e a t o r v e g e ta b le s by d ry h e a t,
v.
- to m ix f a t in to flo u r u s in g y o u r fin g e rs to
g e t a c ru m b ly m ix tu re
bowl n. - a ro u n d c o n ta in e r o p e n a t th e to p , u s e d fo r
spice
g re e n o r p u rp le le a v e s th a t is u s u a lly e a te n c o o k e d
v.
rub (in)
boiling a d j. - v e ry h o t
h o ld in g liq u id , k e e p in g fr u it , s e rv in g fo o d , e tc .
- o n e o f fo u r e q u a l p a r ts o f s o m e th in g
te ll y o u h o w to c o o k s o m e th in g
solve
n.
n. -
v. n. -
to fin d th e s o lu tio n to a p ro b le m
a p la n t o r p o w d e r fr o m a p la n t t h a t you
a d d to fo o d to g iv e it fla v o u r, e .g . g in g e r, c in n a m o n
o r n u tm e g
s te a m
v.
- to c o o k fo o d w ith s te a m fr o m h o t w a te r
Glossary
129
stir v. - to u s e a s p o o n to m ix a liq u id o r o th e r
avoid v. - to p re v e n t s o m e th in g b a d fro m
h a p p e n in g
s u b s ta n c e
syrup n. - a s w e e t, th ic k , s tic k y liq u id
take measures v. - to ta k e a c tio n s to a c h ie v e a
- a p e rs o n w h o ta k e s c a re o f a c h ild o r
c h ild re n w h ile th e p a re n ts a re o u t
n.
career
p a r tic u la r g o a l
n.
baby-sitter
third n. - o n e o f th r e e e q u a l p a rts o f s o m e th in g
celebrity
tiny a d j. - v e ry s m a ll
close up
- a jo b o r p ro fe s s io n
n. - a
adv. -
fa m o u s p e rs o n
If you s e e s o m e o n e o r s o m e th in g
c lo s e u p , you a re n e a r th e m a n d c a n s e e th e m
v e ry w e ll.
deliver
Unit 3
earn
feed
ceiling
n.
- th e to p in s id e s u rfa c e o f a ro o m
concentrate on
v.
- to fo c u s a ll a tte n tio n o n a
p a r tic u la r th in g yo u a re d o in g
v.
explain
- to g iv e d e ta ils a b o u t s o m e th in g s o t h a t
p e o p le c a n u n d e rs ta n d
fair enough
for instance
introduce
v.
phr. phr. -
a n e x p re s s io n o f a g re e m e n t
fo r o r a s an e x a m p le
- to s p e a k a t th e b e g in n in g o f a
p re s e n ta tio n , te le v is io n p ro g ra m m e , e tc . a n d te ll
p e o p le w h a t th e y a re g o in g to s e e o r h e a r
m ake sense
v.
- If s o m e th in g m a k e s s e n s e , it is
re a s o n a b le o r s e n s ib le .
v.
m ake sure
- to m a k e c e rta in
match v. - to be th e s a m e o r s im ila r a n d lo o k g o o d
v.
v. v. -
memory stick
n. -
a s m a ll o b je c t t h a t yo u c a n c a rry
to g e t m o n e y in re tu rn fo r w o rk
to g iv e fo o d to
n.
fulfilment
guard
v.
- to w a tc h a p e rs o n o r th in g in o rd e r to
p ro te c t th e m
join
v.
- to b e c o m e a m e m b e r o f a c lu b , o rg a n iz a tio n ,
e tc .
load
v.
- to p u t g o o d s o n to a tr u c k , s h ip , e tc .
open air
n.
rep.
abbr. n.
reward
project
v.
- to m a k e a n im a g e a p p e a r o n a s u rfa c e
phr.
- a b b re v ia tio n fo r a p e rs o n t h a t
n.
- s o m e th in g yo u g e t b e c a u s e yo u have
w o rk e d o r d o n e s o m e th in g g o o d
adj.
- in v o lv in g o r c a u s in g m e n ta l o r
e m o tio n a l p re s s u re o r w o rry
v.
d ig ita l c a m e ra , e tc .
p re s e n ta tio n o r s p e e c h
r e p r e s e n ts s o m e o n e e ls e
treatment
- to g iv e in fo rm a tio n to p e o p le , e .g . in a
n.
a p a r tic u la r c o u n try o r a re a
supply
v.
- T h e o p e n a ir is a n y p la c e o u ts id e .
police force
a n d u s e fo r s to r in g in fo rm a tio n fro m a c o m p u te r,
present
- th e fe e lin g o f a c h ie v in g s o m e th in g
im p o r ta n t o r d e s ire d
stressful
to g e th e r
- to ta k e g o o d s to a p la c e
- to p ro v id e s o m e th in g
n.
- m e d ic in e , s u rg e ry , e tc . t h a t s o m e o n e
is g iv e n if th e y a re ill o r in ju re d
union representative
n.
- s o m e o n e w h o re p r e s e n ts a
g ro u p o f s tu d e n ts o r w o rk e rs
- th e a d v a n ta g e s a n d
d is a d v a n ta g e s o f s o m e th in g
rob
v.
to s te a l s o m e th in g fro m s o m e o n e ,
e s p e c ia lly in a v io le n t w ay
slide
n.
c a n s e e on a s c re e n u s in g a s p e c ia l p ie c e o f
e q u ip m e n t
suggest
Unit 5
v. -
to p u t fo rw a rd a p la n o r id e a fo r
s o m e o n e to th in k a b o u t
borrow v. - to ta k e o r u s e s o m e th in g fo r a p e rio d o f
tim e a n d th e n g iv e it b a c k
concentrate v. - to fo c u s a ll a tte n tio n on a p a rtic u la r
th in g yo u a re d o in g
custom n . - an a c tiv ity o r w a y o f b e h a v in g th a t is
u s u a l o r tr a d itio n a l in a p a r tic u la r p la c e
food hall n . - th e p a rt o f a d e p a r tm e n t s to r e , w h e re
Unit 4
fo o d is s o ld
food outlet n. - a p la c e th a t s e lls fo o d
arrest v. - If th e p o lic e a rr e s t s o m e o n e , th e y ta k e
th e p e rs o n to a p o lic e s ta tio n b e c a u s e th e y th in k
th e p e rs o n h a s c o m m itte d a c rim e .
130
footpath n . - a n a rro w p a th fo r p e o p le to w a lk on
foreign a d j. - c o m in g fro m o r re la tin g to a n o th e r
c o u n try
Units 3 -7
get cash out
v.
- to g e t m o n e y fr o m a m a c h in e o r
bank
- a n e w s p a p e r o r m a g a z in e , e s p e c ia lly o n e
t h a t d e a ls w ith a p a r tic u la r s u b je c t
n.
lecture
- a t a lk t h a t is g iv e n to s tu d e n ts to te a c h
n.
- a la rg e ro o m o r h a il w ith s e a ts in
t ie r s w h e re s tu d e n ts s it to lis te n to le c tu re s
lift n. - s o m e th in g t h a t c a rr ie s p e o p le u p a n d d o w n
in a ta ll b u ild in g
- A lo n e ly p la c e is a lo n g w a y fr o m o th e r
pickpocket
n.
- th e ro o m a t th e e n tr a n c e o f a la rg e
n.
- a p e rs o n w h o s te a ls fr o m th e
- an in d iv id u a l c a k e o r p a s tr y p ie
path
a lo n g s tr ip o f g ro u n d fo r p e o p le to w a lk on
to c a ll s o m e o n e u s in g a te le p h o n e
If s o m e o n e is ro b b e d , s o m e o n e s te a ls
s o m e th in g fr o m th e m ,
n.
- a s tr o n g , m e ta l c o n ta in e r w ith s p e c ia l
lo c k s , u s e d fo r s to r in g m o n e y , je w e lle r y a n d o th e r
shoplifter
n.
- a p e rs o n w h o s te a ls th in g s fr o m a
v.
- to ta k e s o m e th in g w ith o u t s o m e o n e 's
p e rm is s io n
n.
- a n y p e rs o n w h o y o u d o n o t k n o w
- in th e s h a p e o f a c irc le
stir-fry n. - a C h in e s e d is h m a d e by c o o k in g s m a ll
p ie c e s o f m e a t a n d v e g e ta b le s in v e ry h o t o il
n.
steal
stranger
fr o m o n e p la c e to a n o th e r
v. v. -
s h o p by h id in g th e m in a b a g o r in c lo th e s
to p a y it to th e m .
pastry
adj.
rob
v a lu a b le o b je c ts
- If yo u o w e s o m e o n e s o m e m o n e y , y o u n e e d
n.
n. -
ring
s a fe
b u ild in g s u c h a s a h o te l
round
adj.
p o c k e ts o r h a n d b a g s o f o th e r s in p u b lic p la c e s
lecture theatre
v.
lonely
p la c e s a n d v e ry fe w p e o p le g o th e r e .
th e m
owe
to lo c k th e d o o rs a n d w in d o w s o f a
b u ild in g b e fo re yo u le a v e
n.
journal
lobby
v. -
lock up
- th e b u ild in g w h e re
t h e o r g a n iz a tio n t h a t h e lp s s t u d e n t s h a s its
v.
- t o s t a r t a le g a l p ro c e s s
a g a in s t s o m e o n e
theft
n.
- th e c rim e o f s te a lin g s o m e th in g
v.
- to p a y a tte n tio n s o t h a t yo u
w ill s e e s o m e o n e o r s o m e th in g
o f f ic e s , a n d w h ic h u s u a lly a ls o h a s a b a r, s h o p s ,
e tc .
v. adj. v. - to
take out
to b o rro w a b o o k fr o m a lib ra ry
tough
d iffic u lt
upset
Unit 7
m a k e s o m e o n e fe e l u n h a p p y
v. - t o h a ve a p a r tic u la r v a lu e o r p ric e
adj. - If y o u r m in d g o e s b la n k , yo u c a n n o t
be worth
blank
t h in k o f a n y th in g o r r e m e m b e r a n y th in g .
Unit 6
calm down
v.
- to b e g in to fe e l le s s w o rrie d ,
n e rv o u s , u p s e t, e tc .
abroad
advise
adv. v. - to
download
to o r in a fo re ig n c o u n tr y
te ll s o m e o n e w h a t yo u t h in k th e y
v.
- t o g o in to a h o u s e o r o th e r b u ild in g
n.
n.
- a m a c h in e w h e re y o u g o to g e t
v.
- to fin d a n d s to p s o m e o n e w h o is tr y in g to
n.
- an ille g a l a c tio n t h a t s o m e o n e c a n b e
phrasal v.
- to be
c o n n e c te d t o s o m e o n e o n th e te le p h o n e
v.
- to ta k e s o m e th in g w ith fo rc e
handbag
n.
- a s m a ll c u p b o a rd w ith a lo c k t h a t yo u ca n
p u t y o u r b a g s , v a lu a b le o b je c ts , e tc . in a t
revision
n.
- th e p ro c e s s o f r e r e a d in g a s u b je c t
n.
- a b a g t h a t a w o m a n c a rr ie s to h o ld h e r
p u r s e , k e y s , e tc .
e x a m in a tio n
adv. - w it h o u t b e in g e x a c t
determiner - m o re th a n a fe w
software n. - th e p ro g ra m s t h a t c a n b e
roughly
p u n is h e d fo r
get through to (on the phone)
grab
- to b e a w a re o f th e
escape
crime
v.
school
m oney
catch
- e x tr e m e ly a n d u n u s u a lly
s o m e th in g o n tim e
locker
in o r d e r t o s te a l th in g s
cash machine
adv.
tim e s o t h a t y o u a re n o t la te o r s o t h a t y o u fin is h
ille g a lly in o rd e r to s te a l s o m e th in g
burglar
- t o c o p y s o m e th in g to y o u r c o m p u te r
extraordinarily
s h o u ld d o
break into
v.
u s in g th e In te r n e t
several
u s e d by
c o m p u te r s fo r d o in g p a r tic u la r jo b s
try out
v.
- to u s e a m e th o d to fin d o u t if it is
s u c c e s s fu l
Glossary
131
Unit 9
Unit 8
n.
boutique
- a s h o p , e s p e c ia lly a s m a ll o n e s e llin g
brand
n.
- a p a r tic u la r p ro d u c t o r p ro d u c ts w ith a
v.
department store
n.
- a la rg e s h o p d iv id e d in to
d iffe r e n t p a r ts t h a t e a c h s e ll d iffe r e n t th in g s
n.
- a re d u c tio n in th e u s u a l p ric e o f
s o m e th in g
eat out v. - to e a t a w a y fro m h o m e , e s p e c ia lly in a
marathon n. - a ra c e on f o o t o f 2 6 m ile s 3 8 5 y a rd s
( 4 2 , 1 9 5 k ilo m e tre s )
r e s ta u ra n t
grocery shopping
household goods
n. n. -
s h o p p in g fo r fo o d
th e th in g s yo u u s e in y o u r
membership fee n. - a c h a rg e m a d e fo r b e in g a
m e m b e r o f a n o rg a n iz a tio n
parrot n . - a b rig h tly c o lo u re d b ird t h a t ca n
house
mature adult
n.
- an o ld p e rs o n , u s e d a s a w a y o f
adv.
- If you d o
s o m e th in g on th e s p u r o f th e m o m e n t, you
s u d d e n ly d e c id e to d o it a n d d o n o t p la n it.
adj.
s o m e tim e s c o p y w h a t p e o p le sa y
stamp n. - th e th in g t h a t yo u s tic k on an e n v e lo p e o r
a v o id in g s a y in g th e w o rd o ld
o n the spur of the moment
organic
join v. - to b e c o m e a m e m b e r o f a c lu b , o rg a n iz a tio n ,
e tc .
s o m e th in g
discount
cross country a d j. - g o in g a c ro s s c o u n tr y s id e , a s
o p p o s e d to tr a c k s o r ro a d s
tr a d e n a m e o r tr a d e m a rk
complain
climb v. - to u s e y o u r h a n d s a n d fe e t to g o u p ro c k s
a s a s p o rt
fa s h io n a b le c lo th e s
- g ro w n w ith o u t th e u s e o f
p a rc e l to s h o w th a t yo u h a ve p a id to p o s t it
street dance n . - a d a n c e s ty le t h a t s ta r te d o u ts id e
o f d a n c e s tu d io s in an y o p e n s p a c e s s u c h a s
s tr e e ts , p a rk s , s c h o o l y a rd s , e tc .
c h e m ic a ls
n. refund n. outing
a s h o r t tr ip to a p la c e
an a m o u n t o f m o n e y t h a t a s h o p g iv e s
b a c k to yo u b e c a u s e you h a ve b o u g h t s o m e th in g
Unit 10
n.
- a tim e w h e n a s h o p s e lls th in g s a t le s s
th a n th e ir u s u a l p ric e
self-service
adj.
fin a n c ia l a c c o u n ts
- A s e lf-s e rv ic e re s ta u ra n t,
s h o p , m a c h in e , e tc . is o n e w h e re yo u g e t
alert v. - to te ll s o m e o n e a b o u t s o m e th in g o r re m in d
th e m a b o u t s o m e th in g
s o m e th in g fo r y o u r s e lf a n d p e o p le d o n o t b rin g
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
v.
- to re tu rn g o o d s to a
trip
zip
n. n. -
y o u m ig h t c h a n g e la te r
draw the line v. - to m a k e a d is tin c tio n b e tw e e n tw o
th in g s a n d c o n s id e r th e m a s b e in g s e p a ra te
enter (data) v. - to w rite o r ke y in fo rm a tio n in a
c o m p u te r
hum an resource manager n . - th e p e rs o n in c h a rg e
o f th e d e p a r tm e n t t h a t in te rv ie w s , a p p o in ts o r
k e e p s re c o rd s o f e m p lo y e e s in a n o rg a n iz a tio n
m anage your money v. - to s p e n d y o u r m o n e y
shop
a jo u rn e y o r v is it to a p la c e
s o m e th in g t h a t o p e n s a n d c lo s e s c lo th e s
a n d b a g s . It h a s tw o ro w s o f m e ta l o r p la s tic te e th
a n d yo u p u ll s o m e th in g a lo n g th e m .
132
accounting n . - th e d e p a r tm e n t in c h a rg e o f k e e p in g
c a re fu lly s o t h a t yo u d o n o t w a s te it a n d s o th a t
y o u h a ve e n o u g h fo r th e th in g s you n e e d
milestone n . - a s ig n ific a n t e v e n t t h a t m a rk s an
im p o r ta n t s ta g e in a p ro c e s s
Units 8 -1 2
nursery n . - a s c h o o l fo r y o u n g c h ild re n , u s u a lly fr o m
th r e e to fiv e y e a rs o ld
m o v e y o u r h a n d s a n d f e e t in w a te r s o t h a t th e
o th e r p e rs o n g e ts w a te r o n th e m s e lv e s .
n.
- a g e n e ra l p la n o r d e s c r ip tio n o f
s o m e th in g , w it h o u t th e e x a c t d e ta ils
adj.
part-time
- P a rt-tim e w o rk is w o rk in w h ic h yo u
Unit 12
o n ly w o rk fo r p a r t o f e a c h d a y o r w e e k .
phase
n.
- a p a rtic u la r s ta g e in a p ro c e s s , p ro je c t, e tc .
pick up v. - to c o lle c t s o m e o n e a n d ta k e th e m
s o m e w h e re
n.
pressure
is lik e ly to h a p p e n .
behaviour
- a w o rrie d fe e lin g t h a t y o u g e t b e c a u s e
yo u h a ve t o d o a lo t o f th in g s in a s h o r t tim e o r
b e c a u s e p e o p le e x p e c t a lo t fr o m you
questionnaire n . - a s e t o f w r itte n q u e s tio n s t h a t a re
s e n t t o a lo t o f p e o p le in o rd e r to g e t in fo rm a tio n
n.
n. -
at risk - If s o m e th in g b a d is a t r is k o f h a p p e n in g , it
n.
- th e w a y t h a t s o m e o n e b e h a v e s
stress
- a fe e lin g o f b e in g w o rrie d o r te n s e
decrease v. - to b e c o m e le s s
task
an a c tiv ity o r p ie c e o f w o rk t h a t y o u h a v e
descend v. - to m o v e d o w n w a rd s
t o do
n. -
a lis t o f y o u r le s s o n s a n d w h e n th e y
w ill h a p p e n
worry
adj.
drill turbine n. destructive
timetable
n.
- c a u s in g d a m a g e
a m a c h in e w ith a ro ta tin g to o l fo r
- a fe e lin g o f b e in g a n x io u s b e c a u s e o f
p ro b le m s yo u h a v e o r b e c a u s e o f w h a t m ig h t
happen
fall v. - to b e c o m e le s s o r lo w e r in n u m b e r, q u a lity ,
p ric e , e tc .
fin
n.
a th in , fla t p a r t o u t t h a t s tic k s o u t o f a ro c k e t,
s u b m a r in e , e tc . a n d h e lp s to c o n tr o l its m o v e m e n t
float v. - If s o m e th in g flo a ts , it s ta y s o n th e s u rfa c e
o f w a te r a n d d o e s n o t s in k .
Unit 11
fuel n . - a n y s u b s ta n c e b u rn e d a s a s o u rc e o f h e a t
o r p o w e r, s u c h a s c o a l o r p e tro l
arrange v. - to m a k e p la n s o r p re p a r a tio n s fo r
s o m e th in g to h a p p e n
block of flats
n.
- a b u ild in g t h a t c o n ta in s
n.
- a w o m a n w h o h a s ju s t b e e n o r is a b o u t to
chat v. - to h a ve a n in fo rm a l c o n v e rs a tio n
cotton n . - c lo th m a d e fr o m fib re fr o m a c o tto n p la n t
do dam age v. - to c a u s e p h y s ic a l h a rm to s o m e th in g
n.
- a d a y o r p e rio d w h e n p e o p le in a p la c e
c e le b r a te a s p e c ia l e v e n t
global warming
- a lo n g p ip e , e s p e c ia lly
lo n g d is ta n c e s
globe n . - th e w o rld
adj.
gradual
b e m a rrie d
festival
n.
u n d e rg ro u n d , u s e d to tr a n s p o r t n a tu r a l g a s o v e r
generate v. - to p ro d u c e a fo r m o f e n e rg y o r p o w e r
a p a r tm e n ts
bride
gas pipeline
n.
- a n in c re a s e in th e a v e ra g e
te m p e r a tu r e w o rld w id e b e lie v e d to b e c a u s e d by
th e g re e n h o u s e e ffe c t
groom n . - a m a n w h o h a s ju s t b e e n o r is a b o u t to
be m a rrie d
lentils n . - s m a ll s e e d s fr o m a le n til p la n t w h ic h c a n
b e c o o k e d a n d e a te n in s o u p s a n d s te w s
m ake progress v. - to a d v a n c e , to g e t r e s u lts
origins n . - T h e o rig in s o f s o m e th in g a re w h e re it
c a m e fr o m a n d h o w it s ta r te d to e x is t.
splash v. - If yo u s p la s h s o m e o n e w ith w a te r, yo u
- h a p p e n in g s lo w ly
helicopter pad
n.
- a p la c e fo r h e lic o p te r s to la n d
a n d ta k e o f f
ice-cap n . - a th ic k la y e r o f ic e t h a t c o v e rs th e N o rth
a n d S o u th P o le s
increase v. - to b e c o m e b ig g e r in s iz e o r n u m b e r
m an ned
adj.
- A m a n n e d s h ip , s p a c e c r a ft, e tc . h a s
p e o p le in it w h o a re o p e ra tin g its c o n tr o ls .
melt v. - If s o m e th in g s o lid m e lts , it b e c o m e s a
liq u id b e c a u s e o f h e a t.
off-shore
adj.
- d o n e o r h a p p e n in g in th e s e a
oil platform n . - a la rg e s tr u c tu r e t h a t s ta n d s o n th e
s e a b e d , u s e d fo r g e ttin g o il fr o m u n d e r th e s e a
oil rig n . - a s tr u c tu r e o n la n d o r in th e s e a , t h a t is
u s e d fo r g e ttin g o il o r g a s fr o m u n d e r th e g ro u n d
pilot
n.
- a p e rs o n w h o is s te e r in g a s h ip o r
s u b m a r in e
Glossary
133
power
prawn
n.
n.
- a p a r tic u la r fo rm o f e n e rg y
- a s m a ll s h e llfis h w ith a lo n g ta il a n d a lo t
o f le g s , w h ic h you c a n e a t
renewable
adj.
- R e n e w a b le e n e rg y fo r m s a re
n a tu ra l o n e s w h ic h w ill a lw a y s be a v a ila b le , e .g .
w in d .
resource
n.
- s o m e th in g s u c h a s a m a te ria l o r
m o n e y t h a t a c o u n tr y o r o rg a n iz a tio n h a s a n d ca n
use
reveal v. - to s h o w t h a t s o m e th in g e x is ts
rise v. - to in c re a s e in h e ig h t o r level
sample n . - a s m a ll a m o u n t o f s o m e th in g t h a t is
ta k e n a n d te s te d s c ie n tific a lly
n. - th e g ro u n d a t th e b o tto m o f th e s e a
adj. - S h a llo w w a te r is n o t v e ry d e e p .
significant adj. - b ig e n o u g h to be im p o r ta n t
stable adj. - n o t c h a n g in g
storm n. - an o c c a s io n w h e n th e re is v e ry h e a v y ra in
sea bed
shallow
a n d s tr o n g w in d s , a n d s o m e tim e s th u n d e r a n d
lig h tn in g
structure
n.
- s o m e th in g th a t h a s b e e n b u ilt fro m
n.
- s o m e th in g th a t is s ta r tin g to h a p p e n
m o re o fte n
trawler
n.
- a b o a t u s e d fo r c a tc h in g fis h , w h ic h h a s
a w id e n e t t h a t is p u lle d b e h in d th e b o a t
trend
n.
- a c h a n g e o r d e v e lo p m e n t to w a rd s
s o m e th in g d iffe r e n t
upward
adj.
- m o v in g to w a rd s a h ig h e r p o in t o r
le ve l
wave
n.
- (in sea) a ra is e d m a s s o f w a te r on th e
s u rfa c e o f th e s e a , c a u s e d by th e w in d o r by tid e s
m a k in g th e s u rfa c e o f th e w a te r ris e a n d fa ll
134
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