UNIT 1: Forms and tables

File 01:

Key

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Key

4
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5
Key

6
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7
Key

File 05:

SECTION 1

LOUISE : Oh hello, I'd like to join the video library.

MR MAX : OK. Would you like to fill in the application form now?
LOUISE : Yes, I can do it now.
MR MAX : Hold on and I'll get a form. Now, I'll just ask you a few questions and then I'll get you to sign
at the bottom.
LOUISE : Right.
MR MAX : What's your full name?
LOUISE : Louise Cynthia Jones. Example
MR MAX : Jones?
LOUISE : Yes, that's right.
Repeat
MR MAX : OK, and what's your address?
LOUISE : Apartment 1, 72 Black Street, Highbridge.
MR MAX : Black Street, that's just around the corner, isn't it?
LOUISE : Yes.
MR MAX : OK, so the post code is 2085, right?
LOUISE : Yes, 2085.
MR MAX : Mm. And your telephone number? I need both home and work.
LOUISE : Home is 9835 6712 and work is 9456 1309. Do you need any ID or anything like that?
MR MAX : Yes, we need your driver's licence number, that is if you have one.
LOUISE : Yes, 1 know if off by heart, it's an easy one, 2020BD. Do you need to see it?
MR MAX : Yes, I'm afraid I do.
LOUISE : Mm . . . here.
MR MAX : Right, thanks. And could you tell me your date of birth please?
LOUISE : 25 July 1977.
MR MAX : That's the most important part out of the way, but could I just ask you a few questions for a
survey we're conducting?
LOUISE : OK.
MR MAX : What kind of videos do you prefer to watch? Have a look at this list.
LOUISE : Well, I love anything that makes me laugh. I just love to hear jokes and funny punch lines. I'm
not very keen on westerns, although my father likes them, but I'm a real softie, so anything with a bit of a
love story is good for me. It doesn't matter how old. Not musicals though, they're too much!
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MR MAX : Anything else?
LOUISE : I'm completely taken by documentaries of the great outdoors, you know the sort, animals,
plants and far away places. 1 saw a wonderful one on dolphins last week. It was amazing.
MR MAX : Now, I think that's all from me, except I need you to sign here on the line. Here's a pen. Oh,
and I nearly forgot, the membership fee. $25, refundable if you leave the library for any reason.
LOUISE : There you are. And do I sign here?
MR MAX : Yes, that's it. You can borrow videos now, if you like, but your card won't be
ready until next week. You can come and pick it up when you bring your first
videos back. That is if you want to take some now.
LOUISE : Yes, I'd like to. I'll have a look around.
MR MAX : Fine.

Key
1 Black
2 2085
3 9456 1309
4 2020BD
5 July
6, 7 & 8 B, D, F (in any order)
9 $25/ twenty-five dollars (refundable)
10 next week / in a week / in one week / the following week

File 06:

SECTION 1
WOMAN: Good morning, oh sorry, it's gone 12, I'll start again, good afternoon, Kingswell Sports Club,
how can I help you?
MAN: Oh, good afternoon. I was wondering if you could give me some information about
membership and facilities.
WOMAN: Of course. What would you like to know?
MAN: Do you have tennis courts, for example?
WOMAN: No, I'm afraid we don't. We're primarily a golf club.
MAN: What about football? I heard you had a team.
WOMAN: No, I'm sorry. Perhaps you're thinking about Fresham Sports Centre.
MAN: Oh, right. I know it. I've played badminton there.
WOMAN: Have you? They've got a lot of facilities we don't have and vice versa. We do have a keep-fit
studio, which is very popular with members, and then as well as that there's swimming, of course.
MAN: That's good. I like to swim every day.

9
WOMAN: We have a range of classes too.
MAN: Do you have judo classes? I'm keen to learn.
WOMAN: Well, at the moment we offer kick-boxing. We're planning to add judo and stretch classes
soon. We're currently running a range of yoga classes, too.
MAN: What about relaxing after exercise? I assume you have a restaurant or something.
WOMAN: At the moment, we've got a salad bar which is very popular. We'll also have a fully-licensed
restaurant by the end of the year.
MAN: Sounds good!
WOMAN: What kind of membership are you interested in?
MAN: Um I'm not really sure. What are the options?
WOMAN: Well, there are three different membership schemes.
MAN: I see. What's the difference?
WOMAN: Well, the first one's called Gold, and you can use all the facilities at any time of the day or
week. You can also join in as many classes as you like for free.
MAN: That sounds good. Is it very expensive?
WOMAN: Well, you pay a £250 joining fee and then it's £450 - oh no, I'm sorry, it's just gone up by £50,
sorry about that - it's now £500 for the annual subscription fee.
MAN: Right, got that. And what's the next type?
WOMAN: Well, that's Silver - it's the same as Gold except you have to pay a small fee of £1.00 per
lesson for any you do and you can only use the centre at certain times.
MAN: I see. So when exactly?
WOMAN: You can only use the facilities between 10 am and 4.30 pm.
MAN: So I couldn't use the pool at 8 in the morning or evening, then?
WOMAN: That's right.
MAN: OK. And the price for that? Is the joining fee the same as for Gold?
WOMAN: Actually, it's slightly less than the £250 - it's £225, but the annual fee is only £300. Does that
sound more like what you want?
MAN: Well, it's still rather more expensive than I thought. I'm a student here in England and I'm only
here for six months.
WOMAN: Ah, then the Bronze scheme would probably suit you best.
MAN: How is that different?
WOMAN: Well, some of the facilities have restricted use.
MAN: And do I have to pay for classes?
WOMAN: Yes, it's £3 for each class you join.
MAN: I see. And what are the hours then?
WOMAN: Between 10.30 and 3.30 weekdays only and you pay a £50 joining fee. The annual fee is £180

10
- it works out at £15 a month, so that would be quite a lot cheaper.
MAN: Oh, that should be all right. I could come in my free periods. What do I have to do if I want to
join?
WOMAN: Well, we book you in for an assessment with an instructor, who will show you how to use all
the equipment. If you want to organise a trial session and look around the centre, you'll need to speak to
David Kynchley.
MAN: Could you spell that please?
WOMAN: David K-Y-N-C-H-L-E-Y. I'll give you his direct line number. It's oh-four-five-eight-nine-
five-three-double one.
MAN: Thanks.
WOMAN: Thank you for calling Kingswell Sports Club.

KEY:

1. (a) keep-fit (studio)

2. swimming
3. yoga (classes)
4. (a) salad bar
5. 500
6. 1
7. 10(am) 4.30(pm)
8. 180
9. assessment
10. Kynchley

File 07

MAN: Hi, good afternoon.

WOMAN: Hi, welcome to the Carlton Hotel. How can I help you?

MAN: We‘ve just driven up from London and we‘re going to stay here in York for a few

days. We‘d like to book a couple of rooms.

WOMAN: Ok, sir. So for how many nights is that?

MAN: We‘ll be leaving on Monday morning. So, let me see, that‘s…3 nights.

WOMAN: And you said two rooms. Who are the rooms for?

MAN: I‘m here with my wife and two kids. They are 9 and 11. Sorry, 9 and 12. The eldest has just had his
birthday. So we‘d like one twin room for the kids and another double for my wife and I.
11
WOMAN: Ok, well, we‘ve got two rooms available, both en-suite.

MAN: Great. How much are they per night?

WOMAN: Let me see…the twin room is…40 pounds per night, and the double room is…50

pounds per night.

MAN: Ok, that sounds reasonable. So what is the total for 3 nights for both rooms?

WOMAN: Let me check…that will be a total of 270 pounds.

MAN: And that includes everything?

WOMAN: Yes, that price includes tax.

MAN: Ok, can I pay by credit card?

WOMAN: Yes, sure. You‘ll need to pay for the first night now, and you can pay for the other

nights when you leave. Or you can pay for all the three nights now.

MAN: I think I‘ll just pay for everything now as we‘ll definitely be here till Monday.

WOMAN: Ok, that‘s fine. I‘ll just need to take some details from you to confirm the booking.

Can you give me your full name?

MAN: Yes, it‘s Michael Fernsby. That‘s…F-E-R-N-S-B-Y.

WOMAN: What‘s your date of birth please?

MAN: The 15th of October, 1968.

WOMAN: The 5th of October, 1968?

MAN: No, the 15th

.WOMAN: Oh, ok, sorry. And can you give me your address?

MAN: Sure. It‘s 273, Stanton Court. That‘s S-T-A-N-T-O-N. London, WC2D, 5JB.

WOMAN: WC2D 5JB?

MAN: Yes, that‘s right.

WOMAN: And your telephone number?

MAN: My mobile number is...hold on, just let me check, I can never remember it…here it

is…it‘s 08773 879456.

12
WOMAN: Ok. Those rooms are booked for you then.

===========================================================================
=======

MAN: Ok, I know we‘re a bit out of town here. Can you give me some information about

getting into the centre of town. We‘ll probably head in tomorrow.

WOMAN: Well, you could drive in, but the parking is not great in town. It‘s difficult to get a

space and is quite expensive if you are staying there all day.

MAN: Yes, we‘re thinking of going to look around some of the shops and to look at the wall

around the city, so we‘ll probably be there most of the day.

WOMAN: In that case you are probably best taking a taxi or the bus.

MAN: How much is a taxi?

WOMAN: Into town it will be about 12 pounds. Actually, no I‘d say it‘s around 15 pounds -

fares have increased recently. We can book it here for you and it will pick you up

outside. It only takes about 10 minutes.

MAN: Right, I see. What about the bus? How much is that and where does it go from?

WOMAN: It‘s only 2 pounds per person. It‘s not far from here. You go out of here, turn right on

to Oak Tree Avenue, and it‘s about a five minute walk down the road. You can‘t miss

it. The bus ride is about 15 minutes.

MAN: Oh, ok. Maybe we could do that.

WOMAN: Or you could walk actually if you like walking. Part of the way you can walk through the nice
park which is fairly popular with visitors to York. It‘s about 30 minutes but it‘s quite pleasant.

MAN: Right, well there‘re a few options there. We‘ll have a think about it. I‘ll go and get my wife and
kids. They are just waiting in the car.

WOMAN: Ok, no problem. Thanks for booking with us.

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Key

1. 9 and 12 / nine and twelve 2. Tax 3. Fernsby 4. 15 (th) October / 15th of October

5. WC2D 5JB / wc2d 5jb 6. 879456 7. 15 / fifteen

8. Avenue 9. the (nice) park 10. 30 minutes

File 08

A: Hi, London Premier Tours. How can I help?

T: Hi, I‘m coming to London with my family and we‘d like to see the city. We just wanted some
information on the best way to do this.

A: Ok, I‘ll see if I can help. Firstly, when are you coming and for how long?

T: Let me see, we‘re leaving the US at the end of June. We‘re going to stay with friends in Oxford for a
week, so we‘ll arrive in London around 10th July. It will just be for a few days as we fly to Paris on the
13th July

A: And how many people?

T: I‘m coming with my sister and our parents.

A: And do you know what kind of things you want to see when you are here? Is there anything in
particular?

T: Not really, we just want to see the main sites, you know, historical places I guess. The places that
London is famous for

A: Well as you only have a short amount of time, the best way to do that is probably by a bus tour. The
tour costs 29 pounds for adults and 14 pounds for children for the day.

T: What time does it start?

A: Well, basically the ticket is valid for the whole day. The first bus is at 7am, but buses depart every 20
minutes throughout the day up until 4pm. Sorry, I mean 6pm – it‘s Summer now, so the buses run later. So
you can start and finish whenever you want within those times.

T: So do you have to stay on the same bus the whole time?

A: No, no. It is a hop-on, hop-off service. So you can get off at whichever stop you like. You can then stay
there as long as you like, and then get back on another bus when it arrives.

T: Oh, ok, I see what you mean

14
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T: What sites do you see on the tour then?

A: That depends on which route you choose. There are three routes and we call them the red, yellow and
blue routes. There are many attractions, but the main attractions on the red route are St Paul‘s Cathedral,
the London Eye and Buckingham Palace.

T: I‘m not too worried about the Cathedral, but I know my parents would enjoy the London Eye, so we‘d
better see that. What about the other routes?

A: The most famous places on the yellow route are Big Ben and the Houses of Parliament.

T: Ah, both of those would be interesting to see. And the Blue route?

A: Harrods and Hyde Park Corner are on that route.

T: I‘d like to see Harrods, but I don‘t think we‘ll have time for shopping and I don‘t know Hyde Park so
we‘ll not go on that route. So we‘d probably choose the red or yellow. What do we have to do about
booking?

A: If you want to book you can do that with one of our customer service operators on the phone. Or
otherwise you can go to our website and book. Some people just arrive on the day and buy a ticket on the
bus, but if it‘s full you may not be able to get a seat.

T: Probably best if we book in advance then, so I‘ll do it on the internet in a few weeks when we know
exactly what dates we‘ll be there.

A: Ok, well it can get very busy in the summer over the three months of June to August, so it‘s probably
best to book at least a week before you come. But you still have about 6 weeks before you leave so you
have plenty of time to think about it.

T: Ok, thanks, you‘ve been a great help

Key:

1. 10th / 10 July 2.parents 3.29 4. 14 5.6pm

B (Q6-8 can be in any order),D,G, 9.B 10.A

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File 09:

16
Key

File 10:

Tapescript for IELTS Listening Recording 1

You will hear a telephone conversation between a customer and an agent at a company
which ships large boxes overseas.
A Good morning Packham‘s Shipping Agents. Can I help you?
B Oh yes, I‘m ringing to make enquiries about sending a large box, a container,
back home to Kenya from the UK.
A Yes, of course. Would you like me to try and find some quotations for you?
B Yes, that‘d be great. Thank you.
A Well first of all, I need a few details from you.
B Fine.
A Can I take your name?
B It‘s Jacob Mkere.
A Can you spell your surname, please?
B Yes, it‘s M-K-E-R-E.
A Is that ‗M‘ for mother?
B Yes.
A Thank you, and you say that you will be sending the box to Kenya?
B That‘s right.
A And where would you like the box picked up from?
B From college, if possible.
A Yes, of course. I‘ll take down the address now.
B It‘s Westall College.
A Is that W-E-S-T-A-L-L?
B Yes, ... college.
A Westall College. And where‘s that?

B It‘s Downlands Road, in Bristol.

A Oh yes, I know it. And the postcode?
B It‘s BS8 9PU.
A Right ... and I need to know the size.
B Yes, I‘ve measured it carefully and it‘s 1.5m long ...
A Right.
17
B 0.75m wide ...
A OK.
B And it‘s 0.5m high or deep.
A Great. So I‘ll calculate the volume in a moment and get some quotes for that. But
first can you tell me, you know, very generally, what will be in the box?
B Yes there‘s mostly clothes.
A OK. [writing down]
B And there‘s some books.
A OK. Good. Um ... Anything else?
B Yes, there‘s also some toys.
A OK and what is the total value, do you think, of the contents?
B Well the main costs are the clothes and the books – they‘ll be about £1500 but
then the toys are about another two hundred – so I‘d put down £1700.

Answers:
1 Mkere
2 Westall
3 BS8 9PU
4 0.75 m/metre(s)/meter(s) (wide) / three(-)quarter(s) (of) (a) metre/meter (wide) /
¾ m (wide) / 75 cm(s) (wide)
5 0.5 m/metre(s)/meter(s) (high/deep) / (a) half (a) metre/meter (high/deep) /
½ m (high/deep) / 50 cm(s) (high/deep)
6 & 7 in either order
(some) books
(some) toys
8 1,700

File 11:

Key

11 classical music (concerts) /

(classical) (music) concerts
12 (a) bookshop /
(a) bookstore
13 planned
14 1983 /
(the) 1980s
15 (the) City Council
16 363
17 (the) Garden Hall

18
18 Three Lives
19 £4.50
20 Faces of China

File 12:

19
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21
File 13:

22
23
24
25
File 14:

26
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28
File 15:

29
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File 16:

(1) by minibus / a mini

Type of transportation:
bus
Maximum group size: (2) 15 / 15 people
Next tour date: (3) April (the) 18th
Hotel name: (4) The Pallisades

5.6 : B,D

7) The tour costs $280.

8) Bookings must be made no later than 14 days in advance.

9) A 20% deposit is required.

10) The customer's reference number is 39745T

RECEPTIONIST: Good afternoon, Dreamtime Travel. How can I help you?

CUSTOMER: Oh hello. I'm interested in the holidays you offer along the coast near here.
RECEPTIONIST: Yes. We operate several tours up the coast. Where in particular did you want to go?
CUSTOMER: Well, I like the sound of the holiday that mentioned whales. Was it 'Whale Watching'?
RECEPTIONIST: Oh, that's our Whale Watch Experience. lt's very popular and it's based in a lovely
little town with nice beaches.
CUSTOMER: Oh right, and how long does it last?
RECEPTIONIST: It's two days - that includes four hours' travel time each way from here.
CUSTOMER: Good, I don't want to be away any longer than that. So is that by coach?
32
RECEPTIONIST: Actually it's by minibus. We like to keep those tours small and personal so we don't
take a whole coachload of people. in fact, we only take up to fifteen people on this tour, although we do
run it with just twelve or thirteen.
CUSTOMER: Oh, right. So do you run these tours often?
RECEPTIONIST: Well it depends on the time of year. Of course in peak times like the summer holidays
we do them every weekend, but at the moment it's usually once a month at most.
CUSTOMER: And when is the next one going?
RECEPTIONIST: Mmm, let me see. Um, there's one in three weeks' time which is April the 18th, and
then we don't have another one until June the 2nd.
CUSTOMER: All right, and is April a good time to go?
RECEPTIONIST: Pretty good. Though the really good time is later in the year. I have to say though that
the whale sighting is only one of the many things offered.
CUSTOMER: Really?
RECEPTIONIST: Yes. The hotel itself where you stay has great facilities. It's called The Pallisades.
CUSTOMER: The Paris what?
RECEPTIONIST: No, it's actually The Pallisades, P-A-L-L-I-S-A-D-E-S. It's right on the main beach
there.
CUSTOMER: Oh, I see.
RECEPTIONIST: All of the rooms have nice views and the food is really good there too.
CUSTOMER: Oh right.

CUSTOMER: And what about the other things? You know, that are included in the price.
RECEPTIONIST: Oh, there are lots of things. If you don't want to do the whale watch cruise, your guide
will take anyone who is interested either on a bushwalk through the national park near the hotel, and
there's no extra charge for that, or on a fishing trip. That's an extra $12 I think. And there's also a reptile
park in town - that costs more or less the same.
CUSTOMER: No, I think I'd prefer whales to snakes.
RECEPTIONIST: Yeah. And if you just want to relax you are free to sit by the hotel pool or go down
the beach. Oh, and they also have tennis courts at the hotel, but you have to pay for those by the hour. But
there are table tennis tables downstairs and they're part of the accommodation package. Just speak to your
guide.
CUSTOMER: Well that sounds good. So how much is the basic tour price?
RECEPTIONIST: At this time of year it's usually around $300 but let me check. Er...oh, it's
actually$280.
CUSTOMER: And the next tour, are there any places on that one?
RECEPTIONIST: HOW many people Is It for?
CUSTOMER: These are two of us.
RECEPTIONIST: Yes, that should be fine. Can I just mention that we require all bookings to be made at
least fourteen days before you travel to avoid cancellations of tours. And if you cancel within seven days
of departure you will have to pay 50% of your total booking.
CUSTOMER: OK.
RECEPTIONIST: And you also need to pay a 20% deposit at the time of booking.
33
CUSTOMER: Can I pay that by credit card?
RECEPTIONIST: Yes, you can.
CUSTOMER: All right, what I'll do is I'll talk to my partner and get back to you.
RECEPTIONIST: Fine. So I'll make a provisional booking, shall I? - two for the Whale Watch
Experience. Let me issue you with a customer reference number for when you call back. Do you have a
pen?
CUSTOMER: Yes.
RECEPTIONIST: OK, it's three nine seven, four five, T. That's T for tango. When you call back, ask to
speak to the Tour Manager, that's me, Tracy.
CUSTOMER: Fine, I will.

34
 Unit 2: Life on campus

File 01:

Louise: I‘m looking for some advice about doing a Master‘s Degree in Media Studies. Am I at the right
place?

Mark: Yes, my name‘s Mark, I‘m head of the Media Studies course. Nice to meet you, and you are…

Louise: ‘m Louise, nice to meet you too.

Mark: So how can I help you?

Louise: Well I‘ve seen the prospectus for the course but I‘m still a bit confused about a few things and
about some of the options for studying.

Mark: What‘s your situation at the moment? Are you working?

Louise: Yes, I‘ve been working as a journalist for a local newspaper for the last 3 months. Prior to that I
had two jobs in the media – at a small local radio station for about 2 years and at a TV station for about 4
years. So I‘ve worked in media for about six years in total.

Mark: Ok well that‘s useful if you want to do the course. What is your motivation to do further study?

Louise: I enjoy my job a lot at the moment but I feel the opportunities for promotion are quite limited. It‘s
not that I think a masters will help with this though. I‘ll probably leave my job, maybe to go into TV or
something, but basically I think wherever I end up going in the future, employers prefer to see someone
with post-graduate qualifications these days.

Mark: And are you intending to study full-time?

Louise: Well I‘d really like to keep working as I need an income. What are the options for me if I want to
work whilst studying?

Mark: You could do certain modules over a number of years you like. It‘s up to you how many you do.
Basically you get credits for the ones you complete. People usually do the Masters in anything from 18
months up until 4 years. It depends on your time. If you wanted a fixed schedule and attendance and
did it part time then that would be a total of 3 years.

Louise: So what is the admission criteria to join the course?

Mark: Well there are a few things that are useful but not essential, but there are some requirements.
Usually to join a Masters people must have a bachelor‘s degree, but we are prepared to overlook this if
someone has enough work experience. But you must have one or the other. It‘s useful if you have
research experience as you have to complete a thesis but we can train you on this if not. It’s essential that
you have motivation if you want to join the course as it is very demanding.

35
-------------------------------------------------------------------------------------------

Louise: What about the costs for the course?

Mark: The fees for a year if you are studying part-time are £2250. No sorry, they have gone up this year –
£2400. Of course you are paying for all other living costs.

Louise: Is there any kind of bursary or scholarship available to help with the fees?

Mark: Yes there are things available but you have to meet the criteria to get funding. Often though the
university will actually contact you about funding. Universities have a certain budget available to provide
funds so they will look for the best students and offer them something if they think they will be suitable.
You would have to have a firm offer in place to join the course though before you‘d be considered for
any funding.

Louise: Where can I go to find out more about it?

Mark: The best place to look for information about funding is on our university website. All the details
about whether you‘re eligible, what help is on offer, and how to apply will be there. If you can‘t find the
information you‘re looking for, you can always come and speak to us again and there will be a number
you can ring.

LOUISE: Ok thanks for that. And is it easy to get hold of you if I need to speak to you further?

Mark: Yes, I‘m here most days, but you can always phone the office first to check. It‘s best to book an
appointment in case I‘m not around.

21. A
22. C
23. B
24. C
25. F
26. £2400 / 2400 pounds
27. (certain) budget
28. firm offer
29. university website
30. how to apply

36
File 02:

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File 03:

Section 3:
TUTOR: Hello. Jonathan Briggs, isn‘t it?
JB: Yes, that‘s right.
TUTOR: DO come in and sit down.
JB: Thanks.
TUTOR: Right. Well, Jonathan, as we explained in your letter, in this part of the interview we like to talk
through your application form... your experience to date, etc. ... and then in the second part you go for a
group interview.
JB: Group interview ... yes, I understand ...
TUTOR: So ... your first degree was in Economics?
JB: Yes, but I also did Politics as a major strand.
TUTOR: And you graduated in 1989. And I see you have been doing some teaching...
JB: Yes. I worked as a volunteer teacher in West Africa. I was there for almost three years in total from
1990 to ... umm ... 1992.
TUTOR: How interesting. What organisation was that with?
JB: It‘s not one of the major ones. It‘s called Teach South.
TUTOR: Oh, right. Yes, I have heard of it. It operates in several African countries, doesn‘t it? And what
kind of school was it?
JB: A rural co-operative.
TUTOR: Oh, a rural co-operative, how interesting ... and what did you teach?
JB: A variety of things in different years ... ummm ... I did ... with Forms 1 to 3 mainly Geography and
some English with Form 5. Then in my final year I took on some Agricultural Science with the top year ...
that‘s Form 6.
TUTOR: Right. Quite a variety then...
JB: I also ran the school farm.

41
TUTOR: How interesting ...
-----------------------------------------------------------------
TUTOR: ... And how did you find the whole experience?
JB: I‘ll be honest with you. At the end of the first year I really wanted to leave and come home.
TUTOR: Why was that?
JB: Well. .. I was very homesick at first and missed my family...
TUTOR: Umm ... I can quite understand that.
JB: ... and I also found it frustrating to have so few teaching resources, but I did decide to stay and in the
end I extended my tour to a third year.
TUTOR: Right. Things must have looked up then?
JB: Yes. We set up a very successful project breeding cattle to sell locally.
TUTOR: Really?
JB: And then after a lot of hard work we finally got funds for new farm buildings.
TUTOR: And you wanted to see things through?
JB: Uh-huh.
TUTOR: And is that why you want to train to teach Geography?
JB: Yes. I‘ve had a couple of jobs since then but I now realise I like teaching best. And I chose
Geography because ... because it is my favourite subject... and also because I think it has so many useful
applications.
TUTOR: Well... you certainly have had some interesting work experience. I‘ll ask you now to go on to the
next stage of...

Section 3: (Questions 21-30)

21. Politics
22. (West) Africa
23. 1990 to 1992 NOT 1993
24. Teach South
25. rural co(-)operative
26. Geography
27. (Form) 5/five/V
28. (very) homesick // missed (my/his) family // homesickness
29. favourite subject ACCEPT favorite
30. (many) (useful) applications

42
File 04:

SECTION 2

INTERVIEWER -- A dream came true in 1995, when over 96 days of the spring and summer, an
expedition of four men undertook what they believe to have been the first and only complete end-to-end
crossing of Morocco's Attora mountains. I talked to Charles Owen, the leader of the expedition group,
about the trip.
Charles, how much planning went on beforehand?

CHARLES : Well, as you know, I run these walking trips across the mountains for tourists and over the
years, I've collected maps and other data to prepare what I call a 'route book' for this trip and this book
basically shows the route across the mountains that we took.
INTERVIEWER : You actually broke records while you were out there, didn't you?

CHARLES : Mmm. Yes, it was 900 miles in total and we managed to climb 32 peaks that were over 3000
metres high, including Toubkal, which is of course the highest in North Africa. We weren't actually out to
make a name for ourselves - it just happened really.
INTERVIEWER : What was the. weather like?

CHARLES : It got us right from day one and we were pretty taken aback really to find that it rained on
quite a number of days, and so we were forced to start re-planning our route almost from the outset. One
of the obvious problems is the heavy snow which blocks the mountain passes, so you have to make
considerable detours. When we were on the way to Imilchil, for example, the snow forced us into a
northern bypass which was new to us, but anyway, either way we would have been rewarded because we
fell upon amazing, high meadows, huge gorges and wonderful snow-capped mountains. The scenery was
as fine as any we saw on the trip and that was how it was every time - having to take another pass was
never a disappointment.
CHARLES : Yes, yes . . . we'd arranged to meet up with friends at various points on the .
journey. I mean this was actually one of the purposes of the trip . . . and we managed to keep all these
dates, which is amazing really considering the detours we made. An old friend acted as a sort of transport
organiser for everyone and the Hotel Ali in Marrakech was a good social base - I'd really recommend it,
although I can't remember who runs it. Anyway, groups of friends actually joined us for three-week stints
and others just linked up with us. Some, whom we hadn't met before the trip at all, tagged on for short
bursts - people from the area - who just came along for the ride. But outside the major visitor areas like
Toubkal we only met one other group of travellers like ourselves in the whole 96 days.

43
INTERVIEWER : Were there any bad moments?
CHARLES : We took two, I must say, long-suffering donkeys with us to help transport water and tents
and things. I suppose if we were to do it all again we'd probably hire donkeys along the way. Taza and
Tamri, as we called them after the last places in the trip, well, they made quite a unique journey between
them, and . . . but it was continuously demanding for them. On both the really high summits, they took
diversions that were quite out of character and I can only assume that it must have been due to tiredness.
INTERVIEWER : Well, thank you . . . And Charles has put together a video about this journey and
continues to lead groups to the Attora mountains, so if you want further information . . .

Section 2
11 route book
12 900/ nine hundred miles NOT 900
13 North/ N Africa NOT Africa
14 A
15 C
16, 17 & 18 B, C, E (in any order)
19 & 20 B, D (in any order)

File 05:

44
File 06:

SECTION 4

LECTURER :
Welcome to further education Information Week. This is the Physical Education Faculty's session and I'm

45
the Head of the Faculty. During the course of this morning we hope to give you a clear idea of what we
offer in our training programs and we will look at the types of courses and the entry requirements, if any,
for those courses. Some of these courses are open to school leavers, but for some you need previous
qualifications, or relevant successful employment.
So firstly, the Physical Fitness Instructor's course is offered as a six-month certificate course which
includes an important component of personal fitness but there are no specific entry requirements.

For Sports Administrators we provide a four-month certificate course but you should be aware that this is
designed for those who are in employment. This employment must be current and related to sports
administration. For the Sports Psychologist course we offer a one-year diploma course, but this diploma
course is available only to those who already hold a degree in psychology, so you need to make sure you
have that before you apply to do this course.

For the Sports Psychologist course we offer a one-year diploma course, but this diploma course is
available only to those who already hold a degree in psychology, so you need to make sure you have that
before you apply to do this course.

Now . . . for Physical Education Teachers we offer a four-year degree in education. This degree course is
designed for preparing students to teach in primary and secondary Schools and needs no prior
qualifications as it is entered directly by school leavers. And lastly for the Recreation Officer's course we
offer a six-month certificate. Entry to this course normally includes applicants of a wide range of ages and
experiences, but we do not insist on any prerequisites for this course.

Remember that this is a vocational training institute. We train you so that you can take up a particular kind
of job. So it is important that you know the main roles of the jobs - what the work is like and what kind of
qualities you need to succeed at them.

A Physical Fitness Instructor works in health and fitness centres preparing individual programs for
ordinary members of the public. Physical Fitness Instructors prepare routines of exercises to suit the
individual client's age and level of fitness.

Sports Administrators run clubs and sporting associations. Their duties include such things as booking
playing fields with local councils and organising the schedule of games or events for the club, so they
need good organisational skills.

Sports Psychologists spend time with professional athletes helping them approach competition with a

46
positive mental attitude to enable them to achieve their personal best. They do this by improving
motivation and concentration or assisting with stress management.

Physical Education or PE Teachers instruct young students in how to exercise, play port, and do other
recreational activities correctly and safely. PE teachers help the development of co-ordination, balance,
posture, and flexibility with things like simple catching and throwing skills. They are not expected to be
experts in all sports, but must be able to show students the basic techniques involved in a wide range of
activities.

Recreation Officers often find themselves working for local government authorities and local groups.
Their aim is to raise people's awareness of healthy lifestyles and improved general fitness through
arranging recreational activities for groups of all ages from the very young to the elderly.

There are many other job opportunities which our graduates can look forward to. If you are interested in
any of these ...

Section 4
31 4/ four-month certificate /cert (course)
32 (current) employment / job
33 1/one-year diploma / ACCEPT dyploma
34 none / no (prior) qualifications/ quals
35 6/ six-month certificate /cert (course)
36 C
37 F
38 B
39 G
40 D

File 07:

SECTION 3
TUTOR: Hello, can I help you?
BRIAN: I was told to come here, because I'd like to talk to someone about taking a management
course.
TUTOR: Right. I'm one of the tutors, so I should be able to help you.
47
BRIAN: Oh, good. My name's Brian Ardley. I've decided to enrol on a part time management course.
A friend of mine took one last year, and recommended it to me.
TUTOR: Right.
BRIAN: Is there anything I should do before the course, like reading or anything?
TUTOR: We prefer to integrate reading with the course, so we don't give out a reading list in advance.
But we like people to write a case study, describing an organisation they know.
BRIAN: I've already done that, as my friends told me you wanted one. But would it be possible to sit
in on a teaching session, to see what it's like? I haven't been a student for quite a while.
TUTOR: Fine. Just let me know which date, and I'll arrange it with the tutor.
BRIAN: Now, could I ask you about the college facilities, please?
TUTOR: Anything in particular?
BRIAN: Well, the course is one day a week, all day, isn't it? So presumably it's possible to buy food?
TUTOR: Yes, the refectory's open all day.
BRIAN: Does it cater for special diets? I have some food allergies.
TUTOR: Provided you warn the refectory in advance, it won't be a problem.
BRIAN: Good. What about facilities for young children? I'd like to bring my daughter here while I'm
studying.
TUTOR: How old is she?
BRIAN: Three.
TUTOR: Then she's eligible to join the nursery, which is supervised by a qualified Nursery Nurse. The
waiting list for a place is quite long though, so you ought to apply now.
BRIAN: OK.
TUTOR: I don't know if our careers advice service would be of any interest to you?
BRIAN: Yes, it might help me decide how to develop my career after the course.
TUTOR: The centre has a lot of reference materials, and staff qualified to give guidance on a one-to-one
basis.
BRIAN: I noticed a fitness centre next to the college. Is that for students?
TUTOR: It's open to everyone, but students pay an annual fee that's much less than the general public
pay.
BRIAN: And presumably the college library stocks newspapers and journals, as well as books?
TUTOR: Yes, and there's also an audio-visual room, for viewing and listening to videos, cassettes, and
so on.
BRIAN: Is there also access to computers?
TUTOR: Yes, your tutor will need to arrange with the technical support team for you to get a password,
so ask him or her about it when you start the course.
BRIAN: OK.

48
TUTOR: By the way, do you know about our Business Centre?
BRIAN: No, What's that?
TUTOR: It's a training resource - a collection of materials for people to study on their own, or use in
their own organisations.
BRIAN: Uhuh. You mean books and videos?
TUTOR: Yes, and manuals for self-study. Plus a lot of computer-based materials, so people can work
through them at their own speed, and repeat anything they aren't sure about. And you can hire laptops
to use in your own home or workplace as well as printers that you can take away.
BRIAN: Does it have anything that I could use to improve my study skills? I don't have much idea
about report writing, and I'm sure I'll need lt on the course.
TUTOR: Oh yes, there's plenty of useful material. Just ask one of the staff.
BRIAN: Does the centre cover all the main areas of business?
TUTOR: Yes, topics like finance, and of course marketing - that's a popular one. Local managers seem
to queue up to borrow the videos!
BRIAN: So lt isn't just for students, then?
TUTOR: No, it's for members only, but anyone can join.
BRIAN: How much does it cost?
TUTOR: £100 a year for a company, and £50 for an individual, with no discount for students, I'm afraid.
BRIAN: That's very helpful. Well, I think that's all. I'd better go home and fill in the enrolment form.
Thanks for all your help.
TUTOR: You're welcome. Goodbye.
BRIAN: Goodbye.

21. A
22. in advance
23. nursery
24. annual fee
25. tutor
26 - 27. laptops printers
28. report writting
29. marketing
30. Individual

49
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50
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54
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12a:

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File 13:

57
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59
File 15:

Section 3 - Transcript
Below is the transcript for the Listening Part 3 (qus 21-30).
You can use this to read with the recording when you
check your answers.
Focus on the underlined parts which highlight the key
words and phrases needed to answer the questions
correctly.
Male
Hi Jill, how are you?
Female
Good, Desmond, good. We need to decide some things
about our project, don‘t we?
M
Yes... By the way, Jill, I‘ve been meaning to ask you, did
you always know you were going to do social sciences?
F
Well, to be honest, no. It took me quite a while to fix on it.
Why, did you know from the start?
M
Not completely, no. I mean, I didn‘t do it at school,
obviously...
F
No, nor did I. I was quite drawn to the, er, physical world,
like how things are made, you know. There‘s a sort of
ancient history to the industrial world we live in, isn‘t there,
60
with the invention of the wheel, for example, through to
high-spec computers today. So, although I wasn‘t drawn
to being an architect, or doing archaeology, I wondered
about the industrial side of design for some time.
M
That‘s surprising – I‘d never have guessed.
F
And that‘s not all. There‘s a kind of earn-lots-of-money
side to me too, so I wondered if some kind of
management role might suit me, and I spent quite a bit of
time looking into diplomas and degrees in aspects of
running companies, which I thought could be fascinating.
But you know I‘m quite allergic to too much
computerisation, and the information management
aspects seemed to dominate those courses, and that‘s,
really, how I‘ve ended up where I am.
M
Well, I was just choosing between social sciences and
psychology, and I thought that was tricky...!
F
But even having made the choice, I still find the course far
from easy.
M
Yes, me too. I mean, I‘ve been making some great friends
here – maybe too many, to be honest. And I‘m glad I had
a gap year before starting, so I got a bit of experience of
the world, and learnt to deal with my finances, cos I see a
lot of students really struggling with that.
F
Including me!
M
It‘s planning everything that‘s tricky for me. I can never
decide what to concentrate on in what order, which things
are more important to get done first. So I go to lectures in
the morning, and that‘s fine, but then I drift into the library,
and I‘m not sure what to do. Then I see some friends in
there, and I get into trouble for trying to chat with them
instead of keeping quiet and getting on with work. So I
always seem a bit behind with the coursework.
F
Well, Desmond that‘s not going to happen with this project
we‘re doing together!
61
M
No, good. Right, now first up is the design of the
experiment. Shall we work on that together?
F
I was thinking that it was more in your territory, that you‘re
more the numbers man.
M
I don‘t mind doing it, certainly. I don‘t think it‘s going to be
very easy. There are so many variables to take account
of, aren‘t there? So I‘ll need to get some help from the
statistics tutor, as I‘m not as convinced of my powers as
you seem to be.
F
You seem to get on with him quite well. If you deal with
that, then I could be in the library, looking into the sorts of
research projects that have been done in this area before.
Or would you like to tack that onto what you‘re already
doing?
M
I think your perspective would be more useful on this.
Shall we say we‘ll combine forces for it?
F
OK, because there will be quite a heavy reading load.
M
Once the experiment‘s structure starts to become clear,
we should check with the IT section if they‘ll be able to
help us at all in setting it up. I don‘t know how easy it is to
talk to them.
F
Not very, I think is the answer to that. However, I‘ve got a
friend there, so I could sound her out. She‘s a helpful sort
of person.
M
Good.
F
Now, we agreed that as well as the hard numerical data
we‘d set up some small focus groups to get qualitative
data, didn‘t we? Shall we do that as a pair?
M
I agree that we‘ll conduct the group sessions together, but
it‘s fairly straightforward to arrange the sessions, isn‘t it?
F
62
True. I‘ll take care of that, then. And then, finally, we need
to think about the presentation.
M
Oh you know I have no ability in public speaking. Whereas
you...
F
We can divide up the sections...
M
I‘ll sort out the slides and the animations and the
handouts, everything, if you do the talking. I mean, I agree
that it should be a joint effort, it‘s just we should play to our
strengths.
F
It‘s a deal!
M
OK, now we should go off and....

File 16:

21. B 22. A 23. C

24,25: B, D

(26) full-time (27) a term / one term (28) intensive (29) two module / (for) two terms (30) a topic / one
topic

ANDREW: Excuse me, I was told to come here for advice about, erm, Management Diploma courses?
MONICA: You've certainly come to the right place. Hi, my name is Monica.
ANDREW: Nice to meet you. My name is Andrew, Andrew Harris.
MONICA: So, Andrew, have you seen our diploma course prospectus yet?
ANDREW: Yes, I've already looked at it. In fact, I thought the information on course content was really
useful, but I'm afraid I'm a bit confused by all the different ways you can do the course: full-time
intensive, part-time and so on.
MONICA: Well, let's see if I can help. I think each course type has its advantages and disadvantages, so it
really depends on you - your own study habits, and your financial circumstances, of course. Are you
working at the moment?
ANDREW: Yes. I've been working in the administration section of the local hospital for the last three
years. And before that I worked in the office of a computer engineering company for two years. So, I've
got about five years of relevant work experience. And what I'm hoping to focus on is Personnel
Management.
MONICA: I see. And are you planning to leave your current job to study, or are you thinking about just
taking a year off?
ANDREW: I want to know what my options are, really. I don't want to quit my job or anything and my

63
employers are keen for me to get some more qualifications but obviously, it would be better if I could do a
course without taking too much time away from work.
MONICA: Right, so you don't really want to do the full-time course, then?
ANDREW: No, not really. It's also a question of finances. You see, my office have agreed to pay the cost
of the Course itself, but I would have to take unpaid leave if I want to study full-time and, well, I don't
think I could afford to support myself with no salary for a whole year.
MONICA: OK. Well, you have two other possibilities: you could either do the part-time course- that
would be over two years and you wouldn't have to take any time off work - or you could do what we call a
'modular' course. You could do that in eighteen months if you wanted - or longer, it's quite flexible and it
would be up to you.
ANDREW: Mmm. So what does the part-time course involve?
MONICA: For that you would join an evening class and have a lecture twice a week. Then, you'd have to
attend a seminar or discussion workshop one weekend a month.
ANDREW: What kind of coursework would I have to do?
MONICA: Well, it's a mixture. You'd be expected to write an essay each month, which counts towards
your final assessment. You have a case study to do by the end of the course, which might involve doing a
survey or something like that, and also you need to hand in a short report every four weeks.
ANDREW: So, that's quite a lot of work, then, on top of working every day. It sounds like a lot of
studying - and really tiring.
MONICA: Yes, you certainly wouldn't have much free time!

ANDREW: What about the 'modular' course? What would I have to do for that?
MONICA: That's where you get the opportunity to study full-time for short periods. That way you can
cover a lot of coursework and attend lectures and seminars during the day. And each module lasts for one
term, say, about twelve weeks at a time. There are obvious advantages in this - the main one being that
you can study in a much more intensive way, which suits some people much better.
ANDREW: And how many of these 'modules' would I have to do to get the diploma?
MONICA: The current programme is two modules - and then you have to choose a topic to work in more
depth - but you can base that on your job, and so you don't need to be away from the office, and how long
it takes is up to you.
ANDREW: The important thing is that you don't have to study and work. You can focus on one thing at a
time.
MONICA: Yes, I can see that. It certainly sounds attractive! It would be more expensive, though. I mean,
I'd have to support myself without pay for each module.
ANDREW: That's true, so that might be a problem for you. Look, why don't you talk this over with your
employers and ...

64
 UNIT 3: Directions and descriptions

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Sample 4:

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File 05:

SECTION 3
I = Omar ; D = Dawn
I: Hi, Dawn.
D: Oh hi, Ilmar.
I: I‘m glad I‘ve bumped into you. I‘ve just found a great idea for the presentation we‘ve got to do for Dr
Banks next month.
D: What, the one on everyday objects?
I: Yes ... look at this article ... it‘s really interesting.
D: The aluminium coke can?
79
I: You know ... coca cola cans, soft drink cans. Look let‘s sit down here. Have you got a minute?
D: Sure ... I‘ll just get my bag.
D: OK, so you think we can get a presentation out of this article?
I: I‘m sure we can. First of all we can provide some interesting facts about the aluminium cans that we
drink out of every day.
D: Like ... ?
I: Well, here ... it says that in the US they produce 300 million aluminium drink cans each day.
D: Wow! 300 million!
I: Exactly. That‘s an enormous number. It says here ―outstrips the production of nails or paper clips‖. And
they say that the manufacturers of these cans exercise as much attention and precision in producing them
as aircraft manufacturers do when they make the wing of an aircraft!
D: Really! Let‘s have a look.
I: They‘re trying to produce the perfect can - as thin but as strong as possible.
D: Mmm ... this bit‘s interesting ... ―today‖s can weighs about 0.48 ounces: thinner than two pieces of
paper ... from this magazine say.‘
I: Yeah, and yet it can take a lot of weight.
D: More than 90 pounds of pressure per square inch — three times the pressure of a car tyre. OK, I agree,
it‘s a good topic.
---------------------------------------------------------------------------------------------------
I: What I thought was that we could do a large picture of a coke can and label it and then talk about the
different parts. Look, I‘ve done a rough picture here.
D: OK, so where shall we start?
I: Well, the lid is complicated. Let‘s start with the body first. I‘ll do a line from the centre of the can ...
like this ... and label it ―body ―. What does it say?
D: It‖s made of aluminium, of course, and it‘s thicker at the bottom.
I: Right, so that it can take all that pressure.
D: And then I think you should draw another line from the body for the label.
I: Right ―label‖. The aluminium is ironed out until it‘s so thin that it produces what does it say?
D: ―A reflective surface suitable for decoration.‖
I: That‘s right apparently it helps advertisers, too.
D: Yes, because it‘s so attractively decorated.
I: Good … and then there‘s the base.
D: Yes, it says the bottom of the can is shaped like a dome so that it can resist the internal pressure.
I: That‘s interesting. I didn‘t know that.
D: Nor did I. OK, so going up to the lid … there are several things we can label here. There‘s the rim
around the edge which seals the can.

80
I: Got that. And there‘s a funny word for the seal isn‘t there?
D: Yes, it‘s a flange
I: What does it say about it?
D: Well, the can‘s filled with coke or whatever and after that the top of the can is trimmed and then bent
over to secure the lid.
I: That‘s right, it looks like a seam. We could even do a blow-up of it like this
F-L-A-N-G-E ...
D: Yes, that would be clearer. I think we should label the lid itself and say that it constitutes twenty five
percent of the total weight.
I: Twenty-five percent … so it‘s stronger than the body of the can.
D: So to save money, manufacturers make it smaller than the rest of the can!
I: Didn‘t know that either ... so how do we open a can of coke?
D: Mmm … first of all there‘s the tab which we pull up to open the can and that‘s held in place by a rivet.
I: Mmm … I think that‘s too small for us to include.
D: I agree, but we can talk about it in the presentation. We can show the opening though
I: That‘s the bit of the can that drops down into the drink when we pull the tab.
D: Yeah, hopefully. Sometimes the tab just breaks off.
I: I know.
D: Anyway the opening is scored so that it pushes in easily but doesn‘t detach itself.
I: OK, we can show that by drawing a shadow of it inside the can, like this I‘ll label it scored opening.
Great … well, I think we‘ve got the basis of a really interesting presentation. Let‘s go and photocopy the
article.
D: Fine. I‘ll take it home and study it some more.

Section 3
22 300 million
23 paper clips
24 magazine pages/ pieces of paper/ pages
25 three times
26 thicker
27 label
28 (a) dome
29 flange (correct spelling)
30 25%
31 scored opening

File 06:

81
 SECTION 2
MAN: And here on Radio Rivenden we have Lynne Rawley, the Public Relations Officer of our own
Rivenden City Theatre. Hello, Lynne.
LYNNE: Hello.
MAN: Now, the theatre is reopening soon after its three-year redevelopment programme, isn't it?
LYNNE: That's right, and there are a lot of improvements. The first thing people will see when they go in
is that the foyer has been repainted in the original green and gold. Then the box office has been reoriented,
with its own access from the side of the building instead of through the foyer, which means it can be open
longer hours, and has more space, too.
The shop that used to be in the foyer, which sold books and CDs, is the one part of the redevelopment
which isn't yet complete. The plan is to find new premises for it near the theatre, and we've had difficulty
finding somewhere suitable. We hope to reopen the shop in the next few months.
MAN: Will audiences find any difference in the auditorium?
LYNNE: Yes, we've increased the leg-room between the rows. This means that there are now fewer seats
but we're sure audiences will be much happier. And we've installed air conditioning, so it won't get so hot
and stuffy.
We already had a few seats which were suitable for wheelchair users, and now there are twice as many,
which we hope will meet demand. Something else that will benefit audiences is the new lifts. The two we
used to have were very small and slow. They've now gone, and we've got much more efficient ones.
MAN: Anything for the performers?
LYNNE: Yes, we've made a number of improvements backstage. The small, dark dressing rooms we
used to have have been converted into two large airy rooms, so they're much more comfortable now. And
the state of-the-art electronic sound and lighting systems have been installed.
MAN: OK, so what's the first play that audiences can see when the theatre reopens?
LYNNE: We've got a very exciting production of Peter Shaffer's Royal Hunt of the Sun, which is
currently touring the country. That starts on October the 13th and runs till the 19th. We're experimenting a
bit with the time the curtain goes up.
We used to start all our performances at 7.30, but that made it difficult for people to go home by public
transport, so instead we're beginning at 7, because at 9.45, when it finishes, there are still buses running.
Tickets are already selling fast. The Friday and Saturday performances sold out almost immediately and,
in fact, now there are only tickets for Monday and Thursday.
MAN: How much are they?
LYNNE: We've introduced a simpler price structure. Ticket prices used to range from £6 to £30 but now
they're all £18. They're available from the box office, in person, by phone, fax or post, or online.
MAN: OK, Lynne, now if you'd like to give the contact details for the theatre...

82
11-16. B G C A E D
17. (October (the)) 19th
18. 7
19. Monday Thursday
20. 18

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 Unit 4: Discussing an assignment

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File 01:

SECTION 3

JANE : Hi Tim! (Tim: Jane.) How are you? (Tim: Fine.) I'd been wondering when I'd run into you. Have
you been here long?
TIM : I arrived yesterday, on Sunday. How about you?
JANE : I got here a few days ago, on Saturday. No - wait a minute, what's today? - Sorry Friday, not
Saturday.
TIM : But we didn't have to be here till today.
JANE : Yes, I know, but I wanted to get my things moved into my room, and just take a look around. So,
did you decide to do English in the end?
TIM : No, I changed my mind and opted for history instead. And you're doing biology, if I remember
correctly.
JANE : Yes, although to start with I couldn't decide between that and geography.
TIM : How much reading have you got? I was given an amazingly long list of books to read. See!
JANE : Wow, it does look pretty long.
TIM : Well, I counted 57.I could hardly believe it! What's your list like?
JANE : Well, it's not as long as yours, but it's still pretty big. There are 43.I don't know how I'm going to
get through them all.
TIM : Well you don't have to read them all this week! You just have to stay ahead of the lectures and
seminars. Have you got your class schedule yet?
JANE : Yep. It came with the reading list. When's your first lecture?
TIM : Tuesday. How about you?
JANE : The day after. It's my busiest day; I've got two lectures in the morning and one in the afternoon.
JANE : It's going to be different from school, isn't it!
TIM : Yeah, particularly the lectures. Have you got any special strategy for listening to lectures?
JANE : Well I'm going to use a cassette recorder and record them all.
TIM : What! Are you allowed to?
JANE : Sure. Lots of people do it nowadays. It means you can listen to the lectures all over
again later, and make really good notes.
TIM : I couldn't do that. I like to take notes as I'm listening. I usually find I get all the important points.
Reading is different of course. My approach is to skim the book first to see what's important and what
isn't. It saves hours of time.
JANE : But what if you miss something?
TIM : You don't mean you're going to read every word, do you?
JANE : Well, that's what I usually do.
102
TIM : Well, that's up to you, but I think you're crazy!
JANE : What's your first lecture on, anyway?
TIM : Oh, it's a lecture on the French Revolution.
JANE : The French Revolution! How boring!
TIM : It's not boring at all! It was an amazing period of history. It changed everything in
Europe. So what's your first lecture about?
JANE : It's about animal behaviour. It sounds really interesting.
TIM : Look, I was on my way to the library. I'm going to get some of these books out and start reading for
the first essay I've got to write.
JANE : And what have you got to write about?
TIM : Well, you'll never believe it, I think our professor must have a sense of humour. He's given us the
title "Why study history?"
JANE : That's a good one. When you find the answer, let me know!
TIM : I'm going to enjoy writing it. Have you been given any writing assignments yet?
JANE : Yes, I've got to write about animal language.
TIM : Hmm! That sounds a challenge. I suppose you'll be off to the zoo to do field research.

KEY
Section 3
21 (on) Friday
22 Biology
23 57/ fifty-seven (books)
24 43/ forty-three (books)
25 Wed/ Wednesday ( NOT the day after)
26 (she) record(s) them/ lectures / she use(s) a (tape /cassette) recorder/ recording
27 skimming / (he) skims (books)/(a book) / skim (the) book first / skim reading
28 (The) French Revolution
29 Why study history(?)
30 animal language / (the) language of animals (NOT language)

File 02:

Section 3 :
TUTOR: Hello, Sandy. How have you been getting on with your dissertation?
SANDY: Fine, and I've been working hard on the various action points we agreed on our last tutorial.
TUTOR: Do you want to talk me through what you've done?

103
SANDY: Yeah, sure. Well, we agreed on three main targets for me to aim for. The first one was to find
out about suitable data analysis software.
TUTOR: Yes.
SANDY: And what I decided to do was to look through catalogues specialising in IT.
TUTOR: That's a good idea. What did you come up with?
SANDY: I found the names of two promising ones.
TUTOR: Right.
SANDY: But I also thought it'd be worthwhile talking to a lecturer.
TUTOR: Oh right. Who did you see?
SANDY: Jane Prince. Do you know her? She's in the Computer Centre.
TUTOR: Yes, of course, she's the new Head.
SANDY: Yes. Well, she was very helpful.
TUTOR: Oh, that's good. Did she suggest anything in particular?
SANDY: Yeah. She recommended software called Vivat and said I should book up for a couple of
practice sessions using Vivat.
TUTOR: Great. I'm sure you'll find them useful.
SANDY: And, of course, the second target was to draw up a survey checklist which I ...
TUTOR: Yes, you emailed me it last week.
SANDY: Have you had a chance to look ...?
TUTOR: Of course, um I think it's good. Very much on the right lines. I'd say your first two sections are
spot on. I wouldn't suggest that you change anything there, but in section three you really do need to have
questions on teaching experience.
SANDY: Yeah. I was thinking that section looked a bit short.
TUTOR: Right.
SANDY: And my third target was, do further reading on discipline.
TUTOR: Oh yes. I mentioned a couple of writers, didn't I?
SANDY: Yes, well I got hold of the Banerjee and I thought that was excellent.
But I'm afraid I didn't manage to get hold of the essays about classroom management - you know, the ones
by Simon Ericsson. The bookshop said it was out of print and the library doesn't have a copy.
TUTOR: Oh right, and I'm afraid I've lent my copy to another student. What I suggest you do is try the
library again - this time apply for it through the service called special loans.
Have you done that before? You're entitled to six books a year.
SANDY: Yes. No problem. That's what I'll do.
TUTOR: So, lots of useful work done.

TUTOR: So, let's look at some new targets. We'll start by having a chat about your Chapter One. I very

104
much enjoyed reading it. Your written style is very clear and you've included lots of interesting
descriptions of education in your target area. I've just got a couple of suggestions for some additional
work.
SANDY: Of course. Could I just ask - what do you think I should call it?
TUTOR: Well, I'd go for something like Context Review. What do you think?
SANDY: Well, short and to the point.
TUTOR: Exactly. Now, as regards specific areas to work on, I'd be quite interested to have a few more
statistics about the schools in the different zones.
SANDY: Oh, that wouldn't be a problem. I can get them from the Internet.
TUTOR: Great, and although you did make a reference to quite a few different writers, I think you
should aim to cite more works written later than 2000.
SANDY: OK. That's more difficult, but I can try When do you want that done by?
TUTOR: Oh, it's not urgent. Um I should aim for the end of term. But in the meantime, I think you
should also be thinking about Chapter Two.
SANDY: Should I be drafting it already?
TUTOR: No, but I think you should note down its main sections.
SANDY: Yes. You know, I always find that the hardest part.
TUTOR: I always find it helpful to put some ideas on index cards.
SANDY: Yeah.
TUTOR: Um ... and then you can sort them, and even lay them out on the floor. It's a real help.
SANDY: Well, I'll certainly try it! When would the deadline be for that?
TUTOR: My advice would be to get it done before you embark upon the research. You can always
change it later if you need to.
SANDY: OK. I'll get going on that then.

22. catalog(ue)s
23. computer center /centre
24. checklist
25. teaching experience
26. classroom
27. review
28. schools
29. ((the) year) 200
30. end of term

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21 bicycle catalogue C

22 price list C

23 bicycle accessories B

24 company history A

25 online ordering B

121
26 moving graphics A

27 C 28 A 29C 30B

Tutor: Hello you two, have a seat … OK? So, you‘re going to tell me about the presentation you‘re
preparing for next week‘s marketing seminar, right?
Jack: That‘s right. We‘ve drafted this plan for you to look at …
Tutor: OK, thanks. Perhaps you could just talk me through it, could you? Sarah, do you want to begin?
Sarah: Yes. Well, we‘re going to compare the websites of two bicycle companies …
Tutor: Right … And they‘re called Hills Cycles and Wheels Unlimited?
Sarah: Yes. And first of all, we‘ve compared the content of each site, and the presentation. Then we‘ve
done an evaluation of each one.
Tutor: OK… And did you find much difference between the two websites? Jack?
Jack: Quite a bit, yes. Wheels Unlimited has a lot more pages, for a start … Both companies show their
catalogue – I mean pictures of different models of bike, with specifications.
Tutor: And prices?
Jack: Yes, they‘re there too, although they list them in different ways – Hills Cycles have got them next
to the pictures and Wheels Unlimited show them on a separate page.
Sarah: But Wheels Unlimited advertises lots of other products connected with bikes – like helmets, and
clothing, and tools.
Jack: Yes, all kinds of things.
Tutor: And Hills Cycles?
Sarah: No. They only show the bikes themselves.
Tutor: OK. Well … is there anything on the Hills Cycles website that Wheels Unlimited doesn‘t have?
Jack: Not really.
Sarah: Yes there is – it‘s got a little photo of the original shop, and a paragraph about the history of the
company – it‘s family owned.
Jack: Oh yes, I forgot about that.
Tutor: Right … That‘s the content then. And you compared the functions of the two websites, did you?
Jack: Yes. Hills Cycles doesn‘t have any facility for online ordering. You have to ring up to order
something, that‘s the only way you can do it.
Sarah: Well no, you can send off for a paper catalogue with an order form.
Jack: Oh yes, I suppose so. But with Wheels Unlimited you can order online or in the conventional ways.
Sarah: That‘s right.
Tutor: Fine. OK. And what about the presentation? Did you find any particular differences there? Or
similarities? What about visuals?
Jack: As I said, both the sites have got pictures, and they‘re both quite attractive, but
Wheels Unlimited hasn‘t got any moving graphics.
Sarah: Yes. Hills Cycles has got an animated cartoon at the top of the Home Page.
Tutor: Right. Well, it looks as if you‘ve got plenty to talk about.
Sarah: There are other things too, but those are the main things we noticed.
Tutor: OK, well you‘d better stick to the most obvious differences, because you‘ve only got ten minutes

122
for the whole presentation, haven‘t you? And you said you‘re going to evaluate each site as well, didn‘t
you? How are you going to do that? I mean what criteria will you use?
Sarah: We thought we‘d use three criteria: how attractive each website is, how userfriendly it is, and how
closely it targets its potential customers. Do you think that‘s OK?
Tutor: Sounds fine. But I‘d look at the criteria in a different order if I were you. Because really you‘ve
got to look at attractiveness and user-friendliness in relation to the people the website is aiming at. So, I‘d
deal with that criterion first if I were you.
Sarah: Right.
Tutor: What about the timing? Have you thought of that? Ten minutes is very short you know.
Jack: Yes. We tried it out.
Sarah: Several times!
Jack: And we‘ve decided to spend four minutes comparing the two sites, then three minutes evaluating
them, and leave three minutes for questions. That‘s not really enough, but …
Tutor: Well it sounds about right to me. You‘ve got ten minutes altogether and you have got to stick to
that limit. It‘s good practice, and at least the audience won‘t have time to get bored! What visuals are you
going to use?
Jack: We‘re going to use Powerpoint and a flip chart as well.
Sarah: So we can show two things at once. For example, we‘re going to start by showing the Home Pages
of each website, and we‘re going to put up a list of key features on the flip chart at the same time.
Tutor: OK. And it‘s a joint presentation, so have you decided how you‘re going to share the work?
Jack: Yes. First we thought we‘d keep taking it in turns to speak – Sarah would say a bit, then I‘d take
over, and so on. Then we thought we‘d just divide it into two equal parts and do one part each. But it was
all too complicated. So Sarah‘s going to do all the talking, and I‘m going to manage the visuals. And hope
we can coordinate properly!
Sarah: It‘s the only way we can fit everything in.
Tutor: Well, good. You‘ve obviously worked hard and you‘ve been very careful with the details. Only
one thing I would say: make sure that you keep your visuals simple. I mean, if you‘re showing a list of
key features, for example, you should make it as brief as possible. Just use bullet points and simple
phrases, even single words. Your audience won‘t have much reading time. It‘s a classic mistake with
seminar presentations to present so much information that the audience can‘t process it quickly enough,
and they stop listening to what you‘re saying. OK?
Jack: Yes. Right. OK.
Tutor: And now let‘s talk about …

File 12:

(21) home / student's home 22)(have) dinner / come to dinner / go to dinner (23) techincal
(24) slang (25) cooperating / cooperation 26) persuading (27) editing
(28) complete (29) experiment (30) long

123
TUTOR: First of ail I'd just like to say, Cristina and Ibrahim, that I really enjoyed watching your video
about student life last week, and I could see that the rest of the group did too. You did really well, and I
hope that you got a lot out of it. I'd like to use this tutorial as a feedback session, where you reflect on the
experience of doing the project. So Cristina, I was wondering, what did you enjoy most about making the
video?
CRISTINA: I liked using the camera.
TUTOR: Is it the first time you've operated one like that?
CRISTINA: Yes, it is.
TUTOR: Well the results were very good! Anything else?
CRISTINA: I also enjoyed visiting one of the British students we filmed. I'd never been inside a British
home before.
TUTOR: OK Cristina, thanks. What about you, Ibrahim? What did you enjoy?
IBRAHIM: Well for me it was a very good chance to get to know students who are on other courses,
because everyone in our group is studying English, and we don't usually have much to do with the rest of
the college.
TUTOR: Yes, good. Do you think you'll maintain the contact now?
IBRAHIM: I hope so. I've invited three of them to have dinner with me next week.
TUTOR: Great! If you haven't decided what to make yet I can tell you they'll love trying Arab dishes.
And of course, it's good for your English too. Cristina, what did you find? What was the most useful
aspect of the project from the point of view of the English practice?
CRISTINA: I think, when we were being shown how to edit the film, we had to follow the instructions.
And that was very good practice for me. And I also learned some technical words that I hadn't heard
before.
TUTOR: What about you Ibrahim? What was the most useful for your English?
IBRAHIM: It was listening to the British students, because they don't speak as slowly as most of the
tutors on our course. I think they speak at natural speed, so it forces me to get used to it. And they use a lot
of slang.
TUTOR: So you learned some new words which will be useful?
IBRAHIM: Yes.
TUTOR: Good. I'm glad it helped. Well, we've talked a little bit about enjoyment, and about language
practice. Were there any other benefits? What else did you feel you'd learnt from the project? Was it
useful in other ways?
CRISTINA: Yes, well firstly, I learned how to use a video camera. And also, I think I really learned a lot
about working together with other people. I've never done anything with a group before, and we had to
find ways of cooperating, erm, and compromising, and sometimes persuading people, when they don't
agree with you.
TUTOR: Yes, that is a very useful experience, I know.

TUTOR: What about you, Ibrahim?

IBRAHIM: Well, I think I learnt a lot about how important editing is. When you're filming you think that
everything's going to be interesting, but in fact we cut around half of it in the end, and then it was much
better.
124
TUTOR: Good. Well, one last thing I'd like to ask. What mistakes do you think you, as a group that is,
made? I mean, to put it another way, if you had to do it all over again, is there anything you'd do
differently?
CRISTINA: We didn't plan very well. For example, we didn't decide on dates when we'd completeeach
separate step of the project, and we should have agreed about that in the beginning, because we were
always late with everything!
TUTOR: Right. Anything else?
CRISTINA: I think we should have tried to experiment more with the camera. I mean with angles, and
the focus and that kind of thing.
TUTOR: So you should have been more ambitious? Do you agree, Ibrahim?
IBRAHIM: Not really. In fact, I think we were too ambitious. We were inexperienced, and we didn't have
a lot of time, and we tried to do too much, to make a lone film.
Next time I would make a shorter one and try to get quality better.
TUTOR: Well, that's very interesting. Next semester we will anther video project - with a different
content, of course - but you'll have an opportunity to put into practice what you've learnt this time. Do you
have any ideas about...

125
 UNIT 5: THE PAST AND THE PRESENT

File 01:

We‘re going to have a look today at Aboriginal art and painting, which actually dates back 60,000 years,
making it one of the oldest art traditions in the world. Now, as long as indigenous people have been living
in Australia, they‘ve been creating different types of art. So let‘s start by having a look at some examples
of ancient art. It includes things like, as you can see here, rock paintings, bark paintings…. Even some
sand drawings like this have been found. Then there‘s the whole area of body art, which is so important
for ceremonial practice, and lastly, here are some examples of decorative art on weapons and tools.

The oldest art examples today are the rock paintings because, obviously, rock is more durable than other
materials and so the art has been preserved. In fact, most of this work is inside caves--largely because
there, it‘s been sheltered, hasn‘t been destroyed by the weather, while the paintings on outside rock
surfaces have often been washed away over the years. Now, there are enormous variations in the style of
Aboriginal rock art, depending on its age and location. Dot paintings are one of the best-known visual art
forms of Aboriginal culture in which a surface is covered in small dots to reveal symbols. Typical ones
include arrows like this--here‘s a water hole, and these are animal tracks. You get to see both the abstract
dot paintings and more naturalistic art ….you get both in rock art of various ages. As the ancient
aborigines didn‘t have a written language, the key purpose of much of this rock art was storytelling, which
has had a great significance for younger generations.

Let‘s move on to look at the materials. Er, whatever they were painting, traditionally Aboriginal people all
over Australia used pigment, such as ochre to make paint. Ochre‘s very finely textured natural rock and,
um, well they used this because ochre is plentiful across most of Australia. It‘s coloured by iron oxide,
which is the mineral that makes a lot of Australian outback soil--in places such as Ayers Rock--what is
known as ―Uluru red‖, Uluru being the Aboriginal name for Ayers Rock. However, depending on the
exact conditions under which it formed, the shade can be anything from yellow to orange, red, purple or
dark brown. Today, ochre occurs in many archaeological sites, and archaeologists at one site have
discovered what appears to be an artist‘s palette of ochres, dating back 18,000 years

Preparing the ochre paints was time-consuming work. First, the appropriate rocks had to be found and
collected. Then the rock had to be broken up and ground into a powder, and that had to be mixed with
some sort of fluid to bind it into paint. Nowadays, the binder most commonly used is professional artist‘s
acrylic binder, but in the past, Aboriginal people used things like tree sap, or something similar like bush
honey. Other fluids must also have been used but wouldn‘t have held paint on rock or a piece of bark for
thousands of years, so sadly those paintings would have been lost.

126
So, how have things changed? Well, modern Aboriginal is a mixture of the old and the new. Things
changed in the 1970s really when Aboriginal people from many different parts of Australia, particularly
south Australia, central and northern Australia, took up acrylic painting and began to paint on canvas.

Taking a modern approach has had many advantages. It saves artists a great deal of time, and they can still
choose to use the traditional yellowish-reddish-brownish colours if they wish to. But perhaps the most
important fact is that, unlike bark and rock paintings, the modern paintings are easy to sell. In fact,
painting on canvas has given Aboriginal people an opportunity to showcase their art to the world and keep
their ancient culture alive. Modern Aboriginal art, particularly dot painting, has take off and started selling
on a big scale internationally. Aboriginal art can also be found on pottery and various musical instruments
like didgeridoos and clapping sticks. Together, these have become some of the most popular souvenirs in
Australia. Their artists, like other artists in the world, are now able to earn a living doing something they
are passionate about.

File 02:

Section 4:
Many believe that the story first began in America in 1877, when two friends were arguing over whether a
horse ever had all four feet or hooves off the ground when it galloped. To settle the bet, a photographer
was asked to photograph a horse galloping and the bet was settled because you could see that all the
hooves were off the ground in some of the photos. What was even more interesting was that if the photos
were shown in quick succession the horse looked like it was running - in other words 'moving pictures'.

The person who became interested in taking the moving pictures to its next step was the famous American
inventor Thomas Edison. Actually, he didn't do the work himself but rather asked a young Scotsman in his
employ to design a system, which he did. Now this young fellow was clever because the first thing he did
was study other systems - primitive as they were - of moving pictures and then put all the existing
technologies together to make the first entire motion picture system. He designed a camera, a projection
device and the film. The system was first shown in New York in 1894 and was really very popular.
Apparently people lined up around the block to see the wonderful new invention. There were, however, a
couple of problems with the system. The camera weighed over 200 kilograms and only one person at a
time could see the film.

Well now, news of the new system in America travelled fast and a number of rival European systems
started to appear once people had heard about it. The single problem with all the systems was they
couldn't really project the film onto a Screen - you know, so more than one person could see it. Then in
1895, three systems were all developed, more or less at the same time and independently of each other. I
guess the most famous of these was by the Lum ere Brothers from France, and they called their system the

127
cinematographe which of course is where the word cinema comes from. There were also two brothers in
Germany who developed a successful system and they called it a bioskop.

Well now, once the problem of projection had been solved, the next challenge for the inventors was to
make the films longer and more interesting. A continuing problem at the time was that the films had a
tendency to break when they were being played - a problem which was caused by the tension between the
two wheels, or 'reels' as they are called, which hold the film. Now this problem was solved by two
American brothers. They developed the 'Lantham Loop', which was the simple addition of a third reel
between the two main reels, and this took all the tension away with the result that the film stopped
snapping.

So now there was a real possibility of having films of more than two or three minutes, and this led to the
making of The Great Train Robbery - the very first movie made. It only lasted 11 minutes but was an
absolute sensation, and there were cases of people watching the movie and actually fainting when the
character fired a gun at the camera! Almost overnight movies became a craze, and by 1905 people in
America were lining up to see movies in `store theatres', as they were called then.

I guess the next big step in terms of development of technology was to have people actually talking on the
film, and the first step towards this was in 1926 when sound effects were first used on a film. It wasn't
until the following year however that the first 'talkie', as they were called then, was made. This film
featured actors speaking only during parts of the film and was called The Jazz Singer, and it wasn't until
1928 that the first all-talking film was produced, and this was called The Lights of New York.
Unfortunately, the sound on this early film was not very good and I believe they put subtitles on the film -
that is, they printed the dialogue along the bottom of the film to compensate for this poor sound quality.
Now, with the addition of sound, moving pictures became far more difficult to make ...

31. research
31-37. A B C A A C A
38. Great Train Robbery
39. Sound effects
40. poor sound quality

128
File 03:

SECTION 4
In the last few weeks, we've been looking at various aspects of the social history of London, and this
morning we're continuing with a look at life in she area called the East End. I'll start with a brief history of
the district, and then focus on life in the first half of the twentieth century.

Back in the first to the fourth centuries AD, when the Romans controlled England, London grew into a
town of 45,000 people, and what's now the East End - the area by the river Thames, and along the road
heading north-east from London to the coast - consisted of farmland with crops and livestock which
helped to feed that population.

The Romans left in 410, at the beginning of the fifth century, and from then onwards the country suffered
a series of invasions by tribes from present-day Germany and Denmark, the Angles, Saxons and Jutes,
many of whom settled in the East End. The technology they introduced meant that metal and leather goods
were produced there for the first time. And as the East End was by the river, ships could transport goods
between there and foreign markets.

In the eleventh century, in 1066 to be precise, the Normans conquered England, and during the next few
centuries London became one of the most powerful and prosperous cities in Europe. The East End
benefited from this, and because there were fewer restrictions there than in the city itself, plenty of
newcomers settled there from abroad, bringing their skills as workers, merchants or money-lenders during
the next few hundred years.

In the sixteenth century the first dock was dug where ships were constructed, eventually making the East
End the focus of massive international trade. And in the late sixteenth century, when much of the rest of
England was suffering economically, a lot of agricultural workers came to the East End to look for
alternative work.

In the seventeenth .century, the East End was still a series of separate, semi-rural settlements. There was a
shortage of accommodation, so marshland was drained and built on to house the large numbers of people
now living there.

By the nineteenth century London was the busiest port in the world, and this became the main source of
employment in the East End. Those who could afford to live in more pleasant surroundings moved out,
and the area became one where the vast majority of people lived in extreme poverty, and suffered from
appalling sanitary conditions.
129
That brief outline takes us to the beginning of the twentieth century, and now we'll turn to housing.

At the beginning of the century, living conditions for the majority of working people in East London were
very basic indeed. Houses were crowded closely together and usually very badly built, because there was
no regulation. But the poor and needy were attracted by the possibility of work, and they had to be housed.
It was the availability, rather than the condition, of the housing that was the major concern for tenants and
landlords alike.

Few houses had electricity at this time, so other sources of power were used, like coal for the fires which
heated perhaps just one room. Of course, the smoke from these contributed a great deal to the air pollution
for which London used to be famous.

A tiny, damp, unhealthy house like this might well be occupied by two full families, possibly including
several children, grandparents, aunts and uncles.

Now, before I go on to health implications of this way of life, I'll say something about food and nutrition.

31. feed
32. metal / leather
33. restrictions
34. ships
35. England
36. built
37. poverty
38-40. C E F

File 04:

31. operated
32. 1.4
33. expansion
34. 6400 / 6,400
35. inspiration
36. Bombay
37. rail(way) systems
38. disrepair / collapse (IN ANY ORDER)
39. capital value
40. coaches
130
In today‘s lecture, we are going to be talking about the history of Indian railways, from when they began,
up until 1945 when they had all been taken over by the government

Indian Railways is an Indian state-owned enterprise, owned and operated by the Government of India
through the Ministry of Railways. It is one of the world's largest railway networks comprising 115,000 km
of track over a route of 65,000 km and there are 7,500 stations. It transports over 25 million passengers
daily, which is over 9 billion on an annual basis. Indian Railways is the world's ninth largest commercial
or utility employer, by number of employees, with over 1.4 million employees.

The history of rail transport in India began in the mid-nineteenth century. The core of the pressure for
building railways in India came from London. In 1848, there was not a single kilometre of railway line in
India. A British engineer, Robert Maitland Brereton, was responsible for the expansion of the railways
from 1857 onwards. The Allahabad-Jabalpur branch line of the East Indian Railway had been opened in
June 1867. Brereton was responsible for linking this with the Great Indian Peninsula Railway, resulting in
a combined network of 6,400 km. Hence it became possible to travel directly from Bombay to Calcutta.
This route was officially opened on 7 March 1870 and it was part of the inspiration for French writer Jules
Verne's book Around the World in Eighty Days. At the opening ceremony, the Viceroy Lord Mayo
concluded that, if possible, at the earliest possible moment, the whole country should be covered with a
network of lines in a uniform system

By 1875, about £95 million were invested by British companies in Indian railways. By 1880 the network
had a route mileage of about 14,500 km, mostly radiating inward from the three major port cities of
Bombay, Madras and Calcutta. By 1895, India had started building its own locomotives, and in 1896 sent
engineers and locomotives to help build the Uganda Railways

In 1900, the Great Indian Peninsula Railway became a government owned company. The network spread
to the modern day states of Assam, Rajasthan and Andhra Pradesh and soon various autonomous
kingdoms began to have their own rail systems. In 1905, an early Railway Board was constituted, but the
powers were formally vested under Lord Curzon, the then Viceroy of India. It served under the
Department of Commerce and Industry and had a government railway official serving as chairman, a
railway manager from England and an agent of one of the company railways as the other two members.
For the first time in its history, the Railways began to make a profit.

In 1907 almost all the rail companies were taken over by the government. The following year, the first
electric locomotive made its appearance. With the arrival of World War I, the railways were used to meet
the needs of the British outside India, but with the end of the war, the railways were in a state of disrepair
and collapse.

In 1920, with the network having expanded to 61,220 km, a need for central management was mooted by
Sir William Acworth, a British railway economist. Based on the East India Railway Committee chaired by
Acworth, the government took over the management of the Railways and detached the finances of the
Railways from other governmental revenues.

131
The period between 1920 and 1929 was a period of economic boom; there were 66,000 km of railway
lines serving the country; the railways represented a capital value of some 687 million sterling; and they
carried over 620 million passengers and approximately 90 million tons of goods each year. Following the
Great Depression, the railways suffered economically for the next eight years and the Second World War
severely crippled the railways. Starting 1939, about 40% of the rolling stock including locomotives and
coaches was taken to the Middle East, the railways workshops were converted to ammunitions workshops
and many railway tracks were dismantled to help the Allies in the war. By 1946 all rail systems had been
taken over by the government.

File 05:

31) Bernard Shaw, men are supposed to understand politics economics and finance.

32) However, women are more prepared to learn about them.

33) Women tend to save for children's education / their children's education and a house.

34) Men tend to save for a car and for retirement.

35) Women who are left alone may have to pay for nursing care when they are old.

Saving for the future

Research indicates that many women only think about their financial future when
a (36)crisis occurs. This is the worst time to make decisions. It is best for women to
start thinking about pensions when they are in their (37) early twenties A good way
for women to develop their (38) confidence in dealing with financial affairs would
be to attend classes in (39)money management When investing in stocks and shares,
it is suggested that women should put a high proportion of their savings in (40) low-
risk investments In such ways, women can have a comfortable, independent
retirement.

OK, so we've been looking at the attitudes of various social and cultural groups towards the management
of their personal finances - how important they feel it is to save money, and what they save their money
for. One aspect that we haven't yet considered is gender. So if we consider gender issues we're basically
asking whether men and women have different attitudes towards saving money, and whether they save
money for different things:

Back in 1928 the British writer George Bernard Shaw wrote in his Intelligent Women's Guide to Socialism
and Capitalism that A man is supposed to understand poltics, economics and finance and is therefore
unwilling to accept essential instruction.' lie also said, 'A woman, having fewer pretensions, is far more
willing to learn'. Now, though these days people might question a lot of the assumptions contained in
those statements, recent research does suggest that there are some quite fundamental differences between
men and women in their attitudes to economic matters.

132
Let's look at what men and women actually save for. Research studies of women in North America have
found that women are far more likely to save for their children's education and they are also more likely to
save up in order to buy a house one day. The same studies have found that men, on the other hand, tend to
save for a car, which by the way takes a surprisingly large amount of the household budget in North
America. But the other main priority for men when saving money is their retirement. When they're
earning, they're far more likely to put money aside for their old age than women are.

Now this is rather disturbing, because in fact the need for women to save for their old age is far greater
than for men. Let's consider this for a moment. To start with, it is a fact that throughout the world, women
are likely to live many years longer than men, so they need money to support them during this time. Since
women are likely to be the ones left without a partner in old age, they may therefore have to pay
for nursing care, because they don't have a spouse to look after them. Furthermore the high divorce rates
in North America are creating a poverty cycle for women. It is the divorced women who will most often
have to look after the children and thus they need more money to look. after not just themselves but
others.

So what can be done about this situation? The population in North America is likely to contain an
increasing number of elderly women. The research indicates that at present for women it takes acrisis to
make them think about their future financial situation. But of course this is the very worst time for anyone
to make important decisions. Women today need to look ahead, think ahead - not wait until they're under
pressure. Even women in their early twenties need to think about pensions, for example, and with
increasing numbers of women in professional positions there are signs that this is beginning to happen.
Then research also suggests that women avoid dealing effectively with their economic situation because of
a lack of confidence. The best way for them to overcome this is by getting themselves properly informed
so they are less dependent on other people's advice. A number of initiatives have been set up to help them
do this. This College, for example, is one of the educational institutions which offers night classes
in Money Management, and increasing numbers of women are enrolling on such courses.
Here, they can be given advice on different ways of saving. Many women are unwilling to invest in stocks
and shares, for instance, but these can be extremely profitable. It is usually advised that at least 70% of a
person's savings should be in low-risk investments but for the rest, financial advisors often advise taking
some well-informed risks. Initiatives such as this can give women the economic skills and knowledge they
need for a comfortable, independent retirement. The increasing proportion of elderly women in the
population is likely to have other economic consequences...

File 06:

1. 13

2. Touching wood

133
3. triangle

4. black cat

5. coin tossing

6. white cat

7. B 8. A 9. B 10. B

Do you think that some people are naturally more lucky than others? Do you believe that you are
significantly more or less lucky than other people? These are questions that have interested humans for
centuries, and certainly, the large number of superstitions, lucky charms and talismans which have
prevailed through history in civilisations across the world would suggest that humans have an almost
innate belief in the power of luck. The superstitions we have today have long histories. The number 13 is
considered unlucky because that was the number of people at the table at Jesus Christ‘s last supper.
Touching wood comes from pagan rituals of imbibing the powers of tree Gods. Many people do not walk
under ladders. This superstition does not come from the notion that a bucket of paint may drop on your
head as you pass underneath. Rather, the shape of the ladder against the wall forms the shape of a
triangle, which was thought to represent the symbol of the Holy Trinity and passing through it would
break these powerful bounds and bring ill fortune.

But do these superstitions really have an effect? Many researchers have pondered this and all have found
that superstitions have no effect on people‘s fortunes. One of these experiments was conducted by a New
York high school student and superstition sceptic, Mark Levin, who decided to test the notion that a black
cat walking across your path would change your luck either to the better or to the worse. To find out, he
asked two people to play a simple coin tossing game. Then, a black cat was encouraged to walk across
their path, and the participants played the game once more, and the results were analysed. As a control,
the experiment was repeated using a white cat, to test whether the fortunes of the players was any different
using a black or a white cat. Unsurprisingly, neither the white nor the black cat affected the results of the
coin tossing game. Other experiments involving broken mirrors and walking under ladders have shown
similar results.

But even though superstitions have no effect on our lives, some people really do seem to be luckier than
others. Take Barnett Helzberg Junior for example. This man had built up a successful chain of jewellery
stores, but was ready to sell up his business and retire. One day, he was walking in the street and heard a
woman call ‗Hello Mr Buffett!‘ Helzberg wondered whether the Mr Buffet in question could be the
famous investor Warren Buffett. If it was, then he may well be interested in buying his company.
Helzberg decided to take the chance, and approached the man. The meeting proved to be fortuitous, as
about a year later, Buffett bought Helzberg‘s stores, and all because he happened to overhear a woman
calling his name!

Professor Richard Wiseman decided to test what it was that made some people seemingly luckier than
others. He invited people who considered themselves either lucky or unlucky to participate in a number of
experiments. Over the years of his study, he asked his volunteers to complete diaries, take part in
interviews and intelligence tests. He found that people‘s behaviour and approach to life are the primary
cause of their level of luck in life.

134
In one experiment, he asked both lucky and unlucky people to count the number of pictures in a
newspaper. On one page of the newspaper was written the words ‗Stop counting – tell the experimenter
you have seen this and win $250‘. It was found that lucky people saw this headline while unlucky people
did not. Did this experiment show that some people are therefore luckier than others? Or does it show that
their behaviour is different? This and other tests revealed that unlucky people tend to be more anxious
than lucky people, and this anxiety means that people are fixated on one thing and less able to notice the
unexpected. Lucky people are more relaxed and open, and therefore see opportunities beyond those that
they are looking for. Wiseman also noticed that lucky people have more variety and change in their lives,
and this in turn increases the potential for chance opportunities in people‘s lives.

So is it possible to change people‘s luck by changing their outlook? Wiseman says yes. He created a ‗luck
school‘ in which he explained how lucky people create good fortune in their lives and gave them some
exercises to do, such as breaking their everyday routines, and dealing with bad luck in a more positive
way. The results were dramatic. A high number of people were happier and more satisfied in their lives.
Some had found romantic partners through chance encounters, and others had had lucky breaks at work.

So overall, Wiseman‘s research in the field of luck has revealed that although there seems to be no truth
behind superstitions, some people really are luckier than others, and this is mostly down to our thoughts
and behaviour, and proves that by changing these, we can actually increase the amount of luck we
experience in our lives.

File 07:

1 and 2: headaches and weakness

3 dinosaurs

4 mosquito habitats

5. Peru

6. ―widespread‖

7. ―annual crop‖

8. ―production‖

9.‖chemical substitute‖

10.‖ Japanese‖

Malaria
is
 a
disease
that
is
 still
 common
in
many
 corners
of
the
Earth
with
more
than
250


million
cases
every
year
 killing
up
to
 3
 million
people.
 It
 is
 generally
found
in
 tropical
 and

 subtropical
regions
in
the
Americas,
Africa
and
Asia.
Nowadays
we
know
that
it
is
caused
by

a
 parasite
transmitted
by
the
anopheles
mosquito.
What
happens
is
that
when
a
mosquito
bites

someone
 the
parasite
 travels
 to
 the
 liver
 where
 it
 spends
 between
two
 weeks
 and
several

months.
In
the
liver
it
multiplies
and
causes
damage
to
the
blood‘s
red
corpuscles.
The
course


135
of
the
disease
varies
from
victim
to
victim
but
headaches,
fever,
weakness
and
death
are
all

possible
outcomes
of
malaria.
 All
that
is
relatively
new
knowledge
though
and
if
we
look
at
the

history
of
the
disease
we
can
 see
that
it
has
had
a
remarkable
 effect
 on
world
history
and

that
the
humble
mosquito
has
 arguably
 had
 more
 influence
 over
 man‘s
 destiny
 than
 any

other
 living
 being
 since
 the
dinosaurs.
 In
ancient
times,
 it
 was
 not
unknown
for
whole

civilisations
 to
 be
wiped
out
by
 malaria.
This
was
caused
by
the
large
concentration
of
people

in
living
in
cities
near
mosquito
habitats.
It‘s
also
possible
to
say
that
the
mosquito
has
affected

the
outcome
of
wars
too,
as
 more
soldiers
died
of
malaria
than
in
combat
before
World
War
1.
The
legend
of
how
a
cure
for
malaria
was
found
goes
back
to
17th
century
Peru.
It
is
said
in

1638
that
the
wife
of
the
Spanish
Viceroy
in
Lima
was
dangerously
ill
from
malaria
and
her

Spanish
doctor
had
tried
all
he
could
to
cure
her
but
failed.
 As
a
last
resort
he
tried
a
native

cure
that
one
of
the
local
healers
had
told
him
about.
Doubtful
as
the
physician
was,
the
wife

was
cured
as
if
by
magic.
This
miraculous
ingredient
in
the
cure
was
the
bark
of
the
cinchona

tree
and
the
word
for
bark
in
the
local
language
was
―kina‖
–
what
we
call
nowadays
quinine.

A
small
quantity
of
the
bark
was
sent
back
to
Spain
to
be
tested
as
a
malaria
treatment.
It
soon

 became
one
of
the
most
valuable
commodities
traded
between
Peru
and
Europe.
Despite
this,

its
use
in
combatting
malaria
did
not
become
widespread
for
at
least
two
hundred
years
until
 the

19th
century
There
were
three
main
causes
of
this.
One
was
that
Spain,
the
colonial
power
 in

Peru,
did
not
wish
its
rivals
Holland
and
England
to
have
ready
access
to
the
cure.
Secondly,

harvesting
 the
 bark
 usually
 killed
 the
 tree
 and
 there
 was
 a
 danger
 that
 the
 high
 level
 of

 demand
for
this
new
product
would
itself
eliminate
its
source.
Finally,
 Peru
and
surrounding

countries
 wanted
to
 maintain
 their
 monopoly
 on
 cinchona
 bark
 and
 banned
 the
export
 of

seeds
and
saplings.
 It
was
not
until
the
mid
19th
century
that
the
British
and
then
Dutch

succeeded
in
smuggling
a
 few
 plants
back
to
 Europe.
 
These
powers
 then
attempted
to

cultivate
the
cinchona
trees
in
 their
colonies.
 A
 Scottish
gardener
 living
in
India
named
McIvor

found
a
way
to
 harvest
an
annual
crop
from
the
trees
without
destroying
them.
 It
 was
the

Dutch
though
who
had
the
 greatest
 success
in
this
area
and
by
the
1930s
Dutch
plantations
 in

Java
were
producing
 22
 million
pounds
of
cinchona
bark,
or
97%
of
the
world's
quinine

production.
 Given
the
problems
with
cultivating
the
trees
and
then
harvesting
the
bark,
a
natural

solution
 was
to
Gind
a
way
to
produce
quinine
artiGicially.
This
process
started
in
1834
in

England
and
 Germany,
but
it
was
not
until
the
1940s
that
a
chemical
substitute
was
developed

from
coal
 tar
 in
 Germany.
 So
 successful
 was
 this
 new
 product
 that
 it
 rapidly
 became
 one

 of
 the
 cornerstones
of
German
industry.
What
would
the
world
look
like
today
without
 quinine?
It
 is
of
course
hard
to
 say
but
 one

thing
is
sure
that
it
would
be
a
very
different
place.
Much
of
the
industrial
revolution
may
not

have
been
possible
given
the
reliance
of
the
major
industrial
powers
on
labour
from
the
Orient

and
India
in
particular.
Quinine
certainly
had
a
signiGicant
role
in
the
colonization
of
Africa
by

136
Europeans.
Africa
used
to
be
known
as
the
"white
man's
grave‖
until
the
arrival
of
quinine
and

it
was
only
due
to
its
protective
powers
that
the
Gold
Coast,
Nigeria
and
other
parts
of
West

Africa
were
able
to
 be
colonised.
 Above
all,
 it
is
quite
possible
that
 the
Second
World
War

could
 have
 had
 an
 entirely
 different
 outcome
 had
 it
 not
 been
 for
 artificial
 quinine.
 The

Japanese,
 who
 controlled
 the
 supply
 of
 quinine,
 failed
 to
 make
 effective
 use
 of
 it
 and

thousands
of
Japanese
troops
in
the
Southwest
PaciGic
died
unnecessarily. All
of
this
leads
to
a

rather
sad
conclusion.
What
other
wonder
drugs
are
even
now
being
lost
 to
mankind
through
the

destruction
of
the
Amazonian
rain
forest?

File 08:

137
138
139
140
File 10A:

141
142
143
144
145
 UNIT 6: Science and technology

File 01:

146
File 02:

147
148
File 03:

File 04:

Good morning, everyone. So--

we‘re looking at animation technology today...something we‘re all very familiar with from seeing blockbu
ster films such as Toy Story and Shrek. But, um, I'd like to start by looking at how animation began, and h
ow the technical side of things developed.
149
Not long after the invention of the first camera by Thomas Edison in 1889, a photographer by the name of
J. Stuart Blackton developed the first technique for animated film. It consisted of a series of drawings and
, er, he drew a number of ―funny faces‖ and then filmed one after the other. This gave the impression of
motion and changing facial expression. But it was a very slow process and a long way from being anythin
g like a film. Then a Frenchman, Emile Cohl, moved things on a bit by using scenes and figures cut out of
paper instead. This meant things could be done more quickly. It was possibly to build up a small scene, t
hough a very large number of cut-
outs were required to do this. And, of course, it was all still taking place during the era of silent film.

Eventually, Walt Disney came along. He wanted his film characters to look more ―real‖ and so he found
ways to do this. Er, it took weeks to produce a single film sequence, but in 1928, the first talking animate
d film came out that had been made using hand-painted slides known as ―cells‖--
these were placed one on top of the other and then quickly removed. And that first film launched the care
er of Mickey Mouse--if you remember him. Disney then went on to produce the first full-
length color animated film in 1937--Snow White and the Seven Dwarfs--
which earned him the first of his 37 Oscars.

Animation changed very little over the the next 50 years or so until the advent of computers and the work
of a company called Pixar. Pixar Animation Studios was a graphics group until Steve Jobs invested 10 mi
llion dollars in the company. Now it has become a Hollywood icon, with earnings of over 6.3 billion dolla
rs and numerous film awards. In fact, Pixar‘s films act rather like a timeline of technological development
s in computer graphics. So, let‘s have a look at some of them.

Pixar‘s debut feature film was Toy Story, and this was the first film to be completely animated by compute
rs. When it was released in 1995, many features of the film were seen as outstanding. It is still considered
to be one of the most significant achievements in the history of film animation. A later film, Monsters, In
c., which came out in 2001, added a new animation feature, which was the on-
screen representation of animal fur. This helped to enhance the appeal of one of the film‘s central charact
ers. Two years after that, the award-winning film Finding Nemo--
a tale of the lives of some very appealing and visually enchanting fish--
pioneered new techniques in digital lighting, which were used to create realistic-
looking water. This was an essential feature of the film. Many scenes took place underwater and relied o
n a certain level of brilliance and clarity throughout. Had they got it wrong the entire effect would have be
en lost. And a film called The Incredibles in 2004 brought with it credible human characters and advances
in the simulation of crowds.

So each of these films introduced new types of physical phenomena, and these days 3D animation can re-
create most real-
world scenarios. Yet cinema audiences have increasingly high expectations. So how do companies like Pi
xar plan to meet the challenges of the future?

Well, firstly, studios still struggle to create digital humans that audiences like. Up to now, they‘ve been cri
ticised for looking robotic. So the focus for producers now is on simulating more realistic human skin and
more detailed facial movement. Both developments are bringing close the day when there will be convinc
ing digital actors on screen.

150
A second aspect that Pixar hopes to improve on is the speed at which they can actually produce each fram
e of animated film. Things have moved on, but the time it takes to do this is basically staying the same. F
aster computers help, but work done by companies involved in the production of video games is also hope
d to improve things.

A further challenge is colour. Pixar is looking ahead to how it can better use its colour palettes and produc
e more brilliant images. And lastly, the company is hoping to build on methods to stylise its images in fil
ms. It seems reality has been the goal for many years, but now they are also trying to break new ground an
d come up with other concepts. The result could be a new breed of animated films that don‘t look real or li
ke anything that has gone before.

Now let‘s take a closer look at...

File 05:

151
152
File 06:

153
File 07:

31. worldwide
32. 1000 / one thousand
33. shallow water
154
34. use tools
35. both sexes
36. companions
37. exclusive
38. beach
39. taking it
40. (animal) species

Ok, today‘s lecture is about the behaviour of dolphins. Dolphins are mammals closely related to whales
and porpoises. There are almost forty species of dolphin, and they vary in size from 1.2 meters and 90lb
up to 9.5 meters and 10 tonnes. They are found worldwide, mostly in the shallower seas of the
continental shelves and they are carnivores, eating mostly fish and squid.

Dolphins are highly social animals, often living in pods of up to a dozen individuals, though pod sizes and
structures vary greatly between species and locations. In places with a high abundance of food, pods can
merge temporarily, forming a super-pod; such groupings may exceed 1,000 dolphins. Membership in pods
is not rigid, with interchange being common. Dolphins can, however, establish strong social bonds; they
will stay with injured or ill individuals, even helping them to breathe by bringing them to the surface if
needed. This altruism does not appear to be limited to their own species. A male dolphin called Moko in
New Zealand was observed guiding a female Pygmy Sperm Whale together with her calf out of shallow
water where they had been stranded several times. Dolphins have also been seen protecting swimmers
from sharks by swimming circles around the swimmers or charging the sharks to make them leave.

Dolphins also display culture, something long believed to be unique to humans and possibly other primate
species. In May 2005, a discovery in Australia found Indo-Pacific bottlenose dolphins teaching their
young to use tools. They cover their snouts with sponges to protect them while foraging for food. This
knowledge is mostly transferred by mothers to daughters, unlike primates, where knowledge is generally
passed on to both sexes. Using sponges as mouth protection is a learned behaviour. Another learned
behaviour was discovered among river dolphins in Brazil, where some male dolphins use weeds and sticks
as part of a sexual display.

Dolphins may also engage in acts of aggression towards each other. The older a male dolphin is, the more
likely his body is to be covered with bite scars. Male dolphins engage in acts of aggression apparently for
the same reasons as humans: that is disputes between companions and competition for females. Acts of
aggression can become so intense that targeted dolphins sometimes go into exile after losing a fight. Male
bottlenose dolphins have also been known to engage in infanticide, which is the killing of their young.
Dolphins have also been known to kill porpoises for reasons which are not fully understood, as porpoises
generally do not share the same diet as dolphins and are therefore not competitors for food supplies.

The main food of dolphins is fish and squid, and various methods of feeding exist among and within
species, some apparently exclusive to a single population. One common feeding method is herding, where
a pod squeezes a school of fish into a small volume, known as a bait ball. Individual members then take

155
turns plowing through the ball, feeding on the stunned fish. Coralling is a method where dolphins chase
fish into shallow water to catch them more easily. Orcas and bottlenose dolphins have also been known to
drive their prey onto a beach to feed on it, a behaviour known as beach or strand feeding. Some species
also whack fish with their flukes, stunning them and sometimes knocking them out of the water

When it comes to playful behaviour, dolphins show various types, often including objects, self-made
bubble rings, other dolphins or other animals. When playing with objects or small animals, common
behaviour includes carrying the object or animal along using various parts of the body, passing it along to
other members of the group, or taking it from another member, or throwing it out of the water. Dolphins
have also been observed harassing animals in other ways, for example by dragging birds underwater
without showing any intent to eat them. Playful behaviour that involves another animal species with
active participation of the other animal can also be observed, playful human interaction with dolphins
being the most obvious example. However playful interactions have been observed in the wild with a
number of other species as well, such as Humpback Whales and dogs.

File 08:

Today on Nature Focus we‘re looking at the river turtle

and the threats it‘s facing in today‘s world. Two main
places we see the giant river turtle are South America and
South-east Asia. The best way to see the big rivers of
South America, such as the Amazon and the Orinoco is
probably by plane. But then you might miss the strange
shallow craters that cover the sandbanks along these
rivers. These are the nests of the arrau turtles, and at
night thousands of turtles rise up out of the river water and
scuttle into these holes. The holes are around ninety
centimetres in diameter, so the turtles, whose shells are
about seventy-five centimetres in length, fit neatly.
Enormous numbers of eggs are laid on the beaches.
Since hundreds of females, each laying between seventy
and eighty eggs, crowd together it means that literally
thousands of eggs fill the sandy nests, waiting to hatch.
A similar story is played out in Asia, where the river
terrapins also lay their eggs communally and in the open.
The difference is that the terrapins, once they have used
the nests, cover them over and then beat the sand down
with their limbs, making an amazing sound, like drums.
The noise at night of many terrapins doing this is
incredible, and drowns out the sound of the river water.
And the male terrapins are fascinating too. Throughout the
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breeding season, they are famous for the colour changes
to their oddly-shaped heads that take place.
However, these wonderful creatures are under threat, and
this has been the case for quite some time. As long ago
as 1811, the scientist and explorer Alexander von
Humboldt was a witness to the mass destruction of turtle
eggs at the Orinoco river. The eggs made oil and the oil
made money. He recorded that, ‗A jar contains twenty-five
bottles of oil, each bottle being the production of two
hundred eggs, and allowing for the wastage of eggs
damaged in the nest, thirty-three million eggs had been
harvested to fill the five thousand jars‘ – and that was a
sight and a calculation that appalled him.
And it appalled many others too, so there have been, over
the years, various initiatives designed to protect turtles
and terrapins from such slaughter. For example, the
Sultans of Perak in Asia ensured the safety, at least to
some extent, of the beaches for terrapins when they
issued licences to official egg collectors. These collectors
would only collect eggs in numbers that were sustainable.
However, the scheme of course vanished with the
Sultans. And despite efforts at protecting turtles, there are
ever growing demands for them, for pets in some
countries, and as food in others and also heavily in
traditional medicine in various parts of Asia. These levels
of exploitation unfortunately far exceed their ability to
reproduce and so replace their lost stock. It takes a turtle
a long time – many years – to grow from a baby, or
hatchling, to an adult that can reproduce, and so the
survival of eggs and hatchlings is crucial to the survival of
the species. But the threat never stops being acute. Once
adult, a female turtle can continue reproducing for a
number of decades, provided they are not killed or injured,
so the loss of even a single adult can mean many years of
reproduction are lost forever.
Is it all gloom? Well, there are some grounds for cautious
optimism. There are some well thought out management
systems in place which can help the stocks of threatened
turtles and terrapins to rebuild. In Brazil, for example, the
government has been encouraging and supporting the
farming of river turtles, with the idea that this happens
alongside the banning of the hunting of wild turtles. The
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idea of the scheme is to provide farmers with a one-off
batch of hatchlings, which they are urged to keep until
they become mature. This should mean that good
quantities of turtles capable of reproducing come to the
rescue of the species. Will it work? Let‘s hope so. The
scheme has its doubters, who point out that, while the
biology arguments for the scheme certainly do make
sense, the farmers on the scheme of course have no
experience of this kind of farming. That means it‘s
impossible at this stage to know if the turtles they develop
will be sufficiently marketable, and thus if the scheme will
work well from an economic point of view. It may be that it
has to rely on subsidies, and that would mean, in the long
term, that it would probably fail. But it‘s certainly worth a
try, and I hope to be back on this programme in a few
years‘ time, reporting on its great success.

File 09:

Tonight I'm going to talk to you about that remarkable continent Antarctica - remote, hostile and at present
uninhabited on a permanent basis. For early explorers, it was the ultimate survival contest; for researchers
like me, it remains a place of great intellectual challenge; while for the modern tourist, it's simply a
wilderness of great beauty.

First, some facts and figures. Antarctica is a place of extremes - the highest, coldest and windiest continent
and over fifty-eight times the size of the UK. The ice-cap contains almost 70% of the world's fresh water
and 90% of its ice, but with very low snowfall, most of the continent technically falls unbelievably into
the category of desert! Huge icebergs break off the continent each year, while in winter half the
surrounding ocean freezes over, which means its size almost doubles.

Research and exploration has been going on in Antarctica for more than two hundred years, and has
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involved scientists from many different countries, who work together on
research stations. Here science and technical support have been integrated in a very cost-effective way -
our Antarctic research programme has several summers-only stations and two all-year-round ones; I was
based on one of the all-year-round ones.

The research stations are really self-contained communities of about twenty people. There's living and
working space, a kitchen with a huge food store, a small hospital and a well-equipped gym to ensure
everyone keeps fit in their spare time. The station generates its own electricity and communicates with the
outside world using a satellite link.

Our station - Zero One - had some special features. It wasn't built on land but on an ice-shelf, hundreds of
metres thick. Supplies were brought to us on large sledges from
a ship fifteen kilometres away at the ice edge.

Living in the Antarctic hasn't always been so comfortable. Snow build-ups caused enormous problems for
four previous stations on the same site, which were buried and finally crushed by the weight. Fortunately
no-one was hurt, but these buildings became a huge challenge to architects who finally came up with a
remarkable solution - the buildings are placed on platforms which can be raised above the changing snow
level on legs which are extendable.

Food is one of the most important aspects of survival in a polar climate. People living there need to obtain
a lot more energy from their food, both to keep warm and to undertake heavy physical work. Maybe you
know that an adult in the UK will probably need about 1,700 kilocalories a day on average; someone in
Antarctica will need about 3.500 - just over double! This energy is provided by foods which are high in
carbohydrate and fat.

Rations for fieldwork present an additional problem. They need. to provide maximum energy, but they
must also be compact and light for easy transport. Special boxes are prepared, each containing enough
food for one person for twenty days. You may be familiar with coffee processed by freeze-drying, which
preserves the quality of the food product while making a large saving in weight - well, this type of
presentation is ideal in our situation. It wasn't available to earlier polar explorers, whose diet was
commonly insufficient for their health.

I think that being at the cutting edge of science has a special appeal for everyone working in Antarctica, in
whatever capacity. As a marine biologist, my own research was fascinating; but it's perhaps climate
change research that is the most crucial field of study.

Within this general field, surveying changes in the volume and stability of the ice-cap is vital, since these
may have profound effects on world sea levels and on ocean currents. A second important area is
monitoring the size of the hole in the ozone layer above Antarctica, since this is an indicator of global
ultra-violet radiation levels. Thirdly, bubbles in the ice-sheet itself provide an index ofpollution because
159
frozen inside them are samples of previous atmospheres over the past 500,000 years, and these provide us
with evidence for the effects of such human activities as agriculture and industry.

There are an increasing number of opportunities for young people to work for a period in Antarctica - not
only as research assistants in projects like mine, but also in a wide range of junior administrative and
technical positions including vacancies for map-makers. I hope that the insights I've provided will
encourage you to take up these opportunities in this fascinating continent.

File 10:

31 Which elephants stay together all their life?

a) adult females

32 What are elephant family groups known as?

a) bond groups

33 When scientists tracked groups of elephants, which feature of behaviour did they notice?
a) co-ordination (between families)

34 Which sense do elephants probably use to communicate over long distances?

a) hearing

35 What did American scientists do with a recording of elephant calls?

a) broadcast it

36 What did the elephants in the experiment rush to find?

a) a female (elephant)

37 What were scientists unable to do with the recording they had made?
a) hear it

38 Greeting C
39 Contact call F
40 Summons to move on B

Lecturer: In today‘s lecture I‘m going to continue the theme of animal communication, and I‘m going to
describe some of the latest research into the largest of all land animals. And that is the elephant, of course.

Let me begin by briefly outlining the structure of elephant society. Elephants live in layered societies. The
basic family unit is formed of small groups of adult females, who are related to each other, and their
young of both sexes. Now the females remain in their families for life, they‘re highly social, but male
elephants leave their families at about fourteen years of age. They travel alone or congregate in small,
loose groups with other males, occasionally joining a family on a temporary basis. When males are ready
160
to mate they wander widely, searching for receptive females.

The family unit, on the other hand, often contains three generations, and it can remain stable for decades,
or even centuries. Then … each family associates with between one and five other families, probably
consisting of their more distant relatives. Scientists call these groups of families ‗bond groups‘, and bond
groups belong, in turn, to even larger groups, called clans.

So elephants have a complex social structure. And like other social animals they have to be able to
communicate. But what baffled early naturalists was their ability to communicate over long distances. So
they set about researching this question.

In one experiment, scientists fitted groups of elephants with radio-tracking collars. And what they
observed about their behaviour really intrigued them. Because they found that there was some sort of co-
ordination between families. For example, two separate family groups might move in parallel to each
other, miles apart, and then change direction simultaneously, either turning or moving towards each other.
Now elephants have a keen sense of smell which they use whenever they can. But smell alone couldn‘t
account for these synchronized movements, because the wind often carries odours in the wrong direction.
So, the scientists concluded that the elephants were using their hearing instead, and attention then turned
to the nature of elephant calls.

In another experiment, scientists from Cornell University in America went to Etosha National Park in
Namibia, and they produced a recording of calls made by a female elephant to potential mates. Then they
broadcast it. And they did this from a van which was parked more than half a mile from a water hole
where several bull elephants were drinking. And two of these looked up, spread their ears wide, and then
crunched through the bush towards the loudspeakers. As you can imagine, the scientists may have been
alarmed at this point, but the elephants marched straight on, past them and their van, in search of a female
elephant. But the striking aspect of this experiment was that, when they replayed their recording, neither
the two scientists nor the rest of their team, who were filming from a nearby tower, could hear it. And
that‘s because the sounds that they had replayed were below the lower threshold of human hearing. In
scientific terminology, the sounds are infrasonic.

Elephants can make these extremely low-pitched sounds because although they have a larynx, or voice
box, that is similar to those of all other mammals, it‘s much larger. But what do the sounds ‗mean‘?
Scientists from Pittsburgh Zoo in the USA have classified certain infrasonic calls, based on when these
occur and how other elephants react to them. They found, for example, that when individual family
members re-unite after separation, they greet each other very enthusiastically, and the excitement
increases with the length of time that they‘ve been separated. They trumpet and scream and touch each
other. They also use a greeting rumble. This starts at a low 18 Hertz – Hertz is a measurement of sound
pitch – crests at 25 Hertz, which is a level just high enough to be audible to humans, and then falls back to
18 Hertz again. In another example, an elephant attempting to locate its family uses the contact call. This
call has a relatively quiet, low tone, with a strong overtone which is clearly audible to humans.
Immediately after contact calling, the elephant will lift and spread its ears, and rotate its head, as if
161
listening for the response. The contact answer is louder and more abrupt than the greeting call, and it trails
off at the end. Contact calls and answers can last for hours, until the elephant successfully rejoins her
family. A third type of call seems to represent a summons to move on. At the end of a meal, one member
of a family moves to the edge of the group, typically lifts one leg and flaps her ears. At the same time she
emits a ‗let‘s go‘ rumble, which arouses the family, and they start to move on. Finally, mating activity is
associated with yet another group of calls.

So, our understanding of elephant communication has increased considerably in recent years. However,
even with the use of radio tracking collars it‘s technically difficult to document the functions of long-
range communication. So although scientists are aware that elephants may know the whereabouts, and
possibly the activities of other elephants that are several miles away, there may be a lot of subtle, long-
range interactions which are still not evident.

File 11:

31) By 2008, carbon dioxide emissions need to be 12.5% lower than in 1990.
32) Recycling saves energy and reduces emissions from landfill sites and incineration plants .
33) People say that one problem is a lack of 'drop-off' sites for household waste.
34) Glass designed to be utilised for cooking cannot be recycled with other types of glass.
35) In the UK, 500,000 tons of glass is recycled each year.
(36) roads

(37) soil conditioner

(38) containers

(39) pencils

(40) business cards

Well, my group has been doing a project on how household waste is recycled in Britain.

We were quite shocked to discover that only 9% of people here in the UK make an effort to recycle their
household waste. This is a lower figure than in most other European countries, and needs to increase
dramatically in the next few years if the government is going to meet its recycling targets.

The agreed targets for the UK mean that by 2008 we must reduce our carbon dioxide emissions by12.5%,
compared with 1990. And recycling can help to achieve that goal, in two main ways: the production of
recycled glass and paper uses much less energy than producing them from virgin materials, and also
recycling reduces greenhouse gas emissions from landfill sites and incineration plants.

As part of our project, we carried out a survey of people in the street, and the thing that came up over and
162
over again is that people don't think it's easy enough to recycle their waste. One problem is that there
aren't enough 'drop-off' sites, that is, the places where the public are supposed to take their waste.

We also discovered that waste that's collected from householders is taken to places called 'bring banks', for
sorting and baling into loads. One problem here is taking out everything that shouldn't have been placed in
the recycling containers: people put all sorts of things into bottle banks, like plastic bags and even broken
umbrellas. All this has to be removed by hand. Another difficulty is that toughened glass used
for cooking doesn't fully melt at the temperature required for other glass, and so that also has to be picked
out by hand.

Glass is easy to recycle because it can be reused over and over again without becoming weaker. Two
million tons of glass is thrown away each year, that is, seven billion bottles and jars; but only500.000 tons
of that is collected and recycled.
Oddly enough, half the glass that's collected is green, and a lot of that is imported, so more green glass is
recycled than the UK needs. As a result, new uses are being developed for recycled glass, particularly
green glass, for example in fibreglass manufacture and water filtration. A company called CLF
Aggregates makes a product for roads, and 30% of the material is crushed glass. For recycling paper,
Britain comes second in Europe with 40%, behind Germany's amazing 70%.

When recycling started, there were quality problems, so it was difficult to use recycled paper in office
printers. But these problems have now been solved, and Martin's, based in South London, produces a
range of office stationery which is 100% recycled, costs the same as normal paper and is of equally high
quality.

But this high quality comes at a cost in terms of the waste produced during the process. Over a third of the
waste paper that comes in can't be used in the recycled paper, leaving the question of what to do with it.
One firm, Papersave, currently sells this to farmers as a soil conditioner, though this practice will soon be
banned because of transport costs and the smell, and the company is looking into the possibility of
alternative uses.

Plastic causes problems, because there are so many different types of plastic in use today, and each one
has to be dealt with differently. Pacrite recycles all sorts of things, from bottles to car bumpers, and one of
its most successful activities is recycling plastic bottles to make containerswhich are used all over the
country to collect waste.

The Save-a-Cup scheme was set up by the vending and plastics industries to recycle as many as possible
of the three-and-a-half billion polystyrene cups used each year. At the moment 500 million polycups are
collected, processed and sold on to other businesses, such as Waterford, which turns the cups into pencils,
and Johnson & Jones, a Welsh-based firm, which has developed a wide variety of items,
including business cards.

Well, to sum up, there seems to be plenty of research going on into how to re-use materials, but the
163
biggest problem is getting people to think about recycling instead of throwing things away. At least doing
the research made us much more careful.

File 12

31 cities / environment

32 windy

33 humid

34 shady / shaded

35 dangerous

36 leaves

37 ground

38 considerably reduce / decrease / filter

39 low

40 space / room

Good day, ladies and gentlemen. I have been asked today to talk to you about the urban landscape. There
are two major areas that I will focus on in my talk: how vegetation can
have a significant effect on urban climate, and how we can better plan our cities using trees to provide a
more comfortable environment for us to live in.

Trees can have a significant impact on our cities. They can make a city, as a whole, a bit lesswindy or a bit
more windy, if that's what you want. They can make it a bit cooler if it's a hot summer day in an
Australian city, or they can make it a bit more humid if it's a dry inland city. On the local scale - that is, in
particular areas within the city - trees can make the local area more shady, cooler, more humid and much
less windy. In fact trees and planting of various kinds can be used to make city streets actually
less dangerous in particular areas. How do trees do all that, you ask?

Well, the main difference between a tree and a building is a tree has got an internal mechanism to keep the
temperature regulated. It evaporates water through its leaves and that means that the temperature of the
leaves is never very far from our own body temperature. The temperature of a building surface on a hot
sunny day can easily be twenty degrees more than our temperature. Trees, on the other hand, remain
cooler than buildings because they sweat. This means that they can humidify the air and cool it - a
property which can be exploited to improve the local climate.

164
Trees can also help break the force of winds. The reason that high buildings make it windier at ground
level is that, as the wind goes higher and higher, it goes faster and faster. When the wind hits the building,
it has to go somewhere. Some of it goes over the top and some goes around the sides of the building,
forcing those high level winds down to ground level.
That doesn't happen when you have trees. Trees filter the wind and considerably reduce it, preventing
those very large strong gusts that you so often find around tall buildings.

Another problem in built-up areas is that traffic noise is intensified by tall buildings. By planting a belt of
trees at the side of the road, you can make things a little quieter, but much of the vehicle noise still goes
through the trees. Trees can also help reduce the amount of noise in the surroundings, although the effect
is not as large as people like to think. Low-frequency noise, in particular, just goes through the trees as
though they aren't there.

Although trees can significantly improve the local climate, they do however take up a lot of space. There
are root systems to consider and branches blocking windows and so on. It may therefore be difficult to fit
trees into the local landscape. There is not a great deal you can do if you have what we call a street canyon
- a whole set of high-rises enclosed in a narrow street. Trees need water to grow. They also need some
sunlight to grow and you need room to put them. If you have the chance of knocking buildings down and
replacing them, then suddenly you can start looking at different ways to design the streets and to introduce
...

File 13:

31 selling and advertising

32 making money / profit

33 warmth and safety

34 individual

35 supermarkets C .
36 department stores A .
37 fast-food companies B .
38 theme parks A .
39 better than expected
40 satisfied

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Last week we looked at some general principles associated with marketing and today I'd like to look at
some of those points in a little more detail.

So what is marketing? Or put another way, what does the term 'marketing' mean? Many people think of it
simply as the process of selling and advertising. And this is hardly surprising when every day we are
bombarded with television adverts, mail shots, and telephone sales. But selling and advertising are only
two functions of marketing.

In fact, marketing, more than any other business function, deals with customers. So perhaps the simplest
definition is this one: marketing is the delivery of customer value and satisfaction at a profit. In other
words, finding customers, keeping those customers happy and making money out of the process!

The most basic concept underlying marketing is the concept of human needs. These include basic physical
needs for things like food, as well as warmth and safety. And marketers don't invent these needs; they're a
basic part of our human make-up. So besides physical needs, there are also social needs - for instance, the
need to belong and to be wanted. And in addition to social needs, we have the need for knowledge and
self-expression, often referred to asindividual needs.

As societies evolve, members of that society start to see things not so much in terms of what they need,
but in terms of what they want, and when people have enough money these wants become demands.

Now, it's important for the managers in a company to understand what their customers want if they are
going to create effective marketing strategies, so there are various ways of doing this. One way at
supermarkets, for instance, is to interview customers while they're doing their shopping. They can be
asked about their buying preferences and then the results of the survey can be analysed. This provides
reliable feedback on which to base future marketing strategies. It's also quite normal for top executives
from department stores to spend a day or two each month visiting stores and mixing freely with the public,
as if they were ordinary customers, to get an idea of customer behaviour.

Another way to get information from customers is to give them something. For instance, some fast-food
outlets give away vouchers in magazines or on the street that entitle customers to get part of their meal for
nothing. As well as being a good way of attracting customers into the restaurants to spend their money, it
also allows the managers to get a feel for where to advertise and which age-groups to target.

Another strategy employed at some well-known theme parks such as Disneyland is for top managers to
spend at least one day in their career, touring the park dressed as Mickey Mouse or some other cartoon
character. This provides them with the perfect opportunity to survey the scene and watch the customers
without being noticed.

OK, well we mentioned customer satisfaction at the beginning of this lecture, and I'd like to return briefly
to that, as it relates to what we've just been talking about. If the performance of a product falls short of the
customer's expectations, the buyer is going to be dissatisfied. In other words, if the product you buy isn't
166
as good as you'd expected, then the chances are you'll be unhappy about it. If, on the other hand,
performance matches expectations, and the product you buy is as good as you expected, then generally
speaking the buyer is satisfied. But smart companies should aim one step higher. They should aim to
delight customers by promising only what they can be sure of delivering, and then delivering much more
than they promised. So then, if as sometimes happens, performance is better than expected, the buyer is
delighted and is twice as likely to come back to the store.

167