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    Tapescripts UNIT 1 © Tapescript for Exercise 2a (p. 7) ‘A: Ihave to agree with you, English &s cartanly a useful language to eam, = Yes, For one thing, se many websites are in Engish that it would be difficult to surf the net properly if you cid’ know some Englsn, anyway. ‘Az mown .. I'S not just that, though. ff you think about word pals and international relations, youl fird that English is usually the language of peace talks and government negotiations. That's because i's the one language that people have in eemmen, | suppose, And jus think about the tous ndusty! English is dafiitely the ‘mast important language there British holidaymakers spend alot ‘of mney in many counties evry yen. They travel everyeierel ‘As Yes, and most of them won't be able to speak the language of the counsy they rein, And what about fim stars and people Tke thet? Wouldn't you say thatthe majority ofthe wor best known calebrites ae from the USA and the UK? Oh, say so, yes. Strange, sntit? Though alt of thats simply good publisty and advertising, And theres the business aspect 400, of course the whole world imports products and sovices from the USA, A suppose that’s tue, yes. fade] $ Tapescript for Exercise 1b (p. 12) 1 Here at C-Boaks, we beleve that Brie literacy is every bit a5 Important to the blind person as inkeprit Heracy 1s t0 the sighted persen. If te bind are to compete on equal terms with thelr sighted peers, no blind person shouldbe limited in choosing what tray would like to read jast because ts unavallable or very expensive, Soitis our primary goal to help ensure tat every blind parson has access to whatever Brae publication they need 2. Weman:C2n |help you? Man: Yeah, I'm here about the phones. Woman:the phoces? -Men:Yeah, I'm fom Vector. Woman: hi Ohi Ym sory, yes, yes, k's problom, whenever we ay to acces an outside line, we ‘button and Mares it doing it now? Woran:‘Yes, ye, wal | think so, actually if you could come over here, show you. Pressing any of thase- say lve 9. here we 199, line 9. Listen. ‘Man: Ah yes, 2h yes, (See. Yes, okay. Yeah, can see to that, ro problem. Well we've had this ess the 3. Wecome to the Anderson Communications 24 hour helptine ‘You are not being charged for this call. IF you need help with setting up your Anderson On Line Internet connection, please press 1. if you wish to serewr your Anderson On Line Internet connection, of to purchase @ new subscrintion to Anderson On Line, please press 2. If you have forgotten your account deals, your username or your password, pres 3. For help with other sues, please hold 4 Hihoney ts me, Jus cag to say that ve taken the Fat tothe She threw herself ners @ Tapescript for Exercise 1b (p. 126) 11 Toe other day | wes reading about the Teaty of Versailles, you ‘know, the peace treaty that ended Werld War One, Do you know ‘that one county was actually left out oft? People forgot about Andorra, the tiny state in the Pyrenees beside Spain? | suppose bpecause i's 99 small, Eventually Andorra cid sign a peace treaty with Germany ending World War Ore, but not until it was fighting Germany in World War Two! 2. Our teacher wes tang us about the Roman Emperor Caligula today Heid crazy things anda lot of peodle think he wes mad. He ‘was bald on top so he made a ae, which sid that people could took down on im when he was passing byl Can yOu imagine? [Another thing he dd, he kepthis oes nsca the palace, decorted ‘wth eweist I mean eal. he cart hae taken arything very ‘sevousy. hin he just enjeye good kel What do you tink? 3) You know our year used to be three hundred and shai days Jong. instead of tive hundred and sity-fve? It doesn’t sound ‘much ofa diference, does? Just one day. Butin fact, the years ‘connected with the sun and moon, and by the time of ulus Caesar, things ware in 2 big mess! Midsummer's day was happening in August instead of June. To sort allthis ut, Julius Caesar had to add sic sven days to one year: the year forts 8, Sot was really long yea! Now ladles end, gentlemen, hee we are at the castle of euschwanstein, This asta was buit by King Ludwig the Second ‘of Bavaria, towards the end ofthe nineteenth century. One of his hobbies was bulking castes, Ludwig thought very highly of Wagner, and he bult Neuschwanstein because he wanted somewhere to stage Wagnes operas. Wegrer wasn't very wa known at that te. If this caste looks familiar to you, that’s ‘aecause it probably i: People say that Wet Disney modeled his fairytale castles on Neuscrwsrstzin “The top is the Spanish Explorers, You've wtten an esay on ths, s0 you've some dea what Its about, | hoge. You should have a look at your histoy textbook, which has a good section ah this ‘and go to the larry and see what you can find there. Don't forget to lock inthe encycopaedas. And theres the Interne, but remember to be very careful about what sts you use, Always note down your source. You could probably also use some detais from the film on Columbus that we saw lst week I know what you're saying andi can‘ really argue... the question of slavery was one of the main causes ofthe American Ci Wat, But I think that histcrans tend to put alot of emphasis on the ‘oral aspact.. you know, the North wen to war with the South because slavery was wrong, slavery was cruel. Now, fm only an ‘armateut but tend to disagree with tis interpretation. As far as Im concemed, slavery was all to do with monty. This was how the ootcans saw it tthe sire, Slavery was big business, forthe North as wel the South, Did you know that in the Miele ages people took animals to ‘cour, and actully put them on trie!? Honest! Cnce, in France, some rats were taken to court for taking food that dn belong {to them Can yeu imagine? The worst thing, though, is thatthe rats den‘ sppear in the courtroom because, as thei lawyers, they had been attacked by evi eats, on their way to court! He ‘wanted money as @ guarantee that the cats wouldn'¥atack the rats agen, but he never got i. Now, why am not surprised? ‘A: Wall... he must have been good at polis because he bacarme very powerful ‘8: That's true, but thnk of all thebbattes tate woo! Ist that ‘what he’s best krown for? And he had to travel along way fer some of ther to places like Egypt and Rusia. ‘A: suppose you're ight, though he didn't abways win, ade? 2B: _No, not at al... especialy the last one. As Mmiren .. be was totaly defested, and he was forced to retret with his troops in the dreadful harsh Russian winter © Tapescript for Exercise 2b (p. 126) a 8: & Hi theret Oh rn eying fora coffee! Have you been working inthe fbray? No, we had an exe history lecture, A visiting lecturer from ‘Ametica. He talked about te mysteries in history, you know, ‘events that happened inthe past with no explanation. Sounds okay “Yes Actually, twas very interesting. He talked mainly about the More Celeste. (Oh, Ive heard ofthat, Wasn't a ship where something strange happened? | can'tremember any of the details, Yes, that's ight, It war in 1872, What happened is thatthe Mare Celeste was discovered sallng across the Atlantic Ocean, but there were no pecple on board! The ship wes cormpletely empty! Spocky! How mary people had been on bors? | \ \ Tapescriots ‘As Ten people: seven crew, the captain and the captain’ wife anc daughter. ‘But what happened! to them? Wel, that’s the mystery! Nobody knows, Tha ship itself was in ‘g00d condition, and there was plenty of food and water. There ‘didn't seem to be any reason for leaving it, but ofcourse i's cear ‘they dd eave. A stnall boat wes missing, to. Oh, it's cbvius, then: they al let inthe smal oat Yes, butwhy? Wal... Idon't now ‘The people who found the Marie Celete had the impression that everyone hat lef in @ great hurry It wes as if they had stopped ‘whatever it was they were doing, and lft. Just Ike that. They ‘dir dy anything anay or take any belongings with them. One evplanation was given by a man called Fostyke, who sald he was the ony survivor fiom the Marie Celeste. He claimed that he had been on board and had seen what happened. He said thatthe captain and some of the crew went swimming, and that the ‘others who were watching fel ito the sea, and that they were all eaten by sharks. Fosdyke fel into the sea, too, but managed 1 survive because he felon tp ofa piece of wood, Mmmm. dosnt sound vary ely to me. ‘and do you know that Sir Arthur Conan Doyle “The man wi wrate the Sherlock Holmes stories? "Yes He vate 2 story about the Mine Clete. Ana it's really bocausa ofthis thatthe Mate Celeste one of the most fans mysteries of| ‘the se, He putin alot acradetlsoF couse, which were nt tue 1B: Well you know. think what must have happened is. [ade] Be Reee Pees @ Tapescript for Exercise 4 (p. 127) Intelacutor Now, '4 like each of you to tak on your own for about & rrinute,'m going to give exch of you two efferent photograpts and Vd ike you to tak about them. Jenny, here are your tho ‘photographs. They shaw diferent ways ot learning, lease, let Martin have a look at them... Marti, Ill ve you your photographs in 3 ‘minute, Jenny, I'd lie you to compare and contrast these pictures, saying whieh way you think Is more effective, Remember, you only havea minute for ths, so don't worry if interupt you. All ight? SSA; Yes. well. th fst plcture shows a man handing some sort of ‘some sort of snake, while a bey i watching and listening and taking nares on an exerlse book. He might be esking the man ‘questions about the snake, and noting dov te man's eps In ‘he second picture, theres @ group of students siting at thet desks inthe classroom and a teacher standing in front of them. He seems to be explaining something to them and is about 10 \wite something onthe whiteboard say thatleabing trough ‘experience is much more effective because... beciuse | think es hm .. more memorable. | mean, | know it works for me, ‘because | remember everything that I learned in museum visits and diag various fel tis 've been on with ny cass InterocutorThark you. Martin, do you think there are subjects which Souder" be taught at school? Which are they and why? ‘$8; We think that cific subjects such as. erm .. eeoneris ‘xm... medicine. shouldn't be taught at schoo. these subjects ‘ae for adits, not chien they should be taught at universty 40 that people can decide whether to study tham or not Intertccutor Thank you. Now, Martin, here are your ‘wo photographs. ‘They show different ways of protesting. Please, lt Jenny have a look at them. lke you to compare and contrast these pictures, saying ‘which is Ikey co be heard and have some effect. Remember, you only have & minute forthis so don't worry if interupt you. Al ight? ‘SB: Welln the fest pietse | can see building .. maybe that’s a court house or... erm ... 2 patlament building, There 15 ‘group of people sting onthe steps and they're hong a large erm .. banner ... which says PEACE NOW. in the second picture I can see two peosle sanding on the street. they‘ holding signs and they're protesting against crcuses probably because of the arimals... | don't thik that these people wil be heard or have any effect because they're only ‘wo. Wile the others .. who are mary moe, are more ikely ‘to mace thelr opinions hearc Intelocutor: Thank you. Jenny, have you ever taken part in 2 demonstration or rotest? Did it have any effect? SA: Yes, Ihave taken part in a demonstration. twas against the var in aq... there vere many people who took part in those demonstrations then mean... aot oly here tin cities al ‘around the world, It in’ have any effect though .. the world leaders still made the war Imeroeuter thank you. UNITS ® Tapescript for Exercise 4a (p. 137) STEPHEN ARNOLD, HEADMASTER, ‘What is education? A formal learning process dispensed by schools, colleges and universities, or the sum of the information we glean from our contact with te world around us? in today’s discussion, @ student, @ universty professor and 2 politician wil all share the'r thoughts on the subject. if | may | would like to begin by talking about students and their educational needs. A crtiésm that leveled at my school is that highly inteligent, gifted children are ‘given a rawv deal. Are schools mast concerned with helping less academically able citron to achieve? Perhaps it 50, Aer al i ‘ue that the brightest chléren need Fitle suppart and can cope ‘easly, They are able to learn independenty. PAUL LLOYD, HIGH SCHOOL STUDENT | do belive school is helping intaligant students to fulfil their ‘potential, and | don’t just mean academic potential. School does tore forme than jst that, and so it should We spend so much time there, From five to siteen years old we have no chice, scnool is compulvary, and most of us say on after that because we know that education is good for us, t expands the mind, Schoo offers ciléen knowledge, and direction. It was in school that | had my fst contact with computers. An experience that has bean of enormous beneft to ‘me. | dan‘ bafeve that Ihave bean given a raw deal because | am of ‘above average inteligence. On the contrary, | believe that my ‘academic and sodal experience at school wil serve to steer me into ‘the future, a future in which computer knavwedge wil be essential, ‘SARAH FORD, UNIVERSITY PROFESSOR Tole that tachars are ery good at devaring a ange of skis anc a borly of knowledge to theirstuderts, this clear from the results we get fom acoss the board. Al students are equalyimprantand all sudents need to develop creative thinking. The research 1 di for my university department shows. that thee (ypes of larring ext: shallow, when students are not engaged, and daeper when Uy ar, and the daepest Teaming of al takes place when students are engaged and working ‘together, An ample of tis profound learcing is when nformavon technology suse to prompt student touch immerse exerienees to explore and coc infomation think it willbe the future of earring. 253 254 Tapescripts ALAN CRINKLY, GOVERNMENT MINISTER, \Wewant learning tobe dep and meaningful fer our youna people anc If computer engage chicren, sa much the beter. lama sang believer In developing cildven’intorest nthe learing process, wherever it moy be, The important thing is for chen to be irvohed. fact | songiy approve of @ development which forces students to think abeut the quality of the education they receiv. Thisis necessary If ourscheols are tobe the bes the county can provide. Students must se chemseies 25 partipants in an educational pros, to have a vole anc! to se i. Educalion should have two objectives o supply the sls needed bythe lerployment matket and to enable each and every cid; average or ifted, to develop bis or her potential to the maximum, © Tapesctipt for Exercise 1a (p. 140) ‘he Bilish and American school systems? Wall, there are some simfaties atc come diferences. ln England, ciren start infant school “hich is part of primary school at te aoe of fe. In America, this the agettey start what called “preschool, For many cian, this their frstexperience of schol, end they do alot of earring through play. he next stage is the start of a more formal ard traitional kind of learning. When they are eight, British children move into junior school, while American chidren go to elementary schoal atthe age cofsix. You can see that the tne systems are quite simian thelr erly scages. fs Just the schools, realy, that have different names, The nost stage is whore the two systems become quite different. In England, children start secondary schoo! when they ae eleven years ‘ld. In Amara, chiléen 92 to junior high school a the age of twelve or thirteen, Quite big difference there Brtsh chicren go into the sith form atthe age of stteen, and they stay there untd they ae eighteen, American chiken go to serior high ‘school forthe same twe years. So that stage ie prtty mach the same, ‘And the final stage i not so ifferant either Whan they ae eighteen, students from both countries viho want to continue thelr ecucaton {90 onto thr level. This could be univesty or collage or some ether kindof trining institution © Tapescript for Exercise 1b (p. 142) ( Speaker t Pathaps we need to think about the way we examine students I's all very well testing them on facts, but we also need to assess their ality to lan, This type of exam, oF “warning license’, focuses on ‘this, the abilty to learn. We strongly believe that it will be more Useful to students, employers and society in general. It shows which candles are god at, say, engineering, but also shows which can actual think lke an engineer. Speaker 2 (ut of the coma of my eye I can see my dad's eyes blazing nto my sisters ted face. fs uit sory forher, and I wish he wouldn't da thi. ‘The irry i he has nothing te worry about. She's sting for thrae A= lows, preparing for medical school, so what does he have to worry about? know he's concerned about her future, but she's working hard, shes dedicetad to Fer studs, she wodks nights and woskends £2 prepare for her exam, and'm sue she'l xe ready when the time cores. Speaker 3 | could’ stand seeing him ke that, He had lst weight and he hac ‘great big black rings under is eyes. | know that he slept for three or four hours a day throughout May, but fm pretty sure he di’ sleep atall curing the lat cree or four days. Welt glad e's over. | hope be gets accapted know he ean daa milion things with his life een if he doesn't get to univers, but t's al! that matters to him right ow. just wish he wasnt so hard on himself Speaker 4 iar think thd gone that welso imagine my surprise when saw the ‘grade. | was stunnes. Ive never thought of myself 35a high fhe ut scaring higher than anyone else realy has given me confidence for my other subjacs. | realise that neat year things are going to be much ‘tougher but, youkro, fel that can da this row Fyou had asked me ‘2 couple of ks ago''d have tot you tat | had some reservations. Speaker's It wll be a revolution in assessment. Instead of comectng exam papers ty hae, technsiogy willbe use io do the job. l's a much quicker proces and ft means we wil be aole to get the results cut faster, which important for the ssuderts, We feel its @ great achievenent and hopefully in two years time forty percent of all eas willbe marked lectoncaly, Online tests and registration wal ftw, further reducing ‘the amount af time-consuming paperwork associated with exams, © Tapescript for Exercise 2b (p. 142) P Goad evening and welcome to the programme. This evening’ ‘guest is headmaster of East Crompton Comprehensive Oc Charles Greenviay, and we're going to be talking about ‘euangy Br. Greenway, thanks for joining me this evening, 6: Good evening, 1m pleased tobe here Pr Let's begh by defining the word truancy. What do we actualy mean =2 couple of missed lessons, a week's holiday during tarm time, oF repested absences fom school with na explanation? Its 2 good question to begin with, Paul, Any absence that has not been authorised by the schools truancy te doesn't mater if child is being taken to Disneyland in Florida because i's cheaper in term time, going Custras shopping with = parent, fr jist roaming around the neighbourhood with otner chleren causing probes for the local residents t's ll truancy. How widespread isthe problem in the United Kingdom? (C6: Vory Fm aad, As many as four milion schoo day are last very year though trang, and about 1.7 millon of those are lost, because of children being talean on family lays and exersons. Travel agents have special offers during term time, so F's a fot cheaper fr 2 family to go away This government wants re educational standards, but we can't do that if chicren miss School, Full attendance i precondition for effective learring P. Did hear comecty jst then - almost half the days fost because ct ‘wuancy are because of paren taking thee chidren on holiday? Yes, exactly tis quite shocking, it 2 Imagine how incredibly

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