(^_^) Lớp học tiếng Anh Mrs.THUY_ED (Tầng 30) (^_^)(Update thông tin mới trang 1 và trang cuối - Chủ

hi chi Thuy,
E nghe rat nhieu ve chi ve giang day IELTS. Chi co lop moi ve preparation of IELTS khong? Chi co the cho em dia chi va sdt lien lac de em co the den noi chuyen truc tiep. Thanks

Em chào chị
Chị ơi lớp basic skill còn nhận đăng kí không,chị gửi cho em 1 bản thông tin chi tiết nhé.
Email cuar em: dong_ho_cat00@yahoo.com
Cảm ơn chị.

Lớp E32 ai ko lấy được file pdf IELTS 5 thì nhắn email cho mình nhé.

E 35 - SPEAKING 15:
PART 1
The examiner asks the candidate about him/herself, his/ her home, work or studies and other familiar topics.
EXAMPLE
TRAFFIC WHERE YOU LIVE
õ? How do most people travel to work where you live?
The most common way of transportation in Vietnam is motorbike. You can see the whole family of 4 people on a small motorbike on the streets of Saigon or Hanoi.
õ? What traffic problems are there in your area? Why?
In Ha Noi, from 7 in the morning until well into the night, thousands upon thousands of people hurry around on mopeds with no real consideration to the rules of the road. Every maneouver is undertaken with a blast of a horn, with the assumption that everyone within hearing will know exactly what that means, and move out of the way accordingly. Even pedestrians - crossing the road here is an art form that needs to be quickly mastered if you want to get anywhere.
õ? How do traffic problems affect you?
Traffic jam affects the society in some of the ways below:
õ? creates mental stress in the motorists
õ? paves way for wastage of fuel and wear & tear of vehicle parts which ultimately waste the money of the motorists
õ? becomes a cause for rash driving and road accidents involving loss of lives
õ? makes the motorists to inhale lot of vehicular smoke emissions in a short period of time causing many diseases
Traffic jam affects the environment in some of the ways below:
õ? efficiency of fuel usage by idle running of vehicle engines in low speed is very low leading to wastage of fuel which ultimately results in over exploitation of fossil fuel reserves
õ? vehicles at low speed emit lot amount of carbon monooxide, unburnt fuel particles, suspended particulate matters and other pollutants into atmosphere causing air pollution more grave
õ? when vehicles start to move slowly, noise pollution is created by blowing horns by the motorists
õ? How would you reduce the traffic problems in your area?
Computers are one of the most important inventions of science. We can reduce traffic by using the computers. Most of the people prefer e-education, e-shopping and working from home. All these are possible by using computers with net connectivity. Traffic can be reduced if people reduce their travel from home to work, education or shopping.
PART 2
You will have to talk about the topic for 1 to 2 minutes.
You have one minute to think about what youõ?Tre going to say.
You can make some notes to help you if you wish.
Describe a game or sport you enjoy playing.
You should say:
What kind of game or sport it is
Who you play it with
Where you play it
And explain why you enjoy playing it.
Almost everybody has some favorite game. Mine is football. I donõ?Tt play it but sometimes I watch matches on TV with my family. Football is a game played on a rectangular field (hundred twenty yards long and fifty-three yards wide) by two different teams, each with eleven members, with an inflated cowhide ball in an oval like shape. The purpose of the offensive side is score as many times as possible while the defense tries to stop that. To score, the offense must run the ball down the field to the opposing team''s end zone or by kicking it through the goal post. Since football is considered a full-contact sport, many injuries can occur by "blocking, body checking, and grabbing." In this way, it is considered to be somewhat like rugby. Even with the roughness, it is considered the most popular sport, attracting millions of participants.

PART 1
The examiner asks the candidate about him/herself, his/ her home, work or studies and other familiar topics.
EXAMPLE
YOUR FRIENDS
õ? Do you prefer to have one particular friend or a group of friends? Why?
I like to have a group of friends who have interests in common.
õ? What do you like doing most with your friends?
At weekends, I usually go shopping with my friends to buy clothes, or just chat together.
õ? Do you think itõ?Ts important to keep in contact with friends you knew as a child? Why/ Why not?
Yes, sure. As we live far away from each other and time goes by, if you donõ?Tt want to drift apart from your buddies, you have to frequently write letters, chat or telephone each other. Sometimes, if possible, meet your friend.
õ? What makes a friend into a good friend?
Being a good friend is not just about having a good time with others, it''s also about how willing you are to put your friends first or point out when they''re doing something you don''t agree with.
PART 2
You will have to talk about the topic for 1 to 2 minutes.
You have one minute to think about what youõ?Tre going to say.
You can make some notes to help you if you wish.
Describe an important choice you had to make in your life.
You should say:
When you had to make this choice
What you had to choose between
Whether you made a good choice
And explain how you felt when you were making this choice.
Choosing a profession is a problem which worries most school õ?" leavers. A suitable profession will bring us happiness and prosperity. An unsuitable one may be the cause of disappointment and misery in our lives.
When choosing a profession for our future, we should consider the income of our family, our desire for the profession and our ability to do it. I found it hard to follow my study at an oversea university because at that time, I was not able to pay my school fees and other expenses for the 4 years of schooling before I could earn money myself. That was the reason I decided to study Bachelor in Viet Nam.
On the other hand, my father wanted me to become an investigator as he used to be. However, I thought that when a person does not like the job she is doing, she will give up sooner or later; and she cannot perform something successfully if she has no skill in doing it.
Therefore, when choosing my profession, I was very careful in my decision, because my future largely depends on my choice. I now think itõ?Ts a wise choice.

Mình cũng biết nick bạn từ lâu lắm rồi, từ EC nữa. SDT mình là: 0904.112.110, bạn có thể alô hẹn mình.

BASIC SKILLS - 3rd Prog. U1:
SECTION 1
JANICE: Hello ... Flagstone.
JON: Oh hello; is that Flagstone Properties?
JANICE: Yes that''s right. Flagstone here. How can I help you? Example
JON: Hello. I''m ringing just to make enquiries about renting a house. My name''s Jon Anderson.
JANICE: Yes, Mr Anderson. What sort of thing were you looking for?
JON: Two-bedroomed house with garden.
JANICE: Well. .. yes, sir, that shouldn''t be any problem ... just to let you know that our main areas, the main areas
we deal with, are the city centre itself... Ql
JON: City centre ... uh-huh.
JANICE: And the north suburbs.
JON: Oh well... we were most interested in the Northern areas actually.
JANICE: Right... yes... What sort of price were you thinking of?
JON: Well... could you give me some idea?
JANICE: Certainly. It really ranges from Ê250 per month. Q2
JON: Only Ê250?
JANICE: Yes, to about Ê500 depending on a number of different factors.
JON: What does it depend on?
JANICE: Well, obviously the quality of the area. And then whether there''s a garden. Q3
JON: Well, as I said, we''d want a garden.
JANICE: And a garage pushes up the price.
JON: Right... well, we wouldn''t necessarily need one. I think about Ê350 a month
would be our limit.
JANICE: OK. Well.. . would you like to have a look at a couple of properties, sir?
JON: Yes, that''d be great.
JANICE: Looking at our files ... I think we''ve got two which might suit you ...
JON: Hang on. I''ll just get a pen. Right.
JANICE: OK. Well, there''s one on West Park Road which is Ê325 a month. Q4
JON: Are the bills included?
JANICE: Well, that one just includes the water bill. Q5
JON: OK, right.
JANICE: And the second house is in Tithe Road. I''ll just spell that for you ... OK?
JON : Yep.
JANICE: T-I-T-H-E Road.
JON: Got that. And how much is that one?
JANICE: That''s Ê380.
JON: 380. Is that including water?
JANICE: No, I''m afraid not, but it does include the telephone rental. Q6
JON: Oh well, that''s not too bad then. So,.
JANICE: So, when would you be available to see them?
JON: Well, I''ll be in town next week . . . say . . . Thursday?
JANICE: No, I''m sorry we don''t have any availability for Thursday. How about Wednesday afternoon? Q7
JON: OK. That''s fine. Would 5.00 be OK?
JANICE: Yes, fine. 5.00 it is. Just come to the Flagstone Offices.
JON: Oh, before I forget. What sort of things do I need to get done ... to rent with you?
JANICE: Well, the most important thing is a letter from your bank ...
JON: NO problem . . .
JANICE: And then a reference letter from your employer. Q8
JON: Yes, that''s OK.
JANICE: Great, and then we would need you to give 2 weeks'' notice of moving in ... Q9
JON: Right... 2 weeks'' notice. And what about a deposit? Q10
JANICE: That''s one month''s rent, whatever the amount is.
JON: OK. One month. Is that it?
JANICE: No, sorry, one more . . . you will have to pay for the contract.
JON: Oh yes. I''d forgotten about that. OK, fine. So I''ll start arranging those, and I''ll . . .
JANICE: ... I''ll see you next week.
JON: Yes. Thanks very much. Bye.
JANICE: Goodbye.
SECTION 2

MRS SMITH:
MRS SUTTON:
MRS SMITH: MRS SUTTON:
MRS SMITH:

Hello, Mrs Sutton. Come in. How are you settling in next door? Have all your things from Canada arrived yet? I thought I saw a removals van outside your house yesterday afternoon. Yes. They came yesterday. We spent all day yesterday arranging them. It''s beginning to feel a bit more like home now.
That''s good. Look, come in and sit down. Are you alright? You look a bit worried.
Well, I am a bit. I''m sorry to bother you so early, Mrs Smith, but I wonder if you could help me.
Could you tell me how I can get hold of a doctor? Our daughter, Anna, isn''t very well this morning
and I may have to call somebody out. She keeps being sick and I am beginning to get a Q11
bit worried. I just don''t know how the health system works here in England. All I know is that it''s very different from ours back in Canada.
Well, I don''t know really where to start. Let me think. Well, the first thing you have to do is find a family doctor - sometimes we call them general

practitioners as well - and register with him or her. If you live here, you''ve got to be on a doctor''s
list. If you''re not, things can be a bit difficult. Nobody will come out to you if you''re not
registered. Anyway, they work in things called practices. Sort of small groups of family doctors
all Q12
working together in the same building. Now what you''ve got to do this morning is register with one of them.
There are two practices near here, so we''re quite well off for doctors in this part of Manchester.
There''s the Dean End Health Centre about ten minutes'' walk away and there''s another practice in
South Hay. That''s about five minutes away going towards the town centre. We''re registered at the
Dean End one, but they''re both OK. There are about six doctors in Q13
our practice and four in the other. So ours is quite big in comparison. QI4
And the building and everything''s a bit more modern. South Hay is a bit old-fashioned but the
doctors are OK. Their only problem is that they Q15
don''t have a proper appointment system. Sometimes you have to wait for ages there to see someone.
Anyway, you go to the receptionist in whichever health centre and ask her to register you with a
doctor there. You have to fill in a form, but it doesn''t take long. Ours is called Dr Jones and we''ve
been going to him for years - ever since we moved here fifteen years ago. I wouldn''t say he''s
brilliant but I suppose he''s alright really. We''re used to him now. They say Q16 he''s very
good with elderly people, but he does tend to get a bit impatient with children. Listen, the one
who''s supposed to be really good with small children is Dr Shaw. I''ve heard lots of people say
that. She''s young and she''s got small children of her own. So you could try registering with her.
And if her list is full, I heard somebody say the other day that there''s a really nice young doctor at
South Hay, a Dr Williams. He holds special Q17
clinics for people with back trouble. But that''s not really your problem, is it?
MRS SMITH: If you want a doctor to visit you at home, you have to ask for a home visit. You''re supposed to do that before 10.30 in the morning, but obviously, if it''s an emergency, you can phone at any time, night or day. It might not be your doctor that comes, though. It''s quite often one of the other doctors in the practice. It doesn''t really seem to make much difference.
Otherwise you make an appointment to see your doctor at the health centre. You usually get seen
the same day. Not always of course, but usually, as I say. They hold surgeries between 9 and 11.30
every weekday, Q!8
and from 4 to 6.30 Monday to Thursday. Saturdays are only for emergencies. When the doctor sees you, he gives you a prescription. He writes what medication you need on it and you take it to a chemist''s shop. There''s one opposite the centre.
If it''s for a child under 16, you don''t have to pay. So if it''s for Anna. there''s no problem. The same
thing goes if you''re unemployed or retired, Q19
or if you''re pregnant. Just as well because it''s not cheap. You pay the same
price for each item the doctor has prescribed. At the moment it''s Q20
something like Ê5 per item. So you pay for the medication but the consultation with the doctor doesn''t cost you anything. It''s completely free as long as you''re a resident here. You''re going to be here for three years, aren''t you? So there shouldn''t be any question of you paying anything to see the doctor. So that''s one less problem to worry about.
Look, Mrs Sutton. If you want, I''ll sit with your daughter for half an hour if you want to go down to
the health centre to register. It''s no trouble really, don''t worry. MRS SUTTON: Are you sure you wouldn''t mind? That would really help me a lot. I''ll ask them if they can send
someone round later to see Anna. I think I''ll try the Dean End Centre. MRS SMITH: Good idea. Don''t worry about Anna. MRS SUTTON: Right. I''ll be back as soon as I can.
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. Q21
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 Q22
years in total from 1990 to ... umm ... 1992. Q23
TUTOR: How interesting. What organisation was that with?
JB: It''s not one of the major ones. It''s called Teach South. Q24
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. Q25
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 Q26
mainly Geography and some English with Form 5. Then in my final year I took Q27
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.
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 ... Q28
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 Q29
also because I think it has so many useful applications. Q30
TUTOR: Well. you certainly have had some interesting work experience. I''ll ask you now to go on to the next stage of ...
SECTION 4
ANNOUNCER: Today''s Health Counsel is presented by Paula Clayburg, who is the chief Counsellor at
Liverpool''s famous pain clinic: The Wilton Clinic. Paula ... PAULA CLAYBURG: DO you know what Prince Charles, Seve Ballesteros and Elizabeth
Taylor have in common? They all suffer from chronic back pain. In fact,
bad backs are one of the most common health problems today,
affecting people in all walks of life. The most recent available figures
show that about a quarter of a million people are incapacitated with Q31
back pain every day.
And many sufferers don''t know the cause or the solution to their problem.
The majority of our patients at the clinic tend to be women. They are especially vulnerable
because of pregnancy but also because of osteoporosis, which I personally believe to be the major
cause of problems for women. I have many women patients who say they have Q32
completely given up exercise because the pain makes them so miserable. But of course that starts
up a vicious circle. Bed rest, giving up exercise and pain killers are tra***ional responses to back
pain but, although there are many excellent drugs on the market, at our clinic we are beginning to
realise the unique benefits of relaxation therapy. Other Q33
specialists in the field make a strong case for certain types of exercise, but in our experience they are easily mishandled and can lead to more harm than good.
Now, let''s look at some of the reasons why back pain is developing in*****ch a unique menace.
In general, the body is pretty good at self-repair. A strain or a blow to a limb, though painful at
the time, generally resolves itself. But the body''s response to back injury can be very counter-
productive. When pain strikes, we attempt to keep the Q34
back as immobile as possible, which makes the muscles tense up. Research shows that they often
go into spasm, which causes further twisting of the spine. A vicious circle is underway.
The second mistake we often make when stricken with extreme back pain is to go to bed and stay
there. Although at the clinic we recognise that a short rest in bed can be helpful ... up to two days
. . . any longer Q35
makes our back muscles become weaker and unable to hold up our spine. The pain therefore
becomes worse.
Another problem is being overweight. Anyone a stone or more over- Q36
weight who already has back pain is not doing himself any favours: though it won''t actually set it off in the first place, the weight will increase the strain and make things worse. The British diet could be partially to blame for the increase in back pain: over the last ten years the average weight of men has risen by 11 lbs and of women by 9 lbs. So much for the causes and aggravations of pain. But what can WE do to help?
There are many ways in which simple day-to-day care can make all the difference. The first point
to watch of course is weight. If you are overweight, a diet will make all the difference.
Also, studies have shown that just one hour sitting in a slouched position can strain ligaments in
the back which can take months to heal. At the clinic we have come to the conclusion that the
major cause of the problem is not with the design of chairs, as some have suggested, but in the
way WE sit in them. It can be useful to get special orthopaedic Q37
chairs, but remember the most important improvement should be in OUR posture.
Another enemy of your back is, of course, your beds. If your bed doesn''t give enough support,
back muscles and ligaments work all night trying to correct spinal alignment, so you wake up
with a tired aching back. Try out an orthopaedic mattress or a spring slatted bed. Research shows
that both can be beneficial for certain types of back pain.
Another hazard for your back are the shock waves which travel up your spine when you walk,
known as heel strike. A real find for our patients has been the shock-absorbing shoe insert. A
cheap but very Q38
effective solution. And you might be better off avoiding shoes with heels higher than YA inches.
Though absolutely flat shoes can be a solution for some, others find their posture suffers. Q39
Finally a word about the state-of-the-art relief - the TENS machine -a small battery-powered
gadget which delivers subliminal electrical pulses to the skin. Our experience indicates that your
money is better Q40
spent on the more old-fashioned remedies.

3rd Prog. U2:
RECEPTIONIST:
STUDENT: RECEPTIONIST:
STUDENT: RECEPTIONIST:
STUDENT: RECEPTIONIST: STUDENT: RECEPTIONIST: STUDENT: RECEPTIONIST:
STUDENT: RECEPTIONIST:
STUDENT: RECEPTIONIST: STUDENT: RECEPTIONIST:

Sorry to keep you waiting. Well, firstly, let me give you this booklet. It tells you a bit more about
the school, the courses and the social activities we offer. Now, on the first page, there''s an outline
of this morning''s activities. There, you see? The programme starts at 10 o''clock. Example
Try not to be late as it''s a very full day.
At 10 o''clock, all the new students will gather in the Main Hall to Ql
meet the Principal and the rest of the staff. In fact, you spend most of the morning in the Main
Hall.
Where''s that?
I''ll show you in a minute. Just let me quickly run through this morning''s events first and then I''ll explain how to get there. Yes, OK.
Right. Where were we? Yes, so, the Principal''s talk will last about fifteen
minutes and then the Director of Studies will talk to you for half an Q2
hour about the courses and the different requirements for each. After Q3
that, the Student Adviser will tell you about the various services and activities we offer to students. Any questions? SO, all of this is in the Main Hall?
That''s right. And then you''ll go next door to Classroom 5 at 11 o''clock. Q4
What happens there? You''ll have a test.
Test? I don''t like the sound of that. What sort of test?
Oh, it''s nothing to worry about. It''s just a placement test to help us find Q5
your level of English so that we can put you in the right class. It won''t last long. But how do I find the Main Hall?
Right; if you look on the back of the booklet I gave you, you''ll see a map of the school. Let me
show you. Look: you came in through the Main Entrance, here, and now we''re here at Reception.
Now, to get to the Main Hall, you walk on to the end of this corridor in front of you and then you
turn left. Walk along past the Language Laboratory and then past the Library, which is next to the
Language Lab, on the same side, and facing you is the Main Hall, at the end of the corridor. You
can''t miss it. Q6
SO it''s next to the Library, in fact. Q7
Yes, that''s right.
I should be able to find that. And do you have a Computer Laboratory? Yes, we do.


STUDENT: RECEPTIONIST:
STUDENT: RECEPTIONIST:
STUDENT: RECEPTIONIST:
STUDENT: RECEPTIONIST:

Could you tell me where that is?
Certainly, yes. You go down to the end of this corridor again but, this time, don''t turn left; turn right, away from the Main Hall. The Computer Lab. is immediately on your right. OK? And where''s the staff room, in case I need to find a teacher at some stage?
The staff room is near the main entrance, on the left over there, just opposite the Reception desk. In a day or two, I''m sure you''ll find your way around very easily.
oh, one last thing. is there a student common room?
Oh yes, I forgot to mention that. It''s this area here, very close to where we are now, to the right of the Reception desk as you come in the main entrance. There''s tea and coffee facilities there. Great. Thank you very much.
You''re welcome.

Q8
Q9
Q10

SECTION 2
Hello, everybody and welcome to this informal meeting about the university Helpline. The Helpline was set up ten years ago by the students union and it aims to provide new students to the university with a service that they can use if they need information about practical areas of student life that they are unfamiliar with.
Let me give you some examples of the type of help we can offer. We can provide information on financial
matters; for example, you may feel that your grant is insufficient to see you through college life or you may have
some queries regarding the fees you are Qll
paying if you are an overseas student. In both cases, the Helpline would be able to go through things with you and
see what the outcome might be. Another area we can help Q12
with is what we generally term the ''domestic'' area; things such as childcare and the availability of nursery
provision, for example, come under this. Then there''s ''academic'' issues that may arise while you are in the early
stages of your course that you may not know what to do about. You may wish to know more about essay
deadlines, for example, Q13
or how to use the library - there are all kinds of questions you will find yourself asking and not knowing where to
get quick answers from. The Helpline would be able to provide these. The last example I''ve given here is simply
termed ''social'' - and yes, there is a lot of Q14
social life here! But you may have a particular interest you wish to pursue or you may wish Q15
to participate in outings or trips if you don''t know many people at the moment.
Let me give you some details so that you know where to go and who to see if you want to pay us a visit.
Generally you will see our Helpline officer Jackie Kouachi, that''s K-O-U-A- Q16
C-H-I. Jackie is a full-time employee of the Student Union and she works in the Student Welfare office - that''s the office that deals with all matters related to student welfare and it''s located at 13 Marshall Road. I have some maps here for those of you who haven''t been
there yet. If you wish to ring the office, the number is 326 99 40. That''s 3269940. The Ql 7
office is open between 9.30 and 6.00 on weekdays and from 10 to 4 on Saturdays and Q18
there''ll be somebody there - usually Jackie or myself - between those times. If you want to
make an appointment you can phone or call at the office in person. Please note that it may Q19
not be possible for anyone to see you straight away - particularly if it is a busy time -
lunch time for example - and you may have to go on the waiting list and then come back Q20
later.
Well, enough from me. Any questions?
SECTION 3
TUTOR: Good morning. So, we''ve looked at various aspects of staff selection this term
and I think by now you should all be beginning to see how much more there is to it than just putting applicants through a short interview or asking the ''right'' questions. So I think you should be ready for today''s tutorial on ''matching the person to the job''.
We''re going to talk today about the importance of choosing that all round Q21
''right'' person.
MURIEL: Right. So we have to put ourselves into the role of the manager or supervisor?
TUTOR: Yes. And then we''re going to imagine how different applicants would fit into the team or group they have to work with ... er ... we''ll look at some examples later. MURIEL: It''s just theoretical at the moment...
TUTOR: Yes. The point is, you can select someone - even a friend - who has all the right qualifications ... degrees ... certificates, whatever. You can also check that they have a lot of experience .. . that they''ve done the sort of tasks that you want them
to do in your office already, in a similar environment. But if they start work and Q22
you realise that they just don''t get along with everybody else, that... say, they''ve got sharply contrasting views on how something will work . .. well, with the best will in the world, you may be backing a loser.
DAVE: Wouldn''t it be just a question of company training, though?
TUTOR: Not always. Particularly in a team situation, and I think it''s important to think in
terms of that type of working environment. People have to have faith in each Q23
other''s ability to carry out the task their boss has set them. They have to trust that everyone will do their part of the job, and you can''t necessarily train people for this.
DAVE: But it''s like trying to find out what someone''s personality is like in a job
interview ... I mean you just can''t do that. Even if you try, you won''t find out what they''re really like until they actually start work.
TUTOR: Well, in most interviews you usually ask candidates questions about their hobbies Q24
and what they like doing in their spare time ... that sort of thing ... so employers
are already involved in the practice of ... well, doing part of the task. DAVE: But it doesn''t tell you anything. It doesn''t tell you if they''re easy-going or hate
smokers or whatever. TUTOR: Well, arguably it does give you a bit of information about an applicant''s
character.
TUTOR: Well, arguably it does give you a bit of information about an applicant''s
character, but also . .. more and more employers around the world are making use of what are called ''personality questionnaires'' to help them select new staff and . . .
MURIEL: What''s it called?
TUTOR: A Personality Questionnaire. They have to be filled out by the candidates some Q25
time during the selection procedure, often just before an interview. The idea is
actually quite old. Apparently they were used by the ancient Chinese for picking Q26
out clerks and civil servants, and then later they were used by the military to put Q27
people in appropriate areas of work. They''ve gained a lot of ground since then
and there are about 80,000 different tests available now and almost two thirds of Q28
the large employers use them.
MuRIEL: Which makes you think that there must be something in them.
TUTOR: That''s right. They ask the sort of questions that you might expect, like do you
like working under pressure or are you good at keeping deadlines. DAVE: And what if people can see through them and just write what they think the
employer wants to see? MuRIEL: Well that''s always a possibility.
DAVE: I mean, it''s human nature to lie, isn''t it?
TUTOR: Well, that''s the point. Apparently it isn''t. These tests are compiled by experts Q29
and they believe that the answers can provide a few simple indicators as to roughly the type of person that you are .. . that people will generally be truthful in that situation.
MuRIEL: And then you can go some way towards finding out whether someone''s say,
forward-looking ... a go-ahead type of person ... or resistant to change. TUTOR: Yes. And there are all kinds of (fade out)
SECTION 4
TUTOR: Right. Are we all here? OK. As you know, today Vivien is going to do a Example
presentation on the hat-making project she did with her class during her last teaching practice. so, over to you, Vivien.
VIVIEN: Thanks. Um . . . Mr Yardley has asked me to describe to you the project I did as a
student teacher at a secondary school in London. I was at this school for six Q31
weeks and I taught a variety of subjects to a class of fourteen-year-old pupils. The Q32
project I chose to do was a hat-making project and T think this project could
easily be adapted *****it any age. so, to explain the project.. . After we''d done the
research, we went back to the classroom to make two basic hat shapes using rolls
of old wallpaper. We each made, first of all, a conical hat by ... er ... if I show you
now . . . cutting out a circle and then making one cut up to the centre and then .Q33
er ... overlapping the cut like this this ... a conical hat that sits on your head. The
other hat we made was a little more complicated ... er ... first of all we cut out a
circle again . . . like this . . . then you need a long piece with flaps on it - I''ve
already made that bit which I

have here - you bend the flaps over and stick them . with glue or prittstick . . . Q34
to the underside of the circle . like this. Again, I''ve prepared this so that I don''t
get glue everywhere. The pupils do, of course, so you need plenty of covers for
the table. And there you have a pillbox hat as in pill and box. Now variations and
combinations of these two hat shapes formed the basis of the pupils'' final
designs.
The next stage of the project was the design phase and this involved, first of all, Q35
using their pages of research to draw a design of their hat on paper. That''s the easy part. They then had to translate their two-dimensional design into a form to
fit their head. I encouraged them to make a small-scale, three-dimensional hat Q36
first so that they could experiment with how to achieve the form they required and I imposed certain constraints on them to keep things simple. For example, they had to use paper not card. Paper is more pliable and easier to handle. They
also had to limit their colours to white, grey or brown shades of paper which Q37
reflected the colours of the buildings they were using as a model for their hats
and they had to make sure their glue didn''t show! Well, it was very enjoyable
and just to give you an idea of what they produced, I''ve brought along three hats
to show you. This one here is based on a circular stairway in an old building in Q38
London. It uses three pillbox hats one on top of the other. This was designed by
Theresa. Here''s another one that has a simple strip going round the base of the Q39
hat but has then gone on to add strips of paper that come out from the base and
that meet at the top of the hat -rather like a crown - making a fairly tall hat. This
was made by Muriel. And lastly there''s a combination of the pillbox or single Q40
strip around the base and then the conical hat shape on top to form a castle
turret. This was made by Fabrice, and there are many more that I could have
brought.
TUTOR: Thank you, Vivien. That was most interesting. Now what we can learn from this is that.. .

Prog. Reading 1:
THE ROCKET - FROM EAST TO WEST
A The concept of the rocket, or rather the mechanism behind the idea of propelling an object into the air, has been around for well over two thousand years. However, it wasn''t until the discovery of the reaction principle, which was the key to space travel and so represents one of the great milestones in the history of scientific thought, that rocket technology was able to develop. Not only did it solve a problem that had intrigued man for ages, but, more importantly, it literally opened the door to exploration of the universe.
B An intellectual breakthrough, brilliant though it may be, does not automatically ensure that the transition is made from theory to practice. Despite the fact that rockets had been used sporadically for several hundred years, they remained a relatively minor artefact of civilisation until the twentieth century. Prodigious efforts, accelerated during two world wars, were required before the technology of primitive rocketry could be translated into the reality of sophisticated astronauts. It is strange that the rocket was generally ignored by writers of fiction to transport their heroes to mysterious realms beyond the Earth, even though it had been commonly used in fireworks displays in China since the thirteenth century. The reason is that nobody associated the reaction principle with the idea of travelling through space to a neighbouring world.
C A simple analogy can help us to understand how a rocket operates. It is much like a machine gun mounted on the rear of a boat. In reaction to the backward discharge of bullets, the gun, and hence the boat, move forwards. A rocket motor''s ''bullets'' are minute, high-speed particles produced by burning propellants in a suitable chamber. The reaction to the ejection of these small particles causes the rocket to move forwards. There is evidence that the reaction principle was applied practically well before the rocket was invented. In his Noctes Atticae or Greek Nights, Aulus Gellius describes ''the pigeon of Archytas'', an invention dating back to about 360 BC. Cylindrical in shape, made of wood, and hanging from string, it was moved to and fro by steam blowing out from small exhaust ports at either end. The reaction to the discharging steam provided the bird with motive power.
D The invention of rockets is linked inextricably with the invention of ''black powder''. Most historians of technology cre*** the Chinese with its discovery. They base their belief on studies of Chinese writings or on the notebooks of early Europeans who settled in or made long visits to China to study its history and civilisation. It is probable that, some time in the tenth century, black powder was first compounded from its basic ingredients of saltpetre, charcoal and sulphur. But this does not mean that it was immediately used to propel rockets. By the thirteenth century, powder-propelled fire arrows had become rather common. The Chinese relied on this type of technological development to produce incendiary projectiles of many sorts, explosive grenades and possibly cannons to repel their enemies. One such weapon was the ''basket of fire'' or, as directly translated from Chinese, the ''arrows like flying leopards''. The 0.7 metre-long arrows, each with a long tube of gunpowder attached near the point of each arrow, could be fired from a long, octagonal-shaped basket at the same time and had a range of 400 paces. Another weapon was the ''arrow as a flying sabre'', which could be fired from crossbows. The rocket, placed in a similar position to other rocket-propelled arrows, was designed to increase the range. A small iron weight was attached to the 1.5m bamboo shaft, just below the feathers, to increase the arrow''s stability by moving the centre of gravity to a position below the rocket. At a similar time, the Arabs had developed the ''egg which moves and burns''. This ''egg'' was apparently full of gunpowder and stabilised by a 1.5m tail. It was fired using two rockets attached to either side of this tail.
E It was not until the eighteenth century that Europe became seriously interested in the possibilities of using the rocket itself as a weapon of war and not just to propel other weapons. Prior to this, rockets were used only in pyrotechnic displays. The incentive for the more aggressive use of rockets came not from within the European continent but from far-away India, whose leaders had built up a corps of rocketeers and used rockets successfully against the British in the late eighteenth century. The Indian rockets used against the British were described by a British Captain serving in India as ''an iron envelope about 200 millimetres long and 40 millimetres in diameter with sharp points at the top and a 3m-long bamboo guiding stick''. In the early nineteenth century the British began to experiment with incendiary barrage rockets. The British rocket differed from the Indian version in that it was completely encased in a stout, iron cylinder, terminating in a conical head, measuring one metre in diameter and having a stick almost five metres long and constructed in such a way that it could be firmly attached to the body of the rocket. The Americans developed a rocket, complete with its own launcher, to use against the Mexicans in the mid-nineteenth century. A long cylindrical tube was propped up by two sticks and fastened to the top of the launcher, thereby allowing the rockets to be inserted and lit from the other end. However, the results were sometimes not that impressive as the behaviour of the rockets in flight was less than predictable.
F Since then, there have been huge developments in rocket technology, often with devastating results in the forum of war. Nevertheless, the modern day space programs owe their success to the humble beginnings of those in previous centuries who developed the foundations of the reaction principle. Who knows what it will be like in the future?
The Risks of Cigarette
Smoke
Discovered in the early 1800s and named nicotianine, the oily essence now called nicotine is the main active insredient of tobacco. Nicotine, however, is only a small component of cigarette smoke, which contains more than 4,700 chemical compounds, including 43 cancer-causing substances. In recent times, scientific research has been providing evidence that years of cigarette smoking vastly increases the risk of developing fatal medical con***ions.
In ad***ion to being responsible for more than 85 per cent of lung cancers, smoking is associated with cancers of, amongst others, the mouth, stomach and kidneys, and is thought to cause about 14 per cent of leukemia and cervical cancers. In 1990, smoking caused more than 84,000 deaths, mainly resulting from such problems as pneumonia, bronchitis and influenza. Smoking, it is believed, is responsible for 30 per cent of all deaths from cancer and clearly represents the most important preventable cause of cancer in countries like the United States today.
Passive smoking, the breathing in of the side-stream smoke from the burning of tobacco between puffs or of the smoke exhaled by a smoker, also causes a serious health risk. A report published in 1992 by the US Environmental Protection Agency (EPA) emphasized the health dangers, especially from side-stream smoke. This type of smoke contains more, smaller particles and is therefore more likely to be deposited deep in the lungs. On the basis of this report, the EPA has classified environmental tobacco smoke in the highest risk category for causing cancer.
As an illustration of the health risks, in the case of a married couple where one partner is a smoker and one a non-smoker, the latter is believed to have a 30 per cent higher risk of death from heart disease because of passive smoking. The risk of lung cancer also increases over the years of exposure and the figure jumps to 80 per cent if the spouse has been smoking four packs a day for 20 years. It has been calculated that 17 per cent of cases of lung cancer can be attributed to high levels of exposure to second-hand tobacco smoke during childhood and adolescence.
A more recent study by researchers at the University of California at San Francisco (UCSF) has shown that second-hand cigarette smoke does more harm to non-smokers than to smokers. Leaving aside the philosophical question of whether anyone should have to breathe someone else''s cigarette smoke, the report suggests that the smoke experienced by many people in their daily lives is enough to produce substantial adverse effects on a person''s heart and lungs.
The report, published in the Journal of the American Medical Association (AMA), was based on the researchers'' own earlier research but also includes a review of studies over the past few years. The American Medical Association represents about half of all US doctors and is a strong opponent of smoking. The study suggests that people who smoke cigarettes are continually damaging their cardiovascular system, which adapts in order to compensate for the effects of smoking. It further states that people who do not smoke do not have the benefit of their system adapting to the smoke inhalation. Consequently, the effects of passive smoking are far greater on non-smokers than on smokers.
This report emphasizes that cancer is not caused by a single element in cigarette smoke; harmful effects to health are caused by many components. Carbon monoxide, for example, competes with oxygen in red blood cells and interferes with the blood''s ability to deliver life-giving oxygen to the heart. Nicotine and other toxins in cigarette smoke activate small blood cells called platelets, which increases the likelihood of blood clots, thereby affecting blood circulation throughout the body.
The researchers criticize the practice of some scientific consultants who work with the tobacco industry for assuming that cigarette smoke has the same impact on smokers as it does on non-smokers. They argue that those scientists are underestimating the damage done by passive smoking and, in support of their recent findings, cite some previous research which points to passive smoking as the cause for between 30,000 and 60,000 deaths from heart attacks each year in the United States. This means that passive smoking is the third most preventable cause of death after active smoking and alcohol-related diseases.
The study argues that the type of action needed against passive smoking should be similar to that being taken against illegal drugs and AIDS (SIDA). The UCSF researchers maintain that the simplest and most cost-effective action is to establish smoke-free work places, schools and public places.

THE SCIENTIFIC METHOD

A
B
C
D

''Hypotheses,'' said Medawar in 1964, ''are imaginative and inspirational in character''; they are ''adventures of the mind''. He was arguing in favour of the position taken by Karl Popper in The Logic of Scientific Discovery (1972, 3rd e***ion) that the nature of scientific method is hypothetico-deductive and not, as is generally believed, inductive.
It is essential that you, as an intending researcher, understand the difference between these two interpretations of the research process so that you do not become discouraged or begin *****ffer from a feeling of ''cheating'' or not going about it the right way. The myth of scientific method is that it is inductive: that the formulation of scientific theory starts with the basic, raw evidence of the senses - simple, unbiased, unprejudiced observation. Out of these sensory data - commonly referred to as ''facts'' â?" generalisations will form. The myth is that from a disorderly array of factual information an orderly, relevant theory will somehow emerge. However, the starting point of induction is an impossible one.
There is no such thing as an unbiased observation. Every act of observation we make is a function of what we have seen or otherwise experienced in the past. All scientific work of an experimental or exploratory nature starts

E

with some expectation about the outcome. This expectation is a hypothesis. Hypotheses provide the initiative and incentive for the inquiry and influence the method. It is in the light of an expectation that some observations are held to be relevant and some irrelevant, that one methodology is chosen and others discarded, that some experiments are conducted and others are not. Where is, your naive, pure and objective researcher now?
Hypotheses arise by guesswork, or by inspiration, but having been formulated they can and must be tested rigorously, using the appropriate methodology. If the predictions you make as a result of deducing certain consequences from your hypothesis are not shown to be correct then you discard or modify your hypothesis. If the predictions turn out to be correct then your hypothesis has been supported and may be retained until such time as some further test shows it not to be correct. Once you have arrived at your hypothesis, which is a product of your imagination, you then proceed to a strictly logical and rigorous process, based upon deductive argument â?" hence the term ''hypothetico-deductive''.

So don''t worry if you have some idea of what your results will tell you before you even begin to collect data; there are no scientists in existence who really wait until they have all the evidence in front of them before they try to work out what it might possibly mean. The closest we ever get to this situation is when something happens by accident; but even then the researcher has to formulate a hypothesis to be tested before being sure that, for example, a mould might prove to be a successful antidote to bacterial infection.
G The myth of scientific method is not only that it is inductive (which we have seen is incorrect) but also that the hypothetico-deductive method proceeds in a step-by-step, inevitable fashion. The hypothetico-deductive method describes the logical approach to much research work, but it does not describe the psychological behaviour that brings it about. This is much more holistic â?" involving guesses, reworkings, corrections, blind alleys and above all inspiration, in the deductive as well as the hypothetic component -than is immediately apparent from reading the final thesis or published papers. These have been, quite properly, organised into a more serial, logical order so that the worth of the output may be evaluated independently of the behavioural processes by which it was obtained. It is the difference, for example between the academic papers with which Crick and Watson demonstrated the structure of the DNA molecule and the fascinating book The Double Helix in which Watson (1968) described how they did it. From this point of view, ''scientific method'' may more usefully be thought of as a way of writing up research rather than as a way of carrying it out.

IELTS 35:
7th:
THE SPACE RACE IS THE WORLD?TS BIGGEST MONEY WASTER
Almost every day we see something in the papers about the latest exciting developments in the space race. Photographs are regularly flashed to the earth from thousands and even millions of miles away. They are printed in our newspapers and shown on our television screens as a visible proof of man?Ts newest achievements. The photographs neatly sum up the results of these massive efforts to ?oconquer spacê? and at the same time they expose the absur***y of the undertaking. All we can see is an indistinguishable blob which is supposed to represent a planet seen from several thousand miles away. We are going to end up with a little moon-dust and a few stones which will be put behind glass in some museum. This is hardly value for some money when you think that our own earth can provide countless sights which are infinitely more exciting and spectacular.
The space race is not simply the objective search for knowledge it is often made out to be. It is just an extension of the race for power on earth. Only the wealthiest nations can compete and they do so in the name of pure scientific research. But in reality, all they are interested in is power and prestige. They want to impress us, their spectators, with a magnificent show of strength. Man has played the power game ever since he appeared on earth. Now he is playing it as it has never been played before. The space race is just another aspect of the age-old argument that ?omight is right?.
We are often told that technological know ?" how, acquired in attempting to get us into orbit, will be utilized to make life better on earth. But what has the space race done to relieve the suffering on the earth?Ts starving millions? In what way has it raised the standard of living of any one of us? As far as the layman is concerned, the practical results of all this expen***ure of money and effort are negligible. Thanks to space research, we can now see television pictures transmitted live half-way across the globe and the house-wife can use non-stick frying pans in the kitchen. The whole thing becomes utterly absurd when you think that no matter what problems man overcomes, it is unlikely that he will ever be able to travel even to the nearest star.
Poverty, hunger, disease and war are man?Ts greatest enemies and the world would be an infinitely better place if the powerful nations devoted half as much money and effort to these problems as they do to the space race. For the first time in his history, man has the overwhelming technological resources to combat human suffering, yet he squanders them on meaningless pursuits.
If a man deprived himself and his family of food in order to buy and run a car, we would consider him mad. Individuals with limited budgets usually get their priorities right: they provide themselves with necessities before trying to obtain luxuries. Why can?Tt great nations act in the same sensible way? Let us put our house in order first and let space look after itself.