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E 35 - SPEAKING 24
PART 1
The examiner asks the candidate about him/herself, his/ her home, work or studies and other familiar topics.
EXAMPLE
õ? What did you start to learn English?
I started to learn English when I was 4. I tried to memorized the alphabets as ABC and something like "A of the Apple" .
õ? What do you enjoy about learning languages?
I think it is very important you know another language for your personal development and it is also very interesting to learn new things every day.
õ? Apart from classes, what are useful ways to practice a language that you are learning?
You can listen to music, trying to hear and make sense of the lyrics or watch movies of your own interest. Do your housework, take a relaxing bath, play a game online, or do your paperwork with the TV onõ?Ưin English (a TV series, a movie, a talk-show, anything will do). Switch to English in all the gadgets you use: cell phone, Ipod, laptop, alarm clock, remote control, EVERYTHING.
õ? How do you plan to use your English in the future?
I intend to get a high score in the IELTS examination. That will help me much in applying for a good job as my English is an advantage.
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 film you found interesting.
You should say:
When you saw this film
Why you decided to see this film
What happened in the film
And explain why you found this film interesting.
The film õ?oJourney to the Westõ? always fascinates me though I have seen it many times. It is a fairy story about the long journey make by four people to the place of Buddha. They have overcome eighty-one challenges and beaten many wicked people to get true Buddhism books for saving mankind from fighting each other aggressively. Above all, it leads us to the realization of human individual desertions and our long life self-training process to get rid of the selfishness to perfect ourselves.
The combination of the Eastõ?Ts body of folklores and the book of the same title written by Wu Cheng''en makes the plot of õ?oJourney to the Westõ?. It is considered a great work of Chinese filmmakers, gathering over a hundred actors and beautiful actresses. Among them is the talented Liu Xiao Ling Tong who plays the active and faithful monkeyman Sun Wukong, the hero of the film besides the exemplary monk - Xuanzang, the pigman - Zhu Bajie and monsterman - Sha Wujing. The filmõ?Ts background is set in the year BC with the scences of paradise, hell, the waterworld and man from other majestic holylands. This famous film shows the good preparation and good imagination of human beings.
In short, besides its success in art, the film, in fact, advises man to live a nicer life.

Mình post lại cho lớp E35 transcript của 6 bài Test đợt 2 nhé:
TEST 1
SECTION I Questions 1-10 CiBWffl
Jamie: Good morning, Mr Tliomson. Can I speak to you for a moment?
Mr Thomson: Of course, Jamie. Come in. Have a seat. I''ve just
finished looking through the reports for this term. It looks like the
pupils are doing very'' well.
Jamie: Yes, I think they are. It''s all going fine.
Mr Thomson: So, Jamie, what''s on your mind?
Jamie: Well, I''ve been thinking about next month''s camping trip,
the one for year ten?
Mr Thomson: Yes, we''ve got it scheduled for the 23rd to the 26th if I''m not mistaken,
Jamie: Ah, actually I think it''s the 24th to the 27th. Mr Thomson: Let''s just check. Oh, right. Yes, yes, you''re right. So... Jamie: Well, I''ve been thinking about how we might possibly make this year''s event even better than last year''s...Not that last year''s wasn''t great. But...
Mr Thomson: Suggestions for improvement arc always welcome,
Jamie. So, what have you been thinking about?
Jamie: Well, to tell the truth, I wasn''t completely happy with the
camp we used last year. It was rather small and I didn''t feel that
the grounds were particularly well-kept.
Mr Thomson: Go on.
Jamie: I did some searching and I think I''ve found the perfect spot. It''s called Shepton Meadows and... Mr Thomson: Is that the campsite in the Lake District? Jamie: No, actually it''s just outside Carlisle. It''s a huge site and it''s on a lovely lake, Lake Brant I believe it s called. Half the site is forested and the rest, the actual camping area, is grassy. For kids that rarely get to see anything more than concrete, it''s ideal. And the facilities are amazing. There''s a basketball court, a large pool and a football pitch. There are well-marked trails through the forest for hiking and the lake is there for swimming and other water sports. I believe there''s even a lifeguard service. Mr Thomson: That sounds like it might suit our purposes perfectly. Did you happen to find out about availability and cost? Jamie: Yes, as a matter of fact I did. 1 called them yesterday-evening and there are plenty of spots available and, because we''re a non-profit organisation, they said they would give me a reduction in the price.
Mr Thomson: If I remember correctly, we paid £5 a head last year.
Jamie: Yes, per night, right?
Mr Thomson: Yes, each child paid £10 for the two nights. Jamie: Well, at this campsite it''s only £4 per night and they told me that if we had over fifty children, which we do, they could give us a further 10% off.
Mr Thomson: That''s very reasonable, isn''t it? Well, from what you''ve told me I think we should probably go ahead and book. Jamie: Excellent! I''m sure the children will love it. Mr Thomson: I''m sure they will. Now, Jamie, have you given any
thought to an itinerary by any chance?
Jamie: As a matter of fact 1 have. Wait, one second. Yes, here it is. I''ve made a few notes. Okay, so. Now, these are just ideas, of course.
Mr Thomson: Yes, yes, go on. Let''s hear what you''ve got.
Jamie: Right. We time it so that we arrive at the camp around 7 on
Friday evening. It''ll still be light then and we''ll have plenty of tune
to set up camp and get ourselves settled in. At eight we could have
a barbecue, you know, hamburgers and hotdogs, something that''s
nice and easy to prepare.
Mr Thomson: And that children love!
Jamie: Yes! Then lights out would be at 9.30, so the children will get a good night''s sleep and be up bright and early at 7 on Saturday morning. Breakfast would be at 7.30, an hour''s hiking from 8 till 9 and then a couple of hours at the lake. That would take us up to 11. I think that an hour of free time would then be in order...lei them have a chance to explore a bit on their own, you know? Mr Thomson: Yes, great idea. And then? Jamie: Let''s see. A picnic lunch at 12 and then sports in the afternoon till 4. Another swim until 5 and then supper. After clean up, around 6.30, we could have a ''talk back'' session ... where the children get a chance to discuss their day and anything else they might have on their minds. Then a campfire and sing-along at 8, back to the tents at 9.30 and...well, that takes care of Saturday. Mr Thomson: Excellent, excellent. That would certainly keep them busy. What about Sunday?
Jamie: Sunday, right. As on Saturday, same wake up and breakfast times and then I thought we could go on a bit of a day trip. There are some ****s about an hour''s walk from the camp which 1 thought the children might find interesting. We could leave at 8 which would mean we''d get to the ****s at 9. They could explore for a couple of hours and we''d head back at 11. Twelve o''clock would see us back at the Meadows. An hour''s swim and then lunch at 1. Then we could have organised games in the afternoon until supper at 5. It would take us an hour to dean up our sites and pack up. We''d be on the buses at 6 and all set to head back into the city.
Mr Thomson: Well, now. You''ve certainly put a lot of thought into this, Jamie, and it''s paid off. I think it sounds wonderful. I can''t think of a thing that needs to be changed. Let''s go for it! Jamie: Brilliant! I''ll get the itinerary printed up and put it up on the notice board this afternoon.
SECTION 2 Questions 11-20 CTCTWiTl
Man: Good morning. University of Radstock students, and thank you for coming out today. As some of you may already know, my name is Scot Barnes and I am the director of the Student Services office here at the university. I am here today to give you some information about what Student Services has to offer you.
To begin with, let me just say that I feel that our office will play an important role in the way that all of you will experience your time here at Radstock as students. Primarily, our centre
is geared towards providing answers to any questions you may have. Because all of our reception staff are currently enrolled as students at Radstock. we feel that we''re in an excellent position to deal with any issues you may face during your time here at the university.
As 1 said earlier, the Student Services office is mainly a place where you can have your queries answered However, the office is more than that. For example, if you come and visit us, you can pick up your student discount cards. Now, with these cards, which come at no ad***ional cost to you. you can take advantage of reductions of up to 40% on all forms of public transport in the city. In ad***ion, the cards are honoured at many shops and restaurants in the area, giving you the chance to save up to 35% off food, beverages and other purchases.
Our office is also the place you should visit if you would like to get involved in any of the 30 different clubs and societies available at Radstock. Come in any time between 10 and 3 on weekdays and sign up to become a member of the university choir or orchestra, the drama or debating club, the university trivia team...the list goes on and on. For new students. I cannot stress enough how vital it is to participate in the non-academic side of university life. Yes, we arc here to work hard and do our best at our studies, but student life is also about having fun and meeting like-minded people. So, bearing that in mind, make sure that you get involved and enjoy yourselves!
Moving along. I''d now like to talk to you about another very important service that our office provides, and that is counselling. I''m sure that you are all well aware that there are times in life when things can go wrong and times can get tough. We all have to endure difficult experiences and these difficulties can be emotional or physical. Whatever the case may be, talking with an experienced counsellor can help you through the trying times.
The Counselling Service here at Radstock is staffed by counsellors who are qualified to help you deal with problems ranging from homesickness and loneliness to eating difficulties and life changes. To see a counsellor we recommend that you first visit our drop-in centre. We run drop-in sessions on a daily basis from 9.30 a.m. to 2.30 p.m. and to reserve one of these sessions you can telephone the Counselling Service on 121 5648 3907 on the day you wish to visit. Or, if you prefer you can come into the Student Services office any time after 8.30 a.m. and complete a booking form. If it should happen that you need to cancel your appointment for the drop-in session, we would request that you contact the Counselling Service as soon as possible to let them know.
Drop-in sessions can be as short as 20 minutes, but it''s more usual for them to take about 45 minutes. During that time you will be asked some questions to clarify your situation and a decision will be made as to what further action, if any. should be taken. After your session several things may happen. Firstly, you may be referred to one of the university''s counsellors for further
counselling, which normally consists of another eight sessions. Secondly, you may be asked to visit another source of help wrilhin the university, or, finally, you may be referred to an external organisation. Whatever course of action might be taken, you may rest assured that what goes on in these sessions is treated in strict confidence.
I''d also like to mention that the Counselling Service runs numerous workshops on the campus every year. The focus of these workshops tends to be on personal development and past topics have included motivation, self-identity and impression management. There is no fee charged for these workshops and if you require more information, feel free to contact us at stuser@acadia.co.uk.
SECTION 3 Questions 21-30 CTBIBtl
Tutor: Hello, Simon. Come in. Take a seat. Now I wanted to talk
to you about your assignment.
Simon: Yes, the one on the scientific method.
Tutor: That''s right. I just wanted to see how you were getting on.
Simon: Well, I think it''s fine. I mean, 1 haven''t done a huge
amount of work on it because I''ve been working on other things.
but what I''ve read so far seems fine.
Tutor: How many of the references that I gave you have you managed to get hold of?
Simon: Not too many, I''m afraid. It seems that everyone else is working on the same things at the same time and every time I look the books are checked out from the library. Tutor: Right. Well, I think that we can go over the main ground together now. That way, even if you don''t manage to go through all the references in detail, you''ll still have an overview. What has helped you most so far?
Simon: I''ve managed to have a look at three of them. I thought that (ohnson made some good points, but it was hard to follow the line of her argument. Bradman was simple and straightforward and I felt as if I got a lot out of that. I wish I could say the same for Whitaker. To be honest, I didn''t get very far with that. Tutor: Okay. That''s more or less what I''d expect. So, tell me. What have you learned so far about the role of the Egyptians and the Babylonians?
Simon: Yes, well, there''s evidence that the basic components of the scientific method, examination, diagnosis, treatment and prognosis, were being used in the early 1600s BC, especially in the treatment of certain illnesses.
Tutor: Good. Yes, that''s right. And the point, of course, is that that represented a considerable advance over relatively simple, non-empirical approaches, which usually attributed anything unknown to the actions of the gods, etc. Of course, the Egyptians and Babylonians did this as well, but what we see emerging here is a willingness to base opinion on systematic study of the real world, which is at the root of the scientific method. Simon: I sec. Right, yes. And then that reappears later. Tutor: Yes, although don''t get carried away with the idea that it was a simple process of development. By the time we get to

Ancient Greece...let''s take the period towards the middle of the 5th century BC.the rules governing the scientific method were practised on a widespread scale, but there were still many people who believed that real truth could only be acquired by pure rational thought. Plato, of course, had a great influence on the development of the scientific method during this period. Simon: Through his Academy.
Tutor: That''s right. But then, as we know, a great deal of understanding of the scientific method disappeared as the old world order collapsed. It wasn''t until the Middle Ages, sometime before the 11* century, that several versions of the scientific method emerged from the medieval Muslim world, all of which stressed the importance of experimentation in science. Simon: Right. I think I''ve got the historical timeline. The other thing I''m struggling with slightly is actually pinning down precisely what we mean by ''the scientific method". I wonder if you could give me some pointers on that.
Tutor: Sure. Well, it''s best to think of the scientific method as a series of steps in a process which allows us to find answers to questions about the world around us. So, the first step is to ''identify the problem''. What is it that you want to know or explain?
Simon: And then I think the next step is designing an experiment.
Tutor: Hmm...but you can''t design an experiment unless you know what you want your experiment to tell you. Simon: Oh, yes. You need to form a hypothesis to be tested before you design the experiment.
Tutor: So there''s a very clear relationship between hypothesis and experiment. Having designed the experiment, then of course you go on to carry out the experiment. The particular procedure you follow, the ''protocol'', will differ from experiment to experiment, but the underlying principle is the same - you analyse the data from the experiment in order to confirm or disprove your hypothesis.
Simon: Assuming the experiment is accurate.
Tutor: Oh, yes. If there''s anything unusual about the data, or if the
results are at all surprising, then you need to ask yourself whether
the experiment could be flawed and whether the data could be
unreliable. If the answer is yes, then it may be necessary to modify
the experiment and go through the process again.
Simon: So once you have reliable, valid results...
Tutor: Then the final step is to communicate them. The wider
scientific community needs to know about the results, and
publication in journals is the accepted way.
Simon: Okay. I think I''ve got the basics.
Tutor: It''s going to get more complicated as we begin to look at some people who have criticised the scientific method, so you need to make sure that you understand things up to this point. Let me know if you have any further problems with it.
art, learning about the basic elements of art and design, and finally, discussing historical periods as they pertain to art. The course will also give you the opportunity to visit some of the many galleries and museums that Britain has to offer. So, having said that, I''d like to spend the rest of today''s class talking about four of the more important galleries that we will be visiting in the coming year.
As most of you already know, or at least I hope most of you know, there are four Tate galleries in all. To begin, I''d like to tell you a little bit about the Tate Modern. Tate Modern is located in a very busy part of London called the South Bank. It''s close to two world-renowned tourist attractions, St. Paul''s Cathedral and Shakespeare''s Globe Theatre. Now, interestingly enough, Tale Modern is housed in what was a power station, built in several stages between 1947 and 1963. It was closed down in 1981 and reopened as a gallery in the year 2000. Tate Modern consists of five levels, with the Tate Collection being shown on the 3"'' and 5''11 levels. On level 2, the works of contemporary artists are exhibited, while level 4 is used for holding large temporary exhibitions. Since this museum opened, it has become a popular spot for both Londoners and tourists alike. And believe it or not, it doesn''t cost anything to gel in to see the collection displays.
Now, the second gallery I''d like to talk about is Tate St. Ives, which is in Cornwall. It was built on the site of a gasworks and it overlooks Porthmeor Beach. Tate St. Ives is housed in a three-storey building that was designed by the architects Evans and Shaleff. It was established in 1993, seven years before Tate Modern was opened, and the gallery exhibits the works of modern British artists, including members of the St. Ives School, a group of artists living and working in the area from the thirties onwards. In later lectures, we''ll be looking at the work of some of the artists who belonged to that group and the ways in which they influenced each other.
Okay. Am I going too fast for any of you? No? Good. Next, I want to talk about Tate Britain, which is a gorgeous gallery situated right in the heart of Westminster. Tate Britain was the first of the four Tate galleries to open and it was established in 1897. It was built on the site of an old prison and when it first opened its doors it was called the National Gallery of British Art. Later, it became know''n as the Tate Gallery after the man who founded it. Sir Henry Tate. During its lifetime, Tate Britain has been damaged twice: once by flood waters from the River Thames, and once by bombings during World War II. This gallery has an interesting range of exhibitions of historic and modern art from 1500 up to the present day.
Now, the last gallery I''d like to tell you about is called Tate Liverpool. It''s not hard to figure out where this gallery is located, is it? It was opened in 1988 to exhibit displays from the Tate Collection and it also has a programme of temporary exhibitions. Tate Liverpool is housed in what was once a warehouse and for some years it was one of the biggest galleries of modern and contemporary art In the UK.
Well, that''s a brief overview of just a few of the galleries we''ll be visiting. I''d like now to look in a little more detail at what you can expect to see in each of these galleries, starting with Tate Britain.
SECTION 4 Questions 31-it) CTBIWi*!
Woman: Good afternoon. Welcome to the first class of VI00 Art and History. The objectives of the course, as you will have seen if you''ve taken a look at the syllabus, include familiarising yourselves with the vocabulary and language of

TEST 2
TEST 2
SECTION 1 Questions 1-10 fBSIWTl
Peter: Hello, loan. I''m glad you could come.
Joan: Hello, Peter. What''s up? Is something the matter?
Peter: No, no. Everything''s fine.
Joan: It sounded urgent on the phone.
Peter: Did it? It''s just that I''ve had this idea and I wanted to see how soon we could get it off the ground. Joan: Well, don''t keep me in suspense.
Peter: You know they''re planning to close down the local clinic - it was in the newspaper yesterday, but most people have actually known about it for some time - well, I thought we should do something about it. Joan: What did you have in mind?
Peter: I thought we could organise a charity event and donate the money to the clinic. I know it doesn''t sound like much, but it will show the local council how we feel and that we mean business. Joan: That''ll take quite a lot of organising. Why don''t we just hold a protest outside the Town Hall?
Peter: A protest would take just as much organisation as an event like this. Besides, I think fewer people would turn up. A village fair, or something like that, would attract more people and get money for the clinic. People are more generous when they''re enjoying themselves.
Joan: Okay, then, it sounds good to me. How do we start? Peter: First, we put our heads together and come up with a list of people who''ll be willing to help and people who can provide us with some of the things we need. For example, we might need a caterer to provide refreshments, a rock band for entertainment, tents and so on. Then we do a lot of telephoning around and try to get everybody together at the same time in the same place. Joan: Sounds like a lot of work to me.
Peter: Tliat''s only the beginning. First things first, though. Let''s decide now on who to get to the initial meeting and where and when to hold it.
Joan: Fine. Well, the village hall would be the best place to have the meeting. It''s not as big as the youth club, but it''s warmer. There''ll be no problem getting permission to use it, but I suppose it depends on how many people we invite.
Peter: We don''t want too many, otherwise the meeting will go on too long and nothing will get decided. But the village hall is a good idea. It''s more official than having it in someone''s living room. How many? Six or eight people to start with, ten at the most. Joan: Okay. Now we have to decide on a suitable day and time. Suitable to everybody, I mean. A Saturday or Sunday would seem to be the best choice because people aren''t at work on those days, but they may not like the idea of giving up a part of their weekend for a meeting.
Peter: Lmless we persuade them it''s for a good cause, or that it''s to their advantage. And that it''ll all be a lot of fun. We''ll provide refreshments, of course.
Joan: What if some don''t want to give up their weekend? Peter: Then we''ll give them an alternative. Say, one evening in the week after everybody''s finished work. We''ll see which is the most acceptable to them, then book the hall.
Joan: 1 can do the refreshments for the meeting. I''ll get Darren
and Maggie to help me. I''m sure they''ll be more than willing, So,
what''s next on the agenda?
Peter: A list of who we want at the meeting.
Joan: Yes, of course.
Peter: Obviously we want someone from the clinic. I think Dr Perkins would be best. He can tell us exactly what the financial situation is there - you know, how much money it takes to keep the place running - and how important it is for the community to have the clinic.
Joan: The vicar, too. He can rally lots of support. And Mr Sims, our Member of Parliament. He is very busy, but I think I can persuade him to come, or get his wife to persuade him to come. I see her quite a lot socially.
Peter: ''Ihat''s great. Two other people I have in mind are Freddie Smith... Joan: The journalist?
Peter: Yes. Well, he''s the e***or of the local paper now and might be useful. He might let us advertise for free and he''ll know how to go about getting leaflets and posters printed. That''s another thing; we''ll need volunteers to put leaflets through people''s doors and stick up posters all over the place.
Joan: We can decide that at the meeting. What about the other person?
I''eter: What other person?
Joan: You said you had two people in mind, Freddie Smith and...
Peter: Oh yes. Mr Gates.
Joan: Mr Gates? Do I know him?
Peter: You must do. He owns Greatfields Farm. We need a large area to hold the fete.
Joan: Right. So how many have we got, then? Seven or eight? There''s Dr Perkins, Mr Sims, that journalist. Peter: Freddie Smith, you mean?
Joan: Yes, htm. And the vicar and Mr Gates the farmer. That''s only five.
Peter: There''s you and me, that''s seven. That will do for now. Let''s start making phone calls.
SECTION 2 Questions 11-20 CBTCTKTE
Female guide: Good morning, everybody. Welcome to the Roman Baths. My name''s Amanda and I''m your guide for today. Before we begin the tour, I''d like to point out that we have child carriers, free of charge of course, for those of you with young children, and I can see that there are one or two of you here this morning. It might make things a bit easier for you than using a pushchair. If you don''t want to carry your coats and bags around with you, there is a cloakroom behind reception where they''ll be quite safe. Also, should anyone want to use the bathroom, there''s one here in the reception hall opposite the ticket office and another one by the shop where we end our tour, right by the exit. Having mentioned the shop, 1 should tell you that it''s full of interesting things for you to remember your visit by. Posters, postcards, replicas of the gorgon''s head, the haruspex stone and the statues that you''ll be seeing on your tour. There are also games, books and videos for children, and other souvenirs.
Our first slop will be the Terrace, where you will get your first view of the baths. Now, the statues that line the Terrace here are of Roman Emperors, Governors of Britain and various military-leaders. These aren''t from Roman times either. In fact they were sculpted in 1894 especially for the grand opening of the Baths in 1897. But what you can see from here is only a fraction of the whole Roman Baths site, which stretches below ground level under the surrounding streets and squares of the town.
While we''re here on the Terrace getting our first look at the baths, let me fill you in on a bit of the history. This site, with its hot springs, has long been seen as a sacred place, and the first people to build here were the Celts, and the shrine they built was dedicated to the goddess Sulis. Of course, back in those days they had no way of explaining how hot water came to be bubbling out of the ground, so they believed it to be the work of the gods. When the Romans came, they too built a temple here and dedicated it to their goddess, Minerva.
The bath you can see from here is called the Great Bath - not very imaginative, I know, but it is the biggest. Impressive, isn''t it? At one time it was housed in a huge vaulted hall 40 metres high, which for many people of the period must have been the largest building they''d ever seen in their lives. The bath itself is 1.6 metres deep, ideal for bathing, and has steps leading down to the water on all sides. The niches or alcoves you can see all around the bath would have had benches and possibly small tables for drinks and snacks. Not a bad way to spend your free time, relax, and tell yourself it''s all good for your health.
Let''s move on to our next stop, the Sacred Spring. This is the heart of the site, where the hot water bubbles up from the ground at a temperature of 46 degrees centigrade. The water comes up from a depth of between roughly two and a half thousand and four and a half thousand metres, where geothermal energy raises the water temperature to between 64 degrees and 96 degrees. Over a million
litres of this hot water rise up here every day, and as well as being hot, the water is rich in minerals and it was thought it would cure various ailments and illnesses. In fact, people came here from all over the Roman Empire to try out its healing powers.
Before we take a look at the changing rooms and saunas, which are known as the East Baths, and the plunge pools and heated rooms of the West part of the bath house, we''ll pass through the site of the Temple and the Temple Courtyard. Here we are. This temple is one of only two known classical Roman temples in Britain. The other is the Temple of Claudius at Colchester. This temple is said to date from the late first century AD, being built between 60 and 70 AD. But the original temple has been knocked about and added to over the centuries, and what you can see here are just bits of the original temple. Okay, shall we move on?
SECTION 3 Questions 21-30 CTBTW^l
Tutor: Come in, John, come in. How''s the paper going?
Student: Morning, Mr Taylor. Pretty well, actually.
Tutor: Good, good. It''s not all about bicycles, is it? I know you''ve
got a thing about bicycles.
Student: Yes, but that''s just...
Tutor: There are other ways to get around town, you know. Student: Yes, I know. And I think I''ve researched pretty well all of them.
Tutor: Right, then. So your paper''s about urban transport in London, eh?
Student: Not just London, but that is going to be the focus. I''ve also looked at urban transport systems in cities around the world: Madrid, Beijing, Mexico City, Amsterdam, Paris. Other countries too.
Tutor: You have been busy, haven''t you? What''s the purpose of your study?
Student: Well, two things really. I want to see if there are more efficient ways of organising urban transport systems, while cutting down on traffic congestion and, of course, pollution, and to find ways of encouraging people to use public transport instead of their cars.
Tutor: Let''s start with that, then, with cars. I think you''ll have a hard time thinking of ways to persuade people to swap their cars for a crowded bus or underground train. They''re convenient, comfortable, faster, and sometimes they''re a status symbol too. Student: Okay, I agree that cars will probably always be the most popular means of transport, but there are ways to cut down the number of people who bring their cars into the city. It''s a problem that affects every big city, and several methods have been tried. Tutor: I know, I know. As I''ve found to my cost! When 1 go into London, which I do two or three times a week, I have to pay Ê5 to get into the city centre. Has your research thrown up any more places where they do this?
Student: Oh, yes. Apart from London there''s Oslo, Stockholm. Singapore - now there, in Singapore, they''ve got it really
organised. They''ve imposed a tax on all roads leading into the city centre, and I hey have electronic sensors that identify each car, and then debit a cre*** card belonging to the owner. And other cities, instead of charging motorists to come into the city centre, have tried other measures. Tutor: Such as?
Student: Well, in Athens cars are only allowed to go into the city centre on alternate days, depending on their licence plate number. In Bogota and some other Latin American cities, such as Quito and Sao Paolo, they''ve developed what is called a BRT system ... Tutor: A what?
Student: A BRT system - a bus rapid transit system. People leave their cars outside the city and take buses which have special express lanes into and through the city. It''s been so successful that they''re trying it out in Mexico City, Beijing, Seoul and Taipei. And other cities are pedestrianising more and more areas of the city centre.
Tutor: I see. How have these measures affected traffic congestion and pollution levels?
Student: In most cases it has led to a reduction in the number of cars entering the city centre. Certainly in Singapore, where it''s now much easier to move around the city and the air is much cleaner than most other cities in that part of the world. London, too, I believe. I can give some facts and figures if you like. Tutor: Please do.
Student: In the first year after the tax was introduced, the number of people using buses to get to the city centre rose by 38%... Tutor: Really? 38%. Incredible!
Student: Yes. And the number of cars entering central London
dropped by about 18%. There''s more. The number of people using
bicycles and mopeds went up 17%.
Tutor: I knew we''d get to bicycles at some point.
Student: Well, yes. In the city, the bicycle has a lot going for it.
You can avoid traffic jams, there are no parking problems, they
don''t pollute, they''re cheap to run and they don''t cost very much.
Oh, and here''s another fact for you - you can fit twenty bicycles in
the space needed to park one car.
Tutor: Well I never! But I can''t see it catching on. Besides, we seem to be getting off the point.
Student: Not at all! China, lapan and Holland have integrated bicycles into their urban transport systems. In Holland and )apan they''ve got special parking areas for commuters who get to the station by bike, and lapan has even built multi-storey parking facilities for bikes close to railway stations. Then look at America - in New York, delivery services use bicycles because they can deliver messages and small parcels far more quickly and at much lower cost than cars or vans. Even the police use bicycles. In fact, in about 80% of the towns in America where the population is around half a million, the police regularly patrol on bicycles. And they have proved to be effective, because they can reach the scene of an accident or crime faster and more quietly than officers in patrol cars, making a lot more arrests per officer. Tutor: Well, you do know your bicycles, don''t you? But I do need
to hear more about the public transport system and what''s to be done about that. And I''d like you to look a bit more into the economics of it. How much it will cost to improve the situation and so on. Okay? Right, sec you next Tuesday. Student: Yes, next Tuesday. Bye, Mr Taylor.
SECTION 4 Question* 31 40 CTSCTfl
Female lecturer: Cood morning, ladies and gentlemen, and welcome to the science faculty. As you may know, my field of study is neurobiology, so you may be wondering what I have to say to those of you who are studying physics or chemistry or geology - even those of you who intend to become doctors. In fact, what I have to say is aimed especially at those who wish to enter the medical profession, though the main point applies to all of you. And what is my main point? Basically, it is that you shouldn''t get stuck in too narrow a specialisation. What I mean is, too often doctors and scientists become experts on one small aspect of their subject and neglect the rest. Perhaps you have heard the joke about a doctor being introduced to another doctor as an expert on the nose: ''Oh, yes?'' said the other doctor. Which nostril?'' I know that more and more it is necessary to specialise, because when you finish your studies you have to find a place in the job market. But I do believe that it is damaging both to you personally and to the profession.
You may be surprised to know how many physicians in the past were men of wide culture. Many were interested in the humanities, from the arts to literature to philosophy. A surprising number of them, from Rabelais to William Carlos Williams, became poets, novelists and playwrights. Men of science have written clearly and intelligently about society, psychology and politics. This tra***ion is not dead. Today such eminent scientists as Stephen Jay Gould, Jared Diamond and Richard Dawkins are well known as popularisers of science, while maintaining high standards. But more of them in a minute.
I''m not saying that while you are studying anatomy you should sign up for a course in English literature, but reading a few works of fiction in your own time will show you the human mind just as your anatomy classes show you the human body. Science faculties and medical schools, it seems to me, now largely ignore this human dimension. Furthermore, the study of medicine, and psychology for that matter, is largely about what has gone wrong with the body and the mind. That is, it mostly deals with the abnormal.
So, to try and correct this situation, if only in a small way, I have come up with some extra reading for you to do. Don''t worry. I wouldn''t have chosen them if 1 didn''t think they were enjoyable as well as interesting. The first on my list I''m sure you''ve all heard of, even if you haven''t read it: it''s Bill Bryson''s A Short History of Nearly Everything. Now don''t turn your noses up at it just because it''s now officially a school book and is written to entertain as well as inform. In fact, I''ve found it a very good bedside book. Next
come a couple of the writers I mentioned earlier. Any collection of essays by Stephen Jay Gould is worth reading. He writes clearly in a language non-scientists can easily understand - in fact, a lot of his essays are responses to questions about science from the general public. He''s also entertaining on the subject of baseball. Perhaps you should start with Gould''s Wonderful Life: he writes brilliantly about natural history and shows how much imagination and excitement there is in scientific discovery. Then there''s Jared Diamond''s The Rise and Fall of ihe Third Chimpanzee, which shows us how close we are to the apes and forces us to look at some of the darker aspects of human nature. After reading it you won''t forget your animal ancestry. But don''t let that put you off - it''s very readable.
You''re probably saying to yourselves, ''.Just a minute, these are all science books. What about the fiction?'' Ill come to those in a later lecture. At the moment I''m just trying to get you to read away from your chosen field of study. However, I will recommend one work of fiction now, though it might come as a bit of a surprise. If it does, it means you haven''t read it. The book is Ttie Water Babies by Charles Kingsley. I can see I have surprised you. Well, it is in fact the first fictional response to Charles Darwin''s On The Origin of Species. Yes, it is a children''s book, but lull of surreal fantasy and wit. The fourth, no, the fifth book on the list is a biography: The Emperor of Scent by Chandler Burr. To my mind it''s not particularly well written, but it is a fascinating story. It is about Luca Turin, a biophysicist who becomes an expert on perfume, and about how he missed getting the Nobel Prize. If any of you are thinking of a career in scientific research, this book might make you think again. It''s a very tough, dog-eat-dog business. Which brings us to the book that inspired Kingsley''s Water Babies, that classic of the genre, Charles Darwin''s On The Origin of Species. If you haven''t read it already, perhaps you shouldn''t be here. If you have, it won''t hurt to read it again. Or if you prefer, read his The Voyage of the Beagle, which as well as being of interest to any natural historian, or anyone interested in scientific method, also makes a great travel book.
Well, I think that''s enough to be going on with. And 1 can see that it''s time to finish up. So please bear in mind - throughout whatever course you are studying - not to neglect other aspects of your wider, non-academic, education. Thank you.

TEST 3
SECTION 1 Questions 1-10
Woman: Hello, I-''ive-Star Caterers. Can I help you?
Man: Oh, yes. I spoke to you an hour ago about the arrangements
for our end-of-term party.
Woman: Oh that''s right. It''s Mr Saunders, isn''t it? Man: Actually, it''s Sanders. That''s S-A-N-D-E-R-S. Woman: Oh, I''m sorry. I''ll just get that down correctly on the form...Okay, Mr Sanders. Sorry about that.
: No problem...Well, I''ve got the details you asked for, so I thought I should call you back quickly and book. Woman: Good. Let''s fill in the form, shall we? Man: Great.
Woman: First of all, can you give me a telephone number? Somewhere where you can be contacted during the day. Man: Yes. it''s four four five six seven eight six. Woman: Double four five six seven eight six. Okay. And do you have a number where you can be contacted outside of office hours?
Man: Well, I''m at work till late in the evening, so use the same number, and if I''m not there, you can leave a message. Woman: Thanks, I''ll make a note of that. And...how many guests shall I put down?
Man: Okay, that''s changed, so instead of the figure I gave you before of 85, it''s now only 50. It''s much lower, I''m afraid, because a lot of people can''t make that date.
Woman: That''s not a problem. Can you remind me of the date we''d said?
Man: Yes, it''s the twenty-fifth of June.
Woman: Okay, that''s fine. Now did you have the chance to look at the tables on the website?
Man: Yes, I did, and I think the rectangular tables would be good
- the long, thin ones.
Woman: Yes, um, you could have two of those. The only problem is that they''re for 24 people. So you''d only seat 48 people that way, and if you have 50 guests...
Man: Oh, I see what you mean. Two people would have nowhere to sit. What about the square ones?
Woman: You''d have the same problem with numbers. Usually, for 50 people, we find the round tables work well. Not the smaller ones - they only seat six people. The ones that seat ten - the large ones.
Man: So do you think we should have five of those? Woman: I think that would work well. Man: Okay. That''s what we''ll do then.
Woman: Fine...And have you decided on the menu you''d like? Man: Yes, I think so. But I wanted to ask you.. .We talked about having the three-course meal with waiter service but in the end we thought it would be a bit too formal.
Woman: So that leaves the buffet or the seven-course banquet.
Man: How much is the banquet again?
Woman: A hundred pounds a head.
Man: That''s too much...and too formal. The buffet is fine.
Woman: Okay. So I think I''ve got everything. We''d need a deposit
of fifty per cent of the total.
Man: Right. What''s the total?
Woman: Just a minute...yes. it''s thirty pounds a head...times 50...so that''s one thousand, five hundred pounds. Fifty per cent of that would be seven hundred and fifty now, with the balance due
- another seven hundred and fifty - on the day.
Man: Great. I''ll call in tomorrow if that''s okay. I can pay you the deposit then.

Woman: We''ll look forward to seeing you tomorrow then. Man: Okay. Thanks a lot. Goodbye. Woman: Goodbye.
SECTION 2 Questions 11-20 CBStTO
Female guide: Now, of course, Buckingham Palace is instantly recognisable to millions of people around the world. As we pass the palace, I''d like to tell you a few things about the history of this famous building. We think the first house was built here around 1624. In 1674, that house burned down and a new one was built - called Arlington House after its owner, the first Earl of Arlington. Then, in 1703, the first Duke of Buckingham changed the design of the house.. .and the name - it was then known as Buckingham House.
The building we see in front of us now has undergone many changes since it was first built. The East Front, which is the part we see from the road, was added as part of the work done by Queen Victoria and was completed in 1830. But the palace has remained pretty much unchanged for nearly a hundred years. The last major changes to the structure were made by King George the Fifth who, in 1913, had the East Front redesigned as a backdrop to the large memorial to Queen Victoria, which had just been placed outside the palace gates. Since then, only minor changes have been made. I should point out, though, that the palace was bombed seven times during the Second World War, most seriously in 1940, when the palace''s chapel was destroyed.
Today, of course, it is the home of the royal family, but that wasn''t always the case, although they did own most of the land it was built on. It was George the Fourth who turned it into a palace, doubling its size, when he became king in 1820. He had inherited it from his father. King George the Third who, in 1761, had become the first royal owner of the building, though it was still not used as the home of the royal family - just as a private home for Queen Charlotte. It was known as The Queen''s House at that time. King William the Fourth finished the work after his brother, George the Fourth, died. But King William never moved into the palace. In fact, in 1834, he offered it as a new home for Parliament after the Houses of Parliament were destroyed by fire.
The offer was not accepted, though, and in 1837, when Victoria became Queen, the house became the main royal residence in London. However, Victoria and her husband. Prince Albert, found the house top small, so they carried out building work to further enlarge it. This included building the East Front, which I''ve already mentioned as the part we are looking at now. Victoria was also responsible for moving the Marble Arch, built as a part of the palace itself in the 1820s, to where it stands today, separate from the palace on the corner of Hyde Park. For twenty years or so, the palace was often the setting for huge banquets, dances and musical performances. This period lasted until Prince Albert died in 1861, after which Victoria spent very little time there, and the palace was hardly ever used.
When Victoria died in 1901, Edward the Seventh became King. He was responsible for most of the decoration inside that exists today and the dark days of the later part of Victoria''s reign were fairly quickly forgotten as the palace came back to life. The palace has been in continual use by the British royal family ever since.
A lot of people ask me if they can visit the palace. One way is if you''re lucky enough to be invited to one of the three garden parlies usually held every year. As many as 8,000 people attend these, although most of them do not get to meet any members of the royal family and they don''t see much of the inside of the palace.
The garden is, however, quite spectacular, and it is the largest private garden in London, with an artificial lake, 30 different species of bird and over 350 different wild flowers, some of which are extremely rare.
Inside the palace, there are 240 bedrooms, 92 offices and 78 bathrooms. There are also 19 state rooms, which are used for official engagements and ceremonies. Members of the public are only allowed to visit the state rooms - and then only in August or September when the monarch is not there. It''s worth it, though, because there''s a lot to see in the state rooms, including examples of some of the world''s best art with works by Rembrandt, Rubens and Canaletto. The tour, which lasts up to two and a half hours, ends in the garden, where you can see more of the outside of the palace not visible from the road.
SECTION 3 Questions 21 -30 CBSffifl
Female student: Did you go to the first social science lecture yesterday?
Male student: Yeah. Didn''t you see me there?
Female student: No! I was trying so hard to understand
the lecturer.
Male student: What didn''t you understand? Female student: A lot of it, really. For example, he said we needed to study history as part of the course, but I didn''t get why. Male student: You probably missed it - he said early on that we need to learn from our past mistakes.
Female student: Right. But he also said we need to put ourselves in the place of our ancestors. Why is that? Male student: I think the point is that it''s not enough to know how they lived and what they did. We need to know what they thought.
Female student: I see. And I''ve written ''transferable skills'' in my notes next...but I''ve no idea what that means. Male student: If you study social science, you learn skills that you can use in a job.
Female student: Oh, right! Is that all? Okay, but why is that? Male student: The point he made was that in studying social science, you use a flexible and adaptable approach to learning. He also kept mentioning all the other subjects we will need to study as part of the course. I didn''t write them all down. Did you?
Female student: Some of them. I think I can make sense of my notes. The first one was anthropology, which he said would cover pre-history and archaeology as well. Male student: Okay.
Female student: Then there''s economics. I wrote down that this was not meant to mean that we will spend all our time looking at economic theory, but more that we need to see how humans behave.
Male student: ITiat''s good. ..I don''t think I could handle economic theory. He said something about education, too, didn''t he? Female student: Yeah. He said we''ll be looking at how cultural information is handed down from one generation to the next through teaching children.
Male student: He said wed be focusing on geography too, but I
can''t really remember which aspects, can you?
Female student: I noted it down, I think. Here we are, yes.
''Particularly in relation to urban planning.'' It''s law that I got
confused about. I didn''t understand why he linked that
to economics.
Male student: I think he meant that laws affect the way wealth is distributed.
Female student: That makes sense...now, what are the science wars?
Male student: Okay. I did get that. The science wars are about how social science collects information. In sociology and social work, and in social science generally, they can only study patterns of behaviour and observe. If you compare that to the way scientists work in physics or chemistry, its very different because they use specific experiments that can be tested and which give concrete answers. Social studies is often accused of being unscientific, that''s all.
Female student: Okay, but it still looks like a good course, doesn''t
it? You don''t have any regrets, do you?
Male student: None at all. I''m looking forward to it!

TEST 4
SECTION 1 Questions 31-40 CBTEff*!
Male lecturer: We begin our examination of America in the 1960s with the usual caution - there is no sense in trying to understand any decade without looking at what came before. Those of you who still have outstanding coursework on the 1950s would do well to complete it now - if for no other reason than it will help make sense of the next series of lectures. But we must press on, and I''d like to begin my talk about the sixties with a reference to one of those things that came before - the post-war baby boom. With the end of the Second World War in 1945, there began in the USA an era of perceived prosperity and security. In short, people started to feel that that the world was a much better and safer place to bring up children.
So, at the start of the sixties, all those children born in the baby boom - seventy million in the USA alone - were teenagers. As the sixties progressed - and as this large number of people approached adulthood - there was a noticeable shift in the
balance of power, and young people began to have a voice in ways that were not considered possible in the more conservative atmosphere of the preceding decade.
Things were moving forward at a rapid pace. The literature of the lime brought out all the taboos...everything was covered, such as race...in, for example, the book To kill a Mockingbird. The role of women changed and, uh. equality for women... well, let''s just say that once certain books were published, women were no longer going to be satisfied with their roles as devoted wives and mothers. Through literature alone, the whole fabric of society was challenged and. by the end of the sixties, things would never again be as they had pretty much been for the preceding 40 years.
It was a decade of protest - civil rights protests, feminism, the rights of minorities, the Vietnam war - all these causes led to peaceful and not-so-peaceful protests on college campuses and elsewhere. People had been given freedom of speech and they were going to use it. The crime rate rose to nine times what it was in the fifties, as respect for the old order faded away.
But it was also a time of great development.. .in medicine - the sixties saw the first heart transplant, in technology and the space race, where we saw the first American in orbit and lasers being invented at the start of the decade and the first man on the moon and the first primitive internet at the end.
None of this - good or bad - might have happened if things in 1962 had gone slightly differently. On October 16*. President |ohn F. Kennedy met with his closest advisers at the White House. They had obtained photographic evidence showing that Cuba was building or installing nuclear weapons. It was widely believed thai Cuba was preparing to fire these weapons at cities in the USA. Kennedy was faced with three choices - to try to resolve the crisis diplomatically by negotiating with Cuba and the Soviet Union, to take action to block the delivery of more weapons into Cuba, or to attack Cuba, destroying their weapons. Believing that the first option would end in failure, and that the third option would lead to war, it was the second option that Kennedy chose. In doing so, he succeeded in preventing the build-up of more missiles. The Soviet Union then withdrew the weapons from Cuba. Most historians agree that, if Kennedy had acted differently, the episode would have led to a full-scale nuclear war between the United States and the Soviet Union. Millions would have died, and the world would have been changed beyond recognition.
TEST 4
SECTION ] Questions 1-10 CH57TO
Adviser (male): Good morning. So, what can I do for you? Maria: Well, it''s about the accommodation where I''m staying at the moment.
Adviser: First, can you give me your name and address, please? Maria: Yes, I''m Maria Domingucz and the address is 12, Pine

Tree Terrace. It''s in Westdiff. I''m staying with two other students. There''s actually four of us in the house - us three students and the lady who rents the house to us. Adviser: So, is there a problem?
Maria: Well, there are a few, actually. You know, I''m a first-year student and, though I lived away from home for a while when I was studying over the summer in Mexico City, I''ve never lived abroad, and it''s a big change for me. The course is tough, but that''s not the main difficult)''. I''m coping with that up till now anyway. Adviser: The accommodation was arranged for you by our office, wasn''t it? It''s a nice place by the sea.
Maria: OK, but it''s difficult. There are only a few buses and it takes about 50 minutes. It''s just so far away and there''s no way I can get back if I want to stay on after seven. And also the other thing is there''s nothing to do there. It''s basically just a village. All my friends stay on campus.
Adviser: What about the girls you live with? Do you get on with them?
Maria: Well, when I see them, but one of them is hardly ever there. Mostly she stays in a house with friends - they''ve got plenty of extra space, you see. The other girl is quiet as a mouse and hardly ever leaves her room. The landlady''s friendly enough, though a bit forgetful and she doesn''t keep the place very clean. I don''t have any real problem with her as a person, though. Adviser: I understand it''s rather far away, so I suppose you''d like us to find you a place in the halls of residence or closer by in the town.
Maria: That would be good. You did say in your brochure that most first-year students are offered a place in halls. Adviser: I think it actually said final-year students have priority there. They need the library facilities more for studying for their finals. Anyway, let''s see what we can do. Just a moment, I''ll check what might be free. Sometimes students drop out or move from halls, though we were full at the beginning of term. By the way, have you checked the student noticeboards? You know there''s one in each of the four colleges, don''t you? There are often requests for people to share houses and it can be quite cheap. Maria: No, 1 hadn''t thought of that but it''s a bit of a risk living with complete strangers.
Adviser: Now, I see there''s a room free in Hillside College. Maria: That''s the one with the tall tower, right? Adviser: That''s it. It''s the smallest college and has a reputation for being quite fun. Oh, but it''s a shared room. Would you consider that?
Maria: That''s going to be a problem for studying, isn''t it? What if she plays music al! the time? And maybe we won''t have anything in common.
Adviser: Maria, 1 see you''re studying history. So is this girl, Francesca. She''s Italian.
Maria: Well, at the moment I''m doing the general humanities course, which includes history but actually I''m planning to change to literature quite soon. That''s not the thing, though. I really want a room on my own.
Adviser: Right. I''m afraid I don''t see any other openings. There''s nothing showing up on the computer, at least on campus. Maria: Well, if I have to stay where I am now, I''m going to find it more and more depressing.
Adviser: Here''s one more thing we can try. The university owns several places on the Thanet Road and also by the west train station. Both of these are about a twenty-minute walk down the hill. They''re not the newest of buildings, but I could check for you. Can you come back tomorrow? Oh, no. That''s Saturday. What about Monday?
Maria: Yes, sure. I''d really appreciate it if you could do something for me.
Adviser: Let''s hope so.
SECTION 2 Questions 11-20
Steve: Hi, I''m Steve Penfold and I''m here today to tell you about my gap year, which I took about 20 years ago. Unlike many students these days who go travelling or get some work experience between school and university, I decided to do something completely different after finishing my degree, I applied to work for a charity organisation. What it does is it sends people with particular skills to countries where those skills are needed. Apart from having some experience teaching English *****mmer-school students, I didn''t have any particularly useful skills. I thought, but luckily I was still accepted. I had to find the money for the flight, but you get free accommodation - I stayed with a family of five - and you do get paid, but not much. It''s a bit like pocket money - enough to get by. I worked in an orphanage and taught English at a local school.
Where was I? Well, originally I was going to be sent to a village in India, but at the last minute the organisation decided to send me to Trinidad. Now, this is a fascinating place. It''s an island in the Caribbean. Well, in fact the country is actually two islands - the smaller one is called Tobago, which is connected somehow to the word tobacco.
Anyway, there I was, a young white guy living and working on an island which is mostly a mixture of descendants from Africa and India. The Africans were originally brought over as slaves and the Indians came later as indentured workers. That means they agreed to come for a specific time, but many of them stayed. There are also some Trinidadians of Chinese and British origin, though the native inhabitants were basically wiped out by colonialisation. I, myself, felt completely accepted and had the time of my life.
The language everyone speaks is English, so there was no problem for me there, but some concepts don''t quite translate. They''re pure Trinidadian. There''s the term ''liming'' for example, which means sitting around watching the world go by. Also, there''s the famous carnival when the whole island is taken up in ''playing mass''. For a whole month around February or March - it depends when Easter is - everyone''s busy preparing costumes, practising calypsos, soca and steel pan music and most importantly,
partying. When the actual official carnival starts, it''s days of 24-hour dancing in the streets. In Trinidad it''s called ''wining''. You''ve probably seen the sort of thing on TV in the more famous carnival in Rio or even at the Notting Hill Carnival in London. Many people join bands, each one of which has a theme, for example the sea or jungle fever, and they have costumes designed and made to go with the theme. These can cost a 1,000 dollars for the king and queen of each band. They''re incredible. The whole city is a non-stop party zone, full of colour and sound. It''s serious too! The bands are in competition and the winner gets a million dollars.
Sorry, I got a bit carried away with those memories. Back to my real job there. The orphanage was called St Augustine''s and that''s also the name of the place where it was, St Augustine, a town just outside the capital city, Port of Spain. I didn''t have any particular job description; just to be with the children and tell stories, sing songs and play games. Oh, and we also went camping in the jungle once. I could tell you a few stories about that particular escapade!
Every time I arrived at the gate, kids would come running towards me shouting, with big smiles on their faces. The younger children seemed fascinated by my blond hair and loved to touch it as if it was something miraculous.
The English teaching I did two days a week in a primary school for six- to eleven-year-olds. The kids may have been poor but they all wore neat and clean uniforms and were so respectful and enthusiastic. I''ve now been teaching for many years in different countries and I still think those were the best students I''ve ever taught.
What else did I do while 1 was there? 1 swam a lot - can you imagine what it''s like swimming with dolphins, and with pelicans diving into the sea right next to you? More seriously, I trained to be a Samaritan - that''s someone who listens and supports people who have problems with their lives.
Overall, what I took from the experience was a sense of being in another culture, or rather cultures. As humans, we all share many characteristics, but we express ourselves in various ways. In Trinidad, there are lots of different communities and religions, and so many different kinds of festival to see; Hindu, Muslim, Christian, as well as some rather mysterious African tra***ions. There are quite a few Rastafarians too. Trinidad is, as Americans are fond of saying of their own country, a melting pot, where everybody is greeted warmly.
Go and see for yourself. I''m not sure how it''s changed since I was there, but I''d love to find out.

SECTION 3 Questions 21-30
Sonia: Great party last night. You should have come. But anyway. So, what have we got to do here? We''re supposed to fill this form in by ourselves but I''m sure it''s okay if we chat about it first, don''t you think?
Matt hens: Yeah, sure. So - there are 10 questions and we''ve got to tick numbers 1 to 5 for each question. Five means really good. One is bad. Question number one: ''Was the course well organised?'' We''ll give that a five, agree?
Sonia: Yep! No question about that! What does question 2 mean, though: ''Was the teacher flexible?'' Is it good to be flexible? Mattheus: Well, that means ''was the teacher very strict?''...Or maybe she gave you more time to complete your assignment. Things like that.
Sonia: So for that question we should give her a five. She always gave us an extra day, didn''t she? And she wanted to know our opinions on things. We had great discussions. Mattheus: Fair enough. What about this one: ''Was the teacher friendly and encouraging?'' I''m not sure about that. She was friendly to some students, but I think she had a problem with Mike and Alex, who were usually late. She did get a bit irritated with them sometimes.
Sonia: Yeah, we weren''t too happy about them either, though. I know it was a bit early, with classes starting at 8.30, but you choose if you want to sign up to them or not, so that''s no excuse really. Mattheus: Yeah, they could have taken the evening classes if they didn''t want to wake up early in the morning. Now what about these questions on the course books?
Sonia: Look, the business studies book was interesting, but I
thought the human behaviour one was boring.
Mattheus: Really? That''s the one I liked the most, perhaps because
I want to study psychology. You want to become master of the
universe, managing a huge multi-national company, don''t you?
Sonia: There''s nothing wrong with being ambitious, you know!
Mattheus: The best laid plans of mice and men...
Sonia: What''s that? Some sort of quote? Stop being so literary.
Mattheus: Let''s get on with question five. ''Did you find the
campus library a useful resource?''
Sonia: Well, most of the books I wanted had already been taken out, but the internet access was definitely useful. Let''s give that a four.
Mattheus: Okay. And the staff there were always friendly and helpful.
Sonia: Now what''s this? You know they keep going on at us about how we don''t use the off-campus library enough. I suppose this question is to test if we know where things are there. So, here''s a plan of the library that they want us to fill in. You use it more than me. I''ve only been there once, actually. You tell me. Mattheus: Right, so as you go in. the librarians'' desk is on your right. Directly opposite is the section for new publications - new books the college has acquired. Some of them are actually written by our own teachers, interestingly enough. Then there''s lots ol seating and the computers. Behind that we''ve got the periodicals - newspapers and magazines. And that''s before the reference section - you know, with the books you can''t take out.

Sonia: Dictionaries and encyclopedias? Mattheus: That sort of stuff.
Sonia: Now, I do know where the management section is. It''s right at the end on the left, isn''t it? Just before the stairs up to the lecture theatre.
Mattheus: Err...no. Sorry. Management and business studies, along with marketing, are all as you said, at the back, but on the right.
Sonia: Oh. So what''s on the left then?
Mattheus:That''s the fiction section. Or literature. Now if you want to photocopy something, where do you go? Sonia: I think 1 remember. Isn''t it one of the rooms after the entrance on the right?
Mattheus: Yeah. It''s between the multimedia room and the seminar room. They''re all behind the librarians'' desk. Sonia: What about the toilets?
Mattheus: For those, you have to go downstairs. That''s where the computer studies section is too, for some reason. Let''s get on with the next question...
SECTION 4 Questions 31-40 flTHCTfl
Male lecturer: Now today we''re going to be finding out about some of the less well-known, but still popular sports in the Emerald Isle - that''s Ireland, of course. Can you guess what they are? Well, there are these two lesser-played games, a form of rounders and Gaelic handball, but we''ll start with one which is perhaps over 3,000 years old. arriving in Ireland with the Celts, some claim. That may be a slight exaggeration but I consider it to be the fastest field game in the world and it goes by the name of hurling. Well, that''s what its known as in the English-speaking world, anyway.
So what do you have to do? You''ve got 15 players on a team; one of them is the goalkeeper. Each one has a slick called a hurley. Here you are: I''ve brought mine along - had it since I was at school - this is what it looks like and basically you have to get this ball - called a sliotar - that''s S-L-I-O-T-A-R - (so it''s not spelt the way it''s pronounced) - you hit it into the net for three points or you can hit it over the net for one point. The goal looks like the letter H with the net under the crossbar. The goalie has a bigger stick than the others to help keep the ball out.
You can also catch the sliotar and run with it for four steps maximum or bounce it on your stick. Is that clear to you all? I''ll be showing you a video a bit later so you can see what a game actually looks like. You might like to think of it as a mixture of lacrosse, hockey and baseball. Oh, and it''s played by women too, but it goes by the name of camogie in that case.
I''ll give you a bit of the history, shall I, now? Generally the golden age of the game is considered to be the 18,k century, but systematic rules were first agreed and drawn up at that great shrine of learning - Trinity College, Dublin in 1879, founding the Irish Hurling Union, closely followed just a few years later by
the formation of the Gaelic Athletics Association. With greater organisation last century, the All Ireland Hurling championship got off to a flying start, and I''m proud to say that my own native city of Cork has won more than 20 titles over the years. But then so have Kilkenny and Tipperary.
Is it only played in Ireland? No. Well, it is the only country with a national team at the moment, but you may be surprised to discover there are hurling clubs in London, as well as in America and Argentina, to name just a few.
The other game I''d like to take a little time to introduce you to is Gaelic football, which is played on the same pitch as hurling with the same number of players, but you have to get the ball over your opponents'' goalposts. And you can do that by kicking or punching the ball - however, you''re not supposed to do that to the players, I might add. Imagine it as a combination of soccer and basketball, but in my opinion it''s a more exciting spectacle than either of those. Excuse my bias, if you will.
It''s also very popular with women - in fact there are more women''s teams in Ireland than for any other sport. Whether despite or because of the physical contact involved, I wouldn''t like-to say. They do play a shorter game: 60 minutes, rather than the men''s 70.
So, let''s have a look. If we can have the lights down, I''ll see if 1 can get this technology to work.

TEST 5
TEST 5
SECTION] Questions 1-10 CTHWiTl
Man: Smart Electricals. Mike speaking. How may I help you today?
Woman: Ah, good morning. I''m calling to complain about an item I recently purchased from your company. I''m not happy with it.
Man: Oh, I''m really sorry to hear that. I''ll take you through the company''s complaints procedure. I''ll need to retrieve your files from our records so that we can discuss the problem properly and find a solution. I''ll need to take some details from you first. Is that okay?
Woman: Okay, but I don''t have a lot of time. Will it take long?
Man: Not long, madam. Can I first take your name?
Woman: Yes, it''s Susan Yorke. Y-O-R-K-E.
Man: Okay. Can I have the address, please?
Woman: Yes, it''s Flat 1, 25 Alpine Avenue - that''s A-L-P-l-N-E
Avenue. Harchester. The postcode is HA6 5LD.
Man: Okay, next, could you give me your telephone number?
Preferably one that we can call you on during normal
working hours.
Woman: Well, the home one is 01734 525268 but you''re only likely to catch me on that number in the evenings. I usually have my mobile phone with me during the day, though.
Man: It''s probably best to take that number, then. Woman: All right, my mobile number is 0781 2-double-3 452. Man: And do you have the order reference number on you, by any chance?
Woman: Well, I have the receipt that the camera came with in front of me. Man: Ah, good.
Woman: Which number is it? It''s a bit confusing-Man: It should be the 7 digit number on the top left corner of your invoice.
Woman: let me have a look. I need my glasses...Found it. It''s D-M-X- 8-double 4-3.
Man: Thanks. Now, when did you purchase the item? Woman: Well, the camera was delivered last Monday, on the first of February. I ordered it online about two weeks before that but I can''t remember the exact date.
Man: If yon have another look on the invoice receipt, the dale should be there.
Woman: Oh yes. Here it is. January the fifteenth. Man: Okay, I''ll make a note of that. So, the item is a digital camera?
Woman: Yes. It''s the Aqua Powershot model in silver.
Man: Thank you. Did you take out any kind of insurance when
you bought it?
Woman: Well no, it was on special offer. I didn''t need to pay any extra for the insurance because it came with a special Four Star policy.
Man: Well, it means you''re fully covered for at least another three years. Right, what is the problem?
Woman: Yes. The first thing is that it came with one memory card
in the box when there were supposed to be two.
Man: Oh, dear. I''m terribly sorry about that. It must have been an
oversight in the packing department. I can do something about
that straightaway and get one sent out to you.
Woman: Well, that''s not the only thing. I bought it as a present
for my niece because she loves swimming. It said on the website
that it was waterproof. But when she took it on holiday and tried
to use it under water, it got ruined because water got into the lens.
You can imagine how disappointed my niece was.
Man: I certainly can. Were those the only problems?
Woman: No. There was one other thing. It came with a case to
protect it. When I opened the box to take the case out, I saw that
it had a big scratch on it
Man: We''re really sorry about that. I can offer to have the camera repaired for you. In the event that it can''t be repaired, we''ll send you a replacement.
Woman: Erm, I don''t think so. Seeing as it was faulty in the first place, I wouldn''t want another one. I think I''d rather have my money back- Can I get a refund?
Man: Yes. Of course. If you send it back to Customer Services, I''ll make sure it''s dealt with. Woman: Thank you very much.
SECTION 2 Questions 11-20
Male guide: Welcome to Bestley Castle. It''s nice to see so many of you here today. Before we go in, I''d like to tell you some information about the castle, the things to see and do and the facilities available to you in the grounds. We''ll do our best to make this a truly memorable visit
Now, the castle grounds are quite big, and we don''t want you to get lost, so I''m going to give you an idea of the layout. At the moment we are at the entrance, and immediately to our left is the tourist information office. Go here if you need any questions answered. They''ll be happy to help. And, of course, behind the tourist office is the car park where the coach dropped you off and it''ll also pick you up from the same spot, at 5 p.m. today. In front of us are the water gardens. If you stroll through you''ll get to the North Bridge, which is the entrance to Bestley Castle. Take your time and enjoy looking around the castle. There is a lot of history steeped in those walls. As you leave the castle via the South Bridge, you''ll be greeted with the sight of roaming deer. During the day, there will be scheduled feeding opportunities where visitors can get involved. However, we do request that you do not feed the deer outside these limes. To the right of the deer park is the castle museum and behind that is our award-winning restaurant. It''s a relatively new ad***ion to the castle grounds but is fast gaining a reputation for its food. Alternatively, you can choose to dine in the picnic area on the other side of the deer park. It''s perfect for the family as it''s next to the kid''s play area and home-made ice-cream hut. We hope that on your way out you''ll pop into the gift shop by the exit for something to remember us by.
Admission to the grounds is free for all. That includes the museum, gardens and picnic area. There is an admission fee for the castle, which is Ê6.50 for adults, with a 10% discount for students and retired people. Children under the age of 16 pay half adult price and under-8s go in free.
There are many spectacular events throughout the year, and for most of them there''s also an admission fee. As these events are in high demand, it''s a good idea to book well in advance. Some of the exciting events planned for this year are the summer medieval festival, where you can watch old-fashioned knights and experience a feast in the halls of the casde, as if you were a guest of King Henry VIII himself. There are several concerts planned this year too. including a rock concert, at an admission price of Ê10 per person, and a special jazz concert, which is free to the public. I''m sure you''U agree that all tastes and ages will be satisfied. One scary but extremely popular event is the annual haunted castle event at the end of October, where the castle comes alive at night. Why don''t you come along, if you''re brave enough? Another sight to see is the fantastic firework display on November 5th, and the cost of that includes refreshments.
We also have a long tra***ion of raising money for charity. The charity event held every year on the first day of May will, this year.
be an archery contest. Entrance is tree but donations are certainly welcome. This year we''ll be collecting money on behall of a charity for elderly people, Age Concern.
Just in case you can''t remember all of lhat, you can pick up a leaflet showing the timetable and prices for all events from the tourist information desk. You can also go online to get this information from our website.
SECTION 3 Questions 21 -30
Paul: Hi, Joe. Hi, Isabel. Joe: Hi, Paul.
Isabel: Oh, hi, Paul. I''ve heard you''ve been stressing out about your presentation on art. Paul: I am.
Joe: Are you still going to talk about the different types of art? Paul: Yes. Well, 1 was planning to, but there''s so much stuff on the subject that I''m finding it difficult to put it all into one short presentation.
Isabel: Ha. 1 usually have the opposite problem. There''s nothing worse than going blank, forgetting your words, in front of a group of people.
Paul: Well, the problem is that I don''t know how to organise what I want to say in the presentation.
Joe: Well, you know everything there is to know about the subject. It''s just a question of selecting what you want to talk about. Paul: Well, there''s a lot to discuss about the different periods in art.
Isabel: That''s a good way to start. Then you can bring in how
specific types of art were popular in each period.
Paul: Yes, like how sculpture was popular in the classical period
and paintings were popular in the Renaissance period.
Isabel: And how now, a wide variety of media are used to create
modern art.
Joe: As long as you keep it concise, because it''s a large area. There are so many periods and movements in art and you don''t want to just list them one by one.
Isabel: I agree. An explanation of the movements and periods in art wouldn''t be too long.
Paul: You''re right. I need to just pick out some key points; just mention the periods quickly, so that I can move on to the real topic of die presentation.
Joe: Yes, the variety of art, like sculpture, paintings, installations...
Isabel: I have an idea. Why don''t you prepare a timeline to show
to the class? That would be a nice visual and it would focus your
ideas so you don''t get too sidetracked.
Paul: Great idea. It would certainly cut down on time.
Isabel: Right then. Where are we? You''ll begin with a very short
introduction to the historical periods of art. Then you''ll talk about
popular types of art within these periods. That''s sorted. Maybe,
you could also mention some key works of art in each period, like
the Venus de Milo statue or The Scream by Edvard Munch, and give some interesting facts on diem?
Paul: That''s not a bad idea because it does give people a frame of reference when 1 talk about specific kinds of art. After giving a historical context, I should really talk about different forms of art, shouldn''t I? Joe: Yes, you should.
Isabel: After that, you can conclude with a question on what is considered to be art. Now, lhat would be really interesting.
Paul: Yes, comparing the tra***ional views of art with modern views. Isabel: Exactly.
Paul: 1 think I''ll have a collection of pictures, including famous pieces of art from classic to modern, projected on the wall, like the Mona Lisa and some pop art, and ask people whether they think it''s art or not.
Joe: Showing some famous works and asking what art is would certainly lead to discussion in the room. People''s appreciation of art is so subjective and it comes down to taste. Paul: That''s what I''m hoping for - some disagreement to liven up the presentation.
Isabel: And you could stick in some really controversial ones like graffiti and modern art installations in between pieces of arl thai are universally accepted, like the work of the Renaissance painters. Joe: Sounds good to me. 1 have to say, I really don''t understand some modern art myself. There was one recently lhat was just a pile of rubbish. It doesn''t require much skill to create, does it? And what does it mean? There''s no point to it. Isabel: Actually, Joe, I like some modern art. It makes you look at the world in a different way. Artists now have the freedom to express themselves completely.
Joe: Yes, but there is an idea now that anything can be art. Paul: I''ve heard of paintings being sold for large sums of money which have been done by small children and animals. Joe: Now that''s ridiculous!
Isabel: Oh, you could find one of those paintings and put it in your presentation, couldn''t you, Paul? That would really be interesting.
Joe: Well, Paul, what do you think?
Paul: ] like it. Just thinking. I''ll need to do some more research to
find pictures for the slide show.
Isabel: Yes, we can help you, can''i we, )oe?
Joe: Of, course. If you go to ihe line art section of the library, I''m
sure you''ll find everything you need. Just ask die staff and they''ll
give you access to a slide bank of hundreds of famous works of
art. And if you still can''t find what you''re looking for, use the
library computers to go online. There are lots of images on the
internet. Of course, you''ll need to use a search engine like Google,
but it''s dead easy.
Paul: Thanks, guys. I''m feeling much clearer about the project. Your ideas have been really useful. I think I should end with a
quote of some kind by a famous artist, what do you think? Joe: That''s a good idea. Now let''s go to the library and see what they have.
SECTION 4 Questions 31-40 CTSCTlfE
FemaJe lecturer: Good afternoon, everybody. Today, in the first lecture on anthropology, we''re going to look at languages and how they are disappearing fast and what effect that''s having. We hear so much in the news about the possible extinction of animal and plant species in the world, and it''s clearly a sad thing that one day certain animals will cease to exist. But how many of you are aware thai the world''s languages are facing a similar threat? The Ethnologue, the leading authority on the world''s languages, has put together a list of every living language known to man. There are over 6,500, of which 6,000 have available population figures. Now, 109 million people speak just ten of these languages and they are the major languages of the world. At the opposite end of the scale, there are minority languages, which are only spoken by a few people, and that''s what this chart is illustrating. The number of languages is represented on the vertical axis, and the total number of languages that make up this group is an astounding 1,619. For each of these smaller language groups, the population range of speakers goes from I to 999. Even more incredible is the fact that out of these small languages, over 200 of them have a speaker population ranging from just 1 to 9. Imagine only 9 people speaking your language in the whole world, or even only one or two people.
Out of the more than 6,000 languages spoken in the world today, experts believe that, by the end of this century, perhaps as many as half may have disappeared. Approximately one language dies every two weeks. This is an unprecedented situation. Never before in history has there been this rate of rapid decline.
It''s very informative to think geographically and consider the question of where in the world this is happening. In total there are 516 languages that are nearly extinct, where only a few members of the older generation survive. When they die, the language will die with them, lost forever. The majority of nearly extinct languages come from the Pacific and the Americas, which together make up 74% of the total. They are followed by Asia at 15% of languages under threat. Around 9% of these languages are spoken in Africa, while Europe has the smallest percentage of languages that are nearly extinct - just 2%.
Entire languages which have survived for centuries are disappearing as we speak, but why is this happening now? There are several reasons for the situation. Globalisation has made the world smaller and technology has made it easier for people separated by vast distances to communicate in a common language. Minority languages have given way to the main languages of global communication like English. On a social level, speakers may feel the minority language to be old-fashioned and behind the times. They may even be slightly embarrassed to speak
the language of their forefathers, preferring to identify themselves with an international language that represents improved economic status.
Now, some do argue that a reduction in the number of world languages is inevitable, and anything to ease communication between nations is a good thing and, granted, there is a point to be made there, but what are the long-term implications of this? Consider this. Language, in both spoken and written form, is passed down through generations. It is the vehicle for all kinds of knowledge about the environment, local wildlife, plants, animals and ecosystems. These oral tra***ions die along with the language.
We can''t stop the changes that arc happening in the world but we can try to keep languages alive through language maintenance programmes and by documenting languages before they disappear, so they can be studied and maybe even resurrected in the future. It''s also important to remember that many people who speak threatened languages can neither read nor write. Helping them become literate goes a long way towards protecting the language. Preserving a language is not easy but there have been exceptional cases where languages have been brought back to life. In Ireland, Irish Gaelic, once a dying language, is now spoken by 13% of the country''s population. We''ll go into what happened there in more detail in my second lecture.

TEST 6
TEST 6
SECTION 1 Questions 1-10 CTHTm
Sarah: Good morning. Burnham Coaches, Sarah speaking. How can I help you?
Paul: Ah, yes. Good morning. I''m a teacher at the Down Language School. We have a bit of a problem and I was wondering if you could help us out. Sarah: What is the problem exactly?
Paul: Well, we normally take our students on an excursion at the end of their course, but unfortunately the coach firm we normally use has let us down. It seems they''ve gone out of business. Sarah: I''m sorry to hear that. 1 suppose you are looking for a replacement?
Paul: Well, yes. We won''t need a very large coach, actually. There will be 30 students and four teachers.
Sarah: So that''s 34 in all. And what dates did you have in mind? Paul: The last Saturday and Sunday of this month. That''s the 2Sa and 29*.
Sarah: The 28"'' and 29'' Does that mean you are planning to stay somewhere overnight?
Paul: That''s right. Actually, we want to do the same excursion that we do every year. We usually visit Stonehenge, Salisbury and stay overnight in Bath. It''s a historical tour, really. Sarah: It sounds interesting! Let me just see what we have available. Oh dear, I''m afraid all our coaches are booked out for the 28th. It''s the busiest time of the year for us, actually.
Paul: I was afraid that would be a problem. But do you have a coach available for the 29*?
Sarah: Yes, we do. And it''s available for the 30"'' as well, if that''s any help to you.
Paul: I''m afraid not. Sunday is the last day. The students go home on Monday. I think we''ll just have to change our plans a bit and leave out Salisbury. It''s a shame, but I don''t think we can fit in all three places in one day.
Sarah: So you would like to book the coach for the 29'' visiting Stonehcnge and Bath. Is that right? Paul: Yes, 1 think so.
Sarah: Right. 1 just need a few details, sir. Paul: Okay. My name is Paul Scott. Sarah: SCOT? Paul: It''s double T, actually.
Sarah: I''m sorry. And it''s the Down Language School. Could you give me the address for that, Mr. Scott?
Paul: Yes, it''s Down House, Hill Street, Brighton. Do you need the postcode?
Sarah: No, that''s not necessary, but I do need a contact number. Paul: Of course. The number for the school secretary is 01273 512 634. You can contact her if you need to speak to anyone. Sarah: Right. And what time would you like the coach to pick you up?
Paul: Well, 1 think we''ll have to make an early start. Would 7.30 be all right?
Sarah: Yes, no problem at all. What time do you want to be back? Paul: Oh, any time between ten and eleven will be all right. Not later than eleven, though.
Sarah: Right, I''ll make a note of that. 11 pm latest. There''s just one more thing I need to know. Presumably you''ll be visiting Stonehenge first. How long do you want to stay there? Paul: Well, we normally stay about an hour. The main objective of the excursion is for the students to see the Georgian architecture in Rath, really.
Sarah: Yes, Bath is lovely, isn''t it? I was there myself a couple of years ago. I thought the Royal Crescent was absolutely stunning. I hadn''t realised how large it is. Well, I think that''s all 1 need to know, Mr Scott. Thank you for booking with us. Paul: Just a minute, there''s one thing you seem to have forgotten. How much will this cost?
Sarah: Oh! I''m terribly sorry. I was thinking about Bath. lust bear with me a moment... Yes, it''s a round trip of 300 miles and a total time of 16 hours for the driver. For a 45-seater coach, that will be a total of Ê500 pounds, including tax and insurance. Paul: Do we have to have such a large coach? There are only 34 of us.
Sarah: We don''t have any smaller coaches, I''m afraid.
Paul: Oh, well. At least we won''t be cramped for space. When do
we have to pay?
Sarah: We require a 20% deposit to confirm the booking. I suggest that you do that as soon as possible - today, if you can.
The balance you can give to the driver, if you''re paying by cheque.
Have the cheque made out to Burnham Coaches.
Paul: 1 think that''ll be all right. I will have to check this with the
school accountant, but if all is well I''ll arrange for .someone to
bring you the deposit within the next two hours.
Sarah: That''ll be fine, Mr Scott.
Paul: Well, thank you very much indeed. Goodbye.
Sarah: Goodbye.
SECTION 2 Questions 11-20 CBICTffl
Woman: Good morning everybody, and welcome to Upton University! I hope you are settling in and beginning to find your way around. 1 know how confusing it can be when you start life at university, and that''s why we have Freshers'' Week to help you find your feet.
Before I go any further, 1 should perhaps introduce myself. My name is Sally Jackson and I am the secretary of the Students'' Union, which has organised this week of events for you. You will usually find me in the office on the first floor of this building when I''m not attending lectures! Anyway, down to business.
Of course, there are a few things that you are obliged to get done during your first week here, but once you''ve opened a bank account (if you haven''t got one already), seen your Director of Studies to discuss which courses you are going to take and signed up willi a doctor, there will be plenty of time left to enjoy the events we have arranged lor the week.
And have we got a lot lined up for you! Throughout the week from Monday to Friday, every morning starting at 10 am, there will be orientation and welfare events. These will include tours of the campus which, as you have probably noticed, is the size of a small town with 9,000 residential students, as well as sessions on developing study skills. We also have tours of Upton itself arranged for you, with a bus leaving from outside this building every afternoon at 5 o''clock. There are a number of interesting things to do and see in and around Upton, so you can expect visits to the castle and museum as well as the popular ghost walk. You''ll need to sign up for this one, as numbers arc limited, lust put your name on the list on the notice board in the entrance lobby.
An important event is scheduled for Monday, that''s the day after tomorrow, when we will be holding the Academic Fair. This is an opportunity for you to speak to students and academic staff about the courses that are on offer. The academic fair starts at one o''clock, by the way.
There are a couple of other fairs that I think will interest you. First of all, we have the Societies Fair on Tuesday the 16th, which I think is an absolute must. You might not believe it, but the university has over 150 societies and sports clubs you can sign up for, so you are sure to find something of interest to you. That also starts at one o''clock, and it will be here in the Union building.

Also in this building is the Trade Fair on Wednesday, from two until five in the afternoon. This one might sound a bit strange because you will find a load of banks and other businesses here trying to gel your custom. You will find plenty of bargains and, best of all, a lot of the businesses give away stuff for free!
We''ve also got a great entertainment programme lined up for you, starting tonight with our welcoming party. We have a top band lined up for your entertainment, but I''m not allowed to say who they are. All I can say is that I am sure you will not be disappointed. So come along to Blackmoor Hall at nine o''clock this evening to get your university experience off to a flying start! lust one point - I''m afraid this event is limited to freshers only. Because of space restrictions you can''t bring a friend tonight. Sorry about that!
There''s more fun and games on Monday in the Cotswold Theatre here on campus. We have booked two of the cleverest comedians in the country, Paul I''rasierand )enny Brown, for a three-hour show. Paul has assured us that he and Jenny have packed the show with new material and as they always get rave reviews for their shows, I think we can look forward to an evening of great entertainment. That''s in the Cotswold Theatre on Monday evening at 7:30.
Moving along a bit, on Thursday there is an important date for your diaries. This is the official freshers'' opening ceremony, when the Dean welcomes you to Upton University. So remember, Thursday the 18"'' from 2.30 to 3.30 in Blackmoor Hall. You certainly should go to this one and by the way, light refreshments will be available.
At the end of the week, on Saturday, you have the chance to dress up in your smartest evening wear for the official freshers'' ball. Actually, although it''s called a ball, it is quite a relaxed affair so we are more than happy if you turn up wearing jeans and a T-shirt. The important thing is to relax and enjoy yourselves. Time and place are the same as for this evening''s party - Blackmoor Hall from nine in the evening to three o''clock in the morning.
Right, I think I''ve covered the most important and exciting events we have lined up for you. but there will be plenty of other things going on throughout the week, so remember to check the notice board in the entrance lobby regularly. F.njoy the rest of the day, and I look forward to meeting as many of you as possible this evening at the welcoming party.
(cont)

SECTION 3 Questions 21-30
Tutor: Good afternoon, I hope everything is going well? Right, we''ve been looking at problems some people have with eating and today I''d like to focus on one you''ve probably come across in your reading. It is sometimes called binge eating disorder, or BED. As you know, I am not a particular fan of these acronyms, so I will refer to it by the alternative name, compulsive eating disorder. Has anybody heard of it?
Mary: Yes, 1 have, hi fact, 1 read a case study of a first-year
university student who was diagnosed with it.
Tutor: Do you remember what the symptoms are?
Mary: Well, of course, one symptom is that the person eats too
much, although that''s true for other eating disorders as well. They
also put on weight.
Tutor: That''s right, whereas in some other con***ions, such as bulimia, they don''t, and can actually lose weight. One thing that compulsive eating disorder and bulimia have in common, though, is that the person with the con***ion often becomes clinically depressed.
Peter: Are you saying I hat everybody who is overweight is suffering from the disorder?
Tutor: Not at all. What makes the compulsive eater different is the pattern of the disorder. Initially, as we''ve said, the compulsive eater starts eating too much. This seems to be because the sufferer finds comfort in food and eating is seen as a way of coping with problems. They don''t eat because they feel hungry. Mary, in the case study you read, was there any reference to what triggered the problem?
Mary: I seem to recall that the student was suffering from stress because she was revising for exams, and she started eating snacks, junk food, while she was studying. Soon, she was eating snacks all the time and it just got worse from there. Tutor: Yes, that sounds plausible, although compulsive eating often starts a lot earlier than the case you describe. Anyway, once the con***ion has been triggered, often by constant snacking as you mentioned, it becomes progressively worse. Over a period of time, the sufferer loses control of their food intake, they become preoccupied with food, and the binge eating increases. Overeating blocks out negative emotions such as loneliness, worries about work, depression and so on, but it is only a temporary effect. Apart from the physical discomfort that overeating often causes, the sufferer begins to feel embarrassed by their behaviour. They then take drastic action to try to compensate. In an attempt to lose weight, compulsive eaters will try extreme diets, skipping meals or going without any food at all for a day or more. Peter: Not a healthy way to try to lose weight, obviously. Tutor: Absolutely. And, of course, the person has to start eating again at some point.
Mary: In other words, it becomes a vicious circle? Tutor: Thai''s right. Binge eating, extreme dieting or attempts to lose weight by other means, and then binge eating again. Peter: What are the long term effects of compulsive eating? Tutor: As you might expect, these are similar to those for people suffering from obesity. Diabetes is frequently reported. Mary: What about treatment?
Tutor: The disorder can be treated, certainly, but there''s always the possibility that the patient will suffer a relapse and start bingeing again.
Mary: What does treatment involve? Medication? Tutor: No. It normally involves sessions with a therapist
experienced in treating eating disorders. A nutritionist will often be involved as well.
Peter: Are there any self-help organisations? I mean, organisations like Alcoholics Anonymous? Tutor: Yes, there are, and you might want to follow this one up for your research. One organisation is called Overeaters Anonymous, and they have what they describe as a twelve-step programme to help people overcome the disorder. You can find out more from the organisations website. Right, I think that''ll have given you plenty to follow up, so I''ll sec you at the same time next week.
SECTIONS Questions 31-40 CHSffEl
Male lecturer: I''d like to start by thanking so many of you for attending this, my first public lecture at this magnificent university.
I''m going to be talking to you today about nuclear fusion. Before I proceed further, I would like to apologise on behalf of some of our newspapers for the sensationalist and hopelessly inaccurate articles that have been published on the subject over the years. I must confess that my own interest in the subject was actually stimulated by an article published more than 50 years ago in a popular Sunday tabloid with the impressive title: ''Power from the Seal Today, most people would probably interpret such a title as an introduction to a discussion on the latest developments in renewable energy sources such as wave technology or generating electricity from tidal flows, but back then little, if any, progress had been made in these fields since the invention of the water wheel.
As I recall, following coverage of the opening of the world''s first commercial nuclear power station, more than 50 years ago now, at Calder Hall in 1956, the article promised that we would have limitless, almost free, electricity within ten years. It claimed that we could do this using an isotope of water, deuterium, from the sea. This would be used in reactors to combine simple molecules of hydrogen to form helium, releasing energy in the process. Of course, this is different from the process of nuclear fission, which todays nuclear reactors use.
I wouldn''t like to say that the article I read as a boy was totally inaccurate. It''s true that the concept of producing energy from nuclear fusion, essentially reproducing the reactions by which our sun and other stars produce energy, depends on fusing atoms of hydrogen, but the time-scale suggested was hopelessly wrong. To this day, despite some very embarrassing false claims from scientists who should have known belter, we have not been able to produce energy from nuclear fusion in a controllable way. Let me make clear what I mean by this statement, before some journalist in the audience gets hold of the wrong end of the stick! Yes, we have been able to fuse hydrogen atoms to produce helium and a release of energy, but the balance account has always been negative - we''ve always had to put more energy into the reaction than we''ve ever succeeded in getting out. We know the theory
works, but we still do not know if we can get fusion to work for us and solve the problem of our energy needs.
Here, I will briefly explain these problems before going on to give you a summary of the innovative ways being tested to overcome them. First of all, we have to try to understand the incredible physical con***ions that exist inside a natural nuclear fusion reactor such as the sun. To start with, we have to create temperatures never experienced on our planet. Indeed, if we had experienced the temperatures required, then our planet would never have formed. We have to generate temperatures of at least 100 million degrees Celsius in a carefully-controlled environment before we can even hope to produce a fusion reaction. The problems are immense, but it can be done. Many of you will know that you can put your hand into a very hot oven and not get burnt, provided you do not touch any of the surfaces. I won''t go into the reasons for this phenomenon here, but we are applying roughly the same principles in designs for fusion reactors. I think I can promise you that the heat will be confined to a very small area!
The other major problem we have to find a solution to is pressure. The pressures in a massive body like the sun are vast, and this is what brings the hydrogen atoms in*****ch close proximity to one another that they fuse into helium. We may not have to achieve the same pressures in a fusion reactor, but even so it is a huge technological problem.
What, then, makes me hopeful about the future of energy from nuclear fusion? Perhaps surprisingly, it is developments in laser technology. We can now use lasers to control the nuclear fuel pellets so that they remain suspended inside the reactor, without touching the sides. Remember that these pellets are quite small, and because they contain atoms of deuterium and tritium, the two isotopic forms of hydrogen that can be used in these reactions, they are quite light. The lasers will also compress the fuel pellet to raise the pressure to that required to initiate the fusion reaction.
Another, far more powerful, laser will be used to heat the fuel pellet to the temperature required. This laser, if you like, will act as the trigger to start the reaction. Once started, it is hoped that the reaction will produce enough energy to maintain itself and also that it will produce a surplus in the form of heat that can be used to produce the steam needed to drive turbines in order to generate the electricity the world needs. To give you some idea of how much energy we can produce, it has been calculated that just one kilogram of fusion fuel is capable of producing the same amount of energy as 10,000 tonnes of fossil fuel. I think you would agree that such an objective is worth working towards. I believe, and I am not alone in this, that nuclear fusion could supply the worlds energy needs for centuries to come.
Phù

chi oi bi jo em moi nop bai duoc ko a ^ ^ em Xuan E35
How will you answer if you see the question õ?o what is important in your life? õ?o . I saw many responses: family, friends, work, money,õ?Ư and Happiness! In my opinion I over value the idea õ?ohappinessõ?
Happiness is one thing that you canõ?Tt see, smell or taste anh canõ?Tt touch it as well. You only feel it õ?" so itõ?Ts difficult to be able to define . So how can you do to achieve happiness? I have read 1 statement in a book õ?o happiness is have something to do, someone to love and have something to hope õ?o. I think that is reasonable.a good example of this is my maternal grantfather. He is 93 years old. He told me that he was happy because he devoted his whole life for work and family, he loved our family and he hoped all of his relavites healthy and happy. May be thatõ?Ts happiness helping him to be long õ?" lived.
Happiness is very important in our life! If your life lacks of happiness, it wonõ?Tt have significane!!!