Write NO
MORE THAN THREE WORDS for
each answer. 11 Who is Mrs Sutton worried about?
12 What is the name for a group of family doctors
working in the same building together?
Complete the table below.
Name of Health Centre
|
Number of doctors
|
Other information
|
Information about doctors
|
Dean End
|
13.............
|
Appointment system 15.....
|
Dr Jones is good with 16
|
than South Hay
|
patients.
Dr Shaw is good with small children.
|
||
South Hay
|
14.............
|
Building less modern than Dean End
|
Dr Williams
helps people with 17.........................
|
Questions 18-20 Question
18
Write NO MORE THAN
TWO WORDS OR A NUMBER.
Doctors start seeing patients at the Health Centre from o'clock.
Question 19
Choose TWO letters A-E.
Which
TWO groups of patients receive free medication? A people over 17 years old B unemployed people C non-UK residents D people over 60 years old E pregnant women
Question 20
Write NO MORE
THAN TWO WORDS OR A NUMBER
The charge for one item of
medication is about £
SECTION 3 Questions 21-30
Complete the notes below.
Write NUMBERS AND/OR NO MORE THAN THREE WORDS for each answer.
NOTES ON APPLICATION
|
|
Name:
|
Jonathan
Briggs
|
Degree:
|
Economies and 21 .................. . ........................................
|
Tsaching experience:
|
Volunteer
Teacher
|
Location:
|
22.....................................................................................
|
Dates:
|
23........................................
|
Volunteer Organisation:
|
24.....................................................................................
|
Type of school:
|
25........................................
|
Subjects taught:
|
26......................................................
Forme 1, 2 and 3
• English
Form 27............................................................
• Agricultural
Science Form 6
|
Other responsibilities:
|
ran
school farm
|
NOTES (continued)
|
|
Reasons for
wanting to !eave in
first year:
|
• 28.....................................
• few teacMng resources
|
Reasons for
wanting to extend tour:
|
• success of cattle breeding project
• obtained
funds for farm buildings
|
Reasons for
wanting to train to teach Geography:
|
• It
is his 29.............................................................
• It
bas many 30...............................................................
|
Choose the correct letters A-C.
31 Which column of the bar
chart represents the figures quoted?
 |
32
According to the speaker, the
main cause of back pain in women is A pregnancy.
B osteoporosis. C lack of exercise.
33
As treatment for back pain the Clinic mainly
recommends A pain killers.
B relaxation therapy. C exercise routines.
34
The
back is diffèrent from other parts of the body because A it is usually better at
self-repair.
B a back injury is usually
more painful. C its response to injury often results in more damage.
35
Bed rest is advised
A for a maximum of two days. B for extreme pain only. C for pain lasting more than two days.
36
Being overweight
A is a
major source of back pain. B worsens existing back pain. C reduces the effectiveness of exercise.
Choose the correct letters A—C.
|
You should spend about 20 minutes on Questions 1-14 which are based
on Reading Passage 1 on the following pages.
Reading Passage 1
has six paragraphs A-F.
Choose the most suitable headings for paragraphs B-E from the list of headings
below. Write the appropriate numbers
i-ix in boxes 1—4 on your answer sheet.
List of Headings
|
|
i
|
How the reaction principle works
|
ii
|
The impact of the reaction principle
|
iii
|
Writers' theories of the reaction
principle
|
iv
|
Undeveloped for
centuries
|
v
|
The first rockets
|
vi
|
The first use of steam
|
vii
|
Rockets for military
use
|
viii
|
Developments of fire
|
ix
|
What's next?
|
Example
|
Answer
|
Paragraph A
|
ii
|
1 Paragraph B
|
2
Paragraph C
3
Paragraph D
4 Paragraph E
|
A The concept of the rocket, or rather the mechanism
behind the idea of propelling an object into the air, has been around for well over two thousand
years. However, it wasn't until the discovery of the reaction principle, which was the key to
space travel and so represents one of the great milestones in the history of scientific thought,
that rocket technology was able to develop. Not
only did it solve a problem that had intrigued man for
ages, but, more importantly, it literally opened the door to exploration of the
universe.
B An intellectual breakthrough, brilliant
though it may be, does not
automatically ensure that the transition is made from
theory to practice. Despite the lact that rockets had been used
sporadically for several hundred years, they remained a relatively minor artefact of civilisation until
the twentieth century. Prodigious efforts,
accelerated during two world wars, were required before
the technology of primitive rocketry could be translated into the reality of
sophisticated astronauts. It is strange that the rocket was generally ignored by writers of fiction to transport their
heroes to mysterious realms beyond the Earth, even though it had been commonly
used in fireworks displays in China since the thirteenth century. The reason is
that nobody associated the reaction principle with the idea of travelling through
space to a neighbouring world.
C A simple analogy can
help us to understand how a rocket
operates. It is much like a machine gun mounted on the
rear of a boat. In reaction to the backward discharge of bullets, the gun, and
hence the boat, move forwards.
A rocket
motor's 'bullets' are minute, high-speed particles
produced by burning propellants in a suitable chamber. The reaction to the
ejection of these small particles causes the rocket to move forwards. There is evidence that the
reaction principle was
applied practically well before the rocket was invented. In
his Noctes Atticae or Greek Nights, Aulus Gellius describes
'the pigeon of Archytas', an
invention dating back to about 360 BC. Cylindrical in
shape, made of wood, and hanging from string, it was moved to and fro by steam
blowing out from small exhaust ports at either end. The reaction to the
discharging steam provided the bird with motive power.
D The invention of rockets is linked
inextricably with the invention
of 'black powder'. Most historians of technology credit the Chinese with its
discovery. They base their belief
on studies of Chinese writings or on the notebooks of early
Europeans who settled in or made long visits to China to study its history and civilisation. It
is probable that, some time in the tenth century, black powder was first
compounded from its basic ingredients
of saltpetre, charcoal and sulphur. But this does not mean that it
was immediately used to propel rockets. By the thirteenth century, powder-
propelled fire arrows had become rather common. The Chinese relied on this type of
technological development to produce incendiary projectiles of many sorts, explosive grenades and possibly cannons
to repel their enemies.
One such weapon was the 'basket of fire' or, as directly translated from Chinese, the 'arrows like
flying leopards'. The 0.7 metre-long arrows, each with a long tube of gunpowder attached near the point of each arrow, could be fired from a long, octagonal-shaped basket at the same time and had a
range of 400 paces.
Another weapon was the 'arrow as a flying sabre', which
could be fired from crossbows. The rocket, placed in a similar position to other rocket-propelled arrows, was designed to increase the range. A small iron weight was attached to the 1.5m bamboo
shaft, just below the feathers, to increase the arrow's stability by moving the centre of gravity to a position below the rocket. At a similar time, the Arabs had developed the 'egg which
moves and burns'. This 'egg' was apparently full of gunpowder and stabilised by a 1.5m tail. It
was fired using two rockets attached to either side of this tail.
E It was not until
the eighteenth
century that Europe became seriously interested in the possibilities of using the rocket itself as a weapon of war and not just to propel other
weapons. Prior to this, rockets
were used only in
pyrotechnic displays. The incentive
for the more aggressive use of rockets came not from within the European continent but from
far-away India, whose leaders
had built up a corps of rocketeers and used rockets successfully
against the British in the late eighteenth century. The Indian rockets used against the British were
described by a British Captain serving in India as 'an iron envelope about 200 millimetres long and 40 millimetres in
diameter with sharp points
at the top and a 3m-long bamboo guiding stick'. In the
early nineteenth century the British began to experiment with incendiary barrage
rockets. The British rocket
differed from the Indian version in that it was completely
encased in a stout, iron cylinder, terminating in a conical head, measuring one
metre in diameter and having a stick almost five metres long and constructed in
such a
way that it could be firmly attached to the body of the rocket. The Americans
developed a rocket, complete with its own launcher, to use against the Mexicans in the
mid-nineteenth century. A long cylindrical tube was propped up by two sticks and
lastened to the top of the launcher, thereby allowing the rockets to be inserted and
lit from
the other end. However, the results
were sometimes not that impressive as the behaviour of the rockets in flight was less than
predictable.
F Since then, there have been huge developments in rocket technology, often
with devastating results in the forum of war. Nevertheless, the modern day space programs
owe their success to the humble
beginnings of those in previous centuries who developed
the foundations of the reaction principle. Who knows what it will be like in
the future?
Choo.se the appropriate letters A-D and write them in boxes 5 and 6 on your answer
sheet.
5
The
greatest outcome of the discovery of the reaction principle was that A rockets could be propelled into the air.
B space travel became a reality. C a major problem had been solved. D bigger rockets were able to be built.
6
According to the text, the greatest
progress in rocket technology was made A from the tenth to the thirteenth centuries.
B from the seventeenth to the nineteenth
centuries. C from the early nineteenth to the
late nineteenth century. D from the late nineteenth
century to the present day.
From the
information in the text, indicate who FIRST invented or used the items in the list below.
Write the
appropriate letters A-E in boxes 7-10 on your answer sheet. NB You may use any letter more than once.
Example
|
Answer
|
rockets for displays
|
A
|
7
black
powder
8
rocket-propelled arrows for fighting
9
rockets as war weapons
10
the
rocket launcher
FIRST invented or used by
A the Chinese B the Indians C the British D the Arabs E the Americans
Look at the drawings of
different projectiles below, A-H, and the names of types ofprojectiles given in the passage, Questions 11-14. Match each name with one
drawing.
Write the appropriate letters A-H in boxes 11-14 on your answer sheet.
Example
|
Answer
|
The Greek 'pigeon
of Archytas'
|
C
|
11
The
Chinese 'basket of fire'
12
The
Arab 'egg which moves and burns'
13
The
Indian rocket
14
The
British barrage rocket
0 m -
1 m - 2m -
3 m-
4 m
5 mL
0 m -
1 m -
2 m
3 m-
 |
 |
4 m- &mL
 |
You should spend about 20 minutes on Questions 15-28 which are based on
Reading Passage 2 below.
Discovered in the early 1800s and named nicotianine, the oily essence now called nicotine is the main active insredient of tobacco. Nicotine,
however, is only a small component of cigarette smoke, which contains more than
4,700 chemical compounds, including 43 cancer-causing substances. In recent times, scientific research has been providing evidence that years
of cigarette smoking vastly increases the risk of
developing fatal medical conditions.
In addition to being responsible for
more than 85 per cent of lung cancers, smoking is associated
with cancers of, amongst others, the mouth, stomach
and kidneys, and is thought to cause about 14 per cent of
leukemia and cervical cancers. In 1990, smoking
caused more than 84,000 deaths, mainly resulting from such problems as pneumonia, bronchitis and influenza. Smoking, it is believed, is responsible for 30 per cent of all deaths from cancer and clearly
represents the most important preventable cause of
cancer in countries like the United States today.
Passive smoking, the breathing in of the side-stream smoke from the burning of
tobacco between puffs or of the smoke exhaled by a smoker, also causes a
serious health risk. A report published in 1992 by the US Environmental Protection Agency (EPA) emphasized the health dangers, especially from
side-stream smoke. This type of smoke contains more, smaller particles and is
therefore more likely to be deposited deep in the lungs. On the basis of this report, the EPA has classified environmental
tobacco smoke in the highest risk category for causing cancer.
As an illustration of the health risks, in the case of a married couple where one partner is a smoker and one a
non-smoker, the latter is believed to have a 30 per cent higher risk of death from heart disease
because of passive smoking. The risk of lung cancer also increases over the years of exposure and the figure jumps to 80 per cent if the spouse has been smoking four packs a day for 20 years. It has
been calculated that 17 per cent of cases of lung cancer can be attributed to high levels of
exposure to secondhand tobacco smoke during childhood and adolescence.
A more recent study by researchers at the University of California at San Francisco (UCSF)
has shown that second-hand cigarette
smoke does more harm to
non-smokers than to smokers. Leaving aside the
philosophical question of whether anyone should have to
breathe someone else's cigarette
smoke, the report suggests that the smoke experienced by many
people in their daily lives is enough to produce substantial adverse effects on a person's heart and lungs.
The report, published
in the Journal of the American Medical Association (AMA), was based on the researchers'
own earlier research but also includes a review of studies over the past few
years. The American Medical Association
represents about half of all US doctors and
is a strong opponent of smoking. The study suggests that
people who smoke cigarettes
are continually damaging
their cardiovascular system, which adapts in order to compensate for the effects of smoking. It further states that people who do not smoke do not have the benefit of their system
adapting to the smoke inhalation.
Consequently, the effects
of passive smoking are far greater on non-smokers than
on smokers.
This report emphasizes that
cancer is not caused by a single element in cigarette smoke;
harmful effects to health are caused by many components. Carbon monoxide, for example, competes with oxygen in red blood cells
and interferes with the blood's ability to deliver life- giving oxygen to the
heart. Nicotine and other toxins in cigarette smoke
activate small blood cells called platelets, which increases the likelihood of
blood clots, thereby affecting blood circulation throughout
the body.
The researchers criticize the practice of some scientific consultants who work with the tobacco industry for assuming that cigarette smoke has the same impact on smokers as it does on non-smokers. They argue
that those scientists are
underestimating the damage
done by passive smoking
and, in support of their recent findings, cite some previous research which points to passive smoking as the cause for between 30,000 and 60,000 deaths from heart attacks each year in
the United States. This means that passive smoking is the third most
preventable cause of death after active smoking and
alcohol-related diseases.
The study argues that the type of action needed against passive smoking should be similar to that being
taken against illegal drugs and AIDS (SIDA). The UCSF researchers maintain that the simplest and most cost-effective
action is to establish smoke-free work places, schools and
public places.
Choose the appropriate letters A—D and write them in boxes
15—17 on your answer sheet.
15
According to information in
the text, leukaemia and pneumonia A are responsible for 84,000 deaths each year.
B are strongly linked to
cigarette smoking. C are strongly linked to lung cancer. D result in 30 per cent of
deaths per year.
16
According to information in
the text, intake of carbon monoxide
A inhibits the flow of oxygen to the heart.
B increases absorption of other smoke particles.
C inhibits red blood cell formation.
D promotes nicotine absorption.
17
According to information in
the text, intake of nicotine encourages A blood circulation through the
body.
B activity of other toxins in
the blood. C formation of blood clots. D an increase of platelets in the blood.
Do the following statements reflect the claims ofthe
writer in Reading Passage 2?
In boxes 18-21 on your
answer sheet write
YES if the statement reflects
the claims of the writer
NO if the statement contradicts
the claims of the writer
NOT GIVEN if it is impossible
to say what the writer thinks about this
18
Thirty
per cent of deaths in the United States are caused by
smoking-related diseases.
19
If one partner in a marriage
smokes, the other is likely to take up smoking.
20
Teenagers whose parents smoke
are at risk of getting lung cancer at some time during their lives.
21
Opponents of smoking financed the UCSF study.
Choose ONE phrase from the list of phrases A—J below to complete each of the
following sentences (Questions 22-24).
Write the appropriate letters in boxes 22—24 on your
answer sheet.
22
Passive smoking ...
23
Compared with a non-smoker, a
smoker ...
24
The American Medical
Association ...
A includes
reviews of studies in its reports.
B argues
for stronger action against smoking in public places.
C is
one of the two most preventable causes of death.
D is
more likely to be at risk from passive smoking diseases.
E is
more harmful to non-smokers than to smokers.
F is
less likely to be at risk of contracting lung cancer. G is more likely to be at risk of contracting various
cancers.
H opposes
smoking and publishes research on the subject.
I is just as harmful to
smokers as it is to non-smokers.
J reduces the quantity of blood flowing around the body.
Classify the following statements as being
A a finding of the UCSF study B an opinion of the UCSF study C a finding of the EPA report
D an assumption of consultants to the tobacco industry Write the
appropriate letters A—D in boxes 25—28 on your answer
sheet. NB You may use any letter more than once.
25
Smokers' cardiovascular
systems adapt to the intake of environmental smoke.
26
There is a philosophical
question as to whether people should have to inhale others' smoke.
27
Smoke-free public places offer the best solution.
28
The intake of side-stream smoke is more
harmful than smoke exhaled by a smoker. 22
You should spend about 20 minutes on Questions 29-40 which are based on Reading
Passage 3 on the following pages.
Reading Passage 3 has seven paragraphs A-G.
Choose the most suitable headings for paragraphs C-G from the list of headings
below. Write the appropriate numbers i-x in boxes 29-33 on your answer sheet.
List of Headings
|
|
i
|
The Crick and Watson approach to
|
research
|
|
ii
|
Antidotes to bacterial infection
|
iii
|
The testing of hypotheses
|
iv
|
Explaining the inductive method
|
v
|
Anticipating results before data is
|
collected
|
|
vi
|
How research is done and how it is
|
reported
|
|
vii
|
The role of hypotheses in scientific
|
research
|
|
viii
|
Deducing the consequences of
|
hypotheses
|
|
ix
|
Karl Popper's
claim that the scientific
|
method is hypothetico-deductive
|
|
x
|
The unbiased researcher
|
Example
|
Answer
|
Paragraph A
|
ix
|
29
|
Paragraph C
|
30
|
Paragraph D
|
31
|
Paragraph E
|
32
|
Paragraph F
|
33
|
Paragraph G
|
A 'Hypotheses,' said
Medawar in 1964, 'are imaginative and inspirational in
character'; they are 'adventures of the mind'. He was
arguing in favour of the position taken by Karl Popper in The Logic of Scientific Discovery (1972, 3rd edition) that the nature of
scientific method is hypothetico-deductive and not, as is generally believed,
inductive.
B It is essential that you, as an
intending researcher, understand the difference between these two
interpretations of the research process so that you do not become discouraged or begin to suffer from a feeling of 'cheating' or not going about it the right way.
C The myth of scientific method is that it is inductive: that the formulation of
scientific theory starts with the basic, raw
evidence of the senses - simple, unbiased, unprejudiced observation.
Out of these sensory data
- commonly referred to as 'facts' — generalisations will form. The myth
is that from a disorderly array of factual information an orderly, relevant
theory will somehow emerge. However, the starting point of induction is an
impossible one.
D There is no such thing as an unbiased observation.
Every act of observation we
make is a fonction of what we have seen or otherwise experienced in the past. All
scientific work of an experimental or exploratory nature starts with some
expectation about the outcome. This expectation is a hypothesis. Hypotheses provide the initiative and incentive for the inquiry and influence the method. It is in the light of an expectation that
some observations are held
to be relevant and some irrelevant,
that one methodology is chosen and others discarded, that some experiments are
conducted and others are not. Where is, your naive, pure and objective researcher
now?
E Hypotheses arise by guesswork, or by inspiration, but having been formulated they
can and must be tested rigorously, using the appropriate methodology. If the
predictions you make as a result of deducing certain consequences from your
hypothesis are not shown to be correct then you
discard or modify your hypothesis. If the predictions turn out to be correct then your
hypothesis has been supported and may be retained until such time as some
further test shows it not to be correct. Once you have arrived at your
hypothesis, which is a product of your imagination, you then proceed to a
strictly logical and rigorous process, based upon deductive argument — hence
the term 'hypothetico-deductive'.
F So don't worry if you have some idea of what your results
will tell you before you even begin to collect data; there
are no scientists in existence who really wait until they have all the evidence
in front of them before they try to work out what it might possibly mean. The
closest we ever get to this situation is when something happens by accident;
but even then the researcher has to formulate a hypothesis to be tested before
being sure that, for example, a mould might prove to be a successful antidote
to bacterial infection.
G The myth of scientific method is not only that it is inductive (which we have seen is incorrect)
but also that the hypothetico-deductive method
proceeds in a step-by-step, inevitable fashion. The hypothetico-deductive
method describes the logical approach to much research work, but it does not describe the psychological behaviour that brings it about. This is much more holistic — involving guesses, reworkings, corrections,
blind alleys and above all inspiration, in the deductive as well as the hypothetic
component -than is immediately apparent from reading the final thesis or
published papers. These have been, quite properly, organised into a more
serial, logical order so that the worth of the output may be evaluated independently of the behavioural processes
by which it was obtained. It is the difference, for example between the academic
papers with which Crick and Watson demonstrated the structure
of the DNA molecule and
the fascinating book The Double Helix in which Watson (1968) described how they did it. From this point of view, 'scientific method' may more usefully be thought of as a way of writing up research rather than as a way of carrying it out.
In which TWO paragraphs in Reading Passage 3 does the writer give advice
directly to the reader?
Write the TWO appropriate letters (A—G) in boxes 34 and 35 on your answer
sheet. Questions 36-39
Do the following statements reflect the opinions
of the writer in Reading Passage 3?
In boxes 36-39 on your answer sheet write
YES ifthe statement reflects the opinion of the writer
NO if the statement contradicts the opinion of the
writer
NOT GIVEN if it is impossible to say what the writer thinks about this
36
Popper
says that the scientific method is hypothetico-deductive.
37
If a prediction based on a hypothesis is fulfilled, then the hypothesis is confirmed as true.
38
Many
people carry out research in a mistaken way.
39
The
'scientific method' is more a way of describing
research than a way of doing it. Question 40
Choose the appropriate letter A-D and write it in box 40
on your
answer sheet.
Which of the following statements best describes the writer's main
purpose in Reading Passage 3?
A to
advise Ph.D students not to cheat while carrying out research
B to encourage Ph.D
students to work by guesswork and inspiration
C to
explain to Ph.D students the logic which the scientific research paper follows
D to help
Ph.D students by explaining different conceptions of the research process
You should spend about 20 minutes on this task.
The charts below show
the number of Japanese
tourists traveUing abroad between 1985 and 1995 and
Australia's share of the Japanese
tourist market.
Write a report for a university lecturer describing the information
shown below. You should
write at least 150 words.
Japanese tourists travelling abroad
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
85 86 87 83 89 90 91 92 93 94 95
|
Australia'^ share of Japan's tourist market
85 86 87 88 89 90 91 92 93 94 95
|
You should spend about 40 minutes on this task.
Present a written argument or case to an
educated reader with no specialist knowledge of the following topic.
Popular events like the football World Cup
and other international sporting occasions are essential in easing
international tensions and releasing patriotic emotions in a safe way.
To what extent do you agree or disagree with this opinion?
You should use your own ideas, knowledge and experience and support
your arguments with examples and relevant evidence.
You should write at least 250 words.
The examiner asks the candidate about
him/herself, his/her home, work or studies and other familiar topics.
• Do you have a large family or a small family?
• Can you tell me something about them?
• How much time do you manage to spend with members of your family?
• What sorts of things do you like to do together?
Describe
a teacher who has influenced you in your education. You should say:
where you met them what subject they
taught what was special about them and explain why this person influenced you so much.
|
•
Did/Do you get on well with your
family? [Why?]
You will have to talk
about the topic for 1 to 2 minutes. You have one minute to think about what you're going to say.
You can make some notes to help you if you wish.
Developments in éducation
Example questions:
How has education changed in your country in the last
10 years? What changes do you foresee in the next 50 years?
A national education system
Example questions:
How do the expectations of today's school leavers
compare with those of the previous generation?
What role do you think extracurricular activities play in education?
Différent
styles/methods of teaching and learning
Example questions:
What method of learning works best for you?
How beneficial do you think it is to group students
according to their level of ability?
JANICE: Hello
... Flagstone.
JON: Oh hello; is
that Flagstone Properties?
JANICE: Yes that's right. Flagstone here. How can I help you? Example
JON: Hello. I'm ringing just to make enquiries about renting a house. My name' s Jon Anderson.
JANICE: Yes, Mr Anderson. What sort of thing
were you looking for?
JON: Two-bedroomed
house with garden.
JANICE: Well. .. yes, sir, that shouldn't
be any problem ... just to let you know that our main areas, the main
areas
we deal with, are the city centre itself... Ql
JON: City centre ... uh-huh.
JANICE: And the north suburbs.
JON: Oh well... we were
most interested in the Northern areas actually.
JANICE: Right... yes... What sort of price were you thinking of?
JON: Well... could you give me some
idea?
JANICE: Certainly. It really
ranges from £250 per month. Q2
JON: Only £250?
JANICE: Yes, to about £500 depending on a number of
different factors.
JON: What does it depend on?
JANICE: Well, obviously
the quality of the area. And then whether
there's a garden. Q3
JON: Well, as I said, we'd want a garden.
JANICE: And a garage
pushes up the price.
JON: Right... well, we wouldn't necessarily need
one. I think about £350 a month would be our limit.
JANICE: OK. Well.. . would
you like to have a look at a couple of properties, sir?
JON: Yes, that'd be great.
JANICE: Looking at our files ... I think we've got two which might suit you ...
JON: Hang on. I'll just get a pen. Right.
JANICE: OK. Well, there's one on West Park Road which is £325 a month. Q4
JON: Are the bills included?
JANICE: Well, that one just includes the water bill. Q5
JON: OK,
right.
JANICE: And the second house is in
Tithe Road. I'll just spell that for you ... OK?
JON : Yep.
JANICE: T-I-T-H-E
Road.
JON: Got that. And how much is that one?
JANICE: That's
£380.
JON: 380. Is that including water?
JANICE: No, I'm afraid not, but it does include the telephone rental. Q6
JON: Oh
well, that's not too bad then. So,. ..
JANICE: So,
when would you be available to see them?
JON: Well,
I'll be in town next week . . . say . . . Thursday?
JANICE: No, I'm sorry we don't have any
availability for Thursday. How about Wednesday
afternoon? Q7
JON: OK.
That's fine. Would 5.00 be OK?
JANICE: Yes,
fine. 5.00 it is. Just come to the Flagstone Offices.
JON: Oh,
before I forget. What sort of things do I need to get done ... to rent with
you?
JANICE: Well,
the most important thing is a letter from your bank ...
JON: NO problem . . .
JANICE: And
then a reference letter from your
employer. Q8
JON: Yes,
that's OK.
JANICE: Great,
and then we would
need you to give 2 weeks' notice of moving in ... Q9
JON: Right...
2 weeks' notice. And what about a
deposit? Q10
JANICE: That's
one month's rent, whatever the amount is.
JON: OK.
One month. Is that it?
JANICE: No,
sorry, one more . . . you will have to pay for the contract.
JON: Oh
yes. I'd forgotten about that. OK, fine. So I'll start arranging those, and
I'll . . .
JANICE: ...
I'll see you next week.
JON: Yes.
Thanks very much. Bye.
|
MRS
smith: MRS
SUTTON:
|
JANICE: Goodbye.
MRS SMITH: Hello, Mrs Sutton. Come in. How are
you settling in next door? Have all your things from Canada
arrived yet? I thought I saw a
removals van outside your house yesterday afternoon. MRS SUTTON: Yes. They came yesterday. We spent all day yesterday arranging them.
It's beginning to feel a bit more like home now.
That's good. Look, come in and sit
down. Are you alright? You look a bit worried. Well, I am a bit. I'm sorry to
bother you so early, Mrs Smith, but I wonder if you could help me. Could you
tell me how I can get hold of a doctor? Our
daughter, Anna, isn't very well this morning and I may have to call somebody out. She keeps being sick and I am beginning to get a Q11
bit
worried. I just
don't know how the health system works here in England. All I know is that it's
very different from ours back in Canada.
Well, I don't know really where to start. Let me think. Well, the first
thing you have to do is find a family doctor - sometimes we call them general
MRS SMITH:
practitioners as well - and register with him or her. If you live here, you've got to be on a doctor's list. If you're not, things can be a bit difficult. Nobody will come out to you if you're not registered. Anyway, they work in things called practices. Sort of small groups
of family doctors all Q12
working
together in the same building. Now what you've
got to do this morning is register with one of
them.
There are two practices
near here, so we're quite well off for doctors in this part of Manchester.
There's the Dean End Health Centre about ten
minutes' walk away and there's another practice in South Hay. That's about five
minutes away going towards the
town centre. We're registered at the Dean End one, but they're both OK. There are about six doctors in Q13
our practice and four in the other. So ours is quite big in comparison. QI4
And the building and everything's a bit more modern.
South Hay is a bit old-fashioned but the doctors are OK. Their only
problem is that they Q15
don't
have a proper appointment system. Sometimes you have to wait for ages there to
see someone.
Anyway, you go to the receptionist in whichever
health centre and ask her to register you with a doctor there. You have to fill
in a form, but it doesn't take long. Ours is called
Dr Jones and we've been going to him for years - ever since we moved here
fifteen years ago. I wouldn't say he's brilliant but I suppose he's alright really. We're used to him now.
They say Q16 he's very good with elderly people,
but he does tend to get a
bit impatient with
children. Listen, the one who's supposed to be really good
with small children is Dr Shaw. I've heard lots of people say that. She's young
and she's got small children of her own. So you could try registering with her.
And if her list is full, I heard somebody say the
other day that there's a really nice young doctor at South Hay, a Dr Williams. He holds
special Q17
clinics for
people with back trouble. But that' s not really your problem, is it?
MRS
SMITH: If you want a doctor to visit you at home, you have to ask for a
home visit. You're
supposed to do that before 10.30 in the morning, but obviously, if it's an emergency,
you can phone at any time, night or day. It might not be your doctor that
comes, though. It's quite often one of the other doctors in the practice. It doesn't really seem to make much
difference.
Otherwise you
make an appointment to see your doctor at the health centre. You usually get seen the same day. Not always of course, but usually, as I
say. They hold surgeries between 9 and
11.30 every weekday, Q!8
and from 4 to 6.30 Monday to Thursday. Saturdays are only for emergencies. When the doctor sees you,
he gives you a prescription. He writes what medication you need on it and you take it
to a chemist's shop. There's one opposite the centre.
If it's for a child under 16, you don't have to pay. So if it's
for Anna. there's no problem. The same thing goes if you're unemployed or retired, Q19
or if
you're pregnant.
Just as well because it's not cheap. You pay the same
price for each item the doctor has prescribed. At the moment it's Q20
price for each item the doctor has prescribed. At the moment it's Q20
something
like £5 per item.
So you pay for the medication but the consultation with the doctor doesn't cost
you anything. It's completely free as long as you're a resident here. You're
going to be here for three years, aren't you? So there shouldn't be any
question of you paying anything to see the doctor. So that's one less problem
to worry about.
Look, Mrs Sutton. If you want, I'll sit with
your daughter for half an hour if you want to go down to the health centre to
register. It's no trouble really, don't worry.
MRS SUTTON: Are you sure you wouldn't mind? That would really help me a lot. I'll
ask them if they can send someone round later to see Anna. I think I'll try the
Dean End Centre.
MRS SMITH: Good idea. Don't worry about Anna.
MRS
SUTTON: Right.
I'll be back as soon as I can.
|
|
TUTOR: Hello. Jonathan Briggs, isn't it?
JB: Yes, that's right.
TUTOR: DO come in and sit down.
JB: Thanks.
TUTOR: Right. Well, Jonathan, as we explained in your letter, in this part of
the
interview we like to talk through your
application form .. . your experience to date, etc. second part you go for a
group interview.
JB: Group interview . .. yes, I understand ...
TUTOR: So ... your first degree was in Economics?
JB: Yes, but I also did
Politics as a major strand.
TUTOR: And you graduated in 1989. And I see you have been doing some teaching
. ..
JB: Yes. I worked as
a volunteer teacher in West Africa. I was there for almost three years in total
from 1990 to ... umm ... 1992.
TUTOR: How interesting. What organisation was that with?
JB: It's not one of the major ones. It's
called Teach South.
TUTOR: Oh, right. Yes, I have heard of it. It operates in several African
countries, doesn't it? And what kind school was it?
JB: A rural co-operative.
TUTOR: Oh, a rural co-operative, how interesting ... and what did you teach?
JB: A variety of things in different years ... ummm ... I did ... with Forms 1 to 3
mainly
Geography and some English with Form 5. Then in my final year I took on some
Agricultural Science with the top year . .. that's Form 6.
TUTOR: Right. Quite a variety then . ..
|
. and then in the
|
|
Q21
Q22
Q23
Q24
of
Q25
Q26 Q27
|
JB: I also ran the school farm.
TUTOR: How interesting .. .
TUTOR: ... And how did you find the whole
experience?
JB: I'll be honest with you. At the end of the first year I really wanted
to leave and come home.
tutor: Why was that?
JB: Well. .. I was very homesick at first and missed my family ... Q28
TUTOR: Umm ... I can quite understand that.
JB: ... and I also found it frustrating to have so few teaching resources,
but I did decide to stay and in the end I extended my tour to a third year.
TUTOR: Right. Things must have looked up then?
JB: Yes. We set up a very successful project breeding cattle to sell
locally.
tutor: Really?
JB: And then after a lot of hard work we finally got funds for new farm
buildings.
TUTOR: And you wanted to see things through?
JB: Uh-huh.
TUTOR: And is that why you want to train to teach Geography?
JB: Yes. I've had a couple of jobs since then but I now realise I like
teaching best.
And I chose Geography because . .. because it is my favourite
subject... and Q29
also because I think it has so many useful applications. Q30
TUTOR: Well. .. you certainly have had
some interesting work experience. I'll ask you now to go on to the next stage
of ...
ANNOUNCER: Today's Health Counsel is presented by Paula Clayburg, who is the chief
Counsellor at Liverpool's famous pain clinic: The Wilton Clinic. Paula ...
PAULA CLAYBURG: Do you know what Prince Charles, Seve Ballesteros and Elizabeth
Taylor have in common? They all suffer from chronic back pain. In fact,
bad backs are one of the most common health problems today, affecting people in
all walks of life. The most recent available figures
show that about a quarter of a million people are incapacitated with Q31
back
pain every day.
And many sufferers don't know the cause or the
solution to their problem. The maj ority of our patients at the clinic tend to
be women. They are especially vulnerable because of pregnancy but also because
of osteoporosis, which I personally
believe to be the major cause of problems for women. I have many women patients who say
they have Q32
completely
given up exercise because the pain makes them so miserable. But of course that
starts up a vicious circle. Bed rest, giving up exercise and pain killers are
traditional responses to back pain but, although there are many excellent drugs
on the market, at our
clinic we are beginning to realise the unique benefits of relaxation therapy. Other Q33
specialists in the field make a strong case for certain types of
exercise, but in our experience they are easily mishandled and can lead to more
harm than good.
Now, let's look at some of the reasons why back pain is developing
into such a unique menace. In general, the body is pretty good at self-repair. A strain or a blow to a
limb, though painful at the time, generally resolves itself. But the body's response to back injury can be very counterproductive. When pain strikes. we attempt to keep the Q34
back as immobile as possible,
which makes the muscles tense up. Research shows that they often go into spasm
which causes further twisting of
the spine. A vicious circle is underway. The second mistake we often make when
stricken with extreme back pain is to go to bed and stay there. Although at the clinic we recognise that a short rest in bed can be
helpful ... up to two
days . . . any longer Q35 makes our back muscles become weaker and unable to hold up our spine.
The pain therefore becomes worse.
Another problem is being overweight. Anyone a stone or more over- Q36
weight
who already has back pain is not doing himself any favours: though it won't
actually set it off in the first place, the weight will increase the strain and make things worse. The British diet could be partially to blame for the increase in back pain: over the
last ten years the average weight of men has risen by 11 lbs and of women by 9
lbs. So much for the causes and aggravations of pain. But what can
WE do to help?
There are many ways in which simple day-to-day
care can make all the difference. The first point to watch of course is weight.
If you are overweight, a diet will make all the difference. Also, studies have shown that just one hour sitting
in a slouched position can strain ligaments in the back which can take months to
heal. At the clinic we have come to the conclusion that the major cause of the problem is
not with the design of chairs, as some have suggested, but in the way WE sit in them. It can be useful to get special orthopaedic Q37
chairs,
but remember the most important improvement should be in OUR posture. Another enemy of your back is,
of course, your beds. If your bed doesn't give enough support, back muscles and ligaments work all night trying to correct
spinal alignment, so you wake up with a tired aching back. Try out an
orthopaedic mattress or a spring slatted bed. Research shows that both can be
beneficial for certain types of back pain.
Another
hazard for your back are the shock waves which travel up your spine when you walk, known as heel strike. A real find for
our patients has been the shock-absorbing shoe insert. A cheap but very Q38
effective
solution. And you might be better off avoiding shoes
with heels higher than YA inches. Though
absolutely flat shoes can be a solution for some, others find their posture suffers. Q39 Finally a word about the
state-of-the-art relief - the TENS machine
-a small battery-powered gadget which delivers subliminal electrical pulses to
the skin. Our experience indicates that your money is better Q40
spent on the
more old-fashioned remedies.
Sorry to keep
you waiting. Well, firstly, let me give you this booklet. It tells you a bit more about the school, the courses and the social
activities we offer. Now, on the first page, there's an outline of this morning's
activities. There, you see? The programme starts at 10 o'clock. Example
Try not to be late as it's a very full day.
At 10 o'clock,
all the new students will gather in the Main Hall
to Ql
meet the Principal and the rest of the staff. In fact, you spend most
of the morning in the Main Hall.
Where's that?
I'll show you in a
minute. Just let me quickly run through this morning's events first and then I'll
explain how to get there. Yes, OK.
Right. Where were we? Yes, so, the Principal's talk will last about fifteen
minutes
and then the Director of Studies will talk to you for half an Q2
hour about the courses and the different requirements for
each. After Q3
that,
the Student Adviser will tell you about the various services and activities we offer to students. Any questions? So, all of this is in the
Main Hall?
That's right. And then
you'll go next door to Classroom 5 at 11 o'clock. Q4
What happens there? You'll have a test.
Test? I don't like the sound of that. What sort of test?
Oh, it's nothing to worry about. It's
just a placement test to help us find Q5
your
level of English so
that we can put you in the
right class. It won't last long. But how do I find the Main Hall?
Right; if you look on the back of the booklet I gave you, you'll see a map of the school. Let me show
you. Look: you came in through the Main Entrance, here, and now we're here at Reception. Now, to get to the Main Hall, you walk on to the end of this corridor in front
of you and then you turn left. Walk
along past the Language Laboratory and then past the Library, which is next to the
Language Lab, on the same side, and facing you is the Main Hall, at the end of the
corridor. You can't miss it. Q6
So it's next to the Library, in fact. Q7
Yes, that's
right.
|
RECEPTIONIST:
STUDENT: RECEPTIONIST:
STUDENT: RECEPTIONIST:
STUDENT:
RECEPTIONIST:
STUDENT:
RECEPTIONIST:
STUDENT:
RECEPTIONIST:
STUDENT:
RECEPTIONIST:
STUDENT:
RECEPTIONIST: STUDENT: RECEPTIONIST:
|
I should be able to find that. And do you have a Computer Laboratory?
Yes, we do.
Could you tell me where that is?
Certainly, yes. You go down to the end of this corridor
again
but, this time, don't turn left; turn
right, away from the Main Hall. The Computer Lab. is
immediately on your right. OK? And where's the staff room, in case I need to find
a teacher at some stage?
The
staff room is near the main entrance, on the left over
there,
just opposite the Reception
desk. In a day or
two, I'm sure you'll find your way around very easily.
|
STUDENT: RECEPTIONIST:
STUDENT:
|
|
Q9
|
|
RECEPTIONIST:
STUDENT: RECEPTIONIST:
|
|
Q10
|
|
STUDENT: RECEPTIONIST:
|
Oh, one last thing. Is there a student common room?
Oh yes, I forgot to mention that. It's
this area here, very close to where we are now, to the right of the Reception
desk as you come in the main entrance. There's tea and coffee facilities there. Great.
Thank you very much. You're welcome.
|
|
Hello, everybody and welcome to this informal meeting about the
University Helpline. The Helpline was set up ten years ago by the Students
Union and it aims to provide new students to the university with a service that
they can use if they need information about practical areas of student life
that they are unfamiliar with.
Let me give you some examples
of the type of help we can offer. We can provide information on financial
matters; for example, you may feel that your grant is insufficient to see you
through college life or you may have
some queries regarding the fees you are QU
paying if
you are an overseas student. In both cases, the Helpline would be able to
go through things with you and see what the outcome might be. Another area we can help Q12
with is what we generally term the 'domestic' area; things such as childcare
and the availability of nursery provision, for example, come under this. Then
there's 'academic' issues that may arise while you are in the early stages of
your course that you may not
know what to do about. You may wish to know more about essay deadlines, for example, Q13
or how to use the
library - there are all kinds of questions you will find yourself asking and not knowing where to
get quick answers from. The Helpline would be able to provide these. The last example I've given here is simply termed 'social' - and yes, there is a lot of Q14
social
life here! But you may have a particular interest you wish to pursue or you may wish Q15
to participate in outings or trips if you don't know many people at the moment.
Let
me give you some details so that you know where to go and who to see if you want to pay us a visit.
Generally you will see our Helpline officer Jackie Kouachi, that's K-O-U-A- Q16
C-H-I. Jackie is a full-time
employee of the Student Union and she works in the Student
Welfare Office - that's the office that deals with all matters related to student welfare and it's
located at 13 Marshall Road. I have some maps here for those of you who haven't been
there yet. If you wish to ring the office, the number
is 326 99 40. That's 3269940. The Ql 7
office is open between 9.30 and 6.00 on weekdays
and from 10 to 4 on
Saturdays and Q18
there'll be somebody there - usually Jackie or myself - between those
times. If you want to
make an appointment you can phone or call at the office in person. Please note that it may Q19
not be possible for anyone
to see you straight away - particularly if
it is a busy time -
lunch time for example - and you may have to go on the waiting list and then come back Q20
later.
Well, enough from me. Any questions?
TUTOR: Good morning. So, we've looked at
various aspects of staff selection this term
and I think by now you should all be beginning
to see how much more there is to it than just putting applicants through a short interview or asking the 'right'
questions. So I think you should be ready for today's tutorial on 'matching the person to the job'.
We're going
to talk today about the importance of choosing that all round Q21
'right' person.
MURIEL: Right. So we have to put ourselves into the role of the manager or
supervisor?
TUTOR: Yes. And then we're going
to imagine how different applicants would fit into the team or group they
have to work with ... er ... we'll look at some examples later.
MURIEL: It's just theoretical
at the moment...
TUTOR: Yes. The point is, you can select someone - even a
friend - who has all the right qualifications ... degrees ... certificates, whatever. You can also check that
they have a lot of experience .. . that they've done the sort of tasks that you
want them
to do in your office already,
in a similar environment. But if
they start work and Q22
you realise that they just don't get along with everybody
else, that... say, they've got sharply contrasting views on how something will
work . .. well, with the best will in the
world, you may be backing a loser.
DAVE: Wouldn't it be just a question of
company training, though?
TUTOR: Not always. Particularly
in a team situation, and I think it's important to think in
terms of that type of working environment.
People have to have faith in each Q23
other's ability to carry out the
task their boss has set them. They have to trust that everyone will do their
part of the job, and you can't necessarily train
people for this.
DAVE:
But it's like trying to find out what someone's personality is like in a job
interview ... I mean you just can't do that. Even
if you try, you won't find out what they're really like until they actually start work.
TUTOR: Well, in most interviews you usually ask candidates questions
about their hobbies Q24
and
what they like doing in their spare time ... that sort of thing ... so employers
are already involved in the practice of ... well, doing part of the task.
DAVE: But it doesn't tell you anything. It doesn't tell you if they're
easy-going or hate smokers or whatever.
TUTOR: Well, arguably it does give you a bit of information about an
applicant's character.
TUTOR: Well, arguably it does give you a bit of information about an applicant's
character, but also . .. more and more employers
around the world are making use of what are called
'personality questionnaires' to
help them select new staff and . . .
MURIEL: What's it called?
TUTOR: A Personality Questionnaire. They have to be filled out by the candidates some Q25
time during the selection
procedure, often just before an interview. The idea is
actually quite old. Apparently they were used by the ancient Chinese for picking Q26
out clerks and civil servants, and then later they were used by the military to put Q27
people in appropriate areas of work.
They've gained a lot of ground since then and there are about 80,000 different tests available now and almost two thirds of Q28
the large employers use them.
MURIEL: Which makes you think that there must be something in them.
TUTOR: That's right. They ask the sort of questions that you might expect, like do you like working under pressure or are
you good at keeping deadlines.
Dave: And what if people can see through
them and just write what they think the employer wants to see?
MURIEL: Well that's always a possibility.
DAvE: I mean, it's human nature to lie,
isn't it?
TUTOR: Well, that's the point. Apparently it isn't. These tests are compiled by experts Q29
and they believe that the answers can provide
a few simple indicators as to roughly the
type of person that you are
.. . that people will
generally be truthful in that situation.
MURIEL: And then you can go some way towards
finding out whether someone's say, forward-looking ... a go-ahead type of person ... or resistant to change.
TUTOR: Yes. And there are all kinds of (fade out)
TUTOR: Right. Are we all here? OK. As you
know, today Vivien is
going to do a Example
presentation on the hat-making project she did with
her class during her last teaching practice. So, over to you, Vivien.
VIVIEN: Thanks. Um . . . Mr Yardley has asked me to
describe to you the project I did as a
student
teacher at a secondary school in London. I was at this school for
six Q31
weeks and I taught a variety of subjects to a class of fourteen-year-old pupils. The Q32
project I chose
to do was a hat-making project and T think this project could
easily be
adapted to suit any age. So, to explain the project.. . After we'd done the
research, we
went back to the classroom to make two basic hat shapes using rolls
of old
wallpaper. We each made, first of all, a conical hat by ... er ... if I show
you
now . . . cutting out
a circle and then making one cut up to the centre and then ... Q33
er ... overlapping the cut like this this ... a conical hat that
sits on your head. The
other hat we
made was a little more complicated ... er ... first of all we cut out a
circle again . .
. like this . . . then you need a long piece with flaps on it - I've
already made
that bit which I have here
- you bend the flaps over and stick them .
.. with glue or prittstick . . . Q34
to the underside of the circle . .. like this. Again, I've prepared
this so that I don't
get glue
everywhere. The pupils do, of course, so you need plenty of covers for
the table. And there you have a pillbox hat as in pill and box. Now variations and
combinations of
these two hat shapes formed the
basis of the pupils' final
designs.
The
next stage of the project was the design phase and this involved, first of all, Q35
using their
pages of research to draw a design of their hat on paper. That' s the easy part.
They then had to translate their two-dimensional design into a form to
fit their head. I encouraged them to make a small-scale, three-dimensional hat Q36
first so that they could experiment with how to achieve the form they required and I imposed certain
constraints on them to keep things simple. For example, they had to use paper not card. Paper is more pliable
and easier to handle. They
also had
to limit their colours to white, grey
or brown shades of paper which Q37
reflected the colours of the buildings they were
using as a model for their hats
and they had to make sure their glue didn't
show! Well, it was very enjoyable
and just to give you an idea of what they
produced, I've brought along
three hats
to show you. This one here is based on a circular stairway in an old building in Q38
London. It uses
three pillbox hats one on top of
the other. This was designed
by
Theresa. Here's another one that has a simple strip going round the base
of the Q39
hat but has then
gone on to add strips of paper that come out from the base
and
that meet at the top of
the hat -rather like a crown - making
a fairly tall hat. This
was made
by Muriel. And lastly there's a combination of the pillbox or single Q40
strip around the base and
then the conical hat shape on top to form a castle
turret. This was made by
Fabrice, and there are many more that I could
have
brought.
TUTOR: Thank you, Vivien. That
was most interesting. Now what we can learn from this is that.. .
JOAN: Right... let s try and get it sorted out today so
we don
t have it hanging over us. OK?
PETER: Good idea. I'll take notes.
JOAN: First thing ..
. numbers... have we got anything definite?
PETER: Well.. . I've been working it out and I think 40 to 43.
JOAN: Shall we put
45 to be on the safe side? Example
PETER: Yep, fine.
JOAN: Dates ...
well. That's straightforward.
PETER: The last working day before
Christmas ... which is...
JOAN: . .. which is December the
21 st.
PETER: .. . which is going to be pretty difficult to book at Christmas so we'd better think of
two or three places
just to
be on the safe side.
JOAN: Well, last year's was hopeless.
PETER: The Red Lion, wasn't it?
JOAN: Yep. We ought to go for something more expensive, cos you . ..
PETER: . .. you gets what you pay for.
JOAN: That new Indian restaurant in Wetherfield is
supposed to be excellent... the Raj
doot. Qi
PETER: How do you spell that?
JOAN: R-A-J-D-O-O-T.
PETER: But it' s bound to be packed.
JOAN: Well, let's
put that down as the first choice and have some back-ups. What about the Q2
Park View
Hotel
as a second
choice?
PETER: Yes, that's always reliable. Park View Hotel. ..
JOAN: And
the
London Arms in case. Q3
PETER: London
Arms . ..
JOAN: I'll
call them now if you want.
PETER: No.
I'll do it, Joan. You're really busy. Have you got the numbers?
JOAN: Not for the Rajdoot, but...
right... Park View Hotel: 777192 and ... London Arms: Q4
208657.
PETER: Great. Before I ring, we'd
better just make sure they're within the price range.
JOAN: Up to £15 a head?
PETER: I think
you'll find some people won't be able to go that high.
JOAN: Well, you can't get anything decent under £10.
PETER: OK. We'll say £12?
JOAN: OK.
PETER: And
we'd better make sure there's good vegetarian food.
JOAN: And a non-smoking section! You know what the boss is like. Q5
PETER: Don't
remind me. I'll let you know as soon as I get anything.
PETER: Good news. 1 found Rajdoot's number straight away
and they can fit us in. Their
Christmas menu sounds great. JOAN: What is it?
PETER: French onion soup or fruit juice. JOAN: Uh-huh.
PETER: Roast dinner or lentil curry .. . sounds
ordinary but my friend said it was really Q6
tasty.
JOAN: Umm ... lentil curry ... that's
unusual.
PETER: Then for dessert there's traditional plum pudding or apple pie, plus coffee. JOAN: That sounds really good for £12. Did you book it?
PETER: Well, I said l'd check with the staff first. But they did say they' d hold the booking Q7
until next Wednesday
anyway. Oh, and if we go ahead, they'd like
a £50 deposit.
JOAN: 50 is normal. .. that's fine.
PETER: And they want a letter.
JOAN: Right... to confirm.
PETER: And they say with such large numbers we have to choose the menu in advance. Q8
JOAN: That won't be a problem. I'll put
up a notice with details of the restaurant and the
menu. When did you say they wanted confirmation by?
PETER: It was .. . let's see . .. the 4th of November. Q9
JOAN: Where do you think I should put up the notice? Where
everyone's guaranteed to see it.
PETER: On the cafe noticeboard I should
think.
JOAN: Hardly anyone looks
at that.
PETER: Well, the
Newsletter is probably your best bet. Q10
|
JULIE
BROOKS:
|
JOAN: Good
idea. I'll go and do that now.
. So, I'll hand over now to Julie Brooks.
Thank you. Welcome to the Sports Centre. It's good to see that there are
so many people wanting to find out
about our sports facilities. First of all,
membership. All students at the college are entitled to become members
of
the Sports Centre, for an annual fee of £9.50. To register with us and get QH/Q12
your membership card, you
need to come to reception, between 2 and 6 Q13
pm, Monday to Thursday. I'm afraid we can't register new members on
Friday, so it's Monday to Thursday, 2 to 6, at reception. Now, there are
three things that you must remember to bring with you when you come to
register; they are:
your Union card, a recent passport-sized photograph of
yourself, and the fee. It doesn't matter whether you bring cash or a
cheque. We can't issue your card unless you bring all three; so, don't
forget: your Union card,
passport photo and fee. Then once you have got
your
sports card, you will need to bring it with you whenever you come to
book or use any Sports Centre facilities. Q14/Q15
Booking over the phone is not allowed, so you have to come here in
person, with your card, when you want to book. Our opening hours seem to get longer every year. We are now open from 9am to 10pm on weekdays and from 10am to 6pm on Saturdays. For those of you who are up and about early in the morning, we
are introducing a 50 per cent 'morning discount' this
year. This is because the facilities tended to be under-used in the mornings last year. It means that all the sessions will be half-price
between 9am and 12 noon on weekdays.
|
Q17/Q18
Q19/Q20
|
So, what exactly are the facilities? What
sports can you play here? Well, this room we are
in at the
moment is called the Main Hall, and it's used mainly for team sports
such as football, volleyball and basketball, but also for badminton and
aerobics. On the other side of the
reception area there is the dance studio; this
provides a smaller, more
intimate space, which we use for ballet, modern dance and
martial arts - not at the same time, of course. Then in a separate building,
which you may have noticed on your way here . . . it's
on the other side of the car park . . . there
are the squash courts (six of them), and at the far end of the building a fitness room. This is our newest facility, only completed in the Spring, but it is already
proving to be one of the most popular. As well
as all
these facilities available here on the campus, we also
have an arrangement with the local tennis club, which is only two miles away,
entitling our students to use their courts on weekday mornings in the Summer.
So, I think that there should be something here for everybody, and I hope to
see all of you at the Centre, making use of the facilities. If, in the course of the year, you have
any suggestions as to how the service we provide might be improved or its appeal widened,
I'll be interested to hear from you.
|
|
JOHN BROWN: Good morning, Mrs Collins. I just wondered if
you could help me with this entry
form for
the Young
Electronic Engineer competition.
MARY C°LLINS: Hello, John. Oh you've made the jigsaw for blind children, with the bleeper.
JOHN BROWN: When they put a piece in correctly,
that's right.
MARY COLLINS: OK, let's have a look at the form.
JOHN BROWN: Right, thanks. I've never filled in one of these before, so ...
MARY
COLLINS:
Well, let's just do it in pencil first. So, name of designers .. .
IOHN
BROWN: Well, Ann
helped me with some of the electronics work.
MARY
COLLINS: Then
you must put her name in as well. Right.. . Ann Ray.
JOHN
BROWN: Sorry. It's ANNE
and her surname is spelt R-E-A.
MARY COLLINS:
Good start!
OK . .. REA. And age is easy. You're both 16. What have you called the design? Keep it short.
JOHN
BROWN: What about jigsaw puzzle design for
visually handicapped?
|
Q21 Q22
Q23
|
MARY COLLINS: Too long. Just say blind puzzle,
that'll do.
JOHN BROWN: I've got it noted down here .. . urn,
yes, length, sorry, width is 20
cm. MARY COLLINS: OK-
JOHN BROWN: Length
is 50 cm, and then the depth is ... well, it's very little. MARY COLLINS: What would you say? I think
you can be approximate. JOHN
BROWN: I'd say 2.5 cm.
MARY COLLINS: And the electricity supply? Is it mains operated? JOHN BROWN: No it isn't, it's actually battery. MARY COLLINS: OK, write battery.
JOHN BROWN: Fine, OK. It's the next bit that I'm really
not sure what to put. MARY C°LLINS: Well, special features means, what is
really new about this, you know,
suitable for the group you made it for. JOHN BROWN: Well, it's safe for
children. MARY COLLINS: That's fine. Put that in. JOHN BROWN: OK, and of course
we think it's educational. MARY C°LLINS: There you are, you've done it. Anything else? JOHN BROWN: Well, I think the price is good. MARY COLLINS: That's probably the most important factor. JOHN BROWN: OK ... cheap price.
MARY COLLINS: Which brings us on to the next bit. What's the cost?
J°HN BROWN: Well, the pieces we made
out of old wood .. . they cost, ooh, $5.
MARY COLLINS: And the electrics?
J°HN BROWN: They
were more expensive . .. say, $9.50. Brilliant. Now what do they
mean by other comments? MARY
C°LLINS: It's just a chance for you to say anything about the equipment, and
problems you envisage. JOHN
BROWN: Well,
we would really like help with making plastic instead of wooden pieces.
MARY C°LLINS: Well, put something like, need help to make plastic pieces. JOHN BROWN: OK. And the other thing is, we'd like to develop a range of sizes. MARY COLLINS: That's fine, then, just put that. And the last bit is, when will you send the equipment?
J°HN BROWN: Well, we've got a lot of work on at the moment and we want to get it as
good as we can. MARY COLLINS: Well, say 25 June?
JOHN BROWN: Can't we make it later?
MARY COLLINS: Well, the last date is 1 July. Why not say that? JOHN BROWN: OK, that's what I'll put. MARY
COLLINS: So that's the lot!
JOHN BROWN: That's brilliant. Thanks very much, Mrs Collins. I'll send it off straightaway.
|
Q24
|
|
Q25 Q26 Q27
Q28
Q29
Q30
|
MARY COLLINS: Glad to be of help. Very best of luck to you both. JOHN BROWN: Thanks, bye. MARY
COLLINS: Bye.
PAULA: Today I'd like to introduce Ted Hunter, who used to
rear sheep and poultry but who is here to tell us about a rather unusual type
of livestock that he's been concentrating on in the last few years. Ted Hunter
is a member of the Domesticated Ostrich Farming Association, and is here to tell us about the possibilities of breeding and rearing these
birds here in this country.
TED: Thank
you, Paula. When you look at international restaurant menus and
supermarkets they all tend to feature the same range of meats - beef,
lamb,
chicken, pork, that sort of thing. But people are always interested in something
different and we're now finding that farming can bring new types of meat
to our
tables. The kangaroo is one animal that's now being farmed for its meat and
eaten
outside Australia, where it
comes from. It looks and tastes rather like rabbit, Q31
though it's slightly darker in colour, but it is rather tough, so that's a problem for Q32
some
people. Crocodiles are also being farmed for their meat. This is rather like
chicken, pale and tender, and it's getting quite fashionable. Some people also find
it's rather fatty, but I think it makes a really tasty sandwich.
Now a
third type of
meat becoming increasingly available, and the one that I think is by far
the nicest
of the three, is ostrich, which
most people say has a similar
taste and texture to Q33
beef. However, it's
much better for you than beef, as we'll see later. Most people
think of ostriches as wild animals, but in fact ostriches have been
farmed in South
Africa since around 1860. At first they were produced for their feathers. In Africa Q34
they were used for tribal ceremonial dress and they were also exported
to Europe
and America where they were made into ladies' fans and used for decorating hats. Q35
Later, feather fans and big. decorated hats went out of fashion but ostriches were
still bred, this time for their hide. This can be
treated to produce about half a Q36
square
metre
of leather - very delicate,
fine stuff of very good quality. At the
same time, some of the meat was used for biltong - the air-dried strips of meat
popular in South Africa
as a sort of fast food. However, recently there's been
more and more interest in the development of ostrich farming
in other parts of the
world,
and more people are recognising its value as a food source. Ostrich meat is Q37
slightly
higher
in protein than beef- and much lower in fats and cholesterol. It
tastes good too. A
series of European taste tests found that 82%
of people prefer
ostrich to beef.
And one ostrich produces a lot of meat - from around 30 to 50 kg,
mostly from the hindquarters
of the bird. Farmed ostriches don't need African
climates, and in
fact ostrich farming is now becoming well established in other
parts of the world.
However, setting up an ostrich farm isn't something to embark
on
lightly. Mature breeding birds are very expensive - even
a fertilised ostrich egg Q38
isn't
cheap so you need
quite a bit of capital to begin with. Then the farmer needs
special equipment such as incubators for the eggs. The young chicks are very Q39
dependent
on human minders, and need a lot of attention from the people looking
after
them. In addition, ostriches can't be intensively
farmed - they need space
and exercise.
But in spite of this they make good farming
sense. A cow produces only one calf a
year whereas a female ostrich can lay an egg every other day. And because the Q40
farmers can
use incubators and hatched chicks are nourished well and protected
from danger,
the failure rate on farms is very low indeed and almost all the
fertilised eggs will hatch out into chicks which will in turn reach
maturity. This is
very different
from the situation in the wild, where the vast maj ority
of chicks will
die or be
killed before they grow up into mature ostriches. So it's possible, once
the initial
outlay has been made, for the farmer to be looking at very good profit
margins
indeed. Ostrich farming is still in its early days outside Africa but we
hope that
ostrich meat will be freely available soon and before long will be as
cheap as beef.
SARAH: John, I've just had some good news.
Susan has had her baby. JOHN: Do you know when she had it?
SARAH: Yesterday. The tenth of August. Example
JOHN: Oh, my father was born on August
the tenth. Give me the details and I'll make a
note for everyone at work. SARAH: OK.
JOHN: Well, was it a boy or a girl? SARAH: It's a boy.
JOHN: And what are they going to call
him?
SARAH: Tom. Tom Lightfoot. It sounds quite
good, don't you think? JOHN: Yes, that has quite a good ring to
it.
SARAH: You know he's quite a big baby. He weighed four and a quarter kilos when he Q1
JOHN: was
born. That does
sound big, four and a quarter kilos.
SARAH: And he's long too, forty-six centimetres. Q2
JOHN: Mmmm. Tall parents. He'll grow up
to be over two metres, I'd say. SARAH: With masses of black hair, curly
black hair. You know, we should go and visit them in hospital. What about
tomorrow afternoon at around 1 pm?
John: Yes, OK.
SARAH: Where should we meet? ... Ah, I
could come and pick you up at your house, if you like.
JOHN: Yes, that would be wonderful. My car is still off the road. SARAH: Just refresh my memory. What's the
address again? John: It's 15 Chesterfield Road,
Paddington. SARAH: It's next to the library, isn't it?
John: Not exactly. It's next to a bank. The State Bank actually. The library
is opposite Q3/Q4
us,
on the corner.
SARAH: That's right, and there's a garage on the other street corner. I remember now. Q5
JOHN: So, you'll pick me up at a quarter
to one and we'll be there at one easily.
SARAH: Now what should we take? We must
take them something.
JOHN: I always think flowers are good to
take to someone in hospital, don't you? SARAH: Well, not really. Everyone always brings flowers and they don't last. I
think it's
much better to take a pot plant, so
she can take it home with her. JOHN: Yes, but then she has to remember
to water it. What about a big box of chocolates?
SARAH: OK,
chocolates sound fine. We should get something for the baby too. What do Q6
you think?
JOHN: Yes, you're right. What do you
think of something like baby shampoo or talcum
powder?
SARAH: Or we could get a little hat, or something
like that.
JOHN: We don't know the size, or the right colour, do we?
SARAH: I think we should get something
they wouldn't normally buy. What about a soft toy of some sort?
JOHN: Yes, a soft toy. Q7
SARAH: What about a teddy bear?
JOHN: I
could get one early tomorrow at the market and I could probably get the Q8/Q9
chocolates there too.
SARAH: Good.
JOHN: So you'll pick me up at a quarter
to one at my place and I'll make sure that I've got the presents.
SARAH: You must remember how much you paid
for the gifts, so I can pay you back for half. If they're going to be from both
of us, I would like to go shares.
JOHN: OK. I'd say the chocolates would be
about $15 for something nice and not too
small and the toy would be around $35 or so, I'd think. Q10
SARAH: Good, that'll be fine. About $25
each then. Good, I'll pick you up then on
Sunday
at twelve forty-five. JOHN: OK.
SARAH: See you then. Bye.
PRESENTER: Good evening. Tonight s show comes to you from the Good Home
Exhibition in
Duke's Court, where we've been trying out some of the latest gadgets on show
here and getting our resident expert - Liz Shearer - to tell us which ones are
worth buying and which will die a death. LIZ SHEARER: Well, hello. Yes, John, I've been
investigating four new household gadgets and sorting out the advantages and
disadvantages and then really deciding what are 'Must buys', what are 'Maybe
buys' and what are 'Never buys'. Let's start with this vacuum flask for keeping
drinks hot. Well... I felt this
had quite a lot going for it, most of all is the fact that it contains no glass O11
and is
therefore unbreakable to all intents and purposes. It's made of
stainless
steel which is guaranteed for 20 years .. . hope that's long enough .
.. and it's true what the manufacturer claims - that it does maintain heat for Q12
18 hours. So that's pretty good. On the down
side, it really works out to be
quite expensive and, much more surprisingly, it unfortunately leaves a Q13
strange taste . . . you know when you've drunk
from it... so all in all, my
recommendation
would be it's got plenty of advantages, but it is rather
expensive so
I'd say you should maybe buy it. Moving on to a natty little
device .. .
the Whistle Key Holder. Basically this is where you whistle and
the key
holder gives off a high pitched noise and flashes light so you can
find it. One
advantage of this model is that it also has a small light. You
press the
button and this means you can find keyholes easily. I also felt the
small
size was a real advantage. On the Q14
metal, so it's mainly
useful for finding in coat pockets, cushions, etc. But taken as a whole I thought it was a masterpiece
of design and would highly recommend it.
The third gizmo is called the Army Flashlight because
it was developed Q17
initially for military use. It works by squeezing the handle to generate the Q18 019
power. Its advantages are that it can be used for outside activities, and also Q20
... and this is one of the surprising features... it does work underwater. My
main
objection to it though was although it did work in these conditions,
this model gave off a weak light So my recommendation I'm afraid would
have to be to avoid this one. The decoy camera
was last on my list. This is
a fake video camera which you fix to your wall to scare off
burglars. The
advantage of this model is something which makes it look
very realistic ...
its flashing light. On the down side, it was quite difficult to fix
to the wall.
However, burglary is such a major problem these days that it is
worth the
effort, so this gets my strong recommendation.
PRESENTER: OK. Thanks for that, Liz.
BRYSON: Well, Amina, thanks for letting me have your draft in such good time.
amina: Oh, that's alright. I was just very anxious to hear what you
think of it. You can see that I decided to change the topic - I had been interested in looking at Barings Factory.
BRVSON: Oh, I think the hospital was a much better choice. In fact... well... I have to Q21
say
that I thought it was good. amina: Oh?
BRYSON: There's still lots of work to be done ..
.
amina: Oh yes ... of course.
BRYSON:
But there's plenty of good ideas. It opens well and the first chapter is fine
but
the middle section really stood out for me ... most interesting. Q22
amina: That's amazing because I really didn't find it a bit easy to write .. . Q23
BRYSON: How long did you work on the whole thing?
amina: Well, I spent about two or three weeks reading and
doing general research and then I dashed the writing off very quickly ... so about four weeks in all.
BRYSON: Well, that's about par for the course. You've got a while yet to make the
changes.
AMINA: Oh right... no problem ...
BRYSON: Right. Let's have a look at my notes
here. OK. Starting with section
headings
... the broad divisions are good but you'll have to re-do the actual headings. Example
I've made some suggestions in the margins ...
amina: OK. Thanks.
BRYSON:
Now, this information on local housing ... I can see why you put it there but it
really
isn't relevant to the approach you've taken. amina: I think I see what you
mean. BRYSON: Now . . . what did I say about the interviews? amina: I worked very hard on those. I
really thought they were valuable. BRYSON: They are, Amina, but they're very complex and rather unclear at the moment.
You're
going
to have to spend a bit of
time making the data a lot clearer. amina: OK ... as long as 1 don't have to remove them
altogether . . . BRYSON: No, don't worry.
amina: What about the chronology ... the list of dates?
I wasn't sure whether I should rewrite those.
BRYSON:
My advice on that is to take them out. I feel it makes the whole piece appear too
simplistic. amina: OK, if it'll help.
BRYSON: Now, there are a couple
of other books l'd like you to look at. Have you got a pen? Right. . . Approaches to Local History by
John Mervis . . .
amina: Right.. .
BRYSON:
And then I think you need to think about ways of representing interview data.
Have
a look at Sight and
Sound by Kate
Oakwell. amina: Sight and Sound.
BRYSON:
Then you know I'm going away on holiday next week . . . amina: Yes.
BRYSON: So when you've made the changes I suggest you show the work to
your Support Tutor.
amina: Support Tutor . . . right. . .
BRYSON:
Then you do the proof reading . . .
amina: Proof reading . .
. uh-huh. When by, do you think?
BRYSON:
I'd aim for 29 June and after that
you should get it laser printed . . . but
be
careful
because the computer centre closes on 10 July. amina: And then I hand it in to ... ? BRYSON: Oh, the Faculty Office as usual.
amina: OK, that's fine. I think
I'm all set now! Thanks very much for all your help. BRYSON: A pleasure. See you when I get
back. amina: Yep. Thanks, Dr Bryson.
Bye. BRYSON: Bye.
|
Q24
Q25 Q26
Q27
Q28
Q29 Q30
|
Good aftternoon. I'm Paula Bundell and I am giving you the lectures on Environmental Noise
this term. Today we are going
to look
into the
effects of noise on a planned housing estate in a
particularly difficult part of the new Manchester Park area. This site is not as bad as some 1 have researched in the past.
The Blacktown airport is closed from 6pm to 7am and this is a great advantage
to the site. The only noise after dark
is
from the highway and the traffic is
somewhat reduced between 7.30pm and 5.30am. So, Q31
the people most affected by the noise
will be, I expect, housewives. By the time most of the Q32
students and workers have arrived back home in the evening during the week the noise
will have abated to a fairly large extent. The weekends
are still a problem of course, but the
traffic is certainly reduced on Saturdays to a large extent
and even more so on Sundays. Of Q33
course modifications to houses will be
necessary at a site like this and they come at a
significant
cost to the developer and home
buyer. The
modifications I am about to outline Q34
will add about $25,000 to the price of a newly-built house. That will still mean a
cheaper
house than in a less noisy and more desirable
area. A bit of background would not go astray.
I understand that you are all familiar with
the proposed development site at Manchester
Park. It's a particularly difficult one in
terms of noise with the highway along the eastern
perimeter and the Blacktown airport not 3
kilometres away to the north. Of course, those
nearest the highway will be the worst hit,
with heavy traffic noise as well as the noise from
the light planes overhead. As you all know,
the normal noise threshold for private housing is
55 decibels. At this site the levels have been recorded as high as 67 decibels. Q35
The construction of
the houses
has to be somewhat modified from houses in most areas. In the houses on the
highway and in the noisiest areas of this site there will be a need for
specialised double
glazing and special acoustic seals will have to be fitted to the doors.
All Example
exterior doors in this especially noisy pocket
will have to be solid core wood doors with
hinges. Every house built on this site, not just those adjacent to the highway or nearest to the
airport, will
require high density insulation materials in the roof. Not only will all the
roofs
need
insulating, the exterior walls will
be required to be double brick. All ceilings will Q36
require
double thickness plaster board to be used in the construction. In the noisiest areas
mechanical
ventilation will have to be
installed in the exterior
walls. In those areas with
sealed windows it will be necessary to fit
fans with absorbers to cut out the noise in those
particular
houses. Air
conditioning units could also be
fitted in the ceilings of such houses Q37
but this is substantially more expensive than
fans, and may not be needed on this site.
Coming back now to the double glazing I
mentioned before. Specialised double glazing
requires a larger air gap between the inner and outer glass than
normal double glazing. The
gap must be at least 7 centimetres.
The thickness of the glass is also a factor, 8 millimetres Q3S
on the outside
and 6 on the inside pane. It is essential that the glass be
thicker on the outside
than on the inside and that the gap between
the panes of glass be a minimum of 7
centimetres. Obviously, the noise factor will
have to be taken into consideration with the
layout of the houses. Living areas will have to be designed at the back of the houses away
from the highway. Bedrooms and living rooms will have to be built towards the back, and Q39
for those houses
closest to the highway two layers of plasterboard will be needed for the interior bedroom
walls. Those rooms constructed at the
front of the houses should be
garages,
laundries, kitchens, bathrooms
and dining rooms. I have come to the conclusion Q40
that this
development should go ahead, but with various acoustic modifications according
to the position of the block in relation to the highway and intersection.
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