I ih
Pre-intermediate A2+
Get Ready for IELTS
LISTENING ne Short =
POWERED BY COBUILD
Unit
Title
Topic
Exam focus
Page
Introduction
4
1
Friends abroad
Travel, countries and nationalities
Form completion, note completion, multiple-choice questions
8
2
Food and cooking
Food, cooking, Completing notes, tables and flow measures and weights charts, matching information
14
3
Presentations
Academic subjects
20
Completing sentences and tables, diagram labelling, multiple-choice questions
Review 1
26
4
Work
Types of work, workplaces
Note completion, short-answer questions, matching
28
5
On campus services
University facilities
Labelling maps and flow charts, shortanswer questions, sentence completion
34
6
Staying safe
Crime, protection and safety
Multiple-choice questions, short-answer questions, table completion
40
Review 2
46
7
Studying, exams and Study habits revision
Multiple-choice questions, completing flow charts
48
8
Shopping and spending
Spending habits, products
Completing notes, answering matching questions, short-answer questions
54
9
Hobbies, interests and sports
Interests and pastimes
Completing forms and tables, multiplechoice questions
60
Review 3
66
10
Work-life balance
Time management
Completing notes and sentences, labelling diagrams
68
11
Comparing cultures
Food, dress, housing
Matching sentences, short-answer questions, multiple-choice questions
74
12
Exploring the oceans
Natural resources, ocean life
Diagram and flow chart completion, note completion
80
Review 4
86
Practice test
88
Audio scripts
93
Answer key
118
Glossary
129
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Get Ready for IELTS Listening has been w ritten for learners w ith a band score of 3 or 4 w ho w ant to achieve a higher score. Using this book w ill help you improve your pre-intermediate listening skills for the IELTS Academic Listening test. You can use Get Heady for IELTS Listening: • •
as a self-study course. W e recom mend that you w ork systematically through the 12 units in order to benefit from its progressive structure. as a supplem entary listening skills course for IELTS preparation classes.The book provides enough material for approximately 50 hours of classroom activity.
Get Ready for IELTS Listening •
This comprises a book and tw o CDs.
•
The book contains 12 units. Each unit focuses on a different topic and these topics are ones that often appear in the IELTS exam.
•
After every three units, there is a Review unit which helps you to revise the language and skills covered in the previous units.
•
At the end of the book the Practice test gives you the opportunity to take an lELTS-style test under test conditions.
•
There is also a full answer key at the back of the book so you can check your answers. Here you w ill find suggested answers for more open-ended questions and model answers for the exam practice questions in Part 3 of the unit. The glossary at the back of the book lists the useful words from each unit w ith their Cobuild dictionary definitions.
• •
Two audio CDs accompany the book. These contain the listening exercises. W hen you see this icon ^ ))) please play the CD. CD1 features language at a pre-intermediate level speed and CD2 features language that is a little faster. This is to help you prepare for the speed that features in the IELTS test.
Each unit starts w ith the Aims of the unit. They outline the key language and skills covered.
Part 1: Language development provides exercises on vocabulary related to the topic as well as key grammar related to the IELTS Task covered in the unit. Clear structures are provided. Part 2: Skills development provides step-by-step exercises and guidance on specific question types that appear in the test. There are explanations and examples that show you how to approach each question type. Useful tips are highlighted to help you develop successful test-taking strategies. Part 3: Exam practice provides one exam practice question for eitherTask 1 orTask 2 in a form at that follow s the actual exam. You can use this to check w hether or not you are ready for the test. Finally, a checklist summarises the key points covered in the unit.
4
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Exam information boxes in each unit provide key background inform ation about the IELTS Listening exam.
Exam tip boxes provide essential exam techniques and strategies. Watch out! boxes highlight com m on errors in the exam.
• •
• •
Each unit contains approxim ately three hours of study material. Try to answ er the questions w ith o u t looking at a dictionary to develop the skill of guessing the meaning of unknown w ords from context. This is im portant because dictionaries cannot be used during the actual exam. Use a pencil to com plete the exercises, so that you can erase your first answers and do the exercises again for revision. Try to revise w h at you have learnt in Parts 1 and 2 before doing the practice IELTS questions in Part 3. This w ill improve the quality of your answers, and using the new language w ill help you to rem em ber it.
•
It's recom m ended that you try and com plete all questions in the unit as the skills needed to do w ell at the IELTS te st can only be improved through extensive practice.
•
Part 3 contains exam practice questions. You should try and com plete Part 3 questions listening to th e a u d io only once, as this gives you the opportunity to practise under exam conditions. Do not look at the audio script at the back of the book w h ile doing Part 3 questions. After you have finished listening, make sure the form at and spelling of your answers is correct. Then, check your answers using the answ er key.
•
Read the answ er key carefully as this provides inform ation on w h a t kind of answ er is awarded high marks.
•
Reading the audio script at the back of the book at the same tim e as listening to the recording w ill help you to develop your listening skills and identify answers. Remem ber that the answers are underlined in the audio scripts.
Also available in the Collins Get Ready for IELTS series: Heading, W riting and Speaking.
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The International English Language Testing System (iELTS) Test IELTS is jointly managed by the British Council, Cambridge ESOL Examinations and IDP Education, Australia. There are two versions of the test: • Academic • General Training Academic is for students wishing to study at undergraduate or postgraduate levels in an English-medium environment. General Training is for people who wish to migrate to an English-speaking country. This book is primarily for students taking the Academic version.
The Test There are four modules: Listening
Reading
Writing Speaking
30 minutes, plus 10 minutes for transferring answers to the answer sheet NB: the audio is heard only once. Approx. 10 questions per section Section 1: two speakers discuss a social situation Section 2: one speaker talks about a non-academic topic Section 3: up to four speakers discuss an educational project Section 4: one speaker gives a talk of general academic interest 60 minutes 3 texts, taken from authentic sources, on general, academic topics. They may contain diagrams, charts, etc. 40 questions: may include multiple choice, sentence completion, completing a diagram, graph or chart, choosing headings, yes/no, true/false questions, classification and matching exercises. Task 1: 20 minutes: description of a table, chart, graph or diagram (150 words minimum) Task 2: 40 minutes: an essay in response to an argument or problem (250 words minimum) 11-14 minutes A three-part face-to-face oral interview with an examiner. The interview is recorded. Part 1: introductions and general questions (4-5 mins) Part 2: individual long turn (3-4 mins) - the candidate is given a task, has one minute to prepare, then talks for 1-2 minutes, with some questions from the examiner. Part 3: two-way discussion (4-5 mins): the examiner asks further questions on the topic from Part 2, and gives the candidate the opportunity to discuss more abstract issues or ideas.
Timetabling
Listening, Reading and Writing must be taken on the same day, and in the order listed above. Speaking can be taken up to 7 days before or after the other modules.
Scoring
Each section is given a band score. The average of the four scores produces the Overall Band Score. You do not pass or fail IELTS; you receive a score.
IELTS and the Com m on European Fram ework of Reference The CEFR shows the level of the learner and is used for many English as a Foreign Language examinations. The table below shows the approximate CEFR level and the equivalent IELTS Overall Band Score:
6
CEFR description
CEFR code
IELTS Band Score
P roficient user (Advanced)
C2 C1
9 7 -8
Independent user (Interm ediate - Upper Interm ediate)
B2 B1
5 -6 .5 4 -5
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This table contains the general descriptors for the band scores 1-9:
IELTS Band Scores
1
E xpert user
Has fu lly operational c o m m a n d o f th e language: appropriate, accurate and flu e n t w ith c o m p le te u n d e rsta n d in g .
V ery good user
Has fu lly operational co m m a n d o f th e language, w ith o n ly occasional u n sy ste m a tic inaccuracies and inappropriacies. M is u n d e rs ta n d in g s m ay o ccu r in u n fa m ilia r situations. H andles c o m p le x d e ta iled a rg u m e n ta tio n w e ll.
G ood user
Has operational co m m a n d o f th e language, th o u g h w ith occasional inaccuracies, inappropriacies and m is u n d e rsta n d in g s in s o m e situ a tio n s. G enerally handles c o m p le x language w e ll and u n d e rsta n d s d e ta iled reasoning.
C o m p e te n t user
Has generally e ffe c tiv e co m m a n d o f th e language d e s p ite so m e inaccuracies, inappropriacies and m isu n d e rsta n d in g s. Can use and u n d e rsta n d fa irly c o m p le x language, particularly in fa m ilia r situations.
M o d e s t user
Has partial c o m m a n d o f the language, coping w ith overall m e aning in m o s t s ituations, th o u g h is likely to m ake m any m ista ke s. S hould be able to handle basic c o m m u n ic a tio n in o w n field.
Lim ite d user
Basic c o m p e te n c e is lim ite d to fa m ilia r situations. Has fre q u e n t p ro b le m s in u n d e rsta n d in g and e xpression. Is n o t able to use co m p le x language.
E xtre m e ly lim ite d user
Conveys and un d e rsta n d s o n ly general m e aning in v e ry fa m ilia r situations. Frequent b re a kd o w n s in co m m u n ic a tio n occur.
In te rm itte n t user
No real co m m u n ic a tio n is p o ssib le e xce p t fo r th e m o s t basic in fo rm a tio n using isolated w o rd s o r s h o rt fo rm u la e in fa m ilia r s itu a tio n s and to m e e t im m e d ia te needs. Has great d iffic u lty u n d e rsta n d in g spoken and w ritte n English. E ssentially has no a b ility to use th e language beyond p o ssib ly a fe w isolated
Non user
w o rd s. 0
No assessable in fo rm a tio n provided.
Did not a tte m p t th e te s t
M arking The Listening and Reading papers have 40 items, each worth one mark if correctly answered. Here are some examples of how marks are translated into band scores: Listening:
16 out of 40 correct answers: 23 out of 40 correct answers: 30 out of 40 correct answers:
band score 5 band score 6 band score 7
Reading
15 out of 40 correct answers: 23 out of 40 correct answers: 30 out of 40 correct answers:
band score 5 band score 6 band score 7
Writing andSpeaking are marked according to performance descriptors. Writing: examiners award a band score for eachof four areas with equal weighting: • • • •
Task achievement (Task 1) Task response (Task 2) Coherence and cohesion Lexical resource and grammatical range and accuracy
Speaking: examiners award a band score for each of four areas with equal weighting: • • • •
Fluency and coherence Lexical resource Grammatical range Accuracy and pronunciation
For full details of how the examination is scored and marked, go to: www.ielts.org
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7
A IM S :
Language related to: travel, timetables, countries, nationalities • Predicting answers • Recognizing number formats and spellings • Form completion • Note completion • Multiple-choice questions
Part 1: Vocabulary Nations and nationalities 1
Quiz: Can you match these countries to the names in the box? Egypt
Malaysia
Portugal
Japan
United Arab Emirates (UAE)
Nationalities are often formed by changing the endings of the names of countries. Look at the examples in the table below. Country Australia
_n
Nationality Australian
Egypt
_ian
Egyptian
Britain
_ish
British
Japan
_ese
Japanese
_i
Pakistani
Pakistan
8
+ ending
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Unit 1 Complete the following sentences about national airlines with the correct nationality.
1
Japan Airlines is a ........... ............... airline.
2
Air China is a .................... ...... airline.
3
Egyptair is a n ...................
4
Emirates is a n .................. .........airline.
5
TAP Portugal is a ............................airline.
6
Malaysia Airlines is a ...... .....................airline
Departure
^
Arrival
—^
airline. y
Gaie (Gate
\
'
20 I 21
/ |_/5( Customs control / '
-
* Terminal 1
—^
-ym
T
Gates 1-29 Gates 30-54
I f n i Check-in
71
P -^ o o n .ro ,
7*
I I 'T
I
I T
'I
Gates 55-79
Complete these notes with information from the flight arrivals board below. SDflkusli -flu a lit arrived a t ( ± ) .................................
........
F li g h t C C A ± 5 5 0 from , iZ . ) ..................... ............. arrived at &>.oo...................
Ew&ratL f l i g h t
m
.... F l l a h t 1 A P 1 3 3 0 due.
01
...............
0 fro m . ( 4 ) ...
From
Airline
Flight
Terminal
Status
05.00
Madrid
Iberia
IBE0567
50
Arrived 04.50
06.15
Beijing
Air China
CCA1550
15
Arrived 06.00
06.50
Dubai
Emirates
UAE1880
13
Delayed
07.30
Lisbon
TAP
TAP1330
16
Landed
ime due
^ ))) 4
— delayed.
(s ) ......................... .
Now listen to a taxi driver talking to a travel agent about the flight arrivals and check your answers.
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Friends abroad
9
Part 2: Skills development Exam information I Section one In Section One of the Listening test you will hear tw o people talking in an everyday or social situation. You may have to com plete notes or a form w ith details of names, addresses, tim es or dates. You w ill need to listen carefully for spellings and numbers
Exam tip Before you listen, look at the information you have been given to com plete. Predicting the kind of answers you need w ill help you to focus on w hat you are going to hear.
^ ))) 1
02
You will hear a conversation between two friends planning a visit. Predict the kind of information you will have to listen for (numbers, letters, time, name, etc.). Then listen and complete the notes
k (a ,tc &
O c o t/
It's easy to confuse certain numbers that sound similar, for example: fifteen and fifty. Listen very carefully to hear which part of the w ord is spoken w ith more emphasis.
^ ))) 2 03
Listen and circle the numbers you hear. Then match them with their written forms. ............................................................................................................................................................. 13 15 30 80 40 14 © fifteen
^ j)) 3 04
thirteen
10
fifty
forty
eighty
thirty
2 ..................
3 ..................
4 ..................
5 ..................
Listen to the following conversations and choose the correct letter a, b or c.
/ a ii
^ ))) 5 07
fourteen
Now listen to these sentences and write down the numbers you hear.
1 .................. ^ ))) 4 15-06
eighteen
50
a
b M cE w an
M cKeon W e stb o rn e
b
W esterb orn e
c
MacKeon
c W estbourne
You will hear a telephone conversation in which Sam is booking a taxi. First look at the form below and think about the kind of information you will need. Then listen and complete the form.
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Unit 1
Exam tip You w ill be expected to know the spellings of com m on w ords and names. Any usual names w ill be spelt out for you. An answ er spelt w rongly w ill be marked incorrect, so get plenty of practice before the exam.
PLEASE USE BLOCK CAPITALS
Taxi
Lv.v.v.v.
N A M E OF PASSENGER: PICK-UP DATE A N D T IM E : PICK-UP POINT: NO. & STREET: TOW N: POSTCODE: M O B ILE N U M BER : DESTINATION:
*» ) 6 08
■SAM W IL L IA M S W id &thJ u l y ( 1 ) ....................
(2) .......................... W IL L O W S It> E B .A N K ( 3 ) ....................................................................... ( 4 ) ....................................................................... (5) o j- y z j.......................... H B A T H f^O W - T E R M IN A L 5
You will hear a conversation between a flight attendant and a passenger completing a landing card before arriving in the UK. Complete the form.
LAN DING CARD
Please complete clearly in English and BLOCK CAPITALS
immigration Act 1971 Family name UH First name(s) (1) ...................................................... Sex □
M
(2)
0 F
Date of birth , D D . M M, Y Y Y Y , I I I I I I I I I
Town and country of birth SHENZHEN
CH-INA
Nationality
Occupation
CHINESE
STUDENT
Contact address in the UK (in full) (3) ...............................................................
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11
Part 3: Exam Practice Exam tip When you com plete a form, it is im portant to keep to the required num ber of words for each answer. You will be told how many words to use, e.g. NO MORE THAN TWO WORDS AND/OR A NUMBER. If you w rite too many words, your answer w ill be marked incorrect. A hyphenated word counts as one word, e.g. mother-in-law. A num ber can be w ritten in letters or numbers, e.g. twelve or 72; either way, it counts as one word.
Section 1 ^ ))) 09
Questions 1 -7 You will hear a telephone conversation between a hotel receptionist and a caller making a reservation. Complete the form below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
Silver Tu ip Hotel N um ber of nights
12
i
Type o f room : (circle one)
(1) Single / Double - tw in beds / Double - king-sized bed
Nam e
(2)
H om e address
(3) .................................................................... Avenue, Cam bridge
Postcode
(4)
Transport
(5)
M eals
(6)
Date of arrival
(7)
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Unit 1 ^ )))
Questions 8 - 1 0
10
Listen to the next part of the conversation and choose the correct letter, a, b or c. 8
9
The custom er's m obile phone num ber is: a
07976 122577.
b
07961 122577.
c
07961 121597.
The custom er w ould also like to: a
receive tourist inform ation,
b
make a restaurant booking,
c
book tickets for the theatre.
10 He leaves a m essage for: a
M rA la m i.
b
M r El Fassi.
c
M rA laoui.
Exam tip During the exam, listen very carefully and don't presum e the first inform ation you hear is always correct. Som etim es the speaker can change his/her m ind and correct the inform ation given.
Now listen again to check your answers before you look at the answer key.
Progress check How many boxes can you tick? You should work towards being able to tick them all. Did you ... listen closely for num bers that sound similar? check your spellings? check that you have w ritten the correct num ber of w ords in the answers?
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13
Food and cooking *»*****«$*«*
#«« ««#«
*
A IM S :
gr
Language related to: food, cooking methods, numbers, weights, prepositions • Identifying stages in a process • Keeping to word counts • Completing notes, tables and flow charts * • Matching information
*
Part 1: Vocabulary Types of food
m meat 1
dairy products
vegetables
Complete the table by putting the following foods into the correct column. potatoes cheese
bananas butter
meat
cabbage carrots
dairy products
turkey beef
lamb cherries
vegetables
pineapple yoghurt fruit
potatoes
Countable and Uncountable Nouns Some nouns can be countable and uncountable. They often become uncountable when they are prepared for eating, e.g. There are ten chickens in the field. / W ould you like som e chicken ? I bought tw o cauliflowers yesterday. / M y son doesn't like cauliflower.
2
L4
Say whether the following foods are C (countable) or U (uncountable) or C/U (both countable and uncountable). 1
carrot
. f i/ K . . .
6
2
rice
............
7
bread
3
lamb
............
8
egg
4
bean
............
9
pea
5
butter
...........
10
coffee
Get Ready
for IELTS:
Listening книга
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Unit 2 Cooking m ethods Write the correct letter (A-E) next to each method of cooking. i
roast
A
ii
steam
B in hot w ater
iii
fry
C
iv
grill
D in the oven
V
boil
E over boiling w ater
in hot oil
directly over the flam e
W eights and measures
4
Choose from the following list of weights and measures to complete the list of ingredients for making pancakes. weights (solids)
measures (liquids)
gram (g)
m illilitre (ml)
kilogram (kg)
litre (I)
JLuS-
3 0 0 ................. o f s u .g flr o f m ill?.
.lQ,£gj0S..
Exam tip In som e tasks in the IELTS exam, the inform ation that you read in the question w ill be expressed in different w ords in the audio. So you w ill need to listen out for synonym s and paraphrasing. You w ill be able to practise this skill throughout this book.
5
Complete these equivalents. 14 = a quarter 14 = a half (1 ).............. = three quarters i/3 = a third 2/3 = (2 )................................................. i/8 = one eighth s/8 = (3 ).................................................. (4 ).............. = seven eighths
^ )))
11
6
You will hear a list of ingredients. Circle the correct quantity. Then write a different way to express the same quantity.
1
apples
1 kilo / 1/2 kilo
2
sugar
250 g / 2 1 5 g
3
flour
330 g / 130 g
4
butter
120 g / 200 g
5
milk
1 /5
I/ 5 I
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Food and cooking
15
Part 2: Skills development
Exam information I Section two In Section Two of the Listening test you will hear one person talking about a topic of general interest. You may have to complete notes, a table or a flow chart describing a process.
^ ))) 1
12
You will hear a chef giving her students a list of ingredients for a regional dish. Match the ingredients with the quantities. You will not use all the quantities. Before you begin, read through the answer options and think of different ways to express the same quantities.
1 chicken
a 450 g
2
2 rice
3 onions
b 4 kilos
c % kilo
4 tom atoes
d 500 g
5 green peppers
e 2 kilos
f 15 ml
6 cooking oil
g 50 ml
h 14 kilo
You are going to hear an explanation of how to cook pancakes, or crepes.Tick the boxes below for the kind of information you expect to hear. tim e of day
spelling
date
weights
ingredients
instructions
colours
address
Exam tip W hen you have to com plete notes about the stages in a process, for example to com plete a flo w chart, it w ill help you to listen carefully for w ords that indicate the order of the different parts of the procedure, such as first, then, after that and at the end.
^ ))) 3
Listen to the recording and put the photos in the correct order.
13
B
1 6
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Unit 2
Exam tip W hen you are asked to do a com pletion task, you may be told to use w ords from the recording. If this is the case, you may have to o m it unim portant words, like a or the to keep to the w ord count.
4))) 4 14
Now you will hear someone describing how to cook a traditional dessert. Before you listen, read and think about which words might go in the gaps. Then listen and complete the flow chart. Write NO MORE THAN FOUR WORDS for each answer.
^))) 5 15
You will hear a student representative welcoming new students to the university and explaining a little about traditional English meals. First read the notes below. Then listen and complete them. Write NO MORE THAN TWO WORDS OR A NUMBER for each answer.
verw vovu la r d is h : F is h and c.hL"ps: -fried Lia, ( l ) .............................................. - M t P ) ........................................... Popular est>. (3 ) ...............................................
A n o th e r tra d itio n a l meal: s u n d a u 1\ a.m V \ 1^ ) ..................................................... m eat.. w ith (5 ) .........................................................
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Food and cooking
17
Part 3: Exam practice Section 2 4 )))
Questions 1 -4
16
You will hear a talk on nutrition. Complete the notes. Write NO MORE THAN TWO WORDS for each answer. To-plr,: f-teflltky e.atlviOj
..............
• dp.-fisiAA,tlniA, • rf.asoi/vs why pf.oplfi doiA/t
' ......................
• Idp.az -fr>r (D )..........................
H-e.ait.hjj e.ati\A^ ls:
......
• balavLC.f’.d diet __ ( 3 ) ............................................................. ..... .......... ...
_Nntf.: balanced dle.t LmcI.
u n a ls
.................. ............ ............ ................ .
v_______________________ _______ __________________________________ J
Exam tip In some tasks you will be asked to choose several correct answers from a list. Always read the options before you listen to the recording. After listening, you will be able to eliminate the incorrect ones. Make sure you choose the required number of answer options.
^ )))
Questions 5 -7
17
Listen to the next part of the talk. Choose THREE letters a-h. Give three reasons why the speaker thinks so many people have an unhealthy diet. a
It is cheaper to buy packet food,
b
People do not know how to eat healthily,
c
It is cheaper to buy fast food,
d
They prefer fast food,
e
They do not like packet food,
f
It is quicker to buy fast food,
g They have to plan their meals, h 5
18
Schools teach children about a balanced diet.
6 ............
7
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............
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Unit 2 ^ )))
Questions 8 - 1 0
18
Listen to the last part of the recording and complete the table. Write NO MORE THAN ONE WORD for each answer.
Group responsible: (8) ..............................
(9)..............................
( 10) ..............................
L im it a d v e rtis in g fo r u n h e a lth y fo o d
S to p s e llin g u n h e a lth y sn a cks a n d d rin k s
M a k e s u re c h ild re n e a t a b a la n c e d d ie t
E d u c a te th e p u b lic a b o u t a h e a lth y d ie t
P ro v id e c h ild re n w it h fre s h a n d h e a lth y o p tio n s
Progress check How many boxes can you tick? You should work towards being able to tick them all. Did you ... practise listening to different accents? read through all the questions before you listened to the recording and think about w ords you expected to hear? think about w ords to describe different stages in a process (first, second, then, n e x t ...) w hen you have to com plete a flo w chart? make sure you used the correct num ber of w ords in your answers?
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Food and cooking
19
A IM S :
Language related to: presentations and academic subjects • Identifying future plans and stages in a presentation • Keeping to word count • Completing sentences and tables • Labelling diagrams • Multiple-choice questions
Part 1: Vocabulary Presentations
Introduction During this presentation, I will explain: • Progress has been made for many services Project background • Disparities reduced but still persist
Literature review Experiments & Methods
• Target setting for Healthy People 2010
Results Conclusions Future Work
To -jsa its ieo'rtav. f.'s’ save’fc o-'eser.iat3" usfig Sa/eas. •The’* typein a newo n e
Sa youneed a'K>!''er ouVei -CSicX0,1 K)M*f r-.onu a •Clis*or. SWo ’
1
The pictures above show four different stages in organizing a slide presentation. Match the stages below with each image. a first slide b planning the slides c diagram slide
d
20
final slide
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Unit 3
4 ») 2 19
«») 3 20
Listen to these words and underline the part that is stressed in each one. The first one has been done for you.
1
introduce
introduction
2
presentation
present (v)
3
suggest
suggestion
4
project (v)
project (n)
5
inform
inform ation
6
explain
explanation
present (n)
projector
Now listen to this short conversation and underline the word you hear in each pair. You will hear them in the same order. introduce / introduction suggest / suggestion present (v) /p re s e n t (n) p roje ct (v) /p ro je c t (n) inform / inform ation explain / explanation
Vocabulary groups It is useful to sort words into vocabulary groups when they refer to the sam e kind of information, e.g. fem ale - wom an - lady - m other. Write the words that have a similar meaning in the boxes below. plan Chinese dangers
;
image cons pros
badpoints chart painting
graph Italian
French
benefits good points
Arabic table photograph
diagram:
picture:
language:
;
advantages:
;
disadvantages:
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Presentations
21
Part 2: Skills development Exam information I Section three In Section Three of the Listening test you w ill hear a group of people talking about a topic related to education or training. You w ill be asked to do different tasks in this section, and some of these w ill require you to identify the ideas and opinions of the individual speakers.
Exam tip In this type of question, w here there are several speakers, it is useful to identify them as early as possible. Listen carefully and w rite their names on the exam paper, leaving enough room to make a note of any opinions too.
^ ))) 1
21
You will hear a group of students talking about a project they are planning to present. Choose the correct letter, a, b or c. i
ii
Italian painting is a
the subject
b
the topic
c
course
Who originally wants to discuss one painter?
a
Edward
b
Farouk
c
Mandy
Hi M andy suggests
iv
a
Michelangelo and Botticelli,
b
Michelangelo.
c
Michelangelo and Leonardo da Vinci.
Beth suggests Botticelli because a
everyone else w ill choose him.
b
his style of painting is different,
c
he's a great artist.
Exam tip W ith multiple-choice questions, rem em ber to read all the options before you choose the answer. Some of the answers may look similar and you should check the details before you decide.
22
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Unit 3 ^ ))) 2
22
Now you will hear the students planning the slides they are going to prepare for their group presentation. Complete the notes below. Write NO MORE THAN TWO WORDS OR A NUMBER for each answer. MLckelaw do and Botticelli:.(_ )............................ .................... .......................................... ...............
/'TctwJ, ‘ '/-ire
........ ....... .................................
. .... -.......... -_____ __
_______ _________ ___________-_____ _________ _____ ___________ _____ ________
2-sHdes each MLchdaiAQdc-ayid B&ttiadLL.........
Z.siLdes: H-aw MLchdaiAalt priae
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supermarket market
Goods
Review 3 4
*» ) 19
5
Listen and answer with as many words as you feel are necessary. Then look at the corresponding audio script on page 1 0 9 and reduce your answers to two words. Underline the words you choose. Check them in the answer key.
1
W ho did the speaker think w ould spend m ost on electronic equipm ent?
2
W hat do young men spend m ore o n ? .................................................
3
W hat are people betw een 30 and 55 buying their household equipm ent for?
Read these instructions and underline the key words. 1
You are going to hear tw o people talking about w here they are going on holiday. Listen and com plete the sentences. W rite NO MORE THAN TWO WORDS AND/OR A NUMBER.
2
Listen to this recording of a student asking about how to join a club. Com plete the form . W rite NO M O R ETH AN TW O WORDS in each space.
3
Listen to the recording of tw o students talking about their hobbies. Com plete the notes. W rite NO M ORETHAN THREE WORDS AND/OR A NUMBER.
4
You are going to hear a wom an talking to a friend about her weekend. Listen and match the wom an's opinion w ith the different activities.
5
You are going to hear tw o people discussing their favourite film . Listen and choose the correct answ er from the list (A-C).
6
What kind of information would you expect to hear in the recordings in exercise 5? Complete the table with words from the following groups. You can use each word more than once. The first one has been done for you. com parisons stories ages seasons addresses m onths tim es dates countries
1
2
prices w eather names phone num bers activities days transport types of film cities hotels hobbies actors sports
3
4
\
5
dates prices weather seasons times months activities transport countries cities hotels
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Review 3
67
A IM S :
Language related to: time management and studying, deadlines, coursework, projects • Paraphrasing and synonyms • Using grammatical clues to complete sentences • Capital letters • Completing notes and sentences • Labelling diagrams
Part 1: Vocabulary
In this unit we will look at work-life balance. This is the way we use and manage our time, when we are working or studying. Which of the words below do you relate with the photos? There are more words than pictures. career
relaxation
1
stress
factory
2 .............................
employer
3 .............................
deadline
4
Words th a t have similar meanings Circle the words in each list that do not have a similar meaning to the others. 1
career
job
hobby
profession
occupation
2
relaxation
leisure
rest
holidays
work
3
stress
worry
difficulty
pressure
com fort
4
factory
beach
office
shop
workshop
5
employer
boss
owner
worker
manager
6
deadline
limit
goal
target
start
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study
Unit 10 Noun or verb? 3
Some of the words in exercise 2 are nouns and some are nouns and verbs. Copy and complete the table with the words from lists A, B and C. Use a dictionary to check your answers. Noun
Noun and verb
career
4
Although the words in exercise 3 have similar meanings, they are not exactly the same. Complete the following sentences with the best word from the table.
1
M argaret decided to apply for a n e w ..............................to earn m ore money.
2
The college gave the teachers lo n g e r.............................so they could spend m ore tim e w ith their families.
3
W hen they are studying for exams, s tu d e n ts ..............................that they w ill not be able to rem em ber all the im portant facts.
4
The college organized a day off for t h e ..............................staff.
5
T h e ..............................of the factory invested in a new building for storing supplies.
6
Students are expected to m eet t h e ..............................for handing in their work.
Spelling
O u t/ Capital letters are part of spelling. You w ill lose marks in the exam if you do not use capital letters correctly. You should use capitals for:
5
•
the names of countries, to w n s and cities
•
the names of nationalities, religions and languages
•
m onths and days of the w eek
•
the names of institutions and organizations
Write the following sentences with the correct punctuation in your notebook. 1
new york is not the Capital of the united states of America.
2
in the uk, children w ho are born in july usually start school in September, just after they are five
3
oxford university is one of the m ost famous in the World.
4
in som e countries, m ost companies close on sundays, but in
others they
close on
fridays or saturdays 5
the official language of greece is greek
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Work-life balance
69
Part 2: Skills development
Exam information I Sentence completion In this type of task, you w ill have to com plete sentences w ith words you hear on the recording. Your answers m ust be grammatically correct and you m ust keep to the word count. Look for clues to the answers in the sentences you have to complete. For example, if the word before the gap is an, you should listen carefully for words beginning w ith a vowel (a, e, i, o, u).
The final s W hile you are listening to the recording, rem em ber to listen for the final s in verbs, possessives and plural nouns.
^ ))) 3. 20
•
Make sure that the subject of the sentence (a noun) matches the verb. For example, in the present simple tense, singular nouns (e.g. the names of people, places, groups, objects) m ust be followed by a verb w ith a final s.
•
Also rem em ber that the final s in a plural word may be pronounced together w ith first part of the next word, and be difficult to hear. So you w ill also need to listen closely to the endings of the verbs.
•
The final s is also used at the end of a word to show that som ething belongs to someone. For example: M y sister's children stay w ith me during the holidays, (one sister) M y sisters! children stay w ith me during the holidays, (more than one sister)
Listen to the recording and look at the answers to thissentence answer is correct?
completion question. Which
T h e ir............................. at the beginning of July. /
Their holiday starts_at the beginning o f July,
ii
Their holidays start at the beginning o f July,
(singular) (plural)
We know (i) is singular because the verb 's ta rts ' ends w ith an 's'a nd w e know (ii) is plural because the verb ‘s ta rt doesn't end w ith an 's'.
70
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Unit 10
4))) 2 21
Now you will hear a lecturer giving some students advice on how to balance their studies and their free time. Select the correct completed sentences. /
a
So you'll have to do a lo t m ore things for yourself, like buying your own food, washing your clothes and managing your ow n m oney
b
So you'll have to do lots m ore things for yourself, like buying your ow n food, washing your clothes and managing your ow n m oney
a A t university you w o n 't have as many hours o f class.
ii
b A t university you w o n 't have as many hours o f classes. Hi
a Actually, your university m ight even have a system for alerting you w hen your lecture is. b
iv
on your mobile
Actually, your university m ight even have a system for alerting you on your mobile w hen your lectures are.
a One thing I w ill say, though, is that at the end of the year,after your exam,
you can
really relax. b
One thing I w ill say, though, is that at the end of the year, after your exams, you can really relax.
Exam tip If you don't know the meaning of a word, don't worry. Focus on the w ords around it. They w ill give you an idea of the topic and the situation and w ill help you decide w h e th e r it is a key word. If it is im portant, try to guess the meaning from the situation. If it isn't, don't w aste any tim e.
*») 3 22
You are going to hear a recording of a new employee describing the problems she has with time management. Listen and complete the sentences with words from the text. Write no more than THREE WORDS or a NUMBER.
1 2
In her previous job, the speaker worked fr o m .................. to In her new job, em ployees are allowed to ..................................... the office betw een 8.00 and 10.00 in the morning.
3
If the em ployees..................................... a lunch break they can go home between 3.00 and 5.00 pm.
4
..................................... she goes to the gym in the morning.
5
The c h ild re n ..................................... of school at 4.00.
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Work-life balance
71
Exam tip In this type of question, the inform ation on the recording w ill be given in the same order as it is presented on the diagram, but may not be in the same words. Before you listen, read the answers and think about other words or expressions you m ight hear on the recording.
4
You will hear a market researcher describing how he plans a project. Before you listen, look at the possible labels for the diagram (A-G) and choose alternative expressions from the list (1 -7 ).
Labels
Alternative expressions
A deadline
1
part
B tasks
2
step in a process
C finishing line
3
final date for completion
D section
4
end of a race
E start date
5
im portant achievements
F
6
beginning
7
activities
m ilestones
G phase fe
Now listen to the market researcher describing how he plans a project. Label the diagram below. Choose FIVE answers from the box and write the correct letters A-G next to the questions.
A
Deadline
B Tasks C Finishing line D Section E Start date F
M ilestones
G Completion of phase 1 ( 1 ) ...........
( 2 ) .............
( 3 ) .............
Team m e e tin g
23/01
15/02
18/03
2 5 /0 4
3 0 /0 6
D ra ft q u e s tio n n a ire C h e ck q u e s tio n n a ire C o m p le te s u rv e y E n te r data on d a ta b a se P hase 1 W rite re p o rt
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( 4 ) .............
( 5 ) .............
15/08
15/09
Unit 10
Part 3: Exam practice 4 ))) 24
Questions 1 - 5 You will hear a human resource manager talking about her company’s work-life balance policy. Complete the sentences. Write NO MORE THAN TWO WORDS OR A NUMBER.
4))) 25
1
The company is concerned about the physical.....................................health of the workers.
2
It aims to give em ployees a chance to create a balance betw een their w ork and lives.
3
Some parents need to w o rk .....................................hours so they can look after their children.
4
A lot of parents w ork part tim e and others w o r k ......................................
5
W om en w h o have had a baby can ta k e .....................................off w ork before they com e back to the office.
Questions 6 - 8 Listen to the next part of the recording and label the pie chart. Write NO MORE THAN THREE WORDS OR A NUMBER.
H))) 26
Questions 9 - 1 0 Listen to the last part of the recording and complete the notes. Write NO MORE THAN THREE WORDS OR A NUMBER. Sally has (9 )....................
Leaves them at nursery before 8.00 a.m.
Collects them from (10)
................... house in the afternoon. Finishes
her w ork at home.
Progress check How many boxes can you tick? You should work towards being able to tick them all. Did you ... listen for the final s in verbs, plural nouns and possessives? check that your answers w ere gram m atically accurate? use capital letters correctly?
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Work-life balance
73
A IM S :
Language related to: cultures across the world, language, food, dress, housing • Recognizing contrasts • Identifying categories • Collocations with make • Matching sentences • Short-answer questions • Multiple-choice questions
Part 1: Vocabulary Cultures across the world
1
2
Use the pictures above and the clues to complete the word puzzle.
Across:
Down:
3 This little girl is wearing her costume.
1 This is an example o f........ writing.
4 In villages in Africa and South America, many people live in ..............................like these.
2 This is the national dish of
Complete the word maps on the opposite page with words from the box below. scarf
74
vegetarian
spicy
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block of flats
alphabet
Unit 11 (2)
( 1)
Speaking
Writing
Communication
Listening for key words ^ )))
3
27
H)))
You will hear four conversations between students discussing their projects on world cultures. Circle the topic of each conversation from the key words in the word m ap.
A
language, dress, housing, diet C
clothes, festivals, homes, com m unication
B
costum e, housing, culture, literature D
com m unication, food, costum e, art
4
Listen again and write, in your notebook, any words from the word maps that are mentioned.
5
The verbs m ake, have and do are often confused. Circle the correct verb.
27
1
Every year in April w e {m a ke/ have/ do) a W ater Festival.
2
Recently, our country has {m ade/ h a d / done) progress in improving education.
3
In som e places tourism has (m a d e / h a d / done) a lot of damage to the environm ent.
4
Global w arm ing has (made / h a d / done) a negative effect on many rare animals.
5
In the spring, w e (m a ke /h a ve / do) a lot of w ork in the garden.
6
W hen people get married, they (make / have / do) a big party to celebrate.
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Comparing cultures
75
Part 2: Skills development Listening for comparisons and contrasts Compare means to look at things to see how they are similar and how they are different. Contrast means to look at things to see how they are different. ^ ))) 28
1
You will hear a conversation between a tutor and a student about a project on how much people talk in public in different countries. Underline the comparing and contrasting words that you hear in the conversation. the same as different from more [adjective] than like in comparison w ith [a d je ctive ].......er than
much more [adjective]
We often use other words with comparisons to emphazise or limit any similarity. For example:The pronunciation of Spanish in South America is not exactly the same as the pronunciation of Spanish in Spain. This means that the pronunciation of Spanish in South America is similar in some wavs to the pronunciation of Spanish in Spain, but not in others.
2
Copy and complete the table with the words in the box. The first one has been done for you. I ve ty
a bit
extremely
incredibly
quite
To emphazise similarity
not
a little
exactly
rather
To limit similarity
verw a
We also use words like and, as well as, too to show that things are similar, for example: Rice is popular in India as well as in China. Rice is popular in India and in China, to o . We use words like but, except, a p a rt from to show that things are different, for example: M ost houses in the UK are made of brick, but blocks of flats are made of concrete. Many homes in the UK are made of brick, except / apart from blocks of flats, which are made of concrete.
Exam Information I Multiple-choice - matching information In this type of question you w ill have to match information in the recording w ith different speakers. You have to choose from several options, but you w ill not hear them in the same order as they appear on the question sheet. Make sure you read all the options before you listen to the recording.
76
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Unit 11
^))) 3 29
You will hear three people discussing eating habits in their home countries. Choose THREE letters (a-g). Listen carefully for the relevant part of the conversation. M atch the country w here they eat this food for lunch. a
potatoes
d noodle soup
b
cereal toast andeggs
e rice and vegetables
c
bread w ith lentils
f a sandwich
1
in the UK
......
2 in India
.............
g chicken
3 inChina
.............
Exam tip In this type of m ultiple-choice question, try turning the first half of the sentence, or sentence stem , into a question. It m ight help you find the right answer.
4
^))) 5
Turn these sentence stems into questions. 1
In traditional Indian fam ilies the bride and groom m eet for the first tim e a t ...
2
In India the father of the bride used to ...
3
Recently it has becom e very popular for Indian fam ilies to ...
4
A fter they are married the couple live ...
Listen to two students comparing marriage customs in their countries and choose a, b or c.
30
/
Intraditional Indian families the bride and groom used to m e e t for the first tim e at the a
ii
marriage.
iv
girl's home.
c
boy's home.
In India, the father o f the bride used to give the a bride a gift.
Hi
b
b
groom some money.
c
groom's family agift.
Recently it has becom e popular for Indian families to a
use w ebsites to find marriage partners for their children,
b
ask their children to get married online,
c
send their children abroad to find a partner.
These days, in India, m ore and m ore m arried couples live a
w ith the girl's family,
b
on their own.
c
w ith the groom 's family.
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Comparing cultures
77
Part 3: Exam practice
Exam tip Listen to the introduction to each recording. It w ill give you an idea of w hat the conversation w ill be about. You w ill have tim e at the beginning of the test, and between each recording, to read the questions and think about possible answers.
Section 3 4)))
Questions 1-2
31
You will hear two students discussing a project on international festivals with their tutor. Complete the sentences with the correct answer from the list.
1
The students are planning to study
2
^)))
a
different types of celebration,
b
how the festivals started.
c
people's attitudes to festivals.
The students have already discovered a
the seasons in different countries.
b
how the Carnival is linked to different tim es of the year,
c
similarities between countries that are far away from each other.
Questions 3 -5
32
Now you will hear the next part of the recording. Choose THREE letters (a-g). W hat do the students say about the changes in the Carnival since it started? a
It has turned into a church celebration,
b
It celebrates the end of winter,
c
It is only celebrated in Europe,
d
It is celebrated in many different regions,
e
It takes place during the rainy season,
f
It is not connected w ith the seasons,
g It is celebrated when the weather is very hot.
78
3
w hat
............
4
where
............
5
when
............
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Unit 11 4)))
33
Questions 6-10 Listen to the next part of the recording and answer the questions. Write no more than THREE WORDS OR A NUMBER.
6 W hat else are the students going to research? 7
How many countries do they know of w here festivals involve water?
8 W hat three meanings can w a ter have? 9
W hat do w ater festivals celebrate?
10 H ow are the Carnival and the seasons linked?
Progress check How many boxes can you tick? You should work towards being able to tick them all. Did you ... turn the first half of the sentences into questions? listen for phrases that compare and contrast? listen to the introductions to the recordings?
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Comparing cultures
79
I
A IM S :
Language related to: words about ocean life, natural resources, minerals, exploration, statistics • Predicting answers from context • Identifying key words • Recognizing steps in a process • Understanding statistics • Completing diagrams and flow charts • Completing notes
Part 1: Vocabulary
1
Each picture shows a different way of using the ocean. Copy and complete the table with the following words and phrases. Some can go into more than one column.
oil rig
natural gas
traw ler
mineral resource
underwater turbine
wave power
Picture 1
Picture 2
off-shore drilling
gas pipeline
energy
Picture 3
fish farm
fuel
net
Picture 4
o il r ia Match the phrases with the definitions. 1
off-shore drilling
a
a large structure for drilling for oil from the sea bed
2
wave power
b
a material that is burned to produce power
3
mineral
c
a type of fishing boat
4
fuel
d
a natural material
5
trawler
e
energy generated from the movement of the sea
6
rig
fa
k /a ,tc &
method of extracting oil from the sea bed
D « ,t /
Remember, spelling is im portant in the Listening test. Listen carefully even when you think you know the words. Their spelling may depend on their meaning in the recording.
80
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Unit 12
3
Circle the correct spellings in the following sentences. 1
Oil is a non-renewable sauce / source of power.
2
Fishing boats often spend many m onths at s e e /s e a .
3
The m elting ice-caps have affected / effected the level of the oceans.
4
Are / Our knowledge of the deepest parts of the ocean is increasing.
5
Wave pow er is generated w hen waves b re a k/ brake on the shore.
6
Ocean currants / currents control the w eather across the globe.
Trends and statistics S tatistics are the numbers which record facts (like the number of births and deaths in a year) and words that describe these numbers in relation to the whole group. 113 fishing boats were lost at sea last year. 20% o f the fish population is currently at risk o f disappearing. The m ajority o f our electricity could be generated by wave power. Trends describe pattern s o f change in social behaviour or environmental conditions over a period of time and may tell us how much they have changed. Since 2009, interest in wave p o w e r has increased significantly. There has been a dram atic rise in fish farming over the last ten years During this century there has been an upw ard trend in global temperatures.
4
Do the following graphs show trends or statistics? Match the statements with the charts. 1
The num ber of destructive storm s has increased significantly in the last ten years.
2
There has been a gradual rise in the tem perature across the globe recently.
3
The polar bear population has fallen dramatically since 2010.
4 The frequency of volcanic eruptions has remained stable over the past century.
5
The following expressions are used to describe s ta tistics and trends. Copy and complete the table, and say whether they are nouns, verbs, adjectives or adverbs. The first one has been done for you. rise
average
gradual
increase decrease m inority upward num ber slight
per cent
remain stable tendency
m ore than less than am ount
Statistics
fall
dow nw ard significant
m ajority fraction dramatic
Trends rise
(lA^iA/verb)
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81
Part 2: Skills development
Exam tip When you do not know the meaning of a word, try to guess by listening for: •
the structure of the word: Is it a noun (e.g. ending in: -ion, -ship, -m ent, -er, - ist) or an adjective (e.g., ending in: -able, -ful, -ive) or a verb (past or present tense)?
•
the w ords that come before and after, e.g. an article, an adjective, etc.
•
the context or meaning of the w ords that surround the word.
•
words that sound similar, e.g. horticulture sounds a little like agriculture and m ight make you think about grow ing or farming.
Look at this example. Guess the meaning of the underlined words and write them in your notebook. Then check your answers. The bathysphere allowed scientists to explore deeper areas o f the ocean bed. w e \znowthat 'bfttl'iws-phere' Is a \noun because It has ‘the’ im, front of i t and is followed on a 'verb', w e aan c*uess that it is a -piece ^ e q u b /n e ^ t because it helved scientists tr stud:./ t 'At sea bed and we can guess that It Is 10A/>tr m use bec.aus 'allowed' in the vast tense. 1
New submarine technologies are opening up the sea bed for exploration.
2
Fixed oil rigs can only be built in shallow w ater because they rest on the sea bed.
3
Aquaculture has developed significantly over the last 50 years, and now provides 40% of the world's fish.
4
A historic descent to the ocean floor has revealed the existence of mysterious marine creatures that look like huge prawns.
Now put the underlined into the correct column according to their use in these examples. Noun
Adjective
Verb
¥■
::
Exam information I Labelling diagrams W hen you are asked to label a visual, such as a diagram, map or a set of pictures, or com plete a flo w chart, you may have to select the correct answers from a list of options, or you may have to select w ords from the recording and keep to a specified word limit.
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Unit 12
4))) 3
Listen to the talk about the structure of an offshore oil rig and label the diagram.
34
4))) 4 35
You will hear an engineer talking about using the sea to generate electricity. Complete the values for the capacity in megawatts in the years below (1 -4 ). Then plot the points on the graph and draw the trend line.
1
2008 ........
2
2009 ........
3
2012 ........
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4
2014 .....
Exploring the oceans
83
Part 3: Exam practice
i
Exam information I Labelling diagrams In this type of exercise, you w ill hear the inform ation on the recording in the same order as the numbers on the answer sheet. Before you listen, look at the diagram and notice the position of the numbers. Underline any inform ation you have about the diagram, including the parts that are already labelled.
Section 4 ^ )))
Questions 1 -4 You will hear a recording of a lecture on deep sea exploration. Listen to the first part of the lecture and complete the time line using NO MORE THAN TWO WORDS AND/OR NUMBERS FROM THE RECORDING. Diving Bell invented
1920s
Diving Bell descended to ( 1 ) ........................
Bathyscaphe invented
Trieste Cameron descended to descended to 10,000 metres ( 4 ) ..............................
2012
1934
Questions 5 - 8 Now you will hear the next part of the lecture. Label the diagram of the Deep Sea Challenger. WRITE NO MORE THAN THREE WORDS.
chamber
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(8 )
Unit 12 4 )))
Questions 9 - 1 0
38
Now listen to the final part of the lecture and complete the notes. WRITE NO MORE THAN THREE WORDS OR A NUMBER. Justifications for deep sea research:
_______
•
hdvs to -predict _eartkauakts>
c
-
(±0) •
of.avalLnlcllliu o f ..... t
........... -
..........................................................................
:r.niM.m.frrlnL
......................
I
Progress check How many boxes can you tick? You should work towards being able to tick them all. Did you ... check the spelling of w ords that may be confused? try to guess the meaning of the w ords you did not understand by listening carefully to the w ords that came before and after them ? read the titles and key w ords on the diagrams before you listened?
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Exploring the oceans
85
Review 4 Rewrite these sentences in your notebook, with the correct capital letters and punctuation.
1
is gardening a hobby or a sport
2 several thousand people ran in the london marathon in 2012 south america is a very large continent w ith a variety of climates 4
hindi is the official language of india
5
an australian accent is not the same as a new Zealand one
6 the capital of the united states is not new york, but Washington dc 7
oxford university is one of the best in the world
8 in many large companies employees w ork from monday to friday and some even w ork on saturdays Listen to the recording and underline the word or phrase you hear in each sentence. 1
study / studies
4 class / classes
2
thanks / thank
5 c o u n try / countries
3
languages / language
6 com m unication / com m unications
Underline the correct word to complete the following sentences. 1
W hen w e are learning a new language w e (make / do / have) a lot of mistakes.
2
It is the custom in England to (m ake/ d o / have) a party w hen someone has a birthday.
3
Carefully regulated tourism does not (m ake/ d o / have) the environm ent any harm.
4
W hen people get married they som etim es (m ake/ do / have) a w eek off w ork to go on honeymoon.
5
People may speak the same language, but depending on the country, some words may (m ake/ d o / have) a different pronunciation.
6 The travel agent (made / had/ did) a hotel booking for the tourists. 7
Due to conservation policies, a few rare animals in China (m ake/ d o / have) a good chance of survival.
8 In hot climates many homes (m ake/ have/ do) air-conditioning.
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Review 4 C om plete these sentences w ith the correct form of the com parison.
1
M ost people think that their home country is (beau tiful).............................. any other.
2
It is much (easy).............................. to learn a language that is nearly (same) .............................. your own than one that is completely different.
3
The diet in Europe is much (greasy)................................ the diet in Asia.
4
Experiencing new cultures is much (exciting).............................. staying in one place all your life.
5
The north of India is not nearly (h o t)......................................... the south.
6
Marriage customs in the Middle East are rather (conservative).............................. in Europe.
7
England is not quite (co ld ).............................. Scotland.
Com plete these sentences w ith words fro m the box. You may have to m odify th e ir form . source/sauce affect / effect
se a /s e e currents / currants
desce nt/de cent accept / except
1
.............................. are dried grapes.
2
Sailors spend the m ajority of their working lives a t ..............................
3
The tem perature of the ocean has b e e n .........................................by global warm ing.
4
The UK energy industry is beginning t o .............................. the im portance of wave and tidal pow er
5
.............................. for tw o men, no one has travelled to the ocean bed in the Mariana Trench.
6
Rain is the m a in .............................. of fresh w ater on the planet.
7
The w ater in the ocean flow s in .............................. which carry fish and marine life from one side of the w orld to the other.
8
T h e .............................. from the surface of the ocean to the deepest part takes ju st over an hour.
Copy and com plete the table by p u tting the follow ing w ords into the correct colum ns. marine m ajority gradually hatch descent descend submarine exploration research scientifically mystery mysterious scientist technology significantly reveal revelation shallow explore technological Noun
Adjective
Verb
Adverb
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87
Practice test Section 1 ^ ))) 40
Questions 1 -3 Answer the questions below. Choose the correct letter, a, b or c.
Exam ple: How long does the caller w ant to go away for? a 1
2
3
b
a week
a few weeks
'c
a few days
W here does the caller w ant to stay?
a
in the country
b
in the city
c by the beach
W hat kind of hotel does the caller w ant to stay in?
a
a family hotel
b
a spa
c a farmhouse
Which hotel does the caller choose?
a
Sparkling Springs
c Ocean Waves Resort
b
Farmhouse Getaways
Questions 4 -7 Complete the form below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. Hotel Reservation Form N am e:
B illin g A d d re s s :
( 4 ) ................................................................................................................................... S ta n d m a rc h N o rfo lk NE1 4SP
M o b ile N u m b e r:
( 5 ) ...................................................................................................................................
C heck-in D ate: C h e c k -o u t D ate: P a y m e n t Type: A m o u n t:
88
W illia m French
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Practice test Questions 8 -1 0 Complete the map below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
Section 2 Questions 1 1 -1 3 Answer the questions below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
11 W hich exhibition does the tour guide re co m m e n d ? ............................................................. 12 How long do the guided tours la s t? ............................................................. 13 On which floor do the tours s ta rt? .............................................................
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Practice te s t
Questions 1 4 -1 7 Match the sections of the museum with the age group they are recommended for. Write A-C next to 1 4 -1 7 .
A
young people
B
adults
C children
14 shapes and p a tte rn s ............ 15 the history of flight
............
16 energy
............
17 exploring physics
............
Questions 1 8 -2 0 Complete the flow chart below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
How to buy a ticket for an exhibition:
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Practice test Section 3
Questions 2 1 - 2 3 Complete the notes below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. Focus of s u rv e y :(21)
preferences
Num ber of questions: 20 Inform ation required in first three questions: cost, num ber of rooms and ( 2 2 ) ..............................................................................................
Topic of additional inform ation: (2 3 ).......................................................................... Questions 2 4 - 2 6 Choose THREE letters a -g Which THREE ways does the tutor suggest Monica and Tom can improve their questionnaire? a
make the questions shorter
b
make the questions sim pler
c
increase the num ber of questions
d
ask m ore questions about the students' homes
e
not to ask so many questions
f
ask for more explanations
g
ask m ore questions about cost
24 25 26 Questions 2 7 - 3 0 Complete the diagram below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. Choosing Accommodation Number of roc
( 28 )
Cost
Distance from campus
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Practice te s t
Section 4
Questions 3 1 -3 4 49
Complete the summary of the introduction to a lecture on bird migration below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. Birds migrate for tw o main reasons: to (31)...........................and to breed. W hen they are breeding they need to move to areas w here they can (32)........................... In the spring they migrate from (33)...........................to cooler countries in the north. They spend several m onths there, flying south again in the w inter to (34)...........................
^)))
Questions 3 5 -3 7 Answer the questions below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
3 5 How has global warm ing affected the arrival of spring ?........................... 3 6 W hy have birds started to migrate earlier?.......................... 3 7 W hat happens to the population of birds that breed la te ? ........................... ^ )))
Questions 3 8 -4 0 Choose THREE letters A-F Match each geographical area with a migration pattern.
A
migration to warm countries
B
clockwise migration
C
long distance migration
D
partial migration
E
migration to countries w ith long days
F
circular migration around entire globe
3 8 the tro p ic s ............ 3 9 the Arctic and Antarctic 4 0 North A m e rica ............
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Audio scripts Som e sections of th e audio scripts are underlined. This is to help you by pointing out the relevant inform ation th at corresponds to th e correct answers.
Unit 1
Friends abroad
Track 01 Travel agent:
Good m o rn in g . Hi F liers, can I he lp you ?
Taxi driver:
flig h ts o f th e p a s s e n g e rs I’ m m e e tin g . Taxi driver:
T here are fo r ty p a s s e n g e rs in fir s t c la s s .
3
T here s h o u ld be fifty p e o p le on th e bu s.
4
H er p la n e a rriv e s a t s ix te e n fifte e n .
5
O ur tra in le a ve s a t s e v e n te e n th ir ty .
Track 05
H e llo , M a rg a re t. T h is is Dave. I’ m a t th e a irp o rt and I w a n t to c h e c k th e
Travel agent:
2
Oh, OK, Dave. Go a h e a d .
R estaurant m anager:
I h e lp yo u ? Mr McEwan:
6 .0 0 . The 6 .5 0 fro m th e E m irates, has been delayed. That's flig h t U A E 1 8 8 0 . b u t th e Lisbon flig h t’s already landed a t Term inal 1 6 . Is th a t all o f th e m ? And do you have any new s a b o u t ...
a t 8 p.m . R estaurant m anager:
Yes, sir. And th e n a m e is?
Mr McEwan:
M c E w a n ... M-C-E-W-A-N.
R estaurant m anager:
M-C-E-W-A-N, is th a t rig h t, sir?
Mr McEwan:
Yes, t h a t ’s rig h t.
R estaurant m anager:
T h a t's b o o k e d fo r you sir. Four p e o p le on Friday n ig h t a t 8 o ’c lo c k .
Track 02 Track 06
Ali:
H e llo ?
Sam :
H e llo . Is th a t A li?
Ali:
Yes. W h o ’s c a llin g ?
Sam :
Hi A li. It's m e, S am !
Ali:
Hey, S a m . H ow a re yo u ? W hen a re you
Taxi driver:
W h e re to , m a d a m ?
Passenger:
W e s tb o u rn e G rove, p le a s e .
Taxi driver:
W e s te rb o rn e Grove, in th e c ity c e n tre ?
Passenger:
No. W e s tb o u rn e . n e a r th e p a rk.
a rriv in g ? Sam:
H ello, ye s. I’d like to b o o k a ta b le fo r fo u r on Friday e ve n ing
Right. The S panish flig h t arrived a t 0 4 .5 0 and flig h t 1 5 5 0 from China arrived a t
Good e ve n in g , Fine D ining, can
S orry, I
h a v e n ’t g o t th e p o s tc o d e .
I’ m fin e . Really lo o kin g forw ard to se e in g you. I’ve booked my flig h t fo r W ednesday
Taxi driver: Passenger:
No p ro b le m . H ow do you s p e ll it? W-E-S-T-B-O-U-R-N-E.
m o rn in g , arriving a t 6 .5 0 in th e e v e n in g . Ali:
G re a t! T h a t’s W e d n e sd a y 6 th July. And w h a t a irlin e are you fly in g on?
Sam:
B ritis h A irw a y s , flig h t n u m b e r B A 3 0 2 5
Ali:
B A1325?
Sam:
No. T hree oh tw o five . 3 0 -2 5 .
Ali:
Ah ... OK. And it g e ts in a t 6 .1 5 , rig h t?
Sam :
No. A t 6 .5 0 . Ten to se ve n .
Ali:
R ight. Sorry, th is lin e ’s n o t v e ry good. So y o u ’ll be on flig h t B A 3 0 2 5 on W e d n e sd a y 6 th a rriv in g a t 6 .5 0 p.m .
Sam :
T h a t’s rig h t.
Ali:
Good. W ell, d o n ’t worry. I’ll be th e re to m e e t you a t th e a irp o rt. W e ’re go in g to have a fa n ta s tic tim e . I can sh o w you ...
Track 07 Receptionist:
h e lp you? Sam :
Oh, g o o d m o rn in g . I'd like to b o o k a
Receptionist:
R ight ... a n d w h ic h a irp o rt is th a t?
Sam :
London H eathrow .
Receptionist:
T h a t’s fin e . And w h e n do
ta x i to th e a irp o rt, p le a s e .
Sam :
M y flig h t le a ve s fro m te rm in a l 5 a t 7 .2 0 on W e d n e sd a y 6 th July. N ext w eek.
Receptionist:
W e d n e sd a y 6 th a t 7 .2 0 a .m . So y o u ’ll n eed th e ta xi a t ... 3 . 3 0 . OK. Can I have y o u r na m e p le a s e ?
18, 13, 80, 40, 15
Track 04 The y o u n g e s t p a s s e n g e r is s ittin g in s e a t fo u r te e n .
by the window.
you need
th e ta xi fo r?
Track 03
1
Good m o rn in g . Taxis 4 U . H ow can I
Sam :
S am W illia m s .
Receptionist:
And yo u r a d d re s s ?
Sam :
6 0 , W illo w s id e B ank, A b in g d o n . T h a t’s A-B-l-N-G-D-O-N.
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Audio scripts
Edward:
Ah, yes. Good a fte rn o o n . I’d like to
Receptionist:
C e rta in ly, sir. How m any n ig h ts w ill you
c o n ta c t n u m b e r fo r you?
be sta yin g ?
Yes, o f co u rs e . My m o b ile is 0 7 7 8 9
Edward:
J u s t o ne, p le a se.
612744.
Receptionist:
And w o u ld you like a s in g le o r do u b le
... w e ’ll be p ic k in g you up a t 3 .3 0 .
Edward:
A d o u b le room , p le a s e .
Is th a t OK?
Receptionist:
A d o u b le room . And w o uld you like tw in
Edward:
A king sized bed, p le a s e .
Receptionist:
T h a n k you. And th e p o s tc o d e is?
Sam:
0 X 1 4 3H B.
Receptionist:
0 X 1 4 3H B. And can 1 have a
Sam:
b o o k a room fo r n e xt Friday.
ro om ?
T h a n k you. 0 7 7 8 9 6 1 2 7 4 4 . Now
Receptionist:
b e d s o r a king sized bed?
Yes, th a t’s fin e .
Sam:
Track 08
Receptionist:
Flight attendant:
Let m e se e . Yes, we do have a do u b le
Have you fille d in yo u r la n d in g
room a v a ila b le fo r next Friday. W ould
c a rd ?
you like m e to b o o k it fo r you? Yes, p le a se .
I'm a fra id not. I’ m having a fe w
Edward:
p ro b le m s .
Receptionist:
C ould I have your n a m e , p le a se ?
Flight attendant:
Can I help you a t a ll?
Edward:
Yes, it ’s Edward F ra n cis.
Hua Fang:
Oh, ye s p le a se .
Receptionist:
Is th a t F-R-A-N-C-E-S?
Flight attendant:
W ell, th e firs t q u e s tio n ’s ve ry
Edward:
No. It’s F-R-A-N-C-l-S.
easy. W h a t’s yo u r fa m ily na m e ?
Receptionist:
F-R-A-N-C-l-S?
Hua Fang:
My fa m ily nam e is Liu, L-1- U.
Edward:
Yes. T h a t’s right.
Flight attendant:
And your fir s t na m e ?
Receptionist:
And yo u r h o m e a d d re s s p le a se , sir.
Hua Fang:
W ell, my English nam e is Grace,
Edward:
Yes, it’s 2 3 . C ypress Avenue, C am bridge Is th a t C-Y-P-R-U-S?
Hua Fang:
b ut my C hinese nam e is Hua Fang.
Receptionist:
W hich one should I put here?
Edward:
No. C-Y-P-R-E-S-S. Like th e tre e .
W hich nam e do you have in your
Receptionist:
Oh, I se e . And yo u r p o stc o d e is?
p a s s p o rt?
Edward:
C B3 9NF.
Hua Fang:
Hua Fang. H-U-A and F-A-N-G.
Receptionist:
And i t ’s fo r ju s t one n ig ht?
Flight attendant:
So you s h o u ld p u t th a t one. And
Edward:
Yes, t h a t’s right.
yo u r d a te o f b irth ?
Receptionist:
We can re se rve a p a rk in g sp a ce fo r
Flight attendant:
Hua Fang:
you. Are you c o m in g by car?
S hall I p u t th e day firs t o r th e m o n th ?
Flight attendant:
A ctually, I’ll be ta k in g a taxi fro m th e
Receptionist:
T h a t’s fin e . And one la s t q u e s tio n :
s ta tio n .
S ee w here it says D-D, M-M and Y-Y-Y-Y?
Hua Fang:
Yes. W h a t d o e s th a t m e a n ?
Flight attendant:
It m e a n s d a te , m o n th and year.
Hua Fang:
Edward:
w o u ld you like d in n e r and b re a k fa s t? Edward:
No dinner, th a n k you. B ut I’d like
Receptionist:
J u s t b re a k fa s t. So, to c o n firm . You’re
b re a k fa s t.
Oh OK. So I p u t s e v e n te e n , tw e lv e , n in e te e n n in e ty fo u r.
Flight attendant:
1 7 th D e ce m b e r 1 9 9 4 ?
a rriv in g on Friday 1 6 th A pril and leaving
Hua Fang:
Yes, th a t’s rig h t. And w h a t
on S a tu rd a y 1 7 th . T h a t’s one n ig h t in a
a d d re s s is th is ?
d o u b le room w ith a king sized bed w ith
Flight attendant:
s ta y in g in th e UK. Hua Fang:
b re a k fa s t.
T h a t w o u ld be w h e re you are Edward:
OK. Let m e se e ... 1 3 Park
Flight attendant:
Road. B rig h to n . B-R-l-G-H-T-O-N.
Track 10
And th e p o s tc o d e . B N 4 0 4 G R .
Receptionist:
And c o u ld I have yo u r m o b ile num b er?
Is th e re a n yth in g e ls e you need
Edward:
Yes. It’s 0 7 9 7 6 1 2 2 5 7 7 , Oh no sorry,
Receptionist:
0 7 9 6 1 1 2 1 5 9 7 . T h a n k you. Is th e re
Edward:
Yes, I’ m having d in n e r w ith a frie n d .
h e lp w ith ? Hua Fang:
T h a t’s rig h t. T h a n k you very m uch.
No, th a n k you. I u n d e rs ta n d th e
i t ’s been c h a n g e d ! It’s 0 7 9 6 1 1 2 1 5 9 7 .
o th e r q u e s tio n s . T h a n k you very m uch fo r yo u r help.
a n yth in g e ls e I can help you w ith ? C ould vou re c o m m e n d th e b e s t
Track 09 Receptionist:
re s ta u ra n t n e a r here? S ilve r Tulip H o te l. Good a fte rn o o n . How can I h e lp you?
Get Ready
Receptionist:
T h a t w o u ld be th e W in sto n C hurchill. It ’s a b o u t a m ile fro m here.
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Unit 2 Edward:
P e rfe ct. C o u ld you p le a s e m a ke a
properly. So p le a s e m a ke s u re vou w eigh e v e ry th in g
re s e rv a tio n fo r 7 p .m . and leave a
c a re fu lly. E veryone re a d y? OK.
m e s s a g e w ith th e d e ta ils fo r m y frie n d w h e n he a rriv e s ? Receptionist:
F irs t you p u t th e flour, s a lt a n d s u g a r in a large b ow l. N e x t, you m ix th e egg, m ilk and oil in a n o th e r
C e rta in ly . W h a t is th e g e n tle m a n ’s
b o w l. T hen, s lo w ly add th e liq u id in g re d ie n ts to th e
nam e?
flo u r m ix tu re , m ix in g w ell u n til it h a s a s m o o th , th ic k
Edward:
M r A la o u i. T h a t’s A L A 0 U I.
c o n s is te n c y . M a ke s u re you s tir a ll th e tim e .
Receptionist:
No p ro b le m . We lo o k fo rw a rd to s e e in g
Edward:
OK? N ow w e ’re re a d y to c o o k o u r p a n c a k e s . We
you n e x t w e e k.
s ta r t by h e a tin g th e fry in g pan and g re a s in g it lig h tly
T h a n k you.
w ith a little b u tte r. W hen th e b u tte r’s m e lte d , w e p our a large s p o o n fu l o f th e p a n c a k e m ix in to th e pan and c o o k it u n til th e e d g e s are brow n. A t th a t p o in t, flip th e p a n c a k e o ve r and c o o k fo r a m in u te o r s o longer.
Unit 2
Food and cooking
Finally, p u t th e p a n c a k e on a p la te and c o v e r it up to k e e p w a rm , and m a ke th e n e x t o n e . W hen all vo u r
Track 11
p a n c a k e s a re ready, vou ca n s e rv e th e m u p w ith svru p
H ere are th e in g re d ie n ts fo r o u r s p e c ia l a p p le ca ke . You need 5 0 0 g ra m s , t h a t ’s h a lf a k ilo o f a p p le s , tw o h u n d re d and fifty g ra m s o f s u g a r - t h a t ’s a q u a rte r o f a k ilo - and 3 3 0 g ra m s , o r a th ird o f a k ilo , o f flour. You a ls o need 2 0 0 g ra m s o f b u tte r, t h a t’s a fifth o f a k ilo o f b u tte r. And fin a lly th e m ilk . You n eed a fifth o f a litre o f m ilk or. if vou prefer, t h a t ’s 2 0 0 m illilitr e s .
o r s u g a r and le m o n , o r even fru it. D e lic io u s ! H appy Eating!
Track 14 Good m o rn in g , e v e ry o n e . Today w e ’re g o in g to m a ke A p p le and B la c k b e rry C ru m b le . So, I h o p e y o u ’ve all b o u g h t y o u r in g re d ie n ts . R eady? Now, le t’s g e t s tra ig h t on w ith c o o k in g . F irst, you p eel th e a p p le s , a nd c u t th e m in to s lic e s . OK? D o n ’t fo rg e t to ta k e th e m id d le
Track 12 OK e ve ryo n e , c o u ld you all pay a tte n tio n now ? T om orrow w e 're g o in g to m a ke a p o p u la r C a rib b e a n d is h , urn ... ch ic k e n and rice . R e cip e s v a ry fro m c o u n try to co u n try, b u t fo r th e m o m e n t I'm g o in g to give you th e lis t o f in g re d ie n ts fo r th e b a s ic re c ip e and leave you to add th e fla v o u rs an d s p ic e s to yo u r ow n ta s te . R ight, are you rea dy to w rite th is d o w n ? O K ... F irs t o f a ll, you n eed a ch ic k e n th a t w e ig h s a b o u t 2 k ilo s . T hen, fo r fo u r p e o p le , y o u ’ll ne e d 7 5 0 g ra m s o f u n c o o k e d ric e . OK? For th e s a u c e , you w a n t V2 a k ilo o f o n io n s ... U m m and to m a to e s , y o u ’ll need 4 5 0 g ra m s o f to m a to e s and ... ah ... and w h a t e ls e ? Oh, y e s , and g re e n p e p p e rs you w a n t V* k ilo o f green p e p p e rs a n d , fin a lly, 5 0 m illilitre s o f c o o k in g o il. Have you all g o t th a t? G ood. See you to m o rro w , th e n . D o n 't fo rg e t to b rin g yo u r fa v o u rite s p ic e s .
o u t o f th e a p p le . Now, p u t th e s lic e d a p p le s in a pan and c o o k th e m w ith s o m e o f th e s u g a r. In a b o u t 1 0 m in u te s th e y s h o u ld be n ice a n d s o ft. R ight? Now, m ix th e b la c k b e rrie s and a p p le to g e th e r and p u t th e m in to th e b o tto m o f a b a k in g d is h . T h a t’s fin e ... Now, th e n e x t th in g to do is ru b th e flour, s u g a r and b u tte r to g e th e r w ith y o u r fin g e rs u n til i t ’s in tin y p ie c e s , like b re a d c ru m b s . W hen i t ’s ready, p u t it on th e to p o f th e a p p le s and b a ke it all in th e oven fo r 3 0 m in u te s .
Track 15 H e llo e ve ryo n e . W e lc o m e to th e u n ive rsity. I hope y o u ’re s e ttlin g in and b e g in n in g to fin d y o u r way a ro u n d . I kn o w a lo t o f s tu d e n ts fin d it hard to a d a p t to th e fo o d . So I th o u g h t I’d te ll you a b o u t a c o u p le o f p o p u la r E nglish m e a ls th a t you m ig h t h e a r a b o u t. W ell, actu a lly, you m ig h t’ve h e ard o f th e fir s t o n e a lre a d y ... i t ’s re a lly p o p u la r ... it's fis h and c h ip s . Fish a n d c h ip s
Track 13 Hi, and w e lc o m e to ‘C a m p u s C o o k -in ’ , o u r d a ily TV p ro g ra m m e fo r s tu d e n ts w h o w a n t a b it o f v a rie ty in th e ir m e a ls . Are you b o re d w ith c e re a l fo r b re a k fa s t? W ell, today, w e ’re g o in g to te ll you how to m a ke p a n c a k e s . T hey're c h e a p a n d q u ic k and v e ry e a s y to m a ke . You o n ly need flour, m ilk , sugar, s a lt, oil and an egg. The fu ll re c ip e 's on th e u n iv e rs ity w e b s ite - ju s t fo llo w th e lin k. So, h e re we go ... B e fo re you s ta r t, i t ’s im p o rta n t to have th e e x a c t q u a n titie s , o th e rw is e y o u r p a n c a k e s w o n ’t c o o k
are frie d in d e e p fa t. So i t ’s a c tu a lly v e ry g re a s y and n o t a t a ll h e a lth y . B u t i t ’s s till v e ry p opular, e s p e c ia lly on a Friday n ig h t. T h a t’s w h e n a lo t o f p e o p le g e t th e ir fis h a n d c h ip s fro m th e ‘fis h and c h ip ’ s h o p , a n d ta k e th e m h o m e to e a t. The o th e r tra d itio n a l m e a l, w h ich is d e fin ite ly h e a lth ie r, is S u n d a y lu n c h . In E ngland, S un d a y lu n ch is u s u a lly s o m e kin d o f ro a s t m e a t w ith v e g e ta b le s . T ra d itio n ally, fa m ilie s have th e ir S und ay lu n ch a t h o m e , b u t th e s e days q u ite a lo t o f fa m ilie s have S u n d a y lu n ch in a re s ta u ra n t.
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Audio scripts
95
th a t th e fo o d th e y s e rv e in th e ir c a n te e n s is fre s h and
Track 1 6 G ood a fte rn o o n . M any p e o p le in th e w e s te rn w o rld e a t th e w ro n g fo o d and th e y e a t fa r to o m uch o f it. So th e to p ic o f my le c tu re to d a y is healthy eating. I’ll d iv id e my ta lk in to th re e p a rts ; firs tly , I’ m g o in g to d e fin e w h a t I m e a n by h e a lth y e a tin g . A fte r th a t, I’ll go on to ta lk a b o u t w hy p e o p le d o n ’t e a t p ro p e rly and th e n I’ll fin is h my le c tu re w ith s o m e id e a s fo r im p ro v in g th e
w ell b a la n ce d . And to fin is h , I’ll brie fly m e n tio n tw o o f th e m e a s u re s I th in k th e g o v e rn m e n t s h o u ld ta k e to e n co u ra g e h e a lth y e a tin g . One is to lim it a d v e rtis in g u n h e a lth y fo o d and th e o th e r is to sp e n d m ore m oney on e d u c a tin g th e p u b lic a b o u t th e b e n e fits o f a h ealthy d ie t. In my n e xt le c tu re , I’ll go in to m o re d e ta il a b o u t... [fa d e ]
s itu a tio n . R ig h t ... So w h a t do I m e a n by ‘ h e a lth y e a tin g ’ ? W ell, s o m e p e o p le m ig h t th in k it m e a n s e a tin g a lo t o f m e a t. U m m m ... o f c o u rs e , v e g e ta ria n s w o u ld n ’t a g re e
Unit 3
Presentations
w ith th is . They th in k e a tin g m e a t is v e ry u n h e a lth y . O th e r p e o p le th in k th a t e a tin g a lo t o f c a b b a g e is g o o d fo r yo u , o r a lo t o f s a la d . W ell, n a tu ra lly , c a b b a g e , s a la d and m e a t can a ll be p a rt o f h e a lth y e a tin g . B u t, fo r m e, a h e a lth y e a tin g m e a n s tw o th in g s : o n e is ... e a tin g a b a la n c e d d ie t a n d th e o th e r is ... e a tin g th e rig h t a m o u n t o f fo o d . In my o p in io n , a b a la n c e d d ie t m e a n s e a tin g a v a rie ty o f fo o d s ,
Track 19 1 2 3 4 5 6
in tro d u c tio n
in tro d u c e p re s e n ta tio n
p re s e n t (v)
suggest
s u g g e s tio n
p ro je c t
p ro je c to r
in fo rm
in fo rm a tio n
e xplain
e x p la n a tio n
p re s e n t (n)
in c lu d in g m e a t, v e g e ta b le s , fr u it, c e re a ls a n d d a iry f o o d s . O bviously, th e a m o u n t o f fo o d we s h o u ld e a t is m o re d iffic u lt to d e c id e . It d e p e n d s a lo t on how a c tiv e we a re .
Track 20 Farouk:
So, w h o ’s g o in g to do th e in tro d u c tio n ?
Edward:
W ell, I s u g g e s t you p re s e n t th e firs t p a rt, Farouk. Y ou’ve d o n e a lo t o f w o rk
Track 17
on th is p ro je c t, a fte r a ll.
N ow on to m y n e x t p o in t ... W hy do so m any
Farouk:
p e o p le e a t b a d ly ? W ell, le t’s lo o k fir s t a t h a vin g a
W ell, OK. I’ll s ta rt. B u t y o u ’ve g o t a lo t o f in fo rm a tio n , to o . I th in k you sh o u ld
b a la n c e d d ie t. To have a b a la n c e d d ie t you have to
e xp la in th e next tw o s lid e s .
p la n y o u r m e a ls in a d v a n c e and th e n buy th e rig h t fo o d ... and th e n ta k e tim e to c o o k it p ro p e rly. B u t, th e s e da ys p e o p le a re so b u sy w o rk in g th a t th e y d o n 't have tim e to go s h o p p in g , s o th e y e n d u p b u yin g
Track 21 Beth:
f a s t fo o d a t th e la s t m in u te . A n o th e r re a s o n p e o p le
e x a c tly are we g o in g to ta lk a b o u t?
d o n ’t e a t w e ll n o w a d a ys is th a t i t ’s a c tu a lly c h e a p e r
We know th e c o u rs e is A rt H isto ry
to buy fo o d a lre a d y p re p a re d in a p a c k e t. S o, p e o p le
and th e s u b je c t is Ita lia n p a in tin g , b u t
w ho h a v e n ’t g o t m u ch m oney, w ill buy p a c k e t fo o d
th a t's s till to o big. We have to ch o o se
ra th e r th a n c o o k s o m e th in g fre s h . And a fin a l re a s o n
a p a rtic u la r to p ic . W h a t do you th in k ,
w hy p e o p le d o n ’t e a t h e a lth ily ... and th a t is th a t th e y d o n 't k n o w how t o . In my o p in io n , s c h o o ls d o n ’t do n e a rly e n o u g h to e d u c a te th e ir p u p ils in h e a lth y e a tin g h a b its .
OK, e ve ryo n e . The firs t th in g we have to d e cid e is o u r to p ic . I m ean, w h a t
M andy? Mandv:
I th in k we s h o u ld c o n c e n tra te on a s in g le painter.
Edward:
B ut, on th e o th e r hand, if we d is c u s s m o re th a n one a rtis t, it ’ll be e a s ie r
Track 18
to m a ke c o m p a ris o n s and sh ow th e And now to my th ird and la s t p o in t ... W h a t can we do to so lve th e p ro b le m ? W ell, I th in k it can be solved
d iffe re n c e s betw e e n th e m . Farouk:
by th re e m ain g ro u p s: fa m ilie s , s c h o o ls and th e g o ve rn m e n t. To s ta r t w ith , p a re n ts s h o u ld m ake su re th e ir c h ild re n have a h e a lth y d ie t. S econdly, a lo t o f s c h o o ls have s e lf-s e rv ic e m a c h in e s , w h e re th e ir p u p ils can buy s o ft d rin k s , c ris p s , s w e e ts and c h o c o la te s . I th in k s c h o o ls sh o u ld ch a n g e w h a t th e y s e ll in th e s e m a c h in e s . A n o th e r th in g s c h o o ls can do is m ake sure
Get Ready for IELTS: Listening книга выложена
T h a t's a good idea, Edward. It’ll give us m o re to d is c u s s .
Mandy:
R ight. So th e n e xt th in g is to d ecid e w h ich a rtis ts to lo o k a t. I th in k we s h o u ld d e fin ite ly in clu d e M ic h e la n g e lo . You know he p a in te d th e c e ilin g o f th e S is tin e C hapel in Rom e. H e’s very fa m o u s ... and w h a t a b o u t Leonardo
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d e s ig n a s lid e now fo r th e re s t o f th e
da V in ci. They w ere b o th g re a t p a in te rs . W h a t do you th in k B e th ? Beth:
T h e y’re OK, I s u p p o s e . B u t d o n ’t you
g ro u p to u se ? Beth:
th in k e v e ry o n e e ls e w ill c h o o s e th e m ?
T h is s lid e h a s th e p ro g ra m icon on th e
How a b o u t B o ttic e lli? H is p a in tin g is ve ry d iffe re n t fro m th e o th e r tw o . Farouk: Edward:
title b o x . S h a ll we ke e p it th e re ? Edward:
No, I d o n 't th in k so. It h a s n 't g o t
I a g re e w ith B e th . W hy d o n ’t we have
a n y th in g to do w ith th e p re s e n ta tio n .
M ic h e la n g e lo and B o ttic e lli?
L e t’s ta k e th a t o ff.
I’ m h a p p y w ith th a t. E veryone e ls e OK
Beth:
w ith it?
Fine. And I th in k we s h o u ld ke ep th e b lu e b u lle t p o in ts . They m a tc h th e lig h t b lu e title box. W h a t do you th in k a b o u t
Track 22 Edward:
Yes, le t’s do th a t. L e t’s have a lo o k ...
p u ttin g im a g e s in ea ch s lid e ? R ight, g u ys. L e t’s have a lo o k a t w h a t
Edward:
Oh, a b s o lu te ly . I th in k w e s h o u ld p u t a t
Beth:
G ood. W e ’re a g re e d , th e n . L e t's se n d
w e ’re g o in g to p u t in th e s lid e s . The fir s t s lid e ’s g o in g to be th e in tro d u c tio n ,
le a s t o n e im a g e on ea ch s lid e .
is n 't it? So, I g u e s s it s h o u ld have a
th is s lid e to th e o th e rs , s h a ll w e?
title . H ow a b o u t ‘ M ic h e la n g e lo and Mandy:
B o ttic e lli: a c o m p a ris o n ’ ?
Track 24
Y e a h ... S o w e ’ve g o t th e title . D o n ’t you
Farouk:
th in k we s h o u ld m a ke a lis t o f b u lle t
OK, e v e ry o n e . I’ve p u t a ll o u r s lid e s to g e th e r so we can se e if w e ’re happy
p o in ts fo r ea ch o f th e s lid e s in th e
w ith th e p re s e n ta tio n . I th in k we need
p re s e n ta tio n ?
to c h e c k th a t we all a g ree w ith th e
Farouk:
Oh, ye s ... d e fin ite ly . H ow m a n y s lid e s
o r d e r ... th e r e ’s n o th in g to d e c id e
do we have to do?
a b o u t m y s lid e s , th e in tro d u c tio n and
Edward:
W ell, th e p re s e n ta tio n ’s te n m in u te s
th e c o n c lu s io n . O bviously, o n e o f my
lo n g , s o we s h o u ld p ro b a b ly have a
s lid e s g o e s a t th e b e g in n in g and th e
Mandy:
m a x im u m o f s ix s lid e s ... R e m e m b e r
o th e r o n e a t th e e nd. E d w a rd ’s s lid e ,
th a t B e th ’s a lre a d y g o t tw o s lid e s
c o m p a rin g th e tw o a rtis ts , w ill have to
a b o u t B o ttic e lli.
go a fte r B e th ’s and M a n d y ’s. W h a t we
W ell, w hy d o n ’t we do tw o s lid e s
need to d e c id e is w h ich a r t is t sh o u ld
e a ch ... t h a t ’d be e ig h t, in c lu d in g th e in tro d u c tio n and th e c o n c lu s io n ? Edward:
Farouk:
go firs t. M ic h e la n g e lo o r B o ttic e lli. Mandy:
T h a t s o u n d s fa ir e n o u g h . L e t’s do th a t.
th a n B o ttic e lli, is n ’t he? I m ean
So w h o ’s g o in g to do th e re s t o f th e
e v e ry o n e ’s h e ard o f h im . M aybe he
s lid e s ?
s h o u ld go firs t. W h a t do you th in k , B e th ?
I can s ta r t o ff w ith th e in tro d u c tio n . And th e n . I c o u ld do th e c o n c lu s io n and
Beth:
th e s u m m a ry a t th e e nd. W h a t d o you
firs t.
G re a t. I'd lik e to ta lk a b o u t
Edward:
M ic h e la n g e lo 's p a in tin g s . I’ve don e
th a t? W hen w a s M ic h e la n g e lo b o rn ?
Fine. So I c o u ld do a c o u p le o f s lid e s
Mandy:
In 1 4 7 5 .
s h o w in g how M ic h e la n g e lo and
Edward:
And B o ttic e lli?
B o ttic e lli are s im ila r a n d ho w th e y ’re
Beth:
In 1 4 4 5 .
d iffe re n t.
Edward:
So, le t's p u t B o ttic e lli firs t, and fo llo w w ith M ic h e la n g e lo .
Track 23 Beth:
We w a n t th e p re s e n ta tio n to lo o k as
Track 25
if i t ’s b een m a d e by a te a m , d o n 't w e,
Tutor:
E dw ard? I th in k we s h o u ld have a one Edward:
OK, so is n ’t it s e n s ib le to p u t th e a r tis t w ho w a s born e a rlie r firs t? W ho w as
q u ite a lo t o f re a d in g a b o u t th e m . Edward:
U m m ... I’ m n o t s u re th a t ju s t b e in g fa m o u s is a goo d re a s o n to p u t him
th in k ? Mandy:
W ell, M ic h e la n g e lo is m o re fa m o u s
G ood m o rn in g e ve ryo n e . So, y o u ’re g o in g to te ll m e a b o u t yo u r
d e s ig n fo r all th e s lid e s . Do you a g re e ?
p re s e n ta tio n . F irs t o f a ll, w h a t’s your
Oh, yes, o f c o u rs e . We d o n ’t w a n t a
to p ic ? Did you say you w e re g o in g to
d iffe re n t c o lo u r fo r e a ch s lid e . S h a ll we
ta lk a b o u t th e u s e s o f m o b ile p h o n e s ?
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Audio scripts
Laila:
s u g g e s tio n s fo r s ta yin g away fro m each
Err ... N o t exactly. W e’re a c tu a lly g o in g
o f th e s e d a n g e rs u n d e r s e p a ra te title s .
to e xp la in th e d a n g e rs o f u s in g m o b ile p h o n e s. Tutor:
A h h h ... O K ... th a t s o u n d s in te re s tin g . W h a t are you going to d is c u s s e xactly?
Anne-Marie:
Track 27 Tutor:
Have you g o t any o th e r q u e s tio n s ?
W ell, w e ’ve planned to d ivid e th e
Harry:
p re s e n ta tio n into th re e s e c tio n s . W e ’ll have an in tro d u c tio n , e x p la in in g why
Tutor:
Yes. B ut te n m in u te s in to ta l, in clu d in g
we th in k i t ’s im p o rta n t to u n d e rs ta n d
th re e m in u te s fo r q u e s tio n s . So y o u ’ll
th e d a n g e rs o f m o b ile s . Then on th e
only ta lk fo r seven m in u te s .
se co n d s lid e , w e ’ll have a lis t o f th e
Anne-Marie:
T h a t’s only tw o m in u te s e ach! We w o n ’t
d iffe re n t ty p e s o f d a n g e r and th e n on th e la s t s lid e w e ’re g o in g to s u g g e s t
Harry:
Tutor:
be a b le to say m uch in th a t tim e , a t all! Tutor:
T h a t’s why you have to plan w h a t y o u ’re
ways o f staying o u t o f d a n g e r w hen you
g o in g to say c a re fu lly and m ake sure
use a m o b ile .
you only in clu d e th e m o s t im p o rta n t
Yes, we w a n t to s ta r t by te llin g th e
in fo rm a tio n . For in s ta n c e , you w o n ’t
a u d ie n c e th a t u s in g a m o b ile phone
have tim e to give e x a m p le s. B ut you
can be d a n g e ro u s and th e n go in to
c o u ld p u t so m e im a g e s on your s lid e s
m ore d e ta il in th e n e xt p a rt.
th a t sh o w e xa m p le s , w ith o u t sp e n d in g
OK ... b u t b e fore you ta lk a b o u t th e
tim e ta lk in g a b o u t th e m .
d a n g e rs o f m o b ile p h o n e s , I th in k you
Laila:
Hey, th a t’s a good idea. And th e audience
Tutor:
And a n o th e r th in g ... m ake su re all th e
sh o u ld m e n tio n th e a d v a n ta g e s . You
can look a t th e m w hile we talk.
c o u ld p u t th a t in yo u r in tro d u c tio n . It Harry:
U m m m .... yes. The p re sen tation
should be fo r 1 0 m in u te s, is th a t right?
b a la n c e s up th e a rg u m e n t a bit.
s lid e s have th e s a m e style . You sh o u ld
O h .... ye s, I see w h a t you m e a n .
g e t to g e th e r and agree on one style fo r
R ig h t... W e ’ll do th a t.
th e w h o le p re s e n ta tio n . Harry:
OK, w e ’ll do th a t to o . T h a n ks a lo t fo r
Track 26
y o u r help.
Tutor:
So, s h a ll we have a lo o k a t your
Anne-Marie:
I’ve g o t it here on a m e m o ry s tic k .
p re s e n ta tio n ? Did you b rin g it w ith you? Can
we sh o w you on yo u r c o m p u te r? Tutor:
Review 1
Yes, th a t’s fin e . L e t’s have a look. M m m ... Right, as you say, y o u ’re g o in g
Track 28
to add th e a d va n ta g e s o f u s in g m o b ile
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
p h o n e s to th e fir s t s lid e . G ood. W h o ’s g o in g to e xp la in th e se co n d s lid e w ith all th e d a n g e rs ? Laila:
T h a t’s m e. Do you th in k I’ve g o t enough
Tutor:
Yes. I th in k th e re ’s p lenty o f in fo rm a tio n ,
d e ta il? b u t I th in k it ’s all a b it m ixed up a t th e m o m e n t. I m ean, you've g o t dangers like g e ttin g h e a d a ch e s in th e sam e lis t a s having c a r a c c id e n ts and being
Track 29 1
The firs t th in g we have to d e cid e is o u r to p ic .
2
So. th a t's fixed th e n .
3
I th in k we sh o u ld keep th e b lu e
4
I’ve p u t a ll o u r s lid e s to g e th e r.
5
So, le t’s p u t B o ttic e lli fir s t , and
b u lle t p o in ts . fo llo w w ith
M ic h e la n g e lo . 6
M ake su re a il th e s lid e s have th e sam e s ty le .
robbed in th e s tre e t. They’re all d iffe re n t ty p e s o f danger, a re n ’t th e y? I th in k you sh o u ld divide th e m in to groups. Maybe under s e p a ra te title s , like H ealth.
Unit 4
W ork
A ccid e n ts and Security. Laila:
Oh, rig h t. Yes, th a n k you. T h a t’ll m ake it m uch c le a re r to th e a u d ie n c e ... M m m ... OK.
Tutor:
Now, in th e th ird s lid e you can p u t your
Get Ready for IELTS: Listening
Track 30 1
Hi. I’ m A dam . I’ m your S tu d e n t U nion re p re s e n ta tiv e and I’ m here to te ll you a b o u t s tu d e n t s o c ie tie s .
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2
G ood m o rn in g e v e ry o n e . For th e la s t tw o w e e k s , w e ’ve been lo o k in g a t e m p lo y m e n t o p p o rtu n itie s in in d u stry, an d in to d a y ’s le c tu re I’ll be ta lk in g a b o u t w o rk in g in a la rg e c o rp o ra tio n .
3
H ello. My n a m e ’s A n n ie and I’ m th e u n iv e rs ity c a re e rs o fficer. Today I’ m g o in g to ta lk a b o u t w o rk in g o u td o o rs .
4
Is e ve ryo n e re a d y? OK? R e m e m b e r la s t w e e k w e d is c u s s e d w o rk in p riv a te in d u s try . W ell, th is w e e k ’s ta lk w ill co ve r e m p lo y m e n t o p p o rtu n itie s in in s titu tio n s o f fu r th e r e d u c a tio n .
5
G ood a fte rn o o n . T h a n k you fo r in v itin g m e to ta lk to you. I’ m A ngus M c D o n a ld . I’ m a p o lic e o ffic e r and my to p ic to d a y is job s a tis fa c tio n .
6
G ood e ve n in g . It’s g ood to s e e s o m any p e o p le here th is co ld n ig h t. OK ... m y le c tu re th is e v e n in g w ill be a b o u t fin d in g a jo b .
Hi. M y n a m e ’s A dam , i ’ m yo u r S tu d e n t U nion d iffe re n t c lu b s you can jo in here a t th e u n ive rsity. H ello . T h a n k you all fo r c o m in g , today. For th e la s t co u p le o f w e e k s , w e 'v e been d is c u s s in g how to g e t a jo b in p riv a te in d u s try , and to d a y ’s le c tu re is a b o u t w o rk in g in a s m a ll co m p a n y .
3
H ello. M y n a m e 's A n n ie and I’ m th e u n iv e rs ity c a re e rs officer. I’ve c o m e in th is e v e n in g to te ll you a b o u t jo b s th a t in vo lve s p e n d in g a lo t o f tim e o u ts id e .
4
in in fo rm a tio n technology. B u t w hen I w as young, even b e fo re I w e n t to university, I w o rke d in th e fa m ily b u s in e s s . So my a m b itio n has always been to earn a living th ro u g h tra d e . A fte r I g ra d u a te d , I w orked fo r my fa th e r fo r a fe w years to g e t so m e exp e rie n ce and th e n I s ta rte d my own sm a ll com pany. F irst I s e t up an o ffice in C hina, and th e n I op e n e d a n o th e r o ffice in C a lifo rn ia . We s e ll c o m p u te r p a rts fro m C hina, b e ca u se I know a lo t o f p e o p le in th e c o m p u te r in d u s try th e re . I d o n ’t have any s a le s m e n , b u t I have a re c e p tio n is t to look a fte r th e office w h ile I’ m o u t on s a le s trip s . I like be in g my own b o ss ... I enjoy be in g a ble to m a ke all th e d e c is io n s m yself. I m ean,
Track 34 M y n a m e ’s K h a lid a h . I’ m a d o c to r in a b u sy h o s p ita l in Lo n d o n . M y jo b is q u ite s tre s s fu l b e c a u s e I w o rk in th e A c c id e n t and E m e rg e n cy u n it. O ur h o s p ita l is th e on ly o n e in th e area w ith an A & E. So, a ll th e u rg e n t c a s e s c o m e to us. M o s tly we se e p e o p le w h o have been in c a r c ra s h e s o r had an a c c id e n t a t h o m e . W hen p eo ple a rrive a t th e u n it, I have to s e e th e m firs t. I e x a m in e th e m to fin d o u t w h a t's w ro n g and m a k e s u re w e give th e m th e rig h t tre a tm e n t. W hen w e ’re s u re th e p a tie n ts a re n ’t in any s e rio u s danger, th e n u rs e s p u t all th e
Good e ve n ing , e ve ryo n e . R ig h t... la s t w e e k we ta lk e d a b o u t w o rk in g in p riv a te e d u c a tio n . W ell, th is , w e e k ’s ta lk w ill c o ve r e m p lo y m e n t in u n iv e rs itie s .
5
S ta te s , I stu d ie d a t a u n ive rsity in C hina. I g ra d u a te d
I'd find it very d iffic u lt to w o rk in a big com pany.
rep. and th is e v e n in g I'm g o in g to ta lk a b o u t th e 2
I’ m Wei Long, b u t my A m erican frie n d s call m e W ill. I’ m a b u s in e s s m a n in C a lifornia. B efore I ca m e to th e United
I se ll m o s t o f my g o o d s to large c o rp o ra tio n s and I th in k
Track 3 1 1
Track 33
in fo rm a tio n in th e ir p e rs o n a l re c o rd s and fin d th e m a bed if th e y 're s ta v in g in h o s p ita l, o r a rra n g e fo r th e m to go h o m e if th e y d o n ’t nee d to stay.
Good a fte rn o o n . T h a n k you fo r in v itin g m e to ta lk to you. I'm A ngu s M c D o n a ld . I’ m a p o lic e o ffic e r and
Track 35
to d a y I’ll be ta lk in g a b o u t jo b fu lfilm e n t. 6
Good e ve n in g . T h a n k you fo r in v itin g m e to ta lk to you. M y to p ic fo r th is e v e n in g w ill be how to fin d e m p lo y m e n t. I h ope y o u ’ll fin d it u s e fu l.
H ello, e v e ry o n e . T h a n k you fo r in v itin g m e to give a ta lk in th is s e rie s o f e m p lo y m e n t le c tu re s . I’ m here th is e v e n in g to te ll you a b o u t my jo b . I’ m g o in g to te ll you w h a t I lik e a b o u t it, w h a t I d o n ’t like a b o u t it and w h a t I h o p e to do in th e fu tu re . OK ... W ell, I’ m a p o lice officer.
Track 32
I've b een in th e p o lic e fo r ju s t o ve r five y e a rs and p a rt M y n a m e ’s A lice and I w o rk on a fa rm in th e s o u th e a s t o f E ngland. M o stly, we g ro w fru it, b u t we a ls o kee p c h ic k e n s , d u c k s a n d d a iry co w s. So, w e have to w o rk o u ts id e q u ite a lo t, even in th e w in te r, w h e n i t ’s co ld an d d a rk . T h a t’s th e w o rs t p a rt o f th e jo b , really. You know , h aving to go o u t in th e rain and s n o w to fe e d th e a n im a ls . B u t th e s u m m e r's to ta lly d iffe re n t. I re a lly en iov b e in g o u td o o r s , h e lp in g th e fr u it p ic k e rs
o f m y jo b is to give ta lk s to s tu d e n ts a b o u t p o lice w o rk. P eople o fte n a s k w hy I jo in e d th e p o lic e . So m aybe I’ll s ta r t th e re . . . I ’ve a lw ays bee n in te re s te d in law and order, s o I w e n t to s tu d y Jaw a t u n ive rsity. B u t ... m m m ... w h e n I g o t th e re I re a lize d th a t I w a s m o re in te re s te d in th e p ra c tic a l s id e o f law th a n th e th e o ry . So, I a p p lie d to w o rk w ith th e p o lic e fo rc e in m y s p a re tim e . T hen, as s o o n a s I g ra d u a te d , I w a s a c c e p te d fo r tr a in in g .
and lo a d in g th e tru c k s . We d e liv e r m o s t o f o u r fr u it to s u p e rm a rk e ts , b u t w e a ls o s u p p ly local s h o p s w ith o u r
Track 36
m ilk , eggs an d c h e e s e . In fa c t, we p ro d u c e s o m uch c h e e s e and fr u it th a t we even s e ll th e m d ire c tly to th e p u b lic in o u r fa rm s h o p .
As you know , o u r jo b is to p ro te c t th e p u b lic fro m c rim in a ls a n d d e fe n d th e law. S o, o b v io u s ly , th e p o lic e
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Audio scripts
fo rc e h a s to w o rk e ve ry day o f th e w e e k, day and
3
n ig h t. T h is m e a n s w e ’re o fte n a t w o rk w hen e ve ryo n e
Kate:
I t ’s a lovely c a m p u s , is n ’t it? The la k e ’s so pretty. W h a t's th a t b u ild in g on th e
e ls e is re la x in g w ith frie n d s and fa m ily , and we c a n ’t
o th e r s id e ?
a lw ays be a ro u n d fo r s p e c ia l o c c a s io n s , like b irth d a y s
Oh, th a t's th e B u s in e s s S chool.
and New Y ear’s Eve. On to p o f th a t we have a lo t o f
Tony:
e xtra w o rk a t w e e k e n d s , e s p e c ia lly w hen th e r e ’s a
Kate:
So, how do you g e t th e re ?
fo o tb a ll m a tc h and th e fa n s are o u t c e le b ra tin g . So
Tony:
You ju s t fo llo w th e fo o tp a th round th e la k e .
o u r w o rk in g h o u rs are one d is a d v a n ta g e o f p o lic e w o rk. A lo t o f th e tim e we have to w o rk w ith th e p u b lic
4
to avoid p ro b le m s , and we g e t s p e c ia l tra in in g fo r
Max:
th a t. B u t we c a n ’t a lw ays p re v e n t tro u b le , s o a n o th e r d is a d v a n ta g e o f th e iob is th e d a n g e r... I m e a n , we
Hi, Suzy. Are you g o in g to th e th e a tre , by any c h a n ce ?
Suzy:
know th a t s o m e o f th e p e o p le we have to a rre s t w ill
W ell, I’ m n o t g o in g th e re . B ut I can te ll you w h e re it is. Look over th e re
a tta c k us.
... th a t's th e th e a tre , iu s t a c ro s s th e g re e n .
Track 37
Max:
N ow fo r th e a d v a n ta g e s ... W ell, one o f th e
5
a d v a n ta g e s is th a t p o lic e w o rk is w e ll-p a id . As I’ve
Kate:
s a id , i t ’s a d iffic u lt jo b , and p o lic e o ffic e rs w o rk hard fo r th e ir pay. B u t th e re a re m any m o re a d v a n ta g e s ...
Oh, OK. T h a n ks a lot. See you later.
E rrr... Tony, I have g o t to go in to th e c ity ce n tre . W here can I g e t th e b u s?
Tony:
W ell, th e n e a re s t b u s s to p is ju s t
fo r e x a m p le s o m e tim e s th e w o rk ’s fu n , e s p e c ia lly
a c ro s s th e road fro m th e S tu d e n t
w hen we have to p ro te c t fa m o u s p e o p le fro m th e ir own
Union b u ild in g .
fa n s ! I’ve m e t q u ite a lo t o f c e le b ritie s in my jo b and I m u s t say I e n jo y s e e in g th e m c lo s e up and fin d in g o u t w h a t th e y ’re re a lly lik e a s p e o p le . B ut, fo r m e th e
6 Kate:
b ig g e s t a d v a n ta g e is th e jo b s a tis fa c tio n . S p e a k in g fo r m yse lf, w o u ld say I g e t th e m o s t jo b s a tis fa c tio n w hen I h e lp s o m e o n e o r s o lv e a p ro b le m in a co m m u n ity .
Hey, Suzy! Can you te ll m e w here th e b a n k is? I w a n t to g e t s o m e ca sh out. I’ve ju s t realized I s till owe you £ 1 0 .
Suzy:
Oh, OK. Go a lo n g to th e end o f th e path u n til you g e t to th e s h o p on th e
And in th e fu tu re , I’d like to tra in to be a d e te c tiv e . I
corner. Turn le ft and th e b a n k ’s rig ht
th in k I’d be g o o d a t th a t.
ne xt door.
Track 39
Unit 5
Tom:
On cam pus services
Hey, S andra, h o w ’s it g o in g? W h a t do you th in k o f th e c a m p u s ?
Sandra:
Track 38
I th in k i t ’s a ll fa n ta s tic . Have you been to th e c o ffe e sh o p in th e library, yet?
Tom:
l
No, I h a ve n ’t. W here is it? It ’s on th e ground flo o r. You know,
Max:
Hey, Tony. W here are you g oing?
Tony:
I’ m ju s t going over to th e S p o rts C entre.
you can have a b re a k w ith o u t a ctu a lly
Max:
Oh re ally? I’ve never been th e re . W here
le aving th e library. It’s rea lly g re a t to
Tony:
Oh, It’s n o t far. Go dow n th e path on
Sandra:
m e e t vo u r frie n d s th e re .
is it? Tom:
th e le ft and th e S p o rts C entre is on th e
m e a n s y o u 'v e g o t so m e w h e re to c h a t
o th e r sid e o f th e w o o d .
w ith o u t u p s e ttin g p e o p le w ho w a n t to study. I c a n ’t c o n c e n tra te w hen o th e r
2 Kate: Suzy: Kate:
U mm ..., e xcuse m e, Suzy. C ould you
p e o p le are ta lk in g . I u su a lly go u p s ta irs
help m e?
to w o rk in th e s ile n t zone, on th e fo u rth
Yes, o f co u rs e . W h a t is it?
flo o r.
I’ve g o t a le ctu re in th e Law S chool
Sandra: Tom:
le c tu re th e a tre is?
I’ m livin g in a hall o f re sid e n ce on cam pus.
Oh yes. T h a t’s easy. The Law le ctu re th e a tre ’s on th e firs t floor.
Oh, do you? Is it d iffic u lt to stu d y at h o m e , th e n ? W here do you live?
next. Could you te ll m e w h e re th e Suzy:
Yeah. T h a t’s an e x c e lle n t id ea. And it
Sandra:
Oh, rig h t. It m u s t be to u g h try in g to s tu d y in your room .
100
Get Ready for IELTS: Listening книга выложена
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Unit 5 Tom:
Yeah ... It’s p re tty noisy, e s p e c ia lly
Lily:
Yeah. We have to b o rro w s o m e b o o k s ,
Chen:
Yes, b u t I m is s e d th e lib ra ry tra in in g .
a t th e w e e k e n d s . Are you liv in g on c a m p u s , to o ? Sandra:
d o n ’t w e?
Yes. I’ m on c a m p u s , b u t th e re are only
Do you th in k you c o u ld s h o w m e how
fo u r p e o p le o u r h o u se . So it te n d s to
to fin d th e b o o k s and how to ta k e th e m
be a b it quieter. It’s a t th e end o f th e fo o tp a th , n o t fa r fro m th e S p o rts C entre. Tom:
Sandra:
o u t? Lily:
S ure, no p ro b le m . S h a ll I te ll you a b o u t
Oh, rig h t. I kn o w w h e re you m e a n . I
th e d iffe re n t p a rts o f th e library, firs t?
play fo o tb a ll on th e p itch n e x t to th e
Chen:
Oh y e s ...T h a n k you v e ry m u ch.
S p o rts C e n tre . I sp e n d q u ite a lo t o f
Lily:
OK, th e n , le t’s lo o k a t th e p lan o f th e
tim e a ro u n d th e re .
library. H ere, you can se e th e m ain
W ell, n e xt tim e y o u ’re in th a t p a rt, le t m e
d o o r in th e n o rth th a t le a d s in to th e
know. You can co m e round fo r co ffe e .
lobby. In th e m id d le o f th e b u ild in g , th e re 's a big o p e n PC z o n e . The lift and
Track 40 Vicky: Pedro:
s ta irs are on th e le ft a s you go in, and H e llo , a re you new ? I h a v e n ’t s e e n you
on th e o th e r s id e o f th e b u ild in g th e re 's
a ro u n d b e fo re .
th e lib ra ry c a fe . T h a t p a rt o f th e lib ra ry
Hi, yeah, yeah ... I ju s t arrived. To te ll
is p re tty s o c ia b le ... It’s a g o o d place
you th e tru th , I'm a b it lo s t. I saw on th e
to s tu d y w ith frie n d s .
u n iv e rs ity w e b s ite th a t th e re are lo ts o f
Chen:
th e d iffe re n t fo o d o u tle ts on c a m p u s. B u t I d o n ’t know w h e re to fin d th e m . Vicky:
Pedro: Vicky:
Pedro:
Lily:
Oh, if you lik e s tu d y in g in a q u ie t p la ce ,
Oh, no p ro b le m . I ca n te ll you all a b o u t
it's b e tte r to go u p s ta irs , to th e s ile n t
th e m . T here re a lly a re lo ts o f p la c e s to
zo n e . As you c o m e o u t o f th e lift, or
e a t on c a m p u s . To s ta r t w ith , th e r e ’s
up th e s ta irs , y o u ’ll s e e a s e c tio n
th e old c o lle g e d in in g ro o m . You can
on y o u r rig h t, fa c in g n o rth , w h ich is
have h o t m e a ls th re e tim e s a day,
c lo s e d o ff. T h a t’s th e s ile n t zo n e . On
th e re . If you w a n t to s ta r t th e day w ith
th e o th e r s id e , fa c in g s o u th , are th e
a h o t b re a k fa s t, t h a t ’s th e p la ce to go.
b o o k s h e lv e s w ith all th e c o o k b o o k s ...
OK. So w h e re a b o u ts is it?
[fa d e ]
I t ’s n e x t to th e th e a tre , ju s t b e tw e e n th e b u s s to p and th e s h o p s . B u t, if
Track 42
y o u ’re m o re in to fa s t fo o d , like b u rg e rs
Chen:
N ow can you s h o w m e how to fin d a b o o k?
... o r ... u m m ...C h in e s e stir-fry, o r
y iy ;
W ell, th e lib ra ry ’s v e ry big, a n d th e b o o k s
frie d c h ic k e n , th e r e ’s a huge fa s t fo o d
on fo o d c o u ld be u n d e r co o ke ry, o r th e y
hall in th e m id d le o f th e c a m p u s .
co u ld be in h isto ry, o r even e n te rta in m e n t.
Is th a t th e big b u ild in g betw e e n th e
So, th e fir s t th in g to do is to lo o k th e b o o k
s tu d e n ts ’ union b u ild in g and th e s h o p s ? Vicky:
up in th e o n lin e c a ta lo g u e .
Yeah ... t h a t ’s rig h t. It’s a g re a t p la ce
Chen:
to m e e t y o u r frie n d s . T h e re ’s a lw ays
|j|y ;
W here do I do th a t? It’s e a s y ... th e re are lo ts o f c o m p u te rs in
m u s ic and p le n ty o f c h a t.
th e lib ra ry fo r th a t.
Pedro:
S o u n d s like m y kind o f p la ce !
Chen:
Vicky:
B u t if you ju s t w a n t a q u ie t p la ce to
L iiy;
Pedro:
I re a lly p re fe r to s tu d y a lo n e . Is th e re an yw h ere in th e lib ra ry I ca n go?
OK, I se e . R ight, you lo o k up th e title firs t. W hen
have a c o ffe e and a p a stry, th e r e ’s
y o u ’ve fo u n d th e b o o k , y o u ’ll s e e it h a s a
a s n a c k b a r bv th e la k e . It h a s wi-fi
class mark n e xt to it. The c la s s m a rk is
an d an in te rn e t c a fe , and ... it h a s a
on e o r tw o le tte rs and a n u m b e r ... M ake
s p e c ta c u la r vie w o ve r th e lake.
a n o te o f th e c la s s m a rk ... th e n lo o k it up
W ell, th a n k you v e ry m u ch . Can I in vite
on th e p lan o f th e library. The plan s h o w s
you ... [fa d e ]
you e x a c tly w h a t s e c tio n o f th e lib ra ry th e b o o k s are a c tu a lly k e p t in .
Track 4 1 Chen:
Excuse m e, Lily. C ould you h elp m e? YouTrack kn o w w e 've g o t an e s s a y to w rite a b o u t e a tin g c u s to m s a c ro s s th e w o rld ?
43
Chen:
T h a n k you v e ry m u ch , Lily. So how do I b o rro w a b o o k?
книга выложена группой vk.com/englishlibrary A u d io s c rin ts
in i
Lily:
T h a t’s s im p le , to o . W hen you go to th e
in a d a n g e ro u s area. One o f th e th in g s you can do to
lib ra ry y o u ’ll have to ta k e your s tu d e n t ID
p ro te c t y o u rs e lf is to keep yo u r p a s s p o rt and m oney
card. W hen w a n t to b o rro w a b o o k, you
in th e s a fe in th e h o te l. You can alw ays go b a ck and
ta k e it d o w n s ta irs to th e scanner. Then,
g e t th e m if you need th e m . A n o th e r th in g you can do
sca n vour ID card fir s t. Then, open th e
is ta k e an old m o b ile w ith you on holiday. T hese new
b o o k and s lid e it u n d e r th e s c a n n e r u n til it
s m a rt p h o n e s are ve ry p o p u la r w ith th ie v e s all over th e
m a k e s a s o u n d ... a s h o rt b e e p . And t h a t ’s
w o rld . It’s s a fe r ju s t to ta k e an old one.
all you have to do ... Oh, sorry, I fo rg o t. At th e end th e s y s te m p rin ts o u t a tic k e t. It’s
Chen:
Track 47
a good idea to keep it fo r a w h ile , ju s t in
H ello, everyone. I’ m J e n n ife r and I w o rk fo r c a m p u s
c a s e you have a p ro b le m w ith yo u r loan.
security. W e lco m e to th is ve ry s h o rt ta lk a b o u t
T h a n ks a gain, Lily. You’ve been really kind ... [fades out]
em e rg e n cy ph o n e n u m b e rs . To s ta r t w ith , you need to know th a t e m e rg e n cy n u m b e rs a re n ’t th e sam e in every co untry. As w e ’re in England a t th e m o m e n t, it ’s im p o rta n t to know th a t th e e m e rg e n cy n u m b e r is 9 9 9 . So y o u ’ll need to re m e m b e r th is . T h ose o f you
Unit 6
Staying safe
w h o ’ve been to th e U nited S ta te s , w ill know th a t th e em e rg e n cy n u m b e r is 9 1 1 . one n u m b e r d iffe re n t. B ut
Track 44
in A u s tra lia , th e e m e rg e n cy n u m b e r is c o m p le te ly
And now fo r s o m e local new s ... W hen th e re c e p tio n is t arrive d a t G oodm ead P rim a ry sch o o l on M onday, she fo u n d th a t s o m e o n e had broken in to th e o ffice and s to le n severa l la p to p s , so sh e ca lle d th e p o lic e . They ca m e to lo o k a t th e c rim e s c e n e s tra ig h t away and a d vise d her to m ake su re she locked up th e o ffice every e ve ning in fu tu re . They a lso s u g g e s te d th a t she
d iffe re n t. It's 0 0 0 . In Germany, th e e m e rg e ncy n u m b e r is th e sa m e as th e re s t o f Europe. T h a t’s 1 1 2 . And in ca se a n yo n e ’s th in k in g o f g o in g on holiday to India th is sum m er, it ’s u se fu l to know th a t th e e m e rg e ncy n u m b e r th e re is 1 0 0 .
Track 48
sh o u ld w atch o u t fo r any s tra n g e rs nearby. Two days
Good m o rn in g . I’ m here to d a y to give you a fe w tip s
later, th e p o lic e c a lle d to say th a t th e y had c a u g h t th e
a b o u t s e c u rity on c a m p u s . W e’re n o t ju s t here to
th ie v e s and a rre s te d th e m . They sa id th e y w o u ld ta k e
p re v e n t c rim e , b u t to m ake su re y o u ’re s a fe tw e n ty fo u r
th e m to c o u rt in th e n e xt fe w days.
h o u rs a day.
Track 45
on c a m p u s is to w a lk h o m e w ith you if you need to
One o f th e s e rv ic e s we provide fo r s tu d e n ts w ho live
W hen th e re c e p tio n is t a rrive d a t G oodm ead P rim ary S chool on M onday, sh e fo u n d th a t s o m e o n e had b ro ken into th e o ffice and s to le n several la p to p s , so
c ro s s th e c a m p u s la te a t n ig h t. I m ean, we all know th e h a lls o f re s id e n c e are q u ite a long way fro m th e library, d o n ’t w e? So, fo r e xa m p le , if y o u ’ve been s tu d yin g in th e lib ra ry 'til la te and y o u ’re n e rv o u s a b o u t going
she c a lle d th e police.
h o m e a lo n e , all you have to do is ring c a m p u s se c u rity
Track 46
on 3 3 3 3 and w e 'll se n d s o m e o n e to m ake sure y o u ’re
Good m orning. Thank you fo r inviting m e to ta lk to you today. I like sp e a kin g to stu d e n ts , esp e cially when th e re ’s a chance o f m aking th e ir lives a b it safer. Just to s ta rt, does anyone know w h a t th e m o s t com m on crim e is? No? Well, th e ft is th e m o s t co m m o n crim e in th e UK. There are various kinds o f th e ft. For instance, robbery, w hen a th ie f ta k e s s o m e th in g away from so m e o n e personally. Like, when yo u ’re w alking in th e s tre e t and so m e o n e grabs your handbag or your m obile and runs away. T h a t’s robbery. A nother fo rm o f th e ft is burglary, w hen a th ie f breaks into your house and ste a ls your property. OK. Now I’d like to go on to ta lk a b o u t s a fe ty on holiday. You p ro b a b ly know th a t w hen y o u ’re on holiday abro a d , y o u ’re in m uch m ore d a n g e r o f b e in g robbed. T his is b e ca u s e you pro b a b ly d o n ’t know th e c o u n try ve ry w ell. For e xa m p le you m ig h t n o t realize th a t y o u ’re
1.02
sa fe . OK? By th e way, a n o th e r im p o rta n t th in g to re m e m b e r is th e c a m p u s e m e rg e ncy num ber. Um m ... we all know th e n a tio n a l e m e rg e ncy n u m b e r in th e UK is 9 9 9 . But w hen y o u ’re on c a m p u s ... and th e re ’s an em ergency, you sh o u ld call 3 3 3 3 . If you call 3 3 3 3 , y o u ’ll g e t through to o u r own s ta ff, rig h t here on ca m p u s . They can react q u ic k ly and g e t to you fa s te r th a n n a tio n a l se rvice s.
Track 49 G ood e ve n ing , e ve ryo n e . I t ’s g re a t to be here to ta lk to you a b o u t s ta y in g s a fe on holiday. B e fore I cam e th is e ve n ing , I did a little re s e a rc h on w h e re s tu d e n ts like to go fo r th e ir h o lid a y s and ca m e up w ith tw o c o n tin e n ts : L atin A m e rica and India. So, m m m ... I’ve been lo o k in g a t th e c rim e fig u re s fo r b o th a re a s , and
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Get Ready for IELTS: Listening
Units 6 -7 I th o u g h t I’d s ta r t by ta lk in g a b it a b o u t th a t. T hen I’ll
re m e m b e r all th e d iffe re n t id e a s and
give you s o m e a d vic e a b o u t how to a vo id b e c o m in g a v ic tim o f c rim e . OK, fir s t o f a ll, le t’s lo o k a t w h a t k in d s o f c rim e are
th e d iffe re n t w rite rs . Carl:
So, h ow do you ke e p up w ith it a ll?
M artha:
W ell, a ctu a lly, I m a ke a n o te o f th e
c o m m itte d m o s t in d iffe re n t c o n tin e n ts ... U m m m , OK,
w rite r’s n a m e and s u m m a riz e th e ir
I’ll s ta r t w ith In d ia . G enerally, India is n ’t th o u g h t o f a s a
id e a s in a n o te b o o k . It’s v e ry old
d a n g e ro u s p la ce fo r in d iv id u a ls , b u t th e re h a s b een an
fa s h io n e d , is n ’t it?
in c re a s e in h a n d b a g th e ft in re c e n t y e a rs ... So keep
Carl:
It is a b it. A ctu a lly, I’ m q u ite th e
an eye on yo u r bag w hen y o u ’re o u t in th e s tre e t. R ight.
o p p o s ite . I’ve d o w n lo a d e d s o m e fre e
N ow le t’s lo o k a t L a tin A m e ric a . M m m m ... O f c o u rs e ,
s o ftw a re fro m th e in te rn e t. It le ts m e
you do re a lize th a t n o t all La tin A m e ric a n c o u n trie s
save all th e a rtic le s and e b o o k s I g e t
are th e s a m e , b u t it is tru e to say th a t g u n s are use d
o n lin e and m a ke n o te s on th e m . I like
in a high p e rc e n ta g e o f c rim e s a c ro s s th e c o n tin e n t.
it b e c a u s e i t ’s c h e a p e r th a n p rin tin g
Lo o kin g a t th e fig u re s , it s e e m s th a t gun c rim e is a
e v e ry th in g . B u t, w h a t d o you do,
s e rio u s p ro b le m th ro u g h o u t.
E n riq u e? Enrique:
Track 50
Oh, I’ m a fra id my n o te -ta kin g syste m is n ’t a s m o d e rn as th a t. And it ’s m uch
I can se e s o m e o f you a re th in k in g th a t it a ll s o u n d s
m ore exp e n sive . I p rin t th e a rtic le s I find
ra th e r d a n g e ro u s . B u t I kn o w lo ts o f p e o p le w h o ’ve
o n lin e , and I ph o to co p y pages o u t o f te x t
been th e re and had a re a lly g re a t tim e . They fo llo w e d
b o o ks. Then I go th ro u g h and h ighlig ht
a d vice fro m th e a u th o ritie s , lik e m a k in g s u re th e y d id n ’t
all th e im p o rta n t in fo rm a tio n w ith a pen.
w e a r e x p e n s iv e je w e lle ry in th e s tre e t. And I’d c e rta in ly
N ot very good fo r th e e n viro n m e n t, I’ m
a d v is e a nyo ne tra v e llin g to La tin A m e rica to do th e
a fra id ... W h a t a b o u t you, Jenny?
s a m e . A n o th e r th in g you s h o u ld be c a re fu l o f, is n o t to
Jenny:
U m m m ... I’ m in th e m id d le , really. I
go to lo n e ly p la c e s a t n ig h t. B u t, o f c o u rs e , t h a t ’s th e
d o n ’t use sp e cia l s o ftw a re , b u t I keep
s a m e anyw here. B u t I m u s t sa y , you do have to be
all th e a rtic le s I read o n lin e in fo ld e rs on
ve ry ca re fu l in s o m e p a rts o f La tin A m e ric a w h e n you
mv PC and m ake n o te s on th e m th e re .
ta k e yo u r m o n e y o u t o f a c a s h m a c h in e . S o m e tim e s , you fin d th a t th ie v e s s ta n d v e ry c lo s e to p e o p le a t ca sh
Track 53
m a c h in e s and ta k e th e ir m o n e y a s it c o m e s o u t.
Chen:
Track 51
Lesley:
Hey, Lesley. Are you re a d y fo r th e e xa m ? Hi, C hen! I h a v e n ’t s e e n you fo r w e e ks,
OK ... So, now, I’ll fin is h by ta lk in g a little b it a b o u t
Am I re a d y? I d o n ’t kn o w ... I’ve
India. I've a c tu a lly b een to India and I d id n 't have any
bee n re v is in g re a lly h ard, b u t I c a n ’t
fe e lin g th a t it w a s d a n g e ro u s a t a ll. F irs t o f a ll, I w e n t
re m e m b e r a n y th in g a t th e m o m e n t. You
on an organized to u r w ith a g ro u p o f p e o p le . T h is is
know , I g e t re a d y fo r e x a m s by p la n n in g
d e fin ite ly th e b e s t way to go b e c a u s e i t ’s so m u ch safer.
a re v is io n tim e ta b le . It h e lp s m e m ake
I m e a n , I d id n ’t go a n yw h ere w ith o u t th e g ro u p , and
s u re I’ve s tu d ie d e v e ry th in g on tim e .
we had a to u r g u id e w h o s p o k e th e lo ca l la n g u a g e and
B u t ju s t b e fo re an e xa m , my m in d g o e s
kn e w th e are a . In fa c t, I re m e m b e r now, s h e w a rn e d us
b la n k!
n o t to go o ff w ith s tra n g e rs , even if th e y s e e m e d n ice
Chen:
Yes, I kn o w w h a t you m e a n . I’ve b ee n try in g o u t a new te c h n iq u e fo r
and frie n d ly. B ut, a g a in , you w o u ld n ’t do th a t a t h o m e
re m e m b e rin g fa c ts and d e ta ils . I heard
e ith e r, w o u ld you?
a b o u t it in a p s y c h o lo g y le c tu re . W h a t you do is p u t to g e th e r p ic tu re s in vo u r m in d o f th e d iffe re n t th in g s vou w a n t to
Unit 7
Studying, exam s and revision
re m e m b e r. It’s u s u a lly b e tte r if you can m a ke th e p ic tu re s funny, like c a rto o n s . Lesley:
I h a d n ’t h e a rd o f th a t. It s o u n d s like fu n . Do you do th a t, to o , In d ira ?
Track 52
Indira:
W ell, I trie d it o n ce , b u t it d id n ’t he lp
Carl:
Hi, M a rth a , h o w ’s th e e s s a y g o in g?
M artha:
Oh, hi C arl. The essay, oh, you know ,
h e a rin g th e m in my h e a d . I c a n 't rea lly
th e r e ’s a lo t o f re a d in g . It’s d iffic u lt to
s tu d y in th e lib ra ry w hen p e o p le are
m e m u ch . I re m e m b e r th in g s by
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ta lk in g , ‘c o s I have to be a b le to h e a r
Mac:
m y s e lf saying th in g s over in my m ind!
y e a r’s le c tu re n o te s firs t. I m e an, th e
It's e a s ie r fo r m e to c o n c e n tra te if I
exam to p ic s m ig h t have cha nged since la s t year. Do you agree, G erry?
s tu d y a t hom e, la te a t n ig h t, w hen it's q u ie te r. W h a t do you do to re m e m b e r
Gerry:
Yeah. I th in k yo u 're right. The le ctu re n o te s w ill te ll us w h a t th e m ain to p ic s
th in g s fo r exa m s, M a rk? Mark:
I th in k it ’s b e tte r to go th ro u g h th is
M m m m ... I go to bed e a rly th e n ig h t
o f th e s u b je c t are. Do you th in k we
b e fo re th e exam and g e t up very early
c o u ld a s k th e tu to rs w h a t th e exam to p ic s m ig h t be?
in th e m o rn in g , like five o ’c lo c k and th e n I read over my n o te s again ju s t
Mac:
I th in k we co u ld a s k and th e y m ig h t te ll
to re fre s h my m em ory. I know a lo t o f
us roughly w h a t to lo o k a t. b u t I d o n 't
le c tu re rs te ll us n o t to do la s t m in u te
th in k th e y ’ll te ll us e x a ctly w h a t th e to p ic s w ill be.
re v is io n , b u t it w o rk s w ell fo r m e. Barbara:
Track 54
I th in k it ’s a good idea to a s k th e m , ju s t to know w h a t to fo c u s on. So w h a t’s
Excuse m e.
next? W hat do you th in k a b o u t reading
Receptionist:
Yes?
all th e b o o ks on th e reading lis t? Gerry?
Student:
Can I ta k e my ph o n e in to th e exam , if I
Student:
Gerry:
idea.
sw itc h it o ff? Receptionist:
Your m o b ile ? No. No m o b ile s are
A hhh ... I d o n 't th in k th a t’s a ve ry good
Barbara:
... we c a n ’t read all th e b ooks.
I th in k y o u ’re right. W h at I th in k we have to do is try to re m e m b e r th e m o s t
a llow ed in th e exam h a ll. You can p u t it in yo u r bag, th o u g h .
im p o rta n t d e ta ils and a rg u m e n ts fro m
Student:
OK, b u t th e n w h a t do I do w ith my bag?
th e m ain w rite rs and be ready to use
Receptionist:
B ags go in th e lo cke rs, dow n th e
th e m in th e exam .
c o rrid o r on th e le ft. There are keys
Mac:
in th e d o o rs . J u s t lo ck th e d o o r and
lo o k a t old exam p a p e rs and se e w h a t
ta k e th e key w ith you. Over here, look,
kind o f q u e s tio n s we m ig h t get.
have a lo o k a t th e p oster. W hen yo u 've
Gerry:
Yes. T h a t’s w here th e old exam s w ill h e lp ... lo o k in g a t th e typ e o f q u e s tio n .
p u t your th in g s away, go to th e m ain d o o r o f th e exam hall and show th e Student:
Yeah. OK. Then th e ne xt th in g to do is
Mac:
Right. So w hen w e ’ve w orke d o u t
s u p e rv is o r your s tu d e n t id e n tity card.
w h ich to p ic s we need to stu d y and
Oh, OK. I se e so, I sh o w my id e n tity
re m e m b e re d th e m ain id e a s, we can
card a t th e d o o r and th e n w hen I g e t
lo o k a t old p a p e rs and w rite a fe w p ra c tic e q u e s tio n s .
in to th e exam h a ll, I need to lo o k fo r my e x a m in a tio n n u m b e r. Is th a t th e
Barbara:
Yes. And t h a t’ll h elp us [fades out]
s a m e n u m b e r as my id e n tity ca rd ? Yes, t h a t’s rig h t ... th e s a m e num ber.
CD 2
Student:
So w here s h o u ld I lo o k fo r it?
Track 01
Receptionist:
Your e x a m in a tio n n u m b e r w ill be on a
Receptionist:
Tutor:
d e sk. Student:
Ahh.. rig h t. Thank you ve ry m uch.
Receptionist:
No p ro b le m . Good luck.
exam te c h n iq u e s . I'm sure everyone has d iffe re n t id e a s a b o u t th e m . So s h a ll we find o u t w h a t you do firs t w hen
Track 55 Mac:
you g e t in to an exam ? Hi guys. Is everyone s e t to s tu d y fo r
Gerry:
th e e xa m s, th e n ? D oes anyone have any h in ts a b o u t how to g e t ready fo r
It s o u n d s funny, b u t s tu d e n ts do a c tu a lly a n s w e r th e w rong exam paper
really. Any id e a s, B arbara?
s o m e tim e s ! So, c h e c k th a t it ’s your
W ell, M ac ... th e re are lo ts o f th in g s
exam , firs t. Then w h a t?
we c o u ld do. I m ean we c o u ld s ta r t
Gerry:
by lo o k in g a t o ld exam p a p e rs , o r we c o u ld go th ro u g h all th e le c tu re n o te s fo r each su b je c t. W h a t do you th in k ?
104
C heck th a t you have th e rig h t exam p a p e r?
Tutor:
th e m ? I’ m n o t su re w here to s ta rt, Barbara:
M o rn in g , eve ryo n e . I th o u g h t w e ’d g e t to g e th e r to d a y and ju s t ta lk a b o u t
W rite vo u r e x a m in a tio n n u m b e r on th e a n s w e r s h e e t?
Tutor:
W ell, it m ig h t so u n d o b vio u s, b u t w ritin g yo u r e x a m in a tio n n u m b e r a t
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Get Ready for IELTS: Listening
U n its th e b e g in n in g o f th e exam ca n be a good id e a . A p a rt fro m m a k in g s u re th e
Track 03 Tutor:
e x a m in e r k n o w s w h o w ro te th e e xa m ,
answ er, b u t i t ’s o n ly w o rth th irty pe r
ca n a n yo n e say w hy? Mac:
It can h e lp you relax.
Tutor:
Yes, t h a t ’s rig h t. D o in g s o m e th in g e a sy
c e n t o f th e m a rk s , you s till lo s e th e o th e r s e v e n ty p e r c e n t on th a t exam . Gerry:
like th a t g iv e s you a c h a n c e to ca lm Read th e q u e s tio n s c a re fu lly ?
Tutor:
W ell, b e fo re you read th e q u e s tio n s ,
tim e to a n s w e r it properly. Tutor:
Read th e in s tru c tio n s .
Tutor:
Yes. You s h o u ld read th e in s tru c tio n s
give us y o u r m a in id e a s , we ca n give you s o m e m a rk s . Barbara:
ne xt. You need to k n o w how m any
long a n sw e r to one o f th e q u e s tio n s and
w h e th e r you have to a n s w e r all th e
d id n 't g e t round to th e o th e r tw o. I d id n ’t
q u e s tio n s , o r o n ly s o m e . W h a t o th e r
u n d e rs ta n d why I g o t such a low m a rk . Mac:
c h e c k b e fo re you s ta rt? Gerry:
H ow m u ch tim e you have?
Tutor:
Yes, G e rry ’s rig h t. You n eed to m a ke
Oh, really! I w ish I’d know n th a t in my la s t exam . I s p e n t all my tim e w ritin g a
q u e s tio n s you have to answ er, and
im p o rta n t in fo rm a tio n do you nee d to
Yes, a b s o lu te ly . We c a n ’t give you m a rk s fo r w ritin g n o th in g . B ut, if you
w h a t s h o u ld you do? Mac:
So, i t ’s b e tte r to w rite o u r m a in id e a s fo r a q u e s tio n even if we d o n ’t have
do w n . R ight, s o w h a t do you d o n e xt? Barbara:
M a c ’s rig h t. If you w rite o n e v e ry goo d
Yeah. T h a t’s w h a t h a p p e n e d to m e. Luckily, my tu to r e x p la in e d it a fte rw a rd s and I ne ve r d id it a g a in.
su re th a t you kn o w how long th e exam is, s o you can m a n a g e y o u r tim e properly.
Unit 8
Track 02
Track 04
Tutor:
OK. W h a t do you do n e xt?
Barbara:
Read th e q u e s tio n s ?
Tutor:
Yes. It's v e ry im p o rta n t to read th e q u e s tio n s . N o t ju s t o n ce , b u t se ve ra l tim e s .
Mac:
I u s u a lly m a ke a fe w n o te s w hen I’ m lo o k in g a t th e q u e s tio n s . S o m e tim e s a q u e s tio n lo o k s e a sy and th e n w hen you s ta r t w ritin g you re a lize th a t i t ’s a c tu a lly m o re d iffic u lt th a n you th o u g h t.
Gerry:
Yeah, b u t you d o n ’t w a n t to s p e n d to o m u ch tim e w ritin g n o te s .
Tutor:
No ... b u t it's a g ood idea to j o t dow n a fe w id e a s to s e e if you can re m e m b e r th e a rg u m e n ts fo r th e to p ic s you
1
I b o u g h t th is s h ir t in a s a le .
2
M v b ro th e r th in k s o n lin e s h o p p in g is m u ch q u ic k e r th a n g o in g to th e s h o p s .
3
The good th in g a b o u t s h o p p in g in a d e p a rtm e n t s to re is th a t you can g e t e v e ry th in g in one p la c e .
4
The Jast tim e I to o k s o m e th in g b a c k to a s h o p , th e c u s to m e r s e rv ic e s m a n a g e r w a s n ’t th e r e .
5
I lo s t m y c re d it card th e o th e r day. I w a s re a lly w o rrie d s o m e o n e e ls e w o u ld u se it.
6
Have you e ve r b o u g h t a tra in tic k e t w ith a s tu d e n t d is c o u n t? It’s so m u ch c h e a p e r.
Track 05 Interviewer:
O nce w e ’ve d e c id e d , is it b e tte r ju s t to s ta r t a t th e b e g in n in g and a n s w e r th e q u e s tio n s a s th e y a p p e a r on th e e x a m ? Or s h o u ld we s ta r t w ith th e e a sy M m m m . W ell, I s ta r t w ith th e q u e s tio n s th a t I kn o w b e tte r. And leave th e o n e s I’ m n o t s u re o f fo r th e e nd.
Mac:
Miriam :
O f c o u rs e . W ell, in a way, it d e p e n d s on w h a t k in d o f s h o p p in g you m e a n . T here are fo u r p e o p le in m y fa m ily b u t o n ly tw o o f us a c tu a lly go s h o p p in g . I th in k w e 're lik e m o s t fa m ilie s , really. I
q u e s tio n s ? Gerry:
C ould you te ll m e s o m e th in g a b o u t w ho d o e s th e s h o p p in g in y o u r fa m ily ?
s tu d ie d m o s t. Barbara:
Shopping and spending
T h a t’s w h a t I do, b u t I s till ke e p an eye on th e c lo c k , e s p e c ia lly , w h e n th e q u e s tio n s are all w o rth th e s a m e num ber o f m a rk s .
m e a n , my m o th e r a lw ays b u ys th e fo o d . S h e ’s v e ry o rg a n iz e d , you know , sh e a lw ays m a k e s a s h o p p in g lis t b e fo re sh e g o e s o u t. S he says i t ’s a good way to save m oney. Anyway, s h e g o e s to th e s u p e rm a rk e t o n ce a w e e k and g e ts e v e ry th in g we ne e d . M y fa th e r and
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105
b ro th e r h a rd ly ever go to th e s h o p s , b u t I love s h o p p in g ! i ’ m th e p e rso n in o u r fa m ily w ho g o e s s h o p p in g th e m o s t. I ju s t love to go to th e s h o p p in g m all w ith my frie n d s . S o m e tim e s , I buy c lo th e s on th e s p u r o f th e m o m e n t, you know, w ith o u t p la n n in g to . B u t q u ite o fte n , w hen I g e t h o m e I d o n ’t re a lly like w h a t I’ve b o u g h t and I have to go b a ck and a s k fo r a re fu n d . I d o n ’t like d o in g th a t very m u ch . I th in k it ’s a b it e m b a rra s s in g .
Track 0 8 Good e ve n ing eve ryo n e . T his e ve n ing , I’ m go ing c o n tin u e la s t w e e k ’s le c tu re by ta lk in g m ore a b o u t how p e o p le sp e n d th e ir money. F irst o f a ll, I’ m going to co m p a re how p e o p le o f d iffe re n t age g ro u p s spend th e ir ca sh . You p ro b a b ly know th a t th e re 's a lo t o f d iffe re n c e be tw e e n w h a t young p e o p le do w ith th e ir money, how fa m ilie s s p e n d th e ir m oney and w h a t m ore m a tu re p e o p le do. S econdly, I w a n t us to th in k a b o u t w h a t we im a g in e m en and w o m e n sp e n d th e ir m oney on. And th e n , I’m g o in g to lo o k a t m a le and fe m a le s p e n d in g p a tte rn s and se e w h e th e r we w ere right. OK ... To s ta r t w ith , le t’s d ivid e th e p o p u la tio n in to
Track 06
th re e s e c tio n s : le t’s say, a h h h , young p e o p le up to th e
Hi. T h is is o u r la s t le c tu re a b o u t b u s in e s s and
age o f 3 0 in th e firs t g ro u p . Then ... um m m ... le t’s put
a d v e rtis in g th is te rm and to d a y I'm g o in g to ta lk a b o u t
fa m ilie s in th e 3 0 to 5 5 year o ld group. So th a t p u ts
s h o p p in g h a b its in d iffe re n t p a rts o f th e w o rld . F irs t
a d u lts over 5 5 in th e m a tu re gro u p . D oes th a t m ake
w e ’ll lo o k a t w ho n o rm a lly d o e s th e s h o p p in g . Yes,
sense?
u m m .... W ell, in th e U n ite d K in g d o m a b o u t 75% o f th e fo o d s h o p p in g is d o n e by w o m e n . B u t th is is n ’t th e c a s e e ve ryw h e re . T h e re are c o u n trie s w h e re up to 60% o f m en do th e g ro c e ry s h o p p in g on th e ir way b a ck fro m w o rk . A nd, h a b its are c h a n g in g ... even in w e s te rn c o u n trie s ... fo r e x a m p le , a re c e n t s u rv e y sh o w e d th a t in th e U n ite d S ta te s n e a rly 50% o f m en s h o p fo r g ro c e rie s .
Track 09 R ight, w ell, I fo u n d th a t th e firs t g ro u p , th a t’s young p e o p le up to th e age o f 3 0 , m o s tly s p e n d th e ir m oney on c lo th e s , m u s ic and e n te rta in m e n t. T h a t’s n o t really ve ry s u rp ris in g , is it? A lth o u g h I m u s t a d m it I th o u g h t th e y m ig h t sp e n d a lo t on c a rs and tra v e llin g a round . So ... th e next g ro u p is w h a t I've c a lle d families, pe o p le in
Now le t’s lo o k a t w here p e o p le s h o p . In fa c t, w here pe o p le sh o p d e p e n d s on w h e th e r th e y live in th e city o r in th e country. As we all know, th e re are m ore s u p e rm a rk e ts in th e c ity and m ore m a rk e ts and sm a ll s h o p s in th e co untry. So as th e p o p u la tio n m oves to th e c ity to fin d w o rk, m o re p eople are s h o p p in g in s u p e rm a rk e ts th a n ever b e fo re ... [fades out]
th e age g ro u p fro m 3 0 to 5 5 . N aturally, as I e xpected , th is g ro u p s p e n d s m o s t o f its m oney on fo o d , to v s and trip s o u t. But, I w a s s u rp ris e d to fin d th a t p e o p le aged b etw een 3 0 and 5 5 sp e n d m o s t o f th e ir m oney on fu rn itu re and k itc h e n e q u ip m e n t. I s u p p o s e i t ’s logical, if you th in k a b o u t it. P eople are u s u a lly im proving th e ir h o m e s a t th a t age and h o u s e h o ld e q u ip m e n t is very e x p e n sive . B u t th e y a ls o s p e n d a lo t o f m oney on
Track 07
e le c tro n ic e q u ip m e n t, like video g a m e s fo r th e c h ild re n .
H ello. Good to se e you all here. T his a fte rn o o n I’ m
Now tu rn in g to th e th ird g ro u p , t h a t’s p e o ple over 5 5
g o in g to ta lk a b o u t a re c e n t survey in to m e n ’s and
... I th o u g h t th e y ’d sp e n d th e ir m oney on g a rd e n in g
w o m e n ’s s h o p p in g h a b its . B efore I s ta rt, I’d like you to
to o ls and e le c tro n ic e q u ip m e n t. B ut I w as w rong again.
lo o k a t th e lis t o f s ta te m e n ts a b o u t m en and w om en
P eople in th e over 5 5 s g ro u p s p e n d m o s t m oney on
and se e w h ich o n e s you w o u ld e x p e c t to be tru e ...
new c a rs and days o ut.
R ight? Firstly, le t's lo o k a t th e idea th a t w o m e n sp e n d a lo t o f m oney on e x p e n s iv e s h o e s. A ctually, th is is n ’t tru e . In fa c t, w om en buy a lo t o f ch e a p s h o e s . M en, on th e o th e r hand, try to save m oney by buying s p e cia l o ffe rs . W h a t is s u rp ris in g a b o u t w o m e n , th o u g h , is th a t th e y like s h o p p in g in e xp e n sive b o u tiq u e s . And, it is n ’t tru e th a t th e y alw ays m ake a s h o p p in g lis t w hen th e y go to th e s u p e rm a rk e t. We a ls o e xp e cte d to fin d th a t m en w o uld go to th e s u p e rm a rk e t a fte r m id n ig h t to g e t th e ir fo o d cheaper, b u t th is w a s n ’t th e ca s e , e ither. Then th e th ird th in g we le a rn t a b o u t w om en is th a t th e y like to sh o p in big d e p a rtm e n t s to r e s , w hich m en d o n ’t like. They like to go s h o p p in g in s p e c ia lis t s h o p s . OK? How m any did you g e t rig h t?
106
Track 10 So, w h a t did we th in k a b o u t how m en and w om en s p e n d th e ir m oney? OK ... W ell, we th o u g h t th a t young w o m e n w o u ld sp e n d a lo t on c lo th e s and s h o e s , and th a t yo u n g m en w o u ld buy m ore e le c tro n ic e q u ip m e n t and c a rs . W ell, w hen we lo o k a t th e fig u re s we can see th a t we w ere rig h t a b o u t th e m en. Young m en spen d tw ic e as m uch as w o m e n on c a rs and c o m p u te rs . B ut ... and th is is in te re s tin g ... we w ere w ro ng a b o u t th e w o m e n . I w as s u rp ris e d to fin d th a t young w om en s p e n d m uch m ore on b e a u ty tre a tm e n ts th a n th e y do on c lo th e s and s h o e s . So w e ’ll have to th in k a b o u t th a t a gain. And th e r e ’s a n o th e r in te re s tin g fa c t a b o u t young
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Get Ready for IELTS: Listening
Unit 9 w o m e n ... It lo o k s a s th o u g h yo u n g w o m e n are m uch m o re c o n c e rn e d a b o u t th e ir d ie t th a n m e n . We fo u n d
Track 13 Martin:
th a t a lth o u g h vo u n g w o m e n d o n ’t sp e n d a s m u ch as m en on e a tin g o u t, th e y do s p e n d a lo t m o re on o rg a n ic
So, Sally, w h a t do you d o in y o u r fre e tim e ?
Sally:
fo o d s th a n young m en.
W ell, a t th e m o m e n t I’ m tra in in g to be a p riv a te p ilo t.
Martin:
No way! R eally? W h a t m a d e you w a n t to do th a t?
Sally:
Unit 9
Hobbies, interests and sports
a p la n e , e ve r s in c e I w a s a little g irl. Martin:
Track 11
W ell, I’ve a lw a ys loved th e idea o f flying
Sally:
A
W ow! Is n ’t it e x p e n s iv e ? E r r ..., ye a h , b u t i t ’s w o rth it ... I t ’s an a m a z in g e x p e rie n c e . B u t w h a t
Karl:
a b o u t you, M a rtin ? W h a t do you do fo r
Hi Trudy. W h a t a re you d o in g th is w e e k e n d ? I'm g o in g s w im m in g , dow n
Trudy:
le is u re ? Martin:
a t th e b e a ch . Oh. rig h t ... I'm g o ing ru n n in g . I’ m
h ockey in my s p a re tim e . I’ m c a p ta in o f
p ra c tis in g fo r th e m a ra th o n n e xt
th e c o lle g e te a m . So a t w e e k e n d s , we tra v e l to g a m e s all o ve r th e s ta te .
m o n th . Do you like ru n n in g , K arl? Karl:
No. N o t m e!
N o th in g n e a rly a s e x c itin g ... I plav ice
Sally:
B u t th a t s o u n d s fu n . Do you e njo y
Martin:
Yeah, I do.
le a d in g th e te a m ? B Hillary:
Karl:
Hey, K arl, do you fe e l like g o in g to th e cin e m a to n ig h t? T h e re 's a re a lly good
Track 14
film on.
Judy:
Hi, S te ve . W h a t a re you d o in g ?
Oh, I'm s o rry Tracey. I’ve a lre a d y g o t
Steve:
W ell, I c o lle c t s ta m p s w ith p ic tu re s o f
tic k e ts to go a c o n c e rt th is e ve n ing .
tro p ic a l b ird s on th e m . So, I’ m lo o k in g fo r m o re o f th o s e .
C Trudy:
W h a t a re you d o in g th is v a c a tio n ,
Judy:
have you g o t s o fa r?
Jo h n ? I’ m tra v e llin g a ro u n d E urope fo r a w h ile b e fo re I go b a c k to A u s tra lia . John:
Steve:
I’ve g o t a 3 2 c e n t s ta m p w ith a p ic tu re o f a cardinal honeyeater on it. It ca m e
Oh, re a lly? I’ m n o t th a t keen on
o u t in 1 9 9 8 .
tra v e llin g , to be h o n e s t. I’ m g o in g to sp e n d m y v a c a tio n g a rd e n in g .
Oh ... th a t's in te re s tin g . W hich o n e s
Judy:
A cardinal honeyeater? Is th a t a b ird ? Can I s e e ?
Steve:
D Trudy:
I'm g o in g cy c lin g on S aturday, H illary.
Judy:
T h a n k s a lo t, b u t I’ve g o t a lo t o f c o o k in g to do fo r th e p a rty in th e
Steve: Judy:
O f c o u rs e I am . W o u ld n ’t m is s it!
The U n ite d S ta te s . M m m m ... and how did you g e t it? Do you kn o w s o m e o n e in th e S ta te s ?
e ve n in g . I h ope y o u ’re s till c o m in g . Trudy:
Oh, ye s. It’s b e a u tifu l ... So w h ich c o u n try is th e s ta m p fro m ?
Do you w a n t to c o m e a lo n g ? Hillary:
Yeah, here ... I t ’s a tro p ic a l b ird.
Steve:
No. It’s n o t like th a t. I buy s ta m p s fro m o th e r c o lle c to rs . Lo o k a t th is o n e ... I
Track 12
b o u g h t it la s t w e e k. It’s a tw e n ty five c e n t s ta m p .
1 fry fry 2
pray pray
3
lead lead
4 b la d e b la d e 5 c o rre c t c o rre c t 6
play play
7 read read 8 fly fly 9
played played
1 0 c o lle c t c o lle c t
Judy:
Oh, b rillia n t! It's g o t a p a rro t on it! W hen w a s it is s u e d ?
Steve:
1967
Judy:
OK ... And w h e re ’s it fro m ?
Steve:
It's fro m B ra z il.
Judy:
C ool!
Track 15 Adm inistrator:
Hi, ca n I h e lp yo u ? Are you in te re s te d in c lim b in g , a t a ll?
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107
Andrew:
Hi. Yeah. Actually, I've been th in k in g
Victoria:
The film and d ra m a clu b c o s ts a lot,
Mark:
Yes, £ 5 0 is a lo t. And t h a t ’s probably
a b o u t jo in in g a clu b fo r a w h ile now. So w h a t do I have to d o ? Adm inistrator:
d o e s n ’t it?
It's e a s y really. I ca n fill in th e fo rm
w hy it o nly has 1 2 m e m b e rs . Ahhh ...
fo r you rig h t now, o n lin e , and th e n you
is th e re any o th e r club you th in k lo o ks
can c o m e to o u r fir s t m e e tin g n e xt
in te re s tin g ? Look a t th e n e xt one ...
m o n th .
s tre e t d a n c e . Have you ever done any
Andrew:
OK. L e t’s do th a t th e n .
Administrator:
Right. F irst o f a ll, w h a t’s your n a m e ?
Andrew: Administrator: Andrew:
M e tc a lfe .
Administrator:
M e tc a lfe ... How do you s p e ll th a t?
Track 17
Andrew:
M-E-T-C-A-L-F-E
Mark:
Administrator:
M-E-T-C-A-L-F-E, w ith an ‘e ’ .
s tre e t d a n ce ? Victoria:
No, I h a v e n ’t, really.
Andrew.
Mark:
It’s th e c h e a p e s t. It o nly c o s ts £ 5 .
A ndrew ... and your fa m ily na m e ?
Victoria:
M m m m ...
OK. S h a ll we s ta r t w ith you r in te re s ts ? W h a t do you like d o in g b e s t?
Andrew:
Yes, t h a t ’s right
Administrator:
And yo u r age? Are you over 1 8 ?
g o t a pro fe ssio n a l cam era. So I ta ke it
Andrew:
Yup. I’ m 2 1
q u ite seriously. But I c a n ’t really im agine
Administrator:
And w here do you live?
belonging to a club to ta ke photographs.
Andrew:
My a d d re s s is 4 3 A H ighbury S quare,
I usually go on long w alks on my own
L ondon, W 1
and ta ke photos. So I like photography,
Administrator:
Victoria:
T h a n ks ... and do you have a n u m b e r w h e re I can c o n ta c t you?
Andrew:
Yes, my m o b ile is 0 7 2 0 9 5 7 1 3 2 4
Administrator:
And I have to a s k a c o u p le m ore
Um m m ... w ell, I like photography. I’ve
b u t I w o u ld n ’t w a n t to jo in a club to do it. Mark:
OK, so w h a t e ls e do you like d oing?
Victoria:
Oh no! N o t ru n n in g ! I like w a lkin g , b u t
R unning?
q u e s tio n s . U m m m ... do you have any
I h a te ru n n in g . I’ m a fra id th e run n in g
h e a lth p ro b le m s ?
c lu b is n 't fo r m e or th e cyclin g club.
Andrew:
No, no. N othing.
Mark:
And film and d ra m a ?
Administrator:
And a la s t q u e s tio n . Have you ever
Victoria:
Ahh, no ... It’s fa r to o exp e n sive . B ut
c lim b e d b e fo re ?
do like vo g a . I’ve p ra c tis e d yoga on and
Andrew:
Y es. I have, a bit.
o ff fo r y e a rs. How m any m e m b e rs d oes
Administrator:
W ell, th a n k s very m uch.
th e yoga clu b have? Mark:
Track 16 Victoria: Mark: Victoria:
H ello. Are you th e p e rso n to a s k a b o u t
te rm , b u t th e y s to p g o in g a fte r a fe w
jo in in g a club?
w e e k s . So th e y ’re le ft w ith a few re g u la r m e m b e rs every year.
Yes, I am . W h a t w o u ld you like to Victoria:
T h a t s o u n d s g o o d . I th in k I’d like to
W ell, I’m in te re s te d in several th in g s ,
jo in th e yoga club. And w h a t a b o u t
b u t I’d like to know m ore a b o u t th e
th e c o n te m p o ra ry d a n ce c lu b ? Is it
d iffe re n t c lu b s and how m uch th e y c o s t. I'm lo o kin g fo r a s m a ll c lu b th a t’s
e xp e n sive ? Mark:
C o n te m p o ra ry d a n ce ? No, it ’s n o t e x p e n sive . £ 1 0 fo r th e te rm ... Do you
n o t to o e xpensive. Mark:
It’s alw ays a sm a ll g ro up. A lo t o f pe o p le sign up a t th e b e g inn in g o f
know ?
OK. Have a look a t th is ta b le . You can see th e n a m e s o f th e c lu b s , th e fe e s
like d a n ce ? Victoria:
W ell, I’ve never trie d c o n te m p o ra ry
and th e n u m b e r o f m e m b e rs . I’ m a fra id
d a n ce , b u t I do like iazz and ta p dance.
th e y a re n 't in any order. If you lo o k a t
How o fte n d o e s th e g ro u p m e e t?
th e to p o f th e lis t, th e firs t clu b is ta b le Victoria: Mark:
te n n is . T h a t's one o f o u r new c lu b s .
Track 18
Oh, rig h t. So th e ta b le te n n is clu b
Mark:
So can I have your fu ll n am e, p le a se?
c o s ts £ 2 0 . T h a t’s q u ite e xp e n sive .
Victoria:
V ic to ria M a n d e ville .
Yes, it is a b it e x p e n sive . The c ro s s
Mark:
M-A-N-D-A-V-l-L
c o u n try cyclin g clu b is cheaper, th o u g h .
Victoria:
No, no. M-A-N-D-E-V-l-L-L-E.
M e m b e rs h ip fe e s are o n ly £ 1 5 , b u t on
Mark:
th e o th e r hand it's g o t 1 0 0 m e m b e rs .
108
L
книга выложена Get Ready for IELTS: Listening
D o uble L, E. T h a n k you. And how old are you?
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Unit 10 Victoria:
N in e te e n .
Mark:
And yo u r a d d re s s ?
did a t school, and your tu to rs will expect you to s tu d y on
Victoria:
5 7 B urv G a rd e n s. A th e rto n Park,
your own a lo t m ore. So you m ig h t feel y o u ’ve g o t a lot o f
university you w on t have a s m any hours o f c la s s a s you
M a n c h e s te r, M 4 6
free tim e on your hands. So how do you deal w ith it? Well,
Mark:
How do you s p e ll ‘ B u ry ’ ? B-E-R-R-Y?
to be h o n e st, I d o n ’t th in k th e re 's an easy answer, b u t I
Victoria:
No. It’s B-U-R-Y
th in k it h e lp s to go to all your c la s s e s , how ever tire d you
Mark:
R ight. B-U-R-Y. And do you have a
are. Print a copy o f your tim e ta b le and p u t it on th e wall in
c o n ta c t n u m b e r?
your b e droom . Actually, your university m ig h t even have a
Yes. M v m o b ile is: 0 7 9 4 2 5 7 3 2 7 9
system fo r a le rtin g you on your m o b ile w hen vour lectures
Victoria: Mark:
07942 573 279?
are. A p a rt fro m th a t, you could try not go in g o u t during th e
Victoria:
Yes, t h a t ’s rig h t. Is th a t a ll?
w eek and keeping your social life fo r th e w eekend. I’ m not
Mark:
Ahh ... o n e m o re th in g . Do you have an
sure th a t’s very easy th o u g h . One th in g I will say, though,
e m a il a d d re s s ?
is th a t a t th e end o f th e year, a fte r vour e x a m s , you can really relax.
Track 22
Review 3
I s ta rte d th is new jo b a co u p le o f w eeks ago and I’ m having a lot o f tro u b le w ith my w ork-life balance. In my la st
Track 19 1
2
jo b we had fixed hours. We had to be a t th e o ffice a t 9 .0 0
... we th o u g h t th a t yo u n g w o m e n w o u ld s p e n d a lo t
on th e d o t and we always fin is h e d a t exactly 5 .0 0 . Any
on c lo th e s and s h o e s , and th a t yo u n g m en w o u ld
w o rk we h a d n ’t fin is h e d we could ju s t leave fo r th e next
buy m ore v id e o g a m e s , m o b ile p h o n e s and c a rs .
day. B ut th is new jo b 's ve ry d iffe re n t. I m ean, in th is jo b , we can co m e in to th e office any tim e betw een 8 .0 0 and
We fo u n d th a t a lth o u g h yo u n g w o m e n d o n 't sp e n d a s m u ch a s m en on e a tin g o u t, th e y do sp e n d a lo t m o re on o rg a n ic fo o d s th a n yo u n g m en.
3
1 0 .0 0 in th e m orning. Then we can ch o o se w h e th e r to have a lunch break o r not. Then it g e ts a b it co m p lica te d ... U m m m ... If we have a lunch break we can leave
... in fa c t, p e o p le aged b e tw e e n 3 0 and 3 5 sp e n d
betw een 4 .0 0 and 6 .0 0 . If we d o n ’t have a lunch break,
m o s t o f th e ir m o n e y on fu rn itu re and k itc h e n
we can go hom e betw een 3 .0 0 and 5 .0 0 . OK, well at
e q u ip m e n t ... P eople a re u s u a lly im p ro v in g th e ir
firs t th is syste m so u n d e d really good, e sp e cia lly fo r m e
h o m e s a t th a t age and h o u s e h o ld e q u ip m e n t is
beca u se I have young ch ild re n . But, th e problem is th a t,
v e ry e x p e n s iv e .
if we haven’t fin is h e d o u r w ork, we have to fin is h it o ff a t hom e. So it's a ctu a lly ve ry d iffic u lt to draw th e line betw een w o rk and hom e. For e xam ple, on M ondays I can leave th e children a t school, go to th e gym and g e t
Unit 10
Work-life balance
into th e o ffice q u ite late. B ut I c a n 't ta k e a lunch break, b ecause I need to leave e a rly to pick th e ch ild re n up from school. They co m e o u t a t 4 .0 0 . And th e n I have to w ork
Track 20
from hom e in th e evening to fin is h w h a t I have to do.
T h e ir h o lid a ys s ta r t a t th e b e g in n in g o f July. L iste n again.
Track 23
T h e ir h o lid a ys s ta r t a t th e b e g in n in g o f July.
If you lo o k a t th is c h a rt you can s e e how we p lan o u r p ro je c ts . T h is o n e is a s u rv e y w e ’re w o rk in g on th is
Track 21
ye a r a b o u t w h e re p e o p le lik e d to sh o p . OK? W ell, we
W hen you s ta rt university yo u ’ll probably find it ’s n o t all
alw ays s ta r t by h a vin g a te a m m e e tin g . T h a t’s in th e
th a t easy to balance th e tim e you spend on studying w ith
firs t c o lu m n c a lle d t a s k s . So, in th is te a m m e e tin g we
th e tim e you spend going o u t w ith your frie n d s. In fa ct,
d e c id e w h a t we need to d o , w h o ’s g o in g to do it and ...
one o f th e biggest pro b le m s yo u ’ll have is m anaging your
e rr ... w h e n it's g o t to be ready. R ight? So you ca n se e
tim e . O f course, it’s p erfectly u n d e rsta n d a b le ... I m ean,
here in th e s e c o n d c o lu m n , w e ’ve g o t th e s ta r t d a te o f
in m any ca se s, it's probably th e firs t tim e y o u ’ll have lived
th e p ro je c t. T h a t's th e 2 3 rd January. T h a t’s th e s a m e
away from hom e. So y o u ’ll have to do lo ts m ore th in g s fo r
day w e have th e te a m m e e tin g . If you lo o k dow n th e
y o u rs e lf, like buying your own foo d , w ashing your c lo th e s
ta s k s c o lu m n you can s e e th a t th e firs t th in g w e have
and m anaging your own money. A t th e sa m e tim e , th e re ’s
to d o is w rite a d ra ft q u e s tio n n a ire . You know , like an
no-one th e re to te ll you w h a t tim e to co m e hom e a t night,
o u tlin e o f th e q u e s tio n s we w a n t to a s k . Then we have
or w h a t tim e to g e t up in th e m orning. On to p o f th a t, a t
to c h e c k th e q u e s tio n n a ire to m a k e s u re th e q u e s tio n s
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Audio scripts
109
are right. If you lo o k a t th e lin e s in co lu m n th re e , you can se e th e d a te s w hen we have to c o m p le te im p o rta n t ta s k s in th e p ro je ct. T hese are w h a t we c a ll m ile s to n e s in th e p ro je c t. For e xa m p le , w hen w e ’ve ch e cke d th e q u e s tio n n a ire on th e 2 5 th A pril, w e ’ll have re a ch e d a m ile s to n e , and w hen w e ’ve c o m p le te d th e su rve y on th e 3 0 th June, w e 'll have reached a n o th e r m ile s to n e . On th e 1 5 th A ug u st, w hen we fin is h e n te rin g th e d a ta on th e d a ta b a s e , w hen we fin is h e n te rin g th e d a ta on th e d a ta b a s e , w e ’ll have fin is h e d th e firs t p h a se o f th e p ro je ct. The se c o n d p h a se o f th e p ro je c t involves w ritin g th e re p o rt. W e’ll be d o in g th a t be tw e e n 1 5 th A u g u st and th e 1 5 th S eptem ber. And th a t’s th e d e a d lin e
Track 26 I’d like to give you an exam ple o f th e kind o f person who b e n e fits m o s t fro m our fa m ily frie n d ly policy. Sally is one o f our a s s is ta n ts in a ccounting, w ho has tw o sm all c h ild re n . S ally’s husband travels abroad a lo t so she has to look a fte r th e children on her own m o s t o f th e tim e . Both th e children go to a nu rse ry early in th e m orning. So, w e ’ve agreed th a t Sally can com e in a t 8 o ’clock, a fte r she leaves th e children. At lu n ch tim e Sally's s is te r picks th e children up fro m th e nursery. But she has to go to w o rk h e rs e lf a t th re e o ’clock. So Sally leaves th e office a t tw o to c o lle c t th e children fro m her s is te r’s . And she m akes up th e extra tim e by fin is h in g her w ork a t hom e.
fo r th e p ro je c t to be han d e d to th e c lie n t.
Track 24 In o u r co m p a n y we b e lie ve th a t o u r e m p lo y e e s are m ore p ro d u ctive , you know, th e y w o rk be tte r, if th e y ’re happy. N aturally, we have to m ake su re th e co m p a n y m a k e s a p ro fit, b u t a t th e s a m e tim e we need to th in k a b o u t th e physical and m e n ta l h e a lth o f o u r e m p lo y e e s . We do u n d e rs ta n d th a t th e y a re n 't ju s t w o rk in g m a c h in e s ... So we have a p o licy o f h e lp in g th e m fin d a fa ir b a la n ce betw e en th e ir w o rk and th e ir p riva te lives. W h a t we call a w o rk-life b a la n ce . We do th is in several ways. Firstly, we have a fa m ily frie n d ly policy, so p a re n ts can
Unit 11
Com paring cultures
Track 27 Conversation A Sam :
Hey, M ick. Have you e ve r been to
Mick:
Yeah. I w a s th e re la s t year. Why do
T h a ila n d ?
Sam:
you know, tim e s th a t a re n ’t fixed. O th e r tim e s p a re n ts
b o th have a really h e a lth y d ie t, w ith lo ts o f v e g e ta b le s . S om e o f th e d is h e s are
o u r g e n e ro u s m a te rn ity leave package. In o u r com pany,
p re tty h o t and spicy, th o u g h .
we a llo w w o m e n w h o ’ve had a baby to ta k e a w h o le
Track 25
Oh, right. U m m ... Thai fo o d ’s n o t e x a ctly th e sa m e as C h in e se , b u t th e y
hom e. A n o th e r e xa m p le o f our fa m ily frie n d ly p o licy is
w h ile th e y ’re away, th e ir jo b s are p ro te c te d .
Conversation B Lisa:
Hi, Tony. Do you have a m o m e n t?
Tony:
S ure. W h a t’s it a b o u t?
Lisa:
W ell, I’ m re s e a rc h in g ty p e s o f h o u sin g
B e ca use we w a n t o u r e m p lo ye e s to be happy, we
a c ro s s th e w o rld and I th o u g h t I’d a sk
ca rrie d o u t a su rve y recently, to fin d o u t w h ich w o rk in g
you a b o u t w h a t k in d s o f h o u s e s th e re
p a tte rn s are re a lly m o s t popular. In g e n e ra l, o u r s ta ff
are in A u s tra lia .
p re fe r to w o rk a t th e o ffic e . In fa c t, n e a rly h a lf co m e
Tony:
in d u rin g re g u la r o ffic e h o u rs ... you know, fro m 9 .0 0
S ure. W hich p a rt o f A u s tra lia are you th in k in g a b o u t? I m e a n , th e re are
to 5 .0 0 . Anyway, we a ls o asked a b o u t p a rt-tim e w ork,
b lo c k s o f fla ts in m o s t c itie s , th e sam e
w o rk in g fro m h o m e and a n o th e r o p tio n ... [p a u s e ]
th e s a m e a s anyw here e ls e in th e
job s h a rin g . Job s h a rin g is a kind o f p a rt-tim e w o rk,
w o rld .
w h e re tw o p e o p le s h a re th e re s p o n s ib ilitie s fo r one fu ll tim e jo b . Anyway, we fo u n d th a t o nly 5% o f o u r
Conversation C
s ta ff w a n te d to s h a re a job. So, it ’s n o t ve ry popular,
Li Li:
Hi, B arbara. H ow's yo u r Japa nese
Barbara:
It ’s g re a t! I’ m le a rn in g a b o u t th e
on th e w h o le . B u t w hen it c o m e s to w o rk in g p a rt-tim e , we w ere s u rp ris e d to fin d th a t 27% o f o u r e m p lo y e e s
110
on
Thai fo o d w as th e s a m e a s C hinese. Mick:
have to w o rk p a rt tim e ... and q u ite a lo t w o rk fro m
year o ff w o rk a fte r th e b a b y’s born. And, o f co u rs e ,
W ell, I’ m th in k in g o f d o in g a p ro je c t
A sian fo o d and w as w o n d erin g w h e th e r
lo o k a fte r th e ir c h ild re n w hen th e y ’re very young. For e xa m p le , s o m e tim e s th e y need to w o rk fle x ib le h o u rs,
you
ask?
lan g ua g e p ro je c t g oing?
w ould a c tu a lly p re fe r it. T h a t’s a very high num ber,
Ja p a n e se a lp h a b e t a t th e m o m e n t.
re a lly ... over a q u a rte r o f th e s t a f f ... And th e n it w as
And w h a t a b o u t your p ro je c t a b o u t
in te re s tin g to see th a t q u ite a lo t o f o u r s ta ff - 2 0 % in
C h ina? How m any la n g uage s do they
fa c t, w ou ld like to w o rk fro m h o m e .
speak?
Get Ready for IELTS: Listening
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Unit 11 Li Li;
Ah. W ell th e r e ’s M a n d a rin C h in e s e
to a s t, eg g s a n d te a o r c o ffe e fo r
and a t le a s t a n o th e r te n v a rie tie s o f
b re a k fa s t. Have you g o t th a t, M e e n a ?
C h in e s e fro m d iffe re n t re g io n s . Barbara:
M eena:
W ow! T h a t’s a m a zin g !
Yes ... B u t b re a k fa s t in India is c o m p le te ly d iffe re n t. We have a lo t o f d iffe re n t k in d s o f b re a k fa s t a c ro s s In d ia , b u t m o s tly we e a t s o m e typ e o f
Conversation Debbie:
b re a d w ith le n tils . A m ira ... I’ m d o in g a p ro je c t on n a tio n a l
Chen:
c o s tu m e s . Do you have o n e in th e
w ith n o o d le s o r rice a n d v e g e ta b le s
E m ira te s ? Amira:
fo r b re a k fa s t. So w h a t do you have fo r
Oh, yes w e do ... The n a tio n a l c o s tu m e fo r w o m e n is c a lle d an abaya. It's
lu n ch , B a rb a ra ? Barbara:
b a s ic a lly a lo n g b la c k d re s s , b u t we
u s u a lly have a big lu n ch . We u s u a lly ju s t have a s a n d w ic h . B u t i t ’s d iffe re n t
o f a kin d o f s ilk . Lo o k a t th is o n e , here
in In d ia is n ’t it? Meena:
a t a ll. We have rice and v e g e ta b le s fo r
Oh. I th in k i t ’s lovely.
lu n ch in In d ia . Chen:
n o o d le s o u p , and a m a in c o u rs e . Barbara:
in th e UK, a s w e ll. Q u ite o fte n we have
a s people fro m s o u th e rn co u n trie s .
c h ic k e n , m e a t o r fis h w ith p o ta to e s and
have you
OK. So ... w h a t
Tony:
U m m m ... W ell, I fo u n d th a t in s o m e
fo u n d o u t?
v e g e ta b le s .
c o u n trie s i t ’s m o re c o m m o n to ta lk in
Track 30
p u b lic th a n o th e rs . For e x a m p le , p e o p le
Am ira:
in th e UK and H o lla n d d o n ’t u s u a lly Ita lia n s a n d th e S p a n is h s e e m to be
m a rria g e c u s to m s ? M eena:
Yeah, s u re . I’ve g o t a lo t o f in fo rm a tio n
Am ira:
Yes, ye s. I’ve g o t m a te ria l a b o u t
m u ch m o re o p e n . They c h a t to p e o p le on b u s e s , in s h o p s , in re s ta u ra n ts .
a b o u t In d ia . How a b o u t you?
So, do you th in k th a t p e o p le fro m th e
m a rria g e in th e E m ira te s . S h a ll we g e t
s o u th o f Europe are frie n d lie r th a n
g o in g ? W h a t a b o u t m e e tin g ? How do
n o rth e rn E u ro p e a n s ? W ell, it d o e s lo o k th a t way, even in th e
p e o p le in India m e e t in th e fir s t p la ce ? Meena:
s a m e co u n try. I m e a n ... a h h h ... fo r
th e p a re n ts used to arrange th e m a rriage, and th e co u p le used to m e e t
fro m th e n o rth o f Italy, th e Ita lia n s in
fo r th e firs t tim e w hen th e boy v isite d
th e s o u th c h a t m u ch m o re to each
th e g irl’s h o u s e . B u t th a t's ch anged now. Am ira:
Yeah? We u se d to have a rra n g e d
M m m m ... it d o e s s o u n d in te re s tin g .
m a rria g e s in th e E m ira te s , to o . Did
W ell, th a t's fin e . I th in k y o u ’ve fo u n d a
th e g ro o m have to g ive a n y th in g to th e
go o d to p ic .
b rid e ’s fa m ily ? I m e a n , did th e y give th e m a g ift o r m oney?
Track 29
M eena:
W ell, in In d ia , in th e old days, th e g irl's
Hi, B a rb a ra . W hy d o n 't you jo in
fa m ily u se d to give th e b o y’s fa m ily a
o u r g ro u p ? W e ’re g o in g to give a
g if t , like m o n e y o r je w e lle ry . B ut, i t ’s n o t a llo w e d any m o re .
p re s e n ta tio n a b o u t w h a t w e e a t a t e a ch m e a l in o u r h o m e c o u n trie s . Barbara:
M m m ... in tra d itio n a l Indian fa m ilie s
e x a m p le , in c o m p a ris o n w ith Ita lia n s
o th e r in p u b lic .
Meena:
Hi, M e e n a . S h a ll we have a lo o k a t th e m a te ria l fo r o u r p re s e n ta tio n on
ta lk to p e o p le th e y d o n ’t know , b u t th e
Tutor:
We have o u r m a in m e a l in th e e ve n ing
a ttitu d e s to ta lk in g to s tra n g e rs in public Tutor:
Tom:
Yeah ... we have a co o k e d m e a l a t lu n ch tim e , to o . We u s u a lly have
I’ m try in g to fin d o u t if p e o p le from no rth e rn c o u n trie s have th e sam e
Tutor:
Oh d e fin ite ly . I d o n ’t like s a n d w ic h e s
[p a u s e ]. W h a t do you th in k ?
Track 28 Tony:
W ell, you k n o w in th e UK, we d o n 't
d e c o ra te it w ith g old p a tte rn s a ro u n d th e s le e v e s and n e ck. It’s u s u a lly m a d e
Debbie:
Oh, is th a t rig h t? In C h in a , we have te a
Amira:
W ow! In my c o u n try th e g ro o m s till has
Oh, g re a t! I love fin d in g o u t a b o u t
to pay all th e e x p e n s e s ! U m m m ... have
o th e r c u ltu re s . So w h e re do we s ta rt?
th e re bee n any c h a n g e s in m a rria g e
B re a k fa s t? In th e UK we have c e re a l,
c u s to m s in India in re c e n t ye a rs?
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Audio scripts
111
Meena:
Amira: Meena:
in c o u n trie s all a c ro s s th e w o rld , like
W ell, yes. I’ve fo u n d an a rtic le a b o u t s p e c ia l w e b s ite s fo r fin d in g p a rtn e rs .
Brazil and India and In d onesia. B ut an
It says th a t b e ca u se so m any young
in te re s tin g th in g we d iscovere d is th a t
pe o p le fro m India s tu d y ab ro a d th e s e
in so m e c o u n trie s , p eople c e le b ra te th e
days, th e ir fa m ilie s are u s in g w e b s ite s
carnival by th ro w in g w a te r a t each o th e r
to find m a rria g e p a rtn e rs fo r th e m .
in th e s tre e t. W ell, we th o u g h t th a t,
Oh, OK. And w here d o e s th e c o u p le live
obviously, th is is b e ca u se th e c a rn iv a l’s
w hen th e y g e t m a rrie d ?
c e le b ra te d a t th e h o tte s t tim e o f th e
T h a t’s a n o th e r th in g th a t’s changing.
year, ju s t b e fore th e rainy s e a so n . So,
In th e past, th e bride used to go to
s p la s h in g p eople w ith w a te r is a very
live w ith th e fa m ily o f th e groom . But,
good way o f c o o lin g th e m dow n.
th e s e da ys, m ore and m ore young couples are se ttin g up th e ir own hom es,
Track 3 3
independently. W hat a b o u t th e E m irates?
Tutor:
M m m ... yes, th a t m a ke s s e n s e . Er ... did you lo o k in to any o th e r fe s tiv a ls ?
Track 3 1 Tutor:
Alice:
Jack:
Tutor:
Alice:
Jack:
is m ore re se a rch in to w a te r fe s tiv a ls .
lo o kin g a t th e to p ic o f yo u r p ro je c t? So,
We fo u n d th a t in A sian c o u n trie s , w here
w h a t have you d e c id e d to re se a rch ?
th e re a re n ’t any carnival ce le b ra tio n s ,
W ell, we th o u g h t w e ’d co m p a re
th e re are s till fe s tiv a ls th a t involve
fe s tiv a ls in d iffe re n t c o u n trie s and see
pe o p le s p la s h in g each o th e r w ith
if any o f th e m are sim ila r.
water. Actually, w e ’ve fo u nd refe re n ce s
Yeah, you know, like th e C arnival
to th e m in B urm a. T h a ila nd. V ie tn a m .
c e le b ra tio n s in S ou th A m e rica and th e
C hina and J a p a n . B ut we a lso fo u n d a
W ater Festival in T h a ila n d .
re fe re n ce to a w a te r fe s tiv a l in M e xico .
OK. W h a t e xa ctly are you p la n n in g to
So we th o u g h t w e ’d lo o k in to th a t a
stu d y? The o rig in s o f th e fe s tiv a ls ? The
b it m ore and se e if we can find any
ty p e s o f c e le b ra tio n ? P e o p le ’s a ttitu d e s
s im ila ritie s betw een th e s e co u n trie s.
to w a rd s th e fe s tiv a ls ?
U m m m ... I m ean, we realized th a t
We w ere p la n nin g to lo o k a t th e o rig in s
w a te r is m ore th a n ju s t a way o f co oling
o f th e fe s tiv a ls and th e tim e o f year
pe o p le down in h o t w eather. It a lso has
th e y ’re c e le b ra te d . W e’re th in k in g o f
a lo t o f d iffe re n t re lig io u s m e a n in g s and
lo o k in g a t th e c o n n e c tio n be tw e e n th e
p u rp o s e s . For in s ta n c e , we fo u n d th a t,
s e a s o n s in d iffe re n t c o u n trie s and th e
in so m e s o c ie tie s , w a te r can m ean life , o r w e a lth , or ju s t lu c k .
a c tu a l fe s tiv a ls and th e n lo o k in g fo r s im ila ritie s betw een c o u n trie s th a t are Tutor:
Jack:
Yes, we did! W h a t w e ’re pla n nin g to do
Good m o rn in g . S hall we s ta r t by
Alice:
Yes ... and a n o th e r th in g we fo u n d
q u ite fa r a p a rt.
o u t is th a t th e s e w a te r fe s tiv a ls
W ell, th a t s o u n d s in te re s tin g . Did you
o fte n c e le b ra te th e b e g inn in g o f
say y o u ’ve a lre a d y s ta rte d re s e a rc h in g
th e new year, ju s t like th e o rigina l
in to th e C arnival?
c e le b ra tio n s h u n d re d s o f ye a rs ago
Yes. W e ’ve a lre a d y fo u n d a c o n n e c tio n
b e fo re th e ca rn iv a l. So ... u m m up
be tw e e n th e carnival and th e s e a s o n s .
to now, w e ’ve fo u n d th a t th e carnival
For in s ta n c e , s o m e re s e a rc h e rs say
and th e s e a s o n s are lin ked bv a n c ie n t
th a t a ve ry long tim e ago, in E urope,
tra d itio n s and th a t w a te r plays in
p e o p le used to p u t on c o lo u rfu l m a s k s
im p o rta n t p a rt in th e c e le b ra tio n s .
and c o s tu m e s a t th e b e g in n in g o f th e year to c e le b ra te th e end o f w inter. And th e n th e y could g e t ready fo r sp rin g .
Unit 12
Exploring the oceans
Track 3 2
112
Track 3 4
Tutor:
R ight ... and th e n w h a t h a p p e n e d .
Alice:
W ell, as th e years w e n t by, th e
I'm g o in g to s ta r t th is le c tu re by d e s c rib in g th e
p u rp o se o f th e carnival cha n g e d , and
s tru c tu re o f an o ff-sh o re oil rig. W ell, to be a ccu ra te ,
it b e ca m e a re lig io u s fe s tiv a l. These
we sh o u ld ca ll it an oil p la tfo rm . If you lo o k a t th e
days th e re are big carnival c e le b ra tio n s
d ia g ra m , you can se e th e to p p a rt o f th e p la tfo rm ,
Get Ready for IELTS: Listening
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Unit 12 flo a tin g on th e s u rfa c e o f th e w ater. The ta ll to w e r in
The fir s t m a n n e d d e e p se a e x p lo ra tio n v e s s e l w as
th e c e n tre o f th e p la tfo rm is c a lle d a d e rric k . T h a t’s
in ve n te d in th e 1 9 2 0 s . It w a s c a lle d a b a th y s p h e re ,
D-E-R-R-l-C-K. The d e rric k is w h e re th e d rillin g m a c h in e ry
b e tte r k n o w n a s a D ivin g B ell. It w a s b a s ic a lly a round
an d liftin g e q u ip m e n t is in s ta lle d . OK? Now, if you lo o k
m e ta l s tru c tu re w ith w in d o w s w ith ju s t e n o u g h room
a b o u t h a lf w ay dow n th e d ia g ra m on th e rig h t you can
fo r tw o m en to s it in, and it w a s lo w ered in to th e o cea n
se e a h e lico p te r. It’s p a rk e d on th e h e lic o p te r p a d .
on a c a b le . The firs t d e s c e n t in th e D ivin g B ell to o k
H e lic o p te rs a re u se d m o s tly to tr a n s p o rt e m p lo y e e s to
p la ce in 1 9 3 0 , and in 1 9 3 4 it w e n t dow n to a d e p th
an d fro m th e p la tfo rm w h e n th e y have fre e tim e . Now,
o f n e a rly a th o u s a n d m e te rs , w h ic h w a s im p re s s iv e
if you lo o k u n d e rn e a th th a t, a t th e v e ry b o tto m o f th e
fo r th e tim e . The p ro b le m w ith th e D iving B ell w as
p la tfo rm you can se e o n e o f th e fo u r s u p p o rt to w e rs .
th a t it had no pow er o f its ow n and th e re w a s n ’t m uch
T h e s e s u p p o rt th e re s t o f th e p la tfo rm . T h e s e m e ta l
room fo r th e re s e a rc h e rs to m ove a ro u n d . So th e n e xt
s tru c tu re s are u s u a lly a tta c h e d to th e se a bed by long
d e v e lo p m e n t a fte r th e D ivin g B ell w a s th e b a th ysca p h e ,
c a b le s . R ight, now th e la s t p a rt o f th e p la tfo rm I’ m
a s m a ll m a n n e d s u b m a rin e , in v e n te d in th e 1 9 4 0 s . The
g o in g to d e s c rib e is on th e o th e r s id e , ju s t a b o ve th e
d iffe re n c e b e tw e e n th e tw o w a s th a t th e b a th y s c a p h e
level o f th e w ater. I t ’s a c ra n e , t h a t ’s s p e lt C-R-A-N-E.
had its ow n p o w e r s o u rc e w h ic h a llo w e d th e s c ie n tis ts
C ra n e s are use d e ve ryw h e re in c o n s tru c tio n , b u t th is
to in v e s tig a te in th e d e p th s o f th e o ce a n m o re freely.
o n e is s p e c ia lis t e q u ip m e n t fo r liftin g heavy s p a re p a rts
A b a th y s c a p h e c a lle d The T rie ste re a c h e d a record
a t se a . In fa c t, a p a rt fro m th e d e rric k you ca n s e e th re e
d e p th o f t e n th o u s a n d m e te rs in 1 9 6 0 . S in ce th e n
c ra n e s in th e d ia g ra m .
a new re co rd h a s b een s e t by J a m e s C a m e ro n , w ho d e s c e n d e d to a d e p th o f e le ve n th o u s a n d m e tre s fo r
Track 3 5
th e fir s t tim e in 2 0 1 2 .
S o m e e x p e rts b e lie ve th a t if we knew how to c o n tro l th e p o w e r o f th e se a , w e c o u ld g e n e ra te e n o u g h e le c tric ity
Track 3 7
fo r th e w h o le w o rld . B ut, in th is ta lk , I’ m g o in g to fo c u s
So le t’s m ove on n ow to lo o k a t th e s u b m a rin e th a t
on th e UK, and o u r c a p a c ity fo r g e n e ra tin g e le c tric ity
to o k J a m e s C a m e ro n s o fa r dow n in to th e o c e a n . If you
fro m wave and tid a l energy. I’ m g o in g to lo o k a t how
lo o k a t th e d ra w in g o f th e C h a lle n g e r you can s e e th e
m any m e g a w a tts we g e n e ra te d b e fo re 2 0 0 8 and how
p ilo t’s c h a m b e r a t th e v e ry b o tto m o f th e s u b m a rin e .
m a n y w e e x p e c t to p ro d u c e in 2 0 1 4 . So, if y o u ’d like
It’s a v e ry s m a ll s e c tio n w h e re th e p ilo t s its and
to lo o k a t th e c h a rt, y o u ’ll s e e th a t b e fo re 2 0 0 8 , o u r
c o n tro ls th e s u b and all th e e q u ip m e n t on it. N ow le t’s
c a p a c ity w as only on e m e g a w a tt. B u t in 2 0 0 8 w h e n oil
have a lo o k a t ho w th e s u b m a rin e is pow e re d . G oing
p ric e s ro se , th e re w a s an in c re a s e d in te re s t in m a rin e
up fro m th e p ilo t’s ch a m b e r, in th e m id d le o f th e sub,
p o w e r and o u r c a p a c ity g re w q u ite d ra m a tic a lly to fo u r
on th e rig h t hand s id e o f th e d ra w in g , you can se e
m e g a w a tts . Ahhh ... now, you m ig h t have e x p e c te d th is
a w h o le s e c tio n co ve re d in b a tte rie s . They p rovide
fig u re to ris e c o n s is te n tly o ve r th e y e a rs , b u t, in fa c t it
th e p o w e r s o u rc e th a t ta k e s th e s u b all th e way to
d ro p p e d aga in in 2 0 0 9 to o n ly tw o m e g a w a tts . T h is w as
th e b o tto m o f th e o ce a n and b a c k up to th e s u rfa c e
b e c a u s e oil p rice s fe ll a g a in , so th e re w a s le s s in te re s t
a g a in. N e xt to th a t th e r e ’s a n o th e r im p o rta n t p a rt o f
in d e v e lo p in g a lte rn a tiv e p o w e r s o u rc e s . B u t, n o w adays
th e s u b ... U m m m ... You p ro b a b ly re a lize th a t th e r e ’s
th e c o s t o f oil p ro d u c tio n is g o in g up a g a in , and
no lig h t a t th e b o tto m o f th e o c e a n , so th e su b n e e d s
th e r e ’s been a renew ed in te re s t in m a rin e power. As
to ta k e its ow n. If you lo o k a t th e b a c k o f th e s u b , in
a c o n s e q u e n c e , c a p a c ity h a s in c re a s e d s te a d ily s in c e
th e m id d le , ju s t n e x t to th e b a tte rie s , you can s e e th e
2 0 0 9 , re a c h in g 1 8 m e g a w a tts in 2 0 1 2 . T h is tre n d is
panel o f lig h ts . They p ro vid e th e lig h t fo r film in g and
e x p e c te d to c o n tin u e in th e n e a r fu tu re , re a c h in g a to ta l
ta k in g s a m p le s fro m th e sea bed. And o n e m o re p a rt o f
c a p a c ity o f 5 0 m e g a w a tts in 2 0 1 3 and 6 0 m e g a w a tts
th e s u b , w h ich is im p o rta n t fo r n a v ig a tio n a n d to s to p it s p in n in g o u t o f c o n tro l, is th e large fin a t th e b ack.
in 2 0 1 4 .
You ca n se e it a t th e b a c k o f th e s u b , a t th e to p o f th e
Track 3 6
dra w in g .
G ood e ve ning. M y ta lk th is e v e n in g w ill c o v e r th re e m a in th e m e s . F irst, I'll o u tlin e a tim e lin e o f ho w d e e p sea
Track 3 8
e x p lo ra tio n v e s s e ls d e v e lo p e d . S econdly, I’ll d e s c rib e
OK, to c o n c lu d e my ta lk , I’ m g o in g to a s k a c o u p le o f
th e m o s t re c e n t o f th e s e , th e D eep S ea C h a llenger, and
q u e s tio n s . F irs t, w h a t is th e p u rp o s e o f th is d e e p se a
fin a lly, I’ll lo o k a t s o m e o f th e b e n e fits o f th is d e e p se a
e x p lo ra tio n ... a n d s e c o n d , is it w o rth th e e x p e n s e ?
re s e a rc h .
I th in k o n e o f th e ju s tific a tio n s fo r s p e n d in g s o m u ch
OK. To s ta r t w ith , le t’s lo o k a t how u n d e rw a te r e x p lo ra tio n v e h ic le s have d e v e lo p e d o ve r th e y e a rs .
m o n e y on th is k in d o f re s e a rc h is th a t it a llo w s s c ie n tis ts to u n d e rs ta n d m o re a b o u t th e s u rfa c e o f
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Audio scripts
113
re la xin g tre a tm e n ts ? Or w o uld you
th e e a r t h , fo r e x a m p le how it w a s fo rm e d and how it
p re fe r a fa m ily h o te l on a fa rm ?
b e h a v e s . T h is c o u ld have im p o rta n t c o n s e q u e n c e s fo r p re d ic tin g e a rth q u a k e s and s a v in g liv e s th ro u g h
W illiam :
Ahh ... I m u s t say I like th e idea o f a
Travel Agent:
W ell, t h a t’s g re a t! Now, le t’s ju s t look
spa.
e a rly w a rn in g s y s te m s . A n o th e r re a s o n th is ty p e o f re s e a rc h is c o n s id e re d v a lu a b le is th a t by e x p lo rin g
a t o u r spa h o te ls . M m m m ... You
u n kn o w n p a rts o f th e o c e a n we in c re a s e o u r
d e fin ite ly d o n ’t w a n t th e be ach ?
k n o w le d g e o f th e a v a ila b ility o f m in e ra ls fo r in d u s try . A nd, o b vio u s ly , th is c o u ld lead to h u g e c o m m e rc ia l
W illiam :
No. I’d like to go so m e w h e re in th e
a d v a n ta g e s . So th e a n s w e r is, y e s. In th e lo n g run
c o u n try s id e . S om e w h ere w he re I can
th is k in d o f e x p lo ra tio n ca n b e n e fit b o th th e o rd in a ry
go fo r w a lks.
p o p u la tio n and in d u s try .
Travel Agent:
OK ... th e n it w o n ’t be th e Ocean W aves R e so rt. F arm house Getaways is a fa m ily run h o te l in th e country, b u t i t ’s n o t a spa. How d o e s S p a rklin g
Review 4
S p rin g s s o u n d ? It’s a luxury spa h otel in th e c o u n try s id e , w ith an in d o or
Track 3 9 1
h e a te d p ool, and vie w s over th e fie ld s and w o o d s nearby.
A bdul s tu d ie s every e vening u n til 9 .0 0 .
2
T h ank g o o d n e s s y o u ’re hom e b e fo re dark!
3
A rabic is o n e o f th e m o s t d iffic u lt la n g ua g e s to
4
Our c la s s e s s ta r t again in S eptem ber.
5
In m any A sia n c o u n trie s th e d ie t is very healthy.
T h a t s o u n d s e x a c tly w h a t I’ m lo o kin g for. L e t’s go fo r th a t.
Travel Agent:
lea rn .
6
W illiam :
E xcellent.
C o m m u n ic a tio n h e lp s p e o p le fro m d iffe re n t c u ltu re s
Questions 4 7 Track 4 1
to u n d e rs ta n d each other.
Travel agent:
Now, if I can ta k e s o m e d e ta ils , I can m ake th e b o o k in g fo r you. C ould I have yo u r fu ll n a m e , p le a se .
Practice test Section 1 Questions 1 - 3 Track 4 0 W illiam :
Oh, ye s. Good m o rn in g . I’ m lo o k in g fo r a h o te l fo r a long w e ekend. OK. F irs t o f all, u m m m ... W here w o u ld you like to sta y? I m e a n , are you lo o k in g fo r a p e a ce fu l w e ekend in th e country, a bu sy c ity b re a k o r a re laxing tim e a t th e beach? W ell. I c e rta in ly w a n t a q u ie t w e e ke nd . I w o rk ve ry hard, s o I’d like to relax fo r a fe w days.
Travel Agent:
R ight ... So, it w o u ld be c o u n try or beach. W hich w o u ld you p re fe r?
W illiam :
th is tim e . OK. T h a t’s fine. Let m e have a look a t c o u n try h o te ls . W ould you like to sta y a t a spa h o te l, w here you could sw im , read, e a t h e a lth y fo o d and have
114
N u m b e r 4 The W illo w s, S ta n d m a rch ,
Travel Agent:
The W illo w s. Sorry, how do you sp e ll
W illiam :
W-l-L-L-O-W-S. The W illow s.
Travel Agent:
T h a n k you. And can I have a c o n ta c t
W illiam :
Yes. My m o b ile ’s p ro b a bly th e b e s t
n u m b e r fo r you? o ne. I t ’s 0 7 6 3 2 1 1 2 2 5 4 . Travel Agent:
Get Ready for IELTS: Listening книга выложена
07632 112250.
W illiam :
No. I t ’s 0 7 6 3 2 1 1 2 2 5 4 .
Travel Agent:
Sorry, five four. And w hen w ould you
W illiam :
On th e w eekend o f th e 1 5 th June.
like to go? Travel Agent:
Fine. C h e ckin g in on 1 5 th June. And w hen w o u ld you like to ch e ck o u t?
William:
I’d like to stay until th e night o f Monday 1 8 th June. So I’d be leaving on Tuesday
M m m m ... th e beach is v e ry relaxing, b u t I th in k I’d ra th e r go to th e c o u n try
Travel Agent:
W illiam :
th a t?
H ello, Travel W ide, can I h e lp you?
W illiam :
Yup ... my n a m e ’s W illia m French. W illia m French ... and yo u r a d d re s s ? N o rfo lk, NE1 4SP
Travel Agent:
Travel Agent:
W illiam : Travel agent:
1 9 th. Travel Agent:
R ight. C heck o u t on Tuesday 1 9 th June. And how w ill you be paying?
W illiam :
By c re d it ca rd . How m uch w ill it be?
Travel Agent:
Ahhh. Let m e se e ... fo u r n ig h ts a t n in e ty p o u n d s per n ig h t is th re e h u n d re d and s ix ty p o u n d s. Is th a t OK?
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Practice test
W illiam :
It in c lu d e s b re a k fa s t and d in n e r and a
n o tic e th e m . You s h o u ld n 't m is s it ... The o th e r th in g I’d
tre a tm e n t a day.
s u g g e s t if you d o n ’t have m u ch tim e , is a g u id e d to u r
Yes. T h a t s o u n d s fin e . I’ m lo o k in g
o f th e fre e e x h ib itio n s . T h e s e to u rs u s u a lly s ta r t on th e
fo rw a rd to it.
hour, u m m ... a t o n e o ’c lo c k , tw o o ’c lo c k and s o on. T h e y’re q u ite s h o rt, o n ly h a lf an h o u r, so you c o u ld do
Questions 8 - 1 0 Track 4 2 Travel Agent:
a c o u p le o f to u rs in an a fte rn o o n , if you w a n te d to . If y o u ’d like to go on a to u r, you s h o u ld go to th e e n tra n c e
W ould you like m e to te ll you how to g e t to th e h o te l o n ce y o u ’re in th e
o f th e e x h ib itio n on th e g ro u n d flo o r and w a it fo r th e g u id e th e re .
villa g e ? It’s a b it d iffic u lt to fin d . W illiam :
Travel Agent:
W illiam :
m o b ile p h o n e , b u t th e re is n ’t a lw ays a
Questions 1 4 - 1 7 Track 4 4
s ig n a l.
J u s t to g ive you an id e a o f th e ra n g e o f e x h ib itio n s we
Oh, ye s, p le a s e . I have m a p s on my
OK. W ell, c o m in g in to th e v illa g e fro m
th e e x h ib itio n s and a c tiv itie s we have fo r v is ito rs o f
th e fir s t b u ild in g you se e on yo u r rig h t
d iffe re n t a g e s . F irs t o f a ll, fo r th e little o n e s , w e have
is th e ch u rc h . It's rig h t o p p o s ite th e
a fa s c in a tin g a re a c a lle d S h a p e s a n d P a tte rn s , w h e re
g a rd e n c e n tre .
th e y ca n play w ith o b je c ts and im a g e s and se e how
OK. The ch u rc h is on my rig h t, and th e g a rd e n c e n tre on my le ft.
Travel Agent:
have h e re a t th e m u s e u m , I’ m g o in g to te ll you a b o u t
th e m otorw ay, w h ich is in th e e a s t,
Yes ... J u s t a fte r th a t, y o u 'll c o m e to
th e y fo rm d iffe r e n t p a tte rn s . I t ’s re a lly c o lo u rfu l and e x c itin g . K id s love it. T hen, a t th e o th e r e n d o f th e s c a le we have m o re c o m p le x e x h ib itio n s th a t a p p e a l
th e ra ilw a y c ro s s in g and th e n y o u ’ll
m o re to o u r o ld e r v is ito rs . T h e re 's o n e a b o u t th e
se e th e rive r on yo u r le ft. A fte r th a t on
h is to ry o f a v ia tio n , how p la n e s d e v e lo p e d o ve r th e
th e rig h t y o u ’ll s e e th e s c h o o l. It’s ju s t
y e a rs . O ld e r v is ito rs m a y even be a b le to re m e m b e r
b e fo re th e brid g e o ver th e river.
s o m e o f th e e a rlie r p la n e s on d isp la y. A n o th e r
W illiam :
So th e s c h o o l’s b e fo re th e bridge.
e x h ib itio n th a t a d u lts m ig h t p a rtic u la rly e n jo y is th e
Travel Agent:
Yes, t h a t ’s rig h t. N ow ju s t a fte r th e
e n e rg y e x h ib itio n . It s h o w s th e h is to ric a l d e v e lo p m e n t
brid g e , y o u 'll se e a tu rn in g on y o u r le ft.
o f d iffe r e n t fo rm s o f e n e rg y in B rita in a n d how it h a s
Take th a t and fo llo w th e road th ro u g h
p o w e re d in d u s try o ve r th e c e n tu rie s . A nd, o f c o u rs e ,
th e fie ld s . On y o u r le ft, b e tw e e n th e
we m u s tn ’t fo rg e t th e te e n a g e r s . T h e re a re lo ts o f
road and th e river y o u 'll s e e a lo t o f
e x h ib itio n s to in te re s t th e m , b u t m y fa v o u rite o n e is
v e g e ta b le g a rd e n s . J u s t ke e p g o in g
th e o n e w h e re v is ito rs can fin d o u t m o re a b o u t how
dow n th e road to th e e n d . It le a d s
p h y s ic s w o rk s . I t ’s a fu n e x h ib itio n w ith p le n ty o f
s tra ig h t in to th e c a r p a rk a t th e s p a .
h a n d s-o n a c tiv itie s , th a t e x p lo re how lig h t a n d h e a t and
You c a n ’t m is s it. It’s a t th e end o f th e
c h e m ic a ls w o rk . I s till go th e re m y s e lf now and th e n .
road.
It’s b rillia n t.
W illiam :
T h a n k you v e ry m u ch fo r yo u r he lp .
Travel Agent:
M y p le a s u re . I h o p e you have a lovely w e e ke n d .
Questions 1 8 - 2 0 Track 4 5 M o s t o f o u r e x h ib itio n s are fre e , b u t you w ill n eed a tic k e t fo r s o m e o f th e s p e c ia l o n e s , lik e th e 3D film
Section 2 Questions 1 1 - 1 3 Track 4 3
sh o w s . So le t m e e x p la in h ow you g e t a tic k e t o n lin e . O f c o u rs e , you can do th is d ire c tly a t th e tic k e t o ffic e ,
Good m o rn in g . W e lco m e to th e S cie n c e M u s e u m . T h e re 's so m uch to do h e re , you c o u ld sp e n d all day g o in g fro m on e e x h ib itio n to a n o th e r. B u t if yo u r tim e is lim ite d , I’d s u g g e s t c h o o s in g m aybe ju s t o n e m a in e x h ib itio n . A t th e m o m e n t, I’d re c o m m e n d o u r new e x h ib itio n o f everyd a y in v e n tio n s . It’s a m a z in g to se e how o b je c ts w e use in o u r d a ily liv e s , like p a p e r c lip s , te a bag s and lig h t b u lb s w ere in v e n te d in th e firs t p la ce and how th e y ’ve d e v e lo p e d o ve r th e y e a rs in to su ch an e s s e n tia l p a rt o f o u r live s th a t w e h a rd ly e ver
b u t if th e r e ’s a long q u e u e , you can b o o k o n lin e on yo u r m o b ile . So, go to o u r h o m e page and c h o o s e th e ‘e v e n ts ’ b u tto n . Then c lic k on th e film t it le . T h a t’ll ta k e you to th e n e x t w indow . In th e rig h t hand c o rn e r y o u ’ll s e e a little c a le n d a r. C h o o se th e d a te on th e c a le n d a r and th e n go to th e n e x t w indow . T h e re ’s a d ro p dow n box th e re fo r you to c h o o s e th e tim e and a n o th e r on e fo r th e n u m b e r o f tic k e ts . C a re fu l on th a t page ... th e re a re d iffe re n t p ric e s fo r a d u lts and c h ild re n . W hen y o u ’ve d o n e th a t, go to th e fin a l page and c h o o s e yo u r p a y m e n t m e th o d .
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Audio scripts
115
Section 3 Questions 2 1 - 2 3 Track 4 6 So w h a t’s th e su rve y a b o u t, Tom?
Tom:
I t ’s a b o u t w here s tu d e n ts w a n t to live and how th e y c h o o s e . B asically, th e ir a c c o m m o d a tio n p re fe re n c e s . W e’ve a c tu a lly trie d it o u t w ith a fe w s tu d e n ts , already. OK. T h a t s o u n d s fin e . So to s ta r t w ith , how m any q u e s tio n s have you g o t? M m m m ... 2 0 ?
Monica:
Is th a t to o many?
Tutor:
Yes, it is, really. P eople g e t fe d up a n s w e rin g lo ts o f q u e s tio n s and th e y
Monica:
And, w h a t do you th in k a b o u t a s k in g
Tutor:
No. I d o n ’t th in k you need any m ore
m ore q u e s tio n s a b o u t c o s t?
Tutor:
Tutor:
Monica:
a b o u t c o s t. B u t you co uld a s k a co u p le m o re q u e s tio n s a b o u t th e re a so n s fo r s tu d e n ts ’ d e c is io n s . Monica:
So we sh o u ld a s k s o m e m ore
Tutor:
Yes. I th in k y o u ’d g e t q u ite a lo t m ore
Tom:
T h a n k you.
q u e s tio n s w ith ‘w hy? ’ in fo rm a tio n if you did th a t.
Questions 2 7 - 3 0 Track 4 8 Tom:
s to p th in k in g a b o u t th e ir a n sw e rs. R ight, so we need to th in k a b o u t th a t
you th in k we co u ld use th e m ?
a g a in. W h a t do you th in k o f th e firs t
Tutor:
Monica:
I d o n ’t se e why not. W ha t have you fo u n d o u t so fa r?
th re e q u e s tio n s ? Tutor:
U m m m ... w e ’ve a lre a d y g o t so m e re s u lts fro m o u r firs t q u e s tio n n a ire . Do
A h m m m ... You w a n t to know
Tom:
W ell, th e n u m b e r o f room s w as only
w h a t a ffe c ts s tu d e n ts ’ c h o ice o f
im p o rta n t fo r 16% o f th e people we
a c c o m m o d a tio n w hen th e y go to
asked. It looks like a lo t o f s tu d e n ts are
university.
q u ite happy to share a room . And even
Yes. We w a n t to fin d o u t w h ich has
fe w e r people were concerned a b o u t being n e a r a bus s to p , only 10%, in fa ct.
th e m o s t e ffe c t: th e c o s t, th e n u m b e r o f ro o m s in th e h o u se or fla t, o r th e
Tutor:
I'm s u rp ris e d a b o u t th a t. B ut w h a t a b o u t th e d is ta n c e fro m th e u n ive rsity?
d is ta n c e fro m c a m p u s . Tom:
W ell, th a t w a s q u ite im p o rta n t. Around
Tom:
And th e n we asked a n o th e r q u e s tio n .
Tutor:
Oh, yes. W hat e ls e did you w a n t to find
20% o f th e s tu d e n ts we a ske d w an ted
o u t?
to be c lo s e to ca m p u s .
Tom:
W ell, we w o n d ere d w h e th e r pu b lic
Tutor:
m any s tu d e n ts have ca rs. So it m ig h t
Tom:
Yeah, as we e x p e cte d , th e c o s t w as
be q u ite im p o rta n t fo r th e m to be near
by fa r th e m o s t im p o rta n t fa cto r. M ore
s o m e w h e re w here th e y co u ld ca tc h a
th a n h a lf th e s tu d e n ts w ere c o n ce rn e d w ith th e c o s t - 54% to be exact.
bus o r tra in . Tutor:
M m m m ... th a t m a ke s s e n s e . And w h a t a b o u t th e c o s t?
tra n s p o rt w as im p o rta n t. You know, n o t
Yeah, t h a t’s a good q u e s tio n .
Tutor:
Only 54% ? ... I th o u g h t it ’d be c lo s e r to 80% !
Questions 2 4 - 2 6 Track 4 7 Tutor:
B efore you a s k any m o re p e o p le , I've g o t a co u p le o f s u g g e s tio n s fo r
Monica: Tutor:
116
Section 4 Questions 3 1 - 3 4 Track 4 9
im p ro vin g th e q u e s tio n n a ire . F irst
My le ctu re th is e vening w ill fo c u s on th e m igra tio n o f
o f a ll, I th in k you need to a s k fe w e r
b irds. T hat is, how b ird s fly in big g ro u p s from d iffe re n t
q u e s tio n s . As I s a id , 2 0 is re a lly to o
p a rts o f th e w orld a t c e rta in tim e s o f th e year. In th e
many. I’d c u t it dow n to 1 0 , if I w ere
firs t p a rt o f th e le ctu re I’ll ta lk a b o u t th e re a so n s why
you.
bird s m ig ra te , w hen th e y m ig ra te and w hich p a rts o f th e
OK, 1 0 q u e s tio n s only. And is th e re
w orld th e y m ig ra te fro m and to . To s ta rt w ith , why do
a n yth in g e ls e you th in k we sh o u ld do?
birds m ig ra te ? Well, th e re are tw o m ain re aso ns: One,
W ell, yes. S om e o f th e q u e s tio n s are
th e y m ig ra te to look fo r fo o d and tw o, th e y travel to p a rts
a c tu a lly q u ite c o m p lic a te d . I th in k
o f th e w o rld th a t are m ore s u ita b le fo r breeding. In fa ct,
you sh o u ld m ake th e m clearer. I
th e s e re a so n s are c lo s e ly linked. As you can im agine,
m e a n , I th in k th e y sh o u ld be e a s ie r to
w hen birds are breeding, th e y need extra food to feed
u n d e rs ta n d .
th e ir voune. And, in th e spring, in th e c o o le r c lim a te s o f
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Europe, th e re is a lo t o f fo o d fo r b ird s, e s p e c ia lly in s e c ts . So, generally, d u rin g th e sp rin g , b ird s fly up fro m th e tr o p ic s , w hich are hot, to c o o le r c lim a te s in th e n o rth . They sta y th e re fo r a fe w m o n th s to brin g up th e ir young. And th e n w hen th e w e a th e r in th e n o rth g e ts co ld in th e w inter, th e y fly b a ck to w a rm e r c lim a te s in th e s o u th .
Questions 3 5 - 3 7 Track 5 0 N ow I'd like to ta lk a b it a b o u t how g lo b a l w a rm in g ha s a ffe c te d bird m ig ra tio n . O ne o f th e e ffe c ts o f g lo b al w a rm in g h a s been to m a ke th e s p rin g c o m e e a rlie r in th e n o rth e rn re g io n s o f th e w o rld . W hen s p rin g c o m e s early, th e p la n ts and in s e c ts th a t b ird s n eed to brin g up th e ir yo u n g are a ls o a v a ila b le e a rlie r. R e se a rch ha s show n th a t q u ite a lo t o f b ird s have s ta rte d to m ig ra te e a rlie r, b e c a u s e o f h ig h e r te m p e ra tu r e s . But, u n fo rtu n a te ly fo r s o m e s p e c ie s , th is h a s n ’t bee n e a rly e n o u g h . W h a t I’ m s a yin g is th a t b ird s th a t a re tra v e llin g a lo n g way fo r b re e d in g m ay a rrive to o la te to find en ou g h fo o d to fe e d th e ir yo u n g and th e ir p o p u la tio n d ro p s d ra s tic a lly . S c ie n tis ts a re c u rre n tly re s e a rc h in g m ore a b o u t th is .
Questions 3 8 - 4 0 Track 5 1 Now, I th o u g h t I’d fin is h by ju s t b rie fly d e s c rib in g a fe w d iffe re n t p a tte rn s o f m ig ra tio n . A hhh ... m ig ra tio n v a rie s w ith th e ty p e o f bird and th e area th e y c o m e fro m . For e x a m p le , one kind o f m ig ra tio n is ‘ p a rtia l’ m ig ra tio n . T h is m e a n s th a t s o m e b ird s in a p a rtic u la r s p e c ie s w ill m ig ra te and o th e rs w o n ’t. It u s u a lly d e p e n d s on how th e w e a th e r a ffe c ts fo o d s u p p lie s and v e ry o fte n h a p p e n s in th e tr o p ic s . In a n o th e r m ig ra to ry p a tte rn , a bird c a lle d an A rc tic Tern m ig ra te s th e w h o le le n g th o f th e g lo b e , fro m th e n o rth p o le to th e s o u th . The A rc tic Tern tra v e ls b e tw e e n tw e lv e a n d fifte e n th o u s a n d k ilo m e tre s each way w h e n it m ig ra te s in a c o m p le te c irc le a ro u n d th e w o rld . I t ’s q u ite a m a zin g ! R ight ... a n d , lastly, I'd like to m e n tio n a p a tte rn w h ich is n ’t n e a rly a s s p e c ta c u la r, b u t is v e ry in te re s tin g . And th is is th e way m any b ird s m ig ra te a c ro s s N o rth A m e ric a . In th is p a tte rn th e b ird s fly n o rth w a rd s in th e w e s t o f th e c o u n try and th e n b a c k s o u th ag a in in th e e a s t. So, if you im a g in e it, th e y ’re a c tu a lly m ig ra tin g in a c irc u la r p a tte rn , lik e th e h a n d s o f a c lo c k , n o t in a s tra ig h t line, a s we m ig h t th in k .
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Unit 1 Part 1
Unit 2
Friends abroad
Part 1
Vocabulary
Vocabulary
E xe rcise 1
E xe rcise 1 d U n ite d A ra b E m ira te s
a Ja p a n
meat
dairy products
vegetables
fruit
lamb
cheese
potatoes
bananas
beef
milk
cabbage
pineapple
turkey
yoghurt
carrots
cherries
(UAE)
b E gypt
e P o rtu g a l
c M a la y s ia
E xe rcise 2 1 Japanese
3 E g y p tia n
5 P o rtu g u e s e
2 C h in e s e
4 Em i ra ti
6 M a la y s ia n
E xe rcise s 3, 4 1 4 .5 0
4 L is b o n / P o rtu g a l
2 B e ijin g / C h in a
5 16
3 UAE1880
Part 2
Food and cooking
E xe rcise 2 2 U
5 U
8 C /U
3 C /U
6 C /U
9 C
4 C
7 U
1 0 C /U
i D
iii A
v B
ii E
iv C
E xe rcise 3
Skills development
E xercise 1 1 6 . 5 0 p .m .
3 B ritis h A irw a y s /
2 W e d n e s d a y 6 th J u ly
Exercise 4 1 .3
BA3025
kg
kilos
o f flour
grams o f s a lt
20 E xe rcise 2
/
g / grams o f su gar 2 I / litres o f m ilk 4 5 0 ml / millilitres of cooking 300
1 3 - th ir t e e n , 8 0 - e ig h ty , 4 0 - fo rty , 1 5 - fifte e n
oil
E xe rcise 3 1 14
3 50
2 40
4 1 6 .1 5
5 1 7 .3 0
Exercise 5 1 %
3 five eig h th s
2 tw o th irds
4 7/s
E xe rcise 4 i
b
ii c
Exercise 6 1 x/ i kilo - 5 0 0 g
E xe rcise 5 1 3 . 3 0 a .m .
3 A BIN G D O N
2 60
4 0 X 1 4 3H B
5 612744
3 3 3 0 g - Vs kilo
2 17 12 1994
3 1 3 PARK ROAD
5
VsI -
Exam practice
Skills developm ent
Exercise 1
1 D o u b le - k in g -s iz e d b e d
6 b r e a k fa s t
2 c
4 a
2 E dw ard F ra n c is
7 F riday 1 6 th A p ril
3d
5 h
3 2 3 C y p re s s
8 c
4 C B3 9NF 5 ta x i
118
200m l
B R IG H TO N , B N 4 0 4G R
Part 2 Part 3
Vs kilo
4 200g -
E xe rcise 6 1 H UA FANG
2 2 5 0 g - V4 kilo
9 b 10 c
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6 g
Units 1 -3 Part 2
E xe rcise 4 1 th e a p p le s
Skills development
E x e rc is e 1
2 (a p p le s ) w ith s u g a r
i
b
ii c
hi
iv b
c
3 b la c k b e r r ie s a n d a p p le s 4 (a) b a k in g d is h
E x e rc is e 2
5 flo u r a n d b u tte r (to g e th e r) 6 (th e ) s u g a r
1 a c o m p a r is o n
3 s im ila r
2 8
4 d iffe r e n t
7 o n to p / on to p o f f r u it 8 3 0 m in u te s
E x e rc is e 3 1 t it le b o x
E xe rcise 5
3 im a g e (s )
2 b u lle t p o in ts
1 d e e p fa t
4 ro a s t
2 h e a lth y
5 v e g e ta b le s
3 F rida y n ig h t
6 a t hom e
E x e rc is e 4 a, e
Part 3
Exam practice Part 3
1 e a t p ro p e rly
5 - 7 f, a , b
2 im p ro v in g s itu a tio n
8 g o v e rn m e n t
S e c tio n 3
3 rig h t a m o u n t
9 s c h o o ls
1 -4
1 0 fa m ilie s / p a re n ts
4 c e re a ls
i
Exam practice
b
ii c
iv b
iii b
5 A d v a n ta g e s
Unit 3 Part 1
6 A c c id e n ts
Presentations
7 S u g g e s tio n s
Vocabulary
8 S e v e n m in u te s 9 Two m in u te s
E xe rcise 1 Id
4 c
3 b
2 a
1 0 s a m e s ty le
E xe rcise 2 2 p r e s e n ta tio n
p re s e n t
3 s u ggest
s u g g e s tio n
4 p ro je c t
p ro je c t
5 in fo r m
in fo r m a tio n
6 e x p la in
e x p la n a tio n
p re s e n t
Review 1 p ro je c to r E x e rcis e 1
/e i/
/i:/
/e /
/a i/
E xe rcise 3
A
/iu :/
E
F
i
F a ro u k: S o , w h o 's g o in g to d o th e in tr o d u c tio n ?
U
H
B
L
Y
J
C
M
Q w
K
D
N
G
S
in fo r m a tio n , to o . I t h in k y o u s h o u ld e x p la in th e n e x t
P
X
tw o s lid e s .
T
z
E d w a rd : W e ll, I s u g g e s t y o u p re s e n t th e f ir s t p a rt, F a ro u k. Y o u ’ve d o n e a lo t o f w o rk o n t h is p ro je c t, a ft e r a ll. F a ro u k: W e ll, O K . I’ ll s ta r t. B u t y o u ’v e g o t a lo t o f
V E xe rcise 4 d ia g ra m : plan, g ra p h , c h a r t, ta b le p ic tu re : im a g e , p h o to g r a p h , p a in tin g la n g u a g e : F re n c h , A ra b ic , C h in e s e , Ita lia n a d v a n ta g e s : p ro s , b e n e fits , g o o d p o in ts
E x e rc is e 2 1 B ritis h
4 a rriv a l
2 d e p a rtu re
5 in fo rm a tio n
3 flig h t
6 c o n n e c tio n
d is a d v a n ta g e s : b a d p o in ts , d a n g e rs , c o n s
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Answer key
119
E xe rcise 4
E xe rcise 3
5 lo o k th ro u g h
1 o n io n s
5 beans
1 lo o k fo r
3 lo o k a t
2 flo u r U
6 c h e rrie s
2 lo o k a fte r
4 lo o k o v e r
3 p o ta to e s /U (e .g .
7 c o ffe e U 8 c h ic k e n (s )/U (fo o d )
m ashed) 4 m ilk U
E xercise
4
E xe rcise 5 1 lo o k th ro u g h
4 lo o k e d a t
2 lo o k fo r
5 lo o k a fte r
3 lo o k o v e r
1 o n e - o rd in a l n u m b e rs 2 in g re d ie n t - u n its o f w e ig h t
Part 2
3 d is h - m e a ls
E xe rcise 1
4
w h o - s e q u e n c e lin k in g w o rd s
Skills development
1 s tu d e n t s o c ie tie s
5 d o o r - synonym s
2 a la rg e c o rp o ra tio n
6 w i-fi - p la c e s to e a t
3 w o rk in g o u td o o r s
7 b e a n s - d rin k s
4 in s titu tio n s o f fu r th e r e d u c a tio n
8 p an - c o o k in g m e th o d s
5 jo b s a tis fa c tio n
9 b a n a n a - v e g e ta b le s
6 fin d in g a jo b
1 0 e g g - d a i r y p ro d u c ts E xe rcise 2 E xercise 5
1 c lu b s , a s s o c ia tio n s
1 T h e f ir s t th in g w e h a ve to d e c id e is o u r t o p ic .
2 c o m p a n y , b u s in e s s
2 S o , t h a t ’s fix e d th e n .
3 in th e o p e n air, o u ts id e
3 I th in k w e s h o u ld k e e p th e b lu e b u lle t p o in ts .
4 c o lle g e s , u n iv e rs itie s
4
5 fu lfilm e n t, e n jo y m e n t
I’ve p u t a ll o u r s lid e s to g e th e r.
5 S o , le t ’s p u t B o ttic e lli f i r s t , a n d fo llo w w ith
6 e m p lo y m e n t, w o rk
M ic h e la n g e lo . 6 M a k e s u re a ll th e s lid e s have th e s a m e s ty le .
E xe rcise
6
1 0
5 0
9 S
2 S
6S
10 0
3 0
7 S
4 0
8S
Unit 4 P a rt 1
E xe rcise 3 1 c lu b s
3 o u ts id e
5 fu lfilm e n t
2 com pany
4 u n iv e rs itie s
6 e m p lo y m e n t
E xe rcise 4 W ei L o n g :
A lic e :
9 b u s in e s s m a n
1 a fa rm
Work
Vocabulary
E xercise 1
2 f r u it
1 0 in fo rm a tio n te c h n o lo g y
3 c h ic k e n s
1 1 tra d e
4 (th e ) a n im a is
1 2 s m a ll c o m p a n y
5 sum m er
1 3 c o m p u te r p a rts
6 s u p e rm a rk e ts
1 4 re c e p tio n is t
7 lo c a l s h o p s
1 5 d e c is io n s
8 (th e )
1 6 b ig c o m p a n y
p u b lic
1 A = 3 , B = 1, C = 4 , D = 2 E xe rcise 5 E xercise 2 3 d o c to r
2 p o lic e o ffic e r
4 fa r m e r
P a rt 3
Exam practice
1 p o lic e o ffic e r
E xercise 3
120
2 c
1 f
1 b u s in e s s m a n
1 p ro d u c e
4 e a rn
2 s u p p ly , d e liv e r
5 tra d e
3 d e fe n d , g u a rd
6 ta k e
2 law 3 p ra c tic a l c a re o f
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3d
Units 4 -6 5 -7
Part 3
e , c, a
8
w e ll-p a id
9
fa m o u s p e o p le / c e le b r itie s
Exam practice
1 A
7 8 9
2 B
1 0 (a) d e te c tiv e
3 E 4 C
Part 1
On cam pus services
(s tu d e n t) ID c a rd m akes a b e e p / sound / beeps
5 o n lin e c a ta lo g u e
Unit 5
p la n
1 0 p r in ts a t ic k e t
6 a num ber
Vocabulary
E xe rc ise 1 1 lib ra ry
3 s p o r t s c e n tre
2 m e d ic a l c e n tre
4 h a lls o f re s id e n c e
Unit 6 Part 1
Staying safe
Vocabulary
E x e rc is e 1
E xe rc ise 2 1 s p o r t s c e n tre
3 s p o r t s c e n tre
2 m e d ic a l c e n tre
4 h a lls o f re s id e n c e (h a ll)
b re a k in to / , t h ie f / , g u n / , p ic k p o c k e t /
E x e rc is e 2 E xe rc ise 3 1 th ro u g h
3 r e s ta u r a n ts
5 u n til
2 T h e re
4 fo re ig n
6 tw e lfth
E xe rc ise 4 1 in to
4 b e h in d
2 fa r aw ay
5 b e tw e e n
3 o u ts id e
Noun
Verb
Adjective
crime knife gun th ie f gang safe
steal rob attack protect break into
dangerous careful safe
E x e rc is e 3 1 b u rg la r, s to le (p a s t te n s e )
E xe rc ise 5
2 p ic k p o c k e t
1 E
3 C
2 D
4 B
Part 2
5 A
3 s h o p lif te r 4 g a n g , ro b b e r s (p lu ra l) 5 s a fe
Skills development
E xe rcise 1
E x e rc is e 4
1 th e rig h t
4 s tr a ig h t a h e a d o f yo u
ta k e to c o u r t
2 th e c o rn e r
5 M e d ic a l C e n tre
w a tc h o u t fo r
3 o p p o s ite
6 to th e la k e
c a ll th e p o lic e lo c k u p
E xe rcise 2
c rim e s c e n e
1 o f th e w o o d
4 a c ro s s th e g re e n
2 th e f ir s t flo o r
5 S tu d e n t U n io n b u ild in g
3 ro u n d th e la k e
6 next
E xe rcise 3
E x e rc is e 5 1 b ro k e n in to
4 lo c k e d u p
2 c a lle d th e p o lic e
5 w a tc h o u t fo r
3 c rim e s c e n e
6 ta k e th e m t o c o u r t
1 g ro u n d flo o r
4 on ca m p u s
2 m e e t fr ie n d s
5 fo u r
E x e rc is e 7
3 f ir s t flo o r
6 p la y fo o tb a ll
W h e n th e r e c e p t io n is t a rriv e d a t G o o d m e a d P rim a ry S c h o o l o n M o n d a y , s h e fo u n d t h a t s o m e o n e h a d
E xe rcise 4 1 D
b ro k e n in to th e o ffic e a n d s to le n s e v e ra l la p to p s , s o 2 A
3 B
s h e c a lle d th e p o lic e .
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Answer key
121
Part 2
Skills development
E xe rcise 3 1 a c c o m m o d a tio n
E xercise 1 1 W h a t is th e m o s t c o m m o n c rim e in th e U K ? 2 W h a t tw o fo r m s o f th e f t d o e s th e p o lic e w o m a n
2 a c c id e n t
7 F e b ru a ry
3 lib ra ry
8 n e c e s s a ry
4 o p p o s ite
m e n tio n ? 3 W hy a re p e o p le in m o re d a n g e r w h e n th e y a re
6 W ednesday
9 re le v a n t
5 b u s in e s s
1 0 re s p o n s ib le
a b ro a d ? 4 W h a t s h o u ld p e o p le le a v e in th e h o te l on h o lid a y ? 5 W h a t k in d o f m o b ile is p o p u la r w ith th ie v e s ?
E xercise 2 1 th e ft
4 p a s s p o rt and m oney
2 ro b b e ry , b u rg la ry
5 s m a rt phone
E xe rcise 4 1 in , in
4 at
2 at
5 on
3 o n / a t, on
6 o p p o s ite , on
E xe rcise 5 1 S tu d e n t u n io n b u ild in g
3 (th e y ) d o n ’t k n o w
3 T e a c h in g b lo c k
2 L ib ra ry
c o u n tr y
E xe rcise 3 USA - 9 1 1 , A u s tra lia - 0 0 0 , G e rm a n y - 1 1 2 , In d ia - 1 0 0
Unit 7
Studying, exam s and revision
E xe rcise 4
Part 1
b
Vocabulary
E xe rcise 1 E xercise 5 i
c
IV c
ii a
Part 3
1 te x t b o o k s
3 e x a m h a ll
2 te s t
4 re v is io n
E xe rcise 2
Exam practice 6 lo n e ly p la c e s
+ Y
+ ‘er’
y- + ier
more + adjective
irregular
2 h a n d b a g th e f t
7 c a s h m a c h in e s
later
faster
healthier
more interesting
worse
3 L a tin A m e ric a
8 c
slower
easier
more nervous
better
4 g u n c rim e
9 b
2 in te r e s tin g
B
6 la te
A
3 c le v e r
C
7 h e a lth y
D
4 n e rv o u s
B
8 bad
E
5 s lo w
A
9 good
E
1 In d ia
5 e x p e n s iv e je w e lle ry
cleverer
10 b E xe rcise 3
Review 2 E xercise 1
E xe rcise 4
Trade
Occupation
Education
Transport
business
doctor
graduated
truck
shop
nurse
studied
deliver
firm
rescue worker
university
supply
company
police officer
S u g g e s te d a n s w e rs : 1 b e tte r
4 s lo w e r
2 h e a lth ie r
5 m o re n e rv o u s
3 m o re in te r e s tin g E xe rcise 5 1 in te llig e n t, c o rre c tly
farmer
2 w e ll, e ffe c tiv e ly 3 fa irly , q u ic k ly
E xe rcise 2
122
1 at
3 a ro u n d
2 fo r
4 on
5 a fte r, in
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Units 7-8 Part 2
Skills development
3 O n e a d v a n ta g e o f s e lf-s e r v ic e is t h a t y o u c a n c h o o s e y o u r o w n fo o d fr o m th e s h e lv e s .
E xe rc ise 1 1 b, d
2 c, d
3 a , c, d
4 M a n y y o u n g p e o p le in b ig c itie s g o to s h o p p in g m a lls to m e e t t h e ir fr ie n d s . 5 F a rm e rs o fte n s e ll t h e ir f r u it a n d v e g e ta b le s fro m
E xe rc ise 2 IB
2D
3 A
m a rk e t s ta lls .
4 C
6 T h e s h o p a s s is t a n t h e lp e d th e c u s to m e r to fin d a T s h ir t in th e c o lo u r th e y w a n te d .
E xe rc ise 3 1 re v is io n tim e t a b le
E x e rc is e 3
2 in h is m in d
1 I b o u g h t th is s h ir t in a s a le .
3 e a s ie r t o c o n c e n tr a te
2 M y b r o th e r th in k s o n lin e s h o p p in g is m u c h q u ic k e r
4 la s t-m in u te re v is io n
th a n g o in g to th e s h o o s . 3 T h e g o o d th in g a b o u t s h o p p in g in a d e p a r tm e n t
E xe rcise 4
s to r e is t h a t yo u c a n g e t e v e ry th in g in o n e p la c e .
1 m o b ile (p h o n e ) in
4 T h e la s t tim e I to o k s o m e th in g b a c k to a s h o p , th e
2 in th e d o o rs
c u s to m e r s e rv ic e s m a n a g e r w a s n ’t t h e r e .
3 t o th e s u p e r v is o r
5 I lo s t m y c r e d it c a rd th e o th e r day. I w a s re a lly
4 e x a m in a tio n n u m b e r
w o rrie d s o m e o n e e ls e w o u ld u s e it. 6 H a ve yo u e v e r b o u g h t a tr a in tic k e t w ith a s tu d e n t
E xe rc is e s 5 , 6 IF
3 A
2 E
4 C
d is c o u n t? I t ’s s o m u c h c h e a p e r.
E x e rc is e 4
Part 3 1
Exam practice
Id
3 b
2 e
4 a
5 c
rig h t e x a m p a p e r
2
y o u r e x a m in a tio n n u m b e r
E x e rc is e 5
3
th e in s tr u c tio n s
1 g o s h o p p in g
4
h o w lo n g
2 (s h o p p in g ) lis t
5
s e v e ra l tim e s
3 s u p e rm a rk e t
6
m o re d iffic u lt
4 g o e s s h o p p in g
7
k n o w b e tte r
5 a re fu n d
8
n u m b e r o f m a rk s
9
(yo u r) m a in id e a s
10
Part 2
a lo w m a rk
Skills development
E x e rc is e 1 2 th e n , n e x t 3 s e c o n d ly , fin a lly
Unit 8 Part 1
S hopping and spending
4 a fte r, th ir d ly 5 la s tly , p rio r to
Vocabulary
E x e rc is e s 2 a, b
E xe rcise 1
1 75%
a 2
c 4
2 60%
b 1
d 3
3 50% 4 s u p e r m a r k e ts
E xe rcise 2
5 m a r k e ts
1 In g rid c o m p la in e d to c u s to m e r s e r v ic e s a b o u t h e r
6 s m a ll s h o p s
n e w b o o ts b e c a u s e th e z ip w a s b ro k e n . 2 A lo t o f te e n a g e r s lik e e x p e n s iv e d e s ig n e r b ra n d s m o re th a n c h e a p c lo th e s .
E x e rc is e 3 a, d , f
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Answer key
123
E xe rcise 2
E xercise 4 1 a
3 f
5 c
2 e
4 d
6 b
1 fly in g
3 le a d in g
2 p lay
E xe rcise 3
Part 3
1 num ber
Exam practice
1 (m o re ) m a tu re p e o p le
5 - 7 f, a, d
2 s p e n d in g p a tte rn s
8 c a rs a n d c o m p u te rs
3 u p to 3 0
9 b e a u ty tr e a tm e n ts 10 young m en
4 over 5 5
3 n a m e o f c o u n try
2 d a te E xe rcise 4 1 1998
3 1967
2 U S A /U n ite d S ta te s
4 B ra zil
E xe rcise 5
Unit 9 Part 1
Hobbies, interests and sports
2 a d d re s s
5 p e rs o n a l/m e d ic a l in fo rm a tio n
3 n a m e / s p e llin g
6 p e rs o n a l h is to ry
4 phone num ber E xe rcise 6
Vocabulary
E xercise 1
Sport
Interest
Hobby 4 stamp collecting
2 going to the cinem a/ movies
1 cycling
5 painting
3 playing video games
6 basketball
E xe rcise 2
Interests
Hobbies
Sports
stamp collecting
going to the cinema
cycling
painting
playing chess
basketball
gardening
travelling
swimming
cooking
listening to music
running
going to art galleries
football
1 A n d re w M e tc a lfe
4 571324
2 21
5 som e
3 43A
P a rt 3
Exam practice
1 ta b le te n n is
5 - 7 e, b, g
2 100
8 M a n d e v ille 9 B u ry G a rd e n s
3 12
10 5 7 3 2 7 9
4 s tr e e t d a n c e
Review 3 E xe rcise 1
E xercise 3 A 1 s w im m in g
C 1 tr a v e llin g
2 ru n n in g
D 1 c y c lin g 2 c o o k in g
2 c o n c e rt
E xercise 4 1 to
3 tw o
5 to
2 to o
4 to o
6 tw o
Skills development
E xe rcise 1 1 fry
6 p la y
2 pray
7 re a d
3 le a d
8 fly
4 b la d e
9 p la ye d
5 c o rr e c t
3 to u g h e s t
5 b e tte r
4 w o rs t
6 best
2 g a rd e n in g
B 1 c in e m a
P a rt 2
1 e a s ie r 2 lo n g e r
1 0 c o lle c t
E xe rcise 2 2 p re ttie r
5 m o re d iffic u lt
3 c le v e re r
6 h e a lth ie r
4 b e tte r
7 n e a re r
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9 e a rlie r 1 0 m o re b o rin g
E xe rcise 3
Shop
Discount
Fashion
Goods
store
bargain
style
items
supermarket
deal
design
produce
market
reduction
articles
sale price
E xe rcise 4 1 young m en 2 e a tin g o u t
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3 im p ro v in g h o m e (s )
Units 9-10 E xe rcise 5
E x e rc is e 4
1 tw o p e o p le , w h e re , g o in g o n h o lid a y , c o m p le te th e
1 jo b
4 o ffic e
s e n te n c e s , NO M O RE THAN TW O W O R D S OR A
2 h o lid a y s
5 ow ner
NUMBER
3 w o rry
6 d e a d lin e
2 h o w to jo in a c lu b , c o m p le te th e fo rm , TWO W O R D S 3 tw o s tu d e n ts , h o b b ie s , c o m p le te th e n o te s , NO
E x e rc is e 5 1 N e w Y o rk is n o t th e c a p ita l o f th e U n ite d S ta te s o f
M O R E TH AN THR EE W O R D S OR A N U M B E R
A m e ric a .
4 w o m a n , fr ie n d , w e e k e n d , m a tc h th e w o m a n ’s
2 In t h e U K , c h ild r e n w h o a re b o rn in J u ly u s u a lly
o p in io n , a c tiv itie s
s t a r t s c h o o l in S e p te m b e r , j u s t a f t e r th e y a re
5 tw o p e o p le , fa v o u r ite film , c h o o s e c o r r e c t a n s w e r,
fiv e .
lis t (A-C)
3 O x fo rd U n iv e rs ity is o n e o f th e m o s t fa m o u s in th e w o rld .
E x e rc is e 6
2
3
4
5
dates ages prices names phone numbers tim es addresses activities days sports
comparisons activities days sports hobbies
comparisons weather tim es activities days sports cities hotels hobbies
comparisons stories actors names types o f film
4 In s o m e c o u n tr ie s , m o s t c o m p a n ie s c lo s e on S u n d a y s , b u t in o th e r c o u n tr ie s th e y c lo s e on F rid a ys o r S a tu rd a y s . 5 T h e o ffic ia l la n g u a g e o f G re e c e is G re e k .
P a rt 2
Skills development
E x e rc is e 1 ii T h e ir h o lid a y s s t a r t a t th e b e g in n in g o f July.
E x e rc is e 2 i
iv b
a
b
E xe rc is e 3
Unit 10
W ork-life balance
1 n in e / 9 , f i v e / 5 2 c o m e in to
Part 1
3 d o n ’t h a ve
Vocabulary
4 On M o n d a y s E x e rc is e 1
5 com e out
S u g g e s te d a n s w e rs : 1 s tr e s s
3 re la x a tio n
2 d e a d lin e
4 e m p lo y e r
E xe rc is e 4
E x e rc is e 2 1 hobby
3 c o m fo rt
2 w o rk
4 beach
6 s ta r t
E 6
C 4
F 5
G 2
E x e rc is e 5 1 B
3 F
2 E
4 G
5 A
Noun and verb
career
rest
job
work
hobby
D 1
B 7 5 w o rk e r
E x e rc is e 3 Noun
A 3
stress
P a rt 3
Exam practice
1 a n d m e n ta l
6 jo b s h a rin g
profession
worry
2 p riv a te
7 27%
occupation
com fort
3 fle x ib le
8 w o rk fr o m h o m e
relaxation
shop
4 fr o m h o m e
leisure
boss
5 a year
difficulty
9 tw o s m a ll c h ild re n 10
h e r s is t e r ’s
start pressure
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Answer key
125
E xe rcise 3
2 e
1 f
Unit 11
3 d
Com paring cultures E xe rcise 4
Part 1
Vocabulary
1 In tr a d itio n a l In d ia n fa m ilie s , w h e re d id th e b rid e a n d g ro o m u s e to m e e t fo r th e fir s t tim e ?
E xercise 1
Across:
Down:
2 In In d ia , w h a t d id th e fa th e r o f th e b rid e u s e to d o ?
3 n a tio n a l
1 C h in e s e
3 W h a t h a s it b e c o m e p o p u la r fo r In d ia n fa m ilie s to
4 h u ts
2 Ita ly
d o re c e n tly ? 4 W h e re d o e s th e c o u p le live a fte r th e y a re m a rrie d ?
E xercise 2 1 p ro n u n c ia tio n
5 s c a rf
E xe rcise 5
2 a lp h a b e t
6 s ilk
1b
3 s p ic y
7 b ric k
4 v e g e ta ria n
8 b lo c k o f fla ts
iv b
ii c
Part 3
Exam practice 6 w a te r fe s tiv a ls
1 b E xercise 3
2 b
7 s ix
1 d ie t
3 a
8 life , w e a lth , lu c k
2 h o u s in g
4 e
3 c o m m u n ic a tio n
5 g
9 new year 1 0 (by) a n c ie n t tr a d itio n
4 c o s tu m e E xe rcise 4
Unit 12
1 s p ic y
Exploring the oceans
2 b lo c k s o f fla ts
Part 1
3 la n g u a g e , a lp h a b e t 4 s ilk
Vocabulary
E xe rcise 1 S u g g e s te d a n s w e rs :
E xe rcise 5 1 have
4 had
2 m ade
5 do
3 done
6 have
Part 2
Picture 1
Skills development
E xercise 1
Picture 2
Picture 3
Picture 4
oil rig
gas pipeline
fishing trawler
underwater turbine *
off-shore drilling
natural gas
net
wave power
mineral resource
mineral resource
fish farm
energy
fuel
th e s a m e a s
m o re [c o m m o n ] th a n
fuel
m u c h m o re [o p e n ]
[frie n d lie r] th a n
natural gas
in c o m p a r is o n w ith E xe rcise 2 E xercise 2
To emphasize similarity very
1 f
3 d
5 c
2 e
4 b
6 a
To limit similarity a bit
E xe rcise 3
extremely
rather
1 s o u rc e
3 a ffe c te d
5 b re a k
incredibly
2 sea
4 O ur
6 c u rr e n ts
quite
exactly
not
E xe rcise 4
a little
T h e g ra p h s s h o w tr e n d s . Id
126
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3 b
4 c
Units 1 1 -1 2 E xe rcise 5 S u g g e s te d a n s w e rs :
Trends
Statistics
Review 4
average (noun/adjective)
rise ( noun/verb)
majority (noun)
fall (noun/verb)
1 Is g a rd e n in g a h o b b y o r a s p o r t?
minority (noun)
increase (noun/verb)
2 S e v e ra l th o u s a n d p e o p le ra n in th e L o n d o n
less than (adjective)
decrease (noun/verb)
E x e rc is e 1
M a r a th o n in 2 0 1 2 . 3 S o u th A m e ric a is a v e ry la rg e c o n tin e n t w ith a
more than (adjective)
remain stable (verb + adverb)
fraction (noun)
downward (adverb/adjective)
number (noun)
upward (adverb/adjective)
per cent (noun)
tendency (noun)
v a rie ty o f c lim a te s . 4 In m a n y la rg e c o m p a n ie s e m p lo y e e s w o rk fr o m M o n d a y to Friday, a n d s o m e e v e n w o rk on S a tu rd a y s .
amount (noun)
dramatic (adjective)
significant (adjective)
gradual (adjective)
5 H in d i is th e o ffic ia l la n g u a g e o f In d ia . 6 A n A u s tra lia n a c c e n t is n o t th e s a m e a s a N ew
slight (adjective)
Z e a la n d o n e . 7 T h e c a p ita l o f th e U n ite d S ta te s is n o t N e w Y ork, b u t W a s h in g to n D.C.
Part 2
8 O x fo rd U n iv e rs ity is o n e o f th e b e s t in th e w o rld .
Skills development
E xe rcise 1 E x e rc is e 2
1 u n d e rw a te r (s u b = u n d e r, m a rin e = s e a ) 2 n o t d e e p (fix e d rig s n e e d to r e s t o n th e s e a b e d ) 3 fis h fa r m in g (a q u a = w a te r / c u lt u r e = g ro w in g ) 4 jo u r n e y d o w n (to th e o c e a n flo o r), s h o w n (h a s + v e rb ), m a rin e (= s e a )
1 s tu d ie s
4 c la s s e s
2 th a n k
5 c o u n tr ie s
3 la n g u a g e s
6 c o m m u n ic a tio n
E xe rc is e 3 1 m ake
E xe rcise 2
Noun
2 h a ve
Adjective
Aquaculture
submarine
descent
shallow
Verb revealed
3 do 4 h a ve 5 h a ve 6 m ade
marine
7 h a ve 8 h a ve
E xe rcise 3 1 d e rr ic k
3 s u p p o r t to w e r
E x e rc is e 4
2 h e lic o p te r pad
4 c ra n e
1 m o re b e a u tifu l th a n
5 as h o t as
2 e a s ie r, th e s a m e a s
6 m o re c o n s e rv a tiv e th a n
3 g r e a s ie r th a n
7 a s c o ld a s
E xe rcise 4 1 2008 = 4
3 2012 = 18
2 2009 = 2
4 2014 = 60
Part 3
th a n
E x e rc is e 5
Exam practice
1 1 0 0 0 m e tre s
6 b a tte r ie s
2 1940s
7 p a n e l o f lig h ts
3 1960
8 fin
4 1 1 , 0 0 0 m e tre s
9 s u rfa c e o f e a rth
5 p ilo t ’s
4 m u c h m o re e x c itin g
1 C u rra n ts
5 E xcept
2 sea
6 s o u rc e
3 a ffe c te d
7 c u rr e n ts
4 accept
8 descent
1 0 m in e ra ls fo r in d u s try
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Answer key
127
E xercise 6
Noun
Adjective
Verb
Adverb
majority
marine
hatch
scientifically
descent
submarine *
descend
significantly
submarine *
shallow
explore
gradually
exploration
mysterious
research *
research *
technologically
reveal
scientist technology mystery revelation
Practice test S e c tio n 1 1 a
6 1 9 th Ju n e
2 b
7 £360
3 a
8 g a rd e n c e n tre
4 4 , T he W illo w s
9 school
5 07632 112254
1 0 v e g e ta b le
S e c tio n 2 1 1 E ve ryd a y in v e n tio n s
16 B
1 2 h a lf a n h o u r
17 A
1 3 g ro u n d flo o r
1 8 film title
14 c
1 9 c a le n d a r
15 b
2 0 n u m b e r o f tic k e ts
S e c tio n 3 2 1 (s tu d e n t) a c c o m m o d a tio n
26 f 27
16%
cam pus
28
n e a r b u s s to p
p u b lic tr a n s p o r t
2 9 20%
2 2 d is ta n c e fro m
23
25 b
24 e
3 0 54%
S e c tio n 4 31
lo o k fo r fo o d
3 2 fe e d th e ir y o u n g /fin d e x tra 3 3 th e tr o p ic s 3 4 w a rm e r c lim a te s
128
35
it c o m e s e a rlie r
36
h ig h e r te m p e ra tu r e s
37
(it) d ro p s d ra s tic a lly
38
D
39
F
40
B
книга выложена Get Ready for IELTS: Listening
группой vk.com/englishlibrary
n.
Key
canteen
a b b r. = a b b re v ia tio n
cauliflower
- a r e s ta u r a n t in a fa c to ry , s c h o o l, e tc .
w h e re w o rk e rs , s tu d e n ts , e tc . e a t
n.
- a la rg e , ro u n d v e g e ta b le w ith a w h ite
a d j. = a d je c tiv e
c e n tr e s u rr o u n d e d by g re e n le a v e s , w h ic h is e a te n
a d v . = a d v e rb
cooked
n.
crumble
n. - noun
- a b a k e d p u d d in g c o n s is tin g o f a c ru m b ly
m ix tu re o f flo u r, f a t a n d s u g a r o v e r s te w e d fr u it
p h ra s a l v. = p h ra s a l v e rb
dish
p h r. = p h ra s e
n.
- fo o d t h a t is p re p a re d a n d c o o k e d in a
p a r tic u la r w ay
v. = v e rb
n. - o n e o f e ig h t e q u a l p a r ts o f s o m e th in g flavour n. - th e ta s t e o f a fo o d o r d rin k flip v. - to tu r n s o m e th in g o v e r w ith a s u d d e n q u ic k eighth
Unit 1
m ovem ent fry v. - to c o o k fo o d in v e ry h o t f a t o r o il
arrival n . - th e a c t o r tim e o f a rriv in g
get straight on (with)
available a d j. - If s o m e th in g is a v a ila b le yo u c a n
grease
v.
v.
- to d o s o m e th in g w ith no d e la y
- If yo u g re a s e a c o o k in g d is h , yo u p u t a
th in la y e r o f f a t o n it to s to p fo o d fr o m s tic k in g to
h a ve o r u s e it. book v. - to re s e rv e a s e a t o n a flig h t, ro o m in a
it w h e n c o o k in g . greasy a d j. - c o a te d w ith o r fu ll o f g re a s e
h o te l, e tc . departure n . - th e a c t o r tim e o f le a v in g get in v. - to a rriv e , e s p e c ia lly a t o n e ’s h o m e o r
grill v. - to c o o k m e a t, fis h , e tc . by d ir e c t h e a t, a s u n d e r a g rill o r o v e r a h o t fire
n. - o n e o f tw o e q u a l p a r ts o f s o m e th in g lamb n. - th e m e a t o f a y o u n g s h e e p measures n. - p a r tic u la r a c tio n s in te n d e d to a c h ie v e half
p la c e o f w o rk land v. - W h e n a p la n e la n d s , it c o m e s d o w n to th e g ro u n d a ft e r a flig h t. pick-up point n . - a p la c e to c o lle c t p a s s e n g e rs ,
s o m e th in g melted a d j. - S o m e th in g t h a t is m e lte d h a s b e c o m e
g o o d s , e tc . terminal n . - th e b u ild in g w h e re p e o p le w a it a t a n
a liq u id b e c a u s e o f h e a t. mix
a ir p o r t o r to c a tc h a fe r ry travel agent n . - s o m e o n e w h o s e jo b is to a rra n g e
v.
- to c o m b in e liq u id s , s u b s ta n c e s , e tc .
to g e th e r packet food
h o lid a y s fo r p e o p le
n.
- fo o d t h a t is q u ic k a n d e a s y to
p re p a re , e .g . fo o d t h a t is p re c o o k e d peel
v.
- to re m o v e th e s k in o r o u te r c o v e rin g o f fr u it,
v e g e ta b le s o r e g g s
Unit 2
pineapple
amount n . - T he a m o u n t o f s o m e th in g is h o w m u c h
quarter
n.
- a tr o p ic a l f r u it w ith y e llo w fle s h a n d a
h a rd b ro w n s k in t h a t h a s s h a rp p o in ts o n it
th e r e is o r h o w m u c h yo u n e e d . balanced diet n . - a d ie t t h a t c o n ta in s e n o u g h o f th e n e c e s s a ry n u tr ie n ts fo r y o u to b e h e a lth y benefit n . - s o m e th in g g o o d t h a t yo u g e t fro m
recipe
n. n. -
boil v. - t o c o o k fo o d in v e ry h o t w a te r
roast
v.
bowl n. - a ro u n d c o n ta in e r o p e n a t th e to p , u s e d fo r
spice
g re e n o r p u rp le le a v e s th a t is u s u a lly e a te n c o o k e d
v.
- to m ix f a t in to flo u r u s in g y o u r fin g e rs to
g e t a c ru m b ly m ix tu re
boiling a d j. - v e ry h o t
h o ld in g liq u id , k e e p in g fr u it , s e rv in g fo o d , e tc .
- to c o o k m e a t o r v e g e ta b le s by d ry h e a t,
u s u a lly w ith a d d e d f a t a n d e s p e c ia lly in a n o ve n
solve
cabbage n . - a la rg e , ro u n d v e g e ta b le w ith w h ite ,
a lis t o f in g re d ie n ts a n d in s tr u c tio n s t h a t
te ll y o u h o w to c o o k s o m e th in g
rub (in)
s o m e th in g
- o n e o f fo u r e q u a l p a r ts o f s o m e th in g
v. n. -
to fin d th e s o lu tio n to a p ro b le m a p la n t o r p o w d e r fr o m a p la n t t h a t you
a d d to fo o d to g iv e it fla v o u r, e .g . g in g e r, c in n a m o n o r n u tm e g s te a m
v.
- to c o o k fo o d w ith s te a m fr o m h o t w a te r
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129
stir v. - to u s e a s p o o n to m ix a liq u id o r o th e r
avoid v. - to p re v e n t s o m e th in g b a d fro m h a p p e n in g
s u b s ta n c e
n.
baby-sitter
syrup n. - a s w e e t, th ic k , s tic k y liq u id take measures v. - to ta k e a c tio n s to a c h ie v e a
c h ild re n w h ile th e p a re n ts a re o u t
n.
career
p a r tic u la r g o a l
- a p e rs o n w h o ta k e s c a re o f a c h ild o r
third n. - o n e o f th r e e e q u a l p a rts o f s o m e th in g
celebrity
tiny a d j. - v e ry s m a ll
close up
- a jo b o r p ro fe s s io n
n. - a adv. -
fa m o u s p e rs o n If you s e e s o m e o n e o r s o m e th in g
c lo s e u p , you a re n e a r th e m a n d c a n s e e th e m v e ry w e ll. deliver
Unit 3
earn feed
ceiling
n.
- th e to p in s id e s u rfa c e o f a ro o m
concentrate on
v.
- to fo c u s a ll a tte n tio n o n a
v.
explain
- to g iv e d e ta ils a b o u t s o m e th in g s o t h a t
for instance introduce
v.
phr. phr. -
a n e x p re s s io n o f a g re e m e n t
- to s p e a k a t th e b e g in n in g o f a
p re s e n ta tio n , te le v is io n p ro g ra m m e , e tc . a n d te ll p e o p le w h a t th e y a re g o in g to s e e o r h e a r m ake sense
v.
- If s o m e th in g m a k e s s e n s e , it is
v.
match v. - to be th e s a m e o r s im ila r a n d lo o k g o o d
v.
- to w a tc h a p e rs o n o r th in g in o rd e r to
v.
- to b e c o m e a m e m b e r o f a c lu b , o rg a n iz a tio n ,
e tc .
v.
- to p u t g o o d s o n to a tr u c k , s h ip , e tc .
open air
n.
rep.
abbr. n. n.
a s m a ll o b je c t t h a t yo u c a n c a rry
adj.
- to g iv e in fo rm a tio n to p e o p le , e .g . in a
v.
- to m a k e a n im a g e a p p e a r o n a s u rfa c e
phr.
- to p ro v id e s o m e th in g
n.
- m e d ic in e , s u rg e ry , e tc . t h a t s o m e o n e
is g iv e n if th e y a re ill o r in ju re d union representative
p re s e n ta tio n o r s p e e c h pros and cons
- in v o lv in g o r c a u s in g m e n ta l o r
e m o tio n a l p re s s u re o r w o rry
d ig ita l c a m e ra , e tc .
v.
- a b b re v ia tio n fo r a p e rs o n t h a t
- s o m e th in g yo u g e t b e c a u s e yo u have
treatment
project
- a n o rg a n iz a tio n o f p o lic e o ffic e r s in
w o rk e d o r d o n e s o m e th in g g o o d
supply
v.
n.
a p a r tic u la r c o u n try o r a re a
a n d u s e fo r s to r in g in fo rm a tio n fro m a c o m p u te r, present
- T h e o p e n a ir is a n y p la c e o u ts id e .
police force
stressful
to g e th e r
n. -
- th e fe e lin g o f a c h ie v in g s o m e th in g
p ro te c t th e m
reward
- to m a k e c e rta in
memory stick
n.
r e p r e s e n ts s o m e o n e e ls e
re a s o n a b le o r s e n s ib le . m ake sure
to g e t m o n e y in re tu rn fo r w o rk to g iv e fo o d to
im p o r ta n t o r d e s ire d
load
fo r o r a s an e x a m p le
- to ta k e g o o d s to a p la c e
fulfilment
join
p e o p le c a n u n d e rs ta n d fair enough
v. v. -
guard
p a r tic u la r th in g yo u a re d o in g
v.
n.
- s o m e o n e w h o re p r e s e n ts a
g ro u p o f s tu d e n ts o r w o rk e rs
- th e a d v a n ta g e s a n d
d is a d v a n ta g e s o f s o m e th in g rob
v.
-
to s te a l s o m e th in g fro m s o m e o n e ,
e s p e c ia lly in a v io le n t w ay slide
n.
- a s m a ll p ie c e o f film in a fra m e , th a t you
c a n s e e on a s c re e n u s in g a s p e c ia l p ie c e o f
v. -
borrow v. - to ta k e o r u s e s o m e th in g fo r a p e rio d o f tim e a n d th e n g iv e it b a c k
e q u ip m e n t suggest
Unit 5
to p u t fo rw a rd a p la n o r id e a fo r
s o m e o n e to th in k a b o u t
concentrate v. - to fo c u s a ll a tte n tio n on a p a rtic u la r th in g yo u a re d o in g custom n . - an a c tiv ity o r w a y o f b e h a v in g th a t is u s u a l o r tr a d itio n a l in a p a r tic u la r p la c e food hall n . - th e p a rt o f a d e p a r tm e n t s to r e , w h e re
Unit 4
fo o d is s o ld food outlet n. - a p la c e th a t s e lls fo o d
arrest v. - If th e p o lic e a rr e s t s o m e o n e , th e y ta k e th e p e rs o n to a p o lic e s ta tio n b e c a u s e th e y th in k th e p e rs o n h a s c o m m itte d a c rim e .
130
книга выложена Get Ready for IELTS: Listening
footpath n . - a n a rro w p a th fo r p e o p le to w a lk on foreign a d j. - c o m in g fro m o r re la tin g to a n o th e r c o u n try
группой vk.com/englishlibrary
Units 3 -7 get cash out
v.
- to g e t m o n e y fr o m a m a c h in e o r
bank - a n e w s p a p e r o r m a g a z in e , e s p e c ia lly o n e
t h a t d e a ls w ith a p a r tic u la r s u b je c t
n.
lecture
- a t a lk t h a t is g iv e n to s tu d e n ts to te a c h
n.
- a la rg e ro o m o r h a il w ith s e a ts in
t ie r s w h e re s tu d e n ts s it to lis te n to le c tu re s lift n. - s o m e th in g t h a t c a rr ie s p e o p le u p a n d d o w n in a ta ll b u ild in g
- A lo n e ly p la c e is a lo n g w a y fr o m o th e r
pickpocket
n.
- th e ro o m a t th e e n tr a n c e o f a la rg e
n.
- a p e rs o n w h o s te a ls fr o m th e
- an in d iv id u a l c a k e o r p a s tr y p ie
path
a lo n g s tr ip o f g ro u n d fo r p e o p le to w a lk on
to c a ll s o m e o n e u s in g a te le p h o n e If s o m e o n e is ro b b e d , s o m e o n e s te a ls
s o m e th in g fr o m th e m ,
n.
- a s tr o n g , m e ta l c o n ta in e r w ith s p e c ia l
lo c k s , u s e d fo r s to r in g m o n e y , je w e lle r y a n d o th e r shoplifter
n.
- a p e rs o n w h o s te a ls th in g s fr o m a
v.
- to ta k e s o m e th in g w ith o u t s o m e o n e 's
p e rm is s io n
n.
- a n y p e rs o n w h o y o u d o n o t k n o w
take som eone to court
- in th e s h a p e o f a c irc le
stir-fry n. - a C h in e s e d is h m a d e by c o o k in g s m a ll p ie c e s o f m e a t a n d v e g e ta b le s in v e ry h o t o il
n.
steal
stranger
fr o m o n e p la c e to a n o th e r
students’ union building
v. v. -
s h o p by h id in g th e m in a b a g o r in c lo th e s
to p a y it to th e m . pastry
adj.
rob
v a lu a b le o b je c ts
- If yo u o w e s o m e o n e s o m e m o n e y , y o u n e e d
n. n. -
ring
s a fe
b u ild in g s u c h a s a h o te l
round
adj.
p o c k e ts o r h a n d b a g s o f o th e r s in p u b lic p la c e s
lecture theatre
v.
lonely
p la c e s a n d v e ry fe w p e o p le g o th e r e .
th e m
owe
to lo c k th e d o o rs a n d w in d o w s o f a
b u ild in g b e fo re yo u le a v e
n.
journal
lobby
v. -
lock up
- th e b u ild in g w h e re
t h e o r g a n iz a tio n t h a t h e lp s s t u d e n t s h a s its
v.
- t o s t a r t a le g a l p ro c e s s
a g a in s t s o m e o n e theft
n.
- th e c rim e o f s te a lin g s o m e th in g
watch out for
v.
- to p a y a tte n tio n s o t h a t yo u
w ill s e e s o m e o n e o r s o m e th in g
o f f ic e s , a n d w h ic h u s u a lly a ls o h a s a b a r, s h o p s , e tc .
v. adj. v. - to
take out
to b o rro w a b o o k fr o m a lib ra ry
tough
d iffic u lt
upset
Unit 7
m a k e s o m e o n e fe e l u n h a p p y
v. - t o h a ve a p a r tic u la r v a lu e o r p ric e adj. - If y o u r m in d g o e s b la n k , yo u c a n n o t
be worth blank
t h in k o f a n y th in g o r r e m e m b e r a n y th in g .
Unit 6
calm down
v.
- to b e g in to fe e l le s s w o rrie d ,
n e rv o u s , u p s e t, e tc . abroad advise
adv. v. - to
download
to o r in a fo re ig n c o u n tr y te ll s o m e o n e w h a t yo u t h in k th e y
v.
- t o g o in to a h o u s e o r o th e r b u ild in g
n.
- s o m e o n e w h o e n te r s a b u ild in g ille g a lly
n.
- a m a c h in e w h e re y o u g o to g e t
v.
- to fin d a n d s to p s o m e o n e w h o is tr y in g to
n.
- an ille g a l a c tio n t h a t s o m e o n e c a n b e
phrasal v.
- to be
c o n n e c te d t o s o m e o n e o n th e te le p h o n e
v.
- to ta k e s o m e th in g w ith fo rc e
handbag
n.
- a s m a ll c u p b o a rd w ith a lo c k t h a t yo u ca n
p u t y o u r b a g s , v a lu a b le o b je c ts , e tc . in a t
revision
n.
- th e p ro c e s s o f r e r e a d in g a s u b je c t
n.
- a b a g t h a t a w o m a n c a rr ie s to h o ld h e r
p u r s e , k e y s , e tc .
e x a m in a tio n
adv. - w it h o u t b e in g e x a c t determiner - m o re th a n a fe w software n. - th e p ro g ra m s t h a t c a n b e roughly
p u n is h e d fo r get through to (on the phone)
grab
- to b e a w a re o f th e
o r n o te s o n it, e s p e c ia lly in p r e p a r a tio n f o r an
escape crime
v.
school
m oney catch
- e x tr e m e ly a n d u n u s u a lly
s o m e th in g o n tim e locker
in o r d e r t o s te a l th in g s cash machine
adv.
keep your eye on the clock
tim e s o t h a t y o u a re n o t la te o r s o t h a t y o u fin is h
ille g a lly in o rd e r to s te a l s o m e th in g burglar
- t o c o p y s o m e th in g to y o u r c o m p u te r
extraordinarily
s h o u ld d o break into
v.
u s in g th e In te r n e t
several
u s e d by
c o m p u te r s fo r d o in g p a r tic u la r jo b s try out
v.
- to u s e a m e th o d to fin d o u t if it is
s u c c e s s fu l
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131
Unit 9
Unit 8 n.
boutique
- a s h o p , e s p e c ia lly a s m a ll o n e s e llin g
brand
n.
- a p a r tic u la r p ro d u c t o r p ro d u c ts w ith a
v.
- to s a y t h a t you a re n o t s a tis fie d w ith
department store
n.
- a la rg e s h o p d iv id e d in to
d iffe r e n t p a r ts t h a t e a c h s e ll d iffe r e n t th in g s
n.
- a re d u c tio n in th e u s u a l p ric e o f
keen on a d j. - If you a re ke e n on s o m e th in g , you like it. lazy a d j. - n o t w a n tin g to w o rk leisure n . - th e tim e w h e n you a re n o t w o rk in g a n d c a n re la x a n d e n jo y y o u rs e lf
s o m e th in g eat out v. - to e a t a w a y fro m h o m e , e s p e c ia lly in a
marathon n. - a ra c e on f o o t o f 2 6 m ile s 3 8 5 y a rd s ( 4 2 , 1 9 5 k ilo m e tre s )
r e s ta u ra n t grocery shopping household goods
n. n. -
membership fee n. - a c h a rg e m a d e fo r b e in g a
s h o p p in g fo r fo o d th e th in g s yo u u s e in y o u r
m e m b e r o f a n o rg a n iz a tio n parrot n . - a b rig h tly c o lo u re d b ird t h a t ca n
house mature adult
n.
- an o ld p e rs o n , u s e d a s a w a y o f
adv.
- If you d o
s o m e th in g on th e s p u r o f th e m o m e n t, you s u d d e n ly d e c id e to d o it a n d d o n o t p la n it.
adj.
s o m e tim e s c o p y w h a t p e o p le sa y stamp n. - th e th in g t h a t yo u s tic k on an e n v e lo p e o r
a v o id in g s a y in g th e w o rd ‘o ld ’ o n the spur of the moment
organic
join v. - to b e c o m e a m e m b e r o f a c lu b , o rg a n iz a tio n , e tc .
s o m e th in g
discount
cross country a d j. - g o in g a c ro s s c o u n tr y s id e , a s o p p o s e d to tr a c k s o r ro a d s
tr a d e n a m e o r tr a d e m a rk complain
climb v. - to u s e y o u r h a n d s a n d fe e t to g o u p ro c k s a s a s p o rt
fa s h io n a b le c lo th e s
p a rc e l to s h o w th a t yo u h a ve p a id to p o s t it street dance n . - a d a n c e s ty le t h a t s ta r te d o u ts id e o f d a n c e s tu d io s in an y o p e n s p a c e s s u c h a s s tr e e ts , p a rk s , s c h o o l y a rd s , e tc .
- g ro w n w ith o u t th e u s e o f
c h e m ic a ls
n. refund n. outing
a s h o r t tr ip to a p la c e an a m o u n t o f m o n e y t h a t a s h o p g iv e s
b a c k to yo u b e c a u s e you h a ve b o u g h t s o m e th in g
Unit 10
t h a t yo u a re n o t s a tis fie d w ith sale
n.
- a tim e w h e n a s h o p s e lls th in g s a t le s s
th a n th e ir u s u a l p ric e self-service
adj.
fin a n c ia l a c c o u n ts
- A s e lf-s e rv ic e re s ta u ra n t,
s h o p , m a c h in e , e tc . is o n e w h e re yo u g e t
alert v. - to te ll s o m e o n e a b o u t s o m e th in g o r re m in d th e m a b o u t s o m e th in g
s o m e th in g fo r y o u r s e lf a n d p e o p le d o n o t b rin g
deadline n . - a tim e lim it fo r a n y a c tiv ity
it to yo u .
draft n. - a n e a rly v e rs io n o f a le tte r, re p o rt, e tc . th a t
shelves
n.
- th e fla t p ie c e s o f w o o d , m e ta l o r g la s s
ty p e s o f th in g s t h a t yo u u s u a lly buy, w h e re yo u bu y th e m , h o w m u c h yo u s p e n d , e tc . survey
n.
- a s e t o f q u e s tio n s t h a t you a s k a la rg e
v.
zip
n. n. -
enter (data) v. - to w rite o r ke y in fo rm a tio n in a hum an resource manager n . - th e p e rs o n in c h a rg e o f th e d e p a r tm e n t t h a t in te rv ie w s , a p p o in ts o r
- to re tu rn g o o d s to a
k e e p s re c o rd s o f e m p lo y e e s in a n o rg a n iz a tio n m anage your money v. - to s p e n d y o u r m o n e y
shop trip
th in g s a n d c o n s id e r th e m a s b e in g s e p a ra te
c o m p u te r
n u m b e r o f p e o p le o r o rg a n iz a tio n s take something back
y o u m ig h t c h a n g e la te r draw the line v. - to m a k e a d is tin c tio n b e tw e e n tw o
t h a t th in g s a re d is p la y e d o n in a s h o p spending habits n. - Y o u r s p e n d in g h a b its a re th e
a jo u rn e y o r v is it to a p la c e
c a re fu lly s o t h a t yo u d o n o t w a s te it a n d s o th a t
s o m e th in g t h a t o p e n s a n d c lo s e s c lo th e s
a n d b a g s . It h a s tw o ro w s o f m e ta l o r p la s tic te e th a n d yo u p u ll s o m e th in g a lo n g th e m .
132
accounting n . - th e d e p a r tm e n t in c h a rg e o f k e e p in g
книга выложена Get Ready for IELTS: Listening
y o u h a ve e n o u g h fo r th e th in g s you n e e d milestone n . - a s ig n ific a n t e v e n t t h a t m a rk s an im p o r ta n t s ta g e in a p ro c e s s
группой vk.com/englishlibrary
Units 8 -1 2 nursery n . - a s c h o o l fo r y o u n g c h ild re n , u s u a lly fr o m th r e e to fiv e y e a rs o ld
m o v e y o u r h a n d s a n d f e e t in w a te r s o t h a t th e o th e r p e rs o n g e ts w a te r o n th e m s e lv e s .
on the dot p h r. - a t e x a c tly th e a rra n g e d tim e outline
n.
- a g e n e ra l p la n o r d e s c r ip tio n o f
s o m e th in g , w it h o u t th e e x a c t d e ta ils
adj.
part-time
- P a rt-tim e w o rk is w o rk in w h ic h yo u
Unit 12
o n ly w o rk fo r p a r t o f e a c h d a y o r w e e k . phase
n.
- a p a rtic u la r s ta g e in a p ro c e s s , p ro je c t, e tc .
pick up v. - to c o lle c t s o m e o n e a n d ta k e th e m s o m e w h e re
n.
pressure
is lik e ly to h a p p e n . behaviour
- a w o rrie d fe e lin g t h a t y o u g e t b e c a u s e
yo u h a ve t o d o a lo t o f th in g s in a s h o r t tim e o r b e c a u s e p e o p le e x p e c t a lo t fr o m you questionnaire n . - a s e t o f w r itte n q u e s tio n s t h a t a re s e n t t o a lo t o f p e o p le in o rd e r to g e t in fo rm a tio n
n. n. -
at risk - If s o m e th in g b a d is a t r is k o f h a p p e n in g , it
n.
- th e w a y t h a t s o m e o n e b e h a v e s
cham ber n . - a ro o m e q u ip p e d fo r a p a r tic u la r p u rp o s e crane n . - a d e v ic e fo r liftin g a n d m o v in g h e a vy o b je c ts current n . - a s te a d y , flo w in g m o v e m e n t o f w a te r
stress
- a fe e lin g o f b e in g w o rrie d o r te n s e
decrease v. - to b e c o m e le s s
task
an a c tiv ity o r p ie c e o f w o rk t h a t y o u h a v e
descend v. - to m o v e d o w n w a rd s
t o do
n. -
a lis t o f y o u r le s s o n s a n d w h e n th e y
w ill h a p p e n worry
adj. drill turbine n. destructive
timetable
n.
- c a u s in g d a m a g e a m a c h in e w ith a ro ta tin g to o l fo r
b o rin g c y lin d ric a l h o le s
- a fe e lin g o f b e in g a n x io u s b e c a u s e o f
p ro b le m s yo u h a v e o r b e c a u s e o f w h a t m ig h t happen
fall v. - to b e c o m e le s s o r lo w e r in n u m b e r, q u a lity , p ric e , e tc . fin
n.
a th in , fla t p a r t o u t t h a t s tic k s o u t o f a ro c k e t,
s u b m a r in e , e tc . a n d h e lp s to c o n tr o l its m o v e m e n t float v. - If s o m e th in g flo a ts , it s ta y s o n th e s u rfa c e o f w a te r a n d d o e s n o t s in k .
Unit 11
fuel n . - a n y s u b s ta n c e b u rn e d a s a s o u rc e o f h e a t o r p o w e r, s u c h a s c o a l o r p e tro l
arrange v. - to m a k e p la n s o r p re p a r a tio n s fo r s o m e th in g to h a p p e n block of flats
n.
n.
- a b u ild in g t h a t c o n ta in s
- a w o m a n w h o h a s ju s t b e e n o r is a b o u t to
cotton n . - c lo th m a d e fr o m fib re fr o m a c o tto n p la n t do dam age v. - to c a u s e p h y s ic a l h a rm to s o m e th in g - a d a y o r p e rio d w h e n p e o p le in a p la c e
globe n . - th e w o rld
adj.
n.
- h a p p e n in g s lo w ly
helicopter pad
n.
- a p la c e fo r h e lic o p te r s to la n d
a n d ta k e o f f ice-cap n . - a th ic k la y e r o f ic e t h a t c o v e rs th e N o rth a n d S o u th P o le s increase v. - to b e c o m e b ig g e r in s iz e o r n u m b e r
c e le b r a te a s p e c ia l e v e n t global warming
lo n g d is ta n c e s
gradual
chat v. - to h a ve a n in fo rm a l c o n v e rs a tio n
n.
- a lo n g p ip e , e s p e c ia lly
generate v. - to p ro d u c e a fo r m o f e n e rg y o r p o w e r
b e m a rrie d
festival
n.
u n d e rg ro u n d , u s e d to tr a n s p o r t n a tu r a l g a s o v e r
a p a r tm e n ts bride
gas pipeline
- a n in c re a s e in th e a v e ra g e
te m p e r a tu r e w o rld w id e b e lie v e d to b e c a u s e d by
m an ned
adj.
- A m a n n e d s h ip , s p a c e c r a ft, e tc . h a s
p e o p le in it w h o a re o p e ra tin g its c o n tr o ls . melt v. - If s o m e th in g s o lid m e lts , it b e c o m e s a
th e g re e n h o u s e e ffe c t groom n . - a m a n w h o h a s ju s t b e e n o r is a b o u t to
liq u id b e c a u s e o f h e a t. off-shore
be m a rrie d lentils n . - s m a ll s e e d s fr o m a le n til p la n t w h ic h c a n b e c o o k e d a n d e a te n in s o u p s a n d s te w s m ake progress v. - to a d v a n c e , to g e t r e s u lts origins n . - T h e o rig in s o f s o m e th in g a re w h e re it c a m e fr o m a n d h o w it s ta r te d to e x is t. splash v. - If yo u s p la s h s o m e o n e w ith w a te r, yo u
adj.
- d o n e o r h a p p e n in g in th e s e a
oil platform n . - a la rg e s tr u c tu r e t h a t s ta n d s o n th e s e a b e d , u s e d fo r g e ttin g o il fr o m u n d e r th e s e a oil rig n . - a s tr u c tu r e o n la n d o r in th e s e a , t h a t is u s e d fo r g e ttin g o il o r g a s fr o m u n d e r th e g ro u n d pilot
n.
- a p e rs o n w h o is s te e r in g a s h ip o r
s u b m a r in e
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133
power prawn
n. n.
- a p a r tic u la r fo rm o f e n e rg y - a s m a ll s h e llfis h w ith a lo n g ta il a n d a lo t
o f le g s , w h ic h you c a n e a t renewable
adj.
- R e n e w a b le e n e rg y fo r m s a re
n a tu ra l o n e s w h ic h w ill a lw a y s be a v a ila b le , e .g . w in d . resource
n.
- s o m e th in g s u c h a s a m a te ria l o r
m o n e y t h a t a c o u n tr y o r o rg a n iz a tio n h a s a n d ca n use reveal v. - to s h o w t h a t s o m e th in g e x is ts rise v. - to in c re a s e in h e ig h t o r level sample n . - a s m a ll a m o u n t o f s o m e th in g t h a t is ta k e n a n d te s te d s c ie n tific a lly
n. - th e g ro u n d a t th e b o tto m o f th e s e a adj. - S h a llo w w a te r is n o t v e ry d e e p . significant adj. - b ig e n o u g h to be im p o r ta n t stable adj. - n o t c h a n g in g storm n. - an o c c a s io n w h e n th e re is v e ry h e a v y ra in sea bed shallow
a n d s tr o n g w in d s , a n d s o m e tim e s th u n d e r a n d lig h tn in g structure
n.
- s o m e th in g th a t h a s b e e n b u ilt fro m
p a rts , e s p e c ia lly a la rg e b u ild in g surface n . - th e to p le ve l o f th e la n d o r s e a tendency
n.
- s o m e th in g th a t is s ta r tin g to h a p p e n
m o re o fte n trawler
n.
- a b o a t u s e d fo r c a tc h in g fis h , w h ic h h a s
a w id e n e t t h a t is p u lle d b e h in d th e b o a t trend
n.
- a c h a n g e o r d e v e lo p m e n t to w a rd s
s o m e th in g d iffe r e n t upward
adj.
- m o v in g to w a rd s a h ig h e r p o in t o r
le ve l wave
n.
- (in sea) a ra is e d m a s s o f w a te r on th e
s u rfa c e o f th e s e a , c a u s e d by th e w in d o r by tid e s m a k in g th e s u rfa c e o f th e w a te r ris e a n d fa ll
134
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IELTS 5.0-6+ CEF Level: B i+
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Reading for IELTS Els Van Geyte
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Collins English for Exams
Make a start on you r IELTS preparation w ith C ollins Get Ready fo r IELTS.This book gives you everything you need to im prove you r pre-interm ediate listening skills for the IELTS Listening test. •
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Twelve units of carefully graded material fo r pre-interm ediate students, all w ith clear examples
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