Audio Test 2.

mp3

Speaker 1 [00:00:01] I listening? Version 18134. You will hear a number of different
recordings and you will have to answer questions on what you hear. There will be time for
you to read the instructions and questions and you will have a chance to check your work.
All the recordings will be played once only. The test is in four sections. Write all your
answers in the listening question booklet. At the end of the test, you will be given 10
minutes to transfer your answers to an answer sheet. Now turn to section one on page two
of your question booklet. Section one. You will hear a telephone conversation between a
woman called Susan, who is looking for accommodation to rent and a real estate agent.
First, you have some time to look at questions. One, two, three on page two. You will see
that there is an example that has been done for you on this occasion. Only the
conversation relating to this will be played first.

Speaker 2 [00:01:43] Good morning, Macmurray's real estate. Peter speaking. How may I
help you? Hi, Peter. My name is Susan. I'm calling from Australia. I'll be moving to New
Zealand soon. And I was hoping you could help me find somewhere to live in Auckland.
Would be. Please do. I just need to get some information about what you want so we can
find the perfect place. Sounds good. Let's start with some personal details. What's your
last name? It's Smith.

Speaker 1 [00:02:10] The woman's last name is Smith. So Smith has been written in the
space. Now we shall begin. You should answer the questions as you listen, because you
will not hear the recording a second time. Listen carefully and answer questions. One, two,
three.

Speaker 2 [00:02:34] Good morning, Macmurray's real estate. Peter speaking. How may I
help you? Hi, Peter. My name is Susan. I'm calling from Australia. I'll be moving to New
Zealand soon. And I was hoping you could help me find somewhere to live in Auckland.
Would be. Please do. I just need to get some information about what you want so we can
find the perfect place. Sounds good. Let's start with some personal details. What's your
last name? It's Smith. And your phone number? I only have a mobile. Is that okay? That's
fine. Okay. It's 61438197. But if you want to contact me, usually the best way is by email.
Okay. What's your email address then? It's Susan Smith at post dot com. Thanks. Now,
you said you're living in Australia. Right. In Brisbane. Okay. What's your address in
Brisbane then? 234 Beckett. That's B c k e s road, brisbane 4054. Right. Will you be
working in New Zealand? Yes. I have a job at Auckland Hospital. Oh. Are you a nurse?
Most people assume that or think I'm a doctor, but actually I'm a chemist. Oh, sorry. That's
okay. When will you need the accommodation from? Well, I don't start work until the 25th
of February, but I'd like to give myself some time to settle in. A couple of weeks would be
nice. Let's say from the 10th of February. At least start from a monday. And the Monday
closest to that is the 8th of February. Would that suit. That's fine.

Speaker 1 [00:04:07] Before you hear the rest of the conversation, you have some time to
look at questions 4 to 10 on page two. Now listen and answer questions for 210.

Speaker 2 [00:04:57] Okay. Let's talk about what kind of place you'd like to rent. Hmm. I
like the outdoors. So my dream would be a house that has its own garden. Is there
anything else you'd consider an apartment, for example? I don't know. They usually don't
have an outdoor area. But I guess as an alternative, if you could find me one with a large
balcony, I'd be happy. How many rooms do you want? Usually one bedroom. Places are
too small. Too would be ideal. Now, what would you like to have in the place when you
move in? I'm bringing most of what I need with me. I have beds and sofas and a television,
all that sort of stuff. So none of that is necessary. Sounds like you want to partially
furnished house with a washing machine. Actually, I'm bringing that too. All I really need in
the place is a fridge. I don't have one, so I will definitely need one. Okay. Can you find
something like that for around $350 a week? Well, I'll certainly try. I'll start looking for
places that cost around $300 and see if there's anything suitable. You definitely won't need
to pay more than $400 for something like that. Oh, that's good. I couldn't pay more than
that. All right. I'll see what I can find. You're working at the hospital. Do you want to live
somewhere near there? Most people think it's strange, but I don't like living close to work.
But I'm a mad, keen surfer, so it's important for me to be close to the beach. Okay. Do you
need to be near public transport? No. I usually drive to work because I work a lot of shift
work. So wherever I live will need to have parking close to the door so I won't have to walk
far at night. Anything else? I've heard that power bills can get quite expensive, especially
in the winter. It'd be great if electricity was part of the rent. Okay, just one last question for
our records. Where did you hear about us? You're calling.

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Speaker 1 [00:06:45] That is the end of Section one. You now have half a minute to check
your answers. Now turn to section two on page three. Section two. You will hear an
introductory talk to a group of parents about a special center for young children. First, you
have some time to look at questions 11 to 14 on page three. Now listen carefully and
answer questions. 11 to 14. Good evening, everyone, and welcome to the Preschool
Family Center. It's really good to see so many parents here, and I hope this talk will help
you to find out more about what we do here and how the center works so you can decide if
this sounds the right sort of place for your child. Okay. So first of all, what is the preschool
family center? Well, basically, it's a childhood education center for children from three
months up to five years old. But we're different from a lot of other organizations for
preschool children. We believe that the first educators of a child are the appearance. And
so the Preschool Family Center is organized as a cooperative by the parents, which
means it is the parents themselves who are responsible for running the center and also for
running each session. So this means that we ask parents to attend the center with their
children on a regular basis in order to make this work. We offer training for parents,
teaching them the skills they need to work with children and run the sessions. The children
do all sorts of different activities at music, singing and games, and these are all done in
groups of mixed ages because we believe that by learning to play together, children learn
how to make choices and how to respect people and things.

Before you hear the rest of the talk, you have some time to look at questions 15 to 20 on
page three. Now listen and answer questions. 15 to 20. Now some factual information.
Stations run each morning from 9.30 to 12.30 and we have an extra session on Thursday
afternoons, which is solely for older children, where we do some activities to help prepare
them for reading before they start school. We feel this is really important and can make a
big difference when they get to school. And now, before you enroll your child in the center,
you need to make at least five visits with your child. This is so you are fully aware of how
the center works before you enroll. The seniors are recognized as official preschools, and
so each center is entitled to funding from the government. The center is a really wonderful
experience but does require some work. So I'd just like to talk about some of the
commitments you will need to make if you decide to go ahead and enroll your child. A
couple of points. First, once you and your child have settled into the center and are familiar
with how things work, you will be asked to choose a particular job like secretary or
gardener or librarian or something to be responsible for. And we have a meeting which we
use to plan the program and each parent is expected to attend this. Now, just before we
move on to answer any questions you have, I'd just quickly like to mention some of the
ways you and your child are able to get the most out of the center. It's important that you
attend regularly. This way you'll get to know other parents well and your child will develop
confidence while he or she is here. Younger children might need to leave early. It's better
to leave early than to go home with an overtired child. We do provide drinks for the
children, but we ask you to make sure your child has a snack to eat during the morning.
No crisps or chocolate, please. Right. I think I'll stop there and ask if anyone's got any
questions. That is the end of section two. You now have half a minute to check your
answers. Now turn to section three on page four.

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Section three, you will hear two sports physiotherapy students called John and Kath
preparing a joint presentation on foot injuries in sports players. First you have some time to
look at questions 21 to 26 on page four. Now listen carefully and answer questions. 21 to
26.

Speaker 3 [00:14:52] I've had a look at your draft presentation plan and compared it with
mine. Cath And we seem to have the same basic structure. We've both included the same
three main sections. That's the anatomy of the foot, the injuries and the treatment. And
we've organized our presentations in the same way. But the types of sports we've
chosen to illustrate the possible injuries aren't the same.

Speaker 4 [00:15:14] I'll deal with the anatomy bit. I've got notes and a handout on that
from Professor Gilligan's lecture.

Speaker 3 [00:15:20] Oh, I was hoping to do that. I've downloaded some useful stuff. I do
think we should limit this section, though. We don't want to spend much time on
anatomy when the main focus is on the treatment.

Speaker 4 [00:15:31] That's true. But in the last section, maybe the two of us could
show how some of these therapies actually work. I could be the patient. And you could
do the treatment.

Speaker 3 [00:15:41] Hmm. Good idea. Because it's hard to find pictures as injuries are
mostly internal. It would be good to hear some firsthand accounts from injured athletes,
too.

Speaker 4 [00:15:51] Yeah, but we don't have time.

Speaker 3 [00:15:53] No. Should we then discuss different types of heal injury? It's worth
pointing out that these vary enormously in how bad they are. It might be just a pulled
muscle or a bone injury which needs surgery. Sometimes only an expert can tell the
difference.

Speaker 4 [00:16:08] Excellent. I'll do the slides on that. Leave that one to me.

Speaker 3 [00:16:12] Now, what about causes of heal injuries?

Speaker 4 [00:16:15] Well, it's easy enough to list them. Overuse improper footwear.
Speaker 3 [00:16:19] Yes. Incorrect running style.

Speaker 4 [00:16:22] They're all relevant. But for simplicity, let's just pick one cause.
Say stuff about changing your training habits suddenly.

Speaker 3 [00:16:31] You mean, like, suddenly doing a lot of mountain training? Yes.
That's a good idea. And there was research on that in the latest edition of Physio Journal,
wasn't that? Professor Gilligan recommended it to us.

Speaker 4 [00:16:41] Great. And you can leave the bit on stretching techniques to me. I
really like all that stuff.

Speaker 3 [00:16:48] So what's going to be your approach there?

Speaker 4 [00:16:51] Well, I'll summarize all the various techniques with visual support,
and then I'll make the point that the stretching should be carefully managed. Obviously,
you have to be careful not to overstretch and to stretch only when your muscles are
warmed up. Otherwise, you could do yourself more harm than good. It's also
important that on a supervised program, stretching is later on, combined with balance
exercises which stretch and also strengthen the muscles.

Speaker 3 [00:17:19] Okay then.

Speaker 1 [00:17:23] Before you hear the rest of the discussion, you have some time to
look at questions 27 to 30 on page five. Now listen and answer questions. 27 to 30.

Speaker 3 [00:18:00] It's always useful to have some information on case studies at the
end in case we should have material. Did you manage to find anything?

Speaker 4 [00:18:08] Yes. A female runner in her thirties talking about her treatment for a
swollen heel. Initially, she rested the injury. This did help to reduce the swelling,
although it was still a little bit uncomfortable. Then she applied an ice pack to the
injury twice a day.

Speaker 3 [00:18:25] Did that work?

Speaker 4 [00:18:26] Well, she persisted with this treatment for the first month, but
decided it wasn't helping. After this period, she was shown how to use deep tissue
massage techniques and was surprised at how much freedom of movement this
created in her foot.

Speaker 3 [00:18:40] Wasn't she having ultrasound treatment?

Speaker 4 [00:18:42] Yes, she was having sessions at the hospital, but she remained
unconvinced about its value as she felt the same about the balancing exercises she was
prescribed.

Speaker 3 [00:18:52] Okay, that's interesting. I looked at the aftercare program of a male
sprinter who was allowed to do some sports activity as part of his rehabilitation after four
months of treatment. He did some light running on grass wearing shoes that gave plenty of
support to his injured heel.
Speaker 4 [00:19:11] So it didn't hurt.

Speaker 3 [00:19:13] Well, he found the heel was sore afterwards and the same
happened with some jumping exercises he was asked to try.

Speaker 4 [00:19:20] Did he go to the gym and use weights?

Speaker 3 [00:19:22] Yes. After a few weeks and if he used lightweights, he could
train without pain. He also tried cycling and found this beneficial as his foot was not
making contact with the ground. He expected a similar result with swimming, but found
the repetitive kicking motion was actually aggravating the injury.

Speaker 4 [00:19:41] Well, both these case studies have value.

Speaker 1 [00:19:47] That is the end of Section three. You now have half a minute to
check your answers. Now turn to section four on page six.

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Section four, you will hear part of a lecture on the ways that supermarkets use layout to
increase sales. First, you have some time to look at questions 31 to 40 on pages six and
seven. Now listen carefully and answer questions. 31 to 40.

We've been looking at marketing techniques which influence buying decisions. Some of
these techniques are related to the way the products are presented in the store. For
supermarkets, the store layout is not as random as it seems. Decisions have to be made
about the arrangement of the aisles where the customers walk and the shelves and so on,
where the products are displayed. The most common layout pattern is the grid layout,
where parallel aisles are arranged in a rectangular pattern. Supermarkets like this layout
as it allows them to utilize floor space efficiently by providing the greatest amount of
display space proportionate to aisle space. Also, this layout helps to manage traffic flow as
it encourages people to all walk in one direction. The main weaknesses of the grid layout
are the monotony of rows of aisles and the fact that it is easier for customers to rush
through the supermarket without lingering. Another layout pattern used by supermarkets is
known as the free form. Here, displays and aisles are arranged in a random pattern. The
good thing about this layout is that customers tend to spend more time in the store as they
wonder about looking for different products. Its main weakness is the inefficient use of
space, which means it is less cost effective. Then we have the boutique layout where
everything is organized around a food specialty such as the bakery. The advantage of this
layout is that it divides parts of the store into smaller areas, which may be distinguished by
changes in flooring or displays. A further advantage is that this style of layout is attractive
to shoppers. Space, however, is not used economically and it is therefore expensive.

The choice of location of particular types of items in the store is also important. A
supermarket's design aims to direct customers to the store's side and rear walls. Items
typically displayed along the rear length of the store include meat and dairy products.
Since these appear on the grocery list of the majority of shoppers, this means shoppers
must pass by a large number of other items to get to them. Items which consumers tend
to spend more time considering before buying, such as cosmetics, are usually
placed away from the busy areas so that people can look at them in comfort without
feeling rushed. Products placed at the end of aisles are clearly visible, and therefore
these locations provide a greater opportunity for shoppers to view the products.
Consumers tend to assume that items on display at the end of an aisle are on sale. But
this is often not the case. In fact, supermarket managers often place products which
are not selling quickly enough in these positions. The placement of products on
shelves is very carefully planned. Supermarket executives use computer generated plans
to help them place products on shelves in a way that ensures consumers spend more on
the eye level of the average woman is one meter 60 centimeters off the floor, which is the
height of the middle shelves. So the things which cost more are placed here, while
cheaper products are placed on higher or lower shelves. Only items targeted at children
break this rule. They are placed on the lowest shelves. Supermarkets also use a range of
other marketing techniques to encourage consumers to spend more. It's no accident that
in nearly every supermarket, the fruit and vegetable department is the first shoppers come
to you as they enter the store. These, together with flowers, produce a greater profit
than any other department. After complaints from parents, many supermarkets no longer
place popular products aimed at children on the shelves next to the checkout. Instead,
you are most likely to find products aimed at impulse buyers such as chocolate
magazines and other treats. Here. Many supermarkets have also expanded into non-
food areas such as clothing, entertainment and stationery. These products often find.

That is the end of Section four. You now have half a minute to check your answers. That is
the end of the listening test. You now have 10 minutes to transfer your answers to the
listening answer sheet. You have 2 minutes left. You have one minute left. Please stop
writing and wait for your question booklet to be collected.