9.

Section 3

Exercise 9.1

Key:
21 Global Economy
22 Robert Hansen
23 words
24 new multimedia
25 Course structure
26 first module
27 future job
28 Assessment
29 presentation
30 writing skills

Transcript:

You will hear a conversation between two students about the course feedback form. First
you have some time to look at questions 21 to 26. (20 seconds pause) Now listen to the tape
and answer the questions 21 to 26.

Jack: Hi, Ana, what are you doing?

Ana: I’m filling in the feedback form.
Jack: What form?

Ana: The student feedback form for our course.

Jack: Oh, I really forgot that. What's the date for handing that in?
Ana: Tomorrow morning.
Jack: Oh, no. Have you finished?
Ana: Just beginning.
Jack: Great. If you don't mind we could do it together.
Ana: Of course. Do you bring your form?
Jack: Yes.
Ana: OK, let's begin with the top first.
Jack: It is a Course Name, Politics and Economics?
Ana: No. It is our faculty name.
Jack: Oh, sorry.
Aria: According to the course data from the twentieth March to twentieth June, I
think the name of the course should be Global Economy. (Q21)

Jack: Are you sure that it is economy not economics?

Ana: Definitely.
Jack: Alright. The next item is the name of our subject advisor.
Ana: Professor Robert Hansen. (Q22)
Jack: Right. I like him very much.
Ana: Me too. He is very handsome.
Jack: Yeah. Just like me.
Ana: Yeah. Nice and humorous.
Jack: Yes. Let's see the first point on the evaluation form "handouts and
equipment". What's your opinion?
Ana: I think the handouts are very good. I mean they are clear and sent out on
time.
Jack: Yes. I agree. But do you think the words (Q23) of handouts, well, may be too
many words.
Ana: What do you mean?
Jack: I mean I have to spend so much time reading them just like reading a book.
Ana: Right. Let's put that down.
Jack: How about teaching equipment?
Ana: I do really love the new multimedia. (Q24) It is perfect.
Jack: Yes. I agree, but the printer...
Ana: It is really bad. Too old and sometimes it doesn't work.
Jack: Should we suggest a new printer instead of the old one?
Ana: Why not? Let's turn to the second item. It is "course structure". (Q25)
Jack: I do really like Robert's balanced design of the course.
Ana: Yes. I agree. He organised it very well.
Jack: Do you remember he sent out the course outline on the first class?
Ana: Yes, it is very clear.
Jack: I think it is a very good beginning and it is very important for a class.
Ana: Right. I gain confidence from him after the first class.
Jack: What about suggestions with course structure?
Ana: Maybe...
Jack: What?
Ana: Don't you think we have too much research work in the first module? (Q26)
Jack: Research work?
Ana: Yes. We only had one research in the second module.
Jack: You are right. Let me put that down.

(5 seconds pause) Now look at questions 27 to 30.

(20seconds pause) Now listen to the tape and answer the questions 27 to 30.

Ana: The next one is "practical training". Well, I think it is a good chance for our future job,
(Q27) right?
Jack: Yes. I agree. I learned more knowledge from that than from lecturers.
Ana: Right.

Jack: What about suggestions for improvement?

Ana: I think the department should supply more different places for us instead of
just one.
Jack: Yes. Let's go on the next one "assessment". (Q28) What's your opinion?
Ana: Fine. I got my feedback really quickly of my presentations. (Q29)
Jack: Yes. Me too.
Ana: But I think the exam time should be adjusted.
Jack: Which type of exam?
Ana: open-book.
Jack: Yes. I agree with you. only 30 minutes is not enough.
Ana: Yes. Anything else?
Jack: What do you think about essay?
Ana: Too many.
Jack: Right. There are three essays in one module.
Ana: Yes.
Jack: On "other comments" what should we write?
Ana: Jack, what do you think about the teaching?
Jack: I like Robert's teaching method. It is very flexible.
Ana: Yes, me too. And I think we should advice Robert to help us to improve our
writing skills. (Q30)
Jack: Right. That's all?
Ana: Yes. That's all.
Exercise 9.2

Key:

21 Student Union
22 library
23 username and password
24 Sports Centre
25 10 a.m.
26 compulsory (courses)
27 attendance
28 presentation
29 curriculum
30 Common Room

Transcript:
You will hear a lecture about student orientation. First you have some time to look at
questions 21 to 24. (20 seconds pause) Now listen carefully and answer questions 21 to 24.

Speaker:
Welcome to The University of Newcastle. I am Katelyn. Now let's welcome Mr. Sutton to give
us an introduction of orientation schedule.

Lecturer:

Thanks Katelyn. Well, welcome to our university. There are three parts of the orientation
during the next week. The first part is the campus tour. We will organise an orientation tour
around the campus. Now, please look at the schedule. On next Monday, we will begin our
tour with an introduction to the Student Union. So please gather at the door of the Student
Union (Q21) at 9 o'clock. After visiting the building first we will help all students to apply for
the Student Union Card. So please take one passport photo when you attend the orientation.
Usually, there are some departments such as Travel Agency, Insurance, and so on. You can
enjoy your lunch in campus canteen. At 2 o'clock in the afternoon we will all visit the library.
(Q22) A lecturer at the library will give you an introduction. How to apply for library card, how
to borrow reference books and how to use the facilities in the library. As you know you will
spend lots of time in the library for your future studies so the introduction is very important for
you. On Tuesday we will visit the computer centre. All students can get a username and a
passport. (Q23) You can also register your laptop in the centre if you have it. There are some
rules of the computer centre especially regarding the use of printer and photocopier. After
lunch the next station is the Sports Centre. (Q24) I am sure you will all be very excited about
our facilities. There are also many different societies. You can join in any of them according
to your interest and apply for a membership.

(5 seconds pause)
Now look at questions 25 to 30.
(20 seconds pause)
Now listen carefully and answer questions 25 to 30.

Lecturer:
The second part of orientation is course arrangements. You should gather in the auditorium
in the west campus in the morning (Q25) on Wednesday. The course coordinator or office
staff of your faculty will introduce you to the course requirements. First you will get some
information and requirements about compulsory courses (Q26) and then optional courses.
The faculty often gives students some handouts of course introduction and the different
assessments of each subject. Students usually get one or two days to make a decision of
optional courses. Of course I know nearly all students will focus on the assessment. As
usual, we have four assessments. Attendance (Q27) is still the first one. We expect at least
80% attendance and students cannot choose the time. And then all students have to write
assignment such as an essay. Your personal tutor will give you a help for the topic choice,
structure, data collecting and time arrangement, so don't be worried. As a student of the
business faculty all students have to do a presentation (Q28) especially group presentations
in which you can train and improve the team spirit. The last assessment is exam. I know you
all hate it but... you have to attend some exams. Most exams are open-book. Isn't it a busy
day on Wednesday? You will have a free morning on Thursday. We hope all students can
come to department office to get a curriculum (Q29) and hand in your optional course form in
the afternoon. The last part of orientation is a party for all new students. The party will be
held at 5 o'clock in the afternoon on Friday. There is a common room (Q30) on the third floor
in the business faculty building. We will prepare for many delicious foods and drink in there
and it will be a good chance to know about your advisors and classmates. OK. That's the
main introduction of orientation. I am sure that you will enjoy it.

Speaker: Thanks M. Sutton. The next thing... (fade)

Exercise 9.3

Key:

21 614
22 2:00 p.m.
23 extend thesis deadline
24 reading materials
25 A
26 F
27 E
28 D
29-30 A, D

Transcript:
You will hear a conversation about student thesis. First you have some time to look at
questions 21 to 24.
(20 seconds pause)
Now listen carefully and answer questions 21 to 24.

(knock at door)
Assistant: Come in please.
Man: Good afternoon. Oh, I am sorry. Is it Professor Lee's office room?
Assistant: No. It is room 640. His new room number is 614 (Q21) on the right of this
corridor.
Man: Thanks a lot.
Assistant: You are welcome.

(knock at door)
Professor Lee: Come in please.
Man: Good afternoon, Professor Lee.
Professor Lee: Good afternoon. Come in please.
I remember our tutorial time is at two o'clock, (Q22) right?
Man: Really? Oh, am so sorry. I remember it is at half past one.
So, I... I go to common room to wait for 30 minutes. OK?
Professor Lee: No, no. I am free now. Let's begin.
Man: I am so sorry.
Professor Lee: That doesn't matter. So, now about your work?

Man: In fact, Professor Lee, can I get an extension of time to hand in

my work? I mean I hope to extend my thesis deadline. (Q23)
Professor Lee: James, you know extension is usually given only
for medical or accident reasons. So what's your problem?
You have a good beginning with your draft. Isn't it right?
Man: Yes. While, I... I'm having too many reading materials (Q24) to read.
Too many?
Professor Lee: How many?
Man: Besides academic journals I have about 15 books to read next month.
I don't think I can finish them.
Professor Lee: Oh, darling, you do not need to read them all.
Man: What do you mean?
Professor Lee: I mean you can choose some parts of these books
which can help your work.
Man: Really? Could you give me some suggestions?
Professor Lee: Sure.

(5 seconds pause)
Now look at questions 25 to 30.
(20 seconds pause)
Now listen carefully and answer questions 25 to 30.

Professor Lee: Do you bring your reference book list?

Man: Yes. I take it.
Professor Lee: Let's see. First, the book by Bayer,
I think it is really worth reading. (Q25)
Man: Read it all?
Professor Lee: Yes. The topic of the book is nearly the same field with you.
Man: OK... I'll read Bayer's book.
Professor Lee: The next author is Oliver.
Man: I heard that his argument is very strong. But the book is a little difficult.
Professor Lee: You are right. But I still recommend you to know about his
argument (Q26) which will give you a lot of help.
Man: Fine. Do you think I should read Billy's book?
Professor Lee: About Billy, I have to say his work is very good, especially
his research method, but you do not need to read it now. (Q27)
Man: Right. The last author is Andrew. How about his book?
Professor Lee: In my opinion, the one by Andrew says the research findings I mean
his last part (Q28) is very excellent, clear and persuasive.
Man: I agree with you. I am reading the book now.
Professor Lee: Great.
Man: How about others?
Professor Lee: I suggest you finish these books next month and then
we will talk about others, OK?
Man: OK.
Professor Lee: Have you begun your research work?
Man: Yes.
Professor Lee: How are things going?
Man: That's OK, except the research method.
Professor Lee: What's wrong with the method?

Man: I have made some interviews.

Yes.
Man: But I found that they couldn't give me the data I need.
Professor Lee: Who are the interviewees? (Q29)
Man: Some are our classmates and others are schoolmates.
Professor Lee: Oh, no. James. It's better for you to interview some professionals.
Man: Do you think it is better for me to change another research
method such as questionnaire?
Professor Lee: I don't think you will have enough time to design it and then
analyse your research data. That will waste you a lot of time.
Man: You are right.

Professor Lee: And pay attention to your reference.

Man: Reference books?
Professor Lee: No. I mean you should make clearly about what reference books
(Q30) you read and then write them after your thesis.
Man: OK. I will make them clear.
Professor Lee: Fine. I hope to see your work quickly I hope too.
Man: Thanks for your help, Professor Lee.
Professor Lee: That's OK. See you next time.
Man: See you.
Exercise 9.4

Key:

21 B
22 C
23 A
24 B
25 B
26 C
27 B
28 A
29 C
30 A

Transcript:

You will hear a tutor and two students discussing the crop rice. First you have some time to
look at questions 21 to 24. Now listen carefully and answer questions 21 to 24

Tutor: Good morning, everyone. So... following on from our tutorial on European agriculture
last week, Daisy and Erik are going to talk about the most commonly grown crop in Asia,
which is, of course, rice. Erik, can you tell us what you've been working on?

Erik: Yes, sure... We've been looking at the role of rice in a number of countries, how it's
grown, ways of increasing production. As I'm sure you know, rice is the staple diet
throughout Asia and, in fact, 90 percent of the world's rice is grown and eaten there. Daisy's
got some background on that.

Daisy: Urn ... well, rice was originally a wild plant which started out in the tropical regions of
Asia, but there are literally hundreds of varieties today and each with different qualities. For
instance, one will survive floods, while another will grow in relatively dry conditions. A third
has a really lovely smell. But wherever it grows, rice needs a lot of water.
Tutor: What do you mean by 'a lot ?

Erik: Well, it takes about 5,000 litres to get a kilogram of rice. This can be supplied either
naturally or by irrigation. And as most rice-growing countries suffer from unpredictable
weather, including drought - water management really is the key.

Daisy: Research has become so important now that each rice-growing country in Asia has
its own research institute, whether we're talking about Japan, China or Bangladesh... and
they're all co-ordinated by a group in the Philippines called the International Rice Research
Institute.

Tutor: Interesting.

Daisy: Bangladesh, for instance, has been successfully using different rice varieties and
fertilizers for 30 years. But because it's such a flat, delta country, it's very difficult for the
water to drain away after the monsoon season, so they need to find special rice crops that
can survive the floods. And with global warming, the situation is more urgent than ever.

Before you hear the rest of the discussion you have some time to look at questions 25
to 30,
Now listen and answer questions 25 to 30.

Erik: Now I'd like to move on to our comparative study. As you can imagine, China is the
world's biggest rice producing country. Collectively the Chinese people probably eat more
than three billion bowls of rice every day!

Tutor: Quite a statistic!

Erik: And of course, rice plays an important cultural role too.

Daisy: We then compared China to Thailand. You know, even though Thailand only has
about 64 million people, it is the world's number one exporter of rice. Not China as you might
imagine.

Tutor: Is that so?

Erik: Yes. They send their rice everywhere... in particular to Europe, as well as Africa and
the Middle East. Apparently the fact that 'jasmine rice' is growing in popularity is one reason
why Thailand's rice export industry is doing so well. People want something a bit different.

Daisy: And, of course, Thailand is well suited to rice growing — good climatic conditions,
and lots of fresh water.

Erik: Going back to China for a minute, we should mention that at the rice research
institute in Hangzhou they are working on ways of improving rice yields, using less water.

Tutor: By yields you mean... the amount they can grow?

Erik: Yes. They're trying to find ways to get more rice from less land, improve the taste, but
also have other things in it besides carbohydrates so that it's healthier — better for you.

Tutor: Good idea, considering it's the staple food.

Erik: And then you've got Japan, which is totally self-sufficient when it comes to rice. This
is basically because they have a high tariff on imported rice, so everyone buys the
home-grown product. And they don't export much.

Daisy: Yes, but you know, even though rice is a kind of sacred crop there, consumption is
only half what it was in the 1960s. This trend isn't evident in Thailand or China.

Tutor: Interesting that you mentioned how rice is almost sacred in Japan. Because I believe
in Thailand it also plays an important cultural role.

Daisy: Absolutely! They have the 'royal ploughing ceremony' every year, which the King
always attends and he actually scatters a new stock of seed to the farmers, who pour into
Bangkok for the event.

Tutor: What about the global interest in organic farming? Is there such a thing as organically
grown rice?

Erik: Yes, indeed. And the Japanese are getting quite a taste for it, apparently. There's an
experimental farm near the city of Akita in the Japanese rice belt — famous for its Sake, by
the way — which has pioneered organic rice production, and now it's sold all across the
country. It's a bit like the recent popularity of jasmine rice in Thailand, but that's for the export
market, of course.

Tutor: Interesting how attitudes change, isn't it?

Exercise 9.5

Key:
21 (the) website/ Internet
22 (the) length
23 current
24 format
25 Events Officer
26 changes/ revisions
27 technical
28 brochure
29, 30 (in any order) B, E

Transcript:

You will hear two students, Ramil and Kirsten, discussing presenting a paper at an
architecture conference.

Ramil: Hi, Kirsten. Have you heard about that Architecture conference in Oxford at
the end of the year?

Kirsten: Yeah. I saw the leaflet on the notice board. As it's my final year, I ought to try
giving a paper. But I've got no idea how to go about it!

Ramil: I think you should go for it. I did one last year. It's quite straightforward. First of all,
you need to see what the conference themes are — you know, what topics they are
covering. You can do that by looking it up on the website. You need to submit a paper that
falls into one of the categories they give you.

Kirsten: Oh, that may give me some ideas.

Ramil: Then, while you're doing that, you should also have a look at the information
on how to submit your paper — the 'rules', if you like, such as the length. It's important you
follow those.

Kirsten: I see. Then I suppose the next stage is to start writing it up. I'd like to use it as
an opportunity to propose some future work, but I understand it must be based on current
work. Still there's plenty to choose from. It makes sense to do something that I'm more
familiar with.

Ramil: Yes, - and the other thing is, when you've written it up, then go back and look
at your data carefully and make certain that you've presented it in a format that is standard
for your subject. Remember people have to absorb information very quickly while they're
listening - don't make it too complicated.

Kirsten: OK, well, I reckon that'll take me about a month to get that sorted. Then, the
next thing I have to do, I guess, before I send it off to the conference organizer, is give the
whole thing to the Events Officer so that he can look through it and see if it all makes sense
and is OK.

Ramil: Yeah. Remember to warn him that it's en route so he can fit it into his
schedule! Then you're done really. All you have to do after that is to go through it and sort
out any changes you need to make. Then finally you can submit it. You can do that online.

Kirsten: Phew! Good. Then I just wait to hear I suppose. How long does that take?

Ramil: Depends — but usually about six weeks. When you hear, if your paper has
been accepted, then, at that stage, it's worth giving them a list of any technical things you'll
need when you actually give the talk - a screen or video players or that sort of thing.

Kirsten: OK - but that's a long way off. And I know that, if my paper is accepted, then, at that
stage, I have to give them a short text about myself and my academic background, so that
they can put it in the brochure. Famous, at last!

Ramil: Yeah.

Kirsten: Right - well, I've got to get a couple of things sorted if I'm going to get this paper
completed.
Ramil: Have you got enough data?

Kirsten: Possibly. I'd like to reinforce some of it, though, so I thought I'd send out some more
questionnaires. I was looking at that thesis that Angela wrote last year and she said you
need a sample of over 100 to be sure of your results.

Ramil: I think some of this year's postgraduates are doing some of the same stuff as you on
buildings. Why don't you talk to them?

Kirsten: I'll end up getting confused. It would be more useful for me to actually go out
to that site by the rail bridge to see how they're building the new factory. I managed to get
hold of Professor Barnett at London University and he said I should go out and take pictures.
I'm pretty busy but I'll have to make time. Anyway, what about you... (fade)...
Exercise 9.6

Key:
21 managers
22 character
23 (whole) group dynamic
24 company training
25 team situation
26 hobbies
27-28 A, C (in either order)
29-30 A, B (in either order)

Transcript:

Professor: Good morning. Now, this term, we've looked at various aspects of recruitment
and you can now see how much more there is to it than just putting applicants through a
short interview or reading CVs. Now, today's tutorial is just to recap some of the main points
regarding recruitment. I'd like you to imagine that you are managers and we will discuss how
different applicants would fit into the team or group they have to work with. We'll look at
some examples later. You can select someone — even a Mend-who has all the right
qualifications. Then, you can also check that they have a lot of experience — that they've
done the sort of tasks that you want them to do in your company. (Q21)

Sandra: But you need to know if they have the right character, don't you? (Q22)

Professor: Precisely, Sandra. If they start work and you realise that they just don't get along
with everybody else...

Mike: You've got a problem.

Professor: Exactly, Mike. Exactly. They might have contrasting views on how to do
something. They might not be able to get on with other members of your team.

Sandra: Even adding one person to a team can change the whole group dynamic, can't it?
(Q23)
Mike: Absolutely. This could be particularly true with someone who is particularly outgoing or
outspoken.

Sandra: Could company training reduce the possibility of this happening?

Professor: Possibly, but company training tends to show new people how you do something
at a particular company rather than changing a person's character to suit your company.
(Q24)

Mike: There's also the question of ability. Particularly in a team situation, people have to
believe in each other's ability to do the tasks the boss has given. They have to trust that
everyone will do their part of the job. (Q25)

Sandra: Right. But trying to find out what someone's personality is in a job interview is... well,
is it possible? I mean, you won't find out what they're really like until they actually start work.

Professor: Well, is there any value in asking candidates questions about their hobbies, for
example?

Sandra: I doubt it. What could that tell you?

Mike: I don't know. It could tell you something about their personality — whether they're
outgoing, for example.

Professor: Most people involved in recruitment would argue that it does tell you something.
More and more employers around the world are making use of "personality questionnaires"
to help them select new staff. (Q26)

Sandra: Yes. You mentioned those in the last lecture. Do they work? (Q26)

Professor: Well, most employers use them, but there is concern that they do not reveal the
applicants' true personality.

Sandra: Yes. Some people might just write the answers that they think the employer wants.
Professor: That's true. Very often, employers can weed out the applicants who do that by
asking more detailed questions during the interview.

Mike: The fact that they have been used for so long and that they are so widely used makes
me think that there must be something in them. (Q27-Q28)

Professor: Well...

Sandra: I'm not so sure. Just because they're used a lot, that doesn't automatically mean
that they are useful or worthwhile

Professor: True. But these tests have been created by experts and they believe that the
answers can provide indicators as to roughly the type of person that the applicant is.
(Q27-Q28)

Sandra: How about the idea of setting problems for applicants and seeing how they
approach them?

Professor: I like that idea, but the problems need to be simple, since there's not much time to
prepare a full answer. In addition, the applicant doesn't have much background knowledge of
the way that the company does things. (Q29/Q30)

Sandra: It's a good idea, but may not always be practical. Usually it is though. (Q29/Q30)

Mike: I'll need convincing.

Professor: Let's move on to take a look at...

Exercise 9.7

Key:
21 A
22 B
23 C
24 A
25 C
26 B
27 exhibition
28 professor
29 maps
30 castle

Transcript:

Dr. William: Hello, Joe,

Angela: Hello.
joe: Hi.

Dr. William: So, how's the local history project going? Are you making good progress?
Angela: Yes and no.
Dr. William: Oh?
joe: Well, we anticipated problems of various kinds. None of the group has much
experience of collaborating on projects. But we spent some time on discussing how to go
about it, and thrashed out what seemed a useful approach, but it seems that Angela and I
are the only ones actually following the plan. That's meant that the whole project has been
lacking co-ordination and so we've fallen behind our schedule. (Q21)

Dr. William: I see... that's tricky.

Angela: Yes, it is. We felt that the targets had been defined, so we'd all know what to
deal with. But, looking back, we probably should have really specified individual
responsibilities. (Q22) As it is, we only have a loose sense of what should be done by whom.
Dr. William: Well, this is quite a common problem, actually. I take it that you've had
enough group meetings, and you're looking for an effective solution. I think you'd better go to
the Resource Centre, and you will find the advice service (Q23) they provide there helpful at
this point.

Angela: Thanks, we'll go there later.

Angela: On a specific note, I think we've got carried away with recruiting people to
interview at the expense of building up the reference section, (Q24) which I don't think is
going to be solid enough. Do you think that will be a major problem?

Dr. William: Hmm, I'd have to see how much is there to be sure. But, well, you'll have to
be pragmatic at this point, I think. What you'd better do is to ensure your methodology (Q25)
is really strong, so at least you can't be faulted on that front. Then, if people challenged your
results, at least you would have carefully reported on how you reached them. Do you see
what I mean?

Joe/ Angela: Yes.

Dr. William: So...

Angela: Yes, I think one resource that we haven't exploited fully enough is the
Internet. (Q26) I've gone through a lot of journals in the closed reserve of the library, but,
actually, there are websftes where you can call up lists of approaches or data sets really
quickly.

Dr. William: I think that's a good idea.

Dr. William: Now, let's think about the field trip, and at least make sure that it goes as well.
You're going to Cambridge on the twenty-third?

Angela: The Wednesday, yes. And on Day one, you'll take the morning flight and then
get settled into the hotel.
Angela: Uh-huh.
Dr. William: But you need to get down to work after lunch, of course. Now, I've arranged
for you to have a look at some useful visual materials, especially photographs, old
magazines and newspapers, which are in an exhibition called "History in Pictures" (Q27) in
Fitzwilliam Museum.

Joe: That sounds like a good starting point.

Angela: I went to the Darwin exhibit at the Fitzwilliam Museum at Cambridge last year.
It was absolutely inspiring. It couldn't be better. The staff was very professional and the
exhibit was brilliantly presented.

Dr. William: Yes, indeed. There are quite a lot on show, so that'll occupy most of the
afternoon. Then the following morning, I want you to go and talk to Christopher Andrew, the
history professor of Cambridge University. (Q28) Of course, don't forget to take a tape
recorder with you so that you can replay and recall with perfect clarity what was said later
on.

Angela: And make sure to have our questions ready.

Dr. William: Indeed. OK, and the afternoon is free for you to wander around, get the feel of
the place, and soak up the atmosphere.

Joe: Do some sightseeing...

DL William: As you wish, it's a beautiful city. But it's back to work on Friday morning. Walk
around the central area, you know, Trinity Street, Market Square, Great St. Mary's Church.
I'm getting maps ready for you from different periods, and your task is to compare those with
the make-up of the city today. (Q29) Make notes on how the city has changed over time, you
know, what's grown up, what's gone... that sort of thing.

Angela: That sounds so interesting. I hope the weather's good!

Dr. William: Yes. And in the afternoon I want you to think about producing your own
records, follow the format of the ones in the City Library's archives. The history of the castle
is an indispensable part of the city's development, so don't forget to take a digital camera
with you and get some nice pictures. (Q30) Try your best to reflect the relation between the
buildings and the surroundings.

Joe: We'll do our best! And when will we travel back?

Dr. William: That's up to you. You can either...
Exercise 9.8

Key:

21 conservation
22 solar
23 Evaporation
24 Atmospheric Circulation
25 Precipitation
26 Runoff
27 evapotranspiration
28 water table
29 stream flow
30 solvent

Transcript:

Professor: Water is essential for life, and in parts of the world, it's a precious commodity.
The distribution of water, however, is quite varied; many locations have plenty of it while
others have very little. Water exists on earth as a solid, liquid or gas. Oceans, rivers, clouds,
and rain, all of which contain water, are in a frequent state of change - surface water
evaporates, cloud water precipitates, rainfall infiltrates the ground, etc. However, the total
amount of the earth's water does not change. The circulation and conservation of earth's
water is called the "hydrologic cycle" - balances the amount of water in the ocean, in the
atmosphere, and on the land. We get our understanding of how the cycle operates from
research in climatology and hydrology. So... who can tell me what climatology is? (Q21)

John: It's the study of climate...and...uh...the causes and effects of different

climates.

Professor: That's right. And what is hydrology? Sarah?

Sarah: Well, "hydro" means "water", so it's something to do with water... like the
study of water.
Professor: Yes, the prefix "hydro" does refer to water. The hydrologic cycle is the water
cycle. And hydrology is the study of the water - the distribution and effect of the water on the
earth's surface and in the soil and layers of rock. Think of climatology as the atmospheric
phase, and hydrology as the land phase of the water cycle. Climatologists study the role of
solar energy (Q22) in the cycle. They're mainly concerned with the atmospheric phase of the
cycle, how solar energy drives the cycle through the...uh...processes of evaporation,
atmospheric circulation, and precipitation. Water is continuously absorbed into the
atmosphere as vapor - evaporation, then water vapor is transported through the
atmosphere - atmospheric circulation, and returns to the earth as rain, hail, or snow -
precipitation. (Q23-25) The amount of water evaporating from oceans exceeds precipitation
over oceans, and excess water vapor is moved by wind to the land.

Sarah: What about the land phase?

Professor: The land phase of the cycle is the concern of hydrologists.

Hydrologists study the vast quantities of water in the land phase of the cycle, how water
moves over and through the land, and how it's stored on or within the earth. Of the over land
surfaces of the precipitation that falls over land, small amounts evaporate while still in the air
and...uh. .re-enter the atmosphere directly. The rest of it reaches the surface of the land. The
water that falls to earth is stored on the surface of lakes, or it penetrates the surface, or it
runs off over the surface and flows in rivers to the ocean. Some of the water is stored
temporarily in the upper soil layers and used later by trees and plants. When it rains... yes?

Sarah: So, the transfer of land water to the oceans is called Runoff, right? (Q26)

Professor: Exactly! Runoff is the movement of land water to the oceans, chiefly in the
form of rivers, lakes, and streams. Runoff consists of precipitation that neither evaporates,
transpires nor penetrates the surface to become groundwater. Even the smallest streams
are connected to larger rivers that carry billions of gallons of water into oceans worldwide.

John: I was... urn... I wondered if that makes trees and plants part of the hydrologic
cycle. I mean, they take in water, and the water moves through them, and then later on...
urn... the water evaporates from their leaves.

Professor: I'm glad you mentioned that, John. Plants do play an important role in the land
phase of the cycle and are therefore part of the cycle. Trees and plants circulate and store
water, they draw it up through their roots and return it to the atmosphere through their leaves
during evapotranspiration. (Q27) When it rains, if the sod is already saturated, water will
seep downward through the upper soil layers, and possibly reach the water table. (Q28)
When it reaches the water table, it passes into groundwater storage. Most of the
groundwater later return to the surface, either as springs or as stream flow, (Q29) supplying
water to plants. Eventually, all of the water falling on land makes its way back to the ocean.
The movement of water from land to the ocean is called runoff. Runoff and groundwater
together balance the amount of water that moves from the ocean to the land. Every molecule
of water in the natural system eventually circulates through the hydrologic cycle.
Tremendous quantities of water are cycled annually. And, as John pointed out, living
organisms - plants and animals as well - are also part of the cycle, since water is a large part
of the mass of most organisms. Living organisms store and use water, since water is the...
uh... solvent for most biological reactions. (Q30)
Exercise 9.9

Key:
21 honey; beeswax
22 avocado pear
23 200 billion
24 A
25 D
26 F
27 D
28 E
29 B
30 B

Transcript:

Professor: Until recently, we knew almost nothing about how important bees are in
maintaining natural diversity. Now we know more about them. We know, for example, that
bees fall into two categories: wild bees and domesticated honeybees. A main reason for the
domestication of bees has always been the production of honey and beeswax. (Q21) We
also know that honeybees are the dominant pollinators. In addition to bees, wasps, moths,
butterflies, flies and beetles, as many as 1,500 species of birds and mammals serve as
pollinators. Many crops of commercial importance such as almond, cherry, avocado pear,
water melon, cucumber, rely on pollination by insects, and of these insects, (Q22) bees are
by far the most important. Animals and insects provide pollination services for over
three-quarters of the staple crop plants and for 80% of all flowering plants in the world. The
economic value of animal pollination to world agriculture has been estimated to be 200
billion US dollars per year. (Q23) Pollination is one of nature's services to farmers. So think
about this: if you eliminated the pollinators, it would take the food right out of our mouths. We
biologists never imagined we'd see the day when wild plants or crops suffered from pollinator
scarcity. But, unfortunately, that day has come. In fact, farmers in Mexico and the U.S. are
suffering the worst pollinator crisis in history. So... what happened? Any ideas? Alicia?
Alicia: Is it...um... because of natural enemies? I read something about a kind of
parasite that's killed lots of bees.

Professor: It's true. An outbreak of parasitic mites has caused a steep decline in North
American populations of honeybees. But parasites aren't the only factor. (Q24)

Alicia: What about the pesticides used on farms? All those chemicals must have an
effect.

Professor: Most definitely, yes. Pesticides are a major factor. Both wild and
domesticated bees are in serious trouble because of pesticides (Q25) In California, farm
chemicals are killing around 10% of all the honeybee colonies. Agriculture in general is part
of the problem. Another example is the monarch butterfly. Millions of monarchs from all over
the U.S. and southern Canada fly south every year in late summer. The monarch is the only
butterfly that returns to a specific site year after year. (Q26) Unfortunately, the herbicides in
the milkweed in the Great Plains are taking a toll on monarchs, and fewer of them are
reaching their winter grounds in Mexico. In a recent field study at Cornell University in the
U.S., it was found that monarch butterfly caterpillars eating corn toxic pollen blown on to
milkweed plants near corn fields had suffered significant adverse effects leading to death of
nearly 20% of the caterpillars.

Alicia: Wow, 20%, that's so tragic!

Professor: And it's more than that. There are over 1,500 species of butterflies in the
Indian subcontinent, but their population is dwindling because of environmental changes.
(Q27) Many manmade environmental changes like deforestation, extension of farming and
unrestricted urbanization are threatening some species of butterflies to extinction by
destruction or disturbance of their larval as well as adult food plants, feeding grounds and
shelters. Many of the most spectacular and endangered species have various levels of
protection under local legislation. However, there is a major trade in the spectacular tropical
species for incorporation in ornaments and souvenirs. The international demand for insects
is greater than most people realize. (Q28)

Alicia: Yes, indeed. I once read an article about another important pollinator -the
long-nosed bat. These amazing animals feed on cactus flowers. But they are having a tough
time, too. Some desert ranchers mistake them for vampire bats, and they've tried to poison
them, or dynamite the caves where they roost. (Q29)
Professor: Yes, we must recognize that pollination is not a free service, and that
investment and stewardship are required to protect and sustain it, so what can be done
about this situation?

Alicia: Well, wildlife farming, you know, based on sustainable exploiting wild
creatures, can help to save endangered species like butterflies and their habitats. Besides,
gardeners, orchard growers, farmers and urban dwellers can switch to more
pollinator-friendly organic methods of cultivation to reduce wildlife exposures to insecticides,
herbicides and fungicides. (Q30)

Professor: That's right! Actually, the focus of beekeeping needs to change from
conventional honey production to crop pollination.
Exercise 9.10

Key:

21 exhibition
22 commercial
23 geometric
24 slender
25 decoration
26 streamlined
27 horizontal
28 a slide show
29 get permission
30 building superintendent

Transcript:

Woman: Our design class is really interesting, don't you think so?

Man: Yeah, I like Professor Vargas, but sometimes he goes too fast, and I feel like I'm
missing something. There's a lot we have to remember.

Woman: True. There are a lot of details about all the different styles.

Man: Yeah, there are Art Nouveau, and Art Deco, and Art Moderne... I have a hard time
keeping it all straight.

Woman: I know what you mean.

Man: For example, it seems to me that Art Deco and Art Moderne are the same things.

Woman: Well, there is some overlap. They were both popular in the 1930s although Art
Deco came a little before Moderne. I think Professor Vargas said Art Deco started at an
exhibition in Paris in 1925. (Q21)
Woman: Let me check out my notes. Right, Art Deco was a popular international art design
movement from 1925 until the 1940s, affecting the decorative arts such as architecture,
interior design and industrial design, as well as the visual arts such as fashion, painting, the
graphic arts and film. At the time, this style was seen as elegant, glamorous, functional and
modern. Both Art Deco and its cousin, Art Moderne, were rarely used for houses; they were
more common for commercial buildings and skyscrapers, (Q22) and occasional institutional
buildings.

Man: So, they were about the same time. That's one thing that gets confusing. Another
thing is, they seem so similar that it's hard to see why they're considered different styles.

Woman: Art Deco has more decoration than Art Moderne. Art Deco is the style you see in a
lot of movie theatres and hotels that were built in the twenties and thirties. It has facades
with geometric designs (Q23) including zigzags, chevrons... and uh... strips of windows with
decorative spandrels. And it's polychromy, you know, often with vivid colours; Art Deco uses
a lot of straight lines and slender forms. (Q24) "Sleekness" is the word that comes to mind.
Art Deco is often used in towers and other vertical projections, presenting a vertical
emphasis. At the time, it was considered "modernistic".

Man: But that's what gets confusing! Doesn't "modernistic" also apply to Art Moderne?

Woman: Art Moderne is simpler than Deco. Art Moderne style buildings are similar to Art
Deco in appearance, but are even more austere and functional. It has...uh...things like more
rounded corners, flat roofs, and... the walls are smooth and don't have any decoration. It's
more streamlined than Deco. (Q25-26) Art Moderne buildings remind me of boats. The walls
are smooth, and the trim is usually stainless steel. A lot of the windows are round, kind of
like the portholes on a boat. Architects gave Art Moderne buildings a strong horizontal
emphasis, (Q27) often accented by horizontal banding, or "streamlining".

Man: Oh...I know a building like that. It's near here in town, on Second Avenue. It has a
rounded corner and round windows. It used to be a gas station, but now it's a restaurant. We
should go there sometime.

Woman: Yeah. I'd like to see that. My favourite building is the Maritime Building. It's
downtown, right across from my father's office. It's Art Deco - built in 1927 - and I tell that
from the cornerstone. You should see the lobby! It's just beautiful. There's a geometric
pattern in the tile on the floor - kind of a big circle with lots of triangles. And you should see
the elevator doors. They're gorgeous.

Man: You know we should go around and look at some of these buildings.

Woman: Yeah, that would be fun.

Man: And... you know what else... this is an idea for our project. We could take pictures of
the buildings and do a slide show in class. (Q28)

Woman: Oh, that's a cool idea! But don't we need to get permission to take photographs?
(Q29) Especially of the interior... we need pictures of the lobby of the Maritime Building.

Man: We could ask for permission. That shouldn't be a problem. Let's talk to Professor
Vargas and see what he thinks.

Woman: OK. Why don't you do that? I'll go down to the Maritime Building and see if there's
anyone there - like a building superintendent (Q30) -who can give us permission. I'll let you
know. Why don't we meet again on Thursday?

Man: OK. Fine with me.

Exercise 9.11

Key:
21 long pants
22 3.40 pm
23 mountains and lakes
24 walking shoes
25 9.45 am
26 H
27 A
28 H
29 N
30 N

Transcript:

You will hear a company manager talking to staff about some day tours. Before you start
listening, you have 30 seconds to look at Questions 21-25.

Good afternoon everyone, we've just called this short meeting to give you some good news.
As you know, our company's performed really well over the past 12 months, and that's
largely been due to the hard work you've all put in So, at its last meeting, senior
management decided to show its gratitude by giving you all a day off next Friday to go on a
day trip paid for by the company.

We want to give you a choice, so what I'd like to do now is to give you a brief overview of
three tours, and then you can choose the one that you like best. Right, now first there's what
we call the "Adventure Tour", which is sky-diving. Don't worry if you've never been skydiving
before, you do it in tandem with experienced trainers, but it's definitely not for you if you're
afraid of heights. Just one thing though, you'll need to wear long pants (Q21) because it's
pretty cold when you jump out of the plane. For that trip we leave here at half past ten in the
morning to go out to the airfield. Oh, by the way, with all these tours a minibus will pick you
up at work in the morning and then bring you back here afterwards. The Adventure Tour gets
back at 3:40, that's twenty to four in the afternoon. (Q22)

Next we have the "Nature Tour", which is for those who like the outdoors, but prefer walking
on solid ground rather than falling through the sky a few kilometers up in the air. This is
going to be a trip to the mountains and lakes. (Q23) You all know how lovely the lakes are at
this time of year, and because we'll be there on a Friday, there won't be all those crowds of
people you get on the weekends. And don't forget to bring along your walking shoes. .(Q24)
The bus'll be leaving at half past eight in the morning and you'll be getting back at twenty
past six. The third and final choice of tours is the "Historical Tour" which is going to be a trip
to Bomberry Castle. You may've been there before, but we've arranged for a very thorough
tour of the castle, including some rooms that usually aren't open to the public. One thing
though, they've told us that anyone who comes on that tour has to wear shoes with leather
soles. Apparently the reason for this is that some of the timber floors in the castle are very
old and can be easily damaged by other kinds of shoes. Anyway, the bus'll be leaving at 9:45
(Q25) that's a quarter to ten in the morning, and will bring you back here at half past four.

You now have 30 seconds to look at questions 26 to 30.

Now I'd like to tell you about a few of the things that are included in the tours. Those of you
who choose the Historical Tour will enjoy a delicious lunch (Q26) in the famous castle
restaurant. If you opt for the Nature or Adventure Tour, I'm afraid you'll have to take your own
lunch because there aren't any outlets in the mountains or at the skydiving section of the
airfield. However, we've arranged for afternoon tea to be provided for those on the Adventure
Tour. (Q27) You might need a hot drink to warm up after the jump.

Now, for those of you who've got children that you'd like to bring along for the day, obviously
sky-diving is out of the question. They might be thrilled by the idea of jumping out of a plane
with you, but you've got to be 18 or older to do that. We checked with the organizer of the
Historical Tour, and they said that children usually aren't interested in the historical buildings,
but they have no objections provided that any children are accompanied by their parents.
(Q28) When we talked to the person who's in charge of the Nature Tour, she said that their
insurance doesn't cover minors, so there's no kids allowed on the trip, unfortunately.
However, it's quite all right if you want to bring along your partner to enjoy the fresh air with
you. (Q29)
We thought it'd be nice to arrange for group photos to be taken on this special day out. In
fact, if you're going on the Adventure Tour, they can video or photograph individuals while
you're skydiving, but that's very costly, so that's one extra expense you'll have to pay for
yourself if you want it. For those on the Historical Tour, the staff at the castle inform us that
no photography is allowed on the premises. I think that might be because they prefer visitors
to buy the post-cards they sell in their souvenir shop. But if you're in the mountains on the
Nature Tour, the guide's also a professional photographer and she'll be taking a few pictures
of the group, (Q30) no doubt with breathtaking backgrounds.

Anyway, that's all from me for the moment. I've got some brochures here you might like to
have a look at, and now I'd be happy to take any of your questions.
Exercise 9.12

Key:

21 C
22 C
23 B
24 (the) academic programme
25 systematic and effective
26 coursework
27 grade
28 lecture programmes
29 physics topics / essays
30 reflect

Transcript:

In this section, you will hear an introduction of courses at the orientation meeting. First you
have some time to look at questions 21 to 30.

Now listen carefully and answer questions 21 to 30.

Presenter: Welcome to orientation week. This is the Physics School's session. And we'll
welcome Prof. Smith, the head of the School, to introduce you to the tutorial system.
Welcome, Prof. Smith.

Prof. Smith:
Thank you. You may have noticed life at university is totally different from that of school. For
you, tutorials are an important part of the teaching program me. Tutors are the primary
contact between undergraduate students and the School. A tutor is the student's personal
tutor as well as their academic tutor. (Q21)

Tutorials for Physics undergraduate consist of 6 students who meet each week with their
tutor for at least 50 minutes. For radiography students, tutorials will normally consist of a
group of about 10 students who will meet fortnightly with their tutor, (Q22) for a period of at
least 50 minutes.
In the first semester, the tutorials are during weeks 1 to 11; for semester 2 they are during
Weeks 14-24. Everybody involved is expected to be present and on time. And the tutor will
also be available in week 12 and 25 to discuss problems that arise during revision, but
attendance by students is optional. (Q23)

Now I'm going to introduce you the stages and activities of the tutorials. The Induction Period
is from week 1 to 3. I know that a significant minority of you experience culture-shock during
your first few months at University, and the important function of this stage is to identify
students who are having difficulty integrating into the academic programme. (Q24) In
particular, tutors should check your attendance of lectures, tutorials, laboratories, and this
sort of things. Tutors also help you tackle work in a systematic and effective manner. (Q25)

Stage 2 begins from the fourth week. Some tutorials of this period are to be devoted to
discussion or going over the students' lecture notes, but approximately 50% of tutorial time is
to be devoted to coursework. (Q26) You should finish the weekly homework assignments of
two hours duration with at least 50% involving written work. At least eight homework
assignments during the year should involve answering problems set on coursework.

The written work collected by the tutor should be marked within a week of handing in. And
generally the assignments should be graded. (Q27)

The third stage starts from the 8th week till the 10th. During the period Math and four core
physics programmes are included. The majority of tutorial time should be devoted to work
which supports the lecture programs, (Q28) and laboratory work. At least 60% of homework
assignments should involve written work. The assignment may involve writing an account of
or notes on a specified range of topics. The written work should also be marked and graded.
Short oral presentations by students should be included. They are possibly on general
physics topics or essays. (Q29)

The last week's Personal Development Planning is a structured and supported process. The
primary objective for PDP is to help you to become more independent and confident
self-directed learners, and encourage a positive attitude to learning throughout life. It is
undertaken by yourselves to reflect upon your own learning, performance (Q30) and
achievement and to plan for your personal, educational and career development.
Finally, if without evidence of good reasons, you miss more than two sessions during a
semester, or if the tutor is not satisfied with your progress, the matter must be immediately
referred to the Program Director who will normally issue formal warning, verbal and written.
This will inform you that your place at University is under threat of withdrawal if no
improvement is made.
Exercise 9.13

key:

21 2nd December
22 academic
23 professional
24 about a third/ one third/ 1/3
25 sequence
26 technical ability
27 set out
28 average
29 most improvement
30 7/ seven

Transcript:

Tutor: Now, Mark, and Anna, I have to say that I thoroughly enjoyed your joint presentation
on the application of robotics in a non-industrial setting to the group on (21) 2nd December
and it is clear that you have both devoted quite a lot of time and effort to it. Have you had a
chance to fill in the self- evaluation form for the session?

Mark: Yes, we have.

Tutor: So Mark, what do you think overall?

Mark: Well, generally, I felt the presentation worked very well; in fact, we seemed to hold the
attention of the others throughout. And the pace of delivery was fairly even as were the
range of activities we organized.

Anna: I agree with Mark, but I'm not sure we were comprehensive or (22) academic enough.

Tutor: No comment really except that I don't think there was any question of it not being
thorough.
Anna: I think we were a bit too chatty and too jokey at times rather than formal.

Tutor: Okay. What do you think were the best areas and which do you think can be improved
on?

Mark: Everything could have been improved on. I felt very good about the hand-outs; we had
spent a lot of time putting them together. They had a very (23) professional appearance as
we bound them into a booklet.

Anna: To me the hand-outs were the best part as we had a very extensive bibliography and
the booklet seemed to go down well.

Tutor: The booklet you did for the hand-outs certainly showed you had done a lot of work.
But I think that you put too much material into it and people got distracted by it. Perhaps, you
could have cut the hand-outs by about (24) a third.

Mark: I see. When I come to think about it, maybe you are right.

Anna: Okay.

Mark: But there were times in the middle of the presentation where things did go a bit astray.
I think that was my fault when I got the power-point slides out of (25) sequence and I had
difficulty getting back on track.

Anna: Mmm. I also think we rated our (26) technical ability too highly especially when
operating under pressure. I had never done a presentation with technical equipment before,
so it was a steep learning curve for me in particular.

Tutor: Yes, I think you could have done with a bit more practice with the equipment
beforehand.

Question 27-30

Tutor: What about the next item on the feedback form? The aims and objectives?
Mark: I think they were very focused and we followed them through well, ! think. We wanted
to show how Europe was lagging behind other areas of the world.

Anna: Yeah, I think they were clearly (27) set out.

Tutor: Yes. Agreed. No comment there.

Mark: The diagrams and charts were appropriate.

Anna: Yes. I have put that too.

Tutor: They did work well in helping to illustrate and break up the presentation by cutting
down on the number of words and text on the screen. What about delivery?

Mark: Well, I think our performance was (28) average.

Anna: It was difficult to coordinate speaking and presenting the material at the same time. I
was quite self-conscious of what I was doing. It was down to a lack of experience.

Tutor: Unfortunately, both of you had the habit of standing in front of the projector so you
kept blocking the image on the screen. To me this is the area that requires the (29) most
improvement.

Mark: The section on the predictions of the commercial application in the future, I think
appeared a bit haphazard. To me it was a weak point of the presentation. And I think that
some of the slides could have had fewer words.

Anna: And we could have done some fancy graphics with the words.

Tutor: If you had to give yourselves a mark overall how much would you give it out of 10?
Mark: Six maybe. I would be happy with that, though bits were probably nearer a (30)
seven. So I'd say a six. Anna, what do you think?

Anna: I think for me it's perhaps a seven.

Tutor: Okay. Did you find the task and the evaluation useful?
Anna: I think...
Exercise 9.14

Key:
21 C
22 B
23 A
24-25 D, E
26 course diary
27 written exam
28 design
29 50 per cent/ percent/ %
30 fashion show

Transcript:
Questions 21-25

Rosana: Hi, my name is Rosana McClaren. Mmm... I'm a bit early, but I have an
appointment to see the Assistant Registrar, Andy Matthews, at loam.

Andy: Hi, I'm Andy Matthews. Nice to meet you.

Rosana: Nice to meet you. My tutor advised me to come to see you about changing
my course.

Andy: Yes. I've had an email from your tutor, David Vine. Let me just call it up. ... Here we
are. It says tutee... Rosana McClaren... Is on the Wednesday part-time course and wants to
change to the distance learning programme. Have you any problems with the course itself?

Rosana: Oh no. I love it. (21) I think the course is ready worthwhile. The theoretical
sessions once a week on Wednesday from loam to 3pm are really good.

Andy: You have two-hour sessions then?

Rosana: Yes, that's it. And I have to say I think the practical session from 4 through tog
in the fashion workshops are also good fun, (22) but I am finding it all very tiring and it
makes me too exhausted for my work on Thursdays and Fridays.

Andy: You work the other four days of the week?

Rosana: Yes, and some Saturdays.

Andy: I see. So what do you want to do?

Rosana: I'd like to change to the programme with the distance learning component instead of
the Wednesday sessions.

Andy: Yes. That is a possibility. (23) I see from your tutor Dr Vine that he has no problem
with this, but you realize it's possible you'll have a different tutor.
Rosana: Yes, I'm aware of that. It's a shame because he's a very good tutor. What do I need
to do now?

Andy: First, we just need to fill in this transfer form and the claim form for the reduction in
fees.

Rosana: Oh. I didn't realize it was cheaper!

Andy: Oh yes. It's a thousand pounds less a year!

Rosana: It gets even better! Can I start the distance-learning programme from now?

Andy: I don't see why not. I just need to get a signature from your tutor, which should take
only a short time. I'll email it to him now and then he can sign it and put it in the internal mail.

Rosana: Okay.

Andy: But I also need to go through with you what is involved in the distance-learning
programme to make sure you are clear about everything.

Rosana: Well, I understand I attend the weekend course once a month and that I can book a
bench in the fashion workshop at any other time.
Andy: You have a computer at home for the distance-learning?

Rosana: Oh yes. I have the necessary equipment for making video calls over the Internet
already. (24) It's the flexibility of the distance-learning over the Internet that is very useful.
(25) What makes it even more interesting is that I don't have to spend a lot of time travelling
to and from the university on the Wednesday. I can adapt it to my own routine, as I will be
able to do the theory over the Internet from home when I want. The same is true of booking
a tutorial on line using Skype.

Andy: Yes, it is amazing, isn't it? It's in its infancy but it's been up and running for a year now
and it's going rather well.

Rosana: Could I just ask if it's possible to have a face-to-face tutorial at any time as well?

Andy: There is no reason why you shouldn't be able to.

Questions 26-30

Rosana: What about the assessment for the distance-learning? I take it that it's the same as
for the other programme?

Andy: Let me see. Each month you are expected to (26) keep a written course diary and to
present a seminar paper and at the very end of the course (27) there will be a written exam
which will account for 30 percent of the total marks.

Rosana: What about the course work? How much does it account for?

Andy: (28) The design portfolio, which you need to present at the end, (29) accounts for 50
percent. I would point out just one thing and that is that on the distance-learning programme
some tutors like to see the design portfolio twice each term to make sure you are on the right
track. But of course you can take it in at any time to show your tutor. And as part of the
assessment for the portfolio, you have to present (30) at least one fashion item at a fashion
show at the end of the course.

Rosana: Is there anything else?

Andy: No, that's it.

Rosana: Thank you for all your help.

Andy: No problem. Hope it all works out well for you now.
Exercise 9.15

Key:

21 B
22 A
23 B
24 A
25 C
26 A
27 A
28 B
29 A
30 C

Transcript:

Questions 21-26

Tutor: OK, is everyone ready?... Over the past two weeks we've been listening to different
students giving a presentation on their research projects. So for this morning's session I'd
like to invite Susan to take the floor.

Susan: For my project I looked at different types of study techniques and tried to ascertain
what students' opinions of the different methods were. I began with lectures, because of
course they're something we're all familiar with. Now the problem with lectures is that you
have to sit and listen for quite a long time. Sometimes maybe as much as one hour. (21) Yet
people's average concentration span is only about 20 minutes. This means, of course,
within the first half an hour most people actually stop listening! Not consciously, of course.
But you know what it's like. Your mind tends to, well..., kind of wander-you start thinking
about what you're going to have for dinner, or about the party you attended last night. So I
wanted to know what the most effective method of taking down all the important points. was.

Tutor: Susan, if I may interrupt you, what's your strategy for listening to lectures?
Susan: Personally, I always record the lectures. That way you can listen to the lecture again
afterwards and make really good notes. in fact I know a lot of people who use this method.
Yet surprisingly, when I talked to students, they felt that it wasn't such a good method
because the quality of the recording is often very poor. So quite a few preferred to listen for
the main points and take notes. Some even used a form of shorthand. You know,
abbreviations and symbols, that sort of thing. (22) Although, everyone agreed that the best
way to approach lectures was to do the required reading beforehand. That way it makes the
lecture a lot easier to understand because you already know something about the topic.

Tutor: Could you tell us something about how students approach their assignments? You
know, essays, reports, that sort of thing.

Susan: Actually, when it came to assignments, people were divided on the issue of
essay plans (23) Some thought it was a good method of planning, others, well, didn't think
so. Generally, though, most students didn't really express much of an opinion. (24)
Brainstorming, however, was different. You know, must sitting down and thinking of as many
ideas as you can. Just about everyone said it was a really good method of preparing to write
an assignment, especially if they got together in groups. This, they said, was by far the best
method because it helped them to really analyze the issues. Discussing ideas was the same.
In fact, many respondents claimed they often got together with friends for the purpose of
discussing ideas, even if they weren't preparing an assignment. They said it helped them to
understand the lectures better, and, surprisingly enough, get better grades in their exams.
Now reading, like lectures, is a necessary part of student life. And we all know how much
time we spend with our head banned deep in a book? But what exactly is the best way to
read? (25)(26) Well, I discovered that hardly anyone tries to read the whole book, or even
whole chapters. But skim reading came out a real favorite. The majority of students I spoke
to, in fact, found this to be a really effective technique because it saved lots of time, and it
meant they could absorb far more knowledge this way.

Question 27-30

Tutor: Susan, in your opinion, what do you think is the biggest problem students face at
university?

Susan: Time management. What I mean to say is that it's a much underestimated skill. And
because it's underestimated it's an area often neglected by students. Especially young
students who are used to other people planning their time for them. So I set about asking
students exactly how they planned their time. (27) Interestingly, however, nearly everyone
said that time management was significant. Yet few people actually used the technique. Most
commented that they were too busy with their studies. When it came to studies I found that
the vast majority of students worked part-time, generally in the evening, which most
respondents claimed was the best time to study because they'd been thinking about the
subject all day and many ideas were fresh in their minds. (28) In fact they said having to
work was the biggest burden they had, because it meant they couldn't study in an evening
and had to study on weekends instead, when they needed to relax and forget about their
studies. A few of the respondents even said they got up early in the morning to study. On the
whole, I found that time management is most people's biggest problem, and I feel that more
should be done by the university to help students to plan their time more effectively.

Tutor: Sony, Susan, but I'm going to have to ask you to start wrapping up now. We're
quickly running out of time.

Susan: Ok, well the final component of my research was the dreaded exams. Now I don't
know about you but I really hate exams. But when I talked to the students I found that some
students actually liked them. (29) They were very much in the minority though, and most
students preferred not to have them. was, of course, interested to learn just how students
prepare for their mid-term and end-of-term exams. And here people were evenly divided on
the issue. (30) I found that most of the younger students preferred to cram. That is to say
they'd spend many hours, just before the exam, trying to learn as much as possible. Some
even said they stayed up at night, and never went to bed. And this was because they were
too interested in their social life to pay much attention to exams during the term. Older
students, however, were much more conservative. They tended to read much more widely,
and spend time thinking about the topic, making notes and so forth. They did revise, of
course, but they rarely spent time cramming. Cramming, they said, is of no use because you
only remember the information for the duration of the exam and forget it afterwards.
Exercise 9.16

Key:
21 electronic whiteboard
22 back-up
23 specific background material
24 C
25 G
26 B
27 F
28 D
29 -30 A, B

Transcript:

Karen: Excuse me, Dr Owen, I ...

Dr Owen: Oh, hello Karen.

Karen: Have you got a few moments?

Dr Owen: Yeah, sure. How can I help you?

Karen: Well, I've had difficulty finding data on the original question and I was wondering if I
could change my paper to "Investment in knowledge" comparing some European countries
with the United States and then with others throughout the world including the OECD
average. I've found lots of data by way of graphs, etc.

Dr Owen: Where did you get the data from?

Karen: From various sources, books and journals.

Dr Owen: How are you going to present the material?

Karen: (21) I am going to use to be electronic whiteboard as suggested and do a blend of
graphs, pictures, text and podcasts to illustrate my presentation.

Dr Owen: It sounds very impressive.

Karen: Yes. (22) Let's hope the whiteboard works, but I'm also going to have a Power Point
presentation for a back-up — just to cover myself.

Dr Owen: A back-up is a good idea, but it's a lot of work doing everything twice.

Karen: It is, but at least I'll have experience of both. Before we talk about how to use the
data I've selected, (23) could you give me the names of a few websites I should look at for
more specific background material? When you type in anything to do with knowledge there
are millions of sites listed.

Questions 24-30

Dr Owen: Let's see ... I’ll print you off this list... There we go.

Karen: Right. Do I really need to study everything on these?

Dr Owen: No. I suggest there are five or six you can look at. The one you have to go
through is the IT department section on the university site, which is www.kmul.org. It has
articles by all of us in the department and has links to useful information. So I think it is
essential to look at this.

Karen: Okay. I've already been on it, but tick that one as a must read.

Dr Owen: And there's a site, which is hosted by Pollock, it's investment IT.com. (24) All you
need to do is skim the abstracts of the articles on the site; they'll give you a general idea
about the effects of investment in knowledge.

Karen: Yes. That sounds good. It cuts our having to read everything. What about this one
knowledge journal.com?
Dr Owen: (25) If I remember it's not that useful. I would say that there are very few things
that you need to read there. Then there's IT knowledge review.com (26) It's got loads of
articles, but it's probably best just to read those that have come out in the last term or so.

Karen: Do you have to subscribe?

Dr Owen: No. It's free from the university library. And another free journal on line is
ITonline.com. (27) I wouldn't say it's essential to read it, but it is beneficial and so I think it is
worth a look.

Karen: If you think it's useful, there is no harm in looking at it.

Dr Owen: (28) But National statistics.com is worth looking at and trying out the links that it
gives. I think these are probably enough to be getting on with.

Karen: I think so. There's another thing I want to ask about. How much material should I use
in my presentation?

Dr Owen: (29) Avoid crowding the screen, if you have lots of information at one time,
people will not be able to follow it and will just switch off.

Karen: That's worth remembering. I've been in lectures where there was too much detail on
the screen and it was impossible to read quickly. But what about visuals? Do you think it's
okay to mix visuals and text?

Dr Owen: (30) Visuals are very useful, but they must be relevant or else people will get
confused about what they mean and why they are there. And they won't pay attention to
what you are saying. So be careful. From what I can see, you have the makings of a very
good presentation.

Karen: Thank you!

Exercise 9.17

Key:

21 C
22 C
23 B
24 A
25 B
26 A
27 C
28 A
29 C
30 B

Transcript:

Tutor: Hello you two, have a seat... OK? So, you're going to tell me about the presentation
you're preparing for next week's marketing seminar, right?

Jack: That's right. We've drafted this plan for you to look at. OK, thanks.

Tutor: Perhaps you could just talk me through it, could you? Sarah, do you want to begin?

Jack: Yes. Well, we're going to compare the websites of two bicycle companies...

Tutor: Right.:. And they're called Hills Cycles and Wheels Unlimited?

Jack: Yes. And first of all, we've compared the content of each site, and the presentation.
Then we've done an evaluation of each one.

Tutor: OK... And did you find much difference between the two websites? Jack?

Jack: Quite a bit, yes. Wheels Unlimited has a lot more pages, for a start... Both companies
show their catalogue - I mean pictures of different models of bike (Q21), with specifications.
Tutor: And prices? (Q22)

Jack: Yes, they're there too, although they list them in different ways - Hills Cycles have got
them next to the pictures and Wheels Unlimited show them on a separate page.

Sarah: But Wheels Unlimited advertises lots of other products connected with bikes - like
helmets, and clothing, and tools. (Q23)

Jack: Yes, all kinds of things.

Tutor: And Hills Cycles?

Sarah: No. They only show the bikes themselves.

Tutor: OK. Well... is there anything on the Hills Cycles website that Wheels Unlimited
doesn't have? (Q24)

Jack: Not really.

Sarah: Yes there is - it's got a little photo of the original shop, and a paragraph about the
history of the company - it's family owned.

Jack: Oh yes, I forgot about that.

Tutor: Right... That's the content then. And you compared the functions of the two websites,
did you?

Jack: Yes. Hills Cycles doesn't have any facility for online ordering. You have to ring up to
order something. That's the only way you can do it.

Sarah: Well no, you can send off for a paper catalogue with an order form.

Jack: Oh yes, I suppose so. But with Wheels Unlimited you can order online or in the
conventional ways. (Q25)

Sarah: That's right.

Tutor: Fine, OK. And what about the presentation? Did you find any particular differences
there? Or similarities? What about visuals?

Jack: As I said, both the sites have got pictures, and they're both quite attractive, but Wheels
Unlimited hasn't got any moving graphics. (Q26)

Sarah: Yes. Hills Cycles has got an animated cartoon at the top of the Home Page.

Tutor: Right. Well, it looks as if you've got plenty to talk about.

Sarah: There are other things too, but those are the main things we noticed.

Tutor: OK, well you'd better stick to the most obvious differences, because you've only got
ten minutes for the whole presentation, haven't you? And you said you're going to evaluate
each site as well, didn't you? How are you going to do that? I mean what criteria will you
use?

Sarah: We thought we'd use three criteria: how attractive each website is, how user friendly
it is, and how closely it targets its potential customers. Do you think that's OK?

Tutor: Sounds fine. But I'd look at the criteria in a different order if I were you. Because
really you've got to look at attractiveness and user-friendliness in relation to the people the
website is aiming at (Q27). So, I'd deal with that criterion first if I were you.

Sarah: Right.

Tutor: What about the timing? Have you thought of that? Ten minutes is very short you know.

Jack: Yes. We tried it out.

Sarah: Several times!

Jack: And we've decided to spend four minutes comparing the two sites, then three minutes
evaluating them, and leave three minutes for questions. That's not really enough, but...
Tutor: Well it sounds about right to me (Q28). You've got ten minutes altogether and you
have got to stick to that limit. It's good practice, and at least the audience won't have time to
get bored! What visuals are you going to use?

Jack: We're going to use Powerpoint and a flip chart as well.

Sarah: So we can show two things at once. For example, we're going to start by showing the
Home Pages of each website, and we're going to put up a list of key features on the flip chart
at the same time.

Tutor: OK. And it's a joint presentation, so have you decided how you're going to share the
work? (Q29)

Jack: Yes. First we thought we'd keep taking it in turns to speak - Sarah would say a bit, then
I'd take over, and so on. Then we thought we'd just divide it into two equal parts and do one
part each. But it was all too complicated. So Sarah's going to do all the talkies, I'm going to
manage the visuals (Q29). And hope we can coordinate properly!

Sarah: It's the only way we can fit everything in.

Tutor: Well, good. You've obviously worked hard and you've been very careful with the
details. Only one thing I would say: make sure that you keep your visuals simple (Q30). I
mean, if you're showing a list of key features, for example, you should make it as brief as
possible. Just use bullet points and simple phrases, even single words. Your audience won't
have much reading time. It's a classic mistake with seminar presentations to present so
much information that the audience can't process it quickly enough, and they stop listening
to what you're saying. OK?

Jack: Yes. Right. OK.

Tutor: And now let's talk about...

Exercise 9.18

Key:

21 C
22 B
23-25 A, D, F
26 application card
27 email address
28 code
29 Information Centre
30 confirmation letter

Transcript:

Woman: Hey, Mike, how've you been lately?

Man: Stressed. My marketing professor just gave us an assignment, a monster project, I'd
say. We have to do online research and make a presentation using some kind of computer
program. I have no idea about how to use that program. I've never even heard of it before.
Say, you don't know anything about how the computer labs work here, do you? I've never
really had to do any assignments with computers before, so I've never been to the computer
labs on campus. (Q21)

Woman: Actually, I worked in one of the open labs for two terms. What do you wanna know?

Man: Wow, thanks, Jennifer. Where to begin... Well, first of all, where are they?

Woman: Well, the open labs are in the basement of the library, in the student union building
(Q22), and then there are two more on campus. One in the science building, and one in the
building where they do freshmen orientation.

Man: Oh yeah, I know the one you're talking about.

Woman: Anyway, the largest open computer lab is in the library.

Man: Oh, OK. Are they open 24 hours?

Woman: Unfortunately, no. They're open from 8 a.m. to 9 p.m. Monday through Friday, and
9:00 to 5:30 on Saturday.

Man: Uh huh, and do they offer any kind of training on the computers? Like I said, I don't
know much about computer.

Woman: Yes, they do actually. They hold computer workshops several times a term in the
library.

Man: Oh? What are they on?

Woman: Er, let me see. The first one is on download information - yes, how to access the
loaded information. (Q23)

Man: Well, that sounds interesting.

Woman: And another I think is about the Internet. Last term I took Finding research materials
online, and it's really useful. And this term it might be Internet that works, but I'm not quite
sure about that.

Man: Anyway, is there anything on data collection program?

Woman: Yes, collecting and analyzing data (Q24). It's a very popular one and it's a must for
you. And the last one I think is about the skills for presentation, which is... which is
presenting yourself (Q25).

Man: Oh, that's really something, isn't it? You know we are going to do the presentation. And
I just dare not to think about it! Speaking in front of all the classmates and the professor... oh,
no!

Woman: Relax, Mike! And be brave! It's for everyone, not just for you!

Man: Yeah, I know. But, Jennifer, how can I register the workshop?
Woman: Well, it's easy. And you can sign up for one in the library. You just find any of the
librarians in the library. And they will give you an application card (Q26). Write down your
name, department and your e-mail address (Q27) on the card, and of course, at the same
time, choose the workshops you are interested in, and write down the code of the workshop
(Q28). Remember, the code, not the name. And hand the card in at the Information Centre
(Q29). Later on, they will send you a confirmation letter and the timetable as well. Next, print
your confirmation letter (Q30) and take it along with you as the identification for the
workshop.

Man: Well, this is getting complicated.

Woman: It's not really. It just sounds daunting if you've never done it before. Hey, do you
have some time right now? I can go with you and help you register for the workshop.

Man: Thank you, Jennifer. Lead the way, I'm right behind you.
Exercise 9.19

Key:

Section 3
21. Psychology
22. one passport photo
23. free
24. 8
25. Author Card
26. closed reserve
27. Current issues
28. Library Card
29. 7 working days
30. £2.00

Transcript:

You will hear a conversation about a student applying for a University Library Card. First you
have some time to look at questions 21 to 24. (20 seconds pause) Now listen carefully and
answer questions 21 to 24.

Librarian: Good morning. Welcome to the Library. How can I help you?

Student: Good morning. I want to apply for a library card. Should I apply here?

Librarian: Right. Are you a new student or did you lose your card?

Student: I am a new student.

Librarian: OK. Could you tell me some of your personal details first?

Student: Sure.
Librarian: What's your full name?

Student: My name is Harry Peart.

Librarian: Could you spell your last name?

Student: P-E-A-R-T.

Librarian: OK. Harry, where are you from?

Student: America.

Librarian: And what's your faculty?

Student: I am studying in Psychology. (Q21)

Librarian: Fine. Do you take some documents we need?

Student: I take my Union Card.

Librarian: OK, and your photo?

Student: Passport photo? (Q22)

Librarian: Yes. (Q22)

Student: How many do you need?

Librarian: Just one.

Student: How much should I pay for the card?

Librarian: Usually, we have two cards. One is Public Card with a hundred and forty-five
pounds and zero pound for our registered students.

Student: Do you mean it is free? (Q23)

Librarian: Of course. (Q23)

Student: That's so great.

Librarian: But if you want to borrow some CDs or DVDs from our library, you have to pay a
little money.

Student: How much?

Librarian: As usual it is about from two pounds to seven pounds depending on the item you
borrow.

Student: OK. So how many books can I borrow?

Librarian: We allow up to 18 items to student card but only 8 (Q24) to Public Card.

Student: Does that include reference books, newspapers, journals and articles?

Librarian: Of course.

Student: Great.

(5 seconds pause) Now look at questions 25 to 30. (20 seconds pause) Now listen carefully
and answer questions 25 to 30.

Librarian: You should check Index Card when you borrow books.

Student: What kind of cards?

Librarian: There are three types of cards for you to locate the book you need.

Student: Such as Tide Card?

Librarian: Yes. Author Card (Q25) and Topic Card.

Student: OK. May I check the information from the Internet?

Librarian: Of course you can. Have you registered your personal laptop?

Student: No. I haven't.

Librarian: If you register it you will have a user's name and a password.

Student: Fine.

Librarian: And then you can visit the library website and search books on the Internet at
your home.

Student: How long can I keep a book?

Librarian: Usually, there are three different loans. Reference books with white label mean
four weeks; one-week for books with yellow colour and some important books called closed
reserve (Q26) are often labeled with red colour.

Student: Does that mean I have to read in library?

Librarian: Definitely. Besides closed reserve some current issues (Q27) and journals can
only be read in library.

Student: OK. Are there some photocopy facilities in library?

Librarian: Sure. All the machines are on the second floor. You can use your Library Card
(Q28) to start the machines and then use them. Remember, our machines don't take coins.

Student: Can I renew books by Internet?

Librarian: Maybe or maybe not. if your book is overdue, I mean recalled book, you have to
come back to the reception on the ground floor to return the book within seven working days
(Q29) and then pay fine.

Student: OK. How much about the fine?

Librarian: The minimum fine is two pounds. (Q30)

Student: OK.

Librarian: Anything else?

Student: Nothing. That's great.

Librarian: It is your Library Card.

Student: Thank you very much. Good-bye.

Librarian: Good-bye.
Exercise 9.20

Key:
21. B
22. E
23. course handouts
24. separate
25. date and title
26. colour ball-point pens
27. key points
28. verbs
29. abbreviation and symbol
30. review

Transcript:

Note-taking is an important skill for successful study. Today I'm going to introduce some
effective skills for taking notes. Before making suggestions I’d like to analyse some factors
that can affect note-taking. Of course the first one is your vocabulary. (Q21) A instructor
cannot spell all words in class. So it is necessary to master a massive vocabulary for
students, especially for non-native students of English language. Good psychology (Q22) is
also important for note-taking. Some students are very nervous in class and cannot follow
instructor in time although they have a good ability to take notes. Well, what skills can help
you improve the ability and speed of note-taking?

Let's begin with the first one of five steps. As usual, students can get course handouts (Q23)
in advance, so preparing for them will help you know about what the instructor will talk about
in a class and then to help with your note-taking. A good suggestion is to use a loose-leaf
binder for notes and the instructor's handout may be taken out of it. Separating (Q24)
notebooks for each class can help students think clearly about different classes' notes.

(5 seconds pause)
Now look at questions 25 to 30. (25 seconds pause)
Now listen carefully and answer questions 25 to 30.
Now, that's the work for preparation. The second step is to put a date and title (Q25) on the
first page This will help you make sure about the lecture topic and the class in which the
instructor happens. Some students think this is very important for your studies later. And
then I advise you to use a divider which can set aside different parts in one notebook, for
example drawing a line in the middle of the notebook and then write main points on the left
and some extra information (e.g. reference books recommended by instructor on class) on
the right. According to some students' experiences it is a good idea to use different colour
ball-point pens (Q26) to make different marks of lecture in class. And now for the third step.
In class a good note-taker should only write key points, (Q27) not all information. Some
students cannot know what they write on notebook after class. So how to master key points
is what's so important. These points are usually nouns, adjectives, verbs (Q28) and
numbers. Writing only one to two points on each line can help you to understand the notes
when you read them later.

The most difficult part for nearly all students is, of course, to have enough time to write the
notes. So the next step is coming. In order to save time and speed up writing I advise you to
use abbreviation and symbols (Q29) instead of words, such as: info for information, unit for
university, dept. for department and even use "+" instead of "and". When your instructor
speaks loudly or repeats some contents or has a short pause you should pay attention to the
important points. The last suggestion is that you should review (Q30) your notes after class
when the information is still fresh in your mind. Try to summarise the key points and check
notes with your classmates after class. That's some of easy methods you can use to take
notes. I hope this can help you with your note-taking in class. If you want to know more
about the topic please contact the study consultant in the (fade)...
Exercise 9.21

Key:

21. C
22. B
23. B
24. A
25. B
26. B
27. C
28. A
29. B
30. C

Transcript:

You will hear an introduction about a library. First you have some time to look at questions 21
to 25.
(20 seconds pause) Now listen carefully and answer questions 21 to 25.

Welcome to the Western Bank Library which is the main library of the University of Sheffield.
I am Chris Lee, a library staff. I'd like to give you an introduction of the library. The Western
Bank Library aims to provide access to the information resources required by members of
the University for research, learning and teaching. There is a wealth of materials to support
learning and research at the University; over 1,300,000 (Q21) printed volumes and an
extensive range of high quality electronic resources. Many resources are accessible from
off-campus via the Internet. All members of the University may borrow books from the
University's Library. In order to borrow books, periodicals and non-book items you must
possess a current University Library UCard. The UCard is also your Library borrower card.
You will get the UCard from your department and then you should visit our website first to
click 'Start' to register your account (Q22) and get your password. Once you have borrowed
items you are solely responsible for their security and well-being until they have been
removed from your account,.

About the number of borrowing, we offer ten books for first and second year undergraduates;
fifteen books for junior and senior undergraduates and twenty-five books for postgraduates.
All books, unless requested by someone else, can be borrowed for the following periods:
part-time & distance learning taught-course students can keep books for two weeks; and
registered students and university staff can get four weeks. (Q23) Your self-service receipt or
the date label in the books will tell you the date when you should return the books. Please
check this carefully as the items may have been requested by someone else, and have a
shorter loan period. Some important reference books with red colour labels cannot be taken
away from the library. If you want to read them, please go to the Closed Reserved Room
(Q24) on the second floor of the library. If you want to keep books for longer you can extend
the loan by renewing. (Q25) There are two ways to renew: you can bring your UCard to
library counter or phone to the Renewals Hotline, the number is 0114 222 7201.

(5 seconds pause)

Now look at questions 26 to 30. (20 seconds pause)

Now listen to the tape and answer the questions 26 to 30.

If a book is requested by someone else you may keep it until the due date, but you won't be
able to renew it. However, if another copy of the book is returned by another person sooner,
this may mean you can renew your book. It is essential you check your account regularly to
ensure no-one has reserved the items you have on loan. You can also use Reservation
System Service (Q26) to reserve the book if you cannot renew it. I do really hope you can
have a habit of checking your library account every day to view and renew your loans and
see details of any charges. Please note if you have overdue books on your account you
must go to library counter to pay the fine (Q27) otherwise you will be blocked from borrowing
any further items. Fines start from 2 pounds (Q28) to more than 50 pounds depending on
different faculty and items.

The Library provides a range of photocopying services and a printing service. Usually, the
photocopy charge of black and white A4 sheet is 5 pounds; Colour A4 sheet is 50 pounds.
You can deposit some money into your UCard (Q29) because we do not accept any coins.
The Western Bank Library opens at 9 o'clock in the morning and closes at 9 o'clock in the
evening on Monday to Friday; at weekend the library opens until 6 o'clock (Q30) in the
evening. I'd like to remind you no snacks and noise in the library. The last but not the least if
you change your address, please informs us. The Library will not be responsible if important
mail goes astray resulting in payable fines. Well, any questions?
Exercise 9.22

Key:

21. B
22. B
23. C
24. A
25. A
26. 40 litres
27. solar coil
28. 20
39. 65
30. rigid foam

Transcript:

Miley: Hi Lyn. How's your project coming along?

Lyn: Oh, not very well. I've got all the information, but I can't seem to organise it into a
presentation.

Miley: Well you'd better hurry. You only have one more week.

Lyn: Yes, that's OK, it's just that ... ohh ... (sound of desperation).

Miley: Well, why don't you try your presentation on me. Maybe I can help.

Lyn: Really? Great! OK, well, I've chosen solar power for my subject, and I'm going to talk
specifically about domestic water heating. You know, like the ones popular in America. I've
got some facts here.

Miley: Thai's good, but just start your presentation from the beginning.
Lyn: Oh, right. Here we go then. There are many reasons why we should be looking
elsewhere for energy sources. As most people are aware, fossil fuels and other such
non-renewable sources are by definition finite, so something needs to be in operation soon.
Currently, there are a number of alternative energy sources available which can, with a little
preparation, be used to provide for a significant part of our domestic energy requirements, in
this presentation I am focusing on solar power and its application as a domestic water
heater. As a renewable energy source, solar power is in many ways ideal. The amount of the
sun's energy which reaches the Earth every minute exceeds the energy that the global
population consumes in a year. Although scientists argue that it is not finite, sunlight is
certainly a long-lasting resource which is not depleted through use, and solar power
converters use this energy without needing any complex moving parts. Once collected and
stored, solar energy can be used for many purposes, but it is becoming increasingly popular
as a domestic heating source. Generally a building that is heated by solar power will have its
water heated by solar power as well, and this has even wor-ced in areas that are not
exposed to long hours of direct sunlight such as the United Kingdom, although not so well as
in warmer climates ... (long pause)

Miley: Why have you stopped?

Lyn: Well, that's all I've got so far.

Miley: Oh. Well, start by talking about how effective it is.

Lyn: Oh, OK. Well, there are a number of factors that influence how efficient solar power can
be. The first, obviously, is the amount of sunlight, and this is dependent on season, time of
day, and climate. Although the UK has something of a bad reputation for sunshine, it is
actually quite productive during some parts of the year. Given a sufficient size of solar panel
and water storage tank, solar power can provide all of our water-heating requirements in
June and July, and even provide the majority until October. From October to the end of the
year, this figure falls dramatically. December is the least productive, being able to supply less
than 5% of the average household's hot water requirement. It is at this point that solar power
needs to be supplemented with a more traditional form of heating. From January solar power
becomes more effective at a rate of about 20% per month, although this rise decelerates to
around 16% by May.

Miley: Now say something about this water heater. Do you have any Information about that?
Lyn: Yes, I've got an Illustration of a water tank here.

Miley: That's good, but you'll have to describe it.

Lyn: Right. Well, the ideal water tank in the UK has a capacity of 45 to 50 litres, but must be
at least 40 litres to be effective. The solar coil is put in the bottom of the tank to heat the
water. Now, remember that solar-heated water will not get quite as hot as fossil fuel water
heaters. The bottom half of the tank is normally 20 degrees, and this is why it is important
not to have a tank that is too large as it would take too much energy to heat. In this
illustration, it rises to 40 degrees from halfway up. Don't forget that hot water rises, so the top
third of the tank is the hottest, and reaches an average temperature of 65 degrees.

Miley: And what's this second layer around the tank?

Lyn: Oh that's Insulation. Because the tank is often either outside or just under the roof, rigid
foam is used as an Insulation layer. It should be at least 50 mm thick all around.

Miley: That seems like a good presentation. All you need to do is to prepare some short
notes and a larger illustration so you can use it as a demonstration and you'll be fine.

Lyn: You think so? Well, thanks very much for the help. Maybe I can do the same for you
one day.

Miley: Maybe. Anyway, I have to go. Good luck!

Lyn: Thanks. Bye.

Exercise 9.23

Key:

21. D
22. C
23. B
24. 3rd/third term
25. industry
26. plans
27. new lab/laboratory
28. seminars
29. pairs
30. (an) interview

Transcript:
You will hear two medical students, Caitlin and Hideki, discussing options for courses.

Caitlin: Hi, Hideki. How are you?

Hideki: Fine. Pm glad I bumped into you. Have you got five minutes to sit down and discuss
our extra course options for next term?

Caitlin: Yes, sure. You mean the support courses for our modules?

Hideki: Yes. We've got three choices and I'm not sure which would be best for us to do.

Caitlin: Let's have a look. Yeah — we could do Science and Ethics — sounds quite
interesting.

Hideki: Yes, but I think we should be thinking what we get out of each course. So Science
and Ethics — there's a lot of reading and research to do. And I don't think it comes up in the
exams, does it?
Caitlin: Urn... I'm not sure. Er... oh... I see we have to do assignments and we get our score
from that. But what it would do is to force us to get better at doing essays and reports — you
know, organising them and using the right kind of language. Might be worthwhile?

Hideki: Yeah, you're right. An alternative is the Pharmacology Prelim course. I think it's in
case we want to go on to transfer to Pharmacology at the end of the year because lots of
students do. So it depends what we want to do in the future, but apparently they send you off
to find out about various companies and the differences between their products — it would
give you lots of practice in investigative studies and analysis. I think I’d quite enjoy that.

Caitlin: Yes, I see your point. Urn, then the other option is Reporting Test Results - sounds a
bit boring. Not sure why they have a separate course just for that?

Hideki: Well, I could certainly do with some help in that because if you go out into industry,
that's what you'll spend most of your time doing, so it's got a very practical application. I think
I'm going to go for Pharmacology.

Caitlin: Me too.

Hideki: So let's have a look at it in more detail. Oh, goodness — if we do Pharmacology then
we have to do a supplementary Maths course.

Caitlin: Oh no... that's not fair. Mind you, I think I need it. Does that mean we have twice as
many lectures?

Hideki: No, this Maths is only a short course. The Chemistry department are responsible and
they do it in the third term. So we've got all next term to settle into the Pharmacology bit.

Caitlin: I find the tutor makes a real difference — some of them make Chemistry so easy and
some of them I can't understand a tall -like that one we had from Oxford University. Mind
you, the one on this course should make sense because he's a lecturer who's coming in for
a few weeks from industry so at least it'll be linked to the real world!

Hideki: Yeah. The project we have to do on this pharmacology course is huge and it doesn't
give us much time. We have to make a decision about what we want to do on the project as
soon as we start in January, and then hand in our plans before the end of the month!
Caitlin: Doesn't give us much time to sort out what's possible or not. I mean, doesn't the
scale of our project depend on what resources we can have, like what equipment we can
use?

Hideki: I suppose so, though I think there's plenty available. For example, it says that if we
need to do any experiments, then we can use all the equipment in the new lab, as long as
we book it.

Caitlin: Oh, OK. It's slowly beginning to take shape for me. I think it'll be a good course. I'm
just worried that I get enough support to do it.

Hideki: I think you'll be OK. And the tutors are always available if you get stuck.

Caitlin: Actually it says that if you're not sure, then, in December, they'll be running one or
two additional seminars — so I might go to those.

Hideki: Actually, what's quite interesting is that at the end of the course, when our project is
completed, then we have to do a presentation on it. I think that's quite good practice.

Caitlin: Bit scary though!

Hideki: Well, it shouldn't be too bad as they say that we can do it in pairs. Spread the load,
as it were!

Caitlin: Oh, good. I have done presentations before but I'm always very nervous. And is the
presentation what we're assessed on then?

Hideki: Let me look....um.... All, it says that we have an interview and we get a mark for the
whole course depending on how well we do in that.

Caitlin: Right ... (fade) ...

Exercise 9.24

Key:

21. show up early

22. apologise
23. Particular, General, Particular
24. draw attention
25. know your audience
26. B
27. C
28. A
29. C
30. A

Transcript:
Carlos: OK, everyone. Let's look at what presentation tips we have come up with for our next
seminar. Melissa?

Melissa: OK, here's my first tip. Show up early. (Q21) Some experienced presenters say that
something good is bound to happen! I'm not sure about that, but...

David: Well,... you may have a chance to head off some technical problem. Also, at the
beginning, before you actually begin your presentation, people filter in slowly. It's a great
time to introduce yourself.

Melissa: Can't argue with that! Simona had some ideas about opening.

Simona: Have a strong opening. I picked up a few ideas for structuring your opening. First,
never apologise. (Q22) If you're worried the presentation won't go well, keep it to yourself
and give it your best shot. Besides, people are usually too preoccupied with their own
problems to notice yours.

Carlos: I like that!

Simona: Open by addressing the following three questions: What's the problem? Who
cares? What's your solution?

Carlos: Excellent suggestion! David? You've gone quiet!

David: Well, my next suggestion is PGP. That means that with every subtopic, you should
move from the Particular to the General and back, to the Particular. (Q23)Even though the
purpose of a sub-topic is to convey the general information, bracing it with particulars is a
good way to draw attention (Q24) and promote retention.

Melissa: I've got another one. This might not be a tip so much as a law. Give everyone at
least one piece of paper. A piece of paper is a record from your presentation. People can
use that to help recall the details of the presentation, or better yet to tell others about it.

Carlos: The next tip that I have is to know your audience. (Q25) This is, of course, a general
piece of advice for public speaking. See if you can find out what styles of information
presentation they are most familiar and comfortable with. Adapting your presentation to
those styles will leave fewer barriers to the direct communication of your material.

Simona: I like that idea. We mentioned possible technical problems before. My next point is
that maybe speakers should rethink the overhead projector. Is one really necessary? (Q26)

David: I think that often it is, but I agree with your basic point, Simona. Don't use one just
because it's there. Maybe a good tip is to consider carefully what you are putting on your
slides. Simona: Yes, David, that's a very good point to make. Slide content is ... well, you
don't want too much ... too little. Carlos?

Carlos: Good points, both of you. Another point I have is respect the audience. Don't
condescend by "dumbing down" your lecture. Show them respect by saying what you
believe and what you know to be the whole story.

Melissa: I also have a point about humour. I think that humour is generally good, but be
careful with it. Humour in a presentation works best when it actually drives the presentation
forward. If you find you're using canned jokes that don't depend on the context of the
presentation, eliminate them. (Q27)David?
David: Maybe, Melissa, but always be very careful about jokes that put down a class of
people. If you're going to alienate your audience, do it on the merits of your content.

Simona: Also, avoid masculine-or even feminine-pronouns as universal. It can be a nuisance

to half the audience. As universal, use the plural "they". The Oxford English Dictionary has
allowed "they" as a gender neutral singular pronoun for years.

Carlos: Thanks, Simona. Thinking towards the end. Take care with questions. Many people
judge the quality of your talk not by the twenty minutes of presentation, but on the thirty
seconds you spend answering their question.(Q28)Be sure to allow long pauses for
questions. Ten seconds may seem like a long pause when you're at the front of the room,
but it flows naturally from the audience's point of view.

Simona: Let people know you believe your material. Speak with conviction. Believing your
subject matter is one of the best ways to speak more effectively!

Melissa: Finish early, and something good is almost bound to happen. (Q29) If nothing else,
people will be able to leave early, and suddenly they'll have an extra couple of minutes to do
things they didn't think they'd get to. People will really like you if you do that.

David: I think we have missed a key point. Practice! Practice over and over and over. If you
can, record your presentation. Play it back and watch yourself. You'll discover a thousand
horrible things you never knew about yourself. Now watch it again without the sound. Why
are your hands flying around like that? Now listen to it without the picture. Get rid of those
urns! Now watch it at twice the normal speed. This emphasises low frequency cycles in your
gestures.

Carlos: David, those were excellent points! I have one more. Something quite simple, but
often overlooked. I read that the two most dehydrating things you can do in modern
civilization are live presentations and air travel. I don't know if it's really true, but the
message is that the way to stay sharp is to drink lots of water (Q30). Take care of your body,
especially your voice. If possible, avoid alcohol too.

Melissa: So, we've got to organise these points now...