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SECTION TEST - LISTENING
(Time: 30 minutes)
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Section 1
Script:
RECEPTIONIST: Sorry to keep you waiting. Well, firstly, let me give you this booklet. It tells you a bit more about the school, the courses and the social activities we offer. Now, on the first page, there’s an outline of this morning’s activities. There, you see? The programme starts at 10 o’clock. Try not to be late as it’s a very full day. At 10 o’clock, all the new students will gather in the Main Hall to meet the Principal and the rest of the staff. In fact, you spend most of the morning in the Main Hall. STUDENT: Where’s that? RECEPTIONIST: I’ll show you in a minute. Just let me quickly run through this morning’s events first and then I’ll explain how to get there. STUDENT: Yes, OK. RECEPTIONIST: Right. Where were we? Yes, so, the Principal’s talk will last about fifteen minutes and then the Director of Studies will talk to you for half an hour about the courses and the different requirements for each. After that, the Student Adviser will tell you about the various services and activities we offer to students. Any questions? STUDENT: So, all of this is in the Main Hall? RECEPTIONIST: That’s right. And then you’ll go next door to Classroom 5 at 11 o’clock. STUDENT: What happens there? RECEPTIONIST: You’ll have a test. STUDENT: Test? I don’t like the sound of that. What sort of test? RECEPTIONIST: Oh, it’s nothing to worry about. It’s just a placement test to help us find your level of English so that we can put you in the right class. It won’t last long. Complete the table below. Write NO MORE THAN THREE WORDS OR A NUMBER for each answer. Programme of Activities for First Day | Time | Place | Event | 10.00 | (1)........ | Meet the Principal and staff | 10.15 | | Talk by (2)..... | 10.45 | | Talk by (3)..... | (4)........ | Classroom 5 | (5)........ test |
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Student Advisor / Students Advisor / the Student Advisor / the Students Advisor / Student Adviser / Students Adviser / the Student Adviser / the Students Adviser
Director / the Director / Director of Studies / the Director of Studies / DOS
placement / English
Main Hall / the Main Hall
eleven o'clock / 11 o'clock / 11.00 / 11.00 am
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Script:
STUDENT: But how do I find the Main Hall? RECEPTIONIST: Right; if you look on the back of the booklet I gave you, you’ll see a map of the school. Let me show you. Look: you came in through the Main Entrance, here, and now we’re here at Reception. Now, to get to the Main Hall, you walk on to the end of this corridor in front of you and then you turn left. Walk along past the Language Laboratory and then past the Library, which is next to the Language Lab, on the same side, and facing you is the Main Hall, at the end of the corridor. You can’t miss it. STUDENT: So it’s next to the Library, in fact. RECEPTIONIST: Yes, that’s right. STUDENT: I should be able to find that. And do you have a Computer Laboratory? RECEPTIONIST: Yes, we do. STUDENT: Could you tell me where that is? RECEPTIONIST: Certainly, yes. You go down to the end of this corridor again but, this time, don’t turn left; turn right, away from the Main Hall. The Computer Lab. is immediately on your right. OK? STUDENT: And where’s the staff room, in case I need to find a teacher at some stage? RECEPTIONIST: The staff room is near the main entrance, on the left over there, just opposite the Reception desk. In a day or two, I’m sure you’ll find your way around very easily. STUDENT: Oh, one last thing. Is there a student common room? RECEPTIONIST: Oh yes, I forgot to mention that. It’s this area here, very close to where we are now, to the right of the Reception desk as you come in the main entrance. There’s tea and coffee facilities there. STUDENT: Great. Thank you very much. RECEPTIONIST: You’re welcome. Choose the correct answer choices to label the rooms on the map below.
Section 2
Script:
PRESENTER You’re listening to Expat News, a weekly broadcast for the English-speaking community in this great city. In today’s programme we’ll be hearing from Tom O’Hara, who’s going to tell us about all those different associations you can join. Tom. TOM Good evening. Yes, in a city with so many of its residents born outside the country, it’s hardly surprising there’s such a huge range of expatriate clubs and societies. And many of these, of course, are aimed at English speakers. So first, and perhaps most obviously, we have the sports clubs, which in some cases field teams in things like rugby and tennis that compete against clubs in other parts of the country, or even abroad. You don’t have to play at this level to have fun, though: they can be just a great way to do some exercise, and of course to get to know other people, especially if you’re new in town. The same can be said of the many hobby and interest clubs that have sprung up here: everything from landscape photography, such as the Viewfinders club in the harbour district, or Focus on the airport road, to old favourites like stamp collecting. Remember that this country has a long tradition of unusual and perhaps even eccentric societies, so there should be something for everyone: a place where you can meet people of different nationalities with the same social and/or cultural interests as you. For those who may be interested in rather more than just friendship, there’s a wide range of lively social clubs. Several singles associations organize dancing of various kinds, while for people in a real hurry there’s speed- dating, in which everyone talks to everyone else for just five minutes. Then, at the end, they decide which of them they would like to meet again by ticking their names on a list. In complete contrast to these are the many religious associations, reflecting the diversity of faith groups present in this multicultural city. Many of them, of course, have their own places of worship. Perhaps also of interest to those who’ve come here from other parts of the world are the international and cultural societies. These often provide a meeting place for people from a specific country, China for instance, and particular ethnic groups, such as Afro-Caribbeans. As in other major cities, we have here local branches of many charities with names familiar around the world. Meetings of human rights organizations like Amnesty International are held regularly in English, as are those of environmental groups such as Greenpeace. All funds raised, by the way, go to the same kinds of good cause as they do in other countries you may have lived in. Inevitably, perhaps, there are also the political clubs, often connected with a particular party and, indeed, a particular country. So we have, for example, a local association of Republicans linked to and campaigning for that party in the US, and Liberal Democrats here doing the same for their party in Britain. Finally, on a lighter note, there’s plenty to choose from in the performing arts. Whether you enjoy taking part or just watching and listening, you can take your pick from a whole range of groups. To take just a couple of examples, there’s light opera at the Memorial Hall in the city centre, or a very lively amateur theatre company in the Park district. In summer they give open-air performances of Shakespeare plays, free of charge. Answer explanation: 1. stamp collecting: After the prompts 'hobby and interest clubs' comes the first example, 'landscape photography', and then the answer ‘stamp collecting'. Both words are needed. 2. social: After the prompt 'more than just friendship' comes the answer 'social', before the examples 'dancing' and 'speed-dating'. 3. China: You hear the prompt 'international and cultural' and then ‘China’ (followed by 'for instance'). 4. charities: The examples, 'human rights organizations like Amnesty' and 'environmental groups such as Greenpeace' both come after the answer ‘charities'. 5. political: The clues come after the answer: 'party', 'campaigning' and the first example 'Republicans'. 6. Liberal Democrats: After the example 'Republicans', the speaker mentions Liberal Democrats 'doing the same for their party'. Both words are needed. 7. light opera: The word 'Finally' tells you that 17 is coming. The speaker mentions 'performing arts'. The answer is the first example. The second example is 'amateur theatre'. Complete the table below. Write NO MORE THAN THREE WORDS for each answer. TYPE OF CLUB OR SOCIETY | EXAMPLES | SPORTS | Rugby tennis | HOBBY/INTEREST | landscape photography (1)……… | (2) ……… | dancing speed-dating | RELIGIOUS | | INTERNATIONAL/CULTURAL | (3) ……… Afro-Caribbean | (4) ……… | human rights environmental | (5) ……… | Republicans (6) ……… | PERFORMING ARTS | (7) ……… amateur theatre |
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China
light opera
Liberal Democrats
social
charities
political
stamp collecting
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Script:
TOM I should mention at this point that clearly some districts have a higher concentration of English- speaking clubs than others, and that certain parts of town tend to specialize in particular activities. An obvious example would be the number of water sports clubs down near the river. Whatever the number, though, they usually have one thing in common. With the exception of a few associations linked to particular countries and supported by their embassies here, in the vast majority of cases it is the individual members who fund them, so an entry fee, or a subscription, will be charged. You may be used to council-subsidized sports centres and the like in your home country, but I’m afraid that’s not the case here. Assuming you can afford it, then, you can be fairly sure that somewhere out there you’ll find a club that caters for your own particular fascination. If it’s very important to you, and you intend to spend a lot of time on it, it might even determine which district of the city you decide to live in. In the unlikely event that you really can’t find such a club, the solution is to try to persuade friends, and anyone else you meet, of the need for one. You could also use the local small ads on the Internet to suggest the idea: you’ll be amazed at just how many people share even the strangest interest. Then you can start your own.
Choose the correct answer.
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1. In this city, clubs and societies are mainly paid for by
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Explain:
individual members: The speaker mentions 'a few associations supported by the embassies' but then states 'in the vast majority of cases it is the individual members who fund them', so this is the correct answer, not 'Council-subsidized sports centres' are in listeners' home countries. . |
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2. Finding the right club might influence your choice of
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Explain:
district: The prompt is 'find a club'. The speaker says 'it might even determine which district of the city you decide to live in', so “district” is correct, not “city”. The speaker mentions persuading 'friends' of the need for a club, but doesn't mention choosing 'friends'. “friends” is therefore also wrong. . |
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3. What should you do if the right club does not exist?
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Explain:
set one up yourself: The keys words are 'Then you can start your own! Although he says “use the small local ads on the internet; this is "to suggest the idea; not to join an existing club, so choice “find one on the Internet” is wrong. He does not suggest joining one in another town as stated in choice “join one in another town”. |
Section 3
Script:
You will hear a tutor and two students discussing a business case study. TUTOR: Right. Jason and Karin, now I asked you to look at the case study for Box Telecom as part of your exam assessment. It’s interesting because they are in the middle of problems at the moment and I want you to track how they deal with them. Let’s start with you, Karin. Having read through the case study, can you just summarise what the problems were that Box Telecom had to take on board? KARIN: Um, yeah . . . Well of course what first came to their attention was that, despite a new advertising campaign, they were suffering from falling sales - and this is something that had many causes. On top of that immediate problem, what had also happened over the last two years was that, although they had invested in an expansion plan, they had to face up to increased competition. And, before they had a chance to get to grips with the effects of that, they were stalled by a strike and it was just when they were thinking about making a colossal investment in new machinery for their plants. So they were really in trouble. TUTOR: Yes. I think that’s fair. And Jason, you contacted the company, didn’t you? What did the company define as the reasons for these problems? JASON: Well, I think they’ve hit on the right things - it would be easy to say they had invested too heavily, or at the wrong time, but in fact the signs were good and what they were set back by was high interest rates. At the same time, their longer-term problems, which were affecting their market share, were eventually credited to poor training - and having looked at the details in their last report I think that’s right. Complete the notes below. Write NO MORE THAN THREE WORDS for each answer. Box Telecom | Problems: been affected by | • drop in (1) ……… | | • growing (2) ……… | | • delays due to a strike | Causes of problems: | • high (3) ……… | | • lack of good (4) ……… |
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competition
training
sales
interest rates/ rates of interest
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Script:
TUTOR: So, onto the larger issues then. Karin, what do you think the company will do?KARIN: Hmm . . . Well, obviously they have the choice of accepting the very favourable terms that another company - KMG Pic - have given them to buy them out. That would mean creating a new company with a new image. Or they could decide on a bolder move and offer some new shares if they wanted. But I think they’re much more cautious than that and expect they will start trying to find individuals who’d be prepared to back them with some of the capital they need. TUTOR: Well, you mustn’t always assume that dramatic problems require dramatic solutions. Sometimes there's a simple fix such as changing the guy at the top. If they truly are cautious, then I suspect they will seek to shut down some of their shops. But a more ambitious approach, and one which I think would have more chance of success, would be to alter how they’re running things - the management layers and the processes. So in your analysis try to think of all the options. Jason? JASON: Yes, it’s interesting because I’ve found it a really useful company to study. Us problems cross all types of industries and it’s lucky it’s so big - a smaller or even medium-sized company would have gone under by now. TUTOR: Ah well in fact, what I want you two to do is to go away when we've finished our discussion today and write a report. We've looked in general at the telecommunications market in the UK over the last few sessions and I want you to take Box Telecom as an example and suggest some ways in which they might overcome their problems. And outline the reasons why you think as you do but try and keep it intrinsic to the company rather than dragging in other examples. Is that OK, Karin? Choose a correct answer choice for each question/to complete each sentence below.
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1. What does Karin think the company will do?
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Explain:
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2. How does the tutor suggest the company can recover?
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Explain:
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3. The tutor wants Jason and Karin to produce a report which
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Explain:
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Script:
KARIN: Yes, I think I can do that. Personally I’ve got great hopes for it. I think it will recover. That advertising campaign they did was very strong and they're very innovative with their products - they set new trends. The company’s got to recover, don’t you think, Jason?JASON: Hmmm ... I'm not sure. I think it can bill it’s not a foregone conclusion unless they manage to attract the right level of investment. The company definitely needs a boost and to attract more highly skilled workers if their recovery is to be long-lasting. When I was talking to the marketing manager he said to me that he thinks the company had got a great management team - but he would say that, wouldn’t he? - but they are suffering from having to work with outdated production machinery and that could cost a lot to put right. TUTOR: Well, personally I think the stock market is to blame. I think they were expecting too much of the company and then inevitably it looked bad when it didn't perform. The market should have had more realistic expectations. And I disagree with you about the advertising campaign, Karin. That’s where they could do with some innovation - to get sales kick-started. Anyway, let’s see what you come up with . . . (fade) Which opinion does each person express about Box Telecom?
Section 4
Script:
TUTOR: Right. Are we all here? OK. As you know, today Vivien is going to do a presentation on the hat-making project she did with her class during her last teaching practice. So, over to you, Vivien. VIVIEN: Thanks. Um . . . Mr. Yardley has asked me to describe to you the project I did as a student teacher at a secondary school in London. I was at this school for six weeks and I taught a variety of subjects to a class of fourteen-year-old pupils. Complete the table below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. HAT-MAKING PROJECT Project Profile | Example Name of student | Answer Vivien | Type of school: (1)………………… | Age of pupils: (2)…………………… |
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14 / fourteen / 14 year olds / 14 years old / fourteen year olds / fourteen years old
secondary
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Script:
VIVIEN: The project I chose to do was a hat-making project and I think this project could easily be adapted to suit any age. So, to explain the project... After we’d done the research, we went back to the classroom to make two basic hat shapes using rolls of old wallpaper. We each made, first of all, a conical hat by ... er ... if I show you now . . . cutting out a circle and then making one cut up to the centre and then ... er ... overlapping the cut like this ... a conical hat that sits on your head. The other hat we made was a little more complicated ... er ... first of all we cut out a circle again . . . like this . . . then you need a long piece with flaps on it - I’ve already made that bit which I have here - you bend the flaps over and stick them . .. with glue or prittstick . . . to the underside of the circle . .. like this. Again, I’ve prepared this so that I don’t get glue everywhere. The pupils do, of course, so you need plenty of covers for the table. And there you have a pillbox hat as in pill and box. Now variations and combinations of these two hat shapes formed the basis of the pupils’ final designs. Label the diagrams. Write NO MORE THAN THREE WORDS for each answer.
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underside / underneath / bottom
overlap / overlapping / over-lap / over-lapping
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VIVIEN: The next stage of the project was the design phase and this involved, first of all, using their pages of research to draw a design of their hat on paper. That’s the easy part. They then had to translate their two-dimensional design into a form to fit their head. I encouraged them to make a small-scale, three-dimensional hat first so that they could experiment with how to achieve the form they required and I imposed certain constraints on them to keep things simple. For example, they had to use paper not card. Paper is more pliable and easier to handle. They also had to limit their colours to white, grey or brown shades of paper which reflected the colours of the buildings they were using as a model for their hats and they had to make sure their glue didn’t show! Complete the table below. Write NO MORE THAN THREE WORDS for each answer. DESIGN PHASE | Stage A | Refer to research and design a hat (1)……………… | Stage B | Make a small-scale (2)……………… hat | Constraints: | | + Material | Paper | + Colours | (3)………………… | + Glue | Must not show |
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on paper / in two dimensions
3 dimensional / three dimensional / 3-dimensional / three-dimensional / 3D / 3-D
white, grey, brown / white, gray, brown / white, brown, grey / white, brown, gray / grey, white, brown / gray, white, brown / grey, brown, white / gray, brown, white / brown, grey, white / brown, gray, white / brown, white, grey / brown, white, gray
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Script:
VIVIEN: Well, it was very enjoyable and just to give you an idea of what they produced, I’ve brought along three hats to show you. This one here is based on a circular stairway in an old building in London. It uses three pillbox hats one on top of the other. This was designed by Theresa. Here’s another one that has a simple strip going round the base of the hat but has then gone on to add strips of paper that come out from the base and that meet at the top of the hat -rather like a crown - making a fairly tall hat. This was made by Muriel. And lastly there’s a combination of the pillbox or single strip around the base and then the conical hat shape on top to form a castle turret. This was made by Fabrice, and there are many more that I could have brought. TUTOR: Thank you, Vivien. That was most interesting. Now what we can learn from this is that... Choose the correct answer choice for each question.Which hat was made by…
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