Section I:

You’ll hear a young student asking the social organizer of his school for information about organized trips. First, you’ll have some time to look at questions 1 to 4.

You’ll see there is an example which has been done for you. On this occasion only, the conversation relating to this will be play first:

- Good morning.

- Good morning. How can I help you?

- I understand that the school organizer … and trips to different …

- Yes, we run 5 every month, three during weekend and 2 Wednesday afternoon trips.

There are 5 trips every month, so “5” has been written in the note. Now we should begin. You should answer the questions as you listen because you’ll not hear the recording a second time. Listen carefully and answer question 1 to 4.

- Good morning.

- Good morning. How can I help you?

- I understand that the school organizer … and trips to different …

- Yes, we run 5 every month, three during weekend and 2 Wednesday afternoon trips.

- What’re shorts of places?

- Well, obviously vary, but always the station of historical interests, and also we offer an variety of shopping because our students are always ask about that and then we go for one… well we note that there’re guided tours because it give a good focus for the visit.

- And, … do you travel far?

- Well, we’re lucky here, obviously, because we’re able to say that all our visits are less than 3 hours drive.

- How much do they cost?

- Again, it varies. Between 5 and 15 pounds a head, depending on distance.

- Ah ha?

- Oh, and we do offer to arrange special trips if, you know, there’re more than 12 people.

- Oh, right. I’ll keep it in mind. And, what are the times normally?

- We try to keep it pretty fixed, so that the students get to know the pattern. We leave at 8.30am and return at 6pm. We think it keeps the day very short.

- Oh, yes. And, how to reserve places?

- You sign your name on the notice board. Do you know where it is?

- Ah ha, I saw it this morning.

- And we do ask that you sign it three days in advance, so we know if we’ve got enough people interested to run it. And we can cancel it if necessary, which for refund, of course.

- That’s fine. Thanks.

Before you hear the rest of the conversation, you have sometime to look at question 5 to 10.

Now listen and answer questions 5 to 10.

- And, what’s visit sub-plan for this time?

- Well, right. I’m afraid the schedule isn’t printed out yet. But we has confirmed the date and planed the optional extra visit which you can also book in advance if you want to.

- Oh, that’s alright. If you can just give some idea of the weekend one, so I can, you know, work out when to see friends etc…

- Oh, sure. Well, the first one is St. Ives that on the 13^th February, and we have at least 16 seats available, and we can go by minibus and that the day in town with the optional extra of visiting the Hepworth museum.

- Oh right. It sounds good.

- Uh, then there’s a London trip on the 16^th February, and we’re taking a medium coach, so there’re about 45 seats on that. And let’s see, the optional extra is the Tower of London.

- Oh, I’ve already been there.

- Huh?

- After that there’s Bristol, on the 3^rd of Mar…

- Where?

- Bristol, B-R-I-S-T-O-L

- OK

- That … is in a different minibus with 18 places available. Oh, and the optional extra is the visit to the S.S. Great Britain.

- OK

- We’re going to Salisbury on 18^th of March and that is always a popular one because the optional extra is the Stonehenge. So we’re taking a large coach with 50 seats.

- Oh, good.

- And then the last one is to Bath on the 23^rd of March.

- Oh, yes! Is Bath a Roman city?

- Yes, that’s right. And that’s in a 16 seats minibus.

- And what is the optional extra visit?

- It’s going to the American Museum – well-worth to visit.

- OK. That’s great. Thanks for that.

- My pleasure! By the way, if you want more information about any of the trip, have a look in the student newspaper.

- OK

- Or have a word with my assistant. Her name is Jane Yentob.

- Right, I’ve got that. Thank you very much.

- You’re very welcome. I hope you’ll enjoy the trip.

That is the end of section I. You have now half a minute to check your answer.

Section II:

You’re going to hear a tour guide giving a talk about a museum center called Riverside Industrial Village. First you’ll have sometime to look to questions 11 to 13.

Now listen carefully and answer the question 11 to 13.

Good afternoon everybody. And welcome to Riverside Industrial Village. To start your visit, I’m just going to give you a brief history of the museum before letting you roam about in your own. I won’t keep you long, OK? Now, from where we’re standing we have a good view of the river over there. And it’s because of fast flowing water that this site was a natural place for manufacturing work. The water and the availability of raw materials in the area like minerals and iron ore and also the abundance of local fuel like coal and firewood all made this site suitable for industry for very early time.

Water was the main source of puff for the early industries. And some of the water wheels were first established in 12^th century, could you believe? At that time, local craftsmen first built an iron fort just behind the village here on the bend of the river. By the 17^th and 18^th century, the region rivers supported more than 160 water mill. And many of these continued to operate well in 19^th century. But then, the steam engine was invented. And then the railways came, and the central of industry was able to move away from the river and the countryside and into the town. So industry village like this one became very rare.

So, that’s the history for you. If you’d like any more information, you can ask me some questions, or you can read further in our excellence guidebook.

Before you hear the rest of the talk, you have some time to look at question 14 to 20.

Now listen and answer to question 14-20.

Now, I’m going to give you a plan for the site, and I just want to point out where everything is. And then you can take a look at everything by yourself. I’ve already pointed out the river which is on the left, and of course, running along the bottom is Woodside Road, got it? OK, now, we are standing at the entrance, see it at the bottom, and immediately to our right is the ticket office. You won’t need that because you’ve got your group booking, but just pass it are the toilets, always good to know where they are. In front of us is the car park as you can see. And to the left, by the entry gate, is the gift shop that where you can get a copy of the guide like this one here.

Now, beyond the car park all the buildings are arranged in a half circle with a yard in the middle. The big stone building on the top is the main workshop. That’s where the furnishes and where all the metals were smelted and the tools were cut, as you’ll be able to see.

Now, on the top right hand corner, that building with bigger windows is the showroom where samples of all the tools that remain through ages are on display. In the top left corner is the grinding shop where the tools were sharpen and finished. And on one side of that, you can see the engine room and on the other is the café which isn’t too antiquely to know that they do serve very nice old-fashioned tea. The rose buildings you can see on the left are the cottages. These were built for the worker toward the end of the 18^th century, and they’re still furnished from that period, so you can get a good idea of ordinary people’s living conditions. Across the yard from then you can see the stable where the horses were kept for transporting the products. And the separate building in front of them is the works office and that has still some old account on display.

Right, if anyone wants a guided tour then I’m starting in the Engine Room. If you like to come along, this way please ladies and gentlemen.

That is the end of Section II. You have now half a minute to check your answer.

Section III:

You’ll hear Melanie, a student, talking to one of her lecturer about her study. First, you have sometime to look at questions 21 to 27. Now listen carefully and answer to questions 21 to 27.

- Excuse me, Dr. Johnson, may I speak to you for a few minutes?

- Sure, come in.

- I’m Melanie Griffin. I’m taking your course in “population study”.

- Right, well Melanie, how can I help you?

- I’m … having a little bit trouble with the second assignment and it dues in twelve days.

- What trouble are you having? Is the assignment’s question problem?

- Well, that’s part of the problem. I’m also having… I’ve been having trouble getting hold of the book. I’ve been to the library several times and all the books are out.

- It sounds like you should start borrowing books earlier.

- Well, I have a really big assignment due in another course and … I’ve been spending all my time on that. I thought …

- Ah, you may get an extension of time to finish your assignment for me?

- If that’s possible, but I don’t know…

- Well, Yes, it is possible but extension is normally given to only medical or compassionate reasons. Other while, it’s really a question of organizing your study and we don’t like giving extension to students who simply didn’t plan a work properly. What do you get for the first assignment?

- I’ve got 87%.

- Umm, you did very well, indeed. So, obviously you can produce good work. I don’t think I’ll need too much extra time as long as I can get hold of some of the important references.

- Well, since you did so well in your first assignment, I prepare to give you an extra two weeks for this one. So that means you need to submitted it about a month from now.

- Thank you.

- Now, what about the reading materials that you check out in the journal articles in the list?

- I’m … oh, no, not yet. There were about 20 of them and I wasn’t choosing which one should be most suitable or important.

- Oh, they are all useful, but I don’t expect anyone to read them all because the number of them deal with the same issue. I’ll give you some suggestion. The article of Anderson and Hawker is really worth reading.

- Right, I’ll read that one.

- You should also read the article by Jackson, but just look at the part of “research methodology and how they did it”.

- OK, Jackson. Got that.

- And if you have time, a work by Roberts “Search very rodent things” although it is not essential.

- So, OK. If it’s useful I’ll try to make that one.

- Now, the work by Morris, hmm… I wouldn’t bother with that if I were you.

- Ok, I won’t… bother with the Morris.

- Oh, now. Someone told me the article by Cooper is important.

- Oh, yes, in a way, but just look at the last part where he discuss the research’s results. And last item Foster, I can’t see why included that one, is not bad and could be of some help but not that much.

Before you hare the rest of the conversation, you have some time to look at questions 28 to 30. Now listen and answer the questions 28 to 30.

- Now, let’s deal with the assignment’s question. What’s the problem there?

- It’s the graph from page 2.

- What seems to be the problem is just the diagram showing reasons why people change where they live.

- Well, I’ve got a photocopy but the reasons at the bottom are missing.

- Ah? OK. Look at the first bar of the diagram, now that indicate the number of people who move because they want more space.

- Ah, I see. Bar 1, Ok. Now what about the next bar?

- Bar 2 is to do with people living nearby disturbing them, so they chose to move to somewhere quieter. Now look at bar number 3. Another reason people change their places of living is because they want to be closer to the city.

- Ok. Proximity is an issue.

- Now, bar number 4 refer to problem when the owner of property won’t help fix things that go wrong. In other word, the owner is not helpful and so the tenant move out.

- Ok. Now what’s about bar 5?

- Bar 5 is about the people move because they need a bus or train to get to the city, they don’t want to walk.

- OK. And bar 6?

- Bar number 6 is interesting. That reason is given quite normal. People move because they want to live in a more attractive neighborhood.

- Oh, yes, …

That is the end of Section III. You have now half a minute to check your answers.

Section IV:

You’ll hear a subject of urban landscape. First, you have sometime to look at questions 31 to 40.

Now listen carefully and answer to questions 31 to 40.

Good day, ladies and gentlemen. I’ve been asked to talk to you today about urban landscape. There’re 2 major areas that I focus on in my talk: how vegetation can has significant effect on urban climate and how we can better plant our cities using trees to provide a more comfortable environment for us to living. Trees can have significant impacts on our cities. They can make a city as a whole a bit less windy or a bit more windy effect if you want. They can make it a little bit cooler if it is a hot summer day in a Australian city, or they can make it a little bit more humid if it is a dry inland city. On the local scale, that is in particular area within the city, tree can make local area more shady, cooler, more humid and much less windy. In fact, trees and planting in various kinds can be used to make the city street actually less dangerous in particular area.

How the trees do that, you asked? Well, the main different between the trees and the buildings is a tree has an internal mechanism to keep the temperature regulated. It evaporates water through its leaves and that means the temperature of the leaves is never very far from our own body temperature. The temperature of a building surface in a hot sunny day can easily be 20 degrees more than our temperature. Trees, on the other hand, remain cooler than building because they sweat. This means they can humidify the air and cool it – a property that can be exploited to improve the local climate.

Trees can also help break the force of wind. The reason that high building make it windy at ground level is that as the wind go higher and higher, it go faster and faster. When the wind hit the building, it has to go somewhere. Some of it go over the top, and some go around the side of the building, forcing those high level winds down to ground level that doesn’t happen when you have trees. Trees filter the wind and considerably reduce it, preventing those very large strong gas you often find around tall building. Another problem in built up area is that traffic noise is intensify by tall buildings. By planting a belt of trees at the side of road, you can make things a little quieter but much of the vehicle’s noise still goes through the trees. Trees can also help to reduce the amount of noise in the surrounding although the effect is not as large as what people like to think. Low frequency noise in particular just goes through the trees as they aren’t there. Although tree can significantly improve the local climate, they do however take a lot of space. There are root system to consider, and branches blocking windows and so on. It may then be difficult to fit trees to the local landscape. There is not a great deal you can do if you have what we call “the street canyon” – a whole set of high-rises in close to narrow street. Trees need water to grow. They also need some sunlight to grow and you need rooms to put them. If you have chance of knocking buildings down and replacing them then suddenly you can start to looking for a different way to design the street and to introduce … (phased out)

That is the end of Section IV. You now have half a minute to check your answer.