1. Section 1
Man: Pinder’s Animal Park. Hello?
Woman: Oh, hello, I’m ringing to ask whether you have any jobs available...
Man: Ah, what sort of work are you looking for? Is that permanent, or part-time or ...
Woman: Actually, I’m just looking for temporary work. I’m a student.
Man:Oh right. I’ll just get a form, and ask you a few questions. Then I’ll pass your application on to our recruitment section. Is that OK?
Woman: Fine, thank you.
Man: So, starting with your name.
Woman: It’s Jane Lamerton.
Man: Is that L-A-double M-E-R-T-O-N?
Woman: There’s only one M in it.
Man: Oh, right. And your address?
Woman: It’s forty-two West Lane.
Man: Right ... And is that in Exeter?
Man: OK. And can you give me your mobile phone number?
Woman: Oh double seven nine two, four three oh nine two one.
Man: Right. Now, the next thing is, when are you available to start work?
Woman: I finish college on the eighth of June, that’s in three weeks’ time, but I can’t start work till the eleventh because I’ve got a hospital appointment on the tenth of June.
Man: No problem. Now I need to ask you a few questions about the type of job that might be suitable. Do you have any particular kind of work in mind? It doesn’t necessarily mean that you will get work in the field that you want, but I can record your preferences.
Woman: Well, I’d do anything, and I have worked as an assistant animal keeper before, when I was still at school. But I’m studying at a catering college now, and I’d really like to get some experience as an assistant cook if possible.
Man: Right. So that’s your first choice. Have you done that kind of job before?
Woman: No. But I’ve helped my aunt sometimes - she runs a café in Exeter.
Man: Mmm. Would you say you’ve got any relevant skills then?
Woman: Well, I’m used to using the kind of equipment you usually find in a kitchen.
Man: OK. And I know you’re still studying, but do you already have any qualifications related to that kind of work? A hygiene qualification, for example?
Woman: I haven’t, no, but I’ve got a certificate in food-handling. I did it before I decided to become a full-time student.
Man: Fine. OK. That means you wouldn’t need any specific training if you did get the kind of work you wanted. But you’d have to do a short course on First Aid. All our new employees do that. It just takes half a day, and most people find it generally useful.
Woman: Oh yes, I’m sure it is.
Man: Well, that’s about it, really. Just one last thing - can you give me the name of someone who would give you a reference? Like a previous employer or ...
Woman: Oh yes, you can put Dr Ruth Price.
Man: OK ... Is that one of your college lecturers?
Woman: She’s my college tutor. She’s known me for over two years, and I’m sure she wouldn’t mind. In fact, she’s given me a reference before.
Man: Fine. We’d probably contact her by phone - do you happen to know her number?
Woman: I’ve got it on my phone - yes - it’s oh two oh eight, six eight five, double one four. That’s a landline.
Man: Good. Well. As I say, I can’t promise anything, but I’ll pass your application on and you should hear in a few days. Is there anything else?
Woman: Just one thing - I suffer from a particular type of colour blindness, and sometimes employers have to make special arrangements for that.
Man: OK. I’ll make a note of that. It won’t be a problem, but it’s good that you’ve made us aware of it. You can provide us with more details if you are offered a job.
Woman: OK. Thanks very much. Bye.
Now turn o section 4 on page 46.
2. Section 2
You’ll hear a club leader giving information to a group of young people who are planning to do a two-week holiday course at the Tamerton Center. First, you have some time to look at questions 11 to 15. Now listen and answer questions 11 to 15.
Hello everyone. I’ve been asked to talk to you this afternoon about next month’s trip to Tamerton Study Centre for the two-week course. Now some of the things I’m going to say you may have already heard or read about ... but I think it’s important to emphasise a few key points.
First of all, it’s worth reminding you why Tamerton was set up in the first place, in the late nineteen sixties. That was really before all the concern with preserving the environment which everyone talks about these days. The idea was simply to get people out of the cities and into the country and to find out that just being outdoors can be very rewarding.
This is not going to be a holiday in the usual sense. It’s called an adventure course because you’ll really be stretched to your limits but that in itself can be a positive thing. The group I took last year, for example, said that although they actually felt pretty weak and exhausted all the time. It really made them learn a lot about themselves and increased their confidence, and in the end that’s the most important thing.
Now all of you knew about policies at Tamerton before you signed up for it, so you know that in many ways it’s quite old-fashioned. You don’t have a lot of choice in what you do. But something which I think makes the place so special is that you get to try so many different things, every day. For instance, one day you’ll do climbing and the next you’ll be surveying rock pools. It’s not intended that you become an expert in any of them, it’s more like a taster, which you can follow up if you want.
And there isn’t a lot of free time organised activities and talks, etc. go on until 9 p.m. and lights go out at 11 p.m. There are table tennis tables, with all the equipment, and board games, though I have to say the pieces often go missing so it’s a good idea to take your own. There’s a DVD player with a good selection of films suitable for this age group so don’t take yours.
Bedtime at 11 p.m. is strictly enforced, and there’s a good reason for this. You’re all under 18 and we organisers need to know that all group members are accounted for in the house as we close for the night. And of course, you’ll be so exhausted anyway that you’ll be too sleepy to want to cause any trouble.
Now, you have some time to look at questions 16 to 20. Now listen and answer questions 16 to 20.
Now, what should you pack? The information sheet tells you a lot about what clothing to bring, but what about other things? Well, Tamerton House has its own small shop, but anything bigger is several miles away so you won’t have many opportunities for buying supplies. So in this last part of my talk, I’m going to explain what objects you should take with you to the Centre, what you can take if you want and also, very importantly, what you cannot take.
Several of you came up to me before this talk and asked whether you can take things like kettles, or hairdryers. The answer is, there are plenty of these electrical appliances available in the Centre and they are of the proper voltage and are checked regularly. Yours may not be, so the rules at Tamerton say you can’t bring them into the Centre because it’s considered a fire risk. Remember it’s a very old house.
Now, another question was about cell phones. Although you definitely can’t have them on during inside talks, you equally definitely need them when you’re out on exercises ... so they’re a must, I’m afraid. Anybody who wishes to talk to me about borrowing a phone for the fortnight, please see me after this talk.
Now, the weather’s heating up at the moment and you’ll be outdoors a great deal. If you wear proper clothing, especially a hat, sun cream is optional. Also, they sell high-factor cream in the shop so you don’t have to take any of your own unless there’s a special kind you use. Now there’s a special note about things like deodorants which come in aerosol cans. I need to tell you that these are banned in the Centre because apparently, they have the habit of setting off the fire alarms. If you want to take an aerosol can, you’ll actually be at risk of being told to leave.
And finally, people have been asking about whether they need to take towels. Well, the Centre does provide one towel per guest, which you’re required to wash yourself. If you’re happy with that then don’t bring another. If not, take one of your own. Just remember how much outdoor exercise you’ll be doing, and how dirty and wet you’ll be getting. You might...
That is the end of Section 2. You now have half a minute to check your answers.
3. Section 3
You will hear a trainee teacher called Eve talking to her university tutor about her preparation for teaching practice. Before you listen, you have some time to look at questions 21 to 25. Now listen and answer questions 21 to 25.
Tutor: Hello Eve, come in and sit down. How’s it going?
Eve: Fine thanks. I’m looking forward to my teaching practice next week.
Tutor: Good. Now you’ve got two classes, haven’t you? Year 3 and Year 6. Have you done your lesson plans?
Eve: Well, I’ve decided to take the topic of renewable energy. I haven’t done a lesson plan for Year 6 yet, but I thought I’d base their lesson on an example of very simple technology. So I’ve brought this diagram to show you, I got it from the Internet.
Tutor: Let’s see. A biogas plant ... So this is equipment for producing fuel from organic waste?
Eve: Yes. The smaller container on the left is where you put the waste you’ve collected.
Tutor: Right, and from there it’s piped into the larger tank?
Eve: That’s right. And that’s slurry on the base of the larger tank.
Tutor: Right ... and what exactly is slurry?
Eve: It’s a mixture of organic waste and water.
Tutor: So is that pipe at the bottom where the water comes in?
Eve: Yes, it is ... As the slurry mixture digests it produces gas, and that rises to the top of the dome. Then when it’s needed, it can be piped off for use as fuel in homes or factories. It’s very simple.
Tutor: I suppose there’s some kind of safety valve to prevent pressure build-up?
Eve: That’s the overflow tank. That container's on the right. As the slurry expands some of it flows into that, and then once some of the gas has been piped off, the slurry level goes down again and the overflow tank empties again.
Tutor: I see. Well, I think that’s suitably simple for the age level it’s for. I look forward to seeing the whole lesson plan.
Thanks. And can I show you my ideas for the Year 3 lesson?
Tutor: Of course. Let’s look.
Before you listen to the rest of the conversation, you have some time to look at questions 26 to 30. Now listen and answer questions 26 to 30.
Eve: I thought I’d introduce the topic by writing the word ‘energy’ on the board, and reinforcing the spelling and the pronunciation. Then I’ll do a little mime - you know, run on the spot or something - to convey the sense.
Tutor: I’d keep it brief at this stage ...
Eve: Yes, I will. Then I’ll wipe the word off and write the question ‘Where does energy come from?’, and see what the pupils come up with.
Tutor: Fine. I’d suggest that you just brainstorm at this stage, and don’t reject any of their suggestions.
Eve: Yes, that’s what I was going to do. Then I’ve produced a set of simple statements, like ‘Energy makes cars move along the road’, and ‘Energy makes our bodies grow’. There are eight altogether.
Tutor: Are you going to give them out as a handout? Or write them up on the board?
Eve: First, I’ll put them on the board, and then I’ll read them out loud. And I’ll get the pupils to copy them out in their notebooks. I’ll also ask them to think up one more similar statement by themselves and add it to the list.
Tutor: Good idea.
Eve: After that, I thought I’d vary things a bit by sticking some pictures up ... of things like the sun and plants and food, and petrol, and a running child. And I’ll get the pupils to work out what order the pictures should come in, in terms of the energy chain.
Tutor: I think that’s a very good idea. You could move the pictures around as the pupils give you directions.
Eve: Yes, I think they’d enjoy that. And to finish off I’ve made a gap-fill exercise to give out. They’ll be doing that individually, and while they’re writing I’ll walk round and check their work.
Tutor: Good ... And have you worked out the timing of all that? It’ll probably take you right through to the end...
That is the end of Section 3. You now have half a minute to check your answers.
4. Section 4
You will hear a lecture about customer psychology.
First, you have some time to look at questions 31 to 35 on page 46. Now listen carefully and answer questions 31 to 35.
An understanding of customer psychology is an invaluable aid for retailers looking for ways to increase sales. Much can be done to the store environment to encourage shoppers to linger longer and spend more money. The first aspect to consider is the physicalorganization of the store. Placement of merchandise has a great deal of influence on what customers buy.
For example, a common practice among retailers is to place the store’s bestselling merchandise near the back of the store. In order to get to these popular items from the front entrance, customers have to walk down aisles filled with merchandise that they might not see otherwise, carpets are also used to direct customers through particular areas of the store. Retailers choose carpets not only for their decorative or comfort value, but also because lines or other types of patterns in the carpets can subtly guide shoppers in certain directions.
Besides encouraging shoppers to go to certain areas of the store, retailers also want to keep them in the store longer. One way to do this is to provide comfortable seating throughout the store, but not too close to the doors. This gives customers a chance to rest and then continue shopping.
Retailers can do a number of things to create a pleasant atmosphere in the store, thereby encouraging more purchases. Music is commonly used, not as entertainment, but as a calming influence. It can slow the customers’ pace through the store, making them spend more time shopping and, consequentially, making more purchases. Scents are also used in various ways. Everyone has had the experience of being drawn into a bakery by the smell of fresh bread. Experiments have been done with other types of sense, as well. For example, the scent of vanilla has been used to increase sales in clothing stores.
Before you hear the rest of the talk, you have some time to look at questions 36 to 40 on page 47. Now listen carefully and answer questions 36 to 40.
Use of colour is another important aspect of store environment. Certain colours can affect behaviour as well as mood. Light purple, for example, has been found to have an interesting effect on customer behaviour. People shopping in an environment where light purple is the predominating colour seem to spend money more than shoppers in other environments.
Orange is a colour that’s often used in fast-food restaurants. It encourages customers to leave faster, making room for the next group of diners. Blue, on the other hand, is a calming colour. It gives customers a sense of security, so it’s a good colour for any business to use.
In addition to using colour to create mood and affect customer behaviour, colour can also be used to attract certain kinds of customers to a business. Stores that cater to a younger clientele should use bold, bright colours, which tend to be attractive to younger people. Stores that are interested in attracting an older clientele will have more success with soft, subtle colours, as older people find these colours more appealing.
That is the end of section 4. You now have half a minute to check your answers.