PART 1

Now, turn to part 1.

You'll hear a conversation between Allen and Jeanna, the office counselor of a company. First,
have some time to read questions, 1 to 6.

Now listen to the conversation and answer questions 1 to 6.

Allen: What's up Jeanna? You look like you're in bad shape.

Jeanna: Yes, maybe I'll get sick leave from the boss and finally catch up on some sleep. I've
barely eaten and slept in days.

Allen: Those are warning signs of occupational stress. How are things at work?
Jeanna: Terrible. After all the layoffs lately, the workload is totally overwhelming for everyone
that's left. So, I spend every waking moment in the office. I'm kept busy all the time.

Allen: So you need to take a few minutes break every so often to clear and refresh your mind.
Jeanna: But my boss will complain, I'm not hard-working. She's so capricious that you can't
predict her reaction sometimes.

Allen: Maybe your boss just doesn't have a clue about how much you're really doing. Keep her
updated on your achievements and projects. Also insist that she prioritize everything so you can
manage your time better.

Jeanna: That's right. I suppose that would help me regain some sense of control. So I'm afraid
that she'll take that as a sign of laziness and give me the axe.

Allen: So take the initiative and hit the job hunting trail now. You'll be surprised at how many
opportunities are out there.

Jeanna: That's encouraging.

Allen: Anyway, you should cheer up and get rid of the situation. You know, according to a
survey, about 40 percent of all people find their work very stressful and 25% develop mental, or
physical diseases.

Before you hear the rest of the conversation, you have some time to look at questions, 7 to 10.
Now listen to the conversation and answer questions, 7 to 10.

Jeanna: So serious. I didn't know that, how do the problems start?

Allen: You know, they start when conflicts at work induce stress, your body reacts by flooding
the bloodstream with hormones that tense up your muscles and increase your blood pressure.
This is meant to save you in a fight or flight situation, but leads to a host of illnesses ranging
from insomnia and headaches to heart attacks, when it occurs regularly over an extended
period of time.

Jeanna: What should I do to prevent such things happening?

Allen: Well, most occupational stress is attributed to a recognized lack of control. You should act
in advance to relieve the problems. For example, you should actively pursue career
opportunities, rather than quietly worried about getting fired. Of course, you can't control
everything. So you need to help your mind and body cope, keep a journal to release your
frustrations. Take short walks to calm down or if necessary simply take a mental health day.

That is the end of part 1. You now have half a minute to check your answers.

Now turn to part two.

PART 2

You'll hear an introduction about ancient architecture. First, you have some time to look at
questions, 11 to 20. Now, listen carefully to the tape and answer questions, 11 to 20.

The architecture of the ancients often reflects the ideas and beliefs of that time. Some of the
ancient structures can give us a glimpse into the minds of the people who built them. Now,
Professor Francis is going to talk to us about ancient architecture. No story is more interesting
or impressive than the story of architecture and in particular, the activities of human beings in
the art of building. Let's have a look at this in some detail. Did you ever visit the pyramids? Look
at this picture, please. The pyramids in Egypt are true wonders of the ancient world. Khufu's
pyramid is a stunning 138 meter high mass of 2.3 million stones, each weighing about 2.5 tons.
It was built to geometrical perfection over 4,500 years ago, with simple stone and copper tools.
It was so far advanced that some have suggested it was designed by aliens. Actually, there is
an astronomical significance to the perfect precision of the permits. By using 2 stars that circle
the sky polar point, Egyptian astronomers were able to arrange the pyramids due north. This
was done because they believed the king's afterlife and the stars were closely related. They
believed their Pharaoh, that is their king had been transformed into another living being, a light
in the sky in contrast to the darkness of death. Okay. Now, let's look at another picture. On this
picture is Athens’s Ancient Parthenon. It is an immense columned, temple built almost entirely
of marble. Athens’s Ancient Parthenon is a perfect model of classic Greek architecture. It was
built to honour Athena, the goddess of wisdom. Therefore, It includes the ideals of logic and
reason in its design. Built in the 5th Century BC, the Parthenon is made up of almost 140
columns. The Greeks associated the columns with the virtues of a human being, strong, orderly,
proud and beautiful. The height, and width of the Parthenon are designed with the rational logic
of geometry. The upper diameter of each column is a bit narrower than its base. It bulges
slightly in the middle and slants inward. This kind of optical illusion makes the columns appear
more graceful and thus more beautiful. The Parthenon also symbolizes democracy, each
column supports the entire structure just as each person contributes to the government. It
symbolizes that Athens' government is democratic. Finally, I am going to introduce the Roman
Colosseum, a large oval structure for public sports events, entertainment or assemblies. The
Roman Colosseum displays the practical nature, and political thinking of Romans. The
Coliseum was built in 80 A.D, when throughout its vast Empire, Roman’s population and wealth
were growing. It was necessary for politicians to entertain the people in return for their support.
Gladiators would battle wild animals and even one another in order to entertain the bloodthirsty
crowds. Constructed with tons of marble, the Coliseum stood 48 meters high. It has the capacity
to hold up to 50,000 Spectators. Spectators sat on the lower three levels surrounded by
towering roofed passageways. On hot days, a cover suspended from the top storey provided
shade from the sun. Ancient architecture gives us a sense of the different societies that build
these amazing monuments. Through it, we can imagine what life was like when those
civilizations were flourishing.

That is the end of part 2.

You now have half a minute to check your answers.

Now, turns to part 3.

PART 3

Zoe goes to talk to her academic advisor. First, you have some time to look at questions, 21 to
30.

Now, listen carefully to the conversation between Zoe and her advisor and answer questions, 21
to 30.

Advisor: How are you getting on Zoe? Feeling at home yet?

Zoe: Well, more or less. There are still some things I need to buy and I haven't found my way to
all the facilities yet, but I really love the campus and I've already made a few friends.
Advisor: Fantastic. Now, let's see what we can do to get your studies off to the right start two.
You're on the foundation course, so you can take up to eight modules. What we advise is that
you take four modules in the first semester and assuming everything goes well, four in the
second. Have you decided what you want to take in this semester?
Zoe: I haven't made my mind up yet. I can't decide whether to take principles of marketing or
introduction to International Trade.
Advisor: Well, that depends on your career goal. You're planning to work in the biotechnology
sector, aren't you?
Zoe: Ahhh…. Well, that's my present thinking but I guess I might change my mind.
Advisor: Right. Well marketing is a broad general subject that you will find really useful in a
number of careers. International Trade, on the other hand, is more specific. That's fine, if you're
sure it's the sort of work you want to do. A lot of students start off thinking about that option
because it seems glamorous but marketing can also be an exciting career and there's a wide
choice of jobs. Maybe you ought to wait until your career ideas are a bit more definite before
you go down that road.
Zoe: Yes. I see. I could take International Trade next year. Couldn't I?
Advisor: Sure, you could do international finance as well. So in your first semester, you've got
Principles of Marketing, Introduction to Economics, Banking and Finance. And let's see.
Principles of Financial Accounting. How do you feel about that as a package?
Zoe: It's okay, I think. But I'm a bit worried about the maths. There'll be some statistics to do,
won't there?
Advisor: Basic Statistics, yes. But nothing more difficult than your last year of school maths.
Zoe: I know but our math syllabus was a bit old-fashioned. Mostly algebra, geometry,
trigonometry and stuff. Hardly any stats.
Advisor: Right? Well, it sounds as if you could do with the Maths brush-up course. Can I arrange
for you to attend just the classes on statistics, if you like?
Zoe: That'd be great. I didn't want to do the whole of maths again, but the stats classes would
make me feel much more confident. Thanks.
Advisor: Hang on a minute. There's one more thing. You're English. Now, you know, you have
to reach a satisfactory standard in English by the end of your first year to be allowed to go on to
the main BSC course.
Zoe: Yeah. Now, I'm in an English-speaking environment, and I have to speak English all the
time. I'm sure I'll be alright.
Advisor: It certainly helps. But speaking isn't everything. You'll have to get your reading up to
the standards where you can understand the books on your course reading list quickly, to get
the information and ideas, you need to write your essays. That means you have to develop a
high level of comprehension skills. You'll never get through the course material, if you try to read
the books intensively from cover to cover. That's why our language skills development program
gives you a series of graded academic texts to study and answer questions on a limited time.
You'll probably find it hard at first, having to work against the clock, without a dictionary.

Zoe: How can I improve my skimming and scanning skills?

Advisor: Good question. For that, you'll have to do a range of specially designed exercises.
Sometimes these will be from a transparency because it is often how the lecture material is
presented.
Zoe: Sometimes, I think I'll never learn all the vocabulary. English is such an enormous
language.
Advisor: I know what you mean. English is the biggest language ever, at least 350,000 words.
Even Winston Churchill only knew sixty thousand. So they say but as an academic student you
can get a lot of help from the academic word list by Avril CoxHead of Victoria University that's in
Wellington, New Zealand.
Zoe: I studied wordless of course, but how does this one help?
Advisor: The academic word list is based on a survey of three and a half million words of
academic texts. It contains 570 families of the words most commonly found in academic texts.
Well, that's apart from the 2000 most useful words in English. They come in a separate list. You
can see copies of both in the library.
Zoe: You said word families. Do you mean words that are similar?
Advisor: In a way, yes. It means that all the different grammatical forms of a word are listed
together. So you can see the nouns, verbs, adjectives, forms with prefixes and suffixes and so
forth. It'll be clearer when you look at it. Anyway, Avril CoxHead gives you really great hints
about how to learn the words. So it shouldn't be too daunting.
Zoe: The trouble is I tend to forget the words I learn.
Advisor: Well, there are two ways you can tackle that. First, always try to learn the words in a
context. Either learn a whole sentence, using a word or learn a phrase that the word typically
comes in. We call phrases like that collocations.
Zoe: That's a new one on me, Collocations! I'd better make a note of it.
Advisor: You do that, you can find collocations in most modern dictionaries. Anyway, as I was
saying, there's a second study aid, I recommend for vocabulary learning. When you get an
assignment, take a sheet of paper and write for headings. Words I can use, Words I can
recognize but can't use, Words I'm not sure of, Words I don't know. Don't bother with the simple
words, of course, then go back after two weeks and look at the list again. Can you move any of
the words into a better column?

That is the end of part 3. You now have half a minute to check your answers.

Now turn to part four. First, you have some time to look at questions, 31 to 40.

PART 4

Now listen, carefully and answer questions, 31 to 40.

John: Hi. Mr. Smith. I wonder whether you can spare several minutes with me.
Smith: Sure. What's your name, please?
John: John Murray.
Smith: Good. John. What can I do for you?
John: Well, I am a freshman in the communication faculty. I quite enjoy the life here except for
the difficulty I have in the lectures, you know, I find it difficult to take notes when I listen. If I take
notes on my notebook, I can't concentrate on the lecture, but I feel frustrated after the lecture, if
I don't write down anything.
Smith: As we know note-taking is a complex activity, which requires a high level of ability in
many separate skills. At least four important skills are needed.
John: For? I don't expect so many, I think that I need one or two skills.
Smith: Firstly, you have to understand what the lecturer says, as he says it. That means you
should try to develop the ability to infer the meaning of unfamiliar words from the context. You
cannot stop the lecture in order to look up a new word or check an unfamiliar sentence pattern.

John: Yes, that puts the non-native speaker like me under a particular severe strain. Often, I
may not be able to recognize words in speech which I understand straightaway in print.
Smith: So the ability of inferring is important. Of course, he won't always be able to do this
successfully. You must not allow failure of this kind to discourage you. However, it's often
possible to understand much of a lecture by concentrating solely on those points, which are
most important.
John: But how do I decide: What's important?

Smith: Well, that's in itself another skill I would like to tell you. At first the most important piece of
information in a lecture is the title itself. If this is printed or referred to beforehand, you should
study it carefully and make sure you're in no doubt about its meaning. A title often implies many
of the major points that will be later covered in the lecture itself. It should help you therefore to
decide what the main point of the lecture will be.

John: Besides the title, what should I pay attention to during the speech.?

Smith: A good lecturer often signals what's important or unimportant? He may give direct or
indirect signals. Many lecturers, for example, explicitly tell their audience that a point is
important and that the student should write it down. Unfortunately, some lecturers who are trying
to establish a friendly relationship with the audience are likely on these occasions to employ a
colloquial style. He might say such a thing as this is, of course the crunch, or perhaps you'd like
to get it down. Although this will help the student who's a native English speaker, It may very
well cause difficulty for the non-native speaker. You will, therefore, have to make a big effort to
get used to the various styles of his lectures.

John: I see, you mean I should get used to some colloquial expressions of the lecturer and write
down the points he recommends us to take.

Smith: That's right. And it's worth remembering that most lecturers also give indirect signals to
indicate what's important? They either cause or speak slowly or speak loudly or use a greater
range of intonation or they employ a combination of these devices when they say something
important.

John: So I should be aware of this and focus my attention accordingly. If I can catch the main
points, how can I write them quickly and clearly?

Smith: Good question. That's the problem that most students find hard to solve. Having sorted
out the main points, you have to write them down. In order to write at speed, you may find it
helps to abbreviate. You can also try to select only those words which give maximum
information. There are usually nouns, but sometimes verbs or adjectives. Writing only one point
on each line also helps you to understand your notes when you come to read them later.

John: I see
Mr. Smith: The last but not least skill to learn is to show the connections between the various
points, you've noted. This can often be done more effectively by a visual presentation, than by a
lengthy statement in words. Thus the use of spacing, of underlining and of conventional symbols
plays an important part in efficient note taking. In this way, You can see at a glance the
framework of the lecture.

John: Thank you so much. Mr. Smith. I think I'll employ the methods in the next lecture.

That is the end of part four.