Family presents Work experience programme

1. truck 21. C
2. technology 22. C
3. bird 23. C
4. 8.99 24. B
5. boxes 25. C
6. temperature 26. E
7. rimona 27. H
8. postage 28. A
9. gift 29. B
10. message 30. F

11. B Theories of intelligence

12. F 31. life
13. C 32. twins
14. A 33. experiences
15. E 34. improvement
16. B 35. musical
17. C 36. brain
18. C 37. face
19. A 38. interaction
20. B 39. spelling
40. song
 TEST 3 - TAPESCRIPT
Part 1.

you will hear a man speaking on the phone to a sales assistant at a toy company. First, you have
some time to look at questions 1 to 6.

Now listen carefully and answer questions 1:00 to 6:00.

Woman: Hello, Ramona Toys, you're through to Tracy. How can I help you?

Man: Good morning. I want to buy birthday presents for my sister's children. She's very keen on
educational toys. Do you sell that sort of thing?

W: Yes, actually we specialise in those types of toys. How old are the children?

M: Well, Peter, he's the oldest. He's going to be 9 next week.

W: Did you have anything particular in mind for him?

M: I got him a jigsaw last year, but I'd like to get him something a bit more challenging this time,
perhaps something he could make himself.

W: How about a model truck? Might that be any good? It's made of wood. It comes in a kit so
you get all the pieces and then there are the electrical components.

M: Ohh, it's not just mechanical then?

W: Ohh, no, it's quite sophisticated. It's recommended for children over 8 and you also get a
sheet of stickers to decorate it.

M: That sounds just up his St, and I'm sure it'd help him to understand technology, even if it's
only basic.

W: Well, yes. And it is a change from the chemistry sets we used to get.

M: Oh. You had one of those two, did you? Um, what about price?

W: £817.50

M: Hmm, it's not too expensive. Then I could get him something else as well. He's always been
interested in animals.

W: How about a book about jungle animals?

M: Hmm, I think he's already got one.

W: OK, well how about a bird feeder instead? That's a kit as well. You even get some paints and
a brush so you can decorate it how you like.

M: Well, that sounds just the thing, and it'll give him contact with wildlife.

W: Ohh, I've just noticed something else in its favour. It's only 899 now. It's been reduced from
1450.

M: Even better. I'm sure my nephew would like both those things. Now I've also got to find
something for Natalie. That's his sister and she's going to be 6 soon.

W: Hmm. Well, one item that we've just added to our catalogue is a chocolate pack.

M: Hmm, that doesn't sound very educational. Don't you just eat it?

W: It away. It's a kit for making individual chocolates. You hate the chocolate and pour it into
special moulds. They're provided as well, and you also get some little boxes to put the chocolates
in once you've made them.

M: Ohh I see. I suppose it helps to develop artistic skills then.

W: Yes. And it says here that it helps children to understand how temperature can affect things.
Seeing chocolate melt and solidify, I suppose. It's just six pounds.

M: OK, that's great. Thank you for all your suggestions.

1. truck
2. technology
3. bird
4. 8.99
5. boxes
6. temperature
7. rimona
8. postage
9. gift
10. message
Before you hear the rest of the conversation, you have some time to look at questions 7 to 10.

Now listen and answer questions 7 to 10.

M: Can I just ask you about ordering?

W: Well you can order by phone if you like or we have a website

M: Ohh can you give me the web address please?

W: Of course it's very simple. It's just www.ramona.com.

M: How do you spell that? Is it REMONA.

W: It's RIM at the beginning.

M: Oh. OK?

W: And then as you already know what you want, you could just do a search.

M: OK?

W: Ohh and I've just seen here. If you order the things before Friday, you don't have to pay for
postage. There's a special offer on at the moment.

M: Ohh good. And I'd probably get the present sent straight to them. So can I get them wrapped?

W: You can click on Packaging options and you just select a gift by ticking one of the boxes then
it'll be wrapped specially.

M: OK, but how will they know who the things are from? Will I be able to send a message?

W: Yes, you can. That options on the same menu.

M: OK. Well, thanks very much. I'm sure they're going to love all

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

Part 2.

You will hear a tour guide give information on several places of interest in the area.

First, you have some time to look at questions 11 to 15.

Now listen carefully and answer questions 11 to 15.

We have some interesting places for you to visit. A well-rounded trip should always include
several historical sites. A good place to start is the Cities Chamber Museum. They cover a wide
range of subjects, from art to space exploration. Be sure to save time to see a 3D movie at the
museum. There's no charge to see it, which is nice. Take some time when you first go in to look
at the map of the museum and plan to see the areas that interest you most. There are so many to
see. If you like monuments, Harris Park is well worth a visit, but do plan to walk a lot as the
monuments are quite spread out.

The ideal time to see them is after the sun has gone down, when they are illuminated.

The contours of the monuments really stand out against the dark sky, and it's less crowded, so
there's more space to stand back and view them. A visit to the State Building is always a good
idea. It is one of the more classically designed buildings. However, because of increased
security, the State Building is open to the public for official guided tours only. These take place
Monday through Saturday and last two hours. Visitors must obtain tickets, which are available
either at the entrance or online. Visitors are allowed to attend the High Court and this is in
session Monday through Wednesday until noon. The seating is very restricted in the viewing
area because the chairs are still the beautiful carved high back ones that are quite large so arrive
at least an hour early. Reservations aren't possible. Castle Mount is a 14 room mansion featuring
18th century portraits and landscapes. It's situated on a 500 acre estate. It is an interesting tour,
especially with the recent addition of the new museum and the state-of-the-art galleries.

Before you hear the rest of the talk, you have some time to look at questions 16 to 20.

Now listen and answer questions 16 to 20.

For those of you who are interested in fun and relaxing things to do, Watertown has plenty to
offer. Highlights include The King Centre, where theatrical productions are live entertainment at
their finest. You can see a free show at the Mainstage Theatre every night around six. Sometimes
they do a scene from a popular movie. There is also a restaurant on site, The Roof Terrace,
which offers interesting international dishes prepared by a local chef. If you like live music of
any type, including pop, country, folk and Blues, dance or opera, you should check out a concert
at Tea Park. It has always been popular and traffic can be really bad, but the recent introduction
of a round trip bus service for summer performances has made this attraction even more popular.
They have had to put on more outdoor concerts. Parents will still have to drive their children to
the Sing Along shows in the mornings. Mary Town is another popular spot and is home to a
university chances to hear a lecture are limited, as they are usually restricted to students and
professors, but this week they're holding a series of open lectures for visitors. Most visitors love
its cobblestone streets lined with old houses.

The area is also a wealthy shoppers paradise with lots of upscale stores. Don't expect discounts
here. While in that neighbourhood, the 18th century canal offers a place to relax from the sounds
of hectic city life. You can simply stroll along the canal path or watch local fishermen. Lots of
tourists take a packed lunch along and eat it sitting on the grass. I should mention that the Park
Service no longer offers guided canal boat rides, but you can explore the region's bike trails that
go alongside the canal. Please note though that the bike rental places are located in town. Well,
that's about it. I really encourage you to visit at least a few of these sites. As usual in any big city
at night it's best to move about with a friend or in a group. Some sites are too far to walk so some
people use public buses. It is better to take a cab or a hotel shuttle bus. This might sound odd but
be sure to carry some water with you wherever you go. Our summers here are very humid.

11. B 12. F 13. C 14. A 15. E 16. B 17. C 18. C 19. A 20. B
Part 3.

You will hear a third year student called Emma talking to a first year student called John
about the work experience John must do as part of his software engineering course.

First you have some time to look at questions 21 to 24.

Now listen carefully and answer questions 21 to 24.

E: Hi John, you wanted some advice about the Work Experience Program?

J: Yeah, I wanted to check I've understood what I'm supposed to do.

E: Sure.

J: For a start, we have to work for a company during the holidays between the first and second
year and again between the second and third year, right?

E: Yes, usually you do around 50 days with two different employers, like 100 days in total.

J: I see. You know, there's one aspect of the Work Experience Program I'm unhappy with. I
mean… Considering we have to attend a preparation course for it and that it's a big investment in
terms of time.

E: What's the problem?

J: Just the fact that no matter how well we perform on the program, it makes no difference
whatsoever to our final grade for our degree.It goes unrecognised.

E: I know, but there are lots of advantages too. Anyway, when does your preparation course for
the work experience start?

J: Soon. We're starting with a session on interview technique, how to respond to questions, that
stuff.

E: That can be useful. But I remember we had to make up a list of things we wanted to achieve
during the time with the employer. That was a bit pointless.

J: My thoughts exactly. You can't decide on your aims until you've started work for real.

E: The tutor will give you some good advice about presenting your resume though,

so don't miss that session.

J: Okay. When the work experience starts for real, it would be great if I could actually do a bit of
software design.

E: That's highly unlikely on a work experience course. You'll be doing more basic things than
that. They might start you off on the IT helpdesk. that's often where they need extra people, but
then you'll move on to work in areas that suit your field of study.

I mean, whatever you focused on this year at college, you need to be able to put it into practice
during work experience. There has to be a match.

J: And then we do work experience again after we finish our second year, right? I saw
somewhere you can expect to earn between $20 to $25 per hour. I suppose that's roughly what
recent graduates get.

E: Yes, not bad.

J: But I also read that employers don't necessarily have to pay you anything because you're not
technically a real employee when you're doing work experience.

E: Correct, but I haven't heard of that happening to anyone.

J: Unless you do IT work for some kind of volunteer organisation. I'd like to do that kind of
thing, but not with my financial situation.

E: Right.

21. C
22. C
23. C
24. B
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.

J: Okay, and once I've decided which company I want to do my work experience with.

What's the process? Do I have to fill out a form first, saying why I'd be interested in working
for the company and what kind of qualifications I have?

E: Yes, you can ask your tutor for a standard one to use or download one off the department's
website.

J: Okay, then after that do I have to sign something with the employer like something that
guarantees I'll be given the work over a specific period of time?

E: Actually, the next stage is you checking with the college that the kind of work you're applying
for is appropriate. So you'll need to send them a brief outline of what your responsibilities will
be.

J: Alright.

E: And then, if the college approves, they'll speak to the company and get the name and email
address of the managers that'll be in charge of you.

J: Okay. So after that is there some kind of interview?

E: No, but the company is legally responsible for you. And they don't want you getting hurt by
any equipment, so they'll set up a meeting.

J: So we can talk about accident prevention and that kind of thing.

E: Exactly. And once you've started, remember to keep writing down what you had to do every
day and be detailed so you can show which skills you developed.

J: Right. And at what point might I receive a payment?

E: Not sure, but once it's over the college sends the employer a form which they can choose to
fill out or not about how well you did and what they recommend you focus on next time.

J: Do the tutors actually...

25. C 26. E 27. H 28. A 29. B 30. F

That is the end of part three. You now have 30 seconds to check your answers to part 3.
Part 4.

You will hear a university lecturer talking about 3 theories of intelligence and their implications
for how we learn.

First, you have some time to look at questions 31 to 40.

Now listen carefully and answer questions 31 to 40.

Today I'm going to consider 3 theories of intelligence and look at their implications for studying
effectively while you're here at university.

Early psychologists such as Spearman in the 1920s believed that each individual has a single
general level of intelligence, known as the intelligence quotient, or IQ. According to that theory,
we're born with a certain level of intelligence which is inherited from our parents, and our
intelligence remains constant throughout our life.

It follows that any intelligence test we do at any time will give broadly similar results.

If this is true, it suggests that there isn't much you can do to make yourself more intelligent.
Since it's a genetic feature, you wouldn't be able to perform any better in your studies than you
do now.

Most of the evidence for the genetic origin of intelligence has come from studies of twins, which
show a considerable similarity in their intelligence.

However, other psychologists have interpreted the findings of this research differently, arguing
that genetic influence plays only a small part in our intelligence, or even no part at all.

Their theory says that the similarity in intelligence between the subjects used in such studies may
have an environmental, rather than genetic origin.

These psychologists point out that children brought up in the same family are likely to have
experiences which are very similar.

This, rather than their genetic inheritance, may be the main reason why they have similar levels
of intelligence.

Take the case of the Raven's test, an intelligence test used to measure abstract reasoning ability.
The Raven's test was designed for use with people of any language, age or country, so in theory,
a person's result shouldn't be affected by where they grow up.

Yet some research using Ravens into children who moved home and lived in another culture
found that after a few years, there was a significant improvement in their results. In other words,
our intelligence isn't fixed.

An alternative view which is significantly different is that we have multiple intelligences, not
one general one.

In the 1990s, Howard Gardner claimed that there are at least seven separate intelligences.

The list includes what you might expect, such as linguistic and logical skills, and also other less
traditional ones such as a category of musical abilities.

Research in neuropsychology suggests that different cognitive abilities, such as speech, may be
partially independent of each other and controlled by different circuits within the brain.

Support for this theory comes from the fact that some people show weakness in one particular
area.

For instance, some find it very difficult to recognise someone's face while they may have no
problem remembering names.

This apparent variation in strengths and weaknesses within one person supports gardeners' view
that intelligence is multiple rather than general.

Gardner suggests that the various intelligences don't operate in isolation from each other, and
instead that interaction between them creates a far more complex picture and greatly increases
what we can achieve.

If this is the case, and seems likely, we can consciously use this knowledge in our own approach
to studying and learning.

If you develop a sense of rhythm, this can improve not only music and dance, as you would
expect, but also areas that aren't obviously linked, spelling for instance.

If you need to learn a chemical formula or law of physics by heart, turn it into a song. It doesn't
matter at all if you're out of key, but it'll be easier for you to learn it.
That's just one way of using multiple intelligences to make studying easier and much more fun.

Now let's go on to.

That is the end of part 4. You now have one minute to check your answers to part 4.

31. life
32. twins
33. experiences
34. improvement
35. musical
36. brain
37. face
38. interaction
39. spelling
40. song