Unit 1
Listening text
Part 1
Size often matters in the world. Being big and strong has its advantages, but it may also be a good thing to be small and fast. Yao Ming, China’s most famous basketball player, is a tall man. At 2.26, he towers over most of the other players. But compared to the world’s tallest person, Yao Ming isn’t that tall. The world’s tallest living man is almost a head taller than Yao Ming - he is an incredible 2.35 metres! The tallest living woman in the world is 2.31 metres. When most doors are only about two metres, being that tall isn’t always easy! What about the world’s heavy-weight champion? No, we don’t mean boxing, we mean how heavy is the world’s heaviest living person? The answer is …. Are you ready? 635 kilos! That’s about equal to the weight of 30 TVs and almost the same weight as a horse!
Part 2
Who rules the planet when it comes to speed? Well, it’s not always easy to decide. If we were to set up a race between a horse and a human being, the human being may win, at least at first. Animals with two legs tend to be faster in the start than four-legged animals. That’s because it takes longer to get four legs going than two. Over a longer distance, however, the horse would beat the man. A horse can run at a speed up to 50 mph, which is about twice as fast as a man. The fastest land animal is the cheetah, which can run as fast as 60 mph. And the speed king of the ocean is the sailfish, whose speed can reach 68 mph. But the fastest animal on the planet is actually a bird. The fastest bird can fly 100-200 mph. That’s almost as fast as a high-speed train. The fastest man-made object is the space explorer Voyager 1. It was escaping the solar system at a speed of 39,000 miles per hour. That’s about 11 million times the speed of sound and 12 times the speed of light!
Unit 2
Listening text
R = Reporter P = Professor Jiang
R: Discovering new places and going where no one has gone before has always been the greatest adventure in human history. Professor Jiang, what made exploring so exciting in the past?
P: Classical examples of exploring the world are the great discoveries made by explorers. They were brave men such as Columbus who discovered America, or James Cook who sailed around the world in tiny ships crossing oceans and seas for thousands of miles in search of land. And in the nineteenth century there were famous explorers who mapped the rivers, lakes, jungles and mountains that make up the continents.
R: What difficulties did they run into?
P: Well, just imagine how difficult it must have been to explore the jungle without the benefit of modern communication technology and transport! It was not unusual that journeys took two or three years. Transport consisted of horses or camels and several hundreds or even more than a thousand people to carry all the equipment, food and medicine for such a long trip. There were no roads and no maps. Discoveries weren’t published until at least a year later. Explorers found mountains, poisonous snakes, dangerous animals and terrible diseases on their way. And there were frightening stories and rumours about people who ate people, mysterious cities and hidden treasures. Compare that with modern science where we can use telescopes and satellites to see where we are going. We can use cars, trucks, aeroplanes or helicopters to travel fast and we can use mobile phones, computers and the Internet to inform each other quickly about new discoveries or call for help.
R: Then where’s the challenge in modern science? Is science still an adventure?
P: It sure is. Exploring the moon, other planets, such as Mars and the rest of the universe is still a challenge. Modern techniques help us and they reduce the risks to the explorers, but the experience of discovery, of being the first to see something or visiting a place, even though we’re only looking at it through telescopes or sending out a robot, is as exciting as the experience of the great explorers of the past.
Unit 3
Listening text
Part 1
(Man or Woman with Australian accent)
G’day mates and welcome to Australia. If you are looking for fun and exciting things to do, there’s lots to choose from. You can enjoy the shops and museums in our cities, explore the vast Australian outback or dive into one of the oceans around our country.
The Australian term for hiking is “bushwalking”. You don’t have to travel too far to find wildlife and scenery in Australia. Only a few hours outside of Sydney, you’ll find breath-taking scenery and all the excitement of the outback. A bushwalk in the Australian Outback is an opportunity to get close to the nation’s rich wildlife and beautiful wildflowers - and you’ll get a good exercise at the same time!
If you prefer riding a bike, there are thousands of kilometres of paths that will take you right into the heart of the many mountains in the outback. There’s no better place for a two-wheeled adventure: you will sail through the clouds and feel the wind in your hair.
If you are willing to get wet, then head for the beach. With large waves and endless beaches, Australia is an attraction for surfers and ocean lovers from all over the world. And don’t forget to go for a dive into the ocean to see the amazing colours and shapes of the magical underwater world!
Part 2
You mustn’t forget about safety. Australia is a beautiful country, but it can also be dangerous. The outback is very large and the climate is rough. Before you set out on a hike, you should let someone know where you are going and when you plan to get back. You should never go alone and you must make sure to bring enough water. Good shoes, clothes, and a first-aid kit should also be part of your basic equipment. If you want to dive or surf, you must first be a good swimmer and you must make sure that the beach is safe.
The environment is precious and we must be careful not to destroy it. Bring out what you bring in - that is, don’t throw rubbish in the wilderness or the ocean. Nor should you make a fire unless it’s absolutely necessary. In fact, there are times of the year when no fires are allowed at all. You should also find out about other rules that help to protect the environment. If we all act responsibly, Australia’s beautiful outback and beaches will be around for future generations to enjoy.
Unit 4
Listening text
For people who have grown up knowing the richness in local fruits in southern China, it is difficult to imagine the poorness in local fruit species in other parts of the world, such as Europe. In ancient times, very few kinds of fruit could be found in Europe, and the fruits that grew there in the wild such as apple and pear were often very small. Another problem of people in those days was that they had not found ways to keep fruit and vegetables fresh for a very long time. Farmers in old England often had health problems during the winter because they did not get enough greens.
Even in the eighteenth century, people had not discovered why they needed to eat fruit to stay healthy. Long voyages took people away from home for many years. The diet aboard ships consisted of salt meat, and hard biscuits. The sailors hardly ate any fresh vegetables or fruit. It was not unusual that 80% of the crew died on such voyages. The health of the sailors was the major concern of a captain. James Cook tried many ways to keep his men in good shape. He was one of the first to tell them to clean their clothes and the ship, and take regular exercise. He also experimented with foods such as dried vegetables, preserved cabbage, boiled carrot and fruit juice and beans. It helped a little, but it wasn’t until 1932, when Vitamin C was discovered, and doctors realised that the cure for this disease lay in eating fresh vegetables and fruit.
Sailors from Europe, weak and sick from their long voyage found themselves in heaven when they arrived in the East. They had never seen so many different kinds of fruit, nor any that tasted so well. Grapes were known from southern Europe, but most were not familiar with bananas. Besides apples, pears and strawberries, they tasted their first peaches, which all belong to the same plant family of the roses. They first got to know oranges and lemons which belong to the same plant family. With so much delicious fruit to choose from, they soon recovered their health.
Unit 5
Listening text
(Note: There should be a slight pause between the three ads in part 1, perhaps with some music in between; the ads should also be read by different voices and in different styles. The first one could be more or less normal; the second one should sound “scientific and serious,” and the third one should be fast and “cool,” maybe with some pop music in the background.)
Part 1
The FX 435 is an incredible new laptop at a reasonable price! This laptop is perhaps not the smallest or fastest computer around, but it is certainly the best deal. Priced at only 4,000 yuan, the FX 435 is the best on the market. It comes with a 14.1 inch screen and all you need for basic work and play. So if you are looking for a laptop that gives you the most computing power for your money, FX 435 is the best choice.
Researchers at the Star Computers have spent years developing the perfect laptop for today’s successful businessmen. Now they have the perfect tool for you － the new Star 5000 for modern leaders who make a difference in the world. Star 5000 is the choice of many of our most powerful companies. Bring Star 5000 to your next big meeting and watch the others look at you with respect and envy. They will know that you are a man of the future. Make the right choice. Choose Star 5000!
What’s your colour, blue, green or red? How about silver with golden stars on it? The only limit is your imagination. The new E-Brain from Diamond Computers has got teenagers hopping all over China! Forget old, boring black or gray computers that look like an ugly box. The E-Brain isn’t just a computer; it’s an expression of who you are. The computer is built with students in mind and comes at an affordable price and has all the basic software you need to do your homework. It also has a brand new music system that lets you enjoy the latest sounds in style. And best of all, the E-Brain looks cooler than anything else on the market. The only thing you have to think about is: what’s your colour?
Part 2
You need to think carefully before you buy an expensive product like a computer. Start by making a list of the features you need. What are you going to use the computer for? Once you have a better idea of what you want, you should shop around. Look at as many models as possible and compare not only prices but also what you get for your money. The price is important, but you should also consider the laptop’s size and weight. Visit a store and try different computers. Do you like the keyboard? Does it have a good screen? Can you connect it to the computer equipment you already have? How long do the batteries last? These are all important questions.
Ask the store about special offers and use the Internet to see if there are cheaper alternatives. It’s possible to buy used laptops, but computers tend to get old fast. It’s better to buy a new one, even if it seems more expensive. Finally, if you plan to use your laptop as your main computer, you should consider buying a separate keyboard and monitor. Most laptops have uncomfortable keyboards that may damage your hands if you have to do a lot of typing. A separate keyboard doesn’t cost much and will be useful. If you will use the laptop a lot, you need a bigger and better monitor. You may also want to buy a separate mouse, too. Try different kinds and find out which mouse, keyboard and monitor you like best.
Unit 6
LISTENING TEXT
In 1719 Daniel Defoe published a book that made him famous. It was a book about a man whose ship sank and who spent the next 27 years on a desert island. The book was one of the first and has always been one of the most popular stories about people who are cast away from human society.
Although the stay on the island is by far the most well-known part of the story, the first part describes the main character’s career. The narrator tells us about his early life. His father recommended him to study law, but he would not listen to him.
Early in the novel the narrator thinks that what is happening to him is his own fault because he did not obey his father. He believes his fate is the result of not listening to his family and friends. He can only see his experiences of his life as a test. As time goes by, he stops seeing himself as a victim to whom things are happening. He realises that he can take his life and fate in his own hands.
In the second part of the novel, the narrator discovers that he can be the master of his own life. Having recovered this sense of self-determination, he can master his own situation, overcome problems and control his environment. Taking this path, he will survive. He turns wild goats into farm animals, and wild birds into pets. He builds his own home, and grows his own vegetables. He spends months making a boat, and teaching himself how to make pots until he gets it right. He suffers a hard fate but with a bit more self-confidence his practical approach helps him live through it.
Unit 7
LISTENING TEXT
In 1843 Charles Dickens wrote one of his most famous and loved short stories called A Christmas Carol. The story is all about a selfish, bitter, old man, who has a dream. In this dream, he is guided past Christmases in his life, in the past, the present and the future. It shows him the way he was, the way he is and the way he will become. Before meeting his guide, the old man’s former business partner appears to him in his dream to warn him. And in the dream, they talk:
S: What do you want with me?
M: Much.
S: Who are you?
M: You’d better ask me who I was.
S: Who were you then?
M: In life I was your partner, Jacob Marley.
S: Can you-can you sit down?'
M: You don’t believe in me, do you?
S: I don’t. Why do you trouble me? Why do you come to me?
M: People are social beings. So, in life, people must spend good times together. If they do, then they will find rest and happiness in life. If they don’t, they will never find rest and happiness, not even after death. It is my fate.
S: What – what do you mean? Tell me more. Speak comfort to me.
M: I have none to give. I cannot help you. I cannot rest, I cannot stay, I cannot be with you much longer. Listen to me! My time is nearly up.
S: Yes, yes. I will, but don’t be hard upon me.
M: I’m here tonight to warn you, that you have yet a chance and hope of escaping my fate.
S: I knew it. You were always a good friend to me. Thanks!
M: You’ll be visited by Santa Claus.
S: He’s a fairytale character. Is he the chance and hope you mentioned?
M: He is.
S: It’s ridiculous. Is there no other way?
M: No, there isn’t. Learn from him. Without his visit, there’s no way you can escape my fate. Expect him tomorrow, by the end of the day.
Unit 8
Listening text
H= Host (man); C = Caller (girl)
Part 1
H: You are listening to “Students’ Corner”, and I’m your host Tim Smith. Today, we’re talking about study habits and study skills. Our first caller today is Zhou Juan from Xiamen. Hello, Zhou Juan, you’re on the air.
C: Hello, Tim. I’m having a hard time preparing for my exams. What can I do to study better?
H: Well, there’s really no secret. You just have to make sure that you have a study plan and that you think about what you’re doing.
C: What do you mean? I study hard. I read the passages in the book over and over again, but I still can’t remember everything. And I do lots of exercises, but when I check the answers, they’re usually wrong, and I don’t understand why.
H: Well, Zhou Juan, how do you plan your studies?
C: Plan? Well, er, I do what the teacher tells me to do.
H: I see. And where do you usually study?
C: In my favourite chair. I like to be comfortable. And I like to keep the TV on so I can relax.
H: Uh-huh. Well, Zhou Juan, there are a few things you can do that will help.
Part 2
H: First of all, turn off the TV and sit at a desk. This will help you to concentrate. Take a short break if you need to relax. Second, make a study plan. Before you start doing your homework, look over what you need to do and decide how much time you’ll need. Plan your studying so that you don’t do the same thing for too long. Your brain gets tired if it doesn’t get variety. Study maths for 30 minutes and then English for 30 minutes. It’s better than working on the same subject for a long time.
C: I see. So I need a good place to work and a plan that is varied.
H: That’s right. You can also save time and learn more by keeping a learner log.
C: What’s a learner log?
H: It’s a notebook where you keep track of your studies. Write down what you’ve done, what you’ve learnt, and what you need to do or learn next. That way, you can improve your work.
C: OK.
H: Finally, instead of reading a passage many times use pre-reading and post-reading strategies. They will help you learn more in less time.
C: Oh, like the ones in Senior English for China?
H: Exactly. They are helpful, aren’t they?
Unit 9
Listening text
Part 1
The World Health Organisation, or WHO, was created by the United Nations in 1948. The goal of the WHO is to help people all over the world to live a healthy life. In order to reach this goal, the WHO runs programmes to fight diseases, improve sanitation, and stop alcohol, tobacco and other drug abuse.
One of the WHO’s greatest successes to date is playing a major part in freeing the world from smallpox, which was once a feared disease. The organisation has also helped limit the bad influence of new diseases like SARS and HIV/AIDS.
The defeat of smallpox is a good example of how the WHO works. Smallpox is a contagious disease that causes blindness and even death. In the 10th century, Chinese doctors discovered that healthy people who were given small doses of smallpox became immune to the disease. At the time, however, this method was not safe and didn’t always work. Later, in the 18th century, a British doctor found a safer way to protect people against the disease. But it was not until 1967, when the WHO started a large programme to fight smallpox, that people could get protection in an easy and safe way. The WHO programme reached people everywhere and put a stop to the spread of the disease. In 1977, the last smallpox case occurred. Three years later, with no new cases, the WHO declared that the world was free from smallpox.
Part 2
The WHO is also working to prevent and treat diseases like AIDS and polio. Several programmes exist that are aimed at improving health care in the world and protecting people against new diseases. In 2003, the world saw a new and frightening disease. An unknown virus infected people in China and many people died of it. Scientists and doctors soon discovered the virus and called it SARS. Because of modern transportation, SARS quickly spread to other parts of the world. Canada and China were among the worst affected areas. The governments tried their best to stop the disease from spreading and quickly arranged hospitals, nurses and doctors to treat the SARS victims. People who were travelling had to check their temperatures and tell where they were going and whom they would visit. The WHO played an important role. It worked together with the governments to control the outbreak. As an international organisation with many years of experience of dealing with diseases, the WHO could provide warnings, information and help. As a result, the disease was controlled and prevention measures were put in place to make sure that any new outbreak could be dealt with in a good way.
Unit 10
LISTENING TEXT
R = Reporter A = Ann B = Ben L = Lily
R: I have heard that you have started a reading club, is that right?
A: I’m interested in modern American literature and we don’t get so much of that at school. Teachers think it’s too difficult for us. There are many English Speaking Corners, but in a Speaking Corner the conversation is about everyday life. There’s not much opportunity to talk about other things.
R: Don’t you like Speaking Corners then, eh Ben?
B: I used to go to one every week when I was younger. But now, I feel my spoken English is quite alright. Besides, it is more and more difficult to find foreigners to come and talk to us. In a Speaking Corner, the topics are always the same. You often don’t know what else to talk about. So we got together and decided to start another kind of activity.
R: So you started this reading club.
L: That’s right. At the end of Senior II, we had the feeling that it would be interesting to read short stories in English and discuss them.
R: You discuss the stories as well?
A: Yes. We first started doing this with a foreign teacher, as a way of having something useful to talk about in our speaking corner. When he left, we felt that reading and then talking about stories was so nice that we decided to go on with it.
R: So what is it you read? Short stories, do you read any novels at all?
B: We sometimes read books, but mostly short stories and novels that have been adapted for students like us. I like reading detective stories and classical literature. We are now seven students, and we read two stories a month. Our teacher sometimes helps us to find good stories. We take turns to write a report about the story and our discussion for the school newspaper.
R: So what have you been reading lately, Lily?
L: The last story we read together was The Call of the Wild, by Jack London and before that we read a few humourous stories by Mark Twain. I am just reading for pleasure. I think the Club helps me to read more and talk about it.
R: Are there any other advantages?
A: Oh, yes. I would recommend everyone to join a reading club. It’s an interesting and useful way of speaking English. You also learn more about life and literature in English-speaking countries.
Unit 11
LISTENING TEXT
On 8th November 2004, a survey was conducted among 20 Chinese students at the University of Sydney. The purpose of the survey was to discover the reading habits in English of the students.
The survey was conducted by means of a questionnaire given to the students to complete. The first section of the questionnaire dealt with the type of reading and its frequency. The second part was concerned with newspapers: the type of items read and those that were read first.
The most important results from the survey were as follows. In the first section, 81% of the students answered that they spend most of their time reading academic books, while 44% answered that they spend some of their time reading academic magazines. 40% of the students indicated that they read very little else. The following comments and observations can be made about the reading of newspapers, magazines of general interest and fiction. They are based on answers given by the students on part two of the questionnaire. 75% said they sometimes read local Australian newspapers, while 69% sometimes read fiction, 62% sometimes read general magazines, and 56% sometimes read national daily newspapers. Asked what students were not reading, 37% said never to read Sunday newspapers, and 31% never read any fiction while they were at Sydney University
In the second part of the questionnaire, not surprisingly, all students said that they read news about their own country in newspapers and for 56% of them this is the first item they look for. 94% read some of the international news, with 25% reading this first. 81% read news items about Australia and look up radio and TV information. The only other item that is usually read by more than 50% of the students is current affairs, read by 56%.
The results of the survey seem to suggest that international students at Sydney University have little time for general reading. They spend most of their reading time on books and journals on their own academic subject. In their leisure time, apart from reading news about their own country, international news, and news about Australia. They probably spend most of their free time watching TV or listening to the radio.
Unit 12
Listening text
XZ: Xiao Zhang – female Chinese student M: Mike – male American student
XZ： Hi Mike, how’s the course? I guess it must be pretty different from school in America . . .
M: Yeah, Xiao Zhang, it’s certainly different.
XZ: I suppose the class size is bigger?
M: That’s for sure, but the students in China are well behaved and listen carefully, so it’s not a problem. The biggest thing is that the teachers have a different approach in China – here the teachers use a mixture of both “student-centred learning” and the more traditional “teacher-centred learning”.
XZ: In what way?
M: Well, some of my lessons are like in America: Mr Dong asks a question or gives us a problem, then we talk about it and try to discover an answer ourselves ...
XZ: Mmn, that’s student-centred learning, right?
M: Yeah, and other lessons are quite different; more, well, formal … For example in some classes the teacher gives us the information and goes through the questions one after another. Then we do a similar exercise by ourselves for homework.
XZ: How do you feel about that?
M: Actually I like those lessons because I can make sure I really understand everything.
XZ: Yes, providing learners with a strong basis is one of the strengths of Chinese education. Now, tell me, how do you find the homework?
M: Oh Xiao Zhang, I find it rather difficult! I have much more homework than in the US and my classmates are very hard-working and serious about their studies. I have to learn so much by the next lesson to keep up with them and I’m not good at remembering things like Chinese students.
XZ: It’ll be good for you, Mike – it will help you to organise your time and learn to discipline yourself.
M: You’re right. I’m worried about the exams though. You see in America we don’t have any national exams at high school. The schools give grades based on our work during the course – you know projects and essays and things like that.
XZ: Yes, in China many students have to take the national exams. We have to study hard for them if we want a good job or to get into a good college.
M: You know Xiao Zhang, this is really interesting. Why don’t we have lunch together and then we can talk some more?
XZ: Sure, I know a really good noodle restaurant . . .[fade out]
Unit 13
Listening text
Dialogue 1: Conversation during dinner between Rachel and older male guest.
MG= male guest R=Rachel
MG: Miss Verinder, my congratulations to you on your birthday gift. The diamond is beautiful and it looks very pretty on your dress.
Rl: Thank you, it is lovely, isn’t it?
MG: Yes, but may I give you some advice? If you go to India, do not you're your diamond.
R: Why not?
MG: You know that it came from India. Well, many people in that country would like to have it back and they would do anything to get it – even kill someone. You must be very careful of your safety, even in England. I suggest you put it into a safe box at the bank and do not wear it.
R: But it seems a pity to lock it away where nobody can see it. I want to show it to everyone!
Dialogue 2: Conversation between Rosanna and a female servant during the service of dinner.
R= Rosanna S= Servant
R: [dreamily to herself] And he has such lovely rich brown hair . . .
[Sound of plates clattering]
S: Rosanna, pay attention! What’s the matter with you tonight? Why do you keep looking at Mr Blake?
R: Oh, I can’t help it!
S: Rosanna, listen to me. You must stop dreaming. It is no good falling in love with Mr Blake. You are a servant girl and he could never marry you. Besides he seems to be very fond of Rachel.
R: I know and she is so beautiful, but maybe . . .
S: [sternly] No, it can never happen. You must face the truth. Now go and get the meat from the cook . . .
Dialogue 3: Conversation during dinner between Franklin and Mr Candy.
F= Franklin C=Mr Candy
F: I gave up smoking last week, but since I stopped I haven’t been able to sleep.
C: Ah, yes. Well, allow me to recommend a medicine that can make you fall asleep Mr Blake.
F: Ha! You doctors! Most of the time you just guess which medicine to use.
C: [Angry] Sir, you are talking about my profession!
F: Profession? No, you medical people are not professionals; you don’t really know what you are doing. You cannot help me. I must just wait until I get better.
C: [Very angry but trying to control it] You are wrong Mr Blake. You are making a mistake. You should go to see a doctor.
Language practice
Listening text
(A: Andrew young male M: Mother)
A: Mum! Mum! Come here
M: Goodness Andrew, what’s the matter?
A: I’m making a list of everything we need to do for my wedding party.
M: Oh er, yes dear.
A: First of all: I want to invite all our relatives and friends – I’ll leave that to you. Make sure you ask them early so they can write back and tell us if they accept or decline. But I hope they can all come. Then we need find a restaurant and sort out the food and wine. It will have to be a splendid banquet – only the best is good enough for my Sophie. Dad can do all that.
M: Mmn.
A: [writing] ‘invitations, food and wine’, Oh yes, you can organise the music, it should be pretty easy. Just find the most popular entertainers in town and hire them. [writing] ‘entertainers: Mum’. OK, we need a luxury car to bring me and Sophie to the restaurant. Tell Dad to make enquiries about what is available. . . Mum, are you listening?
M: Yes, dear.
A: While you do all that I will go shopping for my clothes. I must look elegant so they will have to be top quality. [slight embarrassed cough] I’ll need your assistance Mum because I don’t have enough money . . .
M: Er . . .
. . . and I want a beautiful wedding ring for Sophie. You’ll have to pay for that too - get the most expensive one in the shop. Oh Sophie will be delighted!
M: Andrew . . .there’s just one thing . . .
A: What?
M: Your girlfriend is called Maria!
Unit 14
Listening text
(R: Reporter M: Mary Jones)
Part 1
The next time you visit a zoo, try to imagine what it would be like to live in a cage, far away from home. It doesn’t seem like too much fun, does it? In order to find out more about how animals are treated at the zoo, we spoke to Mary Jones, who is a zoologist at a large zoo.
R: Good morning, Mary. Thanks for talking to us. Can you tell us about your job at the zoo?
M: I’d be happy too. My job is to make life more interesting for the animals here. As you can imagine, many animals become bored and unhappy when they live in a zoo. Just like you and me, they need things to do and they need challenges. If life is too dull and easy, they can even get sick and die.
R: So what do you do to help them?
M: What we try to do is to get the animals to interact with their environment and use their natural skills and behaviours. By giving the animals objects or changing their environment, zookeepers can give the animals exercise for both the body and the mind. If the animals get to use the same skills that they might use in the wild, they will feel more comfortable.
Part 2
R: How can you make animals feel more comfortable?
M: Since many wild animals spend most of their time hunting or looking for food, we often use food to stimulate the animals. If the animals have to search for the food, if the food looks or tastes different, the animals will enjoy it more. Sometimes we give them unusual food, such as a block of ice with meat or bone inside. Our tigers love this and use different ways to get the ice to melt - one tiger put it in the pool to make it melt faster.
R: That sounds like fun!
M: We can also stimulate the animals by changing the smell of their environment. In the wild, different smells tell the animals who has visited and who lives there. We sometimes use perfumes and spices to make the animals interested.
R: What else do you do?
M: Another way to change the environment is to put new objects in it. A tree, a box, or something unusual gives the animals something to explore and play with. It can also make the animals feel happier.
R: I see.
M: Finally, animals love to learn. We use games and other activities to give the animals a chance to make choices and solve problems. When animals play and understand a game, they feel more comfortable and enjoy their environment more. We also use the things they have learnt, such as lifting a leg or paw, to make it easier for zookeepers to examine injured animals.
Unit 15
Listening text
Officer (O) at a Youth Volunteers Centre (female) Danny (D), a student
O: Good morning! Welcome to the Volunteers Centre, can I help you at all?
D: Er, morning! I’m interested in becoming a volunteer and I’d like to know what’s available. Um I’d really like to work with children if possible.
O: OK. Well we have a project called “Big Brothers and Sisters”. It’s in a home for children whose parents have died. You’d go there two evenings a week and spend some time helping the kids with their homework, then playing and chatting with them – a bit like being an older brother, someone to ask for advice and talk things through with.
D: I’d enjoy that . . . but I’ve got my exams this year, so I’m busy studying in the evenings and I wouldn’t want to let the kids down by not turning up.
O: Well, are you any good at football? We’re starting a football team for children who have a background of crime. We really need a coach to get them organised during training. It would be 2 or 3 hours on a Saturday afternoon.
D: You say these children are, I mean were criminals. Er, are they violent?
O: Oh no, most of them were just in trouble for stealing, but we want to help them change their lives by developing new interests and friendship. They love football and they really want to be a successful team. Don’t worry, there would be adults there to help you.
D: Mmn, I don’t think my football skills are good enough . . .
O: How about something in the school holidays when your exams are over? We have a Summer School for children who find studying difficult and can’t keep up in class. We invite them to attend school in the summer holiday to give them some extra help with their education.
D: Would I be a teacher?
O: Well, yes and no. We have professional teachers who give the lessons, and young people – like yourself – who act as classroom assistants to help the kids with the exercises and activities. We also try to include some sports and day trips because we want the children to feel that learning is fun. But it would mean you’d have to join the project full-time for two or three weeks.
D: Oh that’s no problem – it will be vacation time. It sounds perfect for me ... Could you give me some more information?
O: Of course, well the numbers of children are usually between . . . [fade out]
Unit 16
Listening text
S: Sally J: James D: Diana
PART 1
S: Hi James, what are you doing?
J: Hello Sally, Diana. I’m just looking in the careers section of the newspaper.
D: What sort of job do you want?
J: That’s my problem, I really have no idea. Do you know what you want to do?
S: Yes, I want to teach primary school kids. I love children at that age and it’s so interesting to help them learn.
J: How about you, Diana?
D: Well, Mum and Dad are both accountants and they want me to follow in their footsteps.
S: You’d be great at that, you are so good at maths.
D: Yeah, I would like to work with numbers, but I don’t think I want to have a desk job – you know, be in an office 9 to 5, five days a week. I enjoy being outdoors, or at least not stuck in one place all the time.
S: Mmn …. I wonder what you could do . . .
PART 2
[telephone rings] R: Receptionist J: James
R: Good morning, Careers Advice Office.
J: Hello, I saw your poster on our school notice board and er, well, the trouble is I leave school at the end of this year and I just don’t know what sort of job I want.
R: Well, don’t worry, I’m sure we can help, there are about 40,000 different jobs in the world so there must be one that suits you. I suggest you make an appointment to see a careers advisor and he or she will give you some ideas about how to decide . . . um, let’s see, today is Monday, what about tomorrow – we can fit you in at 3 or 4:30?
PART 3
J: James D: Diana S: Sally
J: Hey Diana, hey Sally, guess what? I’ve just been to see a careers advisor.
D: Who?
J: You know, at the Careers Advice Office – they had a poster on the notice board.
D: Oh yeah, how did it go?
J: Quite interesting. I’ve got to fill out this questionnaire and then go back to discuss it.
S: Let’s have a look: “What do you most enjoy doing?” That’s an easy one for you James. You like playing computer games.
J: Yes, but look, I have to say “Why”.
D: Mmn, that’s tricky, why do you?
J: I think it’s because I like to solve problems and make quick decisions.
S: Yeah, that’s true, but how does that help you choose a career? You can’t get a job playing computer games!
D: Too right!
J: That’s what the careers advisor said, but she says there are jobs, where I would use the same skills and would give me the same feeling, the same enjoyment. When I see her again, I’ll take this and she will suggest some careers doing the sort of stuff I like and using my skills. Then she’ll tell me how to find out more about them.
S: Oh I see.
D: Sounds really helpful, perhaps I should ask if they know any jobs that might suit me . . .