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Week 1

Listening Test 1 - Cam 16 

Title: Children’s Engineering Workshops

Source:   https://dailydictation.com/exercises/ielts-listening/cam16-test-1-part-1.516/listen-and-type

Length: 4:10

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Week 1

Listening Test 1 - Cam 16 

Title: Children’s Engineering Workshops

Source:   https://dailydictation.com/exercises/ielts-listening/cam16-test-1-part-1.516/listen-and-type

Length: 4:10

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Content:

A parent phones to ask about workshops for her two daughters during the school holidays.

Tiny Engineers (ages 4–5):

Design protective covers for eggs and drop them from a height (egg-drop challenge).

Compete to build the tallest tower.

Create balloon-powered cars and race them.

Junior Engineers (ages 6–8):

Build model vehicles (cars, trucks) and animals.

Learn programming/coding to make them move.

Competition: build the longest bridge using recycled materials (winner gets a prize).

Create a 5-minute animated film using software, which they can take home.

Build and program a humanoid robot to move its arms and legs.

Other Details:

Price: £50 for 5 weeks.

Time: Wednesdays, 10–11 a.m. (not Mondays anymore).

Location: Building 10A, Fradstone Industrial Estate, Grasford.

Parking: Plenty available.

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Week 1 Listening Test 1 - Cam 16  Title: "Welcome Talk to Work Experience Students at Stevenson's". Souce: 

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Week 1 Listening Test 1 - Cam 16  Title: "Welcome Talk to Work Experience Students at Stevenson's". Souce: 

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Introduction to Stevenson's

Speaker: Julia Simmons – Managing Director (since beginning of this year)

Company type: Manufacturer of metal goods

Event: Welcome talk for 2-week work experience students

History of the Company

Founder: Ronald Stevenson

Entered steel industry: 1923 (after leaving school)

Company founded: 1926

Plans started: 1924

Original plan: Make components for machine tools & automotive industry (cars and lorries)

Delay: 5 years (first produced for hospitals & healthcare industry)

Development and Future Plans

Expansion: Premises expanded over years (large enough site → no relocation)

Problem: Layout not ideal for modern production

Future plan: Major refurbishment within next 5 years

Work Experience Schedule

Morning: Presentation by managers (start with R&D department)

Activities: Observe and talk to staff (don’t interrupt work)

School visit: No teacher visit this year (previously visited weekly)

Orientation Around the Site

Reception: Current location; designed to be welcoming

→ From reception (corridor to the left):

End door: Coffee room

View: Main road & trees

Meeting point each morning

→ Factory:

Large room on far side of site

→ Warehouse:

Next to factory

Access: Lorries via road to turning area

How to reach: Cross courtyard → door on the right

→ Staff canteen:

Next to reception

Food: Good

View: Poor (corridor/courtyard & access road)

→ Meeting room:

Go along corridor left of courtyard → at the end → last room on the right

No natural daylight

→ Human Resources (HR):

At front of building

From reception → go left → second room

View: Main road

→ Boardroom:

Past courtyard → at the end → on the left (next to factory)

View: Trees

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Free exercise for English learners to practice easily and improve quickly. Prepare for the IELTS exam and get better at English, especially listening skills. CAM16 - Test 1 - Part 2 - Listen and Type.

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Week 1 Listening Test 1 - Cam 16  Title: "Welcome Talk to Work Experience Students at Stevenson's".

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Week 1 Listening Test 1 - Cam 16  Title: "Welcome Talk to Work Experience Students at Stevenson's".

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Week 1 Listening Test 1 - Cam 16  Title: Art Project on Birds.           Souce: 

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Week 1 Listening Test 1 - Cam 16  Title: Art Project on Birds.           Souce: 

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Participants

Tom and a female student (classmate)

Talking about their art project on the theme: Birds

Stage 1 – Starting the Project

Theme: Birds → not interested at first, but getting into it now

Introductory stage: almost finished

Initial research:

Given handouts (books, websites) → seemed boring at first

Became more interesting after reading

Many possible aspects: colour, movement, texture

Field Trips

Bird Park visit: disappointing (raining, few birds seen)

Natural History Museum trip: much better

Interested in evolution exhibits

Workshops with Dr Fletcher:

Good, especially brainstorming sessions

Tom missed them (was ill)

Previous Students’ Work

Wish they could’ve seen last year’s projects

Probably not allowed → to avoid copying

Project Proposal

Both have drafted proposals

Tom: hasn’t handed in → needs to amend

Problem: notes are descriptive, not evaluative → will fix

Female student: didn’t realise evaluation was required → will check hers

Planning Tools

Both did a timeline and a mind map

Enjoyed doing them

Action plan:

Tom found it hard to explain rationale (basis for decisions)

Girl didn’t realise she had to include that → will add it

Other Project Components

Tom has done video diary presentation

Already decided his outcome

Girl heard: better to keep outcome vague for flexibility
→ Tom agrees, will make it less precise

🖼️ Choosing Paintings (Analysis Section)

Each student chooses paintings of birds to discuss their meanings.

1. Tom’s choice:

Falcon by Landseer

Bird standing, head turned, seems to stare directly

Impression: a bit scary

Girl suggests → talk about possible danger implied by the look

2. Girl’s first choice:

Fish Hawk by Audubon

Bird swooping with fish in talons, big black wings

Could discuss: predators / food chains

She’ll focus on: rapid motion impression

3. Tom’s second choice:

Kingfisher by Van Gogh

Perching on reed near stream

Beautiful blue, red, black shades

Chosen for personal memory: saw a real kingfisher with grandfather

Girl confirms: personal link allowed

4. Girl’s next choice:

Portrait of William Wells (artist unknown)

Middle-aged man holding a bird he shot

Expression shows uncertainty/regret

Meaning: human ambivalence in exploiting nature

5. Tom’s next example:

“Vairumati” by Gauguin

Woman + white bird eating lizard

Symbolism: never-ending cycle of existence

6. Girl’s final example:

Portrait of Giovanni de Medici (as a child)

Boy holding tiny bird carefully → gentle, protective

She likes the tenderness / care it expresses

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Week 2.                                                                              Listening Test 1- Cam 17                                     Title:Conversation about the Buckworth Conservation Group.             Source: 

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Week 2.                                                                              Listening Test 1- Cam 17                                     Title:Conversation about the Buckworth Conservation Group.             Source: 

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Participants

Jan → new to the area, wants to get involved

Peter → secretary of the Buckworth Conservation Group

Regular Activities

1. Beach cleaning

Frequency: a few hours per month

Purpose: keep the beach free of litter

Problem: a lot of rubbish, people not responsible

Dogs: Not allowed on the beach (allowed on cliffs)

Children: Welcome

2. Nature Reserve Management

Work needed all year round

Tasks include:

Maintaining paths → for visitors’ safety

Creating new habitats

Finished: making & installing bird nesting boxes

Next: encouraging insects (important for biodiversity)

Butterfly species project

Identifying & recording different species

Jan interested (did moth counting before)

Wall repair project

Location: southern side (between parking area & woodshed)

Reason: damaged by storm last month

Programme of Events

Held both on weekends and weekdays

Guided Walk

Destination: Ruston Island

Date: a week on Saturday

Meeting point: Dunsmore Beach car park

Time: at low tide (sands dry enough to walk)

Activities:

Exploring island habitats

Possible to see seals near shore or on beach

Duration: full-day walk

Bring: picnic + waterproof boots (wet crossing)

Jan needs new boots (old ones have a hole)

Jan will join the walk

Woodwork Session

Location: Hopton Wood

Date: 17th (this month)

Time: 10 a.m. – 3 p.m.

Suitable for beginners: (two experts lead the session)

Focus:

Learning to use tools

Making wooden spoons

Keep items made: participants can take home their work

Cost:

£35 (includes lunch)

£40 (includes camping overnight)

Jan chooses: day visit (£35)

Result

Jan decides to join the group

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Week 2                                               Listening Test 1 - Cam 17                      Title:       Boat Tour around the Tasmanian Coast                                                    Source:  

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Week 2                                               Listening Test 1 - Cam 17                      Title:       Boat Tour around the Tasmanian Coast                                                    Source:  

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Guide: Lou Miller
Tour type: Boat trip around the Tasmanian coast

Before departure:

There are 3 staff members and 15 passengers on board (18 people total).

Balance the boat: no more than 9 people on one side.

Boats are newly upgraded — dark red seats and light-green exterior.

Lunch:

Free lunchbox provided. Choose one of the following:

1. Ham & tomato sandwiches

2. Cheddar cheese roll

3. Salad with eggs & tuna

Each box includes crisps and a chocolate bar.

Don’t throw litter into the sea; staff will collect it.

Sights to see:

Lighthouse: built in 1838 to protect sailors; located on cliffs.

Originally maintained by convicts, later by families.

Wildlife:

Penguins (shy and rarely seen)

Sea eagles (nest on cliffs)

Fur seals (can be seen swimming, very curious)

Orca whales (rare)

Dolphins (often swim beside the boat)

Caves:

Famous and beautiful, only accessible by sea.

Passengers can take a kayak tour another day for a closer look.

Route:

Travel through a narrow channel → see rock formations → cave openings → guide explains what’s beyond.

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Week 2                                               Listening Test 1 - Cam 17                      Title:   Students Discussing Their Farm Work Experience                                                Source:  

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Week 2                                               Listening Test 1 - Cam 17                      Title:   Students Discussing Their Farm Work Experience                                                Source:  

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Arranging the placement:

Tim’s farm was far away; he doesn’t drive.

Wanted 1 month → only got 2 weeks.

Stayed on the farm (no need to travel).

Hard to find farms (few have websites).

Both found placements through personal contacts.

Type of farms:

Tim: Hill farm – mainly sheep (Cheviots, used for carpets).

Diana: Valley farm – sheep (Suffolks, bred for meat) and dairy cows.

Experiences:

Tim helped a sheep give birth (with the farmer’s help).

Saw a vet treat a lamb’s broken leg.

Diana mixed up milk from treated cows → whole batch wasted.

Animal feed & supplements:

Both noticed animals (even chickens) get vitamins and electrolytes.

Farmers said supplements are expensive and not always necessary.

Used only when animals really needed them.

Health care & vets:

Farmers said they can handle minor operations themselves.

Still recognize vets are important.

Course feedback (last term’s modules):

Medical Terminology: Tim found it easier than expected; Diana found it difficult.

Diet and Nutrition: Concern about poor checking of pet food contamination.

Animal Disease: Very interesting—studied animals like camels, buffalo, alpacas; little known about diseases in developing countries.

Wildlife Medication: Learned about helping birds in oil spills; inspired idea for dissertation.

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Week 3                                              Listening Test 1 - Cam 18                   Title: Tim & Diana – Farm Work Experience and Course Feedback                                     Source:   

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Week 3                                              Listening Test 1 - Cam 18                   Title: Tim & Diana – Farm Work Experience and Course Feedback                                     Source:   

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Work Experience on the Farm

Arranging the placement:

Tim’s farm was far away; he doesn’t drive.

Wanted a 1-month placement → only got 2 weeks.

Stayed on the farm (no need to travel).

Hard to find farms because most don’t have websites.

Diana found hers through a friend of her mother’s.

Type of farms:

Tim: Hill farm with Cheviot sheep → valued for strong wool (used for carpets).

Diana: Valley farm with Suffolk sheep → bred for meat. Also had dairy cows.

Main experiences:

Tim helped a sheep deliver a lamb (with farmer’s help) — felt proud and excited.

Watched a vet set a lamb’s broken leg — found it educational.

Diana made a mistake: mixed antibiotic milk with milk for humans → all had to be thrown away.

Animal feed & supplements:

Both noticed animals (even chickens) got vitamins & electrolytes.

Farmers said supplements are expensive and not always needed.

Used only when animals seemed to require them.

Expensive and cheap supplements are basically the same.

Health & vets:

Farmers said they could handle minor treatments themselves.

Still recognized that vets’ professional skills are essential.

Course Feedback (Modules)

1. Medical Terminology:

Diana: found it difficult and intimidating at first.

Tim: thought it would be hard but actually found it straightforward.

2. Diet and Nutrition:

Discussed lack of inspection for pet food contamination compared to human food.

Both found that surprising and worrying.

3. Animal Disease:

Very interesting — studied animals like camels, buffalo, alpacas.

Realized little research exists on diseases in these animals.

Expected more knowledge about disease control and eradication — but there wasn’t much.

4. Wildlife Medication:

Learned about helping birds affected by oil spills.

Tim found it inspiring and considered writing his dissertation on that topic.

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Week 4                                              Listening Test 1 - Cam 19                 Title:   Week 3                                              Listening Test 1 - Cam 18                   Title: Tim & Diana – Farm Work Experience and Course Feedback                                     Source:                                               

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Week 4                                              Listening Test 1 - Cam 19                 Title:   Week 3                                              Listening Test 1 - Cam 18                   Title: Tim & Diana – Farm Work Experience and Course Feedback                                     Source:                                               

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General Information:

The park covers 170 acres (69 hectares).

Three main habitats: wetland, grassland, woodland.

Woodland: includes an oak plantation and mixed species.

Wetland: formed from old gravel pits (dug 40 years ago), now filled with water → 2 large lakes + smaller ponds + a stream.

Wildlife:

Many species of birds, insects, deer, and rabbits.

Educational Visits:

Organized for school groups; activities adapted for all ages.

Main subjects covered:

1. Science: studying plants, trees, insects; collecting and analyzing data.

2. Geography: learning map reading and compass navigation.

3. History: exploring how land use has changed over time.

4. Leisure and Tourism: learning about visitors, their needs, and park management.

5. Music: using natural materials to make sounds; exploring rhythm and tempo.

Educational Benefits:

Encourages creativity, independence, and discovery.

Helps children gain self-confidence and develop new skills.

Practical Information:

Suitable for 30–40 children.

If over 30 → £4.95 per child (only pay for those who attend).

Free for teachers and adults (any number).

Payment by invoice after the visit.

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Okay. What would you like to know?

Well, I'm new to this area,

so perhaps you could tell me something about the park first, please.

Altogether the park covers 170 acres,

There are three main types of habitat:

wetland, grassland and woodland.

The woods are well established and varied,

with an oak plantation, and other areas of mixed species.

Right.

The wetland is quite varied, too.

The original farmland was dug up around 40 years ago to extract gravel.

Once this work was completed,

the gravel pits filled with water, forming the two large lakes.

There are also several smaller ones, ponds and a stream that flows through the park.

Okay, so I suppose with these different habitats there's quite a variety of wildlife.

A lot of different species of birds and insects,

and also animals like deer and rabbits.

And I understand you organise educational visits for school parties.

We can organise a wide range of activities and adapt them to suit all ages.

Can you give me some examples of the activities?

Well, one focus is on science,

where we help children to discover and study plants, trees and insects.

They also collect and analyse data about the things they see.

Another focus is on geography.

The park is a great environment to learn and practise reading a map

and using a compass to navigate around the park.

Do you do anything connected with history?

For instance, the children can explore how the use of the land has changed over time.

Then there's leisure and tourism.

That focuses on your visitors, I would imagine.

The children find out about them,

their requirements, the problems they may cause and how we manage these.

And another subject we cover is music:

here the children experiment with natural materials to create sounds

and explore rhythm and tempo.

That must be fun!

Most children really enjoy it.

And of course, all the activities are educational, too.

Learning outside the classroom encourages children to be creative,

and to explore and discover for themselves.

I would imagine they get a sense of freedom that might not be a normal part of their lives.

And very often the children discover that they can do things they didn't know they could do,

and they develop new skills.

This gives them greater self-confidence.

So, what about the practical side of it?

How much does it cost for a full-day visit?

We would expect to bring between 30 and 40 children.

it costs £4.95 for each child who attends on the day.

We invoice you afterwards,

so you don't pay for children who can't come because of sickness, for example.

There's no charge for leaders and other adults - as many as you want to bring.

That sounds very fair.

Well, thanks for all the information.

I'll need to discuss it with my colleagues,

and I hope to get back to you soon to make a booking.

We'll look forward to hearing from you.

Goodbye.

Goodbye, and thank you.

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Week 4:                                                                                 Listening Test 1- Cam 19                                           Title: Twinning Association Meeting               Source: 

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Week 4:                                                                                 Listening Test 1- Cam 19                                           Title: Twinning Association Meeting               Source: 

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1. Introduction

Meeting of the Twinning Association (Stanthorpe – Malatte).

Relationship between the two towns is growing stronger.

2. Recent Visit to Malatte (France)

25 members from Stanthorpe spent a weekend in Malatte.

Activities: learned about cheese production and tasting.

Theme park trip was cancelled.

Boat trip on the river was the highlight.

3. 25th Anniversary Celebration

Malatte: will build a footbridge in the municipal park.

Stanthorpe: decided to plant a poplar tree in the museum gardens.

A garden seat was considered but not approved.

4. Fundraising Events

Pancake evening → record profits.

French cookery demonstration → very successful.

Film show → limited space, looking for a larger venue next year.

5. French Visitors’ Visit (Next Week)

Coach arrival: 5 p.m. Friday.

Friday evening: stay at home, have dinner or barbecue (they’ll be tired).

Saturday morning: market day in town.

Saturday evening: event at football club with Toby Sharp and his band (English & Scottish songs).

Toby also organized last year’s quiz night.

6. Sunday Trip – Farley House

Map provided for directions.

Car park: bottom of map.

Farm shop: in the old stables (far left corner of courtyard).

Café: on the right as you go in.

Disabled entrance: far side of the house (avoid main stairs).

Adventure playground: north end of the large lake (for children).

Kitchen gardens: rectangular, walled, NE of house near smaller lake (fruit & vegetables).

Temple of the Four Winds: follow path from car park → past stables & house → take right-hand fork → woods on left → temple at the end (great view).

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Week 4:                                                                                 Listening Test 1- Cam 19                                           Title: Food Innovation and Future Eating Trends                                                               Source: 

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Week 4:                                                                                 Listening Test 1- Cam 19                                           Title: Food Innovation and Future Eating Trends                                                               Source: 

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Marie’s Project:

Developing a vegan egg alternative made from chickpeas.

Initially had two goals, but found chickpeas even more beneficial.

Friend’s Project:

Focused on reusing waste food — especially stale bread.

Process: break down bread → make paste → reform using 3D printing.

Created biscuits with different patterns, colors (by adding fruit/vegetables).

Plans to send samples to local restaurants.

New Technology Mentioned:

Touch-sensitive food labels:

Smooth = food fresh.

Bumpy = food spoiled.

Originally for visually impaired people.

Could also be used in hospitals/pharmacies for drug storage.

Food Trends Discussion:

Growing interest in local products → reduce imported foods.

Need to reduce plastic packaging → government should act.

Ongoing popularity of gluten-free and lactose-free foods, even for non-allergic people.

Increase in celebrity chef-branded products (e.g., spice mixes, frozen meals).

Rise of ghost kitchens: hidden facilities for delivery-only meals (not real restaurants).

Use of mushrooms for health treatments (heart problems, etc.) → risky if not properly verified.

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I haven't seen you for a bit, Marie.

No. I've been busy with my project.

You're making a vegan alternative to eggs, aren't you?

Something that doesn't use animal products?

Yes. I'm using chickpeas.

I had two main aims when I first started looking for an alternative to eggs,

but actually I've found chickpeas have got more advantages.

But how about your project on reusing waste food?

You were looking at bread, weren't you?

Yes. It's been hard work, but I've enjoyed it.

The basic process was quite straightforward:

breaking the stale bread down to a paste then reforming it.

But you were using 3-D printing, weren't you, to make the paste into biscuits?

Yeah, I'd used that before,

but in this project, I had time to play around with different patterns for the biscuits

and finding how I could add fruit and vegetables to make them a more appetising colour,

and I was really pleased with what I managed to produce.

It must've been a great feeling to make something appetising out of bits of old bread that would've been thrown away otherwise.

And I'm hoping that some of the restaurants in town will be interested in the biscuits.

I'm going to send them some samples.

I came across something on the internet yesterday that might interest you.

It was a company that's developed touch-sensitive sensors for food labels.

It's a special sort of label on the food package.

When the label's smooth, the food is fresh

and then when you can feel bumps on the label,

that means the food's gone bad.

It started off as a project to help visually impaired people know whether food was fit to eat or not.

Interesting.

So just solid food?

No, things like milk and juice as well.

But actually, I thought it might be really good for drug storage in hospitals and pharmacies.

Right.

maybe it'd be possible to use it for other things besides freshness.

Like how many kilograms a joint of meat is, for example.

Yes, there's all sorts of possibilities.

I was reading an article about food trends

predicting how eating habits might change in the next few years.

Oh... things like more focus on local products?

That seems so obvious, but the shops are still full of imported foods.

Yes, they need to be more proactive to address that.

And somehow motivate consumers to change, yes.

One thing everyone's aware of is the need for a reduction in unnecessary packaging

but just about everything you buy in supermarkets is still covered in plastic.

The government needs to do something about it.

Absolutely. It's got to change.

Do you think there'll be more interest in gluten- and lactose-free food?

For people with allergies or food intolerances?

Lots of people I know have been buying that type of food for years now.

Yes, even if they haven't been diagnosed with an allergy.

One thing I've noticed is the number of branded products related to celebrity chefs.

People watch them cooking on TV

and then buy things like spice mixes or frozen foods with the chef's name on...

I bought something like that once, but I won't again.

Yeah I bought a ready-made spice mix for chicken

which was supposed to be used by a chef I'd seen on television,

and it didn't actually taste of anything.

Did the article mention 'ghost kitchens' used to produce takeaway food?

No. What are they?

Well, they might have the name of a restaurant,

but actually they're a cooking facility just for delivery meals.

The public don't ever go there.

But people aren't aware of that.

It's all kept very quiet.

So people don't realise the food's not actually from the restaurant?

Right.

Did you know more and more people are using all sorts of different mushrooms now,

to treat different health concerns?

Things like heart problems?

Hmm. They might be taking a big risk there.

Yes, it's hard to know which varieties are safe to eat.

Anyway...

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Week 5                                          Listening Test 2 - Cam 19                                    Title:   Talking About a Guitar Lesson .                                                    Source:                    

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Week 5                                          Listening Test 2 - Cam 19                                    Title:   Talking About a Guitar Lesson .                                                    Source:                    

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Coleman has joined a guitar group.

The class is run by a coordinator named Gary Mathieson (retired, used to play in bands).

Coleman has been attending for about a month; everyone in the group is a beginner.

Location: Room T347, first floor, at the college near the city roundabout (off New Street).

Meeting time: Thursdays at 11:00 (previously 10:30).

The user (người nói chuyện) doesn’t have a guitar → Coleman suggests buying a second-hand one from the website “The Perfect Instrument.”

Structure of a typical lesson:

5 minutes: Tune guitars (with an app or by ear).

10 minutes: Strumming practice (using thumbs).

15 minutes: Learn a song (listen to recording → practise new chords → play slowly).

10 minutes: Finger picking (simple tune; sometimes play individually).

End: 5 minutes of Gary explaining homework.

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Hi Coleman, how are you?

I wanted to have a chat with you

because our friend Josh told me that you've joined a guitar group

and it sounds interesting.

I'd really like to learn myself.

Why don't you come along?

I'm sure there's room for another person.

Really?

So... who runs the classes?

He's called a 'coordinator',

his name's Gary Mathieson.

Let me note that down.

Gary....

How do you spell his surname?

He's retired, actually, but he's a really nice guy

and he used to play in a lot of bands.

Thanks.

So how long have you been going?

About a month now.

And could you play anything before you started?

I knew a few chords, but that's all.

I'm sure everyone will be better than me.

That's what I thought, too.

When I first spoke to Gary on the phone,

he said it was a class for beginners,

but I was still worried that everyone would be better than me,

but we were all equally hopeless!

So where do you meet?

Well, when I joined the group, they were meeting in Gary's home,

but as the group got bigger, he decided to book a room at the college in town.

I prefer going there.

I know that place.

I used to go to tap dancing classes there when I was at secondary school.

I haven't been since, though and I can't remember what road it's in...

Is it Lock Street?

It's just beyond there at the bottom of New Street near the city roundabout.

The guitar club is on the first floor in Room T347.

Right.

And when do you meet?

Is it at the weekend?

We meet on Thursdays.

It used to be 10.30 and that suited me well,

but now we meet at 11.

The class that's in there before us asked if they could have the room for another 30 minutes.

Well, I'd love to come, but I don't have a guitar.

Well, you can always buy a second-hand one.

There's a website called 'The perfect instrument' that sells all kinds of guitars, violins and so on.

I'm sure you'll find something there.

So what's a typical lesson like with Gary?

Well, he always starts by getting us to tune our guitars.

That takes about five minutes.

Uhuh...

Some people have an app they use, but others do it by ear.

Gary goes round and helps them.

And while he's doing that, he tells us what he's going to do during the lesson.

Right.

First, we usually spend about ten minutes doing some strumming.

So is that using...

Oh... what are they called...

Plectrums?

No, we just use our thumbs.

Gary reminds us where to put our fingers for each chord and then we play them together.

Sometimes we all just start laughing because we're so bad at keeping time,

so Gary starts clapping to help us.

Do you learn to play any songs?

Yes, we do at least one song with words and chords.

I mean that's harder than you think.

Oh, I'm sure it is!

That part of the lesson takes about 15 minutes.

He often brings a recording of the song and plays it to us first.

Then he hands out the song and if there's a new chord in it,

we practise that before we play it together, but really slowly.

Do you do any finger picking?

That's the last ten minutes of the lesson,

when we pick out the individual notes from a tune he's made up.

It's always quite simple.

That must be hard, though.

But people like it because they can really concentrate

and if we're all playing well, it sounds quite impressive.

The only trouble is that he sometimes gets us to play one at a time, you know, alone.

Um... it is, but I've got used to it now.

At the end he spends about five minutes telling us what to practise for the following week.

I'll go and have a look at that website, I think.

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Free exercise for English learners to practice easily and improve quickly. Prepare for the IELTS exam and get better at English, especially listening skills. Cam19 - Test 2 - Part 1 - Listen and Type.

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  Week 5                                                    Listening Test 2 - Cam 19                                    Title:   A Lifeboat Volunteer’s Story                                                    Source: 

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  Week 5                                                    Listening Test 2 - Cam 19                                    Title:   A Lifeboat Volunteer’s Story                                                    Source: 

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The speaker used to work as a website designer in London, but didn’t like city life.

He had always been interested in boats, so moving to the seaside gave him a chance to follow that interest.

He found out that the Lifeboat Institution was looking for volunteers, so he applied.

The lifeboat building in Northsea is one of the largest in the country, built 15 years ago with donations, since the Institution is a charity and doesn’t get government funding.

During the health assessment, doctors checked his vision.

He used to be short-sighted (wore glasses).

Had laser eye surgery two years earlier → OK.

Tested for colour blindness → suspected issue, but results were OK.

When the coastguard sends an alert:

Volunteers must reach the station within 5 minutes.

Boat must be launched within 6–8 minutes (better than national average 8.5 minutes).

He recently qualified as a helmsman → ultimate responsibility for the lifeboat:

Check all equipment.

Ensure crew have special life jackets (support up to four people).

Decide whether it’s safe to launch (rarely cancelled even in bad weather).

Other responsibilities:

Give talks to youth groups and sailing clubs about safety and sea conditions.

Work with volunteers who raise funds.

Training is continuous:

Technical skills and safe handling.

First aid course (very helpful for casualty care).

Rope handling and knot-tying.

After one year: one-week residential course with wave-tank simulations for extreme weather.

Has dealt with many emergency situations; finds the work motivating and meaningful.

Learned a lot about technology; his IT background helps other volunteers.

The team is like a family, which helps during difficult rescue nights.

Colder months are the most rewarding because incidents are more serious and rescues make a bigger difference.

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Practice English listening with dictation exercises - dailydictation.com

# data[].attributes.attachment_link.description
Online dictation exercises for learners to improve English listening skills quickly. All levels from basic, intermediate to advanced. 100% Free.

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 Week 5                                                    Listening Test 2 - Cam 19                             Part 3.                                                      Title:  Recycling Footwear: Planning a Presentation                                             Source: 

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 Week 5                                                    Listening Test 2 - Cam 19                             Part 3.                                                      Title:  Recycling Footwear: Planning a Presentation                                             Source: 

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Topic choice

Students discuss using recycling footwear as their presentation topic.

At first, they thought there wouldn't be much to say, but after reading the article, they realized the topic is much broader.

General points from the article

The number of trainers recycled is very high because young people wear them all the time.

Footwear sales have increased, but recycled footwear has decreased from 11% → 6%.

Reason: many shoes are rejected and do not go through the recycling process.

Examples of rejected shoes (from the recycling manager)

1. Ladies’ high-heeled shoes

Suede, beige, expensive

Worn once in a wet field → heels stained with mud & grass → cannot be resold

2. Leather ankle boots

Heels worn (but not the main issue)

One shoe was a lighter colour from sun exposure → pair didn’t match

3. Red baby shoes

Only one shoe found

People don’t tie pairs together → other shoe missing

They were new, but still unusable

4. Trainers

Looked like from a marathon runner

Sole extremely worn → hole you could put a finger through

Recycling challenges

90% of shoes in recycling bins end up in landfill.

A project tried to make new shoes using good parts from old pairs → failed because shoes didn’t match (not because of hygiene concerns).

Parts were eventually shipped overseas.

Reflection

Students see the topic is more complex than personal recycling habits.

Want to take a broader approach to explain what really happens after shoes enter recycling bins.

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# data[].attributes.attachment_link.description
Online dictation exercises for learners to improve English listening skills quickly. All levels from basic, intermediate to advanced. 100% Free.

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Week 6                                              Listening Test 2 - Cam 18- Part 1.             Title: Job Interview at Milo’s Restaurants                                              Source:  

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Week 6                                              Listening Test 2 - Cam 18- Part 1.             Title: Job Interview at Milo’s Restaurants                                              Source:  

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Company Information

Good reputation, lots of benefits

All employees, including temporary staff, get training

Uniform: white T-shirt + black trousers (no free uniform)

Staff discount at all restaurants (not weekends)

Most restaurants in city centre → easy to reach by bus

Late shifts after midnight → company pays taxi

Requirements:

Teamwork / fit in well

Eye for detail

Good communication skills + English certificate

Job 1: Breakfast Supervisor (Wivenhoe Street)

Location: Wivenhoe Street, near Cork Street

Responsibilities:

Check portions

Ensure cleaning procedures followed

Salary:

Start: £9.75/hour

After 3 months: £11.25/hour

Hours:

Start: 5:30 a.m.

Finish: 12:30 p.m.

Restaurant serves from 7 a.m.

Pros: afternoons & evenings free

Cons: very early start

Job 2: Junior Chef (City Road)

Responsibilities:

Support sous chef and senior staff

Check stock weekly

Handle deliveries

Salary: £23,000/year

Promotion possible if performance is good

Hours:

Evenings & weekends

Closed on Mondays

1 Sunday off every 4 weeks

# data[].attributes.attachment_link.title
Practice English listening with dictation exercises - dailydictation.com

# data[].attributes.attachment_link.description
Online dictation exercises for learners to improve English listening skills quickly. All levels from basic, intermediate to advanced. 100% Free.

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Week 6                                              Listening Test 2 - Cam 18- Part 2.             Title:     Presentation on the Proposed Housing Development                                       Source: 

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Week 6                                              Listening Test 2 - Cam 18- Part 2.             Title:     Presentation on the Proposed Housing Development                                       Source: 

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1. Introductions

Speaker: Mark Reynolds, Communications Manager.

Purpose: Overview of the new housing development near Nunston.

2. Reasons for choosing the site

Currently used for farming.

Close to new industrial centre → high housing demand.

Airport nearby (20 minutes) – convenient but not a main factor.

Hospital (15 km) and large secondary school nearby → important reasons.

Steep slope: a drawback but accounted for in planning.

3. Public feedback

Positive:

Wide range of accommodation types & prices.

Easy to drive out to the countryside.

Design blends well with landscape, protects trees & wildlife.

Suitable for people of all ages.

Concerns:

Want more cyclist facilities.

4. Map / Layout Overview

South side: main road to Nunston.

West side: London Road.

Inside: about 400 houses + 3 apartment blocks.

5. Key Facilities

Primary school (up to age 11):
→ On road from South Entrance, at 2nd left corner.

Sports centre:
→ West side, below road branching from London Road.

Clinic:
→ Below the lake, right of a street of houses.

Community centre:
→ Northeast, next to housing for residents 65+.

Supermarket:
→ Between the two entrances, south of three large trees near London Road.

Playground:
→ In the curve of the main road from South Entrance,
with view of the lake.

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It's good to see that so many members of the public have shown up for our presentation

on the new housing development planned on the outskirts of Nunston.

I'm Mark Reynolds and I'm Communications Manager at the development.

I'll start by giving you a brief overview of our plans for the development.

So one thing I'm sure you'll want to know is why we've selected this particular site for a housing development.

At present it's being used for farming,

like much of the land around Nunston.

But because of the new industrial centre in Nunston,

there's a lot of demand for housing for employees in the region,

as many employees are having to commute long distances at present.

Of course, there's also the fact that we have an international airport just 20 minutes' drive away,

but although that's certainly convenient,

it wasn't one of our major criteria for choosing the site.

We were more interested in the fact that there's an excellent hospital just 15 kilometres away,

and a large secondary school even closer than that.

One drawback to the site is that it's on quite a steep slope,

but we've taken account of that in our planning

so it shouldn't be a major problem.

We've had a lot of positive feedback about the plans.

People like the wide variety of accommodation types and prices,

and the fact that it's only a short drive to get out into the countryside from the development.

We were particularly pleased that so many people liked the designs for the layout of the development,

with the majority of people saying it generally made a good impression

and blended in well with the natural features of the landscape,

with provision made for protecting trees and wildlife on the site.

Some people have mentioned that they'd like to see more facilities for cyclists,

but the overall feedback has been that the design and facilities of the development

make it seem a place where people of all ages can live together happily.

OK. So I'll put a map of the proposed development up on the screen.

You'll see it's bounded on the south side by the main road,

which then goes on to Nunston.

Another boundary is formed by London Road, on the western side of the development.

Inside the development, there'll be about 400 houses and 3 apartment blocks.

There'll also be a school for children up to 11 years old.

If you look at the South Entrance at the bottom of the map,

there's a road from there that goes right up through the development.

The school will be on that road, at the corner of the second turning to the left.

A large sports centre is planned with facilities for indoor and outdoor activities.

This will be on the western side of the development,

just below the road that branches off from London Road.

There'll be a clinic where residents can go if they have any health problems.

Can you see the lake towards the top of the map?

The clinic will be just below this, to the right of a street of houses.

There'll also be a community centre for people of all ages.

On the northeast side of the development,

there'll be a row of specially designed houses specifically for residents over 65.

And the community centre will be adjoining this.

We haven't forgotten about shopping.

There'll be a supermarket between the two entrances to the development.

We're planning to leave the three large trees near London Road,

and it'll be just to the south of these.

It's planned to have a playground for younger children.

If you look at the road that goes up from the South Entrance,

you'll see it curves round to the left at the top,

and the playground will be in that curve, with nice views of the lake.

# data[].attributes.attachment_link.title
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# data[].attributes.attachment_link.description
Free exercise for English learners to practice easily and improve quickly. Prepare for the IELTS exam and get better at English, especially listening skills. Cam18 - Test 2 - Part 2 - Listen and Type.

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Week 6                                              Listening Test 2 - Cam 18- Part 3.             Title:    Effects of the Laki Volcanic Eruption                                                      Source: 

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Week 6                                              Listening Test 2 - Cam 18- Part 3.             Title:    Effects of the Laki Volcanic Eruption                                                      Source: 

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1. Background

Presentation by Michelle & Adam.

Topic: Laki volcanic eruption (Iceland, 1783).

Many primary sources available → clear picture of how catastrophic it was.

People at that time tried to understand the science for the first time.

2. Key focus of the presentation

Political impacts

Social impacts

Economic impacts

3. Observations at the time

Accounts were consistent, though terminology varied.

Many weather stations already existed → hourly weather data.

“Laki haze”: volcanic fog over Europe.

Unusual fog (pre-industrial era, sulphur smell unfamiliar).

Reported symptoms: headaches, respiratory issues, asthma attacks.

Sun looked strange red.

4. Scientific recognition

Benjamin Franklin wrote about the haze.

He realised its cause was the Iceland eruption.

But a French naturalist discovered the link earlier.

5. Immediate impact

Biggest impact in Iceland → many deaths.

Ash drifted quickly; effects lasted years.

2 years later → strange weather in North America and North Africa.

6. Consequences in different countries

Iceland

Farming devastated.

Livestock poisoned by fluorine-contaminated vegetation.

Egypt

Unusual weather → drought.

Nile failed to flood → crop failure.

Worst famine → more deaths than any other country; worse than plague.

UK

Mortality rate doubled.

Many deaths among people under 25 → respiratory illnesses.

USA

Weather severely affected.

George Washington: snowbound until March in Virginia.

Ice on the Mississippi River → unprecedented.

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So, Michelle, shall we make a start on our presentation?

We haven't got that much time left.

But at least we've done all the background reading.

I found it really interesting.

I'd never even heard of the Laki eruption before this.

I suppose 1783 is a long time ago.

But it was a huge eruption

and it had such devastating consequences.

It was great there were so many primary sources to look at.

It really gives you a sense of how catastrophic the volcano was.

People were really trying to make sense of the science for the first time.

But what I found more significant was how it impacted directly and indirectly on political events,

as well as having massive social and economic consequences.

That should be the main focus of our presentation.

The observations made by people at the time were interesting, weren't they?

I mean, they all gave a pretty consistent account of what happened,

even if they didn't always use the same terminology.

Yeah.

I was surprised there were so many weather stations established by that time,

so, you know, you can see how the weather changed, often by the hour.

Right.

Writers at the time talked about the Laki haze to describe the volcanic fog that spread across Europe.

They all realised that this wasn't the sort of fog they were used to,

and of course this was in pre-industrial times,

so they hadn't experienced sulphur-smelling fog before.

Reports from the period blamed the haze for an increase in headaches,

respiratory issues and asthma attacks.

And they all describe how it covered the sun and made it look a strange red colour.

Must have been very weird.

It's interesting that Benjamin Franklin wrote about the haze.

Did you read that?

He was the American ambassador in Paris at the time.

Yeah.

At first no one realised that the haze was caused by the volcanic eruption in Iceland.

It was Benjamin Franklin who realised that before anyone else.

He's often credited with that, apparently.

But a French naturalist beat him to it. I can't remember his name.

I'd have to look it up.

Then other naturalists had the same idea,

all independently of each other.

We should talk about the immediate impact of the eruption, which was obviously enormous,

especially in Iceland, where so many people died.

And the fact that the volcanic ash drifted so swiftly

but not that the effects would go on for so long.

Or that two years after the eruption,

strange weather events were being reported as far away as North America and North Africa.

No.

I found all that hard to believe too.

It must have been terrible

and there was nothing anyone could do about it,

even if they knew the ash cloud was coming in their direction.

We should run through some of the terrible consequences of the eruption experienced in different countries.

There's quite a varied range.

Starting with Iceland, where the impact on farming was devastating.

One of the most dramatic things there was the effect on livestock as they grazed in the fields.

They were poisoned because they ate vegetation that had been contaminated with fluorine

as a result of the volcanic fallout.

In Egypt, the bizarre weather patterns led to a severe drought

and as a result the Nile didn't flood,

which meant the crops all failed.

It's so far from where the eruption happened

and yet the famine there led to more people dying than any other country.

It was worse than the plague.

OK.

Then in the UK the mortality rate went up a lot, presumably from respiratory illnesses.

According to one report it was about double the usual number

and included an unusually high percentage of people under the age of 25.

I think people will be surprised to hear that the weather in the USA was badly affected too.

George Washington even makes a note in his diary that they were snowbound until March in Virginia.

That was before he became president.

Yes, and there was ice floating down the Mississippi, which was unprecedented.

Anyway, what do you think...

# data[].attributes.attachment_link.title
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Free exercise for English learners to practice easily and improve quickly. Prepare for the IELTS exam and get better at English, especially listening skills. Cam18 - Test 2 - Part 3 - Listen and Type.

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Week 7                                              Listening Test 2 - Cam 16- Part 1.             Title:       Enquiring About Photo Scanning Services                                             Source:https://dailydictation.com/exercises/ielts-listening/cam16-test-2-part-1.520/listen-and-type

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Week 7                                              Listening Test 2 - Cam 16- Part 1.             Title:       Enquiring About Photo Scanning Services                                             Source:https://dailydictation.com/exercises/ielts-listening/cam16-test-2-part-1.520/listen-and-type

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1. Purpose of Call

Customer asks for information about copying old photos to digital format.

2. Photo Requirements

Max size: 30 cm.

Minimum: 4 cm.

Must be removed from frames.

Must be separate (not glued in albums).

3. Cost

£195 for 300–400 photos (basic service).

Includes 1 disk.

Extra disks: £5 each.

Payment only after work is completed.

4. Grouping Photos

Customer can sort photos into groups.

Company will create separate folders for each group.

Customer may name folders (e.g., “Grandparents”).

5. Additional Services

Standard service:

Colour touch-up.

Contrast improvement.

Fragile photos:

Scanned by hand.

Photo editing available:

Remove objects, change background.

Not possible: Improve photos that are out of focus.

6. Delivery & Processing

Processing time: 10 days.

Best to pack photos in a strong cardboard box (plastic can break).

Photos returned after payment received.

# data[].attributes.attachment_link.title
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# data[].attributes.attachment_link.description
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Week 7                                              Listening Test 2 - Cam 16- Part 2.             Title:        School Development Plans and New Facilities                                        Source: 

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Week 7                                              Listening Test 2 - Cam 16- Part 2.             Title:        School Development Plans and New Facilities                                        Source: 

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1. Background of School Buildings

Buildings from different periods:

1970s

Last 5 years

Dartfield House (100+ years old)

Dartfield House history:

Built for businessman Neville Richards.

He died before completion.

Sold to local council, used as offices.

Plan for a tourist centre failed.

Became nucleus of the school 40 years ago.

2. Lower School Site Development

Lower school separated from main site by a road.

Planning permission granted for both sites.

Lower school → will move to new buildings on the main site.

Developers → will build houses on old lower school site.

Construction begins in next few months.

3. Canteen Problems

Existing canteen:

Always full to capacity.

Only one serving point → long waiting times.

Students barely finish lunch before lessons.

4. New Food Hall

Opens next week.

Several serving areas (details below).

Parents should discuss with children which food they want each day.

Only healthy food, no junk food.

Payment: same system → online top-up electronic card.

Old canteen:

Still used for seating.

Students can eat Food Hall meals or home meals.

May later be used partly for storage.

5. Serving Points in Food Hall

All serving points include side dishes, drinks, desserts.

a. World Adventures

Different country’s cuisine each day (e.g., Chinese, Lebanese).

Menu planned weekly.

b. Street Life

International food from three cultures.

Students can suggest countries (e.g., Thai, Ethiopian, Mexican).

One country replaced periodically (e.g., Jamaican).

c. Speedy Italian

All dishes meat-free and fish-free (for non-meat eaters).

Plenty of variety.

6. After-School Lessons

Swimming: very popular, waiting list.

Cycling: off-road practice → more students cycle to school.

Drama classes soon at the performance centre:

For fun or acting in a play (at least one play/year).

Students learn to use sound & lighting systems.

New grand piano donated by former student → some can learn at school instead of local college.

# data[].attributes.attachment_link.title
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# data[].attributes.attachment_link.description
Free exercise for English learners to practice easily and improve quickly. Prepare for the IELTS exam and get better at English, especially listening skills. CAM16 - Test 2 - Part 2 - Listen and Type.

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Week 7                                              Listening Test 2 - Cam 16- Part 3.             Title:    Psychology Assignment on Sleep and Dreams                                Source: 

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Week 7                                              Listening Test 2 - Cam 16- Part 3.             Title:    Psychology Assignment on Sleep and Dreams                                Source: 

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A. Why we forget dreams

Forgetting dreams may protect us from confusing dreams with real events.

Not due to lack of memory space.

B. Can dreams predict the future?

Many believe they can, but:
→ Only remember dreams that “come true”.
→ Thousands of dreams that don't come true are forgotten.
→ So it’s coincidence.

C. Segmented sleeping

In the past, people woke up mid-night, talked/eat, then slept again.

Some say it increases creativity.

Student tried it → stopped after a week (didn’t fit lifestyle).

D. Children taking naps

Study done by students to find age to stop napping.

No clear results; methodology took most time.

E. Planning their assignment

1. Research question:
→ Relationship between hours of sleep & number of dreams.

2. Participants:
→ About 12 people, from another department (History).

3. Methodology:
→ Self-reporting, paper questionnaires completed right after waking.

4. Ethical guidelines:
→ Check risk assessment & avoid unnecessary stress for participants.

5. Data analysis:
→ Calculate correlation; present results in a graph.

6. Evaluation:
→ Reflect on success & research limitations.

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So Luke, for our next psychology assignment we have to do something on sleep and dreams.

Right.

I've just read an article suggesting why we tend to forget most of our dreams soon after we wake up.

I mean, most of my dreams aren't that interesting anyway,

but what it said was that if we remembered everything,

we might get mixed up about what actually happened and what we dreamed.

So it's a sort of protection.

I hadn't heard that idea before.

I'd always assumed that it was just that we didn't have room in our memories for all that stuff.

What do you think about the idea that our dreams may predict the future?

It's a belief that you get all over the world.

Yeah, lots of people have a story of it happening to them,

but the explanation I've read is that for each dream that comes true,

we have thousands that don't, but we don't notice those,

we don't even remember them.

We just remember the ones where something in the real world,

like a view or an action, happens to trigger a dream memory.

Right.

So it's just a coincidence really.

Something else I read about is what they call segmented sleeping.

That's a theory that hundreds of years ago,

people used to get up in the middle of the night and have a chat or something to eat,

then go back to bed.

So I tried it myself.

Why?

Well it's meant to make you more creative.

I don't know why.

But I gave it up after a week.

It just didn't fit in with my lifestyle.

But most pre-school children have a short sleep in the day don't they?

There was an experiment some students did here last term to see at what age kids should stop having naps.

But they didn't really find an answer.

They spent a lot of time working out the most appropriate methodology,

but the results didn't seem to show any obvious patterns.

Right.

Anyway, let's think about our assignment.

Last time I had problems with the final stage,

where we had to describe and justify how successful we thought we'd been.

I struggled a bit with the action plan too.

I was OK with the planning,

but I got marked down for the self-assessment as well.

And I had big problems with the statistical stuff,

that's where I really lost marks.

Right.

So shall we plan what we have to do for this assignment?

OK.

First, we have to decide on our research question.

So how about 'Is there a relationship between hours of sleep and number of dreams?'

OK.

Then we need to think about who we'll do the study on.

Right.

And shall we use other psychology students?

Let's use people from a different department.

Yes, they might have interesting dreams!

I don't really know any.

OK, forget that idea.

Then we have to think about our methodology.

So we could use observation,

but that doesn't seem appropriate.

No.

it needs to be self-reporting I think.

And we could ask them to answer questions online.

But in this case, paper might be better

as they'll be doing it straight after they wake up...

in fact while they're still half-asleep.

Right.

And we'll have to check the ethical guidelines for this sort of research.

Because our experiment involves humans, so there are special regulations.

I had a look at those for another assignment I did.

There's a whole section on risk assessment,

and another section on making sure they aren't put under any unnecessary stress.

Let's hope they don't have any bad dreams!

Yeah.

Then when we've collected all our data we have to analyse it

and calculate the correlation between our two variables,

that's time sleeping and number of dreams

and then present our results visually in a graph.

Right. And the final thing is to think about our research and evaluate it.

So that seems quite straightforward.

Yeah. So now let's...

# data[].attributes.attachment_link.title
Practice English listening with dictation exercises - dailydictation.com

# data[].attributes.attachment_link.description
Free exercise for English learners to practice easily and improve quickly. Prepare for the IELTS exam and get better at English, especially listening skills. Cam16 - Test 2 - Part 3 - Listen and Type.

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Week 8                                             Listening Test 2 - Cam 16- Part 1.             Title:    olunteering Opportunities in Southoe Village                                    Source: 

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Week 8                                             Listening Test 2 - Cam 16- Part 1.             Title:    olunteering Opportunities in Southoe Village                                    Source: 

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A. Library Volunteering

Collect books (needs a car).

Flexible schedule.

Help update computerised records.

Library located in West Room, Village Hall.

B. Lunch Club for Elderly

Needs drivers to pick up elderly from nearby villages.

Possible hobby groups — volunteer is interested in art groups.

C. One-off Help for Residents

Mrs Carroll: needs lift to hospital (Tuesday morning).

Mr Selsbury: needs help with weeding in his garden before moving house.

D. Monthly Social Events

1. 19th October – Quiz Night

Need refreshments (volunteer will provide).

2. 18th November – Dance Event

1930s band.

Volunteer will help check tickets at the door.

3. New Year’s Eve Party – at Mountfort Hotel

Dinner + band provided by hotel.

Need a poster → volunteer can design (he was a graphic designer).

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Hello, Jane Fairbanks speaking.

My name's Frank Pritchard.

I've just retired and moved to Southoe.

I'd like to become a volunteer,

and I gather you co-ordinate voluntary work in the village.

What sort of thing could I do?

Well, we need help with the village library.

We borrow books from the town library,

and individuals also donate them.

So, one thing you could do is get involved in collecting them,

if you've got a car, that is.

Yes, that's no problem.

The times are pretty flexible so we can arrange it to suit you.

Oh, another thing is the records that we keep of the books we're given,

and those we borrow and need to return to the town library.

It would be very useful to have another person to help keep them up to date.

Right.

I'm used to working on a computer.

I presume they're computerised?

Is the library purpose-built?

I haven't noticed it when I've walked round the village.

No, we simply have the use of a room in the village hall,

It's on the left as you go in.

I must go and have a look inside the hall.

Yes, it's a nice building.

Do you run a lunch club in the village for elderly people?

I know a lot of places do.

Yes, we have a very successful club.

I could help with transport, if that's of any use.

People come to the club from neighbouring villages,

and we're always in need of more drivers.

And does the club have groups that focus on a particular hobby, too?

I could get involved in one or two,

particularly if there are any art groups.

Excellent.

I'll find out where we need help and get back to you.

Fine.

What about help for individual residents.

Do you arrange that at all?

Yes, we do it as a one-off.

In fact, there's Mrs Carroll.

She needs a lift to the hospital next week,

and we're struggling to find someone.

On Tuesday. It would take the whole morning.

I could do that.

Oh, that would be great. Thank you.

we're arranging to have some work done to Mr Selsbury's house before he moves,

as he isn't healthy enough to do it himself.

We've got some people to decorate his kitchen,

but if you could do some weeding in his garden,

that would be wonderful.

OK. I'd enjoy that.

And presumably the day and time are flexible.

Oh yes. Just say when would suit you best, and we'll let Mr Selsbury know.

Good.

The volunteers group also organises monthly social events,

which is a great way to meet other people, of course.

So next month, on the 19th of October,

a couple of residents are great at planning unusual ones,

and we always fill the village hall.

That sounds like fun.

Can I do anything to help?

Well, because of the number of people,

we need plenty of refreshments for halfway through.

So, if you could provide any, we'd be grateful.

I'm sure I could.

I'll think about what to make, and let you know.

Then on November the 18th,

we're holding a dance, also in the village hall.

We've booked a band that specialises in music of the 1930s,

they've been before, and we've had a lot of requests to bring them back.

I'm not really a dancer, but I'd like to do something to help.

Well, we sell tickets in advance,

and having an extra person to check them at the door, as people arrive, would be good,

it can be quite a bottleneck if everyone arrives at once!

OK, I'm happy with that.

Oh, we're also arranging a New Year's Eve party.

We're expecting that to be a really big event,

so instead of the village hall, it'll be held in the Mountfort Hotel.

The...?

Mountfort.

It isn't in Southoe itself, but it's only a couple of miles away.

The hotel will be providing dinner and we've booked a band.

The one thing we haven't got yet is a poster.

That isn't something you could do, by any chance, is it?

Before I retired I was a graphic designer, so that's right up my street.

I'll give you the details,

and then perhaps you could send me a draft...

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Practice English listening with dictation exercises - dailydictation.com

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Online dictation exercises for learners to improve English listening skills quickly. All levels from basic, intermediate to advanced. 100% Free.

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Week 8                                             Listening Test 2 - Cam 16- Part 2.             Title:     Discussion on Theatre Review Assignment                                          Source: 

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Week 8                                             Listening Test 2 - Cam 16- Part 2.             Title:     Discussion on Theatre Review Assignment                                          Source: 

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A. About Writing the Review

No need to retell the plot (everyone knows Romeo and Juliet).

Focus on effectiveness of the production, not Shakespeare’s language.

Include emotional impact of the performance.

Comment on key scenes (e.g., balcony scene, Mercutio–Tybalt fight).

Mention theatre space use → optional because word limit (800 words).

B. Review of The Emporium Theatre Production

1. Set & Lighting

Set: visually stunning, most memorable, though similar ideas seen before.

Lighting: dim, sometimes hard to see; but good for creating quiet moods.

2. Costumes & Music

Costumes: modern (contemporary), surprising but effective.

Music: great at the beginning; musicians talented but underused in Acts 2–3.

3. Acting

Actors’ weakness:

Lines spoken too fast.

Some parts not loud enough (slightly different opinions between speakers).

C. Broader Observations About the Play

Watching different versions shows how relevant the play still is today.

Themes still relatable:

Teenagers vs parents (more relatable than violence and extreme emotions).

Watching in translation:

Easier to follow than expected.

Focused on expressions rather than words.

Ending was emotionally powerful.

D. International Appeal of Shakespeare

Translated into more languages than any other writer.

Appeal because:

Themes are universal.

Characters have depth.

Plays work on multiple levels.

Directors can reinterpret in many ways.

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Did you make notes while you were watching the performances of Romeo and Juliet, Gemma?

Yes, I did. I found it quite hard though.

I kept getting too involved in the play.

I ended up not taking notes.

I wrote down my impressions when I got home.

Do you mind if I check a few things with you?

In case I've missed anything.

And I've also got some questions about our assignment.

No, it's good to talk things through.

I may have missed things too.

I'm not sure how much information we should include in our reviews.

Right. Well, I don't think we need to describe what happens.

Especially as Romeo and Juliet is one of Shakespeare's most well-known plays.

Yeah, everyone knows the story.

In an essay we'd focus on the poetry and Shakespeare's use of imagery etc.,

but that isn't really relevant in a review.

We're supposed to focus on how effective this particular production is.

We should say what made it a success or a failure.

And part of that means talking about the emotional impact the performance had on us.

I think that's important.

Yes.

And we should definitely mention how well the director handled important bits of the play -

like when Romeo climbs onto Juliet's balcony.

And the fight between Mercutio and Tybalt.

Yes.

It would also be interesting to mention the theatre space

and how the director used it

but I don't think we'll have space in 800 words.

That all sounds quite straightforward.

So what about The Emporium Theatre's production of the play?

I thought some things worked really well but there were some problems too.

Yeah. What about the set, for example?

I think it was visually really stunning.

I'd say that was probably the most memorable thing about this production.

You're right. The set design was really amazing,

but actually I have seen similar ideas used in other productions.

What about the lighting?

Some of the scenes were so dimly lit it was quite hard to see.

I didn't dislike it.

It helped to change the mood of the quieter scenes.

That's a good point.

What did you think of the costumes?

I was a bit surprised by the contemporary dress, I must say.

Yeah - I think it worked well, but I had assumed it would be more conventional.

I liked the music at the beginning and I thought the musicians were brilliant,

but I thought they were wasted because the music didn't have much impact in Acts 2 and 3.

Yes - that was a shame.

One problem with this production was that the actors didn't deliver the lines that well.

They were speaking too fast.

It was a problem I agree,

but I thought it was because they weren't speaking loudly enough,

especially at key points in the play.

I actually didn't have a problem with that.

It's been an interesting experience watching different versions of Romeo and Juliet, hasn't it?

Definitely.

It's made me realise how relevant the play still is.

Right. I mean a lot's changed since Shakespeare's time,

but in many ways nothing's changed.

There are always disagreements and tension between teenagers and their parents.

Yes, that's something all young people can relate to -

more than the violence and the extreme emotions in the play.

How did you find watching it in translation?

I expected to find it more challenging, but I could follow the story pretty well.

I stopped worrying about not being able to understand all the words and focused on the actors' expressions.

The ending was pretty powerful.

Yes. That somehow intensified the emotion for me.

Did you know Shakespeare's been translated into more languages than any other writer?

What's the reason for his international appeal, do you think?

I was reading that it's because his plays are about basic themes that people everywhere are familiar with.

Yeah, and they can also be understood on different levels.

The characters have such depth.

Right - which allows directors to experiment and find new angles.

That's really important...

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Practice English listening with dictation exercises - dailydictation.com

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Free exercise for English learners to practice easily and improve quickly. Prepare for the IELTS exam and get better at English, especially listening skills. Cam17 - Test 2 - Part 3 - Listen and Type.

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Week 8                                             Listening Test 2 - Cam 16- Part 3.             Title:The Impact of Digital Technology on the Icelandic Language                                          Source:

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Week 8                                             Listening Test 2 - Cam 16- Part 3.             Title:The Impact of Digital Technology on the Icelandic Language                                          Source:

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1. Introduction

Topic: how digital technology affects languages.

Case study: Icelandic, spoken by ~321,000 people, mostly in Iceland.

2. Icelandic Language Characteristics

Number of speakers is small → but not the main problem.

Icelandic doesn't borrow words; it creates new vocabulary.

Language has changed very little in 1,000 years.

Can still form modern terms (e.g., "vafri" = browser, from "to wander").

Icelandic is alive and expanding.

3. Main Problem: Influence of English Through Technology

Young Icelanders spend lots of time in the digital world.

Digital content (games, apps, films, books) = mainly English.

Promotes bilingual skills, BUT influence of English is overwhelming & fast.

Effects on Younger Generations

Teenagers sometimes speak entirely in English at school.

Young children may describe pictures more easily in English.

Risk: young people may lose their mother tongue.

4. Why Icelandic is Disadvantaged Digitally

Tech companies offer options for big languages (e.g., French)
→ but Icelandic population is tiny (similar to city of Nice).

Icelandic grammar is complex, harder for tech companies to support.

Tech giants don’t see Icelandic as financially worth developing.

5. Government Action

Funding a Language Technology Fund:
→ develop Icelandic apps, social media, digital tools.

But progress is slow and difficult.

6. The Future of Icelandic

Positives:

Still the official language of education and government.

Has survived 1,000+ years.

Experts say its future in Iceland is stable.

Negatives:

Becoming a second choice for young people.

Cultural identity may weaken.

Concern: children learning two languages but not mastering either →
difficulty expressing themselves properly.

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Practice English listening with dictation exercises - dailydictation.com

# data[].attributes.attachment_link.description
Free exercise for English learners to practice easily and improve quickly. Prepare for the IELTS exam and get better at English, especially listening skills. Cam17 - Test 2 - Part 4 - Listen and Type.

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Week 8                                             Listening Test 2 - Cam 16- Part 4.             Title:The Impact of Digital Technology on the Icelandic Language                                                   Source: 

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Week 8                                             Listening Test 2 - Cam 16- Part 4.             Title:The Impact of Digital Technology on the Icelandic Language                                                   Source: 

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1. Introduction

Topic: Effect of digital technology on languages and speakers.

Case study: Icelandic, ~321,000 speakers, mostly in Iceland.

Problem: not the number of speakers, not borrowing words.

2. Characteristics of Icelandic

Vocabulary increasing → new words created internally (e.g., “vafri” = web browser).

Language has changed very little in 1,000 years.

Can handle 21st-century concepts.

Still alive and growing.

3. Problem: English Influence via Digital Media

Young Icelanders spend lots of time online, mostly in English.

Smartphones, apps, games, films, books → mostly English.

Positive: improves bilingual skills.

Negative: overwhelming English influence, rapid change.

Parents/grandparents less affected (strong native Icelandic skills).

Consequences:

Teenagers may speak English in playgrounds.

Younger children may describe pictures more easily in English.

Risk: loss of mother tongue.

4. Challenges for Icelandic in Technology

Internet companies prioritize languages with larger populations (French vs Icelandic).

Icelandic grammar is complex → tech giants not interested.

5. Government Action

Language Technology Fund → develop Icelandic apps, social media, digital systems.

Progress = difficult but necessary.

6. Future Outlook

Positives:

Official language of education and government.

Survived 1,000+ years.

Negatives:

Becoming a second choice for young people.

Possible cultural/identity loss.

Children learning two languages, neither fully fluent → may affect self-expression

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Practice English listening with dictation exercises - dailydictation.com

# data[].attributes.attachment_link.description
Free exercise for English learners to practice easily and improve quickly. Prepare for the IELTS exam and get better at English, especially listening skills. Cam17 - Test 2 - Part 4 - Listen and Type.

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Week 9                                            Listening Test 3 - Cam 18- Part 1.             Title:   Joining a Photography Club: Membership Application and Interests                                             Source: https://dailydictation.com/exercises/ielts-listening/cam18-test-3-part-1.775/listen-and-type

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Week 9                                            Listening Test 3 - Cam 18- Part 1.             Title:   Joining a Photography Club: Membership Application and Interests                                             Source: https://dailydictation.com/exercises/ielts-listening/cam18-test-3-part-1.775/listen-and-type

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1. Introduction

Club: Wayside Camera Club

Contact: Breda speaking

Applicant: Dan Green

2. Personal Details

Email: dan1068@market.com

Address: 52 Marrowfield Street, Peacetown, ~10 miles from club

3. How He Heard About the Club

Suggested by a relative who belongs to another photography club

Relative recommended Wayside Camera Club

4. Reasons for Joining

Interested in competitions

Enjoy socializing with other photographers

5. Membership Options

Full membership: £30/year → includes voting rights

Associate membership: £20/year → no voting rights

Dan chooses full membership

6. Photography Experience

Entered 3 competitions in the past, no wins yet

Example theme: “Domestic Life” → photos related to home

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Practice English listening with dictation exercises - dailydictation.com

# data[].attributes.attachment_link.description
Online dictation exercises for learners to improve English listening skills quickly. All levels from basic, intermediate to advanced. 100% Free.

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Week 9                                              Listening Test 3 - Cam 18- Part 2.             Title:     Foraging Wild Mushrooms: Safety, Identification, and Usage                                      Source: 

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Week 9                                              Listening Test 3 - Cam 18- Part 2.             Title:     Foraging Wild Mushrooms: Safety, Identification, and Usage                                      Source: 

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1. Safety Considerations

Some mushrooms are extremely poisonous → never eat mushrooms picked by others.

Avoid mushrooms near busy roads.

Poisonous mushrooms can look similar to edible ones.

Smell is not a reliable indicator of edibility.

Just because animals eat them doesn’t mean they’re safe for humans.

2. Edibility and Preparation

Mushrooms can be eaten cooked or raw.

Peeling is not necessary.

Some edible mushrooms are brightly colored (not always pale).

3. Where and When to Collect

Good habitats: local parks, playing fields, wooded areas.

Early morning is best to beat competition from people and wildlife.

Beginners should not go alone or rely solely on books/photos.

Using apps can help, but signal may be unreliable.

Ideal to go with a group led by an expert.

4. Conservation Rules

Don’t pick all mushrooms in one area.

Collect only enough for personal use.

Avoid trampling young mushrooms or other plants.

Don’t pick endangered/protected species.

Mushroom habitats affected by housing development and water usage.

5. Storage and Cooking

Collect in brown paper bag, store in fridge immediately.

Best to cook soon after washing carefully.

Safe to try in various dishes: stir fries, risottos, pasta.

Eat small quantities at first → some people may react badly.

6. Encouragement

Wild mushrooms offer variety not found in shops.

Be adventurous with types and recipes.

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Week 9                                              Listening Test 3 - Cam 18- Part 3.             Title:    Automation and the Future of Work: Lessons from History and Modern Trends                                      Source: 

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Week 9                                              Listening Test 3 - Cam 18- Part 3.             Title:    Automation and the Future of Work: Lessons from History and Modern Trends                                      Source: 

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1. Historical Context

First Industrial Revolution (19th century, Britain)

Automation began with textile industry machines.

Workers called Luddites destroyed machines fearing job loss.

Industrialisation created more jobs than it destroyed.

2. Future Work Outlook

Optimistic view: robots will handle repetitive tasks, freeing humans for more engaging work.

Concerns:

People may not have more leisure time.

Lower unemployment may take time.

Working age increasing as life expectancy rises.

3. Technology and Job Changes

Accountants: jobs increased ×20 vs 19th century, more efficient due to technology.

Hairdressers: demand increased due to higher earnings, technology has little effect.

Administrative staff: major changes in responsibility and status, less monotonous work.

Agricultural workers: dropped from ~25% (1871) to <0.2% of population.

Care workers: minimal in 19th century, now growing due to longer lifespan.

Bank clerks: declining since 1980s, ATMs reduce demand, future uncertain.

4. Key Insights

Technological change affects job type, demand, and working methods.

Some jobs are resilient despite technology; others are vulnerable.

Predicting the future impact of technology on employment is difficult.

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That seminar yesterday on automation and the future of work was really good, wasn't it?

Looking at the first industrial revolution in Britain in the 19th century

and seeing how people reacted to massive change was a real eye opener.

Yes.

It was interesting to hear how people felt about automation then

and what challenges they faced.

I didn't know that first started with workers in the textile industry.

With those protesting workers called the Luddites

destroying their knitting machines because they were so worried about losing their jobs.

Yes, and ultimately, they didn't achieve anything.

And anyway, industrialisation created more jobs than it destroyed.

but it probably didn't seem a positive thing at the time.

I can see why the Luddites felt so threatened.

I'm sure I would have felt the same.

The discussion about the future of work was really optimistic for a change.

I like the idea that work won't involve doing boring, repetitive tasks,

as robots will do all that.

Normally, you only hear negative stuff about the future.

Bit too optimistic, don't you think?

For example, I can't see how people are about to have more leisure time,

when all the evidence shows people are spending longer than ever at work.

And what about lower unemployment?

I'm not so sure about that.

Perhaps in the long term,

but not in the foreseeable future.

And I expect most people will be expected to work until they're much older

as everyone's living much longer.

That's already happening.

I enjoyed all that stuff on how technology's changed some jobs

and how they're likely to change in the near future.

You might think all the technological innovations would have put them out of a job,

but in fact there are more of them than ever.

They're still really in demand and have become far more efficient.

Right. That was amazing.

Twenty times more accountants in this country compared to the 19th century.

I'd never have thought that demand for hairdressing would have gone up so much in the last hundred years.

One hairdresser for every 287 people now,

compared to one for over 1,500.

Yeah because people's earning power has gone up so they can afford to spend more on personal services like that.

But technology hasn't changed the actual job that much.

No, they've got hairdryers, etc.

but it's one job where you don't depend on a computer...

The kind of work that administrative staff do has changed enormously, thanks to technology.

Even 20 years ago there were secretaries doing dictation and typing.

Yes. Really boring compared to these days,

when they're given much more responsibility and higher status.

A lot of graduates go in for this kind of work now...

I'd expected there to be a much bigger change in the number of agricultural workers in the 19th century.

But the 1871 census showed that roughly 25% of the population worked on the land.

Yeah, I'd have assumed it would be more than 50%.

Hmm... What about care workers?

They barely existed in the 19th century

as people's lifespan was so much shorter.

But now of course this sector will see huge growth.

Yeah, and it's hard enough to meet current demand.

The future looks quite bleak for bank clerks.

They've been in decline since ATMs were introduced in the 80s.

And technology will certainly make most of the jobs they do now redundant, I think.

I agree, although the situation may change.

It's very hard to predict what will happen.

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Practice English listening with dictation exercises - dailydictation.com

# data[].attributes.attachment_link.description
Free exercise for English learners to practice easily and improve quickly. Prepare for the IELTS exam and get better at English, especially listening skills. Cam18 - Test 3 - Part 3 - Listen and Type.

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Week 9                                              Listening Test 3 - Cam 18- Part 4.             Title: Space Traffic Management: Challenges and Solutions for Satellite Safety                                                 Source: 

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Week 9                                              Listening Test 3 - Cam 18- Part 4.             Title: Space Traffic Management: Challenges and Solutions for Satellite Safety                                                 Source: 

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1. Introduction

Space Traffic Management (STM): A system to manage the movement of satellites and objects in Earth’s orbit.

Goal: To prevent collisions between satellites and other space objects.

Comparison with Air Traffic Control: STM is similar, but for space.

2. Current Problems

Increasing number of satellites: Satellites are cheaper now; operators launch whole constellations of thousands of satellites.

Lack of effective tracking systems: Satellites do not have to transmit identifying information.

Space debris: Broken satellites, old space stations, small pieces that are dangerous.

Limited transparency:

Some satellites are military or commercial, and operators may not share information.

Data collection is difficult: location, characteristics, speed (thousands of km/h).

No continuous sensors: Only predictions of satellite orbits are possible.

3. Proposed Solutions

Standards for sharing information:

International agreement on how data is presented.

Must be global, accessible, and reliable.

Centralized database: Collect and manage all information on satellites and space debris.

International cooperation:

STM must build trust among all satellite operators worldwide.

Addressing space congestion:

As satellite numbers increase, STM becomes more important.

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In today's astronomy lecture,

I'm going to talk about the need for a system to manage the movement of satellites

and other objects in orbit around the Earth.

In other words, a Space Traffic Management system.

We already have effective Air Traffic Control systems

that are used internationally to ensure that planes navigate our skies safely.

Well, Space Traffic Management is a similar concept,

but focusing on the control of satellites.

The aim of such a system would be to prevent the danger of collisions in space

between the objects in orbit around the Earth.

In order to do this, we'd need to have a set of legal measures,

and we'd also have to develop the technical systems to enable us to prevent such accidents.

But unfortunately, at present we don't actually have a Space Traffic Management system that works.

What are the problems in developing such a system?

Well, for one thing, satellites are relatively cheap these days,

compared with how they were in the past,

meaning that more people can afford to put them into space.

So there's a lot more of them out there,

and people aren't just launching single satellites

but whole constellations, consisting of thousands of them designed to work together.

So space is getting more crowded every day.

But in spite of this, one thing you may be surprised to learn

is that you can launch a satellite into space

and, once it's out there, it doesn't have to send back any information to Earth to allow its identification.

So while we have international systems for ensuring we know where the planes in our skies are,

and to prevent them from colliding with one another,

when it comes to the safety of satellites,

at present we don't have anything like enough proper ways of tracking them.

And it isn't just entire satellites that we need to consider.

A greater threat is the huge amount of space debris in orbit around the Earth -

broken bits of satellite and junk from space stations and so on.

And some of these are so small that they can be very hard to identify,

but they can still be very dangerous.

In addition, some operators may be unwilling to share information about the satellites they've launched.

For example, a satellite may be designed for military purposes,

or it may have been launched for commercial reasons,

and the operators don't want competitors to have information about it.

And even if the operators are willing to provide it,

the information isn't easy to collect.

Details are needed about the object itself,

as well as about its location at a particular time -

and remember that a satellite isn't very big,

and it's likely to be moving at thousands of kilometres an hour.

We don't have any sensors that can constantly follow something moving so fast,

so all that the scientists can do is to put forward a prediction concerning where the satellite is heading next.

So those are some of the problems that we're facing.

Let's consider now some of the solutions that have been suggested.

One key issue is the way in which information is dealt with.

We need more information,

but it also needs to be accessible at a global level,

so we need to establish shared standards that we can all agree on

for the way in which this information is presented.

We already do this in other areas of science,

so although this is a challenge, it's not an impossible task.

Then, as all this information's collected,

it needs to be put together so it can be used,

and that will involve creating a single database on which it can be entered.

As we continue to push forward new developments,

congestion of the space environment is only going to increase.

To cope with this, we need to develop a system like the one I've described

to coordinate the work of the numerous spacecraft operators,

but it's also essential that this system is one that establishes trust in the people that use it,

both nationally and at a global level.

One interesting development...

# data[].attributes.attachment_link.title
Practice English listening with dictation exercises - dailydictation.com

# data[].attributes.attachment_link.description
Free exercise for English learners to practice easily and improve quickly. Prepare for the IELTS exam and get better at English, especially listening skills. Cam18 - Test 3 - Part 4 - Listen and Type.

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Week 10                                              Listening Test 4 - Cam 18- Part 1.             Title:    Job Opportunity Discussion – Receptionist Position                                           Source: 

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Week 10                                              Listening Test 4 - Cam 18- Part 1.             Title:    Job Opportunity Discussion – Receptionist Position                                           Source: 

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1. Introduction

Call between: Greg Preston (Employment Agency) & Julie Davison (job seeker).

Purpose: Discuss a potential receptionist job at a medical centre in Fordham.

2. Job Details

Position: Receptionist at a medical centre.

Location: Chastons Road, near the station in Fordham.

Main duties:

Dealing with patient enquiries (in person and on the phone).

Making and rescheduling appointments.

Keeping the database up-to-date.

Some general administrative tasks.

3. Requirements

Previous experience (Julie worked at a sports centre).

Ability to work in a high-pressure environment and stay calm.

Good IT skills.

Confidence in interacting with the public.

4. Contract Details

Start date: Beginning of next month.

Duration: Temporary until the end of September (possibility of extension).

Hours: 7:45 AM – 1:15 PM.

Transport: Parking available; also accessible by bus.

5. Next Steps

Employment agency will forward CV and references to the medical centre.

Julie to contact the centre to arrange an interview.

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Practice English listening with dictation exercises - dailydictation.com

# data[].attributes.attachment_link.description
Free exercise for English learners to practice easily and improve quickly. Prepare for the IELTS exam and get better at English, especially listening skills. CAM18 - Test 4 - Part 1 - Listen and Type.

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Week 10                                              Listening Test 4 - Cam 18- Part 2.             Title:  Introduction to the Museum of Farming Life – Visitor Tour                                             Source: 

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Week 10                                              Listening Test 4 - Cam 18- Part 2.             Title:  Introduction to the Museum of Farming Life – Visitor Tour                                             Source: 

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1. Museum Background

Entrance building constructed in 1880 for Alfred Palmer (Palmer biscuit factory).

Became student hall in 1911, museum in 1951.

Modern extension added in 2005 for collections.

Owned by the university – main building mostly not accessible to visitors.

Entry is free, includes galleries, outdoor areas, special exhibition rooms.

Photography allowed; cloakroom available.

Donation box present.

2. Museum Activities

Activities for children and students, e.g., museum club (free).

Demonstrations: specialist cheesemaker in Farmhouse Kitchen.

3. Key Areas and Exhibits

1. Four Seasons

Four-minute animation of a woodland scene.

Designed by film studies students.

2. Town and Country

Photographs of prize-winning sheep and shepherds.

3. Farmhouse Kitchen

Oldest collection of butter and cheese-making equipment.

4. A Year on the Farm

Seating for school visits, memory test available.

5. Wagon Walk

Farm carts from across the country with display boards.

Visitors advised to keep children close.

6. Garden Areas

Bees are Magic (currently closed; honey for sale in the shop).

The Pond: baby ducks, tiny frogs; fenced and safe.

4. Visitor Guidance

Visitors can explore galleries, garden, or revisit areas.

Staircase leads to landing with view over galleries.

Keep children safe around fragile exhibits.

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Good morning everyone, and welcome to the Museum of Farming Life.

I understand it's your first visit here,

so I'd like to give you some background information about the museum

and then explain a little about what you can see during your visit.

So, where we're standing at the moment is the entrance to a large building

that was constructed in 1880

as the home of a local businessman, Alfred Palmer, of the Palmer biscuit factory.

It was later sold and became a hall of residence for students in 1911,

and a museum in 1951.

In 2005, a modern extension was built to accommodate the museum's collections.

The museum's owned by the university,

and apart from two rooms that are our offices,

the university uses the main part of the building.

You may see students going into the building for lessons,

but it's not open to museum visitors, I'm afraid.

It's a shame because the interior architectural features are outstanding,

especially the room that used to be the library.

Luckily, we've managed to keep entry to the museum free.

This includes access to all the galleries, outdoor areas and the rooms for special exhibitions.

We run activities for children and students,

such as the museum club, for which there's no charge.

We do have a donation box just over there

so feel free to give whatever amount you consider appropriate.

if you'd like to leave your coats and bags somewhere.

Unlike other museums, photography is allowed here,

so you might like to keep your cameras with you.

You might be more comfortable not carrying around heavy rucksacks,

though keep your coats and jackets on as it's quite cold in the museum garden today.

I'd like to tell you about the different areas of the museum.

Just inside, and outside the main gallery,

we have an area called Four Seasons.

Here you can watch a four-minute animation of a woodland scene.

It was designed especially for the museum

by a group of young people on a film studies course, and it's beautiful.

Children absolutely love it, but then, so do adults.

The main gallery's called Town and Country.

It includes a photographic collection of prize-winning sheep and shepherds.

Leaving Town and Country, you enter Farmhouse Kitchen,

which is... well, self-explanatory.

Here we have the oldest collection of equipment for making butter and cheese in the country.

And this morning, a specialist cheesemaker will be giving demonstrations of how it's produced.

You may even get to try some.

After that, you can go in two directions.

To the right is a staircase

that takes you up to a landing from where you can look down on the galleries.

To the left is a room called A Year on the Farm.

There's lots of seating here as sometimes we use the room for school visits,

so it's a good place to stop for a rest.

If you're feeling competitive,

you can take our memory test in which you answer questions about things you've seen in the museum.

The next area's called Wagon Walk.

This contains farm carts from nearly every part of the country.

It's surprising how much regional variation there was.

Beside the carts are display boards with information about each one.

The carts are old and fragile,

so we ask you to keep your children close to you

and ensure they don't climb on the carts.

From Wagon Walk, you can either make your way back to reception

or go out into the garden

or even go back to take another look in the galleries.

In the far corner of the garden is Bees are Magic,

but we're redeveloping this area so you can't visit that at the moment.

You can still buy our honey in the shop, though.

Finally, there's The Pond,

which contains all kinds of interesting wildlife.

There are baby ducks that are only a few days old, as well as tiny frogs.

The Pond isn't deep and there's a fence around it,

so it's perfectly safe for children.

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Practice English listening with dictation exercises - dailydictation.com

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Free exercise for English learners to practice easily and improve quickly. Prepare for the IELTS exam and get better at English, especially listening skills. Cam18 - Test 4 - Part 2 - Listen and Type.

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Week 10                                              Listening Test 4 - Cam 18- Part 3.             Title:  Using Origami as an Educational Tool – Classroom Discussion                                         Source:

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Week 10                                              Listening Test 4 - Cam 18- Part 3.             Title:  Using Origami as an Educational Tool – Classroom Discussion                                         Source:

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1. General Observations

Origami can be a powerful educational tool.

Children develop skills while having fun.

Helps with:

Listening carefully to follow steps.

Concentration and focus.

Fine motor skills, especially for younger children.

Teamwork and problem-solving (if done without step-by-step instructions).

Understanding geometric concepts, symmetry, and fractions.

2. Individual Children Observed

1. Sid – initially disruptive, benefited from hands-on activity, improved concentration.

2. Jack – independent, experimented rather than asking for help.

3. Naomi – lost interest briefly, motivated by competition to improve.

4. Anya – very attentive, produced perfect bird with little effort; could handle more difficult tasks.

5. Zara – first-time experience, unsure initially, but outcome was positive.

3. Teacher’s Role

Preparation is key: showing physical examples step-by-step supports verbal instructions.

Physical examples help children visualize the goal.

Activity works better when teacher is well-prepared and demonstrates clearly.

4. Discussion Points

Origami isn’t widely used, possibly because:

Teachers may think it’s less appealing than digital tools.

Teachers may feel unskilled with hands-on crafts.

Potential in teaching:

Reinforce geometry concepts.

Introduce fractions.

Practice symmetry.

Seen as engaging, hands-on, and motivating for students.

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Week 10                                              Listening Test 4 - Cam 18- Part 3.             Title:      Victor Hugo – Life, Works, and Residence on Guernsey                                   Source: 

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Week 10                                              Listening Test 4 - Cam 18- Part 3.             Title:      Victor Hugo – Life, Works, and Residence on Guernsey                                   Source: 

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1. Introduction

Focus on Victor Hugo, French writer.

Famous work: Les Misérables (1862).

Adaptations: stage musical (1980s), film (2012).

Many know the story, but less about the author himself.

2. Early Career and Achievements

Prominent figure in Paris during his career.

Leading figure of the Romantic movement in literature.

Highly respected by colleagues.

Active socially: gave speeches on social issues, e.g., poverty.

3. Focus on Guernsey

Hugo lived on the island of Guernsey in the British Channel Islands.

The talk highlights his home there and its significance.

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Week 5                                                    Listening Test 2 - Cam 19                             Part 4.                                                      Title:    Tardigrades – The Microscopic “Water Bears”                                           Source: 

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Week 5                                                    Listening Test 2 - Cam 19                             Part 4.                                                      Title:    Tardigrades – The Microscopic “Water Bears”                                           Source: 

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1. General Information

Tardigrades are microscopic/near-microscopic animals.

Belong to phylum Tardigrada.

Length: 0.05–1 mm (largest species up to 1.2 mm).

Common nicknames: water bears (move like bears, live in water), moss piglets (appearance from front).

First discovered in 1773 by Johann Goeze.

2. Physical Characteristics

Body: short, rounded, barrel-like, with four segments.

Legs: each segment has a pair; claws or suction discs.

No lungs; oxygen transported in body fluid.

Head: squashed appearance; mouth has stylets to pierce plant/animal cells.

3. Habitat

Found worldwide, in wet environments: lakes, plants, moss.

4. Survival and Extremes

Can survive extreme conditions:

Temperatures: −200°C to +148°C

Radiation, high pressure

Enter cryptobiosis under extreme conditions:

Curl into a tun, metabolism <1%

Resume activity when rehydrated

Produce protein to protect DNA

Examples:

Revived after 30+ years in tun state (2016)

120-year-old tun reported in 1948 (not repeated)

Space survival tests: record ~10 days

5. Diet

Consume liquids, not chewable food.

Feed on moss juices, seaweed fluids, or other tardigrades.

6. Conservation

Existed for ~500 million years, survived five mass extinctions.

Not evaluated by IUCN; not endangered.

Described as thriving.

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Practice English listening with dictation exercises - dailydictation.com

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Online dictation exercises for learners to improve English listening skills quickly. All levels from basic, intermediate to advanced. 100% Free.

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Week 11                                                   Listening Test 3 - Cam 19                             Part 1 .                                                      Title: Shopping for Fresh and Organic Food in Kite Place                                              Source: 

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Week 11                                                   Listening Test 3 - Cam 19                             Part 1 .                                                      Title: Shopping for Fresh and Organic Food in Kite Place                                              Source: 

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1. Context

Shannon has recently moved into a new flat.

Her cousins are visiting, and she needs to cook for them.

Discussion about where to buy fish, vegetables, and other ingredients.

2. Fish Market

Located at the far end of Kite Place, over the bridge, on the right.

Opens until 4 PM; recommended to go by 3:30 PM.

Specializes in fish and shellfish, e.g., salmon, prawns.

Suggested trying samphire (a type of seaweed) – fry in butter.

3. Organic Shop

Name: Rose (named after a flower).

Sells vegetables, spices, coconut, and other organic products.

Located in a grey building near the fish market; shop on the left at the entrance.

Also sells items for dessert, e.g., mango, melon, tarts.

4. Supermarket

Only needed if ingredients are unavailable.

Accessible via purple minibus number 289.

5. Cooking Plans

Shannon plans to cook a fish curry for her cousins.

Ingredients include: 12 prawns, spices, coconut.

May also get home-made brown bread.

Desserts: prefers melon or strawberry tarts.

6. Notes / Tips

Arrive early at the fish market to avoid items running out.

Organic shop offers a variety of products beyond vegetables.

Trying new ingredients like samphire is encouraged.

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Practice English listening with dictation exercises - dailydictation.com

# data[].attributes.attachment_link.description
Online dictation exercises for learners to improve English listening skills quickly. All levels from basic, intermediate to advanced. 100% Free.