Children's Engineering Workshops

-Length: 6m11

-Content: Sarah told two daughters' father the activities would happen in the engineering workshops in the school holidays

Main content:

* Younger children: The "Tiny Engineers" program is designed for 4-5 year olds and involves activities such as designing protective egg casings, building the tallest tower, and constructing balloon-powered cars.

* Older children: The "Junior Engineers" program is tailored for 6-8 year olds and includes tasks like building model vehicles and animals, programming, and bridge design.

* Course information: The courses provide details about schedules, locations, fees, and additional activities such as animation and robotics.

* Key details:

* Time: Classes are held on Wednesdays from 10 am to 11 am.

* Location: The workshops take place in building 10A at Fradstone Industrial Estate in Grasford.

* Cost: The "Tiny Engineers" program costs £40, while the "Junior Engineers" program costs £50.

* Additional activities: Apart from the core activities, children can also engage in animation and robotics projects.

PART 2.

family's experience with a new housing development.

Stevenson's Company Introduction

* History: Founded in 1926 by Ronald Stevenson.

* Original Plans: Intended to manufacture components for machine tools and automotive industries.

* Initial Focus: Produced goods for hospitals and healthcare industry for the first five years.

* Expansion: Expanded the premises but plans to refurbish the site due to outdated layout.

Work Experience Program

Students will have presentations from managers about different departments, starting with research and development.

Students will spend time in each department, observing and talking to employees.

Unlike previous years, there won't be a teacher from the school visiting at the end of each week.

Site Orientation

* Reception: Located at the entrance.

* Coffee Room: Located in the corridor to the left, with a view of the main road and trees.

* Factory: Located on the far side of the site.

* Warehouse: Accessible by crossing the courtyard and turning right.

* Staff Canteen: Located next to reception, with a view of a corridor and courtyard.

* Meeting Room: Located at the end of the corridor to the left of the courtyard.

* Human Resources Department: Located in the corridor to the left of reception.

* Boardroom: Located at the end of the corridor past the courtyard, with a view of the trees.

Good morning, everyone, and welcome to Stevenson’s, one of the country’s major manufacturers of metal goods. Thank you for choosing us for your two weeks of work experience. My name is Julia Simmons, and since the beginning of this year I’ve been the managing director.

Stevenson’s is quite an old company. Like me, the founder, Ronald Stevenson, went into the steel industry when he left school – that was in 1923. He set up this company when he finished his apprenticeship, in 1926 (Q11), although he actually started making plans two years earlier, in 1924. He was a very determined young man!

Stevenson’s long-term plan was to manufacture components for the machine tools industry – although in fact that never came about – and for the automotive industry, that is, cars and lorries. However, there was a delay of five years before that happened, because shortly before the company went into production, Stevenson was given the opportunity to make goods for hospitals and other players in the healthcare industry, so that’s what we did for the first five years (Q12).Over the years, we’ve expanded the premises considerably – we were lucky that the site is big enough, so moving to a new location has never been necessary (Q13). However, the layout is far from ideal for modern machinery and production methods, so we intend to carry out major refurbishment of this site (Q13) over the next five years. I’d better give you some idea of what you’ll be doing during your two weeks with us, so you know what to expect. Most mornings you’ll have a presentation from one of the managers (Q14), to learn about their department, starting this morning with research and development. And you’ll all spend some time in each department, observing what’s going on and talking to people – as long as you don’t stop them from doing their work altogether! In the past, a teacher from your school has come in at the end of each week to find out how the group were getting on, but your school isn’t able to arrange that this year.

OK, now I’ll briefly help you to orientate yourselves around the site. As you can see, we’re in the reception area, which we try to make attractive and welcoming to visitors. There’s a corridor running left from here, and if you go along that, the door facing you at the end is the entrance to the coffee room. This looks out onto the main road on one side, and some trees on the other (Q15), and that’ll be where you meet each morning.

The factory is the very big room on the far side of the site. Next to it is the warehouse, which can be accessed by lorries going up the road to the turning area at the end. You can get to the warehouse by crossing to the far side of the courtyard, and then the door is on your right (Q16).

Somewhere you’ll be keen to find is the staff canteen. This is right next to reception (Q17). I can confidently say that the food’s very good, but the view isn’t. The windows on one side look onto a corridor and courtyard, which aren’t very attractive at all, and on the other onto the access road, which isn’t much better.

You’ll be using the meeting room quite often, and you’ll find it by walking along the corridor to the left of the courtyard, and continuing along it to the end. The meeting room is the last one on the right (Q18), and I’m afraid there’s no natural daylight in the room.

Then you’ll need to know where some of the offices are. The human resources department is all the front of this building, so you head to the left along the corridor from reception, and it’s the second room you come to. It looks out onto the main road (Q19).

And finally, the boardroom (Q20), where you’ll be meeting sometimes. That has quite a pleasant view, as it looks out on to the trees. Go along the corridor past the courtyard, right to the end. The boardroom is on the left, next to the factory.

artificial sweeteners.

The conversation revolves around two students preparing a presentation on nutrition. They discuss a study they conducted on artificial sweeteners and their effects on the body.

JESS: How are you getting on with your art project, Tom?

TOM: OK. Like, they gave us the theme of birds to base our project on, and I’m not really all that interested in wildlife. But I’m starting to get into it. I’ve pretty well finished the introductory stage.

JESS: So have I. When they gave us all those handouts with details of books and websites to look at (Q21/Q22), I was really put off, but the more I read, the more interested I got.

TOM: Me too. I found I could research so many different aspects of birds in art – colour, movement, texture. So I was looking forward to the Bird Park visit.

JESS: What a letdown! It poured with rain and we hardly saw a single bird. Much less use than the trip to the Natural History Museum (Q21/Q22).

TOM: Yeah, I liked all the stuff about evolution there. The workshop sessions with Dr Fletcher were good too, especially the brainstorming sessions.

JESS: I missed those because I was ill. I wish we could’ve seen the projects last year’s students did.

TOM: Mm. I suppose they want us to do our own thing, not copy.

JESS: Have you drafted your proposal yet?

TOM: Yes, but I haven’t handed it in. I need to amend some parts. I’ve realised the notes from my research are almost all just descriptions, I haven’t actually evaluated anything. So I’ll have to fix that (Q23/Q24).

JESS: Oh, I didn’t know we had to do that. I’ll have to look at that too. Did you do a timeline for the project?

TOM: Yes, and a mind map.

JESS: Yeah, so did I. I quite enjoyed that. But it was hard having to explain the basis for my decisions in my action plan.

TOM: What?

JESS: You know, give a rationale.

TOM: I didn’t realise we had to do that. OK, I can add it now. And I’ve done the video diary presentation, and worked out what I want my outcome to be in the project.

JESS: Someone told me it’s best not to be too precise about your actual outcome (Q23/Q24) at this stage, so you have more scope to explore your ideas later on. So I’m going to do back to my proposal to make it a bit more vague.

TOM: Really? OK, I’ll change that too then.

TOM: One part of the project, I’m unsure about is where we choose some paintings of birds and say what they mean to us. Like, I chose a painting of a falcon by Landseer. I like it because the bird’s standing there with his head turned to one side, but he seems to be staring straight at you. But I can’t just say it’s a bit scary, can I?

JESS: You could talk about the possible danger suggested by the bird’s look (Q25).

TOM: Oh, OK.

JESS: There’s a picture of a fish hawk by Audubon I like. It’s swooping over the water with a fish in its talons, and with great black wings which take up most of the picture.

TOM: So you could discuss it in relation to predators and food chains?

JESS: Well actually I think I’ll concentrate on the impression of rapid motion it gives. (Q26)

TOM: Right.

JESS: Do you know that picture of a kingfisher by van Gosh – it’s perching on a reed growing near a stream.

TOM: Yes, it’s got these beautiful blue and red and black shades.

JESS: Mm hm. I’ve actually chosen it because I saw a real kingfisher once when I was litter, I was out walking with my grandfather (Q27), and I’ve never forgotten it.

TOM: So we can use a personal link?

JESS: Sure.

TOM: OK. There’s a portrait called William Wells. I can’t remember the artist but it’s a middle-aged man who’s just shot a bird. And his expression, and the way he’s holding the bird in his hand suggests he’s not sure about what he’s done. To me it’s about how ambiguous people are in the way they exploit the natural world. (Q28)

JESS: Interesting. There’s Gauguin’s picture Vairumati. He did it in Tahiti. It’s a woman with a white bird behind her that is eating a lizard, and what I’m interested in is what idea this bird refers to. Apparently, it’s a reference to the never-ending cycle of existence. (Q29)

TOM: Wow. I chose a portrait of a little boy, Giovanni de Medici. He’s holding a tiny bird in one fist (Q30). I like the way he’s holding it carefully so he doesn’t hurt it.

JESS: Ah right.

TEST 4.

the history of the telegraph.

Ancient philosophy is not just about talking or lecturing, or even reading long, dense books. In fact, it is something people have used throughout history – to solve their problems and to achieve their greatest triumphs.

Specifically, I am referring to Stoicism, which, in my opinion, is the most practical of all philosophies (Q31) and therefore the most appealing. Stoicism was founded in Ancient Greece by Zeno of Citium in the early 3rd century BC, but was practised by the likes of Epictetus, Cato.

Seneca and Marcus Aurelius. Amazingly, we still have access to these ideas, despite the fact that the most famous Stoics never wrote anything down for publication (Q32). Cato definitely didn’t. Marcus Aurelius never intended his Meditations to be anything but personal. Seneca’s letters were, well, letters and Epictetus’ thoughts come to us by way of a note-taking student.

Stoic principles were based on the idea that its followers could have an unshakable happiness in this life and the key to achieving this was virtue. The road to virtue, in turn, lay in understanding that destructive emotions, like anger and jealousy, are under our conscious control – they don’t have to control us, because we can learn to control them. In the words of Epictetus: “external events I cannot control, but the choices I make with regard to them, I do control”. (Q33)

The modern day philosopher and writer Nassim Nicholas Taleb defines a Stoic as someone who has a different perspective on experience which most of us would see as wholly negative (Q34); a Stoic “transforms fear into caution, pain into transformation, mistakes into initiation and desire into undertaking”. Using this definition as a model, we can see that throughout the centuries Stoicism has been practised in more recent history by kings, presidents, artists, writers and entrepreneurs.

The founding fathers of the United States were inspired by the philosophy. George Washington was introduced to Stoicism by his neighbours at age seventeen, and later, put on a play based on the life of Cato to inspire his men (Q35). Thomas Jefferson kept a copy of Seneca beside his bed.

Writers and artists have also been inspired by the stoics. Eugène Delacroix, the renowned French Romantic artist (known best for his painting Liberty Leading the People) was an ardent Stoic, referring to it as his “consoling religion”.

The economist Adam Smith’s theories on capitalism were significantly influenced by the Stoicism (Q36) that he studied as a schoolboy, under a teacher who had translated Marcus Aurelius’ works.

Today’s political leaders are no different, with many finding their inspiration from the ancient texts. Former US president Bill Clinton rereads Marcus Aurelius every single year, and many have compared former President Obama’s calm leadership style to that of Cato. Wen Jiabao, the former prime minister of China, claims that Meditations is one of two books he travels with and that he has read it more than one hundred times over the course of his life.

Stoicism had a profound influence on Albert Ellis, who invented Cognitive Behaviour Therapy (Q37), which is used to help people manage their problems by changing the way that they think and behave. It’s most commonly used to treat depression. The idea is that we can take control of our lives by challenging the irrational belief that create our faulty thinking, symptoms and behaviours by using logic instead. (Q38)

Stoicism has also become popular in the world of business. Stoic principles can build the resilience and state of mind required to overcome setbacks because Stoics teach turning obstacles into opportunity (Q39). A lesson every business entrepreneur needs to learn.

I would argue that study Stoicism is as relevant today as it was 2,000 years ago, thanks to its brilliant insights into how to lead a good life (Q40). At the very root of the thinking, there is a very simple way of living – control what you can and accept what you can’t. This is not as easy as it sounds and will require considerable practice – it can take a lifetime to master. The Stoics also believed the most important foundation for a good and happy life is not money, fame, power or pleasure, but having a disciplined and principled character – something which seems to resonate with many people today.

title : Buckworth Conservation Group

Length: 10 minutes

PETER: Hello?

JAN: Oh hello. My name’s Jan. Are you the right person to talk to about the Buckworth Conservation Group?

PETER: Yes, I’m Peter. I’m the secretary.

JAN: Good. I’ve just moved to this area, and I’m interested in getting involved. I was in a similar group where I used to live. Could you tell me something about your activities, please?

PETER: Of course. Well, we have a mixture of regular activities and special events. One of the regular ones is trying to keep the beach free of litter (Q1). A few of us spend a couple of hours a month on it, and it’s awful how much there is so clear. I wish people would be more responsible and take it home with them.

JAN: I totally agree. I’d be happy to help with that. Is it OK to take dogs (Q2)?

PETER: I’m afraid not, as they’re banned from the beach itself. You can take them along the cliffs, though. And children are welcome.

JAN: Right.

PETER: We also manage a nature reserve, and there’s a lot to do there all year round. For example, because it’s a popular place to visit, we spend a lot of time looking after the paths and making sure they’re in good condition for walking.

JAN: I could certainly help with that.

PETER: Good. And we have a programme of creating new habitats there. We’re just finished making and installing nesting boxes for birds to use, and next we’re going to work on encouraging insects (Q3) – they’re important for the biodiversity of the reserve.

JAN: They certainly are.

PETER: Oh, and we’re also running a project to identify the different species of butterflies (Q4) that visit the reserve. You might be interested in taking part in that.

JAN: Sure. I was involved in something similar where I used to live, counting all the species of months. I’d enjoy that.

PETER: Another job we’re doing at the reserve is replacing the wall (Q5) on the southern side, between the parking area and our woodshed. It was badly damaged in a storm last month.

JAN: OK.

PETER: Then as I said, we have a programme of events as well, both at the weekend, and during the week.

JAN: Right. I presume you have guided walks? I’d like to get to know the local countryside, as I’m new to the area.

PETER: Yes, we do. The next walk is to Ruston Island, a week on Saturday. We’ll be meeting in the car park at Dunsmore Beach at low tide – that’s when the sands are dry enough for us to walk to the island (Q6) without getting wet.

JAN: Sounds good.

PETER: The island’s a great place to explore. It’s quite small, and it’s got a range of habitats. It’s also an ideal location for seeing seals just off the coast, or even on the beach.

JAN: OK. And is there anything we should bring, like a picnic, for instance?

PETER: Yes, do bring one, as it’s a full-day walk. And of course it’ll be wet walking across and back, so make sure your boots (Q7) are waterproof.

JAN: I must buy a new pair – there’s a hole in one of my current ones! Well, I’d definitely like to come on the walk.

PETER: Great. Then later this month we’re having a one-day woodwork session in Hopton Wood.

JAN: I’ve never tried that before. Is it OK for beginners (Q8) to take part?

PETER: Definitely. There’ll be a couple of experts leading the session, and we keep the number of participants down, so you’ll get as much help as you need.

JAN: Excellent! I’d love to be able to make chairs.

PETER: That’s probably too ambitious for one day! You’ll be starting with wooden spoons (Q9), and of course learning how to use the tools. And anything you make is yours to take home with you.

JAN: That sounds like fun. When is it?

PETER: It’s on the 17th, from 10 a.m. until 3. There’s a charge of £35 (Q10), including lunch, or £40 if you want to camp in the wood.

JAN: I should think I’ll come home the same day. Well, I’d certainly like to join the group

Test 2.

So, hello everyone. My name’s Lou Miller and I’m going to be your tour guide today as we take this fantastic boat trip around the Tasmanian coast. Before we set off, I just want to tell you a few things about our journey.

Our boats aren’t huge as you can see. We already have three staff members on board and on top of that, we can transport a further fifteen people – that’s you – around the coastline. But please note if there are more than nine people on either side of the boat, we’ll move some of you over (Q11), otherwise all eighteen of us will end up in the sea!

We’ve recently upgraded all our boats. They used to be jet black, but our new ones now have these comfortable dark red seats and a light-green exterior (Q12) in order to stand out from others and help promote our company. This gives our boats a rather unique appearance, don’t you think?

We offer you a free lunchbox during the trip and we have three types. Lunchbox 1 contains ham and tomato sandwiches. Lunchbox 2 contains a cheddar cheese roll (Q13) and Lunchbox 3 is salad-based and also contains eggs and tuna. All three lunchboxes also have a packet of crisps and chocolate bar inside. Please let staff know which lunchbox you prefer.

I’m sure I don’t have to ask you not to throw anything into the sea. We don’t have any bins to put litter in, but Jess, myself or Ray, our other guide, will collect it from you (Q14) after lunch and put it all in a large plastic sack.

The engine on the boat makes quite a lot of noise so before we head off, let me tell you a few things about what you’re going to see.

This area is famous for its ancient lighthouse, which you’ll see from the boat as we turn past the first little island. It was built in 1838 to protect sailors as a number of shipwrecks had led to significant loss of life (Q15/16). The construction itself was complicated as some of the original drawings kept by the local council show. It sits right on top of the cliffs in a very isolated spot. In the nineteenth century there were many jobs there, such as polishing the brass lamps, chopping firewood and cleaning windows, that kept lighthouse keepers busy. These workers were mainly prison convicts until the middle of that century when ordinary families willing to live in such circumstances took over. (Q15/16)

Some of you have asked me what creatures we can expect to see. I know everyone loves the penguins, but they’re very shy and, unfortunately, tend to hide from passing boats, but you might see birds in the distance, such as sea eagles, flying around the cliff edges where they nest. When we get to the rocky area inhabited by fur seals, we’ll stop and watch them swimming around the coast. They’re inquisitive creatures so don’t be surprised if one pops up right in front of you (Q17/18). Their predators, orca whales, hunt along the coastline too, but spotting one of these is rare. Dolphins, on the other hand, can sometimes approach on their own or in groups as they ride the waves beside us. (Q17/18)

Lastly, I want to mention the caves. Tasmania is famous for its caves and the ones we’ll pass by are so amazing that people are lost for words when they see them. They can only be approached by sea (Q19/20), but if you feel that you want to see more than we’re able to show you, then you can take a kayak into the area on another day and one of our staff will give you more information on that. What we’ll do is to go through a narrow channel, past some incredible rock formations and from there we’ll be able to see the openings to the caves, and at that point we’ll talk to you about what lies beyond. (Q19/20)

Title : The Future of Farming

Length : 10 minutes

DIANA: So, Tim, we have to do a short summary of our work experience on a farm.

TIM: Right. My farm was great, but arranging the work experience was hard (Q21). One problem was it was miles away and I don’t drive. And also, I’d really wanted a placement for a month, but I could only get one for two weeks.

DIANA: I was lucky, the farmer let me stay on the farm so I didn’t have to travel. But finding the right sort of farm to apply to wasn’t easy.

TIM: No, they don’t seem to have websites, do they. I found mine through a friend of my mother’s, but it wasn’t easy.

DIANA: No.

TIM: My farm was mostly livestock, especially sheep. I really enjoyed helping out with them. I was up most of one night helping a sheep deliver a lamb … (Q22)

DIANA: On your own?

TIM: No, the farmer was there, and he told me what to do. It wasn’t a straightforward birth, but I managed. It was a great feeling to see the lamb stagger to its feet and start feeding almost straightaway, and to know that it was OK.

DIANA: Mm.

TIM: Then another time a lamb had broken its leg, and they got the vet in to set it, and he talked me through what he was doing. That was really useful.

DIANA: Yes, my farm had sheep too. The farm was in a valley and they had a lowland breed called Suffolks, although the farmer said they’d had other breeds in the past.

TIM: So were they bred for their meat? (Q23)

DIANA: Mostly, yes. They’re quite big and solid.

TIM: My farm was up in the hills and they had a different breed of sheep, they were Cheviots.

DIANA: Oh, I heard their wool’s really sought after.

TIM: Yes. It’s very hardwearing and they use it for carpets.

DIANA: Right.

TIM: I was interested in the amount of supplements they add to animals’ feed nowadays. Like, even the chickens got extra vitamins and electrolytes in their feed.

DIANA: Yes, I found that too. And they’re not cheap. But my farmer said some are overpriced for what they are. And he didn’t give them as a matter of routine, just at times when the chickens seemed to particularly require them. (Q24)

TIM: Yes, mine said the same. He said certain breeds of chickens might need more supplements than the others, but the cheap and expensive ones are all basically the same.

DIANA: Mm.

TIM: So did your farm have any other livestock, Diana?

DIANA: Yes, dairy cows. I made a really embarrassing mistake when I was working in the milk shed. Some cows had been treated with antibiotics, so their milk wasn’t suitable for human consumption, and it had to be put in a separate container. But I got mixed up, and I poured some milk from the wrong cow in with the milk for humans, so the whole lot had to be thrown away (Q25). The farmer wasn’t too happy with me.

TIM: I asked my farmer how much he depended on the vet to deal with health problems. I’d read reports that the livestock’s health is being affected as farmers are under pressure to increase production. Well, he didn’t agree with that, but he said that actually some of the stuff the vets do, like minor operations, he’d be quite capable of doing himself. (Q26)

DIANA: Yeah. My farmer said the same. But he reckons vets’ skills are still needed.

DIANA: Now we’ve got to give a bit of feedback about last term’s modules – just short comments, apparently. Shall we do that now?

TIM: OK. So medical terminology.

DIANA: Well, my heart sank when I saw that, especially right at the beginning of the course. And I did struggle with it.

TIM: I’d thought it’d be hard, but actually I found it all quite straightforward (Q27). What did you think about diet and nutrition?

DIANA: OK, I suppose.

TIM: Do you remember what they told us about pet food and the fact that there’s such limited checking into whether or not it’s contaminated? I mean in comparison with the checks on food for humans – I thought that was terrible. (Q28)

DIANA: Mm. I think the module that really impressed me was the animal disease one, when we looked at domesticated animals in different parts of the world, like camels and water buffalo and alpaca. The economies of so many countries depend on these, but scientists don’t know much about the diseases that affect them. (Q29)

TIM: Yes, I thought they’d know a lot about ways of controlling and eradicating those diseases, but that’s not the case at all.

I loved the wildlife medication unit. Things like helping birds that have been caught in oil spills. That’s something I hadn’t thought about before.

DIANA: Yeah, I thought I might write my dissertation on something connected with that. (Q30)

TIM: Right. So …

TEST 4.

Labyrinths have existed for well over 4,000 years. Labyrinths and labyrinthine symbols have been found in regions as diverse as modern-day Turkey, Ireland, Greece, and India. There are various designs of labyrinth but what they all have in common is a winding spiral path which leads to a central area. There is one starting point at the entrance and the goal is to reach the central area. Finding your way through a labyrinth involves many twists and turns, but it’s not possible to get lost as there is only one single path.

In modern times, the word labyrinth has taken on a different meaning and is often used as a synonym for a maze. A maze is quite different as it is a kind of puzzle (Q31) with an intricate network of paths. Mazes became fashionable in the 15th and 16th centuries in Europe, and can still be found in the gardens of great houses and palaces. The paths are usually surrounded by thick, high hedges so that it’s not possible to see over them. Entering a maze usually involves getting lost a few times before using logic to work out the pattern (Q32) and find your way to the centre and then out again. There are lots of dead ends and paths which lead you back to where you started. The word ‘maze’ is believed to come from a Scandinavian word for a state of confusion (Q33). This is where the word ‘amazing’ comes from.

Labyrinths, on the other hand, have a very different function. Although people now often refer to things they find complicated as labyrinths, this is not how they were seen in the past. the winding spiral of the labyrinth has been used for centuries as a metaphor for life’s journey. It served as a spiritual reminder that there is purpose and meaning to our lives and helped to give people a sense of direction. Labyrinths are thought to encourage a feeling of calm and have been used as a meditation and prayer tool in many cultures over many centuries. (Q34)

Test 2:

Title: Proposed Housing Development in Nunston

Source: Cambridge English Listening Test 2

Length: 7minutes 17

Content:

Key Points from the Listening:

Development Overview:

Location: Outskirts of Nunston

Purpose: To address housing demand for employees in the new industrial center

Features: Variety of housing types, proximity to amenities (hospital, school, airport), consideration of the steep slope

Hello everyone. 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. Q11/12

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, and we’ll look at that, 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. Q13/14

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. Q15

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. Q16

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. Q17

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. Q18

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. Q19

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

OK, so now does anyone …

Test 4:

Title: The History of Pockets".

Source: Cambridge English Listening Test 4

Length: 7 minutes 07

The passage discusses the history of pockets in European clothing, particularly focusing on their development for men and women.

It highlights how pockets were initially sewn into linings of garments and later became more visible and decorative. For women, pockets were initially tied onto their waists and hidden beneath their skirts, evolving into more accessible styles as fashion trends changed. The passage mentions the shift from using pockets to carrying bags and purses as the primary means of carrying personal belongings.

***

Good morning. Now, we’ve been asked to choose an aspect of European clothing or fashion and to talk about its development over time.

I decided to focus on a rather small area of clothing and that’s pockets. I chose pockets for two reasons, really. We all have them – in jeans, jackets, coats, for example – and even though we often carry bags or briefcases as well, nothing is quite as convenient as being able to pop your phone or credit card into your pocket. Yet, I suspect that, other than that, people don’t really think about pockets too much and they’re rather overlooked as a fashion item. Q31

It’s certainly very interesting to go back in time and see how pockets developed for men and women. In the 18th century, fashions were quite different from the way they are now, and pockets were too. If we think about male fashion first … that was the time when suits became popular. Q32 Trousers were knee-length only and referred to as ‘breeches’, the waistcoats were short and the jackets were long, but all three garments were lined with material and pockets were sewn into this cloth by whichever tailor the customer used. Q33 The wearer could then carry small objects such as pencils or coins on their person and reach them through a gap in the lining. Coat pockets became increasingly decorative on the outside for men who wanted to look stylish, but they were often larger but plainer if the wearer was someone with a profession who needed to carry medical instruments – a doctor or physician, for example. Q34

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The development of women’s pockets was a little different. For one thing, they weren’t nearly as visible or as easy to reach as men’s. Q35 In the 18th and 19th centuries, women carried numerous possessions on their person and some of these could be worth a lot of money. Women were more vulnerable to theft and wealthy women, in particular, worried constantly about pickpockets. So – what they did was to have a pair of pockets made that were tied together with string. Q36 The pockets were made of fabric, which might be recycled cloth if the wearer had little money or something more expensive, such as linen, sometimes featuring very delicate embroidery. Women tied the pockets around their waist so that they hung beneath their clothes. Q37 Remember, skirts were long then and there was plenty of room to hide a whole range of small possessions between the layers of petticoats that were commonly worn. They would have an opening in the folds of their skirts through which they could reach whatever they needed, like their perfume. Q38 Working women, of course, also needed to carry around items that they might use for whatever job or trade they were involved in, but their pairs of pockets still remained on the inside of their clothing, they just got bigger or longer sometimes reaching down to their knees!

So the tie-on pockets went well into the 19th century and only changed when fashion altered towards the end of that period. That’s when dresses became tighter and less bulky, and the pairs of pockets became very noticeable – they stood out too much and detracted from the woman’s image. Q39 Women who had been used to carrying around a range of personal possessions – and still wanted to – needed somewhere to carry these items about their person. That was when small bags, or pouches as they were known, came into fashion and, of course, they inevitably led on to the handbag of more modern times, particularly when fashion removed pockets altogether. Q40

Title: Hinchingbrooke Country Park: A School Visit

Length : 6 minute 04

Source : cambridge 19

The text discusses a school visit to Hinchingbrooke Country Park. The park ranger, Sally, provides information about the park's various habitats, wildlife, and educational activities. She highlights activities focused on science, geography, history, leisure and tourism, and music. The ranger also mentions the benefits of learning outside the classroom, such as encouraging creativity, self-discovery, and skill development. Finally, Sally discusses the cost of a full-day visit for a school group.

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Part 2:

Title : Working as a lifeboat volunteer

Length : 6 minute 47s

This listening section will take you into the world of those who volunteer for sea rescue missions. The speaker will share their real-life experiences, the challenges faced, and the joys of engaging in this meaningful work.

Key points i hear

The speaker describe the recruitment process, physical and health examinations, and the requirements to become a member of a rescue team.

hear about the daily tasks of a rescuer, from maintaining boats and equipment to regular training to be prepared for any situation.

Challenges: Rescue work is not easy. The speaker will share the difficulties such as working in harsh weather conditions, facing dangerous and stressful situations.

Besides the challenges, rescue work also brings a lot of joy and meaning. The speaker will share their feelings when saving a life and the satisfaction of contributing to the community.

Through this listening exercise, I have gained a deeper understanding of the essential knowledge and skills required for rescue work. I learned about the maximum response time for a rescue team after receiving a distress signal, the specialized equipment used by rescuers, and the various factors that influence the decision to launch a rescue vessel