Transcription
Now turn to section one.
Section one. In this section you will hear two conversations. First you have some time to look at questions one to five.
Now listen carefully and answer questions one to five.
Oh, hi Dave. Long time no see.
Hi Maria. I just settled down. I thought I'd drop by.
Come on in. Take a seat. Would you like anything to drink? I have Sprite and orange juice.
Sprite would be fine. Oh, so how have you been?
Oh, not bad. And you?
Oh, I'm doing okay, but school has been really busy these days and I haven't had time to relax.
By the way, what's your major?
Hotel management.
Well, what do you want to do once you graduate?
Um, I haven't decided for sure, but I think I'd like to work for a hotel or travel agency in this area. How about you?
Well, when I first started college, I wanted to major in French, but I realized I might have a hard time finding a job using the language, so I changed my major to computer science. With the right skills, landing a job in the computer industry shouldn't be too difficult.
So, do you have a part-time job to support yourself through school?
Well, fortunately for me, I received a 4-year academic scholarship that pays for all of my tuition and books.
Wow, that's great.
Yeah. How about you? Are you working your way through school?
Yeah, I work three times a week at a restaurant near campus.
Oh, what do you do there?
I'm a cook.
How do you like your job?
It's okay. The other workers are friendly and the pay isn't bad.
Now you have a chance to read questions 6 to 10.
Now listen carefully and answer questions 6 to 10.
Several days later, Dave and Maria met on campus. So, what do you want to do tomorrow?
Well, let's look at this city guide here. Um, here's something interesting. Why don't we first visit the art museum in the morning?
Okay, I like that idea. And where do you want to have lunch?
How about going to an Indian restaurant? The guide recommends one downtown a few blocks from the museum.
Now, that sounds great. After that, what do you think about visiting the zoo? Well, it says here that there are some very unique animals not found anywhere else.
Well, to tell the truth, I'm not really interested in going there. Yeah, why don't we go shopping instead? There are supposed to be some really nice places to pick up souvenirs.
No, I don't think that's a good idea. We only have a few travelers checks left, and I only have $50 left in cash.
No problem. We can use your credit card to pay for my clothes.
Oh, no. I remember the last time you used my credit card for your purchases. Oh, well, let's take the subway down to the seashore and walk along the beach.
Now, that sounds like a wonderful plan.
That is the end of section one. You will have half a minute to check your answers.
Now turns to part two.
Part two. First you have some time to look at questions 11 to 15.
Now listen carefully and answer questions 11 to 15.
Starting at the beginning, you can see the on-off switch just beneath the two lights. Having turned the machine on, these lights now become very important. When the light on the left has gone out, you can begin making coffee as it means the water is now hot enough. Next to that is the water level light. If this is illuminated, it means the machine does not have enough water. It is essential that you turn the machine off and add more water the moment this light comes on. Otherwise, you could damage the heating element. Once you have checked that both the heater light and the water level light are off, make sure the filter holder, that's the part with the handle just under the control panel, is in place. Once you have your cups ready, it is time to press the coffee delivery switch. That's the button just above the filter holder beside the boiler meter. Remember to take a quick look at the meter as it tells you the exact temperature of the water. On both the left and right hand side of the machine on the same level as the filter holder, you can see the steam pipes used for heating milk. These steam taps need to be cleaned regularly to avoid blocking. And finally, if you do spill any coffee, don't worry. Just make sure that the drainage pipe at the bottom of the machine is leading into a sink or a suitable waste container. As with the steam taps, the drainage pipe needs regular cleaning.
Before you hear the rest of the talk, you have some time to look at questions 16 to 20.
Now listen and answer questions 16 to 20.
First and most importantly, I'll tell you where you should go from tomorrow for your lectures and classes. The health sciences building is on the west side of the campus opposite the library beside the history department. As you are probably aware, there are six modules to the course which will take a year to complete. That's two modules each term. In the first module of this term, you will be looking at current laws with regard to health and safety in the workplace. Don't forget that as you progress through the course, you should be building your thesis. This will need to be completed by the end of the year. Coursework will also be credited to your final grade. But the most important part of the course is the thesis. Now the final thing I want to tell you and again you should know this is that there will be a number of guest speakers throughout your course. They will come from a number of different medical backgrounds but they will all be giving you their views on the relevance of health sciences in their occupations.
That is the end of part two.
You now have half a minute to check your answers.
Now turn to section three.
Section three, you'll hear three university students talking about a presentation which one of them has to give. First, you have some time to look at questions 21 to 24.
Now listen carefully and answer questions 21 to 24.
Hi Joe. Hi Isabelle. Hi Paul.
Oh, hi Paul. I've heard you've been stressing out about your presentation on art.
I am. Are you still going to talk about the different types of art?
Yes. Well, I was planning to, but there's so much stuff on the subject that I'm finding it difficult to put it all into one short presentation.
Huh. I usually have the opposite problem. There's nothing worse than going blank, forgetting your words in front of a group of people.
Well, the problem is that I don't know how to organize what I want to say in the presentation.
Well, you know everything there is to know about the subject. It's just a question of selecting what you want to talk about.
Well, there's a lot to discuss about the different periods in art.
That's a good way to start. Then you can bring in how specific types of art were popular in each period.
Yes. Like how sculpture was popular in the classical period and paintings were popular in the Renaissance period. and how now a wide variety of media are used to create modern art.
As long as you keep it concise because it's a large area, there's so many periods and movements in art and you don't want to just list them one by one.
I agree. An explanation of the movements and periods in art wouldn't be too long.
You're right. I need to just pick out some key points. Just mention the periods quickly so that I can move on to the real topic of the presentation.
Yes, the variety of art like sculpture, paintings, installations.
I have an idea. Why don't you prepare a timeline to show to the class? That would be a nice visual and it would focus your ideas so you don't get too sidetracked.
Great idea. It would certainly cut down on time.
Right. Then where are we? You'll begin with a very short introduction to the historical periods of art. Then you'll talk about popular types of art within these periods. That's sorted. Maybe you could also mention some key works of art in each period like the Venus de Milo tattoo or the screen by Edward Munch and give some interesting facts on them.
That's not a bad idea because it does give people a frame of reference when I talk about specific kinds of art. After giving a historical context, I should really talk about different forms of art. Shouldn't I?
Yes, you should.
After that, you can conclude with a question on what is considered to be art.
Now, that would be really interesting.
Yes. Comparing the traditional views of art with modern views.
Exactly.
I think I'll have a collection of pictures, including famous pieces of art from classic to modern projected on the wall, like the Mona Lisa and some pop art, and ask people whether they think it's art or not.
Before you hear the rest of the conversation, you have some time to look at questions 25 to 30.
Now listen and answer questions 25 to 30.
Showing some famous works and asking people what art is would certainly lead to discussion in the room. People's appreciation of art is so subjective and it comes down to taste. That's what I'm hoping for, some disagreement to liven up the presentation.
And you could stick in some really controversial ones like graffiti and modern art installations in between pieces of art that are universally accepted, like the work of the Renaissance painters.
Sounds good to me. I have to say, I really don't understand some modern art myself. There was one recently that was just a pile of rubbish. It doesn't require much skill to create, does it? And what does it mean? There's no point to it.
Actually, Joe, I like some modern art. It makes you look at the world in a different way. Artists now have the freedom to express themselves completely.
Yes, but there is an idea now that anything can be art. I've heard of paintings being sold for large sums of money which have been done by small children and animals. Now that's ridiculous.
Oh, you could find one of those paintings and put it in your presentation, couldn't you, Paul? That would really be interesting.
Well, Paul, what do you think?
I like it. Just thinking. I'll need to do some more research to find pictures for the slideshow.
Yes, we can help you. Can't we, Joe?
Of course. If you go to the fine art section of the library, I'm sure you'll find everything you need. Just ask the staff and they'll give you access to a slide bank of hundreds of famous works of art. And if you still can't find what you're looking for, use the library computers to go online. There are lots of images on the internet. Of course, you need to use a search engine like Google, but it's dead easy.
Thanks, guys. I'm feeling much clearer about the project. Your ideas have been really useful. I think I should end with a quote of some kind by a famous artist. What do you think?
That's a good idea. Now, let's go to the library and see what they have.
That is the end of section three. You now have half a minute to check your answers.
Now it turns to part four.
Part four. You will hear a talk on seasonal affective disorder. First, you have some time to look at questions 31 to 40.
Now listen carefully and answer questions 31 to 40.
In the past few years, a new condition has been identified and given a name, SAD, short for seasonal affective disorder. This is now recognized as a distinct kind of clinical depression where people become depressed at the onset of winter accompanied by a craving for sweet things causing weight gain. Each spring and summer would then bring on almost maniacal highs and feelings of boundless energy and happiness. Experiments to combat this depression showed that increased exposure to bright light in humans could suppress their production of a darkness related hormone called melatonin. The light needed to induce this change was about 2,000 lux or about four times brighter than ordinary household lighting. It was then calculated that if bright light could suppress melatonin secretion, then it might have other effects on the brain, including the reversal of symptoms of depression. While melatonin's precise role in SAD has not been pinned down, the theory led to effective treatment. Not surprisingly, SAD affects more people where winter nights are longer and days shorter. In the UK, an estimated half a million adults develop a full-blown SAD in winter and twice this number suffer the milder condition called subsyndromal SAD. About 80% of sufferers improve when given light therapy and improvement usually comes within 2 to 4 days. Scientists are still unsure why winter depression happens, but more than a decade of research has turned up some surprising findings. Nearly 80% of SAD victims are women. Researchers are uncertain why this is so. SAD can affect people at any age, but typically it begins around the age of 20 and becomes less common between 40 and 50. SAD is comparatively rare in children and adolescence, but so far researchers have been unable to come up with a logical reason for this. As many as half of SAD sufferers have at least one family member with depressive illness, suggesting that the depression has a genetic component. Some patients experience shifts in their body clocks when they're depressed in winter. They are morning people at one time of the year and become evening people at another. What is the underlying difference between SAD sufferers and others? A clue can be found in carbohydrate craving, a common symptom. People often become obsessed with chocolate, for example. Carbohydrates alter brain chemistry by increasing the level of a soothing chemical called serotonin, a neurotransmitter that carries signals between brain cells. SAD sufferers crave carbohydrates because they may need serotonin to lift their mood. This craving can be intense, in fact, an addiction. It may be that the serotonin system of the brain has problems regulating itself during the winter. Some SAD sufferers respond well to the drug Prozac, thought to influence the brain serotonin using system. Other brain chemicals and hormones probably play a role in winter depression. Another neurotransmitter, dopamine, for example, may be inadequate in certain cases. Researchers hope to uncover clues to SAD's secret by probing similarities between SAD and hibernation. Though no valid link between the two has been established, some SAD patients say they feel like hibernating animals. SAD sufferers tend to put on fat in autumn and early winter, roughly the time when such hibernators as bears and squirrels do.
That is the end of part four.
You now have half a minute to check your answers.