Cuốn 19 test 1

SALLY:   Good morning. Hinchingbrooke Country Park, Sally speaking. I’m one of the rangers.

JOHN:   Oh hello. My name’s John Chapman, and I’m a teaching assistant at a local primary school. I’ve been asked to arrange a visit to the park for two of our classes.

SALLY:   OK. What would you like to know?

JOHN:   Well, I’m new to this area, so perhaps you could tell me something about the park first, please.

SALLY:   Of course. Altogether the park covers 170 acres, that’s 69 hectares. 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. Q1 

JOHN:   Right.

SALLY:   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. Q2

JOHN:   OK, so I suppose with these different habitats there’s quite a variety of wildlife.

SALLY:   There certainly is – a lot of different species of birds and insects, and also animals like deer and rabbits.

JOHN:   And I understand you organise educational visits for school parties.

SALLY:   That’s right. We can organise a wide range of activities and adapt them to suit all ages.

JOHN:   Can you give me some examples of the activities?

SALLY:   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. Q3

JOHN:   Uhuh.

SALLY:   Another focus is on geography. The park is a great environment to learn and practice reading a map and using a compass to navigate around the park. Q4

JOHN:   Do you do anything connected with history?

SALLY:   Yes, we do. For instance, the children can explore how the use of the land has changed over time. Then there’s leisure and tourism.

JOHN:   That focuses on your visitors, I would imagine. Q5

SALLY:   Yes, mostly. 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. Q6

JOHN:   That must be fun!

SALLY:   Most children really enjoy it.

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SALLY:   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.

JOHN:   I would imagine they get a sense of freedom that might not be a normal part of their lives. Q7 

SALLY:   That’s right. 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. Q8

JOHN:   It sounds great. 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.

SALLY:   If there are over 30, 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. Q9 Q10

JOHN:   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.

SALLY:   We’ll look forward to hearing from you. Goodbye.

JOHN:   Goodbye, and thank you.

Cuốn 19 test 2

WOMAN:   Hi Coleman, how are you?

COLEMAN:   Good, thanks.

WOMAN:   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.

COLEMAN:   Why don’t you come along? I’m sure there’s room for another person.

WOMAN:   Really? So – who runs the classes?

COLEMAN:   He’s called a ‘coordinator’ – his name’s Gary Mathieson. Q1

WOMAN:   Let me note that down. Gary. . . . How do you spell his surname?

COLEMAN:   It’s M-A-T-H-I-E-S-O-N.

WOMAN:   Right, thanks.

COLEMAN:   He’s retired, actually, but he’s a really nice guy and he used to play in a lot of bands.

WOMAN:   Thanks. So how long have you been going?

COLEMAN:   About a month now.

WOMAN:   And could you play anything before you started?

COLEMAN:   I knew a few chords, but that’s all.

WOMAN:   I’m sure everyone will be better than me.

COLEMAN:   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! Q2

WOMAN:   Oh, that’s reassuring. So where do you meet?

COLEMAN:   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. Q3

WOMAN:   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?

COLEMAN:   It’s just beyond there at the bottom of New Street near the city roundabout. Q4

WOMAN:   Yes, of course.

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

WOMAN:   Right. And when do you meet? Is it at the weekend?

COLEMAN: 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. Q5

WOMAN:   Oh, I see. Well, I’d love to come, but I don’t have a guitar.

COLEMAN:   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. Q6

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WOMAN:   So what’s a typical lesson like with Gary?

COLEMAN:   Well, he always starts by getting us to tune our guitars. That takes about five minutes.

WOMAN:   Uhuh.

COLEMAN:   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. Q7

WOMAN:   Right.

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

WOMAN:   So is that using . . . what are they called . . . plectrums?

COLEMAN:   No – we just use our thumbs.

WOMAN:   Much easier.

COLEMAN:   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. Q8

WOMAN:   Do you learn to play any songs?

COLEMAN:   Yes – we do at least one song with words and chords. I mean that’s harder than you think.

WOMAN:   Oh, I’m sure it is!

COLEMAN:   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. Q9

WOMAN:   Do you do any finger picking?

COLEMAN:   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.

WOMAN:   That must be hard, though.

COLEMAN:   It is, 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. Q10

WOMAN:   That’s scary.

COLEMAN:   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.

WOMAN:   Well, thanks Coleman. I’ll go and have a look at that website, I think.