Hướng dẫn làm bài tập Nghe đục lỗ

Bước 1: Nghe từng chỗ trống cần điền (Có thể tua lại nhiều lần để nghe điền)
Bước 2: Nếu có từ hoặc cụm từ nào không nghe ra (sau khi đã thử nghe 4-5 lần), thì
hãy ghi phiên âm tiếng Việt với âm thanh mình nghe thấy (KHÔNG được bỏ trống)
VD: accommodation -> ơ com mơ đây sần
Bước 3: Sau khi làm xong thì check lại đáp án (trong Key HW). Với những câu SAI
hoặc chưa điền được, bắt buộc phải chữa và NGHE LẠI 1-2 lần để ghi nhớ cách phát
âm của từ hoặc cụm từ.

Lesson 1 - Accommodation Form - RENTAL

PROPERTIES

Agent: Fairfield Rentals. Andrew Williams. How can I help you?

Woman: Oh hello. I'm calling from the UK - um, my family are moving to Canada
early next year, and we're hoping to find somewhere to rent in Fairfield for the first
six months while we settle in.

Agent: Right, I see. Well, let's get your details.

Woman: Yes, my name's Jane Ryder.

Agent: OK, Jane. And can I have a phone number - the best number to get you on?

Woman: Well, that'd probably be our home number - So 0044 for the UK, and then
it's 2086132978

Agent: Alright. And an email address, please, so we can send you out all the
information and forms.

Woman: I think it's best if I give you my husband's email - he's sitting in front of a
computer all day so he can print stuff off and get it back sooner than I could. It's
[email protected]. I'll just spell the company name for you.
Woman: That's visiontech

Agent: Great. And we have a question here about occupation.

Woman: Richard's an IT specialist for an advertising company. They're transferring

him to their Fairfield branch.

Agent: Actually, just your job for now, thanks.

Woman: Me? Im a doctor of a hospital in our town.

Agent: OK, I'll put that down. Now, what kind of accommodation are you looking
for? House, apartment?

Woman: An apartment, probably, as long as it has two bedrooms. There'll be me,

my husband and our ten-year- old son.

Agent: And so with an apartment, you're less likely to get a garden

Woman: That's OK

Agent: But what about a garage - is that something you'll want the apartment to
have?

Woman: Yes, that's definitely important.

Agent: OK, just a moment, I'll just make a note of that

Woman: But - er before we go on - I should probably say now that what we don’t
need is any furniture - because we'll be shipping all that over, and I don't really want
to pay for storage while we're waiting to buy a house.

Agent: Not a problem. I'll make a note of that.

Woman: Actually, though, just thinking about the kitchen, what can I expect from a
rental property? I mean, what kind of equipment is provided?

Agent: Well, the normal thing is that you get a stove - I think that's a cooker in
British English.

Woman: OK, good to know, but how about a fridge ? We'll be selling ours before
we come, so if possible, we'd like the apartment to have one for when we arrive.

Agent: I can certainly add that to the form. If there's any other whiteware that you
need - like a dishwasher for example, there are plenty of stores here that'll arrange
delivery on the same day as purchase.

Woman: Thanks. Hopefully we won't need to buy too many things.

Agent: Now, how about location? Have you done any research into the Fairfield
area?

Woman: Not that much so far.

Agent: Well, you mentioned you have a boy - I imagine you'd like to be fairly close
to a school

Woman: Good idea. That would help. What's public transport like in Fairfield? Is it
easy to get around?

Agent: The bus service is pretty comprehensive - there are plenty of local routes,
services into the city and out of town.

Woman:OK, and for a two-bedroom apartment – What sort of rent should we

expect to pay?
Agent: Well, looking at the properties we have at the moment, prices start from
around £730 per month, and - depending on the area - can go up to £1,200.

Woman: That's too much. Something halfway would be better.

Agent: So, would your limit be, say, 950$ ?

Woman: I'd say so, yes.

Agent: Can I ask if you smoke or if you have any pet ?

Woman: No to both questions. But I do have one more request, please.

Agent: Yes?

Woman: Well, I've also been offered a job - at Victoria General Hospital - and I
suspect I'll be working nights occasionally - so what I really need from any
apartment is for it to be quiet - so I can catch up on sleep if necessary during the
day.

Agent: Congratulations on the job offer. I'll add your request to the form. Well,
what I'll do is compile a list of suitable properties for you and send them via email.
Um, can I just ask – How did you hear about us ? Obviously not from our
commercials if you're living in the UK.

Woman: Actually, it was a friend of our. He spent a few months in Fairfield a

couple of years ago and he pointed us in the direction of your website.

Agent: Well, it's good to be recommended. So, what I'll do is…

Lesson 3 - JOB INQUIRY

WOMAN: Good evening. King's Restaurant.

MAN: Good evening, .……………………………………………………………………
I understand you have vacant.
WOMAN: Oh yes
MAN: I'd like to find out a few more details,if I may.
WOMAN: Yes,of course.Can I take your name?
MAN: It's Peter Chin.
WOMAN: Okay Peter.Well,if you want to ask about the job and then if we're both still
interested, we could arrange for you ……………………………………………………
MAN: Great,thanks. I'm afraid I missed the advert for the job but heard about it from a
friend.
WOMAN: That's no problem at all.What would you like to know?
MAN: Well,um,what sort of work is it - washing up?
WOMAN: ………………………………………………………
MAN: Oh right,fine.
WOMAN: And not waiting at table.
MAN: That'd be good. And …………………………………………………..would it be?
WOMAN: Well,we're really only busy at the weekend.
MAN: So two nights?
WOMAN: Three actually, so it would work out ………………………………………
MAN: That'd be fine. It wouldn't interfere with my studies.
WOMAN: Are you at the university?
MAN: Yes. First year Physics student.
WOMAN: On.right.
MAN: Um, and because I'm not an EU national, would I need a work permit?
WOMAN: Yes you would. Just get your tutor to sign it.
MAN: That wouldn't be a problem,if i were to get the job. Um,
……………………………………………………..?
WOMAN: Well, we have two branches - the one we're recruiting for is in Hillsdunne Road.
MAN: I don't know that. ..………….…………………………………please?
WOMAN: It's H-I-double L-S-D-U-double N-E Road.
MAN: Got that. Thanks. ………………………………………?
WOMAN: Yes. The nearest one would probably be just beside the library.
MAN: Oh yes, I know it.That'd be fine for me.And could I ask about the pay?
WOMAN: We're offering￡……… an hour.
MAN: That's very good. My last job was ￡3.95 an hour.
WOMAN: We feel it's pretty good and we also offer some good fringe benefits.
MAN: Really?
WOMAN: Well, ………………………………………, so you eat well.
MAN: Right, better than hostel food!
WOMAN: We certainly hope so! And ……………………………………………… for
working on national holidays.
MAN: Oh, that's a really good perk, isn't it?
WOMAN: Yes, we think so. And then because of ……………..
……………………………………………………….., if you're working after 11 o'clock
we drive you home.
MAN: Oh, that's good to know.
WOMAN: Well, we'd certainly be interested in …………………………………………,
if you're still interested?
MAN: Oh yes, certainly. Could I just also ask what qualities you're looking for?
WOMAN: Well, for this particular job
……………………………………………...,which you obviously do have!
MAN: Thank.
WOMAN: And you must be ……………………………………………., you know.
MAN: Well, I hope I'd...
WOMAN: So, when could you come in for an interview? We're actually quite quiet tonight?
MAN: Sorry, I couldn't come tonight.Or tomorrow, I'm afraid. Thursday's okay that'd be
22nd of October.
WOMAN: Fine, after 5 p.m.?
MAN: Yes, fine. ……………………………………………….?
WOMAN: Perfect. And could you bring along the names of two referees?
MAN: Yes, that's fine, no problem.
WOMAN: Good, …………………………………………...
MAN: Oh, by the way, who should I ask for?
WOMAN: Oh yes, of course, sorry. My name is Samira Manuja.
MAN: Can you spell that,please?
WOMAN: M-A-N-U-J-A.
MAN: Okay .……………………………………… Thanks very much.
WOMAN: Look forward to seeing you...
Lesson 5 - Early learning childcare center

MAN: Good morning. Welcome to the Early Learning Childcare Centre. How may I
help you?
WOMAN: Hi. I spoke to you …………………………………………... for next year.
MAN: Oh, yes. I’ll just get some details from you. So, you're her mother?
WOMAN: That’s right.
MAN: And, can I have your name?
WOMAN: …………………………………………...
MAN: And your daughter’s name?
WOMAN: It's Kate.
MAN: Now, we have several groups at the centre and
………………………………………….... How old is your daughter?
WOMAN: She’s three now but …………………………………………....
MAN: …………………………………………... because that's how old she'll be
when she starts.
WOMAN: Fine, she’s so excited about her birthday and coming to the centre.
MAN: That’s good to hear. And what's your address?
WOMAN: It’s …………………………………………...Woodside 4032.
MAN: And what’s the phone number?
WOMAN: Oh ... it’s ... …………………………………………...
MAN: So, have you decided on the days you’d like to bring your daughter here?
WOMAN: I’d prefer Monday and Wednesday if possible.
MAN: Mmm. I'll check, Monday’s fine, but …………………………………………...
Erm. Yes. Sorry. It seems to be a very popular day. We can offer you a Thursday or a
Friday as well.
WOMAN: Oh dear. I suppose …………………………………………... because she
has swimming on Friday.
MAN: OK, got that. Because a lot of parents work, we do offer flexible start and
finish times. We are open from 7:30 in the morning until 6 o'clock at night. What time
would you like your daughter to start?
WOMAN: …………………………………………... so I'll drop her off at 8:30.
WOMAN: You’re pretty close to the city here so that should give me plenty of time to
get there.
MAN: That’s fine. Now, we also need to decide which group she'll be in. We have
two different groups and they’re divided up according to age. There’s the green group,
………………………………………….... And then there’s the red group which is for
four- to five-year-olds.
WOMAN: She’s quite mature for her age and she can already write her name and read
a little.
MAN: Well, I’ll put her in the red group and we can always change her to the green
one if there are any problems.
WOMAN: That sounds fine.
MAN: Ok. Let's move on to meals. …………………………………………... As she’s
finishing pretty early, she won't need dinner, will you give her breakfast before she
comes?
WOMAN: Yes, she'll only need lunch.
MAN: Now, …………………………………………...we need to know about? Does
she have asthma or any hearing problems for example?
WOMAN: No. But …………………………………………...
MAN: Oh, I'll make a note of that.
WOMAN: Yes, she's pretty good about wearing them, she can’t see much without
them.
MAN: Right. OK. Now, …………………………………………...
WOMAN: So what sort of information do you need?
MAN: Just the name and number of a friend or family member we can contact
…………………………………………...
WOMAN: Okay. That’d better be my sister... Jenny Ball. That’s B-A-double L. Her
phone number is …………………………………………....
MAN: Great. So she is …………………………………………...?
WOMAN: Yes, that’s right.
MAN: I’ll make a note of that as well. Now, is there anything you’d like to ask?
WOMAN: What about payment? How much are the fees each term?
MAN: Well, for two days and the hours you’ve chosen, that will be $450 altogether.
WOMAN: OK, and do I have lo pay that now?
MAN: No, we send out invoices once the children start at the centre. You can choose
to pay at the end of each term or we do offer a slightly discounted rate
…………………………………………...
WOMAN: Oh. I’ll do that then. I find it easier to budget that way and I’m not used to
the term dates just yet.
MAN: Good, it makes it a lot simpler for us as well. Well, that’s everything. Would
you like me to show you around the center...?

Lesson 5 - Host family application

ADVISER: Good morning, how can I help you
STUDENT: Good morning. Umm, I understand
…………………………………………... with host families.
ADVISER: That's right... are you interested in...?
STUDENT: Yes...
ADVISER: Well please sit down and I'll just take a few details.
STUDENT: Thank you.
ADVISER: Right, now... what name is it?
STUDENT: Jenny Chan.
ADVISER: …………………………………………...
STUDENT: Yes... J-E-N-N-Y C-H-A-N.
ADVISER: Right... and what is your …………………………………………...?
STUDENT: Sea View Guest House. …………………………………………...
ADVISER: OK, and do you know the phone number there?
STUDENT: Yes... I have it here, ummm... 2237676, but I'm only there after about 7
pm.
ADVISER: So when would be …………………………………………...?
STUDENT: I suppose …………………………………………..., before I leave for
the college.
ADVISER: Great... and can I ask you your age?
STUDENT: I've just had my nineteenth birthday.
ADVISER: And how long would you want to stay with the host family?
STUDENT: I'm planning on …………………………………………... but at the
moment I'm definitely here for ………………………………………….... I have to
get an extension to my permit.
ADVISER: You're working on it? Fine... and what will be your occupation while
you're in the UK?
STUDENT: Studying English?
ADVISER: And what would you say your level of English is?
STUDENT: Umm. Good, I think I'd like to say 'advanced'
…………………………………………... the level of my spoken, so I suppose it's
intermediate.
ADVISER: Certainly your spoken English is advanced. Anyway, which area do you
think you would prefer?
STUDENT: Ummm, well I'm studying right in the centre but I'd really like to live in
the north-west.
ADVISER: …………………………………………..... we usually have lots of
families up there.
ADVISER: And do you have any particular requirements for diet?
STUDENT: Well, I'm nearly a vegetarian... not quite.
ADVISER: Shall I say you are? It's probably easier that way.
STUDENT: That would be best.
ADVISER: …………………………………………...
STUDENT: I would prefer my own facilities - 'en suite', is that right? And also if it's
possible a TV and I'd also like the house ……………………………………………
rather than just a yard, somewhere I could sit and be peaceful.
ADVISER: Is that all?
STUDENT: Well... I'm really serious about improving my English so I'd prefer to be
…………………………………………... if that's possible?
ADVISER: No other guests... Yes,…………………………………………....
Anyway, obviously all this is partly dependent on how much you're willing to pay.
What did you have in mind?
STUDENT: I was thinking in terms of about £60-£80 a week, but I'd go up to a
hundred if it was something special.
ADVISER: Well I don't think we'd have any problems finding something for you.
STUDENT: Oh, good.
ADVISER: And when would you want it for?
STUDENT: I'd like to move in …………………………………………...
ADVISER: Let me see, it's the 10th today... so if we go for the Monday
…………………………………………...
STUDENT: Yes.
ADVISER: Right... good, and if I could ask one last question...

Lesson 7 - Junior Cycle Camp

JAKE: Hello, Junior Cycle camp, Jake speaking.
WOMAN: Hi. I'm calling for some information about the cycle camp -
…………………………………………...
JAKE: Great. Well, it's held every weekday morning over the summer vacation and
we focus on basic cycling skills and safety. We have eight levels for children from
three years upwards. How old's your son?
WOMAN: Charlie? He's seven. He can ride a bike,
…………………………………………… before he's safe to go on the road.
JAKE: He'd probably be best in Level 5. They start off practising on the site here, and
we aim to get them riding on the road, but first
………………………………………….... away from the traffic.
WOMAN: Right. And can you tell me a bit about the instructors?
JAKE: Well, all our staff wear different coloured shirts. So, we have three
supervisors, and they have red shirts. They support the instructors, and they also stand
in for me if I'm not around. Then …………………………………………..., and one
of these is responsible for each class.
WOMAN: ОК.
JAKE: In order to be accepted, …………………………………………... from
someone who's seen them work with children - like if they've worked as a babysitter,
for example. Then they have to…………………………………………... including
how to do lesson plans, and generally care for the well-being of the kids in their class.
They do a great job, I have to say.
WOMAN: Right. And tell me a bit about the classes. What size will Charlie's class
be?
JAKE: We have a limit of eight children in each class, so their instructor really gets to
know them well. They're out riding most of the time
…………………………………………..., where their instructor might tell them a
story that's got something to do with cycling, or get them to play a game together. It's
a lot of fun.
WOMAN: It must be. Now, what happens if there's rain? Do the classes still run?
JAKE: Oh yes. We don't let that put us off - we just put on our waterproofs and keep
cycling.
WOMAN: And is there anything special Charlie should bring along with him?
JAKE: Well, ……………………………………………, especially if the weather's
not so good. And a snack for break time.
WOMAN: How about a drink?
JAKE: No, we'll provide that. …………………………………………..., not sandals.
WOMAN: Sure. And just at present Charlie has to take medication every few hours,
so I'll make sure he has that.
JAKE: Absolutely. Just give us details of when he has to take it and we'll make sure
he does.
WOMAN: Thanks.
JAKE: Now, there are a few things you should know about Day 1 of the camp. The
classes normally start at 9.30 every morning, but on Day 1 you should aim to get
Charlie here by 9.20. The finishing time will be 12.30 as usual.
…………………………………………... because there are a few extra things to do.
The most important is that we have a very careful check to make sure that every
child's helmet fits properly. If it doesn't fit, we'll try to adjust it, or we'll find him
another one - but he must wear it all the time he's on the bike.
WOMAN: Of course.
JAKE: Then after that, all the instructors will be waiting to meet their classes, and
they'll meet up in the tent - you can't miss it. And
…………………………………………... and get started.
WOMAN: OK. Well that all sounds good. Now can you tell me how much the camp
costs a week?
JAKE: One hundred ninety-nine dollars. We've managed to keep the price more or
less the same as last year - it was one hundred ninety then. But the places are filling up
quite quickly.
WOMAN: Right. OK, well I'd like to book for …

Lesson 7 - Preston Park Run

MAN: Good morning - Dave Smith speaking.
WOMAN: Hi - could I speak to the organiser of the Preston Park Run?
MAN: Yes, that’s me.
WOMAN: Great - um - …………………………………………... about the run and
they suggested I contact you to get some more details.
MAN: Sure - what would you like to know?
WOMAN: Well - they said it takes place every Saturday, is that right?
MAN: Yes it does.
WOMAN: OK. Great!
MAN: Do you know where the park is?
WOMAN: Oh yes - I’ve been there before. But
…………………………………………... where to go.
MAN: Well there’s a circular track that goes right around the park. The run starts at
the café, goes past the tennis courts then twice around the lake and finishes back
where it started.
WOMAN: Ok and what time is the run?
MAN: Well …………………………………………… but the runners start arriving at
about 8:45.
WOMAN: OK - so I need to get up early Saturday morning then. And how long is the
run?
MAN: Well it used to be three kilometres but most people wanted to do a bit more
than that so we lengthened it to five kilometres - we now go round the lake twice and
that …………………………………………...
WOMAN: Right - not sure I’ve run that far so I’d better start doing a bit of training.
MAN: That’s a good idea. …………………………………………... it’s really just for
fun and the best thing would be to take it easy the first few times you do it and then
see if you can gradually improve your time.
WOMAN: Is the run timed then? How do I know how well I've done?
MAN: When you cross the finish line …………………………………………… and
you take this to one of the run volunteers, who will scan it. Then you can get your
time online when you go home.
WOMAN: Oh - I see. …………………………………………...
MAN: Exactly.
WOMAN: I see - that’s great. So how do I register?
MAN: Well there are several ways. I could take your details over the phone but
…………………………………………...
WOMAN: OK - good. Um, I think that's probably all I need to know for now. Oh yes.
…………………………………………... or do you collect money each week?
MAN: Well it doesn’t cost anything to register but we do charge for the run. In fact
we have just increased the charge to £1.50. It used to be a pound but because we were
making a bit of a loss we have had to increase it by 50p.
WOMAN: OK thanks. …………………………………………... taking part in the
run.
WOMAN: Um - you mentioned volunteers. I have a friend who is interested in
helping out. Can you give me some details so I can pass them on to her?
MAN: Sure - Well, you need to ask your friend to contact Pete Maughan. He manages
all the volunteers.
WOMAN: OK - …………………………………………... - was it Morn - M-O-R-N?
MAN: No - just …………………………………………... - it’s M-A-U-G-H-A-N.
WOMAN: Right - thanks. And you could give me his phone number?
MAN: Yes - just a moment. It’s here somewhere - let me just find it. Ah I’ve two
numbers for him. I think the one that begins 0-1-2-7-3 is an old one so use this one:
it’s 0-1-4-double 4-7-3-2-9-double zero.
WOMAN: OK - got that. Can you tell me anything about the volunteering?
…………………………………………...
MAN: Sure - well, we need volunteers for basic stuff like setting up the course. We
have to do that before all the runners arrive.
WOMAN: OK - so that’s a really early start.
MAN: Yes that’s right. But if …………………………………………... she can also
help with guiding the runners so they don’t go the wrong way.
WOMAN: I see. I believe you do a report on some of the races.
MAN: Yes that’s right. In fact we do …………………………………………... and
we always try to illustrate it.
WOMAN: OK - well my friend really likes taking photographs. She’s just bought a
new camera.
MAN: Actually that would be great. …………………………………………...
WOMAN: Oh, I’ll let her know.
MAN: OK good. Could you ask your friend to phone Pete and let him know?
WOMAN: Yes I will.
MAN: OK thanks. Goodbye.
WOMAN: Goodbye.
Lesson 9 - Online Exchange Business
BarterOnlineUK is a young, up and coming website in the United Kingdom where users can
‘buy’ ……………………………………………; however, instead of paying with money,
registered users instead exchange their purchase for an item of similar value.

This part is perhaps the most complicated, as the registered users themselves must mutually
………………………………………………………………., with value either being the
recommended retail price (RRP), or simply how much they believe the item to be worth.

The website has been founded ……………………………………………………… in the

north of England. Originally they exchanged their belongings among family members. They
frequently found themselves swapping their belongings when they no
longer………………………………………………………. They live by the motto ‘one
person’s trash is another person’s treasure’, and hate to throw things away. As more and more
people caught wind of the idea and ………………………………………………………,
the group decided that the idea had the potential to become a successful business venture, and
so it did.

BarterOnlineUK is a start-up online business, which took 3 months to set up and has now
been running ………………………………………………………. Despite only being
founded a short time ago, the website has already garnered about 1,500 registered users,
…………………………………………………………., a huge achievement for the
founders. Some of the users are registered in the United Kingdom and Canada, with the
majority from the Republic of Ireland. In order to become a registered member, users must
first ……………………………………………………… followed by their credit or debit
card details, which will be used to take payment of a monthly fee of £5. As long as this fee is
paid, users will be able to perform ………………………………………………………
of online exchanges.

--------------------------

A multitude of items are sold on the website, such as textbooks, soft toys, and tools, however
………………………………………………………………. are by far selected most.
The exchange process itself is not as complicated as it might seem, users can enter their
preferences for what they would like to receive, and also explicitly state what
……………………………………………………………., and the website will
automatically pair up suitable users. If, however, a user doesn’t want to give anything away,
but would simply like to buy something, BarterOnlineUK does support a secure online
payment system where users can perform a normal monetary transaction. Despite this, the
founding group strongly discourages…………………………………………………………..
……………………, clearly stating that this goes against the intended ethos of the
company.

--------------------------

Although bartering is an age-old process, many of the website’s users are

……………………………………………………… which of their own items to
exchange. It often helps to order items by popularity using the ‘filter’ button provided, this
will tell the website to find out popular items …………………………………………….

To this, the founding members say just put everything you don’t want on there,
………………………………………………………, and you never know what they
might be looking for!

In order to aid registered users in their exchanges, and to provide them with assurance, the
founders recently added a new feature whereby on completion of an exchange, users will be
encouraged to ………………………………………………………

This feedback will include criteria such as the quality of the item as compared with how it
was advertised, the ease of communication with the seller, the speed
………………………………………………………, and so on.

The friends believe that using this method, users will have a more transparent and
trustworthy bartering experience.
Lesson 9 - Street Play Scheme
PRESENTER: My guest on the show today is Alice Riches who started the Street Play
Scheme where she lives in Beechwood Road. For those of you that don’t already know –
Street Play involves local residents closing off their street for a few hours so that children
have a chance to ………………………………………………………. She started it in
her own street, Beechwood Road, and the idea caught on, and there are now Street Play
Schemes all over the city. So ……………………………………………………… the
scheme, Alice?

ALICE: Well, I first had the idea when my oldest child was still a toddler, so that’s about six
years ago now – but it took at least two years of campaigning before we were actually able to
make it happen. So the scheme’s been …………………………………for three years now.
We’d love to be able to close our road for longer – for the whole weekend, from Saturday
morning until Sunday evening, for example. At the moment it’s just
……………………………. But when we started it was only once a month. But we’re
working on it.

PRESENTER: So what actually happens when Beechwood Road is closed?

ALICE: We have volunteer wardens, mostly parents but…………………………………….

…………………………, who block off our road at either end. The council have provided
special signs but there’s always a volunteer there to explain what’s happening to any
motorists. Generally, they’re fine about it – we’ve only had to get the police involved .
………………………………………………………

Now I should explain that the road isn’t completely closed to cars. But only residents’ cars
are allowed. If people really need to get in or out of Beechwood Road, it’s not a problem –
……………………………………………………… at under 20 kilometres per hour. But
most people just decide not to use their cars during this time, or they park in another street.
The wardens are only there to stop through traffic.
PRESENTER: So can anyone apply to get involved in Street Play?

ALICE: Absolutely – we want to include all kids in the city – especially those
………………………………………………………. It’s here that demand is greatest.
Obviously, there isn’t such demand in wealthier areas where the children have access to parks
or large gardens – or in the suburbs where…………………………………….
……………………………………………………… for children to play outside.

I’d recommend that anyone listening who likes the idea should just give it a go. We’ve been
surprised by …………………………………………… of residents all over the city. And
that’s not just parents. There are always a few who complain but they’re a tiny minority. On
the whole everyone is very supportive and say they’re very happy to
……………………………………………………… – even if it does get quite noisy.
——————-
ALICE: There have been so many benefits of Street Play for the kids. Parents really like the
fact that the kids are getting fresh air instead of sitting………………………………
………………………………………………………, even if they’re not doing anything
particularly energetic. And of course it’s great that kids can play with their friends outside
without being supervised by their parents – but for me the biggest advantage is that kids
……………………………………………………… to be outside without their parents.
The other really fantastic thing is that children get to know the adults in the street – it’s like
having ………………………………………………………

PRESENTER: It certainly does have a lot of benefits. I want to move on now and ask you
about a related project in King Street.

ALICE: Right. Well this was an experiment I was involved in where local residents decided
to try and reduce the traffic along King Street, which is………………………………………
………………… in our area, by persuading people not to use their cars for one day. We
thought about making people pay more for parking – but we decided that would be really
unpopular – so instead we just stopped people from parking on King Street but left the other
car parks open.
It was surprising how much of a difference all this made. As we’d predicted, air quality was
significantly better but what I hadn’t expected was………………………………………..
……………………………………………………… – even with the buses still running.
Of course everyone said they felt safer but we were actually amazed that sales in the shops
went up considerably that day – we thought there’d be…………………………………….
……………………… – not more.

PRESENTER: That’s really interesting so the fact that …

Lesson 11 - Intro to Cycling Holiday

Right. Now, let me …………………………………….……………. with arrangements for

our cycling tour next month.
First of all, think of the tents. You know at the beginning, the idea was that I arranged to
borrow some tents from the college, but it proves that they will be used by the hiking club at
the same time, so I'm afraid you will …………………………………….……….
So, do remember to tell me whether you prefer to use a single tent or share with others. In
this case, I'll know ……………………………………. there'll be when I make the
reservation at the various campsites.
Last time some of you said you would like to hire bikes and ………………………………..
when you arrive instead of taking your own. Well, I've asked lots of shops or agencies about
bike hiring in St. Andrews, the town where we'll be arriving, and unfortunately there aren't
any shops ……………………………………. , so which, I am afraid, means taking your
own. I'll book them on the train when I book the train tickets, which reminds me, I'll need to
know the exact number of people going to, so that I can get a group discount on the train fare.
Another one that'll need to be booked is tickets for ……………………………………. we
discussed last time. I've enquired about availability and there are only a few seats left so
anyone who wants to go will need to……………………………………. , ideally today or
tomorrow.
At our next meeting, I'll be able to give you all individual packs with the final program and
something about the area we'll be cycling through and ……………………………………...
…………………….. I'm afraid I haven't had the time to do that yet.

Now, I'll tell you briefly about some of the attractions in the places we'll be staying, as I said
we'll be taking the train to St. Andrews where there is one or two very good restaurants.
One thing that's definitely worth visiting there is the sites where …………………………….
………………… was constructed nearly 1,000 years ago. There's not much of the original
buildings left but there's still plenty to see. The site is being excavated and you'll be able to
help out if you want to.
Our next overnight stop will be in the village of Cluny. …………………………………….
ancient barns here that have been modernized into a museum indicating the significance of
sheep in the area over the centuries. The wool used to be sold for cloth and it brought
richness to the district.
There are also several photos describing…………………………………….………….. From
there we'll leave for Pennerley. Pennerley is well known for its museum of village life but
that's been refurbished at the moment and isn't likely to reopen by the time we go there, but
there's an open-air farmer market everyday selling ……………………………………………
and meat all grown or processed within a few miles of the town and sold by the farmers
themselves. It's definitely worth a visit.
In Farlow, which is one of the oldest towns in the region, there's a museum that shows how
……………………………………. the most universal way of traveling around, and how
they were gradually substituted by steam and later, of course, electric trains, buses,
……………………………………………………
I'll pass around this sheet of paper...

Lesson 11 - Oniton Hall

Good morning, and welcome to Oniton Hall, one of the largest estates in the area. My name’s
Nick, and I’m one of the guides. I’ll give you a brief introduction to the estate while you’re
sitting down, and then ……………………………………………………
The estate consists of the house, gardens, parkland and farm, and it dates back to the
fourteenth century. The original house was replaced in the late seventeenth century, and of
course it has had a large number of owners. Almost all of them have left their mark, generally
……………………………………………………, like the ballroom and conservatory, or by
demolishing others. The farm looks much as it’s always done, although the current owner has
done a great deal of work to the flower beds.
In the seventeenth century, the estate was owned by a very wealthy man called Sir Edward
Downes. His intention was to escape ………………………………………… politics, after
years as an active politician, and to build a new house worthy of his big collection of books,
paintings and sculptures. He broke off contact with his former political allies, and hosted
meeting of creative and literary people, like ……………………………………………….
Unusually for his time, he didn’t care whether his guests were rich or poor, as long as they
had talent.
——————————-
Big houses like Oniton had dozens of servants until the 1920s or 30s, and we’ve tried to show
what their working lives were like. Photographs of course don’t ……………………………
………………….., so instead, as you go round the house, you’ll see volunteers dressed up as
nineteenth-century servants, going about their work. They’ll explain ………………………
…………………, and tell you their recipes, or what tools they’re using. We’ve just
introduced this feature to replace the audio guide we used to have available.
I see there are a number of children here with you today. Well, we have …………………….
…………………………………………………….. like dressing up in the sorts of clothes
that children wore in the past, and as it’s a fine day, some of you will probably want to play
in the adventure playground. Our latest addition is child-sized tractors, that you can
…………………………………………………….
————————
We’ll also be going into the farm that’s part of the estate, where…………………………….
……………………. Most of the buildings date from the eighteenth century, so you can
really step back into an agricultural past.
Until recently, the dairy was where milk from the cows was turned into cheese. It’s now the
place to go for lunch, or afternoon tea, or……………………………………………………
and a slice of homemade cake.
The big stone building that dominates the farm is the large barn, and in here is our collection
of agricultural tools. These were used in the past to plough the earth, sow seeds, make gates,
and much more.
There’s a small barn, also made of stone, where you can groom the donkeys and horses, to
……………………………………………………. They really seem to enjoy having it done,
and children love grooming them.
The horses no longer live in the stables, which instead is ………………………………….
…………………………….., books, our own jams and pickles, and clothes and blankets
made of wool from our sheep.
Outside the shed, which is the only brick building, you can climb into a horse-drawn carriage
for a lovely, relaxing tour of……………………………………………………. The carriages
are well over a hundred years old.
And finally, the parkland, which was laid out in the eighteenth century, with a lake and trees
that are now well established. You’ll see types of cattle and sheep that are hardly ever found
on farms these days. We’re helping to preserve them, to ……………………………………
…………………………. further. OK, well if you’d like to come with me …
Lesson 13 - Croft Valley Park
Lesson 13 - Visit to Branley Castle
Lesson 15 -

CATHY: OK, Graham, so let’s check we both know what we’re supposed to be doing.
GRAHAM: OK.
CATHY: So, for the university’s open day, we have to plan a display on British life and
literature in the mid-19th century.
GRAHAM: That’s right. ……………………………………………………find the materials
and set it up, remember – for the moment, we just need to plan it.
CATHY: Good. So have you gathered who’s expected to come and see the display? Is it for
the people studying English, or students from other departments? I’m not clear about it.
GRAHAM: Nor me. ……………………………………………………, but it didn’t attract
many people, so this year it’s going to be part of an open day, to raise the university’s profile.
…………………………………………………… to encourage people to come and find
out something of what does on here (Q21/Q22). And it’s included in the information that’s
sent to……………………………………………………
CATHY: Presumably some current students and lecturers will come?
GRAHAM: I would imagine so, but we’ve been told to concentrate on the other categories of
people.
CATHY: Right. We don’t have to cover the whole range of 19th-century literature, do we?
GRAHAM: No, it’s entirely up to us. I suggest just using Charles Dickens.
CATHY: That’s a good idea. Most people have heard of him, and have probably read
some of his novels, or seen films based on them (Q23/Q24), so that’s a good lead-in to life
in his time.
GRAHAM: Exactly. And his novels show the awful conditions that most people had to
live in, don’t they:……………………………………………………. (Q23/Q24)
CATHY: Did he do any campaigning, other than writing?
GRAHAM: Yes, he campaigned for education and other social reforms, and gave talks, but
I’m inclined to ignore that and focus on the novels.
CATHY: Yes, I agree.
————————–
CATHY: OK, so now shall we think about a topic linked to each novel?
GRAHAM: Yes. I’ve printed out a list of Dicken’s novels in the order they were published,
in the hope you’d agree to focus on him!
CATHY: You’re lucky I did agree! …………………………………………………… OK,
the first was The Pickwick Papers, published in 1836. It was very successful when it came
out, wasn’t it, and was adapted for the theatre straight away.
GRAHAM: There’s an interesting point, though, that there’s a character who keeps falling
asleep, and that medical condition was named after the book – Pickwickian Syndrome.
(Q25)
CATHY: Oh, so why don’t we use that as the topic,
…………………………………………………… from the novel?
GRAHAM: Right, Next is Oliver Twist. There’s a lot in the novel about poverty. But maybe
something less obvious …
CATHY: Well Oliver is taught how to steal, isn’t he? We could use that to illustrate the fact
that very few children went to school, particularly not poor children, so they learnt in
other ways. (Q26)
GRAHAM: Good idea. What’s next?
CATHY: Maybe Nicholas Nickleby. ……………………………………………………,
didn’t he?
GRAHAM: That’s right. But there’s also the company of touring actors that Nicholas
joins. We could do something on theatres and other amusements of the time. (Q27) We
don’t want only the bad things, do we?
CATHY: OK.
GRAHAM: What about Martin Chuzzlewit? He goes to the USA, doesn’t he?
CATHY: Yes, and Dickens himself had been there a year before,
……………………………………………………. (Q28)
GRAHAM: I wonder, though … The main theme is selfishness, so we could do something on
social justice? No, too general, let’s keep to your idea – I think it would work well.
CATHY: He wrote Bleak House next – that’s my favourite of his novels.
GRAHAM: Yes, mine too. His satire of the legal system is pretty powerful.
CATHY: That’s true, but think about Esther, the heroine. As a child she lives with someone
she doesn’t know is her aunt, who treats her very badly. Then she’s very happy living
with her guardian, and he puts her in charge of the household. And at the end she gets
married and her guardian gives her and her husband a house, where of course they’re
very happy. (Q29)
GRAHAM: Yes, I like that.
CATHY: What shall we take next? Little Dorrit? Old Mr Dorrit has been in a debtors’ prison
for years …
GRAHAM: ……………………………………………………, wasn’t he?
CATHY: That’s right.
GRAHAM: What about focusing on the part when Mr Dorrit inherits a fortune, and he
starts pretending he’s always been rich? (Q30)
CATHY: Good idea.
GRAHAM: OK, so next we need to think about what materials we want to illustrate each
issue. That’s going to be quite hard.
Lesson 13 - Croft Valley Park
As chair of the town council subcommittee on park facilities, I’d like to bring you up to date
on some of the changes that have been made recently to the Croft Valley Park. So if you
could just take a look at the map I handed out,
……………………………………………………. So the basic arrangement of the park
hasn’t changed – it still has two gates, north and south, and a lake in the middle.

The café continues to serve an assortment of drinks and snacks and is still in the same place,
looking out over the lake and next to the old museum. (Q11)

We’re hoping to change the location of the toilets, and bring them nearer to the centre of the
park as they’re a bit out of the way at present,
……………………………………………………, in the corner of your map. (Q12)

The formal gardens have been replanted and should be at their best in a month or two. They
used to be behind the old museum, but we’re now used the space near the south gate –
between the park boundary and the path that goes past the lake towards the old
museum. (Q13)

……………………………………………………, which is already proving very popular. It’s

by the glass houses, just to the right of the path from the south gate. You have to look
for it as it’s a bit hidden in the trees. (Q14)

One very successful introduction has been our skateboard ramp.

…………………………………………………… It’s near the old museum, at the end of a
little path that leads off from the main path between the lake and the museum. (Q15)

We’ve also introduced a new area for wild flowers, to attract bees and butterflies. It’s on a
bend in the path that goes round the east side of the lake, just south of the adventure
playground. (Q16)

Lesson 13 - Visit to Branley Castle

Now if you can take a look at your plans you’ll see Branley Castle has four towers, joined
together by a high wall, with the river on two sides.
……………………………………………………. That’s near the river in the main tower,
the biggest one, which was extended and redesigned in the eighteenth century.
If you want to get a good view of the whole castle, you can walk around the walls. (Q16) The
starting point’s quite near the main entrance – walk straight down the path until you
get to the south gate, and it’s just there. ……………………………………………………
There’ll shortly be a show in which you can see archers displaying their skill with a bow and
arrow. The quickest way to get there is to (Q17)
…………………………………………………… and follow the path past the bridge,
then you’ll see it in front of you at the end.
If you like animals there’s also a display of hunting birds – falcons and eagles and so on. If
you (Q18) go from the main entrance in the direction of the south gate, but turn right
before you get there instead of going through it, you’ll see it on your right past the first
tower.
…………………………………………………… on the (Q19) outdoor stage. That’s right
at the other side of the castle from the entrance, and over the bridge. It’s about ten
minutes’ walk or so.
And finally the shop. It’s actually (Q20) inside one of the towers, but the way in is from
the outside. Just take the first left after the main entrance, go down the path and take
the first right. It’s got some lovely gifts and souvenirs.
Right, so we’re just arriving …

Lesson 15 - Charles Dickens

CATHY: OK, Graham, so let’s check we both know what we’re supposed to be
doing.

GRAHAM: OK.

CATHY: So, for the university’s open day,

…………………………………………………… and literature in the mid-19th century.

GRAHAM: That’s right. But we’ll have some people to help us find the materials
and set it up, remember – for the moment, we just need to plan it.

CATHY: Good. So have you gathered who’s expected to come and see the
display? ……………………………………………………, or students from other
departments? I’m not clear about it.

GRAHAM: Nor me. That was how it used to be, but it didn’t attract many people,
so this year it’s going to be part of an open day, to raise the university’s profile.
……………………………………………………, to encourage people to come and find
out something of what does on here (Q21/Q22). And it’s included in the information that’s
sent to people who are considering applying to study here next year. (Q21/Q22)

CATHY: Presumably ……………………………………………………?

GRAHAM: I would imagine so, but we’ve been told to concentrate on the other
categories of people.
CATHY: Right. We don’t have to cover the whole range of 19th-century
literature, do we?

GRAHAM: No, it’s entirely up to us.

…………………………………………………… Charles Dickens.

CATHY: That’s a good idea. Most people have heard of him, and have
probably read some of his novels, or seen films based on them (Q23/Q24), so that’s a
good lead-in to life in his time.

GRAHAM: Exactly. ……………………………………………………, don’t

they: he wanted to shock people into doing something about it. (Q23/Q24)

CATHY: Did he do any campaigning, other than writing?

GRAHAM: Yes, he campaigned for education and other social reforms, and gave
talks, but I’m inclined to ignore that and focus on the novels.

CATHY: Yes, I agree.

CATHY: OK, so now shall we think about a topic linked to each novel?

GRAHAM: Yes. …………………………………………………… in the order

they were published, in the hope you’d agree to focus on him!

CATHY: You’re lucky I did agree! Let’s have a look. OK, the first was The
Pickwick Papers, published in 1836. It was very successful when it came out, wasn’t it, and
was adapted for the theatre straight away.

GRAHAM: ……………………………………………………, though, that there’s

a character who keeps falling asleep, and that medical condition was named after the
book – Pickwickian Syndrome. (Q25)

CATHY: Oh, so why don’t we use that as the topic, and include some quotations
from the novel?

GRAHAM: Right, Next is Oliver Twist. There’s a lot in the novel about poverty.
But maybe something less obvious …

CATHY: Well Oliver is taught how to steal, isn’t he?

…………………………………………………… the fact that
……………………………………………………, particularly not poor children, so they
learnt in other ways. (Q26)
GRAHAM: Good idea. What’s next?

CATHY: Maybe Nicholas Nickleby. Actually he taught in a really cruel school,

didn’t he?

GRAHAM: That’s right. But there’s also the company of touring actors that
Nicholas joins. We could do something on theatres and other amusements of the time.
(Q27) We don’t want only the bad things, do we?

CATHY: OK.

GRAHAM: What about Martin Chuzzlewit? He goes to the USA, doesn’t he?

CATHY: Yes, and Dickens himself had been there a year before,
……………………………………………………. (Q28)

GRAHAM: I wonder, though … The main theme is selfishness, so we could do

something on social justice? No, too general, let’s keep to your idea – I think it would work
well.

CATHY: He wrote Bleak House next – that’s my favourite of his novels.

GRAHAM: Yes, mine too. …………………………………………………….

CATHY: That’s true, but think about Esther, the heroine. As a child she lives
with someone she doesn’t know is her aunt, who treats her very badly. Then she’s very
happy living with her guardian, and he puts her in charge of the household. And at the
end she gets married and her guardian gives her and her husband a house, where of
course they’re very happy. (Q29)

GRAHAM: Yes, I like that.

CATHY: What shall we take next? Little Dorrit? Old Mr Dorrit has been in a
debtors’ prison for years …

GRAHAM: So was Dicken’s father, wasn’t he?

CATHY: That’s right.

GRAHAM: What about focusing on the part when Mr Dorrit inherits a fortune,
……………………………………………………? (Q30)

CATHY: Good idea.

GRAHAM: OK, so next we need to think about what materials we want to
illustrate each issue. That’s going to be quite hard.

Lesson 17 - Healthy Diets

Professor: I'd like to introduce our speaker today who has come all the way from Manchester.
Dr Paul Harold, the Head of Research in Nutrition at Manchester University. He is going to
talk to us about ways we can…………………………………………………………………..
This will include watching what we eat and being more careful about our calorie intake as
well as taking regular exercise. This is an important current issue as …………………………
…………………………………………………….……….. and the nation as a whole is fatter
than it was one hundred years ago.

Dr Harold: Thank you, James, for your introduction. You are absolutely right; statistics show
that the nation is heavier than it used to be and this is due to the long hours that we work and
the lack of time we have to prepare healthy meals that ……………………………………….
…………………………. There are some simple steps everyone can take to help improve
their general health; maybe lose some weight first; ……………………………………., it
could lower your cholesterol and blood pressure.

The first thing to do in order to check that your weight is healthy is to work out your Body
Mass Index or BMI. This is a tool that can help you find out if ………………………………
………………….. for your height. Obviously the height of a person will affect what weight
they should be. To work out your BMI you should take your weight in kilograms and divide
it by your height in metres. Then you divide the results by your height in metres again.
…………………………………………………………………… can be checked on a chart to
see if your BMI is too high, too low or about right.

Even if your BMI is about where it should be it is still ……………………………………….

……………… and well-balanced diet. A healthy diet involves consuming appropriate
amounts of all the food groups, including an adequate amount of water. Nutrients can be
obtained from many different foods, so there are ……………………………………………..
……………………….

To start with, it is important to eat starchy foods such as bread, cereals, potatoes, rice, and
pasta, …………………………………………………………….. and this should provide the
bulk of most meals. Some people wrongly think that starchy foods are 'fattening'. In fact, they
contain about half the calories of ……………………………………………………. . Also,
starchy foods often contain a lot of fibre. When you eat starchy foods, you get a feeling of
fullness which helps to control appetite. It is also important to eat a least 5 portions, and
ideally 7 to 9 portions, of a variety of fruit or vegetables each day. If you eat a lot of fruit and
vegetables, then your chances of developing heart disease, a stroke, or bowel cancer are
reduced. You also need ……………………………… protein to keep healthy. However,
most people eat more protein than is necessary. You should choose poultry such as chicken or
lean meat. There is evidence that eating oily fish helps to protect against heart dis-ease. It is
probably the 'omega-3 fatty acids' in the fish oil that help to reduce build-up in the arteries.
Aim to eat at least two portions of fish per week, one of which should be oily.

Obviously ………………………………………………………………... but it is also crucial

to do regular exercise as it strengthens the heart, tones our muscles and is also good for the
mind. We're increasingly living in a world where ……………………………………………..
……………………… a day-to-day part of our lives.

We have domestic appliances to wash and dry for us 'and cars to get us around and with the
decline in manual labour many of us ………………………………………………… sitting at
desks. Adults should do a minimum of 30 minutes moderate-intensity physical activity, five
days a week. You don't have to do the whole 30 minutes in one go. Your half-hour could be
made up of three ten-minute bursts of activity spread through the day, if you prefer. The
activity can be a 'lifestyle activity' such as walking to the shops or ……………………………
…………………….. or structured exercise or sport, or a combination of these. But it does
need to be of at least moderate intensity. For bone health, activities that
……………………………………………………. on the bones are necessary.

Well, I hope you have learned some interesting facts from this talk and that it will help you to
…………………………………………………………………... Thank you for your attention
and I believe that James has some handouts to give you on this subject, James....

Lesson 17 - Early history of keeping clean

Nowadays, ………………………………………………… for personal cleanliness, laundry,

dishwashing and household cleaning, but this is very much a 20th-century development.
The origins of cleanliness date back to prehistoric times. Since water is essential for life,
…………………………………………………………………... and knew something about
its cleansing properties – at least that it rinsed mud off their hands.
During the excavation of ancient Babylon, evidence was found that soapmaking was known
as early as 2800 BC. Archaeologists discovered cylinders made of clay, with inscriptions on
them saying that fats were boiled with askes. This is …………………………………………
………………………………, though there’s no reference to the purpose of this material.
The early Greeks bathed for aesthetic reasons and apparently didn’t use soap. Instead, they
cleaned their bodies with blocks of sand, pumice and ashes, then anointed themselves with
oil, and scraped off the oil and dirt with a metal instrument known as a strigil. They also used
oil mixed with ashes. …………………………………… without soap in streams.
The ancient Germans and Gauls are also credited with discovering how to make a substance
called ‘soap’, ………………………………………………………… and ashes. They used
this mixture to tint their hair red.
Soap got its name, according to an ancient Roman legend, from Mount Sapo, where animals
were sacrificed, leaving deposits of animal fat. ……………………………………………….,
along with wood ashes, down into the clay soil along the River Tiber. Women found that this
mixture greatly reduced the effort required to wash their clothes.
As Roman civilisation advance, so did bathing. The first of the famous Roman baths,
……………………………………… from their aqueducts, was built around 312 BC. The
baths were luxurious, and bathing became very popular. And by the second century AD, the
Greek physician Galen recommended soap for both …………………………………………
…………………………….
————————–
After the fall of Rome in 467 AD and the ……………………………………………………
………………………., much of Europe felt the impact of filth on public health. This lack of
personal cleanliness and related unsanitary living conditions were major factors in the
outbreaks of disease in the Middle Ages, and especially the Black Death of the 14th century.
Nevertheless, soapmaking became an established craft in Europe, and associations of
soapmakers guarded their trade secrets closely.………………………………………………
were used with ashes of plants, along with perfume, apparently for the first time (Q37).
Gradually more varieties of soap became available for ………………………………………,
as well as bathing and laundering.
A major step toward large-scale commercial soapmaking occurred in 1791, when a French
chemist, Nicholas Leblanc, patented a process for turning salt into soda ash, or sodium
carbonate. Soda ash is the alkali obtained from ashes that………………………………… to
form soap. The Leblanc process yielded quantities of good-quality, inexpensive soda ash.
Modern soapmaking was born some 20 years later, in the early 19th century, with the
discovery by Michel Eugène Chevreul, another French chemist, of the chemical nature and
relationship of fats, glycerine and fatty acids. His studies established the basis for
………………………………………………….., and soapmaking became a science. Further
developments during the 19th century made it easier and cheaper to manufacture soap.
Until the 19th century, soap was regarded as a luxury item, and was heavily taxed in several
countries. As ………………………………………………………, it became an everyday
necessity, a development that was reinforced when …………………………………………
…………………………….. Soap was then something ordinary people could afford, and
cleanliness standards improved.
With this widespread use came the development of milder soaps for bathing and soaps for use
…………………………………………………… that were available to consumers by the
turn of the 20th century.