雅思3听力文本（可编辑打印）(2)

same side, and facing you is the Main Hall, at the end of the corridor. You can’t miss it. Q6 STUDENT: So it’s next to the Library, in fact. Q7 RECEPTIONIST: Yes, that’s right.

STUDENT: I should be able to find that. And do you have a Computer Laboratory? RECEPTIONIST: Yes, we do.

STUDENT: Could you tell me where that is?

RECEPTIONIST: Certainly, yes. You go down to the end of this corridor again but, this time, don’t turn left; turn right, away from the Main Hall. The Computer Lab. is immediately on your right. OK? Q8 STUDENT: And where’s the stall room, in case I need to find a teacher at some stage?

RECEPTIONIST: The staff room is near the main entrance, on the left over there, just opposite the Reception desk. In a day or two, I’m sure you’ll find your way around very easily. Q9 STUDENT: Oh, one last thing. Is there a student common room?

RECEPTIONIST: Oh yes, I forgot to mention that. It’s this area here, very close to where we are now, Q10 to the right of the Reception desk as you come in the main entrance. There’s tea and coffee facilities there. STUDENT: Great. Thank you very much. RECEPTIONIST: You’re welcome.

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Hello, everybody and welcome to this informal meeting about the University Helpline. The Helpline was set up ten years ago by the Students Union and it aims to provide new students to the university with a service that they can use if they need information about practical areas of student life that they are unfamiliar with. Let me give you some examples of the type of help we can offer. We can provide information on financial matters; for example, you may feel that your grant is insufficient to sec you through college life or you may have some queries regarding the fees you are paying if you are an overseas student. Q11 In both cases, the Helpline would be able to go through things with you and sec what the outcome might be. Another area we can help with is what we generally term the `domestic’ area things such as childcare Q12 and the availability of nursery provision, for example, come under this, Then there’s `academic’ issues that may arise while you are in the early stages of your course that you may not know what to do about.

You may wish to know more about essay deadlines, Q13 for example, or how to use the library--there are all kinds of questions you will find yourself asking and not knowing where to get quick answers from. The Helpline would be able to provide these.

The last example I’ve given here is simply termed `social’--and yes, there is a lot of social life here! Q14 But you may have a particular interest you wish to pursue or you may wish to participate in outings or trips if you don’t know many people at the moment. Q15 Let me give you some details so that you know where to go and who to see if you want to pay us a visit. Generally you will see our Helpline officer Jackie Kouachi, that’s K-O-U-A- C-H-I. Q16 Jackie is a full-time employee of the Student Union and she works in the Student Welfare Office--that’s the office that deals with all matters related to student welfare and it’s located at 13 Marshall Road. I have some maps here for those of you who haven’t been there yet.

If you wish to ring the office, the number is 32699 40. Q17 That’s 3269940. The office is open between 9.30 and 6.00 on weekdays and from 10 to 4 on Saturdays Q18 and there’ll be somebody there--usually Jackie or myself--between those times.

If you want to make an appointment you can phone or call at the office in person. Q19 Please note that it may not be possible for anyone to see you straight away--particularly if it is a busy time--lunch time for example--and you may have to go on the waiting list and then come back later. Q20 Well, enough from me. Any questions?

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TUTOR: Good morning. So, we’ve looked at various aspects of staff selection this term and I think by now you should all be beginning to see how much more there is to it than just putting applicants through a short interview or asking the `right’ questions. So I think you should be ready for today’s tutorial on `matching the person to the job’.

We’re going to talk today about the importance of choosing that all round `right’ person. Q21 MURIEL: Right. So we have to put ourselves into the role of the manager or supervisor?

TUTOR: Yes. And then we’re going to imagine how different applicants would fit into the team or group they have to work with.. . er.. . we’ll look at some examples later, MURIEL: It’s just theoretical at the moment

TUTOR: Yes. The point is, you can select someone--even a friend--who has all the right qualifications . . . degrees . . . certificates, whatever. You can also check that they have a lot of experience… that they’ve done the sort of tasks that you want them to do in your office already,

in a similar environment. But if they startwork and you realise that they just don’t get along with everybody else, that.. say, they’ve got sharply contrasting views on how something will work . . . well, with the best will in the world, you may be backing a loser. Q22 DAVE: Wouldn’t it be just a question of company training, though?

TUTOR: Not always. Particularly in a team situation, and 1 think it’s important to think in terms of that type of working environment. People have to have faith in each other’s ability to carry out the task their boss has set them. They have to trust that everyone will do their part of the job, Q23 and you can’t necessarily train people for this.

DAVE: But it’s like trying to find out what someone’s personality is like in a job interview . . . I mean you just can’t do that. Even if you try, you won’t find out what they’re really like until they actually start work.

TUTOR: Well, in most interviews you usually ask candidates questions about theirhobbies and

what they like doing in their spare time . . . that sort of thing . . . so employers are already

involved in the practice of. . . well, doing part of the task. Q24 DAVE: But it doesn’t tell you anything. It doesn’t tell you if they’re easy-going or hate smokers or whatever. TUTOR: Well, arguably it does give you a bit of information about an applicant’s character. TUTOR: Well, arguably it does give you a bit of information about an applicant’s character, but also . . more and more employers around the world are making use of what are called `personality questionnaires’ to help them select new staff and… MURIEL: What’s it called?

TUTOR: A Personality Questionnaire. They have to be filled out by the candidates some time

during the selection procedure, often just before aim interview. Q25 The idea is actually quite old, Apparently they were used by the ancient Chinese for picking out Q26 clerks and civil servants, and then later they were used by the military to put people Q27 in appropriate areas of work. They’ve gained a lot of ground since then and there are about 80,000 different tests available now and almost two thirds of the large employers use them. Q28 MURIEL: Which makes you think that there must be something in them.

TUTOR: That’s right. They ask the sort of questions that you might expect, like do you like working under pressure or are you good at keeping deadlines.

DAVE: And what if people can see through them and just write what they think the employer wants to see? MURIEL: Well that’s always a possibility.

DAVE: I mean, it’s human nature to lie, isn’t it?

TUTOR: Well, that’s the point. Apparently it isn’t. These tests are compiled by experts and Q29 they believe that the answers can provide a few simple indicators as to roughly the type of person that you are . . . that people will generally be truthful in that situation. MURIEL: And then you can go some way towards finding out whether someone’s say,

forward-looking . . . a go-ahead type of person . . . or resistant to change. TUTOR: Yes. And there are all kinds of (fade out)

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TUTOR: Right. Are we all here? OK. As you know, today Vivien is going to do a presentation Example on the hat-making project she did with her class during her last teaching practice. So, over to you, Vivien.

VIVIEN: Thanks. Urn . . . Mr. Yardley has asked me to describe to you the project I did as a student teacher at a secondary school in London. I was at this school for six weeks and I taught a variety of subjects to a class of fourteen-year-old pupils. Q31-Q32 The project I chose to do was a hat-making project and I think this project could easily be adapted to suit any age. So, to explain the project…

After we’d done the research, we went back to the classroom to make two basic hat shapes using rolls of old wallpaper. We each made, first of all, a conical hat by . . . er . . . if I show you now . . .

cutting out a circle and then making one cut up to the centre and then… er…overlapping the cut like this… Q33 a conical hat that sits on your head. The other hat we made was a little more complicated . . . er… first of all we cut out a circle again . . . like this …then you need a long piece with flaps on it--I’ve already made that bit which I have here--you bend the flaps over and stick them … with glue or prittstick… to the underside of the circle . . . like this. . Again, I’ve prepared this so that I don’t get glue everywhere. Q34 The pupils do, of course, so you need plenty of covers for the table. And there you have a pillbox hat as in pill and box. Now variations and combinations of these two hat shapes formed the basis of the pupils’ final designs. The next stage of the project was the design phase and this involved, first of all, Q35 using their pages of research to draw a design of their hat on paper. That’s the easy part. They then had to translate their two-dimensional design into a form to fit their head. I encouraged them to make a small-scale, three-dimensional hat first so that they could experiment with Q36 how to achieve the form they required and I imposed certain constraints on them to keep things simple. For example, they had to use paper not card. Paper is more pliable and easier to handle.

They also had to limit their colours to white, grey or brown shades of paper which reflected the colours of Q37 the buildings they were using as a model for their hats and they had to make sure their glue didn’t show! Well, it was very enjoyable and just to give you an idea of what they produced, I’ve brought along three hats to show you. This one here is based on a circular stairway in an old building in London. Q38 It uses three pillbox hats one on top of the other. This was designed by Theresa. Q39 Here’s another one that has a simple strip going round the base of the hat but has then gone on to add strips of paper that come out from the base and that meet at the top of the hat--rather like a crown--making a fairly tall hat. This was made by Muriel. And lastly there’s a combination of the pillbox or single strip around the base and then the conical hat shape on top to form a castle turret. This was made by Fabrice, and there are many more that I could have brought. Q40 TUTOR: Thank you, Vivien. That was most interesting. Now what we can learn from this is that…

SECTION 3-3-1

JOAN: Right. . . let’s try and get it sorted out today so we don’t have it hanging over us. OK? PETER: Good idea, I’ll take notes.

JOA N: First thing. . . numbers. . . have we got anything definite? PETER: Well . . . I’ve been working it out and I think 40 to 43. JOAN: Shall we put 45 to be on the safe side? Example PETER: Yep, fine. JOAN: Dates . . . well. That’s straightforward.

PETER: The last working day before Christmas . .. which is... JOAN: …which is December the 21st.

PETER:… which is going to be pretty difficult to book at Christmas so we’d better think of two or three places just to be on the safe side.

JOAN: Well, last year’s was hopeless. PETER: The Red Lion, wasn’t it?

JOAN: Yep. We ought to go for something more expensive, cos you... PETER: …you gets what you pay for.

JOAN: That new Indian restaurant in Wetherfield is supposed to be excellent. . . the Rajdoot. Q1 PETER: How do you spell that? JOAN: R-A-J-D-O-O-T. PETER: But it’s bound to be packed.

JOAN: Well, let’s put that down as the first choice and have some back-ups.

What about the Park View Hotel as a second choice? Q2 PETER: Yes, that’s always reliable. Park View Hotel...

JOAN: And the London Arms in case. Q3 PETER: London Arms...

JOAN: I’ll call them now if you want.

PETER: No. I’ll do it, Joan. You’re really busy. Have you got the numbers?

JOAN: Not for the Rajdoot, but... right. . . Park View Hotel: 777192 and... London Arms: 208657. Q4 PETER: Great. Before I ring, we’d better just make sure they’re within the price range. JOAN: Up to ￡15 a head?

PETER: I think you’ll find some people won’t be able to go that high. JOAN: Well, you can’t get anything decent under ￡10. PETER: OK. We’ll say ￡12? JOAN: OK.

PETER: And we’d better make sure there’s good vegetarian food.

JOAN: And a non-smoking section You know what the boss is like. Q5 PETER: Don’t remind me. I’ll let you know as soon as I get anything.

PETER: Good news. I found Rajdoot’s number straight away and they can fit us in. Their Christmas menu sounds great. JOAN: What is it?

PETER: French onion soup or fruit juice. JOAN: Uh-huh.

PETER: Roast dinner or lentil curry . . . sounds ordinary but my friend said it was really tasty. Q6 JOAN: Umm . . . lentil curry . . . that’s unusual.

PETER: Then for dessert there’s traditional plum pudding or apple pie, plus coffee, JOAN: That sounds really good for ￡12. Did you book it?

PETER: Well, I said I’d check with the staff first. But they did say they’d hold the booking until next Wednesday anyway. Oh, and if we go ahead, they’d like a ￡50 deposit. Q7 JOAN: 50 is normal . . . that’s fine. PETER: And they want a letter. JOAN: Right. . to confirm.

PETER: And they say with such large numbers we have to choose the menu in advance. Q8 JOAN: That won’t be a problem. I’ll put up a notice with details of the restaurant and the menu. When did you say they wanted confirmation by?

PETER: It was . . . let’s see . . . the 4th of November. Q9 JOAN: Where do you think I should put up the notice? Where everyone’s guaranteed to see it. PETER: On the cafe noticeboard I should think. JOAN: Hardly anyone looks at that.

PETER: Well, the Newsletter is probably your best bet. Q10 JOAN: Good idea. I’ll go and do that now.

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TUTOR: . . . So, I’ll hand over now to Julie Brooks. JULIE BROOKS: Thank you. Welcome to the Sports Centre.

It’s good to see that there are so many people wanting to find out about our sports facilities.

First of all, membership. All students at the college are entitled to become members of the Sports Centre, for an annual fee of ￡9.50. To register with US and get your membership card, Q11-Q12 you need to come to reception, between 2 and 6 pm, Monday to Thursday. Q13 I’m afraid we can’t register new members on Friday, so it’s Monday to Thursday, 2 to 6, at reception. Now, there are three things that you must remember to bring with you when you come to register; they are: your Union card, a recent passport-sized photograph of yourself, and the fee. It doesn’t matter whether you bring cash or a cheque. We can’t issue your card unless you bring all three; so, don’t forget: your Union card, passport photo and fee.

Then once you have got your sports card, you will need to bring it with you whenever you come to book or use any Sports Centre facilities. Q14-Q15 Booking over the phone is not allowed, so you have to come here in person, with your card, when you want to book. Our opening hours seem to get longer every year. We are now open from 9am o 10pm on weekdays and from l0 am to 6pm on Saturdays.

For those of you who are up and about early in the morning, we are introducing a 50 per cent `morning discount’ this year. This is because the facilities tended to be under-used in the mornings last year. It means that all the sessions will be half-price between 9am and 12 noon on weekdays.

So, what exactly are the facilities? What sports can you play here? Well, this room we are in at the

moment is called the Main Hall, and it’s used mainly for team sports such as football, volleyball and basketball, but also for badminton and aerobics. On the other side of the reception area there is the dance studio this provides a smaller more intimate space, which we use for ballet, modern dance and martial arts-- Q16 not at the same time, of course, Then in a separate building, which you may have noticed on your way here . . . it’s on the other side of the car park . . . there are the squash courts (six of them), Q17-Q18 and at the far end of the building a fitness room. Q19-Q20 This is our newest facility, only completed in the Spring, but it is already proving to be one of the most popular. As well as all these facilities available here on the campus, we also have an arrangement with the local tennis club, which is only two miles away, entitling our students to use their courts on weekday mornings in the Summer.

So, I think that there should be something here for everybody, and 1 hope to see all of you at the Centre, making use of the facilities, If, in the course of the year, you have any suggestions as to how the service we provide might be improved or its appeal widened, I’ll be interested to hear from you.

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JOHN BROWN: Good morning, Mrs Collins. I just wondered if you could help me with this entry form for

the Young Electronic Engineer competition.

MARY COLLINS: Hello, John. Oh you’ve made the jigsaw for blind children, with the bleeper. JOHN BROWN: When they put a piece in correctly, that’s right. MARY COLLINS: OK, let’s have a look at the form.

JOHN BROWN: Right, thanks. I’ve never filled in one of these before, so… MARY COLLINS: Well, let’s just do it in pencil first. So, name of designers… JOHN BROWN: Well, Ann helped me with some of the electronics work. MARY COLLINS: Then you must put her name in as well. Right . . . Ann Ray.

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