chép chính tả vol 9 test 1 listening
section 1
(1:34 - 1:44)
Hi, I'm Jim. I'm here about the room. Hi, I'm Peter.
We talked on the phone, didn't we? Come on in. Great. I just need to find out a few things before I make up my mind.
(1:48 - 2:04)
Jim is here to find out about a room, so room has been written in the space. Now we shall begin. You should answer the questions as you listen because you will not hear the recording a second time.
(2:04 - 2:14)
Listen carefully and answer questions one to five. Hi, I'm Jim. I'm here about the room.
(2:15 - 2:27)
Hi, I'm Peter. We talked on the phone, didn't we? Come on in. Great.
I just need to find out a few things before I ……………………….. Okay. Well, first of all, I …………………..about the …...
(2:27 - 2:37)
It depends on the room you have. I have the large bedroom, so I pay ………a week. Yours is ………. because it's …………
(2:37 - 2:44)
That's not too bad. The ……………..I was in was ……………… a week and it ……………….. And it seems like a good location.
(2:44 - 2:53)
Yeah, and the shops are pretty close. The only thing is it's not very good for public transport. The nearest bus stop is quite a walk.
(2:53 - 3:01)
That's not a problem. I've got a car. By the way, ………………………………..? Well, you're …………..…………………………
(3:02 - 3:42)
At the moment there are some…………. in there, but there's still plenty of room for your car. You ……………………….., it's zoned no parking, and the ………is too narrow. Fine.
Now, what about…………….? I didn't see a phone in the hall when I came in. I've got a ,,,,,,,,,,,,,,,,,,,,,,,,,,which my friends usually call me on, ………… in the house is ……………. //………., it's …………..
It …………………….., but it was hard to hear over the television. Oh, and we pay for our own calls. That's fair enough.
And what about my room? Yes, we'll ………….. and look in a minute. It's ……………. of the house. It's a nice room and there's a …………… and desk in there already.
(3:43 - 3:50)
But it does get ………………… in that room and it doesn't have ……………… No problem. My friend has just given me one, so I'll bring that.
(3:51 - 4:04)
He's gone travelling and has left me with a big box of things to mind. Anything else I can bring? Well, ……………. just got a …………. and my ………….r bought me a ………….., …………………….. Mine's just …………….
(4:05 - 4:56)
I'll have a look in the box. Before you hear the rest of the conversation, you have some time to look at questions 6 to 10 on page 2. Now listen and answer questions 6 to 10. One thing.
I'm a ……………………… and I usually ……………………. on TV on Friday evening. Would that be OK? Me too, so that's good. And I work at the ……………………………………………………
(4:56 - 5:07)
Great. You can ……………….. then. Do you have most of your …………….. in the morning or afternoon? In the ………….
Why? Mine are in the …………….. too. You could ……………... We can …………………..
(5:08 - 5:27)
Good idea. When do you think I could move in? Well, if you're interested and the …………………. is OK, I need someone by the ……………… when the new rent period starts. Yes, that should be fine.
The house seems………... The rent's ……….. I've got an exam next week, so I'll move in after that if that's OK.
(5:27 - 6:20)
Yeah, that sounds fine. That is the end of section 1. You now have half a minute to check your answers.
Section 2
Now turn to section 2 on page 3. Section 2 You will hear a teacher giving a talk about a junior school to a group of parents.
(6:21 - 7:04)
First you have some time to look at questions 11 to 17 on page 3. Now listen carefully and answer questions 11 to 17. OK. Can everybody hear me? Good.
(7:05 - 7:25)
Well, I'd like to welcome all the ………………………to Springdown Junior School. My name is Anne Rawson and I'm the …………………………... What …………………….. is tell you about the ……………………….. and show you round the school and perhaps you can ask me any ……………………….at the end.
(7:27 - 7:49)
Right. First of all, let me start by telling you a little bit about what happens here and what's on offer. Children are expected to …………………. between …………. and the ……….for everybody to go to their classrooms at …………. so that we can ……………...
(7:50 - 8:10)
We then …………………. when the whole school…………………….. for the head to talk to the children. He may discuss what's happened in the….. or something that is important for the school. Lessons run ………… with an hour for …………….
(8:10 - 8:36)
Lunch is ………………………….. and children can bring their own ……………………. or……………… is available. They also have time to play outside and …………….. In the middle of the morning and the middle of the afternoon, there are ………….when the children also generally ……………, unless it's wet.
(8:37 - 9:00)
Now, we………………………………… to do as much as they can and we offer them several ways of achieving this. For example, on …………, ………………………. continuing with lessons, we expect the whole school to …….. We ….. these between ………………………..and everything is …………………the teachers.
(9:01 - 9:19)
Also, we like the children to work on something …………………… over a long period of time. So, for ……………….., they are expected to ……….. This will normally be on something particular that they have studied that term, such as the …………...
(9:20 - 9:59)
We also make sure we …………………. how each child is doing in their schoolwork and every ………., rather than the teacher …………………………, as I know some schools do, they have to …………………and we ………………………………. over the year. We are very proud of our school and of the very………………….. we achieve. Our teachers are all very ………………..the school and at the end of the school day, many of them have set up …………. that the children go to for an ………….. to ………………, such as …………
(10:03 - 10:56)
Before you hear the rest of the talk, you have some time to look at questions 18 to 20 on page 4. Now listen and answer questions 18 to 20. OK, I'll quickly show you where everything is. We're here at the ………………….. and ………………, where you ………………………………………., you'll see the ……………………
(10:57 - 11:25)
He likes to see visitors personally and his door is always open. ……………… are two of the ………….., but most of the…………………………………………………. The ………..then, is ………………………….. those two classrooms and we are ……… that we ……………………create a …………….. within that so that the children can have somewhere quiet to work on their own.
(11:26 - 12:06)
………………………. of the classrooms, we …………………..one of the …………………. ……………………………… and children can go in there at lunchtime if they want to. Now, if you ………………………….. ………………………… here... OK, now, as you can probably see, this …………………………… this year and we are very pleased with it. We …………………………………… next door, which, as you can see, ……………………………………… for the children and we have weekly lessons here.
(12:06 - 13:07)
Do feel free to go and look round the classrooms and I'll be waiting here to answer your questions. That is the end of Section 2. You now have half a minute to check your answers.
Section 3
Now turn to Section 3 on page 5. Section 3 You will hear two students called Jen and Rob discussing a project they are about to start working on.
(13:08 - 14:03)
First you have some time to look at questions 21 to 24 on page 5. Now listen carefully and answer questions 21 to 24. Hi Jen. Hi Rob.
We need to look at this project we're doing together in Forensic Linguistics. Sure. The first thing we have to do is define Forensic Linguistics.
(14:04 - 14:39)
I thought we could say something like Forensic Linguistics involves…………………………………..and forensic refers to using scientific techniques to solve crimes. So Forensic Linguistics involves …………………………………………………………. What do you think of that as a definition? …………………………..
I looked it up in my dictionary and I got something similar. Then we can add something about ………………………………………………………. You know, like analysing documents to…………………………………
(14:39 - 14:47)
Good point. Let's do that. What about the actual project? I'm glad we chose …………………………….
(14:47 - 14:53)
Yeah. We've been given a ……………….. of a possible ……………..t. Not a real suspect of course.
(14:53 - 15:05)
So we've got to listen to the recording and analyse their voice. Should be OK? Well, I've already listened to the recording and I …………………….// ………..I guess that ……………….
(15:06 - 15:17)
The accent's a ………, though I'm ……………………….. Where we're ………………………………is that the ……. is very ………….. I'm sure they've done that to test us.
(15:18 - 15:30)
Well, they …………………………….. We have to analyse the voice sample with that spectrograph instrument, don't we? Learning what to do with it is the ………… that ………………………. about this project. It'll be fine.
(15:31 - 15:46)
……………. We have to interview the suspect and ……………………………………………………………………., right? Yes. It's …………………………………………..
(15:46 - 16:03)
You can often tell, even when they've got a cold, it's the ………………… but they might do something like speaking with ………………….. because ………………………………………………….. So let's get on with it then. Oh, and ………………………………………………………
(16:03 - 16:15)
We usually do OK in the end. I reckon that as long as we ……………………………………. of the assignment we can think about the finer details later. ………………………. creating things to ……………………………………….
(16:18 - 17:09)
Before you hear the rest of the discussion you have some time to look at questions 25 to 30 on page 6. Now listen and answer questions 25 to 30. We'll have to do some background reading first. I'll go to the library later and get what we need.
(17:10 - 17:25)
OK. I've already looked at forensics today and it didn't say much about ……………………… so we ………………………… that one. Language and crime looks a bit more promising, doesn't it? I've got that out of the library already so we don't need to worry about borrowing that.
(17:26 - 17:34)
……………………………………... I guess we ought to …………………... And voice identification will be a useful one.
(17:34 - 17:41)
I'll borrow that from our…………… George. He won't need it for his project. But we should get out modern forensic techniques.
(17:42 - 17:46)
We need all the help we can get on that subject. OK. That's that …………………
(17:47 - 17:55)
…………………………………………….. I'm not sure about how we're going to record the voices. I'm ……………………………………….
(17:55 - 18:02)
………………….. We'd better work out what we're doing. At least we ………………………………………….
(18:02 - 18:13)
I just …… whoever it is …………………………….. I'm sure……………………………………. And as long as we ……………………………………… it ………………………………. to do the rest of it.
(18:13 - 18:20)
I'm more worried about ……………………………….. I know. We’…………………………………………
(18:21 - 18:40)
Now, Rob, let's decide how we're going to split the writing between us. Are you any good at ……………………………..? They always seem to let me down. ……….
Leave that to me. Are you OK to do the literature review then? Maybe we should split that part. I …………………………………………… if you feel comfortable doing the ……………………………..
(18:41 - 19:43)
OK. And we can do the analysis between us as well. Great.
Section 4
(19:44 - 20:58)
First, you have some time to look at questions 31 to 40 on page 7. Now listen carefully and answer questions 31 to 40. We've been talking about some ways in which plants and animals deal with changes in their environment. And today we'll continue that discussion by looking at dormancy.
(20:59 - 21:25)
………………… we'll………………………………………………………………………………………… . Dormancy is a state of ……. that organisms or living things enter when they need to ……………………………………………. and …………………….. on their environment. Most ……………….. of plants and animals …………………………. that can become dormant.
(21:26 - 22:04)
So what is the ……………………? …………….., animals that have the ability to become dormant can…………………………………………………… For instance, when lakes, ponds, or rivers dry up, …………………………………… that have the ability to enter dormancy can …………………………., while others that cannot do this will die.// …………………is that creatures that can become dormant ……………………………………, such as ………………..can live in a…………………………….than other organisms.
(22:05 - 22:36)
And because of this, ……………………………………………where other animals can't survive, when they are actually………………………………………, the amount of …………………………………………………………. Let's move on to look at ……………………. There are a number of ……….., but the ones that are ……………………………….. and …………………………… organisms get.
(22:37 - 22:54)
…………………………………………………………is also very important. Now we'll explore some ………………….. Let us first look at …………………………………
(22:55 - 23:25)
Insects can experience …………………………………….., which is a form of dormancy called diapause. In insects, diapause is either ……………………………………..l conditions or a necessary part of the life cycle, such as with ……………………… or certain moths. ……………………………. it's interesting to note that through dormancy insects can survive when ………………….
(23:27 - 23:45)
…………………. we'll look at is ………………... Fish …………………………………………………… for dormancy as other creatures, but as one might imagine, they are particularly ……………………………… Let's take the African lungfish as an example.
(23:46 - 24:01)
When the water supply is low, the African lungfish burrows ,,,,,,,,,,,,,,,,,,,,,. It surrounds itself with a cocoon of slime and remains inactive. While dormant, it faces ……….
(24:02 - 24:22)
One is the possibility of …………………, and to overcome this, it relies on……………………… The other is desiccation or drying up, which is addressed through a ………………………………. the production of urine. Snails are also known to become dormant.
(24:23 - 24:36)
Some snails ……………………….. their shell with a membrane of dried mucus after settling at their place of dormancy. Other snails do not have this possibility. They trust the protection of their shell.
(24:37 - 25:07)
Snails that remain outside during their dormancy can usually be recognised by a rather ………………………………………… the sunlight and so………………………. That is why in open habitats, banded snails usually ……………………………….. Probably the most well-known type of dormancy is ……………….. which occurs in …………………………
(25:07 - 25:37)
We know that ………………………………maintain a …………………………… So what's really interesting about hibernators, true hibernators that is, is they can actually …………………………….by turning off their internal thermostat, so to speak, and hibernating until conditions improve. Let's examine the …………………………, the Arctic ground squirrel.
(25:37 - 25:55)
This squirrel ……………………………. that is …………………….. Once in its nest, it ………………… and tucks in its …………………………. Its body temperature …………………….
(25:56 - 26:15)
At this point, the squirrel …………………………….. and …………………………………….. in a normal way. During this period of hibernation, the squirrel loses nearly …………………. The process of ………………… for the Arctic ground squirrel ……………………………
(26:16 - 26:36)
When this happens, there is a …………………………………………/………………………………………………………….. And despite the strain of hibernation, within……………… of coming out of it, the squirrel's body processes are ……………………….