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32-34 (6/11-10/11)

34 Listening Part 2

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Choose TWO letters, A-E.

Which TWO pieces of advice for the first week of an apprenticeship does the manager give?

A get to know colleagues

B learn from any mistakes

C ask lots of questions

D react positively to feedback

E enjoy new challenges

Choose TWO letters, A-E.

Which TWO things does the manager say mentors can help with?

A confidence-building

B making career plans

C completing difficult tasks

D making a weekly timetable

E reviewing progress

What does the manager say about each of the following aspects of the company policy for apprentices?

Write the correct letter, A, B or C, next to Questions 15-20.

A It is encouraged.

B There are some restrictions.

C It is against the rules.

Company policy for apprentices

Using the internet …………….

Flexible working …………….

Booking holidays …………….

Working overtime …………….

Wearing trainers …………….

Bringing food to work …………….

Transcript

Good morning everyone. My name’s Janet Parker and I’m the human resources manager. We’re very happy to welcome you to your new apprenticeship. I hope that the next six months will be a positive and enjoyable experience for you.

I’d like to start with some general advice about being an apprentice. Most of you have very little or no experience of working for a big organisation and the first week or so may be quite challenging. There will be a lot of new information to take in but don’t worry too much about trying to remember everything. The important thing is to (Q11) check with someone if you’re not sure what to do – you’ll find your supervisor is very approachable and won’t mind explaining things or helping you out. You’re here to learn so make the most of that opportunity. You’ll be spending time in different departments during your first week so make an effort to (Q12) talk to as many people as possible about their work – you’ll make some new friends and find out lots of useful information.

As well as having a supervisor, you’ll each be assigned a mentor. This person will be someone who’s recently completed an apprenticeship and you’ll meet with them on a weekly basis. Their role is to provide help and support throughout your apprenticeship. Of course, this doesn’t mean they’ll actually do any of your work for you – instead they’ll be asking you about (Q13) what goals you’ve achieved so far, as well as helping you to identify any areas for improvement. You can also (Q14) discuss your more long-term ambitions with them as well.

————————–

Now I just want to run through a few company policies for our apprenticeship scheme with you… Most importantly, the internet. As part of your job you’ll be doing some research online so obviously you’ll have unlimited access for that but please (Q15) don’t use it for personal use – you’ll have your own phones for that.

Some of you have already asked me about flexible working. After your probationary three-month period – some of you will be eligible for this – but (Q16) it will depend on which department you’re in and what your personal circumstances are. So please don’t assume you’ll automatically be permitted to do this.

I want to make sure there’s no confusion about our holiday policy. Apart from any statutory public holidays (Q17) we ask that you don’t book any holidays until after your six-month apprenticeship has finished. Time off should only be taken if you are unwell. Please speak to your supervisor if this is going to be a problem.

You’ll be expected to work a 40-hour week but there may be opportunities to do overtime during busy periods. Although you’re not required to do this, (Q18) it can be a valuable experience – so we advise you to take it up if possible. Obviously, we understand that people do have commitments outside work, so don’t worry if there are times when you are unavailable.

As you know, we don’t have a formal dress code here – you may wear casual clothes as long as they’re practical – and the only restriction for shoes we have is on high heels for health and safety reasons. (Q19) Comfortable shoes like trainers are preferable.

There’s a heavily subsidised canteen on site where you can get hot meals or salads cheaply. Snacks and drinks are also provided – so (Q20) we’ve decided to introduce a no packed lunch policy. This is partly to encourage healthy eating at work and partly to stop people from eating at their workstation, which is unhygienic.

Answer

Đáp án đúng:A/C

Đáp án đúng:B/E

Đáp án đúng:B

Đáp án đúng:C

Đáp án đúng:A

Đáp án đúng:C

Reading

You should spend about 20 minutes on Questions 14-26 which are based on Reading Passage 2 below.

The growth of bike-sharing schemes around the world

How Dutch engineer Luud Schimmelpennink helped to devise urban bike-sharing schemes

The original idea for an urban bike-sharing scheme dates back to a summer’s day in Amsterdam in 1965. Provo, the organization that came up with the idea, was a group of Dutch activists who wanted to change society. They believed the scheme, which was known as the Witte Fietsenplan, was an answer to the perceived threats of air pollution and consumerism. In the centre of Amsterdam, they painted a small number of used bikes white. They also distributed leaflets describing the dangers of cars and inviting people to use the white bikes. The bikes were then left unlocked at various locations around the city, to be used by anyone in need of transport.

Luud Schimmelpennink, a Dutch industrial engineer who still lives and cycles in Amsterdam, was heavily involved in the original scheme. He recalls how the scheme succeeded in attracting a great deal of attention – particularly when it came to publicising Provo’s aims – but struggled to get off the ground. The police were opposed to Provo’s initiatives and almost as soon as the white bikes were distributed around the city, they removed them. However, for Schimmelpennink and for bike-sharing schemes in general, this was just the beginning. ‘The first Witte Fietsenplan was just a symbolic thing,’ he says. ‘We painted a few bikes white, that was all. Things got more serious when I became a member of the Amsterdam city council two years later.’

Schimmelpennink seized this opportunity to present a more elaborate Witte Fietsenplan to the city council. ‘My idea was that the municipality of Amsterdam would distribute 10,000 white bikes over the city, for everyone to use,’ he explains. ‘I made serious calculations. It turned out that a white bicycle – per person, per kilometer – would cost the municipality only 10% of what it contributed to public transport per person per kilometer.’ Nevertheless, the council unanimously rejected the plan. ‘They said that the bicycle belongs to the past. They saw a glorious future for the car,’ says Schimmelpennink. But he was not in the least discouraged.

Schimmelpennink never stopped believing in bike-sharing, and in the mid-90s, two Danes asked for his help to set up a system in Copenhagen. The result was the world’s first large-scale bike-share programme. It worked on a deposit: ‘You dropped a coin in the bike and when you returned it, you got your money back.’ After setting up the Danish system, Schimmelpennink decided to try his luck again in the Netherlands – and this time he succeeded in arousing the interest of the Dutch Ministry of Transport. ‘Times had changed,’ he recalls. ‘People had become more environmentally conscious, and the Danish experiment had proved that bike-sharing was a real possibility.’ A new Witte Fietsenplan was launched in 1999 in Amsterdam. However, riding a white bike was no longer free; it cost one guilder per trip and payment was made with a chip card developed by the Dutch bank Postbank. Schimmelpennink designed conspicuous, sturdy white bikes locked in special racks which could be opened with the chip card – the plan started with 250 bikes, distributed over five stations.

Theo Molenaar, who was a system designer for the project, worked alongside Schimmelpennink. ‘I remember when we were testing the bike racks, he announced that he had already designed better ones. But of course, we had to go through with the ones we had.’ The system, however, was prone to vandalism and theft. ‘After every weekend there would always be a couple of bikes missing,’ Molenaar says. ‘I really have no idea what people did with them, because they could instantly be recognised as white bikes.’ But the biggest blow came when Postbank decided to abolish the chip card, because it wasn’t profitable. ‘That chip card was pivotal to the system,’ Molenaar says. ‘To continue the project we would have needed to set up another system, but the business partner had lost interest.’

Schimmelpennink was disappointed, but – characteristically – not for long. In 2002 he got a call from the French advertising corporation JC Decaux, who wanted to set up his bike-sharing scheme in Vienna. ‘That went really well. After Vienna, they set up a system in Lyon. Then in 2007, Paris followed. That was a decisive moment in the history of bike-sharing.’ The huge and unexpected success of the Parisian bike-sharing programme, which now boasts more than 20,000 bicycles, inspired cities all over the world to set up their own schemes, all modelled on Schimmelpennink’s. ‘It’s wonderful that this happened,’ he says. ‘But financially I didn’t really benefit from it, because I never filed for a patent.’

In Amsterdam today, 38% of all trips are made by bike and, along with Copenhagen, it is regarded as one of the two most cycle-friendly capitals in the world – but the city never got another Witte Fietsenplan. Molenaar believes this may be because everybody in Amsterdam already has a bike. Schimmelpennink, however, cannot see that this changes Amsterdam’s need for a bike-sharing scheme. ‘People who travel on the underground don’t carry their bikes around. But often they need additional transport to reach their final destination.’ Although he thinks it is strange that a city like Amsterdam does not have a successful bike-sharing scheme, he is optimistic about the future. ‘In the ‘60s we didn’t stand a chance because people were prepared to give their lives to keep cars in the city. But that mentality has totally changed. Today everybody longs for cities that are not dominated by cars.’

Reading Passage 2 has seven paragraphs, A-G. (làm)

Which paragraph contains the following information? Write the correct letter, A-G, in boxes 14-18 on your answer sheet.

NB You may use any letter more than once.

a description of how people misused a bike-sharing scheme

an explanation of why a proposed bike-sharing scheme was turned down

a reference to a person being unable to profit their work

an explanation of the potential savings a bike-sharing scheme would bring

a reference to the problems a bike-sharing scheme was intended to solve

Choose TWO letters, A-E (homework)

Write the correct letters in boxes 19 and 20 on your answer sheet.

Which TWO of the following statements are made in the text about the Amsterdam bike-sharing scheme of 1999?

A It was initially opposed by a government department.

B It failed when a partner in the scheme withdrew support.

C It aimed to be more successful than the Copenhagen scheme.

D It was made possible by a change in people’s attitudes.

E It attracted interest from a range of bike designers.

Choose TWO letters, A-E (homework)

Write the correct letters in boxes 21 and 22 on your answer sheet.

Which TWO of the following statements are made in the text about Amsterdam today?

A The majority of residents would like to prevent all cars from entering the city.

B There is little likelihood of the city having another bike-sharing scheme.

C More trips in the city are made by bike than by any other form of transport.

D A bike-sharing scheme would benefit residents who use public transport.

E The city has a reputation as a place that welcomes cyclists.

Complete the summary below. (homework)

Choose ONE WORD ONLY from the passage for each answer.

Write your answers in boxes 23-26 on your answer sheet.

The first urban bike-sharing scheme

The first bike-sharing scheme was the idea of the Dutch group Provo. The people who belonged to this group were 23……………………….. They were concerned about damage to the environment and about 24 ………………………….., and believed that the bike-sharing scheme would draw attention to these issues. As well as painting some bikes white, they handed out 25 …………………….. that condemned the use of cars.

However, the scheme was not a great success: almost as quickly as Provo left the bikes around the city, the 26 ………………………. took them away. According to Schimmelpennink, the scheme was intended to be symbolic. The idea was to get people thinking about the issues.

answer

Đáp án đúng:E

Đáp án đúng:C

Đáp án đúng:F

Đáp án đúng:C

Đáp án đúng:A

Đáp án đúng:B/D

Đáp án đúng:D/E

Đáp án đúng:ACTIVISTS

Đáp án đúng:CONSUMERISM

Đáp án đúng:LEAFLETS

Đáp án đúng:POLICE

Listening Part 3

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Choose the correct letter, A, B or C.

Cities built by the sea

Carla and Rob were surprised to learn that coastal cities

A. contain nearly half the world’s population.

B. include most of the world’s largest cities.

C. are growing twice as fast as other cities.

According to Rob, building coastal cities near to rivers

A. may bring pollution to the cities.

B. may reduce the land available for agriculture.

C. may mean the countryside is spoiled by industry.

What mistake was made when building water drainage channels in Miami in the 1950s?

A. There were not enough for them.

B. They were made of unsuitable materials.

C. They did not allow for the effects of climate change.

What do Rob and Carla think that the authorities in Miami should do immediately?

A. take measures to restore ecosystems

B. pay for a new flood prevention system

C. stop disposing of waste materials into the ocean

What do they agree should be the priority for international action?

A. greater coordination of activities

B. more sharing of information

C. agreement on shared policies

What decision do the students make about each of the following parts of their presentation?

Choose FIVE answers from the box and write the correct letter, A-G, next to Questions 26-30.

Decisions

A use visuals

B keep it short

C involve other students

D check the information is accurate

E provide a handout

F focus on one example

G do online research

Parts of the presentation

Historical background ……………..

Geographical factors ……………..

Past mistakes ……………..

Future risks ……………..

International implications ……………..

Transcript

TUTOR: OK, so what I’d like you to do now is to talk to your partner about your presentations on urban planning. You should have done most of the reading now, so I’d like you to share your ideas, and talk about the structure of your presentation and what you need to do next.

CARLA: OK Rob. I’m glad we chose quite a specific topic – cities built next to the sea. It made it much easier to find relevant information.

ROB: Yeah. And cities are growing so quickly – I mean, we know that more than half the world’s population lives in cities now.

CARLA: Yeah, though that’s all cities, not just ones on the coast. But (Q21) most of the biggest cities are actually built by the sea. I’d not realised that before.

ROB: Nor me. And what’s more, a lot of them are built at places where rivers come out into the sea. But apparently this can be a problem.

CARLA: Why?

ROB: Well, as the city expands, agriculture and industry tend to spread further inland along the rivers, and so agriculture moves even further inland up the river. That’s not necessarily a problem, except (Q22) it means more and more pollutants are discharged into the rivers.

CARLA: So these are brought downstream to the cities?

ROB: Right. Hmm. Did you read that article about Miami, on the east coast of the USA?

CARLA: No.

ROB: Well, apparently back in the 1950s they build channels to drain away the water in case of flooding.

CARLA: Sounds sensible.

ROB: Yeah, they spent quite a lot of money on them. (Q23) But what they didn’t take into account was global warming. So they built the drainage channels too close to sea level, and now sea levels are rising, they’re more or less useless. If there’s a lot of rain, the water can’t run away, there’s nowhere for it to go. The whole design was faulty.

CARLA: So what are the authorities doing about it now?

ROB: I don’t know. I did read that they’re aiming to stop disposing of waste into the ocean over the next ten years.

CARLA: But that won’t help with flood prevention now, will it?

ROB: No. Really (Q24) they just need to find the money for something to replace the drainage channels, in order to protect against flooding now. But in the long term they need to consider the whole ecosystem.

CARLA: Right. Really, though, coastal cities can’t deal with their problems on their own, can they? I mean, they’ve got to start acting together at an international level instead of just doing their own thing.

ROB: Absolutely. The thing is, everyone knows what the problems are and environmentalists have a pretty good idea of what we should be doing about them, so (Q25) they should be able to work together to some extent. But it’s going to be a long time before countries come to a decision on what principles they’re prepared to abide by.

CARLA: Yes, if they ever do.

——————————

CARLA: So I think we’ve probably got enough for our presentation. It’s only fifteen minutes.

ROB: OK. So I suppose we’ll begin with some general historical background about why coastal cities were established. But (Q26) we don’t want to spend too long on that, the other students will already know a bit about it. It’s all to do with communications and so on.

CARLA: Yes. We should mention some geographical factors, things like wetlands and river estuaries and coastal erosion and so on. We could have some maps of different cities with these features marked.

ROB: On a handout you mean? Or (Q27) some slides everyone can see?

CARLA: Yeah, that’d be better.

ROB: It’d be good to go into past mistakes in a bit more detail. Did you read that case study of the problems there were in New Orleans with flooding a few years ago?

CARLA: Yes, (Q28) We could use that as the basis for that part of the talk. I don’t think the other students will have read it, but they’ll remember hearing about the flooding at the time.

ROB: OK. So that’s probably enough background.

CARLA: So then we’ll go on to talk about what action’s being taken to deal with the problems of coastal cities.

ROB: OK. What else do we need to talk about? Maybe something on future risks, looking more at the long term, if populations continue to grow.

CARLA: Yeah. We’ll need to do a bit of work there, I haven’t got much information, have you?

ROB: No. (Q29) We’ll need to look at some websites. Shouldn’t take too long.

CARLA: OK. And I think we should end by talking about international implications. Maybe (Q30) we could ask people in the audience. We’ve got people from quite a lot of different places.

ROB: That’d be interesting, if we have time, yes. So now shall we …

Answer

Đáp án đúng:B

Đáp án đúng:A

Đáp án đúng:C

Đáp án đúng:B

Đáp án đúng:A

Đáp án đúng:B

Đáp án đúng:A

Đáp án đúng:F

Đáp án đúng:G

Đáp án đúng:C

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