Children's Engineering Workshops

ANNOUNCER: Part 1. You will hear a man phoning to find out about some children's engineering workshops. First, you have some time to look at questions 1 to 3. Now listen carefully and answer questions 1 to 3.

SARAH: Hello, Children's Engineering Workshops.

FATHER: Oh hello. I wanted some information about the workshops in the school holidays.

SARAH: Sure.

FATHER: I have two daughters who are interested. The younger one is Lydia. She’s 4 years old. Do you take children as young as that?

SARAH: Yes. Our Tiny Engineers workshop is for 4–5 year olds.

FATHER: What kinds of activities do they do?

SARAH: Lots of things. For example, they design a protective cover for an egg so it doesn’t break when dropped from a height.

FATHER: Right.

SARAH: They also have a competition to build the highest tower.

FATHER: Lydia loves building things.

SARAH: They also design and build a balloon-powered car. The air from the balloon makes the car move quickly.

FATHER: That sounds perfect.

ANNOUNCER: Before you hear the rest of the conversation, you have some time to look at questions 4 to 10. Now listen and answer questions 4 to 10.

FATHER: My older daughter Carly has just turned 7. I suppose she would be in a different group.

SARAH: Yes, she would join the Junior Engineers group for children aged 6 to 8.

FATHER: Do they do the same activities?

SARAH: Some are similar but more advanced. They build model vehicles such as cars and trucks.

SARAH: They also construct animal models using similar materials and techniques.

FATHER: Do they learn coding?

SARAH: Yes. They program their models so they can move.

FATHER: Do they have competitions?

SARAH: Yes. They build a bridge using recycled materials such as card and wood. The longest bridge wins a prize.

SARAH: They also create a 5-minute animated movie using special animation software.

FATHER: That’s something they could show their friends.

SARAH: Exactly. They also build a humanoid robot and program it to move its arms and legs.

FATHER: Great. What about the price?

SARAH: The Junior Engineers workshop costs £50 for 5 weeks.

FATHER: Are the classes on Monday?

SARAH: They used to be, but now they are held on Wednesdays from 10–11 a.m..

FATHER: Where are the workshops held?

SARAH: In Building 10A at Fradstone Industrial Estate.

FATHER: That’s in Grasford, right?

SARAH: Yes, just past the station.

FATHER: Is there parking available?

SARAH: Yes, there’s always plenty of parking.

FATHER: Great. I’d like to enroll Lydia and Carly.

SARAH: OK. Can I have your full name?

ANNOUNCER: That is the end of part 1. You now have half a minute to check your answers to part 1.

Stevenson's Metal Goods Company and Work Experience Program

ANNOUNCER: Part 2, you will hear the Managing Director of a company called Stevenson's welcoming a group of work experience students. First you have some time to look at questions 11 to 14. Now listen carefully and answer questions 11 to 14.

JULIA SIMMONS: Good morning everyone, and welcome to Stevenson's, one of the country's major manufacturers of metal goods.

JULIA SIMMONS: Thank you for choosing us for your two weeks of work experience. My name is Julia Simmons, and since the beginning of this year I have been the Managing Director.

JULIA SIMMONS: Stevenson's is quite an old company. The founder, Ronald Stevenson, entered the steel industry when he left school in 1923.

JULIA SIMMONS: He set up the company in 1926, although he had started planning it earlier in 1924.

JULIA SIMMONS: The company originally intended to manufacture components for the machine tools industry and the automotive industry.

JULIA SIMMONS: However, production in these industries was delayed for five years.

JULIA SIMMONS: Instead, the company produced equipment for hospitals and the healthcare sector during its first five years.

JULIA SIMMONS: Over time, the company has expanded its premises significantly.

JULIA SIMMONS: Fortunately, the site is large enough, so the company has never needed to relocate.

JULIA SIMMONS: However, the current layout is not ideal for modern machinery and production methods.

JULIA SIMMONS: For this reason, a major refurbishment of the site is planned over the next five years.

JULIA SIMMONS: During your placement, most mornings will begin with a presentation from one of the managers.

JULIA SIMMONS: These presentations will introduce you to different departments, starting today with research and development.

JULIA SIMMONS: You will also spend time observing work and speaking with employees in each department.

JULIA SIMMONS: In previous years, a teacher visited each week to review students' progress.

JULIA SIMMONS: Unfortunately, your school cannot arrange this visit this year.

ANNOUNCER: Before you hear the rest of the talk, you have some time to look at questions 15 to 20. Now listen and answer questions 15 to 20.

JULIA SIMMONS: Let me help you orientate yourselves around the site.

JULIA SIMMONS: We are currently in the reception area, which is designed to be welcoming to visitors.

JULIA SIMMONS: If you go along the corridor to the left, the coffee room is located at the end.

JULIA SIMMONS: This room has views of the main road on one side and trees on the other.

JULIA SIMMONS: The factory is the large building on the far side of the site.

JULIA SIMMONS: Next to it is the warehouse, which is accessed by lorries from the turning area.

JULIA SIMMONS: You can reach the warehouse by crossing the courtyard and entering through the door on the right.

JULIA SIMMONS: The staff canteen is located next to the reception.

JULIA SIMMONS: The food there is excellent, although the view is not particularly attractive.

JULIA SIMMONS: The meeting room is along the corridor beside the courtyard and is the last room on the right.

JULIA SIMMONS: Unfortunately, it has no natural daylight.

JULIA SIMMONS: The Human Resources office is near the front of the building.

JULIA SIMMONS: Walk left along the corridor from reception, and it is the second room you come to.

JULIA SIMMONS: Finally, the boardroom has a pleasant view overlooking the trees.

JULIA SIMMONS: Walk past the courtyard to the end of the corridor and you will find it on the left, next to the factory.

ANNOUNCER: That is the end of part 2. You now have half a minute to check your answers to part 2.

Discussing an Art Project on Birds

ANNOUNCER: Part 3, you will hear two students called Jess and Tom discussing their art projects. First, you have some time to look at questions 21 to 24. Now listen carefully and answer questions 21 to 24.

JESS: How are you getting on with your art project, Tom?

TOM: OK. The theme is birds, and I’m not usually interested in wildlife, but I’m starting to get into it. I’ve finished the introductory stage.

JESS: Same here. At first those handouts about books and websites really put me off, but the more I read, the more interested I became.

TOM: Yes, there are so many aspects of birds in art — color, movement, and texture.

JESS: I was really looking forward to the bird park visit.

TOM: Unfortunately it was a disappointment. It rained heavily and we hardly saw any birds.

JESS: The trip to the Natural History Museum was much better.

TOM: I really enjoyed the section about evolution. The workshops with Dr Fletcher were also good.

JESS: I missed those because I was ill. I wish we could have seen the projects from last year’s students.

TOM: Maybe they want us to create something original.

JESS: Have you finished your project proposal?

TOM: I’ve drafted it but need to revise it. My research notes are mostly descriptive, not evaluative.

JESS: Oh, I didn’t realize we had to evaluate our research either.

TOM: Did you make a timeline?

JESS: Yes, and also a mind map. I enjoyed that part.

JESS: But explaining the rationale behind my decisions in the action plan was difficult.

TOM: I didn’t realize we had to include that! I’ll add it.

JESS: I’ve also heard it’s better not to be too specific about the final project outcome yet.

TOM: Really? I’ll adjust my proposal as well.

ANNOUNCER: Before you hear the rest of the discussion, you have some time to look at questions 25 to 30. Now listen and answer questions 25 to 30.

TOM: One part of the project is choosing paintings of birds and explaining what they mean to us.

TOM: I chose a painting of a falcon by Landseer. The bird’s expression seems a bit threatening.

JESS: You could talk about the idea of danger suggested by its stare.

JESS: I like a painting of a fish hawk by Audubon. It’s swooping down with a fish in its claws.

TOM: That could relate to predators and food chains.

JESS: I’m more interested in the sense of rapid motion in the painting.

JESS: I also like a painting of a kingfisher by Van Gogh.

TOM: The one with the beautiful blue and red shades?

JESS: Yes. I chose it because it reminds me of seeing a real kingfisher when I was young.

TOM: So we can use a personal connection as well.

TOM: I also chose a portrait called William Wells, where a man has just shot a bird.

TOM: It makes me think about how people’s relationship with nature can be ambiguous.

JESS: Interesting. There’s also Vairumati by Gauguin.

JESS: In it, a white bird eating a lizard represents the cycle of existence.

TOM: I also chose a portrait of Giovanni de Medici, where a boy is holding a small bird carefully.

JESS: That’s a nice example of gentleness toward animals.

ANNOUNCER: That is the end of part 3. You now have half a minute to check your answers to part 3.

The Significance and Influence of Stoicism Throughout History

ANNOUNCER: Part 4, you will hear a professor of philosophy giving a talk on the ancient philosophy of Stoicism. First, you have some time to look at questions 31 to 40. Now listen carefully and answer questions 31 to 40.

SPEAKER: Ancient philosophy is not just about talking, lecturing, or reading long dense books. Throughout history, people have used philosophy to solve problems and achieve their greatest successes.

SPEAKER: Specifically, I am referring to Stoicism, which I believe is the most practical philosophy and therefore one of the most appealing.

SPEAKER: Stoicism was founded in ancient Greece by Zeno of Citium in the early 3rd century BC.

SPEAKER: It was later practiced by famous thinkers such as Epictetus, Cato, Seneca, and Marcus Aurelius.

SPEAKER: Interestingly, many Stoic teachings survived even though these philosophers did not originally write their ideas for publication.

SPEAKER: For example, Marcus Aurelius wrote Meditations only as a personal journal, while Epictetus' teachings were recorded by one of his students.

SPEAKER: Stoic philosophy teaches that people can achieve true happiness through the practice of virtue.

SPEAKER: According to Stoics, destructive emotions such as anger and jealousy can be controlled by our own choices.

SPEAKER: As Epictetus said, we cannot control external events, but we can control our responses to them.

SPEAKER: The modern philosopher Nassim Nicholas Taleb describes a Stoic as someone who can transform negative experiences into opportunities for growth.

SPEAKER: For instance, Stoics may transform fear into caution, pain into transformation, and mistakes into learning.

SPEAKER: Stoicism has influenced many famous historical figures, including the founding fathers of the United States.

SPEAKER: George Washington learned about Stoicism when he was only 17 years old.

SPEAKER: Meanwhile, Thomas Jefferson kept a copy of Seneca's writings beside his bed.

SPEAKER: The famous French painter Eugène Delacroix described Stoicism as his consoling religion.

SPEAKER: The economist Adam Smith was also strongly influenced by Stoic ideas when developing his theories about capitalism.

SPEAKER: Even modern political leaders have been inspired by Stoicism.

SPEAKER: Former US President Bill Clinton reportedly rereads Marcus Aurelius every year.

SPEAKER: And many observers compare Barack Obama's calm leadership style to that of Cato.

SPEAKER: Wen Jiabao, the former Prime Minister of China, has read Meditations more than 100 times.

SPEAKER: Stoicism also influenced Albert Ellis, the founder of cognitive behavior therapy (CBT).

SPEAKER: CBT helps people overcome problems such as depression by changing the way they think and behave.

SPEAKER: In modern business, Stoic principles help entrepreneurs develop resilience and turn obstacles into opportunities.

SPEAKER: I believe Stoicism remains just as relevant today as it was 2,000 years ago.

SPEAKER: At its core, Stoicism teaches a simple principle: control what you can and accept what you cannot.

SPEAKER: However, mastering this philosophy requires practice and sometimes even a lifetime of effort.

SPEAKER: Stoics believed that the foundation of a good life is not money, fame, power, or pleasure, but rather a disciplined and principled character.

ANNOUNCER: That is the end of part 4. You now have one minute to check your answers to part 4.