Section 1. You will hear a telephone conversation between a man who is looking for a summer job as a fruit picker and a woman who owns a farm.

Manor Farm, hello. — Hi there, I'd like to apply to do fruit picking this summer. — Oh, hello. I'm Mrs Chandler — my husband and I own Manor Farm. Let me take some details. Right, your name is? — It's Ben Miller (Example). — And where are you from? — I'm from the USA. — Fine. Can I ask your age? — I'm 20. You only take people over the age of 16, don't you? — Yes, that's right. Are you able to work in the UK? I mean, do you have a visa? — Oh yeah, 1I have a thing called a blue card. It's valid until November. — That's fine. We'll need fruit pickers from the middle of June until the end of September. What's your availability? — Um, 2I'd like to do July, August and September, and could do October if there's any work then. — Okay. 3Did you find out about us through our website? — That's right. It's much easier than going through an agency.

4I see you need most pickers in September for apples and pears, but the whole picking season can last about 16 weeks. — Well, yes, but 5it's a question of the weather that determines how much fruit we grow. That's why I can't give you exact picking dates now. — I see, no problem. Can you tell me what pickers earn? — Well, that depends on age. The rate is four pounds 50 an hour for the under-eighteens, but 6as you're over 18, it would rise to five pounds 60 an hour.

Your website says that you don't provide accommodation for pickers, so I guess I should arrange that in advance. — Yes, there is no accommodation on the farm, but 7there is a campsite about 15 minutes away. — Is that walking distance? — What do you think? — No. 8Maybe I should bring my bike to get around. — Yes, we always recommend that. Some pickers bring a car but then find the roads rather narrow, and the bus is very infrequent.

Do you have any questions? — I know that fruit picking is hard work, but is there anything special I need to bring with me? — Well, firstly, documentation is extremely important. We will need proof of age, so 9we'll expect to see your passport, because without one you won't be allowed to work. — Even if my age is written on my driving licence? — Sorry, a driving licence isn't suitable, I'm afraid. — I guess lunch is provided for all the hungry fruit pickers? — I'm afraid not. You'll need to bring your own food for lunch and, more importantly, 10enough water to last a full day. It can get very hot, so drinking is vital.

Section 2. You will hear the manager of a new sports centre talking to potential customers about the facilities there.

Good evening and welcome to Karrara's brand new Sports and Leisure Centre. Now, as you can see from the map I've given you, we're sitting in our cafe, which we hope will be a favourite place to visit after exercising. To one side of us and 11right in front of you as you enter the complex is the shop (H). Be sure to have a look in there later, as we've got some great opening specials on footwear. 12On the other side of the cafe, and ideally situated between the cafe and the childminding facilities, we have the playground (G). You can sit and relax there while your kids have a great time on the equipment.

Let's talk a little bit about our heated swimming pool, which is also near the entrance, on the other side from the cafe. It has a five-metre waterslide, which will be very popular with kids of all ages. And 13in the corner nearest the changing rooms, we have a high-tech hot spa (I). The water is heated to 38 degrees centigrade — the ideal temperature to relax tired muscles after a workout.

So where can you do these workouts? Well, 14we have a large weights room located at the back of the cafe, at the end of the Administration block (D). In the weights room you'll find all the latest equipment, and we also have trainers there who can put a program together for you. Another place to get a good workout is 15in the gym, which is shown on the map to the right of the changing rooms (B). There will be all sorts of classes offered there.

Our aim is to provide all your exercise and recovery needs. So as well as the spa to help aching bodies, 16we also have a special area for massage. It's in the funny-shaped room close to the administration area — its distinctive shape has already led to the nickname of 'the bullet room' (E). We'll be offering Swedish and Chinese massage there, and will offer physiotherapy in the future.

Now, let me tell you something about our different memberships. If you are a fitness freak, then choose our All-in membership. This gives you access to everything in the centre, all the classes and sports. It's usually our most expensive option, but 17for a short time, we're offering 12 months for the price of nine, which is a huge saving (D — All-in). If you prefer just the gym classes, you may want to consider the Gym and Weights package — it works out at $10 a week, which is good value. If you just want to swim, then we recommend getting a Swim Plus membership, with unlimited use of the pool and spa. 18The other package we've reduced for this month only is the off-peak (A), aimed at people who are happy to come at less busy times. And finally, we have the Family Pack — this package works out cheaper than buying it separately.

So, anyone who signs up for a new membership tonight will receive two fantastic presents from us. We wanted to make these rewards something different from the norm. We could have just chosen a towel for you to use in the gym, or some clothing from the shop, but we wanted to show our appreciation by giving you something special. So not only are we going to give you 19a voucher for a session in our massage centre (E — free massage), a great way to unwind after your workout, but 20you'll also get this great device that measures your heart rate (B — heart monitor). And finally, just for turning up tonight, we'd like to give everyone here a drink bottle to take away with them (bu barcha kelganlarga — yangi a'zolik sovg'asi emas).

Section 3. You will hear two economics students called James and Anna discussing a recent survey about the cost of buying a house in New Zealand.

So first, how did the Value Survey actually measure the cost of houses? Because there are lots of ways of calculating it. — Well, it looked at all houses, didn't it? New and old. So 21it started with average incomes across the whole workforce, and then worked out house prices in relation to that — to what people were earning (C — the price of houses compared to average income). So it's about affordability, what people pay in real terms. There's no information about the size of a house a typical family can buy — no, that's a limitation.

Okay, then in the assignment we should give some background. I mean, what's different about the Value Survey? — Yeah, there's lots of these surveys every year — Value is actually one of the newer ones. But 22it stands out because it gives figures for a range of the largest urban centres, which none of the others do (A — it compares prices in different cities).

Then one finding was that New Zealand houses are relatively expensive. Why is that? — Because most of them are built of wood, and that's quite cheap. Yeah, it is. But 23the problem is, there are too many regulations and restrictions about where you can build (C — the rules concerning land use). So if more building sites were created for housing, the costs would come down. — That's it, isn't it? Because there are plenty of contractors ready to do the work. — Exactly.

So what else? — Well, what about transport? I mean, it's all very well to talk about new housing, but how are people going to get there? 24Is the survey proposing new roads, new rail networks? It should be a coordinated approach. — Yeah, but the survey didn't mention it. It's a missed opportunity (A — concerned there is no plan), because a commitment to funding public transport from the outset would improve air quality in our cities.

Okay, then, the next survey — what can we expect? — A look at all the same places, right? — Exactly the same. But 25the next one will give an idea of the way prices are moving (B — indicate a future trend in house prices). The government may have to think about how house prices are affecting society.

Then, in the assignment, we need to evaluate how reliable the survey was, so we should look at some of the criticism made by commentators. — Okay. So there's the economist Andrew Coleman. 26He actually questioned whether the survey was money well spent, because it only looked at a single year in isolation — a year when it was difficult to borrow money to buy a house, pushing up costs. So he thought the survey should consider a longer timeframe (C — period covered).

Did you get that article by Professor Massey? Because he's the leading authority on this topic. — Yeah, interesting. 27He realised the method used to calculate how much money people had didn't take savings into account. So actually, people looking for a house were richer than the survey shows, making houses cheaper in real terms (G — way of defining home-buyers' wealth).

Then, Richard Bernard — his criticism was original. 28He found out they were using quite outdated software to process all the information they gathered (F — old-fashioned systems of data analysis), which was crazy, because they actually had the money available for an upgrade. So even though it was a highly regarded team of people, the way the statistics were interpreted was open to question.

Okay, then Professor Lowndes — he thought the report was just badly written. — That's right. 29After all the work that went into gathering valid information, the finished report was just too long and weakly structured, and there was too much unnecessary detail (A — organization of final text).

And the last one, Maria Darling — she made a point about the properties that were evaluated. — There weren't enough of them, you mean? — No, it wasn't that, but 30they were never identified, for privacy reasons. But she thought the actual properties used should have been revealed — the process should have been transparent if people are going to have full confidence in the survey (E — lack of public access to full information).

Section 4. You will hear part of a lecture for teacher trainees on using drama activities in the classroom.

So, now we're going to look at some of the reasons why it's beneficial to include drama activities, such as role-play, in your teaching practice. There's a lot of evidence to show that drama helps a child's personal development. Firstly, creating the space for children to express themselves freely in a group situation 31helps to give them confidence in their own opinions and ideas. And of course, drama activities can work especially well for shy or introverted children. Secondly, unscripted improvisation activities, where children work from their imagination, if done in a supportive way, 32give children the opportunity to gain experience in taking risks, and encourage them to say things that they might normally be afraid to say.

Drama can also support the child's educational development. For example, the emphasis placed on cooperative activities in drama means that 33group members must learn the value of listening to one another. Being involved in any sort of performance, which relies on everyone working together and playing their part, also 34helps children to be responsible not only for their learning, but for their general behavior.

Now I'd like to look at how role-play can be such a valuable learning tool in the classroom. 35The value of role-play for children who are having difficulties as a means of therapy is now widely accepted. The experience of doing a role-play where children act out aspects of their own life can help children to judge their own behavior in an objective way. One obvious example would be doing a role reversal, with a bully role-playing a victim. More generally, role-play also allows the teacher to 36explore potentially controversial or taboo subjects in a safe setting in which children feel at ease. It's obviously essential for children to feel they won't be criticized or judged for voicing certain views. Getting children to examine their thoughts and opinions carefully can lead to a deeper self-knowledge and a 37stronger awareness of morality — this is an important factor in developing social skills.

Let's look at a specific subject area now and think about how drama can enrich the learning process for the study of history. Bringing characters from the past to life in the classroom by doing drama activities is an easy way to 38improve the level of the children's participation in the lesson — so drama in the history classroom makes for a livelier atmosphere. But getting children to re-enact scenes from history can also be extremely useful, as 39it helps them to remember what happened and why it was important, as well as helping to bring the past alive. Another way of doing this is to ask children to 40find solutions to historical problems using role-play. This can help to focus attention on why certain decisions were taken — for example, children can be asked to decide how best to defend their town from attack, or where to build a new settlement.