IELTS Listening Test

SECTION 1

Teacher: Hello, Riverdale Pre-school.

Parent: Oh hello, I'd like to enquire about your school for my daughter Suzie.

Teacher: Certainly. We have 20 children in a class.

Parent: And who are the teachers?

Teacher: The first group is with Mrs. Oliver. And the second group is with Mrs. Keogh (Q1). That's K-E-O-G-H.

Parent: Right.

Teacher: Classes are 3 days a week. Suzie will attend for a total of 15 (Q2) hours.

Parent: What about activities?

Teacher: Well, outside, they do running and playing. We just got some new equipment. And we intend to make a garden (Q3) soon.

Parent: Oh lovely.

Teacher: And indoors, this year music (Q4) activities are very popular.

Parent: And do they have stories?

Teacher: Yes, they hear a story (Q5) every day.

Parent: How much are the fees?

Teacher: It now costs $470 (Q6) per term.

Parent: Does that include trips?

Teacher: Yes, fees include a trip to a farm (Q7) this year.

Parent: And can they borrow books?

Teacher: Well, they have the chance to take home a toy (Q8) every week.

Parent: What should I put in her bag?

Teacher: Please put a pillow (Q9) in Suzie's bag for rest time.

Parent: Great. Can I arrange a visit?

Teacher: Yes, you can arrange a visit. My phone number is 0914638520 (Q10).

Parent: Thank you!

SECTION 2 Hello everyone, and welcome to the University of New South Wales. The first thing I'd like to do at today's Orientation Session is get you all oriented! That means tell you the location of some useful facilities and services. So, first of all, take out the maps we gave you all as you came in the door. The map is the big yellow sheet of paper. As you can see on the map, North is at the top, South at the bottom, et cetera. Which way is North? Well, look through that window on my left, your right. See the rising sun? That would have to be East. So North must be directly behind me. Now, we are at the campus's Main Gate. The Recreational Facilities are on my right hand and its opposite is the Student Centre (Q11). No questions? Good. Pretty easy, right? OK, did everyone eat breakfast at the Student Food Service this morning? Was the food good? Yes, yes. I am joking. I've eaten there, too. So after a meal like that, you must be eager to go to a doctor. Right? Well, I have good news for you: the Student Health Centre is located about half a kilometre straight north of here (Q12). Look on your maps. You see the street on the east side of this building? Ned Kelly Avenue? Just follow that about 500 metres, and the Health Centre will be on your left at the third cross street. (Q12) Now, I know you all just got here. So you must be wondering how to tell your folks you've arrived safely, how much you miss the dog, and how you already need more money. If you don't have an Iphone, you probably are wondering where to find a computer. Well, I have good news. If you go straight out of its door and walk down the Garden Street, you'll see the Internet Unit on your left side, just next to the Gym (Q13). The hours are posted on the door, and the computers are free, but you must bring your student ID card with you. Like I tell everyone, if you need help with anything, you can probably find it right here in the Student Centre. Do you see the four buildings there between the Student Centre and the library? Those are the dormitories. The men's dorms are the two on the south; the women's the two on the north. OK, I'm sorry to have to tell you, but the university has been doing a lot of repairs and remodelling, and it's not all done yet. So there may be some small problems with your dorm rooms. Maybe the window doesn't open. Maybe an air conditioner is missing or does not work. If there are any problems, you can go to the Complaint Office, which is right beside the Teaching Building between the Parker Street and the Crammer Street (Q14). Just tell them your problem and they should have it fixed by the time you graduate in four years. I'm joking, but please be patient. There are a lot of little things they need to take care of. Tired of the school food? No? Give it a week. Or maybe you just need a place to get coffee in the wee hours of the night during one of those marathon study sessions. Either way, you definitely have to check out the little Cafe just past the women's dormitories (Q15). They've got free Wi-Fi, so a lot of students saddle up with coffee and a bagel for hours on end to get work done. As for the dorm rooms, I have some bad news and some good news. The bad news is the rooms are small and you'll probably be sharing space with at least three other students. The good news is that each room has its own bathroom (Q16). What's good about sharing a bathroom with three strangers? Hmmm… good question. OK, call it bad news and worse news. Hey, maybe try this for good news: each dorm has a kitchen. If you want to make snacks or meals, you can do it there. You can buy food containers (Q17) at any campus convenience store, so you can store your food in the kitchen. But a word of warning: you should definitely write your name on your food containers. Sad to say, there are food thieves among your fellow students. Speaking of thieves, a word about security. I mean this is Australia and we do get drunken bushrangers wandering onto campus. Each of you will be given a key for your dorm room. Don't lose it. You have to pay for any replacement and fill out a bunch of papers, too. Red tape, huh? Your key does not work for the front door of your dorm, however. To the right of each door, there is a keypad with numbers. When you move in, they will tell you the code (Q18) you use to enter the door. Please do not tell the code to people who do not live in the dorm. Let's see. Have I forgotten anything? Oh, yes. Most of you are not rich, correct? So when your clothes get dirty, you can't just throw them away and buy new ones. That means you have to learn to do laundry. Or, men, that means you have to hurry up and get married. If you decide to wash those clothes and not get married, there are laundries in each dorm. Where? Oh, I almost forgot to tell you. The laundry for each dorm is in the basement (Q19). Some real good news this time: if you are a student, it is free. You do have to buy your own soap, however. The laundry closes, by the by, at 11:30. And, now that I've mentioned 11:30, please remember the dorm doors are locked at Q20 11:30 p.m. Your code will not work. If you want to get in, you'll have to call the night watchman. Don't worry, you can get that number at the Dorm Office. Yes, the Dorm Office and the Complaint Office are the same office. All right, then. Before we continue, are there any questions?

SECTION 3 Carlos: OK, everyone. Let's look at what presentation tips we have come up with for our next seminar. Melissa? Melissa: OK, here's my first tip. Show up early (Q21). Some experience presenters say that something good is bound to happen! I'm not sure about that, but… David: Well, … you may have a chance to head off some technical problem. Also, at the beginning, before you actually begin your presentation, people filter in slowly. It's a great time to introduce yourself. Melissa: Can't argue with that! Simona had some ideas about opening. Simona: Have a strong opening. I picked up a few ideas for structuring your opening. First, never apologize (Q22). If you're worried the presentation won't go well, keep it to yourself and give it your best shot. Besides, people are usually too preoccupied with their own problems to notice yours. Carlos: I like that! Simona: Open by addressing the following three questions: What's the problem? Who cares? What's your solution? Carlos: Excellent suggestion! David? You've gone quiet! David: Well, my next suggestion is PGP. That means that with every subtopic, you should move from the Particular to the General and back to the Particular (Q23). Even though the purpose of a subtopic is to convey the general information, bracing it with particulars is a good way to draw attention and promote retention. (Q24) Melissa: I've got another one. This might not be a tip so much as a law. Give everyone at least one piece of paper. A piece of paper is a record from your presentation. People can use that to help recall the details of the presentation, or better yet to tell others about it. Carlos: The next tip that I have is know your audience (Q25). This is, of course, a general piece of advice for public speaking. See if you can find out what styles of information presentation they are most familiar and comfortable with. Adapting your presentation to those styles will leave fewer barriers to the direct communication of your material. Simona: I like that idea. We mentioned possible technical problems before. My next point is that maybe speakers should rethink the overhead projector. Is one really necessary? David: I think that often it is. but I agree with your basic point (Q26), Simona. Don't use one just because it's there. Maybe a good tip is to consider carefully what you are putting on your slides. Simona: Yes, David, that's a very good point to make. Slide content is … well, you don't want too much … too little. Carlos? Carlos: Good points, both of you. Another point I have is to respect the audience. Don't condescend by "dumbing down" your lecture. Show them respect by saying what you believe and what you know to be the whole story. Melissa: I also have a point about humor. I think that humour is generally good, but be careful with it. Humour in a presentation works best (Q27) when it actually drives the presentation forward. If you find you're using canned jokes that don't depend on the context, of the presentation, eliminate them David? David: Maybe, Melissa, but always be very careful about jokes that. put. down a class of people. If you're going to alienate your audience, do it on the merits of your content. Simona: Also, avoid masculine-or even feminine pronouns as universal. It can be a nuisance to half the audience. As universal, use the plural "they". The Oxford English Dictionary has allowed "they" as a gender neutral singular pronoun for years. Carlos: Thanks, Simona. Thinking towards the end. Take care with questions (Q28). Many people judge the quality of your talk not by the twenty minutes of presentation, but on the thirty seconds you spend answering their question (Q28). Be sure to allow long pauses for questions. Ten seconds may seem like a long pause when you're at the front of the room, but. it flows naturally from the audience's point of view. Simona: Let people know you believe your material. Speak with conviction. Believing your subject, matter is one of the best ways to speak more effectively! Melissa: Finish early, and something good is almost bound to happen (Q29). If nothing else, people will be able to leave early, and suddenly they'll have an extra couple of minutes to do things they didn't think they'd get to. People will really like you if you do that. David: I think we have missed a key point. Practice! Practice over and over and over. If you can, record your presentation. Play it back and watch yourself. You'll discover a thousand horrible things you never knew about yourself. Now watch it again without the sound. Why are your hands flying around like that? Now listen to it without the picture. Get rid of those urns! Now watch it at twice the normal speed. This emphasizes low frequency cycles in your gestures. Carlos: David, those were excellent points! I have one more. Something quite simple, but often overlooked. I read that the two most dehydrating things you can do in modern civilization are live presentations and air travel. I don't know if it's really true, but the message is that, the way to stay sharp is to drink lots of water (Q30). Take care of your body, especially your voice. If possible, avoid alcohol too. Melissa: So, we've got to organise these points now…

SECTION 4

Tutor: Hello, everyone. I have an exciting announcement to make. The university has decided to enter an international driverless vehicle competition next year, and we are going to need some enthusiastic undergraduates to help us with the project.

Student: What kind of competition is it?

Tutor: The competition is to make an automated vehicle, a kind of robot that will be able to move quickly and accurately on its own. All the vehicles will then enter a race which will take place here in the U.S.

Student: Which departments are involved?

Tutor: So, the engineering school will be collaborating with the computer science department (Q31) and possibly the Automotive Design Department, although that's yet to be confirmed.

Student: Is it a difficult race?

Tutor: To give you an idea of how tough this race is, one vehicle last year only managed 12 kilometers of the 280-kilometer stretch of California desert that forms the racetrack. The vehicles in the race must cover the whole distance without a human driver, and quite autonomously identify and steer around corners, and avoid unexpected hazards. Things like rocks (Q32), for example. It's a challenging task because there are lots of obstacles of this kind along the route.

Student: What kind of technology do they use?

Tutor: In the race held earlier this year, there was one design which we will be analyzing carefully in seminars. Its strength was in its onboard technology. That particular vehicle built a three-dimensional picture of its surroundings using video cameras (Q33), lasers, and laptops. It was equipped with seven laptop computers, which analyze the incoming information ten times a second.

Student: Why do they hold this race?

Tutor: The competition is open to all universities and there's a prize of $2 million for the winner. But it's really about more than that. The sponsors are hoping to see innovative design ideas that they can transfer into commercial production. So, primarily, it's to find useful new design features (Q34).

Student: What determines the winner?

Tutor: The tutor says success will depend on the software design (Q35). It's not just about speed or ruggedness; it's about the intelligence of the system.

Student: How did the teams feel about their performance last year?

Tutor: Even though no vehicle completed the entire course in the earlier event, this year's competitors were surprised that the vehicles were as successful as they were (Q36). They didn't expect to get as far as they did.

Student: What's the timeline for the project?

Tutor: Okay, let's look at the schedule. In Early May, there will be an introductory seminar (Q37) about the project. All interested students should attend.

Student: And after that?

Tutor: In Late May, you'll need to submit an essay giving information about your relevant experience and skills. Then in June, we will pay a visit to a factory to see some real-world applications.

Student: Is there anything in the summer?

Tutor: Yes, in July (Q38), there will be a Workshop. This is crucial for getting hands-on practice.

Student: And when do we start the design?

Tutor: In September, we will meet to discuss ideas (Q39) and learn to use the design package. By December, we expect the submission of initial designs.

Student: When is the final team chosen?

Tutor: Finally, in January, there will be the selection of the team (Q40) that will build and race the vehicle.

You will hear a number of different recordings, and you will have to answer questions on what you hear. There will be time for you to read the instructions and questions, and you will have a chance to check your work. All the recordings will be played once only. The test is in four sections. Write all your answers in the Listening Question Booklet. At the end of the test, you will be given ten minutes to transfer your answers to an answer sheet. Now turn to section 1 on page 2 of your question booklet. Section 1 You will hear a man phoning to ask about a festival in a town called Beechin. First you have some time to look at questions 1 to 6 on page 2. You will see that there is an example that has been done for you. On this occasion only, the conversation relating to this will be played first. Beechin Festival Office Oh, hello. I want to check some details about the festival. I know tickets are running out fast, and I haven't got access to the internet at present, my computer's down. OK. Well, the first activity is on June the 19th at 7pm, and it's a concert with local musicians performing. Oh, lovely. The activity on June the 19th is a concert, so concert 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. Listen carefully and answer questions 1 to 6. Beechin Festival Office Oh, hello. I want to check some details about the festival. I know tickets are running out fast, and I haven't got access to the internet at present, my computer's down. OK. Well, the first activity is on June the 19th at 7pm, and it's a concert with local musicians performing. Oh, lovely. Is it in the theatre, like last year? Yes, that's right. And for the next activity, on the 20th, the times changed. Is that the tour? Yes. Now, it does say on the tickets that it's a 3.40 start, but that's an error. There wasn't time to update them, unfortunately, so it should say 4.30 instead. The correct time is on the website, though. Oh, right. Because one of my friends wants to go on that, to see Beechin with an expert and find out about the town and its history. Does she need to get a ticket in advance? No, just turn up at the station where the guide will be waiting. They'll start from there, and I think the plan is to stop for a break in the park. And there's no charge for the tour. And the tour will finish with a visit to the 16th century mill where they used to make flour. It's recently been restored. Fine. And then on the 21st, there's an all-day event for children. Oh, that could be good for my visitors. They're bringing theirs, you see. Right. Well, the plan was to have a painting competition for the kids, but it's now going to be cooking instead. And there'll be prizes for all the different age groups. Oh, great. And it's in Beechin Community Centre. Oh, yes, I know where that is. They don't need to bring any ingredients, but they'll need to have a plate to put whatever they've made on so they can display it and then take it home. Sounds good. And are they going ahead with the fireworks in the evening, or is that cancelled? There was an article in the paper after last year's display which suggested it might not be happening again. That's right. No, that's still on. It's getting more popular each year, and having it in the town square was starting to be a bit difficult because of the numbers, which is why it's next to the river this time. It'll be easy for large numbers of people to get to. Yes, of course. I'm sure there's lots to look forward to. Before you hear the rest of the conversation, you have some time to look at questions 7 to 10 on page 2. Now listen and answer questions 7 to 10. OK, now I just want to check how it's going to impact on me as a local resident. I mean, some people last year thought it was too noisy at night. Yes, I know. And that's why this year evening events won't go on beyond 11.15. I know previously some activities lasted until 11.45, and the new time applies now to all the events, every evening. OK. And another change, perhaps you know about this already, is that because of high visitor numbers, parking in the town centre isn't going to be allowed. It'll be outside town. Oh, yes, to keep the streets clear, I suppose, for all the visitors. I did know, actually, and it's not really going to be a problem for me. Right. I mean, I can just walk into town from my home. OK. Well, anyway, if you want to check any more details about the festival, once you're back online, you can look at www.events.com and you'll be able to comment on what activities you enjoyed and that kind of thing. This will help the organisers would be if people could use the website to give feedback about what they enjoyed and that kind of thing. This will help them plan for next year. That's probably a good idea. And with pricing, I know... That is the end of Section 1. You now have half a minute to check your answers.

Now turn to Section 2 on page 3. Section 2 You will hear a tour guide talking to some tourists who are going on a walking holiday in Spain. First you have some time to look at questions 11 to 14 on page 3. Now listen carefully and answer questions 11 to 14. Well, good evening, everyone. My name's Gary Payne and I'll be the leader for your walking holiday in Spain. And the purpose of this evening's meeting is for us all to get to know each other in advance and for you to ask any questions you may have about the holiday. So I'll begin by telling you a little bit about what to expect. Now, the ferry crossing from England to Santander in Spain takes about 24 hours. We'll be sailing on the Prince Regent, which was first launched in the 1980s. As well as the crew of 160, it can accommodate about 2,000 people and 600 cars. And it sails at an average speed of 37 km an hour. There'll be an on-board map on one of the decks, which charts the ship's progress during the voyage. Although our minibus will be on one of the vehicle decks in the boat, access to these decks is prohibited during the crossing, so when you leave our bus, you'll have to take everything that you're likely to need with you, like toiletries or books and magazines. In fact, it's probably a good idea to put these things in a separate bag beforehand. You shouldn't need snacks on board as meals are provided and they're quite substantial. And if you don't feel well or get a headache, you can get tablets from me. I always carry an adequate supply. Now, once we're in Spain, we'll be based at a hostel in a small village called La Vega de Libana, about 120 km from Santander. It's a very picturesque area that's retained a lot of its traditional industry and culture. The hostel accommodation's fairly simple. There are bunk beds and each room holds four to eight people. But the bathrooms and showers are of a high standard. The hostel residents have the use of tennis courts nearby, if you feel like a game. We'll be given breakfast and an evening meal at the hostel. In general, the hostel is relaxed, but there are a few rules which the owners enforce strictly. Smoking is not allowed anywhere inside the building and food and drink is banned in the dormitories. Any chairs or tables which you take outside into the gardens must be returned every evening to their original place. And finally, the doors are locked after midnight out of consideration for other guests who are trying to sleep. Before you hear the rest of the talk, you have some time to look at questions 15 to 20 on page 4. Now listen and answer questions 15 to 20. Now, that's enough about travel and accommodation. But before I move on, I should say something briefly about equipment. There's a list in the guidebook you've been sent, but I'll just elaborate on one or two items. First, boots. Make sure that the ones you bring have thick soles. That's the most important thing. Don't bring trainers for walking in. Apart from anything else, they're dangerous because they slip. It's important to bring spare socks. Then, about waterproofs. I'd strongly advise you not to come with anything heavy, you know, with a thick lining. The ideal things are those lightweight ones, because they fold up small, and although they do keep the wind out, they don't make you too hot. Right? Next, sun cream. This is absolutely essential. And regarding the strength, make sure you get what's known as total block. Even factor 25 isn't good enough for those latitudes in July. Then, let's see. Bring a folder to keep your map and other papers in, you know, one of those plastic ones. It's not very likely to rain, but if it does, you'll find it soaks everything. So, that's the practicalities over. Now let me tell you a little bit about the area in Spain where we'll be walking, the Picos de Europa. It's a very popular area for tourists because of its spectacular peaks. Although they're only 25 kilometres from the sea, the highest peaks are more than 2,600 metres high and have year-round snow caps. On the highest peaks, you've got alpine plants that are only free of their snow cover for a few months a year. Then you've got meadows that are full of wildflowers at certain times of the year. Then the northern slopes are covered by woodlands, giving homes to rare species such as wolves and bears. And because of the variety of plant life, which survives in that part of Europe due to the traditional way of life there... That is the end of Section 2. You now have half a minute to check your answers.

Now turn to Section 3 on page 5. Section 3 You will hear two students called Sally and Steve discussing Sally's project on peer assessment, a system where students mark each other's work. First you have some time to look at questions 21 to 24 on page 5. Now listen carefully and answer questions 21 to 24. I can't believe you're still in the library, Sally. You've been here all day. Are you still working on your peer assessment project? Hi, Steve. Yes, I'm still here and I'm nowhere near finished. I'm still processing the reading I've done on peer assessment. I'm interested to see if students marking each other's work is beneficial. I know a lot of the other students are pretty sceptical about its value as a way of assessing their performance. They think the tutors are in favour of it because they don't have to spend so long marking. But I disagree. I think we can learn a great deal from it. Yes, I can see one advantage being that it saves time spent going over things in class. Well, initially it doesn't seem to work that way and it can be quite a time-consuming business because sometimes things have to be marked again if the tutor thinks the student's assessments aren't reliable. The real gain is the fact that the students learn to stand back and assess their own assignments objectively because they're much more familiar with the marking system. Yes, I can see that. It gives them an opportunity to reflect on their own performance. And how do they feel about having another student mark their work? Is that good for rapport? In some cases yes, in some cases no. I think more research is needed to answer that question. What happens if a tutor notices that the marks for a particular assignment seem wrong? Should the students mark them again? That might not make any difference. So in that case the tutor would have to remark all those assignments and then go through the marking criteria really carefully with the students on the next assignment with some sample answers. I've been reading about a research project on peer assessment. The researchers invited a group of students from two different universities to attend a one-day conference. They also invited some university lecturers to attend. Each student gave a short presentation on a project of their choice. Each of these presentations was assessed individually by all the participants, both students and lecturers. To support their marking, they used a set of assessment guidelines that had been prepared the day before by a random selection of students. 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. So were the student markers reliable? Well, comparisons were made between certain categories of student markers and the group as a whole, including the lecturers. The findings showed that there were some variations in the way different groups marked. Gender did come into play, for example. I expect the male students were more generous when marking female presenters, were they? Quite the reverse, actually. They were harder on the female presenters than on the males, which wasn't what I'd expected either. Did female students show any bias towards male presenters? Interestingly not. So does that suggest women are fairer and more reliable markers than men? Well, I wouldn't go that far. It's only a small sample. But significantly, the results showed that when women marked other women, this didn't affect the grades they gave. What about age? Were you able to come to any conclusions about that? Yes, because we had some mature students presenting and we found the marks awarded to them by their younger peers were rather more generous. I wonder why that is. Now, you said there were groups of students from two universities. Did they tend to favour students making presentations from their own universities? It didn't seem to influence marking one way or the other, which is quite encouraging. We'd been interested to see if students' personal relationships affected their objectivity. One striking variation, though, was in the students who'd been asked to help devise the criteria for the marking scheme. They were actually the toughest markers of all, marking consistently below the tutors. Really? Well, it sounds as if it's generated lots of useful data. I expect you'll be here for... That is the end of section 3. You now have half a minute to check your answers.

Now turn to section 4 on page 7. Section 4 You will hear part of a linguistics lecture about a language called Bishlama that is spoken in the Pacific Islands. First, you have some time to look at questions 31-40 on page 7. Now listen carefully and answer questions 31-40. Good morning and welcome back to this series of linguistics lectures. Today I will be talking about the language Bishlama, which is a form of pidgin English. Linguists use the term pidgin to describe new languages that are created by combining two or more existing languages, often in a simplified form. The study of pidgin languages is important because it provides us with information about language change and modification. The pidgin English known as Bishlama is used in the South Pacific nation of Vanuatu, a group of islands where 81 first languages are still regularly used by the local people. There are a further 17 local languages that are in danger of dying out and 8 that have been identified as extinct. This gives a total of 106 first languages in all, a very high number for a small country with a population of just 200,000 people. Then thinking about foreign languages, English is the most important and has official status largely because it is the medium for all education purposes. However, it is Bishlama that is the most widely spoken language in the country, used regularly by more than 90% of the population. We should note here that in earlier times some people had negative feelings towards the language. In fact, for many years it was commonly referred to as a broken language and its use was discouraged. But attitudes have changed dramatically and today the people of Vanuatu are very proud of this unique language. It is only when we understand the historical context that we can comprehend just why Bishlama developed in Vanuatu. The first form of Pidgin English in this region can be traced to around 1800 when foreign traders arrived and local people were recruited to work as sailors. On board multilingual ships there was an obvious need for a common tongue and Pidgin English was born. This early form of Bishlama continued to spread as trade in the Pacific developed in sandalwood and other local commodities. Then from about 1860 a lot of people from Vanuatu travelled to Australia to work on the new plantations as labourers. Again, because of the multilingual nature of these workplaces it was very important to have a common language. Finally, in modern times there have been other pressures that have maintained the need for a common language. Like many other parts of the world from about the 1950s Vanuatu experienced a significant migration of its people from small villages into the city and it has been here that Bishlama has really established itself as the country's first language. So then, how can we describe the language itself? In general terms Pidgin languages can be defined as extremely simple versions of the original language. However, this is not a satisfactory definition in this case and linguists prefer to describe Bishlama as a developed pidgin because it has more rules and ideas than most simple pidgin languages found in other parts of the world. Let's think first about the vocabulary. Because Britain was the colonial power the majority of Bishlama's vocabulary is derived from English. However, some care needs to be taken here. For example, the word from in Bishlama can also mean because of so we need to be aware that words can have a wider range of meanings in Bishlama. Indeed, there are numerous other potentially misleading terms and English is not the only contributor to the vocabulary. Again, because of the region's history there are some words, around 5-10% that are derived from French. Then, a relatively small number of words have been taken from local, Pacific languages. Usually, this is the case where there is no English equivalent for naturally occurring phenomena or to describe some aspect of the culture that is unique to the country. Finally, a word about grammar. Although the vocabulary is based largely on English it's important to note that the grammatical structure of Bishlama is derived from patterns common in the local languages of Vanuatu. So, for example, there are two distinct pronouns meaning we, one means I and you and another means I and some others but not you. Sounds confusing in English but in the local languages such distinctions are common. A different example concerns the word long. It is almost the only preposition in Bishlama and may be used in place of a whole range of English words such as at, to, with, on, in and so on. Well, that is the end of the formal part of the lecture. If you have any questions now, I'll be most happy to answer them. That is the end of section four. You now have half a minute to check your answers. That is the end of the listening test. You now have ten minutes to transfer your answers to the listening answer sheet.