TAPESCRIPT – ANH 11- CBN- DHBB 2022

Part 1:

Source: National Geographic: https://youtu.be/o0W_0MuvlwQ

For morning coffee to afternoon tea, caffeine is so thoroughly entrenched in our daily routines and has
become the worlds most widely used psychoactive substance.

Caffeine is a chemical compound that stimulate the central nervous system. It accomplishes this by
attaching itself to adenosine receptors in the brain. In doing so, it blocks adenosine molecules, which are
responsible for slowing down the central nervous system before we sleep. The result? Adenosine cannot
regulate and neurons start firing. This results in a person's reduced fatigue and increased alertness and
cognitive performance. Side effects many seek by consuming caffeine.

Caffeine occurs naturally in coffee beans, tea leaves, cacao beans and some tree nuts. People have been
consuming it for centuries. But daily consumption took off sporadically at different times in different
places around the world. Coffee became popular in the 15th and 16 centuries. But Cacao was used
among early Mesoamerican civilizations hundreds of years earlier. Tea became popular by the 14th
century in China during the Ming dynasty, but didn't catch on in Britain until almost 400 years later.

Today, caffeine can be found nearly everywhere and more and more caffeine-infused products are hitting
the shelves everyday. In the United States, nearly 90% of the population has at least one caffeinated
beverage everyday.

Up to 400 milligrams of caffeine per day or about four cups of coffee is considered safe for an adult. Too
much caffeine for any one person can cause side effects, such as migraines, insomnia, nervousness and
muscle tremors. One tablespoon of pure caffeine equivalent to drinking 75 cups of coffee at once can
have lethal consequences. Due to this risk of caffeine overdoses, in 2018, the United States Food and
Drug Administration banned the bulk sale of products containing pure or highly concentrated caffeine.

While caffeine may provide great benefits, such as increased focus, alertness and energy, it comes with
considerable risks just like any other substance.

Part 2:

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ADAPTED FROM TEST 2- IELTS RECENT ACTUAL TEST MAY- AUGUST 2021
An interesting aspect of fireworks is that their history tells us a lot about the changing roles of scientists
and technicians in Europe. Fireworks were introduced from China in the 13th century. Up to the 16th
century, they were generally used for military purposes with rockets and fire tubes being thrown at the
enemy, but they were also sometimes a feature of plays and festivals where their chief purpose was
related to religion. By the 17th century, the rulers of Europe had started using fireworks as a way of
marking royal occasions. Technicians were employed to stage spectacular shows which displayed
aspects of nature with representations of the sun, snow and rain. These shows were designed for the
enjoyment of the nobility and to impress ordinary people. But fireworks also aroused the interest of
scientists who started to think of new uses for them. After seeing one firework display where a model of
a dragon was propelled along a rope by rockets, scientists thought that in a similar way humans might be
able to achieve flight. A dream of many scientists at that time. Other scientists such as the chemist
Robert Boyle noticed how in displays, one firework might actually light another and it occurred to him
that fireworks might provide an effective way of demonstrating how stars were formed.

Scientists at the time often depended on the royal courts for patronage, but there was considerable
variation in the relationships between the courts and scientists in different countries. This was reflected
in attitudes towards fireworks and the purposes for which they were used. In London, in the middle of
the 17th century, there was general distrust of fireworks among scientists. However, later in the century,
scientists and technicians started to look at the practical purposes for which fireworks might be
employed such as using rockets to help sailors establish their position at sea. It was a different story in
Russia where the Saint Petersburg Academy of Science played a key role in creating fireworks displays
for the court. Here, those in power regarded fireworks as being an important element in the education of
the masses and the displays often included a scientific message. Members of the academy hoped that this
might encourage the royal family to keep the academy open at a time, when many in the government
were considering closing it. In Paris, the situation was different again. The Paris Academy of Sciences
played no role in staging fireworks displays. Instead the task fell to members of the Royal Academy of
Painting and Sculpture. As in Russia the work of the technicians who created the fireworks was given
little attention. Instead, the fireworks and the spectacle they created were all designed to encourage the
public to believe in the supreme authority of the king. However, science was also enormously popular
among the French nobility and fashionable society flocked to demonstrations such as Nickel Al Emery's
display representing an erupting volcano. The purpose of scientists was basically to offer entertainment
to fashionable society and academicians delighted in amazing audiences with demonstrations of the
universal laws of nature.

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In the course of the 18th century, the circulation of skills and technical exchange led to further
developments. Firework specialists from Italy began to travel around Europe staging displays for many
of the European courts. The architect and stage designer Giovanni Servandoni composed Grand displays
in Paris featuring colorfully painted temples and triumphal arches.

A fireworks display staged by Servandoni would be structured in the same way as an opera and was even
divided into separate acts. Italian firework specialists were also invited to perform in London,
St.Petersburg and Moscow. As these specialists circulated around Europe, they sought to exploit the
appeal of fireworks for a wider audience including the growing middle classes. As in the previous
century, fireworks provided resources for demonstrating scientific laws and theories as well as new
discoveries and displays now showed a fascinated public, the curious phenomenon of electricity. By the
mid 18th century fireworks were being sold for private consumption. So the history of fireworks shows
us the diverse relationships which existed between scientists, technicians and the rest of society.

Part 3:
CPE PRACTICE TESTS
Presenter: Today we're talking about children and their tendency to have imaginary friends. Liz
McManus has a daughter called Caitlin, who's eight now. When she was three, she had an imaginary
friend called Tytner. Liz, tell us about Caitlin and Tytner.
Mother: Well, give you an example. One day I was driving Caitlin and Greg, her baby brother, home
when she solemnly informed me that Tytner was hitting the baby. So I said: 'You tell Tytner that if he
does that again, he'll be walking home.' Fifteen seconds later came the inevitable news: 'He's just done it
again, Mummy.' So I found myself in the embarrassing position of having to pull over, open the
back door and say to this imaginary little boy. `Tytner, out, now!' And of course, as we drove off,
Caitlin started crying because her friend was standing on the pavement all alone. I had to turn back and
go through the rigmarole of pulling over and opening the door to pick him up again.
Presenter: Wow, that's some story! But in fact, Caitlin is no different from many children and her
invented, make-believe friend is far from unusual. As many as 65% of children have had an
imaginary friend at some point in their lives. The latest research suggests that invisible friends, far
from being a cause for concern, should be welcomed by parents because they can help children to
be more creative, confident and articulate, and have more advanced communication skills. It is
thought that these findings will help reverse misconceptions about children with imaginary friends and
that they will come to be seen as having an advantage, rather than a problem that needs to be worried
about. Did it worry you, Liz?
Mother: I know it does lots of parents but I never fretted about it, I think I was just amused. I'd be
reading to her and I'd say, 'Is Tytner around?' and she'd say, 'Yes, he's just sitting at the end of the bed.'
He became the centre of her life. She'd have tea parties with him, and he'd go to bed with her. She was
shy and this was her answer. I knew she would grow out of it.
Presenter: Now Liz is one of 15 people taking part in a study of imaginary friends at the Institute of
Education in London, run by Karen Majors, an education psychologist and lecturer at the institute.
Karen, should parents worry about it?
Expert: Well, parents sometimes think, 'Is this healthy and how long should it go on for?' But it is a
normal phenomenon for normal children. And it's very healthy.
Presenter: Why do children invent imaginary friends?

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Expert: I think that children create pretend friends for many reasons: as safe, trustworthy best friends at
a time when they are just starting to make real friends; as someone to confide in; and as someone to play
with. Sometimes it is about wish fulfilment; children who cannot have a pet, for example, will
invent one. I interviewed one little girl, aged six, who had a pony called Minty for several years. It went
to school with her and the teachers knew all about it. It was a really strong relationship.
Presenter: Presumably, when they get older, children no longer have these imaginary friends. Karen?
Expert: Well, my most surprising finding is that children don't always stop having these made-up
playmates when they start school. The imaginary friends often stay with them through their
teenage years, providing comfort and escape - although in secret. One teenager I talked to had
invented a superhero to help him through tricky patches. When things hadn't gone well at school,
he would come home and play with the superhero, for whom everything always went well.
Presenter: How should parents treat these invisible people, Karen?
Expert: Well, sometimes of course, parents get irritated by them - for instance, if a child insists on
having the playmate at the dinner table with an imaginary setting and glass. Actually I myself had a
friend called Tiger when I was young, who would sit beside me at mealtimes. But I don't think parents
should tell children off for this kind of thing, or tell them that their friends are not real. Perhaps
the best way is Liz's down-to-earth approach.
Presenter: How did you handle it, Liz?
Mother: Well, I patiently acknowledged Caitlin's playmate but I tried not to get involved. I never used
to have to get out of the friend's way or anything. Other than that one incident in the car, Caitlin's
imaginary friend didn't impinge on my life.
Expert: Yes, I agree that parents should recognize imaginary friends, but they shouldn't try to overly
influence the friendship. Parents who interfere too much risk driving their children's playmates away. If
they try to direct the friends, they could spoil the fantasy altogether.
Presenter: Fascinating subject, thanks for coming in to talk about it, Liz and Karen.

Part 4:
Source: Harvard Business Review: https://www.youtube.com/watch?v=r0qpJxEhOP4&t=3s

The term growth mindset has reached buzzword proportions and its true meaning has become distorted.
Research shows that people who believe their talents can be developed through hard work good
strategies and input from others. Have a growth mindset they tend to achieve more than people with a
more fixed mindset that is those who believe their talents are innate gifts. When companies embrace a
growth mindset their employees feel more empowered and committed they also receive greater
organizational support for collaboration and innovation. In contrast people that primarily fixed mindset
companies report more cheating and deception among employees most likely to gain an advantage in the
talent race.

But people have a limited grasp of growth mindset concepts. Here are three common misconceptions.
The first is the belief that you already have a growth mindset and always have people often confuse a
growth mindset with being flexible open-minded or with having a positive outlook. This is a false
growth mindset. Everyone is a mixture of fixed and growth mindsets, and that mixture continually
evolves with experience. We must acknowledge that a pure growth mindset doesn't exist to attain the
benefits we seek. Another belief is that a growth mindset is just about praising and rewarding effort but

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the truth is outcomes matter it's critical to reward, not just effort but learning and progress; and to
emphasize the processes that yield these things such as seeking help from others,trying new strategies
and capitalizing on setbacks to move forward effectively. Outcomes follow from deeply engaging in

these processes. And third, people think that just espousing a growth mindset will make good things
happen. For instance organizations often think they embody a growth mindset by creating mission
statements that include lofty values like growth empowerment or innovation but they mean little to
employees if the company doesn't implement policies to make them real and attainable.

Organizations that exhibit a growth mindset encourage appropriate risk taking they reward employees
for useful lessons learned. Even if a project does not meet its original goals they support collaboration
across organizational boundaries rather than competition among employees. They are committed to the
growth of every member not just in words but in deeds. And they continually reinforce growth mindset
values with concrete policies.

But even if we correct these misconceptions it's still not easy to attain a growth mindset in part because
we all have our own fixed mindset triggers facing challenges criticism and being compared with others
can push us into insecurity or defensiveness a response that inhibits growth. Companies that play the
talent game make it tough for people to practice growth mindset thinking and behavior like collaborating
innovating, seeking feedback or admitting errors. To stay in a growth zone we must identify and work
with these triggers. It's hard work but if people and organizations deepen their understanding of growth
mindset concepts and the processes for putting them into practice, they'll gain a richer sense of who they
are, what they stand for and how they want to move forward you.

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