Why did Anita and Lee choose to talk about John Chapman? [br] [originaltext]You

You will hear a university tutor talking to two students about a presentation they have made in a recent botany seminar. First you have some time to look at questions 21 to 25.
[Pause the recording for 30 seconds.]
Now listen carefully and answer questions 21 to 25.
Tutor: Well, Anita and Lee. That was an interesting presentation you made about John Chapman. There are a few points I’d like to run through before you write it up. One thing which you didn’t explain was why you decided to do a presentation on this man who spread apple varieties across the US?
Anita: Well, ages ago, we were chatting about stuff we’d read as children, and I told Lee the Johnny Appleseed story -I had these American story books when I was small. Then(21)when we were looking into the area of domesticated species of plants for our presentation, we realised that the introduction of the apple with the settlers in the US would be a good case study ...
Lee: And I remembered Chapman, so we looked up the real guy behind the legend.
Tutor: Right. I think that would have made a good intra.
Anita: I thought it was too personal.
Tutor: Just a couple of minutes would have drawn your listeners in. Anyway. Now a more serious point. You didn’t mention the sources of some of your information.
Lee: We used some books and journal articles and did an internet search and found some good sites.
Anita:(22)We’ve put them on the back of the handout we gave everyone at the end.
Tutor: Ah, let me see. Oh, here it is. Johnny Appleseed: Man and Myth, 1967. Well, the thing is, you really have to make this explicit when you talk. And anything you show, data you project from your laptop, etc., you must have the source on it.
Anita: Right, OK.
Tutor: At least you have got it all documented. I was a bit concerned about that.
Anita: Sorry.
Tutor: Anyway. Now, the content of your talk.(23)What your listeners wanted to understand was whether there were apples in the US before the Europeans started to live there. You told us the early settlers had brought young apple trees but that few of them had thrived because the climate was harsh, but what about native species? I don’t think you were very clear about species already there.
Lee: Um, according to what I’ve read, there were some crab apples, but that was all. Everything that people now think of as traditional American apples, were species that the Europeans either introduced or bred by chance.
Anita: Because they tended to sow seeds rather than use grafting.
Tutor: Yes, quite. But(24)what to me was fascinating - and I saw most members of your audience start to take notes - was when you discussed how the apple genes spread via the Silk Route into Europe from the wild apple woods of Kazakhstan.
Lee: Yes, well, I’d like to have said more about the development of grafting in ancient China, as a way of producing predictable varieties. It was so early in history!
Tutor: But it’s the natural development of the original wild apple into new species that people wanted more about. Which says a lot for your presentation. You enthused your audience! So, now we need to discuss the form your follow-up work will take. Are you going to produce a paper? Or are you thinking of putting it all up on the department website?
Anita: Um, I felt we could do both. And we could do a poster of some of the data. But Lee wasn’t sure.
Lee: No,(25)I think it would be enough to use the website. We can offer a link to our email for queries. That would save time and trees!
Tutor I think Lee’s right. A poster would be nice, but it’d take too much time.
Anita: OK.
Before you hear the rest of the conversation, you have some time to look at questions 26 to 30.
[Pause the recording for 30 seconds.]
Now listen and answer questions 26 to 30.
Tutor: Now I just want to give you a few pointers about the techniques of your presentation. Mostly it was good, but there are a few things you need to bear in mind next time you do one.(26)You both managed the hardware. I mean the projector and things, very well indeed, which is always a great help.
Anita: Good.
Lee: Thanks.
Tutor: You’d obviously checked it out carefully.
Lee: Yes. But(27)unfortunately we hadn’t finished our maps when we did the practice on my computer at home, that’s why there were some the wrong way up.
Anita: We didn’t realise the software on the laptop was a bit different from the one I have.
Tutor: But you sorted out the problem very quickly and didn’t let it fluster you, so it wasn’t a big problem. We could all read the map when we needed to.
Anita: So it was OK. but we could have done better, we realise.
Tutor: Mm. There was a bit at the end where I felt something didn’t go as you’d planned - am I right?
Lee: We had a few maps which we ended up leaving out, because we needed to get on to our conclusions.
Anita: Yes,(28)it took longer to explain the technical aspects of grafting than we’d expected.
Lee: So sticking to the time limit for each part of our presentation is something we didn’t manage at all. Which means we’ve definitely got to improve before we do another one.
Anita: Yes.
Tutor: Apart from that, well,(29)the handout was perfectly adequate for a seminar like this, it gave all the key information, and of course, now I realise the sources are listed at the back. But you need to do those references in the correct format, as footnotes in future.
Anita: OK.
Lee: Yes, sorry, we will.
Tutor: And finally, other students will be presenting projects later in the course. I shall be reminding them(30)how well you both spoke and that no one had any problem hearing or understanding either of you. In that respect your talk was a model that the others can follow.
Lee: Oh. thank you.
Anita: Yes, thanks very much. This feedback has been very helpful.
Tutor: Well done, both of you. See you in a fortnight.
Anita and Lee: Bye. Thanks.