Two students, Rachel and Omar, discussing a project about food in the

Section 3. You will hear two students, Rachel and Omar, discussing a project about food in the university canteen, with their tutor. First, you have some time to look at questions 21 to 25. Now listen carefully and answer questions 21 to 25. TUTOR: Rachel, Omar, you set out to look at how healthy the food is in the campus canteen, and whether students actually choose the healthy options. What did you do first? RACHEL: We started by just observing what people put on their trays at lunchtime, without them knowing, so their behaviour was natural. OMAR: The problem was we couldn't always tell what was on the plate from a distance, so we backed it up by getting the till data from the canteen, which told us exactly what sold. TUTOR: A good combination, observation plus hard sales figures. And the headline finding? RACHEL: That price mattered far more than health. The single best-selling item, by a mile, was the meal deal, and it was cheap, not because it was healthy. TUTOR: So students respond to cost. Did you test that? OMAR: We did, and this is the interesting part. For two weeks the canteen agreed to cut the price of the salads and put them right by the till, at the front. Sales of salads nearly doubled. RACHEL: So it wasn't that students didn't want the healthy food, it was that it was more expensive and tucked away at the back. TUTOR: A neat little experiment. Now, you also surveyed students about what would help. What did they ask for? Before you hear the rest of the discussion, you have some time to look at questions 26 to 30. OMAR: The top request was clearer labelling, students wanted the calories and ingredients shown, lots said they'd choose differently if they could see that information easily. RACHEL: And the second was simply more vegetarian choices, which surprised the canteen, they'd assumed demand was low. TUTOR: Good. And your recommendations to the university? RACHEL: The main one follows directly from the experiment, make the healthy options the cheapest and put them where people see them first, rather than lecturing students about nutrition. OMAR: And add the clear labelling students asked for. TUTOR: Sensible. Now, limitations, be honest. OMAR: The big one is that we only studied lunch, breakfast and evening meals might be completely different. RACHEL: And it was all one canteen, so we can't say it holds across the university. TUTOR: Well spotted, put those in. Let's see your charts. That is the end of Section 3. You now have some time to check your answers.