A、He developed the ability of problem identification. B、He got new understanding of university life. C、He learned new terms for

W: Tell us a bit more about these extra-curricular activities of yours. What exactly did you do when you organized this—what is it now? Orientation Camp?
M: Well. It wasn’t a camp under canvas with singsongs round a camp fire of course! (6) We had a number of students who were going to join us in September living on campus during August, and we tried to give them experience of some features of university life that might be unfamiliar and rather alarming. Not academic classes and lectures, but living together, and making friends and taking part in some outside activities, but not too many. (7-1) And we tried to show them what we had learned about how to organize your work, so as to do justice to a range of different subjects. (7-2) And to let them know the points at which they needed to make choices. (7-3) And to know that we— students in the year senior to them—were friendly and really wanted them to do well.
W: Sounds good. That kind of responsibility can be intimidating if you are dropped into it without any sort of assistance—especially if you are the first member of your family to get into university.
M: Yes, indeed it can. That was what happened to me. My parents were entirely supportive, but they simply had no idea what the experience of university study was like. (8) It took me several months to find my feet. That’s why I was keen to get involved in the orientation project.
W: (9-1) So what do you get out of your involvement?
M: (9-2) As I said, I learned how to identify the problems, and to talk about them in terms that newcomers to the university could understand—or at least, I got to be much better at it! It’s actually quite a difficult thing to do.
W: Can you tell me, just in a sentence or two, how you see a career in management?
M: Essentially I see management as an activity that involves problem-solving, and communication. (10) A manager identifies and resolves increasingly complex and significant problems as his career develops, and he has to communicate adequately the solutions he finds. He has to be able to find a suitable form of words to communicate to his superiors, his colleagues, and increasingly as he gains experience, with the people junior to him.
W: Yes. I’d agree with you there. Mr. Smith. Any questions for us?
M: Do you think there may be opportunities in future for today’s recruits to work—for a time—elsewhere than Hong Kong? I’m very keen to see something more of South East Asia and I’m especially interested in the possibility of Japan.
W: I think the future prospects for people joining us now are very good indeed. Anything further, Mr. Smith?
M: No, thank you. And thanks for the opportunity of the interview. I do hope I’ll hear further from you.
This is the end of Part Two of the interview. Questions 6 to 10 are based on what you have just heard.
6. What do we know about the Orientation Camp?
7. What did the organizers want participants to know in the Orientation Camp?
8. Why did Felix like to take part in the Orientation Camp?
9. How did Felix benefit from taking part in the Orientation Camp?
10. Which is NOT a necessary thing for a manager to do?