Employment Agency

ANNOUNCER: Part 1. You will hear a woman who works at an employment agency talking to a man about jobs he could apply for. First, you have some time to look at questions 1 to 5. Now listen carefully and answer questions 1 to 5.

SALLY: Good morning, thanks for coming in to see us here at the agency, Joe. I'm one of the agency representatives, and my name's Sally Baker.

JOE: Hi, Sally. I think we spoke on the phone, didn't we?

SALLY: That's right, we did. So, thank you for sending in your CV. We've had quite a careful look at it, and I think we have two jobs that might be suitable for you.

JOE: OK.

SALLY: The first one is in a company based in North Londo . They're looking for an administrative assistant.

JOE: OK, what sort of company is it?

SALLY: They're called Home Solutions. They design and make furniture.

JOE: Oh, I don't know much about that, but it sounds interesting.

SALLY: Yes. They want someone in their office. Looking at your past experience, it seems you fit quite a few of the requirements. On your CV it appears you've done some data entry.

JOE: Yes.

SALLY: They also expect the person they appoint to attend meetings and take notes.

JOE: OK, I've done that before.

SALLY: And you'd need to handle general administratio .

JOE: Filing and keeping records and so on? That should be OK. In my last job I also had to manage the diary.

SALLY: Excellent. That's something they want here too. I'd suggest you add it to your CV.

JOE: OK.

SALLY: They also want good computer skills, especially using spreadsheets. And they value interpersonal skills, which they'll check through references.

JOE: That should be fine.

SALLY: They also want someone who is careful and pays attention to detail.

JOE: I think I'm OK there.

SALLY: They also ask for some experience of teleconferencing.

JOE: I've got three years experience of that.

SALLY: That's great. They're only asking for at least one year.

JOE: It does sound interesting, but the office is in North Londo , so the commute might be quite long.

ANNOUNCER: Before you hear the rest of the conversation, you have some time to look at questions 6 to 10. Now listen and answer questions 6 to 10.

SALLY: The second position might suit you better location-wise. It's for a warehouse assistant in South Londo .

JOE: Yes, that would be much closer.

SALLY: And you've worked in a warehouse before, haven't you?

JOE: Yes.

SALLY: The responsibilities include managing stock and handling deliveries.

JOE: That should be fine. I've always been quite good with numbers.

SALLY: Good. They also want someone who is computer literate and has good organizational skills.

JOE: Yes, I think I'm quite organized.

SALLY: They also want someone who is tidy and able to communicate well, both orally and in writing.

JOE: In my last warehouse job, teamwork was really important. I enjoyed working as part of a team.

SALLY: That's great. They specifically mention that. What kinds of items were you handling before?

JOE: Mostly bathroom and kitchen equipment, like sinks, stoves and fridges.

SALLY: So you're comfortable moving heavy items?

JOE: Yes, I'm quite strong and I've had training.

SALLY: Good. They also require someone with a driving license and experience of driving in Londo .

JOE: That's no problem.

SALLY: And finally they want someone with customer service experience. From your CV, that seems fine.

JOE: Great. Could you tell me a bit about the pay?

ANNOUNCER: That is the end of Part 1. You now have one minute to check your answers to Part 1.

Street Play Scheme

ANNOUNCER: Part 2. You will hear a woman called Alice Riches talking on the radio about a scheme which involves closing streets to traffic to allow children to play. First, you have some time to look at questions 11 to 16. Now listen carefully and answer questions 11 to 16.

PRESENTER: My guest on the show today is Alice Riches, who started the street play scheme where she lives in Beechwood Road. For those who don’t already know, street play involves local residents closing off their street for a few hours so that children can play safely.

PRESENTER: So when did you actually start the scheme, Alice?

ALICE: I first had the idea when my oldest child was still a toddler. That was about six years ago. But it took around two years of campaigning before we could actually start it, so the scheme has been running for about three years now.

ALICE: At the moment we close the road once a week, although when we first started it was only once a month.

PRESENTER: So what actually happens when Beechwood Road is closed?

ALICE: We have volunteer wardens, mostly parents but also some elderly residents. They block the road at both ends. The council has provided special signs explaining the road closure.

ALICE: Usually motorists are understanding. We’ve only needed to call the police once or twice.

ALICE: The road isn’t completely closed. Residents’ cars are still allowed in, but they must drive at under 20 km per hour.

ALICE: Most people prefer to avoid using their cars during this time or park in another street. The wardens mainly stop through traffic.

PRESENTER: Can anyone apply to get involved in street play?

ALICE: Yes, absolutely. We want to include all childre in the city, especially those who live on busy roads.

ALICE: Demand is lower in wealthier areas, where children often have access to parks or large gardens, or in the suburbs, where there are more outdoor spaces.

ALICE: The reaction from residents across the city has been very positive. Only a small number complain about the noise.

ANNOUNCER: Before you hear the rest of the conversation, you have some time to look at questions 17 to 20. Now listen and answer questions 17 to 20.

ALICE: There have been many benefits for the children. Parents like the fact that kids get fresh air instead of sitting in front of computer screens.

ALICE: Children can play with friends outside without constant parental supervisio .

ALICE: The biggest benefit is that children develop confidence to spend time outdoors independently.

ALICE: They also get to know the adults in the neighbourhood. It’s almost like having a big extended family.

PRESENTER: That sounds great. Let’s talk about the related project on King Street.

ALICE: That project aimed to reduce traffic on the busiest road in our area by encouraging people not to use their cars for one day.

ALICE: Instead of increasing parking charges, we simply stopped people from parking on King Street, though other car parks stayed open.

ALICE: The results were surprising. Air quality improved, and the street became much quieter, even though buses were still running.

ALICE: People also said they felt safer. Even more surprising, shop sales increased that day.

ANNOUNCER: That is the end of Part 2. You now have 30 seconds to check your answers to Part 2.

Hazel Newspaper Articles

ANNOUNCER: Part 3. You will hear two students called Hazel and Tom talking about Hazel's media studies assignment. First, you have some time to look at questions 21 to 26. Now listen carefully and answer questions 21 to 26.

HAZEL: Tom, could I ask you for some advice, please?

TOM: Yes, of course, if you think I can help. What’s it about?

HAZEL: It’s my first media studies assignment, and I’m not sure how to go about it. You must have done it last year.

TOM: Is that the one comparing the coverage of a particular story in different newspapers?

HAZEL: Yes, that’s the one.

TOM: Oh yes, I really enjoyed writing it.

HAZEL: So what things do I need to compare?

TOM: There are several aspects. First, look at which page the article appears on.

HAZEL: Because there’s a difference between the front page and the bottom of page 10, right?

TOM: Exactly. That shows how important the editor thinks the story is.

TOM: You should also look at the size of the article, such as how many columns or column inches it uses.

HAZEL: And I suppose that includes the headline?

TOM: Yes, the headline is very important because it attracts the reader’s attentio .

HAZEL: What about graphics? Like pictures or visual elements?

TOM: Definitely. Visual elements can strongly affect how readers interpret the story, sometimes even more than the text.

TOM: You should also examine the structure of the article. Many people only read the first paragraph, so journalists usually place the most important information there.

HAZEL: And what if the article presents different opinions?

TOM: Then check where those opinions appear. Sometimes one opinion is placed near the end, where fewer readers reach.

HAZEL: Newspapers sometimes give incorrect or misleading informatio , don’t they?

TOM: Yes. Try to compare versions and determine what might be true or false.

TOM: You should also consider the writer’s purpose. It may appear to inform people, but sometimes the goal is to create fear, controversy, or make someone look ridiculous.

HAZEL: I see. And the writer might make assumptions about the readers, right?

TOM: Exactly. They may assume things about readers’ knowledge, attitudes, or education level. That affects how the article is written.

ANNOUNCER: Before you hear the rest of the discussion, you have some time to look at questions 27 to 30. Now listen and answer questions 27 to 30.

HAZEL: Does it matter what type of story I choose?

TOM: Not really. It could be politics, arts, or anything else, as long as it appears in at least two or three newspapers.

TOM: It will be easier if it’s something you’re interested i or already know about.

HAZEL: I’m interested in politics, so maybe I’ll analyze a national news story.

HAZEL: What did you choose for your assignment?

TOM: I originally wanted to compare editorials because they clearly express opinions.

TOM: But I couldn’t find two editorials about the same topic.

HAZEL: That must have been frustrating.

TOM: So instead I chose a human interest story about a very ill young girl.

TOM: Many people raised money so she could travel abroad for medical treatment.

TOM: Some newspapers focused on how kind and generous people were, while others asked why such treatment wasn’t available locally.

HAZEL: Stories like that make me feel quite emotional, so I’ll probably avoid them.

HAZEL: Maybe I’ll choose an arts topic, like different reviews of a film or something about funding for the arts.

TOM: Yes, that could be very interesting.

HAZEL: Thanks for your help, Tom. It’s been really useful.

TOM: You’re welcome. Good luck with your assignment.

ANNOUNCER: That is the end of Part 3. You now have 30 seconds to check your answers to Part 3.

Early History of Keeping Clea

ANNOUNCER: Part 4. You will hear part of a lecture on the early history of keeping clea . First, you have some time to look at questions 31 to 40. Now listen carefully and answer questions 31 to 40.

SPEAKER: Nowadays we use different products for personal cleanliness, laundry, dishwashing, and household cleaning. However, this is mainly a 20th-century development.

SPEAKER: The origins of cleanliness go back to prehistoric times. Because water is essential for life, early humans lived near water sources and understood that water could wash mud off their hands.

SPEAKER: Archaeological excavations in ancient Babylo revealed evidence that soap-making was known as early as 2800 BC. Clay cylinders with inscriptions described how fats were boiled with ashes, a basic method of making soap.

SPEAKER: The ancient Greeks bathed mainly for aesthetic reasons and apparently did not use soap. Instead they cleaned their bodies using sand, pumice, and ashes.

SPEAKER: They then covered their skin with oil and removed it together with dirt using a metal tool called a strigil.

SPEAKER: Clothes were washed in streams without soap.

SPEAKER: The ancient Germans and Gauls are also believed to have discovered how to make a soap-like substance from animal fat and ashes. They even used it to color their hair red.

SPEAKER: According to an ancient Roman legend, soap got its name from Mount Sapo, where animals were sacrificed. Rain washed animal fat and wood ashes into the soil near the River Tiber.

SPEAKER: Women discovered that this mixture made washing clothes easier.

SPEAKER: As Roman civilizatio developed, so did bathing culture. The first famous Roman baths were built around 312 BC and were supplied with water through aqueducts.

SPEAKER: By the second century AD, the Greek physician Gale recommended soap for both medical and cleaning purposes.

SPEAKER: After the fall of Rome in 467 AD, bathing habits declined across Europe. Poor hygiene contributed to widespread disease outbreaks, including the Black Death in the 14th century.

SPEAKER: Nevertheless, soap-making continued as a craft. Guilds of soap makers carefully protected their trade secrets.

SPEAKER: Soap was produced using vegetable and animal oils, plant ashes, and sometimes perfumes.

SPEAKER: Over time, different types of soap appeared for shaving, shampooing, bathing, and laundry.

SPEAKER: A major breakthrough occurred in 1791 when the French chemist Nicolas LeBlanc developed a process to convert salt into soda ash (sodium carbonate).

SPEAKER: Soda ash is the alkali that reacts with fat to produce soap. This process made it possible to produce soap more cheaply and efficiently.

SPEAKER: Around 20 years later, another French chemist, Michel Eugène Chevreul, discovered the chemical relationships between fats, glyceri , and fatty acids.

SPEAKER: His research laid the foundation for modern soap chemistry, turning soap production into a scientific process.

SPEAKER: During the 19th century, further improvements made soap cheaper and easier to produce.

SPEAKER: Before that time, soap had been considered a luxury item and was heavily taxed in many countries.

SPEAKER: Once the taxes were removed, soap became affordable for ordinary people, and standards of cleanliness improved.

SPEAKER: With widespread use came the development of milder soaps for bathing and soaps designed for washing machines, which became common by the early 20th century.

ANNOUNCER: That is the end of Part 4. You now have one minute to check your answers to Part 4.