ANNOUNCER: Section 1. You will hear a conversation between the director of a childcare centre and a parent enrolling her child. First, you have some time to look at questions 1 to 6. You will see that there is an example that has been done for you.

DIRECTOR: Good morning, welcome to the Early Learning Childcare Centre. How may I help you?

CAROL: Hi, I spoke to you last week about enrolling my daughter for next year.

DIRECTOR: Oh yes. I'll just get some details from you. You're her mother?

CAROL: That's right.

DIRECTOR: And can I have your name?

CAROL: It's Carol Smith.

ANNOUNCER: The parent's name is Carol Smith, so Smith has been written in the space. Now we shall begin.

ANNOUNCER: You should answer the questions as you listen because you will not hear the recording a second time. Listen carefully and answer questions 1 to 6.

DIRECTOR: And your daughter's name?

CAROL: It's Kate.

DIRECTOR: We have groups for children aged three to five. How old is she?

CAROL: She's three now but she'll be four next month.

DIRECTOR: I'll write down four, since that's her age when she starts.

DIRECTOR: What's your address?

CAROL: 46 Wombat Road, Woodside 4032.

DIRECTOR: And your phone number?

CAROL: It's 3345 9865.

DIRECTOR: Which days would you like your daughter to attend?

CAROL: I'd prefer Monday and Wednesday.

DIRECTOR: Monday is available, but Wednesday is full. We can offer Thursday or Friday.

CAROL: Then Thursday would be better because she has swimming on Friday.

DIRECTOR: Our centre is open from 7:30 a.m. until 6:00 p.m.. What time will she start?

CAROL: I'll drop her off at 8:30 before going to work.

DIRECTOR: Now we need to choose a group. We have the Green Group for 3–4 year olds and the Red Group for 4–5 year olds.

CAROL: She's quite mature and can already write her name and read a little.

DIRECTOR: We'll place her in the Red Group. We can always change later if necessary.

DIRECTOR: Regarding meals, we provide breakfast, lunch and dinner. Since she's leaving early, she will only need lunch.

ANNOUNCER: Before you hear the rest of the conversation, you have some time to look at questions 7 to 10. Now listen and answer questions 7 to 10.

DIRECTOR: Does she have any medical conditions? For example asthma or hearing problems?

CAROL: No, but she does wear glasses.

DIRECTOR: I'll make a note of that.

DIRECTOR: We also need an emergency contact.

CAROL: That would be my sister, Jenny Ball. Her number is 3346 7523.

DIRECTOR: So she is the child's aunt?

CAROL: Yes.

CAROL: How much are the fees each term?

DIRECTOR: For two days per week, the total is $450.

DIRECTOR: You can pay at the end of each term or choose a monthly payment option with a small discount.

CAROL: I'll pay monthly. That's easier for my budget.

ANNOUNCER: That is the end of Section 1. You now have half a minute to check your answers.

ANNOUNCER: Section 2. You will hear a woman called Alice Bussell talking on the radio about the Dolphin Conservation Trust, an organisation which tries to protect dolphins. First, you have some time to look at questions 11 to 15. Now listen carefully and answer questions 11 to 15.

INTERVIEWER: Today we're pleased to have on the show Alice Bussell from the Dolphin Conservation Trust. Tell us about the trust, Alice.

ALICE: Well, obviously its purpose is to protect dolphins in seas all around the world. It tries to raise people's awareness of the problems these marine creatures are suffering because of pollutio and other threats.

ALICE: The trust started about 10 years ago, and it is one of the fastest-growing animal charities in the country.

ALICE: Although it is still fairly small compared with the larger organisations involved in animal protectio , we are especially proud of our work in educatio .

ALICE: Last year we visited many schools across the country, speaking to children and young people aged between 5 and 18.

ALICE: In fact, about 35% of our members are children.

ALICE: The charity uses its money to support campaigns, for example campaigns for changes in fishing policy.

ALICE: We also hope soon to employ our first full-time biologist with dolphin expertise to help monitor dolphin populations.

ALICE: Of course many people help on a voluntary basis. Volunteers assist with observatio , office work, and other tasks.

ALICE: I should also mention the award we received last year from the Charity Commissio for our work in education. Although it didn't bring in much money, it helped make our activities more widely publicised and understood.

INTERVIEWER: Is it possible to see dolphins in UK waters?

ALICE: Yes, in several places. We have a large project in the east of Scotland. This area has long been a have for dolphins because there is very little shipping.

ALICE: However this may soon change because oil companies want to increase exploratio there.

ALICE: Although exploration does not produce much oil pollutio , it creates a great deal of underwater noise. This prevents dolphins from resting and socialising.

ALICE: This issue is actually what first made me interested in dolphin conservatio . I read a story about a family of dolphins forced to leave their home in the Moray Firth because of oil exploration, and about a child campaigning to save them.

ALICE: I couldn't put the book down — I was completely hooked.

ANNOUNCER: Before you hear the rest of the talk, you have some time to look at questions 16 to 20. Now listen and answer questions 16 to 20.

INTERVIEWER: I'm sure listeners will want to know how they can help. You mentioned the Adopt a Dolphi scheme.

ALICE: Yes. People can sponsor one of our dolphins and receive a photograph and regular updates.

ALICE: Four dolphins currently adopted are Moondancer, Echo, Kiwi, and Samso .

ALICE: Unfortunately Echo has been quite elusive this year and has not yet been sighted by observers.

ALICE: Samso and Moondancer are often photographed together, but Kiwi is our real character, often swimming close to the cameras.

ALICE: Moondancer is very elegant in the water, while Samso is extremely energetic and often leaps out of the sea.

ALICE: Although you might expect Samson to be the youngest, that is actually Kiwi.

ALICE: Kiwi is also very noisy, which helps observers identify her easily.

ALICE: Moondancer can also be recognised because she has a particularly large fi on her back.

INTERVIEWER: They sound like a fascinating group.

ANNOUNCER: That is the end of Section 2. You now have half a minute to check your answers.

ANNOUNCER: Section 3. You will hear a student called Rob, who is in the first year of a theatre studies course, talking to another student called Mia, who is in the fourth year of the same course. First, you have some time to look at questions 21 to 25. Now listen carefully and answer questions 21 to 25.

MIA: Hi Rob. How's the course going?

ROB: Oh hi Mia. It's great. I can't believe the first term is nearly over.

MIA: I saw your group's performance last night at the student theatre. It was really good.

ROB: Thanks. Now we have to write a report about it — a detailed analysis. I need to explain the role I played — the doctor — and how I developed the character.

MIA: What was your starting point for the character?

ROB: I based it on my grandfather, who used to be a doctor before he retired.

MIA: Did you talk to him about his work?

ROB: Not really. He doesn't talk much about it, but he has a certain authority.

MIA: So how did you capture that in your performance?

ROB: I imagined him sitting in his consulting room listening to his patients.

MIA: Then you can explain that process in your report.

ROB: Yes. I also need to describe how we created the atmosphere. In the first scene we wanted to show how boring life was in the doctor's village in the 1950s.

MIA: That's why there was that long silence before anyone spoke.

ROB: Yes, and people kept repeating the same phrases like “Cold, isn't it?”.

MIA: Everyone also wore grey and brown clothes and sat quietly in a row.

ROB: I also have to analyse how I worked within the group. Sometimes it was frustrating when we couldn't agree.

MIA: Did someone become the leader of the group?

ROB: Yes, Sophia did. She helped organise the production and decide exactly what we needed to do.

MIA: Did she also do some research?

ROB: Yes. She found articles from the 1950s about how relationships between children and parents and between the public and authority figures were changing.

MIA: Were there any practical problems during rehearsals?

ROB: Yes. In the final rehearsal the spotlight in the last scene pointed to the wrong side of the stage. Fortunately we managed to fix it.

ANNOUNCER: Before you hear the rest of the discussion, you have some time to look at questions 26 to 30. Now listen and answer questions 26 to 30.

ROB: Mia, I also wanted to ask about the year abroad optio . Would you recommend it?

MIA: Yes, definitely. It's a great opportunity to study in another country for a year.

ROB: It seems quite competitive. There are only a limited number of places.

MIA: That's true. Next year you must work hard in all your theatre studies modules. Only students with high marks are accepted.

ROB: How did you choose where to go?

MIA: I looked for a university that focused on acting, which fits with my career plans.

MIA: About six months before leaving, you must email the scheme coordinator with your top three choices.

MIA: One of my friends missed the deadline and didn't get her first choice.

ROB: Do you also need to write a personal statement?

MIA: Yes, you do.

ROB: I'll ask some final-year students for advice.

MIA: That's a good idea. I can show you mine as an example.

MIA: Also, when you're abroad, remember to stay in contact with the department so you can choose your optional modules for your final year.

ROB: Right, I’ll make sure I do that.

ANNOUNCER: That is the end of Section 3. You now have half a minute to check your answers.

ANNOUNCER: Section 4. You will hear part of a lecture about leadership, introducing a theory called self-regulatory focus theory. First, you have some time to look at questions 31 to 40. Now listen carefully and answer questions 31 to 40.

SPEAKER: Today I want to talk about self-regulatory focus theory and how the actions of leaders can influence the way followers approach different situations.

SPEAKER: This theory was developed by Tori Higgins. He suggests that at any given time people focus either on approaching pleasure or avoiding pai .

SPEAKER: These two motivations lead to two types of goals: promotion goals and prevention goals.

SPEAKER: Promotion goals emphasize achievement and personal growth, while prevention goals focus on avoiding punishment or negative outcomes.

SPEAKER: In any situation, people may focus more on either promotion or prevention goals.

SPEAKER: The theory suggests two main factors influence this focus: a chronic factor and a situational factor.

SPEAKER: The chronic factor relates to a person's personality. Some individuals naturally focus more on achievement, while others tend to concentrate on avoiding mistakes.

SPEAKER: The situational factor refers to the context people are in.

SPEAKER: For example, when spending time with a friend, people are more likely to focus on pleasure and therefore adopt promotion goals.

SPEAKER: In contrast, when working on an important project for a boss, people often focus on avoiding mistakes, which creates a prevention focus.

SPEAKER: Research shows that when people focus on promotion goals, they think about their ideal self, including their aspirations and potential gains.

SPEAKER: This often creates a positive mood and inspires people to change.

SPEAKER: When people focus on prevention goals, they think about their ought self, meaning what they believe they should be and the expectations others have of them.

SPEAKER: As a result, they feel more anxiety and try to avoid situations where they could experience loss or failure.

SPEAKER: Now let's consider how different leadership styles influence followers.

SPEAKER: We often distinguish between transformational leaders and transactional leaders.

SPEAKER: Transformational leaders focus on the development of their followers. They emphasize change, communicate a strong visio , and inspire followers to think about future possibilities.

SPEAKER: As a result, they tend to create a promotion focus in their followers.

SPEAKER: In contrast, transactional leaders emphasize rules, structures, and clear expectations.

SPEAKER: They often stress the consequences of mistakes and the possibility of punishment or lack of reward.

SPEAKER: This encourages followers to develop a prevention focus, concentrating on avoiding errors.

SPEAKER: Importantly, neither focus is necessarily better than the other.

SPEAKER: For example, in creative professions such as desig , a promotion focus may encourage innovatio .

SPEAKER: In contrast, jobs requiring precisio , such as surgery, may benefit from a prevention focus, where people work more carefully.

SPEAKER: The key idea is that the behavior of leaders can strongly influence whether followers adopt a promotion focus or a prevention focus.

ANNOUNCER: That is the end of Section 4. You now have half a minute to check your answers.