Public Library

ANNOUNCER: Section 1. You will hear a man telephoning a friend to find out about their local public library. First, you have some time to look at questions 1 to 4. You will see that there is an example that has been done for you.

PAUL: Hi, Susie, it's Paul here. How are you? Enjoying your new job? You're working at the library, aren't you?

SUSIE: Yes, I started when the library reopened a month ago. It's great.

ANNOUNCER: The woman says that the library reopened a month ago, so month has been written in the space. Now we shall begin. Listen carefully and answer questions 1 to 4.

PAUL: Hi, Susie, it's Paul here. How are you? Enjoying your new job? You're working at the library, aren't you?

SUSIE: Yes, I started when the library reopened a month ago. It's great.

PAUL: Actually, Carol and I have been meaning to join the library for a while.

SUSIE: Oh, you should. It doesn't cost anything, and the new library has lots of facilities. It's not just a place where you borrow books.

SUSIE: For example, there's an area with comfortable seats where you can read the magazines. Some people spend the whole morning there.

PAUL: Hmm, I wish I had that much free time.

SUSIE: Yes, you must be very busy with the childre .

PAUL: We are. But we're planning a holiday this summer. We're thinking about going to Greece.

SUSIE: Then you should look at the travel books in the library. We've expanded that section a lot.

PAUL: Carol is organizing a history project for her students. It's about life in the town 100 years ago. Do you have anything useful?

SUSIE: Yes. We've introduced a new section about the history of the town and surrounding regio .

PAUL: That's great. In the old library, there used to be a reference room where it was very quiet.

SUSIE: Those books are now in the main part of the library. But we do have a community room. It can be hired for meetings, but at other times people can use it for studying.

PAUL: That sounds useful. It's hard to find a quiet place at home sometimes.

SUSIE: We've also introduced a fiction section for teenagers, though your children might still be too young for it.

PAUL: Yes, they are.

ANNOUNCER: Before you hear the rest of the conversation, you have some time to look at questions 5 to 10.

SUSIE: We have many activities for younger childre . For example, there’s a science club. At the next meeting they’ll do experiments using things found in the kitche , like sugar and flour.

PAUL: My kids might enjoy that.

SUSIE: We also run a competition called the Reading Challenge. It starts after the end of term. Children must read six books to receive a certificate.

PAUL: That will keep them busy during the school holidays.

SUSIE: We also have activities for adults. This Friday, a local author named Tanya Streep will talk about her new novel called “Catch the Mouse”. The story is based on a real crime that happened in the town.

PAUL: We're not free on Friday, but I'll look out for the book.

SUSIE: There's also IT support available for members, especially useful for older people who want to learn about computers. It takes place on Tuesday mornings, and you don't need an appointment.

PAUL: My mother might like that.

SUSIE: There's another service you might not expect: a free medical check-up. Staff from the hospital come to measure blood sugar and cholesterol levels.

PAUL: Really?

SUSIE: Yes, but it's only for people over 60 years old.

PAUL: I'll tell my mother about that too.

SUSIE: We also have a small shop selling items like wall charts, greeting cards, and stamps.

PAUL: Great. I'll bring the children at the weekend so we can join. One more thing — is there parking?

SUSIE: Yes, and it's free in the evening and at weekends.

PAUL: Perfect. Thanks, Susie. See you soon.

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

BC Travel Fitness Holidays

ANNOUNCER: Section 2. You will hear part of a training sessio for new employees at a large travel company. First, you have some time to look at questions 11 to 17. Now listen carefully and answer questions 11 to 17.

SPEAKER: In this session of your training day, we're going to look at some of the more specialised holidays we offer at BC Travel. The travel business is very competitive, so it's important to understand how the market is changing.

In terms of age groups, the over-65s are an important market, and the number of holidays they take is increasing steadily. The fewest holidays are taken by the 31–42 age group, and that figure shows no sign of rising.

The biggest market is still the 16–30 age group, although this group has also seen the largest drop in recent years. Meanwhile, there has been noticeable growth among the 55–64 age group. As for those aged 43–54, bookings are stable, although not increasing as much as expected.

One trend we see across nearly all groups is the growing popularity of activity holidays. These are not the same as adventure holidays involving dangerous sports like white-water rafting. Instead, activity holidays usually involve lower-risk activities such as art, music, or cultural experiences.

These holidays are not necessarily cheaper than standard holidays—often the opposite. However, they usually take place away from major tourist centres, giving travellers the chance to learn about local people and customs. Many clients say this is one of the most rewarding aspects of the trip.

Although clients enjoy developing a new skill, many say the biggest attraction is meeting like-minded people and forming lasting friendships.

Let me give you some examples. Our painting holidays take place in four centres in France and Italy. They are popular with people of all abilities, including beginners. We have a team of experienced artists leading the classes, and this year five new instructors will join us so that we can run more classes.

Our cooking holidays are slightly different from those offered by many travel companies. Instead of focusing on dishes from just one country, we teach recipes from many different countries. Of course, we use high-quality organic ingredients, and there are usually some meat-free dishes included.

Our photography holidays take place in destinations ranging from Iceland to Vietnam. Groups are kept small—no more than eight people—so that clients can receive individual tuitio . Excursions are organized with professional guides. At the end of each holiday, there is an exhibitio where clients display their photographs and receive feedback from the tutor.

ANNOUNCER: Before you hear the rest of the training session, you have some time to look at questions 18 to 20. Now listen and answer questions 18 to 20.

SPEAKER: Finally, let me tell you about our fitness holidays. In Ireland and Italy, we offer one-week fitness programmes suitable for all ages and ability levels. Each client begins with a consultation with a trainer to create a personal fitness pla .

Apart from improving their physical fitness, many clients say these holidays help them reduce stress from everyday life.

In Greece, we run a two-week programme for people who want to lose weight. It includes a personalised diet pla . One popular feature is that the exercise classes are held on the beach, which clients prefer to exercising in a gym.

Finally, we also run several holidays in Morocco. One particularly popular option is the mountain biking holiday. Bicycles are provided, and routes are available for different skill levels. We also offer a special version designed for families, which is very popular.

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

The Horton Castle Site

ANNOUNCER: Section 3. You will hear two tourism students called Natalie and Dave talking about the tourism case study they are doing. First, you have some time to look at questions 21 to 26. Now listen carefully and answer questions 21 to 26.

NATALIE: Dave, I'm worried about our case study. I've done some reading, but I'm not sure how to actually write one. I missed the lecture where Dr Baker explained it.

DAVE: Don't worry. It's quite straightforward. We already have our focus, which is tourism at the Horton Castle site. And you said you've done some reading?

NATALIE: Yes, I found several articles and made notes of the main points.

DAVE: Did you keep a record of the sources where you found the information?

NATALIE: Of course. I know it's frustrating when you forget that.

DAVE: Good. So we can compare what we've read. Then we must identify a specific problem or need at the site. After that, we decide who we should interview to collect more information.

NATALIE: That would include the people who work there and probably some tourists too.

DAVE: Exactly. We'll need to visit the site for some interviews, but we might also talk to people here in the city, such as tourism administrators.

NATALIE: OK, so we'll need to prepare interview questions and arrange meeting times and locations.

DAVE: Yes, and if possible we should ask interviewees to provide numerical data to support our findings.

NATALIE: What about photographs?

DAVE: We probably already have enough photos. But Dr Baker said we must ask whether interviewees are happy to be identified in the report or prefer to remain anonymous.

NATALIE: I hadn't thought of that.

DAVE: After collecting the information, we must analyse the data. We select the information that's relevant to our problem and look for patterns or trends.

NATALIE: OK, and after analysing the data?

DAVE: Then we present it clearly using things like graphs, tables, or charts.

NATALIE: Right.

DAVE: The structure of the case study is fairly standard. First we present the problem and some background informatio , then we discuss the main sections.

DAVE: But unlike a normal report, we don't finish with recommendations. Instead, we end with a question or series of questions so the readers decide what should be done.

NATALIE: I didn't realise that.

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.

NATALIE: So the main issue in our case study is why so few tourists visit Horton Castle.

DAVE: One report suggested the problem was poor transport access. But that report is ten years old, and the road has been improved since then.

NATALIE: True. The castle actually has lots of interesting things to see. But the website doesn't show that very well.

DAVE: Yes, the website is quite boring. Another suggestion I read was building a visitor centre.

NATALIE: If we suggest that, we should find out who would use it. For example, school groups or retired visitors. We'd probably need to ask the staff for that information.

DAVE: We'd also need to consider possible problems. For instance, building a visitor centre would be expensive.

NATALIE: And because it's a historic site, it would probably require special planning permissio .

DAVE: Especially since the only suitable place would be near the entrance, right in front of the castle.

NATALIE: Still, it could help the town of Horton. At the moment, it's almost a ghost tow . Most young people leave to find jobs in the city.

NATALIE: We should also consider the environmental impact of more tourists. Currently visitors can walk anywhere around the site.

NATALIE: If visitor numbers increase, there might need to be restrictions, such as staying on marked paths. There might also need to be guides or wardens to enforce the rules.

DAVE: Yes, that's another aspect we could investigate.

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

Effects of Environmental Change on Birds

ANNOUNCER: Section 4. You will hear a lecturer on an environmental studies course discussing how birds are affected by environmental change. First, you have some time to look at questions 31 to 40. Now listen carefully and answer questions 31 to 40.

SPEAKER: OK, so we've been looking at how man-made environmental changes can affect wildlife. Now let's consider a particular example – mercury.

SPEAKER: Mercury is one of about 120 elements that make up matter, and its chemical symbol is Hg. It is a shiny silver metal that was once used in thermometers, but it is now rarely used because it is highly toxic.

SPEAKER: The problem is that the amount of mercury in the environment is increasing. The main reason is coal-burning power plants. When coal is burned to produce electricity, mercury is released into the atmosphere.

SPEAKER: Some of this mercury eventually settles in lakes and rivers. When fish ingest mercury, it remains in their bodies instead of being excreted. In this way it enters the food chai .

SPEAKER: For a long time scientists knew that fish-eating birds could be affected. However, recent studies show that birds that eat insects may also be affected.

SPEAKER: A researcher called Claire Varian-Ramos is studying these effects. Instead of focusing only on birds that die from mercury poisoning, she is investigating more subtle effects, such as changes in behaviour or brain functio .

SPEAKER: In particular, she is studying the effect of mercury on bird song. Young birds learn their songs during a specific stage of development, usually by listening to their father.

SPEAKER: Her research has shown that when young male birds are exposed to mercury in their food, their songs become less complex. This matters because complex songs make males more attractive to females.

SPEAKER: As a result, mercury exposure may reduce a male bird’s chances of successful reproductio .

SPEAKER: Varian-Ramos is using a combination of laboratory experiments and field studies. Laboratory studies allow researchers to control variables more easily, while field studies show what happens in natural conditions.

SPEAKER: There are also implications for humans. Many birds are migratory, meaning they can transport mercury over long distances.

SPEAKER: For example, ducks feeding in contaminated areas have later been hunted over 1,000 kilometres away. People who eat these birds may therefore consume dangerous levels of mercury.

SPEAKER: Mercury also affects humans in other ways. In particular, it can cause developmental delays in language learning in children, which involves similar brain regions and genes to those used in bird song learning.

SPEAKER: An unborn child can also be harmed if the mother consumes food containing high mercury levels.

SPEAKER: Ultimately, society must decide how to balance economic benefits with environmental protectio . New regulations on mercury emissions from power plants exist, but implementing them will cost billions of dollars.

SPEAKER: Some people argue that the cost is too high to protect wildlife. However, as we have seen, the issue affects not only birds but also human health. Therefore, it is something we must consider very carefully.

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