South City Cycling Club

ANNOUNCER: Section 1. You will hear a woman phoning the secretary of a cycling club to find out about becoming a member. 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.

JIM: Hello, South City Cycling Club.

WOMAN: Oh, hi. I want to find out about joining the club.

JIM: Right, I can help you there. I'm the club secretary, and my name's Jim Hunter.

ANNOUNCER: The club secretary's name is Jim Hunter, so Hunter has been written in the space. Now we shall begin. 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.

JIM: Hello, South City Cycling Club.

WOMAN: Oh, hi. I want to find out about joining the club.

JIM: Right, I can help you there. I'm the club secretary, and my name's Jim Hunter.

WOMAN: Oh, hi, Jim.

JIM: So, are you interested in membership for yourself?

WOMAN: That's right.

JIM: OK, well there are basically two types of adult membership. If you're serious about cycling, there's the full membership. That costs $260, and it covers you for races in the city and other parts of Australia. 1

WOMAN: I'm not really up to that standard. I just want to cycle in my free time.

JIM: In that case, you'd be better with the recreational membership. That's $108 if you're over 19.

JIM: Both types of membership include the club fee of $20 and also provide insurance in case you have an accident. 2

WOMAN: OK, I'll go with the recreational membership.

JIM: Once you're a member, you're permitted to wear the club kit. It's green and white.

WOMAN: Can I buy that at the club?

JIM: No, it's made to order by a company in Brisbane called Jerriz. 3

WOMAN: OK, now can you tell me about the rides?

JIM: Sure. We have training rides most mornings. Level A riders go about 30–35 km/h. Level B riders go around 25 km/h. Level C riders are beginners and go around 15 km/h. 4

WOMAN: I think I'd be level B.

JIM: There are two sessions a week. One is on Tuesday at 5:30 am. The meeting point is the stadium. 5

JIM: The other one is on Thursday at the same time, and riders meet at the main gate of the park. 6

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.

WOMAN: How long are the rides?

JIM: About one and a half hours. After the ride, members often go for coffee together. 7

WOMAN: That sounds nice.

JIM: Sometimes there's a ride leader, but not always. 8

JIM: You can check the club website to see the route for each ride. 9

JIM: And remember to bring water and your phone. In winter, you should also make sure your bike has lights. 10

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

Company Volunteering Projects

ANNOUNCER: Section 2. You will hear a manager in a company talking to employees about volunteering for charity work. First, you have some time to look at questions 11 to 16. Now listen carefully, and answer questions 11 to 16.

SPEAKER: Thanks for coming everyone. OK, so this meeting is for new staff and staff who haven't been involved with our volunteering projects yet.

SPEAKER: Basically, the idea is that we allow staff to give up some of their work time to help on various charity projects to benefit the local community.

SPEAKER: We've been doing this for the last five years and it's been very successful.

SPEAKER: Participating doesn't necessarily involve a huge time commitment. The company will pay for 8 hours of your time. That can be used over one or two days, all at once, or spread over several months throughout the year. 11

SPEAKER: Some staff enjoy volunteering so much that they also give up their own free time every week.

SPEAKER: Feedback from staff has been overwhelmingly positive. Nearly everyone agreed that volunteering made them feel more motivated at work. 12

SPEAKER: They also liked building relationships with people in the local community and felt valued by them.

SPEAKER: One particularly successful project last year was the Get Working project, which helped unemployed people in the area get back to work.

SPEAKER: Our staff helped them improve their telephone skills, such as writing down messages and speaking confidently to customers. 13

SPEAKER: We've also agreed to help on a new conservation project in Redfern Park this year. 14

SPEAKER: If you enjoy working outdoors and don't mind getting your hands dirty, this project will suit you.

SPEAKER: I also want to mention the annual Digital Inclusion Day, which is happening next month.

SPEAKER: This year we will host the event in the ICT suite at Hill College, which can accommodate many more people. 15

SPEAKER: If you're interested in volunteering, please go to the volunteering section of our website and complete the relevant form. 16

SPEAKER: We won't provide training, but you'll be paired with an experienced volunteer if you're new.

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

SPEAKER: Participants in the Digital Inclusion Day were mostly in their seventies, though some were younger and a few were even in their nineties.

SPEAKER: Many owned a computer and a mobile phone, but they were often outdated models. 17

SPEAKER: At first, most participants were quite dismissive about learning new technology. 18

SPEAKER: However, they soon became more enthusiastic.

SPEAKER: Many participants said they felt more confident using social media to keep in touch with their grandchildren. 19

SPEAKER: Others enjoyed learning about online games, which could help them make new friends and keep their minds active. 20

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

Presentation on Nanotechnology

ANNOUNCER: Section 3. You will hear a student called Russ consulting his tutor about a presentation he is preparing on nanotechnology, the study of materials on an extremely small scale. First, you have some time to look at questions 21 to 25. Now listen carefully and answer questions 21 to 25.

TUTOR: Ah... come in, Russ.

RUSS: Thank you.

TUTOR: Now you wanted to consult me about your class presentation on nanotechnology. You're due to give it next week, aren't you?

RUSS: That's right, and I'm really struggling. I chose the topic because I didn't know much about it and wanted to learn more. But now I've read so much that there's almost too much to say. I could talk for much longer than the 20 minutes I've been allocated.

RUSS: Should I assume the other students don't know much and give them a general introduction, or should I focus on one particular aspect? 21

TUTOR: You could do either, but you'll need to have it clear in your own mind.

RUSS: Then I think I'll give an overview.

TUTOR: One way is to explain the developments in chronological order. Another way is to discuss the different applications of nanotechnology.

RUSS: You mean things like water-repellent films on camera displays or materials that make motorcycle helmets stronger and lighter?

TUTOR: Exactly. Or you could focus on its impact in one area, such as medicine or space exploratio . 22

RUSS: That might make it easier to focus. Perhaps I should do that.

TUTOR: Yes, that would be a good idea.

RUSS: How important is it to include slides in the presentation?

TUTOR: They aren't essential. Sometimes people spend too long looking for suitable slides, so it might actually be better to leave them out. 23

RUSS: I was also wondering how to start the presentation.

TUTOR: Asking the audience questions might take too much time.

RUSS: Maybe I should begin with an example of how nanotechnology is used.

TUTOR: That sounds sensible. 24

RUSS: What should I do next while preparing?

TUTOR: Ignore all your notes at first. Write one short sentence that summarizes the whole presentation, something like: Nanotechnology is already improving our lives. Then plan the rest around that idea. 25

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.

TUTOR: Now let's think about actually giving the presentation. You've only given one presentation before.

RUSS: Yes, and it wasn't very good.

TUTOR: The structure needed improvement. You finished too suddenly without a proper conclusion. 26

TUTOR: You also made very little eye contact because you were looking at your notes most of the time. 27

TUTOR: Your body language was distracting too. You kept turning around to look at the slide and even scratched your head repeatedly. 28

RUSS: Oh dear. What about my language?

TUTOR: Actually that was good. You used technical terms but always explained them clearly. 29

TUTOR: Your handouts were also excellent because they summarized the presentation well and were useful for the audience afterwards. 30

RUSS: Thank you.

TUTOR: I hope that helps you improve next week's presentation.

RUSS: Yes, it definitely will.

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

Episodic Memory

ANNOUNCER: Section 4. You will hear a lecturer in psychology talking about a type of memory. First, you have some time to look at questions 31 to 40. Now listen carefully, and answer questions 31 to 40.

SPEAKER: Today we'll continue our lectures on memory by focusing on episodic memory, and what can happen if this type of memory is not working properly.

SPEAKER: Episodic memory refers to the memory of an event or episode. It allows us to mentally travel back in time to events from our past.

SPEAKER: These memories include details such as when an event happened and where it occurred. 31

SPEAKER: For example, try to remember the last time you ate dinner at a restaurant. Remembering where you ate, who you were with, and what you ordered are all examples of episodic memory.

SPEAKER: Episodic memory is different from another type of memory called semantic memory.

SPEAKER: Semantic memory refers to factual knowledge we share with others about the world. 32

SPEAKER: For instance, remembering where you parked your car is episodic memory, but understanding what a car is and how its engine works is semantic memory.

SPEAKER: Unlike episodic memory, semantic memory does not depend on personal experiences. 33

SPEAKER: Episodic memory involves several stages: encoding, consolidatio , and retrieval.

SPEAKER: The first stage is encoding. This involves receiving and registering information while an event is happening.

SPEAKER: The effectiveness of encoding depends on the level of attention you give to the event. Being distracted can make encoding difficult. 34

SPEAKER: Encoding can also be improved by using strategies. For example, if you meet someone called Charlie and remember that your uncle has the same name, recalling the name later becomes easier. 35

SPEAKER: The next stage is consolidation. This is when encoded memories are strengthened and stored for future retrieval.

SPEAKER: Consolidation works best when new information is linked with existing knowledge. 36

SPEAKER: Memories also become stronger when they are retrieved frequently. If they are rarely used, they may fade over time. 37

SPEAKER: The final stage is retrieval, which is the conscious recall of stored information.

SPEAKER: Retrieval can be helped by cues such as smells, sounds, or visual signals. For example, you might remember where you parked your car by recalling a nearby sign. 38

SPEAKER: Several neurological conditions can affect episodic memory, including Alzheimer’s disease, schizophrenia, and autism.

SPEAKER: Studies show that computer-based games designed to keep the brain active may help improve episodic memory in people with schizophrenia. 39

SPEAKER: Episodic memory also helps people connect socially by sharing personal experiences.

SPEAKER: Individuals with autism often struggle with this because they may lack a strong sense of self, which is necessary for storing episodic memories. 40

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