Advice on Surfing Holidays

ANNOUNCER: Part 1, you will hear a man called Jack giving advice to a friend about surfing holidays. First, you have some time to look at questions 1 to 6. Now listen carefully and answer questions 1 to 6.

WOMAN: Jack, I'm thinking of taking the kids to the seaside on a surfing holiday this summer, and I wanted to ask your advice, as I know you're such an expert.

JACK: Well, I don't know about that. But yes, I've done a bit of surfing over the years. I'd thoroughly recommend it.

JACK: I think it's the kind of holiday the whole family can enjoy together.

JACK: Surfing is great for all ages and all abilities. My youngest started when he was only 3 years old.

WOMAN: Wow! But it's quite physically demanding, isn't it? I've heard you need to be pretty fit.

JACK: Yes, you'll certainly learn more quickly and won't tire as easily.

WOMAN: Well, that should be OK for us. You've been surfing a few times in Ireland, haven't you?

JACK: Yes, there’s some great surfing there, which people don’t always realise.

WOMAN: And which locations would you recommend?

JACK: Last year we went to County Donegal. There are several great places to surf there.

WOMAN: What about County Clare? I read it's also really good.

JACK: Yes, it is. Most people go to Lahinch. My kids love it there.

JACK: The waves aren’t too challenging, and the town is very lively.

WOMAN: Are there good hotels there?

JACK: Yes, and there are also hostels and camp sites.

JACK: It's great if you need lessons, as the surf schools are excellent.

JACK: There's also lots to see nearby, like the famous cliffs.

JACK: I've also surfed in County Mayo. It's less well known but we had a great time.

JACK: There's a good surf school at Carrowniskey Beach.

WOMAN: How do you spell that?

JACK: C-A-R-R-O-W-N-I-S-K-E-Y.

JACK: I put the kids into a surf camp they run during the summer for 10 to 16 year olds.

WOMAN: Oh right. How long was it for?

JACK: 3 hours every day for a week. It was perfect.

JACK: While the kids were surfing, we rented kayaks to explore the nearby bay. It’s really beautiful.

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: The only time I went to Ireland, it rained almost every day.

JACK: Yes, but you can still surf in the rain.

WOMAN: It doesn’t sound very appealing.

JACK: Actually, it tends to rain more in August than in spring or autumn.

JACK: September is my favourite month because the water is warmer then.

WOMAN: The kids are back at school by then.

JACK: Irish summers aren’t too hot. The average temperature is around 19°C, and it rarely goes above 25°C.

WOMAN: That sounds reasonable. What about the cost?

JACK: Surfing holidays are fairly cheap. The main cost is hiring the equipment.

JACK: You’ll pay around €30 per day for a wetsuit and board.

JACK: But you can save about €40 if you hire them for a week.

JACK: Make sure you get good quality wetsuits, otherwise you’ll get too cold.

JACK: And also get boots to keep your feet warm.

WOMAN: OK, thanks very much for the advice.

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

Childcare Services

ANNOUNCER: Part 2, you will hear the manager of a childcare service at a primary school talking to parents at an open day about the school's childcare service offered before and after school. First, you have some time to look at questions 11 to 15. Now listen carefully and answer questions 11 to 15.

MRS CARTER: Good afternoon. My name’s Mrs Carter, and I run the before and after school childcare service.

MRS CARTER: I hope you’ve had a chance to look around the school and talk to the staff and pupils.

MRS CARTER: Many parents are interested in using our childcare service when their child joins the school.

MRS CARTER: We offer childcare for children aged 4 to 11, both before and after school.

MRS CARTER: Many working parents find this service extremely valuable.

MRS CARTER: Your child will be safe and very well cared for.

MRS CARTER: We are insured to provide care for up to 70 children.

MRS CARTER: However, we usually expect around 50 to 60 children in the afternoon sessions.

MRS CARTER: And about half that number for the breakfast sessions.

MRS CARTER: Currently, we have 70 children registered, but not all attend every day.

MRS CARTER: It’s been 10 years since we began offering the extended hours service.

MRS CARTER: When we first opened, only about 20 children attended regularly.

MRS CARTER: We try to keep our costs as low as possible and offer good value for money.

MRS CARTER: Afternoon sessions run from 3:30 pm to 6:00 pm.

MRS CARTER: The cost is £7.20, but you can also pay £3.50 for one hour or £5.70 for two hours.

MRS CARTER: The cost includes food and snacks.

MRS CARTER: Children are given breakfast in the morning and a healthy snack after school.

MRS CARTER: At 5 pm, they are given a more substantial meal such as pasta or a casserole.

MRS CARTER: Please inform us of any allergies your child may have.

MRS CARTER: We will provide a suitable alternative if needed.

MRS CARTER: The childcare service also runs during the school holidays.

MRS CARTER: Holiday sessions run from 8:00 am to 6:00 pm.

MRS CARTER: Children can meet new friends from other schools.

MRS CARTER: Unfortunately, children over the age of 11 cannot attend with younger siblings due to insurance rules.

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.

MRS CARTER: Let me tell you about some of the activities children can do after school.

MRS CARTER: They can use the playground equipment, computers, and the library.

MRS CARTER: There is usually at least one special activity each day.

MRS CARTER: For example, we offer Spanish lessons every Thursday.

MRS CARTER: A specialist teacher teaches the language through games and songs.

MRS CARTER: There are two sessions: one for over 8s and one for younger children.

MRS CARTER: This is the only activity with an extra charge.

MRS CARTER: Once a week children can also take part in music sessions.

MRS CARTER: One of our staff members is part of a folk band and teaches singing and percussion on Mondays.

MRS CARTER: We welcome parent volunteers who can sing or play instruments.

MRS CARTER: Painting is one of the most popular activities.

MRS CARTER: Although it can be messy, it helps children relax after school.

MRS CARTER: We are also introducing yoga, which we hope will benefit children in many ways.

MRS CARTER: Another activity is cooking, where children make cakes, pizza, or bread.

MRS CARTER: However, cooking sessions are limited to children aged over 8, as they can help clean up afterwards.

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

Holly's Work Placement Tutorial

ANNOUNCER: Part 3, you will hear Holly, a student on an events management course, talking to her tutor about her work placement. First, you have some time to look at questions 21 to 24. Now listen carefully and answer questions 21 to 24.

HOLLY: Hello, Doctor Green. I'm here to talk to you about my work placement.

TUTOR: Oh yes, it's Holly, isn't it?

HOLLY: Yes.

TUTOR: So which work placement have you chosen?

HOLLY: I decided to go for the Orion Stadium placement. The event I'll be managing is helping to set up a sports competition for primary school children.

TUTOR: That's always a popular placement, although working with children can be tougher than expected.

HOLLY: I know, but it's the fresh air that attracts me. Organizing something indoors doesn’t have the same appeal.

TUTOR: Safety will obviously be one of your key concerns.

HOLLY: Yes. I’ll need to make sure none of the equipment is damaged.

TUTOR: Actually, the schools are responsible for their equipment. But the grounds and what happens there will be your responsibility.

HOLLY: That means making sure everyone stays within the boundary once they are on the field.

TUTOR: Exactly. You will also need to check areas like changing rooms for hazards.

TUTOR: But your main priority will be making sure you don’t lose anyone.

HOLLY: Right. I’ll need staff to help with that.

TUTOR: And don’t forget about the spectators.

HOLLY: I thought many of them might be parents who could help run the event.

TUTOR: I wouldn’t rely on that. They’ll probably be more interested in filming their children.

HOLLY: Then I’ll need to make sure they don’t interfere with the events.

TUTOR: Exactly, which can be difficult when a proud parent wants to get a photo.

HOLLY: What about the scheduling?

TUTOR: There are many things that can affect a timetable, such as rain.

HOLLY: I was also thinking about what happens if someone gets injured.

TUTOR: Yes, you must be prepared for such situations.

HOLLY: And what if a match ends in a draw?

TUTOR: That will be up to you, but you must plan for it.

ANNOUNCER: Before you hear the rest of the discussion, you have some time to look at questions 25 to 30. Now listen and answer questions 25 to 30.

TUTOR: The aim of your work placement is to develop the skills needed by an events manager.

HOLLY: I think my communication skills are quite good.

TUTOR: Remember, communication also includes how you present yourself face to face.

HOLLY: I would dress professionally if meeting a sponsor.

TUTOR: Now let's talk about organizational skills. Things won’t always go according to plan.

HOLLY: So I need to be ready to make changes quickly.

TUTOR: Exactly. You may need to adjust the timetable at short notice.

HOLLY: I’ll just deal with it on the spot.

TUTOR: What about your time management?

HOLLY: I’m improving, especially when there’s a deadline.

TUTOR: You also need to stay calm under pressure.

HOLLY: Even when I’m multitasking a lot.

TUTOR: Another important skill is creativity. Clients often provide the big idea, but you must work out the details.

HOLLY: So I need to listen carefully and fill in the gaps.

TUTOR: Exactly. And since you’ll lead a team, leadership is also essential.

HOLLY: Shouldn’t decisions be democratic?

TUTOR: Sometimes, but ultimately you are responsible for the final decision.

HOLLY: I see. What about networking?

TUTOR: Even without much experience, you can still offer useful ideas and make a good impression.

HOLLY: That will help when applying for a future job.

TUTOR: Exactly. Always keep your career ambitions in mind.

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

Bird Migration Theory

ANNOUNCER: Part 4, you will hear a zoology student giving a presentation on bird migration. First, you have some time to look at questions 31 to 40. Now listen carefully and answer questions 31 to 40.

SPEAKER: Scientists believe that a majority of the Earth’s bird population migrate in some way.

SPEAKER: Some birds travel short distances, for example moving from lowlands in winter to mountaintops in summer.

SPEAKER: Others travel extremely long distances. The Arctic Tern, for example, travels more than 25,000 miles between the northern and southern poles.

SPEAKER: Bird migration has been studied for centuries, but until recently it remained a mystery.

SPEAKER: Without modern science and technology, people developed many incorrect theories.

SPEAKER: One early theory was hibernation theory, which suggested birds went underwater to hibernate during winter.

SPEAKER: Another idea suggested birds spent winter hidden in mud until warmer weather returned.

SPEAKER: The hibernation idea lasted until the 1940s, when experiments on caged birds showed that birds do not have a hibernation instinct.

SPEAKER: One of the earliest thinkers to study birds was the Greek philosopher Aristotle.

SPEAKER: Aristotle suggested a theory called transmutation, where one species changed into another seasonally.

SPEAKER: He believed redstarts transformed into robins during winter.

SPEAKER: Although based on careful observation, this was a misinterpretation.

SPEAKER: Another unusual theory came from Charles Morton, an English scientist in the 17th century.

SPEAKER: He suggested birds migrated to the moon every year.

SPEAKER: A key discovery occurred in 1822 when a white stork was shot in Germany.

SPEAKER: The bird had a spear lodged in its neck, which had clearly come from central Africa.

SPEAKER: This proved that some birds travel between Europe and Africa.

SPEAKER: The famous arrow stork can still be seen in the zoological collection at the University of Rostock in Germany.

SPEAKER: Over time, people realized European birds moved south in autumn and north in summer.

SPEAKER: However, scientists still lacked detailed information about migration routes.

SPEAKER: Some even believed that large birds carried smaller birds on their backs across oceans.

SPEAKER: This seemed reasonable because tiny birds weighing only a few grams were thought incapable of such long flights.

SPEAKER: The breakthrough came with the development of bird ringing.

SPEAKER: This method was developed by a Danish teacher called Hans Christian Cornelius Mortensen.

SPEAKER: Birds were fitted with rings on their legs so their movements could be tracked.

SPEAKER: When ringed birds were later found or recovered, scientists could identify where they had migrated.

SPEAKER: Large amounts of data were collected during the early 20th century.

SPEAKER: For the first time, scientists clearly understood where birds went during the winter.

SPEAKER: In 1931, an atlas was published showing the migration routes of European birds.

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