ANNOUNCER: Section 1. You will hear a conversation between two friends called George and Nina about a summer music festival. First, you have some time to look at questions 1 and 2. You will see that there is an example that has been done for you.

ANNOUNCER: George says that he found a brochure from a festival, so B has been circled as the answer.

ANNOUNCER: Before you hear the rest of the conversation, you have some time to look at questions 3 to 10. Now listen and answer questions 3 to 10.

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

ANNOUNCER: Section 2. You will hear the education officer of a Dinosaur Museum giving information to teachers who are planning a school visit. First, you have some time to look at questions 11 to 15. Now listen carefully and answer questions 11 to 15.

SPEAKER: Hello, and thank you for inviting me to your teachers' meeting to talk about the Dinosaur Museum and what your students can do there.

SPEAKER: First, let me give you some basic information about the opening hours.

SPEAKER: We are open every day from 9 am to 8 pm, except on Mondays, when we close at 1:30 pm.

SPEAKER: The only day we are completely closed is 25 December.

SPEAKER: Schools can book a guided tour at any time during opening hours.

SPEAKER: When your group arrives, please wait together in the car park.

SPEAKER: A tour guide will meet you there and explain what the tour will include.

SPEAKER: We do this outside because the museum entrance is quite small.

SPEAKER: For a school visit, you should plan at least 90 minutes.

SPEAKER: This includes 15 minutes to get on and off the coach, 45 minutes for the guided tour, and 30 minutes for after-tour activities.

SPEAKER: If students want to have lunch at the museum, you will need extra time.

SPEAKER: There are two cafés inside the museum with seating for 80 people.

SPEAKER: You should reserve seats in advance because the cafés are often crowded.

SPEAKER: Outside at the back of the museum, there are tables where students can eat their packed lunches.

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.

SPEAKER: When students enter the museum foyer, they must leave their backpacks, books, and lunch boxes in the cloakroom.

SPEAKER: This rule exists because in the past a few items have gone missing.

SPEAKER: Also, some exhibits are fragile, and we want to prevent accidents.

SPEAKER: Students will receive handouts with questions and quizzes.

SPEAKER: They should bring something to write with.

SPEAKER: Students are allowed to take photographs.

SPEAKER: This is helpful for students who are doing school projects.

SPEAKER: However, students must not bring food or drinks into the museum.

SPEAKER: After the tour, students can visit the theatrette on the ground floor.

SPEAKER: There are continuous documentary films about dinosaurs.

SPEAKER: We previously had an activity room where students could make dinosaur models and drawings.

SPEAKER: Unfortunately, the room was damaged in a storm and is currently closed.

SPEAKER: However, we now have an IT center where students can use CD-ROM dinosaur games.

SPEAKER: These games teach students about how dinosaurs found food, protected their habitat, and survived threats.

SPEAKER: That is all the information I have for now.

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 Sandra talking to her tutor about a draft proposal she has written for a competition. First, you have some time to look at questions 21 to 24. Now listen carefully and answer questions 21 to 24.

TUTOR: Right, Sandra. You wanted to see me about your group's proposal for the Geography Society Field Trip competitio .

TUTOR: I've read through it and I think it's a very good choice.

TUTOR: However, there are a few small issues like typos and layout problems, even on the contents page.

TUTOR: You should read it carefully before submitting it.

SANDRA: OK, I will.

TUTOR: I've also written some notes about sections that could be better organized.

TUTOR: In terms of writing style, you sometimes use very long sentences and complex structures.

TUTOR: This makes your ideas difficult to follow at times.

TUTOR: Try to make your writing more clear and concise.

SANDRA: Really?

TUTOR: Yes. Also remember to use numbering or bullet points to organize ideas.

TUTOR: You have included headers and footers, which is good.

TUTOR: But bullet points would make your main points clearer.

TUTOR: I thought your idea of visiting the Navajo Tribal Park was excellent.

SANDRA: I've always wanted to visit there.

SANDRA: My father loved cowboy films and the Wild West.

SANDRA: Many famous films were filmed there, so the place feels familiar to me.

SANDRA: The landscape is geographically impressive and visually spectacular.

SANDRA: When I researched it online and saw photographs, I became even more interested.

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

TUTOR: Now let's discuss the content of your proposal.

SANDRA: Do you think it is detailed enough?

TUTOR: In some ways yes, but some topics on your contents page are not entirely relevant.

SANDRA: I thought the sandstone plateaus and cliffs were important to describe.

SANDRA: These rock formations rise dramatically above the flat desert plai .

SANDRA: They were formed when softer rocks were eroded by wind and rai .

TUTOR: Yes, those geological points are definitely relevant.

SANDRA: I also included the history of the Navajo people and their culture.

TUTOR: That is interesting, but not directly related to the field trip objectives.

TUTOR: Instead, you should explain what students will actually do during the trip.

TUTOR: You should also include information about local wildlife and vegetatio .

SANDRA: I'll research those topics as well.

SANDRA: There aren't many plants because the soil becomes extremely dry and hard during the summer.

SANDRA: Rainwater cannot easily penetrate the ground.

SANDRA: The climate often shifts between flood and drought.

TUTOR: I see.

TUTOR: You should also include some practical details in the proposal.

TUTOR: For example, what is the size of the park?

SANDRA: It covers about 12,000 hectares.

SANDRA: The surrounding plain is around 5,850 meters above sea level.

TUTOR: And where will students stay during the trip?

SANDRA: There is no accommodation inside the park.

SANDRA: However, there is a nearby trading post called Goulding.

TUTOR: What kind of tours are available there?

SANDRA: Most tourists travel in four-wheel-drive jeeps.

SANDRA: But I think the best way to explore the area would be on horseback.

SANDRA: Biking is not allowed, and private cars cannot travel there because the tracks are too rough.

TUTOR: Good. Is there anything else nearby worth visiting?

SANDRA: Yes, there are several caves, but I still need to research them.

TUTOR: OK, that's a good start.

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

ANNOUNCER: Section 4. You will hear a lecturer’s introductio to a geography module. First, you have some time to look at questions 31 to 40. Now listen carefully and answer questions 31 to 40.

SPEAKER: Welcome to your introductory geography lecture. We will begin with some basics.

SPEAKER: First, what do we learn by studying geography? We learn about the processes that have affected and continue to affect the Earth’s surface.

SPEAKER: But geography is not only about the Earth itself. It also helps us understand the relationship between the environment and the people who live in it.

SPEAKER: Geography has two main branches. The first studies the physical nature of the planet and its natural features.

SPEAKER: The second focuses on how human activities affect the planet.

SPEAKER: For example, the use of carbon fuels has a major impact on the environment.

SPEAKER: During the semester we will explore several specific areas of geography.

SPEAKER: One of them is biophysical geography, which studies the natural environment and living organisms.

SPEAKER: Another is topography, the study of the shape of land and oceans.

SPEAKER: We will also study political geography and social geography, which examine human communities.

SPEAKER: Then there is economic geography, which focuses on resources and their use, such as agriculture.

SPEAKER: Another field is historical geography, which studies how people and environments have changed over time.

SPEAKER: We will also explore urban geography, which examines cities, their services, and migration patterns.

SPEAKER: Finally, there is cartography, the science of map making.

SPEAKER: Geography is important because it helps us understand our surroundings and identify environmental problems.

SPEAKER: Without this knowledge, we could not find solutions to these issues.

SPEAKER: Now let’s look at what geographers actually do.

SPEAKER: First, they collect data. You will practice this during your first field trip.

SPEAKER: One method is conducting a census, which counts the population in a specific area.

SPEAKER: Geographers also create images of the Earth’s surface using computer technology and satellites.

SPEAKER: In the past, explorers only had pens and paper when mapping the world.

SPEAKER: After collecting data, geographers must analyze it.

SPEAKER: They search for patterns, especially causes and effects.

SPEAKER: These patterns help us predict and solve problems that affect the world.

SPEAKER: After analysis, geographers must publish their findings.

SPEAKER: One common method is through maps.

SPEAKER: Maps are useful because they are portable and can store a large amount of informatio .

SPEAKER: However, maps also have a limitation.

SPEAKER: The Earth is three-dimensional, but a map is two-dimensional.

SPEAKER: Because of this, some distortio is unavoidable.

SPEAKER: Geographers also use aerial photographs taken from high altitude.

SPEAKER: These photographs reveal features that are difficult to see from the ground.

SPEAKER: They can show forest diseases, traffic patterns, and even deep sea informatio .

SPEAKER: Finally, we use Landsat satellites, which orbit the Earth and send visual data to computers.

SPEAKER: These satellites circle the Earth several times each day and provide a huge amount of geographical informatio .

SPEAKER: For example, they help us monitor the weather.

SPEAKER: Now we will watch a short presentatio demonstrating these tools.

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