Listening Full Test 8 - Section 3
Choose ONE letter, A, B, or C.
21 Mary has been called in for a meeting because:
- A. She has been working too hard
- B. She has offered to lead an activity
- C. She is going on a training programme
22. The most important part of planning a field trip is:
- A. to organise activities for everyone
- B. to know about the official rules for field trips
- C. to think about and plan for problems
23. Leaders must develop
- A. to tailored trip plan
- B. an adventure activities plan
- C. a hazard management plan
QUESTIONS 24 AND 25
Complete the sentences below. Write NO MORE THAN TWO WORDS for each answer.
24. Mary’s plan must consider …………………, such as local rain or wind , the land and the party members.
25. Mary’s plan does not need to consider things such as tropical storms or serious illnesses, which are known as ………………..
Complete the notes below. Write NO MORE THAN TWO WORDS for each answer
FIELD TRIP PLAN
- everyone needs warm clothing and a 26………………….
- hiking – first aid kit, map and a 27………………….
- avoid routes where avalanche, mudslide or 28…………………. is possible
- think about the fitness and 29…………………. of the group
- do not allow 30…………………. to be responsible for transport.
You will hear a conversation between a student called Mary and her tutor, Mr Hadstone. First you have some time to look at questions 21 to 25.
Now listen carefully and answer questions 21 to 25.
STUDENT: Hello, Mr Hadstone. Is this the right time for our meeting?
TUTOR: Yes, it is. Thanks for coming in at such a late hour, Mary. I know you’ve had a busy day studying and will be keen to get home … and thanks for volunteering to run this project. It’s going to help you develop and practise skills needed by teachers today. Field trips are getting more and more a part of school life, so as a student of education it’ll be wonderful training for you. It’s really a great opportunity.
STUDENT: We did loads of field trips at school, so I’ve got a good idea of what sort of things we could do.
TUTOR: Hmm, I expect so, but we’re here to go through the basics of planning one, and the trip leader carries a load of responsibility. Right now, you’re focusing on activities, but your main job is to consider the dangers, and come up with ways of countering or avoiding them. There are lots of government regulations you won’t have been aware of on your school trips, but they are just a guideline for your own planning….some of those school trips you went on would have been pretty adventurous, right?
TUTOR: OK, and your plan needs to be tailored to the kind of trip you’re doing. On a well-planned and successfully led adventure trip, we don’t often hear of problems … even though sometimes there’s bad weather, for example, that a school party has managed to combat. That’s because the leader created a well thought out hazard management plan.
STUDENT: Oh, I thought I’d just be taking my mates out on a trek – now it’s all paperwork!
TUTOR: Yes, well, that’s why I called you in. We’ll work on this together over the next few days – I just wanted to give you a heads-up on what you’ll need to think about. There are some aspects that every trip needs to consider. What do you think they might be?
STUDENT: Uh … well …heavy rain, or high winds, I guess, and any dangers in the terrain…
TUTOR: Yes, we call those the significant factors … and another important one is the make-up of your group. But, you don’t need to go overboard. There are some kinds of hazard you won’t need to think about at all: things like hurricanes, earthquakes, radioactivity, or major diseases such as cancer. The official name for those is unlikely events, because they almost certainly won’t happen
Before you hear the rest of the conversation, you have some time to look at questions 26 to 30.
Now listen and answer questions 26 to 30
TUTOR: OK, so let’s consider the hazards seen as most likely on a field trip into the countryside. Weather causes real problems – overexposure to the sun or the cold – even the wind can have a big impact. And, of course, the weather can change very suddenly and without warning.
STUDENT: Yes, people can get into trouble in the hills if they don’t bring extra layers of clothes and a jacket – even if they start walking on a hot day. Oh … and a raincoat, too, of course. Umm …what’s next then?
TUTOR: Well, let’s think about possible activities and what you might need.
STUDENT: Yes, OK … Well, for hiking of course we need a first aid kit. Oh … and a decent topographic map of the area. And we need to make sure that more than one person can read it. I’ve run into lots of difficulties in the past with people who can’t identify even major features, like rivers. And some people have no idea about contour lines. Ah….and I suppose a compass, too.
TUTOR: You’d need to list those. Then there are things that may be obvious, but must be written down and considered seriously. For example, if there’s a possibility of falling more than 2.5 meters, that’s considered life threatening, and I’m sure you would be aware of problems near the sea, like tides or high waves – and the trouble you can get into where there’s a possibility of an avalanche or a mudslide … or a flash flood, if you’re anywhere near rivers.
STUDENT: Yes, well, I was thinking of an adventurous route for this trip … you know, that’s always more fun, and it’s such a cool feeling when you’ve achieved something really difficult.
TUTOR: Yes, OK, but then you need to consider who’s going to be in your party…. don’t go and plan things that are beyond the reach of most people, or you’re asking for trouble. You need to take into account the physical strength and experience of the party as a whole. When you make your groups, make sure there’s at least one person in each one who’s been hiking a few times before.
STUDENT: Wow, there’s a lot to write down, isn’t there? I’m really keen to get started now.
TUTOR: Well, good, because there’s a lot more detail to consider. For now, I’ll just mention two more of the common hazards for high school trips, in particular.
TUTOR: The Ministry of Education website says – don’t use inexperienced volunteers, and don’t allow student drivers to bring their own cars, or to drive anyone else’s car, for that matter.
STUDENT: Well … now I really have something to think about! Thanks, Mr Hadstone.