雅思听力真题 — 2026年10月 第5套

Part one. You will hear a man and a woman discussing the arrangements for a family birthday party. First, you have some time to look at questions one to six. Now listen carefully and answer questions one to six. Hello? Hello, Rob. Margaret here. I'm just calling about the arrangements for Dad's eightieth birthday party. Right. I've rung round the rest of the family. Most people do intend to come, even though it's a long journey. Have you made any progress with the venue? Yes, there are three possible hotels we could use for the party: The Royal, The Star, and The Winchester. Oh, good. If we can make a decision now, you can probably book straight away on the Internet, can't you? Well, only The Star. I'd have to make a telephone booking at the others, but that'd be okay, too. Okay. So which one do you think? I'm not sure. They're all fairly suitable, and they're in really nice locations. The Star looks right out over the bay. It's on a cliff top. Then The Winchester is in lovely countryside, too. Yes. It's in the valley, isn't it? Yes. What about Mom's wheelchair? How easy would it be for her to get in and out of these places? Well, I know that The Winchester would be fine, and The Star because I've been there with her before. I wasn't sure about The Royal because I seemed to remember it had a lot of steps, so I checked, and apparently it's had ramps installed recently, so there wouldn't be any problem there either. Oh. And what about the kids? Which one do you think would be most suitable for them? Have they got play areas or anything? The Royal hasn't got anything, but The Winchester has one. It's on the ground floor, they said, not far from the dining room. The Star's got one too, but it isn't under cover, and we don't know what the weather will be like, do we? Mm, true. Then there's the birthday meal itself. The Royal's the only one where there'd be a choice. The other two have a set menu at lunchtime. Mind you, they all do very good food, apparently, so the quality should be fine. I don't think it really matters whether there's a variety or not. But I think we need to have our own room, don't you? The only one that can provide that is The Royal. The Winchester and The Star only have one dining room, so we'd just be sitting with the other guests, but in a separate area of the room. Hmm. That's not quite the same, is it? No. But the other thing to consider is the price. Normally, there's not much difference between them. Perhaps The Star's slightly cheaper than the other two, but The Winchester is offering quite a good reduction because there's so many of us. The Star and The Royal would just charge their standard rates. Hmm. So taking everything into consideration, which one do you think we should go for? The Winchester, unless you- Okay, that's fine by me. You've obviously gone into everything very carefully. Before you hear the rest of the conversation, you have some time to look at questions seven to ten on page three. Now listen and answer questions seven to ten. You've done nearly all the work so far, so what can I do now to help? Well, could you manage the finances? Of course. Do they want the whole amount in advance? Just a deposit. I'll find out how much and let you know. Then if you could send that straight away to secure the booking. Fine. And I'll go and buy some invitations. Oh, don't do that. I can produce them. I've got a program on my computer. It's easy. Okay. Thanks. Then once we've had the replies, I'll call everyone who's coming to find out if they want transport. Great. I can help out with that, pick people up from the station or whatever. Okay. Oh yes, and could you stress that Dad doesn't want presents? He keeps reminding me. He says there's nothing he really needs. Okay. I'll try to discourage them, but you know what people are like. Anything else? Shall I do- That is the end of section one. You now have half a minute to check your answers. --- You will hear part of a radio program in which the speaker is talking about a new organization called Connections. First, you have some time to look at questions eleven to fourteen on page three. Now listen carefully and answer questions eleven to fourteen. Hello. Listeners to this program will know that we're very keen to foster links within communities, and we think we've hit on a winning idea. I'm going to tell you about a scheme which has been set up as part of our Communities in Action program for those who'd like to be put in touch with people from different countries and cultures. As the name Connections suggests, we're hoping that the scheme will introduce people who live in this country who will act as hosts to people who've recently arrived here to study or to work for a limited period of time, who will be their guests. Now, if you've got a spare room in your house or flat, you might like to be a host and have someone stay for a weekend. I should point out that no money is involved as all our hosts are unpaid, but you should not have too much extra expense other than one more person joining you at mealtimes. In the course of their studies or work in this country, some people rarely get the opportunity to socialize. There may be language problems or feelings of shyness, which mean that whatever their age, people can become quite lonely or isolated. If you're prepared to invite someone into your home, you can rely on Connections for a personal introduction, and the timing of the invitation will be to suit you. As I said, the stay is always over a weekend for two or three nights, and as the host, the arrangements you make for your visitor will depend on your other commitments. If you're listening to this program and you would like to take advantage of what Connections can offer a guest, then what I'm going on to say will apply to you. So what will you, the guest, get out of a visit? You'll gain an insight into the customs and way of life of the country you're staying in, and you'll enjoy home-cooked meals and be able to ask questions about things which interest you or perhaps even puzzle you. It's early days, but if a weekend stay goes well, relationships might develop over time and turn into lasting and genuine friendships. This would undoubtedly be of advantage to the whole community as we all become more aware of the ways in which people in different countries live their lives. There's also the possibility that when you return to your own country, you might one day want to invite your hosts to stay with you. Before you hear the rest of the program, you have some time to look at questions fifteen to twenty on page four. Now listen and answer questions fifteen to twenty. Right. I hope I've given you enough information on the scheme and what we're setting out to do. I'll now deal with the process for applying if you'd like to be involved from the point of view of a guest. So have a pencil and some paper ready to jot down what you need to do. Connections is broken up into various small sections which will deal with your application through the different stages. To begin with, we ask you to make a phone call to our vetting people. We need to know some basic information about you, like how long you're intending to be in this country. The minimum time limit is three months. Whether you're working or studying, we require a reference which must be from the person in authority who you're working with or studying under. This will be used for an identity check. Once that's been sent to the authorities and approved, we'll email you an application form which you can download. You should complete this and return it with two recent passport-sized photographs of yourself. One photo will be held in our records, and the other will be sent to your host family prior to your first weekend visit. Our center manager will get back to you within a week of receiving your form to let you know that we have it. And if we think there's a suitable match on our files, someone from our interview team will contact you for a face-to-face meeting with a member of staff. At that point, you should have some idea of weekend dates when you're free, which we can put to the host family. However, decisions are not made at the meeting, but you can expect to hear the result from us in a couple of days. Now, the process for those of you interested in welcoming someone... That is the end of section two. You now have half a minute to check your answers. --- Part three. You will hear a student called Susan discussing a case study of a school science program at a nature reserve with its director, Edward. First, you have some time to look at questions twenty-one to twenty-four. Now listen carefully and answer questions twenty-one to twenty-four. Hello, Susan. My name's Edward. Hello. Uh, thank you for agreeing to talk to me. I sent you a letter. Yes. I'm doing an education course, and I'm looking at how local institutions interact with their community. I was a tourist here in Chumbay a few years ago, and when I read about your science program for schools, I thought I could use it as a case study. Fine. Go ahead and tell us what you want to know. Well, I know that since I first came here, you've expanded your activities. Yes, we have. Chumbay's always been important because it's a coral island, and it's got a wide variety of wildlife species. But a few years ago, it became even richer in natural resources. Is that because there were increased safeguards? Yes. We were officially designated a nature reserve, and now we've got more people coming from all over the world to study here in our ongoing research program. Can you tell me about the background to the school's program? Uh-huh. I know it started in two thousand and four, and I think it was intended to link directly into the school's ecology syllabus. That's right. We responded to an approach by a local primary school teacher. He asked if he could bring his pupils here to do some nature studies with our rangers. Then we started organizing field trips for other schools. We got government funding, initially for twelve months. That period was eventually extended, but the government sent a team to do a formal evaluation first. Do you mind just telling me briefly what their report said? They found that in general, the field trips had been enjoyable and stimulating, and they'd been effective in raising awareness, both in the children and also in their teachers of the natural environment and the need to manage resources carefully. Great. And did they suggest any changes? Not exactly. They told us what the problems were, and then they left it up to us to decide how to solve them. Uh, for example? Mm, the feedback suggested that the field trips could be even more beneficial if schools had materials to give them a better grounding in life sciences. I see. So our staff here in Chumbay started producing materials for schools. We're already distributing an information pack that we produced for use in class prior to the field trips, and that material seems to be working well. And we've also begun work on another pack about coral reefs, specifically for teachers, which we'll be trialing in September. Before you hear the rest of the discussion, you have some time to look at questions twenty-five to thirty. Now listen carefully and answer questions twenty-five to thirty. The feedback also told us that schools weren't certain what to expect when they came on the trips. So we decided to institute a preparatory visit by our staff to give a presentation. What does that involve? Uh, about a month beforehand, members of our education team meet teachers and pupils and talk them through a sample itinerary for their field trip. They also explain how they have to behave because we have to be very careful about health and safety. And I suppose you also have to make sure that the resources themselves don't suffer any damage. Exactly. Another thing the team does is explain the correct handling of snorkeling apparatus, and children are allowed to try it out. Oh. We take it all along to the meeting. And now that you've introduced these changes, will there be another evaluation? Eventually, yes. But we've already had some very positive feedback informally. Teachers have told us they feel better prepared for the trip and have a better idea what to expect, and that the pupils feel less nervous about the trips. And there have been a couple of unanticipated benefits too. Staff here say that the preparatory visits help them to gauge the level of the pupils in terms of their understanding of conservation issues. So you can tailor your program more effectively to the needs of each group? Yes. And also because our rangers have a chance to explain about the tides and the fact that the coral reef can only be visited on foot at specific times, schools have been getting here much more punctually. Great. Well, thank you for filling me in. That was very useful. [chuckles] Is there anything else we can help you with? Could I possibly see the formal evaluation report you mentioned? Yes. I can arrange to get you a copy. Do you want the materials pack too? Oh, that'd be great. Then I can take them back with me. Uh, I won't read them here. I've only got a couple of days, and I'd like to ask a few of the teachers who've been here some questions, if possible. We'll give you some contact details. But if you've got time, wouldn't you like to participate in one of the field trips? We've got a new group arriving here this afternoon. I'd really appreciate that. I was going to ask if I could just take some photos of them, but this would be even better. [chuckles] And my camera is not working right anyway. [chuckles] Good. Well, why don't you come and have lunch with us? That is the end of part three. You now have thirty seconds to check your answers to part three. --- Part four. You will hear a lecture about the history and environmental impact of beavers in Britain. First, you have some time to look at questions thirty-one to forty. Now listen carefully and answer questions thirty-one to forty. For centuries, beavers were widespread across Britain's rivers and wetlands. However, due to extensive hunting, they gradually disappeared. They were mainly trapped for their thick fur, which was highly valued in clothing production, as well as for their meat, which was considered a delicacy. But another major reason for their decline was the demand for a certain glandular secretion they produced. This substance was not only used in medicines and perfumes, but also played a key role in transport industries, as it was an essential component in waterproofing leather goods and enhancing the quality of certain products. Today, conservationists are leading efforts to reintroduce beavers into carefully selected habitats. However, one of the major challenges is ensuring that these animals are not targeted by illegal hunting again. Government policies and conservation groups are working together to implement legal frameworks that will offer beavers protection from threats in the long run, including both human activities and natural predators. Without such regulations, their population could face another dramatic decline. Beavers are known for their unique physical features, which help them thrive in aquatic environments. One particularly distinctive part of their body serves multiple functions. It assists in swimming, provides balance, and even helps regulate body temperature. This feature, which is broad, flat, and covered in scales, allows them to navigate water efficiently while also acting as a heat regulator. This crucial adaptation is, of course, their tail. As these animals spread across different landscapes, they gradually establish new territories. Their movement patterns are often compared to those of other species that travel across vast distances to find food, shelter, or suitable breeding sites. Similar to birds that relocate seasonally, beavers display a type of migration, particularly when young individuals leave their original colonies to form new groups in distant areas. Apart from their role in shaping ecosystems, beavers have also been historically valued for a particular substance they secrete. This material, which carries a strong musky odor, was once a prized ingredient in fragrance making. Before synthetic alternatives were developed, this beaver-derived compound was commonly used in the manufacturing of perfume, as its scent had long-lasting properties that helped stabilize fragrances. Despite the ecological advantages of beaver reintroduction, not everyone is convinced that their presence is entirely beneficial. Some landowners and farmers argue that the way beavers modify waterways can lead to certain disruptions. Their habit of constructing lodges and dams using tree branches and mud can sometimes obstruct water flow, causing issues for local residents. Many fear that such changes in river systems could create unwanted complications, leading to headaches for communities that rely on stable water levels for irrigation or infrastructure. Despite these concerns, research has shown that beavers contribute significantly to improving natural habitats. One of the most noticeable effects of their return is the rise in public interest. Scientists, wildlife enthusiasts, and tourists have flocked to areas where beavers have been successfully reintroduced. This surge in visitors has provided an economic boost to local businesses, as wildlife observation has become a popular activity. This increase in nature-based travel has helped stimulate tourism, benefiting nearby communities financially. Beyond economic advantages, beavers play a crucial role in water management. By building structures that slow the movement of water, they help prevent sudden changes in river levels. This ability to control water flow is particularly important in regions that experience heavy rainfall. Their natural engineering skills assist in reducing the risk of flood, as their dams act as barriers that store excess rainwater and release it gradually over time. Another vital contribution of beavers is their ability to improve water quality. One of the most notable improvements is the reduction of a particular chemical element that when found in excessive amounts can negatively impact aquatic ecosystems. By lowering the concentration of nitrogen, beaver activity helps prevent water pollution and supports a more balanced environment for fish and plant life. Finally, the habitats created by beavers provide shelter and food sources for a wide variety of species. The wetlands they establish become home to many creatures, including amphibians, birds, and small mammals. Additionally, their presence supports the survival of numerous tiny organisms that form the base of the food chain. Among the most abundant of these are insects, which thrive in the damp, nutrient-rich environments that beaver-modified landscapes offer. That is the end of Part Four. You now have forty-five seconds to check your answers to Part Four.