Questions 1-5

Conversation: Student and Housing Officer. Listen to the recording, then answer the questions.

1 Why does the student go to the housing office?

A To pay the remainder of her residence fees B To find out why her application was marked incomplete C To complain about an email she received in error D To request a transfer to a different residence

2 Why is a guarantor required in the student's case?

A Because she has not paid the full year in advance B Because she is an international student C Because studio flats carry a twelve-month lease D Because she applied after the standard deadline

3 What does the student say is the obstacle to providing a guarantor?

A Her parents live overseas and posting documents would be slow B She does not know anyone over twenty-five C Her family has refused to sign D She cannot access the online portal

4 What solution does the officer propose?

A Waiving the guarantor requirement given the advance payment B Allowing any qualifying adult to sign electronically C Extending the lease to a full academic year D Having the student sign on her parents' behalf

5 Why does the student refuse to switch to a standard room?

A Standard rooms cost more over twelve months B She would lose her advance payment C She wants a unit with its own kitchen D Standard rooms are all already allocated

Questions 6-12

Lecture: Archaeology: Reading Ancient Rubbish. Listen to the recording, then answer the questions.

6 What is the main point the professor makes about tombs?

A They are less common than middens at most sites B They record intentions rather than everyday practice C They are usually looted before excavation D They preserve organic material particularly well

7 According to the professor, why is a midden stratified?

A Because excavators dig it in layers B Because it accumulates gradually over time C Because different households used separate areas D Because flooding sorted the material by weight

8 What was the original interpretation of the limpet shells at Skara Brae?

A That the shells were used as tools B That the inhabitants ate large quantities of limpets C That the shells were traded from elsewhere D That the deposit was not domestic rubbish

9 What evidence led researchers to revise that interpretation?

A Radiocarbon dates that were too early B The size distribution of the shells C Traces of cooking residue on the shells D The absence of fish bones in the same layer

10 What does the revised interpretation imply about the settlement?

A That it was occupied only seasonally B That it depended on trade with the mainland C That it ran an organised offshore fishery D That its population was smaller than thought

11 Why does the professor mention textiles, wood and plant material?

A To show that middens preserve a biased sample of the diet B To explain why middens are difficult to date C To argue that these materials were rarely used D To contrast domestic sites with ceremonial ones

12 What does the professor emphasise about the Skara Brae reinterpretation?

A It required excavating a previously untouched area B It came from re-examining already excavated material C It was based on written records from the period D It has since been rejected by most archaeologists

Questions 13-18

Conversation: Student and Biology Professor. Listen to the recording, then answer the questions.

13 Why does the student come to see the professor?

A To request access to a different field site B To report a flaw she has found in her own project design C To ask for an extension on the proposal deadline D To borrow sampling equipment for the pond

14 What problem does the student identify?

A The pond is too small to sample properly B One year of data cannot separate seasonal from annual variation C She cannot identify the invertebrates reliably D The agriculture building restricts access in winter

15 What does the professor suggest she change?

A The field site B The research question C The sampling equipment D The length of the semester

16 What feature of the pond makes the new question possible?

A Its depth varies considerably from end to end B One end receives agricultural runoff and the other does not C It freezes at one end during winter D It contains two separate invertebrate communities

17 Why would the student still take repeated samples?

A To track change across the seasons B To show that her result is stable C To compare her data with previous years D To satisfy a departmental requirement

18 What does the professor say about the reading the student has already done?

A It should be left out of the final proposal B It will justify why she avoided the seasonal question C It needs to be extended before she can begin D It contradicts the approach he is recommending

Questions 19-25

Lecture: Music History: The Invention of the Conductor. Listen to the recording, then answer the questions.

19 What is the professor's main point about the conductor's role?

A It has existed in some form since the seventeenth century B It arose in response to practical problems rather than by design C It was modelled on the role of the first violinist D It became less important as orchestras grew

20 How were eighteenth-century ensembles typically led?

A By a conductor standing at the front B From within, by the keyboard player or first violinist C By the composer reading from the score D They were not led at all

21 Why does the professor mention the time sound takes to travel?

A To explain why concert halls were redesigned B To show why a visual signal became necessary C To argue that percussion players were often late D To describe how acoustics were first measured

22 Why does the professor cite Berlioz?

A He was the first composer to conduct his own work B His scores contain passages where players cannot infer their entries C He objected to the rise of the conductor D He reduced the size of the orchestra

23 What second function did the conductor acquire?

A Deciding the interpretation of the music B Selecting which players to hire C Composing new works for the ensemble D Managing the finances of the orchestra

24 What does the professor mean by saying the baton "became an argument"?

A Conductors frequently disagreed with composers B The baton was a subject of technical dispute C It came to express an interpretive claim rather than just the beat D Players resisted being directed by a baton

25 How does the professor explain the celebrity of nineteenth-century conductors?

A They were usually also famous composers B Audiences recognised their claim to authorship of a performance C They toured more widely than other musicians D Newspapers of the period promoted them heavily

Questions 26-28

Lecture: Environmental Science: Why Restoring a Wetland Is Hard. Listen to the recording, then answer the questions.

26 Why does drained wetland soil sink over time?

A Farm machinery compresses it B Accumulated organic material oxidises once oxygen enters C Irrigation washes the topsoil away D Roots of crop plants break down its structure

27 What happens when subsided land is re-flooded?

A A lake forms rather than a marsh B The soil returns to its original elevation C Salt accumulates at the surface D The water drains away too quickly

28 According to the professor, why is restoring the hydrology often not enough?

A The returning water carries agricultural nutrients the original system never had B The water arrives at the wrong time of year C Wetland plants cannot tolerate still water D Restored wetlands lose water faster than natural ones