Climate Change – B1 English Listening Exercise

1 Answer: (B) To suggest ways the company can be more eco-friendly.

• Explanation: Sarah wants to start a “Green Office campaign” to “reduce our carbon footprint.” (Paraphrasing: eco-friendly = Green Office / reduce carbon footprint).
• Why the trap is wrong: Option (C) is a trap. The electricity bill is mentioned by Mr. Davis as a benefit of the plan, not as a complaint from Sarah. Option (A) uses the word “computer” which appears in the audio, but she doesn’t want a new one.

2 Answer: (C) Turning them off entirely before leaving work.

• Explanation: Sarah suggests making a rule for everyone to “shut down their computers completely at the end of the day.” (Paraphrasing: Turning them off entirely = shut down completely; before leaving work = at the end of the day).
• Why the trap is wrong: Option (B) is the trap. The word “standby” is mentioned, but Sarah complains that people leave them on standby, which is a bad habit she wants to stop. Option (A) is not mentioned.

3 Answer: (A) He agrees to implement the ideas because they are cost-effective.

• Explanation: At the end, Mr. Davis says, “I like these ideas… let’s give it a try next week.” Earlier, he realizes the computer rule will “lower our electricity bill,” meaning it saves money (cost-effective).
• Why the trap is wrong: Option (B) is a very strong trap. Mr. Davis does mention having a “tight budget” at the beginning, but Sarah convinces him that the ideas won’t cost much and will save money, so he changes his mind. Option (C) is unmentioned.

Sarah: Excuse me, Mr. Davis. Do you have a minute? I’d like to talk about a new initiative for the office.

Mr. Davis: Sure, Sarah. Have a seat. What’s on your mind?

Sarah: Well, um, I was thinking we could start a “Green Office” campaign to reduce our carbon footprint.

Mr. Davis: Sounds interesting. But, you know, we have a tight budget right now. I don’t think we can afford anything expensive.

Sarah: Oh, it actually won’t cost much. In fact, it might save us money. For example, we could make it a rule for everyone to shut down their computers completely at the end of the day. Right now, most people just leave them on standby.

Mr. Davis: That makes sense. It would definitely lower our electricity bill.

Sarah: Exactly. Also, we could set the printers to use both sides of the paper automatically. It would cut our paper waste in half. And finally, I’d love to bring in a few indoor plants to improve the air quality.

Mr. Davis: Hmm. I like these ideas, Sarah. Draft a quick email to the team, and let’s give it a try next week.

1 Answer: (A) The impact of extreme dry weather on regional agriculture.

• Explanation: The students are discussing how “climate change is affecting local farms” and specifically mention “recent droughts.” (Paraphrasing: extreme dry weather = droughts; regional agriculture = local farms).
• Why the trap is wrong: Option (B) is a trap. “Water shortage” is mentioned in the audio, but they are studying its effects on farms, not looking for ways to save water. Option (C) is plausible because they mention tomatoes, but prices are not discussed.

2 Answer: (B) Collecting numbers and facts about the poor harvests.

• Explanation: Lily states, “I can handle the research on the crop failures and gather all the statistics.” (Paraphrasing: numbers and facts = statistics; poor harvests = crop failures).
• Why the trap is wrong: Option (A) is a trap because this is Kevin’s job (talking to local farmers). Option (C) is a trap because this is David’s job (designing the slides/visual presentation).

3 Answer: (C) Drafting the opening and closing parts of the report.

• Explanation: Lily asks Kevin, “didn’t you say yesterday you wanted to write the introduction and conclusion?” and Kevin confirms he did, but now he is giving that task to David. (Paraphrasing: opening and closing parts = introduction and conclusion; drafting = write).
• Why the trap is wrong: Option (A) is the trap. Kevin is doing the interviews now, but the question asks what he initially wanted to do but changed his mind about. Option (B) is David’s task from the beginning.

Kevin: Alright guys, let’s figure out our science project. We agreed on the topic of how climate change is affecting local farms, right?

Lily: Yes. The recent droughts have been absolutely terrible for the harvest. I was reading that tomato yields are down by 30% this year. I can handle the research on the crop failures and gather all the statistics for us.

David: Sounds good, Lily. I’m honestly not great at finding data, but I can design the slides and make the visual presentation look professional.

Kevin: Perfect. That leaves me with the interviews. I’ll go out and talk to a few local farmers to get their personal stories about the water shortage.

Lily: Wait, Kevin, didn’t you say yesterday you wanted to write the introduction and conclusion?

Kevin: I did, but I think David can handle that while he formats the slides. I’d much rather speak to the farmers directly.

David: No problem, I can write those sections. Let’s meet again on Friday to combine everything.

1 Answer: (B) It creates no dangerous pollution for the environment.

• Explanation: Mark says that solar energy “doesn’t release any harmful gases.” (Paraphrasing: no dangerous pollution = doesn’t release harmful gases).
• Why the trap is wrong: Option (A) is a trap. He mentions “fossil fuels,” but he says they make global warming worse and we need to switch away from them; he does not say solar power replaces them immediately. Option (C) is plausible but not mentioned.

2 Answer: (B) Raising awareness by leading educational sessions.

• Explanation: Mark says he would be better at “running the workshops” and “spreading awareness” to educate students. (Paraphrasing: leading educational sessions = running workshops / educate students).
• Why the trap is wrong: Option (A) is the trap. Mark initially says, “I thought about the installation team” (putting equipment on buildings), but he uses the word “but” to reject it because he prefers the other role. Option (C) is not mentioned.

3 Answer: (C) Because he takes pleasure in communicating with others.

• Explanation: Mark chooses the workshop role because he says, “I really enjoy talking to people.” (Paraphrasing: takes pleasure in = really enjoy; communicating = talking).
• Why the trap is wrong: Option (A) is a trap. He mentions he is “good with my hands” (which sounds like technical experience), but this was his reason for considering the installation role, which he ultimately rejected. Option (B) is a plausible reason for a volunteer, but it is never mentioned in the audio.

Lisa: Hi Mark, thanks for coming in. So, you’re interested in joining our Clean Energy Campaign, right?

Mark: Yes, absolutely. Um, I’ve been following your club’s work for a while, and I really want to help out.

Lisa: Great! To start, could you tell me why you’re specifically interested in solar power?

Mark: Well, burning fossil fuels is obviously making global warming worse. I believe we need to switch to renewables. Solar energy is completely free once you set up the panels, and it doesn’t release any harmful gases.

Lisa: That’s a good point. Now, we have two open positions. We need people to install the panels on campus, and we also need volunteers to organize workshops to educate students. Which one do you prefer?

Mark: Ah, I thought about the installation team because I’m good with my hands, but honestly, I think I’d be better at running the workshops. I really enjoy talking to people and spreading awareness.

Lisa: Excellent. We definitely need confident speakers for our public events.

1 Answer: (A) The expensive price to set up the system.

• Explanation: Mr. Harris starts by saying the “initial cost is quite high” and mentions the school’s “tight budget.” (Paraphrasing: expensive price = high initial cost / significant investment upfront).
• Why the trap is wrong: Option (C) is a trap. Electricity bills are mentioned, but Sarah says they will see a “massive drop” (decrease), not an increase. Option (B) is plausible but never mentioned.

2 Answer: (B) Rainwater will naturally wash the dirt away.

• Explanation: Sarah explains that the panels are “self-cleaning whenever it rains.” (Paraphrasing: rainwater will naturally wash = self-cleaning whenever it rains).
• Why the trap is wrong: Option (A) is the trap. Mr. Harris asks if they need to “hire extra staff to clean them,” but Sarah says “Not at all” (rejecting the idea). Option (C) is also a trap; the team does a “free annual check-up” (once a year), not monthly cleaning visits.

3 Answer: (C) They can serve as a practical learning tool for the children.

• Explanation: Mr. Harris says it is a “fantastic way to teach the students about renewable energy.” (Paraphrasing: learning tool for the children = teach the students).
• Why the trap is wrong: Option (B) is a trap. Paying for themselves in five years is mentioned in the audio, but this is a financial benefit, and the question specifically asks for an advantage besides saving money. Option (A) is an unmentioned plausible fact.

Mr. Harris: Sarah, thanks for the detailed report on the solar panels. However, the initial cost is quite high, isn’t it? Our school budget is pretty tight this year.

Sarah: It is a significant investment upfront, Mr. Harris. But, the system will pay for itself in about five years. After that, the school will see a massive drop in its monthly electricity bills.

Mr. Harris: Hmm, reducing our energy costs is definitely appealing. But I was also wondering about the maintenance. Will we need to hire extra staff to clean them?

Sarah: Not at all. The panels are practically self-cleaning whenever it rains. Plus, our team provides a free annual check-up to make sure everything is working perfectly.

Mr. Harris: That’s a relief to hear. You know, beyond the financial savings, I think having solar power on campus is a fantastic way to teach the students about renewable energy.

Sarah: Absolutely. We can even set up a digital monitor in the main hallway so the kids can see exactly how much power is being generated each day.

Mr. Harris: I love that idea. Let’s move forward with the contract.

1 Answer: (B) They contaminate natural water sources.

• Explanation: Emma says that factories “dump toxic chemicals into rivers, destroying local water supplies.” (Paraphrasing: contaminate = dump toxic chemicals; natural water sources = rivers/water supplies).
• Why the trap is wrong: Option (A) is a trap. Harmful gases (greenhouse gases) are mentioned in the audio, but Emma says transporting the clothes causes this, not the factories themselves. Option (C) is unmentioned.

2 Answer: (A) Information about the working conditions in the industry.

• Explanation: Emma states, “I was thinking of adding a section about how factory workers are treated.” (Paraphrasing: working conditions = how workers are treated).
• Why the trap is wrong: Option (B) is the trap. Emma does decide to write about eco-friendly shopping methods at the very end, but this is after the professor’s advice. The question asks what she initially wanted to add. Option (C) is plausible but not mentioned.

3 Answer: (B) How consumers can help solve the fashion problem.

• Explanation: Dr. Adams suggests focusing on solutions and asks, “Why don’t you write about what buyers can do?” (Paraphrasing: consumers = buyers; help solve the problem = solutions).
• Why the trap is wrong: Option (C) is a strong trap. The treatment of employees (labor issues) is mentioned, but Dr. Adams explicitly tells her not to focus on it because it is an environmental science class. Option (A) is a trap because transportation is a topic she has already written about, not something he advises her to add.

Emma: Professor Adams, do you have a moment to discuss my essay draft on climate change?

Dr. Adams: Of course, Emma. You chose to write about fast fashion, didn’t you?

Emma: Yes. My main argument is that producing cheap clothes causes massive environmental damage. I wrote about how clothing factories dump toxic chemicals into rivers, destroying local water supplies.

Dr. Adams: That’s a strong point. And you also mentioned air pollution?

Emma: Right. I explained that transporting these garments worldwide releases a huge amount of greenhouse gases. But I feel like the essay is a bit too short. I was thinking of adding a section about how factory workers are treated.

Dr. Adams: Actually, since this is an environmental science class, I’d suggest focusing on solutions instead of labor issues. Why don’t you write about what buyers can do? Like choosing second-hand clothes or buying higher-quality items that last longer.

Emma: Oh, that makes sense. I’ll add a paragraph on sustainable shopping habits. Thanks, Professor!