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Archivo de la categoría: Listening B1

An interview about listening skills

Listen to the English teacher talk about listening to practise and improve your listening skills.

Do the preparation task first. Then listen to the audio and do the exercises.

Preparation

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Listening B1: An interview about listening skills – preparation

Match the words with the definitions.

1 / 8

To confess

2 / 8

To break something down

3 / 8

Sweat

4 / 8

To pretend

5 / 8

A strategy

6 / 8

High stakes

7 / 8

To summarise

8 / 8

Paperwork

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Transcripts

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Presenter: So, today’s expert teacher is Gabriella, a university English teacher from Leeds. Gabriella, hi and thanks for joining us today.

Gabriella: Thanks for having me!

Presenter: So, I have to confess today’s topic is something I am really bad at: listening. Most people say speaking is the most stressful part of learning a new language but, for me, with my B1 German, speaking isn’t so bad. At least I’m in control of it. But listening … woah … people speak so fast and it’s like my brain just shuts down. Am I just really strange and bad at listening? Tell me, honestly, I can take it.

Gabriella: No, you’re not strange. In fact, it’s really common. You know, in exams most people do pretty well in speaking compared with listening. Of course, exams are a different situation from real life because in an exam you can’t ask for something to be repeated or explained. You usually have just one or maybe two opportunities to listen to the dialogue and then it’s gone.

Presenter: Right, but in real life I feel stupid always saying, ‘Sorry, can you repeat that, please?’, especially if I still don’t understand even when they repeat it. And people out there listening, I hope you don’t do this – quite often the person just repeats what they said equally as fast and I’m still lost!

Gabriella: They do, don’t they? In real life, you’ve got two strategies. One is to pretend to understand and get out of the conversation as fast as you can.

Presenter: Yep, sounds familiar!

Gabriella: But, obviously that’s not going to help if it’s a conversation with high stakes. It might have important consequences. I mean, if you’re just chatting with a stranger at the bus stop, it doesn’t matter. But imagine you’re at a government office or a bank, trying to find out what paperwork you need to get your ID or open a bank account. What can you do then?

Presenter: I hope you’ve got the answer, Gabriella, because I’m coming out in a cold sweat just thinking about either of those situations!

Gabriella: The other strategy is to summarise what they said.

Presenter: But how can you do that if you didn’t understand what they said?

Gabriella: Ah, well, you only start the summary, so you might say, in German in your case, ‘OK, so the first thing I have to do is …?’ and make it a question. Or, for example, ‘And which office is that again?’ Break it down into smaller questions and the other person will naturally start answering them. That way you’re controlling the conversation a bit more.

Presenter: I get you …

Task 1

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Listening B1: An interview about listening skills – 1

Are the sentences true or false?

1 / 6

The interviewer finds speaking the most difficult.

2 / 6

Gabriella thinks, in some situations, people can find speaking easier than listening.

3 / 6

According to the interviewer, asking for someone to say the same thing again is one way to solve the problem.

4 / 6

Gabriella recommends pretending to understand if a conversation is too difficult.

5 / 6

Gabriella's strategy for managing important conversations sounds strange to the interviewer at first.

6 / 6

Gabriella's idea involves asking a lot of questions.

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Task 2

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Listening B1: An interview about listening skills – 2

Match the expressions to their meanings.

1 / 6

I can't think.

2 / 6

I wanted to escape.

3 / 6

I won't be upset.

4 / 6

I was really nervous or afraid.

5 / 6

I still don't understand.

6 / 6

I understand what you're saying!

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A weather forecast

Listen to a weather forecast and answer the questions to practise and improve your listening skills.

Do the preparation task first. Then listen to the audio and do the exercises.

Preparation

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Listening B1: A weather forecast – preparation

Match the words with the definitions.

1 / 8

A patch

2 / 8

Elsewhere

3 / 8

Drizzle

4 / 8

Isolated

5 / 8

A heatwave

6 / 8

To clear up

7 / 8

To make way for

8 / 8

Throughout

Your score is

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Transcripts

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Hello and good morning! Well, we’re off to a good start in the south this week, as most of the rain from the weekend has disappeared – just a few patches of cloud and maybe some showers here on the east coast. They’ll all clear up by lunchtime, though. Over the next day or so, London and the area around Kent can expect a couple of isolated showers, but mostly dry through until Thursday.

It’s not such good news for the north-west this week, I’m afraid: more wet weather, and not a lot of sunshine. Some of today’s showers will be heavy – and even thundery in Manchester and across the Pennines. Leeds will escape the thunderstorms, with drizzle and light rain only throughout the rest of the day and tonight.

Elsewhere it becomes dry today, but with some foggy patches towards Wales. In England, tomorrow morning will see a dry, bright start in most places, with high temperatures throughout the week. We might see one or two thunderstorms appearing as the week goes on, with temperatures everywhere at 29 to 30 degrees. 

By the weekend, unfortunately, the dry weather will make way for mostly cloudy skies and rain. The rain will move from Scotland, down towards the north and reach the south coast by Saturday afternoon. Temperatures, at least, will stay mostly warm at around 21 degrees for the weekend. It might feel like a nice change from the high twenties and early thirties we’ll see in the week. That’s all from me until tomorrow. Enjoy the mini-heatwave while you can!

Task 1

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Listening B1: A weather forecast – 1

Put the words in the correct group.

1 / 7

Dry

2 / 7

Drizzle

3 / 7

A heatwave

4 / 7

Showers

5 / 7

Bright

6 / 7

Wet weather

7 / 7

Thunderstorms

Your score is

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Task 2

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Listening B1: A weather forecast – 2

Are the sentences true or false?

1 / 6

1. It will start raining at lunchtime today in the east.

2 / 6

2. The weather in the north-west will be worse than in the south.

3 / 6

3. There will be thunder in Leeds tonight.

4 / 6

4. Most of England will be hot this week.

5 / 6

5. Wet weather will move from the north to the south at the weekend.

6 / 6

6. It will stay hot when the rain comes.

Your score is

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A team meeting about diversity

Listen to a team meeting about diversity to practise and improve your listening skills.

Do the preparation task first. Then listen to the audio and do the exercises.

Preparation

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Listening B1: A team meeting about diversity – preparation

Match the words with the definitions

1 / 8

when different people, things or ideas are included

2 / 8

when you feel separate from others

3 / 8

a document that describes the beliefs of a group

4 / 8

when everyone has the same rights and advantages

5 / 8

when people feel part of a group

6 / 8

to think carefully about

7 / 8

to help something to happen

8 / 8

a place where an event happens

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Transcripts

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Nina: As you know, our team has grown a lot in the past year and we feel we need to address the diversity in the team.

Brenda: How do you mean, ‘address the diversity’?

Nina: Well, we all know that diversity in teams is a good thing, but it can also be a challenge for some people to respect and value people’s differences. We’ve got a really diverse team here – people of different nationalities, backgrounds, religions, ages … and sometimes I don’t feel we make the most of this.

Stefano: Yes, and even if it isn’t specifically challenging, many people are simply unaware of the isolation that some team members may feel because they are different.

Brenda: So, what does this mean? What are we going to do?

Nina: Well, we need to create a workplace charter. You know, one that promotes equality, diversity and inclusion.

Brenda: That sounds like a good idea. But will people just see it as something the management team has created? Maybe they won’t even pay attention to it.

Nina: I know. That’s why we’re going to involve everyone in creating it.

Stefano: That’s a good idea. We could run some workshops and get ideas from the employees about how we can create a more inclusive workplace.

Nina: Exactly. I was thinking that before that we could run some team-building sessions so they can experience the value of diversity for themselves.

Brenda: Yes, I like that. Many people see diversity as something negative, often because there are different opinions or ways of doing things.

Nina: Yes, I know, but if there’s no diversity, then the risk is that we all work in the same way, think the same and see the world the same. This makes it hard to be creative and to innovate.

Stefano: I completely agree, Nina. OK. So, what do you want us to do?

Nina: Stefano, can you look for a successful trainer who specialises in running workshops and team-building sessions on diversity and inclusion?

Stefano: Sure. I’ll be happy to.

Nina: And Brenda, can you find a fun venue? Somewhere that is quite diverse itself. Something that’s not the usual seminar-style environment?

Brenda: Sure. That’ll be fun.

Nina: And I’m going to do some further research into how other organisations are benefiting from their diversity. I can share this with the whole team.

Task 1

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Listening B1: A team meeting about diversity – 1

Are the sentences true or false?

1 / 6

1. The team has grown and become more diverse in the past year.

2 / 6

2. Everyone in the team respects and values everyone else.

3 / 6

3. They’re going to create a workplace charter to encourage diversity, equality and inclusion.

4 / 6

4. They’re going to involve the whole team when creating the charter.

5 / 6

5. They have already run some successful workshops this year.

6 / 6

6. Nina has already shared some positive research.

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Task 2

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Listening B1: A team meeting about diversity – 2

Choose the best answer.

1 / 3

Stefano is going to …

2 / 3

Brenda is going to …

3 / 3

Nina is going to …

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A student discussion

Listen to two students comparing Mars and Earth to practise and improve your listening skills.

Do the preparation task first. Then listen to the audio and do the exercises.

Preparation

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A student discussion – preparation

Choose the words and phrases in the correct group.

1 / 7

Similar

2 / 7

But

3 / 7

Both

4 / 7

While

5 / 7

To have in common

6 / 7

To share

7 / 7

Whereas

Your score is

The average score is 57%

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Transcript

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Teacher: So you’ve got a few minutes to discuss with your partner.

Student 1: So, as far as I know, the main similarity between Mars and Earth is that they can both support human life.

Student 2: Yeah, but do we know that’s actually true? I mean, Mars is much colder than Earth, isn’t it? It says here it’s about minus 55 degrees most of the time, whereas on Earth only places like Antarctica get that cold.

Student 1: True. Well then, I suppose you could say both planets are a similar distance from the Sun?

Student 2: No way! Mars is much further away! It says here it’s about 228 million kilometres, while Earth is about 150 million.

Student 1: Yes, but in space that’s not that far. Jupiter is, like, almost 780 million kilometres. That’s why we use astronomical units when we talk about distances in space. Earth is 1 astronomical unit from the Sun and Mars is 1.3. The difference doesn’t sound so big when you look at it that way.

Student 2: I see what you mean. Jupiter is 5.2 astronomical units so I guess you’re right. What other similarities are there between the two planets?

Student 1: Let’s see … not the colour, obviously!

Student 2: Yeah! Earth is called the blue planet and Mars is called the red planet for pretty obvious reasons!

Student 1: Their sizes are pretty different. Mars is about half the size of Earth.

Student 2: What about this? It looks like the days on both planets are almost the same length. Earth’s day is 24 hours but Mars’s is about half an hour longer.

Student 1: You’re right. OK, any other things they both share?

Student 2: I suppose you could say they have water in common.

Student 1: Could you? How?

Student 2: Well, Earth is 70 per cent water and Mars probably had huge oceans in the past. It’s just that most of the water there now is probably frozen.

Student 1: Ah, I see. I don’t think we can say the air is the same, though. Most of Earth’s air is nitrogen and oxygen, but Mars …?

Student 2: Mars doesn’t really have air, not compared with Earth. It’s got about one per cent as much air as Earth.

Student 1: Right, and it’s mostly carbon dioxide.

Student 2: Gravity is another difference. I didn’t know this, but Mars has higher gravity than the Moon. But it’s much less than on Earth, of course.

Student 1: Oh, yes. It says Mars has about 38 per cent of Earth’s gravity.

Teacher: OK, let’s see what you’ve found …

Task 1

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A student discussion – 1

Choose the characteristics in the correct group.

1 / 8

Has stronger gravity

2 / 8

Has a longer day

3 / 8

Has more air

4 / 8

Is colder

5 / 8

Has more nitrogen and oxygen than carbon dioxide

6 / 8

Is closer to the sun

7 / 8

Is 50 per cent smaller

8 / 8

Used to have water

Your score is

The average score is 62%

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Task 2

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A student discussion – 2

Complete the sentences.

1 / 6

1. Most people think Mars can _____________ human life.

2 / 6

2. We measure distances in space using ____________ units.

3 / 6

3. The two planets aren't the ____________ colour.

4 / 6

4. Most of the water on Mars is probably ____________ .

5 / 6

5. The air on Earth is mostly made up of ____________ .

6 / 6

6. ____________ on Mars is just oveon Mars is less over one third as on Earth.

Your score is

The average score is 66%

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Advice for exams

Listen to the teacher giving students advice for exams and do the exercises to practise and improve your listening skills. 

Instructions

Do the preparation exercise before you listen. Then do the other exercises to check your understanding.

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Preparation

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Advice for exams

Match the words and phrases with the definitions.

1 / 7

an expression used before the last thing in a list, to say that it is equally as important

2 / 7

to put something over something so that you can't see it

3 / 7

a short walk around your local area

4 / 7

nervous and worried

5 / 7

the act of doing something again

6 / 7

a good or full amount

7 / 7

to be strongly attracted to doing something

Your score is

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Check your understanding: multiple choice

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Advice for exams

Choose the correct option to complete the sentences.

1 / 10

The teacher wants the students to …

2 / 10

The teacher suggests eating …

3 / 10

The teacher suggests finding a study place with a lot of …

4 / 10

If students feel stressed they should …

5 / 10

Students are advised to …

6 / 10

The teacher understands that repeating things can be …

7 / 10

Students can do past exam papers ...

8 / 10

The teacher recommends a break of five minutes every …

9 / 10

It's important to ...

10 / 10

The teacher is sure that the students will …

Your score is

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HideCheck your understanding: grouping

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Advice for exams

Put the teacher's advice in the correct group.

1 / 8

Photocopy past exam papers.

2 / 8

Take regular breaks.

3 / 8

Focus on the details.

4 / 8

Read your notes again and again.

5 / 8

Get very comfortable.

6 / 8

Try to learn everything.

7 / 8

Start by choosing the important things to study.

8 / 8

Eat sugary food while you are studying.

Your score is

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A phone call from a customer

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A phone call from a customer

Choose and answer

1 / 6

The delivery hasn't arrived yet.

2 / 6

Andrea is having cash flow issues and needs a payment extension.

3 / 6

Andrea usually asks for an extension of the payment terms.

4 / 6

Andrea has a new order to place, even bigger than the last one.

5 / 6

Junko can extend the payment terms on the last order to 60 days.

6 / 6

Junko will send Andrea an email confirmation.

Your score is

The average score is 50%

0%

Task 2

true or false

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A phone call from a customer

Choose and answer

1 / 6

The delivery hasn't arrived yet.

2 / 6

Andrea is having cash flow issues and needs a payment extension.

3 / 6

Andrea usually asks for an extension of the payment terms.

4 / 6

Andrea has a new order to place, even bigger than the last one.

5 / 6

Junko can extend the payment terms on the last order to 60 days.

6 / 6

Junko will send Andrea an email confirmation.

Your score is

The average score is 50%

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Task 3
Discussion

Do you ever do favours or make exceptions for important clients?

Task 4
Download the following pdf file to see the transcription

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