Starting Life at University - LanguageCert Listening Part 2 Practice

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LanguageCert Practice Listening: Part 2: Long Conversation ID: #60328 Easy Starting Life at University

Instructions ›

You will hear five conversations. Listen to the conversations and answer the questions. Choose the correct answer. You will hear each conversation twice.

Transcript:

Listening Part 2 You will hear five conversations. Listen to the conversations and answer the questions. Choose the correct answer. You will hear each conversation twice. Conversation 1 You hear two people discussing the first year at university. Are you looking forward to starting university? To be honest, I'm a bit nervous. As a second year student, do you have any advice for me? Let's see. Well, firstly, get involved in university life immediately. Enjoy societies that match your interests. It's a great way to make friends quickly. Right. But I'm worried about managing my time effectively. It's good to be concerned because it's very important. You need to have a clear record of your lecture times and study hours and deadlines for university work. But above all, never forget to give some time for social activities and looking after yourself. What do you mean? Personal safety. Actually, I was thinking more about getting enough sleep, eating healthy meals and doing things to lower your stress level. All this will help you do better in your studies. That makes sense. By the way, what should I do if I need help with my coursework? I guess the tutors will help. Certainly. My tutor was amazing. And I know that your university can give you a hand with your academic skills, writing and reading and so on. That's a relief. My reading skills are pretty good, but I was feeling stressed about my essay writing. I'm not sure it's good enough at the moment. Conversation 1. You hear two people discussing the first year at university. Are you looking forward to starting university? To be honest, I'm a bit nervous. As a second year student, do you have any advice for me? Let's see. Well, firstly, get involved in university life immediately. Enjoy societies that match your interests. It's a great way to make friends quickly. Right. But I'm worried about managing my time effectively. It's good to be concerned because it's very important. You need to have a clear record of your lecture times and study hours and deadlines for university work. But above all, never forget to give some time for social activities and looking after yourself. What do you mean? Personal safety. Actually, I was thinking more about getting enough sleep, eating healthy meals and doing things to lower your stress level. All this will help you do better in your studies. That makes sense. By the way, what should I do if I need help with my coursework? I guess the tutors will help. Certainly. My tutor was amazing. And I know that your university can give you a hand with your academic skills, writing and reading and so on. That's a relief. My reading skills are pretty good, but I was feeling stressed about my essay writing. I'm not sure it's good enough at the moment. Conversation 2. You hear two psychology students talking about a joint project they are working on. We need to figure out how to do this research project. Any thoughts on how we should approach it? I think it's important to play to our strengths. So let's start by setting out the different components of the project and the skills required for each. That sounds reasonable. So we have data collection, then data analysis, and finally report writing. Exactly. You have experience of data collection. So do you. Not as much. I'm not comfortable doing it. If it was web research, it would be different. But what are you going to do while I'm talking to the interviewees? I can set up the spreadsheets to put the data in. Oh, come on, I love doing spreadsheets. Okay, let's do it the other way around. No, fine. Stick to Plan A. And for the report writing, we could work together and divide it into sections. That way, we can both contribute our thoughts to the final report. That works for me. We should also set deadlines for each phase of the project. I agree. We don't want a last-minute rush. Conversation 2. You hear two psychology students talking about a joint project they are working on. We need to figure out how to do this research project. Any thoughts on how we should approach it? I think it's important to play to our strengths. So let's start by setting out the different components of the project and the skills required for each. That sounds reasonable. So we have data collection, then data analysis, and finally report writing. Exactly. You have experience of data collection. So do you. Not as much. I'm not comfortable doing it. If it was web research, it would be different. But what are you going to do while I'm talking to the interviewees? I can set up the spreadsheets to put the data in. Oh, come on, I love doing spreadsheets. Okay, let's do it the other way around. No, fine. Stick to plan A. And for the report writing, we could work together and divide it into sections. That way, we can both contribute our thoughts to the final report. That works for me. We should also set deadlines for each phase of the project. I agree. We don't want a last-minute rush. Conversation 3. You hear a secondary student called Michael talking to his careers guidance officer. Hi, have a seat. Do you want to talk about possible careers? Yes and no. I'm in my last year here and I'm feeling stressed about choosing a university course. Well, the first thing is to take some time to reflect on your interests, then think about your long-term goals. What subjects do you enjoy the most? I've always been fascinated by science and I enjoy conducting experiments. I'm also really interested in the environment. So you could consider exploring the curriculum for courses in environmental science or ecology. You might find them particularly interesting. Right, but I'm also concerned about future work opportunities. That's an important consideration, but the demand for experts in those areas is growing all the time. Check out the number of job opportunities and the typical salaries you can expect. They're good now and they'll probably be even better by the time you graduate. Is there anything else I should keep in mind while making this decision? Think about factors like the university's reputation in the specific field, the available resources and the teaching facilities. It's also helpful to attend university open days or virtual events to get a feel for the campus. because you'll be living there for at least three years. Thank you so much for your advice. It's my job. Conversation 3. You hear a secondary student called Michael talking to his careers guidance officer. Hi, have a seat. Do you want to talk about possible careers? Yes and no. I'm in my last year here and I'm feeling stressed about choosing a university course. Well, the first thing is to take some time to reflect on your interests, then think about your long-term goals. What subjects do you enjoy the most? I've always been fascinated by science and I enjoy conducting experiments. I'm also really interested in the environment. So you could consider exploring the curriculum for courses in environmental science or ecology. You might find them particularly interesting. Right, but I'm also concerned about future work opportunities. That's an important consideration, but the demand for experts in those areas is growing all the time. Check out the number of job opportunities and the typical salaries you can expect. They're good now and they'll probably be even better by the time you graduate. Is there anything else I should keep in mind while making this decision? Think about factors like the university's reputation in the specific field, the available resources and the teaching facilities. It's also helpful to attend university open days or virtual events to get a feel for the campus because you'll be living there for at least three years. Thank you so much for your advice. It's my job. Conversation 4. You hear two students talking about a university society. Okay, so I'm off to my society meeting now. Which society is that? Didn't I tell you about it? It's called Creative Minds. It's for people who love the arts, including painting, writing and music. Sounds good. I wish there was a society like that for photography. Oh, we have photographers too. It's an art form, isn't it? Not when people are just taking selfies with their mobile phones all the time. But I've spent a fortune on kit over the years. So why not come along now if you're free? The meetings last two hours. Not sure. What exactly do you do there? Is it lectures on theory from people working in the field? It's more practical than that. We're given a subject at the beginning of each meeting and we have to produce something in our medium by the end. Well, before the end so that we can show it around and get comments. The trouble is so often comments are really brutal, even when people aren't professionals. The organiser reminds people before asking for feedback that it must be constructive. Personally, I think negative criticism can be good too, but that's avoided. Okay, I'll go and get my camera. Cool. Conversation 4. You hear two students talking about a university society. Okay, so I'm off to my society meeting now. Which society is that? Didn't I tell you about it? It's called Creative Minds. It's for people who love the arts, including painting, writing and music. Sounds good. I wish there was a society like that for photography. Oh, we have photographers too. It's an art form, isn't it? Not when people are just taking selfies with their mobile phones all the time. But I've spent a fortune on Kit over the years. So why not come along now if you're free? The meetings last two hours. Not sure. What exactly do you do there? Is it lectures on theory from people working in the field? It's more practical than that. We're given a subject at the beginning of each meeting and we have to produce something in our medium by the end. Well, before the end so that we can show it around and get comments. The trouble is so often comments are really brutal. even when people aren't professionals. The organiser reminds people before asking for feedback that it must be constructive. Personally, I think negative criticism can be good too, but that's avoided. Okay, I'll go and get my camera. Cool. Conversation 5. You hear two university students discussing a flat they have looked at. So what did you think of that? As I see it, there's potential, but I'm also worried about a few things. Really? I don't have any issues with the flat itself. It's close to the campus, there are shops nearby, and it's on a regular direct bus route, which would make our daily commute much easier. Plus, it's very big. Agreed, but the sofa and chairs are a bit old-fashioned, and the bathroom could use some renovation. I didn't feel that, but I did note that the rent's a bit higher than we anticipated. Yes, I was coming to that. However, on the bright side, the landlord seems willing to discuss any maintenance issues, so we should put together a list of issues and get a response before we come to a decision. Don't you agree? In principle, but the flat may have been snapped up by other students by the time we've done all that. I guess that's a chance we'll have to take. Okay, I'll get some paper. Conversation 5. You hear two university students discussing a flat they have looked at. So what did you think of that? As I see it, there's potential, but I'm also worried about a few things. Really? I don't have any issues with the flat itself. It's close to the campus, there are shops nearby, and it's on a regular direct bus route, which would make our daily commute much easier. Plus, it's very big. Agreed, but the sofa and chairs are a bit old-fashioned, and the bathroom could use some renovation. I didn't feel that, but I did note that the rent's a bit higher than we anticipated. Yes, I was coming to that. However, on the bright side, the landlord seems willing to discuss any maintenance issues, so we should put together a list of issues and get a response before we come to a decision. Don't you agree? In principle, but the flat may have been snapped up by other students by the time we've done all that. I guess that's a chance we'll have to take. Okay, I'll get some paper. That is the end of part 2.

Conversation 1

You hear two people discussing the first year at university.

1 What is the woman's main advice for someone starting university?

A to avoid dangerous situations B to create a schedule of activity C to not focus on university work only

2 Why is the man happier at the end of the conversation?

A He learns that he will have the same tutor the woman had. B He discovers that he can get help with academic writing. C He is no longer worried about the amount of reading expected of him.

Conversation 2

You hear two psychology students talking about a joint project they are working on.

3 The first thing the woman is going to do is

A interview people. B collect data on the web. C set up the required spreadsheets.

4 The woman suggests writing the report together

A to ensure that they meet the deadline. B in order to divide up the work equally. C so both their points of view are included

Conversation 3

You hear a secondary student called Michael, talking to his careers guidance officer.

5 What does the woman say about studying environmental science or ecology?

A There is a lot of experimental work on those subjects. B Job prospects are high for professionals in those fields. C Those courses have extremely interesting curricula.

6 The woman recommends that the student consider

A the location of the university. B the quality of student accommodation at the university C what people say about the university.

Conversation 4

You hear two students talking about a university society.

7 Why does the woman initially believe that the Creative Minds society isn't suitable for her?

A She isn't interested in a group which doesn't take photography seriously. B She hasn't got all her photography equipment with her at the university. C She doesn't think photography is covered by the society.

8 The woman is persuaded to go to the meeting because

A she's keen to learn more about photographic theory. B she won't have to face unpleasant comments about her work. C she wants more input from professionals in photography.

Conversation 5

You hear two university students discussing a flat they have looked at.

9 At the start of the conversation, the two students do not have the same view of

A the monthly cost. B the convenience and size of the flat. C the state of some of the fixtures and fittings.

10 By the end of the conversation, they have agreed

A to make a table of the advantages and disadvantages of the flat. B to try to ensure that their concerns will be dealt with. C to take the flat because otherwise they might lose it.

Result:

Explanation

{ "questions": [ { "question": 1, "correct_answer": "C", "why_correct": "Her top advice is not to study only. She says 'above all, never forget to give some time for social activities and looking after yourself'. This matches Option C.", "incorrect_options": { "A": "Option A is wrong because the man guesses 'personal safety', but she corrects him. This is a correction trap.", "B": "Option B is wrong because keeping a record of times is mentioned, but she says social life and self-care come 'above all'. This is a detail-vs-gist trap." }, "key_listening_points": [ "Listen for the words above all", "Focus on time for social life and self-care" ], "tips": "Above all points to the most important advice.", "transcript_reference": "...Woman: never forget to give some time for social activities and looking after yourself... getting enough sleep, eating healthy meals and doing things to lower your stress level." }, { "question": 2, "correct_answer": "B", "why_correct": "He is happier after hearing about the tutor and academic support. She says 'My tutor was amazing' and that the university 'can give you a hand with your academic skills', which reassures him. This matches Option B.", "incorrect_options": { "A": "Option A is wrong because writing help is mentioned, but the reassurance the question points to is the tutor support she describes. This is a detail-vs-gist trap.", "C": "Option C is wrong because he says his reading skills are already fine, so his relief is not about the reading amount. This is a lexical overlap trap." }, "key_listening_points": [ "Listen for what makes the man feel relieved", "Focus on the tutor and academic support" ], "tips": "Match the relief to the exact help the woman describes.", "transcript_reference": "...Woman: My tutor was amazing. And I know that your university can give you a hand with your academic skills, writing and reading and so on. Man: That's a relief..." }, { "question": 3, "correct_answer": "B", "why_correct": "The woman will interview people first. She asks 'what are you going to do while I'm talking to the interviewees?', and they 'Stick to Plan A'. This is Option B.", "incorrect_options": { "A": "Option A is wrong because 'if it was web research' is only a hypothetical, not her real task. This is a lexical overlap trap.", "C": "Option C is wrong because the other student does the spreadsheets; a swap was suggested then dropped. This is a correction trap." }, "key_listening_points": [ "Listen for who does which job", "Focus on the words talking to the interviewees" ], "tips": "When they agree to Plan A, go back to who owns each task in that plan.", "transcript_reference": "...Woman: what are you going to do while I'm talking to the interviewees? ... No, fine. Stick to Plan A..." }, { "question": 4, "correct_answer": "C", "why_correct": "She wants both their views in the report. She says 'we can both contribute our thoughts to the final report'. This matches Option C.", "incorrect_options": { "A": "Option A is wrong because dividing into sections is mentioned, but the reason is including both views, not equal work. This is a lexical overlap trap.", "B": "Option B is wrong because deadlines are a separate point, not the reason for co-writing. This is a detail-vs-gist trap." }, "key_listening_points": [ "Listen for why she suggests writing together", "Focus on the words both contribute our thoughts" ], "tips": "For a why question, find the reason she gives, not just the action.", "transcript_reference": "...Woman: for the report writing, we could work together and divide it into sections. That way, we can both contribute our thoughts to the final report." }, { "question": 5, "correct_answer": "C", "why_correct": "She says job prospects in those fields are strong. She notes 'the demand for experts in those areas is growing all the time'. This is Option C.", "incorrect_options": { "A": "Option A is wrong because she only says he might find them interesting, not that the curricula are outstanding. This is a lexical overlap trap.", "B": "Option B is wrong because it is the student who enjoys experiments, not a point she makes about the courses. This is a lexical overlap trap." }, "key_listening_points": [ "Listen for what she says about jobs", "Focus on the words demand is growing" ], "tips": "Job prospects link to words like demand and job opportunities.", "transcript_reference": "...Woman: the demand for experts in those areas is growing all the time. ... They're good now and they'll probably be even better by the time you graduate..." }, { "question": 6, "correct_answer": "B", "why_correct": "She recommends thinking about the university's name. She says 'Think about factors like the university's reputation in the specific field'. Reputation is what people say, so Option B fits.", "incorrect_options": { "A": "Option A is wrong because accommodation quality is not what she highlights. This is an inference trap.", "C": "Option C is wrong because getting 'a feel for the campus' is about atmosphere, not location. This is a lexical overlap trap." }, "key_listening_points": [ "Listen for the factor she names first", "Focus on the word reputation" ], "tips": "Reputation means what people say about a place.", "transcript_reference": "...Woman: Think about factors like the university's reputation in the specific field, the available resources and the teaching facilities..." }, { "question": 7, "correct_answer": "A", "why_correct": "She first thinks photography is not included. She says 'I wish there was a society like that for photography', and he then corrects her. This matches Option A.", "incorrect_options": { "B": "Option B is wrong because her selfie comment is a side remark, not why she thought it was unsuitable. This is an inference trap.", "C": "Option C is wrong because she has 'spent a fortune on kit' - she has equipment. This is a lexical overlap trap." }, "key_listening_points": [ "Listen for what she assumes at the start", "Focus on the wish for a photography society" ], "tips": "Her first belief is what she says before he corrects her.", "transcript_reference": "...Woman: I wish there was a society like that for photography. Man: Oh, we have photographers too..." }, { "question": 8, "correct_answer": "C", "why_correct": "She joins once she hears feedback is kind. He says the organiser insists feedback 'must be constructive', so she says 'I'll go and get my camera'. This is Option C.", "incorrect_options": { "A": "Option A is wrong because she asked about theory but he says 'It's more practical than that'. This is a correction trap.", "B": "Option B is wrong because she talks about non-professionals giving comments, not wanting professional input. This is a lexical overlap trap." }, "key_listening_points": [ "Listen for what changes her mind", "Focus on the words feedback must be constructive" ], "tips": "Find the exact reassurance that comes just before she agrees.", "transcript_reference": "...Man: The organiser reminds people before asking for feedback that it must be constructive. ... Woman: Okay, I'll go and get my camera..." }, { "question": 9, "correct_answer": "B", "why_correct": "They disagree about the furniture and fittings. One says the sofa and bathroom need work; the other says 'I didn't feel that'. This matches Option B.", "incorrect_options": { "A": "Option A is wrong because both agree it is convenient and big - 'Agreed'. This is a lexical overlap trap.", "C": "Option C is wrong because both note the rent is higher than expected - they agree on that. This is a detail-vs-gist trap." }, "key_listening_points": [ "Listen for where they see things differently", "Focus on the words I didn't feel that" ], "tips": "Disagreement shows when one says yes and the other says no about the same thing.", "transcript_reference": "...one says the sofa and chairs are a bit old-fashioned, and the bathroom could use some renovation. The other replies: I didn't feel that, but I did note that the rent's a bit higher..." }, { "question": 10, "correct_answer": "B", "why_correct": "They agree to get their worries dealt with first. They plan to 'put together a list of issues and get a response before we come to a decision'. This is Option B.", "incorrect_options": { "A": "Option A is wrong because losing the flat is a risk they accept, not their agreed plan. This is an inference trap.", "C": "Option C is wrong because they make a list of issues, not a table of pros and cons. This is a lexical overlap trap." }, "key_listening_points": [ "Listen for the plan they settle on at the end", "Focus on the words a list of issues and get a response" ], "tips": "The final agreement is the action they both accept.", "transcript_reference": "...the landlord seems willing to discuss any maintenance issues, so we should put together a list of issues and get a response before we come to a decision." } ] }

AI explanationShows the answer. Tap to open.

Correct Answer: C

Why this is correct: Her top advice is not to study only. She says 'above all, never forget to give some time for social activities and looking after yourself'. This matches Option C.

Tips: Above all points to the most important advice.