Level B Listening Skills

Set 2
Understanding meaning skills

Understanding meaning is more than understanding words. It is about understanding WHY someone is speaking, WHAT they really think, and HOW they are saying it — at work, at school, in conversations and in exams.

Parts in this set

How to use this booklet

Each part opens with strategies, then practice. Audio scripts are under each player in this copy only — the student copy has no scripts.
Use Reveal next answer to go through keys one by one, or Show all answers in the top bar for the open part.
Double-click any item to reveal just that answer.

Part 1

Understanding Opinions

Teacher notes

Aim: Students recognise opinion signal words and strong adjectives, separate facts from opinions and track who thinks what.

Sample A Discussion About Social Media 0:52 → Exercise 1 · Part A, Exercise 1 · Part B, Exercise 1 · Part C
Audio 1 Restaurant Review Podcast 0:59 → Exercise 2

Reveal answers one at a time, or double-click any item. Model answers are given for open questions; accept reasonable wording.

An opinion is what someone thinks or believes. It is not a fact — it is their personal view. When you listen, it is important to notice if someone is giving a fact or an opinion.

Facts vs. opinions

A fact

Something that is true and can be checked.

“Paris is the capital of France.”
“The film is two hours long.”

An opinion

What one person thinks. Others may disagree.

“I think Paris is the most beautiful city.”
“In my opinion, the film was boring.”

Opinion signal words

When you hear these words or phrases, the speaker is probably giving an OPINION:

I think …I believe …In my opinion …I feel that …I find it …It seems to me …Personally, I …I’d say …I don’t think …I’m not sure …I agree that …I disagree …

Strategies & tips

Listen for opinion signal words. When you hear I think, I believe or in my opinion, the speaker is giving their personal view — not a fact. Note it down.
Notice adjectives. Speakers often use strong adjectives to show opinions: amazing, terrible, boring, fantastic. These words tell you how the speaker feels.
Listen for agreement and disagreement. I agree, I’m not sure about that, Actually, I think … show that opinions are being shared and discussed.
Separate opinion from fact. Ask yourself: can this be checked? If not, it is probably an opinion. The temperature today is 30 degrees = fact. 30 degrees is too hot = opinion.

Practice

Sample

A Discussion About Social Media

0:00 / 0:52

Audio script

Ana: I’ve been thinking about social media lately. I think it’s actually really bad for young people.

Ben: Really? I don’t completely agree with you Ana. I believe it helps people stay connected with friends and family.

Ana: That’s true Ben, but personally, I feel that people spend too much time on their phones. It seems to me that nobody talks face to face anymore.

Ben: I see what you mean. But in my opinion, the problem isn’t social media itself — it’s how people use it. I’d say most people can manage it fine.

Ana: I’m not sure about that. I think young people need more limits.

Ben: I agree that limits can help. But I don’t think banning it is the answer.

Ana: Fair enough. I just find it worrying, to be honest.

Exercise 1 · Part A

Who says what? Choose Ana (A), Ben (B) or Both for each opinion.

1

Social media is really bad for young people.

2

Social media helps people stay connected.

3

People spend too much time on their phones.

4

The problem is how people use social media, not social media itself.

5

Young people need more limits on social media.

6

Banning social media is not the answer.

Exercise 1 · Part B

Fact or opinion? Choose F (Fact) or O (Opinion).

1

Social media platforms exist.

2

Social media is bad for young people.

3

Nobody talks face to face anymore.

4

Banning social media is not the answer to the problem.

5

People use social media every day.

Exercise 1 · Part C

Listen again. Write THREE different opinion signal words or phrases that you hear.

1

1) 2) 3)

Audio 1

Restaurant Review Podcast

0:00 / 0:59

Audio script

Hello everyone and welcome back! Today I’m reviewing Casa Verde, the new Italian restaurant on Bridge Street. I visited last Saturday evening and honestly, I think it is one of the best new restaurants in town.

The pasta was absolutely delicious — in my opinion, the best I’ve had in years.

The service was a little slow, but I feel that this is quite common when a restaurant first opens. The interior is lovely — I’d say it has a very warm and relaxing atmosphere.

The prices are quite high. A main course costs between eighteen and twenty-five pounds.

Personally, I believe the quality justifies the price, but I’m not sure everyone will agree.

Overall, I think Casa Verde is a fantastic addition to the city’s food scene.

I would definitely recommend it — but perhaps book in advance!

Exercise 2

Listen to the ‘Restaurant Review Podcast’ and answer the questions.

1

What is the reviewer’s OVERALL opinion of the restaurant?

2

What does the reviewer think about the slow service?

Fact or opinion? Put each item in the correct column.

3

The prices are £18–£25.

4

The pasta was delicious.

5

The restaurant opened recently.

6

The quality justifies the price.

7

The atmosphere is warm and relaxing.

8

Write ONE opinion signal phrase used in the review.

Part 2

Understanding Examples

Teacher notes

Aim: Students recognise example signal phrases and connect each example back to the idea it supports.

Sample A Lecture on Healthy Habits 1:21 → Exercise 1 · Part A, Exercise 1 · Part B
Audio 1 A Talk About Climate Change 1:10 → Exercise 2

Reveal answers one at a time, or double-click any item. Model answers are given for open questions; accept reasonable wording.

When speakers explain a difficult idea, they often give examples to make it clearer. Recognising examples helps you understand the main idea better.

What are examples used for?

Speakers use examples to make an abstract idea easier to understand, to prove that something is true or common, to show what they mean in real life, and to support an opinion or argument.

Example signal phrases

For example,For instance,Such as …Like …To give you an idea,A good example is …Take … for instance,Let me give you an example:

Strategies & tips

Listen for example signal phrases. When you hear for example or such as, an example is coming. It will help you understand the idea before it.
Connect the example to the main idea. Always ask: what idea is this example explaining? Examples are details — they support a bigger point.
Don’t confuse the example with the main idea. Sometimes students remember the example but forget the main point. Ask: what does this example SHOW?
Examples can be people, places, numbers or stories. They can be short stories, statistics, or names of real people and places. Recognise them in all forms.

Practice

Sample

A Lecture on Healthy Habits

0:00 / 1:21

Audio script

Good afternoon, everyone. Today we are going to talk about healthy habits and why they matter. A healthy lifestyle includes many things. For example, getting enough sleep is very important. Adults need around seven to nine hours a night. Take a student who sleeps only five hours — they will probably find it very hard to concentrate in class.

Another healthy habit is eating well. For instance, eating fruit and vegetables every day gives your body important vitamins. A good example of this is eating an apple instead of a biscuit as a snack. Exercise is also essential. This doesn’t have to mean going to the gym. Simple activities, such as walking to school, cycling to work, or doing twenty minutes of stretching at home, all count.

Finally, mental health is just as important as physical health. For example, spending time with friends, doing a hobby, or simply taking a short break from screens can help you feel much better. So remember: small habits make a big difference.

Exercise 1 · Part A

Write the example the speaker gives for each main idea.

1

Getting enough sleep is important

2

Eating well gives your body vitamins

3

Exercise doesn’t have to be at the gym

4

Mental health activities help you feel better

Exercise 1 · Part B

Write the example signal phrase in each sentence. Then write what it introduces.

“Simple activities, such as walking to school, cycling, or stretching, all count.”

1

Signal phrase:

2

It introduces:

“Take a student who sleeps only five hours — they will find it hard to concentrate.”

3

Signal phrase:

4

It introduces:

“A good example of this is eating an apple instead of a biscuit as a snack.”

5

Signal phrase:

6

It introduces:

Audio 1

A Talk About Climate Change

0:00 / 1:10

Audio script

Climate change is having a real effect on our planet. Let me give you some examples.

First, global temperatures are rising. For instance, the last ten years have been the hottest on record. This is causing ice in places like Greenland and Antarctica to melt.

Second, extreme weather events are becoming more common. To give you an idea, scientists recorded over 400 major floods worldwide last year alone. Third, wildlife is being affected. For example, polar bears are losing their habitat because the sea ice they depend on is disappearing. Some countries are trying to help. Take Norway, for instance — it has invested heavily in electric vehicles and renewable energy.

The message is clear: we need to act now. Small changes, such as using less plastic, eating less meat, or choosing public transport, can all make a difference.

Exercise 2

Listen to ‘A Talk About Climate Change’ and answer the questions.

1

How many main points does the speaker make?

2

What are they? / /

3

Find and write THREE example signal phrases used in the talk.

4

What example is given for ‘extreme weather events’?

5

Which country is given as a positive example?

6

What has it done?

7

What THREE small actions does the speaker give as examples? a) b) c)

Part 3

Understanding Meaning from Context

Teacher notes

Aim: Students work out the meaning of unknown words from definitions, examples, synonyms, contrasts and topic clues without stopping.

Sample A Science Lesson 1:19 → Exercise 1 · Part A, Exercise 1 · Part B
Audio 1 A Conversation at Work 0:57 → Exercise 2

Reveal answers one at a time, or double-click any item. Model answers are given for open questions; accept reasonable wording.

When you hear a word you do not know, do not panic! You can often work out its meaning from the words around it. This is called using context.

What is context?

Context means all the information around a word — the sentence, the topic, the speaker’s tone, and what you already know. Good listeners use context clues to understand new words without stopping.

“She was absolutely exhausted. She had worked twelve hours without a break and could barely keep her eyes open.”

You may not know exhausted. But the context tells you: worked 12 hours, no break, can barely keep eyes open → exhausted = very, very tired.

Types of context clues

Clue type	What to do	Example
Definition clue	The speaker explains the word	“Dehydrated, which means your body doesn’t have enough water …”
Example clue	An example is given right after	“Nocturnal animals, such as owls and bats, come out at night.”
Synonym clue	A similar word is used nearby	“She was furious — really angry and upset.”
Contrast clue	An opposite word is used	“He was usually calm, but today he was agitated.”
Topic clue	The general topic tells you the area to think about	In a cooking show, ‘sauté’ must be something you do to food in a pan

Strategies & tips

Keep listening — don’t stop! If you don’t know a word, keep going. The next few words may explain it. Stopping causes you to miss even more.
Think about the topic. What is the general subject? In a medical conversation, a new word is probably a health word.
Listen for definitions. Speakers often define difficult words straight away: … which means …, … or in other words …, … that is to say …
Use grammar clues. Is the unknown word a noun, verb or adjective? Knowing the word type narrows down the meaning.

Practice

Sample

A Science Lesson

0:00 / 1:19

Audio script

Today we are going to look at some important processes in nature. The first is photosynthesis — that is the process by which plants make their own food using sunlight, water and carbon dioxide. In other words, plants ‘eat’ sunlight. The second process is called hibernation. This is when animals go into a very deep sleep during winter to save energy. Bears and hedgehogs, for instance, are well-known for doing this. Next, let’s talk about migration. This is the movement of animals from one place to another — usually because of the seasons. Birds, for example, fly south in autumn where it is warmer. Finally, we have camouflage. A camouflaged animal can blend in with its surroundings so that it is difficult to see. Think of a chameleon, which can change colour to match its background and hide from predators — animals that hunt and eat other animals.

Exercise 1 · Part A

The speaker defines these words. Write the meaning in your own words.

1

Photosynthesis

2

Hibernation

3

Migration

4

Camouflage

5

Predators

Exercise 1 · Part B

What type of context clue does the speaker use?

1

“Hibernation … this is when animals go into a very deep sleep during winter.”

2

“Predators — animals that hunt and eat other animals.”

3

“Bears and hedgehogs, for instance, are well-known for doing this.”

Audio 1

A Conversation at Work

0:00 / 0:57

Audio script

Manager: Good morning, everyone. I just want to give you a brief update on a few things. First, our latest project has been a real triumph — I mean, it was a massive success. The client was absolutely thrilled. That’s the opposite of disappointed, as you can imagine.

Employee: That’s great! I heard we might get some extra budget too?

Manager: Possibly. The board — the group of senior directors who make the big decisions — meets next Tuesday. We’ll know more after that.

Employee: And what about the new software? I found it quite daunting at first.

Manager: I think everyone did. But once you’re familiar with it, it’s quite intuitive — it just feels natural and easy to use.

Employee: That’s reassuring. I was worried it would slow me down.

Manager: Not at all. In fact, it should streamline your work — make everything quicker and smoother.

Exercise 2

Listen to ‘A Conversation at Work’. Use context clues to choose the best meaning for each word.

1

triumph

2

thrilled

3

daunting

4

intuitive

5

streamline

Part 4

Understanding Speaker’s Purpose

Teacher notes

Aim: Students identify why someone is speaking (inform, persuade, instruct, apologise, complain, recommend …) from language, setting and tone.

Sample Five Short Extracts 1:07 → Exercise 1 · Part A, Exercise 1 · Part B
Audio 1 A Radio Feature: Food Waste 1:18 → Exercise 2
Audio 2 Three Voicemails 1:09 → Exercise 3

Reveal answers one at a time, or double-click any item. Model answers are given for open questions; accept reasonable wording.

Every time someone speaks, they have a reason — a PURPOSE. Understanding WHY someone is speaking helps you follow the conversation and respond correctly.

Common speaker purposes

Purpose	What the speaker wants to do	Typical language
To inform	Share facts or news	“The event starts at 8pm …”
To persuade	Change your mind or actions	“You really should try this …”
To instruct	Tell you what to do	“First, press the button, then …”
To apologise	Say sorry for something	“I’m very sorry that …”
To complain	Express unhappiness	“I’m not at all happy with …”
To recommend	Suggest something good	“I’d really recommend …”
To warn	Tell you about a danger or risk	“Be careful not to …”
To describe	Paint a picture with words	“It was a beautiful, quiet place …”
To compare	Show similarities or differences	“Unlike the first one, this …”

Strategies & tips

Ask “Why is this person speaking?” The answer often becomes clear in the first sentence or two.
Notice the context and setting. A phone call to a shop, an announcement at a station, a conversation between friends — each setting suggests a likely purpose.
Listen to tone and emotion. A warm, enthusiastic voice often signals recommendation or persuasion. A flat, apologetic tone signals an apology or bad news.
One text, one main purpose. A piece of listening usually has ONE main purpose, even if it includes other elements. Focus on the overall ‘why’.

Practice

Sample

Five Short Extracts

0:00 / 1:07

Audio script

Extract 1: “I just want to say how sorry I am for arriving late to the meeting. My train was delayed and I had no way to contact you. It won’t happen again.”

Extract 2: “Welcome to the Eastgate Shopping Centre. Please note that the car park on Level 3 is closed today due to maintenance work. Please use Level 1 or Level 2. Thank you.”

Extract 3: “Have you tried the new Thai restaurant on Oak Road? You absolutely have to go — the food is incredible, the prices are very reasonable, and the service is fantastic.”

Extract 4: “To set up your new device, first turn it on by pressing the power button on the right side. Then follow the on-screen instructions to connect to your Wi-Fi network.”

Extract 5: “I have to say, I am really not happy with the service I received last week. I waited over forty minutes and nobody came to help me. This is simply not acceptable.”

Exercise 1 · Part A

Listen to five short pieces. Match each purpose to its extract (1–5).

1To give instructions

2To inform people about a change

3To make a complaint

4To apologise for something

5To recommend a place

Exercise 1 · Part B

What language tells you the purpose? Write one key phrase from each extract.

1

Extract 1:

2

Extract 2:

3

Extract 3:

4

Extract 4:

5

Extract 5:

Audio 1

A Radio Feature: Food Waste

0:00 / 1:18

Audio script

Host: Welcome to Weekend Voices. Tonight, we are talking about something that affects everyone — food waste. Joining me is Dr Patel, a food sustainability expert. Dr Patel, can you tell us a bit about the scale of the problem?

Dr Patel: Of course. Around one third of all food produced globally is wasted every year. That is an enormous amount — enough to feed billions of people.

Host: That is shocking. So what can ordinary people do?

Dr Patel: Well, I’d strongly encourage everyone to plan their meals before shopping. If you know what you need, you buy less, waste less. It is as simple as that.

Host: And what about supermarkets? Do they have a responsibility too?

Dr Patel: Absolutely. They should reduce unnecessary packaging and stop discarding food that is slightly past its ‘best before’ date but still perfectly safe to eat.

Host: Powerful points. Thank you, Dr Patel. And listeners — think about what you throw away this week. Small changes really do add up.

Exercise 2

Listen to the radio extract ‘A Radio Feature’ and answer the questions.

1

What is the MAIN purpose of this radio feature?

2

What is the HOST’s purpose in the interview? Choose all that apply.

3

What is Dr Patel’s purpose? Choose the best answer.

4

Write one sentence where Dr Patel is PERSUADING.

5

Write one sentence where Dr Patel is INFORMING.

Audio 2

Three Voicemails

0:00 / 1:09

Audio script

Voicemail 1: “Hi, this is a message for Mr Carter. This is Dr Singh’s receptionist calling. I just wanted to let you know that your appointment on Thursday at 2pm has been moved to Friday at 11am. Please call us back on 01273 882 100 if this does not suit you.”

Voicemail 2: “Hi Anna, it’s Mum. Listen, I’ve been thinking — you really should come and visit this summer. The weather here is absolutely beautiful and we have a spare room. It would be so lovely to see you. Think about it, okay? Love you!”

Voicemail 3: “Hello, I’m calling to give feedback about my stay at your hotel last weekend. The room was not clean when I arrived, the Wi-Fi didn’t work, and there was noise from the corridor until midnight. I expect a formal response to this message.”

Exercise 3

Listen to three voicemail messages. Each one has a different purpose.

Part A. What is the purpose of each voicemail?

1

Voicemail 1:

2

Voicemail 2:

3

Voicemail 3:

Part B. How does each speaker feel? Choose from the box.

4

Speaker 1 feels …

5

Speaker 2 feels …

6

Speaker 3 feels …

Set 2Understanding meaning skills

Parts in this set

How to use this booklet

Teacher notes

Facts vs. opinions

A fact

An opinion

Opinion signal words

Strategies & tips

Practice

Teacher notes

What are examples used for?

Example signal phrases

Strategies & tips

Practice

Teacher notes

What is context?

Types of context clues

Strategies & tips

Practice

Teacher notes

Common speaker purposes

Strategies & tips

Practice

Set 2
Understanding meaning skills