Level B Listening Skills

Set 3
Practical listening skills

Set 3 moves from understanding meaning to real-world listening: recognising common expressions, taking notes efficiently and organising information while you listen — for class, work and everyday life.

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 Common Expressions

Teacher notes

Aim: Students recognise fixed expressions as whole chunks and use situation and tone to understand what they mean in context.

Sample Running into an Old Friend 0:50 → Exercise 1 · Part A, Exercise 1 · Part B
Audio 1 A Conversation at the Office 0:43 → Exercise 2 · Part A, Exercise 2 · Part B
Audio 2 Study Group 0:51 → Exercise 3
Audio 3 Mixed Social Situations 1:31 → Exercise 4 · Part A, Exercise 4 · Part B, Exercise 4 · Part C

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

English speakers use many fixed phrases and expressions that you cannot understand word by word. Learning to recognise these expressions will help you understand natural speech much more easily.

What are common expressions?

Fixed expressions are

Short phrases used as a whole unit
Often impossible to translate word by word
Very common in natural, everyday speech
Essential for understanding real conversations
Also called idioms, chunks or fixed phrases

For example

“Long time no see!”
NOT ‘a long time without seeing’ → MEANS: I haven’t seen you in a while!

“Bear with me.”
NOT about a bear animal → MEANS: please wait / be patient

Common expressions reference

Study these expressions before you listen. You will hear many of them in the exercises.

Expression	What it means
Greetings & small talk
How are you getting on?	How are you doing? / How is everything going?
Not bad, thanks.	I am OK / things are fine.
Long time no see!	I have not seen you for a long time!
How have you been?	What has your life been like recently?
Agreeing & disagreeing
That’s a fair point.	I understand your argument and I think it is correct.
I see where you’re coming from.	I understand your point of view.
I beg to differ.	I politely disagree with you.
Fair enough.	OK, I accept that / I understand.
Showing surprise or interest
You’re kidding!	I am very surprised — are you serious?
No way!	That is very surprising / I can’t believe it!
Really? I had no idea.	That surprises me — I did not know that.
That’s quite something.	That is impressive or surprising.
Asking for help / clarification
Could you say that again?	Please repeat what you said.
Sorry, I didn’t catch that.	I did not hear / understand what you said.
What do you mean by …?	Please explain that word or idea.
Bear with me.	Please be patient — I will explain in a moment.
Giving opinions informally
If you ask me …	In my opinion …
To be honest …	I want to say what I really think.
Personally speaking …	From my own point of view …
At the end of the day …	When everything is considered …
Common social responses
That makes sense.	Now I understand.
Good for you!	I am happy for you / well done.
What a shame!	That is disappointing or sad.
It could be worse!	Things are not as bad as they could be.

Strategies & tips

Learn expressions as whole chunks. Don’t try to understand each word separately. Learn the whole phrase and its meaning together — just like learning a new word.
Listen for the situation. If someone sounds surprised, they may say You’re kidding! or No way! — the situation helps you guess.
Don’t stop when you hear an unknown expression. Keep listening. The conversation around it often explains what it means. Look it up afterwards.
Notice the tone of voice. The same words can mean different things. Fair enough said warmly = acceptance. Said coldly = mild disagreement.

Practice

Exercise 1 · Part A

Two friends meet by chance on the street. Match each expression to its meaning.

1Long time no see!

2How are you getting on?

3No way!

4Good for you!

5Could be worse!

6Fair enough

7That makes sense.

8What a shame!

A I am happy for you

B That is disappointing

C I haven’t seen you for a while

D How are you doing?

E Things are OK / not terrible

F That is very surprising

G OK, I accept that

H Now I understand

Exercise 1 · Part B

True or false? Choose T or F.

1

Mark and Julie see each other very often.

2

Mark recently got a new, better position at work.

3

Julie changed her job in January.

4

Julie is very unhappy in her new job.

5

Both friends want to spend more time together.

Audio 1

A Conversation at the Office

0:00 / 0:43

Audio script

Carla: Did you hear? The big client meeting is tomorrow morning.

James: You’re kidding! I had no idea. When did they decide that?

Carla: This morning, apparently. Bear with me — I’m just checking the email … Yes, it’s at nine o’clock.

James: That’s quite something. I don’t even have the report ready.

Carla: To be honest, neither do I. If you ask me, they should have given us more notice.

James: I see where you’re coming from. But fair enough — the client asked for it.

Carla: I beg to differ. We should still have been told earlier.

James: That’s a fair point, actually. Could you say that again? — when is it exactly?

Carla: Nine o’clock tomorrow. Sharp.

James: Right. At the end of the day, we’ll just have to be ready.

Exercise 2 · Part A

Listen to ‘A Conversation at the Office’. What does each expression mean HERE? Choose the best answer.

1

“You’re kidding!” (James)

2

“Bear with me” (Carla)

3

“I beg to differ” (Carla)

4

“At the end of the day” (James)

Exercise 2 · Part B

Find and write the expression used for each function.

1

Carla wants to check the email. She asks James to wait: “”

2

James says he understands Carla’s point of view: “”

3

James says Carla’s argument is correct: “”

4

James asks Carla to repeat the information: “”

Exercise 3

Listen to the conversation ‘Study Group’ and answer the questions.

Part A. Complete the sentences with the correct expression from the box.

Bear with meGood for you forI didn’t catch thatthat makes senseTo be honestWhat do you mean by

1

“Sorry, — could you repeat that, please?”

2

“ while I find the page.”

3

“ ‘a short summary’? How many words?”

4

“Oh, — I understand now!”

5

“ asking questions. It’s very helpful.”

6

“, I find this topic quite difficult.”

Part B. What TWO things does Yuki need to do for next week?

7

1) 2)

Audio 3

Mixed Social Situations

Situation 1

0:00 / 0:26

Situation 2

0:00 / 0:21

Situation 3

0:00 / 0:20

Situation 4

0:00 / 0:24

Audio script

Situation 1: (Two neighbours talking)

Neighbour A: Have you heard? They’re building a new supermarket on River Street.

Neighbour B: Really? I had no idea! No way — right there?

Neighbour A: Yes. Construction starts next month.

Neighbour B: What a shame! I love that little park that’s there now.

Situation 2: (Two colleagues in a meeting)

Alex: I think we should change the whole presentation structure.

Sam: I see where you’re coming from, but if you ask me, we’re running out of time.

Alex: That’s a fair point. We could just adjust the opening section.

Sam: Exactly — that makes sense.

Situation 3: (Customer and shop assistant)

Customer: Excuse me, I’m not sure I understand this label. What do you mean by ‘final sale’?

Assistant: It means you can’t return the item after buying it.

Customer: Oh, that makes sense.

Situation 4: (Two students after an exam)

Rosa: How did you find it?

Leon: Could be worse, to be honest. One question was really hard though.

Rosa: I know what you mean. Good for us for finishing it!

Leon: Ha-ha, exactly! Long time no see by the way — how have you been?

Exercise 4 · Part A

Listen to four short conversations. Which situation (1, 2, 3 or 4) uses these expressions?

1What do you mean by ‘final sale’?

2I see where you’re coming from.

3No way — right there?

4Could be worse, to be honest.

5Oh, that makes sense.

6What a shame!

Exercise 4 · Part B

What is the feeling or function of each expression? Write one word.

1

What a shame!

2

That’s a fair point.

3

Fair enough.

4

Good for us!

Exercise 4 · Part C

Your turn! Choose THREE expressions from this part and write a short sentence using each.

1

Sentence 1

2

Sentence 2

3

Sentence 3

Part 2

Simple Note-taking: Keywords & Lists

Teacher notes

Aim: Students capture key content words, numbers and lists quickly with abbreviations and symbols instead of full sentences.

Sample A Shopping List 0:50 → Exercise 1
Audio 1 A Class Assignment 1:04 → Exercise 2 · Part A, Exercise 2 · Part B
Audio 2 A Radio News Summary 1:02 → Exercise 3 · Part A, Exercise 3 · Part B
Audio 3 A Cooking Demonstration 1:13 → Exercise 4 · Part A, Exercise 4 · Part B

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

Good note-taking does not mean writing everything you hear. It means capturing the most important words and organising them so you can use them later.

What is keyword note-taking?

Full sentences ✗

The teacher said that the exam will be on Friday the 20th of March and students must bring two pens and their student card.

Too long. Hard to write fast. Easy to miss things.

Keywords ✓

exam → Fri 20 Mar
bring: 2 pens + student card

Fast. Clear. Easy to review later.

Note-taking symbols & shortcuts

Symbol	Meaning	Symbol	Meaning
→	leads to / becomes / causes	+	and / plus / also
=	equals / means / is / same as	≠	does not equal / different from
↑	increases / rises / more	↓	decreases / falls / less
∴	therefore / so / as a result	∵	because / since / as
?	question / unclear / check	!	important / surprising
w/	with	w/o	without
e.g.	for example	i.e.	that is / in other words
approx.	approximately	vs.	versus / compared to

Strategies & tips

Write nouns and verbs — skip small words. Drop a, the, is, are, was. Write ‘Exam → Fri 20 Mar’, not ‘The exam will be on Friday the 20th of March’.
Use abbreviations. information = info, important = imp!, because = b/c, department = dept. Develop your own system and use it consistently.
Write lists, not paragraphs. When the speaker gives a list, write the items one under another with dashes or numbers.
Leave gaps and go back. If you miss something, leave a blank (___) and continue. Fill the gaps at the end or on the second listen. Do NOT stop and panic.

Practice

Exercise 1

Listen to this conversation about ‘A Shopping List’. Complete the shopping list using keywords only.

SHOPPING LIST

1

Drinks

2

Food

3

Bathroom

4

Cleaning

5

Reflection: Did you use keywords or full sentences? What shortcuts did you use?

Audio 1

A Class Assignment

0:00 / 1:04

Audio script

OK everyone, listen carefully. I’m going to explain your assignment for this module.

The assignment has three parts. First, you need to choose a country. Any country in the world. Second, you need to research four things about that country: the population, the capital city, the main industries, and one important historical event.

Third, you need to prepare a short presentation. It should be between five and eight minutes long. You can work alone or in pairs — your choice. The presentation is due on the 14th of November.

Important: you must also hand in a written outline. One-page maximum. Use bullet points.

You’ll be marked on: content, organisation, and delivery. Not on your accent or grammar.

Any questions? Good. You have two weeks. Good luck!

Exercise 2 · Part A

Listen to ‘A Class Assignment’. Take notes in keyword form. Fill in the outline while you listen.

ASSIGNMENT NOTES

1

Topic (choose)

2

Research: 4 things

3

Presentation length

4

Alone or pairs

5

Due

6

Also hand in (max)

7

Marked on

8

✗ NOT marked

Exercise 2 · Part B

Using your notes, answer from memory.

1

What is NOT marked in the presentation?

2

How long should the presentation be?

3

How long is the written outline?

Audio 2

A Radio News Summary

0:00 / 1:02

Audio script

Good evening. Here are tonight’s main news headlines. First, in local news: the city council has approved a new cycling lane on Broad Street. Work begins next Monday and is expected to take three weeks. Second, in national news: the government has announced a new education programme. Over two hundred schools will receive funding for technology equipment starting in January. Third, in business news: the country’s largest supermarket chain reported a twelve percent rise in profits this quarter. They plan to open fifteen new stores by the end of the year.

And finally, in sport: the national football team won last night’s match three goals to one.

The next game is on Saturday against Portugal. That’s all for now. Full reports follow after the break.

Exercise 3 · Part A

Listen to ‘A Radio News Summary’. Write keyword notes for each news story. Use symbols where possible (→ ↑ + ~).

1

Story 1: Local

2

Story 2: National

3

Story 3: Business

4

Story 4: Sport

Exercise 3 · Part B

Use your notes to answer these questions.

1

When does the cycling lane work begin?

2

How many schools receive funding?

3

What was the supermarket’s profit change?

4

What was the football result?

Audio 3

A Cooking Demonstration

0:00 / 1:13

Audio script

Today I’m going to show you how to make a classic tomato pasta sauce. Quick and easy!

You’ll need these ingredients: two cans of chopped tomatoes, one onion, three garlic cloves, two tablespoons of olive oil, one teaspoon of sugar, salt and pepper, and fresh basil. For the equipment, you’ll need a large saucepan, a wooden spoon, and a sharp knife. Now the method. Step one: heat the olive oil in the pan over medium heat.

Step two: finely chop the onion and garlic and fry them for about five minutes.

Step three: add the tomatoes, sugar, salt, and pepper. Stir well.

Step four: let the sauce simmer on low heat for twenty minutes, stirring occasionally.

Step five: add fresh basil just before serving. The sauce keeps in the fridge for up to four days. You can also freeze it for three months.

Serve with any pasta you like. Enjoy!

Exercise 4 · Part A

Listen to ‘A Cooking Demonstration’. Complete the recipe notes using keywords and lists.

TOMATO PASTA SAUCE: Notes

1

Ingredients (7)

2

Equipment (3)

3

Method 1

4

Method 2

5

Method 3

6

Method 4

(~ min)

7

Method 5

8

Storage: fridge / freezer

Exercise 4 · Part B

Look at these example notes. Are they good keyword notes? What is wrong? How could you improve them?

1. Step one: you need to heat the olive oil in the large saucepan on medium heat.
2. Step two: you should finely chop the onion and then also the garlic and then fry.

1

What is wrong with these notes?

2

Rewrite note 1 as keywords.

3

Rewrite note 2 as keywords.

Part 3

Using an Outline in Note-taking

Teacher notes

Aim: Students organise notes into a three-level outline (topic, main points, details) and answer questions from the outline alone.

Sample Health Talk: Sleep 1:39 → Sample · Outline, Sample · Questions
Audio 1 Audio Tour Guide: Rome 1:38 → Exercise 1
Audio 2 Company Presentation: GreenTech Solutions 1:35 → Exercise 2 · Part A, Exercise 2 · Part B
Audio 3 Documentary Narration: Urban Farming 1:58 → Exercise 3 · Part A, Exercise 3 · Part B

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

An outline is a structured set of notes with headings, main points and supporting details. It helps you organise information while you listen and makes your notes easy to review later.

What does an outline look like?

TOPIC / TITLE

I. Main point 1
a. Supporting detail
b. Supporting detail

II. Main point 2
a. Supporting detail
b. Supporting detail

III. Main point 3 (and so on …)

Three levels of an outline

Level	What it is	Example
Level 1: title / topic	The overall subject of the talk	Healthy Eating
Level 2: main points	The key sections or ideas (usually 2–5)	I. Vegetables II. Protein III. Hydration
Level 3: details	Facts, examples, numbers under each point	a. eat 5 portions/day b. e.g. spinach, carrots

Strategies & tips

Prepare your outline BEFORE you listen. If you know the topic, write headings before the audio starts. This gives your brain a ‘map’ of what is coming.
Listen for signal words to find main points. First …, The second thing …, Moving on to …, Finally … tell you a new main point is starting.
Indent your details. Main points go on the left. Details go further right. You can see the structure at a glance.
Use the outline to answer questions. After listening, use only your outline to answer comprehension questions. Good outline = good answers.

Practice

Sample

Health Talk: Sleep

0:00 / 1:39

Audio script

Good morning, everyone. Today I want to talk about sleep — why it matters and how to sleep better. Let me cover three main areas. First, why do we need sleep? Sleep helps our brain process and store information from the day. It also repairs our body — muscles grow, skin heals, and the immune system gets stronger. Without enough sleep, our concentration, mood, and decision-making all get worse. Second, how much sleep do we need? Adults need seven to nine hours per night. Teenagers need more — around eight to ten hours. Children under twelve need ten to twelve hours. Third, how can we improve our sleep? There are several useful tips. Go to bed at the same time every night — even at weekends. This trains your body clock. Avoid screens — phones, tablets, laptops — for at least one hour before bed. Keep your bedroom cool, dark and quiet. This helps your body know it is time to sleep. And avoid caffeine — coffee, tea, energy drinks — after three o’clock in the afternoon. So in summary: sleep is essential for both mind and body. Protect it!

Sample · Outline

A health educator is giving a short talk about sleep. Use the outline to take notes.

1

TOPIC

I. WHY we need sleep

2

a. brain

3

b. body

4

c. without sleep → ↓

II. HOW MUCH sleep

5

a. adults (hrs)

6

b. teenagers (hrs)

7

c. children <12 (hrs)

III. HOW TO improve sleep

8

a.

9

b. avoid screens … hr before …

10

c. bedroom

11

d. avoid caffeine after

Sample · Questions

Using only your outline, answer these questions.

1

Name TWO things sleep helps the body or brain do. a) b)

2

How many hours do teenagers need?

3

Name ONE tip for improving sleep.

Audio 1

Audio Tour Guide: Rome

0:00 / 1:38

Audio script

Welcome to Rome, one of the world’s most famous cities. Let me introduce you to three must-see areas. The first area is the Ancient Centre. Here you will find the Colosseum — an enormous Roman amphitheatre built in 70 AD. It could hold up to 80,000 spectators. Nearby is the Roman Forum, which was the heart of ancient Roman public life. Entry to the Colosseum costs 16 euros. The second area is Vatican City — the world’s smallest country, located inside Rome. The main attractions are St Peter’s Basilica, which is free to enter, and the Vatican Museums, where you can see Michelangelo’s famous Sistine Chapel ceiling. Museum tickets are 20 euros. Allow at least two hours for the Vatican Museums.

The third area is the Trastevere neighbourhood — perfect for the evening.

It is known for its narrow cobblestone streets, local restaurants, and lively atmosphere.

Most restaurants here offer a full meal for between 15 and 25 euros per person.

There is no entry fee — just walk in and explore.

So — Ancient Centre for history, Vatican for art and religion, Trastevere for food and atmosphere.

Exercise 1

Listen to the guide and complete the outline. Add the details under each heading as you listen.

TOPIC: Rome — 3 must-see areas · I. ANCIENT CENTRE

1

a. Main sights

and

2

b. Colosseum built (AD) / capacity

3

c. Entry cost

II. VATICAN CITY

4

a. Main sights

and

5

b. St Peter’s Basilica / Vatican Museums

6

c. Time needed

III. TRASTEVERE

7

a. Known for

/ /

8

b. Meal cost / entry fee

9

c. Best time to visit

Audio 2

Company Presentation: GreenTech Solutions

0:00 / 1:35

Audio script

Good afternoon, everyone. I’m going to give you a brief overview of GreenTech Solutions.

I’ll cover three areas: who we are, what we do, and our plans for the future. First, who are we? GreenTech Solutions was founded in 2015 by two engineers, Sara Bloom and Daniel Forte. We are based in Bristol, and we currently have 85 employees. We specialise in environmental technology — specifically, finding clean energy solutions for businesses and local governments. Second, what do we do? Our main products are solar panel systems for buildings, energy monitoring software, and waste reduction consultancy services. Last year, we worked with over 140 clients across twelve countries. Our revenue grew by 22% — significantly above the industry average of 8%. Third, in the next two years, we plan to launch a new battery storage product. We are also expanding into Asia — specifically Japan and South Korea — starting next year. We are looking for new partners and investors. Our target is to double our revenue by 2027.

Thank you. I am happy to take questions.

Exercise 2 · Part A

Listen to the presentation and complete the full outline.

1

COMPANY

I. WHO ARE WE?

2

a. Founded (year) / by

+

3

b. Location / staff

4

c. Specialise in

II. WHAT DO WE DO?

5

a. Products (3)

/ /

6

b. Clients last yr / countries

7

c. Revenue ↑ % / industry avg %

III. THE FUTURE

8

a. New product

9

b. Expanding to … & … (from …)

&

10

c. Target: revenue ×2 by

Exercise 2 · Part B

Use ONLY your outline to answer the questions.

1

Who founded GreenTech Solutions?

2

How many countries did they work in last year?

3

Which two countries are they expanding into?

4

What is their revenue target year?

Audio 3

Documentary Narration: Urban Farming

0:00 / 1:58

Audio script

Urban farming — growing food inside cities — is becoming increasingly popular around the world. In this segment, we’ll explore why it is growing, the different types, and the challenges it faces. Why is urban farming growing? There are three main reasons.

First, cities are expanding rapidly, and people are more concerned about food miles — the distance food travels from farm to plate. Local food is fresher and has a lower carbon footprint. Second, urban farming creates jobs and green spaces in cities that otherwise have very little nature. Third, technology has made it easier — LED lighting, hydroponics, and vertical farming systems allow crops to grow indoors without soil or natural sunlight.

What types of urban farming exist? The most common are rooftop gardens, community allotments, and vertical farms — multi-storey buildings where plants grow in stacked layers.

A notable example is Singapore, which produces over 30% of its eggs from urban farms.

What are the challenges? Urban farming still faces three major obstacles.

Cost: setting up an indoor vertical farm is expensive — often over one million dollars.

Space: cities are crowded, and land is costly. Not every building can support a rooftop garden.

Knowledge: urban farmers need training in both agriculture and technology.

Despite these challenges, urban farming is expected to be a fifty-billion-dollar industry by 2030.

Exercise 3 · Part A

Listen to the documentary narration and complete the full outline. This is the most detailed outline in the unit — use all three levels.

TOPIC: Urban farming · I. WHY IS IT GROWING? (3 reasons)

1

a. Cities ↑ → concern: food miles =

2

b. Creates

and

3

c. Technology

/ /

II. TYPES

4

a. Rooftop gardens b. Community …

5

c. Vertical farms =

6

d. Example: … → …% eggs from urban farms

III. CHALLENGES (3)

7

a. Cost: indoor vertical farm > $

8

b. Space: cities … , land …

9

c. Knowledge: training in … + …

CONCLUSION

10

Expected value: $ … industry by …

Exercise 3 · Part B

Using ONLY your outline, answer the questions.

1

What does ‘food miles’ mean?

2

Name TWO technologies that make urban farming easier.

3

What example country is given?

4

What does it achieve?

5

What is the biggest financial challenge?

6

What is the expected value of urban farming by 2030?

Set 3Practical listening skills

Parts in this set

How to use this booklet

Teacher notes

What are common expressions?

Fixed expressions are

For example

Common expressions reference

Strategies & tips

Practice

Teacher notes

What is keyword note-taking?

Full sentences ✗

Keywords ✓

Note-taking symbols & shortcuts

Strategies & tips

Practice

Teacher notes

What does an outline look like?

Three levels of an outline

Strategies & tips

Practice

Set 3
Practical listening skills