Level C

Listening skills
& strategies

Each part has the same shape: what the skill is, strategies, a sample, and three practice tasks. Read the strategies, press play, and answer. Hint gives a strategy first and a clue on the second press. Check answers marks your work.

Set 1

Core comprehension skills

These five skills build the foundation of good listening: predicting, getting the gist, finding main points and details, catching specific information, and following the order of ideas.

Set 2

Understanding meaning

These skills go beyond the words you hear: working out what is not said, guessing new words from context, and recognising opinions and a speaker’s purpose.

Set 3

Practical listening

These skills help you use what you hear: taking clear notes during a talk and turning your notes into a short summary.

Then

Extra practice

Five matching and five multiple-choice tasks in exam style.

1

Set 1 · Core comprehension skills

Predicting and Using Context

Before and while we listen, we can guess what we will hear. Speakers usually give clues: the title, the first sentence, key words and the situation. Good listeners use these clues to predict, so the information feels easier to follow. Predicting does not mean knowing every word; it means being ready for the topic and the kind of language that will come.

Strategies & tips

Read the title and any questions before you listen.
Think about what you already know about the topic.
Listen to the first one or two sentences — they often give the topic and purpose.
Notice signal words ('today I'll talk about…', 'first', 'the problem is').
Keep checking: was your guess right? Change it if you need to.

Sample

0:00/0:28

Sample

Look at the title before you listen: 'A Tour of the Old Harbour'. Predict what the speaker will talk about. Then listen and answer.

1

What is the speaker’s job?

2

Where will the tour go?

3

How long is the tour?

How to apply this skill

The title and the first two sentences ('welcome to our walking tour', 'show you around the Old Harbour') tell you the topic and the speaker's job before you hear any details. Once you predict 'tour guide', words like 'walk', 'stay together' and 'watch your step' all make sense.

Practice 1

0:00/0:22

Practice 1

Listen to the introduction and choose the best answer.

1

The next part of the programme will most probably be about _____.

2

The speaker suggests that the five changes will _____.

3

How do we know the topic is changing?

Practice 2

0:00/0:19

Practice 2

Listen to the beginning of a talk and choose the best answer.

1

What is the talk going to be about?

2

The speaker begins with a question in order to _____.

3

The speaker suggests that forgetting _____.

Practice 3

0:00/0:18

Practice 3

Listen to the conversation and choose the best answer.

1

What will B most probably do next?

2

What is the problem?

3

Why is going back home for the tickets a problem?

2

Set 1 · Core comprehension skills

Listening for Gist

Gist means the general idea — what the text is mainly about. You don't need every word. When you listen for gist, you catch the topic, the situation and the speaker's general message. This is useful when speech is fast or when you hear something for the first time.

Strategies & tips

Don't panic about unknown words; keep listening.
Ask yourself: who is speaking, where, and why?
Listen for words that repeat — they often show the topic.
Try to say the main idea in one short sentence.

Sample

0:00/0:39

Sample

Listen to a short conversation. What are the speakers mainly talking about?

1

What are they mainly talking about?

2

What does the brother want?

3

Why does speaker A suggest June?

How to apply this skill

You don't need every detail. Words like 'summer', 'beach', 'mountains', 'hotels' and 'flights' repeat and point to one topic: planning a holiday. That is the gist.

Practice 1

0:00/0:28

Practice 1

Listen and choose the best answer.

1

What is the speaker's main message?

2

Why does the speaker mention phones?

3

How many books could you read in a year by reading ten minutes a day?

Practice 2

0:00/0:25

Practice 2

Listen to the news item and choose the best answer.

1

What is the news mainly about?

2

What was the surprising result?

3

What does the mayor want to do now?

Practice 3

0:00/0:34

Practice 3

Listen to the discussion and choose the best answer.

1

What are the speakers mainly discussing?

2

What is B worried about?

3

What do they finally agree to suggest?

3

Set 1 · Core comprehension skills

Main Points vs Supporting Details

A talk usually has main points (the most important ideas) and supporting details (examples, reasons and numbers that explain the main points). Good listeners notice which is which. Main points are often said clearly and sometimes repeated; details give extra information.

Strategies & tips

Listen for the main idea first, then the details under it.
Signal phrases help: 'the main thing is…', 'for example', 'because', 'such as'.
Details often answer how, why, how many, or like what.
After listening, ask: what is the big idea, and what supports it?

Sample

0:00/0:48

Sample

Listen to a short monologue. Find the main point and two supporting details.

1

What is the speaker’s main point?

2

Give two supporting details (reasons).

3

What is one problem the speaker mentions?

How to apply this skill

The main point is stated early ('makes me feel healthier and calmer'). The words 'First' and 'Second' introduce the supporting details. The problems are extra details, not the main message.

Practice 1

0:00/0:35

Practice 1

Listen to the monologue and choose the best answer.

1

What was the main reason for the change?

2

What does a customer get for bringing their own cup?

3

Which of the following is FALSE?

Practice 2

0:00/0:36

Practice 2

Listen to the presentation and choose the best answer.

1

What is the main finding of the project?

2

How long was each evening reading session?

3

According to the speaker, what mattered most?

Practice 3

0:00/0:36

Practice 3

Listen to the story and choose the best answer.

1

What was the most important moment of the day?

2

What was the score at half-time?

3

For the speaker, the best part of the day was _____.

4

Set 1 · Core comprehension skills

Specific Information and Recognising Paraphrase

Sometimes you listen for one piece of information — a time, a place, a name, a price, a number. The challenge is that the speaker often uses different words from the question. This is called paraphrase. For example, the question may say 'starts' but the speaker says 'begins'. Good listeners match the meaning, not just the exact words.

Strategies & tips

Read the questions first and underline the key information you need.
Think of other words with the same meaning before you listen.
Listen for the meaning, not only the exact word.
Be careful with numbers and times; check them twice.

Sample

0:00/0:39

Sample

Listen and answer. The questions use different words from the speaker.

1

When does the centre shut on Sundays? (shut = close)

2

How much is a monthly card?

3

What must you bring to use the pool?

How to apply this skill

The question says 'shut', but the speaker says 'close' — same meaning. Listen for matching meaning, not the exact word, and double-check numbers and times.

Practice 1

0:00/0:26

Practice 1

Listen to the recorded message and choose the best answer. The questions use different words from the speaker.

1

Until what time is the centre open on weekdays?

2

When does it close on Saturdays?

3

How early must you book an appointment now?

Practice 2

0:00/0:25

Practice 2

Listen to the announcement and choose the best answer.

1

What has changed about the train?

2

What should passengers for Hillton do?

3

How much longer will the journey take by bus?

Practice 3

0:00/0:27

Practice 3

Listen to the information desk and choose the best answer.

1

When is the lion feeding?

2

Who can ride the little train without paying?

3

Until what time can you get a hot meal in the main restaurant?

5

Set 1 · Core comprehension skills

Following Sequence and Discourse Markers

Many talks tell us the order of events or steps: a story, a set of instructions or a description of a process. Discourse markers are words that signal order and connection: first, then, next, after that, finally, because, however, so. They are like signs on a road — they tell you where the speaker is going.

Strategies & tips

Listen for ordering words: first, then, after that, finally.
Listen for linking words: because (reason), so (result), but / however (contrast).
Picture the steps or events in order in your mind.
These words help you predict what comes next.

Sample

0:00/0:41

Sample

Listen to the instructions. Put the steps in the correct order (1–5).

•Let the tea sit on low heat.

•Fill the bottom pot with water.

•Pour strong tea and add hot water to your glass.

•Add the tea leaves to the top pot.

•Pour boiling water onto the leaves.

How to apply this skill

The words 'First', 'Next', 'After that' and 'Finally' tell you the order. The word 'because' gives a reason, not a step.

Practice 1

0:00/0:29

Practice 1

Listen and put the steps in the correct order (1–5). Then answer the question.

Put the steps in the correct order (1–5).

•The glass is crushed and cleaned.

•A truck collects the bottles.

•The melted glass is shaped into new bottles.

•Machines separate the glass by colour.

•The glass is heated until it melts.

Then answer the question.

1

How soon can a recycled bottle be back in the shops?

Practice 2

0:00/0:29

Practice 2

Listen to the story and put the events in order (1–5). Then answer the question.

Put the events in the correct order (1–5).

•Opened the bag at the hotel and found the wrong clothes.

•Collected a black suitcase with four wheels.

•Landed and went to collect the bag.

•Swapped the bags the next morning.

•Called the airport.

Then answer the question.

1

Which word shows that something unexpected happened?

Practice 3

0:00/0:31

Practice 3

Listen to the instructions and put the steps in order (1–5). Then answer the question.

Put the steps in the correct order (1–5).

•Connect the printer to the wall and turn it on.

•Remove the orange tape.

•Print the test page.

•Fill the tray and put in the ink.

•Download the app.

Then answer the question.

1

What should you do if the test page looks wrong?

6

Set 2 · Understanding meaning

Inference and Extrapolation

Speakers don't always say everything directly. Sometimes you have to work out the meaning from clues — the words, the situation and the speaker's tone. This is called inference. To extrapolate means to use what you hear to guess something that is not said, such as how a person feels, where they are, or what will happen next.

Strategies & tips

Listen for clues, not just facts: words, situation, feelings.
Ask: what is true, even if the speaker doesn't say it directly?
Think about who is speaking and where they probably are.
Use the clues together to make a sensible guess.

Sample

0:00/0:31

Sample

Listen and answer. The answers are not said directly — you must work them out.

1

Where are the speakers?

2

What are the two people going to do later?

3

Will they stay to hear the band?

How to apply this skill

Nobody says 'this is a café', but 'two coffees', 'cake' and 'your table' make it clear. 'A quick break before the cinema' tells you their next plan, even though they never say it directly.

Practice 1

0:00/0:19

Practice 1

Listen and choose the best answer.

1

What is the most likely relationship between Mr Brown and Sally?

2

By what time does Sally promise to bring the report?

3

How does Mr Brown feel about Sally's work overall?

Practice 2

0:00/0:23

Practice 2

Listen and choose the best answer.

1

Where does this conversation take place?

2

Who is the man most likely to be?

3

What will the woman probably do at the next station?

Practice 3

0:00/0:33

Practice 3

Listen and choose the best answer.

1

Why did the speaker's earlier plants probably die?

2

What does 'I was being too kind' mean here?

3

What can we understand about the speaker?

7

Set 2 · Understanding meaning

Working Out Meaning from Context

When you hear a word you don't know, don't stop. Often the other words around it — the context — help you guess its meaning. Speakers also explain difficult words with examples or simple words, using phrases like 'that is', 'which means' or 'in other words'.

Strategies & tips

Don't stop at an unknown word; keep listening for clues.
Listen for explanations: 'which means', 'in other words', 'for example'.
Use the topic and the sentence to guess the general meaning.
A general idea of the meaning is often enough.

Sample

0:00/0:47

Sample

Listen and guess the meaning of the difficult words from the context.

1

What does ‘urban’ mean?

2

What does ‘sustainable’ mean here?

3

Besides food, what do urban gardens do?

How to apply this skill

You don't need a dictionary. The speaker explains 'urban' ('just means in the city') and 'sustainable' ('in other words, they don't harm the environment'). Listen for these helpful explanations.

Practice 1

0:00/0:22

Practice 1

Listen and choose the best answer.

1

What does 'probation period' mean here?

2

How long is this period?

3

How does the speaker feel about it now?

Practice 2

0:00/0:25

Practice 2

Listen and choose the best answer.

1

What does 'plagiarism' mean?

2

How can you avoid it?

3

What does 'give them credit' mean?

Practice 3

0:00/0:25

Practice 3

Listen and choose the best answer.

1

What is a 'car-free zone'?

2

Why were the shop owners worried at first?

3

What has been one result of the change?

8

Set 2 · Understanding meaning

Understanding Opinions and Speaker's Purpose

Speakers often share opinions (what they think or feel) and have a purpose (the reason they are speaking — to inform, to persuade, to warn or to entertain). Understanding both helps you respond correctly. An opinion is not a fact; a purpose is the speaker's goal.

Strategies & tips

Listen for opinion phrases: 'I think', 'in my view', 'I believe', 'the best thing is'.
Separate facts (true information) from opinions (personal ideas).
Ask: why is the speaker telling me this? (to inform, persuade, warn, entertain)
Notice strong words ('you must', 'you should', 'the best') — they often show purpose.

Sample

0:00/0:43

Sample

Listen and decide the speaker's opinion and purpose.

1

What is the speaker’s main opinion?

2

What is the speaker’s purpose?

3

What does the speaker advise before believing a story?

How to apply this skill

Phrases like 'I really think' and 'In my view' show opinion. The speaker is not just giving facts; they want to change what listeners do ('my advice is…'), so the purpose is to persuade or advise.

Practice 1

0:00/0:28

Practice 1

Listen and choose the best answer.

1

What is the speaker's main opinion about the apps?

2

Why does the speaker mention the small fees?

3

What is the speaker's advice?

Practice 2

0:00/0:33

Practice 2

Listen and choose the best answer.

1

Which of these is given as the speaker's OPINION, not a fact?

2

What is the speaker's purpose?

3

What does the speaker suggest using e-books for?

Practice 3

0:00/0:25

Practice 3

Listen and choose the best answer.

1

What does the speaker think of the camera?

2

Why does the speaker NOT recommend the phone?

3

What does the speaker advise?

9

Set 3 · Practical listening

Note-taking: Outline Notes

In a longer talk — a guided tour, a presentation or a documentary — the speaker gives information under clear headings. A useful way to take notes is to use an outline: write the main headings (I, II, III) and add the key details under each one (a, b, c). In this unit the outline is already started for you. Your job is to listen and fill in the missing details in the blanks.

Strategies & tips

Read the outline before you listen — the headings tell you what to listen for.
Write only key words, numbers and symbols in the blanks (&, =, →, %, $), not full sentences.
Speakers usually follow the outline from top to bottom, so listen in order.
If you miss one blank, don't stop — leave it and catch the next point.
After listening, you can answer questions using only your completed outline.

Sample

0:00/1:47

Sample

Listen to the tour guide and complete the outline.

TOPIC: City Science Museum — 3 floors · I. GROUND FLOOR (SPACE)

1

a. Main exhibits

and

2

b. Rocket height / moon rock brought back in

3

c. Entry

II. FIRST FLOOR (HUMAN BODY)

4

a. Main exhibits

and

5

b. Heart / workshop

6

c. Time needed

III. TOP FLOOR (DISCOVERY ZONE)

7

a. Known for

/ /

8

b. Show times / show length

&

9

c. Best for

How to apply this skill

Notice how the answers are short — key words and numbers only, written into the blanks under each heading. The speaker moves through the outline in order (Ground Floor → First Floor → Top Floor), so you always know what is coming next.

Practice 1

0:00/1:38

Practice 1 · Part A

Listen to the presentation and complete the full outline.

1

COMPANY

I. WHO ARE WE?

2

a. Founded / by

+

3

b. Location / staff

4

c. Specialise in

II. WHAT DO WE DO?

5

a. Products (3)

/ /

6

b. Sold to last yr / countries

7

c. Revenue ↑ % / industry avg %

III. THE FUTURE

8

a. New product

9

b. Expanding to … & … (now mainly sells in …)

&

10

c. Target: revenue ×2 by

Practice 1 · Part B

Use ONLY your outline to answer the questions.

1

Who founded PlayLearn?

2

How many countries did they sell to last year?

3

Which two countries are they expanding into?

4

What is their revenue target year?

Practice 2

0:00/2:01

Practice 2 · Part A

Listen to the documentary narration and complete the full outline below.

TOPIC: Honey bees — why they matter · I. WHY ARE BEES IMPORTANT?

1

a. Pollination =

2

b. Help grow

and

3

c. Foods we get

/ /

II. THE PROBLEM

4

a. Bee numbers are

5

b. Reasons (3)

/ /

6

c. Example: … → lost …% of bees in one winter

III. HOW CAN WE HELP?

7

a. Plant

8

b. Stop using

9

c. Buy

CONCLUSION

10

Bees help produce about … of our food; worth ~$ … a year

Practice 2 · Part B

Using ONLY your outline, answer the questions.

1

What does ‘pollination’ mean? (use your notes to explain)

2

Name TWO foods that depend on bees.

3

Name TWO reasons bee numbers are falling.

4

What example is given, and how many bees were lost?

5

How much is the bees’ work worth each year?

10

Set 3 · Practical listening

Summarising from Notes

A summary is a short version of what you heard, in your own words. After taking notes, you can use them to write or say a summary — just the main ideas, not every detail. A good summary is short, clear and covers the key points.

Strategies & tips

First take notes of the key points (see Part 9).
Choose only the main ideas for your summary; leave out small details.
Use your own words; don't copy everything.
Keep it short — a few sentences are enough.
Check: does my summary show what the talk was mainly about?

Sample

0:00/1:05

Sample

Listen, take quick notes, then write a short summary (2–3 sentences). Compare with the model.

1

Your notes

Compare with the model

evening: write 3 tasks (most important)
morning: know where to start, no wasted time
calmer at night, sleep better
if not finished → move to next day
takes 5 min

2

Your summary (2–3 sentences)

Compare with the model

The speaker plans the next day by writing three important tasks each evening. This saves time in the morning and helps them feel calmer and sleep better. If a task isn't finished, they simply move it to the next day.

How to apply this skill

The summary keeps only the main ideas (plan three tasks, save time, feel calmer) and leaves out small details. It is in the listener's own words and is just three sentences.

Practice 1

0:00/0:59

Practice 1

Listen to the talk, then choose the best summary and write your own short summary.

1

Which is the best summary of the talk?

2

Your notes

3

Your summary

Written answers are not checked automatically — share them with your teacher.

Practice 2

0:00/0:55

Practice 2

Listen to the talk, then choose the best summary and write your own short summary.

1

Which is the best summary of the talk?

2

Your notes

3

Your summary

Written answers are not checked automatically — share them with your teacher.

Practice 3

0:00/1:13

Practice 3

Listen to the talk, then choose the best summary and write your own short summary.

1

Which is the best summary of the talk?

2

Your notes

3

Your summary

Written answers are not checked automatically — share them with your teacher.

★

After the three sets

Extra Practice: Matching & Multiple Choice

These tasks will help you practise more. Listen and complete them.

Task A1

Your teacher will play this recording.

Task A1 · Matching

You will hear five short speakers (1–5) talking about why they like their job. Match each speaker to the reason (A–G). There are two extra reasons you do not need.

1Speaker 1

2Speaker 2

3Speaker 3

4Speaker 4

5Speaker 5

A I enjoy learning new things.

B I like the long holidays.

C I can choose my own working hours.

D I earn a lot of money.

E I feel that I help people.

F I work with my best friends.

G I like being outside, not in an office.

Task A2

Your teacher will play this recording.

Task A2 · Matching

You will hear five people (1–5) describing a holiday they enjoyed. Match each speaker to the type of holiday (A–G). There are two extra types you do not need.

1Speaker 1

2Speaker 2

3Speaker 3

4Speaker 4

5Speaker 5

A A relaxing beach holiday.

B A holiday full of history and culture.

C A walking holiday in nature.

D A luxury hotel holiday.

E A family holiday with children.

F A quiet holiday in the countryside.

G A shopping holiday in a big city.

Task A3

Your teacher will play this recording.

Task A3 · Matching

You will hear five people (1–5) talking about a problem in their home. Match each speaker to the problem (A–G). There are two extra problems you do not need.

1Speaker 1

2Speaker 2

3Speaker 3

4Speaker 4

5Speaker 5

A The heating is poor and the home is cold.

B The neighbours are too noisy.

C The rent is too expensive.

D Water comes in through the roof.

E There is not enough space.

F It is too far from the city centre.

G A tap keeps dripping.

Task A4

Your teacher will play this recording.

Task A4 · Matching

You will hear five people (1–5) giving a piece of advice for learning English. Match each speaker to the advice (A–G). There are two extra pieces of advice you do not need.

1Speaker 1

2Speaker 2

3Speaker 3

4Speaker 4

5Speaker 5

A Watch films and TV in English.

B Don't be afraid to make mistakes.

C Only study grammar from books.

D Write down new words every day.

E Practise speaking with another person.

F Translate everything into your language.

G Change your phone and apps to English.

Task A5

Your teacher will play this recording.

Task A5 · Matching

You will hear five people (1–5) talking about a gift they received. Match each speaker to the gift (A–G). There are two extra gifts you do not need.

1Speaker 1

2Speaker 2

3Speaker 3

4Speaker 4

5Speaker 5

A A book.

B A bicycle.

C A watch.

D A mobile phone.

E Warm clothes.

F A coffee machine.

G Concert tickets.

Task B1

Your teacher will play this recording.

Task B1 · Multiple choice

You are going to listen to a dialogue. Read the questions below and choose the best answer.

1

Daniel is talking to his advisor to _____.

2

The advisor thinks that _____.

3

Which of the following is FALSE?

4

The advisor explains that the grant _____.

5

Possibly, Daniel _____.

Task B2

Your teacher will play this recording.

Task B2 · Multiple choice

You are going to listen to a lecture. Read the questions below and choose the best answer.

1

In a four-day work week, workers _____.

2

The study of more than sixty companies showed that _____.

3

According to the speaker, workers got more done because _____.

4

Which of the following is FALSE?

5

The speaker believes that _____.

Task B3

Your teacher will play this recording.

Task B3 · Multiple choice

You are going to listen to a dialogue. Read the questions below and choose the best answer.

1

Sophie is at the bookshop to _____.

2

The manager is honest about the fact that _____.

3

Which of the following is FALSE?

4

We can understand that Sophie _____.

5

At the end, the manager _____.

Task B4

Your teacher will play this recording.

Task B4 · Multiple choice

You are going to listen to a talk. Read the questions below and choose the best answer.

1

The main purpose of the talk is to _____.

2

According to the speaker, the real reason for procrastination is _____.

3

Which of the following is FALSE?

4

The speaker advises us to start a task _____.

5

We can understand from the talk that motivation _____.

Task B5

Your teacher will play this recording.

Task B5 · Multiple choice

You are going to listen to a dialogue. Read the questions below and choose the best answer.

1

Nina and Sam are mainly _____.

2

Nina does not like Sam's first idea because _____.

3

Which of the following is FALSE?

4

Sam agrees to _____.

5

We can understand that the two students _____.

Listening skills& strategies

Core comprehension skills

Understanding meaning

Practical listening

Extra practice

Strategies & tips

Strategies & tips

Strategies & tips

Strategies & tips

Strategies & tips

Strategies & tips

Strategies & tips

Strategies & tips

Strategies & tips

Strategies & tips

Listening skills
& strategies