How to use this practice: Watch the video first, try answering the questions in your head, then expand the answer key to check. Use the transcript only after you’ve attempted the questions.
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Watch the video
Listen carefully — you'll answer questions about each clip below.
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Item 1: Conversation — choosing a career
Answer the 2 questions about this conversation.
Q1
What is the conversation mainly about?
Q2
What job does Ben's dad want him to consider?
🔑 Answer key — 2 questions
- Q1A. Two friends talking about different jobs for the future.
- Q2C. An engineer.
Q1: The script says the students are discussing various future jobs they might want to have.
Q2: The script says, "My dad wants me to be an engineer, because he thinks it's a good job with good pay."
Transcript
S1
Hey, Maya. What are you thinking about for your future job?
S2
Hi, Ben. Oh, that's a tough question! I really like animals, so maybe something with them. Like a vet?
S1
A vet? That's cool! But don't they have to study for a very long time? And sometimes it can be sad, right?
S2
Yes, it's a lot of school. And maybe sad moments, but helping animals would be great. What about you?
S1
I'm not sure. My dad wants me to be an engineer, because he thinks it's a good job with good pay. But I like drawing and creating things.
S2
Oh, so maybe an architect? Or a graphic designer? You could still create things and make good money.
S1
Hmm, an architect sounds interesting. You design buildings, right? I'd have to be good at math too, I guess.
S2
Yeah, but you'd be making something real that people use. It's like art and science together.
S1
That's true. I also like being outside. Maybe something with nature, like a park ranger or an environmental scientist.
S2
Wow, you have many ideas! That's good. It means you have options. We still have time to decide, though.
S1
Yeah, you're right. No pressure yet! But it's good to think about it.
S2
Definitely. It's a big decision.
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Item 2: Conversation — climate change debate
Answer the 2 questions about this conversation.
Q1
What is the conversation mainly about?
Q2
Why does the teacher say that turning off lights is a 'big one'?
🔑 Answer key — 2 questions
- Q1B. Different ways students can help fight climate change.
- Q2C. Because it saves electricity.
Q1: The script discusses various actions students can take, such as saving electricity, conserving water, recycling, and walking/biking, all of which are ways to help with climate change.
Q2: The script says, 'L: Uh, turn off lights when we leave a room? That saves electricity. T: Excellent, Leo! Simple but effective. Saving electricity is a big one.'
Transcript
T
Okay class, we've talked a lot about climate change. Today, I want to hear your ideas. What can *we* do, right here, right now, to help? Leo?
L
Uh, turn off lights when we leave a room? That saves electricity.
T
Excellent, Leo! Simple but effective. Saving electricity is a big one. Any other ideas related to energy? Maya?
M
Maybe use less water? Like shorter showers? Or when brushing teeth, turn off the tap.
T
Good point, Maya. Water conservation is also important, and often uses energy to heat or pump water. So, it's connected. What about things we *buy*? Does that make a difference? Liam?
L
My mom says to recycle more. And buy things that are recycled.
T
Yes, Liam, recycling is super important. It reduces waste and the need to make new things, which saves energy and resources. What else? Think about how we get around. Sarah?
S
Walk or bike instead of asking for a car ride, if it's not too far.
T
That's a fantastic idea, Sarah! Walking and biking reduce car emissions. Remember, even small changes add up. Every little bit helps protect our planet.
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Item 3: Lecture — the water cycle
Answer the 2 questions about this lecture.
Q1
What is the talk mainly about?
Q2
What happens during condensation, according to the teacher?
🔑 Answer key — 2 questions
- Q1B. The continuous movement of water on Earth.
- Q2C. Cold air causes water vapor to form tiny liquid droplets.
Q1: The talk explains the three main stages of how water moves around the planet, which is the water cycle.
Q2: The script says that during condensation, cold air makes water vapor change back into tiny liquid water droplets that form clouds.
Transcript
Good morning, everyone! Today, we're going to talk about something super important for life on Earth: the water cycle. You see water everywhere – in oceans, rivers, and even in the air. But how does it move around? That's what the water cycle explains.
First, let's talk about evaporation. This is when the sun heats up water on the Earth's surface, like in lakes or oceans. The water turns into an invisible gas called water vapor and rises into the sky. Think about a puddle drying up on a sunny day – that's evaporation happening!
Next, as the water vapor goes higher, the air gets colder. This leads to condensation. The cold air makes the water vapor change back into tiny liquid water droplets. Millions of these tiny droplets come together to form clouds. So, clouds are actually made of very small water drops or ice crystals!
Finally, when these clouds get full of water droplets, they become too heavy. This is when precipitation happens. The water falls back to Earth in different forms, like rain, snow, or hail. Once it falls, the water collects in rivers, lakes, and oceans, and the whole cycle starts again. It’s a continuous journey for water around our planet!
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Item 4: Lecture — ancient Egypt
Answer the 2 questions about this lecture.
Q1
What is the talk mainly about?
Q2
Why did the ancient Egyptians pour water or wet sand in front of the sleds?
🔑 Answer key — 2 questions
- Q1B. How ancient Egyptians moved and lifted heavy stones to build pyramids.
- Q2C. To reduce friction and help the sleds slide more easily.
Q1: The script mainly discusses the methods, specifically moving and lifting stones, that ancient Egyptians used to construct pyramids.
Q2: The script says they poured water or wet sand "To make the sleds slide easier... This reduced friction."
Transcript
Good morning, class! Today, we're going to talk about one of the most amazing structures ever built: the ancient Egyptian pyramids. Have you ever wondered how people, thousands of years ago, built these massive structures without modern machines? It's a fascinating mystery, but archaeologists have found some answers.
First, let's think about the stones. Pyramids were built with huge blocks, some weighing many tons! Moving these heavy stones from distant quarries was a big challenge. The Egyptians used large wooden sleds. They didn't have wheels. To make the sleds slide easier, they poured water or wet sand in front of them. This reduced friction, allowing many workers to pull the sleds across the desert.
Second, once the stones arrived at the pyramid site, how did they get them up? Pyramids are very tall! Historians believe the Egyptians used long, sloping ramps made of earth and brick. As the pyramid grew taller, these ramps were extended and made higher. Workers pushed and pulled the heavy stone blocks up these ramps to each new level.
So, building a pyramid was a huge project requiring clever engineering and teamwork. It shows how intelligent and organized the ancient Egyptians were, using simple tools and smart ideas to create something magnificent.