LEVEL 2 ASSESSMENT AUDIO SCRIPT

UNIT 1
Audio 1
Hello. Today I’m going to be talking about something called a “well-being economy.” This is
something that I think is very important, but some of you may not be familiar with the term.

So what does a well-being economy mean? Well, the basic idea is to develop a new kind of
economy that focuses on people’s health and happiness instead of money. To do this, a country
with a well-being economy tries to make sure that people have things like a good home, good
schools, and good hospitals. In a well-being economy, looking after the environment is also very
important.

Several countries are developing well-being economies. These include Canada, Finland, Iceland,
New Zealand, Scotland, and Wales. And some other countries—such as Denmark, Sweden,
Costa Rica, and Bhutan—focus on making sure people have happy lives, which is part of a well-
being economy.

Why are well-being economies good? There’s a common saying you might know: “Health is
wealth.” The idea is that being healthy is more important than being rich because if you lose
money, you can always make more. But if you lose your health, well, your life is over. And
because well-being economies focus on helping people stay healthy, they are good for people.
And healthy people are good for the economy.

Of course, well-being economies are helpful to people in other ways, too. They focus on making
sure people have a good home to live in and good schools to go to. When people don’t have to
worry about where to live, they are happier and healthier. And when people have a good
education, they find it easier to get a job they like with a high salary. In other words, well-being
economies make it more likely that people will have the money and health they need to have a
good life.

Well-being economies sound great, don’t they? In fact, they sound so good that you may think:
Why doesn’t every country develop a well-being economy? Well, it’s difficult and expensive to
develop this kind of economy. And because this kind of economy is new, some people think it
won’t work. Still, the future of the well-being economy looks positive, in my opinion.

Audio 2
Why are well-being economies good? There’s a common saying you might know: “Health is
wealth.” The idea is that being healthy is more important than being rich because if you lose
money, you can always make more. But if you lose your health, well, your life is over. And
because well-being economies focus on helping people stay healthy, they are good for people.
And healthy people are good for the economy.

Of course, well-being economies are helpful to people in other ways, too. They focus on making
sure people have a good home to live in and good schools to go to. When people don’t have to

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LEVEL 2 ASSESSMENT AUDIO SCRIPT
worry about where to live, they are happier and healthier. And when people have a good
education, they find it easier to get a job they like with a high salary. In other words, well-being
economies make it more likely that people will have the money and health they need to have a
good life.

Audio 3
Hello. Today I’m going to be talking about something called a “well-being economy.” This is
something that I think is very important, but some of you may not be familiar with the term.

So what does a well-being economy mean? Well, the basic idea is to develop a new kind of
economy that focuses on people’s health and happiness instead of money.

Audio 4
Several countries are developing well-being economies. These include Canada, Finland, Iceland,
New Zealand, Scotland, and Wales. And some other countries—such as Denmark, Sweden,
Costa Rica, and Bhutan—focus on making sure people have happy lives, which is part of a well-
being economy.

Audio 5
musical

Audio 6
economic

Audio 7
introduction

Audio 8
nationality

Audio 9
vacation

Audio 10
historical

UNIT 1 – ADDITIONAL
Audio 11
OK, let’s begin. The food we eat needs to contain three main substances called
“macronutrients.” Without enough of each one, our bodies can experience health problems.
The three macronutrients are carbohydrates, proteins, and fats. Carbohydrates, which are often

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LEVEL 2 ASSESSMENT AUDIO SCRIPT
called carbs, provide energy for our bodies and brains. Bread and pasta contain a lot of carbs.
Proteins help our bodies grow and fix problems. Meat and fish have a lot of protein. And we
need fats to keep our bodies warm and help our cells to work. They can give us energy, too. Oil
has a lot of fat.

Audio 12
fantastic

Audio 13
typical

Audio 14
communication

Audio 15
university

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UNIT 2
Audio 1
Host: Without a doubt, the Internet is one of the most important inventions of recent
times. For me, it has contributed in so many ways to improving our lives. At the
same time, I do worry about the impact of the Net, and I know many of you do, too.

My next guest, Phoebe Chung, also worries about the Net. But her concern isn’t
whether the Net affects us negatively. She worries that the Internet itself is sick.
Welcome, Phoebe! So, is the Internet sick?
Phoebe: I’d say that it certainly has many issues.
Host: Such as?
Phoebe: Well, imagine you’re looking at a site online and you click on a link. Instead of seeing
a new page, though, you get a blank screen or an error message. Or perhaps you’re
looking at a site and instead of beautiful photos, you just see empty rectangles.
Host: I hate when that happens!
Phoebe: Me, too! The links used to work, of course, but something has changed and they’ve
stopped working. When this happens, we call it link rot. And it’s a problem because
it means people can’t find the information or content they want.

Let’s move on to another issue. Online information changes all the time. We want
the information on some sites to change, of course. After all, a news site that only
has stories from last year isn’t very useful. But the content on some sites can change
too much and become a problem. When this happens, we call it content drift.

I’ll give a couple of examples. Say an office worker uses data from a website to write
a report. If her boss checks the site later, the information might be different. Maybe
the worker gets in trouble because her boss thinks she didn’t do her job.

Or perhaps a teacher recommends a useful site to his students. He recommends the

same site every year but doesn’t check that the site is still useful. And perhaps the
content drifts over time. Perhaps the site now gives information that’s not good for
children. The teacher’s attempt to be helpful has turned into a problem.
Host: So you’re saying that because of link rot and content drift, the Internet isn’t really
reliable.
Phoebe: Right, exactly. These two issues reduce how useful the Net is.
Host: Phoebe will be back shortly with more ideas about why the Internet is sick. Before
that, it’s time for the latest news headlines.

Audio 2
Host: My next guest, Phoebe Chung, also worries about the Net. But her concern isn’t
whether the Net affects us negatively. She worries that the Internet itself is sick.
Welcome, Phoebe! So, is the Internet sick?
Phoebe: I’d say that it certainly has many issues.

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LEVEL 2 ASSESSMENT AUDIO SCRIPT
Host: Such as?
Phoebe: Well, imagine you’re looking at a site online and you click on a link. Instead of seeing
a new page, though, you get a blank screen or an error message. Or perhaps you’re
looking at a site and instead of beautiful photos, you just see empty rectangles.
Host: I hate when that happens!
Phoebe: Me, too! The links used to work, of course, but something has changed and they’ve
stopped working. When this happens, we call it link rot. And it’s a problem because
it means people can’t find the information or content they want.

Audio 3
Host: Without a doubt, the Internet is one of the most important inventions of recent
times. For me, it has contributed in so many ways to improving our lives. At the
same time, I do worry about the impact of the Net, and I know many of you do, too.

Audio 4
Host: My next guest, Phoebe Chung, also worries about the Net. But her concern isn’t
whether the Net affects us negatively. She worries that the Internet itself is sick.
Welcome, Phoebe! So, is the Internet sick?
Phoebe: I’d say that it certainly has many issues.

Audio 5
Seat, seat

Audio 6
Loss, loss

Audio 7
Note, note

Audio 8
Get, get

Audio 9
Plan, plan

Audio 10
Bite, bite

UNIT 2 – ADDITIONAL
Audio 11
Most people love smartphones. I can see they have many benefits, but for me, these devices
cause us so many problems. I wish we could just get rid of them all.

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Audio 12
I don’t normally download many apps on my phone, but I got a new game yesterday and if you
ask me, it’s one of the best games ever. I’m recommending it to everyone I know!

Audio 13
Do you have a plan?

Audio 14
Would you like a kite for your birthday?

Audio 15
Did you fall?

Audio 16
How many sets do we have?

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LEVEL 2 ASSESSMENT AUDIO SCRIPT
UNIT 3
Audio 1
So, I decided to talk about a musical tradition for the presentation part of my project. I chose
the music of the Andes mountain region. This area includes seven South American countries:
Venezuela, Colombia, Ecuador, Peru, Bolivia, Argentina, and Chile—which is actually where my
parents are from. When I was growing up, I had the chance to listen to my parents playing this
kind of music at home all the time. That’s one of the reasons I love it, I think.

Anyway, so Andean music has been around for a long time. It originally came from local people
such as the Quechua and the Aymara. There’s a lot I could say about both these groups, but
that’s not the focus of my talk.

So how can we describe traditional Andean music? The musicians mainly use drums and
panpipes. These are pipes made from reeds, a kind of plant that grows in lakes. When you blow
into them, they make a sound that’s very different from other wind instruments. For me
personally, it sounds sad but beautiful.

OK, next I want to talk a little about how Andean music has changed. In early times, people in
the Andes did not have string instruments. When people from Europe first came to the Andes,
they introduced new instruments. For example, people from Spain brought guitars and violins.
Later, trumpets and other brass instruments came to the Andes, too. These new instruments
became popular in cities and, uh, other areas with a large population. As a result, people in the
Andes developed new kinds of music. However, traditional Andean music remained popular in
parts of the countryside.

Another aspect of the music that has changed is the words of Andean songs. In the past,
traditional Andean songs were often about daily life, about history, about the land. Starting in
the 1970s, things changed. A new generation of musicians began to use the traditional style of
their ancestors to create songs about other subjects, including politics. And these days, the
songs are often about love.

OK, so now I’ll play a short piece of traditional Andean music. I hope you like it. After that, I’ll
answer any questions.

Audio 2
So how can we describe traditional Andean music? The musicians mainly use drums and

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LEVEL 2 ASSESSMENT AUDIO SCRIPT
panpipes. These are pipes made from reeds, a kind of plant that grows in lakes. When you blow
into them, they make a sound that’s very different from other wind instruments. For me
personally, it sounds sad but beautiful.

OK, next I want to talk a little about how Andean music has changed. In early times, people in
the Andes did not have string instruments. When people from Europe first came to the Andes,
they introduced new instruments. For example, people from Spain brought guitars and violins.
Later, trumpets and other brass instruments came to the Andes, too. These new instruments
became popular in cities and, uh, other areas with a large population. As a result, people in the
Andes developed new kinds of music. However, traditional Andean music remained popular in
parts of the countryside.

Audio 3
OK, next I want to talk a little about how Andean music has changed. In early times, people in
the Andes did not have string instruments. When people from Europe first came to the Andes,
they introduced new instruments.

Audio 4
Another aspect of the music that has changed is the words of Andean songs. In the past,
traditional Andean songs were often about daily life, about history, about the land. Starting in
the 1970s, things changed. A new generation of musicians began to use the traditional style of
their ancestors to create songs about other subjects, including politics. And these days, the
songs are often about love.

Audio 5
1. Fur 2. Fair

Audio 6
1. Beard 2. Bird

Audio 7
1. Forced 2. First

Audio 8
1. Lawn 2. Learn

Audio 9
1. Her 2. Hair

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Audio 10
1. Bath day 2. Birthday

UNIT 3 – ADDITIONAL
Audio 11
Teacher: Did you want to ask a question, Sofia?
Sofia: Yes. I’m having trouble understanding the lectures. Do you have any advice?
Teacher: One thing that might be helpful is to focus on listening actively. In general,
active listeners understand more of what they hear.
Sofia: That sounds good. How can I do it?
Teacher: Well, basically you just need to ask yourself questions while you’re listening.
For example, you could ask questions about what the speaker might say next.
Or you could ask yourself how the information from the speaker compares
with what you already know about the topic.
Sofia: I see.
Teacher: It’s often also a good idea to ask yourself questions about the speaker. For
instance, you could ask: Is the speaker an expert on this topic?
Sofia: Right. Could I also ask Why is the speaker making this point? Would that be
active listening?
Teacher: Yeah, that would be a really useful question to ask yourself, I think.
Sofia: Thanks. I’ll try it!
Teacher: Let me know how it goes, OK?

Audio 12
Was she fast?

Audio 13
Can you see the bird?

Audio 14
Are these your shirts?

Audio 15
Should we store it?

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LEVEL 2 ASSESSMENT AUDIO SCRIPT
UNIT 4
Audio 1
You may not think about it like this, but there’s a war going on in every grocery store! Why? You
see, every store has one goal: to make customers spend a lot of money. Customers, on the other
hand, mostly want to avoid spending more than they need.

In this talk, I’ll explain some of the ways that stores try to get you to spend a lot. I’ll also give
some suggestions about how to save money by recognizing what stores are doing.

OK, one of the first things to know about is the power of eye level. Things at the same level as
your eyes are easier to notice. Stores know that customers are more likely to buy these items.
They like to use shelves at eye level for more expensive foods or special items.

How can you avoid this? Very simply, look at items on higher and lower shelves, too. These are
often cheaper and just as good as the expensive items at eye level.

Another thing that stores often do is display expensive items in convenient places where people
will easily see them. For example, in the middle of the store or near the entrance. Again, the
idea is that shoppers are likely to pick these foods up and purchase them without thinking too
much about the price.

Is there a way to avoid this? I have one really effective approach that helps me save money.
What I do is check the label on the shelf to see how much each unit of the food costs. Units are
usually something like ounces or grams. Items near the entrance might cost $2 per unit, but
similar items at the back of the store might be half that price. That’s a good savings!

Many grocery stores also bake cookies or bread in the store. They often give away free samples
of food, too. The reason is the same in both cases: stores are trying to make you feel hungry.
Why? Studies show that hunger can make customers spend more. Luckily, the solution is simple:
Never go shopping when you’re hungry. So, in other words, eat before you shop!

There’s more I could say, but basically, look and think before you buy something. That’s a simple
but powerful way to save money when you visit the store.

Audio 2
Another thing that stores often do is display expensive items in convenient places where people
will easily see them. For example, in the middle of the store or near the entrance. Again, the
idea is that shoppers are likely to pick these foods up and purchase them without thinking too
much about the price.

Is there a way to avoid this? I have one really effective approach that helps me save money.
What I do is check the label on the shelf to see how much each unit of the food costs. Units are

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LEVEL 2 ASSESSMENT AUDIO SCRIPT
usually something like ounces or grams. Items near the entrance might cost $2 per unit, but
similar items at the back of the store might be half that price. That’s a good savings!

Audio 3
Like a lot of people, I’ve found that prices—especially prices for food—have gone up a lot
recently. I’ve heard a lot of different explanations about why this is. Still, what matters to me is
that it’s becoming harder and harder to afford the things I need.

Audio 4
I stopped eating fast food a few weeks ago and already I’m feeling healthier. The issue is that
this kind of food has been designed to be tasty and pretty cheap, but it’s just not very good for
us.

Audio 5
Three teas, please.

Audio 6
They’ve paid to stay.

Audio 7
The child climbs high.

Audio 8
They are always late.

Audio 9
I don’t know the goal.

Audio 10
The evening meal was free.

UNIT 4 – ADDITIONAL
Audio 11
Many people like eating meat. Studies show this is a major issue because raising meat has a big
impact on the environment.

Audio 12
Some people find it very hard to lose weight. Surprisingly, one solution might be to eat
vegetables before other foods.

Audio 13
Complete. Seem. Deep.

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LEVEL 2 ASSESSMENT AUDIO SCRIPT
Audio 14
Window. Note. Loan.

Audio 15
Away. Late. Tail.

Audio 16
Rhyme. Type. Fine.

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LEVEL 2 ASSESSMENT AUDIO SCRIPT
UNIT 5
Audio 1
Dr. Kohli: Welcome to Health Call. I’m Dr. Kohli, and I’m ready to take your calls about your
health concerns. Peter from Milltown is on the line first. What’s your concern,
Peter?
Peter: Yeah, hi, Dr. Kohli. So, I’ve just started a short-term office job—it’s my first job after
college, actually—and, well, I just feel so tired and down after work. I’m worried I’ve
got a problem.
Dr. Kohli: OK, so as usual, I’m going to say first that you should go see your regular doctor. Say
what you just told me. He or she will probably want to run some tests. Having said
that, my sense is that the problem’s with your job, not with you.
Peter: My job’s making me this tired? How? All I do is sit around for eight hours!
Dr. Kohli: It sounds surprising, but office jobs can make us feel really tired and unhappy. One
study showed that desk work can actually be more tiring than jobs where people
have to move around or lift and carry things a lot. The reason is our brains need a lot
of energy. They’re about two percent of our body’s weight but use about 20 percent
of our total energy. It could be even more when we must really focus and perform
complex tasks, such as at work. And studies show that using computers can be
especially tiring. Do you often use a computer, Peter?
Peter: Yeah. I normally spend at least six hours a day looking at a screen at work. And then
I play games on my computer when I get home. So, perhaps nine hours in total.
Dr. Kohli: Earlier you said you sit all day. Doing that can also make you feel tired. Our bodies
aren’t good at sitting for long periods, you see. So, because you sit a lot and use
your brain so much, to be honest, I’d expect you to feel really tired.
Peter: OK. Thanks … So, to feel less tired, should I quit my job?
Dr. Kohli: I don’t think that’s necessary. It will help to take regular short breaks. Both our
brains and bodies need rest. So, take a five-minute break every hour at least, yeah?

And this might sound surprising, but exercising can generate energy. So go for a
walk, and maybe you’ll feel less tired, function better, and be in a better mood.
Peter: Thanks, Dr. Kohli.
Dr. Kohli: You’re welcome, Peter. And remember to see your usual doctor, OK?

Audio 2
Peter: My job’s making me this tired? How? All I do is sit around for eight hours!
Dr. Kohli: It sounds surprising, but office jobs can make us feel really tired and unhappy. One
study showed that desk work can actually be more tiring than jobs where people
have to move around or lift and carry things a lot. The reason is our brains need a lot
of energy. They’re about two percent of our body’s weight but use about 20 percent
of our total energy. It could be even more when we must really focus and perform
complex tasks, such as at work. And studies show that using computers can be
especially tiring. Do you often use a computer, Peter?

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Peter: Yeah. I normally spend at least six hours a day looking at a screen at work. And then
I play games on my computer when I get home. So, perhaps nine hours in total.
Dr. Kohli: Earlier you said you sit all day. Doing that can also make you feel tired. Our bodies
aren’t good at sitting for long periods, you see. So because you sit a lot and use your
brain so much, to be honest, I’d expect you to feel really tired.
Peter: OK. Thanks … So, to feel less tired, should I quit my job?
Dr. Kohli: I don’t think that’s necessary. It will help to take regular short breaks. Both our
brains and bodies need rest. So, take a five-minute break every hour at least, yeah?

Audio 3
Dr. Kohli: It sounds surprising, but office jobs can make us feel really tired and unhappy. One
study showed that desk work can actually be more tiring than jobs where people
have to move around or lift and carry things a lot. The reason is our brains need a lot
of energy. They’re about two percent of our body’s weight but use about 20 percent
of our total energy.

Audio 4
Dr. Kohli: Earlier you said you sit all day. Doing that can also make you feel tired. Our bodies
aren’t good at sitting for long periods, you see. So, because you sit a lot and use
your brain so much, to be honest, I’d expect you to feel really tired.

Audio 5
As people get older, they can have difficulty with their short-term memory. [Link the two words
in bold.]

Audio 6
Many people don’t like to perform in front of an audience. [Link the two words in bold.]

Audio 7
My office is so noisy some days that I find it hard to function normally. [Link the two words in
bold.]

Audio 8
Signal loss can be a big problem for cell phone users in some areas. [Link the two words in
bold.]

Audio 9
Brainstorming can be an excellent way to generate ideas. [Link the two words in bold.]

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Audio 10
I’m not sure the cloud is a safe place to store important information. [Link the two words in
bold.]

UNIT 5 – ADDITIONAL
Audio 11
Many of you might have experienced this. You go for a run or do some other kind of exercise and
find that your mood improves, and you start feeling better afterwards. The reason for this
improved mood is that exercise causes your brain to produce a chemical that can change how you
feel.

Audio 12
A: When I have to do a complex task, I find that I learn more when I do it with a group of people
than doing it alone. Do you know why?
B: That’s because everyone in the group shares information, so you learn more easily.

Audio 13
Can you meet us later? [Link the two words in bold.]

Audio 14
Surprisingly, he doesn’t like cake. [Link the two words in bold.]

Audio 15
Do you know a cheap place to eat? [Link the two words in bold.]

Audio 16
We really need ideas for our presentation. [Link the two words in bold.]

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LEVEL 2 ASSESSMENT AUDIO SCRIPT
UNITS 1–5
Audio 1
Professor: OK, so for your presentations today, I asked you all to talk about a food myth—
something that people often believe about food that actually isn’t true. Sam, could
you go first?

Student 1: Sure. About 10 years ago, a professor named Alan Levinovitz wrote a book about a
food myth called “The Gluten Lie and Other Myths About What You Eat.” At the back
of this book, he included information about a diet called the “UNpacked diet.” This
diet is what I want to discuss.

In the description of the UNpacked diet, Levinovitz says that food doesn’t cause
problems in our bodies. Instead, problems come from the way our food is sold. For
example, Levinovitz says meat is fine to eat. However, meat’s usually wrapped in
plastic packaging. Chemicals from the plastic get into the meat. When we eat it,
harmful substances get into our bodies and make us sick.

Levinovitz says the UNpacked diet can help. Following this diet is not complex. All it
involves is avoiding plastic packaging. If we do this, Levinovitz says we’ll get a lot of
health benefits. For example, we’ll feel better, sleep better, lose weight, and so on.
He says following the UNpacked diet for just nine days can have a big effect on our
health.

Levinovitz’s book includes the words of people who’ve followed the UNpacked diet,
and many of them say it has really helped them. For example, one person said she
lost four pounds—that’s nearly two kilograms—after just one day on the diet!

Before I continue, does anyone have a question?

Student 2: I don’t want to be difficult, but why are you presenting this diet? I mean, if you ask
me, it sounds helpful and convenient, so I might try it.

Student 3: Yeah, I agree. It’s not really a food myth, in my view. It actually sounds like a good
idea.

Student 1: I was hoping someone would ask that. Levinovitz wanted to show how easy it is to
make people believe something that’s not true. So he completely made up the
UNpacked diet.

Student 2: So, it’s all a joke? None of it’s true?

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Student 1: Right! But the crazy thing is that some people didn’t realize it was a joke. They
thought the diet was real, so they followed it. And some of them lost weight and felt
better. One person said the diet saved her husband’s life!

Professor: Thanks, Sam. That’s a great example of a myth about food.

Audio 2
Professor: OK, so for your presentations today, I asked you all to talk about a food myth—
something that people often believe about food that actually isn’t true. Sam, could
you go first?

Student 1: Sure. About 10 years ago, a professor named Alan Levinovitz wrote a book about a
food myth called “The Gluten Lie and Other Myths About What You Eat.” At the back
of this book, he included information about a diet called the “UNpacked diet.” This
diet is what I want to discuss.

In the description of the UNpacked diet, Levinovitz says that food doesn’t cause
problems in our bodies. Instead, problems come from the way our food is sold. For
example, Levinovitz says meat is fine to eat. However, meat’s usually wrapped in
plastic packaging. Chemicals from the plastic get into the meat. When we eat it,
harmful substances get into our bodies and make us sick.

Levinovitz says the UNpacked diet can help. Following this diet is not complex. All it
involves is avoiding plastic packaging. If we do this, Levinovitz says we’ll get a lot of
health benefits. For example, we’ll feel better, sleep better, lose weight, and so on.
He says following the UNpacked diet for just nine days can have a big effect on our
health.

Levinovitz’s book includes the words of people who’ve followed the UNpacked diet,
and many of them say it has really helped them. For example, one person said she
lost four pounds—that’s nearly two kilograms—after just one day on the diet!

Audio 3
Student 1: Before I continue, does anyone have a question?

Student 2: I don’t want to be difficult, but why are you presenting this diet? I mean, if you ask
me, it sounds helpful and convenient, so I might try it.

Audio 4
Student 3: Yeah, I agree. It’s not really a food myth, in my view. It actually sounds like a good
idea.

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LEVEL 2 ASSESSMENT AUDIO SCRIPT
Audio 5
made, made

Audio 6
quit, quit

Audio 7
let, let

Audio 8
I study hard after work, but I’m tired. Some nights I learn nothing. [Words in bold should be
linked.]

Audio 9
The old doctor was loved by all her patients. [Words in bold should be linked.]

Audio 10
I want to buy a present for Anna’s birthday. When is it? [Words in bold should be linked.]

UNITS 1–5 – ADDITIONAL

Audio 11
OK, so what can we do about this? Well, we could probably do several things, but the most
important one is to stop spending so much money on things that we don’t really need. This isn’t
a perfect solution, of course, but it will definitely help our situation.

Audio 12
As I see it, the main issue we’re currently facing is how we can get all of the work done in time.
I’m sure you all agree. We’ll need to discuss other ways to deal with this, but in the short term, I
think having more people join our team would definitely help, so let’s see who’s available.

Audio 13
gray day

Audio 14
fine mind

Audio 15
three shows

Audio 16
great time

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LEVEL 2 ASSESSMENT AUDIO SCRIPT
UNIT 6
Audio 1
Professor: Who can tell me what day it is?

Student 1: Uh, it’s Tuesday, October 10th.

Professor: Yes, of course, but what’s special about today?

Student 2: It’s my birthday!

Professor: Well then double congratulations! Once for it being your birthday and again for
having your birthday on Ada Lovelace Day.

Student 2: Thanks, but, um, who’s Ada Lovelace? And how did she end up getting a Day?

Professor: Does anyone know? No? Then I guess I’d better explain.

Ada Lovelace has her own Day because she’s an important figure in the history of
science, mathematics, and especially computing. Many people think that she wrote
the very first computer program, in fact.

Student 2: That’s pretty cool!

Professor: You’re right. And what’s even cooler is that Ada Lovelace never went to school. She
had a tutor when she was a child. But most of her advanced knowledge about
science, math, and computers came from teaching herself. And what’s even cooler
than that is that she did all this in the 1830s and 1840s. That’s close to 200 years
ago, when it was rare for women to have an advanced education.

Student 2: I didn’t realize they even had computers in those days. I thought the first computers
were built in the 1940s.

Professor: The first modern computers were built in the 1930s and 1940s, as you say. But back
in Lovelace’s time, a man named Charles Babbage built a machine that was very
much like a computer.

Student 1: Wasn’t it called the “Analytical Machine” or something?

Professor: It was the “Analytical Engine,” so you were close. Anyway, Babbage knew Lovelace
and was impressed with her knowledge and intelligence even though she was just
18, even though she was a woman, and even though she hadn’t been to college. He
discussed his machine with her, and she wrote about it. And part of one of her

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articles was a kind of computer program. Perhaps the very first one in the world, as I
said.

Student 1: Isn’t there a computer programming language called “Ada?” Is that named after Ada
Lovelace?

Professor: Yes, that’s right. Her name might not be familiar to many people, but anyone who
has studied the history of computers knows her. And back in the 1980s, a new
programming language was created. It was called Ada in her memory.

And as I said, this bright, self-educated woman has had a powerful effect on science.
So powerful, in fact, that since 2009, the second Tuesday in October has been
known as Ada Lovelace Day to remember her.

Audio 2
Professor: Ada Lovelace has her own Day because she’s an important figure in the history of
science, mathematics, and especially computing. Many people think that she wrote
the very first computer program, in fact.

Student 2: That’s pretty cool!

Professor: You’re right. And what’s even cooler is that Ada Lovelace never went to school. She
had a tutor when she was a child. But most of her advanced knowledge about
science, math, and computers came from teaching herself. And what’s even cooler
than that is that she did all this in the 1830s and 1840s. That’s close to 200 years
ago, when it was rare for women to have an advanced education.

Student 2: I didn’t realize they even had computers in those days. I thought the first computers
were built in the 1940s.

Professor: The first modern computers were built in the 1930s and 1940s, as you say. But back
in Lovelace’s time, a man named Charles Babbage built a machine that was very
much like a computer.

Student 1: Wasn’t it called the “Analytical Machine” or something?

Professor: It was the “Analytical Engine,” so you were close. Anyway, Babbage knew Lovelace
and was impressed with her knowledge and intelligence even though she was just
18, even though she was a woman, and even though she hadn’t been to college. He
discussed his machine with her, and she wrote about it. And part of one of her
articles was a kind of computer program. Perhaps the very first one in the world, as I
said.

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LEVEL 2 ASSESSMENT AUDIO SCRIPT
Student 1: Isn’t there a computer programming language called “Ada?” Is that named after Ada
Lovelace?

Professor: Yes, that’s right. Her name might not be familiar to many people, but anyone who
has studied the history of computers knows her. And back in the 1980s, a new
programming language was created. It was called Ada in her memory.

And as I said, this bright, self-educated woman has had a powerful effect on science.
So powerful, in fact, that since 2009, the second Tuesday in October has been
known as Ada Lovelace Day to remember her.

Audio 3
We’ve been talking a lot about why it’s important to keep your brain active and to continue to
learn new skills, but now I want to move on to the importance of keeping the rest of your body
active as well. I’m sure you’ve heard that daily physical exercise is essential. Find ways to work
some moderate physical exercise into your schedule every day.

Audio 4
climb, climb

Audio 5
wrote, wrote

Audio 6
doubt, doubt

Audio 7
know, know

Audio 8
wrapped, wrapped

Audio 9
knocked, knocked

UNIT 6 – ADDITIONAL
Audio 10
OK, so that was the second thing I wanted to cover. Let’s move on. Our final topic is teaching
yourself using the Internet.

Audio 11
There are a couple of things I want to cover today. First, we’ll discuss deciding which college to
attend. Then we’ll talk about choosing a major. OK?

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Audio 12
wrist, wrist

Audio 13
knife, knife

Audio 14
thumb, thumb

Audio 15
knee, knee

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LEVEL 2 ASSESSMENT AUDIO SCRIPT
UNIT 7
Audio 1
Professor: We’re going to discuss two key concepts from Earth science today. These ideas will
be on the test next week, so it’s essential you understand them. So listen carefully
and take notes, OK?

Weathering is the first thing I want to cover. I don’t want to get too technical yet, so
in simple terms, weathering is when rocks get broken into smaller pieces at the
same location.

There are three kinds of weathering. The first kind is physical weathering. That
occurs when a rock experiences changes in temperature. It can also happen because
of wind or water. For example, a rock on a beach will be weathered by waves
crashing into it. Chemical weathering is the second kind. It happens when a rock is
affected by chemicals in water. For example, some chemicals can damage rock. And
lastly, biological weathering is caused when plants or animals grow or move. For
example, people can cause weathering if many of them walk across or climb a rock.
Note that all three kinds of weathering take a very long time.

We’ve talked about the effects of weathering on rocks, but let me emphasize that
weathering can affect other things, too. In fact, it can affect anywhere or anything
on the surface of the planet. This includes buildings, statues, and even things that
people sometimes leave outside, such as bicycles.

The second thing we need to discuss is erosion. This process has two parts. First,
rocks break or wear down into smaller pieces; and second, they move to another
location. Let me repeat and make the difference clear: in weathering, rocks break
into smaller pieces but stay in the same place; in erosion, rocks break into smaller
pieces and then move to a new place. OK?

Several things can cause eroded rocks to move. First, rocks can fall from a higher
place to a lower one. Second, water can move small pieces of rock. In fact, the
majority of erosion happens because of water. This can be rain or rivers, lakes, or
oceans. It can also be water in the form of ice, such as glaciers. And finally, the wind
can move small pieces of rock. These things can all happen quite quickly.

OK, so that was a short introduction to weathering and erosion. We’ll go into more
detail next, but before that, are there any questions?

Audio 2
Professor: Weathering is the first thing I want to cover. I don’t want to get too technical yet, so
in simple terms, weathering is when rocks get broken into smaller pieces at the
same location.

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LEVEL 2 ASSESSMENT AUDIO SCRIPT

There are three kinds of weathering. The first kind is physical weathering. That
occurs when a rock experiences changes in temperature. It can also happen because
of wind or water. For example, a rock on a beach will be weathered by waves
crashing into it. Chemical weathering is the second kind. It happens when a rock is
affected by chemicals in water. For example, some chemicals can damage rock. And
lastly, biological weathering is caused when plants or animals grow or move. For
example, people can cause weathering if many of them walk across or climb a rock.
Note that all three kinds of weathering take a very long time.

We’ve talked about the effects of weathering on rocks, but let me emphasize that
weathering can affect other things, too. In fact, it can affect anywhere or anything
on the surface of the planet. This includes buildings, statues, and even things that
people sometimes leave outside, such as bicycles.

Audio 3
Professor: Good morning, everyone. In today’s lecture, we’re going to be discussing plate
tectonics, which is a key concept in Earth science. This is one of the most important
ideas we’ll study this semester, in fact, so listen carefully, take notes, and ask if you
have any questions, OK?

Audio 4
They are friends. [Drop the consonant that is bolded.]

Audio 5
The effects were positive. [Drop the consonant that is bolded.]

Audio 6
That sounds like fun! [Drop the consonant that is bolded.]

Audio 7
It’ll just take a few seconds. [Drop the consonant that is bolded.]

Audio 8
When do the events start? [Drop the consonant that is bolded.]

Audio 9
Are these all the facts we need? [Drop the consonant that is bolded.]

UNIT 7 – ADDITIONAL
Audio 10
OK, so I’m almost at the end of my talk. As I mentioned at the start, my goal was to answer four
key questions today: First, what are volcanoes and how do they form? Next, what types of

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volcanoes exist and how are they different? Then, where do volcanoes mainly occur and why?
And finally, what kinds of effects can volcanic eruptions have? If there’s anything that wasn’t
clear, I’m available for questions.

Audio 11
The kids used their hands. [Drop the consonant that is bolded.]

Audio 12
He counts the islands. [Drop the consonant that is bolded.]

Audio 13
My parents are artists. [Drop the consonant that is bolded.]

Audio 14
She plays sports on weekends. [Drop the consonant that is bolded.]

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UNIT 8
Audio 1
Host: Hello, everyone. I’m back with another episode of the podcast that explores
different jobs. Today’s special guest is Shannon Woods. Welcome, Shannon, and tell
us what you do, please.
Guest: Hi! I’m an interpreter at a living museum.
Host: Which means …?
Guest: I work at an open-air museum with buildings and objects from about 200 years ago.
Interpreters like me use those buildings and tools to help visitors understand what
life was like back then. We try to make history come alive, in other words.
Host: And do you wear historical clothes? Or talk like people from that period?
Guest: Yes to the clothes; no to the talking. There are some museums where people use
words and grammar from the past, but at my museum, we use modern language
only. We do give demonstrations, though.
Host: Demonstrations of …?
Guest: Around 200 years ago, most people around here were farmers. So, part of my job is
to walk around the site and show traditional ways of doing things by demonstrating
them. So, for example, I show the traditional methods that farmers used to grow
plants or raise animals.
Host: I imagine that’s hard work!
Guest: It can be, especially when there’s cold weather or when it’s been raining a lot. Rain’s
the worst actually, as the ground can get so muddy.
Host: What are the best parts of your job?
Guest: For sure, the best part is the visitors. Making a connection with the public and
teaching them things is wonderful! I also like getting to work outdoors. I tried
working in an office once, and it really wasn’t for me. Oh, and I’ve always been crazy
about history, so I love getting paid to learn!
Host: Is the pay good, then?
Guest: I wouldn’t say that. I actually volunteered my first year there . . .
Host: So you didn’t get paid anything?
Guest: Right, but like I said, I love what I do, so I didn’t mind too much.
Host: Are there any things you don’t like about your job?
Guest: Mostly it’s great, but sometimes the weather could be better, like I said. And the
clothes can be a problem, too.
Host: Why is that?
Guest: Well, the clothes are authentic, so they tend to be hot and heavy in the summer,
and then cold and heavy in the winter. There are usually a few days in spring and fall
when they’re good, though!
Host: Thanks, Shannon. Great to have you on the show.

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LEVEL 2 ASSESSMENT AUDIO SCRIPT
Audio 2
Guest: I work at an open-air museum with buildings and objects from about 200 years ago.
Interpreters like me use those buildings and tools to help visitors understand what
life was like back then. We try to make history come alive, in other words.
Host: And do you wear historical clothes? Or talk like people from that period?
Guest: Yes to the clothes; no to the talking. There are some museums where people use
words and grammar from the past, but at my museum, we use modern language
only. We do give demonstrations, though.
Host: Demonstrations of …?
Guest: Around 200 years ago, most people around here were farmers. So, part of my job is
to walk around the site and show traditional ways of doing things by demonstrating
them. So, for example, I show the traditional methods that farmers used to grow
plants or raise animals.
Host: I imagine that’s hard work!
Guest: It can be, especially when there’s cold weather or when it’s been raining a lot. Rain’s
the worst actually, as the ground can get so muddy.

Audio 3
Guest: So, part of my job is to walk around the site and show traditional ways of doing
things by demonstrating them. So, for example, I show the traditional methods that
farmers used to grow plants or raise animals.
Host: I imagine that’s hard work!
Guest: It can be, especially when there’s cold weather or when it’s been raining a lot. Rain’s
the worst actually, as the ground can get so muddy.

Audio 4
Host: Are there any things you don’t like about your job?
Guest: Mostly it’s great, but sometimes the weather could be better, like I said. And the
clothes can be a problem, too.
Host: Why is that?
Guest: Well, the clothes are authentic, so they tend to be hot and heavy in the summer,
say, and then cold and heavy in the winter. There are usually a few days in spring
and fall when they’re good, though!

Audio 5
She’s from the United States. [Place stress on the bold word.]

Audio 6
It happened 100 years ago. [Place stress on the bold word.]

Audio 7
I’m going to study history. [Place stress on the bold word.]

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LEVEL 2 ASSESSMENT AUDIO SCRIPT
Audio 8
The living museum was wonderful. [Place stress on the bold word.]

Audio 9
We used to live there. [Place stress on the bold word.]

Audio 10
They saw the Rosetta Stone. [Place stress on the bold word.]

UNIT 8 – ADDITIONAL
Audio 11
A: I’ve heard about the Rosetta Stone, of course, but I’m still not sure I understand why it’s so
important.
B: Lots of reasons. Our ability to read Egyptian writing is a good illustration. Without the Rosetta
Stone, we might still find it hard or impossible to read what ancient Egyptians wrote.

Audio 12
A: I’m interested in many ancient civilizations, including the Greeks, the Romans, and especially
the Mayans.
B: Yeah, I’m interested in ancient Central and South American societies, too. I’d love to learn
more about Inca culture, for instance.

Audio 13
The speaker’s ideas were surprising but interesting. [Place stress on the bold word.]

Audio 14
We haven’t had a chance to tell the children yet. [Place stress on the bold word.]

Audio 15
It’s important for students to study hard, you know? [Place stress on the bold word.]

Audio 16
I think John is the best candidate. [Place stress on the bold word.]

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LEVEL 2 ASSESSMENT AUDIO SCRIPT
UNIT 9
Audio 1
In the last class, we considered things that species can do to survive. We’ll continue that topic
today and discuss something called mutualism. Here, I’ll write that for you. M – U – T – U – A – L
– I – S – M. Mutualism.

That sounds complex and difficult, I know. The idea is actually simple, though. Basically, it means
that two different kinds of species benefit each other in some way. In many cases, the benefit
for one species is food. The benefit for the other species can vary.

Let’s look at some examples, such as the relationship between flowers and bees. Like all
creatures, bees need food. Their food comes from flowers, so they fly around and visit many
flowers. This obviously helps bees because they get food. Flowers don’t get food from bees, but
they do benefit. Bees spread something called pollen from flower to flower. Without this, new
flowers can’t grow, so flowers depend on bees.

Let me give you another example. Insects can be a problem for large African animals, such as
rhinos, zebras, or giraffes. The insects bite the animals, which can be painful. Luckily, birds called
oxpeckers help. They fly near the animals—or even sit on them—and eat the insects. That’s
good for the birds – they get food. And as a consequence, there are fewer insects around, so the
animals benefit, too.

There are also examples of mutualism between humans and animals. Another kind of bird—the
greater honeyguide—loves honey. It knows that people love honey, too. So, it makes a loud
noise when it finds a bee nest. The bird makes the noise until a person replies with a different
noise. When that happens, the bird flies to the bee nest. It flies slowly, so the person can follow.
When they reach the nest, the person first deals with the bees and then takes some of the
honey. The person leaves some of the delicious honey for the honeyguide, too, so the bird can
get it without danger.

If you have a pet, my last example is one you’ll find in your homes. That’s right! There’s
mutualism between pets and humans. My cat, for example, gets food twice a day. She gets a
warm place to sleep. She gets protection from threats. She definitely benefits, in other words.
How about me? What do I get? Well, having a cat makes me feel relaxed and happy.

Audio 2
Let’s look at some examples, such as the relationship between flowers and bees. Like all
creatures, bees need food. Their food comes from flowers, so they fly around and visit many
flowers. This obviously helps bees because they get food. Flowers don’t get food from bees, but
they do benefit. Bees spread something called pollen from flower to flower. Without this, new
flowers can’t grow, so flowers depend on bees.

Let me give you another example. Insects can be a problem for large African animals, such as

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LEVEL 2 ASSESSMENT AUDIO SCRIPT
rhinos, zebras, or giraffes. The insects bite the animals, which can be painful. Luckily, birds called
oxpeckers help. They fly near the animals—or even sit on them—and eat the insects. That’s
good for the birds – they get food. And as a consequence, there are fewer insects around, so the
animals benefit, too.

There are also examples of mutualism between humans and animals. Another kind of bird—the
greater honeyguide—loves honey. It knows that people love honey, too. So, it makes a loud
noise when it finds a bee nest. The bird makes the noise until a person replies with a different
noise. When that happens, the bird flies to the bee nest. It flies slowly, so the person can follow.
When they reach the nest, the person first deals with the bees and then takes some of the
honey. The person leaves some of the delicious honey for the honeyguide, too, so the bird can
get it without danger.

Audio 3
Scientists have determined that fewer than 2000 giant pandas live in the wild. In my view, if we
don’t protect them better, these wonderful animals might soon go extinct.

Audio 4
Getting rid of all mosquitoes—or any species of insect, for that matter—is obviously a terrible
idea that would cause many problems for the environment.

Audio 5
Mammals usually have hair / and can live on land / or in water.

Audio 6
The babies of mammals / are born alive / and drink milk.

Audio 7
Birds have wings and feathers / and most of them can fly.

Audio 8
Fish have scales / and live and breathe in water.

Audio 9
The babies of reptiles / are born from eggs laid on land.

Audio 10
Unlike reptiles, / amphibians have wet skin / and lay their eggs in water.

UNIT 9 – ADDITIONAL
Audio 11
Man: There’s a spider in the bathroom.

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Woman: Don’t kill it! Most species of spiders eat insects.

Audio 12
Man: There’s an exhibition of animal photos at the museum.
Woman: We should go. I bet all the pictures are amazing!

Audio 13
Foxes sometimes live in cities.

Audio 14
In the 1970s, / otters almost became extinct / in Singapore.

Audio 15
Gray wolves help balance life / in Yellowstone Park.

Audio 16
Tourists like seeing gray whales.

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LEVEL 2 ASSESSMENT AUDIO SCRIPT
UNIT 10
Audio 1
Professor: We’ll study some successful people and organizations today. Before that, form a
group with the people near you and discuss this question: What is success?
Rachel: Emma and Simon, OK to group up?
Simon: Sure. I’ll start.
For me, success is having a great job, earning a decent income, living in a nice
house, driving a good car, that kind of thing. I mean, in books and movies, successful
people are always rich, famous, ambitious, and confident, you know? So, for me,
that’s success.
Rachel?
Rachel: I think many people want those things, Simon. Money, fame, ambition, and
confidence, I mean. And if they get them, then sure, they’re successful. But what
about people who don’t want those things?
Simon: Doesn’t everyone want them?
Rachel: No! Lots of people don’t want money or power. Instead, they want to help other
people or raise a happy family or … or … or I don’t know, visit every country in the
world. And for those people, success isn’t money or fame, it’s helping others or
having a happy family or traveling. Do you see?
Simon: I think so. You’re saying success is getting what you want? It could be money, but it
could be something else.
Rachel: Yeah, exactly!
How about you, Emma?
Emma: I kind of agree with you, Rachel, but I think we need a more flexible idea of success.
Take me, for example. I’m the first member of my family to go to college, so people
in my family think I’m successful. And I’m on the school volleyball team, so my
friends here think I’m successful, too.
Rachel: Hey, I didn’t know you made the volleyball team. Congratulations! You do sound
pretty successful!
Emma: Thanks. But the thing is, I’m happy to be the first person in my family to attend
college, but I didn’t want to be the first. And I’m happy to make the volleyball team,
but I didn’t want it. I’d never even played volleyball before I got here, so how could
it be my aim, you know?
But your idea, Rachel, is that success means getting what you want. But because I
didn’t want those things, am I not successful even though I achieved them?
I guess for me, success means achieving or getting something that makes you happy,
particularly if other people think it’s important or special.

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LEVEL 2 ASSESSMENT AUDIO SCRIPT
Rachel: You know, I think that’s a great definition of success, Emma.

Audio 2
Simon: For me, success is having a great job, earning a decent income, living in a nice
house, driving a good car, that kind of thing. I mean, in books and movies, successful
people are always rich, famous, ambitious, and confident, you know? So, for me,
that’s success.
Rachel?
Rachel: I think many people want those things, Simon. Money, fame, ambition, and
confidence, I mean. And if they get them, then sure, they’re successful. But what
about people who don’t want those things?
Simon: Doesn’t everyone want them?
Rachel: No! Lots of people don’t want money or power. Instead, they want to help other
people or raise a happy family or … or … or I don’t know, visit every country in the
world. And for those people, success isn’t money or fame, it’s helping others or
having a happy family or traveling. Do you see?
Simon: I think so. You’re saying success is getting what you want? It could be money, but it
could be something else.
Rachel: Yeah, exactly!
How about you, Emma?
Emma: I kind of agree with you, Rachel, but I think we need a more flexible idea of success.
Take me, for example. I’m the first member of my family to go to college, so people
in my family think I’m successful. And I’m on the school volleyball team, so my
friends here think I’m successful, too.
Rachel: Hey, I didn’t know you made the volleyball team. Congratulations! You do sound
pretty successful!
Emma: Thanks. But the thing is, I’m happy to be the first person in my family to attend
college, but I didn’t want to be the first. And I’m happy to make the volleyball team,
but I didn’t want it. I’d never even played volleyball before I got here, so how could
it be my aim, you know?
But your idea, Rachel, is that success means getting what you want. But because I
didn’t want those things, am I not successful even though I achieved them?
I guess for me, success means achieving or getting something that makes you happy,
particularly if other people think it’s important or special.

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LEVEL 2 ASSESSMENT AUDIO SCRIPT
Audio 3
[This should be read with a humorous tone.]
Man: So, what’s your advice for being successful?
Woman: Never use an elevator.
Man: Never use an elevator? Why?
Woman: Because being successful takes many steps.

Audio 4
[This should be read with a humorous tone.]
Woman: How was your first day at your new job?
Man: Well, I made lots of mistakes, forgot everyone’s name, accidentally broke a chair,
and made two customers really angry. So, compared with my first day at my last job, it was
much better!

Audio 5
Actually, I’ve lived here for six years, not seven. [Strongly stress the bold words.]

Audio 6
This order is wrong. I asked for a sandwich. [Strongly stress the bold word.]

Audio 7
Luckily, it was more successful than we had expected. [Strongly stress the bold word.]

Audio 8
I can’t come tomorrow, but I can come on Saturday. [Strongly stress the bold words.]

Audio 9
No, I started this company without a partner. [Strongly stress the bold word.]

Audio 10
People think I’m Spanish, but I’m from Mexico. [Strongly stress the bold words.]

UNIT 10 – ADDITIONAL
Audio 11
[This should be read normally.]
A lot of people say and think that I’m successful. But it’s funny because personally, I never feel
that I’m successful. Perhaps that’s why I always push myself to do well and succeed.

Audio 12
[This should be read with a humorous tone.]
Let me start with a question. How do you spell success? If you’re thinking it’s S – U – C – C – E –
S – S, well, you’re wrong. Success is spelled H – A – R – D – W – O – R – K. Why? Because without
hard work, there is no success!

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Audio 13
[Strongly stress the bold words.]
Woman: So, I’ll see you on the tenth at nine o’clock.
Man: But our meeting’s on the ninth at ten o’clock.

Audio 14
[Strongly stress the bold words.]
Woman: I’m supposed to be flying to Austria, not Australia!
Man: I understand you’re upset. Let me take a look.

Audio 15
[Strongly stress the bold words.]
Woman: You said I would only have to wait a few minutes, but it’s been thirty minutes
already.
Man: Please wait just a little longer.

Audio 16
[Strongly stress the bold word.]
Woman: I’ll send you the report on Thursday.
Man: I’m sorry, I need it by Wednesday. Will that be possible?

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LEVEL 2 ASSESSMENT AUDIO SCRIPT
UNITS 6-10
Audio 1
Welcome! You’re all about to start your journey at college. The tradition at this institution is for
somebody to give some advice to help make that journey a success. This year, it’s my turn.

The world we live in is changing. I don’t mean that the climate’s getting hotter—though that
does seem to be happening. I’m talking about changes in society.

In the past, education was about gaining knowledge. Perhaps surprisingly, that’s less important
these days. Tools like smartphones and artificial intelligence have caused a revolution in society.
How? Well, if we haven’t learned something, we can just look it up. We don’t have to memorize
facts anymore.

So, what is important for college success these days? In my experience, you need two things:
one key mindset, or way of thinking, and one important skill.

Let’s start with the mindset. I hope your time at college will be wonderful. But you’re all bright
enough to know that sometimes things will be hard and that sometimes you’ll have problems.
How you deal with issues will affect how successful you are.

Some people have a “fixed mindset.” When things go wrong, they think they can’t change. If
they get a bad grade, for example, they might think “I’m not good enough” or “I lack the skills I
need.” With a fixed way of thinking like this, success is hard to find.

People with a growth mindset think differently, however. If they get a bad grade, they think,
“I’m good enough, but I need to work harder. Next time, I’ll do that.” Or they think, “I don’t have
the skills I need now, but I’ll develop them.” In other words, they don’t give up.

Communication skills are also key for doing well at college. If you can express your ideas clearly
in both speech and writing, you’ll do well. It’s important to have a flexible approach to
communication if possible. You’ll learn from—and learn with—hundreds of people at college.
They’ll all have different styles of communication. The most successful students, in my
experience, are those who are effective at communicating with everyone.

If you’re concerned that you don’t have great communication skills, don’t worry. Remember to
have a growth mindset. Think to yourself: “I may not have great communication skills yet, but I’ll
get them!”

Thank you. I hope you feel one step closer to success!

Audio 2
Communication skills are also key for doing well at college. If you can express your ideas clearly
in both speech and writing, you’ll do well. It’s important to have a flexible approach to

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LEVEL 2 ASSESSMENT AUDIO SCRIPT
communication if possible. You’ll learn from—and learn with—hundreds of people at college.
They’ll all have different styles of communication. The most successful students, in my
experience, are those who are effective at communicating with everyone.

If you’re concerned that you don’t have great communication skills, don’t worry. Remember to
have a growth mindset. Think to yourself: “I may not have great communication skills yet, but I’ll
get them!”

Audio 3
My talk today is about natural disasters, such as earthquakes and hurricanes. First, I’ll talk about
the different kinds of natural disasters. After that, I’ll talk about how these events can affect
Earth. Finally, I’ll talk about how we can protect ourselves if we get caught up in a disaster. Oh,
and I’ll leave some time for questions at the end, OK?

Audio 4
Now you might be wondering how this species has survived. Well, the answer is that it’s
survived because of help from humans. How did people help? Let me explain.

Audio 5
The two friends are holding hands. [Drop the bolded consonants.]

Audio 6
She paints pictures of presidents. [Drop the bolded consonants.]

Audio 7
My parents really enjoy their weekends. [Drop the bolded consonants.]

Audio 8
We have my smartphone, so we don’t need a camera. [Use heavy stress on the bold word.]

Audio 9
This information is wrong. He started his business in 2019. [Use heavy stress on the bold word.]

Audio 10
No, thousands of species are endangered, not hundreds. [Use heavy stress on the bold words.]

UNITS 6-10 – ADDITIONAL

Audio 11
In today’s world, it’s possible to teach yourself almost anything, often for free. You can find
almost anything online, including educational videos and articles. Or if you’re the kind of person
who prefers reading books, for instance how-to books, you can get them at a bookstore or from
the library.

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LEVEL 2 ASSESSMENT AUDIO SCRIPT

Audio 12
If we look at a map, we might think that things like lakes and rivers never change. That’s not
true, though. A good illustration is the Amazon River. It flows east into the Atlantic Ocean now,
but did you know that millions of years ago, it used to flow west into the Pacific Ocean?

Audio 13
Richard Feynman was a successful scientist / as well as an excellent teacher.

Audio 14
Several civilizations developed in Central and South America.

Audio 15
Japanese snow monkeys / sometimes stay warm in winter / by visiting natural hot springs.

Audio 16
These days, / more companies are changing how they do business / in order to protect the
planet.

© Cengage Learning, Inc. 38