CELPIP Listening: Make Sense of News and Three-Person Discussions

A news report and a discussion organize meaning differently

In parts four and five, choose the best completion for each statement. Part four has one speaker presenting a news report; its style is formal, factual and descriptive. Part five presents three people in a video discussion. They exchange facts but also express opinions and emotions. The task changes from following an event to following the positions of people involved in a conversation.

Allow around one and a half minutes for the news recording and approximately five minutes for the part overall. Its subject might be a local event, a new technology and its benefits, or an unusual encounter with animals. Descriptive words help explain what happened, including the scale or character of an event such as a storm or flood.

Allow roughly nine minutes for the discussion part overall. Teammates might organize a tournament, neighbours might plan a party, or classmates might divide a project. Their disagreement is part of the meaning. Remembering the topic alone is insufficient when a question asks who supports a proposal, why someone objects or whether that position changes.

News notes: the five W questions and the order of events

Who, what, when, where and why give a news report a usable structure. Record the people involved, the event, its time and place, and its reason. A chart, a list or a mind map can serve this purpose; choose a layout that can be read quickly. The what happened category may require more room than the others.

Read the introductory statement to establish the general subject, then let the report provide the details. Record names, including both first and last names where possible: a later question may use only the surname. Roles such as doctor or manager help identify people too. Keep information in the order it occurs so the event's sequence remains clear.

Long sentences and a quick speaker make selective notes important. Preserve an exact number where possible rather than reducing it to a vague phrase such as a long time ago. A money symbol, an arrow or a cross can save writing time. The abbreviation must preserve the meaning rather than erase it.

Signposts point to information worth recording. The biggest problem signals that an important detail follows. Writing out on the other hand consumes time without recording the contrast itself; note the point that comes after it. This keeps the notes focused on content.

After listening, answer the questions supported most confidently by the notes. Move past one that is consuming too much time and return to it. A difficult question should not prevent answers to easier ones. The same approach applies to the discussion task.

Discussion notes: a position can change

Use three columns and label the speakers before collecting their views.

Leave a column ready for a person who has not spoken yet. Do not fill that person's space with another speaker's opinion simply because two people dominate the opening. Identify the main topic, then record each person's position and reason. Track who agrees with whom, and what they agree about. A speaker who initially rejects an idea may accept it after an explanation; the first opinion must not remain in the notes as if the conversation ended there.

Words carry the main message. Facial expressions, body language and tone help establish attitude, but background objects and scenery are not information to memorize. Okay, fine can express genuine agreement or reluctant acceptance. The words and delivery need to be interpreted together.

Names, job titles, dates, locations and prices still matter. A meeting may involve a budget or end with an agreed date. Add reactions and changes of position to those factual notes. But and however can introduce an important turn. Use the speaker labels to compare their statements. When practising with discussion audio or video, also attend to delivery and tone.

News Item — Set 32

Read a news item about a grocery store.

Passage

A small grocery store in Fredericton Junction has cut its food waste nearly in half after setting up a bin for misshapen fruits and vegetables. The store, run by Ingrid Strand, began the "ugly produce" bin in early August, offering carrots with odd forks, bruised apples, and oversized zucchini at a discount instead of tossing them out. Strand said she got the idea after watching how much perfectly edible produce was thrown into the store's dumpster every week. "It bothered me every single time I took out the trash," she said, adding that the food was perfectly fine — it just didn't look the way people expected.

Within the first month, the bin diverted close to 480 kilograms of produce that would otherwise have been discarded, cutting the store's overall food waste by an estimated 45 percent. Customers have responded well, and some now ask specifically for the bin when the shelves look too tidy. Rowan Thibeault, a longtime customer who does most of the household shopping for his family, said the discounted prices have made a real difference at checkout. He now buys nearly all of his vegetables from the bin rather than the regular produce aisle.

Strand is already planning to expand the program to include day-old bread and dented canned goods, saying that if people keep showing up for the ugly carrots, she doesn't see why the store would stop there.

Questions

Read each question and compare all four choices before consulting the worked answers.

1. According to the article, the ugly produce bin began ___

• A. in early September.
• B. shortly after the store first opened.
• C. following a customer complaint.
• D. in early August.

2. It can be inferred that Ingrid Strand ___

• A. felt troubled by the amount of good food being thrown away.
• B. was initially against the idea of discounting produce.
• C. plans to close the store's produce section entirely.
• D. is unsure whether the bin will continue.

3. Compared with before the program started, the store's food waste ___

• A. increased slightly due to customer confusion.
• B. dropped by close to 45 percent in the first month.
• C. stayed roughly the same overall.
• D. was cut completely to zero.

4. Ingrid Strand said she wants to expand the program to include ___

• A. discounted meat nearing its best-before date.
• B. flowers that customers have returned.
• C. day-old bread and dented canned goods.
• D. frozen meals from the store's freezer section.

5. The news item is mainly about ___

• A. a shortage of fresh produce in a small town.
• B. a grocery store's effort to reduce food waste.
• C. a dispute between a store and its supplier.
• D. new food safety rules for grocery stores.

Worked answers and evidence

1. Answer: D

Evidence:

The store, run by Ingrid Strand, began the "ugly produce" bin in early August, offering carrots with odd forks, bruised apples, and oversized zucchini at a discount instead of tossing them out.

• A: Incorrect: this is a different month than the one stated in the article.
• B: Incorrect: the article never mentions when the store originally opened.
• C: Incorrect: the idea came from Strand noticing waste herself, not from a customer complaint.
• D: Correct: the article states the bin began in early August.

2. Answer: A

Evidence:

"It bothered me every single time I took out the trash," she said, adding that the food was perfectly fine — it just didn't look the way people expected.

• A: Correct: her comment that it "bothered" her every time she took out the trash shows she was troubled by the waste.
• B: Incorrect: she is the one who created the discount bin, so she supported the idea.
• C: Incorrect: there is no suggestion she wants to close the produce section; she is expanding, not cutting back.
• D: Incorrect: her plans to expand the program show confidence in it continuing.

3. Answer: B

Evidence:

Within the first month, the bin diverted close to 480 kilograms of produce that would otherwise have been discarded, cutting the store's overall food waste by an estimated 45 percent.

• A: Incorrect: waste decreased, according to the article, not increased.
• B: Correct: the article reports the bin cut overall food waste by an estimated 45 percent within the first month.
• C: Incorrect: the article describes a clear reduction, not a stable amount.
• D: Incorrect: the reduction was significant but not to zero.

4. Answer: C

Evidence:

Strand is already planning to expand the program to include day-old bread and dented canned goods, saying that if people keep showing up for the ugly carrots, she doesn't see why the store would stop there.

• A: Incorrect: meat nearing its best-before date is not mentioned anywhere in the article.
• B: Incorrect: returned flowers are not part of the article at all.
• C: Correct: Strand is planning to expand the program to include day-old bread and dented canned goods.
• D: Incorrect: frozen meals are never referenced in the article.

5. Answer: B

Evidence:

A small grocery store in Fredericton Junction has cut its food waste nearly in half after setting up a bin for misshapen fruits and vegetables.

• A: Incorrect: the story is about surplus produce being sold cheaply, not a shortage.
• B: Correct: the article centers on the store's ugly produce bin and its impact on reducing food waste.
• C: Incorrect: no supplier or dispute of any kind is mentioned.
• D: Incorrect: food safety regulations are not discussed in the article.

News Item — Set 33

Read a news item about a ferry service.

Passage

A ferry service connecting Sept-Îles to nearby Île Grande Basque is adding a second boat on weekends, starting this Saturday, after ridership this summer climbed well beyond what the company expected. Ngozi Mensah, who has operated the route for six years, said bookings on Friday and Saturday afternoons were routinely filling up by mid-morning, leaving dozens of visitors stranded at the dock. "We had families showing up at eleven and being told the next sailing with space wasn't until four," Mensah said. "That's not something we want to keep doing to people." The company had been running a single 40-passenger boat every ninety minutes, but starting this weekend a second, smaller vessel will run alongside it, cutting the wait between sailings to about forty-five minutes on Saturdays and Sundays. Percy Warrick, a deckhand who has worked the route since May, said the change came together quickly once the summer numbers were reviewed in early August. Crews spent the last two weeks training on the second boat's docking procedures, since the pier can only comfortably fit one vessel at a time during loading. The extra sailings will continue through the Thanksgiving weekend in October, after which the company will look at whether demand justifies keeping the second boat running into next season. Weekday service, which sees far fewer passengers, will not change for now.

Questions

Read each question and compare all four choices before consulting the worked answers.

1. According to Ngozi Mensah, some visitors arriving around eleven in the morning were told ___

• A. the ferry service had been cancelled for the day.
• B. they needed to book online in advance next time.
• C. the next available sailing was not until four in the afternoon.
• D. the dock would be closed until the following weekend.

2. Before this weekend, the ferry company was running ___

• A. two boats running every ninety minutes.
• B. a single 40-passenger boat every ninety minutes.
• C. a 40-passenger boat every forty-five minutes.
• D. three boats alternating throughout the day.

3. Crews spent the last two weeks training on the second boat's docking procedures because ___

• A. the new boat was larger than the original one.
• B. Percy Warrick had never worked on a ferry before.
• C. the company wanted to reduce the number of deckhands needed.
• D. the pier can only comfortably fit one vessel at a time during loading.

4. The decision to add a second boat came together after ___

• A. the summer ridership numbers were reviewed in early August.
• B. the Thanksgiving weekend sailings sold out.
• C. Percy Warrick raised concerns with the company in May.
• D. the pier was renovated to fit two vessels.

5. The news report ends with ___

• A. an apology to stranded visitors.
• B. a warning about rising fares.
• C. a statement about unchanged weekday service.
• D. an invitation to volunteer as crew.

Worked answers and evidence

1. Answer: C

Evidence:

"We had families showing up at eleven and being told the next sailing with space wasn't until four," Mensah said.

• A: Incorrect, the article never says the service was cancelled, only that sailings were full.
• B: Incorrect, no mention of an online booking requirement is made in the article.
• C: Correct, Mensah said families showing up at eleven were told the next sailing with space wasn't until four.
• D: Incorrect, the dock was not closed; boats were still running, just full.

2. Answer: B

Evidence:

The company had been running a single 40-passenger boat every ninety minutes, but starting this weekend a second, smaller vessel will run alongside it, cutting the wait between sailings to about forty-five minutes on Saturdays and Sundays.

• A: Incorrect, two boats is the new arrangement starting this weekend, not the previous schedule.
• B: Correct, the article states the company had been running one 40-passenger boat every ninety minutes.
• C: Incorrect, forty-five minutes is the new wait time between sailings, not the old boat's interval.
• D: Incorrect, the article never mentions three boats.

3. Answer: D

Evidence:

Crews spent the last two weeks training on the second boat's docking procedures, since the pier can only comfortably fit one vessel at a time during loading.

• A: Incorrect, the second boat is described as smaller, not larger, than the original.
• B: Incorrect, Warrick's starting date is not the reason given for this training; the stated reason concerns docking at a pier that accommodates only one vessel at a time.
• C: Incorrect, the article never mentions reducing staff numbers.
• D: Correct, the article states training was needed since the pier can only comfortably fit one vessel at a time during loading.

4. Answer: A

Evidence:

Percy Warrick, a deckhand who has worked the route since May, said the change came together quickly once the summer numbers were reviewed in early August.

• A: Correct, Warrick said the change came together quickly once the summer numbers were reviewed in early August.
• B: Incorrect, Thanksgiving weekend is mentioned as when the extra sailings will end, not as the trigger for the decision.
• C: Incorrect, no such event is described; Warrick started in May but the article doesn't say he raised concerns.
• D: Incorrect, no pier renovation is reported; the stated constraint is that only one vessel fits comfortably during loading.

5. Answer: C

Evidence:

Weekday service, which sees far fewer passengers, will not change for now.

• A: Incorrect, no apology is issued anywhere in the article.
• B: Incorrect, fares are never mentioned in the article.
• C: Correct, the article closes by noting that weekday service, which sees far fewer passengers, will not change for now.
• D: Incorrect, no volunteering opportunity is mentioned.

News Item — Set 34

Read a news item about a theatre troupe.

Passage

A youth theatre troupe in Dauphin is staging its first full production written entirely by its teenage members, a change the group's director says grew out of frustration with the scripts they'd been performing for years. Naomi Whitlock, who has directed the Dauphin Youth Players for eight seasons, said past productions leaned heavily on adaptations of decades-old plays that didn't reflect how the fourteen cast members, aged 13 to 17, actually talk or what they care about. This spring, she opened the process to anyone willing to submit scenes, and eleven teens contributed material that was eventually stitched into a ninety-minute play called "Static," about a group of high schoolers navigating a small-town radio station. Adaeze Okonjo, 16, wrote the opening scene and said she rewrote it four times before the group agreed it worked. "Everyone had opinions, which was sometimes exhausting, but the final version is better than anything I could have written alone," she said. Emmett Ashworth, 15, composed the transitions between scenes on an old keyboard borrowed from his school's music room. The troupe rehearsed three nights a week from June through August, and the play opens this Friday at the Dauphin Legion hall for a three-night run. Ticket sales have been slower than the group hoped, with fewer than half the seats sold for opening night, though Whitlock said word-of-mouth from Thursday's dress rehearsal, which drew a small audience of family members, has already brought in a handful of new reservations.

Questions

Read each question and compare all four choices before consulting the worked answers.

1. It can be inferred that the previous plays performed by the Dauphin Youth Players ___

• A. were written by professional playwrights hired by the troupe.
• B. were always more popular than "Static" is expected to be.
• C. did not feel especially relevant to the teenage cast members.
• D. were performed only once before being retired.

2. The number of teens who contributed material to the play was ___

• A. fourteen.
• B. eleven.
• C. eight.
• D. sixteen.

3. Compared with the group's past productions, "Static" is different mainly because ___

• A. it has a much larger cast than any previous show.
• B. it runs for a shorter length of time than earlier plays.
• C. it is being performed in a different city than usual.
• D. it was written by the troupe's own teenage members rather than adapted from older scripts.

4. Emmett Ashworth's contribution to the play was ___

• A. writing the opening scene after four rewrites.
• B. composing the transitions between scenes on a borrowed keyboard.
• C. directing the cast during summer rehearsals.
• D. designing the set for the radio station scenes.

5. Adaeze Okonjo's attitude toward the group's feedback on her scene, despite the repeated rewrites, was ___

• A. openly resentful.
• B. ultimately appreciative.
• C. completely indifferent.
• D. quietly discouraged.

Worked answers and evidence

1. Answer: C

Evidence:

Naomi Whitlock, who has directed the Dauphin Youth Players for eight seasons, said past productions leaned heavily on adaptations of decades-old plays that didn't reflect how the fourteen cast members, aged 13 to 17, actually talk or what they care about.

• A: Incorrect, the article doesn't say the earlier scripts were written by hired professionals.
• B: Incorrect, the article gives no comparison of ticket sales or popularity between past shows and "Static."
• C: Correct, Whitlock said past productions leaned on old adaptations that didn't reflect how the cast actually talk or what they care about, suggesting the shows felt disconnected from the teens performing them.
• D: Incorrect, nothing in the article states how many times past plays were performed.

2. Answer: B

Evidence:

This spring, she opened the process to anyone willing to submit scenes, and eleven teens contributed material that was eventually stitched into a ninety-minute play called "Static," about a group of high schoolers navigating a small-town radio station.

• A: Incorrect, fourteen is the total number of cast members, not the number who contributed writing.
• B: Correct, the article states eleven teens contributed material that was stitched into the play.
• C: Incorrect, eight is the number of seasons Naomi Whitlock has directed the troupe.
• D: Incorrect, sixteen is Adaeze Okonjo's age, not the number of contributors.

3. Answer: D

Evidence:

A youth theatre troupe in Dauphin is staging its first full production written entirely by its teenage members, a change the group's director says grew out of frustration with the scripts they'd been performing for years.

Naomi Whitlock, who has directed the Dauphin Youth Players for eight seasons, said past productions leaned heavily on adaptations of decades-old plays that didn't reflect how the fourteen cast members, aged 13 to 17, actually talk or what they care about.

• A: Incorrect, no comparison of cast size between "Static" and earlier shows is made in the article.
• B: Incorrect, the article gives "Static"'s length as ninety minutes but never compares it to the length of past plays.
• C: Incorrect, there is no mention of the troupe usually performing in a different city.
• D: Correct, the article contrasts "Static," written entirely by teenage members, with past productions that leaned on adaptations of decades-old plays.

4. Answer: B

Evidence:

Emmett Ashworth, 15, composed the transitions between scenes on an old keyboard borrowed from his school's music room.

• A: Incorrect, writing and rewriting the opening scene was Adaeze Okonjo's contribution, not Ashworth's.
• B: Correct, the article states Ashworth composed the transitions between scenes on an old keyboard borrowed from his school's music room.
• C: Incorrect, Naomi Whitlock is the troupe's director, not Ashworth.
• D: Incorrect, set design for the radio station scenes is never mentioned in the article.

5. Answer: B

Evidence:

"Everyone had opinions, which was sometimes exhausting, but the final version is better than anything I could have written alone," she said.

• A: Incorrect, she did not express resentment, only that the process was sometimes exhausting.
• B: Correct, she called the process exhausting at times but said the final version is better than anything she could have written alone, showing overall appreciation.
• C: Incorrect, she clearly cared about the scene's outcome, so indifference does not fit.
• D: Incorrect, she ends on a positive note about the result, not discouragement.

News Item — Set 35

Read a news item about a local beekeeper.

Passage

LLOYDMINSTER — Local beekeeper Aiyana Bergevin has donated three observation hives to elementary schools across Lloydminster, giving students a close-up look at honeybee behaviour just as the fall science curriculum turns to pollinators. Bergevin, who has kept bees on her acreage east of the city for nearly a decade, delivered the hives last Tuesday, one to each participating school, just as the pollination unit was getting underway. The enclosed, glass-walled boxes let students watch worker bees move through the comb without ever opening the hive itself. Bergevin said she wanted kids to see the bees actually working, rather than just looking at a diagram. She began offering the hives after a former neighbour, now a retired teacher, suggested her bees might make the unit less abstract for students. Grade 5 science teacher Reuben Larivee, who will keep one of the hives in his classroom at Constable Kerr school, said the timing lined up almost perfectly with the unit on pollination and food systems, letting students watch a few feet from their desks what they had previously only read about in a textbook. Students will log bee activity twice a week, noting temperature, foraging trips, and hive traffic, and will compare notes with the other two schools by video call later in the term. Bergevin said she hopes to expand the program to four more schools next spring. "If this gets even a handful of them curious about where their food comes from," she said, "it's already worked."

Questions

Read each question and compare all four choices before consulting the worked answers.

1. Aiyana Bergevin delivered the hives to the schools ___

• A. last Tuesday, several weeks after the unit had begun.
• B. last Tuesday, just as the pollination unit was starting.
• C. the day after Reuben Larivee first contacted her.
• D. last spring, before the school year started.

2. Aiyana Bergevin has kept bees ___

• A. in her backyard in Lloydminster for two years.
• B. on her acreage east of the city for nearly a decade.
• C. on a rented plot outside the city for five years.
• D. at a community garden for nearly a decade.

3. Aiyana Bergevin began offering the hives to schools because ___

• A. the school board asked her to support the science curriculum.
• B. she wanted to reduce the number of hives on her own property.
• C. a former neighbour, now a retired teacher, suggested it would make the unit less abstract.
• D. Reuben Larivee requested a hive for his classroom.

4. Reuben Larivee teaches ___

• A. Grade 5 science at Constable Kerr school.
• B. Grade 3 science at a different school.
• C. Grade 5 math at Constable Kerr school.
• D. high school biology in Lloydminster.

5. The news item is mainly about ___

• A. a school program to raise bees for honey production.
• B. a teacher building his own beehive for a class project.
• C. a city bylaw change affecting beekeeping in Lloydminster.
• D. a beekeeper donating hives to help students study pollinators.

Worked answers and evidence

1. Answer: B

Evidence:

Bergevin, who has kept bees on her acreage east of the city for nearly a decade, delivered the hives last Tuesday, one to each participating school, just as the pollination unit was getting underway.

• A: Incorrect: this reverses the timing; the article says the delivery coincided with the unit starting, not weeks after.
• B: Correct: the article states she delivered the hives last Tuesday and that the timing lined up almost perfectly with the start of the pollination unit.
• C: Incorrect: the article never mentions Larivee contacting Bergevin or any such trigger for the delivery date.
• D: Incorrect: the delivery happened last Tuesday during the current fall term, not last spring.

2. Answer: B

Evidence:

Bergevin, who has kept bees on her acreage east of the city for nearly a decade, delivered the hives last Tuesday, one to each participating school, just as the pollination unit was getting underway.

• A: Incorrect: the article specifies an acreage, not a backyard, and a much longer time span than two years.
• B: Correct: the article directly states she has kept bees on her acreage east of the city for nearly a decade.
• C: Incorrect: there is no mention of a rented plot; she keeps bees on her own acreage.
• D: Incorrect: a community garden is not mentioned; the location given is her own acreage.

3. Answer: C

Evidence:

She began offering the hives after a former neighbour, now a retired teacher, suggested her bees might make the unit less abstract for students.

• A: Incorrect: no school board request is mentioned as the reason she started the program.
• B: Incorrect: reducing her own hive count is never given as a motivation in the article.
• C: Correct: the article states she began offering hives after a former neighbour, now a retired teacher, suggested it would make the unit less abstract.
• D: Incorrect: Larivee is described as a teacher who benefits from a hive, not as someone who requested it or prompted the program.

4. Answer: A

Evidence:

Grade 5 science teacher Reuben Larivee, who will keep one of the hives in his classroom at Constable Kerr school, said the timing lined up almost perfectly with the unit on pollination and food systems, letting students watch a few feet from their desks what they had previously only read about in a textbook.

• A: Correct: the article identifies him as a Grade 5 science teacher who will keep a hive at Constable Kerr school.
• B: Incorrect: the article specifies Grade 5, not Grade 3.
• C: Incorrect: the article specifies science, not math, as his subject.
• D: Incorrect: he is described as an elementary Grade 5 teacher, not a high school teacher.

5. Answer: D

Evidence:

LLOYDMINSTER — Local beekeeper Aiyana Bergevin has donated three observation hives to elementary schools across Lloydminster, giving students a close-up look at honeybee behaviour just as the fall science curriculum turns to pollinators.

• A: Incorrect: honey production is never mentioned; the focus is on classroom observation, not producing honey.
• B: Incorrect: the hives were donated by Bergevin, not built by Larivee or any teacher.
• C: Incorrect: there is no mention of any bylaw or regulatory change in the article.
• D: Correct: the report centers on Bergevin donating observation hives so students can study pollinator behaviour for a science unit.

Read the status of a statement accurately

The end of a report often determines how a mentioned action should be understood. An option still under consideration is not a final decision. A familiar word is not enough: check whether the report says the action was chosen, proposed or left unresolved.

The final sentences also have a function. They may instruct, analyze, criticize or ask a question. An ending that tells people what they should do supports an interpretation about instructions. Both the content and its purpose matter.

Negative expressions such as unable, won't be able to and not yet change the target of a question. Tense does similar work: will receive points to something expected later, not something already received. Correct answers may paraphrase the wording while preserving the meaning. These distinctions explain why vocabulary and grammar contribute directly to listening comprehension.

Consonants: recognize the pattern, then check the word

Written letters and spoken sounds do not have a one-to-one relationship. Common patterns provide a starting point, while silent letters, borrowed words and unfamiliar names need individual checking. Breaking a long word into recognizable parts can make it more manageable; the parts must then be recombined into the complete word.

Some contrasts depend on mouth position. Distinguish f, v and th deliberately, and notice the slight vibration of z compared with s. Consonant groups such as st, sk, sp and str should remain connected rather than acquiring an extra syllable for each letter.

After s, the t in star can sound a little like d, the k in sky a little like g, the p in spa a little like b, and the tr group in straight a little like dr. Use the resemblance to practise the connected sounds; do not replace the letters or treat the sounds as identical.

Consonant patterns and practice words

Compare each pattern with the words beside it, then practise the words as connected sound groups.

Choosing a Year-End Party Venue

Read a discussion among three colleagues, two women and one man. They are on the social committee and are meeting at their workplace.

Discussion

Willa (WOMAN 2): Bad news . . . the hotel called this morning. They're turning the ballroom into extra guest rooms over the winter, so it won't be open until spring.

Darren (MAN 1): You're kidding! We've had the party there for as long as I've worked here. Did they at least give us our deposit back?

Willa (WOMAN 2): They did, all of it.

Lisa (WOMAN 1): Well, maybe it's a chance to try something different. Honestly, the dinner-and-speeches format was getting a bit stale. So, ideas?

Darren (MAN 1): The cheapest option is right downstairs. The atrium holds everyone easily, and if we don't pay for a room, the whole budget goes on food and drinks.

Lisa (WOMAN 1): But people spend every day in this building. Walking past the elevators in a party dress won't feel like a celebration. They'll want to go somewhere.

Willa (WOMAN 2): Agreed. And people would leave early to catch the train.

Lisa (WOMAN 1): What about the curling club on Wilson Street? They rent out the upstairs lounge, and the package includes an hour on the ice with instructors. My sister's office had their party there.

Darren (MAN 1): Now that I'd enjoy! And if the ice time is included, it might even cost less than the hotel.

Willa (WOMAN 2): (laughs) Hmm, I'm not sure. Half our department would rather eat dinner than slide around in their good clothes. And some people can't, because of their knees or their backs. I don't want anyone feeling left out at their own party.

Lisa (WOMAN 1): Nobody would have to go on the ice, though. The lounge has big windows right over it, so people can sit with a drink and cheer, and the meal is served up there afterwards.

Willa (WOMAN 2): That's better. But isn't it way out by the highway? A lot of our staff don't drive.

Lisa (WOMAN 1): Oh, no—it's two minutes from the subway. It's actually easier to get to than the hotel was.

Darren (MAN 1): Then we've found it—as long as they're free.

Willa (WOMAN 2): The Friday before the holidays is the one everybody wants, so it might be gone already.

Darren (MAN 1): I'll drop by the club on my way home and ask about that Friday, plus a backup date.

Willa (WOMAN 2): Okay, good. Then I'll hold off announcing anything until we hear back.

Questions

Read each question and compare all four choices before consulting the worked answers.

1. What is the main purpose of the meeting?

• A. to plan the evening's speeches
• B. to get the hotel deposit back
• C. to choose a different venue
• D. to cut the cost of the party

2. What does Willa report about the hotel?

• A. It is changing the room's use.
• B. It kept the committee's deposit.
• C. It is booked on the key Friday.
• D. It will reopen next winter.

3. What is Lisa's objection to the atrium?

• A. the cost of catering
• B. its everyday, familiar setting
• C. the size of the space
• D. people leaving early for trains

4. What can be inferred about Darren?

• A. He has been to the curling club.
• B. He is not interested in sports.
• C. He pays attention to costs.
• D. He prefers the hotel dinner.

5. What makes Willa hesitate about the curling idea at first?

• A. her own lack of curling skill
• B. some staff being unable to join in
• C. the extra cost of the instructors
• D. the club being hard to reach

6. What does Lisa seem to want from this year's party?

• A. a lower budget
• B. a formal sit-down dinner
• C. a change from past years
• D. an event close to the office

7. Why does Lisa compare the club with the hotel?

• A. to show it would cost less
• B. to ease worries about travel
• C. to argue the hotel was too far
• D. to suggest the hotel in spring

8. What is Willa's view of the club by the end?

• A. keen, if it costs less
• B. worried some will feel left out
• C. still unsure staff can get there
• D. keen, if a date is available

Worked answers and evidence

1. Answer: C

• A: Incorrect. Lisa says the speeches format was "getting a bit stale," but they don't plan speeches.
• B: Incorrect. The deposit was already returned: "They did, all of it."
• C: Correct. The hotel ballroom "won't be open until spring," so the committee has to find somewhere else for the party, and they choose the curling club as their preferred option, subject to availability.
• D: Incorrect. Darren likes the atrium because it is "the cheapest option," but saving money is not the purpose of the meeting.

2. Answer: A

• A: Correct. "They're turning the ballroom into extra guest rooms over the winter."
• B: Incorrect. Darren asks about the deposit, and Willa says "They did, all of it."
• C: Incorrect. Willa says the Friday before the holidays might be gone at the curling club, not the hotel.
• D: Incorrect. The work is "over the winter" and it "won't be open until spring."

3. Answer: B

• A: Incorrect. Darren says the atrium is "the cheapest option."
• B: Correct. She says "people spend every day in this building" and it "won't feel like a celebration."
• C: Incorrect. Darren says "The atrium holds everyone easily."
• D: Incorrect. That is Willa's point: "people would leave early to catch the train."

4. Answer: C

• A: Incorrect. It is Lisa's sister's office that had a party there.
• B: Incorrect. He says "Now that I'd enjoy!" about curling.
• C: Correct. He asks about the "deposit," calls the atrium "the cheapest option," and hopes curling "might even cost less than the hotel."
• D: Incorrect. He is surprised about the hotel, but he quickly suggests other places.

5. Answer: B

• A: Incorrect. She doesn't talk about her own experience.
• B: Correct. She says many "would rather eat dinner than slide around in their good clothes" and "some people can't, because of their knees or their backs."
• C: Incorrect. The package "includes an hour on the ice with instructors."
• D: Incorrect. She raises the location only later, after Lisa describes the lounge: "isn't it way out by the highway?"

6. Answer: C

• A: Incorrect. Saving money is Darren's interest: "the whole budget goes on food and drinks."
• B: Incorrect. She calls "the dinner-and-speeches format" "a bit stale."
• C: Correct. She says "maybe it's a chance to try something different," and rejects the atrium because "They'll want to go somewhere."
• D: Incorrect. The atrium is "right downstairs," and Lisa argues against it.

7. Answer: B

• A: Incorrect. It is Darren who says it "might even cost less than the hotel."
• B: Correct. Willa fears it is "way out by the highway" and that many "don't drive"; Lisa answers that it is "easier to get to than the hotel was."
• C: Incorrect. Lisa says the club is easier to reach, but she does not complain about the hotel's location.
• D: Incorrect. The hotel "won't be open until spring," but nobody suggests waiting for it.

8. Answer: D

• A: Incorrect. Willa never worries about cost; it is Darren who says "it might even cost less than the hotel."
• B: Incorrect. That was her first worry ("I don't want anyone feeling left out"), but after hearing about the lounge she says "That's better."
• C: Incorrect. Lisa has already answered this worry: "it's two minutes from the subway."
• D: Correct. Her worries have been answered, but the Friday "might be gone already," so she will "hold off announcing anything until we hear back."

Planning a Community Volunteer Program

Read a discussion among three co-workers, one man and two women. The discussion takes place at a community centre office.

Discussion

Phil (MAN 1): So, I went through the fall volunteer records. We had a full room at registration in September. By November, only a handful were still coming regularly.

Susan (WOMAN 1): A handful? Oh, that's worse than I expected! The homework club had to turn kids away last Thursday—not enough tutors.

Judy (WOMAN 2): I talked to some of the people who stopped coming. One woman said that on her first day, someone handed her a name tag, pointed at a table of children . . . and disappeared. She felt completely useless and never came back.

Phil (MAN 1): Well, that's what happens when the coordinator is running three programs at once. Nobody has time to show new people what to do.

Judy (WOMAN 2): So let's give them somebody! Every new volunteer gets paired with an experienced one for their first few shifts—someone to explain the routine and answer the silly questions.

Susan (WOMAN 1): I like the idea, but our experienced volunteers are already stretched. Add mentoring on top and we might lose them too.

Judy (WOMAN 2): Oh, they'd be doing their usual job anyway, just with someone beside them. They're always complaining that nobody new sticks around.

Phil (MAN 1): There's something else in the records, though. Look at who left. Almost all university students, and most of them disappeared in early December.

Susan (WOMAN 1): December . . . that's exams.

Phil (MAN 1): Exactly. And the retirees? Nearly every one of them is still here.

Judy (WOMAN 2): Huh. So the students weren't unhappy with us—they just ran out of time. I mean, we asked them to commit to every Tuesday from September to April. That's a lot for someone writing five exams.

Susan (WOMAN 1): Then maybe we stop asking for the whole year. Let them sign up one term at a time, and tell them up front it's fine to take exam weeks off.

Phil (MAN 1): Well, changing the sign-up costs us nothing. I'm less sure about the pairing.

Judy (WOMAN 2): The regulars will be fine, believe me. Mrs. Haddad has tutored here for eleven years, and she's always asking me to send her someone new to show around.

Susan (WOMAN 1): All right. January, then. New sign-up sheets . . . and Mrs. Haddad gets the first newcomer.

Questions

Read each question and compare all four choices before consulting the worked answers.

1. What is the main purpose of the discussion?

• A. to keep volunteers from leaving
• B. to choose a new coordinator
• C. to find extra tutors for exam season
• D. to plan registration day

2. What does Judy's story about one woman suggest?

• A. The children were hard to manage.
• B. Name tags were not ready in time.
• C. New people get little guidance.
• D. The coordinator was unfriendly.

3. According to Phil, why aren't new volunteers shown what to do?

• A. a lack of willing helpers
• B. the coordinator's heavy workload
• C. the lack of a training budget
• D. volunteers' irregular working hours

4. What is Susan's concern about the pairing idea?

• A. New people would feel watched.
• B. Students would leave at exams.
• C. Regulars might burn out.
• D. It would cost too much money.

5. What most likely made many students stop coming?

• A. poor matches with partners
• B. a confusing first day
• C. a lack of tutoring work
• D. pressure from school

6. What does Judy probably think about the regular volunteers?

• A. They would gladly help newcomers.
• B. They complain far too much.
• C. They are too busy to mentor anyone.
• D. They should get paid for it.

7. What does Susan suggest for the students?

• A. a scheduling app
• B. a shorter commitment
• C. a weekly Tuesday shift
• D. a partner on every shift

8. What will happen in January?

• A. Students will sign up for the year.
• B. Mrs. Haddad will run the program.
• C. Phil will check the records again.
• D. Both ideas will be put in place.

Worked answers and evidence

1. Answer: A

• A: Correct. Phil reports that "only a handful were still coming regularly," and the group looks at why people left and what to change.
• B: Incorrect. The coordinator's workload is mentioned, but nobody suggests replacing the coordinator.
• C: Incorrect. Exams are discussed as the reason students left, not as a time when tutors are needed.
• D: Incorrect. Registration in September is mentioned only as a comparison.

2. Answer: C

• A: Incorrect. The woman left because she "felt completely useless," not because of the children.
• B: Incorrect. She was handed a name tag right away.
• C: Correct. Someone "pointed at a table of children . . . and disappeared," so the woman "felt completely useless and never came back."
• D: Incorrect. Phil explains the coordinator is too busy, not unfriendly.

3. Answer: B

• A: Incorrect. Judy says the regulars are willing; Phil does not blame a lack of helpers.
• B: Correct. Phil says "the coordinator is running three programs at once. Nobody has time to show new people what to do."
• C: Incorrect. No training budget is mentioned.
• D: Incorrect. Volunteers' hours are not given as the reason.

4. Answer: C

• A: Incorrect. Nobody says new volunteers would feel watched.
• B: Incorrect. Students leaving at exam time is a separate point raised by Phil's records.
• C: Correct. Susan says "our experienced volunteers are already stretched. Add mentoring on top and we might lose them too."
• D: Incorrect. Cost is not Susan's concern; Phil later says changing the sign-up "costs us nothing."

5. Answer: D

• A: Incorrect. Pairing has not started yet, so there were no partners.
• B: Incorrect. The confusing first day is the story of one woman Judy spoke to, not the reason the students left.
• C: Incorrect. There were not enough tutors, so there was plenty of work.
• D: Correct. Most students "disappeared in early December," which Susan links to exams, and Judy concludes "they just ran out of time."

6. Answer: A

• A: Correct. Judy says "They're always complaining that nobody new sticks around" and that Mrs. Haddad is "always asking me to send her someone new to show around."
• B: Incorrect. Judy mentions their complaints only to show that they want new people to stay.
• C: Incorrect. It is Susan who says they are "already stretched."
• D: Incorrect. Payment is never mentioned.

7. Answer: B

• A: Incorrect. No app is mentioned.
• B: Correct. Susan says "Let them sign up one term at a time, and tell them up front it's fine to take exam weeks off."
• C: Incorrect. Asking them "to commit to every Tuesday" is what caused the problem.
• D: Incorrect. Pairing is Judy's idea for all new volunteers.

8. Answer: D

• A: Incorrect. Susan's idea is the opposite: "Let them sign up one term at a time."
• B: Incorrect. Mrs. Haddad will show a new volunteer around; nobody says she will run anything.
• C: Incorrect. Phil has already gone through the records; nobody plans to check them again.
• D: Correct. Susan says "January, then. New sign-up sheets . . . and Mrs. Haddad gets the first newcomer," meaning the term sign-up and the pairing both start.

Distinguish the purpose, the attitude and the decision

Several practical details can serve one main purpose. Do not choose a smaller detail as the topic simply because it appears repeatedly. A question about what one person would agree with requires that person's position, and a question about disagreement requires both people's views on the same issue.

Attitude words need precise evidence. Impressed suggests admiration or respect for a quality, performance or result. Overjoyed means extremely happy, so a mildly pleased reaction is not enough. Grateful expresses appreciation for help or a benefit. Envious means wanting an advantage or quality someone else has. These are different feelings, not interchangeable labels for a positive or negative tone. Match both the kind and the strength of the emotion to what the person says and how it is delivered. A person wondering why something happened offers speculation, not a confirmed explanation.

Decision status remains important throughout the discussion. An announced action is different from one merely being considered. A drastic suggestion at the beginning may be abandoned after someone offers an alternative. An answer about the next action should reflect the later response and the discussion's outcome.

The first conditional connects a possible condition with its result

The basic pattern is if + simple present, will + base form. It describes a real or possible situation whose occurrence is not guaranteed.

• If it rains, you will get wet.
• If Sally is late again, I will be mad.
• If you don't hurry, you will miss the bus.
• If I have time, I will finish that letter.
• What will you do if you miss the plane?

Each sentence links a condition with a consequence. The following exchange contrasts several results of the same possible purchase.

A: I can't believe it. I just spent one hundred dollars on gasoline.

B: Wow, that's awful. You should buy an electric car. If you buy an electric car, you'll save a lot of money on gas.

A: I know, I know, that would be smart. But if I do buy an electric car, I won't have money for food.

B: Yeah, they still cost a lot. But hey, if you do get one, you'll be the coolest person in the neighborhood.

A: Right. And you'll be cool riding with me.

B: Exactly.

A: Well, maybe if I start saving money now, I can buy an electric car in ten years.

The first suggestion links buying the car with saving money on gas. The reply changes the consequence to a lack of money for food; it does not say the purchase has happened. The next response adds an imagined social benefit. Finally, if I start saving money now introduces a different condition, and can buy … in ten years places the possible purchase much later. Follow each condition and its result rather than selecting an answer because it mentions an electric car.