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Listening · B2 · section 3 · medium

Planning a Group Presentation

Play the recording once — 6 questions follow.

The Recording

Exercise — 0 of 6 answered

  1. Q.1What is the main focus of the students' presentation?

  2. Q.2Match each part of the presentation to who is responsible for it.

    Physical health section
    Mental health section
    Introduction

  3. Q.3What problem did the tutor find with Jake's draft?

  4. Q.4What does the tutor say about Mia's slides?

  5. Q.5The presentation must last no longer than __________ minutes.

  6. Q.6The tutor suggests cutting the __________ section from the start.
Show transcript
TUTOR: Right, Mia, Jake — how's the presentation on urban green spaces coming along? MIA: Quite well, I think. We've decided to focus on how parks affect people's wellbeing in cities, rather than trying to cover everything. TUTOR: That's sensible. A narrow focus is almost always stronger. Have you divided up the work? JAKE: We have. I'm handling the research on physical health — things like air quality and exercise — and Mia's looking at the mental health side, like stress and concentration. TUTOR: Good. And who's doing the introduction? MIA: We thought we'd do that together, just to set up the topic. Then Jake presents his section, then me, and I'll also do the conclusion. TUTOR: Fine. Now, about your sources. Jake, I noticed your draft relies heavily on one website. You'll need academic studies, not just news articles. JAKE: Yes, I realised that. I've found two journal papers since, so I'll swap those in. TUTOR: Excellent. Mia, your section had good data, but the slides were far too crowded — there was simply too much text on them. MIA: I know. I'm going to cut the text right down and use a couple of graphs instead. TUTOR: Perfect. Remember, slides support you; they shouldn't be your script. How long is the presentation running at the moment? JAKE: About eighteen minutes, but the limit is fifteen. TUTOR: Then you'll have to trim it. I'd suggest cutting the history section at the start — it's interesting, but it isn't essential to your argument. MIA: That makes sense. We can mention it in a single sentence instead. TUTOR: Good. One last thing — make sure you both practise out loud at least once before Friday. Timing always feels different when you say it aloud. JAKE: We've actually booked a study room for Wednesday afternoon to do exactly that. TUTOR: Glad to hear it. Send me your final slides by Thursday evening and I'll have a quick look.