Practice English Reading Exercises for B2 – EdTech & Digital Learning 4

Exercises:   123456

Reading 1

You are going to read an article about four teenagers talking about how they use educational podcasts and audiobooks to learn while commuting.

For questions 1-10, choose from the people (A-D). The people may be chosen more than once.

Which person

1   mentions that their listening habit helped them discover a potential future career?

2   states that listening has provided a much-needed break from digital devices?

3   initially started listening to audio content to improve a disappointing academic result?

4   enjoys listening to content that focuses on current developments rather than school syllabus topics?

5   listens to material that regularly initiates discussions with a family member?

6   was surprised by how much their ability to focus improved through listening?

7   listens to audio material specifically to prepare for communicating with native speakers?

8   admits they sometimes have to replay sections because their mind wanders?

9   prefers listening to fictionalised versions of past events rather than factual textbooks?

10   explains that the length of their commute perfectly matches the duration of their chosen audio content?

Learning on the Go: How Podcasts and Audiobooks Transform the Commute

A Oliver

My daily bus journey to school takes nearly an hour, which used to feel like an absolute waste of time. Everything changed last year after I received an incredibly disappointing grade in my Spanish mock exam. I realised I had to take action, so I downloaded a series of language-learning audiobooks. It was tough at first, but I gradually came to terms with the fast pace of the native speakers. I don’t use them to study history or science, though some of my friends do. My sole aim is to pick up authentic idioms and slang so that I won’t feel completely lost when I go on my exchange trip to Madrid next spring. If I hadn’t started making use of my commute, I would probably still be struggling with basic grammar. Now, I feel far more confident. The only downside is that the bus can be quite noisy, so I occasionally struggle to hear the subtle pronunciation differences.

B Maya

I take the underground to school, and the journey lasts exactly thirty minutes. Conveniently, that’s the precise duration of my favourite science and technology podcast, so it fits into my morning routine perfectly. While my teachers constantly advise us to use our travel time to revise for our upcoming exams, I actually prefer listening to episodes about recent breakthroughs in artificial intelligence or space exploration. It keeps me up to date with the modern world rather than just focusing on the rigid school curriculum. I must confess, however, that early in the morning, my mind has a tendency to drift. There are definitely days when I realise I haven’t taken in a single word for five minutes, and I have to rewind the track to catch up. Despite this, tuning into these discussions has genuinely broadened my horizons, and I’d highly recommend podcasts to anyone wanting to stay informed.

C Lucas

I walk to school, which gives me about forty minutes of uninterrupted listening time. I’ve always been a bit of a history enthusiast, but I find reading dense, factual textbooks incredibly tedious. Instead, I download audiobooks that are essentially historical novels. They bring the past to life through fascinating characters, which is far more engaging than simply memorising dates. One unexpected benefit of this habit has been a drastic improvement in my overall attention span. Before I took up audiobooks, I was constantly scrolling through social media, and my ability to concentrate was virtually non-existent. Having to follow a complex storyline using only my ears has trained my brain to focus for extended periods. It’s also a fantastic way to give my eyes a rest from the glaring screens of my phone and laptop, which I’m otherwise glued to for the remainder of the day.

D Chloe

Since my school is located on the other side of the city, my dad drives me there every morning. We used to just listen to the radio in silence, but a few months ago, we started putting on interview podcasts. We usually select episodes where successful entrepreneurs or environmental activists share their life stories and professional journeys. What I love most is that the content often sparks fascinating debates between my dad and me. We sometimes end up arguing about climate policy all the way to the school gates! Furthermore, hearing about so many different professions has been a real eye-opener. In fact, listening to an episode featuring a marine biologist was what finally inspired me to apply for a degree in oceanography. I used to be entirely clueless about my future, but those morning car rides have well and truly pointed me in the right direction.

Reading 2

You are going to read an article about four students discussing the ethical implications and practical uses of artificial intelligence (AI) in writing academic essays.

For questions 1-10, choose from the people/sections (A-D). The people/sections may be chosen more than once.

Which person/section

1   feels that attempting to ban the software is a pointless endeavour?

2   refers to an acquaintance who was punished for misusing the technology?

3   suggests that AI creates equal opportunities for students facing specific educational challenges?

4   ealised that the application occasionally generated completely fabricated details?

5   draws a parallel between the software and a permitted tool in another academic discipline?

6   relies on the technology primarily to improve the phrasing and mechanics of their writing?

7   argues that depending on the tool damages a student’s ability to think deeply?

8   uses the software to identify weaknesses in their own written arguments?

9   utilises the application to overcome the initial hurdle of starting an assignment?

10   claims that schools must redesign their testing methods in response to this technology?

The AI Essay Debate: Help or Hindrance?

A Liam

I honestly don’t understand the massive panic surrounding AI text generators. To my mind, it’s just another technological advancement we need to come to terms with. I never ask the software to write my entire essay, but I frequently use it to overcome writer’s block. Whenever I’m staring at a blank screen, I prompt the AI to outline a few initial ideas. Once I have that basic framework, I write the actual arguments myself. Some professors are desperately trying to outlaw these programs, but I think attempting to police them is completely pointless; students will always find a workaround. Personally, I view these generators as the modern equivalent of a calculator. Just as math students are permitted to use calculators to solve complex equations without being accused of cheating, we should be allowed to use AI to organise our thoughts. As long as the core argument is your own, it shouldn’t be considered an academic offence.

B Maya

I have taken a firm stance against using AI for any of my university assignments. From an ethical standpoint, submitting a machine’s output as your own is a clear violation of academic integrity. More importantly, I strongly believe that outsourcing your assignments severely harms your capacity for critical thinking. If a computer is synthesising information and drawing conclusions on your behalf, you are no longer exercising your brain or developing your own unique voice. The whole point of higher education is to learn how to analyse complex concepts yourself! I also know firsthand how risky it can be. A classmate on my history course was recently caught submitting an AI-generated essay and was heavily penalised by the disciplinary board. The software might seem like a tempting shortcut, especially when deadlines are looming, but it ultimately devalues the hard work that true scholarship requires.

C Tom

For me, AI has been an absolute lifesaver, particularly because I am dyslexic. In the past, I would spend hours agonising over spelling mistakes and awkward sentence structures, which meant my grades never truly reflected my grasp of the subject matter. Now, I type out my ideas roughly and then run my messy drafts through an AI tool to refine the grammar and polish the vocabulary. I’m still doing the research and forming the arguments, but the software helps me articulate my thoughts much more clearly. I know some critics argue it’s an unfair advantage, but I see it differently. I feel it actually levels the playing field for students who struggle with learning differences or those whose first language isn’t English. It removes the barrier of mechanics, allowing our actual knowledge to shine through. While there is definitely a grey area, it has undeniably boosted my confidence.

D Chloe

I am fascinated by AI, but I’ve quickly learned that it isn’t flawless. During my first semester, I naively asked an application to find some academic sources for a sociology paper. It sounded incredibly convincing, but when I double-checked the references, I discovered that it had completely made up several books and authors! That hallucinated data taught me a valuable lesson about trusting algorithms blindly. Since then, I only use it defensively. Once I have finished writing my essay, I feed it to the AI and ask it to point out logical flaws or counterarguments I might have missed. It acts like a demanding tutor, critiquing my work before I submit it. Ultimately, I believe universities need to stop trying to ban this technology and instead overhaul their assessment methods. Rather than assigning standard essays, lecturers should evaluate us through in-person debates or oral presentations where a computer simply cannot help you.

Exercises:   123456