Practice English Reading Exercises for B2 – University Life & Transitions 4

Exercises:   123456

Reading 1

You are going to read an article about four students reviewing a specific elective module that completely changed their perspective on their future career.

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

Which person

1   acknowledges that a setback during the module was highly educational?

2   originally selected their main area of study primarily for the potential salary?

3   was initially doubtful about the contribution their chosen profession could make to society?

4   intends to set up an organisation that focuses on helping others rather than just making money?

5   mentions that they only enrolled on this course because another option was unavailable?

6   used to care strictly about the functional performance of the things they created?

7   found themselves captivated by a real-world example presented during a lecture?

8   shifted their focus toward protecting the natural world through their profession?

9   previously paid little attention to the human impact of their professional creations?

10   discovered a newfound appreciation for working alongside peers from different disciplines?

The Module That Changed Everything

A Emma: Law Student

I’ve always been quite pragmatic, so when I applied to study law, I’m not ashamed to admit it was largely because of the lucrative career prospects. I had my heart set on corporate law, envisioning a comfortable life in a flashy firm. I only ended up taking the ‘Ethics in Modern Business’ elective because my preferred module on corporate finance clashed with my timetable. However, it turned out to be a blessing in disguise. We examined how multinational corporations often bypass environmental regulations, and I was genuinely shocked. It dawned on me that I could use my qualifications to hold these companies accountable instead of defending them. Consequently, I’ve completely changed my trajectory and am now applying for internships in environmental law. Some of my peers think I’m crazy to turn my back on the corporate paychecks, but the module taught me that professional satisfaction isn’t just about wealth. I finally feel like my career will have a meaningful purpose.

B Leo: Engineering Student

Before this semester, I was a typical mechanical engineering undergraduate; my sole obsession was making machines run faster and more efficiently. I rarely gave a second thought to who would be operating them or how they might affect people’s daily lives. That all changed when I signed up for the ‘Design for Society’ module. At first, I was slightly intimidated by the requirement to collaborate with sociology and healthcare students, but their diverse perspectives completely opened my eyes. We were tasked with designing a mobility aid, and hearing firsthand accounts from users made me realise that technical perfection means nothing if the human element is ignored. I’ve completely abandoned my dream of working in the sports car industry. Instead, I’m now determined to specialise in biomedical engineering, creating prosthetics. I’ve come to terms with the fact that designing for human well-being is infinitely more rewarding than simply breaking speed records.

C Maya: Design Student

As a graphic design student, I’ve always been passionate about aesthetics, but I used to secretly worry that my degree was a bit superficial. I couldn’t help but wonder if my future career would ever make a tangible difference in the world. Enrolling in ‘Sustainable Innovations’ completely eradicated those doubts. The turning point for me was a fascinating presentation by a visiting lecturer who showcased how biodegradable packaging had revitalised a struggling community’s economy. I was absolutely hooked. It made me realise that designers have immense power to influence consumer behaviour and reduce waste. I’ve now completely pivoted my portfolio to focus on eco-friendly branding and zero-waste packaging solutions. If I hadn’t taken this module, I would probably still be churning out generic advertisements for things people don’t really need. Now, I know exactly how to use my creativity as a force for positive change, and my confidence has skyrocketed.

D Sam: Business Student

I’ve always possessed a strong entrepreneurial streak, and my initial goal was to launch a tech startup, sell it for a fortune, and retire by forty. The ‘Social Entrepreneurship’ module wasn’t something I took entirely seriously at first. For our main assessment, we had to pitch a business model that solved a local issue. My group’s initial proposal—an app for reducing food waste—was torn apart by the panel for being completely impractical. However, having to go back to the drawing board and genuinely engage with the community to understand their needs was an invaluable experience. Bouncing back from that failure taught me more than any textbook ever could. I suddenly understood that a business doesn’t have to choose between being profitable and doing good. My priorities have shifted drastically; I am currently drawing up a business plan for a social enterprise that provides affordable tech education to disadvantaged youths.

Reading 2

You are going to read an article about four mature students talking about the difficulties and rewards of returning to higher education later in life.

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

Which person

1   mentions having to acquire new study skills to cope with the course?

2   finds that their past experiences give them an advantage in class?

3   regrets a lack of commitment during a previous period of study?

4   was relieved by the welcoming behaviour of other students?

5   returned to education because they were unable to change professions without a degree?

6   has found it difficult to adapt to living on less money?

7   finds it challenging to fit their studies around their other responsibilities?

8   successfully recovered from poor academic results at the start of their course?

9   is motivated by the need to justify the faith placed in them by university staff?

10   explains that financial restrictions prevented them from studying when they were younger?

Never Too Late to Learn

A Sarah

I always took it for granted that higher education was exclusively for school leavers, so walking into my first lecture at the age of thirty-five was incredibly daunting. I’d gone straight into employment as a teenager because my parents simply couldn’t cover the expenses, though I secretly yearned to get a degree. Now, juggling a part-time job, raising two children, and keeping up with coursework is no walk in the park. Scheduling everything is my biggest hurdle, and I regularly find myself catching up on required reading at midnight. Initially, I was convinced my younger classmates would completely ignore me, but to my relief, they’ve been wonderfully supportive and inclusive. What’s truly rewarding, though, is the sheer sense of personal achievement. Whenever I manage to submit an assignment, I feel a profound sense of pride. I’m finally fulfilling a lifelong ambition, and that makes the constant exhaustion completely worthwhile.

B Marcus

For over fifteen years, I worked in retail management, but I eventually reached a point where I felt completely stuck. I desperately wanted to switch to environmental science, but lacking the relevant qualifications meant my options were severely limited. Returning to education in my forties was the only logical step. The transition hasn’t been entirely smooth, however. While my motivation was high, getting my head around academic writing and using the university’s complex online portals was a massive shock to the system. I hadn’t written an essay since my school days! Thankfully, I sought help from the university’s academic support centre, which helped me bounce back from some disappointing early grades. The intellectual stimulation has been fantastic, and I’ve realised that learning isn’t restricted to your twenties. I finally feel like I am heading towards a career that genuinely excites me, rather than just paying the bills.

C Elena

When my youngest child moved out, the house felt exceptionally quiet, prompting me to rethink my own goals. Enrolling in a sociology degree at fifty was a huge leap of faith, particularly regarding my finances. Giving up a comfortable, steady salary to become a full-time student meant making significant cutbacks and strictly watching my budget. My main concern beforehand was whether my memory was still sharp enough to retain complex theories. However, I soon discovered that what I lacked in exam practice, I more than made up for with practical insight. In seminars, I can draw on decades of actual life experience, which the tutors actively encourage and appreciate. It turns out that having lived through different social changes gives me a unique perspective. The financial sacrifices have been tough to come to terms with, but the confidence I’ve gained is absolutely priceless.

D David

I’m in a slightly different boat, as this is actually my second attempt at getting a degree. I originally started university at eighteen, but I was far too immature. I skipped classes, completely neglected my assignments, and inevitably dropped out after a year. For a long time, I beat myself up about squandering such a great opportunity. Now, at twenty-eight, my attitude couldn’t be more different. I treat my studies like a full-time job, attending every seminar and spending hours in the library. Sometimes, I look at the teenagers in my cohort and wish I’d had their dedication back then, but I know I wasn’t ready. The hardest part was convincing the admissions tutors to give me another chance. Proving them right is what drives me now. It’s incredibly satisfying to see top marks on my papers and know I’ve finally matured enough to succeed.

Exercises:   123456