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CEFR C1 • Academic English

Academic Seminar Debate: ESL Listening Dialogue (C1)

A C1 English listening dialogue. Two students debate whether university education should be free. Use it for listening practice, role play or homework, and generate the audio in a US, UK or Australian accent.

Opens the Studio with this script loaded and a voice for each speaker. Change any line or accent, then generate the MP3 for your class. No sign-up needed to try.

Dialogue Script (3 speakers)

Tutor: Today's question: should university education be free? Isabel, would you like to start? Isabel: Certainly. Education is a public good. Graduates pay more tax over their lifetime, so society recovers the cost. Marcus: That's a compelling argument, but it overlooks who actually benefits most. Isabel: Go on. Marcus: Students from wealthier families are more likely to go to university. So free tuition could mean poorer taxpayers subsidise richer students. Isabel: I'd concede that risk exists. But fees deter exactly the low-income students we want to reach. Marcus: Then perhaps the debate hinges on targeting rather than price. Generous grants for those who need them. Isabel: Although means-testing creates its own barriers, like complex applications. Tutor: Excellent. You've both taken into account equity and efficiency. Let's widen this to the rest of the group.
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Key Vocabulary

to concede
To admit that someone else is partly right.
to hinge on
To depend completely on something.
a compelling argument
A very convincing argument.
to take into account
To consider something.

Comprehension Questions

  1. What is Isabel's main argument for free tuition?
  2. What concern does Marcus raise?
  3. On what point does Marcus say the debate hinges?

Tip: after you generate the audio, open its Lesson view for a printable transcript, vocabulary list and quiz with answers.

How to Use It in Class

  • Before listening: pre-teach the key vocabulary and ask students to predict what happens.
  • First listen: students answer the comprehension questions without the script.
  • Second listen: give out the script and have students underline useful phrases.
  • Speaking: pairs role-play the dialogue, then change one detail and improvise.

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