Activate teaching-pet-for-schools-listening

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Listening Overview

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Activate teaching-pet-for-schools-listening

  1. 1. Paper 2: ListeningL Overview How long is the paper? About 30 minutes, plus 6 minutes to transfer answers to the answer sheet Where do candidates write their They shade lozenges (Parts 1, 2, 4) or write answers? answers (Part 3) on a separate answer sheet. Candidates write directly on to the question paper while they are listening to the recordings, then use the 6 minutes at the end to transfer their answers to the separate answer sheet. How many parts are there? 4 parts with 25 questions What will candidates listen to? Neutral or informal dialogues and monologues How many times will candidates hear the recordings? Each text is heard twice, and the instructions are also heard. Part 1 3-option multiple choice (short neutral or informal monologues or dialogues) • 7 questions • 3 visuals for each question • Candidates identify the correct visual Part 2 3-option multiple choice (longer monologue or interview with one main speaker) • 6 questions • 3 options for each • Candidates identify specific information and detailed meaning Part 3 Gap-fill (longer monologue) • 6 gaps to fill • Candidates write one or more words in the gap Part 4 True/false (longer informal dialogue) • 6 statements • Candidates decide whether the statements are correct or incorrect by listening for detail and attitude and opinion of speakers 29
  2. 2. L Listening Part 1 FAQs Q What is the focus of Part 1? A In Part 1 candidates are tested on their ability to identify simple information that is factual from 7 separate short conversations or informal monologues. Q What kind of conversations or monologues do candidates hear? A They are taken from daily life and are conversations between friends or at home, conversations in shops, radio announcements, etc. Q What kind of information do they have to identify? A Specific information that will answer the question. Q What form do the questions take? A On the Question paper there is a question and three multiple-choice options which are shown as pictures or drawings. Q Does the candidate have time to read the questions before they listen to the recording? A Yes, there are pauses for candidates to look at the questions and write their answers. Task preparation Which approach to the task is the best? 1 Listen for gist the first time and choose the best option. Use the second listening to confirm the answer, and listen for key words and information. 2 Listen to all 7 recordings the first time. Choose the answer on the second listening. Try to understand every word in the recording. The first approach is best. In class you could practise by regularly telling the class a short story about yourself without telling them the context, e.g. your journey to school in the morning, and ask them to say where you were or what you were doing. This develops the skill of listening for gist, and may help students to stop trying to understand every word. Candidates should always listen to the instructions and the context given in the exam task as this will help them to predict what they might hear and make it easier to understand the listening text. This is what happens in real life. In class, play different kinds of text and ask students to identify what kind of text they are listening to. Once students can identify text types easily, they will be able to identify and use the best listening strategy.30
  3. 3. 32 Listening Part 1 3 What present will the girl give Luisa? Questions 1 – 7 There are seven questions in this part. For each question, choose the correct answer (A, B or C) Example: Where is the girl’s hat? PAPER 2: LISTENING Part 1 (questions 1–5) A B C 4 Which instrument does the boy play now? A B C 1 What does the boy want from the shops? A B CReproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL 5 What will the weather be like for sports day tomorrow? A B C 2 Which programme is on first this evening? p e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 2 : l is te n i n g | sa m p l e pa p e r A B C A B C 2 3 Turn Over Sample Test Activate! Teaching PET for Schools31
  4. 4. 32 Listening Part 2 6 Who is the boy phoning? Questions 8 – 13 You will hear part of an interview with a girl called Sally Myers whose first book has recently been Sample Test published. For each question, choose the correct answer A, B, or C. 8 Why did Sally decide to write her first book? A people said her stories were good B her family bought her a diary Activate! Teaching PET for Schools A B C C her penfriend suggested it 9 Why didn’t Sally’s Dad want her to send her book to a publisher? A He didn’t like it very much. 7 What food will the boys mother buy? B He had given her help to write it. C He was worried that they wouldn’t be interested. 10 Sally sent her book to a company which A published books only on the internet. B published her favourite stories. C published books of a similar type. A B C 11 How did Sally feel when the company phoned her Mum? A very excited B extremely surprised C anxious about the future 12 Sally says that, as a result of her book, A she now has more money. B she has lost some of her friends. C she is in contact with new people. 13 What does Sally say about her next book? A It will be quite different from her first one. B It will be written for older readers. C It will be about something all children experience. p e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 2 : l is te n i n g | sa m p l e pa p e r 4 5 Turn Over 33 Part 1 (questions 6–7) and Part 2 (questions 8–13) PAPER 2: LISTENINGReproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL
  5. 5. L Listening Part 2 FAQs Q What is the focus of Part 2? A In Part 2 candidates are tested on their ability to identify specific information and detailed meaning in a longer text. Q What do candidates hear? A There may be an interview with one main speaker, e.g. a radio interview, or an informational monologue. Q What are the topics about? A The topics are international and usually informational. There may be recorded messages or announcements about events or places, or radio interviews with a person talking about his/her life. Q What kind of information do candidates have to understand and identify? A Specific information or detail, or a clearly stated attitude or opinion. Task preparation Look at these students’ statements about Part 2 of the Listening paper. Are they true or false? What would you say to these students? 1 I don’t need to listen to the instructions as I know what to do with multiple- choice questions. 2 If I read through the questions before I listen to the recording it will be easier to identify the answers. 3 If I hear the same word in the text and read it in the question, then that is the answer. 4 If I don’t know the answer I can always guess. 1 False. The instructions give the topic of the text, and also tell you which type of task you have to do. 2 True. There is time to read the questions, and it prepares candidates for what they are going to hear, enabling them to use the skill of prediction. 3 False. The same word may be heard, but that doesn’t mean it is the answer. It is more important to listen for the meaning of what is being said, and to think about trying to paraphrase rather than to ‘wordspot’. 4 True, but not until you have heard the recording twice and then only as a last resort. You should always be able to find the answer by using the correct listening skills. The first time you should listen for gist, then use the second listening to confirm your ideas. 33
  6. 6. L Listening Part 3 FAQS Q What is the focus of Part 3? A In Part 3 candidates are tested on their ability to identify,understand and interpret information. Q What do candidates hear? A A longer informational monologue, which could come from a range of contexts such as radio announcements, recorded messages, extracts from talks or radio programmes Q What is the monologue about? A It gives factual information about places, events, courses, etc. Q What do candidates have to do? A Complete notes which summarise the content of the recording, by filling in missing words. Q What kind of information do candidates have to identify and write down? A Usually single words or very short noun phrases which are actually heard on the recording. Q What happens if a candidate makes a spelling mistake? A If the word is recognisable then it is acceptable, unless it is a common word or actually spelled out on the recording. Task preparation Candidates should always listen to the instructions as they are told the context and topic of what they will hear. They should read through the whole text before they listen the first time, as the text provides a summary of the ideas. Make sure that they read through the whole text at the end as well, not just the words they have written, to check that it makes sense. In class, do prediction activities before any listening task to help students to anticipate what they will hear. You could read sentences aloud, and stop for students to fill in a word. With this exam task, encourage students to think about the kind of word that is missing in the notes. For example, it may be a time, or a date, and they will be able to see this from the notes.34
  7. 7. p e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 2 : l is te n i n g | sa m p l e pa p e r 34 34 Listening Part 3 Listening Part 4 Questions 14 – 19 Questions 20 – 25 You will hear some information about a film-making competition. Look at the six sentences for this part. Listening PRIZES: JUDGES: For each question, fill in the missing information in the numbered space. You will hear a conversation between a girl, Michelle, and a boy, Antony, about a television programme called ‘Pop Choice’ in which teenage singers compete for a prize. First prize: Decide if each sentence is correct or incorrect. Type of film: Questions 14 – 19 Other prizes: If it is correct, choose the letter A for YES. If it is not correct, choose the letter B for NO. PAPER 2: LISTENING FILM-MAKING COMPETITION YES NO Part 3 20 Antony enjoyed watching last night’s ‘Pop Choice’. A B Mark Matthews, director Maximum length of film: (14) ......................... Type of film: (15) ........................ 21 Michelle believes the first prize would be a good career opportunity. A B Subject this year: The (16) ......................... 22 Antony thinks that Michelle sings well enough to appear on TV. A B visit to a film school (15) ........................ 6 23 Michelle thinks the singers should wear more fashionable clothes. A B Subject this year: The (16) ......................... JUDGES: Maximum length of film: (14) ......................... Martha Fernando, presenter of the programme called ‘Film (17) .........................’ 24 Antony often disagrees with the opinions of the judges in the A B programme. You will hear some information about a film-making competition. Mark Matthews, director books and modern (18) ......................... Where the best films will be shown: (19) ......................... FILM-MAKING COMPETITIONReproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL Antony tells Michelle that he would prefer to watch the programme For each question, fill in the missing information in the numbered space. 25 A B alone. PRIZES: Part 3 (questions 14–19) and Part 4 (questions 20–25) p e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 2 : l is te n i n g | sa m p l e pa p e r First prize: visit to a film school Other prizes: books and modern (18) ......................... Martha Fernando, presenter of the programme called ‘Film (17) .........................’ Where the best films will be shown: (19) ......................... 6 7 Turn Over 25 24 23 22 21 20 Sample Test Activate! Teaching PET for Schools35 alone. Listening Michelle thi Antony thin programme Look at the six s Antony ofte Michelle bel Antony tells You will hear a c programme calle Antony enjo Decide if each se Questions 20 – If it is correct, ch
  8. 8. L Listening Part 4 FAQS Q What is the focus of Part 4? A In Part 4 candidates are tested on their ability to identify detailed meaning and also the attitudes and opinions of the speakers. Q What do candidates hear? A A longer dialogue, usually informal between two people of similar age, one boy and one girl. Q What are the conversations about? A Everyday interests and concerns of the speakers. The conversation is informal and the speakers discuss what they think about a given topic, and they often agree or disagree with each other. Q What do candidates see on the paper? A 6 statements which describe the attitudes and opinions of the people speaking. Q What kind of information do candidates have to identify? A Candidates have to understand the gist of the conversation, and identify the opinions and attitudes of the speakers as they decide whether the statements are true or false. Task preparation There is a lot of useful information given in the instructions for this part about the context, topic and who the speakers are. Make sure that students listen to identify the names correctly as the statements of opinions, etc. are linked to the speaker’s names. Suggest that candidates underline key words in the statements so that they can listen for these ideas (NOT these exact words). In class, write words on the board that indicate attitude – angry, happy, etc. Play short recordings (or tell stories) and ask students to listen for how the person feels (or how you feel). Try to play students as wide a range of listening texts as possible, taken from as many different contexts and sources as possible. This will help students become more confident when they are listening to different voices and accents.36

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