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Listening Overview

Listening Overview

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  • 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. 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. 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. 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. 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. 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. 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. 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
  • 9. ’ 20 Antony enjoyed watching last night’s ‘Pop Choice’. A B 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 25 24 23 22 21 20 Listening Part 3 Listening Part 4 JUDGES: 23 Michelle thinks the singers should wear more fashionable clothes. A B alone. Questions 14 – 19 Questions 20 – 25 You will hear some information about aof the programme called ‘Film (17) .........................’ Martha Fernando, presenter film-making competition. Listening Look at the often disagrees this part. 24 Antonysix sentences forwith the opinions of the judges in the A B 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. programme. Mark Matthews, director programme called ‘Pop Choice’ in which teenage singers compete for a prize. Questions 20 – 25 Decide if each sentence is correct or incorrect. If it is correct, choose the letter A for YES. If it is not correct, choose the letter B for NO. 25 Antony tells Michelle that he would prefer to watch the programme A B alone. PAPER 2: LISTENING FILM-MAKING COMPETITION YES NO Part 4 PRIZES: 20 Antony enjoyed watching last night’s ‘Pop Choice’. A B Part 3 (questions 14–19) Maximum length of film: a(14) ......................... First prize: visit to film school p e t f : l sc h o o s | n d b p o k f o r te Look at the six sentences for this part. Other prizes: Type of film: books and modern (18) ......................... (15) ........................ 21 Michelle believes the first prize would be a good career opportunity. A B Subject this year: The (16) ......................... Decide if each sentence is correct or incorrect. 22 Antony thinks that Michelle sings well enough to appear on TV. A B Where the best films will be shown: (19) ......................... 7 Antony enjoyed watching last night’s ‘Pop Choice’. JUDGES: 23 Michelle thinks the singers should wear more fashionable clothes. A B Martha Fernando, presenter of the programme called ‘Film (17) .........................’ 24 Antony often disagrees with the opinions of the judges in the A B 6 programme. 7 Antony often disagrees with the opinions of the judges in the Mark Matthews, director Turn Over Antony thinks that Michelle sings well enough to appear on TV. Michelle thinks the singers should wear more fashionable clothes. Antony tells Michelle that he would prefer to watch the programmeReproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL 25 Antony tells Michelle that he would prefer to watch the programme Michelle believes the first prize would be a good career opportunity. A B alone. programme called ‘Pop Choice’ in which teenage singers compete for a prize. PRIZES: 19) and Part 4 (questions 20–25) and Part 4 (questions 20–25) f o r te ac h e r s 34 pa p e r 2 o r is te n i nlg h asa m o l e pa p e r 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 A A A A A A YES Other prizes: books and modern (18) ......................... If it is correct, choose the letter A for YES. If it is not correct, choose the letter B for NO. You will hear a conversation between a girl, Michelle, and a boy, Antony, about a television Where the best films will be shown: (19) ......................... B B B B B B Turn Over NO 6 7 Part 3 (questions 14–19) and Part 4 (questions 20–25) Turn Over Sample Test PAPER 2: LISTENING Activate! Teaching PET for Schools37
  • 10. L Listening Audio Scripts PAPER 2: LISTENING but one called the Daily Herald – there’s an article in it about motorbikes which will be useful for a Tapescript for Sample Paper project I’m doing at school. Woman: Motorbikes again! Still it makes a change from Rubric: This is the Cambridge Preliminary English Test for football I suppose. OK, I’ll get it. Schools, Sample paper. PAUSE 5 SECONDS There are four parts to the test. You will hear each part twice. For each part of the test there will be time for Rubric: Now listen again. you to look through the questions and time for you to REPEAT check your answers. PAUSE 5 SECONDS Write your answers on the question paper. You will have six minutes at the end of the test to copy your Rubric: 2 – Which programme is on first this evening? answers onto the answer sheet. TV Now I’m sure you’re all looking forward to The recording will now be stopped. announcer seeing Kerri Ramsey in concert this evening. The Please ask any questions now, because you must not concert starts at seven fifteen and we’ll be going speak during the test. over live at seven o’clock. But don’t forget that Kerri’s concert is followed by the award-winning PAUSE 5 SECONDS wildlife film ‘Elephants in Danger’ which is well — — worth seeing if you like animals. But now on *** channel five, we’ve got the final parts of ‘Stars’: Rubric: Now open your question paper and look at part 1. the mini-series set in space in the not-too-distant PAUSE 2 SECONDS future. Rubric: There are seven questions in this part. For each PAUSE 5 SECONDS question there are three pictures and a short recording. Rubric: Now listen again. For each question, choose the correct answer (A, B or C). REPEAT Before we start, here is an example. PAUSE 5 SECONDS Where is the girl’s hat? Rubric: 3 – What present will the girl give Luisa? Woman: Where’s your new hat Sally? I hope you haven’t Boy: What have you got for Luisa’s birthday tomorrow? left it on the school bus. I saw some lovely flowers in the supermarket . . . Girl: Don’t worry Mum. I put it in my school bag Girl: Flowers? I mean, I know she’s your sister, but because I was too hot. aren’t they . . . well, the kind of thing you’d get for Woman: Are you sure? I can’t see it there. You probably your mum? dropped it in the road somewhere. Boy: Mmm, maybe. OK, got any better ideas? Girl: Oh, here it is – hanging in the hall. I forgot to take Girl: Well, look . . . I’ve already got her this necklace, it this morning. and this t-shirt. I know Luisa really wanted the PAUSE 5 SECONDS necklace, so why don’t you give her that one and the other one can be from me – then if it doesn’t Rubric: The answer is A. fit, I can always keep it myself . . . Look at the three pictures for question 1 now. Boy: Thanks! PAUSE 5 seconds PAUSE 5 SECONDS Rubric: Now we are ready to start. Listen carefully. You will Rubric: Now listen again. hear each recording twice. REPEAT Rubric: 1 – What does the boy want from the shops? PAUSE 5 SECONDS Boy: Are you going to the shops today, Mum? Rubric: 4 – Which instrument does the boy play now? Woman: I expect so – what do you want – not another football DVD. Boy: So how are your piano lessons going, Isabelle? Still keeping up with your practising? Boy: Actually not this time. I was wondering if you could get me a newspaper. Not the one Dad gets, Girl: Well I am, but I’ll never be as good as you, Jake. I 35 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 ta p e sc r i p t 35 The audio for this text can be downloaded from www.cambridgeesol.org/resources/teacher/pet.html38
  • 11. Activate! Teaching PET for Schools don’t know why you gave it up . . . Anyway, I’m Rubric: 7 – What food will the boy’s mother buy? thinking of changing to the violin. Everyone says Woman: So have you got everything for when your friends that teacher at school’s really good. come tonight? Don’t forget you might want some Boy: Yeah, he is. Actually, it was him that introduced chocolate to eat later while you’re watching your me to the guitar so that’s become the new love of film. my life. I had violin lessons from him last term, Boy: Oh, I sorted that out yesterday, Mum. I think we too – didn’t keep it up though . . . need to give them something to eat when they Girl: What a shame! first arrive, though – like pizzas, maybe. Everybody likes those. PAUSE 5 SECONDS Woman: Well, let’s look in the freezer – hmm – I’d better Rubric: Now listen again. get some from the supermarket. We haven’t got REPEAT much ice cream either, but there’ll be enough for your friends. PAUSE 5 SECONDS Boy: Thanks, Mum. Rubric: 5 – What will the weather be like for the sports day tomorrow? PAUSE 5 SECONDS Man: Morning, Mary. So . . . are you going to practise Rubric: Now listen again. your running for the sports day tomorrow? I REPEAT mean, I know you can’t go outside now, in the rain . . . PAUSE 5 SECONDS Girl: Well, I’ve already practised a lot, but now I’m Rubric: That is the end of part 1. worried that the day might be cancelled! They PAUSE 10 SECONDS said on the radio that the rain will stop later, but it’ll be followed by strong winds! — *** — Man: Oh, don’t worry – they’ll disappear tonight, Rubric: Now turn to part 2, questions 8 to 13. according to the latest forecast on the internet – You will hear part of an interview with a girl called so it will be fine tomorrow. And those forecasts Sally Myers whose first book has recently been are always right! published. Girl: Oh, good! For each question, choose the correct answer A, B or C. PAUSE 5 SECONDS You now have 45 seconds to look at the questions for Rubric: Now listen again. part 2. REPEAT PAUSE 45 SECONDS PAUSE 5 SECONDS Rubric: Now we are ready to start. Listen carefully. You will hear the recording twice. Rubric: 6 – Who is the boy phoning? Interviewer: Sally Myers is a thirteen-year-old writer whose Boy: Oh hello. My name’s Ben West and I’ve got an first book was published last year. Sally, tell us appointment for a check-up at four fifteen but I’m about that book. going to be a bit late. I’ve just had my hair cut and I thought I’d have time to get round to your Sally: Well, I loved writing. I’d had a diary for a couple of surgery afterwards but the hairdresser was years. I wrote about my day, poems, stories, stuff running late. I’m sorry . . . Oh yes five thirty like that. But I never showed people what I wrote. would be fine. I’ve also got to pick up my new Then, because my penfriend was moving to a new glasses this afternoon, so I’ll have time to do that city with her family – just like I’d done the year on the way. before – I wrote down some advice for her – things which had helped me. She thought it was PAUSE 5 SECONDS great and said I should write a little book about it Rubric: Now listen again. for other kids. So I did. REPEAT Interviewer: Did anybody help you? PAUSE 5 SECONDS Sally: Not with the writing. I only showed it to my Dad after it was finished. He thought it was good, but he tried to stop me sending it to any publishers. 36 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 ta p e sc r i p tThe audio for this text can be downloaded from www.cambridgeesol.org/resources/teacher/pet.html 39
  • 12. Activate! Teaching PET for Schools He thought I’d feel disappointed if they didn’t like Rubric: Now we are ready to start. Listen carefully. You will it. So, I sent it to just one company to see what hear the recording twice. they’d say. TV If you want to make films then you’ll be Interviewer: How did you know which company to choose? announcer interested in our new competition. Sally: I did a search on the internet and found that If you’re between 11 and 18 you can enter this some publishers only did, like, stories about year’s Film-making competition. The film should animals, so I didn’t bother with them. I just last no more than 12 minutes and you should emailed the one that already published that sort have at least three main characters. Last year’s of book. The next morning my parents got a winner had 8 people in it but we don’t usually phone call from them. They wanted to publish expect so many! mine. This is the third year of the competition. In Interviewer: That must have been amazing! previous years, we accepted any type of film, from horror to comedy, but this year we are looking for Sally: Yeah. Mum was really calm and businesslike on a drama. There’ll be another competition later in the phone but as soon as she put it down she the year for people interested in making was, like, jumping up and down with excitement. documentaries. She’d told me that this kind of thing just never happened, and I’d believed her, so I was too We have seen some great films over the years shocked to feel anything at first. Then my Dad from very exciting young film-makers. Last year’s started worrying about what would happen next. films were about The Family, and we saw some But everything was OK in the end. wonderful entries. This year, however, we want films about the weather – it can either be about Interviewer: Has being an author changed you? how it makes you feel or how it can change a day. Sally: I don’t really think so. I just go to school, hang out A challenging topic! with the same friends, take care of my pets, do The judges this year are Martha Fernando, regular things. People think I make lots of money, presenter of our film programme, ‘Film World’, but it’s not true. But I do get letters from kids and author of a book about careers in film- who’ve read my book and that’s cool. making called ‘Film Life’, and the director Mark Interviewer: Tell us what your next book’s going to be about. Matthews, whose latest film ‘Night’ is now in cinemas. Sally: It’s about moving from primary school to secondary school, which most kids in this country There are some fantastic prizes. Our first prize- do when they’re eleven. It’s such a big change. winner will visit London International Academy, The last year at primary school, lots of kids start one of the top film schools. We have other prizes to get nervous about the move. My book will help to give away – there are 100 books and also some them realise that everybody goes through this: of the latest cameras to win. there’s no need to feel frightened. You can send your films to us by post or bring PAUSE 5 SECONDS them to our offices in the Market Square. The judges decision is final. You’ll have the chance to Rubric: Now listen again. see the best films when they are shown at the REPEAT Town Hall. PAUSE 5 SECONDS More information about the competition can be found at . . . Rubric: That is the end of part 2. PAUSE 5 SECONDS PAUSE 10 SECONDS Rubric: Now listen again. — *** — Rubric: Now turn to part 3, questions 14 to 19. REPEAT You will hear some information about a film-making PAUSE 5 SECONDS competition. Rubric: That is the end of part 3. For each question, fill in the missing information in the PAUSE 10 SECONDS numbered space. — You now have 20 seconds to look at part 3. *** — PAUSE 20 SECONDS 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 ta p e sc r i p t 37 The audio for this text can be downloaded from www.cambridgeesol.org/resources/teacher/pet.html40
  • 13. Activate! Teaching PET for Schools Rubric: Now turn to part 4, questions 20 to 25. all the way through it. If you do I’ll ask you to leave. Okay? Look at the six sentences for this part. You will hear a conversation between a girl, Michelle, and a boy, Girl: All right! I promise. See you later! Antony, about a television programme called ‘Pop PAUSE 5 seconds Choice’ in which teenage singers compete for a prize. Rubric: Now listen again. Decide if each sentence is correct or incorrect. If it is correct, choose the letter A for YES. If it is not correct, REPEAT choose the letter B for NO. PAUSE 5 SECONDS You now have 20 seconds to look at the questions for Rubric: That is the end of part 4. part 4. PAUSE 10 SECONDS PAUSE 20 SECONDS Rubric: You now have six minutes to check and copy your Rubric: Now we are ready to start. Listen carefully. You will answers on to the answer sheet. hear the recording twice. PAUSE 5 MINUTES Girl: So Antony, did you see the third part of Pop Choice on TV last night? I couldn’t wait for it to Rubric: You have one more minute. start! PAUSE 1 MINUTE Boy: I had to go out but Mum taped it for me, because I Rubric: That is the end of the test. wanted to see it really badly. I don’t want to know what happened until I see it for myself this evening. Girl: OK. It was great again though. Everyone at school is talking about it today. There are only three singers left in the competition now and the first prize is a recording contract. What an amazing start in the pop music business! I wish I had a good voice! Boy: Well, I know you think you can’t sing. But to prove you can, perhaps you should enter next time. You must know you’ve got a great voice. You could be on TV too! Girl: No way! It’s kind of you to say that, but I’m not self-confident, you know. The judges on the programme say exactly what they think. If someone’s no good, they say so. Boy: Well, that’s fair. They should tell the truth. Girl: I agree, but even if someone’s a fantastic singer, they’ll say something horrible about their clothes or something, which is really unkind. People should dress how they want. Boy: Mmm, that’s true. Do you remember last week when one of the judges told that boy to find a better hairdresser if he seriously wanted to be a pop star? I nearly always agree with what they say, but this time I thought that he was really out of order. Girl: [Sympathetic laugh] Me too. Anyway... if it’s okay with you, can I come round and watch next week’s programme at your place? You wouldn’t mind, would you? Boy: As long as you don’t jump up and down and talk 38 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 ta p e sc r i p tThe audio for this text can be downloaded from www.cambridgeesol.org/resources/teacher/pet.html 41
  • 14. Listening L PAPER 2: LISTENING Answer key PART ONE Answer Key PART TWO PART THREE PAPERPART LISTENING 2: FOUR 1 A 8 C 14 12 minute(s) 20 B Answer key 2 B 9 C twelve minute(s) 21 A A C 3 PART ONE 10 PART TWO PART THREE12 mins Allow: 22 A PART FOUR 4 B 11 B 15 (a) drama 23 B 1 A 8 C 14 12 minute(s) 20 B 5 B 12 C 16 weather 24 B 2 B 9 C twelve minute(s) 21 A 6 B 13 C 17 world 25 B 3 A 10 C Allow: 12 mins 22 A 7 C 18 camera(s) 4 B 11 B 15 (a) drama 23 B 19 (at)(the) town hall 5 B 12 C 16 weather 24 B Brackets ( ) indicate optional words 6 B 13 C 17 world 25 B 7 C 18 camera(s) 19 (at)(the) town hall Brackets ( ) indicate optional words PAPER 2: LISTENING Answer sheet: Listening Answer sheet PAPER 2: LISTENING Answer sheet 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 | a ns w e r k e y a n d a ns w e r s h e e t 39 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 | a ns w e r k e y a n d a ns w e r s h e e t 3942 Reproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL

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