Pet SP R&L slideshow 3
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Pet SP R&L slideshow 3
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Pet SP R&L slideshow 3
- 1. Getting ready for B1 Preliminary Reading & Listening Getting Ready for B1 Writing
- 2. • What is the overall length of the listening paper? • How many tasks do you have to complete for this paper? • How many marks are there for this paper? • What type of texts you have to listen to? Slide • What tasks do you have to do? Getting Ready for B1 Writing Learn about Paper 3: Listening
- 3. • What is the overall length of the listening paper? • about 30 minutes + 6 minutes to transfer answers • How many tasks do you have to complete? • 4 • How many marks are there for this paper? • 25 marks (25 questions) • What type of texts you have to listen to? Slide • What tasks do you have to do? Getting Ready for B1 Writing Let’s check
- 4. Getting Ready for B1 Writing
- 5. Remember! Getting Ready for B1 Writing
- 6. Getting Ready for B1 Writing
- 7. Getting Ready for B1 Writing
- 8. Getting Ready for B1 Writing
- 9. Getting Ready for B1 Writing
- 10. …on Part 3 Getting Ready for B1 Writing
- 11. Academic Department Getting Ready for B1 Writing
Editor's Notes
- These slides have been produced for the teacher to use when teaching synchronously.
- Ask students to discuss the answers to these questions in pairs. Make sure students can access a sample paper.
- Check with whole group.
- It is important for students to know what type of text type they can come across.
- Ask students to work in pairs (breakout rooms) and ask them to discuss whether they find the tips in “How to approach the task” useful. Encourage them to share the strategies they use to do the different tasks. If they don’t use one, get them to find the one that suits them best so that they can use it they day of the exam.
- Repeat procedure for Parts 2, 3 & 4.
- Tell students that what they write should make sense and be grammatically correct.
- Repeat procedure for Parts 2, 3 & 4.
- Students usually find this task more challenging. That is why we will focus on it in class. Ask students to look at the first gap (question 14). With the whole class, elicit some ideas about what type of information could fill the gap, directing with questions if necessary, e.g. ‘What type of word follows the word ‘the’?’ (a noun), ‘what are you likely to see in the National Gardens?’ and generally getting learners to predict answers. Make it clear that this prediction can be crucial in a listening test in order to narrow down what candidates are listening for. Focus students’ attention on the next gap (question 15) and ask ‘What might need to be kept away by electronic armbands on a swimming trip?’ If you have not already done so, hand out the sample task now. Ask students to continue to predict in pairs what kind of information might be in the rest of the gaps. Students listen to the recording once and note down their answers. They then check their answers in pairs. Remind students that they must write down exactly what they hear on the recording for their answer.