Success in C1 Advanced: ListeningPreparation tips and strategies

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Summer / Autumn 2019

Simona Petrescu

Assessment Services

Cambridge Assessment English

C1 AdvancedKey facts

4 papers:•Reading (+ Use of English)•Writing•Listening•Speaking

Overall length: about 4 hoursCambridge English Scores: 180-199

Extended certification

Scores: 180-210 – results + C1 Advanced certificate

•200-210 (grade A) – C1 Advanced certificate with CEFR C2 level certified

Scores: 160-179 – results + B2 (not B2 First!) certificate Scores: 142-159 – results, no certificate

Typical challenges

Reading & Listening

Retrieving meaning

Paraphrasing

Collocations, chunks

Writing

Organisation

Language

Speaking

Managing discourse

Interacting effectively

40 minutes4 parts, 30 questionsMonologues: radio broadcasts, speeches, talks, lectures, anecdotes, etc.; or interacting speakers: radio broadcasts, interviews, discussions, conversations, etc.Identify specific information, feelings, attitudes, gist, detail, speaker purpose, function; interpret contextEvery piece is heard twiceSilences built in

Listening

Overview of Listening task formats

Part Task type Format? What does it test?5 Multiple choice

(short extracts)6 Sentence

completion7 Multiple choice

8 Multiple matching

Overview of Listening task formats

Part Task type Format? What does it test?5 Multiple choice

(short extracts)3 short extracts, 2MCQ each

Gist, feeling, attitude, function, agreement etc.

6 Sentence completion

7 Multiple choice

8 Multiple matching

Overview of Listening task formats

Part Task type Format? What does it test?5 Multiple choice

(short extracts)3 short exchanges, 2 MCQ each

Gist, feeling, attitude, function, agreement etc.

6 Sentence completion

Monologue, gapped text to complete

Specific information, stated opinion

7 Multiple choice

8 Multiple matching

Overview of Listening task formats

Part Task type Format? What does it test?5 Multiple choice

(short extracts)3 short exchanges, 2 MCQ each

Gist, feeling, attitude, function, agreement etc.

6 Sentence completion

Monologue, gapped text to complete

Specific information, stated opinion

7 Multiple choice Conversation, six 4-option MCQ

Attitude, opinion, detail, speaker purpose, function etc.

8 Multiple matching

Overview of Listening task formats

Part Task type Format? What does it test?5 Multiple choice

(short extracts)3 short exchanges, 2 MCQ each

Gist, feeling, attitude, function, agreement etc.

6 Sentence completion

Monologue, gapped text to complete

Specific information, stated opinion

7 Multiple choice Conversation, six 4-option MCQ

Attitude, opinion, detail, speaker purpose, function etc.

8 Multiple matching 5 themed monologues, 2 lists of options to match

Gist, attitude, opinion, speaker purpose, interpreting context

Capture gist, detail

Distinguish fact vs opinion; identify speaker‘s main point, discourse meaning

Recognize similarities and differences in meaning (alternative wording)

Listen for specific information (and dismiss irrelevant text)

Follow discourse structure

Time managementFocus management

Listening competencesUnderstand meaning within context, while going with the audio flow

To be successful in Listening, students will need to be able to…

Deal with a variety of accents, speeds, styles of deliveryRecognise paraphrase (no word-spotting) and functions Distinguish main info from detail or subsidiary pointFollow discourse, e.g. connections between ideasInsert content into right structural patternFocus on the question and keep going even if answer missedStay calm and use the second listening for missed answersUse silent times to predict, or revise

• Find evidence for answers; work with the scripts •Language (reference words, linking)•Critical thinking skills

•Provide scaffolding (even more than for reading)•Combine detailed with holistic interpretation•Matching is never word-spotting

ListeningStrategies and tactics for preparation

Part 1

• Predict from the context outlined in the rubric• Read questions before the listening, attention targeted• Listen to the whole extract carefully; don‘t rush to answer

before extract is through• The 2 questions not sequential, may require 2 separate

angles• Make guesses for both questions after the 1st listening• Use 2nd listening to check

How to approach Part 1?

Cover choices, open question; listen once for each questionOnly provide open questions (no options) and have students discuss each questions in pairs / groupsIdentify text evidence for the correct answer, and against each of the 2 distractorsDo regular short listening on current issues, open-ended questionsHand out script, students write 2 (open) questions

How to develop listening skills for Part 1?Classroom ideas

You will hear two friends talking about marketing.

Find one point of disagreement, and one opinion expressed by the woman.

Now write two questions whose answers are in the sections you have found.

Swap in your pair the texts and questions and find the suitable answers. Discuss together.

Part 2

• Read the gapped text before the audio starts• Try to predict what kind of information is missing in each gap• Listen for „cues“ (text follows audio script)• Insert the words you hear, in a way that fits in with the

syntactic structure around the gap• Use the 2nd listening to check• After listening read quickly again.

How to approach Part 2?

Encourage prediction (from rubric, from text): ideas, languageDo pre-listening, e.g. ask students to listen for 1-2 elements of gist, then play recording once, hand out the task and play againHand out scripts, have students design task (they should paraphrase the passages in the script)

How to develop listening skills for Part 2?Classroom ideas

Write one sentence summarising a key idea in this passage, using your own words as far as possible.

Find a key word or short phrase to erase from your sentence, inserting a gap instead. The missing information must be mentioned in no more than 3 words in this text.

Our aim was to study the recovery of plants and other …. after the fire.

Part 3

• Read the questions and the options before the listening starts; underline key words

• Focus on the question stems and listen for the answer; select the option A-D

• Move on to next question by following the audio and the „cues“

• Use the 2nd listening to check, also trying to hear the evidence against the other options.

How to approach Part 3?

Cover choices A-D, open question; have students discuss each question in pairs / groupsDelete 2 distractors, only leave 2 options instead of 4Split: questions 1, 3, 5 Student A; 2, 4, 6 Student BUse scripts:• Identify text evidence for the correct answer, and against

each of the 3 distractors• Students draw idea maps of the text

How to develop listening skills for Part 3?Classroom ideas

You will hear an interview in which two journalists called Jenny and Peter are talking about their work. Look at the

questions below and discuss briefly what you expect to hear.

Now listen and make short notes below the questions.

Part 4

• The speakers talk about the same theme. Predict what views and attitudes might be expressed.

• Identify key words in the questions.• Establish preferred approach: one task per listening, or both

tasks during both hearings

How to approach Part 4?

Encourage predictionDiscuss differences among questions, predict what specific language (lexis and functional) could make the differencePractise vocab (e.g. emotions) and functional language (e.g. complaining, advising, regretting etc.) extensivelyRole-plays in pairs following the questions, e.g. reason for changing job: unfriendly colleagues; partner identifies the question which is being enacted

How to develop listening skills for Part 4?Classroom ideas

Work in pairsYou are telling your partner about your reason for changing jobs. Pick a reason from the list below and talk about it but try not to use the same words. Your partner needs to listen and identify the reason you picked.Unfriendly colleaguesPoor holiday entitlementLacking a sense of purposeNeeding more of a challengeThe workloadDisagreements with superiorsNo prospect of advancementThe physical environment

Preparation: resources

Free materialswww.cambridgeenglish.org

2 free sample tests (Handbook for Teachers)

https://www.cambridgeenglish.org/teaching-english/resources-for-teachers/

• Download audio files

• Search for lesson plans by skill

• Guide on assessment (Writing, Speaking)

Free materialswww.cambridgeenglish.org

2 free sample tests (Handbook for Teachers)

https://www.cambridgeenglish.org/teaching-english/resources-for-teachers/

• Download audio files

• Search for lesson plans by skill

• Guide on assessment (Writing, Speaking)

Cambridge University Press

What are the next steps?After CEPT results

Mock Test

• C1 Advanced (Handbook)• If possible, all papers; average 65%

Diagnosis

• Identify weak areas• Decide on which exam session

Work

• Next session: practice tests• Spring session: practice tests with language

revision / remedial work

Thank you!

Simona PetrescuAssessment Services Europepetrescu.s@cambridgeenglish.org