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LHow 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 writeanswers? 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 specifi c information and detailed meaning
Part 3 Gap-fi ll (longer monologue)• 6 gaps to fi ll
• 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
Paper 2: Listening Overview
M02_ACTI_TBR_A1GLB_4205_U02.indd 29 7/12/09 14:30:02
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 Specifi c 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 preparationWhich approach to the task is the best?
1 Listen for gist the fi rst time and choose the best option. Use the second listening to confi rm the answer, and listen for key words and information.
2 Listen to all 7 recordings the fi rst time. Choose the answer on the second listening. Try to understand every word in the recording.
The fi rst 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
Listening Part 1 L
M02_ACTI_TBR_A1GLB_4205_U02.indd 30 7/12/09 14:30:03
3131
2
List
enin
g P
art
1
Qu
esti
ons
1 –
7
Ther
e ar
e se
ven
ques
tions
in t
his
part
. Fo
r ea
ch q
uest
ion,
cho
ose
the
corr
ect
answ
er (
A, B
or
C)
Exam
ple:
Whe
re is
the
girl
’s h
at?
A
B
C
1
Wha
t do
es t
he b
oy w
ant
from
the
sho
ps?
A
B
C
2
Whi
ch p
rogr
amm
e is
on
first
thi
s ev
enin
g?
A
B
C
3
Turn
Ove
r
3
Wha
t pr
esen
t w
ill t
he g
irl g
ive
Luis
a?
A
B
C
4
Whi
ch in
stru
men
t do
es t
he b
oy p
lay
now
?
A
B
C
5 W
hat w
ill th
e w
eath
er b
e lik
e fo
r spo
rts d
ay to
mor
row
?
A
B
C
PAPER 2: LISTENINGPart 1 (questions 1–5)
pet for schools handbook for teachers | paper 2: l istening | sample paper32
Sample Test
Activate! Teaching PET for Schools
Reproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL
M02_ACTI_TBR_A1GLB_4205_U02.indd 31 7/12/09 14:30:03
L
32
PAPER 2: LISTENINGPart 1 (questions 6–7) and Part 2 (questions 8–13)
5
Turn
Ove
r
List
enin
g P
art
2
Qu
esti
ons
8 –
13
Yo
u w
ill h
ear
part
of
an in
terv
iew
with
a g
irl c
alle
d Sa
lly M
yers
who
se f
irst
book
has
rec
ently
bee
n pu
blis
hed.
Fo
r ea
ch q
uest
ion,
cho
ose
the
corr
ect
answ
er A
, B, o
r C
.
8
W
hy d
id S
ally
dec
ide
to w
rite
her
first
boo
k?
A
peop
le s
aid
her
stor
ies
wer
e go
od
B
her
fam
ily b
ough
t he
r a
diar
y
C
her
penf
riend
sug
gest
ed it
9
Why
did
n’t
Sally
’s D
ad w
ant
her
to s
end
her
book
to
a pu
blis
her?
A
He
didn
’t lik
e it
ver y
muc
h.
B
He
had
give
n he
r he
lp t
o w
rite
it.
C
He
was
wor
ried
that
the
y w
ould
n’t
be in
tere
sted
. 10
Sa
lly s
ent
her
book
to
a co
mpa
ny w
hich
A
publ
ishe
d bo
oks
only
on
the
inte
rnet
.
B
publ
ishe
d he
r fa
vour
ite s
torie
s.
C
publ
ishe
d bo
oks
of a
sim
ilar
type
. 11
H
ow d
id S
ally
fee
l whe
n th
e co
mpa
ny p
hone
d he
r M
um?
A
ver y
exc
ited
B
extr
emel
y su
rpris
ed
C
anxi
ous
abou
t th
e fu
ture
12
Sa
lly s
ays
that
, as
a re
sult
of h
er b
ook,
A
she
now
has
mor
e m
oney
.
B
she
has
lost
som
e of
her
frie
nds.
C
she
is in
con
tact
with
new
peo
ple.
13
W
hat
does
Sal
ly s
ay a
bout
her
nex
t bo
ok?
A
It w
ill b
e qu
ite d
iffer
ent
from
her
firs
t on
e.
B
It w
ill b
e w
ritte
n fo
r ol
der
read
ers.
C
It w
ill b
e ab
out
som
ethi
ng a
ll ch
ildre
n ex
perie
nce.
4
6
Who
is t
he b
o y p
honi
ng?
A
B
C
7
Wha
t fo
od w
ill t
he b
oy's
mot
her
buy?
A
B
C
pet for schools handbook for teachers | paper 2: l istening | sample paper 33
Sample Test
Activate! Teaching PET for Schools
Reproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL
M02_ACTI_TBR_A1GLB_4205_U02.indd 32 7/12/09 14:30:03
LFAQs
Q What is the focus of Part 2?A In Part 2 candidates are tested on their ability to identify specifi c 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 Specifi c information or detail, or a clearly stated attitude or opinion.
Task preparationLook 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 fi nd the answer by using the correct listening skills. The fi rst time you should listen for gist, then use the second listening to confi rm your ideas.
3333
Listening Part 2
M02_ACTI_TBR_A1GLB_4205_U02.indd 33 7/12/09 14:30:03
LFAQS 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 fi lling 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 preparationCandidates 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 fi rst 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 fi ll 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
Listening Part 3
M02_ACTI_TBR_A1GLB_4205_U02.indd 34 7/12/09 14:30:04
35
34 pet for schools handbook for teachers | paper 2: l istening | sample paper
6
List
enin
g P
art
3 Q
ues
tion
s 1
4 –
19
Yo
u w
ill h
ear
som
e in
form
atio
n ab
out
a fil
m-m
akin
g co
mpe
titio
n.
For
each
que
stio
n, f
ill in
the
mis
sing
info
rmat
ion
in t
he n
umbe
red
spac
e.
FILM
-MAKI
NG
COM
PETI
TION
Max
imum
leng
th o
f fi
lm:
(14
) ...
......
......
......
....
Type
of
film
:
(1
5)
......
......
......
......
Su
bjec
t th
is y
ear:
The
(1
6)
......
......
......
......
. JU
DGE
S:
Mar
tha
Fern
ando
, pre
sent
er o
f th
e pr
ogra
mm
e ca
lled
‘Film
(1
7)
......
......
......
......
.’ M
ark
Mat
thew
s, d
irec
tor
PRIZ
ES:
Firs
t pr
ize:
vi
sit
to a
film
sch
ool
Oth
er p
rize
s:
book
s an
d m
oder
n (1
8)
......
......
......
......
. W
here
the
bes
t fi
lms
will
be s
hown
: (1
9)
......
......
......
......
.
7
Turn
Ove
r
List
enin
g P
art
4
Qu
esti
ons
20
– 2
5
Look
at
the
six
sent
ence
s fo
r th
is p
art.
Yo
u w
ill h
ear
a co
nver
satio
n be
twee
n a
girl,
Mic
helle
, and
a b
oy, A
nton
y, a
bout
a t
elev
isio
n pr
ogra
mm
e ca
lled
‘Pop
Cho
ice’
in w
hich
tee
nage
sin
gers
com
pete
for
a p
rize.
D
ecid
e if
each
sen
tenc
e is
cor
rect
or
inco
rrec
t.
If it
is c
orre
ct,
choo
se t
he le
tter
A f
or Y
ES.
If it
is n
ot c
orre
ct, c
hoos
e th
e le
tter
B f
or N
O.
YE
S
NO
20
An
tony
enj
oyed
wat
chin
g la
st n
ight
’s ‘P
op C
hoic
e’.
A
B
21
Mic
helle
bel
ieve
s th
e fir
st p
rize
wou
ld b
e a
good
car
eer
oppo
rtun
ity.
A
B
22
Anto
ny t
hink
s th
at M
iche
lle s
ings
wel
l eno
ugh
to a
ppea
r on
TV.
A
B
23
M
iche
lle t
hink
s th
e si
nger
s sh
ould
wea
r m
ore
fash
iona
ble
clot
hes.
A
B
24
An
tony
oft
en d
isag
rees
with
the
opi
nion
s of
the
judg
es in
the
pr
ogra
mm
e.
A
B
25
An
tony
tel
ls M
iche
lle t
hat
he w
ould
pre
fer
to w
atch
the
pro
gram
me
alon
e.
A
B
PAPER 2: LISTENINGPart 3 (questions 14–19) and Part 4 (questions 20–25)
34p
et fo
r s
ch
oo
ls h
an
db
oo
k fo
r te
ac
he
rs
|
pa
per
2: lis
tenin
g|
sa
mp
le pa
per
6
Listening Part 3 Questions 14 – 19 You will hear some information about a film-making competition. For each question, fill in the missing information in the numbered space.
FILM-MAKING COMPETITION
Maximum length of film: (14) .........................
Type of film: (15) ........................
Subject this year: The (16) ......................... JUDGES:
Martha Fernando, presenter of the programme called ‘Film (17) .........................’
Mark Matthews, director PRIZES:
First prize: visit to a film school Other prizes: books and modern (18) ......................... Where the best films will be shown: (19) .........................
7 Turn Over
Listening Part 4 Questions 20 – 25 Look at the six sentences for this part. 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. 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.
YES NO 20 Antony enjoyed watching last night’s ‘Pop Choice’. A B 21 Michelle believes the first prize would be a good career opportunity. A B 22 Antony thinks that Michelle sings well enough to appear on TV. A B 23 Michelle thinks the singers should wear more fashionable clothes. A B 24 Antony often disagrees with the opinions of the judges in the
programme. A B
25 Antony tells Michelle that he would prefer to watch the programme
alone. A B
PAPER
2: LISTEN
ING
Part 3 (questions 14–19) and Part 4 (questions 20–
25)
Sample Test
35
Activate! Teaching PET for Schools
Reproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL
M02_ACTI_TBR_A1GLB_4205_U02.indd 35 7/12/09 14:30:04
3636
LFAQS 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 preparationThere 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 confi dent when they are listening to different voices and accents.
Listening Part 4
M02_ACTI_TBR_A1GLB_4205_U02.indd 36 7/12/09 14:30:04
37
Sample Test
34 pet for schools handbook for teachers | paper 2: l istening | sample paper
6
List
enin
g P
art
3 Q
ues
tion
s 1
4 –
19
Yo
u w
ill h
ear
som
e in
form
atio
n ab
out
a fil
m-m
akin
g co
mpe
titio
n.
For
each
que
stio
n, f
ill in
the
mis
sing
info
rmat
ion
in t
he n
umbe
red
spac
e.
FILM
-MAKI
NG
COM
PETI
TION
Max
imum
leng
th o
f fi
lm:
(14
) ...
......
......
......
....
Type
of
film
:
(1
5)
......
......
......
......
Su
bjec
t th
is y
ear:
The
(1
6)
......
......
......
......
. JU
DGE
S:
Mar
tha
Fern
ando
, pre
sent
er o
f th
e pr
ogra
mm
e ca
lled
‘Film
(1
7)
......
......
......
......
.’ M
ark
Mat
thew
s, d
irec
tor
PRIZ
ES:
Firs
t pr
ize:
vi
sit
to a
film
sch
ool
Oth
er p
rize
s:
book
s an
d m
oder
n (1
8)
......
......
......
......
. W
here
the
bes
t fi
lms
will
be s
hown
: (1
9)
......
......
......
......
.
7
Turn
Ove
r
List
enin
g P
art
4
Qu
esti
ons
20
– 2
5
Look
at
the
six
sent
ence
s fo
r th
is p
art.
Yo
u w
ill h
ear
a co
nver
satio
n be
twee
n a
girl,
Mic
helle
, and
a b
oy, A
nton
y, a
bout
a t
elev
isio
n pr
ogra
mm
e ca
lled
‘Pop
Cho
ice’
in w
hich
tee
nage
sin
gers
com
pete
for
a p
rize.
D
ecid
e if
each
sen
tenc
e is
cor
rect
or
inco
rrec
t.
If it
is c
orre
ct,
choo
se t
he le
tter
A f
or Y
ES.
If it
is n
ot c
orre
ct, c
hoos
e th
e le
tter
B f
or N
O.
YE
S
NO
20
An
tony
enj
oyed
wat
chin
g la
st n
ight
’s ‘P
op C
hoic
e’.
A
B
21
Mic
helle
bel
ieve
s th
e fir
st p
rize
wou
ld b
e a
good
car
eer
oppo
rtun
ity.
A
B
22
Anto
ny t
hink
s th
at M
iche
lle s
ings
wel
l eno
ugh
to a
ppea
r on
TV.
A
B
23
M
iche
lle t
hink
s th
e si
nger
s sh
ould
wea
r m
ore
fash
iona
ble
clot
hes.
A
B
24
An
tony
oft
en d
isag
rees
with
the
opi
nion
s of
the
judg
es in
the
pr
ogra
mm
e.
A
B
25
An
tony
tel
ls M
iche
lle t
hat
he w
ould
pre
fer
to w
atch
the
pro
gram
me
alon
e.
A
B
PAPER 2: LISTENINGPart 3 (questions 14–19) and Part 4 (questions 20–25)
34 pet for schools handbook for teachers | paper 2: l istening | sample paper
6
List
enin
g P
art
3 Q
ues
tion
s 1
4 –
19
Yo
u w
ill h
ear
som
e in
form
atio
n ab
out
a fil
m-m
akin
g co
mpe
titio
n.
For
each
que
stio
n, f
ill in
the
mis
sing
info
rmat
ion
in t
he n
umbe
red
spac
e.
FILM
-MAKI
NG
COM
PETI
TION
Max
imum
leng
th o
f fi
lm:
(14
) ...
......
......
......
....
Type
of
film
:
(1
5)
......
......
......
......
Su
bjec
t th
is y
ear:
The
(1
6)
......
......
......
......
. JU
DGE
S:
Mar
tha
Fern
ando
, pre
sent
er o
f th
e pr
ogra
mm
e ca
lled
‘Film
(1
7)
......
......
......
......
.’ M
ark
Mat
thew
s, d
irec
tor
PRIZ
ES:
Firs
t pr
ize:
vi
sit
to a
film
sch
ool
Oth
er p
rize
s:
book
s an
d m
oder
n (1
8)
......
......
......
......
. W
here
the
bes
t fi
lms
will
be s
hown
: (1
9)
......
......
......
......
.
7
Turn
Ove
r
List
enin
g P
art
4
Qu
esti
ons
20
– 2
5
Look
at
the
six
sent
ence
s fo
r th
is p
art.
Yo
u w
ill h
ear
a co
nver
satio
n be
twee
n a
girl,
Mic
helle
, and
a b
oy, A
nton
y, a
bout
a t
elev
isio
n pr
ogra
mm
e ca
lled
‘Pop
Cho
ice’
in w
hich
tee
nage
sin
gers
com
pete
for
a p
rize.
D
ecid
e if
each
sen
tenc
e is
cor
rect
or
inco
rrec
t.
If it
is c
orre
ct,
choo
se t
he le
tter
A f
or Y
ES.
If it
is n
ot c
orre
ct, c
hoos
e th
e le
tter
B f
or N
O.
YE
S
NO
20
An
tony
enj
oyed
wat
chin
g la
st n
ight
’s ‘P
op C
hoic
e’.
A
B
21
Mic
helle
bel
ieve
s th
e fir
st p
rize
wou
ld b
e a
good
car
eer
oppo
rtun
ity.
A
B
22
Anto
ny t
hink
s th
at M
iche
lle s
ings
wel
l eno
ugh
to a
ppea
r on
TV.
A
B
23
M
iche
lle t
hink
s th
e si
nger
s sh
ould
wea
r m
ore
fash
iona
ble
clot
hes.
A
B
24
An
tony
oft
en d
isag
rees
with
the
opi
nion
s of
the
judg
es in
the
pr
ogra
mm
e.
A
B
25
An
tony
tel
ls M
iche
lle t
hat
he w
ould
pre
fer
to w
atch
the
pro
gram
me
alon
e.
A
B
PAPER 2: LISTENINGPart 3 (questions 14–19) and Part 4 (questions 20–25)
34p
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r s
ch
oo
ls h
an
db
oo
k fo
r te
ac
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rs
|
pa
per
2: lis
tenin
g|
sa
mp
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6
Listening Part 3 Questions 14 – 19 You will hear some information about a film-making competition. For each question, fill in the missing information in the numbered space.
FILM-MAKING COMPETITION
Maximum length of film: (14) .........................
Type of film: (15) ........................
Subject this year: The (16) ......................... JUDGES:
Martha Fernando, presenter of the programme called ‘Film (17) .........................’
Mark Matthews, director PRIZES:
First prize: visit to a film school Other prizes: books and modern (18) ......................... Where the best films will be shown: (19) .........................
7 Turn Over
Listening Part 4 Questions 20 – 25 Look at the six sentences for this part. 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. 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.
YES NO 20 Antony enjoyed watching last night’s ‘Pop Choice’. A B 21 Michelle believes the first prize would be a good career opportunity. A B 22 Antony thinks that Michelle sings well enough to appear on TV. A B 23 Michelle thinks the singers should wear more fashionable clothes. A B 24 Antony often disagrees with the opinions of the judges in the
programme. A B
25 Antony tells Michelle that he would prefer to watch the programme
alone. A B
PAPER
2: LISTEN
ING
Part 3 (questions 14–19) and Part 4 (questions 20–
25)
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38
L Listening Audio Scripts
35pet for schools handbook for teachers | paper 2: l istening | sample tapescript
PAPER 2: LISTENING Tapescript for Sample Paper
Rubric: This is the Cambridge Preliminary English Test for
Schools, Sample paper.
There are four parts to the test. You will hear each part
twice. For each part of the test there will be time for
you to look through the questions and time for you to
check your answers.
Write your answers on the question paper. You will
have six minutes at the end of the test to copy your
answers onto the answer sheet.
The recording will now be stopped.
Please ask any questions now, because you must not
speak during the test.
PAUSE 5 SECONDS
— *** —
Rubric: Now open your question paper and look at part 1.
PAUSE 2 SECONDS
Rubric: There are seven questions in this part. For each
question there are three pictures and a short recording.
For each question, choose the correct answer (A, B or
C).
Before we start, here is an example.
Where is the girl’s hat?
Woman: Where’s your new hat Sally? I hope you haven’t
left it on the school bus.
Girl: Don’t worry Mum. I put it in my school bag
because I was too hot.
Woman: Are you sure? I can’t see it there. You probably
dropped it in the road somewhere.
Girl: Oh, here it is – hanging in the hall. I forgot to take
it this morning.
PAUSE 5 SECONDS
Rubric: The answer is A.
Look at the three pictures for question 1 now.
PAUSE 5 seconds
Rubric: Now we are ready to start. Listen carefully. You will
hear each recording twice.
Rubric: 1 – What does the boy want from the shops?
Boy: Are you going to the shops today, Mum?
Woman: I expect so – what do you want – not another
football DVD.
Boy: Actually not this time. I was wondering if you
could get me a newspaper. Not the one Dad gets,
but one called the Daily Herald – there’s an article
in it about motorbikes which will be useful for a
project I’m doing at school.
Woman: Motorbikes again! Still it makes a change from
football I suppose. OK, I’ll get it.
PAUSE 5 SECONDS
Rubric: Now listen again.
REPEAT
PAUSE 5 SECONDS
Rubric: 2 – Which programme is on first this evening?
TV Now I’m sure you’re all looking forward to
announcer seeing Kerri Ramsey in concert this evening. The
concert starts at seven fifteen and we’ll be going
over live at seven o’clock. But don’t forget that
Kerri’s concert is followed by the award-winning
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’:
the mini-series set in space in the not-too-distant
future.
PAUSE 5 SECONDS
Rubric: Now listen again.
REPEAT
PAUSE 5 SECONDS
Rubric: 3 – What present will the girl give Luisa?
Boy: What have you got for Luisa’s birthday tomorrow?
I saw some lovely flowers in the supermarket . . .
Girl: Flowers? I mean, I know she’s your sister, but
aren’t they . . . well, the kind of thing you’d get for
your mum?
Boy: Mmm, maybe. OK, got any better ideas?
Girl: Well, look . . . I’ve already got her this necklace,
and this t-shirt. I know Luisa really wanted the
necklace, so why don’t you give her that one and
the other one can be from me – then if it doesn’t
fit, I can always keep it myself . . .
Boy: Thanks!
PAUSE 5 SECONDS
Rubric: Now listen again.
REPEAT
PAUSE 5 SECONDS
Rubric: 4 – Which instrument does the boy play now?
Boy: So how are your piano lessons going, Isabelle?
Still keeping up with your practising?
Girl: Well I am, but I’ll never be as good as you, Jake. I
35The audio for this text can be downloaded from www.cambridgeesol.org/resources/teacher/pet.html
M02_ACTI_TBR_A1GLB_4205_U02.indd 38 7/12/09 14:30:05
3939
don’t know why you gave it up . . . Anyway, I’m
thinking of changing to the violin. Everyone says
that teacher at school’s really good.
Boy: Yeah, he is. Actually, it was him that introduced
me to the guitar so that’s become the new love of
my life. I had violin lessons from him last term,
too – didn’t keep it up though . . .
Girl: What a shame!
PAUSE 5 SECONDS
Rubric: Now listen again.
REPEAT
PAUSE 5 SECONDS
Rubric: 5 – What will the weather be like for the sports day
tomorrow?
Man: Morning, Mary. So . . . are you going to practise
your running for the sports day tomorrow? I
mean, I know you can’t go outside now, in the
rain . . .
Girl: Well, I’ve already practised a lot, but now I’m
worried that the day might be cancelled! They
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,
according to the latest forecast on the internet –
so it will be fine tomorrow. And those forecasts
are always right!
Girl: Oh, good!
PAUSE 5 SECONDS
Rubric: Now listen again.
REPEAT
PAUSE 5 SECONDS
Rubric: 6 – Who is the boy phoning?
Boy: Oh hello. My name’s Ben West and I’ve got an
appointment for a check-up at four fifteen but I’m
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
surgery afterwards but the hairdresser was
running late. I’m sorry . . . Oh yes five thirty
would be fine. I’ve also got to pick up my new
glasses this afternoon, so I’ll have time to do that
on the way.
PAUSE 5 SECONDS
Rubric: Now listen again.
REPEAT
PAUSE 5 SECONDS
Rubric: 7 – What food will the boy’s mother buy?
Woman: So have you got everything for when your friends
come tonight? Don’t forget you might want some
chocolate to eat later while you’re watching your
film.
Boy: Oh, I sorted that out yesterday, Mum. I think we
need to give them something to eat when they
first arrive, though – like pizzas, maybe.
Everybody likes those.
Woman: Well, let’s look in the freezer – hmm – I’d better
get some from the supermarket. We haven’t got
much ice cream either, but there’ll be enough for
your friends.
Boy: Thanks, Mum.
PAUSE 5 SECONDS
Rubric: Now listen again.
REPEAT
PAUSE 5 SECONDS
Rubric: That is the end of part 1.
PAUSE 10 SECONDS
— *** —
Rubric: Now turn to part 2, questions 8 to 13.
You will hear part of an interview with a girl called
Sally Myers whose first book has recently been
published.
For each question, choose the correct answer A, B or C.
You now have 45 seconds to look at the questions for
part 2.
PAUSE 45 SECONDS
Rubric: Now we are ready to start. Listen carefully. You will
hear the recording twice.
Interviewer: Sally Myers is a thirteen-year-old writer whose
first book was published last year. Sally, tell us
about that book.
Sally: Well, I loved writing. I’d had a diary for a couple of
years. I wrote about my day, poems, stories, stuff
like that. But I never showed people what I wrote.
Then, because my penfriend was moving to a new
city with her family – just like I’d done the year
before – I wrote down some advice for her –
things which had helped me. She thought it was
great and said I should write a little book about it
for other kids. So I did.
Interviewer: Did anybody help you?
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.
3636 pet for schools handbook for teachers | paper 2: l istening | sample tapescript36The audio for this text can be downloaded from www.cambridgeesol.org/resources/teacher/pet.html
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40
He thought I’d feel disappointed if they didn’t like
it. So, I sent it to just one company to see what
they’d say.
Interviewer: How did you know which company to choose?
Sally: I did a search on the internet and found that
some publishers only did, like, stories about
animals, so I didn’t bother with them. I just
emailed the one that already published that sort
of book. The next morning my parents got a
phone call from them. They wanted to publish
mine.
Interviewer: That must have been amazing!
Sally: Yeah. Mum was really calm and businesslike on
the phone but as soon as she put it down she
was, like, jumping up and down with excitement.
She’d told me that this kind of thing just never
happened, and I’d believed her, so I was too
shocked to feel anything at first. Then my Dad
started worrying about what would happen next.
But everything was OK in the end.
Interviewer: Has being an author changed you?
Sally: I don’t really think so. I just go to school, hang out
with the same friends, take care of my pets, do
regular things. People think I make lots of money,
but it’s not true. But I do get letters from kids
who’ve read my book and that’s cool.
Interviewer: Tell us what your next book’s going to be about.
Sally: It’s about moving from primary school to
secondary school, which most kids in this country
do when they’re eleven. It’s such a big change.
The last year at primary school, lots of kids start
to get nervous about the move. My book will help
them realise that everybody goes through this:
there’s no need to feel frightened.
PAUSE 5 SECONDS
Rubric: Now listen again.
REPEAT
PAUSE 5 SECONDS
Rubric: That is the end of part 2.
PAUSE 10 SECONDS
— *** —
Rubric: Now turn to part 3, questions 14 to 19.
You will hear some information about a film-making
competition.
For each question, fill in the missing information in the
numbered space.
You now have 20 seconds to look at part 3.
PAUSE 20 SECONDS
Rubric: Now we are ready to start. Listen carefully. You will
hear the recording twice.
TV If you want to make films then you’ll be
announcer interested in our new competition.
If you’re between 11 and 18 you can enter this
year’s Film-making competition. The film should
last no more than 12 minutes and you should
have at least three main characters. Last year’s
winner had 8 people in it but we don’t usually
expect so many!
This is the third year of the competition. In
previous years, we accepted any type of film, from
horror to comedy, but this year we are looking for
a drama. There’ll be another competition later in
the year for people interested in making
documentaries.
We have seen some great films over the years
from very exciting young film-makers. Last year’s
films were about The Family, and we saw some
wonderful entries. This year, however, we want
films about the weather – it can either be about
how it makes you feel or how it can change a day.
A challenging topic!
The judges this year are Martha Fernando,
presenter of our film programme, ‘Film World’,
and author of a book about careers in film-
making called ‘Film Life’, and the director Mark
Matthews, whose latest film ‘Night’ is now in
cinemas.
There are some fantastic prizes. Our first prize-
winner will visit London International Academy,
one of the top film schools. We have other prizes
to give away – there are 100 books and also some
of the latest cameras to win.
You can send your films to us by post or bring
them to our offices in the Market Square. The
judges decision is final. You’ll have the chance to
see the best films when they are shown at the
Town Hall.
More information about the competition can be
found at . . .
PAUSE 5 SECONDS
Rubric: Now listen again.
REPEAT
PAUSE 5 SECONDS
Rubric: That is the end of part 3.
PAUSE 10 SECONDS
— *** —
pet for schools handbook for teachers | paper 2: l istening | sample tapescript 37The audio for this text can be downloaded from www.cambridgeesol.org/resources/teacher/pet.html
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4141
38
Rubric: Now turn to part 4, questions 20 to 25.
Look at the six sentences for this part. 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.
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.
You now have 20 seconds to look at the questions for
part 4.
PAUSE 20 SECONDS
Rubric: Now we are ready to start. Listen carefully. You will
hear the recording twice.
Girl: So Antony, did you see the third part of Pop
Choice on TV last night? I couldn’t wait for it to
start!
Boy: I had to go out but Mum taped it for me, because I
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
all the way through it. If you do I’ll ask you to
leave. Okay?
Girl: All right! I promise. See you later!
PAUSE 5 seconds
Rubric: Now listen again.
REPEAT
PAUSE 5 SECONDS
Rubric: That is the end of part 4.
PAUSE 10 SECONDS
Rubric: You now have six minutes to check and copy your
answers on to the answer sheet.
PAUSE 5 MINUTES
Rubric: You have one more minute.
PAUSE 1 MINUTE
Rubric: That is the end of the test.
pet for schools handbook for teachers | paper 2: l istening | sample tapescriptThe audio for this text can be downloaded from www.cambridgeesol.org/resources/teacher/pet.html
Activate! Teaching PET for Schools
M02_ACTI_TBR_A1GLB_4205_U02.indd 41 7/12/09 14:30:05
42
L
Answer sheet: Listening
Listening Answer Key
39pet for schools handbook for teachers | paper 2: l istening | answer key and answer sheet
PAPER 2: LISTENINGAnswer key
PART ONE
1 A
2 B
3 A
4 B
5 B
6 B
7 C
PART TWO
8 C
9 C
10 C
11 B
12 C
13 C
PART THREE
14 12 minute(s)
twelve minute(s)
Allow: 12 mins
15 (a) drama
16 weather
17 world
18 camera(s)
19 (at)(the) town hall
Brackets ( ) indicate optional words
PART FOUR
20 B
21 A
22 A
23 B
24 B
25 B
PAPER 2: LISTENINGAnswer sheet
39pet for schools handbook for teachers | paper 2: l istening | answer key and answer sheet
PAPER 2: LISTENINGAnswer key
PART ONE
1 A
2 B
3 A
4 B
5 B
6 B
7 C
PART TWO
8 C
9 C
10 C
11 B
12 C
13 C
PART THREE
14 12 minute(s)
twelve minute(s)
Allow: 12 mins
15 (a) drama
16 weather
17 world
18 camera(s)
19 (at)(the) town hall
Brackets ( ) indicate optional words
PART FOUR
20 B
21 A
22 A
23 B
24 B
25 B
PAPER 2: LISTENINGAnswer sheet
Reproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL
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