L Paper 2: Listening Overview - Pearson · PDF filePaper 2: Listening Overview ... paper 2: listening| sample paper Sample Test ... sample paper 33 Sample Test Activate! Teaching PET

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


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


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




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


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


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


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




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


37

Sample Test


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



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

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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)




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


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


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


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


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


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


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


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


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



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


REPEAT

PAUSE 5 SECONDS


PAUSE 10 SECONDS

— *** —


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



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


REPEAT

PAUSE 5 SECONDS


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



4141

38


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



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


REPEAT

PAUSE 5 SECONDS


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



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



Documents

L Paper 2: Listening Overview - Pearson · PDF filePaper 2: Listening Overview ... paper 2: listening| sample paper Sample Test ... sample paper 33 Sample Test Activate! Teaching PET