PET for Schools Listening Part 1 Activity Notes for teachers

Description Students look at a set of three pictures from Part 1, describing the details, differences and situation before listening to the text. They then write a short dialogue in pairs for another set of pictures and roleplay it to another pair. After completing a Part 1 task they use the tapescript to focus on key and distractor information.

Time required: Materials required:

60 minutes Activity handout 1 and 2 Sample paper Tapescript 2 different coloured pens to introduce Part 1 of the Listening paper and the types of question that this involves to raise awareness of distractors in this type of question and to familiarise students with the types of dialogues used to practice a Part 1.

Aims:

Procedure 1. Explain that in Part 1 there are seven short listening texts, with one question and three images for each listening text. Tell students they may hear monologues or dialogues and concept check the difference (how many people speak?) and explain that the situations are all daily life. 2. Hand out the sample Part 1 task. Direct students to the example question and three pictures. Ask students to describe where the girls hat is in each picture. Write the sentences on the board (see below for examples), supplying any new vocabulary that is needed: A The girls hat is on the hat stand in the hall. B The girls hat is in the backpack. C The girls hat is on the bus.

Ask students to think about the situation: Who do you think might be talking about the girls hat? Do you think the girl knows where her hat is?

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PET for Schools Listening Part 1

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3. When students are ready, play the recording for the example. Ask students to listen and check if any of their ideas about the situation were correct. 4. Check the students understanding of the text by asking: Who is speaking? (A mother and her daughter) What is the situation? (The mother is worried that her daughter has lost her hat) How many of the images were mentioned? (All of them, as they discussed the places where the hat might be)

5. Play the recording again for the students to listen for what the answer is and why (A The girls hat is in the hall where she left it this morning Oh here it is hanging in the hall. I forgot to take it this morning). Ask students why the other options are wrong (B She thought shed put her hat in her school bag but her mother checks and she hadnt: I put it in my school bag because I was too hot Are you sure? I cant see it there. C Her mother is worried at first that she might have left her school hat on the bus I hope you havent left it on the school bus.) 6. Explain that the skill being tested is listening for specific information. As the listening text can include key words about all three of the pictures it is important not just to listen out for these key words (like school bag or bus) but to listen for detail and understand what is being said about them. In Part 1 you have to listen carefully right until the end to be able to choose the right answer. 7. Ask students to look at each question and the images for each and to discuss with a partner what they think the situation might be and what they can see in each picture. Whole class feedback of ideas, noting any new vocabulary on the board. 8. Hand out the Activity 1 worksheet. You could help the class to write an example dialogue on the board for the first question or roleplay the example dialogue given on the worksheet to demonstrate the activity. Check that they have understood what they have to do by asking questions such as Who is talking? (a boy to his sister); How many of the pictures are included in the conversation? (all three); How many pictures are correct? (just one); Which is correct? (B). 9. Students work in pairs to write their dialogues.

10. Put two pairs together, into groups of four. Ask them to roleplay their dialogue to the other pair. The other pair should listen and identify which question it is and what the answer is. Then they swap over. 11. Explain that the students are now going to answer Part 1. Tell them to indicate the correct answer by ticking the box beneath the image on the question paper while they listen. Elicit the procedure to follow: the first time they listen, they should get an idea of the answer. The second time they listen, they should check their answer is correct and also try to see why the other two pictures are not correct. Remind students that they answer on the question paper during the test and at the end they fill in the right box on the answer sheet. 12. Play the recording through to the end. Students check/discuss their answers in pairs. If necessary, play the recording again, then check answers with the class (see key).
UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by any means without the prior written permission of University of Cambridge ESOL Examinations.

PET for Schools Listening Part 1

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13. Hand out the tapescript, and make sure they all have two different coloured pens. Ask students to read through the tapescript and underline the answers in it in one colour and the parts about the other images (the distractors) in another colour. 14. Hand out Activity 2 and ask students to work in pairs to answer the questions using what they have just underlined on the tapescript to help them. 15. Whole class check (see key). Discuss any language and comprehension questions that come up.

Possible extension or follow up activities: Students compare their dialogues from the Activity worksheet 1 with the tapescript to see if any of the ideas are the same. Students write more dialogues for similar situations (or the other ones on the sample paper) to raise awareness of paraphrasing and distractors.

Key to the sample task

Key to Activity 2 1. Underline the key sentence containing the answer: I was wondering if you could get me a newspaper What is said about the other options to show they are wrong? A football DVD mentioned because he usually wants one of these but he says actually not this time Motorbikes mentioned because the article in the newspaper is about motorbikes

2. Put the programmes in order: On now: Stars

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PET for Schools Listening Part 1

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On at 7 / 7.15: Kerri Ramsey in concert On later: Wildlife film Elephants in danger

3. What is said about the other options to show they are wrong? Flowers: mentioned as a possible present but more suitable for her mum than her sister The necklace: the girl bought it but gives it to the boy to give to Luisa

4. What is said about the other options to show they are wrong? Piano: the girl is having lessons. He played it in the past but he has given up now Violin: he had violin lessons last term but stopped

5. Whats the weather like/going to be like? Now: its raining Later: strong winds Tomorrow: will be fine

6. What are the key words for the answer: Appointment, check-up, surgery What is said about the other options to show they are wrong? Hairdressers: he has just had his hair cut Pick up new glasses: he will pick up his new glasses on his way to the doctors

7. What is said about the other options to show they are wrong? Chocolate: he sorted it out yesterday i.e. has bought some already Ice cream: there is enough for his friends in the freezer already

UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by any means without the prior written permission of University of Cambridge ESOL Examinations.

PET for Schools Listening Part 1

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PET for Schools Listening Part 1 Activity 1

Look at the sample Part 1 task with your partner. Choose one question and work with your partner to create a short dialogue between two people that will give one of the pictures as an answer. Try to include some information about the other pictures as part of the conversation, but make sure there is only one correct answer. Write down your dialogue.

This is an example dialogue for Question 1 on the sample paper.

Brother: Are you going shopping this morning? Sister: Yes I am, why? Brother: Could you go to the newsagents and buy me a magazine? Sister: Oh OK, Ive got to get the newspaper for Dad anyway. What do you want? Your usual motorbike magazine? Brother: No Ive already got that. Theres a new football magazine Id like to read. Sister: OK but give me the money first. Brother: Thanks

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PET for Schools Listening Part 1

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Activity 2: Focus on detail

Answer the following questions using the tapescript to help you. 1. Underline the key sentence containing the answer. What is said about the other options to show they are wrong? Football DVD: Motorbikes: 2. Put the programmes in order: On now: On at 7 / 7.15: On later: 3. What is said about the other options to show they are wrong? Flowers: Necklace: 4. What is said about the other options to show they are wrong? Piano: Violin: 5. Whats the weather like/going to be like? Now: Later: Tomorrow: 6. What are the key words for the answer? What is said about the other options to show they are wrong? Hairdressers: Pick up new glasses: 7. What is said about the other options to show they are wrong? Chocolate: Ice cream:

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PET for Schools Listening Part 1

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Sample paper Part 1

UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by any means without the prior written permission of University of Cambridge ESOL Examinations.

Sample paper Part 1

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 UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by any means without the prior written permission of University of Cambridge ESOL Examinations.

Sample paper Part 1

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Tapescript Part 1

UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by any means without the prior written permission of University of Cambridge ESOL Examinations.

Tapescript Part 1

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 UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by any means without the prior written permission of University of Cambridge ESOL Examinations.

Tapescript Part 1

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 UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by any means without the prior written permission of University of Cambridge ESOL Examinations.

Tapescript Part 1

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 UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by any means without the prior written permission of University of Cambridge ESOL Examinations.

Tapescript Part 1

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