pet for schools listening part 1

7/30/2019 PET for Schools Listening Part 1

1/12

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: 60 minutes

Materials

required:

Activity handout 1 and 2

Sample paper

Tapescript

2 different coloured pens

Aims: 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.

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?

UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may nototherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted byany means without the prior written permission of University of Cambridge ESOL Examinations.

PET for Schools Listening Part 1 www.cambridgeesol.org/teachPage 1 of 12


2/12

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 youhavent 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).




3/12

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 couldget 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



4/12

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


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


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


Chocolate: he sorted it out yesterday i.e. has bought some already

Ice cream: there is enough for his friends in the freezer already




5/12

PET for Schools Listening Part 1

Activity 1

Look at the sample Part 1 task with your partner. Choose one question and work withyour 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




6/12

Activity 2: Focus on detail

Answer the following questions using the tapescript to help you.

1. Underline the key sentence containing the answer.


Football DVD:

Motorbikes:

2. Put the programmes in order:

On now:

On at 7 / 7.15:On later:


Flowers:

Necklace:


Piano:

Violin:

5. Whats the weather like/going to be like?

Now:

Later:

Tomorrow:

6. What are the key words for the answer?


Hairdressers:

Pick up new glasses:


Chocolate:

Ice cream:




7/12

Sample paper Part 1


Sample paper Part 1 www.cambridgeesol.org/teachPage 7 of 12


8/12


Sample paper Part 1 www.cambridgeesol.org/teachPage 8 of 12


9/12

Tapescript Part 1


Tapescript Part 1 www.cambridgeesol.org/teachPage 9 of 12


10/12

UCLES 2008. This material may be photocopied (without alteration) and distributed forotherwise be altered, photocopied, reproduced, distributed, published, recorded, made avany means without the prior written permission of University of Cambridge ESOL Examination

classroom use provided no charge is made. It may notailable on another website, or otherwise transmitted by

s.



11/12

UCLES 2008. This material may be photocopied (without alteration) and distributed forotherwise be altered, photocopied, reproduced, distributed, published, recorded, madeany means without the prior written permission of University of Cambridge ESOL E

classroom use provided no charge is made. It may notavailable on another website, or otherwise transmitted by

s.


xamination


12/12



pet for schools listening part 1

Documents