pet for schools listening part 4-1

7/30/2019 PET for Schools Listening Part 4-1

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PET for Schools Listening Part 4

Activity – Notes for teachers

Description

Students look at a Part 4 task to discuss what they have to do and identify key information to

listen for. They listen to the text and try to complete the task. Finally they use the tapescript

to confirm the answers and identify the cues in the text that signal an answer is coming.

Time required: 45 minutes

Materials

required:

Sample paper Part 4

Tapescript

2 different coloured pens

Aims: to introduce Part 4

to raise awareness of how to recognise cues in the text that show

the answer is coming

to practise completing a Part 4.

Procedure

1. Play the instructions to the sample paper Part 4 task and ask students the following

questions:

- How many sentences are you going to read? (6)

- How many people are you going to hear speaking? (2)

- What are they talking about? (‘Pop Choice’, a TV programme)

Ask the class if they have ever watched a similar kind of TV programme and if they

like this kind of programme and why/why not.

2. Ask the following questions to check understanding of the language used in the

instructions:

How old are teenagers? (13 – 19)

What is the noun from the verb ‘compete’? (competition)

What verbs can you use with ‘competition’? (to win, to take part in, to lose, to enter)

What is a ‘prize’? (something that you get if you win a competition)

3. Explain that in Part 4, the conversation is generally about an everyday topic and is

informal. The speakers discuss their attitudes and opinions on the topic, and agree

and disagree with each other. Candidates have to listen for these attitudes and

© 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 4 www.cambridgeesol.org/teach of 6



opinions and say whether 6 statements are correct or incorrect. The statements

follow the order of the conversation.

4. Hand out the sample paper Part 4 task. Ask students to read the six statements and

underline the verbs used in each statement and the key words (see key). Point out

that the verbs show that it is the speakers’ attitudes and opinions that you should

listen for.

5. Explain that in the exam, they will hear the recording twice. The first time they should

listen to get an overall understanding of the conversation and try to answer the

questions and the second time they should check their answers. See if students can

remember how much time there is after the end of the instructions and before the

conversation starts (there’s a 20 second pause). Elicit what they should do during

this 20 seconds by asking questions such as:

- Should you use this time to look out of the window? (No!)

- What should you do during this time? (Read the statements, think about the topic,

think about vocabulary that might be used and work out who will say which

sentence.)

6. Time students 20 seconds to read and think about the statements again to give them

an idea of how long 20 seconds feels and ask how much they managed to read or

what they thought about.

7. Play the recording. Students fill in as many answers as possible then check in pairs.

Play the recording again. Students check their answers. Whole class check (see key)

8. Explain that another skill that is useful to develop for the listening paper is to learn to

recognise cues that the answer is coming. Ask students to read question 20 again

and elicit what the verb is (enjoyed) and point out that this is also a key word – they

are listening for his opinion of the programme. Re-play the first part of the recording

until the end of ‘So Antony, did you see the third part of Pop Choice on TV last night?

I couldn’t wait for it to start!’ Explain that this is the cue for the first question as we

would expect Anthony to react to Michelle’s enthusiasm by either being equally

positive or by saying he wasn’t interested in the program.

9. Tell the students that they will now listen to the recording again, but this time they

should listen for cues that an answer is coming. Allow students time to look quickly at

the questions again, then ask them to raise their pencils each time they think ananswer is coming. Play the recording twice if necessary until you can see most of the

class are getting the right cues (see key).

10. Hand out the tapescript and ask students to underline the parts of the tapescript

which contain the answers to each question in one colour and the cues in another

colour. Students compare their underlined parts while you monitor to make sure they

are correct. (See key.) Go over the meaning of any new language or paraphrasing as

necessary.

11. Recap what the students have to do by asking the following questions:





23. B

24. B

25. B

Key to steps 9 and 10

The cues in the text are in italics

The key to the answers are in bold

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 reallybadly. 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 Ihad 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 onTV 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 dresshow 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 nearlyalways agree with what they say, but this time I thought that he was reallyout 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. Ifyou do I’ll ask you to leave. Okay?

Girl: All right! I promise. See you later!





Sample paper Part 4


Sample paper Part 4 www.cambridgeesol.org/teach of 6




Part 4 Tapescript www.cambridgeesol.org/teach of 6

Part 4 Tapescript

Rubric: 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 toknow 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 threesingers left in the competition now and the first prize is a recording contract. What an amazingstart 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 theprogramme 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 clothesor 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 abetter hairdresser if he seriously wanted to be a pop star? I nearly always agree with what theysay, 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 nextweek’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.

pet for schools listening part 4-1

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