First for Schools Listening Paper: Part 2 – teacher’s notes

Description

Students try a Listening Part 2 note taking task. After a personalisation activity, students read the text for gist, and try to predict the words in the gaps. They then listen to the recording twice to complete the task.

Time required: 40 minutes

Materials required:

Sample Task (one copy for each student)

First for Schools Listening Part 2 recording downloaded from the website: https://www.teachers.cambridgeesol.org/ts/exams/examsforschools

Aims: to familiarise students with Part 2 of the Listening Paper and give them strategies for dealing with it.

Procedure

1. Elicit from students some different types of dance (ballet, modern, pop, etc). Discuss the following questions:

• Do you enjoy dance?

• Do you watch it on TV or online?

• Do you dance yourself? Where? Do you go to classes or simply enjoy dancing round the kitchen?

• What sort of dance and dance music do you prefer?

2. Write the following questions on the board:

a) How many speakers are they going to hear?

b) Who are they?

c) What will they be talking about?

3. Give out a copy of the Sample Task to each student. Ask students to read the text quickly to answer the questions on the board. Ask them to compare their answers in pairs, then elicit the answers from the whole class. (a) two; b) an interviewer and someone called Jodie; c) Jodie and her dance career)

4. Students now work in pairs, reading the text more carefully to see if they can predict any of the answers. Tell them that they can use 1–3 words to fill in the gaps. Allow a few minutes for this.

5. Elicit possible answers from the whole class, eliciting the types of words that could go in each gap (e.g. questions 13 and 14 are probably parts of the body; question 16 must be an adjective describing shoes).

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6. Tell the students that you are now going to play the interview once, and that they should raise their hands when they hear that the answer to one of the gaps is given, even if they are not sure what the answer is. This will help students to realise how important it is to listen for cues in the recording so that they are ready to note down the answer. Elicit from students that the answers are evenly spaced through the recording, and in the same order as the questions on the page.

7. Now play the interview again, asking students to fill in the gaps.

8. Ask the students to compare their answers in pairs.

9. Feed back with the whole class. Use the recording to go back over particular sections if students have got the wrong answers, highlighting the cues which come before the answers are given.

10. Ask the students if they found this task easy or difficult. Remind them that:

• they should use the time before the recording starts to read through the text quickly for gist

• they should think about the kinds of words which may go in the gaps before they listen

• the answers are well-spaced through the recording

• they will hear the cue before the answer every time

• the word they need to complete the gap is given in the recording: they don’t need to change it or use their own words.

Additional information

In this part of the paper, candidates listen to a text lasting about 3 minutes, which may be a monologue or text with interacting speakers. There are ten questions in this part of the paper, and these take the form of incomplete sentences. Candidates are required to listen, and complete the sentences. They don’t have to write complete sentences: usually only one word is required but occasionally candidates may have to write up to three words. Answers will not be longer than three words. The size of the box on the question paper indicates that only a short answer is required. The word, number or phrase candidates require will be heard on the recording and will not require any change. It will make sense when fitted into the sentence on the question paper. Minor spelling errors are not penalised, but it must be clear to the examiner what the candidate’s answer is. Also, if the word is spelled out, it must be correct. In this part, candidates are tested on their ability to listen for specific words, phrases or information, or stated opinion. Each correct answer in Part 2 receives 1 mark.

© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

First for Schools Listening Paper: Part 2 – teacher’s notes www.teachers.cambridgeesol.org Page 2 of 6

Suggested follow-up activities

Students could roleplay the interview with Jodie in pairs, and write a short article based on this for homework.

In future classes, read short newspaper articles to the students asking students first to answer gist questions and then to answer four or five questions on the detail of the text using no more than three words. Recordings of news items can also be used in this way.

© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo First for Schools Listening Paper: Part 2 – teacher’s notes www.teachers.cambridgeesol.org Page 3 of 6

First for Schools Listening Paper: Part 2 – answer key

Key to Sample Task

9 musicians

10 uncle

11 Footnotes

12 Irish

13 arms

14 knees

15 glass

16 big/large/loose

17 glamorous

18 IT/information technology

© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo First for Schools Listening Paper: Part 2 – answer key www.teachers.cambridgeesol.org Page 4 of 6

First for Schools Listening Paper: Part 2 – Sample Task Listening Part 2

Questions 9 – 18

You will hear an interview with a young tap-dancer called Jodie Markfield. For questions 9 – 18, complete the sentences. __________________________________________________________________________________

JODIE MARKFIELD: TAP-DANCER

Jodie says that tap-dancers are often thought of as 9

as well as dancers.

Jodie first got work as a tap-dancer thanks to her 10

The first TV show that Jodie appeared in was called 11

Jodie says that tap-dancing has both African and 12 origins.

Classical tap-dancers tend to use their 13

more than other tap-dancers do.

Jodie says that tap-dancers need to keep their 14

and ankles relaxed.

Beginners are often told to imagine they are dancing on a 15

floor.

Jodie says it’s important that tap-dancing shoes aren’t too 16

Jodie says that being in a touring show is not as 17 as it sounds.

The only school subject that Jodie’s parents can’t help her with is

18

© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo First for Schools Listening Paper: Part 2 – Sample Task www.teachers.cambridgeesol.org Page 5 of 6

© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo First for Schools Listening Paper: Part 2 – Sample Task www.teachers.cambridgeesol.org Page 6 of 6