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First for Schools Listening Paper: Part 2 teachers 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 13 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).
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
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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 dont
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 dont 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
candidates 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
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Suggested follow-up activities
Students could roleplay the interview with J odie 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 teachers notes www.teachers.cambridgeesol.org
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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
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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 J odie Markfield. For questions 9
18, complete the sentences.
__________________________________________________________________________________

J ODIE MARKFI ELD: TAP-DANCER

J odie says that tap-dancers are often thought of as 9
as well as dancers.

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


The first TV show that J odie appeared in was called 11


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


Classical tap-dancers tend to use their 13
more than other tap-dancers do.

J odie 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.

J odie says its important that tap-dancing shoes arent too 16


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

The only school subject that J odies parents cant 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

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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

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