Cambridge English: First

Lesson Plan: Listening

This lesson plan accompanies Cambridge English: First 1 Listening Test 4 Part 4

This lesson is suitable for students at the beginning or in the middle of their Cambridge English: First
course.

Lesson Goals
1. To identify key words in written questions and answers
2. To expand knowledge of how synonyms are used in Part 4
3. To develop confidence in the skills required to succeed in Part 4

Activity (see brackets for resources required) Time Interaction

needed
Warmer 5-10 mins

• Present the following questions to the whole class: 3 mins T-S

• What can be done to help conserve the environment?
• Can you name any animals which you know are
endangered?
• Do you know why these animals have become
endangered?
• Elicit the meaning of any unknown vocabulary. 2 mins S-T
• Ask students to discuss the questions in pairs or small groups. 3 mins S-S
• Conduct whole class feedback. Elicit from learners the following 2 mins S-T
language: habitat, poaching, volunteer, deforestation, climate
change, animal sanctuaries, (sea) pollution.

Main activities, Stage 1 (copies of Resource 1, including copies of the 10 mins

tapescript if using as a reading text)

This a simplified version of Part 4 which will allow students to develop

useful strategies before completing the exam task itself.

• Give each Student a copy of Resource 1 and give 3 minutes to 3 mins S-S
complete Exercise 1, either individually or in pairs.
• Conduct brief feedback. Encourage discussion on exam 2 mins S-T then
strategies. Ask why it is important to underline key words in the T-S
question and answers (to differentiate between key information
so it is easier to select the correct answer) and talk about the
importance of prediction (allows students to generate their
background knowledge on the topic).

Cambridge English: First 1 Listening Test 4 Lesson Plan

© Cambridge University Press and UCLES 2016
 • Ask students to now complete Exercise 2. The tapescript can be 3 mins S-S
given as a reading text or read aloud to the class. Fast finishers
can begin to identify synonyms used in the text.
• Conduct brief feedback. Discuss why awareness of synonyms is 2 mins S-T then
useful (the text in the audio recording will use synonyms and T-S
associated phrases rather than the exact answer given in the
question paper).

Main activities, Stage 2 (copies of Test 4 Listening Part 4, audio 25 -30 mins
recording, tapescript and Resource 2 for each student)

• Give each student a copy of Test 4 Listening Part 4. Ask them to 1-5 mins T-S
read the questions carefully, underlining key words, becoming
aware of how the answer options differ. They may also see if
they can predict any of the answers. Note that students are
given 1 minute in the exam to read the questions. You may
decide to give them slightly longer (2-3 minutes) if they are still
developing their skills on this paper.
• Students should listen to the audio twice and complete the task. 10 mins S
• Ask students to compare answers in pairs or small groups. 2 mins S-S
• Conduct whole class feedback. Discuss with learners how they 3 mins S-T then
decided which answers to disregard and how the pre-reading T-S
strategies assisted them.
• Ask students to complete Resource 2, using the tapescript. 7 mins T-S then
Students can work individually or in pairs to pinpoint the S-S
answers in the text. Ask learners to circle any synonyms in the
question and tapescript. Discuss the importance of being aware
of synonyms and not expecting to hear the exact words in the
answers in the audio script.
• Conduct whole class feedback. 3 mins S-T

Extension activity 10 mins

Synonyms/ antonyms group game

• Put students into small teams. Write a list of key vocabulary 2 mins T-S
from the listening text questions and tapescript (i.e. essential,
publicise, exotic, few and far between, prize, healthy population,
areas, horrendous, rubbish, top quality, difficult, annually,
helping out).
• Ask students to write down synonyms for each of the words. The 8 mins Ss-Ss
winners are the group with the most accurate list of synonyms.
• Fast finishers – teams can write their own lists of 10 vocabulary Ss-Ss
items and matching synonyms. If time, they can write down the
corresponding antonyms. They call out a word to the next team
who have 5 seconds to think of a correct antonym or synonym.

Cambridge English: First 1 Listening Test 4 Lesson Plan

© Cambridge University Press and UCLES 2016
Resource 1
1. The most notable difference between the African Elephant and the Asian Elephant is

A the ears
B the size
C the weight

2. When do their tusks start to grow?

A Before they are one

B Every year
C From birth

3. What is the overall threat to the elephant population?

A Climate change
B Cutting down trees
C People

Exercise 1 – read questions aloud and discuss whole class

1. Underline the key words in the questions above.

2. Can you think of synonyms for the key words you have chosen? Or any associated words?

3. Can you predict any of the answers?

Exercise 2

1. Listen to or read the interview with elephant expert, Tom, and choose the best answer (A, B or C).
You will hear it twice.

2. Did you find any of the questions difficult to answer? If so, why?

3. Were the answers in the same order as the listening?

4. Listen again and make a note of any synonyms you hear.

Cambridge English: First 1 Listening Test 4 Lesson Plan

© Cambridge University Press and UCLES 2016
Resource 1 - Answer Key

Possible answers for Exercise 1

1. The most notable difference between the African Elephant and the Asian Elephant is
Main
A the ears
B the size big/ small/large
C the weight heavy/light

2. When do their tusks start to grow? get bigger, increase

A Before they are one

B Every year annually
C From birth

3. What is the overall threat to the elephant population?

A Climate change global warming

B Cutting down trees deforestation
C People humans

Exercise 2

1. A, A, C
2. Open answer
3. Yes
4. notable difference / distinctive feature
before they are one / 6-12 months
Climate change / global environmental changes
people / the human race.
Cutting down trees / deforestation

Cambridge English: First 1 Listening Test 4 Lesson Plan

© Cambridge University Press and UCLES 2016
Resource 1 - Tapescript

Interviewer: How does the African Elephant differ from the Asian Elephant?

Tom: There are many differences actually, but perhaps the most distinctive feature is that
the Asian Elephant has smaller ears. African elephants are also much larger and
heavier. Also, their skin is more wrinkled and the tusks are larger.

Interviewer: Can you tell us more about their tusks?

Tom: Elephant tusks are actually just enlarged teeth, which start to grow between 6-
12months of age, to replace the milk teeth. They increase by approximately 17cm a
year. Tusks are made of ivory, a rare material which they are often poached and
killed for.

Interviewer: Are elephants an endangered species?

Tom: Yes, they certainly are I am afraid, both species. Poaching is one cause, but other
contributing factors include loss of habitat, deforestation and global environmental
changes. All problems created by the human race.

Cambridge English: First 1 Listening Test 4 Lesson Plan

© Cambridge University Press and UCLES 2016
Resource 2
Using the tapescript, identify the exact words and phrases which match the answers given below.
Underline any synonyms in the text.

24. B to expand the range of people volunteering

E.g. but these consist of mainly adults and what I want to do is get the kids to take an interest too.

25. A He knows it will be difficult to change people’s attitudes to it.

___________________________________________________________________________

26. A about different animal habitats

___________________________________________________________________________

27. C working on an award- winning project

___________________________________________________________________________

28. B it can be hard to find enough work

___________________________________________________________________________

29. C good binoculars

___________________________________________________________________________

30. B to publicise the dangers facing a variety of species.

___________________________________________________________________________

Cambridge English: First 1 Listening Test 4 Lesson Plan

© Cambridge University Press and UCLES 2016
Resource 2 - Answer Key
Which words/phrases from the tapescript mean the same as the answers?

24. B to expand the range of people volunteering

E.g. but these consist of mainly adults and what I want to do is get the kids to take an interest too.

25. A He knows it will be difficult to change people’s attitudes to it.

___________________________________________________________________________

But this might take some time as people are so used to having plastic ones.

26. A about different animal habitats

___________________________________________________________________________

There’ll be maps on the website so you’ll be able to pinpoint where these animals actually live and
information about those areas……

27. C working on an award- winning project

___________________________________________________________________________

in the terms of being closest to my heart, to the time I spent rescuing orphan monkeys. The special
sanctuary I set up won a world nature prize.

28. B it can be hard to find enough work

___________________________________________________________________________

it’ll take you some time to get your name known, so jobs will be few and far between.

29. C good binoculars

___________________________________________________________________________

what I wouldn’t be without though are my binoculars

30. B to publicise the dangers facing a variety of species.

___________________________________________________________________________

I know that tigers and polar bears are endangered but, you know, so are a number of smaller insects

Cambridge English: First 1 Listening Test 4 Lesson Plan

© Cambridge University Press and UCLES 2016
Test 4

Part 4

You will hear a radio interview with a man called Tony Little, who makes wildlife films and works for
a wildlife conservation organisation called The Nature Trust. For questions 24–30, choose the best
answer (A, B or C).

24 Tony thinks that the hardest challenge he faces is

A to publicise what The Nature Trust does.
B to expand the range of people volunteering.
C to interest local groups in a variety of activities.

25 What does Tony think about the use of plastic?

A He knows it will be difficult to change people’s attitudes to it.
B He worries that there is no way of preventing plastic waste.
C He believes it causes the biggest problem to wildlife.

26 Tony hopes that his new website Nature Talk will help people learn
A about different animal habitats.
B how to watch animals in the wild.
C which animals are endangered.

27 Tony says the achievement that he is most proud of is

A helping to make a popular film.
B doing a scientific study.
C working on an award-winning project.

28 What disadvantage does Tony mention about having a career as a cameraman?

A It is often badly paid.
B It can be hard to find enough work.
C It usually involves long hours.

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 Listening

29 Tony advises young naturalists that it is essential to have

A suitable walking boots.

B the latest photography equipment.

C good binoculars.

30 What would Tony like to do in the future?

A to help save the tiger and polar bear

B to publicise the dangers facing a variety of species

C to produce more films for TV about animals

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 Test 4 Key

PART 4 You will hear a radio interview with a man called Tony Little, who makes
wildlife films and works for a wildlife conservation organisation called The
Nature Trust. For questions 24 to 30, choose the best answer (A, B or C).
You now have one minute to look at Part Four.
[pause]
tone
Interviewer: With me today I have Tony Little, who is well known for making wildlife
documentaries and has just been made President of The Nature Trust. Tony,
I’ve got a lot of questions here sent in by our listeners. The first one is: What do
you think is going to be your hardest challenge during your time as president?
Tony: Well, I think most people nowadays understand what The Nature Trust is about.
We have quite a few neighbourhood groups in the UK now, but these consist
mainly of adults and what I want to do is get kids to take an interest too – not
always as easy as you might imagine. You know, helping out just for the fun of
it – clearing woods and counting different bird species, things like that.
Interviewer: Another listener wants to know: Is there any special area that you would say
needs attention most – for example our use of plastic?
Tony: People are doing quite a bit to help conservation and the environment.
However, what we do forget is the rubbish we pump into the sea. The amount
of plastic waste we find on beaches is horrendous. And this causes serious
problems to wildlife. Changing to paper bags would help enormously, but this
might take some time as people are so used to having plastic ones.
Interviewer: Someone has asked about your new website, Nature Talk. Can you tell us
about that?
Tony: It’s a project we’re launching next month. We’re confining ourselves first of all to
animals which have a healthy population. There’ll be maps on the website so
you’ll be able to pinpoint where these animals live and information about those
areas – whether it’s a forest or whatever. We’re not expecting you to actually go
and visit them.
Interviewer: You’re known for your work with wildlife. Susan Smith wants to know: What
have you achieved that you are most proud of?
Tony: Actually, one of my most popular films was the one I did on lions but I didn’t
feel it got anywhere near, in terms of being closest to my heart, to the time I
spent rescuing orphan monkeys. The special sanctuary I set up won a world
nature prize. A close second would be the research project I was involved with
on whales in the South Atlantic. I spent quite a bit of time there and it was
brilliant.
Interviewer: I have a letter from Peter McDonald, who wants to become a cameraman. Any
advice to give him?
Tony: Well, Peter, first of all, let me say, the financial rewards can be great if you get
the right pictures. When you start out though, it’ll take you some time to get
your name known, so jobs will be few and far between. You’ll need to stick
with it. It’s interesting how many people think the job involves sitting in a tree
for weeks waiting for an animal to appear, but that isn’t always the case and
shouldn’t put you off applying to be a cameraman.

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Test 4 Key

Interviewer: Many listeners have asked: Is there any particular equipment that they should
get if they want to be a naturalist?
Tony: I guess most people would think it’s a camera. I obviously have a large number
of different models and they’re quite expensive. But I think any type will do,
even a cheap one these days is fine. What I wouldn’t be without though are
my binoculars, so get a top quality pair. Another useful item is a good pair of
walking boots, but they aren’t top of the list.
Interviewer: So, a question from me now: What about the future?
Tony: Well, I have lots of ideas for new TV programmes, but not ones about
mammals. I think my role should be to persuade people that wildlife isn’t just
about big, exotic animals. I know that tigers and polar bears are endangered
but, you know, so are a number of small insects and also plants which can be
found in local parks and gardens. We must make sure people don’t forget them
either.
Interviewer: That’s great. Well, my thanks to … [fade]
[pause]
Now you will hear Part Four again.
tone
[The recording is repeated.]
[pause]
That is the end of Part Four.
There will now be a pause of five minutes for you to copy your answers
onto the separate answer sheet. Be sure to follow the numbering of all the
questions. I shall remind you when there is one minute left, so that you are
sure to finish in time.
[Teacher, pause the recording here for five minutes. Remind students when
they have one minute left.]
That is the end of the test. Please stop now. Your supervisor will now collect
all the question papers and answer sheets.

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