© UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom u provided no charge is made. It may not otherwi be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwi transmitted by PET Listening Part 1 – Teacher’s Notes
Description
Students work through a sample task, focussing on how they can prepare for each question and discussing the role of the distractor options. After completing the task, the activity focus on the language ud to indicate why the answer is right.
Time required: 60 minutes Materials
required: Sample Task Tapescript
复方胃蛋白酶Recording of Sample Task (PET Listening Test 1 Part 1 Recording
available at
Student’s Worksheet
2 different colour pens
Follow-up activity (optional)
Aims: to introduce Part 1 of the Listening paper
to rai awareness of distractors in this type of question and the range
of language ud
to familiari students with the types of dialogues ud.
to practi a Part 1
Procedure
1. Explain that in Part 1 there are ven 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 task . Ask students to look at the example images. Elicit what
they can e in the pictures (a camera on some steps, a camera in a pocket and a camera on a water fountain ). Direct students to the example question and elicit what the situation is (a man has left his camera somewhere ).
3. Put students into pairs to look at the rest of the questions and images and to discuss
with a partner what they think the situation might be and what they can e in each picture. Whole class feedback, noting any new vocabulary on the board.
4. Play or read out the tapescript for the first question. Ask a volunteer student what
they heard: how many people are speaking (2), what the situation is (woman talking to her husband about the post and the husband’s reaction) and how many of the
images were mentioned (all of them – postcard, letters and a parcel).
© UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom u provided no charge is made. It may not otherwi be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwi transmitted by 5. Explain that the skill being tested is listening for specific information. To make it more
difficult, the key words in all of the images may be in the listening text as distractors. Explain that a distractor is something in the test which might lead you to choo the wrong answer and that they are ud to make sure you listen carefully. In Part 1 you have to listen carefully right until the end to be able to choo the right answer.
6. Read or play question 1 again and elicit the correct answer and why it is the correct
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answer (the woman says the letters and postcard are ‘all for you’. The man replies with ‘Is that all?’, which implies he is hoping for more, and says ‘I’m waiting for a
parcel’, which shows that the parcel hasn’t arrived yet).
7. Explain that the students are now going to answer the rest of Part 1. Tell them to
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indicate the correct answer by ticking the box beneath the image on the question paper while they listen. The first time they listen, they should aim for a general
understanding of the text and an idea of the answer. The cond time they listen, they should check their answer. 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.
8. Play the recording through once. Students check in pairs. Play the recording again.
Whole class check.
9. Hand out the tapescript . Ask students to read through and underline the ctions of
the text which gives the answer in one colour and the ctions of the text which refer to the distractors in another colour. Remind students of the first dialogue together as an example (answer in bold; distraction in italics):
Woman: Here we are John, lots of post for you today. The letters are all
for you , and there's a postcard, too.
Man:
Oh, is that all ? I'm waiting for a parcel from Canada.
Point out that the distractors are not all indicated with a negative statement, e.g.
using “not” or “no”. There is a range of language which candidates have to
understand to identify whether something that’s mentioned it the answer or not.
10. When students have finished, ask them to compare their answers in pairs. Then give
out Student’s worksheet 1. The pairs should find at least one example in the
tapescript of the different language ud to rule out the distractors.
11. Check answers with the whole class (e key below).
Suggested follow-up activities
1. Hand out the follow-up activity . 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.
2. Students complete both parts of the follow-up activity.
3. Students compare their dialogues from the follow-up activity with the tapescript to
e if any of the ideas are the same.
© UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom u provided no charge is made. It may not otherwi be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwi transmitted by PET Listening Part 1 – Answer Keys
Key to Procedure step 9
(Answer in bold , distraction in italics )
Rubric 1:
What does the man receive in the post? Woman:
Here we are John, lots of post for you today. The letters are all for you, and there's a postcard , too. Man:
Oh, is that all ? I'm waiting for a parcel from Canada. Rubric 2:
What did the man buy? Man:
I got most of the shopping. I got the last loaf of bread and some milk , but I'm afraid there weren't any newspapers left . Woman:
But what about the stamps ? Man:
Ah… I forgot . I'll go back for them. Woman:
付款申请书范本Oh don't worry, I'll go. Rubric 3:
How can people travel today? Man: (forecaster) ...and last night's heavy snow storm has made all main
roads in the area too dangerous to u . However , the trains are still
working normally . But, the airport is clod until tomorrow morning
and all ferries are cancelled .
Rubric 4: What is the date of the wedding anniversary?
Woman: It's Tom and Paula's 25th wedding anniversary this weekend. The
actual day is the 26th , but they're having the party on the Saturday ,
which is the 24th , but what's a couple of days after all tho years?
Man: Paula looks so young but I suppo she was quite young when she
married ?
Woman: Paula? She was 24.
Rubric 5: What musical instruments does the family have now?
Woman: Does Marianne still play the piano ?
Man: Yes, she's got it in her room . It's Bob I'm worried about, he really
wants to play the drums . If he wants to be a pop star the guitar would
be OK, but we've said drums are just too noisy . And to think we
spent all that money on a flute and he's hardly ud it .
Rubric 6: What's the weather like in the mountains?
Man:
...and I can e the leading cyclists coming towards me now. They
© UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom u provided no charge is made. It may not otherwi be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwi transmitted by look extremely hot and tired. Even without snow to make things
dangerous, it's hard work cycling in the mountains. But the cloudy
sky means weather conditions here today are perfect for racing.
Rubric 7:
How did the woman learn about the fire? Woman:
Have you heard? There's been a fire in the old paper factory. Man:
Are you sure? There's nothing in the newspaper about it. Woman:
I just saw it on the 6 o'clock news . Turn on the radio and you might hear something about it there. Man:
I'll phone Bob. He always knows what's going on.
Key to Student’s Worksheet Area of language
Example from the tapescript fixed phra
is that all? I’ modal verb Turn on the radio and you might hear
something
vocabulary I’m
春秋四大美女I forgot.
dangerous to u
ferries are cancelled
hot
the actual day is the 26th
adverbial expression too noisy
the trains are still working normally (also
aspect)
negative expression left
nothing in the newspaper
preposition
without snow
国债逆回购如何操作verb ten or aspect she was 24
we spent all that money on a flute and he’s
hardly ud it
I just saw it on the ... news
conditional ntence If he wants to be a pop star the guitar would
be ok
© UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom u provided no charge is made. It may not otherwi be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwi transmitted by
Key to Sample Task
1 C
2 A
3 B
4 C
5 A
什么奶粉好啊6 C党的历史故事
7 B
