CPE Listening Paper Part 3

CPE Listening Paper Part 3 Teachers notes

Description

In this activity students learn how to deal with distractors or wrong options in multiple-choice questions. They are encouraged to give reasons why a distractor is wrong. This task is relevant to any multiple-choice question whether it is testing reading or listening. Students practise a Part 3 task.

Time required: 30-40 Minutes

Materials required:

sample recording students worksheet tapescript

Aims: to help students to identify distractors in multiple-choice options and know why they are wrong

to practise a Part 3 task Procedure

1. Elicit from students what they know about Part 3 tasks:

students listen to one text with interacting speakers there are five four-option multiple-choice questions which test opinion, gist, detail

and inference.

Review what they know about Part 1: it also has multiple-choice questions with 3 options, but in Part 1 there are four short texts with 2 questions on each text. In Part 3, students have to deal with a longer text. This activity follows on well from the activity for Part 1, where the focus is on getting the key first before considering all the options.

2. Discuss with your students what they think the difficulties are in doing multiple-choice tasks. Problems likely to be raised could be:

reading all the questions and options in the one minute allowed before the recording starts (students have to use their skimming and scanning reading skills.)

understanding what the questions is asking (students must read the question and options very carefully.)

identifying the correct answer from three or four options when they appear to be quite close in meaning

the temptation of choosing an answer just because it has a word in it that they have heard on the recording (a word spot). This does not necessarily mean it is the answer.

discounting the wrong options. UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by any means without the prior written permission of University of Cambridge ESOL Examinations. CPE Listening Paper Part 3 Teachers notes www.cambridgeesol.org/teach Page 1 of 7

Explain that they are going to do an activity to help them with the last point, i.e. making sure that the other options are incorrect.

3. Give out the students worksheet and focus on question 1. Alternatively, make your own similar activity using a different multiple-choice task, i.e. a Part 1 or 3 task modified so that the correct options have already been highlighted in bold. Point out the importance of reading the context sentence (the first sentence in the instructions and typically gives information to help students understand who is speaking, what they are speaking about and where they are.)

Now focus on the multiple choice questions in the sample task. Ask students to discuss possible answers to question 1 with reference to someone working as a Publishing manager or as a dictionary compiler. Students can give their opinions about what can cause stress at work in general followed by discussion of the options as possible causes (without reading the tapescript). Discuss their suggestions as a whole class and accept any reasonable answers (e.g., people have too much work, deadlines are hard to meet, the work is challenging, etc.) Until they have listened to the recording, all the options seem reasonable and cannot be rejected.

4. Explain that the answer in bold is the correct answer, and that the other options are distractors. A distractor is usually wrong because: the information is wrong it doesnt answer the question not all the information in the distractor is specifically mentioned none of the information in the distractor is mentioned.

5. Go through the recording, stopping after the section for each question so that you go through the task question by question. The place to stop the recording is indicated on the tapescript. Students discuss in pairs or small groups why they think the wrong options are wrong. Play the extract as many times as your students want, so they can discuss any points they disagree on.

6. Go through their opinions about why wrong answers are wrong as a class (see key below). Ask students to confirm why the key is correct.

7. Do this for as many of the questions as you feel is useful.

8. You might like to recap tips for doing Part 3 tasks using the information on p.52 of the CPE Handbook.

a. focus on the question first, rather than the options b. listen carefully to locate the answer to the question in the recording. The

questions follow the order of the information found in the text. c. remember that the opinion may be directly or indirectly stated d. the final question may test global understanding of the whole text e. if students are not sure about an answer, they should leave it until they hear

the recording a second time. If they keep thinking about it for too long, they may miss the answer to the next question.

Additional information

This part tests candidates ability to listen for opinion, gist, detail and inference. UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by any means without the prior written permission of University of Cambridge ESOL Examinations. CPE Listening Paper Part 3 Teachers notes www.cambridgeesol.org/teach Page 2 of 7

Each correct answer in Part 3 receives 1 mark. Candidates listen to a text in which opinions and attitudes are expressed, both implicitly and explicitly. The five four-option multiple-choice questions in this part focus on detailed understanding of points raised. Questions follow the order of the information found in the text, but the final question may test global understanding of the text as a whole. Suggested follow-up idea

Do the Part 3 task from the CPE Handbook. Check the answers, also in the handbook. Ask the students what was easy/difficult about doing the task. This will help you plan future lessons because you can focus on what students found difficult.

UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by any means without the prior written permission of University of Cambridge ESOL Examinations. CPE Listening Paper Part 3 Teachers notes www.cambridgeesol.org/teach Page 3 of 7

CPE Listening Paper Part 3 answer keys

Key to Students Worksheet

18 A Not all the information in the distractor is specificlly mentioned: a big market is mentioned in the text but not the idea that the market is growing

B This doesnt answer the question: The interviewer mentions competition, not Elaine.

C This is correct. We have to maximise the income

D not mentioned

19 A Press is too specific. The text refers to more than one type of media.

B Words are added to the database

C not mentioned

D This is correct: we want to see that a words being used by more than one journalist, commentator, writer or speaker. And were also looking for use in more than one level of media.

20 A not mentioned

B This is correct. data gathering accelerated

C not mentioned

D This doesnt answer the question; this discussion is between Tony and interviewer.

21 A You dont find certain technical terms.

B not mentioned

C This is correct.

D No, there is personal influence.

22 A not mentioned

B not mentioned

C not mentioned

D This is correct.


CPE Listening Paper Part 3 Tapescript INTERVIEWER: The creation of dictionaries used to be a slow and genteel process. But these days, dictionaries seem to be subject to the same pressures as any other book. Im joined by Dr Elaine Wilson, Publishing Manager for the New London Dictionary, and Tony Travis, whos a professional dictionary compiler, otherwise known as a lexicographer. Elaine, do you agree that competitive pressure is now there in dictionaries?

ELAINE: I think its true generally. Theres an enormous market for dictionaries overseas now, for example. And I feel under a lot of pressure from management. We have to maximize the income that we make from dictionaries and of course the way to do that is to keep them as up-to-date as possible.

Stop recording here to discuss question 18.

INTERVIEWER: And how are the decisions made?

ELAINE: Theres a rigorous system for assessing whether a new word should go in the dictionary. We have a team of readers who go through material for us and provide us with examples. This gives us a big database. We then look at any potential new entries and what were looking for is the frequency and breadth of use, so we want to see that a words being used by more than one journalist, commentator, writer or speaker. And were also looking for use in more than one level of media.


INTERVIEWER: Tony, people say anecdotally that the influence of America is very strong because of television programmes, movies, the Internet. Do we see that also in dictionaries?

TONY: Oh yes. The American domination of the media still means that a lot of the new words come from the United States. But there is a fight-back. Theres a lot more Australian, Caribbean, Northern English coming into the language, mainly through slang.

INTERVIEWER: Elaine, we talked about the Internet and new technology. It must make it easier to track a word.

ELAINE: Yes, it does. Much of the data-gathering that our various teams do in order to authenticate a new word or usage has been accelerated. Its also improved the compiling process because all the stages are done electronically and equipment will continue developing over the next decade or so.


INTERVIEWER: Does it worry you, Tony, this competitive pressure?

TONY: Oh yes, and in fact I must be clear about this this is not a totally objective profession. I mean, its very interesting if you look at these new dictionaries; there are very few technical terms relating to farming, climbing, and fishing, for example, but there are a huge number relating to alternative medicine, the theatre and journalism. I think this says something about where the lexicographers are coming from.

Stop recording here to discuss question 21

INTERVIEWER: Very briefly, both of you, doctors have this mania for finding a new disease. Do you is it tempting to invent a word yourself to go into the dictionary? Tony?

TONY: Ah, Ive been told that most lexicographers slip in at least one invention just

INTERVIEWER: Do you have to watch your staff on this?


ELAINE: No, no, we never slip in our own invented words. That would go against everything we stand for. Anyway, we have our work cut out capturing all the genuine new words without trying to invent others!

INTERVIEWER: All right, we believe you! Elaine Wilson and Tony Travis, thank you.


CPE Listening Paper Part 3 Students Worksheet 1. Look at the context sentence and instructions below for this Part 3 task. What would

you expect to hear in a discussion on the subject of dictionaries?

You will hear a radio discussion on the subject of dictionaries. For questions 1822, choose the answer (A, B, C or D) which fits best according to what you hear.

2 Look at the multiple-choice questions below. The answers are in bold. Listen to the recording to confirm the answers, but more importantly to find reasons why the other options are incorrect. Your teacher will stop the recording after you hear the answer to each question.

18 Elaine says she is under pressure at work as a result of A the growth of the market.

B the quality of the competition. C the demand for greater profits. D the need to manage resources.

19 Elaine decides to include a word in her dictionaries after checking A how it is used in the press. B whether it is on the database. C what her researchers think of it. D whether its use is widespread.

20 According to Elaine, in which are of her work has new technology had the greatest impact? A the accuracy of the entries B the speed of the research C the reliability of the data D the quality of the language.

21 According to Tony, what may influence a dictionarys compilers decision to include a particular term? A technical experience B reading habits C personal interests D objective research

22 According to Elaine, what prevents dictionary compilers from inventing words themselves? A respect for their colleagues B lack of inspiration C fear of criticism D pride in their work


CPE Listening Paper Part 3 Teachers notesDescriptionTime required:30-40 MinutesMaterials required: sample recording students worksheet Aims:ProcedureAdditional information Suggested follow-up idea

CPE Listening Paper Part 3 answer keysKey to Students Worksheet

CPE Listening Paper Part 3 TapescriptCPE Listening Paper Part 3 Students Worksheet

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CPE Listening Paper Part 3