PAPER 4 LI STENI NG
Background sounds may be included before speaking begins,
General Description
to provide contextual information. Subdued reaction from an
audience to talks, speeches, etc., may also be included.
Paper Format
The paper contains four parts. Each part contains a recorded
Task Types
text or texts and corresponding comprehension tasks.
From the following: note taking, sentence completion,
multiple choice, multiple matching.
Number of Questions
30 40.
Task Focus
Understanding specific information, gist, attitude, opinion,
Text Types
main points and detail.
From the following:
Monologues: announcements, radio broadcasts, telephone
Answering
messages, speeches, talks, lectures.
Conversations between 2 or 3 speakers: interviews,
For all parts of the paper candidates write their answers on
discussions.
an answer sheet.
Recording Information
Timing
The texts in Parts 1, 3 & 4 are heard twice; the text in Part 2
Approximately 45 minutes.
is heard once only.
Recordings will contain a variety of accents corresponding to Marks
standard variants of English native speaker accent, and to
Each question in the paper carries one mark.
English non-native speaker accents that approximate to the
norms of native speaker accents.
Number of Text type
Task Type and Focus
Part
Questions
1 Sentence completion, 8 10 A monologue of approximately 2 minutes, heard twice,
note taking from the following range of text types: announcements,
radio broadcasts, telephone messages, speeches, talks,
Understanding specific
lectures, etc.
information
2
Sentence completion, A monologue of approximately 2 minutes, heard once
8 10
note taking only, from the range of text types above.
Understanding specific
information
3 Sentence completion, A conversation between 2 or 3 speakers, of
6 10
multiple choice approximately 4 minutes, heard twice, from the
following text types; interviews, discussions.
Understanding specific
information, gist and attitude
4 A series of five themed monologues, of approximately 30
Multiple matching, 10
seconds each; the whole sequence is heard twice.
multiple choice
In the multiple-matching format there are two tasks; the
Identifying speakers and
questions require selection of the correct option from a
topics, interpreting context,
list of eight. In the multiple-choice format there are ten
recognising function and
questions with two questions for each speaker. The
attitude
questions require selection of the correct option from a
choice of three.
Page 39
may represent an authentic response to a text, for example,
PREPARI NG FOR PAPER 4
where a listener takes notes in a talk or lecture. Others are
more abstract, testing areas of understanding in situations
Introduction
where the listener in the real world makes no direct
This paper comprises four recordings each with a separate response, for example, multiple-choice questions.
task. On any one version of the paper there is a range of task
The main task types can be divided into those which are
and text types, reflecting the variety of real-world listening
productive, where the candidates give a written response to
situations which candidates at this level need to be able to
some kind of prompt, and objective, where the candidates
cope with. Candidates should be familiar with the text and
choose from a number of alternatives.
task types and prepared in terms of the listening skills tested
by each task type.
Productive Tasks
In preparing for this part of the examination, candidates
There are two main types of productive task, each of which
should be made aware that understanding spoken English
requires quite a different kind of response from the
involves extracting the main points of information and does
candidate.
not necessarily depend on understanding every word that is
spoken. Candidates need to have an opportunity to hear as
Note Taking (Parts 1 & 2)
wide a variety as possible of unsimplified English spoken at
natural speed. Classroom practice using task-based exercises
Candidates are asked to note down points of information
is recommended. Exercises which encourage learners to
from the text in response to given prompts. These prompts
listen with a specific focus, for example, understanding the
may take the form of questions to be answered, lists of points
main points of what they hear, note-taking exercises,
under headings to be completed, or the notes made by an
inferring attitude, etc., will help candidates.
imagined listener with certain sections gapped out.
Candidates are required to write a word or short phrase in
The instructions on the tape are followed by a pause for the
response to prompts which focus on the main points of
candidates to study the task for that section. Candidates
information presented in the text. Such tasks test listening for
should use this time to study the questions on the page to
detail and the ability to follow the structure of the text and
help them predict what they will hear. This mirrors what
locate relevant information. Most answers will be short,
happens in real-life listening situations when we all bring a
often single words or noun groups. Candidates will not be
variety of extra areas of knowledge to what we hear, such as
asked to produce or interpret any particular system of note
knowledge of the context, the speaker and/or the subject.
taking and will not be penalised for the omission of articles,
The use of pre-listening tasks in classwork will be of great
prepositions, etc., except where they are essential for
benefit in raising awareness of this and candidates should be
meaning
given practice in anticipating what they will hear and/or the
kind of information they will need to grasp. For example,
Sentence Completion (Parts 1, 2 & 3)
candidates should look at the words before and after each
gap in a sentence completion task and think about what kind
Candidates are asked to complete gaps in sentences with
of information is missing. Helping learners to develop
information from the text. The sentences provide a kind of
strategies to prepare for listening is important for candidates
summary of the main ideas presented in the text and may
confidence and is an essential element in reducing feelings
focus on abstract ideas and feelings expressed by speakers as
of anxiety which may beset them if they feel they have
well as points of information. Such tasks test a wide range of
missed an answer or lost their place.
listening skills, therefore, in addition to those tested by note
taking, including the attitudes and opinions of speakers, both
stated and implied. Most answers are short, again generally
Text Types
in the form of single words or noun groups, and must fit into
Texts are adapted from authentic sources and recorded in a
the grammatical structure of the sentence. Candidates need
studio to ensure the required level of sound quality. Texts
to check carefully, therefore, that their answers produce a
may take the form of monologues, dialogues, three-way
final completed sentence which is both coherent and
interviews or include contributions from a number of
grammatically correct, as well as including the relevant
speakers. They have their origin in a range of authentic
information. Candidates should be discouraged from
sources, including broadcast interviews and documentary
attempting to write long or complicated answers, the size of
features, talks and lectures, public announcements and more
the boxes on the question paper and answer sheet serving as
informal conversations.
a guide to the length of expected responses.
In productive tasks, the questions generally follow the order
Task Types
of information found in the text, and candidates will often
Each text is accompanied by a task that aims to test the
write down actual words that are heard on the tape. They
communicative point of what is said. Some of these tasks
should not automatically assume that there is a need to find
Page 40
synonyms or to paraphrase ideas, but should aim to
complete the task with the information given in the manner
most appropriate to the task. Although candidates are never
asked to spell words which fall outside the CAE level, it is
important to train students to be as accurate as possible and
to check spelling carefully.
Objective Tasks
The most familiar objective task type is multiple choice
which is regularly used on the paper. It is especially suitable
for testing the understanding of texts that include both
concrete information and more abstract ideas. It is often used
to test understanding of the attitudes and opinions of
speakers, both stated and implied, as well as the ability to
distinguish what was said from what was not said.
In the Part 3 multiple choice task, the questions generally
follow the order of information found in the text, but the
final question may test global understanding of the text as a
whole.
In the Part 4 multiple choice task, candidates are tested on
any combination of the following skills dependent on the
content and purpose of the extracts:
identifying speakers, topics, and speakers opinions;
interpreting context; recognising the function of what is said;
understanding speakers attitudes.
The other objective task in Part 4 is multiple matching. The
focus of the task is the same as for the multiple choice task.
N.B. In the sample paper there is an example of each of the
two tasks for Part 4. Please note that the CAE listening test
consists of four parts, not five. The inclusion of both tasks is
for information only.
Page 41
PAPER 4 LI STENI NG SAMPLE PAPER
Page 42
Part 2
Section B
Part 1
Section A
5
Section D
Part 4 (multiple matching task)
Page 43
Part 3
Section C
7
6
Alternative task
Part 4 (multiple-choice task)
32 At the start of the concert, the speaker was surprised by the number of
You will hear five short extracts in which different people are talking about
A people who arrived late.
performances that they have been to. For questions 26 35, choose the correct
B people he recognised.
option A, B or C.
C female performers.
You will hear the recording twice.
33 What section of the orchestra did the speaker find disappointing?
26 The concert was unusual because the musicians didn t use
A the violins
B the brass
A microphones.
C the drums
B instruments.
C a stage.
34 The acrobatic acts were
27 In talking about the concert, the speaker says she
A impressive.
B alarming.
A hadn t heard that kind of music before.
C repetitive.
B hadn t really liked the music.
C hadn t understood the music very well.
35 How did the speaker feel at the end of the performance?
28 What does the speaker say about the concert?
A She didn t realise it was so late.
B She felt it should have ended earlier.
A The musicians were very old.
C She would have preferred an evening ticket.
B The songs were too unfamiliar.
C The sound quality was poor.
29 The audience were
A appreciative.
B dissatisfied.
C inattentive.
30 What does the speaker say about the theatre?
A It had recently moved.
B It was overcrowded.
C It was unusually small.
31 The play was spoilt because the actors
A forgot their lines.
B were unenthusiastic.
C had too much make-up on.
Page 44
Part 2
PAPER 4 TAPESCRI PT
Curator: It s particularly good to welcome you all here
both in your capacity as interested
Part 1
professionals your interest is very heartening
Presenter: Sharks have had a bad press but, even though
and as the very first group of experts to
some of them do possess rows of razor sharp
come here since the Ł2.5m refurbishment of
teeth, some of them aren t dangerous at all.
the gallery, which was completed only last
This afternoon Paul Barker, author of the best-
month, as you know.
selling novel Monsters, which was later made
The whole plan was conceived nearly five
into a film, explains how he feels about them.
years ago when I first took over as curator
Paul Barker: When I wrote Monsters more than twenty
here, but it took three years to raise the two
years ago, I knew it was doomed to fail. For
and a half million pounds we needed, and
one thing, it was a first novel, and everyone
work on the project itself lasted some
knows that no-one reads first novels! For
fourteen months. What has resulted is a
another, it was a first novel about fish not
transformation of the main gallery, with far
exactly a crowd-pleaser. And finally, I knew
better natural lighting now in this main
for certain no-one could ever turn the book
gallery; two new galleries, the Wessex and
into a movie: no-one could hope to catch and
Spithead; a passenger lift from street level
train a real great white shark, and the
which was a lamentable omission before
technology of the day wasn t advanced
and a comfortable new restaurant, where you
enough to build a replacement. So much for
can get meals all day. This has proved a hit
what I knew! When Monsters, the book and
with local people who come here to eat now
the movie, became monsters in their own
in their lunch break, then stroll round looking
right, I was left to wonder why. What had
at a few pictures before going back to work.
transformed a simple story into a world-wide
We have also introduced cassettes giving a
success? The answer, of course, was in the
commentary in ten languages. As I say, we
animal.
have two new galleries, the Wessex, where
Sharks have been objects of fascination
we always display the top forty items in the
and hatred for more than 3,000 years; ever
collection as selected by local citizens every
since man first ventured into the sea. They ve
two months maybe schoolchildren or art
been villains in literature almost since the
students, or something like that, and these
dawn of the language. They re the masters of
citizens choices as we call them are put on
the environment man sprang from and where
display with their comments and reasons.
he s always felt like an outsider. And, as such,
Then in the other new gallery, the Spithead,
they do make convincing villains, huge and
we try always to have something important
menacing. At least, that s the traditional image
on loan. At the moment we have a loan
of the shark, but it s clear that we ve
exhibition which is from Spain quite
misjudged them. They re marvellous
magnificent. And, of course, in the old Main
examples of evolutionary perfection. They re
Gallery we rotate the best of our own
wonderful creatures with extraordinary
collection up to 1920 or thereabouts and,
sensory powers, and they play an important
finally, in the Solent Gallery we show modern
part in maintaining the balance of nature. In
art. There is some debate whether we should
fact, they should much more properly be
continue the division between the
regarded as victims. Some species, including
pre-1920 art in the Main Gallery and post-
the great white, are thought to be in danger of
1920 in the Solent, and I d welcome your
extinction, thanks to over-fishing.
views on that one.
Fortified with this new knowledge, when I
Now someone asked about funding. We
recently set out to write a new tale of the sea,
actually get nothing from government, but
I was faced with a problem: what, or who, to
we re very indebted to local author Jane
cast as the enemy of my shark-scientist hero? I
Smithson. Jane Smithson was an art lover who
could not, in all conscience, choose an
generously endowed the gallery and enabled
animal. For I believe that evil is non-existent
us to assemble one of the finest collections
in the animal world. Aggression, yes.
outside London.
Violence, of course. But evil? No. So, who s
That s all I have to say by way of
the villain? Man! That s the creature I believe
introduction, so if you d like to come with
to be the most vicious and destructive
me....
monster in the sea!
Page 45
Part 3 Interviewer: And did you feel that you were getting at one
truth, that there was one Raymond Rennie, or
Interviewer: Well, I have with me today two people
were you on the track of a number of
who ve written books about the same man,
Rennies?
the novelist Raymond Rennie; his official
Brian: Well, my job was made more difficult by
biographer, Dorothy Horseman, and his
Dorothy, in fact, it seems to me ethically
unofficial biographer, Brian Feltham. Now,
wrong to have an official biographer who has
Rennie wrote; If anyone tries to write a
exclusive access to some of the material. I
biography of me, how complicated they are
think that s a real problem for people who see
going to find it, how misled they are going to
biography as history. It s not one person s
be. Brian, was it complicated?
province to have a culturally important figure
Brian: Very much so. An unofficial biographer is
as her sole preserve. It should be open to
especially vulnerable, but part of the fun of
other people in order to start a good healthy
the chase is discovering all the false leads.
debate on the subject. If Rennie s important
Rennie s trail is superbly difficult to follow.
enough, several people should be working on
Here was a man who kept two diaries, either
him.
or both of which might have misled, but who
Interviewer: Umm ... what do you say to that, Dorothy?
couldn t resist salting his fiction with real
Dorothy: The fact remains that this is always done, you
names and biographical facts.
have official biographers and the same rules
Interviewer: Well, Dorothy, you were the official
have always applied. I see why this should be
biographer, your project had Rennie s official
changed, but it hasn t happened yet. Brian s
blessing, what help did you get from him
book, however, doesn t tell me anything
when he was alive?
about Rennie that I didn t already know, it s
Dorothy: Not a great deal. What he did for me was
just that he s selected different data on which
this, he said, Dorothy, if you want to see me,
to build his biography. It s a matter of what,
you can see me. If you want to see me often,
amongst all that material, you regard as
you can see me often. I will see you when
relevant, as adding to our understanding of
you want to see me. And he also went on
the man.
and said that, I will not tell you everything
Brian: And that s exactly my point. That s why we
Dorothy, but if you ask me a question, I will
shouldn t have an official biographer, it
tell you the truth. And I believe he did just
shouldn t just be one person s view.
that.
Interviewer: And there, I m afraid, we ll have to leave it for
Interviewer: And, of course, you had an enormous amount
the moment. Brian, Dorothy, thank you both
of help by having access to his letters.
very much indeed.
Dorothy: Help? Since I ve now got something like two
and a half tons of them, it doesn t always
seem like help. Sometimes, I feel as though
Part 4 (Multiple-matching task)
I m drowning.
1 Well, it was very different when I was at school.
Interviewer: Well, Brian doesn t have that problem, not
Oh yes. Where I went, we were always taught
having access to any private papers. You had
to keep ourselves neat and tidy, not like these
to, shall we say, extrapolate from what is in
youngsters nowadays. I mean, you should see
the fictional and what is in the public
the riffraff who live in our street walking past
domain. How much of your work in this area,
each day. Long greasy hair, shirts hanging out,
do you think, is accurate and how much is
kicking tin cans along the pavement... oh dear,
your surmise which you would like to be
oh dear. More discipline at home and school,
truthful because it makes good reading?
that s what they need.
Brian: No, it s incorrect to say I haven t had access
2 I tell you, it s a dog s life. Up and down to the
to Rennie s private papers. In fact, both of
boiler room, turning the heating on and off. I
these biographies are based on the same
wish they d make their minds up! And then
major collections of papers, most of which
it s time to move a few hundred chairs for
are open to scholars. Over a thousand letters
some exam or other. You d think those young
and a huge collection of various other
rascals could move the odd chair themselves,
documents are available. When I make
wouldn t you? And do I get a word of thanks?
allegations, I make them on the basis of many
Not likely! Ah well, no rest for the wicked, I
of the same documents as Dorothy has used,
suppose. Just off to replace a broken window.
as well as, of course, interviews with
The little...
hundreds of people who knew Rennie,
including his wife, who spoke to me at great
3 It d be all right if we didn t have so much
length.
extra work. I mean, the lessons are quite
Page 46
interesting. Sometimes. Well, not very boring couldn t get enough of it. They shouted their
anyway. But the assignments and projects just heads off cheering and clapping. I was a bit
go on and on. You never seem to get to the end disappointed though ...
of them. I think it s seriously affecting my
3 This was an interesting experience. For a start,
football.
the theatre was in Pelman Street. Now I ve
4 You see, it all boils down to one thing. These walked up and down that street many times, but
days, pupils have a choice. All my staff do their I never realised there was a theatre there. It was
best in the classroom and I have every very intimate it only holds a maximum of forty
confidence in them, but at the end of the day it s people. The show was a big success up in
up to the individual pupil to decide whether he London last year, huge audiences, but
or she is going to do the homework, or revise for unfortunately only a handful of people turned up
the exam, or learn anything at all! We can t force for the performance here. I m not surprised
them. It simply doesn t work. No, what we have though it was rather amateurish. They could
to do is much more difficult. We have to make have done with using at least a bit of make-up
them want to learn. No easy task, believe you and learning their parts better. They relied on
me! covering up their mistakes by really throwing
themselves into their characters.
5 I just hope they re going to push her enough.
You know what I mean, at that age they re in 4 This was one of the few classical concerts that
a dream half the time, thinking about make- I decided to go to. As I sat there in the
up or boys or something. At her last school they audience waiting for the performance to begin,
said she needed to spend more time on her I spotted quite a few of my colleagues who
homework. What s more, her report didn t I hadn t realised appreciated that type of music.
look all that good to me. I ll have to speak to We sat there for quite a while because the
her form teacher about it next time I see him concert was delayed for some reason. When
I don t get the impression he s particularly the orchestra finally trooped in I noticed that
concerned. one of the trumpeters was Mary Brownlow
whom I d been to school with. I was amazed
because I never realised she was at all musical.
Alternative Part 4 task (Multiple Choice)
But then I remembered that she did play the
drums when she was younger and I think her
1 A friend of mine phoned up at the last minute
brother played the violin. Unfortunately, Mary
and asked me if I wanted to go to this show. It
did not play very well and made quite a few
was being put on by a group of South African
mistakes, especially in the first piece.
singers who were touring this country for four
weeks. My friend had heard they were brilliant 5 Well I thought I d go to the circus. My friend has
and this would be the last chance to see them a couple of kids who were keen to see it and
before they returned home. Well when we they invited me along. I quite enjoyed it really,
arrived what struck me most was that the even though it tied up the whole afternoon.
stage was completely bare, apart from a few There were no animals, just clowns, acrobats,
microphone stands. And when they started, it people throwing burning sticks in the air you
was incredible. I ve never really heard anything know the kind of thing. I think the acrobats
like it before. They just stood and sang and all made the greatest impact. They must train
the orchestral noises like drums and violin incredibly hard to achieve such levels of fitness.
sounds they just made with their voices. I was The whole show lasted a couple of hours, which
completely spell-bound from the beginning to was about right, but I think we would have gone
end ... to a later show if it hadn t been for the kids.
2 I d been looking forward to this show for a long
time. I used to be a big fan of James Hopper
many years ago. I was hoping he d do all the
old familiar songs and I think the rest of the
audience were too. The thing was, the rest of the
band was completely out of time. They just kept
losing the rhythm and some of the old songs
were almost unrecognisable. It didn t help that
you couldn t hear his guitar very well and all of
the voices were a bit distorted. But the audience
Page 47
PAPER 4 LI STENI NG ANSWER KEY
Part 1 Part 3
1 first/1st novel (about fish)/(about a fish) 17 (very) complicated/complex/intricate
2 into a movie/film 18 (2/two) diaries
as a movie/film 19 tell her everything
a movie/film 20 the truth
3 caught/captured (and) trained 21 letters/private papers
4 simple story 22 private papers
5 fascination (and) hatred/hate 23 Rennie s/his wife
6 (the) balance of/in (the) nature 24 exclusive access
7 over-fishing 25 should/could/need/have to be changed
8 evil need changing
9 man should/could/need to/have to change
Part 2
Part 4
Part 4
Multiple matching
Multiple choice
10 Ł2.5m(illion)
11 14/fourteen months
26 B
36 B
12 better/improved (natural) lighting
27 A
37 A
13 (passenger) lift
28 F
38 C
14 local citizens/people
29 E
39 A
15 modern art
30 G
40 C
post-1920 art
31 C
41 A
16 (a/an/the) local author/art lover
32 G
42 B
33 B
43 B
34 H
44 A
35 E
45 C
PAPER 4 LI STENI NG ANSWER SHEET
Page 48
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