CELPIP focus LISTENING and SPEAKING‘GHLIP Focus Listening and Speaking In response to ongoing research and development, changes may occasionally be made to the (CBLPIP Test. There may be short peciods of time when study matertals do not exactly match the current official test former, and content may be updated to match changes to the CELPIP ‘Test without prior notice. Check celpip.ca for any updates to the CELPIP Test, Copyright © 2048 Paragon Testing Enterprises, 2 subsidiary of The University of British Columbie Paragon Testing Enterprises, Vancouver, British Calumbis, Canada First Printing: October 2018 Second Printing: March 2019 AllLrghts reserved. Its legal to reproduce any portion of tis material except by special arrangement with Paragon Testing Encerprises. Reproduction of this material without authorization, by any duplication process whatsoever, isa violation of copyright. ISEN g7-988097-28-7CONTENTS ‘The CELPIP Test iv How to Use This Book iy The Listoning Test Uniex Overview of the Listening Test 1 Listening to Conversations berween Two People 9 Listening to a News Item 2 Listening to aDiseussion © Units Listening or Viewpoines 8 The Speaking Test Unité Overview of the Speaking Test ss Unity Giving Advice o Unie® Talking abouta Personal Experience 7 Unito Deseribinga Scene 80 Unie1o Making Predietions so Unies. Comparing and Persuading 160 Unitsa Dealing witha Diicue Situation mt Units Expressing Opinions et Units ‘an Unusual Situation am Answer Key uaaeat aeeten es Siena wu The CELPIP Test About the CELPIP Test ‘The Canadian English Language Proficiency Index Program (CELPIP) isa computer delivered {general English language test administered by Paragon Testing Enterprises, a subsidiary of ‘The University of British Columbia. The CELPIP Test measures how well rest akers can communicate In Bags in a variety of social, workplace, community, and dally life situations ‘The format and scoring ofthe test ae referenced to the Canadian Language Benchmarks (cup) ‘The CELPIP Testis offered in wo versions, This char summarizes the main features of each Kisening Gpatist geSSmminueey | Listening Spans" 7 srainutes Reading ¢pars” s§-6ominutes | Speaking” Stuska "15 20'minutes WWiting 9°73 sks g-cormimmes [ Speaking Susks as-zo minutes » There may be additional unscored items in the Listening andjor Reading Tests which are used for research and development parposes. See celpip.ca for more information Tip Doing a CELPIP Practice Testis a great way to familiarize yourself with rest features 1nd get ready for your test day. You can access fre practics test questions and purchase practice tests ar celpip.ca, How to Use This Book ‘This books divided into two modules, Listening are Speaking, Bach unis within a module fs independent of the others, so you can do them in any order. Since the skills get harder to ‘master 2s you work through the module, i is easier to starcat the beginning of the module and work through ef‘Look forthe icons shown below to quickly locate specific Features, LISTENING SKILLS: ‘These skills help improve your ability to get the score you need on the Listening ‘Test SPEAKING SKILLS: ‘These skills help you perform at your best on the Speaking Test. acTIvITY: ‘These are practice opportunities forthe skill you are learning. Answers, some ‘with explanatons, are provided inthe Answer Key, (ONLINE RESOURCE: “This icon indicates that there are resources on the internet that will be needed for the activity nm ‘These arc imyortant tips and strategies to improve your performance on the test. NOTE-TAKING: | ‘This feature shows ways to set up your notes for each Listening part ©@ 006 6 ‘The Modules ‘The Listening Module ‘The format of the six parts ofthe Listening Testis explained 4+ The different kinds of questions found on the Listening Test are discussed, + Each uni explcne eicher a single Listening part, or multiple Listening parts thet share similarities + An infographic shows key elements and computer navigation features forthe Listening Tes.CELPIP Focus: Listening and Speaking: vi ‘The Speaking Module + Anoverview ofthe test component explains the format of the Speaking Test and gives information about performance expectation ach umic explains a single Speaking task An infogrophie shows key computer navigation features for the Speaking Tost. Sample responses have been provided foreach task in the Speaking Test Speaking tasks are presented a they look on the test screen act unic focuses on key language skills and essential tes-eking strategies. A complete Answer Key is included, with explanations for some activities. The speaking checklists will help you assess your Speaking respon: ‘Accessing Media and Transcripts Tis book uses nutnerous audio and video files to support the skills and activities that are discussed. To access this media, please goto the Focus LS Resource Portal link below) and liek on the matching filename. Full transcripts are also provided for relevant media Online Resource: https;/secure paragontestingeaipifocusls For Instructors Use this bool to build your ov CELPIP test preparation course. The activities here are best sulted to self-study but many can be adapted for working in geoups of two or more, Here are & ‘ew suggestions to get yous started + Students can work in pair co complete an activity + Students can complete an activity alone and discuss their answers in smal groups. + Ate completing an exercise, students ean exchange books and mark each other's ‘Students can provide feedback on each othor's Speaking responses using the speaking checklists in Units 7-24. + Tomake fall use of this book, you may project the relevant transcripts sh to access the media for the class, as well asLEARNING FocUS Format ofthe Listening Test Understanding question format Identifying question types Previewing Improving your listening, ‘The Listening Test consists ofa varity of typical daily social and workplace situations, This includes conversations, news items reports, and discussions in which people express different viewpoints. Before listening to the audio in each part, you will see a bref statement providing some context about \wbat you are about to bear. You wil be required to listen for informiation, infer meaning, identify main points and important detalls, and perform other listening tasks as you complete exch part of the tet. Jn this unit, you will become familiar with the overall format and the Aifferent types of questions you will find on the Listening'Test. Knowing ‘wins to expoct on the Listening Test can make big difference in your performance.feta itis Ta SoD onana eae Cena ing par onenina oablen sae = Fe ening i bvermaten Tier Pate annie eyes aes conn D : tsps at chen sons even an put nth © The prelistening statement helps give context before the audio or video stats © Me tile reminds you where you are in the test. @ The auto or video pays on thie page, and the blue bar shows the progress ofthe audio clips. @ The countdown timer shows how much time you have feft for this page. When the timer zeaches ‘zero, the test will move to the next part. © vse theNEXT button to moveto thenextpartheforethetimer reaches zero. You cannot move back “The audio will play ONCE for each question in Parts 1-3. You will only hear the questions—you ‘will not see them, @ cick on te circle to select the best answer. Change the answrer as many times as you like, @ tn Parts 1-5, cach sereen displays answer chotces fora single question, @ lithe questions are displayed on the same page in each of Parts 4-6. Click on the box to soe the answer choices. 2@ Format of the Listening Test ‘There ae six parts tothe Listening Test as well as an unscored practice tsk at the beginning, ‘There may be additioaal unscored items which are used for research and development ‘Purposes. You will have about so minutes to complete the Listening Test. The testis computer scored and it gets more difficult as you work through it. eases usd [Listening to Problem Solving Listen toa dialogue between two people, divided into three parts, and answer questions Listening to a Dally life Conversation Listen toa dialogue bewween two people and answer questions. Listening for Informetion Listen wo dialogue between two people and answer questions. | Listening toa News Kem Listen toa news storyand answer questions Listening to a Discussion Listen to and watch a discussion between three people and answer questions. Tistening for Viewpoints {isten to a report containing multiple _perspectivesand answer questions. ‘TOTAL TIME About 50 minutes ‘Understanding Question Format ‘al questions that may appear on the Listening Test are multiple choice, and there are two different sys, shownbelow, 1) Sentence-Completion Questions ‘Choose among four ways of completing a single sentence. aes (Ota tate foe 5 Mary fet that he Canada (© cnoce te best nse to each sti frm the drop dn mena) 0 fe ane nd htt chars aren tancen hey2) WH Questions Answer questions that begin with words like “what,” when,"*“where," and “why” The ‘options for these answers may be presented as text of in Listening Part, a3 images. The {questions themselves are given as audio only in Parts 1-3, and as text only in Par 5. Gone of (0 chews tavern atin. 2 pines | ct | fo the question above, you would he Forte question above, you would ea, "What isthe man's reaction tothe woman "What did che woman lily have inher begin his yar” vande” Peeere rere Tk | @cpen nse occ sn om te pdm mene 1 be nbs ae 7 | “at des are tinkaeinewaier? ——~ | © Gane bean rt on | | Siviviasbusinesdeumunt? + Onmeememacd emt i | | \ a el | 2 as ar ease i comet 89 Nene J | | Identifying Question Types Questions fir the Listening Test ean be grouped into three types, + These are questions chat | » Theseare questions thar | ¢ ‘These are questions | focwsonundersrding | fovusom understanding | that foouson drawing theoweailiesina | speeiedetals ina conclusions and raking See cone | Saitrerntaton Tee ateto | + Saneyteatetto | oma ps eames |e eeepc | © eure eee ota | —gpmtagéraio, |” cone eee oping temples | ‘information, including speaker's purpose, tone, a Lette |@ e Activity 1 stent the audio tan rom Listening Par, and then reed the questions below. You do not ved to actually ansr the questions. PrayUnit1-Tradks, ‘Access the audio via the Focus LS Resource Portal the link is found in the Intreduetion. 1 What is the problemz 2, Why will the woman go tothe cab driver? | Why is the womanso upset? se ‘Mencify the question type for each question above. Cn Cua 3 Previewing ‘When each Listening part begins, start by previewing the sczeen to check for key informatie, + Determine liow many speakers there are. ‘+ dentify the conmext, ‘+ Check how many sections each audio passage ha ‘© Check how longeach audio section is. Activity 2 Scan the Following images and answer as many questions as you can below. Note that not all questions may be answerable from the given information. \idening Fat: Usteninglo Problem Sokang - Listening to Problem Seving | | Ye water cameron a3 seco. You wir exch secon ot ee. | + toch sce, owt er 22 qu, Yuwie the quests none.| @estretion: ushers conmaton eseen wan an aman The mn renaming at ae wen 8) What willyou hear? ) How many speakers are there? ©) Where are the speakers? & ow many sections will he audio have? ©) How long isthe audio?Ustening toa Day Life Conversation + Youve eration few 5 eter. + the wenn unten ou worth een toc, + cronse tne et eve tact emton, [ tetenna Pat 2: Ustonng to «Dey fe Converstion a | nsec: vos witter comeraten The oneraten between were The mani ig arse. | ae agieba Cones ay (© ten toe caerstion. You Wl er the cnverston ely nee abut 1.5 te 2 mites lng 2) Whet wil you heer? 1) How many speakers are there? | 9 Where pater 4) How many sections will the audio have? ‘© How long isthe Utning Pot Usening feel le Conversation =Cie meee Ustenina Pot Utena fo a Discusion, Listening te aiscussion ke + oat the ae way sever enh vet, tnsteuesons: sem pene tna ow eect nm a heb te 1b) Haw many speakers are there? ©) Where are the speakers? | a) What willyou watch? | «) Howrmany aeetions will the video have? ©) How lougis the video? @® Improving Your Listening an preparing forthe Listening Tes there ae varius ways tiprove your il Try to at asi some ime cach day, even fis onlys few minutes, to lst to he news or audiobooks, orto watch moviesortlevson, Yu could also listen to people ound os, Lsening wo avery of mater il help you increase your range of vocabulary ions and expressions ‘Tho Canadian Brosdeaiting Corporation (CC) website great pace to sti Most iraportanty inten eo aud and watch videos that interest you. This wil make your string practice mich mor enjoyable, nd you may ear new wor and phrasesLEARNING FOCUS Understanding Parts 1-3 Identifying the relationship between the speakers Following a sequence of events ‘Understanding conversational English Note-taking “Test practice ‘The fist three parts ofthe Listening Test share a few similarities: they include conversations between txe people about a tople common to daily life, and you must answer multiple-choice questions. There are also some important differences between these Listening pars. In order to best iastrae these similarities and differences, Listening Parts 1,2 and 3are adressed together in thisGt otoc meric {gona False aban So a) intention: (Wiong Pe oarmae Hobie soa utente tn creat, or amet ace bet Tenba Pat inonno x iambon ten tt etn. Yu wy ae @ ‘The pretistening statement in Pare includes text and an image, Partsz and 3 only include text. @® The Part 1 conversation audio has three sections; conversations in Parts 2 and 3 have one section each. @ tn Parts 1-3, you will only hear the questions-you will not se them. The numberof questions varies between parts. @ tw Pants +3, you wil have 3o seconds to listen to each question and sleet an ansveer 0Understanding Parts 1-3 Pare 1: Listening ro Problem Solving i a conversation between two strangers in which one has ‘problem, and the others tying to help him or her solve the problem. This conversation is splicimto three sections, each followed by a few comprehension questions. To answer these questions, you need ro understand the basic facts, opinions, and detalls, Sometimes you will, need to make inferences In Pere 2 Listening wa Daily Life Conversation, you will hear a conversation about aday-to: day activity oF workglace situation. To answer the questions that follow the conversation, ou ‘need to understand the basic facts, identify paraphrases, and make note of changes in topic. You may also need te make inferences, Part 3 Listening for Information contains a conversation where an expert is giving information that is unfamiliar tothe other speaker. To answer the questions following the conversation, you need to listen for key information, understand inferences from facts and evidence, and connect ides. ‘When you listen to conversations on the street, at home, orn CELPIP Listening Parts 1,2, and 3, it's helpful to identify whether the speakers know each other and what role cr position they have. Another shill you will ned is tobe able to follow the course ofthe conversation and ‘understand how ideas are connected to each ocher. Identifying the Relationship between the Speakers ‘When listening for the relationship between speakers In a conversation, there are wo things to ‘be aware of, The firsts their roles, and the second is how well they know each other: stoning Pon 1: Ustenng fe Frobiem Soving = 0 tntructions eyes cower even peat tate, etn adh ther wari "Gar estes icici Identifying Roles “There are two steps in idenefying the role each speaker plays. The firsts to preview and {identify the roles as described inthe taformation screen (see previous image). 2, isten to he audi, paying special artention to information that will furcher develop your understanding of the speakers roles, Read the following excerpt ftom a canversation andl noce the key words and phrases thar will help you infer the relationship between the speakers, Man: Hey, Laura. Ifyou have a minute, ve got something Fd like to ask you about. 7 -rhis comment about “our Use” and “the company” shows thar che spenkers are | co-workers. Woman: Sure, Whats your mind? Do you have more ‘elationship questions? That's what we usually tall about. (Man: Not this time. This is a work thing. You know oir boss has heen working for the donipany fr along time, right? Well, he's retiring next month, and since he's always been so good zo me, really ike to pet hima 8 The idea that the speakers are co-warkers is confirmed by the far that che woman ‘dentifes both herself and the man as being among the “employees” that "usta get | tagener to buy agi” a's a great dea. Wait a minute; usiallyall ite aerate tena einployees gor together to buy awit, Wiyare you buying Fim aglfton your own? deatifying Familiarity "The othor method for identifying the relationship between speakers is analyzing the level of amiliaity. Pamiliaity beoween speakers is shown through the way they talk. In general, when people are familiar with each other, they tend to useless formal languages when two strangers interact, they ae likely to use more formal expressions. Relow are three excerprs from listening passages that demonstrate how the speakers’ words show what kindof relationship they have, Excerpt One i [oy sag the pice erm | tnt ai | indicating that he doesnot Trower ‘Woman: Seriously? I just bough this car and it passed = safe inspection. What's wrong with the tires? 2By using slanglike “how's it gob" and informal contractions/abbreviations like “gonna” and “2!” for *gommg to" and “university, it is clear tha the mans fiends ‘Woman Seriously? that's suet! Good form! with the woman. IFthey werent fiends, the use ofthe | slang might be inappropriate, ‘Man; Hey, how's golng? Have youtheard the news? Josh’s gonna get into uni after al). He actually passed that crazy hard exam, Excerpt Three By calling the woman by her first name, the man is demonstrating that there is some level of failiarity, Man: Hey, Lai. Ifyou have a minute, I've gor something TU tke roask you about, ‘Woman: Sure. What's on your mind? Do you have more = relationship questions? That's what we usally talk abou, As discussed previously, ‘these two speakers have been identified as co-workers Inaddition to this, the ‘women’s question shows that the connection between the speakers is close, since good friends tak about reletionships. @ Activity 1 Listen co the audio and answer the questions below. @) ( rrvis mec ‘Access aidio viathe Focus LS Resource Portal the inkis found inthe Introduction. 2. How many speakers are in the paseage? 2. What isthe relationship between the 3, Are the speakers faiiar with cach other? speakers? 2) Yes 2) They are strangers, ») No b) They are co-nericers. ©) They are classmates, 4) They are frioads BGrae me clic ayet die Following a Sequence of Events Being uble to follow the low of ideas in a conversation isa key language sl ‘There rea ruinber of ways to keep track of the connection between Ideas, One way i to pay attention to ‘he pronouns used, In the frst specch bubble below, the woman replies that “Ie wasn't my Cup of tea, tobe honest.” This requires you to understand that “it” refers tothe word “performance” inthe man’s question. Linking pronouns to the correct nouns referred to earlier in the conversation isan important part of understanding what is happening in listening aciity. Man; fiellothere! How — fF] Man: Oh, thar’ too bed. was the performance? ‘Wall, get your jacket for ‘you, Could have your ‘Woman: It wasn't my cup ‘number please? ‘of tes, 0 be honest. guess 1 don really ike musicals. ‘Woman: Yes, i's justin my ‘Manz Thanks. ast minote Um... ma'am... im sory, whet does your coat Took ike again? ‘Woman: Why do you ask? It packet... here itis, it's ago. should be on the hanger with the maiching number. fs a black parka jacket with grey fake on the bod ‘Time @ xii? answers ia the blanks provided. 1, nthe phrase “Ob, thats too bad" what dows “that” refer to? 2. Inthe phrase “Yes, i's justin my pocket,” what coes “it” refer to? 3. Inthe phrase “Tt shouldbe on che hanger wt the matching mums what does” refer? é i ESSE ele titsoreoeaprntainemsornimemiese MwActivity 38 ‘Using what you hnve learned about following a sequence of events, lsten to exch track and. decide which of the ovo excerpts ("A” or Ineach box. Pray Unie 2-"Traekea.. ‘A. Man:"The other attendant went home sick. I’ just me, [understand you're upser, and tim very soery, bbutifyou could just comeback in 5 ‘minutes. we can’t find i ell my supervisor, Play Unit 2-"Trnck 2, A. Woman: Oh, thank goodness. Where wast? Play Unit2-‘Tracks, A. Woman Icercainly hope these rmix-ups don't happen too ften, Perhaps I should complain to your supervisor, Play Unit 2~"rask 24, ‘A. Man: Aad we do hope you'll buy ‘ets for another show some time! “B") come next in the conversation. Write your choice Man: Yes, I will, bc if you could Just wait afew minutes. There ere ‘many other people wang in line Tmsuire Pil be abl to find it once 1 clear more coats. B, Woman: Bur Taleeady called a cab! t's probably waiting outside for me! ‘Gan someone else check it for me? B. Man: (call youanether one, and it ill be paid for by the theatre company,@ raivis8 ‘Now that you have worked on the conversation in Activity 24, listen to the audio and answer ‘the questions below, Play Unie Tracks 32-32 16 a) Hei simply trying tobe polite. 5) Heis collecting data for a survey. ©) He was unable to watch it himself }) Hewas an actor in the peeformance. ‘Ut 2~ mg 1 Ps image nt pli il en Se he ovine! age he Pas {Play'Track3s | a) Someone has pilled tea on her cout |b) ‘The attendant cannot find her cont: ©) There are two identical winter coats | a) One ticker number goes with two coats ee Giaytndye |g Momus ver evens 3) Ic isvery cold ouside | Seis veryfond ofthe coms 4) The coat is replereale a) ‘Te wants cal he other aeendant fr help. 1b) He wants co deal wit dhe over customers ) He wants to call his supervisor for instruction. ts to give her time to cal dows. a ask the cab driver ro walt for her 1) tolook in the eab for her missing coat (6) toresurn home im the exb right away jeinside the cab for s minesPoe ‘7.Play Track 3.10 | a). Another employee put che woman’s coat on the wrong ticket Another employee mistook the woman's coat for her own. ©) The woman's coat looked like the one hanging beside ) The woman's coat was hidden from view by other coats 8.PlayTrack3ai | a) He gives the woman fre tickets fora show, 'b) He offers to have the coat cleaned ), He says hell ile a complaint with the supervisor. 4) He arranges for the theatre to pay for ber cab, Bookend Statements ‘Another way to comect ideas isto listen for “pookend” statements. These appear at che ‘open and close of aconversation and serve many purposes. The firsts to set the tone of ‘the conversation, For example, if a speaker begins a conversation with an angry tone and ‘then slowly becomes more neutral, you could Infer thatthe other person is helping with che problem. The tone oan also help you clarify whether the speakers know each other, since ‘people use difleren: tones for strangers or frends, For example, strangers may speak to each ‘other with fairly reutral tone, while people who are more familiar with each other may speak ‘with more emotion. Another purpose ofa “oookend)” statement isto frame the context of the conversation. If {you take the information in the opening and closing statements, you will probably be able 10 ‘understand the basi situation: what happened and how it concluded. Opening statements usually invelve a greeting and introduce the action, whereas closing statements usually involve ‘a farowell and a fins] reference to what was diseusced @ Play Unit ‘rack q and read alongwith the wanseripe below. “MAN; Excuse me, could you plesse tell me what you're doing in my front yard? WOMAN: Im sorry, | didn’t think anyone was home. I'm the townhouse gardener. ‘We're doing assessments of what trees need to be pruned or removed, (The bulk of the conversation has been removed.) ‘MAN: That's great! Did you speak with the neighbours as well? WOMAN: 1dld. And they agreed that for the shade, i's worth kecping the tree. v8 WOMAN: No problem, Have nice day! In this example, onlya few sentences are given. However, the main idea of the conversation is clear. Initially, the man seems bothered by she woman in bis yard as expressed by his frastrated tore. The woman is a gardener and she is checking the wees. Between these “bookends,” there as a problem, but from dhe losing statement, it is evident that the problem was solved. This is indicated by the speakers ending the conversation with a postive tone, ‘Activity 3¢ Practice identifying “bookend” starements by reading the following and Inbelling each sex as cicher “opening” or “closing” fan: Hi, how can Thelp you Woman: You'd think they | ] could have used dark green at | | Woman: eo | trcnge my backpack The Joi: maybe wey che | [sep broke Tex onlyeaty | dark green either. i ~~ Jiton one shoulder now. least, not blue! | Woman: True. Anyways it |evcts char a sh ates [Than for your hep eee "Now that you are familiar with how to identify opening and closing "bookends," these next two activities wil expend this idea further. Activity 3D Listen to the audio and write the trick numbers for each opening and closing pair on a line belon: Play Unit 2 ~ ‘Tracks 5-5-4Activity 3E Listen to the audio and write the track numbers for each opening and closing pair on line below. Play Unie 2 - "tracks 6.1-6.6. menos | uckes | toakss | trackos | trackas | tracks | ed Cog As demonstrated inthese aclvties, clues to the main ideas of a passage can often be determined from the opening and closing statements. Being able to follow along with the ideas in a conversation ibe this is important on the CELPIP Test, Somerimes you might be asked a question that requires you to understand how the conversation developed and ifa topic was the main idea ora small detail Understanding Conversational English One of the greatest challenges in listening to English is clearly identifying what is being said ‘when the speakers use contractions and interjection. Contractions are made by joining words to make language more efficient. These are some of ‘the most common contraction ies=itis diet did rot are not weve = we have you're =youare were = weare they/re = they are Pd=1 would OR Thad she’s = she has OR she is is imporcant to understand the context of how the contraction is being used, expecially ‘because some contractions can have multiple meanings. Interjections are commonly used in two ways. Sometimes interjections are use to express ‘emotions (*wow.” “oh my,” and “thanks"). Interjections are also used when people do not know what to say nex: (“am,” uh,” and “ah”),Activity 4 stn tothe audio and then complete the table by writing each contraction you hear in the onder that you hear ion the lef se. After Tistening, write the full words onthe right (Youve > You have), Some contractions will appear more than once. Play Unie 2~‘Track 7 20Listeni ‘Note-Taking Being able to take notes is 2 key skill that helps when participating in business meetings, classroom lectures, and other informmation-heavy conversations, This sill is also useful when completing the Listening Test in CELPLP. On the official tese, ou will be provided with a pen ‘and notepaper in case you wish to take notes while listening tothe passages. Is your choice whither you rake nctes or not. At the end ofthe oficial test, all notepaper will be collected, but ‘youwill not be scored on your notes, ‘Whether you use the following strategies or not, keep in mind that it doesn’ matter how many. notes you take or whether they contain ary spelling or grammar mistakes, Only you will see ‘them, s0 a8 longas they make sense to you, that's good enough. ‘Two of the most important strategies for note-taking are using symbols or shortened wons, ‘and organizing the notes so thatthe information is easy co locate, These strategies will be «liscussed in more depth in the following activities. Koop in mind that you may also wish to ‘draw diagrams, freeform images, or even use emoticons in Your notes. Ultimately, you should take notes in whatever way you find to be che most efficient Symbols and Shortened Words ‘This ist contains some of the most common and useful symbols used in note-taking Tis list is not exhaustive, 2 ‘woman, women, female L 3 ‘man, men, male am | morning afternoon, a note well (fom the Latin "note bens") remember tis important i wi with | me without = 2 therefore, consequently because approx. |= ‘approximace(y) = ‘equals, iste same as, results Access the Focus LS Resource Portal for additional materials, ) anCELPIP Focus: Listening and Speaking Using shortened words can make the note-taking process moré efficient, Three methods are Tisved below. Remove vowels » garien = gtd + govemment > gemmnt > op Replace letters with an apostrophe () = thinking = think’g respond resp Use the ficst three letters of @ word ‘© government > gov © March = Mor = contradic <> con Organizing Notes tion ‘Thee is a wide range of note-taking methods; one such method is spedher-besed organ Speaker based organization focuses on each speaker and asks WH questions sach as: Who is the speaker? Where ie the speaker? Whet isthe speaker doing? When isthe speaker doing this? ‘Why isthe speaker doing this? Sometimes, there is mo direct answer to these questions, Dt thinking bout them wil help you focus on importanc information, To take notes in this style, take o sheet of paper and divide icinto sections. You will need one section foreach speaker Before you hear the conversations in Listening Parts 1,2, and, you wil be presented with a prelistening statement thet wil give you information about the speakers. For example, the prelitening statement may be, “You will hear a conversation between ¢ man and'a wornan.” ‘Based on this information, you can begin to fill n the chart by idemttying the gender of each speaker in the “who” seetion ofthe chart as soon asthe audio starts.@ vrs Listen to the audio and practice taking notes. Then compare your notes with the sample notes inthe Answer Key. Play Unit 2~ Track 8, eed Bas Sues Whee Wine Phen Whets Wher Whee | Why Why: @ [rerrrractice Using everything you have learned, play the following tracks and choose the best answer for each question, Play Unit 2~ Trackso-n. Tip in Listening Parts 1-3 onthe ofc rest, you will ony be able to hear the passage anv questions once In preparation for thi, ty listen to each tack only once as syouswrer these questions,Gece m Listening Part 1: Listening to Problem Solving ile Pa Leng 6 Poflem Senna ‘Phy Track 92 | a) Thoynendto reduce expenses | >) They need more time to finish, |) Theseript needs zo be changes | &) The delline has been moved up. I cee eee : eel 3. Play Track 9.5 4 Pley Track 06 42) Pleasing her client is important coher 1p) She doesn’t Ike last-minute changes, ©) Spending too much on actors worries her. @ She has at upeghe attitude 2) reducing the actor! salaies ©) making shorter commercial @ improving he animation quality 5. Play Track 9.7 2) He is working with this agency forthe frst time ) He preferred the weiters at the previous ad agency. ©) He ishead of the toothpaste company. 4) He ig unconcerned about the serio: Ve | |oo 6 Ply'racks.e | 2) disappointed ‘b) angry ) excited | 4) pleased Play rack aac | a) Terequies move resources ) Ielsonachodule, 6) [ponding approval €)Teneede new product S.Phy‘rack oan | a) Hehe provided woul advice |b shenar enjoyed working with him, 6) Hehas another project for her company. 2 Shehat reclved pment for thea Listening Part 2: Listening to a Daily Life Conversation Utening Par 2: stsing fs « Daly Life Convection = O tnructons ‘eu iba acenesien eonen 4m ra wom Ty ecu teen yes ere \Pley Track 10.2 | a) The woman offers assistance >) The man requests information. ©) The woman asks for directions. 4) The man introduces himself 2.Play Traci 10.3 | «) Hewill make it fromblueberiies, b) Hewill need alot of berries. ¢) He will adda lot of suger to it 4) Hewill make it witha litle honey. 3 Play Tracki04 | a) tocheckif the berries they found are safe to eat ') to read some informetion about bees dying ©) to see what a black raspbeery looks lke ¢) tofind alist of foods that need bees to grow 4PlayTrack10 | 2) ‘They are both allergic to bees. >) ‘They are both grateful for bees, ©) They are both afraid of bees. They are both optimistic about bees,26 ©) theirhabirat © theiedsly routine Listening Part 3: Listening for Information nig Pet Letina et information Play Trackata | a) ‘The manisesking about current train specials ‘The man needs to book an urgent rip to Boston. | "The man wan informstion shout train uavel, | “The man is planning a fmily rp te Montreal. ‘The cabin would be to crowded fo: the clléren His ebildren would dishke the meals offered. | Hib childsen would be bated on the mip ‘The tickets would be too costly with the children. ‘He is surprised by whar che fare excindes Hes wondering if there is 2 dea eis planning to purchase a ticket. es curious about longer train ps 4 Play Tracking | a) Boston ee | >) vancouver 3) Torome 2) Monteal 5-05 ene PlayTrack 1.6 | 3) She makes no comm bb) Sheangues that train service is more enjoyable. ©) Shedescribes the sconie delights of train travel 2). She rezommends the shorter trp to Montreal nt about the comparison. ap bp - b)._-cheek the website for special rates to Montreal ©) fly i Vancouver asead oFtaking the Gain D_puchaycbinselFarcund-arip deket to MoneeLEARNING FOCUS ‘© Understanding pauses, intonation, and stress '* Answering questions about general meaning ‘© Answering questions about specific details + Following a sequence of events © Note taking ‘Test practice Jr Listening Part 4 Listening toa News tem, you will heer & report which focuses on an event that takes plece in a Canadian community, You will be ‘ssessed on your ability to understand what the story is about. Some ofthe {questions will test your general comprehension of the event; others will ask about specific details or tequire thar you make inferences, aeure aceeen Ser | | @ Te pretistening statement provides the context forthe news item before the audio starts © Part 4is ashore news story delivered by ove speaker, @ Pat 4 contains sentence-completion questions. @ Be aware ofthe time remaining and be sure to answer all questions. @ There are five questions in Part 4. The questions are given in text format, not audi © cack onthe box to see he options so complete cach sentence There will aay be four chotees 28ene} @® Understanding Pauses, Intonation, and Stress e ‘When you listen to audio with one speaker, such as the news report in Listening Part 4 in CELPIP, itis importane ro notice the small hints and signe thar help you follow along. Three of these signs are pauses, intonation, and stressed words. Pauses are typically used for the following: $$ Access the following audio vie the Focus LS Resource Portal; he link is foun in the Introduction, ‘TYPE OF PAUSE Ee ‘Separating ideas from each other— pees eas piles coe peciar ania es Sunset Beach isa popular rourist spot Eipaeectlne ‘in Vancouver, [pause] butt can get ‘ overcronded on holiday weekends ‘Play Unit 3—Track2. 4 ‘The doctor's office i just a short bus ride Jaeger ein fa hb ps ay ‘opinion, [pause] you should just walk, Play Unit 3~-Track 13, Emphasizing important words Please pay attention wo the following rule ‘because i is [pause] very [pouse] important, tivity 14 Listen to the audio ard decide what kind of pause the highlighted phrases contain. These are shown in the transcrip below. Citele your choice for esch pause; the firs has bcen done for you. Play Unit3-‘Tradke3. ‘An Ontario resideat ordered some fest food isi Pid HUES of getting bag of hhot chicken, he gor a bag of cold hard cash, 3. Richard Coleman, a third-year law stidéit ‘Acthe University of Toronto, palled up to the drive-thru window of the poplar Charlie's ‘Chicken restauran: on Broadway and ordered a chicken burger and 4. french fies to 2 Acti first stoplight on his way home, Coleman reached inside the take-cut bag for his chicken burger anc pulled out a § bundle of cast instead. I coulda believe i!” said Coleman, a) separate ideas ») indicate extra information ©) emphasize important words ©} emphasize imporcant words Continve Leeared unecaai eee eee = 3. a) separate ideas 4.9) separate ideas +) indicate extra information ») indicere extra information «) emphasize important words © emphasize important words 2) separate ideas ») indicate extra information «) emphasize important words Intonation Intonation —the way the voice oes up and down—is also important when listening to English It tela listeners more about the meaning of whar the speaker is saying and how they feel about it, Note thet intonation is used ita variety of ways in English speech, but thar this une wil focus on the three most common pesterns: falling rising, an falling then rising, Falling intonation describes how the voce flls at the end of phrase or a sentence. This intonatioa is commonly used with WH questions, Play Unit 3~Track 3 ~ ‘Whats the tim ‘allingintonation is aso used to express statements of Fact and certainty. Play Unit 3- Track 32. Rising intonation describes how the voice rses atthe end ofa phrase or sentence. This intonation is commonly used with yesfno questions. Play Unit Track 33. ay ‘The new bose starts totay, doesn’: he? Are you ateachert Falling then rising intonation describes hows the voice falls then rises atthe end of a phrose ‘or sentence. "This type of intonation often tells the listener that what is being discussed might ‘change, oF there is more tobe satdsbour the topic. Play Unit 3~Track 3.4. Cae don’: haveacamera quite yet. Although the speaker does not have a camera nov iis clea chat eis likely o get one in the futureFalling then sing intonation can also be used with questions to make them sound more polite. & Play Unit 3- Track 35 V7 ne :0 tou your? @ Activity 1B Listen tothe audio and draw e falling arrow (4), (XA inthe blank toshow the intonation on the Play Unit3 ~"Track 42-46, ‘sing arrow (7), or falling then rising arows last word or fo ofeach sentence. Excuse me, which way isthe train station? 2 Wehave amecting toy, right? 3 Areyou going to Sasha's graduation? 4 Tthumk we should go thar way. 5 Have you everboon tothe theatret Have you seen the Celebration of Lights? Word Stress ‘Word stress is another hint that allows words are often the most important we essential when listening for decals listeners to make sease of what ishelng said. Stressed rords in a phrase or sentence. These keys words arc often, BY conto ueies—tract sand read dong wat blonsthe arsed worse bolded Many touristsassume that Whistler is onlyawinter destination. They are often surprised ‘© leam thot it provices many summer activites as well. [Note that in this passage, the words that the: ‘general understanding ofthe main ideas. @ scviyr Listen to the audio and underline the st Play Unit 3- Track 6.1, speaker emphasizes ae helpful in gaining a essed words in the excerpts below. ‘fe want to make it for the ¢ o'clock ferry to Vancouver Island, we will need to arrive at {he terminal before 3 o'clock. So, please try to be realy 10 leave by 2 ™Geet Play Unit3-Teack 6 ‘ast Friday, vistors to the idal Falls park received a welcome surprise. Actors in “Victorian costumes peesented 2 traditional travelling tea service, Guests were treated to ech pastries, sandwiches, and three varieties of local te. ‘Acer you checked your answers, dd you notice any bout whch words were stressed 8 nentboned earlier, wards are often stressed to highlight key information in someone's speech. ‘Therefore, even Ifyou don't understand or you didn't quite carch some words, listening for the stressed wars should stil give you a basic outline of what was discussed @ Answering Questions about General Meaning tn Unie , three eypes of questions that can be fourd in the Listening Test were introduced: general meaning, speci Getal and inference. ln this unit, you wil earn about general meaning fd specific detail questions. inference questions willbe discussed in U enctal meaning questions assess your overall understanding of @ conversation oF report. Te Srawer ths type of question t the best of your ebllity, its important tobe able to separate the passage ito Bo of ts components topie and main ideas. sderifying the Topic ‘Being blew identify the topic of conversation o report is extremely important, Sometimes eitaivious and clearly mentioneds other times, ts less clear and needs tobe pieced together by listebing to the enite passage, ‘one method of dentlfying the topic i to Tisten for repeated ideas, The more often ceresin ‘fords or tei synonyms ae used throughout a passage, the more likely they apply to the copie Uribe passage These words are oten called “key words.” Key words caa be almost any part of Speech (noun, verb, adjective, adverb) but are most often nouns @ rior Listen o the audio end write down the key words and their variations which are repeated throughout the pasage, The answers can be ane o nore words each-try to write dow five o (So. Then, compare your notes with the Answer Key. "The Gist one has been done for you Play Unit Track 7. faIdentifying Main Tdzas ‘The diference between topics and mein ideas is thatthe topic will appear throughout a passage, while a main idea will appear ina section. For ecampla, in the following entry, ‘the topics finding 2 bag of money, and the three main ideas in this excerpt are related co ‘Coleman's reaction, where the money came from, and why the money wae given to hin {idea 1] +1 couldn’: believe it!” ssid Coleman, “I immediately pulled over to the side of the rond because Iwas afraid I'd get into an accident.” {Idea 2} The money, which totalled over two thousand dollars, was che restaurant's ‘epostt from the previous day. Ralph Blac, the owner of Charlie's Chicken, had put the ‘money in paper teke-out bag because he had run out of plastic bank deposit bags, {Idea 3] While he was on the phone, a drive-thru ‘Coleman, thinking it was his take-out order Patting It All Together to Answer General Meaning Questions Now that you understend hov to identify topics and main ideas, you are ready to answer general meaning questions. General meaning questions are usualy casy to recognize because they tend to use words like “oveal,” “mainly” and “most” They ofen ak what the passage is about or what the min problem is, The following examples show some typieal gence ‘meaning questions ‘What isthe problem? a) Someone has spilled tea on her coat. b)Theattendant cannot find her coat. ©) There are nxo identical winter eoets 4) One ticker number goes with owe coats, ‘What does the man mainly tak abou? 8) which rooms should have afan b) how celling fans keep a room warm ©) what te consider when buying a fan 4) why ans have remote controls When discussing bees, what do they talk about the most? a) their disappearance b) their abiity to sting ) theirhabitar )theirdaily routine aeiopieete cue inst “To better understand how to approach general meaning questions, consider the following steps ised go answers question abou the passage introduced in Activity 2 2 ee i © orercsiiss eon al prt ep aes Sec i rr at atone Onin snes nen ayes nt =i aie Suskonntnomo i ct = peace er Ran a, Below isan excerpt that demonstrates howe the answer is found. “The idea ofa fast food order holding @ surprise is ingroduced inthis excerpt ‘Abog meant for chicken is found to ‘contain money instead. This is, by saree, sexprising ‘An Ontario resident ordered some fist food on Friday, but instead of geting bag ofhot chicken, he fot abag of col hard cash. ‘The fdea of surprise Is Further expressed in the aecond excerpt, The passage _poes into extensive detail to describe Coleman's reaction 0 this unexpected ‘event, meking Option C the best eee ent @® Answering Questions about Specific Details cfinformation in a convetsation or feport. mpportand develop main ideas. One of the main ideas in the man’s honesty (Coleman is going tozakea very honest ‘While this statement can stand alone, its also supported by decals such as Teno that the best thing to do was to return it” 1 couldn’ believe it!” seld Goleman, “immediately pulled over to the side of the roa Dbeeause Lwas afraid Pd get into‘an, accident.” Speetic detail questions focus ow the key pieces ‘Specific details ae used to ‘example below is Richard Cole lawyer”) Coleman's statement,“ «twos tempred to keep the money” Coleman admitted, “but Tew that che best thing ‘to do was to return it” Bleck told reporters, *! was quite surprised. thinkeraost people ‘ould have kept the money—especially when you consider how expensive law school ist ‘Goleman is going to make a very honest lawyer.”Putting It All Togetker to Answer Specific Detail Questions [Now that you understand how to identify specitic details, you ate ready to answer specific ‘etal questions. Onewray ro recognize that you are dealing with specific detail questions is that these questions ususlly ask what someone said or did. There may be other ways these questions appear, but they wil aways assess your ability to understand the key details from the passage ‘The following two exampieo how typical specific deta yuestivus: ‘Which coat did Jessica decide to buy?) (Whee does the man say about a) thered parka neighbourhood associations? b) theyellow rainccat 8) They help solve problems. ©) theblue trench coat b) They requite too much time. 4) theblack peacoat ©) They keep neighbourhoods sae ) ‘They improve people's relationships, ‘Tobetter understand how to approach specific detail questions, consider the following the steps used to answer a question about the passage introduced in Activity 2, °... “ree open oer 0... ‘)eenand fd onthe Dae back tne cash tome one Ssopentegat teresa ‘Daan oy a ees, itt gg ace cash the one! ws raed at ‘epom inte esas “Las tempted to keep the money,” Coleman ‘The answer is found admitted, “our [ew that the best thing todo ete since the passage ‘WAS OeGUMIL” Black old reporters, “I was says, “I knew that the best uite surprised, {:hink most people would have thing todo was to return ep the money—especially when you consider (the cash)? how expensive lav schao is! Colemaa is going to make avery honest lawyer” 35Ceaigia seta st gic elec It’s important to note that, as is made clear by the example oa the previons pope, specific ‘rords from the listening passage are unlikely to appear in the answer options. Insteed, the Jnformation may be paraphrased—sueaning thet ideas from the listening passage will be expressed using diferent worcs, The words inthe correct answer option, “give back the cash to the ower,” are not found inthe passage. They area paraphrase of... br {knew the best thing wast return i.” Q@ rcivieys Listen tothe aio and anwer the flowing questions. nde wheter the questions about genetal meaning or specific details Play Unit 3~ Track 9. 1, General Meaning / Specific Detal 3. General Meaning / Specific Detail Mary Bryce was affected by ‘Mary fle that the Canadian Bankers 8) fils alrline and hotel charges. ‘Association program ») ‘hidden bank service ees, 4) needed better promotios. ©) ascam targeting the elderly. >) was incredibly benefctl «d) bad advice From 2 workshop. ©) came t9o late to help her, £2) should be free of charge. 2. General Meaning / Specie Detail ‘Theinew wehopforsenion wastdesined + General Meaning / Specie etal © Mary's stacy zaises awareness about #) help seniors become more vigilant. 2) allordable coupon programs. ') educate banks on fraud protection, 'b) unfairbank service fees. ©) advise people on retirement. ©} dishonest phone marketing. planning. financially struggling seniors, 4) teach seniors how to invest money. eee SE eee @ _ ‘otiowing a Sequence of vents Unita discussed how identifying pronoun usage can Help you follow a sequence of events in & conversation. Wheh you listen to news stories like those in Listening Part 4, you need to-pay fttention to words that deseribe shen or in wiht onier events happened. The first method i to listen for words describing dates or times. The second is to isten for sequencing words, some ‘examples of which are in the table below. nex then i ‘eon Se seine) yung before after:@ Activity 4a Listen to the passageand write down the words or phrases that describe when things happened Play Unit 3 "Track 10, @ vine Cie ey Am hem ey cen he nen Sie nchtnmivantca macnn prsciree min Play Unit 3 "Track ro, —— % Authoritiesare __ trying to determine the motive forthe crime b os noticec a man behaving erratically in one of the aisles © ———__,asocurity guard thwarted a kidnapping attempt by roviding police with information tha led to the reseue ofa young gin a » police put out an amber alee that a seven-year-old sit had been abducted = » police apprehended the man as he was speeding out ofthe cityBeene inet @ veering ‘In Unita aryle of note-taking was introduced to help you when listening co sa people having comversation In this unit, you wil earn how to take notes on a news story delivered by & Single speaker This ste of note-taking focuses on answering the following questions: Who? What? When? Where? Why? ‘To take notes using this style take a sheet of paper and make atable with exch question listed fine columnon the left end space answer the questions on the right. Iris helpful to label who said what, so that you can remind yoursel ate. eee @ ‘Activity 5 38 Practice note taking by listening to the audio and filling in the mote template above Play Unit 3~ Track.@ wera Using everything you have learned and the notes you have taken, listen to the audio and then ‘choose the best answer to complete each sentence. Play Unit 3~ Track m. —— ‘isening an Unening}o@News fem a © retract: LThestormvasa | a) traffic was unssualy heavy tht | problem because | 1) che change in weather was unexpected. ©) bad weather is uncommon in the srea. 4) the city had no salt forthe roads. 2 Driving 2) the roads requned maintenance. conditions ») salt tucks were blocking roads. Reredamgerous | ©) ie snowed many timesin November 4) drivers were causing accidents 3-Halfacmotori. | a) sited the citys low response. Alan Cameron |) drives one of the salt ruck. ¢) had an accident on the highway. 4) slipped onthe baccce. 4.Giy aici 3) commuters caused the problems ‘Samantha Park 'b) the city made a mistake, ee ©) salt trucks need priority on roads. 4) thectys doing its job comet. | sutisenerstothe |) the salt rucks emusod the tif jams | Rews would ‘b) the motorists were being careless. ie belleve: ©) salttrucks will start earlier next time. 2) city officials knew the storm was coming. 39‘© Recogaizing visual cues # Recognizing verbal cues © Note-aking ‘Test Practice LEARNING FOCUS In Listening Part Listening toa Discussion, you will wateh a video with three people who ute discussing atopic. You will be assessed on your ability to follow dhe Bow ofa conversation among a smal group of people and recall [key details abou the ropic. As the conversation is presented ina video, you wwill be able vo sce the speakers and their surroundings, which can help you ‘onderstand the situation S21 BA 7{senna 5 Haering a Daaraion e ing Fate erg a Bacon or = © crt ts ee ese nn te pdm nn ste mine otdwions —« =e Ommemivwen | 7 Ny dom ar sppr S's ei at netgear 5 hat dees a pty ot joe "hs wit cegay potas? ‘ular cece arene ton sbet the menage @ The prelisening statement haps give the content before the video stars, @ Part s contains. video instea¢ of an audio clip, @ The discussion takes place between thre people. First, you wil sec an image ofthe speakers ‘which each person is identified by name. Be caware ofthe time remaining and be sure to answer all the questions, © There are eight questions in Parts. The questions appear as ‘text, not audio. © Glick on the box to see the answer choices. There will: always be four choices. a@ Recognizing Visual Cues “While watching the veo, pay ttention to visual cues that can help you understand the ‘iscuscton. Some of these cues are found in te setting (where the speakers are) and some are found in the speakers’ body language. Setting ‘As mall parts ofthe Listening Test, there is aprlistening statement in Parts that will help you understand the general context of the listening passage. However, since the conversation jn this pares preserted In a video, you will be able to learn more about the situation by paying dttention to visual details. Consider the setting ofthe conversation. Where are the speakers? ‘ire hey ins publi place? Are they in a workplace? If so, what are the speakers’ jobs? Peying ‘attention fo the setting wil help you mnake sense of the conversation, @ «wv mee sextape nec nanos yon ed ‘nith this image before the video began, Answer the following question to determine what information you can lean from it — ‘where are the speakers! a) inanoffce ») in acofiee shop ¢) inakitehen &) in afactory 42Afr you've used the setting to help you understand the situation, you need to be aware of how the speskers feel about the topic and wha they are saying. The easiest way to do this i to pay attention to the speakers’ body language: their facial expressions end posture, When you look at the speakers’ body language, aim for a general understanding of their feelings: happy, sad, angry. confused, surprise ete Speakers Activity 2 Look at the imeges below and answer the questions, Note that this activity Is just meant to help you practice recognizing visual cues; you will not see image besed questions like this in the ‘ctunl Listening Part 5. ‘Based on the pictues, how is cach manjwoman feeling at chis moment? 4) excited 2) joyful ») ace ») concerned 5) confused ¢) frstated ©) hopet depressed © amased 4) bored @ cothusistc Recognizing Verbal Cues ‘The other par of urderstanding a conversation in ¢ video or in ral life is being able to identify hhow people fee! aboat atopic or each ozher from what they say and how they say it. Formality How formally people speak can give lot of information about the relationship between the speakers and how well they know each other. Normally, we use informal English with our fiends and family, and sometimes with co-workers. We become more formal as we tak to people with whom ve are less familiar, and when we interact in more offical settings (at & ‘bank, in court of law, et.),4 Cert colleague Acquaine amily moraber |» ‘Tone of Voice “The tone of voice that someone uses can tel you about their mood. When someone speais in 8 higher tone, ie ean mean that they are excited, uncertain or surprised, If they use lower tone, they mightbe certain or sad. Being able to identfya speaker's mood can help you understané ‘the language they use. ia the Introduction. Play Unit g~ "Track 11-1.2t9 hear examples of higher tones of voice Play Unit q~"Track 13-144 to hear examples of lower tones of voice ivity3 Listen to each trac and match it to the correct tone, Play Unit ‘Track a. depressed .inguiting A evupser | sg. Track2s ‘Word Choice ‘Word duoice is mother cine that helps Tisteners understand how someone feels about the topic being discussed. For example, if someorte deseribes a conversation as a “dispute” ora “spat,” ‘hey may be feeling negative or argumentative, Therefore, you should try to uncerstand the emotional association of a word—end why the speaker chose to use tht spec word instead of ‘anothor—when listening to conversations,Activity 48 Read the words below and decide if they have a negative, neural, or positive emotional meaning. wtte each word under the correct heading. cma [sana] was | naa [wane | aoe. | Accpabe | Tee | raging | Ageabie | Foreable [Uneneratle| Nemomie Neutrat Activity 48 Watch the video clips and decide what type of emotion the speakers are demonstrating during the discussion. Pay atention to each speaker's tone, as well a their language. What do thelr specific word choices say about their mood? Write “postive,” “negative,” or “neutral” next to cach video. Play Unit 4- Videos 11-15. Video a Video 3 Videos Video Mote-Taking Because Listening Pat sis a conversation—like Parts, 2,and 3—it's easy to use the same note-ching style or this pare. The only cifeence Is that rather than having two columns (one fortheman end one forthe woman), there are three Label the colums with the speakers" ‘names, which wll be displayed athe beginning ofthe video, See Unie 2 for more about taking notes on conversations.Activity 5 ‘Watch the video and write your notes in the space below Play Unit 4- Video. Test Practice ‘Using everything you have learned, watch the video and choose the best answer foreach, question, Play Unit 4 ~ Video . Uslening Pas tslening toa Discusion ‘ ‘ = Sutter avn reo wren don mn Tye pa 1. Why isthe conference postponed? 2) The severe weather delayed trav plans. 'b) The space wes given to another conference. i ©) Too fow presenters expressed interest. 4) Not enough bookings were mace. t | | Pee eee ee 2. Wihiy are the employees | 4) The shore notice isa huge inconvenience | “spictsboutthenewe? |p) Theycanpocaiené the rescheduled contre, | ©) They wanted wo take w holiday together. | (They wel ected aun posenions |