Aptis Listening Exam - Overview, Analysis and Practice (1)

Creating Opportunity Worldwide Pro-ELT Teacher Training Materials

Level: B1 & B2

Aptis Listening Exam - Analysis, Guidance and Practice 1) How much do you already know? Cover the bottom part of this page and discuss whether the following statements are true or false: a) There are 25 recordings and questions in total. b) There is one mark for each correct answer. c) You can listen to each recording only once. d) You must complete all 25 questions in 50 minutes. e) You cannot go back to an earlier question once you have moved on. Here is the Introduction page to the Listening exam. You’ll find some of the answers here, and your trainer will tell you some other important information:

Note the buttons at the bottom of the page: Preferences changes colour of screen and text and Tutorial will explain about everything you see on the screen and show you how to navigate between pages. To start the exam you press Start Component. Once you’ve started, you can’t pause the clock. Discuss as a whole class: Have you already take the Aptis listening exam? If so, how did you find it, and what problems (if any) did you have with… a) the computer (including the sound quality, operating the program, internet connection)? b) the exam questions? c) nerves?

Contributed by: Jason Anderson © The British Council, 2013 The British Council is the United Kingdom's international organisation for cultural relations and education opportunities. British Council Malaysia is a branch (995232-A) of the British Council, registered as a charity in England and Wales (209131) and Scotland (SC037733)

Creating Opportunity Worldwide Pro-ELT Teacher Training Materials

Level: B1 & B2

2) Exam Analysis: Three question types In the Aptis listening exam, there are three question types. Read about them here and then look at the three examples below. Which example is which question type?

Type

Description

Example

Type 1

Phoneme and In these questions the candidate must listen to a short input (such as a phone message) to identify specific information at the phoneme or word level. This might be a number (e.g. phone; time; bus; word level train etc.) or a word (e.g. identifying the difference between spring and string). recognition

Type 2

Literal meaning

The emphasis in these questions is again on detail. The candidate again listens to short conversations with two speakers or to monologues. However, the focus here is on identifying specific information such as what to buy at the shop, or what plan the speakers decide on (e.g. go to a movie).

Type 3

Inference of meaning

In these questions the candidate again listens to short conversations with two speakers or to monologues. The focus here is not on understanding the meaning of what the speakers are saying, but on identifying clues in their language or tone to help identify the attitude of the speaker, their intention, mood etc.

Example A:

Example B:

Example C:

Now listen to the three examples and try to choose the correct answers.

Contributed by: Jason Anderson © The British Council, 2013 The British Council is the United Kingdom's international organisation for cultural relations and education opportunities. British Council Malaysia is a branch (995232-A) of the British Council, registered as a charity in England and Wales (209131) and Scotland (SC037733)

Creating Opportunity Worldwide Pro-ELT Teacher Training Materials

Level: B1 & B2

3) Exam Analysis: Similar Sounds Look at the question (above) and the tapescript for Example B (below). Notice that the answer is very clear when it’s written. Why is it challenging while you are listening? Example B - Phoneme and Word Level Recognition “Hi, this is a message for Julie from Dave. Alberto’s phone number is 8440 3860. That’s 8440 3860. He’s waiting for you to call him. Bye.”

4) Exam Analysis: Distractors and Red Herrings In a multiple choice exam question, only 1 answer is right. The others are called ‘distractors’. They have been added to make it more difficult for you to choose the correct answer. Often 1 or 2 of the distractors can appear correct. These misleading distractors are called ‘red herrings’. By analysing the listening questions and the tapescript, you can improve your ability to spot red herrings. Look at the questions and the tapescripts for Examples A and C below. For each one, answer the questions: 1. 2. 3. 4.

Was the correct answer also the most obvious one? Are any of the distractors mentioned in the tapescript? Are any words from the correct answer mentioned in the tapescript? Which of the two questions was more difficult? Why?

Example A - Literal Meaning Woman: I’m really looking forward to the concert tomorrow. Are you OK to drive?. Man: Yes, I can drive if you want, but I don’t know the way and we’ll be travelling in the dark. Why don’t we just take a taxi? Woman: A taxi? It’s too far. It’ll cost a fortune. What about the bus or the train? Man: No way. The concert won’t be finishing till after midnight and if the buses are running they’ll be packed with people. I suppose I’ll have to drive, then. Woman: Thanks. I’ll print a map of the route to help us. Example C - Inference of Meaning Waiter: Sir, we are so sorry about your order. We always prepare this dish fresh, and so it always takes a long time. It even says so on the menu. Look here. Customer: No, no, I understand that it takes a long time to prepare. I was willing to wait, even though I had to watch everybody else tucking into their food. That wasn’t the problem. Look at what it says here on the menu. Waiter: Let me see… “Served with parmesan cheese and fresh basil.” Yes - that’s true. Customer: But it wasn’t parmesan, it was cheddar, I think, and the taste was far too strong. It melted into the pasta and overpowered all the other ingredients. It was a hot, smelly mess! Waiter: Oh, really? The chef must have run out of parmesan. I do apologise. So why don’t we charge you only half the price on the menu to make up for it? Customer: Ahhh, that’s something I suppose.

5) Exam Analysis: Key learning points Phoneme and Word Level Recognition  The only difficulty will be in distinguishing different sounds in a spoken sentence (e.g. ‘6-0’ versus ‘6-8’). Literal Meaning  The answer will be provided clearly, but not necessarily using the same words.  All the distractors will probably be mentioned.  The correct answer might be at the end of the recording. Inference of meaning  The most obvious answer will often be a distractor.  The correct answer is often hidden by using a synonym of the answer or by paraphrasing the answer.  The correct answer might be at the end of the recording. Contributed by: Jason Anderson © The British Council, 2013 The British Council is the United Kingdom's international organisation for cultural relations and education opportunities. British Council Malaysia is a branch (995232-A) of the British Council, registered as a charity in England and Wales (209131) and Scotland (SC037733)

Creating Opportunity Worldwide Pro-ELT Teacher Training Materials

Level: B1 & B2

6) Exam Strategy Which of the following tips sound like good advice? Tick your choices, then compare and discuss in pairs: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

         

Read the question and the 4 answers carefully before the first listening. Spend some time trying to predict the question type the content before the first listening. Think of synonyms for the phrases in the 4 different answers before the first listening. Just focus on general understanding for the first listening. Make detailed notes of important words you hear during the first listening. If you’re sure of the answer after the first listening, don’t bother with a second listening. Spend some time eliminating answers that are definitely wrong after the first listening. Read the question again after the second listening and make your final choice carefully. Always avoid the most obvious answer. Take your time and don’t rush through the exam.

7) Learning from Experience Now you’re going to have an opportunity to try out your own advice with four example questions. If you have access to a computer and the internet, try it now. Do the example Aptis listening demonstration exam online. Find it here: http://www.britishcouncil.org/exams/aptis Alternatively, do it as a whole class. Your trainer will provide the recordings. The 4 questions are below. After doing the example questions, discuss the following in small groups:  Which of the tips helped? How?  Where any of the tips you chose bad ideas? Why?  Which part of the exam do you think each of the four questions was from? Part 1 - Phoneme and Word Level Recognition Part 2 - Literal Meaning Part 3 - Inference of Meaning Question 1

Question 2

Contributed by: Jason Anderson © The British Council, 2013 The British Council is the United Kingdom's international organisation for cultural relations and education opportunities. British Council Malaysia is a branch (995232-A) of the British Council, registered as a charity in England and Wales (209131) and Scotland (SC037733)

Creating Opportunity Worldwide Pro-ELT Teacher Training Materials Question 3

Level: B1 & B2 Question 4

8) Conclusion Discuss the following questions:  What have you learnt about the Aptis listening exam that you didn’t know before?  What is the most important advice that you would now give to someone who is about to take the Aptis speaking exam for the first time?  What kinds of things are you going to listen to in order to prepare for the Aptis exam? Make notes here for your own use in the future:

Contributed by: Jason Anderson © The British Council, 2013 The British Council is the United Kingdom's international organisation for cultural relations and education opportunities. British Council Malaysia is a branch (995232-A) of the British Council, registered as a charity in England and Wales (209131) and Scotland (SC037733)

Creating Opportunity Worldwide Pro-ELT Teacher Training Materials

Level: B1 & B2

Teacher’s Notes 1) How much do you already know? a) True. b) True. c) False. Twice. d) False. V. important: 50 minutes is the time of the recordings with a few seconds for reading questions. Candidates have as much time as they want between questions, as there is no ‘ticking clock’. e) True. Discuss as a whole class: Most, but not all teachers have taken Aptis (some have taken a different test). I’ve had reports of problems in all 3 categories. This discussion is an opportunity to let off steam regarding administration problems (1 st question) and also to find out how difficult they found it. We know that Malaysian teachers performed strongest in the listening of all the papers during the initial testing phase. Exam nerves are reduced through familiarity with the exam.

2) Exam Analysis: Three question types It’s important to make it clear to the teachers that these 3 question types are not separated into 3 exam parts. They may be mixed together. However, raising awareness of all 3 types and how they test listening skills will help teachers to prepare for and complete the exam better. Answers: Type 1: Example B Type 2: Example A Type 3: Example C After they’ve done the analysis, let them try the questions. Note that these 3 are simulated exam tasks with nonprofessional recording quality. The recordings can be found in the Listening Folder on the shared drive. Answers: Example A: A; Example B: A; Example C: C.

3) Exam Analysis: Similar Sounds It’s challenging because the word ‘oh’ (for the number zero) and ‘8’ sound similar when spoken quickly in a sentence.

4) Exam Analysis: Distractors and Red Herrings 1. In Example A - yes, if you understand the verb ‘drive’. In Example C - no. Two others were more prominently discussed (B & D). 2. In Example A - yes. In example C, choice A (cold) isn’t mentioned, but the opposite word ‘hot’ is. The other two distractors are mentioned. 3. In Example A, the word ‘car’ isn’t mentioned, and in Example C the word ‘prepare’ is mentioned, but in connection with it taking a long time, hence this becomes a clear red herring. 4. It’s expected that C will be most difficult, as the listener has to infer the problem from the customer’s objections. Two of the distractors are present: It did take a long time to prepare and the price was reduced, but neither of these were the problem.

5) Exam Analysis: Key learning points Note the point regarding use of synonyms or paraphrasing in the inference of meaning task. This isn’t present in the 3 examples, but is present in the online exam (Question 3: Instead of ‘whales’ he paraphrases: ‘these magnificent giants of the sea’).

6) Exam Strategy There’s a range of ideas here. The key aim is to get teachers to start experimenting with different strategies. It’s quite possible that a good tip for one teacher may be less useful for another, which should also be remembered. It will also depend on the task type. Here are some comments on the individual tips - you or your teachers may disagree: 1) Good idea always. 2) V. good idea. With practice, teachers can predict the question type and will then know how difficult it’s likely to be, whether the obvious answer is likely to be correct, and whether to ‘read between the lines’ if it’s a type 3 question. 3) A good idea, esp. with type 3 tasks. 4) Not good advice. Focus on the question always. 5) Not good advice. Any notes should relate to the answer. 6) Bad idea. Always listen again to double check, even if you’re 100% sure. 7) Good advice, and necessary whenever it’s a difficult question (Type 3). 8) Good advice. It’s amazing how many mistakes are made at this stage by carelessness caused by relief. 9) Not good advice. In types 1 and 2 the most obvious answer is usually right. In type 3, it may be useful advice, but it’s more important to reject it for a reason. 10) Good idea. Finish by recapping that they have as much time as they want. There is no ticking clock! Contributed by: Jason Anderson © The British Council, 2013 The British Council is the United Kingdom's international organisation for cultural relations and education opportunities. British Council Malaysia is a branch (995232-A) of the British Council, registered as a charity in England and Wales (209131) and Scotland (SC037733)

Creating Opportunity Worldwide Pro-ELT Teacher Training Materials

Level: B1 & B2

7) Learning from Experience If possible, let the teachers go online and find the listening demonstration exam. By doing it on a computer they’ll find it more realistic. They’ll need laptops and headphones, so plan ahead for this. Alternatively, some PKGs and schools have computer rooms with headphones / speakers. If required, the 4 files are on the shared drive, recorded from online exam, so sound quality is not brilliant. The questions are below. Answers: 1) D (type 2) 2) D (type 2) 3) C (type 3) 4) A (type 3). Note there are no type 1 tasks in the online exam. This makes it more challenging than the ‘real’ exam. The groupwork discussion can follow. They may want to know why an answer is correct / wrong, so listen carefully and make notes on this yourself, esp. 3 (‘and that’s why we’re here… to see these magnificent giants of the sea’ and 4 (‘sign on the dotted line’). Types are given above.

8) Conclusion Can be done in small groups followed by plenary, or whole class. For the third question, online material from the following exams will help:  Cambridge FCE, Part 1 - for teachers who want to achieve B2 level.  Cambridge Advanced, Part 1 - for teachers who want to achieve C1 level. These are all ‘scripted’ exam material that are similar to APTIS.  General listening, UK radio podcasts are good (speakers are probably going to be UK English). Google ‘BBC Radio 4 podcasts’, for example. Watching films won’t really help - the discourse type, context, presence of visual cues, US English, etc. are all v. different, and Malaysian teachers generally have lots of practice of this!

Contributed by: Jason Anderson © The British Council, 2013 The British Council is the United Kingdom's international organisation for cultural relations and education opportunities. British Council Malaysia is a branch (995232-A) of the British Council, registered as a charity in England and Wales (209131) and Scotland (SC037733)