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KET Listening Part 3 Understanding the Task
Answers and Discussion
1. What does the first sentence of the instructions
tell you?
Who the speakers are and what they will be talking about. Here,
the topic is entertainment and free time (computer games).
 Tip:
Make sure your students get used to reading the instructions before
they listen, as it gives them a chance to prepare themselves for
the topic.
2. Is this recording likely to be informal or neutral?
Informal, as Jenny and Mark are probably two friends.
3. What is focused on in the example?
A name, which involves listening carefully to numbers as it is called
'City 2010'.
4. How many questions in 11-15 test numbers?
Two: question 11 tests ages and question 15 tests prices.
Tip:
In Part 3, there will usually be one or two questions testing numbers:
dates, times, prices, ages, etc.
5. What do the other questions ask about?
Question 12 tests a location (a city); question 13 tests an address;
question 14 tests a day of the week.
Tip:
Days of the week are often tested in this part of the test.
6. How should candidates use the time (about 20
seconds) before the recording starts?
They need to read all the questions and options carefully, to be
able to predict what they will hear.
7. How was each question 'cued' in the recording?
Mark, the speaker who wanted the information, asked Jenny direct
questions. Notice how these direct questions compare to the incomplete
sentences given in 11-15, for example:
Question 11 says 'The game is not good for people under' and
on the tape, Mark asks 'How old is he?'
Question 12 says 'Black's PC shop is in' and Mark asks 'Where
did you buy it?'
In both cases, candidates are given a signal in the
recording (how old/where) and then the actual content that will
answer each question comes up afterwards.
8. Why might candidates find question 11 difficult?
They have to listen carefully to all the ages mentioned (10, 12,
8, 13) to work out the lower age limit.
9. What skills do students need for this part?
They need to listen for detailed meaning and be able to identify
key information given by one of the two speakers. As a practice/training
activity, it may help them to take on the 'role' of the other speaker
(in this case, Mark) as this person wants to find out similar information
to the candidate.
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