Paper 2 plays each recording twice and asks objective questions (choice, matching, true or false) and short answers. Here we give you our own original scripts to use as if you were listening. Cover the script, have someone read it aloud twice, then answer.
Use the first hearing for the gist and the second for exact detail. Check the syllabus for how each answer should be given.
1Objective question. Have someone read our original announcement aloud twice while you listen, then choose the best answer. Script (ours): 'Attention, passengers for the 9.15 ferry to Pulau Duyung.
Because of high winds this morning, the 9.15 sailing is cancelled. The next ferry will leave at 11.00 from Jetty 2, not Jetty 1. Passengers already holding 9.15 tickets do not need to buy a new ticket.' (i) Why is the sailing changed?
A weather B a broken boat C too few passengers. (ii) Where will the next ferry leave from? A Jetty 1 B Jetty 2 C the ticket office.
Show plan, model opening & checklist
Plan: On the first hearing, catch the situation: a cancelled ferry. On the second, pin the two details the options turn on, namely 'high winds' (weather) and 'Jetty 2, not Jetty 1'. Objective questions often plant the wrong jetty in the script on purpose, so listen past the first number you hear.
Model opening: (i) A; the script gives the reason as 'high winds this morning'.
Checklist:
- Answered from the script, not assumption
- The distractor detail (Jetty 1) not chosen
- Both parts attempted
- Second hearing used to confirm detail
2Short-answer notes. Listen twice to our original script, then complete the notes with a few words each. Script (ours): 'The museum's new evening tour runs on Thursdays only.
It starts at seven o'clock and lasts about ninety minutes. Tickets cost twelve ringgit for adults and are half price for students. Booking is not needed, but the group is limited to twenty people.' Notes: Day: ___ ; Start time: ___ ; Student price: ___ ; Maximum group size: ___ .
Show plan, model opening & checklist
Plan: Note-completion rewards the exact word or number, not sentences. Read the gaps first so you know what to listen for.
Then catch 'Thursdays', 'seven o'clock', 'half price' (six ringgit) and 'twenty people'. Write only what fits each gap, and use the second hearing to check the numbers.
Model opening: Day: Thursdays. Start time: seven o'clock.
Checklist:
- Gaps read before listening
- Answers are single words or short phrases
- Numbers heard correctly on the second play
- Student price worked out as half of twelve
3Objective question. Listen twice to our original conversation, then mark each statement True, False or Not Given. Script (ours): 'A: Did you sign up for the coding club?
B: I wanted to, but it clashes with football on Mondays. A: They might add a Wednesday group. B: Really?
Then I'd definitely join.' Statements: (i) Speaker B has already joined the coding club. (ii) The club currently meets on Mondays. (iii) The Wednesday group is confirmed.
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(iv) Speaker B enjoys football.
Show plan, model opening & checklist
Plan: The trap here is 'Not Given'. (i) is False, since they 'wanted to' but have not. (ii) is True, as it clashes with Monday football.
(iii) is Not Given, because it 'might' be added. (iv) is Not Given, as playing football does not state enjoyment. Decide each from the words spoken, never from what seems likely.
Model opening: (i) False; the speaker says 'I wanted to', which means they have not yet joined.
Checklist:
- Each answer taken from the words, not likelihood
- 'Not Given' used where the script is silent
- 'might' not read as confirmed
- All four statements marked
4Objective question. Listen twice to our original clip of three students, then match each speaker (A, B, C) to one opinion. Script (ours): 'A: Exams are fine; they show what you can do on the day.
B: I'd rather be judged on a whole year of projects than one morning. C: Honestly, a mix of both would be fairest.' Opinions: (1) prefers coursework; (2) wants both methods; (3) supports exams. Match A, B and C.
Show plan, model opening & checklist
Plan: Matching tasks want you to hold each voice separately. On the first hearing, label who is positive about exams (A), who prefers projects (B) and who wants a mix (C). On the second hearing, confirm the link words: 'show what you can do' means exams, 'whole year of projects' means coursework, and 'mix of both' means both.
Model opening: A supports exams, since 'they show what you can do on the day' matches opinion (3).
Checklist:
- Each speaker matched to one opinion only
- A key phrase linked to each choice
- Speakers kept distinct across the clip
- All three matched
5Short-answer. Listen twice to our original directions, then answer in a few words. Script (ours): 'From the school gate, turn left and walk to the traffic lights.
Cross there, then take the second road on the right, called Jalan Melur. The clinic is the blue building beside the pharmacy. If you reach the river, you've gone too far.' (i) Which way do you turn at the gate?
(ii) What is the name of the second road? (iii) How do you know you've gone too far?
Show plan, model opening & checklist
Plan: Directions carry several details close together, so the second hearing matters. Track the sequence: left at the gate, cross at the lights, second road (Jalan Melur), blue building by the pharmacy. Answer each question with just the detail asked, namely the turn, the road name and the 'river' landmark.
Model opening: (i) Left. (ii) Jalan Melur.
Checklist:
- Sequence followed in order
- Road name spelt as heard
- Answers short and specific
- Second hearing used for the landmark detail
See the method and an annotated model on the listening (ESL) page for Pearson Edexcel 4ES1, or the technique in our listening (ESL) skills guide.