Level: B1 & B2
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 youve started, you cant 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?
Level: B1 & B2
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:
Level: B1 & B2
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 youre sure of the answer after the first listening, dont 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 dont rush through the exam.
Question 2
Level: B1 & B2
Question 4
8) Conclusion
Discuss the following questions:
What have you learnt about the Aptis listening exam that you didnt 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:
Level: B1 & B2
Teachers 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). Ive 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.
6) Exam Strategy
Theres a range of ideas here. The key aim is to get teachers to start experimenting with different strategies. Its
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 its likely to be, whether the obvious answer is likely to be correct, and whether to read
between the lines if its 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 youre 100% sure. 7) Good advice, and necessary whenever its a difficult question
(Type 3). 8) Good advice. Its 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 its 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)
Level: B1 & B2
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 wont 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!