Oxford ESL 9280 · Listening

Listening: Task by Task

A clear method for each of the five Listening tasks, with original practice transcripts, exam-style questions and answers that show where every answer is and why the distractors are wrong.

British & IGCSE › Oxford International GCSE English as a Second Language

This page takes you through the five Listening tasks one by one. For each task you get: what it looks like, a step-by-step method, an original practice transcript written in the exam style, exam-style questions, and full answers that show exactly where the answer is in the recording and why the wrong options are wrong. At the end you will find the rules for gap-fills, how to answer collation questions, and the signal words that show opinions, contrast and feelings.

How to practise with these transcripts

Do not read the transcript first. Ask a parent, a brother or sister or a friend to read each segment aloud to you twice, at a normal speed, while you answer the questions. Then read the transcript and check your answers with the explanations. If you are alone, read the questions, then read the transcript once quickly (like a first listening), cover it, answer, and check.

Task	Type	Recording	Segment length	Marks
1	Multiple choice (letters in boxes)	Short monologues, everyday topics	About 30-50 words	8
2	Open questions	Dialogue, e.g. radio interview	About 30-50 words	8
3	Gap-fill: notes completion	Monologue, e.g. a talk	About 40-80 words	8
4	Open questions and collation	Dialogue, e.g. radio interview or conversation	About 50-100 words	8
5	Multiple choice and open questions	Monologue, e.g. travel podcast	About 50-100 words	8

Task 1: Multiple choice on short monologues

What it looks like. You hear four short statements by different people on everyday topics (hobbies, school, travel, a message or announcement). Each statement has two multiple-choice questions with three options (A, B, C). You write the correct letter in the box. It is the easiest task, so aim for 8/8.

Read both questions for each statement and underline the key word (*which, when, how, why*).
Notice the difference between the three options. Expect to hear two or all three of them.
First listening: put a light mark next to the option you think is right.
Second listening: listen for the words that cancel the other options (*but, not, instead, now*). Then write the letter clearly in the box.
Never leave a box empty.

Task 1 transcript (practice)

Statement 1 (a boy): I've just joined the swimming club at the sports centre near my flat. I really wanted to join the tennis club, but it was already full. We train on Tuesday and Thursday evenings. My dad drives me there, but I walk home because it's only ten minutes away.
Statement 2 (a teacher): Hello everyone, a quick message about Friday's trip to the science museum. The coach will now leave at half past eight, not nine o'clock as we said before. Please bring a packed lunch, because the museum café is closed for repairs this month.
Statement 3 (a girl): My favourite app is a language app. My cousin uses it for French, but I use it to practise Spanish. I spend about fifteen minutes on it every morning on the bus to school. Last month I didn't miss a single day!
Statement 4 (a man): The new park in our town opened last spring. Families love the playground and the lake, while teenagers mostly go there for the football pitches. Older people, though, say there aren't enough benches, and that's the main complaint at the moment.

01.1 Which club did the speaker join? A Swimming · B Tennis · C Football
01.2 How does the speaker get home from training? A His dad drives him · B By bus · C He walks
02.1 What time will the coach leave? A 9:00 · B 8:30 · C 9:30
02.2 Why must students bring a packed lunch? A The café is too expensive · B The café is closed · C There is no time to buy food
03.1 Which language does the speaker practise? A French · B German · C Spanish
03.2 When does she use the app? A In the evening · B At the weekend · C On the bus in the morning
04.1 What do teenagers mainly use the park for? A The lake · B Football · C The playground
04.2 What is the main complaint about the park? A There are not enough benches · B It is too small · C It closes too early

01.1 Which club did the speaker join?
Show answer
A (Swimming). He says *I've just joined the swimming club*. Tennis (B) is the distractor: he *wanted* to join it, *but it was already full*. Football is not mentioned.
01.2 How does the speaker get home?
Show answer
C (He walks). *My dad drives me there*: that is how he gets to training, so A is the trap. *But I walk home* gives the answer.
02.1 What time will the coach leave?
Show answer
B (8:30). *Half past eight* = 8:30. *Nine o'clock* (A) was the old time: the words *not nine o'clock as we said before* cancel it.
02.2 Why bring a packed lunch?
Show answer
B (The café is closed). *Because the museum café is closed for repairs*. The word *because* introduces the reason. Price and time are never mentioned.
03.1 Which language?
Show answer
C (Spanish). French (A) belongs to the cousin: the *another person* trap. German is not mentioned.
03.2 When does she use the app?
Show answer
C (On the bus in the morning). *Every morning on the bus to school.*
04.1 What do teenagers mainly use the park for?
Show answer
B (Football). The lake and playground are what families love. *Teenagers mostly go there for the football pitches*.
04.2 What is the main complaint?
Show answer
A (There are not enough benches). *That's the main complaint* refers back to the benches. The word *though* signals the change from positive to negative.

Task 2: Open questions on a dialogue

What it looks like. You hear a dialogue: often a radio interview or two people giving a presentation. There are usually four questions worth 2 marks each, and the answers are short (a few words). Questions often ask for two things: *Give two reasons…*, *What did each speaker…?*, *Give one advantage and one disadvantage…*

Read each question and count how many pieces of information it needs (the marks tell you: 2 marks = 2 points).
Notice who the question is about. If there are two speakers, write their names in the margin next to each question.
First listening: write key words only (*bro, 2 yrs*).
Second listening: turn them into clear short answers, one point per line.

Task 2 transcript (practice): a radio interview with Youssef, 16, who volunteers at a food bank

Segment 1 (Youssef): I started volunteering two years ago. My older brother helped at the food bank first, and one Saturday he took me with him. I enjoyed it so much that I went back the next week, and I've been going ever since.
Segment 2 (Presenter): So what do you actually do there? Youssef: Mostly I sort the food that people give us. I check the dates on tins and packets, and then I pack boxes for families. Honestly, the hardest part is the cold in winter, because the building has no heating.
Segment 3 (Presenter): Has volunteering changed you? Youssef: Definitely. I used to be really shy, but now I can talk to strangers easily. It's helped me at school too, because I'm much better at organising my time. I plan my homework around my shifts.
Segment 4 (Presenter): Any advice for our listeners? Youssef: Start small — even one hour a week makes a difference. You can ask at your local community centre, or check the town council's website. Or just ask your teachers — they often know which organisations need help.

05 When did Youssef start volunteering, and who introduced him to it? [2 marks]
06 Give two things Youssef does at the food bank. [2 marks]
07 Give two ways volunteering has changed Youssef. [2 marks]
08 Youssef suggests three ways to find volunteering opportunities. List two of them. [2 marks]

05 When did he start, and who introduced him?
Show answer
Two years ago (1) · his older brother (1). Both points are in the first two sentences. *His brother* alone is accepted, but *his family* is too general. *One Saturday* is the day of his first visit: it does not answer *when did he start* as well as *two years ago*, so give the time period.
06 Two things he does at the food bank.
Show answer
Any two: sorts the donated food · checks the dates on tins and packets · packs boxes for families. Not accepted: *the cold in winter*, because that is the hardest part of the job, not a thing he does.
07 Two ways volunteering has changed him.
Show answer
He is more confident / no longer shy: he can talk to strangers easily (1) · he is better at organising his time (1). The structure *I used to be… but now…* shows a change: a very common way the answer is signalled.
08 Two ways to find volunteering opportunities.
Show answer
Any two: ask at the local community centre · check the town council's website · ask your teachers. One idea per line. *Start small* is advice, not a place to find opportunities.

Task 3: Gap-fill (completing notes)

What it looks like. You hear a monologue: a talk or a personal story. You read a set of notes with gaps and write the missing word(s). The notes use different words from the recording, so you must match ideas, not just sounds. There are 8 gaps for 8 marks, usually spread over four sections.

In the reading time, read each note as a full sentence and decide the type of word missing: noun (singular or plural?), adjective, verb, number.
Look at the words just before the gap (*a / an / the / some / very / more*). They tell you a lot. *An ______* needs a word starting with a vowel sound, and *very ______* needs an adjective.
Listen for synonyms of the words around the gap. The notes say *failed*, but the speaker may say *didn't grow at all*.
Write the word you heard, in a form that fits the sentence grammatically.
Re-read the completed sentence: does it make sense and match the recording?

Task 3 transcript (practice): Hassan talks about his school garden

Segment 1: Hi, I'm Hassan, and I want to tell you about our school garden. Three years ago, the space behind the sports hall was just an empty car park. Our science teacher suggested turning it into a garden, and twelve students volunteered on the first day. Today, more than forty students help every week.
Segment 2: At first, we made lots of mistakes. We planted tomatoes in the shade, and they didn't grow at all. Then a local farmer came to visit, and he taught us how to test the soil. He also showed us how to collect rainwater, which saves the school a lot of money.
Segment 3: Now we grow onions, beans and herbs, mostly mint. The vegetables go to the school kitchen, and on Thursdays we sell what is left to parents. Last year we made enough money to buy new tools. But for me, the best thing is that students who were never interested in science now ask questions all the time.
Segment 4: Next year we want to build a small greenhouse, so that we can grow food in winter. We're also planning a workshop for younger pupils. My advice to other schools? Don't wait for the perfect space. A few pots on a balcony are enough to start.

09 Before the garden, the space behind the sports hall was an empty ____________. [1 mark]
10 The first tomatoes failed because they were planted in the ____________. A farmer taught the students to test the ____________. [2 marks]
11 The vegetables are used in the school ____________. What is left is sold to parents every ____________. The money paid for new ____________. [3 marks]
12 Next year the students want to build a ____________. Hassan says that a few ____________ on a balcony are enough to start a garden. [2 marks]

09
Show answer
car park. *Was just an empty car park.* Not *sports hall*: that is the building next to it.
10
Show answer
shade · soil. *Failed* in the notes = *didn't grow at all* in the recording. *Rainwater* is the trap for the second gap: the farmer showed them how to *collect* rainwater, but the note says *test the…*, so the answer is *soil*.
11
Show answer
kitchen · Thursday / Thursdays · tools. *Onions, beans, herbs* are what they grow, not where the food goes. Spelling such as *Thersday* would still be accepted because the meaning is clear.
12
Show answer
greenhouse · pots. *Workshop* is the second plan, but the note says *build a…*, and you build a greenhouse, not a workshop. *Balcony* is already printed in the note.

Gap-fill rules

Rule	Why it matters	Example
Check the word limit	Most notes in this paper do not state a word limit, and one to three words is normally enough. If a question does give a limit (e.g. no more than two words), you must obey it.	car park (2 words) is complete. An old empty car park behind the hall is too much.
Use the word you hear	The answer is normally a word from the recording that fits the note. You do not need to change it.	Speaker: test the soil → note: test the soil.
Make it fit grammatically	The completed sentence should be correct English: singular/plural, verb form, noun after a/the.	a few pots (plural after a few).
Don't repeat words already printed	If the word after the gap is already in the note, do not write it again.	a few ______ on a balcony → pots, not pots on a balcony.
Spelling	Not marked if the meaning is clear and the word sounds right. A different word loses the mark.	grenhouse = accepted · green = not accepted.
Numbers	Write digits; check -teen / -ty.	more than 40 students

Task 4: Open questions and collation

What it looks like. A longer dialogue between two people. Questions include one-mark detail questions (*How many…? Why did…?*) and collation questions worth 3 marks: *List three things she does…*, *Give three reasons why…* To collate means to collect several pieces of information from different parts of the recording and list them.

Write the speaker's name next to each question, so you listen to the right person.
For a list question, draw three short lines in the margin and tick each point as you hear it.
The points may be separated by other talk, or be in one long sentence joined by *and*, *also*, *as well*, *another thing*. Listen for these.
Write each point on its own line, as a short phrase. If the question asks *what she does*, start with a verb (*leaves her phone in the kitchen*).
Do not write the same idea twice in different words: that only gets one mark.

Task 4 transcript (practice): Karim and Adam are talking about their phones

Segment 1 (Karim): I checked my screen-time report this morning and I couldn't believe it. Last week I spent nearly six hours a day on my phone! About two of those hours were on social media, and the rest was mostly games and messages. My mum says that's why I've been so tired recently.
Segment 2 (Adam): Six hours? I was the same last year. Then I broke my phone and had to wait three weeks for a new one. At first I felt completely lost, but after a few days I noticed I was sleeping much better. So when the new phone arrived, I decided to change my habits.
Segment 3 (Adam): Now I've got some rules. I turn off notifications for every app except messages. I leave my phone in the kitchen when I'm doing homework, and I never take it to bed — I use an old alarm clock instead. At weekends I also try to have one afternoon with no phone at all.
Segment 4 (Karim): I don't think I could do all that. My phone's really useful. I use it for my revision apps, and my football team organises everything in a group chat. And honestly, on long bus journeys when I'm bored, it saves me. Maybe I'll start with the notifications, though, and see how it goes.

13 How many hours a day did Karim spend on his phone last week? [1 mark]
14 Why did Adam decide to change his phone habits? [1 mark]
15 List three rules Adam now follows for his phone. [3 marks]
16 Give three reasons why Karim finds his phone useful. [3 marks]

13 How many hours a day?
Show answer
(Nearly) 6. *Two* hours is only the social-media part: a distractor. *Three weeks* (segment 2) belongs to Adam.
14 Why did Adam change his habits?
Show answer
He slept much better when he had no phone (after he broke it). Accept: *he broke his phone and noticed he slept better without it*. *He felt lost* is not the reason: it was his first feeling, and *but* introduces the real reason.
15 Three things Adam does.
Show answer
Any three, starting with a verb: turns off notifications (except messages) · leaves his phone in the kitchen when doing homework · never takes it to bed / uses an alarm clock · has one phone-free afternoon at weekends. There are three lines, so write one point on each and do not add extra points.
16 Three reasons Karim's phone is useful.
Show answer
He uses it for revision apps · his football team organises everything in a group chat · it stops him getting bored on long bus journeys. *Maybe I'll start with the notifications* is his plan, not a reason.

أسئلة الـ List (التجميع): كيف تأخذ الدرجة كاملة

اكتب اسم المتحدث بجانب السؤال حتى لا تكتب كلام الشخص الآخر.
كل نقطة على سطر منفصل، وابدأ بفعل إذا كان السؤال: What does he do?
لا تكرر نفس الفكرة بكلمات مختلفة، فهي تأخذ درجة واحدة فقط.
في سؤال الثلاث درجات اكتب ثلاث إجابات فقط، فالإجابات الزائدة لا تأخذ درجات.

Task 5: Purpose, attitude and implied meaning

What it looks like. The longest and hardest monologue, for example a podcast. You get a mix of multiple-choice and open questions. This is where L4 is tested: the speaker's purpose, attitude (opinion), feelings and implied meaning (what they mean but do not say directly). You may also be asked to explain a phrase in your own words, complete a small table, or choose the overall message.

Before listening, read the introduction line: who is speaking and why (a travel podcast, a talk to parents…). This helps you guess the purpose.
For *explain in your own words* questions, split the phrase into its parts and explain each part with simple words. Usually 2 marks = 2 ideas.
For attitude questions, listen to how things are said: words like *sadly, luckily, I can't believe, to be honest, crazy, amazing*.
For the overall message, choose the option that covers the whole talk, not just one detail. Extreme options (*always, never, should be banned*) are usually wrong.

Task 5 transcript (practice): part of a travel podcast about slow travel (the presenter is a man)

Segment 1: Welcome back to Off the Beaten Track. This week I'm talking about something I used to laugh at: slow travel. For years, I chose the cheapest flight, rushed from one city to the next and came home exhausted. My photos looked amazing, but if you'd asked me what I had actually experienced, I couldn't have told you much.
Segment 2: Last spring, I tried something different. Instead of flying from Cairo to Aswan, I took the overnight train and then spent four days on a small boat on the Nile. Was it quick? Not at all. But for the first time in years, I wasn't watching the clock. I was watching the river.
Segment 3: Of course, slow travel isn't perfect. It takes time that many people simply don't have, especially if they only get one week of holiday a year. Trains can also cost more than budget flights, which seems crazy to me. And you need patience: my train arrived three hours late. Still, the benefits for the planet are hard to ignore.
Segment 4: What surprised me most was the people. On the train, I shared a table with a retired teacher who told me stories about every village we passed. On the boat, the captain invited us to his family's house for dinner, and his children taught me a card game. You don't get that at thirty thousand feet.
Segment 5: So, am I giving up planes forever? No — I'm not a saint, and sometimes a plane is the only sensible option. But next time I have a few spare days and a real choice, I'll ask myself one question: am I travelling to arrive, or travelling to experience? I think you already know my answer.

17 How did the speaker feel about slow travel in the past? Write the correct letter in the box. A He did not take it seriously. · B He was curious about it. · C He was afraid of it. [1 mark]
18 The speaker says: *'I wasn't watching the clock.'* Explain in your own words what he means. [2 marks]
19 The speaker mentions some disadvantages of slow travel. Complete the table. The first one has been done for you. Time: *it takes days many people don't have* · Cost: ________ · Reliability: ________ [2 marks]
20 The speaker says: *'You don't get that at thirty thousand feet.'* Explain in your own words what he means. [2 marks]
21 What is the overall message of the podcast? Write the correct letter in the box. A Flying should be banned. · B Travelling slowly can make a trip richer, even if it is not always practical. · C Train travel in Egypt is cheaper than flying. [1 mark]

17 Feeling about slow travel in the past
Show answer
A. *Something I used to laugh at* = he thought it was silly, not serious. *Used to* shows the past attitude. Nothing suggests curiosity or fear.
18 'I wasn't watching the clock'
Show answer
2 marks: (1) he was not worried about the time / not in a hurry and (2) he was relaxed and enjoying the moment / the journey. 1 mark for one idea. Repeating *watching the clock* gets 0: you must use your own words. The next sentence (*I was watching the river*) supports the idea that he was enjoying the experience.
19 Table: Cost / Reliability
Show answer
Cost: trains can be more expensive than (budget) flights. Reliability: trains can be late / his train was three hours late (you need patience). *Benefits for the planet* is an advantage, so it does not belong in this table.
20 'You don't get that at thirty thousand feet'
Show answer
2 marks: (1) when you fly / are in a plane (*thirty thousand feet* = the height of a plane) (2) you do not meet local people or have these friendly, personal experiences. This is implied meaning: he never says *plane* in this segment, but you must understand it.
21 Overall message
Show answer
B. The whole podcast balances benefits (experience, people, the planet) with problems (time, cost, delays) and ends with *I'm not giving up planes forever*. A is too extreme: he says he is *not a saint*. C is wrong: he says trains can cost more.

Collation: putting information together

Collation appears in Tasks 2, 3 and 4 (L3). It means collecting several pieces of information that may be spread across the recording, then presenting them clearly. Examiners check that each point is different, relevant to the question and clear.

Question wording	What to give	Good answer format
List three things she does…	Three actions	Verb phrases: makes a revision timetable · goes to bed early · reads her notes on the bus
Give two reasons why…	Two causes	because the tickets are cheaper · because he can see better
Give one advantage and one disadvantage	One positive and one negative, each on the right line	Advantage: you meet new people · Disadvantage: it takes a long time
What did each speaker…?	One answer per person: check the names	Omar: history · Daniel: engineering
Complete the table	Short phrases that match the column heading	Cost: trains can be more expensive

The language of attitude, feelings and implied meaning

In Tasks 4 and 5 you must understand how a speaker feels and what they really mean. Learn these signal words. When you hear one, the answer often follows.

Signal	Words and phrases	Example
Opinion	I think · in my view · personally · to be honest · as far as I'm concerned · I'm convinced that · it seems to me	Personally, I think homework at weekends is unfair.
Contrast / change of direction	but · however · although · even though · actually · in fact · on the other hand · still · yet · whereas	It's expensive. Still, it's worth every pound. (positive overall)
Strong positive feeling	I'm thrilled · I can't wait · it was the best… · amazing · I'd recommend it to anyone · what a relief	What a relief — the exam was easier than I expected. (relieved)
Negative feeling	I'm fed up with · it drives me crazy · I was let down · sadly · unfortunately · I'm worried that · I regret	I was let down by the hotel. (disappointed)
Uncertainty	I'm not sure · maybe · I suppose · it depends · I haven't decided · I'm in two minds	I'm in two minds about studying abroad. (undecided)
Surprise	I couldn't believe · to my surprise · I never expected · what surprised me most	I couldn't believe how friendly everyone was.
Purpose	I'd like to tell you about (inform) · you should / why not (advise, persuade) · be careful (warn) · let me tell you a story (entertain)	If you're thinking of volunteering, why not start this weekend? (persuade)

Word / phrase	Meaning / use
relieved	happy because a worry has gone
disappointed	sad because something was not as good as expected
frustrated	annoyed because something is difficult or you cannot change it
enthusiastic	very interested and excited
sceptical	not sure something is true or useful
grateful	thankful
nostalgic	happy-sad when remembering the past
critical	showing that you think something is bad
ironic	saying the opposite of what you mean
balanced	showing both sides

Attitude 1. *"The hotel was in a great location. Shame about the food, though."* How does the speaker feel about the hotel overall?
Show answer
Mixed / partly positive, partly negative: happy with the location, disappointed with the food. *Shame about… though* signals the negative part.
Attitude 2. *"Oh, brilliant. The bus is late again — that's the third time this week."* Is the speaker pleased?
Show answer
No. He is annoyed / frustrated. *Brilliant* is used ironically, and *again* and *third time* show the real feeling.
Attitude 3. *"Everyone told me engineering was the obvious choice, but I keep thinking about medicine."* What does the speaker imply?
Show answer
He is not sure / is still undecided: he may prefer medicine. He never says *I want medicine*, but *I keep thinking about* implies it.
Attitude 4. *"If you've never tried camping in the desert, you're missing out. Pack a warm jacket, though — the nights are freezing."* What is the speaker's purpose?
Show answer
To persuade / recommend (and to give advice or warn). *You're missing out* persuades, and *pack a warm jacket* is advice.
Attitude 5. *"I used to think my grandfather's stories were boring. Now I'd give anything to hear one more."* How does the speaker feel now?
Show answer
Sad / nostalgic: he misses his grandfather and regrets not listening. *I'd give anything* shows strong feeling, and *used to think* shows his attitude has changed.

أسئلة Task 5 (الهدف والمشاعر والمعنى الضمني)

في سؤال Explain in your own words: قسّم العبارة إلى جزأين واشرح كل جزء بكلماتك، ولا تكرر نفس كلمات العبارة.
انتبه لنبرة المتحدث وكلمات مثل: to be honest / sadly / I can't believe / though.
في سؤال الفكرة العامة (overall message) اختر الإجابة التي تغطي الحديث كله، وتجنب الإجابات المتطرفة مثل always أو never أو should be banned.

Final checklist for the five tasks

Task	Remember
1	Expect to hear all the options; the answer comes after but / now / not. Letters in boxes, clear capitals.
2	Marks = number of points. Check which speaker. Short answers, one point per line.
3	Predict the word type. Listen for synonyms. The word must fit the grammar of the note. Do not repeat printed words.
4	Collation: three different points, one per line, verbs for actions. Check the name.
5	Explain phrases in your own words, part by part. Think about feelings, purpose and the whole message.

All pages in this course

Start here: the exam

Reading (9280/R)

Writing (9280/W)

Listening (9280/L)

Speaking (9280/S)