Listening Comprehension
Task 1: The monarchy
Preparation time: 45 seconds to read the assignment. While reading, you may use a dictionary.You will hear excerpts of radio shows from the week after Queen Elizabeth II died in 2022.
Choose from the list (A-G) which statement best applies to which speaker (1-6). For each speaker, there is only one correct answer. There is one more statement than you need.
| Statements: The monarchy... | |
|---|---|
| A | should keep its special aura. |
| B | is essential to people’s identity. |
| C | is wrong in theory, but acceptable in practice. |
| D | provides inspiration benefitting the entire nation. |
| E | supports cooperation in the former British Empire. |
| F | makes no sense for someone with a multicultural background. |
| G | reminds people of historical wrongs that have not been righted. |
| Speaker | Statement |
|---|---|
| 1 | |
| 2 | |
| 3 | |
| 4 | |
| 5 | |
| 6 |
Now listen to the recording again.
Task 2: The banning of books in the U.S.
Preparation time: 2 minutes to read the assignment. While reading, you may use a dictionary.
You will hear a radio report on the increasing number of banned books in some parts of the U.S. While listening, tick the correct answer (a, b, or c). There is only one correct answer.The report starts by stating that some books are being banned for
| a | historical reasons. | |
|---|---|---|
| b | issues mainly related to identity. | |
| c | promoting negative stereotypes. |
The American Library Association
| a | opposes any form of book banning. | |
|---|---|---|
| b | registers a significant number of book bans. | |
| c | tells educational institutions to hold on to banned books. |
Suzanne Nossel explains that the current banning of books
| a | results from a shift in political power. | |
|---|---|---|
| b | triggers criticism from people of various ages. | |
| c | is in line with major developments in the country. |
According to Nossel, some people feel uneasy when books
| a | reflect experiences of minority groups. | |
|---|---|---|
| b | reinforce prejudice against minority groups. | |
| c | contain misleading information on minority groups. |
Nossel clarifies that the rejection of certain books is
| a | in line with civil liberties. | |
|---|---|---|
| b | on the rise during election periods. | |
| c | just one element of a coordinated plan. |
A reason given by critics for banning the book “Maus” is its
| a | troubling content. | |
|---|---|---|
| b | historical inaccuracy. | |
| c | questionable message. |
Nossel believes that educational institutions should
| a | teach about various issues of the past. | |
|---|---|---|
| b | move on from focussing on issues of the past. | |
| c | shield students from controversial issues of the past. |
In Nossel’s opinion, “Maus” is suitable for children and teenagers because it
| a | helps them deal with a complex subject matter. | |
|---|---|---|
| b | provides answers to the basic questions of life. | |
| c | teaches important truths about the American past. |
Nossel’s main subject matter is
| a | outlining the historical origin of book banning. | |
|---|---|---|
| b | persuading people to protest against book banning. | |
| c | showing the relation between book banning and general societal issues. |
Task 3: Girl of the year
Preparation time: 1 minute to read the assignment. While reading, you may use a dictionary.
You will hear an interview with teenage scientist Gitanjali Rao, who speaks at the UN Youth Activists Summit to promote her invention in the field of Science, Technology, Engineering and Mathematics (STEM). While listening, complete the table below. You need not write complete sentences. Unless otherwise specified, name one aspect.| 1 | Gitanjali’s overall advice | |
|---|---|---|
| 2 | Reason why teenagers are at an advantage when pursuing an idea | |
| 3 | Reason why the host is impressed by Gitanjali |
|
| 4 | Conviction Gitanjali wants to promote | |
| 5 | Challenge young people mention in Gitanjali’s workshops | |
| 6 | Issue Gitanjali’s app addresses | |
| 7 | Intended effect of the app on the user | |
| 8 | Ways users can assist once the app is on the market | |
| 9 | Ideas to enhance the appeal of STEM for girls (Name two.) |
|
Weiter lernen mit SchulLV-PLUS!
monatlich kündbarSchulLV-PLUS-Vorteile im ÜberblickDu hast bereits einen Account?Task 1: The monarchy
| Speaker | Statement |
|---|---|
| 1 | F |
| 2 | B |
| 3 | A |
| 4 | C |
| 5 | D |
| 6 | G |
Task 2: The banning of books in the U.S.
| Task | Answer |
|---|---|
| 1 | b |
| 2 | b |
| 3 | c |
| 4 | a |
| 5 | c |
| 6 | a |
| 7 | a |
| 8 | a |
| 9 | c |
Task 3: Girl of the year
Hinweis: Die Informationen in Klammern sind optional, bei Informationen, die mit „/“ getrennt sind, handelt es sich um Antwortalternativen.
| 1 | (not be afraid to) dream big (and then think back to reality) / take that first job / take that (first) risk |
|---|---|
| 2 | have time to make dreams (into a) reality / have no box around their head |
| 3 | very/incredibly productive / innovation has always been part of her life |
| 4 | innovation is part of (everyone’s) daily life / innovation needs to be fostered/supported/recognized |
| 5 | they don’t know where to start / finding a starting point |
| 6 | One of the following:
|
| 7 | (allows bully) to re-evaluate thoughts and ideas/their message / gives you the chance (to decide) if you want to send a message or not |
| 8 | contribute their own words and phrases (that mean bullying) / put the message about cyberbullying out there |
| 9 | Two of the following:
|