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ESL Stage 7 Listening Test Paper 2

This document outlines the instructions and structure for the English as a Second Language Stage 7 Paper 2 Listening test for 2026. The test consists of five parts, totaling 25 marks, with various listening tasks including identifying pictures, answering questions about conversations, and filling in missing information. It also includes guidelines on the reproduction and distribution of the test paper.

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samaismael101
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0% found this document useful (1 vote)
1K views8 pages

ESL Stage 7 Listening Test Paper 2

This document outlines the instructions and structure for the English as a Second Language Stage 7 Paper 2 Listening test for 2026. The test consists of five parts, totaling 25 marks, with various listening tasks including identifying pictures, answering questions about conversations, and filling in missing information. It also includes guidelines on the reproduction and distribution of the test paper.

Uploaded by

samaismael101
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

English as a Second Language

Stage 7

Paper 2 Listening 2026

Approximately 35 minutes

No additional materials are needed.

INSTRUCTIONS
• Answer all questions.
• Write your answer to each question in the space provided.
• There are five parts to the test.
• You will hear each part of the test twice.
• For each part of the test there will be time for you to look through the questions and time for you to
check your answers.

INFORMATION
• The total mark for this paper is 25.
• The number of marks for each question or part question is shown in brackets [ ].

Cambridge provides this paper to centres via the PLS School Support Hub. You may reproduce this paper for internal
educational use with candidates enrolled at your centre only, and in accordance with section L2 of the current
Cambridge Handbook
You must not
• Upload, post or share any part of this paper in any way.
• Distribute the paper outside your centre or permit third parties to access it.
• Modify or sell this paper.
If you believe this paper has been misused, email brandprotection@[Link]

3135_02_4RP
© Cambridge University Press & Assessment 2026
2

Part 1

Questions 1–5

For each question, there are three pictures and a short recording.
Choose the correct picture and circle the letter A, B or C below it.

Example Where is the girl’s hat?

A B C

1 Which T-shirt did the boy buy?

A B C

[1]

2 What will the boy have for a snack tomorrow afternoon?

A B C

[1]

© Cambridge University Press & Assessment 2026 E2L/S7/02


3

3 How did the girl get to the cinema?

A B C

[1]

4 What did the two cousins do first yesterday?

A B C

[1]

5 What did the girl use at school today?

A B C

[1]

© Cambridge University Press & Assessment 2026 E2L/S7/02 [Turn over


4

Part 2

Questions 6–10

You will hear people talking in five different situations.


For each question, circle the correct answer A, B or C.

6 You hear a recorded message about a swimming pool.

What does the man say about the pool?

A It will open again after the weekend.


B There are often competitions there.
C It needs repairing.
[1]

7 You hear two friends talking about some history homework.

What did the girl think about the homework?

A It was especially interesting.


B There was too much to do.
C It was quite difficult.
[1]

8 You hear a teacher telling her students about a photographer’s visit.

What must they do before his visit?

A take a photo
B write some questions
C look at a website
[1]

9 You hear two friends talking about a new pizza restaurant.

What do they agree about it?

A The atmosphere was pleasant.


B The food was good.
C The staff were friendly.
[1]

10 You hear a boy leaving an answerphone message for his mother.

What does he want her to do first?

A collect something for him


B give him a lift
C help him to prepare something
[1]

© Cambridge University Press & Assessment 2026 E2L/S7/02


5

Part 3

Questions 11–15

You will hear a boy called Peter telling his classmates about a family trip he went on to
Switzerland.
For each question, fill in the missing information in the numbered space.

A trip to Switzerland
Peter and his family flew to Switzerland at (11) in the morning.

Peter most enjoyed spending time climbing a (12) .

Peter didn’t expect to eat so much (13) during the trip.

Peter chose a (14) as a souvenir of his trip.

Peter would most like to visit Switzerland during the (15) .

[5]

© Cambridge University Press & Assessment 2026 E2L/S7/02 [Turn over


6

Part 4

Questions 16–20

You will hear an interview with a girl called Beth Clarke, who is talking about writing stories.
For each question, circle the correct answer A, B or C.

16 Why did Beth write an adventure story?

A It’s the only type of fiction she reads.


B She wanted to challenge herself.
C There aren’t many adventure story writers.
[1]

17 Beth started writing

A when she was absent from school.


B during the school holidays.
C while she was at primary school.
[1]

18 How does Beth get most of her ideas for stories?

A playing computer games


B talking to people
C doing homework
[1]

19 Beth would like to get advice from her favourite author about

A how to sell her stories.


B how to plan her stories.
C how to make her stories into films.
[1]

20 What is Beth going to do next?

A attend a course
B try writing a biography
C take part in an event
[1]

© Cambridge University Press & Assessment 2026 E2L/S7/02


7

Part 5

Questions 21–25

You will hear five people talking about presents they have received.
For speakers 1–5, choose from the list A–H what each speaker says.
Use the letters only once. There are three extra letters which you do not need to use.

21 Speaker 1 A I shared this present with my family.

22 Speaker 2 B I will use this present for schoolwork.

23 Speaker 3 C I will use this present every week.

24 Speaker 4 D I asked for this present.

25 Speaker 5 E I must look after this present.

F I received this present from a classmate.

G I would like another present like this.

H I lent this present to a family member.

[5]

© Cambridge University Press & Assessment 2026 E2L/S7/02


8

BLANK PAGE

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (Cambridge University Press & Assessment) to trace copyright holders, but if any items requiring clearance
have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.

To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in our Copyright
Acknowledgements Booklet. This is produced annually and is available to download at [Link]

Cambridge International Education is the name of our awarding body and part of Cambridge University Press & Assessment, which is a department of the
University of Cambridge.

© Cambridge University Press & Assessment 2026 E2L/S7/02

Common questions

Powered by AI

Peter most enjoyed spending time climbing a mountain during his family trip to Switzerland. Such experiences can be valuable for young people as they provide physical challenges that boost health and endurance, foster appreciation for nature, and encourage personal growth through overcoming challenges .

The two friends agreed that the food at the new pizza restaurant was good. This suggests that for consumers, food quality often remains a primary priority when dining out, potentially outweighing other factors like atmosphere and staff friendliness in overall satisfaction .

Listening tests that require learners to fill in missing information benefit language acquisition by encouraging active engagement and careful listening for context clues and specific details. This aids in enhancing vocabulary retention, improving syntactical understanding, and fostering attentiveness to linguistic nuances .

The format of the Listening Test encourages listening skills through repeated exposure to audio material, requiring learners to discern details and contextual information across different scenarios. This repeated listening practice helps in honing auditory processing, comprehension, and retention skills essential for mastering a second language .

Beth Clarke wrote an adventure story because she wanted to challenge herself. Such a decision benefits novice writers by pushing them to explore complex plot structures, develop skills in maintaining suspense and excitement, and engage with a genre that often requires imaginative thinking and creative problem-solving .

Part 5 of the test assesses diverse listening abilities by asking learners to align speakers' statements with specific outcomes or deductions in the provided list. This requires synthesizing information and understanding context, focus on speaker intent and subtle inferences, thus evaluating both surface-level and deeper comprehension skills .

Beth Clarke gets most of her ideas for stories by talking to people. This reflects common strategies used by writers to enhance creativity, such as engaging with diverse narratives, gaining multiple perspectives, and drawing inspiration from real-life interactions, which enrich storytelling and character development .

Peter chose a photo as a souvenir of his trip to Switzerland. This implies that he values capturing memories visually, allowing him to reflect and relive the experience. Souvenirs like photos can have emotional significance, serving as tangible reminders of personal growth and shared moments during travel .

Asking questions about a photographer’s visit is important for students as it prepares them to actively engage with the photographer’s insights, fostering a deeper understanding of visual art principles. This helps in developing critical observational skills by prompting them to inquire about techniques, perspectives, and artistic intentions, enhancing analytical thinking .

The instruction to listen to recordings twice reflects best practices in language assessment by allowing learners to confirm their understanding and catch nuances missed during the first listening. It reinforces cognitive skills such as auditory memory retention, attention to detail, and inferential reasoning by providing a second opportunity to process and integrate information .

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