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Exam guide & reading text

Baking bread, photography & joining a choirPart 4

"Baking bread, photography & joining a choir" is a Cambridge C2 Proficiency Listening Part 4 practice exam (Multiple Matching). Effective listening at C2 requires tracking attitude, implied meaning and discourse markers, not just factual detail. Listen once for gist, then focus on the specific questions. Use the transcript in this guide after your attempt to study linking devices, stress patterns and how speakers signal opinion or contrast.

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Transcript

SPEAKER 1 My grandfather always baked bread on Sunday, and I used to watch without paying much attention. When he moved to a smaller flat, he gave me his old mixing bowl and wrote the recipe inside a card. My first loaf was heavy enough to use as a doorstop. I rang him, and he asked whether I'd let the dough rest somewhere warm. I hadn't. Now I send him a photo most Sundays, and he still notices if I've rushed it. I don't follow the card exactly now. The kitchen temperature changes, so I look at the dough rather than only the clock. The bowl still has flour in the tiny scratches from years of use. I'd use it again. It isn't much, but it's ours. SPEAKER 2 A colleague lent me a small camera for a weekend trip because my phone battery was unreliable. I expected to take the same pictures with a different device. Instead, having fewer automatic choices made me slow down and look at the light. I bought a second-hand camera later. I still use my phone for quick pictures, but when I take the camera I walk around with no particular destination and notice more. I haven't taken a formal course. I learn by choosing one setting, making mistakes and comparing the results later. I keep the camera ready on a shelf rather than hidden in its bag. I've kept it by the door. SPEAKER 3 My neighbour heard me singing while I was painting the hall and told me her choir needed more lower voices. I said I couldn't read music, but she said half the group learned by listening. The first rehearsal was tiring because I watched everyone else for the starts. After a few weeks, the repeated patterns made sense. The best bit is hearing the separate parts come together after sounding completely unrelated. Well, I still miss entries when I'm concentrating on the words. The conductor gives a small nod, which is often enough to bring me back. Rehearsal finishes late, but I normally leave with more energy than I arrived. I'd missed that routine. SPEAKER 4 My flatmate fixed bikes in the courtyard and let me help when my brakes began rubbing. He showed me one adjustment, then made me do the other side. I was nervous about making it worse, but he stayed nearby and asked questions instead of taking the tool back. Since then I've handled small repairs myself. I still go to a shop for anything involving the gears, because I know where my confidence should stop. I don't pretend I can fix everything. Knowing when to stop has made me more willing to attempt the simple jobs safely. My flatmate checks the brakes after I finish, which keeps the learning safe. I won't rush the next repair. SPEAKER 5 My aunt brought a pack of cards on a rainy family holiday. At first I joined because there was nothing else to do. She explained one game quickly and refused to repeat every rule, so we learned by losing. I liked that nobody needed a screen or special equipment. We now play after family meals, and the younger children have become far more competitive than the adults. We haven't kept the original game as a gentle family activity. The children remember every score and demand a rematch before dessert is finished. The cards now live in my aunt s bag, ready for any delayed meal. I'd forgotten how useful they'd be.

Questions summary

Who introduced each speaker to the activity?

  • a grandparent
  • a work colleague
  • a neighbour
  • a person they lived with
  • another relative
  • a sports coach
  • an online instructor
  • a school friend

What does each speaker particularly value?

  • sharing progress with the person who taught them
  • paying closer attention to surroundings
  • hearing individual contributions combine
  • being able to manage simple tasks independently
  • an activity needing very little equipment
  • competing with experienced people
  • producing something useful quickly
  • having a reason to travel