2.2 Listening Part 2: Note and Form Completion
Key Takeaways
- Listening Part 2 is 5 questions and 5 marks: write one word or number in each of five gaps on a form or notepad page.
- The task tests listening for names, spellings and other information, and is the only Listening part that asks children to produce letters and digits.
- When a name is spelled letter by letter on the recording, the written letters must match that order exactly.
- Some misspellings are allowed only for words that were not spelled out; this concession does not exist in Reading and Writing.
- Write something in every gap on the first listening, then use the second listening to check letter order, teen/ten numbers and any 'but now' correction.
2.2 Listening Part 2: Note and Form Completion
Quick Answer: Flyers Listening Part 2 is 5 questions, 5 marks. Children hear a short conversation and write a word or a number next to five short prompts on a form or a page of a notepad. The recording is heard twice. The task tests listening for names, spellings and other information — and it is the one place in the paper where some misspellings may be allowed, but only for words that were not spelled out.
Why Part 2 behaves differently from Part 1
A2 Flyers Listening is a single recorded paper. Candidates cannot pause, rewind, or ask the invigilator to replay a line. They follow the recording through five parts of five questions each — about 25 minutes, 25 questions, 25 marks, a maximum of five shields. Every part opens with one or two examples, and every recording is heard twice. Recordings use adults and children speaking clearly in standard British and American English, and answers in either standard variety are accepted.
Part 1 and Part 2 both lock a spoken detail onto a written target, and the language overlaps: names, numbers, descriptions. The motor task is what changes. Part 1 gives you the names and asks for a line. Part 2 gives you the prompts and asks you to produce letters and digits yourself. That makes Part 2 the first place in the paper where a child's spelling and alphabet knowledge can cost a mark they genuinely heard.
| Feature | Part 1 | Part 2 |
|---|---|---|
| What you see | A big picture with names above and below | A form or notepad page with a title, an example, and five gaps |
| What you do | Draw a line to the correct person | Write one word or number in each gap |
| Typical leftover | One unused name | Nothing unused — every numbered gap needs an answer |
| Spelling | Not required; names are printed | Spelled names must be exact; some misspellings allowed only if the word was not spelled out |
Part 2 is a short conversation with a form or a page of a notebook that already has a title and some completed information. Five numbered gaps remain. Children write a missing word or a number in each gap. The Handbook sample is a club notice ("The Space Club") with prompts such as meeting time, what children learn about, what they should bring, and the name of a person who talks to the club.
The assessment target is listening for names, spellings and other information. This is the only Listening part that asks children to produce letters and digits rather than lines, ticks, or colours.
Read the gaps before the recording
Underline the kind of answer each gap needs:
- a spelled first name or surname
- a number, time, day, or date
- a Flyers wordlist noun (torch, moon, guitar, castle, bridge)
- a short factual word (starts, school, cloudy, upstairs)
The prompt "Person who sometimes talks to club: Mr ______" is a surname. The prompt "Meetings at: ______ on Tuesdays" is a time. Mixing those categories is a common way to lose a mark even when the child heard the right information. A time written in a name gap, or a name written in a number gap, cannot be rescued on the second listening if the child never looks back at the prompt.
Letter names, spelled words, and numbers
The Handbook is unusually direct here: even at Flyers level, candidates often seem uncertain about the names of some letters of the English alphabet. When a speaker spells a name letter by letter ("That's B-A-I-L-E-Y"), those letters must appear in that order. High-risk pairs include A/E/I, G/J, B/P/V, M/N, and S/F. Because the recording uses both British and American accents, Z may be heard as zed or zee. Train both.
Write numbers as digits when the gap is clearly a quantity or a time (6.30, 14, 25). Writing fourteen invites a spelling error that digits avoid. Distinguish teens from tens on every practice paper: thirteen/thirty, fifteen/fifty, sixteen/sixty. A child who hears "fifteen" and writes 50 has not misheard a little — they have written the distractor the item was built to catch.
The misspelling rule — and its hard limit
Some misspellings are allowed for words that are not spelled out on the recording. That is a Listening Part 2 rule, not a Reading and Writing rule (where correct spelling is required throughout). If the speaker spells the word, the letters must be exact. If the word is a wordlist item that was spoken but not spelled, examiners may accept a close misspelling, but children should still aim for the wordlist spelling. "They allow mistakes" is a poor classroom slogan. The safer habit is correct spelling of every Flyers wordlist item, with extra drilling on the alphabet for names that are spelled out.
Two listenings, five filled gaps
On the first listening, write something in every gap, even if it is a short form (torc, 6.30, Bailey). An empty gap cannot pick up a mark later. On the second listening, check letter order on spelled names, check teen/ten numbers, and check that the word still matches the prompt after any "but now" correction.
Do not write Part 2 answers on the Part 1 picture, and do not draw lines on the form. Each part has its own answer method, and the recording will move on whether the page is tidy or not.
In Listening Part 2 a speaker spells a surname letter by letter: "That's G-I-L-M-O-U-R." Which written answer is marked correct?
A Part 2 notebook prompt reads "Number of children in the club: ______". The speakers say there used to be thirty children, but now there are thirteen. What should be written in the gap?