SUSTITUTORY LISTENING EXAM

SORT THE FOLLOWING DESCRIPTIONS IN THE CORRECT COLUMN. LISTENING done consciously. Involve the analysis and understanding of the sounds. It requires the use of more than one sense. We do it to acquire knowledge and receive information. HEARING Perceive sounds, by receiving vibrations through ears. It requires the use of one sense. We are not aware or have any control over the sounds we hear. MATCH THE DESCRIPTIONS TO THE CORRECT TYPE OF LISTENING When you try to understand..., you are listening for gist. ... what is happening even if you can’t understand every phrase or sentence ... When you pick up..., you are listening for gist. ... key words, intonation, and other clues so as to make a guess at the meaning ... When you can’t afford to ignore ..., you are listening for detail. ... anything because you don’t know what information of the listening passage will be necessary to complete a task ... When you are interested in ..., you are listening for detail. ... a specific kind of information – e.g. a number, name or object ... When you use ... , you are applying inferential listening. ... clues and prior knowledge about a situation to work out the meaning ... When you listen for ... , you are listening for specific information. ... particular information or selectively, ignoring everything else ... WRITE THE CORRECT WORD(S) THAT CORRESPOND(S) TO THE DESCRIPTIONS.(WRITE USING CAPITAL LETTERS) BOTTOM-UP - ASSIMILATION - INTRUSION - TOP-DOWN - ELISION 1. ELISION: Example, duno/ for "I don't know" , for "camera", and 'n' tʃ ips/ for "fish and chips"2. BOTTOM-UP: you first understand language sound by sound or word by word, with less use of background knowledge.3. ASSIMILATION: Example, + = as in "I’ll beat you there!"4. INTRUSION: Example, "I agree" sounding like TOP-DOWN: you use your previous knowledge to make sense of what you are listening to and make it fit into a previously established schema. READ CAREFULLY THE STATEMENTS AND CHOOSE THE RIGHT OPTION.1. One of these statements is not correct: The text needs to be intrinsically appealing to catch the students' attention. The text needs to be accessible in concept to the listener. The text needs to have some fixed speech acts (regular structure) so the listener knows what to expect. The less redundancy in the delivering of the listening text, the better the student understands the message. 2a. This is one of the stages for listening development: _2b.You use _ when you ask for information questions. 2a. Pre - Listening2b. rising intonation 2a. During - Listening2b. middle intonation 2a. Post - Listening2b. falling intonation 2a. In - Listening2b. down intonation 3. Why is the sequence of the listening stages important? Mark the one that doesn't apply. It prepares the students by getting them interested in the topic, activating schemata and working with top-down ideas. It helps the teacher to be more organized. It avoids students have more opportunities to succeed when they know something about the topic and are focused to what they may hear. It gives the student the chance to practice listening orderly. 4. The teacher who conducts a listening lesson may need to be like a (n) _ because he may need to have some knowledge on the use of technological devices for playing the audios. taylor spy sleuth engineer 5. What aspects listeners need to be aware of before listening? Mark the one that doesn't correspond. Contextual factors: who is speaking and who is listening, what their relationship is. Duration of the recording, the structure of the content (dialogue, monologue, argument, etc), purpose (ordering, persuading, explaining, etc.) The speaker's voice, volume, accent, tone, intonation (rising and falling), etc. The listener must not be familiar with the content of the recording: Does the recording need the listener know specialized knowledge and vocabulary? 6. In listening, "ACTIVATING SCHEMATA" means ... foster learners try to recall their background knowledge. asking learners make a schema of what they listen. helping learners make predictions based on the while listening activities. doing a schema so learners can write their answers. 7. What is not considered as a good practice for pre-teaching vocabulary? Consider the time it will take you pre teach vocabulary. You need to be efficient. Present the word, make it familiar to the student and make them reproduce the word so they can recognize it in connected speech. Teach learners as many words as possible. Use a vast list of words so they can memorize them. Do not ask learners to concentrate just on the vocabulary, but be able to use it in context and when they will need them in the listening process. 8. Why get students to do anything while they listen? Mark the one that does not correspond. they can focus on important things of a given passage. they can perceive the structure of the text (the sequence). they can show evidence of what they do not understand. they can get entertainment due to interest, irony or humor passages. 9. Why get students to do anything in the post listening stage? Choose the right alternative. To have the chance of making notes when listening. To know what students have understood when listening. to make a diagnosis of the pros and cons after listening. To activate schemata in order to recall previous knowledge. 10. You use _ when you want to show doubt or uncertainty.11. n means _ 10. falling intonation11. non smoker 10. rising intonation11. noun or subject 10. falling intonation11. noun or subject 10. rising intonation11. non smoker SORT THE FOLLOWING ACTIVITIES IN THE CORRECT LISTENING STAGE. PRE-LISTENING Students are given a story told in pictures. They see the pictures but in the wrong sequence. They put the pictures in the correct order so that the story becomes clear. Students are given the subject of the listening passage,then write continuously on this subject for a set period of time (approx. two and four minutes). WHILE-LISTENING The teacher tells a story based on the truth but with fictional information. The students make a chart of two columns. They take notes either in the Truth column (if they think that part of the story is true) or in the Lie column. The students look at a picture and listen to a description ofit. The description contains a number of differences from the picture. The students listen for these differences, and mark them on the page. POST-LISTENING In groups of four students, each member has a pen and paper. They write the first sentence of their summary individually. They then pass their paper to another member, who reads the first sentence and writes asecond. One student listens to a recording of part of a story while his partner listensto another part. After listening, they work together to share what they heard, allowing them to piece together the story. LISTENING: You’re going to listen to three people talking about their experiences of extreme weather in the US. Listen and write the number of speaker (1-3) who... A. 1 was both relieved and scared by the weather.B. 3 got stressed because of the weather.C. 2 really enjoyed themselves in spite of the weather. You are going to listen to an expert talking about the risks of driving. Which you think is the correct option, A, B, or C? (Write the correct answer in capital letters in the parentheses) 1. The most dangerous thing to be on the road is... (A)a. a pedestrianb. a driverc. a motorcyclist2. Most fatal accidents happen because drivers.. .. (A)a. are distractedb. are drunkc. drive too fast3. Driving at night is.. .as dangerous as driving during the day. (B)a. three timesb. four timesc. ten times4. You're most likely to have an accident on a... (B)a. Monday morningb. Saturday afternoonc. Sunday night5. Most accidents happen... (C)a. on long-distance tripsb. in downtown city areasc. very close to your house6. The worst roads for fatal accidents are... (C)a. freewaysb. urban roadsc. country roads7. Mile for mile, women have more.. .than men. (A)a. minor accidentsb. serious accidentsc. fatal accidents8. The age at which a driver is at most risk is... (C)a. over 25b. between 21 and 26c. under 25