3. Tests of listening skill General The awareness of the ways of the differences between the spoken language and the written language To test student’s ability of discrimination and understanding the different sounds of a language

7. Phoneme discrimination tests Type 1 : Through pictures Type 2 : Through sentences Type 3: Recognition -> For elementary learners

15. Advice simple Same stress and pitch patterns short Used to test for elementary and pre-intermediate learners

16. STRESS AND INTONATION TYPE1 : The type is designed to test the ability to recognize word stress or sentence stress. The testees are required to indicate the syllable which carries the main stress and show it by putting a cross in the brackets under the appropriate syllable. Written: I’ve just given three books to Bill. ( ) ( ) ( ) (X) ( ) ( ) ( ) NOTE: This test lacks context and is very artificial

17. STRESS AND INTONATION TYPE 2 : The examiner makes an utterance and the testees base on different tone- patterns to select the appropriate description to indicate whether they have understood the original utterance: a plain statement, a question, sarcasm, surprise, annoyance, etc. E.g.: Spoken: Tom’s a fine goalkeeper. The speaker is: A. making a straightforward statement B. being very sarcastic C. asking a question

18. NOTE: This type of test is sometimes difficult to construct. Since the context must be neutral, it is often hard to avoid ambiguity. There is also a danger of inventing odd interpretations or of concentrating on the rarer meanings: sarcasm, irony, incredulity. STRESS AND INTONATION

19. STATEMENTS AND DIALOGUES These items measure how well students can understand short samples of speech and deal with a variety of signals on the lexical and grammatical levels of phonology

20. STATEMENTS AND DIALOGUES TYPE 1 : It tests the ability to understand both the grammatical and lexical features of a short utterance. The testees hear a statement on tape and then choose the best option from four written paraphrases. E.g.: Spoken: I wish you’d done it when I told you. I told you and you did it then. I didn’t tell you but you did it then I told you but you didn’t do it then. I didn’t tell you and you didn’t do it then . NOTE : When constructing these items, it is advisable to keep the grammatical , lexical and phonological difficulties in the stem.

21. STATEMENTS AND DIALOGUES TYPE 2 : These item types are more satisfactory than TYPE 1 insofar as they are an attempt to stimulate speech situations. E.g.: Spoken: Why are you going home? A. At six o’clock. B. Yes, I am. C. To help my mother. D. By bus. NOTE : The question types should be varies as much as possible and Yes/ No questions included as well as Wh- questions.

22. STATEMENTS AND DIALOGUES E.g.: Spoken : Does Alison mind you playing the piano? Written : A. Yes, she’s always thinking about it. B. No, she rather likes it. C. No, she doesn’t play the piano. D. Yes, she must be careful NOTE : The question types should be varies as much as possible and Yes/ No questions included as well as Wh- questions.

23. TESTING COMPREHENSION THROUGH VISUAL MATERIALS Strengths: - more suitable for elementary stage of learners. - makes the testee’s performance less dependent on other skills. Weaknesses: Limiting the comprehension tests to instructions in single sentences. 9 item types in this section.

24. TYPE 1 Pick out the true statements and write T at the side of the appropriate statements and write F at the side of the numbers of the false statement 1. The girl and the boy both have curly hair. 2. The girl’s wearing black shoes 3. The girl’s smiling at the boy. 4. The boy’s holding her hand. 5. They look so serious.

25. TYPE 2 Listen to 4 sentences and then select the appropriate picture being describe: A B E C D

27. TYPE 4 Look carefully at each of the four diagrams. You will hear a series of statements about each of the diagrams. Write down the appropriate letter for each statement . A B C D

29. Identifying locations on the map through listening to conversation is more interesting than instructional sentences only.

34. Understanding talks and lectures Type 1 : Listening for gist/ main ideas Type 2 : Blank completion Type 3 : Listening for details Type 4 : True/ False items -> For intermediate and advanced level

38. Type 2: Blank completion - Combine listening comprehension with reading comprehension - Danger : testees could successfully complete the blank with their little understanding because the omitted words should be essential to the meaning of the whole talk. Understanding talks and lectures 

45. Thank you for your attention!