Listening. Listening Operations  What are we doing while we listen?  See “operations” on page 161 and 162.  What are the three categories of operations?

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Presentation transcript:

Listening

Listening Operations  What are we doing while we listen?  See “operations” on page 161 and 162.  What are the three categories of operations?  Global  Information  Interactional  Scan the list, what’s one type of operation in each category that seems valuable to test?

Texts  What does text mean in this context?  What are some common types of texts?

Selection of Texts  How can you select texts?  Look at your text objectives/specifications  Avoid stuff intended to be read  Listen, ask what do I do after I get this info.  Ex. You listen to a weather report. What do you do with that info.?  Length, Speed

Items  Listen and note what you think that students should be able to get out of it.  Then ask how could I test that?

What kinds of items?  Multiple Choice  Usually not great for classroom teachers, but  What are some good uses of mult. choice in listening?  Specific phonemes,

Listening Items  Short Answer  Gap Filling  Info. Transfer  What’s that?  Listen to this script

Listening Items  Partial Dictation  What are some benefits of partial dictation?  Can make hard texts a bit easier.  Easier to score than complete dictation.  Be the student  Be the teacher  With a partner, go to   Pick a listening and create a partial diction.

Tips for writing listening tests  Keep items separate in extended listening. Why?  Warn with key words.  Let students see items before listening.

A practicar  Look at the chapter marked in the textbook.  Write an objective for the chapter related to listening  Write a script or find a video on the internet that would be suitable.  Try to write two items, one short answer, and one gap-filling.  Now try to think about how you could test similar skills with info. transfer.  This is for practice so just get as far as you can.