Page 191 - Teaching English at Primary Level: From Theory into the Classroom

Assessing Listening

At the Library
Your friend Mojca moved to New York.
On her first day in school, she went to
the library, where she had to answer
the librarian’s questions. Listen to the
conversation between Mojca and the
librarian and write short answers to
the questions below. Read the ques-
tions carefully before listening and
look at example 0 (zero).

Image by studio4rt on Freepik
0. What is the librarian’s name? Mary
1. How old is Mojca?
2. What is Mojca’s surname?
3. What class is she in?
4. What does she need to give to the librarian?
5. What kind of books does Mojca like best?
Figure 13.1 Example of a Short-Answer Assessment Task

acquired the knowledge/skills necessary to answer the item correctly from
those who have already developed their listening comprehension skills up to
the expected level. In listening comprehension tasks, distractors commonly
contain words/expressions that have been mentioned in the input listening
text but are not correct answers.

‘John is my best friend and likes different kinds of sports, from running, moun-
tain climbing to cycling but his most favourite sport is diving.’ [Listening text]
John likes most.
(a) cycling, (b) running, (c) diving. [Multiple-choice item]

When doingmultiple-choicelisteningcomprehension tasks,YLsshouldbe
encouraged to listen to and/or read the instructions carefully to learn more
about the topic, the speakers, and the situation. If learners are tuned in to
the listening text, they will begin to think about the words, expressions, and
phrases related to the topic. After they have read and listened to the instruc-
tions, they should be allowed 30 to 60 seconds to read the task itself or study
the pictures. Listening input texts should be played twice, so learners can

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