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NAME :
LISTENING SKILLS
CLASS :
DATE :
38 Questions
1.
LISTENING SKILLS
Cristian Inguanse
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2.
Beliefs about teaching listening
3.
1. You cannot teach learners listening, only grammar
and vocabulary.
a) TRUE
b) FALSE
4.
You can design activities which raise
learner awareness of and practise
specific listening sub-skills.
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5.
LISTENING SKILLS | Print - Quizizz
2. Listening to recordings is difficult because you cannot
see the body language and gestures of the speakers.
a) TRUE
b) FALSE
6.
We interpret a lot about meaning and
attitude from the speaker’s body
language.
7.
3. It is important to understand every word in a listening
text.
a) TRUE
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b) FALSE
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8.
You can understand a great deal without
catching every word, and most spoken
texts contain redundancy (words and
expressions which repeat or reinforce the
message without adding to it). If you are
listening for gist or specific information,
you do not need to understand
everything.
9.
4. You should always pre-teach any difficult vocabulary
that is in a listening text.
a) TRUE
b) FALSE
10.
You need only pre-teach vocabulary if it
will stop the learners completing the
task they are doing.
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11. 5. Listening lessons tend to follow this structure: prelistening tasks, while-listening tasks and post-listening
tasks.
a) TRUE
b) FALSE
12.
But there can be a huge variety of tasks
in each of these sections.
13. 6. When we listen in our own language, we do not
always have a reason for listening.
a) TRUE
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b) FALSE
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14.
We almost always have a reason for
listening even if it is only for enjoyment
or curiosity
15. 7. When we listen in our own language, we rely on our
existing knowledge of the world to help us.
a) TRUE
b) FALSE
16.
Listening comprehension involves a mixture of knowledge of
language and knowledge of the world. Language knowledge helps us
to decode a spoken phrase such as ‘I’ll payforhimhe’sa friendofmine’
into the different parts of’ I’ll pay for him; he’s a friend of mine.’ But we
also bring existing knowledge of the world to the text to help us
understand the meaning of these different parts. In this text, our
knowledge of the topic of friendship and of the situation helps us to
understand in this case why the speaker wants to pay for someone
else.
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17. 8. Focusing on aspects of listening (e.g. connected
speech, sub-skills, problem sounds, new vocab and
grammar) help to develop listening skills.
a) TRUE
b) FALSE
18.
This will help learners enormously.
19. 9. When teaching learners to listen, we should aim to get
them to use the listening strategies they use in their
own language.
a) TRUE
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b) FALSE
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20.
Learners should be made aware of the
sub-skills they use when listening in their
own language and be encouraged to
apply the same skills to English.
21. 10. Meaning is carried in the stress and intonation of a
sentence as well as in the content words.
a) TRUE
b) FALSE
22.
A lot of information can be given through the voice and gestures, and
it is important that the intonation and meaning of a sentence are the
same. For example, saying ‘thank you’ in a sarcastic tone changes the
standard meaning of ‘thank you’ from gratitude to hostility,
aggression or playfulness. The listener’s task in decoding meaning in
this case may be especially difficult.
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23.
LISTENING SUB SKILLS
24. Listening for specific information
a) a. When we listen to a text over a long
period of time
b) b. When we listen to extract the
maximum amount of meaning from each
word
c) c. When we listen in order to examine a
piece of language, e.g. to study the
grammar or pronunciation of it
d) d. When we listen to a text to find a
particular piece or pieces of information
e) e. When we listen to try to get a general
idea of what the text is about
25. Listening for gist
a) a. When we listen to a text over a long
period of time
b) b. When we listen to extract the
maximum amount of meaning from each
word
c) c. When we listen in order to examine a
piece of language, e.g. to study the
grammar or pronunciation of it
d) d. When we listen to a text to find a
particular piece or pieces of information
e) e. When we listen to try to get a general
idea of what the text is about
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26. Listening for details
a) a. When we listen to a text over a long
period of time
b) b. When we listen to extract the
maximum amount of meaning from each
word
c) c. When we listen in order to examine a
piece of language, e.g. to study the
grammar or pronunciation of it
d) d. When we listen to a text to find a
particular piece or pieces of information
e) e. When we listen to try to get a general
idea of what the text is about
27. Intensive listening
a) a. When we listen to a text over a long
period of time
b) b. When we listen to extract the
maximum amount of meaning from each
word
c) c. When we listen in order to examine a
piece of language, e.g. to study the
grammar or pronunciation of it
d) d. When we listen to a text to find a
particular piece or pieces of information
e) e. When we listen to try to get a general
idea of what the text is about
28. Extensive listening
a) a. When we listen to a text over a long
period of time
b) b. When we listen to extract the
maximum amount of meaning from each
word
c) c. When we listen in order to examine a
piece of language, e.g. to study the
grammar or pronunciation of it
d) d. When we listen to a text to find a
particular piece or pieces of information
e) e. When we listen to try to get a general
idea of what the text is about
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29.
SUB SKILLS PRACTICE
30. The teacher sets up an after-school film club.
a) Listening for gist
b) Listening for specific information
c) Listening for details
d) Intensive listening
e) Extensive listening
31. Learners listen to a short story in class, then write a
summary of the story afterwards.
a) Listening for gist
b) Listening for specific information
c) Listening for details
d) Intensive listening
e) Extensive listening
32. The teacher plays a recording of a person arguing about
the bill in a cafe and asks the learners to write down all
the prices they hear.
a) Listening for gist
b) Listening for specific information
c) Listening for details
d) Intensive listening
e) Extensive listening
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33. The teacher plays a recording of a short story and asks
learners to think of a suitable name for it.
a) Listening for gist
b) Listening for specific information
c) Listening for details
d) Intensive listening
e) Extensive listening
34. The teacher asks learners to listen to a short dialogue
and, on the printout of the tapescript, underline the
words that are stressed by the speakers.
a) Listening for gist
b) Listening for specific information
c) Listening for details
d) Intensive listening
e) Extensive listening
35. The teacher plays a recording of four housemates
discussing money and asks learners to identify the
names of the people in the house.
a) Listening for gist
b) Listening for specific information
c) Listening for details
d) Intensive listening
e) Extensive listening
36. The teacher reads a short poem aloud and asks learners
to discuss what the lines mean.
a) Listening for gist
b) Listening for specific information
c) Listening for details
d) Intensive listening
e) Extensive listening
37. The teacher plays learners a dialogue from a
supermarket and asks them to complete a gap fill with
past simple forms.
a) Listening for gist
b) Listening for specific information
c) Listening for details
d) Intensive listening
e) Extensive listening
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38.
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Answer Key
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
b
a
b
b
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
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a
b
a
a
a
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
a
d
e
b
c
a
31.
32.
33.
34.
35.
36.
37.
38.
a
b
c
d
b
a
d
e
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