DISTINGUISHING BETWEEN SOUND

BY :NUR IFFAH IZZATI BT YAZID

TIARA HEREENA BT HAIRY ANUAR

• Students will probably have some difficulty in actually hearing the difference between one particular sound and another. E.g.: two and too, hard and heart • If students have no equivalent sound in their mother tongue, they may face some problems. E.g. : R sound in English (as in raw) does not exist in Cantonese, does students often tend to ‘hear’ the nearest

equivalent in their own language ; L• Students will not be able to tell the difference between raw

and law.

• In teaching and testing the ability to recognize the different sounds, it is easier to start by pronouncing the words in isolation.

• However when we do this, we tend to emphasis the difference between the two sounds when we pronounce them.

• Therefore, it is better to pronounce the words naturally in sentences.

E.g. The policeman’s washing the car.The policeman’s watching the car.

• The final consonant sound in certain word and the use of contraction can also cause problem.

• It is usually preferable to test sound differences in a context.• The following item provides an illustration of just one way in

which this may be attempted.• Stress and intonation are very important for inclusion in progress tests at the early levels.• However a student may learn the correct stress patterns for

certain words but still unable to implement.

• Item testing stress and intonation are often dull and artificial• Hearing test should short and used primarily for a particular teaching purpose• It is far better to concentrate on testing students’ understanding of short conversations and talks as natural way as possible • Above all, it is important to realize that the ability to hear sound differences is not necessarily the same as the ability to understand the spoken messages.

TESTING LISTENING COMPREHENSION:

DICTATIONNUR AZNIDA BT AZAHRI

NADHIRA NAJWA BT MOHD ROZLI

DICTATIONDictation refers to a person reading some text

aloud so that the listener(s) can write down what is being said.

Dictation is also a decoding-recoding activity.

DICTATION Some teachers think of dictation chiefly as a test of spelling.

It is an integrative activity that involves all the skills. Listening: as the passage is dictated for students to transcribe. Writing : when students write down the dictated material. Reading : as a follow-up students may read the passage first

silently to check for mistakes,  then loudly to practice pronunciation.

Speaking: when the passage is used as a starting point for a discussion activity.

Dictation is include in this chapter because it has long been closely associated with listening comprehension.

THE STRUCTURE OF THE DICTATION• Dictation passage is usually read out 3 times.

First time - Reading through the whole dictation passage at almost normal speed.- Student are expected to listen and get the gist of the passage.

• Second time - A little slower, with pauses, breaking the passage into meaningful chunks.- Dictate meaningful units of words (phrases and short clauses) by reading them aloud as clearly as possible.

• Third time - Students will be given opportunity to check the spelling of words, editing it for errors and check their overall understanding of the text.

DICTATIONDO’S

Teacher must choose a suitable text for dictation.

Clarity of voice, expression and pace or tempo.

The sentence in the passage should be an active voice.

Teacher should know the length of the pauses between bursts.

DON’TS Reading out the text very

slowly word by word. It can be very harmful as it

encourages students to concentrate on single words.

MARKING THE DICTATION TEST!• Straightforward marking.• For each error will be deducted half a

mark or one mark.• Spelling and punctuation errors are

treated less seriously.• Focused more on grammar errors.

CONT.. However, it is recommend to deduct

one mark for each mistake. Eg: Out a total of twenty. Give short text for both listening

comprehension and for dictation.

HOW TO DICTATE?

1) Read the text aloud in a natural way.2) Ask a few questions before you read the text for a second time.3) Read the text aloud for dictation. Eg: Give the second reading in short meaningful units.4) Read the text for final time. It is for students to check their dictation.

Characteristic of The Spoken Language

ByNurzaidah Azharuddin

Azam Syahin AkidMuhammad Hakim Firdaus Muhammad Halip

What is Spoken Language ?• Language, message that we orally send by language that

we use frequently.• Consider what is involved in understanding the spoken

language.

The characteristic :1. Repeating information- Contains redundancy- Meaning is usually reinforced or repeated in several ways.Eg: This is the paper that I will handing out, keep it secret! Some of you are labelled as A and some of you are B. Do not show it to your friends. You have to work in pair and describe it to your partner.

The characteristic 2. Pausing - Often hesitate and pause when we speak and filling in the

gaps with sound. Eg: err, uhh , emm- Sometimes we start a sentence, change your mind and start it all over again.

The Characteristic• False starts and hesitation features are an important part

of the spoken language, actually helping us to follow what is being said.

The characteristic:3. Differences between speaking and writing- Structure of the spoken language differs from that of the

written language.- We organize language in sentence when we write.- When we speak, we generally organize language in clauses.- Often connect these clauses with words like, and, but and so.- Seldom use complete sentences in spontaneous speech.

The characteristic:4. What do we remember?- General meaning of a sentences rather than the actual words.Eg: “The train slowly rounded the bend and came to the halt a few minute later.”- We only remember that train stopped after it had slowly gone

round the bend.- The meaning but not the actual words which we normally

remember.

The characteristic:5. The importance of context.• Identifying the features of different kinds of speech is the first

step in understanding spoken language.• The second is hearing how speech changes to fit different

contexts.• Example “Linda talked a lot”

• Criticism• Compliment• Favourable comment

The characteristic:6. Using recorded material- The use of gestures are very important.- Helping the listener to understand well.- That is why it is important always more difficult to

understand when we talking on the phone.

IMPLICATIONS FOR LISTENING TESTS.

Farah HaniSiti Nor Syahirah

1. Talking- not reading Try to talk to the students

Avoid reading aloud long written texts

Jot down main points that you will mention in the written questions

Avoid rehearsing, and talk spontaneously

Use pictures during listening comprehension

2. Reading texts aloudMake changes to the written text first by :

Rewrite the text in complex sentence and short

Use coordinating conjunctions instead of subordinate conjunctions

Rewrite the talk and repeat the important points

Pause slightly longer at the end of clauses or sentences

3. Using recordingsThe advantages of using cassette tape recordings :

Help to make listening more reliable.

Able to use the recorded voices of native-speaker of English.

Able to play recordings of conversations involving 2 or more speakers.

Short statements and conversation

Nurul Jasimah binti Mohamed IqbalNurul Asyiqin Bt Junaidi

Syaza Binti Juhari

Simple instructions • Basic and clear instruction for listening comprehension.• Straightforward task and can be done anytime.• example: situation in a school hall. teacher ask students to• 1) please line up• 2) hand’s up• 3)hand’s down• 4) do not push your friends• 5) listen carefully• 6) arrange your shoes according to size• 7) wash your hand.• Useful to test the elementary and intermediate levels.• Difficult to test large group of students.

Statements, questions and short conversations.• This type of questions need students’ full attention and focus.• Sometimes students will get confused.• They need to listen to the statements, questions and short conversations and choose the right

answer.

• STATEMENTS• Example: students hear “ If dad knew I had an accident he would not scold me”• Students read:• A) dad never scold him• B) dad know that he had an accidents so dad scold him• C) dad do not know about the accident and scold him• D) dad always scold him• There are many possible answer. The KEY is to understand the conversation.• Also test an awareness of grammar and limited usage.

Questions• Usually used in a real speech situation but still it is considered

artificial.• Useful for elementary and intermediate level • Example: Students hear: Why were your absent yesterday?

Student’s read:A. I’m fine, thank youB. Because I was sickC. Yes, I wasD. It’s sunny outside

Short conversations• Known as conversational changes.• Mostly useful for beginners and lower level students.• Example “ students hear”

Me : Can I ask you something?Uncle : Yes sure, what is it?Me : When is the clinic opening?Uncle : Oh, it will open in the morning at nine o’clock but the doctor will come at ten o'clock.Me : Okay, thank you uncle.

“Students will read”At what time he can consult with the doctor?A) 9.00 a.m.B) 10 p.m.C) 10 a.m.D) 9.00 p.m.

Completing pictures.

• Good for intermediate students.• Using classroom, pencil and paper tests. More

preferable because they involved in drawing not writing.

• Still give instruction but students carry the instructions quietly while sitting at their place.

• For example: you ask them to complete the shape according the picture.

Examples of completing picturesStudents need to follow the steps to complete the drawings.

Following directions• This kind of test needs students’ high involvement in

reading and understanding the directions.• Little or no actual drawing will be used and students

need to have pencils or colours and follow the instruction.

Examples of following the directions.

Longer Conversation and talks

Adham zahynNur izzatul nabila

Nur syafika

Types of reports • Weather and traffic reports• Reports on today’s event• Sports reports and results• News reports• Advice programmes

• It should not become a test of memory• Make sure the student understand the

important point in the talk• Make sure to repeat or restated the important

point if you are read aloud a talk• Do not hesitate to re-write the talk if there is not

repetition of the important point

TALKS AND LECTURES

• Inform the student to concentrate and not overspending time to the audio even though they facing difficulty in completing a line of note

• They will have second chance to listen the audio and complete any missing info in the note.

TALKS AND LECTURES

• Buy or make recordings of fluent speakers having a conversation.

• Easier to write true/false statements about a conversation.

• Conversation sound more natural & interesting than talk.

• Use variety of materials in a listening comprehension test.

Longer Conversation

Testing Oral ProductionPRONUNCIATION

BySiti Aishah

Nurul Aida AfrinaNurzaniza Diana

What is Pronunciation?

Pronunciation is the way a word or language is spoken, or the manner in which someone utter a word. The act or result of producing the sounds of speech, including articulation,

stress and sound.

Pronouncing words in isolation• When we learn foreign language, we often hear sounds which

are completely new and unfamiliar to us. • Although we may not distinguish between certain sounds in

our own language, this differences in English may be crucial.

For example:i) There is no difference in Spanish between the vowel sound

of ship and sheep because in Spanish there is no word starting with ‘s’.

In the early stages of leaning English, it is useful to base our pronunciation tests on minimal pairs: that is, pairs of words which differ only in one sound

Minimal Pairs Minimal Pairs

nip nib boss bus

bud bird ferry fairy

pill pail knit lit

ball bowl fry fly

sheet seat support sport

In early stages of learning English, students can be shown pictures and asked to identify the object in each picture. Each picture is based on a possible source of confusion.

Picture 1: Ship and Sheep Picture 2: Bird and Bud Picture 3: Pen and Pan

Pronouncing words in sentences• You can asked students to read aloud sentences containing the problem

sounds which you want to test.• They help to discourage students unnaturally exaggerating a certain sound

when they pronounce it in an oral test.

They were several people standing in the hole. (hole/hall)Are you going to sail your boat today? ( sail/sell)

Do you like this sport? (sport/spot)

Reading aloud• Reading aloud can offer a useful way of testing pronunciation.• Give a student a few minutes to look at the reading text first.• When you choose suitable texts to read aloud, it is useful to

imagine actual situations.• Ask yourself what someone may actually want to read aloud in

real life.• Sometimes, for example, people read aloud letter or instruction.

• The following examples consists of simple instruction on how to use a public telephone.

• The student would be given a copy instruction only, but the examiners’ copy might appear as follows:

TEXT :

First pickup the handset and listen

for a dialing tone.

Then put in a fifty cent coin.

Now dial the number you require and

listen for a ringing tone.

If you hear an engaged tone, replace the

handset and try again later.

Your coin will be returned automatically.

Retelling stories• A test which is more useful in certain ways than reading aloud is re-

telling of a story or incident:- Give the student a story to read silently first.- Then ask the student to tell the story he or she just read.If the story has been carefully chosen, the student will use those

elements of pronunciation which you wish to test.Remember that the main purpose of such test is pronunciation and

do not deduct marks for any incorrect reporting or inaccurate oral summaries.

USING PICTURES

ILYA SYIQREEN BINTI ANUARNUR AFIQAH BINTI AFRIZIL

PICTURES FOR

DESCRIPTION

PICTURES FOR

COMPARISON

SEQUENCE OF

PICTURES

PICTURES WITH

SPEECH BUBBLES

MAPS

USING PICTURES Pictures are useful for testing the speaking skills.

How? Choose picture(s) very carefully as a picture often

influence the language forms which the students use. Make sure the students can see the pictures a few minutes

before they have to describe them. Remember that oral work based on pictures is often best

assessed as part of a lesson rather than as part of a test.

PICTURES FOR DESCRIPTIONS

•When preparing a test, give students plenty of practice describing the pictures of objects, people and scenes.•Required to use their imagination and say what they think has just happened or is about to happen.

PICTURES FOR COMPARISON Description of two fairly similar pictures. Purpose: to find out in what ways the two pictures

are different – without either student actually seeing both pictures.

Genuine conversation is thus encouraged in addition to the more formal descriptions of the pictures.

Students can ask each other questions, contradict, agree to achieve a particular task.

A sequence of pictures telling

story can also be used to test

speaking ability.

Students should be instructed to tell a story rather than

simply describe what is happening in each

pictures.

Sequence ofpictures

Students need to guess what the people in the pictures are

saying..

Example : comic picture stories and

cartoons that contain speech

bubbles.Simply delete the

words in the speech bubbles and ask the students to guess what the character are

saying.

Pictures with speech

bubbles

However, remember that we are not

interested primarily in whether students guess correctly or

not.

Our sole concern is the language they

use for this purpose.

Maps can be used for testing students ability

to give direction.

MAP

Oral InterviewsNurina Fadhilah Binti Mohamad AmriNur Atiqah Binti Osman

Oral Interview

An excellent way of testing speaking as it can be assesses in a natural situation. When the speaking

tests forms part of an achievement or proficiency test, it is useful to start asking the students personal details

This part is designed partly to obtain important information from the students being interviewed and partly put them at ease.

Example:Their names, addressed, hobbies and

etc

Types of Oral Interview

Asking questions

Marking

Testing students in

pairs.

1. Asking question Need to be careful not to turn the interview into interrogation. Resembling interrogation: “When do you get up every morning?” “What do you have for breakfast?” Important to draw up a list of suitable questions which can be ask to the

students and choose the appropriate question. Try to ask question which may lead to interesting answers, but always be

ready to respond to any answer with your own comments and observations. Talk naturally as you can in English: a real speaking test is concerned with

communication or soften some of the questions. Instead of asking straight forward questions in quick succession, make

statements and ask questions more subtly: I’ve often wondered where Plum Tree Road is ……..

2. Marking Never mark in front of a student Nothing is more discouraging for a student than to enter into conversation

with someone who is constantly breaking off to enter marks and comments.

The students should be constantly reassured that what he or she says being heard and understood.

If possible, wait until the student has left the room before you enter your marks and comment.

3. Testing students in pairs One way of making interview less tenses is to test two students at the

same time Enable you to hear the students talking to someone in their own peer

group equal to equal rather than inferior to superior. If teacher give them a task to perform, they will able to demonstrate their

ability to use language naturally for real purpose.

Grading Oral Interview

A major difficulty in testing speaking is the actual method used of awarding marks.

Whatever system is adopted, the marking itself is very subjective

Avoid students personality to influence the grade we awarded the main concerned is :

the language ability achievement in progress or placement test.

1.Grammatical accuracy Example 1

Examiner: You’re very late for the interview

Students: yes, I’m being sorry for my late arriving to interview. My mother is being very ill in the hospital with the rheumatism

We can understand the student without much difficulty at all and thus we may ignore the mistakes.

REMEMBER !!!However there may be times when you wish to avoid giving the impression to students that anything they say is perfectly acceptable.

How would you mark a student who has succeeded in communicating what he or she wants to express but who has made a lot of grammatical errors?

Grading oral ability When a student makes a grammatical error in the spoken language, first

ask yourself if the error causes a breakdown in communication. Do you have difficulty in understanding what the students is staying? If so, you should penalise the student when you award the mark. If the mistake does not really interfere with what is being communicated,

then it is advisable to ignore it.

2. Using a rating scale

A rating scale containing short descriptions of each grade in the scale. To grade students. Teacher will simply read through the scale and choose

the most appropriate description for the particular student.

Grading oral abilityScale

6 Pronunciation good5 Pronunciation slightly influenced by L14 Pronunciation influenced a little by L1 3 Pronunciation influenced by L12 Several serious pronunciation error1 A lot of serious pronunciation errors

Using A Language Laboratory

HUWAIDA BINTI ARIFNASRIN FATINI BINTI ROSLIHUDDINAFIFA SYAHIRAH BINTI BAHARUDIN

Language laboratory?

1) Questions about likes and dislikes

• students are ask using tape and their answer will be recorded on the same tape.

• as example: what is your favourite fruits ? answer: (pause)___________• relate to real life situation, however it is little real use.• the test usually is much difficult.

2) Question and statement in social situation

• Express agreement, disagreement, complaint and apologies many more.

• example : question: do you mind if I close the window? answer: (pause) _____________

3) Mini situation

• in this test students are given real-life situation • the question can be in recorded on tape or printed form• respond appropriately to each situation• example : question : someone asks you for dates but you don’t like him/her. What do you say ?

4) Conversation (1)

• No script & students can only respond to what they hear on the tape.

• Question is based on daily situations.• Students can reply to the questions & even ask questions.• Dialogue of the deaf.

5) Conversation (2)

• Overcomes the weakness because prompts are whispered indicating how students should respond.

• Work better as a stimulus for controlled conversation.

6) Conversation (3)

• Take part in a short conversation.• Need to read a diary extract containing a week’s

appointments.

Testing speaking with other skills

• Contain a written text for students to discuss • Group discussion and debating

• Student may be required to read an article or a report so that they can discuss it with their friends.