Hanoi University English Department Listening Test Design

HANOI UNIVERSITY
ENGLISH DEPARTMENT
TESTING AND ASSESSMENT
LISTENING TEST DESIGN AND ITS SPECIFICATION
Author: Supervisor:
Cấn Thị Kim Anh; Student’s ID: 1807010005 Ly Huong Nguyen
Trần Hồng Hạnh; Student’s ID: 1807010099
May 18, 2021

DEVELOPMENT OF A 30-MINUTE ACHIEVEMENT TEST
A. INTRODUCTION.
Listening is a crucial component of a spoken language because without it, people are
unable to produce spoken language, which emphasizes the importance of listening among four
coherent skills: listening, speaking, reading, and writing, as well as the fact that being fluent in
listening lets learners communicate effectively in that language. Unlike writing or speaking
skill, listening itself is an invisible and inaudible cognitive process. Besides the importance of
teaching the skill and its own difficulties, designing a listening test also plays an important role
to evaluate the students’ comprehension and the ability of listening to a second language.
B. CONTENT
I. Literature Review
Listening entails receiving coherent information, which is normally composed of sounds

and optical input, with the help of their prior awareness and the theme to which they are
listening (Lynch, 2010). It is more precise to understand that listening is a series of relevant
processes rather than a single process, as it entails many steps such as recognising the speaker’s
verbal utterances, acknowledging their stress on important information and so on.
Higher level (also known as Macro comprehension) and Lower level (also known as
Linguistic processing) are two-stage processes of listening. The first process is cohesive to top-
down view which means it focuses on the broader elements involved. To understand what is
being said, listeners rely on context and prior knowledge. Linguistic processing, on the other
hand, apprehends to smaller bits and chunks of language, in more of a bottom-up process which
is concerned with the mechanism by which listeners deduce the meaning of a message by
analyzing from smaller units to larger ones.
There are four fundamental types of listening which includes intensive, responsive,
selective and extensive listening (Brown, 2004, p. 119). Intensive listening is a technique for
detecting the components of a vast chunk of vocabulary, such as phonemes, sentences, and
discourse markers. Responsive listening itself is the act of listening to and understanding what
speakers say and producing the responsives later. Selective one is described as comprehending
designated information. The last type of listening (extensive listening) is listening for the gist or
for making inferences.
1
According to Hughes (2003, p. 161 - p. 162), there are four types of listening operations
which include global, informational, intersectional and lower level listening one. Several
“global” operations in listening are abilities to obtain the gist, follow an argument and
recognize the attitude of the speaker as they rely on “an overall grasp of what is listened to”. In
addition, informational and interactional operations are the two different purposes of listening.
Listening for the purpose of learning, understanding, and grasping knowledge is known as
informational listening. Since the listener is not assessing, critiquing, or analyzing the message,
informational listening is considered a passive mode of listening. They are all trying to figure
out what is going on. Interactional listening is described as the way of listening for
comprehending specific purposes of communicative situations such as greetings, introduction
or agreements. Moreover, lower level listening operations include distinguishing between
vowel phonemes or consonant phonemes, as well as understanding intonation patterns
(recognition of sarcasm, declarative queries, etc., and analysis of sentence stress).
II. Test specification
Supposed students currently studying at English Center for listening at the B1 level,
after finishing the two-month course, it is essential for them to be examined for their language
ability for further courses or revising the B1 listening course again. Hence, there is a
requirement for an Achievement test to be given at the end of the course. The aim of
achievement tests is to determine how well students have met course objectives or mastered
course material.
Listening skill is considered a challenging but important one in learning a second language.
During the course, it is impossible to observe the process of listening as teachers are unable to
know what information is in student’s brains when they are listening. The result of listening,
however, is always available to assess. Backwash is considered essential for both students and
teachers. To some extent, the results of listening are able to encourage students to practice
listening more as a result of its importance in both university and daily life. Furthermore, by
seeing the result, teachers are aware of the challenges students still face at the end of the course
and have adjustments for further courses.
Specifications
2
Content
Operations: These are based on stated objectives of the course, and include informational and
interactional information. (Hughes, 2003, p.161-p.162)
Informational operations:
 obtain factual information
 understand requests for information/ expressions of need/ requests for help/ requests
for help
 follow sequence of events (narration)
 recognise and understand opinions
 recognise and understand suggestions
 recognise and understand comments
 recognise and understand expressions of preference
Interactional operations:
 understand greetings and introductions/ agreement or disagreement
 recognise speaker’s purpose/ indications of uncertainty/ requests for clarification/

request for opinion
 recognise speaker’s desire that listener indicates understanding
 recognise and understand modifications of statements and comments
 recognise and understand corrections by speakers
 recognise attempts to persuade others
 recognise when speaker justifies or supports statements, stc. of other speakers
Type of text: Academic, authentic.
Addresses: Academics at intermediate level and beyond
Text types: monologue, dialogue, interview
Text forms: description, instruction, narration.
3
Length of text: The extent of short utterances or exchanges may be specified in terms of the
number of turns taken
Topics: The subject area will have to be as natural as possible.
Readability: Not specified
Structural range: Unlimited
Vocab range: General academic
Dialect and style: British English. Formal, academic style
Structure, timing, medium and techniques
Structure: Four sections
Items: 25 items
Timing: TOTAL : 30 minutes (including time to transfer answer to to answer sheet)
Medium: Pencil, paper, radio (CD or laptop, computer containing audio file)
Techniques: Information transfer, multiple-choices and gap filling.
Criterial levels of performance
Satisfactory performance is represented by 80 percent accuracy in each of the four sections.
Scoring procedures
There is a separate response sheet. A detailed answer key will be provided to score the
responses. The total score is 10 and will be converted into percentage. The final result therefore
will be rounded up for better assessment.
Sampling
Texts will be selected from as broad a variety of topics and writing styles as the requirements
allow. Only after the texts' suitability has been settled upon will draft items be written.
Word count: 1038 words.
4
III. Test items design.
Test structure
Paper/Timing Format No. of Qs Test focus
A set of two tasks which are Listening to identify key

information transfer and gap- information; and understand
Part 1 7
filling, the monologue is heard main points and then relate this
twice, roughly 6 minutes. to a visual representation.
A multiple-choice task Listening to have detailed

involving six dialogues, each understanding of specific
Part 2 extract is heard twice, 6 information and an overall
approximately 10 minutes. understanding of the main
LISTENING points.
30 minutes
A gap-filling task involving a Listening to identify key
Part 3 monologue, heard twice, 6 information.
approximately 5 minutes.
A multiple-choice task Listening to have detailed

involving an interview, heard understanding of specific
Part 4 twice, approximately 5 6 information and an overall
minutes. understanding of the main
points.
Test items writing
Part 1: Complete 2 tasks based on the listening audio.
Text
Task 1: Label the plan below

Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
Question Question Skills focus Answer Scoring

type
1 Macroskill Help 0.4

Information This question asks the test-takers to detect
transfer the main idea, know directions on the map
and follow the instructions.
2 Macroskill Training 0.4

This question asks the test-takers to detect
the main idea, know directions on the map
5
3 Macroskill Philosophy 0.4
4 Macroskill TV Room 0.4

Task 2: Complete the note below

5 Macroskill online 0.4

Gap-filling This question asks the test-takers to detect reservation
the key words and listen to the specific system
information.
Microskill
This question asks the test-takers to
recognize grammatical word classes (nouns,
verbs, etc.), pluralization.
6 Macroskill (student) 0.4

This question asks the test-takers to detect number
the key words and listen to the specific
information.
Microskill
verbs, etc.) and detect sentence constituents
and distinguish between major and minor
constituents.
7 Macroskill email 0.4

information.
Microskill
verbs, etc.).
Part 2: Listen for each conversation and choose the correct answer.
Text
8 Macroskill A 0.4
Multiple- This question asks the test-takers to detect
choice the key words and distinguish between
6
literal and implied meanings; recognise pre-
write synonyms and paraphrases.
Microskill
verbs
9 Macroskill B 0.4
the key words; and distinguish between
literal and implied meanings.
Microskill
recognize systems (agreement).
10 Macroskill C 0.4
the key words and recognize the
communicative functions of utterances,
according to situations.
Microskill
recognize that a particular meaning may be
expressed in different grammatical forms.
11 Macroskill A 0.4
the key words and distinguish between
Microskill
recognize systems (agreement) and
12 Macroskill A 0.4
the key words and distinguish between
Microskill
13 Macroskill B 0.4
the key words; distinguish between literal
and implied meanings; and recognize the
7
communicative functions of utterances.
Microskill
verbs, etc.) and recognize that a particular
meaning may be expressed in different
grammatical forms.
Part 3: Listen for a monologue and write the correct answer in the gap. Write one or two words or
a number or a date or a time.
Text
14 Gap-filling Macroskill farmer 0.4

information.
Microskill
verbs) and detect sentence constituents and
distinguish between major and minor
constituents.
15 Macroskill comedy 0.4

information.
Microskill
verbs).
16 Macroskill voice 0.4

information.
Microskill
constituents.
17 Macroskill university 0.4

information.
8
Microskill
constituents.
18 Macroskill (the) 0.4

This question asks the test-takers to detect passenger
information.
Microskill
verbs).
19 Macroskill July 20th 0.4

information( day and month)
Microskill
constituents.
Part 4: Listen for an interview and choose the correct answer.
Text
20 Macroskill C 0.4
Multiple This question asks the test-takers to detect
choice the key words; recognise pre-write
paraphrases and synonyms; detect main
idea, supporting idea.
Microskill
verbs); recognize that a particular meaning
may be expressed in different grammatical
forms.
21 Macroskill B 0.4
the key words; recognise pre-write
paraphrases and synonyms.
Microskill
9
verbs); recognize that a particular meaning
may be expressed in different grammatical
forms.
22 Macroskill A 0.4
paraphrases and synonyms; detect main
idea, supporting idea.
Microskill
verbs) and negative statements; recognize
that a particular meaning may be expressed
in different grammatical forms.
23 Macroskill C 0.4
Microskill
verbs) and negative statements; recognize
that a particular meaning may be expressed
in different grammatical forms.
24 Macroskill B 0.4
the key words; recognise
exemplification, pre-write paraphrases and
synonyms.
Microskill
25 Macroskill C 0.4
Microskill
10
References
Aish, F., & Tomlinson, J. (2014). Collins English for Exams-Listening for IELTS: CD 1. Ho Chi Minh:
Nhan Tri Viet.
Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. New York:
Longman.
Cambridge University (2020). B1 Preliminary for Schools Tranier.
11
Hughes, A. (2003). Testing for language teachers. Cambridge: Cambridge University Press.
Lynch, T., & Mendelsohn, D. (2010). Listening. An introduction to applied linguistics, 180-196.
LISTENING TEST
Candidate
Name
Candidate
12
No.
Test Date (dd/mm/yyyy):
LISTENING PART 1

QUESTION 1-4
Label the plan below
University library plan
Geography 3 ________ Art section Maths Print

section section section room
4______
Photocopiers
____
Service Sociology Group
desk section study
Quiet room 2 _______ room room

1_____
desk
ENTRANCE HALL
QUESTION 5-7
Complete the note below
Group Study booking system
13
To be used for group projects
Advance notice required: 48 hours
Must reserve using 5_______________
Website booking for group study room - need student name and 6______________
Booking confirmation received via 7________________

LISTENING PART 2
QUESTION 8-13
For the each question, choose the correct answer
8. You will hear two friends talking about a play.
Why did the girl leave the theatre early?
A. She felt unwell.
B. She hated the play.
C. She had an appointment.
9. You will hear two friends talking about the food at a school party.
They agree that
A. there was lots of variety.
B. everything there was tasty.
C. the food they took was popular.
10. You will hear two friends talking about a soccer match they both watched on TV.
Why was the boy disappointed?
A. The team he supports lost.
B. His favourite player was injured.
C. The quality of the match was bad.
11. You will hear two friends talking about a new science building at their school.
They agree that
A. it looks great from the outside.
B. the equipment is very good.
C. it is very well decorated.
14
12. You will hear a girl talking about a blog she has started writing.
How does she feel about it?
A. delighted that other people like it
B. surprised it was so easy to set up
C. satisfied with its appearance
13. You will hear a girl telling her friend about learning Chinese.
The boy suggests that the girl should
A. use websites to help her.
B. find a conversation class.
C. buy a good textbook.
LISTENING PART 3
Questions 14-19
For each question, write the correct answer in the gap. Write one or two words or a number or
a date or a time.
You will hear a student giving some information to his class about an acting club he's a member
of.
My acting club
Teacher:
Appeared on TV as a 14________________
Has mostly appeared in 15___________________ shows
Sessions:
First part - using your 16___________________ well
Second part - practising performance skills
Take place at the 17___________________
Acting Club play:

Called 18___________________
First performance - on 19___________________
LISTENING PART 4
Questions 20-25
For each question, choose the correct answer.
You will hear an interview with a girl called Jasmine, talking about her experiences of flying a plane.
20. Why did Jasmine decide to try a flying experience day?
A. Someone recommended it.
B. She wants to become a pilot.
C. To see her area from high up.
21. How did Jasmine feel at the beginning of the flying experience day?
A. nervous about making mistakes
B. worried about how small the plane was
C. disappointed with the arrangements
22. What did Jasmine think about the training she did before the flight?
A. It was badly presented.
B. It was done too quickly.
C. Some of it wasn't useful.
23. Jasmine says that during the flight her instructor
A. said very little.
B. stayed very calm.
C. joked with her a lot.
24. Jasmine says that the flight
A. made her feel tired.
B. seemed to last a long time.
C. was better than she had hoped.
25. Which experience day would Jasmine like to try most?
A. horse riding
B. deep-sea fishing
C. sports car driving
----------THE END----------
16
Audio file:
https://drive.google.com/drive/u/0/folders/1PgKjyVXBiGd4SWvRbiWWCyo3kih0DRQ1
Audio script:
LISTENING PART 1
Library assistant: I can't give you a tour now, I'm afraid I have to stay here at the Help Desk but I can
show you places on this map of the library.
Student: That would be helpful, thanks.
LA: OK, so we're here at the Help Desk, next to the Service Desk, where you go to borrow and return
books. The maximum number of books you can borrow at any one time is ten.
Student: Yes, I see.
LA: Opposite the Service Desk is the Training Room, which is used by library staff to give
demonstrations of the computer systems to staff and students. But the entrance is round the other side.
Student: Is the Training Room beside the Quiet Room?
LA: Yes, that's right, with the entrance round the front too. It's important to remember that all mobile
phones must be switched off in this room.
Student: Of course. And what about books - where can I find the books for my course?
LA: Good question. You're studying Geography so, if you walk past the Service Desk, turn right, no
sorry turn left, and continue on past the Philosophy section, you'll find the Geography section. The
copying facilities are on the left. Now one more important thing is the Group Study Room and the
booking system. If you're working on a project with other students and you want to discuss things with
each other, you can go to the room in the corner at the opposite end of the library from the copiers.
That's the Group Study Room. It's between the Sociology section and the TV room. The Group Study
Room must be booked forty-eight hours in advance.
Student: Right, thanks. Can I keep this map?
LA: Actually, this is the last one I have, but I can make a copy for you.
Student: That would be great, thanks.
17
LA: Oh, I should also explain how you book the Group Study Room.
Student: Oh, yes, so how do I do that?
LA: You can only book this room using the online reservation system. The same one you use to reserve
books that are currently on loan.
Student: I thought it was called the online catalogue system.
LA: No, that's for searching for things in the library; the reservation system is what you use to make a
room booking.
Student: And can I access that from outside the library?
LA: Yes, via the library website. You will need to enter the name and student number of each student in
the group too, so make sure you have these to hand when you make the booking. But all this is
explained on the home page of the website. Once you' ve made your reservation request, you'll receive
a confirmation email from the library to say whether your booking has been successful or not. If not,
you can try to arrange another time.
Student: Well that sounds fairly easy.
LA: Yes, you ll be fine. It's all quite straightforward really.
Student: Thanks.
Question 1-7
Welcome to San Fernando City Tours. I'm Mark, your tour guide. We have a lot to see in three hours,
so make sure you're comfortable! We'll be travelling into the historical district first, and then into the
town centre. After that, it's out to the harbour, and we'll finish up at the lighthouse, just past the
harbour. That will take us up to midday, and after that, you're free to do what you want. At the
lighthouse you'll have a chance to visit the tea room and take photographs of the magnificent coastline.
Now, as we have only three hours, we won't be able to take you round the shopping district, but we
think you'd prefer to look around the shops there in your own time, anyway.
San Fernando has some well-known tourist attractions - the lighthouse for example, and the National
Library. However, the little-known Military Museum is not to be missed. Be sure to Visit before you
leave!
18
Now, there's a lot to do in San Fernando. Indeed, there really is something for everyone! For those who
love the water, I can recommend a trip on the Seafarer, one of the most famous boats on the San
Fernando River. It does an evening trip with a three-course meal included. It's great fun for everyone,
but especially for young people in their teens or twenties - after nine there's a disco on the boat and it
gets really lively! Then there's a climbing wall near the town centre. It's incredibly popular, with a large
wall for expert climbers, and a smaller wall for novices. There's also a junior wall and a crèche, so it's a
great day out for those of you with kids. And if you like walking, there are some great walking tours.
The City Sights Tour is highly recommended, as is the walking tour by the coast. But that one's only
for the fit, not really suitable for children or the elderly. For more mature people or those less able to
get around, I would suggest a taur around the vineyards. It can be done in the luxury of a coach, and it's
a wonderful way to explore the region's wines.
LISTENING PART 2
Question 8 -13
8
Boy: Hey, what happened to you? You just disappeared from the theatre yesterday.
Girl: Erm, well, I did tell the teacher I wanted to leave.
Boy: What was wrong? I didn't think the play was that terrible?
Girl: It was nothing to do with that. You know what it's like when you get toothache, though - you
can't concentrate on anything. The teacher phoned my mum who contacted the dentist, but they
couldn't see me yesterday, even though it was a bit of an emergency. So I had to go this morning.
Boy: It seems you'll do anything to avoid going to the theatre!
Girl: The party was fun, wasn't it?
Boy: It was. It was a bit of a shame that everyone was told to bring anything they wanted, rather
than making a list of who should bring what.
Girl: Yes, it certainly meant that lots of people brought the same thing.
Boy: Not having lots of stuff to choose from doesn't bother me as long as you like what's there, which
I did.
19
Girl: Me too. I didn't see anyone eating what I brought - apart from us of course.
Boy: No, but that meant there was more for us.
10
Girl: Did you see the soccer match last night?
Boy: Sure did, and although I can't say I was unhappy at the result, it wasn't the most interesting game
I've ever seen.
Girl : They've played better, I agree, but I didn't think they did that badly, peciatty that guy you
really like.
Boy: He did well, but he was the only one who did. Imagine if he got injured and couldn't play for a
few weeks - they'd lose every game.
Girl: Let's hope that never happens. Anyway, I thought it was a pretty entertaining game.
Boy: I've seen our school team play more interesting soccer.
11
Boy: Have you been in the new science building yet?
Girl: I had a class in there this morning. It's a shame they've used all the uff for experiments from the
old building.
Boy: Yes, it'd be nice to have new things like that as well as a new building. What do you think
of it inside?
Girl: The colours are nice and those paintings make it look really modern.
.
Boy: I don't think we share the same taste in colours and paintings, but I'm really impressed with the
design of the outside.
Girl: I can't think of a building I like the look of more.
12
Boy: Have you started your blog yet?
Girl: I've already written five entries and have had nice comments from some readers. That really
makes it seem like it was worth doing, despite all the issues I had when I was getting it ready. The
20
website I used said it was easy to create a blog - and maybe it is for someone who's a bit more
familiar with IT than I am.
Boy: Have you put pictures in, too?
Girl: A few. I think I need more, though, to get it looking as good as some of the other blogs I've
seen.
13
Boy: Are you still enjoying your Chinese lessons?
Girl: I am, but we always focus on reading and writing. I know they're important, but I want to
learn other skills, too.
Boy: There's loads of stuff online for improving reading and writing, but less for speaking, I guess.
It's the same problem with coursebooks -they're good for exercises on grammar and things, but you
obviously can't talk to a book!
Girl: No ...
Boy: But lots of people learn Chinese these days, so there must be groups that meet just to practise
talking to each other. Why not search for one of those?
Girl: Hmm, maybe.
LISTENING PART 3
Question 14-19
Hello, everyone! I’d like to tell you about this wonderful acting club I joined recently. The best thing
about it is the teacher. We’re really lucky to have someone who’s actually quite famous. Her name’s
Alice Fisher, and she’s appearing in a play at the big theatre in town at the moment. She plays a
policewoman in that, but you’ll probably know her better as the farmer in the series ‘Green Valley’ that
was on last year.
She’s worked as a professional theatre actor for about 10 years. As well as having three years’
experience of appearing in serious drama, she’s also spent seven years working in comedy productions,
so has lots of different talents.
21
The sessions are always fun and are split into two sections. In the first part, rather than practising
anything to do with movement of the body, we focus instead on improving how to control the voice as
an actor. In the second part, we practise our performance skills.
If you’re interested in coming to the drama club, you’ll need to know where to come, of course. The
club actually hires a room from the university to run the classes. It’s much cheaper to do it there than at
the college or the acting school. The sessions are on Wednesday evenings.
At the moment, we’re practising for a play, which will be on at the Town theatre soon. Its name is ‘The
Passenger’ and we’re hoping that this latest one will be as popular as the last production the club did,
which was called ‘Reality’. It was a big success, apparently.
We’ve got our last practice for the new play on the thirteenth of July, with audiences able to come and
see it from twentieth of July for one week. Thanks for listening.
LISTENING PART 4
Question 20-25
Interviewer: Jasmine, you recently went on a flying experience day,
and actually flew a plane with the help of a qualified instructor. What made you decide to do this?
Jasmine: A friend of mine tried it a while ago. Even though she wasn't especially positive about it,
as she'd been quite frightened, she told me she'd noticed her house while she was up there. That
made me want to look for mine, too, and also enjoy a different view of the local countryside. It
wasn't like I wanted to fly planes professionally or anything.
Interviewer: How did you feel at the beginning of the day?
Jasmine: When I saw the aeroplane we'd be using, I couldn't believe that something that size could
actually take off with two people in it. The organisation of everything was so efficient, though, that
I'd soon forgotten about any doubts I'd had. I'd watched some online videos and flying looked quite
easy, so I was confident I could do that well.
Interviewer: What training did you do before you got in the plane?
Jasmine: We had a session on safety, which needed to be a bit shorter in my opinion, and one on what
the different controls do, which I enjoyed. While what we were told was all essential, I don't think the
people running the sessions were actually trained teachers, so they didn't really communicate the
information very clearly.
22
Interviewer: And how was your flying instructor?
Jasmine: She was brilliant. I'd always imagined that flying instructors would be really cool and quiet
people. Jana was like that before we took off but quite different in the air. She never stopped chatting
and making me laugh by saying funny things - she said afterwards she does it to help people to relax.
Interviewer: And what about the flight?
Jasmine: It was amazing - one of the most exciting things I've ever done, although I was kind of
expecting that. When we landed, it felt like we'd been up there for hours, although it was only about
30 minutes in reality. In some of the reviews on the website, people said they were exhausted
afterwards, but I was just the opposite.
Interviewer: So has this made you want to try other experience days?
Jasmine: Definitely, yes. I had a look at the company's brochure and there are loads I'd like to try. I've
never been horse riding, so that's something I wouldn't mind doing. First on my list, though, would
have to be driving a sports car, and after that would come deep-sea fishing.
Interviewer: Thanks, Jasmine.
23

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Hanoi University English Department Listening Test Design

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HANOI UNIVERSITY

TESTING AND ASSESSMENT

LISTENING TEST DESIGN AND ITS SPECIFICATION

Cấn Thị Kim Anh; Student’s ID: 1807010005 Ly Huong Nguyen

Trần Hồng Hạnh; Student’s ID: 1807010099

May 18, 2021

Listening entails receiving coherent information, which is normally composed of sounds

II. Test specification

 obtain factual information

 follow sequence of events (narration)

 recognise and understand opinions

 recognise and understand suggestions

 recognise and understand comments

 recognise and understand expressions of preference

 understand greetings and introductions/ agreement or disagreement

 recognise speaker’s purpose/ indications of uncertainty/ requests for clarification/

 recognise speaker’s desire that listener indicates understanding

 recognise and understand modifications of statements and comments

 recognise and understand corrections by speakers

 recognise attempts to persuade others

 recognise when speaker justifies or supports statements, stc. of other speakers

Type of text: Academic, authentic.

Addresses: Academics at intermediate level and beyond

Text types: monologue, dialogue, interview

Text forms: description, instruction, narration.

Topics: The subject area will have to be as natural as possible.

Readability: Not specified

Structural range: Unlimited

Vocab range: General academic

Dialect and style: British English. Formal, academic style

Structure, timing, medium and techniques

Structure: Four sections

Timing: TOTAL : 30 minutes (including time to transfer answer to to answer sheet)

Techniques: Information transfer, multiple-choices and gap filling.

Criterial levels of performance

Satisfactory performance is represented by 80 percent accuracy in each of the four sections.

Word count: 1038 words.

Paper/Timing Format No. of Qs Test focus

A set of two tasks which are Listening to identify key

A multiple-choice task Listening to have detailed

A multiple-choice task Listening to have detailed

Test items writing

Part 1: Complete 2 tasks based on the listening audio.

Task 1: Label the plan below

Question Question Skills focus Answer Scoring

1 Macroskill Help 0.4

2 Macroskill Training 0.4

4 Macroskill TV Room 0.4

Task 2: Complete the note below

5 Macroskill online 0.4

6 Macroskill (student) 0.4

7 Macroskill email 0.4

14 Gap-filling Macroskill farmer 0.4

15 Macroskill comedy 0.4

16 Macroskill voice 0.4

17 Macroskill university 0.4

18 Macroskill (the) 0.4

19 Macroskill July 20th 0.4

Part 4: Listen for an interview and choose the correct answer.

Test Date (dd/mm/yyyy):

LISTENING PART 1

University library plan

Geography 3 ________ Art section Maths Print