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Study Guide

Field 171: Bilingual Education Assessment—Cantonese
Interpretive Listening

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Directions for Interpretive Listening: English and Interpretive Listening: Cantonese

For the Interpretive Listening section of the test, you will listen to audio recordings containing spoken messages and answer selected-response (multiple-choice) questions based on each message.

There may be one question or multiple questions based on a spoken message. There will be a preview period of 20 seconds of silence per question at the beginning of each audio recording before you hear the spoken message. During this silent preview period, you should familiarize yourself with the selected-response question(s) presented on the screen. Each spoken message will play twice. The question(s) will remain on the screen while the spoken message plays.

The audio recordings will begin playing automatically. Once the audio recording begins, you will not be able to pause, stop, or replay it. Therefore, listen carefully.

If there are multiple questions associated with a single audio recording, you may need to scroll down to preview all the questions, and you will not be able to select your answer choices during the preview. After the spoken message has played twice, you must advance to the next screen to begin answering the questions.

Each question has four answer choices. Read each question and answer choice carefully and select the ONE best answer. You should answer all questions. Even if you are unsure of an answer, it is better to guess than not to answer a question at all.

Note that in this section of the test, you can go back to previous screens to review or change your responses to questions. However, you will NOT be able to replay the audio recordings.

Please be aware that the visual enhancements Example of the Color Scheme visual enhancement control and Example of the Font Size visual enhancement control cannot be adjusted during this section of the test. You must make any desired adjustments now before you select "Next" to begin the Interpretive Listening section. You will not be able to adjust these features again until you have completed this section of the test.

Click the Next button when you have finished reading these directions and are ready to begin the Interpretive Listening section of the test. Once you advance to the next screen, the first audio recording will start automatically with a silent preview period for you to familiarize yourself with the question(s) presented on the screen before you hear the spoken message.

Be sure you have your headset on before proceeding.

Select the Next button to continue.

Interpretive Listening: English
Sample Selected-Response Questions

Competency 0003 
Interpretive Listening: English

[The examinee will see on screen ONLY the following directions:]

Speaker Control

The 60 seconds of silence has begun. Use this period of silence to familiarize yourself with the questions before the spoken message begins.

[Preview versions of the 3 questions appear on the actual test.]

Listen to the discussion taking place during a faculty meeting between a middle school principal and a faculty member; then answer the three questions. You will hear the discussion twice.

[After 60 seconds of silence, the examinee will hear the audio recording below, which includes a 60-second pause at the beginning:]

Having trouble with the audio player? Right-click and download the .mp3.

[The passage shown below is the transcript used to make the audio recording on the actual test. It is shown here for study purposes only. The examinee will not see transcripts that accompany audio recordings on the actual test.]

Principal: Good morning, everyone. Let me share the good news right away. As you know, last year we worked toward providing laptops for all students in our school. We have made excellent progress, and I am pleased to announce that, at the beginning of this school year, each student in our school will receive a laptop computer. These laptops will be used during class time and at home.

Teacher: That sounds good, but what are the goals that we should set for students as they begin using their laptops?

Principal: Teachers will assign instructional materials for students to preview at home on their laptops prior to coming to class.

Teacher: So, class time will be used to answer students' questions and clarify learning? Will students work on class activities and assignments during class?

Principal: Exactly. We want to encourage more cooperative group work during class time. We are thinking that students will be better prepared for collaborative discussion in class and asking relevant questions.

Teacher: How do we know that this is a good approach?

Principal: Some of your colleagues have already tried this approach with their classes last year. The results were very good, and we saw significant improvement in students' performance.

Teacher: Last year you mentioned that we were going to get technological support as this project begins. Is this still the plan?

Now you will hear the discussion again.

[The examinee will hear the discussion again.]

Now answer the questions.

[The examinee will see on screen ONLY.]

1. Which response from the school principal would logically continue this discussion?

  1. "Yes, I am about to explain our next steps for this project."
  2. "Yes, you can volunteer to provide training for the students."
  3. "Yes, we will have a whole year before we start this project."
  4. "Yes, your colleagues are continuing with their approach."
Enter to expand or collapse answer. Answer expanded
Correct Response: A. This item requires candidates to choose an appropriate response to a question or comment likely to be encountered in a social, educational, or professional context or situation. The teacher's last question references the principal's previous statement regarding support for implementing a new policy. The teacher requests confirmation that the statement is still accurate: "Last year you mentioned that we were going to get technological support as this project begins. Is this still the plan?" The appropriate response from the principal is to confirm that the statement is accurate and introduce the kinds of supports that will be available.

2. According to the discussion, once the plan is implemented, class time will be used primarily for:

  1. accessing instructional materials on the laptop.
  2. engaging in collaborative activities and discussion.
  3. preparing materials to work on at home and setting goals.
  4. obtaining technical support and optimizing use of the laptop.
Enter to expand or collapse answer. Answer expanded
Correct Response: B. This item requires candidates to make inferences or draw conclusions based on the context, situation, and information given in a spoken message. The principal outlines the plan for the coming year to provide students with laptops. In an exchange between the teacher and the principal, the principal explains that the goal of the laptop program is to ask students to engage with lesson content independently in preparation for in-class cooperative work. The listener can conclude that class time will be used for collaborative activities and discussion.

3. Based on the discussion, which statement best supports the validity of the project?

  1. Goals for measuring progress would be set collaboratively by students.
  2. Students would be able to achieve individualized learning objectives.
  3. Last year's results showed significant improvement in students' performance.
  4. There was a plan for providing all students at the school with laptop computers.
Enter to expand or collapse answer. Answer expanded
Correct Response: C. This item requires candidates to demonstrate the ability to discern and summarize a speaker's key ideas in a spoken message and evaluate the speaker's use of reasoning and evidence in presenting these ideas. The discussion about providing laptops to all students includes a question from the teacher about evidence supporting the program and instructional plan. The principal's response to the question states that there is evidence from the prior year that the program and instructional plan promoted students' academic progress: "Some of your colleagues have already tried this approach with their classes last year. The results were very good, and we saw significant improvement in students' performance."

[The examinee answers the question on this screen and then clicks "Next" to advance to the next screen.]

In the next part of the Interpretive Listening section, the spoken messages and the selected-response questions are in Cantonese.

Once you advance to the next screen, the first audio recording will start automatically with a silent preview period for you to familiarize yourself with the question(s) presented on the screen before you hear the spoken message.

Be sure you have your headset on before proceeding.

Select the Next button to continue.

Interpretive Listening: Cantonese
Sample Selected-Response Questions

Competency 0004 
Interpretive Listening: Cantonese

[The examinee will see on screen ONLY the following directions:]

Speaker Control

The 20 seconds of silence has begun. Use this period of silence to familiarize yourself with the question before the spoken message begins.

[Preview version of the question appears on the actual test.]

Listen to the conversation between a caregiver and a student; then answer the question. You will hear the conversation twice.

[After 20 seconds of silence, the examinee will hear the audio recording below, which includes a 20-second pause at the beginning:]

Having trouble with the audio player? Right-click and download the .mp3 .

[The examinee will hear but not see the text below. The passage shown below is the transcript used to make the audio recording on the actual test. It is shown here for study purposes only. The examinee will not see transcripts that accompany audio recordings on the actual test.]

[Simplified]

监护人: 琴日我遇到喺公共图书馆返工嘅邻居莉莎，佢讲畀我知图书馆推出了一个新嘅家庭作业辅导项目。呢个项目係为咗辅导小学生完成家庭作业，佢哋係度揾紧志愿者。

学生: 哦，你仲记得我有兴趣做咁嘅事，我好乐意辅导数学作业。你觉得佢哋会接受高中生做志愿者嘛？

监护人: 我唔知噃。如果你有兴趣，我可以帮手问吓。

学生: 好啊，唔该嗮你！

[Traditional]

監護人: 琴日我遇到喺公共圖書館返工嘅鄰居莉莎，佢講畀我知圖書館推出了一個新嘅家庭作業輔導項目。呢個項目係為咗輔導小學生完成家庭作業，佢哋係度揾緊志願者。

學生: 哦，你仲記得我有興趣做咁嘅事，我好樂意輔導數學作業。你覺得佢哋會接受高中生做志願者嘛？

監護人: 我唔知噃。如果你有興趣，我可以幫手問吓。

學生: 好啊，唔該嗮你！

Now you will hear the conversation again.

[The examinee will hear the conversation again.]

Now answer the question.

1. 监护人提到碰见邻居莉莎主要係因为：
監護人提到碰見鄰居莉莎主要係因為：

  1. 对学生嘅家庭作业提出疑问。
    對學生嘅家庭作業提出疑問。
  2. 强调支持图书馆员嘅重要性。
    強調支持圖書館員嘅重要性。
  3. 介绍一个成为志愿者嘅机会。
    介紹一個成為志願者嘅機會。
  4. 解释辅导小学生作业嘅好处。
    解釋輔導小學生作業嘅好處。
Enter to expand or collapse answer. Answer expanded
Correct Response: C. This item requires candidates to determine an assumption, an intent, a perspective, or a point of view by analyzing the communicative strategies and social and cultural contexts of a spoken message. In the opening statement, the caregiver links meeting their neighbor to learning about a program seeking volunteers to help elementary school students. The student's reference to their caregiver remembering about their interest in volunteer opportunities ("哦，你仲记得我有兴趣做咁嘅事" / "哦，你仲記得我有興趣做咁嘅事") further signals that this is the intent of the caregiver's statement.

[The examinee will see on screen ONLY the following directions:]

Speaker Control

The 40 seconds of silence has begun. Below is a preview of the questions related to the recording. Use this period of silence to familiarize yourself with the questions before the spoken message begins.

[Preview versions of the 2 questions appear on the actual test.]

Listen to the phone conversation between a school counselor and a high school student; then answer the two questions. You will hear the conversation twice.

[After 40 seconds of silence, the examinee will hear the audio recording below, which includes a 40-second pause at the beginning:]

Having trouble with the audio player? Right-click and download the .mp3 .

[The examinee will hear but not see the text below. The passage shown below is the transcript used to make the audio recording on the actual test. It is shown here for study purposes only. The examinee will not see transcripts that accompany audio recordings on the actual test.]

[Simplified]

葛先生: 马蒂娜，我係葛先生，打电话畀你係想话畀你知我喺检查你嘅课程表时发现咗一个问题。

马蒂娜: 哦，乜问题？

葛先生: 你呢个学期拣嘅四门课都係高级课程，你嘅课程表冇安排体育课，而你需要一门体育课先至可以毕业。

马蒂娜: 但係我申请大学需要上高级课程。

葛先生: 我知，但係你拣嘅写作课係一门选修课，并唔係毕业所要求嘅，我哋可以把写作课换成体育课，你觉得点样？

马蒂娜: 唔可以！我就係想上李老师嘅写作课，佢係我最中意嘅老师。

葛先生: 我明白，等我哋一齐重新睇睇你嘅课程安排，你听日可以嚟我嘅办公室一齐研究吓解决方案嘛？

[Traditional]

葛先生: 馬蒂娜，我係葛先生，打電話畀你係想話畀你知我喺檢查你嘅課程表時發現咗一個問題。

馬蒂娜: 哦，乜問題？

葛先生: 你呢個學期揀嘅四門課都係高級課程，你嘅课程表冇安排體育課，而你需要一門體育課先至可以畢業。

馬蒂娜: 但係我申請大學需要上高級課程。

葛先生: 我知，但係你揀嘅寫作課係一門選修課，並唔係畢業所要求嘅，我哋可以把寫作課換成體育課，你覺得點樣？

馬蒂娜: 唔可以！我就係想上李老師嘅寫作課，佢係我最中意嘅老師。

葛先生: 我明白，等我哋一齊重新睇睇你嘅課程安排，你聽日可以嚟我嘅辦公室一齊研究吓解決方案嘛？

Now you will hear the phone conversation again.

[The examinee will hear the conversation again.]

Now answer the questions.

2. 葛先生打电话畀马蒂娜係因为佢：
葛先生打電話畀馬蒂娜係因為佢：

  1. 一直冇嚟上体育课。
    一直冇嚟上體育課。
  2. 选修太多嘅写作课。
    選修太多嘅寫作課。
  3. 必须注册一门必修课。
    必須註冊一門必修課。
  4. 需要上唔同嘅选修课。
    需要上唔同嘅選修課。
Enter to expand or collapse answer. Answer expanded
Correct Response: C. This item requires candidates to identify explicit and relevant information in a spoken message. In the phone conversation, Mr. Ga explicitly states that Martina is required to participate in a mandatory physical education class: "而你需要一门体育课先至可以毕业。" / "而你需要一門體育課先至可以畢業。"

3. 喺呢段对话之后，接下嚟最有可能发生嘅係乜？
喺呢段對話之後，接下嚟最有可能發生嘅係乜？

  1. 葛先生会与写作课李老师联系。
    葛先生會與寫作課李老師聯繫。
  2. 马蒂娜会马上去注册上体育课。
    馬蒂娜會馬上去註冊上體育課。
  3. 李老师会重新安排写作课嘅时间。
    李老師會重新安排寫作課嘅時間。
  4. 马蒂娜会与葛先生见面讨论选课嘅问题。
    馬蒂娜會與葛先生見面討論選課嘅問題。
Enter to expand or collapse answer.Answer expanded
Correct Response: D. This item requires candidates to make inferences or draw conclusions based on the context, situation, and information given in a spoken message. Throughout the conversation, Mr. Ga communicates the need for Martina to fulfill the physical education requirement and responds to Martina's concerns by suggesting other options. Mr. Ga's last statement implies that the two of them should meet to discuss how Martina can fulfill requirements while accommodating other plans: "等我哋一齐重新睇睇你嘅课程安排，你听日可以嚟我嘅办公室一齐研究吓解决方案嘛？" / "等我哋一齊重新睇睇你嘅課程安排，你聽日可以嚟我嘅辦公室一齊研究吓解決方案嘛？"