The ministry of higher and secondary special

Gap filling exercises refer to test in which is given a short passage in which some words or phrases have been deleted. The student's task is to restore the missing words. The deletions have been specially selected by the test writer to test chosen aspects of language such as grammar or reading comprehension. Gap filling tasks are sometimes based on authentic texts and sometimes on specially written passages. In both cases the major difficulty is to make sure that each gap leads students to write the expected word. Ideally there should be one correct answer for each gap, but this is generally difficult to achieve. The answer key therefore likely to have more than one answer for some spaces. For reliability of marking, it is important to reduce the number of alternative answers to the minimum and to ensure that there are no other possible answers which are not listed in the answer key.


CONCLUSION
Using authentic information materials to improve listening and speaking skills of ESP students at English classes is very responsible aspect which requires thoroughly approach and deep preparation.
A key feature of these models was the suggestion of strategies that teachers could use in the classroom to teach students. A great deal of research has been done in the area of improving learners listening and speaking skills through authentic information materials, and why it is so fundamental to second language learning. The underlying issues related to using authentic information materials to improve listening and speaking skills are complex, but it is clear that every person’s motivation to learn is flexible rather than fixed. As teachers, we can directly influence our students’ desire about learning English.
Research by scholars in this field have revealed that the use of authentic materials in teaching listening is more appealing to the learners as compared to the use of scripted materials. As earlier indicated, sources of authentic listening materials include newspapers, the internet and such other electronic media. These forms of media are mainly part and parcel of the popular culture in the society.
This is given the fact that they carry materials that embodies popular culture in the society. This is for example interviews with celebrities, interviews that are contained in websites and on fashion magazines. These materials tend to be more appealing to the contemporary learner, especially for the youthful learners. As such, the materials are more effective in teaching these students.
Every speaking lesson should be based on communicative activities which fulfill two important language learning needs. They encourage students to acquire language knowledge and prepare them for real-life language uses. Achieving the outcome requires the participants to interact, which means not only speak with a person but also listen to what he or she is saying and react to it.
Communicative listening and speaking activities have a strong effect on student’s motivation in the lessons. They help students have more chance to talk to lots of classmates without a fear of making mistakes. In a communicative listening and speaking activity, instead of having students stand in front of class and talk to others, the teacher sets up the activity that they can talk to some other students but not the whole class and the teacher. That makes a better effect on helping students avoid their fear of making mistakes. Then they seem to be more confident to speak and eager to speak a lot.
These topics range from popular culture such as music and films to more mundane topics such as geography and politics. As such, when the instructor makes use of these materials in teaching their students learning skills, they end up equipping their charges with more than just the ability to listen.
This is an opportunity for the learners to accumulate their knowledge on the world that they live in, the world outside the four walls of their classroom. Contrast this with the scripted materials like textbooks. These materials contain information that is limited to the listening needs of the students.
In conclusion, integration of skills exposes English language learners to authentic language and challenges them to interact naturally in the language. By this way, English becomes a real means of interaction and sharing among people. In addition to this, it allows the teacher to color his/her lesson with varieties because the range of tasks is wider. Real success in English teaching and learning is when the learners can actually communicate in English inside and outside the classroom.