13. The following are good prereading strategies, except.

EXAM #10 Teaching of Speaking, Listening, and Reading a. Anticipation guides

b. KWL
1. What do good readers do when they are reading? c. Vocabulary strategies
a. Visualize while they are reading. d. QAR
b. Talk to their mom about what they are going to do over 14. The following are during reading strategies. Which is not?
the weekend. a. Writing-to-learn
c. Just keep reading even if it doesn't make sense. b. Pairs reading
d. Wonder why their teacher loves the color purple c. Sensory imagery
2. Highlighting and annotating are techniques that can _____. d. SQ3R
a. add to the reader's understanding 15. The following are reflective/after reading strategies. Select the one
b. make it difficult to understand main ideas which does not apply.
c. express your artistic ability a. Creative debate
d. have no benefit at all b. Structured-note taking
3. Which is a good during reading strategy? c. Group summarizing
a. Having the students use a notetaking guide d. Discussion web
b. Having the students discuss key plot points in the text. 16. Why kind of skills does a learner use when she is being strategic
c. Both A and B and reflective?
d. None of the above a. Reading
4. What is the purpose of using after reading activities" b. Acceptance
a. Prepares students to read. c. Mental disposition
b. Maintains student's attention while reading content. d. Metacognition
c. Promotes deeper comprehension. 17. How do readers plan for their reading? Select ONE that does not
d. Requires students to apply what was learned apply.
5. Working on fluency means working on these things – a. Preview the material to get a sense of its content,
a. Learning new words. scope, and organization.
b. Read slowly on the first read, and then fluently on the b. Observe and assess their attitude toward the task.
second read. c. Activate prior knowledge about the topic and formulate
c. Reading out loud. predictions and questions.
d. All of the above. d. Consider what kinds of reading skills they will need.
6. If I read with accuracy, that means I – 18. The following are the factors that influence reading in a
a. recognize the words quickly and don't have to sound second/foreign language, except.
them out. a. First language metalinguistic knowledge
b. read most of the words correctly. b. Cultural orientations
c. read like a robot c. Cognitive development and learning style orientation at
d. read very slowly to make sure I read all the words the time of beginning second/foreign language study
correctly d. First language deficiency
7. Which are examples of fluency activities that include collaboration? 19. This means to make sense of new information in light of what they
a. Debates, Reader's theatre, discussions, intonation already know, and to make the necessary connection between the
b. Accuracy, automaticity, prosody, vocabulary, two.
comprehension a. Schema Activation
c. Reader's Theatre, choral reading, repeated reading,
b. Vocabulary Development
sustained partner reading
c. Reading Comprehension
d. None of the above
8. The following items that are components of the construction of d. Synthesis
fluency development, except. 20. The following are the principles for designing effective and
a. accuracy and automaticity interesting reading lessons, except.
b. prosody and vocabulary a. Lessons should be divided into pre-reading, during
c. readers' theatre and repeated readings reading and post-reading phases.
d. comprehension b. The major activity of the reading lesson is students
9. How do readers plan for their reading? All are applicable, except.. reading texts.
a. Preview the material to get a sense of its content, c. Constructing a graphic organizer, web, or outline from
scope, and organization. passage headings for use in note taking.
b. Observe and assess their attitude toward the task. d. Activities and tasks allow the learners to bring their
c. Activate prior knowledge about the topic and formulate knowledge and experiences to the reading passage.
predictions and questions.
21. It is the process of breaking up word parts into its meaningful
d. Consider what kinds of reading skills they will need.
10. What is the problem with students over third grade who have components: the root words, affixes and suffixes.
learning difficulties? a. Vocabulary Development
a. They do not have basic reading skills. b. Context Clues
b. They do not know how to plan for their reading. c. Structural Analysis
c. They do not know how to monitor their reading. d. Diagramming
d. They do not have metacomprehension skills. 22. It is an instructional approach that consists of analyzing words
11. What is a good way teachers can help students acquire surrounding an unknown word to determine its meaning.
metacognitive skills? a. Vocabulary Development
a. Test them. b. Context Clues
b. Read to them. c. Structural Analysis
c. Use "think alouds." d. Diagramming
d. Give them the answers.
23. It supplements explicit vocabulary instruction because all the words
12. What is a during reading question?
encountered in print are impossible to include in teaching.
a. What other information do you want to remember from
this passage? a. Intensive/Extensive Reading
b. What do you think the passage will be about? b. Context Clues
c. How many more days until summer vacation? c. Structural Analysis
d. What are you wondering about at this point in your d. Pleasure Reading
reading?
24. It is another way of making students read, but the materials or 34. It takes up as much as 50% of our everyday communication time. It
selection that they have brought are for themselves or for sharing is the main channel of classroom instruction and the most used
with friends and classmates. language skill at work and at home.
a. Intensive/Extensive Reading a. Reading
b. Context Clues b. Writing
c. Structural Analysis c. Listening
d. Pleasure Reading d. Speaking
25. What way do students usually do in Sustained Silent Reading 35. The test-taker listens to a limited quantity of aural input and must
(SSR) as a form of school-based recreational reading or free discern within it some specific information. What the type of this
voluntary reading? designing assessment task?
a. Students read silently in a designated time period a. Extensive listening
b. Students read silently without designated time period b. Selective listening
c. Students read loudly in a designated time period c. Intensive listening
d. Students read loudly without designated time period d. Responsive listening
26. Reading as a psychological process can be best described by? 36. What techniques are needed by selective listening?
a. The most basic step is for the eyes to see, identify, and a. Dictation, authentic listening tasks, and communicative
recognize printed words or images. stimulus-response
b. The use of language is strictly observed as it was used b. Note taking, editing, interpretive tasks, and retelling
for communication. c. Listening cloze, information transfer, and sentence
c. Grace Goddel ladder represents the process of reading repetition
d. All of the above d. Recognizing phonological and paraphrase recognition.
27. This is a mental disorder or neurobehavioral disorder characterized 37. The difficulty of dictation task is ....
by either significant difficulty of inattention or hyperactivity and a. Spelling error only
impulsiveness or a combination of two. b. Permutation of words
a. Hyperlexia c. Skipped word of phrase
b. ADHD d. Can be easily manipulated by the length of the word
c. Autism groups
d. Dyslexia 38. The test takers are presented with a stimulus monologue or
28. In order for the teachers to guide reading as a process of converstion and then are asked to respond to a set of
development among readers, one must do what? comprehension questions. This understanding is a type of task .....
a. Prepares pupils for learning how to read a. Selective listening
b. Guides the child in acquiring functional listening and b. Extensive listening
speaking vocabulary c. Communicative stimulus-response
c. Introduces fun experiences such as listening to stories, d. Authentic listening tasks
reading rhymes, and children’s poems. 39. One potential weakness of listening cloze techniques is that they
d. All of the above ....
29. As a student tool, this is useful in providing a basis for three a. Who are asked to listen to a story with periodic
comprehension strategies: locating information, determining text b. May simply become reading comprehension tasks
structures and how they convey information when an inference c. Hear an announcement from an airline agent
would be required. d. See transcript with the underlined words deleted
a. Question-Answer Relationship 40. Comprehending of surface structure element such as phonemes,
b. Reciprocal questioning words, intonation, and grammatical category
c. Reading fluency a. Responsive listening
d. Reading comprehension b. Selective listening
30. This provides a visual guide for students to clarify textual c. Extensive listening
information such as characters, setting, problems, reactions, and d. Intensive listening
outcome. 41. Processing stretches of discourse such a short monologue for
a. Mapping several minute in order to scan for certain information.
b. Graphic Organizer a. Selective listening
c. K-W-L b. Responsive listening
d. Anticipation Guide c. Intensive listening
31. This strategy allows students to consider thoughts and opinions d. Extensive listening
they have about various topics in order to create an interest in the 42. What is extensive listening?
material that is being covered and to establish a purpose for a. To develop global understanding of spoken language
reading the material. b. Recognizing Phonological and Morphological Elements
a. Mapping c. critically important skill to improve. And to improve it,
b. Graphic Organizer you must be able to practice, assess and track
c. K-W-L progress.
d. Anticipation Guide d. to a clip of nonfiction text (less than two minutes long
32. This strategy works best with topics such as literature, science, and without the transcript), and answers five to seven
and social studies that require information in order to develop questions about it.
opinions. 43. An/A _______ listener intends to pay attention but their minds
a. Mapping usually wander.
b. Graphic Organizer a. Active
c. K-W-L b. Passive
d. Anticipation Guide c. Impatient
33. This gives students a purpose for reading and gives them an active d. Unaware
role before, during and after reading. 44. Which of the following are the three parts of the listening process?
a. Mapping a. Receiving, attending, relationships
b. Graphic Organizer b. Receiving, attending, understanding
c. K-W-L c. Nonverbal cues, understanding, appreciation
d. Anticipation Guide d. Information, sending, attending
45. Which of the following is NOT a way to improve your listening 56. Top-down listening uses
skills? a. prior knowledge
a. Remain open-minded b. the context of the listening
b. Take advantage of thought speed c. our experiences
c. Acknowledge understanding of the message d. all of the above
d. Focus on external distractions 57. Which of these is not used in bottom-up listening?
46. What is critical listening? a. Grammar
a. To listen effective. b. Sounds
b. To check what was said. c. Body language
c. To forget it. d. Prediction
d. To comprehend and then evaluate the message. 58. What are paralinguistic features in listening?
a. the words we hear
47. __________includes listening to music for enjoyment, to speakers b. the intonation we hear
because you like their style, to your choices in theater, television, c. the body movements
radio, or film. d. the facial expressions
a. Learn listening 59. The teaching of vocabulary to our students occurs in:
b. Appreciative listening a. The pre-listening stage
c. Cooperative listening b. The while-listening stage
d. Single listening c. The post-listening stage
48. Which of the following is NOT a suggested form of feedback which d. All of the above
can convey interest and provide for further clarification and 60. What is content schemata?
explanation? a. Our background knowledge of the grammar
a. Restating the message b. Our background knowledge of a topic
b. Asking a question c. When we set the context for a listening
c. Smiling and nodding d. When we make students predict before a listening
d. Sharing a similar experience 61. Giving the instructions to a listening activity is part of the:
49. When presenting to a group the volume of your voice should be... a. The pre-listening stage
a. At a comfortable volume that it is easy to hear and b. The while-listening stage
understand. c. The post-listening stage
b. Quiet, so that you do not disturb the classes around d. All of the above
you. 62. What does it mean to listen for gist?
c. As loud as you can speak even if you feel like you are a. Listen for a detail
yelling. b. Listen for a general idea
d. Loud to be heard by the whole crowd c. Listen to infer
50. The presenter should pronounce their words and speak at a rate in d. Listen to guess
which... 63. What is the main purpose of the post-listening stage?
a. the listener is able to easily understand what is being a. To check students' comprehension
said. b. To allow students apply what they learned
b. the listener can easily stay focused on the topic. c. To give feedback
c. the listener can enjoy the way the presentation is given. d. To check the answers of the listening activity
d. all of the above 64. Which of these does not correspond to the pre-listening stage?
51. Which of the following is the process the listener takes to assess a. Listening for detail
the information received from the speaker? b. Generating interest
a. Evaluating c. Making students predict
b. Receiving d. Eliciting information
c. Providing feedback 65. The main source of listening English for young learner is?
d. Understanding a. The audio recording
52. Facial expressions aid in all of the following EXCEPT? b. The teacher
a. Setting the tone of the conversation c. The parents
b. Providing feedback d. The environment
c. Providing clues of audience comprehension 66. When Teaching listening, what is the supports for the teacher?
d. Breaking through the stress in the room a. The teaching aids
53. Which of the following is NOT true about the use of humor in b. Their language proficiency
speaking? c. The knowledge of handling classroom
a. Humor is encouraged in all situations d. Gestures and visuals
b. Humor allows for a friendlier approach 67. These are the factors that should be applied in teaching listening,
c. Humor can break through the stress in a room except?
d. Humor is discouraged in certain situations a. Here and now context
54. What is the difference between hearing and listening? b. Listen and do activities
a. Hearing is a choice, listening is something you can't c. Familiar games
help d. Grammar focus
b. Listening is a choice; hearing is something you can't 68. These are the common listening activities in the classroom,
help except?
c. Listening involves giving attention; hearing involves a. Listen to the song
giving response b. Listen to the story
d. They are the same thing c. Listen to the animation
55. What is not a characteristic of an active listener? d. Listen to the radio
a. They know when to speak 69. The idea is picked up easily by the young learner if?
b. They know when to interrupt a. The story is repetitive
c. They know when to listen b. The story is interesting
d. They know when to take notes c. The story is colorful
d. The story is funny
70. The listening activities for young learner can be applied to the older a. The interaction effect
learner as well, but? b. Affective factors
a. We should increase the level of difficulty c. Accuracy and fluency
b. Change the topic d. Teaching pronunciation
c. Put a lot of question 83. The arrangement of words in a sentence refers to
d. Not all the activities can be applied a. rhetorical devices
71. What is the meaning of “unanalyzed chunks”? b. syntax
a. A short conversation in the classroom c. parallelism
b. The process that allows children to move from listening d. diction
to speaking 84. The speaker's attitude towards a subject
c. Part of grammar a. Diction
d. A speaking activity with younger groups b. Syntax
72. These are things that a fluent speaker need to learn, except? c. Connotation
a. Appropriate word to say d. Tone
b. How to manage conversation 85. What involves speaking’?
c. How to interrupt and offer something a. Learners motivation
d. How to speak like native speaker b. Knowledge base plus base skills
73. Why do children need to negotiate the meaning? c. Reading too much
a. Because it helps them in communication d. Schemata
b. Because it is hard to do 86. What is indirect approach in speaking?
c. Because the ability to negotiate need to be improved a. Assumes speaking develops naturally
d. Because negotiation is necessary b. Understanding language system
74. In a speaking lesson, what should students do first? c. Speaking with fluency and rhythm
a. Listen to and understand the target language d. Understanding basics of grammar
b. Say the target language 87. Imitative speaking is a type of speaking performance which.
c. Repeat the target language a. Produce a short stench of oral language
d. Express their opinions freely b. Respond to interaction and include task comprehension
75. Which stage has the MOST support? c. Parrot back a word or phrase or possibly a sentence
a. Controlled practice d. Produce task like speeches or oral presentation
b. Guided practice 88. Imitative speaking focuses on..
c. Production a. Meaning
d. Round-up b. Interaction conversation
76. What are other things to think about when listening to a speech to c. Simple sequences
determine its intent? d. Pronunciation
a. Tone 89. These are the objectives for micro skills, EXCEPT.
b. the words a. Produce fluent speech at different rates of delivery
c. the main idea b. Appropriately accomplish communication functions
d. how much longer will it be according to situations, participant, and goals
77. What do we expect our students to do while speaking? c. Express a particular meaning in different grammatical
a. Use word and sentence stress, intonation patterns and forms
rhythm of L2 d. Use cohesive devices in spoken discourse
b. Don´t use language as a mean of expression values 90. Below are various types of the speaking assessment task. Select
and sequence. one that is categorized in INTENSIVE speaking tasks!
c. Participate and practice during class a. Directed Response task, Read-Aloud task, Picture-
d. Take down notes Cued task
78. Ask you to identify specific facts that support of divide information b. Word Repetition task, Phonepass test, Test of Spoken
on a subject English
a. Detail c. Questions Eliciting Open-ended Responses, Giving
b. Organization Instructions and Directions, Paraphrasing
c. Inferences d. Interview, Role Play, Discussions and Conversations
d. main idea 91. Which type of intensive assessment task that require the test
79. Which of the following are structures of conversation? administrator elicits a particular grammar form or a transformation
a. Turn-ending, Closing of a sentence?
b. Opening, Turn-taking, Closing a. Read-Aloud task
c. Opening, Small-talk, Turn-taking, Closing b. Directed Response task
d. Opening, Small-talk, Turn-taking, Turn-Ending, Closing c. Picture-Cued task
80. Fillers, repetitions and discourse markers are examples of... d. Translation task
a. Opening 92. What is the advantage of Translation task as a speaking
b. Turn-taking assessment procedure?
c. Turn-ending a. its control of the output of the test-taker
d. Closing b. it frees the test administrator to be creative in designing
81. Which of the statements are FALSE? the input
a. Using falling tone indicates turn-ending c. the technique is simple
b. Asking a question may indicate turn-ending d. it elicits short stretches of output
c. Saying "so" indicates turn-ending 93. Below are various types of the speaking assessment task. Select
d. Saying "Goodbye" indicates turn-ending one that is categorized under RESPONSIVE speaking tasks.
82. This refers to the idea that one of the major obstacles learners a. Directed Response task, Read-Aloud task, Picture-
have to overcome in learning to speak is the anxiety generated Cued task.
over the risks of blurting things out that are wrong, stupid, or b. Word Repetition task, Phonepass test, Test of Spoken
incomprehensible. English.
 c. Question and Answer, Giving Instructions and
Directions, Paraphrasing.
d. Interview, Role Play, Discussions and Conversations.
94. In Question and Answer task, a …. question is intended to elicit a
predetermined correct response.
a. Referential
b. Process
c. Rhetorical
d. Display
95. What are the TWO categories of oral production assessment that
include tasks that involve relatively long stretches of interactive
discourse (interviews, role plays, discussions), and tasks of equally
long duration, but involve less interaction (speeches, telling longer
stories)?
a. Interactive and Extensive
b. Intensive and Extensive
c. Interactive and Intensive
d. Extensive and Responsive
96. Which type of interactive assessment task that offer a level of
authenticity and spontaneity that other assessment technique may
not provide?
a. Games
b. Discussions and Conversations
c. Role Play
d. Interview
97. Which type of Extensive assessment task that requires the tester
to prepare a checklist when assessing the testee?
a. Picture-Cued Story Telling task
b. Retelling a story – News Event
c. Oral Presentations
d. Translation of Extended Prose
98. Which type of Extensive assessment task that has a disadvantage
of the task most probably can only be applied for those who are
highly specialized individuals?
a. Picture-Cued Story Telling task
b. Retelling a story – News Event
c. Oral Presentations
d. Translation of Extended Prose
99. One of the most common techniques for eliciting oral production is
through visual pictures, photographs, diagrams, and charts is the
definition of..
a. Oral presentation
b. Translation
c. Retelling a story, news event
d. Picture-cued story telling
100. “The test taker read in the native language and then translate it into
English” is the technique of..
a. Translation
b. Oral presentation
c. Picture-cued storytelling
d. Retelling a story, news event

1.