|1. Which of the following principles for teaching reading does not correspond to fluency development?
a. Learners should enjoy reading and feel motivated to read. b. Learners should read a lot c. Learners should be given training and practice in integrating a range of strategies.
2. There are lots of ways of making language-focused learning a part of the course, but a teacher needs to be careful that this does not take up more than____________ of the total.
a. 25 percent b. 50 percent c. 75 percent.
3. Which of the following principles for teaching reading corresponds to language-focused learning?
a. Reading should be related to other language skills. b. Practice and training in reading should be done for a range of reading purposes. c. Learners should be helped to develop the skills and knowledge needed for effective reading.
4. According to Nation (2009), research indicates that the best age to learn to read is about …… years old. a. 4 to 5 b. 6 to 7 c. 7 to 8.
5. Which of the following is not a synonym for extended independent reading?
a. Sustained silent reading b. Drop everything and read c. Blown-up
6. It can be done silently or with a child reading aloud to a friend, parent or teacher. Before the reading the learner and teacher talk about the book. a. Shared reading b. Guided reading c. Independent reading.
7. Which of the following is a prerequisite for learners to be able to benefit from instruction on spelling rules:
a. Know all the letter shapes b. Know complex English writing conventions c. Be aware that words are made up of separable sounds.
8. Learners who are not literate in their first language, or whose language uses a different writing system, may need to a. learn to recognize the letter shapes. b. avoid the recognition of letter shapes. c. avoid the use of letter shapes.
9. Which of the following languages do not follow the alphabetic principle? a. French b. Maori c. Chinese.
10. Which of the following does not correspond to the writing activities that can help with spelling? a. Dictation b. Delayed copying
c. Listen and speak from memory.
11. In this activity the learner writes a list of words that are difficult to spell down the left-hand side of the page. The first letter or two of each word is written next to it. The words are studied and the covered and each word is written from memory using the first letter clue. The first letter is written again so that the activity can be repeated. a. Using analogies b. Using word parts c. Cover and retrieve.
12. Which of the following writing conventions corresponds to the English language?
a. Writing goes from right to left. b. The pages go from front to back.
c. The lines of writing come one under the other starting from the bottom to the top of the page.
13. In this activity, learners look at a word, close their eyes and try to see the spelling of the word in their mind. If a part of a word is particularly difficult to remember, learners have to try to think of that part in a striking color such as red. a. Tests b. Visualizing c. Using analogies.
14.These letters should not be learned at the same time as they are likely to interfere with each other. a. Letters of different shapes b. Letters of similar shapes c. Letters such as A, B, M
15. These are questions beginning with who, what, when, etc. a. Yes/no questions
b. Pronominal questions
c. Multiple-choice questions.
16. This procedure involves the training and use of four strategies which could be applied paragraph by paragraph to the text: (1) prediction of the content of the paragraph before reading it; (2) making questions focusing on the main idea of the paragraph; (3) summarizing what has just been read; and (4) seeking clarification on difficult points in the paragraph. a. Standard reading exercise b. Group questions c. Reciprocal teaching.
17. Which of the following statements about comprehension questions is not correct? a. Comprehension questions are general rather than local. b. Comprehension questions direct learners’ attention to the reading text. c. It is difficult to make good comprehension questions.
18. How many types of action are involved when people read? a. 5 b. 4 c. 3.
19. This involves understanding what the text explicitly says. a. Drawing inferences from the text b. Using the text for other purposes in addition to understanding c. Literal comprehension of the text
20. The classic procedure for _________ is the grammar-translation approach where the teacher works with the learners, using the first language to explain the meaning of a text. a. Extensive reading
b. Intensive reading
c. Speed reading
21. It involves systematic explicit instruction in the six strategies of activating background knowledge, questioning, searching for information, summarizing, organizing graphically, and structuring stories. a. Concept-oriented reading instruction b. Reciprocal teaching c. Standard reading
22. This involves applying ideas from the text to solve problems, applying the ideas in the text to personal experience, comparing ideas in the text with other ideas from outside the text, imagining extensions of the text, and fitting the ideas in the text into a wider field as in a review of the literature. a. Literal comprehension of the text b. Using the text for other purposes in addition to understanding c. Responding critically to the text.
23. “Spend time on a word during the reading looking at several aspects of its forms, meaning and use” is a technique used for ______________. a. High frequency vocabulary
b. Low frequency vocabulary
c. High frequency and low frequency vocabulary.
24. “Help learners use context clues to guess the meaning of the word”. This is a technique used for__________________. a. High frequency vocabulary
b. Low frequency vocabulary c. High frequency and low frequency vocabulary
25. This activity involves simplifying sentences. a. What does what? b. Part of speech
26. Words like HE, SHE, HIS, THIS, THAT, THESE, THOSE, IT, ITS, and WHICH are examples of ___________. a. Substitution b. Reference words c. Ellipsis.
27. Extensive reading is a form of learning from ____________________. a. Meaning-focus input
b. Meaning-focus output
c. Language-focus learning
28. If an extensive reading programme is to be successful, it must provide _______ that learners are interested in reading or that will develop their interest in reading a. books b. programs c. activities.
29. For learners of English to do extensive reading at the elementary and intermediate stages of proficiency, it is essential that they read _____ that have specifically prepared for learners of English. a. Graded readers b. Grammar items c. Oral book reports.
30. In order to know at what level learners should begin reading, it is useful to measure their_____________ a. English level b. Receptive vocabulary size c. Language limitations.
31. It involves providing the meaning of words in L1 or in a simple L2 definition in the margin next to the line containing an unknown word. a. Glossing
c. Computer-assisted reading
32. It involves the rewriting of texts but it involves adding to the original text rather than removing or replacing what is there. a. Glossing b. Elaboration c. Computer-assisted reading
33. Complete the following statement: Paired reading is ____________________.
a. an adaptation of the 4/3/2 speaking activity for reading aloud. b. a form of assisted reading. c. an activity that encourages learners to work with a larger basic unit.
34. According to Rayner (1998), a skilled reader reading at around 250-300 words per minute makes around________. a. 90 fixations per 100 words
b. 50 fixation per 90 words c. 70 fixation per 120 words
35. The typical measure for all kinds of fluency tasks is words per ____________________________. a. Seconds b. Minutes c. Hours
36. Complete the following statement: A good oral reading speed is around__ a. 150 per minute b. 250 per minute c. 500 per minute
37. If teachers want to monitor the progress of students in reading fluency, they have to use which of the following activities? a. Reading logs b. Scanning c. Silent reading.
38. Which of the following does not correspond to the physical symptoms of slow reading? a. Spending a short time on each fixation or on some fixations.
b. Making many regressions to look back at what has already been read.
c. Fixation on units smaller than a word, thus making several fixations per word.
39. Which of the following does not correspond to the validity features of good comprehension questions?
a. Answering the questions should require reading of the text. b. The questions should measure reasonable comprehension c. The learners should know how to go about answering the questions.
40. Which of the following does not correspond to the reliability features of good comprehension questions? a. The marking must be fair and consistent. b. The questions should be easy to understand
c. The sequence of the questions should not make it more difficult to answer them.