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Second Preliminary Examination in English 5 July 10, 2017 Test I

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Second Preliminary Examination in English 5 July 10, 2017

TEST I. Read the following sentences carefully. Write VERDAD if the statement is true and FALSO if the
statement is false.

1. Learners are most likely to achieve more progress if they want to learn.
2. Exposure to the target language has a negative impact to the acquisition of that language.
3. Substitution happens when a sound is replaced by another sound.
4. Fossilized forms are difficult to change and needs to be avoided as early as possible.
5. Through constant practice, learners will develop muscle memory allowing them to pronounce sounds easily.
6. Suprasegmental features include stress, intonation and rhyme.
7. Teachers should not tell all the details of pronunciation to students because they might be too much.
8. Consonants are sounds in which the air stream meets some obstacles on its way up from the lungs.
9. Letters and sounds are not the same thing.
10. Consonants whose points of articulation are the back of the tongue and soft palate are called velars.
11. In producing fricative consonants, the air stream is compressed and passes through an opening creating a hissing.
12. The tongues position in producing vowel sounds could be vertical or horizontal.
13. The musical aspects of pronunciation need to be given consideration in teaching.
14. Segmental features are less important than suprasegmental features.
15. Teachers should not allow second language learners to use connected speech.

TEST II. Analyze the following questions and write the letter of the correct answer on your answer sheets.(2 pts.
each)

1. What should be the goal of teaching pronunciation?


A. Intelligent pronunciation B. native pronunciation C. intelligible pronunciation D. fluency
2. Why should teacher not teach students to speak English like a native speaker does?
A. Because it is very difficult C. Because teachers are not native speakers
B. Because there is no exact definition of a native speaker D. Because it will develop pressure on the students
2. Which among the following does NOT affect the learning of pronunciation?
A. age B. motivation C. teaching strategies D. accuracy
3. Which problem with individual words can cause students to commit pronunciation errors when they use patterning?
A. spelling B. borrowed words C. unfamiliar sounds D. none of these
4. Which among the following consonant sounds does NOT belong to the group?
A. [s] B. [z] C. [] D. //
5. Which among the following is NOT a principle of the communicative framework for teaching pronunciation?
A. Classroom materials should reflect student need and interest.
B. The language instruction should focus on enabling learners to express themselves in varying social interactions.
C. Errors should be minimized as much as possible.
D. Learners should be active participants in the lesson.
6. Why should learners know how vowel sounds differ from each other?
A. So they can avoid errors like merging and substitution. B. So they can practice their tongues in producing them.
B. So they can become fluent in speaking. C. So they can widen their understanding the language.
7. Which of the following is true about connected speech?
A. All speech are connected speech. C. Connected speech can only be used in casual settings.
B. Connected speech cannot be used in formal settings. D. We use connected speech in writing.
8. Which among the following is a minimal pair?
A. glass - grasp B. grasp grip C. span - spam D. bleak streak
9. Which among the following sounds is a bilabial stop?
A. /m/ B. /r/ C. /d/ D. /p/
10. During class discussions about stories, Rosalinda often mispronounces key words from the stories. The teachers best
response would be to:
A. ask Rosalinda to pause and correct her pronunciation before she continues with her remarks.
B. Analyze Rosalindas pronunciation patterns and plan an intervention for her needs.
C. Encourage other students in the class to help Rosalinda work on her pronunciation.
D. Write down the words and include them on a list of words for Rosalinda to practice pronouncing.
11. A second-grade bilingual education teacher modifies his spoken language in class by speaking clearly and slowly,
avoiding confusing idioms, repeating important concepts, and summarizing content frequently. The teacher most likely
makes these modifications to provide students with:
A. models of vocabulary usage. C. background knowledge.
B. comprehensible input. D. examples of standard pronunciation.
12. Which of the following statements best describes why a speaker may have an accent when speaking in a second
language?
A. The speaker is using aspects of the sound system of the first language when speaking in the second language.
B. The speaker's first language has a different grammatical structure from the second language.
C. The speaker's first language shares few cognate words with the second language.
D. The speaker is using the rules for word and sentence structure in the first language when speaking in the second
language.
13. In a classroom that focuses on the development of literacy in both first and second language, which of the following
strategies would best help students transfer literacy skills from the first language into the target language?
A. providing students with ongoing opportunities to build proficiency in their first language
B. allowing students to use first language translations alongside target-language materials
C. encouraging students to supplement target-language materials with first language materials from the Internet or in the
class library
D. dividing students into learning groups based on their level of proficiency in the first language
14. A bilingual education teacher wants to help students who are having difficulty understanding idiomatic expressions in
the target language. The teacher can best help the students understand these expressions by explaining that idiomatic
expressions:
A. have similar equivalents across most languages.
B. can be analyzed like any other grammatical construction.
C. can usually be interpreted by visualizing their content.
D. are best learned and understood within their sociocultural context.
15. An elementary school class contains students who are at varying levels of proficiency in both languages of instruction.
Which of the following instructional strategies would best allow the teacher to promote the literacy development of all
students?
A. establishing small, flexible groups based on students' literacy skills and moving students from group to group as their
literacy skills change
B. creating a pull-out section for students who are performing at the lowest levels in both languages of instruction
C. providing the same literacy assignments to all students, but giving them different amounts of time to complete the
assignments
D. setting up learning centers where students can practice literacy skills in both languages of instruction at their own pace

The hardest thing in life is to learn which bridge to cross and which to burn.
_David Russell

_teacheRachel

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