Which is NOT the purpose of test and teaching in comprehension tasks?

• Raise the students’ expectations

• Help students tease out meanings

• Provoke an examination of the reading or listening passage

• Transferring information

Tags

CCSS.RI.1.1

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

Which is the first step of finding word meanings?

• Share their list with another student and come up with a new joint list of only five words.

• Look for the meanings of their words in dictionaries and/or we can answer questions about the words which the groups have decided on.

• Individual students write down five words from the text they most want to know the meaning of.

Tags

CCSS.RI.11-12.4

CCSS.RI.9-10.4

CCSS.RL.11-12.4

CCSS.RL.8.4

CCSS.RL.9-10.4

....................... often takes place outside the class and has traditionally been encouraged not for language study so much as for practising reading, having a pleasurable experience and gradually acquiring language.

• Extensive reading

• Intensive reading

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

One of the most important ways of .......... with a text is to ask them whether they like it and why – or why not.

• encouraging student engagement

• transferring information

• ‘interrogating’ the text

• using reading as a springboard

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

We can’t give a time limit of five minutes for post-reading vocabulary enquiry, whether this involves dictionary use, language corpus searches, or questions to the teacher.

• True

• False

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

One way of helping our students is to pre-teach vocabulary that occurs in a reading or listening text.

• True

• False

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

When our students have read a text, we can use ............... for any number of follow-up activities and text-related tasks.

• interrogate the text

• use reading as a springboard

• encourage student engagement

• transfer the information

Tags

CCSS.RI.1.1

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

What are the purposes of test and teaching in comprehension tasks?

• Raise the students’ expectations

• Help them tease out meanings

• Provoke an examination of the reading or listening passage

• Bring students to a greater understanding of language and text construction

Tags

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.1.1

CCSS.RL.2.1

CCSS.RL.3.1

By the simple expedient of having students work in pairs to agree on whether a statement about part of a text is true or false, the ............... help each individual (through conversation and comparison) to understand something.

• appropriate challenge

• comprehension items

Tags

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.1.1

CCSS.RL.2.1

CCSS.RL.3.1

The procedure for teaching receptive skills generally starts with ..............

• comprehension/response task

• text-related task

• lead-in

• reading / listening

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10