Teaching a Receptive Skill Quiz

1. When working with receptive skills materials, the teacher needs to be sure to

• A. Teach vocabulary at the conclusion of the exercise.

• B. Teach vocabulary initially through the detailed questions.

• C. Pre-teach the vocabulary.

2. Listening work can include

• A. A tape with a speaker and background noise

• B. Learning to understand people with different accents in English.

• C. Both of the above.

3. Gist questions

• A. Are used for detailed comprehension work

• B. Are used for general comprehension work

• C. Are used in n reading but not listening work

4. The teacher

• A. Should always listen to and know the tape before playing it

• B. Should never use recorded songs to teach listening due to the level of difficulty

• C. Should let the students listen to taped material ‘cold’ sometimes without any preparation so they are aware how difficult listening is

5. Extensive reading is

• A. When someone scans a newspaper’s headline not paying much attention to detail

• B. When students read an article in order to answer detail questions.

• C. When students read a lot of material

6. Scanning is

• A. When students read quickly for specific details

• B. When students read quickly for the main idea

• C. When students practice speed reading to increase the number of words per minute they can process

7. Listening tasks are

• A. Never based on a cassette recording because of the difficulty.

• B. Often overwhelming without adequate preparation.

• C. Always clueless without preparation

8. Listening work

• A. Should be expanded into other activities.

• B. Should be completed as soon as possible allowing the class to do something else that's more appropriate.

• C. Shouldn't be attempted except for advanced level students.

9. Edited or modified listening materials are more appropriate for

• A. Beginner level students.

• B. Intermediate and advanced level students.

• C. Bilingual level students only.

10. When working with recorded material on a cassette

• A. It's important to get details on the first listening

• B. It's important to get students' general response to content on the first and second listening.

• C. It's never advisable to get details of language from listening work.