Prelims Examination: Teaching Of Speaking

20 Questions | By Sjcsprincipal | Last updated: Jun 13, 2018 | Total Attempts: 1241

Questions

Settings

Prelims Examination: Teaching Of Speaking

This timed 20-item test deals with the TEACHING OF SPEAKING. Test takers must complete and passed the test before they can submit their digital certificate to University Learning Management site (e-learning). PRINT SCREEN THE WHOLE PAGE INDICATING THE DETAILS OF YOUR TEST RESULT SCORE AND PERCENTAGE. Paste it in an MS Word File and then submit as an. Docx file. Only digital certificates with a rating of 95% and above are valid for recording. Good luck!

Questions and Answers

1.

The following are typical problems of a learner in speaking except for --
- A.
  
  Cannot sustain spoken interaction beyond short segments
- B.
  
  Lack of vocabulary needed to talk about common utterances
- C.
  
  Has poor eyesight
- D.
  
  Cannot participate actively in conversation
2.

Language learners need to recognize that speaking involves the use of the right words in the right order with the correct pronunciation. Which one is described?
- A.
  
  Mechanics
- B.
  
  Functions
- C.
  
  Social Cultural Rules and Norms
3.

Language learners need to recognize that speaking involves the understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason. Which one is described?
- A.
  
  Mechanics
- B.
  
  Functions
- C.
  
  Social Cultural Rules and Norms
4.

Language learners need to recognize that speaking involves the knowing when clarity of message is essential and when precise understanding is not required. Which one is described?
- A.
  
  Mechanics
- B.
  
  Functions
- C.
  
  Social Cultural Rules and Norms
5.

The following are reasons for poor speaking skills except for --
- A.
  
  Lack of curriculum emphasis on speaking skills
- B.
  
  Class conditions do not favor oral activities
- C.
  
  Examination system does not emphasize oral skills
- D.
  
  Lack of teachers speaking English
6.
Examine the following. What speech type is described in the examples?
- Create social interaction •
- “Face” the needs of participants •
- Focus on participants and their social needs •
- Interactive, requiring two-way participation •
- Feedback and response •
- May be casual or formal •
- Reflect patterns and rules – e.g., for openings, topic choice, and closings. •
- Include greetings, small talk, compliments, personal recounts, and narratives
- A.
  
  Talk as an INTERACTION
- B.
  
  Talk as a TRANSACTION
- C.
  
  Talk as a PERFORMANCE
7.
Examine the following. What speech type is described in the examples?
- Giving or obtaining information, or getting goods and services
- Focus on message
- Communication strategies
- Information-oriented
- Goods and services oriented
- A.
  
  Talk as an INTERACTION
- B.
  
  Talk as a TRANSACTION
- C.
  
  Talk as a PERFORMANCE
8.
Examine the following. What speech type is described in the examples?
- An audience
- Speaker creates a “product”
- A single speaker
- Recognizable “scripts”
- Accuracy of language
- Language more formal
- A.
  
  Talk as an INTERACTION
- B.
  
  Talk as a TRANSACTION
- C.
  
  Talk as a PERFORMANCE
9.

To help students develop communicative efficiency in speaking, instructors can use a balanced activities approach that combines language input, structured output, and communicative output.Which is described in this statement? It comes in the form of teacher talk, listening activities, reading passages, and the language heard and read outside of class. It gives learners the material they need to begin producing language themselves.
- A.
  
  Language input
- B.
  
  Structured output
- C.
  
  Communicative output
10.

To help students develop communicative efficiency in speaking, instructors can use a balanced activities approach that combines language input, structured output, and communicative output.Which is described in this statement? The learners' main purpose is to complete a task, such as obtaining information, developing a travel plan, or creating a video. To complete the task, they may use the language that the instructor has just presented, but they also may draw on any other vocabulary, grammar, and strategies that they know. The criterion of success is whether the learner gets the message across. Accuracy is not a consideration unless the lack of it interferes with the message.
- A.
  
  Language input
- B.
  
  Structured output
- C.
  
  Communicative output
11.

To help students develop communicative efficiency in speaking, instructors can use a balanced activities approach that combines language input, structured output, and communicative output.Which is described in this statement? It focuses on correct form. Students may have options for responses, but all of the options require them to use the specific form that the teacher has just introduced.
- A.
  
  Language input
- B.
  
  Structured output
- C.
  
  Communicative output
12.

Which language input is described? It focuses on information, whether it is a simple weather report or an extended lecture on an academic topic. It may also include descriptions of learning strategies and examples of their use.
- A.
  
  Content-Oriented Input
- B.
  
  Form-Oriented Input
13.

Which language input is described? It focuses on ways of using the language: guidance from the teacher or another source on vocabulary, pronunciation, and grammar (linguistic competence); appropriate things to say in specific contexts (discourse competence); expectations for rate of speech, pause length, turn-taking, and other social aspects of language use (sociolinguistic competence); and explicit instruction in phrases to use to ask for clarification and repair miscommunication (strategic competence).
- A.
  
  Content-Oriented Input
- B.
  
  Form-Oriented Input
14.
Examine the following. What do these language activities teach?
- Dialogs to model small talk
- Open dialogs to practice feedback responses
- Practice conversation starters
- Practice topic fluency with question sheets
- A.
  
  Teaching Talk as Interactions
- B.
  
  Teaching Talk as Transactions
- C.
  
  Teaching Talk as Performance
15.
Examine the following. What do these language activities teach?
- Examples:
–Information-gap activities–Role plays–Group discussions
- Provide language support and follow-up activities to focus on accuracy.
- A.
  
  Teaching Talk as Interactions
- B.
  
  Teaching Talk as Transactions
- C.
  
  Teaching Talk as Performance
16.
Examine the following. What do these language activities teach?
- Use model speeches, presentations, and other model texts
- Examine discourse and grammatical features
- Studentss construct and practice parallel texts
- A.
  
  Teaching Talk as Interactions
- B.
  
  Teaching Talk as Transactions
- C.
  
  Teaching Talk as Performance
17.

The following are Jack Richards' recommendation for a successful teaching of speaking. Which one is not included?
- A.
  
  Activities are suitable for students of different proficiency levels
- B.
  
  Students have ample talking time
- C.
  
  Students participate actively in lessons
- D.
  
  Less monitoring on the teaching of speaking
18.

Language learners who lack confidence in their ability to participate successfully in oral interaction often listen in silence while others do the talking. One way to encourage such learners to begin to participate is to help them build up a stock of short responses that they can use in different types of exchanges. Such responses can be especially useful for beginners. What is this strategy of developing speaking skills?
- A.
  
  Using minimal responses
- B.
  
  Recognizing scripts
- C.
  
  Using language to talk about language
19.

Some communication situations are associated with a predictable set of spoken exchanges. Greetings, apologies, compliments, invitations, and other functions that are influenced by social and cultural norms often follow patterns. So do the transactional exchanges involved in activities such as obtaining information and making a purchase. The relationship between a speaker's turn and the one that follows it can often be anticipated. What is this strategy of developing speaking skills?
- A.
  
  Using minimal responses
- B.
  
  Recognizing scripts
- C.
  
  Using language to talk about language
20.

Language learners are often too embarrassed or shy to say anything when they do not understand another speaker or when they realize that a conversation partner has not understood them. Instructors can help students overcome this reticence by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants' language skill levels. Instructors can also give students strategies and phrases to use for clarification and comprehension check. What is this strategy of developing speaking skills?
- A.
  
  Using minimal responses
- B.
  
  Recognizing scripts
- C.
  
  Using language to talk about language