Teach English Now! Second Language Listening, Speaking, and Pronunciation Quiz Answers

Get All Weeks Teach English Now! Second Language Listening, Speaking, and Pronunciation Quiz Answers

Quiz 2: Checkpoint Quiz (5 Qs)

Q1. What was one of Art Ticulate’s, the game show host, character flaws?

[expand title=View Answer] He talked too much and didn’t listen to others. [/expand]

Q2. Why were the losers’ prizes (twin babies and a trip with an angry mother-in-law) appropriate, according to Mr. Art Ticulate?

[expand title=View Answer] The losers’ prizes were intended to help improve their listening skills. [/expand]

Q3. Reducing two or more words so that the SOUND of the words run together is called

[expand title=View Answer] Blending [/expand]

Q4. When a phrase is left out in between two thoughts and the listener is asked to add in the missing details by predicting or relying on the context, this is called

[expand title=View Answer] Ellipses [/expand]

Q5. Contractions, like “can’t” and “won’t,” are common examples of

[expand title=View Answer] Morphological reductions[/expand]

Quiz 3: Checkpoint Quiz (5 Q’s)

Q1. In Video 3 about “What Makes Listening Hard,” the producers of the show have suggested that the host, Art Ticulate, make which changes? (Select all that are correct)

[expand title=View Answer] 1. He should allow guests time to study the information provided before he asks questions.
2.He should listen to what the guests have to say.
3.He should give everyone an equal chance to answer questions.
4.He should let the guests collaborate to find answers.
[/expand]

Q2. True or False: Teachers should teach students ABOUT language but never let students practice or use language.

[expand title=View Answer]False [/expand]

Q3. What is the problem with teachers continuously focusing on winners and losers in the class?

[expand title=View Answer]This demonstrates preferential treatment.[/expand]

Q4. True or False: According to Video 4, the traditional-style lecture classroom encourages critical thinking and participation from students.

[expand title=View Answer] False [/expand]

Q5. What are some features that teachers–especially new teachers–use that can make listening hard for learners? (Check all that apply)

[expand title=View Answer] 1.Using idioms, regionalisms and slang.
2.Speaking too fast.
3.Speaking too low.
4.Using reduced forms of words.
[/expand]

Quiz 4: Graded Checkpoint (10 Multiple Choice Questions)

Q1. Dr. Dixon’s example of his 2-year-old’s speech, “Daddy! Read? Snuggle? Where’s blankie?” is an example of

[expand title=View Answer] a pragmatic reduction.[/expand]

Q2. Which of the following are examples of paralinguistic variables? (Select all correct answers.)

[expand title=View Answer] 1.Volume
2.Speed of speech
3.Gestures
4.An accent
[/expand]

Q3. Which words below refer to informal speech that is not often used in writing and can often contain difficult-to-understand idiomatic expressions that must be taught one by one?

[expand title=View Answer] Colloquialisms[/expand]

Q4. The vocabulary in all of the English-speaking countries is always exactly the same.

[expand title=View Answer] False [/expand]

Q5. Select the examples of performance variables below:

[expand title=View Answer] 1. “Wannaea’dinner?
2.”Um…..”
[/expand]

Q6. What are some of the challenges listening and speaking teachers face in the classroom? (Select all that apply)

[expand title=View Answer] 1. Teachers fall victim to speaking clearly and using vocabulary aimed at the student’s level of comprehension.
2.A teacher’s focus on short-term goals such as memorizing facts can become an impediment to language learning itself.
3.It is difficult to let everyone’s voice be heard, and it is easier for teachers to listen to the voices they prefer or listen to those teachers who believe are smarter than others.
4.Teachers can be tricked into believing that class time is an opportunity for students to listen, and for a teacher to speak.
[/expand]

Q7. What are some forms of oral discourse discussed in this module? (Select all that apply)

[expand title=View Answer] 1.Monologues
2.Interactional Dialogues
3.Transactional Dialogues

[/expand]

Q8. Which feature of spoken language is used to increase the speed of conversation by simply leaving out already understood information

[expand title=View Answer] Pragmatic Reductions [/expand]

Q9. True or False: It is easy to get students to share and collaborate in another language.

[expand title=View Answer] False[/expand]

Q10. True or False: Listening is challenging for both students and teachers, but for different reasons.

[expand title=View Answer] True [/expand]

Quiz 1: Checkpoint (5 Q’s)

Q1. According to the game show panelists, some strategies for dealing with a difficult lecture include recording the lecture and listening to it again later, sitting “up front and center” to get as much visual input as possible, and ____________.

[expand title=View Answer] Note-taking.[/expand]

Q2. Good listeners have a list of strategies they choose from at random to help them listen effectively.

[expand title=View Answer] True.[/expand]

Q3. In Video 2, how are “listening strategies” defined for the purposes of this course?

[expand title=View Answer] A listening strategy is one that helps a learner actively overcome some of the challenges that make listening hard, giving the learner a better chance at acquiring language. [/expand]

Q4. What are three strategies a language learner might employ when unable to understand a social interaction?

[expand title=View Answer] 1. Make a request for elaboration.
2.Make a request for clarification.
3.Take (mental or actual written) notes on which to request clarification or elaboration later (and thus avoid interrupting).
[/expand]

Q5. What is one reason mentioned in Video 2 that the Cornell Method is particularly effective?

[expand title=View Answer] It asks the learner to not only take notes in an organized and efficient way but also use the metacognitive strategy of reviewing key points and summarizing the lecture after the note-taking. [/expand]

Quiz 2: Checkpoint (5 Q’s)

Q1. Teachers should not teach listening strategies, because knowing what good listeners do will not help lower-level learners.

[expand title=View Answer]False.[/expand]

Q2. When learners are given multiple opportunities to listen to an audio clip, they should be asked to perform the same, very general task each time they listen.

[expand title=View Answer] False. [/expand]

Q3. What did Art do, without realizing he was doing it, by giving the panelists some questions, asking them to think about them, having them read and explore the ideas, and then inviting them to share their thoughts and ideas at the guest panel?

[expand title=View Answer]He helped the panelists develop a greater sense of language awareness, thus increasing their ability to think of language in different ways and growing their language learning strategy repetoire. [/expand]

Q4. What three techniques can instructors use to enhance input and thus help students notice certain language features in a listening/speaking class?

[expand title=View Answer] 1. Using the teacher’s own voice in order to be able to emphasize the words or messages that need to be enhanced.
2.Using visual cue cards (with vocabulary or context clues and information) to help students identify difficult vocabulary and follow along.
3.Writing keywords on the board and inviting students to listen for them.
[/expand]

Q5. According to Video 4, an instructor’s job is ultimately to ______________.

[expand title=View Answer] Provide different paths and strategies so that students may approach listening in active and increasingly effective ways. [/expand]

Quiz 3: Graded Checkpoint (10 Q’s)

Q1. “Listening strategies” is a concept that is easy to define.

[expand title=View Answer]False. Though definitions for “listening strategies” vary among researchers, we defined listening strategies as any techniques that learners use to overcome the difficulty of listening, including requests for elaboration, requests for clarification, and note-taking (among others).[/expand]

Q2. Learners should always avoid risk when choosing a listening strategy.

[expand title=View Answer] False. All strategies involve some level of risk, but no one ever learned a language without taking some risks! [/expand]

Q3. Recording a lecture in order to listen to it later (and thus avoid missing key information) is what kind of listening strategy?

[expand title=View Answer] Attempt to slow things down to learn at one’s own pace. [/expand]

Q4. One strategy discussed involves connecting listening to reading and writing so that information is coming in through two channels – the audio channel and the visual channel. How do we propose learners connect listening to reading and writing?

[expand title=View Answer] Through effective note-taking, such as the Cornell Method of Note-taking.[/expand]

Q5. Very general, open-ended questions and tasks are best for teaching listening skills.

[expand title=View Answer] False. [/expand]

Q6. What are three activities teachers can invite students to do before, during, or after listening to audio?

[expand title=View Answer] J1.Discuss or free-write about what they already know about the topic, then relax and listen for main ideas.
2.Listen for specific details.
3.Take notes and then summarize the audio.
[/expand]

Q7. Discussing or free-writing about what they already know about a topic, then relaxing and listening for main ideas is an example of _________.

[expand title=View Answer] Top-down processing.[/expand]

Q8. Focusing learners’ attention on specific questions or details while listening is an example of __________________.

[expand title=View Answer] Middle ground processing.[/expand]

Q9. Is there any one strategy that EVERYONE (all teachers, researchers, and students) agree is the best strategy to develop listening skills?

[expand title=View Answer] No, but there is a wide consensus of some ways to effectively approach teaching listening in the ESL context.[/expand]

Q10. Ultimately, a listening teacher’s job is to _______

[expand title=View Answer] Provide a variety of paths, techniques, and strategies for students to approach listening. [/expand]

Quiz 1: Checkpoint Quiz (5 Q’s)

Q1. Talking with Clara Fication makes our panelists very nervous! They probably would have a more relaxed attitude toward speaking if a different host joined the show. What effect is this an example of?

[expand title=View Answer] The interlocutor effect [/expand]

Q2. You are explaining a concept to your students, when one of them raises their hand and asks a great question. However, in order to answer that question, you have to change what you were just planning to talk about. What effect is this an example of?

[expand title=View Answer]The interaction effect [/expand]

Q3. Where does Jimmy ride his red bike?

[expand title=View Answer] What? Jimmy doesn’t have a red bike. [/expand]

Q4. When students have to verbally respond to a timed prompt on the TOEFL test, what kind of speaking is this?

[expand title=View Answer] Responsive speaking [/expand]

Q5. You notice your students speaking in English together as they leave class. They are having an authentic conversation, including turn-taking and interrupting. What kind of speaking is this?

[expand title=View Answer]Interactive speaking [/expand]

Quiz 2: Checkpoint Quiz (5 Q’s)

Q1. Why might a teacher feel that a class is interactive when it really isn’t?

[expand title=View Answer] All of the above. [/expand]

• Some students monopolize the teacher’s time, limiting the amount of time others can speak.
• When students talk in groups, they often do not talk on the topic the teacher gave them.
• All of the above.
• Students may speak in their native language, giving the illusion that they are speaking in English.

Q2. Between the interaction effect and the interlocutor effect, which does Adam think is more significant to him personally?

[expand title=View Answer] The interaction effect is more important to him, because what he plans to say changes based on what his conversation partner says. [/expand]

Q3. Which 2 kinds of speaking does Ashley think are more common in today’s modern TESOL classroom?

[expand title=View Answer] 1.Interactive speaking
2.Responsive speaking
[/expand]

Q4. It is never appropriate to use intensive and imitative speaking activities in the classroom.

[expand title=View Answer] False. [/expand]

Q5. All teachers should be like Clara Fication and never tolerate errors in the language classroom.

[expand title=View Answer] False[/expand]

Quiz 3: Graded Checkpoint (10 Multiple Choice Questions)

Q1. What is the 5-hour problem?

[expand title=View Answer] That the standard amount of time dedicated to language learning in most programs doesn’t give students enough exposure to language. [/expand]

Q2. Which 3 of the following are related to how easily a speaker’s emotions can be influenced by others?

[expand title=View Answer] 1. Interlocutor effect
2.Affective factors (including environmental, linguistic, and academic factors)
3.Interaction effect
[/expand]

Q3. When students listen carefully and repeat exactly what a speaker says, what kind of speaking is this?

[expand title=View Answer] Imitative speaking[/expand]

Q4. When a teacher listens to a student for the purpose of finding out how accurately the student can speak, what kind of speaking is this?

[expand title=View Answer] Intensive speaking[/expand]

Q6. You are going to meet a student for a conference about his grades. What kind of speaking will you two engage in?

[expand title=View Answer] Responsive speaking [/expand]

Q7. Why does the Teach English Now! team prefer Adam and Ashley’s style of teaching to Clara Fication’s style of teaching? Choose 3 answers.

[expand title=View Answer] 1. Because it evokes a warm, inviting classroom atmosphere
2.Because it motivates learners
3.Because it stimulates critical thinking about the material
[/expand]

Q8. What is the illusion of interactivity?

[expand title=View Answer]When students seem to be speaking the target language a lot in class, but really they aren’t. [/expand]

Q9. When thinking back on different language approaches throughout the years, what kinds of speaking were most common in TESOL classrooms? Choose 2.

[expand title=View Answer] 1.Interactive speaking
2.Imitative speaking
[/expand]

Q10. Adam says that imitative and intensive speaking activities have a place in the modern language classroom. What is his reasoning? Choose 2 answers.

[expand title=View Answer] 1.Because imitative and intensive speaking can give students, especially basic-level students, a valuable opportunity for practice.
2.As discussed in the first specialization, we don’t want to swing too far to one side of the pendulum.
[/expand]

Quiz 1 : Checkpoint (5 Q’s)

Q1. How do sociolinguists define the silent period?

[expand title=View Answer] a stage in which learners are unable or unwilling to speak[/expand]

Q2. In which situation would overtraining be the correct strategy for a learner to choose?

[expand title=View Answer]a dinner with a native speaker [/expand]

Q3. When involved in a speaking activity, focus-on-meaning students tend to pay
attention to correct grammar and vocabulary choices but may speak less.

[expand title=View Answer] False [/expand]

Q4. Which of the following speaking strategies do both focus-on-form and focus-on-meaning learners use? Choose the 4 correct answers.

[expand title=View Answer] 1.preparing and practicing
2. physical response
3.visual imagery
4.speaking with others
[/expand]

Q5. Why is it important for teachers to give
students a chance to perform or speak to others? Choose the 2 best answers.

[expand title=View Answer] 1.to have students receive critical feedback
2.to motivate students to do well
[/expand]

Quiz 2: Checkpoint (5 Q’s)

Q1. What is language ego?

[expand title=View Answer] the identity that the student has with reference to a language[/expand]

Q2. What is the job of the teacher with regard to language ego? Choose the 2 correct
answers.

[expand title=View Answer] 1. to help students in relaxing and finding their new identity
2.to motivate students to be comfortable with their new identity
[/expand]

Q3. What are the strategies mentioned in Video #4 that a teacher can use to help students with expressing their new identities? Choose the 4 correct answers.

[expand title=View Answer] 1. questions
2.impossible tasks
3.authentic language
4.feedback

[/expand]

Q4. What kind of classroom space would be ideal for helping students to want to speak?

[expand title=View Answer] a classroom that has color, posters, books, and samples
of student work [/expand]

Q5. Shane described in Video #4 how he gave his basic students an impossible task. Why did he do that?

[expand title=View Answer] to challenge and motivate them[/expand]

Quiz 3: Graded Checkpoint (10 Q’s)

Q1. Good language learners have a tendency to prepare and practice more than other language learners.

[expand title=View Answer]True [/expand]

Q2. Even if learners approach a task differently, they can use the same general
strategies regardless of their personalities or personal learning style
preferences.

[expand title=View Answer] True [/expand]

Q3. What are some techniques associated with the
concept of imagery? Choose the 4 correct answers.

[expand title=View Answer] 1. pictures
2.mnemonic devices
3.mind palaces
4.images

[/expand]

Q4. What is interactivity?

[expand title=View Answer] having a relationship with another person[/expand]

Q5. Why is interactivity one of the keys to improving speaking skills? Choose the 3 best answers.

[expand title=View Answer] 1. Because critical feedback can be given.
2.Because it helps create relationships.
3.Because it involves risk-taking.
[/expand]

Q6. It is not necessary for teachers to help students express their new identities.

[expand title=View Answer] False[/expand]

Q7. What kinds of questions will help students to speak up in class? Choose the 3 correct answers.

[expand title=View Answer] 1. questions that allow students to express their thoughts
2.questions about students likes and dislikes
3.questions that require critical thinking
[/expand]

Q8. Why is it important to give students tasks that allow them to use authentic language? Choose the 2 correct answers.

[expand title=View Answer] 1.Because it will better engage students in the tasks.
2.Because it is motivating to students.
[/expand]

Q10. According to Shane, impossible tasks are truly impossible and should be avoided in the classroom.

[expand title=View Answer]False [/expand]

Quiz 1: Checkpoint (5 Q’s)

Q1. Language ego is…

[expand title=View Answer] the idea that personal identity and language are interconnected[/expand]

Q2. What factors might affect students’ pronunciation in English? Check all that apply.

[expand title=View Answer] 1.intonation & stress
2.1st language
3.language ego
4.age
5.innate phonetic ability
[/expand]

Q3. What does “intonation” refer to? What does “stress” refer to?

[expand title=View Answer]variations in pitch; emphasis on different syllables within a word or phrase[/expand]

Q4. anjoo” (for “And you”), and “somethin'” are examples of which linguistic phenomenon?

[expand title=View Answer] reductions[/expand]

Q5. Which of these questions should teachers consider when deciding how to teach pronunciation? Check all that apply.

[expand title=View Answer] 1.Are pronunciation and identity connected?
2.What factors might affect my students’ pronunciation in English?
3.Should a certain accent be taught in the classroom?
4.Is our goal as language teachers to remove accent from the first language entirely or to improve intelligibility?
[/expand]

Quiz 2: Checkpoint (5 Q’s)

Q1. What 3-step model for pronunciation does Niall use in his classroom?

[expand title=View Answer] compare, identify, produce [/expand]

Q2. An error that causes interference with meaning is known as a…

[expand title=View Answer] global error [/expand]

Q3. An error that is minor and doesn’t interfere with meaning is known as a…

[expand title=View Answer] local error [/expand]

Q4. What is monitoring?

[expand title=View Answer] When students learn to recognize and correct their own errors[/expand]

Q5. The linguistic term for two words that are nearly identical except for one key sound is…

[expand title=View Answer] minimal pairs [/expand]

Quiz 3: Graded Checkpoint (10 Q’s)

Q1. In the field of education, what does the concept of “recycling” refer to?

[expand title=View Answer] using your lesson plans over and over again [/expand]

Q2. Elements that are considered OUTSIDE of normal linguistic elements are known as…

[expand title=View Answer] exolinguistic elements[/expand]

Q3. Many language learners don’t want to give up their accent because their accents are representative of their identities. What linguistic concept is this?

[expand title=View Answer]language ego [/expand]

Q4. Dr. Dixon stated that pronunciation is multifaceted — there are a lot of factors that affect it! Which of the following factors might influence learners’ pronunciation in a new language? Choose all that apply.

[expand title=View Answer] 1.reductions
2.intonation
3.regionalisms
4.1st language
5.stress
[/expand]

Q5. Two types of reductions are (1) assimilations and (2) lexical elisions. What does each term mean?

[expand title=View Answer] Assimilations are when sounds change and blend together. Lexical elisions are when speakers drop sounds in the middle or at the end of words. [/expand]

Q6. When learners start noticing and correcting their own mistakes, what is this referred to as?

[expand title=View Answer]monitoring [/expand]

Q7. Ways to practice pronunciation include… (Check all that apply.)

[expand title=View Answer] 1.articulation activities
2.tongue twisters
3.analyzing examples of reduced speech forms
4.dialogues
[/expand]

Q8. What is the difference between a global and a local error?

[expand title=View Answer] A local error is an error that affects meaning, and a global error is one that does not. [/expand]

Q9. What is spot correction?

[expand title=View Answer] When a teacher corrects a student at the time the error is made [/expand]

Q10. You are working on pronunciation with your students. First, you choose a sound which many students are struggling with. Then, you have students listen to sentences with minimal pairs containing that sound. Finally, you have students use tongue twisters with that sound. What strategy did you just use?

[expand title=View Answer] compare, identify, produce [/expand]

Quiz 1: Final Checkpoint (25 questions)

Q1. Which of the following are examples of paralinguistic variables? (Select all correct answers.)

[expand title=View Answer] 1.Speed of speech
2.Gestures
3.Volume
[/expand]

Q2. When a phrase is left out in between two thoughts and the listener is asked to add in the missing details by predicting or relying on the context, this is called

[expand title=View Answer] Ellipses [/expand]

Q3. What are some features that teachers–especially new teachers–use that can make listening hard for learners? (Check all that apply)

[expand title=View Answer] 1. Speaking too fast.
2.Speaking too slow.
3.Using idioms, regionalisms and slang.
[/expand]

Q4. Fillers and redundancies are examples of performance variables.

[expand title=View Answer] False [/expand]

Q5. Examples below demonstrate the concept of “blending?”

[expand title=View Answer] 1.Couldn’t
2.I can’t…..busy.
3.Hey! Eat? Soon?
4.Idonwanna.
[/expand]

Q6. Which options are strategies learners can use to improve their own listening skills? Select all that apply.

[expand title=View Answer] 1.Request for elaboration
2.Request for clarification
3.Wait until another, more appropriate time to seek clarification
[/expand]

Q7. What is the term used for when learners start noticing and correcting their own mistakes?

[expand title=View Answer] Monitoring [/expand]

Q8. Which note-taking style was discussed in which learners took notes about details of a lecture in class, reviewed notes after class wrote key points, and finally wrote a summary of the notes?

[expand title=View Answer] The Cornell Method [/expand]

Q9. True or False: Teachers should view listening activities as a time when the teacher simply starts an audio
recording, sit down, and let students alone.

[expand title=View Answer] False [/expand]

Q10. Which listening process requires listeners to focus on details or a specific part of a listening passage?

[expand title=View Answer] Bottom up process[/expand]

Q11. How are classroom size and the 5-hour problem related?

[expand title=View Answer] They both limit interaction in a classroom.[/expand]

Q12. When students are required to produce short segments of language that demonstrate grammatical, lexical and/or phonologice accuracy, what kind of speaking is this?

[expand title=View Answer] Imitative speaking [/expand]

Q13. What are positive or negative emotions which influence a person’s ability to speak?

[expand title=View Answer] Affective Factors [/expand]

Q14. True or False: It is never appropriate to use intensive and imitative speaking activities in the classroom.

[expand title=View Answer]False. [/expand]

Q15. What was the purpose of mentioning the phrase, “You can’t tell the storm under the surface” in relation to teaching language learners? Select all that apply

[expand title=View Answer] 1. When students speak, they have a lot going in on their minds, such as focusing on their grammar and pronunciation, in addition to the ideas they’re sharing.
2.As teachers, we often do not know what’s going on in our students’ minds.
3.Teachers should take into consideration that social cues demand pleasantness so speakers are required to appear calm and happy, even when inside, they are managing all kinds of pressure.
[/expand]

Q16. Which students typically speak more in language courses?

[expand title=View Answer] Students who focus on what they’re saying: the “focus-on-meaning” students. [/expand]

Q17. Which speaking strategies were discussed in Module 4?

[expand title=View Answer] 1. Imitative speaking
2.Responsive speaking
[/expand]

Q18. How do sociolinguists define the silent period?

[expand title=View Answer] an interval in which learners do not speak very much [/expand]

Q19. True or False: Teachers should NEVER elicit imitative, intensive or responsive speech in their classrooms.

[expand title=View Answer] False [/expand]

Q20. What are some techniques associated with the concept of imagery? Choose the correct answers.

[expand title=View Answer] 1.Pictures
2.Mnemonic devices
3.Mind palaces
[/expand]

Q21. What are some of the variables that make second language pronunciation difficult, thereby producing significant accents?

[expand title=View Answer] 1.Reductions
2.First language
3.Age
[/expand]

Q22. Which of these questions should teachers consider when deciding how to teach pronunciation? Check all that apply.

[expand title=View Answer] 1.Is our goal as language teachers to remove accent from the first language entirely or to improve intelligibility?
2.What factors might affect my students’ pronunciation in English?
3.Should a certain accent be taught in the classroom?
4.Are pronunciation and identity connected?
[/expand]

Q23. According to the information in Module 5, which accent would be a “prestige accent” in the United States.

[expand title=View Answer] An American Accent[/expand]

Q24. An error that causes interference with meaning is known as a

[expand title=View Answer] Global Error [/expand]

Q25. What are some techniques teachers can use to make listening easier for students?

[expand title=View Answer] 1.Pause listening passages periodically to discuss and simplify meaning.
2.Ask students comprehension questions
3.Encourage students to ask their own questions.
[/expand]

Conclusion:

In conclusion, Teach English Now! Second Language Listening, Speaking, and Pronunciation Quiz Answers provide a comprehensive and invaluable resource for enhancing language teaching and learning.

Cambridge English: Resources for teaching English as a second language, offering a range of tools and materials for educators to enhance their skills.

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