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?

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

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

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

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

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)

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

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

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

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

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

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

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?

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

Q5. Select the examples of performance variables below:

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

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

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

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

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

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 ____________.

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

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

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

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

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.

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.

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?

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

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

Quiz 3: Graded Checkpoint (10 Q’s)

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

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

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

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?

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

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

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

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

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

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

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?

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?

Q3. Where does Jimmy ride his red bike?

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

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?

Quiz 2: Checkpoint Quiz (5 Q’s)

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

• 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?

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

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

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

Quiz 3: Graded Checkpoint (10 Multiple Choice Questions)

Q1. What is the 5-hour problem?

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

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

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?

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

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.

Q8. What is the illusion of interactivity?

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

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

Quiz 1 : Checkpoint (5 Q’s)

Q1. How do sociolinguists define the silent period?

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

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.

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

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

Quiz 2: Checkpoint (5 Q’s)

Q1. What is language ego?

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

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.

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

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

Quiz 3: Graded Checkpoint (10 Q’s)

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

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

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

Q4. What is interactivity?

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

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

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

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

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

Quiz 1: Checkpoint (5 Q’s)

Q1. Language ego is…

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

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

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

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

Quiz 2: Checkpoint (5 Q’s)

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

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

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

Q4. What is monitoring?

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

Quiz 3: Graded Checkpoint (10 Q’s)

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

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

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?

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.

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

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

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

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

Q9. What is spot correction?

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?

Quiz 1: Final Checkpoint (25 questions)

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

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

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

Q4. Fillers and redundancies are examples of performance variables.

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

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

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

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?

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.

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

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

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?

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

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

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

Q16. Which students typically speak more in language courses?

Q17. Which speaking strategies were discussed in Module 4?

Q18. How do sociolinguists define the silent period?

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

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

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

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

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

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

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

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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