ENG515 Final Term Past Papers by RS Learning

ENG515 · SUBJECTIVE / OBJECTIVE · FINAL TERM PREPERATION · LESSON 23 TO 45 · OBJECTIVE PART

1. Reading aloud can be used to check the learner‘s skill at word recognition.
2. Reading aloud should begin with a very easy short text
3. A difficulty with reading aloud for second language learners is that their skill in reading may be greater than their skill in speaking
4. Learners may have difficulty reading because they do not know enough vocabulary.
5. Tests like the TOEFL test and IELTS test are proficiency measures
6. Radice (1978) suggests that when the cloze exercise is used for teaching, a marking system can be used.
7. Pronominal questions requires learners to make a written answer of single word to paragraphs.
8. A cloze test can be marked very quickly using a test paper with holes in it that fits over the test paper
9. A major reason for using several texts is to try to reduce the effects of background knowledge on the test
10. Reading aloud should begin with short text.
11. If learners are not allowed to look back at the text, then the test involves a strong element of skill in remembering.

Q12. The word schema has been used in the course as

1. Concept
2. All
3. Plan
4. information
5. The idea behind allowing learners to use the first language to answer questions is that this is more likely to directly measure comprehension.
6. Reading comprehension tests are supposed to measure reading comprehension
7. Other skills and knowledge, particularly skill in writing, should not get in the way of this measurement
8. The spelling system is related to orthography.
9. Writing is a complex process that requires a different range of skills from reading
10. Writing should always arise from the student‘s needs and interests. Meaning-focused Input
11. Learners should bring experience and knowledge to their writing.
12. Spontaneity is an important part of brainstorming.
13. Meaning focused input, Writing is most likely to be successful and meaningful for the learners if they are well prepared for what they are going to write.
14. It involves learners talking to the class about a book they have just read is called oral book report.
15. Meaning-focused Output Learners should do lots of writing and lots of different kinds of writing
16. Meaning-focused Output Learners should experience a feeling of success in most of their writing.
17. Language-focused Learning Learners should know about the parts of the writing process and should be able to discuss them in relation to their own and others ‘writing.
18. Fluency development can occur through. Repetitive activities, easy material
19. Planning and organizing are higher level skills in writing
20. Genre-based approach is given by Randi Reppen

Q29. The purpose of teaching writing skills is to

1. improve grammar
2. help creative writing
3. develop written expression,
4. (all)
5. There are four kinds of tasks
6. Experience Tasks A very effective way of making a task easier is to make sure that the learners are familiar with as many parts of it as possible.
7. One of the most common examples of an experience task in foreign language learning is the use of graded readers.
8. A more formal way of providing learners with experience to do a task is by pre-teaching
9. Using carefully graded material

•  Control through selection or simplification

35. Using simplified material

•  Control through selection or simplification

36. Which of the following task requires the learner to work alone without any planned help? Independent task
37. Recall or sharing of previous experience.

•  none

38. Experience tasks are ones where the learners already have a lot of knowledge needed to do the task
39. Linked skills tasks are the commonest kinds of fluency task.
40. Writing is most difficult skill to master for L2 learner
41. Setting your own questions is an amusing activity.
42. Shared Tasks A task which is too difficult for an individual to do alone may be done .
43. Randi reppon approach is genre-based
44. Many experience tasks and guided tasks can be done in a group
45. This activity is called a dicto-gloss (Wajnryb, 1988 and 1989) if it is done as group work and if the learners take notes during two listening sessions.
46. To make a blackboard composition the whole class works together.
47. If I hadn’t failed my exams, I would have gone to university.
48. Members of the class raise their hands and suggest a sentence to put in the composition. blackboard composition

Q49. Which of the following are identification techniques?

1. (all)
2. Copying
3. Dictation
4. Writing from diagram
5. The learners are divided into groups for group-class composition
6. In group composition, the learners are divided into groups or pairs
7. When writing with a secretary, the learners work in pairs to do a piece of writing
8. There are several types of guided tasks which can work at the level of the sentence, paragraph or text.
9. How many types of tasks have been used in your course for teaching writing skills? 4
10. In translation the learners translate sentences or a story into English
11. For picture composition the teacher shows the learners a picture or a series of pictures
12. Countable nouns can be singular or plural.
13. Word recognition during reading aloud is affected by vocabulary.
14. A singular countable noun must have a, or the, or a word like this, my, each, every, Fred‘s in front of it.