ENG515 Midterm Solved Papers Edited

Q. The reading technique which provides support to the less fluent readers in group is called

Slow reading · Paired reading · Extensive reading · Fluent reading

Q. A good reading exercise focuses on .

Direct learner’s attention · Items · All the given option · Strategies

Q. Which of the following is not true about comprehensive questions?

Artificial · Thoughtful · Time taking · Deep

Q. According to Stein and Glen (1979) the story grammar categories are in number.

Q. Fast reading is the result of .

Authentic material · Grammatical analysis · Decoding · Encoding

Q. Which of the following is not the part of semantic mapping?

Simple vocabulary items · Pictorial image · Strategy Diagram

Q. Which of the following is true about reading skills?

It is conscious and unconscious thinking process. Reader reconstruct of meaning of a text.

All of the given It is done by comparing text with prior knowledge.

Q. Which is not model verb?

1. be
2. Would
3. Could
4. Can

Q. Pronunciation refers to · a. Orthographic model · b. Syntax model · c. Morphological · d. Non verbal models · Q. Decoding is process of · Reading a message · Use of vide range words · Meaning of words · Playing with rhymes · Q. There are Reading components according to Tummer hoover · Q. A correct word which is placed on natural English

The fast food.

A fast meal · A fast shower · The quick train · Q. Which strategy is not true about metacognitive · Purpose oriented strategy · Affective and social strategy

Q. According to I.S.P national book of teaching of ESL/EFL a good reading speed is around----.

Q. which of the following is NOT grammatical feature of language

Gender · suffix · prefix · morpheme · Q. concept of sharing and imparting is associated with · reading · passive skills · speaking · listing

Q. Which is not part of comprehension?

1. Understanding
2. Cognition
3. Discernment
4. Misinterpretation

Q. Spelling create problem in (reading).

Q. Who conduct the oriented strategy? (Janzen and stoller)

Q. Out of class reading (Extensive reading)

Q. Who is founder of CORI concept orient reading....! (Guthrie OR Gerty Cori)

(3) Q. difference between respective and productive skill. (Topic_02)

When native-speaking children start to learn to read, they already have a large vocabulary of several thousand words which includes most of the words they will meet in early reading. They also have good control of the grammar of the language, have a lot of knowledge about books and reading conventions, and have had many many stories read to them. They are very keen to learn how to read. They begin formal schooling at the age of about five or six. The teacher and learners work with books that are interesting, are well illustrated, use language that is close to spoken language, and are not too long. The texts contain a lot of repetition, and are often very predictable but in an interesting way. The techniques used to teach reading are largely meaningfocused. That is, they give primary attention to understanding and enjoying the story. They include shared reading, guided reading and independent reading. A small amount of attention may be given to phonological awareness and phonics but this is in the context of enjoying the story and only takes a very small amount of time.

(3) Q. what is reading and which factors do play a role in it? (Topic_4)

It is a commonplace of teacher education that teachers tend to teach by the methods which were used by the teachers who taught them. In no area of language teaching is this more true than in that of reading. . It is probably for this reason that the procedure of reading round the class has been perpetuated, though anyone who considers it seriously, even briefly, in terms of what it contributes to new learning, or of pupil participation, or of communicative function, realises very quickly that it is a singularly profitless exercise.

Reading speed, for example, probably depends to a considerable extent on the development of the first; reading aloud would seem to depend at least to some extent on the second. A third skill which is involved in the total skill of reading is essentially an intellectual skill; this is the ability to correlate the black marks on the paper by way of the formal elements of language, let us say the words as sound, with the meanings which those words symbolize.

(3) Q. Phonemic awareness (Topic_13)

Phonemic awareness is the knowledge that spoken words are made up of sounds that can be separated, that is, that /kæt/ (cat) is made up of the sounds /k æ t/. If the learner can already read in their first language, and the writing system of the first language is alphabetic, the learner will already have phonemic awareness.

(3) Q. incidental learning and deliberate learning OR (3) Q. How incidental learning is more focues than delibarate learning. (Topic_17)

Some argue that incidental learning is what really matters and that at best deliberate learning can only play an indirect secondary role. In vocabulary learning, however, there is considerable evidence supporting the deliberate learning of vocabulary as part of a well-balanced programme (Elgort, 2007). First language research on the learning of spelling also supports having both deliberate and incidental learning. Although most learning of the many sound spelling