No School

AA 1

Part 3 Pyetja 1. Circle the correct teacher’s classroom language with the strategies for scaffolding children’s understanding and language use. Child: This Ann’s ruler. Teacher: OK. Well can you give it back to her, please! A) ignoring error B) reformulating C) prompting D) echo correcting Pyetja 2. Circle the correct teacher’s classroom language with the strategies for scaffolding children’ s understanding and language use. Child:Last Sunday,I go to my Grandpa. Teacher: Go? A) prompting B) echo correcting C) defining D) ignoring error Pyetja 3. When might you use the students’ mother tongue in the classroom? A) When explaining new grammar rules to intermediate students B) When setting up a new type of activity with young learners C) When teaching advanced level adults new vocabulary D) When assigning homework to advanced level adults Pyetja 4. Which of the following is most likely to improve students’ reading skills? A) Asking students to read a text aloud to improve pronunciation. B) Having students work with a partner to discuss their answers to the text questions. Pyetja 87. Which of the following first-grade students has attained the highest level of phonemic awareness? A) a student who, after hearing the word hot and the sound /ĭ/, can substitute /ĭ/ for /ŏ/ to make the word hit Pyetja 88. Asking students to listen to a word (e.g., name) and then tell the teacher all the sounds in the word is an exercise that would be most appropriate for students who: a) have a relatively high level of phonemic awareness. Pyetja 89 Circle the correct example of what fast finishers do in class with the scaffolding strategies for challenging them Fast finishers write the name of five objects which are usually red. A) Children do an extension activity. Pyetja 90. Circle the correct example of what fast finishers do in class with the scaffolding strategies for challenging them. Fast finishers compare their answers to a comprehension task about a story with the answer key at the back of their coursebook. A) Children check their own work. Pyetja 91. Circle the correct example of what fast finishers do in class with the scaffolding strategies for challenging them. Fast finishers explain in L1 how to do a sequencing task to a group having problems doing the task. A) Children help other children who have not finished yet. Pyetja 210. Assessment record-keeping methods include: A) Anecdotal records B) Observation checklists C) Rating scales D) All options Pyetja 211. English Language Learners instructional methods using the native language do not include: A) Memorization methods B) Developmental bilingual C) Transitional Bilingual D) Support Only Pyetja 212. Levels of mastery in Bloom's Taxonomy include: A) Grade level B) Articulation matrix C) Analysis D) All of the above Pyetja 213. Basics of communication include: A) Debate and argument B) Conveying thoughts C) Proving ideas as correct D) All options Pyetja 214. A child with a hearing problem: