English 17 The teaching of Writing and Reading

Topic: Importance of Developing Reading skills

1.) By supporting children to read in their leisure time at every age, by looking at reading
through picture or chapter books for example, parents can help to ensure that children
are equipped with the necessary skills to succeed in later life.
a. Reading is key for future success
b. Reading helps to develop a number of skills
c. Reading builds knowledge and allows us to be the inquisitive knowledge seekers that
we ought to be.
d. Reading is fun
2.) Once children have mastered the ability to read they will be able to have access to a
wider breadth of language that they can use in their oral and written communications.
a. Reading helps to develop a number of skills
b. Reading is key for future success
c. Reading is fun
d. Reading makes you imaginative
3.) The following are the benefits of improving your reading skills except:
a. Allows us to be the inquisitive knowledge seekers that we ought to be.
b. Improves writing skills
c. Reading well allows one to spend less time figuring out the words, and it increases
speed and concentration.
d. Reading doesnt builds knowledge

4.) Reading material is language input. By giving students a variety of materials to read,
instructors provide multiple opportunities for students to absorb vocabulary, grammar,
sentence structure, and discourse structure as they occur in authentic contexts.
Students thus gain a more complete picture of the ways in which the elements of the
language work together to convey meaning.
a. Reading to learn the language
b. Reading for content information
c. Reading for cultural knowledge and awareness
d. Reading is key for future success
5.) Reading everyday materials that are designed for native speakers can give students
insight into the lifestyles and worldviews of the people whose language they are
studying. When students have access to newspapers, magazines, and Web sites, they
are exposed to culture in all its variety, and monolithic cultural stereotypes begin to
break down.
a. Reading to learn the language
b. Reading for content information
c. Reading for cultural knowledge and awareness
d. Reading is key for future success
6.) Students' purpose for reading in their native language is often to obtain information
about a subject they are studying, and this purpose can be useful in the language
learning classroom as well. Reading for content information in the language classroom
gives students both authentic reading material and an authentic purpose for reading.
a. Reading to learn the language
b. Reading for content information
c. Reading for cultural knowledge and awareness
d. Reading is key for future success
7.) Activate background knowledge of the topic in order to predict or anticipate content
and identify appropriate reading strategies.
a. Attend to the parts of the text that are relevant to the identified purpose and ignore
the rest.

b. Select strategies that are appropriate to the reading task and use them flexibly and
interactively.
c. Check comprehension while reading and when the reading task is completed.
d. Figure out the purpose for reading.
8.) This selectivity enables students to focus on specific items in the input and reduces
the amount of information they have to hold in short-term memory.
a. Attend to the parts of the text that are relevant to the identified purpose and
ignore the rest
b. . Select strategies that are appropriate to the reading task and use them flexibly and
interactively.
c. Check comprehension while reading and when the reading task is completed.
d. Figure out the purpose for reading.
9.) Students' comprehension improves and their confidence increases when they use
top-down and bottom-up skills simultaneously to construct meaning.
a. Attend to the parts of the text that are relevant to the identified purpose and ignore
the rest
b. Select strategies that are appropriate to the reading task and use them flexibly
and interactively.
c. Check comprehension while reading and when the reading task is completed.
d. Figure out the purpose for reading.
10.) Monitoring comprehension helps students detect inconsistencies
comprehension failures, helping them learn to use alternate strategies.

and

a. Attend to the parts of the text that are relevant to the identified purpose and ignore
the rest
b. Select strategies that are appropriate to the reading task and use them flexibly and
interactively.
c. Check comprehension while reading and when the reading task is completed.
d. Figure out the purpose for reading.

English 18 - The Teaching of Literature

Topic: Methods employed in teaching Literature

1.) In the past decade, prequels to movies and books have been more and more
popular. After reminding students of a few prequels in the past decade, the teacher
would ask students to write two or three paragraphs that might appear immediately
before the first section of the work they have just encountered. Student would share
these in small groups and choose one student in the group to read his or her prequel to
the class.
a. Writing a Prequel (or Chapter 0)
b. Sealing a Time Capsule
c. Biographical Information
d. Questionnaires
2.) The teacher could select a few key words from the first part of a story that are
integral to the introduction. He or she would introduce these words to students then ask
them to write about a possible beginning to the story using the words.
a. Key Words and Key Sentences
b. Sealing a Time Capsule
c. Biographical Information
d. Questionnaires
3.) Before starting to read a new literary work, the teacher might present information
about the author using background information as a starting point. He or she could
present photos, objects, place names, and anything that is relevant to the authors life
then ask the students to speculate about the meaning of the items. The teacher would
explain information about the authors life in a way that would provide insights into the
text and pique students interest so they would look forward to reading it.
a. Writing a Prequel (or Chapter 0)
b. Sealing a Time Capsule
c. Biographical Information
d. Questionnaires

4.) After all students have read the opening section of a text, the teacher would give
each student a small index card on which to record his or her predictions about likely
events that will occur as the story unfolds. He or she would then collect the cards, seal
them all in a time capsule (or just an envelope), and open after reading and discussing
the entire text to how accurate their predictions were.
a. Writing a Prequel (or Chapter 0)
b. Sealing a Time Capsule
c. Biographical Information
d. Questionnaires
5.) Another way to pique student interest in a text is to use photos or pictures from
magazines to elicit student response to the central situation or theme they will
encounter in a literary work.
a. Visual Prompts
b. Sealing a Time Capsule
c. Biographical Information
d. Questionnaires
6.) The knowledge of geographical details, weather conditions, natural resources, etc.,
of the country adds a different flavour to learning of literature. It will provide students
essential background which is particularly reflected in lexical items used in the literary
text. This kind of teaching technique can make students feel the text rather familiar.
a. Presentation of the historical aspects
b. Presentation of geographical aspects
c. presentation of the political aspects
d. Collection of pictures, stamps
7.) It is promising to advise students to make a small project on the political background
of the country. This helps them to understand the political movements as well as their
effects on society reflected in literature.
a. Presentation of the historical aspects
b. Presentation of geographical aspects

c. presentation of the political aspects

d. Collection of pictures, stamps
8.) It is possible to recommend students to collect some pictures, images related to the
customs, traditions, food, clothes etc. of the country. Even the stamps of that country
can also be collected to increase the participation of the students to learn about the
literature of that country.
a. Presentation of the historical aspects
b. Presentation of geographical aspects
c. presentation of the political aspects
d. Collection of pictures, stamps
9.) It is always valuable to train students to prepare small project/presentation of the
historical background of country related to the study. It helps them to know and
understand the historical details that influence the country and its literature.
a. Presentation of the historical aspects
b. Presentation of geographical aspects
c. presentation of the political aspects
d. Collection of pictures, stamps
10.) It is very appealing to invite students to compare the film with the text. This helps
them to use their comparative skills of language. It is an effective way to inculcate
among the learners very useful skills and strategies to acquire the language in context.
a. Presentation of the historical aspects
b. Films / Dramas
c. presentation of the political aspects
d. Collection of pictures, stamps

English 16 The teaching of Speaking

Topic: Research information for speeches

1.) If your topic is assigned, make sure you clarify the scope and purpose of the speech.
If you are selecting the topic, be sure it's precisely defined on paper before you begin
your research.
a. Make sure your topic can be covered adequately in the time provided.
b. Get clear information on the topic you'll be presenting.
c. Find out how much time you have for the speech.
d. Find out exactly who you will be addressing.
2.) Talk to the organizer about limiting the topic or expanding the time.
a. Make sure your topic can be covered adequately in the time provided.
b. Get clear information on the topic you'll be presenting.
c. Find out how much time you have for the speech.
d. Find out exactly who you will be addressing.
3.) The two principal information location areas in conducting research for your speech
are:
a. Internet and Libraries
b. Internet and Canteen
c. Canteen and Church
d. House and Market
4.) The following are the other sources in conducting research for your speech except:
a. Newspapers (again often available on-line)
b. Magazines(try on-line for these too)
c. Radio/TV(also often on-line)
d. Canteen
5.)