QUESTIONS CHAPTER 6 – READING
INGLÉS LENGUA EXTRANJERA – GRUPO 7 SÁBADOS MIEMBROS DEL GRUPO: Teresa Merino; Vanesa Herráiz; Mª José López Martínez; Carmen Martín; Ascensión Salido; Nacho Rodríguez; Estefanía Tejero; Sara Pina; Ana Saus Cantos.
1. What is reading?: a. It’s a written receptive skill which activates a chain of cognitive processes in making sense of the text. b. It is an oral receptive skill. c. Both answers are incorrect. 2. One reason for reading is: a. For pleasure and enjoyment. b. To get information or search for information. c. Both are correct. 3. In primary the texts should: a. Integrate the four skills. b. Be adapted to the learner’s cognitive development. c. Be translated into the mother tongue. 4. Permanence, Processing time, Distance, Orthography, Complexity, Vocabulary and Formality are the seven characteristics of: a. Spoken language. b. Written language c. A and B are correct 5. Syntactic knowledge, Morphological knowledge and General world knowledge are some of the types of knowledge required to: a. Listen to the text. b. Write the text c. Make sense of the text.
6. Songs, rhymes and chants… a. Are good exercises to train the learner’s ability to discriminate different sounds. b. Are good to improve your listening. c. Help learners to memorize grammar. 7. In the top down process… a. It’s important that students know a lot of vocabulary. b. Background knowledge plays a key role. c. Both A and B are correct
8. Taking the Top-down Reading process into account, when reading a text a.
It is necessary to understand all its content.
General knowledge on the topic can be useful to understand it.
c. You have to go from the most general meaning of the words to the most concrete senses. 9. We can evaluate the reading skills of a L2 learner: a. Counting the number of words that he/she can read per minute. b. Knowing how many times he/she had to read the text to understand it. c. Taking into account the difficulty and the kind of texts that he/she is able to read. 10. Intensive reading is…. a. Focused on linguistic and content accuracy b.
It is used to exemplify different aspects of the lexical syntactic and discourse systems
c. Both answers are correct 11. It isn´t a style of reading applicable to reading class: a. Silent reading b. Scanning c. Audio-lingual 12. Some principles for the teaching of extensive reading are … a. Students read as much as possible b. Reading is individual and silent c. Both answers are correct 13. Extensive reading: a) It is more orientated towards a general understanding of the text of enjoyment or learning
b) Texts used are usually long texts such as books and articles. c) Both answers are correct 14. Simenson classifies text for extensive reading into: a. Three categories: authentic, pedagogic and adapted b. Two categories: authentic and pedagogic. c. Just one category: authentic
15. How many goals should be considered in any extensive reading programme? a. 5 b. 3 c. 6 16. Pre-reading instruction is important becauseâ€Ś a. It enables the reader to access background knowledge and stimulates their interests. b. It models strategies that students can use later on their own. c. Both answers A & B are correct.
17. There are different tasks to develop reading skills and are: a. Pre-reading tasks, during reading tasks and post-reading tasks. b. Pre-reading and post-reading tasks only c. The only important task to develop reading skills is the pre-reading task. 18. Which is a post-reading task? a. Summarising the content b. Writing comprehension questions.
c. Both answers are correct. 19. Completing a graphic-organizer is aâ€Ś a. Before-reading task. b. task during reading. c. Post-reading task.
20. Answering comprehension questions is a post-reading task a. True. b. False, it is a during-reading task. c. False, itâ€™s a before-reading task.