Sheltered/Unsheltered Language Module 1 Topic A&B

Question 1

What peer behavior did you observe in the sheltered lesson?

A. lack of student participation
B. peer support and encouragement
C. discouragement
D. task avoidance and compensating behaviors
E. none of the above

Answer 1

B. peer support and encouragement

Question 2

You have a class of mixed language students. Why would you want to use a pretest prior to introducing a new concept?

A. It would be a way to bridge language.
B. It would be a way to provide advance organization.
C. It would be a way of accessing prior knowledge.
D. It would be a way to check for comprehension.
E. none of the above

Answer 2

C. It would be a way of accessing prior knowledge.

Question 3

America has just over ________ million second language learners in its schools.

A. one
B. three
C. five
D. seven
E. None of the above

Answer 3

C. five

Question 4

Sheltering strategies are intended to -

A. make content and language comprehensible to second language learners.
B. group students based on their language ability.
C. develop fluency based on linking vocabulary from the student’s native language.
D. assess a students language development separate from the curriculum.
E. none of the above

Answer 4

A. make content and language comprehensible to second language learners.

Question 5

Which teacher behavior would you NOT expect to see in a sheltered lesson?

A. impatience, loud repetitions
B. slowed rate of speech
C. use of graphic organizers
D. checks for comprehension
E. none of the above

Answer 5

A. impatience, loud repetitions

Question 6

Which of the following is NOT a characteristic of Sheltered English?

A. background building
B. grouping configurations
C. teacher dominated activities
D. hands-on manipulatives
E. none of the above

Answer 6

C. teacher dominated activities

Question 7

Why does the teacher in the unsheltered lesson become frustrated?

A. The students are unable to form groups.
B. The students cannot line up in order of height.
C. The students become talkative during instruction.
D. The students do not understand the instructions.
E. none of above

Answer 7

D. The students do not understand the instructions.

Question 8

In this course Sheltered English can best be defined as -

A. language objectives created to meet the needs of all students.
B. an instructional approach that requires individual language goals for all students, as every student faces some degree of language challenge.
C. an instructional approach using academic language to teach limited English proficient students.
D. using ability levels to group students into language clusters with varying content objectives.
E. none of the above

Answer 8

C. an instructional approach using academic language to teach limited English proficient students.

Question 9

Unsheltered English has less emphasis than Sheltered English on all of the following EXCEPT -

A. using visual cues
B. demonstrating with realia
C. increasing social language skills
D. setting comprehension checks
E. none of the above

Answer 9

C. increasing social language skills

Question 10

Linguistic modification is a strategy that can best be described as -

A. using translations of vocabulary in the students’ native language.
B. using visual aides to connect vocabulary with objects.
C. using consistent gestures to elicit a student behavior.
D. using a constant pace with pauses and repetition.
E. none of the above

Answer 10

D. using a constant pace with pauses and repetition.

Question 11

Which of the following reactions was least likely to be experienced during the sheltered lesson?

A. confused
B. confident
C. calm
D. focused
E. none of the above

Answer 11

A. confused

Question 12

Which of the following is NOT used to enforce vocabulary understanding in the sheltered lesson?

A. repetition
B. realia
C. mapping
D. praise
E. none of the above

Answer 12

C. mapping

Question 13

In a class of native English learners, teachers often assume there is a common understanding of the language. With non-English learners there must be -

A. language objectives developed to ensure understanding.
B. content objectives based on the language ability of each student.
C. native language assessments.
D. translators available to help with instruction.
E. none of the above

Answer 13

A. language objectives developed to ensure understanding.

Question 14

Which of these strategies will be included in this program?

A. general
B. sheltering
C. universal
D. dual language
E. none of the above

Answer 14

A. general

Question 15

Of the teacher behaviors you observed in the sheltered lesson, which of the following would not be helpful to students?

A. impatience, loud repetitions
B. rephrasing
C. use of total physical response
D. slower rate of speech
E. none of the above

Answer 15

A. impatience, loud repetitions

Question 16

What peer behavior did you not observe in the unsheltered lesson?

A. lack of peer support and encouragement
B. high level of student participation
C. discouragement
D. task avoidance and compensating behaviors
E. none of the above

Answer 16

B. high level of student participation

Question 17

All of the following are examples of extralinguisitic cues EXCEPT -

A. body language
B. visual aides
C. proximity
D. praise
E. none of the above

Answer 17

C. proximity

Question 18

What condition was least evident during the Unsheltered Lesson?

A. confused
B. unconfident
C. calm
D. disruptive
E. none of the above

Answer 18

C. calm

Question 19

Which of the following represents the MOST effective strategy for checking understanding of new vocabulary with ESL learners?

A. Students are grouped in same language skill groups and only those strong in English will respond to the questions.
B. Students play a game connecting vocabulary to pictures on the board after the teacher has modeled the game.
C. Students take an alternative assessment that asks for definitions of vocabulary in their native language.
D. Students listen to the vocabulary as visual aides are provided to connect the word to a real object.
E. none of the above

Answer 19

B. Students play a game connecting vocabulary to pictures on the board after the teacher has modeled the game.

Question 20

Which of the following is NOT a strategy used by the teacher in the sheltered lesson?

A. gestures to aid understanding
B. modeling the exercises
C. visual aides
D. coding the text
E. none of the above

Answer 20

D. coding the text

Question 21

In the sheltered lesson what kind of teacher behaviors did you observe that would be helpful to students?

A. use of realia and praise
B. lecture format followed by whole group discussion
C. verbal assignments and directions
D. lecture with extensive use of overheads
E. none of the above

Answer 21

A. use of realia and praise

Question 22

Strategies effective for second language learners are -

A. based on the teachers experience with a second language.
B. aligned with the schools’ content standards.
C. positive for all learners.
D. implemented best in team settings.
E. none of the above

Answer 22

C. positive for all learners.

Question 23

To be successful teaching second language learners the teacher must have all of the following skills EXCEPT -

A. content proficiency
B. proficiency in a second language
C. sheltered language strategies
D. classroom management strategies
E. none of the above

Answer 23

B. proficiency in a second language

Question 24

It is most important to build _____________ into a sheltered lesson.

A. comprehension checks
B. consistent discipline
C. exact pronunciation
D. language bridges
E. none of the above

Answer 24

A. comprehension checks