English-Oral Language and Media Literacy
Which of the following is an advantage of using a slide show along with an oral presentation to the class? A A slide show may enable complex information to be simplified and quickly transmitted to the audience. B A slide show may allow long passages from the presentation to be effectively shared with the audience. C A slide show may distract listeners of an oral presentation from the spoken text. D A slide show may reinforce the points of the presentation by exactly reproducing the text of the presentation in the slide show.
A
Ms. Sanders is frustrated by students consistently using "u" instead of "you" and other shorthand in their writing. Which of the following would be the most effective way to encourage change in her classroom? A Accept that language changes over time and the use of "u" will likely become more and more common. B Teach a lesson about formal and informal writing, comparing academic writing to text message writing. C Take off points for each occurance of the error. D Call parents individually to discuss the frequency of this mistake
B
Various forms of educational media include: A magazines, TV programs, and movies. B posters, newspapers, and computer games. C language software, language games, and textbooks. D language software, documentaries, and political ads.
C
In order to best assess students' understanding of multimedia and communication skills, teachers should: Select all answers that apply. A allow students access to various forms of media and technology with little teacher monitoring. B use a generic grading scale that isn't specific to the individual activity or project. C utilize multiple formative and summative assessments. D provide students with opportunities to interact and demonstrate command of various types of visual media.
C and D
A high school speech teacher is working on concepts with her advanced speech students. These students have mastered the basics of speech delivery and are ready to give their final speeches of the semester. Which of the following mini-lessons would be most appropriate for the teacher to introduce before the presentations? A a lesson on adjusting the content of your speech during delivery, such as adding and subtracting main points according to real-time audience response B lesson on speaking with appropriate cadence and fluency, including emphasizing or deemphasizing certain words in the presentation C a lesson on maintaining appropriate eye contact with the audience, especially during the introduction and conclusion portions of the presentation D a lesson on appropriate visual aids, such as including slides, charts, graphs, or pictures to help the audience understand complex concepts
A
As a culminating activity for their literature circles, the teacher has asked her students to record short videos of themselves that introduce and recommend their books to next year's class. Once everyone has completed the scripts for their video, which of the following is the most important step before recording? A practicing reading the script aloud B review their scripts to ensure they have not included too many details C collect visual aides D ensure their clothing is appropriate and professional
A
During a commercial break from a popular children's show, an advertisement plays depicting a mom cleaning up mess after mess after mess. This advertisement is most likely appealing to the assumed parent/guardian's: A realized user image. B emotional user image. C desired user image. D bandwagon user image.
A
Mr. Glanz is preparing a lesson on adjusting tone to match your audience. Which activity below would be most beneficial in having students practice this skill? A Role play with a small group where the speaker changes what he says based on pretend audience members. B Give students a worksheet where they match scenarios to the appropriate audience or tone. C Plan a lesson reviewing different types of tones and when they are appropriate for use. D Have students draw a topic out of a bucket and give an impromptu speech.
A
Mrs. Gosh is making a rubric for an oral presentation. She wants to ensure students have adjusted their communication to meet their audience. She could include appropriate gestures, tone, volume, and: A word choice. B main points. C topics. D posture.
A
Sixth-grade students will be giving formal speeches at the end of the month. Which activity would best help students prepare for presenting to the whole class? A Practicing delivering a section of their speech to a peer and receiving guided feedback about the content and presentation skills. B Rereading their written speech and notes to check for grammatical errors and content. C Practicing delivering their speech at home with parents or family members. D Watching videos of professional speakers and taking notes on body language and presentation skills.
A
Students in Mr. Tulip's class have just finished a unit, learning about the persuasive techniques used in commercials. What activity below would help solidify his students' understanding of how commercials use persuasive techniques to convince consumers? A a project where students write and film a commercial for a made-up product of their own B an exit ticket after students have watched a sample commercial that tests their understanding of the concept C a summative assessment testing knowledge of persuasive techniques in the media D a short writing assignment where students watch and evaluate a commercial for persuasive techniques
A
The English and social studies teachers at Calhoun Middle School developed an interdisciplinary instructional unit where students will create a multimedia presentation on literary works by wartime soldiers. The teachers are concerned that many students will focus on the aesthetics of the presentation and not the quality of its content. The most effective strategy to address the concern would be to: A collaborate with the students to design a rubric of expectations upon which the students will be graded that defines the weight of the design in the grading process. B create a list of websites for students to use as resources for their research. C allow the students to submit a rough draft of their presentation and then provide feedback on the quality of the content within the submitted presentation. D allow students to use a limited number of pictures and graphics in their presentation.
A
What is a benefit of providing a rubric for self-evaluation of an oral presentation? A Students can understand what they could have done to earn the next level. B Grading goes more quickly, because all the content and areas are laid out with a corresponding grade. C The teacher can take a break from assessment and allow the student to grade himself. D Students are able to compare themselves to their peers.
A
Which of the following is an example of a glittering generality? A "Apple Crispies is the choice of America!" B "4 out of 5 doctors recommended our shoes." C "Our cigarettes are made with only the finest imported tobacco." D "She's a genius because she is so smart."
A
Which of the following is the most effective method to engage students in a lecture or oral presentation? A assigning a brief reaction paper on the topic of the lecture or presentation before it begins B grading the students' questions at the lecture or seminar C forcing every student to ask at least one question at the lecture or seminar D assigning an article on the topic of the lecture or presentation before it begins
A
Students view a commercial depicting the following: The commercial opens on a sea turtle swimming through a coral reef with a plastic bag hooked on its leg. The image cuts to a seabird with a six-pack plastic ring around its neck. The images continue to scroll through various ocean scenes with human garbage prominently featured. A narrator begins to read off a list of data depicting the amount of waste currently in the ocean. Finally, a list of sustainable products with their images is provided as a way to cut down on single-use plastics that end up in the ocean. Which advertising techniques does this commercial employ? Select all answers that apply. A Emotional Appeal B Snob Appeal C Logical Appeal D Appeal to Authority
A and C
Mr. Michaels is working to improve the quality of discussions in his class. While he can usually count on having plenty of student share their ideas on a topic, they tend to simply share their answer instead of responding to or building on the ideas of other students. Which of the following strategies would help develop this skill? Select all answers that apply. A Provide direct instruction on appropriate ways to disagree with a classmate's comments. B Provide sentence stems that promote a summary of the previous speaker's thoughts. C Have students take notes on each other's comments. D Organize the room in a way that allows students to see each other while speaking, like a circle.
A, B, D
A candidate for class president begins his speech by sharing a short story of his first week at their school. What element of effective oral communication is the student incorporating into his speech? A using audience-appropriate language B using anecdotes relevant to the audience C articulating a clear purpose D establishing an effective tone
B
A sixth-grade classroom is working on a unit about perspective and active listening. The teacher needs to design an activity that will help students understand how emotional response to the speaker can influence how the audience listens and responds. The teacher plans to show multiple video clips and ask guided questions after the viewings. Which activity below would meet this goal? A Watch videos where the topics and purpose are the same, but the speaker changes. For example, a video from National Geographic about lions and a classroom presentation by a third grader on lions. B Watch video clips of speakers with varying purpose, emotional level, and mood. For example, a news clip about a natural disaster and an interview with someone who survived the same disaster. C Watch video clips about two different topics and then summarize the information presented. For example, one clip about habitat loss in the Arctic and one clip about sustainable farming. D Watch multiple video clips of speakers presenting on the same topic and purpose. For example, two or three ads for cereal brands.
B
A student has written a radio advertisement as a project for her high school marketing class. The holiday season has arrived! Have you been admiring your neighbor's lawn decorations? Are you worried about climbing on a ladder to install lights? Or, maybe you don't have time to hang the wreath on your front door, or place a beautiful sled in your yard. Well, now you can join in the holiday celebration just like your neighbors! Visit Sal's Celebrations at www.salscelebrations.com to book your appointment for outdoor decorating today. Which of the following logical fallacies does the student utilize during the advertisement? A slippery slope fallacy B bandwagon fallacy C correlation/causation fallacy D appeal to authority fallacy
B
A teacher is planning a lesson to help students understand how various elements of media can have an impact on the meaning of what is viewed. She shows a number of commercials about breakfast foods and asks students to take notes on what they saw and how they felt. Which follow-up activity will help her achieve her lesson objective? A Compare the content of these commercials with commercials about toys. B Discuss how the techniques used influenced their feelings about the products. C Create a new commercial using the persuasive techniques students observed in the commercials. D Analyze the commercials' claims for validity.
B
Before beginning a unit on media analysis, a teacher assigns students a week-long task where they are to log their media consumption. The teacher provides a list of types of media they might encounter and should include in their logs. Students will log their consumption in a chart similar to the following. After the week is up, the students share their initial thoughts about how much media they encounter during a week. What activity would be the best follow-up to encourage student analysis of media consumption and the role of media in their lives? A Choose one example and rewrite it from the opposing point of view. B Partner up to discuss and compare media consumption, answering teacher questions to guide discussion. C Categorize the types of media viewed into like purposes (social, commercial, political). D Choose one example to do an in depth written analysis of the example's purpose, audience, persuasive techniques, etc.
B
Jefferson had worked hard preparing for the speech he would be making at the NJHS Induction, in front of many parents, teachers, and peers. It was his last responsibility as NJHS President, and he was excited to welcome the new inductees who would take over the following school year. Prior to his speech, Jefferson had a slideshow playing on the projector that included picture of current NJHS students participating in community service projects throughout the year. Dressed for the occasion, he took the podium, speaking clearly and eloquently regarding the hard work put forth by these students in order to become new members. He went on to explain that the honor of being inducted came with a responsibility to positively represent the school and serve the community through their various services projects. At the end of his speech, one of his friends jumped up, clapping and hollering for him. At first, Jefferson laughed uncomfortably, but then took a couple celebratory bows, laughing as he waved off his friends. In what way did Jefferson fail to meet the guidelines of good public speaking? A demonstrating knowledge of the subject matter B consistently presenting himself in a credible manner C inappropriate use of media D failure to make eye contact with audience members
B
Ms. Smith is planning to incorporate active listening instructions and expectations into her daily routine. Which of the following would best reinforce actively listening in class? A At the beginning of class, have students complete a quick assessment to see what they remember from the previous day's lesson. B After giving instructions for an activity or assignment, have each student summarize or paraphrase the instructions for their neighbor. C Provide purposefully contradicting information in verbal instructions and wait for a student to notice and ask for clarification. D Include a specific, unusual instruction in the written instruction for an activity to see how many students are reading carefully.
B
When a speaker speeds up or slows their speaking speed to best fit their message and audience, they are adjusting their speaking: A fluency. B rate. C articulation. D pitch.
B
When addressing a large audience in a large auditorium, a teacher should encourage a student to: A over-articulate and emphasize key points in the presentation. B speak more loudly and more slowly than normal. C speak more loudly and faster than normal. D end with a joke so the audience remembers the presentation.
B
When teaching a lesson on including direct quotes in student writing, Mr. Keating reminds students to include a dialogue tag when incorporating direct quotes. Which of the following describes a dialogue tag? A the colon or comma used between he said and the first quotation mark B a phrase, like he said or she said C the quotation marks placed around a quote D either italics or quotation marks to identify direct quotes
B
Which of the following activities would best allow students to practice expressive and clear speaking in front of an audience? A Watch other students practice their speeches. B Read aloud in front of a small group. C Memorize a speech before presenting. D Practice reading aloud in front of a mirror.
B
Which of the following describes the most important advantage of having students use social media to work on projects? A Using social media makes it possible to complete class projects more quickly. B Using social media allows students to share links to articles, websites, videos, and music with other students while working on projects. C Using social media makes a language arts class feel more modern to contemporary students. D Using social media assists students who have difficulty writing.
B
Which of the following is the best strategy for creating a slide presentation? A including information on a different topic from the oral presentation to keep the audience engaged B including additional information through the use of graphics that supplement the text of the presentation C using the best graphics possible for the slide show regardless of how well the graphics complement the oral presentation D writing out the entire text of the oral presentation word for word in the slides
B
Which of the following is the biggest benefit of requiring oral presentations for students? A demonstrating how effective they are at literal and inferential comprehension B providing practice in pronouncing clearly, controlling grammar, and clarifying information C demonstrating their use of segmentation and syntax D providing practice in using morphemes, phonemes, and pragmatics
B
Which of the following statements describes a student who is using nonverbal communication effectively during an oral presentation? A The student wears a casual, mismatched outfit in order to make the audience feel at ease and uses slang words during the presentation. B The student uses periodic hand gestures for emphasis and facial expressions appropriate for the subject being discussed. C The student makes individual eye contact with each member of the audience and doesn't reference notes. D The student stands with an inflexible posture and keeps a consistent, neutral facial expression for the entire speech.
B
Which of the following strategies would be beneficial for a high school teacher to present to her students before they give speeches in class? A Speak as clearly as possible, with minimal variation in the tone and cadence of your words. B While speaking with inflection, look mostly at the audience and sparingly at your notes. C While speaking with inflection, make sure to check your notes often and read them exactly. D Speak with as much detail as possible and spontaneously expand on your main points.
B
An author who has strong skills in clarity of writing will be able to do which of the following? Select all answers that apply. A Correctly cite sources when necessary. B Organize information and use transitional words. C Use precise language specific to his audience. D Vary his sentence structure.
B and C
Transitional words and phrases are helpful in both spoken and written communication because they: Select all answers that apply. A join two sentences together. B link ideas to each other. C state the author's purpose clearly. D indicate the flow of time and events.
B and D
A student plans a presentation featuring electronic slides filled with charts and graphs. Which of the following types of speeches will this support? A persuade the audience to support the ideas of a presidential candidate B inform the audience about the benefits of paying down credit card debt C inform the audience about obesity rates over time in the United States D persuade the audience that endangered animals should be saved
C
A teacher wants to help her students understand how a written text can be improved through oral language. Which of the activities below would best help her students understand this concept? A Have students rewrite a short story to include new examples of figurative language. B Have students read a short story silently and then draw an image of the moral of the story. C Have students read a story silently and then listen to the teacher read it aloud with animated gestures and expression. D Have students rewrite a short story with a new audience in mind.
C
A television advertisement for a local fast food restaurant shows a seven-year-old girl playing on an indoor play structure within the restaurant. The girl climbs up a rock wall and slides down before running to play with another child. Which of the following changes could be made to the advertisement to make the restaurant more appealing to teens ages 13 to 17? A showing a 15-year-old girl supervising the seven-year-old girl as she plays in the play place B including a close-up shot of the seven-year-old girl eating dinner with her teenage sibling and parent, then moving to the shot of the girl playing in the play place C showing a group of teens enjoying their meals along with a voiceover sharing that the restaurant provides free charging stations and wifi for restaurant patrons D having a voiceover share promotional information about half-price appetizers on weekday lunch menus and kids under 12 eating free on Wednesday evenings
C
During class, a teacher shows five different advertisements, two commercials, one magazine, one web page banner, and one billboard. While viewing, the teacher asks the students to note any interesting use of colors, symbols, or content, and to briefly describe who the intended audience is. After viewing all five, the class works as a whole group to volunteer what they noticed or found interesting. What would be the best followup activity for the students to complete to enhance their understanding of media design elements? A Work with a partner to group the ads together based on similarities. B Have students complete a matching activity with design elements and their intended meanings or purposes. C Choose one media element and research the psychology behind the use of that element. D For homework, pay attention to the advertisements they see during their personal use of social media and find one with a similar use of media elements to share with the class the next day.
C
Mrs. Kwasny is ready to begin a unit on public speaking. What way could she most effectively demonstrate and introduce good presentation skills? A Give a lesson where the teacher demonstrates good and bad presentation skills. B Show short videos where the speaker demonstrates volume, eye contact, and gesturing. C Show short videos on topics the students are interested in that demonstrate good speaking and presentation skills, and then follow up with a discussion on what the speaker did well. D Show short videos on topics the students are interested in where the speaker demonstrates good presentation skills.
C
Various forms of informational media include: A newspapers, history textbooks, and commercials. B movies, documentaries, and political ads. C documentaries, newspaper articles, and magazines. D newspaper ads, commercials, and documentaries.
C
What is the most important reason a speaker needs to plan for his specific audience before giving a presentation? A the skills used in a presentation are the same for any audience; this is not important B to use appropriate volume and tone during his speech C to ensure that subject matter is explained using terms and details the audience will understand D to ensure that he will not be nervous before or during his speech
C
Which of the following is an effective method of learning an unfamiliar word in a text? A skipping the unfamiliar word B determining the part of speech of the word C sounding out the word using phonics and syllabication skills D copying the word repeatedly in writing
C
Which of the following is the most beneficial reason for a sixth-grade teacher to show her students various video clips, TV ads, posters, magazine ads, etc.? A to introduce students to a way to use technology B to help students to better understand graphic representations C to demonstrate some of the functions/purposes of media such as persuasion, information, entertainment, and education D to help her students have a clearer understanding of denotative meaning
C
A science teacher wants to create a technology-based interdisciplinary project. She wants to provide the students with opportunities to use technology to not only understand the learning objectives, but also use the technology to create their own work. Which type of technology would be most beneficial to incorporate into the project? A internet searches for research B word-processing programs C online assessment D web-design software
D
A sixth-grade teacher is looking for a way to improve her students' understanding of how visual images create meaning. Which activity below would be the best way to achieve this goal? A Have students view famous paintings online and write a description of the painting's meaning. B Have students work in pairs to discuss what they like and don't like about presented images. C Have students draw an image to represent a section of a pre-existing short story after listening to the story in class. D Have students tell a new story using only photographs from a magazine or newspaper.
D
A sixth-grade teacher pairs her students and instructs them to paraphrase the key points of the story they have just heard. She knows that through this strategy she can take students to a higher level of thinking and informally assess their listening skills. What does it mean to paraphrase? A developing a knowledge structure about anything B identifying individual sounds in spoken words C making guesses about the development of plot or characters D putting what has been read or heard into one's own words
D
An English teacher is assessing the effectiveness of a class discussion on a recent reading topic. Of the following features, which should be cause for the most concern? A Students did not wait for other students to finish their ideas. B The teacher was not involved in the discussion, as students were addressing each other directly. C There was little agreement between the students on various topics. D Students were not responding to other students' comments but rather repeating their own.
D
During a unit on mass media and media consumption, a teacher assigns a weekend activity. Students are to use social media as they normally would, but at some point during their usage record two articles/links/blogs/etc. they read or interact with. Once they've selected their media example, the students must answer the following questions: Summarize the text selected in 3-5 sentences. Who wrote/created the text? Is the author a reputable source? Who sponsored the text? What, if any, tangible gains did the author/publisher receive? Does the text have any obvious bias or prejudice? What is the most likely goal of these questions? A to reinforce a previous study on author bias B to ensure students are assessing the credibility of authors they encounter online C to encourage analysis of media messages and persuasive techniques used to sway audiences D to encourage students to analyze and scrutinize all media they encounter, even seemingly harmless examples mixed into their social media experiences
D
In a class discussion, the teacher expects students to restate the previous speakers main point before responding to it. What aspect of active listening are the students practicing? A clarifying information B probing for information C evaluating a speaker's message D summarizing a speaker's message
D
Mr. Davies' class has been working on communication techniques. He assigns a weekend activity for students to take note of one special or unique event that happened to them or a family member. On Monday, random students will be asked to stand before the class and give an impromptu speech about the event. During the speeches, the rest of the class is instructed to take notes on what the speaker does well and provide feedback after the speech. What is the most likely goal of this note-taking and feedback? A to reinforce proper speech etiquette B to practice descriptive narration techniques C to reinforce persuasive speaking skills D to practice active listening skills
D
Mrs. Cates has assigned a group project that requires students to create multimedia presentations about a historical event that was an effect of the Civil War. The students' presentations contain many graphics and large fonts but lack quality content. Mrs. Cates decides that for future projects she will need to make an adjustment to the project requirements and expectations. Of the following, which would be the most effective strategy to promote quality content among student projects? A Engage the class in a discussion of how best to research historical events. B Allow students to choose the members of their group. C Allow students to choose their project topic and the medium through which they present the material to the class. D Provide a rubric with clear expectations and requirements.
D
Precise language usage is generally more important for written communication than verbal communication. Which of the following is not a reason why? A The reader can't ask clarifying questions in written text. B The author's tone is implied in written text, which could confuse a reader's interpretation of meaning. C The listener can use the visual context of a situation to determine meaning of a speaker. D Visual cues are available to help the reader determine meaning with written text.
D
Self-evaluation of oral presentations can be more effective and informative when combined with: A a separate assignment that reviews the same topic. B peer assessment of the same item. C parent assessment of the same item. D teacher assessment of the same item.
D
Students are presenting oral reports on books that they read over the summer. Which of the following would be most appropriate for students to include at the conclusion of their oral presentation? A an outline and explanation of the thesis statement B an open-ended question to get the audience's attention C a joke to build rapport with the audience D a summary of the main points
D
Students in a high school English class have written multi-page research papers on a given topic. The teacher asks each student to make his or her research paper into a 5-minute podcast to be uploaded on the class website. What is the teacher's goal in assigning this task? A Students will incite dialogue across the school and drive traffic to the website. B Students will learn how to use an important piece of 21st-century technology. C Students will elaborate on their papers and expand their arguments further. D Students will clearly and concisely condense their argument for a wider audience.
D
Students in an 8th-grade class are preparing presentations to provide factual historical context for their historical fiction short stories. The teacher has required her class to include an interactive multimedia element into each presentation. Which of the following describes an appropriate interactive multimedia element that a student could include? A Provide audience members with noise makers to use when they have a question. B Play a song from the time period while presenting. C Play a slideshow of relevant pictures on the projector during the presentation. D Include a map graphic of the setting with clickable links to more information about each location.
D
Various forms of entertainment media include: A news programs, video games, and commercials. B video games, magazines, and political cartoons. C movies, newspapers, and documentaries. D movies, television programs, and video games.
D
Various forms of persuasive media include: A political cartoons, store ads, and rubrics. B store ads, political cartoons, and Venn diagrams. C newspaper ads, history textbooks, and online ads. D newspaper ads, political cartoons, and online ads.
D
What resource would be best for a teacher to use to help students interpreting body language in preparation for delivering a speech in class? A an article that explains variations in body language by age B a radio recording of a well-known DJ during an interview C a script from a familiar movie that includes cues for actors D a recorded scene from a musical that is played without audio
D
When introducing new material and scaffolding for student's oral presentation skills, a teacher should be sure to: A build review into each lesson to ensure students are retaining previous skills. B model skills throughout the unit and lessons. C allow for self-reflection and peer review. D start with the easiest skill and build up to the most difficult.
D
Which of the following sentences best demonstrates active listening? A "I will write on my blog that the movie was entertaining." B "How could you not like the movie?" C "I liked the movie because of all the famous actors and action sequences." D "John thinks the movie overlooked the plot in favor of extended action sequences."
D
Which of the following would most likely enhance the delivery of an oral presentation? A Ensure the inclusion of key points by reading from a script during the entire presentation. B Use as many audiovisuals as possible in order to keep your audience attentive and entertained. C Give a strong introduction so that you won't need a strong conclusion. D Vary the rate of speaking, the pitch of your voice, the tone/quality of your voice, and the volume of your voice.
D
