Praxis 5362
Question 1 of 5.
A high school science teacher has intermediate- and advanced-proficiency-level ELLs in the class. Over a number of class sessions， the students listen to podcasts about water pollution， taking notes in the process. Before each podcast， the teacher teaches important target vocabulary. At the end of each class， the students work in groups to summarize what they have learned. How does using this technology best contribute to better literacy for the ELLs?
A. Engaging in active listening helps the ELLs learn how to construct meaning from the content.
B. Note-taking helps the ELLs comprehend the new vocabulary better.
C. Summarizing helps the ELLs with the writing process.
D. Working in small groups improves the ELLs' pronunciation and intonation.
Explanation: Listening to podcasts provides ELLs with exposure to authentic language input related to content (water pollution). Taking notes and summarizing help reinforce learning, but the primary benefit of *using the podcast technology* itself is that it offers rich, contextualized audio input. This helps ELLs practice listening skills and learn how to extract meaning from spoken academic content. Note-taking, summarizing, and group work are supportive activities but not the direct result of the *technology* (podcasts).
Question 2 of 5.
The ability of ELs to express themselves in ways that are appropriate to the situations in which they are speaking is most commonly referred to as
A. sociolinguistic competence
B. strategic competence
C. grammatical competence
D. structural competence
Explanation: Sociolinguistic competence involves understanding and using language appropriately in different social and cultural contexts, which matches the description given in the question. Strategic competence is about using communication strategies to overcome difficulties. Grammatical competence relates to knowledge of sentence structure, and structural competence is not a standard term used in this context.
Question 3 of 5.
An ELL asks his teacher， ""Can you tell me what time is it?"" The student's question includes an error in
A. the use of relative pronouns
B. subject-verb agreement
C. subject-verb inversion
D. the use of modals
Explanation: The correct word order for this question should be "Can you tell me what time it is?" The student incorrectly inverted the subject and verb within the embedded question clause. The error is not specifically about relative pronouns, subject-verb agreement, or modals.
Question 4 of 5.
ELs learning American English often have difficulty with decoding and spelling words that contain letter combinations such as "ough"or "augh" found in words like"cough","through " "though." "laugh" and"caught." English words that have complex spelling patterns or atypical formations are examples of
A. false cognates
B. sight words
C. inflectional morphemes
D. English language inconsistencies
Explanation: The difficulty arises from the fact that English spelling is not always phonetically consistent. Words like "cough," "through," and "laugh" demonstrate inconsistencies in how letter combinations map to sounds, making them challenging for learners. False cognates are words that look similar in two languages but have different meanings. Sight words are high-frequency words often memorized by sight. Inflectional morphemes are grammatical endings like -ed or -s.
Question 5 of 5.
If， you know， some student， something happen like that， they can send you home. The speaker would most likely benefit from pronunciation instruction that focuses on
A. initial S
B. initial H
C. final T
D. final N
Explanation: The speaker says "some student" which sounds like "some th-student" or has difficulty clearly producing the initial 's' sound in 'student' or 'something'. Focusing on initial S would help clarify this sound. Initial H, final T, and final N are not the primary sounds needing focus in this excerpt.