Praxis 5362
Question 1 of 5.
A middle school ESL class has finished a thematic unit on natural disasters. The teacher will assign students to groups， and each group will create a slide presentation on a natural disaster of their own choosing. However. there are some students who have not had much exposure to computers. Which TWO of the following steps are practical ways to make technology more accessible to these ELL students?
A. Providing a detailed set of instructions for the software
B. Assigning students with different levels of language proficiency and technology proficiency to each group
C. Providing a handout with pictures that illustrate basic computer terminology
D. Giving students extended time on the project
Explanation: Providing detailed software instructions helps students unfamiliar with the technology understand the steps. Assigning mixed-ability groups allows students with stronger tech skills to support those who are less experienced. Providing a handout with pictures for terminology is also helpful but is more about vocabulary than general accessibility. Giving extended time helps with the overall project but doesn't specifically address the technology access issue.
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.