Study Guide

Field 180: Chinese (Mandarin)
Sample Selected-Response Questions

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Test Directions for the Selected-Response Questions

This section of the test is a reading section with selected-response questions, each of which has four answer choices. Read each question and answer choice carefully and choose the start uppercase ONE end uppercase best answer.

Try to answer all questions. In general, if you have some knowledge about a question, it is better to try to answer it. You will start uppercase NOT end uppercase be penalized for guessing.

Sample Selected-Response Questions

start bold Read the e-mail presented below; then answer the question that follows. end bold

[Simplified:]

??,

??!???????????????????????,????????????????????????????,???????????????????,???????

???????????,????????????????“???????”,????????,????????,???????????????????????????,???????,???????????

?????????,?????????!??????,???????????????????,?????????,??????,??????,???????????????,?????????????,???????????,??????????????????????????????????,?????????,?????

??????????????,?????????

??????????????!

???

[Traditional:]

??,

??!???????????????????????,????????????????????????????,???????????????????,???????

???????????,????????????????“???????”,????????,????????,???????????????????????????,???????,???????????

?????????,?????????!??????,???????????????????,?????????,??????,??????,???????????????,?????????????,???????????,??????????????????????????????????,?????????,?????

??????????????,?????????

??????????????!

???

Competency 0003
Demonstrate literal comprehension of a variety of culturally authentic texts (e.g., e-mails, posters, Web sites, maps, graphs, periodicals, literature).

1. ?????,???????:
?????,???????:

???
???
???
???
???
???
???
???

Answer: Correct Response: D.
In the e-mail, Emily writes to a friend about the day's experiences with a tour group in Xi'an and the plans the group has for the following day in Xi'an. Emily writes that after spending the following day in Xi'an, the group will next move on to Zhengzhou ("??????????????,????? . . . " / "??????????????,????? . . .").

Correct Response: D. In the e-mail, Emily writes to a friend about the day's experiences with a tour group in Xi'an and the plans the group has for the following day in Xi'an. Emily writes that after spending the following day in Xi'an, the group will next move on to Zhengzhou ("??????????????,????? . . . " / "??????????????,????? . . .").

Competency 0003
Demonstrate literal comprehension of a variety of culturally authentic texts (e.g., e-mails, posters, Web sites, maps, graphs, periodicals, literature).

2. ??????????????????
??????????????????

?????????????,??????
?????????????,??????
????????????????????
????????????????????
???????,?????????????
???????,?????????????
?????,???????????????
?????,???????????????

Answer: Correct Response: A.
Emily recounts the story of a good-natured conflict between the tour guide and the participants. Emily writes that the tour guide initially tries to convince the participants to continue with the planned itinerary of going to the museum despite the fact that they have been soaked by the rain ("?????,???????????. . ." / "?????,???????????. . ."). The participants refuse to leave the warm, dry vehicle until they are returned to the hotel ("??????????????????????" / "??????????????????????"), and the tour guide ultimately admits that some tea would be welcome ("????????????,?????????,?????" / "????????????,?????????,?????").

Correct Response: A. Emily recounts the story of a good-natured conflict between the tour guide and the participants. Emily writes that the tour guide initially tries to convince the participants to continue with the planned itinerary of going to the museum despite the fact that they have been soaked by the rain ("?????,???????????. . ." / "?????,???????????. . ."). The participants refuse to leave the warm, dry vehicle until they are returned to the hotel ("??????????????????????" / "??????????????????????"), and the tour guide ultimately admits that some tea would be welcome ("????????????,?????????,?????" / "????????????,?????????,?????").

Competency 0004
Infer meaning and analyze information from a variety of culturally authentic texts (e.g., e-mails, posters, Web sites, maps, graphs, periodicals, literature).

3. ??????????????
??????????????

??
??
??
??
??
??
??
??

Answer: Correct Response: C.
In the e-mail, Emily expresses admiration for cultural sights like the Terra Cotta Warriors ("?????????,?????????!" / "?????????,?????????!"), knowledge of attractions in cities like Shanghai ("??,????????????????????????????,???????" / "??,????????????????????????????,???????"), and a desire to know more about local Chinese culture and history ("???????????,???????,???????????" / "???????????,???????,???????????"). Emily's tone in the e-mail can be characterized as passionate and enthusiastic.

Correct Response: C. In the e-mail, Emily expresses admiration for cultural sights like the Terra Cotta Warriors ("?????????,?????????!" / "?????????,?????????!"), knowledge of attractions in cities like Shanghai ("??,????????????????????????????,???????" / "??,????????????????????????????,???????"), and a desire to know more about local Chinese culture and history ("???????????,???????,???????????" / "???????????,???????,???????????"). Emily's tone in the e-mail can be characterized as passionate and enthusiastic.

Competency 0005
Apply knowledge of the process of language acquisition and how it relates to the language learner in the classroom.

4. Which of the following theories best explains how students' proficiency in their first language positively contributes to learning a second language?

Krashen's affective filter hypothesis
Vygotsky's collaborative learning hypothesis
Cummins's theory of language interdependence
Skinner's behaviorist theory of language acquisition

Answer: Correct Response: C.
Jim Cummins's theory of language interdependence asserts that, while the surface features of languages are different, the cognitive processes that underlie those features are the same across languages. The processes involved in his theory of Common Underlying Proficiency include higher-order skills such as learning to think abstractly, learning to read, and acquiring academic vocabulary. Students' proficiency in their first language transfers positively to second-language acquisition because the skills they have acquired, such as learning to read, do not need to be re-learned. Instead, second-language learners need to understand how these underlying proficiencies manifest in the surface-level features of the new language.

Correct Response: C. Jim Cummins's theory of language interdependence asserts that, while the surface features of languages are different, the cognitive processes that underlie those features are the same across languages. The processes involved in his theory of Common Underlying Proficiency include higher-order skills such as learning to think abstractly, learning to read, and acquiring academic vocabulary. Students' proficiency in their first language transfers positively to second-language acquisition because the skills they have acquired, such as learning to read, do not need to be re-learned. Instead, second-language learners need to understand how these underlying proficiencies manifest in the surface-level features of the new language.

Competency 0005
Apply knowledge of the process of language acquisition and how it relates to the language learner in the classroom.

5. Students' comprehension of a popular fictional text that is written in the Chinese language would most significantly depend on which of the following factors?

the students' motivation for reading stories in this genre
the students' prior knowledge about the content of the story
the students' knowledge of the author's other writings and materials
the students' skills in monitoring their understanding of new vocabulary

Answer: Correct Response: B.
Before having students read a popular fictional text written in Chinese, and to promote the students' reading comprehension of the story, the teacher should make sure that the students have the necessary prior knowledge and references to understand the story. As part of a prereading activity, the teacher can assess students' prior knowledge by asking them what they know about some main themes and topics featured in the story. Then the teacher can fill in gaps in the students' knowledge with explicit instruction or by having students do some focused research.

Correct Response: B. Before having students read a popular fictional text written in Chinese, and to promote the students' reading comprehension of the story, the teacher should make sure that the students have the necessary prior knowledge and references to understand the story. As part of a prereading activity, the teacher can assess students' prior knowledge by asking them what they know about some main themes and topics featured in the story. Then the teacher can fill in gaps in the students' knowledge with explicit instruction or by having students do some focused research.

Competency 0006
Select and apply teaching and assessment strategies that provide students with opportunities to communicate in the target language in meaningful and authentic ways and that promote students' ability to make connections and comparisons and to participate in community life.

6. In an intermediate-level Chinese class, students analyze the report card for a student in a high school in China. They note the grading scale and comments that the student received for each course as well as any instructions given to the student or their family on the report card. Once the students have shared their observations, they speculate about the reasons for features of the document that they found surprising or puzzling. Which standard from the Oklahoma Standards for World Languages does this activity promote?

Presentational Communication
Schools and Global Communities
Interpersonal Communication
Relating Cultural Products to Perspectives

Answer: Correct Response: D.
The described activity asks students to interact with an authentic product of the culture they are studying. The students use the target language to analyze and investigate the features they discover on a report card and then discuss potential reasoning for the various features. The activity aligns with the Oklahoma Standard for World Languages that sets the goal of asking students to use the target language to investigate connections between typical cultural products and the cultural perspectives they represent.

Correct Response: D. The described activity asks students to interact with an authentic product of the culture they are studying. The students use the target language to analyze and investigate the features they discover on a report card and then discuss potential reasoning for the various features. The activity aligns with the Oklahoma Standard for World Languages that sets the goal of asking students to use the target language to investigate connections between typical cultural products and the cultural perspectives they represent.

Competency 0006
Select and apply teaching and assessment strategies that provide students with opportunities to communicate in the target language in meaningful and authentic ways and that promote students' ability to make connections and comparisons and to participate in community life.

7. At the beginning of the school year, a teacher assesses students' proficiency levels across language domains in Chinese. The assessment would most effectively promote students' learning by enabling the teacher to achieve which of the following goals?

differentiating instruction according to students' learning strengths and goals
predicting how well students' learning will develop over the course of the year
establishing a safe classroom learning environment for all students
informing students of their starting point in relevant areas of learning

Answer: Correct Response: A.
A teacher who takes time to measure language skills across the domains of listening, reading, speaking, and writing with a group of new students will gain valuable baseline information about their proficiency levels. This information can then be used to individualize instruction for each student, so the teacher can build on each student's strengths in the language and set proficiency goals for aspects of the language that require more attention.

Correct Response: A. A teacher who takes time to measure language skills across the domains of listening, reading, speaking, and writing with a group of new students will gain valuable baseline information about their proficiency levels. This information can then be used to individualize instruction for each student, so the teacher can build on each student's strengths in the language and set proficiency goals for aspects of the language that require more attention.

Contents

Sections

Study Guide

Field 180: Chinese (Mandarin)
Sample Selected-Response Questions

Test Directions for the Selected-Response Questions

Sample Selected-Response Questions

Competency 0003
Demonstrate literal comprehension of a variety of culturally authentic texts (e.g., e-mails, posters, Web sites, maps, graphs, periodicals, literature).

Competency 0003
Demonstrate literal comprehension of a variety of culturally authentic texts (e.g., e-mails, posters, Web sites, maps, graphs, periodicals, literature).

Competency 0004
Infer meaning and analyze information from a variety of culturally authentic texts (e.g., e-mails, posters, Web sites, maps, graphs, periodicals, literature).

Competency 0005
Apply knowledge of the process of language acquisition and how it relates to the language learner in the classroom.

Competency 0005
Apply knowledge of the process of language acquisition and how it relates to the language learner in the classroom.

Competency 0006
Select and apply teaching and assessment strategies that provide students with opportunities to communicate in the target language in meaningful and authentic ways and that promote students' ability to make connections and comparisons and to participate in community life.

Competency 0006
Select and apply teaching and assessment strategies that provide students with opportunities to communicate in the target language in meaningful and authentic ways and that promote students' ability to make connections and comparisons and to participate in community life.

Contents

Sections

Study Guide

Field 180: Chinese (Mandarin) Sample Selected-Response Questions

Test Directions for the Selected-Response Questions

Sample Selected-Response Questions

Competency 0003 Demonstrate literal comprehension of a variety of culturally authentic texts (e.g., e-mails, posters, Web sites, maps, graphs, periodicals, literature).

Competency 0003 Demonstrate literal comprehension of a variety of culturally authentic texts (e.g., e-mails, posters, Web sites, maps, graphs, periodicals, literature).

Competency 0004 Infer meaning and analyze information from a variety of culturally authentic texts (e.g., e-mails, posters, Web sites, maps, graphs, periodicals, literature).

Competency 0005 Apply knowledge of the process of language acquisition and how it relates to the language learner in the classroom.

Competency 0005 Apply knowledge of the process of language acquisition and how it relates to the language learner in the classroom.

Competency 0006 Select and apply teaching and assessment strategies that provide students with opportunities to communicate in the target language in meaningful and authentic ways and that promote students' ability to make connections and comparisons and to participate in community life.

Competency 0006 Select and apply teaching and assessment strategies that provide students with opportunities to communicate in the target language in meaningful and authentic ways and that promote students' ability to make connections and comparisons and to participate in community life.

Field 180: Chinese (Mandarin)
Sample Selected-Response Questions

Competency 0003
Demonstrate literal comprehension of a variety of culturally authentic texts (e.g., e-mails, posters, Web sites, maps, graphs, periodicals, literature).

Competency 0003
Demonstrate literal comprehension of a variety of culturally authentic texts (e.g., e-mails, posters, Web sites, maps, graphs, periodicals, literature).

Competency 0004
Infer meaning and analyze information from a variety of culturally authentic texts (e.g., e-mails, posters, Web sites, maps, graphs, periodicals, literature).

Competency 0005
Apply knowledge of the process of language acquisition and how it relates to the language learner in the classroom.

Competency 0005
Apply knowledge of the process of language acquisition and how it relates to the language learner in the classroom.

Competency 0006
Select and apply teaching and assessment strategies that provide students with opportunities to communicate in the target language in meaningful and authentic ways and that promote students' ability to make connections and comparisons and to participate in community life.

Competency 0006
Select and apply teaching and assessment strategies that provide students with opportunities to communicate in the target language in meaningful and authentic ways and that promote students' ability to make connections and comparisons and to participate in community life.