Praxis 5362 模擬測驗

Praxis 5362 模擬測驗 (Review Quiz: Q1-20)

Q1. 理論應用 (Theories)

English: Mr. Rivera notices that his beginning-level ELs are anxious about speaking. He decides to create a low-anxiety environment where errors are not immediately corrected, and the focus is primarily on communication rather than strict grammatical accuracy. Which theoretical approach is Mr. Rivera applying? Chinese: Rivera 老師發現他的初級 ELs 對開口說話感到焦慮。他決定創造一個低焦慮的環境，不立即糾正錯誤，並將重點放在溝通而非嚴格的文法準確性上。請問 Rivera 老師應用了哪種理論取向？

• (A) The Audiolingual Method (聽說教學法)

• (B) Krashen’s Natural Approach (克拉申的自然教學法)

• (C) Grammar Translation Method (文法翻譯法)

• (D) Cognitive Academic Language Learning Approach (CALLA)

Q2. 教學法辨析 (Methods)

English: A teacher holds up a picture of an apple and asks students to repeat the word "apple." Then, she directs the students to "pick up the apple" and "give the apple to a friend." She does not use the students' native language for translation. Which instructional method is she most likely using? Chinese: 老師舉起一張蘋果的圖片，要求學生重複「apple」這個字。接著，她指令學生「拿起蘋果」和「把蘋果給朋友」。她沒有使用學生的母語進行翻譯。她最可能使用的是哪種教學法？

• (A) The Direct Method (直接教學法)

• (B) The Audiolingual Method (聽說教學法)

• (C) Suggestopedia (暗示感應教學法)

• (D) Total Physical Response (全身反應教學法 / TPR)

Q3. 發音教學 (Phonology)

English: A student consistently pronounces the word "think" as "sink." To help the student produce the correct voiceless "th" sound, the teacher asks the student to place a hand on their throat to feel for vibration (or lack thereof) and compares the sound with "this." This activity focuses on: Chinese: 一位學生總是把 "think" 唸成 "sink"。為了幫助學生發出正確的無聲 "th" 音，老師請學生把手放在喉嚨上感受震動（或無震動），並將此音與 "this" 做比較。這個活動的重點在於：

• (A) Word stress patterns (單字重音模式)

• (B) Intonation (語調)

• (C) Voiced and voiceless sounds (有聲與無聲語音)

• (D) Syllabication (音節劃分)

Q4. 課程設計 (Program Models)

English: A group of nurses from the Philippines is taking an English course specifically designed to help them communicate with patients and understand medical terminology in US hospitals. This type of instruction is best described as: Chinese: 一群來自菲律賓的護理師正在修習一門英語課程，該課程專門設計來幫助她們在美國醫院與病患溝通並理解醫學術語。這類型的教學最適合描述為：

• (A) Sheltered Instruction (庇護式教學)

• (B) English for Specific Purposes (ESP) (特定目的英語)

• (C) Dual Immersion (雙語沉浸)

• (D) Push-in Support (入班支援)

Q5. 學術語言 (CALP)

English: An intermediate EL can converse fluently with friends in the cafeteria but struggles to write a lab report for Science class. According to Cummins, this student has developed BICS but needs support in developing: Chinese: 一位中級 EL 可以在餐廳與朋友流利對話，但在寫科學課的實驗報告時卻很吃力。根據 Cummins 的理論，這位學生已經發展了 BICS，但在發展下列哪項能力上需要支援？

• (A) CALLA (認知學術語言學習法)

• (B) ZPD (近側發展區)

• (C) CALP (認知學術語言能力)

• (D) TPR (全身反應)

Q6. 行為主義 (Behaviorism)

English: Which activity best reflects a behaviorist approach to second-language acquisition? Chinese: 下列哪項活動最能反映第二語言習得的行為主義取向？

• (A) Students engaging in a role-play about ordering food in a restaurant. (學生進行餐廳點餐的角色扮演)

• (B) Students repeating a dialogue line-by-line after the teacher to perfect their pronunciation. (學生跟著老師逐句重複對話以完美掌握發音)

• (C) Students working in groups to solve a logic puzzle in English. (學生分組用英語解決邏輯謎題)

• (D) Students using graphic organizers to brainstorm essay topics. (學生使用組織圖來激盪作文題目)

✅ 答案與老師詳解 (Answer Key)

Q1. 答案：(B) Krashen’s Natural Approach

• [cite_start]

  解析： 關鍵字是 "low-anxiety" (低焦慮)、"errors not immediately corrected" (不糾錯)、"focus on communication" (重溝通)。這完全符合 Krashen 的 Natural Approach 和 Affective Filter Hypothesis 。   

  
  

  • (A) 聽說法強調準確度，會立即糾錯。

Q2. 答案：(A) The Direct Method (直接教學法)

• [cite_start]

  解析： 關鍵字是 "no translation" (無翻譯) 和 "picture of an apple" (直接連結實物)。雖然有指令動作 (TPR 元素)，但 Direct Method 的核心特徵是嚴禁母語翻譯，直接用目標語言教學 。   

  
  

  • 陷阱題： 為什麼不是 TPR？雖然有動作，但 TPR 主要針對「沈默期」且強調聽力理解，而題目描述的情境（看圖命名、指令互動）是 Direct Method 的典型特徵。若選項單獨強調「聽指令做動作」才是 TPR。

Q3. 答案：(C) Voiced and voiceless sounds

• [cite_start]

  解析： 關鍵字是 "hand on their throat" (手放喉嚨) 和 "vibration" (震動)。這是用來教 Voiced (有聲，如 this) 與 Voiceless (無聲，如 think) 的經典動覺策略 。   

  
  

Q4. 答案：(B) English for Specific Purposes (ESP)

• [cite_start]

  解析： 關鍵字是 "nurses" (護理師) 和 "medical terminology" (醫學術語)。針對特定職業需求的課程就是 ESP 。   

  
  

Q5. 答案：(C) CALP

• [cite_start]

  解析： 題目描述的是「生活對話流利 (BICS OK)」但「學術報告寫不出來」。這正是 Cummins 提出的 BICS vs. CALP 區別。學生缺的是 Cognitive Academic Language Proficiency (認知學術語言能力) 。   

  • (A) CALLA 是「教學方法」，CALP 是「能力目標」。

    
    

Q6. 答案：(B) Students repeating a dialogue...

• [cite_start]

  解析： 關鍵字是 "repeating... after the teacher" (跟讀) 和 "perfect their pronunciation" (完美發音)。這是 Audiolingual Method 的特徵，也就是 Behaviorist (行為主義) 的應用（刺激-反應-模仿）。   

  • (A) 與 (C) 是溝通式教學法。

  • (D) 是認知學派 (Cognitive approach)。

Praxis 5362 模擬測驗 (Review Quiz: Q21-40)

Q1. 歷史教學策略 (Content Adaptation)

English: A 4th-grade teacher is planning a unit on "Colonial Life." To make the content accessible to beginning-level ELs, the teacher brings in a butter churn, a bonnet, and corn husks for students to touch and use. This strategy is known as using: Chinese: 一位四年級老師正在規劃「殖民生活」的單元。為了讓初級 ELs 能理解內容，老師帶來了奶油攪拌器、無邊女帽和玉米殼讓學生觸摸和使用。這個策略稱為使用：

• (A) Graphic Organizers (組織圖)

• (B) Realia (實物)

• (C) Minimal Pairs (極小對立體)

• (D) Total Physical Response (全身反應)

Q2. 閱讀流暢度 (Reading Fluency)

English: Mr. Jones notices that his intermediate ELs read accurately but sound robotic and lack expression. Which ongoing classroom activity would best help these students improve their reading fluency and prosody? Chinese: Jones 老師發現他的中級 ELs 閱讀準確但聽起來像機器人且缺乏表情。哪種持續進行的課堂活動最能幫助這些學生改善閱讀流暢度和語調？

• (A) Silent Sustained Reading (持續默讀)

• (B) Round-Robin Reading (輪流朗讀)

• (C) Reader's Theater (讀者劇場)

• (D) Copying text from the board (抄寫黑板課文)

Q3. 句法發展 (Syntax Development)

English: An ESOL teacher notices that a student constantly writes sentences with incorrect word order, such as "She wore a dress red." To assist the student in developing English syntax, the teacher cuts a sentence strip into individual words and asks the student to rearrange them correctly. This activity is called: Chinese: 一位 ESOL 老師發現學生經常寫出詞序錯誤的句子，例如 "She wore a dress red."。為了協助學生發展英語句法，老師將句子紙條剪成單個單字，並要求學生將它們重新排列正確。這個活動稱為：

• (A) Sentence Scramble (句子重組)

• (B) Cloze Activity (克漏字活動)

• (C) Think-Pair-Share (思考-配對-分享)

• (D) Semantic Mapping (語義圖)

Q4. 詞彙與構詞學 (Morphology) *Morph變形

English: A high school teacher wants to help advanced ELs expand their academic vocabulary without having them memorize long lists of definitions. The teacher decides to teach the meaning of common Latin and Greek roots (e.g., geo-, spect-, -logy). This approach focuses on: Chinese: 一位高中老師希望幫助高級 ELs 擴展學術詞彙，但不希望他們死背長串的定義。老師決定教導常見拉丁文與希臘文字根（如 geo-, spect-, -logy）的意義。這個方法著重於：

• (A) Phonemic Awareness (音素覺識)

• (B) Morphology (構詞學)

• (C) Pragmatics (語用學)

• (D) Syntax (句法學)

Q5. 活化先備知識 (Activating Prior Knowledge)

English: Before starting a new science unit on "Volcanoes," Ms. Li asks students to fill out a chart with three columns. Students write what they already know in the first column and what they want to learn in the second column. The third column is left blank for later. This tool is a: Chinese: 在開始「火山」的新自然單元之前，Li 老師請學生填寫一張有三欄的圖表。學生在第一欄寫下他們已經知道的，在第二欄寫下他們想學的。第三欄留空待用。這個工具是：

• (A) Venn Diagram (文氏圖)

• (B) Rubric (評分量表)

• (C) KWL Chart (KWL 表)

• (D) Story Map (故事地圖)

Q6. 發音教學：重音 (Teaching Stress)

English: An EL pronounces the word "photographer" with the stress on the first syllable (PHO-to-graph-er) instead of the second (pho-TO-graph-er). To help the student identify the correct stress pattern, the teacher should: Chinese: 一位 EL 將單字 "photographer" 的重音發在第一音節 (PHO-to-graph-er) 而非第二音節 (pho-TO-graph-er)。為了幫助學生辨識正確的重音模式，老師應該：

• (A) Show the student the dictionary definition. (給學生看字典定義)

• (B) Use a rubber band to visually demonstrate lengthening the stressed syllable. (使用橡皮筋視覺化演示拉長重音音節)

• (C) Ask the student to write the word five times. (要求學生將單字寫五遍)

• (D) Teach the student the history of the word. (教導學生該字的歷史)

✅ 答案與老師詳解 (Answer Key)

Q1. 答案：(B) Realia (實物)

• [cite_start]

  解析： 關鍵字是 "butter churn, bonnet, corn husks" (具體的物品)。在教學中帶入真實的生活物品來輔助理解，這就是 Realia 。   

  
  

  • 這是幫助初學者連結抽象歷史概念最強大的工具。

Q2. 答案：(C) Reader's Theater (讀者劇場)

• [cite_start]

  解析： 關鍵字是 "robotic" (像機器人) 和 "improve fluency and prosody" (改善流暢度與語調)。Reader's Theater 讓學生反覆練習劇本並帶入感情朗讀，是訓練流暢度的標準活動 。   

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  • (B) Round-Robin (輪流朗讀) 容易造成焦慮，且效率低，現代教學不推薦。

Q3. 答案：(A) Sentence Scramble (句子重組)

• 解析： 關鍵字是 "incorrect word order" (詞序錯誤) 和 "rearrange them correctly" (重新排列)。這是針對 Syntax (句法) 最直接有效的練習 。   

  
  

  • (B) Cloze (克漏字) 主要測驗詞彙與上下文理解。

Q4. 答案：(B) Morphology (構詞學)

• [解析： 關鍵字是 "Latin and Greek roots" (字根) 和 "geo-, spect-"。研究單字的結構與部件（字首、字根、字尾）屬於 Morphology 的範疇 。這能讓學生具備「拆解」生字的能力。   

  
  

Q5. 答案：(C) KWL Chart (KWL 表)

• 解析： 關鍵字是 "what they already know" (K) 和 "what they want to learn" (W)。這是 Activating Prior Knowledge (活化先備知識) 的經典工具 。   

  
  

  • (A) Venn Diagram 用於比較/對比 (Compare/Contrast)。

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Q6. 答案：(B) Use a rubber band...

• 解析： 關鍵字是 "stress pattern" (重音模式)。使用 Rubber band (橡皮筋) 拉長來代表重音，是一種結合視覺與動覺 (Visual/Kinesthetic) 的策略，能有效幫助學生「感覺」到重音 。