Study Guide
Field 180: Chinese (Mandarin)
Sample Selected-Response Questions
Recommendation for individuals using a screenreader: please set your punctuation settings to "most."
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:]
陆瑶，
你好！今天写信是跟你确认这个周末我要去青岛看你。另外，我想知道你是否愿意下周跟我去上海玩几天。虽然离青岛有点远，但是很值得去。我们可以去听音乐会、购物，你觉得怎么样？
我这次中国之旅比较顺利，很高兴游览了北京的名胜古迹。都说“不到长城非好汉”，我虽然爬上了长城，但并不觉得是好汉，因为我对当地语言和文化了解甚少。我必须抓住这次旅行机会，尽可能学点中文，了解一点中国历史文化。
在西安看到了兵马俑，我觉得简直太神奇了！告诉你一件事，今天参观完后导游要带我们去博物馆和花园，但是这里一直在下雨，我们都湿透了，大家也有点累，所以我们都说不去博物馆和花园了，而想回旅馆休息。导游不高兴，他希望我们遵守旅程安排，但我们都坐在车上不动并告诉司机送我们回旅馆。最后导游只好笑着对我们说，他自己也可以喝杯茶，休息一下。
明天我们会去游览西安别的景点，然后去郑州、青岛。
非常激动我们很快就要再见面了！
艾米丽
[Traditional:]
陸瑤，
你好！今天寫信是跟你確認這個週末我要去青島看你。另外，我想知道你是否願意下週跟我去上海玩幾天。雖然離青島有點遠，但是很值得去。我們可以去聽音樂會、購物，你覺得怎麼樣？
我這次中國之旅比較順利，很高興遊覽了北京的名勝古蹟。都說“不到長城非好漢”，我雖然爬上了長城，但並不覺得是好漢，因為我對當地語言和文化了解甚少。我必須抓住這次旅行機會，盡可能學點中文，了解一點中國歷史文化。
在西安看到了兵馬俑，我覺得簡直太神奇了！告訴你一件事，今天參觀完後導遊要帶我們去博物館和花園，但是這裡一直在下雨，我們都濕透了，大家也有點累，所以我們都說不去博物館和花園了，而想回旅館休息。導遊不高興，他希望我們遵守旅程安排，但我們都坐在車上不動並告訴司機送我們回旅館。最後導遊只好笑著對我們說，他自己也可以喝杯茶，休息一下。
明天我們會去遊覽西安別的景點，然後去鄭州、青島。
非常激動我們很快就要再見面了！
艾米麗
Competency 0003
Demonstrate literal comprehension of a variety of culturally authentic texts (e.g., e-mails, posters, Web sites, maps, graphs, periodicals, literature).
1. 参观西安后，艾米丽将先前往：
參觀西安後，艾米麗將先前往：
-
北京。
北京。 -
青岛。
青島。 -
上海。
上海。 -
郑州。
鄭州。
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 ("明天我们会去游览西安别的景点，然后去郑州 . . . " / "明天我們會去遊覽西安別的景點，然後去鄭州 . . .").
Competency 0003
Demonstrate literal comprehension of a variety of culturally authentic texts (e.g., e-mails, posters, Web sites, maps, graphs, periodicals, literature).
2. 艾米丽告诉她的朋友在西安发生了什么？
艾米麗告訴她的朋友在西安發生了什麼？
-
她旅行团的人决定不去博物馆，而是回旅馆。
她旅行團的人決定不去博物館，而是回旅館。 -
她旅行团的人想去看兵马俑而不是去看花园。
她旅行團的人想去看兵馬俑而不是去看花園。 -
导游要喝茶休息，旅行团的人只好回旅馆等他。
導遊要喝茶休息，旅行團的人只好回旅館等他。 -
导游很高兴，因为旅行团的人都遵守行程安排。
導遊很高興，因為旅行團的人都遵守行程安排。
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 ("导游不高兴，他希望我们遵守旅程安排. . ." / "導遊不高興，他希望我們遵守旅程安排. . ."). The participants refuse to leave the warm, dry vehicle until they are returned to the hotel ("但我们都坐在车上不动并告诉司机送我们回旅馆。" / "但我們都坐在車上不動並告訴司機送我們回旅館。"), and the tour guide ultimately admits that some tea would be welcome ("最后导游只好笑着对我们说，他自己也可以喝杯茶，休息一下。" / "最後導遊只好笑著對我們說，他自己也可以喝杯茶，休息一下。").
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. 哪个词最能代表艾米丽的语气？
哪個詞最能代表艾米麗的語氣？
-
冷淡
冷淡 -
讽刺
諷刺 -
热情
熱情 -
谨慎
謹慎
Correct Response: C. In the e-mail, Emily expresses admiration for cultural sights like the Terra Cotta Warriors ("在西安看到了兵马俑，我觉得简直太神奇了！" / "在西安看到了兵馬俑，我覺得簡直太神奇了！"), knowledge of attractions in cities like Shanghai ("另外，我想知道你是否愿意下周跟我去上海玩几天。虽然离青岛有点远，但是很值得去。" / "另外，我想知道你是否願意下週跟我去上海玩幾天。雖然離青島有點遠，但是很值得去。"), and a desire to know more about local Chinese culture and history ("我必须抓住这次旅行机会，尽可能学点中文，了解一点中国历史文化。" / "我必須抓住這次旅行機會，盡可能學點中文，了解一點中國歷史文化。"). 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
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
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
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
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.