Question

exam - style questions 1
this activity will introduce you to the types of comprehension questions you will meet in this course. answer questions 1 - 5
1 from the text, give two reasons why languages are lost. 2
2 in no more than 50 of your own words, summarise rachel nuwers arguments for wanting to preserve dying languages. 5
3 why do you think parents decide not to teach their children their heritage language? in your own words, explain why families are likely to perceive it as a hindrance (line 34). 4
4 in your own opinion, what do you think is the most important reason why we should save dying languages? using evidence from the text and your knowledge of the present - day, justify your answer. 8
5 (i) explain the meanings of the following words as they are used in the text. you can write your answer as a single word or a short phrase. 3
imperiled (line 11)
degrade (line 23)
teeter (line 80)
(ii) use the words in three separate sentences to illustrate their meanings as used in the text. your sentence content should stand apart from the subject matter of the text. 3
total marks: 25

Explanation:

1. Analyze text for reasons of language loss.
2. Summarize Rachel Nuwer's arguments from text.
3. Infer parental reasons from text context.
4. Formulate opinion based on text - related thinking.
5. (i) Define words from text usage. (ii) Use words in sentences to show text - based meanings.

Answer:

1. Answers would vary based on the text content, e.g., globalization and lack of interest.
2. Answers would depend on the text, e.g., cultural value and linguistic diversity.
3. Answers would be inferred from text, e.g., lack of perceived utility.
4. Answers would be opinion - based but text - informed, e.g., cultural heritage preservation.
5. (i) Imperiled: in danger. Degrade: deteriorate. Teeter: totter. (ii) Sentences would illustrate text - based meanings, e.g., The old building began to teeter in the strong wind.