PrepTest 153, Section 4, Question 9
This passage is based on an article published(468 more words not shown)
The passage most strongly suggests(22 more words not shown)
- Ado not convey(8 more words not shown)
- Btend not to(15 more words not shown)
- Ctypically ignore the(5 more words not shown)
- Dare not purposefully(8 more words not shown)
- Efail to make(8 more words not shown)
Reading the passage
The last paragraph gives us the reason some programming falls short: lessons can be dull and disconnected from the cultural setting that makes the vocabulary meaningful (paragraph 4). Compare isolated instruction with hearing elders speak, listening to traditional songs, or taking part in word games. The latter connects the language to a living culture.
What we’re looking for
So the issue isn't simply whether a program intends to help. It is whether the program makes that connection for its listeners.
Working the answers
- A
Reporting community issues can be useful, but the author doesn't make information about listeners' daily lives a requirement for every successful program. Songs and word games are also recommended. This isn't the stated defect of the less effective lessons.
- BCorrect
This directly captures the distance from cultural context that the writer identifies. Teaching words without connecting them to how the community uses and understands them can lose important meaning and engagement.
- C
Nothing attributes unsuccessful programs to ignoring listeners' economic circumstances. That's a new explanation of failure.
- D
A program can be deliberately designed to preserve a language and still be dull or detached from its culture. The criticism concerns the kind of programming, not an absence of the right intention.
- E
The problem isn't a failure to use standard academic teaching methods. In fact, broadcasts that take the form of lessons are the ones criticized when they become disconnected from cultural use. The remedy involves oral traditions, not a call for more conventional classroom technique.
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