PRAXIS II Speech Communication: Content Knowledge Exam (5221)

The PRAXIS II Speech Communication: Content Knowledge Exam (5221) is designed for individuals who would like to teach speech at the junior and senior high-level. You will be given two hours to complete this 120 multiple-choice question exam. The exam can be broken down into eight sections:

Communication Fundamentals – 13 questions
Interpersonal Communication – 16 questions
Group Communication – 16 questions
Public Speaking – 21 questions
Media and Their Influences – 16 questions
Oral Interpretation and Performance Studies – 13 questions
Forensics: Competitive Speech and Debate – 13 questions
Assessment and Evaluation Issues – 12 questions

Assessment and Evaluation Issues
This section of the exam will cover test development, curriculum development and planning, text book selection, assessment of oral performances, cultural considerations and objective assessments of student performance.

Forensics: Competitive Speech and Debate
This section of the exam will cover managing tournaments, school relationships, and individual speaking events. Questions regarding argumentation and debate will cover: persuasion, parliamentary debates, cross examination debates, the Lincoln- Douglas debates and the debate team.

Oral Interpretation and Performance Studies
Questions regarding oral interpretation will cover performance techniques such as character development, voice, and creating a mood or image. There will also be questions regarding interpretation between the reader, audience and scripts. Questions regarding performance, creative dramatics, and narration will also be included in this section of the exam.

Interpersonal Communication
This section of the exam will will cover topics like interpersonal and intrapersonal elements of the communication process, relational communication competence, the effect of gender and culture, and emotional and relational messages.

Media and Their Influences
This section of the exam will cover audiovisual materials, production techniques, critical evaluation and analysis, film, radio, technology and television. There will also be questions regarding technological and social influences such as commercials, political funding, and campaigning.

Public Speaking
Questions regarding public speaking will cover speech evaluation, feedback, listening, pronunciation, dictation, voice, language, style, speech organization, audience analysis, and the purpose and types of public speaking.

Group Communication
This section of the exam will cover conflict management, group functions and roles, decision-making, problem-solving, and discussion principles.

Communication Fundamentals
This section of the exam will cover listening, verbal and nonverbal communication, goals and outcomes of interpersonal communication, and intercultural communication. Questions regarding competent communication will cover functions, developments, and assessment. The communication process questions will cover self-concept, closure, and perception.

PRAXIS II Speech Communication: Content Knowledge Practice Questions

1. Social skills are important for which of the following reasons:

A. used to communicate
B. needed to be accepted
C. ask and answer questions
D. participate in discussions
E. All of the above

2. Communication is a process that involves:

A. speaker and listener
B. speaker
C. listener
D. everyone
E. None of the above

3. Classroom communication methods include:

A. encouraging participation
B. class rules for discussions
C. feedback
D. giving students time to think
E. All of the above

4. How many minutes are usually allocated to each speaker in a debate?

A. Six
B. Two
C. Three
D. Five
E. Seven

5. Choral speaking is:

A. group activity
B. collaborative
C. helps understand lyrical qualities
D. method to appreciate rhythm
E. All of the above

Answer Key For Speech Communication

1. Answer: E

Social skills are the verbal and nonverbal tools used to interact and communicate with other people. These skills are integral to becoming an active and accepted member of any environment. There are general skills needed to complete everyday transactions: the ability to ask sensible questions and provide logical answers, knowing how to read and write, and understanding simple directions. In smaller groups, other skills may be needed: the ability to engage in interesting conversation, present ideas to peers, teach new concepts, or actively participate in discussions. Using body language appropriate to the situation and message, having the ability to resolve conflicts, and being diplomatic are examples of advanced social skills.

Social ineptitude is a lack of social skills, and the criteria are different in different cultures. Someone may have an avoidant personality disorder, be shy, or overly bold. The behavior manifests itself in different ways. In culturally diverse classrooms, it is critical to create an atmosphere of acceptance, so if a student does something inappropriate, the behavior can be quietly and gently corrected without causing humiliation or embarrassment.

2. Answer: A

Speaking is used to convey thoughts, ideas, and emotions. It helps develop bonds between individuals and enhances social interaction within and between groups. It is important to the preservation of a culture because it is used to explain, educate, and pass on tribal traditions. In early human history, before the written word was created, speaking was the only method available to ensure that civilizations continued from one generation to the next.

Communication is a two-way process that involves a speaker and an active listener. These two parts must both work for thoughts, ideas, and emotions to be conveyed. If no one hears what someone is saying, there is no possibility of communication. After the written word came into use and books became readily available, speaking and hearing were still important means of transmitting knowledge and cultural mores.

3. Answer: E

Teachers need to remember that not all students are comfortable speaking in front of a group. Therefore, it is important to recognize the goal of fostering an environment that encourages participation, where no one is inhibited or prevented from participating because of teaching methods. Participation is predicated on teacher and student expectations, instructional strategies, and classroom atmosphere. It is important to develop class rules for discussions, provide frequent feedback, and ask for student input to ensure teaching practices are in line with student perceptions of reasonable opportunities to actively engage.

Calling on a student can be both motivating and intimidating, depending upon the student and the situation. When a question is asked, a problem posed, or a solution required, students need time to think about the information and formulate a response. Encourage questions by suggesting other students need the same information but don’t think to ask. Require different students summarize the lesson, pose a prepared question from assigned material, or describe something they learned. Acknowledging every contribution encourages additional participation.

4. Answer: C

A debate is a structured discussion used to present a variety of opinions about a subject. The topic is stated using a declarative sentence, which takes a strong stand on the issue. Teams consist of four or six students equally divided between the affirmative and negative views. Other students keep track of the time (usually three minutes per speaker), act as moderator, and settle disputes (adjudicate). The purpose of a debate is to encourage collaboration, develop research skills, learn to devise logical arguments, and gain an appreciation for the basic democratic principle of listening to opposing opinions as a way to understand all sides of an issue. The debate is judged by the class on its content, how effectively the content is presented and argued, and how well the individuals worked as a team. The teacher evaluates the students on their social, speaking, listening, and research skills and how well they understand the topic.

5. Answer: E

Choral speaking is a group activity used to present a variety of texts such as poems, plays, song lyrics, and raps. It is a collaborative activity that helps students understand not only the message, but also the lyrical quality of the piece. It is the only way to appreciate the rhythm and rhyme, how it is structured, and how it sounds. Some genres are written to be spoken or performed, and a silent reading doesn’t recognize all its possibilities. To capture the students’ attention and get them enthusiastic about the activity, teachers need to select a piece that students are familiar with, will find fun or funny, addresses an issue in which they are interested, or a topic that touches real life. When evaluating the presentation, voice, volume, body language, facial expressions, and eye contact are important because they deliver the message, convey contextual understanding, and keep the audience engaged.