75. Which question best aligns with the teacher's intent to help students build their receptive vocabulary?
Answer: C
“Cupboard” is a compound word. What makes it a compound word?
This question directly addresses the concept of compound words, encouraging students to analyze the structure of the word "cupboard" and understand how it is formed from two smaller words. This aligns with the teacher's intent to help students build their receptive vocabulary by enhancing their understanding of word formation.
A) “Cupboard” is a noun. Which word would you use instead of “cupboard” in this sentence?
This option asks students to find a synonym for "cupboard," which does not focus on the structural understanding of the word itself. While it pertains to vocabulary, it does not specifically build receptive vocabulary through word analysis, making it less aligned with the teacher's intent.
B) “Cupboard” is a word that starts with a closed syllable. What is the other syllable type?
This question focuses on syllable types rather than the word's composition. Although understanding syllables can contribute to vocabulary development, it does not specifically encourage comprehension of "cupboard" as a compound word, thus not fully addressing the teacher's goal.
C) “Cupboard” is a compound word. What makes it a compound word?
This question effectively engages students in analyzing "cupboard" as a compound word, prompting them to explore its components. This deepens their understanding of vocabulary through structural analysis, directly aligning with the teacher's intent to enhance receptive vocabulary skills.
D) “Cupboard” contains the letters ‘p' ‘b' and ‘d.' In which direction do ‘p' and ‘b' face?
This option focuses on the visual orientation of letters rather than the meaning or structure of the word "cupboard." It does not contribute to vocabulary development in a meaningful way, failing to align with the teacher's intent to build receptive vocabulary.
Conclusion
Option C is the most effective in helping students build their receptive vocabulary by encouraging them to analyze the composition of "cupboard" as a compound word. The other options, while related to vocabulary in some capacity, do not facilitate the same level of understanding regarding word structure and meaning. Thus, they fall short of the teacher's objective.