Practice Quiz

TOEFL / TESL / TESOL Practice English Exam Prep - Question List

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66.
A tenth-grade English language learner is at an advanced stage of English language acquisition. However, the student continues to make certain consistent syntactic errors despite repeated explicit instruction. This phenomenon can best be explained as:
  1. Delay in internalizing prescriptive grammar rules.
  2. Positive transfer from the first language.
  3. Fossilization of interlanguage structures.
  4. Code-switching between two languages.
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67.
A middle school social studies class includes several English language learners. Before beginning a new content unit, the social studies teacher works with the ESL teacher to informally assess the English language learners' knowledge of key vocabulary and prerequisite concepts related to the unit and then preteach key information as needed. During the unit, the ESL teacher often conducts prereading activities with the English language learners before key reading assignments while the content teacher has all students engage in postreading, small-group discussions of the assigned readings. Throughout the unit, the English language learners maintain individual dialogue journals with the teachers about unit content. These activities benefit the English language learners' English language development primarily by:
  1. Exposing them to structured models of academic discourse.
  2. Helping them comprehend and use language at a higher level than they would without scaffolding.
  3. Promoting their development of oracy within an academic setting.
  4. Enhancing their ability to self-edit their writing and self-monitor their oral production in group discussions.
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68.
Sheltered English immersion (SEI) has been proven effective in promoting English language learners' academic achievement primarily because this instructional model promotes teachers' ability to:
  1. Provide students with intensive remedial instruction in core English language arts and mathematics content.
  2. Improve students' academic test scores by using content-based language activities.
  3. Identify students with specific learning disabilities earlier than other response-to-intervention models.
  4. Address students' needs by differentiating content instruction and intervention.
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69.
Use the statements below to answer the question that follows.

"The teacher talks too fast."
 "I don't know the words the teacher says."
 "I am not sure what to do many times.

These statements are typical of comments made by the English language learners in a content- area classroom. According to best practices of effective SEI models, the content-area teacher could best address these issues by altering his or her speech and using visual aids that:
  1. Build background knowledge linked to students' first language.
  2. Establish clear long-term content objectives and course goals.
  3. Provide explanations and examples of academic tasks.
  4. Prompt various opportunities for student interaction.
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70.
Which of the following visual support strategies would be most effective to use in a literature lesson with English language learners who are beginning-level readers to promote their language and content learning?
  1. Story mapping.
  2. Cognitive mapping.
  3. Using a vocabulary chart.
  4. Using a cognate chart.
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