Practice Quiz

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

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96.
During a teacher read-aloud of a big book, a first-grade English language learner is able to correctly point to an illustration of a horse when he is asked the question, "Where is the horse?" However, in an oral retelling of the story after the read-aloud, he is unable to recall and produce the word horse. Which of the following provides the best explanation for the student's difficulty?
  1. He is over relying on picture cues to help him make meaning from the words in the story.
  2. Assessment anxiety in the context of the oral retelling is hindering him from demonstrating his knowledge of the word.
  3. Phonemes in the word are difficult for him to pronounce because they do not exist in his first language.
  4. The word is in his aural receptive vocabulary but has not yet been incorporated into his oral expressive vocabulary.
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97.
Results of a school's intake English language proficiency (ELP) assessment indicate that a newly arrived English language learner is at the entering level of oral language proficiency in English. According to reports from the student's parents as well as the student's previous school records from the home country, the student exhibits above-average oral language proficiency in the first language. Given this information, which of the following approaches by the ESL teacher would best promote this student's oral language development in English?
  1. Providing extensive opportunities for the student to develop first-language skills to strengthen the foundation for English development.
  2. Fostering the student's interlanguage development by encouraging the student to translate from the first language into English.
  3. Facilitating transfer of skills and strategies from the student's first language to English by building on existing first-language skills.
  4. Preventing interference from the student's first language by asking the student to try to think and speak only in English.
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98.
An ESL teacher observes the following dialogue between two English language learners.

Student A: You gonna use the scissor?
Student B: (smiling) OK.
Student A: I need a cut this. I can use the scissor?
Student B: (looking confused and shrugging)
Student A: That! I can have that scissor! (angrily pointing to a pair of scissors sitting on the table)
Student B: Oh. (handing the scissors to Student A)

This dialogue indicates that Student B would benefit most from oral language instruction in:
  1. Using conversational repair strategies.
  2. Producing comprehensible pronunciation.
  3. Applying social conventions of turn-taking.
  4. Understanding complex grammatical structures.
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99.
Use the information below to answer the question that follow.
A middle school ESL teacher and a general education mathematics teacher co-teach a class that includes expanding-level English language learners. The class is working on a small-group cooperative learning project. Each group identifies a possible location for a class field trip and then creates a trip budget and a plan for raising the money to fund the trip. At the culmination of the project, each group presents an oral proposal to the class, and each group member is responsible for presenting a portion of the proposal.

The teachers want to support the English language learners' communicative language development by promoting their active participation in group activities and discussions during the project. Which of the following strategies would likely best address this goal?
  1. Assigning each group member a role (e.g., researcher, graphics developer, scribe, treasurer) with specific duties appropriate to his or her strengths.
  2. Placing the English language learners together in a group and encouraging them to use their first language when necessary to facilitate communication.
  3. Circulating among groups and periodically grading students on their group participation to ensure that all group members are contributing to group discussions.
  4. Rotating English language learners to different groups on a regular basis to provide them with opportunities to interact with a variety of native-English-speaking peers.
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100.
Use the information below to answer the question that follow.
A middle school ESL teacher and a general education mathematics teacher co-teach a class that includes expanding-level English language learners. The class is working on a small-group cooperative learning project. Each group identifies a possible location for a class field trip and then creates a trip budget and a plan for raising the money to fund the trip. At the culmination of the project, each group presents an oral proposal to the class, and each group member is responsible for presenting a portion of the proposal.

The ESL teacher video-records the project presentations and then meets individually with each English language learner to view the recording of the student's portion of the presentation. In addition to helping the teacher make an accurate assessment of a student's language proficiency, this assessment strategy has which of the following benefits for English language learners?
  1. Developing students' ability to retain aural input in their short-term memory.
  2. Helping students process speech at different rates of delivery.
  3. Illustrating for students the importance of producing accurate grammatical forms.
  4. Prompting students to self-monitor their oral language production.
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