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

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136.
A teacher wants to assess third-grade English language learners' understanding of a sheltered science unit on physical properties of matter. The teacher has students work in class to create displays of objects that possess various physical properties and complete tables describing the objects' properties. The teacher evaluates the students' work using a scoring rubric and takes notes as students orally describe their displays. The primary benefit of this type of assessment is that it provides:
  1. A formal, quantifiable indicator of students' academic progress.
  2. An authentic, multidimensional indicator of students' academic performance.
  3. A global, comprehensive measure of students' academic achievement.
  4. An objective, standardized measure of students' mastery of academic benchmarks.
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137.
An ESL teacher has English language learners maintain a daily learning log. Each day students write about new concepts and words they learned in the day's lessons and how the new concepts and words relate to those learned in previous lessons. Which of the following additional learning log tasks would most effectively promote the students' self-assessment of their content-area learning?
  1. Students look up in a dictionary each new word from the day's lessons and write a definition and sample sentence for each word.
  2. Students work with a partner to edit their learning log entry for grammatical errors and then rewrite the entry using correct grammar.
  3. Students record questions they still have about lesson material and describe learning strategies they used during the day's lessons.
  4. Students transfer the new concepts and words they wrote about in their learning log to index cards to be used in studying for class tests.
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138.
An ESL teacher asks bridging-level English language learners to read a content-area passage and then write a summary of the passage. In this context, the teacher's most important consideration when evaluating a student's summary should be the extent to which:
  1. The student's writing reflects command of grade-level academic vocabulary and language structures.
  2. The student used evidence from the text to support his or her arguments and analysis.
  3. The student produced clear, coherent, and well-organized writing that is appropriate to the task
  4. The student's writing reflects comprehension of the text's target concepts.
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139.
A middle school ESL teacher will be co-teaching a sheltered English immersion (SEI) mathematics class to expanding- and bridging-level English language learners. To determine whether each student has mastered a target mathematics concept and is ready to receive instruction in a new concept, the teachers plan to administer the weekly assessments provided in the grade-level mathematics textbook. Which of the following steps would be most appropriate for the ESL teacher to take to ensure the assessments achieve this goal?
  1. Determining whether the assessments were normed using a student group that included English language learners.
  2. Implementing appropriate linguistic modifications to the assessment items as needed.
  3. Selecting assessment items from the textbook that are language neutral and contain only numerical problems.
  4. Administering the assessments orally to students and allowing them to respond orally.
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140.
Use the information below to answer the question that follow.

A high school ESL teacher regularly conducts instructional conversations with expanding-level English language learners in a sheltered English immersion (SEI) class. During each instructional conversation, the teacher leads a small group of students in a guided discussion of a content- area topic.

The practice of conducting instructional conversations in the SEI classroom supports the goals of SEI primarily because instructional conversations provide English language learners with opportunities to:
  1. Receive corrective feedback on the accuracy of language output.
  2. Use content-area learning strategies to facilitate comprehension.
  3. Receive comprehensible input from proficient English speakers.
  4. Use academic English interactively in meaningful ways.
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