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

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141.
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.

Which of the following guidelines should the teacher follow in implementing instructional conversations in the SEI setting?
  1. Ensure that the amount of student talk in instructional conversations is greater than the amount of teacher talk.
  2. Make active participation in instructional conversations optional according to a student's comfort level.
  3. Give students primary responsibility for determining the direction and ultimate goal of instructional conversations.
  4. Limit student discussion of personal opinions or experiences during instructional conversations.
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142.
Use the information below to answer the question that follow.

A middle school ESL teacher is beginning a multidisciplinary thematic unit about tropical rain forests with developing-level English language learners.

The teacher has decorated the classroom with realia related to a rain forest, such as artificial tropical trees and pictures of tropical animals, and has labeled objects with content-area vocabulary related to the rain forest. The teacher wears safari attire and plays a recording of sounds from a rain forest. This use of realia best demonstrates the teacher's understanding of how to:
  1. Facilitate content learning by lowering English language learners' affective filters.
  2. Connect content to English language learners' personal experiences.
  3. Scaffold English language learners' comprehension of content-area concepts.
  4. Contextualize content for English language learners.
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143.
Use the information below to answer the question that follow.

A middle school ESL teacher is beginning a multidisciplinary thematic unit about tropical rain forests with developing-level English language learners.

The teacher introduces the rain-forest unit by reading aloud the picture book The Great Kapok Tree, a story in which animals of the Amazon rain forest convince a man not to cut down a native kapok tree. This use of literature as part of sheltered content instruction promotes the English language learners' content learning primarily by:
  1. Scaffolding their use of cognitive learning strategies.
  2. Building their knowledge of content-specific vocabulary.
  3. Developing their cognitive-academic language proficiency.
  4. Exposing them to content-specific language structures.
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