Who wants to be a Bible Bowl Champion

1
Who Wants to Pass the ESL TExES?

2
An ESL teacher devotes most of his instructional
time to interacting with his ESL learners about
content-area topics in various ways (e.g.,
through discussions, learning logs, and hands-on
activities). This approach is most likely based
on the idea that second-language learning is best
fostered by
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assessing learners' language needs on an ongoing
basis and addressing those needs through direct
instruction.
immersing learners in the target language and
restricting their primary language use.
structuring learning experiences to minimize
learners errors in the target language.
using specific subject matter as the medium
through which the target language is developed.
3
A teacher wants to teach a group of intermediate
and advanced students idioms, what should she do?
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Ask students to think of a similar idiom in their
primary language and thus they can internalize
the new one.
Tell students they can understand most idioms by
understanding the individual words.
Tell students they can understand most idioms by
analyzing the grammatical structure.
Tell students that they can best learn idioms as
meaningful chunks.
4
Ayse is a prekindergartener from Turkey who,
after four months in the United States, still
rarely speaks at school except in one-on-one
interactions with the teacher. Her teacher, Ms.
Kimball, has discussed the situation with Ayse's
parents, who seem unconcerned and assure Ms.
Kimball that Ayse is also very quiet at home.
Which of the following steps should Ms. Kimball
probably take next?
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Continue to monitor Ayse's progress, and
acknowledge that there may be cultural or
personal factors influencing her rate of oral
English development.
Frequently talk to Ayse about how much more fun
she would have and how much more she would learn
if she communicated regularly with her peers.
Acknowledge the parents' comments, but initiate a
referral process for special education services
for Ayse
Begin regularly putting Ayse in situations in
which she must speak in order to take part in
activities she enjoys.
5
Learners in Ms. Horton's high school math classes
frequently explore mathematical concepts in small
groups, working on learner-generated math
problems that have a variety of possible correct
answers. This approach is most likely to foster
learning among the ESL students in Ms. Hortons
classes by
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providing learners with ample opportunity
forindividual skills practice.
breaking down concepts into discrete parts that
are easy for learners to comprehend.
allowing carefully structured knowledge to be
transferred directly from teacher to learners.
giving learners opportunities to develop and use
critical thinking skills.
6
A middle school ESL teacher wants to begin moving
his ESL learners beyond conversational language
toward the development of academic language
skills. An effective initial strategy to use to
meet this goal would be to encourage learners to
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evaluate information from various written sources.
identify differences in the styles of written
works.
use favorite works as models to develop their own
writings in a variety of genres.
participate in guided reading and discussions of
young adult literature.
7
Which of the following strategies would be most
effective in helping intermediate and advanced
ESL students improve their reading rates and
reading fluency?
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providing frequent opportunities for students to
read and reread texts written at their
independent reading levels.
expanding students vocabulary knowledge by
assigning challenging texts at and beyond their
instructional reading levels.
encouraging students to use various comprehension
strategies such as self-monitoring, predicting,
and questioning.
administering timed reading tests to students
each week to motivate them to read more quickly
and accurately.
8
If a limited English proficient student is a
visual learner, what is most important for the
teacher to do?
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First work on receptive skills, then introduce
expressive skills.
Provide written materials that can reinforce
materials introduced orally.
Present new information orally until enough
vocabulary is known to introduce written text.
Challenge the student to work on listening skills
by blindfolding him while introducing new
information orally.
9
An ESL student is comprehending well individually
and participating in small groups, but has
trouble getting involved in whole class
discussions. What should the teacher do?
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Give him a partner to translate because that will
reinforce primary language skills for both
students.
Allow him to be an observer until he can compete
at the same level as his classmates.
Occasionally direct knowledge questions with
predictable answers to him.
Provide him with written texts in order to
prepare him for the discussion.
10
When determining the appropriate register to use
in a given situation, what is most important?
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Understanding the topic of situation.
Understanding the formality of the situation.
Understanding appropriate grammar rules used in
the situation.
Understanding the cultural heritage of the
speakers.
11
You are working with a newcomer on pronunciation.
What should you do first?
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Fill the students mouth with marbles and ask her
to repeat the vowels until mastery.
Have the student recognize and produce
comprehensible speech in everyday contexts.
Require the student to read and analyze the
structure of new words.
Use the primary language pronunciation rules to
introduce English pronunciation.
12
You are working with a middle school ESL student
with gaps in language and literacy. How can you
help fill in the gaps?
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Allow her to dictate her current knowledge and
experience and use those messages to work on
reading and extend vocabulary.
Provide her with a buddy to explain reading and
writing assignments.
Give her written materials two or three days
early so she can be prepared.
Give her materials written at a lower grade level.
13
An ESL students L1 does puts adjectives after
nouns and requires that adjectives match nouns in
number and gender. Which of the following
indicates interference from that language?
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She does problems maths every day.
I did problems math yesterday.
I must to do math problems today.
Yesterday she did maths problems.
14
To foster her ESL learners cognitive and
linguistic development, Ms. Schafer encourages
their involvement in a wide variety of projects
(e.g., talk shows featuring school staff and
community members as guests book reviews for the
school library). Which of the following cognitive
and linguistic principles is demonstrated by Ms.
Schafers instructional approach?
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Learners first acquire language and content
knowledge, then apply these to their reading and
problem solving.
Language acquisition and intellectual
development are mutually reinforced through
reading, discussing, and problem solving.
Learners have an innate capacity for solving
problems, acquiring knowledge, and developing
written language.
To develop knowledge, learners must first be
exposed to comprehensible written and oral
messages.
15
In a kindergarten classroom, a center has
posters, books, clothing, and food from other
cultures. What function does this serve?
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Demonstrates respect for other cultures.
Teaches children to focus on cultural differences.
Allows students to avoid negative stereotyping.
Demonstrates understanding that bilingualism is
important in todays society.
16
A kindergarten center has a clerk and
customer area with plastic groceries and a cash
register, where students can simulate a grocery
store. This allows students to
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Learn appropriate formal and informal language
registers.
Gain academic language about shopping.
Acquire shopping related vocabulary in an
unstructured context.
Supplement their diet.
17
An ESL teacher is getting a new ESL student from
Thailand, so she researches to find out more
about the Thai language. She will use this in
order to
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Teach English vocabulary of words frequently
used in Thailand.
Make flashcards for her student.
Identify areas in which Thai and English differ
in structure.
Teach other students some polite conversation to
use with her new student.
18
Before listening to a student presentation, the
ESL teacher gives each student a card with a
question on it. For example What is the
presentation about? While listening to the
presentation, each student is to write the answer
to his/her question. Afterwards, each student
reads his/her question and answer. This activity
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Allows students to listen for the main idea or
topic.
Allows students to make connections between
written and oral language.
Allows students to listen for detailed
information.
Allows students to think critically about
information heard.
19
A teacher of beginning ESL students uses a slower
speech rate and sentences that do not include
complex structures. The vocabulary he uses is
within students receptive vocabulary, but beyond
their productive ability. This demonstrates what
tenet of second language acquisition.
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Language is learned best when a continuous stream
of comprehensible input is provided.
Language is learned best when it is simple.
Language is learned best when students have
access to language rich environments.
Language is best learned when it is slow.
20
An ESL teachers room has a computer station, a
media station with periodicals and newspapers, a
listening station with books on tape and songs,
and a reading station with high interest books at
a variety of reading levels. This shows she
understands that language is best acquired through
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Reading.
Listening.
Language-rich environments.
The first language.
21
A teacher wants to begin a new unit in the
content area, what is the first activity she
should consider
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A review of material already covered.
A demonstration or hands-on activity.
Introducing new vocabulary that students must
master.
Introducing a brief text for students to
understand the new concept.
22
A student is having difficulty starting a writing
assignment in which he must compare Federalists
and Anti-Federalists. His ESL teacher assists him
by helping him create a Venn Diagram with his
ideas. Using graphic organizers like this helps
ESL students primarily by
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Helping them elaborate on previously learned
knowledge.
Helping them organize information.
Helping them to increase their vocabulary.
Helping them to make connections across content
areas.
23
A high school ESL student with gaps in his prior
schooling attends a mainstream science class. In
addition, he works with a bilingual tutor and has
access to primary language texts about science
concepts. Nevertheless, the student is struggling
to understand his tutor and primary language
resources. The ESL teacher confirms from his
record that he is proficient and literate in the
primary language. What could explain this?
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His tutor speaks a dialect of the first language
that is incomprehensible to the student.
Even though he is proficient in his first
language, he is unfamiliar with the specific
vocabulary of science in the primary language.
The tutor is unable to explain science concepts
because he/she is not a science expert.
The student has a learning disability and needs
to be referred for evaluation.
24
An ESL teacher exposes her students to videos,
music, and literature, which include different,
nonstandard dialects of English. What impact will
this have on her ESL students?
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It will allow them to develop an ability to avoid
nonstandard English dialects.
It will cause confusion in determining which
variety of English is preferred.
It will cause the student to regress in his/her
English acquisition.
It will raise awareness that there are multiple
varieties of English.
25
An ESL student is able to answer higher order
questions orally, but when given written
assignments, she is unable to complete them
accurately. What should the teacher do?
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Build on the students oral language strength,
but focus instructional interventions on
developing reading and writing skills.
Allow the student to continue to answer orally
and know that eventually the writing will develop.
Instruct the student using lower grade level
materials.
Refer the student for special education.