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WorksheetsESL Certification TX 154 Review Domains 1 & 3
Total questions: 12
Worksheet time: 6mins
1. Which of the following is most important for effective second-language acquisition?
A. Engaging in social activities and meaningful interactions
B. Memorizing and practicing frequently used words and phrases
C. Interacting primarily with the teacher and other adults
D. Learning with various structured and roteactivities
2. Which of the following statements most accurately identifies state-mandated Limited English Proficient (LEP) policies?
A. EBs who meet requirements and exit the special language program are monitored for one year.
B. School districts that have at least two EBs at one grade level must provide ESL services.
C. The Language Proficiency Assessment Committee (LPAC) assesses the proficiency levels of EBs annually.
D. The identification and placement of EBs occurs within the first four weeks of their enrollment in school.
4. Which of the following statements is primarily true about the relationship between a student’s first- and second language acquisition?
A. Cognitive development in L1 should be discontinued through the elementary years in order to achieve cognitive and academic success in L2.
B. Cognitive development in L1 should be limited through the elementary years in order to achieve cognitive and academic success in L2.
C. Students who receive formal schooling in L1 do better at acquiring L2 than students with no schooling in L1.
D. Students who receive formal schooling in L1 do worse at acquiring L2 than students with no schooling in L1
5. Marcos is an EB who is literate in his native language and speaks English well but struggles with reading informative texts in English. After assigning a research project, the teacher wants to find a way to support Marcos’ English literacy development as he completes the assignment. Which of the following is the best way to accomplish the teacher’s goal?
A. Providing Marcos with research in English presented in an audio format that he can listen to and then present his findings to the class
B. Supplementing English texts with research in Marcos’ native language and having him present his findings in English
C. Translating informative texts to Marcos’ native language and having him conduct his research using the translated texts
D. Pairing Marcos with a native English speaking peer who can help to explain the research they find in English
27. Which of the following is a primary characteristic of teaching EBs using the sheltered English instruction model?
A. Students are provided with content adapted to their level of proficiency to facilitate comprehension.
B. Students receive instruction exclusively in English and do not have the distractions of a mainstream classroom environment.
C. Students are taught in both English and their native language so that they eventually become fluent in both.
D. Students who recently arrived in the United States are given specific interventions to help their transition.
28. A school district is establishing an ESL program for the first time and must do so in compliance with established criteria. The district first puts into place a mechanism that will determine the program’s effectiveness in achieving its instructional goals for EBs. The evaluation ensures that the program will primarily fulfill requirements established by
A. Brown v. Board of Education of Topeka.
B. Castañeda v. Pickard.
C. the No Child Left Behind Act of 2001.
D. Plyler v. Doe.
30. A high school ESL teacher is creating a teacher training session focusing on the linguistic diversity of the school. Which of the following paradigms will most benefit the school’s EBs?
A. Using the EBs’ native languages and cultures as a basis for building new knowledge
B. Encouraging all students to use only English while at school
C. Keeping EBs in the ESL program as long as possible
D. Asking administrators to allow teachers to lead the ESL program
32. An EB in an elementary school volunteers to read a story in the general education classroom. The EB stumbles over the words and appears flustered. The teacher responds with positive reinforcement, praising the student for offering to participate. The teacher’s actions best demonstrate an understanding of the importance of which of the following?
A. Encouraging reading fluency
B. Lowering the affective filter
C. Focusing on proper pronunciation
D. Improving cognitive development
34. A high school ESL teacher hosts a career day in which bilingual professionals attend and give presentations about how proficiency in more than one language has helped them succeed. Which of the following is a primary benefit of the presentations for EBs?
A. Identifying with members of the community who speak their language
B. Understanding the advantages of being multilingual
C. Choosing best career paths that align with their goals
D. Learning which companies emphasize multilingual careers
37. Volunteers from local churches and businesses are interested in assisting students in a school’s ESL program. Which TWO of the following tasks are the most appropriate roles for the volunteers to fulfill? May be multiple answers
(a)
A. Team teaching with a general education or ESL teacher
B. Facilitating guided reading groups and literature circles
C. Mentoring students with the guidance of the classroom teacher
D. Assisting with the tutoring of struggling readers and writers
E. Administering TELPAS and other assessments to gather data
As part of an informal assessment of EBs’ writing skills in English, an ESL teacher elicits brief written narratives from students on the topic “My Best Family Vacation.” Some of the samples collected are listed below.
1. It was a trip very long.
2. My sister Mindy found a dog little on the window.
3. We got T-shirts blue at a store. The teacher observes a pattern in the samples and determines that the students’ L1 is interfering with the students’ English development
38. The students’ samples best illustrate a pattern of L1 interference in
A. phonology.
B. morphology.
C. semantics.
D. syntax.
As part of an informal assessment of EBs’ writing skills in English, an ESL teacher elicits brief written narratives from students on the topic “My Best Family Vacation.” Some of the samples collected are listed below.
1. It was a trip very long.
2. My sister Mindy found a dog little on the window.
3. We got T-shirts blue at a store. The teacher observes a pattern in the samples and determines that the students’ L1 is interfering with the students’ English development
39. Which of the following activities should the teacher implement to best help students address the L1 interference?
A. Practicing minimal pairs
B. Identifying phonemic distinctions
C. Cutting sentences apart
D. Learning orthographic skills
