1.) After biting a neighbor, Mr. Silver allowed his dog to been immediately put down.
The sentence above has the following error(s):
a. There is no subject in the main clause, "After biting a neighbor"
b. A dangling participle and a verb tense error
c. A change of point of view and a dangling participle
d. All of the above
2.) In the sentence "Paul, Ringo, or George might plays at the wedding," plays is incorrect because...
a. "Paul, Ringo, or George" is a plural subject and does not agree with the third person singular "s" on "plays".
b. the sentence omits "John" and thus is a fragment.
c. the conjunction "or" indicates that only one of them wants to play at the wedding, so the verb should not be plural.
d. verbs after modals do not take the third person singular "s".
3.) Read the stanza below from Lewis Carroll's poem Jabberwocky and choose the parts of speech categorization that most likely fits the gibberish words from the poem.
‘Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.
a. Mimsy, slithy, and mome are likely adjectives.
b. Brillig, raths, and wabe are likely verbs.
c. Brillig, borogoves, mimsy and slithy are likely nouns.
d. Gyre, gimble, and borogoves are likely verbs.
4.) How would you change the following to make it grammatically correct?
Mila and me will be going to Leif's house together.
Afterward, Katie and Adam will come back with Mila and me.
a. Change both instances of "me" to "I".
b. Change the first "me" to "I".
c. Change the second "me" to "I".
d. It is fine as it is.
5.) In the sentence, "Brent has gotten even more handsome over the years," handsome is...
a. a verb.
b. an adverb.
c. a preposition.
d. an adjective.
6.) In the sentence, "How did you get to the party?" how is...
a. a conjunction.
b. an interrogative pronoun.
c. an interrogative adverb.
d. an adjective.
7.) In the sentence, "Teresa drives her car fast," fast is...
a. a preposition.
b. a verb.
c. an adjective.
d. an adverb
8.) What is grammatically incorrect with the following sentence?
Krista and Casey might have went to the fair this week.
a. The verb "went" is past tense but "this week" refers to the present or future.
b. "Went" is the improper verb conjugation for this tense.
c. The word "might" is unnecessary and should be removed.
d. The modal "might" cannot be used with the perfect tense indicated by "have"
9.) In the sentence, "What time is the movie?" what is...
a. an interrogative pronoun.
b. an adverb.
c. an adjective.
d. an interrogative adverb.
10.) Which part of the sentence below is grammatically incorrect?
He will probably quit school, when he gets his marks back in the spring.
a. He will probably ...
b. ... quit school, when he ...
c. ... gets his marks ...
d. ... back in the spring.
Questions 11-15 refer to the passage below:
Hyenas are Africa scavengers that look like dogs.
Scary dogs that sound as they're laughing when they bark.
They have incredible powerful jaws that can crush bones like their peanuts.
They're intimidating animals to see in the wild.
Especially since they live in pack's whos' leaders are the biggest and strongest of them all.
11.) Sentence 1 of the passage...
a. should contain a comma after "scavengers".
b. uses "like" instead of "as".
c. incorrectly uses the noun form of one of the words instead of the adjective.
d. should contain a definite article.
12.) Sentence 2 of the passage...
a. contains a sentence fragment and uses the wrong form of there/their/they're.
b. contains a sentence fragment and uses "as" instead of "like".
c. contains a sentence fragment.
d. contains no errors.
13.) Sentence 3 of the passage...
a. contains one error.
b. contains two errors.
c. contains three errors.
d. contains no errors.
14.) Sentence 4 of the passage...
a. contains one error.
b. contains two errors.
c. contains three errors.
d. contains no errors.
15.) Sentence 5 of the passage...
a. contains one error.
b. contains two errors.
c. contains three errors.
d. contains no errors.
16.) Select the word or phrase that is not correct from the following sentence:
The power must of gone out last night, since all the digital clocks are flashing.
a. The power must of
b. gone out last night
c. since all
d. digital clocks are flashing
17.) Select the word or phrase that is not correct from the following sentence:
I just want you to know there are a lot of really good people who are working long hours to protect your, people at the federal level, people at the state level, and first responders here at the local level.
a. I just want you
b. there are a lot
c. protect your, people at
d. federal level, people at
18.) Select the word or phrase that is not correct from the following sentence:
Jozef didn't see the ball, because the sun was in his eyes.
a. didn't see
b. the ball, because
c. the sun was
d. in his eyes
19.) Select the word or phrase that is not correct from the following sentence:
You mine as well go home for the evening; I don't think the power's coming back on.
a. You mine as well go home
b. evening; I don't
c. the power's
d. coming back on
20.) Select the word or phrase that is not correct from the following sentence:
Many north Americans forget that their ancestors were also immigrants.
a. north Americans
b. forget
c. their ancestors
d. were also immigrants
Questions 21-25 refer to the sentence below:
Ali and Emily ran quickly to catch the freight train.
21.) What part of speech is "to catch"?
a. subordinate verb form
b. prepositional adverb
c. definitive verb form
d. infinitive verb form
22.) The predicate of the sentence is...
a. to catch the freight train
b. the freight train
c. Ali and Emily ran
d. ran quickly to catch the freight train
23.) What part of speech is "and"?
Answer:.....................
24.) What part of speech is "freight"?
Answer.......................
25.) The subject of the sentence is...
Answer:...................
For questions 26-30, fill in the blanks with the appropriate words
26.) Ok ,................(Then or Than) other..................(Then or Than) those last two tables, we can start cleaning the dining area, and...................(Then or Than) we'll tackle the kitchen.
27.) I want.............(too or to or two) have...............(to or too or two) Elvis statues,............(to or two or too) .
28.) ".............(who's or whose) using your phone?"
"The girl............(who's or whose) car broke down."
"...........(who's or whose) towing company is she calling?"
"Mike's Towing."
"That's good. Mike and the mechanics at his shop are honest."
29.) "Look at all the water in the river!"
".........(it's or its) right up overts..........(it's or its) banks;...........(it's or its) going to flood the park!"
30.) If the kids don't get out of........(there or they'are or their) soon,.........(there or they'are or their) going to spend all of.........(there or they'are or their) money on arcade games.
31.) Which of the following is not an acceptable base form / simple past / past participle of an irregular verb?
a. cling/clang/clung
b. sing/sang/sung
c. ring/rang/rung
d. drink/drank/drunk
32.) Match the underlined words in the following sentence with the appropriate parts of speech in the drop down menus below:
He likes running with them in the big park downtown.
likes .......... (Subjective Pronoun, Verb, Definite Article, Object Pronoun, Gerund)
the ........... (Subjective Pronoun, Verb, Definite Article, Object Pronoun, Gerund)
them......... (Subjective Pronoun, Verb, Definite Article, Object Pronoun, Gerund)
He..............(Subjective Pronoun, Verb, Definite Article, Object Pronoun, Gerund)
running............ (Subjective Pronoun, Verb, Definite Article, Object Pronoun, Gerund)
33.) Conjunctions do not...
a. join pronouns and antecedents.
b. join clauses.
c. join sentences together.
d. join items in a list.
34.) What point was Winston Churchill trying to make when he uttered, "This is the kind of pedantry up with which I will not put!"?
a. He was making fun of his editor's poor grammar by demonstrating how bad his grammar really was.
b. He was chastising the opposition for being pedantic and dwelling on minor details without seeing the big picture.
c. He was demonstrating that even great speakers need to be corrected.
d. He was illustrating the ridiculous lengths to which one must go to avoid ending sentences with prepositions.
35.) Which answer choice correctly identifies the dependent clause in the following sentence?
I am going to teach here for about one more year before I go home to earn my Master's degree.
a. ...for about one more year...
b. ...before I go home to earn my Master's degree.
c. I am going to teach here for about one more year...
d. ...to earn my Master's degree.
36.) Which of the following would not be a discovery technique?
a. Comparing two dialogues and explaining why one is correct and the other is not.
b. Reading about a new grammatical structure in a textbook, then applying it in a communicative activity.
c. Finding the grammatical structure being emphasized in a passage.
d. Working out a rule from some pictures and matching text.
37.) When to correct students is always a challenging decision. However, it is important that teachers correct...
a. those mistakes made by a few students repeatedly.
b. those mistakes made by many students.
c. those mistakes that interfere with communication.
d. Teachers should refrain from correcting students.
38.) Covert teaching of grammar...
a. is ineffective because ESL students cannot adequately understand explanations given in English.
b. is the same as using discovery techniques.
c. involves explaining rules clearly and modeling grammar points.
d. involves drawing students' attention to something other than the grammar point.
39.) If the object of a two-word separable transitive phrasal verb is a pronoun, where must the object go?
a. Between the verb and the subject
b. Before the phrasal verb
c. Inside the phrasal verb
d. Transitive phrasal verbs do not take objects
40.) Prepositions...
a. join independent clauses.
b. link two parts of a sentence.
c. indicate the main verb.
d. link adjectives and nouns.
41.) How would you describe the difference between gerunds and verbs in a continuous tense to an inquisitive student?
a. Gerunds look like continuous verbs, but they function as nouns.
b. "Gerund" is the grammatical term for a verb that ends in -ing.
c. Gerunds can take a plural form while continuous verbs cannot.
d. Gerunds form the subject of a sentence while continuous verbs form the predicate.
42.) What is special about sentences in the imperative form?
a. The subject is implied.
b. They don't contain a verb.
c. They must end with an exclamation mark.
d. The subject is always a gerund.
43.) What parts make up a phrasal verb?
a. A verb and a participle
b. A verb and a particle
c. Two verbs and a conjunction
d. A gerund and an adverb
44.)Which of the following parts of speech should never be used to start a sentence?
a. A pronoun without an antecedent.
b. A subordinating conjunction such as "because" or "although".
c. A preposition.
d. Any part of speech can be used to start a sentence so long as the sentence has a subject and predicate and is appropriately structured.
45.) What is one way that countable and uncountable (count and non-count) nouns differ?
a. We use much/little for countable nouns and many/few for uncountable nouns.
b. We use adjectives with countable nouns and adverbs with uncountable nouns.
c. We use adverbs with countable nouns and adjectives with uncountable nouns.
d. We use many/few for countable nouns and much/little for uncountable nouns.
46.) How should you correct the student's tense error in the following sentence?
After he ate lunch, John will go to the laundromat.
a. Change it all to simple past tense: After he ate lunch, John went to the laundromat.
b. Ask the student what tense was intended. It is impossible to tell from the information given.
c. Change the first clause to simple present tense and keep the second clause in simple future tense: After he eats lunch, John will go to the laundromat.
d. Change it all to simple future tense: After he will eat lunch, John will go to the laundromat.
47.) What is the best practice for error correction in an ESL classroom?
a. Teachers should immediately correct all errors made by their students. They won't learn if their mistakes are not addressed.
b. Teachers should correct those errors that can be corrected quickly and have already been covered in a previous lesson.
c. Teachers should correct those errors that interfere with communication and are repeated by one or several students.
d. Teachers should only correct those errors that pertain to the current lesson to avoid unnecessary confusion.
48.) Which of the following is not a conditional sentence?
a. I won't go unless you do.
b. They'll meet us there after lunch.
c. She will pass, but only if she studies hard.
d. I'd have helped you if I'd been around
49.) How can newspapers be used in a grammar lesson?
a. Advertisements can be used in lessons on descriptive terms and imperative sentences.
b. Since newspapers are current, the front section and articles can be used to teach the present tense.
c. All parts of a newspaper can be used to teach a variety of grammar lessons.
d. The comics can be used to practice dialogues and direct speech.
50.) What is the difference in usage between can and may?
a. Both can and may can be used for ability but only may is used for permission.
b. Can is used for permission while may is used for ability.
c. May is used for permission while can is used for ability.
d. Both can and may are used for permission but only can is used for ability.
51.) Explain the error in the following sentence:
This room looks empty; we should buy more furnitures.
a. This should be divided into two sentences.
b. The semicolon is incorrect. It should be replaced with a comma.
c. The noncount noun "furniture" should not be pluralized.
d. The word "more" is unnecessary and should be omitted.
52.) Indefinite articles are used with a noun when...
a. you and your listener do not have a specific person, place, or thing in mind.
b. the indefinite adjective comes before the noun in question.
c. the definite adjective comes after the noun in question.
d. you and your listener have a specific person, place, or thing in mind.
53.) For questions 53-55, look at the diagrams below (A-F) and identify which tense is represented by each diagram.
Which tense is represented by diagram B?
a. past perfect
b. present perfect continuous
c. simple past
d. past continuous
54.) Which tense is represented by diagram A?
a. simple future
b. simple present
c. present perfect continuous
d. present continuous
55.) Which tense is represented by diagram D?
a. past continuous
b. simple present
c. future past continuous
d. present continuous
56.) In the fictional language of Spakegoodenese, there are certain identifiable patterns in the grammar.
For questions 56 and 57, take a look in the text box below for an example of a Spakegoodenese grammar exercise.
Find the pattern. Explain the rule to your partner.
Mange = Eat
Mangegooden = Ate
Exito = Go
Exitogooden = ______
Exitogooden probably means...
a. have eaten.
b. gone.
c. ate.
d. went.
57.) If unaccompanied by an explicit explanation of the rule, the Spakegoodenese grammar lesson above is an example of...
a. covert grammar teaching.
b. overt grammar teaching.
c. PPP.
d. a discovery technique.
58.) Read the postcard below to answer question 58-60:
Dear Orson Coppola,
How are you? I hear you will go to Paris last month. Did you two have a nice time? I am sure you will. Will you see Sophia Lynch in Paris? She lives in Hitchcock's old apartment. She has a new grand piano. I did heard Ridley Craven bought it for her.
I will see our old friend Steven Eastwood last week. He will be doing very well. His new movie will be released next spring. It was called U.T.: The Unforgiven Terrestrial. You must saw it.
Sincerely,
Stanley Fincher
After reading the passage above, students are then asked to correct any mistakes. What grammatical structure is the teacher likely drawing students' attention to with this passage?
a. complex sentences
b. information questions and reported speech
c. tenses and time clauses
d. infinitive verb forms
59.) By correcting the mistakes in this passage, students would be...
a. demonstrating an understanding of the grammar being focused on.
b. learning to differentiate imperative, interrogative, and conditional sentences.
c. connecting writing to speech.
d. All of the above
60.) If the teacher highlighted examples of the grammar she wanted to focus on in the passage and asked students if they could deduce any rules from what they see, this would be an example of...
a. overt grammar teaching and translational learning.
b. covert grammar teaching and implicit learning.
c. PPP and explicit grammar teaching.
d. input enhancement and a discovery technique.
61.) Questions 61-65 refer to the following case study:
Julia has been trying to help her students identify the parts of speech so that they can use this knowledge to help them discern the meaning of sentences containing unfamiliar vocabulary. To make things more interesting, she decided to find a resource outside of her in-class texts and settled on Lewis Carroll's famous "nonsense" poem Jabberwocky.
To begin the lesson, she showed her students a picture of the Jabberwock and got them thinking about monsters, swords and strange new lands.
Once the students were suitably engaged in the topic of the lesson, she handed out the poem and modeled the first two stanzas:
‘Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.
"Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Beware the Jubjub bird, and shun
The frumious Bandersnatch!"
She then explained the task: students were to read the entire poem and identify the parts of speech for as many words as they could in 10 minutes.
Why might Julia's lesson have failed?
a. Instructions for complicated or novel tasks should always be given in the students' native language.
b. It is impossible to identify parts of speech for unfamiliar words based only on context.
c. Her students did not understand that many of the words were meant to be gibberish.
d. Second-language students can only read words they have memorized previously.
62.) How could this lesson be modified for greater success?
a. By choosing a different gibberish poem where the words are not as strange-looking so it is less intimidating.
b. By carefully explaining that some words are not real words, so the students are not expected to understand what they mean.
c. By removing the poem altogether. It is simply too difficult a task for any ESL student to understand.
d. By first illustrating which part of speech she thinks each word is meant to be; then students can choose to agree or disagree with her assessment.
63.) What are some alternative activities that could teach the same lesson objective?
a. Julia could select or create a story, leaving blanks in place of words in certain spots. Then the students must choose which part of speech best fits in each blank.
b. Rather than attempting to teach her students to identify various parts of speech through context, she should focus on proper nouns. Since these words are capitalized wherever they appear in a sentence, her students should have less difficulty identifying them even if the words are unfamiliar.
c. Rather than focusing on parts of speech, she could have students guess at the meaning of each word, then create their own story.
d. She could retain the poem, but have students create a set of grammar rules for tenses. Then they could apply those rules to change the gibberish poem to a different tense.
64.) Which parts of speech would an activity such as this be most useful for identifying?
a. nouns, verbs, and articles
b. prepositions, articles, particles, and pronouns
c. pronouns, adjectives, conjunctions, and verbs
d. adjectives, adverbs, nouns, and verbs
65.) How might a (successful) lesson in this format help students to learn?
a. Students can learn correct sentence structure and punctuation by seeing the words in writing.
b. It builds vocabulary. Nonsense words still follow common English rules governing word construction, and students can make use of these new words in games and other activities.
c. It helps students to better discern the meaning of unfamiliar words and sentences by identifying parts of speech.
d. All of the above.
66.) Questions 66-70 refer to the following case study:
Randy is teaching the fourth lesson in a thread about tenses. He has decided to illustrate the tenses for today's lesson by writing example sentences on the board, with key words highlighted to provide input enhancement. His high-beginner students will practice identifying each tense written, and then they will write sentences in each of the tenses covered, as well as change sentences from one tense to another.
Randy has chosen the following sentences to illustrate today's grammar lesson:
It rains here every day. It rained yesterday. It is raining today.
My cat watches the rain. It watched the rain yesterday. It is watching the rain today.
My sister plays in the rain. She played in the rain yesterday. She is playing in the rain today.
My friends run in the rain. They ran in the rain yesterday. They are running in the rain today.
What tenses are emphasized in the sentences above?
a. simple past, simple present, simple future
b. simple present, simple past, present continuous
c. present perfect, present continuous, simple present
d. simple progressive, simple present, simple past
67.) What additional vocabulary would best complement a lesson focusing on the simple present tense?
a. Time phrases beginning with "for" or "since"
b. Adverbs of frequency (sometimes, always, never, etc)
c. Participles (running, talked, swimming, etc)
d. Prepositions of time and place (at, on, in, etc)
68.) Which method is most effective for teaching tenses?
a. Teaching them in contrast with other tenses
b. Teaching them using timelines and diagrams
c. Teaching them using A or B, but not both to avoid confusion
d. Teaching them using A and B
69.) The simple and continuous tenses are typically taught to beginner-level ESL students before the perfect tenses because...
a. the perfect tenses use auxilary verbs, unlike the simple and continuous tenses.
b. the perfect tenses are not as high-frequency as the simple and continuous tenses.
c. the perfect tenses are redundant in modern English.
d. the perfect tenses are only used in formal speech and writing.
70.) Which conditional structure would not be a suitable tie-in for this lesson?
a. second conditional
b. third conditional
c. first conditional
d. zero conditional
71.) Questions 71-75 refer to the following case study:
Cynthia moved to a small community just outside of Brasilia, Brazil to begin her ESL teaching career. Over the course of the past year and a half, she has gotten to know her students quite well. She has watched them grow and develop as English speakers, readers, and writers. Many of them started at her school as beginner students. Since then, they have learned a great deal. They are able to converse, with some limitations, in English. They can write coherent paragraphs on selected topics, and some are beginning to develop more complex ideas into multiple paragraphs and essays. By this time, they are firmly at the intermediate level.
Despite her students' progress, Cynthia has encountered some difficulty of late. The students struggle with many of the new concepts she has introduced, and they seem less interested in her lesson activities. Some of her students have become visibly frustrated with learning English. After so many months of good progress and enjoyable classes, Cynthia is confused by the sudden lack of progress and shift in attitude and enthusiasm. She has spent many sleepless nights trying to think of engaging activities and going over her lessons to find out what she is doing wrong or differently that might be causing the issue. Becoming disheartened, Cynthia is at a loss for what to do with her class. She fears that she has failed as a teacher.
Given their English level and observed behaviour, which language-learning phenomenon is likely affecting Cynthia's students?
a. The Plateau Effect
b. L1 Interference
c. Fossilization
d. Rough Tuning
72.) How should Cynthia combat this change in performance and level of interest to help her students overcome their frustration?
a. Her students' frustration stems from a perceived lack of progress as the concepts taught become more difficult and take longer to grasp. She should provide encouragement and ample feedback through quizzes and short assignments so they can see some measure of progress to help maintain their motivation.
b. She should give her students more challenging tasks. It seems that they have progressed more quickly than the difficulty of her assignments, so they are becoming bored. They are frustrated by her inability to keep up.
c. There could be systemic errors that have gone unaddressed for too long; now her students are feeling the accumulated effects of these persistent difficulties, and they are becoming frustrated. She should return to some more rudimentary concepts to reinforce what was previously taught to ensure that there is a firm foundation for her students' future learning.
d. She should introduce more games and songs to make her classes more lively. After so many months of learning, her students are likely no longer motivated by her teaching style and lesson format. A break from the routine should get them back on track.
73.) One difficulty her students continue to exhibit despite months of practice is an inability to consistently differentiate ‘b' and ‘v' sounds, such as in ‘berry' and ‘very'. They have trouble pronouncing the two distinct sounds, and they sometimes confuse them during listening activities. What is the most effective method she could use to help her students to overcome this problem?
a. By this point her students have likely practiced the mistake to the point of fossilization. Since fossilized mistakes are impossible to correct, her efforts would be better spent on improving their understanding, vocabulary, and syntax to ensure fluid communication despite the pronunciation difficulty.
b. She should make use of minimal pairs to isolate the problematic sounds and show them in contrast. This will help her students develop their pronunciation and phonetic ear.
c. She should compare the sounds to similar ones found in the students' native language(s).
d. Tongue twisters are the best activity to practice pronunciation. Although such activities can be challenging even for native English speakers, the high level of difficulty removes some of the pressure on ESL students and allows them to more freely practice their pronunciation.
74.) Two of her students are siblings, Jacinda and Jorge, and today they had a large disagreement before class. They usually work in the same group, but now they are refusing to speak to one another. Cynthia had planned to use the groups of four that her students are already seated in for her afternoon activity, but she is concerned that Jacinda and Jorge won't participate, and that this could hurt the other students in their group. What can Cynthia do to make her lesson successful?
a. Rather than alter her activity or change the seating arrangement for the afternoon, Cynthia should forego the group activity altogether for today. She can use a different lesson for this afternoon and hopefully things will be smoothed over between the two siblings for tomorrow's class. Good teachers always have a backup lesson plan, so this shouldn't be a disruptive problem.
b. Cynthia should split up the groups to separate Jorge and Jacinda. This will give other students in the class a chance to work together and it will eliminate the likelihood of any conflict between the siblings that could negatively affect the other students in the class.
c. She should talk to Jacinda and Jorge and explain the importance of the group activity. If they continue to refuse to speak to each other, she should remove them from class for the activity and let the other two students in their group divide up the work between themselves.
d. She should use peer pressure to encourage Jacinda and Jorge to overcome their differences and work together. By implementing group marks for participation, the other two students in the group will pressure Jacinda and Jorge into participating so that they don't lose marks themselves. Peer pressure can be a very effective tool.
75.) Motivation is a persistent issue in all classrooms, and it can be a particular problem with adolescent and older students. It is sometimes useful for students to be reminded why they are learning English. Cynthia asks her students to consider their personal reasons for studying English and then write a short essay on why they want to do so. The essays are then submitted to Cynthia. Some of the students find this assignment very motivating and find the act of writing the essay in English itself is a great learning tool. Which of the Multiple Intelligences are these students likely strongest in?
a. Logical-mathematical intelligence.
b. Interpersonal intelligence.
c. Visual-spatial intelligence.
d. Intrapersonal intelligence.
76.) Questions 76-80 refer to the following case study:
Tanya teaches a class of high beginner 9 and 10 year olds. The current term started two months ago. One of her students, Ben, just joined the school at the start of the term. Over the course of the past two months, his class participation has dropped and his homework is completed more and more infrequently. He is a very bright student, and early in the term his work was always exemplary and he was an eager participant. Now he frequently fails to do assigned work in full. The work he does is good, but he rarely finishes assigned tasks. Tanya has caught him doodling in his workbook rather than paying attention in class, and he disrupts the other students by talking or acting out. When she calls on him directly, he usually answers correctly, but he no longer volunteers to participate. Tanya is unsure of what to do about Ben.
From what you have read about Ben's behavior, which of the following is the best assessment of the situation and subsequent course of action for Tanya to take?
a. Perhaps Ben hasn't made any friends in class. Tanya should introduce more group work and team activities to the class to get him motivated. Once he is more comfortable with his classmates socially, Ben will come out of his shell and participate in class.
b. Ben seems bored and unmotivated by his work. Tanya should challenge him with more demanding activities to see if this reignites his interest. If she is unable to modify his classwork sufficiently, she should speak with the school administrators about moving Ben to a higher-level class.
c. Ben has fallen behind the other students and is now lost in his classwork. This explains why he no longer does his homework and why he is reluctant to participate in class. She should give him easier work and reduce her expectations until he is caught up with the rest of the students.
d. Something must be troubling Ben at home. Rather than risk upsetting Ben, Tanya should write a note to his parents asking if there are any difficulties in Ben's home life that might be affecting his school work. Depending on the response, she can modify her lessons and expectations accordingly.
77.) Aside from Ben's recent issues, one of the difficulties Tanya has encountered throughout the term is that her students seem to have difficulty concentrating later in her lessons. She tries to be animated and engaging at the front of the class, but it doesn't seem that she can hold their interest no matter how enthusiastic she acts. She wants to make full use of her one-hour lessons, but the last 15 minutes seem to be a struggle every day. What could she do to ensure that the full hour is put to use?
a. Students of all ages, and children in particular, enjoy listening to music while they work. To help keep them motivated, Tanya should bring in a radio or CD player to play some soft music in the background during her lessons. She can also use the threat of turning off the music if the students misbehave.
b. Even at this age, attention span is still an issue for children. Tanya should try breaking her lessons into distinct activities and sections to allow her students to refocus on something new every 15-20 minutes.
c. Tanya should implement a class discipline and reward plan. She should outline a brief set of classroom rules and expectations along with a breakdown of the consequences of violating the rules. This will help keep her students in line, and she can then refer to the listed consequences if they fail to maintain their focus for the duration of the class.
d. At this age, students are becoming more interested in individual work. She should dedicate the last half of the class to quiet, solo work to better accommodate this natural inclination.
78.) On a recent assignment that practiced the future tense, Tanya asked her students to write sentences about what they were going to do on the weekend. One of the most challenging things for teachers is deciding how to correct student mistakes. Of the choices given, what is the best way to correct the following sentence submitted by one of Tanya's students?
On Saturday, I will play swimming at the lake with my friend Suzie.
a. She should change "play swimming" to "playing and swimming" to indicate that the student will do both activities at the lake with her friend Suzie.
b. She should explain to her student that for activities that involve moving from one location to another, we generally use "go" rather than "play". "Play" is typically used for ball sports and games.
c. She should change the sentence to read, "On Saturday, I will go to the lake with my friend Suzie." Going to the lake is the only activity that the teacher can be certain will occur.
d. She should remove the word "swimming" from the sentence as "play" is a more general term and thus can include swimming without explicitly saying so.
79.) After getting to the root of Ben's problem and helping him become engaged in the class once more, Tanya finds that Ben and a handful of other students tend to dominate their groupmates and any class discussions. She has tried to encourage other students to respond, but the first responses always come from the same few students. How can Tanya ensure greater and more even class participation?
a. She should assign specific tasks to each student so that they have clear roles. This will enable her to tailor her expectations to each student's strengths.
b. She should devise activities that require all students to participate. These can include dialogues, role-playing activities, or choral and individual reading aloud. She can pair students with partners of similar ability for dialogues so that they are not intimidated by a stronger classmate.
c. She should emphasize marks for participation. Students who fail to participate adequately will suffer in their overall grade. This should encourage shy or reluctant students to speak up so that they don't lose too many marks.
d. She should systematically go around the room when asking for responses. This way the students will know when their turn is coming up and they can prepare an answer in advance. It will also prevent other students from answering out of turn.
80.) As it is in any classroom, Tanya's students exhibit a range of abilities. Some are stronger overall, while others excel in particular areas such as writing or speaking, but struggle in other areas. This disparity of skills can be a challenge for any teacher when it comes to designing lessons and activities. Now that Tanya is familiar with her students' strengths and weaknesses, what are the two best ways she can use this information to help build effective lessons?
Choose two of the following:
a. She can spend more time on areas where her students exhibit strength so that she can make use of their ability and teach more complex concepts to help them sharpen their skills. This will have a trickle-down effect into their other language skills as they come to understand more difficult material.
b. She can focus specific lessons on weak areas to reinforce concepts and ensure that her students are progressing in all areas. By assessing student levels across a variety of skills, the teacher can see which areas need more instruction and practice.
c. She can design her tests to focus on her students' weaker areas. This will motivate her students to study hard at home to improve in those areas and will inspire them to focus more than if the tests covered their strengths and weaknesses equally.
d. She can arrange group work that enables the stronger students to help the weaker students. Peer help such as this is often successful because some students are less intimidated asking their classmates for help than asking the teacher.
81.) Questions 81-85 refer to the following case study:
David is preparing to teach his first middle-school class. His students will all be between 13 and 15 years old, and range in level from pre-intermediate through to high-intermediate. There will be 20 students in the class, and David is nervous that they will not respond well to his lessons. He has heard that adolescent students can be notoriously difficult to teach and that behaviour issues abound in middle-school classrooms. He has also heard that they can be very passionate learners and that the key is to tap into their interests. It has been a long time since David was in middle school himself, and he is afraid that he will be unable to relate to his students.
Which of the following is the least suitable tactic for David to prepare to teach this class?
a. David should find out what music, movies, and TV shows are popular among students of this age. He can then incorporate these cultural items into his lessons to make them more appealing.
b. David should take some time to brush up on adolescent culture in his host country. What sort of games, topics, and activities are popular?
c. David will have a difficult time fully grasping adolescent culture in a foreign land and a foreign language, so he should focus on creating engaging lessons that provide ample opportunity for students to express their own thoughts, feelings, and interests.
d. David should find out what fashion styles are popular with this age group and if there are any current slang terms that he is unfamiliar with. He will then have a sense of the fashions and trends that his students follow. This will help him to fit in and the students will see him in a positive light, which will enable him to better relate to them.
82.) Although the students in every class will span a range of abilities, true multi-level classes present their own set of challenges. In particular, the issue of how to assess students can be daunting with a multi-level class. Creating and marking different tests and assignments for each level of students can be very time consuming. With this in mind, what can David do to make his assessments fair without overburdening himself with work?
Choose the best two of the following answers:
a. He could structure his assignments and tests so that the questions get progressively more difficult. Then he could set targets for each level so that, for example, the lowest level students are expected to finish questions 1 -10, the mid-level students 1-20, and the highest level students are expected to finish the entire test. Higher level students would feel pride that they are doing more than their lower-level classmates, while lower level students would be inspired to study hard when they see what a long road they have ahead of them.
b. He could make use of group work with assigned roles. Each group assignment would have specific tasks designed for particular levels. Within each group he could ensure there is a mix of levels so that every group has an equal distribution.
c. He could design rubrics for each assignment that outline the expectations for each level. While all of the students would be working on the same assignment, greater depth and detail would be expected from those at a higher level.
d. He could encourage his students to do as much as they can on each assignment and test. The levels would sort themselves out based on the quantity of work each student completed, and then David would assess the quality of that work.
83.) David has been trying to give his students as many general rules as possible to help them correctly punctuate their sentences. Which of the following is a generally accepted rule of English grammar?
a. If a sentence includes a colon, the clause preceding the colon must be an independent clause.
b. The word 'because' should always be preceded by a comma.
c. Coordinating conjunctions such as 'and' or 'but' can never be used to start a sentence. They are used to join two sentences and must always be preceded by a comma.
d. In standard practice, proper nouns should be preceded by a definite article and followed by a comma.
84.) In order to encourage positive interaction and behaviour, David has introduced a system of gold stars. Each time a student completes an assigned task early or volunteers to participate in a demonstration or activity, he or she receives a gold star. The stars are displayed at the front of the classroom for all to see. David hopes that the public display of performance will encourage some friendly competition among the students to see who can get the most gold stars. However, since implementing the system, David has not noticed an increase in class enthusiasm, and some students seem to have regressed in their participation. What is the most likely reason that David's plan is not working as hoped?
a. Children are motivated by teacher approval and public acknowledgement, but adolescents primarily seek peer approval. While David's plan may be well-meaning, it might actually be discouraging his students as they don't want to be singled out by their peers.
b. The reward is simply too small. Gold stars are not motivating in and of themselves. He should choose a different measuring symbol that is more appealing to this age group.
c. The reward is too passive. Students of this age are much more likely to respond to public acknowledgement of their good work. They can also be rewarded by being given a special task or privilege such as being the teacher's assistant. This will appeal to adolescents' desire for recognition and their burgeoning sense of maturity and responsibility.
d. Adolescents are unmotivated by rewards. Positive reinforcement becomes ineffective as a motivational tool once children reach this stage of development. David must find other means of reinforcing desired behaviour rather than relying on rewards.
85.) Midterm exams begin on Monday, so David has set aside Friday's class to review what has been taught to date. There is a lot of material to cover, and in the midst of the review lesson, one of David's students has asked a question that sparked a lively class debate on a tangential topic. Although David sees the value of this unstructured interaction, he is also cognizant of the time and wants to complete his planned lesson to best help his students prepare for their test on Monday. How should David handle the situation?
a. He should look for elements of his lesson that can be cut out or shortened to allow for the debate. Most lessons contain unimportant filler elements that can be removed if needed as teachers need to fill space to flesh out a full lesson. By removing filler elements, he can preserve the core of his lesson while not squandering his students' enthusiasm.
b. His planned lesson should take precedence. Although class discussion is good and student enthusiasm is to be applauded, the focal point of the lesson is to review for the upcoming midterm. After letting the students talk for a minute or two at most, David should return the class to the business at hand in order to preserve the integrity of his lesson. He could encourage the students to discuss the matter on their own time if they are really interested.
c. The debate should take precedence. While the lesson is surely important, the times when students are motivated to interact in English of their own accord are precious moments and should be fully taken advantage of. To ignore this 'magic moment' would be to miss a valuable opportunity for learning.
d. He should encourage the debate for a few minutes, but not long enough to derail his planned lesson. The topic being debated could make for an interesting homework assignment or follow-up lesson, so he should make note of it and try to return to it later that day or soon thereafter.
86.) Questions 86-90 refer to the following case study:
Tami has just arrived in the Korean city of Incheon to begin her ESL teaching career. Before coming to Korea, she worked with a local teen organization coaching basketball and tutoring English and math, but her passion has always been working with young children. Now she is excited for the opportunity to teach 5-6 year old beginner students. She knows it will be a challenge, but she is ready for it. Kids require a lot of energy, but the classes are always fun and Tami has just the right personality for teaching them. After her one week of training at her new school, she will be on her own with her very own classroom of 16 young students.
In preparation for her first class, Tami has looked over the class list and drawn up a mock seating plan. She is going to seat the students at small tables in groups of four. She has also given some consideration as to what her classroom expectations will be in terms of student behaviour. She will have one of the Korean teachers translate this list so that she can have both the English and Korean written on a poster at the front of the class. Her students have some knowledge of English, but reading and understanding the rules only in English might prove a problem for them. In addition to these preparations, what are some things Tami could do on Day 1 to help make her class as successful as possible?
Choose two of the following answers:
a. Establish routines and procedures. Young children like to know what is expected of them, and Tami's classroom will operate much more smoothly if she establishes how a typical day will flow from the very beginning. She should consider common occurrences such as bathroom breaks and how she will handle those as well.
b. Give her students English names. This is common practice in many countries, and it will help Tami to learn her students' names much more quickly if the names are familiar to her. Classroom management is much easier when the teacher knows her students' names.
c. Have a Korean teacher help her with introductions. Introductions are very important, and since there will be a substantial language barrier between Tami and her beginner students, she should have a Korean teacher come in on the first day to translate her introduction to her students, as well as their introductions to her.
d. Prepare some songs and fun activities. She should set the tone for a lively and engaging classroom from the start. If she plays some games and has enjoyable activities on the first day, her students will associate her classes with good feelings and they will be enthusiastic to return.
87.) Much has been made of the different ways in which children and adults learn a new language. Teachers of young children such as Tami should be aware of the way in which their students will develop language skills. Which of the following statements most accurately describes the differences between language acquisition and language learning?
a. Young children develop their language skills primarily through language acquisition, while adults can only develop their skills through language learning. Language acquisition is a process of presentation, production, and practice (PPP), while language learning is a process of engagement, study, and activation (ESA).
b. When provided with comprehensible input, both adults and children will rough tune this input into meaningful language. However, children undergo this process naturally as their minds are primed to acquire the languages to which they are exposed. Adults, on the other hand, must learn this skill in order to correctly tune the input for storage and retrieval as communicative language.
c. Young children will naturally acquire the languages to which they are exposed, provided that they have the motivation and opportunity to practice those languages. Adults, on the other hand, benefit most from consciously studying languages to learn them. As people grow from childhood into adulthood, these skills invert. While the ability to acquire languages declines, the cognitive capacity to study them increases.
d. Adults must acquire language through a process of dedicated study. They cannot absorb it simply through observation and repetition; they must actively study the mechanics of the language. Children, on the other hand, learn language through immersion and repetition. They must be surrounded by the language for a certain number of hours per day, and they will naturally learn it so long as this process is not interrupted by direct study.
88.) Jin, a student in Tami's class, has recently started referring to all four-legged animals other than cats as "dogs". What is likely the problem, and how can Tami help Jin to correctly identify animals?
a. This is a problem of over generalization. It would seem that Jin learned "cat" first, and then assumed that all non-cats were "dogs" after she learned that word at a later time. Tami can help to correct this problem by carefully explaining the difference between dogs and other animals.
b. Jin has learned to distinguish dogs from cats, but the issue is that she is over-generalizing the word "dog" to the broader category of all other four-legged animals. Categorization errors are common in young children as they learn a new language. Tami should work to expand Jin's vocabulary by spending time teaching the words for other animals. She can quiz Jin on these animals and then contrast them with images of dogs to reinforce the categorical differences.
c. Students' native languages can have profound impacts on their ability to learn a new language. Both similarities and differences between the two languages can have an effect on the development of the new language. It is possible that the Korean word for "animal" sounds similar to the English word "dog". Tami should first teach the Korean words for new vocabulary, and then follow this with a lesson on the English words so students can make the connection between the two. This will help eliminate confusion stemming from similar sounding words between the languages.
d. Vocabulary at this level is generally taught using flash cards. Jin may not have been able to see the image of the dog clearly enough to register its distinctive characteristics. While cats have pointed ears and are generally an easily identifiable shape, dogs are more generic and can be confused with many other four-legged animals. Tami should present a more clearly defined image of what is a "dog" and contrast that with some other dissimilar animals.
89.) It can be a challenge to keep young children on task and attentive at the best of times, let alone in a second-language classroom. Tami has found that it is becoming increasingly difficult to get her students to stay focused on their work. When she tries to get their attention to explain something, they are often unresponsive and continue their off-task activities. They are generally well behaved, but they just don't listen as readily as she would like. Which of the following is the best suggestion to help Tami to improve this situation?
a. Her students need to have some time to get rid of all the extra energy they have. Tami needs to put some toys or games in her classroom, and give her class 5- to 10-minute breaks where students can play together in their own language. Once the break is over, the students will concentrate more readily on the English lesson at hand.
b. Young children need frequent changes of activity. Her students are disengaging from the lesson as their minds wander to other stimuli. She should create more interesting and varied lessons to ensure her students stay on task. If they are focused on the lesson, she will find it much easier to get their attention.
c. Unfortunately, there is very little Tami can do in this situation. She can raise her voice or change her tone to indicate that she is serious about getting their attention, but children of this age have such limited attention spans that she will simply have to modify her lessons and approach to take into account her students' developmental stage.
d. Tami has been too lax in enforcing her classroom rules, and this has led to the situation she now finds herself facing. She can correct this problem by reminding her students of their responsibility to pay attention when she is giving instructions or explanations. If the students don't respond, she should ensure that there are consequences and that these are consistently applied.
90.) Much of teaching very early beginners is building vocabulary. Vocabulary provides the building blocks for all later language development. Since there are so many new words to be learned, students will advance very quickly at this stage while they learn common words for various objects and activities in the world around them. When it comes to teaching actions, which of the following is the least effective method of getting students to understand the vocabulary being taught?
a. Pantomime. Having the teacher jump or run in front of the class to demonstrate actions can be distracting for students as they might not connect the vocabulary to the action the teacher is performing.
b. Carefully explaining what the word being taught means. Students may be confused by the words used to describe the action in question.
c. Using flash cards. Flash cards are very effective for teaching nouns, but since they are static images, it is difficult to convey the meaning of action words.
d. Drawing on the board. Much like flash cards, board drawings are static images and it is very difficult to convey the meaning of action vocabulary through static images.
91.) Questions 91-95 refer to the following case study:
Brian is a naturalized Japanese citizen and he runs a specialized academy for adult learners in Fukuoka, Japan. It is a small academy with Brian as the only full-time teacher in the evenings, although he has a secretary and rents classroom space to three kindergarten teachers during the daytime. Although sometimes companies will pay for a group of their employees to take his evening courses to improve their English skills, the students at Brian's academy typically hail from a wide range of backgrounds and interests. Some are doctors, engineers, and other professionals, some are teachers and university students, and some are retired people just looking to continue their life-long quest for knowledge. With such varied demographics, the classes present interesting challenges for Brian. The students' motivations, goals, and previous experience with educational environments color their expectations, and these are all factors for Brian to consider when planning his lessons. Although the preparation is challenging, Brian finds it greatly rewarding to teach such diverse groups of students.
Given the typical diversity of his classes, what are two things Brian should be sure to do early on with each new class?
Choose two of the following:
a. Brian should hand out a survey or have a class discussion to talk about his students' goals for learning English, as well as having them share some information about themselves. Asking them why they want to learn English and what sort of previous experience they have with learning English (and other relevant questions) will help him to shape his lessons to tailor them for this specific group of students.
b. Brian should collect some biographical data on his students before class begins. This can give him a sense of why they wish to learn English, what sort of background they have, and what some of their goals are. He can then devise a quiz-show style icebreaker activity to tell all of the students about one another to make them more comfortable and foster class unity.
c. Brian should have a brief diagnostic assessment to find out what level his students are at in various areas of English such as their speaking and writing skills.
d. Brian should begin by outlining the most fundamental aspects of English grammar such as basic sentence structure (subject, predicate, object) and the root tenses (past, present, future) to give his students a firm foundation for future learning. Adult students benefit from direct grammar instruction to help them analyze the language.
92.) One of the things that adult students often find very difficult to master when learning a new language is pronunciation. In addition to specific phonemes such as ‘r' and ‘l' that trouble many learners, what are some aspects of pronunciation that students must learn?
a. Pauses between words, syllables, and the volume of different types of sentences
b. The rhythm of sentences, cadence, and the beat of words
c. Stress within words, emphasis within sentences, and intonation
d. The pitch of words, voice, and the dialect of spoken vocabulary
93.) One of Brian's students, Yushin, is a retired school teacher. While he never formally studied English, he worked with several Japanese English teachers over the course of his career, and he picked up enough of the language to carry on a conversation. Yushin's intent and meaning are usually understandable, but he makes a number of syntax and pronunciation errors that sometimes make the finer points of communication difficult. Yushin is generally accepting of instruction and seems genuinely interested in further developing his English language skills, but there are certain errors that he refuses to correct. When Brian attempts to address these issues, Yushin becomes defensive and argues that Brian is mistaken. He holds that what he learned from the English teachers at his school is correct despite Brian's claims to the contrary.
How can Brian work with Yushin to correct these problems if he won't heed Brian's expertise?
a. Brian needs to establish himself as an authority on the English language. To do this, he will have to demonstrate to Yushin the falsity of some of his previous learning. He should promptly correct any errors Yushin makes that are carryovers from his prior learning. By showing the frequency of these errors, Brian will establish his own competency with the language, and that will help Yushin to see that Brian's expertise can be trusted.
b. Yushin, understandably, has faith in the teachers he worked with for so many years. Having not witnessed any critical assessment of their teaching, he assumes that they were infallible. This is very common in older learners who were taught to accept everything the teacher says at face value. Brian could help Yushin to see this error by bringing in a Japanese friend who can explain some of the incorrect things she was taught as a student. This will illustrate that all teachers are fallible in some way.
c. Brian should speak with Yushin and explain that while he respects Yushin's English-teaching colleagues, some of what he learned is incorrect. Brian will have to work to gain Yushin's trust, but by appealing to text books and other sources of authority on the subject, he can convince Yushin to trust his judgement.
d. While Yushin's reluctance to trust Brian is an issue, Brian cannot drop everything to cater to Yushin. He should use positive classroom reinforcement to encourage his students to trust him. By praising the other students in the class that accept Brian's corrections and expert advice, he will foster a sense of unity in the class and Yushin will eventually come around as he sees the success his classmates are enjoying.
94.) Brian often makes use of group activities for dialogue and role play to get his students speaking. He has devised a number of scenarios that enable them to practice both conversational and transactional exchanges. He usually starts each class with a brief introduction followed by a group activity. Then, later in the class, he goes over his observations from the group activity and teaches any relevant points based on his observations. The second half of each class is spent formally dissecting the language used in the group activity to cover grammar, vocabulary, and sentence structure. In his most recent class, there are seven engineers from the same company and they are all frequently late for his class. They often arrive to class mid-way through the group activity and it is very disruptive to the class.
How should Brian handle the situation?
a. To avoid disruption of the rest of the class during ongoing activities, Brian should suggest that the late students wait in the hall until the group activities are completed. Then they can rejoin the class and participate in the analysis portion of the class. Although they will miss out on some context and practice, this is the least disruptive approach to take.
b. Brian should speak with the group of students to find out why they are frequently late for class. If there is some reason that they cannot make it to class on time every day, perhaps Brian could adjust his lessons to move the group work to later in the session to accommodate these students' expected tardiness. If such an adjustment would not negatively affect the class as a whole, it could be a workable compromise.
c. Brian should talk to the students and explain the importance of regular and punctual attendance. Brian's lessons are designed in such a way that lateness is very disruptive. Brian has other students to consider, so he cannot alter his plans simply to accommodate one group.
d. Brian should speak with the group of students to find out why they are frequently late for class. If there is some reason that they cannot make it to class on time every day, then perhaps he should suggest that they seek out an academy with a more suitable start time.
95.) The structure of Brian's academy is such that students can continue to enroll in classes as long as they wish. There is no formal graduation or set point of completion. He has had numerous students over the years who have stayed for several terms. Some have even stayed at his academy for a few years before moving on. Brian is always accommodating to his returning students, and if they are willing, he even involves them in helping him teach some of the lessons.
Given this informal style and format, is there any benefit to formal evaluations and tests?
a. Yes. While the course does not have report cards or a graduation objective, it is still valuable for students to have some form of evaluation. Even in the absence of a direct need for formal evaluation, students do not wish to fail or receive a low score, so they will study to avoid embarrassment.
b. No. Formal evaluations can add unnecessary stress to the course. His students may be turned off by the additional pressure of the tests, and the evaluations serve no tangible purpose.
c. Sometimes. Periodic quizzes and other assessments are beneficial, but comprehensive evaluations are unnecessary if there is no marking structure in place. It is time consuming for both students and teacher, and writing the test takes valuable time away from in-class instruction.
d. Yes. Tests, quizzes, and other means of assessment can have a motivating influence on students by encouraging them to study and practice. It can also be a valuable diagnostic tool for the students and teacher to see areas of weakness that need extra attention.
96.) Michael's first class of the day is an intermediate grammar class. After introducing Sam to the class, Michael handed out a one page worksheet and proceeded to explain the task. As Michael was going over his explanation, Sam noticed that several of the students had already begun working on it. After Michael was finished giving the detailed instructions, some of the students raised their hands to ask what they were supposed to do with the worksheet. This went on for several minutes as various students had questions or were confused about how to proceed. Sam thought that these interruptions could have been avoided or at least kept to a minimum had Michael used a different approach to introduce the task.
When Sam begins teaching the class himself, which of the following would be the least appropriate way for him to reduce the number of questions that follow giving instructions for a handout?
a. Sam should explain what is to be done before handing out the worksheet. This ensures that the students are focused on him and not on trying to get started on the assignment.
b. After giving the instructions, Sam should call on one or two students at random and ask them to reiterate the instructions for the activity. If either of these students does not respond correctly, then chances are other students in the class also do not understand what is to be done, and Sam can then repeat the instructions more clearly.
c. Sam should have one of the stronger students in the class read the instructions and then translate them into Mandarin for the class. This will help avoid any confusion and misunderstanding stemming from the English instructions.
d. Sam should summarize the instructions for the activity in point form on the board. This way if students are unsure of how to proceed, they can simply refer to the notes on the board.
97.) Michael's second class of the day is an advanced reading class. The text book for the class contains a number of 2 to 3 page articles that include vocabulary lists for challenging or unusual words. It does not contain any comprehension questions, so the teacher must devise some for each article. Michael prepared all of his questions in advance at the beginning of the term, prior to the first class. This saves him the added hassle of creating new questions during the term when his time is taxed with marking and lesson-planning. After asking the students to open to the appropriate page, he asked them to put their pencils down and follow along while he read the story aloud to the class. Once he was finished reading, he asked the students to read the article to themselves and underline any vocabulary they did not understand. He circulated the room while they did this and made notes. Since the difficult vocabulary for the reading was already highlighted in the article, Sam was unsure of why Michael would ask the students to underline words in their books.
Why might Michael have begun his lesson in this way, first by reading the story out loud, and then by having his students read it to themselves and underline any vocabulary they didn't know?
a. He would read the story aloud to help his students connect the spelling of the words to their pronunciation. This will aid with word recognition as students connect text to speech. They may not have seen some of these words printed before, but they may have heard them spoken. He would have the students underline unfamiliar words to see which vocabulary he should bring up with the class that students might otherwise be too shy to ask about.
b. He would read the story aloud because even in a reading class, the teacher should have a prominent speaking role. The 80/20 rule still applies. Teachers should be speaking 80% of the time, while the students speak 20% of the time. He would have the students underline unfamiliar vocabulary so that as he is circulating throughout the class, he can see which words his students find difficult. While some students may be reluctant to raise their hands and ask about unfamiliar words, they should be willing to underline it in their books.
c. He would read the story aloud as a warm up or engagement, similar to listening to a tape. Some students are auditory learners, so they have to hear the words out loud in order to recognize them. He would have the students underline unfamiliar vocabulary so that he could see which parts of speech were giving his students the most difficulty, allowing him to better focus future lessons.
d. He would read the story aloud so that the students could hear the appropriate pronunciation. This would help them connect the sound of the word to its spelling, and it might help them to recognize words that they have heard before but have not seen in print. He would have the students underline unfamiliar vocabulary so that they would have a reminder of what words they needed to look up at home.
98.) Since the text book for his reading class did not come with any comprehension questions, Michael created the questions himself. What types of questions should be included in a reading activity based on one of these articles?
a. derivative, scanning, intensive
b. intensive, extensive, skimming
c. extensive, skimming, main idea
d. intensive, skimming, scanning
99.) On his second day shadowing Michael, Sam is expected to teach part of a lesson. Michael briefly went over his prepared lesson with Sam and allowed him some time to think about how he would go about teaching the class. The lesson is for an intermediate writing class where the students are working on descriptive paragraphs and the use of adjectives and adverbs. With a background in English literature and poetry, Sam felt this would be a good starting point for his ESL teaching debut. As he looked over the lesson, he wondered how he might be able to introduce a physical element. Sam had always been a physical learner, and he remembered getting a lot out of lessons with a physical component when he was in school.
Given his limited time to prepare, how could Sam introduce a physical element to such a lesson to appeal to bodily-kinesthetic learners such as himself?
a. It is difficult to engage physical learners in a writing class. Rather than modify the lesson itself to suit this particular intelligence, Sam could take periodic breaks for stretching or other physical activity. Not only would this introduce a physical element to the class, but it would allow the students an opportunity to burn off some excess energy.
b. It would be disrespectful of Sam to modify Michael's lesson in such a way. Michael did not ask Sam to create his own lesson; he asked him to teach the lesson he had already prepared. Michael is an experienced teacher, and Sam would learn more by following his plan as it is written rather than branching out to experiment with something new. He will have plenty of time for experimentation when he has his own class.
c. Sam could make use of cards or other manipulatives to engage the physical learners. He could quickly draw up some cards with descriptive words on them. Students could then move these cards around to form sentences or insert them into sentences written on the board. To allow himself time to create the cards, Sam could make copies of a word puzzle to hand out at the beginning of class.
d. With limited time to prepare or gather resources, Sam could devise a simple activity such as having the students come up to the board to add descriptive words to a sentence. The mere act of getting up and physically writing the words will have some appeal to physical learners, and it will connect body to mind as their muscles move to write the words.
100.) On his third and final day of shadowing, Michael and Sam's roles reversed. Sam will now be the teacher for all the day's lessons, while Michael observes and reports on Sam's teaching technique. Michael has been very helpful so far, so Sam is hoping to impress him with some solid lessons. Sam's first and second lessons of the day went very smoothly, so by his third class, he was feeling quite confident. This class would be a beginner writing class.
Today they would be studying tenses, focusing on converting past tense to present and back. Sam began his lesson by outlining the differences between the two tenses and explaining their use. He then demonstrated how to change a sentence from present tense into past tense. Sam came up with a few examples to write on the board, and then asked his students to think of four present-tense sentences of their own. They would write those sentences in their books, and then rewrite those sentences in the past. After giving these instructions, Sam settled into his chair to allow the students a chance to work.
Within a few minutes, the noise level in the classroom began to creep up and up. Sam quieted everyone down and got them back on task, but again after a few minutes they began talking. The students had been well behaved during Sam's observation while Michael was teaching, and even during Sam's mini lesson the day before.
Which of the following is the most likely reason why the students have become distracted and have started talking?
a. The activity is too difficult. Beginner students don't use any tenses yet, and they would not know how to convert present tense into past tense. This lesson should be reserved for intermediate students and above.
b. The activity is too easy. Even beginner students know how to write sentences in different tenses. The students are simply bored with this unchallenging activity.
c. The students do not understand the activity. Sam did not give them an opportunity to clarify what he is asking them to do. He should ensure his instructions are fully understood before asking the students to begin an activity.
d. The students are testing Sam's boundaries to see how much they can get away with. They will keep talking like this until he lays down the law and lets them know exactly how much he will tolerate in terms of classroom noise and misbehavior.