1
Marks: 1


“I deny meeting her before visiting Macau.”

What is the main verb of the sentence above?


Choose one answer.





a. meeting







b. deny







c. “I” is the subject and the subject always contains the main verb.







d. visiting



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Question 2
Marks: 1


Which part of the sentence below is grammatically incorrect?

“He will probably quit school, when he gets his marks back in the spring.”


Choose one answer.





a. … gets his marks …







b. … quit school, when he …







c. … back in the spring.







d. He will probably …



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Question 3
Marks: 1


“After biting a neighbor, Mr. Silver allowed his dog to been immediately put down.”

The sentence above has the following error(s):


Choose one answer.





a. There is no subject in the main clause, “After biting a neighbor”







b. a dangling participle and verb tense error







c. a change of point of view and a dangling participle







d. all of the above



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Question 4
Marks: 1


In the sentence “Paul, Ringo, or George might plays at the wedding,” plays is incorrect because…


Choose one answer.





a. verbs after modals do not take the third person singular "s".







b. the conjunction “or” indicates that only one of them wants to play at the wedding, so the verb should not be plural.







c. the sentence omits "John" and thus is a fragment.







d. "Paul, Ringo, or George" is a plural subject and does not agree with the third person singular "s" on "plays".



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Question 5
Marks: 1


In the sentence, “Teresa drives her car fast,” fast is…


Choose one answer.





a. a verb.







b. an adjective.







c. a preposition.







d. an adverb.



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Question 6
Marks: 1


In the sentence, “We’re pleased that you enjoyed John's cooking,” pleased is…


Choose one answer.





a. a verb.







b. a preposition.







c. an adjective.







d. an adverb.



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Question 7
Marks: 1


In the sentence, “Thom usually visits his grandparents on Sundays,” Sundays is…


Choose one answer.





a. a pronoun.







b. a proper noun.







c. a preposition.







d. an adjective.



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Question 8
Marks: 1


In the sentence, “How did you get to the party?” how is…


Choose one answer.





a. an interrogative adverb.







b. an adjective.







c. an interrogative pronoun.







d. an adverb.



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Question 9
Marks: 1


What is grammatically incorrect with the following sentence?

This question is very difficult to workout.




Choose one answer.





a. There is an incorrect choice of word: "hard" should be used instead of "difficult".







b. The phrasal verb "work out" should be two words, not one.







c. The suffix "out" is prepositional, and you cannot end a sentence with a preposition.







d. There is nothing grammatically incorrect with this sentence.



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Question 10
Marks: 1


What is grammatically incorrect with the following sentence?

Jason and Lucas ate alot of deep fried chocolate bars.


Choose one answer.





a. The word "alot" is misspelled; it should be "allot".







b. There is nothing grammatically wrong with this sentence.







c. The phrase “alot of” is actually a misapprehension from the spoken "alot've".







d. The word "alot" should be two words: "a lot".



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Question 11
Marks: 1


Questions 11-15 refer to the passage in the text box below:


Sentence 1 of the passage…





Choose one answer.





a. should contain a definite article.







b. should contain a comma after scavengers.







c. incorrectly uses the noun form of one of the words instead of the adjective.







d. uses "like" instead of "as".



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Question 12
Marks: 1


Sentence 2 of the passage…


Choose one answer.





a. contains a sentence fragment and uses the wrong form of there/their/they're.







b. contains no errors.







c. contains a sentence fragment and uses "as" instead of "like".







d. contains a sentence fragment.



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Question 13
Marks: 1


Sentence 3 of the passage…


Choose one answer.





a. contains one error.







b. contains two errors.







c. contains three errors.







d. contains no errors.



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Question 14
Marks: 1


Sentence 4 of the passage…


Choose one answer.





a. contains one error.







b. contains two errors.







c. contains three errors.







d. contains no errors.



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Question 15
Marks: 1


Sentence 5 of the passage…


Choose one answer.





a. contains one error.







b. contains two errors.







c. contains three errors.







d. contains no errors.



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Question 16
Marks: 1


For questions 16-20, select the word or phrase in the sentence that is NOT correct:

My stomach doesn’t feel very good. I think I ate too quick.


Choose one answer.





a. doesn't feel very good







b. too







c. quick







d. I think I



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Question 17
Marks: 1


There’s a great deal on apple’s at the grocery store today: three for a dollar!


Choose one answer.





a. on apple's







b. at the grocery store







c. today: three for a dollar!







d. There's a great deal



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Question 18
Marks: 1


Bill bought a bunch of books and magazines but haven’t had a chance to read them.


Choose one answer.





a. books and magazines







b. had a chance







c. a bunch of







d. but haven't



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Question 19
Marks: 1


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.


Choose one answer.





a. there are a lot







b. protect your, people at







c. federal level, people at







d. I just want you



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Question 20
Marks: 1


You’ll never guess what happened today. I seen John at the laundromat downtown!


Choose one answer.





a. at the laundromat







b. happened today.







c. I seen John







d. You'll never guess



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Question 21
Marks: 1


Questions 21-25 refer to the underlined words in the sentence below:

Tiamat, the five-headed dragon, exhaled slowly and beat her leathery dragon wings.

What part of speech is “Tiamat”?


Choose one answer.





a. proper noun







b. possessive noun







c. naming adjective







d. pronoun



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Question 22
Marks: 1


What part of speech is “five-headed”?


Choose one answer.





a. adjective







b. compound noun







c. descriptive noun clause







d. adverb



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Question 23
Marks: 1


What part of speech is “slowly”?


Choose one answer.





a. adjective







b. adverb







c. determiner







d. verb



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Question 24
Marks: 1


What part of speech is “her”?


Choose one answer.





a. reflexive pronoun







b. possessive pronoun







c. possessive adjective







d. conditional pronoun



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Question 25
Marks: 1


What part of speech is “dragon wings”?


Choose one answer.





a. pronoun phrase







b. adverbial phrase







c. compound adjective







d. compound noun



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Question 26
Marks: 1


For questions 26-30, fill in the blanks with the appropriate words:

If the kids don’t get out of ________ soon, ________ going to spend all of ________ money on arcade games.


Choose one answer.





a. their, they're, there







b. there, their, they're







c. there, their, there







d. there, they're, their



.

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Question 27
Marks: 1


“________ that using your phone?”
“The girl ________ car broke down.”
“________ towing company is she calling?”
“Mike’s towing.”
“That’s good. Mike and the mechanics at his shop are honest.”


Choose one answer.





a. Whose, who's, Whose







b. Who's, whose, Whose







c. Who's, whose, Who's







d. Whose, whose, Whose



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Question 28
Marks: 1


“Look at all the water in the river!”
“________ right up over ________ banks; ________ going to flood the park!”




Choose one answer.





a. It's, its, its







b. It's, its, it's







c. Its, it's, it's







d. Its, its, it's



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Question 29
Marks: 1


I want ________ have ________ Elvis statues ________.


Choose one answer.





a. to, too, two







b. too, two, to







c. two, to, too







d. to, two, too



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Question 30
Marks: 1


Ok ________, other ________ those last two tables, we can start cleaning the dining area, and ________ we’ll tackle the kitchen.



Choose one answer.





a. than, then, then







b. then, then, then







c. then, than, then







d. than, than, then



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Question 31
Marks: 1


Grammar is best defined as…


Choose one answer.





a. the system of rules that defines all aspects of language usage.







b. the relationship between and within words that facilitates meaningful communication.







c. the punctuation and transformations that make written language understandable.







d. Linguists have yet to define grammar, and even if they had, the definition would be too big to be useful.



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Question 32
Marks: 1


Prepositions…


Choose one answer.





a. indicate the main verb.







b. page link adjectives and nouns.







c. page link two parts of a sentence.







d. join independent clauses.



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Question 33
Marks: 1


What parts make up a phrasal verb?


Choose one answer.





a. two verbs and a conjunction







b. a verb and a participle







c. a verb and a particle







d. a gerund and an adverb



.

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Question 34
Marks: 1


If the object of a transitive phrasal verb is a pronoun, where must the object go?


Choose one answer.





a. Transitive phrasal verbs do not take objects.







b. before the phrasal verb







c. inside the phrasal verb







d. between the verb and the subject



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Question 35
Marks: 1


Words such as might, would, and could are…


Choose one answer.





a. conjunctive adverbs.







b. permissive prepositions.







c. interrogative pronouns.







d. modal verbs.



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Question 36
Marks: 1


You overhear the following from one of your students: “You hadn’t better be late for your exam tomorrow!” How would you correct this student, knowing that they were attempting to give a warning?




Choose one answer.





a. Advise that "shouldn't" would be a better choice.







b. Remind them that the negative word "not' comes after "had better" and it is not contracted.







c. There is no need to correct this student.







d. Explain that "had better" is not used in the negative form.



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Question 37
Marks: 1


How are the simple past and present perfect tenses used differently?


Choose one answer.





a. The present perfect is for events that are related to the present and the simple past is for unconnected past events.







b. The simple past tense is connected to the present, but the present perfect is not.







c. They are identical in their time relationship to the present.







d. The present perfect takes place in the immediate past while the simple past is for things further removed in time from the present.



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Question 38
Marks: 1


What is one way that countable and uncountable (count and non-count) nouns differ?


Choose one answer.





a. We use adjectives with countable nouns and adverbs with uncountable nouns.







b. We use many/few for countable nouns and much/little for uncountable nouns.







c. We use adverbs with countable nouns and adjectives with uncountable nouns.







d. We use much/little for countable nouns and many/few for uncountable nouns.



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Question 39
Marks: 1


In the following sentence “running” is what part of speech?

Running every day is great exercise!


Choose one answer.





a. a particle







b. a gerund







c. a verb in the perfect tense







d. a verb in the present progressive tense



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Question 40
Marks: 1


How can newspapers be used in a grammar lesson?


Choose one answer.





a. All parts of a newspaper can be used to teach a variety of grammar lessons.







b. Advertisements can be used in lessons on descriptive terms and imperative sentences.







c. The comics can be used to practice dialogues and direct speech.







d. Since newspapers are current, the front section and articles can be used to teach the present tense.



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Question 41
Marks: 1


How many different ways can questions be phrased?


Choose one answer.





a. four







b. There is no limit to the number of different ways questions can be phrased.







c. twelve







d. six



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Question 42
Marks: 1


Which of the following is not an imperative sentence?


Choose one answer.





a. Stay away from me.







b. She must go across the street.







c. Don't be like that.







d. Go!



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Question 43
Marks: 1


Which one of the following is not a function of the present progressive tense?


Choose one answer.





a. to describe something that will continue to happen in the future.







b. to describe something that is happening right now.







c. to describe something that is happening these days.







d. to describe something that regularly happens.



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Question 44
Marks: 1


Which of the following is not an acceptable base form / simple past / past participle of an irregular verb?


Choose one answer.





a. cling / clang / clung







b. sing / sang / sung







c. drink / drank / drunk







d. ring / rang / rung



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Question 45
Marks: 1


Which of the following would not be a discovery technique?


Choose one answer.





a. comparing two dialogues and explaining why one is correct and the other is not







b. finding the grammatical structure being emphasized in a passage







c. reading about a new grammatical structure in a textbook then applying it in a communicative activity







d. working out a rule from some pictures and matching text



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Question 46
Marks: 1


“Recasting” is a technique that is…


Choose one answer.





a. used by editors to improve writers’ grammar.







b. used by teachers and parents to correct students and children.







c. used with lower level students but ineffective beyond the intermediate level.







d. used to introduce discovery techniques.



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Question 47
Marks: 1


“Input enhancement” involves…


Choose one answer.





a. deleting certain grammar points and having students fill in the blanks.







b. providing additional information to “flesh out” written passages for students.







c. explaining a grammar point to students before they read.







d. highlighting or emboldening examples of the grammar point in the text.



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Question 48
Marks: 1


When to correct students is always a challenging decision. However, it is most important that teachers correct…


Choose one answer.





a. Teachers should refrain from correcting students.







b. those mistakes made by a few students repeatedly.







c. those mistakes made by many students.







d. those mistakes that interfere with communication.



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Question 49
Marks: 1


Teachers, using only the second language of the students, can introduce grammar points by…


Choose one answer.





a. focusing on presentation not explanation.







b. giving a lot of examples.







c. using covert techniques.







d. all of the above.



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Question 50
Marks: 1


Would is to will as…


Choose one answer.





a. should is to shall







b. could is to can't







c. did is to done







d. may is to might



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Question 51
Marks: 1


How should you correct the student’s tense error in the following sentence?

After he ate lunch, John go to the laundromat.


Choose one answer.





a. Change it all to simple past tense: "After he ate lunch, John went to the laundromat."







b. Change it all to simple future tense: "After he will eat lunch, John will go to the laundromat."







c. Change the first clause to simple present tense and the second clause to simple future tense: "After he eats lunch, John will go to the laundromat."







d. Ask the student what tense was intended. It is impossible to tell from the information given.



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Question 52
Marks: 1


How would you describe the difference between gerunds and verbs in a continuous tense to an inquisitive student?


Choose one answer.





a. Gerunds form the subject of a sentence while continuous verbs form the predicate.







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 look like continuous verbs, but they function as nouns.



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Question 53
Marks: 1


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?



Choose one answer.





a. present perfect progressive







b. past perfect







c. simple past







d. past progressive



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Question 54
Marks: 1


Which tense is represented by diagram D?


Choose one answer.





a. present progressive







b. simple present







c. past progressive







d. future past progressive



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Question 55
Marks: 1


Which tense is represented by diagram F?


Choose one answer.





a. future progressive







b. simple future perfect







c. simple future







d. present progressive



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Question 56
Marks: 1


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.


If unaccompanied by an explicit explanation of the rule, the Spakegoodenese grammar lesson above is an example of…


Choose one answer.





a. covert grammar teaching.







b. a discovery technique.







c. overt grammar teaching.







d. PPP.



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Question 57
Marks: 1


Godentasto probably means:


Choose one answer.





a. have eaten







b. ate







c. gone







d. went



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.

Question 58
Marks: 1


Read the postcard below to answer questions 58 to 60:


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?



Choose one answer.





a. tenses and time clauses







b. information questions and reported speech







c. infinitive verb forms







d. complex sentences



.

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Question 59
Marks: 1


By correcting the mistakes in this passage, students would be…


Choose one answer.





a. demonstrating an understanding of the grammar being focused on.







b. learning to differentiate imperative, interrogative, and conditional sentences.







c. connecting writing to pronunciation.







d. all of the above



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Question 60
Marks: 1


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…


Choose one answer.





a. input enhancement and a discovery technique







b. PPP and explicit grammar teaching







c. covert grammar teaching and implicit learning







d. overt grammar teaching and translational learning



.

.

Question 61
Marks: 1


The following Grammar Case Studies will draw upon what you have learned from your Teaching English Grammar: Online Component Resource, the Focus on Grammar text, and your in-class TESOL/TESL/TEFL Teacher Training Certification Course. Read the scenarios closely as they provide important information to help you answer the questions that follow. Take care to read the questions, as well as each answer choice, very carefully. Some answer choices may all appear to have valid points; you are looking for the BEST answer choice among those given unless you are otherwise instructed.

For questions 61-65 refer to Grammar Case Study #1 below:

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 keywords 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 changing 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?



Choose one answer.





a. simple present, simple past, present progressive







b. simple past, simple present, simple future







c. present progressive, present continuous, simple past







d. simple progressive, simple present, simple past



.

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Question 62
Marks: 1


What additional vocabulary would best complement a lesson focusing on the simple present tense?


Choose one answer.





a. time phrases beginning with 'for' or 'since'







b. participles (running, talked, swimming...)







c. prepositions of time and place (at, on, in...)







d. adverbs of frequency (sometimes, always, never...)



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Question 63
Marks: 1


Which method is most effective for teaching tenses?


Choose one answer.





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



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Question 64
Marks: 1


The simple and progressive tenses are typically taught to beginner-level ESL students before the perfect tenses because...


Choose one answer.





a. The perfect tenses are not as high-frequency as the simple and progressive tenses.







b. The perfect tenses are redundant in modern English.







c. The perfect tenses use auxiliary verbs, unlike the simple and progressive tenses.







d. The perfect tenses are only used in formal speech and writing.



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Question 65
Marks: 1


Which conditional structure would not be a suitable tie-in for this lesson?


Choose one answer.





a. Real







b. Unreal







c. Advisory







d. Impossible



.

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Question 66
Marks: 1


Questions 66-70 refer to Grammar Case Study #2 below:

James has been teaching English as a Second Language for several years now. He has recently moved to a new school where he has the opportunity to create his own curriculum and choose his own textbooks. Having made use of the Focus on Grammar series in the past, he has decided to adopt Book 3 of the series as the grammar textbook for his students.

What is the intended class level for the Focus on Grammar 3 text?


Choose one answer.





a. Advanced







b. The text is suited to all levels equally.







c. Beginner







d. Intermediate



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Question 67
Marks: 1


What age group would this Focus on Grammar text be most suitable for?


Choose one answer.





a. There are elements suitable for children and elements suitable for adults, but adolescents have very specific interests so this text would likely not be suitable for them.







b. Many of the activities and contexts center around more mature themes, so the text is best suited to adolescent and older students.







c. Due to the cartoons and comics interspersed throughout, this text is suitable for children and adolescents but not adults.







d. Due to the mature themes and subject matter, this text is only suitable for adult learners.



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Question 68
Marks: 1


Before deciding on the Focus on Grammar textbook for use in his class, what are some things James should do?


Choose one answer.





a. Speak with his school administration to ensure that the book is acceptable and suitable.







b. Determine the cost of a class set and how the books will be purchased.







c. Review the content of the text to ensure that it fits with the curricular objectives of the level he will be teaching.







d. All of the above.



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Question 69
Marks: 1


Which of the following is necessary for Focus on Grammar to be successfully utilized in class?


Choose one answer.





a. Multimedia devices such as a CD player; without this, the text would not be beneficial.







b. Creativity and willingness on the part of the teacher to go beyond the text.







c. The students must have been studying English for at least 3-4 years for them to understand the concepts and themes taught in the text.







d. All of the above.



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Question 70
Marks: 1


Although the Focus on Grammar books contain review tests for each unit, James has decided not to use these other than for review because there is an answer key at the back of the book. How should James go about choosing tests for his students?


Choose one answer.





a. James should look online for a test to use. This will ensure that it is professionally made, plus it saves him valuable time that could be used to create engaging lessons.







b. James should request that the school create his final tests. If they are a serious institution, they should have a standard test format and ready-made tests for all subjects and levels taught at the school.







c. James should create his own test because he knows his students and what has been emphasized in class so he can focus on key areas.







d. James should ask a fellow teacher to create the test for him, that way the test won’t be biased by James’ knowledge of his students and their strengths and weaknesses.



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Question 71
Marks: 1


The following Case Study Analysis questions will draw upon your in-class TESOL/TESL/TEFL Teacher Training Certification Course, as well as the Oxford Seminars Training Manual and How to Teach English by Jeremy Harmer. Read the scenarios carefully as they provide important information to help you answer the questions that follow. Make sure to read the questions, as well as each answer choice, very thoroughly. Some answer choices may all appear to have valid points; you are looking for the BEST answer choice among those given unless you are otherwise instructed. Refer to your readings, class notes, and the associated text books to help you correctly answer the questions in this section.

Questions 71-75 refer to Case Study #1 below:

Chris has been working at an ESL school in Kuala Lumpur, Malaysia for 6 months now. Prior to this job, he worked as an English teacher at an international school in Thailand. At his current school, he teaches the same group of students every day, so he has a great opportunity to watch their skills develop over time. When he first started, they were pre-intermediate students, able to put together a few sentences to form simple paragraphs. Their speech was broken but understandable. Now they are firmly at the intermediate level. Their writing has improved in style and complexity, and they are able to write good, structured paragraphs. Their speech is more fluid, and while it is still obvious that they are ESL students, they are able to carry on basic conversations.

Coming from an English literature background, the adjustment to an ESL classroom has been an interesting one for Chris. One of the most remarkable differences has been the speed with which his students advanced during his first few months of teaching. It seemed that every day they were learning new words, using new tenses appropriately, and improving their syntax and diction. However, he has noticed a troubling trend in the past month or so. Some of his most advanced students have become visibly frustrated with their progress. To him, they seem to be doing quite well, especially compared to where they were when they began his class, but they seem exasperated whenever he introduces a new topic or grammar point, and some have complained that they can’t learn any more. He asked some of their previous teachers if they had seen this sort of loss of enthusiasm, but they all indicated that those students had always been eager learners. Chris was beginning to wonder if there was something wrong with his teaching style.

Considering their level and the changes that Chris has observed in his students lately, what is likely affecting his students?



Choose one answer.





a. The Plateau Effect







b. Fossilization







c. Stunted Learning Phenomena (SLP)







d. Demotivational Syndrome



.

.

Question 72
Marks: 1


How should Chris address these feelings of frustration to encourage his students to continue to be motivated to study English?


Choose one answer.





a. Chris’ lessons may have become stagnant. He has been teaching the same material in the same style for several months now, and his students are becoming bored. He should introduce more multimedia and group activities to break the monotony. A change in lesson style should remotivate his students and get them back on track.







b. There could be systemic errors that have gone unaddressed for too long. These sorts of errors can prove to be very frustrating when noticed, and the accumulated effects of persistent difficulties can ultimately become demotivating for students. Teachers can address this by returning to more basic concepts to ensure that they are properly understood to provide a solid foundation for future learning.







c. The work could be too easy for the students. Given their rapid advancement earlier in the term, they may have simply progressed beyond what Chris is teaching. Boredom and frustration can ensue when students feel they have surpassed their teacher’s curriculum.







d. The students seem to be suffering from a lack of motivation because they do not feel they are progressing as quickly as they were previously. As the linguistic structures and concepts being taught become more complex, it takes more energy and time to fully grasp and properly apply them. Chris should find a means to encourage his students, and he should give them regular feedback to show they are continuing to progress despite their perceptions. If he can show his students some tangible measurement of progress, they will be better able to maintain their motivation.



.

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Question 73
Marks: 1


Despite their rapid advancement over the past few months, many of Chris’ students still exhibit some persistent pronunciation difficulties. In particular, short ‘a’ and ‘e’ sounds, such as those in ‘pat’ and ‘pet’ have been a continual struggle with limited progress thus far. Not only do the students have difficulty producing the two distinct sounds, but they also confuse them in listening activities.

How might Chris best help his students to address this problem and others like it?




Choose one answer.





a. Unfortunately, these sorts of pronunciation errors, if not addressed very early, preferably during childhood, become fossilized and are impossible to fully correct. Chris’ efforts would be better spent on improving other aspects of their speech and fluency.







b. To correct the pronunciation difficulty, Chris must also work to develop his students’ phonetic ears. Some phonemes are indistinguishable to some listeners so they are unable to properly differentiate the sounds in speech. Developing this listening skill goes hand in hand with improving students’ pronunciation. Minimal pairs are a good exercise to isolate problematic sounds to practice both speech and listening.







c. Although native English speakers see them as a game, tongue twisters and rhymes can be an effective tool to teach proper pronunciation. Even though they offer a challenge even to native speakers, these sorts of activities can be valuable for ESL students. The absurd difficulty of some tongue twisters has a disinhibiting effect on students, and they are more willing to take chances and practice.







d. Chris should focus on the connection between writing and speaking. By concentrating on the graphemes ‘a’ and ‘e’, he can help his students to properly focus on what it is that they’re saying. Many pronunciation difficulties are actually misapprehensions of written sounds.



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Question 74
Marks: 1


The assigned text book for Chris’ class makes use of a lot of dialogues and role playing activities. To make things easier and to help the students feel comfortable, he has arranged the class into pods with four students at each small table. This helps save time when he wants them to get into groups, and the students are familiar with one another so the groups function smoothly. However, two students in one group had a falling out over a personal issue after school a few days ago, and now they are refusing to work together. How should Chris deal with this situation?


Choose one answer.





a. Chris should rearrange the groups to split up the feuding students. While it is not advisable to do this every time there is a disagreement between group members, it is also not beneficial to the class as a whole to have the distraction of two students who refuse to work together. It is a good idea to vary the groups anyway as students need to become accustomed to interacting with a variety of different people. Rotating the groups also fosters class unity as students engage with more of their classmates.







b. Chris should pull the two students aside and explain the importance of participating in the group activities. The students should put aside their differences for the sake of the class. If they still refuse to work together, Chris should remove them from the class until they are prepared to overcome their differences.







c. Group activities are but one tool in a teacher’s arsenal. Perhaps it is time for a change. Since the students won’t work together and it would be disruptive to press the issue, Chris could return to some more traditional activities. He can return to the group work later in the term. Variety is always a good idea anyway as you don't want to bore students with a predictable routine.







d. It's unfortunate when friends have serious disagreements, but these issues shouldn’t be brought into the classroom. Chris should remind the students of the importance of participation and that there are marks at stake. Since the group activities are marked as a whole, the other students in the group should pressure the two to overcome their differences for the duration of the class and work together.



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Question 75
Marks: 1


Young children are usually enrolled in ESL classes by their parents, so they don’t have a particular motivation for studying English. Older students, however, typically have some goal in mind or a personal reason for wishing to pursue language studies. With older students, if they become discouraged, it can be useful for the teacher to be aware of their reasons and motivations for learning English. If Chris asked his students to consider their personal reasons for wanting to learn English, and then asked them to discuss their motivations with a partner, this would be an example of...


Choose one answer.





a. Extrinsic motivation and interpersonal learning.







b. Intrinsic motivation and intrapersonal learning.







c. Intrinsic motivation and interpersonal learning.







d. Extrinsic motivation and intrapersonal learning.



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Question 76
Marks: 1


Questions 76-80 refer to Case Study #2 below:

Jeremy has started his second year as an ESL teacher in Taiwan. He teaches kindergarten students in the mornings and elementary students in the afternoons and evenings after they finish school. One of the students in his beginner elementary class is a rambunctious 8 year old named Lei. Lei is an enthusiastic student and a quick learner. Ever since joining the class a few weeks earlier, he has progressed very quickly to where he is now one of the top students in the class. He is always one of the first to answer when Jeremy asks a question, and he loves to talk. Lei is also almost always the first to finish any assignments in his workbook, and he then proceeds to talk to whoever is around. Jeremy tries to keep him focused by giving him more work, but once he’s finished what was assigned to everyone else, Lei loses interest in doing more work. He is becoming a disruption to the other students. Jeremy enjoys having Lei in his class, but he fears that his propensity to talk will rub off on the other students and he will lose control of his class. Jeremy isn’t sure of how to handle the situation.

Given what you’ve read of Lei’s behavior, which of the following is the best assessment of the situation and the best course of action for Jeremy to take?




Choose one answer.





a. Lei's propensity to talk could be an attempt to make friends in the class. Lei is a new student having only joined the class a few weeks ago, so he has not had time to socially integrate. Jeremy should arrange for some group activities or other interactive tasks to enable Lei to socialize in a constructive way. This will help him to feel more comfortable in class and should eliminate most of the disruptive behavior.







b. Lei has reached a plateau. As students learn, they rapidly advance through portions of their learning and then reach a point where new knowledge is harder to come by. Concepts may be more difficult to grasp, vocabulary may become more obscure or abstract, grammar may be more complex; all of these things happen as students progress through the process of learning a language. Lei is at one of these plateau stages and he is struggling to absorb the new material. His work is done quickly, but he is internally processing everything. This leads to frustration and acting out. Jeremy will just have to work with Lei to help him get past this plateau stage.







c. Lei is a false beginner. Although he may have scored as a beginner on his entrance exam before joining Jeremy’s class, it is plain that the material is no longer challenging him. As such, Lei is bored and wants to socialize. If he had more challenging work, it would help keep him focused. Jeremy should speak to the school administration about possibly moving Lei up a level. In the meantime, he should devise some special lessons to offer Lei a more stimulating challenge.







d. It seems that Lei is not properly engaged in the lessons and the material. He finishes quickly, but then he loses interest. This is a sign that the lessons aren’t motivating enough for him to wish to do more. Jeremy should strive to provide more engaging lessons for all his students. Lei is the first to act out, but other students are bound to follow once they too become bored with the uninteresting material.



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Question 77
Marks: 1


Beyond Lei’s special case, one of the more challenging things for Jeremy this term has been keeping his students on task during the last 15-20 minutes of the lesson. He has tried playing music in the background, switching his lessons around so that different activities are done at different times during the hour, speaking with greater enthusiasm, and coming up with more engaging activities, all to no avail. It seems that once a certain point is reached, no amount of effort on his part can keep his students focused. Jeremy has a lot of work to cover this term, and he needs to make full use of every hour of class time he has. What should Jeremy do to avoid this lapse in concentration?




Choose one answer.





a. Jeremy should remember that these are still young children. Although they are older than his kindergarteners in the morning, they still have a limited attention span. Although he has tried some tricks to keep them interested, no amount of music or enthusiastic speaking can overcome the biological limitations of their attention spans. Jeremy needs to break his activities up into smaller chunks so that he can refocus his students' attention on something new every 20 minutes or so.







b. Jeremy's students are undisciplined. That isn't to say that they are poorly behaved, but they aren't living up to his expectations. Jeremy should reiterate his classroom rules and expectations and ensure that all of his students understand how they should be behaving. Then, once they understand what is expected of them, he can introduce a reward system to keep his students on task. Children at this age respond very well to positive reinforcement, so having rewards in the form of stickers, candy, or free time will motivate them to keep their focus throughout the entire one hour lesson.







c. Around this age, students begin to develop a sense of individuality. Although they enjoy socializing and interacting with their peers, they also value individual work. By playing music and making use of a lot of group work, Jeremy is working against this natural tendency. He should devise interesting solo activities for his students to work on during the last portion of the class. This quiet time will help them contemplate what was taught in the day's lesson, and it will give his students a chance to decompress before they finish for the day.







d. Jeremy should not have varied his lesson format. Although he thought he was keeping things interesting for his students, changing his lessons around to place different activities at different times can be very disruptive to students at this age. They need to understand what is coming next so that they can mentally prepare for upcoming tasks. By changing things, he has broken this concentration and the students find it difficult to stay focused on their lessons. He should return to the original schedule and stick to it. His students will eventually regain their concentration.



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Question 78
Marks: 1


Jeremy recently gave his students an assignment on the simple future tense. After they practiced the structure in class, he asked his students to go home and write three sentences in the future tense. When receiving written work from students, it is often difficult for teachers to determine how best to correct their work. This is especially true if the teacher is making corrections at home where he cannot ask the student to explain what he or she was trying to say. For the sentence below, choose the best way for Jeremy to correct the student’s sentence:

Tomorrow I will play hiking with my friend in the mountains.


Choose one answer.





a. He should remove the word “hiking” from the sentence as “play” is a more general term that encompasses hiking, so "hiking" is unnecessary in the sentence.







b. He should explain to his student that for activities that involve moving from one place to another, we use "go" rather than "play". "Play" is typically used for sports and games.







c. He should change the main verb, "hiking", to the infinitive form when using it with a future-tense auxiliary verb such as "will".







d. There are a number of errors to correct in this sentence. The adverb of time, “tomorrow”, should be moved to the end of the sentence. The student should choose one verb, either “play” or “hiking”, but not both. Also, the preposition “in” should be replaced with “on” to more accurately describe where the student will be hiking.



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Question 79
Marks: 1


At the opposite end of the spectrum from Lei, there are several students in Jeremy’s class who do not talk at all. They will speak privately to Jeremy if called upon or approached, but they will not volunteer to answer questions or participate in class. Jeremy wants to ensure that everyone participates so that they have equal opportunities to practice their English, but he isn’t sure how to get the shy students to participate on a regular basis. What would be the best way for Jeremy to ensure greater participation from reluctant students?


Choose one answer.





a. He should have a set pattern for the order in which he goes around the room asking his students for responses. This will allow the students to prepare their answers in advance as they will know when their turn to speak is coming up, plus it will ensure that everyone participates equally.







b. He should assign each student a number of cards that they can use to answer questions or participate in class discussions. After each response, a card is removed from that student. Once a student has expended all of her cards for the lesson, she can no longer participate. Eventually, all of the eager students will have used up their participation cards, leaving only the reluctant students. Since someone has to answer, they will be forced to participate. Over time, they should feel more comfortable and may begin "spending" their cards earlier in the lesson.







c. He should devise activities that require everyone to participate. These can be dialogues, role playing activities, choral reading, or individual reading aloud. For dialogue activities, Jeremy can place students of equal ability and confidence together so that one doesn't overpower or intimidate the other.







d. He should emphasize marks for participation. Students who fail to sufficiently participate will suffer in their overall grade. Knowing that something is at stake should encourage the shy students to make the effort to participate more regularly.



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Question 80
Marks: 1


The students in a given class of any age or level will exhibit a range of language abilities. Some will be stronger speakers, some will be stronger writers, while some will be stronger overall. No classroom is perfectly equal. This situation poses a challenge for teachers when it comes to designing lessons and activities. Teachers want to ensure that all students are challenged and that they are all able to feel a sense of accomplishment. By this point in the term, Jeremy should have a good idea of which students are strong in which areas.

How can he use this information to build effective lessons for his students?

Choose TWO of the following:








a. He can focus his lessons on student strengths to continue to develop those areas. As students exercise their strengths, they are able to understand more complex concepts. By practicing these more complex concepts, the students will sharpen the associated language skills. This will then have a trickle-down effect and improve their other language skills.







b. He can design his tests and assessments to focus on his students’ weaker areas. Tests not only provide a means of assessment for teachers, but they are also a powerful motivating tool. By announcing that he will test areas where students have exhibited difficulty in the past, he will be encouraging them to study harder at home to learn the concepts that challenge them. This is more effective than giving tests that cover strengths and weaknesses equally.







c. He can focus his lessons on particular student weaknesses to address shortcomings and skills that are underdeveloped. The goal is to help all of his students develop all of their language skills, so devising specific lesson activities to improve areas of weakness is a good approach.







d. He can create group tasks that enable the stronger students to help the weaker students. Students, particularly young students, learn from everything around them, so tasks that foster peer help can prove very successful. Quietly asking a peer for assistance is also often less intimidating for shy students than asking the teacher in front of the whole class.



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Question 81
Marks: 1


Questions 81-85 refer to Case Study #3 below:

Sarah has just been assigned her first class of adolescents. After several years of teaching adults, her school has recently expanded to include classes for high school and middle school students. It has been a long time since Sarah was in high school, and she’s not sure she can relate to modern teenagers. She has heard horror stories of disrespectful students, frequent disruptions, and rampant behavioral problems. She tries to dismiss these as a few isolated cases and focus on the positive aspects of teaching adolescents, such as the bright futures ahead of them and their wonderful passion for their interests. However, despite her attempts to think optimistically about her upcoming class, she is nervous about being unable to relate, creating lessons that fall flat, and opening the door to bad behavior.

While Sarah prepares to teach her new class, which of the following would be the least suitable approach for Sarah to take as she tries to relate to her students?


Choose one answer.





a. Sarah should do some research on adolescent culture in her host country. She could ask fellow teachers or friends who teach adolescent students to fill her in on what topics, games, and activities are popular, and what ingredients make for a successful lesson with students of this age.







b. Given the stark cultural and linguistic differences between Sarah and the culture she is immersed in, she will have a very difficult time fully grasping the local adolescent culture. Instead, she should focus on creating engaging lessons that provide ample opportunity for her students to express their own thoughts, opinions, and interests.







c. Sarah should find out what movies, music, games, and TV shows are popular among students of this age in her host country. She can then incorporate examples from these various media into her lessons to make them more appealing.







d. Sarah should look online and in magazines to see what fashion styles are popular with teenagers these days, and she should try to find out if there are any particular slang terms in the local language commonly used among her students. This will give her an overall sense of the trends and fashions that her students follow, and she can use this to relate to her students. By avoiding dressing “old fashioned” and using language that is out of date, Sarah will help her students to see her in a positive light and as someone they can trust.



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Question 82
Marks: 1


Many ESL schools divide their students by level, but Sarah’s school chooses to divide them by age. As such, teachers at her school have to deal with multi-level classrooms. In any classroom there are a range of abilities, but in a true multi-level classroom, this range is far greater. One of the particular challenges of this type of class is how to assess the students. Creating and marking tests and different assignments for every level in the class can be very tiring and time consuming, often impractically so.

With these thoughts in mind, how can Sarah fairly assess her students without overburdening herself with additional work?

Choose the best TWO of the following answers:








a. Sarah should create single assignments and tests for the whole class, and then encourage her students to do as much as they can on each assignment. Since students will have varying skills in different areas such as reading, writing, speaking, and listening, the levels would sort themselves out fairly based on the quantity of work each student is able to complete on a given task. She can then assess the quality of that work for a final score.







b. She could design rubrics for each assignment that outline the expectations for each level. All of the students would work on the same task, but greater depth and detail would be expected from those at a higher level.







c. For many tasks, she could make use of group work with assigned roles. Each group would consist of a mix of student levels, distributed so that the makeup of each group is roughly equivalent. Then within each group, she could assign tasks based on the level and ability of the students. This allows the weaker students to interact with the stronger students, but ensures that they each have level-appropriate tasks and expectations set for them.







d. She could structure all of her tests and assignments so that the questions get progressively more difficult as students progress through the test. This will help the lower level students to see how much work they have ahead of them, and it will give the higher level students a sense of pride at all they have accomplished.



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Question 83
Marks: 1


Sarah has been trying to help her students correctly punctuate their sentences. Each day, she writes a punctuation rule on the board and shows several examples of the rule in use. Which of the following is a generally accepted rule of English grammar?


Choose one answer.





a. 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.







b. If a sentence includes a colon, the clause preceding the colon must be an independent clause.







c. The word 'because' should always be preceded by a comma.







d. In standard practice, proper nouns should be preceded by a definite article and followed by a comma.



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Question 84
Marks: 1


Sarah has been trying to find a way to encourage her students to behave properly and interact positively with one another. She thought back to her school days and remembered one of her teachers having a chart at the front of the room with all the students’ names written on it. Whenever an assignment was done well, or particularly good behavior was exhibited, the teacher would put a gold star beside that student’s name. She decided to try this method in the hopes that it would spark some friendly competition among her students to try to get the most stars and be the top of the class. However, since implementing the system, she hasn’t seen any improvement in behavior, no signs of enthusiasm for the stars, and some students even seem to have regressed in their participation after receiving a star.

Why might Sarah’s plan not be working as she had envisioned?


Choose one answer.





a. The problem is not the reward system, it is the reward itself. Students of this age are seeking their own individual identities, and gold stars are too generic to be appealing. Choosing a different symbol, or better yet, allowing the students to select from a range of choices would be much more effective.







b. Adolescents are generally not motivated by positive reinforcement. Rewards and privileges are ineffective means of behavior management at this stage of development. Sarah will have to find another means of reinforcing desired behavior; perhaps negative reinforcement of undesired behavior would be more effective.







c. Children are motivated by teacher approval and public acknowledgement, but such things can be drawbacks for adolescent students who seek the approval of their friends and classmates over that of the teacher. Sarah’s plan, well-meaning though it is, might actually be discouraging student participation as they don’t want to be singled out for praise from the teacher at the risk of alienating their peers.







d. The reward offered is too passive. Adolescent students are seeking more active approval and greater freedom of expression. They would be more likely to respond if she publicly congratulated them and offered a chance to gain greater responsibility in the classroom, such as an opportunity to be the teacher’s assistant or other such role. This would appeal to adolescents' growing sense of maturity and duty.



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Question 85
Marks: 1


Two months into the term with her new adolescent class, Sarah is comfortable and the class is running smoothly. Midterm exams begin on Monday, so she has set aside Friday’s class to review what has been taught to date. There is a lot of material to cover, but during her explanation of one of the grammar points previously taught, a student asked a question that sparked a lively tangential discussion. Although Sarah recognizes the value of unstructured interaction, the debate was pulling the class off topic. Torn between encouraging the discussion that has her students so engaged and getting through the valuable review lesson for Monday’s midterm test, Sarah is unsure of how to react. How should she handle the situation?


Choose one answer.





a. The lesson should always take precedence. Although class discussion is good and student enthusiasm is to be applauded, the focal point of today’s lesson is to review for the upcoming midterm. After letting the students talk for a minute or two at most, Sarah should calmly but firmly return them to the business at hand. She cannot allow spontaneous discussions to interrupt her carefully planned lesson, or it could throw off the timing of her entire lesson and could impact future classes. She should encourage the students to discuss the matter on their own time.







b. She should look for elements of her lesson that can be cut out. Even in a review lesson, there are always filler components that can safely be trimmed. Teachers generally over-plan so that they do not run out of material to fill the allotted time, so removing the unimportant filler elements should still preserve the core of her lesson while freeing up enough time to make the most of the discussion.







c. She should encourage the discussion for a few minutes to take advantage of her students’ enthusiasm, but not long enough to derail her planned lesson. The topic being discussed could make for an interesting follow-up lesson or homework assignment, so she should make note of it and try to return to it after the midterm tests are finished.







d. The discussion should take precedence. While review lessons are certainly important, these magic moments when students are spontaneously engaged in a topic are few and far between. A wise teacher knows to take full advantage of these opportunities, even if it means rescheduling a planned lesson for another day.



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Question 86
Marks: 1


Questions 86-90 refer to Case Study #4 below:

Jenn has just finished her training and gotten settled into her new apartment in Turkey. Although she has some previous teaching experience, she will be teaching very young kids for the first time in her life. The average age in her class is 5 years old. There are a handful of 6-year-olds and one 4-year-old, soon to turn 5. She is looking forward to a fun year, although she is concerned about losing control of her students should things get off track. She can’t imagine trying to manage a room full of such young children if they barely speak English! She had the opportunity to shadow a more experienced teacher who taught some 8-and 9-year-old students, but due to the term schedules, the youngest students don’t start until the second week of the term, so she didn’t get to see quite how her classes are supposed to run. Her classes start on Monday, so she has the weekend to prepare.

Jenn received the class list on Friday before she went home for the weekend. Although it doesn’t give much information, it gives her a list of names and a number of students. She has seen the layout of her classroom. There are three large tables, so her plan is to seat six students at two of the tables and five at the other. Before the first day of class, all new students are taken to the auditorium and briefed about the school rules and expected behaviour. Each student will be given a handout explaining the rules that they must take home and have signed by their parents.

With the rules set and the seating plan drawn up, what are some things that Jenn can prepare to do on the first day to make her teaching experience a success?

Choose TWO of the following answers:








a. You only get one chance to make a first impression, so Jenn should have one of the local teachers or administrative staff help her with the introductions on the first day. She would like to tell her students a bit about herself, and she would like to learn a little about each of them, but with the language barrier, that could prove very difficult if there is no one who can translate. Ensuring that the introductions go smoothly will help set the class off on the right foot.







b. Jenn should choose some common English names for her students. Classroom management is always easier when the teacher knows the students’ names, and it can be difficult to learn unfamiliar names from a foreign culture. Giving English names is a common practice at many ESL schools around the world, so this shouldn’t be a problem with parents or the administration. To make it

I see all the questions, but no answers ...?

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. The students in a given class of any age or level will exhibit a range of language abilities. Some will be stronger speakers, some will be stronger writers, while some will be stronger overall. No classroom is perfectly equal. This situation poses a challenge for teachers when it comes to designing lessons and activities. Teachers want to ensure that all students are challenged and that they are all able to feel a sense of accomplishment. By this point in the term, Jeremy should have a good idea of which students are strong in which areas.

How can he use this information to build effective lessons for his students?

Choose two of the following:

a. He can design his tests and assessments to focus on his students' weaker areas. Tests not only provide a means of assessment for teachers, but they are also a powerful motivating tool. By announcing that he will test areas where students have exhibited difficulty in the past, he will be encouraging them to study harder at home to learn the concepts that challenge them. This is more effective than giving tests that cover strengths and weaknesses equally.

b. He can focus his lessons on particular student weaknesses to address shortcomings and skills that are underdeveloped. The goal is to help all of his students develop all of their language skills, so devising specific lesson activities to improve areas of weakness is a good approach.

c. He can create group tasks that enable the stronger students to help the weaker students. Students, particularly young students, learn from everything around them, so tasks that foster peer help can prove very successful. Quietly asking a peer for assistance is also often less intimidating for shy students than asking the teacher in front of the whole class.

d. He can focus his lessons on student strengths to continue to develop those areas. As students exercise their strengths, they are able to understand more complex concepts. By practicing these more complex concepts, the students will sharpen the associated language skills. This will then have a trickle-down effect and improve their other language skills.