The 154 ESL exam is supplemental English as a Second Language exam which is passed by a teacher to ensure that the teacher knows essentials of teaching such students whose primary language is not English. This practice test is a scenario of the ESL exam and will let you have tested yourself before giving the actual exam.
Linguistics
Language Proficiency
Function
Conversation
Pointing, gesturing, or drawing
Completing fill in the blank responses
Answering in complete sentences
Raising their hands and answering orally
Comprehensible input
Scaffolding
Linguistic competence
Content based ESL
Syntax
Morphology
Phonology
Semantics
Is attentive to persons and things in the environment
Analytical processing
Like a supportive environment
Socially preceptive
Social Language
Psycholinguistics
Function
Register
Policy and procedures for appointment
Policy and procedures for training of members
Policy and procedures for selection
All of the above
Cognitive Approach
Sheltered Approach
Whole Langauge Approach
Natural Approach
Arrange to ensure equal number of boys and girls
Change groups every two the three days
Experiment with different group compositions
Assign more difficult tasks
Announcements
Newsletters
Conversations with parents
All the above
Submersion Training
Cultural Diversity Training
Motivational Training
Community Awareness Training
Early Production Period
Pre-Production Period
Silent Period
Speech Emergence
Acquired at a subconscious level
Thrives on informal atmosphere
Requires positive reinforcement
All of the above
Increase listening and speaking abilities
Increase listening abilities
Overcome speech repitition
Increase thinking abilities
Spanish
Native American
German
French
Overcome speech repetition
Increase listening and speaking abilities
Increase listening abilities
Increase speaking abilities
A test of reading approved by the Texas Education Agency
A test of reading and math
An oral language proficiency test approved by the Texas Education Agency
A norm-referenced test approved by the Texas Education Agency
Very good comprehension
Conversation
Comprehension and near-native speech
No verbal production
She wants the children to produce expressive language.
She wants the children to learn cognates.
She thinks that it will increase the use of idiomatic expressions.
She knows people learn a second language by using what they already know about their first language.
Weekly
Monthly
Annually
Semi-annually
Casual
Frozen
Intimate
Formal
Pattern Language
Concurrent Language
Predictable Language
Comprehensible Input
They are easy to keep
They can be used as a self-assessment tool
Parents can see evidence of their child's progress
B and C only
Check-list
Portfolio
Anecdotal Record
Rubric
Both are developmental and have stages.
Both are at a subconscious level.
Both focus on communication and meaning.
All of the above.
Material learning
Total Physical Response
Hands On
Learner Centered
Send notes home to the parents in English
Identify a bilingual liaison to assist in making the home visits
Ask the principal to excuse her from making home visits
Find a child who speaks Chinese and some English to assist with the home visits
Sheltered Instruction
Functional Instruction
Supportive Instruction
Communicative Language Instruction
Certified program staff
The student population that will be served
The state rules
The bilingual instructional methodology
Encourage only oral language
Create an academically challenging environment
Have high expectations for learning
Use non-verbal cues that include gesture and facial expressions
Language learning should be included in the teaching of social studies but not mathematics.
Language learning should be included in the teaching of mathematics but not science.
Language learning should be integrated across the curriculum.
Language learning should only be taught in the study of language arts.
Skills that are taught in isolation.
Skills that are taught on a one-to-one basis.
Skills to be learned after learning to read.
Skills to be learned along with reading and writing.
All five senses
Sight
Hearing
Smell
Inventory
Diagnosis
Measure
Analysis
Phonological awareness
Literacy development
Alphabetic principle
Cognitive style
Lexicon
Syntax
Discourse
Phonology
Overcome fear of the new culture
Communicate in culturally responsive ways
Demonstrate cultural differences
Avoid culture shock
Second Language
Primary Language
Interactional Language
Transitional Language
Receptive language
Expressive language
Complex language
Context embedded language
Build self esteem
Introduce them to the tools of literacy
Talk about real-life experiences
Read aloud to them
Verbal
Nonverbal
Syllabic
Words Like
Aptitude Hypothesis
Monitor Hypothesis
Input Hypothesis
Filter Hypothesis
In separate facilities as designated by the district
In the regular public schools of the district rather than in separate facilities
In neighboring school districts with high limited English proficient populations (over 60%)
In neighborhood schools where they live in a special facility
Function
Language proficiency
Social language
Academic language
Write before they learn to read
Have control over oral language before they learn to write
Know how to read before they learn to write
Be introduced to oral language, reading, and writing from their earliest years
Identified through Home Language Survey
Tested to assess English language proficiency
Test oral language proficiency
All of the above
Stressing letter/sound agreement
Prompting phonological awareness
Emphasizing vowel placement
Developing syntax
Best practice
Promoting Literacy
Content-based ESL Instruction
SDAIE (Specially Designed Academic Instruction in English)
Provide tutorial activities
Plan parent workshops
Send notes home in the language used in the home
Communicate that parent involvement is a good way to encourage student success
The ability to write
The ability to read
The full range of understanding and skills appropriate for an educated speaker of two languages.
The ability to read and write in English.