TESOL Practice

What statement is NOT true about contextualized instruction?

• creating opportunities to use English with a meaningful purpose

• providing a variety of ways to make English comprehensible

• organizing the classroom to facilitate communication among the learners

• presenting vocabulary in isolated drills, word cards, and flashcards

Mr. Brown: Who knows the meaning of the word appointment?

Student 1: Write a point?

Mr. Brown: No… anyone else? (silence) Come on, think everybody, try again!

Student 2: Lose a point?

Mr. Brown: No, it has nothing to do with points. It has something to do with the doctor.

Why is Mr. Brown’s elicitation of information from students regarding the meanings of vocabulary obviously failure-oriented?

• Mr. Brown used his students’ first language to explain the meanings of the word.

• Mr. Brown presented the vocabulary information with multimedia tools.

• Mr. Brown failed to use the vocabulary purposefully in context.

• Mr. Brown expected learners to spell out the target word for only a few seconds.

Mr. Miller wrote the following activities in his lesson plan:

Listening: Listen to a simple news weather report

Speaking: Ask and answer “What’s the weather like today?” Talk about clothes they wear in different weather.

Reading: Answer the true/false questions. Read about what children wear who live in different climates.

Writing: Using a picture of themselves and write about what the weather is like and what they are wearing.

Which principle best describes Mr. Miller’s lesson design?

• engaging learners in receptive tasks before productive tasks

• appealing to learners with different intelligences (natural, spatial, interpersonal)

• connecting to the larger school curriculum, such as mathematics

• making frequent grammar or pronunciation corrections

Ms. Davis wrote, “By the end of this lesson, students will be able to talk about some of their favorite food” in her lesson plan.

Where will this sentence be likely seen in a lesson plan?

• student profile

• teaching activities

• teaching resources

• learning objectives

Ms. Martin plays the video The Family Song and asked her students what words they heard in the video. Ms. Martin guides her students to say the target words (e.g. father, mother, sister, and brother) with the use of flashcards.

Based on the above-mentioned scenario, at what stage does Ms. Martin model for the task-based language teaching?

• pre-task

• during task

• post-task

• report

Mr. Vale: Class, where is the museum?

Students: It’s on Pratt Street.

Mr. Vale: Partner A, ask Partner B “Where is the museum?” Partner B, answer.

What kind of principle does Mr. Vale employ for listening instruction?

• Use speaking activities that reflect real-life communication and relevant to learners’ lives

• Build classroom routines in English such greetings or calling the roll

• Build classroom interaction by giving students plenty of opportunities to participate

• Correct students’ errors explicitly by paraphrasing

Mrs. Roberts prepares the listening and speaking activities for her students as revealed in the table.

How does Mrs. Roberts differentiate her instruction?

• content

• process

• product

• classroom

Mr. Anderson knows the knowledge, understanding, and skills that his students need to learn. He provides them with different leveled listening soundtracks in his English class.

What type of differentiated instruction does Mr. Anderson employ?

• content

• process

• product

• environment

Mr. Peterson’s students took the same listening comprehension test twice within two days. Mr. Peterson got the same results on each occasion.

What characteristic did Mr. Peterson’s test reveal?

• practicality

• validity

• reliability

• difficulty

Mrs. Smith gives her students a picture of a supermarket and asks her students to describe this picture. She assesses her students’ oral performance based on the

following table.

What type of assessment does Mrs. Smith employ?

• norm-referenced assessment

• criterion-referenced assessment

• discrete point assessment

• integrative assessment