ESL TEXES Supplemental New Exam With Complete
Solutions Latest Update
Grammar Study Taught Syntax of English - ANSWER We will go home after school. NOT-
After school to home we will go. /// a big blue house NOT- a house big blue or NOT- a
blue big house
Categories of Syntax - ANSWER Lexical: parts of speech - noun, preposition, verb -
auxilaries, models, interjection, adjective, conjunction, adverb, pronoun, determiners -
articles, possessives, demonstratives, and quantifiers
Combine - ANSWER phonemes into morphemes, morphemes into words, words into
sentences
The study of morphemes gives students generalizations they can apply. - ANSWER Many
prefixes and suffixes are similar in various languages.
Semantic Ambiguity - ANSWER Ex: a "bad" deed, a "bad" car (context necessary for
understanding)
Idiomatic Language - ANSWER Ex: "going out" - in 1970 it meant having plans for a date
on a certain day - in 2000 it means dating one person exclusively
Denotation vs. Connotation - ANSWER Direct, literal meaning Ex: dog (an animal)///
Figurative, metaphorical meaning EX: dog (an unattractive girl)
Circumstance Determines the Meaning of an Expression - ANSWER -Can you pass the
salt? is a command, not a question. - A "Do you mind?" question takes "no" for an
answer when the meaning of one's response is "yes" (it is all right to).
,Skill Integration - ANSWER (Activities should be: Listening, Reading, Speaking, Writing):
Four skills should be taught in an integrated fashion as they are used interchangeably in
any real-life communication. Skills support one another.
Use Content-Based Instruction - ANSWER Opportunities for meaningful communication,
concurrent social and cognitive development and wide range of academic concepts
language functions.
Use Task-Based Instruction - ANSWER Real life's tasks combine languages with
non-linguistic functions, focus on meaning and requires information gathering,
comprehension, interaction, language production.
Purposes of BICS - ANSWER express/ wants/ needs, make jokes, exchange greetings,
express agreement or disagreement, make personal conversation.
Purposes of CALP - ANSWER comprehend written text, produce written text,
ask/respond to informational and clarifying questions regarding academic content,
make links amongst academic information, research
Behaviorism (Skinner) - ANSWER Brain is a blank slate, imitation of input from
environment, habit formation by reptition, errors due to habits, contrastive analysis can
predict L2 errors, audiolingual methods, in classroom
Constructivism - Piaget Leaning result of social interaction, children construct
understanding in context of their activities, early langage is egocentric, brain learns
when ready, progress from concrete to more abstract, from figurative to operative,
exploratory, discovery learning (in classroom)
Nativism - Chomsky - Language Acquisition Device (LAD), LAD contains principles of
Universal Grammar, independent process - not general learning, process of rule
formation
Communicative Approach Krashen) - ANSWER Acquisition and learning as two different
processes in the development of languages
, ESL TEKS - ANSWER At all grade levels, the ESL TEKS are identical to the regular
English Language Arts and Reading TEKS. ESL has additional TEKS that require
students to progressively increase proficiency in academic English and to develop
strategies for making sense and using English.
Grammar translation ANSWER reading and writing; emphasis on isolated grammar
structure and vocabulary list; use of L1 to explain and translate L2.
Direct method ANSWER oral language acquisition; demonstrations by teacher, with use
of pictures, films; other visuals; stress on total immersion in L2 with no use of L1.
Audio-lingual - ANSWER based on behavioral psychology and structural linguistics; uses
mimicry, memorization drills; emphasis on isolated grammar structures; use of tapes,
language labs, visual aids.
TPR (Total Physical Response) - ANSWER Uses body movement to accelerate language
acquisition, teacher gives command and models the action: open your book; stand up;
walk to the window.
Natural Approach (Krashen & Terrell) - ANSWER Comprehensible input, affective filter,
natural order, monitor
CALLA Chamot & O'Malley ANSWER Cognitive Academic Language Learning Approach:
Through carefully designed lesson plans linked to content curriculum, teachers
explicitly teach learning strategies and have students apply them to instructional tasks.
Plans are based on these assumptions: 1. Mentally active learners are better learners.
2. Strategies can be taught. 3. Learning strategies transfer to new tasks. 4. Academic
language learning is more effective with learning strategies.
Sociocultureal/ Communicative Theory (Vygotzky) - ANSWER Learning takes place in
the interpersonal space between teacher and students. Temporary support is
necessary. ZONE OF PROXIMAL DEVELOPMENT: What children can do alone, what
children can do with help of more competent teacher, what children cannot do even with
help.
Solutions Latest Update
Grammar Study Taught Syntax of English - ANSWER We will go home after school. NOT-
After school to home we will go. /// a big blue house NOT- a house big blue or NOT- a
blue big house
Categories of Syntax - ANSWER Lexical: parts of speech - noun, preposition, verb -
auxilaries, models, interjection, adjective, conjunction, adverb, pronoun, determiners -
articles, possessives, demonstratives, and quantifiers
Combine - ANSWER phonemes into morphemes, morphemes into words, words into
sentences
The study of morphemes gives students generalizations they can apply. - ANSWER Many
prefixes and suffixes are similar in various languages.
Semantic Ambiguity - ANSWER Ex: a "bad" deed, a "bad" car (context necessary for
understanding)
Idiomatic Language - ANSWER Ex: "going out" - in 1970 it meant having plans for a date
on a certain day - in 2000 it means dating one person exclusively
Denotation vs. Connotation - ANSWER Direct, literal meaning Ex: dog (an animal)///
Figurative, metaphorical meaning EX: dog (an unattractive girl)
Circumstance Determines the Meaning of an Expression - ANSWER -Can you pass the
salt? is a command, not a question. - A "Do you mind?" question takes "no" for an
answer when the meaning of one's response is "yes" (it is all right to).
,Skill Integration - ANSWER (Activities should be: Listening, Reading, Speaking, Writing):
Four skills should be taught in an integrated fashion as they are used interchangeably in
any real-life communication. Skills support one another.
Use Content-Based Instruction - ANSWER Opportunities for meaningful communication,
concurrent social and cognitive development and wide range of academic concepts
language functions.
Use Task-Based Instruction - ANSWER Real life's tasks combine languages with
non-linguistic functions, focus on meaning and requires information gathering,
comprehension, interaction, language production.
Purposes of BICS - ANSWER express/ wants/ needs, make jokes, exchange greetings,
express agreement or disagreement, make personal conversation.
Purposes of CALP - ANSWER comprehend written text, produce written text,
ask/respond to informational and clarifying questions regarding academic content,
make links amongst academic information, research
Behaviorism (Skinner) - ANSWER Brain is a blank slate, imitation of input from
environment, habit formation by reptition, errors due to habits, contrastive analysis can
predict L2 errors, audiolingual methods, in classroom
Constructivism - Piaget Leaning result of social interaction, children construct
understanding in context of their activities, early langage is egocentric, brain learns
when ready, progress from concrete to more abstract, from figurative to operative,
exploratory, discovery learning (in classroom)
Nativism - Chomsky - Language Acquisition Device (LAD), LAD contains principles of
Universal Grammar, independent process - not general learning, process of rule
formation
Communicative Approach Krashen) - ANSWER Acquisition and learning as two different
processes in the development of languages
, ESL TEKS - ANSWER At all grade levels, the ESL TEKS are identical to the regular
English Language Arts and Reading TEKS. ESL has additional TEKS that require
students to progressively increase proficiency in academic English and to develop
strategies for making sense and using English.
Grammar translation ANSWER reading and writing; emphasis on isolated grammar
structure and vocabulary list; use of L1 to explain and translate L2.
Direct method ANSWER oral language acquisition; demonstrations by teacher, with use
of pictures, films; other visuals; stress on total immersion in L2 with no use of L1.
Audio-lingual - ANSWER based on behavioral psychology and structural linguistics; uses
mimicry, memorization drills; emphasis on isolated grammar structures; use of tapes,
language labs, visual aids.
TPR (Total Physical Response) - ANSWER Uses body movement to accelerate language
acquisition, teacher gives command and models the action: open your book; stand up;
walk to the window.
Natural Approach (Krashen & Terrell) - ANSWER Comprehensible input, affective filter,
natural order, monitor
CALLA Chamot & O'Malley ANSWER Cognitive Academic Language Learning Approach:
Through carefully designed lesson plans linked to content curriculum, teachers
explicitly teach learning strategies and have students apply them to instructional tasks.
Plans are based on these assumptions: 1. Mentally active learners are better learners.
2. Strategies can be taught. 3. Learning strategies transfer to new tasks. 4. Academic
language learning is more effective with learning strategies.
Sociocultureal/ Communicative Theory (Vygotzky) - ANSWER Learning takes place in
the interpersonal space between teacher and students. Temporary support is
necessary. ZONE OF PROXIMAL DEVELOPMENT: What children can do alone, what
children can do with help of more competent teacher, what children cannot do even with
help.
