ESL Practice Test Questions With Correct Answers

ESL Practice Test Questions With Correct
Answers

Which |of |the |following |is |more |important |for |effective |second-language |acquisition?

a. |Engaging |in |social |activities |and |meaningful |interactions.

b. |Memorizing |and |practicing |frequenly |used |words |or |phrases.

c. |Interacting |primarily |with |the |teaching |and |other |adults.

d. |Learning |with |various |structured |and |rote |activities. |- |CORRECT |ANSWER✔✔-a. |Engaging |in |
social |activities |and |meaningful |interactions.



Which |of |the |following |statements |is |primarily |true |about |the |relationship |between |a |students
|first- |and |second-language |acquisition?



a. |Cognitive |development |in |L1 |should |be |discontinued |through |the |elementary |years |in |order |
to |achieve |cognitive |and |academic |success |in |L2.

b. |Cognitive |development |in |L1 |should |be |limited |through |the |elementary |years |in |order |to |
achieve |cognitive |and |academic |success |in |L2.

c. |Students |who |receive |formal |schooling |in |L1 |do |better |at |acquiring |L2 |than |students |with |
no |schooling |in |L1.

d. |Students |who |receive |formal |schooling |in |L1 |do |worse |at |acquiring |L2 |that |students |with |no
|schooling |in |L1. |- |CORRECT |ANSWER✔✔-c. |Students |who |receive |formal |schooling |in |L1 |do |


better |at |acquiring |L2 |than |students |with |no |schooling |in |L1.



It |is |most |important |for |a |teacher |who |provides |content |instruction |to |ESL |students |to |do |
which |of |the |following?

a. |Expect |the |ESL |students |to |remain |academically |behind |their |peers.

b. |Discourage |ESL |students |from |using |nonstandard |English.

Provide |lower-level |content |instructional |materials |to |the |ESL |students.

,d. |Incorporate |content |materials |that |are |culturally |relevant. |- |CORRECT |ANSWER✔✔-d. |
Incorporate |content |materials |that |are |culturally |relevant.



Hanh, |a |Vietnamese |student, |has |been |in |the |United |States |for |18 |months. |She |is |progressing |
in |her |schoolwork |but |she |rarely |speaks |to |her |classmates |or |teachers. |Which |of |the |following |
is |the |best |action |for |the |teacher |to |take |to |help |increase |Hanh's |oral |proficiency |in |English.

a. |Partnering |Hanh |with |an |English-speaking |peer |during |oral |discussions.

b. |Incorporating |daily |lessons |on |social |interactions |that |include |role-playing.

c. |Providing |Hanh |with |a |list |of |common |phrases |in |English |for |her |to |memorize |and |practice.

d. |Providing |individual |social |lessons |for |Hanh |to |practice |speaking |until |she |is |comfortable. |- |
CORRECT |ANSWER✔✔-b. |Incorporating |daily |lessons |on |social |interactions |that |include |role-
playing.



Which |of |the |following |statements |is |most |accurate |regarding |the |transfer |of |literacy |
knowledge |and |skills |from |L1 |to |L2.

a. |Literacy |instruction |should |be |confined |to |L1 |to |prevent |negative |transfer |between |L1 |and |
L2.

b. |Literacy |instruction |should |be |confined |to |L2 |to |prevent |negative |transfer |between |L1 |and |
L2.

c. |Literacy |experiences |developed |in |L1 |with |native |language |scaffolding |have |a |positive |
impact |on |literacy |development |in |L2.

d. |Literacy |experiences |developed |in |L1 |through |home |reading |activities |have |a |negative |
impact |on |literacy |development |in |L2. |- |CORRECT |ANSWER✔✔-c. |Literacy |experiences |
developed |in |L1 |with |native |language |scaffolding |have |a |positive |impact |on |literacy |
development |in |L2.



Which |of |the |following |is |the |best |strategy |to |help |ELLs |when |having |phonetic |struggles?

a. |Presenting |small |group |lessons |on |digraphs, |conconant |blends, |and |vowel |sounds.

b. |Focusing |on |context |clues |and |word |structure |analysis |during |read-alouds.

c. |Integrating |activities |with |high-frequency |words |into |learning |centers.

, d. |Modeling |think-aloud |strategies |during |guided |reading. |- |CORRECT |ANSWER✔✔-a. |
Presenting |small |group |lessons |on |digraphs, |conconant |blends, |and |vowel |sounds.



An |ESL |teacher |wants |to |use |graphic |organizers |to |help |ELLs |understand |expository |texts. |
Which |four |of |the |following |graphic |organizers |are |best |to |use |for |this |purpose?

a. |Venn |Diagram.

b. |Time |Line.

c. |Thinking |Map.

d. |Story |Map.

e. |Word |Web. |- |CORRECT |ANSWER✔✔-a. |Venn |Diagram.

b. |Time |Line.

c. |Thinking |Map.

e. |Word |Web.



An |ESL |teacher |finds |it |difficult |to |set |aside |time |to |observe |the |specific |academic |language |
proficiency |of |the |ELLs |in |the |classroom. |Therefore, |the |teacher |makes |notes |on |ELL's |progress
|as |it |is |observed |during |the |natural |course |of |the |school |day. |The |teacher |is |promarily |using



a. |An |anecdotal |log.

b. |A |formal |assessment.

c. |A |performance-based |assessment.

d. |A |portfolio |. |- |CORRECT |ANSWER✔✔-a. |An |anecdotal |log



Martin, |a |fifth-grade |ELL |who |is |a |beginning |reader, |is |having |difficulty |understanding |an |idiom
|encountered |in |his |assigned |fiction |reading. |After |the |teacher |explains |the |meaning |of |the |


idiom, |the |best |strategy |for |helping |Martin |remember |the |idiom |is |to |have |him

a. |Translate |the |idiomatic |language |into |his |native |language.

b. |Draw |a |picture |of |what |the |idiomatic |meaning |of |the |idiom.

c. |Use |a |dictionary |to |find |and |copy |the |literal |meaning |of |the |idiom.