TEXAS ESL CERTIFICATION PROCTORED EXAM TEST BANK | 5 ACCURATE REAL EXAM VERSIONS WITH RATIONALES| ALL THAT IS LIKELY TO BE IN THE EXAM | EXPERT VERIFIED | GUARANTEED PASS GRADED A | LATEST UPDATE<\/p>\n\n\n\n
TEXAS ESL CERTIFICATION PROCTORED EXAM TEST BANK | 5
ACCURATE REAL EXAM VERSIONS WITH RATIONALES| ALL THAT
IS LIKELY TO BE IN THE EXAM | EXPERT VERIFIED | GUARANTEED
PASS GRADED A | LATEST UPDATE
In an optimal second-language learning environment, most students take an average of five to
seven years to develop
A)Functional literacy
B)Academic-language proficiency
C)Syntactic and lexical accuracy
D) Social-communicative competence
B<\/p>\n\n\n\n
A)Vietnamese speakers will be more likely than Spanish speakers to experience problems with
false cognates
B)Spanish speakers will acquire written English skills more rapidly than Vietnamese speakers
C)Spanish speakers will have less difficulty than Vietnamese speakers in transferring their
graphophonic knowledge and skills to English
D)Literate Vietnamese speakers will develop English literacy at a rate similar to Spanish
speakers who are not literate in their first language
C)<\/p>\n\n\n\n
C. The trip at the zoo yesterday must have been fun.
D. You must be tired after such a long journey.
B. You must not eat candy before sleeping. Rationale: imperative command prohibiting someone
from doing something
Periodically, a high school ESL teacher asks each student to complete the following checklist as
a self-assessment tool.
Yes or No: I look for word patterns in a sentence to help me read and understand it. I use note
taking and flashcards to reinforce new language and vocabulary I have learned. I make word
associations when learning new language and vocabulary. I use visualization to help me
remember new vocabulary.
The primary purpose of the checklist is to help students:
A. become effective at determining their own language proficiency.
B. develop strategies for overcoming misunderstandings when communicating.
C. compensate for gaps in their current language knowledge and skills.
D. use various cognitive strategies for internalizing language.
D. Use various cognitive strategies for internalizing language
Rationale: Each part of checklist is a strategy students can use to process and internalize
language.
Use the information below to answer the questions that follow.
The following conversation takes place between Samira, a middle school ESL student, and Mrs.
Lynn, her new ESL teacher. Samira is visiting her new school and meeting Ms. Lynn before the
first day of school.
Ms. Lynn: Good afternoon, Samira. I’m glad you will be in my class this year. Tell me a little
about yourself.
Samira: Hi! My name is Samira, and I’m from Iraq. I come here with baba, mother, and brother. I
being here since two weeks\u2026I don’t know how to say\u2026what to say. Nothing.
Ms. Lynn: Do you have any hobbies?
Samira: I reading poems {pronounces the \/p\/ as a \/b\/}
Ms. Lynn: Oh, that’s nice. I like poems, too. Tomorrow morning can you introduce yourself to<\/p>\n\n\n\n
the other students?
Samira: No\u2026No\u2026Isoshy\u2026very shy.
Ms. Lynn: No problem. Well, I’ll see you tomorrow!
During the first week of school, Ms. Lynn takes anecdotal notes on Samira.
D. Voicing of the sound
Rationale: \/b\/ is voiced and \/p\/ is voiceless
Use the information below to answer the questions that follow.
The following conversation takes place between Samira, a middle school ESL student, and Mrs.
Lynn, her new ESL teacher. Samira is visiting her new school and meeting Ms. Lynn before the
first day of school.
Ms. Lynn: Good afternoon, Samira. I’m glad you will be in my class this year. Tell me a little
about yourself.
Samira: Hi! My name is Samira, and I’m from Iraq. I come here with baba, mother, and brother. I
being here since two weeks\u2026I don’t know how to say\u2026what to say. Nothing.
Ms. Lynn: Do you have any hobbies?
Samira: I reading poems {pronounces the \/p\/ as a \/b\/}
Ms. Lynn: Oh, that’s nice. I like poems, too. Tomorrow morning can you introduce yourself to
the other students?
Samira: No\u2026No\u2026Isoshy\u2026very shy.
Ms. Lynn: No problem. Well, I’ll see you tomorrow!
During the first week of school, Ms. Lynn takes anecdotal notes on Samira.
A. Forming small groups for speaking activities
Rationale: Feels less shy in a small group, encourages her to engage in a discussion
Use the information below to answer the questions that follow.
The following conversation takes place between Samira, a middle school ESL student, and Mrs.
Lynn, her new ESL teacher. Samira is visiting her new school and meeting Ms. Lynn before the
first day of school.
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