Question 42 Flag for review
What is one way that countable and uncountable (count and non-count) nouns differ? a.
We use adjectives with countable nouns and adverbs with uncountable nouns. b.
We use many/few for countable nouns and much/little for uncountable nouns. c.
We use adverbs with countable nouns and adjectives with uncountable nouns. d.
We use much/little for countable nouns and many/few for uncountable nouns. Question 43 Flag for review
Which of the following parts of speech should never be used to start a sentence? a.
A pronoun without an antecedent. b.
A subordinating conjunction such as "because" or "although". c. A preposition. d.
Any part of speech can be used to start a sentence so long as the sentence has a subject and predicate
and is appropriately structured. Question 44 Flag for review
Conjunctions do not... a.
join items in a list. b.
join clauses. c.
join sentences together. d.
join pronouns and antecedents. Question 45 Flag for review
Which of the following is not a conditional sentence? a.
I won't go unless you do. b.
She will pass, but only if she studies hard. c.
They'll meet us there after lunch. d.
I'd have helped you if I'd been around. Question 46 Flag for review
How are the simple past and present perfect tenses used differently? a.
The present perfect takes place in the immediate past while the simple past is for things removed in time
from the present. b.
The simple past tense is connected to the present, but the present perfect is not. c.
The present perfect is for events that are related to the present and the simple past is for unconnected
past events. d.
They are identical in their time relationship to the present. Question 47 Flag for review
What parts make up a phrasal verb? a.
Two verbs and a conjunction b.
A gerund and an adverb c.
A verb and a particle d.
A verb and a participle Question 48 Flag for review
Covert teaching of grammar... a.
is the same as using discovery techniques. b.
is ineffective because ESL students cannot adequately understand explanations given in English. c.
involves explaining rules clearly and modeling grammar points. d.
involves drawing students' attention to something other than the grammar point. Question 49 Flag for review
Indefinite articles are used with a noun when... a.
the definite adjective comes after the noun in question. b.
you and your listener have a specific person, place, or thing in mind. c.
the indefinite adjective comes before the noun in question. d.
you and your listener do not have a specific person, place, or thing in mind. Question 50 Flag for review
"Input enhancement" involves... a. providing additional information to "flesh out" written passages for students. b.
explaining a grammar point to students before they read. c.
deleting certain grammar points and having students fill in the blanks. d.
highlighting or emboldening examples of the grammar point in the text. Question 51 Flag for review
Which of the following is not an imperative sentence? a.
She must go across the street. b.
Stay away from me. c.
Don't be like that. d.
Go! Question 52 Flag for review
Which answer choice correctly identifies the dependent clause in the following sentence?
I am going to teach here for about one more year before I go home to earn my Master’s degree. a.
…to earn my Master’s degree. b.
…for about one more year… c.
…before I go home to earn my Master’s degree. d.
I am going to teach here for about one more year… For questions 56 and 57, take a look in the text box below for an example of a Spakegoodenese grammar
exercise.
Find the pattern. Explain the rule to your partner.
Muncha = Eat
Munchatasto = Ate
Goden = Go
Godentasto = ______
Question 56 Flag for review
Godentasto probably means... a.
have eaten. b.
went. c.
gone. d.
ate. Question 57 Flag for review
If unaccompanied by an explicit explanation of the rule, the Spakegoodenese grammar lesson above is
an example of... a.
overt grammar teaching. b.
PPP. c.
a discovery technique. d.
covert grammar teaching. Read the postcard below to answer question 58-60:
Dear Orson Coppola, How are you? I hear you will go to Paris last month. Did you two have a nice time? I am sure you will.
Will you see Sophia Lynch in Paris? She lives in Hitchcock’s old apartment. She has a new grand piano. I
did heard Ridley Craven bought it for her. I will see our old friend Steven Eastwood last week. He will be doing very well. His new movie will be
released next spring. It was called U.T.: The Unforgiven Terrestrial. You must saw it.
Sincerely, Stanley Fincher
Question 58 Flag for review
After reading the passage above, students are then asked to correct any mistakes. What grammatical
structure is the teacher likely drawing students' attention to with this passage? a.
complex sentences b.
information questions and reported speech c.
tenses and time clauses d.
infinitive verb forms Question 59 Flag for review
By correcting the mistakes in this passage, students would be... a.
demonstrating an understanding of the grammar being focused on. b.
learning to differentiate imperative, interrogative, and conditional sentences. c.
connecting writing to speech. d.
All of the above Question 60 Flag for review
If the teacher highlighted examples of the grammar she wanted to focus on in the passage and asked
students if they could deduce any rules from what they see, this would be an example of… a.
input enhancement and a discovery technique. b.
covert grammar teaching and implicit learning. c.
overt grammar teaching and translational learning. d.
PPP and explicit grammar teaching. Questions 61-65 refer to the following case study:
Julia has been trying to help her students identify the parts of speech so that they can use this
knowledge to help them discern the meaning of sentences containing unfamiliar vocabulary. To make
things more interesting, she decided to find a resource outside of her in-class texts and settled on Lewis
Carroll’s famous “nonsense” poem Jabberwocky. To begin the lesson, she showed her students a picture of the Jabberwock and got them thinking about
monsters, swords and strange new lands. Once the students were suitably engaged in the topic of the lesson, she handed out the poem and
modeled the first two stanzas: ‘Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe. "Beware the Jabberwock, my son! The jaws that bite, the claws that catch!
Beware the Jubjub bird, and shun
The frumious Bandersnatch!" She then explained the task: students were to read the entire poem and identify the parts of speech for
as many words as they could in 10 minutes.
Question 61 Flag for review
Why might Julia's lesson have failed? a.
Second-language students can only read words they have memorized previously. b.
It is impossible to identify parts of speech for unfamiliar words based only on context. c.
Instructions for complicated or novel tasks should always be given in the students' native language. d.
Her students did not understand that many of the words were meant to be gibberish. Question 62 Flag for review
How could this lesson be modified for greater success? a. By carefully explaining that some words are not real words, so the students are not expected to
understand what they mean. b.
By removing the poem altogether. It is simply too difficult a task for any ESL student to understand. c.
By first illustrating which part of speech she thinks each word is meant to be; then students can choose
to agree or disagree with her assessment. d.
By choosing a different gibberish poem where the words are not as strange-looking so it is less
intimidating. Question 63 Flag for review
What are some alternative activities that could teach the same lesson objective? a.
Julia could select or create a story, leaving blanks in place of words in certain spots. Then the students
must choose which part of speech best fits in each blank. b.
Rather than focusing on parts of speech, she could have students guess at the meaning of each word,
then create their own story. c. Rather than attempting to teach her students to identify various parts of speech through context, she
should focus on proper nouns. Since these words are capitalized wherever they appear in a sentence,
her students should have less difficulty identifying them even if the words are unfamiliar. d.
She could retain the poem, but have students create a set of grammar rules for tenses. Then they could
apply those rules to change the gibberish poem to a different tense. Question 64 Flag for review
Which parts of speech would an activity such as this be most useful for identifying? a.
prepositions, articles, particles, and pronouns b.
nouns, verbs, and articles c.
pronouns, adjectives, conjunctions, and verbs d.
adjectives, adverbs, nouns, and verbs Question 65 Flag for review
How might a (successful) lesson in this format help students to learn? a. Students can learn correct sentence structure and punctuation by seeing the words in writing. b.
It builds vocabulary. Nonsense words still follow common English rules governing word construction, and
students can make use of these new words in games and other activities. c.
It helps students to better discern the meaning of unfamiliar words and sentences by identifying parts of
speech. d.
All of the above.

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