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TESOL NEWEST EXAM QUESTIONS AND CORRECT ANSWERS
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TEFL - ANSWER Teaching English as a Foreign Language
Traveling Teacher - ANSWER Also known as the TEFL nomad
TESOL - ANSWER Teaching English to Speakers of Other Languages
Expat Teacher - ANSWER teachers find a country which they truly feel comfortable in, and choose to call it home for good.
English language is made up of eight different types of word - ANSWER Noun
Verb
Adjective
Pronoun
Adverb
Preposition
Conjunction
Interjection
Noun - ANSWER A person, place, thing, or idea
verb - ANSWER Verbs describe an action, or the state of a subject.An action word. Eat, sleep, jump, watch.
adjective - ANSWER A word that describes a noun.Pretty, ugly, expensive.
Pronoun - ANSWER A word that takes the place of a noun.I/we/you/she/he/it/they
Adverb - ANSWER A word that describes a verb.with reference to place, time, manner or degree.Quickly, slowly (time)Very, thoroughly (degree)
Preposition - ANSWER A word that shows the relationship of a noun or pronoun to another word.They can exist as single words, or as prepositional phrases which contain several words together, for example:
In, on, under, behind, in front of.
Conjuction - ANSWER words that are used to join together sentences, ideas, phrases or clauses.
connecting words such as and,but, or
Interjection - ANSWER small comments that have specific meanings often caused by strong emotions.
A word that expresses emotion.Oh dear, uh oh, huh
concrete objects - ANSWER things which can be held or touch
Proper nouns - ANSWER are the particular names of people/places/organizations, and come with a capital first letter, for example, 'Jack', 'London', and 'Asia'. Proper nouns will usually be taught after regular nouns, as they require additional instruction to capitalize the first letter.
acting out the verb - ANSWER showing video clips, or clear images
verbs can be organized - ANSWER Action
He is reading a book.
Modal Verbs - ANSWER are a type of auxiliary verb which express ability, permission or possibility. Examples of common modal verbs are:
Can, could, might, must, should, will and would.
it can help to group them by theme, for example:
Ability - teach can and its past tense, could, as in "I couldn't play the piano but now I can."
Permission - teach can and may, as in "Can I/ May I open a window?"
Possibility - introduce could, may, might and will as a way to talk about possibilities or certainties in the future.
Obligation - discuss the difference between could, should and must and compare how strongly the speaker feels. "You could ask the doctor about your rash", "You should ask the doctor about your rash" and "You must ask the doctor about your rash" all have a different sense of urgency.
Phrasal Verbs - ANSWER are made up of several words together are known as phrasal verbs. They are usually formed with a verb combined with an adverb or preposition. Examples include:
Take off, look into, get away with, or put up with.
Regular verbs - ANSWER are those which simply need the addition of "ed" at the end of the word, to be used in the past, or past participle tenses.
wanted
Irregular verbs - ANSWER don't follow this rule - instead the past forms are all different.
eat ate eaten
What are Affixes? - ANSWER are essentially parts that are added to words to alter their meaning or create new words altogether. The most common type of affixes are prefixes and suffixes.
Prefixes - ANSWER are attached to the front of a word, with the most common being 'un'.
Undo
Unable
Unafraid
Suffixes - ANSWER additions at the end of a word that alter the meaning, create a new word or change its grammatical function. A common suffix is 'er', which can be attached to verbs to create a noun, or adjective:
Trainer
Walker
Happier
Tenses - ANSWER are used to express time in relation to an event that is being discussed.
tenses can be - ANSWER split in 4 categories:
simple
continuous
perfect
perfect continuos
Present simple - ANSWER It is used to describe facts, express habitual or repeated behaviors, and to describe emotions.I run every day
Past perfect continuous (past perfect progressive) - ANSWER is used to express ongoing actions from the past that continued until another point. Note that this use of the tense does not specify that the action stopped at the specified past point.
It uses a combination of 'had been' and the 'ing' form of the verb:
She had been walking for an hour when her phone rang.tense is rarely used in everyday conversations, and may only come up in more advanced classes, or for lessons focusing on specific scenarios.
Future simple - ANSWER is used to refer to specific times in the future. There are two ways to do this in English, both used in two distinct types of situation.
The first form uses 'will' and the present tense of the sentence's verb.I will go to school tomorrow.is used to express plans. It is created using the present tense of the verb 'to be' and 'going to'.I am going to win some money.
Future continuous - ANSWER is used to describe fixed events or appointments that will extend over time in the future.
It is created using 'will be' and the main verb in its 'ing' form:
I will be going to the event on Saturday
Future perfect - ANSWER refers to an action in the future as if it has already been completed.It is formed using 'will have' with the past participle. There can be other forms of this tense, but this is the most common:
I will have finished my assignment by Monday.
Future perfect continuous - ANSWER describes ongoing future actions that will be completed at some time in the future. It sounds complicated, but it's actually more simple than some of the other future tenses.
Its most common form uses 'will have been' with the present participle.
In June, I will have been living here for a year.
four basic types of sentence - ANSWER Simple
compound
complex
compound-complex
Simple sentences - ANSWER consist of one independent clause. This means that they make sense on their own, and contain a subject and a predicate at the very least:
John jumped high.simple sentences, the easiest structure to start with is the Subject-Verb-Object (SVO) structure. For example: "I like apples/oranges/bananas."
Predicate - ANSWER tells what the subject is or does
compound sentence - ANSWER has two or more independent clauses joined together, usually by a conjunction.The girl played but the boy stayed inside.
Complex sentences - ANSWER contain one independent clause, and at least one dependent clause.
Here's an example:
When you're tired, take a rest.remember is that complex sentences also always contain a subordinate conjunction. These provide a transition between the two clauses, often indicating a time, place or cause and effect relationship.
dependent clause - ANSWER A clause in a complex sentence that cannot stand alone as a complete sentence and that functions within the sentence as a noun or adjective or adverb
compound-complex sentence - ANSWER combines the characteristics of both complex and compound sentences. It has at least two independent clauses linked by a conjunction as well as a dependent clause:
The girl ate an apple and the boy played when they got home.
four sentence structures known collectively as conditional sentences: - ANSWER Z
See the examples below:
If you come to lunch, I will buy you a meal.
Second Conditional sentences - ANSWER expresses a hypothetical condition and its probable result. This conditional is less real than the first, so the condition and its result are unlikely to occur.
These sentences use the following structure:
If (condition in past simple tense),. would (result in present simple tense).
See these examples below:
If I won the lottery, I would buy a Porsche.
One potential problem with this conditional comes with deciding whether to use 'was' or 'were' for all subjects, for example:
If I was rich, I'd buy a house
IELTS - ANSWER International English Language Testing System
Third Conditional sentences - ANSWER is a speculative one. It advances the idea of an unreal past condition and its likely past result, and is great for expressing hindsight. It uses the following structure:
If (past condition),. would have (result in past tense).
See the example below:
If I had known that she didn't have any money, I would have bought her dinner.
when teaching any new words you should always introduce their - ANSWER Meaning, Form, and Pronunciation.
Meaning - ANSWER The meaning of a new word is usually the first thing introduced to students as it gives them a context for the vocabulary and its use. This can be done in a variety of ways. The most common way of introducing the meaning of a word - especially for nouns - is through flashcards or images. Some teachers also like to use realia .Meaning can also be introduced through Total Physical Response (TPR) or miming. TPR is a technique that involves students performing physical movements when reciting certain words/phrases.
Form - ANSWER This means understanding which type of word it is (noun, verb, adjective etc), and any variations of the word that might be relevant. .you can also explore the base form of the word and any prefixes or suffixes which may be attached to it. This can help more advanced students to use the new word in a variety of different situations.
pronunciation - ANSWER There's no single perfect method for introducing vocabulary to students.
What is collocation? - ANSWER is two or more words that often go well together.Have a good time
collocations are often taught after students have a strong grasp of more vital grammar points, or as they come up naturally in context. The exam was on Friday (if the exam is actually on the coming Friday, this would cause problems)>.
Strong and weak collocations - ANSWER There are certain combinations of words which are considered strong collocations because they are almost always said together, and rarely collocate with other words. In contrast, words that make weak collocations can collate with lots of different words. See the two examples below:
Business collocations - ANSWER so may be useful both in your students' everyday lives and in their professional endeavors. These collocations can often be specific to certain industries and types of business dealings, but can also have their place outside of the professional realm:
Open an account
Make a profit
What are word roots? - ANSWER is the basic form of a word before anything additional is added to it. additional parts such as affixes can be used to alter the meaning of such words.
However, when using word roots as a springboard for learning new vocabulary, there's a lot more to consider than the basic affixes we covered earlier.
Latin word roots - ANSWER many words are created by taking a word root derived from the parent languages of Latin or Ancient Greek, with modern-day words holding some connected meaning:
Cent (word root) - meaning 'one hundred' in Latin.
Percent (word root with prefix)
Compound words - ANSWER Aside from taking word roots and adding a prefix or affix as mentioned above, some words can also be formed by joining together two complete words:
Schoolhouse - School+house
Getting started - ANSWER The key here is to focus on practical knowledge.
Gradual improvements - ANSWER You'll often find certain items of vocab which give an opportunity to demonstrate the different words which can be created by adding a unique affix, or by joining an additional word to form a single compound word.
Activities for practice - ANSWER split your class into groups, and give each group several root words. Then, give the groups 3 minutes to create as many new words as possible using their roots. ————
making 'word trees'. These involve writing down different root words on a sheet of paper and drawing branches for each possible word which can be formed, similar to a family tree.
Final thoughts - ANSWER Word roots can seem quite complex at first, but they're very useful for more advanced.word roots should still be practiced from time to time to ensure students keep them in mind, and can use them with independent learning.
Reading skills - ANSWER are some of the most essential elements of a good ESL curriculum, but may also be among the most difficult to master.
learning the English alphabet will be the first step to master. - ANSWER Much of this will be based on repetition, and providing a range of different exercises which challenge students to identify both the lower and upper case variations of letters.
Alphabet activities - ANSWER able to recognize the different letters, and can match them with the correct sounds. ———
Letter Pairs: Play a memory game by writing the alphabet on one set of cards in capitals and in lower case on another set of cards. This type of activity is great for helping students to match the visual differences between upper and lower case letters. ————
Alphabet Bingo:
rote memorization - ANSWER You may find that students who have learned to speak a bit of English before your class will be able to say the alphabet in the context of the alphabet song. However, if you show them a letter out of context they may need to sing the song through to identify the letter.
Vowel combinations: sleep, food, great.
Consonant blends: brown, grape, frog, swim.
Silent letters: what/when/why, knife/know, climb/thumb.
Overcoming vocabulary limitations - ANSWER start with very basic reading texts, —— start off the lesson by first pre-teaching these words as a warm-up activity.
Scanning, skimming, and reading for detail. - ANSWER These are three advanced reading skills which can be practiced to emulate situations which students may face outside of the classroom.
Scanning - ANSWER is a type of reading which involves looking for a specific piece of information in a written text.
You might scan a text such as an event listing to find when/where it will be held.
Skimming - ANSWER is a type of reading which involves quickly reading a text to get the main ideas and a general understanding.
Similar to scanning, when practicing skimming, it can be useful to base activities around timed exercises. —— -after skimming an article, a student should be able to explain what it's about, and the general tone of the text. Whereas with scanning they'll likely just be able to give you specific pieces of information.
Reading for details - ANSWER Reading for detail is exactly what it sounds like - reading the entire text slowly for overall understanding.
This is the type of reading used most often in everyday life, and will likely be what the students are most familiar with from previous lessons. ———
students should not only be able to explain what it's about, but should also be able to answer a range of questions about the text.
some instances where formal writing skills may still be important for your classes - ANSWER For specific examinations.
When applying to study at overseas universities.
For business emails and letters.
When learning specific grammar patterns.
What your students should know - ANSWER First, they should be aware of the basics of punctuation; that sentences start with a capital letter and end with a period. More advanced punctuation such as commas and colons can follow later.
Second, you should make sure that your students understand and can identify the most basic parts of speech, as covered earlier in this course. They will probably have a limited vocabulary at this point, but it will help if they can recognize which words are nouns, verbs, and adjectives.
Basic sentence structures - ANSWER A good activity can be to have students write out several basic sentences. This can help to both practice their writing skills, and reinforce their understanding of previously taught sentence structures. ——— Divide the students into groups, and give each group a list of words containing a mix of nouns, adjectives, and verbs. Then challenge them to sort the words into their correct categories. This will help to remind students of the meanings of words they've already learned and also give them a deeper understanding of sentence construction. —— -Finally, have the students create some of their own using the words which they previously sorted into categories.
Examples here would include:
He is old.
He is tall.
Write an email - ANSWER writing an email is an activity which could be used for teenagers or adults with basic English skills.
Practicing writing emails will give your class a useful skill which they will probably enjoy trying outside of class, or may need to learn for their work life.
Reinforcing sentence structures - ANSWER sentence structures will continue to be a challenge. English sentences can be difficult, and without an intuitive understanding of how they are put together, your students may struggle. ——— advanced level, your students should be more involved in their own learning. When examining and explaining sentence structures, ask your students 'why' continually, such as why a certain word is in a certain position, or why it can't go in a different position. The idea behind this is to make your students think about what they are doing, and why it's right or wrong.
Writing structures - ANSWER Once they have a good understanding of sentences, help them to create longer pieces of writing by teaching them how to write introductory paragraphs, the main body of a text, and conclusions. ——— Assign your students an essay on a subject they enjoy.
Ask your students to write a letter to a friend they haven't talked with in a long time.
Get them to write a 1-page story.
Formal and informal language - ANSWER Teaching your students the difference between formal and informal writing will give them an edge when they come to professional or academic situations. ——— To avoid this, ensure that your students understand what types of contexts require formal language, as well as the corresponding rules, such as:
Formal language should avoid the use of contractions.
In formal writing, do not use slang or idioms.
Formal language contains a number of words and phrases that aren't often used in informal speech such as Sir/Madam, therefore, due to, thus, kind regards etc.
Journaling - ANSWER By completing a short journal entry after every lesson, they will have a written record of their own progress as well as a reminder of previous work they have completed. This can also help with motivation, as it allows them to see how far they have come in their learning.
Sentence rewriting - ANSWER Sentence rewriting is a very difficult but essential skill if your students intend to take any kind of ESL exam such as IELTS. In these kinds of tests, students are required to examine a sentence and then rewrite it without changing its meaning.
Speaking - ANSWER is one of the most visible language skills and will take up a large part of your classroom time.--------
What are speaking skills? - ANSWER Spoken English involves a lot of different aspects which aren't always clear to native speakers. These include:
Pronunciation
Word stress
Sentence stress
Intonation
Conversational skills
Some techniques for creating this kind of environment are: - ANSWER Encourage students rather than punish them.
Reward effort no matter how small.
