CAL ENGLISH PROFICIENCY TEST

LABEL
PRINT:
SIGNATURE:

NAME:
DATE TIME:
TESTING SITE:
GOOD TEACHERS’ ACADEMY

READING

A. YOU ARE APPLYING TO GET A VISA TO THE U.S.A. IN A STUDY AND EXCHANGE
PROGRAM. PLEASE FILL IN THE FOLLOWING FORM.
The United States supports international education and welcomes foreign students and exchange
visitors. Students and exchange visitors must be accepted by their schools or program sponsors before
applying for visas.

1. Personal Details

Name: _______________________________________________
First Last
Email: ________________________________________________

………………………………………………………………………………………………………........

2. Choice of Exchange Institution

Have you previously made an application to participate in an overseas program before?

Yes No
Region application is for
USA EUROPE/UK/LATIN AMERICA UTRECHT NETWORK
(EUROPE)

……………………………………………………………………………………………………………
3. Proposed Exchange Period
Commencing year
Commencing Session

Autumn Spring

4. What year do you intend to graduate?

5. Financial Information

Are you currently receiving a scholarship to fund your studies?

Yes No

Name of Scholarship

Are you currently receiving youth allowance?

Yes No

Do you wish to be considered for a travel grant?

Yes No

6. Terms and Conditions

Acknowledgement, I have read and accept the Terms & Conditions

Yes
B. SELECT THE APPROPRIATE RESPONSE ACCORDING TO THE ANNOUNCEMENT

1. This event will be on…

a. two days after Monday b. a day before Friday
c. two days after Sunday d. one day after Wednesday
2. Who is supposed to attend to this invitation?
a. all Jakarta students b. students from Jakarta High School
c. Just Junior students c. all students of Junior High School 7 Jakarta
3. This act is about electing…
a. the Dean of Student Organization b. the Head of the students 2013
c. students for 2013 d. the best student 2013
4. This invitation is signed by…
a. The Dean of Jakarta Highs School b. The Principal of Jakarta High School
c. The administrator of the Student Organization d. The chairman of the school
5. This affair will take place in…
a. in the room of Juniors b. in the room of Junior High School Park
b. in the lobby of Junior High School Jakarta d. in the hallway of Jakarta High School
6. The date and time when this event took place was…
a. 07:00 – 4 years after this one b. 7:00 p.m. – 4 years before this one
c. 7:00 a.m. - 4 years before this one d. 7 in the morning – 1 year later
7. The Student Organization Chairman M. Jacky H. was elected for the year…
a. 2013 b. 2012 c. 2014 d. 2015

C. CHOOSE THE APPROPRIATE RESPONSE.

Flea markets across the US have seen a surge of interest in the past few years. Some credit goes to the
popularity of TV reality shows like American Pickers, Oddities, or Market Warriors. However, this
phenomenon has deeper roots: the country’s weaken economy along with the booming development of
second-hand shops, has created a new generation of shoppers who appreciate both the reasonable prices
and the fun of the flea market experience. And the best of all is that flea markets often overflow with
unsought treasures!

***Flea Market Saturday February 04 & 05th, 2017***

Created: January 31, 2017

Updated: January 31, 2017

Expires: February 7, 2017

Avoid Scams
Signs of fraud: wire transfer, money orders, cashier checks, shipping, escrow, "transaction
protection", "guarantee". Be safe by dealing locally.

Overview
Contact: ANA ONATE
Phone: 3054670949
City: PEMBROKE PINES
Zip: 33025
Price: $1

Posted in: Fort Lauderdale Garage Sales

Description
Come and enjoy Focal Point indoor Flea
Market in Pembroke Pines. FL. 503 NW 103
Ave. Pembroke Pines, FL 33025. Off
Johnson St.
From 8:00am to 4pm Saturday February 4th,
and Sunday February 5th, 2017. 9am to 3pm

1. The subtitle Avoid Scams is close to the

meaning of:
a. take on scams b. face scams c. evade
scams d. allow scams
2. The word scam is close to definition…
a. to observe repeatedly or in sweeping motions
b. barely enough in amount or quantity
c. an illegal scheme to make money
d. a disgraceful action or circumstance
3. Who are you supposed to get in touch for the flea market?
a. Pembroke Pines b. Ana Onate c. Focal Point d. Garage Sales
4. This announcement was created…
a. 31 days from December b. 60 days from December, 2016
c. 31 days from December, 2016 d. 31 days from December, 2017
5. “Be safe by dealing locally” is closes in meaning to…
a. It’s not dangerous buying locally. b. Vulnerable by dealing with us.
c. Risky by bargaining with us. d. Insecure by trading locally.
6. This brief summary of Flea Markets can be best completed with…
Flea markets across the US have seen a surge of interest in the past few years. Some credit goes to the
popularity of TV reality shows like American Pickers, Oddities, or Market Warriors. However, this
phenomenon has deeper roots: ______________________ along with the booming development of
second-hand shops
a. just for people with money b. the country’s weaken economy
c. poor people can buy d. middle class people run them
7. The meaning of unsought treasures is best expressed with…
a. undesirable treasures b. desirable treasures c. wanted treasures d. requested treasures
8. The Flea Market will run from…
a. 8:00am to 4pm Saturday February 04th b. Sunday February 5th, 2017. 9am to 3pm
c. 8:00am to 4pm Sunday February 4th c. letters a and b
9. According to the picture of items announced in the flea market, which items can you identify?
a. high heels and platform shoes b. necklaces and hats
c. sandals and earrings d. sunglasses and cameras
10. Where is going to take place the Flea Market?
a. Pembroke Pines, FL. b. 503 Escrow NW 103 Ave.
c. Flea Market 503, FL, c. Pembroke Pines. FL. 503 NW 103 Ave.
 WRITING

Note: Write a note to your English-speaking friend explaining why you can’t
come to his house or her house for dinner. Write 3-4 sentences.
Dear Henry,
I am so sorry to have to withdraw our dinner invitation for next
Friday. John became very ill yesterday and is in the hospital.
He appears to have suffered a mild stroke, but we will not know
more until his test results come back. We are both looking
forward to seeing you, but I am sure you will understand the
situation.
Best Regards,
Alexandra

READING

TEACHING KNOWLEDGE

The words and phrases included in the Teaching Knowledge Glossary include words and phrases
connected to language use and language background for teaching and learning.

D. CHOOSE THE WORD THAT BEST FITS THE READING.

1. Connected to thoughts and ideas rather than real objects, situations or actions. A text can be abstract
and we use abstract words to express things like thoughts (e.g. believe), feelings (e.g. love) or ideas
(e.g. beauty). Words for things that cannot be seen or touched are ________ words.
a. concrete b. abstract c. conscious d. serious
2. A classroom activity used mostly with young learners which includes words and sentences which
end in the same sound. For example ‘One, two, three, touch your knee.’ Learners say the _______ and
perform the actions.
a. rhythm b. rhyme c. stress d. intonation
3. To get learners to think about and to say what they know about a topic. Teachers activate learners’
previous knowledge when they are preparing learners to read or listen to a text. For example, a teacher
could prepare learners for a text about cooking by asking learners what kind of food they can cook.
Research has shown that when learners’ previous knowledge is _________, reading and listening
comprehension is increased.
a. learned b. known c. understood d. activated
4. An approach to learning by doing activities and focusing on the activity rather than focusing on
grammar and vocabulary. Learners do an activity in groups; e.g. they solve a problem, draw or paint a
picture or make or build something. The rules of language used in the activity are looked at either after
the activity or not at all. An activity-based __________________ is more common with school aged
children.
a. rules of language b. learning approach
c. analyses of the responses d. grammar and vocabulary
5. To change a text or other material, so that it is suitable to use with a particular class. For example, a
teacher thinks a text in his/her coursebook is too long and/or too difficult for his/her learners. He/she
adapts the material by __________ some of the more difficult paragraphs.
a. moving b. installing c. removing d. writing
6. When teachers are planning a lesson, they think about what their learners might find difficult about
the lesson so that they can help them learn more effectively at certain points in the lesson. For example,
a teacher preparing to teach the word vegetable thinks that learners will have difficulty pronouncing the
word so he/she plans some ways of helping learners to say the word. Teachers also think about how
learners’ _________________________ may affect their learning in a specific lesson.
a. classmates b. material c. previous learning experience d. classroom
7. When teachers think about what they believe their learners will or will not know or how they will
behave in a particular lesson. For example, a teacher plans to teach the present simple using the context
of jobs and daily routines. The teacher may make the __________ that learners will know basic job
vocabulary (because he/she has already taught it) and so knows he/she will not need to spend time in
the lesson presenting these words.
a. assumption b. knowledge c. truth d. proof
8. How long a learner is able to concentrate at any one time? Some learners have a short _____________
and they cannot concentrate for as long as other learners do. When teachers prepare lessons they think
about how long activities will take and about whether their learners will be able to concentrate for as
long as it takes to complete the activity.
a. equal attention b. attention span c. contribute d. participate
9. A game played by two or more players on a board using dice. Players throw the dice and move around
squares on the board. By writing different instructions in the squares, teachers can use board games for
controlled language practice or _______________; e.g. the teacher writes daily routines such as eat
breakfast in the squares. When a learner lands on a square, they say a daily routine using the present
simple (e.g. I eat breakfast at 7.00).
a. more players b. daily routines c. oral fluency d. teachers
10. A task-type in which learners read a text with missing words and try to work out what the missing
words are. The missing words are removed regularly from the text, e.g. every seventh word.
___________ is used for testing reading ability or general language use. It is different from a gap-fill
activity, which can focus on practicing or testing a specific language point and particular words
connected to the language point are removed from the text.
a. A writing test b. Missing words activity c. Fill in the blank activity d. A cloze test

HOMOPHONES-HOMONYMS
E. ACCORDING TO THE CONTEXT IN THE READING. CHOOSE THE WORD THAT
BEST COMPLETES TO THE DEFINITION.
1. A homophone can be defined as a word that when pronounced seems _____ to another word but has
a different spelling and meaning such as bear and bare are similar in pronunciation but are different in
spelling as well as in meaning. Sometimes the words may have the same spelling such as rose and the
past tense of rise, but mostly they are spelt differently such as carrot, caret and carat.
a. similar b. different c. look alike d. clear
2. Some homophones are similar in spelling, but different in meanings. They are called ________. For
instance, hail vs. hail. One hail means ice storm and the second means something that occurs in large
numbers (e.g. a hail of bullets).
a. anemograph b. allograph c. homographs d. barograph
3. A homonym is a word that is said or spelled the same way as another word but has a different
meaning. "Write” and “right” is a good example of a pair of homonyms. Which of the following
sentences contains homonyms?
a. The bright, beautiful beach beckoned to Brenda.
b. You can use a pair of scissors to pare that pear.
c. An acquaintance of mine is about as graceful as a hippo.
d. The first man introduced himself, "Madam, I'm Adam."
4. Homonym traces back to the Greek words homos, meaning “same,” and onuma, meaning “name.”
So a homonym is sort of like two people who have the same name: called the same thing but different.
A homonym can be a word that sounds the same as something else — like by (“near”) and buy
(“__________”) — or it can be spelled exactly the same way and pronounced differently — like minute
(unit of time) and minute (“tiny”).
a. purchase b. sell c. chase d. chaise
5. The homophones that have multiple words or phrases, having similar sounds, are called ________.
For instance, “ice cream” vs. “I scream”.
a. acronyms b. uninyms c. antonyms d. oronyms
6. Pseudo-homophones are homophones that are identical _____________. However, one of the pair of
words is not a real word, such as groan/grone.
a. alphabetically b. phonetically c. kinesthetically d. crosslinguistically

LANGUAGE ACQUISITION

F. SELECT THE WORD OR WORDS THAT BEST COMPLETES THE THEORIES OF

LANGUAGE ACQUISITION.
1. Language acquisition is the process by which humans acquire the capacity to perceive and
comprehend language, as well as to produce and use words and sentences to communicate. Language
acquisition is one of the quintessential human traits, because non-humans do not communicate by using
language. Language acquisition usually refers to _________________, which studies infants'
acquisition of their native language. This is distinguished from second-language acquisition, which
deals with the acquisition (in both children and adults) of additional languages.
a. first-letters of the alphabet b. baby’s first steps
c. first-language acquisition d. first language academy
2. The capacity to successfully use language requires one to acquire a range of tools including
phonology, morphology, syntax, semantics, and an extensive vocabulary. Language can be vocalized
as in speech or manual as in sign. Human language capacity is represented in the ____________.
a. brain b. vocal cords c. larynx d. palate
3. Evidence suggests that every individual has three recursive mechanisms that allow sentences to go
indeterminately. These three mechanisms are: relativization, complementation and coordination.
Furthermore, there are actually two main guiding principles in first-language acquisition, that is,
___________________ always precedes speech production and the gradually evolving system by
which a child learns a language is built up one step at a time, beginning with the distinction between
individual phonemes.
a. automatic speech b. speech perception c. speech synthesis d. speech therapy
4. Philosophers in ancient societies were interested in how humans acquired the ability to understand
and produce language well before empirical methods for testing those theories were developed, but for
the most part they seemed to regard language acquisition as a subset of man's ability to ______________
and learn concepts.
a. acquire vocabulary b. acquire translation c. acquire knowledge d. acquire synonym
5. Some early observation-based ideas about language acquisition were proposed by Plato, who felt that
word-meaning mapping in some form was innate. Additionally, Sanskrit grammarians debated for over
twelve centuries whether humans' ability to recognize the meaning of words was God-given (possibly
__________) or passed down by previous generations and learned from already established
conventions: a child learning the word for cow by listening to trusted speakers talking about cows.
a. innate b. acquired c. extrinsic d. meditated
6. In a more modern context, empiricists, like Thomas Hobbes and John Locke, argued that knowledge
(and, for Locke, language) emerge ultimately from abstracted sense impressions. These arguments lean
towards the "nurture" side of the argument: that language is acquired through ______________, which
led to Rudolf Carnap's Aufbau, an attempt to learn all knowledge from sense datum, using the notion
of "remembered as similar" to bind them into clusters, which would eventually map into language.
a. listed experiences b. life experience c. sensory experience d. experience project
7. Proponents of behaviorism argued that language may be learned through a form of operant
conditioning. In B. F. Skinner's Verbal Behavior (1957), he suggested that the successful use of a sign,
such as a word or _____________, given a certain stimulus, reinforces its "momentary" or contextual
probability.
a. nonlexical unit b. nonlinguistic unit c. nonverbal unit d. lexical unit
8. Social interactionist theory is an explanation of language development emphasizing the role of social
interaction between the developing child and linguistically knowledgeable adults. It is based largely on
the socio-cultural theories of Soviet psychologist Lev Vygotsky, and made prominent in the Western
world by Jerome Bruner.
Unlike other approaches, it emphasizes the role of feedback and reinforcement in language acquisition.
Specifically, it asserts that much of a child's linguistic growth stems from modeling of and interaction
with ____________________, who very frequently provide instructive correction.
a. parents and other adults b. classmates and peers
c. classmates and friends c. kids and siblings
9. Another key idea within the theory of social interactionism is that of the zone of proximal
development. Briefly, this is a theoretical construct denoting the set of tasks a child is capable of
performing with guidance, but _______________. As applied to language, it describes the set of
linguistic tasks (proper syntax, suitable vocabulary usage, etc.) a child cannot carry out on their own at
a given time, but can learn to carry out if assisted by an able adult.
a. with them b. with its mother c. with company d. not alone
10. As syntax began to be studied more closely in the early 20th century, in relation to language learning,
it became apparent to linguists, psychologists, and philosophers that knowing a language was not merely
a matter of associating words with concepts, but that a critical aspect of language involves knowledge
of how to put words together—sentences are usually needed in order to ____________ successfully,
not just isolated words.
a. withhold b. communicate c. keep quiet d. cover
11. A child will use short expressions such as Bye-bye Mummy or All-gone milk, which actually are
combinations of individual nouns and an operator, before it begins to use gradually more complex
sentences. When acquiring a language, it is also often found that the most frequently used verbs, such
as those in the English language, are irregular verbs. These verbs do not follow the most regular pattern
in order to form the past tense. Young children first begin to learn the past tense of verbs individually;
however, when they acquire a "_________", such as adding -ed to form the past tense, they begin to
exhibit occasional overgeneralization errors (e.g. "runned", "hitted") alongside correct past-tense forms.
a. organization b. setting c. position d. rule

WRITING
Describe the most memorable teaching experience you have
had.
8-10 sentences paragraph
First of all, I would like to say that teaching is a very demanding
profession; I remember my most exciting teaching experience
at Technological Cariamanga. It started five years ago when I
was working in my career as a teacher, during my first day of
class with fourth grade Elementary School children. Both,
students and I were very nervous due to we didn’t know each
other very well. My main goal was to discover if my pupils had
some background knowledge in the subject that I was going to
teach, in this case English, and of course they did. At the
beginning, they were not motivated to learn that’s why they
began to misbehave. As a consequence of this uncomfortable
situation that frustrated me, I decided in my commitment as a
teacher to discover what was the origin of the students’
misbehavior? And I took the proper corrections to incentivize
them. I began to take into account their preferences in sports,
movies, music, etc. Moreover, this incident gave me the
opportunity to motivate them to learn this useful language, in a
better way. Finally, this experience changed my life as a teacher
and I came to understand that my students have negative
feelings against the different subjects due to they are pressed to
learn them, without a clear idea about what they are learning
these subjects for. As a result, I gave meaning to their learning,
objective and purpose to their studies, and I grew up in
knowledge and experience as a teacher.

MULTIPLE INTELLIGENCES AND LEARNING STYLES

G. SELECT THE WORD OR WORDS THAT BEST FITS OR COMPLETES THE THEORIES
OF MULTIPLE INTELLIGENCES AND LEARNING STYLES.
1. Various ______________ on learning have been developed with increasing frequency in the last few
decades. In order to understand the relationship between these theories, Curry's onion model (Curry,
1983) was developed with four layers -- personality learning theories, information processing theories,
social learning theories, and multidimensional and instructional theories.
a. thoughts b. theories c. factors d. proofs
2. Personality learning theories define the influences of basic personality on preferences to acquiring
and integrating _______________. Models used in this theory include Myers-Briggs Type Indicator,
which measures personality in dichotomous terms -- extroversion versus introversion, sensing versus
intuition, thinking versus feeling, and judging versus perception, and the Keirsey Temperament Sorter,
which classifies people as rationals, idealists, artisans, or guardians.
a. silence b. question c. illiteracy d. information
3. Information processing theories encompass individuals' preferred intellectual approach to
assimilating information, and includes David Kolb's model of information processing, which identifies
two separate learning activities: perception and processing.
Social learning theories determine how students interact in the classroom and include Reichmann's and
Grasha's types of learners: independent, dependent, collaborative, competitive, participant, and
avoidant.
Multidimensional and instructional theories address the student's environmental preference for learning
and includes the Learning Style Model of Dunn and Dunn and the multiple intelligences theory of
______________________.
a. Myung Hwa Koh b. Li Zhu c. Howard Gardner d. Seow Chong Wong
4. Howard Gardner's theory of multiple _______________ utilizes aspects of cognitive and
developmental psychology, anthropology, and sociology to explain the human intellect. Although
Gardner had been working towards the concept of Multiple Intelligences for many years prior, the
theory was introduced in 1983, with Gardner's book, Frames of Mind.
Gardner's research consisted of brain research and interviews with stroke victims, prodigies, and
individuals with autism. Based on his findings, Gardner established eight criteria for identifying the
seven (he has subsequently added an eighth and is considering a ninth) separate intelligences.
a. Choices b. Aspects c. Theories d. Intelligences
5. Originally, the theory accounted for seven separate intelligences. Subsequently, with the publishing
of Gardner's Intelligence Reframed in 1999, ____________________ were added to the list. The
intelligences are Verbal/Linguistic, Logical/Mathematical, Visual/Spatial, Bodily-Kinesthetic,
Musical, Interpersonal, Intrapersonal, Naturalistic, and Existential.
a. two more intelligences b. two more experiments
c. two more personalities d. two more theories
6. Although the theory was not originally designed for use in a classroom application, it has been widely
embraced by educators and enjoyed numerous adaptations in a variety of educational settings. Teachers
have always known that students had different strengths and weaknesses in the classroom. Gardner's
research was able to articulate that and provide direction as to how to improve a ________________ in
any given intelligence. Teachers were encouraged to begin to think of lesson planning in terms of
meeting the needs of a variety of the intelligences.
a. student’s susceptibility b. student’s distractibility c. student’s responsibility d. student's ability
7. Verbal/Linguistic intelligence refers to an individual's ability to understand and manipulate words
and languages. Everyone is thought to possess this intelligence at some level. This includes reading,
writing, speaking, and other forms of verbal and written communication. Teachers can enhance their
students' verbal/linguistic intelligence by having them keep journals, play word games, and by
encouraging discussion. People with strong rhetorical and oratory skills such as poets, authors, and
attorneys exhibit strong _________________.
a. Linguistic approach b. Linguistic intelligence c. Linguistic habits d. Linguistic analysis
8. Bodily/Kinesthetic intelligence refers to people who process information through the sensations they
feel in their bodies. These people like to move around, touch the people they are talking to and act
things out. They are good at small and large muscle skills; they enjoy all types of sports and
_________________________. They often express themselves through dance. Teachers may
encourage growth in this area of intelligence through the use of touching, feeling, movement,
improvisation, "hands-on" activities, permission to squirm and wiggle, facial expressions and physical
relaxation exercises.
a. Physics b. Physiography c. Physiotherapy d. physical activities
9. Musical intelligence refers to the ability to understand, create, and interpret musical pitches, timbre,
rhythm, and tones and the capability to __________________. Teachers can integrate activities into
their lessons that encourage students' musical intelligence by playing music for the class and assigning
tasks that involve students creating lyrics about the material being taught.
a. play the accordion b. compose music c. play the guitar d. play the banjo
10. Intrapersonal Intelligence, simply put, is the ability to know oneself. It is an internalized version of
Interpersonal Intelligence. To exhibit strength in Intrapersonal Intelligence, an individual must be able
to understand their own emotions, motivations, and be aware of their own __________________.
Teachers can assign reflective activities, such as journaling to awaken students' Intrapersonal
Intelligence. It’s important to note that this intelligence involves the use of all others. An individual
should tap into their other intelligences to completely express their Intrapersonal Intelligence.
a. certainties and uncertainties b. preferences and options
c. strengths and weaknesses d. likes and dislikes

5 ENGLISH TEACHING METHODS THAT WORK

H. IDENTIFY THE WORD OR WORDS THAT BEST COMPLEMENT THE MEANING OF

THIS PARAGRAPH.
1. Grammatical Approach. A focus on grammar rules is one of the most popular English teaching
methods in traditional academic settings, perhaps due to the focus on grammar in native language
courses. Teaching English as a second language, according to this approach, should not _______ from
the model.
a. play b. stray c. stay d. decay
2. This approach can only work if the instructor speaks the first language of the students in addition to
English, because much of it is based on the teacher’s ability to translate. English grammar rules should
be taught conceptually in the student’s _________________, with examples provided in simple English
sentences that the teacher can translate back to the native tongue so that a solid parallel can be drawn.
These grammar rules should be strictly enforced, and students should be allowed to practice proper
structure and syntax through the use of examples and quizzes.
a. other county b. native county c. foreign language d. native language
3. Also important to this method is vocabulary, as students need a large knowledge bank of English
words in order to interpret and form their own English grammar examples. ________________ quizzes
fuel this approach, and should be at the forefront of instruction. The English language is examined in
terms of grammar rules. Get a firm grasp on this side of the English language with this advanced English
grammar course.
a. Reading and listening b. Exercises and writing
c. Vocabulary and pronunciation d. Grammar and vocabulary
4. Who is this best for? This approach is best for students who natively speak a language with a
dramatically different set of grammar rules from English. The instructor must have a strong grasp of
the English language themselves, and the grammar rules of their classroom’s native tongue, meaning
it’s best if all students are coming at English from the same _____________.
a. fourth language b. third language c. second language d. first language
5. Aural Approach. The aural English teaching method focuses on the most _____________ to learn a
language, which is by hearing it. Children who are raised to speak English learn it first by hearing it
from their parents and others around them, long before they ever learn how to read or write. The aural
approach is similar, meaning it’s strictly audio-based and should not focus on the reading or writing
until long after the students can grasp the language on a speaking level.
a. uncommon way b. natural way c. refined way d. unusual way
6. The actual method involves _____________. In the beginning, the students will mostly be spoken to.
The teacher might use visual cues such as objects to give the students something to associate the words
they’re hearing with. Then, they will be instructed to speak the words themselves, coming to grasp
vocabulary and basic grammar through hearing and speaking, rather than advanced instruction or
writing. Teachers should not write the words they’re saying, and let the bulk of the instruction exist in
dialogue.
a. reading b. writing c. dialogue d. texting
7. For note taking purposes, students should be allowed to write words they’ve learned ____________,
in their native language, if applicable. Check out this course on hearing, speaking, and pronouncing
English properly for tips on teaching these elements of the language.
a. phonetically b. parenthetically c. mechanistically d. plutocratically
8. Who is this best for? The aural English teaching method is an approach best used for younger
students, as it most closely relates to the way they’ve been used to ________________. It’s also great
for students whose first language is of a writing system dissimilar to English, such as Mandarin or
Arabic.
a. learning Music b. learning Science c. learning language d. learning Math
9. This way, the students can focus on learning the language in its purest, ________________, rather
than be distracted and possibly confused by learning the written word as well. That segment of the
instruction can come once the students have a firm grasp on the spoken language. Proper pronunciation
is a huge part of this method. Check out this introduction to English pronunciation course for
instructional tips.
a. written form b. drawn form c. inaudible form d. aural form
10. English-Only Approach. The English only method is one of the most direct approaches to teaching
the language. For this method, neither the teacher nor the student should speak their ____________ at
all during instruction. All instruction should be done in English only.
a. native tongue b. artificial language c. second language d. third language
11. ___________________ should be taught first, as it is the easiest to grasp because it can be
demonstrated with a visual aid. As the student builds vocabulary, the instructor can begin introducing
abstract words and elements of the language, but without explaining or focusing on the actual
grammatical structure. The complexities of the language will be learned inherently, with the student
picking up on its patterns through practice and application only.
a. Grammar b. Vocabulary c. Prefixes d. Suffixes
12. At the end of each class period, there can be an optional question and answer session where students
are allowed to ask the teacher about that day’s lesson. Here, clarifications may be made and confusion
may be cleared up, but again, this is entirely optional. Sometimes, the best way to learn the language
through this method is to just tough it out and let it come _____________.
a. affectedly b. difficulty c. unnaturally d. naturally
13. Who is this best for? This method works best for situations where the instructor does not speak the
native language of the students they’re instructing. (Of course, this would make the optional question
answer sessions an impossibility.) It is also an ideal method for situations where there is a _________
set of students who don’t share the same native language, all trying to learn English. This way, the
barriers and constraints brought in by an inability to communicate natively can be dismissed, and a
stronger focus on the language at hand can be made.
a. diverse b. uncommon c. inconspicuous d. notorious
14. Translative Approach. The translative approach is a bit like the grammatical approach, only with a
broader focus on the English language’s structure in comparison to the native language of the students.
This approach must be taught by an instructor who speaks the ___________________ as their students,
and all the students must also share a fluency in the same language
a. other language b. same language c. rare language d. romance language
15. English will be taught as a subject like any other, with different elements of the language such as
vocabulary, grammar, syntax, speaking, reading, and writing focused on every day. This method will
make strong use of _________________, where students can write English vocabulary and grammar
concepts on one side, and then translate the word or idea on the back in their native language.
a. digital camera b. computers c. cell phones d. notecards
16. Quizzes and exams should be given, first asking questions in the native language of the students,
and eventually moving into English-only in the later duration of the course. __________ will be the
primary method of instruction during the class, with student questions allowed and encouraged.
a. Writing b. Lecturing c. Listening d. Speaking
17. Who is this best for? This method is best for students learning the English language because of an
_____________________ in it as a language, and not just an interest or need to know how to speak it.
Speaking, reading, and writing the language will be given equal priority, and grammar rules and
concepts will not be avoided for a more “natural” approach. It will be taught academically, as any other
subject, and is best for students who are interested in this kind of rigorous approach
a. a need to communicate b. a need to speak c. a need to show off d. academic interest
18. Immersive Approach. The immersive approach is one of the best ways to learn the language for
older students who are able to travel for their education. Someone who wants to learn English doesn’t
even need to be enrolled in an English language course to use this method – all they need are the
resources involved _______________.
a. stay in place b. in bed c. in travel d. in place
19. For students wanting to learn British English, a trip to the United Kingdom is recommended. For
students wanting to learn _____________, a trip to the United States is recommended. If the student
wants an academic-heavy approach, there are foreign exchange programs they can enroll in through
colleges, or other academic programs that allow prolonged travel.
a. Pigeon English b. American English c. Broken English d. British English
20. Again, an academic program is not required for this method. Staying in a new country and learning
the language through pure ____________________ is one of the best ways to learn it quickly. Students
will be surrounded by media in that language, and people who speak that language. It is a great way to
break off from the distractions of your native tongue, and learn how to think in the English language as
well as speak it.
a. immersion system b. probability and possibility
c. immersion and necessity d. necessity and probability
21. Who is this best for? Teachers and students who are able to travel and stay in another country long
enough to develop a _________________ on the English language.
a. strong grasp b. strong misinterpretation
c. strong misunderstanding d. strong misconception

WRITING
In your opinion, what’s the best way to motivate students
to study?
2 to 3 paragraphs
Nowadays, to study to be a professional is a necessity due to
we have many people that for getting a job compete with two
or more, or at least one career. Therefore, students need to be
aware that they have to get ready for life in this competitive
world. Because of it, I am going to mention the following
reasons:
First, you need to study because it is part of life to expand the
horizons of knowledge, as one day you will have your own kids
and family; and, you will be the first teacher at home. Second,
students go to school with the values learned at home. They
attend educational institutions speaking the languages that are
spoken at home, that’s why to improve general knowledge is
vital for parents and kids. Third, you need to make a living for
your family and yourself, and the only way to do it in any job
is to get ready in advance; for the time you would face the
issues that future could bring.
As a result of all given reasons above and to be down to earth,
it is necessary to get ready for life while you are young. The
amounts of energy you have at that time must be the source;
you could use to center yourself, in studying what you like.
These are the most precious moments in your lifetime, so that
take advantage of your youthfulness, because it is the best age
and the best opportunity life is giving you to learn.

VOCABULARY
outlook n (mental attitude) actitud nf
 perspectiva nf
opinión nf
Philip has a very positive outlook on life.
outlook n (probable future) pronóstico nm
The current political outlook is worrying.
outlook n (economic prospects) previsión nf
pronóstico nm

hectic adj (with lots of action) frenético/a adj

agitado/a adj
Work at the shop was always hectic before Christmas.
hectic adj (consumptive fever) héctico adj
hético adj
border n (frontier line) (confín) frontera nf
The border between the two countries was marked by a fence.
La frontera entre los dos países fue delimitada con una valla.
border n (ornamental strip or edging) (adorno) borde nm
The plates have a gold border.
Los platos tienen un borde dorado.
border n (outer boundary) confines nmpl
confín nm
relaxedadj (not tense: person) relajado/a adj
tranquilo/a adj
John had enjoyed a good holiday and was feeling relaxed.
relaxedadj (not tense: atmosphere) (ambiente) relajado/a adj
distendido/a adj
Everyone at the reunion was getting on well and the atmosphere was relaxed.
relaxedadj (made loose) (no apretado) suelto/a adj
valuable adj (worth a lot of money) valioso/a, costoso/a adj
That vase is extremely valuable.
El jarrón es extremadamente valioso (or: costoso).
valuable adj (important) valioso/a adj
His valuable contributions make him an important member of the team.
Sus valiosos aportes lo hicieron un miembro importante del equipo.
valuables npl (items of monetary value) objetos de valor nmpl
enseres de valor nmpl
bright adj (emitting lots of light) radiante adj mf
brillante adj mf
The sun is bright today.
El sol está radiante hoy.
bright adj (filled with light) luminoso/a adj
con mucha luz loc prep
iluminado adj
crazy adj informal (person: insane) chiflado/a, loco/a adj
demente adj mf
There was a crazy man on the metro today.
Hoy había un hombre loco en el metro.
crazy adj informal (act: foolish) de locos loc adj
My mum thinks that skydiving is crazy.
Mi madre piensa que el paracaidismo es de locos.
crazy adj informal (idea: absurd) locura nf
 de locos loc adj
chifladura nf
requirement n (need) requisito nm
Food is a basic requirement.
La comida es un requisito básico.
requirement n often plural (prerequisite) requisito nm
A license is a requirement for driving.
La licencia es un requisito para manejar.
goal n (objective, aim) meta nf
objetivo nm
One of the goals of this site is to help people learn languages.
Una de las metas de este sitio web es ayudar a las personas a aprender
idiomas.
goal n (sports: score) gol nm
The home team scored three goals in the match.
El equipo local anotó tres goles en el partido.
goal n (sports: posts and net) portería nf
poste nm
arco nm

enthusiasm n (interest) entusiasmo nm

Her enthusiasm for language makes her a great editor.
Su entusiasmo por el lenguaje la convierte en una excelente editora.
enthusiasm n (keenness) (excitación) entusiasmo nm
excitación nf
Try to channel the children's enthusiasm into creative efforts.
Trata de canalizar el entusiasmo de los niños en actividades creativas.
enthusiasm n (passion, hobby) (interés) entusiasmo nm
Birdwatching is one of his many enthusiasms.
El avistaje de aves es uno de sus muchos entusiasmos.

strengthn (force) fuerza nf

He built up his strength by going to the gym every day.
Él aumentó mucho su fuerza yendo al gimnasio todos los días.
strength n (resistance to force) (resistencia) solidez nf
The strength of the car's frame protects the passengers.
La solidez del chasis del automóvil protege a los pasajeros.
strength n (positive characteristic) (cualidad de sólido) solidez nf
power n (force) fuerza nf
He used the sledgehammer with great power, splitting the log with a single blow.
Usó el mazo con tal fuerza que partió el leño de un solo golpe.
powers npl (faculties, esp. mental) (mentales) facultades, habilidades nfpl
Although he was a great writer, towards the end his powers waned.
Aunque era un gran escritor, hacia el final sus facultades menguaron.
power n (energy) (de una batería) carga nf
potencia nf
energía nf

shape n (physical form) forma nf

The candy was in the shape of an egg.
 El caramelo tenía forma de huevo.
shape n (figure, polygon, etc.) forma nf
The children were learning to draw simple shapes like triangles and squares.
Tenía forma hexagonal.
shape n informal, figurative (condition) estado nm
That house we saw was in bad shape. It needs a lot of repair.
La casa que vimos estaba en muy mal estado. Necesita muchas
reparaciones.
shape n ([sb]: fitness) forma nf
([sth]: providing ease) cómodo/a adj
comfortable adj
The sofa is comfortable.
El sofá es cómodo.
comfortable adj (person: relaxed) agradable adj
a gusto loc adv
He is comfortable to be around. I can be relaxed around him.
Él es agradable como compañía. Su presencia me tranquiliza.
En su compañía uno se siente a gusto. Su presencia me tranquiliza.
comfortable adj figurative (margin, lead: adequate, amplio/a, holgado/a adj
good)
The team had a comfortable lead in the game.
easy adj informal (with no strong opinion) fácil de complacer loc adj
sencillo/la adj
He was easy, and didn't object to anything.
Él era fácil de complacer y no se quejaba de nada.
Él era sencillo y no se quejaba de nada.
easy adv informal (without severe punishment) fácilmente adv
sin dureza loc adv
con indulgencia loc adv
He really got off easy this time! I can't believe his parents didn't punish him!
¡Se salió con la suya fácilmente! No puedo creer que sus padres no lo
hayan
attitude n (mental state, disposition) actitud nf
She has a positive attitude towards work.
Ella tiene una actitud positiva ante el trabajo.

Additional Translations
Inglés Español
attitude n informal (bad attitude) (mala actitud) actitud inapropiada nf
mala disposición nf
His attitude is always getting him in trouble.
Su actitud inapropiada siempre lo mete en problemas.
Su mala disposición siempre lo mete en problemas.
behavior, US (person: comportamiento nm
UK: behaviour n conduct) (persona)
conducta nf
proceder nm
His behaviour seems to be worse when visitors come.
behavior, US (animal: comportamiento nm
UK: behaviour n habits) (animal)
conducta nf
 The dog's behavior is a combination of instinct and
conditioning.
progressn (advancement) desarrollo nm
The project's progress was ahead of schedule.
El desarrollo del proyecto iba más adelantado de lo previsto.
progress vi (advance) avanzar⇒ vtr
The project is progressing on schedule.
El proyecto avanza según lo previsto.
attraction n (pull of gravity or magnetism) atracción nf
The moon's attraction to the Earth keeps it in orbit.
attraction n (interesting aspect) atractivo nm
I don't understand the attraction of horror movies.
attraction n (sexual interest in [sb]) atracción nf
Joey feels a strong attraction to Ramona.
attraction n (main draw) atracción principal nf + adj
principal atractivo nm + adj
similarity n (likeness, being alike) similitud nf
semejanza nf
parecido nm
Everyone comments on the similarity between us.
Todos hablan de la similitud que hay entre nosotros.

fight [sb] vtr ([sb]: fend off) luchar contra vi + prep

pelear contra vi + prep
He had to fight the attacker with a stick.
Tuvo que luchar contra el atacante con un palo.
fight [sb/sth] vtr (try to defeat) luchar contra vi + prep
enfrentarse v prnl
She fought the government and won.
Luchó contra el gobierno y ganó.
Se enfrentó al gobierno y ganó.
fight vi (military: engage in battle) combatir⇒ vi
pelear⇒, luchar⇒ vi

trade n (commerce) comercio nm

International trade has been increasing over the last few years.
El comercio internacional ha ido creciendo a lo largo de los últimos años.
trade n (profession) gremio nm
profesión nf
He's one of the best doctors in the trade.
Es uno de los mejores médicos en el gremio.
El médico es uno de los mejores en la profesión.
trade n (handicraft) trabajo nm
oficio nm
The printer's trade has changed since the days of metal type.
theater n UK (where plays are staged) teatro nm
There are two theatres standing empty in my hometown.
Hay dos teatros abandonados en mi pueblo natal.
theater n UK, uncountable (industry: stage) teatro nm
 The whole family's been in theatre for generations.
Toda la familia ha estado en teatro durante generaciones.
theater n UK (operating room) (hospital) quirófano nm
(hospital) sala de operaciones nf + loc adj
No visitors are allowed in the theatre during operations.
No se admiten visitas en el quirófano durante las operaciones.
for (as an example, by way of illustration) por ejemplo expr
exampleadv
He's always very thoughtful. For example, he buys her flowers whenever she
feels depressed.
a modo de ilustración expr
Él siempre es muy atento. A modo de ilustración, le compra flores cada vez
que está deprimida.

for the same reason, in addition, in conclusion, on the other hand, level, company, region, year, day,
wealthy, ordinary, different, avoid, fight against, pursue, struggle with, subtle, identical, spelled ,
pronounced. A class of, a large group of, a pair of, five or six, three or four (homophones), benefit,
hobby, engage, remember, resource, inspire, instruct, grade, observe, valuable, procedures, librarians,
leader, background, time, need, means, manage, recruit, burden, check-up, exam, fee, increase,
advantage, awards, credit, feedback, funding, criticism, are suggested, come together in, join forces
with, make use of, shed light on, build up, complete with, gain form, hear from, work with, although,
and, but, or, then, deliberately, expertly, independently, accurately, bravely, appropriately, coaches,
counselor, instructors, leaders, managers, continue to.
TOPICS FOR THE READING SECTION:
Studying English: positive effect on the brain, opens the world, can help you get around other countries,
diplomacy and communication, business, choose one language to study.
History of English: language changes, Anglo Saxons, other words in English because of Scandinavians,
Normans invade England, they spoke French, Middle English: thou= you more than one person,
variations of English because they colonized different parts of the world, 21st century people interact
(English).

Homophones and homonyms

Professional development
The language Rainbow
Series: students, materials, approaches, Language Rainbow textbook “Pot of gold symbol”.
 ANSWER SHEET 75 ANSWERS
REAL TEST HAS 54 ANSWERS

B. SELECT THE APPROPRIATE RESPONSE ACCORDING TO THE ANNOUNCEMENT

1. a
2. c
3. b
4. c
5. d
6. d
7. b
C. CHOOSE THE APPROPRIATE RESPONSE.
1. c
2. c
3. b
4. d
5. a
6. b
7. a
8. c
9. c
10. c
READING

TEACHING KNOWLEDGE
D. CHOOSE THE WORD THAT BEST FITS THE READING.
1. b
2. b
3. d
4. b
5. d
6. c
7. a
8. b
9. c
10. d

HOMOPHONES-HOMONYMS
E. ACCORDING TO THE CONTEXT IN THE READING. CHOOSE THE WORD THAT
BEST COMPLETES TO THE DEFINITION.
1. a
2. c
3. b
4. a
5. d
6. b
LANGUAGE ACQUISITION
F. SELECT THE WORD OR WORDS THAT BEST COMPLETES THE THEORIES OF
LANGUAGE ACQUISITION.
1. c
2. a
3. b
4. c
5. a
6. c
7. d
8. a
9. d
10. b
11. d

MULTIPLE INTELLIGENCES AND LEARNING STYLES

G. SELECT THE WORD OR WORDS THAT BEST FITS THE THEORIES OF MULTIPLE
INTELLIGENCES AND LEARNING STYLES.
1. b
2. d
3. c
4. d
5. a
6. d
7. b
8. d
9. b
10. c

5 ENGLISH TEACHING METHODS THAT WORK

H. IDENTIFY THE WORD OR WORDS THAT BEST COMPLEMENT THE MEANING OF
THIS PARAGRAPH.
1. b
2. d
3. d
4. d
5. b
6. c
7. a
8. c
9. d
10. a
11. b
12. d
13. a
14. b
15. d
16. b
17. d
18. c
19. b
20. c
21. a