Teachers of English to Spanish Speakers Test

Puerto Rico y América Latina
Teachers of English to Spanish Speakers Test
TEACHERS OF ENGLISH TO SPANISH SPEAKERS TEST
Individual Score Report
Name:
NOMBRE ALUMNO
ID Number: ID ALUMNO
Institution: NOMBRE INSTITUCIÓN
Degree in ESL/EFL: Yes
CB Code: CÓDIGO INSTITUCIÓN
Academic Preparation:
Location: Mexico City
English teaching experience: 11 - 15
Administration date: November 12, 2011
Years between last studies and test: 6 - 10
BA, Bachelor's degree
TESST - Total Score
YOUR TOTAL SCORE:
PASS
131
Your total score is based on your performance on TESST as a whole. The minimum score is 40, the maximum score is 160. The minimum
passing score is 98.
TESST - Sub-scores
Listening Comprehension:
62
Linguistics and Analysis of Expository Writing:
62
Reading Comprehension and
Literary Analysis:
71
TESOL Theory, Principles and Methodology:
73
Essay Writing:
64
Your TESST sub-scores are informed on a 20-80 scale. This scale has a mean of 50 and a standard deviation of 10. You should pay special
attention to those areas in which you scored lower than 50, because they represent areas that need improvement.
LAT-GNRL-TESS-IND-015-000
Puerto Rico y América Latina
Teachers of English to Spanish Speakers Test
Directions: In this section, you will hear questions or statements.
For each one, you will also hear three possible responses that
will NOT appear printed in your test booklet. Choose the best
response and mark the corresponding letter on your answer sheet.
Listen carefully.
1. (Woman)
Oh Tom. I’m late for the airport and there’s
not a cab in sight.
(Man)
(5)
The airport is very busy
I love to fly, too.
Don’t worry, I’ll drive you there.
THOSE WINTER SUNDAYS
Sundays too my father got up early
and put his clothes on in the blueblack cold,
then with cracked hands that ached
from labor in the weekday weather made
banked fire blaze. No one ever thanked him.
I’d wake and hear the cold splintering, breaking.
When the rooms were warm, he’d call,
And slowly I would rise and dress,
Fearing the chronic angers of that house.
(10)
COMPONENTE TIEMPO EJERCICIOS
CONTENIDO
Comprensión
auditiva
30 minutos
50
Diálogos, situaciones,
extractos de una
exposición (Rejoinders,
dialogs, extended
discourse).
Lingüística y
redacción indirecta
45 minutos
50
Lingüística, uso del
idioma inglés y revisión
de textos.
Comprensión de
lectura y análisis
literario
45 minutos
30
Análisis y comprensión
de textos literarios
Teoría de la
enseñanza de inglés
como segundo
idioma o como idioma
extranjero (TESL/
TEFL): Metodología
y Conceptos.
30 minutos
30
Ejercicios sobre las
teorías y su aplicación
a la enseñanza del
inglés (ESL/EFL) y
la adquisición de un
segundo idioma o de un
idioma extranjero (ESL/EFL)
Destrezas de
redacción
30 minutos
Redacción de un ensayo
sobre un tema particular.
Speaking indifferently to him,
Who had driven out the cold
and polished my good shoes as well.
What did I know, what did I know
of love’s austere and lonely offices?
In this poem the speaker mainly
explains an idea.
justifies a feeling.
describes a setting.
offers a reminiscence.
prescribes an attitude.
Which of the following is a Cooperative Language Learning
group activity?
Total physical response
Language drills
Jazz Chants
Lectures
Jigsaw
It is believed that, in order to facilitate acquisition,
second/foreign language learners should be exposed to
comprehensive input through
a well designed syllabus.
negotiation of meaning.
memorized utterances.
language awareness.
periodic testing.