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.