Teachers' Professional License – Specialized Test: English Language (1): free practice test

Practice question Unit: Formulating Learning Outcomes for Young L2 Learners

1. AEach lesson outcome should repeat the unit outcome word for word in every lesson.

   Repeating it leaves no progression and no way to check small steps.

2. BEach lesson outcome should be independent so that the lessons stay varied and fresh.

   Unrelated lesson outcomes do not add up to the unit outcome.

3. CThe lesson outcomes should be written only after the unit has ended.

   Outcomes are planning tools and must be written before teaching.

4. DEach lesson outcome should be a smaller step toward the unit outcome. ✓ Correct answer

   Lesson outcomes work like stages: greetings, personal information, likes, then the email itself.

Reference: ETEC Standards for English Language Teachers (1) (2020), Standard 6.39.1, indicator 1, p. 9; Cameron, Teaching Languages to Young Learners

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Practice question Unit: Designing Language Learning Activities for Young L2 Learners

1. APupils who are out sit and watch quietly as judges

   Pupils who sit and watch are still out of the game and get no practice.

2. BThe weakest pupils play first so they finish early

   Letting the weakest pupils finish early gives them the least practice.

3. CTeams collect points, so every pupil plays until the end ✓ Correct answer

   Correct: scoring points instead of removing players keeps everyone involved and practising.

4. DOnly the pupils with the most points go to the final round

   A final round for top scorers still leaves the others out.

Reference: ETEC Standards for English Language Teachers (1) (2020), Standard 6.39.2, indicator 1, p. 9; Pinter, Teaching Young Language Learners

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Practice question Unit: Designing Language Learning Activities for Young L2 Learners

1. Adeciding what learners should do by the end of the unit, then planning lessons towards it ✓ Correct answer

   Correct: backward design starts from the intended outcomes and how they will be shown, then builds lessons that lead to them.

2. Bchoosing her favourite activities and then finding outcomes that fit them

   Choosing activities first can produce enjoyable activities that serve no outcome.

3. Cdividing the textbook pages equally across the weeks of the term, whether or not they match the outcomes

   Equal page allocation follows the book, not the outcomes, and may miss what learners need.

4. Dwriting the unit test after the unit has been taught

   Writing the test after teaching reverses this approach, which decides the required evidence before teaching.

Reference: ETEC Standards for English Language Teachers (1) (2020), Standard 6.39.2, indicator 2, p. 9; Cameron, Teaching Languages to Young Learners; Pinter, Teaching Young Language Learners

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Practice question Unit: Selecting and Designing Learning Resources for Young L2 Learners

1. AReplace the pictures with a weather chart of their own town ✓ Correct answer

   Correct: replacing the material with the pupils’ own weather keeps the outcome and makes the language meaningful.

2. BSkip the weather unit because the pictures are unsuitable

   Skipping the unit leaves the outcome untaught; only the pictures need changing.

3. CKeep the snow pictures and add a long explanation in Arabic

   An Arabic explanation about unfamiliar snow still does not let pupils describe the weather they actually see.

4. DShow a video about polar animals instead

   A video about polar animals is a different topic and does not practise describing today’s weather.

Reference: ETEC Standards for English Language Teachers (1) (2020), Standard 6.39.3, indicator 1, p. 9; Cameron, Teaching Languages to Young Learners

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Practice question Unit: Preparing Learning Experiences Based on Young Learners' Culture, Abilities, Needs and Interests

1. ATell the strong pupil to speak more quietly and more slowly

   Volume does not change who speaks; the task structure does.

2. BGive both pupils the same written answers to read aloud

   Reading the same answers removes real communication, and the strong pupil can still read for both.

3. CUse an information-gap task where each pupil holds different information ✓ Correct answer

   Correct: when each partner needs the other's information, both must speak, whatever their level.

4. DStop pair work and use only whole-class repetition

   Whole-class repetition gives each pupil far less speaking time than pair work does.

Reference: ETEC Standards for English Language Teachers (1) (2020), Standard 6.39.4, indicator 1, p. 9; Harmer, The Practice of English Language Teaching; Brown, Teaching by Principles

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Practice question Unit: Selecting Teaching Methods for Young L2 Learners

1. APupils sit in groups of four, but each one finishes a separate worksheet alone

   Sitting together while working alone lacks shared goals and interaction.

2. BEach member has a role, and the poster is finished only when all parts are done ✓ Correct answer

   Defined roles and a shared product make pupils depend on each other, and each is accountable for a part; these are the features of cooperative learning.

3. CThe best pupil in each group writes the answers while the others copy

   Copying lets some pupils avoid contributing, so there is no individual accountability.

4. DGroups race to finish first, and the fastest pupil answers for the group

   Letting the fastest pupil answer sidelines the others and rewards speed over collaboration.

Reference: ETEC Standards for English Language Teachers (1) (2020), Standard 6.39.5, indicator 1, p. 9; Pinter, Teaching Young Language Learners

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Practice question Unit: Teaching Language Skills and Sub-skills to Young L2 Learners

1. ASo that pupils can memorize the recording word for word

   Memorizing is not the aim of replaying, and different tasks do not ask for it.

2. BSo that pupils first get the general idea and then listen for details ✓ Correct answer

   A first listening for gist and a second one for details with a new task makes the text easier to understand and gives each listening a purpose.

3. CSo that the lesson time is filled when the tasks are short

   Replaying with new tasks is a teaching decision, not a way to fill time.

4. DSo that pupils can practise pronouncing the words in it

   Pronunciation practice needs repeating after the speaker, not replaying with different comprehension tasks.

Reference: ETEC Standards for English Language Teachers (1) (2020), Standard 6.39.6, indicator 1, p. 10; Cameron, Teaching Languages to Young Learners

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Practice question Unit: Teaching Language Skills and Sub-skills to Young L2 Learners

1. Acirculate, listen, remind groups of the task and note common errors ✓ Correct answer

   Correct: moving around, listening and noting errors keeps pupils on task and gives material for later feedback.

2. Bstay at the desk until the time for the activity is over without stepping in

   Staying seated leaves groups unguided, and the use of Arabic may continue.

3. Ccorrect every mistake the moment it happens, aloud and in front of everyone

   Correcting every mistake in front of everyone interrupts fluency and embarrasses pupils.

4. Dstop the activity and explain the task again to the whole class in Arabic from the start

   Stopping the activity and explaining in Arabic cuts English speaking time and does not address the cause of confusion.

Reference: ETEC Standards for English Language Teachers (1) (2020), Standard 6.39.6, indicator 2, p. 10; Scott & Ytreberg, Teaching English to Children

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Practice question Unit: Applying Linguistics in Teaching Young L2 Learners

1. A/ɪd/

   /ɪd/ is used only after /t/ and /d/, as in 'wanted'.

2. B/t/ ✓ Correct answer

   The final sounds /k/ and /s/ are voiceless, so the past ending is also voiceless: /t/.

3. C/d/

   /d/ follows voiced sounds, as in 'played'; /k/ and /s/ are voiceless.

4. D/əd/

   /əd/ is not a regular pronunciation of '-ed'; the vowel version is /ɪd/ and only after /t/ and /d/.

Reference: ETEC Standards for English Language Teachers (1) (2020), Standard 6.39.7, indicator 1, p. 10; Roach, English Phonetics and Phonology

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Practice question Unit: Developing and Selecting Assessment Tools for Young L2 Learners

1. AThe child speaks with near-native fluency and full grammatical accuracy

   Near-native fluency and perfect accuracy are unrealistic for a Grade 4 child.

2. BThe child uses five different tenses with complex connectors

   Five tenses and complex connectors go beyond the target outcome and the children's level.

3. CThe child gives a reasoned critical opinion about family structure

   A reasoned critical opinion is a higher-order skill that the family outcome does not require.

4. DThe child says four or more sentences about their family in a clear voice without help ✓ Correct answer

   A specific, concrete, observable criterion that matches a beginner outcome on family suits a Grade 4 child.

Reference: ETEC Standards for English Language Teachers (1) (2020), Standard 6.39.8, indicator 1, p. 10; Cameron, Teaching Languages to Young Learners

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