CTEL 1 Practice Test Welcome to your CTEL 1 Practice Test 1. CTEL 1: Language and Structure Which sentence uses a proper noun correctly? I met John at the park. I met a john at the park. I met John at a park. I met a John at the park. None 2. CTEL 1: Language and Structure Which of the following is an example of a modal auxiliary verb? Can Is Have Has None 3. CTEL 1: Language and Structure What does an adjective typically modify in a sentence? A noun or pronoun A verb An adverb A preposition None 4. CTEL 1: Language and Structure Which of these sentences uses a compound-complex sentence structure? Although I was tired, I went for a walk, and I saw a friend. I went for a walk, and I saw a friend. I went for a walk because I was tired. Although I was tired, I went for a walk. None 5. CTEL 1: Language and Structure What is the difference between a participle and a gerund? A participle is used as an adjective, while a gerund is used as a noun. A participle is used as a noun, while a gerund is used as an adjective. A participle indicates future tense, while a gerund indicates present tense. A participle indicates past tense, while a gerund indicates future tense. None 6. CTEL 1: Language and Structure What is a characteristic of a complex sentence? It contains at least one dependent clause and one independent clause. It contains two independent clauses joined by a coordinating conjunction. It contains a series of nouns in a list. It contains at least one preposition and a verb. None 7. CTEL 1: Language and Structure Which of the following is a type of determiner in English grammar? Articles Conjunctions Adjectives Verbs None 8. CTEL 1: Language and Structure Which of these sentences correctly uses an adverb? She walked slowly through the park. She walked slow through the park. She walked the slow through the park. She walked slowlier through the park. None 9. CTEL 1: Language and Structure What is the function of a reflexive pronoun in a sentence? To refer back to the subject of the sentence. To connect two independent clauses. To modify a verb or adjective. To indicate an object receiving an action. None 10. CTEL 1: Language and Structure Which of these sentences uses a parallel structure? She enjoys swimming, running, and hiking. She enjoys to swim, running, and hikes. She enjoys swimming, to run, and hiking. She enjoys to swim, to run, and hikes. None 11. CTEL 1: Language and Structure Which of these sentences contains an example of a compound sentence? The sun set, and the stars came out. When the sun set, the stars came out. The sun set as the stars came out. The sun set because the stars came out. None 12. CTEL 1: Language and Structure Which sentence demonstrates the correct use of direct and indirect objects? She gave him a book. She gave a book to him. She gave a book him. She gave a book to he. None 13. CTEL 1: Language and Structure What is the function of a relative clause in a sentence? To add descriptive information to a noun. To indicate the relationship between nouns. To modify a verb or adjective. To indicate an action performed by the subject. None 14. CTEL 1: Language and Structure What is the difference between simple and complex sentences? A simple sentence contains one independent clause, while a complex sentence contains at least one dependent clause. A simple sentence contains one dependent clause, while a complex sentence contains at least one independent clause. A simple sentence contains a list of items, while a complex sentence contains at least one coordinating conjunction. A simple sentence contains one noun phrase, while a complex sentence contains multiple noun phrases. None 15. CTEL 1: Language and Structure Which sentence uses a coordinating conjunction to join independent clauses? She went to the store, and he stayed at home. She went to the store because he stayed at home. She went to the store while he stayed at home. She went to the store although he stayed at home. None 16. CTEL 1: Additive-Language Development Which of the following is a key characteristic of additive-language development? Developing a second language without affecting the first language Replacing the first language with a second language Learning a second language with partial retention of the first language Learning a second language and losing proficiency in the first language None 17. CTEL 1: Additive-Language Development An example of additive-language development is when a student: Becomes proficient in English but no longer speaks their native language Becomes fluent in Spanish while maintaining fluency in English Struggles with both English and Spanish after learning both languages Learns English but has limited communication in both languages None 18. CTEL 1: Additive-Language Development Which of the following instructional practices aligns with additive-language development in a classroom? Encouraging students to speak only in the second language Providing materials in both the first and second languages Focusing exclusively on grammar and syntax of the second language Using the first language as a bridge to learn the second language None 19. CTEL 1: Additive-Language Development Which type of classroom setting best supports additive-language development? Monolingual classrooms Dual-language classrooms Classrooms that discourage code-switching Classrooms focusing solely on language immersion None 20. CTEL 1: Additive-Language Development Which of the following challenges is most commonly associated with additive-language development in education? Cultural conflicts due to multilingualism Difficulty in balancing proficiency between languages Confusion caused by code-switching Discrimination against students who speak multiple languages None 21. CTEL 1: Additive-Language Development Which teaching approach is most likely to foster additive-language development? Encouraging translanguaging in classroom activities Focusing solely on immersion in the second language Discouraging the use of the native language Utilizing only English in the classroom setting None 22. CTEL 1: Additive-Language Development Which of the following best describes a student in the additive-language development phase? Learning a second language while retaining their first language Developing basic communication skills in both languages Gradually losing proficiency in the native language Facing difficulty in communicating in both languages None 23. CTEL 1: Additive-Language Development Which educational philosophy most aligns with additive-language development principles? Immersion-based language learning Holistic bilingual education Monolingual teaching methods English-only instruction policies None 24. CTEL 1: Additive-Language Development What is a potential disadvantage of additive-language development in a classroom setting? Reduced focus on the second language Limited interaction among monolingual students Difficulty in maintaining a balance between languages Increased cultural conflicts within the classroom None 25. CTEL 1: Additive-Language Development What distinguishes additive-language development from subtractive-language development? The addition of a new language without diminishing the first language Replacing the native language with a new one Learning a new language at the expense of the native language Focusing solely on language immersion to learn the new language None 26. CTEL 1: Additive-Language Development Which type of classroom activity is most likely to support additive-language development? Activities that promote the use of multiple languages Activities focused solely on grammar in the second language Activities that discourage code-switching Activities conducted only in the native language None 27. CTEL 1: Additive-Language Development How can educators best support additive-language development among multilingual students? By providing materials in both the first and second languages By emphasizing English-only policies By discouraging the use of the native language By focusing on complete language immersion None 28. CTEL 1: Additive-Language Development What is a common challenge faced by educators in supporting additive-language development? Finding a balance between promoting both languages Limited resources for multilingual education Opposition to bilingual education in the community Discrimination against bilingual students None 29. CTEL 1: Additive-Language Development Which instructional strategy aligns with additive-language development principles? Code-switching between the first and second languages Focusing solely on syntax and grammar Teaching primarily in the second language Conducting classes in English only None 30. CTEL 1: Additive-Language Development What characteristic is unique to additive-language development? Fluency in multiple languages without compromising the first language Gradual replacement of the native language with a second language Partial proficiency in both languages Learning a second language with limited interaction in the first language None 31. CTEL 1: Additive-Language Development Which type of classroom supports additive-language development most effectively? Dual-language classrooms English-only classrooms Monolingual classrooms Classrooms that prohibit code-switching None 32. CTEL 1: Additive-Language Development Which aspect of additive-language development can be a source of challenge for students? Balancing proficiency between languages Confusion due to code-switching Difficulty in learning grammar in the second language Facing discrimination for being bilingual None 33. CTEL 1: Additive-Language Development What distinguishes additive-language development from subtractive-language development in education? Acquiring a new language without diminishing proficiency in the first language Replacing the first language with a second language Gradually learning a second language while losing the first language Learning a second language without interactions in the first language None 34. CTEL 1: Additive-Language Development Which classroom setting best fosters additive-language development? Classrooms that promote code-switching Classrooms that focus only on grammar in the second language Classrooms that discourage code-switching Classrooms with strict English-only policies None 35. CTEL 1: Additive-Language Development Which of the following teaching approaches aligns with additive-language development? Translanguaging in classroom activities Focusing only on language immersion Prohibiting the use of the first language English-only instructional policies None 36. CTEL 1: Additive-Language Development Which classroom strategy best aligns with additive-language development principles? Integrating materials in both the first and second languages Focusing solely on syntax in the second language Conducting all classroom activities in English Discouraging students from using their native language None 37. CTEL 1: Additive-Language Development What is a common challenge faced by educators in promoting additive-language development? Finding a balance between supporting multiple languages Limited resources for bilingual education Opposition to multilingual education in the community Discrimination against bilingual students None 38. CTEL 1: Additive-Language Development Which classroom activity is most likely to support additive-language development? Activities that promote translanguaging Activities focused solely on grammar in the second language Activities conducted only in the native language Activities that prohibit code-switching None 39. CTEL 1: Additive-Language Development Which of the following best aligns with additive-language development in education? Supporting students' use of multiple languages Conducting classes exclusively in the second language Prohibiting code-switching in the classroom Focusing solely on English-only policies None 40. CTEL 1: Additive-Language Development What is a potential challenge for students in additive-language development? Difficulty in balancing proficiency between languages Limited resources for multilingual education Facing cultural conflicts due to multilingualism Discrimination against students who speak multiple languages None 41. CTEL 1: Language and Structure Which sentence demonstrates a correct use of passive voice? The cake was eaten by John. John ate the cake. The cake by John was eaten. John was the cake eaten by. None 42. CTEL 1: Language and Structure In English grammar, which of the following defines a gerund? A verb form ending in -ing that functions as a noun. A verb form ending in -ed used as an adjective. A verb form used to create complex tenses. A verb form used in passive voice. None 43. CTEL 1: Language and Structure What is the correct usage of a subordinating conjunction in a complex sentence? I will go to the party if it doesn't rain. I and my friend went to the party. I didn't go to the party but I wanted to. I will go to the party or I will stay home. None 44. CTEL 1: Language and Structure Which of these sentences has correct subject-verb agreement? The team is ready for practice. The team are ready for practice. The team was ready for practice. The team were ready for practice. None 45. CTEL 1: Language and Structure Which sentence uses a preposition correctly? I will meet you at the restaurant. I will meet you in the restaurant. I will meet you on the restaurant. I will meet you above the restaurant. None 46. CTEL 1: Language and Structure What is the role of a coordinating conjunction in a sentence? To connect two independent clauses or items in a list. To connect an independent clause with a dependent clause. To indicate a shift in tense. To add additional detail to a noun. None 47. CTEL 1: Language and Structure What is the term used for a word that modifies a verb, adjective, or another adverb? Adverb Adjective Preposition Conjunction None 48. CTEL 1: Language and Structure Which sentence best demonstrates the use of an infinitive? To win is his ultimate goal. He was winning the game. He wanted winning the game. He was a winner. None 49. CTEL 1: Language and Structure Which sentence correctly uses an appositive? My brother, a skilled guitarist, will perform tonight. A skilled guitarist, my brother will perform tonight. My brother will perform, a skilled guitarist. A guitarist, skilled, will perform tonight. None 50. CTEL 1: Language and Structure What is the purpose of a relative pronoun in a sentence? To introduce a dependent clause and relate it to the main clause. To indicate the gender of a noun. To distinguish between similar nouns. To indicate possession. None 1 out of 50 Time is Up! Time's up
