Adult ESL/ELL High Beginner Quiz: Requesting Examples Or Writing
10 questions · exam conditions
0:00
Requesting Examples Or WritingQuestion 1 of 10

Lin is a new employee. Her manager gives her a list of safety rules very fast during orientation. Lin understood most of them, but she is not sure she remembers all the steps in the correct order.

Lin wants to make sure she has the steps in the right order. What should she say to her manager?

"Could you write the steps down for me so I can follow them correctly?"
"Could you tell me which safety rule is the most important one to remember?"
"Could you give me an example of a worker who did not follow the rules?"
"Could you speak more slowly the next time you explain the rules to new employees?"
← Back to quizzes

Adult ESL/ELL High Beginner Quiz

Adult ESL/ELL High Beginner Quiz: Requesting Examples Or Writing

Practice Requesting Examples Or Writing in Adult ESL/ELL High Beginner with focused quiz questions that help you check what you know, review explanations, and build confidence with test-style prompts.

What this quiz covers

This quiz focuses on Requesting Examples Or Writing, giving you a quick way to practice the rules, question types, and explanations that matter most for Adult ESL/ELL High Beginner.

How to use this quiz

Try each quiz question before looking at the correct answer. Use the explanations to review missed ideas, then come back to similar questions until the pattern feels familiar.

All questions

Question 1

Lin is a new employee. Her manager gives her a list of safety rules very fast during orientation. Lin understood most of them, but she is not sure she remembers all the steps in the correct order.

Lin wants to make sure she has the steps in the right order. What should she say to her manager?

  1. "Could you write the steps down for me so I can follow them correctly?" (correct answer)
  2. "Could you tell me which safety rule is the most important one to remember?"
  3. "Could you give me an example of a worker who did not follow the rules?"
  4. "Could you speak more slowly the next time you explain the rules to new employees?"
Explanation: When answering workplace communication questions, ask yourself: What is the person's specific problem, and which response solves exactly that problem? Lin's issue is clear — she heard the steps but isn't sure she has them in the correct order. The solution needs to address order and accuracy, not just the rules in general. Choice A is correct because asking the manager to write the steps down gives Lin a permanent, visual reference she can use to check the sequence. Written instructions solve both problems at once: she can review the steps and confirm their order at her own pace. Choice B misses the point. Lin isn't confused about which rule is most important — she's worried about the order of all the steps. Knowing the top priority rule doesn't help her remember the full sequence correctly. Choice C also misses the mark. Hearing an example of someone who broke the rules might be interesting, but it does nothing to help Lin remember or verify the correct order of the steps she already heard. Choice D is a common trap. It sounds helpful because the manager did speak fast — but notice it asks for slower speech "next time" for "new employees." This doesn't help Lin right now with the steps she already received. Her problem is happening today, not in the future. Study tip: On workplace communication questions, always match the solution to the specific problem described. A response can be polite and related to the topic but still be wrong if it doesn't directly fix the character's stated need.

Question 2

A doctor tells a patient named Sam that he needs to take his medicine "with food and not on an empty stomach." Sam is confused because he does not understand what counts as "enough food."

Sam wants the doctor to help him understand by giving a specific example. Which sentence should Sam use?

  1. "Can you write down the name of the medicine so I don't forget it at the pharmacy?"
  2. "Can you show me where I can find more information about this medicine online?"
  3. "Can you give me an example of a meal or snack that would be okay to eat with this medicine?" (correct answer)
  4. "Can you explain why taking medicine on an empty stomach is dangerous for my health?"
Explanation: When you need clarification about something specific, your question should directly address that specific confusion — nothing more, nothing less. Sam's problem is clear: he doesn't know what "enough food" means. So the right question is one that asks for a concrete example to fill that gap. Choice C is correct because it asks the doctor for "an example of a meal or snack" — exactly the kind of specific, practical information Sam needs. If Sam hears "a small bowl of oatmeal or a piece of toast works fine," his confusion is resolved. The question matches the problem perfectly. The other choices all ask about something different from Sam's actual confusion. Choice A asks about writing down the medicine's name — useful if Sam were worried about forgetting it, but that's not his problem here. Choice B asks about finding information online — this might eventually help, but it doesn't give Sam the immediate, clear example he needs right now during the appointment. Choice D asks why an empty stomach is dangerous — this is interesting background information, but Sam already accepted the doctor's advice; he just needs to know how to follow it. Asking "why" doesn't help him figure out what to eat. A good strategy for questions like this: always identify the exact problem before picking an answer. Ask yourself, "What does this person actually need right now?" Then choose the response that solves that problem directly. On this exam, wrong answers are often related to the topic but answer a different question than the one being asked.

Question 3

Ana is calling her landlord from her car to report a broken heater. She is driving and cannot write anything down. The landlord gives her a long repair request number and tells her to use it if she calls back. Ana is afraid she will not remember the number.

Ana needs the repair number but cannot write it down right now. What should Ana ask the landlord to do?

  1. "Can you give me an example of how I should describe the problem when I call back?"
  2. "Can you explain what happens if I lose the repair number and need a new one?"
  3. "Can you repeat the number slowly one more time so I can try to memorize it?"
  4. "Can you text or email the repair number to me so I have it in writing?" (correct answer)
Explanation: When you face a practical problem-solving question like this, ask yourself: what does this person actually need right now? Ana has a specific problem — she cannot write down the number, and she is worried she will forget it. The best solution directly fixes that problem. D is the right choice because texting or emailing the number solves Ana's problem completely. She doesn't need to memorize anything — she will have the number saved on her phone or in her inbox, ready whenever she needs it. This is the most practical, direct solution to her situation. The other choices all miss the point in different ways. A asks the landlord to explain how to describe the problem when calling back — but Ana's issue is not about what to say, it's about having the repair number at all. B asks what happens if she loses the number, which is about a future scenario and doesn't actually help her keep the number safe right now. C asks the landlord to repeat the number slowly — this might help a little, but Ana is driving and has already told us she is afraid she won't remember it. Repeating it once more does not solve the core problem of needing it in writing. A good strategy here: when a question describes someone with a clear, specific obstacle, the correct answer is usually the one that removes that obstacle completely — not the one that works around it or only partially addresses it. Ask yourself, "Does this answer fully solve the problem?" If not, keep looking.

Question 4

Maria is in a job-training class. The teacher is explaining how to fill out a work schedule. Maria does not understand what a "rotating shift" means. She wants the teacher to give her an example.

What is the BEST thing Maria can say to the teacher?

  1. "Can you write the schedule on the board so everyone can read it later?"
  2. "Can you give me an example of what a rotating shift looks like?" (correct answer)
  3. "Can you explain the whole schedule again from the beginning for me?"
  4. "Can you tell me if I will work a rotating shift next week?"
Explanation: When you need help understanding something specific, the most effective communication strategy is to ask for exactly what you need — nothing more, nothing less. In a classroom setting, this means matching your request directly to your problem. Maria's problem is clear: she doesn't know what a "rotating shift" means, and she wants an example. Answer B — "Can you give me an example of what a rotating shift looks like?" — targets her exact need. An example will show her how a rotating shift works in practice, making the abstract idea concrete. This is precise, polite, and efficient communication. The other choices each miss the mark in a specific way. Answer A asks the teacher to write the schedule on the board, which helps with visibility but does nothing to explain what a rotating shift actually is. Maria's problem isn't that she can't see the information — it's that she doesn't understand it. Answer C asks the teacher to explain the entire schedule from the beginning, which is much broader than what Maria needs. She only has one specific confusion, so asking for a full re-explanation wastes everyone's time. Answer D asks whether Maria personally will work a rotating shift next week, which skips the learning step entirely — she still won't know what it means even after hearing the answer. A helpful tip for this exam: when a question asks what someone should "say" to get help, look for the answer that matches the specific problem described. If the person is confused about a definition, the best response asks for a clarification or example of that definition — not something broader or unrelated.

Question 5

A supervisor tells her employee, Carlos, that he needs to be more "proactive" on the job. Carlos has never heard this word before and is not sure what behavior his supervisor wants from him.

Carlos wants to understand exactly what his supervisor means. Which response BEST shows him asking for an example?

  1. "I'm sorry, I don't know that word. Can you write 'proactive' on a piece of paper for me?"
  2. "I'm sorry, I'm not sure I understand. Can you give me an example of something proactive I could do at work?" (correct answer)
  3. "I'm sorry, could you speak a little more slowly so I can understand your feedback better?"
  4. "I'm sorry, can you explain the company rules about employee behavior and expectations?"
Explanation: When you don't understand a word or phrase at work, there are several different ways to ask for help — and choosing the right kind of help matters. This question tests whether you can identify a request for a specific example, which is one of the most useful clarification strategies in workplace communication. The best response here is B. Carlos tells his supervisor he doesn't understand, and then asks for "an example of something proactive I could do at work." This is exactly what the question asks for — a concrete, real-life illustration of the unfamiliar word in action. An example helps Carlos see the behavior, not just hear a definition. The other choices each ask for something different. A asks the supervisor to write the word down — but seeing the spelling of "proactive" won't help Carlos understand what it means or what he should do. C asks the supervisor to speak more slowly, which is helpful when you can't hear or follow someone's speed, but Carlos's problem isn't the pace of speech — it's the meaning of one specific word. D asks for a full explanation of company rules and expectations, which is much broader than what Carlos needs; he just wants to understand one word, not review the entire employee handbook. A good tip to remember: when a question asks you to identify someone "asking for an example," look for phrases like "Can you give me an example of..." or "Could you show me what that looks like?" Those signal a request for a concrete illustration, not a definition, a repetition, or general information.

Question 6

During a parent-teacher meeting, the teacher tells Mr. and Mrs. Park that their son needs to practice "higher-order thinking skills" at home. The Parks have never heard this term before. They also want to remember the teacher's suggestions after the meeting ends.

The Parks want to both understand the term AND keep a record of the teacher's suggestions. Which response addresses BOTH needs at the same time?

  1. "Could you give us some examples of higher-order thinking activities, and could you also write your suggestions down so we can try them at home?" (correct answer)
  2. "Could you give us some examples of higher-order thinking activities so we understand what kinds of things to practice with our son at home?"
  3. "Could you write down the term 'higher-order thinking skills' and the page number in the textbook where we can read more about it?"
  4. "Could you explain why higher-order thinking skills are important for students at this grade level and how they are different from regular skills?"
Explanation: When a question asks you to address two needs at once, train yourself to check each answer choice against both requirements — like a checklist. Here, the Parks need (1) to understand the term "higher-order thinking skills" and (2) to keep a record of the teacher's suggestions. Answer A does both simultaneously. It asks for examples (which builds understanding) and requests that the teacher write the suggestions down (which creates a record). One sentence, two problems solved — this is the correct response. Answer B only handles the first need. Asking for examples helps the Parks understand the term, but nothing in this response asks for written notes. After the meeting ends, they may forget the teacher's advice. Answer C only handles the second need — and incompletely. It asks the teacher to write down the term and a textbook page, but it doesn't ask for an explanation or examples. The Parks would still not understand what "higher-order thinking skills" means in a practical way. Answer D handles neither need well. It asks why the skills matter and how they differ from regular skills, which is a different question than understanding how to practice them. It also never asks the teacher to write anything down, so there's no record created. A useful strategy: when a question lists two goals, underline or mentally note each one, then eliminate any answer that only satisfies one. On ESL communication exams, questions often test whether you can identify responses that are complete — addressing all parts of a real-life situation, not just part of it.

Question 7

Rosa is in an English class. Her teacher says, "Use transition words in your paragraph." Rosa is not sure which words are transition words.

Rosa wants the teacher to give her examples of transition words. Which question is the MOST direct and appropriate way to ask?

  1. "Could you tell me how many transition words I need to use in my paragraph?"
  2. "Could you write my paragraph on the board and show me where the transitions go?"
  3. "Could you give me a few examples of transition words that I could use?" (correct answer)
  4. "Could you explain what makes a good paragraph in English writing?"
Explanation: When someone asks you a question about asking questions, slow down and focus on what the person actually wants. Rosa's specific problem is clear: she doesn't know which words count as transition words. That means the best question is the one that directly solves that specific problem. Choice C — "Could you give me a few examples of transition words that I could use?" — is exactly right. It targets Rosa's exact gap in understanding. If she hears examples like first, however, finally, and in addition, she immediately knows what transition words look like and can use them. The question is polite, focused, and efficient. Choice A asks about how many transition words to use, not what they are. This doesn't help Rosa identify transition words at all — she still wouldn't know which words qualify. Choice B asks the teacher to write Rosa's paragraph and show her where transitions go. This is too much to ask — it's the teacher doing Rosa's work for her, which goes beyond a reasonable classroom request. Choice D asks the teacher to explain what makes a good paragraph in general. This is too broad. Rosa's confusion is specifically about transition words, not about paragraphs overall. A broad question won't solve a narrow problem. A useful strategy: when a question asks you to find the "most direct" way to ask for help, match the question exactly to the problem. A direct question targets only what you don't understand — nothing more, nothing less. If the question drifts to related but different topics, it's too broad or off-target.

Question 8

Tom is at a community center signing up for a cooking class. The receptionist tells him the class fee, the supply fee, and the cancellation policy very quickly. Tom is worried he will forget the fees when he goes to pay.

Tom wants to make sure he has the correct fee amounts when he comes back to pay. What is the BEST thing for him to ask?

  1. "Can you give me an example of what supplies I will need to bring to class?"
  2. "Can you write down the fees for me so I have the correct amounts?" (correct answer)
  3. "Can you repeat the cancellation policy one more time so I understand it?"
  4. "Can you tell me if there is a discount for signing up for more than one class?"
Explanation: When you see a question like this, focus on exactly what the person needs — don't get distracted by related topics that don't solve the real problem. Tom's specific concern is that he will forget the fee amounts when he returns to pay. That's the problem you need to solve. Asking someone to write down information is the most reliable way to make sure you have the correct details later. Choice B — "Can you write down the fees for me so I have the correct amounts?" — directly solves Tom's problem. He won't need to rely on his memory because he'll have the information in writing. This is the best solution. Now look at why the other choices miss the mark. Choice A asks about what supplies to bring, which is a different topic entirely — Tom's worry is about fees, not supplies. Choice C asks the receptionist to repeat the cancellation policy, but Tom's concern is remembering the fee amounts, not understanding the cancellation rules. Repetition also doesn't help if Tom is afraid he'll forget — he'll still walk away with no written record. Choice D asks about discounts for multiple classes, which introduces a completely new question rather than addressing the fees Tom already heard. A and C are the trickiest distractors because they sound related to the situation, but they don't match Tom's actual need. Strategy tip: On questions like this, always re-read what the person specifically needs before choosing an answer. Match the solution to the exact problem — not just the general topic.

Question 9

A teacher writes the phrase "community resources" on the board and asks students to include them in an essay. Kwame is not sure what types of things count as community resources.

Kwame raises his hand. Which question BEST asks the teacher for examples of community resources?

  1. "How many community resources do we need to mention in our essay?"
  2. "Where can I find a list of community resources to use for my research?"
  3. "What does 'community resources' mean — is it the same as 'local government'?"
  4. "Could you give us a few examples of community resources so we know what kinds of things to include?" (correct answer)
Explanation: When you're not sure what something means, the most helpful question is one that asks for examples — not definitions, quantities, or sources. That's exactly the skill being tested here: identifying the question that best addresses Kwame's specific problem, which is not knowing what kinds of things count as community resources. Choice D — "Could you give us a few examples of community resources so we know what kinds of things to include?" — directly solves Kwame's problem. He needs to see concrete examples (like a library, food bank, or health clinic) so he understands the category before writing. This question is polite, clear, and targeted at his actual confusion. Choice A asks about quantity ("how many"), which has nothing to do with understanding what community resources are. Knowing the number won't help Kwame figure out what to write about. Choice B asks where to find a list, which assumes Kwame already understands the concept — but he doesn't. He'd still be confused even with a list in hand. Choice C asks whether "community resources" means the same as "local government," which is a yes/no question about one narrow definition. Even if the teacher answers it, Kwame still won't have a full picture of what belongs in his essay. A useful study tip: when a question asks which response "best" fits a situation, ask yourself — does this response actually solve the person's problem? Match the question to the specific need. Kwame needs examples, so the best question is the one that asks for exactly that.

Question 10

David is at a bank. The teller explains the difference between a checking account and a savings account very quickly. David is not sure he understood correctly, and he wants to keep the information for later.

Which sentence shows David asking for the information to be written down?

  1. "Could you slow down and say that one more time, please?"
  2. "Could you give me an example of how each account works?"
  3. "Could you write down the main differences for me so I can review them later?" (correct answer)
  4. "Could you tell me which account is more popular with your customers?"
Explanation: When someone doesn't fully understand spoken information and wants to keep a record of it for later, the key phrase to listen for is "write down." This question tests whether you can match a specific communication need — requesting written information — to the correct sentence. Option C, "Could you write down the main differences for me so I can review them later?" is the correct answer because it directly asks the teller to put the information in writing. The phrase "write down" clearly matches David's need: he didn't fully understand the spoken explanation and wants something he can look at again later. It also uses polite, natural English with "Could you...?" which is a common and respectful way to make a request. Option A asks the teller to slow down and repeat the information — this addresses the speed of speaking, but the information is still only spoken, not written. Option B asks for an example of how each account works, which might help David understand, but again, nothing is being written down. Option D asks about customer preferences, which is a completely different question that doesn't help David understand or record the differences at all. A helpful strategy: when a question asks you to identify how someone wants information delivered, look for action words. "Say it again" means spoken repetition. "Give me an example" means a demonstration or explanation. "Write it down" means a physical, written record. Matching the action word to the situation described will help you choose correctly every time.