Licensure Examination for Teachers (LET)

SPECIALIZATION:
Language Component

Ali G. Anudin
English
Department
Philippine Normal
University
1. The process of language learning
characterized by repeated practice of
sentence patterns until they become
habitual and automatic is __________.

A. simplification
B. hypothesis testing
C. habit-formation
D. overgeneralization
2. The view of language on which
Audiolingualism is based

A. structural grammar
B. pedagogical grammar
C. functional grammar
D. transformational grammar
The Audiolingual Method

˙Founded during World War II for

military purposes in USA
˙Popular in the 1960s but died out in
the 70s
Focus on students’ pronunciation,
and train their ability of listening
by dialogues and drills
Audio-Lingual Method
 ‘Listen and repeat’ drilling activities
are the most important classroom
activities.

 Mistakes are immediately corrected

and correct utterances are
immediately praised.
Pedagogical grammar - grammar developed
for learners of a foreign language, draws on
two separate but interrelated areas of theory:

1.Descriptive models of grammar, which can

be incorporated into pedagogical reference
grammars and teaching materials and
formulated in ways which make the
description accessible to the learner, and
2.theories of second-language acquisition,
which will provide the basis for classroom
methodology.
Communicative Grammar. Language
is seen not only as a formal system but
primarily as the process of
communicating messages between
human beings in actual contexts,
grammar being a means of expressing
certain types of meanings through
grammatical forms.

grammatical meaning in terms of

*functions and *notions
 GENERATIVE GRAMMAR RULES
Older schools of grammar:
PERSCRIPTIVE RULES: perscribe how
people ‘should’ produce language.

The ‘rules’ in TG do not tell us how to

produce language> They tell us the ‘ORDER’
in which to put words and phrases.
DESCRIPTIVE RULES: Describes how
people produce language.
TRANSFORMATIONAL GRAMMAR
MODEL OF LANGUAGE
Phrase structure

Lexical component
Deep structure

Transformations

Surface structure
Morphophonemic rules

Sentence
3. The theory of language learning that
emphasizes the child’s creativity in
constructing his/her knowledge of the
language.

A.Cognitivist
B. functionalist
C. behaviorist
D. interactionist
Cognitive view of language and
learning
 If all language is learned by imitation and
repetition, how can a child produce a
sentence that has never been said by others
before?
 Language is a rule-based system and with a
knowledge of the finite rules (language
competence), infinite sentences can be
produced
Application: Cognitive approach
to grammar teaching
 Grammar teaching should be planned and
systematic
 Necessary grammar instruction
 Extensive exposure to instructed grammar
points
 Production activities
 Group work and task performance
 Postlesson activities
Influence of cognitive theory

 Learners should be allowed to create

their own sentences based on their
understanding of certain rules
(creativity)
 Cognitive theory

Cognitivism Chomsky Thinking Internal

(creativity) factors

 Representative (Chomsky)
 Cognitive view of language and
learning
 The influence
Noam Chomsky
(1928--)
Common views on language

 Structural view:
 Language is a linguistic system
made up of various subsystems.
Learning a language is to learn
its vocabulary and structural
rules.
Ferdiand de Saussure
(1857-1913 )
 Functional view:
 Language is a linguistic system
as well as a means for doing
things. Learners learn a
language in order to do things
with it (use it).
 Interactional view:
 Language is a communicative tool
to maintain social relations.
Learners need to know the rules of
a language and where, when and
how it is appropriate to use them.
John Dewey
(1859-1952)
Lev Vygosky
(1896-1934)
Structural view: Language is a linguistic system
made up of structural rules and vocabulary.

Functional view: Language is a linguistic system

as well as a means for doing things (to be
used in real life).

Interactional view: Language is a communicative

tool to maintain social relations.
 Structural view– knowledge:
vocabulary and grammar
(sentence patterns)
 Functional view– communicative
categories, communicative ability
(to be able to communicate)
 Interactional view– to
communicate appropriately
 Constructivist theory

Constructivism Personal
Interaction
construction

 Representative (Piaget; Bruner; Dewey)

 Constructivist view of language and
learning
Piaget’s views and influence

 Learning is a personal construction of

knowledge to be learned based on the
learner’s previous experience.

Learner’s experience Learner’s

Knowledge to be learned personal construction
Dewey’s views and influence

 Learning by doing
 Teaching should be built on learners’
experience and engage learners in
learning activities.
 Teachers need to design environments
and interact with learners.
 Social-constructivist theory

Social- ZPD &

Vygosky Interaction
constructivism scaffolds

 Representative (Vygosky)
 Social-constructivist view of language
and learning and the influence
4. The innate property of all normal
persons that enable them to learn a
language naturally and spontaneously is

A. language competence
B. comprehensible input
C. language performance
D. language acquisition device
5. Based on Canale and Swain’s model
of communicative competence, the ability
of a language learner to repair
communication breakdown is

A. linguistic competence
B. sociolinguistic competence
C. discourse competence
D. strategic competence
6. What method is used when learning a
language is facilitated in a relaxed
comfortable environment with dim lights
and soft music?

A. Grammar translation method

B. Silent Way
C. Suggestopedia
D. Total physical response
 Objectives of GTM

 To be able to read literature written in

the target language

 To be able to translate from one

language to another

 To develop reading and writing skill

 Key Features of GTM

 Native language

 Vocabulary / grammatical rules

 Accuracy /translation

 Language skills
Advantages of GTM

 An effective way for application of

grammar and sentence structure

 Few demands on teachers

 Least stressful for students

Disadvantage of GTM

 Wrong idea of what language is

 Less learners’ motivation

 Create frustration for learners

 Total Physical Response/TPR
(James Asher , 1966)

founded by James Asher, a professor of

psychology at San José State University,
California
To have basic oral expression ability
through using imperative sentences.
 Suggestopedia

 The name is from the words suggestion

and pedagogy.
 Developed in the 1970s by the Bulgarian
psychologist Georgi Lozanov
 Desuggest the psychological barriers to
learn vocabulary and conversation
 Increase oral proficiency
 Lower classroom anxiety
 Characteristics of Suggestopedia

˙Present text with music

˙Practiced breathing
˙Comfortable
˙Choose target language name
˙Colorful posters on the wall
˙Liberate instead of teach
The Silent Way
The Silent Way – Caleb Gattegno
To consider the language teaching and learning
from the perspectives of the learners
Learning is a process which we initiate by
ourselves by mobilizing our inner resources
(e.g., our perception, awareness, cognition,
imagination, intuition, and creativity) to meet the
challenge
’
The Silent Way
Language learners are intelligent and bring with
them the experience of already learning a
language
Learning involves transforming what one knows
to new contexts
Language is not learnt by repeating after a model
Students need to develop their own ‘inner
criteria’ for correctness – to trust and to be
responsible for their own production in the
target language
7. The primary aim of second language
teaching using the Audiolingual Method
is _____.

A. reading comprehension
B. literary appreciation
C. grammar & vocabulary
D. oral proficiency
8. Generally, the desired goal of English
language teaching in the country is to
enable students to _____.

A. master English pronunciation, grammar, &

vocabulary
B. achieve confidence & spontaneity in using
English
C. communicate accurately, fluently, &
appropriately
D. show sensitivity to contexts where English is
used
9. A teaching practice which is compatible
with Communicative Approach is one that
_____.

A. derives & makes explicit the grammatical

rules of the language
B. follows the listen-speak-read-write
sequence of skills
C. assesses the needs of the target learners
D. gives priority to oral proficiency
10. Which of the theories of learning,
language and literacy views children as
having the ability to relate new
information to prior knowledge?

A. Constructivist
B. Interactive
C. Reader response
D. Sociolinguistic
11. What system do students use in
capitalization and punctuation rules?

A. Pragmatic
B. Phonological
C. Semantic
D. Syntactic
Language Components & Skills
 Form
 Phonology
 Morphology
 Syntax
 Content
 Semantics
 Use
 Pragmatics
Functionalist Language Theory
Pragmatics

Syntax

Morphology
Phonology

Semantics
Phonology
 Study and use of individual sound units in a
language and the rules by which they are
combined and recombined to create larger
language units.
 Phonemes are the unit of sound such as /s/
or /b/ , they do not convey meaning.
 Phonemes alter meaning of words when
combined (e.g., sat to bat).
Phonological Deficits

 Frequently appear as articulation

disorders.
 Child omits a consonant: “oo” for you
 Child substitutes one consonant:
“wabbit” for rabbit
 Discrimination: child hears “go get the
nail” instead of mail
Morphology
 Study and use of morphemes, the smallest
units of language that have meaning.
 A morpheme is a group of sounds that refers
to a particular object, idea, or action.
 Roots can stand alone (e.g., car, teach, tall)
 Affixes are bound such as prefixes and
suffixes and when attached to root words
change the meaning of the words (e.g.,
cars, teacher, tallest)
 Morphological Deficits
 Elementary aged: may not use appropriate
inflectional endings in their speech (e.g.,“He
walk” or “Mommy coat”).
 Middle school: lack irregular past tense or
irregular plurals (e.g., drived for drove or
mans for men).
 Be aware of “Black English”: “John cousin”
“fifty cent”, or “She work here”.
Syntax
 Study of the rules by which words
are organized into phrases or
sentences in a particular language.
 Referred to as the grammar of the
language and allows for more
complex expression of thoughts and
ideas by making references to past
and future events.
Syntactic Deficits

 Lack the length or syntactic

complexity (e.g., “Where Daddy
go?”).
 Problems comprehending sentences
that express relationship between
direct or indirect objects.
 Difficulty with wh questions.
Semantics
 The larger meaning component of
language.
 More than single words, includes
complex use of vocabulary, including
structures such as word categories,
word relationships, synonyms,
antonyms, figurative language,
ambiguities, and absurdities.
Semantic Deficits
 Limited vocabulary especially in adjectives,
adverbs, prepositions, or pronouns.
 Longer response time in selecting
vocabulary words.
 Fail to perceive subtle changes in word
meaning: incomplete understanding and
misinterpretations.
 Figurative language problems.
Pragmatics
 Knowledge and ability to use language
functionally in social or interactive
situations.
 Integrates all the other language skills,
but also requires knowledge and use
of rule governing the use of language
in social context.
Pragmatic Deficits

 Problems understanding indirect

requests (e.g., may say yes when
asked “Must you play the piano?”).
 May enter conversations in a socially
unacceptable fashion or fail to take
turns talking.
 Difficulty staying on topic.
12. Which cueing system is detecting
regional dialects?

A. phonological
B. syntactic
C. semantics
D. pragmatic
13. In grammar, the word neuter means
__________.

A. both feminine and masculine

B. neither feminine nor masculine
C. neutral
D. asexual (genderless)
14. If a teacher wishes to develop the
learner’s academic language skills, which
approach should s/he use?

A. focusing inquiry
B. generic competency model
C. content-based instruction
D. thematic instruction
15. Which of the following emphasized
the formal properties of language?

A. adequacy
B. accuracy
C. appropriateness
D. availability
16. How many morphemes does
the word unhappiness have?

A. 1
B. 2
C. 3
D. 4
Morpheme is a short segment of language that
meets three criteria:
 It is a word or part of a word that has
meaning.
 It cannot be divided into smaller meaningful
parts without violation of its meaning or
without meaningless remainders.
 It recurs in different words with a relatively
stable meaning.
The word unhappiness has 3 morphemes: {un-},
{happy}, {-ness} while the word salamander is a
single morpheme.
Free morphemes are those that can stand on
their own as independent words, e.g. {happy}
in unhappily, {like} in dislike, {boy} in
boyhood. They can also occur in isolation;
e.g. {happy}, {like}

Bound morphemes are those that cannot

stand on their own as independent words.
They are always attached to a free morpheme
or a free form, e.g. {un-}, {-ly}, {dis-} {-hood}.
Such morphemes are also called affixes.
Bound morphemes are those that cannot
stand alone as words; they need to be
attached to another morpheme; e.g.
{con-}; {de-}, {per-} to be attached to {-
ceive} as in conceive, deceive, perceive.
Inflectional morphemes are those that
never change the form class of the words
or morphemes to which they are attached.
They are always attached to complete
words. They cap the word; they are a
closed-ended set of morphemes - English
has only 8 inflectional morphemes.
1. -s third person sing. pres. She stay-s at home.
2. -ed past tense She stay-ed at home.
3. -ing progressive She is stay-ing at home.
4. -en past participle She has eat-en at home.
5. -s plural She wrote novel-s.
6. -‘s possessive Marie’s car is new.
7. -er comparative This road is long-
er than that.
8. -est superlative This is the long-est road.
Derivational morphemes are those that
are added to root morphemes or stems to
derive new words. They usually change the
form class of the words to which they are
attached; they are open-ended, that is,
there are potentially infinite number of
them; e.g. actual + {-ize}  actualize; help
+ {-ful}  helpful; {un-} + lucky  unlucky
Reestablished
morphemes: 3
free: establish   bound: re-, -ed
root: establish
derivational:  re-    inflectional:
-ed
word: complex
inflectional suffix: regular
Spaghetti
morphemes: 1
free: spaghetti
root: spaghetti
derivational: none  inflectional:
none
word: simple
inflectional suffix: none
17. Morphemes, which don’t change the
form class of the words or morphemes
to which they are attached.

A. derivational
B. inflectional
C. bound
D. free
18. Which of the following strategies may
help students in phonemic awareness?

A. sound isolation
B. motor imaging
C. sight words drill
D. syllabication
19. Which is the focus when the
student substitutes DAD for FATHER?

A. Phonology
B. Pragmatic
C. Syntactic
D. Semantic
20. Which languages system is focused
on VOCABULARY?

A. Syntactic
B. Pragmatic
C. Semantics
D. Phonological
21. What kind of word is TELECAST?

A. Blend
B. Acronym
C. Borrowed
D. Clipped
Etymology

 The study of the origin of the word

 The word etymology itself comes
from Latin but has Greek roots
(etymon ‘original from’ + logia ‘study
of’)
 There are many ways in which a
word can enter a language.
 Types of Word Formation
1. Coinage
2. Borrowing
3. Compounding
4. Blending
5. Clipping
6. Backformation
7. Conversion
8. Acronyms
9. Derivation
Coinage

 Invention of totally new words

 Extension of a name of a product from a
specific reference to a more general one
 e.g. Kleenex, Xerox, and Kodak

Eponyms: words based on a name of a

person or a place. E.g. sandwich
Borrowing
 Taking over of words from another language
 English borrowed a lot of Latin and French words
 Example:
Leak (Dutch)
Barbecue (Spanish)
Piano (Italian)
Sofa (Arabic)
Croissant (French)
Yogurt (Turkish)
 Arabic also borrowed a lot of words from English,
e.g. television, radio, supermarket
 Loan-translation or calque
Compounding

 Definition: Two or more words

joined together to form a new
word.
 Examples:
 Home + work  homework
 Pick + pocket  pickpocket
 Note: The meaning of a compound is not
always the sum of the meanings of its
parts.

 Coconut oil  oil made from coconuts.

 Olive oil  oil made from olives.
 Baby oil  oil for babies
NOT oil made from babies
Blending
 Definition: Similar to compounds,
but in blending only parts of the
words are combined.
 Examples:
 Motor + hotel  Motel
 Breakfast + lunch  Brunch
 Smoke + fog  smog
 Clipping
 Definition: Shortening a word by
deleting one or more syllables
 Examples:
 Facsimile  fax
 Hamburger  burger

 Gasoline  gas
 Advertisement  ad
 Back-formations
 Definition: Creative reduction due to
incorrect morphological analysis.
 Examples:
 editor  edit
 Television  televise

Note: backformation always involve

reduction (changing the form of the word)
Conversion
 Definition: Assigning an already existing
word to a new syntactic category.
 Examples:
butter (N)  V to butter the bread
permit (V)  N an entry permit
empty (A)  V to empty the litter-bin
must (V)  N doing the homework is a
must
 Acronyms
 Definition: Words derived from the initials of
several words
 Examples:
 National Aeronautics and Space Agency
 NASA
 Self-contained underwater breathing
apparatus
 SCUBA
 United Nations International Children’s
Emergency Fund  UNICEF
 United Nations Educational, Scientific, and
Cultural Organization  UNESCO
 Other examples of Acronyms:

a) Radar a) Radio detecting and ranging

b) FYI b) For Your Information
c) TGIF c) Thanks God It’s Friday
d) a.k.a d) also known as
e) Html e) Hypertext mark-up language
f) www f) World wide web
g) btw g) By the way
h) ATM h) Automatic Teller Machine
i) FAQ i) Frequently asked questions
 Complete the process and
Identify the type of word
formation:

1. automatic  Auto clipping

2. information, entertainment  Infotainment  blends
3. modulator, demodulator  Modem  blends
4. love, seat  Loveseat  compounding
5. International, police  Interpol  blends
6. A comb  To comb  conversion
7. delicatessen  Deli  clipping
8. Capt. Charles Cunningham Boycott  Boycott  eponym
22. Despite his age and regional dialect,
Manny Pacquiao still speaks in English and
has slowly improved his oral proficiency.
Which factor is the most influential in the
development of his oral proficiency?

A.Motivation
B. Native Language
C. Innate phonetic ability
D. Identity and Language Ego
23. Selecting and grading function and form in the
notional-functional approach to syllabus design is
difficult because

A. language functions and forms taxonomies are

not available
B. language functions are not parallel to language
forms
C. language functions require alternative
expressions
D. language functions do not usually occur in
isolation.
24. A plan of what to be achieved through
the teaching and learning process which
contains the course description, objectives,
the topics to be taught and the requirements
is the____.

A. Course outline C. Syllabus

B. Learning competency D. Curriculum
1. Structural (formal) Syllabus
 Content includes a collection of forms and
structures.
Content Choice and Organization
(Richards & Rodgers, 2001)
linguistically focused
sequencing and gradation are determined
according to difficulty of items or their
frequency
2. Notional / Functional Syllabus
 Content includes a collection of the functions
performed when language is used, or of the
notions that a language is used to express.
 Functions: informing, agreeing, apologizing,
requesting
 Notions: age, size, color, comparison, time, and
so on
Richards & Rodgers (2001)
A Notional syllabus (Wilkins, 1976)specifies
the semantic-grammatical categories (e.g.
frequency, motion, location) and the
categories of communicative function that
learners need to express.
3. Situational Syllabus

 Content includes a collection of real or

imaginary situations in which language
occurs or is used.

 Situations involve several participants

who are engaged in some activity in a
specific meaning (e.g. seeing the
dentist, complaining to the landlord,
buying a book at a bookstore, meeting
a new student, and so on).
4. Skill - based Syllabus
 Content includes a collection of specific abilities
that may play a part using language.
 SKILLS: things people must be able to do to be
competent in a language, relatively independently
of the situation or setting in which the language
use can occur
Skill-based syllabi group linguistic
competencies (pronunciation, vocabulary,
grammar, and discourse) together into
generalized types of behavior (e.g.
listening for the main idea, writing well-
informed paragraphs, giving effective oral
presentations, etc.)
5. Task - based Syllabus
 Content includes a series of complex and
purposeful tasks that the student wants or
need to perform with the language they
are learning.

 TASKS: activities with a purpose other

than language learning, but the
performance of these tasks is intended to
develop second language ability
 Examples of Tasks: applying for a job,
talking with a social worker, getting
housing information over the telephone,
and so on
6. Content - based Syllabus

 derived from the content area

 Content and instructional sequence is
chosen according to the language goals.
 Types of learning and teaching activities:
 Language skills improvement
 Vocabulary building
 Discourse organization
 Communicative interaction
 Study skills
 Synthesis of content materials and grammar
25. With reference to goals and objectives,
it is necessary to make a list of things that
_____.
A. learners are required to do in the real
world
B. learners need to do in the different subject
C. learners need in a democratic society
areas
D. parents expect their children to do in
school
26.The curriculum goes through the stages of
curriculum planning, curriculum
implementation and curriculum evaluation;
the production of instructional materials fall
under ____.

A. Curriculum planning and implementation

B. Curriculum planning
C. Curriculum planning and evaluation
D. Curriculum evaluation
Step 1 - Curriculum Planning

1. Rationale for creating or revising a

curriculum
2. Theoretical underpinnings
 theories of language
 theories of language learning
 theories of communicative
competence
3. Scope and organization of learning
experiences to be provided
 Language macrocomponents/
macroskills

4. Expected learning
outcomes/experiences for a
particular level and for a particular
grade
Step 2 - Curriculum Development
 Actual writing of the curriculum based on
specifications defined in the first step
 The definition/selection of learning
outcomes/learning experiences
 Curriculum validation to establish
suitability
 Pilot testing
 Judgmental review
 Step 3 – Curriculum
Implementation

 Mass use of the curriculum in the schools

Step 4 – Curriculum
Evaluation
 Evaluation of the effectiveness of the
learning experience or the
curriculum

 Summative evaluation
27.All of the questions below were suggested
when developing a curriculum except,

A. What educational purposes should the

school seek to attain?
B. What philosophy of education is practiced
among nearby schools?
C. How can these educational experiences be
effectively organized?
D. How can we determine whether these
purposes are being attained?
28. Among the following phases of course
designing, which should come last?

A. sequencing course content

B. choosing course content
C. describing entry and exit levels
D. developing a course rationale
29. A teacher who gathers assignments
from across the curriculum, assesses the
purposes and audience expectations in
the assignment, and presents them to
class influenced by

A. Audio-lingual tradition
B. Expressionism
C. Cognitivism
D. Reader centered pedadogy
30. Instructional materials are classroom
tools which contain instructions to
learners or teachers and which specify

A. Methods and techniques

B. Syllabus design and approach
C. Goals and objectives
D. Learning text and tasks
31. An example of instructional materials
which allows the learners to work
independently and learn a particular set
of instructional objectives without the help
of the teacher is _____.

A. textbook
B. reference
C. workbook
D. module
32. An important step in ensuring the
relevance of the instructional materials to
the rest of the curriculum is to keep a list of
_____.

A. Policies issued by Deped

B. Goals and objectives of the curriculum
C. Provisions in the constitution of the PTA

D. Visions and mission of the school

33. Below are strategies in adapting
textually authentic materials except

A. Explaining the particular genre

B. Unlocking the technical
vocabulary C. Highlighting the
communicative potential of the
text
D. Writing materials specifically for
language instruction
 AUTHENTIC MATERIALS

TEXTUALLY LEARNER AUTHENTIC

AUTHENTIC

*Materials intended for *Materials written

other purposes rather than specifically for language
language instruction instruction
*Linguistically difficult *Language used suits the
level of the target learners
*Follows the conventions &
elements of the genre *Serves a communicative
purpose
 Guidelines for Selecting Authentic
Materials

1. Content Authenticity
2. Task Authenticity
*Language Functions
*Language Features
3. Interest Level
4. Difficulty Level
5. Accessibility
6. Availability
7. Packaging
8. Textual Aids
9. Supporting Materials
*Flexibility
*Source
 Strategies in Adapting
Textually Authentic Materials

*Explain the particular genre

*Unlock the technical vocabulary
*Highlight the communicative potential of
the text
*Provide comprehension guides to help
learners a purpose for reading
*Provide headings & subheadings
*Provide graphic organizers
34. The type of tasks in intsructional
materials, which aims for ‘interactional
authenticity, i.e. they involve interactions
with the same characteristics as those
that occur in communication outside the
classroom.

A. Real life tasks

B. Pedagogic tasks
C. Focused tasks
D. Unfocused tasks
Comparing a task and an
exercise
A task An exercise

1. Primary focus on trying 1. Primary focus on using

to communicate language correctly
2. There is a gap 2. There is no gap
3. Text creating 3. Text manipulating
4. Successful 4. Successful
performance = performance =
outcome of task accurate use of target
achieved feature
Two kinds of tasks
1. Real-life tasks
These aim for ‘situational authenticity’ (i.e.
they involve the kinds of communicative
situations that learners will experience in real
life)
2. Pedagogic tasks
These aim for ‘interactional authenticity’ (i.e.
the involve interactions with the same
characteristics as those that occur in
communication outside the classroom).
35. The proponent who summarized the
role of materials (particularly course books)
in language teaching as a resource for
presentation materials, a source of activities
for learner practice and communicative
interaction, etc.

A. Cunningsworth (1995)
B. Dudley-Evans and St John (1998)
C. Phillips and Shettlesworth (1978)
D. Nunan (1991)
36. Newspaper articles, advertisement,
radio announcement, etc. in the real
world when used in the classroom
situations are classified as _____.

A. Authentic materials B.
Audio-visual aids
C. Mass Communication materials
D. Recycled materials
37. The least considered factor affecting
materials preparation is

A. Societal demands
B. The curriculum
C. Economic status
D. Pedagogical principles held by
teachers
38. The technique in adapting materials
that happens when the material is not
only subtracted but is replaced with
something else but that does not alter
the balance of the lesson or the material

A. Subtracting
B. Abridging
C. Expanding
D. Balancing
FACTORS TO CONSIDER IN WRITING IMs
(ORNSTEIN)

1.Understanding requires matching the materials

to the learners’ abilities and prior knowledge.

If students do not understand the materials,

frustration sets in, making learning more difficult.

The teacher/writer must know whether the

materials are suited to the level of the students
and whether they will understand those.
2. Structuring /Clarifying involves organizing the
material so that it is clear to the students.

Directions, objectives, and main ideas are stated

clearly. Internal and final summaries cover the
content.
Transition between main ideas is smooth and well
integrated.
Writing is not vague.
Sufficient examples are provided.
New terms are defined
Adequate practice and review assignments
reinforce new learning.
3. Sequencing refers to the arrangement of
the materials to provide for continuous and
cumulative learning where complex
concepts are taken only after prerequisite
skills and concepts have been mastered.
There are four basic ways of sequencing a
material:

Simple to complex
Parts to whole
Whole to parts
Chronological arrangements
4. Balancing materials require establishing
vertical and horizontal balance or relationships.
Vertical relationships refer to a building of
content and experiences in the lesson, unit and
course level.

Fourth grade language concepts build on third

grade concepts; the second unit plan builds on
the first, etc. Horizontal relationships establish
a multidisciplinary and unified view of different
subjects; for example the content of the social
studies course is related to English and science.
5. Explaining refers to the way headings, terms,
illustrations, and summary exercises are integrated
with the content. Does the example illustrate major
concepts? Are the major ideas identified in the
chapter objectives and overview? Do the headings
outline a logical development of content? Do the
materials show relationships among topics, events,
facts to present an in-depth view of major concepts?

The students should be able to discover important

concepts and information and relate new knowledge
on their own through the materials.
6. Pacing refers to how much and how
quickly the lessons in the textbooks are
presented.

The volume or length of the materials

should not overwhelm students, but there
must be enough to have an effect.

As students get older, the amount of

materials can increase, the presentation can
be longer and more complex and the
breadth and depth can be expanded.
7. Reviewing refers to the extent to which
the material allows students to link new ideas
to old concepts in the form of a review.

High-achieving and older students can

tolerate more rapid pacing than low-achieving
and younger students, thus less proficient
learners would need more review or linking
than the more proficient ones.
8. Elaborating ensures that students learn better
through a variety of ways. The idea is to provide in
the textbook opportunities for students to transform
information to one form to another, and to apply new
information to new knowledge – by using various
techniques such as comparing and contrasting,
drawing inferences, paraphrasing, summarizing and
predicting.

A series of elaboration strategies help students learn

new materials. The author must provide students
with a broad list of questions (of comparing and
contrasting, drawing, analogies, etc.)
39. The type of instructional material that
reinforces the teaching points with many
drills and exercises just like those that
contains an A-Z or practical suggestions
for teaching.

A. Work Text B.
Teacher’s Manual C.
Workbook D.
Module
40. Materials require establishing
vertical and horizontal relationships.
What principle in materials preparation
explains this?

A. Pacing
B. Balancing
C. Transfer of learning
D. Sequencing
41. It is very important to consider inclusivity in
the preparation and evaluation of materials
because it helps identify practices that
propagate marginalization. Which of the
following practices give women stereotyped
roles like ailing mother, hopeless maidens,
forlorn princess, etc.?

A. Absence/Omission C. Trivialized
B. Fragmentation D. Silencing
Inclusivity – the concept of
appropriating for the ‘marginalized’
sector of the society
Handicapped (with physical, emotional
and mental/learning disabilities)
Children (age)
Women (gender)
Indigenous people (ethnicity)
People of Color (race)
The poor, The third world
(economics)
Inclusive Curriculum
An inclusive curriculum develops an awareness of the
issues of marginalization voices the concerns of the
marginalized sector
is sensitive to and responsive of the needs of the
marginalized – the subaltern enhances critical
thinking through issue-based teaching and learning
processes generally employs
 contact learning
 portfolio assessment
 multiple intelligences theory
 cooperative learning strategies
 constructive principles
Absence/Omission – women and other marginalized
sectors are nowhere to be found in books,
commercials/advertisements, the mass media and other
instructional materials
 
Silencing – the marginalized are there
represented/drawn/mentioned but given passive roles (e.g.
listener, pained/abused/victimized, helper, no line at all)
 
Trivialized – presented but rendered unimportant; given
stereotyped roles like ailing mother, hopeless maidens,
forlorn princess, etc.
 
Fragmentation – viewing the contributions of the
marginalized as phenomenal (e.g. Woman doctor operates
Siamese twins; Woman Astronaut lands on the moon)
42. What type of evaluation considers
how rigid the sequencing and grading of
the content are and how the materials
can be used in different ways?

A. Internal Evaluation
B. Content Evaluation C.
External Evaluation
D. Overall Evaluation
MATERIALS EVALUATION
1. External Evaluation
 aims to examine the organization of
materials as stated explicitly by the
author of the publisher. This type of
evaluation analyzes what the “book
tells about itself” by looking at :
 the ad blurb,
 the introduction, and
 table of contents
External Evaluation require
Information on the following
 Intended audience
 Proficiency level
 Context in which the materials are to be
used
 Organization into teachable units
 Date of publication
 Author’s view on language learning and
teaching
 Publisher
 Internal Evaluation
 Presentation of the skills in the materials
 Grading and sequencing of skills
 Authentic or artificial recordings
 Authentic or artificial dialogues for
speaking
 Relationships of tests and exercises to
learner needs and course content
 Provisions for different learning styles
and self-study.
 Motivation for the learners and the
students
 Overall Evaluation
 analyzes the value of the material in relation to
its usability, generalizability, adaptability and
flexibility.
 Usability – How far could the materials be
integrated into a particular syllabus as ‘core’
or supplementary?
 Generalizability – How much of the material
could be used by the individual or by a group
of people?
43. Ms. Jane, a new faculty, was asked to
handle a remedial reading program after
her last class. Compared to her regular
class, this remedial reading class is more
likely
 
A. Heterogeneous
B. depends on the teacher
C. bigger
D. smaller
44. It was Ms. Keith’s first year of teaching and
she was assigned to handle the remedial listening
program of the school. Her academic coordinator
gave her a group, which needs to develop their
listening comprehension. What must Ms. Keith
do?

A. train students in distinguishing between British

and American English
B. train students by asking them to listen to native
speakers
C. train students in predicting and inferring
strategies
D. train students in various types of listening
45. Evaluation of remedial programs comes
in many forms. Which of the following
criteria ensures that the program achieves
its goal of improving student abilities to
prepare them for the mainstream class?

A. organizational context
B. accountability
C. effectiveness
D. impact
46. An ideal school-based remedial
session should have ______________.

A. 1-3 learners
B. 3-10 learners
C. 10-30 learners D.
30-50 learners
47. Early intervention for struggling
learners may be done through which of
the following strategies?

A. clinical teaching strategies

B. teacher-students interaction C.
on-going family literacy
D. rigorous assessment
48. Which of the following is NOT an
instructional adaptation in remedial
instruction?

A. scaffolding instructional cues

B. more challenging texts and
tasks C. leveling and chunking of
materials
D. on going assessment and feedback
49. In designing a remedial program in
English, which of the following is the
most important of the student
considerations?

A. learning styles
B. likes and dislikes
C. background knowledge
D. socio-economic status
50. Remedial programs face a number of
difficulties and challenges both in the local
and national levels. Which of the following
appears foremost in many studies and
researches on remedial instruction?

A. parent’s acceptance
B. program cost and resources
C. teacher skills and preparation
D. availability of instructional materials
51. Which is a primary consideration in
choosing instructional materials for
remedial instruction?

A. congruence with skills being

developed
B. demands of the mainstream
class C. variety of instructional
materials
D. appeal to the students
52. How should students be selected in
the remedial program in English?

A. through interviews and conferences

B. by administering standardized
exams C. through teacher election
and recommendation
D. all of the above
 Second Language Acquisition Process
(as developed by Dr. James Cummins,
Ontario Institute for Studies in Education)

Basic Interpersonal Cognitive Academic

Communicative Skills
(BICS)
 takes about 2 to 3 years to
develop
 involves “here and now”
learning
 relies heavily on
extralinguistic cues
 depends on context-
embedded language
 is cognitively
undemanding
Language Proficiency
(CALP)
 develops in about 5 to 7
years
 is specific to academic
settings
 relies heavily on linguistic
cues
 requires interpretation of
context-reduced language
 is cognitively demanding
 Cummins’
Model of Language Proficiency
COGNITIVELY
UNDEMANDING TASKS
(Relatively Easy)

 Art,Music, PE  Telephone conversations

 Following oral directions  Reading notes on board
 Face-to-face conversations  Following written directions
 Viewing exhibits  Computer tests
CONTEXT EMBEDDED CONTEXT REDUCED
(Many Clues for (Few Clues for
Meaning) Meaning)

 AV Assisted Lessons  Writingcompositions

 Math Computations  Reading textbooks/novels
 Science Experiments  Explanation of abstract concepts
 Graphic Organizers  Standardized tests

COGNITIVELY
DEMANDING TASKS
(Relatively Difficult)
53. Which category of ESP does English for
Teachers belong?

A. English for Occupational Purposes (EOP)

B. English for Academic purposes
(EAP) C. English for Vocational
Purposes (EVP)
D. English for Business Purposes (EBP)
Basic Features of ESP
• ESP is goal oriented

• ESP is based on needs analysis

• ESP is time-bound

• ESP is for adults

• ESP is discipline specific

54.The following constitute ESP courses
EXCEPT

A. A course that teaches undergraduate engineering

students from various branches to write reports
on design projects
B. A course design to prepare students for the Test
of English as a Foreign language (TOEFL)
C. A course designed to teach social English to a
group of business people
D. A course team-taught with a subject-lecturer, that
helps post graduates of a particular discipline
understand departmental lectures
55.Ms. Cruz, an ESP practitioner, decides to
use a table of statistics to teach the
language of comparison. Which constitute
the carrier content of the lesson?

A. Language comparison
B. Statistics
C. Method used by the teacher
D. Choice of materials to fit the needs of the
learners
CARRIER CONTENT refers to
the subject matter of an
exercise.
REAL CONTENT refers to the
language or skill content of an
exercise.
Dudley-Evans & St. John (1998)
56. When an ESP teacher chooses
suitable published material, adapts
material or even writes material where
nothing suitable exists, the teacher
plays as

A. Course designer
B. Researcher
C. Collaborator
D. Evaluator
57. When designing an ESP program, all
of the following “needs” should be
considered, except

A. communicative skills required in the

workplace
B. weaknesses or “lacks”
C. learning theories
D. learning styles
58. Mr. Pena plans to develop an ESP
course for their school. The first thing he
should do is________

A. Evaluation
B. Needs analysis
C. Materials Development
D. Organization of lessons
Obtaining data

Assigning values to data

59. Which among the following is an
example of an ESP needs analysis?

A. Psychoanalysis
B. Structural Analysis
C. Material-based Analysis
D. Target situation Analysis
60. Which among the following should
be the least priority of an ESP teacher?

A. Learner’s cognitive development

B. Learner’s emotional involvement
C. Knowledge of the content
D. Teacher talk
61. Which among the list of activities
below should be least prioritized or used
in an ESP class?

A. Lecture
B. Simulation
C. Case Studies
D. Feasibility studies
62. All of the following class activities
are recommended for an English
for Business course, except

A. Writing reaction papers

B. Writing business reports
C. Presenting a business plan
D. Conducting a feasibility study
63. When preparing a material for an
ESP class, the next step to do after
assessing and analyzing the needs is

A. Test the validity

B. Establish specific objectives
C. Identify supplementary texts
D. Organize the lessons, activities,
and exercises
Testing and Evaluation

Qualitative judgment of “how

well” a student has performed

A tool used to gather a

quantitative description of an
observed phenomenon
Scoring

Analytic Rubric

Looks into each criterion closely

Holistic Rubric
Evaluates over-all performance
 Total
Criteria Developing Standard Exemplary Points
(1-5) (6-8) (9-10)
1. CONTENT
(Were there In depth and thorough
More than 50%
sufficient, relevant, discussion of assigned
Less than 50% of of the content
and up-to-date subject matter.
the content has has been
information to Demonstrates more
been thoroughly thoroughly
support discussion than adequate
discussed. discussed.
of the subject evidence of updated
Demonstrates Demonstrates
matter?) and relevant
moderate adequate
information which may
evidence of up-to- evidence of
include recent
date and relevant updated and
developments and
information. relevant
breakthroughs in the
information.
subject matter.

2. UNITY and
COHERENCE
Does the transition Ideas are There is fluidity in the
from one cohesive but presentation of ideas
Ideas are loosely
sentence/paragrap use minimal and transitional
connected.
h to another result transitional devices are
to a smooth flow of devices. appropriately used.
ideas?
Band 9 Expert User. Has fully operational command
of the language: appropriate, accurate and fluent with
complete understanding.
Band 3 Extremely Limited User. Conveys and
understands only general meaning in very familiar
situations. Frequent breakdowns in communication
error.
Band 2 Intermittent User. No real communication is
possible except for the most basic information using
isolated words or short formulae in familiar situations
and to meet immediate needs. Has great difficulty
understanding spoken and written English.
Band 1 Non User. Essentially has no ability to use
the language beyond possibly a few isolated words.
Band 0 Did not attempt the test. No assessable
information.
64. The Technical Skills Development
Authority (TESDA) collaborated with PNU to
train the English Proficiency of Baristas who
will be employed in Starbuck’s Coffee
Company in California. What type of ESP
syllabus should the PNU English Department
develop?

A. Skills-based syllabus
B. Method-based syllabus
C. Content-based syllabus
D. Knowledge-based syllabus
Types of ESP Materials
• Content-based Materials
 focus on language form,
notion, function, situation,
or topic
 more appropriate in EAP

• Competency-based Materials
 focus on the language skill
 more appropriate in EOP
65.Before designing the English for Flight
Attendants Syllabus, Mr Cruz made a
study on the most frequent and
necessary terms that Flight Attendants
use. What type of analysis did Mr. Cruz
conduct?

A. Pedagogic needs analysis

B. Target situation analysis
C. Discourse Analysis
D. Register Analysis
REGISTER - a speech variety used
by a particular group of people,
usually sharing the same occupation
(e.g. doctors, lawyers) or the same
interests (e.g. stamp collectors,
baseball fans).
66. A good research topic for an action
research is also called a/an ______.

A. literary texts
B. research journals
C. conversation with teachers
D. classroom interaction
67. This type of research is typically
carried out by classroom teachers for
purposes of improving classroom
instruction

A. Translation
B. Case study
C. Ethnography
D. Action Research
68. One characteristic of a case study
in terms of generalizability is:

A. it has no generalizability
B. it can be generalized to the defined
population that they represent
C. it can be generalized to a population
defined by the researcher
D. it can be generalized to apply to
other similar cases
69. Purposeful sampling involves

A.selecting a sample that accurately

represents a defined population
B. selecting a large sample as possible
within given cost constraints
C. selecting cases that are information-rich
with respect to the study goals

D. all of the above

70. What are the two categories of a
literature test?

A. Literary analysis and literary

interpretation
B. Literary information and literary
interpretation
C. Literary information and literary analysis
D. Literary skills and literary concepts
71. “How many books are there on the
table?” is an example of what type of
grammar test item?

A. option form
B. free-response form
C. inflection form
D. limited response form
72. Which statement is true of a matching
type test?

A. Responses are usually shorter than

premises.
B. Double negative statements are
avoided.
C. Statements of opinion should be
accompanied by a source.
D. There is clearly one correct answer and
the rest are partially correct.
73. A general plan on what skills to test,
what texts to use, and how many items per
skill is called _________.

A. A plan blue print

B. A test blue print
C. A skills blueprint
D. A concept blueprint
74. Which diagnostic and instructional
procedure is used to determine a
student’s prior knowledge?

A. mastery learning B.
directed reading-thinking activity C.
individualized method
D. pre-reading plan (PReP)
75. Which defines the relationship of the
test to the course program?

A. instructional
B. evaluation
C. practical
D. theoretical
76. A general function of media which
strengthen particular responses and reinforce
beliefs, attitudes, values and opinions. A
student of English, for example, will reinforce
his/her knowledge of English by reading
grammar books, listening to lectures and
watching TV programs on English
improvement.

A.Entertain C. Reinforce
B.Persuade D. Educate
77. Which gives the television an
EDGE over print media?

A. Proximity
B. Visual
C. Color
D. Motion
78. What are these line delivered by a
TV host?
“NEXT , OIL PRICES GOING UP.”
“COMING UP: SANDRA CAM
UPDATE.”

A. Bumpers
B. Teasers
C. Commercials
D. Station identification
In broadcasting, a commercial bumper,
is a brief announcement, usually two to
15 seconds that can contain a voice
over, placed between a pause in the
program and its commercial break, and
vice versa.
79.The reading model that refers to a
kind of processing in which meaning is
derived from the accurate, sequential
processing of words. The emphasis is on
the text rather than the reader’s
background knowledge.

A.Top- Down
B. Interactive Compensatory
C. Bottom-Up
D. Question-Answer relationship
Psychological Reading Reading
Theory Theory Strategy
Behaviorism Bottom-Up Phonics

Cognitivism Top-Down Whole

Language
Social Interactive KWL/SQ3R
Constructivism Compensatory
Reading Theorists
Kenneth Goodman = Cognitivism
Reading is a psycholinguistic guessing game.

Jean Piaget = Cognitivism

assimilation is the process by which the
readers incorporate new experience into an
already existing knowledge.

accomodation is the process by which the

readers changes one’s already existing
knowledge as a result of the experiences.
Rumelhart = cognitivism
schema is the “building block of cognition.”

Patricia Carrell = cognitivism

Two kinds of schema
formal schema = rhetorical patterns of writing
content schema = culture of the reader

Keith Stanovich = Social Constructivism

context clues can be used to compensate for
the meaning of words which we do not know.
 Types
Types of
of Reading
Reading Materials
Materials
Developmental
Developmental––scientifically
scientificallyprepared
preparedmaterials
materials
which
whichare
areaimed
aimedat
atdeveloping
developingreading
readingskills
skills

Remedial
Remedial––specifically
specificallyprepared
preparedto
tohelp
helplearners
learners
overcome
overcomereading
readingdifficulties
difficulties

Recreatory
Recreatory––provide
providefor
forthe
thedevelopment
developmentofof
appreciation
appreciationand
andenjoyment
enjoymentof ofreading
readingmaterial
material

Functional
Functional––provide
providefor
forthe
thedevelopment
developmentof of
comprehension
comprehensionand
andutilization
utilizationof
ofskills
skillsininareas
areasof
ofstudy
study
Reading
ReadingDevelopmental
DevelopmentalStages
Stages

1.
1. Emergent
EmergentLiteracy
Literacy(0-5)
(0-5)
2.
2. Beginning
BeginningReading
Reading(K-Grade
(K-Grade1)
1)
3.
3. Growing
GrowingIndependence
Independence(Grades
(Grades2-3)
2-3)
4.
4. Reading
ReadingtotoLearn
Learn(Grades
(Grades4-6)
4-6)
5.
5. Abstract
AbstractReading
Reading(Grades
(Grades7-above)
7-above)
80. An assessment device in which a
student reads a series of selections that
gradually increase in difficulty is called

A. Cloze test
B. Informal Reading Inventory
C. Miscue Analysis
D. Retelling
Emphasis on:

Learning about the skills, abilities, and

needs of the individual in order to plan a
program of reading instruction that will
allow for maximum rate of progress

200
Allows for:

 Comparison of silent and oral reading

 Assessment of fluency and word
recognition proficiency at various levels
of difficulty to determine the level of
materials that a student should read
under various conditions
 Listening comprehension

201
IRI Criteria

LEVEL WORD REC COMP

Independent 99% or more 90% or more

Instructional 95% or more 60% or more

Frustration 90% or less 50% or more

202
Emphasis on:
 NO time limits
 NOT compared against standardized or normed
scores
 BUT against pre-established standards which must
be met if a reader is to become a successful,
accomplished reader
 No matter how old the reader, must be fluent and
comprehend at existing instructional level in order
to continue progressing

203
Discover levels of reading
material pupils can read:
 Without assistance (independent)

 With assistance (instructional)

 Levels they should not be asked to read

(frustration)
204
81. A strategy that allows students to tell
back what they have read is called

A.Introspection
B. Think-aloud
C. Retelling
D. Free-Writing
82. A learner who cannot read yet, but
can comprehend text read aloud to
him/her can be categorized in

A. frustration level
B. instructional level
C. independent level
D. capacity reading level
83. An assessment device used to
determine language competence and
reader’s comprehension is called

A. Cloze test
B. IRI
C. Miscue
D. Rubric
84. A reader got 30 correct answers in a
40-item cloze text. This reader can be
categorized under

A. Capacity reading level

B. Independent reading level
C. Instructional reading level
D. Frustration reading level
85. A subpart of an IRI requires student
to read aloud the selection. This is done
to measure readers’ ability in reading

A. words in isolation
B. words in context
C. known words
D. unknown words
86. A grade 5 student got 25 items in a
40-item cloze test. Interpreting the result
of the test, the teacher should place the
student under_______.

A.Independent reading level

B. Instructional reading level
C. Low reading level
D. Capacity reading level
87. Top-down process in listening
involves ___________.

A. information available within the text only

B. the ‘inside the head’ information that the
listener brings to the text
C. language information, contextual clues,
and prior knowledge
D. the ability to process acoustic signals
88. When Ms. Escoto implemented her lesson,
her department head noted that there is
something “problematic” during the post-
reading stage of her lesson. What could have
gone wrong?

A.She failed to give a test

B. She forgot to give an assignment
C. She forgot to mention the source of the text
D. She failed to link the text to the learners
through activities
89. An interior monologue is prepared
when one is ____.

A. Reviewing events
B. Making a decision
C. Planning
D. Arguing
90. Which stage of the READING
PROCESS is inferred when students
construct projects?

A. Reading
B. Responding
C. Exploring
D. Extending
91. Which instructional procedure
makes use of CHILDREN ‘S
LANGUAGE and EXPERIENCES?

A. Directed-Reading-Thinking Activity
B. Language Experience Approach
C. Mastery Learning
D. Individualized method
92. Which is an informal tool for
determining student READING
LEVELS?

A. Informal Reading Inventory (IRI)

B. Double-Reading-Thinking Activity
C. Double-Entry Journal
D. Mastery Learning
93. Which is an ALTERNATIVE to
traditional reading instruction that allows
children to choose books themselves?

A.Reading Workshop
B. In-service Training
C. Writing Workshop
D. Seminar Workshop
94. What is the instructional procedure
used when the teacher gathers
information about reader’s abilities to
deal with the content and structure of
texts read?

a. Cubing
b. Grand Conversation
c. Cloze Procedure
d. K-W-L Chart
95. Which assessment tool is used to
measure students’ reading
comprehension?

a. Reading Logs
b. Running Record
c. Grand conversation
d. Anecdotal Notes
A running record is one method of assessing a
child's reading level by examining both
accuracy and the types of errors made.

It is most often utilized as part of a Reading

Recovery session in school or any education
center.

A running record gives the teacher an indication

of whether material currently being read is too
easy or too difficult for the child, and it serves as
an indicator of the areas where a child's reading
can improve.
Reading Logs

The log is a record of the book title, the level,

the date, the reading place (home or school),
the page at which reading began and the page
at which reading ended, and the minutes spent
reading.

This allows readers themselves and others

who care about their reading to refer to the log
for evidence of growth across time.
A grand conversation is a book discussion in
which students deepen their comprehension
and reflect on their feelings during the
responding step of the reading process (Eeds
& Wells, 1989; Peterson & Eeds, 1990).

These discussions often last 10 to 30

minutes, and students sit in a circle so that
they can see each other. The teacher serves
as a facilitator, but the talk is primarily among
the students.
Steps in A Grand Conversation

1. Read the book.

2. Prepare for the grand conversation
3. Discuss the book
4. Ask questions.
5. Write in reading logs.
Anecdotal Notes

-Also known as anecdotal records, are

informal observational notes that document
what students are learning, academic
performance, learning behaviors, and social
interactions.

-The teacher observes students in a learning

situation, looks for evidence of understanding
and literacy development, and makes written
notes about students’ comments and
behaviors.
96. Ms. Santos is writing her lesson plan
in reading. Which among the following
should be least prioritized?

A. Test
B. Text
C. Activities
D. Learner Interest
97. Which is the correct ordering for the
reading process?
a. Reading 
b. Exploring
c. Preparing to Read
d. Extending
e. Responding
 
A. a-b-d-c-e C. d-e-b-a-c
B. b-e-a-c-d D. c-a-
e-b-d
98. What kind of vocabulary strategy
allows students to act out words so that
they become more concrete for the
students?

A. motor imaging
B. subjective approach
C. concept-based approach
D. repetition and integration
99. All of the following are organizational
patterns used in exposition, except

A. Narration
B. Comparison-Contrast
C. Cause-Effect
D. Time Order
100. An approach to teaching writing that
involves the teacher and the student
working on strategies for analyzing text,
generating ideas, drafting, revising, and
proofreading.

A. Process-oriented
B. Genre-based
C. Process-Genre
D. Controlled-to-Free
 1. Controlled-to-Free Approach
Goals and Objectives
To reinforce grammatical patterns
To use syntax properly
To reinforce punctuation, orthography, etc.
Description
Writing is sequential – students are first given
sentence exercise, then paragraphs to copy or
manipulate grammatically.
Compositions are controlled
Student have a limited opportunity to make
mistakes
Emphasis is on accuracy rather than fluency or
originality
Process: sentence  paragraph  article
Learners’ Role: to change words or clauses
or combine sentences
Teacher’s Role: to mark and check papers of
students
Emphasis: grammar, syntax, mechanics
Sample Activities
sentence exercises
transformation drills like changing questions
into statements, present to past, singular to
plural
combine simple sentences into complex
ones
 2. Free-Writing Approach
Goals: To write again and again on the same topic
Description
Stress is on quantity of writing rather than quality
Minimal correction of errors
Content is more important than accuracy
Emphasis is that intermediate-level students
should put content and fluency first and not worry
about form; grammatical accuracy, organization, and
the rest will follow.
Writing revolves around subjects that the students
are interested in, and those subjects then become
the basis for other more focused writing tasks.
Process:
content  fluencyaccuracy  organization
Learners’ Role: to write on any topic they are
interested in without worrying about making
mistakes
Teacher’s Role: to assign vast amounts of
free writing on given topics; to comment on
the ideas the writing student expressed
Emphasis: audience and content
Sample Activities
writing for an audience
writing for content
 Paragraph-Pattern Approach
Goals:
to reinforce paragraph organization
to improve main sentence and supporting ideas
in relation to each other
to reinforce sequencing in a paragraph

Description
Based on the principle that in different cultures
people construct and organize their
communication with each other in different ways

Process:
AnalysisImitationForm your own paragraph
Learners’ Role: To copy paragraphs, to analyze
form of model paragraphs, to imitate model
paragraphs

Teacher’s Role: To provide model paragraphs for

students to copy, analyze and imitate

Emphasis: Organization
Sample Activities
Putting scrambles sentences into paragraph order
Identify general and specific sentences
Choosing or inventing appropriate topic sentence
Inserting or deleting sentences
 Grammar-Syntax Organization

Goals: to link the purpose of writing to the forms

that are needed to convey the message
Description
Writing is composed of interrelated skills which are
learned simultaneously.

Process: Analysis ImitationForm your own

paragraph

Learners’ Role: To pay attention to organization

while also working on the necessary grammar and
syntax; to see the connection between what they
are trying to write and what they need to write
Teacher’s Role: To give writing tasks and
guide students see the connections of these
writing tasks
Emphasis:
Grammar, Syntax, and Organization

Sample Activities
An organizational plan based on
chronology (first, second, etc...)
Writing recipe
Writing a clear set of instructions on topics
like how to operate a machine, etc.
 Process Approach
Goals: To help students understand the
writing process

Description
Emphasis is on the process of writing
More concerned with quantity rather
than quality

Process:
Writing  Writing  WritingFinal Output
Learners’ Role:
 To ask not only questions about purpose
and audience, but also the crucial questions:
how do I write this and how do I get started
 To make decisions on how to begin and how
to organize the task
 To explore a topic through writing
 To show the’ teacher and each other their
draft
 To use what they write and read over, think
about and over them to new ideas
 To jot down their ideas on paper without
worrying too much about its shape and formal
correctness.
Teacher’s Role:
To give time for the students to try out
ideas
To give feedback on the content of what
students write in their drafts
Emphasis: Writing process
Sample Activities
Pre-writing activities: discussion,
reading, debate, brainstorming and list
making
Multiple drafts
 Peer editing.
 The Product Approach

Goals: To help students become fluent and

competent writers of the target language

Description
Focused on the end-result of the learning process –
what it is that the learner is expected to ne able to
do as a fluent and competent user of the language.
Concerned with knowledge about the structure of
language.
Viewed the writing process as linear, proceeding
“systematically from prewriting to writing to rewriting
Process: Language Mastery  Written Product
Learners’ Role: To master the language at the level
of the sentence, before they can write coherent
paragraphs

Teacher’s Role: To attend to the clarity, originality

and correctness of the students’ written product; to
assign topics for students to write about

Emphasis: Written outputs

Sample Activities
Writing essays
Formal writing
101. An approach to teaching writing that
focuses on the relationships between
readers and writers in specific discourse
communities and on the texts that are used
in creating and maintaining those
relationships

A.Genre
B. Controlled
C. Process
D. Paragraph pattern
102.This term is used for diary-like
reflective notebook that students
maintain for regular writing practice,
sometimes involving regular feedback
from the teacher.

A. Journals
B. Diaries
C. Memoirs
D. Notecards
103. What method of paragraph
development is used in this main idea?
THE EXODUS OF FILIPINO WORKERS
TO THE MIDDLE EAST IS A COMPLEX
PSYCHO-ECONOMIC PHENOMENON.

A.Classification C. Analysis
B. Process D. Cause-effect
104. Writing for pen-pal reflects this
approach to L2 composition
­

A. Controlled
B. Communicative
C. Model
D. English for Academic Purposes
105. Classroom procedure resulting from this
orientation include practice with invention
strategies, the creation and sharing of multiple
drafts, peer collaboration, abundant revision, and
attention to content before grammatical form.

A. Focus on content and the disciplines, 1986

B. Focus on Form and “current-traditional rhetoric”,
1966
C. Focus on the writer: expressionism and
cognitivism, 1976
D. Focus on the reader: social constructionism, 1986
106. In L2 writing instruction, early emphasis was
on the production of well-formed sentences; a writing
task that typifies this paradigm is the controlled
composition, a narrowly focused paragraph- or
essay-length assignment designed principally to give
students practice with particular syntactic patterns.

A. Focus on content and the disciplines, 1986

B. Focus on Form and “current-traditional rhetoric”,
1966
C. Focus on the writer: expressionism and
cognitivism, 1976
D. Focus on the reader: social constructionism, 1986
107.Below are writing activities for
paragraph-pattern approach except

A. Identify general and specific sentences

B. Putting scrambles sentences into

paragraph order
C. combine simple sentences into complex
ones
D. Inserting or deleting sentences
108.Below are writing activities for
controlled-to-free approach except

A. putting scrambles sentences into

paragraph order
B. sentence exercises
C. changing questions into statements
D. changing present to past
109.This approach has the goal to
help students become fluent and
competent writers of the target
language

A. Free-Writing
B. Grammar-Syntax-Organization
C. Process
D. Product
110.In this approach stress is on
quantity of writing rather than
quality

A. Controlled-to-free
B. Free-Writing
C. ESP
D. Product
111.Analysis-Imitation-Form your own
paragraph – this is the process followed
in

A. Free-Writing
B. Grammar-Syntax-Organization
C. controlled-to-free
D. Product
112.The role of the teacher in this
approach is to give writing tasks and
guide students see the connections of
these writing tasks

A. Free-Writing
B. Grammar-Syntax-Organization
C. controlled-to-free
D. ESP
113.This proponent claimed that the
simplistic view of writing suggests that
“…written language is simply the
graphic representation of spoken
language…”

A. Raimes, 1991, p.411 as cited in

Ferris, 1998 B.
Kroll, 1991 C.
Brown, 2001
D. Brinton & Snow, 1989
114.It is the stage in the process genre
approach where the students contribute
information and ideas, and the teacher
writes the generated text on the
blackboard or computer.

A. Preparation
B. Planning
C. Joint constructing
D. Modeling and reinforcing
115. A listener who hears sounds in the
background but ignores them is into
________________.

A. attentive listening
B. critical listening
C. appreciative listening
D. marginal listening
116. One of the ways to effective oral
communication is delivery of the message.
This means that the intelligibility and
clarity of a message depends on:

A.how the message is constructed

B. how the message is articulated
C. how the message is sent
D. all of the above
117. The use of minimal pairs has been
found to be very effective in developing
_____________.

A. aural discrimination
B. aural comprehension
C. oral discrimination
D. oral comprehension
118. When students engage in labelling a
picture or a diagram, they are into
____________

A. while-listening
B. post listening
C. pre-listening
D. all of the above
119. Ms. Santos asked her students to listen
for key words or phrases from a listening
passage. On the worksheet is a list of twelve
key words or phrases. When they hear a
particular word or phrase, they check it off on
the worksheet. If they don’t hear a particular
item, they leave it blank. What process of
listening is involved?

A.Bottom-up processing
B. Top-down processing
C. Interactive processing
D. Personalization
120. All of the following are problems that
learners encounter when listening aside
from

A. Process
B. Task
C. Text
D. Goals
121. Which among the four basic types of
speaking requires “parroting” back words,
phrases, sentences, which they hear?

A. imitative
B. interactive
C. extensive
D. responsive
122. Ms. Jen, an English teacher, divided the
class into groups and gave a problem-solving
activity entitled “Lost in a Desert Island.” She
wanted to provide her students with an activity
that would allow them to signal that one
wanted to speak. What specific speech
routine used in conversation did Ms. Jen
adhere to?

A. negotiation of meaning
B. feedback
C. interaction
D. turn-taking
123. All of the following are problems
that learners face when speaking aside
from

A. Clustering
B. Reduced Forms
C. Highlighted speech
D. Performance Variables
124. Mr. Reyes gave his class a group
assignment. The class must come up with
possible solutions to the growing number of
vandalisms in their school. Each group is
expected to come up with a proposal. What
kind of speaking task is he using?

A.Imitative
B. Intensive
C. Responsive
D. Interactive
125. In speech preparation, knowing who
would compose the audience can guide
the speaker best in ___________.

A. determining the purpose of the speech

B. gathering information for the speech
C. choosing a topic for the speech
D. making an outline of the speech
126. To complete the communication
process, the receiver of a message
must provide the sender ________.

A. medium
B. gesture
C. feedback D.
stimulate
127. Which phrase should be used to
provide explanations?

A. Today, you will have to learn this, or else…

B. This is a long assignment, but you’ll just
have to do it.
C. Complete this exercise, otherwise, there’ll
be trouble
D. This will be difficult, but it fits in with …
128. Which phrase should be used to accept
diversity?

A. Please use ideas that fit in with what I say in

class.
B. That’s not the kind of answer we can accept
around here.
C. That’s not how I see it, but I can understand
how others might see if differently
D. I’ve never heard that expression before, so l
et’s not start something new.
129. Which behavior is NOT manifested
by one who has INTERPERSONNAL
INTELLIGENCE?

A. Pursues personal interest

B.Has lots of friends
C. Volunteers help when others need it
D. Enjoys cooperatives game
130. Which phrase should be used to
give praise and encouragement?

A. That was quick

B. You can never pay attention, can you?
C. That’s a dumb answer
D. I can see you never study.
131. Which phrase emphasized reinforcement
and reward?

A. Five points off for missing homework.

B. If you have less than a C average on all your
tests, you’ll have to take an extra test.
C. All homework completed means five extra
points.
D. If you don’t complete the exercise on time,
there can be no used of the AVR.