English Licensure Examination for Teachers Reviewer.pptx

1. HEDGING LANGUAGE
O Refers to how a writer expresses
certainty or uncertainty. Often in
academic writing, a writer may not be sure
of the claims that are being made in their
subject area, or perhaps the ideas are
good but the evidence is not very strong.
It is common, therefore, to use language
of caution or uncertainty.
O Verbs: appears to be, seems as if/through
O Adverbs: probably, potentially

2. GENITIVE CASE
OIt is also called the possessive
case, the genitive case is when we
add apostrophe S (‘s) to show
possession, that something belongs
to another or a type of relationship
between things.

3. SUGGESTOPEDIA
O A method of language teaching
emphasizes that learning can take place
and accelerate in a natural and positive
environment, placing great importance on
students’ feelings while eliminating
psychological barriers so the learning is
required spontaneously, joyfully and with
relaxing effect.

4. AUDIOLINGUAL APPROACH
O Behaviorist/repitition/ respond quickly as
possible / oral skills
TOTAL PHYSICAL RESPOSE
O Demonstrate comprehension by acting out
commands by the teacher.
DIRECT METHOD
O Use of common language in everyday
situation/known as “oral” or “natural” method.
GRAMMAR-TRANSLATION METHOD
O Translating passages from one language into the
other. Memorizing grammar rules and language
vocabulary.

5. BRANCHES
OF
LINGUISTIC

6. PHONETICS
PHONEME
O It is the smallest unit of sound.
ALLPHONES
O variants of a sound
INTONATION
O The rise and fall of speech
STRESS
O Emphasis or prominence given to a
certainsyllabale in a word.
study of the production and perception of
speech.

7. MORPHOLOGY
MORPHEME
O It is the smallest unit of word/language.
 The study of words, how they are formed. (word
structure
TYPES OF
MORPHEMES
MORPHEM
E
FREE BOUND
Lexical Functional Derivational Inflectional

8. INFLECTIONAL MORPHEME
O Is a kind of bound morpheme inserted
within the or a stem to create a new words
but do not necessarily change its
meaning.
O Inflectional morphemes are concerned
with the grammatical function, such as the
difference in the plurality of a word,
possessions, tense, etc.

9. DERIVATIONAL MORPHEME
OAre affixes attached to a free
morpheme, which change their
functional meaning.
ODerivational morphemes are
concerned with lexical innovations
since the new word formed has a
different semantic meaning.

10. LEXICAL MORPHEME
O Are identified as words that contain
meaning of the messages and are often
referred to as content word. When these
words are deleted in the sentence, the
sentence would not make sense. These
include nouns, verbs, and modifiers.
O Examples of lexical morphemes are talk,
make, cat, strange, pick, beautiful, etc.

11. FUNCTIONAL MORPHEMES
OWhile lexical morphemes provide,
functional morphemes are words
in the sentence that modify the
meaning. When the functional
morphemes are deleted in the
sentences, the meaning could still
be understood.

12. FUNCTIONAL MORPHEMES
OFunctional morphemes are
commonly referred to as
grammatical morphemes or function
words which include prepositions,
pronouns, conjunctions, and
interjections,
OExamples are beyond, under, into,
at, she, but, however, etc.

13. FREE- words that can stand alone
BOUND- words that cannot stand alone without
another morpheme.
FREE MORPHEMES
Lexical: nouns, verbs,
adjectives and adverbs
(e.g. run, blue, slow)
Functional: Conjunctions,
preposition, articles,
pronouns auxiliary verb,
modals and quantifiers (e.g.
and, near, when, on,
because, but
BOUNDMORPHEME
S
Derivational: It changes the
grammatical categories of words
(e.g. bake (verb), add bound
morpheme ‘er’, becomes baker
(noun)
Inflectional: They do not change
the essential meaning or the
grammatical category. They serve
as the grammatical markers that
indicate tense , number,
possession or comparison. (plant,
planted)

14. Eight (8) Inflectional Affixes
-s Noun plural (flowers)
-’s Noun possessive (girl’s, girls’)
-s Verb present tense singular (runs)
-ing Verb preset participle/gerund (dancing)
-ed Verb simple past tense (jumped)
-en Verb past participle (eaten)
-er Adjective comparative (sooner)
-est Adjective superlative (soonest)

15. SYNTAX
O Concerned with the formation of
sentences and clauses.
PRAGMATICS
O Deals with utterance meaning, how
language is used in real communication.

16. O. HENRY
O An American writer famous for his short
stories romanticizing the life of ordinary
people in New York. His first book,
Cabbages and Kings, was published in
1904.
O Pen name “porter”

17. MARK TWAIN
OPen name “Samuel Clemens”:
The adventure of Tom Sawyer,
and adventures of Hucklebery
Finn

18. WOLE SOYINKA
OThe first African to win the Nobel
prize for literature in 1986

19. 12 Types of Tenses
TENSES FORM EXAMPLE
Simple present Verb(s/es) Play/plays
Present progressive/continuous (am/is/are)+verb ing Am/is/are playing
Present perfect (has/have)+[past participle Has/have played
Present perfect
progressive
Has/have+[been]=[verb(ing)] Has/have been
playing
Simple past Verb (d/ed) played
Past
progressive/continuous
Was were +[ verb(ing)] Was/were playing
Past perfect (had) +[past participle] Had played
Past perfect progressive (had)+(been)+ [verb(ing)] Had been playing
Simple future (shall/will) + [verb] Shall/will play
Future
progressive/continuous
[shall/will] +[verb] Shall/will play
Future perfect (shall/will + (be) + [verb(ing)] Shall/will be playing
Future perfect progressive (shall/will) + (have) +past
participle
Shall /will have
played

20. Types of Pronouns
PRONOUN
S
FORM EXAMPLE
Personal Refers to purpose or thing I, you, she, he, it , we, they, me,
us, them
Demonstrative Point to add identify a noun or a
pronoun
This, that, these, those
Interrogative They are used to ask questions Who, whom, what, which, whose
Indefinite Refer to an identifiable, but not
specified, person or thing
Some, somebody, anyone,
anywhere, nothing, everybody
Possessive Expresses possession ,
ownership, origin, and
relationship
Mine, yours, his, hers, ours,
theirs
Reciprocal Express mutual relationships or
actions
Each other, one another
Relative Link one phrase or clause to
another phrase or clause
Who, whom, which what, that
Reflexive Refer back to the subject of the
clause or sentence
Myself, yourself, itself, herself,
himself, ourselves, themselves
Intensive Refer back to the subject in order
to add emphasis/identical in
appearance to reflexive
Myself, yourself, itself, herself,
himself, ourselves, themselves

21. REFLEXIVE VS INTENSIVE
Reflexive: Refer back to the subject
Example: Are you talking to yourself?
(Here, “yourself” refers back to the pronoun ‘you’)
Intensive: Refer back to the subject in order to add
emphasis.
Example: The cat itself opened the door . (Here, ‘itself’ refers
back to the noun “the cat”)
See the difference:
Try to remove the pronoun in the given example for the
reflexive: Are you talking to?
Does it make sense? ~~NO
Try to remove the pronoun in the given example for
intensive: The cat opened the door.
Does it makes sense? ~~ YES

22. GIVENNESS
O A phenomenon in which a speaker
assumes that the contextual information of
a topic of discourse is already known to
the listener.
Example: I made it!
(“it” means passing the exam, but the stress
would not fall on “it” but on “made”

23. HAMLET
O It ends with the death of the main character.
ISSUES AND INTERPRETATIONS (HAMLET)
• At first, Hamlet is unsure whether the Ghost is
telling the truth: In the play, Hamlet is visited by
the Ghost of his father, who tells him that he was
murdered by Claudius. However, Hamlet is not
certain whether the Ghost is really his father’s
spirit or an evil spirit trying to trick him. He
spends much of the play trying the Ghost’s story
and confirm that Claudius is really guilty.

24. O Hamlet is dealing with his own
psychological issues: Hamlet is a complex
character who is struggling with depression,
anxiety, and other psychological issues. He is
grieving for his father, who he loves deeply,
and he is also struggling with his own sense of
identity and purpose in life . Hamlet’s behavior
becomes increasingly erratic over the course of
the play, and it is unclear whether he is truly
insane or simply pretending to be in order to
carry out his revenge plan.

25. O The ending of the Hamlet is open to
interpretation and has been the subject of
much debate among the scholars and literary
critics. There are several possible ways to
interpret the ending of the play, depending on
one’s perspective and analysis of the text.
Here is the possible interpretations:
 Justice is served: at the end of the play,
Hamlet finally carries out his revenge by killing
Claudius, who is responsible for his father’s
death. This could be seen as a sign that justice
has been served and that evil has been
punished.

26.  Tragedy and loss: The ending of Hamlet is
also filled with tragedy and loss, as almost all of
the major characters in the play are dead.
Hamlet himself dies, as do his love interest
Ophelia, his mother Gertrude, and his friend
Laertes. This could be seen as a sign of the
devastating consequences of range and the toll
it takes on those who seek it.
 Ambiguity and uncertainty: The ending of
hamlet is also marked by ambiguity and
uncertainty. It is not entirely clear what will
happen to Demark after the deaths of so many
important figures. This could be seen as a sign
that the play is ultimately about the unknowable
and unpredictable nature of life.

27. THE MOUSETRAP
OIt is the name of the play within the
play that Hamlet uses to uncover
the truth about his father’s death.
ALSO KNOWN AS “The murder of Gonzago”

28. PSYCHOANLYTICAL CRITICISM
O A Literary approach that is most usedful in
analyzing the famous soliloquy “To be, or
not to be” spoken by Hamlet in William
Shakespeare.
O Hamlet famously contemplate in his “To
be or not to be” soliloquy as ‘whether or
not to commit suicide’
O Love is not a theme in Hamlet.

29. HISTORICAL CRITICISM
O A literary approach that would be most
useful in analyzing the famous line of
Charles Dickins’ novel, A Tale of Two
Cities, “It was the best of times, it was
the worst of times”

30. PSYCHOANLYTICAL CRITICISM
O Role of unconscious mind and psychological factors in shap
O ing a literary work’s meaning.
READER-RESPONSE CRITICISM
O Focus on the reader’s interpretation and
response to a text.
FORMALIST CRITICISM
O Close reading of the text/meaning of a text
itself
NEW HISTORISM
O Literary work is a product of its time and
place.

31. FORMAL
O A technical document uses the term
“binary code” to refer to the language
used by computers to communicate.

32. DISCOURSE ANALYSIS
OA specific topic or subject of
discussion

33. STRUCTURALIST APPROACH
OFocusing on the formal
elements of a literary works

34. The purpose of Drama in
teaching social studies
OTo help students understand
complex social issues and
perspectives.

35. THEATER DRAMATURG
O Someone who advices the director on the
interpretation of the play.

36. Foreshadowing
O A literary device that is used to create a
sense on anticipation or suspense by
hinting at what is come later in a work