2. Teaching and Assessment of Macroskills
Teaching and Assessment of Literature
Speech and Theater Arts
Language Education Research
Literary Criticism
Stylistics and Discourse Analysis
Campus Journalism
Technical Writing
Creative Writing
Technology in Language Education
English for Specific Purposes
Language and Literature Learning Materials Development
Remedial and Early Intervention for Language Learning Difficulties
Introduction to Linguistics
Language Culture and Society
Structure of English
Language Program and Polices
Children and Adolescent Lit.
Mythology and Folklore
Survey of Lit. Selected Countries
Afro-Asian Lit
English and American Lit.
Contemporary, Popular and Emergent Lit.
3. 1. What is the earliest surviving literary work of
the Old English Period?
A. Beowulf
B. Gilgamesh
C. King Arthur and the Round Table
D. Sir Patrick Spens
4. 2. Which of is not an elegy?
A. The Twa Corbies
B. Wife’s Lamentation
C. Wanderer
D. The Sea Farer
5. 3. Which does NOT belong to the group?
A. song
B. lyric
C. epic
D. ballad
6. Poetry is the most intense form of writing. It allows a writer
to express his or her deepest emotions and thoughts in a
very personal way. It relies heavily on
fi
gurative language,
rhythm, and imagery to relay its message to readers.
Sub-Genres of Poetry
• Song - a short poem or other set of words set to music or
meant to be sung
• Ballad - ballad is a kind of narrative poem, adapted for
recitation or singing
7. Sub-Genres of Poetry
• Lyric - a short, emotionally expressive poem with a
songlike quality that is narrated in the
fi
rst person.
• Epic - a lengthy narrative poem typically about the
extraordinary deeds of extraordinary characters who, in
dealings with gods or other superhuman forces, gave shape
to the mortal universe for their descendants.
8. 4. What is the duration of Old English Period?
A. 600 BC - 200 BC
B. 400 AD - 2000 AD
C. 450 AD - 1066 AD
D. 1500 - 1600
17. 5. Arrange the following periods of English Literature in
chronological order.
1. Anglo-Saxon Period 5. Medieval
2. Augustan Period 6. Caroline Period
3. Jacobean Period 7. Puritan Period
4. Elizabethan Period 8. Restoration Period
A. 1-2-3-4-5-6-7-8
B. 1-3-4-5-6-8-2-7
C. 4-1-5-7-6-8-3-2
D. 1-5-4-3-6-7-8-2
18. 6. Who is the first known poet of the Anglo-
Saxon Period?
A. Cynewulf
B. Caedmon
C. King Alfred
D. St. Bede
19. 6. Who is the first known poet of the Anglo-
Saxon Period?
A. Cynewulf - greatest Anglo-Saxon Poet
B. Caedmon
C. King Alfred - King of Wessex; Father of Old English
Prose
D. St. Bede - Father of English History
20. 7. How many pilgrims were
going to Canterbury Church?
A. 30
B. 31
C. 32
D. 33
21. The Canterbury Tales is a collection of 24 stories
that runs to over 17,000 lines. The original intent
was that each pilgrim was to tell two tales on the
way to Canterbury and two more on the way back
22. 8. What is the grandest achievement of the
Elizabethan Period?
A. Romeo and Juliet
B. Protestantism
C. King James Version of the Bible
D. The Prince by Machiavelli
23. 8. What is the grandest achievement of the
Elizabethan Period?
A. Romeo and Juliet
B. Protestantism - Martin Luther
C. King James Version of the Bible - The Authorized
Version of the Bible was the translation of the Bible
published in 1611.
D. The Prince by Machiavelli
24. 9. Which of the following was written by
Jonathan Swift?
A. The Pilgrim’s Progress
B. Gulliver’s Travels
C. Hudibras
D. Robinson Crusoe
25. 9. Which of the following was written by
Jonathan Swift?
A. The Pilgrim’s Progress - John Bunyan
B. Gulliver’s Travels - an adventure story involving
several voyages of Lemuel Gulliver
C. Hudibras - comical epic written by Samuel Butler
D. Robinson Crusoe - Daniel Defoe; claimed as the first
English novel
26. 10. Who is called the Poets’ Poet?
A. Edmund Spencer
B. Cavalier Poets
C. William Langland
D. Sir Thomas Malory
27. 10. Who is called the Poets’ Poet?
A. Edmund Spencer - wrote the Faerie Queene and The Shepheardes
Calendar
B. Cavalier Poets - a group of poets of the 17th Century
C. William Langland - Piers the Plowman
D. Sir Thomas Malory - Morte d’Arther, a collection of Arthurian
romances told in simple vivid prose, considered the greatest work of the
15th century.
28. 11. The first Asian to receive the Nobel Prize for
Literature.
A. Yasunari Kawabata
B. Rabindranath Tagore
C. Wole Soyinka
D. Po
29. Wole Soyinka a Nigerian playwright,
novelist, poet, and essayist in the
English language. He was awarded the
1986 Nobel Prize in Literature,[2] the
fi
rst
sub-Saharan African to be honored in
that category.
Rabindranath Tagore
a Bengali polymath who worked as a poet, writer,
playwright, composer, philosopher, social reformer
a n d p a i n t e r . H e r e s h a p e d B e n g a l i
literature and music as well as Indian
art with Contextual Modernism in the late 19th and
early 20th centuries. Author of the "profoundly
sensitive, fresh and beautiful" poetry of Gitanjali, he
became in 1913 the
fi
rst non-European and the
fi
rst lyricist to win the Nobel Prize in Literature.
30. Yasunari Kawabata
a Japanese novelist and short story writer whose
spare, lyrical, subtly shaded prose works won
him the Nobel Prize for Literature in 1968, the
fi
rst Japanese author to receive the award. His
works have enjoyed broad international appeal
and are still widely read.
Li Po
a Chinese poet of the Tang Dynasty likely born
in 701. After growing up in the Sichuan
province, Li Po left home to sail the Yangzi
River, beginning the journeys documented in
his poetry.
31. 12. Filial piety is a basic tenet of this school
of thought.
A.Taoism
B. Confucianism
C. Hinduism
D.Buddhism
32. Xiao, or filial piety, is an attitude of respect for parents and
ancestors in societies influenced by Confucian thought. Filial
piety is demonstrated, in part, through service to one’s parents. It
has shaped family care giving, intergenerational equity, old age
income support, living arrangements, and other aspects of
individual, family, social, political, and legal relations in China,
Japan, and South Korea for millennia. The traditional attitude of
filial piety seems, however, to be waning.
33. 13. This ethical concept suggests a sense of
obligation or indebtedness which explains the
sense of patriotism and nationalism of the
Japanese.
A. on
B. seppuku
C. giri
D. Kami
34. •On (⾳; rarely onji) are the phonetic units in Japanese poetry. In the
Japanese language, the word means "sound". It includes the phonetic units
counted in haiku, tanka, and other such poetic forms.
•Seppuku (often called “hara-kiri” in the
West) is a form of ritual suicide that
originated with Japan’s ancient samurai
warrior class. The grisly act typically
involved stabbing oneself in the belly with a
short sword, slicing open the stomach and
then turning the blade upwards to ensure a
fatal wound.
35. •Giri refers to the social obligation to act according to the dictates of society in
relation to other persons. It applies, however, only to particular persons with
whom one has certain social relations and is therefore a particular rather than a
universal norm.
•Kami is an object of worship in Shintō and other indigenous religions of Japan.
The term kami is often translated as “god,” “lord,” or “deity,” but it also
includes other forces of nature, both good and evil, which, because of their
superiority or divinity, become objects of reverence and respect.
36. 4. What insight is suggested by this haiku from Basho?
Poverty’s child –
He starts to grind the rice
And gazes at the moon.
A. Nature has a soothing effect on the human spirit.
B. The poor dreams and are hopeful of better things in
their life.
C. Child labor is a reality in many Asian nations
D. Life is never-ending routine of work and leisure
37. Matsuo Bashō, born Matsuo Kinsaku,
then Matsuo Chūemon Munefusa, was
the most famous poet of the Edo
period in Japan. During his lifetime,
Bashō was recognized for his works in
the collaborative haikai no renga
form; today, after centuries of
commentary, he is recognized as the
greatest master of haiku.
38. 15. The plot development of the
Ramayana.
A.Circular
B. En medias res
C. Linear
D.Pyramid
39. The Ramayana is an ancient
Sanskrit epic which follows
Prince Rama's quest to
rescue his beloved wife Sita
from the clutches of Ravana
with the help of an army of
monkeys. It is traditionally
attributed to the authorship
of the sage Valmiki and
dated to around 500 BCE to
100 BCE.
40. Born during an age when the demon Ravana terrorized the world, Rama is the
virtuous, wise, and powerful prince of Ayohya. As a young man, he is able to
accomplish what no other man has ever done: he lifts and strings the bow of Siva, and
by so doing her earns the right to marry the beautiful Sita.
Just when he is about to ascend the throne of Ayodhya, his father Dasaratha is
forced to exile him for fourteen years to the forest due to a vow made long ago.
Unruffled, Rama accepts his exile; his wife Sita and his loyal
brother Lakshmana accompany him. In the forest, the princely brothers kill many
demons and visit many wise men and women.
The evil demon Ravana hears of Sita's beauty, and kidnaps her. He has fallen in
love with her and tries to seduce her, but she rebuffs his advances for nearly ten months.
Desperate to win her back, Rama and Lakshmana form an alliance with the monkey
king Sugriva, and invade Lanka with an army of monkeys. After many violent battles,
Rama defeats Ravana and wins back Sita. He is concerned that she has been unfaithful
during her long captivity, and so Sita undergoes a trial by fire to prove her chastity.
Rama takes her back, and they return to rule Ayodhya for many wonderful years.
41.
42.
43.
44.
45.
46. 16. The South African novelist and short
story writer whose major themes are on exile
and alienation, won the Nobel Prize for
Literature in 1991.
A. Ousmane Sembene
B. Nadine Gordimer
C. Bessie Head
D. Barbara Kimenye
47. 17. Fine arts and literature flourished
during this dynasty which is viewed as
the Golden Age of Chinese civilization.
A.Han
B. T’ang
C. Ch’in
D. Shang
48. It was a rich, educated and cosmopolitan realm that
was well-governed by the standards of the age and
expanded its influence in Inner Asia. It saw a
flourishing of Chinese poetry and innovation.
49. 18. In which Jane Austen novel do the
following lines appear?
“It is a truth universally acknowledged,
that a single man in possession of a good
fortune, must be in want of a wife.”
A. Mans
fi
eld Park
B. Northanger Abbey
C. Pride and Prejudice
D. Sense and Sensibility
50.
51. 19. Which novel by Thomas Hardy
begins with the hero selling his wife and
daughter to a sailor who is on his way to
Canada?
A. Return to the Native
B. Tess of d’Urberville
C. Under the Greenwood Tree
D. The Mayor of Casterbridge
52. Under the Greenwood Tree
Under the Greenwood Tree is the story of
the romantic entanglement between
church musician, Dick Dewey, and the
attractive new school mistress, Fancy Day.
A pleasant romantic tale set in the
Victorian era, Under the Greenwood
Tree is one of Thomas Hardy's most
gentle and pastoral novels.
The Mayor of Casterbridge
In a fit of drunken anger, Michael
Henchard sells his wife and baby daughter
for five guineas at a country fair. Over the
course of the following years, he manages
to establish himself as a respected and
prosperous pillar of the community of
Casterbridge, but behind his success there
always lurk the shameful secret of his past
and a personality prone to self-destructive
pride and temper. Subtitled ‘A Story of a
Man of Character’, Hardy’s powerful and
sympathetic study of the heroic but deeply
flawed Henchard is also an intensely
dramatic work, tragically played out
against the vivid backdrop of a close-knit
Dorsetshire town.
53. The Return of the Native
Tempestuous Eustacia Vye passes her days dreaming of
passionate love and the escape it may bring from the
small community of Egdon Heath. Hearing that Clym
Yeobright is to return from Paris, she sets her heart on
marrying him, believing that through him she can leave
rural life and find fulfilment elsewhere. But she is to be
disappointed, for Clym has dreams of his own, and they
have little in common with Eustacia’s. Their unhappy
marriage causes havoc in the lives of those close to
them, in particular Damon Wildeve, Eustacia’s former
lover, Clym’s mother and his cousin Thomasin. The
Return of the Native illustrates the tragic potential of
romantic illusion and how its protagonists fail to
recognize their opportunities to control their own
destinies.
Tess of the D'Urbervilles
When Tess Durbeyfield is driven by family
poverty to claim kinship with the wealthy
D'Urbervilles and seek a portion of their
family fortune, meeting her 'cousin' Alec
proves to be her downfall. A very different
man, Angel Clare, seems to offer her love and
salvation, but Tess must choose whether to
reveal her past or remain silent in the hope of
a peaceful future.
54. 20. In what Shakespearean play do the following
lines appear?
What a piece of work is a man! How noble in
reason! How infinite in faculties! In form and
moving, how express and admirable!
A. Hamlet
B. A Midsummer Night’s Dream
C. Romeo and Juliet
D. King Henry IV
55. 21. What is the title of Mary Wollstonecraft
Shelley’s ‘Tale of Horror’?
A.Bleak House
B. Frankenstein
C. Heart of Darkness
D.Tale Tale heart
56. Mary Wollstonecraft Shelley
Mary Shelley (Mary Wollstonecraft
Godwin, often known as Mary
Wollstonecraft Shelley) was an
English novelist, short story writer,
dramatist, essayist, biographer,
travel writer, and editor of the works
of her husband, Romantic poet and
philosopher Percy Bysshe Shelley.
She was the daughter of the
political philosopher William
Godwin and the writer, philosopher,
and feminist Mary Wollstonecraft.
57. 22. Identify the poem from which the lines
are taken:
“I LOVE THEE WITH A LOVE I
SEEMED TO LOSE WITH MY LOST
SAINTS- I LOVE THEE WITH THE
BREATH, SMILES, TEARS, OF ALL MY
LIFE! – AND, IF GOD CHOOSE, I SHALL
BUT LOVE THEE BETTER AFTER
DEATH”
A. Sonnet 53 B. Sonnet 43
C. Sonnet 15 D. Sonnet 14
58.
59. 23. What sound device is exemplified in the first two lines of
Poe’s ‘The Raven’?
Deep into that darkness peering, long I stood there wondering,
fearing,
Doubting, dreaming dreams no mortal ever dared to dream
before;
But the silence was unbroken, and the stillness gave no token,
And the only word there spoken was the whispered word,
“Lenore?”
This I whispered and an echo murmured back the word,
Lenore!” Merely this and nothing more.
A. Anaphora C. Onomatopoeia
B. Assonance D. Alliteration
60. • Anaphora is the repetition of words or phrases in a group of sentences, clauses,
or poetic lines.
•Assonance is a resemblance in the sounds of words/syllables either between their
vowels or between their consonants. However, assonance between consonants is
generally called consonance in American usage.
•Onomatopoeia is the process of creating a word that phonetically imitates,
resembles, or suggests the sound that it describes. Such a word itself is also
called an onomatopoeia. Common onomatopoeias include animal noises such as
oink, meow, roar, and chirp.
•Alliteration is the repetition of an initial consonant sound in words that are in close
proximity to each other.
61.
62.
63.
64.
65. 24. What figure of speech is exemplified in the
following lines from Shakespeare’s ‘As You
like It’?
Blow, blow, thou winter wind, Thou are not so
unkind as man’s ingratitude
A. Allusion C. Apostrophe
B. Personification D. Metaphor
66. 25. In the following dialogue, what Filipino value
is affirmed by Mario’s statement?
Gloria: So, for a measly apple, you lost a job you
needed so much –
Mario: I wouldn’t mind losing a thousand jobs for an
apple for my daughter!
A. Parental sacrifice for children
B. Family happiness over job security
C. Material comfort for the family
D. Child’s care above morality
67. “THE WORLD IS AN APPLE”
The World Is An Apple' is a play in one act, written by Alberto S. Florentino and
directed by Nick Agudo. It was first presented on television by the Caltex Star Caravan on 24
July 1959 under the direction of Wilfrido Ma. Guerrero. It won the first prize in the one-act play
category of the Don Carlos Palanca Memorial Awards for Literature in 1953 and 1954.
This play depicts social realities, particularly of the problems of the urban poor. It tells
the story of a couple who has no money to buy food for their children. His husband spent their
money for his vices and he lost his job for stealing. Falsely figuring out the situation as
misfortune he left his wife and daughter, went back to his partner in crime and did crimes again
to have money.
This is a story of how wrong decisions become greater burdens to a family. Mario’s
family happens to be in the lower bracket of society. He cannot even provide for his family’s
basic needs. Albeit all this hardships, his wife Gloria, still manages to keep her good virtuous.
She insists that the way they are living is a much better than the one they will have if they do
wrong acts. But Gloria’s entire constant reminder to Mario did not prosper. Mario decided to
come back to his old life of crime when he lost his job when he tried to steal an apple for his
daughter. He keeps on insisting that his priority is to provide what his wife and daughter needs.
He left with Pablo, his old crime buddy, even if Gloria pleaded very hard for him not to go with
the man.
68. 26. The foremost Filipino sonneteer.
A. Trinidad Tarrosa Subido
B. Angela Manalang Gloria
C. Nina Estrada Puyat
D. Rita Gaddi Baltazar
69. 27. The pre-war writer of local color
who excelled in presenting the simple
life of the Ilocano peasants is
A. Arturo Rotor
B. Francisco Icasiano
C. Amador Daguio
D. Manuel Arguilla
70. Arturo Rotor was an internationally
respected writer of
fi
ction and non-
fi
ction in
English. He is widely considered among
the best Filipino short story writers of the
twentieth century.
W o r k s : T h e W o u n d a n d t h e
S c a r ( 1 9 3 7 ) , C o n
fi
d e n t i a l l y ,
Doctor (1965), Selected Stories from the
Wound and the Scar (1973), The Men
Who Play God (1983), and the short
stories "Dahong Palay" (1928) and
"Zita" (1930).
Amador Daguio was born in the Ilocos
province of the Philippines in 1912. He began
writing poetry in high school and published
his
fi
rst poem before he graduated.
Throughout his career, he taught at a number
of schools in the Philippines and also worked
as a lawyer, editor, reporter, and public
relations o
ffi
cer for the Filipino government.
In his writing, Daguio seeks to establish a
pure Filipino voice, distinct from its
colonizers.
Famous Work: The Wedding Dance
71. 28. The Food expert who wrote on Filipino
Cuisine is
A. Pura Santillan Castrence
B. Gilda Cordero Fernando
C. Doreen Gamboa Fernandez
D. Carmen Guerrero Nakpil
72. 29. The writer acknowledged to have
introduced modernism in Philippine poetry
in English is
A. Jose Garcia Villa
B. Hilario Francia Jr.
C. Angela Manalang Gloria
D. Cirilo Bautista
73. 30. The literary awards started in 1950 is the
A. Commonwealth Literary Awards
B. Don Carlos Palanca Memorial Literary
Awards
C. Republic Cultural Heritage Awards
D. Stonehill Awards
74. The Don Carlos Palanca Memorial Awards for
Literature, popularly known as the Palanca
A w a r d s , a r e a s e t o f l i t e r a r y
awards for Philippine writers. Usually referred to
as the "Pulitzer Prize of the Philippines", it is the
country's highest literary honor in terms of
prestige. Winning works are entered in the
competition either as previously published pieces
or in manuscript form. The Palanca Awards,
organized by the Carlos Palanca Foundation, is
one of the Philippines' longest-running awards
programs.
75. 31. 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
76. 32.When teaching the difference between
auxiliary verb and linking verb, it can be
pointed out that _____.
A. an auxiliary verb can stand alone
B. a linking verb goes with a main verb
C. a linking verb cannot stand alone
D. an auxiliary verb goes with a main
verb
77.
78. 33. The view of language on which
Audiolingualism is based
A.structural grammar
B.pedagogical grammar
C.functional grammar
D.transformational grammar
79. Functional Grammar was created by M.A.K. Halliday as systematic grammar in 1950. In
Functional grammar, meaning is taken as the aim of what’s the speaker wants the hearer
to understand. Here, the meaning of a sentence is equated with its function.
Descriptive grammar describes how a language is actually spoken and written and does
not describe how a language ought to be spoken or written.
Structural grammar focuses on cluster of structures — sounds, forms, word groups,
phrases — working from smaller to larger units. Structural grammar does not ignore
semantic meaning (although some of its earlier advocates tried to do so.), but it tends to
emphasize syntactic over semantic meaning
80. 34. 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
81. Theories of Language Acquisition
• The four theories of language acquisition are BF Skinner's behavioural theory, Piaget's
cognitive development theory, Chomsky's nativist theory, and Bruner's interactionist
theory.
• BF Skinner believed that children learned language by imitating caregivers and responding
to positive or negative reinforcement in a process known as operant conditioning.
• Piaget believed that children must
fi
rst develop cognitive faculties before they can develop
language. This development takes place over four stages: sensorimotor, preoperational,
concrete operational, and formal operational.
• Chomsky believed that children are born with an innate ability to acquire language, due to
the 'language acquisition device' which is thought to be a language encoder in the brain.
• Bruner believed that children are born with some capacity for language acquisition, but
require attention and support from caregivers in order to develop language fully. This idea is
known as the language acquisition support system (LASS).
82. 35. 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
83. 36. 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
84.
85. 37. 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
86. SUGGESTOPEDIA AS A METHOD OF TEACHING
1. It uses the power of suggestion to help students eliminate the feeling that they
cannot succeed.
2. There should be a relaxed, comfortable environment with dim lights and soft music
to facilitate learning.
3. Students’ imagination is used. They can assume new names, and new identities and
respond to the teacher accordingly using the target language.
4. Present and explain grammar and vocabulary words, but not discuss at length or
thoroughly.
5. Native language translation is used to get the precise meanings of words in the
target language.
6. Communication takes place in the conscious and subconscious of the learners. The
former is about the linguistic message. The students pay attention to a dialogue that
is being read, while the latter is where the music is played as a background. The
piece suggests that learning is easy.
7. Teaching is done by integrating music, song, and drama.
8. The emphasis of teaching is more on content. Students’ errors are tolerated at the
beginning of the lesson, but the teachers use the correct forms later.
9. No formal tests are given, but the evaluation is done during the typical in-class
performance.
87. 38. 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
88.
89. 39. 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
90. A cloze test (also cloze deletion test or occlusion test) is an exercise, test, or assessment
consisting of a portion of language with certain items, words, or signs removed (cloze text),
where the participant is asked to replace the missing language item. Cloze tests require the
ability to understand the context and vocabulary in order to identify the correct language or part
of speech that belongs in the deleted passages. This exercise is commonly administered for the
assessment of native and second language learning and instruction
.
The Informal Reading Inventory (IRI) is a method of determining and tracking a child's
individual reading readiness. It is a qualitative test, meaning that the teacher makes subjective
decisions based on observations made during the test. The IRI has
fi
ve main purposes:
• To determine grade level
• To give the teacher subjective information on the reading strategies and behaviors each
child is using
• To identify reading frustrations
• To give subjective information to supplement objective standardized testing
• To determine each student's individual standing on four di
ff
erent reading levels
The di
ff
erent reading levels that are determined through the use of an IRI help teachers
understand how a child is reading and comprehending under di
ff
erent scenarios in the
classroom. Oral comprehension may not be the same as self-read reading comprehension, so
it is important to test each di
ff
erent level.
91. Miscue analysis involves a running record that is used to identify
dif
fi
culties faced by students when they read. This running record
helps to distinguish reading rate and accuracy. On top of this, it can
be used to identify various reading behaviors that may require
support
.
Retelling is a strategy that is used to determine how well a student
has comprehended a speci
fi
c story. Retelling can be used as an
effective tool in improving comprehension as well as assessing it.
During a retelling, teachers gain insight as to how students are
putting together the information offered in a text.
92. 40. A strategy that allows students to tell
back what they have read is called
A.Introspection
B. Think-aloud
C. Retelling
D.Free-Writing
93. 41. 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
94.
95. 42. A reader got 30 correct answers in a
40-item cloze text. This reader can be
categorized under
A. Capacity reading level
B. Instructional reading level
C. Independent reading level
D. Frustration reading level
96. 43. 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
97. 44. 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
98. 1. Active Listening - completely focused on the person who is talking to you, and you’re
showing very obviously with your body language that you’re giving whoever is speaking
your full attention. When you’re engaged in active listening you’ll be giving o
ff
a range of
subtle verbal and non-verbal cues to show you’re listening.
2. Critical Listening - sometimes also referred to as evaluative listening, involves problem-
solving, analysis, and decision-making.
3. Informational listening - not necessarily about giving feedback or an opinion in
response to what you’ve heard, as is the case with critical listening, but more to understand
and absorb a message.
4. Empathetic listening - any kind of listening that helps you empathize with and
understand someone’s emotion—essentially putting yourself in someone’s shoes as they
talk, and showing that you are really thinking about what it must be like to be them.
5. Appreciative listening - the kind of listening we all do when we’re listening to music we
love or our favorite podcasts, watching something entertaining, or listening to an inspiring
speech.
99. 45. 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
100. 46. The primary aim of second language
teaching using the Audiolingual Method is
_____.
A. reading comprehension
B. literary appreciation
C. grammar & vocabulary
D. oral proficiency
101. 47. Generally, the desired goal of English language
teaching in the country is to enable students to _____.
A. master English pronunciation, grammar, &
vocabulary
B. communicate accurately, fluently, & appropriately
C. achieve confidence & spontaneity in using English
D. show sensitivity to contexts where English is used
102. 48. 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
103. 49. 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
B. Learning competency
C. Syllabus
D. Curriculum
104. 50. He is the brainchild of the model of communication
which source encodes messages & transmits
information through mass media to opinion leaders
who relay it to the public
A. Westley-MacLean (1955)
B. Watzlawick- Beavin- Jackson (1967)
C. Katz-Lazarsfeld (1955)
D. Shannon-Weaver (1949)
105.
106. 51. The context of communication process which
includes location, time, light, temperature,
distance between communicators, and any seating
arrangements.
A. Psychological aspect
B. Cultural norms
C. Physical setting
D. Historical aspect
107. 52. The type of communication that involves
two or three people talk with one another in
close physical proximity.
A. Interpersonal communication
B. Intrapersonal communication
C. Mass communication
D. Group communication
108. 53. The activity in the communication
process by which physical messages are
translated into a form that has eventual
meaning for the receiver is referred to as
A. decoding
B. feedback
C. convergence
D. encoding
109. 54. Read the banner headline of the Philippine star
AFP: No Ceasefire in Sulu
A senior military official denied yesterday that the military has
suspended its offensive against Moro national Liberation Front
(MNLF) renegades in Sulu, and belied claims by a local official who
said he had brokered an informal ceasefire between government
troops and Muslim rebels in the province.
In the headline, the colon functions as
A.an ascription C. a cue
B. an attribution D. a trim
110. For a direct quotation of two or more sentences with the
attribution at the beginning of the
fi
rst sentence, put a
colon, not a comma, after the attribution and place the
quotation in double quotation marks.
She said: “The motorcycle slid sideways and skidded
about 100 feet. The driver was killed.”
111. 55.Your classmate approached you, crying
because she failed in the final exams. What type
of purposeful listening will you be involved in?
A. Discriminative
B. Comprehensive
C. Therapeutic
D. Critical
112. 57. All of the following are problems that
learners encounter when listening aside from
A. Process
B. Task
C. Text
D. Goals
113. 58. 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
114. 59. The content of the language teaching in this
type of syllabus is a collection of specific abilities
that may play a part using language
A. skill-based syllabus
B. content-based syllabus
C. task-based syllabus
D. notional-functional syllabus
115. Skill-based Syllabu
s
The content of the language teaching is a collection of speci
fi
c abilities that may play
a part in using language. Skills are things that 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. While situational syllabi group functions together into
speci
fi
c settings of language use, skill-based syllabi group linguistic competencies
(pronunciation, vocabulary, grammar, and discourse) together into generalized types
of behavior, such as listening to spoken language for the main idea, writing well-
formed paragraphs, giving effective oral presentations, and so on. The primary
purpose of skill-based instruction is to learn the speci
fi
c language skill. A possible
secondary purpose is to develop more general competence in the language, learning
only incidentally any information that may be available while applying the language
skills
.
116.
117.
118. Structural (formal) Syllabu
s
The content of language teaching is a collection of the forms and
structures, usually grammatical, of the language being taught. Examples
include nouns, verbs, adjectives, statements, questions,
subordinate clauses, and so on
.
Notional/functional Syllabu
s
The content of the language teaching is a collection of the functions that
are performed when language is used, or of the notions that language is
used to express. Examples of functions include: informing, agreeing,
apologizing, requesting; examples of notions include size, age,
color, comparison, time, and so on
.
119. Task-based Syllabu
s
The content of the teaching is a series of complex and purposeful tasks that
the students want or need to perform with the language they are learning.
The tasks are de
fi
ned as activities with a purpose other than language
learning, but, as in a content-based syllabus, the performance of the tasks is
approached in a way that is intended to develop second language ability.
Language learning is subordinate to task performance, and language
teaching occurs only as the need arises during the performance of a given
task. Tasks integrate language (and other) skills in speci
fi
c settings of
language use. Task-based teaching differs from situation-based teaching in
that while situational teaching has the goal of teaching the speci
fi
c language
content that occurs in the situation (a prede
fi
ned product), task-based
teaching has the goal of teaching students to draw on resources to complete
some piece of work (a process). Examples include: applying for a job,
talking with a social worker, getting housing information over the
telephone, and so on.
120. Situational Syllabu
s
The content of language teaching is a collection of real or imaginary
situations in which language occurs or is used. A situation usually
involves several participants who are engaged in some activity in a
speci
fi
c setting. The language occurring in the situation involves a
number of functions, combined into a plausible segment of
discourse. The primary purpose of a situational language teaching
syllabus is to teach the language that occurs in the situations.
Examples of situations include: seeing the dentist, complaining to
the landlord, buying a book at the book store, meeting a new
student, and so on.
121. 60. 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. Product-Oriented
C. Free Writing
D. Controlled-to-Free
122. Product/ Text based approaches
Product based approaches can be said to see writing as mainly concerned with knowledge
about the structure of language and writing development as mainly the result of imitation of
input in the form of texts provided by the teacher. The main criticisms here are that skills,
such as planning a text, play a relatively small role in these approaches, that the knowledge
that learners bring to the classroom is undervalued and not enough attention is given to the
social context in which texts are produced.
1.Familiarization/ analysis of target text
2.Controlled writing
3.Guided writing
4.Free writing
Process/ Expressivist/ Writer
Process approaches see writing primarily as the exercise of linguistic skills and writing
development as acquisition which happens in situations where teachers facilitate the
exercise of writing skills. The main criticisms are that such approaches often regard all
writing as being produced by the same set of processes, that they do not give enough
importance to the kind of texts writers produce , and
fi
nally they may not provide learners
with su
ffi
cient input to carry out the writing tasks successfully.
123. Genre based approaches
Genre based approaches are said to see writing as essentially concerned with
knowledge of language in context and the development of writing as a response input
in the form of texts. The main criticisms are that genre approaches down play the skills
needed to produce a text and see learners as largely passive. This last factor may lead
to learners who are able to deal with the kinds of writing they have dealt with in the
classroom but are not able to deal with any new forms of text they may come across
outside the classroom and is unlikely to produce high levels of motivation. In addition
they are unlikely to be able to use the language creatively
The Process Genre Approach
A process genre approach starts with the situation which gives rise to a particular
genre of writing. The students then produce some writing in line with their own needs
supported by the teacher, their peers and sample texts.
124. 61. Jake always reads pit as bit and got
as dot. What could be Jake’s problem?
A.phoneme isolation
B.segmenting syllables
C.blending of sounds
D.graphophonic correspondence
125. 62. Which of the following assessment strategies
asks students to read a graded reading passage as
the teacher notes miscues and answer
comprehension questions afterwards?
A. miscue analysis
B. retelling technique
C. think aloud procedure
D. informal reading inventory
126. 63. Into how many languages has “The
Diary of Anne Frank” been translated?
A.53
B.55
C.54
D.56
127. 64. Select the sentence with the most appropriate
order of adverbs and adverbial phrases.
A. Ramonita prays at St. Matthew’s Church fervently
for her grandmother’s recovery.
B. Ramonita prays fervently at St. Matthew’s Church
for her grandmother’s recovery.
C. Ramonita prays fervently for her grandmother’s
recovery at St. Matthew’s Church.
D. Any one of the choices is fine.
128. 65. You eat like a horse when you _______________.
A. Get used to something new
B. Have a large appetite
C. Drink large quantities of alcohol
D. Run fast
