SPECIALIZATION - ENGLISH - TEST

Directions: Read each item carefully; then choose the letter of the best answer.
1. The first Asian to receive the Nobel Prize for Literature.
A. Yasunari Kawabata B. Rabindranath Tagore . !ole "o#in$a %. Po hu&'

(. )ilial *iet# is a basic tenet of this school of thought.
A. Taois+ B. onfucianis+ . ,induis+ %. Buddhis+

-. This ethical conce*t suggests a sense of obligation or indebtedness which e.*lains the sense of *atriotis+ and
nationalis+ of the /a*anese.
A. on B. se**u$u . giri %. Ka+i

0. !hat insight is suggested b# this hai$u fro+ Basho1

Povert#2s child 3
,e starts to grind the rice
And gazes at the +oon.

A. Nature has a soothing effect on the hu+an s*irit. . The *oor drea+s and are ho*eful of better things in their life.
B. hild labor is a realit# in +an# Asian nations %. Life is never&ending routine of wor$ and leisure.
4. ,e is the leading figure of the Negritude +ove+ent.
A. Leo*old "enghor B. %ennis Brutus . !ole "o#in$a %. %avid %io*

5. The *lot develo*+ent of the Ramayana.
A. ircular B. 6n +edias res . Linear %. P#ra+id

7. The "outh African novelist and short stor# writer whose +a8or the+es are on e.ile and alienation9 won the Nobel Prize for
Literature in 1::1.
A. ;us+ane "e+bene B. Nadine <ordi+er . Bessie ,ead %. Barbara Ki+en#e

=. This novel is based on the *ilgri+age of the Bhuddist +on$ >uangzang to 'ndia in search of sacred te.ts.
A. The Tale of <en8i . Record of a /ourne# to the !est
B. %rea+ of the red ha+ber %. ;n Learning to be an 'ndian
:. )ine arts and literature flourished during this d#nast# which is viewed as the <olden Age of hinese civilization.
A. ,an B. T2ang . h2in %. "hang

1?. This e.cer*t fro+ "o#in$a2s Telephone Conversation indicates the universal issue of @@@@@@@@@.
AAR6 Y;B %ARK1;R C6RY L'<,T1D Revelation ca+e.
AYou +ean& li$e *lain or +il$ chocolate1D ,er assent was clinical9 crushing its light '+*ersonalit#. Ra*idl#9
wave length ad8usted9 ' chose9 A!est African se*ia.D 3 and as an afterthought9 A%own in +# *ass*ort.D
A. gender discri+ination B. colonial +entalit# . hu+an rights violation %. racial discri+ination

11. The ,indu belief that life is an illusion is @@@@@@@@@@.
A. dhar+a B. artha . +a#a %. $a+a

1(. 'n which /ane Austen novel do the following lines a**ear1
It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of
a wife.
A. Eansfield Par$ B. Northanger Abbe# . Pride and Pre8udice %. "ense and "ensibilit#

1-. !hich novel b# Tho+as hard# begins with the hero selling his wife and daughter to a sailor who is on his wa# to
anada1
A. Return to the NativeB. Tess of d2Brberville . Bnder the <reenwood Tree %. The Ea#or of asterbridge

10. 'n what "ha$es*earean *la# do the following lines a**ear1
What a piece of work is a man! ow noble in reason! ow infinite in faculties! In form and moving, how
e!press and admirable!
A. ,a+let . A Eidsu++er Night2s %rea+
B. Ro+eo and /uliet %. King ,enr# 'C
14. !hat is the title of Ear# !ollstonecraft "helle#2s FTale of ,orror21
A. Blea$ ,ouse B. )ran$enstein . ,eart of %ar$ness %. Tale Tale heart

15. 'dentif# the *oe+ fro+ which the lines are ta$enG
AI "#$% &%% WI& ' "#$% I (%%)%* &# "#(% WI& )+ "#(& ('I,&(- I "#$% &%%
WI& &% .R%'&, ()I"%(, &%'R(, #/ '"" )+ "I/%! 0 ',*, I/ 1#* 2##(%, I ('"" .3& "#$% &%% .%&&%R
'/&%R *%'&.
A. "onnet 4- B. "onnet 0- . "onnet 14 %. "onnet 10

17. !hat sound device is e.e+*lified in the first two lines of Poe2s FThe Raven21
*eep into that darkness peering, long I stood there wondering,
fearing,
*oubting, dreaming dreams no mortal ever dared to dream before4
.ut the silence was unbroken, and the stillness gave no token,
'nd the only word there spoken was the whispered word, "enore5
&his I whispered and an echo murmured back the word, "enore!
)erely this and nothing more.
)ro+ &he Raven
6dgar Allan Poe
A. Ana*hora B. ;no+ato*oeia . Assonance %. Alliteration

1=. !hat at+os*here do the i+ages create1
A. onfusion B. ontent+ent . Longing %. "olitude
1:. !hat figure of s*eech is e.e+*lified in the following lines fro+ "ha$es*eare2s FAs You li$e 't21
.low, blow, thou winter wind,
&hou are not so unkind as man6s ingratitude
A. Allusion B. A*ostro*he . Personification %. Eeta*hor
(?. !ho did Abraha+ Lincoln call Athe little wo+an who started the ivil !arD1
A. Rosa *ar$s B. "o8ourner Truth . ,arriet Beecher "towe %. Hora Neale ,urston

(1. 'n the following dialogue9 what )ili*ino value is affir+ed b# Eario2s state+ent1
<loriaG "o9 for a +easl# a**le9 #ou lost a 8ob #ou needed so +uch 3
EarioG ' wouln2t +ind losing a thousand 8obs for an a**le for +# daughterI
A. Parental sacrifice for children . )a+il# ha**iness over 8ob securit#
B. Eaterial co+fort for the fa+il# %. hild2s care above +oralit#
((. !hich fa+ous *ainting is described in the *oe+1
,e saw the terror and violence9 and he
%e*icted sorrow9 too9 and infa+#.
or*ses are dragged across a blood soa$ed floor.
!hat gods the victi+s di i+*lore1
A. The <ladiator B. %eath in Ro+e . The "*olariu+ %. The 6.ecution

(-. A,eD in these lines of *oetr# refers to
A. /uan Luna B. /ose Rizal . Resurrection ,idalgo %. 6+ilio Aguinaldo

(0. The fore+ost )ili*ino sonneteer.
A. Trinidad Tarrosa "ubido B. Angela Eanalang <loria . Nina 6strada Pu#at %. Rita <addi Baltazar

(4. The *re&war writer of local color who e.celled in *resenting the si+*le life of the 'locano *easants is
A. Arturo Rotor B. )rancisco 'casiano . A+ador %aguio %. Eanuel Arguilla

(5. The )ood e.*ert who wrote on )ili*ino uisine is
A. Pura "antillan astrence . <ilda ordero )ernando
B. %oreen <a+boa )ernandez %. ar+en <uerrero Na$*il
(7. The writer ac$nowledged to have introduced +odernis+ in Phili**ine *oetr# in 6nglish is
A. /ose <arcia Cilla . ,ilario )rancia /r.
B. Angela Eanalang <loria %. irilo Bautista
(=. The literar# awards started in 1:4? is the
A. o++onwealth Literar# Awards . %on arlos Palanca Ee+orial Literar# Awards
B. Re*ublic ultural ,eritage Awards %. "tonehill Awards
(:. !hich writers2 organization tried to create a wide reading *ublic for )ili*ino writers b# *rinting low&cost boo$s1
A. The Ceronicans B. Baranga# !riters Pro8ect . Phili**ine Boo$ <uild %. Phili**ine !riters League

-?. Aligu#on9 the +ost notable 'fugao hero i++ortalized in the e*ic ,udhud has been written as a long *oe+ b#
A. A+ador T. %aguio B. Eanuel A. Cira# . Ricaredo %e+etillo %. Cidal A. Tan

-1. The *rocess of language learning characterized b# re*eated *ractice of sentence *atterns until the# beco+e habitual
and auto+atic is @@@@@@@@@@.
A. si+*lification B. h#*othesis testing . habit&for+ation %. overgeneralization

-(. !hen teaching the difference between au.iliar# verb and lin$ing verb9 it can be *ointed out that @@@@@.
A. an au.iliar# verb can stand alone . a lin$ing verb goes with a +ain verb
B. a lin$ing verb cannot stand alone %. an au.iliar# verb goes with a +ain verb
--. The view of language on which Audiolingualis+ is based
A. structural gra++ar B. *edagogical gra++ar . functional gra++ar %. transfor+ational gra++ar

-0. The theor# of language learning that e+*hasizes the child2s creativit# in constructing hisJher $nowledge of the language.
A. ognitivist B. funcionalist . behaviorist %. interactionist

-4. The innate *ro*ert# of all nor+al *ersons that enable the+ to learn a language naturall# and s*ontaneousl# is
A. language co+*etence B. co+*rehensible in*ut . language *erfor+ance %. language acKuisition
device

-5. Based on anale and "wain2s +odel of co++unicative co+*etence9 the abilit# of a language learner to re*air
co++unication brea$down is
A. linguistic co+*etence B. socilinguistic co+*etence . discourse co+*etence %. strategic co+*etence

-7. !hat +ethod is used when learning a language is facilitated in a rela.ed co+fortable environ+ent with di+ lights and
soft +usic1
A. <ra++ar translation +ethod B. "ilent !a# . "uggesto*edia %. Total *h#sical res*onse
-=. The reading +odel that refers to a $ind of *rocessing in which +eaning is derived fro+ the accurate9 seKuential
*rocessing of words. The e+*hasis is on the te.t rather than the reader2s bac$ground $nowledge.
A. To*& %own B. 'nteractive o+*ensator# . Botto+&B* %. Luestion&Answer relationshi*

-:. An assess+ent device in which a student reads a series of selections that graduall# increase in difficult# is called
A. loze test B. 'nfor+al Reading 'nventor# . Eiscue Anal#sis %. Retelling

0?. A strateg# that allows students to tell bac$ what the# have read is called
A. 'ntros*ection B. Thin$&aloud . Retelling %. )ree&!riting

01. A learner who cannot read #et9 but can co+*rehend te.t read aloud to hi+Jher can be categorized in
A. frustration level B. instructional level . inde*endent level D. ca*acit# reading level

0(. An assess+ent device used to deter+ine language co+*etence and reader2s co+*rehension is called
A. loze test B. 'R' . Eiscue . Rubric
0-. A reader got -? correct answers in a 0?&ite+ cloze te.t. This reader can be categorized under
A. a*acit# reading level . 'nstructional reading level
B. 'nde*endent reading level %. )rustration reading level
00. A sub*art of an 'R' reKuires student to read aloud the selection. This is done to +easure readers2 abilit# in reading
A. words in isolation B. words in conte.t . $nown words %. un$nown words

04. A grade 4 student got (4 ite+s in a 0?&ite+ cloze test. 'nter*reting the result of the test9 the teacher should *lace the
student under@@@@@@@.
A. 'nde*endent reading level B. 'nstructional reading level . Low reading level %. a*acit# reading level

05. To*&down *rocess in listening involves @@@@@@@@@@@@@@@@@@@@@.
A. infor+ation available within the te.t onl# . language infor+ation9 conte.tual clues9 and *rior $nowledge
B. the Finside the head2 infor+ation that the listener brings to the te.t %. the abilit# to *rocess acoustic signals
07. A listener who hears sounds in the bac$ground but ignores the+ is into @@@@@@@@@@@@@@@@.
A. attentive listening B. critical listening . a**reciative listening D. +arginal listening

0=. ;ne of the wa#s to effective oral co++unication is delivery of the message. This +eans that the intelligibilit# and clarit#
of a +essage de*ends onG
A. how the +essage is constructed C. how the +essage is sent
B. how the +essage is articulated %. all of the above
0:. The use of minimal pairs has been found to be ver# effective in develo*ing @@@@@@@@@@@@@.
A. aural discri+ination B. aural co+*rehension . oral discri+ination %. oral co+*rehension

4?. !hen students engage in labelling a *icture or a diagra+9 the# are into @@@@@@@@@@@@
A. while&listening B. *ost listening . *re&listening D. all of the above

41. 'nstructional +aterials are classroo+ tools which contain instructions to learners or teachers and which s*ecif#
A. Eethods and techniKues . <oals and ob8ectives
B. "#llabus design and a**roach %. Learning te.t and tas$s
4(. An e.a+*le of instructional +aterials which allows the learners to wor$ inde*endentl# and learn a *articular set of
instructional ob8ectives without the hel* of the teacher is @@@@@.
A. te.tboo$ B. reference . wor$boo$ %. +odule

4-. Ers. Re#es realized that the reco++ended te.tboo$ lac$s discussions on agreeingJdisagreeing9 and +a$ingJanswering
reKuests. "he went to the boo$store9 but was sur*rised to see a whole range of te.tboo$s in 6nglish. To find out what she is
loo$ing for9 Ers. Re#es should@@@@@.
A. scan the unit and cha*ter headings and read different activities . reKuest for a co*# of language te.tboo$ titles
B. s$i+ through the blurbs9 the foreword and the table of contents %. as$ the sales *erson to hel* her loo$ for the boo$

40. !ith reference to goals and ob8ectives9 it is necessar# to +a$e a list of things that @@@@@.
A. learners are reKuired to do in the real world . learners need in a de+ocratic societ#
B. learners need to do in the different sub8ect areas %. *arents e.*ect their children to do in school

44. The curriculu+ goes through the stages of curriculu+ *lanning9 curriculu+ i+*le+entation and curriculu+ evaluationM
the *roduction of instructional +aterials fall under @@@@.
A. urriculu+ *lanning and i+*le+entation . urriculu+ *lanning and evaluation
B. urriculu+ *lanning %. urriculu+ evaluation
45. An i+*ortant ste* in ensuring the relevance of the instructional +aterials to the rest of the curriculu+ is to $ee* a list of
@@@@@.
A. Policies issued b# %e*ed . Provisions in the constitution of the PTA
B. <oals and ob8ectives of the curriculu+ %. Cisions and +ission of the school
47. ;ne *ri+e consideration of instructional +aterials is to lin$ the +aterials to the @@@@@.
A. urriculu+ B. urrent issues . <overn+ent *olicies %. Te.tboo$ board

4=. The *ri+ar# ai+ of second language teaching using the Audiolingual Eethod is @@@@@.
A. reading co+*rehension B. literar# a**reciation . gra++ar N vocabular# %. oral *roficienc#

4:. <enerall#9 the desired goal of 6nglish language teaching in the countr# is to enable students to @@@@@.
A. +aster 6nglish *ronunciation9 gra++ar9 N vocabular# . co++unicate accuratel#9 fluentl#9 N a**ro*riatel#
B. achieve confidence N s*ontaneit# in using 6nglish %. show sensitivit# to conte.ts where 6nglish is used

5?. A teaching *ractice which is co+*atible with o++unicative A**roach is one that @@@@@.
A. derives N +a$es e.*licit the gra++atical rules of the language . assesses the needs of the target learners
B. follows the listen&s*ea$&read&write seKuence of s$ills %. gives *riorit# to oral *roficienc#


51. News*a*er articles9 advertise+ent9 radio announce+ent9 etc. in the real world when used in the classroo+ situations are
classified as @@@@@.
A. Authentic +aterials B. Audio&visual aids . Eass o++unication +aterials %. Rec#cled +aterials
5(. A *lan of what to be achieved through the teaching and learning *rocess which contains the course descri*tion9
ob8ectives9 the to*ics to be taught and the reKuire+ents is the@@@@.
A. ourse outline B. Learning co+*etenc# . "#llabus %. urriculu+
5-. ,e is the brainchild of the +odel of co++unication which source encodes +essages N trans+its infor+ation through
+ass +edia to o*inion leaders who rela# it to the *ublic
A. !estle#&EacLean O1:44P . !atzlawic$& Beavin& /ac$son O1:57P
B. Katz&Lazarsfeld O1:44P %. "hannon&!eaver O1:0:P
50. The conte.t of co++unication *rocess which includes location9 ti+e9 light9 te+*erature9 distance between
co++unicators9 and an# seating arrange+ents.
A. Ps#chological as*ect B. ultural nor+s . Ph#sical setting %. ,istorical as*ect
54. The t#*e of co++unication that involves two or three *eo*le tal$ with one another in close *h#sical *ro.i+it#.
A. 'nter*ersonal co++unication . 'ntra*ersonal co++unication
B. Eass co++unication %. <rou* co++unication
55. A general function of +edia which strengthen *articular res*onses and reinforce beliefs9 attitudes9 values and o*inions.
A student of 6nglish9 for e.a+*le9 will reinforce hisJher $nowledge of 6nglish b# reading gra++ar boo$s9 listening to lectures
and watching TC *rogra+s on 6nglish i+*rove+ent.
A. 6ntertain B. Persuade . Reinforce %. 6ducate
57. The activit# in the co++unication *rocess b# which *h#sical +essages are translated into a for+ that has eventual
+eaning for the receiver is referred to as
A. decoding B. feedbac$ . convergence %. encoding
5=. Read the banner headline of the Phili**ine star
A)PG No easefire in "ulu
A senior +ilitar# official denied #esterda# that the +ilitar# has sus*ended its offensive
against Eoro national Liberation )ront OENL)P renegades in "ulu9 and belied clai+s b# a local
official who said he had bro$ered an infor+al ceasefire between govern+ent troo*s and Eusli+
rebels in the *rovince.
'n the headline9 the colon functions as
A. an ascri*tion B. an attribution . a cue %. a tri+

5:. !hat $ind of lead does the article have1
A. "oft lead B. %ela# lead . ,ard lead %. Throwawa# lead

7?. Eedia2s carr#ing of +an# stories surrounding the Y(K bug that was su**osed to turn co+*uters ha#wire at the
beginning of the new +illenniu+ is an e.a+*le of +edia
A. surveillance B. d#sfunctions . socialization %. entertain+ent

71. Er. Re#es +ade his students listen to an A+erican visitor9 and as$ed his the+ to identif# the reduced for+s in fast
s*eech Oelision and assi+ilationP. !hat listening s$ill is he tr#ing to develo*1
A. Perce*tion "$ills B. 'nteracting with s*ea$er . %ealing with infor+ation %. Bsing $nowledge of the world
7(. Es. "antos as$ed her students to listen for $e# words or *hrases fro+ a listening *assage. ;n the wor$sheet is a list of
twelve $e# words or *hrases. !hen the# hear a *articular word or *hrase9 the# chec$ it off on the wor$sheet. 'f the# don2t
hear a *articular ite+9 the# leave it blan$. !hat *rocess of listening is involved1
A. Botto+&u* *rocessing B. To*&down *rocessing . 'nteractive *rocessing %. Personalization
7-. Your class+ate a**roached #ou9 cr#ing because she failed in the final e.a+s. !hat t#*e of *ur*oseful listening will #ou
be involved in1
A. %iscri+inative B. o+*rehensive . Thera*eutic %. ritical
70. After wor$ing on a listening tas$9 Es. "# +ade her students wor$ on a listening wor$sheet that would s*ell&out their
+ista$es in the activit#. !hat stage of the 'ntegrative listening +odel is +anifested in Es. "#2s activit#1
A. Pre*are to Listen . Assess 6ffectiveness of Listening Perfor+ance
B. A**l# the Listening Process Eodel %. 6stablish New <oalOsP
74. All of the following are *roble+s that learners encounter when listening aside fro+
A. Process B. Tas$ . Te.t %. <oals
75. !hich a+ong the four basic t#*es of s*ea$ing reKuires A*arrotingD bac$ words9 *hrases9 sentences9 which the# hear1
A. i+itative B. interactive . e.tensive %. res*onsive
77. Es. Kathleen9 an 6nglish teacher9 divided the class into grou*s and gave a *roble+&solving activit# entitled ALost in a
%esert 'sland.D "he wanted to *rovide her students with an activit# that would allow the+ to signal that one wanted to s*ea$.
!hat s*ecific s*eech routine used in conversation did Es. Kathleen adhere to1
A. negotiation of +eaning B. feedbac$ . interaction %. turn&ta$ing
7=. All of the following are *roble+s that learners face when s*ea$ing aside fro+
A. lustering B. Reduced )or+s . ,ighlighted s*eech %. Perfor+ance Cariables
7:. %es*ite his age and regional dialect9 Eann# PacKuiao still s*ea$s in 6nglish and has slowl# i+*roved his oral
*roficienc#. !hich factor is the +ost influential the develo*+ent of his oral *roficienc#1
A. Eotivation B. Native Language . 'nnate *honetic abilit# %. 'dentit# and Language 6go
=?. Er. Ne*o+uceno gave his class a grou* assign+ent. The class +ust co+e u* with *ossible solutions to the growing
nu+ber of vandalis+s in their school. 6ach grou* is e.*ected to co+e u* with a *ro*osal. !hat $ind of s*ea$ing tas$ is she
using1
A. '+itative B. 'ntensive . Res*onsive %. 'nteractive
=1. All of the following are organizational *atterns used in e.*osition9 e.ce*t
A. Narration B. o+*arison&ontrast . ause&6ffect %. Ti+e ;rder

=(. Es. "antos is writing her lesson *lan in reading. !hich a+ong the following should be least *rioritized1
A. Test B. Te.t . Activities %. Learner 'nterest
=-. 'n Es. "antos2s reading lesson9 she could start b#
A. <iving out the te.t and allowing learners to read it . As$ing co+*rehension Kuestions
B. As$ing Kuestions related to the te.t %. "howing *ictures
=0. !hen Es. "antos i+*le+ented her lesson9 her de*art+ent head noted that there is so+ething A*roble+aticD during the
*ost&reading stage of her lesson. !hat could have gone wrong1
A. "he failed to give a test . "he forgot to +ention the source of the te.t
B. "he forgot to give an assign+ent %. "he failed to lin$ the te.t to the learners through activities
=4. The following are *rinci*les of vocabular# instruction9 e.ce*t
A. 6.*ose students to new words onl# during the *re&reading stage
B. Allow students enough *ractice in wor$ing with strategies in getting +eaning
. oncentrate on $e# conce*ts onl#
%. Bse dictionaries ever#da#
=5. An a**roach to teaching writing that involves the teacher and the student wor$ing on strategies for anal#zing te.t9
generating ideas9 drafting9 revising9 and *roofreading.
A. Process&oriented B. Product&;riented . )ree !riting %. ontrolled&to&)ree
=7. A techniKue for generating a *roof of ideas in order to eventuall# select the +ost a**ro*riate ideas for use in writing or
so+e other creative tas$
A. %ela#ed o*#ing B. Precis writing . %ictoco+* %. Brainstor+ing
==. All of the following are *roble+s that learners face when s*ea$ing aside fro+
A. lustering B. Reduced )or+s . ,ighlighted s*eech %. Perfor+ance Cariables
=:. An a**roach to teaching writing that focuses on the relationshi*s between readers and writers in s*ecific discourse
co++unities and on the te.ts that are used in creating and +aintaining those relationshi*s
A. <enre B. ontrolled . Process %. Paragra*h *attern
:?. This ter+ is used for diar#&li$e reflective noteboo$ that students +aintain for regular writing *ractice9 so+eti+es involving
regular feedbac$ fro+ the teacher.
A. /ournals B. %iaries . Ee+oirs %. Notecards
: 1. All of the Kuestions below were suggested when develo*ing a curriculu+ e.ce*t9
A. !hat educational *ur*oses should the school see$ to attain1
B. What philosoph o! e"#$ation is pra$ti$e" a%on& near' s$hools(
. ,ow can these educational e.*eriences be effectivel# organized1
%. ,ow can we deter+ine whether these *ur*oses are being attained1
:(. !hich is not a characteristic of an ob8ective1
A. "es$ri'es reali)a'le $han&es in learnin& . consistent with curriculu+ ai+
B. describes a learning outco+e %. should be feasible
:-. The content of the language teaching in this t#*e of s#llabus is a collection of s*ecific abilities that +a# *la# a *art using
language
A. s*ill-'ase" slla'#s B. content&based s#llabus . tas$&based s#llabus %. notional&functional s#llabus
:0. !hich of the following is a *ro*erl# written ai+ state+ent1
A. to read for infor+ation including identif#ing the to*ic and the +ain idea
B. to read inter*retativel# including distinguishing fact fro+ o*inion and +a$ing critical 8udg+ents
. to rea" a#thenti$ + non-spe$ialist+ non!i$tion te,ts in En&lish -ith $o%prehension an" at a reasona'le spee"
%. to use linguistic infor+ation in the te.t as clues to +eaning including recognizing and inter*reting discourse +ar$ers
:4. A+ong the following *hases of course designing9 which should co+e last1
A. se.#en$in& $o#rse $ontent . describing entr# and e.it levels
B. choosing course content %. develo*ing a course rationale

:5. Es. /ane9 a new facult#9 was as$ed to handle a re+edial reading *rogra+ after her last class. o+*ared to her regular
class9 this re+edial reading class is +ore li$el#
A. ,eterogeneous B. de*ends on the teacher . bigger D. s%aller
:7. /a$e alwa#s reads pit as 'it and &ot as "ot. !hat could be /a$e2s *roble+1
A. *hone+e isolation B. seg+enting s#llables . blending of sounds D. &raphophoni$ $orrespon"en$e
:=. 't was Es. Kathleen2s first #ear of teaching and she was assigned to handle the re+edial listening *rogra+ of the school.
,er acade+ic coordinator gave her a grou* which needs to develo* their listening co+*rehension. !hat +ust Es. Kathleen
do1
A. train students in distinguishing between British and A+erican 6nglish
B. train students b# as$ing the+ to listen to native s*ea$ers
C. train st#"ents in pre"i$tin& an" in!errin& strate&ies
%. train students in various t#*es of listening
::. !hich of the following strategies +a# hel* students in *hone+ic awareness1
A. so#n" isolation B. +otor i+aging . sight words drill %. s#llabication
1??. !hich of the following assess+ent strategies as$s students to read a graded reading *assage as the teacher notes
+iscues and answer co+*rehension Kuestions afterwards1
A. +iscue anal#sis B. retelling techniKue . thin$ aloud *rocedure D. in!or%al rea"in& inventor
1?1. AKo*iEeD a recruit+ent agenc# that sends baristas to Australia9 wants to enhance the 6nglish oral co++unication
*roficienc# of their *ros*ective e+*lo#ees. !hich s#llabus would be the +ost a**ro*riate to develo*1
A. S*ills-'ase" slla'#s B. Eethod&based s#llabus . ontent&based s#llabus %. Knowledge&based s#llabus
1?(. Er. Re#es *lans to develo* an 6"P course for their school. The first thing he should do is@@@@@@@@
A. 6valuation B. Nee"s analsis . Eaterials %evelo*+ent %. ;rganization of lessons
1?-. !hich a+ong the following is an e.a+*le of an 6"P needs anal#sis1
A. Ps#choanal#sis B. "tructural Anal#sis . Eaterial&based Anal#sis D. Tar&et sit#ation Analsis
1?0. !hich a+ong the following should be the least *riorit# of an 6"P teacher1
A. Learner2s cognitive develo*+ent . Knowledge of the content
B. Learner2s e+otional involve+ent D. Tea$her tal*
1?4. !hich a+ong the list of activities below should be least *rioritized or used in an 6"P class1
A. Le$t#re B. "i+ulation . ase "tudies %. )easibilit# studies