INSTITUTE OF HIGHER STUDIES

ENG105: Teaching and Assessment of Macro Skills

MIDTERM EXAM

Name: Hazel Anne P. Dela Cruz Date: 27/10/2021

Course and Year: BSED- English 2nd Year Score: _____/50

CRITERIA FOR SCORING

SCORES DESCRIPTION
10 The learner explained the topic with full understanding and in an organized and informative
manner.
8 The learner explained several key points about the topic appropriately.
6 The learner only explained a few details about the topic.
4 The learner only explained a few details with some errors.
2 The learner has little to no mastery of the topic.

COMPREHENSION QUESTIONS: (5 points each)

DIRECTION: Answer the following questions. Provide concrete examples if needed.

1. How would you apply the four folds of teaching English in your class?
Answer:
I would teach English to my students, in a way that I’ll apply the fourfolds before, during,
and after the discussion. Why? because I believe that four folds are supported for auditory,
kinesthetic, and visual English learning of a student. It teaches the students to apply new English
words to their vocabulary and generalize when speaking, reading, and writing. The four folds are
interactive and it allows the students to gain more learning in terms of English words and
language. As a future educator, I can modify the four folds teaching strategy to include language
translations of the word. The graphic representation can also help the learners to benefit from
crossing language barriers.

2. What are the three functions of speaking? Explain each.

Answer:
The three functions of speaking are: Talk as interaction, Talk as transaction, and Talk as
performance. Mastering oral English skill is the top priority for many second language and
foreign language learners. 
 INSTITUTE OF HIGHER STUDIES
ENG105: Teaching and Assessment of Macro Skills
MIDTERM EXAM

1) Talk as interaction - our daily communication remains interactional with other people. this
refers to what we said conversation. it is interactive communication that is done spontaneously by
two or more person. This is about how people try to convey his/her message to other people.
Therefore, they must use speaking skills to communicate with other people. the main intention in
this function s social relationship.
2) Talk as transaction - Conversation as a deal in the conversation, the transactional focus more
on the information to be conveyed and allows the other to understand what the speaker wants to
convey in a clear and accurate way. in this function, students and teachers usually focus on the
meaning or talk about the way they understand it. 
3) Talk as performance - speaking is performance in this function, the oral activity focuses more
on monologue rather than dialogue. the function of speech as performance occurs in speeches,
public speeches, announcements, retelling stories, telling stories and many more other ways.

3. What is the difference between proficiency and fluency?

Answer:
What exactly is proficiency? It is the capacity to utilize language correctly with great
understanding and productivity. It is best learned through reading and writing. Proficiency is
essential in academics and vocations that require exact language use. Is it possible to be skilled
but not fluent in a language? Sure. You've probably met folks who, despite having a large
vocabulary or the ability to develop coherent thoughts when they do talk pause. This does not
imply that they are not proficient in English; rather, they are not as fluent as others. A skilled
individual may be able to produce a stunning evocative article yet struggle to have a smooth
conversation for more than a few of minutes. To summarize, fluency is the capacity to
communicate fluently, whereas proficiency is the ability to utilize and comprehend language
correctly. Both are essential while learning another language.

4. What is communicative competence? How can you say that it is evident in your learners/class?
Answer: 
Communication skills include grammatical knowledge of language users in areas such as
syntax, form, phonology, and social knowledge of how and when to use utterances correctly.
Know who, when, where, how, and why. Learning a communication language involves
developing language skills through interactions embedded in meaningful contexts. The central
 INSTITUTE OF HIGHER STUDIES
ENG105: Teaching and Assessment of Macro Skills
MIDTERM EXAM

concept of the communicative approach to language education is communication skills. That is

the ability of students to properly understand and use language for genuine communication, rather
than simulating a simulated social and school environment.

5. Give three examples of Principles of Teaching Speaking Skills. Explain and provide sample
activity.
1) Role Play -  Students pretend to be in diverse social circumstances and perform a range of
social roles during role-playing. During role-play exercises, the teacher informs the students
about who they are and what they believe or feel.
2) Discussion - A discussion can be held for a variety of objectives, including reaching a decision, sharing
opinions about an event, or finding answers in their discussion groups. The aim of the discussion activity
must be established by the teacher prior to the discussion. As a result, the discussion points are relevant to
this objective, and students do not waste time conversing with each other about other topics.
3) Debate - It is critical that the speaking time be distributed evenly among the members of the group.
Finally, the class selects the winning group that best argued the notion. This game encourages critical
thinking and speedy decision-making, and students learn how to explain and justify themselves politely
even when they disagree with others.

6. Differentiate the two types of rubrics. Explain its importance.

Answer: 

The analytic rubric explicitly classifies tasks into component skills and provides guidance
to students on what each level of performance for each skill should look like. Analytical
benchmarks provide students with a clearer definition of assessment criteria, while holistic
benchmarks allow students to evaluate overall student performance on a task or grade based on a
single scale using predetermined achievement levels. When using a holistic rubric, instructors
typically assign a single score on a scale of 1 to 4  based on the student's overall performance.
 INSTITUTE OF HIGHER STUDIES
ENG105: Teaching and Assessment of Macro Skills
MIDTERM EXAM

“If you think you can do a thing or think you can’t do a thing, you’re right.” ― Henry Ford

Good luck and God bless! ☺

- Ma’am Ysha