Romeo Padilla School of Education and Arts

ELE111 English for Specific Purposes

A.Y. 2022-2023, Second Wave First Trimester

Name of Student: ______________________________________________ Degree Program: _________________________

DIRECTIONS: Read each item below then select the letter of the best answer from the list of options. Write your
answer in the answer sheet to be provided by your proctor.

1. What is one of the characteristics of English for specific purpose?

a. Designed to meet the specific needs of the learner
b. Promote academic awareness.
c. Deliver lower intermediate and beginning level language training.
d. Use pedagogical work-specific documents and materials.
2. Which one is not the benefit of taking ESP course?
a. Optimum use of their learning resources, all of which are pre-identified according to the goals and needs of the Labor
Market.
b. Effective content application as learners can use the appropriate language terminology on the job soon after the completion of
the course.
c. Faster acquisition of the required English language terms: as the content is context-based, it allows students to learn in an
accelerated manner.
d. Rapid increase in job productivity and efficiency as employees are better prepared to communicate with their clientele and
colleagues.
3. Which one is not the limitation of ESP?
a. Students need to be bilinguals.
b. Lack of teaching materials
c. Teacher lacks of familiarity with some of the more specialist vocabulary.
d. ESP Teacher is not enough for a number of students.
4. Why does ESP course require expert teacher for teaching?
a. General teachers have no background knowledge so they cannot teach students some specific lessons.
b. School has more budget for teacher’s employment.
c. Some students have already taken the previous course so they need expert teachers.
d. It is a principle of Department of Education unless school cannot create the course.
5. Which one is not considered as threefold benefits of taking ESP course?
a. Learning advance c. Learning speed
b. Learning effectiveness d. Learning efficiency
6. What is the majority benefit that teacher get from doing Need Analysis?
a. To improve student’s language learning c. To gather students’ information
b. To gather students’ information d. To know what students need
7. How does ESP different from GE?
a. ESP focuses on how to use English in different situations, while GE concerns about language features.
b. Language in ESP tend to be more informal than GE
c. Tuition for an ESP course is lower than GE language course.
d. ESP main goal is to meet students’ specific purpose, whereas GE main goal increasing students' skill and confidence
in using English
8. A diagnostic language test would be most appropriate to administer to English language learners for the purpose of:
a. determining their overall level of English language proficiency
b. measuring their general capacity for learning a second language
c. assessing their mastery of material covered in a language lesson
d. identifying their level of proficiency in a particular aspect of English
9. ESP courses are designed to meet specific needs of the learners, with reference to the particular vocabulary and register they
require.

a. This statement has no absolute answer. c. This statement is not true.

b. This statement is either true or false. d. This statement is true.

10. What is true about the historical account of ESP?

a. Common language is seen as equal in status as specialized language.
b. Specialized language is seen superior over common language.
c. Common language is neglected while specialized language is fully functional.
d. Specialized language is seen inferior compared to common language.
11. Which is not an absolute characteristic of ESP?
a. ESP is defined to meet specific needs of the learners
b. ESP makes use of underlying methodology and activities of the discipline it serves,
c. ESP is centered on the language appropriate to these activities in term of grammar, lexis, register, study skills, discourse, and
genre
d. ESP utilizes materials that are the same with those that are used in general English.
12. Who could be learners of ESP?

a. Tertiary students c. Interns

b. Professionals in the field d. All of the options are correct.

13. Use the exchange below between an ESP teacher and an English language learner to answer the question that follows.
Teacher: Your group was hands down the fastest to solve the problem!
 Romeo Padilla School of Education and Arts
ELE111 English for Specific Purposes
A.Y. 2022-2023, Second Wave First Trimester

Student: But our hands were not down; they were up!

Which of the following best explains the student's response?
a. The student has an incomplete understanding of English sentence structure.
b. The student has not yet developed cognitive academic language proficiency in English.
c. The student is transferring word meanings from the primary language to English.
d. The student is interpreting the meaning of an English idiom literally.
14. A fourth-grade English language learner who recently arrived in the Philippines to study has been placed in a general
education class. The student studied English in his home country and has strong literacy skills in English. He
demonstrates comprehension of reading assignments and performs well on written assignments but never speaks up in
class or in conversations with peers. He appears to be engaged in class discussions, but has difficulty responding when
called on to contribute to the discussion. Based on theories about the stages of second- language acquisition, the teacher
could best address this student's learning needs by taking which of the following steps?
a. Refer the student to the special education program to be evaluated for a possible speech disorder and set up a meeting with
his parents to discuss the situation.
b. Help the student become accustomed to speaking in class.
by calling on him frequently and encourage the other students in the class to include him in discussions.
c. Allow the student to respond to questions in his primary language and arrange for an interpreter to be present in the
classroom to interpret for him when necessary.
d. Provide the student with low-risk opportunities to interact verbally and nonverbally in small- and large-group
situations.
15. The potential ESP students are currently studying abroad while the teacher is in the Philippines. To analyze the needs of
the students, what mode of data gathering can be used?
a. Interview b. Observation c. Panel Discussion d. Online Survey

16. It refers to the reasons of learners to take a language course including what language skills they prefer to master and what
situation the language for use by learners.
a. Language needs b. Language use c. Language function d. Language styles
17. An ESP class includes a number of newly arrived English language learners who are at the advanced beginning level of
English language proficiency. The teacher is aware that the students come from a culture in which classroom practices
tend to be teacher- centered, and the students have limited experience working with peers cooperatively in groups. The
teacher is planning a cooperative group activity and wants to promote this English language learners’ ability to work
cooperatively as members of a group. Which of the following teacher strategies would likely be most effective for this
purpose?
a. establishing class guidelines for group activities and modeling for students’ specific examples of the guidelines prior to
the activity
b. pairing each English language learner with a native English speaker and asking the partner to help the English language
learner during the activity
c. placing the English language learners together in a group for the activity and serving as the group's leader during the activity
d. allowing the English language learners to observe while the rest of the class engages in the activity and discussing with the
students their observations about the activity
18. An ESP teacher shows English language learners clips from television programs in which the characters are engaged in
various conflicts involving everyday situations. In small groups, the students discuss the situations and how the conflicts
depicted could have been prevented or resolved. This activity would be most effective in promoting students' ability to:
a. analyze the effectiveness of these conflict resolutions
b. communicate clearly to a range of audiences
c. check for comprehension of these conflict resolutions
d. use conversational repair as a communication strategy
19. An ESP teacher is working on public speaking skills with intermediate- and advanced-level English language learners.
The teacher wants to promote the students' ability to assess their own strengths and weaknesses in regard to formal
communication. Which of the following speaking tasks would be most effective for this purpose?
a. giving a presentation in class and using a scoring rubric as a guide for revising the presentation
b. preparing a presentation and delivering the presentation at a school open house
c. viewing a videotape of a famous speech and discussing with a peer the speaker's use of tone and style
d. attending a public lecture and participating in a question-and-answer session following the lecture
20. An ESP teacher is working on career preparation skills with intermediate-level English language learners. The teacher
would like to promote students' ability to read career- related materials. Which of the following student activities would
be most appropriate for accomplishing this goal with students at this level of English language proficiency?
a. completing a simple survey designed to determine one's career interests and abilities
b. labeling photographs of people at work with the names of their careers
c. researching career training programs on the Internet
d. writing a summary of an article from a professional journal about a career of interest
21. An EAP teacher would like to promote English language learners' ability to evaluate their own progress in reading. The
teacher is planning to have students keep reading logs in which they will record their daily reading activities. Which of the
following teacher strategies would likely best ensure the effectiveness of these reading logs for their intended purpose?
a. asking students to exchange their reading logs with a partner each week and compare their reading activities with those of
their partner
b. encouraging students to review and edit their reading logs on a regular basis and helping them publish their reading logs at
the end of the year
c. having students complete and turn in a weekly worksheet listing their reading activities as described in their reading logs
 Romeo Padilla School of Education and Arts
ELE111 English for Specific Purposes
A.Y. 2022-2023, Second Wave First Trimester

d. helping students set reading goals and meeting with them regularly to review the content of their reading logs in
relation to their goals
22. An ESP teacher provides advanced-level English language learners with explicit instruction in the accurate use of
language forms, such as rules of complex English sentence structure. This practice is likely to benefit these students'
English language development primarily by improving their ability to:
a. comprehend the general meaning of authentic texts c. use learning strategies to develop academic knowledge
b. communicate fluently in social situations d. express ideas clearly in academic writing
23. Why is English important to people in the business field?
a. Ability to speak English creates better opportunity for people in the business field.
b. Ability to speak English propels potential business partners.
c. Ability to speak English promotes cultural understanding.
d. All of these are correct.
24. What is NOT true about teachers of Business English?
a. It is very important for the teacher to understand what the students want; however, it is also very important for the teacher to
use different styles and provide as wide a range of activities as possible.
b. Teaching Business English requires setting highly specific goals and objectives, which lead to having a carefully planned
syllabus and carefully selected materials and activities.
c. If the teacher is sufficiently informed about the students' needs and expectations, together they can plan their lessons
accordingly and adapt their material to suit the students' needs.
d. Teaching English to students involved in the field of business is labor-intensive and time consuming.
25. Which of the following is the greatest challenge to teachers teaching Business English?

a. Preparing the course syllabus c. Using teaching materials

b. Interacting to students d. Contextualizing lessons

26. Which is a NOT good activity in teaching Business English?

a. giving students useful phrases for introducing topics
b. asking students to conduct reports on assigned topics
c. linking ideas and concluding or summarizing a presentation
d. writing letters, memos, invitations and short reports
27. Which can be best used as a supplementary material in teaching Business English?

a. Films c. Handouts
b. Advertisements d. Music pieces

28. Company websites are a very useful source of authentic material, providing the necessary vocabulary for the student to practice.

a. The statement is not valid. c. The statement can be either valid or invalid.
b. The statement is valid. d. There is no correct response.

29. Which is NOT a term related to business?

a. stocks c. finance
b. stationery d. consumers

30. The teacher teaching Business English does not have to be an expert in negotiation strategies or management theory, but an expert
in presenting and explaining the language that will help the learner solve the language problems.

a. The statement is not valid. c. The statement can be either valid or invalid.
b. The statement is valid. d. There is no correct response.

31. The teacher teaching Business English is expected to teach the learner how to do their job, and he does not need to assume the
role of a layperson who is well informed.

a. The statement is not valid. c. The statement can be either valid or invalid.
b. The statement is valid. d. There is no correct response.

32. Which is an authentic assessment activity in teaching Business English?

a. analyzing tv advertisements c. labelling the areas of a restaurant

b. memorizing facts from books d. enumerating the types of businesses

33. Which is a good suggested activity for students to develop their skills in oral presentation in a Business English class?

a. Discussion of research findings c. Writing reports

b. Reading articles d. Reflecting on the life of a businessman

34. What is the focus of legal English?

a. Use of the English language within a legal context c. Recall of constitutional concepts
b. Mastery of laws and republic acts d. Analysis of cases
 Romeo Padilla School of Education and Arts
ELE111 English for Specific Purposes
A.Y. 2022-2023, Second Wave First Trimester

35. Who is NOT illegible to enroll in a legal English class?

a. English language students who are interested in literary analysis and cultural criticism.
b. Law students or legal practitioners studying Legal English in order to prepare for work in the international context.
c. Law practitioners who want to develop communicative competence in legal English.
d. English language students studying Legal English in order to prepare for the position of translators and interpreters in the
international context.
36. A student studying Legal English will be provided the necessary competences, skills and knowledge to use the English language
to a high level of proficiency in the context of the practice of law.

a. The statement is not valid. c. The statement can be either valid or invalid.
b. The statement is valid. d. There is no correct response.

37. Which is NOT true in teaching legal English to students?

a. Speaking skills should be practiced by means of project-based learning, as that helps students to get involved in more detail
and to prepare in their own way.
b. The students should always work alone; he can discuss the topic solely while looking at his answers from what is
available online.
c. The teacher can easily incorporate learning strategies otherwise difficult to realize in the context of Legal English, such as
self and peer assessment and autonomous learning.
d. Metacognitive strategies, such as organizing, planning, managing, monitoring and evaluating one's own learning can be
supported, and students can learn how to focus on these strategies on their own terms.
38. Which is a term related to law?

a. Debit c. Financial loss

b. Carnal knowledge d. Conflagration

39. In teaching legal English, vocabulary should be introduced and practiced within authentic texts, or texts written to present
concepts related to a certain topic.

a. The statement is not valid. c. The statement can be either valid or invalid.
b. The statement is valid. d. There is no correct response.

40. Listening comprehension skills should be practiced by means of recordings read by both native and non-native speakers of
English.

a. The statement is not valid. c. The statement can be either valid or invalid.
b. The statement is valid. d. There is no correct response.

For numbers 41-50, identify if the term is related to business or law. Write A if the term is related to business while B if it is
related to law.

41. revenue - _____ 46. probation - _____

42. networking - _____ 47. subpoena - _____
43. jury - _____ 48. liabilities - _____
44. notarize - _____ 49. return on investment - _____
45. civil action - _____ 50. expenditures - _____

Prepared by: Checked and Approved by:

ARIEL Y. LEONIN MARLYN R. QUIMING, Ph.D.

Faculty Dean