Our Lady of the Pillar College – San Manuel, Inc.

District 3, San Manuel, Isabela

COLLEGE DEPARTMENT
College of Teacher Education

MIDTERM EXAMINATION
EL 107- TEACHING AND ASSESSMENT OF MACROSKILLS

NAME: ______________________________________________ DATE: _______________

YEAR & SECTION: ____________________________________ SCORE: ______________
Instructions: Read and analyze each question and choose the correct and best answer. Write the letter of the correct and best
answer in the space provided before the item. If the answer is not found among the choices, write E. Good luck!
_______ 1. Which is NOT true about reading?
a. Reading is an isolated skill that is complex.
b. Reading is the dealing of language in written or printed form.
c. Reading is the process of getting and interpreting linguistic information.
d. Reading is considered as a receptive macroskill that is pervasive and can be two ways.
_______ 2. What purpose is the target of the teacher who lets the students analyze pictures and graphs?
a. Know the structure of paragraphs
b. Look for method of organization
c. Pay attention to supporting cues
d. Use a systematic reading technique
_______ 3. Which teaching reading situation exhibits the purpose of creating motivation and interest?
a. Teacher A allows students to predict what will happen in the text.
b. Teacher B repeats the reading text to highlight and summarize ideas.
c. Teacher C asks the students to discuss with classmates before reading the text.
d. Teacher D generates cause and effect sentences, hypothesis, and models from the students.
_______ 4. What do you call the instant recognition of sounds and words in reading?
a. Decoding b. Fluency c. Accuracy d. Vocabulary
_______ 5. What do you call the skill that allows students to produce sounds at the word or syllable level?
a. phonemic awareness c. sentence construction
b. phonological awareness d. reasoning and background knowledge
_______ 6. Which does NOT help build vocabulary among learners?
a. Have regular conversations about various topics.
b. Play word games that fun and exciting.
c. Teach basic sentence construction.
d. Include new words and ideas.
_______ 7. What is developed by a teacher who lets the learners to read between the lines?
a. Sentence construction and cohesion
b. Reasoning and background knowledge
c. Working memory attention
d. Determining word and text meaning
_______ 8. If the teacher instructs the children to read again when there is unclear part of the text, what is developed?
a. Sentence construction and cohesion
b. Reasoning and background knowledge
c. Working memory attention
d. Determining word and text meaning
_______ 9. Which is NOT a focus of intensive reading?
a. Short texts c. Wide range of vocabulary
b. Grammar d. Doing exercises while reading
_______ 10. This refers to the process of reading only main ideas within a passage to get an overall impression of the content of a reading
selection.
a. skimming c. extensive reading
b. scanning d. intensive reading
_______ 11. What will a learner do if he / she will scan a text?
a. Read the first sentence of every other paragraph.
b. Observe and notice pictures, charts, or graphs.
c. Read and skip through sections of the passage.
d. Post and answer questions which are related.
_______ 12. Ms. Padilla is a Grade 1 Teacher who is concerned with building letters into words and words into sentences. She uses
flashcards so the pupils can sound out syllables and words correctly. What reading model is reflected in Ms. Padilla's instruction?
a. Bottom-up model c. Interactive model
b. Top-Down model d. Schema model
_______ 13. Mr. Morauda is a Grade 1 Teacher who plans reading instruction as part of the language block. He provides varied reading
experiences that involve children sitting quietly, silently reading library books or making a book based on their own experiences.
What theoretical model of reading does Mr. Morauda show?
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 a. Bottom-up model c. Interactive model
b. Top-Down model d. Schema model
_______ 14. One Grade 3 teacher of English to multilingual learners has just finished reading a story aloud to the class. Which of the
following is the best post-reading activity for the learners?
a. Provide students with a guide for reader-text interactions.
b. Have students write about what they have read.
c. Give them comprehension questions.
d. Let them rest for a while.
_______ 15. Mr. Arce is a new Grade 1 teacher who is unsure whether the pupils are ready for beginning reading instruction. What must
he observe before he begins his lessons?
a. The pupils are emotionally prepared for social interaction and competition.
b. The pupils have achieved unity of their capabilities with their interests.
c. The learners can respond to simple questions and instructions.
d. The learners show desire to learn in class.
_______ 16. Mr. Gutierrez is planning to have a list of 200 words in Science for the school's vocabulary development program. After
going through all the books used by his fourth grade pupils, he is still in the dark as to what words need to be included in his list.
Which of the following criteria should NOT be the basis of Mr. Gutierrez for word selection?
a. High frequency words c. High utility words
b. Content area words d. Difficult words
_______ 17. Which of the following beliefs is consistent with the bottom-up perspective in reading?
a. A reader could read a text when he / she uses his prior knowledge to make sense of the text.
b. A reader could read a text when he / she selects only the meaningful segments in the text.
c. A reader could read a text when he / she relates the text to other texts previously read.
d. A reader could read a text when he / she can translate the visual symbols to their aural equivalent.
_______ 18. In reading, what skill is looking for specific information in a text?
a. skimming c. extensive reading
b. scanning d. intensive reading
_______ 19. Developing letter sound knowledge, developing phonemic awareness, interacting with books, and enjoying book experiences
happens in what stage?
a. Pre-Emergent Reader c. Early reader
b. Emergent Reader d. Independent reader
_______ 20. At what stage can a student recognize and read most words automatically?
a. Pre-Emergent Reader c. Early reader
b. Emergent Reader d. Independent reader
_______ 21. When a student can use repetitive text to mimic reading, they are considered a what?
a. Emerging reader c. Lazy reader
b. Early reader d. Independent reader
_______ 22. An Emergent Reader does all of the following EXCEPT ____________.
a. Uses repetitive text to mimic reading
b. Uses prior knowledge and experiences to make meaning
c. Figures out most simple words using meaning, context clues or phonics
d. Recognizes a few high frequency words, names and simple words in context
_______ 23. What do you call the 200 most frequently found words in books that children read?
a. Ehri's pre-alphabet c. Dolch words
b. Goodell's syllables and words d. Basic and High Slight words
_______ 24. This is the third reading skill of the ladder and is need to identify meaning through breaking words to syllables.
a. Basic Sight Words c. Phonetic Analysis
b. Contextual Clues d. Structural Analysis
_______ 25. Which will not a learner do when building vocabulary through reading?
a. Repeat words many times when reading
b. Pronounce words by recalling word parts or letter patterns
c. Write down new words while reading their meaning later
d. Use imagination and elaboration to create images or pictures of the word
_______ 26. What is this word reference that contains a collection of words in one or more languages?
a. reference book c. dictionary
b. word book d. almanac
_______ 27. What is the peak of the reading skills ladder?
a. Exposure to reading from mass media c. Starting private library
b. Reading from the internet d. Borrowing library books
_______ 28. Which type of paragraph restates the main ideas of the text?
a. Introductory paragraph c. Summarizing paragraph
b. Transitional paragraph d. Connecting paragraph
_______ 29. What do you call the compilation of information from various branches of knowledge?
a. reference book c. dictionary
b. word book d. almanac
_______ 30. Expert readers start from ages __________.
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 a. 7 - 9 years old b. 9 - 15 years old c. 16 - 20 years old d. 16 - above
_______ 31. What is the reading stage of a child who started reading and studying newspapers, magazines, and reference works?
a. Novice reader c. Decoding reader
b. Fluent reader d. Expert reader
_______ 32. This reading assessment technique measure the child's general knowledge of facts about the text and the world.
a. Reading Comprehension c. Background Knowledge
b. Language Comprehension d. Linguistic Knowledge
_______ 33. Cloze test or filling in words that are omitted in a paragraph is a test on ________.
a. phonology b. semantics c. morphology d. syntax
_______ 34. Which assessment develops semantics through reading?
a. Recognize pairs of words. c. Arrange pictures to show sequence.
b. Locate differences of the words. d. Identify incorrect sentences.
_______ 35. Teacher E returned the outputs of the students with written feedback on the parts and sections to be improved based on the
competency. How is this meaningful feedback?
a. The feedback is specific.
b. The feedback is given as early as possible.
c. The feedback is addressing learner's advancement toward a goal.
d. The feedback is presented carefully and involves learners in the process.
_______ 36. What is purposeful reading?
a. It helps readers select reading materials.
b. It helps readers assess the relevance of the text.
c. It helps readers avoid having fixations while reading.
d. It helps readers understand fully and appreciate the reading text.
_______ 37. Which is NOT a focus of skimming?
a. titles and subheadings c. chapter questions and objectives
b. every word in the text d. first sentence of every paragraph
_______ 38. Teacher F informs the students about their performance, their strengths and weaknesses. What makes this meaningful
feedback?
a. The feedback is specific.
b. The feedback is given as early as possible.
c. The feedback is addressing learner's advancement toward a goal.
c. The feedback is presented carefully and involves learners in the process.
_______ 39. Which is the least purpose of assessment in reading?
a. Identify skills that are strong that needs to be enhanced.
b. Monitor students’ progress and development.
c. Guide teachers in their instruction.
b. Demonstrate effectiveness of instruction.
_______ 40. Which is NOT a sub-skill in reading?
a. Completing paragraphs with missing words
b. Choosing an appropriate title for a text
c. Deciphering meaning of combined sounds
d. Translating a sentence into a native language
_______ 41. What is the first level in bottom-up model?
a. deep structure c. lexical level
b. surface structure d. character level

_______ 42. This skill is focused on looking at glossary, index, and table of contents.
a. classifying or organizing facts c. inferring meanings
b. using parts of books d. finding supporting details
_______ 43. What is the other name of top-down model?
a. hypothesis test c. message board
b. data-driven d. psycholinguistic game
_______ 44. This reading strategy will help students identify meaning of words through synonyms and antonyms.
a. phonetic analysis c. contextual clues
b. structural analysis d. dictionary clues
_______ 45. Which competency targets the speaking skills?
a. Use appropriate cohesive devices in composing an informative speech.
b. Use the correct sounds of English.
c. Describe the notable literary genres contributed by the writers.
d. Determine the meaning of the idiomatic expressions.
_______ 46. Which is least taught in speaking?
a. Express, organize thoughts, use of language
b. Use intonation, stress and rhythm
c. Select appropriate words and sentences

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 d. Use logical sequence
_______ 47. Which of the following is a speaking activity?
a. board game c. outlining
b. story grammar d. information gap
_______ 48. What activity is used to teach talk as interaction?
a. explaining the concept of modals
b. writing conversation scripts
c. creating timeline of events
d. question and answer
_______ 49. Talk as interaction focuses on __________.
a. casual or formal communication c. product-based class activities
b. exploration of concepts d. problem solving activities
_______ 50. Which speaking format is more on monologue forms?
a. talk as interaction c. talk as function
b. talk as transaction d. talk as performance
_______ 51. Which speaking format answers students' social needs?
a. talk as interaction c. talk as function
b. talk as transaction d. talk as performance
_______ 52. Which test is best for assessing learners' fluency?
a. drills b. question and answer c. reading aloud d. word recognition
_______ 53. What task can be used to test comprehension?
a. demonstration of the use of grammar c. performing impromptu
b. writing essays and articles d. reading in chorus
_______ 54. The teacher wants to test if the students can use proper intonation and stress. What activity should be used by the teacher?
a. reading various types of sentences c. spontaneous speaking
b. identifying missing sounds d. using purposes of speaking
_______ 55. Which is NOT a task in teaching talk as transaction?
a. designing posters c. asking for direction
b. making telephone calls d. delivering a speech

Prepared by: Checked by and submitted to:

HILLARY JOY M. RUFINO DR. MARISSA F. PRUDENCIO

Teacher College Dean