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

District 3, San Manuel, Isabela

COLLEGE DEPARTMENT
College of Teacher Education

PRELIMINARY 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 of the following is a receptive macroskill?
a. listening b. speaking d. writing d. comprehending
_______ 2. 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. Explain the meaning of the idiomatic expressions.
_______ 3. Which competency enhances the writing skills?
a. Discern the positive and negative messages conveyed in a material viewed.
b. Relate content or theme to previous experiences and background knowledge.
c. Use a variety of techniques to introduce a topic.
d. Identify the distinguishing features of notable poems.
_______ 4. Which competency is about listening skills?
a. Employ appropriate listening strategies suited to type of text.
b. Interpret the message conveyed in a material viewed.
c. Analyze literature as a means of connecting to the world.
d. Use verbals in communication.
_______ 5. Which competency enhances a productive skill?
a. Get different viewpoints on various local or global issues.
b. Distinguish facts from beliefs.
c. Evaluate the accuracy of given information.
d. Acknowledge sources by preparing a bibliography.
_______ 6. Which competency develops the receptive skills?
a. Use quotation marks or hanging indentions for direct quotes.
b. Employ the appropriate prosodic features of speech.
c. Compose an independent critique of a selection.
d. Examine biases in a text.
_______ 7. Which among the competencies below is for viewing comprehension?
a. Disclose the personal significance of material viewed.
b. Show appreciation for songs, poems, plays, etc.
c. Describe the emotional appeal of a listening text.
d. Identifying textual details that affirm a claim.
_______ 8. What is the connection of the receptive and productive skills?
a. Learners at young age should be presented with tasks for receptive and productive skills.
b. Receptive skills are naturally developed by the learners, so the productive skills are acquired.
c. To prepare the learners for this speaking activity, it’s essential that they first have many opportunities to listen to and/or
read.
d. Both the receptive and productive skills are important in developing and evaluating the fifth macro skill which is viewing.

_______ 9. Arrange the process of listening.

I. Evaluating III. Receiving
II. Understanding IV. Feedback
a. I, III, IV, II b. II, IV, I, III c. III, II, I, IV d. IV, I, III, II
_______ 10. This mode of listening is used by a learner who is interested in understanding the message before responding.
a. competitive listening c. active listening

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 b. attentive listening d. passive listening
_______ 11. Which is true about viewing?
a. Viewing is a process that supports reading literacy, and is a part of an integrated language arts program.
b. Viewing enhances speaking and writing skills through specific textual techniques.
c. Viewing supports images and videos against social issues in the class.
d. Viewing is one of the macroskills.
_______ 12. This should NOT be promoted in the class because listening is done to promote one's point of view.
a. competitive listening c. active listening
b. attentive listening d. passive listening
_______ 13. Which of the following is an example task for Basic Interpersonal Communicative Skills (BICS)?
a. Writing essay c. Conducting scripted dialogue
b. Answering grammar sheets d. Locating for nouns and pronouns
_______ 14. The activity "completing a teacher-made test" increases cognitive demand.
a. True b. False
_______ 15. Which is true about Basic Interpersonal Communicative Skills (BICS)?
a. Context is reduced in the activities.
b. Context and situation are not regarded so much.
c. Activities are light as they are cognitively not demanding.
d. Learners need to master grammar concepts and structural forms.
_______ 16. Which is true about CALP?
a. It develops fluency in communication.
b. It enhances oral skills and communication strategies.
c. It decontextualizes all the various academic activities.
d. It enables learners to perform real-life situations in context.
_______ 17. Which activity is under the CALP but is embedded in context?
a. simulation of the use of equipment
b. interview of the great authors
c. role play on environmental awareness
d. presenting examples of verbs
_______ 18. BICS promotes social language. Which task is NOT supported by this statement?
a. observing students' reactions
b. emphasizing the suprasegmentals
c. asking for statements to be clarified
d. practicing remote memorization on expository texts
_______ 19. What is the difference of BICS and CALP?
a. BICS is noncontextualized while CALP is contextualized.
b. BICS acknowledges language proficiency while CALP focuses communicative competence.
c. BICS will take shorter time to develop language learning while CALP will take longer time to do so.
d. BICS demands analysis and remembering skills while CALP demands performance and product-based tasks.
_______ 20. What quality of an effective macroskill teacher shows that he/she customizes the classroom to increase
motivation?
a. hopefulness b. passionate c. personalizing d. competent
_______ 21. A macroskill teacher should have deep understanding of the skills to be taught. What characteristic is this?
a. hopefulness b. passionate c. personalizing d. competent
_______ 22. In the classroom, learners can learn on their own. What is shown or used by the teacher?
a. mistakes equal learning c. exploring different teaching methods
b. holding students accountable d. going training and development
_______ 23. Yesterday, the English permitted the class to create their own understanding of the presented text. The next
day, the teacher gave the generalization and the students grouped together to give their examples. What is exhibited
above?
a. mistakes equal learning c. exploring different teaching methods
b. holding students accountable d. going training and development
_______ 24. "Teachers are life-long learners." What characteristic supports this?
a. mistakes equal learning c. exploring different teaching methods
b. holding students accountable d. going training and development
_______ 25. What type of listening should be used by the students if the teachers is presenting a song or music in the
class?
a. casual listening c. reflective listening
b. deep listening d. appreciative listening
_______ 26. Learners need to use_________ to acquire and gather information form the lesson

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 a. discriminative listening c. efferent listening
b. aesthetic listening d. critical listening
_______ 27. Teacher B emphasizes each sound and how to combine them to form words. What level do you think are the
students?
a. Literal level c. Critical level
b. Inferential level d. Creative level
_______ 28. In this level of listening, learners are already able to recognize verbal and non-verbal strategies.
a. Literal level c. Critical level
b. Inferential level d. Creative level
_______ 29. Which technique is promoted by teachers to help students recall main ideas while listening?
a. creating graphic organizers c. taking down notes
b. using manipulatives d. setting goals
_______ 30. In the learning pyramid, which listening input has the least percentage of retained information?
a. discussion b. lecture c. demonstration d. reading
_______ 31. What listening activity lets the students have dialogue about a topic where they have to write them down?
a. class memory quiz c. dual dictation
b. think-pair-share d. 1-2-3 task
_______ 32. The goal of this task is to motivate students to listen to other students.
a. class memory quiz c. dual dictation
b. think-pair-share d. 1-2-3 task
_______ 33. Which should not be done by teachers before assessing the students' listening skills?
a. Expect students to assess their own listening skills.
b. Use interaction techniques for involving learners.
c. Set expectations and goals for listening.
d. Assume learners know how to listen.
_______ 34. What competence refers to knowing how to use and respond to language appropriately given the setting, the
topic and the relationship among people communicating?
a. sociolinguistic competence c. strategic competence
b. grammatical competence d. discourse competence
_______ 35. Which is a bottom-up strategy in listening?
a. predicting c. listening to get main idea
b. summarizing d. listening for specific details
_______ 36. Which is true about top-down approach to listening?
a. It is text-based. c. The listener relies on the message.
b. It activates expectations. d. The listener combines sounds and words.

_______ 37. Evaluating and drawing conclusions are strategies to be used in __________.
a. critical listening c. efferent listening
b. aesthetic listening d. discriminative listening
_______ 38. Which strategy is used to enhance discriminative listening?
a. organizing b. questioning c. blending d. connecting
_______ 39. What do you call the ability to form sentences using ang applying rules?
a. sociolinguistic competence c. strategic competence
b. grammatical competence d. discourse competence
_______ 40. The following are bottom-up strategies in listening except ________.
a. making inferences c. looking for word patterns
b. recognizing cognates d. listening for specific details
_______ 41. Which strategy is for aesthetic listening?
a. segmenting b. summarizing c. visualizing d. identifying techniques
_______ 42. Which strategy is used for efferent listening?
a. organizing b. evaluating c. predicting d. noticing
_______ 43. This type of listening is disapproved in the class because the students seemed to be pre-occupied.
a. Therapeutic listening c. Biased listening
b. Inactive listening d. Discriminative listening
_______ 44. Which is TRUE about listening as a macroskill?
a. It is a communicative behavior.
b. It provides foundation of cognitive development.
c. It is the least skill that will be used in communication purposes.
d. It makes an individual display understanding and respect for a person's view.

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_______ 45. _______ competence is the ability to express oneself in the face of difficulties or limited language
knowledge.
a. Sociolinguistic b. Grammatical c. Strategic d. Discourse
_______ 46. What is communicative competence?
a. It is a learner´s skill to use language to communicate.
b. It is a learner's ability to use language to communicate successfully.
c. It is a learner´s knowledge to use language in a specific context.
d. It is a learner´s capacity to use language to communicate ideas, thoughts, and opinions in different contexts.
_______ 47. Having knowledge of language code, grammar, vocabulary and orthography is related to _______.
a. sociolinguistic competence c. strategic competence
b. grammatical competence d. discourse competence
_______ 48. Teacher K is a Grade 9 English teacher. When teaching, he models the use of English language effectively
and integrates students' prior knowledge in the lesson. What does Teacher K possess in this context?
a. pedagogical knowledge c. subject-matter knowledge
b. socio-affective skills d. personality characteristics
_______ 49. In his class, Teacher R tries to set expectations among his students but delivers lessons with creativity and
effectiveness. What is shown by Teacher R?
a. pedagogical knowledge c. subject-matter knowledge
b. socio-affective skills d. personality characteristics
_______ 50. Which should not be done when assessing listening among students?
a. Use analytic rubric in performance-based assessments.
b. Allow students to reflect on their own listening skills and abilities.
c. Communicate expectations of the listening skills after the assessment task.
d. Monitor students' listening skills to know their strengths and weaknesses.

Prepared by: Checked by and submitted to:

HILLARY JOY M. RUFINO DR. MARISSA F. PRUDENCIO

Teacher College Dean