Teaching and Assessment of Macroskills

Teaching and Assessment of
Macroskills
https://web.facebook.com/teacherkim.letenglish Teacher Kim LET Review (English Major)

What is considered as the foundation for language
acquisition process?
a. Speaking
b. Listening
b. Writing
d. Reading
Which of the following is not true about Whole
Language Instruction?
a. Students are encouraged to read for meaning instead of decoding texts into
individual sounds.
b. While reading, other skills such as writing, listening and speaking
are integrated.
b. It involves the relation of letters to sounds they represent.
d. None of the above

“Is my dress green” and “Are we Filipino” are
examples of ______.
a. referential questions “I don’t know what you’re going
to say.”
b. display questions “I know what you’re going to say.”
b. rhetorical questions
d. Tag question
Which of the following should Teacher Joyce avoid when she is
instructed to use authentic language in the classroom?
a. Use texts from news and weather reports.

b. Use product labels.
b. Ask students to survey people in their area.
d. Use maps, books, radio and other references.
How are reading skills different from reading strategies?
a. Skills are routine-based. On the other hand, strategies emphasize intentional and
deliberate plans under control where good readers make decisions about which
strategy to use.
b. Strategies emhasize good reasoning because readers use reasoning and critical
thinking as they construct and reconstruct evolving meanings from text while skills
are associated with low levels of thinking and reading.
c. Strategies imply metacognitive awareness while skills that have been learned
imply cognitive awareness.
d. Strategies are inherently flexible and adaptable; readers modify strategies to fit
different kinds of texts and different purposes while skills connote consistency, if
not rigidity, in application across a variety of texts.

Which is a critical foundation for reading, writing, and spelling
and is the engine of learning and thinking?
a. cognitive development
b. oral language development
c. written language development
d.affective development

Source: National Institute for Literacy

Which of the following best represents a supportive
environment where learners could talk in pairs or groups?
a. debates
b. news reports
c. mime and role play
d. formal talks
Teacher RenJean starts with sample sentences before explaining
the sentence patterns. Which of the following best describes this?
a . Inductive Approach
b. Deductive Approach
c. Inquiry-based learning
d. Constructivist Approach

This reading activity develops insight on what the text might be about
and teaching strategies for predicing the text content.
a. pre-reading
b. during reading
c. post-reading
d. after reading
Which of the following is not a fixed routine?
a.This one’s on me.
b. Let me think about it.
c. This bag belongs to me.
d. I’ll be with you in a minute.

What age does a child gain the oral competency that makes
him/her a fluent reader?
a. about 6 years old
b. about 10 years old
c. about 9 years old
d. about 8 years old

Chall’s Stages of Reading Development
Age Stage
0-6 years PRE READING (letter recognition)
6-7 years INITIAL READING (phonological awareness &
decoding)
7-8 years Confirmation Fluency
9-13 years Reading to Learn New Information
14-18 years Multiple Viewpoints
18 and above Construction and Reconstruction
Which of the following is true about grammar and vocabulary
in the curriculum?
a. Age does not slow down vocabulary acquisition.
b. Vocabulary is the easiest aspect to learn and does not need to be

discussed in the classroom.
c. Vocabulary building could come later if learners were able to

internalize basic grammar patterns.
d. It is better to teach vocabulary than grammar in the early stages of

learning.

Which of the following is true about grammar and vocabulary
in the curriculum?
d. It is better to teach vocabulary than grammar in the early stages of

learning.

Which of the following is not learner-centered?
a. TBLT
b. GTM
c. CLL
d. Suggestopedia

What is the heart of reading?
a. Comprehension
b. Diction
c. Word Recognition
d.Grammar
What is grammatical-consciousness raising?
a. It refers to totally avoiding grammar in the classroom.
b. Language functions and notions should be the focus of language

teaching.
c. It advocates returning to the traditionalway of language teaching.
d. It is a top-down approach that involves explicit grammar instruction

to contribute to the learner’s literacy awareness.

Which of the following is not a humanistic approach to
language teaching? “The whole being, emotional and social,
needs to be engaged in learning– not just
the mind.”
a. Suggestopedia
b. Imitation and drill
c. TPR
d. CLL
Teacher Janice makes her students go through several stages of writing.
Which of the following view is exemplified?
a. writing as an act of communication
b. writing as a process
c. writing as a product
d. all of the above

TEACHING WRITING APPROACHES
focused on grammar patterns, sentence structure,
CONTROLLED proper punctuation, etc.
FREE quick and spontaneous, no worries about style, form,

grammar or punctuation
FORMAL- a small group of children with similar

GUIDED abilities write together
INORMAL- teacher scaffolds individual writing task
COMMUNICATIVE learning language by communicating real meaning

Teacher Jonathan teaches writing by applying what writers do
in real life– for a purpose and with specific audience in mind.
What approach does he use?
a. Controlled writing
b. Free writing
c. Guided writing
d. Communicative writing
Which teaching writing approach should Teacher Luz use if she is very
particular with grammar and mechanics?
a. Controlled
b. Guided
c. Free
d. Communicative
Which of the following is not a characteristic of
transactional listening?
a. one-way
b. no chance for clarification
c. interactive
d. information-centered
Which of the following requies parroting back the
phrases or expressions that students hear?
a. extensive
b. imitative
c. interactive
d. responsive
Types of Language Assessment Tasks
Imitative - “parroting”
Intensive - cued tasks (ex: picture, oral cues) to elecit
oral language
Responsive - brief interactions to help teachers realize
the student’s ability to participate
Extensive- complex, lengthy discourse (ex: reports &
proposals)
Interactive - long, interactive discourse (ex: role play,
games etc.)
Teacher Bambie asked her students to come up with a proposal to solve the
problem of improper waste disposal in school. Which of the following assessment
task is she using?
a. intensive
b. extensive
c. responsive
d. interactive
What type of situation in speaking is involved when Teacher Donna and
Teacher Robie are speaking on the phone and are alternatively listening
and responding to each other’s questions?
a. interactive
b. non-interactive recorded speech
c. partially interactive speaker w/ live audience
d. extensively interactive
Mila is unwilling to participate in class because of a previous
experience where her classmates laughed at her for saying “ipikt”
instead of “effect”. What problem needs to be addressed?
a. the student’s confidence
b. the student’s L1 interference
c. the student’s shyness and timidness
d. giving the student something to say

Speaking tasks need to be personalized whenever possible.
Which of the following instructions can the teacher give to
adhere to this principle?
I. Complete the sentence: “My goal
for this year is ____”. a. I, II, III, IV
II. “Class, read the poemaloud.” b. I, II

III. Bring a photo of your pet and
present it to class. c. I, III
IV. Read the dialogue by pairs. d. II, IV
Which macroskill involves understanding of what has been
heard such as sounds, syllables and phrases?
a. Reading
b. Speaking
c. Writing
d. Listening
From the beginning of instruction, a good language
program should pay equal attention to meaning and
_______.
a. expression
b. fluency
c. accuracy
d. diction
What should English subject teachers consider when choosing
reading materials?
a. Materials that are unfamiliar with students help familiarize

them to new concepts.
b. Find materials online because they are relatable and easy to
reproduce.
c. Find materials that suit the teacher’s knowledge and
interest.
d. Find materials with good visual cues.

Reading, in ESL, involves transferring of skills from L1 to
L2. Which of the following is not the right way to
practice this transfer?
a. Introduce new patterns of intonation and pauses.
b. Differentiate how sounds are produced in their L1 and L2.
c. Give sets of sounds from L2 that are the same with their L1.
d. Present new culturally-specific knowledge that would help

their language learning.
Which of the following is not an example of talk as transaction?
a. buying something in a shop
b. giving a speech
c. asking for directions
d. calling the airport for flight details

Styles and Functions of Speaking
TALK AS PERFORMANCE
► public talk, oral presentations
TALK AS TRANSACTION
► information and meaning-focused, not too particular with
technicalities
TALK AS INTERACTION
► refers to “conversations”

Which of the following is not a skill under talk as
interaction?
a. turn-taking
b. interrupting
c. joking
d. sequencing information
Which of the following does not refer to
audiolingualism?
a. It is a concept related to behaviorist psychology.

b. It supports the view that language is primarily speech and is
best learned through habit formation
c. It is most consistently associated with Skinner, Bloomfield
and Charles Fries.
d. It believes that language development is characterized by a
rule-governed creativity
For speaking, emphasis on meaning is on communicating thoughts and
ideas while emphasis on accuracy focuses on ____.
a. recognition and distinction of sounds
b. correct grammar, vocabulary and pronunciation
c. correctness of spelling and capitalization
d. neat and proper formation of phrases

How do cognitivists perceive errors?
a. Errors should be avoided at all times.

b. Errors build bad speaking habits so they should be
minimized.
c. Errors are welcome because they indicate what you
know and what you need to know.
d. Thorough analysis of language minimizes error
occurrence.
Teacher Andrei taught the students how fillers work in
conversation. Which of the following is he trying to help them
develop?
a. using conversation maintenance cues
b. asking for clarification
c. getting attention
d. asking someone to repeat

Teacher Beth played two videos in class: one with
conversation errors and one with correct language use. She
wants her students to reflect and be aware of proper language
use. Which of the follosing is described?
a. error correction
b. error analysis
c. consciousness raising
d. reflective language thinking
Which of the following should be avoided when
teaching minimal pairs?
a. Proceed from a known sound to an unknown one.

b. Provide over drills to spend more time in learning
the production of sounds.
c. Use familiar words.
d. Resolve one pronunciation problem at a time.

Which of the following is not a proper use of gamesin
language teaching?
a. Review lessons using games and help students recall
the rules learned.
b. Minimize language use in games and use ellaborate set-ups to
stimulate challenge, especially for adult learners.
c. Provide both rehearsed and extemporaneous language

practice.
d. Make students enjoy productive language use.

Which of the following is/are correct in encouraging students
to participate in all speaking activities?
I. Provide prompts. a. I, II, III

II. Let students write reflections b. I, II
after every activity.
III. Ask students to share their ideas c. I, III
and insights right away.
d. I only
What can be said about a polite expression such as,
“Can you give me a slice of that cake?”
a. It is an indirect illocutionary act.
b. It is a direct illocutionary act.
c. It is am implied locutionary act.
d. It is a non-literal locutionary act.
Speech Act Theory (Austin and Searle)
A. Locutionary - expressive/ literal meaning
ex: “Stop smoking.”
B. Illocutionary- meaning one wishes to convey
-utterance with a social function to state an opinion (confirming or denying);
making a prediction, a promise, a request; issuing an order, giving advice or
permission
a request, order, or warning to stop smoking

Speech Act Theory (Austin and Searle)
C. Perlocutionary- effect of our words
The person stops smoking as an effect
ILLOCUTION LOCUTION PERLOCUTION

Which of the following stages in listening involves
two other activities like hearing and attending?
a. Understanding
b. Responding
c. Remembering
d. Receiving
Stages of Listening
1. Remembering - involves two activities such as hearing and
attending
2. Understanding - determining the context and assigning

meaning to the words and utterances
3. Remembering - Remembering all the details is important

to move forward in the conversation.
Stages of Listening
4. Evaluating- Assess the information, determine the veracity

of information
5. Responding - giving feedback

A. Formative Feedback
B. Summative Feedback

Which of the following skills develop bottom-up processing?
a. Inferring cause and effect
b. Using key words to construct the schema of a discourse
c. anticipating questions related to the text
d. recognizing the order of words in an utterance

Which of the following is a bottom-up approach in
listening?
a. generating questions from topics heard
b. summarizing important points
c. identifying conversation themes
d. pointing out key transitions in a discourse
Listening
BOTTOM-UP - decoding the text

TOP-DOWN - comprehending it using one’s schema

Top-Down Bottom-Up
follow directions
find which modal verbs occurred in a text
Determine the order in which words occurred in an utterance

write a journal on the listening activity
generate questions from topics heard
find collocations and idioms

summarize important points
The following are goals of the pre-listening
strategies except:
a. to provide a list of new words and expressions that are used the the listening passage
b. to provide relevant activities for the integration of speaking and writing
c. to establish students’ expectations on what could be the content of the listening text
d. to set students’ modd and interest on the listening task

Pre-listening activities:
a. Identify vocabulary needs
b. Activate interest and motivation
c. Put in context
d. Set the listening purpose
While listening activities:

a. Provide opportunity for students to re-listen.
b. Promote guided listening.
c. Give students ‘thinking space’
Post-listening activities
a. Responding to the text
b. Analyzing linguistic features of the text.
c. Integrating speaking and writing

Students are tasked to listen a recording and respond appropriately to the questions given
by the speaker. Students are assessed by their ability to understand the conversation and
respond to the questions using the vocabulary words they have. What is the purpose of
assessment here?
Students hear: How about you? What did you feel upon learning that you passed the test?
Students respond: It was overwhelming as well for me. I did not expect to pass and I was
really happy and excited.
a. Intensive listening
b. Responsive listening
c. Extensive Listening
d. Selective listening
Types/ Purpose of Listening
Intensive Listening- focusing on the form of the language
Responsive Listening- showing understanding, creating appropriate

response
Selective Listening- picking out important information
Extensive Listening- understanding longer texts and connecting the

ideas
The goal of critical listening is to judge the quality of a message to decide
whether to accept it or not. Which of the following should not be done in
critical listening?
a. Be opportunistic.
b. Evaluate the speaker’s credibility.
c. Listen for more information before evaluating.
d. Examine the speaker’s evidence and examine emotional appeals.

Which of the following teaching speaking principles
best suits beginner learners?
a. Personalize speaking tasks whenever possible.
b. Provide something for learners to talk about.
c. Design both transactional and interpersonal speaking activities.
d. Plan speaking tasks that involve negotiation for meaning.

Which of the following statements is true?
a. You learn to read by writing.
b. You learn to listen by reading.
c. The first language literacy is of major importance in the
instructional program.
d. The importance of learning to read and write meaningfully in a second

language is often a key to continued success in formal education.
Which macro skill involves putting sentences together in connected
discourse, but the main focus is basic communicability?
a. speaking
b. viewing
c. reading
d. writing
Which of the following is an example of beneficial
backwash?
a. If a test is important, preparation for it can dominate teaching
activities
b. If the skill of writing is tested only by multiple choice items, there is a freat
pressure to practice such items.
c. If what is assessed becomes what is valued and what is valued

becomes what is taught
d. If teachers ignore subjects that do not contribute to passing the exams

Which notetaking category is most applicable for
study?
a. Quoting
b. Paraphrasing
c. Summarizing
d. Viewing
________ is the chair designated for the students
to use during sharing period.
a. hot seat
b. author’s chair
c. reader’s chair
d. speaker’s chair
https://www.learnalberta.ca/content/ieptlibrary/documents/en/is/author%27s_chair.pdf

Christel received her paper with the mark 5 before the
sentence “We will pass the LET!” What does the teacher
want her to do?
a. Insert 5 spaces.
b. Move five spaces to the left.
b. Use five single spaces.
d. Indent five spaces.
Proofreading Symbols

Thank you, LPTs! ^_^

Teaching and Assessment of Macroskills

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Teaching and Assessment of

https://web.facebook.com/teacherkim.letenglish Teacher Kim LET Review (English Major)

b. It involves the relation of letters to sounds they represent.

d. None of the above

b. display questions “I know what you’re going to say.”

a. Use texts from news and weather reports.

https://web.facebook.com/teacherkim.letenglish Teacher Kim LET Review (English Major)

b. oral language development

c. written language development

https://web.facebook.com/teacherkim.letenglish Teacher Kim LET Review (English Major)

https://web.facebook.com/teacherkim.letenglish Teacher Kim LET Review (English Major)

c. mime and role play

https://web.facebook.com/teacherkim.letenglish Teacher Kim LET Review (English Major)

a.This one’s on me.

b. Let me think about it.

c. This bag belongs to me.

d. I’ll be with you in a minute.

https://web.facebook.com/teacherkim.letenglish Teacher Kim LET Review (English Major)

a. about 6 years old

b. about 10 years old

c. about 9 years old

d. about 8 years old

a. Age does not slow down vocabulary acquisition.

b. Vocabulary is the easiest aspect to learn and does not need to be

c. Vocabulary building could come later if learners were able to

d. It is better to teach vocabulary than grammar in the early stages of

https://web.facebook.com/teacherkim.letenglish Teacher Kim LET Review (English Major)

d. It is better to teach vocabulary than grammar in the early stages of

https://web.facebook.com/teacherkim.letenglish Teacher Kim LET Review (English Major)

https://web.facebook.com/teacherkim.letenglish Teacher Kim LET Review (English Major)

a. It refers to totally avoiding grammar in the classroom.

b. Language functions and notions should be the focus of language

c. It advocates returning to the traditionalway of language teaching.

d. It is a top-down approach that involves explicit grammar instruction

https://web.facebook.com/teacherkim.letenglish Teacher Kim LET Review (English Major)

b. Imitation and drill

a. writing as an act of communication

d. all of the above

FREE quick and spontaneous, no worries about style, form,

FORMAL- a small group of children with similar

INORMAL- teacher scaffolds individual writing task

COMMUNICATIVE learning language by communicating real meaning

https://web.facebook.com/teacherkim.letenglish Teacher Kim LET Review (English Major)

b. no chance for clarification

b. non-interactive recorded speech

c. partially interactive speaker w/ live audience

a. the student’s confidence

b. the student’s L1 interference

c. the student’s shyness and timidness

d. giving the student something to say

II. “Class, read the poemaloud.” b. I, II

a. Materials that are unfamiliar with students help familiarize

d. Find materials with good visual cues.

b. Differentiate how sounds are produced in their L1 and L2.

d. Present new culturally-specific knowledge that would help

a. buying something in a shop

c. asking for directions

d. calling the airport for flight details

https://web.facebook.com/teacherkim.letenglish Teacher Kim LET Review (English Major)

a. It is a concept related to behaviorist psychology.

a. recognition and distinction of sounds

b. correct grammar, vocabulary and pronunciation

c. correctness of spelling and capitalization

d. neat and proper formation of phrases