Teaching and Assessment of the Macro Skills

1. Tony, a student, spends of his waking hours at school by simply listening to his teacher's daily lectures
and his classmates dally conversations.
A. 50% B. 30% C 10% D 20%

Since Tony is only engaged in listening to lectures and conversations, we can estimate that he spends a
significant portion of his time in school doing so. Given that he's not mentioned to be actively participating
in other activities, we can rule out options C and D as they represent smaller percentages.Between options A
and B, 50% might be too high if we assume he spends some time doing other activities like breaks, writing
notes, etc. So, the most appropriate option seems to be:

B. 30%

2. Miss Torres gave her class a group assignment. The class must come up with possible solutions to the
parking problem in their school during drop-off and pick-up hours. Each group is expected to come up with
a proposal. What kind of speaking task is she using?
A. Imitative C. Responsive B. Intensive D. Interactive
Miss Torres is using an interactive speaking task. In an interactive speaking task, students engage in
communication with each other, exchanging ideas, and collaborating to achieve a common goal. In this
scenario, the students are working together in groups to come up with possible solutions to the parking
problem, which involves interaction and collaboration among the students within their groups. Therefore,
option D. Interactive, is the most appropriate choice.

3. Luisa heard the phone ring, but she ignored it. What kind of listening has ahe been to?
A MarginalC Critical B. Attentive D Appreciative

4. Every time Lorenz listens to her favorite teacher's lecture, she uses her schema regarding the topic and
draws inferences about it. The process used by Lorenz is the top-down process which involves
A Information available within the text only
B. Inside information that the listener brings to the text
C. language information, contextual clues, and prior knowledge
D. the ability to process acoustic signals

5. Mr Cruz made his students listen to an American visitor, and asked his students to identify the reduced
forms in fast speech (elision and assimilation). What listening skill is he trying to develop?
A Perception skills
B. Interacting with speaker
C. Dealing with information
D. D. Using knowledge of the world

6. The students are asked to listen to an excerpt from the speech of President Obama to scan for certain
information What type of listening is that?
A. Intensive C. Selective B Responsive D. Extensive

7. Which among the four basic types of speaking requires to parrot back words, phrases, and sentences
which they hear?
A. Imitative b. Interactive C. Extensive D. Responsive

Imitative speaking involves mimicking or repeating words, phrases, and sentences that are heard, often
without necessarily understanding their meaning deeply. This type of speaking is common in language
learning settings where learners practice pronunciation and intonation by imitating native speakers.

Therefore, the correct answer is:

A. Imitative

8. Ms. Cruz asked her students to listen for key words or phrases from a listening passage. On the worksheet
is a list of twelve key words or phrases. When they hear a particular word or phrase, they check it off on the
worksheet if they don't hear a particular item, they leave it blank. What process of listening is involved?
A. Bottom-up processing B. Top-down processing C. Interactive processing D. Personalization

Bottom-up processing involves understanding information by piecing together individual elements, such as
words or phrases, to comprehend the overall message. In this scenario, the students are focusing on the
specific words or phrases presented in the worksheet and then matching them with what they hear in the
listening passage.

Therefore, the correct answer is:

A. Bottom-up processing

9. Over lunch, your friend tells you a story about a recent holiday, which was a disaster You listen with
interest and interject at appropriate moments, perhaps to express surprise or sympathy. How do you listen in
this situation?
A Bottom-up processing B. Top-down processing C Interactive processing D. Personalization

Interactive processing involves engaging in active communication with the speaker, which includes
responding appropriately to the speaker's message, expressing emotions, and maintaining the flow of
conversation through feedback and interjections.

Therefore, the correct answer is:

C. Interactive processing

10. Teacher Rolle, a high school English teacher entered his 1 year classroom. He greeted the class, did the
routine tasks and started the lesson. He turned on the overhead projector and asked the class to read silently
the following questions projected on the screen.
What do you have to do before you can speak?
What does a child learn before he talks? •
What do we do before chatting?
What do you think is the right to answer to the questions above?
A. Speak B Read C. Write D Listen

11. Ms. Cruz noticed that one of her students Joana is having trouble when she is communicating with her
classmates in a face- to-face situation. What kind of communication is taking place?
A Intrapersonal B. Public Speaking D. Interpersonal C. Public forum

Interpersonal communication refers to the exchange of information, feelings, and meaning between two or
more people in a face-to-face context. It involves direct interaction and communication between individuals.

Therefore, the correct answer is:

D. Interpersonal

12. When asked by Mr. Cruz of be understands the problem, Jose said, "I'm afraid, I don't understand.
Michael's utterance employs
A. Formal English B. Informal English C. Colloquial English D. Semi-formal English
Jose's utterance, "I'm afraid, I don't understand," suggests the use of informal language. It's a common
phrase used in casual conversation to express uncertainty or confusion. Therefore, the correct answer is:

B. Informal English

13. Mr. Palermo asked his students to produce different consonant sounds. First, he told the students to form
some sounds by completely obstructing the stream of air with either their lips or their tongues and then
suddenly releasing air stream. He taught them to produce
A fricatives C. nasals B. affricates D. plosives.

Mr. Palermo is teaching his students to produce consonant sounds by completely obstructing the stream of
air with either their lips or their tongues and then suddenly releasing the air stream. This description
corresponds to the production of plosive consonant sounds.

Therefore, the correct answer is:

D. Plosives.

14. The students of class 1V-1 were asked to watch the movie "Shakespeare in Love to understand
Shakespearean works better. After the literature activity, the teacher asked them to re-enact the characters of
William Shakespeare and Anne Hathaway. These students were asked to "Shakespeare in Love
A. simulate C. role play B discuss D present

Role play involves students taking on specific roles or characters and acting out scenarios or scenes related
to those roles. In this case, the students are asked to portray the characters from the movie, which is a form
of role play.

Therefore, the correct answer is:

C. Role play

15. Mr. Ramos presented the issue of abortion for the students to debate upon. This particular activity is a
speaking task that in also a
A. consensus-seeking activity B problem-solving activity Chumanistic activity D. moral dilemma activity

A moral dilemma activity involves presenting students with a challenging ethical or moral issue for
discussion and debate, where there are conflicting values, beliefs, and perspectives involved. In this case,
abortion is a topic that raises ethical, moral, and philosophical questions, making it a moral dilemma
activity.

Therefore, the correct answer is:

D. Moral dilemma activity

窗体底端

16. The language learner modulates her voice by actually checking out its loudness and softness of her
voice. She must be pretty working out her voice's
A. Volume b. projection c. pitch d. stress
Volume refers to the loudness or softness of sound. When someone modulates their voice, they adjust its
volume to convey different meanings, emotions, or emphasis. Therefore, in this context, volume is the most
appropriate term.
17. Marto did not uriderstand when the teacher said that the lady in the picture is expecting He asks the
leacher, "What is the pregnant lady expecting for?" The connotative meaning to communication.
A language barrier B psychological barrier C. physical barrier D emotional bamer
Emotional barriers can arise due to misunderstandings, differing interpretations, or confusion about the
emotional connotations of words or phrases used in communication. Marto's question suggests a lack of
understanding of the emotional context associated with the term "expecting" in the given situation,
indicating an emotional barrier to effective communication.

18. Marie is talking to an American tourist. She cannot be understood pretty well by the American In order
to meet the needs of her Iistener, she has to adjust to the
A source B situation C. feedback D. noise
Adjusting to the situation involves adapting one's communication style, language choice, and delivery to suit
the specific context or circumstances. In this case, Marie may need to modify her speech, slow down her rate
of speech, simplify her vocabulary, or use gestures to aid understanding, depending on the situation and the
needs of her listener.

19. Ma. Padila varies the content of the sentence words in a sentenaryo ward one of the That is, the teacher
gives a word for Where of only saying the train station?", the students might also be called on to say "Where
is the post office? This is called
A repetition drit B transformation drit C. chain drill D. substitution anll
Substitution drill involves replacing one element of a sentence with another while keeping the overall
structure of the sentence the same. In this case, students are substituting different locations while
maintaining the structure of the question "Where is the train station?" This helps reinforce language patterns
and vocabulary.

20. Ms. Tess, an English teacher divided the class into groups and gave a problem-solving activity entitled
"Desert Dilemma. She wanted to monitor closely the students in the group who linows how to signal that
one wanted to speak What specific speech routine used in conversation did Ms. Tess adhere to?
A negotiation of meaning B. feedback C interaction D. tum-taking
Turn-taking involves the process of individuals signaling or taking turns to speak in a conversation. By
observing and facilitating the students' ability to signal when they want to speak, Ms. Tess is ensuring that
the conversation flows smoothly and that each participant has the opportunity to contribute.

21. Your best friend came to your house crying because her boyfriend decided to put an end to their
relationship. What type of purposeful listening will you be involved in? A discriminativu b. comprehensive
C. therapeutic D. critical
Therapeutic listening involves providing emotional support, empathy, and understanding to the speaker,
especially in situations where they are experiencing distress or emotional pain. In this case, your friend
needs someone to listen to her feelings and provide comfort, making it a therapeutic listening situation.

22. In teaching speaking, the language inamers should recognize three areas of knowledge that are inherent
in oral communication. Which of the following is not included in these areas?
A mechanics C. functions B. notions d. rules and norms

23. Students watch a self-contained video clip from a film divided into several parts. Working in pairs, they
tall each other what they think will happen at each stage. What one-way listening task do you involve your
students in?
A restoration task B. reconstruction task C prediction tasik D comparison task
In a prediction task, students make predictions or guesses about what will happen next based on the
information they have observed or received. In this activity, students are using their comprehension of the
video clip to predict the subsequent events, engaging in a one-way listening task where they are primarily
receiving information from the video clip and then generating predictions.

24. Mr Dela Cniz gave his classes a list of topics to research on. He assigned the students to work in pairs
and gave tham three weeks to prepare to share with the class the information they have have gathered He
encouraged has students to use visual aids and to be creative with their report. This activity is an example of
what kind of a speaking performance task?
A classroom group discussion B. problem solving activity C chatting with trends D. oral presentation
25. Impromptu mor monologues wherein students are encouraged to speak about their feelings about a
particular iterary work and their perceptions of how the work applies in their belief system primarily address
assessment in which domain
A Cognitive C Psychomotor b. Social D. Affective
The affective domain deals with emotions, attitudes, values, and beliefs. In this scenario, students are
expressing their feelings, perceptions, and beliefs about the literary work, which falls within the affective
domain of assessment.

26. Ms. Flores strives to make his adult English classee interactive. His classes will most liialy be found?
A producing language for genuine meaningful communication B focusing on formal correctness as a
primary goal C exclusively using the target language for instruction D. reading difficult classical texts at an
early level

Producing language for genuine meaningful communication

Interactive classes prioritize activities and exercises that encourage students to engage in genuine,
meaningful communication. This involves tasks such as pair or group discussions, role-plays, simulations,
debates, and other communicative activities that promote interaction among students and with the teacher.

27. Mr. Gomez Gomez is a very innovative teacher. He makes it a point to explore pedagogical means. for
real-life communication in his language classes What method does Mr Gomez use for his classes?
A Grammar Translation Method b. Cognitive Code Learning c. Communicative Language Teaching D.
Audiolingual Method
Communicative Language Teaching (CLT) emphasizes the practical use of language for communication in
real-life contexts. It focuses on meaningful interaction, student-centered activities, and authentic language
use. CLT encourages learners to develop their language skills through activities such as role-plays,
simulations, discussions, and problem-solving tasks, which promote active engagement and communication.
This approach aligns with Mr. Gomez's emphasis on real-life communication in his language classes.

28. Mr. Dazon, the English Department Head, ham observed that it is a common practice in Miss San Juan's
grade 5 dasses to have group learning activities that are dependent on socially structured exchanges of
information between students. What conclusion can be drawn from his observation of Mes San Juan's
classes? Her classes are
A. Cooperative C. content-basad B. collaborative D task-based
Cooperative learning involves students working together in small groups to achieve a common goal or
complete a task. In Miss San Juan's classes, the group activities rely on students interacting with each other
to share information, exchange ideas, and collaborate towards a shared objective. This aligns with the
principles of cooperative learning, where students actively engage in socially structured exchanges to
enhance their learning.

29. Students are asked to listen to a series of advertisements. Then they list them under the following
headings: Jingle On Air by a DJ Conversational Mini-Drame What specific listening task is involved?
A classifying C. analyzing B sequencing D. predicting
Classifying involves categorizing or organizing items based on specific criteria or characteristics. In this
case, students are categorizing the advertisements based on their different formats or styles (jingle, on-air by
a DJ, conversational, mini-drama).

30. Mrs. Dela Fuente is an ESL teacher in Spain for 15 years. Wien teaching pronunciation to her students,
she usually points out to them the specific English sounds which Spaniante commonly find difficult, such as
and the Which factor within learners in she trying to address with this practice?
A innate phonetic ability B language ego C . native language D. motivation
The native language or L1 influence plays a significant role in pronunciation difficulties for ESL learners.
Spanish speakers, for example, may find certain English sounds difficult due to differences in phonetic
systems between Spanish and English. By pointing out specific English sounds that Spanish speakers
commonly find challenging, Mrs. Dela Fuente is helping her students identify and overcome these
difficulties influenced by their native language.

31. Which of the following sa description of authentic and meaningful language use in the classroom
A. Mrs Cruz explains linguistic concepts to her Grade 3 pupils using "canned" language and terms like
'prasertprogressive" or "miative clause. She aima or nearative mastery if the language
B. M Perezia grade 6 English teacher in teaching grammar, he simplifies concepts by breaking language into
many bits and pieces for his students to analyze
C. In teaching English to her Grade 5 class, Ms. Ramos stresses the connections among the various
language skills and cals grammatical concepts to her students attention by showing them certain
patterns and examples
D. Since proficiency level is low in the ESL beginner's class of Ms. Ramos and sin most of her students are
adults, she has resulted to using 'caretaker" talk and to keeping repetition tasks to a minimum
This option highlights the importance of stressing connections among language skills and using patterns and
examples to teach grammatical concepts, which fosters authentic and meaningful language use in the
classroom.

32. Matnos is not yet very comfortable about speaking English with his colleagues. He has however devised
a way to make-up for his "Thinking time whenever he tries to speak in English Instead of silently pausing,
he has leamed to insert certain fillers such us uh, well and you know when he speaks What characteristic of
spoken language did Mateo take advantage of?
A rate of deilvery B. reduced forms C optioquial language D performance variables
Performance variables include features of spoken language such as hesitations, fillers, and discourse markers
(e.g., "uh," "well," "you know"). Mateo's use of fillers like "uh," "well," and "you know" helps him
compensate for thinking time and maintain fluency in his speech when speaking English with his colleagues.

33. Teacher Marie asked her grade three students to work together in pairs to see how many words they can
make out of one long word, for example, the word important. She gave each pair a different word. This
activity is descriptive of what type of a speaking performance task?
A responsive b. imitative C. interactive D. intensive
In an interactive speaking task, students engage in communication with each other, exchanging ideas, and
collaborating to achieve a common goal. In this scenario, students are working together in pairs to
brainstorm and generate words from a given long word, which involves interaction and collaboration among
the students within their pairs.

34. Susan was bom and raised in Cebu, She is currently studying languages in a university in the US She is
in her second year. Her American classmates have often commented that Susan has a certain "knack for
language because her eann in speaking English, as well as the foreign languages she is studying seems to
come so naturally to her What pronunciation variatile influences her speaking skills?
A her native language which is Cebuano E her innate phonetic ability C her young age of twenty Dher
exposure to academic life in the US
Susan's native language, Cebuano, can influence her pronunciation and overall language skills, including her
ability to speak English and other foreign languages. Differences between the phonetic systems of Cebuano
and English could affect her pronunciation, and her early exposure to Cebuano may impact her language
acquisition and production.

35. Teacher Jenny is a popular teacher in the language center where she works. Foreign students always
enjoy being in her class because according to them, "she never fails to provide the kind of warm, embracing
climate that encourages them to speak no matter now halting or broken they attempts in English nay be"
Which leamer factor has Teacher Jenny succeeded in helping her students overcome?
A interaction effect B. conversational discourme C. afflactive factors D. accuraty and fluency
Affective factors pertain to emotions, attitudes, and motivation in language learning. In this case, Teacher
Jenny's warm and embracing climate encourages her students to speak English, despite any difficulties they
may have. Her supportive and encouraging approach helps to create a positive learning environment where
students feel comfortable and motivated to communicate, even if their attempts in English are halting or
broken.

36. Mrs Ramos wants to design an interactive language activity for her ESL intermediate chaes Which task
is she most likely to use?
A. oral presentation
B. Bread-aloud activity
C. reteling a news event
D. small group discussion
Small group discussions are interactive language activities that involve students actively engaging with each
other to exchange ideas, share opinions, and collaborate on a given topic. This type of activity promotes
communication and interaction among students, allowing them to practice their language skills in a
supportive environment.

37. Teacher Cherry teaches English for beginners It is part of her class routine to write 3-4 words on the
board which she reads to the pupils and which the pupils are to say aloud after her What type of task do the
pupils perform?
A an imitative task B. responsive task C an interactive tank D. mad-aloud tasie
In an imitative task, students replicate or imitate language modeled by the teacher. In this case, the students
are imitating the pronunciation of the words spoken by Teacher Cherry.

38. You are at a rock concert. There is a lady standing behind you rattling on about her new diet. A guy in
front of you is talking to his buddy about a new car he's thinking about buying and the band leader is giving
an explanation of how the group came together and wrote ther latest hit song. A vendor is going up your asie
selling soft drinks and sandwiches Who are you going to laten to attentively?
A The lady standing behind you B. The guy talking about buying a new car C. The band leader explaining
about the group D. The vendor selling food
The band leader's explanation about the group and how they wrote their latest hit song would likely be the
most relevant and interesting information for you at a rock concert, as it directly relates to the event you are
attending and the music being performed.

39. Your best friend came to your house crying because her boyfriend decided to put an end to their
relationship What type of purposeful listening will be involved in?
A Discriminative C. Therapeutic B. Comprehensive D. Critical

40. Ms. Cruz asked her students to identity and take note of the discourse markers that the speakers use.
What listening comprehension skill is she trying to develop in her students?
A Listening for gist 8 Drawing inferences C. Making predictions D. Listening for details

Listening for details

Discourse markers are linguistic devices used to signal relationships between parts of a discourse or
conversation. By asking her students to identify and take note of discourse markers used by speakers, Ms.
Cruz is focusing on the detailed understanding of language at a more granular level, which falls under the
skill of listening for details.

41. Marc Aaron has been exposed to a rich language environment because of mature adult models he
interacts with at home. As a result, he has come to have a firm grasp of word meanings in various situations.
How would this exposure help him lesam to read?
A. His comprehension will not be affected by word knowledge
B. His listening vocabulary is richer than his reading vocabulary
C. The print materia's he reads will be different from his listening vocabulary
D. His knowledge of words in listening situations will help him comprehend the print materials .
When a child like Marc Aaron has a firm grasp of word meanings in various situations through exposure to a
rich language environment, it provides a strong foundation for reading comprehension. The words he has
encountered and understood through listening will contribute to his ability to comprehend the print materials
he reads. This transfer of vocabulary knowledge from listening to reading situations supports reading
comprehension and overall literacy development.

42. Teacher Merry Ruth includes 4 known words together with 5 new important words in developing
vocabulary knowledge among her students. She chooses these 4 words based on their relationship to the
topic and to the new words she is going to introduce Which of the following principles of vocabulary
instructions applied by the teacher?

43. The importance of vocabulary instruction in improving comprehension has long been recognized In fact
use approaches that encourage the understanding of word knowledge in various contexts. Which of the
following is NOT an appropriate approach for vocabulary metruction?
A Wide reading b. Direct Instruction C. Superficial instruction D. Mastery Approach
Superficial instruction refers to teaching methods or approaches that lack depth or thoroughness in
addressing vocabulary development. This approach typically involves surface-level activities or strategies
that do not adequately promote deep understanding or meaningful engagement with word knowledge. In
contrast, effective vocabulary instruction aims to provide students with opportunities to explore and
comprehend word meanings in various contexts, which is not achieved through superficial instruction.

44. One principle in vocabulary instruction suggests that concepts be taught in semantically related clusters.
How is the best applied in the classroom?
A Let students match words in column A with ther definitions in column
B Present vocabulary advance organizers
C Conduct semantic feature analysis
d.Use textual context as clues.
Semantic feature analysis involves organizing vocabulary words into related clusters based on shared
semantic features or characteristics. This approach allows students to explore the relationships between
words within a cluster, helping them to better understand the connections and distinctions among the
vocabulary words. By conducting semantic feature analysis, students can develop a deeper understanding of
the vocabulary words and their semantic relationships, facilitating more effective vocabulary learning.

45. Knowledge of text organization guides the reader's interaction and helps to determine the important
details of a selection The following are the organizational patterns used in exposition EXCEPT
A Narration B Comparison-Contrast C Causes-Effect D Time Order

46, The application part of the lesson provides the students with a chance to jesporid effectively to the
leaming gained in the classroom The folowing are commendable lesson endings EXCEPT
A Witting insights on reflection journals
B. Liniking lessons to real-life contexts
C. Responding creatively using multiple Inteligences
D Answering questions for convergent thinking
Answering questions for convergent thinking typically involves providing specific correct answers based on
information learned in the lesson, rather than actively applying knowledge in real-life contexts or engaging
in creative responses using multiple intelligences.

47. Content-based instruction Integrates particular content with language teaching aims It is beand on the
underlying principle that language learning succeeds when lessons use the target language meaningful
contentualized forms to acquire information and knowledge. Which of the following violates this CBI
principle?
A Teachers focus on language structures.
B. Teachers allow multiple opportunities to understand and use the language.
C. Teachers engage students in a relatively anxiety-free environment
D. Teachers prioritize the meaning-making rather than the language form
In content-based instruction, the primary focus is on teaching content while using the target language.
Language structures are taught within the context of meaningful content, rather than being the sole focus of
instruction. Therefore, emphasizing language structures over content goes against the principle of content-
based instruction.

48. CBI is based on the ponciple of Whole Language Approach. Which of the following do NOT characenze
the Whole Language Approach?
A. It takes place in meaningful contexts
B. It happens as naturally as leamers walk and talk
C It starts from language aims taken from the guage students textbook
D It provides social meaning-bitsed purposeful, enjoyable activities
The Whole Language Approach emphasizes learning language in meaningful contexts and real-life
situations rather than solely relying on language aims taken from textbooks. It prioritizes authentic and
purposeful language use in social contexts.

49. The construction of meaning and the negotiation of its sense appropriately describe the pedagogical aims
in reading To accomplish these, students need the following comprehension strategies EXCEPT
A. Organizational Strategies B Preparational Strategies c. Elaboration Strategers D. Decoding Strategies
Decoding strategies primarily focus on recognizing and pronouncing words, typically associated with early
reading development rather than higher-level comprehension strategies such as constructing meaning and
negotiating sense.

50. Metacognition is one's awareness aboul own thinking Students can be taught the metacognitive strategies
for autonomous leaming Which of the following does NOT reflect a metacognitive strategy?
A Regulating one's thoughts
b. Distinguishing fact and opinion
C Checking one's understanding
D Repairing comprehension problems
While distinguishing between fact and opinion is an important critical thinking skill, it does not directly
involve metacognition, which pertains to one's awareness and control of their own thinking processes.
Metacognitive strategies typically involve actions such as regulating one's thoughts, checking understanding,
and repairing comprehension problems, which all involve monitoring and controlling one's cognitive
processes.

51. A technique for generating a pool of ideas in order to eventually select the most appropriate ideas for
use in writing or some other creative task.
A delayed copying C dictocomp B precis writting D. Brainstorming
Brainstorming is a creative technique used to generate ideas through a spontaneous and non-judgmental
process. It involves the rapid generation of ideas without criticism, allowing participants to explore various
possibilities and then select the most suitable ones for further development.

52. The following are different aspects of a subject that witter considers in cubing as a technique in
generating ideas EXCEPT
A Describing C Companing D Arguing for or against it
In cubing, the different aspects typically include describing, analyzing, associating, applying, arguing for,
and arguing against. Comparing is not one of the standard aspects considered in cubing.

53. Ms. Lontoc, an English teacher, mests with her students individually to discuss revision options on a
draft, the strategies the students is using to write and revise the work, and the students progress as a writer.
Me. Lontoc is doing
A. Enculturation B. Dialogic thinking C Conferencing D Collaborative learning
 Conferencing involves one-on-one meetings between a teacher and a student to discuss various aspects of
the student's work, progress, and strategies. It provides personalized feedback, guidance, and support
tailored to the individual student's needs and goals.
54. The course of action taken when a person follows one step aher another an order to develop a piece of
writing, where each step needs to be completed before moving on to the next step
A Recursive writing B Linear writing C. Rethinking D Drafting
In linear writing, the writer progresses through the writing process sequentially, completing each step before
moving on to the next one. This typically involves steps such as prewriting, drafting, revising, editing, and
publishing, with each stage building upon the previous one in a linear fashion.

55. An approach to teaching writing that involves the teacher and student in working on strategies for
analyzing taxt, generating ideas drafting, revising and proofreading A Process-onented C. Reader-based B.
Product-centes D. Writer-based
In a process-oriented approach to teaching writing, the emphasis is on guiding students through the various
stages of the writing process, from prewriting to publishing. This approach focuses on the development of
writing skills, strategies, and habits, rather than solely on the final product.

56. Important to a writing workshop are the folowing EXCEPT

A Books C Tutor b. Internet D. Paper and pen
While the internet can be a valuable resource for research and accessing additional writing materials, it is not
an essential component of a traditional writing workshop, which typically relies more on face-to-face
interaction, physical resources, and hands-on writing activities.

57. The line of reasoning of a writtert product in terms approach and modes used throughout
A. Topic sentence
B. Purpose
C. Negotiation of meaning
D Rhetorical structure
Rhetorical structure refers to the arrangement and organization of ideas, arguments, and content within a
piece of writing. It encompasses how the writer introduces, develops, and concludes their points, as well as
the overall coherence and flow of the text. Understanding rhetorical structure is crucial for comprehending
the author's intended message and how they communicate their ideas effectively to the audience.

58. Ms. Cruz collects a variety of samples of her students work produced for different assignments and
purposes. She uses her collection in assessing her students wetting across time. Ms. Cruz is using
A Authentic texts 8 Chain stories C Topic-based guidelines D. Portfolios
Portfolios are collections of student work that demonstrate their progress, achievements, and growth over
time. They typically include samples of writing, projects, assessments, and other artifacts that reflect
students' learning and development. Using portfolios for assessment allows teachers like Ms. Cruz to gain
insights into students' writing abilities, track their progress, and provide targeted feedback and support.

59. Effective evaluation should provide the following lunds of information to the writer EXCEPT
A. To whom is the writer writing for
B Does the writer use language accurately and appropriately?
C Is the content relevant to the task?
D. Is the content clearly expressed?
While understanding the audience is crucial for effective communication, it is not typically a direct aspect of
evaluation feedback provided to the writer. Instead, evaluation feedback tends to focus more on aspects such
as language usage, content relevance, and clarity of expression.

60. Writing for a pen-pal reflects this approach to L2 composition composition

A Controlled B Communicative C Model D English for Academic Purposes
Writing for a pen-pal involves real communication with another person, often in another language. It
encourages students to express themselves authentically, share personal experiences, and engage in
meaningful interactions, all of which align with a communicative approach to language learning and
composition.
61. Word knowledge greatly helps the comprehension of written texts. It is for this. reason that language
teachers carefully and deliberately select words to include in their intentional vocabulary instruction. Which
of the following should NOT be the basis of word selection for vocabulary instruction?
A. Year level high frequency worde B. Word difficulty and length C Content area words D. High utblity
words
While considering word difficulty and length can be factors in selecting vocabulary, focusing solely on these
aspects may overlook other important factors such as relevance to the students' needs, frequency of use, and
utility in various contexts. It's essential to choose words that are meaningful and relevant to the students'
learning goals and that will contribute to their overall language development.

62. Teacher Orpha plans to integrate Biology in her second-year English class. For vocabulary development,
she has prioritized only those words that are very much related to the concepts about the classification of
animals. Which of the following should NOT be included in her list?
A. Vertebrate and Invertebrate B. Amphibians and Arthropods C Birds and insects D Owl and scorpion
While owls and scorpions are specific types of animals, they do not represent broader categories used in the
classification of animals. Words like "vertebrate" and "invertebrate," "amphibians" and "arthropods," and
"birds" and "insects" are more directly related to the classification of animals based on their characteristics.

63. Organizational strategies are at the heart of constructing meaning These are employed well as after
reading. Which during reading as of the following strategies is an Important organizational strategy?
A Deriving the main idea B. Setting purpose and goal C Regulating thinking D Previewing
Previewing involves examining the text before reading it in detail, which can help readers establish an initial
understanding of the structure, content, and main ideas of the text. By previewing, readers can activate prior
knowledge, set expectations, and anticipate what they will encounter in the text, thus facilitating
comprehension and organization of information as they read.

64. Ms. Guberrez, an English teacher in Sapang Palay National Higti School, nas chosen a biology text as a
reading selection for teaching comparing and contrasting. One paragraph from the text reads. When you
think of living things, you probably think first of animals. Animals have their own Kingdom Animalia,
which is a scientific classification, Because the animal kingdoru is so big, scientists hegin by dividing it imo
wo general groups, vertebrates and invertebrates Vertebrates are animals with backbones sach an humans,
homes, elephams, bears, birds, fish. and frog Invertebrates are animals without hackbones such as
butterflies, anta, clams, and worms What is the best teaching strategy to aid the learning of companson and
contrast of two general groups of animata?
A Using Venn Diagram B. Using Semantin Map C. Using an Clutlice D Using KWL
A Venn Diagram is an effective visual tool for comparing and contrasting two or more subjects or concepts.
It allows students to visually represent the similarities and differences between vertebrates and invertebrates
by placing shared characteristics in the overlapping area and unique characteristics in the separate circles.
This strategy helps students organize information, identify commonalities, and understand distinctions
between the two groups.

65. Which of the following words from the given paragraph should be included in vocabulary instruction?
A. Living things classification, animale backbone B Backbone scientists, birds, fish, reptiles C. Kingdom,
Animalia vertebrate Invertebrate D. Animals, vertebrate, scientific, probably

66. Quero has been using CBI lessons in his English Ill class since he started teaching. Last week he put a
selection on Geography which cography had a beginning paragraph as follows The oceans are the earth's
largest bodies of water There are five nerans the Pacific Ocean, the Atlantic Ocean, the Indian Ocean, the
Arctic Ocean, and the Atlantic Understanding God's World, A Beka Book Puh What is he best mading skill
to focus on as objective based on the given paragraph?
A. Making inferences
B. Geving evidences and drawing conclusion
C. Noting important details of a selection.
D. Comprehending using exposition enumeration as a shetorical pattern

67. The following are principles of vocabulary instruction EXCEPT

A. Expose students to new words only during the pre-reading stage of the lesson
B. . Allow students enough practice in working with strategies for getting meaning
D. Use dictionaries every day
C. Concentrate on kiry in liry concepts only
Effective vocabulary instruction involves exposure to new words at various stages of the lesson, not just
during the pre-reading stage. Vocabulary learning should be integrated throughout the lesson, including
during pre-reading, while reading, and post-reading activities, to reinforce understanding and retention of
new words in different contexts.

68. Which of the folowing is NOT considered a factor that influences reading in a second language?
A The first anguage and a second language differences
B . Fist language proficiency
C Geographical preferences
d,Cultural orientations
Reading in a second language is primarily influenced by factors such as the differences between the first
language and the second language (option A), first language proficiency (option B), and cultural orientations
(option D). Geographical preferences are not typically considered a factor that directly influences reading in
a second language.

69, A language lesson follows a fo lesson follows a format divided into several phrases in which phase does
a teacher give a preview of the new reading lesson?
A During the simulation phase B. During the perspective phase C. During the instruction phase D. During
the follow-up phase
During the instruction phase, the teacher introduces the objectives, content, and activities planned for the
lesson. This is where the teacher would typically provide an overview or preview of the new reading lesson,
outlining what students will be learning and doing during the lesson.

70. Ms. Charisma is now on the closure phase of her lesson in English IV. What is the best activify that she
can give during this phase?
A. Do collaborative work in maiting is poster B. Recite the major ideas taken from the selection C.
Answer comprehension questions found in the textbook D. Exchange papers for checking and recording of
scores
Reciting the major ideas taken from the selection allows students to review and reinforce what they have
learned during the lesson. It helps consolidate their understanding of the material and provides an
opportunity for them to articulate and summarize the main points in their own words, promoting active
engagement and retention of knowledge.

71. English for Academic Purposes believes that learning to write is part of becoming socialized to the
Academic community in finding out what is expected and trying to approximate it. Me Santos who is using
EAP in her writing class will most likely ask her students to
A. Write a recipe
B. Arrange jumbled sentences into paragraph order
C Write scientific texts
C. Change passive voice to active voice
EAP focuses on preparing students for academic contexts, which often require writing in specific genres
and styles. Writing scientific texts aligns with this goal as it exposes students to the conventions and
expectations of academic writing in scientific disciplines. It helps them develop the necessary skills for
effectively communicating scientific information and participating in academic discourse.

72. An approach to teaching academic wilting which focuses on the relationships between readers and
writers in specific discourse in communities and on the texts that are used in creating or maintaining these
relationships.
A Paragraph pattern C. Controlled B. Genm D. Process
Genre-based approaches to teaching writing emphasize the understanding and production of texts within
specific academic or professional contexts. This approach recognizes that writing is influenced by the
conventions, purposes, and expectations of different genres within particular discourse communities. By
analyzing and practicing writing within these genres, students develop the skills needed to effectively
communicate within their academic or professional fields.

73, Knowing that ha students are mostly visual mamers, Mr. Reyes instructs his students to jot words and
phrases down on paper in a haphazard order, and then the studenta start drawing lines to connect related
ideas while continuing to add new ideas. This techniques known as
A. Mapping B Listing C. Cloze D. Delayed copying
B.
74. Santino has never seen a bibliography prepared following the APA standard, and is not given a set of
guidance notes on how to prepare such a biblography. Therefore Santino does not have enough to complete
this task satisfactorily
A Language system knowledge B. Content knowledge C Contest knowledge D Writing process

75. These can be established by the use of logical or sequence connectors, or can result from the writer's use
of common ways organizing PARTICULAR meanings in texts. Examples are GENRE
SITUATION/PROBLEM SOLUTION-EVALUATION/RESULT
A Competence
C. Coherence
D. Formality
E. D. Emphasis

76. An approach which involves the analysis of sample readings and repeated production of single drafts of
writing
A Ganre C. Process approach b. Free writing D Product-oriented

77. This term is used for dairy like reflective notebook that students maintain for regular writing practice,
sometimes involving regular feedback from the teacher
A Joumais B Portfolios C Memoirs D Note cards

78. Translated into the classroom context, this approach calls for providing a positive, encouraging, and
collaborative workshop environment within which students with ample time and minimai interference can
work through their composing processes.
A. Controlled C. Process B. Free D. Product 79

79. A lesson reflecting this approach allows writers to select their own topics and take more time to
complete writing tasks
A. Facus on form 8. Focus on the writer C. Focus on content D. Focus on the reader

80. A teacher who gathers assignments from across the curriculum, assesses the purposes and audience
expectations in the assignments and presents them to class is influenced by
A Audio-ingual tradition B Expressioniem C Cognitivism Dc Cognitivism E Reader centered pedagogy
1. To find the percentage of waking hours Tony spends at school by simply listening, we need to determine
the fraction of time he spends at school out of his total waking hours. The information provided doesn't
specify how many hours Tony is awake each day, so we'll assume a typical waking day consists of 16 hours.
If Tony spends all his waking hours at school just listening, it means he spends 100%100% of his waking
hours there. However, based on the options provided, it seems we're looking for a percentage less than
100%100%.
Let's calculate each option:
A. 50%50% of 1616 hours is 88 hours. B. 30%30% of 1616 hours is approximately 4.84.8 hours (or 44
hours and 4848 minutes). C. 10%10% of 1616 hours is 1.61.6 hours (or 11 hour and 3636 minutes). D.
20%20% of 1616 hours is 3.23.2 hours (or 33 hours and 1212 minutes).
From these calculations, we see that Tony spends closest to option B, which is 30%30% of his waking hours
at school by simply listening. So, the answer is option B.

2. Ms. Cruz is using an Interactive speaking task. This task involves students actively engaging with each
other to brainstorm ideas, discuss potential solutions, and collaborate on developing proposals. They are
expected to communicate, share thoughts, and work together to address the parking problem collectively,
which aligns with the interactive nature of the task. Therefore, the correct answer is option D. Interactive.

A. Imitative: This refers to a speaking task where learners mimic or repeat language models provided by the
teacher or other speakers. It focuses on accuracy and pronunciation practice.

B. Intensive: This type of speaking task involves focused and detailed practice on specific language features
or skills, often in a controlled environment. It aims to deepen understanding and mastery of particular
language elements.

C. Responsive: In a responsive speaking task, learners react or respond to prompts, questions, or situations
provided by the teacher or other speakers. It emphasizes the ability to comprehend and react appropriately in
real-time communication.
D. Interactive: An interactive speaking task involves learners actively engaging with each other in
communication. It emphasizes real-life communication skills, such as negotiation, collaboration, and
exchanging ideas in a dynamic interaction.
3. Luisa exhibited "Marginal" listening behavior. This type of listening involves paying minimal attention to
the information being conveyed, often ignoring or only partially processing it. In this case, Luisa heard the
phone ring but chose to ignore it, indicating a lack of active engagement with the auditory stimuli.
Therefore, the correct answer is option A. Marginal.

A. Marginal: This type of listening involves paying minimal attention to the information being conveyed,
often ignoring or only partially processing it. It indicates a lack of active engagement with the auditory
stimuli.

B. Attentive: Attentive listening is characterized by giving full focus and concentration to the speaker or
auditory stimulus. It involves actively processing the information and showing genuine interest in
understanding the message.

C. Critical: Critical listening involves analyzing and evaluating the information being communicated.
Listeners critically assess the validity, logic, and implications of the message, questioning and examining it
from different perspectives.

D. Appreciaive:
Appreciative listening involves listening for enjoyment or appreciation of the auditory stimuli. Listeners
engage with the message positively, focusing on its emotional or aesthetic aspects rather than analyzing its
content.
Given the scenario described, Luisa heard the phone ring but chose to ignore it, indicating a lack of active
engagement with the auditory stimuli. Therefore, her listening behavior aligns most closely with "Marginal"
listening.

4. The process described, where Lorenz uses her schema (prior knowledge) to draw inferences while
listening to her favorite teacher's lecture, aligns with the top-down processing approach in listening
comprehension.
Among the options:

A. Information available within the text only: This option describes a more bottom-up approach where
understanding is derived solely from the information present in the text or speech itself.

B. Inside information that the listener brings to the text: This option accurately describes the top-down
processing approach. Listeners bring their prior knowledge, experiences, and expectations to the listening
situation, which influences their comprehension and interpretation of the text.

C. Language information, contextual clues, and prior knowledge: This option also accurately describes the
top-down processing approach. Listeners use their linguistic knowledge, context clues, and previous
experiences to comprehend and interpret the message.

D. The ability to process acoustic signals: This option describes a more basic aspect of listening
comprehension related to the reception of sound signals, which is a part of both top-down and bottom-up
processing but does not specifically address the use of prior knowledge and inference drawing.
Therefore, the correct answer is option B. Inside information that the listener brings to the text.

5. Mr. Cruz is aiming to develop perception skills in his students. Perception skills in listening involve the
ability to recognize and interpret various features of spoken language, including reduced forms such as
elision and assimilation, especially in fast speech.

Option A. Perception skills accurately describes the ability to identify and understand elements of spoken
language, such as reduced forms, which is the focus of Mr. Cruz's activity.

Option B. Interacting with the speaker typically involves responding to the speaker's messages or engaging
in a dialogue, which is not the primary focus of identifying reduced forms in fast speech.

Option C. Dealing with information may involve tasks such as summarizing, synthesizing, or evaluating
information, which are not directly related to identifying reduced forms in spoken language.

Option D. Using knowledge of the world involves applying one's background knowledge and experiences to
understand the content of spoken language, which is not specifically targeted in this activity.
Therefore, the correct answer is option A. Perception skills.

6. The activity described, where students are asked to listen to an excerpt from President Obama's speech to
scan for certain information, is an example of Selective listening.
Selective listening involves focusing on specific information or details within a spoken text while ignoring
others. In this case, students are directed to listen for particular pieces of information or key points in
President Obama's speech, indicating a selective approach to listening.
Therefore, the correct answer is option C. Selective.

7. Among the four basic types of speaking, the one that requires learners to parrot back words, phrases, and
sentences they hear is "Imitative" speaking.
Imitative speaking involves mimicking or repeating language models provided by the teacher or other
speakers. Learners focus on accurately reproducing the pronunciation, intonation, and rhythm of the
language they hear without necessarily understanding the meaning behind the words or phrases.
Therefore, the correct answer is option A. Imitative.

8. The process described, where students listen for specific key words or phrases from a listening passage
and check them off on a worksheet, involves Bottom-up processing.

Bottom-up processing refers to the understanding of a message based on the individual components or
elements of the message itself, such as recognizing words, phrases, and sentences. In this case, students are
focused on identifying and recognizing specific words or phrases within the listening passage, without
relying heavily on prior knowledge or context to interpret the message. They build their comprehension
from the bottom (individual words or phrases) up to understand the overall meaning.

B. Top-down processing: Top-down processing involves understanding a message based on the listener's
prior knowledge, expectations, and context. It involves using higher-level cognitive processes, such as
schema and inference, to interpret and comprehend the message.

C. Interactive processing: Interactive processing typically involves engaging in communication with

others, where both parties exchange information, respond to each other's messages, and collaborate in
understanding the message. It emphasizes dynamic interaction between speakers and listeners.

D. Personalization: Personalization involves relating information or experiences to one's own life, interests,
or perspectives. It may involve making connections between the content of the message and one's personal
experiences or beliefs.

Therefore, the correct answer is option A. Bottom-up processing.

9. In the scenario described, where you listen to your friend's story about a recent holiday and interject at
appropriate moments, such as expressing surprise or sympathy, your listening behavior aligns most closely
with Interactive processing.
Interactive processing involves engaging in communication with others, exchanging information, and
responding to each other's messages in real-time. In this situation, you actively participate in the
conversation by reacting to your friend's story, showing interest, and providing appropriate responses, such
as expressing surprise or sympathy. Your interjections contribute to the dynamic interaction between you
and your friend during the conversation.
Therefore, the correct answer is option C. Interactive processing.

10. The teacher asked the class to read silently the questions projected on the screen. So, before they can
speak, they have to read. Therefore, the right answer is option B. Read.

Certainly! The students are asked to read silently the questions projected on the screen before they can
speak. This indicates that reading is the prerequisite action before speaking. By reading the questions, the
students can understand the content and context, which allows them to formulate their responses or thoughts
to answer the questions effectively. Therefore, reading comes before speaking in this scenario.

11. The kind of communication taking place in this scenario, where Joana is having trouble communicating
with her classmates in a face-to-face situation, is "Interpersonal" communication.

Interpersonal communication refers to the exchange of information, ideas, and feelings between two or
more people in a face-to-face context. It involves direct interaction and communication between individuals,
such as conversations, discussions, or interactions in small groups.
Therefore, the correct answer is option D. Interpersonal.
A. Intrapersonal: Intrapersonal communication refers to communication that occurs within an individual,
involving internal thoughts, self-reflection, and personal perceptions. It does not involve interaction with
others.

B. Public Speaking: Public speaking involves delivering speeches or presentations to an audience. It

typically occurs in a formal setting where one person addresses a group of people.

C. Public forum: A public forum is a setting where people gather to discuss and exchange ideas on various
topics. It often involves open dialogue, debates, or discussions among members of the public.

12. Jose's utterance, "I'm afraid, I don't understand," employs Informal English.

Option B. Informal English, is characterized by casual language and conversational tone commonly used in
everyday communication. Jose's use of "I'm afraid" to express uncertainty or hesitation and "I don't
understand" to indicate a lack of comprehension is typical of informal spoken language.

Option A. Formal English, is more structured and adheres to grammatical rules, often used in professional or
academic settings.

Option C. Colloquial English, refers to informal language or expressions specific to certain regions or social
groups.

Option D. Semi-formal English, is a mix of formal and informal language, often used in semi-professional
or semi-academic contexts.
Therefore, the correct answer is option B. Informal English.

13. Mr. Palermo is teaching his students to produce consonant sounds by completely obstructing the stream
of air with either their lips or their tongues and then suddenly releasing the air stream. This description
matches the production of "plosive" consonant sounds.

Plosive consonants, also known as stops, are produced by completely blocking the airflow in the vocal tract
and then releasing it abruptly. Examples of plosive consonants include sounds like /p/, /b/, /t/, /d/, /k/, and
/g/.
So, the correct answer is option D. Plosives.

A. Fricatives: Fricative consonants are produced by forcing air through a narrow channel in the vocal tract,
causing friction or turbulence. Examples of fricative sounds include /f/, /v/, /s/, /z/, /ʃ/, and /ʒ/.

B. Affricates: Affricate consonants begin with a plosive closure and then release into a fricative sound.
Examples of affricate sounds include /tʃ/ (as in "church") and /dʒ/ (as in "judge").

C. Nasals: Nasal consonants are produced by allowing air to pass through the nasal cavity while blocking
the oral cavity. Examples of nasal sounds include /m/, /n/, and /ŋ/.

14. The students were asked to re-enact the characters of William Shakespeare and Anne Hathaway after
watching the movie "Shakespeare in Love." This activity involves the students taking on the roles of these
characters and acting out scenes from the movie or improvising based on their understanding of the
characters.
The term that best describes this activity is "role play." In role play, individuals assume specific roles and act
out scenarios, often to gain a deeper understanding of characters, situations, or concepts.
Therefore, the correct answer is option C. Role play.

15.
The activity described, where students are asked to debate the issue of abortion, is a speaking task that also
falls under the category of a "moral dilemma activity."
Option D. Moral dilemma activity, accurately describes the nature of the task. Abortion is a complex and
controversial topic that presents ethical considerations and conflicting values. By debating this issue,
students engage in discussions that involve weighing moral principles, ethical implications, and personal
beliefs, making it a moral dilemma activity.
Therefore, the correct answer is option D. Moral dilemma activity.

A. Consensus-seeking activity: Consensus-seeking activities involve group discussions or decision-making

processes aimed at reaching a mutual agreement or consensus among participants. These activities focus on
finding common ground and resolving differences of opinion through dialogue and negotiation.

B. Problem-solving activity: Problem-solving activities involve identifying, analyzing, and finding solutions
to challenges or issues. Participants work together to address problems by applying critical thinking,
creativity, and collaboration to reach viable solutions.

C. Humanistic activity: Humanistic activities emphasize the development of human potential, personal
growth, and empathy. These activities often focus on understanding human experiences, values, and
emotions, promoting compassion, understanding, and self-awareness.

16. The language learner is actively checking the loudness and softness of her voice, which relates to the
concept of "volume."

Option A. Volume refers to the perceived loudness or softness of sound, which can be adjusted by
modulating the intensity of vocal output. In this scenario, the learner is consciously assessing and adjusting
the volume of her voice.

Option B. Projection refers to the ability to make one's voice carry over a distance or through a noisy
environment. It's related to volume but focuses more on ensuring that the voice can be heard clearly by
others.

Option C. Pitch refers to the perceived frequency or highness/lowness of sound. It's not directly related to
the loudness or softness of the voice.

Option D. Stress refers to emphasis placed on certain syllables or words in speech. It's related to intonation
and rhythm but is not specifically about the volume of the voice.
Given the scenario described, where the language learner is adjusting the loudness and softness of her voice,
the correct answer is option A. Volume.

17. Marlo's misunderstanding of the term "expecting" in the context of a pregnant lady indicates a
connotative misunderstanding, which could be considered a "language barrier."

Option A. Language barrier refers to difficulties in communication that arise due to differences in language
or linguistic understanding. In this case, Marlo's lack of understanding of the connotation of the term
"expecting" indicates a language barrier as he is not familiar with its specific meaning in the context of
pregnancy.

Option B. Psychological barrier refers to internal factors such as attitudes, beliefs, or emotional states that
impede communication. Marlo's misunderstanding may cause frustration or confusion, but it doesn't directly
relate to psychological barriers.

Option C. Physical barrier refers to obstacles such as distance, noise, or visual obstructions that hinder
communication. Marlo's misunderstanding does not involve physical impediments to communication.

Option D. Emotional barrier refers to emotional states or feelings that hinder effective communication.
While Marlo may experience emotional reactions like confusion or frustration due to his misunderstanding,
it doesn't directly relate to emotional barriers in communication.
Therefore, the correct answer is option A. Language barrier.

18. Option B. Situation refers to the context or circumstances in which communication occurs. In this
scenario, Maria needs to adapt her communication style, language, or speech clarity to suit the needs of the
American tourist, considering factors such as language proficiency, cultural background, and any other
relevant aspects of the situation.

Option A. Source typically refers to the originator of the communication or message, which doesn't directly
apply to Maria's need to adjust her communication style.

Option C. Feedback refers to the response or reactions received from the listener, which can help in
adjusting communication but doesn't describe the need for adapting to the situation.

Option D. Noise refers to any interference or distortion that disrupts the communication process, such as
background noise or static, but it's not relevant to Maria's need to adjust her communication to meet the
needs of the listener.
Therefore, the correct answer is option B. Situation.
19. The activity described, where Ms. Padilla varies the content of the sentence by substituting one word for
another, is called a "substitution drill."

Option D. Substitution drill involves replacing one element of a sentence with another while keeping the rest
of the sentence structure unchanged. In this case, students are asked to substitute one word in the sentence
"Where is the train station?" with another word, such as "post office," while maintaining the sentence
structure.

Option A. Repetition drill involves repeating a given sentence or phrase several times to practice
pronunciation or fluency.

Option B. Transformation drill involves changing the structure of a sentence, such as turning a statement
into a question or changing the tense of a verb.

Option C. Chain drill involves a series of interconnected questions and responses between teacher and
students or among students, often in a sequential manner.
Therefore, the correct answer is option D. Substitution drill.
20. In this scenario, where Ms. Tess wants to monitor closely the students in the group who know how to
signal that they want to speak during a problem-solving activity, she is adhering to the speech routine of
"turn-taking."

Option D. Turn-taking refers to the process of speakers in a conversation taking turns to speak. It involves
signaling when one wants to speak and yielding the floor to others when they wish to contribute. This
ensures that all participants have the opportunity to express their thoughts and ideas.

Options A, B, and C are also important aspects of communication but are not specifically related to the
process of signaling when one wants to speak during a conversation.
Therefore, the correct answer is option D. Turn-taking.

A. Negotiation of meaning: Negotiation of meaning refers to the process by which speakers clarify and
resolve misunderstandings in communication. It involves exchanging feedback, asking for clarification, and
adjusting language use to ensure mutual understanding.

B. Feedback: Feedback involves providing information or responses to a speaker based on their

communication. It can include verbal or non-verbal cues that indicate understanding, agreement,
disagreement, or other reactions to the speaker's message.
C. Interaction: Interaction refers to the reciprocal exchange of information, ideas, or messages between two
or more individuals. It involves engaging in communication, whether verbal or non-verbal, and responding
to each other's cues, prompts, or contributions.

21. In this situation, where your best friend is upset because her boyfriend ended their relationship, the type
of purposeful listening you will be involved in is "therapeutic."

Option C. Therapeutic listening involves providing support, empathy, and understanding to the speaker,
particularly in emotionally challenging or distressing situations. It focuses on helping the speaker feel heard,
validated, and supported as they express their feelings and emotions.

Options A, B, and D describe other types of listening but are not directly relevant to the empathetic and
supportive listening approach needed in this scenario.
Therefore, the correct answer is option C. Therapeutic.

A. Discriminative listening: Discriminative listening involves the ability to distinguish between different
sounds, tones, or voices in spoken language. It focuses on perceiving and identifying auditory cues
accurately, such as recognizing speech patterns or detecting subtle variations in sound.

B. Comprehensive listening: Comprehensive listening, also known as informational listening, involves

understanding and processing the content or message conveyed by the speaker. It focuses on extracting
meaning from spoken language, synthesizing information, and grasping the main ideas or key points of
communication.

C. Therapeutic listening: Therapeutic listening involves providing support, empathy, and understanding to
the speaker, particularly in emotionally challenging or distressing situations. It focuses on creating a safe
and supportive environment for the speaker to express their feelings, emotions, and experiences, often
without judgment.

D. Critical listening: Critical listening involves analyzing and evaluating the content, validity, logic, and
implications of the message conveyed by the speaker. It focuses on questioning, examining, and critically
assessing the information presented, including identifying biases, assumptions, or inconsistencies in the
communication.

22. The three areas of knowledge inherent in oral communication are typically recognized as:

A. Mechanics: Mechanics refer to the structural aspects of language, such as grammar, vocabulary,
pronunciation, and sentence structure. Understanding the mechanics of language is essential for effective
oral communication.

B. Notions: Notions refer to the concepts, ideas, or meanings conveyed through language. They include the
content or subject matter of communication, such as topics, themes, or messages.

C. Functions: Functions refer to the purposes or intentions behind communication. They include the various
reasons for speaking, such as expressing opinions, giving directions, asking questions, making requests, and
so on.

D. Rules and norms: Rules and norms refer to the conventions, conventions, and social expectations
governing communication in a particular context or culture. This includes understanding the appropriate use
of language in different situations, as well as adhering to societal norms and conventions.
Considering the options provided:
A. Mechanics and B. Notions are included in the areas of knowledge inherent in oral communication.
C. Functions are also included, as they represent the purposes or intentions behind communication.