PRACTICE TEST

I. LISTENING
1. Enumerate the four Macro Skills. Listening, Speaking, Reading, and Writing
2. It is a type of macro skills that involves receiving information and being passive but you must
mentally alert. Receptive
3. It is a type of macro skills that involves producing/giving information and active use to express.
Productive
4. It refers to perceiving, examining, interpreting, and constructing meaning from visual images
and is crucial to improving comprehension of print and nonprint materials. Viewing
5. Enumerate the communicative competence. Written communication, Oral communication,
Non-verbal and visual communication, Active Listening, and Contextual Communication
6. TRUE OR FALSE: Communicative language teaching is the cornerstone for approaches that
have shifted from a grammar-based language view to a functional view of language where
communication is the main objective. TRUE
7. What are the four qualities of an effective English macro skills teacher? Socio-affective skills,
Pedagogical Knowledge, subject matter knowledge, and Personal qualities
8. It is the foundation of the language acquisition process that has been the least and most
overlooked of the four skills or not explicitly taught in language classes. Listening
9. It is the reception of sound, and an accidental and automatic brain response to sound that
requires no effort. Hearing
10. It is an active and intentional process of hearing a sound and understanding what you hear.
Listening
11. Types of listening that includes responding and providing feedback at the right time. It is paying
attention not only to the speaker, or to the message but even to the verbal and non-verbal
messages. Active Listening
12. Types of listening which is regarded as one-way communication wherein the receiver does not
respond nor give feedback to the speaker in any way. Passive Listening
13. Enumerate the barriers of active listening. Noise, Attention span, Receiver biases, and
Listening or receiver apprehension.
14. Enumerate the six key active listening skills. Pay attention, withhold judgment, reflect, clarity,
summarize, and share.
15. Give the stages of listening skills in the correct order. Receiving, Understanding,
Remembering, Evaluating, and Responding.
16. Listening strategy where the listener attempts to make sense of the language sound by sound
or word by word,with less use of background knowledge. Bottom-up strategy
 17. Listening strategy where the listener uses background knowledge of the topic to make sense
of what he/she is listening to. The listener already knows a fair amount of information about the
topic and he/she is able to relate a story or information into prior knowledge. Top-down
strategy
18. Is a teaching listening approach which involves three key stages: Before Listening ,While
Listening and After Listening. Integrative approach
19. TRUE OR FALSE: Teachers have to employ mechanisms on how to monitor students'
progress and performance at different stages of the listening process. TRUE
20. Described as getting the same results when the same test were to be administered to the
same group of individuals on two different occasions in two different settings. Reliability
21. It reveals the extent to which the test measures what it is supposed to measure and nothing
else. Validity
22. This means that the tests should consider constraints like limitations, time constraints, ease of
administration, scoring, etc. Practicality
23. Describes the relationship between the test and the real world. Assessment tasks should be
reflective of real-life situations which would trigger mental processes similar to that of what
students hear and use in their daily life. Authenticity
24. ___________ is also an important aspect of assessment. For students to know how to
improve. Feedbacking
25. Give at least three skills for listening.

II. SPEAKING
1. It is the process of building and sharing meaning through the use of verbal and non-verbal
symbols, in a variety of contexts. Speaking
2. ____________ is complex because speakers are involved in a rapid and dynamic process
incurring a high element of doing various things at the same time. Speaking
3. A combinatorial skill that involves doing various things at the same time including non-verbal
communication skills like listening, eye contact, and body language.​Speaking
4. Why do we speak? To convey thought, Persuade people, Inspire people and spur them into
action
5. To be able to speak effectively, you have to acquire enough words to say what you want to say
and to make you more capable of delivering exactly what you want to convey. Vocabulary
6. The fewer __________ mistakes you make, the more effective your speech is. However, your
__________ doesn't need to be 100% accurate to be an effective speaker. What is important is
the accuracy of the message that you convey while speaking. Grammar
7. This category of pronunciation are also called phonemes or individual sounds of the
consonants and vowels. Segmentals
8. This category of pronunciation are speech techniques that apply to multiple segments such as
stress, intonation and rhythm or it is called the musical aspects of pronunciation.
​Suprasegmentals
9. Refer to the level of formality and style in speaking anchored on different situations and
contexts. Speech Register
10. Refers to an utterance expressed by an individual that presents information and performs an
action as well. Speech Act
11. This type of register is often used in very formal ceremonies and must be said the same each
time we say it. Some examples are Shakespearean plays, the Philippine National Anthem, the
Lord's prayer, the Preamble of the Philippine Constitution, and laws.​Frozen or Fixed Register
12. This type often follows a prescriptive format. It is used in formal settings and is usually
impersonal. This includes academic language. Formal Register
13. This is the standard form of communication. The speaker uses the participation and feedback
of the listener. Consultative Register
14. This is an informal speech, usually used between friends, or colleagues who have things to
share. There is free and easy participation of both speaker and listener. Casual Register
15. It is a conversation between two very close individuals. It is described by an economy of
words, with a high chance of nonverbal communication. Usually occur between husband and
wife, boyfriend and girlfriend, parents and children, and siblings.​Intimate Register
16. The ____________ of austin and searle (1971) captures all the possible functions of language
by classifying the kinds of action that can be performed by speech. Speech Act Theory
17. It is the act of making an expensive meaning. This is an utterance that produces literal
meaning based on what is said by the speaker. Locutionary Act
18. It is the meaning one wishes to convey. It is an utterance that has a social function in mind. It is
not just the act of saying something but the act of saying something for the purpose of:
Illocutionary Act​
19. It is the effect of our words that entails a person to do something. This is what the hearer does
in response to the utterance. Perlocutionary Act
20. It is delivering a scripted speech from memory allowing the speaker to be free of notes.
However, there is stress associated with it since it will entail the speaker to commit to memory
what she he has to say​. Memorized Speaking
21. It consists of reading a fully scripted speech. It is useful when a message needs to be
delivered in precise words like the state of the nation address of the president of the
philippines. Manuscript Speaking
22. Involves delivering a message on the spur of the moment without preparation and
predetermination. The speaker is provided on the spot with a topic and she/he will say
something about it. Impromptu Speaking
23. It consists of delivering a speech in a conversational fashion using notes. This is planned and
prepared but the speaker uses an outline only as a reference while speaking. Extemporaneous
Speaking
24. What are the three components of teaching speaking? Knowledge of language and discourse,
Core speaking skills, Communication and discourse
25. Goh and Burns (2012) in Burns (2019) proposed a model of teaching the speaking cycle as a
basis in the teaching of speaking. What are those? Focus learners’ attention on speaking,
Provide input and guide planning, Conduct speaking task, Focus on language, skills, and
strategies, Repeating Speaking task, Direct learners’ Reflection on learning. Facilitate
Feedback on learning
26. This speaking task is carried out to arrive at a conclusion, to share ideas about an event, or to
find solutions. The teacher needs to orient the students on the purpose of this task so time will
not be wasted on talking about other things. Discussion
27. In this speaking task the first student starts telling a story; another continues using the last
word uttered by the first student, then another student continues until the whole story is
finished. Your last word is mine
28. This speaking task given a time frame, students are given a topic and deliver a speech before
the class. Small Speech
29. In this speaking task one student has the picture and the partner needs to guess what's in the
picture by asking probing questions and clarifications. Guess the picture
30. In ___________, students pretend they are in various social contexts and have a variety of
social roles. This exercise will encourage the students to speak in real-life situations. Role play
31. Speaking task where students interview an interesting personality in the community and report
to the class the results of the interview. Interviews
32. TRUE OR FALSE: Pronunciation, vocabulary, accuracy, interaction, and fluency are important
components of students’ overall speaking competencies. TRUE
33. It refers to how many languages a student can speak, as opposed to accuracy which focuses
on whether that language is correct or not.It also means speaking easily, reasonably quickly
without having to stop and pause a lot. Fluency
 34. It is the act of producing the sounds of speech, including articulation, stress and intonation.
Pronunciation
35. This refers to the body of words used in a particular language. Vocabulary
36. This refers to the correct use of the language system. Accuracy
37. This refers to the ability to interact with others during communicative tasks. Interaction
38. Types of assessment speaking tasks that involve repeating a small stretch of language and
focusing on pronunciation. Imitative
39. Enumerate three types of Intensive assessment speaking tasks. Reading aloud, Direct
Response Task, and Sentence/dialogue completion
40. Types of assessment speaking tasks that involve responses to spoken prompts. Some of
these examples are question and answer, giving instructions and directions, and paraphrasing.
Responsive
41. Enumerate the Four examples of interactive assessment speaking tasks. Interview, Drama like
task, Discussions and Conversation, games
42. Enumerate the three examples of extensive assessment speaking tasks. Speech, Picture
Cued Storytelling, Retelling a story or new events.
43. This rubric is more appropriate when the task requires students to create various responses.
Such as overall quality, proficiency, and understanding of the content while speaking. Holistic
44. This rubric requires the rater to evaluate or score the components of language production
separately. Such as grammar, vocabulary, comprehension, fluency, pronunciation, and task
completion. Analytical
III. READING
1. It is defined as a cognitive process that involves decoding symbols to arrive at meaning.
Reading
2. Snow, C, expressed that _________ is the process of simultaneously constructing and
extracting meaning through interaction and engagement with print. Reading
3. It is an intentional, active, interactive process that occurs before, during, and after a person
reads a particular piece of writing. Reading Comprehension
4. It is the ultimate purpose of reading and value for successful functioning in our society.
Comprehension
5. TRUE OR FALSE: Reading could help you live longer. TRUE
6. TRUE OR FALSE: Reading has to be well taught to the students and teaching strategies
needs to be judiciously selected. TRUE
7. It is a view focused on the printed form of text. Traditional View
8. This view enhanced the role of background knowledge. Cognitive view
9. This view is now in vogue, based on the control and manipulation that a reader can have on
the act of comprehending a text. Metacognitive view
10. It is based on the notion that past experiences lead to the creation of mental frameworks that
help us make sense of new experiences. Scheme Theory
11. Refers to all the things a reader does before reading in order to engage with the text and
increase capacity to understand it. Pre Reading
12. It is a stage, or group of stages frequently found in lessons that aim at helping students
develop receptive skills, such as listening or reading. During Reading
13. It is done after you have read something and is similar to pre-reading in that you don't need to
fully read something. Post Reading
14. Enumerate the three activities under pre reading. Predicting, Semantic , Reconciled Reading
15. Enumerate the four activities under during reading. Skimming, Scanning, Note taking Guess,
Analyze Vocabulary
16. Enumerate the three activities under post reading Question, mind-mapping, and summarize
17. TRUE OR FALSE: “a reader comprehends a message when he is able to bring to mind a
schema that gives account of the objects and events described in the message”. TRUE
18. It describes in detail how the background knowledge of the learner interacts with the reading
task and illustrates how a student’s knowledge and previous experience with the world is
crucial to deciphering a text. Schema Theory
19. Enumerate seven Cognitive Strategies of Effective Reader By MacEwan, E. Activating,
Inferring, Monitoring/clarifying, Questioning, Searching/ selecting, Summarizing, and
Visualizing/ organizing.
20. Refers to tapping into your prior knowledge of what you are reading. Activating
21. Relates to reading between the lines. Inferring
22. _________ and ________ the text is basically taking your presuppositions and then comparing
them to what you are actually reading in the text. Monitoring and clarifying
23. Refers to any gaps that the student has between what they have read and what the author
intended for them to understand. Questioning
24. This step is basically backing up the questioning step by finding information that backs up and
reinforces what you are learning. Searching/selecting
25. By now your students will have a very good grasp of the information that they have read and
processed. So it is time for them to learn how to sum it all up succinctly and accurately.
Summarizing
26. In this strategies students are now going to try to visualize what they have learned
Visualizing/organizing
27. Enumerate Effective Teaching Strategies for Reading By Cox, J. Graphic organizer as teaching
strategies, Activating prior knowledge, using a word wall, I am thinking of a word, and student
choice
28. Enumerate Six Techniques for Building Reading Skills—in Any Subject By Susan Barber.
Teaching close reading skills, Appeal to the senses, Guide students in setting goals, Offer
opportunities for reading choices, assess content and skill, and Teaching comprehension.
29. Understanding the details will help you understand the selection better. Noting details
30. This skill is putting adherence to what is/are set for order and discipline. Following directions
31. It is the arrangement or proper organization of things and events. Sequencing events
32. It is an event/situation that is proven and tested based on the data. Facts
33. It is a personal belief about a person/event or a situation that needs to be proven. Opinion
34. These denote that every action that happens based on a cause and the result of the action is
the effect. Determining causes and effect relationship
35. It is to foretell what future action lies ahead based on the present situation. Predicting
outcomes
36. It is identifying the gist of the text, thus giving focus to the essentials. Getting the main idea
37. These skills involve the act of reading that needs to be done fast to get its intended meaning of
the selection within a short period of time. Skimming and scanning
38. Images representing unfamiliar words can be shown to give an idea of what the word means.
Picture clues
39. These are figures represented by short and long boxes that correspond to the size of the
letters in the given word. Configuration Clues
40. It is a comprehension strategy that guides students in asking questions about the text, making
predictions, and then reading to confirm or refute their predictions. Directed Reading Activity
41. It is a comprehension strategy that is used to activate students’ prior knowledge and build
curiosity about a new topic. Anticipation guide
42. After reading each page of the reading material, students in pairs discuss/share an experience
in pairs about the part of the material read, after, they proceed reading and will do the same.
Page Encounter
43. This strategy can be done when students read the material alternately in pairs or two big
groups. Reading Interface
44. When the teacher/students read the selection, the other students illustrate the important
events on paper. Visualizing Highlights
45. After reading and discussing the story and the realization of its competencies, the teacher
assesses how much the students have learned. Dimensional Question
 46. These are the illustrations that the students can use to capture their understanding of the
story/competencies. Graphic Organizer
47. This activity elicits the students holistic understanding of the selection through their individual
creative written activities. Creative Writing
48. Plays a critical role in teaching and learning. These are measures to ascertain how and how
much of the instructional delivery is carried out. Assessment
49. It is the systematic collection, review, and information about educational programs undertaken
for the purpose of improving student learning and development. Assessment
50. TRUE OR FALSE: assessments are not essential tools of reading teachers as they navigate
reading instruction. False
51. Enumerate the six types of reading assessment. Diagnostic pre assessment, Formative
assessment, Summative assessment, Norm Referenced assessment, Criterion referenced
assessment, and benchmark assessment.
52. This is an assessment tool that serves to diagnose, develop and remediate phonological
knowledge, vocabulary as well as reading skills that need to be further developed and
reinforced by the students. Informal Reading Inventory
53. It is a basic reading skill that focuses on the understanding that spoken words comprise the
individual sounds of the spoken language. Phonological Awareness
54. Enumerate some practical activities that help develop and reinforce phonemic awareness.
Exercising the vocal chord, letter word recognition and articulation, Name identification,
Spoken expression, Building acronym, and Vocabulary Development
55. Enumerate some activities on vocabulary development that can be employed in a reading
class. Word Rally, Emoji interpretation, story development, word hunt, story transformation
56. It is the understanding and interpretation of what is read. Comprehension
57. Enumerate some reading assessment activities that can help reinforce the students reading
comprehension skills. Caricature Analysis, Interpreting graphs, Problem solving rote, Symbol
translation, and News item analysis
58. It is defined as the ability to read with speed, accuracy, and proper expression. Fluency
59. Enumerate some suggested activities that can help develop or reinforce students' fluency
skills. The Last Word is Mine, Compensatory strategies, Mini Debate, and Phone/messenger
conversation
60. It bridges between word recognition and comprehension. Fluency
IV. WRITING
1. It is considered as one of the ways of helping language learners remember and even improve
their fluency in the target language.
2. Harmer (1998) asserts that learning a language is a _________.
3. It is an effective and versatile means of communication. It allows us to persuade our audience
or explain to them ideas as simple as cooking your favorite food or following a diet regimen.
4. Enumerate the five basic steps in the writing process.
5. This step involves choosing the topic and the generation of ideas for writing. It includes
freewriting or writing without restrictions, listing brainstorming, and clustering.
6. In this stage of writing , we assist our students in planning or outlining the ideas they have
generated during the prewriting stage.
7. This refers to the development of the key ideas outlined in the previous stage.
8. This stage asks the writers to check the substance of their claims and the smooth flow of the
development of their ideas.
9. This stage in writing prepares the writing output for final submission. This requires polishing of
grammar, mechanics, and style.
10. This is the idea that we want to talk or write about. We cannot produce anything if our
knowledge is limited.
11. It guides us in organizing our ideas and choosing the language to use in writing. It helps us
decide the length of our discussion and the style of presentation.
12. It plays a crucial role in shaping your writing style and organization.
13. Is the ability to distinguish a letter from-the other letters in the alphabet and is a foundation in
learning to read and write the language.
14. The ability to distinguish similar-looking letters like b and d or letters like t and f.
15. This mechanics in writing refers to the matching of the sound with the letters or symbol.
16. It is the ability to quickly identify and read the written word.
17. An effective writer demonstrates fluency in spelling, but to some of our learners, this could be a
tedious task, especially if they have not mastered the first four of these mechanics.
18. It Can be exemplified by the Chinese and the Japanese Kanji, where the graphic character
represents real-world meaning.
19. Like the English language, it uses the alphabet where the symbol represents a sound.
20. It is "a complex process for most teachers and often a difficult and demanding task for students
to master” and it requires the elements of writing skills including spelling, grammar, sentence
organization, vocabulary, ideas and content
21. lists the essential task of a writing teacher. These are the "designing or implementing a
syllabus, planning the individual class tension, providing opportunities for writing and
responding in that writing."
22. Enumerate the characteristics of an effective elementary literacy classroom according to
Pressley, Mohan, Fingeret, Reffitt & Raphael-Bogaert.
23. A skill in extracting and recording relevant information from different types of texts for future
use.
24. An ability to recount and write the events that transpired, for instance, in a laboratory
experiment, field trip, or group activity.
25. A skill in "looking for patterns across a range of events and ideas" and presenting the
information most concisely.
26. An ability to break down ideas, note details, and determine relationships and causality.
27. Often means for self-expression and reflection.
28. "Literary writing, such as short stories and poetry, that provides personal and imaginative ways
of exploring ideas and experiences."
29. Genre of writing that recounts factual events or tells a fictional story
30. A genre of writing that involves factual information.
31. It is a genre of writing that appeals to a reason or emotion.
32. It is writing without restrictions, writing down everything that comes to mind or feelings about
the topic and about the act of writing itself.
33. This means collecting or grouping together ideas related to our chosen topic.
34. This technique can help learners in choosing the topic and narrowing the focus by simply
listing all relevant ideas without worrying about the order of importance.
35. Raft is a versatile model or template that helps students produce an audience-centered and
purpose-driven writing output. What is the meaning of the acronym RAFT?
36. This planning strategy offered by Graham and Harris (2007) is useful for writing short stories.
37. This model is patterned after Toulmin's model of argument which emphasized the articulation
of a writer's claim or position.
38. This planning model by De La Paz and Graham is useful for persuasive and argumentative
writing.
39. This strategy is useful in teaching genre writing or writing for learning.
40. Sometimes called a diamond poem, it is a poetic genre by Adelaide Crapsey that forms
variation has become a creative strategy for writing poems.
41. The creative writing activity asks learners to list down an inventory of persons, place, objects,
or ideas. It incites students to write strong or funny descriptions of the things they are
passionate about.
42. A writing prompt which can be answered in multiple ways. Infinite prompts can be confusing to
some students but would be useful for every day or non- graded writing activities
43. A writing prompt which requires a direct or straightforward response. Finite prompts are less
daunting for the students because the goal and expectations are clear.
44. This assessment writing means looking into the students’ ability to observe proper mechanics,
correct sentence construction, coherence, and cohesion.
45. This assessment writing is to look into the writers' ability to produce written outputs that are
audience and purpose-driven, credible, and substantive.
46. It monitors students' progress and is often informal and qualitative.
47. It gauges the students' level of competence vis-à-vis a mandated or expected standard.
48. It is more favorable than testing because it takes into account the context of the learners and
finds ways of helping them forward.
49. It is associated with the traditional, like the multiple-choice type of gauging the learner's level of
competence.
50. Enumerate some purpose of writing assessment.
51. Writing as a process is ________, and as such, assessment is best done in every stage of the
process.
52. It is "a mentoring dialogue that helps the learner’s repeated attempts to be articulate...
"Marking of pupils' written work should be positive, encouraging and indicative of future steps."
53. TRUE OR FALSE: In correcting students' errors, we need to make them understand the
implications of their mistakes and balance it with feedback on the positive achievements of the
piece.
54. This is the most commonly used feedback mechanism where teachers write their corrections
either on the texts using symbols for editing or indicate comments on the margins of the
student's paper.
55. This type of feedback is useful for process writing, where teachers have to assist student
writers in every stage of the writing process.
56. This is an alternative conferencing, especially if the class is big and individual conferencing
would not be viable. The teacher will check the outputs and audio-record her comments to the
students for the students to listen and follow.
57. Note down the teacher's comments on what they have observed or read from the students'
outputs as evidence of learning.
58. This feedback is for the students and teachers to assess if the outputs have responded to the
given prompts or defined objectives.
59. Assessment Strategies for large and Diverse Learner Focus on a specific aspect or
competency. What are those?
60. This strategy is not only time-efficient but promotes self-regulation in writing. It also challenges
the learners to grasp the expected competencies. It helps promote both the habit of learning to
write and writing to learn.
61. It is an assessment tool that defines the criteria to be evaluated and the rate given to each
criterion.
62. Refers to the substance or the student's knowledge and command of the topic chosen.
63. This criteria means that even if the students may have researched some of the ideas used in
writing, they still managed to surface their point of view or personality as a writer.
64. This criteria is the writer's competence in observing lexical and syntactical structures.
65. Refers to the learners' mastery of grammar, spelling, and mechanics.
66. Refers to the overall style of the - writer.
67. This type of rubric assesses the output based on a single scale for all the identified criteria, is
time-efficient in terms of preparation and easy to use for the rater.
68. Enumerate some example of holistic rubrics
69. This rubric comes in a matrix form with the criteria listed on the first column and levels of
performance identified on the other columns.