English Part 1
1. In miscue analysis, which category of graphic similarity does the teacher illustrate in this situation?
The project encouraged the use of imagination.
Child read aloud:
The project encouraged the use of inauguration.
a. High graphic similarity
b. Some graphic similarity
c. Low graphic similarity
d. No graphic similarity
2. Which type of retelling does the situation exemplify?
Teacher: “You told me that Isabele couldn’t find a seat when she got on the school bus, why not?”
Victor: “I think the other kids, you know the animals, didn’t want her to sit with them because she was small and plus the bus driver was mean so she didn’t want to sit near him.”
a. Unaided retelling
b. Aided retelling
c. Half-aided retelling
d. Fully-aided retelling
3. While reading orally, John’s word error range is from 2 to 5 word calling errors per 100 words of text (95% accuracy or better), with at least 80 percent comprehension on simple recall questions about the story. In what level does his reading ability belong?
a. Independent Reading Level
b. Successful Reading Level
c. Frustration Reading Level
d. Instructional Reading Level
4. Don, a Grade 4 pupil reads saw for was, say a b is a d, skips, omits, or adds words when he reads outloud, rites 41 for 14, shows no difference 1 2 3 and 123, act and car, + and X, and between OIL and 710. What learning difficulty does he suffer from?
d. Reading miscues
5. What should teachers avoid in order to help pupils with learning difficulties remediate their challenges?
a. For a child with difficulty in speaking, allow extra time for the child to respond instead of hurrying him to give an answer, teach vocabulary word clearly, practice sentence building and sequencing, introduce ‘talking partners’ and use speaking frames.
b. For a child who has difficulty in planning, organizing ideas and formulating language, provide sequencing, idea/ concept mapping activities, use reading sessions to explore meaning, cause and effect, and teach and guide pupils how to use coloured pens to highlight different sort of information for note-taking revision etc.
c. For the child who has difficulty with interaction, use auditory aids, repeat an instruction if requested, phrase questions carefully, and use open-ended questions requiring an elaboration (‘what do you like to drink?’) than closed questions indicating a preference (‘Do you want orange or milk?’)
d. For a child who has reading difficulty, use imitative, repeated and impress method which are characterized by the use of more than one physical sense.
6. Fe, a Grade 5 pupil has difficulty completing school work, using writing in everyday situations, producing letter on paper, and may not understand the relationship between letters, words, and sounds, show weaknesses in understanding letter/ sound connections, and in fine motor skills. What learning difficulty does she suffer from?
7. Self – monitoring and paying attention belong to which category of learning strategies identified by Oxford in 1989?
8. Which of the following statements does not describe correctly the given illustration of miscue analysis?
The parachute did not seem to be working.
Child read read aloud:
The film dod not seem to be working.
The parachute did not seem to be working.
a. There is no graphic similarity
b. It is syntactically incorrect
c. It is semantically correct
d. It is syntactically incorrect
9. Which of the following characterizes a “strategic reader”?
a. Refers to the dictionary when an unfamiliar word is encountered in the text
b. Chooses reading materials that are easier to read
c. Preview a selection and rereads difficult passages
d. Refrains from taking notes while reading
10. Which of the following statements accurately describes the Bottom-Up Model of Reading?
a. Suggest that the reader construct meaning from all available sources
b. The primary focus of instruction should be the reading of whole selections
c. Reading is driven by the text, not the reader.
d. The emphasis is on comprehension, not decoding.
11. Don, a grade three pupil finds it difficult to relate his thoughts and feelings through speaking and writing. He may find it hard to recall the right word and may try to communicate using gestures and sound effects. When he does speak it will often be in short phrases or sentences which may show incorrect grammar or tense. After undergoing diagnosis, Don is found to suffer from _______.
a. expressive disorder
b. receptive disorder
c. auditory processing disorder
d. phonological difficulty
12. Which of these words is an example of slang?
d. Scrub suit
13. Which among the list of activities below should be least prioritized or used in an ESP class?
b. Feasibility studies
c. Case Studies
14. Which item is an example of an ESP needs analysis?
b. Material-based Analysis
c. Advocacy Analysis
d. Target Situation Analysis
15. The following statements characterize ESP in the context of English language teaching, EXCEPT ________.
a. it is designed to meet specified needs of the learner
b. is is related in content to particular disciplines, occupations and activities
c. it is centered on the language appropriate to those activities in syntax, lexis, discourse, semantics, etc., and analysis if this discourse
d. it is in contrast with General English
16. Which is a jargon of academe?
17. Which is an example of a course for English for Occupational Purposes (EOP)?
a. English for Counseling
b. English for Classroom Application
c. English for Technicians
d. English for Social Advocacy
18. Slang expression are any of the following EXCEPT ___________.
a. expressions that are not considered standard in speaker’s language or dialect
b. considered acceptable in certain social settings
c. widely used in informal and formal speech and writing
d. very short and momentary expressions
19. Which of the following written output does NOT qualify as a product of English for Academic Purpose (EAP)?
a. Annual Reports
b. Financial Reports
c. Laboratory Reports
d. Thesis abstracts
20. Which of the following K to 12 features of English language teaching in secondary level is NOT true?
a. Focus on common areas of difficulty in grammar
b. Sequential teaching of language forms
c. Common error included in standard and international English proficiency tests
d. Use of literary and informative texts