TEACHING READING & WRITING I Practice Test: Answer each item by writing only the letter of the best

answer. 1. Reading is defined as a process of constructing meaning through the interactions of several important factors that make each reading act unique. What are these factors? A. Readers language competence, organization of the text, and purpose for reading B. B. Readers existing knowledge, information suggested by the written language, and the context of the reading situation C. Readers decoding ability, writers cultural background, and the pattern of organization D. Readers motivation to learn, writers expression of ideas, and the context 2. To answer this question, you must recall some reading theoretical knowledge. It asks for the factors affecting the reading process. When you compare choices A, C, and D, you will notice that they are only part of general ideas contained in choice B. Although the three are partially correct on some points, it is choice B that provides a general term for all the options in this item. Hence, B is the best answer. between the known and the new. Which of the following is NOT a good activity for schema activation? A. Giving direct instruction B. Previewing a passage C. Brainstorming ideas D. Constructing graphic organizer Options B, C, and D are all appropriate activities for activating and selecting schema. But choice A is not supposed to be done before reading, but after reading as instructional input to highlight the focus topic. 3. Learning to read English as a second language is influenced by ones first language proficiency. This means that _______ A. First and second language learning are exactly the same in all aspects. B. The two have totally different sets of semantics and syntax that is why they are learned independently. C. Second language learning requires little proficiency in the first language for the latter might hinder the former. D. First language proficiency allows the transfer of learning because of the readers conceptual understanding needed in processing the second language. Option A is not an acceptable answer because no two languages are exactly the same. Option B in fact recognizes some differences between the two, yet it is not true that they have to be learned independently. Option C is one explanation regarding L1 and L2 learning. However, the question gives a word clue influenced, that could be understood not as a stumbling block for L2 learning; instead, it could be a stepping stone for learning a second language. 1. 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 learn 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 materials he reads will be different from his listening vocabulary. D. His knowledge of words in listening situations will help him comprehend the print materials. 2. 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 instruction is applied by the teacher? A. Be enthusiastic about content area language. B. Limit the number of words taught in each unit. C. Relate new vocabulary words to experiences and concepts that students know. D. Repeatedly model how to determine a words meaning in text materials. 3. The importance of vocabulary instruction in improving comprehension has long been recognized. In fact, many teachers use approaches that encourage the understanding of word knowledge in various contexts. Which of the following is NOT an appropriate approach for vocabulary instruction? A. Wide reading B. Direct Instruction C. Superficial instruction D. Mastery Approach Schema activation helps readers to bridge the gap

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4. One principle in vocabulary instruction suggests that concepts be taught in semantically related clusters. How is this best applied in the classroom? A. Let students match words in column A with their definitions in column B. B. Present vocabulary advance organizers. C. Conduct semantic feature analysis. D. Use textual context as clues. 5. Knowledge of text organization guides the readers 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. Cause-Effect D. Time Order

6. The application part of the lesson provides the students with a chance to respond affectively to the learning gained in the classroom. The following are commendable lesson endings EXCEPT A. Writing insights on reflection journals B. Linking lessons to real-life contexts C. Responding creatively using multiple intelligences D. Answering questions for convergent thinking 7. Content-based instruction integrates a particular content with language teaching aims. It is based on the underlying principle that language learning succeeds when lessons use the target language in meaningful, contextualized 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. 8. CBI is also based on the principle of Whole Language Approach. Which of the following does NOT characterize the Whole Language Approach? A. It takes place in meaningful contexts. B. It happens as naturally as learners walk and talk. C. It starts from language aims taken from the students textbook. D. It provides social, meaning-based, purposeful, enjoyable activities. 9. 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 C. Elaboration Strategies B. Preparational Strategies D. Decoding Strategies 10. Metacognition is ones awareness about own thinking. Students can be taught the Metacognitive strategies for autonomous learning. Which of the following does NOT reflect a Metacognitive strategy? A. Regulating ones thoughts C. Checking ones understanding B. Distinguishing fact and opinion D. Repairing comprehension problems 11. 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 writing D. Brainstorming 12. The following are different aspects of a subject that a writer considers in cubing as a technique in generating ideas EXCEPT A. Describing C. Comparing B. Listing D. Arguing for or against it 13. Ms. Lontoc, an English teacher, meets 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. Ms. Lontoc is doing __________ A. Enculturation C. Conferencing B. Dialogic thinking D. Collaborative learning 14. The course of action taken when a person follows one step after another in order to develop a piece of writing, where each step needs to be completed before moving on to the next step A. Recursive writing C. Rethinkig B. Linear writing D. Drafting 15. An approach to teaching writing that involves the teacher and student in working on strategies for analyzing text, generating ideas, drafting, revising and proofreading A. Process-oriented C. Reader-based B. Product-oriented D. Writer-based 16. Important to a writing workshop are the following EXCEPT A. Books C. Tutor B. Internet D. Paper and pen 17. The line of reasoning of a written product in terms of its approach and modes used throughout

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A. Topic sentence C. Negotiation of meaning B. Purpose D. Rhetorical structure 18. 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 writing across time. Ms. Cruz is using _________. A. Authentic texts C. Topic-based guidelines B. Chain stories D. Portfolios 19. Effective evaluation should provide the following kinds 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? 20. Writing for a pen-pal reflects this approach to L 2 composition A. Controlled C. Model

B. Communicative

D. English for Academic Purposes

Read the situations and answer the questions that follow. Write only the letter of the best answer for each item. 1. 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 words B. Word difficulty and length C. Content area words D. High utility words 2. 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 3. Organizational strategies are at the heart of constructing meaning. These are employed during reading as well as after reading. Which of the following strategies is an important organizational strategy? A. Deriving the main idea B. Setting purpose and goal C. Regulating thinking D. Previewing 4. Ms. Gutierrez, an English teacher in Sapang Palay National High School, has 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 kingdom is so big, scientists begin by dividing it into two general groups, vertebrates and invertebrates. Vertebrates are animals with backbones such as humans, horses, elephants, bears, birds, fish, and frog. Invertebrates are animals without backbones such as butterflies, ants, clams, and worms.

What is the best teaching strategy to aid the learning of comparison and contrast of two general groups of animals? A. Using Venn Diagram B. Using Semantic Map C. Using an Outline D. Using KWL 5. Which of the following words from the given paragraph should be included in vocabulary instruction? A. Living things, classification, animals, backbone B. Backbone, scientists, birds, fish, reptiles C. Kingdom, Animalia, vertebrate, invertebrate D. Animals, vertebrate, scientific, probably 6. Mr. Quero has been using CBI lessons in his English lll class since he started teaching. Last week, he got a selection on Geography which had a beginning paragraph as follows:
The oceans are the earths largest bodies of water. There are five oceans the Pacific Ocean, the Atlantic Ocean, the Indian Ocean, the Arctic Ocean, and the Atlantic Ocean. - Understanding Gods World, A Beka Book Pub.

What is the best reading skill to focus on as objective based on the given paragraph? A. Making inferences B. Giving evidences and drawing conclusion C. Noting important details of a selection D. Comprehending exposition using enumeration as a rhetorical pattern 7. The following are principles of vocabulary instruction EXCEPT

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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. C. Concentrate on key concepts only. D. Use dictionaries everyday. Which of the following is NOT considered a factor that influences reading in a second language? A. Degree of differences between the first language and a second language B. Language proficiency in the first language C. Geographical preferences D. Cultural orientations A language lesson follows a format divided into several phases. 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 Ms. Charisma is now on the closure phase of her lesson in English 1V. What is the best activity that she can give during this phase? A. Do collaborative work in making a 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. English for Academic Purposes believes that learning to write is part of becoming socialized to the academic community finding out what is expected and trying to approximate it. Ms.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 D. Change passive voice to active voice An approach to teaching academic writing which focuses on the relationships between readers and writers in specific discourse communities and on the texts that are used in creating or maintaining these relationships A. Paragraph pattern C. Controlled B. Genre D. Process Knowing that his students are mostly visual learners, Mr. Reyes instructs his students to jot words and phrases down on paper in a haphazard order, and then the students start drawing lines to connect related ideas while continuing to add new ideas. This technique is known as __________ A. Mapping C. Cloze B. Listing D. Delayed copying Santino has never seen a bibliography prepared to the APA standard, and is not given a set of guidance notes on how to prepare such a bibliography. Therefore, Santino does not have enough _______ to complete this task satisfactorily A. Language system knowledge C. Context knowledge B. Content knowledge D. Writing process These can be established by the use of logical or sequence connectors, or can result from the writers use of common ways organizing meanings in texts. Examples are GENRE-PARTICULAR; SITUATION/PROBLEM SOLUTION EVALUATION/RESULT A. Competence C. Formality B. Coherence D. Emphasis An approach which involves the analysis of sample readings and repeated production of single drafts of writing A. Genre C. Process approach B. Free writing D. Product-oriented This term is used for diary-like reflective notebook that students maintain for regular writing practice, sometimes involving regular feedback from the teacher A. Journals C. Memoirs B. Portfolios D. Note cards Translated into the classroom context, this approach calls for providing a positive, encouraging, and collaborative workshop environment within which students, with ample time and minimal interference, can work through their composing processes A. Controlled C. Process B. Free D. Product

19. A lesson reflecting this approach allows writers to select their own topics and take more time to complete writing tasks. A. Focus on form C. Focus on content B. Focus on the writer D. Focus on the reader 20. 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-lingual tradition C. Cognitivism B. Expressionism D. Reader centered pedagogy

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