English for Specific Purposes

July 26, 2025

Which DOES NOT describe correctly the given illustration of miscue analysis
Text: The parachute did not seem to be working

Child read aloud: The film 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 correct}}

It is syntactically incorrect

Characterizes a strategic reader

_{^{a. refers to the dictionary when unfamiliar word is encountered}}

_{^{b. chooses reading materials that are easier to read}}

_{^{c. previews a selection and rereads difficult passages}}

_{^{d. refrains from taking notes while reading}}

Previews a selection and rereads difficult passages

Which accurately describes the Bottom-Up Model of Reading

_{^{a. suggests that the reader constructs meaning from all available sources}}

_{^{b. 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}}

reading is driven by the text, not the reader

A student finds it difficult to relate his thoughts and feelings through speaking and writing.

_{^{a. expressive disorder}}

_{^{b. receptive disorder}}

_{^{c. auditory processing disorder}}

_{^{d. phonological difficulty}}

expressive disorder

NOT a K-12 features of English language teaching in secondary level

_{^{a. focus on common area of difficulty in grammar}}

_{^{b. sequential teaching of language forms}}

_{^{c. common errors included in standard and international English proficiency tests}}

_{^{d. use of literacy and informative tests}}

sequential teaching of language forms

Which DOES NOT qualify as a product of English for Academic Purposes

_{^{a. annual reports}}

_{^{b. financial reports}}

_{^{c. laboratory reports}}

_{^{d. thesis abstracts}}

annual reports

Jargon of academe

_{^{a. pedagogy}}

_{^{b. leverage}}

_{^{c. deficit}}

_{^{d. bureaucracy}}

pedagogy

Type of syllabus that contains a collection of specific abilities that may play a part in using language

_{^{a. skill-based syllabus}}

_{^{b. task-based syllabus}}

_{^{c. content-based syllabus}}

_{^{d. notional-functional syllabus}}

skill-based syllabus

Approach to language teaching anchored on the behaviorist assumption that language learning is the acquisition of a set of correct language habits and whose goal is to use the target language communicatively, overlearn it, so as to be able to use it automatically

_{^{a. grammar-translation method}}

_{^{b. direct method}}

_{^{c. suggestopedia}}

_{^{d. audio-lingual method}}

audio-lingual method

NOT a slang expression

_{^{a. expressions that are not considered standard in the 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 expression}}

widely used in informal and formal speech and writing

Example of an ESP needs analysis

_{^{a. psychoanalysis}}

_{^{b. material-based analysis}}

_{^{c. advocacy analysis}}

_{^{d. target situation analysis}}

target situation analysis

Example of a course for English for Occupational Purposes

_{^{a. english for counseling}}

_{^{b. english for classroom application}}

_{^{c. english for technicians}}

_{^{d. english for social advocacy}}

english for technicians

Self-monitoring and paying attention belong to which category of learning strategies identified by Oxford in 1989

_{^{a. metacognitive}}

_{^{b. affective}}

_{^{c. compensation}}

_{^{d. social}}

metacognitive

DOES NOT characterize ESP in the context of English language teaching

_{^{a. designed to meet specified needs of the learner}}

_{^{b. related in content to particular disciplines, occupations, and activities}}

_{^{c. centered on the language appropriate to those activities in syntax, lexis, discourse, semantics, etc., and analysis of this discourse}}

_{^{d. in contrast with General English}}

in contrast with General English

a plan of what to be achieved through the teaching and learning process which contains the course description, objectives, the prerequisites, the requirements, and the topics to be taught

_{^{a. course outline}}

_{^{b. curriculum guide}}

_{^{c. course syllabus}}

_{^{d. lesson plan}}

course syllabus

A teaching practice which is compatible with Communicative Approach is one that ___
_{^{a. derives and makes explicit the grammatical rules of the language}}

_{^{b. addresses the needs of the target learners}}

_{^{c. follows the listen-speak-read-write sequence of skills}}

_{^{d. gives priority to oral proficiency}}

addresses the needs of the target learners

Primary aim of second language teaching using the audio-lingual method

_{^{a. reading comprehension}}

_{^{b. vocabulary development}}

_{^{c. literary appreciation}}

_{^{d. oral proficiency}}

oral proficiency

Which of the following concepts is/are correctly defined?

I. A curriculum includes the philosophy, purposes, design, and implementation of a whole program

II. A course is an integrated series of teaching learning experiences, whose ultimate aim is to lead the learners to a particular state of knowledge

III. A syllabus is the specification and ordering of content of a course or courses

_{^{a. I only}}

_{^{b. II only}}

_{^{c. I, II}}

_{^{d. I, II, III}}

I, II, III

a type of syllabus that is given examples by the following activities: writing notes and memos, reports, agendas, letters to companies, and reply letters
_{^{a. situational syllabus}}

_{^{b. grammatical syllabus}}

_{^{c. task-based syllabus}}

_{^{d. topical syllabus}}

task-based syllabus

DOES NOT characterize the direct method of language teaching

_{^{a. allows error and these errors are addressed by self-correction}}

_{^{b. teaching illustrates and demonstrated meaning}}

_{^{c. target language is used as an auxiliary/support language}}

_{^{d. language is viewed as spoken then written}}

Target language is used as an auxiliary/support language

A teacher provides activity sheets in which students indicate their regretful experiences and the possible outcome had they not done a certain regretful acts… The use of the song, the worksheets, the pair group, the teacher and the students’ talk are provisions of which type of hypothesis in Krashen’s Monitor Model

_{^{a. affective filter}}

_{^{b. monitor output}}

_{^{c. comprehensible input}}

_{^{d. natural order}}

affective filter

Conversational maxim violated in this utterance: In the classroom, the students are noisy, the teacher spoke loudly, “Class, I really appreciate your behaving quietly today, You see we can smoothly and clearly discuss our lesson.”

_{^{a. quality}}

_{^{b. quantity}}

_{^{c. relation}}

_{^{d. manner}}

quality

Which generalization in the area of phonology can be drawn from the following linguistic data: table, attack, can, paper, space, accordion

_{^{a. voiceless stop is aspirated if it begins a syllable of a stressed vowel}}

_{^{b. voiceless stop is aspirated if it follows a stressed vowel}}

_{^{c. voiceless stop is aspirated if it is in between a consonant and a tense vowel}}

_{^{d. voiceless stop is aspirated if it is in between a stressed vowel and a voiced consonant.}}

voiceless stop is aspirated if it begins a syllable of a stressed vowel

which has a glottal segment

_{^{a. hot}}

_{^{b. sad}}

_{^{c. mat}}

_{^{d. dam}}

Hot

• _{^{hot = [h] = glottal}}

• _{^{sad = [s] = alveolar}}

• _{^{mat = [m] = bilabial}}

• _{^{dam = [d] - alveolar}}

Manifestation of covert grammar teaching

_{^{a. audio-lingual method}}

_{^{b. communicative language teaching}}

_{^{c. task-based language teaching}}

_{^{d. silent way}}

communicative language teaching

Supports English for Specific Purposes

_{^{a. competency-based education}}

_{^{b. organizational competence}}

_{^{c. peripheral learning}}

_{^{d. scaffolding in language education}}

competency-based education

Implication of “mutually intelligible” in teaching English

_{^{a. students cannot distinguish any difference in the different varieties of the language}}

_{^{b. students may still understand different varieties of English}}

_{^{c. students should not be given different varieties of the English language}}

_{^{d. students will find it hard to understand different variety of the English language}}

students may still understand different varieties of English

Based on the principles of first language acquisitions, which of the following should be taught first?

_{^{a. plural regular}}

_{^{b. possessive}}

_{^{c. present progressive}}

_{^{d. simple present}}

present progressive

1. _{^{present progressive}}

2. _{^{prepositions in and on}}

3. _{^{plural regular}}

4. _{^{past irregular}}

5. _^possessive

6. _{^{uncontractible copula be}}

7. _{^{articles a and the}}

8. _{^{past regular}}

9. _{^{third person singular regular}}

10. _{^{third person singular irregular}}

11. _{^{uncontractible auxiliary be}}

12. _{^{contractible auxiliary be}}

13. _{^{contractible copula main be}}

Which is NOT considered language development milestone during the pre-linguistic stages

_{^{a. babbling}}

_{^{b. cooing}}

_{^{c. crying}}

_{^{d. echolalia}}

echolalia
(child parrots or repeat utterances he/she hears)

What semantic change is reflected in the word “queer”"?

A queer case was solved by Sherlock Holmes.

He is such a queer

_{^{a. association}}

_{^{b. metaphor}}

_{^{c. pejoration}}

_{^{d. taboo}}

pejoration

_{^{the process where a word's meaning shifts to become more negative, or acquires negative connotations, over time}}

Noun phrases joined by and are plural. This rule does not apply when and is followed by not. Which of the following statement is correct?

_{^{a. love and not hate makes the world go round}}

_{^{b. love and not hate make the world go round}}

_{^{c. people and not policy is the focus of this analysis}}

_{^{d. policy and not people are the focus of this analysis.}}

love and not hate makes the world go round

Which of the following quantifiers modify plural nouns
_{^{a. many}}

_{^{b. each}}

_{^{c. every}}

_{^{d. many a}}

many

Which is NOT true about sentence structure

_{^{a. two words (lexis) that belong to the same category (lexical category) can substitute each other in a sentence}}

_{^{b. each word has a limitless range of possible functions}}

_{^{c. there are restrictions on how the words can combine to form grammatical phrases}}

_{^{d. lexical categories can expand into bigger strings of words called “phrasal categories”}}

each word has a limitless range of possible functions

The word off functions as an adverbial particle in which structure

_{^{a. their on and off relationship}}

_{^{b. we put it off too long}}

_{^{c. off with you!}}

_{^{d. you’re off the book}}

we put it off too long

Example of sentence fragment

_{^{a. they fought}}

_{^{b. a family just moved in}}

_{^{c. the boy and the girl’s uncle}}

_{^{d. quit it}}

they boy and girl’s uncle

sentence fragment = incomplete thought

Which CANNOT function as intensive verbs

_{^{a. make}}

_{^{b. seem}}

_{^{c. turn}}

_{^{d. remain}}

make

Correct definition of a phrase

_{^{a. sequence of words that can function as a sentence constituent}}

_{^{b. sequence of words that contains a subject and a predicate}}

sequence of words that can function as a sentence constituent

In which sentences does the verb “be” (is) function as the intensive verb or copula?

_{^{a. don is annoying}}

_{^{b. don is fooling around}}

_{^{c. don is annoying me}}

_{^{d. don is going out of control}}

don is annoying

What is the function of the underlined constituent in the following sentence: Jake dread wild animals in the zoo

_{^{a. obligatory complement}}

_{^{b. optional modifier}}

_{^{c. indirect object}}

_{^{d. optional complement}}

optional modifier

NOT a concern of syntax

_{^{a. lexical categories}}

_{^{b. smaller units called constituents}}

_{^{c. structural analysis}}

_{^{d. distribution and function}}

lexical categories (morphology)

In Chomsky’s Transformation Grammar, to what does a sentence’s “deep structure” refer

_{^{a. version of a sentence that we articulate and hear}}

_{^{b. outward form of a sentence}}

_{^{c. final stage in the syntactic representation of a sentence}}

_{^{d. abstract representation of a sentence}}

abstract representation of a sentence

Which is TRUE with regard to the use of the present perfect tense

_{^{a. statement which was true in the past and still relevant to the present}}

_{^{b. statement which was true in the past but no longer, or not necessarily, true at the moment of speaking}}

_{^{c. statement which was true, or an action which was completed before another past action}}

_{^{d. statement which became true in the past}}

statement which was true in the past and still relevant to the present

Which of the following types of words DOES NOT fit into the category of determiners

_{^{a. articles}}

_{^{b. possessives}}

_{^{c. prepositions}}

_{^{d. demonstratives}}

prepositions

_{^{articles = The bag is fancy}}

_{^{possessives = My bag is fancy}}

_{^{demonstratives = That bag is fancy}}

Which of the following sentence/s depict/s a dative case

_{^{a. marga gave a donation to charity}}

_{^{b. the charity received a donation from marga}}

_{^{c. the university accepted an award from the accrediting organizations}}

_{^{d. sentence b and c are dative}}

Marga gave a donation to charity

Which is NOT a linguistic mechanism that Halliday and Hassan (1976) point in order for text to have cohesion

_{^{a. reference}}

_{^{b. ellipsis}}

_{^{c. substitution}}

_{^{d. genre}}

genre

_{^{(Cohesion = Reference, Substitution, Ellipsis, Conjunction, Lexical Cohesion)}}

What lexical process is exemplified by the following: Jo and Ja removed dust from the desk. = Jo and Ja dust the desk

_{^{a. compounding}}

_{^{b. conversion}}

_{^{c. polysemy}}

_{^{d. derivational affixation}}

conversion

Which is grammatical

_{^{a. the burglar lurked}}

_{^{b. it fascinated the alarm clock}}

_{^{c. i don’t like these books}}

_{^{d. anyone who is a good friend must be trustful}}

Anyone who is a good friend must be trustful

NOT considered ungrammatical

_{^{a. william has bought it last sunday}}

_{^{b. i’m believing you}}

_{^{c. help! i will fall}}

_{^{d. janice has lived with her parents for ten years}}

janice has lived with her parents for ten years

Approach to grammar referring to the structure of a language as it is actually used by speakers and writers

_{^{a. reference grammar}}

_{^{b. pedagogical grammar}}

_{^{c. descriptive grammar}}

_{^{d. prescriptive grammar}}

descriptive grammar

Sentence structure that contains a “ditransitive verb group”

_{^{a. max had replied to my letter}}

_{^{b. max has turned a subtle shade of red}}

_{^{c. max hates hug spiders}}

_{^{d. max is giving his boss a headache}}

Max is giving his boss a headache

Which are “optional constituents” of this sentence: The kind history teacher surprised us with an extraordinary reward”
_{^{a. Kind, history, Teacher}}

_{^{b. kind, surprised, extraordinary}}

_{^{c. Kind, teacher, reward}}

_{^{d. Kind, history, extraordinary}}

kind, history, extraordinary

example of the error deus ex machina

_{^{a. protagonist saw and talk to God}}

_{^{b. antagonist changed and turned to God}}

_{^{c. conflict is related to religion}}

_{^{d. plot with divine-interventional like way}}

plot with divine-interventional like way

Correct description of motif in literary writing

_{^{a. main insight, central idea, or universal truth found in a literary work}}

_{^{b. image or idea repeated throughout a work or several works or literature}}

_{^{c. element of surprise in a work of fiction, such as twist ending}}

_{^{d. writing style adopted by the author which is revealed in his/her word choice}}

image or idea repeated throughout a work or several works or literature