General de Jesus College

San Isidro, Nueva Ecija

PRELIMINARY EXAMINATION IN ENGLISH 109 (TEACHING LISTENING AND READING)
1ST SEMESTER, A.Y. 2015-2016
I. MULTIPLE CHOICE. Choose the letter of the correct answer then write it on your
paper. (20 pts.)
1. This is the capacity to process information coming from an aural text.
a. Hearing
b. listening
c. speaking
d. reading
2. These are mental representation of situations we come across, experience or are exposed
to.
a. Schema
b. schemata
c. schematic
d. scheme
3. This type of listening happens when we listen to achieve some goals or we have some
utilitarian purpose in mind.
a. Instrumental
b. pleasurable
c. intensive
d. extensive
4. It is an accidental act of receiving noise without the conscious act that the people deploy.
a. Hearing
b. listening
c. reading
d. speaking
5. It is a skill where people extract meaning from the discourse they see or hear.
a. Productive
b. receptive
c. intensive
d. extensive
6. It is the subset of phonological awareness in which listeners are able to hear, identify and
manipulate phonemes.
a. Phoneme
c. phonemic knowledge
b. phonemic awareness
d. phoneme defined
7. This is a process where the reader or listener gets a general view of the reading or listening
passage by absorbing the overall picture.
a. Top-down
b. bottom-up
c. top-bottom
d. bottom-top
8. This is a listening skill where the listeners pick up the topic of the text with the help of their
schemata.
a. Predicting and guessing
c. identifying the topic
b. Interpreting text
d. listening for specific information
9. This is a reason for listening when we are listening purely for the sake of deriving pleasure.
a. Instrumental
b. pleasurable
c. intensive
d. extensive
10. It is a process when listener or reader focuses on individual words and phrases and
achieves understanding by putting the detailed elements together to build up a whole.
a. Bottom-up
b. top-bottom
c. bottom-up
d. top-down
11.It means not stopping for every word, not analyzing everything that the writer or speaker
includes in the text.
a. Reading and listening for specific information
b. Reading and listening for general understanding
c. Reading and listening for detailed information
d. Predicting and guessing
12. It is the reason when people listen to lectures, seminars and talks as a way of extending
their knowledge and skills.
a. Entertainment
c. maintaining good personal relation
b. Academic purposes
d. obtaining information for day-to-day living
13.This is a skill that we use when we listen to instructions or directions, where we make an
effort to listen to the details.
a. Listening for specific information
c. listening for general understanding
b. Listening for detailed information
d. identifying the topic
14.When we listen to jokes, stories, songs, plays or TV broadcasts and we feel some personal
satisfaction, the purpose of listening is mainly
a. For academic purposes
c. for entertainment
b. For obtaining information for daily living
d. for maintaining good social relations
15.This is a skill that we use when we read and listen in order to understand everything we are
reading or listening in detail.
a. Listening for specific information
c. listening for general understanding
b. Listening for detailed information
d. identifying the topic
16.A language teacher at the primary level can make good use of the sounds of the
environment in teaching listening because it has the following advantages except for
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a. It will help the children pay attention to what they usually hear.
b. It is an interesting activity for children to construct an understanding of time, place and
context.
c. The children become aware of the amount and quality of sounds that relate to specific
aspects of their environment.
d. It sharpens the childrens listening skills as well as relates the sounds to sounds they
can produce themselves.
17.The following are benefits that phonemic awareness brings to the children except for
a. It can give a child a great satisfaction and higher self-esteem.
b. It is needed for reading, spelling and writing.
c. It provides them with language in a meaningful context through which they expand their
vocabulary.
d. It will help them to read, including words they have not seen before.
18. This is an enjoyable activity, especially when done with style and conviction.
a. Telephone conversation
c. resource people
b. Reading aloud
d. story telling
19.When unfamiliar words or long sentences pose a problem in understanding of the text, it
deals with the problem in
a. Language
c. pre-teaching
b. use of authentic language
d. choice of topics
20. Listening is an important language skill because of some very important reasons except
for
a. It is an important element in the oral communication channel.
b. It is a social skill.
c. It is the medium through which our learners can access the target language in its oral
form.
d. The students can express their feelings and ideas.
II. A. Match the sub-skills in listening activities in Column A to the activities in Column
B. Write only the letter on your paper. (5 pts.)
COLUMN A
COLUMN B
1. Pre-listening activity to activate students knowledge
A. Students listen and mark
the route
on the topic of the text.
the local suggests on the map.
2. Listening for a general understanding (listening for B. Students listen to find out where
gist)
the tourist wants to go and why they
3. Listening for a more detailed understanding of
want to go there.
understanding of information in the text.
C. Students evaluate whether the
route
4. Very detailed listening for language (vocabulary,
suggested by the local is the best
one.
grammar, phonology) in the text.
D. Students look at a map of the city
and
5. Follow-on speaking activity.
find different landmarks.
E. The teacher dictates two sentences from
the locals directions.
B.Match the activities on in Column A to the principles of teaching language to
students in Column B.
Write only the letter on your paper. (10 pts.)
1. Note words on the board as they occur in listening
A. Boost learning through
comprehensible input.
2. Keep a record of the activities done in the class.
B. Provide and organize large
amount of
3. Getting learners to give talks for their class mates to
comprehensible input.
listen to.
C. Support and push learners to produce
spoken
4. Work on guessing from context.
and written output in variety
of genres.

5. Do teacher-led intensive readings.

D. Provide opportunities for
cooperative interaction
6. Provide an extensive reading program.
E. Help learners deliberately learn
language and
7. Get learners to work together on writing and reading.
patterns
8. Use communication activities in a range of situations.
F. Provide a roughly equal
balance of the four strands
9. Assess the learners language and communication
G. Use analysis, monitoring
and assessment
needs.
H. Train learners in strategies that
will contribute to
10.Focus on high frequency items.
Language learning.
I.
Provide fluency development activities in
each of the strand.
J. Plan for the repeated coverage of the
most useful language items.

IV.

Identify the types of listening skills being developed in the following

statements. Choose and write the letter
on your paper. (10 pts.)
A. Identifying the topic
D. Listening for specific
information
B. Guessing and predicting
E. Listening for detailed
information
C. Listening for general understanding
F. Interpreting text

V.

Explain the importance of listening skills based on the dialogue below. (10 pts.)

VI.

Read the following problems that can be encountered by teachers in teaching

listening skills to students. Analyze then give appropriate solutions to solve the
problems. (15 pts.)
1. In a primary level class of Mrs. Cruz where she conducts a listening activity, she noticed
that when she already starts with the activity some students lose interest in the text
and disengaged from the listening task. What can Mrs. Cruz do to avoid this situation
and be successful in her objective of teaching listening skills to her pupils?
2. Mr. Carlson is planning for a listening activity. He wanted his students to develop their
listening skills to the fullest. He is handling the Grade 5 pupils and he is having trouble
in choosing the appropriate text to use. What should he consider in choosing the topic
and how should he conduct it in class?
3. A student complained that she has really difficulty in listening. According to her when
she listens to the first sentence and thinks its meaning, the second has come, so what
can she do about it? What can the teacher do about it?

III.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Classify the following features of the written and spoken language. Write A- if it
a spoken language or B- if it is a written language.
Simple sentences and vocabulary is used.
Editing can be done so there are no mistakes visible.
Paralinguistic features are used to aid communication.
Only words on the page and punctuation marks are available.
Sound is the medium.
We used the speech organs in communicating.
The person can find out the response to what is communicated almost instantly.
The person can take his time in composing.
It has more meandering and fewer organizational markers.
It has many false stars, fillers or pauses.

IV.

Fill in the blanks with the advice you can give the teacher based on the problem
he encountered in conducting a listening activity. Follow the example given.
Problem: Franks listening lesson went really bad. Most of the things he did or did
not do in the lesson did not help the students. He only did one correct thing; he got
students to check her answers in pairs before doing feedback.
You can find what he did in column A; then provide a suggestion in column B and give an
explanation why that should be done while conducting a listening activity in column C.
COLUMN A
COLUMN B
COLUMN C
1. The tape was not cued Make sure you cue the
Because trying to find the
at the right place and it tape before you go in the
correct place on a tape in
took him some time to
classroom.
class can wastes a lot of
find the right text on
time and looks
the tape.
unprofessional.
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2. He did not bother

giving the students a
gist task.
3. He wrote on the white
board with a squeaky
pen during the gist
listening.
4. He handed out the
detailed listening task
after the tape has
started.
5. He did not bother
doing feedback on all
the questions in the
detailed task.
Prepared by:
_______________________
Mrs. Jennifer G. Erese
Instructor
APPROVED BY:
_________________________
MA. CRISTINA D. RAVELA, Ph.D.
Dean, Education Department