Eng 154/157 Past Paper PDF

ENG 154 TEACHING AND ASSESSMENT OF THE MACRO SKILLS July 5, 2024 Table of Contents... The Approaches in Teaching Macros skills Methods of Teaching Listening Various Reading Strategies Speaking Tasks for Communicative Outcomes Types of Writing Performance  Pre-Test 1....Which of...

ENG 154 TEACHING AND ASSESSMENT OF THE MACRO SKILLS July 5, 2024 Table of Contents... The Approaches in Teaching Macros skills Methods of Teaching Listening Various Reading Strategies Speaking Tasks for Communicative Outcomes Types of Writing Performance  Pre-Test 1....Which of the following statements does NOT relate to the macro skills? a. They are primary skills in achieving good communication skills. b. Monitor one’s own oral production and use various strategic devices. c. They are skills that manifest in the form of language arts. d. They follow a natural sequence of reception and production. Pre-Test 2. These are the objectives for macro skills, EXCEPT: a. Produce fluent speech at different rates of delivery b. Appropriately accomplish communication functions according to situations, participant, and goals c. Express a particular meaning in different grammatical forms d. Use cohesive devices in spoken discourse  Pre-Test 3.... Which is the most accurate basis for evaluating a student's writing? a. Listening b. Speaking c. Representing d. Reading Pre-Test 4.... Diana explains to her teacher and classmates the line graph showing the trading trend among energy companies in the country. The line graph is based on the article she read earlier that day. What macro skill is shown in the situation? a. Representing b. Speaking c. Reading d. Viewing  Pre-Test.5... The following show receptive skills, EXCEPT: a. Catrina smiled when she heard the main male character proposing to the female lead character. b. Catrina underlines several passages in the text. c. Catrina records a vlog on her first attempt to bake… d. Catrina nods her head rhythmically to the beat of the song.  Pre-Test 6.... Teacher Y gives her students an opportunity to solve a task that involves an authentic use of language, rather than completing simple language questions about grammar or vocabulary. What type of learning activity does she adhere to? a. Project-based Learning b. Text-based Learning c. Task-based Learning d. Authentic Learning Pre-Test 7.... Which of the following approaches proposed to give a true language environment to learners to develop listening, speaking, reading and writing (LSRW) skills in a meaningful context? a. Communicative Language Teaching Approach b. Text-based Language Teaching Approach c. Integrative Approach… d. Socio-cognitive Transformative Approach  Pre-Test 8.... Teacher X always makes sure that she links the spoken and written texts to the cultural context of their use. What type of learning activity she makes use of? a. Project-based Learning b. Text-based Learning c. Task-based Learning d. Authentic Learning  Pre-Test 9.... W h i c h o f t h e f o l l o w i n g a c t i v i t y i s N O T appropriate in teaching task-based language teaching approach? a. Analysis of different text types b. Text modelling c. Communicative Activity d. Text deconstruction and joint construction Pre-Test 10.... Student A is trying to filter out other sources so that s/he can isolate the message and avoid the confusing mixture of incoming stimuli. What stage of listening s/he is currently in? a. Receiving b. Understanding c. Remembering d. Evaluating  Pre-Test 11.... Teacher G often let his students listen to a story and then he asks them to tell what they listen about to their friends. What method of teaching listening he adheres to? a. Interpersonal Activities b. Group Activities c. Video Segments d. Audio Segments  Pre-Test 12.... This method of teaching listening skills include video segments, including short sketches, news programs, documentary films, interview segments, and dramatic and comedic material. What is this? a. Interpersonal Activities b. Group Activities c. Video Segments d. Audio Segments  Pre-Test 13.... Student G uses prediction as a way to connect his existing knowledge to new information from a text to get meaning from what he is reading. What reading strategy is used in the scenario? a. Predicting b. Questioning c. Prior knowledge d. Retelling  Pre-Test 14.... Student V asks queries about a piece of text and author's meaning in order to find and gather information, clarify, and build comprehension. What reading strategy she adheres to? a. Predicting b. Questioning c. Prior knowledge d. Retelling Pre-Test 1.. 5.. Sir Mark asked often employs oral questionnaires and picture-cued tasks because he believes that through these activities, his students will enhance their speaking skills. What type of speaking tasks for communicative outcomes he adheres to? A. imitative speaking B. intensive speaking C. responsive speaking D. extensive speaking  Pre-Test 16.... Pre-school teachers usually utilize speaking activities such as word repetition and pronunciation drills. Based on the activities they frequently used, what type of speaking tasks for communicative outcomes they are employing? A. imitative speaking B. intensive speaking C. responsive speaking D. extensive speaking Pre-Test... 17. Teacher Z gives a spelling test to her students twice a week. Teacher Z is using what type of writing performance? A. Imitative Writing B. Intensive Writing C. Responsive Writing D. Extensive Writing Pre-Test... 18. Teacher V asked her students to submit drawings that follow a sequence to detail a story. What form of writing she wants to focus on? A. Character sketches B. Comic Strips C. Caricature D. None of the above Pre-Test 19.... It requires students to respond to pedagogical directives, lists of criteria, outlines, or other guidelines, and to demonstrate the ability to connect sentences into a paragraph and create a logically connected sequence of two or three paragraphs. What type of writing performance is this? A. imitative writing B. intensive writing C. responsive writing D. extensive writing Pre-Test 20.... It is used in almost every longer piece of writing, whether fiction or nonfiction. When an author writes in a narrative style, they are not just trying to impart information, they are trying to construct and communicate a story, complete with characters, conflict, and settings. A. Expository Writing B. Descriptive Writing C. Persuasive Writing D. Narrative Writing  The Macro skills... What Whatareisreceptive and micro skills? productive skills? Checking.1... Which of the following statements does NOT relate to the macro skills? a. They are primary skills in achieving good communication skills. b. Monitor one’s own oral production and use various strategic devices. c. They are skills that manifest in the form of language arts. d. They follow a natural sequence of reception and production. Checking 2.... These are the objectives for macro skills, EXCEPT a. Produce fluent speech at different rates of delivery b. Appropriately accomplish communication functions according to situations, participant, and goals c. Express a particular meaning in different grammatical forms d. Use cohesive devices in spoken discourse Checking... 3. Which is the most accurate basis for evaluating a student's writing? a. Listening b. Speaking c. Representing d. Reading Checking... 4. Diana explains to her teacher and classmates the line graph showing the trading trend among energy companies in the country. The line graph is based on the article she read earlier that day. What macro skill is shown in the situation? a. Representing b. Speaking c. Reading d. Viewing Checking... 5. The following show receptive skills, EXCEPT: a. Catrina smiled when she heard the main male character proposing to the female lead character. b. Catrina underlines several passages in the text. c. Catrina records a vlog on her first attempt to bake. d. Catrina nods her head rhythmically to the beat of the song.  Approaches in Teaching Macro skills... 1. Communicative Language Teaching (CLT) - interaction - learners to learn and practice the target with authentic texts written in the target language. - use of the language in class or outside of class.  Approaches in Teaching Macro skills... Goals: a. To become communicatively competent. b. To use the language appropriate for a given social context. c. To manage the process of relating meaning with interlocutors. Advantage: The interaction between students and teachers. Disadvantage: Often, there is no text, grammar rules are not presented.  Approaches in Teaching Macro skills... 2. Task-based Language Teaching (TBLT) - to use language creatively and spontaneously through tasks and problem solving, such as telephone call and immersion.  Approaches in Teaching Macro skills... Advantages of Task-based Language Teaching (TBLT): a. Authentic Language Use b. Integrated Skills Development c. Promotes Critical Thinking d. Motivation e. Preparation for Real-life Communication Disadvantages of Task-based Language Teaching (TBLT): a. Complexity of Task Design b. Assessment Challenges c. Coverage of Language Structures d. Teacher Training e. Balance with Curriculum Requirements  Approaches in Teaching Macro skills... 3. Integrative Approach - refers to a methodological approach that aims to develop and integrate the four main language skills— listening, speaking, reading, and writing— simultaneously and cohesively. - emphasizes the interconnectedness of these skills and seeks to teach them in a way that reflects how they are used together in real-life communication....  Approaches in Teaching Macro skills... 4. Sociocognitive-Transformative Approach - follows - v i e w seight l a n gstages: u a g e l epreparation, a r n i n g f r o mmodeling, a n i n t e r aplanning, ctionist collaborative perspective writing, which givesindividual primewriting, importance revising, editing, and to interaction in publishing. language learning. - relates to actual behavior that learners should possess to contribute to community as a whole and participate in social activities Checking 6.... Teacher Y gives her students an opportunity to solve a task that involves an authentic use of language, rather than completing simple language questions about grammar or vocabulary. What type of learning activity does she adhere to? a. Project-based Learning b. Integrative Approach c. Task-based Learning d. Sociocognitive-Transformative Approach Checking... 7. Which of the following approaches proposed to give a true language environment to learners to develop listening, speaking, reading and writing (LSRW) skills in a meaningful context? a. Communicative Language Teaching Approach b. Text-based Language Teaching Approach c. Integrative Approach d. Socio-cognitive Transformative Approach Checking... 8. Teacher X always makes sure that she links the spoken and written texts to the cultural context of their use. What type of learning activity she makes use of? a. Project-based Learning b. Text-based Learning c. Task-based Learning d. Authentic Learning Communicative Language Teaching Task-Based Language Teaching (TBLT): Checking (CLT): Focus: CLT focuses on developing Focus: TBLT focuses on the completion of 9.... Wability learners' h i ctohcommunicate o f t heffectively e f o l l meaningful o w i n gtasks a as c tthei vprimary i t y unit i sof N O T a pappropriately and propria in t e i nsituations. real-life t e a c h i ninstruction. g task-based language Objectives: The primary goal of CLT is to Objectives: The main goal of TBLT is to teaching enable learners approach? to use language fluently for develop learners' language skills through meaningful communication. the accomplishment of tasks that require Activities: CLT uses a variety of real-world language use. a. Analysis communicative of different activities textActivities: such as role-plays, typesTBLT revolves around designing b. Text/Topic information modelling gap tasks, simulations, and tasks that simulate real-life language use, communicative games. such as problem-solving tasks, decision- c. Communicative Language Use: Language is viewedActivity as a making tasks, and information-gap activities. d. tool Text for deconstruction communication, and learners areandLanguage joint construction Use: Language is learned encouraged to use the language creatively through the process of completing tasks, to convey meaning. and learners engage in authentic language use to achieve the task goals. Listening Process & Teaching Method... 1. R e c e i v i n g – i n t e n t i o n a l f o c u s o n h e a r i n g a speaker’s message. 2. U n d e r s t a n d i n g – w e a t t e m p t t o l e a r n t h e meaning of the message. 3. Remembering – begins with listening. 4. E v a l u a t i n g – i s j u d g i n g t h e v a l u e o f t h e message.  Listening Process & Teaching Method... 1. I n t e r p e r s o n a l – g i v i n g s t u d e n t s t a s k s w i t h two or three of their classmates; interview, storytelling 2. G r o u p a c t i v i t i e s – l a r g e r n u m b e r ; s u r v e y , brainstorming 3. Audio segments - radio programs, podcasts, instructional lectures 4. V i d e o s e g m e n t s – s h o r t s k e t c h e s , n e w s programs, documentary films. Checking... 10. Student A is trying to filter out other sources so that s/he can isolate the message and avoid the confusing mixture of incoming stimuli. What stage of listening s/he is currently in? a. Receiving b. Understanding c. Remembering d. Evaluating  Checking... 11. Teacher G often let his students listen to a story and then /she asks them to tell what they listen about to their friends. What method of teaching listening he adheres to? a. Interpersonal Activities b. Group Activities c. Video Segments d. Audio Segments  Checking... 12. This method of teaching listening skills include video segments, including short sketches, news programs, documentary films, interview segments, and dramatic and comedic material. What is this? a. Interpersonal Activities b. Group Activities c. Video Segments d. Audio Segments  Various Reading Strategies... What What are are the the techniques stages of reading? in reading?  Various Reading Strategies...  Checking... 13. Student G uses prediction as a way to connect his existing knowledge to new information from a text to get meaning from what he is reading. What reading strategy is used in the scenario? a. Predicting b. Questioning c. Prior knowledge d. Retelling  Checking... 14. Student V asks queries about a piece of text and author's meaning in order to find and gather information, clarify, and build comprehension. What reading strategy she adheres to? a. Predicting b. Questioning c. Prior knowledge d. Retelling  Speaking Tasks for Communicative Outcomes... 1. Imitative Speaking – ‘parrot back’; word/phrase repetition, pronunciation skills, themed vocabulary/expressions 2. I n t e n s i v e R e a d i n g - s t u d e n t s p r o d u c e s s h o r t stretches of oral language; directed response, read aloud; sentence/dialogue completion 3. Responsive Speaking – students to respond to a spoken prompt; Q&A, eliciting instructions & directions, paraphrasing a story or dialogue  Speaking Tasks for Communicative Outcomes... 1. Directed Response _____ 2. Oral Questionnaires _____ 3. Paraphrasing a Story or Dialogue _____ 4. Picture Cued Tasks _____ 5. Pronunciation Drills _____ 6. Question and Answer _____ 7. Read Aloud _____ 8. Sentence/Dialogue Completion _____ 9. Themed Vocabulary/Expressions _____ 10. Word/Phrase Repetition _____ Checking... 16. Pre-school teachers usually utilize speaking activities such as word repetition and pronunciation drills. Based on the activities they frequently used, what type of speaking tasks for communicative outcomes they are employing? A. imitative speaking B. intensive speaking C. responsive speaking D. extensive speaking Checking... 15. Sir Mark asked often employs oral questionnaires and picture-cued tasks because he believes that through these activities, his students will enhance their speaking skills. What type of speaking tasks for communicative outcomes he adheres to? A. imitative speaking B. intensive speaking C. responsive speaking D. extensive speaking  Types of Writing Performance... 1. I m i t a t i v e W r i t i n g – t o d e m o n s t r a t e s k i l l s i n t h e fundamental tasks of writing letters, correctly spelling words, correctly placing punctuation marks, and constructing very brief sentences (Brown 2004). 2. Intensive Writing (Controlled) - to demonstrate skills in producing appropriate vocabulary within a context, collocations and idioms, and correct grammatical features up to the length of a sentence (Brown 2004).  Types of Writing Performance... 3. Responsive Writing - to respond to pedagogical directives, lists of criteria, outlines, or other guidelines, and to demonstrate the ability to connect sentences into a paragraph and create a logically connected sequence of two or three paragraphs (Brown 2004). 4. Extensive Writing - to achieve a purpose, organize and develop ideas logically, use details to support or illustrate ideas, demonstrate syntactic and lexical variety, and engage in the process of multiple drafts to achieve a final product up to the length of an essay, term paper, major research project report, or thesis (Brown 2004). Types of Writing Performance._____1... writing a journal 1. ES _____2. dialogue writing 2. RS _____3. spelling task 3. IM _____4. letter writing 4. RS _____5. sequencing pictures 5. IN _____6. personal definition 6. RS _____7. describing pictures _____8. essay response to reading 7. IN _____9. completing short sentences 8. ES _____10. ordering task 9. IN 10. IN Checking... 17. Teacher Z gives a spelling test to her students twice a week. Teacher Z is using what type of writing performance? A. Imitative Writing B. Intensive Writing C. Responsive Writing D. Extensive Writing Checking... 18. Teacher V asked her students to submit drawings that follow a sequence to detail a story. What form of writing she wants to focus on? A. Character sketches B. Comic Strips C. Caricature D. None of the above Checking. 19... It requires students to respond to pedagogica directives, lists of criteria, outlines, or other guidelines, and to demonstrate the ability to connect sentences into a paragraph and create a logically connected sequence of two or three paragraphs. What type of writing performance is this? A. imitative writing B. intensive writing C. responsive writing D. extensive writing Checking... 20. It is used in almost every longer piece of writing, whether fiction or nonfiction. When an author writes in a narrative style, they are not just trying to impart information, they are trying to construct and communicate a story, complete with characters, conflict, and settings. A. Expository Writing B. Descriptive Writing C. Persuasive Writing D. Narrative Writing ENG 157 Speech and Theater Arts July 5, 2024 Table of Contents... Different Oral Interpretation (Solo & Group) Revisiting Greek Theatre, Roman Theatre, and Medieval World Differentiating General Characteristics of Oriental Theatre, Asian Theatre, and Theatre of the West  Differentiating Oral Interpretation..(solo). 1. S t o r y t e l l i n g – o r a l s h a r i n g o f a p e r s o n a l o r traditional story to an audience for the purpose of entertainment or education. 2. Interpretative/Interpretive reading - is also called dramatic reading, oral reading, or reading aloud, is the process of reading orally for an audience using the elements of voice and diction to convey the meaning and the mood of the literary piece.  Differentiating Oral Interpretation (solo)... 3. Declamation - is a recitation of a poem from memory in which the delivery is marked by strong feelings but free from histrionics. 4. Monologue - is a speech presented by a single character, most often to express their thoughts aloud, though sometimes also to directly address another character or the audience. Directions: Identify whether the following descriptions are story-telling, interpretive reading, declamation, or monologue. Write your answers in the space provided.... 1. This is a recitation of a poem from memory in which the delivery is marked by strong feelings but free from histrionics. 2. This is a speech presented by a single character, most often to express their thoughts aloud, though sometimes also to directly address another character or the audience. 3. This is an interactive art of using words and actions to reveal the elements and images of a story while encouraging the listener’s imagination. 4. This is also called dramatic reading, oral reading, or reading aloud, which is the process of reading orally for an audience using the elements of voice and diction to convey the meaning and the mood of the literary piece. Directions: Identify whether the following descriptions are story-telling, interpretive reading, declamation, or monologue. Write your answers in the space provided.... 6. The speaker re-interprets the original, reproducing its power afresh. This could be a sermon, eulogy, and other speeches that show immense feelings. 7. This is an oral sharing of a personal or traditional story to an audience for the purpose of entertaining or educating them. 8. This has two types: illustrative and creative/ dramatic. 9. This is an interpretative oral performance of prose or of poetry in which the interpreter plays the role of someone who addresses an imaginary listener, revealing his innermost thoughts and feelings. 10. The purpose is to develop skills in conveying the meaning and emotions of a prose or poetry selection.  Differentiating Oral Interpretation... (group)  Differentiating Oral Interpretation.. (group).  Differentiating Oral Interpretation..(group). Directions: Identify which oral group interpretation is being described. Choose reading concert, chamber theater, or speech choir.... 1. It operates like a musical choir minus the music, instead of singing. This performs spoken-word pieces like poems. 2. This is an oral reading activity with speakers presenting literature in a dramatic form. 3. This type of oral group interpretation may not need much memorization and can be read during the presentation. 4. This type of oral group interpretation may have chronic arrangements such as reading in unison, solo and chorus, responsive reading 5. This is a theatrical approach to performing narrative literature. ENG 157 PART 2 Any questions? Reactions?