1001 F*CKING BULLETS FOR SLOW LEARNERS IN ENGLISH

REMEDIAL INSTRUCTION IN ENGLISH

 Reinforcement of the foundation of learning, helping pupils overcome their learning difficulties, and developing
learners’ potentials is the focus of INDIVIDUALIZED EDUCATION PROGRAMMA (IEP)
 TO DIAGNOSE THE DIFFICULTY should be done first before doing remedial instruction.
 The following are remedial teaching strategies except TEST AND DRILL.
 Remedial instruction is NOT the same as special education, HOWEVER, REMEDIAL INSTRUCTION MAY INCLUDE
CHILDREN WITH SPECIAL NEEDS IF THEY ARE DIAGNOSED WITH DIFFICULTY.
 That it involves RE-TEACHING, REVIEWING, AND ASSESSING is a WRONG statement on remedial teaching.
 Remedial instruction focuses on SKILLS.
 BE CLEAR ON WHAT STUDENTS MUST KNOW…BUILD SCAFFOLDING…MAKE USE OF SEVERAL AVENUES OF
LEARNING… are practices which means success for learners with reading difficulties.
 Learning-in-context means the teacher MAKE STUDENTS SEE HOW IDEAS AND SKILLS CONNECT TO THEIR
FAMILIES AND COMMUNITIES.
 LETTING STUDENTS KNOW YOU BELIEVE IN THEM can increase the effectiveness of remedial teaching.
 MINIMIZE TEACHING AND GRADING… OBSERVE THE STUDENT IN THE ACTUAL ACT OF READING… this should be
done by reading trainers because reading remediation requires building skills rather than learning course content.
 SOME GRAPHIC SIMILARITY in miscue analysis is illustrated by a child who reads imagination as inauguration in a
text.
 AIDED RETELLING is the type of retelling exemplified in the situation when the teacher asked Victor why Isabele
couldn’t find a seat when she got on the school bus.
 John’s word error range is from 2 to 5 word calling errors per 100 words of text. His reading ability belongs to the
INSTRUCTIONAL READING LEVEL.
 A pupil suffers from DYSLEXIA when he reads saw for was, says a b is a d, skips, omits, or adds words when he
reads aloud, writes 41 for 14, shows no difference between 1 2 3 and 123, act and cat, + and X, and between OIL
and 710.
 USING AUDITORY AIDS, REPEAT AN INSTRUCTION IF REQUESTED, PHRASE QUESTIONS CAREFULLY, ETC. FOR A
CHILD WHO HAS DIFFICULTY WITH INTERACTION should be avoided in order to help pupils with learning
difficulties remediate their challenges.
 A pupil suffers from DYSGRAPHIA when he has difficulty completing school work, using writing, producing letters
on paper, understanding letter/sound connection and fine motor skills.
 Self-monitoring and paying attention belong to METACOGNITIVE category of learning strategies identified by
Oxford.
 IT IS SYNTACTICALLY INCORRECT is the statement that does not describe correctly the miscue analysis wherein
the child reads aloud ‘the film did not seem to be working’ for ‘the parachute did not seem to be working’.
 A strategic reader PREVIEWS A SELECTION AND REREADS DIFFICULT PASSAGES.
 READING IS DRIVEN BY THE TEXT, NOT THE READER accurately describes the bottom-up model of reading.
 A student finds it difficult to relate his thoughts and feelings through speaking and writing. He is found to suffer
from EXPRESSIVE DISORDER.
 ENGLISH FOR SPECIFIC PURPOSES

 AMMO is an example of a slang

 SIMULATION should be least prioritized or used in an ESP class.
 TARGET SITUATION ANALYSIS is an example of an ESP needs analysis.
 IT IS CENTERED ON THE LANGUAGE APPROPRIATE TO THOSE ACTIVITIES IN SYNTAX, LEXIS, DISCOURSE,
SEMANTICS, ETC., AND ANALYSIS OF THIS DISCOURSE does not characterize ESP in the context of English
language teaching.
 PEDAGOGY is a jargon of academe.
 ENGLISH FOR TECHNICIANS is an example of a course for English for Occupational Purposes (EOP)
 Slang expressions are any of the following except THEY ARE WIDELY USED IN INFORMAL AND FORMAL SPEECH
AND WRITING.
 ANNUAL REPORTS do NOT qualify as a product of English for Academic Purposes because they are outputs of
established agencies/offices.
 SCIENTIFIC OR ACADEMIC WRITING USES THE PASSIVE VOICE MORE THAN THE ACTIVE VOICE is NOT TRUE about
the use of voice in academic or scientific writing.
 WHEN HEDGING, ACADEMIC WRITERS USE WORDS THAT STRONGLY AND SHARPLY EXPRESS COMMITMENT TO
THEIR CRITICISM is an INCORRECT statement about hedging.
 DISCOURSE ANALYSIS IS ANY STUDY OF LANGUAGE TEXT AT A LEVEL ABOVE THAT OF THE SENTENCE; GENRE
ANALYSIS IS A TEXT ANALYSIS FOCUSED ON THE REGULARITIES OF STRUCTURE THAT DISTINGUISH ONE TYPE OF
TEXT FROM ANOTHER is a statement that best compares/contrasts discourse analysis from genre analysis.
 ESP IS A LANGUAGE TEACHING APPROACH WHICH IS BASED ON LEARNER’S NEED is a statement the BEST defines
ESP.
 A type of knowledge that is NOT REQUIRED of the ESP teacher is A SPECIALIST SUBJECT KNOWLEDGE.
 The lack of orthodoxy as a consistent problem of ESP teachers means ESP TEACHERS DO NOT HAVE A READY-
MADE, STRAIGHTFORWARD ANSWERS TO PROBLEMS THEY MEET… ESP TEACHERS NEED TO DISTIL AND
SYNTHESIZE FROM SEVERAL OPTIONS THOSE THAT BEST SUIT THEIR CIRCUMSTANCES… ALL ESP TEACHERS ARE
PIONEERS WHO ARE HELPING TO SHAPE THE WORLD OF ESP.
 The new realms of knowledge that ESP teachers have to cope with suggests ESP TEACHERS HAVE TO STRUGGLE
TO MASTER LANGUAGE AND SUBJECT MATTER THEY KNOW VERY LITTLE ABOUT and ESP TEACHERS OFTEN FEEL
A SENSE OF UTTER INADEQUACY AT THEIR ABILITY TO COPE.
 The type of syllabus that contains making arrangements; attending meetings; taking part in an interview; buying
and selling is the FUNCTIONAL/TASK-BASED SYLLABUS.
 The type of syllabus that contains taking notes; writing essays; study techniques and examinations; improving your
reading is the SKILL SYLLABUS.
 The type of syllabus that contains properties and shapes; location; structure; actions in sequence; cause and effect
is the FUNCTIONAL/NOTIONAL SYLLABUS.
 The type of syllabus that contains the nature of generalizations; general and specific information; levels of
generality is the DISCOURSE/SKILLS SYLLABUS.
 The type of syllabus that contains exercises in personal evaluation; exercises in examining your job needs;
exercises in using the ads is SKILLS AND STRATEGIES.

LANGUAGE CURRICULUM FOR SECONDARY SCHOOL

 REVITALIZED HOMEROOM GUIDANCE PROGRAM (RHGP) is a program conducted to better match students with
their aptitude and career interests.
 NEW SECONDARY EDUCATION CURRICULUM (NSEC) was the secondary education curriculum that was
implemented in 1989 to replace the Revised Secondary Education Program (RSEP).
 Basic education in the K-12 curriculum refer to 6 YEARS OF ELEMENTARY EDUCATION, 4 YEARS OF JUNIOR
HIGH SCHOOL, AND 2 YEARS OF SENIOR HIGH SCHOOL.
 The main objective of the K to 12 program is TO PROVIDE SUFFICIENT TIME FOR MASTERY OF CONCEPTS AND
SKILLS, DEVELOP LIFELONG LEARNERS, AND PREPARE GRADUATES FOR TERTIARY EDUCATION, MIDDLE-LEVEL
SKILLS DEVELOPMENT, EMPLOYMENT, AND ENTREPRENEURSHIP.
 The K to 12 curriculum envisions HOLISTICALLY DEVELOPED LEARNERS WITH 21ST CENTURY SKILLS.
 The new curriculum will be focused more on the LEARNERS.
 The first beneficiaries of the free senior high school education of the K to 12 curriculum are the INCOMING
FRESHMEN OF SY 2012-2013.
 SCIENCE will be integrated into the teaching of Language according to the Department of Education.
 SEQUENCIAL TEACHING OF LANGUAGE FORMS is NOT TRUE of the k-12 features of English language teaching in
secondary level.
 AUDIO-LINGUAL METHOD is an approach to language teaching that anchors on the behaviorist assumption that
language 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.
 The production of instructional materials falls under CURRICULUM PLANNING.
 An important step in ensuring the relevance of the instructional materials to the rest of the curriculum is to keep
a list of GOALS AND OBJECTIVES OF THE CURRICULUM.
 The type of syllabus that exemplifies writing notes and memos; reports; agendas; letters to companies and reply
letters is TASK-BASED SYLLABUS.
 TO HONE INDEPENDENT STUDY STRATEGIES THROUGH PRESCRIBED TASKS is NOT a goal of K-12 language
teaching in the secondary level.
 ORAL PROFICIENCY is the primary aim of second language teaching using the audio-lingual method.
 A CURRICULUM INCLUDES THE PHILOSOPHY, PURPOSES, DESIGN, AND IMPLEMENTATION OF A WHOLE
PROGRAM… A COURSE IS AN INTEGRATED SERIES OF TEACHING LEARNING EXPERIENCES, WHOSE ULTIMATE
AIM IS TO LEAD THE LEARNERS TO A PARTICULAR STATE OF KNOWLEDGE… A SYLLABUS IS THE SPECIFICATION
AND ORDERING OF CONTENT OF A COURSE OR COURSES… is/are correctly defined concepts.
 A teaching practice which is compatible with Communicative Approach is one that FOLLOWS THE LISTEN-SPEAK-
READ-WRITE SEQUENCE OF SKILLS.
 The K-12 language teaching in secondary school can be described as follows EXCEPT it is LITERATURE-BASED AND
GENRE-FOCUSED.
 Newspaper articles, advertisement, radio announcement, etc. in the real world when used in the classroom are
classified as AUTHENTIC MATERIALS.
 A COURSE SYLLABUS is 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.
 THE TARGET LANGUAGE IS USED AS AN AUXILIARY /SUPPORT LANGUAGE DOES NOT characterize the direct
method of language teaching.
 The content of the language teaching in this type of syllabus is a collection of specific abilities that may play a part
in using language. This refers to the SKILL-BASED SYLLABUS.
 The use of the song, the worksheet, the pair group, the teacher and the students’ talk are provisions of the
hypothesis of Krashen’s Monitor Model which is the COMPREHENSIBLE INPUT.

INTRODUCTION TO LINGUISTICS

 The conversational maxim violated in the utterance: The students are noisy; the teacher spoke aloud, “Class, I
really appreciate your behaving quietly today. You can see we can smoothly and clearly discuss our lesson.” is the
maxim of QUALITY.
 The aspect of communicative competence that deals with the appropriate use of communication and coping
strategies is known as STRATEGIC competence.
 The generalization in the area of phonology that can be drawn from the ff. linguistic data: table, attack, can, paper,
space, accordion is A VOICELESS STOP IS ASPIRATED IF IT BEGINS A SYLLABLE OF A STRESSED VOWEL.
 The word HOT has a glottal segment.
 The study of illocutionary acts is an area of PRAGMATICS.
 ANAPHORA is the concept in referential semantics that explains the italicized word: Mary thinks that she is the
only girl who can sing the song. Obviously, “she” refers to Mary.
 SENTENCE B ENTAILS SENTENCE A is the truth relation exemplified in the pair of sentences: “Sentence A: the
fisherman caught a fish.” “Sentence B: the fisherman caught a milkfish.”
 The classification of the morpheme in each of the following linguistic data: invert, covert, revert, subvert, divert is
LEXICAL BOUND MORPHEME.
 The reason why the word “take” when pronounced is different from the words “fake,” “vase” and “thank” is
because ALL THE THREE EXPRESSIONS HAVE INITIAL FRICATIVE SEGMENT.
 The vowels in the words “pet” “but” “say” and “sew” are [-HIGH] AND [-LOW].
 The morpheme surveil is an example of BACK FORMATION.
 The morphological error in the sentence: “The boys’ in the camp exercises are held in the morning.” is that TWO
INFLECTIONAL MORPHEMES ARE USED IN THE HEAD NOUN OF THE NOUN PHRASE.
 A NOUN IN THE NOUN PHRASE MAY HAVE AN ADJECTIVE BEFORE IT, OR A DETERMINER, OR MAY BE FOLLOWED
BY A PREPOSITIONAL PHRASE is a correct sentence.
 In the phrase structure rules, a prepositional phrase consists of a preposition, followed by a NOUN PHRASE.
 SYNONYMY is a sense property in which two words have the same sense, or same values for all of their semantic
features like “teacher” and “instructor.”
 American: Are you a Filipino? Filipino: Yes, I am. American: So, you must be a nurse. The concept that explains
the conversation above is PROTOTYPE.
 The wife asked the husband, “Should I get you some ice cream?” The husband responded, “Am I diabetic?” The
conversation maxim violated is RELATION.
 “Can you give me a glass of water?” is an INDIRECT ILLOCUTIONARY ACT.

 In second language acquisition, the route to pidginization and fossilization of errors is NATIVIZATION AND
ASSIMILATION.
 The teacher justifies the inclusion of grammar in her lessons, she says it should be an integral part of the
curriculum. The theory of language that explains this justification is the MONITOR MODEL.
 The teacher examines the reading selection that she will discuss in her class, reads the selection to check whether
the language and vocabulary might be too difficult for the students to understand. The theory that explains this is
i+l HYPOTHESIS.
 ACCOMMODATION THEORY explains the phenomenon wherein the child who migrated to US, after 5 years, did
not acquire the accent of the Americans because he didn’t mingle with other children.
 TEACHER BEN SHOWS A NEWS CLIP FROM CNN AND ASKS STUDENTS QUESTIONS is a class that promotes the
desired learning environment discussed in the learning-acquisition hypothesis of monitor model.
 GRAMMAR TRANSLATION APPROACH is the language teaching approach described in which the goals are to learn
grammar, vocabulary, and culture. Teacher is the authority. He/she makes use of translation, deductive study of
grammar, memorization of vocabulary.
 WITHIN A SOCIAL CONTEXT, PEOPLE NEED TO DEVELOP THEIR COGNITIVE ABILITIES THROUGH AUTHENTIC
TEXTS AND CONTENT IN LANGUAGE does NOT justify the use of communicative language teaching.
 CONTENT -BASED INSTRUCTION is a result of the principle wherein a teacher learned in that language learning
could also be a result of cognitive processes, or the act of knowing something.
 COUNSELING-LEARNING APPROACH (aka Community Language Learning/CL/CLL) explains a teacher’s practice
wherein he uses small group games and tasks; and also asks students to actively listen to music, songs, or any
conversation in the class.
 ROLE PLAY is a practice of desuggestopedia.
 A FILIPINO STUDENT WRITES A SENTENCE: “THE BOOK IS NEW.” illustrates “positive transfer” in interlanguage.
 CL/CLL is a method that can help the teacher address the concern where she considers feelings of anxiety, fear,
and shame that may hinder second language acquisition.
 Teacher believes that if the students in school would enforce their habit of speaking in English in the manner they
speak Kapampangan, including accent and vocabulary, it might lead to fossilization of errors and eventually lead
to a linguistic phenomenon known as PIDGINIZATION.
 Codeswitching is allowed in a COMMUNICATIVE CLASSROOM.
 CLIL is practiced in a class wherein THE TEACHER USED GRAPHIC ORGANIZERS TO AID COMPREHENSION.
 ERROR is an indication of hypothesis testing in language learning.
 AUDIO LINGUAL METHOD is a manifestation of covert grammar teaching.
 COMPETENCY-BASED EDUCATION supports English for Specific Purposes.

 STUDENTS MAY STILL UNDERSTAND DIFFERENT VARIETIES OF ENGLISH is the implication of “mutually
intelligible” in teaching English.
 PRESENT PROGRESSIVE should be taught first to students based on the principles of first language acquisition.
 In first language acquisition, the following are considered language developmental milestones during the pre-
linguistic stages, EXCEPT ECHOLALIA.
 The semantic change reflected in the word “queer” in the sentences “A queer case was solved by Sherlock
Holmes.” “He is such a queer.” is TABOO.
 The transcription /ta1p/ represents the word TAPE.
 The transcription /r1č/ represents the word RICH.
 The transcription / iz/ represents the word THESE.
 The group that has a letter that differs in voicing from the other three is /m/, /g/, / /, /s/
 The segment that differs in place of articulation from the other three is / /, /p/, /b/, /m/.
 CEREMONY has the correct stress.
Which is the best SYNONYM for the following words?
 Precious: valuable
 Unique: special
 Bulky: awkward
 Assist: help
 Advocate: support
 Authorize: empower
 Bless: consecrate
 Try: attempt
 Startle: surprise
 Utter: say
 Thrill: excite
 Wreck: crash
Which is the best ANTONYM for the following words?
 Vicious: gentle
 Conquer: surrender
 Criticize: acclaim
 Enormous: very small
 Relegate: secrete
 Instigate: hesitate
 Legalize: outlaw
 Mourn: rejoice
 Oppress: inspire
 Attach: detach
 Export: import
 Donate: take
 In the following group of words, MOUNTAIN is the odd-sounding word.
 The sentence with a different meaning is AT THIRTY THOUSAND PESOS, HIS PERSONAL COMPUTER WAS
EXPENSIVE.
 The word supposed to be stressed when the speaker means that the robber may have taken some jewelry is: I
DIDN’T SAY HE STOLE THE MONEY.
 There are 4 MORPHEMES in the word transportation.
 MARIA DESIRES THAT YOU GO is the sentence done in acceptable English.
 I OFFERED A MEAL TO THE VISITOR WHO WAS HUNGRY is the correct and preferred sentence.
 BENEVOLENT is the closest meaning of the root word philanthropist.
 The modifier – weighing 150 pounds should be placed in the sentence as: THE ROBBER WEIGHING 150 POUNDS
WAS DESCRIBED AS A TALL MAN WITH A HEAVY MUSTACHE.
 EXAM is the free morpheme in the word examination.
 Then wind blew the rain clouds away, leaving a clear BLUE sky.
 The sentence that has the modifier placed correctly is: EMOTIONAL INTELLIGENCE, WHICH EMERGED A DECADE
AGO, INCLUDES THE ABILITIES TO MOTIVATE YOURSELF AND PERSIST IN THE FACE OF FRUSTRATIONS. (no
change)
 Pupils are required to be in their classrooms by 8:00 am each morning. Hence, PUPILS COMING LATE WILL BE
PUNISHED ACCORDINGLY.
 THEREFORE contains a voiced “th” / / sound.
 IN THAT COLLEGE, YOU HAVE TO TAKE THE FOLLOWING COURSES: FOUR YEARS OF ENGLISH, THREE YEARS OF
MATH, THREE YEARS OF SOCIAL STUDIES, AND THREE YEARS OF SCIENCE is the sentence that is punctuated
correctly.
 UNDAUNTED, with repeated rejections of her novel, Isabel CONTINUED to submit her manuscript to other
publishers.

 Given are some of the contributions of theoretical linguistics to language teaching EXCEPT DIFFERENT
APPROACHES TO LANGUAGE TEACHING.
 All the options EXCEPT ONE are some of the contributions of applied linguistics to language teaching.
RELATIONSHIPS BETWEEN AND AMONG SENTENCES IN A TEXT is the exception.
 Good instructional materials produce satisfactory results only if the teacher IS KNOWLEDGEABLE OF
DEVELOPMENTS AND PRINCIPLES UNDERLYING THOSE MATERIALS.
 TEACHERS PICK UP AND PUT TO GOOD USE FINDINGS OF LINGUISTICS IN THEIR LANGUAGE is the situation that
BEST assures that the good findings of linguistics will reach the end users.
 The attitude that needs to be maintained by language teachers about the finding of linguistics is KNOWLEDGE IS
IN A CONTINUOUS STATE OF FLUX; BE OPEN TO NEW DEVELOPMENTS AND GIVE THEM A TRY.
 THE TEACHER appears to be the most important cog in the machine of language teaching and language learning.
 THE RESHAPING OF YOUR VIEW, ATTITUDE AND CONCEPT OF LANGUAGE AND LANGUAGE LEARNING will be
most helpful contribution of linguistics to you to teach successfully a new language learner who has no knowledge
of English whatsoever.
 MICHAEL HOOEY, WINIFRED CROMBIE, JOHN SWALES AND TRIMBLE should be consulted regarding genre
analysis, macro-discourse patterns, text analysis, micro-discourse analysis which are concept developments in
linguistics.
 SVARDIK, GEOFFREY LEECH, CELCE-MURCIA AND TERENCE ODLIN should be consulted regarding pedagogical
grammar, collocational grammar, ergative verbs, semantic grammar which are concept developments in
linguistics.
 JOHN AUSTIN, JOHN SEARLE, AND DELL HYMES are the authors to be consulted to know more about
Conversational analysis, gambits, adjacency pairs, and speech act theory.
 LANGUAGE LEARNING OCCURS IN A FORMAL AND NONCONSTRUCTIVE PROCESS is a correct statement about
language learning. Language learning refers to how an individual learns a language.
 COMPREHENSIBLE INPUT is the theory of language learning advanced by Stephen Krashen stating that a student
can learn a second language if the language components are not too complex nor too easy.
 GRAMMAR TRANSLATION METHOD emphasizes isolated word lists and a thorough examination of its grammar
is used in second language teaching.
 THE TEACHER GIVES AN ACTIVITY THAT INVOLVES STUDENTS INTERVIEWING PEOPLE AT THE MARKET is NOT an
activity under the Total Physical Response method.
 The hypothesis on second language acquisition states that grammatical structure proceeds in a predictable order,
that is, some grammatical structures are to be acquired early and the others later is the NATURAL ORDER
HYPOTHESIS.
 AFFECTIVE FILTER HYPOTHESIS posits that motivation, self-confidence, and anxiety affect how an individual
acquires the language.
 Schema theory describes the way the mind acquires, categorizes, and organizes knowledge. THERE CAN BE REAL
LEARNING WITHOUT MEANING is NOT a component of the schema theory.
 Metacognition can be defined as ‘thinking about thinking.’ The essence of metacognition includes reflecting,
monitoring, self-questioning, and SELF-REGULATING.
 The approach that involves a lot of repetition of the second language grammatical forms especially those that are
different from the learner’s first language is the AUDIOLINGUAL APPROACH.
 THE KIND THAT THEY WILL NEED FOR A REAL-WORLD, REAL-LIFE SITUATIONS is the kind of second language the
learners need to learn in employing the Communicative Approach.
 THE DISTINCTION BETWEEN LANGUAGE ACQUISITION AND LANGUAGE LEARNING is NOT part of the
Communicative Language Teaching among the classroom principles given.
 COOPERATIVE LEARNING is an approach frequently used in task-based language teaching (TBLT) and features
small group activities that promote positive interaction.
 LANGUAGE EXPERIENCE APPROACH has been used when the teacher asks the students to prepare a written
story/text of the experience.
 The following are concepts to be considered in employing Cultural Approach in teaching language EXCEPT THERE
ARE SUPERIOR LANGUAGES BECAUSE THERE ARE SUPERIOR CULTURES.
 The statements “If the academic language scaffolding involves providing students with second language input that
is a little bit beyond their current level, dialogue journals create a written conversation between each student and
the teacher.” are BOTH TRUE STATEMENTS.
 Dialogue journals: students write a topic in the second language in their journal; ACADEMIC LANGUAGE
SCAFFOLDING: the teacher or a more advanced classmate acts as a support as the student builds his/her second
language vocabulary and fluency.
 BASIC INTERPERSONAL COMMUNICATION SKILLS (BICS) is the domain of language that an individual acquires
from 1-2 years.
 The theoretical framework for communicative language teaching (CLT) includes SOCIAL INTERACTION AND
SOCIOCULTURAL THEORIES that views the learner’s use of second language as the best source for learning the
second language.
 CRITICAL PERIOD HYPOTHESIS suggests that there is an optimal window of time during which anyone can learn a
first language or second language in a ‘normal’ or ‘nativelike’ level.
 DIRECT APPROACH never uses the first language because it emphasizes the natural dialogue in the second
language.
 If the prefix “un” is attached to a base word to mean “not”, the word UNSAD is incorrect.
 “flu”, “bra”, “fax”, and “cab” are words formed through CLIPPING.
 Coinage is the invention of totally new terms. However, there are a few coinages because the words themselves
give no clue to their meanings. VORTAL is not coined.
 The word “skitch” which means ‘to propel oneself while on a skateboard’ came from the words SKATE AND HITCH.
 The sentence that shows the need for mastery of their plural form is BACTERIA IS DISEASE-CAUSING
MICROORGANISMS.
 In language learning, discrimination of sounds can be done through minimal pairs- pairs of words in contrast. The
phrase that DOESN’T use minimal pair is REACH THE PEAK.
 Punctuation marks can be used to show junctures to make the meaning clear. JOHN DON’T, TRY TO SLEEP NOW
is the sentence that expresses the idea that the speaker asks John to sleep.
 A slash mark is used to signify pauses for proper communication. The meaning conveyed by the line “Nadia/ says
Thelma/ is a liar.” is THELMA IS THE SPEAKER.
 AT THIS POINT, IT IS USELESS CRYING OVER SPILLED MILK is a sentence that is idiomatic.
 The meaning of “set” in the sentence ‘Alice wants a chess set for her collection.’ is KIT.
 NEWSLETTERS WERE USED BY THEM TO SPREAD NEWS is the sentence that is not emphatic.
 The sentence that shows a noun in the genitive case is THE TEACHER’S GRAMMAR IS EXCELLENT.
 The meanings associated with the word “ear” in the following sentences seem related. The words with the same
spelling and related meanings are called POLYSEMES.
 “polish” -v. to make shiny, and “Polish” -adj. from Poland; “march” -v. to walk with regular, steady steps of equal
length, and “March” -n. the third month of the year. These words share the same spelling but have different
meanings when capitalized (and may or may not have different pronunciations) are called CAPITONYMS.
 Tenses express time. The sentence that shows an action happened at a recent past is CARLO HAS JUST CLIMBED
THE MOUNTAIN.

 Noam Chomsky’s LAD has led to an entirely new approach in the field of linguistics: generative phonology and
transformational grammar. The focus of this new approach is IT FOCUSES ALMOST ENTIRELY ON THE ABSTRACT
‘DEEP STRUCTURE’ OF INDIVIDUAL’S NATIVE LANGUAGE.
 THIS IS MORE OF INFORMATIONAL PROCESSING THAT IS BASED ON THE BELIEF THAT ALL HUMAN KNOWLEDGE
CAN BE DIVIDED INTO TWO IRREDUCIBLE KINDS OF REPRESENTATIONS, THE DECLARATIVE KNOWLEDGE AND
PROCEDURAL KNOWLEDGE describes the Adaptive Control of Thought (ACT) model of Anderson.
 BEHAVIORISM is the theory emphasizing that any human behavior can be learned through a process of stimulus-
response and positive or negative reinforcement.
 ACADEMIC LANGUAGE IS PRIMARILY FOUND IN EVERYDAY CONVERSATION; HENCE TEACHERS SHOULD TRAIN
THE STUDENTS WITH LANGUAGE USE IN EVERYDAY ACTIVITIES is NOT a characteristic of academic language
proficiency.
 A SOCIOLOGICAL FACTOR IS EXERCISING POWER BY A DOMINANT INDIVIDUAL, GROUP, OR COUNTRY is NOT
TRUE about the sociological factors in language learning.
 The principle that states that language abilities required for academic success are very different from those
operating in everyday conversational context and that among bilingual children, transfer of academic language
proficiency occurs across languages when development of literacy in both languages is promoted inn the school
context is the PSYCHOLINGUISTIC PRINCIPLE.
 FIRST LANGUAGE SUPPORT is the strategy that allows the students to integrate their academic content to
classroom activities and to their own knowledge and experience.
 LINGUISTIC OUTPUT does NOT belong to the group with the Acquisition-Learning Distinction, Monitor Hypothesis
and Affective Filter Hypothesis.
 Comprehensible input: level i +l; Linguistic output: USING MEANING-FILLED SPEECH.
 The principle that doe NOT belong to Direct Approach in language teaching is that IT TAKES ADVANTAGE OF THE
KINESTHETIC MEMORY.
STRUCTURE OF ENGLISH
 THE SAFETY OF THE STUDENTS WHILE ON A SCHOOL FIELD TRIP IS SOMETHING FOR WHICH TEACHERS ARE
RESPONSIBLE FOR is the INCORRECT sentence.
 THE INFAMOUS ATTACK ON THE WORLD TRADE CENTER HAPPENED ON 11 SEPTEMBER, 2001 is the
INCORRECT sentence.
 Noun phrases joined by and are plural. This rule does not apply when and is followed by not. LOVE AND NOT
HATE MAKES THE WORLD GO ROUND is a CORRECT statement.
 MANY is a quantifier modifying plural nouns. Each, Every, and Many a modify singular nouns.
 The following statements are true about sentence structure EXCEPT EACH WORD HAS A LIMITLESS RANGE OF
POSSIBLE FUNCTIONS.
 The word “off” functions s an adverbial particle in the structure WE PUT IT OFF TOO LONG.
 THE BOY AND THE GIRL’S UNCLE is an example of a sentence fragment.
 DON IS ANNOYING is the sentence in which the verb “be” (is) function as the intensive verb or copula.
 The “optional constituents” in the sentence ‘The kind history teacher surprised us with an extraordinary reward.’
are KIND, HISTORY, EXTRAORDINARY.
 A SEQUENCE OF WORDS THAT CAN FUNCTION AS A SENTENCE CONSTITUENT is the correct definition of a
“phrase” among the given options.
 MAKE cannot function as an intensive verb.
 Jake dreads wild animals in the zoo. The function of the underlined constituent is OPTIONAL MODIFIER.
 DON’T MAKE ANY COMMENT UNLESS YOU ARE FULLY AWARE OF THE ISSUE is the sentence that BEST qualifies
as a “complex” sentence.
 THE COLUMNIST WRITES FEATURE ARTICLES ON ANTIQUE WRITING DESKS is the sentence that is “syntactically
ambiguous.”
 In Chomsky’s Transformational Grammar, a sentence’s “deep structure” refer to THE ABSTRACT
REPRESENTATION OF A SENTENCE.
 LEXICAL CATEGORIES is a concept that is NOT a concern of syntax.
 A STATEMENT WHICH WAS TRUE IN THE PAST AND STILL RELEVANT TO THE PRESENT is TRUE with regard to
the use of the present perfect tense.
 PREPOSITIONS is the type of word that does NOT fit into the category of determiners.