LASTNA(frontpagenperception. It typically involves excessive weight loss and usually occurs more in females than in males.[1] Because of the fear of gaining weight, people with this

7/27/2019 LASTNA(frontpagenperception. It typically involves excessive weight loss and usually occurs more in females than

1/35

CHAPTER 1

Introduction

English Language Proficiency understanding the issues concerning

instruction, assessment and classification of English language learner (Ell)

students is of the utmost importance given the fact that Ell students are the

fastest growing student population in the Philippines. Between 1990 and

1997, the number of united states residents born outside the country

increased by 30%, from 19.8 million to 25.8 million. According to a recent

report by the government accountability office, approximately 5 million Ell

students were enrolled in schools, representing an estimated 10% of all

public school students. the definition of an Ell [or limited English proficient

(LEP)] student, as outlined in the no child left Behind (NCLB) act of 2001,

(NCLB, 2002) is: (a) age 3 through 21; (b) enrolled or preparing to enroll in

an elementary or secondary school; (c) not born in the united states or

whose native language is not English; (d) a native America, Alaskan native,

or a native resident of the outlying areas; (e) from an environment where a

language other than English has had a significant impact on an individuals

level of English language proficiency; (f) migratory and comes from an

environment where English is not the dominant language; and (g) has

difficulties in speaking, reading, writing, or understanding the English

language that may deny the individual the ability to meet the states


2/35

proficient level of achievement and the ability to successfully achieve in

classrooms where English is the language of instruction, or to participate

fully in society (NCLB, 2002, title six).

The above definition is primarily based on twosources of information:

(1) students language background information and (2) their level of English

proficiency. Information on the language background of students (e.g.,

country of birth, native language, and type and amount of a language other

than English spoken at home) comes mainly from the home language survey

(HLS). Information on the students level of English proficiency in speaking,

reading, writing, listening andcomprehension comes from existing tests of

English language proficiency.

Literature on the assessment of Ell students has raised concerns over

the validity of information from these sources the goal of this research is to

present a national view of the status of English language proficiency

assessments since, as it will be elaborated later in this chapter, play a vital

role in students academic careers in many ways including their

classification, assessment of their content knowledge, curriculum planning

and graduation. I start first with the definition of the concept of

Englishlanguage proficiency, English language proficiency (ELP) standards,

English language development (ELD) standards, and English as a second

language (ESL) standards are terms that have been used, often

interchangeably, to describe state- or expert-adoptedstandards that guide


3/35

the instruction of English learners towards the achievement of English

language proficiency. Each of these terms, however, came into use during

different time periods, and each was originally based upon constructs that

reflected contemporary policies and theoretical frameworks for English

learner education.

English as a second language (ESL) is an umbrella term used to

describe any one of a number of instructional approaches designed to help

English learners acquire English fluency. Most commonly in use during much

of the 1990s, NESL was used to describe alternative or supplemental models

to bilingual education. Oftentimes, ESL was used to describe sheltered or

pull-out English instruction for learners with limited English proficiency

(Garcia, 2005). An example of a set of ESL standards developed during this

time period is the TESOL ESL standards (TESOL, 1997). Since the late

1990s, ELD has more widespread use than ESL. The former denotes

instruction designed specifically for English language learners to develop

their listening, speaking, reading and written skills in English (NCELA,

2007). In any case, ESL and ELD are used interchangeably, and are both

based broadly upon theories of second language acquisition (Wiley &

hartung-cole, 1998). The California English language Development (ELD)

standards (CDE, 1999 are examples of standards developed and designed to

measure English learners progress in English language literacy.


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While English language proficiency has been used for many years to

describe benchmarks and levels of English learners competencies in

speaking, writing, listening, and reading, the expression English language

proficiency standards appears to have become commonplace only since the

passage of NCLB and has been adopted by many states that have developed

and/or adopted standards specifically to comply with the NCLB title iii

provisions. The newest version of the TESOL standards (2006) reflects the

shift towards using this expression, and TESOL adopted this terminology in

its recent update of its national standards. TheNCELA glossary (2007)

indicates that ELP is often used in conjunction with AMAOS [annual

measurable achievement objectives outlined in NCLB and title iii

guidelines]. In spite of these differences, they are used interchangeably in

much of the literature on standards based outcomes and measures for

English learners under NCLB. In this collection of reports and discussions on

ELP assessment for Ell classification and progress reporting several of these

expressions will be used interchangeably.


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Statement of the purpose

The purpose of this research is to present facts about existing and

newly developed assessments. The researcher have no intention of

evaluating the quality of existing and newly developed ELP assessments or

criticizing any of these tests, whether they were developed prior to NCLB or

after the law was implemented. Many of the existing ELP assessments have

provided valid assessments for Ell students in the past. These tests were

developed based on the information available at the time of test

development, and many of them continue to provide very useful information

for states, districts, and schools in their assessment of Ell students.

The researcherpresents some evidence on the content and

psychometric characteristics of the existing ELP assessments since there

were substantial data available for these assessments. For the newly

developed tests, however, we have not had as much data on the items to

examine and discuss and must wait for data from future test administrations

before examining critical characteristics of these tests. As indicated above, in

addition to the four consortia of states, major test publishers also developed

ELPtests based on the NCLB title iii requirements. Amongthem arelassos link

and Stanford English language Proficiency (SELP) assessments. These tests

also look promising. Most of the materials presented in this research provide

information captured at a particular moment in timeELP tests are rapidly


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evolving; therefore, information on these assessments quickly changes. Our

initial plan was to publish this collection of papers as an edited book.

However, since the materials in this collection are extremely time-

sensitive we felt that a report format would be a quicker and more efficient

way to disseminate information on these tests. This format also gives us the

capability of updating the materials more frequently. We welcome feedback

and input, which we will incorporate into the subsequent version of this

report (both in web and print

Versions). While there are many aspects of the new ELP assessments that

are very promising, there are several issues that remain unresolved.

Theoretical framework

These are the some theories gathered from different websites and

books that are related to this study which is English Language Proficiency.

Solomon and Rhodes (1995) reviewed different perspectives of English

academic language and identified two distinct hypotheses that dominated

the relatively small body of research literature. The first hypothesis proposed

that academic language is a compilation of unique language functions and

structures, of which only a few are represented in everyday classrooms.

Consequently, these are difficult for Ells to learn (Valdez, Pierce &OMalley,

1991, as cited in Solomon&Rhodes, 1995). The second, and most cited


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hypothesis, distinguishes differences among academic language and

conversational language.

Cummins (1981) the supporters of the second hypothesis argue that

conversational language, called Basic interpersonal communicative skills.

(BICS), is acquired early and is more contexts embedded, making it easier

for students to draw on a variety of cues in order to understand the meaning

of the language (Cummins, 1981). On the other hand, they proposed that

academic language, called cognitive academic language Proficiency

(CALP), is context reduced and provides only a limited amount of resources

from which students can derive meaning.

Scarcella (2003) -reviewed the literature on these two hypotheses and

proposed a third hypothesis, rejecting the BICS/CALP distinction. Claiming

that academic English includes multiple, dynamic, inter-related

competencies, scarcella proposed an alternative perspective of academic

English that includes the interaction of phonological, lexical, grammatical,

sociolinguistic, and discourse components.Scarcella defined academic English

as a variety, i.e., a register, of English that is used in professional books and

characterized by linguistic features that are associated with academic

disciplines. A register is a constellation of linguistic features that are used in

specific situational contexts and determined by three variables: field (the

subject matter of the discourse), tenor (the participants and their

relationships) and mode (the channel of communication, e.g., spoken or


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written) (halliday, 1994). According to Scarcella, the register of academic

English use includes skills such as reading abstracts, understanding key

ideas from lectures, and writing forms such as critiques, summaries,

annotated bibliographies, reports, case studies, research projects, and

expository essays

Conceptual Framework

Furthermore, these are the some frameworks that I gathered related

to my research. Most recently, Bailey and Butler (2007) proposed a

conceptual framework for the operationalization of the academic English

language construct in three language domains: assessment, instruction, and

professional development. These authors distinguished academic English.

potent/proficiency of the students first language (l1), the language-learning

abilities of the student (e.g., sensitivity to phonological, morphological, and

grammatical structures), the approach to and intensity of instruction in l2,

and how these various factors may interact with one another. While I is

inconceivable that there would not be significant individual differences in the

rate of students acquisition of 12 given the existence of substantial

individual differences.


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In the development of l1 proficiency among monolinguals, the range of

such individual differences and the factors that moderate them is not

currently well-informed by data.

Thomas & Collier, 2001one important aspect of learning a second

language is the acquisition of vocabulary.

Snow and Kim (2007): it is estimated that high school graduates need

to know 75,000 words in Englishthat means having learned 10 12 words

every single day between the ages of 2 and 17. Ells who start even just a

few years late need to increase theirdaily learning rate if they are to match

the outcomes of English-only (EO)learners.

Conteh-Morgan (2002),-theories of language acquisitionfall within

three main categories: behaviorism, innatism,and interactionism.

B. f. skinner explains language development as beinginfluenced by

environmental stimuli where association,reinforcement, and imitation are the

primary factors in theacquisition of language. Innatist theories attribute

humansthe natural ability to process linguistic rules. This schoolof thought

served as the framework for several models ofsecond language acquisition.


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Significance of the study

This research is designed to provide information to thestudents that

has difficulty in speaking English and to those who needs an effort to

become proficient in English. The report also intends to shareresearch, policy

analyses, and technical documents fromacross the nation which addresses

critical title IIIrelatedissues facing many state policymakers and

educationalleaders, as well as educational consultants, publishers,and

researchers.to provide the education community with thelatest information

on the country and national experts involved inthe development and field

testing of the four consortiaassessments have provided information on the

development of the consortia tests in four of the chapters here.Many existing

assessments have been used for many years, and states and districts have

information onthe content and psychometric properties of these tests,which

they may not have for the newly developedassessments. In addition, there

may not be enough databetween the existing and the newly developed

English proficiency tests were made in ten areas.

Below is a summaryof some of their observations that can be applied

to othernewly developed tests that are based on the title iii requirements.


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1) Standards-based. Many of the existing Englishproficiency tests are

not standards-based, whereasthe newly developed English proficiency tests

are anchored in statesstandards.

2) Secure. Many of the existing English proficiencytests are non-secure

(off-the-shelf tests) and areuseful in low-stakes situations. The new

generation of ELP assessments is considered secure,high stakes

assessments.

3) Emphasize academic English. The social languageproficiency focus

of many existing ELP assessments is less useful to schools than the newtests

that emphasize academic English.

4) Aligned with academic content standards.Unlike many of the old

generation OF ELP tests, ELP test items.

5) Includes oral language. The newly constructedELP assessments

have independent oral languagedomains consisting of listening and

speaking.

6) Comparable across grades. Many of the existingELP assessment

batteries offer different tests foreach grade cluster, often with no across-

gradecomparability, whereas many of the newlydeveloped ELP assessments

provide opportunitiesfor across grade-level comparisons. Comparability is

essential to reporting language proficiencygrowth, which reflects on student

progress, andschool accountability.


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7) Tiered within grade levels. Tests that are availablefor more than

one proficiency level within a gradespan can accommodate the variety of

skill levelsfound in Ells of any age. Some tests are designedto straddle the

proficiency level to shorten administration time and lessen examinee

frustration.The newly developed students with their high degree of

proficiency in English language.

Scope and Delimitations of the study

This study covered only to the students from September October

2013 concerning on the English Language Proficiency in evaluation and

assessment of the students such as the students in Wesleyan University of

the Philippines.

The Findings and Conclusion are not meant solely to establish descriptive

information about the English Language Proficiency of the students but more

importantly to contribute to Wesleyan University of the Philippines More

relevant subject matter for the other courses.


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Definition of terms

Basic interpersonal communicative skills (BICS) are language skills

needed to interact in social situations, for example, when speaking to a

friend on the telephone.

Cognitive academic language proficiency (CALP) is a language-related

term which refers to formal academic learning, as opposed to BICS.

Communication is the activity of conveying information through the

exchange of thoughts, messages, or information, as by speech, visuals,

signals, writing, or behavior.

English as a Second Language (ESL) is the use or study of English by

speakers with different native languages.

Language and Literacy is a peer-reviewed biannual academic journal of

linguistics published by John Benjamins Publishing Company.

Languageis the human capacity for acquiring and using complex systems of

communication and a language is any specific example of such a system.

Language proficiency: is the ability of an individual to speak or perform in an

acquired language.

Literature is commonly classified as having two major formsfiction & non-

fictionand two major techniquespoetry and prose.

No Child Left behind Act (NCLB)is a United States Act of Congress that is a

reauthorization of the Elementary and Secondary Education Act, which included

Title I, the government's flagship aid program for disadvantaged students

Standards based test is one based on the outcome-based education or

performance-based education philosophy.

Task-based language learning (TBLL) focuses on the use of authentic

language and on asking students to do meaningful tasks using the target language.


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CHAPTER 2

Related literature and studies

Defining and assessing language proficiency presents numerous

challenges to the language and assessmentcommunities and has been the

subject of debate amongresearchers for over two decades. The literature is

dividedamong researchers and theorists who either view languageproficiency

as the effective interaction of multiple linguisticcomponents or perceive it as

one global factor. other researchers focus on the effective use and control of

languageas it is affected by the situation in which it takes placeCummins,

1984; Valdes&Figueroa, 1994).

Bachman and Palmer (1996)provide a helpful distinction for test

developers, test users, and test takers alike, in discussing the principles that

underlie effective languagetest development. These authors point out that

the goalof language assessment is almost certainly the predictionof the test

takers language use in situations external tothe language assessment itself.

They use the distinctionbetween testing and non-testing contexts to

introducethe notion of target language uses (TLUS) as distinct

fromlanguage test tasks. TLUS describe the different uses oflanguage that

occur in non-testing contexts and that are ofinterest to test users; whereas

test language tasks are thespecific kinds of language tasks that test takers


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encounterin the testing context and that test users will leverage tomake

predictions about TLUS of interest. Thus, for thelanguage assessment to be

useful, the scores obtained byan individual on the basis of interacting with a

set of testlanguage tasks must generalize to a set of TLUS of

interestreflecting the test takers language use in contexts otherthan the

language testing context. the idea of test languagetasks, which are the

language tasks encountered in the testing context, is not to be confused in

Based language assessment (TBLA) (mislevy, Steinberg, & almond,

2002).all sorts comprise one formof test language task, but unlike some

language test tasksthat assess language skills directly in a highly de

contextualized testing situation, TBLAS attempt to contextualize thelanguage

assessment tasks more to incorporate the sociolinguistic, strategic,

anddiscourse-level competencies thatoccur in typical language use settings.

Mesick (1989).Discussed modernnotions about construct validity are

built on two fundamental tenets. First, validity is a property of the

inferences(i.e., the interpretations) that one draws from test scores,rather

than being a property of the test or a property of thetest score. Second,

validity is never proven or established,but is argued on the basis of an ever-

accumulating bodyof evidence that speaks to the accuracy of the

inferencesthat one makes on the basis of test scores. Thus, it is clearfrom


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the foregoing that validity concerns the accuracy oftest score interpretations.

in the language introduced above.

Similarly, the test tasks above could be designedas non-interactive or

interactive. If the examinee were toldwhich word or phrase must be

replaced, the task would below in instructiveness. in contrast, a more

interactive approach to the same task might be constructed by asking

thetest taker to determine what needed to be restated basedon input from

the examiner, such as a question, or comment reflecting a lack of

understanding of some, but not allelements.

For Bachman and Palmer (1996), instructivenessis gauged by the

degree to which the test takers individualcharacteristics are involved in

successfully completing thetest task. The individual characteristics of interest

in thisinstance are the individuals language knowledge,

strategiccompetence, and knowledge of the topic, among otherthings.

Interactive and authentic tasks create a testingsituation that more closely

resembles the ways in whichtest takers use language in the real world and

thus createa perception among the test taker that the test is relevantto

them and will accurately reflect their linguistic competence. if students do

not sense that the test is comprised oftasks which are meaningful to them or

do not reflect thekinds of ways in which they are called on to use languagein

school, their performance may be adversely affecteddue to poor motivation

or failure to engage cognitivelyin the tasks of the test in the same way that


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they engagecognitively in instruction or other language-based

learningactivities. Ultimately, such disconnects between the testingsituation

and real-world uses of language could adverselyaffect the validity of test

scores and could differentiallyaffect the validity of test scores for subgroups

of Ells.


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3

Methodology

Descriptive Method

By using the different research instrument like questionnaires,

observations, interviews and library research, the researcher were able to

know the suitable understanding about the English Language Proficiency and

the factors that affect students, inside and outside the campus, in having a

difficulty in speaking English, also to those existing students that may need

improvements to become good and proficient someday to their future

career.

To be able to apply the ways in practicing and evaluating the students in

Wesleyan University of the Philippines, the president should have to do ways

in inspiring and encouraging students to read more English Grammar books,

listen to high upgraded songs with its good accents, that will practice their

aspiration of being an excellent and proficient in English Language someday.

Although the process will took so much time, these will help next

generations to gain more knowledge and skills with their well improved

accents, and English proficient capabilities.


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In addition, English Language proficiency should be an encouragement to

each and every student to gain more learning opportunities for the next

semester in preparing to their career.

Respondents of the study

The respondents of the study included particularly from first year to

fourth year level of Wesleyan University of the Philippines. With the total

population of () in academic year 2013-2014.

There are respondents of my research study in Wesleyan University of

the Philippines School year 2013-2014. The number of respondents in is

(total no.) and Bachelor of Secondary Education and students gained a

population of (total no.) from first year to fourth year.

Research Tool

The ttest is one type of inferential statistics. It is used to determine

whether there is a significant difference between the means of two groups.

With all inferential statistics, we assume the variable fits a normal distribution.

When we assume a normal distribution exists, we can identify

the probability of a particular outcome. We specify the level of probability

(alpha level, level of significance,p) we are willing to accept before we collect

data (p < .05 is a common value that is used). After we collect data we
http://www.gifted.uconn.edu/siegle/research/Normal/instructornotes.htmlhttp://www.gifted.uconn.edu/siegle/research/Correlation/alphaleve.htmhttp://www.gifted.uconn.edu/siegle/research/Correlation/alphaleve.htmhttp://www.gifted.uconn.edu/siegle/research/Normal/instructornotes.html


20/35

calculate a test statistic with a formula. We compare our test statistic with a

critical value found on a table to see if our results fall within the acceptable

level of probability. Modern computer programs calculate the test statistic for

us and also provide the exact probability of obtaining that test statistic with the

number of subjects we have.

We would use a ttest if we wished to compare the reading achievement

of boys and girls. With a ttest, we have one independent variable and one

dependent variable. The independent variable (gender in this case) can only

have two levels (male and female). The dependent variable would be reading

achievement. If the independent had more than two levels, then we would use

a one-way analysis of variance (ANOVA).

Data collection procedure

The information needed by the researcher in order to satisfy the study

was obtained through data gathering procedure.

Survey. The researcher composed a latter of request to the Vice

President Academic Affairs (VPAA) of Wesleyan University of the Philippines

to be able to get the number of respondents from first year to fourth year

whom are Bachelor of Secondary Education. Also the researcher asks from

the signature of Professor Mrs. Gladys M. Mallare to approve the letter for us

to be able to conduct a survey.


21/35

Observation. The researcher may able to determine and identify the

difficulty of the students in Wesleyan University of the Philippines through

observing the way they speak English, write English essays, and specially

taking notes to their accents and grammars.

Evaluation. The researcher may able to know the weaknesses of the

students by simply evaluating their works through training them what is the

right and wrong accents and grammars.


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Acknowledgments

First, I would like to give this opportunity to thanks God for giving me

strength in making this research. I cannot thank the states enough for their

collaboration with this project. Many people generously contributed to the

development of this report. I especially indebted to the chapter authors for their

invaluable contributions and for their patience throughout this process. Also, Baby

Jane Duyag who contributed greatly to the quality of this work by providing

excellent comments and suggestions. I am so grateful for her support, advice and

contribution to this report. Jamaica Domingo provided useful comments. I

appreciate her support as well. I am also so grateful to my Family for their support,

Elaine Domingo for her contributions to this work. Raul Fernandez for the

helped in this study by reading the initial version of some of the chapters of this

report and by providing useful comments and suggestions.

Additionally, he collected information on most of the English language

proficiency assessments policies and procedures and check the accuracy of the

data collected for this project related to their states in addition, she contributed

greatly by collecting and summarizing information. She also provided literature

review and helped with the definition of the terms as opposed to other commonly

used terms. His contribution is greatly appreciated.


23/35

Bibliography

Books

Julia Lara, Steve Ferrara, MathinaCalliop, Diana Sewell, Phoebe Winter, Rebecca, Michael

Bunchand Kevin Joldersma, (2002) The English Language Development Assessment(ELDA), California

Jeff Solomon and Nancy C. Rhodes (1995), center for applied linguistics, Washington, dc

Jamal Abedi (2007), English Language Proficiency Assessment in the Nation: Current

Status and Future Practice, California

Magazine or Newspaper

Catherine E. Snow & Young-Suk Kim (2007), Large Problem Spaces the Challenge of

Vocabulary for English Language Learners (Chapter 7)

Dr.HannanKhalifa&Dr.IvanaVidacovic (2011), Research notes: Issue 46, Nov.2011

David J. Francis and Mabel O. Rivera (2007) Principles Underlying English Language

Proficiency Tests and Academic Accountability for ELLs (Chapter 2 page 14)

On-Line Resources

Jim Bauman; Assessing comprehension and communication in English state to state

for English Language Learners (ACCESS for ELLs) (Available:

(http://www.academia.edu/1228080)

Susan Wallace; Effective Instructional Strategies for English Language Learners in

Mainstream Classrooms (Online) Available:

(http://education.jhu.edu/PD/newhorizons/strategies/topics)

B.F.Skinner;Psycholinguistics/Theories and Models of Language Acquisition (Online)

Available

:(http://en.wikiversity.org/wiki/Psycholinguistics/Theories_and_Models_of_Language_Acquisition)
http://www.academia.edu/1228080http://www.academia.edu/1228080http://www.academia.edu/1228080http://education.jhu.edu/PD/newhorizons/strategies/topicshttp://education.jhu.edu/PD/newhorizons/strategies/topicshttp://education.jhu.edu/PD/newhorizons/strategies/topicshttp://en.wikiversity.org/wiki/Psycholinguistics/Theories_and_Models_of_Language_Acquisitionhttp://en.wikiversity.org/wiki/Psycholinguistics/Theories_and_Models_of_Language_Acquisitionhttp://en.wikiversity.org/wiki/Psycholinguistics/Theories_and_Models_of_Language_Acquisitionhttp://en.wikiversity.org/wiki/Psycholinguistics/Theories_and_Models_of_Language_Acquisitionhttp://en.wikiversity.org/wiki/Psycholinguistics/Theories_and_Models_of_Language_Acquisitionhttp://en.wikiversity.org/wiki/Psycholinguistics/Theories_and_Models_of_Language_Acquisitionhttp://education.jhu.edu/PD/newhorizons/strategies/topicshttp://www.academia.edu/1228080


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English Proficiency Questionnaire

Transparent Language has provided this English test as a way for

English language learners to evaluate their English proficiency. We have

based this test on the Standard English vocabulary and English grammar

that you would find in any English language learning material, so that this

proficiency test can measure your command of the English language

regardless of your English language learning background. So if you've been

learning English, see how well you do!

Transparent Language offers this English language test for self-

evaluation purposes only. You may find that your score on this English test

is not consistent with other tests you have taken. Transparent Language is

solely responsible for the test content.

Part I: English GrammarSelect the best answer.

1. Juan___________ in the library this morning.

A. is study

B. studying

C. is studying

D. are studying

2. Alicia, __________ the windows please. It's too hot in here.

A. opens

B. open

C. opened

D. will opened


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3.The movie was __________ the book.

A. as

B. as good

C. good asD. as good as

4. Eli's hobbies include jogging, swimming, and __________.

A. to climb mountains

B. climb mountains

C. to climb

D. climbing mountains

5. Mr. Hawkins requests that someone _________ the data by fax

immediately.

A. sent

B. sends

C. send

D. to send

6. Who is ____________ , Marina or Sachiko?

A. tallest

B. tall

C. taller

D. the tallest

7. The concert will begin ________ fifteen minutes.

A. in

B. on

C. with

D. about

8. I have only a ________ Christmas cards left to write.

A. few


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B. fewer

C. less

D. little

9. Each of the Olympic athletes ____________ for months, even years.

A. have been training

B. were training

C. has been training

D. been training

10. Maria __________ never late for work.

A. am

B. are

C. were

D. is

11. The company will upgrade _________ computer information systems

next month.

A. there

B. their

C. it's

D. its

12. Cheryl likes apples, _________ she does not like oranges.

A. so

B. for

C. but

D. or

13. You were ____________ the New York office before 2 p.m.

A. suppose call

B. supposed to call


27/35


28/35

B. plan

C. days

D. diving

4. Mr. Feinauer does not take critical of his work very well.

A. does

B. critical

C. his

D. well

5. Yvette and Rinaldo send e-mail messages to other often.

A. and

B. send

C. other

D. often

6. Mr. Olsen is telephoning a American Red Cross for help.

A. is

B. a

C. Red

D. for

7. I had a enjoyable time at the party last night.

A. a

B. time

C. at

D. last

8. The doctor him visited the patient's parents.

A. The

B. him

C. visited

D. patient's


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9. Petra intends to starting her own software business in a few years.

A. intends

B. starting

C. softwareD. few

10. Each day after school, Jerome run five miles.

A. Each

B. after

C. run

D. miles

11. He goes never to the company softball games.

A. never

B. the

C. softball

D. games

12. Do you know the student who books were stolen?

A. Do

B. know

C. who

D. were

13. Jean-Pierre will spend his vacation either in

Singapore nor the Bahamas.

A. will

B. his

C. nor

D. Bahamas

14. I told the salesman that I was not interesting in buying the latest model.

A. told


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B. that

C. interesting

D. buying

15. Frederick used work for a multinational corporation when he lived

in Malaysia.

A. used work

B. multinational

C. when

D. lived in

Part III. English VocabularySelect the best answer.

1. The rate of ___________ has been fluctuating wildly this week.

A. money

B. bills

C. coins

D. exchange

2. The bus ___________ arrives late during bad weather.

A. every week

B. later

C. yesterday

D. always

3. Do you ____________ where the nearest grocery store is?

A. knowB. no

C. now

D. not


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4. Jerry Seinfeld, the popular American comedian, has his audiences

___________.

A. putting too many irons in the fire

B. keeping their noses out of someone's business

C. rolling in the aisles

D. going to bat for someone

5. The chairperson will ____________ members to the subcommittee.

A. appoint

B. disappoint

C. appointment

D. disappointed

6. The critics had to admit that the ballet ______________ was superb.

A. procrastinate

B. performance

C. pathology

D. psychosomatic

7. Peter says he can't ___________ our invitation to dinner tonight.

A. angel

B. across

C. accept

D. almost

8. We were __________ friends in that strange but magical country.

A. upon

B. among

C. toward

D. in addition to

9. The hurricane caused ____________ damage to the city.

A. extend


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B. extended

C. extensive

D. extension

10. Many cultures have special ceremonies to celebrate a person's

_________ of passage into adulthood.

A. right

B. rite

C. writ

D. write

Part IV. English Reading Comprehension

Select the best answer.

Directions to Erik's house

Leave Interstate 25 at exit 7S. Follow that road (Elm Street) for two miles. After

one mile, you will pass a small shopping center on your left. At the next set of

traffic lights, turn right onto Maple Drive. Erik's house is the third house on your

left. It's number 33, and it's white with green trim.

1. What is Erik's address?

A. Interstate 25

B. 2 Elm Street

C. 13 Erika Street

D. 33 Maple Drive

2. Which is closest to Erik's house?

A. the traffic lightsB. the shopping center

C. exit 7S

D. a greenhouse


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Date: May 16, 1998

To: Megan Fallerman

From: Steven Roberts

Subject: Staff Meeting

Please be prepared to give your presentation on the monthly sales figures

at our upcoming staff meeting. In addition to the accurate accounting of

expenditures for the monthly sales, be ready to discuss possible reasons for

fluctuations as well as possible trends in future customer spending. Thank you.

3. The main focus of the presentation will be ______________.

A. monthly expenditures

B. monthly salary figures

C. monthly sales figures

D. staff meeting presentations

4. Who will give the presentation?

A. the company president

B. Megan Fallerman

C. Steven Roberts

D. future customers

The B&B Tour

ten romantic days enjoying the lush countryside of southern England. The

counties of Devon, Dorset, Hampshire, and Essex invite you to enjoy their

castles and coastline, their charming bed and breakfast inns, their museums and

their cathedrals. Spend lazy days watching the clouds drift by or spend active

days hiking the glorious hills. These fields were home to Thomas Hardy, and the

ports launched ships that shaped world history. Bed and breakfasts abound,

ranging from quiet farmhouses to lofty castles. Our tour begins August 15. Call or

fax us today for more information 1-800-222-XXXX. Enrollment is limited, so

please call soon.


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5. Which of the following counties is not included in the tour?

A. Devon

B. Cornwall

C. EssexD. Hampshire

6. How many people can go on this tour?

A. 10

B. an unlimited number

C. 2-8

D. a limited number

7. What can we infer about this area of southern England?

A. The region has lots of vegetation.

B. The coast often has harsh weather.

C. The sun is hot and the air is dry.

D. The land is flat.

Szewcyzk, perhaps the most popular broadcaster in the news media

today, won the 1998 Broadcasting Award. She got her start in journalism as an

editor at the Hollsville County Times in Missouri. When the newspaper went out

of business, a colleague persuaded her to enter the field of broadcasting. She

moved to Oregon to begin a master's degree in broadcast journalism at Atlas

University. Following graduation, she was able to begin her career as a local

newscaster with WPSU-TV in Seattle, Washington, and rapidly advanced to

national television. Noted for her quick wit and trenchant commentary, her name

has since become synonymous with Good Day, America! Accepting the award at

the National Convention of Broadcast Journalism held in Chicago, Ms. Szewcyzkremarked, "I am so honored by this award that I'm at a total loss for words!" Who

would ever have believed it?

8. What is the purpose of this announcement?

A. to invite people to the National Convention of Broadcast Journalism


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B. to encourage college students to study broadcasting

C. to recognize Ms. Szewcyzk's accomplishments

D. to advertise a job opening at the Hollsville County Times

9. The expression "to become synonymous with" means

A. to be the same as.

B. to be the opposite of.

C. to be in sympathy with.

D. to be discharged from.

10. What was Ms. Szewczyk's first job in journalism?

A. She was a T.V. announcer in Washington.

B. She was a newscaster in Oregon.

C. She was an editor for a newspaper in Missouri.

D. She was a talk show host in Chicago.

Documents

LASTNA(frontpagenperception. It typically involves excessive weight loss and usually occurs more in females than in males.[1] Because of the fear of gaining weight, people with this