Macro skills are listening, speaking, reading, and writing — the four pillars of language teaching. The LET tests both theoretical knowledge (sub-skills, stages of reading, types of listening) and classroom application.
Sample 1
It is an effective strategy for teaching phonics.
- A Providing students with a list of sight words to memorize
- B Asking students to identify the main idea of a story
- C Teaching students to match sounds to letters✓
- D Instructing students to skip over difficult words while reading
Answer: C
Phonics is all about the link between letters (graphemes) and sounds (phonemes). The key skill is matching the sound a letter or letter group makes to the written symbol, like seeing 'sh' and saying /sh/. That is exactly choice C. Sight words are whole-word memorization, main idea is comprehension, and skipping words is a reading-around strategy, not phonics.
Tip: Phonics = sound-to-letter mapping (grapheme-phoneme correspondence).
Why the other choices are wrong
- A. Sight-word memorization is a separate strategy and skips sound analysis.
- B. Main idea work is comprehension, not decoding.
- D. Skipping words avoids decoding instead of teaching it.
Sample 2
In an English class, the Grade 9 students are previewing a reading passage before their teacher asks questions about it. They are looking at the headings, subheadings, and any graphics or pictures. What stage of listening is this?
- A Pre-reading✓
- B During reading
- C Post-reading
- D Between pre-reading and during reading
Answer: A
Even though the students are looking at a reading passage, the question frames it as the warm-up before the main task. Anything done before the actual reading (or reading) to activate background knowledge, predict, or set a purpose belongs to the pre-reading stage. Previewing headings, pictures, and subheadings is a classic pre-stage move. Note: the question oddly mixes 'reading passage' with 'stage of reading,' but the keyed answer treats the previewing as a pre-reading warm-up.
Tip: Previewing, predicting, activating schema = Pre-reading (or pre-reading) stage.
Why the other choices are wrong
- B. During listening means while the audio or text is being processed.
- C. Post-listening happens after the input, for reflection or follow-up.
- D. There is no recognized 'between' stage in the standard pre/during/post model.
Sample 3
When assessing students' speaking skills, which of the following macro skills should be evaluated?
- A Pronunciation, grammar, and vocabulary
- B Fluency, coherence, and pronunciation✓
- C Pronunciation, intonation, and grammar
- D Vocabulary, grammar, and fluency
Answer: B
When we judge how well someone speaks, we look at three big things: can they speak smoothly without too many pauses (fluency), do their ideas connect logically (coherence), and can we understand the sounds they make (pronunciation). These three are the standard speaking-test criteria found in rubrics like IELTS speaking. Grammar and vocabulary matter too but are usually grouped under accuracy or lexical resource. Choice B captures the cleanest set of speaking-specific traits.
Tip: Speaking rubric core trio = Fluency, Coherence, Pronunciation.
Why the other choices are wrong
- A. Mixes language form items but misses fluency and coherence which are core to speaking.
- C. Intonation is part of pronunciation; coherence is missing.
- D. Leaves out pronunciation and coherence, which are central speaking traits.
