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English Teaching — LET Practice Questions

This English Teaching section of the LET English Major exam covers 8 expert-reviewed practice questions. Each question has a plain-English explanation and notes on why the wrong answers are wrong.

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Sample questions with answers and explanations

Sample 1

A teacher wants to evaluate a student's ability to organize, draft, and refine a narrative essay. Which assessment tool is most appropriate?

Answer: C

A rubric lists the criteria (organization, ideas, clarity) and the levels of quality, so the teacher can score an essay fairly and show the student what to improve. Multiple-choice, true/false, and matching tests only check facts, not writing.

Tip: when a question asks how to assess a performance or a product — essay, speech, project — the answer is almost always a rubric.

Why the other choices are wrong
  • A. Multiple-choice tests assess discrete facts, not the complex processes of drafting and revision.
  • B. True/False quizzes are binary and cannot capture the nuance of writing quality.
  • D. Matching tests assess vocabulary or fact association, not writing process or essay structure.

Sample 2

What does a 'holistic rubric' provide when assessing a student's composition?

Answer: B

Holistic means whole: you read the entire composition and give one score for your overall impression of it. Giving separate scores for grammar, content, and organization is an analytic rubric instead.

Tip: "Holistic" always points to one overall score; "analytic" points to separate scores per part.

Why the other choices are wrong
  • A. That describes an analytic rubric, which separates scoring by category.
  • C. A rubric does not list specific errors; that is editorial feedback, not a scoring tool.
  • D. Word count and formatting are surface mechanics, not the focus of a holistic impression.

Sample 3

When using the Directed Reading-Thinking Activity (DRTA), what is the primary role of the teacher during the reading process?

Answer: C

The Directed Reading-Thinking Activity (DRTA), developed by Russell Stauffer, is a comprehension strategy that mirrors how good readers actually think: they preview a text, predict what will happen, read to confirm or refute those predictions, then revise their predictions. The teacher acts as a guide asking 'What do you think will happen next?' and 'Why do you think that?' and 'Were you right?' Students own the thinking process, not just passively absorbing information. DRTA works especially well in classrooms where students need to develop active, strategic reading habits—exactly what Filipino students need to build academic reading skills in English.

Why the other choices are wrong
  • A. Pre-teaching vocabulary is one strategy, but DRTA focuses on prediction and thinking, not vocabulary definition.
  • B. Having the teacher read aloud is one technique, but DRTA emphasizes student thinking and prediction.
  • D. Grading is an outcome; DRTA is about the thinking process during reading, not assessment.
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