1. ESP is designed to meet psychological _______ and how they respond to __________.

2. ESP makes use of underlying ___________ and activities of the ____________ it serves.

3. ESP is centered on the _______ appropriate to these activities in terms of grammar, lexis, register, study skills discourse and ___________.

4. ESP may be related to a designed but specific _______

5. Everything in ESP starts with __________

6. Which of the following is an example of an ESP needs analysis

7. When designing an ESP program, all of the following should be considered except:

8. Which of the following is an example of an ESP need analysis?

9. What category of ESP do English Teachers belong?

10. What best defines ESP?

11. Which type of knowledge is not required of the ESP teacher?

12. Which among the following should be the least priority of an ESP teacher?

13. Mr. Reyes plans to develop an ESP course for their school. The first thing he should do is________

14. Use the exchange below between an ESP teacher and an English language learner to answer the question that follows. Teacher: Your group was hands down the fastest to solve the problem! Student: But our hands were not down; they were up! Which of the following best explains the student's response?

15. A fourth-grade English language learner who recently arrived in the Philippines to study has been placed in a general education class. The student studied English in his home country and has strong literacy skills in English. He demonstrates comprehension of reading assignments and performs well on written assignments but never speaks up in class or in conversations with peers. He appears to be engaged in class discussions but has difficulty responding when called on to contribute to the discussion. Based on theories about the stages of second-language acquisition, the teacher could best address this student's learning needs by taking which of the following steps?

16. An EAP class includes a number of newly arrived English language learners who are at the advanced beginning level of English language proficiency. The teacher is aware that the students come from a culture in which classroom practices tend to be teacher-centered, and the students have limited experience working with peers cooperatively in groups. The teacher is planning a cooperative group activity and wants to promote these English language learners' ability to work cooperatively as members of a group. Which of the following teaching strategies would likely be most effective for this purpose?

17. An ESP teacher shows English language learners clips from television programs in which the characters are engaged in various conflicts involving everyday situations. In small groups, the students discuss the situations and how the conflicts depicted could have been prevented or resolved. This activity would be most effective in promoting students' ability to:

18. An ESP teacher is working on public speaking skills with intermediate- and advanced-level English language learners. The teacher wants to promote the students' ability to assess their own strengths and weaknesses in regard to formal communication. Which of the following speaking tasks would be most effective for this purpose?

19. An ESP teacher is working on career preparation skills with intermediate-level English language learners. The teacher would like to promote students' ability to read career-related materials. Which of the following student activities would be most appropriate for accomplishing this goal with students at this level of English language proficiency?

20. An EAP teacher would like to promote English language learners' ability to evaluate their own progress in reading. The teacher is planning to have students keep reading logs in which they will record their daily reading activities. Which of the following teaching strategies would likely best ensure the effectiveness of these reading logs for their intended purpose?