GINST 004: ENGLISH ENHANCEMENT PROGRAM 2

GINST 004
ENGLISH
ENHANCEMENT
PROGRAM 2
Second Semester, A.Y. 2025-2026

Prepared by:
LIMUEL ARJAY A. ESTEBAN, MBA, CPL

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MODULE 1
READING
ENGLISH ENCHANCEMENT PROGRAM 2
UNIVERSITY OF LA SALETTE, INC.

Lesson: Reading
Schedule: WEEKS 1-5

Course Description
The course provides basic training to students to prepare them for English to Speakers of Other Languages
(ESOL) International Qualification which is intended for candidates who are not native speakers of English and
who wish to achieve a high quality, internationally recognized qualification that is available and recognized
world-wide. ESOL International Qualifications are designed to reference the descriptions of language
proficiency in the common European Framework Reference for Language.

This course is designed to develop students' competence in reading and writing.

Learning Outcomes
At the end of this lesson, students are expected to:
1. complete the gaps in sentences using words from the reading passages;
2. complete the gaps in the summary using words from the passages;
3. complete the gaps in notes, tables, or flow charts using words from the passages;
4. answer questions using words from the passages;
5. find the paragraph that contains the information in the question;
6. classify information;
7. name parts of a diagram using words from the passages;
8. identify statements as true, false, or not given based on the passages;
9. match statements to items based on the passages;
10. choose the correct heading for each paragraph;
11. find the meanings of commonly misused words;
12. identify the type of context clues used in every statement;
13. use context clues to determine the meaning of the given words;
14. choose the appropriate words to complete the sentences; and
15. reflect on what you have learned and enjoyed in this module.

Topic Outline
Reading Skills
• Importance of Reading

Types of Reading
• Scanning
• Skimming
• Previewing
• Intensive Reading
• Extensive Reading
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Reading Exam
• Academic Test
• General Test

Types of Reading Questions

• Completion
• Sentence Completion
• Summary Completion
• Note, Table, and Flowchart Completion
• Short-Answer Questions
• Finding Information in Paragraphs
• Classification
• Labelling a Diagram
• True / False / Not Given
• Yes / No / Not Given
• Multiple Choice
• Matching Sentence Halves
• Paragraph Heading (Main Topic)

Strategies in Reading Exam

• Reading Steps to Follow
• Time Management
• Learn Techniques
• Practice

Vocabulary
• Context Clues
• Confusing Words

Exercises
• Reading
• Vocabulary

Learning Resources
1. International English Language Test Books – Cambridge 1-16
2. IELTS: [Link]

Reading Skills
-a cognitive process that involves decoding symbols to arrive at meaning.
-an active process of constructing meaning of words.
*The primary purpose of reading is to understand the text.
*Reading is a process that negotiates the meaning between the text and its reader.

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Importance of Reading

1. Reading Expands the Mind

-Reading helps to expand the mind and give you more ideas. Reading has been proven to keep your
minds young, healthy and sharp. Reading also develops the imagination and allows you to dream and
think in ways that you would have never been able to before.

2. Reading Allows for Creative Thinking

- Reading can inspire you when you are feeling bored, down or in a rut. Reading helps get the creative
side of your brain thinking.

3. Reading Helps Improve Concentration

- Reading can train your mind how to focus properly.

4. Reading Exercises the Brain

- Reading strengthens brains connections and builds new connections.

5. Reading Improves Vocabulary and Language Skills

-You learn new words as you read. Subconsciously, you absorb information on how to structure
sentences and how to use words and other language features effectively in your writing and speaking.

6. Reading Develops the Imagination

-As you read, your brain translates the descriptions you read of people, places, and things into pictures.
While you are engaged in a story, you are also imagining how a character is feeling.

7. Reading Helps Develop Empathy

-As you develop, you begin to imagine how you would feel in that situation.

Types of Reading

1. Scanning
-It entails quickly searching for some particular piece of information in the text.

Why scan?
Scanning allows you to get just the information you need without reading through the whole text.

Scanning Tips:
1. After reading the sections or chapter, look at the study questions at the end.
2. Answer each question in your head looking for the exact word, term, or phrase.
3. Go back and look up each vocabulary term and re-read the definition from the book.

2. Skimming
-It requires quickly running one’s eyes over the material to get the gist or have a general understanding.

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Why skim?
If you skim, you can predict the purpose of the passage, the main topic or message, and even some of
the developing or supporting ideas.

Skimming Tips:
1. Start at the beginning and check section headings (if there are).
2. Think of the relationship of section headings.
3. Take note of vocabulary or terms, which may be in bold, or italics print.
4. Read each topic sentence, usually the first sentence under the heading.
5. Read the study questions at the end of the chapter and think, “Which section could I find that answer
in?”
6. Go back and read each section.

3. Previewing
-It means looking at the readily visible parts of the text, like titles and subtitles, visuals and graphs,
pictures, and charts.

Previewing Tips:
To preview a material, you have to:
1. Predict the topic (what the material is all about) based on the title, cover, appearance, etc. of the
material.
2. Ask yourself what you know about the topic; and
3. Anticipate what you will learn from reading the material.

4. Intensive Reading
-To read with full concentration and complete focus
-One of the most critical skills you can develop to get a better understanding of information
-It intensively helps you strengthen your reading comprehension, vocabulary, and language skills.
-It is reading where testing, evaluating, and increasing knowledge is the primary focus.

*Reading often intensively includes note-taking and attention to details.

5. Extensive Reading
-It involves reading for pleasure.
-It is also called free reading and book flood.
-It is a type of reading where you engage with different types of reading materials.

Advantages of Extensive Reading

1. Develop an Interest in Reading
2. Improve Reading Comprehension
3. Read Widely
4. Improve Vocabulary

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Reading Exam
-In an actual IELTS exam, reading is the second subtest in the
written exams (Listening, Reading, & Writing).

There are two (2) Types of Reading Exam: Academic Test & General
Test

Differences of Academic Test & General Test

1. Academic Test
Q: What type of information or material will I read?
A: Reading materials are taken from magazines, journals,
textbooks, and newspapers. Topics are not discipline-specific,
but all are in a style appropriate to the expected level of your
comprehension.

The level of difficulty of the texts and tasks increases through

the paper.

On next page is an example of Academic Reading Text:

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2. General Test
Q: What type of information or material will I read?
A: Reading materials are taken from notices, advertisements, booklets, newspapers, leaflets, timetables,
books and magazine articles with emphasis on descriptive and instructive texts of general interest.

The level of difficulty of the texts and tasks increases through the paper.

On next page is an example of General Reading Text:

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Q: How many items are there in a Reading Test?

A: There are 40 questions. Each correct answer is marked with 1 point.

Q: How long does the Reading Test last?

A: 60 minutes. You must complete and answer three separate sections with 13-14 questions each. Make sure
you write all your answers within 1 hour.

Q: How is the Reading Test assessed?

A: In order to assess how much of the reading passage you understand, the questions will usually paraphrase
the words that are in the text. The questions test a variety of reading skills including your ability to do the
following:
- Identify the writer’s overall purpose.
- Follow key arguments in a text.
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- Identify opinions and attitudes.
- Locate specific information.
- Distinguish main ideas from supporting details.
- Extract information from a text to complete a diagram, summary, table, or set of notes.

Q: What type of questions will I encounter?

Types of Reading Questions

QUESTION TYPE ACTION KEY POINTS

• Answers are in passage order.
You complete the gaps in • Follow the instruction in writing answers (word limit).
Sentence
the sentences using words • Check spelling of answers with passage.
Completion
from the passage. • Check grammar of answered or completed sentence.
• Do not include any unnecessary word.
• Answers may not be in passage order.
You must complete the • Follow the instruction in writing answers (word limit).
Summary
gaps in the summary using • Check spelling of answers with passage.
Completion
words from the passage. • Check grammar of answered or completed summary.
• Do not include any unnecessary word.
You must complete the • Answers may not be in passage order.
gaps in the notes, table, or
Notes / Table / Flow • Follow the instruction in writing answers (word limit).
flow chart using words
Chart Completion • Check spelling of answers with passage.
from the passage or given
• Do not include any unnecessary word.
choices.
• Answers are in passage order.
You answer the question
Short-Answer • Follow the instruction in writing answers (word limit).
using words from the
Questions • Check spelling of answers with passage.
passage.
• Do not include any unnecessary word.
• Follow the instruction in writing answers (e.g. letters
You find the paragraph
only).
Finding Information that contains the
• Depending on the instruction given, some letters may
in Paragraphs information in the
be used more than once.
question.
• Some letters may not be used.
• Answers are not in passage order.
• Follow the instruction in writing answers (e.g. letters
You decide which category
only).
Classification some statements or
• Depending on the instruction given, some letters may
features belong to.
be used more than once.
• Some letters may not be used.
• Answers may not be in passage order.
You name parts of a
• Follow the instruction in writing answers (word limit).
Labelling a Diagram diagram using words from
• Check spelling of answers with passage.
the passage.
• Check grammar of answered or completed summary.

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• Make relevant parts of passage while reading.
You decide whether the
• Answers are in passage order.
statement agrees with or
True / False / Not • Follow the instruction in writing answers (e.g. T, F, NG
contradicts the passage, or
Given or True, False, Not Given).
whether there is no
• Not following instruction is wrong.
information given.
You decide whether the
statement agrees with or • Answers are in passage order.
Yes / No / Not contradicts the writer’s • Follow the instruction in writing answers (e.g. Y, N,
Given views or claims, or NG or Yes, No, Not Given).
whether there is no • Not following instruction is wrong.
information given.
• Answers are in passage order.
You choose the correct • Write A, B, C, or D as answers.
Multiple Choice
letter. • There will always be more options. Eliminate wrong
options.
• Statements are not in passage order.
• Boxed items are usually in passage order.
Matching Type
You match statements to • Write A, B, C, or D as answers.
and Matching
items (e.g. items in a box). • Depending on the instruction given, some letters may
Sentence Halves
be used more than once.
• Some letters may not be used.
You choose the correct • Locate main ideas in each paragraph.
Paragraph Heading heading for each • Follow the instruction in writing answers (e.g. I, ii, iii,
(Main Topic) paragraph from a list of etc.)
headings. • Some headings will not be used.

Examples of Reading Questions

1. Sentence Completion

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2. Summary Completion

3.1 Notes Completion

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3.2 Table Completion

3.3 Flow Chart Completion

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4. Short-Answer Questions

5. Finding Information in Paragraphs

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6. Classification

7. Labelling a Diagram

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8. True / False / Not Given

9. Yes / No / Not Given

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10. Multiple Choice

11. Matching Type

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Another Example of Matching Type

11. Matching Sentence Halves

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12. Paragraph Heading (Main Topic)

Strategies in Reading Exam

1. Reading Steps to Follow

3 STEPS: MUST “NOT” FOLLOW

Step 1: read only portions of the texts
Step 2: read the questions
Step 3: answer the questions by constantly rereading the passage

3 STEPS: MUST FOLLOW

Step 1: read the questions
Step 2: read the entire passage
Step 3: answer the questions while reading the passage

2. Time Management
• Plan and divide your 1 hour in answering all the questions.
• Apply reading techniques.
• Skim to get general idea.
• Scan to get specific idea.
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` • Ensure to complete the exam in 60 minutes.

*REMEMBER: Reading is like treasure hunting; all answers are found in the passage.

3. Learn Techniques

Strategy 3.1 (General Rules to Follow)

• Usually answers are in passage order for sentence completion, short-answer questions, true /
false / not given and yes / no / not given type of exam.
• Read and follow all the instructions in writing answers (e.g.: word limit, letter only, and Roman
numeral).
• Check spelling of answers with passage. No abbreviations or texting.
• Check grammar of answered or completed sentence.
• Do not include any unnecessary words.
• There will always be more choices than questions. Eliminate distractors.
• Look for key words. Once you find them, encircle or underline words. The answer is surely
located around the key words.

Strategy 3.2 (In Matching Headings)

• When choosing a heading or main topic for the whole paragraph
STRATEGY: Read heading.
Identify key words.
*Heading is usually located at the beginning or end of a paragraph.

• When choosing in which paragraph the information is located

STRATEGY: Read paragraph first then pick heading.
Identify main topic of each paragraph.
Do the easiest match first and the most difficult to identify should be
answered last.
*Usually the unmatched item is the answer. Constantly recheck your answers.

*REMEMBER TO ASK: Which paragraph discusses this information?

Strategy 3.3 (In True / False / Not Given)

There is a statement you need to evaluate.
• Read the statement or question first.
• Look for the statement or question in the passage.
• Carefully identify if it is a True / False / Not Given or Yes / No / Not Given.
• If you cannot find it, it could only mean two things: the answer is not given or you missed it.
• The answers are found chronologically in the passage or text.

TRUE / YES
• The passage and question have the same idea.

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FALSE / NO
• The passage and question are opposites.
• The passage and question are inconsistent with each other.
• Something is missing.

NOT GIVEN
• If you cannot find the question or statement in the passage, then it is Not Given.
• The statement has additional information.

Strategy 3.4 (In Matching Sentence Halves)

There is a statement you need to match with the given choices.
• Read the statement first.
• Look for the statement in the passage. The words that appear in the options are totally
different from the words in the passage.
• There will always be more second halves (options) than first halves.
• Always consider grammar and sentence structures when answering.
• Make sure that the completed sentence makes logical sense and is grammatically correct.

4. Practice
Do practice answering authentic Reading Tests in your CLMS. Answer each test in 60 minutes.

*NOTE: For the Reading Practice Tests to be uploaded on the CLMS, approach your EEP 2 instructor.

Vocabulary

Context Clues
- are words, phrases, and sentences that surround an unfamiliar word that can help you recognize the
meaning of an unknown word because the text gives you information about it.
- getting the meaning of unfamiliar words through context clues is a very useful process; because this
allows you to read more fluently and increases your vocabulary.

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Common Types of Context Clues

1. Synonyms
- are used when the text has words or phrases that are similar in meaning to the unknown word.
- Synonyms clues may be signaled by the following words: “like” or “as.”

Examples:
a. The narrator in the poem was euphoric at his son’s victory, for he cried out triumphantly
when the boy came home.
b. Alice envisaged the jabberwock in her mind. She imagined its sharp claws and jaws, and then
shivered in fright.

2. Antonyms
- is a word that reveals the opposite meaning in relation to the unknown word.
-Words like “although”, “but”, “despite”, “instead”, “in contrast”, “unlike”, “however”, “even though”,
“on the contrary”, and “conversely”, usually precedes antonyms because these are used to show
contrasting ideas.

Examples:
a. The Jabberwock was relentlessly pursued by the boy, unlike the others who gave up easily
when they heard how terrifying the creature was.
b. The boy in the poem surreptitiously set out to find the monster. He did not tell anyone about
his plans because he did not want them to worry.

3. Examples
- are specific details in a text that are used to clarify the meaning of the word.

Examples:
a. There are many eccentric creatures in the forest, such as mome raths and borogoves.
b. The boy’s father was ecstatic when he found out that the Jabberwock was conquered by his
son. His behavior included laughing, cheering, and hugging his son.

4. Explanations and Definitions

- Explanations may be given as clues to describe an unknown term. When phrases like “because” or
“that is” follow a word, these may be explanations.
- Terms like “is”, “means”, “is defined as”, and “refers to” are used with definitions.

Examples:
a. Hearing someone outgrabe, which means he is whistling, bellowing, and sneezing all at once-
can be a funny sight.
b. Humpty Dumpty told Alice that brillig means the same thing as four o’clock in the afternoon,
because that is when people started broiling things for dinner.

5. Situations
- The meaning of a word may change depending on its context, or how and where it is used.

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Examples:
a. The boy wondered if he should have brought some back up, in case he could not take on the
Jabberwock by himself.
b. The hero’s conquest of the Jabberwock is an exemplary case of bravery.
c. The hero is still lucky that the murder of the Jabberwock does not merit a case in court!

Confusing Words (Commonly Misused Words and Expressions)

Alternate & Alternative

These words are not always interchangeable as nouns or adjectives.
Alternate means every other one in a series; the second, one of two possibilities.

Among & Between

When more than two things or persons are involved, ‘among’ is usually called for.
When, however, more than two are involved but each is considered individually, ‘between’ is preferred.

All right & Alright

Although ‘alright’ is widely used, it is considered non-standard English. As the American Heritage Dictionary
notes, it's not “all right to use alright.”

Allusion & Illusion

Allusion is a noun that means an indirect reference: i.e. “The speech made allusions to the final report."
Illusion is a noun that means a misconception. i.e. “The policy is designed to give an illusion of reform."

Alternately & Alternatively

Alternately is an adverb that means in turn; one after the other. i.e. “We alternately spun the wheel in the
game." Alternatively is an adverb that means on the other hand; one or the other. i.e. “You can choose a large
bookcase or, alternatively, you can buy two small ones."

Beside & Besides

Beside is a preposition that means next to: i.e. “Stand here beside me.”
Besides is an adverb that means also. i.e. “Besides, I need to tell you about the new products my company
offers."

Cite & Site

Cite is a verb that means to quote as an authority or example. i.e. “I cited several eminent scholars in my study
of water resources. “It also means to recognize formally. i.e. “The public official was cited for service to the
city." It can also mean to summon before a court of law. i.e. “Last year the company was cited for pollution
violations."
Site is a noun meaning location. i.e. “They chose a new site for the factory just outside town."

Complement & Compliment

Complement is a noun or verb that means something that completes or makes up a whole. i.e. “The red
sweater is a perfect complement to the outfit."

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Compliment is a noun or verb that means an expression of praise or admiration. i.e. "I received compliments
about my new outfit."

Comprise & Compose

According to the traditional rule, the whole comprises the parts, and the parts compose of the whole. i.e. Thus,
the board comprises five members, whereas five members compose (or make up) the board . It is also correct
to say that the board is composed (not comprised) of five members.

Concurrent & Consecutive

Concurrent is an adjective that means simultaneous or happenings at the same time as something else. i.e.
"The concurrent strikes of several unions crippled the economy."
Consecutive means successive or following one after the other. i.e. "The union called three consecutive strikes
in one year."

Connote & Denote

Connote is a verb that means imply or suggest. i.e. "The word 'espionage' connotes mystery and intrigue."
Denote is a verb that means to indicate or refer to specifically. i.e. "The symbol for 'pi' denotes the number
3.14159."

Emigrant & Immigrant

Emigrant is a noun that means one who leaves one's native country to settle in another. i.e. "The emigrants
spent four weeks aboard ship before landing in Los Angeles."
Immigrant is a noun that means one who enters and settles in a new country. i.e. "Most of the immigrants
easily found jobs."
One emigrates from a place; one immigrates to another.

Few & Less

Few is an adjective that means small in number. It is used with countable objects: i.e. "This department has
few employees."
Less is an adjective that means small in amount or degree. It is used with objects of indivisible mass. i.e.
“Which jar holds less water?"

Foreword & Forward

Foreword is a noun that means an introductory note or preface. i.e. "In my foreword I explained my reasons for
writing the book."
Forward is an adjective or adverb that means toward the front. i.e. “I sat in the forward section of the bus."
“Please step forward when your name is called."
Forward is also a verb that means to send on. i.e. "Forward the letter to the customer's new address."

Imply & Infer

These words are not interchangeable. Something implied is something suggested or indicated, though not
expressed. Something inferred is something deduced from evidence at hand.

Laid, Lain, & Lay

Laid is the past tense and the past participle of the verb lay and not the past tense of lie.

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 GINST 004: ENGLISH ENHANCEMENT PROGRAM 2
Lay is the past tense of the verb lie and lain is the past participle. i.e. “He laid his books down and lay down on
the couch, where he has lain for an hour."

Precede & Proceed

The verb precede means to come before.
Proceed means to move forward. “He preceded me into the room; once I caught up with him I proceeded to
tell him off."

Assignment
INSTRUCTIONS: Look for the meaning of all the words below. Understand the differences of each pair of words.

A Letter or Two Apart: Words confused because they sound or are spelled nearly the same.
Adapt & Adopt
Adverse & Averse
Allude & Elude
Allusion & Illusion
Capital & Capitol
Complement & Compliment
Continual & Continuous
Discreet & Discrete
Elicit & Illicit
Farther & Further
Persecute & Prosecute
Personal & Personnel
Stationary & Stationery
To, Too, & Two

Shades of Meaning: Words whose meanings are just close enough to mix up.
Ability & Capacity
Aggravate & Irritate
Among & Between
Amount & Number
Anticipate & Expect
Anxious & Eager
Assure, Ensure, & Insure
Compose & Comprise
Convince & Persuade
Disinterested & Uninterested
Fewer & Less
Hanged & Hung
Incredible & Incredulous
Leave & Let
Simplified & Simplistic

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 GINST 004: ENGLISH ENHANCEMENT PROGRAM 2
Worlds Apart: Frequently confused words that mean entirely different things.
Accept & Except
Already & All Ready
Anecdote & Antidote
Covert & Overt
Famous & Infamous
Former & Latter
Ingenious & Ingenuous
Learn & Teach

Exercises

ACTIVITY 1: READING EXERCISE

ACTIVITY 2: READING EXERCISE

ACTIVITY 3.1: VOCABULARY - CONTEXT CLUES

INSTRUCTIONS: Identify the type of context clues used in every sentence. Write only the letter of your answer.
(10 points)

SY – Synonyms EX – Examples SN – Situations

AN – Antonyms ED – Explanations & Definitions NA – No Option Available

__________ 1. I saw a man vaping his e-cigarette. He was inhaling and exhaling the vapor from the device.
__________ 2. Contactless payment technologies, unlike traditional modes of payment, make use of smart
cards to connect wirelessly to e-readers for more efficient payment.
__________ 3. Signing an online petition, sharing a status message or liking a post are increasingly regarded
as actions falling under slacktivism, a digital form of activism with little involvement.
__________ 4. Some parents are anti-vax - that is, anti-vaccinations- because they believe these
chemicals may trigger autism in students.
__________ 5. Some people like making duck faces, or pressing their lips together in the shape
of a duck’s bill, when they take selfies.
__________ 6. “Watch this video to discover the meaning of life! “This beggar’s response will restore your
faith in humanity!” and “See how one woman made a million pesos from her living room” are types of
headlines called clickbaits.
__________ 7. Advances in neuromorphic technology have excited many scientists. These systems that mimic
the human nervous system show much promise in the field of medicine.
__________ 8. Alice thought that “toves” were curious creatures, since they were part-badger, part-lizard, and
part corkscrew.
__________ 9. Only a few weapons are truly nifty in hunting monsters, like the vorpal sword.
__________ 10. The hero in the poem did not give in to trepidation; rather, he bravely slayed the Jabberwock
with his sword.

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 GINST 004: ENGLISH ENHANCEMENT PROGRAM 2
ACTIVITY 3.2: VOCABULARY - CONTEXT CLUES
INSTRUCTIONS: Use context clues in each item to help you determine the meaning of the word in bold print.
Write only the letter of your answer. (2 points each)

________1. The president of the company felt so despondent over its bankruptcy that he went into a deep
depression.
A. excited B. surprised and delighted C. sad and hopelessness D. exhausted and weary

________2. My father is despotic. I never get my way! There’s no arguing with him because whatever he says,
goes.
A. behaving like a ruler with absolute power C. open to other people’s opinions
B. cruel, hurtful, and abusive D. behaving in aloud, angry manner

________3. The French ambassador is extremely suave, by which I mean that he has ability to handle any
social situation graciously.
A. able to speak more than one language B. handsomely stylish
C. energetic D. agreeably smooth and courteous

________4. My brother is absolutely tenacious. For example, when he sets a goal for himself, he doesn’t let
anything stop him from achieving it.
A. silly and unreasonable B. stubborn; refusing to give up
C. well-liked by others D. always seeking help from others

_________5. Their teammate proved so unreliable that they never knew whether he would show up for
practice.
A. competitive B. well-coordinated C. undependable D. highly committed

_________6. The aging actor is fastidious about her appearance: her clothes are beautifully tailored, her hair
and make-up are flawless, and she is always perfectly groomed.
A. careless, uncaring B. unable to take care of
C. having a sense of humor about D. extremely careful about

_________7. Paul is very macho: he loves contact sports, fast cars, and war movies. In contrast, his twin
brother, Saul, enjoys chess, hiking, and astronomy.
A. having an exaggerated sense of masculinity B. being competitive with one’s brother or sister
C. insecure; lacking confidence D. having a cheerful nature

_________8. The ballet dancer so lithe that she seemed to glide across the stage.
A. difficult to work with B. tall C. displaying effortless grace D. having a snobbish or arrogant attitude

_________9. South African leader Nelson Mandela is a magnanimous man who respected worldwide for his
courageous, lifelong effort on behalf of human rights.
A. Unsuccessful B. wealthy, affluent C. noble in mind and heart D. bitter and angry

_________10. The captain of the pep squad is vivacious when she performs, but the rest of the time she is
calm and low-key.
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 GINST 004: ENGLISH ENHANCEMENT PROGRAM 2
A. lively, high-spirited B. relaxed and easygoing C. sad, unhappy D. bored

ACTIVITY 3.3: VOCABULARY - CONFUSING WORDS

INSTRUCTIONS: Choose the best answer/s for each sentence. (2 points each)

Already / All ready

1. I am __________ anxious for the exam but I think I am __________ for it.

Alternate / Alternative
2. As the flooded road left no __________, they took the __________ route.

Among / Between
3. The money was divided __________ the four players.
4. There was an agreement __________ the six heirs to continue with the proposal.

Cite / Site
5. Please __________ all your references for the construction project, and then let’s visit the
__________ afterwards.

Contact / Call up
6. I’ll __________ the service station tomorrow.

Comprise / Constitute
7. A zoo __________ mammals, reptiles, and birds.
8. Animals __________ a zoo.

Cope with / Cope up with

9. Try to __________ the situation.

Disinterested / Uninterested
10. Let a __________ person judge our dispute.
11. This man is obviously __________ in our dispute.

Divided into / Composed of

12. Plays are __________ acts, but poems are __________ stanzas.

Each and every one / Everyone

13. It should be a lesson to __________ of us.

Farther / Further
14. Throw the ball __________ than him.
15. Pursue a subject __________.

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE
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 GINST 004: ENGLISH ENHANCEMENT PROGRAM 2
ACTIVITY 4: REFLECTION
INSTRUCTION: Reflect on what you have learned and enjoyed in the lesson. (20 points each)

I learned that reading is…

__________________________________________________________________________________________
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I enjoyed most the activity on ___________________________ because…

__________________________________________________________________________________________
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________________________________________________________

Your answers will be assessed using the rubric below:

POINTS
CRITERIA
5 4 3 2 1

▪ fully satisfies the requirement of the task

Task Achievement
▪ presents answers clearly & appropriately
▪ organizes ideas logically
Coherence and Cohesion
▪ manages sentences properly
▪ majority of the sentences are error-free
Grammatical Range and Accuracy
▪ good control of grammar
▪ uses a wide-range of vocabulary
Lexical Resource
▪ conveys precise meanings

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE
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