ENGLIT FINALS
  • 1. In the context of drama, what is the role of improvisation in the classroom when interpreting literature?
A) It distracts from the literary elements.
B) It should be avoided for its unpredictability.
C) It enhances spontaneity and creativity.
D) It is irrelevant to the learning process
  • 2. What is the primary purpose of using drama to interpret literature?
A) Analysis and Exploration
B) Historical Documentation
C) Rhyme and Meter
D) Entertainment
  • 3. Which of the following is a form of dramatic irony in literature?
A) The audience is unaware of the events
B) The characters are unaware of the events.
C) The characters know more than the audience
D) The audience knows more than the characters.
  • 4. These are moveable dolls that create mental and emotional impressions through their body language.
A) Reader's Theater
B) Puppetry
C) Journal
D) Freewriting
  • 5. The following choices are soft skills that can be developed by students except for one.
A) Skepticism
B) Collaboration
C) Empathy
D) Creativity
  • 6. How can reader's theater be applied in a classroom setting?
A) Students can walk around in a semicircle; there is a need for a stage.
B) Students can just sit or stand in a semicircle; there is no need for a stage.
C) Students can just sit or stand in a semicircle; there is a need for a stage.
D) Students can walk around in a semicircle; there is no need for a stage
  • 7. Which three strategies are you intending to employ to draw links between reading literature and drama?
A) text-to-real, text-to-self and text-to-world
B) text-to-text, text-to-life and text-to-world
C) text-to-text, text-to-life and text-to-self
D) text-to-text, text-to-self and text-to-world
  • 8. It is composed in verse or prose that presents a story either in pantomime or dialogue.
A) Performance
B) Dialogue
C) Visual arts
D) Drama
  • 9. How can a teacher adapt the curriculum to accommodate diverse learning styles in the interpretation of literature through drama?
A) By incorporating a variety of activities and assessment to address different learning preference
B) By avoiding hands-on activities
C) By sticking to one teaching method for consistency
D) By ignoring individual differences for simplicity
  • 10. How can a teacher effectively incorporate group activities and discussions to enhance students' understanding of literature through drama?
A) By focusing solely on theoretical concepts
B) By avoiding discussions altogether
C) By assigning individual projects only
D) By encouraging collaboration and group analysis
  • 11. Which element of drama is most essential for conveying the emotions and motivations of literary characters?
A) Setting
B) Dialogue
C) Theme
D) Stage Directions
  • 12. This is used for shy students because speaking through this shifts the audience's attention away from the students.
A) Journal
B) Reader's Theater
C) Puppetry
D) Freewriting
  • 13. How can a teacher effectively assess students' understanding of literature through drama?
A) Assigning only group projects for assessment
B) Relying solely on written exams
C) Avoiding assessments to reduce pressure
D) Incorporating a variety of activities, including reader's theater, , puppetry, dialogue, etc.
  • 14. What is the significance of incorporating role-playing activities in teaching literature through drama?
A) It is time-consuming and impractical
B) It limits students' creativity
C) It allows students to step into the shoes of characters and explore perspectives.
D) It focuses only on memorization of lines.
  • 15. Performing and reading exercises are combined in this strategy
A) Freewriting
B) Puppetry
C) Reader's Theater
D) Journal
  • 16. What is the primary goal of incorporating creative writing in the interpretation of literature?
A) Expressing personal opinions
B) Memorization of facts
C) Encouraging imaginative and original expression
D) Analyzing historical context
  • 17. How can the use of descriptive language and imagery in creative writing enhance the interpretation of literature?
A) By providing a detached and objective tone
B) By limiting sensory details
C) By avoiding sensory experiences
D) By evoking emotions and creating vivid mental images
  • 18. Students use this response to share what they like and dislike about the text.
A) critiquing
B) summarizing
C) anticipating predictions or asking questions
D) elaborating
  • 19. Which creative writing technique involves telling a story from the perspective of an inanimate object or an abstract concept?
A) Stream of consciousness
B) Personification
C) Flashback
D) Dialogue
  • 20. How many minutes can students spend prewriting in order to come up with ideas?
A) 5-10 minutes
B) 10-20 minutes
C) 10-15 minutes
D) 10-12 minutes
  • 21. How does creative writing contribute to a deeper understanding of literary themes and characters?
A) By allowing students to explore and empathize with characters
B) By avoiding emotional engagement
C) By focusing only on grammar and syntax
D) By relying solely on academic analysis
  • 22. How can creative writing activities be adapted to accommodate diverse learning styles in literature interpretation?
A) By incorporating a variety of writing prompts and styles
B) By avoiding hands-on activities
C) By sticking to one writing style for consistency
D) By avoiding hands-on activities
  • 23. Children can write down their ideas about texts using this technique, including any personal questions, feelings, or observations they may have about the books they are reading.
A) Narrative writing
B) Journals
C) Freewriting
D) Reader's digest
  • 24. What is the significance of incorporating multiple points of view in creative writing when interpreting literature?
A) It creates confusion
B) It limits the narrative's depth
C) It hinders character development
D) It provides a more comprehensive understanding of the story
  • 25. When will the pupils be able to write down their thoughts and observations regarding the text they are reading?
A) before and after reading a text
B) before, after, and during reading a text
C) after reading a text
D) before reading a text
  • 26. What role does the setting play in creative writing when interpreting literature?
A) It is irrelevant to the narrative
B) It provides historical context only
C) It restricts character development
D) It influences the atmosphere and mood of the story
  • 27. It restricts character development
A) It allows for the direct expression of characters' thoughts and emotions
B) It adds unnecessary length to the writing
C) It distracts from the central themes
D) It limits character development
  • 28. Children who read stories with fictitious characters who encounter problems or events in a particular setting are also developing their literacy through this type of writing.
A) Narrative writing
B) Freewriting
C) Reader's theater
D) Journals
  • 29. This approach fosters literacy by integrating the creation of words with their written expression on a page
A) Freewriting
B) Journals
C) Reader's theater
D) Narrative writing
  • 30. Of the three types of responses that students write or give about their journals, which one is not included?
A) critiquing
B) summarizing
C) anticipating predictions or asking questions
D) elaborating
  • 31. It lets the students return what they have received from their teachers or from the book.
A) Higher-order thinking skills
B) Lower-order thinking skills
C) Bloom's Taxonomy of Thinking Skills
D) Inquiry-based teaching approach
  • 32. Encourage a pupil to spin a wheel to see what question students will have to answer.
A) The Class Bookworm
B) Question-Prompts Wheel
C) Butcher Paper
D) Collecting Words Wall
  • 33. In what ways does classroom-based active learning take place?
A) Involving abilities like identifying a problem and trying solutions from inductive and deductive logic
B) Considering proper judgment in reading stories
C) Ensuring individual goals and self-assessment
D) Giving opportunities to lie down and use imaginative thinking
  • 34. What is the primary purpose of encouraging students to ask questions while reading literature?
A) To focus solely on comprehension
B) To avoid engagement with the text
C) To develop analytical and critical thinking skills
D) To memorize facts and details
  • 35. How can a teacher use Socratic questioning to promote critical thinking in literature discussions?
A) By encouraging open-ended questions and facilitating thoughtful discussions
B) By avoiding discussions altogether
C) By providing all the answers
D) By imposing a strict question-and-answer format
  • 36. Debriefing or lesson-ending are the ideal uses for this exercise. Debriefing questions, prompts, and incomplete statements are the teacher's responsibility.
A) Link-It Cards!
B) Expanding Your Network
C) Human Likert Scale and Savvy Survey
D) Finding Partner in a Music Mingle
  • 37. The DepEd Order No. 21, s.2019 that this knowledge prioritizes proving, probing, and questioning.
A) Higher-order thinking skills
B) Inquiry-based teaching approach
C) Bloom's Taxonomy of Thinking Skills
D) Lower-order thinking skills
  • 38. When a student comes across unfamiliar vocabulary, they must ascertain its meaning, utilize it in a sentence, and write the exact phrase or sentence that the word appears in the text.
A) Great Opening Lines Wall
B) Collecting Words Wall
C) The Class Bookworm
D) Butcher Paper
  • 39. It's an elimination game with chairs, players, and music. Students who are unable to find a chair will have the opportunity to respond to the question when the music stops.
A) Question-Prompts Wheel
B) Passing the Bouquet
C) Trip to Jerusalem
D) Six Thinking Hats
  • 40. Students can write their opinions about the literary work they read in class on this add-on board. It serves as either a vandal or a freedom wall in relation to the literary work they have read.
A) The Class Bookworm
B) Butcher Paper
C) Quotable Quotes Board
D) Great Opening Lines Wall
  • 41. Assign a pen, toy, or handkerchief to the first person who forms three large circles with all of your students. As soon as the music begins, have your students pass the object until it ends. The person holding the object will respond to the question when it stops.
A) Trip to Jerusalem
B) Passing the Bouquet
C) Six Thinking Hats
D) Question-Prompts Wheel
  • 42. It entails using the knowledge that has been imparted to the students in order to synthesize concepts, evaluate information, or produce something new.
A) Inquiry-based teaching approach
B) Lower-order thinking skills
C) Bloom's Taxonomy of Thinking Skills
D) Higher-order thinking skills
  • 43. What is the significance of challenging students' interpretations of literary texts in the classroom?
A) To stimulate critical thinking and encourage diverse viewpoints
B) To promote a singular interpretation
C) To discourage individual perspectives
D) To avoid discussions on interpretation
  • 44. The DepEd Order No. 21, s.2019 that this knowledge prioritizes proving, probing, and questioning.
A) Inquiry-based teaching approach
B) Lower-order thinking skills
C) Higher-order thinking skills
D) Bloom's Taxonomy of Thinking Skills
  • 45. Many generations of educators in K–12 and higher education have used this framework in their instruction.
A) Bloom's Taxonomy of Thinking Skills
B) Lower-order thinking skills
C) Inquiry-based teaching approach
D) Higher-order thinking skills
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