- 1. Taught us to stand alone concepts but are embedded and
or integrated into varied context, situations, or any field
of study. Teachers not just ask students to focus on rules
and diagramming, but guide them in understanding bow marworks in real communicative situations
A) Rule of grammar
B) Rule of context
C) Rule of use
- 2. Students should be taught how to use the form and not just memorize conjugations that may not be relevant and applicable
Across contexts,
A) Rule of grammar
B) Rule of use
C) Rule of context
- 3. reminds language teachers to teach grammar for communication's sake
A) Rule of grammar
B) Student center
C) Rule of use
- 4. explains that to provide time for language use, teachers should be economical. By economical, it means that teachers provide manageable and comprehensible input and allocate enough time for language use and practice.
A) Rule of economy
B) Rule of use
C) Rule of context
- 5. In this context, we define relevance as the "learning experiences that are either directly applicable to the personal aspirations, interests, or cultural experiences of students (personal relevance) or that are connected in some way to real-world issues, problems, and contexts (life relevance)" (The Glossary of Education Reform, 2013).
A) Rule of relevance
B) Rule of economy
C) Rule of use
- 6. As cliché as it may sound, teachers create significant impact the student's lives
A) Rule context
B) Rule of use
C) Rule of Nurture
- 7. It is a given fact that no two students are alike. Even if you are teaching in the same grade level, your students will always vary in age, proficiency level, learning Reeds, interests, expectations, skills, learning styles, beliefs, attitude and values
A) Rule of use
B) Rule of Nurture
C) Rule of appropriacy
- 8. involves reduction and increased dependency. Reduction also known as phonetic erosion or phonological reduction is an expression in linguistics that loses phonetic substance if it undergoes grammaticalization.
For example:
1. going to (verb) - gonna (auxiliary)
2. because COZ
3. that (demonstrative) - that (complementizer) as in:
Demonstrative: I saw that. He went there.
Complementizer: I saw [that he went there]
A) Error correction
B) Rule of Nurture
C) Grammaticalization
- 9. usually refer to slips students commit which they can correct themselves once pointed out to them.
A) Feedback
B) Grammaticalization
C) Error correction vs feedback
- 10. can provide a unique opportunity to develop critical thinking skills.
A) Rule of context
B) Learning through writing
C) Inductive teaching
- 11. Students must be familiar about the use of structures so that they will understand
A) Linguistics mode
B) Inductive teaching
C) Story telling mode
- 12. focuses on instruction before practice.
Step 1. A teacher gives an in-depth explanation of a grammatical concept before students could encounter the same grammatical concept in their own writing.
Step 2. After the lesson, students practice what they have just been shown through worksheets and exercises.
A) Deductive teaching
B) Inductive teaching
C) Interactive teaching
- 13. This type of teaching, has many people rethink such methods, as more post-secondary level students are revealing sub-par literacy skills in adulthood.
A) Inductive teaching
B) Deductive teaching
C) Situational context
- 14. This method allows teachers to tailor their lessons to the different learning styles of students
A) Functional-notional approach
B) Inductive teaching
C) Interactive teaching
- 15. each student can be given a large flashcard with a word on it and the students, themselves, must physically arrange these into a proper sentence. Other games can include word puzzles or fun online quizzes.
A) Interactive teaching
B) Inductive teaching
C) Functional-notional approach
- 16. When designing a lesson, teachers often choose a real-world situation as their "notion," and choose corresponding functions to teach to prepare students to communicate in that sitúation in the lesson
A) Inductive teaching
B) Student centered
C) Functional-notional approach
- 17. . For example, a lesson might be about how to buy something at a shop, in which case its notion is shopping and one of its functions might be asking prices.
A) Situational context
B) Functional-notional approach
C) Deductive reasoning
- 18. ______context is the general knowledge that a person has of the world.
A) Situational context
B) National context
C) Interested context
- 19. refer to issues in teaching grammar and one of these issues is if grammar should be taught and if so what grammar, when and how
A) Trust issues
B) Pedagogical issues
C) Tissue
- 20. valuable for both English grammar students and teachers.
A) Pedagogical issues
B) Inductive teaching
C) Sentence diagramming
- 21. visualizing how to fit together the different parts of a sentence
A) Interactive teaching
B) Disgramming sentence
C) Deductive reasoning
- 22. an incomplete sentence. It cannot stand alone because it is not an independent clause
A) Fragment
B) Sentence
C) Speech
- 23. expresses a complete thought and includes a subject and predicate
A) Words
B) Sentence
C) Fragment
- 24. is an incomplete sentence.
Decide if each phrase below is a sentence or a fragment and circle your answer
A) Fragment
B) Sentence
C) Words
- 25. Running through the park.
A) Sentence fragment
B) Complete sentence
- 26. "I was running through the park."
A) Complete sentence
B) Sentence fragment
- 27. After finishing my homework."
A) Complete sentence
B) Sentence fragment
- 28. "Because of the rain, the game was cancelled."
A) Complete sentence
B) Sentence fragment
- 29. "Without any hesitation, she jumped into the pool."
A) Complete sentence
B) Sentence fragment
- 30. when a sentence includes the definition or explanation of the unknown word
A) Synonym
B) Inference
C) Definition
- 31. a word that has the same meaning is used in the text
A) Example
B) Antonym
C) Synonym
- 32. a word that has the opposite meaning is used in the text
A) Antonym
B) Inference
C) Example
- 33. used to explain what the unknown word means
A) Inference
B) Example
C) Definition
- 34. you need to look for clues before or after the unknown word and infer the meaning
A) Synonym
B) Inference
C) Example
- 35. Mr. Fry is an affable principal. He is pleasantly easy to approach and always friendly
A) Synonym
B) Definition
C) Example
- 36. . Fry is quite AFFABLE. In fact, he reminds me of Ms. Baker Do you remember how KIND she was
A) Definition
B) Antonym
C) Synonym
- 37. I miss Mr. Fry. Our new principal is CRANKY and UNAPPROACHABLE. Mr. Fry was so OFFABLE.
A) Example
B) Synonym
C) Antonym
- 38. Mr. Fry is an affable
principal. He knows everybody's name. If you have a problem, talk to
A) Example
B) Inference
C) Definition
- 39. You don't need to worry
about talking to Mr. Fry. He is an AFFABLE principal.
A) Example
B) Inference
C) Definition
- 40. Clues throughout multiple sentences.
Look for: non-specific cives, often spread out over several sentences.
Example Sentence: Exercise is beneficial for marry reasons. First, it helps a person to stay fit. Next, it is good for a person's mental health. is also useful to help manage weight
A) General
B) Appositive
C) Definition
- 41. A phrase that gives the meaning, set apart by punctuation.
Punctuation: Set off by commas
Example: It is beneficial, or good for you, to exercise everyday.
A) Synonym
B) Appositive
C) Definition
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