Contoh Soal Try Out UKPPPPG

1. Middle school English teacher, Mr. Admas has introduced a series of expository
text to improve student’ reading and critical thinking skills. These texts cover
pressing environmental issues like climate change, deforestation, pollution, and
conservation efforts. Adam aims to raise awareness and foster responsibility
toward environment. However, many students show disinterest in the material,
resulting in shallow answer and lack of depth. During listening activities, students
appear distracted and lack engagement, missing core values and messages.
Adams believes that understanding and internalizing environment conservation
value is crucial for academic growth and global citizenship development. To
address this issue, Adams is exploring students-centered learning strategies that
emphasize active participant, critical thinking and personal connection to the
content. He aims to create an engaging and interactive learning environment
where students can see the relevance of environmental issues in their own lives
and communities. He considers various approaches, such as project-based
learning, collaborative group activities, and discussion, to encourage students to
reflect on their impact on the environment. By making the learning experience
dynamic and relatable, Adams hopes to develop a positive attitude toward
environmental conservation and better understanding the values embedded in the
expository texts.
Given this situation, which of the following students-centered learning strategies
would be most effective in helping Mr. Adams achieve his goals?
a. Assigning additional reading and comprehension exercises on environmental
topics to reinforce the material.
b. Implementing a series of lectures and Power Point presentations to clearly
explain the environmental issues.
c. Organizing a classroom debate on the causes and solutions to climate change
to promote critical thinking and engagement.
d. Conducting project-based learning activities where students create and present
solutions to local environmental problems.
 e. Encouraging students to write essay on their personal views regarding
environmental conservation and share them with the class.
2. Ms. Pita is an English teacher who designing a lesson plan aimed at improving
students’ attitude toward learning and their abilities in listening and speaking
discussion texts. She also plans a student-centered learning emphasizing on
knowledge construction and problem-solving skills. By tailoring the learning
experience to meet the needs and interests of the students, she can create a more
conducive environment for learning. Which of the following strategies are
effective in this context?
a. Engage students in various activities that promote active listening skills, such
as summarizing, paraphrasing, and asking clarifying questions during
discussions.
b. Encourage open-ended discussion where students have the opportunity to
express their opinions, ask questions, and engage in meaningful dialogue with
their peers.
c. Foster individual learnig experiences where students work individually to
analyse discussion text, write down the ideas, and construct meaning
independently.
d. Provide students with real-life tasks or scenarios that require them to apply
their listening and speaking skills in practical context, such as conducting
interviews or partipating in debates.
e. Provide students with memorization drills which enable students to internalize
information, enhance their recall abilities, and develop stronger memory skills
to retain facts, formulas, and vocabulary.
3. Ms. Gina recognizes the importance of creating a safe and supportive learning
environment that fosters students’ spiritual development, moral values, and self-
reliance in reading short functional text announcements. She wants to ensure that
her classroom atmosphere encourages students to embrace their faith, practice
good deeds, uphold noble character traits, and become independent learners.
 Which of the following activities would likely achieve Ms. Gina’s goals of
promoting both religious values and learner autonomy?
a. Matching a lot of pictures of religious with their various corresponding
holidays.
b. Creating a poster advertising a school play, including some details about the
paly and ticket prices.
c. Analysing a community service notice and how the act of volunteering aligns
with values of helping in many religious.
d. Debating the importance of following rules based on a school notice about a
new dress code policy.
e. Reading a notice about a lot of pet and then writing a short story about how
the pet is reunited with its owner.
4. An English teacher, Mr. Toni, teaches students how to write announcements for
school event, which is crucial for effective communication in real-world context.
However, students often struggle with understanding the underlying purpose and
identifying the intended audience for these texts, which affects the relevance and
impact of their writing. For example, students might include all necessary details
but fail to tailor the tone and content to the target audience, resulting in generic or
overly complex text. This issue also extends to their reading and listening
activities, where students focus primarily on factual content, missing the nuances
related to the purpose and audience. To address these challengers, Mr. Toni
considers various teaching material and strategies.
Given this situation, which teaching material would be most effective in helping
students understand the underlying purpose and identify the intended audience for
writing announcement?
a. A collection of announcements with detailed annotations explaining purpose
and audience.
b. A textbook focusing on advanced grammar and vocabulary exercises.
c. A series of worksheets that ask students to copy and fill in pre-written
announcement templates.
 d. A video series on the history of public announcement in different cultures.
e. A dictionary of commonly used terms in announcement.
5. A group of students has recently completed a unit on report texts, covering both
reading and viewing comprehension. The teacher Mr. Deni is now seeking to
design an engaging and effective learning strategy to help students consolidate
their understanding and further develop their skills in analysing and interpreting
report texts.
Based on the students’ prior learning experiences with report text, which of the
following learning strategies would be most appropriate to enhance their
comprehension and critical thinking skills?
a. Conduct a class debate on the accuracy and credibility of various news
sources.
b. Create a multimedia presentation showcasing the diverse features and
applications of report texts.
c. Engage in a role-playing activity where students assume the roles of journalist
and researchers.
d. Organize a collaborative project involving the analysing and comparison of
different types of report text.
e. Administer a comprehensive quiz to assess students’ understanding of report
text structure and content.
6. Ms. Ratih is preparing a lesson on how to use a digital camera for her students.
She aims to select appropriate media that effectively engage students and
reinforce the key concepts of procedural texts. She carefully considers the
strengths and limitations of each medium to ensure that it aligns with the learning
objectives. To effectively support the teaching of using a digital camera, Ms.
Ratih should prioritize utilizing which of the following media formats in her
lesson?
a. An instructional video that demonstrates the camera’s functions and features
in real-time with narration or text.
 b. A visual flowchart that illustrates the sequence of steps in operating the
camera using symbols and arrows.
c. A written step-by-step manual with clear instructions and numbered
paragraphs.
d. An interactive online simulation that allows students to practice using the
camera in a virtual and environment.
e. An audio recording of a photographer explaining the camera’s setting and
techniques in detail.
7. Students in Ms. Lia’s seventh-grade English class are learning about current
events, and she is emphasizing the significance of developing their critical
listening and speaking abilities. The fact that certain students have difficulty
actively listening and participating in meaningful conversations about news items
is something that she has observed. She is interested in doing and analysis of the
elements that may be affecting their capacity to accomplish the learning
objectives in the attitude domain. Based on the scenario and considering the
factors that might influence the students’ ability to achieve the learning objectives
in the attitude domain, which of the following statements best explains the most
likely reason for the students’ struggle with critical listening and speaking skills
in relation to news items?
a. The students lack prior knowledge about current events and global issues,
making it difficult for them to grasp the context of news items.
b. The learning and environment is not conducive to open discussions and active
participation, discouraging students from expressing their thoughts and
opinions.
c. The teaching materials and activities do not provide opportunities for students
to practice critical listening and speaking skills in a meaningful way.
d. The students’ assessment is primarily focused on factual recall and
comprehension, neglecting the development of critical listening and speaking
skills.
 e. The students lack interest in news and current affairs, reducing their
motivation to engage in discussions and activities related to news items.
8. Mr. Zain is planning the asses their students’ critical thinking skills in writing and
presenting descriptive texts. He intends to choose an assessment method that will
effectively measure students’ understanding of the topic and their ability to apply
their knowledge to create a well-structure and engaging presentation.
a. A multiple-choice quiz
b. A short essay
c. A group project.
d. An individual oral presentation
e. A writing portfolio
9. Ms. Sri reviewed student expository texts and presentations, finding variations in
organization, visuals, and clarity. What factor most likely explains the variations
in students’ success at writing and presenting these texts?
a. The topic difficulty
b. Research time
c. Technology access
d. Ms. Smith’s feedback
e. Individual learning styles
10.Ms. Carter, an English teacher, is struggling to engage a diverse class with
varying reading proficiency and interests. She uses various materials, such as
cooking recipes, DIY project guides, and instructional manuals, to car to different
skill levels. However, many student struggle to understand the procedural steps
outlined in these texts, leading to confusion and disengagement. Interestingly,
students who enjoy hands-on activities, such as cooking or building, show more
enthusiasm and better understanding or the texts when they are directly related to
their personal interests. This disparity in engagement and comprehension
highlights the need for Ms. Carter to tailor the input materials more closely to her
students individual interests and reading levels to maximize their learning
potential. She plans to explore follow-up activities to better align the input
 materials with her students diverse interests and reading abilities, ensuring a more
inclusive and effective learning environment.
Given the diverse characteristics of her students and their varied interests, what
follow-up activity should Ms. Carter implement to better match the input with her
students needs?
a. Increasing the length and complexity of the procedural texts to challenge
advanced students.
b. Assigning additional grammar exercises to improve overall reading
comprehension.
c. Conducting a survey to identify students interests and selecting aligned
procedural texts.
d. Scheduling more frequent tests to assess students understanding of procedural
texts.
e. Introducing fictional stories with procedural elements to diversify the reading
material.
11.An English teacher, Mr. Rahmat has recently implemented a new instructional
approach for teaching discussion texts. The approach involves incorporating
various intercative activities, such as group discussion, debates, and role-playing
exercises, to engage students in analysing and evaluating different perspectives
presented in discussion texts. After completing a unit on discussion texts, he is
now seeking to evaluate the effectiveness of new instructional approach and
identify areas for improvement.
Based on the teacher’s reflection on the implementation of the new instructional
approach for teaching discussion texts, which of the following evaluation
strategies would be most appropriate to gather comprehensive feedback and
inform future instructional decisions?
a. Administer a standardized test on discussion text comprehension and analysis.
b. Conduct students interviews to gather individual perspective on the
effectiveness of the instructional approach.
 c. Analyse students participation and engagement during class discussion and
activities.
d. Collect and review students written work, such as essay and discussion
summaries.
e. Observe and document classroom interactions during the implementation of
the instructional approach.
12.Ms. Shinta wants to effectively communicate the result of her expository text
writing text and presentation assessment to students. She currently evaluates
students work through written feedback and presentation grading.
To enhance communication of students’ learning achievement in expository texts,
which approach should Ms. Shinta prioritize?
a. Implement a detailed rubric grading written work and presentations.
b. Develop student self-assessment checklist to reflect on their work.
c. Hold individual conferences to discuss their strengths and areas for
improvement.
d. Create a class report summarising overall trends and areas for improvement.
e. Implement a peer review system with written feedback forms.
13.Mr, Zakaria has a class of high school students with diverse culture background.
He plans to teach them how to design short functional texts like flyers and
advertisement. To make the material relatable, Mr. Zakaria incorporates examples
from various cultures and encourages students to bring their culture perspectives
into their projects. This approach aims to enhance students’ engagement and
understanding of the content.
Which statements below do you think correct on incorrect for the situation? State
your choice by clicking true or false for each statement below.

Statements True false

Encouraging students to incorporate their culture perspective can
help make the learning material more relatable.
 Using examples from only one culture will enhance the
engagement of all students.
Incorporating diverse culture examples helps address the varied
cultural backgrounds od students.
Ignoring cultural diversity in examples with still make the lesson
effective for all students.
Asking students to bring their cultural perspectives into their
projects can enhance their understanding and engagement.

14.Ms. Karina is planning to develop a report writing lesson for her diverse class “an
audio mystery object” activity with note taking engages auditory learners. A
video complements the audio, catering to visual learner. Research group ensure
collaboration and address kinesthetics learners. presentation offer flexibility
(traditional, interactive, displays, documentaries) for diverse preferences. A rubric
provided clear expectation.
To ensure that the lesson is effective and engaging for all students, the teacher
needs to consider the characteristics of the Learners and structure the lesson
Click on the correct statements for the situation above. There can be more than
one correct statement.
a. Provide a variety of listening and speaking activities that cater to different
learning styles, such as auditory, Visual and kinesthetics learners.
b. Incorporate scaffolding techniques, such as providing graphic organizers and
sentence starters, to support students with varying levels of proficiency.
c. Offer differentiated tasks and activities that allow students to work at their
own pace and challenge level.
d. Encourage peer collaboration and group work to foster a supportive learning
environment.
e. Utilize technology tools such as online videos and interactive exercises, to
enhance engagement and provide additional learning opportunities.
15.Mrs Ika is teaching her student about discussion texts and has assigned them to
write and present their opinion on controversial topic. To ensure effective
learning and assessment, she want to tailor her instructional material and
evaluation method to the specific characteristic of her students. In order to
effectively evaluate students’ discussion text writing skills. Miss Ika should
………
State your choice by clinking true or false for each statement below.

Statements True False

Provide students with a rubric that outlines the criteria for
successful discussion text writing
Lecture extensively about the different types of discussion
text before student begin writing
Incorporate a peer review component into her instructional
material and evaluation method
Focus solely on assessing students’ grammar and mechanic,
neglecting the content and persuasiveness of their arguments.
Allow students to choose their own controversial topic for
their writing assignment, promoting their engagement and
understanding of the topic

16.Mr Rivera teaches a class with a wide range of writing skills. He wants to design
a lesson on writing expository texts that accommodates all students, from those
who are just beginning to develop their writing skills to those who are more
advanced. To do this, he plans to include scaffolded activities, peer review
sessions, and opportunities for students to present their work. His goal is to create
a supportive environment where all students can improve their writing and
presentation skills.
Click on the correct statements that show teaching strategies that best suit the
diverse writing skills of Mr. Rivera’s student in the flow of teaching expository
texts. There can be more than one correct statement.
 a. Scaffolded activities that gradually increase in complexity
b. Solely focusing on grammar exercises.
c. Peer review session where student provide feedback to each other
d. Lecture on the theory of expository writing.
e. Opportunities for student to present their work to the class
17.An English teacher in Semarang is planning to develop a lesson plan on using
expressions for social and classroom interaction. The teacher is aware that the
class consists of students with diverse personalities and communication style. To
ensure that the lesson is effective and engaging for all students, the teacher needs
to consider the characteristic of the learners and structure lesson accordingly.
Which statement below do you think correct or incorrect for the situation? State
your answer by clinking true or false for each statement below.

Statements True False

The teachers should prioritize teaching formal expression for
classroom use
The lesson should Cater to different learning styles such as
auditory and visual.
The teacher can ignore the student personalities while
planning the lesson content
The lesson should include opportunities to practice using the
expressions in pairs or groups.

18.Mrs Rina has been assessing her students’ discussion text writing and
presentation skills. Based on result, she identifies a need to incorporate strategies
that promote higher-order thinking skills (HOTS) in her teaching. To develop
students’ HOTS in discussion text writing and presentation, which of the
following strategies should be prioritized?
Click on the correct statements for the situation above. There can be more than
one correct statement.
a. Implement a peer-review system with structured feedback forms.
 b. Engage students in debates and discussions on controversial topics.
c. Provide students with the pre-written discussion texts and ask them to analyse
them.
d. Assign students to research and present complex arguments in their discussion
texts.
e. Use graphic organizers to help student visualize and organize their ideas.
19.Miss Sulis’s approach to teaching report texts involves break down the text into
sections and explaining each part thoroughly. She uses graphic organizer to help
students visualize the structure of the report. Additionally, she incorporates group
discussions where students can share their understanding and insights. However,
she notices that some students still struggle with comprehending the overall
purpose and coherence of the text.
Which statement below do you think correct or incorrect for the situation? State
your answer by clinking true or false for each statement below.

Statements Tru False

e
Using graphic organizer helps students understand the structure
of the report texts.
Group discussions can help students share insight and deepen
their understanding.
Focusing only an individual work without the discussion is
effective in building comprehension skills.
skipping the breakdown of the text sections and focusing on the
whole text is more beneficial.
Combining visual aids with discussions enhances students’
ability to comprehend report texts.

20.Mr Imam is designing a learning environment to promote global citizenship and

collaborative values among students while teaching descriptive texts. He
recognizes the importance of creating a safe and supportive space where students
 feel comfortable expressing the diverse perspectives and working together to
achieve common goals.
Which of the following elements are essential for creating a learning environment
that forters global citizenship and collaborative values in the context of teaching
descriptive texts?
Click on the correct statements by ticking. There can be more than one correct
statement.
21.Mr. Sugeng recognizes the importance of fostering a safe and inclusive learning
environment that promotes global citizenship and collaborative values in his
descriptive text writing and presentation class. He wants to insure that his
classroom atmosphere encourages respect for diversity, culture understanding and
teamwork. In order to effectively promote global citizenship and collaborative
values in descriptive text writing and presentation, Mr. Sugeng should …….
State your choice by clicking true or false for each statement below.

Statements Tru False

e
Include activities that require students to collaborate with the
classmates from the different culture backgrounds.
Integrate lessons on global citizenship into the curriculum
Assign all writing tasks as individual work to ensure
Personal Achievement
Foster an environment where only the dominant culture is
highlighted.
Encourage students to give and receive constructive
feedback on presentations

22.Miss Tatis’s students a previously struggled with engaging in recount texts. She
wants to incorporate technology to enhance their reading and viewing
experiences. Her goal is to make the texts more interactive and relatable. She is
 considering various technological tools such as interactive e-books, educational
videos and digital storytelling application.
Which of the following technological tolls would best suit Ms. Tati’s goal of
enhancing engagement with recount texts?
Click on the correct statements. There can be more than one correct statement.
a. Interactive e-books with multimedia elements
b. Traditional paper-based reading materials
c. Educational videos that visually depict the recount texts.
d. Digital storytelling application that allows student to create their own
recounts.
e. Standard classroom lectures without any technological integration
23.Mrs Eureka is planning to develop a lesson plan on procedure text, incorporating
both writing and presentation activities. She is aware that the class consist of
students with diverse learning styles and abilities. To ensure that the lesson is
effective and engaging for all students, she needs to consider the characteristic of
the Learners and design the lesson accordingly.
Which of the following approach would be most appropriate for designing a
procedural text writing and presentation lesson that caters to the diverse learning
styles and abilities of the students?
a. Provide a single, standardized writing and presentation task for all students.
b. Offer a variety of writing and presentation formats accommodate different
learning styles.
c. Implementing one-size-first all instructional approach that assumes all
students learn in the same way.
d. Assess students solely based on the accuracy and completeness of their written
and presented procedures.
e. Incorporate differentiated instruction to address the specific needs of studnets
with varying levels of proficiency.
24.Miss Nina teaches short functional text reading and viewing skills to a diverse
group of students, including those with learning disabilities, Visual impairment,
 and auditory processing challenges. She recognized the need to adapt her teaching
materials and activities to cater to the individual needs to each student. To
effectively structure short functional text instruction for student with disabilities,
which of the following approaches Ms. Nina should prioritize?
Click on the correct statement for the situation above. There can be more than one
correct statement.
a. Implement a uniform instructional plan for all students, regardless of their
individual needs
b. Utilize a variety of instructional materials, including multimedia resources, to
engage students with different learning styles.
c. Provide students with opportunities to practice reading and viewing short
functional texts in real-world contexts.
d. Employ assistive technology, such as screen readers and text-to speech
software, to support students with visual or auditory impairments.
e. Rely heavily on teacher-led instruction and direct explanations, limiting
student engagement and independence.
25.Ms. Citra teaches a class that includes a several students with visual impairment.
She aims to develop their listening and speaking skills through recount text. To
accommodate these students, she considers various approaches such as audio
recordings of texts, tactile graphics, and voic-assisted technologies. Her goal is to
ensure all students can engage with recount texts.
Which combination of approaches would be most effective for Ms Citra to
organize recount text learning for her students with visual impaitments?
a. Use audio recordings of recount texts.
b. Provide printed copies of recount texts in large font.
c. Integrative tactile graphics to represent key events in the texts.
d. Employ voice-Assisted technologies for navigating and interacting with texts.
e. Use standard text-based assessment without modifications.
26.An English teacher in Papua is planning to develop a lesson plan on short
functional texts, incorporation for reading and viewing activities. She is
 committed to creating an inclusive learning environment that caters to the diverse
needs and abilities of all students. To ensure that the lesson is effective and
engaging for all students, she needs to consider the characteristic of the learners
and design the lesson accordingly.
Which of the following approaches would be most appropriate for designing a
short functional text reading and viewing lesson that promote an inclusive
learning environment for all students?
Make on the correct statement for the situation above. There can be more than
one correct statement.
a. Provide a single, unmodified text for all students to read and view.
b. Offer a variety of reading and viewing material that represent different
cultures, perspectives, and abilities.
c. Implement a traditional instructional approach that assumes all students learn
in the same way.
d. Assess students solely based on their ability to comprehend the literal meaning
of the short functional texts.
e. Incorporate Universal Design for Learning (UDL) principles to create
accessible and engaging learning experiences for all student.
27.Mrs. Lani is committed to creating an inclusive learning environment in her
recount text listening and speaking class. She recognizes the need to structure her
lessons and activities to accommodate the diverse learning needs of her students,
including those with learning disabilities ,language barriers, and cultural
differences. To effectively organize recount text instruction for an inclusive
learning environment, which of the following approaches should she prioritize?
a. Implement a rigid lesson plan with a fixed pace and limited flexibility.
b. Utilize a variety of assessment methods to gauge student understanding and
identify areas for support.
c. Provide students whith opportunities to share their personal recount
experiences, fostering cultural understanding and empathy.
 d. Employ differentiated instructional strategies, such as scaffolding, visuals, and
manipulatives, to cater to students with diverse learning needs.
e. Rely heavily on teacher-led instruction and direct explanations, linting student
engagement and active participation.
28.Ms. Lia teacher a class of high school students with varying levels of language
proficiency and cultural backgrounds. She aims to design a lesson on
discussion texts that encourages all students to participate and express their
viewpoints effectively. Ms Lia is considering how to structure the teaching
materials to accommodate these diverse student characteristics.
Which structures of teaching material would best suit Ms. Lia’s diverse class in
designing discussion text learning (listening and speaking)?
Clik on the correct statements. There can be more than one correct statements.
a. Using simplified discussion text with visual aids for lower proficiency
students.
b. Incorporating culturally relevant topics that resonate with student’s
backgrounds.
c. Assigning the same complex texts to al students regardless of their
proficiency.
d. Focusing only on written discussion texts without oral components.
e. Providing discussion prompts and sentence to guide student’s responses.
29.Mr. Karno intends to create a multi-sensory descriptive writing lesson for his
diverse class. Students analyse contrasting environments using videos and
grapihic organizers. They practice descriptive writing by rewriting peom sections
and creating collaborative descriptive text based on scenarios. Presentations
showcase their work through dramatic readings, multimedia, or other crestive
formats. A “sensory scavenger hunt” encouraged real-world application. In
addition, he must take into account the qualities of each student snd design the
lesson in a way that will make it both effective and interesting for them all.
 When teaching descriptive text writing and presentation, which of the following
components, should be included in the lesson plan to accommodate the various
preferences and skill levels of the students?
Clilk on the correct statements for the situation above. There can be more than
one correct statement.
a. Give each student a single, uniform writing and presentation assignment.
b. Engage students with diverse learning styles, provide a range of pre-
writing exercises.
c. Use an instructional strategy that believes every student learns in the
same way, using conventional approach.
d. Only evaluate pupils according to how well-written and presented their
description are.
e. Use differentiated instruction to meet the unique requirement of pupils
with different skill levels.
30.Miss Brown is committed to creating an inclusive learning environment in her
recount text speaking class. She wants to ensure that her assessment indicators
align with the appropriate contest strands to accurately measure student progress
and understanding. To determine the most suitable content standard for
assessment indicator in her recount text x speaking class, Miss Brown should
consider which of the following factors?
Click on the correct statements for the situation above. There can be more than
one correct statement.
a. The student’s ability to express their personal opinions and beliefs about the
events.
b. The student's ability to use clear and organized recounted events.
c. The student’s ability to use appropriate vocabulary and grammar for
recounting events
d. The student’s confidence and engagement level during speaking activities
e. The student’s ability to adapt their communication style to different audiences
31.Miss Jenny wants to improve her students’ creative reasoning abilities in studying
narrative texts. She plans to focus on reading and presenting tasks that encourage
students to think creatively about plot development, character motivation and
narrative structure. Miss Jenny is considering how to formulate appropriate
learning goals and indicators in the knowledge domain to support these
objectives.
Which learning goals and indicators would best support Miss Jenny objective to
improve students’ creative reasoning abilities in a narrative text study?
Click on the correct statements. There can be more than one correct statements.
a. Learning goal: students will be able to identify narrative texts. Indicator:
Students list the main characters, setting, and plot point of a story.
b. Learning goal: Students will be able to create original narrative texts.
Indicator: Students write a short story with a unique plot and well-developed
characters.
c. Learning goal: Students will be able to analyse the themes of the narrative
texts. Indicator: Students explain the moral or lesson of a story.
d. Learning goal: Student will be able to present a narrative text effectively.
Indicator: Students perform a dramatic reading of their written and stories,
highlighting key emotional and moments.
e. Learning goal: Students will be able to compare different narrative styles.
Indicator: Students contrast the writing techniques of two different authors
32.Miss Nisa, a Creative teacher made report writing 8th graders. She foster a safe
space for sharing drafts and learning from feedback, even sharing her own
struggles. Students explored their passion with diverse report topics, and drama
activities like “cold read” improved storytelling and subject understanding.
Collaboration in research teams leveraged students strengths for high-quality
work. The culmination wasn’t silent submission-it was a mini-conference with
creative presentation, fostering knowledge exchange. Ms. Nisa approach resulted
in confident, expressive learners who not only wrote better report but also learned
to express themselves creatively.
 Which of the following strategies would be most effective in establishing a safe
and motivating learning environment for writing and presenting report texts?
Click on the correct statements for the situation above. There can be more than
one correct statement.
a. Establish clear expectations and rubrics for writing in presentation
assignments.
b. Provide opportunities for students to share their personal experiences and
perspectives in their reports.
c. Implement an instructional approach emphasizes rote memorization of report
writing conventions.
d. Access students solely based on the accuracy and completeness of the
information presented in their reports.
e. Create a classroom culture that promotes collaboration, Mutual respect and
constructive feedback.
33.Mr Harry recognizes the importance of creating a safe and engaging learning
environment in his narrative text writing and presentation class. He wants to
ensure that his classroom atmosphere and encourages creativity, self-expression,
and active participation among his students. To effectively foster engagement and
enhance the attractiveness of learning in narrative text and presentation, which of
the following approaches would be appropriate?
Click on the correct statements for the situation above. There can be more than
one correct statement.
a. Implement a rigid curriculum with a fixed structure and limited flexibility.
b. Utilize a variety of assessment method to gauge students understanding and
identify areas for support.
c. Encourage students to share their personal narrative, promoting individuality
and diverse perspectives.
d. Employ differentiated instructional strategies, such as scaffolding, Visual and
manipulative, to cater students with diverse learning needs.
 e. Rely heavily on teacher-led instruction and direct explanations, limiting
student choice and autonomy
34.Mrs Rania is committed to creating a student-centered learning environment in
her expository text reading and listening class. She wants to develop engaging
and relevant content that promote active participation, critical thinking, and a
deeper understanding of expository texts. To develop student-centered literacy
learning content for expository text reading and listening, she should be prioritize
which of the following approaches?
Click on the correct statements for the situation above. There can be more than
one correct statement.
a. Implement a teacher-directed curriculum with a focus on a rote memorization
and standardized test.
b. Utilize a variety of authentic texts, such as a news article, scientific reports
and instructional manuals, to connect learning to real-world applications.
c. Encourage students to conduct their own research and present their findings on
expository topics, fostering independence and inquiry.
d. Utilize strategy that focus on repetitive exercises like vocabulary list and
grammar drills.
e. Rely heavily on the textbooks and worksheets, limiting student choice and
opportunities for exploration.
35.Mr Doni is a dedicated teacher who strives to create engage and effective learning
experiences for his 7th grade students. He believes that incorporating numeracy
into various subjects can enhance students’ understanding and appreciation for
numbers. To achieve this, he is planning a lesson on news items, incorporating
both numeracy and student-centered learning approaches. He also wants to
increase students’ collaboration skill in his learning.
Which of the following activities would be most suitable for Mr Doni plan to
effectively achieve his goal?
Click on the correct statements for the situation above. There can be more than
one correct statement.
a. Numeracy Scavenger Hunt: Divide students into groups and provide each
group with a list of numeracy-related questions based on the news item.
Student will work together to find the answer within the news item,
encouraging collaboration and problem-solving skills.
b. Numeracy-Focused Discussion: After reading the news item, lead a class
discussion focusing on the numerical data presented. Ask students in group to
analyze the data, identify patterns, and draw conclusions.
c. Numeracy Infographic Creation: Assign students to individually create an
infographic summarizing the key points of the news item, incorporating
relevant numerical data.
d. Numeracy-Based Role Play: Divide students into groups and assign each a
group a role related to the news item, such as a journalist, a financial analyst,
or a government official. Have each group prepare a presentation or role-play
incorporating numeracy concept
e. Numeracy-Driven Debate: Organize a debate on the issues presented in the
news item, encouraging students to use numerical data to support their
arguments.