43. What is the main idea of the passage?
(A) DNA testing has replaced doctors.
(B) Nutrigenomics and traditional diets both matter.
(C) Food technology harms culture.
(D) Indigenous food lacks nutrients.

45. What dietary value is emphasized in traditional communities? (A) Imported superfoods (B) High protein snacks (C) Processed supplements (D) Natural local ingredients

46. Which of the following best describes the author’s main purpose in the passage? (A) To critique the reliance on technology in modern Major League Baseball (B) To introduce a perceptual strategy and trace its scientific development (C) To argue that traditional pitching methods are becoming obsolete (D) To compare different schools of thought on baseball deception

47. What does the author suggest about the relationship between perception and athletic performance? (A) Athletes consciously override perceptual limits through experience. (B) Perceptual illusions are irrelevant when facing high-speed, spinning pitches. (C) Strategic manipulation of visual information can influence decision-making. (D) The brain easily adapts to high-speed visual changes with proper scientific training.

48. Which of the following best characterizes the tone of the passage? (A) Analytical and informative (B) Dismissive and skeptical (C) Enthusiastic and celebratory (D) Humorous and speculative

49. According to the passage, what does the “Magnus effect” help explain? (A) The cognitive limitations that lead to poor pitch recognition (B) The way pitchers choose which pitch type to use in key situations (C) The influence of psychological pressure on a batter’s swing decision (D) The aerodynamic force causing breaking balls to curve late in flight

50. According to the passage, how do pitchers increase the likelihood of a batter swinging and missing? (A) By varying pitch speeds significantly during each at-bat (B) By withholding visual information until the batter commits (C) By exploiting auditory cues or miscues in the batter’s batting zone (D) By introducing deliberate pauses and stretches in the pitching motion

1. Scenario: During a lesson, the teacher plays a short documentary containing unfamiliar yet thematically predictable vocabulary. While learners struggle with some new forms, visuals, contextual cues, and follow-up comprehension questions allow them to infer meaning without direct instruction. Which second language acquisition theory best explains the rationale behind using rich, slightly challenging input supported by contextual cues? (A) Input Hypothesis (B) Noticing Hypothesis (C) Puberty Hypothesis (D) Skill Acquisition Theory

2. Scenario: In a middle school geography lesson taught in English, students work in groups to create posters explaining the causes and effects of deforestation. The teacher supports both subject-specific vocabulary and language structures like cause-effect connectors. What approach is most clearly exemplified by this dual-focus lesson? (A) Project-Based Learning (B) Natural Approach (C) Content and Language Integrated Learning (D) Suggestopedia

3. Scenario: Learners simulate a restaurant setting, taking orders, asking questions, and making substitutions. There is no single correct output, and communication is emphasized over accuracy. Grammar correction is minimal and occurs only after the activity. Which teaching philosophy underpins this type of lesson design? (A) Audiolingualism (B) Communicative Language Teaching (C) Grammar-Translation (D) Structural Approach

4. Scenario: Despite many years living in an English-speaking country, a learner still says, “I am agree” and never self-corrects. He uses this form confidently and appears unaware of its inaccuracy. What concept most precisely explains the persistence of this error? (A) Transfer – because the form resembles one from the L1. (B) Interlanguage – because the learner is still developing rules. (C) Output Hypothesis – because production opportunities are lacking. (D) Fossilization – because development has plateaued and the error is resistant to change.

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