A) human's utmost care of one's soul B) continuous struggles in life C) humans and their desire for an everlasting life D) passage of time
A) Innocence B) Cruelty C) Beauty D) Power
A) Women were civilized beings with genuine care for their partners. B) Women were categorized with an "A" as the heiress of the throne. C) Women were marked with eternal humiliation for their own mistakes. D) Women were treated as equals of men.
A) It is the decay of the structure itself. B) It is the flecting of man's accomplishments. C) It is the existence of man's achievements. D) It is nonexistent.
A) Untrodden way B) Decisions C) Scenery D) Path
A) The tributes have to fight each other to win the prize. B) The tributes have to pay for the previous rebellions of their own districts. C) The tributes must protect the district to avoid more deaths. D) The tributes should willingly sacrifice themselves for Capitol.
A) Pip from Great Expectations B) Beowulf from Beowulf C) D'Artagnan from the Three Musketeers D) Hercules from Hercules
A) Edgar Allan Poe's Annabel Lee B) Robert Stevenson's Treasure Island C) Dante Alighieri's The Divine Comedy D) Padget Powell's A Gentleman's C
A) adaptation of the author's biography B) allegory of human fleeting achievements C) allegory of human soul's journey through hell and purgatory D) representation of idolatry
A) The character is demotivated and unsecured. B) The character lives with discontent and regret in life. C) The character had lost his senses. D) The character lost track of his and the world's worth.
A) Remorse B) Reward B. Regret C) Revenge D) Regret
A) First Person POV B) Second Person POV C) Third Person Omniscient POV D) Third Person Limited POV
A) Use of gothic styles B) Use of realism and symbolisms C) Use of romantic elements D) Use of religious settings
A) It is a fiction with brevity depicting a businessman's fear of failure. B) It is an archetype of traditional small town with kind parents, mischievous children, and young lovers. C) It is a tale of a poor family who loves their own farm but travels to California for work. D) It is a town from the lens of two black sisters surviving racial issues.
A) Disillusion in tribal legacy B) Disillusion in pursuit of corruption C) Disillusion in following an American dream D) Disillusion in solving crimes
A) We continue living despite the dreams we did not reach. B) We dream an unattainable dream. C) We dream that which is further from our reach. D) We aspire but there is no one to share that dream with.
A) women with insanity B) women devalued because of appearance C) people with unrequited attention D) people with rebellious practices
A) People are just mere inhabitants of the world. B) People are loyal workers. C) People are with great value and ability. D) People are witnesses of history.
A) Numbered years of existence are the basis of your worth on earth. B) Numbered years of existence are merely a number. C) Numbered years of existence are clearly a number and memories are worth counting. D) Numbered years of existence are worth having.
A) Everyone is the same and can be special in their own way. B) Everyone is alike but not everyone is the same as the ones you spent your moments with. C) Everyone is alike and worthy of our time. D) Everyone is special and should be treated fairly.
A) Life B) Foundation C) Shelter D) Structure
A) Unrequited love B) Immense love C) Forbidden relationship D) Consummate Love
A) Superstitions B) Industrial progression C) Gothic D) Rural/ pastoral Life
A) Uses Yoknapatawpha County as an imagined landscape in most novels B) Makes use of Harlem Renaissance motif C) Uses rich Baroque style D) Utilizes different POVS
A) Archetype of welcoming parentage B) Character archetype of prostitution C) Situational archetype of damned parentage D) Character archetype of family's heiress
A) Create an environment where learners feel secure and are prepared to take risks. B) Encourage the use of the learner's first language if the learner is literate in that language. C) Implicitly teach new language in the context of a theme or topic. D) Build on the linguistic understandings students have of their own language.
A) Mime and Role Play B) Debates C) Formal talks, including the oral genres D) News Reporting
A) Materials that suit your own experiences, knowledge and interests B) Books, magazines, newspaper, etc. that are unfamiliar to students C) Reading materials that have good visual cues to enable the student to access the story easily D) Reading materials found on the internet that are relatable and can be reproduced
A) During reading activities B) Post reading activities C) Pre-reading activities D) After reading activities
A) II only B) III only C) I only D) I, II, and III
A) Provide the students take home listening activities. B) Provide many opportunities to hear and practice language through rhymes, songs, chants, games, drama, etc. C) Expose the learners to native speakers of English and let them converse. D) Oblige the students to attend different talks and workshops to enhance their listening and oral communication skills.
A) Present new intonation patterns and their meanings. B) Come out with new sets of culturally-specific knowledge, values and behaviors. C) Introduce new patterns of stress and pause. D) Give sets of sounds and sound groupings that are the same with the learners' first language.
A) Focus on the speaker than the message. B) Argue or judge prematurely. C) Ask questions. D) Evaluate the speaker's credibility.
A) Telling a friend about an amusing experience, and hearing him/her recount a similar experience B) Chatting to a passenger during a plane flight C) Chatting to a school friend over coffee D) Ordering food in your favorite restaurant
A) Anticipate questions related to the topic or situation. B) Use key words to construct the schema of a discourse. C) Recognize the order in which words occurred in an utterance. D) Infer cause and effect.
A) I only B) I, II and III C) III only D) II only
A) Talk as performance B) Talk as interaction C) Talk as performative D) Talk as transactions
A) Cognitive strategies B) Bottom-up strategy C) Meta-cognitive strategies D) Top-down strategy
A) Be opportunistic. B) Examine the speaker's evidence and examine emotional appeals. C) Evaluate the speaker's credibility. D) Listen for information before evaluating.
A) Command over minor components of the language. B) Social competence C) Emotional competence D) Discourse competence
A) Plan speaking tasks that involve negotiation for meaning. B) Personalize the speaking activities whenever possible. C) Provide something for the learners to talk about. D) Design both transactional and interpersonal speaking activities.
A) Reading to learn the language B) Reading for content information C) Reading for cultural knowledge D) Reading for awareness
A) Balance authenticity and readability in choosing texts. B) Subdivide the techniques into pre-reading, during reading and post reading C) Include both bottom-up and top-down technique. D) Use techniques that are extrinsically motivating.
A) It teaches word recognition through learning the relation of the letters to the sounds they represent. B) Students are taught to read for meaning, not to break the code in reading. C) It integrates development of reading skills with listening, speaking and writing skills. D) It is commonly used as a core for teachers.
A) It is an interactive teaching strategy that promotes text comprehension. B) It focuses on words and phrases that students must know to function while shopping, employed, enjoying recreation and at home. C) Peer-Assisted Reading Method is a schema-building technique that uses a pictorial storyboard map for a graphic organizer. D) Students are paired with one low achieving reader and one high achieving reader and the reading material should be at the lower level.
A) III only B) I only C) II only D) I, II and III
A) Encourage students to focus on their mistakes before proceeding to the next. B) Teach all aspects of word knowledge and spelling through specific activities including games, quizzes, etc. C) Encourage the use of different strategies for accessing vocabulary needed and for recording new vocabulary to be used in future writing. D) Encourage writing for real purposes by publishing in innovative ways.
A) The Free - Writing Approach B) The Communicative Approach C) The Paragraph Pattern Approach D) The Controlled to Free Approach
A) Finding supporting details B) Recognizing key words C) Getting the gist D) Using discourse structure to enhance listening strategies
A) Inquiry Based Learning Approach B) Constructivist Learning Approach C) Deductive Approach D) Inductive Approach
A) Stylistic model B) Cultural model C) Personal growth model D) Language model
A) Have a discussion on issues the poem raised and how they relate to the students' lives. B) Ask students to discuss the possible story behind a poem. C) Have students read to each other the poem aloud at the same time, checking for each other's pronunciation and rhythm. D) Ask the students to rewrite the poem, changing the meaning but not the structure.
A) Present some unfamiliar words which could be found in the text. B) Give students some words from the excerpt and ask them to predict what happens next. C) Give the students the full background information of the writer. D) Ask the students what genre they prefer to read.
A) I,II,III B) II, III, IV C) I and II D) I and IV
A) Ask students to personalize the text by talking about similar experiences. B) Ask students to improvise a role play between two characters in the book. C) Ask students to write what they think will happen next, or what they think happened just before. D) Ask groups of students to discuss the historical background of the text in class.
A) Literature expands language awareness. B) Literature encourages interaction. C) Literature is an inauthentic material. D) Literature educates the whole person.
A) The Biographical Approach B) The Psychological Approach C) The Historical Approach D) The Societal Approach
A) Role playing B) Oral interpretation C) Webbing D) Book discussions
A) Force them to read whatever literary piece you give them. B) Challenge them to explore those responses and learn something about C) Encourage honest and open responses. D) Encourage toleration.
A) Reader's Theater B) Creative Dramatics C) Story Theater D) Role Playing
A) Independent Reading and Writing B) Modeling C) Scaffolded Instruction D) Cooperative Learning
A) Through movie posters B) All of the above C) Through poems D) Through Facebook profile
A) Create social media-based reading clubs where you can also ask them personal questions. B) Allow students to choose media while you choose themes and/or academic and/or quality standards. C) Use combinations of media-classic and modern together, leveraging one against the other. D) Have students analyze diverse media forms for their strengths and weaknesses and involve both classic and digital forms.
A) Novels B) Magazines, Letters, Diaries or Journals C) Fables, Comic Books, or Songs to read D) Short stories
A) Give the student a warning. B) Provide a special task for the student to accomplish during the day. C) Ask the student to leave the classroom. D) Break the class into smaller groups where the student needs to contribute.
A) The Archetypal Approach B) The Philosophical Approach C) The Societal Approach D) The Psychological Approach
A) Role Playing B) Oral interpretation C) Puppet Theater D) Reader's Theater
A) Scaffolded Instruction B) Independent Reading and Writing C) Cooperative Learning D) Modeling
A) Activating knowledge about genre, structure and cultural schemata B) Filling the gaps and predicting conflicts and solutions C) Skimming for global and scanning for detailed understanding D) Inferring word meanings and textual meanings
A) The Monkey's Paw B) The Tell-tale Heart C) A Christmas Carol D) The Emperor's New Clothes
A) Prediction Exercises B) Cloze Procedure C) Interpreting text based from personal experience D) Creative Writing
A) It encourages students to discuss beyond the surface meaning of the text. B) It translates text using L1. C) It raises students' awareness of values derived from the text. D) It incorporates moral values in lessons.
A) I, II and III B) II only C) I only D) III only
A) Level 4 Difficult text + more demanding task B) Level 2 Simple text + more demanding task C) Level 1 Simple text + more demanding task D) Level 3 Difficult text + more demanding task
A) Personal Growth Approach B) Language-based Approach C) Child-Centered Approach D) Teacher-Centered Approach
A) Assess first the technology literacy level of students. B) Assign a buddy to help motivate students to participate. C) Check their attendance through their blogs. D) Let them submit weekly reports.
A) Contrived experiences are those that make the learners act out a role. B) The more senses used in interaction with a source, the better chances for students to learn. C) Motion pictures limit the participation of students since it only involves seeing and hearing. D) It encourages educators to plan experiences that will help students apply their learning to real-life situations.
A) Get only the portion you need and cite completely in your references. B) Use a portion only so you don't have to cite it in your references. C) Download the whole article and attach it to your presentation. D) Cite completely in your references regardless of the amount of information you used.
A) Eliot W. Eisner B) Noam Chomsky C) Edgar Dale D) Jerome Bruner
A) II, III and IV B) I, II, III C) I and IV D) II and III
A) Growth in factual knowledge, literary appreciation, and stimulation of aesthetic values B) Promotion of faith and confidence in other cultures C) Varied interests, abilities, and maturity of the learners D) Representation of religious and cultural groups
A) Culture, native language, and ethnicity portrayed in the textbook B) Physical disability C) Gender expression and identity D) Sexual orientation and gender
A) Topics in human growth and development are presented with dignity and appropriate to the age of the learners. B) Controversial issues represent both sides. C) Authors are competent and qualified in the field. D) It contributes to the promotion of cultural values.
A) Teachers need to showcase their versatility. B) There are lots of materials available. C) It continually challenges the innovation of teachers. D) Students have diverse needs and interests.
A) I, II, and III B) II only C) I only D) III only
A) There is immediate response to the answers elicited. B) Privacy helps the shy and slow learner. C) The teacher can devote more time to individual students. D) Large amounts of information can be learned in a shorter time and through a multisensory approach.
A) Software B) Specimens of real objects C) Textbooks D) Collaborative activities
A) Dramatic Experiences B) Contrived Experiences C) Demonstrations D) Direct Purposeful Experience
A) Maximize the space to cover more content. B) Complete sentences are better for information listed in numbers. C) Use tables for information instead of diagrams to show the different forms. D) Observe consistency in backgrounds, colors, and formats for a more focused learners' attention.
A) Patterson B) Howes C) Silberman D) Jacetot
A) Silent viewing B) Active viewing C) Freeze framing and prediction D) Repetition and role-play
A) Students judge the opinions of others about the issue. B) Students acquaint themselves with the use of online tools. C) Students post their opinions about an issue raised in the literary piece. D) Students link as much resources related to the literary piece for further reading.
A) III and V B) I, II, and IV C) I, III, IV, and V D) I, II, and III
A) It should have subtitles for better comprehension. B) It should have a clear connection to his educational objectives. C) It should be appropriate to the age of the learners. D) It should be audible and appealing to the students.
A) Bloom's Taxonomy of Learning B) Gagne's Outcomes of Learning C) Dale's Cone of Experience D) Bruner's 3-Tiered Model of Learning
A) Links for further reading are linked. B) More advertisements are posted. C) Contents relate to your set objectives. D) Authors have contact details.
A) Purchase books himself in the meantime. B) Make a request to the head of the school to procure books for English subject. C) Bring the students to a nearby town library. D) Write a short version of an existing local story in the barangay.
A) I, II, III B) II,III, IV C) I & II D) III & IV
A) Visual Symbols B) Exhibits C) Demonstrations D) Study Trips
A) Exhibits B) Study Trips C) Demonstrations D) Visual Symbols |