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