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