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