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