A) passage of time B) humans and their desire for an everlasting life C) human's utmost care of one's soul D) continuous struggles in life
A) Innocence B) Cruelty C) Power D) Beauty
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 treated as equals of men. D) Women were marked with eternal humiliation for their own mistakes.
A) It is the existence of man's achievements. B) It is the decay of the structure itself. C) It is the flecting of man's accomplishments. D) It is nonexistent.
A) Path B) Scenery C) Decisions D) Untrodden way
A) The tributes have to pay for the previous rebellions of their own districts. B) The tributes have to fight each other to win the prize. C) The tributes should willingly sacrifice themselves for Capitol. D) The tributes must protect the district to avoid more deaths.
A) Hercules from Hercules B) Pip from Great Expectations C) D'Artagnan from the Three Musketeers D) Beowulf from Beowulf
A) Padget Powell's A Gentleman's C B) Dante Alighieri's The Divine Comedy C) Edgar Allan Poe's Annabel Lee D) Robert Stevenson's Treasure Island
A) adaptation of the author's biography B) representation of idolatry C) allegory of human fleeting achievements D) allegory of human soul's journey through hell and purgatory
A) The character had lost his senses. B) The character is demotivated and unsecured. C) The character lives with discontent and regret in life. D) The character lost track of his and the world's worth.
A) Reward B. Regret B) Revenge C) Remorse D) Regret
A) Third Person Limited POV B) Third Person Omniscient POV C) Second Person POV D) First Person POV
A) Use of realism and symbolisms B) Use of gothic styles C) Use of romantic elements D) Use of religious settings
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 an archetype of traditional small town with kind parents, mischievous children, and young lovers. D) It is a fiction with brevity depicting a businessman's fear of failure.
A) Disillusion in solving crimes B) Disillusion in following an American dream C) Disillusion in tribal legacy D) Disillusion in pursuit of corruption
A) We dream that which is further from our reach. B) We aspire but there is no one to share that dream with. C) We dream an unattainable dream. D) We continue living despite the dreams we did not reach.
A) women with insanity B) people with unrequited attention C) people with rebellious practices D) women devalued because of appearance
A) People are just mere inhabitants of the world. B) People are witnesses of history. C) People are with great value and ability. D) People are loyal workers.
A) Numbered years of existence are the basis of your worth on earth. 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 merely a number.
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) Life B) Structure C) Shelter D) Foundation
A) Unrequited love B) Immense love C) Consummate Love D) Forbidden relationship
A) Superstitions B) Gothic C) Rural/ pastoral Life D) Industrial progression
A) Utilizes different POVS B) Makes use of Harlem Renaissance motif C) Uses rich Baroque style D) Uses Yoknapatawpha County as an imagined landscape in most novels
A) Character archetype of family's heiress B) Situational archetype of damned parentage 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) 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) Reading materials that have good visual cues to enable the student to access the story easily D) Books, magazines, newspaper, etc. that are unfamiliar to students
A) Pre-reading activities B) Post reading activities C) During reading activities D) After reading activities
A) III only B) II only C) I, II, and III D) I only
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) Provide the students take home listening activities. D) Oblige the students to attend different talks and workshops to enhance their listening and oral communication skills.
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) Argue or judge prematurely. B) Focus on the speaker than the message. 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) Ordering food in your favorite restaurant D) Chatting to a school friend over coffee
A) Anticipate questions related to the topic or situation. B) Use key words to construct the schema of a discourse. C) Infer cause and effect. D) Recognize the order in which words occurred in an utterance.
A) III only B) II only C) I only D) I, II and III
A) Talk as performative B) Talk as transactions C) Talk as performance D) Talk as interaction
A) Bottom-up strategy B) Top-down strategy C) Cognitive strategies D) Meta-cognitive strategies
A) Examine the speaker's evidence and examine emotional appeals. B) Be opportunistic. C) Listen for information before evaluating. D) Evaluate the speaker's credibility.
A) Command over minor components of the language. B) Discourse competence C) Emotional competence D) Social 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 awareness B) Reading to learn the language C) Reading for cultural knowledge D) Reading for content information
A) Subdivide the techniques into pre-reading, during reading and post reading B) Balance authenticity and readability in choosing texts. C) Use techniques that are extrinsically motivating. D) Include both bottom-up and top-down technique.
A) Students are taught to read for meaning, not to break the code in reading. B) It integrates development of reading skills with listening, speaking and writing skills. C) It teaches word recognition through learning the relation of the letters to the sounds they represent. D) It is commonly used as a core for teachers.
A) Peer-Assisted Reading Method is a schema-building technique that uses a pictorial storyboard map for a graphic organizer. 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) It focuses on words and phrases that students must know to function while shopping, employed, enjoying recreation and at home.
A) II only B) I only C) III only D) I, II and III
A) Teach all aspects of word knowledge and spelling through specific activities including games, quizzes, etc. B) Encourage writing for real purposes by publishing in innovative ways. C) Encourage the use of different strategies for accessing vocabulary needed and for recording new vocabulary to be used in future writing. 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) Getting the gist B) Using discourse structure to enhance listening strategies C) Finding supporting details D) Recognizing key words
A) Inquiry Based Learning Approach B) Constructivist Learning Approach C) Deductive Approach D) Inductive Approach
A) Stylistic model B) Language model C) Cultural model D) Personal growth 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) 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) I and IV B) I and II C) II, III, IV D) I,II,III
A) Ask students to improvise a role play between two characters in the book. B) Ask students to write what they think will happen next, or what they think happened just before. C) Ask groups of students to discuss the historical background of the text in class. D) Ask students to personalize the text by talking about similar experiences.
A) Literature is an inauthentic material. B) Literature educates the whole person. C) Literature encourages interaction. D) Literature expands language awareness.
A) The Historical Approach B) The Biographical Approach C) The Societal Approach D) The Psychological Approach
A) Oral interpretation B) Role playing C) Book discussions D) Webbing
A) Challenge them to explore those responses and learn something about B) Force them to read whatever literary piece you give them. C) Encourage honest and open responses. D) Encourage toleration.
A) Reader's Theater B) Story Theater C) Creative Dramatics D) Role Playing
A) Scaffolded Instruction B) Independent Reading and Writing C) Modeling D) Cooperative Learning
A) Through Facebook profile B) Through movie posters C) All of the above D) Through poems
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) Have students analyze diverse media forms for their strengths and weaknesses and involve both classic and digital forms. D) Use combinations of media-classic and modern together, leveraging one against the other.
A) Fables, Comic Books, or Songs to read B) Novels C) Short stories D) Magazines, Letters, Diaries or Journals
A) Ask the student to leave the classroom. B) Provide a special task for the student to accomplish during the day. C) Give the student a warning. D) Break the class into smaller groups where the student needs to contribute.
A) The Psychological Approach B) The Philosophical Approach C) The Archetypal Approach D) The Societal Approach
A) Oral interpretation B) Role Playing C) Reader's Theater D) Puppet Theater
A) Scaffolded Instruction B) Cooperative Learning C) Independent Reading and Writing D) Modeling
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 Monkey's Paw B) The Tell-tale Heart C) The Emperor's New Clothes D) A Christmas Carol
A) Creative Writing B) Cloze Procedure C) Interpreting text based from personal experience D) Prediction Exercises
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) III only B) I, II and III C) I only D) II only
A) Level 1 Simple text + more demanding task B) Level 3 Difficult text + more demanding task C) Level 2 Simple text + more demanding task D) Level 4 Difficult text + more demanding task
A) Language-based Approach B) Child-Centered Approach C) Teacher-Centered Approach D) Personal Growth Approach
A) Let them submit weekly reports. B) Assess first the technology literacy level of students. C) Assign a buddy to help motivate students to participate. D) Check their attendance through their blogs.
A) The more senses used in interaction with a source, the better chances for students to learn. B) It encourages educators to plan experiences that will help students apply their learning to real-life situations. 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) Download the whole article and attach it to your presentation. B) Get only the portion you need and cite completely in your references. C) Cite completely in your references regardless of the amount of information you used. D) Use a portion only so you don't have to cite it in your references.
A) Jerome Bruner B) Edgar Dale C) Eliot W. Eisner D) Noam Chomsky
A) I and IV B) I, II, III C) II and III D) II, III and IV
A) Varied interests, abilities, and maturity of the learners B) Representation of religious and cultural groups C) Promotion of faith and confidence in other cultures D) Growth in factual knowledge, literary appreciation, and stimulation of aesthetic values
A) Sexual orientation and gender B) Physical disability C) Culture, native language, and ethnicity portrayed in the textbook D) Gender expression and identity
A) Authors are competent and qualified in the field. B) Topics in human growth and development are presented with dignity and appropriate to the age of the learners. C) Controversial issues represent both sides. D) It contributes to the promotion of cultural values.
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) II only C) III only D) I, II, and III
A) There is immediate response to the answers elicited. B) The teacher can devote more time to individual students. C) Privacy helps the shy and slow learner. D) Large amounts of information can be learned in a shorter time and through a multisensory approach.
A) Collaborative activities B) Specimens of real objects C) Software D) Textbooks
A) Dramatic Experiences B) Direct Purposeful Experience C) Contrived Experiences D) Demonstrations
A) Maximize the space to cover more content. 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) Use tables for information instead of diagrams to show the different forms.
A) Howes B) Silberman C) Patterson D) Jacetot
A) Repetition and role-play B) Silent viewing C) Active viewing D) Freeze framing and prediction
A) Students judge the opinions of others about the issue. B) Students acquaint themselves with the use of online tools. C) Students link as much resources related to the literary piece for further reading. D) Students post their opinions about an issue raised in the literary piece.
A) I, II, and IV B) I, III, IV, and V C) III and V D) I, II, and III
A) It should have a clear connection to his educational objectives. B) It should be audible and appealing to the students. C) It should have subtitles for better comprehension. D) It should be appropriate to the age of the learners.
A) Bruner's 3-Tiered Model of Learning B) Dale's Cone of Experience C) Gagne's Outcomes of Learning D) Bloom's Taxonomy of Learning
A) Authors have contact details. B) Links for further reading are linked. C) Contents relate to your set objectives. D) More advertisements are posted.
A) Write a short version of an existing local story in the barangay. 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) Purchase books himself in the meantime.
A) I, II, III B) III & IV C) II,III, IV D) I & II
A) Study Trips B) Exhibits C) Visual Symbols D) Demonstrations
A) Exhibits B) Visual Symbols C) Study Trips D) Demonstrations |