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