A) continuous struggles in life B) passage of time C) human's utmost care of one's soul D) humans and their desire for an everlasting life
A) Cruelty B) Beauty C) Power 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 treated as equals of men. D) Women were civilized beings with genuine care for their partners.
A) It is nonexistent. B) It is the decay of the structure itself. C) It is the flecting of man's accomplishments. D) It is the existence of man's achievements.
A) Decisions B) Path C) Scenery D) Untrodden way
A) The tributes must protect the district to avoid more deaths. B) The tributes have to fight each other to win the prize. C) The tributes have to pay for the previous rebellions of their own districts. D) The tributes should willingly sacrifice themselves for Capitol.
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) Padget Powell's A Gentleman's C C) Edgar Allan Poe's Annabel Lee D) Dante Alighieri's The Divine Comedy
A) allegory of human fleeting achievements B) adaptation of the author's biography C) representation of idolatry D) allegory of human soul's journey through hell and purgatory
A) The character lives with discontent and regret in life. B) The character is demotivated and unsecured. C) The character lost track of his and the world's worth. D) The character had lost his senses.
A) Remorse B) Regret C) Reward B. Regret D) Revenge
A) Second Person POV B) Third Person Omniscient POV C) First Person POV D) Third Person Limited POV
A) Use of religious settings B) Use of romantic elements C) Use of realism and symbolisms D) Use of gothic styles
A) It is a town from the lens of two black sisters surviving racial issues. B) It is a fiction with brevity depicting a businessman's fear of failure. C) It is a tale of a poor family who loves their own farm but travels to California for work. D) It is an archetype of traditional small town with kind parents, mischievous children, and young lovers.
A) Disillusion in following an American dream B) Disillusion in pursuit of corruption C) Disillusion in solving crimes D) Disillusion in tribal legacy
A) We continue living despite the dreams we did not reach. B) We dream an unattainable dream. 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) people with unrequited attention C) women with insanity D) women devalued because of appearance
A) People are just mere inhabitants of the world. B) People are with great value and ability. C) People are witnesses of history. D) People are loyal workers.
A) Numbered years of existence are the basis of your worth on earth. B) Numbered years of existence are worth having. C) Numbered years of existence are merely a number. D) Numbered years of existence are clearly a number and memories are worth counting.
A) Everyone is the same and can be special in their own way. B) Everyone is alike and worthy of our time. C) Everyone is alike but not everyone is the same as the ones you spent your moments with. D) Everyone is special and should be treated fairly.
A) Life B) Shelter C) Foundation D) Structure
A) Forbidden relationship B) Unrequited love C) Consummate Love D) Immense love
A) Gothic B) Rural/ pastoral Life C) Industrial progression D) Superstitions
A) Uses rich Baroque style B) Utilizes different POVS C) Uses Yoknapatawpha County as an imagined landscape in most novels D) Makes use of Harlem Renaissance motif
A) Archetype of welcoming parentage B) Character archetype of family's heiress C) Character archetype of prostitution D) Situational archetype of damned parentage
A) Create an environment where learners feel secure and are prepared to take risks. 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) Implicitly teach new language in the context of a theme or topic.
A) News Reporting B) Formal talks, including the oral genres C) Debates D) Mime and Role Play
A) Reading materials found on the internet that are relatable and can be reproduced B) Reading materials that have good visual cues to enable the student to access the story easily C) Materials that suit your own experiences, knowledge and interests 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) II only B) I, II, and III C) I only D) III only
A) Oblige the students to attend different talks and workshops to enhance their listening and oral communication skills. B) Expose the learners to native speakers of English and let them converse. C) Provide many opportunities to hear and practice language through rhymes, songs, chants, games, drama, etc. D) Provide the students take home listening activities.
A) Introduce new patterns of stress and pause. B) Present new intonation patterns and their meanings. C) Come out with new sets of culturally-specific knowledge, values and behaviors. D) Give sets of sounds and sound groupings that are the same with the learners' first language.
A) Argue or judge prematurely. B) Focus on the speaker than the message. C) Evaluate the speaker's credibility. D) Ask questions.
A) Ordering food in your favorite restaurant 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) Chatting to a passenger during a plane flight
A) Use key words to construct the schema of a discourse. B) Anticipate questions related to the topic or situation. C) Infer cause and effect. D) Recognize the order in which words occurred in an utterance.
A) I only B) III only C) II only D) I, II and III
A) Talk as transactions B) Talk as performative C) Talk as interaction D) Talk as performance
A) Cognitive strategies B) Top-down strategy C) Meta-cognitive strategies D) Bottom-up strategy
A) Examine the speaker's evidence and examine emotional appeals. B) Listen for information before evaluating. C) Be opportunistic. D) Evaluate the speaker's credibility.
A) Emotional competence B) Discourse competence C) Social 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) Personalize the speaking activities whenever possible. D) Plan speaking tasks that involve negotiation for meaning.
A) Reading to learn the language B) Reading for cultural knowledge C) Reading for awareness 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) Include both bottom-up and top-down technique. D) Use techniques that are extrinsically motivating.
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) 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) 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) I, II and III B) III only 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 Controlled to Free Approach B) The Paragraph Pattern Approach C) The Free - Writing Approach D) The Communicative Approach
A) Using discourse structure to enhance listening strategies B) Recognizing key words C) Finding supporting details D) Getting the gist
A) Inquiry Based Learning Approach B) Deductive Approach C) Inductive Approach D) Constructivist Learning Approach
A) Stylistic model B) Personal growth model C) Cultural 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) Give the students the full background information of the writer. C) Give students some words from the excerpt and ask them to predict what happens next. D) Present some unfamiliar words which could be found in the text.
A) I,II,III B) I and IV C) I and II D) II, III, IV
A) Ask students to personalize the text by talking about similar experiences. B) Ask groups of students to discuss the historical background of the text in class. 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 encourages interaction. B) Literature expands language awareness. C) Literature educates the whole person. D) Literature is an inauthentic material.
A) The Psychological Approach B) The Societal Approach C) The Biographical Approach D) The Historical Approach
A) Webbing B) Oral interpretation C) Role playing D) Book discussions
A) Challenge them to explore those responses and learn something about B) Encourage honest and open responses. C) Encourage toleration. D) Force them to read whatever literary piece you give them.
A) Role Playing B) Reader's Theater C) Story Theater D) Creative Dramatics
A) Cooperative Learning B) Independent Reading and Writing C) Modeling D) Scaffolded Instruction
A) Through poems B) All of the above C) Through movie posters D) Through Facebook profile
A) Create social media-based reading clubs where you can also ask them personal questions. B) Allow students to choose media while you choose themes and/or academic and/or quality standards. 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) Novels B) Fables, Comic Books, or Songs to read C) Magazines, Letters, Diaries or Journals D) Short stories
A) Give the student a warning. B) Provide a special task for the student to accomplish during the day. C) Ask the student to leave the classroom. D) Break the class into smaller groups where the student needs to contribute.
A) The Philosophical Approach B) The Psychological Approach C) The Archetypal Approach D) The Societal Approach
A) Reader's Theater B) Puppet Theater C) Role Playing D) Oral interpretation
A) Modeling B) Scaffolded Instruction C) Cooperative Learning D) Independent Reading and Writing
A) Activating knowledge about genre, structure and cultural schemata B) Skimming for global and scanning for detailed understanding C) Inferring word meanings and textual meanings D) Filling the gaps and predicting conflicts and solutions
A) A Christmas Carol B) The Monkey's Paw C) The Emperor's New Clothes D) The Tell-tale Heart
A) Cloze Procedure B) Interpreting text based from personal experience C) Prediction Exercises D) Creative Writing
A) It translates text using L1. B) It encourages students to discuss beyond the surface meaning of the text. C) It incorporates moral values in lessons. D) It raises students' awareness of values derived from the text.
A) I, II and III B) III only C) I only D) II only
A) Level 4 Difficult text + more demanding task B) Level 3 Difficult text + more demanding task C) Level 2 Simple text + more demanding task D) Level 1 Simple text + more demanding task
A) Personal Growth Approach B) Teacher-Centered Approach C) Language-based Approach D) Child-Centered Approach
A) Assess first the technology literacy level of students. B) Check their attendance through their blogs. C) Assign a buddy to help motivate students to participate. D) Let them submit weekly reports.
A) The more senses used in interaction with a source, the better chances for students to learn. B) Contrived experiences are those that make the learners act out a role. C) Motion pictures limit the participation of students since it only involves seeing and hearing. 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) Download the whole article and attach it to your presentation. C) Get only the portion you need and cite completely in your references. D) Use a portion only so you don't have to cite it in your references.
A) Jerome Bruner B) Noam Chomsky C) Eliot W. Eisner D) Edgar Dale
A) II, III and IV B) I, II, III C) I and IV D) II and III
A) Representation of religious and cultural groups B) Varied interests, abilities, and maturity of the learners C) Promotion of faith and confidence in other cultures D) Growth in factual knowledge, literary appreciation, and stimulation of aesthetic values
A) Gender expression and identity B) Culture, native language, and ethnicity portrayed in the textbook C) Sexual orientation and gender D) Physical disability
A) Topics in human growth and development are presented with dignity and appropriate to the age of the learners. B) Controversial issues represent both sides. C) Authors are competent and qualified in the field. D) It contributes to the promotion of cultural values.
A) Students have diverse needs and interests. B) Teachers need to showcase their versatility. C) There are lots of materials available. D) It continually challenges the innovation of teachers.
A) I only B) II only C) I, II, and III D) III only
A) The teacher can devote more time to individual students. B) There is immediate response to the answers elicited. 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) Textbooks B) Specimens of real objects C) Software D) Collaborative activities
A) Direct Purposeful Experience B) Contrived Experiences C) Demonstrations D) Dramatic Experiences
A) Use tables for information instead of diagrams to show the different forms. B) Maximize the space to cover more content. C) Observe consistency in backgrounds, colors, and formats for a more focused learners' attention. D) Complete sentences are better for information listed in numbers.
A) Jacetot B) Patterson C) Howes D) Silberman
A) Active viewing B) Silent viewing C) Freeze framing and prediction D) Repetition and role-play
A) Students link as much resources related to the literary piece for further reading. B) Students acquaint themselves with the use of online tools. 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, III, IV, and V B) I, II, and III C) I, II, and IV D) III and V
A) It should have a clear connection to his educational objectives. B) It should be appropriate to the age of the learners. C) It should have subtitles for better comprehension. D) It should be audible and appealing to the students.
A) Dale's Cone of Experience B) Gagne's Outcomes of Learning C) Bloom's Taxonomy of Learning D) Bruner's 3-Tiered Model of Learning
A) Authors have contact details. B) More advertisements are posted. C) Contents relate to your set objectives. D) Links for further reading are linked.
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) III & IV B) I, II, III C) I & II D) II,III, IV
A) Visual Symbols B) Demonstrations C) Exhibits D) Study Trips
A) Demonstrations B) Study Trips C) Exhibits D) Visual Symbols |