A) continuous struggles in life B) human's utmost care of one's soul C) humans and their desire for an everlasting life D) passage of time
A) Power B) Beauty C) Cruelty D) Innocence
A) Women were marked with eternal humiliation for their own mistakes. B) Women were civilized beings with genuine care for their partners. C) Women were treated as equals of men. D) Women were categorized with an "A" as the heiress of the throne.
A) It is the existence of man's achievements. B) It is the flecting of man's accomplishments. C) It is nonexistent. D) It is the decay of the structure itself.
A) Decisions B) Path C) Scenery D) Untrodden way
A) The tributes must protect the district to avoid more deaths. B) The tributes should willingly sacrifice themselves for Capitol. C) The tributes have to pay for the previous rebellions of their own districts. D) The tributes have to fight each other to win the prize.
A) Beowulf from Beowulf B) D'Artagnan from the Three Musketeers C) Pip from Great Expectations D) Hercules from Hercules
A) Padget Powell's A Gentleman's C B) Edgar Allan Poe's Annabel Lee C) Robert Stevenson's Treasure Island D) Dante Alighieri's The Divine Comedy
A) representation of idolatry B) allegory of human fleeting achievements C) allegory of human soul's journey through hell and purgatory D) adaptation of the author's biography
A) The character lost track of his and the world's worth. B) The character is demotivated and unsecured. C) The character had lost his senses. D) The character lives with discontent and regret in life.
A) Regret B) Revenge C) Remorse D) Reward B. Regret
A) Third Person Limited POV B) Third Person Omniscient POV C) First Person POV D) Second Person POV
A) Use of romantic elements B) Use of realism and symbolisms C) Use of gothic styles D) Use of religious settings
A) It is a town from the lens of two black sisters surviving racial issues. 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 fiction with brevity depicting a businessman's fear of failure.
A) Disillusion in following an American dream B) Disillusion in tribal legacy C) Disillusion in solving crimes D) Disillusion in pursuit of corruption
A) We dream an unattainable dream. B) We dream that which is further from our reach. 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 with insanity B) people with rebellious practices C) people with unrequited attention D) women devalued because of appearance
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 merely a number. B) Numbered years of existence are clearly a number and memories are worth counting. C) Numbered years of existence are the basis of your worth on earth. D) Numbered years of existence are worth having.
A) Everyone is the same and can be special in their own way. 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 special and should be treated fairly.
A) Structure B) Foundation C) Shelter D) Life
A) Immense love B) Consummate Love C) Unrequited love D) Forbidden relationship
A) Rural/ pastoral Life B) Gothic C) Superstitions D) Industrial progression
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) Situational archetype of damned parentage B) Character archetype of family's heiress C) Archetype of welcoming parentage D) Character archetype of prostitution
A) Build on the linguistic understandings students have of their own language. B) Encourage the use of the learner's first language if the learner is literate in that language. C) Implicitly teach new language in the context of a theme or topic. D) Create an environment where learners feel secure and are prepared to take risks.
A) Debates B) Mime and Role Play C) News Reporting D) Formal talks, including the oral genres
A) Reading materials that have good visual cues to enable the student to access the story easily B) Books, magazines, newspaper, etc. that are unfamiliar to students C) Reading materials found on the internet that are relatable and can be reproduced D) Materials that suit your own experiences, knowledge and interests
A) Post reading activities B) Pre-reading activities C) During reading activities D) After reading activities
A) I only B) III only C) I, II, and III D) II 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) Provide many opportunities to hear and practice language through rhymes, songs, chants, games, drama, etc. D) Expose the learners to native speakers of English and let them converse.
A) Come out with new sets of culturally-specific knowledge, values and behaviors. B) Introduce new patterns of stress and pause. C) Present new intonation patterns and their meanings. D) Give sets of sounds and sound groupings that are the same with the learners' first language.
A) Focus on the speaker than the message. B) Argue or judge prematurely. C) Ask questions. D) Evaluate the speaker's credibility.
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) Recognize the order in which words occurred in an utterance. C) Infer cause and effect. D) Anticipate questions related to the topic or situation.
A) I, II and III B) II only C) I only D) III only
A) Talk as performance B) Talk as transactions C) Talk as performative D) Talk as interaction
A) Bottom-up strategy B) Cognitive strategies C) Meta-cognitive strategies D) Top-down strategy
A) Listen for information before evaluating. B) Evaluate the speaker's credibility. C) Be opportunistic. D) Examine the speaker's evidence and examine emotional appeals.
A) Discourse competence B) Emotional competence C) Social competence D) Command over minor components of the language.
A) Design both transactional and interpersonal speaking activities. B) Personalize the speaking activities whenever possible. C) Plan speaking tasks that involve negotiation for meaning. D) Provide something for the learners to talk about.
A) Reading for awareness B) Reading for cultural knowledge C) Reading to learn the language D) Reading for content information
A) Use techniques that are extrinsically motivating. B) Include both bottom-up and top-down technique. C) Subdivide the techniques into pre-reading, during reading and post reading D) Balance authenticity and readability in choosing texts.
A) It teaches word recognition through learning the relation of the letters to the sounds they represent. B) It integrates development of reading skills with listening, speaking and writing skills. C) It is commonly used as a core for teachers. D) Students are taught to read for meaning, not to break the code in reading.
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 only B) I, II and III C) II only D) III only
A) Encourage writing for real purposes by publishing in innovative ways. B) Encourage students to focus on their mistakes before proceeding to the next. C) Teach all aspects of word knowledge and spelling through specific activities including games, quizzes, etc. D) Encourage the use of different strategies for accessing vocabulary needed and for recording new vocabulary to be used in future writing.
A) The Controlled to Free Approach B) The Communicative Approach C) The Free - Writing Approach D) The Paragraph Pattern Approach
A) Using discourse structure to enhance listening strategies B) Recognizing key words C) Getting the gist 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) Ask students to discuss the possible story behind a poem. B) Have a discussion on issues the poem raised and how they relate to the students' lives. C) Have students read to each other the poem aloud at the same time, checking for each other's pronunciation and rhythm. D) Ask the students to rewrite the poem, changing the meaning but not the structure.
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 and IV B) I and II C) II, III, IV D) I,II,III
A) Ask students to personalize the text by talking about similar experiences. B) Ask students to improvise a role play between two characters in the book. C) Ask students to write what they think will happen next, or what they think happened just before. 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 educates the whole person. D) Literature expands language awareness.
A) The Societal Approach B) The Psychological Approach C) The Historical Approach D) The Biographical Approach
A) Role playing B) Webbing C) Oral interpretation D) Book discussions
A) Encourage toleration. B) Encourage honest and open responses. C) Force them to read whatever literary piece you give them. D) Challenge them to explore those responses and learn something about
A) Creative Dramatics B) Role Playing C) Reader's Theater D) Story Theater
A) Cooperative Learning B) Modeling C) Scaffolded Instruction D) Independent Reading and Writing
A) Through poems B) All of the above C) Through Facebook profile D) Through movie posters
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) Fables, Comic Books, or Songs to read B) Novels C) Magazines, Letters, Diaries or Journals D) Short stories
A) Give the student a warning. B) Break the class into smaller groups where the student needs to contribute. C) Ask the student to leave the classroom. D) Provide a special task for the student to accomplish during the day.
A) The Societal Approach B) The Psychological Approach C) The Archetypal Approach D) The Philosophical Approach
A) Puppet Theater B) Oral interpretation C) Role Playing D) Reader's Theater
A) Cooperative Learning B) Scaffolded Instruction C) Modeling D) Independent Reading and Writing
A) Inferring word meanings and textual meanings B) Activating knowledge about genre, structure and cultural schemata C) Skimming for global and scanning for detailed understanding D) Filling the gaps and predicting conflicts and solutions
A) The Tell-tale Heart B) The Emperor's New Clothes C) The Monkey's Paw D) A Christmas Carol
A) Cloze Procedure B) Creative Writing C) Prediction Exercises 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) I only B) III only C) II only D) I, II and III
A) Level 2 Simple text + more demanding task B) Level 3 Difficult text + more demanding task C) Level 1 Simple text + more demanding task D) Level 4 Difficult text + more demanding task
A) Child-Centered Approach B) Personal Growth Approach C) Language-based Approach D) Teacher-Centered Approach
A) Check their attendance through their blogs. B) Assess first the technology literacy level of students. 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) It encourages educators to plan experiences that will help students apply their learning to real-life situations. D) Motion pictures limit the participation of students since it only involves seeing and hearing.
A) Get only the portion you need and cite completely in your references. B) Use a portion only so you don't have to cite it in your references. C) Download the whole article and attach it to your presentation. D) Cite completely in your references regardless of the amount of information you used.
A) Jerome Bruner B) Eliot W. Eisner C) Noam Chomsky D) Edgar Dale
A) I, II, III B) II, III and IV C) II and III D) I and IV
A) Representation of religious and cultural groups B) Promotion of faith and confidence in other cultures C) Growth in factual knowledge, literary appreciation, and stimulation of aesthetic values D) Varied interests, abilities, and maturity of the learners
A) Sexual orientation and gender B) Gender expression and identity C) Culture, native language, and ethnicity portrayed in the textbook D) Physical disability
A) Controversial issues represent both sides. B) Authors are competent and qualified in the field. C) It contributes to the promotion of cultural values. D) Topics in human growth and development are presented with dignity and appropriate to the age of the learners.
A) Students have diverse needs and interests. B) It continually challenges the innovation of teachers. C) Teachers need to showcase their versatility. D) There are lots of materials available.
A) I only B) II only C) III only D) I, II, and III
A) There is immediate response to the answers elicited. B) Large amounts of information can be learned in a shorter time and through a multisensory approach. C) Privacy helps the shy and slow learner. D) The teacher can devote more time to individual students.
A) Textbooks B) Specimens of real objects C) Collaborative activities D) Software
A) Direct Purposeful Experience B) Contrived Experiences C) Dramatic 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) Maximize the space to cover more content. D) Use tables for information instead of diagrams to show the different forms.
A) Silberman B) Jacetot C) Patterson D) Howes
A) Active viewing B) Freeze framing and prediction C) Silent viewing D) Repetition and role-play
A) Students acquaint themselves with the use of online tools. B) Students post their opinions about an issue raised in the literary piece. C) Students judge the opinions of others about the issue. D) Students link as much resources related to the literary piece for further reading.
A) I, II, and IV B) I, II, and III C) III and V D) I, III, IV, and V
A) It should be audible and appealing to the students. B) It should have a clear connection to his educational objectives. C) It should have subtitles for better comprehension. D) It should be appropriate to the age of the learners.
A) Dale's Cone of Experience B) Gagne's Outcomes of Learning C) Bruner's 3-Tiered Model of Learning D) Bloom's Taxonomy of Learning
A) Links for further reading are linked. B) More advertisements are posted. C) Contents relate to your set objectives. D) Authors have contact details.
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) II,III, IV B) I & II C) I, II, III D) III & IV
A) Exhibits B) Visual Symbols C) Demonstrations D) Study Trips
A) Visual Symbols B) Exhibits C) Demonstrations D) Study Trips |