A) human's utmost care of one's soul B) passage of time C) continuous struggles in life D) humans and their desire for an everlasting life
A) Beauty B) Innocence C) Power D) Cruelty
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 the flecting of man's accomplishments. B) It is nonexistent. C) It is the decay of the structure itself. D) It is the existence of man's achievements.
A) Scenery B) Path C) Untrodden way D) Decisions
A) The tributes should willingly sacrifice themselves for Capitol. B) The tributes have to fight each other to win the prize. C) The tributes must protect the district to avoid more deaths. D) The tributes have to pay for the previous rebellions of their own districts.
A) Pip from Great Expectations B) D'Artagnan from the Three Musketeers C) Hercules from Hercules D) Beowulf from Beowulf
A) Edgar Allan Poe's Annabel Lee B) Robert Stevenson's Treasure Island 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 lives with discontent and regret in life. B) The character had lost his senses. C) The character lost track of his and the world's worth. D) The character is demotivated and unsecured.
A) Revenge B) Reward B. Regret C) Remorse D) Regret
A) Third Person Omniscient POV B) Third Person Limited POV C) Second Person POV D) First Person 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 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 a fiction with brevity depicting a businessman's fear of failure. D) It is an archetype of traditional small town with kind parents, mischievous children, and young lovers.
A) Disillusion in tribal legacy B) Disillusion in following an American dream C) Disillusion in solving crimes D) Disillusion in pursuit of corruption
A) We dream an unattainable dream. B) We continue living despite the dreams we did not reach. C) We dream that which is further from our reach. D) We aspire but there is no one to share that dream with.
A) people with rebellious practices B) women devalued because of appearance C) people with unrequited attention D) women with insanity
A) People are with great value and ability. B) People are witnesses of history. C) People are just mere inhabitants of the world. D) People are loyal workers.
A) Numbered years of existence are worth having. B) Numbered years of existence are merely a number. C) Numbered years of existence are clearly a number and memories are worth counting. D) Numbered years of existence are the basis of your worth on earth.
A) Everyone is the same and can be special in their own way. B) Everyone is special and should be treated fairly. C) Everyone is alike but not everyone is the same as the ones you spent your moments with. D) Everyone is alike and worthy of our time.
A) Foundation B) Life C) Shelter D) Structure
A) Immense love B) Forbidden relationship C) Unrequited love D) Consummate Love
A) Gothic B) Rural/ pastoral Life C) Industrial progression D) Superstitions
A) Makes use of Harlem Renaissance motif B) Utilizes different POVS C) Uses rich Baroque style D) Uses Yoknapatawpha County as an imagined landscape in most novels
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) Implicitly teach new language in the context of a theme or topic. D) Build on the linguistic understandings students have of their own 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) Books, magazines, newspaper, etc. that are unfamiliar to students C) Reading materials found on the internet that are relatable and can be reproduced D) Reading materials that have good visual cues to enable the student to access the story easily
A) During reading activities B) Pre-reading activities C) Post reading activities D) After reading activities
A) I, II, and III B) I only C) II only D) III only
A) Provide many opportunities to hear and practice language through rhymes, songs, chants, games, drama, etc. B) Oblige the students to attend different talks and workshops to enhance their listening and oral communication skills. C) Provide the students take home listening activities. D) Expose the learners to native speakers of English and let them converse.
A) Give sets of sounds and sound groupings that are the same with the learners' first language. B) Present new intonation patterns and their meanings. C) Introduce new patterns of stress and pause. D) Come out with new sets of culturally-specific knowledge, values and behaviors.
A) Ask questions. B) Evaluate the speaker's credibility. C) Argue or judge prematurely. D) Focus on the speaker than the message.
A) Chatting to a passenger during a plane flight B) Chatting to a school friend over coffee C) Telling a friend about an amusing experience, and hearing him/her recount a similar experience D) Ordering food in your favorite restaurant
A) Use key words to construct the schema of a discourse. B) Anticipate questions related to the topic or situation. C) Recognize the order in which words occurred in an utterance. D) Infer cause and effect.
A) I, II and III B) III only C) I only D) II only
A) Talk as transactions B) Talk as performative C) Talk as interaction D) Talk as performance
A) Meta-cognitive strategies B) Cognitive strategies C) Top-down strategy D) Bottom-up strategy
A) Evaluate the speaker's credibility. B) Be opportunistic. C) Listen for information before evaluating. D) Examine the speaker's evidence and examine emotional appeals.
A) Discourse competence B) Command over minor components of the language. C) Emotional competence D) Social competence
A) Personalize the speaking activities whenever possible. B) Plan speaking tasks that involve negotiation for meaning. C) Design both transactional and interpersonal speaking activities. D) Provide something for the learners to talk about.
A) Reading for awareness B) Reading to learn the language C) Reading for content information D) Reading for cultural knowledge
A) Include both bottom-up and top-down technique. B) Balance authenticity and readability in choosing texts. C) Subdivide the techniques into pre-reading, during reading and post reading 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) Students are taught to read for meaning, not to break the code in reading. C) It is commonly used as a core for teachers. 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) 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 Controlled to Free Approach C) The Paragraph Pattern Approach D) The Communicative Approach
A) Getting the gist B) Finding supporting details C) Using discourse structure to enhance listening strategies D) Recognizing key words
A) Deductive Approach B) Inductive Approach C) Inquiry Based Learning Approach D) Constructivist Learning Approach
A) Language model B) Stylistic model C) Personal growth model D) Cultural model
A) Ask students to discuss the possible story behind a poem. B) Have students read to each other the poem aloud at the same time, checking for each other's pronunciation and rhythm. C) Have a discussion on issues the poem raised and how they relate to the students' lives. D) Ask the students to rewrite the poem, changing the meaning but not the structure.
A) Give students some words from the excerpt and ask them to predict what happens next. B) Ask the students what genre they prefer to read. C) Present some unfamiliar words which could be found in the text. D) Give the students the full background information of the writer.
A) I,II,III B) I and IV C) II, III, 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 groups of students to discuss the historical background of the text in class. C) Ask students to personalize the text by talking about similar experiences. 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 is an inauthentic material. D) Literature educates the whole person.
A) The Biographical Approach B) The Societal Approach C) The Historical Approach D) The Psychological Approach
A) Webbing B) Role playing C) Book discussions D) Oral interpretation
A) Encourage honest and open responses. B) Challenge them to explore those responses and learn something about C) Force them to read whatever literary piece you give them. D) Encourage toleration.
A) Story Theater B) Creative Dramatics C) Role Playing D) Reader's Theater
A) Independent Reading and Writing B) Cooperative Learning C) Scaffolded Instruction D) Modeling
A) All of the above B) Through movie posters C) Through poems D) Through Facebook profile
A) Allow students to choose media while you choose themes and/or academic and/or quality standards. B) Have students analyze diverse media forms for their strengths and weaknesses and involve both classic and digital forms. C) Create social media-based reading clubs where you can also ask them personal questions. D) Use combinations of media-classic and modern together, leveraging one against the other.
A) Fables, Comic Books, or Songs to read B) Magazines, Letters, Diaries or Journals C) Novels D) Short stories
A) Provide a special task for the student to accomplish during the day. B) Break the class into smaller groups where the student needs to contribute. C) Ask the student to leave the classroom. D) Give the student a warning.
A) The Philosophical Approach B) The Archetypal Approach C) The Psychological Approach D) The Societal Approach
A) Role Playing B) Puppet Theater C) Reader's Theater D) Oral interpretation
A) Cooperative Learning B) Independent Reading and Writing C) Modeling D) Scaffolded Instruction
A) Activating knowledge about genre, structure and cultural schemata B) Inferring word meanings and textual meanings C) Skimming for global and scanning for detailed understanding D) Filling the gaps and predicting conflicts and solutions
A) The Monkey's Paw B) The Tell-tale Heart C) A Christmas Carol D) The Emperor's New Clothes
A) Cloze Procedure B) Creative Writing 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) II only C) I only D) I, II and III
A) Level 3 Difficult text + more demanding task B) Level 4 Difficult text + more demanding task C) Level 2 Simple text + more demanding task D) Level 1 Simple text + more demanding task
A) Child-Centered Approach B) Personal Growth Approach C) Teacher-Centered Approach D) Language-based Approach
A) Assign a buddy to help motivate students to participate. B) Let them submit weekly reports. C) Assess first the technology literacy level of students. D) Check their attendance through their blogs.
A) Motion pictures limit the participation of students since it only involves seeing and hearing. B) The more senses used in interaction with a source, the better chances for students to learn. C) It encourages educators to plan experiences that will help students apply their learning to real-life situations. D) Contrived experiences are those that make the learners act out a role.
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) Download the whole article and attach it to your presentation. D) Get only the portion you need and cite completely in your references.
A) Eliot W. Eisner B) Jerome Bruner C) Edgar Dale D) Noam Chomsky
A) II, III and IV B) I and IV C) I, II, III D) II and III
A) Promotion of faith and confidence in other cultures B) Representation of religious and cultural groups C) Varied interests, abilities, and maturity of the learners D) Growth in factual knowledge, literary appreciation, and stimulation of aesthetic values
A) Sexual orientation and gender B) Culture, native language, and ethnicity portrayed in the textbook C) Gender expression and identity D) Physical disability
A) Authors are competent and qualified in the field. B) Controversial issues represent both sides. C) Topics in human growth and development are presented with dignity and appropriate to the age of the learners. D) It contributes to the promotion of cultural values.
A) Students have diverse needs and interests. B) Teachers need to showcase their versatility. C) It continually challenges the innovation of teachers. D) There are lots of materials available.
A) III only B) II only C) I, II, and III D) I only
A) Privacy helps the shy and slow learner. B) Large amounts of information can be learned in a shorter time and through a multisensory approach. C) The teacher can devote more time to individual students. D) There is immediate response to the answers elicited.
A) Textbooks B) Software C) Specimens of real objects D) Collaborative activities
A) Direct Purposeful Experience B) Dramatic Experiences C) Contrived Experiences D) Demonstrations
A) Use tables for information instead of diagrams to show the different forms. B) Observe consistency in backgrounds, colors, and formats for a more focused learners' attention. C) Maximize the space to cover more content. D) Complete sentences are better for information listed in numbers.
A) Howes B) Patterson C) Jacetot D) Silberman
A) Active viewing B) Freeze framing and prediction C) Silent viewing D) Repetition and role-play
A) Students post their opinions about an issue raised in the literary piece. B) Students judge the opinions of others about the issue. C) Students acquaint themselves with the use of online tools. D) Students link as much resources related to the literary piece for further reading.
A) III and V B) I, III, IV, and V C) I, II, and IV 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) Bloom's Taxonomy of Learning B) Gagne's Outcomes of Learning C) Dale's Cone of Experience D) Bruner's 3-Tiered Model of Learning
A) More advertisements are posted. B) Links for further reading are linked. C) Contents relate to your set objectives. D) Authors have contact details.
A) Make a request to the head of the school to procure books for English subject. B) Bring the students to a nearby town library. C) Write a short version of an existing local story in the barangay. D) Purchase books himself in the meantime.
A) II,III, IV B) I & II C) I, II, III D) III & IV
A) Exhibits B) Demonstrations C) Visual Symbols D) Study Trips
A) Demonstrations B) Visual Symbols C) Exhibits D) Study Trips |