A) humans and their desire for an everlasting life B) human's utmost care of one's soul C) passage of time D) continuous struggles in life
A) Cruelty B) Beauty C) Innocence D) Power
A) Women were marked with eternal humiliation for their own mistakes. B) Women were treated as equals of men. C) Women were categorized with an "A" as the heiress of the throne. D) Women were civilized beings with genuine care for their partners.
A) It is the flecting of man's accomplishments. B) It is the existence of man's achievements. C) It is the decay of the structure itself. D) It is nonexistent.
A) Path B) Decisions C) Untrodden way D) Scenery
A) The tributes should willingly sacrifice themselves for Capitol. B) The tributes must protect the district to avoid more deaths. C) The tributes have to fight each other to win the prize. D) The tributes have to pay for the previous rebellions of their own districts.
A) Pip from Great Expectations B) Beowulf from Beowulf C) D'Artagnan from the Three Musketeers D) Hercules from Hercules
A) Edgar Allan Poe's Annabel Lee B) Padget Powell's A Gentleman's C C) Robert Stevenson's Treasure Island D) Dante Alighieri's The Divine Comedy
A) allegory of human soul's journey through hell and purgatory B) allegory of human fleeting achievements C) representation of idolatry D) adaptation of the author's biography
A) The character lost track of his and the world's worth. B) The character had lost his senses. C) The character lives with discontent and regret in life. D) The character is demotivated and unsecured.
A) Regret B) Remorse C) Revenge D) Reward B. Regret
A) Third Person Limited POV B) Third Person Omniscient POV C) Second Person POV D) First Person POV
A) Use of romantic elements B) Use of gothic styles C) Use of religious settings D) Use of realism and symbolisms
A) It is a fiction with brevity depicting a businessman's fear of failure. B) It is a town from the lens of two black sisters surviving racial issues. 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 tribal legacy C) Disillusion in pursuit of corruption D) Disillusion in solving crimes
A) We dream an unattainable dream. B) We dream that which is further from our reach. C) We aspire but there is no one to share that dream with. D) We continue living despite the dreams we did not reach.
A) women devalued because of appearance B) women with insanity C) people with unrequited attention D) people with rebellious practices
A) People are witnesses of history. B) People are just mere inhabitants of the world. C) People are with great value and ability. D) People are loyal workers.
A) Numbered years of existence are clearly a number and memories are worth counting. B) Numbered years of existence are the basis of your worth on earth. 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) Shelter B) Life C) Foundation D) Structure
A) Forbidden relationship B) Unrequited love C) Consummate Love D) Immense love
A) Rural/ pastoral Life B) Industrial progression C) Superstitions D) Gothic
A) Utilizes different POVS B) Uses rich Baroque style 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 prostitution C) Character archetype of family's heiress D) Archetype of welcoming parentage
A) Encourage the use of the learner's first language if the learner is literate in that language. B) Create an environment where learners feel secure and are prepared to take risks. 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) Debates B) Mime and Role Play C) News Reporting D) Formal talks, including the oral genres
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) During reading activities B) After reading activities C) Pre-reading activities D) Post reading activities
A) III only B) I only C) I, II, and III D) II only
A) Expose the learners to native speakers of English and let them converse. B) Provide the students take home listening activities. C) Oblige the students to attend different talks and workshops to enhance their listening and oral communication skills. D) Provide many opportunities to hear and practice language through rhymes, songs, chants, games, drama, etc.
A) Present new intonation patterns and their meanings. B) Introduce new patterns of stress and pause. 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) Ask questions. B) Argue or judge prematurely. C) Focus on the speaker than the message. D) Evaluate the speaker's credibility.
A) Chatting to a passenger during a plane flight B) Chatting to a school friend over coffee C) Ordering food in your favorite restaurant D) Telling a friend about an amusing experience, and hearing him/her recount a similar experience
A) Infer cause and effect. B) Anticipate questions related to the topic or situation. C) Use key words to construct the schema of a discourse. D) Recognize the order in which words occurred in an utterance.
A) III only B) II only C) I, II and III D) I only
A) Talk as performance B) Talk as transactions C) Talk as performative D) Talk as interaction
A) Top-down strategy B) Bottom-up strategy C) Cognitive strategies D) Meta-cognitive strategies
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) Command over minor components of the language. C) Discourse competence D) Social competence
A) Plan speaking tasks that involve negotiation for meaning. B) Design both transactional and interpersonal speaking activities. C) Personalize the speaking activities whenever possible. D) Provide something for the learners to talk about.
A) Reading for content information B) Reading for awareness C) Reading for cultural knowledge D) Reading to learn the language
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 integrates development of reading skills with listening, speaking and writing skills. 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 teaches word recognition through learning the relation of the letters to the sounds they represent.
A) Students are paired with one low achieving reader and one high achieving reader and the reading material should be at the lower level. 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) Peer-Assisted Reading Method is a schema-building technique that uses a pictorial storyboard map for a graphic organizer.
A) I only B) I, II and III C) III only D) II only
A) Teach all aspects of word knowledge and spelling through specific activities including games, quizzes, etc. B) Encourage students to focus on their mistakes before proceeding to the next. C) Encourage writing for real purposes by publishing in innovative ways. D) Encourage the use of different strategies for accessing vocabulary needed and for recording new vocabulary to be used in future writing.
A) The Communicative Approach B) The Free - Writing Approach C) The Controlled to Free Approach D) The Paragraph Pattern Approach
A) Finding supporting details B) Recognizing key words C) Getting the gist D) Using discourse structure to enhance listening strategies
A) Inductive Approach B) Inquiry Based Learning Approach C) Deductive Approach D) Constructivist Learning Approach
A) Stylistic model B) Language model C) Cultural model D) Personal growth model
A) Have students read to each other the poem aloud at the same time, checking for each other's pronunciation and rhythm. B) Ask the students to rewrite the poem, changing the meaning but not the structure. C) Have a discussion on issues the poem raised and how they relate to the students' lives. D) Ask students to discuss the possible story behind a poem.
A) Give students some words from the excerpt and ask them to predict what happens next. B) Present some unfamiliar words which could be found in the text. C) Give the students the full background information of the writer. D) Ask the students what genre they prefer to read.
A) I and II B) II, III, IV C) I,II,III D) I and IV
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 expands language awareness. B) Literature encourages interaction. C) Literature is an inauthentic material. D) Literature educates the whole person.
A) The Societal Approach B) The Biographical Approach C) The Historical Approach D) The Psychological Approach
A) Role playing B) Oral interpretation C) Webbing D) Book discussions
A) Force them to read whatever literary piece you give them. B) Encourage toleration. C) Encourage honest and open responses. D) Challenge them to explore those responses and learn something about
A) Story Theater B) Reader's Theater C) Creative Dramatics D) Role Playing
A) Modeling B) Cooperative Learning C) Scaffolded Instruction D) Independent Reading and Writing
A) Through movie posters B) Through poems C) All of the above D) Through Facebook profile
A) Have students analyze diverse media forms for their strengths and weaknesses and involve both classic and digital forms. B) Allow students to choose media while you choose themes and/or academic and/or quality standards. C) Use combinations of media-classic and modern together, leveraging one against the other. D) Create social media-based reading clubs where you can also ask them personal questions.
A) Magazines, Letters, Diaries or Journals B) Short stories C) Fables, Comic Books, or Songs to read D) Novels
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 Archetypal Approach B) The Philosophical Approach C) The Societal Approach D) The Psychological Approach
A) Puppet Theater B) Role Playing C) Reader's Theater D) Oral interpretation
A) Cooperative Learning B) Modeling C) Independent Reading and Writing D) Scaffolded Instruction
A) Skimming for global and scanning for detailed understanding B) Inferring word meanings and textual meanings C) Activating knowledge about genre, structure and cultural schemata D) Filling the gaps and predicting conflicts and solutions
A) The Emperor's New Clothes B) The Monkey's Paw C) A Christmas Carol D) The Tell-tale Heart
A) Cloze Procedure B) Creative Writing C) Interpreting text based from personal experience D) Prediction Exercises
A) It encourages students to discuss beyond the surface meaning of the text. B) It incorporates moral values in lessons. C) It translates text using L1. D) It raises students' awareness of values derived from the text.
A) I, II and III B) II only C) I only D) III only
A) Level 2 Simple text + more demanding task B) Level 4 Difficult text + more demanding task C) Level 1 Simple text + more demanding task D) Level 3 Difficult text + more demanding task
A) Teacher-Centered Approach B) Language-based Approach C) Personal Growth Approach D) Child-Centered Approach
A) Check their attendance through their blogs. B) Let them submit weekly reports. C) Assess first the technology literacy level of students. 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) Get only the portion you need and cite completely in your references. C) Download the whole article and attach it to your presentation. D) Use a portion only so you don't have to cite it in your references.
A) Eliot W. Eisner B) Noam Chomsky C) Jerome Bruner D) Edgar Dale
A) I and IV B) II and III C) II, III and IV D) I, II, 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) Culture, native language, and ethnicity portrayed in the textbook B) Physical disability C) Sexual orientation and gender 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) It continually challenges the innovation of teachers. B) Teachers need to showcase their versatility. C) There are lots of materials available. D) Students have diverse needs and interests.
A) I, II, and III B) II only C) I only D) III only
A) Large amounts of information can be learned in a shorter time and through a multisensory approach. B) Privacy helps the shy and slow learner. C) The teacher can devote more time to individual students. D) There is immediate response to the answers elicited.
A) Specimens of real objects B) Collaborative activities C) Textbooks D) Software
A) Direct Purposeful Experience B) Contrived Experiences C) Dramatic Experiences D) Demonstrations
A) Maximize the space to cover more content. B) Observe consistency in backgrounds, colors, and formats for a more focused learners' attention. C) Use tables for information instead of diagrams to show the different forms. D) Complete sentences are better for information listed in numbers.
A) Howes B) Jacetot C) Patterson D) Silberman
A) Silent viewing B) Active viewing C) Repetition and role-play D) Freeze framing and prediction
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) 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 have subtitles for better comprehension. C) It should be audible and appealing to the students. D) It should be appropriate to the age of the learners.
A) Bloom's Taxonomy of Learning B) Dale's Cone of Experience C) Gagne's Outcomes of Learning D) Bruner's 3-Tiered Model of Learning
A) Links for further reading are linked. B) Contents relate to your set objectives. C) More advertisements are posted. D) Authors have contact details.
A) Make a request to the head of the school to procure books for English subject. B) Purchase books himself in the meantime. C) Bring the students to a nearby town library. D) Write a short version of an existing local story in the barangay.
A) I & II B) I, II, III C) III & IV D) II,III, IV
A) Demonstrations B) Study Trips C) Exhibits D) Visual Symbols
A) Exhibits B) Study Trips C) Demonstrations D) Visual Symbols |