A) passage of time B) humans and their desire for an everlasting life C) continuous struggles in life D) human's utmost care of one's soul
A) Innocence B) Cruelty C) Power D) Beauty
A) Women were categorized with an "A" as the heiress of the throne. B) Women were treated as equals of men. C) Women were marked with eternal humiliation for their own mistakes. D) Women were civilized beings with genuine care for their partners.
A) It is the existence of man's achievements. B) It is the decay of the structure itself. C) It is nonexistent. D) It is the flecting of man's accomplishments.
A) Decisions B) Untrodden way C) Scenery D) Path
A) The tributes have to pay for the previous rebellions of their own districts. 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 should willingly sacrifice themselves for Capitol.
A) Pip from Great Expectations B) Hercules from Hercules C) Beowulf from Beowulf D) D'Artagnan from the Three Musketeers
A) Dante Alighieri's The Divine Comedy B) Robert Stevenson's Treasure Island C) Padget Powell's A Gentleman's C D) Edgar Allan Poe's Annabel Lee
A) allegory of human soul's journey through hell and purgatory B) allegory of human fleeting achievements C) adaptation of the author's biography D) representation of idolatry
A) The character had lost his senses. B) The character lost track of his and the world's worth. C) The character lives with discontent and regret in life. D) The character is demotivated and unsecured.
A) Reward B. Regret B) Regret C) Remorse D) Revenge
A) Third Person Omniscient POV B) Third Person Limited POV C) Second Person POV D) First Person POV
A) Use of religious settings B) Use of gothic styles C) Use of realism and symbolisms D) Use of romantic elements
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 tribal legacy B) Disillusion in following an American dream C) Disillusion in pursuit of corruption 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 unrequited attention B) people with rebellious practices 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 merely a number. C) Numbered years of existence are worth having. D) Numbered years of existence are clearly a number and memories are worth counting.
A) Everyone is alike and worthy of our time. B) Everyone is the same and can be special in their own way. C) Everyone is special and should be treated fairly. D) Everyone is alike but not everyone is the same as the ones you spent your moments with.
A) Foundation B) Life C) Structure D) Shelter
A) Unrequited love B) Forbidden relationship C) Consummate Love D) Immense love
A) Rural/ pastoral Life B) Superstitions C) Gothic D) Industrial progression
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 prostitution B) Archetype of welcoming parentage C) Character archetype of family's heiress D) Situational archetype of damned parentage
A) Encourage the use of the learner's first language if the learner is literate in that language. B) Build on the linguistic understandings students have of their own 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) Books, magazines, newspaper, etc. that are unfamiliar to students B) Reading materials found on the internet that are relatable and can be reproduced C) Materials that suit your own experiences, knowledge and interests D) Reading materials that have good visual cues to enable the student to access the story easily
A) After reading activities B) Post reading activities C) Pre-reading activities D) During reading activities
A) III only B) I, II, and III C) II only D) I only
A) Provide the students take home listening activities. B) Expose the learners to native speakers of English and let them converse. 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) Give sets of sounds and sound groupings that are the same with the learners' first language. B) Come out with new sets of culturally-specific knowledge, values and behaviors. C) Introduce new patterns of stress and pause. D) Present new intonation patterns and their meanings.
A) Argue or judge prematurely. B) Focus on the speaker than the message. 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) Anticipate questions related to the topic or situation. B) Use key words to construct the schema of a discourse. C) Infer cause and effect. D) Recognize the order in which words occurred in an utterance.
A) I, II and III B) III only C) II only D) I only
A) Talk as performance B) Talk as transactions C) Talk as performative D) Talk as interaction
A) Cognitive strategies B) Top-down strategy C) Bottom-up strategy 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) Social competence B) Discourse competence C) Command over minor components of the language. D) Emotional competence
A) Personalize the speaking activities whenever possible. B) Design both transactional and interpersonal speaking activities. C) Provide something for the learners to talk about. D) Plan speaking tasks that involve negotiation for meaning.
A) Reading for content information B) Reading for awareness C) Reading to learn the language D) Reading for cultural knowledge
A) Subdivide the techniques into pre-reading, during reading and post reading B) Balance authenticity and readability in choosing texts. C) Use techniques that are extrinsically motivating. D) Include both bottom-up and top-down technique.
A) It is commonly used as a core for teachers. B) It teaches word recognition through learning the relation of the letters to the sounds they represent. C) It integrates development of reading skills with listening, speaking and writing skills. D) Students are taught to read for meaning, not to break the code in reading.
A) It focuses on words and phrases that students must know to function while shopping, employed, enjoying recreation and at home. B) It is an interactive teaching strategy that promotes text comprehension. C) Peer-Assisted Reading Method is a schema-building technique that uses a pictorial storyboard map for a graphic organizer. 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) II only C) I only 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 students to focus on their mistakes before proceeding to the next. D) Encourage writing for real purposes by publishing in innovative ways.
A) The Free - Writing Approach B) The Paragraph Pattern Approach C) The Communicative Approach D) The Controlled to Free Approach
A) Recognizing key words B) Getting the gist C) Using discourse structure to enhance listening strategies D) Finding supporting details
A) Inductive Approach B) Constructivist Learning Approach C) Inquiry Based Learning Approach D) Deductive Approach
A) Cultural model B) Personal growth model C) Stylistic model D) Language model
A) Have students read to each other the poem aloud at the same time, checking for each other's pronunciation and rhythm. B) Have a discussion on issues the poem raised and how they relate to the students' lives. C) Ask students to discuss the possible story behind a poem. 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) Give students some words from the excerpt and ask them to predict what happens next. 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 and II B) I and IV C) I,II,III D) II, III, IV
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 expands language awareness. B) Literature encourages interaction. C) Literature is an inauthentic material. D) Literature educates the whole person.
A) The Psychological Approach B) The Historical Approach C) The Societal Approach D) The Biographical Approach
A) Role playing B) Webbing C) Book discussions D) Oral interpretation
A) Challenge them to explore those responses and learn something about B) Force them to read whatever literary piece you give them. C) Encourage toleration. D) Encourage honest and open responses.
A) Reader's Theater B) Role Playing C) Creative Dramatics D) Story Theater
A) Independent Reading and Writing B) Scaffolded Instruction C) Cooperative Learning D) Modeling
A) Through poems B) Through Facebook profile C) All of the above D) Through movie posters
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) Novels B) Short stories C) Magazines, Letters, Diaries or Journals D) Fables, Comic Books, or Songs to read
A) Give the student a warning. B) Break the class into smaller groups where the student needs to contribute. C) Provide a special task for the student to accomplish during the day. D) Ask the student to leave the classroom.
A) The Psychological Approach B) The Philosophical Approach C) The Archetypal Approach D) The Societal Approach
A) Reader's Theater B) Role Playing C) Puppet Theater D) Oral interpretation
A) Independent Reading and Writing B) Modeling C) Scaffolded Instruction D) Cooperative Learning
A) Skimming for global and scanning for detailed understanding B) Filling the gaps and predicting conflicts and solutions C) Activating knowledge about genre, structure and cultural schemata D) Inferring word meanings and textual meanings
A) The Emperor's New Clothes B) The Monkey's Paw C) A Christmas Carol D) The Tell-tale Heart
A) Prediction Exercises B) Creative Writing C) Interpreting text based from personal experience D) Cloze Procedure
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, II and III B) III only C) I only D) II only
A) Level 2 Simple text + more demanding task B) Level 1 Simple text + more demanding task C) Level 4 Difficult text + more demanding task D) Level 3 Difficult text + more demanding task
A) Personal Growth Approach B) Teacher-Centered Approach C) Child-Centered Approach D) Language-based Approach
A) Assess first the technology literacy level of students. B) Assign a buddy to help motivate students to participate. C) Let them submit weekly reports. D) Check their attendance through their blogs.
A) The more senses used in interaction with a source, the better chances for students to learn. B) It encourages educators to plan experiences that will help students apply their learning to real-life situations. C) Motion pictures limit the participation of students since it only involves seeing and hearing. D) Contrived experiences are those that make the learners act out a role.
A) Download the whole article and attach it to your presentation. B) Use a portion only so you don't have to cite it in your references. C) Cite completely in your references regardless of the amount of information you used. D) Get only the portion you need and cite completely in your references.
A) Edgar Dale B) Noam Chomsky C) Jerome Bruner D) Eliot W. Eisner
A) II and III B) I, II, III C) II, III and IV D) I and IV
A) Growth in factual knowledge, literary appreciation, and stimulation of aesthetic values B) Promotion of faith and confidence in other cultures C) Varied interests, abilities, and maturity of the learners D) Representation of religious and cultural groups
A) Gender expression and identity B) Sexual orientation and gender C) Culture, native language, and ethnicity portrayed in the textbook D) Physical disability
A) It contributes to the promotion of cultural values. B) Topics in human growth and development are presented with dignity and appropriate to the age of the learners. C) Authors are competent and qualified in the field. D) Controversial issues represent both sides.
A) There are lots of materials available. B) It continually challenges the innovation of teachers. C) Students have diverse needs and interests. D) Teachers need to showcase their versatility.
A) II only B) I only C) III only D) I, II, and III
A) Privacy helps the shy and slow learner. B) There is immediate response to the answers elicited. C) The teacher can devote more time to individual students. D) Large amounts of information can be learned in a shorter time and through a multisensory approach.
A) Specimens of real objects B) Textbooks C) Collaborative activities D) Software
A) Demonstrations B) Contrived Experiences C) Dramatic Experiences D) Direct Purposeful Experience
A) Use tables for information instead of diagrams to show the different forms. B) Complete sentences are better for information listed in numbers. C) Observe consistency in backgrounds, colors, and formats for a more focused learners' attention. D) Maximize the space to cover more content.
A) Jacetot B) Howes C) Patterson D) Silberman
A) Repetition and role-play B) Freeze framing and prediction C) Silent viewing D) Active 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 post their opinions about an issue raised in the literary piece. D) Students judge the opinions of others about the issue.
A) I, II, and III B) III and V C) I, III, IV, and V D) I, II, and IV
A) It should have subtitles for better comprehension. B) It should have a clear connection to his educational objectives. C) It should be audible and appealing to the students. D) It should be appropriate to the age of the learners.
A) Bruner's 3-Tiered Model of Learning B) Bloom's Taxonomy of Learning C) Gagne's Outcomes of Learning D) Dale's Cone of Experience
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) 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) Write a short version of an existing local story in the barangay. D) Purchase books himself in the meantime.
A) III & IV B) I & II C) I, II, III D) II,III, IV
A) Demonstrations B) Study Trips C) Visual Symbols D) Exhibits
A) Study Trips B) Exhibits C) Visual Symbols D) Demonstrations |