A) human's utmost care of one's soul B) passage of time C) humans and their desire for an everlasting life D) continuous struggles in life
A) Cruelty B) Power C) Innocence D) Beauty
A) Women were categorized with an "A" as the heiress of the throne. B) Women were civilized beings with genuine care for their partners. C) Women were marked with eternal humiliation for their own mistakes. D) Women were treated as equals of men.
A) It is the decay of the structure itself. B) It is the flecting of man's accomplishments. C) It is the existence of man's achievements. D) It is nonexistent.
A) Decisions B) Scenery C) Path D) Untrodden way
A) The tributes have to pay for the previous rebellions of their own districts. 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 should willingly sacrifice themselves for Capitol.
A) Pip from Great Expectations B) D'Artagnan from the Three Musketeers C) Hercules from Hercules D) Beowulf from Beowulf
A) Padget Powell's A Gentleman's C B) Robert Stevenson's Treasure Island C) Dante Alighieri's The Divine Comedy D) Edgar Allan Poe's Annabel Lee
A) adaptation of the author's biography B) allegory of human soul's journey through hell and purgatory C) allegory of human fleeting achievements D) representation of idolatry
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) Remorse B) Revenge C) Reward B. Regret D) Regret
A) Third Person Omniscient POV B) First Person POV C) Third Person Limited POV D) Second 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 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 an archetype of traditional small town with kind parents, mischievous children, and young lovers. D) It is a tale of a poor family who loves their own farm but travels to California for work.
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 aspire but there is no one to share that dream with. B) We dream that which is further from our reach. C) We continue living despite the dreams we did not reach. D) We dream an unattainable dream.
A) women with insanity B) people with unrequited attention C) people with rebellious practices D) women devalued because of appearance
A) People are loyal workers. B) People are witnesses of history. C) People are with great value and ability. D) People are just mere inhabitants of the world.
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 merely a number. D) Numbered years of existence are worth having.
A) Everyone is alike and worthy of our time. B) Everyone is special and should be treated fairly. C) Everyone is the same and can be special in their own way. D) Everyone is alike but not everyone is the same as the ones you spent your moments with.
A) Foundation B) Life C) Shelter D) Structure
A) Consummate Love B) Immense love C) Unrequited love D) Forbidden relationship
A) Gothic B) Rural/ pastoral Life C) Superstitions D) Industrial progression
A) Utilizes different POVS B) Uses Yoknapatawpha County as an imagined landscape in most novels C) Uses rich Baroque style D) Makes use of Harlem Renaissance motif
A) Character archetype of family's heiress B) Situational archetype of damned parentage C) Archetype of welcoming parentage D) Character archetype of prostitution
A) Create an environment where learners feel secure and are prepared to take risks. B) Build on the linguistic understandings students have of their own language. C) Encourage the use of the learner's first language if the learner is literate in that language. D) Implicitly teach new language in the context of a theme or topic.
A) Mime and Role Play B) Formal talks, including the oral genres C) Debates D) News Reporting
A) Books, magazines, newspaper, etc. that are unfamiliar to students B) Materials that suit your own experiences, knowledge and interests C) Reading materials that have good visual cues to enable the student to access the story easily D) Reading materials found on the internet that are relatable and can be reproduced
A) After reading activities B) Post reading activities C) During reading activities D) Pre-reading activities
A) II only B) III only C) I only D) I, II, and III
A) Provide many opportunities to hear and practice language through rhymes, songs, chants, games, drama, etc. B) Provide the students take home listening activities. C) Expose the learners to native speakers of English and let them converse. D) Oblige the students to attend different talks and workshops to enhance their listening and oral communication skills.
A) Introduce new patterns of stress and pause. B) Give sets of sounds and sound groupings that are the same with the learners' first language. C) Present new intonation patterns and their meanings. D) Come out with new sets of culturally-specific knowledge, values and behaviors.
A) Focus on the speaker than the message. B) Evaluate the speaker's credibility. C) Argue or judge prematurely. D) Ask questions.
A) Chatting to a school friend over coffee B) Chatting to a passenger during a plane flight C) Telling a friend about an amusing experience, and hearing him/her recount a similar experience D) Ordering food in your favorite restaurant
A) Infer cause and effect. B) Anticipate questions related to the topic or situation. C) Recognize the order in which words occurred in an utterance. D) Use key words to construct the schema of a discourse.
A) I, II and III B) II only C) III only D) I only
A) Talk as performative B) Talk as performance C) Talk as transactions D) Talk as interaction
A) Top-down strategy B) Bottom-up strategy C) Meta-cognitive strategies D) Cognitive strategies
A) Examine the speaker's evidence and examine emotional appeals. B) Evaluate the speaker's credibility. C) Listen for information before evaluating. D) Be opportunistic.
A) Emotional competence B) Discourse competence C) Command over minor components of the language. D) Social 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 to learn the language B) Reading for awareness C) Reading for content information D) Reading for cultural knowledge
A) Balance authenticity and readability in choosing texts. B) Subdivide the techniques into pre-reading, during reading and post reading C) Use techniques that are extrinsically motivating. D) Include both bottom-up and top-down technique.
A) It teaches word recognition through learning the relation of the letters to the sounds they represent. B) It is commonly used as a core for teachers. 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 is an interactive teaching strategy that promotes text comprehension. B) Peer-Assisted Reading Method is a schema-building technique that uses a pictorial storyboard map for a graphic organizer. 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) III only C) I, II and III D) II only
A) Encourage students to focus on their mistakes before proceeding to the next. B) Teach all aspects of word knowledge and spelling through specific activities including games, quizzes, etc. C) Encourage the use of different strategies for accessing vocabulary needed and for recording new vocabulary to be used in future writing. D) Encourage writing for real purposes by publishing in innovative ways.
A) The Controlled to Free Approach B) The Communicative Approach C) The Paragraph Pattern Approach D) The Free - Writing Approach
A) Using discourse structure to enhance listening strategies B) Recognizing key words C) Getting the gist D) Finding supporting details
A) Inquiry Based Learning Approach B) Constructivist Learning Approach C) Inductive Approach D) Deductive Approach
A) Stylistic model B) Personal growth model C) Language model D) Cultural model
A) Ask the students to rewrite the poem, changing the meaning but not the structure. 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 students to discuss the possible story behind a poem.
A) Ask the students what genre they prefer to read. B) Present some unfamiliar words which could be found in the text. C) Give students some words from the excerpt and ask them to predict what happens next. D) Give the students the full background information of the writer.
A) I,II,III B) II, III, IV C) I and IV D) I and II
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 groups of students to discuss the historical background of the text in class. D) Ask students to write what they think will happen next, or what they think happened just before.
A) Literature educates the whole person. B) Literature encourages interaction. C) Literature expands language awareness. D) Literature is an inauthentic material.
A) The Biographical Approach B) The Psychological Approach C) The Historical Approach D) The Societal Approach
A) Book discussions B) Role playing C) Oral interpretation D) Webbing
A) Encourage honest and open responses. B) Encourage toleration. C) Force them to read whatever literary piece you give them. D) Challenge them to explore those responses and learn something about
A) Reader's Theater B) Story Theater C) Creative Dramatics D) Role Playing
A) Scaffolded Instruction B) Modeling C) Independent Reading and Writing D) Cooperative Learning
A) Through Facebook profile B) Through poems C) All of the above D) Through movie posters
A) Use combinations of media-classic and modern together, leveraging one against the other. B) Have students analyze diverse media forms for their strengths and weaknesses and involve both classic and digital forms. C) Allow students to choose media while you choose themes and/or academic and/or quality standards. D) Create social media-based reading clubs where you can also ask them personal questions.
A) Short stories B) Magazines, Letters, Diaries or Journals C) Novels D) Fables, Comic Books, or Songs to read
A) Break the class into smaller groups where the student needs to contribute. B) Give the student a warning. 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 Archetypal Approach C) The Philosophical Approach D) The Societal Approach
A) Oral interpretation B) Reader's Theater C) Role Playing D) Puppet Theater
A) Cooperative Learning B) Modeling C) Scaffolded Instruction D) Independent Reading and Writing
A) Filling the gaps and predicting conflicts and solutions B) Activating knowledge about genre, structure and cultural schemata C) Inferring word meanings and textual meanings D) Skimming for global and scanning for detailed understanding
A) The Emperor's New Clothes B) A Christmas Carol C) The Tell-tale Heart D) The Monkey's Paw
A) Interpreting text based from personal experience B) Creative Writing C) Prediction Exercises D) Cloze Procedure
A) It encourages students to discuss beyond the surface meaning of the text. B) It translates text using L1. C) It raises students' awareness of values derived from the text. D) It incorporates moral values in lessons.
A) III only B) II only C) I, II and III D) I 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) Language-based Approach B) Teacher-Centered Approach C) Personal Growth Approach D) Child-Centered Approach
A) Assign a buddy to help motivate students to participate. B) Assess first the technology literacy level of students. C) Let them submit weekly reports. D) Check their attendance through their blogs.
A) Contrived experiences are those that make the learners act out a role. B) Motion pictures limit the participation of students since it only involves seeing and hearing. C) It encourages educators to plan experiences that will help students apply their learning to real-life situations. D) The more senses used in interaction with a source, the better chances for students to learn.
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) Edgar Dale B) Jerome Bruner C) Eliot W. Eisner D) Noam Chomsky
A) I, II, III B) I and IV C) II, III and IV D) II and III
A) Promotion of faith and confidence in other cultures B) Growth in factual knowledge, literary appreciation, and stimulation of aesthetic values C) Varied interests, abilities, and maturity of the learners D) Representation of religious and cultural groups
A) Gender expression and identity B) Culture, native language, and ethnicity portrayed in the textbook C) Sexual orientation and gender D) Physical disability
A) It contributes to the promotion of cultural values. B) Authors are competent and qualified in the field. C) Controversial issues represent both sides. D) Topics in human growth and development are presented with dignity and appropriate to the age of the learners.
A) There are lots of materials available. B) Teachers need to showcase their versatility. C) It continually challenges the innovation of teachers. D) Students have diverse needs and interests.
A) II only B) I, II, and III C) III only D) I only
A) There is immediate response to the answers elicited. B) Privacy helps the shy and slow learner. 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) Software B) Collaborative activities C) Specimens of real objects D) Textbooks
A) Demonstrations B) Contrived Experiences C) Dramatic Experiences D) Direct Purposeful Experience
A) Observe consistency in backgrounds, colors, and formats for a more focused learners' attention. B) Use tables for information instead of diagrams to show the different forms. C) Maximize the space to cover more content. D) Complete sentences are better for information listed in numbers.
A) Howes B) Patterson C) Silberman D) Jacetot
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 judge the opinions of others about the issue. C) Students post their opinions about an issue raised in the literary piece. D) Students acquaint themselves with the use of online tools.
A) I, II, and III B) I, II, and IV C) I, III, IV, and V D) III and V
A) It should have a clear connection to his educational objectives. B) It should have subtitles for better comprehension. C) It should be appropriate to the age of the learners. D) It should be audible and appealing to the students.
A) Bloom's Taxonomy of Learning B) Gagne's Outcomes of Learning C) Bruner's 3-Tiered Model of Learning D) Dale's Cone of Experience
A) Authors have contact details. B) Contents relate to your set objectives. C) Links for further reading are linked. D) More advertisements are posted.
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) I & II B) I, II, III C) III & IV D) II,III, IV
A) Exhibits B) Visual Symbols C) Study Trips D) Demonstrations
A) Demonstrations B) Visual Symbols C) Study Trips D) Exhibits |