A) passage of time B) humans and their desire for an everlasting life C) human's utmost care of one's soul D) continuous struggles in life
A) Innocence B) Beauty C) Power D) Cruelty
A) Women were civilized beings with genuine care for their partners. B) Women were marked with eternal humiliation for their own mistakes. 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 flecting of man's accomplishments. B) It is the decay of the structure itself. C) It is the existence of man's achievements. D) It is nonexistent.
A) Decisions B) Untrodden way C) Path D) Scenery
A) The tributes have to fight each other to win the prize. B) The tributes must protect the district to avoid more deaths. C) The tributes should willingly sacrifice themselves for Capitol. D) The tributes have to pay for the previous rebellions of their own districts.
A) Hercules from Hercules B) D'Artagnan from the Three Musketeers C) Pip from Great Expectations D) Beowulf from Beowulf
A) Edgar Allan Poe's Annabel Lee B) Robert Stevenson's Treasure Island C) Padget Powell's A Gentleman's C D) Dante Alighieri's The Divine Comedy
A) allegory of human fleeting achievements B) adaptation of the author's biography C) allegory of human soul's journey through hell and purgatory 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 lives with discontent and regret in life. D) The character had lost his senses.
A) Remorse B) Reward B. Regret C) Revenge D) Regret
A) First Person POV B) Third Person Limited POV C) Third Person Omniscient POV D) Second Person POV
A) Use of realism and symbolisms B) Use of religious settings C) Use of romantic elements D) Use of gothic styles
A) It is a tale of a poor family who loves their own farm but travels to California for work. 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 town from the lens of two black sisters surviving racial issues.
A) Disillusion in pursuit of corruption B) Disillusion in solving crimes C) Disillusion in following an American dream D) Disillusion in tribal legacy
A) We dream an unattainable dream. B) We aspire but there is no one to share that dream with. C) We dream that which is further from our reach. D) We continue living despite the dreams we did not reach.
A) people with unrequited attention B) people with rebellious practices C) women devalued because of appearance D) women with insanity
A) People are just mere inhabitants of the world. B) People are witnesses of history. C) People are loyal workers. D) People are with great value and ability.
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 special and should be treated fairly. B) Everyone is alike and worthy of our time. 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) Structure B) Shelter C) Foundation D) Life
A) Unrequited love B) Forbidden relationship C) Immense love D) Consummate Love
A) Superstitions B) Industrial progression C) Rural/ pastoral Life D) Gothic
A) Makes use of Harlem Renaissance motif B) Utilizes different POVS C) Uses Yoknapatawpha County as an imagined landscape in most novels D) Uses rich Baroque style
A) Character archetype of prostitution B) Character archetype of family's heiress C) Archetype of welcoming parentage 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) Formal talks, including the oral genres B) Mime and Role Play C) Debates D) News Reporting
A) Reading materials that have good visual cues to enable the student to access the story easily B) Reading materials found on the internet that are relatable and can be reproduced C) Books, magazines, newspaper, etc. that are unfamiliar to students D) Materials that suit your own experiences, knowledge and interests
A) During reading activities B) After reading activities C) Post reading activities D) Pre-reading activities
A) I only B) I, II, and III C) III only D) II only
A) Expose the learners to native speakers of English and let them converse. B) Provide many opportunities to hear and practice language through rhymes, songs, chants, games, drama, etc. C) Provide the students take home listening activities. D) Oblige the students to attend different talks and workshops to enhance their listening and oral communication skills.
A) Present new intonation patterns and their meanings. B) Give sets of sounds and sound groupings that are the same with the learners' first language. C) Come out with new sets of culturally-specific knowledge, values and behaviors. D) Introduce new patterns of stress and pause.
A) Focus on the speaker than the message. B) Argue or judge prematurely. C) Ask questions. D) Evaluate the speaker's credibility.
A) Chatting to a passenger during a plane flight B) Ordering food in your favorite restaurant C) Chatting to a school friend over coffee D) Telling a friend about an amusing experience, and hearing him/her recount a similar experience
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 only B) I, II and III C) III only D) II only
A) Talk as performative B) Talk as interaction C) Talk as performance D) Talk as transactions
A) Cognitive strategies B) Top-down strategy C) Bottom-up strategy D) Meta-cognitive strategies
A) Be opportunistic. B) Evaluate the speaker's credibility. C) Examine the speaker's evidence and examine emotional appeals. D) Listen for information before evaluating.
A) Discourse competence B) Emotional competence C) Social competence D) Command over minor components of the language.
A) Provide something for the learners to talk about. B) Plan speaking tasks that involve negotiation for meaning. C) Personalize the speaking activities whenever possible. D) Design both transactional and interpersonal speaking activities.
A) Reading to learn the language B) Reading for cultural knowledge C) Reading for content information D) Reading for awareness
A) Include both bottom-up and top-down technique. B) Use techniques that are extrinsically motivating. 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 teaches word recognition through learning the relation of the letters to the sounds they represent. C) Students are taught to read for meaning, not to break the code in reading. D) It is commonly used as a core for teachers.
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) 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) III only B) II only C) I, II and III D) I only
A) Encourage the use of different strategies for accessing vocabulary needed and for recording new vocabulary to be used in future writing. B) Encourage writing for real purposes by publishing in innovative ways. C) Encourage students to focus on their mistakes before proceeding to the next. D) Teach all aspects of word knowledge and spelling through specific activities including games, quizzes, etc.
A) The Communicative Approach B) The Free - Writing Approach C) The Paragraph Pattern Approach D) The Controlled to Free Approach
A) Recognizing key words B) Using discourse structure to enhance listening strategies C) Getting the gist D) Finding supporting details
A) Inquiry Based Learning Approach B) Deductive Approach C) Inductive Approach D) Constructivist Learning Approach
A) Personal growth model B) Stylistic model C) Cultural 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) Ask students to discuss the possible story behind a poem. C) Ask the students to rewrite the poem, changing the meaning but not the structure. D) Have a discussion on issues the poem raised and how they relate to the students' lives.
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,II,III B) I and IV C) I and II D) II, III, IV
A) Ask students to personalize the text by talking about similar experiences. B) Ask students to write what they think will happen next, or what they think happened just before. C) Ask groups of students to discuss the historical background of the text in class. D) Ask students to improvise a role play between two characters in the book.
A) Literature educates the whole person. B) Literature is an inauthentic material. C) Literature encourages interaction. D) Literature expands language awareness.
A) The Psychological Approach B) The Historical Approach C) The Biographical Approach D) The Societal Approach
A) Role playing B) Webbing C) Oral interpretation 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) Role Playing B) Creative Dramatics C) Story Theater D) Reader's Theater
A) Cooperative Learning B) Scaffolded Instruction C) Modeling D) Independent Reading and Writing
A) All of the above B) Through poems C) Through movie posters D) Through Facebook profile
A) Allow students to choose media while you choose themes and/or academic and/or quality standards. B) Use combinations of media-classic and modern together, leveraging one against the other. C) Have students analyze diverse media forms for their strengths and weaknesses and involve both classic and digital forms. D) Create social media-based reading clubs where you can also ask them personal questions.
A) Novels B) Short stories C) Magazines, Letters, Diaries or Journals D) Fables, Comic Books, or Songs to read
A) Ask the student to leave the classroom. B) Break the class into smaller groups where the student needs to contribute. C) Give the student a warning. D) Provide a special task for the student to accomplish during the day.
A) The Philosophical Approach B) The Archetypal Approach C) The Societal Approach D) The Psychological Approach
A) Role Playing B) Oral interpretation C) Reader's Theater D) Puppet Theater
A) Modeling B) Cooperative Learning C) Independent Reading and Writing D) Scaffolded Instruction
A) Inferring word meanings and textual meanings B) Filling the gaps and predicting conflicts and solutions C) Activating knowledge about genre, structure and cultural schemata D) Skimming for global and scanning for detailed understanding
A) The Emperor's New Clothes B) The Tell-tale Heart C) The Monkey's Paw D) A Christmas Carol
A) Prediction Exercises B) Cloze Procedure C) Creative Writing D) Interpreting text based from personal experience
A) It translates text using L1. B) It raises students' awareness of values derived from the text. C) It incorporates moral values in lessons. D) It encourages students to discuss beyond the surface meaning of the text.
A) III only B) I only C) I, II and III D) II only
A) Level 4 Difficult text + more demanding task B) Level 3 Difficult text + more demanding task C) Level 1 Simple text + more demanding task D) Level 2 Simple text + more demanding task
A) Teacher-Centered Approach B) Personal Growth Approach C) Language-based Approach D) Child-Centered Approach
A) Let them submit weekly reports. B) Assign a buddy to help motivate students to participate. C) Check their attendance through their blogs. D) Assess first the technology literacy level of students.
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) 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) Cite completely in your references regardless of the amount of information you used. B) Use a portion only so you don't have to cite it in your references. C) Get only the portion you need and cite completely in your references. D) Download the whole article and attach it to your presentation.
A) Edgar Dale B) Jerome Bruner C) Eliot W. Eisner D) Noam Chomsky
A) II and III B) II, III and IV C) I and IV D) I, II, III
A) Varied interests, abilities, and maturity of the learners B) Promotion of faith and confidence in other cultures C) Growth in factual knowledge, literary appreciation, and stimulation of aesthetic values D) Representation of religious and cultural groups
A) Physical disability B) Gender expression and identity C) Culture, native language, and ethnicity portrayed in the textbook D) Sexual orientation and gender
A) Topics in human growth and development are presented with dignity and appropriate to the age of the learners. B) Controversial issues represent both sides. C) Authors are competent and qualified in the field. D) It contributes to the promotion of cultural values.
A) It continually challenges the innovation of teachers. B) Students have diverse needs and interests. C) There are lots of materials available. D) Teachers need to showcase their versatility.
A) I, II, and III B) II only C) I only D) III only
A) The teacher can devote more time to individual students. B) There is immediate response to the answers elicited. C) Privacy helps the shy and slow learner. D) Large amounts of information can be learned in a shorter time and through a multisensory approach.
A) Software B) Specimens of real objects C) Textbooks D) Collaborative activities
A) Contrived Experiences B) Demonstrations C) Direct Purposeful Experience D) Dramatic Experiences
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) Jacetot C) Silberman D) Patterson
A) Repetition and role-play B) Silent viewing C) Active viewing D) Freeze framing and prediction
A) Students judge the opinions of others about the issue. B) Students acquaint themselves with the use of online tools. C) Students post their opinions about an issue raised in the literary piece. D) Students link as much resources related to the literary piece for further reading.
A) I, III, IV, and V B) III 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 appropriate to the age of the learners. C) It should have subtitles for better comprehension. D) It should be audible and appealing to the students.
A) Bruner's 3-Tiered Model of Learning B) Gagne's Outcomes of Learning C) Bloom's Taxonomy of Learning D) Dale's Cone of Experience
A) Authors have contact details. B) More advertisements are posted. C) Links for further reading are linked. D) Contents relate to your set objectives.
A) Purchase books himself in the meantime. 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) Bring the students to a nearby town library.
A) III & IV B) II,III, IV C) I, II, III D) I & II
A) Exhibits B) Visual Symbols C) Study Trips D) Demonstrations
A) Study Trips B) Demonstrations C) Exhibits D) Visual Symbols |