A) passage of time B) continuous struggles in life C) human's utmost care of one's soul D) humans and their desire for an everlasting life
A) Innocence B) Cruelty C) Power 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 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) Decisions B) Path C) Untrodden way D) Scenery
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) 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) Edgar Allan Poe's Annabel Lee D) Dante Alighieri's The Divine Comedy
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 lost track of his and the world's worth. B) The character had lost his senses. C) The character is demotivated and unsecured. D) The character lives with discontent and regret in life.
A) Remorse B) Regret C) Revenge D) Reward B. Regret
A) Third Person Limited POV B) Second Person POV C) Third Person Omniscient POV D) First Person POV
A) Use of realism and symbolisms B) Use of gothic styles C) Use of romantic elements 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 an archetype of traditional small town with kind parents, mischievous children, and young lovers. C) It is a fiction with brevity depicting a businessman's fear of failure. D) It is a town from the lens of two black sisters surviving racial issues.
A) Disillusion in solving crimes B) Disillusion in following an American dream C) Disillusion in pursuit of corruption D) Disillusion in tribal legacy
A) We dream that which is further from our reach. B) We continue living despite the dreams we did not reach. C) We dream an unattainable dream. D) We aspire but there is no one to share that dream with.
A) people with unrequited attention B) women devalued because of appearance C) people with rebellious practices D) women with insanity
A) People are with great value and ability. B) People are loyal workers. C) People are just mere inhabitants of the world. D) People are witnesses of history.
A) Numbered years of existence are worth having. B) Numbered years of existence are merely a number. C) Numbered years of existence are the basis of your worth on earth. D) Numbered years of existence are clearly a number and memories are worth counting.
A) Everyone is the same and can be special in their own way. B) Everyone is alike and worthy of our time. 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) Shelter C) Life D) Structure
A) Forbidden relationship B) Unrequited love C) Immense love D) Consummate Love
A) Rural/ pastoral Life B) Industrial progression C) Gothic D) Superstitions
A) Uses Yoknapatawpha County as an imagined landscape in most novels B) Uses rich Baroque style C) Utilizes different POVS D) Makes use of Harlem Renaissance motif
A) Situational archetype of damned parentage B) Archetype of welcoming parentage C) Character archetype of family's heiress D) Character archetype of prostitution
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) 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) News Reporting B) Debates C) Formal talks, including the oral genres D) Mime and Role Play
A) Reading materials that have good visual cues to enable the student to access the story easily 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) 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) II only C) III only D) I, II, and III
A) Provide the students take home listening activities. B) Provide many opportunities to hear and practice language through rhymes, songs, chants, games, drama, etc. C) Oblige the students to attend different talks and workshops to enhance their listening and oral communication skills. D) Expose the learners to native speakers of English and let them converse.
A) Come out with new sets of culturally-specific knowledge, values and behaviors. B) Introduce new patterns of stress and pause. C) Present new intonation patterns and their meanings. D) Give sets of sounds and sound groupings that are the same with the learners' first language.
A) Evaluate the speaker's credibility. B) Focus on the speaker than the message. C) Argue or judge prematurely. D) Ask questions.
A) Chatting to a school friend over coffee B) Ordering food in your favorite restaurant C) Telling a friend about an amusing experience, and hearing him/her recount a similar experience D) Chatting to a passenger during a plane flight
A) Recognize the order in which words occurred in an utterance. B) Infer cause and effect. C) Anticipate questions related to the topic or situation. D) Use key words to construct the schema of a discourse.
A) III only B) I only C) I, II and III D) II only
A) Talk as interaction B) Talk as transactions C) Talk as performative D) Talk as performance
A) Bottom-up strategy B) Cognitive strategies C) Top-down strategy D) Meta-cognitive strategies
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) Provide something for the learners to talk about. D) Design both transactional and interpersonal speaking activities.
A) Reading for content information B) Reading to learn the language C) Reading for cultural knowledge D) Reading for awareness
A) Subdivide the techniques into pre-reading, during reading and post reading B) Use techniques that are extrinsically motivating. C) Balance authenticity and readability in choosing texts. D) Include both bottom-up and top-down technique.
A) It integrates development of reading skills with listening, speaking and writing skills. B) Students are taught to read for meaning, not to break the code in reading. C) It teaches word recognition through learning the relation of the letters to the sounds they represent. D) It is commonly used as a core for teachers.
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) Peer-Assisted Reading Method is a schema-building technique that uses a pictorial storyboard map for a graphic organizer. C) It is an interactive teaching strategy that promotes text comprehension. D) It focuses on words and phrases that students must know to function while shopping, employed, enjoying recreation and at home.
A) I only B) III only C) II only D) I, II and III
A) Teach all aspects of word knowledge and spelling through specific activities including games, quizzes, etc. 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) 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 Paragraph Pattern Approach C) The Free - Writing 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) Inquiry Based Learning Approach B) Inductive Approach C) Deductive Approach D) Constructivist Learning Approach
A) Language model B) Cultural model C) Personal growth model D) Stylistic model
A) Ask students to discuss the possible story behind a poem. B) Have a discussion on issues the poem raised and how they relate to the students' lives. C) Ask the students to rewrite the poem, changing the meaning but not the structure. D) Have students read to each other the poem aloud at the same time, checking for each other's pronunciation and rhythm.
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) Give the students the full background information of the writer. D) Present some unfamiliar words which could be found in the text.
A) II, III, IV B) I and II C) I and IV D) I,II,III
A) Ask students to write what they think will happen next, or what they think happened just before. B) Ask students to personalize the text by talking about similar experiences. C) Ask students to improvise a role play between two characters in the book. D) Ask groups of students to discuss the historical background of the text in class.
A) Literature educates the whole person. B) Literature encourages interaction. C) Literature expands language awareness. D) Literature is an inauthentic material.
A) The Psychological Approach B) The Historical Approach C) The Societal Approach D) The Biographical Approach
A) Book discussions B) Oral interpretation C) Role playing D) Webbing
A) Encourage honest and open responses. B) Challenge them to explore those responses and learn something about C) Encourage toleration. D) Force them to read whatever literary piece you give them.
A) Reader's Theater B) Role Playing C) Creative Dramatics D) Story Theater
A) Cooperative Learning B) Independent Reading and Writing C) Modeling D) Scaffolded Instruction
A) Through movie posters B) All of the above C) Through poems D) Through Facebook profile
A) Use combinations of media-classic and modern together, leveraging one against the other. B) Create social media-based reading clubs where you can also ask them personal questions. C) Allow students to choose media while you choose themes and/or academic and/or quality standards. D) Have students analyze diverse media forms for their strengths and weaknesses and involve both classic and digital forms.
A) Short stories B) Fables, Comic Books, or Songs to read C) Magazines, Letters, Diaries or Journals D) Novels
A) Ask the student to leave the classroom. B) Provide a special task for the student to accomplish during the day. C) Break the class into smaller groups where the student needs to contribute. D) Give the student a warning.
A) The Archetypal Approach B) The Philosophical Approach C) The Psychological Approach D) The Societal Approach
A) Reader's Theater B) Role Playing C) Puppet Theater D) Oral interpretation
A) Independent Reading and Writing B) Scaffolded Instruction C) Modeling D) Cooperative Learning
A) Filling the gaps and predicting conflicts and solutions B) Inferring word meanings and textual meanings C) Skimming for global and scanning for detailed understanding D) Activating knowledge about genre, structure and cultural schemata
A) The Monkey's Paw B) The Emperor's New Clothes C) The Tell-tale Heart D) A Christmas Carol
A) Cloze Procedure B) Prediction Exercises C) Creative Writing D) Interpreting text based from personal experience
A) It raises students' awareness of values derived from the text. B) It translates text using L1. C) It encourages students to discuss beyond the surface meaning of the text. D) It incorporates moral values in lessons.
A) II only B) I, II and III C) I only D) III only
A) Level 4 Difficult text + more demanding task B) Level 1 Simple text + more demanding task C) Level 3 Difficult text + more demanding task D) Level 2 Simple text + more demanding task
A) Teacher-Centered Approach B) Personal Growth Approach C) Child-Centered Approach D) Language-based Approach
A) Assign a buddy to help motivate students to participate. B) Check their attendance through their blogs. C) Let them submit weekly reports. D) Assess first the technology literacy level of students.
A) Motion pictures limit the participation of students since it only involves seeing and hearing. B) Contrived experiences are those that make the learners act out a role. C) The more senses used in interaction with a source, the better chances for students to learn. D) It encourages educators to plan experiences that will help students apply their learning to real-life situations.
A) Get only the portion you need and cite completely in your references. B) Cite completely in your references regardless of the amount of information you used. C) Use a portion only so you don't have to cite it in your references. D) Download the whole article and attach it to your presentation.
A) Noam Chomsky B) Jerome Bruner C) Eliot W. Eisner D) Edgar Dale
A) I, II, III B) I and IV C) II and III D) II, III and IV
A) Growth in factual knowledge, literary appreciation, and stimulation of aesthetic values B) Varied interests, abilities, and maturity of the learners C) Promotion of faith and confidence in other cultures D) Representation of religious and cultural groups
A) Sexual orientation and gender B) Physical disability C) Gender expression and identity D) Culture, native language, and ethnicity portrayed in the textbook
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) There are lots of materials available. B) Students have diverse needs and interests. C) It continually challenges the innovation of teachers. D) Teachers need to showcase their versatility.
A) I only B) II only C) III only D) I, II, and III
A) The teacher can devote more time to individual students. B) There is immediate response to the answers elicited. C) Large amounts of information can be learned in a shorter time and through a multisensory approach. D) Privacy helps the shy and slow learner.
A) Collaborative activities B) Specimens of real objects C) Textbooks D) Software
A) Dramatic Experiences B) Contrived Experiences C) Demonstrations 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) Howes B) Silberman C) Patterson D) Jacetot
A) Active viewing B) Freeze framing and prediction C) Silent viewing D) Repetition and role-play
A) Students judge the opinions of others about the issue. B) Students post their opinions about an issue raised in the literary piece. C) Students link as much resources related to the literary piece for further reading. D) Students acquaint themselves with the use of online tools.
A) III and V B) I, III, IV, and V C) I, II, and IV D) I, II, and III
A) It should be audible and appealing to the students. B) It should have a clear connection to his educational objectives. C) It should be appropriate to the age of the learners. D) It should have subtitles for better comprehension.
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) Contents relate to your set objectives. B) Links for further reading are linked. C) More advertisements are posted. D) Authors have contact details.
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) I, II, III B) III & IV C) II,III, IV D) I & II
A) Study Trips B) Demonstrations C) Exhibits D) Visual Symbols
A) Demonstrations B) Exhibits C) Visual Symbols D) Study Trips |