A) continuous struggles in life B) passage of time C) humans and their desire for an everlasting life D) human's utmost care of one's soul
A) Power B) Cruelty C) Beauty D) Innocence
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 treated as equals of men. D) Women were marked with eternal humiliation for their own mistakes.
A) It is the flecting of man's accomplishments. B) It is nonexistent. C) It is the existence of man's achievements. D) It is the decay of the structure itself.
A) Decisions B) Untrodden way C) Path D) Scenery
A) The tributes have to fight each other to win the prize. B) The tributes have to pay for the previous rebellions of their own districts. C) The tributes should willingly sacrifice themselves for Capitol. D) The tributes must protect the district to avoid more deaths.
A) D'Artagnan from the Three Musketeers B) Beowulf from Beowulf C) Pip from Great Expectations D) Hercules from Hercules
A) Dante Alighieri's The Divine Comedy B) Robert Stevenson's Treasure Island C) Edgar Allan Poe's Annabel Lee D) Padget Powell's A Gentleman's C
A) allegory of human fleeting achievements B) allegory of human soul's journey through hell and purgatory 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 is demotivated and unsecured. D) The character lives with discontent and regret in life.
A) Reward B. Regret B) Revenge C) Regret D) Remorse
A) Second Person POV B) Third Person Omniscient POV C) First Person POV D) Third Person Limited POV
A) Use of religious settings B) Use of realism and symbolisms C) Use of romantic elements D) Use of gothic styles
A) It is a town from the lens of two black sisters surviving racial issues. B) It is an archetype of traditional small town with kind parents, mischievous children, and young lovers. C) It is a tale of a poor family who loves their own farm but travels to California for work. D) It is a fiction with brevity depicting a businessman's fear of failure.
A) Disillusion in solving crimes B) Disillusion in pursuit of corruption C) Disillusion in tribal legacy D) Disillusion in following an American dream
A) We dream that which is further from our reach. B) We aspire but there is no one to share that dream with. C) We dream an unattainable dream. D) We continue living despite the dreams we did not reach.
A) women with insanity B) people with unrequited attention C) women devalued because of appearance D) people with rebellious practices
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 the basis of your worth on earth. B) Numbered years of existence are worth having. C) Numbered years of existence are merely a number. D) Numbered years of existence are clearly a number and memories are worth counting.
A) Everyone is special and should be treated fairly. B) Everyone is alike but not everyone is the same as the ones you spent your moments with. C) Everyone is the same and can be special in their own way. D) Everyone is alike and worthy of our time.
A) Shelter B) Life C) Structure D) Foundation
A) Immense love B) Consummate Love C) Unrequited love D) Forbidden relationship
A) Superstitions B) Rural/ pastoral Life C) Industrial progression D) Gothic
A) Utilizes different POVS B) Uses rich Baroque style C) Makes use of Harlem Renaissance motif D) Uses Yoknapatawpha County as an imagined landscape in most novels
A) Situational archetype of damned parentage B) Archetype of welcoming parentage C) Character archetype of family's heiress D) Character archetype of prostitution
A) Build on the linguistic understandings students have of their own language. B) Implicitly teach new language in the context of a theme or topic. C) Create an environment where learners feel secure and are prepared to take risks. D) Encourage the use of the learner's first language if the learner is literate in that language.
A) News Reporting B) Debates C) Mime and Role Play D) Formal talks, including the oral genres
A) Reading materials found on the internet that are relatable and can be reproduced B) Books, magazines, newspaper, etc. that are unfamiliar to students C) Reading materials that have good visual cues to enable the student to access the story easily D) Materials that suit your own experiences, knowledge and interests
A) During reading activities B) After reading activities C) Pre-reading activities D) Post reading activities
A) II only B) III only C) I, II, and III D) I only
A) Provide the students take home listening activities. B) Oblige the students to attend different talks and workshops to enhance their listening and oral communication skills. C) Provide many opportunities to hear and practice language through rhymes, songs, chants, games, drama, etc. D) Expose the learners to native speakers of English and let them converse.
A) Introduce new patterns of stress and pause. B) Present new intonation patterns and their meanings. C) Give sets of sounds and sound groupings that are the same with the learners' first language. D) Come out with new sets of culturally-specific knowledge, values and behaviors.
A) Ask questions. B) Focus on the speaker than the message. C) Argue or judge prematurely. D) Evaluate the speaker's credibility.
A) Telling a friend about an amusing experience, and hearing him/her recount a similar experience B) Ordering food in your favorite restaurant 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) Infer cause and effect. C) Recognize the order in which words occurred in an utterance. D) Use key words to construct the schema of a discourse.
A) II only B) III only C) I only D) I, II and III
A) Talk as performance B) Talk as performative C) Talk as transactions D) Talk as interaction
A) Top-down strategy B) Meta-cognitive strategies C) Bottom-up strategy D) Cognitive strategies
A) Examine the speaker's evidence and examine emotional appeals. B) Be opportunistic. C) Listen for information before evaluating. D) Evaluate the speaker's credibility.
A) Command over minor components of the language. B) Social competence C) Discourse competence D) Emotional competence
A) Plan speaking tasks that involve negotiation for meaning. B) Provide something for the learners to talk about. C) Design both transactional and interpersonal speaking activities. D) Personalize the speaking activities whenever possible.
A) Reading to learn the language B) Reading for cultural knowledge C) Reading for awareness D) Reading for content information
A) Balance authenticity and readability in choosing texts. B) Include both bottom-up and top-down technique. C) Subdivide the techniques into pre-reading, during reading and post reading D) Use techniques that are extrinsically motivating.
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 is commonly used as a core for teachers. 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 focuses on words and phrases that students must know to function while shopping, employed, enjoying recreation and at home. C) Peer-Assisted Reading Method is a schema-building technique that uses a pictorial storyboard map for a graphic organizer. D) It is an interactive teaching strategy that promotes text comprehension.
A) II only B) I only C) III only D) I, II and III
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 Paragraph Pattern Approach C) The Free - Writing Approach D) The Communicative Approach
A) Getting the gist B) Recognizing key words C) Using discourse structure to enhance listening strategies D) Finding supporting details
A) Inquiry Based Learning Approach B) Deductive Approach C) Constructivist Learning Approach D) Inductive Approach
A) Cultural model B) Stylistic model C) Language 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) Ask students to discuss the possible story behind a poem. D) Have a discussion on issues the poem raised and how they relate to the students' lives.
A) Ask the students what genre they prefer to read. B) Give the students the full background information of the writer. C) Give students some words from the excerpt and ask them to predict what happens next. D) Present some unfamiliar words which could be found in the text.
A) II, III, IV B) I and IV C) I,II,III D) I and II
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 improvise a role play between two characters in the book. D) Ask students to personalize the text by talking about similar experiences.
A) Literature expands language awareness. B) Literature is an inauthentic material. C) Literature educates the whole person. D) Literature encourages interaction.
A) The Biographical Approach B) The Psychological Approach C) The Societal Approach D) The Historical Approach
A) Oral interpretation B) Book discussions C) Webbing D) Role playing
A) Challenge them to explore those responses and learn something about B) Encourage toleration. C) Encourage honest and open responses. D) Force them to read whatever literary piece you give them.
A) Role Playing B) Reader's Theater C) Story Theater D) Creative Dramatics
A) Scaffolded Instruction B) Modeling C) Cooperative Learning D) Independent Reading and Writing
A) Through movie posters B) Through poems C) All of the above D) Through Facebook profile
A) Use combinations of media-classic and modern together, leveraging one against the other. B) Allow students to choose media while you choose themes and/or academic and/or quality standards. 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) Magazines, Letters, Diaries or Journals B) Fables, Comic Books, or Songs to read C) Short stories D) Novels
A) Provide a special task for the student to accomplish during the day. B) Break the class into smaller groups where the student needs to contribute. C) Ask the student to leave the classroom. D) Give the student a warning.
A) The Societal Approach B) The Psychological Approach C) The Philosophical Approach D) The Archetypal Approach
A) Role Playing B) Puppet Theater C) Reader's Theater D) Oral interpretation
A) Modeling B) Cooperative Learning C) Scaffolded Instruction D) Independent Reading and Writing
A) Inferring word meanings and textual meanings B) Filling the gaps and predicting conflicts and solutions C) Skimming for global and scanning for detailed understanding D) Activating knowledge about genre, structure and cultural schemata
A) A Christmas Carol B) The Tell-tale Heart C) The Monkey's Paw D) The Emperor's New Clothes
A) Prediction Exercises B) Interpreting text based from personal experience C) Cloze Procedure D) Creative Writing
A) It translates text using L1. B) It incorporates moral values in lessons. C) It encourages students to discuss beyond the surface meaning of the text. D) It raises students' awareness of values derived from the text.
A) I, II and III B) I only C) III only D) II only
A) Level 3 Difficult text + more demanding task B) Level 2 Simple text + more demanding task C) Level 1 Simple text + more demanding task D) Level 4 Difficult text + more demanding task
A) Personal Growth Approach B) Language-based Approach C) Teacher-Centered 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) It encourages educators to plan experiences that will help students apply their learning to real-life situations. B) Contrived experiences are those that make the learners act out a role. C) Motion pictures limit the participation of students since it only involves seeing and hearing. D) The more senses used in interaction with a source, the better chances for students to learn.
A) Get only the portion you need and cite completely in your references. B) Use a portion only so you don't have to cite it in your references. C) Download the whole article and attach it to your presentation. D) Cite completely in your references regardless of the amount of information you used.
A) Noam Chomsky B) Edgar Dale C) Jerome Bruner D) Eliot W. Eisner
A) I, II, III B) II and III C) I and IV 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) Gender expression and identity C) Culture, native language, and ethnicity portrayed in the textbook D) Physical disability
A) Topics in human growth and development are presented with dignity and appropriate to the age of the learners. B) Authors are competent and qualified in the field. C) Controversial issues represent both sides. 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) II only B) III only C) I, II, and III D) I only
A) Privacy helps the shy and slow learner. B) The teacher can devote more time to individual students. C) Large amounts of information can be learned in a shorter time and through a multisensory approach. D) There is immediate response to the answers elicited.
A) Software B) Specimens of real objects C) Textbooks D) Collaborative activities
A) Dramatic Experiences B) Direct Purposeful Experience C) Contrived Experiences D) Demonstrations
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) Complete sentences are better for information listed in numbers. D) Maximize the space to cover more content.
A) Patterson B) Howes C) Jacetot D) Silberman
A) Freeze framing and prediction B) Silent viewing C) Repetition and role-play D) Active viewing
A) Students judge the opinions of others about the issue. 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 acquaint themselves with the use of online tools.
A) I, III, IV, and V B) III and V C) I, II, and III D) I, II, and IV
A) It should have subtitles for better comprehension. B) It should be appropriate to the age of the learners. C) It should have a clear connection to his educational objectives. D) It should be audible and appealing to the students.
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) Authors have contact details. B) Contents relate to your set objectives. C) More advertisements are posted. D) Links for further reading are linked.
A) Write a short version of an existing local story in the barangay. B) Purchase books himself in the meantime. C) Make a request to the head of the school to procure books for English subject. D) Bring the students to a nearby town library.
A) I & II B) II,III, IV C) I, II, III D) III & IV
A) Visual Symbols B) Study Trips C) Demonstrations D) Exhibits
A) Demonstrations B) Visual Symbols C) Study Trips D) Exhibits |