A) continuous struggles in life B) human's utmost care of one's soul C) humans and their desire for an everlasting life D) passage of time
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 nonexistent. B) It is the existence of man's achievements. C) It is the decay of the structure itself. D) It is the flecting of man's accomplishments.
A) Decisions B) Scenery C) Untrodden way D) Path
A) The tributes must protect the district to avoid more deaths. B) The tributes should willingly sacrifice themselves for Capitol. C) The tributes have to pay for the previous rebellions of their own districts. D) The tributes have to fight each other to win the prize.
A) Hercules from Hercules B) D'Artagnan from the Three Musketeers C) Beowulf from Beowulf D) Pip from Great Expectations
A) Robert Stevenson's Treasure Island B) Padget Powell's A Gentleman's C 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 soul's journey through hell and purgatory D) allegory of human fleeting achievements
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) Revenge B) Reward B. Regret C) Remorse D) Regret
A) Third Person Limited POV B) First Person POV C) Second Person POV D) Third Person Omniscient POV
A) Use of romantic elements B) Use of realism and symbolisms C) Use of gothic styles D) Use of religious settings
A) It is an archetype of traditional small town with kind parents, mischievous children, and young lovers. B) It is a town from the lens of two black sisters surviving racial issues. C) It is a fiction with brevity depicting a businessman's fear of failure. D) It is a tale of a poor family who loves their own farm but travels to California for work.
A) Disillusion in solving crimes B) Disillusion in pursuit of corruption C) Disillusion in following an American dream D) Disillusion in tribal legacy
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 that which is further from our reach. D) We dream an unattainable dream.
A) people with unrequited attention B) women devalued because of appearance C) women with insanity D) people with rebellious practices
A) People are with great value and ability. B) People are loyal workers. C) People are witnesses of history. D) People are just mere inhabitants of the world.
A) Numbered years of existence are merely a number. B) Numbered years of existence are clearly a number and memories are worth counting. C) Numbered years of existence are worth having. D) Numbered years of existence are the basis of your worth on earth.
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) Shelter C) Life D) Structure
A) Forbidden relationship B) Consummate Love C) Immense love D) Unrequited love
A) Rural/ pastoral Life B) Industrial progression C) Superstitions 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 prostitution D) Character archetype of family's heiress
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) Formal talks, including the oral genres C) Mime and Role Play D) Debates
A) Materials that suit your own experiences, knowledge and interests B) Reading materials that have good visual cues to enable the student to access the story easily C) Books, magazines, newspaper, etc. that are unfamiliar to students D) Reading materials found on the internet that are relatable and can be reproduced
A) After reading activities B) During reading activities C) Pre-reading activities D) Post reading activities
A) II only B) I only C) III only D) I, II, and III
A) Provide many opportunities to hear and practice language through rhymes, songs, chants, games, drama, etc. 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 the students take home listening activities.
A) Present new intonation patterns and their meanings. B) Come out with new sets of culturally-specific knowledge, values and behaviors. C) Give sets of sounds and sound groupings that are the same with the learners' first language. D) Introduce new patterns of stress and pause.
A) Focus on the speaker than the message. B) Evaluate the speaker's credibility. C) Ask questions. D) Argue or judge prematurely.
A) Telling a friend about an amusing experience, and hearing him/her recount a similar experience B) Chatting to a passenger during a plane flight C) Chatting to a school friend over coffee D) Ordering food in your favorite restaurant
A) Anticipate questions related to the topic or situation. B) Recognize the order in which words occurred in an utterance. C) Infer cause and effect. D) Use key words to construct the schema of a discourse.
A) II only B) I only C) I, II and III D) III only
A) Talk as performance B) Talk as performative C) Talk as interaction D) Talk as transactions
A) Cognitive strategies B) Meta-cognitive strategies C) Top-down strategy D) Bottom-up strategy
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) Command over minor components of the language. B) Emotional competence C) Discourse competence D) Social competence
A) Provide something for the learners to talk about. B) Personalize the speaking activities whenever possible. C) Plan speaking tasks that involve negotiation for meaning. D) Design both transactional and interpersonal speaking activities.
A) Reading to learn the language B) Reading for cultural knowledge C) Reading for awareness D) Reading for content information
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 is commonly used as a core for teachers. 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 integrates development of reading skills with listening, speaking and writing skills.
A) Peer-Assisted Reading Method is a schema-building technique that uses a pictorial storyboard map for a graphic organizer. B) It is an interactive teaching strategy that promotes text comprehension. 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) III only B) I only C) II only D) I, II and III
A) Encourage students to focus on their mistakes before proceeding to the next. B) Encourage the use of different strategies for accessing vocabulary needed and for recording new vocabulary to be used in future writing. C) Teach all aspects of word knowledge and spelling through specific activities including games, quizzes, etc. D) Encourage writing for real purposes by publishing in innovative ways.
A) The Communicative Approach B) The Free - Writing Approach C) The Controlled to Free Approach D) The Paragraph Pattern Approach
A) Getting the gist B) Finding supporting details C) Using discourse structure to enhance listening strategies D) Recognizing key words
A) Constructivist Learning Approach B) Deductive Approach C) Inductive Approach D) Inquiry Based Learning Approach
A) Stylistic model B) Language model C) Personal growth model D) Cultural model
A) Have a discussion on issues the poem raised and how they relate to the students' lives. 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 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) Give the students the full background information of the writer. C) Ask the students what genre they prefer to read. D) Present some unfamiliar words which could be found in the text.
A) I and II B) I,II,III C) I and IV D) II, III, IV
A) Ask groups of students to discuss the historical background of the text in class. B) Ask students to personalize the text by talking about similar experiences. C) Ask students to write what they think will happen next, or what they think happened just before. D) Ask students to improvise a role play between two characters in the book.
A) Literature is an inauthentic material. B) Literature encourages interaction. C) Literature expands language awareness. D) Literature educates the whole person.
A) The Historical Approach B) The Biographical Approach C) The Psychological Approach D) The Societal Approach
A) Webbing B) Role playing C) Book discussions D) Oral interpretation
A) Encourage honest and open responses. B) Force them to read whatever literary piece you give them. C) Encourage toleration. 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) Cooperative Learning B) Modeling C) Scaffolded Instruction D) Independent Reading and Writing
A) Through Facebook profile B) Through poems C) All of the above D) Through movie posters
A) Have students analyze diverse media forms for their strengths and weaknesses and involve both classic and digital forms. 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) 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) Ask the student to leave the classroom. C) Provide a special task for the student to accomplish during the day. D) Break the class into smaller groups where the student needs to contribute.
A) The Psychological Approach B) The Societal Approach C) The Philosophical Approach D) The Archetypal Approach
A) Oral interpretation B) Role Playing C) Reader's Theater D) Puppet Theater
A) Scaffolded Instruction B) Cooperative Learning C) Independent Reading and Writing D) Modeling
A) Skimming for global and scanning for detailed understanding B) Activating knowledge about genre, structure and cultural schemata C) Inferring word meanings and textual meanings D) Filling the gaps and predicting conflicts and solutions
A) The Monkey's Paw B) A Christmas Carol C) The Emperor's New Clothes D) The Tell-tale Heart
A) Creative Writing B) Interpreting text based from personal experience C) Prediction Exercises D) Cloze Procedure
A) It raises students' awareness of values derived from the text. B) It incorporates moral values in lessons. C) It translates text using L1. D) It encourages students to discuss beyond the surface meaning of the text.
A) II only B) III only C) I, II and III D) I only
A) Level 4 Difficult text + more demanding task B) Level 2 Simple text + more demanding task C) Level 1 Simple text + more demanding task D) Level 3 Difficult text + more demanding task
A) Teacher-Centered Approach B) Personal Growth Approach C) Child-Centered Approach D) Language-based Approach
A) Check their attendance through their blogs. B) Assess first the technology literacy level of students. C) Assign a buddy to help motivate students to participate. D) Let them submit weekly reports.
A) Contrived experiences are those that make the learners act out a role. 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) The more senses used in interaction with a source, the better chances for students to learn.
A) Use a portion only so you don't have to cite it in your references. B) Cite completely in your references regardless of the amount of information you used. 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) Noam Chomsky B) Jerome Bruner C) Edgar Dale D) Eliot W. Eisner
A) I and IV B) II and III C) II, III and IV D) I, II, III
A) Varied interests, abilities, and maturity of the learners B) Growth in factual knowledge, literary appreciation, and stimulation of aesthetic values C) Representation of religious and cultural groups D) Promotion of faith and confidence in other cultures
A) Sexual orientation and gender B) Physical disability C) Culture, native language, and ethnicity portrayed in the textbook D) Gender expression and identity
A) Authors are competent and qualified in the field. B) It contributes to the promotion of cultural values. C) Topics in human growth and development are presented with dignity and appropriate to the age of the learners. D) Controversial issues represent both sides.
A) There are lots of materials available. B) It continually challenges the innovation of teachers. C) Teachers need to showcase their versatility. D) Students have diverse needs and interests.
A) III only B) I only C) I, II, and III D) II only
A) Large amounts of information can be learned in a shorter time and through a multisensory approach. B) The teacher can devote more time to individual students. C) Privacy helps the shy and slow learner. D) There is immediate response to the answers elicited.
A) Software B) Collaborative activities C) Specimens of real objects D) Textbooks
A) Dramatic Experiences B) Contrived Experiences C) Direct Purposeful Experience D) Demonstrations
A) Maximize the space to cover more content. B) Observe consistency in backgrounds, colors, and formats for a more focused learners' attention. C) Complete sentences are better for information listed in numbers. D) Use tables for information instead of diagrams to show the different forms.
A) Silberman B) Howes C) Patterson D) Jacetot
A) Active viewing B) Repetition and role-play C) Freeze framing and prediction D) Silent viewing
A) Students link as much resources related to the literary piece for further reading. 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 judge the opinions of others about the issue.
A) III and V B) I, II, and IV C) I, II, and III D) I, III, IV, and V
A) It should have subtitles for better comprehension. 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 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) Links for further reading are linked. B) More advertisements are posted. C) Authors have contact details. D) Contents relate to your set objectives.
A) Make a request to the head of the school to procure books for English subject. B) Write a short version of an existing local story in the barangay. C) Bring the students to a nearby town library. D) Purchase books himself in the meantime.
A) I & II B) I, II, III C) III & IV D) II,III, IV
A) Exhibits B) Demonstrations C) Study Trips D) Visual Symbols
A) Exhibits B) Visual Symbols C) Demonstrations D) Study Trips |