A) human's utmost care of one's soul B) continuous struggles in life C) passage of time D) humans and their desire for an everlasting life
A) Innocence B) Beauty C) Cruelty D) Power
A) Women were categorized with an "A" as the heiress of the throne. B) Women were marked with eternal humiliation for their own mistakes. C) Women were treated as equals of men. D) Women were civilized beings with genuine care for their partners.
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) Path B) Scenery C) Untrodden way D) Decisions
A) The tributes should willingly sacrifice themselves for Capitol. B) The tributes must protect the district to avoid more deaths. 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) Pip from Great Expectations C) Beowulf from Beowulf D) D'Artagnan from the Three Musketeers
A) Dante Alighieri's The Divine Comedy B) Robert Stevenson's Treasure Island C) Padget Powell's A Gentleman's C D) Edgar Allan Poe's Annabel Lee
A) allegory of human soul's journey through hell and purgatory B) allegory of human fleeting achievements C) representation of idolatry D) adaptation of the author's biography
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) Revenge C) Regret D) Reward B. Regret
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 gothic styles C) Use of realism and symbolisms D) Use of romantic elements
A) It is a fiction with brevity depicting a businessman's fear of failure. 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 town from the lens of two black sisters surviving racial issues.
A) Disillusion in following an American dream B) Disillusion in pursuit of corruption C) Disillusion in solving crimes 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) women devalued because of appearance B) people with unrequited attention C) people with rebellious practices D) women with insanity
A) People are with great value and ability. B) People are just mere inhabitants of the world. C) People are witnesses of history. D) People are loyal workers.
A) Numbered years of existence are merely a number. B) Numbered years of existence are worth having. 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 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) Life B) Foundation C) Shelter D) Structure
A) Unrequited love B) Consummate Love C) Forbidden relationship D) Immense love
A) Industrial progression B) Superstitions C) Rural/ pastoral Life D) Gothic
A) Uses Yoknapatawpha County as an imagined landscape in most novels B) Utilizes different POVS C) Uses rich Baroque style D) Makes use of Harlem Renaissance motif
A) Character archetype of family's heiress B) Archetype of welcoming parentage C) Character archetype of prostitution 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) Build on the linguistic understandings students have of their own language. D) Implicitly teach new language in the context of a theme or topic.
A) Formal talks, including the oral genres B) Debates C) News Reporting D) Mime and Role Play
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) Materials that suit your own experiences, knowledge and interests D) Reading materials that have good visual cues to enable the student to access the story easily
A) Post reading activities B) During reading activities C) After reading activities D) Pre-reading activities
A) III only B) I, II, and III C) II only D) I only
A) Provide the students take home listening activities. B) Expose the learners to native speakers of English and let them converse. C) Provide many opportunities to hear and practice language through rhymes, songs, chants, games, drama, etc. D) Oblige the students to attend different talks and workshops to enhance their listening and oral communication skills.
A) Give sets of sounds and sound groupings that are the same with the learners' first language. B) Present new intonation patterns and their meanings. C) Introduce new patterns of stress and pause. D) Come out with new sets of culturally-specific knowledge, values and behaviors.
A) Evaluate the speaker's credibility. B) Ask questions. C) Argue or judge prematurely. D) Focus on the speaker than the message.
A) Ordering food in your favorite restaurant B) Telling a friend about an amusing experience, and hearing him/her recount a similar experience C) Chatting to a passenger during a plane flight D) Chatting to a school friend over coffee
A) Recognize the order in which words occurred in an utterance. B) Anticipate questions related to the topic or situation. C) Use key words to construct the schema of a discourse. D) Infer cause and effect.
A) I, II and III B) III only C) II only D) I only
A) Talk as performative B) Talk as interaction C) Talk as transactions D) Talk as performance
A) Cognitive strategies B) Meta-cognitive strategies C) Top-down strategy D) Bottom-up strategy
A) Be opportunistic. B) Examine the speaker's evidence and examine emotional appeals. C) Listen for information before evaluating. D) Evaluate the speaker's credibility.
A) Discourse competence B) Emotional competence C) Social competence D) Command over minor components of the language.
A) Design both transactional and interpersonal speaking activities. B) Personalize the speaking activities whenever possible. C) Plan speaking tasks that involve negotiation for meaning. D) Provide something for the learners to talk about.
A) Reading for content information B) Reading for awareness C) Reading to learn the language D) Reading for cultural knowledge
A) Use techniques that are extrinsically motivating. B) Subdivide the techniques into pre-reading, during reading and post reading C) Include both bottom-up and top-down technique. D) Balance authenticity and readability in choosing texts.
A) It is commonly used as a core for teachers. B) It integrates development of reading skills with listening, speaking and writing skills. C) Students are taught to read for meaning, not to break the code in reading. D) It teaches word recognition through learning the relation of the letters to the sounds they represent.
A) Peer-Assisted Reading Method is a schema-building technique that uses a pictorial storyboard map for a graphic organizer. B) It focuses on words and phrases that students must know to function while shopping, employed, enjoying recreation and at home. C) It is an interactive teaching strategy that promotes text comprehension. 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) I, II and III D) II only
A) Encourage students to focus on their mistakes before proceeding to the next. B) Encourage writing for real purposes by publishing in innovative ways. C) Teach all aspects of word knowledge and spelling through specific activities including games, quizzes, etc. D) Encourage the use of different strategies for accessing vocabulary needed and for recording new vocabulary to be used in future writing.
A) The Free - Writing Approach B) The Paragraph Pattern Approach C) The Communicative 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) Constructivist Learning Approach B) Inductive Approach C) Inquiry Based Learning Approach D) Deductive Approach
A) Cultural model B) Personal growth model C) Stylistic 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) Have a discussion on issues the poem raised and how they relate to the students' lives. D) Ask the students to rewrite the poem, changing the meaning but not the structure.
A) Give the students the full background information of the writer. B) Ask the students what genre they prefer to read. C) Present some unfamiliar words which could be found in the text. D) Give students some words from the excerpt and ask them to predict what happens next.
A) I,II,III B) I and II C) I and IV D) II, III, IV
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 expands language awareness. B) Literature educates the whole person. C) Literature encourages interaction. D) Literature is an inauthentic material.
A) The Societal Approach B) The Psychological Approach C) The Biographical Approach D) The Historical Approach
A) Book discussions B) Role playing C) Oral interpretation D) Webbing
A) Force them to read whatever literary piece you give them. B) Encourage toleration. C) Challenge them to explore those responses and learn something about D) Encourage honest and open responses.
A) Role Playing B) Creative Dramatics C) Reader's Theater D) Story Theater
A) Modeling B) Independent Reading and Writing C) Scaffolded Instruction D) Cooperative Learning
A) All of the above B) Through poems C) Through Facebook profile D) Through movie posters
A) Have students analyze diverse media forms for their strengths and weaknesses and involve both classic and digital forms. B) Use combinations of media-classic and modern together, leveraging one against the other. 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) Novels B) Magazines, Letters, Diaries or Journals C) Short stories D) Fables, Comic Books, or Songs to read
A) Give the student a warning. B) Ask the student to leave the classroom. C) Break the class into smaller groups where the student needs to contribute. D) Provide a special task for the student to accomplish during the day.
A) The Societal Approach B) The Philosophical Approach C) The Psychological Approach D) The Archetypal Approach
A) Puppet Theater B) Role Playing C) Reader's Theater D) Oral interpretation
A) Cooperative Learning B) Modeling C) Independent Reading and Writing D) Scaffolded Instruction
A) Inferring word meanings and textual meanings B) Skimming for global and scanning for detailed understanding C) Activating knowledge about genre, structure and cultural schemata D) Filling the gaps and predicting conflicts and solutions
A) The Tell-tale Heart B) A Christmas Carol C) The Monkey's Paw D) The Emperor's New Clothes
A) Prediction Exercises B) Interpreting text based from personal experience C) Creative Writing D) Cloze Procedure
A) It incorporates moral values in lessons. B) It encourages students to discuss beyond the surface meaning of the text. C) It translates text using L1. D) It raises students' awareness of values derived from the text.
A) I only B) II only C) I, II and III D) III only
A) Level 1 Simple text + more demanding task B) Level 4 Difficult text + more demanding task C) Level 3 Difficult text + more demanding task D) Level 2 Simple text + more demanding task
A) Child-Centered Approach B) Language-based Approach C) Personal Growth Approach D) Teacher-Centered Approach
A) Assign a buddy to help motivate students to participate. B) Check their attendance through their blogs. C) Assess first the technology literacy level of students. D) Let them submit weekly reports.
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) 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) Get only the portion you need and cite completely in your references.
A) Edgar Dale B) Eliot W. Eisner C) Jerome Bruner D) Noam Chomsky
A) I, II, III B) II and III C) I and IV D) II, III and IV
A) Promotion of faith and confidence in other cultures B) Representation of religious and cultural groups C) Varied interests, abilities, and maturity of the learners D) Growth in factual knowledge, literary appreciation, and stimulation of aesthetic values
A) Sexual orientation and gender B) Gender expression and identity C) Physical disability D) Culture, native language, and ethnicity portrayed in the textbook
A) Topics in human growth and development are presented with dignity and appropriate to the age of the learners. B) It contributes to the promotion of cultural values. C) Controversial issues represent both sides. D) Authors are competent and qualified in the field.
A) It continually challenges the innovation of teachers. B) Students have diverse needs and interests. C) Teachers need to showcase their versatility. D) There are lots of materials available.
A) I, II, and III B) II only C) III only D) I only
A) Privacy helps the shy and slow learner. B) There is immediate response to the answers elicited. 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) Specimens of real objects B) Collaborative activities C) Software D) Textbooks
A) Dramatic Experiences B) Direct Purposeful Experience C) Demonstrations D) Contrived Experiences
A) Complete sentences are better for information listed in numbers. B) Observe consistency in backgrounds, colors, and formats for a more focused learners' attention. C) Use tables for information instead of diagrams to show the different forms. D) Maximize the space to cover more content.
A) Patterson B) Jacetot C) Howes D) Silberman
A) Active viewing B) Silent viewing C) Repetition and role-play D) Freeze framing and prediction
A) Students acquaint themselves with the use of online tools. B) Students judge the opinions of others about the issue. C) Students link as much resources related to the literary piece for further reading. D) Students post their opinions about an issue raised in the literary piece.
A) I, III, IV, and V B) I, II, and IV C) I, II, and III D) III and V
A) It should be appropriate to the age of the learners. B) It should have subtitles for better comprehension. C) It should be audible and appealing to the students. D) It should have a clear connection to his educational objectives.
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) Contents relate to your set objectives. B) Authors have contact details. C) Links for further reading are linked. D) More advertisements are posted.
A) Purchase books himself in the meantime. B) Bring the students to a nearby town library. C) Write a short version of an existing local story in the barangay. D) Make a request to the head of the school to procure books for English subject.
A) II,III, IV B) I, II, III C) I & II D) III & IV
A) Study Trips B) Demonstrations C) Exhibits D) Visual Symbols
A) Study Trips B) Visual Symbols C) Demonstrations D) Exhibits |